Sensorial Activities

8/9/2019 Sensorial Activities

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THE SENSES

VISUAL AND MUSCLE DISCRIMINATION

The Knobbed Cylinders

The first cylinder block

The cylinders vary in height and diameterfrom tall and wide to short and narrow.

The second cylinder blockThe cylinders vary in height and diameterfrom tall and narrow to short and wide.

The third cylinder block

The cylinders vary only in diameter.

The fourth cylinder block

The cylinders vary only in height.


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NAME OF ACTIVITY: Knobbed cylinders

AREA: Visual and muscle discrimination

AGE: 2

MATERIALS USED: One of the knobbed cylinder blocks

DIRECT AIM: To fit cylinder into correct socket

INDIRECT AIM: Pincer grip

Crossing the mid-line

Eye-hand co-ordination

Fine motor co-ordination

Alignment and Judgement

One to one correspondence

Patience and Concentration

Indirect preparation for readingIndirect preparation for geometry

Strengthening of the finger muscles

Visual discrimination of dimension

To provide a controlled experience of seriation

To introduce the child to the opposites, comparatives, and

superlatives

CONTROL OF ERROR: If cylinders do not fit

EXTENSIONS AND GAMES: See end of presentation

PRESENTATION 1:

1. Invite the child to work with you and name the activity.

2. Show him where it is kept on the shelf.

3. Show them how to carry the cylinder blockone hand on each side, thumbs in front and

fingers at the back.

4. Place the cylinder block on the mat, the broadest cylinder on the left and the thinnest on

the right. Leave enough space to place the cylinders onto the mat.

5. Using your right hand in the pincer grip, lift the broadest cylinder out of the block andplace it onto the mat.

6. Continue to do this working from left to right. Work slowly so that the child can absorb the

work properly.

7. When placing the cylinders on the mat, do so randomly (if the child is very young or

struggles do not muddle them too much).

8. When all the cylinders are laid out on the mat, tell the child that you are going to put them

all back into the block.

9. Using the pincer grip put all the cylinders back from broadest to thinnest.

10. When doing so, look at the socket and then at the base of the cylinder, to show that you

are looking for the correct size.11. Always pause to show the child that you are looking for the next size cylinder.

12. When all the cylinders are back invite the child to have a turn.

13. Thank the child for working with you.


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NOTE: Repeat this exercise with all the knobbed cylinder blocks with the child in the same

manner. This gives the child plenty of practice and understanding of the work.

PRESENTATION 2:


2. Show him where it is kept on the shelf.3. Show them how to carry the cylinder blockone hand on each side, thumbs in front and



the right.

5. Present a three period lesson using only 2 opposites in each lesson.

a) Block 1

-Introduce large and small using the second/third largest and second/third smallest

cylinders.

b) Block 2

-Introduce deep and shallow using the second/third deepest and second/third mostshallow cylinders.

c) Block 3

-Introduce thick and thin using the second/third thickest and second/third thinnest

cylinders.

d) Block 4

-Introduce tall and short using the second/third tallest and the second/third shortest

cylinders.

6. First period- Remember to isolate in the first period. Place each cylinder on the mat one at

a time. Name it for the child. Ask the child to repeat the name.

7. Second period- Spend a great deal of time in the second period. Ask the child, showme Continue to repeat the names and ask the child to point out which one it is you are

referring to. Remove all the cylinders from the mat.

8. Third period- Remember to isolate in the third period. Place only one cylinder on the mat

at a time and ask the child to name it for you.

9. Consolidate by placing all the cylinders back on the mat and saying, so today we learnt

that this isand this is etc.

10. Help the child to pack the work away.


PRESENTATION 3:






the right.

5. Give a three period lesson on comparatives (block 1,3,4not shallow) to the child.

6. Use 2 cylinders near either end of the block to teach the comparatives. Only teach one

concept at a time. I.e. Either tall/short, never both at the same time. It will only confuse thechild

7. a) Block 1

-Introduce large and larger/ small and smaller


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b) Block 3

-Introduce thick and thicker/ thin and thinner

c) Block 4

-Introduce tall and taller/ short and shorter











PRESENTATION 4:


2. Show him where it is kept on the shelf and how to carry it.




the right.

5. Give a three period lesson on superlatives (block 1,3,4not shallow) to the child.

6. Use 3 cylinders near either end of the block to teach the superlatives. Only teach one

concept at a time. I.e. Either tall/short, never both at the same time. It will only confuse thechild

a) Block 1

-Introduce large, larger, and largest/ small, smaller, and smallest

b) Block 3

-Introduce thick, thicker, and thickest/ thin, thinner, thinnest

c) Block 4

-Introduce tall,taller, tallest/ short, shorter, shortest











NOTE: You can play games with the child to further reinforce this concept. I.e.: Place a cylinderon the mat and tell the child that this is small, and then ask them to find a cylinder that is smaller.

Alternatively place a cylinder that is large and ask the child to find one that is larger, and one


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that is even larger etc. You can repeat this with all the cylinder blocks using the corresponding

language each time.

NOTE: Always remember with a three period lesson that if the child does not grasp the concept

in the second period you do not move on to the third period. If the child cannot recall the names

in the third period you do not consolidate.

EXTENSIONS AND GAMES USING THE KNOBBED CYLINDERS

1. Place two cylinder blocks parallel to one anotherunpack and repack them.

2. Place two cylinder blocks together to create a 45-degree angle.

3. Place three cylinder blocks to form a triangle.

4. Form a square using four cylinders.

5. Make a rectangle using four cylinders.

NOTE: This is a good preparation for basic language important in maths.

These extensions can also be done using a blindfold.

6. Place the cylinder on the table, remove all the cylinders and place them elsewhere in the

environment. Take a flag and place it in one of the sockets in the cylinder block and ask

the child to fetch the cylinder that corresponds to the socket. This stimulates the childs

memory, as they need to remember which socket they need to fill. The child can run their

fingers around the socket first, to obtain a feel of the size cylinder they are looking for. An

extension of this could be to place all the cylinders in different places in the environment

and the child has to find the correct cylinder without having them all together forcomparison.

7. Place all the cylinders from one of the blocks in the environment and ask the child to go

and look for the cylinders and bring them back in the correct order or series.

8. Place all the cylinders of one of the blocks into the stereognostic / mystery bag. Invite the

child to feel the socket and then feel for the corresponding cylinder in the bag.


