Family Literacy 1, Self-Esteem: Group Guide

While watching the Self- Esteem workshop we will learn about the importance of building as well as nurturing self-esteem. Building positive self-esteem helps children learn easier and feel valued. The workshop will give us some examples of how to build and nourish children’s opinion of their own worth!

Before the Session Starts:

Materials Required:

3 boxes each with one of the following labels “values”, “abilities”, “control”
Self-Esteem Definitions handout
Words and pictures from Boardmaker or magazines that indicate fostering self-esteem, e.g., parent holding child, talking to child, listening to child, playing with child, responding to child, giving chances to explore new toys, time to practice new skills, letting child do things independently (dressing, eating), provide choices
Glue sticks
Scissors

Workshop Content

Introduction of speakers and content

Good evening everyone. Tonight we will discuss literacy and its relevance to self-esteem. As we know children develop very rapidly in their early ages. This is a crucial time to support children’s developing self-esteem since it will help them to become successful individuals.

In this workshop we are going to discuss literacy as early interaction with words i.e., rhymes, stories, listening and talking. These early interactions help young children become more positive about themselves and others which is the beginning of positive self-esteem.
My role will be to facilitate the discussion, keep us on track, and record some of our thoughts. Let’s begin by introducing ourselves and explaining what we hope to get out of this workshop.

Icebreaker

The icebreaker for this workshop is an activity that encourages participants to feel good about themselves as they talk about a positive experience they had in the past with their child(ren).
Divide the audience into small groups of about two or three. Give them about 5 minutes to share their stories about things that they have done with their child(ren) in the past.

Agenda

What is self-esteem?
How to foster self-esteem
What are the indications for positive self-esteem?
How does self-esteem help children to learn?

View Slides 1-3

Large Group Discussion:

(Prep: flipchart and markers, Self-Esteem Definitions handout)

Have the group discuss what self-esteem is. Write answers on a flipchart. Be ready to jump into the discussion if the group has a hard time coming up with answers. Possible examples include: confidence to try new things, not giving up too easily, knowing you are worthwhile, feeling secure.

Self-esteem is something you have when you feel good about yourself. It means you feel valued and worthy of respect and love.

Continue talking about the topic “children have positive self-esteem when they…” as you talk about this topic you should show the boxes with the labels to prepare for the activity. Provide the handout with definitions of value, ability, and control.

Children have positive self esteem when they:

Feel valued and important to someone (show the box with label “VALUE”)
Feel they can do things (show the box with label “ABILITY”)
Feel some control over what happens in their lives (show the box with label “CONTROL”)

These are the building blocks for positive self-esteem.

View Slides 4-7

(Prep: flipchart and markers)

Lead a discussion on how parents/caregivers know when their children feel good about themselves. Write answers on the flip chart paper. Examples are: when children approach learning situations with confidence, they are not as afraid to make mistakes, they know that they are good at something.

Small Group Activity:

(Prep: three boxes, markers, Boardmaker pictures, words, blank paper, glue)
Divide the group into three. Each group should receive one box, markers, Boardmaker pictures, words, blank paper and glue.

Each group should discuss some ideas about fostering self-esteem in their particular area.

Value group discusses ideas for helping a child feel valued and puts corresponding words and pictures on the box. The participants are not limited to words and pictures provided, they may add their own using the blank paper.

Ability group discusses ideas for helping a child feel able to do things and puts corresponding words and pictures on the box.

Having control group discusses ideas regarding promoting self-esteem through feeling that they have some influence in their lives.

Large Group Discussion:

Have each group report back regarding answers from their box. Discuss answers.

Building positive self-esteem is an ongoing process. There are many ways parents and caregivers can promote positive self-esteem. The next slides will provide specific examples of nourishing this quality.

View Slides 8-9

Large Group Discussion:

(Prep: flipchart and markers)

What are indicators of positive self-esteem? Record answers on the flipchart.

Expand on answers based on previously mentioned components.

Add examples about the developmental stages, e.g., The “no” stage can indicate level of self-esteem. For example, some children use the word “no” because they think that they can’t do something. Other children say “no” to disagree with something as they are asserting themselves.

The “no” stage can be an issue for many parents but there are activities that provide children the opportunity to answer “no” acceptably. For example, reading or singing rhymes using the wrong words/phrases gives the child an opportunity to correct the adult. This works best with well-known stories or songs.

