Planning for Social Communication Interaction Group s1

Planning for Social Communication & Interaction group

When will the activity Session 5: Where will the activity be? be? Who is the Who will run Who will activity for? the activity? observe the activity? How long will the session last? About 15 – 20 minutes How do I introduce the session? Have the items ready in a bag & approach each child individually. Show them the bag & say ‘look what’s inside, come & see’ & lead them to the area where you are holding the session. If a child is reluctant to come, show a toy from the bag. BE FLEXIBLE – if an activity is not going well, move onto the next activity; if an activity lasts longer than expected don’t worry if you don’t get through all your planned games Use gesture and signs as you speak What will I do? What do I need to prepare? What will they use?  Greeting song – hold up the ‘hello’ prompt card & follow the  ‘Hello’ card instructions on the back. Sing song to tune of ‘Nice one Cyril’

 Awareness of each other – BALL ROLLING (flashing ball) –  ‘Ball’ card & ball hold up prompt card & say ‘Where’s the ball? We’re going to play ball. Look, listen, hands ready. I’m going to roll the ball to …. Are you ready? Ball coming.’ Adult supports child to roll ball to another child. Follow instructions on the prompt card. At the end say, ‘ball finished, ball away, bye-bye ball’

 Turn-taking game – Tube game - using toy farm animals in a  Decorated tube from feely bag – shake bag with animals and say ‘what’s in the bag?’ middle of wrapping paper Prompt child to take an animal from the bag, say ‘…. found a roll, small toy farm animals ……’ (name animal). Prompt child to show the others the animal & then say ‘…down’ and prompt child to put the animal down the tube. Repeat until all the children have had a turn

 Action rhymes – sing ’wash your dirty face’ song. Put small  ‘Washing song’ card and flannels in a drawstring bag. Give each child a flannel. Say ‘lets small flannels in a wash our dirty faces’ and model washing your face with a drawstring bag flannel. Sing ‘wash your dirty face’ x 2, ‘with a rub, rub, rub and a scrub, scrub, scrub, wash your dirty face’ (to the tune of Knees up Mother Brown). Children take turns to indicate through talk, signing or gesture which body part they would like to wash next

 Responding to key sounds – Tambourine game – me to lead – ask children to ‘Look, listen & wait’. Tap tambourine & prompt  ‘Jump’/tambourine card, & children to jump. Say ‘stop’ after a few seconds of jumping. tambourine Children take turns to tap tambourine whilst other children look, listen & jump

 Awareness of others – Turn taking – BUBBLES – model phrase to child blowing bubbles – ‘dip, stir, blow…bubbles coming’ –  ‘Bubbles’ card & pot of adult to name child to take turns to catch the bubbles bubbles

 Goodbye song - say ‘Goodbye, toys gone’. Sing ’goodbye’ September 2015 1 Planning for Social Communication & Interaction group song following the same instructions as the greeting song. Sing  ‘Goodbye’ card to every child & adult in the group.

What might they learn or be able to do that is new, or needs more practice to master? To enable less participative children to develop the skills they need to join in, & giving them the experience of being an active participant by:  Becoming more aware of each other

 Learning and using each other’s names

 Learning how to take turns

 Making choices

 Following the leader and giving the lead

How will I help and support children who How can make the activity more challenging for struggle with the activity? children?

What went well?

What will I do differently next time?

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