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Give Me a Break!
When we hear the words “Take 10” it usually signifies a time to relax, unwind, and refocus. We all earn breaks during the day and for the most part we willingly take them so we can continue to be productive. Sometimes we may not take a break in a formal manner; instead we may engage in coworker conversation or pick up the phone to check in at home. No matter the format, we all engage in breaks and, most importantly, we all need them. The same is true for children, especially when presented with challenging demands or conditions.Working as a shadow, I often notice times times when my student reaches his limit; frustrated with being in a classroom setting and with teacher demands as well as distracted by his own body and other’s activities it can be challenging for him to concentrate or to stay on task. These are the times in which he needs a break! Not only does the break serve as a reinforcer for work completion, it allows him to cope better with his environment, frustrations, and distractions.
Structure is an important part of every activity, but it's particularly important with children with developmental challenges. Structure enables them to learn from group instruction and concentrate. Breaks provide a place away from structure and schedules that allow children to let off steam, be physical, and reorganize their sensory system. After the break children are more focused and prepared to receive instruction.
What type of breaks can be offered?
Three types of useful breaks for children include sensory breaks, solitude breaks, and free-play; the style of the break depends on the child’s needs, and most children will know what type of break their body seeks. Components to a successful sensory break should items such as stress balls, Silly Putty, Play-Doh, sand, and other textured materials. The childs Occupational Therapist can write a sensory perscription for it if necessary. For children that seek solitude during their breaks have a place available that feature crash mats with pillows or bean bags with gentle and calming music. For free-play have a display board available that features the options, which can include board games, educational toys, reading material, or computer games.
How long should breaks be?
Children can reap the intended benefits of a break if it is well defined with limits and rules. For example, a time limit that can be tracked with either a silent timer or an audible alarm to signal how long the break is, and when it is over. When providing children with breaks from structured activity make it clear that it is a break and the expectations of getting back to work afterwards. The length of the breaks have to be determined from the type of activity the child is to do, its length, and the child’s attention span and work limit. For instance, it can be considered inappropriate to provide the child with a 10 minute break when they are expected to work 20 minutes. A break should be a pause from proposed work, but it should never be a deviance from the expectations and structures being thought. Setting a limit to the number of breaks the child can have in a time period is also useful, that will increase the value of the break to the child, and ensure that the child is not taking advantage of such an opportunity.
How can they ask for a break?
Children may need help in initiating breaks, engaging in breaks, and returning from breaks. There may even be some resistance to the breaks at first; it is after all a break in routine. In order for the child to learn independence in requesting breaks make a list that lets them know when it is appropriate to have a break and when it is not appropriate. Utilizing cue cards or display boards will help them understand. An example of the cue cards I utilize when shadowing my student, shows “No break when teacher is teaching” and on the reverse side “Raise hand, ask for a break.” Both help the child remember when he can and can’t have his breaks.
Remember breaks provide opportunities for children and caregivers to refocus their energies. Utilizing different break types, such as the three listed above, provides the tools needed to stay on task, and be more receptive to instruction. Furthermore, effectively implementing time limits increases the value of the break to the children.
So let’s “Take 10,” unwind and reorganize ourselves while providing the same for our children.
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