Activities by Age
All work here is copied directly from Shu-Chen Jenny Yen’s Teachers Album
At 2 years-
Practical Life
Sensorial
Language
Maths
Cultuer
MATERIALS:
PRATICAL-LIFE DEVELOPMENT ALBUM
ELEMENTARY MOVEMENT
A1.1. POURING- DRY TUMBLERS
Two identical tumblers, tray with edge, dry material (beans, seeds, rice, tapioca, plastic beads)
PREPARATION:
Material ready, Invite child. Show child where material is located Name activity.
PRESENTATION:
1. Pick up tray with two hands. Carry to table.
2. Set tray down. Sit down.
3. Look at empty and full tumblers.
4. Grasp full tumbler on left with both hands. Thumbs nearest you and other fingers wrapped around tumbler.
5. Move tumbler up and over empty tumbler on right.
6. Tilt tumbler and pour dry materials slowly into center of other tumbler. Observe material pouring.
7. Replace empty tumbler back to left side. Pick up spilled material.
8. Turn tray around. Repeat above steps 4 to 7. (Pouring from left to right always.)
9. When finished, again check for spilled material and pick up.
10. Stand up and push in chair. Carry tray back to shelf.
CONTROL OF ERROR:
1. Materials not restored to original state.
2. Spilled materials.
3. Materials not returned to shelf.
POINTS OF INTEREST:
1. Color, texture and size of materials poured.
2. Sound of material pouring.
3. Bounce of material.
4. Shape, size, color and feel of tumblers and tray.
5. Walking with tray of tumblers.
6. Watching tumbles become full and then empty.
7. Cleaning up.
8. Not letting tumblers touch when pouring.
DIRECT AIMS:
Coordination, concentration, order, independence, and eye-hand coordination.
INDIRECT AIMS:
Learning to pour dry materials, restoring materials to original state.
VOCABULARY:
Tumbler, tray, name of materials poured, and pouring.
AGE:
2.5 years to 4 years
VARIATIONS/EXTENSIONS:
1. Start with tumblers with round lip – proceed to tumblers with corners, then to tumblers with spouts.
2. Use various materials for pouring. Experiment with different sizes, textures and colors of dry material. Watch bounce.
NOTES:
1. Use various tumblers and trays from other countries.
2. Use natural materials whenever possible. (More sensorial characteristics)
3. You don’t have to always turn tray.
MATERIALS:
PRATICAL-LIFE DEVELOPMENT ALBUM
ELEMENTARY MOVEMENT
A1.2. POURING – WET
Two identical pitchers, tray with edge, water (colored) small clean up sponge (or cloth)
PREPARATION:
Child has practiced with dry pouring materials, Material is ready. Invite child. Show child where material is located on shelf. Name activity.
PRESENTATION:
1. Pick up tray and carry to work area.
2. Set tray down and sit down.
3. Observe exercise, looking at full and empty pitchers.
4. Point to spout of left pitcher. Grasp pitcher with dominant hand on handle and sub- dominant under spout.
5. Move pitcher up and over to right.
6. Tilt and pour water slowly into center of other pitcher.
7. Wait for very last drop to fall. Wipe spout with sponge and then replace pitcher. Wipe up any other drops or spills.
8. Turn tray around. Repeat above steps. Child can repeat as often as desired
9. Stand up and push in chair. Carry tray to shelf and replace.
CONTROL OF ERROR:
1. Materials not restored to original state.
2. Water on table, floor or self.
3. Pitchers touching while pouring.
4. Water pouring from lip not spout.
POINTS OF INTEREST:
1. Watching and hearing water pour.
2. Light reflected and shinning in water.
3. Being able to pour liquids by self.
4. Watching pitchers become empty and then full.
5. Carrying tray with pitchers.
6. Holding and pouring pitchers with two hands.
7. Pouring with spouts.
DIRECT AIMS:
Concentration, coordination, order and independence.
INDIRECT AIMS:
Learning to pour liquids, preparation for pouring own drinks for snack or food preparation, and other exercises, small muscle control.
VOCABULARY:
Pitchers, tray, water, sponge, pour, spout, handle, pour, and wipe
AGE:
2.5 years and up
VARIATIONS/EXTENSIONS:
1. Use pitchers of different sizes, shapes, color, texture and material.
2. Nice to use ceramic and glass pitchers.
MATERIALS:
PRATICAL-LIFE DEVELOPMENT ALBUM
ELEMENTARY MOVEMENT
A2.1. GRASPING
Tray, two bowls, noodles
PREPARATION:
Materials are ready. Invite child, Show where materials are located Name activity.
PRESENTATION:
1. Take materials to table. Sit. Observe work.
2. Open dominant hand, palm down and flat over bowl on left.
3. Lower hand, and curl fingers around noodles making a fist.
4. Move hand up and over to right.
5. Lower hand. Release noodles into bowl.
6. Repeat steps 2 through 5 for remaining noodles.
7. Pick last noodles with three finger grip and place in bowl on right. Observe work.
8. Check tray and table for spilled material.
9. Turn tray. Repeat. (Child can repeat as often as desired.)
10. Replace work.
CONTROL OF ERROR:
1. Noodles left on tray, table and/or floor.
2. Broken bowl.
3. Using both hands.
4. Noodles left in both bowls.
POINTS OF INTEREST:
1. Appearance of materials (texture, shape, color, size, smell etc.)
2. Sound of noodles falling into bowl.
3. Grasping motion, opening and closing hand.
4. Texture and appearance of noodles.
5. Appearance of bowls.
6. Seeing one bowl empty then full.
DIRECT AIMS:
Coordination, concentration, order, independence, developing fine muscles, developing eye- hand control.
INDIRECT AIMS:
Learning to transfer material from one place to another, using hand to transfer material, preparation for other practical life materials using dominate hand.
VOCABULARY:
Bowls, tray, noodle, pasta, hand, empty, full open, close, grasp.
AGE:
2.5 to 3.5 years old.
VARIATIONS/EXTENSIONS:
1. Using different materials besides noodles. (e.g. – acorns, nuts, cotton balls, smooth “Japanese” stones, pebbles, buttons, small smooth pine cones)
2. Using different types of bowls, (wood, glass, baskets, boxes, large bowls, deep bowls)
MATERIALS:
PRATICAL-LIFE DEVELOPMENT ALBUM
ELEMENTARY MOVEMENT
A2.3. CLOTHESPIN CLAMPING
Bowl, clothespins
PREPARATION:
Child has practiced sorting and peg board. Materials are ready. Invite child, Name activity. Show child where material is located.
PRESENTATION:
1. Use two hands to carry bowl to table. Place on table and sit down.
2. Remove clothespins from bowl one at a time and line up in rows on right side of bow. Have ends facing you. (If using matching colored clothespins, make two rows).
3. Pick up clothespin on left, bottom row. Pinch ends of clothespin together using thumb, index and middle fingers of dominant hand. (Show how ends meet when squeezed and top opens.)
4. Move clothespin over to bowl and clamp on lip of bowl.
5. Continue to squeeze and place remaining clothespins on rim of bowl.
6. Observe finished work.
7. Remove clothespins one at a time by pinching ends together to release top of pin from rim of bowl. Place clothespins into bowl.
