The Communication Trust€¦ · Web viewThere are plans available for ages 0-2 and preschool...

0-2 Lesson Plans

Introduction

No Pens Day Wednesday lesson plans have been created by practising early years teachers and speech and language therapists. These have then been quality assured by a specialist speech and language therapist to ensure they are fit for purpose.

These plans were developed following popular demand from early years settings wanting to take part in No Pens Day Wednesday and to also support settings to implement the SEND Reforms, which place a focus on supporting all children with SEND, from 0-25. The lesson plans provide an example for early years settings to adapt and build on, though they can be used as they are if this fits in with your planning. All plans that are new for 2015 are marked like this.

Teachers can use plans from different year groups and adapt them as necessary to be appropriate for the students you work with.

Lesson plans aim to follow good practice principles; e.g.

Identifying explicit learning objectives, based on the early years foundation stage (EYFS).

Encouraging the use of visual supports to encourage understanding and learning.

Including plenary sessions that allow for consolidation of learning.

There are plans available for ages 0-2 and preschool (ages 3-5). Each plan has some ideas for differentiation, which can provide ideas to support with different levels of development.

A communication and language objective has also been identified for each lesson. Some have been taken from EYFS guidance, whilst others have been taken from our Universally Speaking guides (available to download and order for free from www.thecommunicationtrust.org.uk/universallyspeaking), which track speech, language and communication development throughout the early years.

How do no pens activities support pupils with special educational needs and disabilities (SEND)?

The aim of No Pens Day Wednesday is to include all children in spoken language activities to support their learning. This includes children who require SEN support, many of whom will have speech, language and communication needs (SLCN).

http://www.thecommunicationtrust.org.uk/universallyspeaking

The SEND Code of Practice, which came into effect in September 2014, emphasises the importance of all teachers and early years staff playing an important role in identifying and supporting those who have SEND. By taking part in No Pens Day Wednesday you will be able to access and put in place lots of great ways to build in quality support for all children’s communication across the school/setting. This is an important part of removing barriers to learning and engaging in inclusive practice. You’ll also be able to access information and guidance that can help you better understand how to identify and support children who are struggling.

By placing a focus on spoken language in your setting, you may find that you’re more able to spot those children who are struggling with their speech, language and communication development. For those children who have already been identified as requiring SEN support, placing a focus in spoken language means that you are encouraging them to develop their skills in this important area, which is the foundation for so much of their learning.

Lesson plans could also be adapted to link with any objectives that have been set by specialist colleagues, such as a speech and language therapist.

You can find out more about identifying and supporting children with SEND, and in particular those with SLCN in our pack of strategies for every classroom, which can be found in the information for staff section of our website. Early years practitioners may also find some of the information available on the early years page of The Communication Trust website useful.

http://thecommunicationtrust.org.uk/earlyyears/

http://thecommunicationtrust.org.uk/earlyyears/

https://www.thecommunicationtrust.org.uk/projects/no-pens-day-wednesday/no-pens-day-wednesday-materials/information-for-staff-2/

8-24 months – Listening and Attention

Target age: 8-24mths Activity Coloured Spaghetti Play in a Tray Date: Area of learning: Listening and Attention

Characteristic of learning:

Playing and exploring

Links to development matters:

Speaking

*Communicates needs and feelings in a variety of ways including crying, gurgling, babbling and squealing.

Listening and Attention

*Reacts in interaction with others by smiling, looking and moving.

*Fleeting attention – not under child’s control, new stimuli takes whole attention.

*Has a strong exploratory impulse.

*Concentrates intently on an object or activity of own choosing for short periods of time.

Activity Small group 2-4 children Differentiation Resources

Starter

NEEDS PREPARING 24hrs in ADVANCE

Cook lots of spaghetti for about 3 minutes more than the recommended time, drain and rinse in cold water. Separate into as many zip-lock bags as you like and add a few drops of food colouring to each bag. Seal and shake until pasta is completely covered. Pour onto a tray and leave overnight for the colour to set.

Set up the area and ensure that there is also a clean-up station with towels and clean clothes. For younger babies, this activity is best done on the floor on a wipe clean tablecloth or similar.

Ensure the experience is set up in an appropriate space and risk assess the number of staff

For older toddlers, have spoons for them to manipulate and practice fine motor skills.

