Superbigou Programme


Note: The proposed activities request a set of cognitive processes (cf. executive/integrative functions) such as attention, memory, planning/organisation, flexibility and inhibition, as well as creativity and imagination.

The same ability can be developed transversally through different domains. The notion of anchoring behaviour is considered on a personal dimension. School content is defined according to the abilities of the child in the beginning of the year. School content and cognitive processes go hand in hand and develop simultaneously.

We start with the children’s actual behaviour (what they do spontaneously) and with the means through which they act (how they do it); their strengths, abilities, resources, emerging acquisitions, possibilities and needs. It is essential to allow the child to make sense of what is learnt and to its content. It is also important to assure generalisation of acquired abilities to different contexts (environments and social encounters) in order to make their expression permanent.

We adopt a dynamic and evolving approach and ensure the coherence of the Route Plan in its entirety.

[1] When assessing Action-Goals, we will use these symbols to represent an emerging ability (+), an ability in course of acquisition (++) and an acquired ability (+++).


Receptive communication

Action-Goals + ++ +++
To direct gaze towards an object or a location when it is pointed out
To follow at least 2 or 3 verbal instructions comprising bodily actions and actions in interaction with objects
To identify several body parts by pointing at them on own or someone else’s body when instructed to do so
To identify pictures named in a book by pointing and looking at them (at least 3 pictures, e.g. a car, a dog, a baby)
To look at the adult or at his or her partner when called by his or her first name

Expressive communication

Action-Goals + ++ +++
To “ask” for help by handing an object to the adult
To direct smile and gaze spontaneously when asking for something
To alternate smile and gaze between his or her partner and the object while involved in an activity
To point the finger to indicate a choice between two objects
To repeat simple and familiar words by associating objects or pictures with corresponding words
To produce words spontaneously with the intention of communicating
To establish and maintain visual contact with the interlocutor

Sociales skils

Action-Goals + ++ +++
To improve interaction with others during greetings (e.g. “Hello” and “Goodbye”) by looking at and/or turning towards the person addressing them and using vocalisations or gestures to greet him or her
To use spontaneous gestures to communicate
To begin an activity (e.g. a game) on his or her own initiative
To understand and respect turn taking during activities (e.g. during a board game, to wait for his or her turn during snack time)
To take turns during construction games by coordinating and alternating his or her actions with those of his or her partner


Action-Goals + ++ +++
To imitate familiar actions involving objects spontaneously in the context of a game
To imitate new actions spontaneously during game routines or songs
To imitate animals and other sounds


Action-Goals + ++ +++
Playing appropriately with different toys that demand a wide array of actions
Playing in an autonomous and appropriate manner with toys that are simple to use
Imitate/produce, during symbolic games, sound effects while playing (e.g. car sounds, animal sounds, and vocalisations into a telephone)
Finish up and put away toys and games

Cognitive process

Attention/ Concentration/ Inhibition/ Flexybility

Action-Goals + ++ +++
To optimise selective (focalised) attention and to focus on what the adult has said before carrying out an instruction
To develop the ability to stay focused throughout the activity (sustained attention) during short tasks of approximately 10 minutes
To develop inhibition and to contain gestures, allowing for analysis and reflexion before action (e.g. taking the time to look at a piece before building it into a configuration)
Accepting to switch activities

Working memory

Action-Goals + ++ +++
Improve processing of:

visual information (repeat a sequence of 3 gestures)

auditory information (execution of simple and double instructions)

Fine motor skills and drawing

Action-Goals + ++ +++
Adapt handhold (holding, pressure) to the writing tool (pencil, felt-tip pen) in order to trace or colour in with a pencil
Trace on a model in order to produce a drawing
Colour in without going over the lines
Acquire writing schemas (horizontal and vertical lines, curves, zigzags, loops and spirals)

Logic and mathematical skills

Objectifs-Actions + ++ +++
Being able to count objects (1 to 3)
Gather a given number of objects (from 1 to 3)
Recognise simple geometric shapes (circle, square, triangle and rectangle)


Action-Goals + ++ +++
Aurally identify the letters of the alphabet and write them in capitals
Find a letter identical to a model in a group of capital letters

Creative thinking and imagination

Action-Goals + ++ +++
Choosing activities autonomously    
Producing simple graphic representations (e.g. drawing a flower, the sun, etc.) with and without a model    
Engaging in symbolic play (make-believe activities)    

Emotion regulation

Action-Goals + ++ +++
Adapt behaviour to the adult’s requests (listen to and follow instructions)    
Keep calm and seated until the end of a task even if they want to quit    
Agree with switching tasks    
Reduce maladaptive/parasitic behaviour during activities and free time (e.g. reduce screaming)    
Express desires in an adaptive manner    
Assimilate other people’s feelings (e.g., sadness, joy, anger) by adapting own behaviour    

Functional autonomy 

Action-Goals + ++ +++
Eating at the table during meals    
Eating autonomously using cutlery (spoon/fork)    
Dressing and undressing (clothes/shoes) with partial assistance from an adult when arriving and when leaving    
Blowing their nose when asked to do so    
Taking part in all the stages of hand washing    
Using the toilet autonomously, whether they are sent or accompanied there    

Working abilities 

Action-Goals + ++ +++
Adopt an adequate listening posture (directed gaze and attention)    
Keep calm throughout a whole activity    
Observe a demonstration    


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