Topic “Early communication”  

• Any lesson
• Laminated cards - each big enough to fit a word on
• Dry- or wet-wipe marker

1. Identify the key words used in a lesson - the words that are used often. These could be the names of repeated actions such as "roll", "count", (knock) "over"; or names of items such as "flour", "butter", "sugar". You could do this before the lesson, or during the lesson as you go along.
2. Write one word on each laminated card.
3. For actions: around the time when the action is done (by anyone), show the child(ren) the corresponding word  and label it.
4. For objects: have the word next to the item (e.g.next to some flour in front of a child). When you get the flour, or do something with the flour, point to the card and say the word: do this as part of your natural talking e.g. "You're mixing the flour" or "Let's get some flour" (point to the words in bold).

- Desired and undesired toys, other objects

To begin with hold out a liked toy and a neutral object like a piece of paper - encourage the child to reach for what they want.

When they can do this consistently hold out two toys - encourage the child to reach to choose.

- Two types of food

Writing tools and paper

Washing up brush and bucket of water

Sand tray

Play dough

(1) Start by making big vertical strokes with a washing up brush and a pail of water outside on a fine day. Say "Down ... down"

(2) Give the brush to the child

(3) Reward any attempts to make a downward stroke for example with clapping, praise etc.

(4) Follow this procedure in the sand or in a rolled out piece of play dough etc.

(5) Use a chunky crayon (not too long) and a piece of paper. Say 'Down ......down.'

(6) Give the crayon to the child

(7) Reward success with praise or reward toys.

(8) Use a ruler to make two vertical tramlines on the page and then help the child draw between the lines in a downward motion.

(9) Draw two or three tramlines on a page well spaced - and see if the child can start at the top and draw down.

(10) Draw big dots in a downward line and make the starting off dot big and red. Model for the child drawing a downward line roughly along this line of dots. You may need to start the child off and stop half way down the line for the child to complete.

(11) Use different colours and writing tools to make the task more interesting. Reward attending to the task with social praise or a reward toy.

- A toy that your child is motivated by.

- A small blanket.

1. Show your child the toy and let them explore it.
2. Cover the toy with the blanket.
3. Pull the blanket off the toy - you could say 'peek a boo' or name the toy as you uncover it.
4. Repeat this a few times and watch your child's reaction - do they anticipate you are going to pull the blanket off? Do they attempt to get to the hidden object?
5. If your child is not looking towards the blanket when you hide the toy, try using a noisy toy so they can listen to the sound when it is hidden under the blanket.

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.

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.

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

- Sensory toys and materials for messy play (e.g. trays with sand/ cornflour and water/jelly).

- The best toys are those that the child can manipulate easily to produce a result.

1. Guide your child's hands and visual attention to toys/trays of material(s) that they can touch and look at.

2. Let your child explore the toys/materials in the tray and encourage them to investigate all their properties, stimulating all of the child's senses as far as possible (colour, smell, texture).

3. You may need to draw the child's attention back to the activity if the child becomes distracted. Use your voice to regain their attention (e.g. a drawn out "ohhhh!", or an intake of breath).

- Ball / dark cloth

- Your voice - to sing simple nursery rhymes that have an element of anticipation built in such as "Round and round the haystack, like a little mouse, one step, two step and into his little house".

Drum

Jack in a box

Pop-up toys

Toys which need to be squeezed or a button pushed to produce an effect

Sit in the child's sight line in a quiet room and choose an action type toy to have on your lap.

Gain the child's attention by stroking their face/clapping your hands or calling their name.

Use the toy.

Show happiness and/or surprise as you do so.

Wait to see if the child makes a move to request a repeat.

Repeat the action if the child requests.

If the child does not request a repeat do the action again as above.

After a few repeats take the child's hand and help the child activate the toy.

Gradually reduce the amount of help you give the child to activate the toy.

Can the child activate the toy independently if you show the child the toy?

Move on to a different toy and follow the procedure above.

Small edible treats (biscuits/fruit/crisps)

Transparent container with a lid.

Small toys e.g. car/squashy ball

Pairs of related objects, for example:

pencil and paper

sock and a shoe

bar of soap and a flannel, toothbrush and a tube of toothpaste

hammer and nail

knife and fork

box

1. Select pairs of related objects;

2. Place one member of each of the object pairs in front of the child (e.g. pencil, sock, soap, toothbrush);

3. Place the remaining objects (e.g. paper, shoe, flannel, toothpaste) in a box;

4. Have the child pick an object from the box and ask them to "Find the one we use with this";

5. Repeat with the rest of the objects in the box.

Place cloth over Child's face

Place cloth on Child's face, wait and see if he makes any reaction, then pull it off saying 'peek-a-boo'

'Where is Child? Where is Child? Here he is! Here he is!'

To the tune of 'Frere Jaques'

Box

Bricks

Empty the bricks on the floor or table

Help child pick up a brick and place it in the box...

Remember to use simple words like 'in', 'more'...

When all the bricks are in the box say 'all in, no more!' (or something similar!)

Then help child take them out again - say 'out', 'more' etc

Commercial or home made post box, pictures or objects to post

Monkey box and plastic food