View Slides 10-12

Making choices, helping parents, having control, completing tasks and projects are some experiences that contribute to building positive self-esteem. These slides also touch on the importance of learning letters and sounds. Getting familiar with letters and sounds at an early stage helps children succeed in language as well as prepares them for academics in later stages.

Large Group Discussion

(Prep: flipchart and markers)
How does self-esteem help children to learn?

Ask the group for ideas then review the main points from the flipchart:

children with positive self esteem believe they can learn
they approach learning situation with more confidence
they are not afraid to make mistakes
children are eager to learn new concepts
children with self esteem feel more secure
self esteem helps children have better social skills

View Slides 13-14

Discuss any questions. Talk about making an ALL ABOUT ME book with their child as mentioned in the previous slides. If parents have access to ConnectAbility there is a sample in the OFF TO SCHOOL section.

Conclusion:

This concludes our workshop on Building Self-Esteem. I would like to thank you for coming to the workshop this evening. Please take a moment to complete a workshop evaluation form.

Sleep Workshop: Group Guide

sleep

The Sleep Workshop has been created to help parents and caregivers deal with sleep time issues with their children. It is important for children to learn to sleep on their own and to sleep through the night. Strategies suggested in this workshop will help children learn these sleep habits.

Before the Session Starts

Materials Required:

Picture symbols as listed under Slide 6 (hand-out #1)
Handouts #2-5
Various examples of timers, sleep chart, sticker chart – see sample charts

Workshop Content

Introduction of speakers and topic

Hello everyone. Tonight we are going to be talking about how you can help your child sleep. My job tonight will be to facilitate the discussion, to keep us on track and to record some of our thoughts. So let’s go around the room and introduce ourselves and maybe say what brought you here this evening. What would you like to get out of this session?

Icebreaker

This is a quick icebreaker to get people moving and to give them a bit of a challenge. Tell the participants to line up at the front of the room according to the month in which they were born, starting with January. The only catch is they can’t talk to each other. When they are lined up in order, go down the line having them call out the month in which they were born.

Agenda

Introduction
Bedtime Difficulties
Bedtime Routines
Strategies to Promote Better Sleep Habits
Conclusion

Large Group Discussion:

(Prep: flipchart and markers)

Option 1:

Ask the parents to list possible reasons that a child might have difficulties going to sleep.

View Slides 1-4

Add any other reasons from the slides that were not already mentioned.

Option 2:

View Slides 1-4

List all the possible reasons for sleep difficulties on a flip chart from above slides. (Separation anxiety, parental preference, power struggles, nightmares and imaginary monsters, tactile sensitivity, don’t want to stop the fun, can’t relax without help, don’t recognize they are tired, want more time with parents, are worried). Then go around the room asking each parent to indicate which reason(s) apply to their child. Place a check mark beside each response as each parent gives his or her answers. Add any new reasons that are offered by parents.

Large Group Discussion:

(Prep: flipchart and markers)

Before running this slide, get parents to tell the group what they do for bedtime routines on a consistent basis. Record answers on flipchart.

View Slide 5

Discuss the suggested routine with the group, for example, which strategies do they think they would like to try.

View Slide 6

Large Group Discussion:

(Prep: Handout #1, “Bedtime Routine Picture Symbols”)
After running these slides, show examples of a picture symbol sleep board (e.g., “pyjamas,” “brush teeth,” “book,” “goodnight,”) and discuss how you can include choices (e.g., which story, which pyjamas) without jeopardizing the routine. Ask parents if anyone has used a timer to motivate their child to complete something.

View Slide 7

Large Group Discussion:

Discuss the “Beat The Clock” Game and how each parent needs to decide a reasonable reward.

View Slide 8

Large Group Discussion:

After showing parents this slide, explain that most children get into their parent’s bed at one time or another, especially if they are sick, having a nightmare or are afraid of something. It is really up to the parents as to how much of this practice they wish to allow. Explain that, since a child will eventually have to sleep in her/his own bed, we believe it is easier to start this practice early on in the child’s life. Allow time for discussion with parents on their views of this practice.

