10 Minute Play Programme
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  • 1. The 10 minute a day play programme
  • 2. Parent-child Interaction
    • Fundamentals of communication are the foundations of subsequent
    • learning.
    • Quality one to one time with no particular task.
    • Parent constantly follows and responds to the child’s behaviour – ‘tuned in’ to child.
    • Responsive to behaviours as if they are intentional, e.g. sounds, movement, facial expression.
    • Parent adapts their body language, voice and facial expression to engage the child.
    • Non –directive and no dominance – parent allows and uses pauses.
    • Parent offers stimuli but doesn’t insist it is taken up.
    • Stops when child is showing signs they have had enough.
    • Interaction is face to face and child is joined in their ‘own world’. Adult joins in with the child’s behaviour and behaves more like them.
    • Interaction is positive.
  • 3. How do I do Special Time?
    • Spend 5 -10 minutes a day playing with your child – 1:1 if possible so you can give your child your full attention. Siblings can be introduced later.
    • Make sure there are no distractions in the room, e.g. TV, telephone, other members of the family.
    • Get down to your child’s level.
    • Emphasis is on play and interaction – not talking.
    • Ultimate goal is to be a responsive partner rather than directive partner.
  • 4. Why?
    • Research tells us that it’s the quality of the time that’s important, not the quantity.
    • Helps to develop a play based relationship with your child.
    • Provides time where you can relax and be a responsive partner to your child, rather than the leader.
    • Allows you to practice being a responsive partner which will generalise into everyday interactions with your child.
  • 5. Your play time may involve..
    • Following your child’s movements, actions, sounds.
    • Physical games such as chasing, tickling, jumping, hiding.
    • Play with large objects such as swings.
    • Play ‘Ready steady ….go’ games. Build up the anticipation of ‘go’ using your voice and pausing in between words. Cause and effect toys – building up anticipation of the noise/action/movement that the toy does.
    • Taking turns to build a tower of bricks, put pieces in puzzle, rolling a ball, passing a musical instrument between you.
    • Pretend play with toys, e.g. feeding a doll, putting a teddy to bed etc.
    • SHOULD ALWAYS INVOLVE BEING A NON-DIRECTIVE RESPONSIVE PARTNER.
  • 6.
    • Vocalisations – all voice sounds, grunts, murmurs, laughter, humming etc.
    • Other noises made with the mouth – clicking, saliva swishing, blowing etc.
    • Noises – tapping or slapping parts of the body or furniture, clapping, foot stamping, hand rubbing etc.
    • Movements – rocking, swaying, movements around the room, jumping, reaching.
    • Facial expressions – smiles, grimaces, blinks, eye contact, face turning towards you.
    • Physical contact – pats, taps, reaching to hold you.
    • Play that involve toys – cause and effect games, pretend play.
    • Language - approximations to words, single words and phrases.
    What do we respond to?
  • 7.
    • By observing, waiting and listening –it is okay to intrude in what your child is doing but try not to direct.
    • By imitating: providing an obviously similar imitation of what the child just did but combined with signals of enjoyment from you.
    • By joining in: extending your response and signalling fun and enjoyment e.g. with rocking or clapping. Joining in a game with a toy, e.g. rolling a ball.
    • By saying something: something that is approving e.g. ‘that’s a good noise’ etc
    • By being dramatic: a behaviour from the child is rewarded by something gently explosive from you e.g. a sudden movement with a delighted face or a vocalization.
    • By non verbal responses: smiling, eyes widening, facial expression, using body language.
    How do we respond?
  • 8. How do we respond?
    • Pausing and waiting for the child to do something next.
    • By providing a commentary without bombarding.
    • Adding language, e.g. if the child says ‘car’, the adult can say, ‘yes, big car’ etc.
    • Offering stimuli but not insisting it’s taken up.
    • Try not to ask questions within this time. Give your child the vocabulary instead.
  • 9. What does the young child learn from this interactions with responsive partners?
    • To engage whilst learning the fundamentals of communication.
    • To enjoy interaction and being with another person.
    • To take turns with certain behaviours e.g. vocalisations, movements.
    • Imitation and eye contact.
    • Use and understanding of facial expression, touch and other non verbal signals.
    • Their vocalisations are meaningful.
    • Cause and effect – child does something which causes parent to do something back.
    • Child can positively affect what is going on around them.
    • Trust and companionship.
    • Their behaviours are important and they are important.
    • Turn-taking and sharing.
    • Joint attention.
    • Pretend play skills.
    • Language.
  • 10.
    • Encouraging play with siblings
    • Siblings can be involved in the play programme too. It is important to make sure that they are supported initially and activities are modelled by you.
  • 11. References Chatter Matters Hanen