Introduction for activities 1 and 2
I have now investigated into potential activities I could undertake with the two service users that I have chosen to do my activities with.
The have chosen to do my first and second activity with a child and a group of children from reception. I have chosen this year, as I believe they are at a stage of their life where they are very imaginative and creative.
When visiting the care setting I established that they were learning about the garden. So I now intended link my activities with gardening, this could be drawing pictures of their own garden and what they usually find in a garden, growing a plant or role playing what happens to plants etc. I also asked permission to carry out the activity.
When visiting my care setting I explained to the classroom teacher that I was undergoing an assignment where I shall need to do two activities with one of the students and a group of student. Firstly the student I chose was Katie. I chose Katie because when visiting the school earlier in the week she was very keen to talk to me, I believe this would be a good choice, as she already felt comfortable around me, which meant I wouldn’t have to over come a barrier that involves getting to know the child so she felt comfortable around me. When speaking to the classroom teacher she also believed that Katie was a suitable choice as she was a very keen bubbly child of the group. I then chose Katie again to do my second interaction, I have also asked her to pick some friends, and this will decrease the chances of their being a shyness barrier. Although this could mean than they are to busy chatting rather than taking part in the activity.
For my first activity I am going to do with Katie is drawing. I have chosen to do this activity as she will be able to express her feelings etc. But I am going to ask her to draw a picture of a garden, or something that is in a garden, then ask her questions of why she draws what she has, and why she used the colours she uses etc. I believe this is a good activity to choose as it develops the PIES, for example for physical, drawing a picture will improve the child’s fine manipulative skills, for intellectual it will be improving the child’s thinking skills as they will have to think about what they are going to draw, it will also improve there creativity skills. For emotional, it will allow the child to express there emotions as they will be able to draw what they feel. For social, if the child is working with others they will have to communicate with others. This is improving there PIES skills.
For my second activity I am going to do a catching activity with the children, this will help to keep them fit it will also be improving their throwing and catching skills, position awareness and body control. It will improve their ball-hand-eye co-ordination and ability to throw-and-catch. It is also improving their gross motor skills, muscle co-ordination, learning a routine to catch and play. It will also improve their confidence as they begin to experiment and develop different movements. This activity will be done by a group of 5 children, I have chosen Katie and asked her to pick 4 friends, and she chose Ben, Emily, Jade, and Dan.
Planning – Activity 1
Who’s taking part in the activity?:
In this activity I will be interacting with a child on a one-to-one basis. I have chosen to do my activity with Katie because when visiting the school earlier in the week she was very keen to talk to me, I believe this would be a good choice, as she already felt comfortable around me, which meant I wouldn’t have to over come a barrier.
What is the activity?:
I have chosen to do some colouring with Katie as I believe it will allow her to express her feelings and what she is thinking through drawing. Before we begin drawing we will be walking around the school garden first of all.
Resources:
Paper – A4
Colouring pencils/ crayons/ felt tips.
Table and chairs.
Interaction 1
This activity took place in a small classroom at Havelock Infant School. Where myself and Katie sat down and Katie drew my some pictures.
Me: Hello Katie (using a friendly tone, pointing towards the chair, encouraging her to sit down.)
Katie: Hi (smiled)
Me: Are you okay?
Katie: Yes (Nodded)
Me: Good
Me: What have you done today? (Leaning closer, including them in the question)
Katie: Played with my friends, read a story.
Me: What story did you read?
Katie: about a girl called jade, it was her first day at school.
Me: Ohh did you enjoy it? (opening eyes, looking interested, empowered her as it was an open question.)
Katie: (big smile) yes
Me: Today we are going to draw some pictures is that okay?
Katie: Yes, I want to draw you.
Me: Okay, what else are you going to draw? How about drawing a garden?
Katie: Yeah, me and you in the garden.
Katie then began drawing a picture of two people, then she added some flowers and
some grass. She then began colouring it in. (At this point she chose the colours she wanted to use, this is empowering her.)
Me: Why are you colouring it in blue? (open question which is empowering her, leaning over picture showing that I was interested in what she was doing)
Katie: Cause I like blue.
Me: What things do you like that are blue?
Katie: my Chelsea top
Me: do you like football then?
Katie: yes me and my dad like to watch it together.
Me: do you like playing football too?
Katie: yes me and my brother play together and pretend to play for Chelsea.
Me: who’s you favourite player for Chelsea? (
Katie: Cole and Lampard.
Katie: Finished (with a big smile, holding up the picture)
Me: That’s really nice, who’s in the picture
Katie: It’s me, in my garden playing football.
Me: That’s really good (smiling at her), have you finished now?