Role Play for Large Group:

Option 1: If you have a co-presenter, do a role play of a child who has trouble falling asleep after he is put to bed. Have her/him make all the typical excuses, e.g., monsters, etc., and when you leave the room have her/him get out of bed and join you while you watch TV. Give in to her/his demands to stay up.

Option 2: If you don’t have a co-presenter, ask one parent to act as the child making excuses and following you around the room to avoid staying in bed.

Small Group Discussion:

Divide the participants into groups of three and ask each group to think of three things that you could have done to help the child stay in bed. Have each group report back.

View Slides 9-10

Go over the suggestions on these slides (comfort level e.g. nightlight, drink; leave while child is still awake to promote learning to settle on her/his own; if child calls you: wait, reassure her/his, move farther away each time). Point out the commonalties between the participants’ suggestions and the ones on the slides.

View Slides 11-14

Large Group Discussion:

(Prep: Handouts #2 “Strategies for Putting Your Child to Bed” and #3 “Bedtime Fading Program”)

Discuss the “Strategies for Putting Your Child to Bed” handout. Has anyone tried any of the strategies listed here? Have they worked for you or not?

Discuss the “Bedtime Fading Program” handout. Does this approach sound feasible?

View Slides 15-17

Large Group Discussion:

(Prep: Handout #4 “Sleep Preparation Tips”)
The number of tips here can be overwhelming. Take time to go over them with the group (no caffeine/sugar, medications, exercise, nap length, quiet time, environment [dark, temperature, sound] favourite toy, relaxation exercises) and ask for feedback as to their feasibility with participants’ children.

View Slides 18-19

Large Group Discussion:

(Prep: Handout #5 “Sleep Diary”)
Give participants the handout and discuss any questions relating to the sleep diary.

View Slide 20-21

Emphasize the importance of working with professionals when parents feel that they are unable to make any progress with their child’s sleep problem.

Conclusion:

This concludes our “Sleep Workshop”. Are there any questions about the material presented or any other questions? I would like to thank you for coming to the workshop this evening. Please take a moment to complete our workshop evaluation form. Have a great night.

Reinforcement Workshop: Group Guide

In this workshop we will explore activities and interactions to help motivate your child to learn. Reinforcement is used to build self-esteem and independence.

Before the session starts

Materials Required:

Icebreaker Handout #1 (Task / Rewards)
Handout #2 (Case Studies)
Small Toys (cars, bubbles, books)
Picture symbols of an apple cut in half and a bus cut into three puzzle pieces

Workshop Content

Introduction of speakers and content.

Hello everyone. Tonight we are going to be talking about how you can motivate your child. This motivation will help him/her to learn to do new things but can also help him to do familiar work, more often. My job tonight will be to facilitate the discussion, to keep us on track and to record some of our thoughts. So let’s go around the room and introduce ourselves and maybe say what brought you out this evening. What would you like to get out of this session?

Icebreaker

Provide participants with handout #1 “Tasks/Rewards”. Instruct participants to read each of the tasks listed on the handout. Ask them to check off any possible payment that they would accept to carry out the task. Participants should then circle their first choice for doing each task.

Agenda

Terms of Reference
Using Reinforcers
How to Select Reinforcers

Large Group Discussion:

(Prep: flipchart and markers)

In this presentation, we are going to use some terms that you may not be familiar with. One of the first ones you will hear is “behaviour”. So let’s spend a few minutes talking about this term. What do we mean when we use this word? (On the flipchart write down responses and the following definition of behaviour).

Behaviour is anything a person does that can be observed. It does not include thoughts or feelings.

Behaviour in children with limited expressive skills, often serves as a means of communication. Investigate the purpose and teach an appropriate alternative.

Another term you will hear is “reinforcement”. Reinforcement is anything, following a behaviour, which increases the likelihood that the behaviour will occur again.

When you hear the terms reward or reinforcement, what do you think of? (List responses on the flipchart).

View Slides 1-3

Large Group Discussion:

In your own life, what are examples of reinforcers and when do you find you need them? (List responses on flipchart).

Group Activity:

(Prep: Handout #1 Task Rewards)

Have everyone discuss the findings from the icebreaker handout within the large group. Discuss why different tasks may require different reinforcers? Why the amount of a reinforcer may be important depending on the task.

View Slides 4-8

Large Group Discussion:

(Prep: flipchart, markers, and several toys)
What are some things that motivate your child and activities that your child finds challenging? Flipchart answers.

