Stations at Accessible EarlyON foster learning, exploration, fun

There’s a lot to do at the Accessible EarlyON program that runs on Tuesday afternoons from 1:30 to 4 p.m. at the TB Costain SC Johnson Community Centre, 16 Morrell Street, Brantford,

FLEXIBLE ENVIRONMENT

We learn and explore through art, music, physical movement and sensory play. Co-facilitators Claire Soden, Development Consultant with Lansdowne Children’s Centre, and Ellie Murphy, Child Development Worker with Child and Family Services of Grand Erie, adapt the play and activities for fun, learning and development that matches each child’s interests, strengths, and goals.

SELF-REGULATION TOOLS

Self-regulation tools are available for families to use once they enter the space. These include noise-cancelling headphones, visual timers, stop signs that serve as visual reminder cues, chewlery, and First, Then visual cards.

Claire explained that the First, Then visual cards have interchangeable pictures to help children transition between activities. So, it might be First, play; Then, home.

Ellie noted, “At the Accessible EarlyON, we try to be particularly mindful of different children’s sensory needs, with the lighting we offer and the noise levels, and the different ways we’re communicating, and that’s why we offer some of these tools.”

ART EASEL

The art easel has a range of options for children to use while expressing their creativity, including chalk, paint, and crayons.

Claire noted, “Because of the different sizes (of art tools), lots of different hands can hold onto these.”

The children might use the art easel to practice writing their names, draw shapes, or to explore colours and textures.

Ellie said, “We know that all children express in different ways, so we want to have an art station where children can express themselves in non-verbal ways.”

She added that they can adjust which supplies are available based on a family’s comfort level with mess.

Learning to be comfortable with different textures in one context can become a transferable skill to another area, Claire pointed out; for instance, if a child learns to be OK with the texture of fingerpaint, they may in turn be more comfortable with foods like mashed potatoes and pudding.

SENSORY EXPLORATION

Another area that encourages a lot of exploration with textures is the sensory table. There might be kinetic sand one week, and play dough the next.

The sensory bin might have water or other natural materials, like grass seed and flowers.

Ellie noted, “Some of the children that are coming into program, that’s the main way that they engage in play or interact with the world around them – it’s tactile. So, we try to offer a variety of different sensations to engage their interests and help their brain build connections between experiences.”

TENT

Children may feel overwhelmed in a group setting or a new environment. That’s why one of the features of the space is a small tent.

“Sometimes some of our kiddos really just need to block out the visual busyness of the room,” said Claire.

“It’s nice to have a private space to regulate,” Ellie added.

There are several books by the tent; there’s also a light projector, which offers visual stimulation that can be calming.

TRAMPOLINE

Ellie noted, “Children tend to recognize in themselves when they’re feeling like they need to regulate.”

Jumping on the trampoline gives them an opportunity to work off some excess energy or lessen overwhelming emotions.

Kiddos don’t have to actually jump to get the benefits, either.

As Claire noted, “Some of our friends might lay on there, and we might push on it to give them that bouncing sensation; or they can jump, or some of our friends might be sitting cross-legged and giving them a bit of a bounce on there.”

SAUCER

Similar to the trampoline, the saucer is another tool for self-regulation; the child will sit inside the saucer, and can rock in it, or be spun. 

Claire explained, “We might want to use the spinning to alert them, so that they’re ready to come in and play. And then for some of our kiddos, we might use the spinning to help them calm down.”

Ellie noted that the saucer can also be a way for a child to work on building their core strength, particularly if they spend a lot of time in someone’s arms or using supported traditional seating.

FLOOR DOTS

Throughout the room, there are brightly coloured and sometimes textured dots on the floor.

Claire explained that these are for children to work on their gross motor skills, because they can move around the dots, go over them, or lie on their tummy and feel them.

TOYS

There are a variety of different play materials available to support learning and development.

Some of the toys allow for role playing.

Ellie said, “We’ve found that an area where you can imitate some things that you see in your daily life brings a lot of children together, so an opportunity for social interaction.”

Also, performing feeding and self-care activities in play “might translate into some more interest to do those things at home,” she added.

Claire said the peek-a-boo barns with little animal figures inside are a favourite among many children.

“It’s such a great opportunity to introduce language. We can use simple words – “Open, close. What’s inside? It’s a pig.” – We can practice our animal noises, which are always fun; taking things in and out of a container, so working on our fine motor skills; working on our two-handed skills,” she said. “It’s also a great opportunity for turn-taking.”

Even toys that look relatively simple have an important purpose, Ellie said.

Some materials, like water and paint, have almost endless opportunities for exploration; however, it’s sometimes nice for children to experience more structure.

“I know that the puzzle piece can only go one way, and that’s really satisfying – I accomplished that,” Ellie said.

MUSIC

“Music is a favourite activity for a lot of the children who come to the Accessible EarlyON,” Ellie said.

There are a variety of different instruments to use, including egg shakers, rhythm sticks and rattles, that allow for children with different grips and abilities to participate.

“We work singing into our play, and we’ll offer a group circle time when families are interested,” Ellie said. “Having that experience can be a helpful activity for children preparing to go to school or childcare.”

Click here to learn more about the Accessible EarlyON, or here find an EarlyON in your community.