Page 75 - Routines-Based Early Intervention Guidebook
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Routines-Based Early Intervention Guidebook

                Teaching how to Take Turns                                                           5.4



                          when it is their turn.  There are apps with visual  mers to allow children to actually
                          see how much  me is  le .  This is especially effec ve during centers if a class is

                          expected to rotate between ac vi es.  Children learn best from other children so if
                          an en re group is moving in a direc on, it is easier   FIRST          THEN

                          to join the fun.

                       3.  FIRST‐THEN Systems– FIRST‐THEN systems are

                          powerful for changing moods and are especially
                          helpful for children who have behavioral or

                          emo onal components in their educa onal plan.  When a child is having difficulty

                          wai ng to take her turn, she can be told “First X, then Y.”  This system is really suc‐

                          cessful because a  single system can be used throughout the day.  O en parents
                          and teachers will use a small whiteboard that is divided in half and with the words

                          FIRST and THEN wri en at the top.  Pictures or words can be added and taken away

                          rapidly and give the child a sense of security because they know their requests have

                          been heard and are coming a er the first ac vity is finished.
                       4.  Line Leader—Line leader is actually a pre y sophis cated turn taking rou ne.  A

                          child o en has to wait half a month to par cipate as line leader.  These rou nes

                          o en offer mul ple jobs such as door opener or the caboose.   When a child has to

                          wait across mul ple days for something they need to do, it is best to show a visual
                          progression of everyone involved moving closer toward their turn.

                       5.  Helping—The home and classroom offer a mul tude of mul ‐step ac vi es that

                          teach complex turn‐taking.  The best of these ac vi es allow several different

                          children to hold objects to par cipate in a rou ne.  Cooking for example, requires
                          mul ple ingredients to be put into the recipe in a specific order.  Another example

                          is assembling objects for an ac vity.  At home this could mean se ng the table.  At

                          lunch this could be gathering the toys for the playground or the nametags for lunch.

                          Any ac vity for helping requires a series of steps and therefore creates a natural
                          environment for taking turns.






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