How could you use motivating activities to help your child want to do a challenging activity?

On flipchart paper record the participants’ responses into the following categories: tangible reinforcers (favourite toy or video), activity reinforcers (playing a game with a parent) and food rewards.

View Slide 9

Explain how to simplify token economies so that they can be adapted to a greater range of children with intellectual disabilities. You can reference older children and sticker charts. Show several different examples of simplified token economies. Include examples such as an apple picture cut into two halves and/or a bus picture cut into three puzzle pieces. In both examples, the child receives part of the picture as reinforcement for appropriate behaviour. Once the picture is complete, the child gets the item. The item is chosen based on what is highly motivating for the child (a toy, activity, food).

View Slides 10-14

Divide parents into groups of 3-5 people. Each group must select rewards to reinforce the introduction of a new or difficult task. (Possible examples of tasks could be toileting, bedtime routine, safety issues [staying together outside], behaviours such as hitting). Ideally the task chosen should be one that a parent in the group is trying to teach their child. Have the group specify the task, break the task down into smaller steps if necessary and determine how often and for what behaviours the child will be rewarded. Ask them to explain how the reward will be gradually faded. If there is time, a spokesperson for each group can present their plan to the rest of the participants.

View Slide 15

Large Group Discussion:

(Prep: flipchart and markers)
What are some behaviours that children do that we do not want to reinforce? (e.g. hitting, biting, kicking, yelling, running away) What are strategies to try and extinguish these behaviours? (e.g., distraction, replacement, redirection, ignoring).

View Slide 16

Large Group Discussion

(Prep: case study handouts #2a-b Case Studies)
Divide the group into two smaller groups. Provide each group with Handout #2a or 2b Case Studies outlining an individual and challenges. Review the questions on the handouts. Allow the groups time to discuss and then return to larger group to share their answers.

Conclusion:

Thank the participants for attending. Ask for any last comments or other topics of interest. Hand out workshop evaluation forms.

Giving Instructions Workshop: Group Guide

Giving Instructions workshop is geared to assist parents to communicate directions and instructions to their children in a clear and supportive manner. It highlights how to state directions and instructions in a way that will reinforce positive interactions with children and reduce behaviour issues. It also addresses the use of visual aids with children such as gestures, photographs and printed symbols to assist in the understanding of instructions.

Before the sessions starts

Materials Required:

Real objects for examples during workshop – photograph, toy, word cards, picture symbols, and a first/then board.
Icebreaker – timer/watch, prepared envelopes with word cards and picture symbols.

Workshop Content

Introduction of speakers and content.

Hello everyone. Tonight we are going to be talking about how we can develop our ability to communicate with children through a number of easy to follow steps that will assist our children to understand what is being requested of them. When children are better able to understand what they are being asked to do you can lessen their frustration level and increase positive behaviours. When children are able to complete tasks and follow instructions on their own they begin to develop a healthy feeling of independence and self-worth. My job tonight will be to facilitate the discussion, to keep us on track and to record some of your thoughts. So let’s go around the room and introduce ourselves and maybe say what brought you out this evening. What would you like to get out of this session?

Icebreaker

(Prep: timer/watch, envelopes, word cards, and picture symbols)
Depending on the number of participants divide the group into either 2 or 4 separate groups with about 4-6 people in each group. Tell the participants that you are going to give each group an envelope with the instructions to a simple routine that each person does every day. Give one group package A and the other group package B. You then tell the group that they have 45 seconds to figure out what the task is and to put the instructions in the correct order that they occur. Tell the participants to shout “finished” when they have completed the activity. Start your timer or watch for 45 seconds.

The purpose of this ice breaker to show how a simple every day routine of instructions for eating can be made into a complicated set of directions or the flip side–a simple set of directions. It will show how confusing some instructions can be and also how frustrating they can make you feel when you do not understand them immediately.

