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Using the Anti-Bullying Program Kit

About the Program:

This kit is designed to provide classroom teachers with all the activities and material ideas required to implement the sessions in the classroom.

There are six sessions, usually implemented on a weekly basis with the entire group of children. The sessions are structured so that they provide information on a specific topic through a variety of methods.

Each session begins with a song that welcomes each child by name to the group. This is followed by a visual schedule of the activities that will occur and a set of rules.

Puppet scenarios are carried out demonstrating the concept or skill that is being discussed for that week. The scenarios promote discussion regarding the topic and there are visuals to support each main point.

A story describing the topic and desired responses is included. This is followed by a few cooperative games each week. The circle closes with a song that acknowledges each child by name.

Informing Parents:

As a school-age teacher, you may wish to share with the parents the fact that you are implementing an anti-bullying program in your classroom. Please see sample letter to parents.

As a program consultant implementing this program in partnership with a classroom teacher, you will require parental consent. Please see sample consent form.

Session Topics:

Materials Required:

Week One:

  • Two puppets
  • Paper and crayon

Week Two:

  • Two puppets
  • Toy car
  • Hula hoops and music

Week Three:

  • Two puppets
  • Toy

Week Four:

  • Two puppets
  • Paper and crayon
  • Bean bag

Week Five:

  • Two puppets
  • Small book
  • Large spoon, small ball
  • Newspaper

Week Six:

  • Three puppets
  • Newspaper

Using Signs and Gestures

photo of teacher using a sign at circle time

We communicate with others in different ways. We can greet a friend by saying “hello”, by waving our hand, or smiling at them. As a parent, teacher of early childhood professional you can use gestures or signs while speaking. This can help to enhance your child’s receptive language (understanding) by providing her with a visual cue. It also assists adults by slowing down their accompanying speech and emphasizing the key words.

Using Gestures

Gestures are a natural part of communication. When adults exaggerate gestures, the information provided becomes clearer.

Let’s take a look at some examples of gestures you can use throughout the day to help your child understand:

  1. Directions

    • rub your hands together to show it is time to wash hands
    • tap your head to let your child know she needs to put on a hat
    • you can pat the chair or spot on the floor while saying “Sit down.”

  2. Greeting

    • waving hi or bye

  3. Concepts

    • using your fingers to show how many (e.g., give me one cookie)
    • fanning yourself to show that it is hot, or rubbing your arms to show that it is cold

Using Signs

In addition to helping children understand others, signs are often introduced as a support to learning speech or verbal communication. Signing can take the pressure off and actually help children say the words. Signing, along with speech, provides information in three different learning styles: auditory, visual, and kinesthetic (movement and touch). Signing supports children who learn in any of these three ways, in contrast to speech which is only auditory. Children who learn through movement are good candidates for using signs themselves.

A speech-language pathologist should be consulted when considering using signing as a child’s main method of communication.

Some basic signs can be introduced as a general support. Signs to give your child information could include: stop, wait, eat, drink, washroom.

image of basic signs: stop, wait, eat, drink, washroom, help

Your child will be more likely to use signs if the ones chosen serve a specific purpose and are important for your child to learn. For example, if signing “more” gets the child more of something she likes, she will be motivated to learn. “My turn” and “Help” are also useful as they can help your child get something she enjoys or wants.

Communication Posters

This set of thirteen posters is designed to support the use of general communication strategies at home and in the classroom. All children can benefit from the strategies. It is important to place each poster where it will be useful to everyone who plays/speaks with your child.

The following are some suggested areas to display specific posters in your home:

  • Near floor toys (such as blocks):
    “Get on Child’s Level”, “Take Turns”, and “Model”
  • Near table activities (such as puzzles, beads, shape sorters):
    “Imitate”, “Describe”, “Follow”, and “Listen and Respond”
  • On the kitchen table/lunch table:
    “Expand” and “Offer Choices”
  • Near bookshelf /book centre:
    “Use Descriptive Statements”
  • In the washroom and/or a closet:
    “Simplify” and “Wait”

Classroom Specific

  • Near circle area:
    “Use visuals”

The posters are intended to remind adults of ways to promote children’s communication through everyday activities. These reminders help people to use the same strategies until the strategies become familiar. Don’t let the posters overwhelm you. Start by posting the ones that you feel are most important to your child or are part of your child’s individual program plan. Add other posters when you think you are ready to try a few more. Move the posters to another area if you feel that they will be more helpful somewhere else.

Download the Communication Posters.