8. Stand up, push chair in and return bowl to shelf.
CONTROL OF ERROR:
1. Clothespins left over.
2. Clothespins not fitting on rim of bowl.
3. Materials not restored to original state.
4. Pinching wrong end of clothespin.
POINTS OF INTEREST:
1. Pinching clothespins.
2. Opening top end and pinching other end closed.
3. Seeing clothespins standing upright on rim of bowl.
4. Matching colors of clothespins.
5. Lining up clothespins.
DIRECT AIMS:
Coordination, concentration, order, independence, fine muscle control, eye-hand coordination.
INDIRECT AIMS:
Learning to pinch clothes pins, strengthening three finger grip, preparation for using knobs in other area, preparation for hand writing, preparation for clothes washing.
VOCABULARY:
Clothespin, bowl, pinch, open, close
AGE:
2.5 years and up
VARIATIONS/EXTENSIONS:
1. Use clothespins in other area, for counting, to keep snow boots together, to keep mittens together.
2. Use different kinds of clothespins, wooden, plastic, tiny ones, metal ones.
3. Use metal clips to fasten paper to easel or boards in art.
4. Use potato chip clips.
MATERIALS:
PRATICAL-LIFE DEVELOPMENT ALBUM
ELEMENTARY MOVEMENT
A3.1 SPOONING
Tray, 2 identical bowls, a spoon, and material to be used, (beans lentils, small noodles etc.)
PREPARATION:
Invite child. Make sure materials are ready and available. Name the activity. Show child where materials are located on shelf.
PRESENTATION:
1. Take tray to table, carrying it with two hands. Set work on table and sit down.
2. Pick up spoon with dominant hand.
3. Lower spoon into bowl on left. Twist and scoop beans up and onto spoon.
4. Move spoon up and over to the bowl on the right.
5. Tilt spoon sideways and let beans drop into bowl.
6. Repeat steps 3 to 5 until left bowl is empty.
7. Check tray and table for spilled beans.
8. Observe work. Place spoon on table.
9. Turn tray around so full bowl is now on the left again.
10. Replace spoon. Tell child he/she can repeat the exercise as often as desired but that you are finished.
11. Stand up and push in chair. Replace work. Invite child.
CONTROL OF ERROR
1. Spilling materials on tray or floor.
2. Clattering spoon inside empty bowl.
3. Using hand, instead of spoon.
4. Taking everything off tray.
5. Materials not restored to original state.
6. Leaving some material in both bowls.
POINTS OF INTEREST:
1. Sound of material being used, falling into bowl.
2. Tipping bowl to scoop up last bit of material into spoon.
3. Appearance of bowls.
4. Varying height of spoon when pouring material from spoon.
5. picking up spilled Materials,- using three finger grip.
DIRECT AIMS:
Concentration, order, small muscle control, eye-hand coordination
INDIRECT AIMS:
Learning to use a spoon to transfer, preparation for cooking, preparation for other transferring exercises using other tools, learning to use a spoon effectively.
VOCABULARY:
Name of activity, spoon, bowl, name of material, tray, empty, full, carry, scoop
AGE:
2.5 to 4 years
VARIATIONS:
Using different sizes and types of spoons, (ladles, measuring spoons, scoops, long handled spoons, etc.) using spoons made of varying materials, (silver spoons, plastic, wood, clear plastic, metal, etc.) using 2 spoons and discovering which one transfers the material most efficiently, using different materials to spoon, (rice, plastic beads, glass beads, etc.)
MATERIALS:
PRATICAL-LIFE DEVELOPMENT ALBUM
ELEMENTARY MOVEMENT
A3.2 BOTTLES AND LIDS
Basket, various sizes and shapes of bottles and lids.
PREPARATION:
Materials are ready. Invite child. Name activity. Show child where material is located.
PRESENTATION:
1. Bring basket to work area and sit down. Place basket on left.
2. Remove a bottle and place in front of you.
3. Grasp lid with dominant hand while sub-dominant hand holds bottle.
4. Turn lid slowly using wrist. Use exaggerated movements to show wrist twisting off lid.
5. Remove lid and slide bottle and lid to upper left work area. Make two rows matching bottle to lid.
6. Repeat steps 2 through 5 for each bottle.
7. Observe work.
8. Slide bottle and lid from upper left, down to front.
9. Place lid on bottle and twist cap back on reversing turn used in step 4.
10. Replace bottle (with lid screwed on) into basket.
11. Repeat steps 11 through 10 for remaining bottles and lids.
12. Return work to shelf and invite child to repeat.
POINTS OF INTEREST:
1. Using real bottles and lids.
2. Twisting wrist to remove lids.
3. Matching lids to correct bottles.
4. Different shapes, sizes and colors of bottles and lids.
5. Using plastic bottles and glass bottles.
CONTROL OF ERROR
1. Lids that do not fit bottles.
2. Bottles without lids.
3. Lids on crooked.
4. Materials not restored to original state.
DIRECT AIMS:
Order, concentration, coordination, independence, fine muscle control, developing wrist twist.
INDIRECT AIMS:
Learning to open bottles, learning to match lids to bottles. Language: Basket, bottle, jar, lid, top, cap, turn, twist, remove, screw, unscrew
AGE:
2.5 years and up.
VARIATIONS/EXTENSIONS:
1. Vary bottles and lids, using different sizes and types. Sometimes use all plastic bottles and other times all glass bottles.
2. Two baskets on a tray. One basket for just lids, and one for just bottles.
3. Use boxes and tops.
4. Use tubes and lids.
NOTES:
1. Save and use small sample bottles and tops.
2. Free make-up bottles and jars are perfect.
3. Make sure to use jars and tubes.
MATERIALS:
PRATICAL-LIFE DEVELOPMENT ALBUM
ELEMENTARY MOVEMENT
A4.1 SORTING BY COLOR
Shallow tray or box divided into sections of different colors; small box for sorting objects; jewels of different colors corresponding to colors used in sorting tray (9 jewels 3 of each color).
PREPARATION:
All material present; invite child; name activity; show location of work.
PRESENTATION:
1. Take material to table and sit down.
2. Show child three finger trip.
3. Pick up one jewel object with dominant hand.
4. Place in tray compartment of the matching color.
5. Replace step 3 and 4 until all objects are sorted. Observe work.
6. Replace objects one at a time in original container. (Explain child can sort as often as desired.)
7. Stand up and push chair in.
8. Replace work on proper shelf.
9. Invite child to repeat.
CONTROL OF ERROR:
1. Place object in wrong color tray.
2. Fail to sort all objects.
3. Fail to replace work in proper location.
4. Grasping handful of objects.
5. Jewels on table or floor.
6. Taking a jewel.
POINTS OF INTEREST:
1. Color contrasts.
2. Texture of objects.
3. Color matches are sightless different.
4. Empty container.
5. Sound of objects dropped in tray
6. Sound of objects touching each other.
7. Shined and reflection of jewels.
8. Using 3 fingers grip.
9. Sorting by color.
10. Counting jewels.
DIRECT AIMS:
Coordination, concentration, order, independence, three finger grip, small muscle.
INDIRECT AIMS:
Identification of color differences, concept of sorting by type, transferring materials using 3 finger grip, preparation for math, preparation for classification in science.
VOCABULARY:
Name of object; color names; sorting; box; compartment.
