Behaviour and Belonging as a Blueprint

 Behaviour and Belonging as a Blueprint
Certificate: Behaviour and Belonging in Early Childhood and OSHC — Level 1 Practitioner (15 hours PD) (5 Module Titles listed)
Duration: 15 hours (5 x 3-hour modules)
Delivery: Online – self-paced with video, workbook, and reflection journal
Cost:
Individual
$99 per individual course / $399 full pack
Team
$299 per Team Course / $1299 full pack
All Educators receive a certificate
Tax Deductible
Courses sent to you Monday 20th October 2025

Course Overview
This course empowers early childhood and OSHC educators to move from managing behaviour to nurturing belonging. Participants will explore relationship-based behaviour guidance, resilience-building, mindfulness, and inclusion, creating emotionally safe, inclusive environments. Educators will leave with practical strategies, reflective tools, and confidence to support children’s self-regulation, wellbeing, and social-emotional development.

For: Early Childhood Educators, OSHC Professionals, Wellbeing Coordinators
About your Facilitator - Kelly Hallas
Module 1: Guiding Children’s Behaviour Through Connection
​Overview: Moving to understanding — relationship-based behaviour guidance.
Mini-Modules
  1. Behaviour as Communication – Recognising behaviour as a signal of needs or emotions.
  2. Co-Regulation Strategies – Techniques to calm and support children through emotional challenges.
  3. The Power of Connection – Building trust, consistency, and secure relationships.
  4. Restorative Practices – Using repair, empathy, and understanding.
  5. Reflective Leadership – How educators model calm, empathy, and problem-solving.
Educators Will Learn To
  • Interpret challenging behaviour as communication.
  • Apply co-regulation strategies to support children calmly.
  • Build secure, trust-based relationships.
  • Facilitate restorative interactions and empathy-building.
  • Reflect on their own practice and emotional responses.
Links
  • EYLF Outcomes 1, 3, 5
  • MTOP Outcomes 1, 2, 4
  • NQF QA 1, 5, 6
Theorists
  • Daniel Siegel – Interpersonal neurobiology, attachment, and regulation.
  • John Bowlby – Attachment theory and secure relationships.
  • Marvin & Pianta – Teacher–child relationship quality.
Module 2: Building Resilience and Emotional Literacy
​Overview: Empower children to recognise, express, and manage emotions.
Mini-Modules
  1. Understanding Emotions – Identifying, naming, and validating feelings.
  2. Tools for Resilience – Storytelling, mindfulness, and coping strategies.
  3. Emotional Coaching – Guiding children through challenges with empathy and problem-solving.
  4. Reflective Practice – Integrating emotional literacy into daily routines.
Educators Will Learn To
  • Support children’s emotional awareness and naming of feelings.
  • Foster optimism, coping skills, and self-worth.
  • Use storytelling and play to teach resilience.
  • Reflect on emotional literacy practices and adapt strategies.
Links
  • EYLF Outcomes 1, 3, 4, 5
  • MTOP Outcomes 1, 2, 4
  • NQF QA 1, 5, 6
Theorists
  • Daniel Goleman – Emotional intelligence development.
  • Erik Erikson – Psychosocial stages and coping.
  • Martin Seligman – Positive psychology, optimism, and resilience
Module 3: Understanding and Supporting Additional and Individual Needs
Overview: Inclusion, equity, and tailored support for every child.
Mini-Modules
  1. Seeing the Individual – Observing learning styles, preferences, and developmental differences.
  2. Understanding Needs – Recognising neurodiversity, sensory needs, and learning differences.
  3. Inclusive Planning – Adapting routines, spaces, and activities for diverse children.
  4. Collaboration and Reflection – Partnering with families, specialists, and peers.
Educators Will Learn To
  • Identify individual developmental, sensory, and learning needs.
  • Tailor strategies for neurodiverse and diverse learners.
  • Collaborate with families and professionals to strengthen support.
  • Reflect on inclusion and equity practices in the classroom.
Links
  • EYLF Outcomes 1, 2, 5
  • MTOP Outcomes 1, 2, 3
  • NQF QA 1, 3, 5
Theorists
  • Lev Vygotsky – Zone of Proximal Development and scaffolding.
  • Howard Gardner – Multiple intelligences and individual strengths.
  • Urie Bronfenbrenner – Ecological systems influencing development.
​Module 4: Mindful Moments: Mindfulness Practices for Educators and Children
Overview: Bringing calm, awareness, and intentional presence into everyday practice.
Mini-Modules
  1. Mindful Practice – Integrating short mindfulness exercises into routines.
  2. Breathing Games – Interactive exercises to support self-regulation.
  3. Stillness & Sound – Guided listening and sensory awareness.
  4. Gratitude & Reflection – Encourage reflection, appreciation, and emotional awareness.
Educators Will Learn To
  • Model calm and emotional regulation.
  • Embed mindfulness into transitions and routines.
  • Use sensory and guided techniques to support self-awareness.
  • Promote both children’s and educators’ wellbeing.
Links
  • EYLF Outcomes 1, 3, 4
  • MTOP Outcomes 1, 2, 4
  • NQF QA 1, 5, 6
Theorists
  • Jon Kabat-Zinn – Mindfulness-based stress reduction.
  • Thich Nhat Hanh – Mindfulness practices for children.
  • Daniel Siegel – Mindful awareness for self-regulation.
Module 5: The Calming Classroom: Creating Emotionally Safe Environments
​Overview: Designing spaces and routines that nurture safety, trust, and belonging.
Mini-Modules
  1. Safety and Belonging – Establishing predictable routines and secure environments.
  2. The Power of Environment – Organising spaces for emotional regulation and engagement.
  3. Sensory Zoning – Designing calm areas and sensory supports.
  4. Rituals for Calm – Integrating daily rituals, songs, and rhythm for security.
  5. Reflective Design – Evaluating and adapting environments based on children’s needs.
Educators Will Learn To
  • Create calming, safe, and inclusive learning spaces.
  • Use routines and sensory supports for regulation.
  • Integrate rituals that promote belonging and predictability.
  • Reflect on environmental design to meet diverse needs.
Links
  • EYLF Outcomes 1, 3, 4, 5
  • MTOP Outcomes 1, 3, 5
  • NQF QA 1, 5, 6
Theorists
  • Maslow – Hierarchy of needs and environmental security.
  • Bronfenbrenner – Environmental influences on wellbeing.
  • Rogers – Person-centred approaches to safety and acceptance.
Example Critical Reflection Questions 
  1. How do I currently interpret children’s behaviour, and how could I shift towards a connection-based approach?
  2. Which strategies for emotional literacy and resilience have I noticed children respond to most effectively?
  3. How can I better observe and support individual needs in my classroom or OSHC environment?
  4. In what ways do mindfulness practices impact my own emotional regulation and presence with children?
  5. How can the physical and social environment be adjusted to enhance children’s sense of safety, belonging, and wellbeing?