Some children need to be taught to look at faces to get social information. A matching game using human faces expressing different emotions can help encourage your child to look at faces more closely.
Print and cut out the emotion cards.
You may choose to laminate the cards to make them more durable.
Start with a small number of cards (2 – 4) to play with, so that your child will be successful. Gradually increase the number of cards you use.
Place the cards face down.
Ask your child to turn over 2 cards.
If the cards have the same face then your child has a match.
If the faces are different, have your child turn the cards over again.
Now it’s your turn.
Remember to label each card by describing the emotion.
A calendar can serve a wide variety of purposes. Calendars can help us remember what we have to do, where we are going to be, and when we will be there.
Young children usually think about things that are happening at this moment in time. They may have difficulty understanding the difference between today, tomorrow, and next week. Whether you are a parent, teacher or early childhood professional, you can use an activity calendar to help your child to see what will happen during the day or in the future. It’s also a fun way to learn the days of the week.
An activity calendar can be created to depict the daily, weekly, or monthly schedule. A daily calendar or schedule shows the main activities that will take place during the day. A weekly calendar can focus on the events that will occur during the week. A monthly calendar is great for highlighting events that take place on a regular basis throughout the month, like swimming, or to indicate special events like a trip or birthday party.
How to Make a Calendar:
You will need:
a sheet of bristol board
mactac
velcro
markers
glue or tape
computer and printer
Steps:
Print out the days of the week.
Print out the template you would like to use daily, weekly, or monthly.
Cut out the days of the week and glue one to each box on the top row.
Cover with mactac, if available.
You may also buy a large calendar at your local office supplies store.
Once you calendar is ready, attach your symbols – you can use tape, Velcro, or sticky tack.
Create your own activity symbols by taking photographs, cutting pictures out of magazines, drawing your own, or visit the Visuals Engine to print picture symbols (simple line drawings that represent real events, activities, people, etc.) or photos.
How to use:
Let your child/children know that you will be making a special calendar, just for them.
Place the calendar in a location where it can easily be seen, at eye level and where there are not too many distractions.
Decide on the type of visuals you are going to use, such as picture symbols, or real photos. Help your child understand what the visuals mean. For example, before lunch time point to the picture and say, “Time for lunch”.
Add the picture symbols or photos of the main activity for each day, such as playground or lunch.
Adding activities that are different from your child’s usual routine is important. If your child has to miss playground because of rain and will be doing an indoor activity instead, putting it on the calendar can help him prepare for this change in his routine.
Be sure to add events that your child is looking forward to, such as birthdays and holidays.
Activity calendars help to promote the development of receptive language skills. Your child will hear and learn new words/phrases and begin to understand concepts like time. For example, “Yesterday you went swimming. Today you will go to the playground.”
Set aside a time each week to talk about plans for the upcoming week.
When behaviour significantly interferes with a child’s learning, ability to follow the daily routine, or is dangerous to the child or others, you will want to gather information, observe, and record your observations. Once you have collected all the information concerning the behaviour a more formal plan may need to be developed.
Whether you are a parent, teacher or early childhood professional, working together with your child’s support team to create a plan can help your child make improvements in his behaviour or to find more appropriate alternatives. A Behaviour Support Plan is a written document that is created so that everyone involved with your child will have a CONSISTENT understanding of why the behaviour may be occurring and the actions that need to happen in order to quickly create improvements for your child.
The plan will include strategies for:
teaching and increasing skills to replace the problem behaviours
preventing the problems before they occur
dealing with the problems if or when they do occur, and
monitoring progress
Components of a Written Behaviour Support Plan:
The following is a list of components that should be included in your written plan. You may also refer to the Behaviour Support Plan Form by following the link below in the “For More Information” box.
Description of the Behaviour of Concern: Where and when does the behaviour occur?Describe the behaviour accurately, so that everyone observing the child can recognize the behaviour. For example, “Jimmy pinches and slaps nearby peers when adults pay attention to another child”. You will want to note if the behaviour occurs more during certain activities, times of day, or with certain people. For example, “Jimmy pinches more often when attention is paid to Sally. It also occurs more frequently in the afternoon, when Jimmy appears tired”.
The Function of the Behaviour: Why does the behaviour occur? What is the child’s motivation for the behaviour?This is where a functional behavioural assessment will indicate what needs the child is meeting with the behaviour. Use the information from your ABC Functional Assessment Cards, the Functional Assessment Interview by O’Neill or the Motivation Assessment Scale by Durand and Crimmins to complete this section.
