Step 1: The adult should cut the blue pieces of construction paper into 7 triangles.
Step 2: The adult should write the number one through seven on each blue triangle, writing one number on each triangle.
Step 3: The adult should cut the green pieces of construction paper into 7 circles.
Step 4: The adult should write the number one through seven on each green circle, writing one number on each circle.
Step 5: The adult should cut the red pieces of construction paper into 7 squares.
Step 6: The adult should write the number one through seven on each red square, writing one number on each square.
Step 7: Tape shapes in the form of a large circle, on the floor.
Step 8: Watch a video of dolphins jumping in and out of the Ocean.
This YouTube video is a great example!
Step 9: Ask the child how dolphins dance? That’s right… they jump!
Step 10: Turn on music of your choice. Have the child jump around the circle of shapes on the floor. Make sure they’re landing on one shape when they’re jumping.
Step 11: After 15 seconds, pause the music. When the music pauses, have the child freeze, stopping on one shape.
Step 12: Ask them to identify the color of construction paper they are standing on.
Step 13: Start the music again.
Step 14: Stop the music and ask the child what shape they are standing on. What makes it that shape (How many sides does it have)?
Step 15: Stop the music and ask the child what number they are standing on.
Step 16: Start the music.
Step 17: Stop the music and ask the child to identify all 3 characteristics of the paper they are standing on:
Step 18: Repeat Steps 10 through Step 17 at least seven more times.
Step 19: Did you know that dolphins have fins, not legs? It is hard to jump with no legs. Let’s try hopping on one foot instead!
Step 20: Repeat Step 10 – 17 while hopping on one foot!
Math/Science
Recognizes the names of Numerals.
Describe shapes by at least two characteristics.
Identfy Colors.
Language/Literacy
Follow three-step directions.
Problem Solving
Demonstrate Curiosity and ask Questions
Use language to describe objects by a variety of attributes
Demonstrate understanding of differences between people, animals, plants and other parts of the planet.
Motor Skills
Gross Motor: balance and coordination.
Gross Motor: Hop on one foot five or more times.
Step 1: The adult should draw a plan of their house layout on a blank piece of paper with a pen (Example: see picture):
Step 2: With the child, walk around your home and discuss which rooms are next to each other.
Step 3: The adult should use a roll of painter’s tape, or sidewalk chalk, and the home plan from Step 1, to draw the same layout on an outdoor concrete floor.
Step 4: The adult should use sidewalk chalk to write the name of each room inside of the plan.
Step 5: The adult should call out the names of the different rooms and encourage the child to hop (on one foot) to that room. Ask the child identify each room by where the room is located on the plan.
Example: The Bathroom is Next to the Living Room.
Step 6: Continue step 5 until everyone is all hopped out!
Problem Solving
Use a variety of techniques to record information and data collection
Use language to describe objects by a variety of attributes
Motor Skills
Gross Motor: balance and coordination.
Gross Motor: Hop on one foot five or more times.
Step 1: Tell the child there are large blocks of ice on earth called Glaciers. These ice blocks are very tall and they help keep that ocean waters cool.
Step 2: Place a cookie sheet/baking pan in front of the child and place the parchment paper on top.
Step 3: Place 24 ice cubes onto the baking sheet.
Step 4: Ask them to build the tallest tower that they can.
Step 5: Ask them to describe what they feel when the touch the ice cubes (slimy, cold, wet, etc).
Step 6: Using a thermometer, show the child how to measure temperature of the ice. (Place the thermometer next to the ice cube and have your child help you read the temperature.) BRRRRR!
Step 7: Check your home thermostat to find out what the temperature is in your home.
Step 8: Ask the child and see if they can tell you which number is higher (the ice temperature OR the house temperature). Tell them that whichever number is higher, is warmer.
Step 9: Next, have the child use the ice cubes to build a long train. Encourage addition and subtraction concepts by asking them to complete the following:
Math/Science
Solve simple addition and subtractions problems with objects.
Count up to 20 objects, using one to one correspondence.
Recognizes the names of Numerals.
Describe shapes by at least two characteristics.
Show understanding of measurement by using measuring tools.
Language/Literacy
Follow three-step directions.