Get on a Child's level - poster

Imitate - poster

Take Turns - poster

Describe - poster

Listen and Respond - poster

Expand - poster

Use Descriptive Statements - poster

Model - poster

Follow - poster

Simplify - poster

Wait - poster

Use Visuals - poster

Offer Choices - poster

Token Economy System

photo of child holding visual symbol/token

Token systems are part of our everyday lives. One example is how we work for money which has no value until we later use it to buy items or activities that are valuable to us. Just like we are motivated to earn money, children often need something to motivate them. As a parent, teacher of early childhood professional you can use a token economy system to encourage positive behaviour and help your child build skills.

When using a token economy system with your child, he can earn tokens for showing positive or appropriate behaviours, or for completing specific tasks. Once your child has collected a set number of tokens, he turns them in to get an item or activity that he really enjoys. For example, every time Marcus remembers to clean up his toys, he earns a token. After earning 5 tokens he gets to play on the computer for 10 minutes.

How does a Token Economy System help?

A Token Economy System can:

  • Help your child learn to wait for rewards by providing a visual reminder of how much more he needs to accomplish before getting a favourite item or activity.
  • Help your child become more aware of time by showing how long he has been at a task and how much longer he needs to “work”.
  • Help motivate your child to be successful in many tasks because it eventually leads to a greater reward.

How do I use a token system?

Here are a few tips to help you get started.

  1. Selecting the behaviour(s) to be rewarded. Let your child know what behaviours you want to see. Say them in a positive manner (e.g., “Hands in lap” rather than “No hitting”, or “Put toys in the basket” instead of “Don’t leave the toys on the floor”).
  2. Decide how you will measure the behaviours. Some behaviours will be measured by the number of minutes your child shows the desired behaviour (e.g., sitting quietly for 1 minute) or the number of times your child shows appropriate behaviour (e.g., tidying up his toys after playing).
  3. Decide where and when to monitor the behaviours. For example, you might decide to use this token system only at home, in the classroom, during lunch, or at bedtime. You can also use a token system at a time that is convenient for you, or at a challenging time for your child.
  4. Select your tokens. You can use lots of different things as tokens including stickers, coloured dots, pennies, or even checkmarks. You can also use a picture of the targeted behaviour as a reminder of what your child has done to earn a token (see below for an example).Keep in mind that tokens should be portable (easy to carry), and durable. They must be easy to give to your child and convenient to keep. You may wish to put tape or Velcro on the tokens so they can be secured to a token board and used over and over again.
  5. Select your reinforcers or rewards. Whenever possible, get your child to help you choose a reward. You might also set out possible reinforcers (e.g., a video, a favourite storybook, a computer game, a puzzle) and see which ones he selects most often. Remember to use reinforcers that are appropriate for your child’s age and the setting the token economy will be used. Try to add new ones every now and then.
  6. Decide on the value of the reward. How many tokens must your child earn before he receives the reward? Remember that this can change over time. At the beginning, it should be fairly easy to earn the reward and your child may have to earn only 2 tokens. Later, he may need to earn more tokens to receive the same reward.
  7. Start your program. Have the tokens and token board ready to show to your child as you explain the program to him. Use simple language to remind your child of the expectations for earning tokens each time you use it.
  8. Deliver the tokens consistently. Give the tokens to your child as soon as you see the desired behaviour. Remember to praise your child when he receives the token. “Good sitting!” or “Nice washing your hands!” will remind your child why he is getting the token.
  9. Review and adjust your token economy system. Eventually, you will want to fade your child off the token system. Once you notice a significant improvement in your child’s behaviour, you can try to extend the time and amount of work required to earn tokens. Be careful not to do this too quickly or the positive behaviours may stop.

How does a token economy system look?

Token economy systems can be in a variety of forms. If this is your first time developing a token system, you will want to keep things simple. You’ll find some basic templates in the Visuals Engine of Learning Together.

Let’s take a look at an example:

Malcolm gets a sticker on his token board every time he puts his dishes in the sink after eating.
When he has 3 stickers he gets to play on the computer for 20 minutes.

image of a token economy board

NOTE: Some token systems consist of removing or “taking away” tokens for inappropriate behaviour. Taking away tokens can cause your child to lose his trust of the system. Keep in mind that you’ve put a lot of work into creating a token economy system and teaching your child how it works. We recommend that for young preschool children you focus on giving your child tokens for the behaviour you want to see and use other strategies to let your child know that inappropriate behaviour will not result in getting your attention.

