Topic “Symbols”  

A ‘HELP’ picture symbol 

Container the child can see into but can't open e.g. screw-top jar/zip-top bag etc which contains a motivating reward e.g. crisp, raisin, sticker.

You can get symbols with the Commtap Symboliser.

1. Put the ‘Help’ symbol in front of the child.
2. Put the motivating reward into the container.
3. Shake the container and get the child’s interest.
4. Give the container to the child, so they can try to get the item out of the container.
5. Make sure the child can give you the container for you to open it for them. At first you may need to take the container from them, open the it, and give it back to them for a few goes.
6. When the child can do this, when they are going to give you the container, redirect the child to the ‘Help’ symbol and hold out your hand to receive the ‘Help’ symbol. Say ‘Help …… I want help.’
7. Wait for the child to say ‘Help’ or hand you the ‘Help’ symbol.
8. If this does not happen help the child to hand over the ‘Help’ symbol. Say ‘Help’ as the child gives you the symbol.

Container the child can see into but can't open e.g. screw-top jar/zip-top bag etc which contains a motivating reward e.g. crisp, raisin, sticker.

Make sure you know the sign for help before doing the activity (e.g. Signalong, Makaton).

Materials as needed, for example:

• Pictures for cutting out e.g. old Argos catalogue
• Scissors
• Simple board game
• Blunt pencil
• Pencil sharpener
• Paper
• Equipment for an activity the child enjoys
• Bubbles

Preposition symbols

Playground equipment

Furniture, boxes, hoops etc.

If you don't have any, you can get preposition symbols - such as "on", "in", "under", "over" - using the Commtap Symboliser.

1. Introduce one preposition concept at a time.

2. Get your child to do an action by saying "Stand on the bench" and then show them what you mean by standing on the bench, showing them the 'on' symbol and then encouraging them to copy you.

3. What other things can they stand on?

4. Once they are familiar with the first preposition, then introduce the next one.

5. Remember to show your child what to do when you introduce a new concept, as well as supporting it using visual clues.

Various objects such as table, chair, bench, hoop, etc.

Masking tape

Preposition symbols

You can get preposition symbols - such as "on", "in", "under" - using the Commtap Symboliser.

Toy animals/puppets

Real or miniature furniture

Masking tape

Preposition symbols

You can get preposition symbols - such as "on", "in", "under" - using the Commtap Symboliser.

Table, chair, box, teddy, doll.

Preposition symbols.

You can get preposition symbols - such as "on", "in", "under" - using the Commtap Symboliser.

Photos of the child doing everyday activities

Drawings by you or the child of daily activities e.g. playtimes plants grown, food eaten.

Pictures of favoured toys or toys the child owns

Pencil grips

Stick the photo or the cut out picture onto a clean page. Draw a border round the picture and fill with zigzag marks as 'decoration'. The child may need to follow the dots to do this. Colour over the zigzags to make a picture frame for the 'book'

Label the photo or picture e.g. 'Child's name jumping.' 'Child's name toy car'.

You write the 'jumping' or 'toy car' and leave a space for the child to write his name. You may need to provide dots for the child to overwrite his/her name.

Use a painting or drawing the child has done. Write most the child's name for them.........can the child finish the name off?

The child may respond to being able to choose a 'special pen' to write his/her name

Make Christmas cards or birthday cards or thank you cards. As before, do most of the writing inside yourself leaving the child to finish off some/all of his/her name. Reward all attempts.

Letters of the child's name written large and cut out individually.

Symbols for the above adjectives

Pens, spoons, bricks and a bowl of water

You can find symbols for adjectives in the Commtap Symboliser.

1.Start by using objects. Collect a group of things which can get wet safely e.g. pens, spoons, lego bricks and put some in a bowl of water and some on the table near by.