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NAME OF ACTIVITY: Pink tower


AGE: 3+

MATERIALS USED: 10 cubes - pink in colour, differing in length, breadth and

heightTheir size increases progressively starting with the smallest

cube that is one cubic centimetre, moving to the largest cube

that is equivalent to 1000 of the smallest cube

DIRECT AIM: To build the tower

INDIRECT AIM: Crossing the mid-line



Patience and ConcentrationVisual discrimination of dimension

Gross and Fine motor co-ordination

Indirect preparation for algebra and geometry

Strengthening of the hand and finger muscles

Basic language important for maths and language

development


superlatives

CONTROL OF ERROR: 1) If tower topples overVisualif cubes are misplaced/incorrect place

2) The smallest cube will not fit around the other cubes

EXTENSIONS AND GAMES: See end of presentations

PRESENTATION 1:



3. Show the child how to carry the cube using your right hand, thumb in front, fingers at theback and your left hand slightly beneath the cube as a precaution.

4. Take the cubes off the shelf, one by one placing them randomly on the mat. Help the child

to carry the cubes.

5. Tell the child that you are going to build a tower.

6. First pick up the biggest cube with your right hand, thumbs in front and fingers behind and

place it centrally on the mat.

7. Then pick up the next size cube and holding it in the same way as the first, place it gently

and centrally on top of the first cube.

8. Always pause to show the child that you are looking for the next size cube.

9. Work your way up to the smallest cube by repeating the process.10. Once the tower is built invite the child to have a look at it with you. Walk around it and

look at it from above.


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11. Ask the child to help you to unpack the towertake the cubes down one at a time and

place them randomly on the mat.

12. Invite the child to have a turn.

13. When they are finished, help them to unpack the tower and return the cubes to the shelf

one by one.

14. Thank the child for working with you and tell them that they can work with the material

whenever they choose to.

PRESENTATION 2:



3. Remind the child how to carry the cubes, and help him carry them one by one to the mat.

4. Tell the child that today you are going to build the tower differently.

5. First pick up the biggest cube with your right hand, thumbs in front and fingers behind and

place it centrally on the mat.

6. Pause to show the child that you are looking for the next size cube.7. Place it on top of the first cube, but this time align it with the back left-hand corner.

8. Run your left hand down the side to indicate that it is aligned

9. Work your way up to the smallest cube by repeating the process.

10. When they are all in place, take the smallest cube in your right hand and run it around the

edge of each cubefrom bottom to top.

11. Invite the child to have a look at it with you. Walk around it and look at it from above.

12. Ask the child to help you to unpack the towertake the cubes down one at a time and

place them randomly on the mat.


14. When they are finished, help them to unpack the tower and return the cubes to the shelfone at a time.

15. Thank the child for working with you and tell them that they can work with the material

whenever they choose to.

NOTE: If too difficult, use the 5 biggest cubes, the 5 smallest cubes or 5 successive cubes from

the middle.

PRESENTATION 3:

1. Invite the child to work with you and name the activity.2. Show him where it is kept on the shelf.

3. Remind the child how to carry the cubes, and help him carry the 2 cubes you will be using

that day to the mat.

4. Present a three period lesson using only 2 opposites in the lesson. I.e. Use the

second/third largest cube together with the second/third smallest cube to reinforce the

concept of large and small.

5. First period- Remember to isolate in the first period. Place each cube on the mat one at a

time. Name it for the child. Ask the child to repeat the name.

6. Second period- Spend a great deal of time in the second period. Ask the child, show

me Continue to repeat the names and ask the child to point out which one it is you arereferring to. Remove all the cubes from the mat.

7. Third period- Remember to isolate in the third period. Place only one cube on the mat at a

time and ask the child to name it for you.


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8. Consolidate by placing all the cubes back on the mat and saying, so today we learnt that

this isand this is etc.



PRESENTATION 4:

1. Invite the child to work with you and name the activity.2. Show him where it is kept on the shelf.



4. Give a three period lesson on comparatives to the child.

5. Use 2 cubes near either end of the tower to teach the comparatives. I.e. use 2 of the

largest cubes to introduce large and larger/ 2 of the smallest cubes to introduce small

and smaller. Only teach one concept at a time. I.e. Either large/small, never both at the

same time. It will only confuse the child


time. Name it for the child. Ask the child to repeat the name.7. Second period- Spend a great deal of time in the second period. Ask the child, show

me. Continue to repeat the names and ask the child to point out which one it is you are

referring to. Remove all the cubes from the mat.







PRESENTATION 5:





4. Give a three period lesson on superlatives to the child.

5. Use 3 cubes near either end of the tower to teach the superlatives. I.e. use 3 of the largest

cubes to introduce large, larger, and largest/ 3 of the smallest cubes to introduce

small, smaller, and smallest. Only teach one concept at a time. I.e. Either large/small,never both at the same time. It will only confuse the child.




me Continue to repeat the names and ask the child to point out which one it is you are

referring to. Remove all the cubes from the mat.




this isand this is etc.10. Help the child to pack the work away.



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NOTE: You can play games with the child to further reinforce this concept. I.e.: Place a cube on

the mat and tell the child that this is small, and then ask them to find a cube that is smaller.

Alternatively place a cube that is large and ask the child to find one that is larger, and one that is

even larger etc.





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EXTENSIONS AND GAMES USING THE PINK TOWER

1. Build a train with the pink tower.

2. This is an art extension. Place each cube on a floor mat and then trace around each cube

onto paper. Allow the child to cut the pieces out and then use them to: -

- Stick on top of one other as they would appear in each presentation.

- Make a mobile with them. Join them together using a piece of string and tying a knotthe paper to hold it in place. Use a needle and thread to join the pieces. You may have

to assist the child with the needle and thread, but they can still sequence the pieces for

you. Here the child will see the difference between a 3-D cube and 2-D square.

- Make a fan. Place squares on top of each other - place a split-pin though a corner and

fan them out.

1. Build the tower on a floor mat. Ask the child to close their eyes as you remove one of the

cubes from the tower. Now ask the child to open their eyes and to tell you where you took

the cube from/where the irregular spacing is. (The child can also keep their eyes closed

and feel where the cube is missing from).

2. Take a cube from the tower and place it in a stereognostic bag. Let the child feel the cube

in the bag and then tell you where it came from in the tower. An extension of this would be

to take two cubes from the towerone small and one of the bigger cubes. Place one of

them in a stereognostic bag and ask the child to guess which one of the two he is feeling.

3. Dismantle the tower and place the cubes around the environment where the child can see

them. Ask the child to re-build the tower by fetching the cubes one by one in the correct

sequence. If the child fetches the incorrect cube he must take it back to where he found it

and then try again to find the correct cube.

4. Place a cube on a piece of paper and use a thumbtack to prick around the cube. Place

another cube down, overlapping the first and prick around it. Continue until you have

pricked around a few cubes. Allow the child to feel the raised part of the paper.