AGE:
2.5 to 3.5 years
EXTENSIONS:
1. Use variable objects, same colors.
2. Use same objects, variable sizes, same colors.
3. Expand the number of colors used.
4. Sort by other standard, i.e. rough, smooth; long, sort; wet, dry.
5. Sorting buttons by material button holes etc..
MATERIALS:
PRATICAL-LIFE DEVELOPMENT ALBUM
ELEMENTARY MOVEMENT
A4.2 SORTING BY SHAPE
A tray that divided by six parts, five different nuts.
PREPARATION:
All material present; invite child; name activity; show location of work
PRESENTATION:
1. Take the material to table and sit down.
2. Have child sit on your sub-dominant hand.
3. Show child three finger trip.
4. Pick up one nut and put it into one part of tray.
5. Pick another one and place it in the same tray if it is matched. If it is not matched, put it into the new part of tray.
6. Repeat the above step until all the nuts are sorted.
7. Replace all nuts into the middle hole of tray.
8. Replace the material to the shelf.
CONTROL OF ERROR:
1. Place object in wrong place.
2. Fail to sort all object
3. Fail to replace work in proper location
POINTS OF INTEREST:
1. Nut shapes
2. Texture of objects
3. Seeing the same shape of objects together
4. Using 3 fingers grip
DIRECT AIMS:
1. O.C.C.I.
2. Development of three finger grip
3. Development of small muscle.
INDIRECT AIMS:
1. Identification of shapes differences
2. Preparation for math
3. Preparation for science
4. Development of concept of sorting by type.
VOCABULARY:
Name of objects, sorting tray.
AGE:
2.5 and up.
EXTENSION:
1. Using variable objects, same color.
2. Use same objects variable sizes
MATERIALS:
PRATICAL-LIFE DEVELOPMENT ALBUM
ELEMENTARY MOVEMENT
A5.1 PLAYDOUGH
A plate, a container with lid, playdough, roller and cookie cutters.
PREPARATION:
Materials are ready. Invite the child. Name activity. Show child were material is located. Child is ready to work with this activity.
PRESENTATION:
1. Walk with the child to the shelf where the material is located.
2. Pick up the plate with two hands and carry it to the table. Have child sit on subdominant hand.
3. Take the container and put it on the front of you.
4. Hold the container with sub-dominant hand and use dominant hand to open the lid.
5. Put the lid beside the container and take the playdough out.
6. Pick out the roller and roll the playdough into a circle or expand it.
7. Put the roller back to plate and take the cookie cutter out.
8. Put the cookie cutter on the top of playdough and press the cookie cutter.
9. Take the around playdough out with dominant hand.
10. Hold the cookie cutter with sub-dominant and use two fingers to push playdough down.
11. Child can do any shape or picture they want. They can use their hands also.
12. When is finished, pick up the playdough into container and close the lid.
13. Replace the materials to the plate and return to the shelf.
CONTROL OF ERROR:
1. Seeing do not clean up the material.
2. Seeing do not close container’s lid.
POINTS OF INTEREST:
1. Seeing different shapes of cookie cutter
2. Seeing making different shape of product.
3. Feeling use roller.
4. Feeling play playdough with hands.
DIRECT AIMS:
1. Development O.C.C.I.
2. Preparation for writing.
3. Development hand and eye coordination.
INDIRECT AIMS:
1. Learning making different shapes.
VOCABULARY:
Playdough, plate, roller, cookie cutter, and the name of cookie cutter shapes.
AGE:
2.5 and up.
VARIATION EXTENSION:
1. Have different color playdough.
MATERIALS:
PRATICAL-LIFE DEVELOPMENT ALBUM
ELEMENTARY MOVEMENT
A5.4. CUTTING
Scissors, paper with cutting lines, tray.
PREPARATION:
Readiness of the child, readiness of the teacher, availability of the material.
PRESENTATION:
1. Invite the child to do the work and show the child where it is located on the shelf and name the work.
2. Carry the work to a table and place it on the table in front of the chair.
3. Seat yourself in with the child on your sub-dominant side.
4. Grasp the scissors in the dominant hand placing the thumb in the top handle hole and the fingers in the bottom handle hole.
5. Open hand to open the cutting edges of the scissors and then squeeze the handles together to show the child the process.
6. Grasp a piece of paper in the sub-dominant hand.
7. Open the scissors as described in step 5 and slide the paper between the cutting edges with blades over the cutting line.
8. Squeeze hand together and cut the paper.
9. Repeat step 7 and 8 moving along according to the cutting line until completed.
10. Replace the scissors to the tray
11. Allow the child to repeat the exercise as many times as desired
12. Upon completion of the work return the tray to the shelf.
POINTS OF INTEREST:
1. Seeing paper whole then in pieces.
2. Hearing the paper sliced
3. Seeing the color of the scissors
4. Seeing the color of the paper.
5. Feeling the scissors in the hand.
6. Feeling the texture of the paper
CONTROL OF ERROR:
1. Inability to cut the paper.
2. Torn paper
3. Paper on the floor
4. Putting digits in the wrong holes
5. The teacher or another child.
INDIRECT AIMS:
1. Using scissors
DIRECT AIMS:
1. O.C.C.I.
2. Motor planning
3. Positive self-image
4. Preparation for writing
5. Self confidence
6. Fine motor skills
VOCABULARY:
Squeeze, push, open, close, scissors, paper, tray and cut
AGE:
2.5 and up
VARIATION:
1. Cutting lines
2. Cutting corners
3. Cutting curves
4. Cutting geometric shapes
5. Cutting doors with folds
MATERIALS:
PRATICAL-LIFE DEVELOPMENT ALBUM
ELEMENTARY MOVEMENT
A6.5. THROWING BALLS
Ten tennis balls with one bucket and one basket.
DESCRIPTION:
Invite the child to do the game. Naming the activity. Walk with the child to get the material and bring it to the game area. Pick up the bucket and place the basket in the other side of the line. Pick up one tennis ball with dominant hand and stand on the start line. Stepping with the opposite foot in the front of line. Upper the arm behind the shoulder and throw the ball into the basket. Have the child throw the all balls and then pick up the balls back into the bucket. When finished, replace the material to properly place.
MATERIALS:
PRATICAL-LIFE DEVELOPMENT ALBUM
ELEMENTARY MOVEMENT
A6.6. LARGE MUSCLE – WALKING ON THE LINE
A large ellipse taped on floor (about 1″ wide), group of children.
PREPARATION:
Children have already moved about in classroom and practiced walking around rugs, furniture and each other. Children observe this demonstration and are invited afterwards.
PRESENTATION:
1. Children are watching sitting on the floor outside the taped line. They are sitting comfortably with legs crossed.
2. Begin by walking at a natural pace, placing each foot on the taped line.
3. Walk naturally all the way around the taped line, one time.
4. Invite several children to follow you (4 – 5)
5. Help children space themselves apart (and keep spacing while they walk.)
6. Let this group walk around slowly and carefully with you.
7. When this group is finished, let them sit down. Invite new group of children. Repeat.
8. Continue to invite children as long as group is interested. (Remember that not everyone has to have a turn at this time.)
PRESENTATION: (WALKING HEEL TO TOE)
1. Children are observing as before.
2. Begin to demonstrate by placing the heel of one foot directly in front of your other foot. The heel will touch the toes of the foot behind it.
