Add a photo of the child and a name card to personalize the space.
Add a shelf or bin for personal belongings (the message to the child is “This is your space.”)
Arts and Crafts
Place smocks on hooks that can be easily reached by the children.
Make an attractive display of the materials to encourage children to use them. Materials should include a wide variety of items such as a selection of paper, a choice of glueable objects (pompoms, fabric scraps, recyclables), and several types of writing instruments.
Locate the arts and crafts area near a water source. Many art projects need water for use and clean up purposes.
All appropriate materials should be stored near the main art table.
Provide a variety of types of scissors to promote independence (loop, ring, double ring, and left-handed).
Keep the arts and crafts area out of the line of traffic as art supplies can be messy and/or dangerous if they fall to the floor.
Freestanding easels should be set up in pairs to promote socialization. If floor space is unavailable for freestanding easels, then mount easels permanently to the wall.
Allow children to independently access all creative materials and experiment. For example, if that day’s creative activity is finger painting, a child may also use available sponges, add stickers, glue yarn scraps, or colour with crayons.
Sand and Water
Locate the sand and water play tables near the block and craft centre. These areas, are noisy and can be distracting for some children.
Keep the sand and water play out of the line of traffic, as floors tend to get wet and slippery.
Have both tables available each day unless other sensory activities are offered.
Keep smocks near the area and easy to reach. It is important to encourage all children to wear a smock or protective cover as it gives the message that it is okay to be messy when playing in this area.
Table/Floor Toys
The table toy area should be enclosed on three sides using an L-shaped shelf to create boundaries.
Select a quiet area in the room where children can concentrate on the toys with few distractions.
Toys are best stored on shelves near the table for easy access.
For floor toys, provide ample, unobstructed floor space where children can play.
Group toys by type: table toys, puzzles, beading, stacking, floor toys, interlocking, vehicles, floor puzzles, construction.
Label bins with pictures or an actual representation of the contents of the bin.
Block Centre
Locate the block centre in a corner of the room. Furniture or shelving can be moved to create boundaries as well.
Choose an area that is adjacent to another active and noisy area so that the children performing quiet activities will not be disturbed.
An enclosed block area gives children a sense of security and provides a definition and purpose of the play area.
Blocks should be stored at the children’s eye level. This allows the children to see what shapes are available for their use.
The block centre should be large enough for children to be able to spread out their blocks. Insufficient floor space prevents creativity.
Some children like individual play spaces in the block centre. Use masking tape or large poster board to define these areas.
Dramatic Play
Enclose the dramatic play centre on three sides. If necessary, use the actual furniture in the centre to create an enclosed area.
This centre should be located near another noisy and busy area. The recommended placement for the dramatic play centre is beside the block area. Both centres lend themselves to the development of imaginative play skills.
Provide hooks and mini-hat racks for children to easily access dress up clothes.
Install a mirror on the wall so that children can look at themselves..
Combine the use of real and realistic-looking props to facilitate dramatic play.
Book Centre
Locate the book centre in an area of the room that is secluded and quiet.
Display books attractively. Young children usually cannot read titles so they need to see the cover of each book.
Light the area with natural light if possible. If this is unavailable, a standing lamp or overhead fixture can provide additional lighting.
Make the area comfortable and relaxing by providing beanbag chairs or large floor cushions.
Include a small table and chairs in the book centre as some children prefer to look at books, while sitting at a table.
Outdoors
The space needs to be large enough to accommodate all the children in the group.
The outdoor play area should provide active and quiet spaces as well as places for children to play together or alone.
Ample space between equipment is necessary so that children are not running into one another.
A smaller-sized sand box with a ledge allows children to sit comfortably. The sand box should be located away from the climber or bicycle area for safety reasons.
Use chalk, tape, or small pylons to define high traffic areas where children ride bicycles or wagons. Use large traffic signs to indicate the flow of pathways.
Incorporate indoor activities outside as well (e.g., water play).
Washroom
Sinks and toilets should be mounted low enough for children to use independently. Children should be able to feel the floor underneath their feet when sitting on a toilet.
