#I did some improv in the moment while sewing so my digital version isn’t the complete pattern | Explore Tumblr posts and blogs

hollywoodx4 · 5 years ago

Note

hiiii i saved your "alone zone" post for reference, but also i was wondering if you could breakdown the setup? ive got an almost 2yo who's definitely starting to get feelings that are too big for him. he's a bit delayed in his speech right now, though, and obviously can't read, so i know ill have to make some adjustments

Okay, I spent a good chunk of the morning on this because I am very passionate about social-emotional learning at a young age, but I feel as though I need a disclaimer:

I am young, but I have been a teacher for nine years going on ten. I speak from my own personal experience. I am by no means the only source of information, but I do speak informatively and with research as well. I have worked with many types of kids from all walks of life and ability, and I do feel my information is accurate to my own experience. I am not, however, certified in special education and I am always learning. Take this as it is-my advice from experience, trial-and-error, and a passion to continue learning new things.

The most important thing I’ve found with an Alone Zone is to introduce it slowly, and by example. It’s going to take a little while to actually have the child be able to use the Alone Zone by themselves, but with practice and patience it can and will happen! I think too that a lot of observation is helpful-if you see things in the Alone Zone that your child isn’t using, or doesn’t gravitate to as much, I’d take them out and try a different tool. So a background: I’m in a classroom, I’ve been teaching for 9 years, and I’ve been observing and putting things in and taking them out depending on the group of children I have. The first year, we did not use the alone zone frequently. Last year, my Alone Zone was full almost all day. This year, I have one or two students that use it regularly, and some that use it as needed. Also, I’ve worked with twos and threes, and although I’ve been with threes for five or six years now, I did spend a good chunk of time with the twos. I also did have an inclusive classroom last year, where this Alone Zone actually ended up being one of my best tools.So, thanks for your patience with the rambling, here’s a break-down.

First off, I really recommend this be set up in a place where your child knows they won’t be disturbed-where they can go and have their moment of privacy. Of course, you’ll be there to help them learn how to use the area and all of its tools properly, and you’ll still have an eye on them, but it’s important that your child feels safe in this space, and that they know they can come to it and have a moment to sort things out for themselves. It’s also important to never use this area as a form of punishment or discipline. It’s important to frame your words so that they know that the space is a way of coping and not a way of “time out.” I always use the term “let’s take a break” when having children step away, and if I’m directing a child to the alone zone, I’ll tell them “we’re going to come here and let our bodies take a break. We can use these things to help ourselves calm down. When you’re ready to talk about it, I’ll be here.”

I also think it’s important to let the child come to you when they’re ready. There are very few times I have set a timer and gotten that specific-it’s a case-to-case scenario…sometimes a child will need a timer so that they’re able to give themselves time to calm their bodies, and other children will be intuitive and know how long they need. Sand timers are a good investment because then the child can see how long they have left, and it’s in a framework that makes sense to them. Digital timers are not recommended because the concept of numerical time is not developmentally appropriate for young children to understand, but a sand timer gives them something they can see. They also come in packs of one minute, three minute, and five minute intervals from what I’ve seen, so if you feel your child would benefit from having a set amount of time in the Alone Zone I’d recommend that!

Second, there’s the emotional learning: I like to use the characters from Inside Out to help my children discuss their feelings. They’re relatable, and they cover the base emotions. I use all except disgust, because I don’t feel that disgust has a place in this zone; but I do use Joy, Anger, Sadness, and Fear (which I typically label using the words nervous or upset, because I have had a lot of experience with children facing anxiety). I suggest finding an emotion chart to start the area off-this helps the child express themselves, and especially with a child who is speech delayed, these charts can help with self-expression and bridge that gap, because speech delays cause a lot of heartache in children who are just trying to express themselves, and feel frustrated when not understood. Here’s some I really like!https://www.totschooling.net/2017/03/emotions-printable-activity.html

https://childhood101.com/helping-children-manage-big-emotions-printable-emotions-cards/

https://innovativeresources.org/resources/card-sets/bears-cards/

(as your child is two, I recommend sorting through the cards and keeping the emotions as simple as possible-happy, sad, angry, upset- as the more complex, compound emotions will begin later on in their development.) This will also help your child learn and understand the language; they may not be able to communicate to you using words, but they will pick up on the vocabulary as they’re using something like a clothespin to pin their feeling, a finger to point, or Velcro to stick their feeling onto a board…this is so important to developmentally delayed child, as I’m sure you’ll see improvement as you’re giving them a way to communicate.