Here’s another example:

Ms. Zemenek is trying to encourage Marika to speak quietly when in the library. Every time Marika uses a quiet voice, she earns a token. In this case, the tokens are pictures of ”talking quietly”. After earning tokens, Marika gets to read her favourite book, The Very Hungry Caterpillar.

image of a token economy board

Using a token economy system is an excellent way to promote positive behaviour, self-esteem and have your child work towards something special. It’s also a great way to remind yourself of the goal you and your child are working towards.

Here’s another example:

William is easily distracted. He often starts playing with things but ends up staring off into space or wandering away. His teacher wants him to learn to keep himself involved in purposeful play activities, and finish what he is doing before moving on to another activity.

We’ll establish a goal for William to complete a short series of six activities during free play time. We will reward him with a token every time he completes an activity. Initially, we’ll select activities with clearly defined endings, such as puzzles, building a block tower using 10 blocks, etc.

We’ll start with a token board that only requires a single response before the reward is delivered. As William becomes familiar with the token system, we’ll move to two response, and so on, until he gets to six responses before earning the reward. Each day before free play time, we’ll remind William that he’ll be earning tokens for each completed activity. We’ll show him how many he needs to earn. We’ll also review his choice of reinforcers and help him to select his reward. The picture of the reward will be placed in the end space of the board and will be visible to William throughout free playtime. This will continually remind him of what he’s working towards. In case, William is working to earn a tickle.

Tips for the Classroom:

Token economy systems are great to use in classrooms because they can be geared to a specific child, or to groups of children. The children may be working on improving the same behaviours or have completely different behaviours that will be reinforced. Token systems are most effective at maintaining positive behaviours when they are specifically designed for a child or group of children, address specific targeted behaviours, and are clearly communicated. The expectations and rules must be communicated and understood.

Talking to the Family About Your Concerns Regarding Bullying

photo of parent teacher meeting

Developing a partnership with the family is very important when we share in the care of their child. We communicate with parents on a daily basis. We often talk about their child’s achievements, friends, or the things he particularly enjoys doing. We talk about how the child is settling in, our program, and the philosophy and goals of our service.

But how do we tell the family about the fact that their child is exhibiting bullying behaviour?

Remember that what we see as a problem may not be viewed this way by the family. This has significant implications for how we raise concerns with the family.

Once a concern has been identified, it is important to consider the needs of the children involved.

Understanding the family’s reluctance to hear the message

A family can react quite differently than expected to information about their child.

  • You may have observed the bullying behaviour for some time, while it may be the first time the family has considered these concerns. Some parents may not find the behaviours you consider to be bullying as unacceptable. This may be due to their personality, parenting style, or cultural background.
  • A family may also go into “threat” mode when approached about their child. The parents may see it as a criticism of their parenting skills.
  • You may need to remind parents of your anti-bullying policy (if your centre has one in place). Give general examples of bullying behaviours and the resulting consequences before describing specific incidents in which their child was involved.
  • Always maintain confidentiality when discussing specific incidents (i.e., do not disclose victim names).

Understanding your own reluctance to deliver the message

Why is it difficult to move from discussing what the child ate and with whom they played, to raising your concerns about bullying? Here are some possible reasons:

  • You and your colleagues can feel threatened, too.
  • You may not feel comfortable about the information you are reporting.
  • You may not have established a good rapport with the family before you need to raise concerns.

Raising concerns

Before you raise concerns with the family, consider the following suggestions:

  • Document any incidents of bullying.
  • Talk to your colleagues about your concerns. You need to discuss the issues with your supervisor.
  • Based on your centre’s anti-bullying policy (if you have one), determine who would be the appropriate person to talk with the family – perhaps the supervisor and yourself, or another team member.
  • Talk to the family as soon as possible. If there are two parents/guardians, try to see them together by booking a meeting time that is convenient for both of them.
  • Discuss your concerns with the family without the child being present.
  • Timing is important. Allow adequate time for the meeting and provide a location that ensures privacy.

When meeting with a family, consider the following suggestions:

  • Give the family examples of the child’s strengths and remember the importance of a positive approach when talking to a family.
  • Plan ahead and think about what you are going to say. You may even wish to write it down before meeting with the family.
  • Be prepared. Have concrete examples of your concerns and make sure that they are objective.
  • Develop an action plan with the family about what to do next. Have some ideas ready to suggest to the family about what you will do in the classroom.
  • Be prepared to consider what the family suggests, even if it is quite different from what you had in mind.
  • Reassure the family that staff members are happy to work with them to achieve the best outcome for their child.

Though breaking the news can be difficult, it is important that the issue of bullying be raised as soon as possible.

Respite Services

What is respite care?

