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Months of the Year | Kindergarten Nursery Rhymes For Children | Videos For Toddlers by Kids Tv

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Make jigsaws - choose how many pieces

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Large selection of premium online jigsaw puzzles. Use multiplayer mode to play with family and friends. Create and share puzzles using your own photos.

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Thousands ready to play online
We have the best collection of word search puzzles online, with new ones being added regularly.
They are fun to play, but also educational, in fact, many teachers make use of them.

Puzzles are 100% free to play and work on desktop pc, mac, mobile and tablet. Or you can go old school and print them to enjoy offline later.

Plus, if you're feeling a little more adventurous, why not create your very own with our simple to use Word Search Maker, and then share them with your friends.

To get started playing, just select a game from below. Best of luck.

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Thousands of word search puzzles and games to play online or print out, covering a mix of both fun and educational topics. You can even create your very own game in just a few simple steps.

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BBE's Virtual Calming Room - Visual Relaxation

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BBE's Virtual Calming Room - Music and Sounds

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Music is for everyone. Play with simple experiments that let anyone, of any age, explore how music works.

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Relaxation Techniques from the National Educational Psychological Service (NEPS) by Department of Education and Skills

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Have you been feeling anxious, worried or stressed lately? If so, this podcast might help. Find a quiet corner, get comfortable, press play and let a NEPS psychologist talk you through some relaxation techniques.

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https://youtu.be/DA_SsZFYw0w

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Time to Come In, Bear: A Children's Story About Social Distancing

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QR CODE

Scan this on mobiles and tablets to quickly open this web page.

Place Value Basketball helps you to understand the concept of hundreds, tens and ones. You need to recognise the Dienes base ten blocks and match to numbers up to three digits on the basketballs.

Place value is a difficult concept and this game can help you to know the value of each number depending on its position.

As with all of our games, Place Value Basketball works well on an interactive whiteboard.

AGE

5-8 Years

SUBJECTS

Maths Place Value

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Place Value Basketball - Dienes Game for 5 to 8 Year Olds

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Place Value Basketball is a fun, base ten blocks game which helps children aged 5 to 8 to know what each digit in a either a two or three digit number represents.

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TheLearningStation - Kids Songs and Nursery Rhymes

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The 7 Days of the Week Song ♫ 7 Days of the Week ♫ Kids Songs by The Learning Station

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Welcome to Peace Out (Guided Relaxation for Kids) | Cosmic Kids

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A Guide for Parents (NEPS)

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A Free Well-Being Journal for Kids

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Hello everyone. One of the main subject areas we work on in school is Communication and Language. Even though school is closed right now you can work on these things at home with very simple tools. One of these is an E-Tran board. I made one today out of an empty cereal box.

E-Tran stands for Eye transfer. People use it to communicate by spelling words with letters or by making choices using symbols. I would recommend starting with two symbols to help the student to learn about making choices. If your child is learning to point at symbols it is a good way to help them learn about choice making as well. I will upload a presentation that will show you how to make this board, and some pecs symbols to get you started.

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E-Tran Board and Eye Gaze - St. Gabriel's School Limerick

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Hello everyone. One of the main subject areas we work on in school is Communication and Language. Even though school is closed right now you can work on these things at home with very simple tools. One of these is an E-Tran board. I made one today out of an empty cereal box.

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Visual (seeing)

Sight is processed through the 'Visual' sense. Visual sensory stimuli is 'picked up' through visual receptors located in the eye and are stimulated by light, colour and movement.

This is different from problems involving sight or sharpness of vision. In this section, we will concentrate on students who have difficulty regulating visual input. Difficulties regulating visual input can result in sensitivity to light and moving images or a student may seek out increased amounts of visual input.

Activities

Proprioceptive (body awareness)

The proprioceptive system is located in our muscles and joints. It provides us with a sense of body awareness and detects/controls force and pressure. The proprioceptive system also has an important regulatory role in sensory processing as proprioceptive input can assist in controlling responses to sensory stimuli.

