Free Play, Circle Time and Transitions
Free Play, Circle Time and Transitions Cognitive Delays
When a child is cognitively delayed caregivers/teachers must try to incorporate the child’s level of ability (Allen, Paasche, Langford, and Nolan, 2006). Several ways to help the child during free play time are the caregivers/teachers have to break down the activity, and go through it step by step in order to help the child complete the task (Allen et al., 2006). The teacher must try to use different types of activities such as, music, movement, and sensory materials. Help the child in these different activities by showing them and interacting with them (Allen et al., 2006). The materials should be easy to use and keeps the child’s interest such as, easy puzzles, crayons, and pictures of everyday things (Allen et al., 2006). An example of an activity the teacher can do is Sand and Water Play, where the child can first hand see the changes of the materials used. They can also make their own hypothesis, this way they open their imagination and start to think (Koralek, Newman, Colker, 1995).
When there is group activity, give the child the chance to become involved, which can occur during circle time. The child with special needs will function better if the group is decreased to a small size, rather than the whole class (Allen et al., 2006). A couple ways the teacher/caregiver can help the child during transition times are throughout the day it is easy for the child to remember things if the caregiver/teacher are always repeating things (Allen et al., 2006). Also be consistent with schedules and routines (Allen et al., 2006).
Physical Challenges
Physical challenges are the inability to perform some or all of the tasks of daily life (Encarta Dictionary English-North American). When a child is physically challenged caregivers/teachers must accommodate their lesson plans to include the child with a disability. During free play time the caregiver/teacher must give the child numerous opportunities to gain
When a child is cognitively delayed caregivers/teachers must try to incorporate the child’s level of ability (Allen, Paasche, Langford, and Nolan, 2006). Several ways to help the child during free play time are the caregivers/teachers have to break down the activity, and go through it step by step in order to help the child complete the task (Allen et al., 2006). The teacher must try to use different types of activities such as, music, movement, and sensory materials. Help the child in these different activities by showing them and interacting with them (Allen et al., 2006). The materials should be easy to use and keeps the child’s interest such as, easy puzzles, crayons, and pictures of everyday things (Allen et al., 2006). An example of an activity the teacher can do is Sand and Water Play, where the child can first hand see the changes of the materials used. They can also make their own hypothesis, this way they open their imagination and start to think (Koralek, Newman, Colker, 1995).
When there is group activity, give the child the chance to become involved, which can occur during circle time. The child with special needs will function better if the group is decreased to a small size, rather than the whole class (Allen et al., 2006). A couple ways the teacher/caregiver can help the child during transition times are throughout the day it is easy for the child to remember things if the caregiver/teacher are always repeating things (Allen et al., 2006). Also be consistent with schedules and routines (Allen et al., 2006).
Physical Challenges
Physical challenges are the inability to perform some or all of the tasks of daily life (Encarta Dictionary English-North American). When a child is physically challenged caregivers/teachers must accommodate their lesson plans to include the child with a disability. During free play time the caregiver/teacher must give the child numerous opportunities to gain
References: Allen, K.E., Paasche, C. L., Langford, R., & Nolan, K. (2006). Inclusion in early childhood programs: Children with exceptionalities – Fourth Canadian Edition. Toronto, ONT: Nelson/ Thomson Canada. Germain, C. (2008). Article for special-needs students. Academic Search Premier. 143, 55-71. Shipley, D. (2008). Empowering children: Play based curriculum for lifelong learning (4th ed). Scarborough, ON: Nelson.