Ask the participants who had the more difficult icebreaker task to complete how they felt during the 45 seconds that they had to put the instructions in order. Record their thoughts on flip paper (for example, frustrated, under pressure, distracted, confused). Repeat the question with the participants who completed the easier icebreaker and also record their responses. Now discuss with the group some of the behaviours that children may display when they are not able to comply with a direction or instruction. List the behaviours that the participants label (for example, refusing to listen, throwing, tantrumming, hitting). The lists between what the adults felt with the difficult icebreaker task and what they observe with children will be similar. Tell the group that it is a normal behavioural response to become non-compliant or upset when you cannot follow a task and to think about how many instructions children receive on a day to day basis. When parents learn some new techniques they can greatly improve their children’s ability to understand us and follow instructions.

Agenda:

Introduction to Giving Instructions
How we communicate to our children
Breaking down instructions
Visual helpers / choice making
Positive reinforcement

View Slides 1-3

Large Group Discussion:

(Prep: flipchart and markers)
Ask the participants to talk about the strategies that they have developed to assist their children to understand their requests. Allow the group time to respond and give them suggestions if necessary. For example, you can say to the participants, “does anyone hold up a diaper to their child to let the child know it is time for a change”? These types of questions of daily routine tasks should prompt examples. You can also ask the participants of school age children if the child’s teacher is using any strategies that they are aware of in the classroom.

View Slide 4

Large Group Activity:

(Prep: flipchart, markers, and timer)
Ask the participants to join up in pairs. Have one person stand and the other remain seated. The person standing is to explain to the other person a task. You can select anything you want such as how to make coffee, how to wash dishes etc. Allow several minutes for this activity.

Review what was said in the slides of getting down to the child’s level so you can be face to face and also using the child’s name to help them understand who you are talking to. Discuss types of warning (“one more minute”, using a timer or bell, flicking the lights).

View Slides 5- 6

Large Group Discussion:

(Prep: flipchart and markers, toys, pictures)
Remind the participants again of the difficult icebreaker task and that it was so challenging because there were too many directions and steps in it. Talk about slide 5 and the importance of keeping our language to children simple and to the point. Discuss how we can make directions short and use examples such as in slide 5 and others. Ask the group to give examples of short instructions that they use with their children, how they have modified their own language to assist their children to understand. You can record these examples on the flip chart paper.

Talk about the participants’ responses from the above flipchart while providing a physical example of each one that you can. Ask which participants are using visual aids with their children and how they have helped.

View Slides 7-8

Large Group Discussion:

Discuss with the participants the impact of wording instructions in a positive manner to children and also how it reinforces behaviours that we want the children to engage in. Talk to the group about how it can be difficult to change our language to this style, however, with practice it can be done. Also, talk about the importance of allowing children time to process what we say to them. You can provide the participants with an example of the 10-second rule by making a request and then waiting 10 seconds before you repeat it. Not all directions we give to children include choices. If you do not want a yes/no response then change the wording of your instruction. Examples include, tell your child “it’s time for bed” instead of asking them “do you want to go to bed now?”, “hands to yourself” instead of “stop hitting”.

View Slides 9-10

Small Group Activity:

(Prep: flipchart and markers)
Divide the participants into the same groups they were in for the icebreaker. Give them flipchart paper and markers and ask them to write down reinforcements they use with their children. Give the group about 10 minutes.

After 10 minutes, have the participants share their responses. Look for common responses between the groups (toys, food, favoured activities). Share your own ideas about reinforcements that may not be listed.

View Slide 11

Large Group Discussion:

(Prep: first/then board)
Discuss with the group the slide and the description of the use of a reinforcement versus a bribe to complete an instruction or direction. Show the example of the first/then board and talk about how it can be used with children for them to understand what is expected.

Conclusion:

This concludes our workshop on Giving Instructions. Are there any questions about the material presented or any other questions? I would like to thank you for coming to the workshop this evening. Please take a moment to complete our workshop evaluation. Have a great night.

Visual Communication Workshop: Group Guide

The Visual Communication workshop has been created to help parents and caregivers expand their communication through the use of simple but powerful visual tools.

Before the Session Starts

Materials Required:

Icebreaker
- option one – picture symbols of bottle shapes
- option two – picture symbols with words in a variety of languages
Velcroed picture symbols as described in slides 6-8 & 9-12
Toy, photo of a person or a toy, picture book
First/then board
Picture symbols of routines as described in Make and Take section, bristol board, scissors, glue, and MacTac (available in Supported Inclusion Visuals Engine)

Workshop Content

Introduction of speakers and content.

