Topic “Personal, Social and Emotional”  

Action toys

Action nursery rhymes

1. Use any toy which you need to post or press a key or push a part to make something happen e.g. rolling marbles down a kitchen roll holder, catching fish with a magnet and putting into a pond, press a button and the toy pops up. Set the toy up and take turns to have a go.

2. Play round and round the garden type games. Start the game and pause before the exciting end part and wait for the child to indicate he/she wants you to continue by the child looking at you or moving your hand to show he/she wants more.

Soft toys

Comfy bean bags and favourite book

Marble run game;

Waiting cards.

1. Set up the track and pass the marbles round the children.
2. When everyone has had one go say 'Who's turn next?' You want the children to name the next child in the circle and to pass the marbles with as little prompting as possible.
3. Some children may need handover hand modelling to pass the marbles.
4. The target child may need to hold a waiting card to support waiting for their turn.

Box of song cards with a name/picture for each song that could be chosen.

1. Give the song card box to one child.
2. They choose a song;
3. All sing a short bit of the song.
4. Encourage them to offer the box to the next child to choose a song.

Variety of stickers - for example of cartoon characters, cars, animals etc.

Pot of bubbles liquid.

One drum or other instrument. Or, on drum or other instrument for each child.

Game

Waiting cards

Bag

Set of objects which the child understands the names of

1. Take the objects out of the bag one at a time, for each item say to the child "It's a [name of object]" for example "It's an apple". Look to the child for confirmation that it's an apple (as if you are not quite sure). Then, with certainty, say "Yes, it's an apple";

2. After a few items, start to get the occasional item wrong (use exactly the same not-quite-sure facial expression you used before). E.g. "It's a pencil" (but it's a toy car). Can the child tell you that it isn't? If not, have a look at the item again and pretend to suddenly realise you were wrong, say "(oh) No, it's not a pencil. It's a car.

3. Repeat.

Two toy animals or dolls (each with a name)

(Optional) things that the dolls can use, e.g. tea set

Computer

2 chairs

simple computer programme e.g. a painting programme

Set up the computer with your chosen programme

Sit next to the child

Show the child how to take turns by:

Saying 'My turn' ........'Your turn' etc Support this by using gesture/points

Depending on the level of difficulties the child is having, you may also need to do the following:

Use a visual timetable with your name in a (drawn) box and then the child's name in a box, then your name in a box and so on i.e. make a list of the turns with names written in boxes

For example:

As you take a turn, cross off one of the boxes with your name in it

As the child takes a turn help him/her to cross off one of his/her names in a box.

Computer game and two chairs

Egg timer

A variety of stickers or a variety of small pieces of fruit

Explain that each child will choose a sticker/piece of fruit to give to another person in the group.

Give each child an opportunity to do this

Pictures of animals

A good singing voice!!

Children sit in a circle and start to sing. After, "and on that farm he had a......" a child is chosen to choose a picture and sign the animal.

Group continues to sing.

Next verse a different child chooses an animal

Card with prompts for actions (optional)

Card with prompts for actions: clap/stamp etc. (optional)