3. Center your feet carefully as you walk.
4. Walk heel to toe all the way around one time.
5. Invite children as before. Continue as long as they are interested.
CONTROL OF ERROR:
1. Not following taped ellipse line.
2. Bumping into another.
3. Falling over.
4. Talking while walking.
POINTS OF INTEREST
1. Walking exactly on the ellipse.
2. Maintaining spacing between classmates.
3. Walking as carefully as possible.
4. Walking slowly.
DIRECT AIMS:
Coordination, concentration, order, independence.
INDIRECT AIMS:
Walking with control, controlling body in space, becoming aware of body in space, centering feet.
VOCABUARY:
Line, walk.
AGE:
2.5 years and up
VARIATIONS/EXTENSIONS
1. Walking with hands at sides.
2. Walking with head held erect, and not looking at feet.
3. Carrying various objects. For example: a flag, the globe (small), 3 cubes of pink tower (1, 2, 3, or 1,3,6), glass of water, pitcher of water, bell, tray with pitchers, basket, or binomial cube.
4. Balance a bean bag on head white walking.
5. Music and walking:
a. Start with something simple (make up a tune and sing “We are walking on the line, all around the line.” Change “we” to a child’s name who is walking.
b. Another time use a song such as “The Rainbow Song”, soft song, simple words and repetitive.
c. Use classical music to walk on the line.
6. Other large muscle movements on the line: marching use Soussa marches or similar music) jumping, hopping, running lightly on tip-toes, skipping and galloping. Vary music and try to keep beat as moving.
NOTES:
1. Tape your music selections on separate tapes. For each piece of music, for example marching to “The Washington Post March”, tape it at least 5-6 times on a cheap tape. That way you don’t have to constantly rewind the tape or lose the particular selection when you rewind.
MATERIALS:
PRATICAL-LIFE DEVELOPMENT ALBUM
ELEMENTARY MOVEMENT
A6.8. RING THE BELL
A bell.
USE:
Small group or big group.
DESCRIPTION:
Children should be ready to sit on the circle quietly and ready to play. Have-a child sit on the middle of circle and close the eyes. Teacher pass the bell to one child and she/he rings the bell. Then teacher take the bell back and have the child who sits on the middle of circle open the eyes and guess who rings the bell. If this child can not guess, let him/her hear the bell ring again. Have the next child does the same manner with the first child. Continue the game until every child gets turn or teacher feel that it is ready to stop.
MATERIALS:
PRATICAL-LIFE DEVELOPMENT ALBUM
ELEMENTARY MOVEMENT
A6.10. MAGIC FEATHER
A large feather
USE:
(quiet game) Teacher asks children to sit quietly with legs crossed and hands on knees, and eyes closed. Explain you will touch them with feather and then they should touch that same place. Do each child when they are ready, touch softly with feather once or twice. (Places; hands, chin, cheeks, neck, ear, forehead, noes etc.).
MATERIALS:
PRATICAL-LIFE DEVELOPMENT ALBUM
ELEMENTARY MOVEMENT
A6.12. ECHO CLAP
None
USE:
Tell children they will be your “echo.” Perhaps demonstrate with other adult at e and discuss echo. For group teacher starts a clap series and children repeat. Keep series simple and repeat it several times. Keep same pattern and put on other parts of body.
MATERIALS:
PRATICAL-LIFE DEVELOPMENT ALBUM
ELEMENTARY MOVEMENT
A6.13. MIRROR GAME
None
USE:
Model activity with one child at a time. Teacher and child sit across from each other. Teacher explains that child is her mirror, so child does exactly what teacher does. Start with one hand moving up or whatever and child follows. Use slow movements. Involve one hand, then other hand, both hands, head, shoulders etc. After children have had lots of practice sessions with teacher, have two children do it for group. Later let children have partners and do with whole group. (Perhaps for older children.)
MATERIAL:
PRATICAL-LIFE DEVELOPMENT ALBUM
ELEMENTARY MOVEMENT
A6.15. SIMON SAYS
None
USE:
Play traditional Simon Says game with whole group. Give commands like Simon Says tom your head.” For very young children everyone does all the activities, always use Simon Says.” Use these words: head, hair, eyes, ears, nose, mouth, cheeks, chin, neck, chest, stomach, arms, thumb, other fingers, knees, feet and toes. Later add other body parts like tights, upper arm wrist, forehead, ankles, calves etc. Invite another child to be Simon. (Child always says “Simon says”). For older children on towards end of the year be “tricky.” Use Simon Says most of the time but also leave it off and just give command. There does not have to be a consequence. (No winner or losers).
MATERIALS:
PRATICAL-LIFE DEVELOPMENT ALBUM
CARE OF ENVIOMENT
C2.2. CARRYING A RUG
Rolled rug, place to store rugs, (rug on floor or stored)
PRESENTATIONS:
1. Show child how to bend over and pick up rug (on floor here).
2. Carefully hold rug and bring up close to your body.
3. Hold it like a baby, one hand supporting rolled end and other hand cradled around rug at top.
4. Straighten up.
5. Walk over to storage area.
6. Replace rug carefully.
NOTES:
1. For small or large group, or individual.
2. Also practice getting rug from storage area.
MATERIALS:
PRATICAL-LIFE DEVELOPMENT ALBUM
CARE OF ENVIOMENT
C2.5. CARRYING A TRAY
A medium size tray with good edges for carrying (empty).
PRESENTATION:
1. For group lesson, have tray on table in center of your work area.
2. Use empty tray at first.
3. Show children how to approach tray near edge of table, at front.
4. Grasp tray using two hands on either sides of tray. Thumbs can be on inside, on tip of tray. Other fingers wrap around and under tray. Show this.
5. Walk around inside of group. Replace tray on table.
6. Invite a child to repeat, carrying tray carefully.
7. At end of lesson replace all materials.
NOTES:
1. Replace tray quietly and carefully on table when finished. Later at another time use a tray with objects on it.
2. Baskets are carried the same way.
3. Boxes will vary as to size and shape.
4. Be sure to use two hands.
5. Carry these objects away from body.
6. Lesson for 1, 2, or 3 children only.
MATERIALS:
PRATICAL-LIFE DEVELOPMENT ALBUM
CARE OF ENVIOMENT
C2.7. USING A BOOK
A hard cover book.
PRESENTATION:
1. Select a book from reading area.
2. Carry book in crook of arm against body.
3. Bring book to work area. Sit down on floor. Position yourself so children can see.
4. Place book in lap. Look at cover. Open book. Turn pages by starting at upper right hand corner.
5. Use thumb and index finger to separate pages and pinch only one page.
6. Slide fingers down right hand edge of page. Thumb on top of page and other fingers behind.
7. At corner stop briefly and turn hand. Continue to slide fingers over to the left now.
8. At middle of page, push page over turning page.
9. Continue these steps, turning one page at a time.
10. Close book. Invite a child to repeat.
11. Let several children practice turning pages.
12. Replace book.
NOTES:
1. Lesson for 1, 2, or 3 children only.
2. Exaggerate these movements, so children see steps clearly. This will save your books. Talk about why pages have rips and tears (they were not turned properly). This is a good time to talk about care of books and parts of a book.