Hello everyone. Tonight we are going to be talking about how you can improve your child’s ability to communicate with others. You’ll find many aspects of your and your child’s life improve when s/he is better able to communicate with and understand others. My job tonight will be to facilitate the discussion, to keep us on track and to record some of our thoughts. So let’s go around the room and introduce ourselves and maybe say what brought you out this evening. What would you like to get out of this session?

Icebreaker

Option one: Ask participants to form pairs and hand out picture cards of bottle shapes without labels on to each person. Instruct each person to guess what their partner’s picture is. Do not give any answers. Have pairs report back to the large group by showing their picture card and telling what it is and how they knew they were correct. The purpose is to demonstrate that visual cues were used rather than any verbal cues.

Bottle Shapes

Option two: As in option one but using picture cards with corresponding words in a variety of languages. Instruct each person to cover the picture and show only the word. Have people try to guess what their partner’s word means. Have people guess what it is once the picture is revealed. This also demonstrates that visual cues are used more than verbal cues.

Variety of Languages

Either icebreaker can be carried out in the large group by using an overhead or powerpoint projector.

Agenda

Introduction to Visual Communication
Using Visuals with Children
Choosing the Type (or Level) of Visual
Promoting Receptive Language
Promoting Expressive Language
Make and Take

Large Group Discussion:

(Prep: flipchart and markers)

There are many forms of communication. We usually think of speech as the main form but in fact 90% of our comprehension comes from visual forms of information. What do you think is meant by “visual forms”? (Flip chart answers such as gestures, facial expression, objects, pictures, printed words.) Can you think of visual aids that adults use in their daily lives? Add examples to flip chart: e.g.,traffic signs, calendars, grocery lists, day timers, clocks, etc.

View Slides 1-3

Large Group Discussion:

(Prep: flipchart and markers)

Children who are having difficulty with understanding and / or using language can benefit from visual supports because they show what’s expected of them or what is coming up. Does anyone use any visuals with their children right now? What kinds of objects and pictures can you use with your child?
Record participants’ examples on a flipchart. Possible answers to get the group started if needed: showing your child her shoes or your keys for “going out”, showing a bottle for “bed”, showing a book for “storytime”, showing a favourite toy for “play time”, showing a video or t.v. remote for “television”; use of gestures and pointing.

View Slides 4- 5

Large Group Discussion:

(Prep: toy, photo of a person or a toy, picture book)

Choosing the appropriate level of visual to use is very important. Always use the highest level your child understands. How do we know which level to use with our child?

Presenter should be holding concrete items to model the following questions.

Can your child reach for or point to desired objects?
Does your child recognize people and items in photographs?
Does your child recognize pictures in books? (you can tell if s/he points to objects named)

Once you know what level your child understands you can use visuals to give your child information or to receive information from him/her.

View Slides 6-8

Large Group Discussion:

(Prep: velcroed pictures of eat breakfast, get dressed, go to daycare)

Discuss the mini-schedule and demonstrate removing the pictures from the schedule. Explain that you remove the pictures from the schedule so that the child can see what is finished and what activity is coming up. This can be done with objects if your child’s understanding is at this level.

The next few slides show ways to use visuals to tell your child what is expected and how to do things. Specific skills that you would like to teach your child can be shown step by step visually. While you watch the next few slides, try to think of a skill that you would like to work on with your own child.

View Slides 9-12

Small Group Discussion:

Divide people into small groups (3-5 people) and ask them to discuss a skill that they would each like to work on with their child (they have to decide together as a small group). Brainstorm possible pictures or objects that could be used to teach the skill.

Large Group Discussion:

(Prep: first/then board, picture symbols of office, needle, lollipop (all labeled “doctor”), picture symbols of fries, toy, play area, McDonald’s symbol (all labeled McDonald’s).

Have the groups report back on the visuals that they would like to use. If possible, show how the same skill could be taught in different ways depending on what aspect is most relevant to the child. Give examples such as “First doctor, then McDonald’s” and how the doctor symbol should be something that the child would understand (office, needle, lollipop, etc.) and the McDonald’s symbol should also be what is relevant to the child (specific food, toy, play area).

We’ve looked at how visuals can be used to tell children something. Now let’s look at how to use these tools so that your child can give you information.

