Flexible start: 25 minutes. Shorten, split, pause or revisit; no compulsory extra period.
Today's focus: Choose an own purpose and make one actual feature for a short message.
Short child invitation: 'What could your little picture help with?'
Prepare: Offer broad blank paper or a reusable board and one familiar suitable marking tool. A guide for finding the first picture, an invitation into pretend play, or an own private reminder can start immediately. No prior magazine is needed.
Make it fit today
Use broad existing paper/board and familiar locally suitable tools. An agreeing helper can make on the child's accepted creative directions. Check stable reachable work area, material/tool suitability and ordinary local arrangements first. No cutting, binding, small loose pieces, body task, device, purchase or printing is required. Never move the child's body or communication equipment to complete a work.
Read one prompt at a time; allow established speech, sign, pointing, AAC (augmentative and alternative communication), exact description, wanted scribing, pauses and another sitting. These are choices for anyone, not diagnoses or fixed learning styles. Stop, rest, help, private keeping, changing the job and pass remain available. No name, health, address, family history or identity disclosure is needed.
Child creative decisions, child tool operation, helper operation and adult-added details are separate. Adult fabrication on actual accepted child direction can produce an actual child-authored work; it does not demonstrate child tool handling. Offered words/shapes chosen by the child are supported selections, not silent independent invention. An unmade specification stays a plan. Description access is not independent visual viewing. An imagined action, drawn user or planned message is not an actual event.
Run the session
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Start with an own job · 3 min. Say the short invitation, then wait. The child can choose a useful-in-play message, a message for themselves, another purpose or pass. Do not supply both the purpose and its solution. They can make one mark before naming the whole idea.
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Make a first feature · 4 min. The child draws, arranges broad locally suitable materials, or gives a willing helper a creative direction. Ask 'Here, or elsewhere?' rather than completing the picture. If only a specification exists, record a plan.
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Play with a possible next part · 6 min. Ask 'What might come next, if anything?' A second picture, an empty region, a repeated mark, optional own words or no next part are available. A drawn pencil going to a drawn shelf is picture play; it is not permission to move classroom equipment.
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Inspect as the maker · 6 min. Describe only the actual marks or use the child's chosen access route. Ask 'Does this fit your job?' Receive a point, sign, AAC selection, own phrase or no answer. An adult guess about meaning stays an adult guess.
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Choose what happens to it · 4 min. Keep, change, continue later, erase an agreed temporary board work, or leave it. Private keeping is a complete choice. The picture's imagined user is not an actual recipient.
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Take one useful note · 2 min. Sample the exact own choice, actual work or plan, child/tool/helper operations and support. Choose one next invitation. No photograph, full worksheet or reason is required.
Three individually adaptable activity routes
A guide for myself
Make one picture that helps you find where your own picture activity begins. Choose an optional next picture and inspect the actual arrangement; a private user can remain you.
Access/attribution: Use a described broad area, exact helper drawing or your usual communication if wanted.
An invitation into play
Make a little picture invitation for an invented drawing club. Choose what the invitation offers and one feature to show it; no club, visitor or audience exists just because it is drawn.
Access/attribution: A willing helper can fabricate only accepted choices; no spoken invitation is required.
Choose among different jobs
Consider a reminder, a pretend 'where does this go?' message and an own different job. Choose one, none or a new one, then make/direct one wanted mark rather than copying three solved signs.
Access/attribution: Offer one neutral choice at a time through established AAC, sign, description or pointing; identify offered ideas.
Look for; teach next
An own purpose or preference and one attributable feature. If the job came wholly from the adult, return one genuine selection rather than calling it child invention.
Next: Offer a new broad blank area and one open place/feature choice; keep UNKNOWN when meaning is not offered.
Proposed partial code opportunities: AC9AMAFD01, AC9AMAFC01. Actual relevant evidence is needed; listing a code is not attainment.
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