For example, “Jimmy may be pinching other students to draw attention away from Sally and onto himself. Although the attention he receives from the adult may initially be negative, the attention-seeking behaviour of pinching paid off for Jimmy”.
Previous Behaviour Management Strategies: What interventions have been tried? What has worked in the past?Talk with other members of the support team to learn what behaviour management strategies work or do not work for the child. For example, does he respond well to praise or other rewards for appropriate behaviours. Are there certain consequences that have worked in the past, such as reinforcement programs or loss of privileges?
Setting Behaviour Goals:What more appropriate behaviour(s) should the child learn to replace the current inappropriate behaviour(s)?Describe the replacement behaviour(s) or skill(s) that are necessary for the child to learn in order to meet the same need that the inappropriate behavior was meeting. For example, “Jimmy may need to learn to wait his turn to interact with an adult, or go up to her and say her name, or tap her on the arm to request attention”.
Prevention Strategies restructuring antecedents:Are short-term prevention procedures needed?This section of your plan describes what should be changed, and how it fits in considering the assessment information. It may include things such as: removing distracting materials; providing quiet, separate seating/play areas; establishing or modifying expectations; using visual cues/signals, transition helpers; providing a visual schedule; offering choices; using gestures and physical cues; minimizing transition times; teaching specific rules; or changing daily schedules. You’ll want to be sure to include who is responsible for making each change.
Teaching New Behaviours:What is the new, more appropriate behaviour that is going to be taught? How will this alternative appropriate behaviour help the child to get what they want?Describe how and by whom the strategies will be provided and new behaviours rewarded. Provide details on what supports the child may need, such as cues or prompts (e.g., personal stories), the need for modeling the appropriate behaviour and how rewards will be given. For example, “Jimmy may need a personal story to explain how he should ask for attention. The appropriate new behaviour may need to be modeled and rewarded when Jimmy practices them. All adults supporting Jimmy will need to be aware that he will receive attention when he does the new behaviour”.
Consequence Plan:If problem behaviour occurs again, what will the response be?If the child displays the problem behaviour, and consequences are required, what are they and how will they be carried out? For example, if a behaviour is to be ignored, consider the most effective way to do this, such as not making eye contact with the child. It is important to ensure that the problem behaviour does not result in an “accidental payoff”, or the child getting what he wants.
Following a consequence, such as planned ignoring, the child should be shown the appropriate behaviour.
Description of Success:What criteria will be used to evaluate progress? What data will be collected? How will it be recorded, and by whom?Describe how the child’s progress in learning the new behaviour(s) and skill(s) will be evaluated. Describe how the frequency or intensity of the inappropriate behaviour(s) will be monitored to ensure that the strategies are working. Be specific. For example, “The child care staff will record on a sheet provided, each day for two weeks how many times Jimmy requests attention from staff in the appropriate ways outlined in the plan. Staff will also record daily the number of times Jimmy pinches Sally or another child.”
Follow-up Activities:When will this plan be implemented? If follow-up is needed, when will it occur?Describe what needs to happen to successfully implement the behaviour plan. Is training or further preparation required?
Communication Regarding the Plan:How will this plan be communicated to all who need to know?Determine who needs to be aware of the plan, so they can provide support, understand the learning goals, and/or help monitor the child’s progress. Set up a communication system with the support team through weekly meetings or a communication journal. A weekly staff meeting to discuss how the plan is going is also encouraged and allows the support team to make sure everyone is on track and being consistent.
Monitoring the Child’s Progress:Who is responsible to ensure the above items are in place/completed? When will the support team review the plan?Indicate who will check on the status of the plan and contact team members for scheduled or urgent reviews. The support team will need to meet regularly to evaluate progress and make adjustments to the plan, as necessary.
Although a formal Behaviour Support Plan may seem like a time consuming job, it can be an important step towards successfully resolving serious behaviour concerns. Patience and a supportive, committed team will ensure positive outcomes for everyone.
Many children enjoy receiving attention. If they do not receive enough positive attention for their good behaviours, they will often resort to behaviour that results in negative forms of attention (e.g., yelling, nagging, and consequences such as “time out”). Some would prefer to receive this negative attention than to do without attention all together. Children quickly learn what behaviours yield both positive and negative attention.