View Slides 13-14

Large Group Discussion:

So you can see that there are many uses for visuals and that they help children be able to understand others more clearly and express their needs and interests more easily. A question that often comes up is “won’t pictures make my child not want to speak?” This is a valid concern. However, we know that the visuals support learning of spoken language for several reasons. I think of the visuals as cue cards I might have for a presentation. I feel less anxious knowing that I could refer to them if I need them. But it doesn’t mean that I’ll read my entire presentation from the cards.

View Slides 15-16

Large Group Discussion:

There are many reasons to use visuals. Both adults and children benefit from having visuals available. Now we would like to give you the opportunity to make some visuals that you feel would be useful with your child.

Make and Take:

(Prep: examples of choice boards, schedules, and first/then boards, bristol board, scissors, glue, MacTac, a variety of picture symbols or pictures from flyers and magazines for routines including activity choices, washroom, dressing, bedtime, songs, etc.)

Provide participants with the above materials and offer advice on which pictures to use and how to prepare them.

Conclusion:

This concludes our workshop on “Visual Communication”. Are there any questions about the material presented or any other questions? I would like to thank you for coming to the workshop this evening. Please take a moment to complete our workshop evaluation. Have a great night.

Developing Positive Self-Esteem in Your Child

Give your child hugs/kisses throughout the day. These should not be contingent on behavioural expectations.
Take time for fun, nurturing activities with your child. Examples include lotioning activities (place body lotion on your child’s hands/feet), massaging activities (gently massage your child’s hands/arms, feet/legs) or people games:Row Row Your Boat, Round and Round the Garden, Ring around the Rosie, etc.
Read your child books that promote a positive self-concept (e.g. “I Like Me” by Nancy Carlson).
Make your child his own special labelled photograph book, emphasizing activities in his day that he likes and does well.
Give your child responsibilities, based on her abilities and developmental level. This will develop her self-esteem and confidence in her abilities (e.g. tidy up activities, have her set napkins on the table, clear plates)
Give your child choices when possible and when appropriate, follow your child’s lead.
Keep your directions simple and developmentally appropriate for your child’s understanding to encourage success (e.g. two word directions:”Tidy up”). Always pair the directions with your child’s name. (e.g. “Girpal, tidy up”)
Get down to your child’s eye level when speaking to your child or when she is communicating with you.
Set your child up for success. Alternate challenging new activities with activities your child likes and can complete independently. Begin with one challenging activity followed by the well-liked activity. Use a first/then board to help your child understand the sequence.
Break down challenging activities into smaller tasks.(e.g. for stringbeading activities, your child might learn the activity first with a straw and large beads).
For challenging activities, initially keep the activity short (e.g. your child only has to place two beads on the straw) .
Model new or challenging activities for your child. Use visual supports (e.g. concrete objects, labelled photographs or pictures) to help your child understand an activity, succeed at the activity and work towards independence.
Comment on your child’s specific actions (e.g. “good beading”) rather than using general comments (e.g.” good girl”).
Praise your child for all his efforts.
If your child engages in an inappropriate behaviour (e.g. hitting), comment on the specific action and your behavioural expectation (e.g. “no hitting”). Teach your child the behaviour the you want instead (e.g. “touch gently”). Model the appropriate action and help your child use this action. Use visual supports (e.g. picture symbols, social stories) to help your child learn.
Always prepare your child for transitions. Use verbal language (labelling the upcoming transition, singing a consistent song about the specific transition), visual cues (concrete objects, labelled pictures) and auditory cues (a timer if appropriate) to develop your child’s comfort and ability to move throughout his day successfully.

The first snow

Stories are an excellent way to develop your child’s literacy skills. As you watch the stories together with your child, you’ll have a chance to talk about the pictures he sees on the screen

These story can also help prepare your child for activities that he may experience at childcare, school or camp.

Play story

Playtime

Stories are an excellent way to develop your child’s literacy skills. As you watch the stories together with your child, you’ll have a chance to talk about the pictures he sees on the screen

This story can also help prepare your child for activities that he may experience at childcare, school or camp.

Let’s bake a cake

Stories are an excellent way to develop your child’s literacy skills. As you watch the stories together with your child, you’ll have a chance to talk about the pictures he sees on the screen

These story can also help prepare your child for activities that he may experience at childcare, school or camp.

Play story

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