3. Ideas to stress for care of books:
a. Wash hands before looking at books.
b. Do not eat and look at a book.
c. Keep books away from very young siblings, unless they are careful.
d. Replace books properly.
MATERIALS:
PRATICAL-LIFE DEVELOPMENT ALBUM
CARE OF ENVIOMENT
C2.8. SITTING AT A TABLE
Table and chair from environment
PRESENTATION:
1. Approach chair from back
2. Place both hands on tip back of chair, thumbs in front and rest of fingers on back.
3. Pull chair towards yourself and away from table.
4. Pull chair out far enough away from table.
5. Walk to side of chair. Turn so your back is to side of chair.
6. Sit down slowly on chair.
7. Swing legs and body around and to front of chair.
8. Grasp sides of chair with hands.
9. Use legs and arms to scoot chair up and under table.
10. Sit at table for a few moments.
11. Grasp sides of chair again.
12. Push down with feet and push chair out and away from table.
13. Swing legs and body to side of chair.
14. Stand up carefully.
15. Walk around to back of chair and push chair in and under table.
POINTS OF INTEREST:
1. Being able to sit up close to the table.
2. Sitting down as quietly as possible.
3. Moving the chair out almost noiselessly.
4. Getting into a chair without any help.
CONTROL OF ERROR:
1. Sitting too far away from table.
2. Siting down by climbing into chair.
3. Not having enough room to sit.
4. Making too much noise, with chair and table.
5. Not being able to get up from chair.
DIRECT AIMS:
Independence, coordination, concentration and order
INDIRECT AIMS:
Learning to use a chair, learning to sit at a table correctly.
AGE:
2.5 to 6 years
VOCABULARY:
Chair, table, push, pull, sit.
NOTES:
1. Lesson for 1, 2, or 3 children only.
MATERIALS:
PRATICAL-LIFE DEVELOPMENT ALBUM
CARE OF ENVIOMENT
C2.9. CARRY A CHAIR
A chair or chairs
PRESENTATION:
1. Have children sit on the floor or have a child sand beside you.
2. Show the child/children how to grasp the back of the chair with one hand and the front of the seat with the other hand.
3. Move the chair up slowly until your body is straight.
4. Carry the chair carefully to the place where you want to place and lower chair carefully.
5. Should avoid walking through individual work area.
NOTES:
1. For individual or small group.
MATERIALS:
PRATICAL-LIFE DEVELOPMENT ALBUM
CARE OF ENVIOMENT
C3.1. WIPING UP SPILLS-FLOOR
Floor towel or mop and bucket and spilled water on the floor.
DESCRIPTION:
1. Show the spills on the floor to the child.
2. Take the material from shelf, put it on the floor.
3. Check the spills on the floor.
4. Get floor towel or mop wipe the spills up.
5. When it finished, replace it to the original place.
MATERIALS:
PRATICAL-LIFE DEVELOPMENT ALBUM
CARE OF ENVIOMENT
C3.2. CRUMBING A TABLE
Tray, with a taped shape in the middle (square, rectangle or triangle) small dustpan and brush, bowl of sweeping material, wide mouth container for emptying material
PREPARATION:
Material is ready. Invite child. Show where exercise is located on shelf. Name activity.
PRESENTATION:
1. Carry tray to table. Sit down.
2. Remove materials from tray. Place dustpan and brush on left side with bowl of sweeping materials. Place wide mouth container on right.
3. Take a handful of sweeping materials and scatter around on tray.
4. Take brush and sweep material into center of shape on tray. (Use dominant hand).
5. Take dustpan and place up against edge of tape on left. (Use sub-dominant hand). Tilt up a little.
6. Use brush, taking short strokes to push and sweep material into dustpan.
7. Move dustpan up and over to container for emptying. Use brush at dustpan edge to keep dry materials in pan.
8. Move brush away and tilt dustpan, spilling dry material into container.
9. Check tray for left over materials. Use three finger grip to pick up any remains.
10. Replace materials on tray. Return exercise to shelf.
CONTROL OF ERROR:
1. Materials not restored to original condition.
2. Spilled material on table, floor or chair.
3. Spilling materials from dustpan, onto tray or table.
4. Not using taped shape on tray.
POINTS OF INTEREST:
1. Using the small dustpan and brush.
2. Cleaning up the tray.
3. Making a pile of the sweeping materials in the middle of the shape.
4. The color, texture, smell and sound of the activity.
DIRECT AIMS:
Concentration, coordination, independence, order, eye-hand coordination, fine muscle control
DIRECT AIMS:
Learning to clean up crumbs on a table or chair, learning to clean up after oneself, learning to use a small dustpan and brush.
VOCABULARY:
Dustpan, brush, tray, names of sweeping materials, scatter, spread, sweep, empty
AGE:
2 years old
VARIATIONS/EXTENSIONS:
1. Use a variety of sweeping materials, e.g. real cracker or bread crumbs, flower petals, seeds, etc.
2. Change the taped shape once children have mastered first kind.
NOTES:
1. This will not be out long. Make sure all children have lesson and practice it. Then have small dustpans and brushes available in clean-up area to be used as need arises. Some exercises may have a dustpan and brush included as a way to clean up (e.g. nut cracking, bread cutting, snack).
MATERIALS:
PRATICAL-LIFE DEVELOPMENT ALBUM
CARE OF ENVIOMENT
C4.1. MIRROR POLISHING
Mirror, polish, polish container, tray with timer, applicator, mat, polishing cloth.
PREPARATION:
Materials are ready. Invite child. Name activity. Show child were material is located. Child is ready to work with this activity.
PRESENTATION:
1. Walk with the child to the shelf where the material is located.
2. Pick up the tray with both hands. Carry it to the table and put it on the table.
3. Pick up the cleaner container with dominant hand and walk back to the shelf. Get one or two drops of polisher cleaner and go back to the table.
4. Have child sit on your subdominant side.
5. Move the tray above the mat, suing two hands. Take the mirror and place it in the center of the mat. Then take out the applicator, the polish container and the polishing cloth and place them in sequential order on the mat.
6. Pick up the applicator in the dominant hand and dip it lightly into the polish container. Rest the applicator on the edge of the dish to release excess polish.
7. Hold the mirror in place with the subdominant hand apply the polish to the mirror with a circular motion starting at the top left and moving to the right and sown until the entire mirror is covered.
8. Replace the applicator and turn the timer over and tell the child, “We have to wait.”
9. When the sand has completely dropped down, place the polishing cloth over finger and polish the mirror until all the polish is removed.
10. Observe the work
11. Carry dirty applicator to the trash and clean up with polish cloth.
12. Take the polish cloth to washing basket and go back to the table.
13. Return the items to the tray properly and replace it to the shelf.
CONTROL OF ERROR:
1. Seeing polishing on the mat.
2. Putting too much polishing.
3. Do not put dirty polishing cloth into basket.
POINTS OF INTEREST:
1. Seeing shinning mirror.
2. Seeing the polish all over the mirror.
3. Feeling the polish on the mirror.
4. Waiting for the sand to drop down.
5. Watching the sand drain down.
DIRECT AIMS:
1. Development O.C.C.I.
2. Preparation for writing.
3. Development of motor planning.
INDIRECT AIMS:
1. Care of the environment.
2. Learning how to care of environment.
VOCABULARY:
Mirror, polish, polishing streaked, basket, mat, timer, polisher cloth, applicator, shiny.
