People First, Author at Andrew Whitehouse

Children often struggle not only with understanding their feelings, but also relating to other people’s feelings. These skills are critical for personal well being and building relationships. This article includes steps for teaching children to understand and manage their feelings as well as identify and respond to other people’s feelings.

1. Identifying Feelings – Teach children to recognise when they have a specific feeling. Whether happy, sad, or angry the first step in coping with a feeling is identifying it. Help children identify feelings by discussing emotions when they occur. If a child is angry say, “I see you are angry. You have your arms crossed and are stomping your feet.” Another tool is to role play times when specific emotions surface. Use novel examples as well as recent experiences for the child. Discuss and write about different feelings in a feelings diary. Use the diary to write about events and the emotions, responses, and consequences the events elicited.

2. Planning for Strong Feelings – Help children cope with intense feelings by creating coping strategies. Have a quiet place for children to take a break when angry or sad. Give children tools and teach them how and when to use them such as a stress ball or a trampoline. These tools help children release energy in a positive way. Encourage children to use words or write about their feelings. Establish a phrase the child can use to remove themselves from stressful or upsetting situations. The phrase gives children a way to politely excuse themselves, regain control, and then return to the situation. Select a short phrase that can be used in a variety of situations such as, “Excuse me. I need a minute to think.”

3. Recognising Other People’s Feelings – Learning to empathise with other people and respond appropriately to another person’s feelings, is an important skill for building relationships. Show pictures and drawings or role play situations to discuss the words, body language, and experiences that indicate a person’s feelings. When discussing a child’s own feelings, incorporate the concept that peers and adults have similar feelings in the same situation. This helps children develop empathy. Read stories where characters experience events that are happy, sad, surprising, or frustrating. Discuss why the characters felt the way they did and what they said or did to indicate their feelings.

4. Responding to Other People’s Feelings – Not only do children have to identify other people’s feelings, but they also need to learn how to respond when someone is angry, sad, or excited. Teach children appropriate responses through role play and reviewing past events. Discuss how different people in the role play feel, how their body language and words show their feelings, and the best response for the situation. Also discuss how the child would feel if this happened to them and how they would like other people to respond. This helps children learn to empathise with other people.

Young people often struggle not only with understanding their feelings, but also relating to other people’s feelings. These skills are critical for personal well being and building relationships. This post includes steps for teaching children to understand and manage their feelings as well as identify and respond to other people’s feelings.

1. Identifying Feelings – Teach children to recognise when they have a specific feeling. Whether happy, sad, or angry the first step in coping with a feeling is identifying it. Help children identify feelings by discussing emotions when they occur. If a child is angry say, “I see you are angry. You have your arms crossed and are stamping your feet.” Another tool is to role play times when specific emotions surface. Use novel examples as well as recent experiences for the child. Discuss and write about different feelings in a feelings diary. Use the diary to write about events and the emotions, responses, and consequences the events elicited.

The beginning of the school year is an exciting time, but for many children and getting back into the swing of things can be difficult. Becoming familiar with new classrooms, classmates, rules, and teachers can be a difficult transition. Below are ideas for starting the new school year well.

1. Return to a School Sleep Schedule – Help children make the transition easier by getting them ready physically for early mornings. A gradual change is often more difficult than an immediate change. The first few days of getting up early and going to bed early may be difficult, but this will be helpful in the long run. Make getting up in the mornings easier by doing fun activities such as going on a walk, making breakfast together, or taking an early bicycle ride.

2. Introduce a New Environment or Re-Introduce a Familiar One: Six weeks go by quickly, but children often forget many important things about school. Make a book with your child to remind them of their classmates’ names, teachers’ names, school layout (dining hall, art room, music room, etc.), bus rules, classroom rules, and school rules. Children can help by drawing pictures or writing the text. For children starting a new classroom or school, hopefully the teacher will send information home that can be used to write a book.

3. Take Opportunities to walk past the School and point out key areas such as the bus stop, hall, playground,and sportsfield (anything you can see).

4. Involve children in preparation – Shopping for a book bag, new shoes, pencil case, and other school necessities can be a fun activity for many families. Help your child write a list of items they need for school. Take the list to the shops and let them pick out their own equipment. The list is a great way to practice reading and writing as well as planning. Give older children a budget to practice their numeracy skills and to learn about decision making and shopping.

5. Plan Ahead – Parents have many things to remember before the school year starts. Make a list and check things off so your stress does not become your child’s stress. Organising medical appointments, buying school equipment and working out the bus schedule in advance will make the days leading up to school more relaxed and less hectic.