2. Use the symbols for wet/dry and categorise the objects according to whether they are wet or dry.

3. Make a mistake sometimes and see if the child can catch you out!

4.Point out things in the child's everyday environment which are wet and dry

5.Can you give the child choices e.g 'Do you want a wet or a dry plate at dinner?'

Soft toys

Pretend food

Cups of juice

Cups and a jug of water

Pasta/beans

Blue-tak and pictures

Play-dough and pots

Drum and shakers and bells

Symbols

Picture books

You can find symbols for adjectives in the Commtap Symboliser.

Miniature figures for role play

Bag

Familiar objects

1. Take it in turns to take an object out of the bag;
2. Name or sign the object.

Variation:

Sing a short phrase ( 'what's in the bag, what's in the bag, Harriet take a look, Harriet take a look') before each child's turn.

Pictures of everyday objects

You could use photos, or create using symbols

The child gets a picture which they say or sign the name of before showing the others.

Everyday objects

Shopping bag

Table

One child sits at the 'shop'. Another is asked to go and buy an object.

Pictures of everyday objects

Post box

For pictures of everyday objects, you could use photos, or create using symbols

Pictures of objects with paper clips attached

Magnetic fishing rods (e.g. each made out of a magnet, string and a pencil, or bought)

'Pond' e.g. a flat box

For the pictures of objects, you could use photos, drawings, or create using symbols

Use this with any activity

Eight picture cards;

Small piece of paper with a fish drawn on it

For the picture cards, you could use photos of objects, or create using symbols

Play equipment such as tea set, teddies, dolls; cars, bricks, play people etc.

Could also be done with outdoor play equipment or in any other play situation.

No specific materials. Activities could be: painting, walking around the school, play.

Pictures of common actions

You could use photos, or create using symbols

1. Put a range of pictures of actions in front of the child.

2. Check the child can pick up/point to the action you name.

3. Ask the child to have a really good look at the cards.

4. Ask the child to close their eyes or turn their back.

5. Take one card away.

6. Ask the child to uncover their eyes and say what's missing.

Action cards

You could use photos, drawings, or create using symbols

Picture books showing a range of actions.

Pictures of actions with paper clips attached.

You could use photos, or create using symbols

Magnetic fishing rod - you can make one yourself with a stick or pencil, piece of string and a magnet.

Box or blue sheet of paper to represent a fish tank or pond (optional).

Give a commentary on what the child is doing, for example "Dolly's drinking", "Mohammed is pushing the car", "the car crashed!".

The child listens and does the actions, then the child indicates what actions you or another child should do.

Children take it in turns to tell what others in the group should do, for example 'clap', 'jump', 'sit down'.

Pictures of actions

You could use photos, or create using symbols

Pictures of verbs, post box

For the verb pictures, you could use photos, or create using symbols

Pictures of verbs on a die

For the pictures, you could use photos, or create using symbols

Bag containing objects which you can do actions with.

Pictures of actions on cards

You could use photos, or create using symbols

Pictures of actions on cards

Beanbag

For the pictures of actions, you could use photos, or create using symbols

Pictures to represent the verses in a song (e.g. animals for "Old MacDonald" or "Down in the Jungle"; bus, wheels, driver, windscreen wipers etc. for "the Wheels on the Bus").

Song videos/audio - optional

1. Choose a suitable song, that is already familiar to the child, and prepare a range of suitable pictures to represent each verse. You need a different picture for each verse.

2. Choose two or three verses and select the correct pictures.

3. Spread the pictures out where the child can see them.

4. Pick up one of the pictures (e.g. a cow) and give it to the child.

5. Sing the corresponding verse (e.g. "Old MacDonald had a cow").

6. When the verse is finished, take the picture away from the child and put it out of sight, for example in a "finished" box.

7. Select another picture, give it to the child and sing the relevant verse.

8. For the first few times you carry out this activity, you choose the pictures. After that, you can start to encourage the child to select the pictures.

9. You can increase the number of pictures you ask the child to select from according to their abilities.