Making “A Little Longer” Clear and Manageable
RAISE GENIUS · PARENTS & SCHOOLS
Making “A Little Longer” Clear and Manageable
Agreeing when play will end is the archive’s response to “just a little longer”. It offers three communication steps while recognising they will not suit every child.
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Agreeing when play will end begins with clarity
The source describes how hard it can be to stop a favourite cartoon, game or time with friends. A child may have a wish they cannot yet express calmly, but every upset does not have the same cause.
The article’s first suggestion is to make time observable. Instead of an undefined “moment”, point to a clock or another understandable cue and describe what will happen when that point is reached.
Second, check that the plan is understood
The archive distinguishes an instruction from an agreement and asks the adult to obtain a response. Adapt the explanation to the child rather than demanding repeated verbal consent from someone already overwhelmed.
Planning a transition before the activity ends can be helpful. A simple choice, a reminder or help with the next step may make the plan easier to understand. The aim is clear communication rather than winning an argument.
Third, return calmly to the agreed cue
When the time arrives, the source suggests referring back to the plan and helping to put toys away. Its example is an adult saying that the clock hand has reached the agreed number and offering to help pack up.
The original promises a useful result but also acknowledges limitations. No three-step approach guarantees that distress will stop. Stay attentive to safety and the child’s needs; persistent or concerning distress warrants appropriate support.
Original photographs and artwork
These images are retained from the original page as examples of published learning activities and programme information. Some contain Thai text or historical dates. They do not guarantee the same result for a new learner. Confirm current programmes with the team.
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Frequently asked questions
Why avoid “just a moment”?
It may not communicate a clear stopping point to the child.
Must a distressed child repeat an agreement?
No. Adapt the communication and support to the situation.
Will these steps stop every tantrum?
No. The source recognises limitations and children’s situations differ.
Contact and related pages
Tell the team about the learner or organisation, relevant experience and the intended learning purpose. Confirm the current programme, equipment, availability, schedule and fees before booking.
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