Respite care is a family support service that provides temporary relief from the daily challenges involved in caring for a family member with an intellectual and/or physical disability.

The benefits of respite care are numerous, but not always obvious. This service allows parents and primary caregivers time for themselves and can support and strengthen their ability to take care of their child. It can provide a break in the daily routine to help parents avoid burnout, stress and fatigue.

Respite care also gives the child a change in her daily routine. It can provide the child with opportunities to build new relationships, move toward independence, participate in community activities, and make new friends.

Respite options:

Respite is provided in many ways depending on the source (agency or individual), the needs of your family and available funds. Some respite programs send a caregiver to the family’s home, while others require that the child come to a respite group home. At the same time, many parents choose to hire an individual to provide in-home respite care for their child.

Respiteservices.com coordinates a network of agencies and organizations in Ontario, providing respite services to individuals with various disabilities, and their families. A respite access facilitator is available to help families identify their needs and locate the appropriate respite options.

Respiteservices.com’s objectives and main functions are:

  • to develop and maintain a consistent process for your family to access respite care
  • to facilitate creative respite options that meet each of your child’s individual needs
  • to maximize efficient and effective use of respite resources
  • to provide ease of access of information about respite services to families and to increase their options for respite care
  • to identify gaps in service and help with community service planning

The CHAP (Community Helpers for Active Participation) Program is an integral part of Respiteservices.com and helps connect individuals with disabilities and CHAP workers. This is done through a Worker Database where the CHAP Program recruits workers interested in supporting persons with intellectual disabilities, including autism and/or a physical disability, to provide meaningful respite opportunities in the home or in the community. Families are able to access workers after joining the Family Registry.

Visit the Respiteservices.com website for more information about respite services in your community – www.respiteservices.com.

How do I pay for this service?

Parents can apply for provincial funding by completing an application for the following services:

Assistance for Children with Severe Disabilities (ACSD)

This funding provides financial assistance to parents to help with the extraordinary costs related to the child’s disability. It is a direct funding program based on the family’s total gross income. This program is for children under the age of eighteen (18) living at home with their family or caregivers. Caregivers can apply by filling out an application with or without the assistance of an agency or professional.

Special Services at Home (SSAH)

This funding is designed to assist families caring for a member who has a developmental and/or physical disability. The program focuses on providing funding to assist families to purchase supports not available elsewhere in the community. 

Families who receive funding have the option of hiring a worker who can spend time with the child at home and/or assist the child learning new skills. 

Respite Care During COVID-19

As part of the SSAH program, families may use their funding to hire family members, neighbours or friends to provide respite services. This allows families who cannot hire respite workers or have concerns about having workers in their homes, to hire trusted family or friends to provide respite.

Individuals are not eligible to be hired through SSAH funding if they are a primary caregiver or under the age of 18.

Families who receive SSAH funding can submit respite expenses for reimbursement through mail, email, fax or through MyDirectPlan.com, a free direct funding management tool.

A Parent’s Experience With Respite Care

My name is Suzanne and I have two sons with special needs. My son Mekhi was diagnosed with PDD at 3½ years old and Malin a Communication Disorder at 2.

Being a fulltime working mom is a job in itself, when you have children with special needs, it takes every ounce of energy and any spare time that you have.

During the devastating time of their diagnosis, I was dealing with communication issues, temper tantrums and self-injurious behaviours. I felt so alone and isolated in my home. My husband worked days and I worked nights. We couldn’t trust anyone with our children, because they couldn’t communicate their needs and wants.

Finally through a friend I was told about a drop-in program for children with special needs that are integrated with “normal” children.

I enrolled them Monday to Friday from 9:00 to 11:15 am. This was the best thing I could have ever done. It gave me a much needed break from my kids each day. I actually had time for me (I loved it) and when I would pick them up, I was so happy to see them. I felt so refreshed and ready to tackle anything.

The children also loved it; they got to interact with other children, do arts and crafts, sing songs and make friends.

I really recommend Respite Care; it really changed my life and gave me a better perspective on things. All parents at times need a break from their children. This is exactly what I needed. It made me be a better parent.

Reinforcement

As a parent, teacher or early childhood professional, you may ask yourself, “What motivates my child?” or “What can I do to build my child’s self-esteem and increase their independence?”

The answer is REINFORCEMENT!!!

What is Reinforcement?

  • It is a reward that occurs after a behaviour
  • It is anything that motivates or encourages your child
  • Any environmental event that maintains or strengthens an action or behaviour
  • It can include praise, special activities, music, toys and food

Why Reinforcement?