As a parent, teacher or early childhood professional, how you provide your attention can be a powerful tool in shaping positive behaviour and reducing undesirable behaviour as well. Learning how and when to use your attention can be very effective. Use both positive attention and ignoring at the right moments. In this way, your child learns that acceptable behaviours result in positive attention and inappropriate behaviours result in no attention.
How to Give Positive Attention Effectively:
Make eye contact with your child and speak enthusiastically.
Be specific about the behaviour that you liked. For example, use “Good being quiet” or “Nice hands to self,” instead of “Good girl.”
Keep praise statements simple. For instance, “Good picking up toys” instead of, “That was good picking up your toys so that no one would trip on them.”
It is VERY IMPORTANT to give the type of attention that your child enjoys. Make note of the type of attention your child enjoys and that which she may find unpleasant. It is important that the attention you give like a pat on the back, a smile or lots of verbal praise reward appropriate behaviour.
Give attention immediately following the behaviour that you liked. It is very important not to delay when you reward a positive behaviour. Delays make it more difficult for your child to understand what she did to receive attention. As well, your child may do another behaviour between the time you praise and the behaviour you wanted to praise. Minimize confusion.
Withhold attention for 30 seconds following an inappropriate behaviour. For example, after a negative behaviour, your child should exhibit at least 30 seconds of good behaviour before you provide her with positive attention.
Catch your child being good. All gains and appropriate behaviours are important and should result in positive attention. Statements such as, “Nice sitting on the toilet” or “Nice sharing” are important to hear.
Provide positive attention for behaviours that cannot occur at the same time as inappropriate behaviours. For example, if your child often tantrums or is disruptive, praise her for playing quietly, sharing and using a normal voice volume during her play. This will teach your child acceptable alternatives to misbehaviours.
Provide positive attention at least once every 5 minutes. You will know you are praising your child enough, when you feel you are doing it too much or too often.
Be sure that good behaviours receive more attention than inappropriate behaviours.
Provide many opportunities for positive attention. It is easier to promote appropriate behaviours when your child is doing something she likes to do and you are both focused on that one activity (e.g., looking at a book, playing a game). The more you arrange the environment to be conducive to appropriate behaviour the better the chance she will learn how to act appropriately.
How to Ignore Effectively
Determine what “ignorable behaviour” is. Ignorable behaviour is typically defined as behaviours whose function is to gain the attention of others. It is attention that is the fuel that maintains the behaviour of concern. Generally, these are behaviours that are not harmful to your child, others, or others’ belongings. It is important that all care providers and parents be aware of the definition to be consistent in their response.
Ignore as soon as the behaviour occurs. Delaying your response (ignoring) will confuse your child if too much time passes between her action and your response.
Ignore consistently. Whenever ignorable behaviours occur, be consistent in your response. This will help your child to learn the limits to her behaviour and to determine which behaviours will result in the desired attention.
Make ignoring obvious. To have an impact on behaviour, your child must be aware that attention is being removed because of a specific behaviour she has done. This is particularly challenging for some children with a developmental disability who are less aware of social cues. Therefore, ignoring must be made obvious by:
looking away,
keeping a neutral facial expression,
talking with others in child’s presence,
restricting physical contact,
tuning the child out, or
engaging in other regular tasks.
Expect behaviours to escalate. Things often get worse before they get better. This is because your child may increase the frequency of behaviours in an attempt to receive the attention she is accustomed to. This does not mean that ignoring is not working–quite the opposite–she is merely testing the new rules that have changed.
Do not allow your child to escape a task due to ignorable behaviours. If you are working on a task, such as putting toys away, continue to follow through with the task even if behaviours you have defined as “ignorable” occur. Ignoring is a very active strategy that requires that you withhold eye contact and make no verbal response to your child. However, it does not mean to stand back and allow destructive or harmful behaviour to occur. It is important at times to prevent and block behaviours as well as removing or diverting your child from an area or situation. It is important to keep everyone and everything safe.
Adapted from: the September/October 1999 issue of Disability
Solutions, Volume 3, Issue 5 & 6
As adults, we sometimes confuse social skills with manners. While knowing to say “please” and “thank you” is certainly helpful, it does not guarantee a child will be included in play.