AGE:
2.5 and up
VARIATIONS:
1. Using large mirrors handing on the wall.
2. Using glass vases.
3. Polishing piece of crystal from a chandelier.
MATERIALS:
PRATICAL-LIFE DEVELOPMENT ALBUM
CARE OF ENVIOMENT
C4.2. WOOD POLISHING
Basket, apron, a mat, polish container, cotton swab cut in half, polish cloth, wood object and polish liquid.
PREPARATION:
Materials are ready. Invite child. Name activity. Show child were material is located. Child is ready to work with this activity.
PRESENTATION:
1. Walk with the child to the shelf where the material is located.
2. Pick up the basket with both hands. Carry it to the table and put it on the table.
3. Pick up the cleaner container with dominant hand and walk back to the shelf. Get one or two drops of polisher cleaner and go back to the table.
4. Sit down and let child sit on your sub-dominant hand.
5. Put the apron on.
6. Move the tray above the mat. Take the wood object and place it in the center of the mat, then take polish container, cotton swab, and polish cloth and put them in sequential order on the mat.
7. Pick up the cotton swab with dominant hand and dip it lightly into the polish container while holding the container with the subdominant hand.
8. Hold the wood object with sub-dominant hand and apply the polish with a circular motion.
9. Replace cotton swab.
10. Take polish cloth with dominant hand and polish the object the same way the polish was applied until the object is shiny.
11. Observe the work
12. Clean up the polish container with polish cloth.
13. Carry the dirty swab to the trash and take the polish cloth to the wash basket.
14. Return the items to the tray and replace it on the shelf.
CONTROL OF ERROR:
1. Put too much polish.
2. Seeing polish left on the object.
3. Seeing polish left on the mat.
4. Do not clean up the dirty polish cloth or swab.
POINTS OF INTEREST:
1. Seeing the shinning object.
2. Seeing the polish all over the object.
3. Seeing the different between before and after polish.
ENVIRONMENT AIMS:
1. Care of the environment.
2. Learning how to polish wooden objects.
DIRECT AIMS:
1. Development of O.C.C.I.
2. Preparation for writing.
3. Motor planning.
4. Self confidence.
VOCABULARY:
Name of object, polish, polishing tray, mat, apron, polishing, polish cloth, cotton swab, shiny.
AGE:
2.5 and up
VARIATION:
1. Polish the furniture.
2. Polishing the shelf in the classroom.
MATERIALS:
PRATICAL-LIFE DEVELOPMENT ALBUM
CARE OF ENVIOMENT
C5.1. WATERING PLANTS
Potted plant, small watering can, tray, sponge, small white stakes made from wood tongue depressors or plastic markers of all one color.
PREPARATION:
1. Check the availability of materials.
2. Consider the readiness of the child.
3. Consider the readiness of the adult.
PRESENTATION:
1. Invite the child and name activity.
2. Carry watering can with both hands and walk with the child to the location of the plant.
3. Explain to the child that the white stake means that the plant needs to be watered.
4. Fell the soil with index and middle fingers and indicate to the child that the soil is dry and dusty.
5. Water the plant using both hands to pour- one hand should be under the spout, the other should be on the handle of the watering can.
6. Explain to the child that the plant has enough water when the surface soil is wet or when he/she sees water beginning to collect in saucer of the pot.
7. Take the stake away from the pot and return it to the container on the tray.
8. Check the plant area for and water spills and wipe with a sponge.
9. Carry watering can and walk with the child to shelf. Replace the water can to the tray and replace it to the shelf.
CONTROL OF ERROR:
1. Seeing pouring too much water.
2. Seeing spilled water on the floor or shelf.
3. Seeing do not remove the white stake away from the plant when finished watering.
POINTS OF INTEREST:
1. Feeling the soil.
2. Pouring the water.
3. Using the watering can.
4. Watching the plant grow.
DIRECT AIMS:
Development coordination, concentration, and independence.
INDIRECT AIMS:
Development caring plants and hand and eye coordination.
VOCABULARY:
Tray, sponge, watering can, plant, white stakes, soil, dry saucer.
AGE:
3 and up
VARIATIONS/EXTENSIONS:
1. Different size and shape of plants.
2. Take a field trip to a botanical garden.
3. Watering outside plants.
MATERIALS:
PRATICAL-LIFE DEVELOPMENT ALBUM
CARE OF ENVIOMENT
C6.3. BREAD SLICING
Large tray to carry the whole material, bread (Cut in half container, dust pan and brush, knife, cutting board and a bowl.
PREPARATION:
All materials are ready and consider the readiness of the child.
PRESENTATION:
1. Invite the child; naming activity and show location of material.
2. Watch hand.
3. Walk to the shelf and get the materials, then place it on the table.
4. Sit down and have child sit on the sub-dominant hand.
5. Take out the knife, cutting board and bowel and set them up from left to right.
6. Take one piece of bread out and put it on the cutting board.
7. Picking knife with dominant hand; holding fingers one side and thumb at other side.
8. Show the child that using blade to cut the bread with sub-dominant hand’s index finger.
9. Use sub-dominant hand to hold the bread and cut the bread into a small slice.
10. Pick up this small slice with sub-dominant and cut the slice bread into 4 or 5 small pieces.
11. Repeat step 9 to 10 to rest of bread.
12. Replace the knife on the right side.
13. Pick up these small pieces to bowl.
14. Enjoy the bread.
15. Pick up dust pan and brush, crumb the table and cutting board.
16. Stand up and carry the dust pan to the trash can, then empty the waste to the waste can.
17. Come back to the seat and sit down.
18. Replace the dust pan and brush.
19. Replace the knife, cutting board, and bowl on the tray.
20. Return the material to the shelf
CONTROL OF ERROR:
1. Do not wash hand.
2. Seeing the crumb on the table.
3. Touch knife with finger.
POINTS OF INTEREST;
1. Seeing small pieces of bread.
2. Cutting the bread with knife.
3. Enjoy eating bread.
4. Seeing the bread changing shape; from the half, slice to small pieces.
DIRECT AIMS:
1. Development O. C. C. I.
2. Development sequential work patterns.
INDIRECT AIMS:
1. Learning to use knife.
2. Learning to serve himself or people.
3. Learning to cut bread.
4. Learning to take care of environment.
VOCABULARY:
Bread, cut, tray, knife, dust pan, brush, bowl, container.
AGE:
2.5 and up.
VARIATIONS EXTENSION:
1. Using different objects for cutting for example, apple, cheese, banana, etc..
2. Making a sandwich.
3. Putting jelly or butter on the bread.
MATERIALS:
PRATICAL-LIFE DEVELOPMENT ALBUM
CARE OF ENVIOMENT
C7.1 FEEDING THE FISH
Fish food, fish in the fish tank tray, and small container.
PREPARATION:
Time of the day, the material is ready and the readiness of child.