5. Place 2 floor mats down on the carpet, and place all the cubes onto one of them. Sit with

the children at the mat without cubes. Ask one child to go to the other mat and find the

biggest cube. When they bring it back they must place it on the mat. Ask another child to

bring the smallest cube and to place it onto the mat next to the biggest cube. Continue to

ask them to fetch the biggest and smallest cubes. (The bigger ones get smaller and thesmaller ones get bigger)

6. Place cubes on a scalesmall cube on one side and big cube on another and ask the

child which cube is heavier. An extension of this is to take something from the

environment e.g. an apple and a cube and ask the child which one they think is heavier.

Check on the scale for the correct answer. See how many golden beads would weight the

same as the smallest cube.

7. Give 10 children each a cube and ask them to stand randomly on the mat. Ask the child

with the biggest cube to come forward. The child with the next size cube must follow etc.until a line has been formed from the biggest to the smallest.

8. Patterning can also be done, allow the children to experiment.


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9. Give 10 children each a cube and ask them to stand randomly on the mat. Ask the child

with the biggest cube to come forward. The child with the next size cube must follow etc.

until a line has been formed from the biggest to the smallest.

10. Patterning can also be done, allow the children to experiment.


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NAME OF ACTIVITY: Broad stair


AGE: 3+

MATERIALS USED: 10 prisms of the same width and colour but differing in breadth

and height

DIRECT AIM: To build a stair using the prisms

INDIRECT AIM: Crossing the mid-line



Indirect preparation for geometry


Gross and fine motor movement

Develop co-ordination of movementStrengthening of the hand and arm muscles


superlatives

CONTROL OF ERROR: If you are unable to run your hand down the stair then it is

incorrectly built.

If smallest prism is not flush with each stair


PRESENTATION 1:



3. Show the child how to carry the prism using your right hand, thumb in front, and fingers at

the back. This will give the child a muscular impression of each prism.

4. Hold your left hand slightly beneath the prism as a precaution.

5. Help the child carry the prisms, one by one, placing them randomly on the mat.

6. Tell the child that you are going to build a stair.

7. Extend your right hand over the broadest prism to pick it up and place it on the left-handside of the mat. Follow with the next size prism, placing it just in front of the first, and then

slide it into place with your hands on each side. Run your right index and middle fingers

along the side for alignment.

8. Always pause to show that you are looking for the next size prism.

9. Repeat the process until all the prisms have been placed and the stair is formed.

10. Run your hand slowly over the stair to get the whole impression. Invite the child to run

their hand down the stair.

11. Take the narrowest prism with your hand on each side and fit it into every ledge from the

bottom to the top.

12. Ask the child to help you to unpack the stair randomly on the mat. Invite the child to have aturn. When he is finished, help him to pack the prisms back on the shelf.



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NOTE: Use 5 biggest, 5 smallest or 5 from the middle if child finds it too difficult.

PRESENTATION 2:



3. Remind the child how to carry the prisms, and help him carry the 2 prisms you will be

using that day to the mat.4. Present a three period lesson using only 2 opposites in the lesson. I.e. Use the

second/third largest prism together with the second/third smallest prism to reinforce the

concept of broad and narrow.

5. First period- Remember to isolate in the first period. Place each prism on the mat one at a




referring to. Remove all the prisms from the mat.

7. Third period- Remember to isolate in the third period. Place only one prism on the mat at a

time and ask the child to name it for you.8. Consolidate by placing all the prisms back on the mat and saying, so today we learnt that




PRESENTATION 3:



3. Remind the child how to carry the prisms, and help him carry the 2 prisms you will beusing that day to the mat.


5. Use 2 prisms near either end of the stair to teach the comparatives. I.e. use 2 of the

largest prisms to introduce broad and broader/ 2 of the smallest prisms to introduce

narrow and narrower. Only teach one concept at a time. I.e. Either broad/narrow, never

both at the same time. It will only confuse the child




me Continue to repeat the names and ask the child to point out which one it is you arereferring to. Remove all the prisms from the mat.



9. Consolidate by placing all the prisms back on the mat and saying, so today we learnt that




PRESENTATION 4:




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3. Remind the child how to carry the prisms, and help him carry the 3 prisms you will be

using that day to the mat.


5. Use 3 prisms near either end of the stair to teach the superlatives. I.e. use 3 of the largest

prisms to introduce broad, broader, and broadest/ 3 of the smallest prisms to introduce

narrow, narrower, and narrowest. Only teach one concept at a time. I.e. Eitherbroad/narrow, never both at the same time. It will only confuse the child.





referring to. Remove all the prisms from the mat.



9. Consolidate by placing all the prisms back on the mat and saying, so today we learnt that



NOTE: You can play games with the child to further reinforce this concept. I.e.: Place a prism on

the mat and tell the child that this is narrow, and then ask them to find a prism that is narrower.

Alternatively place a prism that is broad and ask the child to find one that is broader, and one

that is even broader etc.


in the second period you do not move on to the third period. If the child cannot recall the namesin the third period you do not consolidate.


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EXTENSIONS AND GAMES USING THE BROAD STAIR

1. Build the stair upwards (vertically / horizontally).

2. Place the prisms in the environment and ask the child to look for them and bring them

back to you in the correct order from broadest to narrowest.

3. Give 10 children each a prismthey must arrange themselves in the order of the prismsthey are holding.

4. Patterning and art extensions can be donesee pink tower extensions.

5. Place all the prisms on 2 mats and ask the children to fetch first the biggest and then the

smallest etc.

6. Build the stair and remove one prismask the child which one has been removed.

7. Place prisms in stereognostic bagsee Pink Tower.

8. Extensions can be done using the Pink tower and Broad stair togetherallow the child to

experiment.


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The Knobless Cylinders

There are 4 boxes of knobless cylinders. The easiest box must be presented first, moving

towards the most difficult box.

The Yellow Box

This is the first box. The cylinders vary in height and diameter.

The Green BoxThe cylinders vary in height and diameteropposite to the yellow box.

The Red Box

The cylinders differ in diameter only

The Blue Box

The cylinders vary in height only.


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NAME OF ACTIVITY: Knobless cylinders


AGE: 3+

MATERIALS USED: One of the knobless cylinder blocks

DIRECT AIM: To grade the cylinders

To build a tower with the cylinders

INDIRECT AIM: Pincer grip

Crossing the mid-line


Fine motor co-ordination



Indirect preparation for readingIndirect preparation for seriation

Strengthening of the finger muscles


CONTROL OF ERROR: Visual - if not graded correctly

If tower falls over


PRESENTATION 1:



3. Show them how to carry the cylinder boxthumbs on top and fingers underneath.

4. Take the lid off and place it to the top left-hand corner of the mat.

5. Unpack the cylinders randomly onto the mat using the pincer gripinvite the child to help

you.

6. Place the empty box to the left-hand side of the mat and bring the lid to the centre of the

mat to use as a base.