Proprioceptive input can be very calming for those who are easily overwhelmed by sensory stimulation.

Proprioceptive input can be alerting for those who need increased sensory stimulation to facilitate attention and learning.

Many students with autism seek proprioceptive input in order to regulate their emotional and behavioural responses to sensory stimulation.

Activities

Strategies

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Strategies According to Sense - Best Practice: Sensory

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Sight is processed through the 'Visual' sense. Visual sensory stimuli is 'picked up' through visual receptors located in the eye and are stimulated by light, colour and movement. This is different from problems involving sight or sharpness of vision. In this section, we will concentrate on students who have difficulty regulating visual input.

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Body awareness  - Proprioceptive activities

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Body awareness  - Proprioceptive activities

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The proprioceptive system is located in our muscles and joints. It provides us with a sense of body awareness and detects/controls force and pressure. The proprioceptive system also has an important regulatory role in sensory processing as proprioceptive input can assist in controlling responses to sensory stimuli.

Proprioceptive input can be very calming for those who are easily overwhelmed by sensory stimulation.

Proprioceptive input can be alerting for those who need increased sensory stimulation to facilitate attention and learning.

Many students with autism seek proprioceptive input in order to regulate their emotional and behavioural responses to sensory stimulation.

It should be noted, however, that some students may be overresponsive to proprioceptive input and will therefore avoid the activities listed below. It is important to find alternative calming strategies for these students as listed in other sections.

Indicators that a student is seeking proprioceptive input

Bites/chews on objects e.g. sleeve of jumper, pen/pencil

Hyperextends joints e.g. bending back fingers, locking knee joints

Bangs body parts e.g. bangs hands together, bangs jaw with hand

Holds objects with excessive pressure e.g. pencil; writes heavily on page

Enjoys rough and tumble play but can be excessively rough with others

Throws self heavily onto floor

Prefers to run, jump or stamp heavily when he/she should be walking

Likes to sit with knees tucked under himself/herself

Engages in weightbearing activities e.g. swinging on desks, climbing

Walks on tiptoes (NB there are other possible factors for this gait pattern; seeking proprioceptive input is just one factor)

Providing proprioceptive activities can enhance a student's learning in the classroom. These activities will help a student to achieve a calm and alert state which then improves emotional wellbeing and the ability to engage and learn.

Ideas for Proprioceptive Activities

Proprioceptive activities involve providing intensive input to the muscles and joints. Some ideas are provided here but you may wish to develop your own ideas which will suit your students and your classroom routine. Think of activities which will work the muscles and joints:

Weightbearing activities e.g. crawling, push-ups

Resistance activities e.g. pushing/pulling

Heavy lifting e.g. carrying books

Cardiovascular activities e.g.running, jumping on a trampoline

Oral activities e.g. chewing, blowing bubbles

Deep pressure e.g. tight hugs

Consider the following factors when introducing proprioceptive activities:

WHAT is the purpose of the activity?

Are you using the activity to calm an overresponsive child?

Are you using the activity to increase input to an underresponsive or sensory seeking child?

WHEN will the activity take place?

If using the activity to calm an anxious student, try to introduce the activity before he/she becomes anxious and distressed. Identify trigger points for anxiety (e.g. the playground, Music, Assembly) and implement the proprioceptive input before these times. This will then keep him/her calm during these times. Incorporate the activities into the student's timetable or visual schedule.

Some students may be able to recognise when they are becoming stressed and request permission to participate in a calming activity. Use a visual support so the student can request the break without the need for verbal communication.

The activities can also be used to calm a student who becomes suddenly and unexpectedly distressed by sensory input. The teacher should use a visual support to direct the student to an appropriate activity. The activity should be very familiar to the student so that he can perform it easily and independently.

If using the activity to provide increased input in order to alert an underresponsive or sensory seeking student, identify the times when he/she tends to be disengaged or seeking input, and incorporate proprioceptive activities at these times. This will often be before and after sitting to do quiet/independent work.

