M1 - Organization of materials/routine and time
management |
1 |
Daily schedule |
In this task, the mediator sets the day's
tasks in the form of routine. With every task performed, the
routine is updated. |
Used with no adaptation - used to organize the
daily activities. |
2 |
- |
Not used |
- |
3 |
- |
Not used |
- |
4 |
Time management |
The activity proposes visual aids to help
participants deal with the notion of time and organize their
behavior according to the time available for each task. |
Used with no adaptation - used to support time
management during activities. |
M2 - Organization of ideas, goal-setting and
planning: Strategies for the day-to-day |
1 |
Calendar |
A monthly calendar is used to mark commitments
and important dates to help in organization and planning. |
Used with no adaptation. Calendar was made on the
first day of each month. Children were encouraged to mark
appointments, tests, and important dates. Calendar was consulted
every session. |
2 |
Graphic organizers |
A tool to help children to deal with multi-step
tasks and objectives. |
Used with no adaptation - used to help to plan
complex tasks. |
3 |
Check-lists |
A list to help checking, planning, or
organization of materials. |
Used with no adaptation - used to help remember
things to do or materials needed for some activity. |
4 |
- |
Not used |
- |
5 |
- |
Not used |
- |
M3 - Organization of ideas, goal-setting and
planning: Stimulation activities |
1 |
- |
Not used |
- |
2 |
- |
Not used |
- |
3 |
Main idea x Details |
A card with a set of pictures is presented.
Children are encouraged to think about the general idea and its
specificities. |
Used with no adaptation - used to discuss
different perspectives. Discussion could be in depth in relation
to the activity conducted with preschoolers. |
4 |
Linking figures 1 |
Children should link some pictures according to
specific criteria. After, the activity is repeated, but with new
criteria. |
Used with adaptation - activities 4
and 5 were combined. Discussion was encouraged after the
activity. |
5 |
Linking figures 2 |
Children should link some pictures according to
specific criteria. After, the activity is repeated, but children
should alternate between criteria. |
M4 - EF in Physical/Motor Activities |
1 |
- |
Not used (space limitations in the clinical
context) |
- |
2 |
Simon says |
A child or the mediator plays
“Simon.” Children need to make movements according
to Simon’s orders. |
Used with no adaptation |
3 |
- |
Not used (space limitations in the clinical
context) |
- |
4 |
- |
Not used (space limitations in the clinical
context) |
- |
5 |
- |
Not used (space limitations in the clinical
context) |
- |
6 |
- |
Not used (space limitations in the clinical
context) |
- |
7 |
- |
Not used (space limitations in the clinical
context) |
- |
8 |
- |
Not used (space limitations in the clinical
context) |
- |
9 |
- |
Not used (space limitations in the clinical
context) |
- |
10 |
- |
Not used (space limitations in the clinical
context) |
- |
11 |
Hit cards 1 |
This is a card game. There is a target stimulus
(for example, the picture of a cat) and each child receives a
number of cards. One at a time, children must discard a card on
the table. If the discarded card is the target stimulus, all
must hit the deck. The latest to hit takes all of the cards. The
child who discards their hand first is the winner. |
Used with adaptations - the rules
were the same, but cards contained distractor stimuli to
increase the complexity of the task (e.g., while in the original
task children should hit if the card of the cat is shown, in the
adapted task, they should hit the card with a white cat only if
the cat has a red tie around its neck). |
12 |
Hit cards 2 |
The same as Hit cards 1, but stimuli are letters
and numbers. |
13 |
Hit cards 3 |
The same as Hit cards 1, but there is a new rule.
Some cards are red in the back. Even if the card has the target
stimulus, children cannot hit the red cards. |
M5 - Communication and Conflict Management |
1 |
Time for dialogue |
This task is used at the end of the week to
discuss events and problems in the classroom and to discuss and
model more adaptive ways to deal with and solve problems with
peers. |
Used with adaptation - children could discuss
personal events during the week. Adaptive ways of solving
problems were discussed and modeled. |
2 |
- |
Not used |
- |
3 |
- |
Not used |
- |
M6 - Regulating emotions |
1 |
Dealing with emotions |
This is a four-step technique to help children to
recognize and deal with their emotions. The steps are: 1)
recognize your feeling; 2) Stop and think; 3) reflect and
breathe deeply three times; 4) Now, think of a solution. |
Used with no adaptation. Steps to recognize and
control emotions were modeled and simulated. |
2 |
- |
Not used |
- |
3 |
- |
Not used |
- |
M7 - Working with colleagues - Opportunities for
exercising hetero- and self-regulation |
1 |
Reading with pictures |
Activity is conducted with peers. Children have
different roles and should coordinate them to achieve a common
goal. One child should tell a story based on pictures. The other
must maintain his/ her role and just listen to the story. |
Used with adaptation - instead of using pictures,
children can read the story to their colleagues. Comic books can
also be used. |
2 |
Storyteller |
The structure is similar to the previous
activity. Children take the books home and parents read for
them. The next day, children should tell the story to their
colleague. Children assume roles again. |
Used with adaptation – children themselves
read the stories. |
3 |
- |
Not used |
- |
4 |
- |
Not used |
- |
5 |
- |
Not used |
- |
6 |
Blocks design |
Children assume roles (the engineer or the
builder). The engineer should plan the construction, and the
builder must set up blocks according to the plan. |
Used with no adaptation - the complexity of
projects were enhanced in relation to the work with young
children; the task was the same. |
NEW |
Planning projects |
- |
New activity designed from the objectives and
structure of Module 7. In Planning projects, children should
think broadly about building a project that has several steps to
completion (e.g., building a game). |
M8 - Playing with the meanings of words |
1 |
Working with ambiguities 1 |
This task uses ambiguous words to show children
that a word can have more than one meaning. |
Used with no adaptation -
discussion/reflection could be more profound in relation to work
with young children. |
2 |
Working with ambiguities 2 |
This task uses ambiguous phrases and folk
sayings. |
M9 - Talking about the activities |
1 |
Talking about the activities |
This task uses questions to stimulate
children’s thinking about how they perform tasks. It
promotes metacognition. |
Used with adaptations - this activity was
conducted in the context of other tasks, for example during
games as puzzles or a memory game. Children were encouraged to
think about strategies used and evaluate their
effectiveness. |
M10 - The Planned Play |
1 |
The Planned Play |
It is an imaginative play that can be conducted
in groups. Children should plan the play before its
implementation. They should think about roles, scenarios, and
materials. After, they must act according to the initial
plan. |
Used with some adaptations - the objective and
structure were the same. More complex plans (with more details)
and scenarios (e.g., interchange in a different country) were
stimulated. |
Supplementary Module: Nina’s Diary |
- |
Nina’s Diary |
This is a narrative with 10 chapters. In the
story, the protagonist Nina faces situations in which she needs
to learn how to control her emotions and behavior, plan and
organize, and solve problems. After each chapter, there are
activities to help children exercise the strategies modeled by
Nina. |
Used with some adaptations - children themselves
read the chapters during the session. Afterwards, all
participated in the discussion and activities. The discussion
could be enhanced in relation to the activity conducted with
preschoolers. |