6. Create Summer souvenirs – The end of summer can be very sad for many children. To remind them of the summer, get children to create a collage of pictures, objects (e.g. ticket stubs or magazine advertisements of films or places they attended), or drawings. They also can make something for people they will miss. Get them to write letters or make cards for people they will not see regularly during the school year such as relatives and friends from different areas.

The start of the school year is an exciting time but the transition back to school can be stressful for many children. Help children prepare for the new school year with these useful strategies.

1. Review Skills and Goals – Review school reports and goals and document progress towards goals. If teachers and support staff provided activities or ideas to address skills, take the time to focus on these prior to school starting. Even small reminders about skills can help prepare children for addressing these in the classroom.

2. Take Advantage of Natural Learning Opportunities – Use natural opportunities to address a wide range of skills such as asking a child to help count silverware while setting the table (counting skills) or asking them to read directions while cooking (reading skills). By keeping a child’s goals top of mind, natural learning opportunities can be easily identified.

3. Use a Calendar for Visual Reminders – Many children benefit from visuals. Mark important events leading up to the start of school on the calendar. Examples of activities to put on the calendar are the first day of school, shopping for school clothes, and buying school materials. Discuss how many days are left until each event and have children participate in planning by helping write shopping lists and decide where to shop.

4. Return to a routine – Summer breaks often are not very structured. Start getting back into a routine so children are more prepared for the school year routine. Sleeping, eating, brushing teeth, bathing, and bedtime rituals are examples of activities typically scheduled at set times in a child’s routine. Work on a consistent timetable to help transition back to school.

5. Use Art and Literature – Get children to draw, make collages, or paint things they remember about the previous school year. Encourage them to write about or discuss what things they like about school and what they are looking forward to in the new school year. Use these memories as visuals to discuss returning to school.

6. Play with Friends from School – Some children regularly see school friends over the summer while others only see school friends during the school year. Organise play dates or have a classroom party to help children become re-acquainted with each other.

7. Enjoy the Rest of the Break – Although planning for the school year is important, make the most of the last few days of summer. Create lasting memories by going on picnics, attending community events, and taking advantage of extra family time. Take pictures to remind children of summer experiences and create a ‘Summer Memory’ book to encourage communication and language. This is a perfect item for show and tell type communication activities at the start of the school year.

Independence is a goal all parents have for their child. This post addresses ways to help children independently organise items, help around the house, and follow a routine by using visual interventions.

1. Use Defined Containers – Toothbrush holders, toy boxes, and laundry baskets are examples of containers designed for a specific purpose. These containers allow for broad organisation concepts such as knowing dirty clothes belong in a laundry basket. Some items such as cutlery trays can be purchased with additional details. Select models that clearly define where materials belong. For example, cutlery trays with locations for spoons, forks, and knives help children sort cutlery correctly.

2. Give Containers a Purpose – Baskets, plastic containers, and decorative fabric bags can be used to hold a variety of objects. Place containers in a specific location for a specific purpose. This will remind children to complete tasks. For example, a basket in the hall can remind children to take off their shoes and put them in a specific location.

3. Use templates – If containers are not clearly defining a space, or children are having trouble recognising what goes in a location, create an outline/template of the object. Put the template in the location where the item should go. For example, use outlines of a plate, knife and fork on placemats so children learn to lay the table.

4. Use Photographs, Drawings, or Words – Another way to clarify where objects belong is to use photographs, drawings, or words depending on the child’s abilities. Use digital photographs, online images, or drawings to create visuals. For example, use drawings of food and water to indicate where a pet’s food and water bowls belong and to help children complete tasks independently.

5. Set Timers – Timers are a simple way for children to understand how long they have before they finish an activity and start a new one. Whether using a timer with sand, a dial, or digital numbers, children have a clear understanding of how much time is left. Dial and digital timers may also have bells which serve as an auditory reminder for children.

6. Create timetables – Understanding the sequence of steps for after school, bed time, and other routines can be difficult for many children. A photograph, drawing, or word timetable showing the steps is a helpful way to indicate expectations and maintain a consistent routine. Timetables help children become more independent through decreased verbal prompts.

7. Use Colours or Drawings on Items – For children who are working on skills, but have trouble with specific aspects of a task, use guides such as colour coding or drawn visuals to help them complete the skill independently. For example, a laminated circle with red on one side and green on the other that can be blue tacked to the dishwasher to show children if the dishes are dirty or clean. Another example is an arrow on a clear watering can to indicate how high to fill it.

Dear Friends and Colleagues,
As you may know, People First Education have been proud to support the continuing search for Madeleine McCann.