7. Tell the child that you are going to build a tower with the cylinders.8. Take the broadest cylinder using the pincer grip and place it on top of the lid.

9. Then place the next broadest cylinder on top of the first.

10. Always pause to show the child that you are looking for the next size cylinder.

11. Continue this process until all the cylinders are built into a tower from the broadest to the

thinnest.

12. Once the tower is built ask the child to unpack them back onto the mat.

13. Invite the child to have a turn to build a tower with the cylinders.

14. Once the child is finished, remind them how to place the cylinders back into the box, by

placing the broadest cylinder in first to ensure that they all fit.


PRESENTATION 2:


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3. Show them how to carry the cylinder boxthumbs on top and fingers underneath.

4. Take the lid off and place it to the top left-hand corner of the mat.

5. Unpack the cylinders randomly onto the mat using the pincer gripinvite the child to help

you.

6. Place the empty box on top of the lid.

7. Tell the child that you are going to grade the cylinders.8. Take the broadest cylinder using the pincer grip and place it to the left-hand side of the

mat.

9. Then place the next broadest cylinder next to the first one on its right-hand side.

10. Always pause to show the child that you are looking for the next size cylinder.

11. Continue this process of grading from the broadest to the thinnest until all the cylinders

have formed a line.

12. Once you have finished, ask the child to randomly place the cylinders on the mat again.

13. Invite the child to have a turn to grade the cylinders.

14. When they have finished, show them how to place the cylinders back into the box, by

placing the broadest cylinder in first to ensure that they all fit.15. Thank the child for working with you.


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EXTENSIONS AND GAMES USING THE KNOBLESS CYLINDERS

1. Take all 4 knobless cylinder boxes and unpack them onto a floor mat. Grade them all by

height and diameter. You will end up with a mixture of all 4 cylinders together. You can

set it out in the form of a snake to make it more interesting for the child.

2. Take all 4 knobless cylinder boxes with the exception of the blue box. Place them all on a

floor mat. Ask the child to find the biggest one from each set and to make a tower withthem. Then make a tower with the next biggest one from each set and continue until you

have made a tower with all of the cylinders.

3. Make a tower or train with one of the knobless cylinder sets. Ask the child to close their

eyes and remove one of the cylinders. Ask the child to tell you where you took the

cylinder fromwhere is there irregular spacing.

4. Trace around each of the cylinders of one of the sets. The child can then colour them in

and cut them out. You can stick them onto a piece of paper in the shape of a caterpillar.

5. Arrange all 4 sets from a central point to form a starfish.

6. By placing first the yellow cylinders, then the green and lastly the red cylinders on top of

one another, you can show the child how the same height is formed.

7. Trace different diameters of different cylinders onto a piece of paper. The child must

match the cylinders to the corresponding circles on the paper.

EXTENSIONS AND GAMES USING KNOBBED AND THE KNOBLESS CYLINDERS

TOGETHER

1. Place one set of knobless cylinders on a mat in a line. Show the child how the knobbed

cylinders from the corresponding block are the same by placing them on top of the

knobless cylinders.

2. Show the child how the knobless cylinders fit into the corresponding knobbed cylinder

blocks.

3. A game of snap can be played between 2 children. One child puts a knobbed cylinder

onto the mat and the other child must find the corresponding knobless cylinder.


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NAME OF ACTIVITY: Red rods


AGE: 4+

MATERIALS USED: 10 rods, red in colour, which differ only in length

The shortest rod is 10 cm long and the measurementsincrease in 10 cm increments to the longest rod that is 1m in

length

DIRECT AIM: To build rods in the correct order from shortest to longest

INDIRECT AIM: Patience

Alignment

Judgement

Concentration

Crossing the mid-lineCo-ordination of movement

Education of the muscular senses

Gross and fine motor movement

Indirect preparation for mathematics

Indirect preparation for the number rods

Visual and muscular impression of length

Strengthening of the hand and finger muscles


superlatives

CONTROL OF ERROR: Visualif small rod does not fit into each successive step


PRESENTATION 1:



3. Show the child how to carry the rodshold it vertically with the right index and middle

fingers at the top and the left index and middle fingers at the bottom.4. Help the child to carry the rods, one by one to the floor mat.

5. Place them randomly on the mat, making sure that that each rod is aligned to the left-hand

side of the mat.

6. Tell the child that you are going to build the red rods.

7. Begin by looking for the smallest rod. Pick it up, using both hands in a horizontal position

and place it on the edge of the mat where the two bottom corners meet.

8. Stroke the length of the rod using the right index and middle fingers, holding the L.H.S. of

the rod for support.

9. Now look for the next size rod and position it just above the first rod.

10. Stroke the length of the rod lightly and then slide it into place.11. Run your left index and middle fingers along the left side of the rods to show that they are

aligned.

12. Repeat the above process until all the rods are lined up on the mat.


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13. Now take the smallest rod and fit it into each step to check that it has been correctly done.

14. Invite the child to help you muddle the rods up on the mat. Make sure that they are all

aligned to the L.H.S. of the mat.

15. Invite the child to have a turn to build the rods.

16. Help the child to pack the rods away.


NOTE: If the child is struggling to grasp the concept, let them feel the stair or use only the firstfive rods.

PRESENTATION 2:



3. Remind the child how to carry the rods, and help him carry the 2 rods you will be using



second/third longest rod together with the second/third shortest rod to reinforce theconcept of long and short.

5. First period- Remember to isolate in the first period. Place each rod on the mat one at a




referring to. Remove all the rods from the mat.

7. Third period- Remember to isolate in the third period. Place only one rod on the mat at a


8. Consolidate by placing all the rods back on the mat and saying, so today we learnt that



PRESENTATION 3:



3. Remind the child how to carry the rods, and help him carry the 2 rods you will be using


4. Give a three period lesson on comparatives to the child.5. Use 2 rods near either end of the stair to teach the comparatives. I.e. use 2 of the longest

rods to introduce long and longer/ 2 of the shortest rods to introduce short and

shorter. Only teach one concept at a time. I.e. Either long/short, never both at the same

time. It will only confuse the child





referring to. Remove all the rods from the mat.

8. Third period- Remember to isolate in the third period. Place only one rod on the mat at atime and ask the child to name it for you.




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PRESENTATION 4:



3. Remind the child how to carry the rods, and help him carry the 3 rods you will be usingthat day to the mat.


5. Use 3 rods near either end of the stair to teach the superlatives. I.e. use 3 of the longest

rods to introduce long, longer, and longest/ 3 of the shortest rods to introduce short,

shorter, and shortest. Only teach one concept at a time. I.e. Either long/short, never

both at the same time. It will only confuse the child.




me Continue to repeat the names and ask the child to point out which one it is you arereferring to. Remove all the rods from the mat.