  • To teach new skills
  • To increase independence
  • To build self-esteem
  • To motivate your child that can result in quicker learning times and to reduce frustration
  • We receive reinforcement in many ways whether it is a pat on the back for doing a great job at work, or weight loss for sticking to your diet. The reinforcement we receive makes it more likely that we will repeat these behaviours in the future.

Types of Reinforcement

Find the right kind of reinforcement by observing your child to see what types of things she likes best. Use those favourite things to reinforce learning!

Social Praise or Attention

  • Often describes the most natural type of reinforcement.
  • Examples: smiles, hugs, kisses, tickling, high fives, and cheering, verbal praise
  • Verbal Praise should always describe the behaviour
    • Ex: “Great job cleaning up the toys Jack!” instead of “ Great job Jack!”
    • Verbal praise is easy to deliver and available and should always be paired with other reinforcement.
    • Some respond to verbal praise and others need more obvious reinforcement to stay motivated.

Tangible Items

  • Tangible reinforcement includes favourite: toys, blankets, trading cards, sensory items and may include food
  • These can be very powerful reinforcers for children, especially when they are not readily available during other parts of the child’s day.REMEMBER: when an item is always available, the child may become bored easily!
  • The child should only receive the item on conditions where your child attempts or follows through on their task.
  • The limit on using this type of reinforcement is that it can be costly to consistently be searching for items and toys that the child finds rewarding.
    • Therefore using dollar store items are handy and inexpensive.

Favourite Activities

  • If your child has favourite activities, consider using these as reinforcements for appropriate behaviours or when a specific task is completed.
    • Examples: Going to the park, watching a video, bouncing on a therapy ball etc.
    • These are fun for both the parents and the child and promote social interaction.
    • Works well with children who are able to wait before getting their reward.

Food Reinforcements

  • Using food reinforcement may work well for children who are not yet responding to verbal praise and are not yet motivated by items or activities.
  • Consider the foods your child prefers. Do they prefer sweet snacks or salty foods? OR do their preferences have to do with textures?
  • Before using food reinforcers, take into consideration the nutritional value of the food.
  • It is important to move towards more natural reinforcement when it is possible. This is because it is not common that we get a goldfish cracker for being well behaved.

Token Economy System

  • When a token is provided after a desired behaviour
  • Once the child has collected a predetermined number of tokens, he can trade them in for an item or activity that he desires.
  • Money is a classic example of a token economy. It can be used to buy reinforcements such as food, housing and entertainment.
  • For example: If you have a child who loves to ride the subway, then the child could earn quarters as his token and then the reward would be him being able to ride the subway when he gets enough money to pay for a ride.
  • This type of reinforcement works best for children who are able to wait for their reinforcement and who have any understand the concept of working towards their reinforcement.
  • Every type of reinforcement should be paired with social praise (i.e., eye contact, hugs, high fives etc).

What motivates your child?

  • Observe what types of toys/activities your child is most interested in.
    • Run and climb or quiet play?
    • Sweet snacks or salty foods?
  • Provide choices where possible to determine your child’s favourites.
  • Once you determine your child’s favourite reinforcers, you are ready to begin using them to teach new skills or to increase desired behaviours.

How do I Reinforce?

  • When first introducing a new or difficult task, it is important to provide reinforcement for any degree of completion. This will help your child to keep trying and to understand what is required to get his reinforcement.
    • Example: If your child has trouble sitting at the table for mealtime.
      • Initially your child may require reinforcement for coming and sitting down even if they need assistance from an adult to do so.
      • Reinforcement for coming over to the table may include a desired activity or a piece of a desired snack paired with a lot of verbal praise.
      • While remaining at the table, the child should be reinforced from time to time for appropriate behaviours even if assistance is required.
  • Set the child up for success!
    • Example: using the same example from above, a child may initially have 1 minute at the table and gradually the expectation would raise and the time at the table would increase.
  • Always tell your child what they have done well
  • Always use social reinforcement even if you are using tangible reinforcement as well

Fading

  • Gradually fade the use of reinforcers from each step to task completion. This is so that the child does not associate the reward as part of the task itself. Then the child will expect the reinforcement every time that task is completed.
    • After a skill has been learned there should be a natural expectation that your child follow through without needing to be reinforces every time the skill is completed.
    • Both the number of times that you reinforce your child and the form of reinforcement you use should be faded.
    • Eventually the food items you use should be exchanged with more social rewards.
  • The extent of verbal praise and attention should decrease.
  • Eventually, the only reinforcement your child should receive is the occasional pat on the back or toned don verbal praise.
  • Caution should be used when fading as if the reinforcement is taken away too soon the desired behaviour may stop completely. If this occurs, increase the amount and/or frequency given to reestablish behaviour and once this is accomplished you can again try to fade.

