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Face to face Curiosity.

Face to Face one-day training in the Curiosity Programme

The Curiosity Programme targets creating interest and delight in interaction and communication exchanges. The programme introduces strategies for building connections with trusted adults, non-speaking social communication skills, curiosity and early play.

There are demonstrations of the techniques in action, films of the work with children, practical hands-on experience for participants and ideas for activities. The workshop provides opportunities for attendees to try activities at each stage, discuss its’ application in their setting and develop confidence in running the programme within their school.

The workshop is run for groups of up to 25 people, this is to ensure that the practical aspects of the workshop can be run in small groups making coaching and feedback effective.

Curiosity Programme 1 Day workshop

During the day identify ways the learning strengths of children can be utilised and how fragile new skills can be developed. The workshop sets out the 4 stages of the Curiosity programme introducing each stage to attendees until all 4 are running simultaneously with the child or young person.

There are 4 elements to the Curiosity programme;

Element 1 Getting connected

In this section the emphasis is on connecting with the child and building respectful, playful and fun reciprocal interactions using strategies that are individual to each child.

Element 2.  Signature songs

In this section we look at the role or rhythm and intonation, the voice as a sensory tool and the joy of early simple songs created to enhance everyday activities, build interest and involvement.

Element 3. Creating Curiosity

In this section we look at strategies to increase a child’s involvement in a wide range of materials. We look at how to create curiosity, encourage the child to explore and build experience with materials and add a moment of imaginative challenge and rich language.

Element 4.  Let’s play

In this section we look at early games and play sequences, how to make them appealing to each individual, create the fundamentals experiences that lead a child’s learning forward in play that challenges the child in without pressure.

The workshops include ideas for individualising, planning, and linking the intervention to the curriculum is incorporated into the training.

Learning Outcomes.

  • An understanding of how interaction and communication is changed when a child is struggling in the early stages
  • How to  adapt communication to encourage a two way reciprocal interaction that nurture a natural developmentally appropriate framework
  • How to establish an intervention that is mutually enjoyable and builds a way forward that feels successful and productive
  • How to  become fluent and persistent in the use of strategies
  • How to teach to the early stages of shared attention
  • An understanding of how to teach, encourage and support the earliest stages in communication using intonation, rhythm, sounds and voice as a sensory tool.
  • How to create curiosity and delight in early social exchanges that nurture skills in shared engaging activities
  • How to use 1:1 shared good times with highly engaging activities to build relationships and trust
  • A framework that encourages breadth and depth in learning for those who find linear progression challenging
  • To provide activities with a high density of learning opportunities that create a meaningful context in which social communication can flourish
  • How to modify and adapt levels of stimulation/distraction in a 1:1 setting
    Simple, practical, doable and fun intervention

Benefits to the staff team.

Confident and fluent use of:

  • the early stages of visually supported communication skills
  • adapted and modified language to increase understanding and spontaneous expressive communication.
  • engagement as a fundamental technique for developing interaction
  • demonstration and modelling as core strategies
  • delivery of activities that inspire a child’s attention and motivate communication
  • strategies for building interactions that are sensitive to the child or young person’s  strengths in learning
  • techniques and activities which target meaningful individual and learning goals
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Schools, academies & services

This can be delivered in your setting, please contact us here.

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