8. Third period- Remember to isolate in the third period. Place only one rod on the mat at a






NOTE: You can play games with the child to further reinforce this concept. I.e.: Place a rod on

the mat and tell the child that this is short, and then ask them to find a rod that is shorter.Alternatively place a rod that is long and ask the child to find one that is longer, and one that is

even longer etc.





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EXTENSIONS AND GAMES USING THE RED RODS

1. The longest rod is 1 m in length and the shortest is 10 cm. You can use the rod formeasurement. If you are reading a story for the children and it mentions a dinosaur that is

5 m tall for example, you can take the longest red rod and measure 5 m on the floor to

show the children just how long 5 m actually is.

2. Take 2 red rods off the shelf and place them on the mat. Ask the child to find something

in the environment that is longer than the shorter one, but shorter than the longest one.

This is indirect preparation for mathematicsbigger than, smaller than.

3. You can make a square / triangular maze on the mat using the red rods.

4. Show the child how to balance the rods on top of each other to form different patterns.

5. For an art extension, trace the rods onto paper. Colour them in and cut them out. You

can use them for patterning.

6. You can use all the dimension materials togetherallow the child to experiment.


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NAME OF ACTIVITY: Blindfolds- orientation exercise.

AREA: Tactile sense

AGE: 3+

MATERIALS USED: Various blindfolds and scarves in a basket.

AIM: To introduce the child to various blindfolds, and to orientate

him with having his eyes covered.

PRESENTATION:

1. Invite the child, or 2/3 children, to work with you. Name the activity that you are going to

work with. Show the child how to carry the basket. Bring it to the table.

2. Place the basket on the mat.

3. Tell the children that these are different blindfolds that they can use to cover their eyes.

4. Explain that there are different exercises in the environment where they cover their eyesand that they will use these blindfolds for them.

5. Ask the child/ren to choose a blindfold. Show them how to put it on.

6. You can put one on too. Comment on how dark it is.

7. Let the child/ren try different ones if they like.

8. Replace them all in the basket.

9. Pack the work away.



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SENSITISING THE FINGERS

1. Ask the child to fetch some tepid water in a small jug.

2. Fetch a mat for the table.

3. Tell the child that you are going to sensitise his fingers.

4. Empty the jug of water into a bowl.

5. Place the fingertips of one of your hands into the bowl and hold them there for a while.

6. Remove the fingers from the water and, using a cloth, rub each fingertip vigorously.

7. Ask the child to place his hand into the water and repeat the process.

8. Ask the child to place his other hand in the water and allow him this time to rub his own

fingertips vigorously.

NOTE: This process is done before any tactile exercise


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NAME OF ACTIVITY: Touch boards

AREA: Tactile sense

AGE: 3+

MATERIALS USED: Sensitising tray

Touch board 1- A rectangular board, one half shiny wood the

other half sandpaper

Touch board 2- A rectangular board, 5 strips of sandpaper

alternating with 5 smooth strips verticallyall sandpaper has

the same roughness

Touch board 3- A rectangular board with 5 strips of sandpaper

increasing in roughness

DIRECT AIM: To feel and distinguish different textures

INDIRECT AIM: Language development

To isolate the sense of touch

To make the child aware of and sensitive to different textures

in the environment

Indirect preparation for sandpaper numbers, letters and the

sandpaper globe

Lightness of touch

CONTROL OF ERROR: Sandpaper / Smoothnessif the fingers move offDirectress3 period lesson

PRESENTATION 1:



3. Show the child how to carry the touch boards with one hand on each side, and ask the

child to bring a mat to the table.

4. Sensitise the childs fingers.

5. The first touch board is used first. Place it on the mat with the sandpaper on the left.6. Tell the child that this is a touch board.

7. Using your right index and middle fingers, stroke the sandpaper from top to bottom and

say, rough.

8. Let the child have a turn to feel and say rough.

9. Then rub the fingers in the same manner down the smooth wood and say, smooth.

10. Let the child have a turn to feel and say smooth.

11. Do a simple 3 period lesson with the child.

12. Put the first board aside and place the second board onto the mat.

13. Place it on the mat so that the first strip of sandpaper is on the left.

14. Using the right index and middle fingers, stroke the sandpaper from top to bottom and say,rough.

15. Then rub the fingers in the same manner down the smooth section and say, smooth.

16. Continue until you reach the end of the board.


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17. Invite the child to have a turn to feel rough and smooth.


19. Ask the child to go and find something in the environment that is rough.

20. When he has done so ask him to find something in the environment that is smooth.

21. If the child has definitely grasped the concept of rough and smooth then you can move

straight onto the second presentation. If not then repeat this presentation another daybefore you move on.


PRESENTATION 2:



3. Remind the child how to carry the board and ask the child to bring a mat to the table.


5. The third touch board is used here. Place it on the mat so that the least rough strip ofsandpaper is on the left.

6. Using the right index and middle fingers, stroke the sandpaper from top to bottom, but this

time say, rough, rougher, rougher, rougher, roughest.

7. Invite the child to have a turn to feel the degrees of roughness.




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NAME OF ACTIVITY: Touch tablets

AREA: Tactile sense

AGE: 3+


5 pairs of graded sandpaper tabletsA blindfold

DIRECT AIM: 1. To feel and match different textures

2. To grade different textures

3. To name different textures

INDIRECT AIM: Language development

To refine the sense of touch

To develop tactile discrimination

To develop fine motor co-ordinationTo make the child aware of and sensitive to different textures

in the environment

Indirect preparation for sandpaper numbers and letters

Lightness of touch


superlatives

CONTROL OF ERROR: Childs sense of touch feeling to see if they match/ are

graded

Directress3 period lesson


PRESENTATION 1:



3. Show them how to carry the boxes and ask the child to bring a mat to the table.


5. Tell the child that these are touch tablets.6. Unpack the first box one by one, allowing the child to feel the tablets while you do so.

7. Lay out these tablets vertically down the L.H.S. of the mat.

8. Ask the child to help you unpack the second box.

9. Place these corresponding tablets randomly on the R.H.S. of the mat.

10. Tell the child that these tablets are the same and that each one has a matching pair.

11. Tell the child that you are going to match the tablets.

12. Avert your eyes so as not to look at the tablets.

13. Use your left hand to touch the first tablet in the row on the L.H.S.

14. Keep your left hand on that tablet and use your right hand to find the corresponding tablet

on the right.15. When you find the tablet, pick it up and place it next to the tablet on the L.H.S.

16. Repeat with all the tablets, making a column on the L.H.S. of the mat.

17. When completed, feel each pair to double check whether they match.


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18. Muddle the corresponding tablets on the R.H.S. of the mat.

