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Language and Communication follows familiar routines  This resource has been viewed by a moderator.

Description:

Pupils follow familiar routines

Early years skill:Managing feelings and behaviour
Early years typical range:8-20m
P-scales/Curriculum skill:PSHE and Citizenship
P-scales/Curriculum level:P4
TAP skill:Social Interaction
TAP level:TAP24
Pre/Nat. Curriculum Area:not specified
Pre/Nat. Curiculum Standard:not specified
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
At playtime puts on/off coat

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 pictures and eventually will the child follow the routine appropriately with no support?

Be consistent with using the picture supports and using the same phrases to describe actions.

Allow the child time to make an attempt - even if the coat is wrong way round - if this happens - praise the child for trying e.g 'Good putting coat on - you want more help'

At tidy up time puts things away

Tidy up box/bag

Toys to tidy

Show that an activity is finished by signing 'finished' and putting the symbol for the activity from the visual timetable into the finished box. Go back to the things to tidy and put them away - give hand over hand modelling to the child.

As child gets used to this process give the first bit of the hand over hand modelling to tidy and then withdraw your help and see if the child can complete the tidying. If so praise and next time allow the child to do a little bit more of the tidying.

Make a game of tidying up - name items as they are put away e.g. ' cup in the bag.......plate in the bag'

Give lots of reward for tidying e.g tickles/jumps/squeezes.

Line up time

Picture of line up time

Make a picture of line up time. When it is time to line up show the child the picture and say 'Time to line up.'

Repeat the phrase and point to the picture while you help the child to stand in line. The child may need to stand at the back or keep a distance from other children to avoid being jostled.

Gradually withdraw your active support as the child gets familiar with the routine.

Find ways of rewarding the child for this routine - maybe a discrete squeeze - or maybe the child is allowed to hold a special small toy while waiting in the line.

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