Each sink should have a mirror directly above it for children to look at themselves.
The washroom area should be brightly lit with overhead lighting.
Soap and paper towels need to be located at a child’s level so that they are easy to reach.
For washrooms within a classroom, do not locate any other activity centres near the door. This will ensure safety and privacy.
Change tables should be located in the washroom area rather than the classroom space.
Quiet Centre
Locate a special quiet area beside the book centre using shelving to section off the space.
The quiet area requires very little space. Remove the individual shelves of a shelving unit and staple a sheer curtain to the top of the shelf.
Add pillows to create comfortable seating.
Lighting should be the natural light that passes through the curtain.
For anxiety to be prevented or reduced, children must feel safe, cared for and be able to understand what is expected of them. Their environment must be welcoming, inclusive and predictable.
The classroom environment can unwittingly add to stress and anxiety in children. This can be prevented or reduced by making some simple modifications. Adjusting your expectations of the children or rearranging your room can make a big difference in reducing and preventing anxiety.
Use the checklist below to evaluate your classroom environment, then follow the suggestions. This will start you on your way to ensuring your classroom is well organized and contributes to reducing anxiety in children.
Is there time for each child to receive some individual attention on a daily basis?
__ Always __ Sometimes __ Never
Does each child receive the amount of attention they require?
__ Always __ Sometimes __ Never
Does the program ensure all children are included?
__ Always __ Sometimes __ Never
Do my classroom goals support the individual learning styles and interests of all children?
__ Always __ Sometimes __ Never
Is there a consistent routine to the day?
__ Always __ Sometimes __ Never
Is a visual schedule used so that all children can understand and anticipate the daily routine?
__ Always __ Sometimes __ Never
Does the daily routine include time and space for movement and gross motor activities?
__ Always __ Sometimes __ Never
Does the daily routine include time and space for quiet activities and “down time”?
__ Always __ Sometimes __ Never
Is the room arranged to have louder play areas close to each other and away from quieter areas?
__ Always __ Sometimes __ Never
Are the classroom materials age and developmentally appropriate for all children?
__ Always __ Sometimes __ Never
Are the toys and materials organized and kept in their correct containers?
__ Always __ Sometimes __ Never
Are the containers labeled with pictures to ensure that all children know where materials belong?
__ Always __ Sometimes __ Never
Is natural light utilized when possible?
__ Always __ Sometimes __ Never
Are overly bright or harsh lights avoided?
__ Always __ Sometimes __ Never
Are there times in the day when lighting is dimmed?
__ Always __ Sometimes __ Never
Are noise levels at a tolerable level?
__ Always __ Sometimes __ Never
Is excess noise limited? (e.g., loud clocks or constant background music)
__ Always __ Sometimes __ Never
Are there times of the day when noise levels are reduced?
__ Always __ Sometimes __ Never
Do all caregivers maintain regular speaking levels and tones when addressing the children?
__ Always __ Sometimes __ Never
Are there quiet, private areas in the room for “down time”? (e.g., book area with pillows or tent)
__ Always __ Sometimes __ Never
Are strong smelling disinfectants, deodorizers and perfumes avoided?
__ Always __ Sometimes __ Never
If you answer “sometimes” or “never” to questions 1-4: Refer to Caregiver Behaviour and Expectations, for tips and ideas to reduce stressors in your classroom.
If you answered “sometimes” or” never” to questions 5-12: Refer to Organizing the Environment for tips and ideas to reduce stressors in your classroom.
As caregivers, the things we say and do, our behaviour and our expectations can sometimes contribute to a child’s anxiety. Working to build and maintain safe, comfortable, predictable, positive relationships with each child can prevent and reduce anxiety.
Here are some things to consider in your daily interactions:
Have appropriate expectations for each individual child – When setting your expectations take into consideration each child’s age, developmental level and learning style. It is a good idea to keep at least one goal in mind for each individual child to focus on during curriculum planning and throughout the day. For example, Jimmy is learning to cut with scissors. He is easily frustrated trying to hold the paper and cut at the same time. You decide to give him narrow strips of heavier paper for cutting practice. He very quickly has success in cutting through the strips with one snip!