Katie: Yes
Me: Well thank you for doing me a picture ill see you soon.
Katie: okay bye
Katie got up and put her chair in went back to her classroom.
Analysis and Interpretation
My first interaction took place in a classroom at my local school. It was a one-to-one with a child in reception. I believe this was a good choice because I would be able to get permission through the school. Also as I already help out at the school I already know the children. I choose to do my activity with Katie as I had already spent a lot of time with her helping her in her lessons so I had already developed a friendship with her.
The location of the interaction with Katie was in an empty classroom at the school, we both sat on the same sized chairs to I am not dominating her and crowding her. I also used an empty classroom as it resolved any noise barriers. I sat in an open position to let Katie feel like I am letting her in, which is more welcoming, relaxing and encouraging.
I used open and closed questions, I used a lot of open questions to get Katie to put across what she was feeling and what she thought to encourage communication.
I didn’t come across any barriers while doing my activity with Katie, as we were on our own in a classroom this meant there weren’t any noise barriers to overcome, the lighting was good which meant Katie could see well.
Another barrier I could have come across and I was quite worried about was that Katie may not want to draw a picture with me, so I also took along a puzzle that we could have done encase she decided she didn’t want to draw.
While doing my activity with Katie I wanted to make sure that I encouraged Katie to be independent by letting her draw what she wanted, and let her pick what colours she wanted to use rather than just picking a colour for her this was empowering her. This meant she could explain why she chose the colour she has. So I believe I have encouraged a sense of empowerment.
I could tell that Katie was quite shy when I first met with her as she was very quiet and answered very briefly, and was very smiley. I overcome this by talking to her about what she had done today, which she said she had read a book so we spoke about it to make her feel comfortable with me, which made it easier as she was more open with me and willing to talk with me which gave us both a topic that we could contribute to.
When interacting with Katie I made sure I used informal and simple English, I have done this because I wanted to make sure Katie could understand me and therefore communicate back with me.
Planning – interaction 2
Who’s taking part in the activity?:
In this activity I will be interacting with a group of children. They are called, Katie Emily Ben Jade and Dan. They are all either 5 or 6. In order to maintain confidentiality I have changed the names if the children I have done my interactions with.
What is the activity?:
I have chosen to some ball games with the children, such as throwing, catching, and taking turns. First of all, we shall use the ball to introduce ourselves we will do this by throwing the ball to any person they will then say ‘hello, my name is..’ they will then pass the ball to another person and sit down so everyone gets a go, this will then repeat till no-body is standing.
Resources:
Ball
Interaction 2
This activity took place in a classroom at Havelock Infant school, where we moved all the tables to the side and stacked the chairs, giving us room to undergo my activity.
One I had set up the room so the interaction could take place I sent for the children to come along.
Me: Hi (smiling at each child.)
Katie was first to say hello back, she then reminded me that she had already played with me before.
I then asked them to get into a circle.
Me: hello my name is Lucy, and I am here today to play some games with you so I can get to know you all, does anybody have any questions?
Ben: (firstly put his hand up waving it in the air for attention, when I made eye contact with him he began to ask his question) what games are we going to play?
Me: good question Ben, well firstly we are going to use a ball to introduce ourselves, then if there are any games you would like to play we will pick a couple, does that sound okay? (At this point I made eye contact with all the children so I could see whether any of the children looked worried or confused.)
Katie: can I start?
Me: to make it equal we will start with the first letter that comes in the alphabet is that okay? Smiling at Katie.
Katie: Yeah okay
Me: so that must be Ben, so firstly Ben should say ‘hello my name is Ben’, and then throw the ball to somebody else, then sit down because you have had your turn, does everyone understand?
All: Yeah.
So I asked them all to get into a circle, once this had been made we began the game.
Once everyone had introduced them-selves I then asked the children to get into pair, I noticed the two boys went straight together and the 3 girls all stood together, this wasn’t surprising.
Me: if somebody wants to come with me and the other two pair up, that sounds okay?
Katie: Can I come with you?
Me: (I smiled at Katie) yeah course you can, is that okay with you girls?
Emily and Jade: Yeaah
I passed each pair a ball, and then explained that the person with the ball had to say something they like, or like doing then pass it to the other person where they will do the same until you run out of things.
Me: Ready, Set, Gooo...
I started with the ball.
Me: Shopping
Katie: Pizza
Me: Chocolate
Katie: Molly my dog
Me: Swimming
Katie: Dora the Explorer
Me: My bed
Katie: The zoo
Me: biscuits
Katie: dressing up
Once me and Katie couldn’t think of anymore, I noticed the others began to stop, so I asked them to talk about what they came up with.
