Imagination Station

2       Routines​

Every session follows a motivating structure to support engagement, peer‐connection and self-direction:

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• Welcome & Circle Time – the instructor models the activity of the day, asks: ”What are you most excited for in today’s activity?”
   

• Get Ready Phase – children identify materials, plan the steps; teacher prompts: “What will I try first? What might I need next?”
   

• Do Phase (Hands-On Task) – children engage in the activity (e.g., art or science), with support to ask peers for help, adapt when things don’t go as planned, and proceed.
   

• Done & Peer-Share Phase – children complete their work then share with peers: one child presents, others ask questions or give positive feedback. Prompt: “Tell me about your project!”

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• Reflection & Next-Step Circle – discussion: “What did I enjoy most? What will I try next time?” Emphasis on motivation and curiosity for next time.

 

​[Example Activities]​

• “Sensory water bottles” – children follow steps to create an ocean-themed sensory bottle; prompt: “What did you put into your bottle? What will you try differently next time?”
   

• “Build-a-Bridge” STEM challenge –children build a bridge with limited materials; reflection: "What is different about my bridge from my friends? What worked for my bridge?”
   

• “Bean mosaics” – kids use beans to make a unique pattern; discussion: “What strategy did I use for my beans? What did I try when it didn’t work?”
   

• “Silly slime” – children follow steps to create their own silly slimes; prompt: “What motivated me to use the unique materials in my slime?”
   

• “Jelly bean structures” – team builds a jellybean tower; reflection “What worked in our tower? What can I learn from my friend's towers?”

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✅ Is This the Right Group for Your Child?

Q: My child is good with crafts or science but often gets stuck mid-way. Will this group help?
A: Yes — Imagination Station is ideal for children who can engage but struggle with planning, following through or peer interaction. We emphasise motivation and process: “What keeps me going?” “What will I try next?”

Q: My child tends to work alone and doesn’t ask for help.
A: This group offers multiple built-in opportunities for peer-interaction and supported help-seeking. We prompt children to ask “Can I borrow?”, “Will you help me?”, and reflect on what motivated them to connect.

Q: My child is shy about sharing or showing work.
A: That’s absolutely fine. The peer‐share time is low‐pressure and supported by staff. We focus on effort and curiosity (“I tried this”), not perfection (“I finished”).

Q: What kind of child is this group best for?

• Children aged approx. 5 years and older

• Enjoys hands-on, creative or science‐based tasks

• Needs support with planning, sequencing, sustaining effort, and peer interaction

• Would benefit from a structured group environment emphasising motivation, choice and peer connection

• Thrives when given choice, scaffolded routines, peer share/reflection time