Tray

Tablecloth/shower curtain or similar

Spaghetti

Zip Lock Bags

Food colouring

needed depending on the individual needs of the children. Make sure the room is warm and allow babies to roam in just nappies and vests to avoid getting too many clothes dirty!

Practitioners should pick a time for this experience when babies are well fed and alert.

Main/Activity

Arrange the pasta on a tray or in the sensory tray, and allow babies to explore the pasta with their hands. Ensure that the environment is calm and without too much visual or auditory distraction.

Use the children’s natural inquisitiveness to discuss what is happening and what it feels like. Follow their lead in touching, smelling and squishing the pasta and talking about what they can feel and smell. Introduce new vocabulary as appropriate as children are exploring the pasta and comment on what children are doing.

Make sure staff are at the children’s level, so that they can see the adult’s facial expressions and responses.

Equipment can be added to give the babies more opportunities to explore, such as pots and pans, spoons and funnels.

Plenary: Praise each baby on their individual achievements and efforts, and allow the children to play as long as they want.

Assessment for Learning:

Observations – are babies expressing their feelings in a range of ways/sounds? Observe their resilience if something doesn’t go their way, how to they approach problems? Can they work out for themselves how to solve them?

Practitioners to make observations, and, or take photos for children’s learning journeys/profiles.

Language and communication home activity: The activity can be easily re-created at home. Talk to parents about the activity, sharing photos of their children engaging with the activity. Remind parents that the aim of the activity is support language and communication development and discuss how the activity supports this and some ideas for home, such as commenting on what their children are doing, or talking about the different textures and smells. Close adult supervision is needed.


Target age: 12-24mths Activity What’s that smell? Date: Area of learning: Listening and Attention




Speaking








Starter

Fill a number of small bags with different scented objects, such as lavender, orange, lemon, cinnamon sticks, vanilla, cocoa powder.

Alternatively, use food flavourings dropped onto cotton wool balls

Small bags

Variety of scented objects

Cotton wool

Main/Activity

Encourage the children to come and smell the bags and see if they can identify what the

smell is, discuss what they are smelling and support their efforts to communicate, use open ended statements to encourage their thinking, such as ‘I think this smells nice’ or ‘I think this smells like cake’. Adults can also extend on what children say, introducing new vocabulary as appropriate and commenting on what children are doing.

Extend the experience by allowing the children to feel the objects, use them in sensory play such as a water tray or playdough or in finger-paints.


Plenary: Praise each baby on their individual achievements and efforts, and allow the children to explore the objects as long as they want to.


Observations – are babies expressing their feelings in a range of ways/sounds? What vocalisations do they use?


Language and communication home activity:

The activity can be easily re-created at home, using any scented objects that are available, especially a variety of herbs and spices. Talk to parents about the activity, sharing photos of their children engaging with the activity. Remind parents that the aim of the activity is support language and communication development and discuss how the activity supports this and some ideas for home, such as commenting on what their children are doing, or talking about the different smells. Close adult supervision is needed.


Target age: 12-24mths Activity Herbal Tea Water Tray Date: Area of learning: Listening and Attention




Speaking








Starter

Set up water tray

Put tepid clear water in the tray, have a small table set up with tea pots, cups and mugs and a range of different tea-bags.

Set up the area and ensure that there is also a clean-up station with towels and clean clothes.

Ensure the experience is set up in an appropriate space and risk assess the number of staff needed depending on the individual needs of the children. Make sure the room is warm and allow babies to roam in just nappies and vests to avoid getting too many clothes dirty!

For non-mobile babies, use a washing=up bowl or similar on the floor that they are able to reach.

For older toddlers, have spoons or tweezers for them to manipulate and practice fine motor skills.

Water tray.

Role play tea set or ‘real’ mugs/cups/tea pots.

Herbal tea bags.


Main/Activity

Introduce children to the idea of how to make tea, filling a cup or similar and putting the tea-bag in, then show them the change in colour by pouring into another container. Use simple, clear language as you’re demonstrating this, linking what you say with what you’re doing.

Use the children’s natural inquisitiveness to discuss what is happening, smelling to tea and describing what they think it smells like, what colour it is etc. Do not correct the children’s attempts, but reflect back your opinion, such as ‘Lemon? I think I can smell Strawberries’.

Role play making and serving each other tea, letting the children take the lead, modelling back to them vocabulary such as ‘full’ ‘empty’ ‘enough’ ‘teapot’ ‘flavour’

Try to avoid questioning the children such as ‘what colour is this?’ ‘what does this smell like?’ and instead pose open ended thoughts, such as ‘I think this smells of orange’ or ‘I wonder what colour this one will make the water?’


