Search
User login
Page 37 of 932 results
List of pages (most recent first)
Explain that each child will choose a sticker/piece of fruit to give to another person in the group. Give each child an opportunity to do this
1. During snack time have crisps/fruit etc on table and raw onion. 2. Offer raw onion. Model shaking head and saying 'no' and 'I don't like it' when raw onion is offered. Praise child for making appropriate refusal and then offer more attractive food. Model saying 'yes' appropriately. 3. When the child is used to this activity can you offer an unattractive food and wait for a short time before...
1. When your child comes to you, talk about what the other children in the playground are doing. 2. Ask your child what looks 'fun'. 3. When your child decides say to them "Let's go and join them". 4. Take your child over and encourage them to join in with your support. 5. Next time, repeat steps 1 to 4 but after you've encouraged them to join in, stand back and let them play independently. 6....
Sit 2/3 children round a table Prepare the things to eat in advance e.g. biscuits on a plate broken into small bits and juice and mugs near to hand. Offer the child the plate of biscuits and support taking one piece only. Say 'Good choosing'. Move onto next child. Follow same routine for drinks. Sit 2/3 children in a circle with no table. Demonstrate use of a fun toy e.g. Jack-in-a-box, spinner,...
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...
Support Commtap to keep it online
Thank you for visiting Commtap.
Please read this message as it is extremely important.
- Visitor donations mean we can continue to host over 1,000 free activities to support speech, language, and communication development.
- Visitor donations mean we can continue to provide free resources to address a wide range of communication needs, including limited speech or language, interaction challenges, and needs associated with conditions such as developmental language disorder, autism, and cerebral palsy.
- Visitor donations mean we can continue to provide resources to support the work of speech and language therapists, teachers, teaching assistants, parents, and carers.
- Visitor donations mean we can continue to provide the free key word sign dictionary (bks.org.uk) which has over 2,000 Makaton and Signalong signs.
We know that not everyone is able to afford to pay to access these resources, however, if you can, please make a donation to keep the site going.
Thank you
Google ads on this page are provided by Google Adsense - and their presence does not imply any endorsement by Commtap. Report a problem with an ad on this page. Log in (for free) to avoid seeing Google ads.