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  • 1: Using a strengths-based approach; building empathy
  • 2: Listening to children’s voices
  • 3: Care; resilience; protective factors
  • 4: Parenting from different states/continents; sharing
  • 5: Fostering children's language about parents working away
  • 6: Building children’s understanding of parents working away; communication
  • 7: Developing children’s narratives, creating digital narratives
  • 8: Supporting family household transitions
  • 9: Emotional, physical and cognitive responses to parents working away
  • 10: Social responses to parents working away
  • 11: Links to the community
  • 12: Relationship breakdown
  • 13: Addictions; grief; loss; change
  • 14: Abuse (domestic voilence, child abuse, neglect)
  • 15: Service related injuries or medical conditions
  • 16: Service related mental health conditions and moral injury
  • Module 17: When a parent dies
  • 18: Child and family trauma
  • 19: And so, things have been a bit different: Ben's story
  • 20: In Sickness and in Health: Sam's Story
  • 21: Oh, by the way, my Mum has PTS: Nathan's Story
  • 22: Liam's story: So why do I wear Dad's medals?
  • 23: Transitioning from service life; changing careers
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  4. 5: Fostering children's language about parents working away
  • 5: Fostering children's language about parents working away

    5: Fostering children's language about parents working away

    woman in gray long sleeve shirt standing beside woman in brown jacket near body of water

    • Establishing a shared language with parents Establishing a shared language with parents
    • Increasing understanding and vocabulary Increasing understanding and vocabulary
    • Challenging conversations Challenging conversations
    • Rituals Rituals
    • Other ways to improve language and vocabulary

    • Songs, rhymes and finger-plays Songs, rhymes and finger-plays

      Children and adults are naturally drawn to music and musicality - they are important aspects of our human lives. This pamphlet discusses how relevant that is today in our Early Childhood environments.

    • Teaching activities in Children's Resources

      To accompany this module, please use the following resources from Children's Resources:

      1. T is for Training: Rosie raps it up eBook and accompanying resources, including a downloadable, printable eBook, audio and video read-along versions, a personalised activity book, an interactive eBook, extension teaching activities, Keyword Sign video lessons and printable teaching materials.

      2. ECDP Nursery Rhyme, Song, Lullaby and Tongue Twister book that is downloadable and printable. The eBook has accompanying videos. Enjoy a new page of this book and the accompanying videos every day. Music is the best vehicle for language learning.

    • Resources for parents and family workers

      There is some good research-based information in these online articles. There will also be many tips that are relevant for family workers.


    • Language development (Birth to 8 years) Language development (Birth to 8 years)
      Language development supports many other aspects of development, like cognitive, social and literacy development. You can support language development by talking a lot with your child, and responding when your child communicates.
    • Language learning (1-2 years) Language learning (1-2 years)
      One-year-olds are learning many new words. Two-year-olds can combine words into very short sentences. By two years, you can partly understand what toddlers are saying.
    • Language learning (2-3 years) Language learning (2-3 years)
      At 2-3 years, vocabulary keeps growing and includes many different types of words and sounds. Toddlers are still mastering difficult sounds, but you can understand more of what they’re saying.
    • Language learning (3-4 years) Language learning (3-4 years)

      Preschoolers can tell simple stories, put words to emotions, and use words as part of their play with others.

    • Language learning (5-8 years) Language learning (5-8 years)
      At 5-8 years, children understand more about sounds and how they make words. This helps them with learning to read. By the time children are five, you can understand all of what they say.
    • Language delay (1-8 years) Language delay (1-8 years)

      When children have unusual difficulties with speaking and/or understanding, it might be language delay. Support for children with language delay might include special group programs, pictures and books.

    • Language development in autistic children (Birth-8 years) Language development in autistic children (Birth-8 years)

      Autistic children can find it hard to learn and use language. Help autistic children learn language by creating reasons to use language, playing, modelling and rewarding language use.

    • Discussing tough topics with children (3-8 years) Discussing tough topics with children (3-8 years)

      Tough topics for children include divorce, illness, death, sex and natural disasters. Talking about tough topics reassures your child, helps your child understand things, and lets you explain family values.

    • Talking about death with children (3-8 years) Talking about death with children (3-8 years)
      Children need honest, simple information about death. Children might ask about why and what happens when people die. You can prepare for questions like these.


    • Information and menu

    • I found a small error (e.g. link that won't work, typo, grammar, spelling, terminology) I found a small error (e.g. link that won't work, typo, grammar, spelling, terminology)
    • General feedback for this module  General feedback for this module
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