Resources for Purchase

This page describes the fifteen resources currently available from Lapstone Preschool.
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1. ATTENDING SKILLS. Compiled by outreach workers (meeting regularly at Lapstone Preschool ) after frequent requests for practical suggestions to help preschool children with poor attending skills. For clarity it is divided into three skill areas: listening, task completion and turntaking, with activities included and a sequence of steps suggested so that the child can be guided towards participation in the regular preschool program.

2. SPEECH POEMS AND PICTURES FOR PRESCHOOLERS. This resource is designed to help preschool children with speech problems. For each speech sound there are pictures showing the sound at the beginning, in the middle and at the end of words. Included are simple poems for each sound in each of these positions.

3. `I THINK I CAN...' - A manual of resources for preschoolers with special needs. Includes resource sheets with ideas for both preacademic and language skills eg ideas for teaching action words: fingerplays to encourage eye contact: activities to encourage pincer grasp, etc.

4. `I THINK I CAN...' SUPPLEMENT. More resources to help preschoolers with special needs.

5. TALKING PICTURES. This book contains 138 pictures specifically designed to provide a focus for enjoyable language experiences between care giver and child. The pictures are collated into various sections eg single word vocabulary, action words, up/down and regular plurals, but can be used to extend the child's understanding and use of such language concepts as same/ different, discriminating `not'. Each section of the book contains suggested activities for both receptive language and expressive language skills.

6. WAIT and SEE Part I and Part II. - The aim of this program is to focus the child's attention on the spoken word, to have the child retain the information and then indicate. Many young children find this skill difficult for a variety of reasons. The child may, for example, have a specific `receptive language' disorder or he/she may be displaying features of ADHD. Whatever the reason, this child usually finds it hard to return and maintain eye contact while directions are being given and often then has great difficulty when it comes to remembering the information included in the request. The aim of this program is not to assist comprehension but to simply encourage the child's auditory attention and auditory memory. This is done by presenting the child with specific directions which relate to pictures. A `waiting period' of 3 seconds is suggested before each picture is shown so that the child is encouraged to retain the information given. The directions are graded by length and complexity.

7. MAKING THE MOST OF ROUTINES. This resource aims to illustrate the `learning experiences' involved in those routines which form an integral part of the program in early childhood centres. For clarity, the skills have been organised under the following headings: physical, social/emotional, cognitive and language. Also useful for programming for the `special needs' child for specific skills.

8. HELPING HANDS - Ideas to help prepare young children for handwriting. When children learn to write they integrate many skills which they have been learning and gradually refining. This resource aims to provide early childhood staff and parents with many ideas to help guide preschool aged children towards readiness for handwriting.

9. HELPING THE PRESCHOOL CHILD WHO HAS `RECEPTIVE LANGUAGE' DIFFICULTIES - Responding to Questions. Parents and teachers of young children are becoming increasingly skilled at identifying the child who has `receptive language' difficulties. This resource is designed to help the child to respond to `question forms' ie: What...?, Who...?, Where...?, When...?, How...? and Why...?

10. STOP and GO. A resource to help the preschool child whose behaviour is impulsive. Includes structured games and management strategies which can be used to form the basis of a positive, constructive approach.

11. VIDEO -`Have you heard about Dyspraxia?' This twenty-two minute video aims to share information about verbal and motor dyspraxia with parents, teachers, therapists, doctors and members of the community.

12. 'GROUPTIME: Who Needs it? - Workshop notes. These notes distributed at a workshop, outline planning, settling strategies, content and finishing up of grouptime. It includes ideas for toddlers, sample content plans and managing the child who avoids participation.

13. `MANAGEMENT OF EXTREME BEHAVIOURS IN CENTRE BASED CARE' - Workshop notes. These notes distributed at a workshop, include practical suggestions for procedures to support Centre's own policy, identifying specific behaviours, the ABC of behaviour management, techniques for management, etc.

14. `TOTAL COMMUNICATION TOOLS AND STRATEGIES'- Workshop notes. These notes distributed at a workshop introduce the use of visual prompts to enhance total communication for young children in early childhood settings and at home.

15. `BODY TALK' - Helping the young child to understand and use nonverbal communication. This resource gives positive strategies to help the young child understand & use non verbal signs and signals such as gestures, postures & facial expressions

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