This experience could be done on a one to one in the role play area.

Equipment can be added to give the babies more opportunities to explore tipping and pouring, such as pots and pans.

Plenary: Praise each baby on their individual achievements and efforts, and allow the children to play as long as they want.


Observations – are babies expressing their feelings in a range of ways/sounds? Observe their resilience if something doesn’t go their way, how to they approach problems? Can they work out for themselves how to solve them?


Language and communication home activity:

The activity can be easily re-created at home, with just ordinary tea-bags and in a washing-up bowl, using ordinary mugs/cups. Talk to parents about the activity, sharing photos of their children engaging with the activity. Remind parents that the aim of the activity is support language and communication development

and discuss how the activity supports this and some ideas for home, such as commenting on what their children are doing. Close adult supervision is needed.

6-12 months – Listening and Attention, and Speaking

Target age: 6-12 months Activity: Ready, steady, go! Date: Area of learning: Listening and Attention, and Speaking

Characteristic of learning: Playing and Exploring

Links to development matters:Listening and Attention Concentrates intently on an object or activity of own

choosing for short periods Reacts in interaction with others by smiling, looking and

movingSpeaking Communicates needs and feelings in a variety of ways

including crying, gurgling, babbling and squealing Uses pointing with eye gaze to make requests, and to

share an interestActivity - 1-2 children Differentiation ResourcesStarterEncourage children to share interest in an object (joint attention) through simple cause and effect activities e.g. winding up a toy and watching it go, waiting for a pop up toy to pop, pressing a button on a toy that makes a noise etc. Gain the child’s attention by having fun with the toy and encouraging them to play with and explore it.

You can choose a toy that will mean the child has to wait a shorter or longer time for the ‘go’ to happen

A cause and effect toy that will lend itself to a ready, steady, go game

Main/ActivityDevelop the activity in to a ‘ready, steady, go!’ game, where the child is encouraged to maintain their attention and wait for the adult to say ‘go!’

Use lots of non-verbal interaction to get the child excited and to anticipate what might happen! Eye contact, an excited facial expression and tone of voice, will help to keep the child interested so they will want to know what happens next! Say ready, steady....slowly to help to gain and maintain the child’s interest.

Once the child is showing that they are eager to see what might happen next, say ‘go’ and complete the associated action with the toy, e.g. knock down the tower, or let the wind up/pop up toy go! Watch the child’s reaction and see if they look at you or show you or make a sound that indicates that they want to do it again! Use language associated with your actions to help develop language skills e.g. ‘let’s do more building’ ‘let’s see if it pops up again!’ etc.

Adapt your language levels to the child’s level of understanding – use single words and simple, short phrases. Repeat these as you play to help understanding

Plenary: Use specific praise to summarise all the lovely behaviours that you observed during the session – good listening, looking, playing, talking etc. Use the opportunity to repeat lots of the language that you used during your play and looking at and talking about what you played with.Assessment for Learning:

Observations – Was the child able to wait? How did they communicate with you that they were excited/scared/happy? What was their reaction to the ‘go?’ Did they let you know that they wanted you to repeat the activity, if so, how did they do that? Did they copy any language that you used, or use any of their own words or vocalisations? Practitioners to make observations and/or take photos for the children’s learning journeys/profiles.

6-12 months – Listening and Attention, and Speaking

Target age: 6-12 months Activity: Musical bottles Date: Areas of learning: Listening and Attention, and Speaking


Links to development matters: Listening and Attention Concentrates intently on an object or activity of own

choosing for short periods Reacts in interaction with others by smiling, looking and

moving Has strong exploratory impulseSpeaking Communicates needs and feelings in a variety of ways

including crying, gurgling, babbling and squealing Practises and gradually develops speech sounds

(babbling) to communicate with adults Frequently imitates words and sounds

Activity - small group – 2 - 4 children Differentiation ResourcesStarterPrepare the bottles beforehand so that they are ready and filled with different materials. Place them on the floor so that children can access and explore them easily.

If children are not yet able to sit up and explore the bottles by themselves, sit them with an adult to support them.

For older children you could make the bottles together as part of the activity and use more sensory vocabulary; talking about how the different materials feel, smell etc.

