marker on an eye. It is not advisable to use the words left and right, so allow the child to place the marker on either eye. Then tell her to put a marker on the other eye. Repeat the procedure for the nose, mouth, ears and hair. Help the child, if necessary, and remember to praise her whenever possible.
Another activity that can be performed to reinforce the memory of the parts of the face is to paste a picture of a large face on cardboard or construction paper. When the paste is dry, cut the face in two pieces (left and right). Tell the child to put the face together.
Throughout the week, repeat these activities with your child, especially when the child seems to need you. While you are doing housework, you can interact with your child by telling her to point to any one of the parts of the face. Politely help or correct the child if necessary and remember to praise her.
This activity develops
free exploration
rhythm and awareness of the pattern 1-2
awareness of sets of two
eye-hand coordination
independence
Select an assortment of cotton reels and allow the child to explore with them. If the child does not show an interest in them, encourage her to look at, feel, push, roll, tap or stack and knock them down.You may need to show the child how, but be sure to allow the child to play and explore before introducing any further activity.
At another time, encourage the child to bring two reels together and tap out the rhythm of 1-2, 1-2. Sing the words ‘one-two, one-two’as you clap your hands together. Stand and tap your feet on the floor to the rhythm of 1-2, 1-2. Encourage the child to tap the reels while you clap or tap your feet. The child may lay the reels down and copy your actions. If this occurs, allow the child to do so.
Some time during the week, show the child how to stack the reels into sets of two. If the child stacks them higher than two, politely suggest that she make hers the same as yours. However, if she insists on stacking the reels her own way, allow her to do so and try again later.
You and your child can have fun rolling a cotton reel back and forth to each other. The child may also be interested in stringing or threading the reels together. They can be strung with string or wool. A pipe cleaner can be twisted to make a needle. Thread the string or wool through the eye of the needle and secure the first cotton reel for the child with a large knot or a piece of tape. Show the child how to string the reels and encourage her to try it independently. Help her whenever it is necessary. Remember to give praise for any positive actions.
This activity develops
left to right awareness and eye training
listening
following directions
language enrichment
awareness of ‘in’ and ‘out’, such as in the bag or container
Assemble and place in a row such items as a cup, a block, a spool, a clothes peg, a spoon and a large paper bag. Name each item for the child and instruct her to put them in the bag. Tell the child to empty the bag and repeat the process.
At another time, place these items in different areas in the room in clear view of the child. Name one of the objects and ask the child to place it in a bag. Help the child if necessary. Encourage the child to find another item and place it in the bag. Continue with this procedure until all of the items have been located and placed in the bag. Do this in the kitchen or another room where you may be working, and encourage the child to work independently.
Choose some other items that are familiar to the child, such as a stuffed animal, a small ball, a rattle, a small book, etc. Name each object for the child, and then instruct her to place these in the bag, one at a time, as you call them by name. Try to put them in a row and call them by name from left to right.
The following activity should be done with close supervision. This is important for awareness of detail and eye-hand coordination. Assemble in a row a raisin, a button, a piece of string, a paper clip and a key, and instruct the child to pick up these items, one at a time from left to right, as you call them by name in that order. They should be placed in a small container as the child picks them up. It is not necessary to use the words left and right, even though at this age, left and right awareness is important. Repeat this activity only with close supervision to prevent the child from swallowing or choking on these small items.
This activity develops
problem solving through free exploration
awareness of ‘on’ and ‘off’
awareness of matching lids
enhancement of the sense of touch
Assemble a plastic jar and lid, a saucepan with a matching lid, a shoe box and lid and several other things with matching lids. Make certain that the lids will be easy for the child to take off and replace. If the task is too difficult, the child will become frustrated and lose interest.
Once the materials are assembled, present three of these containers to the child and allow her to remove and replace the lids. The child may need some assistance in putting the correct lids on the containers, but be sure to allow the child the privilege of trial and error. Nevertheless, assist the child whenever necessary to avoid frustration.
Change the type of containers throughout the week and try to let the child work independently whenever possible. Use a maximum of three containers at a time. Too many containers will confuse the child. Use the words ‘on’and ‘off’as the lids are put on and taken off.
Throughout the week, call your child’s attention to other things that have lids. It may be in the bedroom, kitchen, bathroom or other places. This will serve to expand your child’s awareness of things in her immediate environment.
This activity develops
eye-hand coordination
tactile sensation (feel of the ball)
following directions
association of different uses for one object, the ball
language development by listening to words used during the activity
Obtain a cloth ball if possible, although a rubber ball will suffice for this activity. The ball should be about 15 centimetres in diameter. This size is recommended so that the child can easily hold the ball with both hands. The cloth ball is soft and is easier for a child to grab and control.
Sit with the child on a smooth non-carpeted area and roll the ball a short distance to the child. Observe to see if the child watches the ball, or does she attempt to stop the ball? Talk to the child and encourage her to catch the ball as it is rolled to her. Continue to do this until the child loses interest. Repeat this activity often to develop skill in watching and receiving a ball. Praise the child whenever she responds positively.
Once the child is comfortable in watching and receiving a ball, encourage the child to roll