{"id":13,"date":"2015-05-05T09:22:59","date_gmt":"2015-05-05T09:22:59","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/nl\/anntest3\/?page_id=13"},"modified":"2025-06-04T13:56:01","modified_gmt":"2025-06-04T13:56:01","slug":"homework","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/nl\/mavisbank\/homework\/","title":{"rendered":"Homework"},"content":{"rendered":"

<\/h3>\n

We recognise that learning can happen anywhere. We welcome parent partnership through learning at home and in school. One way that we do this is to share activity cards and story boxes for families to use at home. A valuable link between the school and home are the daily recorded messages shared during morning group as well as the daily diary on SWAY where teachers detail what your child has been involved in during the day as well as sharing photos.\u00a0<\/span><\/h3>\n

Some resources we may share for subject specific learning:<\/em><\/strong><\/h3>\n

Sum Dog Login<\/a><\/p>\n

Story Boxes<\/p>\n

Homework cards with relevant materials<\/p>\n

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 <\/p>\n

 <\/p>\n

 <\/p>\n

Here are some experiential homework activities you can try at home!\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0<\/em><\/strong><\/h3>\n\n\n\n\n
<\/td>\n\n

\u00a0Links to apps and online multi-sensory activities:<\/strong><\/em><\/h3>\n

HelpKidzLearn<\/a><\/p>\n

https:\/\/www.teachingpacks.co.uk\/50-youtube-channels-for-home-learning\/<\/a><\/p>\n

https:\/\/www.ianbean.co.uk<\/a><\/p>\n

https:\/\/bouncyballs.org\/<\/a><\/p>\n

https:\/\/tonematrix.audiotool.com\/<\/a><\/p>\n

https:\/\/spielzeugz.de\/html5\/liquid-particles-3D\/<\/a><\/p>\n

https:\/\/paveldogreat.github.io\/WebGL-Fluid-Simulation\/<\/a><\/p>\n

Links to websites for multisensory activity ideas:<\/strong><\/em><\/p>\n

https:\/\/www.thebestideasforkids.com<\/a><\/p>\n

https:\/\/www.thebestideasforkids.com\/playdough-recipe\/<\/a><\/p>\n

https:\/\/www.pinterest.co.uk\/search\/pins\/?rs=ac&len=2&q=sensory%20play&eq=sensory%20play&etslf=2678<\/a><\/p>\n

 <\/td>\n<\/tr>\n

\u00a0<\/strong><\/td>\n\n\n\n\n\n\n
\n

Homework suggestions:<\/u><\/em><\/strong><\/h3>\n

Activity 1<\/u><\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Touch<\/u><\/strong><\/h3>\n

What you will need<\/strong> – Basin of warm, scented water<\/h3>\n

Key words and phrases<\/strong> – Splash, hands, wet, dry<\/h3>\n

What to do<\/strong> \u2013<\/h3>\n
    \n
  • \n

    Begin by spending a little time rubbing and stretching your child\u2019s hands<\/h3>\n<\/li>\n
  • \n

    Talk about hands and fingers as you rub and stretch<\/h3>\n<\/li>\n
  • \n

    Position the basin of water in a suitable position so that hands can be placed into the water<\/h3>\n<\/li>\n
  • \n

    Move hands around in the basin talking about what you are doing \u2013 say thinks like \u201cround and round we go\u201d, \u201csplish, splash\u201d \u2013 this will add more human contact of holding hands<\/h3>\n<\/li>\n<\/ul>\n

    What to look for<\/strong> – Responses like: smiling, laughing, stilling (to listen), moving hands in any way, showing preferences<\/h3>\n

    Similar activities <\/strong>– use basin of large polystyrene chippings, sand etc.<\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n

<\/td>\n<\/tr>\n
<\/td>\n\n\n\n\n
\n

Activity 2<\/u>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Body Awareness <\/u><\/h3>\n

What you will need<\/strong> – different textured brushes e.g. paint brush, make up brush, bottle brush<\/h3>\n

Key words and phrases<\/strong> – Soft, hands, feet, toes, fingers, gentle, firm<\/h3>\n

What to do<\/strong> – This can be carried out within every day routines e.g. changing times, dressing and undressing. A blanket will keep your child warm so don\u2019t worry if your child is not fully clothed during the activity<\/h3>\n
    \n
  • \n

    Gently brush the back of your child\u2019s hand, which is usually less sensitive that their palms<\/h3>\n<\/li>\n
  • \n

    When your child is used to the sensation brush the palms of their hands, each finger separately moving in between the fingers<\/h3>\n<\/li>\n
  • \n