Small, plastic bottles half filled with different materials – dried pasta, oats, glitter, sand, water, rice etc. Use food colouring too if you want to make the bottles look more appealing and allow you to model colour vocabulary too.

Main/ActivityAllow children to explore and play by themselves, but encourage interaction and exploratory play by modelling shaking the bottles and talking about what they sound like, what they look like etc. Use lots of repetitive language and sounds during the play and extend what the children are doing, following their lead. Experiment with shaking fast and slow, loudly and quietly, on their own, two at a time etc.

Throughout the activity, comment on what children are doing – use simple, repetitive language Make sure that throughout the activity you’re commenting on what children are doing, using simple, and lots of non-verbal communication like eye contact, pointing and gesture to help children to understand and to engage and maintain their interest in the activity.

Support children to understand by keeping your language simple, using single words and simple phrases e.g. ‘shake shake shake’ ‘stop’, ‘go’, ‘more’ ‘shhhh quiet’ etc.

Plenary: Use specific praise to summarise all the lovely behaviours that you observed during the session – good listening, looking, playing, talking etc. Use the opportunity to repeat lots of the language that you used during your play and looking at and talking about what you played with.Assessment for Learning: Observations – What was the child’s exploratory play like? How was their interaction with you/the other children in the group? Did they use any words as they played? Did they attempt to imitate any new vocabulary or sounds? Practitioners to make observations, and/or take photos for the children’s learning journeys/profiles.

18-24 months – Understanding and Speaking

Target age: 18–24 months Activity: Action! Date: Area of learning: Understanding and Speaking


Links to Development Matters:Understanding Understanding of single words in context is developing Understands simple sentencesSpeaking Beginning to put two words together Uses different types of everyday words

Activity - 1-2 children Differentiation ResourcesStarterBegin with a song that supports children with acting out lots of different actions – e.g. ‘this is the way we brush our teeth/brush our hair/ jump up and down/stamp our feet/eat our food’ to the tune of ‘here we go round the mulberry bush’.

Make sure you do the action as you say the word, so that children can make the link between the action and the word.

Some children might be able to choose their own action – leave time in the song to allow them to do this if they’d like to

It’s useful to have It might be useful to have some objects to help children to understand actions, e.g. a hairbrush/ toothbrush to understand ‘brushing’ food to understand ‘eating’, a cup to show drinking etc.

Main/ActivitySet out a play area where children will be able to engage in lots of pretend play; dolls, teddies, cups, food, brushes, flannels, chair, bed etc. The aim of this activity is for the adult to model lots of action words during the child’s play, and, if needed, to support the child with developing their pretend play skills.

Follow the child’s lead during their play and talk about what they’re interested in and playing with. Provide lots of models of vocabulary as they play, particularly thinking about using lots of action words to model in simple sentences, for example ‘dolly’s sleeping’, ‘teddy’s eating’ ‘you’re washing teddy’ ‘he’s jumping’ etc.

Some children may need more support at this age to help them to play – support children by showing them how to play with the toys that you’ve set out for them, e.g. showing how to wash teddy, or make a cup of tea for dolly

If children are already using lots of words, use this play opportunity to help them extend their sentences and vocabulary further – adding on new and different words to their talking. E.g. if the child already says ‘teddy eating’, you can respond with ‘teddy’s eating an apple!’

Play activities for pretend play – dolls, teddies, food, tea set, bed, chair, brushes etc.

Plenary: Use specific praise to reward all the positive behaviours that you observed during the session – good listening, looking, playing, talking etc. Use the opportunity to repeat lots of the language that you used during your play and talking about what you played with.Assessment for Learning: Observations – What are the children’s play skills like? How do they engage with you and any other children during play? Do they use any language during their play? Do they copy models of vocabulary that you provide? Are there any specific areas that the child needs to be supported to develop? Practitioners to make observations, and/or take photos for the children’s learning journeys/profiles.

18-24 months – Listening and Attention, Understanding and Speaking

Target age: 18–24 months Activity: Song time Date: Area of learning: Listening and Attention, Understanding and Speaking


Links to development matters: Listening and Attention: Listens to and enjoys rhythmic patterns in thymes and

stories Enjoys rhymes and demonstrates listening by trying to

join in with actions or vocalisationsUnderstanding Developing the ability to follow others’ body language,

including pointing and gesture Speaking Uses pointing with eye gaze to make requests, and to

share an interestActivity Small group 2-4 children Differentiation ResourcesStarter

Begin by gathering some objects that relate to different songs and laying them out clearly so that all the children can see them, for example a star for ‘Twinkle Twinkle’, a boat for ‘Row, Row, Row your boat’ etc. For each object, show the children which song they relate to by singing a small part of the song.