I have recently received the following update from the team at Find Madeleine outlining ways in which we can all help with the search:

* Going on holiday? You can download a holiday pack of resoures specifically designed to help with the search for Madeleine.
* Are you or your friends attending London during the Olympics? Turning Stones for Madeleine are targeting people in and around London or anyone travelling to London for the Olympics and asking them to get shops/taxi’s anyone to display Madeleine posters so that overseas visitors can be made aware that she is still missing.

If you would like a holiday pack, or to access Turning Stones for Madeleine please click on the images on the right hand side of the web version of this page.

Children often have a hard time retaining skills during the summer holidays. Many parents enrol children in kids’ clubs etc, but this often is an abbreviated and less structured version of the school day. Even when children are educated at home, summer often involves routine changes. Since many children rely on consistent instruction, these changes can result in regression. This post includes strategies for preventing regression and teaching new skills.

1. Know What Skills to Work On – To prevent regression know what skills your child is working on and their current functioning level. Be sure to review their school progress reports, IEP (if applicable), and information from their teacher on summer reading and work. For children working on self-care, independence, or behaviour skills, take data on their current progress. Ask their teacher what skills they are working on and exactly where they stand.

2. Find Opportunities to Practice Skills – Many skills can be integrated into a daily routine. Dressing, self-care, and behaviour naturally occur during the day. Take time to use these natural occurrences as learning opportunities. For example, help your child as needed to put on their shoes rather than doing it for them. It may take longer for them to do the skill on their own, but it teaches them the steps they need to be more independent. Academic skills also can be integrated into a daily routine. Have children help with any maths related problems and involve them in reading. For example, if you have a family picnic and 4 cousins, 3 aunts, 3 uncles, and 2 grandparents will be there, ask your child to help you count the number of sandwiches you need to bring. If you are making the sandwiches, work on literacy skills by asking your child to read out the recipe. Counting and fractions can be developed by gathering and measuring the ingredients. Children can work on motor skills by spreading butter, mixing ingredients, and pouring the batter into the tin. For children who need direct instruction, organise a time during the day specifically to work on skills.

3. Build on Existing Skills – When children master a skill continue to review it, but also expand on skills. For example, if your child is learning their high frequency words or spellings add additional words and phrases to their skill set. If they are able to count all the spoons the family has when helping to empty the dishwasher, add a serving spoon or two and teach them to count a little higher. Build on skills one step at a time so they are successful, enjoy learning, and do not become frustrated.

4. Appreciate Small Steps – It can be very frustrating for parents and professionals when children learn slowly or take a step backwards. Try to remember some skills take awhile for children to acquire. Sometimes children need additional examples of the skill or a new approach for instruction. Recognise that children become frustrated as well and teach them to be persistent and patient.

5. Remember It Is Summer – Whilst children need to learn, it can be easy to forget that the summer holidays are also for relaxing. Although working on skills is important, be sure to enjoy the fun things summer has to offer. Enrol kids in swimming lessons, go camping, play some sports, or just let them play outside. These kinds of activities are a way to stay healthy, learn new skills, and make new friends.

Parents and professionals often struggle with helping young people learn to be good friends or to understand the complexities of social interactions. Below are a number of strategies that can help them to develop friendships.

1. Get Involved – Participate in community sports teams, art programs, and special events. These are wonderful opportunities for young people to engage in structured activities with peers. For young people with special needs, communities increasingly are offering events and activities geared towards their specific needs. Ask professionals and support groups for information on these programs or check your community newspapers, centres, and websites. Another great activity, for young people who benefit from very direct instruction, is social skills groups. These groups, which are offered in many communities, are a great way for young people to develop their social skills in a fun yet structured environment.

2. Consider the Child’s Interests – If the goal of enrolling a child in a program is to provide opportunities for making friends, look for activities the child enjoys. Some young people like the arts while others enjoy sports. If a child is particularly shy, look for activities that initially have less direct contact, for example swimming. Conversely sports like football and rugby involve more contact with peers. If young people start in activities they enjoy, they are more likely to join other programs.

3. Role Play Difficult Skills – Practicing social skills is a way to work on specific aspects of social interactions. For example, if you notice your child stands too close to peers or repeatedly asks the same questions, help them learn about personal space or conversational skills through role play. By practicing these skills in the home, young people can learn to improve their social skills and apply them outside the home.

4. Provide Examples – While reading books or watching television, explain social situations to young people. Point out how helping others, using kind words, and listening when friends talk are ways to be a good friend. When characters are being hurtful or invading someone’s personal space, point these actions out and ask the child what the character could do differently to be a better friend.