    Vary the type of brush used, brush faster and slower using different amounts of pressure<\/h3>\n<\/li>\n
  • \n

    Brush other parts of your child\u2019s body especially the back of the neck, tummy, feet and back<\/h3>\n<\/li>\n
  • \n

    Be gentle in your movements \u2013 look at your child\u2019s responses which indicate that they like, dislike the activity or that they have had enough<\/h3>\n<\/li>\n
  • \n

    Discuss the body parts that you are using, counting fingers and toes as you brush<\/h3>\n<\/li>\n<\/ul>\n

    What to look for<\/strong> – Responses like: smiling, laughing, stilling (to listen), moving feet, hands, head in any way, showing preferences<\/h3>\n

    Similar activities<\/strong> – Use other materials to brush\/stroke e.g. feathers, cotton wool, soft sponges, silver pan scourers, silk scarves<\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    <\/h3>\n

    Cont…<\/h3>\n

    <\/h3>\n\n\n\n\n
    <\/td>\n<\/td>\n<\/tr>\n
    <\/td>\n\n\n\n\n\n\n
    \n

    Activity 3<\/u><\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Body Awareness<\/u><\/strong><\/h3>\n

    What you will need<\/strong> – A scrap of silk or silk scarf<\/h3>\n

    Key words and phrases<\/strong> – Soft, gentle, silk, light<\/h3>\n

    What to do<\/strong> \u2013 Position the pupil comfortably and talk to your child explaining what you are doing or going to do<\/h3>\n
      \n
    • \n

      Place the silk on the back of hand, or let it float down onto it<\/h3>\n<\/li>\n
    • \n

      Gently stroke the hand with the silk<\/h3>\n<\/li>\n
    • \n

      Place in the palm of the hand<\/h3>\n<\/li>\n
    • \n

      Vary the speed of stroking<\/h3>\n<\/li>\n
    • \n

      Use a variety of touch – firm, gentle, tickling<\/h3>\n<\/li>\n
    • \n

      Wind the silk round the hand<\/h3>\n<\/li>\n
    • \n

      Place the silk on different parts of face or body<\/h3>\n<\/li>\n
    • \n

      Blow gently onto face<\/h3>\n<\/li>\n
    • \n

      Put on top of head<\/h3>\n<\/li>\n<\/ul>\n

      What to look for<\/strong> – Responses like: showing likes and dislikes, smiling, laughing and crying<\/h3>\n

      Similar activities <\/strong>\u2013 use tissues, tissue paper, nylon or shiny or glittery scarves<\/h3>\n

      <\/h3>\n

      <\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n

    <\/td>\n<\/tr>\n
    <\/td>\n\n\n\n\n\n\n
    \n

    Activity 4<\/u><\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 V.I.<\/u><\/strong><\/h3>\n

    What you will need<\/strong> – A torch \u2013 preferably one with coloured filters<\/h3>\n

    Key words and phrases<\/strong> – Soft, gentle, silk, light<\/h3>\n

    What to do<\/strong> \u2013 Position the pupil comfortably and talk to your child explaining what you are doing or going to do<\/h3>\n
      \n
    • \n

      Gradually darken the room telling your child what is going to happen<\/h3>\n<\/li>\n
    • \n

      Shine the torch onto a suitable blank wall where it can be seen easily<\/h3>\n<\/li>\n
    • \n

      Move the torch around so that the light makes patterns on the wall<\/h3>\n<\/li>\n<\/ul>\n
        \n
      • \n

        Change the position of the light so that the pupil has to look up, to the side etc.<\/h3>\n<\/li>\n<\/ul>\n
          \n
        • \n

          Vary the background e.g. use a coloured sheet, black card, mirror<\/h3>\n<\/li>\n<\/ul>\n

          What to look for<\/strong> – Responses like: smiling, laughing, gazing, looking, following the light briefly<\/h3>\n

          Similar activities <\/strong>\u2013 You can carry out similar activities with different materials e.g. candles (coloured or scented), sparklers, fairy lights etc.<\/h3>\n

          <\/h3>\n

          <\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n

    <\/td>\n<\/tr>\n
    <\/td>\n\n\n\n\n\n\n
    \n

    Activity 5<\/u><\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Body Awareness<\/u><\/strong><\/h3>\n

    What you will need<\/strong> \u2013 Tape (provided), towels, a roller, exfoliating gloves, bubble paper,<\/h3>\n

    Key words and phrases<\/strong> –<\/h3>\n

    What to do<\/strong> \u2013<\/h3>\n
      \n
    • \n

      Take off your child\u2019s shoes and socks and sit quietly talking to him\/her Music – These boots were made for walking\u00a0 (Nancy Sinatra) <\/em><\/h3>\n<\/li>\n
    • \n