Name all the objects clearly, using single word names and model for the children how to choose – show that you’re thinking, then choosing an object and then singing the song that’s associated with the object.

Objects that relate to familiar songs that the children know e.g. a bus for ‘The wheels on the bus’, a spider for ‘incy wincy spider’ etc.

Main/ActivitySit in a circle so everyone can see all see the objects in the middle, and each other. Take it in turns to choose an object, then sing the song together. Give the children time to choose, watching carefully to ensure that you respond to non-verbal choice making (e.g. pointing, looking at an object, smiling when they’re shown an object), as well as verbal. Give the children time to name the object themselves, and either repeat what they say if they do name it, or model the vocabulary for the children.

Support children who might need help to make a choice e.g. offer them a choice of 2, instead of 5

For those children who are using single words to name objects, add a word to what they say so that they hear how words go together

Plenary: Use specific praise to summarise all the lovely behaviours that you observed during the session – good listening, looking, turn taking, singing, talking etc. Repeat the names of the objects that you were looking at and how they helped you sing your songs.

Assessment for Learning: Observations – How do the children take turns, make choices, join in with singing songs and actions? What is their interaction like with adults and other children in the group? Are children familiar with a range of songs and actions? Are there any specific areas that the child needs to be supported to develop? Practitioners to make observations, and/or take photos for the children’s learning journeys/profiles.

3 – 15 months - Listening and attention

Target age: 3 – 15 months Activity: Fruit Treasure Basket Date: Area of learning: Listening and AttentionEarly learning goal:

Babies to lead their own play and learning through self-discovery by selecting items of interest from the fruit treasure basket to stimulate their senses; looking, touching, sucking, licking, banging, picking up and dropping.

Please note: It is advised that parents are present during this activity due to health and safety issues – ensure that a health and safety assessment is completed prior to starting the activity.

Links to development matters: Speaking Communicates needs and feelings in a variety of ways

including crying, gurgling, babbling and squealing. Listening and Attention Reacts interaction with others by smiling, looking and

moving. Fleeting attention– not under child’s control, new stimuli

takes whole attention. Has a strong exploratory impulse. Concentrates intently on an object or activity of own

choosing for short periods of time.Activity Small group 2-4 children Differentiation ResourcesStarter

Introduce the experience to babies by explaining what they will be doing. Continue a running commentary of your actions as you move them towards the treasure basket -be aware to not use language that is overly complex.

Ensure the treasure basket is set out in a quiet space away from other more mobile children. Use soft furnishings and cushions to support those babies who cannot sit up confidently for periods of time. The noise should be kept to a minimum while this experience takes place.


Babies who are unable to sit up should be given the fruit to explore by an adult, or given tummy time with a selection of fruit on the floor in front of them.

A large basket made from wicker, straw, raffia or other natural materials which is at least 14 inches across and 5 inches deep. It needs to have a flat bottom, no handles, and be strong enough for the baby to lean on without tipping.

Soft furnishings such as cushions, blankets or a rug if the experience does not take place on a suitable floor.

A variety of fruits in different colour/size/texture/weight – ensure that where required, the fruit is peeled and prepared.

Main/Activity

Sit each baby sideways onto the treasure basket ensuring that they have sufficient Babies with SEN can be

space to move their arms and legs without disturbing the other babies around the basket. This position allows them to be able to reach into the basket with ease. Use supporting cushions so that the child feels safe and ready to explore.

Adults should be attentive during the experience but should NOT intervene, except to ensure safety and maintain social contact with the baby. It is recommended that practitioners DO NOT participate in the experience, even to start the play off.Allowing the baby to ‘be in charge’ means they can gain feelings of independence and mastery, which supports their self-esteem. This play will also help to develop their hand-eye co-ordination while learning about shape, size and depth.

Practitioners should sit close by while the baby explores and observe what the baby is interested in doing with the objects which is turn helps to plan future experiences. Practitioners should also model vocabulary during this activity, observing the baby’s focus of attention and commenting on what they are looking at, so that the baby begins to make links between the object/action and its associated word.

offered the treasure basket so there are no predicted outcomes or pressure on the child when exploring the contents.