PRESENTATION:
1. Invite the child; naming activity and showing location of material.
2. Walk with the child to the shelf and get the material, then bring it to the fish tank
3. Explain the fish food to the child.
4. Show the child how to open the fish tank lid.
5. Take the fish food out of tray and show the child how to open the lid; using the whole fingers to twist.
6. Pouring a little bit fish food to the small container with two hands.
7. Pick up the container and sprinkle the fish food around the fish tank.
8. Observing the work.
9. When finishing replace the container to the tray.
10. Close the fish tank lid.
11. Screw the lid on the fish food and replace it to the tray.
12. Carry tray to the shelf and replace it.
CONTROL OF ERROR:
1. Seeing feeding too much fish food.
2. Seeing the fishing food crumb on the floor or shelf.
3. Seeing more than one person feeding the fish a day.
POINTS OF INTEREST:
1. Seeing the fish eat the food.
2. Seeing water bubbling in the tank.
3. Seeing different fish.
4. Seeing fish swim in the tank.
5. Seeing different objects in the tank
DIRECT AIMS:
1. Development 0. C. C. I.
INDIRECT AIM:
1. Learning how to feed the fish.
2. Learning how to take care of environment.
VOCABULARY:
Fish tank, fish, fish food, tray, container.
AGE:
3 and up.
VARIATIONS EXTENSION:
1. Feeding different animal, like bird.
2. cleaning the fish tank.
3. Changing water in the fish tank
MATERIALS:
PRATICAL-LIFE DEVELOPMENT ALBUM
CARE OF ENVIOMENT
C8.2 SIDEWALK CHALK ACTIVITY
Bucket and some chalks.
PREPARATION:
Materials are ready; invite the child; name the activity.
PRESENTATION:
1. Walk with the child to the location where the material is kept.
2. Take the child to the area where child can draw picture with chalk.
3. Pick up one chalk with dominant hand and choose a place to draw the picture.
4. Invite the child to do the activity.
5. When finished, the child needs to put the chalk into to bucket.
6. Replace the material to original place.
CONTROL OF ERROR:
1. Children.
2. Do not replace the chalk
3. Drawing on the wall.
POINTS OF INTEREST:
Seeing different color chalks. Seeing different pictures. Feeling drawing with chalk.
INDIRECT AIMS:
Learning to draw picture.
DIRECT AIMS:
Learning self-control, eye and hand coordination.
VOCABULARY:
Chalk, draw, bucket.
AGE:
2.5 and up.
SENSORIAL-MOTOR ALBUM
17. COLOR BOX NO. 1
MATERIAL:
A box containing six color tablets; two red, two blue, two yellow.
PRESENTATION:
1. 1.Open the box
2. Take all tablets out and put them randomly on the rug.
3. Close the box and put it away.
4. Choose any one of the tablets and find a matching one, then arrange them vertically.
5. Continue doing the same action to the rest of the tablets.
6. Open the box and put the box top to the lid, then put all tablets into the box.
7. Close the box and let the child do it.
POINT OF INTEREST:
The moment in which the pairs are matched.
CONTROL OF ERROR:
Visual disharmony.
DIRECT AIM:
Visual discrimination of color.
INDIRECT AIM:
Introduction of art.
AGE:
2 years.
LANGUAGE:
Same, different.
NOTE:
Can be do in the rug or table.
SENSORIAL-MOTOR ALBUM
1. THE CYLINDER BLOCKS
MATERIAL:
Four blocks which contain ten cylinders in each block.
Block A
: The cylinders increase in diameter and height. Block B
: The cylinders increase in diameter. The height remains the same. Block C
: The cylinders increase in height. The diameter remains the same. Block D
: The cylinders increase in diameter and decrease in height. PRESENTATION:
1. Bring the Cylinder Blocks to the table and let the child sit beside you.
2. Take the cylinders out with three fingers.
3. Set them on the table in front of the child.
4. Take one cylinder by three fingers and watch the hole, then slide it down to the hole very quietly.
5. Continuing do the same action to the rest of cylinders.
6. Ask the child to do it.
POINT OF INTEREST:
The moment at which the cylinder enters into the socket.
CONTROL OF ERROR:
The cylinder does not fit well in the socket.
DIRECT AIM:
Visual discrimination of dimension; volume, thickness, height.
INDIRECT AIM:
Preparation for mathematics; preparation for writing.
AGE:
2-1/2 years.
LANGUAGE:Large
, small, tall, short, thick, thin. EXTENSION:
Close eyes and touch the cylinders to arrange them in order.
VARIATION:
1. Pull all cylinders out, arrange them by their sizes without block, then put them back to the block.
2. Match the cylinders upside down.
3. Match the cylinders outside of the block.
4. Match the cylinders on the block, but not on the hole.
SENSORIAL-MOTOR ALBUM
2. THE PINK TOWER
MATERIAL:
The pink cubes. The first one is one cubic centimeter in size and they increase regularly in size to the last one which is ten cubic centimeters in size.
PRESENTATION:
1. Bring the material to the rug. (let the child carry them )
2. Take the largest one and put it in front of the child.
3. Take the second largest cube and put it on the previous one.
4. Continue doing the same with rest of cubes.
5. Take the tower apart and let the child do it.
POINT OF INTEREST:
The moment in which the tower is completed.
CONTROL OF ERROR:
Visual disharmony.
DIRECT AIM:
Development of visual discrimination of dimension.
INDIRECT AIM:
Preparation for mathematics; the decimal system.
AGE:
2-1/2 years.
LANGUAGE:
Small, large, smaller, larger, smallest, largest.
EXTENSION:
Bring Brown Stairs to build 2 different towers.
GAMES:
1. “Where is one missing?”–let the child close eyes and to find which one have been take out.
2. “Where is one go?”–let one close eyes; take out one cube, then show him the cube and let him find out where the cube should go.
3. “Who has the next one?”–for 3 to 5 persons to play, to see how can they build a tower.
4. Let child hide the cubes in the classroom and then try to find these cubes to build the tower.
NOTE:
For mental retard children, put the cubes in horizontal way for children to do it easily. When the child get the point, then begin to build the tower.
SENSORIAL-MOTOR ALBUM
9. DEMONSTRATION TRAY OF GEOMETRIC FIGURES
MATERIAL:
A rectangular wooden tray containing the following frames and insets: a square, a circle and a triangle– alternating with plain wooden rectangles, and divided by a wooden frame of six spaces which fits over the tray and its contents.
PRESENTATION:
1. Bring the child to the table and tell the child what you are going to do but not give the name of the materials.
2. Take one shape from its knob by your dominanat hand.
3. Use index and third fingers to feel and trace the edge of the shape in one movement.
4. Feel the contour of the frame with 2 fingers, then put back the shape in its inset.
5. Continue doing the same action to the rest of shapes.
POINT OF INTEREST:
The moment at which the inset fits into its frame.
Feeling the outline of the figure.
CONTROL OF ERROR:
If the inset does not fit into the frame.
DIRECT AIM:
Visual discrimination of form.
INDIRECT AIM:
Preparation for geometry; preparation for writing.
AGE:
2-1/2 years.
LANGUAGE:
Triangle, circle, square.
NOTE:
It can be present in rug or table.
SENSORIAL-MOTOR ALBUM
20. THE GEOMETRIC SOLIDS
MATERIAL:
A basket; ten geometric solids as follows: sphere, cube, cone, cylinder, rectangular prism, triangular prism, square-based pyramid, triangular based pyramid, ovoid, ellipsoid.
