This program is written for fourth- and fifth-grade children. You may find it useful to think about the developmental norms for this age group. Not all children arrive at each developmental stage at the same time, but knowing what to expect overall can be quite helpful, especially to first-time leaders.
In her book, Nurturing Children and Youth: A Developmental Guidebook (
: Unitarian Universalist Association, 2005), Tracey L. Hurd lists characteristics of the older school-age child:
Faith Development Skills
A group can include children with a range of physical and cognitive abilities and learning styles, food allergies, and other sensitivities or limitations. Adapt activities or use alternate activities to ensure that every session is inclusive of all participants.
Be especially mindful of visually impaired participants in this program. Windows and Mirrors uses visual metaphors. Yet, you are often guided, and should always remember, to think and speak broadly about looking, seeing and reflecting.
Activities can generally be adapted to incorporate tactile and other sensory ways of "looking." Find specific adaptations in many activities' Including All Participants sections.
Help visually impaired participants engage with the ongoing Window/Mirror Panel project by providing a variety of tactile materials for everyone's use. For example, include cotton balls, wooden craft sticks, pipe cleaners and craft glue to the baskets of Window/Mirror Panel arts and crafts materials. Obtain foam pre-cut in shapes and sheets of stickers with both the image and shape of common objects. Make sure you plan a tactile component for your collective Window/Mirror Panel exhibit.
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Last updated on Thursday, October 27, 2011.
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