Professional Learning for Early Childhood Services in Regional Western Australia

We are delighted to offer  professional learning for early childhood educators and service leaders in regional Western Australia through funding support from the Department of Communities, and the State Government’s Royalties for Regions program.

The content of this professional learning is specifically designed for Early Childhood Services in regional areas and focusses on implementing Trauma Informed Practices and Positive Behaviour Supports.

The training will be delivered in three phases of one day workshops, which build on each other.

Details of venues and times will be finalised shortly and sent in a separate email to early childhood services in each region.

Register here:



RCCCDF Training and Teleconference Dates

Phase 1

Positive, Consistent Environments To Support All Children

  • Trauma and brain development, and how this has significant effects on behaviour,
  • Philosophy of Positive Behavioural Interventions and Supports, and international Context (how other Early Childhood Services worldwide are using this model to support children),
  • Defining expected behaviours as a care community – consistent language and behaviours
  • Pre-corrections and frequent Interaction as effective problem prevention strategies – preventing problem behaviour and increasing pro-social behaviour
  • Teaching expected behaviour to all children to prevent problems occurring.

Phase 2

Preventing And Responding Effectively And Consistently To Behaviour Errors

  • Using specific behavioural feedback and effective praise to help children be behaviourallyand socially successful,
  • Using positive feedback four times more frequently than corrective feedback to improve behaviour, self-esteem and service environments.
  • Active supervision to reduce behavioural errors and violence, provide choice in behavioural instruction (e.g.,  sleep time, do you want this pillow or that one?)
  • Responding to behaviour errors in consistent, effective and supportive ways including redirection and re-teaching, to grow children’s social wellbeing.

Phase 3

Individual Planning And Highly Intensive Support Strategies For Children With Exceptional Needs

  • Additional strategies for supporting children with trauma backgrounds, disability or problem behaviour
  • Including sensory supports into group and individual plans to help with self-regulation
  • Social skills instruction for children with self-regulation needs, social difficulties and disability. Specific strategies including social skills curriculum and stay, play, talk strategy
  • Highly intensive individual support planning: Prevent, Teach, Reinforce structure for young children and how this can be used for children at risk of exclusion from the service.