Negative effects of Reinforcing

  • It is important that just as reinforcement works for behaving appropriately, it also reinforces negative behaviour.
    • Example: If your child is screaming for a chocolate bar in the grocery store, and then you reinforce him by buying it for him, you have then reinforced his inappropriate behaviour. The behaviour then happens again. The best thing to do is to ignore the undesired behaviour and once he learns his behaviour will not get him what he wants, the undesired behaviour will stop.

Reinforcement is a powerful tool to help children learn new skills, to increase motivation and boost self-esteem. Remember to celebrate each small success!

Preparing Children for Transitions

For many children, routines are important because they provide reassurance and a sense of security. For children experiencing change, challenging situations or unpredictability in their lives, it is helpful to have a stable routine. Preparing children for transitions and having consistent routines will help them understand expectations and cope with change. Children experience daily transitions which usually involve routines such as sleep and mealtimes or change in environment/location such as indoor to outdoor.

Children may have difficulty making transitions for many reasons. Here are some examples:

  • Unexpected change. It is raining, therefore Carly cannot visit the playground as planned.
  • Current activity is enjoyable. Mila loves playing on the computer. She does not want to stop to eat.
  • Next activity is unenjoyable. Gareth does not like bedtime, so he resists getting ready for bed.
  • Next activity is enjoyable. Carmina is excited to go to the park. She leaves the table before lunch is finished.

Strategies to help with transitions

  1. Provide reminders that the transition is coming

Telling your child that a transition is coming will help them to get ready. For example, when you would like your child to get ready for lunch you can say, “It’s almost time for lunch”. You can make this concrete by setting a timer or counting down from ten after you give the warning. When the buzzer goes off, or you reach zero, begin the transition. When first introducing this strategy, you may have to help your child follow through, or guide them to the next activity or task.

  1. Offer Fidget Toys

If your child is finished with an activity but needs to wait for another one to begin, providing them with a fidget toy (e.g., a sensory toy such as a squishy ball) can help keep them busy. Depending on the situation, you may need to make sure that the fidget toy does not make noise and that your child is able to keep it in their hands or pocket.

  1. Offer Transition Objects

Use an object to signal that a new activity is about to begin. For example, if your child is playing and it is almost time for bath, you can prepare them by giving them a bath toy. Allow them to play for a few minutes and then encourage him to bring the toy with him to the bathroom.

  1. Sing a Song or Play Music

Songs are a fun and engaging way to signal that the current activity is about to end and a new one will begin. Songs help your child learn routines and improve language and memory skills. You can use the same tune and change the words for different activities. This will make it easier for your child to remember the song and join in.  Song lyrics developed for transitions and routines can also include the steps of the transition or routine to support the child’s success.

  1. Change the Lighting

When it is time to stop playing and get ready for the next activity, you can dim the lights to get your child’s attention. The change in lighting will help shift their attention from the activity they are engaged in. Once you have their attention, offer your warning that the beginning of the transition will be happening (e.g., dim lights, child looks your way, say “In five minutes we are going to tidy for lunch”).

  1. Provide a Visual Schedule

Regular use of objects, photos, or pictures will show your child the order of activities that are planned. This process can help children anticipate and understand what is going to happen and when. Create your own visual schedules using visuals such as photographs or pictures from magazines. When you first start using a visual schedule, include two or three transitions. Gradually add more pictures, up to a maximum of six or seven in one schedule.

  1. Visual Countdown
Visual Count Down

This strategy is helpful if you want your child to focus on one activity until it is time for the next. It can show them that time is passing and reward them for remaining focused. Every few minutes you can remove a panel. When the rocket appears, it is time to “blast off” to the next activity.

Make your own visual countdown by taking a large piece of cardboard and writing the numbers one to three on it. Instead of a rocket ship, you can draw, or glue a picture of your child’s favourite cartoon character. Cover each number and the rocket ship/cartoon character with a coloured piece of paper. Attach the pieces to the cardboard with tape or Velcro.

Remember

Preparing for transitions helps your child understand changes to routines and provides them with some predictability of what activity is coming next. All children are unique and have different ways of learning.

Careful planning and collaboration can help with the routine between the home and program. Be consistent so that your child knows what to expect. Try to keep to the routine as much as possible and remember to praise your child for their efforts.

