Core Skills Analysis
Social-Emotional Learning
- Arrie identified and communicated a clear discomfort trigger when her socks felt uncomfortable, showing self-awareness about what was upsetting her body.
- Arrie practiced emotional expression by telling SW she wanted her mum and asking for space, which showed that she could communicate needs even while distressed.
- With support, Arrie used calming strategies like slow deep breathing, and she gradually regained control of her breathing and body state.
- Arrie showed recovery skills by moving to a different area to continue regulating and later saying she was okay, which reflects growing regulation after a hard moment.
Language and Communication
- Arrie used spoken language to share preferences and decisions, such as wanting to go out, asking for space, and asking for her toys to be brought back inside.
- She followed a verbal choice-making conversation when SW read activity options, showing she could listen to and consider spoken information.
- Arrie participated in a structured game of Simon Says, which supported listening for instructions and responding to action words.
- Her repeated statements during distress, including 'I want my mum,' showed that she could express a strong need clearly and consistently.
Health and Physical Activity
- Arrie took part in movement play outdoors, including Simon Says, which involved body awareness and following physical actions.
- She practiced getting dressed by attempting to put on her socks, showing a real-life self-care skill linked to daily independence.
- Arrie responded to body-based support strategies such as deep breathing, a cold flannel, and water, learning ways to help her body settle.
- Her readiness for an outing also included having food first, which shows understanding that caring for the body can support activity and participation.
Personal and Social Development
- Arrie showed motivation for community access by expressing that she was looking forward to an outing and beginning to gather toys for the car.
- She participated in planning by hearing activity options before making choices, which supports decision-making and cooperation.
- Arrie experienced a setback before leaving, but she remained engaged with support and was able to return to a calm state, showing persistence.
- Her interactions with SW and the respectful response to her request for space demonstrate early understanding of boundaries and support relationships.
Tips
Arrie’s session showed strong opportunities for learning through routine, choice-making, and body regulation. A helpful next step would be to practise a simple “getting ready to go out” sequence with pictures or objects, so she can preview each step before it happens. You could also build a small regulation toolkit together with items like a cold cloth, water bottle, and breathing card, then rehearse how and when to use each one. For social learning, short games such as Simon Says, freeze dance, or copy-me movements can strengthen listening and body control in a playful way. It may also help to offer limited choices before outings, so Arrie can feel more in control while still moving toward community access.
Book Recommendations
- The Color Monster: A Story About Emotions by Anna Llenas: A clear, visual story that helps children name and sort feelings.
- When Sophie Gets Angry—Really, Really Angry... by Molly Bang: A well-known book about big feelings and calming down after frustration.
- Llama Llama Red Pajama by Anna Dewdney: A familiar story about separation feelings, comfort, and emotional regulation.
Learning Standards
- English: Arrie followed spoken directions and participated in a structured oral game, which connects with communication and listening skills. This is broadly aligned to oral interaction and response to spoken language.
- Health and Physical Education: Arrie identified body discomfort, used calming strategies, and practised self-regulation during a stressful transition, matching personal health, emotional regulation, and safe participation in movement and daily routines.
- Personal and Social capability: Arrie communicated needs, accepted support, and recovered after distress, showing self-awareness, self-management, and help-seeking.
- WACAO note: No single exact code is provided for this activity in the supplied Year levels for HPE/personal capability, but the learning strongly reflects the Western Australian Curriculum emphasis on self-regulation, communication, and participation in routines.
Try This Next
- Draw a 4-step 'Getting Ready to Go Out' picture sequence for Arrie.
- Make a 'calm-down choice' worksheet with options like breathing, water, quiet space, and cold cloth.
- Ask: What helped Arrie calm her body? What might help next time?
- Role-play Simon Says with actions that support listening and body control.