I'm ready for school! Lift the flap morning checklist.

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It's time to go! Where's your hat? Did you remember your library bag?  

Do you have a smooth morning routine? Do you wish that you could record your voice and press play each morning? Does your child seem to need daily reminders about what they need to do to get ready for school?

Children (and adults) have a capacity to meet challenges and achieve goals through high level cognitive functions called "executive skills" (Dawson and Guare, 2010).  Our executive functioning allows us to plan, organise our behaviour, have sustained attention and persist to complete a task.  We can manage our emotions and monitor how we think about a situation; making adjustments as necessary. 

Some children may struggle with one or more aspect of executive functioning.  Dawson and Guare (2010) categorise executive functioning skills into those which help to select and achieve goals; and those which help to create a way to achieve those goals. 

1. Executive functioning skills to help select and achieve goals.

• planning
• organisation
• time management
• working memory
• metacognition (self monitoring/evaluative skills)

2. Executive functioning skills to help create a way to achieve goals.

• response inhibition (thinking before acting)
• emotional control (self regulation)
• sustained attention
• task initiation
• flexibility
• goal directed persistence

Poor executive functioning skills can affect the morning routine! A visual checklist can provide a way to help children to address the "select and achieve goal" part of getting ready for school in the morning.

I have created these checklists (boy and girl versions) to be made into "lift the flap" resources where the child can lift the flap to say "done" once a task is completed.  As everyone's school routine is different, I have also included "my week at school" blank visual schedule.  This can be used in conjunction with the "lift the flap" resource. 

I need this visual schedule ---- > LIFT THE FLAP MORNING ROUTINE

Here are a few tips for introducing a visual checklist or timetable...

• Allow some time to get ready in the morning so that this is not left to the last minute.
• Start by being with your child for the whole morning routine.  
• Show them the relevant picture and ask them to complete it.  
• Ask your child to lift the flap to reveal "DONE" before doing the next task.
• Help your child work through completing each picture until they are all completed.
• Provide praise for your child's participation. 
• You may need to do this for a few days (or longer) so they are familiar with the routine.  Remember to open the flaps up in the evening so that it is ready for the next morning.   
• Once the routine chart is familiar, encourage your child's independence in completing the chart each morning. 
• If your child forgets to complete an activity redirect them to the chart to "self-check" if each picture has been turned to "DONE" ... rather than telling them the activity that was missed. 

Would you like more information on executive functioning? 

Check out this FREE e-course by my friend Colleen at The OT TOOLBOX! --- > I want to know about executive functioning.

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How are mornings in your home?  Do you have any visual checklists in place?  What is working for you?
 

 Cindy is a registered occupational therapist practising in Sydney, Australia.  She has two growing children who are a constant source of inspiration and learning.  Cindy loves working creatively to help children to reach their potential, finding opportunities in everyday living and making learning fun. She is also addicted to making printables (even when they take a long time to complete).  Cindy is the author of the Occupational Therapy blog Your Kids OT.  Read more articles from Your Kids OT at https://www.yourkidsot.com/blog

​The information on this site is general in nature. The activities are safe for most children, however, you should consult an Occupational Therapist or health professional to address specific movement, sensory or other medical conditions.

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