19. Invite the child to have a turn to match the tablets. Ask them if they would like to wear the

blindfold while they match them. (The blindfold can be included at a later stage)



PRESENTATION 2:



3. Remind the child how to carry the box and ask the child to bring a mat to the table.


5. Take out only one tablet of each pair and place them randomly on the mat; let the child

help you to do so.

6. Tell the child that you are going to grade the tablets from the roughest to the smoothest.

7. Avert your eyes and feel the tablets to find the roughest one.

8. When you find the tablet, pick it up and place it to the left of the mat.

9. Feel the remaining tablets and find the next one that is just slightly smoother.10. Repeat with all the tablets until all have been graded.

11. Tell the child that you have now graded the tablets.

12. Ask the child to feel the tablets.

13. Muddle them up and invite the child to have a turn to grade them. Ask the child if they

would like to wear the blindfold while they grade them.



PRESENTATION 3:



3. Remind the child how to carry the touch tablets, and ask help him to carry them to the mat.



second/third roughest tablet together with the second/third smoothest tablet to reinforce

the concept of rough and smooth.

6. Using your thumb and index fingers, take out the two tablets that you will use for the

presentation.

7. First period- Remember to isolate in the first period. Place each tablet on the mat one at atime. Name it for the child. Ask the child to repeat the name.



referring to. Remove all the tablets from the mat.

9. Third period- Remember to isolate in the third period. Place only one tablet on the mat at a


10. Consolidate by placing all the tablets back on the mat and saying, so today we learnt that




PRESENTATION 4:


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3. Remind the child how to carry the touch tablets, and ask him to carry them to the mat.



6. Use 2 touch tablets to teach the comparatives. I.e. use 2 of the roughest tablets to

introduce rough and rougher/ 2 of the smoothest tablets to introduce smooth and

smoother. Only teach one concept at a time. I.e. Either rough/smooth, never both at thesame time. It will only confuse the child


presentation.

8. First period- Remember to isolate in the first period. Place each tablet on the mat one at a






time and ask the child to name it for you.11. Consolidate by placing all the tablets back on the mat and saying, so today we learnt that




PRESENTATION 5:



3. Remind the child how to carry the touch tablets, and ask him to carry them to the mat.4. Sensitise the childs fingers.


6. Use 3 tablets to teach the superlatives. I.e. use 3 of the roughest tablets to introduce

rough, rougher, and roughest/ 3 of the smoothest tablets to introduce smooth,

smoother, and smoothest. Only teach one concept at a time. I.e. Either rough/smooth,

never both at the same time. It will only confuse the child.

7. Using your thumb and index fingers, take out the three tablets that you will use for the

presentation.











NOTE: You can play games with the child to further reinforce this concept. I.e.: Place a tablet on

the mat and tell the child that this is rough, and then ask them to find a tablet that is rougher.


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Alternatively place a tablet that is smooth and ask the child to find one that is smoother, and one

that is even smoother etc.

NOTE: Move fingers up and down on the tablets to discriminate between them.




EXTENSIONS AND GAMES USING THE TOUCH TABLETS

1. Take a piece of cardboard and make 2 columns on itone for smooth and on for rough.

Ask the child to find something in the environment that is smooththen place it in the

smooth column. Ask the child to find something rough and place it in that column.

Continue to do this with a few children in the class. The children are learning to classify

and categorise.

2. Place one set of tablets on a table and the other set elsewhere in the environment. Askthe child to feel one of the tablets on the table and then they must go and find the

matching tablet in the environment. Start with only 3 pairs and move up to 5.

3. Make your own touch tablets with cut out pieces of cardboard. You could stick sand on

one, leather on another, netting on another, sawdust on another and powder on the last

one. Allow the child to feel them for roughness and smoothness. You can make

matching pairs for the child to do a matching exercise.


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NAME OF ACTIVITY: Touch fabrics

AREA: Tactile sense

AGE: 3+


5-7 pairs of different types of fabric in pieces of about10 cm x 8 cm. Place them in a box with 2 compartments

The materials may include denim, wool, silk, towelling etc.

Blindfold

DIRECT AIM: 1. To feel and match different fabrics

2. To grade different fabrics

3. To name different fabrics

INDIRECT AIM: Refinement of touch

Language developmentDevelops a sense of order

One to one correspondence

To develop fine motor co-ordination

Develops a conscious awareness of different fabrics and their

textures

To teach the names of the different fabrics in a three period

lesson

Lightness of touch

CONTROL OF ERROR: Tactilechild can feel if fabrics incorrectly matched/ graded.Directress3 period lesson

PRESENTATION 1:




4. Tell the child that these are touch fabrics.

5. Unpack the first side one by one, allowing the child to feel the fabrics while you do so.

6. Lay out these fabrics vertically down the L.H.S. of the mat.

7. Ask the child to help you unpack the second side.8. Place these corresponding fabrics randomly on the R.H.S. of the mat.

9. Tell the child that these fabrics are the same and that each one has a matching pair.

10. Tell the child that you are going to match the fabrics.

11. Avert your eyes so as not to look at the fabrics.

12. Use your left hand to identify the first fabric in the row on the L.H.S.rub the fabric with

your thumb on top and fingers underneath.

13. Keep your left hand on this piece of fabric use your right hand in the same manner to find

the corresponding fabric on the right.

14. When you have found the corresponding fabric, pick it up and place it next to the fabric in

the row on the L.H.S.15. Repeat with all the pieces of fabric until all the pairs are matched.

16. When completed, feel each pair to double check whether they match.


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17. Muddle the corresponding fabrics on the R.H.S. of the mat and invite the child to have a

turn to match the fabrics. Ask the child if they would like to wear the blindfold while they

grade them.

18. Help the child to pack the work away and thank the child for working with you.

PRESENTATION 2:

1. Invite the child to work with you and name the activity.2. Show him where it is kept on the shelf and how to carry it.


4. Take out only one set of fabrics and place them randomly on the mat; let the child help

you do so.

5. Tell the child that you are going to grade the fabrics from rough to smooth.

6. Avert your eyes and feel the fabrics to find the roughest one.

7. When you find the fabric, pick it up and place it to the left of the mat.

8. Feel the remaining fabrics and find the next one that is just slightly smoother.

9. Repeat with all the fabrics until all have been graded from left to right.

10. Ask the child to feel the fabrics.11. Muddle them up and invite the child to have a turn to grade them. Ask the child if they

would like to wear the blindfold while they grade them.



NOTE: The child can feel the fabric on the side of the cheek or inside of the arm as a way to

increase tactile discrimination sensitivity.

PRESENTATION 3:




4. Pick three different fabrics to do a three period lesson with the child so as to name the

fabrics.

