Unit 7 pp week 2 2015

» Unit 7» Week 2» Session 1

All students will be able to:»Identify methods of interacting with children»Explain different methods of interacting with children»Formulate a checklist to be used for communication with children Many students will be able to:» Reflect upon the way adults communicate with children Some students will be able to:»Evaluate the importance of communication with children

What can you remember from last week?Write down on your white boards one verbal and one non-verbal element of communication

» Make eye contact» Smile and be patient» Allow children time to think about what they

want to say» Do not finish sentences for them» Do not interrupt to hurry them along» Listen to what they are saying» Correct grammar by re-phrasing their sentence» Ask open questions

» Give the child your full attention» Provide activities to promote communication

and language skills» Communicate clearly» Allow children to express themselves

» Media clip about how a checklist can used by children in school when they are working in groups:

» http://www.youtube.com/watch?v=LnzHccJM6A0

» Devise a checklist to use when observing adults interacting and communicating with children

» http://jollylearning.co.uk/overview-about-jolly-phonics/

» Throughout this year we will be creating a learning scarf. We will each have a turn at knitting a stitch which signifies what we have learnt in a lesson.

» Lets see how long this scarf will get and lets see which group has the longest by the end of the year

Teddy Tots Visit

» Use your checklist that you devised this morning to observe the communication used between adults and children.

Every day activities.»Sand play»Music and movement»Painting »Board games »Stories»Imaginative play

» Appropriate language» Understanding child’s needs and abilities.» Using every opportunity to enhance child’s

communication skills.» Making child feel valued.

» Plan an activity for either 0-3 or 3-5 that will encourage communication. You have 20mins to complete

Pass your completed activity plan to another student »Check for spelling »Detail »Ensure communication can be encouraged

ReviewPost 3 things that you have learnt

from today’s session

» Unit 7» Week 2» Session 2

All Students will be able to:

»Identify barriers to communication »Describe what self-esteem is»Identify ways to promote self- esteem»Recognise the impact the age of the child has on the communication to be used

Many students will be able to»Examine what is good communication.»Cite ways self-esteem could be affected

Some students will be able to:»Justify the impact of negative communication with children

»Maths Starter – »Look for the table with the

answer to your maths sentence

» What barriers could there be to communication?

» Use the bricks to make a wall with every barrier you can think of as a group

» Write a sentence on your white board

» Now write something you like about yourself

» Has anybody ever made you feel worthless?

Work in your small groups to look at the given scenarios.

What part communication has to play in the outcomes?

» Pick up one laminated coloured card

» Write a sentence that would make you feel good about yourself on the sticky note

Made a leaflet explaining methods adults can use to communicate with children.

» Throughout this year we will be creating a learning scarf. We will each have a turn at knitting a stitch which signifies what we have learnt in a lesson.

» Lets see how long this scarf will get and lets see which group has the longest by the end of the year

» Unit 7» Week 2» Session 3

All students will be able to:»Compare how communication differs between age ranges»Identify ways to communicate with children of different age ranges

Many students will be able to»Analyse how communication changes for different ages

Some students will be able to»Compare and contrast the different communication methods

» Write on the white board as many activities to encourage communication, as you can think of as a group in 5mins.

» Birth – 4 weeks - Cries when basic needs require attention, for example hunger, tiredness

» 1 month- Freezes when a bell is rung gently close to the ear, moves head towards the sound, stops crying at the sound of human voice (unless very upset), coos in response to carer’s talk

» 3 months- becomes quite and turns head towards sound of rattle near head, vocalises when spoken to and when alone

Recap – Remember our milestones??

» 1 year – knows own name, understands 20 words in context, for example cup, dog, dinner, understands simple messages for example ‘clap hands’, ‘where are your shoes?’

» 12months- 18months – first words appear- uses 6-20 recognisable words, understands many mores, echoes prominent or last word in sentences, tries to join in with nursery rhymes, responds to simple instructions.

» 18-24 months – uses two words linked together, uses more than 200 words by two years, makes simple two – word sentences, refers to own name, talks to self during play

» 2-3 years rapidly expanding vocabulary, including plurals, holds simple conversations, enjoys repetition of favourite stories, counts to ten

» 3-4 years – imitates adult speech, can be understood by strangers, forms short, grammatically correct sentences, asks many questions, knows parts of the body, animals, still makes errors of tenses

» 4-5 years- Speech is fluent and correct, using descriptive language, able to give full name age, birthday, enjoys jokes, 5,000 words by 5 five years

» In pairs produce a mind map showing how you would “Give attention to”:-

» Sam aged 6 months

» Charlie aged 18 months

» Abdul aged 4 years old.

Feedback to the group

Please read all of the instructions before doing anything, you are allowed 10 minutes to complete this task.1.Find a pen and paper. 2.Write your name at the top of the paper. 3.Write the numbers 1 to 5, one per line. 4.Draw five small circles beside #1. 5.Put an "X" in the second and fourth circles next to #1. 6.Write the word 'encyclopedia' beside #3. 7.On the back of the paper multiply 7 x 9. 8.Put an X in the lower right-hand corner of the paper. 9.Draw a circle around the X you just made. 10.Say your name out loud. 11.Count the number of words in this sentence and write the answer beside #2 on your paper. 12.Punch 3 small holes anywhere in the paper. 13.Write your first name beside #4. 14.Write today's date beside #5 on your paper. 15.Circle every letter 'E' you have written. 16.Stand up and say 'I HAVE FINISHED' out loud, then sit down. 17.Now that you read all of the instructions, skip all of them except the first two!

» If you have followed the instructions correctly, you should only have your name on the paper!

» Complete the table showing how parents/carers can communication with their children when they are 0-3 and 3-5 years old.

» Throughout this year we will be creating a learning scarf. We will each have a turn at knitting a stitch which signifies what we have learnt in a lesson.

» Lets see how long this scarf will get and lets see which group has the longest by the end of the year