Use sentences in conversation to describe, explain or predict outcomes of real or imaginary events.
Problem Solving
Demonstrate Curiosity and ask Questions
Use words to discuss predictions
Use language to reiterate process and conclusions
Use a variety of techniques to record information and data collection
Use language to describe objects by a variety of attributes
Motor Skills
Fine Motor: Use a pen or marker to write familiar words and numbers
Fine Motor: Using advanced grasp to build with small objects.
Looking to prepare your child for Kindergarten from home?
If you have a child going to Kindergarten in Fall 2021, registration for our Virtual Pre-School Program is open NOW!
Step 1: The adult should use a black marker to write each letter of the alphabet (in capital letters) on a piece of cardboard or poster paper. Make sure each letter is evenly spaced apart.
Step 2: The adult should cut each letter out, preferably in the shape of a square, and place the letters in a pile.
Step 3: Put a bucket on the floor and have the child stand 3 feet behind the bucket.
Step 4: Tell the child, “We’re going to pretend the letters are hot.“
Step 5: Ask the child to count how many letters on on the floor in front of them (Answer: 26 letters).
Ask the child to pick up a letter from the pile. Have them identify the letter by name, then throw it into the bucket as fast as they can! The letters are “hot” and may burn if they take too long to name the letter!
Step 6: After you child has made them all in, repeat the activity.
**Note #1: If the cardboard is too light to throw, glue each letter onto another piece of cardboard.
***Note #2: If the child is having a hard time throwing the cardboard, have them pick up the letter from the pile, identify it, then run the letter over to the bucket and put it in. Continue until all letters are in the bucket. Keep track of how long it takes for the child to complete the race.
Optional: Take it to the next level: If your child is able to identify all the letters, create more letter cards with lowercase versions of each letter. Mix the lowercase and uppercase letter cards together and have the child repeat the activity. Can they name all the lower and uppercase versions of the alphabet?
Math/ScienceHot Vs. ColdCounting 1-24 (Letters)
Language/Literacy
Identify all letters by sight and sound
Following Directions
Gross Motor: balance and coordination.
Step 1: Ask your child to name each room in their home. Write down what they say on a blank piece of lined paper. For Example: Kitchen, Bathroom, Living Room, Bedroom… etc.
Step 2: Tell your child that sometimes people ride trains to get from one place to another. On each train, there are different sections called “train cars”. Each of these cars has a different purpose.
Step 3: The first car is called the engine. This is where the driver (“engineer”) sits and steers the train.
Step 4: Ask your child to draw a picture of the engine/engineer on one of the half- sheets of blank paper.
Step 5: There are on the train and are used for different purposes. There is a dining car where people eat. There is a sleeper car where people sleep and there is a sitting car where people relax when they’re awake.
Step 6: Direct the child to draw a picture of people sleeping on beds on one of the blank pieces of paper. These people are in the sleeping car of the train.
Step 7: Direct the child to draw a picture of a people sitting on chairs on one of the blank pieces of paper. These people are in the Sitting car of the train.
Step 8: Direct the child to draw a picture of a people eating on one of the blank pieces of paper. These people are in the eating car of the train.
Step 9: Let’s arrange the pictures in a horizontal line in the following order:
Step 10: Once the child has arranged the cars, ask them to count how many cars there are (Answer: Four Train Cars.)
Step 11: Ask your child to identify which space the sleeping car is in. Is it in the First, Second, Third or Fourth spot? Answer: The sleeper car is the second car in that row.
Step 12: Explain to your child that the word “second” is called an “ordinal number”. Ordinal numbers are words that explain a position of something. In this instance, the Sleeper Car is second in the line of train cars.
Step 13: Ask the child to identify which spot the sitting car is in, using an ordinal number. Can they count each car and tell you the sleeper car is number four?
Answer: The Sitting Car is the FOURTH car!
Step 14: Ask your child to rearrange all of the cars and place them in any order they would like.
Step 15: Ask your child to use the ordinal number when describing which spot the sleeper car is in. Do they know?
Step 16: Continue to ask them which spot the rest of the cars are in. Do they know the ordinal number (Ordinal numbers include: “first”, “second”, “third” etc.)?
