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Topic “P2ii”
Developing turn taking using sensory toys
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Sensory Suitcase Use a small box or bag to collect toys which target different sensory areas e.g. Auditory (noisy toys) toys (rattles, squeakers, shakers, musical items, drums etc.) Visual toys (flags, streamers, Slinkies, spinners, bubbles, flashing items, torches, pop-up toys, windmills etc.) Tactile toys (toys that feel different) (balls of different textures to squeeze, brushes of different textures to be tickled with, materials e.g. velvet, sandpaper, feathers, pots of rice/macaroni to feel, Play dough to squeeze/cut ) Scented toys (play dough, Plasticine, some rubber toys) | 1. Collect some toys from each of the sensory categories described. 2. Store the toys in a container which you use only for this specific activity and is otherwise stored away from children. 3. Find a quiet comfortable place to work either at a table or on the floor. Try to make sure the child cannot easily run off or get distracted. 4. Make a show of shaking the suitcase and seeming happy about the approaching activity. 5. Take out two toys from different sensory categories and place them in front of the child - note which category of item the child chooses/reaches for and put the other item back in the suitcase. 6. Allow the child a short time to enjoy the item chosen then say 'Your name's turn' (e.g. "Mary's turn") and gently but firmly take the item for your turn. 7. Use the toy for a short time then offer it the child again. Say 'Child's name's turn'. 8. Repeat a few times but stop before the child gets bored. 9. Start the process again by offering the child a choice of toys from two different sensory categories and then follow the turn taking routine. 10. Continue with the activity for approximately 10 minutes - stop before the child gets bored. 11. Store the sensory suitcase in a secure place until the next session.
| These activities are based on a child's sensory preferences. Some children love visual toys but are frightened of noisy (auditory) toys. Accept these preferences and work with the sensory areas the child is comfortable with. Some children will choose some kinds of noisy toys and reject others or show fear when presented with others. Some children are frightened of feathers but love being tickled with a shaving brush. Experiment and observe! Sensory preferences can change over time as well! Keep the activity fun and show that you are enjoying it too! Make the activity time limited so that it stays special. Do the activity regularly and change the items used from time to time. |
| Create Colourful Patterns Use a selection of the following: Paint pots and brushes, felt tips, computer painting programme, pots with different coloured bits of paper to stick and a sheet of paper. | ||
| Messy Play Use, for example, one of the following sets of items: Sand tray with spades, pots etc. Water tray with pots, sieves, pourers etc Rice tray with pots and pourers etc |
Reach to indicate wanting more of an activity
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Water play
| 1. Try actions that the child might enjoy, for example squeezing out the sponge, pouring water over their hands, flicking a little bit of water towards the child; 2. Stop and wait; 3. Look for any sign that the child might want the action repeated, this could be looking, smiling, a slight movement. For some children the only indication they might make is not moving their hands away; 4. Repeat the activity. | The purpose of this activity is to encourage children to use a developmentally early method of showing that they want some or more of an activity. This activity may be too low level for the child if they are beginning to make some other indication that they want some or more of an activity, for example using a gesture or sign, using some kind of vocalisation. Keep each go short so that the child has plenty of opportunities to indicate that they want the activity repeated. Do not continue the activity if there is any indication that the child does not want to do the activity. A helper sitting behind the child to assist them in making the reaching response can make this activity easier. |
| Personal battery operated fans Hand held battery operated fan. | Comments - see above. | |
| Textures/messy play One or materials with different textures, for example:
| Comments - see above. | |
| Noise makers Musical instruments, for example:
| Comments - see above. | |
| Cause and effect toys Any toys which have a quick response, e.g. a jack in a box. | For comments - see above. |
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