Me: So Katie I remember that you said you liked the zoo, is this true? (Crouching so that I was on the same level as Katie)
Katie: Yes I love it, I have my own monkey there.
Me: Wow (opened eyes, showing interest.)
Katie: For my birthday I adopted it.
Me: and what’s your monkey called Katie?
Katie: Ruby because my old doggy was called Ruby too.
Me: Do you visit your monkey alot then?
Katie: Yes, and the zebra’s and my other favourite the elephants.
Me: That’s nice, well we are going to join the others now.
Me: everybody can we look at me for a moment, were going to sit in a circle and tell the rest of us what we have learned about our partner.
Once we had got back into a circle we all sat down and me and Katie went first.
Me: Well I learnt that Katie likes to go to the Zoo to see her monkey ruby.
Me: Emily and Jade would you like to go next.
Jade: Emily likes to go ballerina lessons; she goes on a Thursday when she finishes school.
Emily: and Jade likes when she gets home from school and plays with her gerbil called bill and her sister has one too that’s called Ben.
Me: (opened eyes) wow you two must have had a good conversation. Ben and Dan do you want to share with the group.
Ben: Dan likes playing football, he plays for Aztec with me.
Dan: Ben likes playing football too, and watching it with his dad.
Me: So you two play together, do you help each other score goals?
Dan and Ben: (giggle) yeah.
Me: does anybody have any questions?
Jade: Can I go toilet?
Me: (Nodding) yeah sure.
Once jade came back I thanked the children and said goodbye to them all.
Analysis and Interpretation
My second interaction took place in a classroom at my local school, Havelock infant school. It was a group interaction with 5 children in reception. I believe this was a good choice because I would be able to get permission through the school. Also as I already help out at the school I already know the children. I choose to do my activity with Katie as I had already spent a lot of time with her helping her in her lessons so I had already developed a friendship with her also I have already completed 1 activity with her, I then asked her to pick 4 friends so that she would have already got a friendship with them and that we wouldn’t have to overcome a shyness barrier
I chose to use an empty classroom to undertake my activity with the children as I believe it reduce barriers for example noise barriers will not be a problem as there will only be us in the room.
I tried to use alot of open questions to get the children to explain what they were doing and how they felt.
I didn’t come across any barriers while doing my activity with the group apart from they was all quite shy.
Although I could have come across any barriers I could have come across a communication barrier was if one of the children in the group spoke a different language, however all the children spoke English so there wasn’t a communication barrier.
I made sure that throughout my interaction I implemented the care value base, I did this by not discriminating against the children and treating them as individuals and treating them equally, I did this by choosing who went first by alphabetical, I believe this was right as it made sure there wasn’t any fighting over who went first.
I have also maintained confidentiality by not using there correct names throughout my coursework.
Whilst I carried out my interaction I made sure that the language I used was suitable for the group of children’s age. As if I used big words the children wouldn’t have understood me.
As I was paying special attention throughout the interaction to make sure everything was going okay and that nobody was being left out as a result of being shy. Luckily enough the interaction went well and I didn’t come across any of the children not wanting to join in or being left out.
Throughout my interaction I made sure I kept my voice at a steady soft level, this enabled the group to listen to me without being patronised.
Planning – interaction 3
Who’s taking part in the activity?:
In this activity I will be interacting with an elderly person from the old people’s home, on the day I will pick an elderly person.
What is the activity?:
I am going to play a few simple games if norts and crosses.
Resources:
Already drew out norts and crosses tables on paper.
Pens
Interaction 3
For this interaction I am going to choose an elderly person to do my activity with, I have already set up for my interaction, I have done this by already drawing out the norts and crosses tables this means im not wasting time whilst I am there.
When I first got to the nursing home I spoke to the warden and told her why I was here, she was happy to let me undertake my interaction. She then introduced me to a lady called Maureen.
Maureen was an elderly lady that according to the warden she was lovely lady who loves company.
I went into the lounge were Maureen was sat reading the newspaper. I went over to her and introduced myself.
Me: Hello, my name is Lucy im here today to do an activity with you to help with my coursework (leaning down towards her so that we are both on the same level).
Maureen: hello Lucy, okay (smiling) what activity are we doing?
Me: Norts and crosses, is that okay with you?
Maureen: Yes I like playing that.
So we went over to a table in the lounge room, where she grabbed and held on to my arm as we walked along to it. I then helped her sit down on the chair.
Once it was all set up I laid 4 different coloured pens on the table.
Me: would you like to pick a pen Maureen
She picked up the green one.
Maureen: I like green, it reminds me of the outdoors.