Step 17: Repeat steps 13 and 14 two more times. Can the child identify spaces that each car is in after each rearrangement?
Math/Science
One to one correspondence.
Recognizes the names of Numerals.
Language/Literacy
Follow new directions.
Use sentences in conversation to describe, explain or predict outcomes of real or imaginary events.
Build new Vocabulary
Problem Solving
Demonstrate Curiosity and ask Questions
Engage in problem solving techniques.
Use words to discuss predictions.
Use language to reiterate process and conclusions.
Use language to describe objects by a variety of attributes.
Motor Skills
Fine Motor: Use a pencil to other writing tool to draw.
Step 1: Watch the following YouTube video and act out the song with the child:
Move Left! Directions Songs for Kids
by Dream English Kids. https://www.youtube.com/watch?v=Vgyer0IauyQ
Step 2: It’s time to go on a walk. Explain to the child that following directions are important in preventing people from getting lost.
Step 3: Use the map of your neighborhood to draw a line of where you’re going to walk and what turns you’re going to make.
Step 4: Using the map, go on a walk with the child. Follow the path outlined in Step 3. Each time you turn, have the child say if you are going right or left.
Step 5: At each turn, ask the child to use a pen to mark off where they are on the map.
Step 6: When you end up back at your house, show the map to the child so they can see where they went.
Take it to the next level: If your child masters the first 6 steps, continue on through step 10!
Step 7: Print out a map from your home to a home of a friend or relative that lives close by (or other location).
Step 8: Draw the route you’re going to take on the map.
Step 9: Give the map to the child before you get into the car and see if they can follow along throughout your drive.
Step 10: Show them where you are starting from and where you are ending. While in the car, ask you child what direction you are going (right, left, etc).
Math/Science
Language and Literacy
Problem Solving
Motor Skills
Step 1: On a blank piece of paper, the adult should draw:
Step 2: Place 1/8 cup of Elmer’s Glue in a paper cup.
Step 3: Ask the child to find the “small triangle”. Have them put glue on one side, then add some salt.
Step 4: Ask the child to identify the rest of the small shapes and paint them with the salt.
Step 5: Ask the child to find the “large rectangle”. Once they find it, have them put glue on one side of it and add some sand.
Step 6: Ask the child to identify the rest of the large shapes and paint them with sand.
Step 7: Ask the child the following questions:
Step 10: Allow the child to place the shapes into the dramatic play/pretend play area, adding the shapes to different creations. Can they label each object by shape and size in a new play space?
Math/Science
Shape Identification
Size Identification
One to One Correspondence
Sensory Activities
Language
Following Directions
Using Descriptive Words
Answering Open-Ended Questions
Vocabulary Development
Problem Solving
Classification
Sorting
Categorizing
Understanding Opposites
Motor Skills
Fine Motor: Gluing
Fine Motor: Grasp
Step 1: Have the child find an object that is Yellow that can be easily moved and not breakable.
Step 2: Place the yellow object in the middle of a floor.
Step 3: The adult should use sidewalk chalk to draw a large circle around the yellow object.
Step 4: Tell the child the yellow object is the “sun”.
Step 5: Tell the child they’re going to be a planet orbiting around the “sun”.
Step 6: The adult should write the numbers 1 through 5 on popsicle sticks, one number should be written on each popsicle stick. Place the popsicle sticks into an empty container.
Step 7: Tell the child to stand on the circle that is around the “sun” (yellow object).
Step 8: Tell the child that when planets orbit around the sun they spin slowly.
Step 9: The adult should pick a popsicle stick.
Step 10: Show the popsicle stick to the child and ask them to name the number.
Step 11: Have the child walk on the chalk line, while slowly spinning, the same number of times that is written on the popsicle stick.
For Example: If the popsicle stick has the number 5 written on it, then the child should spin around in a circle 5 times while trying to walk on the chalk line.
Step 12: Repeat Steps 9 through 11 until the child has completed one orbit around the “sun” (when they have spun in circles on the chalk line and reached the spot they started in Step 7)
** Important – It is important for the child to take frequent breaks during this activity so they don’t get dizzy.
Math/Science
Number Sense
One to One Correspondence
Number Identification
Understanding Scientific Concepts
Language/Literacy
Following Directions
Problem Solving
Shape Identification
Motor Skills
Gross Motor: Body Awareness
Gross Motor: Coordination
Gross Motor: Balance
Step 1: Give your child an empty shoebox and tell them they can put four objects of their choosing into the box. Tell them to make sure they put the lid on top before they bring the box back.
