Transcription
Hi, my name is Susanna. My heavens, and I'll be doing competency for start replication. Doing good, alright.
So today, we are going to learn how to teach up kids and their skills. So this is called the "ask, they do." So what this is is pretty much, like I said, when teaching under our child something that they have not mastered yet, or skilled up, there's something to learn. We always see our kids trying to, you know, maybe mimic something that we're doing. So this is kind of like a way for us to encourage that and help them master that skill.
So what we'll be doing today is a kind of role-playing, that are kind of going through that and seeing how role-playing that impairs, and kind of seeing how it would feel like when you're doing it with your child. So, for instance, one of the examples that you kind of see in the PowerPoint behind me is "ask, they do" with, for washing hair, for instance. That's kind of something that the child hasn't done quite themselves just yet. So this is something that though that you started doing with them, that "ask" for the first one, we would pretty much ask them, so you know, like, "what is the first thing that we do when we wash our hair?" Right? So then we allow the child to either let us know, like, "baking," probably say, "we wet our hair," or, you know, they they will shout out whatever they feel is the first step. In their room, we correct them if they're, you know, right. We say, "Yes," there's a lot of excitement because we know kids get so excited about, you know, being able to do something new, and just praise them on that. "Same perfect, you know, that's that's correct. We we get our hair wet first." Then what we will say first, "We get under the water," if that's what the child says, and "Can you show me how you do it?" If it's either getting it in the shower, you know, kind of getting it all, that kind of like asking them, "Can you show me? Can you do that?" And so then there, that that would be your child now doing, right? So you then you're kind of guiding, you're kind of providing as much as much hope for it'll help us, you know, they're they're needing in that moment. We try to get them to kind of do it on your own, and we're asking you, we're expecting them to give us a little bit of response, and then we kind of go for that. You know, obviously we're praising for any cooperation and because successes that they're doing. So if they, like I said, it's a lot of excitement, telling them, "Good job," you know, "that was excellent," whatever it is. And for each one we'll do, we'll repeat each task, then you will move on. If it's like, you know, they got their hair done, and then a new skill would be, we would repeat that same kind of skill to ask and then say, "And then do," "Does that does that make sense?" Is that something you guys are kind of like hearing how, like, "Whoo, that's true, like I've seen my child do that before." So again, like I said, we'll definitely look back to those and kind of see how that feels.
So I video break up into pairs, and then you have at least 10 to 15 minutes, we're kind of see how people are feeling with that about going back and forth, you know, being the child and being the parent. That'll be the roles of two different roles that are being played. You know, the parent will ask the child to do something, then the child will say, you know, we'll continue to do that. So again, after the exercise, after we come back, we want to make sure that we do kind of a reflection, or like, "How did that feel? Did that feel okay? Was that too many stabs? Could I have done something better?" You're so always checking back in with each other to see how that felt. Do you have any questions or anything? No? Okay. So we'll definitely split into groups, role-play that, get back in 10 to 15 minutes. All kind of, I'll check in to see how everyone's doing with time, and then I'll let everybody know when we can kind of come back together and kind of talk a little bit about how that felt.
Well, so that was into role play. So two things I think I did great was just kind of explaining kind of the steps that we're going into, and just letting them know what role what roles they were going to have to play. Two things I could have done better, I think it's kind of slowing down a little bit, breaking it down, and checking in to see how they were doing. And well, I think that's pretty much all. Thank you.