Activity 4-4:
Accentuate the
Positive

Purpose: In this activity, participants will learn a process for identifying a child's strengths and building on them to encourage development by involving the child in an activity in which he or she does not usually participate.

Outcome:
Participants individualize activities so that children with different skill levels and abilities can participate and experience success.

Materials:
Chart paper, markers, tape
Handout 19: Building on Children's Strengths

1. Explain to participants that this activity will focus on identifying a child's strengths and on developing and implementing a plan for using these strengths to encourage the child to participate in an activity that he or she does not usually select.

2. Ask participants to think of a child with whom they work who rarely engages in a specific activity. For example, they might think of a child who seldom participates in physical activities, such as climbing or riding a tricycle. Ask participants to write a portrait of the child, describing his or her background, interests, skills, abilities, and needs. They should use anecdotes to create a vivid picture. For example, here is a portrait of Tomeeka, a child who seldom looks at books or asks to be read to.
 

Tomeeka

Tomeeka is always in motion. From the time she arrives each morning until the session ends, her body is never still. Dressed in a long apron in the house corner and waving a spoon, she tells the other children what to do, You just sit down and I'll serve you up the best pancakes you ever tasted. Block-builders protect their creations when they see Tomeeka coming. They know she does not bump into their buildings on purpose, but they remember several accidental destructions. When she paints, Tomeeka uses every color available and makes new ones to suit her moods. The only time of the day when Tomeeka seems uncomfortable is during circle time. She tries to sit and pay attention, but her body refuses to let her. She wiggles in place, rocks from side to side, shifts her legs, and touches her neighbors.

3. Have participants read their portraits aloud. Help them identify the child's strengths and discuss how they could be tapped to encourage the child's interest in the activity he or she rarely joins in. For example:

• Tomeeka uses creative dialogue during dramatic play. She sounds very convincing. She might like books with responsive readings or interesting characters who have a lot to say.
  
• Tomeeka likes to move. She might enjoy books that involve actions that she could imitate.

4. Have participants develop and implement a plan for encouraging the child's interests by building on his or her strengths. The plan should include materials and activities the child might enjoy, an approach for introducing them, and follow-up. Participants can use Handout 19: Building on Children's Strengths to develop the plan.

5. Discuss what happened when the participants implemented their plans.

Were they successful?
Did the child enjoy the materials, activities, and follow-up strategies?
Does the child choose this activity more often than before?
Do they need to revise the plan? If so, in what way?
What strategies can they continue to use?

6. Encourage participants to use this approach to motivate children to get more involved in an activity they do not usually select. Remind the participants to begin by writing a portrait of the child, then follow the steps on the handout.