Step 2: The adult should also fill up a shoebox with four objects of their choosing, placing the lid back on the box so the child can’t see what’s inside.
Step 3: The adult and child should sit across from each other placing the piece of cardboard in the middle, separating them (so they can’t see each other’s shoe boxes).
Step 4: The adult should take one object out of the box and place it on top of their shoe box, behind the cardboard, so the child doesn’t see it.
Step 5: Tell the child that the piece of cardboard is actually a “door”. We are going to play a peek-a-boo game!
Step 6: The adult will start by knocking on the cardboard, saying, “knock, knock.”
Step 7: Tell the child to repeat the following phrase:
“I heard a knock. I opened the door and __(object)_ was there!”
Have the child state the name of the hidden object the adult placed on top of the shoebox.
Step 8: Now it’s the child’s turn. The child should take one object out of the box and place it on their side of the piece of cardboard so the adult doesn’t see it.
Step 9: The child will start by knocking on the cardboard saying, “knock, knock.”
Step 10: The adult should say:
“I heard a knock. I opened the door and __(object)_ was there!”
Have the adult state the name of the hidden object the child placed behind the cardboard.
Step 11: Repeat steps 4 through 10 until both the adult and the child see all 8 objects.
Step 12: Play again! Go find four more objects to hide!
Math/Science
One to One Correspondence
Quantity and Counting
Language/Literacy
Vocabulary building
Imagination and Creativity
Using Words to Form a Sentence
Problem Solving
Imagination and Creativity
Turn Taking
Repetition
Socio-dramatic Play
One (1) Yellow Highlighter
Step 1: Ask your child what items they need to have outside when it’s hot?
Step 2: Encourage them to draw a picture of everything they name in Step 1.
Step 3: Ask your child to explain each item they drew and why they chose that item.
Step 4: Use a yellow highlighter to write down the name of each item that the child drew on a blank piece of paper.
Step 5: Ask your child to use a pencil to trace the words you wrote in yellow highlighter. Help him/her pronounce each letter and word as they trace the word.
Step 6: Ask your child what they would need outside when it is cold?
Step 7: Encourage them to draw a picture of each cold item on a blank piece of white paper.
Step 8: When the child is done, ask them to explain what each item is and why they chose that item.
Step 9: Use a yellow highlighter to write down the name of each item that the child drew on a blank piece of paper.
Step 10: Tell your child to use a pen to trace the words written in yellow highlighter. Help him/her pronounce each letter and word as they trace the word.
Step 11: Ask your child if they can explain why they use certain items when it is cold and other items when it’s hot. This weather is opposite!
Step 12: Ask your child to count how many objects they drew on the “cold” paper and how many objects they drew on the “hot” paper. Which paper has “more” and which paper has “less”?
Math/Science
One to One Correspondence
Language/Literacy
Vocabulary building
Describe objects
Uses language in Conversation
Storytelling
Problem Solving
Cause and Effect
Memory and Knowledge
Creativity
Motor Skills
Emerging Writing
Fine Motor Development
Step 1: Tell your child that its time to pretend to go on a ride! On our ride, we are going to see some tunnels! Tunnels are made so that cars can go through or under objects that are in its path.
Step 2: The adult should write the number 1 through 5 in the index cards. Only write one number on each 3x5 index card.
Step 3: Have the child start to walk around the room. The adult should randomly say:
“Oh No! A Tunnel!”
Step 4: The adult should pick up one of the 3x5 index cards. Ask the child to name the number written on the card.
Step 5: Once the number has been identified, the child should get in crawling position. Tell them to crawl forward the same number of “crawls/paces” that is on the card.
For example:
If the 3x5 index card, in Step 4, said “3” then the child should crawl forward three paces – (signifying that the tunnel is three “paces” long).
Step 6: Repeat Steps 4 through 5 as many times as you would like, picking a new 3x5 card each time.