      Towelling: Begin with fingers rubbing each one and gradually rub up each arm. Vary the speed of the towelling (fast and slow). Repeat with the toes, feet and legs. Music – Sugar town (Nancy Sinatra)<\/em><\/h3>\n<\/li>\n
    • \n

      Rollers: Let your child touch and explore the roller. Rub them on hands and feet with big and small movements. Music – Let there be love (Nat King Cole)<\/em><\/h3>\n<\/li>\n
    • \n

      Gloves: Put on gloves and begin by patting your child so they can get used to the feel. Massage hands and legs using different strokes. Music – Blue velvet (Bobby Vinton)<\/em><\/h3>\n<\/li>\n
    • \n

      Bubble paper: Encourage your child to touch and explore. Let him\/her hear the paper. Press as well as rub onto legs and arms. Music – A Swinging Safari (Bert Kaempfert) <\/em><\/h3>\n<\/li>\n
    • \n

      Shoes back on and saying goodbye – Music \u2013 Downtown (Petula Clark)<\/em><\/h3>\n<\/li>\n<\/ul>\n

      What to look for<\/strong> – Responses like: showing preferences, smiling, laughing<\/h3>\n

      Similar activities <\/strong>\u2013 You can carry out similar activities using different music or change sensory material.<\/h3>\n

      <\/h3>\n

      <\/h3>\n

      <\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n

    <\/td>\n<\/tr>\n
    <\/td>\n\n\n\n\n
    \n

    Activity 6<\/u>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Listening<\/u><\/h3>\n

    What you will need<\/strong> – Noisy, crackly paper (used for the inside of chocolate boxes)<\/h3>\n

    Key words and phrases<\/strong> – Noisy, loud, listen to that!<\/h3>\n

    What to do<\/strong> – Position your child comfortably.<\/h3>\n
      \n
    • \n

      Put the paper in front of the pupil and allow him\/her to hear the sound<\/h3>\n<\/li>\n
    • \n

      Take and guide hands and explore the paper making lots of noise<\/h3>\n<\/li>\n
    • \n

      Vary the amount of paper<\/h3>\n<\/li>\n
    • \n

      Squeeze close to ears<\/h3>\n<\/li>\n
    • \n

      Use different actions \u2013 scrunching, pressing, twisting<\/h3>\n<\/li>\n<\/ul>\n

      What to look for – <\/strong>Responses like: showing likes and dislikes, smiling, laughing, crying, moving hands in any way<\/h3>\n

      Similar activities<\/strong> – You can carry out similar activities with different materials e.g.<\/h3>\n
        \n
      • \n

        Silver foil<\/h3>\n<\/li>\n
      • \n

        Bubble paper<\/h3>\n<\/li>\n
      • \n

        Very dry leaves<\/h3>\n<\/li>\n<\/ul>\n

        <\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

        <\/h3>\n

        <\/h3>\n

        <\/h3>\n

        Cont…<\/h3>\n

        <\/h3>\n

        <\/h3>\n\n\n\n\n
        <\/td>\n<\/td>\n<\/tr>\n
        <\/td>\n\n\n\n\n\n\n
        \n

        Activity 7<\/u><\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 V.I.<\/u><\/strong><\/h3>\n

        \u00a0<\/u><\/strong><\/h3>\n

        What you will need<\/strong> \u2013 sparklers, flashing toys<\/h3>\n

        Key words and phrases<\/strong> \u2013 Look at the lights, bright, off, on<\/h3>\n

        What to do<\/strong> \u2013<\/h3>\n
          \n
        • \n

          Present the toy in front of your child and encourage him\/her to look<\/h3>\n<\/li>\n
        • \n

          Once he\/she has shown interest in the object move it slowly to the side<\/h3>\n<\/li>\n
        • \n

          Try moving it up and down<\/h3>\n<\/li>\n<\/ul>\n

          What to look for<\/strong> – Responses like: preferring to look to a certain side, preferring to look up rather than down, smiling, laughing<\/h3>\n

          Similar activities <\/strong>\u2013 blowing bubbles near to your child, rolling bright balls towards your child<\/h3>\n

          <\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n

        <\/td>\n<\/tr>\n
        <\/td>\n\n\n\n\n
        \n

        Activity 8<\/u>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 V.I.<\/u><\/h3>\n

        What you will need<\/strong> \u2013 a brightly coloured scarf or a brightly coloured hat<\/h3>\n

        Key words and phrases<\/strong> \u2013 Hello, look at me, hat, scarf, colour (of material)<\/h3>\n