Some students may be able to recognise when they are losing attention or becoming restless, and can then request a break for proprioceptive activities to re-engage attention.

If the teacher notices students becoming lethargic or restless, direct them to carry out a proprioceptive activity, or carry out activities with the whole class.

HOW OFTEN will the activities take place?

Identify when the overresponsive student is becoming distressed or when the underresponsive/sensory seeking student needs more input, and provide the activities at these times.

The frequency of the activities will depend on the individual sensory needs of the student.

Activities do not need to be lengthy. Short frequent activities are often more beneficial. Some activities can be completed in 30 seconds, while others may last several minutes.

Observe the student and monitor when he/she reaches the calm alert state. This will then guide how long and how often activities need to take place.

WHERE will the activities take place?

Some activities can be completed by students without leaving their seats e.g. hand pushes, chair push ups, squeeze objects

Some activities can be completed in the classroom e.g. wall pushes, star jumps, wiping benches

Some activities may have to take place outside the classroom e.g. stacking chairs, jumping on a trampoline, climbing wallbars

WHAT activities will be used?

CHAIR BASED EXERCISES

CLASSROOM BASED EXERCISES

OTHER EXERCISES

FUNCTIONAL ACTIVITIES

Wiping benches and tables

Brushing/mopping floors

Holding doors open

Carrying piles of books

Carrying a backpack with a heavy item in it

Stacking chairs

Moving furniture

Putting out and tidying away PE equipment

ORAL ACTIVITIES

Blowing bubbles

Blow football i.e. blowing cotton wool along a table to score goals

Drinking through a straw of bottle with a sports cap

Chewing food or appropriate object e.g. chewy tube

Playing a wind instrument

Blowing up a balloon

Drinking a thick liquid through a straw e.g. milkshake, yoghurt, custard

PASSIVE ACTIVITIES

'Hot dog': student is rolled in a blanket and another student or adult pretends to spread on tomato ketchup, mustard etc.

'Sandwich game': student lies on a mat, and another mat is placed on top of him/her

Steamroller: student lies on stomach and an exercise ball is rolled over his/her back

Applying deep pressure to shoulders/arms

Tight hugs

WEIGHTED RESOURCES
Consult with an occupational therapist before using weighted items.

Weighted jacket/vest

Weighted blanket

Weighted lap pad

Weighted belt

Back pack with heavy book (or equivalent)

Beanbags in coat pocket

Weighted animals

Weighted cap

↑ Back to top

Strategies According to Sense

Activities

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The proprioceptive system is located in our muscles and joints. It provides us with a sense of body awareness and detects/controls force and pressure. The proprioceptive system also has an important regulatory role in sensory processing as proprioceptive input can assist in controlling responses to sensory stimuli.

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Use access code lovelamh for free access to videos of all lámh signs

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Use access code lovelamh for free access to videos of all lámh signs

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Please note that all video signs are copyright to Lámh and are not available for distribution.

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Please click here if you are not redirected within a few seconds.

2 cups all-purpose flour.

4 teaspoons cream of tartar.

2 cups lukewarm water.

2 Tablespoons of vegetable oil (coconut oil works too)

Can you make playdough without cream of tartar?

What does cream of tartar do to playdough?

Aug 7, 2017 · What to do to make Homemade Playdough: In a medium saucepan, add 1 cup of flour, 2 teaspoons of cream of tarter, and 1/3 cup of salt (the salt ...

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Please click here if you are not redirected within a few seconds. 2 cups all-purpose flour. 4 teaspoons cream of tartar. 2 cups lukewarm water. 2 Tablespoons of vegetable oil (coconut oil works too) Can you make playdough without cream of tartar? What does cream of tartar do to playdough?

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Ludovico Einaudi - I Giorni (Live at the Old Vic Tunnels)

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😊 🌺 Breath Meditation for Kids 😊 ❤️‍ Mindfulness for Kids

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DanceSyndrome Responds to Coronavirus Closures with Free Online Dance Sessions Update: Tuesday 21st April 2020
Our online dance sessions via YouTube and Facebook have been really well received and we're really grateful to everyone who has joined in or helped to spread the word about these sessions!