Step 7: Once finished, ask your child the following questions:
Repeat the activity and ask your child to crawl backwards.
Math/Science
Number Awareness
One to One Correspondence
Quantity and Counting
Comparing size/values
Language/Literacy
Following Directions
Building Vocabulary
Understanding Size Words
Motor Skills
Gross Motor: Crawling forwards and backwards
Gross Motor: Coordination
Gross Motor: Body Awareness in Space
Step 1: Tell your child you’re going to walk down your street. The adult can decide how long of a walk to take. If your street isn’t safe to walk around, then choose a local park, neighborhood or walking trail nearby.
Step 2: Take a box of crayons and a blank piece of paper with you on your walk.
Step 3: Tell your child to use a crayon to make a tally mark for every COLOR they see on the walk. When your child sees a color on your walk, they need to use the same color crayon to make the tally mark on the piece of paper.
For example:
* Your child found a YELLOW flower.
* Ask them to find YELLOW crayon to make one tallymark on the sheet of paper.
Step 4: While on your walk, encourage your child to stop and look at a variety of colors (i.e. cars, sticks, houses, trees, fruit, birds, cats, dogs, etc).
Step 5: Once you’re done with your walk, return home.
Step 6: Help your child add up the total amount of tally marks by color. Use a highlighter to write the numeral that represents each number.
For Example:
Yellow Flower - 1
Green Grass - 2
Green Bush - 1
Green Car - 1
Total - 4
Step 7: Have your child trace all of the numbers with a pen.
Step 8: Ask your child if they can remember what items they saw on the walk that correspond to each color.
For example:
Adult: “Can you tell me what things you saw on the walk today that were green?” Child: “I saw a green tree, green grass and a green frog!”
Including your child in everyday activities not only supports their independence but also encourages them to use all their academic, social and motor skills in one activity!
When we go grocery shopping, we are learning vocabulary, computing numbers (price tags), categorizing, counting (paying), organizing by weight (when bagging) and so much more.
In school, subjects are taught separately, but when we give our children real-world experiences, we allow them to use all of their knowledge at the same time! Let's pretend that we are going to go grocery shopping to make meals for the week. This activity will help your child identify foods by category.
Step 1: The adult should use a pen to write the following words on each paper plate (write one word per plate):
Step 2: Tell the child to match pictures from the sale paper ads, to the correct plate.
Step 3: Help the child use child-safe scissors to cut out pictures of different foods from the sale paper ads. (Make sure there are at least two food pictures per category stated in Step 1.)
Step 4: Ask the child to organize the foods by category, placing each cut-out food picture onto the correct plate.
Step 5: Allow the child to use a glue stick to glue the foods onto each plate.
Take it to the Next Level: Keep the plates out for the rest of the week and allow the child to keep track of foods they eat during meals. Are there food categories they eat more of or less of?
Language/Literacy
Participate in familiar routines.
Understand rules and expectations related to specific places and environments.
Use words and gestures to communicate.
Follow new directions
Problem Solving
Sort objects by one quality (characteristic i.e. Size, color)
Understand Different vs. Same
This Activity is from Level 1: Investigation Nutrition! Find more Activities Here!
This week, we will be looking at the letter "S". Every day there will be a letter "S" activity. Children learn in so many different ways, and this includes learning the letters in a variety of different ways. These letter activities teach how to write the letter and the sounds of the letter!
Today, we will be learning the letter "S" through Movement and Song.
Step 1: The adult should use a black marker to write the follow Song Names, writing one Song Name on each piece of paper.
Step 2: Place the five sheets of paper on the floor, about 3 to 4 feet between each piece of paper. The papers should not be place in a straight line.
Step 3: Tell the child to lie on their stomach, on the floor, and squiggle across the floor like a snake until they touch one of the pieces of paper.
Step 4: Once they reach the paper, ask them to read the name of the song that is written on that piece of paper.
Step 5: Sing the song that is on that paper (see Appendix B for words to songs).
Step 6: Repeat Step 3 and Step 4 until all songs are sung.
This week, we will be looking at the letter "S". Every day there will be a letter "S" activity. Children learn in so many different ways, and this includes learning the letters in a variety of different ways. These letter activities teach how to write the letter and the sounds of the letter!