Social skills include skills such as sharing, taking turns, allowing others to talk without interrupting, and appropriate ways to deal with anger. In fact, social skills can be learned at all ages; even adults continue to learn social skills. Most of a child’s social learning is done automatically, by seeing, or copying others in his environment. Opportunities to interact with other children can help a child develop the skills needed to make friends and get along with others. Keep in mind that some children may need more direct teaching to help them develop specific social skills.
Teaching Social Skills
Whether you are a parent, teacher or early childhood professional, there are many ways to help your child develop social skills. When teaching a social skill, consider your child’s current abilities. You can ask yourself the following questions:
Will this skill improve his ability to communicate and socialize?
Does it match the social and communication skills of other children the same age?
Can the skill be taught in different locations and with various people?
It’s important to remember to work on one social skill at a time and be sure that everyone involved is using the same approach.
Practising social skills yourself can help your child know what to do when he meets other children. Here are some tips to get you started:
Be a role model A great way to teach social skills is by the behaviour we model. Children learn by watching and practising what adults do. If you are trying to teach your child to appropriately get someone’s attention by calling a person’s name, or gently tapping him on the shoulder, try to use the same strategies yourself.
Act it outA fun way to teach social skills is to “act out” social situations with your child using dolls or puppets.Here are a few examples:
Asking someone to play.
What to do when you want to play with someone’s toy.
What to do when someone takes your toy.
In the beginning, you should model by playing all the ‘parts’. 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. This will help your child recognize that other children will not always be willing to share or play with him.Here is a sample situation you can act out using toys from the television show, “Sesame Street”.Elmo: “Hi Oscar! Want to play ball?”Oscar: “I don’t like ball.”Ernie: “Hmmm….Oscar doesn’t want to play. I’ll ask Big Bird. Hi Big Bird! Want to play ball?”Big Bird: “OK Elmo. Roll the ball to me!”After you have “acted out” a few social situations you can encourage him to join in. After more practice you can ask other children to participate.
Praise Whatever your child’s skill level, praise him for positive behaviour. For example, “Jonathan, good waiting for your turn!” If your child misbehaves by doing things such as grabbing, or pushing to get toys, show him more appropriate behaviours.
Step by Step Sometimes you may have to teach a child specific social skills by breaking it down into smaller steps and teaching one step at a time.For example, listening to others can be broken down into the following steps:
STOP what you are doing.
LOOK at the person talking to you.
LISTEN to what they are saying.
Tips for Parents
Choosing Playmates and Activities
Like adults, some children find it easier to make friends and meet new people than others. Some people naturally prefer to spend time on their own, while others are more out-going. When thinking of possible playmates for your child, consider his personality, age, and interests. A child of the same age with a similar personality and interests should be a good match.
If you are having difficulty thinking of children your child might enjoy spending time with, you might want to try:
Visiting neighbours or extended family members with young children.
Visiting a local park, drop-in centre, library story hour or enrolling him in a child care program so he can see and be around other children.
Set up a meeting time with other parents who have children of the same age.
Attending ‘parent-and-child’ swimming, or music lessons together.
Make a note of children your child seems comfortable with and those he tends to stay away from. You may find that an older brother, sister, or neighbour will take your child “under her wing” and include him in activities.
Once you have chosen a few playmates for your child you can begin to plan some activities for them to enjoy together. Introduce your child to one new playmate at a time. Inviting several children over at once may be overwhelming. Try to plan activities that suit your child’s personality and social skills. If your child is quiet and doesn’t talk much, inviting a friend over to watch a video may be a good idea. On the other hand, if your child is very active and energetic, an outdoor activity might be more enjoyable. For children who are most secure at home with a familiar caregiver in the room, planning activities such as baking that require adult supervision can be helpful.
Sharing information about your child’s skills and interests is important. He is more likely to use his social skills at school, or child care when he is doing something he does well and enjoys. Sometimes children misbehave to avoid activities they dislike. You can also ask which activities and games are popular at recess and in the classroom. If possible, you can introduce your child to these games at home.
It is also helpful to provide information on things that may affect your child’s ability to get along with his classmates. For example, if he does not like to be touched a lot, he can be seated beside other children that are able to keep their hands to themselves. If he is more comfortable playing with one child than a group he may be encouraged to ask one child to play, rather than join in a group.