Third: Tools.

*Now, I’m a simple person. I really really love something like a sensory bottle. They’re super easy, and can be made at home and tailored to your child’s interests. Do they love dinosaurs? Stick in some teeny tiny dinosaurs in that bottle. Princesses? Princess confetti, crowns, etc. Tailor it to their interests and it’ll just help them gain more interest in using the tools! Here’s a good base recipe to get you started

http://www.acraftyliving.com/diy-baby-and-toddler-discovery-bottles/

I also recommend some stress toys, if you can in varying textures and density. Sometimes it’s just about a sensory craving; they need something for their sensory output, and squeezing a stress ball can help them get their negative energies out without hurting themselves or others. I keep Silly Putty on hand but not in the zone (because of the hazard) and that is one of the top things my students will ask for.

I also keep a set of yoga cards in there as well-my children love yoga, and we work daily on poses. There are a few of my students who choose to go into our Alone Zone when they’re feeling anxious and just do a little bit of yoga. I have a box of cards I bought as we got more into yoga, (https://www.amazon.com/Yoga-Littles-Lana-Katsaros/dp/1683642392) but these printable ones are awesome as well https://pinsviews.com/pin/492229434266737881

I keep a pair of headphones in my alone zone as well; last year, I had a student who faced a lot of social anxiety as well as transitional difficulties and difficulties with anger management. The tool he loved most was the headphones. He’d come to the alone zone angry or upset, ask for the headphones, and sit with his eyes closed listening to classical music or ocean sounds. This was his escape; upon observation I began to notice that this is where he felt safe; he’d often come to Alone Zone after an argument, or after a friend told him they didn’t want to play, and just sit with his thoughts.

I also recommend trying a weighted lap pad, depending on your child’s sensory needs. Some children do not like the added weight, and others crave it. There’s versions with sewing, but this is a no-sew, relatively easy option. https://diyprojects.com/weighted-blankets-diy/

One thing I added last year is just a pair of cut out handprints on the wall. This was a surprisingly largely used thing; I took a class in guided discipline, and discovered this tool from discussion with other teachers who had students with sensory integration difficulties. It’s simple; the pair of handprints on the wall is something you can direct your child to push, and push as hard as they can. This is something I use often with children who have a hard time keeping their hands to themselves-I direct them to the handprints (or, if we’re outside, to the fence) and instruct them to push the hands as hard as they can to “move the wall.” This works to help their sensory output in a way that is not hurting others, and they feel magical when you tell them that they’re working hard to push that wall.

On -the-go tip: Sensory bags.

Sensory bags can be a life saver. Especially because they’re so portable, and are so easily tailored to the child’s interest. I tend to take these out in moments of transition-when one child is done their snack and the rest are not-it’s a good tool to use when you need a few minutes, or your child seems like they might be teetering on the edge of a meltdown. Here’s a pretty good resource with some easy DIY ideas

https://www.growingajeweledrose.com/2012/07/fun-with-sensory-bags.html

One last tip: Daily routine cards

Because you mentioned that your child is non-verbal, I highly recommend a Daily Routine chart of some sort; either something you hang on your wall, or take with you (using Velcro and a small clipboard, a file folder, a Ziploc bag, a soft pencil case….) Last year, I used a daily routine chart with pictures to outline our whole day from start to finish; one of my boys with autism would go to the chart and take down whatever task we just accomplished, and look at the next. He was then able to anticipate what was to come, and accomplish the tasks knowing that he could remove them from the wall as the day went on. A longer, daily chart also helps children with anxiety to be able to see what’s to come, and help that ease-of-transition.

The benefit of a first, then chart is learning the sequence, and helping them to put a picture to a task instead of just a word. This is an opportunity too to practice speech with simple words!

Here’s some printable daily routine pictures

http://www.littlelifelonglearners.com/product/daily-routine-cards/

and here’s a chart I’ve used in the past, and the toddler teachers I work cooperatively with use currently with some of their verbally delayed students. A First, then chart teaches the child to anticipate what’s next, and often helps us to get through the daily routine. We often use it to say things like “Potty first, then you can play.” Or “snack first, then outside.” Communication with transitional words, and not as many words, helps tremendously.

https://i.pinimg.com/originals/99/00/f5/9900f508314bbeaef6ffb00bc57e0a49.png

http://theadventuresofroom83.blogspot.com/2013/11/integrating-pecs-outside-of-pecs-book.html

11 notes · View notes