Today, we will be learning the letter "S" through Movement.
Step 1: Tell the child they’re going to stand in the middle of the room, next to the chair.
Step 2: Tell the child that the adult is going to describe some things that people do while standing up and sitting down. When the adult says the following phrases, have the child say if they would sit or stand to complete that task. If they say sit, they should sit in the chair. If they say stand, they should stand next to the chair.
Step 3: What other “stand” and “sit” activities can you or the child think of? Repeat step 3 with the activities that you and the child came up with.
This week, we will be looking at the letter "S". Every day there will be a letter "S" activity. Children learn in so many different ways, and this includes learning the letters in a variety of different ways. These letter activities teach how to write the letter and the sounds of the letter!
Today, we will be learning the letter "S" through Sensory/Art Play!
*Note - Today is part 2 of a 2-part activity. This activity uses yesterday's Clay "S".
Step 1: Place the clay “S” on a baking tray lined with wax paper.
Step 2: Encourage the child to use watercolors and a paintbrush to paint the clay letter. If desired, provide the child with sequins or glitter and glue, allowing them to decorate the letter.
Step 3: 3-D, hands-on visuals of letters help children understand letter formation which helps them when they start writing the letter with a pencil. Have your child trace the letter with their finger, a crayon or a marker.
Step 4: Place the project on a shelf overnight to dry.
This week, we will be looking at the letter "S". Every day there will be a letter "S" activity. Children learn in so many different ways, and this includes learning the letters in a variety of different ways. These letter activities teach how to write the letter and the sounds of the letter!
Today, we will be learning the letter "S" through Sensory Play!
*Note - Today is part 1 of a 2-part activity. Tomorrow's activity will describe how to decorate our Clay "s".
Step 1: The adult and child should make Clay (see recipe in Appendix A) together.
Step 2: Once made, roll the clay out into a long rope.
Step 3: Form the clay into the letter “S”.
Step 4: Bake the clay as described in the recipe.
Mix flour and salt together. Add oil and water. Stir mix until it becomes a smooth consistency.
Once completely mixed, make into desired shapes.
Bake clay shapes hard, bake in oven at 250 degrees for approximately 60 minutes.
Time may vary depending on how thick the clay is.
**Caution - Very thick clay shapes tend to crack when baked.
This Activity is from Level 2! Find more Activities Here!
]]>
This week, we will be looking at the letter "S". Every day there will be a letter "S" activity. Children learn in so many different ways, and this includes learning the letters in a variety of different ways. These letter activities teach how to write the letter and the sounds of the letter!
Today, we will be learning the letter "S" through Art!
Step 1: Have an adult draw an “S” on a large piece of paper with a black marker.
Step 2: The adult should put two tablespoons of Elmer’s glue into a plastic/paper bowl.
Step 3: Encourage the child to dip the paintbrush into the glue and trace the “S”.
Step 4: Let the child use their fingers to sprinkle the Sand onto the glue.
Step 5: Place the “S” up to dry.
Step 1: Ask the child to look in a mirror.
Step 2: The adult should say one word from the list below. When the adult says a word, have the child make that “feeling” face and look in the mirror.
List of Feelings
Step 3: The adult should look at the child and make a face that matches the same feeling. Repeat until all “feelings” have been demonstrated.
Step 4: Ask the child what makes them feel that way.
Step 5: Help the child make two-part patterns with their feeling faces
Examples:
Math/Science
Finish simple patterns using two elements.
Language/Literacy
Participate in familiar routines.
Understand rules and expectations related to specific places and environments.
Use words and gestures to communicate.
Demonstrate awareness of the meaning of the feelings of others.
Problem Solving
Understand Different vs. Same.
Step 1: Tell the child you’re going to play a sweeping game.
Step 2: Allow the child to hold the broom.
Step 3: Tell them to sweep the floor one time then FREEZE!
Step 4: When the adult says, “FREEZE” the child needs to freeze in place.
Step 5: Next, the adult should tell the child to sweep two times then FREEZE!
Step 6: When the adult says, “FREEZE” the child needs to freeze in place.
Step 7: Tell them to sweep the floor three times then FREEZE!
Step 8: When the adult says, “FREEZE” the child needs to freeze in place.