5. Model Being Good to Others – Part of being well liked and being a good friend is being kind. Demonstrate kindness by saying nice things about and to others whether they are the supermarket chechout operator or a neighbour. Point out when a colleague does something thoughtful and how this makes you feel about them. If your child is sympathetic or says something complimentary, tell them their actions made you happy.

6. Do Not Force Friendships – Just like adults, young people get along better with some peers than others. Teaching young people to be kind and to include everyone in activities is important, but they do not have to be best friends with everyone.

1. Prepare Children – Prepare children for the summer holidays while they are still in school. Classrooms often have a countdown to summer, but including one in the home also is helpful. Discuss summer holidays with children including when they will go back to school and what they will do over the holidays. Read books about summer, and school holidays.

2. Make Cards – If children are concerned about not seeing their friends and teacher, have them create cards for everyone. The cards can have memories from the school year or a simple message, “Have a nice summer. See you in September.” Cards are a great way for children to share their feelings and learn about giving.

3. Don’t Forget School – Arrange summer play days with classmates before school ends so children know they will see their friends soon. Use the class photo as a way to discuss and remember classmates, or make a book about the past year, “Malcolm’s Year in Mrs Smith’s Class.”

4. Maintain Structure – The school day provides a significant amount of structure for children. A transition from a full day of planned activities to one with little structure can be very difficult for children. Have a routine so children have consistency in their lives. Set times for waking up, going to bed, eating, and other activities so children know what to expect during the day. If children have a routine with different activities on different days of the week such as swimming lessons Monday, Wednesday, and Friday and library time on Tuesdays, make a calendar showing these activities with words or pictures so children see the day’s activities. Some children may benefit from a very structured schedule. If children use a visual timetable at school, ask their teacher how to implement it at home. Besides including structured activities, remember a schedule can include periods of choice and free play while still providing support and structure.

5. Keep Activities Handy – Keep materials for art activities (paper, paints, buttons, glue, magazines) handy. Art activities develop fine motor skills and encourage creativity. Cooking lunch or snacks is a fun activity for children and it encourages reading, basic numeracy (fractions, counting), and turn taking.

6. Start Summer-Long Responsibilities – Give children activities for the summer. Gardening activities such as a small plot in the garden or a herb garden are a great opportunity for children to watch plants grow, care for them, and see the fruits of their labour. If children are not interested in gardening, give them responsibilities with a family pet (brushing, feeding, walking) or another household activity. These activities can be expanded upon by reading about the topic.

7. Ask the Teacher – If you have concerns about a child’s transition from school to summer, ask their teacher for suggestions. The teacher may have specific ideas for your child’s needs or they may know about activities your child would enjoy. They also can provide ways to help your son or daughter prepare for the next school year.

There are a variety of ways to increase communication depending on a child’s age and ability level. Below are some ideas for increasing language and communication throughout the day.

1. Expand Sentence Length – When children answer a question or request an item using one or two words, increase their sentence length by repeating their answer with an expanded phrase. For example, if you ask a child, “Would you like orange juice?” and they answer “Yes,” model a longer response. “Yes, I would like orange juice.” Then have the child repeat the phrase.

2. Use Books for Language – Reading stories is an excellent way to incorporate language into a fun activity. Ask questions about the pictures, the story, and the characters. Even very young children can identify colours, gender, words, or concepts (e.g. the boy that is the tallest/shortest) by pointing to pictures. Ask the children to predict what is going to happen next throughout the story. After finishing the book, review what happened in the story.

3. Create Situations that Promote Language – Favourite toys, clothes, and foods can motivate young children to use language. Store favourite items in eye sight, but out of reach, so children have to use their words to request the items.

4. Provide Choices – Give children choices in activities, stories, toys, and foods so they communicate their preferences. You can create an opportunity for communication even if you know a child is going to select a favourite story or game.

5. Find Time to Communicate – Many children like being entertained by technology, but opportunities for communication are lost when families spend a good deal of time watching television and playing video games. Turn off the television during meals and refrain from using portable video games in the car. Time spent together at the dinner table and in the car are wonderful opportunities for learning about a child’s day and increasing communication and language skills.

6. Be Supportive – Children are more likely to communicate if they feel valued. Encourage language by listening attentively to children and asking them questions. If children answer questions incorrectly, teach them the correct answers using kind, supportive words. Repeatedly asking a question a child does not know how to answer or condescendingly correcting them can hurt their feelings and decreases the chance they will answer questions in the future. Instead, encourage them to say, “I don’t know,” and use the situation as a learning opportunity.

7. Be a Role Model – Children learn from the adults around them. When adults speak in full sentences, use correct grammar, and articulate well, children hear and are reminded of how words and sentences should sound.