        What to do<\/strong> –<\/h3>\n
          \n
        • \n

          Put the scarf or hat on your head and talk to your child<\/h3>\n<\/li>\n
        • \n

          Encourage him\/her to look at you by making sounds and saying her\/his name<\/h3>\n<\/li>\n
        • \n

          Reward any attempt to focus on you<\/h3>\n<\/li>\n
        • \n

          Slowly move further away and then come back towards your child<\/h3>\n<\/li>\n
        • \n

          Reward any anticipation<\/h3>\n<\/li>\n<\/ul>\n

          What to look for – <\/strong>Responses like: looking with interest, anticipation by smiling and vocalising<\/h3>\n

          Similar activities<\/strong> – You can carry out similar activities with different materials e.g.<\/h3>\n
            \n
          • \n

            Foil wig<\/h3>\n<\/li>\n
          • \n

            Disco hat<\/h3>\n<\/li>\n<\/ul>\n

            <\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

            <\/h3>\n

            <\/h3>\n

            <\/h3>\n

            <\/h3>\n

            Cont…<\/h3>\n

            <\/h3>\n

            <\/h3>\n

            <\/h3>\n

            <\/h3>\n

            <\/h3>\n

            <\/h3>\n

            <\/h3>\n\n\n\n\n
            <\/td>\n<\/td>\n<\/tr>\n
            <\/td>\n\n\n\n\n\n\n
            \n

            Activity 9<\/u><\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Touch<\/u><\/strong><\/h3>\n

            What you will need<\/strong> \u2013 a bowl of ordinary jelly, any flavour, made up and set<\/h3>\n

            Key words and phrases<\/strong> \u2013 sticky, feel, taste (if appropriate), names of colour, names of flovours<\/h3>\n

            What to do<\/strong> \u2013<\/h3>\n
              \n
            • \n

              Remove the jelly from the fridge a little while before it is wanted so that it is not too cold<\/h3>\n<\/li>\n
            • \n

              Put a small amount of jelly onto your child\u2019s hand. As she\/he gets used to it put on more<\/h3>\n<\/li>\n
            • \n

              Place hands on top of jelly<\/h3>\n<\/li>\n
            • \n

              if your child likes it, put her\/his hands into the bowl of jelly<\/h3>\n<\/li>\n
            • \n

              always talk about what you are doing or going to do<\/h3>\n<\/li>\n
            • \n

              put jelly on different parts of body \u2013 lips, elbows feet etc.!!!<\/h3>\n<\/li>\n<\/ul>\n

              What to look for<\/strong> – Responses like: likes and dislikes (by smiling, laughing), moving hands or withdrawing hands<\/h3>\n

              Similar activities <\/strong>\u2013 you can carry out similar activities with lots of sticky substances e.g. half set jelly, cubes of raw jelly, Angel Delight<\/h3>\n

              <\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n

            <\/td>\n<\/tr>\n
            <\/td>\n\n\n\n\n
            \n

            Activity 10<\/u>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Touch<\/u><\/h3>\n

            What you will need<\/strong> \u2013 a bag of dry rice, a tray<\/h3>\n

            Key words and phrases<\/strong> \u2013 rice, feel, tickle, shake, listen, look<\/h3>\n

            What to do<\/strong> –<\/h3>\n
              \n
            • \n

              Put the empty tray in front of your child.<\/h3>\n<\/li>\n
            • \n

              Pour the rice slowly into the tray, pausing occasionally. This is so your child can look and listen to the sound and anticipate more rice coming<\/h3>\n<\/li>\n
            • \n

              Place one of your child\u2019s hands on top of the rice.<\/h3>\n<\/li>\n
            • \n

              Gently move hands on top of the rice<\/h3>\n<\/li>\n
            • \n

              Always talk about what you are doing and what you are going to do<\/h3>\n<\/li>\n<\/ul>\n

              What to look for – <\/strong>Responses like: looking with interest, anticipation by smiling and vocalising, moving hands<\/h3>\n

              Similar activities<\/strong> \u2013 instead of using a tray some substances can be put into big bags so that hands can be plunged inside.<\/h3>\n

              Other suitable substances are: flour, cornflour, dried peas or lentils, dried pasta shapes<\/h3>\n

              <\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

              <\/h3>\n

              Cont…<\/h3>\n

              <\/h3>\n\n\n\n\n
              <\/td>\n<\/td>\n<\/tr>\n
              <\/td>\n\n\n\n\n\n\n
              \n

              Activity 11<\/u><\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Touch<\/u><\/strong><\/h3>\n