Step 9: Tell them to sweep the floor four times then FREEZE!
Step 10: When the adult says, “FREEZE” the child needs to freeze in place.
Step 11: Tell them to sweep the floor five times then FREEZE!
Step 12: When the adult says, “FREEZE” the child needs to freeze in place.
Step 13: Repeat steps 4 through 12 until the whole floor has been swept.
Step 14: The adult should sweep the pile into a dustpan or pick it up with a vacuum.
Math/Science
Count up to 5 objects.
Language/Literacy
Participate in familiar routines.
Understand rules and expectations related to specific places and environments.
Use words and gestures to communicate.
Follow simple directions.
Motor
Balance and Coordination
Children are learning all of the time. Following directions includes something called "auditory processing". This activity is exciting for children as it is somewhat silly, but at the same time teaches them to be aware of sounds in their environment and cues to "start and stop"! Fine Motor control and Motor planning (how they use their body in space) is also included in this activity.
Step 1: The adult should sit with the child near a hard surface that the child can use to draw a picture on.
Step 2: Ask the child to choose a crayon from the crayon box.
Step 3: Tell the child the adult is going to make some sounds. They should do the following:
Step 4: The adult should saying the sound “laaaaaaaaa” for three seconds.
Step 5: Tell the child to pick a new crayon color. The adult should say the sound “moooooooo” for five seconds.
Step 6: Tell the child to pick a new crayon color. The adult should say the sound “grrrrrrrrrr” for ten seconds.
Step 7: Tell the child to pick a new crayon color. The adult should say the sound “eeeeeeeeeeeeee” for 20 seconds.
Step 8: Ask the child to look at all of the lines or squiggles they drew. Ask the child:
Math/Science
Introduction to Measurement
Language/Literacy
Use words and gestures to communicate.
Follow simple directions.
Problem Solving
Identify three or more colors.
Identify objects by one quality (characteristic i.e. Size, color)
Step 1: The adult and child should start on their walk.
Step 2: After about two minutes of walking, tell the child you’re going to “pattern walk!”
Step 3: Tell the child that a pattern walk means they have to do the action that the adult tells them to do, in the order it is named.
Step 4: The adult should first say:
Step 5: Repeat the pattern two more times:
Step 6: Next, have the child repeat step 4 through 5 with the following patterns:
Optional: What other patterns can the adult come up with? Can the child come up with a two-part pattern?
Math/Science
Finish simple patterns using two elements.
Language/Literacy
Use words and gestures to communicate.
Follow multiple-step directions.
Motor Development
Balance and Coordination
Step 1: The adult should use a pen to write the first name of each immediate family member on the pieces of paper. One name should be written on each piece of paper. (See Photo below)
Step 2: Tell the child they’re going to look for similarities and differences in the names of their family members.
Step 3: Tell the child to use a crayon to circle the letters that are the same in each name.
(Example: Circle all d’s with a blue crayon, circle all a’s with a green crayon, etc).
Step 4: Ask the child to count all letters that are the same.
Step 5: Ask the child what family members have the same letters that are in the child’s first name.
Language/Literacy
Introduction to written words.
Introduction to sounds and names of letters.
Use words and gestures to communicate.
Problem Solving
Identify three or more colors.
Understand Different vs. Same.
Step 1: Place all the pictures on a table.
Step 2: Ask the child if they can identify who the child is in the pictures.
Step 3: Tell the child that all of those pictures are of them when they were little and there is one from today.
Step 4: Ask the child if to the pictures in order from youngest (baby photo) to oldest child (photo of them now).
Step 5: Ask the child if they can put the pictures in order from oldest child (picture of them now) to youngest photo (baby photo).
Step 6: Ask the child to count how many photos there are (Answer: total = 6).
Step 7: Ask the child to tell you one thing they like about each photo.
Step 8: Ask the child to draw a photo of themselves using crayons.
Step 9: Ask your child to tell you about their photo. Ask identifying questions such as:
Math/Science
Name and recognize people.
Count up to 5 objects.
Language/Literacy
Use words and gestures to communicate.
Demonstrate awareness similarities and differences
Problem Solving
Sort objects by one quality (characteristic).