early days development powerpoint presentationfinal.pptx

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Early Days Development Workshop Supporting your child’s learning at home

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• Welcome 2 About today’s workshop.

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• Housekeeping 3 Toilets Breaks In case of an emergency ...

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• YOUR FEEDBACK Today you will be asked to fill in some forms to help us find out whether this workshop is working for parents. Not a test! We will ask you these questions before and after the workshop. 4

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• before the workshop questionnaire 5 Before the Workshop questionnaire

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• ACTIVITY 1 • Getting to know each other 6 Tell us your name. Tell us a little bit about your family. Tell us what you would like to do if you had more spare time.

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• This workshop is about ... 7 Building blocks of development for social interaction and early learning. How you can build up these skills in your child at home.

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About learning and development 8

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9 About learning and development

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• How young children learn 10 Young children learn: through their interactions with others through the many hundreds of simple daily exchanges between parents and their children.

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• Building blocks for development 11 Looking at you Looking at things together Pointing Imitating Turn-taking

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• ACTIVITY 2 • learning with an asd 12 Find a partner. Allocate a ‘teacher’ and a ‘learner’ role. Teachers – teach the learner how to build a simple structure with the blocks provided. Learners – you cannot look at the teacher or look at what the teacher is doing for longer than one second at a time. Try to recreate the structure.

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• Children with ASD … 13 … can miss out on learning opportunities because they may have difficulty:   looking at other people watching what they do imitating what others do.

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14 Tuning in and elaborating

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15 Tuning in and elaborating

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• Building motivation to interact 16 Tune in to what your child is doing and use their interests to motivate them.

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• Tuning in … 17 … is about: paying careful attention noticing your child’s interests, strengths and likes building on interests to make interactions more rewarding.

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• ACTIVITY 3 • Following your child’s interests 18 My child spends a lot of time … My child enjoys … My child is interested in … My child is good at …

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• ACTIVITY 4 • when to tune in 19

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• Elaborating 20

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BREAK FOR MORNING TEA 21

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22 Looking at you

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Looking at you 23

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• Importance of looking at faces (eye contact) 24 Children look at people’s faces to: gain their attention ask for something show something understand intention read emotion.

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• ACTIVITY 5 • How your child looks at people 25 Think about how your child looks at people now. When does your child look at you? How does your child let you know their wants or needs now? How does your child win your attention? How does your child request affection?

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• Developing the ability to look at people There are three steps to encourage your child to look at others: Setting up interactions Encouraging looking Teaching looking 26

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• Setting up interactions Position yourself so you are facing your child. Get down to their level. Sit on the floor facing each other. Sit child in a child-sized seat or beanbag, and you on the floor in front. Sit child on your lap facing you. 27

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• Encouraging looking 28 Notice when your child looks at you. When that happens share your positive feelings. Praise your child: ‘Beautiful looking! I love it!’ or ‘Good looking at Daddy!’

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• Teaching looking at faces . 29 Offer your child the object they want or like. As they reach for it, bring it up to your eye level and wait until they make eye contact (even briefly). When your child looks at you—smile, give the object and say ‘Great looking!’ or ‘Hi there!’

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• ACTIVITY 6 • Practising teaching technique 30 Now let’s practise teaching your child how to look at faces. Watch the demonstration and then practise in pairs.

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31 Looking at things together

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Looking at things together 32

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• Looking at things together 33 This is called shared attention. Shared attention is three-way gaze between: child object or action you.

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• Why looking at things together is important . 34 Sharing attention between another person and an object or event is important for: playing with others understanding what other people think early language development.

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• Developing the ability to look at things with someone else 35 Look at what your child is looking at. Do the same activity. Help your child recognise you are involved.

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• ACTIVITY 7 • When can shared attention happen? 36 Think about times when joint attention may occur at home. Write these down on page 42 of your workbook.

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• ACTIVITY 8 • What we have covered so far 37 Think about what we have covered in the workshop so far. Form pairs and take it in turns to recall the information that has been covered so far.