Social skill development is very important to ensuring that a child will grow to be a happy, healthy and successful adult. By focusing on this area and using the strategies we’ve described, you will make a great contribution to a young life. When helping your child make friends, follow his lead and respect his comfort level. Pushing him to befriend a particular child, or participate in activities he doesn’t enjoy may lead to disappointment and rejection. Taking things slowly and focusing on fun are more likely to lead to success in the long run.
Joining a group of children in a game or asking a friend to play can be very challenging for some children. Playing and interacting with others is an important social skill that children need to learn. As a parent, teacher, or early childhood professional, your job is to teach new skills that will help your child build independence and move forward in their development. You also teach new skills to reduce frustration, promote self-esteem, and to replace behaviour that may not be the most acceptable.
For Example, Michael has difficulties during outdoor play. He hits or pushes his peers. He is using problem behaviour to tell others, “I want to play with you”. If you have a child like Michael, you too can teach him how to ask a friend to play.
Breaking Down the Task
Though some children quickly learn social skills through observing and imitating others, many children will benefit from having a skill broken down into smaller steps. The breaking down of complex skills into smaller components is called task analysis. Anything we do can be broken down into smaller steps. The number of steps depends on the needs of the child.
Let’s break down the steps to asking a friend to play:
Look for a friend who is playing.
Walk towards the friend.
Tap them gently on the shoulder.
Look at them and say, “Can I play with you?”
Wait for other child to answer.
Teaching the New Skill
One effective way to teach social skills is by creating a Social Script. This is a method of teaching children how to behave in specific social situations. It might include a short description of a challenging social situation and then it provides suggestions of specific things the child can say or do in response to the social situation.
When writing a Social Script, consider using photos or pictures symbols that represent each step.
In our example, we are going to use picture symbols for Michael’s social script. You’ll also notice that we simplified the skill into three steps and did not include the step of tapping the person on the shoulder. Michael was inappropriately hitting and pushing his peers; we want to teach him to use words to get a friends attention and ask to play.
Here’s what the social script will look like.
We can review this story every day before outdoor and other play times throughout the day. Michael may also need some assistance to follow these steps.
In order for your child to learn the steps to a new skill, you will have to provide assistance or “prompt” along the way. A prompt is a cue or hint meant to help your child to perform a desired behaviour, skill, or part of a skill.
You can physical guide your child with the first few steps and walk with him to stand next to the other child. Then prompt your child by whispering the exact words he is to say. Once your child becomes familiar with asking a friend to play your can reduce the amount of physical prompting by slowly removing yourself and allowing him to do it independently.
In our example, we can walk through each step – stand close, say the friend’s name then WAIT for Michael to say the rest. We can work backwards to fade out the prompting.
Giving Reinforcement
Reinforcement is anything that motivates or encourages your child. It is any environmental event that maintains or strengthens an action or behaviour. Praise, a special activity, music, toys and food can be used as reinforcers. Reinforcement is a reward that occurs or is given after behaviour.
It is important to motivate and reward your child as they learn a new skill. It helps him to stay on track and understand what is required or expected. By rewarding your child for getting increasingly closer to the steps that you want to see in the end you can shape his behaviour.
In our example, we know that Michael wants to play with another child so this is the greatest reward. We may also need to reward Michael as he follows each step in the social script. We can do this with verbal praise, “Yeah Michael, you asked Jazmine to play!”
You can also use a token economy system to reinforce your child for his positive behaviour. Token systems provide a visual representation of how much your child has accomplished and how much more he needs to accomplish before reinforcement is delivered.
In our example, Michael will work towards earning his favourite treat – a rice crispy square! Michael will get one token (a picture symbol of a 2 children playing) every time he successfully asks a child to play by following the steps and using words. We’ll start with him earning two tokens and gradually increase the requirement to three and four tokens.
Generalizing the New Skill
You will want your child to know that this new skill can be applied in many places, with many people, and under many conditions. For some children asking another child to play at the child care program does not necessarily mean that they are going to demonstrate this skill at home, or with anyone other than the care provider who taught them. To help your child generalize the skills work together in a team as care providers and parents. In this way you will be able to teach the skills in a similar way. With time, practice and consistency your child can learn this valuable skill.
It is natural for children to experience anxiety when introduced to new places and people that may disrupt a child’s normal routines and activities, like going to an early learning program, making friends or sleeping.