Follow the child’s lead – Plan activities that capture the child‘s interests and abilities. For example, plan activity circles about bugs after noticing the children showing an interest in bugs outside. For a child with a more narrow selection of interests, such as trains, try using that interest to build a program theme that will encourage greater participation in a variety of activities (e.g., “Let’s join the train for circle!”)
Provide opportunities for children to have individual attention from a responsive adult – Even a few minutes of individual attention each day will show a child that they are listened to, are special and that you are happy that they are there. Try to make use of times when the numbers are lower, such as early morning or late afternoon, or ask a child to help you with classroom tasks, such as setting the table or cleaning paintbrushes. This will give you an opportunity to talk and spend individual time with a child.
Create a welcoming environment – Greet and welcome each child as they enter the room. This will help to strengthen your relationship with each child and their family in a positive way. This will also help you to understand and respond to how the child may be feeling that day. For example, Megan is usually very happy to come to child care. This morning she clings to her father and cries. Her father tells you that Megan had a hard time waking up this morning. You get down at her level and say, “It seems like you’re feeling sad. Come sit with me in the book corner and we’ll read your favourite book.”
Keep consistent routines – The more consistent your daily routine, the easier it is for children to anticipate what will happen next and make sense of the day. This predictability may help children cope with stressors. One method of creating consistency is to follow a schedule where the daily events occur in the same order but the types of activities can change. Posting your schedule visually, at the children’s level, may help each child know what to expect and prepare for changes.
Give warnings for transitions – Inform the child when there will be transitions or changes in the daily schedule. For example, provide a visual cue like turning the lights off to indicate that a change is coming and say, “Two more minutes, then circle time”.
Organizing the Environment
How a room is organized can either increase or reduce a child’s anxiety. Planning the room set up, selection and organization of materials can work to reduce overall classroom anxiety.
The following are some suggestions to make the best use of space in your classroom.
Create well defined play areas – Classrooms that have all the shelves and tables against the walls and large open spaces may encourage an increase in activity level, such as running. This may lead to anxiety in other children who are engaged in more purposeful play. For example, Jimmy is building a large block tower and becomes anxious and upset every time Suzy runs past. Try to break up the room into designated play areas using shelves, tables and other furniture.
Consider the size and function of each play area – Make sure each area is large enough for children to play comfortably. Areas such as dramatic play or the block centre require more space than areas designed for quiet activities. Remember to provide quiet spaces for children who need a space to relax, rest, or think.
Consider the location of each play area – Put areas that compliment one another closer together. Try to keep quiet areas and louder, busier areas apart, giving children the opportunity to choose a calmer, quieter area when needed.
Use visuals to reinforce play area expectations – Post visual pictures in each area to help remind children what the area is used for and how many children can be in that area at once. For example, if the book centre is also used for calming and relaxation, post a picture that indicates that this is a quiet area, such as person with their finger to their lips.
Reduce clutter – Keeping the room tidy and clearing away unnecessary clutter may reduce visual stimulation and help children find what they need more easily. Using picture labels on bins and shelves can also help to organize the materials, thus providing more structure and consistency.
Keep Sensory Stimulation at Moderate Levels
Children who have sensory processing difficulties may experience anxiety when their environment is providing too much or too little sensory information. Keep in mind that what is tolerable to us may not be for a child with sensory processing difficulties. The following are some suggestions to ensure sensory stimulation is kept at moderate levels:
When possible, utilize natural lighting and avoid overly bright lights.
Keep noise levels to a moderate level, including background sounds such as a constantly playing radio or loud, ticking clock.
Maintain a regular speaking voice in both volume and tone.
Use unscented cleaning products.
Provide opportunities and space for both movement and stillness throughout out the day.
Reduce active play or anything that is too stimulating during times of high anxiety or when the children are overly boisterous and need help to calm down, such as at nap time.
Lower the lights and play quiet soothing music.