Our freelance Dance Artists have been working really hard behind the scenes to put these sessions together, but also to try and get the number and type of sessions right. The main challenge that we are facing is that we aren't getting very much feedback and we can't see the people who are participating, so we're not getting that amazing feeling of seeing you all enjoying your dance sessions! We're sure some of our participants are missing seeing their friends dancing and inspiring each other too. To try and overcome this, we have decided to offer some sessions on Zoom too.

Check out this news page for the full details.
Wednesday 18th March 2020
Everyone at DanceSyndrome was disappointed yesterday when we were forced to have to cancel our sessions until the end of April due to the coronavirus outbreak.

We engage with over 150 participants and volunteers each week and we know how valuable dance is to them for their health and wellbeing and to prevent them from becoming isolated, so this was a very difficult decision to make, but health must always come first.

Team DS always rise to a challenge though and before sessions were even cancelled we were looking at ways to ensure that our provision continues whilst protecting the health and wellbeing of our participants, families, staff and volunteers.

Our team have been busy researching, planning and creating and we are excited to be able to share our plans with you!

From Monday 23rd March our DanceSyndrome sessions will take place at their usual times on our Facebook and YouTube channels - links will be shared on all our social media and our website too to make it really easy to find the videos.

The sessions will be adapted so that people can take part safely from the comfort of their own home (even your armchair) and will be suitable for EVERYONE! People with a range of abilities and disabilities will be able to participate, including children who are off school and elderly people who are social distancing. It will be a great way to keep active, boost your mental health and take your mind off the outside world!

As with everything we do, the sessions will be disability led, driven by our Dance Leaders with learning disabilities. DanceSyndrome Founder Jen Blackwell and her fellow Dance Leaders will be delivering these sessions remotely from their own homes in collaboration with our professional Dance Artists to offer high quality online dance sessions.

Online dance sessions will be as follows:

Monday 11:15am - Ballet techniques

Monday 1:00pm - Street Dance techniques

Monday 2:15pm Jazz techniques

Tuesday 11am - Everybody Dance (usually held in Chorley) - Jen Blackwell and Donna Harrison/David Darcy

Wednesday 10:15am - Everybody Dance (usually held in Preston) - Jodie Turner and Sophie Tickle/Anna James

Wednesday 11am - Everybody Dance (usually held in Hindley) - Jonathan Rodman and Donna Harrison/David Darcy

Wednesday 12:30pm - Contemporary dance techniques

Wednesday 1:30pm - Creative dance activities

Thursday 10:30am - Everybody Dance (usually held in Accrington) - Lizi Boothby and Helen Shepherd

Saturday 10:30am - Everybody Dance (usually held in Clitheroe) - Pauline Hall and Helen Shepherd

Days and times are the times when videos will go live, but they will stay on our channels so that you can join in at any time that suits you.
Find us on Facebook Find us on Youtube
We'd love you to join in with the dancing but also join in with the conversation on social media - tell us what you enjoyed about the sessions, send us photos and videos of yourself and your family joining in, talk to other people who love dance on our channels. We may need to be physically distanced but we can still be socially connected online!

We think this is a really exciting response to a really challenging situation for a small charity like DanceSyndrome and we are really proud of our team for responding so quickly and in such a creative way. Yesterday, 68 weekly sessions were cancelled in total, our Dance By Example Level 2 training has also been postponed and we have lost several major paid performance opportunities. This will amount to a significant loss of income for us as a charity.

If you join in with the sessions and enjoy them, please consider making a donation to help our small charity to survive in these difficult times. These sessions will be free online, but they typically cost between £3 - £7 to attend. We know this is a difficult time for everyone, but if you are able to support our work in any way, please use the form below or text one of the following numbers:

£1 - text DANCE to 70201

£3 - text DANCE to 70331

£5 - text DANCE to 70970

£10 - text DANCE to 70191

£20 - text DANCE20 to 70191

Every donation makes a difference to us, so we really appreciate any support you can give us.