Starting in a new program can be an emotional experience for both parent and child. Some resistance or distress are common during the adjustment period. Careful planning and collaboration can help with the transition between the home and program.
Any indication of a child experiencing anxiety requires a supportive and empathetic response to help them manage worries and learn a variety of coping skills.
Tips for Parents
Understand your own response to the change, what are you modeling?
Be enthusiastic about the upcoming change. Being an excited and confident parent will make you a good role model.
Prepare yourself. Take note of how your child reacts to separation.
If possible, visit the new setting with your child or explore options of connecting virtually with the program.
Start daily routines that will help with the transition in advance. Have your child help with packing their backpack or selecting clothing. It may also be helpful to adjust bedtime and wake-up routines several weeks before the transition.
Include family and cultural practices throughout the day, ones that will help your child find a way to ground themselves within their identity.
Explain when and where you will be picking up your child. For example, you might say to your child “After lunch and sleep, I will come to get you. You will probably be playing outside then. I will know where to find you.” A common fear is that you will not return or that you will not find each other. If another family member or caregiver will be picking up the child be sure to let them know.
Try using a visual schedule, showing pictures of the daily routine and a step-by-step mini-schedule of the program entry routine. This will help your child understand what is happening and what to expect.
Always say goodbye to your child regardless of how tempting it may seem to leave while your child is distracted. This may increase their anxiety and cause them to cling to you more on future occasions. It is equally important not to prolong the goodbye as it will cause you both to have unnecessary stress.
Use tools such as calendars, books or personalized stories to help your child understand the change.
Tips for the Program
Allow space and permission to express emotions without shame and offer comfort and reassurance quickly when a child is distressed.
Share a video with families online, if permissible, that demonstrates the program’s fun toys and activities. This will help the child have a visual reference to the program and develop familiarity. Include special messages of welcome.
Warmly welcome each child and family as they come to the program. Greet them by name, let them know you’re glad to see them and ask how they are doing.
Show the child around the program and introduce them to the other children and adults.
Get to know the child and family as quickly as possible. Parents can provide information about their children’s likes, dislikes and interests and can give valuable insight into considerations around culture and identity. Be open to suggestions from families. Parents can offer specific suggestions and strategies they have found useful for their own child. Remember, a parent knows their child best.
Develop a goodbye ritual with the family. Rituals are reassuring, especially during stressful times. Help the parent plan a special way to say goodbye, such as a wave through the window or a hug.
Reassure children about their safety and the safety of loved ones. For some parents who might have their own anxieties about keeping their children “safe”, it is crucial to reinforce that measures are in place to protect children.
Offer a favourite toy, activity or ‘helper’ role once the parent has said goodbye to help redirect the child’s attention. Remain engaged in that activity with the child.
Use a visual schedule, showing pictures of the daily routine and a step-by-step mini-schedule of the program entry routine.
Make sure activities are developmentally appropriate. Interesting and engaging activities will help a child feel comfortable in their new setting.
Remember
It is not uncommon for your child to show delayed separation anxiety even after the initial transitions have gone smoothly. Your child will eventually resettle back into the routine with your support and reassurance.
Children, like adults, need time to adjust to new people, situations and experiences. Thoughtful and supportive responses on the part of the adults in a child’s life can help them learn how to approach fears and manage their anxiety.
Helping your child respond positively to a new environment supports healthy emotional development. Remember that all children are unique and have different ways of managing. What is tolerable to us may not be for your child. It’s important to understand the cause of the anxiety and the ways to support them. Caregivers, family members and early learning educators share a role in helping children feel safe and secure.
Sometimes, it may be more than separation anxiety. Consider other possible sources of stress in the child’s life. If your child continues to be inconsolable in a new program, stops eating or sleeping well, refuses to interact with others, and/or has an ongoing change in mood you may want to discuss these concerns and consider seeking help from your child’s doctor.
Glossary
Anxiety – is a state of being uneasy, apprehensive or worried about what may happen, or a concern about a possible future event.
Separation Anxiety – when a child is anxious about being away from their parent or primary caregiver. Infants can have this as early as 7 months, but separation anxiety usually peaks between a year and 18 months.
Stress – the physiological reaction of the body to life situations that can be either happy or unhappy.
