Without enough sleep, children (& adults) tend to:
* find it harder to relate to others
* have a lower self-concept and more limited view of their ability
* have poorer executive function (memory, flexible thinking, self-control)
* have sudden mood changes or be more moody
* more sensitive to minor events (meltdowns)
* more likely to act without thinking
Sleep programme
* A positive coping programme was outlined by Kathleen & Bree.
* This begins with a student inquiry, where children share what they know about sleep and learn about the impact of sleep.
* It uses 'Moe' - a 'sleep scientist' character. Connect the children and help them to personalise Moe.
* It is based on a self-determination theory: if children undertake their own inquiry and set their own goals, learning will be authentic and a change in behaviour is more likely.
It is in 5 parts:
1 week * The Sleep Inquiry Book: A structured inquiry as a basis for learning about sleep.
During this phase, accept each child's sleep situation & help the children accept it (quality, place).
3 weeks * I am a Sleep Scientist: Students learn to analyse their sleep and set improvement goals.
* Teacher book
* MOE Inquiry : Sleep Sleuths
* Bromtree Website
* Yes, I can! Parent Page (facebook)
* Each child sets their own goal (e.g. sleeping longer; improving sleep quality; sleeping by myself; stopping my nightmares; falling to sleep faster; having a good sleep temperature).
* Use 'sleep slips' for each child to track their sleep , recording just the time they went to sleep and woke up, and their feelings that day/night
* Goals need to be MARUPO
Motivational
Achievable
Relevant
Understood
Personal
Options (i.e. there are multiple ways of achieving it)
* Set one goal and pathways to the goal e.g.
* Week 1 Evaluation - what worked well / it would even better if...
* Week 2-3 continue the learning plan & goal pathway
* Celebrate and share e.g. pyjama day; sharing findings in a parent afternoon etc
Nightmares
* find it harder to relate to others
* have a lower self-concept and more limited view of their ability
* have poorer executive function (memory, flexible thinking, self-control)
* have sudden mood changes or be more moody
* more sensitive to minor events (meltdowns)
* more likely to act without thinking
Sleep programme
* A positive coping programme was outlined by Kathleen & Bree.
* This begins with a student inquiry, where children share what they know about sleep and learn about the impact of sleep.
* It uses 'Moe' - a 'sleep scientist' character. Connect the children and help them to personalise Moe.
* It is based on a self-determination theory: if children undertake their own inquiry and set their own goals, learning will be authentic and a change in behaviour is more likely.
It is in 5 parts:
1 week * The Sleep Inquiry Book: A structured inquiry as a basis for learning about sleep.
During this phase, accept each child's sleep situation & help the children accept it (quality, place).
3 weeks * I am a Sleep Scientist: Students learn to analyse their sleep and set improvement goals.
* Teacher book
* MOE Inquiry : Sleep Sleuths
* Bromtree Website
* Yes, I can! Parent Page (facebook)
* Each child sets their own goal (e.g. sleeping longer; improving sleep quality; sleeping by myself; stopping my nightmares; falling to sleep faster; having a good sleep temperature).
* Use 'sleep slips' for each child to track their sleep , recording just the time they went to sleep and woke up, and their feelings that day/night
* Goals need to be MARUPO
Motivational
Achievable
Relevant
Understood
Personal
Options (i.e. there are multiple ways of achieving it)
* Set one goal and pathways to the goal e.g.
My
goal is to get to be in bed by 10.30
|
||
Stop
by 8.45pm
|
Open
a book by 10pm
(or
earlier!)
|
Music
or conversation only after 9.30
|
* Week 2-3 continue the learning plan & goal pathway
* Celebrate and share e.g. pyjama day; sharing findings in a parent afternoon etc
Nightmares
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