References:

Centers for Disease Control and Prevention. (2019). Building Structure.  Retrieved from https://www.cdc.gov/parents/essentials/structure/building.html.

Markham, L. (2020). Why Kids Need Routines.  Retrieved from https://www.ahaparenting.com/parenting-tools/family-life/structure-routines.

Petit Early Learning Journey. (2017). 10 Reasons a Daily Routine is Important for Your Child (and How to Set One).  Retrieved from https://www.petitjourney.com.au/10-reasons-a-daily-routine-is-important-for-your-child-and-how-to-set-one/.

Raising Children. (2017). Family Routines:  How and Why They Work.  Retrieved from https://raisingchildren.net.au/grown-ups/family-life/routines-rituals-relationships/family-routines#routines-the-basics-nav-title.

Personal Space

Photo of child and teacher exploring personal space

Personal space is all about how close you can come to people in different situations without making them feel uncomfortable. The rule about personal space can be very difficult for some children to understand as it is a rule that is unwritten and unspoken.

There are different rules for different situations, like keeping a certain distance away from others when standing in line, or knowing that you can be closer to some people than to others.

Many children learn about the rules of personal space without actually being taught. However, for some children, the rule about personal space is unclear. These children might be accused of crowding others because they stand or sit too close. On the other hand, some children might want more personal space than we typically expect and get upset when they feel that others are invading their space.

Helping your Child Respect Others’ Personal Space

As a parent, teacher or early childhood professional, you can help your child learn about personal space using the following ideas.

  1. Talk about it

    Start by talking to your child about the specific skill. Ask him questions like:

    “How close to other people should you stand or sit? Show me.”

    “How does it feel when someone stands too close to you?”

    “Are there times when it is OK to stand very close to other people?”

  2. Teach

    Teach your child a rule that will help him understand and use the skill. A Social Script can be helpful at this stage. It is a way of teaching children how to behave in specific social situations. It might include suggestions of specific things your child can say or do in response to the social situation.

    Note: Depending on your child’s skill level, you can write a Social Script using words only, or you can add pictures or photographs to help describe each step.

    Here is an example of a Social Script written to help a child learn how to “respect other people’s personal space”:

    When I am talking to someone, I should not be in their personal space.

    I should stay one arm’s length from people when I am taking to them.

    I should keep my hands to myself when I am talking to them.

    Sometimes it is OK to be closer than one arm’s length to a person. These times are when it is crowded or when the other person is a close friend or family member.

    Review and practice the script at least once a day with your child, especially when you first introduce it. As your child begins to understand and use the new skill, you can practice the script less often and refer back to it to remind him what to do in specific situations. It is not a good idea to try using the Social Script while the situation is happening. Instead, review it at the beginning of the day and then, when the situation actually occurs, you can remind your child of the strategies he has learned.

  3. Role play

    Role-playing consists of acting out various social interactions that children would typically encounter. Puppets or other toys can also be used as “actors” in the role-play. Role playing teaches children the actual words they can say and the things they can do in specific situations. It also gives children an opportunity to practice these new skills with their peers.

    In the beginning, you should play all the ‘parts’ to show your child what he can do or say in certain situations. You can keep him interested by using characters from his favourite television shows. Be sure to speak in an animated voice and use words that your child can understand. Try to act out situations with both positive and negative responses, as this will help your child understand that other children are not always willing to share or play with him. Here are some ideas on using role-playing to teach children listening skills.

    • Model the skill – Two or more adults model a situation in which one asks the other to join him/her in play. The specific phrases and behaviours that your child needs to learn are modeled.
    • Select role players – At first, it is best to have older children or ones who are more experienced at the skill do the role-play and have your child watch and comment. If possible, give all interested children a turn to do the role-play. It is especially important that your child who is learning the skill has a turn to be part of the role-play.
    • Children do the role-play – A small group does the role-play and the other children watch and comment. After seeing a few examples, your child can be part of the role-play, he should play many different parts in the role-play.
    • Provide feedback – Everyone can give feedback to the role-players. Remember, you are modeling how to give positive feedback. Give specific, positive feedback to all children involved in the role-play. For example, “I liked how Joshua asked Amelie if he could use some of her crayons.”

  4. Reinforce

    Tell your child that you will be watching for this skill for a week. Reinforce your child when you see him respecting other people’s personal space and remember to label the behaviour that you want to see.

    “That’s great, Mohammed! You are standing one arm’s length from Sandra.”

  5. Review

    Talk about the skill for a few minutes each day so that it is fresh in your child’s mind. This also helps him understand the importance of social skills. You can also point out how other people maintain personal space when you and your child are in different environments (e.g., in line at the grocery store, at the doctor’s office, at school).

