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Topic “TAP12”
Activities to develop early choice making between two items
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Choosing Between Toys - 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. | Vary which side you hold the toys out to ensure that the child doesn't always reach in one direction. Occasionally, when the child has been reaching for what they want swap the toys around and see whether they still reach for the same one. Always label what they choose for example "snake ... you want the snake...". |
| Choosing Between Food - Two types of food | As above Always label what the child chooses or reaches for. For example: 'Oh, rice, mmmm' Make appropriate sounds like 'mmmmmm', 'yum yum' etc. |
Developing awareness that an object exists when out of sight
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Peek-a-boo - A toy that your child is motivated by. - A small blanket. |
| Only do this activity when the child is interested in the toy and is likely to want to continue to play with it Keep other distractions to a minimum - if there are other toys for them to play with they may not look for the hidden toy If the child is not aware that the toy still exists, gain their attention and lift up the cloth. 'Here it is!' Let the child play with the toy again |
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 |
removes object from face that obscures vision
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Cloth and Peek-a-boo 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' | Child will need time to become familiar with the routine of the activity Use simple words like 'gone' and 'hello' |
| Cloth and Song 'Where is Child? Where is Child? Here he is! Here he is!' To the tune of 'Frere Jaques' | Child will need time to become familiar with the routine of the activity |
puts and takes objects into and out of container
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Box and Bricks 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 | Initially he might need to be helped (hand-over-hand) to pick up brick, place hand in/near box and prompted to drop it The aim to develop child's ability to do this more and more independently... |
| Post Box Commercial or home made post box, pictures or objects to post | Remember to use simple words and comment on what is happening... | |
| Monkey Eating Monkey box and plastic food | Remember to use simple names ( 'apple') and 'in' and noises like 'mmm', 'yum yum' etc |
To knock down a tower deliberately
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Tower Building - 4-5 bricks or other items that will stack. | - Show your child the items. - Stack them on top of each other - use words while you are stacking, this could be the number, e.g. 1, 2, 3..., or the colour, e.g. red, green yellow, or brick, more bricks. - Use 'ready steady...' or 'i, 2, 3 knock down' while you knock the tower down. - Rebuild the tower and carry out the sequence again. - When your child becomes familiar with this routine see if they copy you by knocking the tower down. |
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. |
Indicates wanting to continue an enjoyable experience
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Songs with actions No materials required. | 1. Sing songs with simple actions like 'Row row the boat' (with rocking). 2. When the song is very familiar pause after (or during) the song and encourage the child to indicate that they want the song to continue by looking at you, smiling, or pulling on your hands to continue rocking. | Use simple familiar songs with simple physical actions. Pause and allow the child time to indicate they want more. Look for actions, looks or movements which suggest the child is communicating that he wants to continue. If he makes no indication that he wants to continue pull a few times on his hands (to prompt him) and then sing the song again. |
| Sensory Toys - A selection of vibrating toys, light and sound toys. | Allow your child time to enjoy the toy before turning it off. After you turn it off pause and look for any communication. If your child makes no communication prompt him by making a sound ( 'ah'?) and turn it back on. Continue for a few turns. |
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