              What you will need<\/strong> \u2013 an aerosol can of shaving foam and a tray<\/h3>\n

              Key words and phrases<\/strong> \u2013 touch, feel, foam, smooth, white<\/h3>\n

              What to do<\/strong> \u2013<\/h3>\n
                \n
              • \n

                Shake the can well and squeeze onto a tray<\/h3>\n<\/li>\n
              • \n

                Guide your child\u2019s hands in the foam so that she\/he explores as much as possible<\/h3>\n<\/li>\n
              • \n

                Show different ways to explore the foam e.g. squeezing, clapping, finger trails<\/h3>\n<\/li>\n<\/ul>\n

                What to look for<\/strong> – Responses like: likes and dislikes (by smiling, laughing), moving hands or withdrawing hands<\/h3>\n

                Similar activities <\/strong>\u2013 you can carry out similar activities with a range of toiletries e.g. hair gel, talcum powder, hand and body creams, facial masks<\/h3>\n

                <\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n

              <\/td>\n<\/tr>\n
              <\/td>\n\n\n\n\n
              \n

              Activity 12<\/u>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Body awareness<\/u><\/h3>\n

              What you will need<\/strong> \u2013 fans (either Spanish or Chinese fans or make your own from coloured card)<\/h3>\n

              Key words and phrases<\/strong> \u2013 blow, cool, feel, more<\/h3>\n

              What to do<\/strong> –<\/h3>\n
                \n
              • \n

                Talk to your child about what you are doing and what you are about to do<\/h3>\n<\/li>\n
              • \n

                Fan hands. Begin gently and not too close at first so that she\/he gets used to the sensation<\/h3>\n<\/li>\n
              • \n

                Gradually vary the speed<\/h3>\n<\/li>\n
              • \n

                Hold the fan nearer or further away from your child<\/h3>\n<\/li>\n
              • \n

                Fan different parts of your child\u2019s body but start gently with each new area<\/h3>\n<\/li>\n
              • \n

                Stop for a while to observe reactions to the fan (and to stopping!)<\/h3>\n<\/li>\n<\/ul>\n

                What to look for – <\/strong>Responses like: smiling, laughing, vocalising<\/h3>\n

                Similar activities<\/strong> \u2013 you can carry out similar activities with different kinds of equipment. E.g. battery operated mini fans, balloons, hairdryers<\/h3>\n

                <\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                Cont…<\/h3>\n

                <\/h3>\n\n\n\n\n
                <\/td>\n<\/td>\n<\/tr>\n
                <\/td>\n\n\n\n\n\n\n
                \n

                Activity 13<\/u>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Touch<\/u><\/h3>\n

                What you will need<\/strong> \u2013 a small box with a lid, a variety of \u2018things\u2019 that are hard, rough, spiky and soft e.g. spoon, hairbrush, scourers, cotton wool<\/h3>\n

                Key words and phrases<\/strong> \u2013 what is in the box? hard, soft, rough, spiky, feel, press, squeeze, hands<\/h3>\n

                What to do<\/strong> –<\/h3>\n
                  \n
                • \n

                  Shake the box and say your child\u2019s name<\/h3>\n<\/li>\n
                • \n

                  Open the box and take out one of the objects<\/h3>\n<\/li>\n
                • \n

                  Place the object between the hands and press them together<\/h3>\n<\/li>\n
                • \n

                  Sometimes it will be better to draw the hand across the surface of the object<\/h3>\n<\/li>\n
                • \n

                  Some materials may be suitable for brushing your child\u2019s face etc..<\/h3>\n<\/li>\n
                • \n

                  Talk about what you are doing and what you are going to do<\/h3>\n<\/li>\n
                • \n

                  Give the opportunity to \u2018find\u2019 an object by placing the object where she\/he may move her hand<\/h3>\n<\/li>\n<\/ul>\n

                  What to look for – <\/strong>Responses like: smiling, laughing, vocalising, moving hands\/arms<\/h3>\n

                  Similar activities<\/strong> \u2013 change the objects in the box<\/h3>\n

                  <\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n

                <\/td>\n<\/tr>\n
                <\/td>\n\n\n\n\n
                \n

                Activity 14<\/u>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Listening & Touch<\/u><\/h3>\n

                What you will need<\/strong> \u2013 Emergency foil blanket<\/h3>\n

                Key words and phrases<\/strong> \u2013 Noisy, shiny, feet, hands, listen to this!,<\/h3>\n

                What to do<\/strong> \u2013 This can be carried out within every day routines e.g. changing times, dressing and undressing. The blanket will keep your child warm so don\u2019t worry if your child is not fully clothed during the activity<\/h3>\n