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Language and Communication consistently acts on objects  This resource has been viewed by a moderator.

Description:

Pupils observe the effect of their action on an object

Early years skill:Physical Development
Early years typical range:8-20m
P-scales/Nat. Curriculum skill:Maths
P-scales/Nat. Curriculum level:P3i
TAP skill:Language
TAP level:TAP15
Section:Early Years (0-5yrs) info; Primary (5-11yrs) info

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Activity/strategy name and materials required How to do the activity Key principles for doing the activity and comments
Playing with action toys

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.

Work in short bursts.

Keep the experience fun and light hearted.

Give the child enough time to explore the toys and enough time to try to use the toy themselves.

Give lots of praise for any success.

Snack time

Small edible treats (biscuits/fruit/crisps)

Transparent container with a lid.

You want the child to be able to open the container independently and help themselves.

Give lots of time to explore the objects and praise for any success.

Give lots of opportunities to learn by repeating the activity.

Favourite toy

Small toys e.g. car/squashy ball

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