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BREAK FOR LUNCH 38

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39 Pointing and looking

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Pointing and looking 40

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• Pointing and looking 41 1. Follow where someone is pointing 2. Follow where someone is looking 3. Pointing with index finger to request to share 4. Giving to share/show

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• Developing the ability to follow pointing 42 Start with objects your child is interested in. Get your child to look at you. Turn your head and point while saying ‘look’ or labelling a nearby object. Allow 5 seconds for child to respond. If child does not look, repeat the word ‘look’ and gently guide their head towards the object. Praise your child for looking.

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• Pointing and looking 43 1. Follow where someone is pointing 2. Follow where someone is looking 3. Pointing with index finger to request to share 4. Giving to share/show

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• Developing the ability to point 44 Look at what your child is looking at, and say ‘show me’ and point at the same time. If child points, praise. If child does not point, repeat ‘show me’ and physically guide child to point with a finger. As child learns, gradually provide less help.

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• ACTIVITY 9 • Practising pointing and looking 45 Now let’s practise teaching your child how to point and look. Watch the demonstration and then practise in pairs.

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46 Imitating

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Imitating 47

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Imitating 48 Imitating

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• Kinds of imitation 49 Actions on objects (e.g. hammering a toy) Face and body movements Sounds and words

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• Towards imitation 50 Synchrony Copying

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• Developing the skill of imitating 51 Notice what your child is doing. Copy your child (so they experience synchrony). Introduce a slight change. If child copies, praise. Work towards your turn/my turn copying.

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• ACTIVITY 10 • Opportunities to practise imitating 52 Turn to page 59 in your workbook. Think about opportunities for practising the three types of imitation we have discussed (actions; face and body movements; sounds and words). Find a partner and share your ideas.

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• ACTIVITY 11 • Practise teaching imitation 53 Now let’s practise teaching your child to imitate. Watch the demonstration and then practise in pairs.

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BREAK FOR AFTERNOON TEA 54

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55 Turn-taking

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Turn-taking 56

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• Turn-taking 57 Turn-taking develops after learning to look at others, to share attention with others and to imitate others. It is an important skill for learning how to interact and play with others.

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• Developing the skills of turn-taking 58 Take a turn when your child is playing their own game (e.g. blowing bubbles). Cue your child by saying, ‘My turn, your turn’. After a while you won’t need to remind. When child gets bored, move on.

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• ACTIVITY 12 • OPPORTUNITIES FOR TURN-TAKING 59 Think about how you can encourage turn-taking in your child. Find a partner. Take it in turns to say (or write down) ideas for practising turn-taking at home.

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60 Increasing skills

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Increasing skills 61

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• Rewards 62 Behaviour that is followed by positive consequences is more likely to occur again. When you reward a behaviour you want, you will see more of it. By rewarding your child for using their skills, you will encourage them to use them again in the future.

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• What rewards to use 63 Specific praise e.g. ‘Nice smiling’, ‘Good looking’. Positive emotions and gestures e.g. Big smiles, happy faces, hand-claps, high-fives, etc. Other rewards Toys, foods, activities.

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How to use rewards 64 Look for small changes and improvements At first use the reward every time the behaviour occurs Once the behaviour is more established, phase out the reward gradually Opportunities for turn taking • ACTIVITY 13 • Rewards I can use with my child

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• How to use rewards 65 Look for small changes and improvements. At first use the reward every time the behaviour occurs. Once the behaviour is more established, phase out the reward gradually.

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• Using siblings or peers to teach skills 66 Typically developing peers or siblings can also be used to teach these skills to your child. Research suggests that these skills may be learned more easily by children with autism when they are taught by peers or siblings who are typically developing and are better at these skills. If you think it is appropriate, you can teach a sibling how to encourage your child to point, imitate, turn-take and share attention.

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How to use rewards 67 Look for small changes and improvements At first use the reward every time the behaviour occurs Once the behaviour is more established, phase out the reward gradually Opportunities for turn taking • ACTIVITY 14 • What’s on top?

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• Where to from here? 68 Remember that there are many moments in everyday routines and activities to practise these skills with your child and encourage their development.

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• after the workshop questionnaire 69 Please complete the ‘After the Workshop’ questionnaire. Your feedback is appreciated.

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Contact details www.earlydays.net.au 1800 334 155