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1. Choose a fairly able classmate to work with the child. 2. Show the child the two activities you have selected and ask him to choose one of them. 3. Take both children and the activity into a quiet location. 4. Set up the activity. 5. Show the children how to play the game if it is unfamiliar. 6. Encourage the children to take turns by prompting with "Ernest's turn", "Masoud's turn".
Use the poster to talk about how we do good listening and why we do it (to help us learn, so that we know what to do) Put the poster up near the child, and use it as a visual prompt. At the start of the day put up the timetable in a place where it can easily be seen, e.g. near the board. Talk over what is going to happen that day. As you finish one activity, draw the child's attention to this,...
Put the ‘Help’ symbol in front of the child. Put the motivating reward into the container. Shake the container and get the child’s interest. Give the container to the child, so they can try to get the item out of the container. Make sure the child can give you the container for you to open it for them. At first you may need to take the container from them, open the it, and give it back to them...
1. Make a long cardboard strip approximately 10cm wide and 60cm long. Attach a 'FINISHED' box or plastic envelop at the bottom of the strip. 2. Stick a strip of soft Velcro along the centre of the long laminated strip e.g. FINISHED BOX 3. Arrange symbols of the activities a child will cover for - say - a morning down the Velcro strip. 4. Just before an activity starts help the child...
Make a picture of child with coat on and coat off. Laminate if possible. Show the child the relevant picture before/after play and help take coat on/off. As you do use the same phrase to describe your action e.g. 'Coat on' or 'Coat off'. As child becomes used to this routine stand back a little and see if the child will do own coat? Will child do own coat if you just ask without using the...
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 Sing the song and encourage the child to: make their arms go around for "wheels" make their arms go side to side for "wipers" put their hand on adult's hand for "tickets please" etc....
Sit child and one other child on chairs in a small circle. Make a show of bringing out the 'feelie bag' and shaking it. Put your hand in and take out a toy. Use it briefly and hand to the child next to you. When this child has had a short go say 'Share with a friend' and if necessary help the child hand the toy over to a peer. Say 'Good sharing' as the child hands over the toy. When a toy has...
1. Look through the photographs together - talk about what feelings or emotions the person is showing - you may have different answers from each other. Talk about why they may be showing emotions. 2. Can you match the symbols to the emotions. Talk about the differences you notice in peoples' faces. 3. Can you think of times when you felt this emotion - use the paper and pens to write this down....
Ask the children "what is a compliment? What should you do if someone gives you a compliment?" 2 people choose a doll and using the doll act out giving and receiving a compliment. 1. Hold the cards in a fan with the names face down. 2. Have one child choose a card. 3. That child gives a compliment to the person whose name is on the card. 4. The person who receives the compliment responds...
Have the children stand facing each other in pairs. Tell them to walk forward until they feel they're the right distance away. Discuss how close you can be to others. Using the pictures, have a discussion around who can you hold hands with/ cuddle and when? Ask the children to colour different areas of the body, red for areas you can't touch another person on, green for areas that it would be ok...
1. Put the photos where the children can see them and check they can identify who every one is. 2. Have a child pick a comment card and decide which people they could say it to and which people they couldn't 3. children can suggest other comments
1. Print out bodies, hair and clothes from the website - make sure you have the bodies and hair available to allow each child to make a reasonably accurate representation of themselves. 2. Help the children make a picture of themselves using pictures from the website. 3. Add to the pictures to the sheet and help the children fill in the blanks. 4. Ask each child feed back to group. 5. Have a...
1. Print and cut out the resources. 2. Introduce the activity by having a quick discussion of how it's fine if different people feel differently about the same situation. 3. Take turns to choose a situation card and discuss it together. See if you can match how you would feel to the emotions symbols or pictures. 4. Some children may be able to explain why they'd feel that way e.g. "I'd be scared...
1. Show the child the pictures and ask them to identify the emotion shown. 2. Help the child to think of alternative names for each emotion (e.g. angry = cross, annoyed, vexed, mad, cheesed off, in a bad temper etc. ...). 3. Put the pictures where the child can see them. 4. Say a sentence in a tone of voice that contradicts the message, e.g. "I'm fine, nothing's wrong with me" in a sad voice. 5....
Explain to the child / children that you are going to tell them a story. They need to tell you what the characters did that was good and what was not good. Tell the story, and repeat it. Discuss. Talk about what the characters could do differently. Explain that you are going to act out the story you have just been talking about / talked about last time. Act it out as you originally told it....
1. Shuffle the emotions cards and put one face up in each of the spaces on the 1-6 grid. 2. Check the children/young person know what each card says and what the emotion is (remove any that are too difficult and put new cards in their place). 3. Let everyone choose a coloured counter. Everyone puts one of their counters on the “start”. 4. Choose one person to start (perhaps the adult should go...
Explain to the child that you are going to practise deciding if people are being good friends or not. Explain that they need to watch / help to act out the story and then you will talk about it. Act out one of the story scripts together. Have the child say if the characters (or one specific character) are being good friends or not, and why. Ask them what the characters could do differently....
1. Show the child the picture you have selected; 2. Encourage them to have a good look at the picture; 3. Encourage them to talk about what is happening in the picture; 4. Encourage them to think about what the people in the pictures might be saying; 5. Stick a speech bubble on the picture so that it is coming out of each person's mouth; 6. Ask what each person is saying; 7. Write this down in...
1. Put the reward toys into a bag and keep them only for reward times. 2. Make the laminated strip and the symbols and keep them in the bag with the reward toys. 3. When the child sits to do a work activity take out the laminated strip and put the 'work' and 'reward' symbols on the strip e.g.: WORK (replace this word with your symbol) REWARD (replace this word with your symbol) WORK (replace...
Put out the identical objects one at a time and say 'Red lego, red lego' etc 'Look...........the same.' Use a sign/symbol/word to label the things as 'Same'. Make a show of the item that is different. Label as 'Different' with sign/symbol/word. Follow the same procedure with pictures as for working with objects. Give identical colouring-in pictures to two children. If possible don't let them see...
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