5. Place them on the right hand side of the mat.

6. First period- Place one fabric on the mat and tell the child that this is towelling. Let them

feel it and say towelling. Place it aside.

Bring another fabric forward and tell the child that it is denim. Let them feel it and say

denim. Place it aside.Bring another fabric forward and tell the child that it is satin. Let them feel it and say

satin.

7. Second period- Place all three fabrics on the mat in the same order (towelling, denim,

satin). Ask the child to show you towelling, and then to show you denim, and then satin.

Muddle them up on the mat. Ask the child again to point to the one that you name.

Continue doing this for a lengthy period of time continuously moving the fabrics.

8. Third period- Remove all three fabrics from the mat (replace them on the right hand side

of the mat). Place the towelling one on the mat and ask the child to name it. Place it aside.

Place the denim one on the mat and ask the child to name it. Place it aside.

Place the satin one on the mat and ask the child to name it. Place it aside.9. Consolidate:

Bring all three onto the mat in the same order (towelling, denim, satin)


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Say to the child, so today we learnt that this is and this is and this is pointing to

each fabric as you do so.







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NAME OF ACTIVITY: Colour box one

AREA: Chromatic sense

AGE: 2

MATERIALS USED: A box containing 6 colour tablets1 pair of each of the

primary coloursred, yellow, and blue

DIRECT AIM: 1. To match the colours

2. To teach the names of the different colours


Concentration


To give child experience in matching

To develop the childs visual perception of colour

To teach the names of the colours

CONTROL OF ERROR: 1. Visualif tablets not matched correctly

2. Directress3 period lesson

PRESENTATION 1:



3. Show the child how to carry the box with your thumb on top and fingers underneath.

4. Take the lid off the box using your right hand and place it on the top L.H.S. of the mat.5. Using your thumb and index fingers, take the tablets out of the box, picking them up on the

white edges. Let the child help you.

6. Pick up one tablet with your right index finger and thumb on the white edges

7. Tell the child that this is a colour tablet and this is how we hold it.

8. Place the box on the lid.

9. Take one red, one blue and one yellow tablet and line them up vertically on the L.H.S. of

the mat. The white edges must be on the top and the bottom of the tablet.

10. Move the remaining 3 randomly to the R.H.S. of the mat.

11. Tell the child that these tablets are the same and that each one has a matching pair.

12. Tell the child that you are going to match the tablets.13. Then deliberately look for the matching red tablet, pick it up on the white edges and place

it next to the red tablet on the L.H.S. of the mat, aligning them.

14. Continue with the other colours until all the pairs are matched.

15. Muddle the corresponding tablets on the R.H.S. of the mat again.


17. When the child is finished, help them to pack the work away.


NOTE: We always match before we name.


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PRESENTATION 2:



3. Take the lid off the box using your right hand and place it on the top L.H.S. of the mat.

4. Using your thumb and index fingers, take only 1 red, one yellow and 1 blue tablet out of

the box.

5. Place the lid on the box and move it aside.6. First periodonly place one tablet in front of the child. Tell the child, this is...

yellow/red/blue and say yellow /red / blue. Isolate the tablet by putting it aside and then

repeat the process with the next colour.

7. Second period - place all 3 tablets on the mat in front of the child. Ask the child to identify

the colour by saying, show me yellow /red /blue. Repeat this process several times with

all the colours, mixing them around and asking again.

8. Third periodIsolate again and ask the child to name the colour.

9. Repeat this process with all 3 colours then consolidate by placing all three on the mat and

pointing to each colour so that the child can name them.

10. Help to pack the work away.11. Thank the child for working with you.





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NAME OF ACTIVITY: Colour box two


AGE: 3+

MATERIALS USED: A box containing 22 colour tablets3 pairs of primary colours

(red, yellow, blue), 3 pairs of secondary colours (purple,green, orange), 3 pairs of tertiary colour (pink, brown, grey), 1

black pair and 1 white pair

DIRECT AIM: 1. To match the colours

2. To teach the names of the different colours


Concentration

To teach names of colours

To develop fine motor co-ordinationTo give child experience in matching

To develop the childs visual perception of colour

CONTROL OF ERROR: 1. Visualif tablets not matched correctly

2. Directress

PRESENTATION 1:


2. Show him where it is kept on the shelf.3. Show the child how to carry the box with your thumb on top and fingers underneath.

4. Work with the mat vertically laid out.

5. Take out the 3 pairs of primary colours and ask the child if they remember matching them.

6. First place the tablets in a line the L.H.S. of the mat and muddle the corresponding tablets

on the R.H.S.

7. Ask the child to match them.

8. Take out the 3 pairs of secondary colour tablets and repeat the process as with the

primary colour tablets.

9. If the child is able to match them correctly, repeat with the tertiary tablets and then the

black and white pair.10. If they cannot match them, thank them and help to pack the work away.


PRESENTATION 2:



3. Take the lid off the box using your right hand and place it on the top L.H.S. of the mat.

4. Using your thumb and index fingers, take only 1 red, 1 green and 1 purple tablet out of the

box1 known and 2 unknown colours.5. Place the lid on the box and move it aside.


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6. First periodonly place one tablet in front of the child. Tell the child, this is...

green/red/purple and say green /red / purple. Isolate the tablet by putting it aside and

then repeat the process with the next colour.

7. Second period - place all 3 tablets on the mat in front of the child. Ask the child to identify

the colour by saying, show me green /red /purple. Repeat this process several times

with all the colours, mixing them around and asking again.

8. Third periodIsolate again and ask the child to name the colour.

9. Repeat this process with all 3 colours then consolidate by placing all three on the mat andpointing to each colour so that the child can name them.

10. Help to pack the work away.


NOTE: Continue in this manner, using 1 known and 2 unknown colours, until all the names of

the colours in colour box two have been learnt.





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NAME OF ACTIVITY: Colour box three


AGE: 4+

MATERIALS USED: A box with 9 compartments each containing 7 shades of the

following colours: Blue, Yellow, Red, Pink, Purple, Green,Orange, Brown, And Grey

DIRECT AIM: To grade the colours


Concentration


To refine the childs visual perception of colour

To broaden the childs knowledge of the colour spectrum

To introduce the child to the opposites, comparatives, andsuperlatives

CONTROL OF ERROR: Visualif tablets not graded correctly

PRESENTATION 1:



3. Remind the child how to carry the box with your thumb on top and fingers underneath.

4. Take the lid off the box using your right hand and place it on the top L.H.S. of the mat.5. Choose a simple colour (blue) and place them randomly on the mat one at a timeallow

the child to help you.

6. Take the darkest tablet and tell the child that it is a dark tablet. Then take the lightest tablet

and tell the child that it is a light tablet.