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DanceSyndrome Responds to Coronavirus Closures with Free Online Dance Sessions Update: Tuesday 21st April 2020 Our online dance sessions via YouTube and Facebook have been really well received and we're really grateful to everyone who has joined in or helped to spread the word about these sessions!

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Join the The World of David Walliams to be the first to hear about new David Walliams books, special offers, free activities, live shows, events and more!

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Maths Magician Partitioning Tens and Ones PowerPoint

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See if your children can split these two-digit numbers into tens and ones with this colorful and fun powerpoint!

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Teaching Clock is an open-ended teaching resource to help primary age children explore telling the time in both analogue and digital formats.

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QR CODE

Scan this on mobiles and tablets to quickly open this web page.

Shape Patterns is a sequencing game where you need to complete the pattern of different coloured 2D shapes. It is a multiple choice game with three levels of difficulty. It is excellent for shape recognition and for problem solving.

In the easier levels you need to continue the pattern, but in the more challenging level 3, you are presented with a sequence with the missing element in different positions. This level in particular, is an excellent problem solving activity.

As with all of our games, Shape Patterns works well on an interactive whiteboard.

AGE

3-8 Years

SUBJECTS

Maths Shapes Sequencing

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Shapes patterns is a free, shapes sequencing game where children need to complete a sequence of different coloured 2D shapes. For children from 3 to 8 years.

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QR CODE

Scan this on mobiles and tablets to quickly open this web page.

Mental Maths Train is a maths game which focuses on the essential vocabulary of addition, subtraction, multiplication and division. It can help children to understand what type of calculation they have to do when faced with word problems.

It is a multiple choice game that is suitable for children from 5 to 11 years of age. Mental Maths Train is also good for consolidation of times tables knowledge. As with all of our games, Mental Maths Train works well on an interactive whiteboard.

AGE

5-11 Years

SUBJECTS

Maths Addition Subtraction Multiplication Division

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Mental Maths Train - A Four Operations Game

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Mental Maths Train is a maths game which focuses on the vital vocabulary of addition, subtraction, multiplication and division. It helps children understand what type of calculation they have to do when faced with word problems.

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QR CODE

Scan this on mobiles and tablets to quickly open this web page.

Hit the Button is an interactive maths game with quick fire questions on number bonds, times tables, doubling and halving, multiples, division facts and square numbers. The games, which are against the clock, challenge and develop mental maths skills. An untimed, practise mode is available in our Hit the Button app along with lots more extra features.

The activities can be matched to appropriate mathematical ability. Regular use of Hit the Button can help students to sharpen their recall of vital number facts in a fun way and learning multiplication tables need not be boring.

AGE

6-11 Years

SUBJECTS

Maths Times Tables Division Number Bonds Doubles Halves Square Numbers

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Hit the Button - Quick fire maths practise for 6-11 year olds

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Quick fire questions on number bonds, doubles, halves, times tables, division facts and square numbers against the clock. Superb!

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1

QR CODE

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Paint the Squares Number Charts is an interactive way to explore number patterns such as odd and even numbers, counting in multiples from times tables and ten more and ten less. We have added more paint options such as splats and also extra grids which include negative numbers and decimals. The resource is designed primarily for use on interactive whiteboards.

There are various sized grids, all of which are configurable. The largest goes up to 120. Squares can be painted by clicking on the squares and numbers can be hidden either individually or completely. The start number can be varied and the whole grid flipped to present the numbers differently if required. There are puzzles on all the grids and these offer varying degrees of challenge. Their purpose is to promote understanding of number series.

AGE

4-11 Years

SUBJECTS

Maths Ordering

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120 number chart interactive number chart

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Paint the Squares - Interactive Number Charts

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Paint the Squares Number Charts, is an interactive way to explore number patterns such as odd and even numbers and counting in multiples from times tables. Tablet-friendly.