Create “escape” tasks for children who need to leave the room. Use them before the child experiences difficulties.
If you notice that a child seems to be trying to block out sensory stimulation or seeking sensory stimulation, consult a professional such as an Occupational Therapist for suggestions.
Children, as well as adults, experience anxiety. In fact, anxiety in childhood is typical during development and may increase during stressful times. For example, a child may experience higher levels of anxiety the first time they attend a new program or transition back into a program after a prolonged absence. Children experiencing increased anxiety may not yet have developed the necessary coping skills or the ways by which to share their feelings. Most children have short-lived fears that they quickly outgrow as they learn through experience that there is no real danger in the things that they fear. For example, a child will learn that when a parent leaves they will come back. Fears brought on by stressful events can be more difficult to respond to, especially during the triggering event.
Your own anxiety level can add to your child’s distress. It’s important to recognize your own fears and anxieties and how you portray these to your child. Taking steps to manage your own stress and wellness is equally as important.
Signs of Anxiety in Young Children
When your child becomes anxious, they may display outward signs that are different from their usual responses and interactions. It is important to take note of these signs, the frequency and duration. This information may help you to identify the cause and respond in a way that is supportive and reassuring.
Children use a variety of ways to communicate how they feel. Feelings of stress or anxiety could present through their body language, facial expressions, refusal, attention seeking, or physical symptoms. Here are some possible signs of anxiety in young children.
Infant and Toddler
noticeable increase in irritability or fussiness
startles easily
fearful of large, looming objects such as puppets or large dolls
will not go with other familiar adults and pulls away, avoids eye contact and/or cries
cries excessively when separated from parent/main caregiver
becomes overly clingy with parent/main caregiver
appears uncertain and may be very fussy if daily routine is changed
has a great deal of difficulty settling with new caregiver
consistently shows no response to experiences that previously delighted them
Young Children
excessive fear of imagined or unfamiliar situations such as being left alone or parental loss
excessive fear of supernatural beings such as ghosts and monsters
excessive displays of anger when encountering certain situations or people
increased attention seeking or jealousy with parent/main caregiver
becomes easily frustrated
appears withdrawn and/or have difficulty entering into peer interactions
tends to be overly shy
displays sudden and marked decrease in appetite
has difficulty calming down when upset
seems overly dependent on parent/main caregiver
Older Children
reports recurrent physical symptoms such as headaches and/or stomach aches for reasons other than medical
inability to sit still or short attention span
insomnia, nightmares or night terrors
excessive anger when encountering certain situations or people
bedwetting for reasons other than medical
oppositional behaviour or resistance to change
fearful of staying home alone
fear of failure, embarrassment or rejection therefore, prefers to be alone
avoids or is upset by listening to certain stories, news or TV shows
avoids or refuses to go to school or to specific places
avoids or refuses to participate in certain activities
problems concentrating
academic regression
difficulty engaging in social play with peers
fearful of adult’s angry voice or avoids communicating with adults
easily upset over specific situations, objects, animals, or insects (e.g., injury, illness, dogs, bees)
reactions out of proportion to the situation
compulsive behaviours, e.g., checking under the bed/looking in the closet
noticeable increase or decrease in appetite
Common Causes of Anxiety in Children
These are some of the more common reasons for children to show signs of anxiety:
Separation Anxiety – It is expected that young children become anxious when first learning to separate from their parent or main caregiver. This anxiety usually subsides with age and experience. For tips on how to prepare and support your child through their separation anxiety see the tip sheet “Separation Anxiety in Children” in the Behaviour section of Skills for Success.
Fear of Change and the Unknown – Like adults, children often fear the unknown and are cautious in new and unfamiliar situations, for example, the first day of school, meeting new people, or moving into a new neighbourhood. As with separation anxiety, these anxieties usually subside as your child matures.
Traumatic Events – Unpleasant or negative experiences can lead a child to believe that certain things are dangerous or threatening. This could include an embarrassing social situation, or one that caused physical harm or fright, such as a dog bite or a near accident. In particularly distressing situations such as surviving a fire, there is a risk of post-traumatic stress disorder (PTSD), which can be treated with the support of a trained professional.
