Surely it is going to be new especially to parents
Play is going to be the occupation for the child( sometimes that’s needed for us also)
Just think what happens to a child when it is not moving or playing
Lack of movements stores all the energy and makes the child to be hyperactive
The brain commands the mind to do things systematically .This will improve the eye movement to be focused, also there will be activation of muscles, joints and organize information in the brain.
To stabilise this phase, Motor Planning, mainly the Gross motor skills and Fine motor skills equip the child to be active and stay in reality for even more time.
Through these activities, the child performs the task without clumsiness and also throws away the fears of jumping, swinging, and playing around. Once they sweat, there will be good appetite and deep sleep. The Child will gain the better sense of center of gravity and the rhythm of various movements.
By practicing this, the level of confusion will reduce and the child can do things independently. There will be improvement in completing the new task, proper attentiveness and good progress timely response.
The Positive social experience occurs gradually in Child’s life.
I heard lots of parents with special need kids not having clear idea of what can be done for these kids at home
There the topics begin
Examples of some activity based learning tasks
1.To work on sequencing routines of daily activities (beginning of time/sequence awareness).
In the beginning of the session, child along with the clinician will be asked to sequence the picture cards of daily routines in order.
The clinician will narrate a short story using picture cards. Then, the child is asked to sequence the picture cards in the correct order and heor she will be encouraged to tell the short story.
2.To work on comprehension of comparatives.(e.g. I am taller than you.)
Animal toys or dolls can be used to teach the concept of comparatives.
Play with dough: the clinician and the child will make buildings and later the comparatives such as the building made by the child is taller than the one made by the clinician) can be explained by the clinician.
Picture cards can be used to teach comparatives.
3.To work on improving turn taking skills
Talk box: a box consisting of few picture cards can be used for this task. The clinician and the child will take turns to pick a card and talk about what is depicted in the card.
Lotto game: The child is given a lotto board. The child is instructed to listen carefully. Picture cards with are shuffled and are kept face down. Take one card at a time, and say what picture is on it. The child has that picture must ask for it.
4.Work on improving auditory attention
The clinician will say 2-3 words and the child has to repeat after the clinician. Once the child is able to repeat the words in order correctly, the complexity will be increased.
The clinician will name few objects and show the pictures of the respective objects. The child will have to repeat the order after clinician without any pictures shown to him.
Work on comprehension of simple ‘wh’ questions such as (what do you do when your hungry)
Using flash cards this task can be worked out.
The child will be provided with the pictures of sleeping, eating, etc and the clinician will ask the “wh” question and the child is expected to point at the correct pictures.
5.Work on comprehension of two step complex commands.
Using objects placed in different location in a room. He will be instructed to follow the two step commands given by the clinician. Initially, the clinician can prompt the child to do the activity but later prompting will be faded.(e.g. put a small toy on top the table. keep the book near the table)
Picture cards of different action verbs can be placed in the room (close proximity). The child will be instructed to follow the commands given by the clinician.
6.To work on comprehension of relationships (immediate family members,).
The child will be shown pictures of the immediate family members and the clinician will familiarize the child with the pictures. Later, the child will be encouraged to point at the pictures when named.
The child will be given picture cards of the family members. The task would be carried out like: the clinician would show a picture of grandfather, the child would be expected to take grandmothers picture and hand it to the clinician. Initially, the task can be carried out with prompts.