Put a variety of role play fruits which match the real ones into the basket and observe the babies reactions.

Plenary: Praise each baby on their individual achievements by holding them close to you at the same level. Use verbal and non-verbal communication to express your joy. To end the session, model the vocabulary again for the babies, talking about the fruits that were in their basket while you look at them together.

Assessment for Learning: Observations – Are babies expressing their feelings in a range of ways/sounds? Do babies interact with each other around the basket? How long are babies exploring each selected item for? Do babies use a range of senses to explore the items? Do they react to interaction by smiling and looking?Practitioners to make observations, and, or take photos for the babies’ learning journeys/profiles.

Speech, language and communication home activity: Share with parents/carers the photographs of the activity and some of your observations about their child’s interests/development. Discuss how to replicate this activity at home – encourage parents to use objects that they have at home to support their child’s exploratory play – they could use a saucepan if they don’t have a basket and fill it with whatever they like! Different foods, toy animals, some clothes items, toy vehicles etc. Encourage parents to sit with their children while they explore what’s in their home made treasure basket. Explain that during this activity, parents can support their children’s language development by naming what their children are choosing to look at and talking about the object they have chosen. Encourage parents to follow their children’s lead with this activity, and talk about what their child shows an interest in. Under 1 - Listening and attention

Target age: Under one Activity: No Paint Brushes Allowed Date: Area of learning: Listening and AttentionCharacteristic of learning:



including crying, gurgling, babbling and squealing. Listening and Attention Reacts in interaction with others by smiling, looking and

moving. Fleeting attention – not under child’s control, new stimuli



Set up the painting area with large sheets of paper, various colours of paint and utensils. Ensure that there is also a clean-up station with warm soapy water, towels and clean clothes. This can also be an exciting part of the experience.

Ensure the painting experience is set up in an appropriate space, and risk assess the number of staff needed depending on the individual needs of the children.


Babies who are unable to sit up should be sat in the lap of a supporting adult.

Large sheets of paper (budget DIY lining paper is a good buy)

A selection of paints and a variety of objects such as potato mashers, nail brushes, dish brushes, sponges, loofahs, bubble wrap, cut up egg boxes, shower scrunchies, forks.

Clean-up materials such as wet wipes, towels, baby bath.

Main/Activity

Ensure each child is able to access the paints and materials independently, and are able to stand or sit as they choose. Try not to lead their play too much, allow the children to mix, pour, spread stamp and squish the paint. During the activity encourage them with verbal and non-verbal reassurances and make comments on what they’re doing, in order to help them make associations between words and

This experience could be done on a large scale with paper on the floor or even outdoors.

actions/objects. Support with extending and facilitating their play/exploration as appropriate.

Make any praise meaningful and support children’s language and communication by extending any vocalisations they make. Practitioners should not over question children, but use comments and non-verbal communication to show interest and support the communication attempts that children make.

Practitioners should sit close by while the baby explores so they can observe and follow what the baby is interested in doing with the objects which in turn will help to plan future experiences.

Plenary: Praise each baby on their individual achievements by holding them close to you at the same level. Use verbal and non-verbal communication to express your joy.

Assessment for Learning: Observations – Are babies expressing their feelings in a range of ways/sounds? Do babies interact with each other around the paint? How long are babies exploring each selected item for? Do babies use a range of senses to explore the items? Are they displaying object permanence? Practitioners to make observations, and, or take photos for children’s learning journeys/profiles.

12 to 24 months- Listening and attention

Target age: 12-24mths Activity Bubble wrap foot prints Date: Area of learning: Listening and AttentionCharacteristic of learning:



including crying, gurgling, babbling and squealing. Listening and Attention Reacts during interactions with others by smiling, looking

and moving. Fleeting attention – not under child’s control, new stimuli



Prepare a large clear area of floor with large sheets of paper taped with masking tape to secure it in place (long thin strips such as lining paper are best for this activity).

Set up the area and ensure that there is also a clean-up station with warm soapy water, towels and clean clothes. This can also be an exciting part of the experience.

Ensure the experience is set up in an appropriate space and risk assess the number of staff needed depending on the individual needs of the children. Make sure the room is warm and allow babies to roam in just nappies and vests to avoid getting too many clothes dirty!


Large sheets of paper such as lining paper

A selection of trays of paint in various colours

Clean-up materials such as wet wipes, towels, baby bath.