Discrimination – Discrimination or perceived discrimination, due to racism, ableism, classism and many other socially constructed and perpetuated stereotypes/biases can have a profound impact on children’s mental health and wellbeing.These types of discriminations can be experienced directly, and/or indirectly through micro-aggressions and how children and adults with different identities can have different experiences and interactions in their everyday life.
Family and Home-Related Stressors – A disturbance in the home environment may cause a child to feel anxious. Hearing or seeing parents argue may be particularly distressing for a child and may lead to feelings of uncertainty. Family issues that may increase a child’s anxiety include separation and divorce, death or illness in the family, financial pressures and inconsistent or harsh discipline.
Environment-Related Stressors – A child may be anxious about something going on in a specific environment outside of the home such as school, child care, the child and family program or sport activities. The cause of the stress may be related to individuals within the environment, such as bullies, or overly high expectations from an educator. In some cases, the anxiety may stem from the environment itself such as the room set up or too much sensory stimuli, such as noise.
Learned Behaviour – Children can often “pick up” or adopt anxious behaviour from their parents, caregivers, or peers. This is especially true for children who are over-protected or have overly-anxious parents.
Sensory Processing Issues – Some children have difficulty receiving and responding to information from their senses. Proper functioning of our senses enables us to feel comfortable in our surroundings. Feeling over stimulated could increase anxiety for a child and, if left unrecognized may affect the child’s behaviour, development, and ability cope.
Remember
Parents and early learning professionals share a role in helping children feel safe and secure. Working together as a team to establish common goals will have the greatest positive impact on your child’s development and well-being.
If you suspect that what you are seeing is a symptom of anxiety and you have an idea of what may be causing the anxiety, then the next step is to decide on the course of action. There are many strategies to help prevent and reduce anxiety.
If you are concerned about your child’s anxiety, consider speaking with your child’s doctor or request a referral to a children’s mental health professional.
Strategies learned in the early years offer life-long benefits for dealing with stress and anxiety.
References
Beidel, D. C., & Turner, S.M. (2005). Childhood anxiety disorders: A guide and treatment. New York: Routledge.
Cooke, C., Bowie, B., Carrere, S. (2014) Perceived Discrimination and Children’s Mental Health Symptoms. Retrieved June 19, 2020 from https://pubmed.ncbi.nlm.nih.gov/25365283/
Mount Pleasant Family Centre Society. (2020, April 22). Early Childhood Development in a Time of Pandemic. Retrieved June 11, 2020, from https://www.mpfamilycentre.ca/
Tran, A. (2014). Family Contexts: Parental Experiences of Discrimination and Child Mental Health. Retrieved June 19, 2020 fromhttps://pubmed.ncbi.nlm.nih.gov/24146093/
Reading and Story Telling workshop discusses the importance of reading to children and touches upon the importance of using age-appropriate books and materials.
Before the session starts
Materials Required:
Several books for each age group: birth to six months, 6-12 months, toddlers, and preschoolers
Good evening everyone. Tonight we are going to be talking about the importance of reading and story telling as well as discussing some strategies which can make reading and story telling part of your child’s life. My role tonight will be to facilitate the discussion, keep us on track, and record some of our thoughts. So let’s begin by introducing ourselves and explaining what brought us here tonight, and what we hope to get out of this workshop.
Icebreaker
(Prep: two books, four envelopes)
Divide the group in half. Provide each group with a storybook either for toddlers or preschoolers. Ask for two volunteers from each group. Provide each volunteer with an envelope containing one of the following statements:
Read this story with no enthusiasm, do not show the group the pictures, or answer any questions until the story is finished.
Read this story with excitement, show the group the pictures, and interact with the group to keep them interested in the book. You can change your voice for different characters in the book.
NOTE: Always have volunteer with envelope #1 read their story first.
Once the group has completed the task, ask the groups’ opinions about which version of the story they enjoyed more and why.
