ADHD exercises in Reception

Reception prepares children for Year 1. Children are asked to stay seated for longer, to listen to instructions, and to finish one activity before starting another. For a child who finds it hard to concentrate or to stay calm, these expectations can be difficult. Here are some exercises to help them prepare, without pressure.

What changes in Reception

In Reception, activities become longer and more structured. The child often has to stay at their table, work on a worksheet, and listen to the teacher explain. For a child who is restless or easily distracted, these moments can be painful. They get up, talk, do something else. Remarks rain down on them.

It is often at this age that parents and the teacher start to have questions. A first medical opinion can be useful if the difficulties are significant. The diagnosis of ADHD is generally made from the age of six. But the child can already be helped. The question of the age of diagnosis is discussed on the page at what age to diagnose ADHD.

Staying seated a little longer

We can train the child to stay seated during a calm activity, starting with very short durations. Three minutes of jigsaw, then five, then seven. An hourglass or a visual timer helps them see when it is finished. They can see the moment when they will be able to get up. They accept it more easily.

We choose activities that really interest them: a jigsaw of their favourite heroes, a colouring sheet of their favourite animal. We stay beside them at first. We praise them when they keep going until the end. We gradually extend the time. The full progression is set out on the page on staying focused for longer.

Listening to an instruction

To help them listen to an instruction, we first get their attention: we call them, we get down to their level, we wait until they look at us. We give a short instruction, a single action. Go and fetch your shoes. We ask them to repeat it. Then they act.

We then move on to two actions: fetch your shoes and put them by the door. They must remember both. We check. We praise them. Little by little, they remember longer instructions. We go further with the page on following an instruction.

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Finishing an activity

Many restless children start lots of things without finishing any of them. We can help them with very short activities, which they can complete easily. A little colouring sheet, a six-piece jigsaw, a bead to thread onto a short string. They finish. They see the result.

We can introduce a small rule: we put away one activity before taking another. We help at first. We praise them when they do it on their own. They learn to see things through. They feel proud of it. To learn to see things through, see finishing what you start.

Moving to concentrate better

A restless child often concentrates better after moving about. Before a calm activity, we can offer a few minutes of movement: jumping, dancing, running around the garden. They burn off energy. They then return to the table calmer. They stay seated more easily.

We can also allow small movements during the activity: a cushion that moves a little on the chair, a ball to squeeze in the free hand. These small movements help them stay focused. They do not distract them. They channel their energy. Movement games are described in detail on the page on exercises involving movement.

Preparing for Year 1

Before Year 1, it is useful to talk with the Reception teacher about what helps the child. Their remarks can be passed on to the future school. We can prepare the child for the start of the school year: visiting the school, talking about what will change, reading books about Year 1. They get an idea of it. They are less worried.

At home, we set up clear routines for the morning and evening, which will be valuable in Year 1. We prepare the school bag together. We set up a calm corner for future homework. The child settles in. The meeting with the teacher is prepared on the page talking about ADHD with the teacher.

Getting help

If the difficulties are significant, a psychomotor therapist can support the child in working on body control, attention and relaxation. A psychologist can offer parent guidance, which helps parents adapt their approach. This support is often very useful. It can begin before any diagnosis. It relieves the family.

The ProfessionnelsDys directory makes it possible to find a psychomotor therapist or a psychologist near you, with a search by profession. Each profile mentions the groups seen. You can compare. Parent guidance is explained on the page parent guidance and ADHD.