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1. Explain to your child that you are going to think about the number of syllables (beats) in words. 2. Say your name. Then repeat your name, but clap each syllable as you say it. 3. Do the same for your child's name. 4. Ask your child to suggest the names of people they know, or objects around them. Clap out the syllables while you say the word together. 5. Move on to using pictures and/or...
1. Before working on the activities below, make sure your child has an understand of the concepts of noisy/quiet. Click on link under materials section for activities relating to these concepts. 1. Print and cut out the noisy/quiet symbols and sound picture cards. 2. Explain to the child that some sounds we say are noisy and others are quiet. Explain that when we say the loud sounds...
Play Jenga by the normal rules, but as you pull a block out of the stack, say the name of the picture that's on it. You take turns with the child/children - when it's your turn you say the word, when it is the child's turn, they have a go at saying it. Build towers, walls and structures with the blocks, saying the name of the picture on the block as you add it. You take turns with the child/...
1. Help the child to write a different sound blend in the centre of each sheet of paper. 2. Put all the pictures in the feely-bag or container. Shake it to mix them up. 3. Ask the child to pull one picture out of the feely-bag. 4. Ask them to say the name of the picture. Give them a clue if they are not sure what the picture shows. Model the correct pronunciation if the child says it wrong...
1. Decide on a common category e.g. "things which are round" or "things which are red". 2. Help the child to sort the items into 2 groups according to whether they fit the category or not (i.e. a 'red' group and a 'not red' group). 1. Decide on two common categories e.g. "things which are round" and "things which are red". 2. Place the sorting rings on the table so that they overlap. 3. Explain...
Have each adult and child in the group take it in turns to make the cards into 2 groups (or 3 if necessary). The cards in each group must all share a property or a function e.g. made of metal / transport (encourage the children not to base their groups purely on appearance). Write down the categories that are thought of, so that the children can review them. Each child throws the dice, and takes...
Explain that you are going to be thinking about things you see around you, and what you can do to them. Discuss each of the action cards, and model each action. E.g. stretch - stretch a rubber band Lay the picture cards out in a simple race track. Put the action cards up where you can all see them. Take turns to throw a dice and move round the track. Turn over the picture card you land on and say...
1. Explain that you are going to tell a story about the toy. 2. Tell a story about what the toy does in the day. Lots of things go wrong because the objects are broken e.g. 'want to go to work in the car but it won't move.' 3. Whenever there is a problem for the toy, ask the child 'why?' e.g. 'why won't the car move?' Answer: 'because there is no wheel!' 1. The child gets Freddy to ask for one of...
1. Have a look at the card and get the child to identify what is wrong or unusual about what is depicted on the card. 2. Get the child to talk about what problems could arise from the situation in the picture and how they could be resolved. 3. Get the child to relate the picture to their own experience.
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 on Child's face, wait and see if he makes any reaction, then pull it off saying 'peek-a-boo' Cover Child face with cloth and sing 'Where is Child?' Pull cloth off and say 'Here he is!' As he becomes familiar with the song pause after 'Where is Child?' and help Child pull off the cloth
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 As above with putting in Open up post box and help child take them out again Help child feed the monkey the...
- 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...
1. Choose a picture (or let the child choose one). Both people look at it. Take it in turns to describe the picture and say how it should look. Make sure you have a new picture to describe each time. 2. Take it in turns to choose a picture, which you keep hidden from the other person. Describe the picture while the other person tries to draw it based on your description. Compare the drawing to...
Set up the track and pass the marbles round the children. 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. Some children may need handover hand modelling to pass the marbles. The target child may need to hold a waiting card to support waiting for their turn. Give the song...
Choose a patient friend! Demonstrate the game to both children. Support turn taking by saying "It's John's turn... it's Fatimas's turn". You may need to support the child to maintain turn taking.
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...
1. Sit the children in a circle and take toys out of a bag. The child is allowed first choice of toys on the first occasion that toys are taken out of the bag but on subsequent occasions will have to wait. A squeeze ball or sponge may help a child to wait by giving the child something to fiddle with while they wait. 2. While the child is waiting for a go with a desirable toy praise good waiting....
1. Set up the track and pass the marbles round the children. 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. Some children may need handover hand modelling to pass the marbles. 2. The target child may need to hold a waiting card to support waiting for their turn. As above 1...
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...
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