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ACTIVITIES
Brief notes on planning activities
Donna Ensor Reihl
Recreation is an integral part of child and
youth care work. Prior to being placed in a group care facility, the
children we work with have often had to struggle through life
without a sufficient amount of play and relaxation. We try to fill
this void by carefully planning and incorporating appropriate
activities into the cottage or unit program. Our intent is to help
the children have fun, learn new skills, socialise and enrich their
daily living experience.
In my experience I have found that recreation
periods are more likely to meet the above goals if I follow a few
basic tips or procedures. This brief article is a summary of
thirteen of these tips which apply to most activities, including:
arts and crafts, athletics, table games, music, and free play.
Although my experience has been primarily with multi-handicapped
children, I believe these tips apply to working with most other
children as well.
Plan Activities According to Treatment Plans
First and foremost in any discussion of
recreation and play is the child’s treatment plan. Activities must
always be chosen that meet needs as identified by either the
treatment team or some other designated person responsible for
diagnosing the child’s developmental capabilities. While it is
impossible to go into developmental dynamics here, it is important
to stress that activities must be selected and implemented according
to some predetermined assessment of the child’s strengths and
weaknesses. Concomitantly, the best group activities are those which
address as many of the individual and collective needs of group
members as possible. Without this as a foundation, activities become
merely exercises in passing time.
Have Alternatives Available
It is always a good idea to have alternatives
available in case the original activity must be cancelled. Nothing
is more upsetting to a group of children than to have to miss an
activity and then deal with a confused or unimaginative worker.
Also, part of this process is knowing that there are plenty of
materials available for a change in plans.
Be Aware of Your Ability to Maintain Control
in choosing an activity it is wise for the
worker to be aware of his or her ability to maintain control or
order during the activity. If you are uncertain, then it usually
works out better if you choose something you feel more comfortable
with. There will always be time to try more stimulating or loosely
structured activities once you have more experience and confidence.
Choose and Reserve the Proper Space
Space is often a problem in group care.
Activities can fail before they get started if the space is
unavailable or inappropriate for the desired interactions Therefore,
it is always a good idea to examine an,: reserve space ahead of
time. Is the room large enough? Is adequate staff support nearby?
What are the safety considerations? Is running water available? Can
I observe the entire group at once? Is there easy access? These are
just a few of the questions the worker may want to ask about the
space.
Know Your Project Thoroughly
The more familiar you are with the game or
project, the easier it will be for you to teach it to the children.
It is better to discover surprises before the activity starts.
Practising in your spare time is a good way to reduce the
probabilties of something unexpected happening. The surprises can
never be totally eliminated, but they can be kept to a minimum.
Use a Step-by-Step Approach
ost activities, whether simple or complex, work
better if the leader uses a specific step-by-step approach. Whether
you are going over the instructions for a game of kickball or
explaining how to make a ceramic cup, most children can only absorb
small manageable bits of information at one time. Therefore, in
preparing for activity, think about how you can break it down into a
series of progressive steps with plenty of explanation and
assistance along the way.
Be Flexible
If another approach comes to mind in the middle
of an activity, it may be as good to follow your instincts and
change directions. A well planned and well thought out activity
allows room for change. We can all learn as we go.
Take Time to Discuss the Child’s Feelings
A child may or may not share your feelings about
the activity. Therefore, whenever possible, it is helpful to “check
things out.” Don’t be afraid to ask the child specific questions
such as “Does the squishiness of this clay bother you?”; “Do you
like the smell of the paint?” “Are ten push-ups too many?” Then, if
the child has negative or uncertain feelings, be prepared to offer
further encouragement,
Pay Attention to Noise Levels and Lighting
Blasting radios, loud shouts from a group in the
next room, dead silence, and bright or soft lights can drastically
influence the mood and success of an activity. Insensitivity to
these environmental factors often leads to unwanted contagion or
apathy. On the other hand, if noise levels and lighting are planned,
they can have a profound effect on the outcome. For example, if you
are working with a loud group of children, dim the lights and note
if the noise level rises or falls.
Don’t Forget the Kickball
If the proper materials are not available, the
activity will surely fail. Is the kickball in the office storage
area? Are there enough crayons and paper? Are all the pieces in the
Monopoly game? These are simple questions which are all too often
overlooked until after the activity starts, and then it’s usually
too late.
Leave Time to Start Up and Clean Up
Every activity has a beginning and an ending. At
the start, shoes may have to be changed, doors unlocked, materials
and/or tables and chairs set up. At the end, the room may have to be
cleaned, clothes changed again, lights turned out, and/or supplies
carried back to the storage area. Hence, leave time in your plans to
accomplish these tasks.
Foreshadow and Close
Children are often anxious about an upcoming
activity, particularly a new one. Some of this can be reduced by
foreshadowing, talking about the activity in advance. This will also
make the transition from one activity to the next more successful.
Activities also need a close. Taking a few minutes at the end to
summarise and evaluate the activity together as a group can be
extremely beneficial.
Evaluate
After the activity is finished, or at the end of
the day, take a few minutes to evaluate the activity. Were all or
some of your goals accomplished? If something went wrong, why? What
might be changed next time? What should be expanded upon next time?
These are basic questions that will help improve your overall
activity planning. Then, share your successes and failures with your
colleagues.
Summary
These are just a few of the tips that I have
found to be useful in my practice. There are many others; however,
if workers can master some of these basics, activities can indeed
helpfully become an integral part of the treatment process.
This feature is
reprinted from the Journal of Child and Youth Care Work,
Vol. l No. 2.
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