Switch-Accessible Play: Developing Skills
Switch-Accessible Play
In a previous blog post, we looked at how to include a switch based activity as an integral part of carousel play activities each week. By ensuring that educators understand the development of play with switch-accessible toys and appliances, from the earliest level of noticing and responding to sensory stimuli to children using two switches to turn appliances on and off with understanding, these activities can be adjusted within the classroom to provide opportunities for learning at a range of levels.
Ensuring that switch-based activities are provided regularly and that all educators know how to adjust the activities for each pupil, the skills of each individual can be developed systematically over time. Offering switch based activities as an integral part of carousel play means that children have daily opportunities to develop these skills as a natural part of classroom activities.
Learning Circle 1: Responding to sensory stimuli
For pupils working at the earliest levels of development, switch based activities often provide large sensory effects. Children working at this level may not be at the point of pressing the switch themselves but educators can use these resources to provide sensory stimuli for the pupil to notice and begin to respond to.
What can Educators do?
Activate resources in a burst-pause (start-stop) pattern.
Exaggerate pauses to enable the child to anticipate what is going to happen
Offer a range of different ICT-based sensory experiences eg vibrations, light up toys, sounds, interesting visual stimuli for the pupil to notice and begin to respond to.
Consider the positioning of the pupil and the resources to ensure that they are able to access the activity as fully as possible.
Evidence for Learning -
Learning Circle 1 and 2:
Notices sensory stimuli but does not yet respond positively or negatively. For example stilling when the fan is on.
Shows awareness of when stimulus starts/stops. For example moving feet each time after stimulation with a vibrating toy.
Shows awareness of significant changes to visual environment. For example dark to light.
Fixates gaze on lights in a darkened room.
Responds consistently to stimuli presented in a burst-pause (start-stop) pattern.
Anticipates repetitively presented stimulus. For example by closing eyes, becoming excited before the action happens.
Learning Circle 2 and 3: Developing an Understanding of Cause and Effect
Children working within learning circle 2 are beginning to actively explore their environment but have not yet developed an understanding of cause and effect. As they move into learning circle 3, their understanding of cause and effect becomes secure and they can demonstrate this in a range of different contexts and in a variety of ways. Opportunities for pupils working in these two learning circles are similar.
What can Educators Do?
Place the switch where the pupil will use unintentional movements to activate it and then draw their attention to the resulting action.
Give lots of time for the pupil to explore pressing the switch and transferring their attention to the resulting action. Once set up and positioned appropriately, this is often an activity pupils can work on independently.
Provide opportunities to work on both ‘direct’ (the action happens when the switch is pressed and stops when the switch is released) and ‘timed’ (one switch press starts the action for a set time, press the switch again when it stops) cause and effect activities.
Provide a wide range of motivating switch-accessible sensory stimuli for pupils to develop their understanding of cause and effect with a wide range of different effects.
Evidence for Learning -
Learning Circle 2:
Repeats actions which had an effect (but does not link cause and effect)
Randomly activates objects using gross motor movement. For example swiping at an object or pressing a switch with the whole hand when it is presented.
Notices the effects of their own actions. For example, looks at the light up toy after pressing the switch or smiles when they hear the bells after shaking them.
Learning Circle 3:
Uses different gross motor actions appropriately to activate a wide range of cause and effect toys
Understands cause and effect in highly motivating activities. For example activates an object using gross motor movement and attends to resulting action before activating again.
Operates switch activities appropriately on direct setting.
Operates switch activities appropriately on timed setting.
Understands cause and effect in a wide range of contexts and with a range of motivating resources.
Learning Circle 4: Solving Problems
At this level, pupils have a good understanding of cause and effect and can demonstrate this within a wide range of different activities and using different actions. For these pupils, educators can extend their learning in switch-accessible activities by offering more than one switch and providing opportunities for problem-solving.
What can Educators Do?
Offer two switches - one to turn on the toy and one to turn it off.
Using the latching box to set so that one press turns on the appliance and another press turns it off.
Allow time for children to adjust their movements according to the switch settings as they work out what they are controlling.
Sabotage the activity by offering 2 switches, one that is working and one that is not; or unplugging the switch to enable children to problem solve or ask for help.
Evidence for Learning -
Learning Circle 4:
Uses different actions to activate toys and equipment.
Turns objects on and off with understanding. For example by pressing a button or using two switches.
Uses two switches to control 2 different actions.
Solves problems by trial and error
Successfully completes a range of tasks using trial and error. For example working out which switch is working when one is and one is not, stacking different sized cups inside each other or trying different holes to post a ball.
Perseveres with a strategy even when it is not working.
All educators (your teachers, teaching assistants, therapists, volunteers) have to use the resources creatively to support each pupil to learn and develop through playful interactions and by following their lead. Educators must observe, respond, play and interact themselves to make the resources and activities meaningful, motivating and fun for each pupil.
You will likely see similar activities reappear in future planning posts. This is because pupils benefit from repetition. If pupils really enjoyed and showed active participation in a particular activity, do not be afraid to incorporate it into planning the following week to extend their learning.
Team Meeting
Introduce the idea of using switch-accessible activities as part of carousel play to your team. Pick an activity you set up in your classroom and ask them:
How could you use these resources with different pupils working at different levels to ensure the ‘just right’ challenge?
What could the pupils learn and how could they develop?
Do all adults know how to adjust switch settings or alter the position of the switch to ensure activities are appropriate for each pupil?
If you are enjoying our content, The Springboard Curriculum is available to buy here as an immediate digital download. You can follow the link to view sample pages before you buy. The reason we decided to share our work? To allow educators to use their time creatively to maximise play and tailor the learning activities to the strengths and challenges of each pupil.
£1 of every sale goes to the school’s charity to give back to the educators and pupils who inspired the curriculum.