    When children are taught the unwritten rules about personal space, they will become more aware of how their behaviour (such as crowding or touching) affects others. When you clearly teach them how to respect other people’s personal space, you create a more pleasant environment where everyone can work, play, and learn comfortably. Here are some tips to help you be most successful:

    BE PATIENT – Some children might need more reminders, more support, and more time to learn and use the skill.

    BE CONSISTENT – Make sure that you and any other adults in your child’s life have the same expectations of the child.

    BE POSITIVE – Remember to look for your child using the skill and reinforce him as much as possible.

People Games

Photo of child playing with parent

People games are games requiring a partner. Modify the play environment so that your child will need you in order to enjoy the experience. The main goal is to encourage communication. Your child will learn things such as: paying attention, starting or ending a game and taking a turn. Just like with people toys, these games are very structured and predictable. Words and actions are repeated many times, making it easy for your child to take a turn in the play.

Remember to make your play time R.O.C.K. by:

  1. Repeating what you say and do.
  2. Offering Opportunities for your child to take his turn.
  3. Cueing your child to take his turn.
  4. And finally Keeping it fun

The specifics of how you provide opportunities to take a turn and what you can expect from your child will depend on your child’s stage of communication. If your child usually plays on his own, you will want to entice him to play and enjoy being with you. If he is just starting to ask to enter play, then the goal is to get more practice at this and to extend the game a little longer. Later, you can provide opportunities to “use his words” and to take more elaborate turns in the conversation. The trick is to take it one step at a time, give lots of practice and most of all to have fun.

The following are just a few ideas of people games you can play with your child. Once you get the hang of them, you’ll be able to create your own. Don’t forget to add music and singing to your games.

Jumping and Up and Down Games

There are lots of different versions of this game. Jumping on the spot involves taking your child’s hands or lifting under the arms and counting “1… 2…3…go” (or blast off ). On “go”, lift your child into the air and bring him down again.

If your child is small, you can vary this game by tossing him in the air or spinning him. You can also try letting him hold your hands and climb up your legs to flip over.

Horsey Rides

Get down on your hands and knees. Let your child climb onto your back for a ride. For extra fun, you can neigh and sway side to side. When you stop, he must ask you to re-start the game. He can do this through body gestures, sounds and words, depending on his language level.

Swinging Games

Swinging games tend to be quite hard on your back so be careful. If there are 2 people, you can each grab a hand and lift him into the air as you say “1…2…3… swing.”

An alternative is to have one person hold his hands and the other hold his feet while singing “Swinging. Swinging. (moving side to side) Now we go up (swing him up quickly). Now we go down (bump his bottom gently on the ground).”

Race Car

Lie on your back with your knees up. Then your child can sit down with his back against your knees. Your hands become the steering wheel. Then take off! You bump and rock your torso over the road, lean right and left for racing around curves. Don’t forget to make the sound effects! You both crash at the end of the race.

Bouncing

An oversized, exercise ball can be lots of fun for you and your child. Your child can sit on the ball or lie on it with your support. Bounce him up and down while saying “bounce” or “up and down”. Start off with a slow and steady pace, pause, then quicken the pace. As a variation, try rocking back and forth or side to side. Make up your own song to accompany this.

The Sandwich Game

Try squeezing games such as making a “sandwich” by placing your child between pillows, or making a “hot dog” by rolling the child in a blanket. A more elaborate version of this is to let your child build a sandwich out of you. First lay down a pillow; that is the bread. Then you lie on top of it to become the meat. Then let your toddler pile up pillows, blankets and toys on top of you for the pickles, lettuce, tomato, cheese, etc., and lastly a pillow matching the bottom one for the other slice of bread. Now it’s lunch time!!! Don’t forget to cry out “No, no, don’t eat me”. He’ll want a turn being the sandwich next, and be sure to add some tickles.

Peek-a-boo or Hiding Games

Put a blanket or cloth over your child’s face. Say “Where’s ____(name)?”, then pull the cloth away and find him. If your child likes tickles or kisses, give him a quick one when you find him and say “There’s ____ (name).” You can take turns hiding as well. Other variations are hiding behind hands, pillows etc.

Chasing Games

Running and chasing games are favourites with most children. Start by running after your child. Saying “I’m going to get you.” When you catch him give him a big tickle, hug, or a kiss and say “Got you”. After he understands the games, encourage him to take a turn chasing you. Start by taking a few steps away and then looking back at him. Laugh and wait for him to catch you. Then give him another turn being chased.

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