Children’s Literature
Appelt, K., (2000). Oh My Baby, Little One, Harcourt, Inc. Dewdney, A., (2009). Llama Llama Misses Mama, Viking Books for Young Readers Henkes, K., (2000). Wemberly Worried, Willowgreen Books Karst, E., (2000). The Invisible String, Devross & Company Publishers Krouse Rosenthal, A., (2016). That’s Me Loving You, Random House Children’s Books Penn, A., (1993). The Kissing Hand, Tanglewood Press Rusackas, F., (2003). I Love You All Day Long, Harper Collins Spinelli, E., (1998). When Mama Come Home Tonight, Simon & Schuster Books for Young Readers Verdick, E., (2008). Bye-bye Time, Free Spirit Publishing Waddell, M., (2015). Owl Babies, Candlewick Press
References
Beidel, D. C., & Turner, S.M. (2005). Childhood anxiety disorders: A guide and treatment. New York: Routledge.
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
On this page we are highlighting content that was created for a rural setting. These tip sheets and workshop were created in partnership with Community Living Tillsonburg .
The very first day of school is a big step in your child’s life. The first ride on the school bus is just as important as the first day at school itself. When you pause to think about it, the school bus ride will be the first and last part of your child’s school day. As a parent, you can plan ahead to make this a comfortable new experience.
There are many ways that parents and caregivers can prepare children for riding on the bus. Here is a list of ideas to help get ready for the first big day:
Ask at the school about the rules of riding on the school bus. It is reassuring for parents and children when they already know what to expect when they step onto the bus for the first time. See if a bus buddy can be arranged for children with limited vocabulary.
Create a personalized storybook about the first day of school. See the Tip Sheets in Creating Social Stories for ideas. You might start with “My Mom says I’m big enough to go to school.” Read the story with your child. Leave it out for them to read so they can become more familiar with idea of riding the bus.
Put together a Parent Book for you. Include a list of contact numbers, bus stop times, driver’s name, arranged seating plan for your child and
destination. You may also want to include: characteristics of your child, the strengths and needs of your child, list of bus rules, helpful tips for parents
(this tip sheet).
Make a bus riding sequence using the Visuals Engine.
Create a matching game like Concentration. Use bus-related symbols, pictures or traffic signs relating to schools & school bus safety.
Drive the bus route to school. During the car ride, encourage children to practice the school bus safety rules (speak softly, keep hands & feet to
yourself).
Check with your school about the First Rider Program. It gives new students and their parents a close-up look at riding the school bus.
On a rainy day, pretend you are going on a bus ride. Line up some chairs in your house as though they were seats on a bus. Practice saying together,“Sit in your seat and tuck in your feet.”
Draw and colour pictures of children following school bus safety rules. Check online for printable colouring pages.
Have a Dress Rehearsal Morning. Get up early and rehearse getting ready for the school bus.
Tips For Parents:
When arranging for specialized bus services:
Be positive
Know your child’s strengths and needs
Be assertive and calm
Make requests rather than demands
Share strategies that work with your child at home
When communicating with the bus driver:
Keep conversation short, the driver must be at the next stop on time
Speak in a positive way about the school and its staff, your child is listening
Inquire about how your child behaves on the bus and how it is handled
Communicate before any problems escalate
Communicate openly with the bus driver and other adults that your child will see during their school day. Tell them about important changes in your child’s
life. The appropriate adjustments can be made using your updates. Work together as a team to help your
child have a positive experience at school.
Check online with your school board and province for local rules and information regarding school bus travel.
Tips for Child Care Professionals:
Children may need to get on (load) or get off the bus (unload) while they are in your care. Here are a few suggestions to help prepare them for the first big day:
Have children paint a big yellow box (school bus). Role play the first trip on the bus. This can be done in the Drama Centre or outside. Include backpacks and pretend lunches in the Drama Centre.
It is useful for you to have the same information that parents do, like bus safety. Ask parents about bus safety information at the same time as school
schedules. Bus rules that are consistent at home and child care are much easier to follow.
For safety and consistency reasons, set up a Bus Stop Safety Plan. The plan may include 10 steps out, 10 steps over, designated partners/ buddies,
following the teacher/leader/adult
Practice the bus rules with the children as an activity in your regular program.
Review the bus rules as you are walking to the bus stop together. Start a sentence and have the child fill in the key word. “You only cross in front of the bus when (who?) THE BUS DRIVER signals that it is safe.” “Sit in your seat and tuck in your FEET.” “What kind of voice do you use while you
are on the bus?”