Agenda
Importance of reading and story telling
Age-appropriate books
Tips for reading and story telling
Oral story telling
Setting the stage for reading and story telling
Conclusion
View Slides 1-3
Large Group Discussion:
(Prep: flipchart paper and markers)
Do you get a chance to read to your child and how often? Why do you feel it is important to start reading and story telling to your children at a young age? (On flipchart paper list some ideas parents present, for example, reading promotes eye contact, introduces vocabulary etc.)
View Slides 4-6
Small Group Activity:
(Prep: Divide the group into 4, have books for 4 different age groups – birth to six months, 6 to 12 months, toddlers, and preschoolers)
Option One:
Give each group a different age category, have the group discuss why are the books provided appropriate for that particular age group?
Option Two:
Give each group a couple of books representing each age group, and have them discuss what books are appropriate for which age group and why?
Large Group Discussion:
Discuss findings found in smaller groups. Possible findings could include: texture of books, type of pictures, amount of text, colourfulness, grammar, and concepts.
View Slides 7-8
Large Group Discussion:
(Prep: flipchart and markers)
Discuss the well-known phrase that helps people remember that when reading with children it is important to “Say Less and Stress, Go Slow and Show”. Break up the phrase by highlighting the words on chart paper as demonstrated below. When describing each phrase ask the participants how they think it pertains to reading to children. Record participants’ answers. Give concrete examples for each part of the phrase by demonstrating with a well-known storybook. We have provided examples from Eric Carle “The Very Hungry Caterpillar”.
Say Less – depending on the age of your child, you don’t have to read a story exactly as written. Why? Shortening the story keeps the interest of your child.
For birth to 12 months – show each page and label one item on each page such as “caterpillar”, “apple”
Stress – animation is the key component. How your voice sounds, your facial expression and tone of voice helps bring a story alive, stress important words or phrases. Why? This helps bring a story to life.
For Toddlers – “he ate an apple”, “he was a BIG caterpillar”
Go Slow – children need time to process what they are receiving, through the pictures presented (for younger children) on the page or through the words at the bottom of the page (for older children). Why? Children need time to process what they are receiving.
For Toddlers – “cake” (pause), “ice cream” (pause), “pickle” etc.
Show – point to words and pictures to help your child identify the word with the picture. Why? This helps your child identify pictures and words.
For Preschoolers – read the entire story and point to the word that corresponds with the main picture on the page.
View Slides 9-10
Small Group Discussion:
(Prep: flipchart and markers)
In the same groups as before, have group members discuss a story that they remember from their childhood. Have one member of each group share their story with the larger group. Discuss “why do we remember oral stories?” (e.g., how the story was told, tone and expression, who told the story, etc.)
Note: When telling oral stories to children with special needs it might help to use lots of props, facial expressions, and voice animation to keep the children interested.
View Slides 11-13
Large Group Discussion:
(Prep: Start with a game of “I spy with my little eye something that is (colour)”, flipchart and markers)
Play the game “I Spy”, if you get a response from a participant continue on. If not, explain how the game is played (look around the room and label the object that fits the description. If the participant guesses correctly they now get a turn and begin with “I spy with my little eye something that is ____”)
“I Spy” is a great game to help teach your child concepts of colours, letters etc. When setting the stage for reading and story telling what are some activities your family does? (e.g., finding a cozy lap to snuggle on, just before bedtime). Write answers on flipchart.
Another great way to promote reading and story telling is to have your child help with the grocery list. The child can cut the pictures out of the flyer and later find the item in the store.
Your child can draw a picture and when telling you about it you can write corresponding words to go with the picture.
Review techniques of story telling from handout #1. Explain to parents the importance of having fun when reading with their children, and encouraging communication with their children. Also encourage children to explore their imagination by creating a picture from the words that they hear.
This concludes our workshop on Reading and Story Telling. 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. We have a few hand-outs for you regarding “Types of Books by Age”, and “List of Children’s Books”. Please take a moment to complete our workshop evaluation form. Have a good evening.
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.
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.
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 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.
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).
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.