Bubble wrap

Masking tape

Main/Activity

Explain the activity to the children, being careful not to use language that is too complex and showing the children the materials as you talk about them. Make boots out of the bubble wrap and secure them with masking tape to keep them on. Encourage the children to put them on themselves where possible. Once the ‘boots’ are on, let the children stand in the paint and then walk up and down the paper to make foot prints. This will give the children a different feel to their walking as the popping and squishing of the bubble wrap, and the paint will be a new and exciting experience for them.

Babies who are unsure of the bubble wrap could use hands and feet instead.

A practitioner may need to model the experience to show children what it is if they are unsure.

Make any praise meaningful and support children’s language and communication by extending any vocalisations they make. Practitioners should not over question the children but support the enquiries they make themselves. Practitioners should also model new vocabulary and comment on what children are doing so that they can begin to make associations between words and objects and actions.

Practitioners should sit close by while the children explore in order to support their walking if needed. Risk assessments should ensure that the children only walk or stamp on the paint and not run!

Plenary: Praise each baby on their individual achievements by holding them close to you at the same level. Use verbal and non-verbal communication to express your joy. Talk about what the children have done by showing them all the marks they’ve made on their paper.

Assessment for Learning: Observations – Are the babies expressing their feelings in a range of ways/sounds? Do the babies interact with each other around the paint? How to they vocalise their joy, excitement or reluctance? Do they repeat new language models that they hear? Practitioners to make observations, and, or take photos for their learning journeys/profiles.

12 – 24 months Listening and attention

Target age: 12-24mths Activity Cloud Dough Date: Area of learning: Listening and Attention




including crying, gurgling, babbling and squealing. Listening and Attention Reacts during interactions with others by smiling, looking

and moving. Fleeting attention – not under child’s control, new stimuli



Cloud Dough Recipe

7 cups plain flour, 1 cup oil. The cups don’t have to be measuring cups, as long as the same cup is used for the flour and oil and the 7:1 ratio is used it will be fine!

Add anything else that takes your fancy, such as food colouring, glitter, cinnamon, cocoa powder, sequins etc.

Set up the area and ensure that there is also a clean-up station with warm soapy water, towels and clean clothes. This can also be an exciting part of the experience.

Ensure the experience is set up in an appropriate space and risk assess the number of staff needed depending on the individual needs of the children. Make sure the room is warm and allow the children to roam in just nappies and vests to avoid getting too many clothes dirty!

Ensure this is all set up prior to beginning the activity.

Practitioners should pick a time for this experience when the children are well fed and alert.

Babies who are unable to sit up should be sat in the lap of a supporting adult.

This experience can be done on a table top in individual trays with small pots, spoons etc. for scooping and tipping.

Large shallow tray such as a tuff-spot or seed tray

Value flour

Vegetable oil (or baby oil for scented dough)

Clean-up materials such as wet wipes, towels, baby bath!

Main/Activity

Ensure each child is able to access the dough and materials independently, and are able to stand or sit as they choose. Allow children to explore the dough with their whole bodies, and encourage them to feel the texture with their hands and feet. The dough can be patted, squished, shaped and moulded. Use this sort of vocabulary as

This experience could be done on a large scale with paper on the floor or even outdoors.

you make comments about what the children are doing e.g. ‘ooh it’s all squishy’ or ‘you’re patting the dough’ etc.

Make any praise meaningful and support children’s language and communication by extending any vocalisations they make. Also make comments as they play to help them make associations between words and actions/objects. Practitioners should ensure that they do not over question the children but support the enquiries they make themselves.

Practitioners should sit close by while the child explores in order to observe and follow what the child is interested in doing with the objects which in turn will help to plan future experiences.

Equipment can be added to give the children more to explore, such as pots, pans, dishes, spoons and boxes.

Plenary: Praise each child on their individual achievements by holding them close to you at the same level. Use verbal and non-verbal communication to express your joy.

Assessment for Learning: Observations – Are the children expressing their feelings in a range of ways/sounds? Do babies interact with each other around the dough? How long are babies exploring each selected item for? Do the children use a range of senses to explore the items? Are they displaying object permanence? Practitioners to make observations, and, or take photos for children’s learning journeys/profiles.

The Communication Trust€¦ · Web viewThere are plans available for ages 0-2 and preschool...

Documents

Transcript of The Communication Trust€¦ · Web viewThere are plans available for ages 0-2 and preschool...