What Interventions Were Previously Attempted, And What Were The Results?

As an early years practitioner you will recognise that children’s play is closely linked to their learning and development. Children learn in so many different ways but you will notice that they learn mainly through play. When children are able to do many different activity’s that allows them to lean but have fun at the same time thy will find what they are doing fun and will engage the children. It is important that when in you your setting you set up a variety of educational activity’s this way the children will be able to choose freely what they want to do.

Charlie builds the relationships with his educators in the Nursery room. He likes to join his educators and friends in the activities that he is interested in. He sits side-by-side his friends, enjoys the good times together such as singing a song, moving along the music and looking at the animal pictures and naming them. He especially loves to look at the pictures in the books and listen to his educator names each picture. He often pulls on his educator's arm and leads her to the book corner to read a book to him as to initiate and communicate his needs to his trusted educator (EYLF 1.1). He confidently makes his own choices in play and exploration of his surroundings. He is often seen exploring something in one corner of the room and loves to share his discoveries with his educator by getting her attention and pointing to what he finds, such as new toys or books in the corner, bird and airplane in the sky.

Children with Attention Deficit Hyperactivity (ADHD), the most common of the psychiatric disorders that appear in childhood, are often the subject of great concern on the

Intervention: MS. Smalls (CSP) and Deonte discussed his interactions with peers in diverse settings. CSP and Deonte reviewed deep breathing and counting to ten slowly to reduce angry. CSP encouraged Deonte to use coping skills in all setting before getting angry. CSP redirected Deonte several times during the visit. CSP discussed Deonte appeared to have cried before coming home from school. CSP, Mr. Pringle (MHS) and Deonte review overall process made on this goal. CSP and MHS reviewed paperwork. CSP encourage MHS and Deonte to practice coping skills. CSP praised Deonte on being more constant on his behavior chart.

My first round of observations occurred on March 1st. Throughout the course of the day, Justin’s behavior occurred 4 times. Each occurrence lasted about 2-5 minutes depending on the situation. The initial situation, which is the one I recorded on my ABC chart, occurred during the transition from free play to independent work. This meant leaving a preferred activity for a non-preferred one. He behavior started with him running away from his one-on-one aide and hiding in the corner. She chose to ignore his behavior. This led to Justin attempting to rip the posters off of the wall. The aide continued to ignore him. This made Justin go sit down at the table. When he got there and behaved, he received a star for his chart. When the aide tried to get him to do his independent work, he hit her twice and yelled “no thank you” repeatedly. The one-on-one aide had to remove him from the classroom to calm down for a few minutes.

Jackson is a happy, outgoing, and a caring little boy. He communicates well and has excellent language. Jackson shows pride in accomplishments and has strong problem solving skills. Jackson loves to swim, enjoys fishing with his dad, running shopping errands with parents, and setting the table in the home environment. He likes to play with toys. His favorite toys include cars, trucks, planes, Legos, and anything else can build with. He likes playing on the IPAD. He tends to be very busy most of the time. He is cooperative in preferred activities and often interacts comfortably with familiar adults. He sometimes complies with simple directions, after negotiations and adult support, when engaged in an preferred activity and non-preferred activities. Jackson has strong play schemes skills that have advanced his cognitive, communication, and social skills. He prefers one on one instruction, clear expectations, and routines as well as social stories.

The advice given is to use the play and praise liberally and use with one’s child frequently

Behaviors are not defined to allow replication in this study. The behaviors targeted for decrease are named (i.e. shows aggression, repetitive use of toys, lines up objects, flaps hands, etc.) but no specific behaviors are operationally defined. A definition for undesired behavior was offered as “behaviors that interfere with task engagement and participation in daily activities” (576). Operationally defining the topography of the specifically mentioned behaviors would not only create more opportunities for replication, but it would preserve treatment integrity.

Although app does not specifically dewell in the realm of occupational therapy, it addresses the needs of child. Since child is a teenager, working with handwriting will be more difficult. The child will have to be motivated and engaged for the intervention to work. The exposure to technology with a game may prompt child to work on skills at home. Handwriting games may be boring to child because of age, while this game targets needed age group. This is a good app that is therapeutic as it targets the needs and encourages user to play while not at a therapy session.

Play is inevitable when it comes to children. Given the right environment and objects (of any sort), children will find a way to play. Jarvis, et al state that educators must offer inspiring, playful environments which include hands-on activities and interesting resources. This will empower children to educate themselves (2009). Along the same line, Wood and Attfield consider that an environment inclusive of varied resources will provide room for growth in their learning and will support the child’s “creativity, inventiveness and originally” (2005, p.231).

In child development I am studying Eliza, she’s a 2-year-old little girl with a wild imagination. She enjoys to run around and be wild, this is why I chose funaticz for my first activity with her. Funaticz is an indoor play centre so I thought it would her bring enjoyment to her, and I was right. The day was long but enjoyable, as Eliza made many friends and loved the experience. She liked it so much that on our way out she ran back in. Overall, I think it all went to plan and was quit a memorable experience.

Thirdly, activity rein forcers are very operative and positive for students. Allowing students to participate in desired activities (such as games, computer time, etc.) is very dominant, especially if part of the reinforcement is being allowed to choose a friend/classmate to participate in the activity. This also offers social reinforcement from the partner.

According to experts in child development, children need to experience creative play to express themselves, become independent thinkers, and interact with peers. As children use their imaginations, they also develop critical thinking and problem-solving skills. Which is so true. When I was younger, my mom let

For this activity, I have chosen three simple toys which I think most of the children’s love to play with. The first toy is a Fisher-Price Kick and Play Piano Gym. It is recommended for age from birth-1years old. They have this toys in different colors and is unisexual. The cost of this toy is $37.22 with free shipping. Parents can help their kids to know about actions and reactions. They can put their child foot near to the piano and when they hit the key they will activate the fun. Baby can play this toy four different ways, it has 5 different activity animals and large mirror to play with. According to manufactures, new discoveries are made and key developmental skills get stronger

Additionally, if the teacher incorporates games regarding the child’s interest, their vast amount of knowledge on the topic may improve peers’ acceptance of the child (Koegel et al., 2012). For example, if the child with ASD is interested in dinosaurs, the teacher could create a tag game for the class, where there are pictures of dinosaurs around the playground, so when she calls out a type of dinosaur, the children would have to run to it to be “safe.” According to PMI, any classroom activity or game that utilizes a child’s strengths, can help improve his or her peer relationships, as well (Koegel et al., 2012). Overall, 91% of the time, the use