Me: Do you like the outdoors then?
Maureen: Yes, I like it when I can sit outside and watch the birds.
Me: that’s nice, do you have a garden you can sit in here?
Maureen: yeah there’s a small one out the back that has several chairs and tables where you can go.
Me: do you often go out there?
Maureen: I do every morning after i’ve had my breakfast I will sit out the back with my friend June and we’ll have a chat and watch people go by.
Me: That’s nice, shall we start playing now?
Maureen: yeah
Me: What would you like to be, norts? Or crosses?
Maureen: Norts please
Me: Yeah okay you can go first.
After a couple of go’s Maureen won, she was very pleased and I shown that I was pleased for her too.
Maureen: Can we play again?
Me: Yeah course if you want to
Maureen: Yes, im going to stay the nort, I think it’s the lucky one.
Both laugh
Me: Do you like playing games then Maureen?
Maureen: yeah, but there’s not many people here who want to play with you.
Me: Oh that’s not very good, what kind of games do you play?
Maureen: scrabble is popular, card games are as well, although I do like to play monopoly.
Me: oh, do you want to go first again?
Maureen: no its okay you can this time
Me: okay
Maureen won again.
Maureen: I said norts was lucky (chuckle)
Me: Well I think you’re very good at this game
Maureen: I do enjoy a game of norts and crosses.
Me: do you get alot of people come to visit you here?
Maureen: we tend to get alot of visitors that come once, alot of family’s come to visit there grandparents and fathers/mothers. Which is nice to see others family’s.
Me: does your family visit alot?
Maureen: my daughter comes at least once a week, and brings me some food and clothing, which is good of her, she also brings my grand-daughter along with her every other week which is nice to hear what she has got up to, and how she is getting on at school.
Me: oh that’s nice to hear, do you enjoy living here then?
Maureen: it’s nice to be supported, but it does get very boring and restless around here as everyone is in the same boat, its nice to see friendly cheerful faces like you it boosts the atmosphere.
Me: thank you, well thank you for taking part in my activity.
Maureen: its okay love, you can come along and play when you like.
Me: okay ill remember that, goodbye.
Maureen: (grabs my hand) goodbye.
Analysis and Interpretation
My third interaction was with an elderly lady from my local old people’s residential home, i believed this was a appropriate place for me to undertake my interaction as it was my local residential home so i wouldn’t have to travel too far.
During the interaction I used informal language so that she could understand what I was saying without being patronised.
I praised Maureen throughout my interaction as she was doing really well, I did this by comments like, “Well I think you’re very good at this game”. This would have boosted Maureen’s self esteem and made her feel very positive.
I didn’t come across any barriers, as when I went to the residential home there wasn’t many people there as they were all out on day trips, so I didn’t have to worry about noise barriers or that the elderly person would get distracted my others.
Throughout the interaction I used supportive body language such as smiling, nodding, eye contact, relaxed posture.
I made sure that throughout my interaction I implemented the care value base, I did this by not discriminating against Maureen and treating her as an individual. I have also maintained confidentiality by not using Maureen’s correct names throughout my coursework.
Maureen was a very open bubbly person, which made it easier to do my interaction as I felt at ease and prevented many barriers that could have occurred.
I found it easier to communicate with Maureen rather than my other 2 interactions as she had already fully developed her language skills, and had socialisation skills.
I believe that I encouraged a sense of empowerment and self worth in Maureen, that was in line with the care value base.
When completing our game of norts and crosses i made sure that i didn’t rush Maureen as I wanted her to do what she wanted rather than rushing her to make her decision.
Planning – interaction 4
Who’s taking part in the activity?:
In this activity I will be interacting with 4 elderly people from the old people’s home, on the day I will pick the 4 people i will be doing my interaction with.
What is the activity?:
I am going to play a few games of cards.
Resources:
Pack of cards
Interaction 4
When arriving at the residential home, I asked to see the warden that I had previously seen as I had already gone through why I was there and what I needed to do.
I had arranged to play cards with 5 of the elderly people when I was there previously. I thought this was a good choice as it would develop my communication skills.
I firstly went into the lounge area where the warden introduced me to a group of 5 people who she thought was best for this interaction we then went into the games room where it was just the 6 of us so that none of the elderly people would get distracted.
The 5 people were:
Sam: A 65 year old gentleman.
Brian: A 74 year old gentleman.
Gina: A 76 year old lady.
Joan: A 66 year old lady.
And Helen A 79 year old lady.
Me: hello everyone im Lucy, ive came here today to do an activity with you. Now were going to go around the circle and introduce ourselves starting with you (turning towards the gentleman next to me)