7. Tell the child that you are going to grade the tablets from darkest to lightest.

8. Clearly show that you are looking for the darkest one.

9. When you see it, pick it up on the frame and place it vertically on the L.H.S. of the mat.

10. Look for the next darkest shade and place it next to the first, aligning them.

11. Continue until all the tablets are graded.

12. Muddle the tablets up again and invite the child to have a turn.13. If he is able to grade the colour, place it back in the box and choose another colour.

14. When the child has had enough, help them to pack the work away.


NOTE: Continue grading the colour tablets until each set has been graded.

PRESENTATION 2:


2. Show him where it is kept on the shelf.3. Ask the child to bring colour box three and a plate to the mat.

4. Place the plate in the centre of the mat.


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5. Take out a set of colours, one at a time and show the child how to grade the tablets

extending outwards from the plate in the centre of the matfrom darkest to lightest.

6. Take out the next colour and repeat the process.

7. Allow the child to continue until all the colours have been used and a colour wheel has

been formed.

8. When the child is finished, help them to pack the work away.


PRESENTATION 3:



3. Remind the child how to carry colour box 3, and ask help him to carry it to the mat.

4. Present a three period lesson using only 2 opposites in the lesson. I.e. Use 2 colour

tablets from the same set. Pick the second/third darkest tablet together with the

second/third lightest tablet to reinforce the concept of dark and light.


presentation.6. Place the lid on the box and move it aside.











NOTE: Repeat this lesson with all the different sets in colour box 3.

PRESENTATION 4:



3. Remind the child how to carry colour box 3, and ask him to carry it to the mat.4. Give a three period lesson on comparatives to the child.

5. Use 2 colour tablets from the same set to teach the comparatives. I.e. use 2 of the

darkest tablets to introduce dark and darker/ 2 of the lightest tablets to introduce light

and lighter. Only teach one concept at a time. I.e. Either dark/light, never both at the

same time. It will only confuse the child


presentation.

7. Place the lid on the box and move it aside.






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NOTE: Repeat this lesson with all the different sets in colour box 3.

PRESENTATION 5:



3. Remind the child how to carry colour box 3, and ask him to carry it to the mat.


5. Use 3 tablets from the same set to teach the superlatives. I.e. use 3 of the darkest tablets

to introduce dark, darker, and darkest/ 3 of the lightest tablets to introduce light,

lighter, and lightest. Only teach one concept at a time. I.e. Either dark/light, never bothat the same time. It will only confuse the child.


presentation.

7. Place the lid on the box and move it aside.






10. Third period- Remember to isolate in the third period. Place only one tablet on the mat at atime and ask the child to name it for you.





NOTE: You can play games with the child to further reinforce this concept. I.e.: Place a tablet on

the mat and tell the child that this is dark, and then ask them to find a tablet that is darker.

Alternatively place a tablet that is light and ask the child to find one that is lighter, and one that is

even lighter etc.

PRESENTATION 6:



3. Remind the child how to carry colour box 3, and ask him to carry it to the mat.

4. A three period lesson can be done using three different shades of a colour/set and giving

their precise names (e.g. auburn, maroon, and lavender etc.)


presentation (1 known and 2 unknown colours).6. Place the lid on the box and move it aside.




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11. Help the child to pack the work away.12. Thank the child for working with you.

NOTE: Continue in this manner, using 1 known and 2 unknown colours, until all the names of

the colours in colour box three have been learnt.





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EXTENSIONS AND GAMES USING THE COLOUR BOXES

1. Match the tablets to objects in the environment.

2. Using colour box one, take one of each tablet and place it on the mat. Allow the child to

see them and then cover them with a cloth. Remove one tablet without the child seeing

you do so. Remove the cloth and ask the child to tell you, which colour is missing. You

can use colour box two with 4 to 5 colours to improve the childs memory.

3. Use colour box two. Place one set of colours on one table and another set on another

table. Sit with the children and point to one of the colours and ask the child to retrieve it

from the other table. This is a visual memory game.

4. Use colour box three. Pick one colour group out of the box and place them randomly on

the table. Move to another table. Ask a child to fetch the darkest tablet from the first

table. Continue asking for the darkest tablet until all the tablets have been graded from

darkest to lightest on the second table.

5. While doing the colour wheel, have a basket with different coloured objects in it. Once the

colour wheel is complete ask the child to match the object to the closest colour on the

colour wheel. You can also ask the child to find other corresponding items in the

environment that match their colour.

6. You can take two different sets of colours from colour box three and muddle them up on

the mat. The child must then sort them into their different sets, also grading them as he

does.

7. Have a card with 3 to 4 colours on it. Allow the child to study it for a few moments. Turnthe card over and invite the child to re-create your card on their own piece of card. Use

your card as a control of error.

8. Create secondary colours by using primary colours and mixing them.


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NAME OF ACTIVITY: Sound cylinders/boxes

AREA: Auditory sense

AGE: 3+

MATERIALS USED: 2 boxes, each containing 6 cylindrical containers of differing

soundsOne set has red tops and the other blue

Each cylinder has a corresponding cylinder in the other set

DIRECT AIM: 1. To match the sound cylinders from the 2 different boxes

2. To grade the sound cylinders

3. To name the different sounds

INDIRECT AIM: Develops matching skills

To develop the childs auditory sense (matching)

To refine the childs auditory sense (grading)To develop auditory perception and auditory memory

Indirect preparation for language (learning the phonetic

alphabet- sounds)

To make the child aware of and sensitive to different sounds

in their environment

Language development


superlatives

CONTROL OF ERROR: Childs auditory sense they will hear if sound cylinders arenot the same/not graded properly

Directress for 3 period lesson


PRESENTATION 1:



3. Show them how to carry a cylinder box with both their hands.4. Place the blue box on the top L.H.S. of the mat with the lid underneath it.

5. Take the red lid off and place it to the top R.H.S. of the mat

6. Take the cylinders out of the red box, shaking each cylinder twice at each ear before

placing it down

7. Allow the child a turn to listen to the cylinder.

8. Continue until all the cylinders from that box are on the mat.

9. Place the cylinders randomly on the mat, and place the box on top of its lid.

10. Tell the child that these cylinders are the same as the others in the box and that each one

has a matching pair.

11. Tell the child that you are going to match the cylinders.12. Pick up a blue cylinder from the box using your left hand. Shake it next to each ear.

13. Keeping it in your left hand, use your right hand to find the corresponding cylinder, by

trying each red cylinder one by one.


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14. Place the pair on the top L.H.S. of the mat.

15. Repeat until all of the pairs have been matched and placed together on the left of the mat.

16. Check that each pair is correctly matched by shaking each pair again.

17. Place the blue cylinders back in their box and place the red cylinders randomly on the mat

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Date post:	01-Jun-2018
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Sensorial Activities

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