PRESENTATION:
1. Use Three Period Lessons to tell child the name of these solids and let the child feel it.
2. When the child know these solids’ names, begin your sensory presentation.
3. Tell the child that “I am going to show you how to work with this Geometric Solids”.
4. Ask the child to close his eyes or use blind folder to cover the child’s eyes.
5. Give the child a shape and let him feel by hands.
6. Ask the child which shape is in his hand.
7. Continue doing the same to all of the shapes.
8. If the child forget the names of the solids, give him Three Period Lessons.
POINT OF INTEREST:
The enjoyment of feeling the shape of the solid.
CONTROL OF ERROR:
The material does not have an intrinsic control of error.
DIRECT AIM:
Visual and tactile discrimination of solid forms.
INDIRECT AIM:
Preparation for geometry.
AGE:
2-1/2 years.
LANGUAGE:
Sphere, cube, cylinder, cone, rectangular prism, triangular prism, square-based pyramid, triangular- based pyramid, ovoid, ellipsoid.
SENSORIAL-MOTOR ALBUM
22. SORTING
MATERIAL:
1 tray
4 little plates, bowls or baskets
1 larger deep container
At least 5 each of 4 different kinds of seeds, buttons or other objects
PRESENTATION:
1. Bring the materials to the rug.
2. Tell the child that “I am going to show you how to sort the buttons.”
3. Take one button and put it on one basket.
4. Take any one of the buttons and put it on the same basket with the previous one if its size is as same as the previous one. If not, put it on other box.
5. Continue doing the same activity until all buttons are put into different baskets
6. You put the button back to the deep container.
7. Let the child do it.
POINT OF INTEREST:
The moment at which one finds objects of the same kind.
CONTROL OF ERROR:
If the objects are not the same.
DIRECT AIM:
Stereognostic discrimination of form, size and texture.
INDIRECT AIM:
Preparation for mathematics and sciences.
AGE:
2-1/2 years.
LANGUAGE:
The names of the objects.
NOTE:
1. Allow child to pour objects back (because this is not in practical life activity)
2. Different sizes of nuts are good materials to begin with.
EXTENSION:
Give a blind fold presentation.
VARIATION:
Objects were made in different materials.
SENSORIAL-MOTOR ALBUM
23. THE MYSTERY BAG
MATERIAL:
A bag about 20 x 15 cm. with 10 real objects (not miniatures).
PRESENTATION:
1. First check that the child know all objects’ name. If they do not know the name of the object, give them Three Period Lessons.
2. Tell the child what you are going to do.
3. Put your hand on the bag and grasp some object; said the object’s name.
4. Show the child what is in your hand and said “in my hand, it is a ____.
5. Ask the child to do it.
POINT OF INTEREST:
The moment at which the object we bring out corresponds to the name we already said.
CONTROL OF ERROR:
None.
DIRECT AIM:
Visual and tactile discrimination of form.
INDIRECT AIM:
Enrichment of vocabulary.
AGE:
2 years.
LANGUAGE:
The names of the objects and names for tactile qualities.
VARIATION:
1. Can put a pair of objects on the box and use different hands to take the same objects out or put the objects on different bags.
2. Let the child take the similar objects out by using different hands.
3. Let the child take the related objects out (such as pen, pencil, pencil sharper…).
NOTE:
Change the objects in the box at least once one month.
SENSORIAL-MOTOR ALBUM
24. ROUGH AND SMOOTH BOARD #1
MATERIAL:
A board with a rough section and a smooth section.
PRESENTATION:
1. Tell the child that “I am going to show you how to touch the board.”
2. Touch the rough board by finger tips three times and said “this feel rough, rough, rough”.
3. Touch another smooth board and said “this feel smooth, smooth, smooth”.
4. Let the child do it.
POINT OF INTEREST:
To feel the difference of textures.
CONTROL OF ERROR:
None.
DIRECT AIM:
Tactile discrimination of texture.
INDIRECT AIM:
Preparation for writing.
AGE:
2 years.
LANGUAGE:
Smooth, rough.
SENSORIAL-MOTOR ALBUM
25. ROUGH AND SMOOTH BOARDS 2 AND 3
MATERIAL:
2: A board with narrower sections alternating rough, smooth; rough, smooth.
3: A board with narrow sections which grade from fine to rough.
PRESENTATION:
1. Tell the child that “I am going to show you how to touch the board.”
2. Touch the rough board by finger tips three times and said “this feel rough, rough, rough”.
3. Touch another smooth board and said “this feel smooth, smooth, smooth”.
4. Let the child do it.
POINT OF INTEREST:
Feeling the differences in texture on the board.
CONTROL OF ERROR:
None.
DIRECT AIM:
Tactile discrimination of texture.
INDIRECT AIM:
Preparation for writing.
AGE:
2 years.
LANGUAGE:
Rough, smooth, rougher, roughest.
LANGUAGE DEVELOPMENT ALBUM
8. CLASSIFICATION – OBJECT PICTURES
MATERIALS:
1. The marked pictures of control set clearly depict objects, such as ship, hat, and vehicle.
2. The pictures of matching set clearly depict objects in different kind cars, hats, and ships.
3. A Container for pictures.
DESCRIPTION:
Lay out the pictures of control set, random the pictures of matching set. The child sorts all pictures under the categories of control set, naming them as well.
MATERIALS:
LANGUAGE DEVELOPMENT ALBUM
17. INCH-CUBE PATTERNS
A container to hold the colorful inch-cube wooden blocks. A set of printed inch-cube pattern cards, every card has design on it with cube shape of different color.
DESCRIPTION:
The child lays out the pattern card on the rug, he looks the pattern card and find the cubes one at a time to fill in the pattern card. When he has finished one pattern card, he can work on another one. Lay them out from left to right. When he has finished the work, ask him to return the work on the shelf properly. Return rug properly too.
MATERIALS:
LANGUAGE DEVELOPMENT ALBUM
18. SHAPE MATCHING, PART TO WHOLE
A set of pictures depicting fruits, but each picture is cut into half. A container to hold all pictures.
DESCRIPTION:
The child lays out all the top part of pictures on the upper edge of the rug, select the another half part picture to match to whole picture one by one. When he has finished the work, ask him to return the work properly.
MATH DEVELOPMENT ALBUM
2.3 SANDPAPER NUMERALS
MATERIALS:
Green cards (approximately the size of sandpaper letter cards) with sandpaper numerals from 0 through 9.
CONTROL OF ERROR:
The teacher, the sandpaper.
AIM:
To introduce the symbols and then the vocabulary for the numerals from 0 to 9.
POINT OF INTEREST:
The feel of sandpaper.
PRESENTATION:Day 1–Tracing only
1. Trace the number by using two fingers.
2. Teacher trace two times, then let the child trace.
3. Let the child turn the card over.
Day 2–Tracing with vocabulary
1. Take a sandpaper and tell the child “This says ____” and then trace it as well as name it.
2. Let the child do it and name it.
3. Use Three Period Lessons to tell the child the one he does not know.
NOTE:
1. Trace the number in the way that you wish the child to write them.
2. Be precise.
EXTENSION:
1. “Who is missing?”– ask the child close eyes, hide one card, and let the child find it.
2. Ask the child “What comes between?” “What comes before?” “What comes after?”
