Planned experiences for babies frequently revolve around routines such as meal and nappy change times, and sleep and settling routines. These plans will be very individualised, and usually focused on
one to one interactions, between the baby and the Child Care Professional. Planning for babies also usually emphasis the provision of environments and resources that the baby can safely explore
and interact with in their own way. When planning for babies, child care professionals need to consult families closely to understand what each child’s family sees as being important in assisting
their child to settle happily into care while developing their skills.


Planning for toddlers generally has a strong focus on supporting them as they develop their language, independence and social skills. Planned experiences will often focus on supporting
toddlers to engage in play experiences where they can practice and extend upon these skills. Planned experiences should either be individualised or planned for very small groups of children,
and feature a high level of flexibility to allow children to engage in the experiences in ways that best suit their abilities and interests. Child care professionals act primarily as guides and role models,
helping children to negotiate with others and to express their emotions appropriately.

Kindergarten Children

Programs for pre-school aged children often have a stronger focus on the development of early academic skills such as reading, writing and mathematics. However, the programs that are planned
for these children should continue to be play based and focused on children’s interests. There can be a mix of individual, small and larger group activities planned, and children should be able to make
choices about the experiences in which they participate. Child care professionals will not only learn about children by observing them and talking with their families; they will also get to know children
well through their everyday conversations with individuals and groups of children.

The programs that are planned for school aged children are unique in that they need to recognise and be responsive to the fact that children are already attending a formal school program. Child care
professionals should ensure that planned experiences accommodate school aged children’s particular needs for extra curricular recreational and social activity, as well as time to relax before
and after the school day and during school holidays. Older children will have more opportunities to participate in experiences of their own choosing, and children in these services are often encouraged
to participate in decision making about the experiences that are planned. While all areas of children’s development should be catered for there is an emphasis on the development of social and
life skills.

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