Album Activities-Sensorial

ALBUM ACTIVITIES-SENSORIAL

Dimension

Cylinder Blocks

Material: 1. Four blocks containing ten cylinders with knobs, each fitting into its respective hole and differing in dimension a. Each with the same diameter, rising in height successively from short to tall. Each differing in one dimension only: Height b. Each growing in diameter successively from thin to thick, while their height remains equal throughout. Each differs in two dimensions: width and breadth c. Each growing successively in diameter from small to large, while diminishing in height from tall to short. Each differs in three dimensions: while the diameter increases, the height decreases d. Each growing in diameter successively from small to large, while at the same time rising in height like A. Each differs in three dimensions: width, breadth, and height, but all increase regularly, if one proceeds from the smallest

Purpose: 1. Direct aim – visual discrimination of dimension 2. Indirect aim – preparation of fingers for writing

COE: Within material

Age: 2 ½ - 3 ½

Language: A 3-period lesson on A short tall B thick thin D large small C ------plus their comparative and superlative forms

Notes: 1. Should always be done on a table 2. Important to emphasize matching, not trial and error; don’t teach the child grading – this will probably come later by himself as he works with the material 3. 2 or 3 children could work with the triangle or square formations if they can work without competition

The Pink Tower

Material: 1. Ten cubes, pink in color, differing in length breadth and height. Their sizes grow progressively in the algebraical series of the third power. 2. Starting from the smallest, which in size is 1 cubic cm. 8 of this would make the next largest cube, and 27 of the first would make the third cube, etc.

Purpose: 1. Direct aim – visual discrimination of the differences in dimension; muscular control of hand and arm 2. Indirect aim – education in voluntary movement; preparation of the hand; preparation for the relative sizes of cubes

COE: Visual disharmony

Age: 2 ½ - 3

Language: A 3-period lesson on large and small (using largest and smallest cubes to illustrate contrast) plus their comparative and superlative forms

Notes: 1. Present before the Red Rods and the Brown Stair since it provides the most contrast, varying in 3 dimensions

The Brown Stair

Material: 1. Ten prisms of the same length, brown in color, differing in breadth and height. They grow in size progressively in the algebraical series of the second power, i.e., 4 of the first to make the second; 9 of the first to make the third, etc.

Purpose: 1. Direct aim – visual discrimination of dimension 2. Indirect aim – muscular development of the grip; preparation of the mathematical mind for squaring and surface area COE: Visual disharmony

Age: 2 ½ - 3

Language: A 3-period lesson on broad and narrow plus their comparative and superlative forms

Notes: Games as in Pink Tower and Red Rods

The Red Rods

Material: 1. Ten rods, red in color, differing in one respect: length. 2. The smallest rod is 10 cm long and each succeeding rod differs from the preceding rod by the length of the first. No separate names are given to the rods. Purpose: 1. Direct aim – visual discrimination of length 2. Indirect aim – preparation for number work

COE: Visual disharmony

Age: 2 ½ - 3

Language: A 3-period lesson on a long and short plus their comparative and superlative forms

Knobless Cylinders

Material: 1. Four boxes each containing a set of cylinders in the dimensions of the four Solid Cylinders, each set in a special color (blue, green, red, yellow) 2. Colors a. Blue-differing in 1 dimension: height b. Red-differing in 2 dimensions: breadth and height c. Green-differing irregularly in 3 dimension: while diameter increases, height decreases d. Yellow-differing regularly in 3 dimensions

Purpose: 1. Direct aim – observe and compare different series with each other, working toward realization that some are the same in height, some in section, and some in both characteristics 2. Indirect aim – allowing child to arrive at clearer ideas about dimensions and their interplay

COE: If child has already gone through all the previous dimension exercises (Pink Tower, Solid Cylinders, Red Rods and so forth), a control of error is no longer necessary

Age: Around 1 ½ - if too early, usual result is building of towers

Notes: 1. There is a direct relationship between these Knobless Cylinders and the four blocks of Solid Cylinders. Child would complete his work with the Solid Cylinders before he begins work with the Knobless Cylinders. Therefore, the Knobless Cylinders extend his work with the Solid Cylinders; also, he will already know the language. In Solid Cylinders he matched by dimension. Some children may have replaced the cylinders in graded order on their own but it was not presented. Therefore, begin this work with grading; but the real work is using 2 Sets and comparing their dimensions. 2. Now child has a manner of handling the material, therefore not needed to show him exactly how to handle it. Probably will not present each of these comparisons to the child – rather make suggestions and allow child to work on his own. The exercises are to foster experimentation and a research approach. 3. Do not refer to the boxes by color, rather by the Set that varies is so many dimensions or Set A, B, C, D. Always replace lid on box and set aside. When replacing cylinders in box, begin with the largest ones and place against sides of the box. Somewhere early in the presentations show child that the largest cylinder always goes on the bottom 4. If in your class, the main use of this material is single tower building, remove from class and make a new presentation at a later date

Color

The Color Tablets

Material: 1. A box containing six tablets of light wood, wound with colored silk or enameled-one pair each of the three primary colors: red, blue and yellow. 2. A box containing twenty-two tablets, one pair of each: red, orange, yellow, green, blue, violet, pink, grey, brown, black and white 3. One box with nine compartments, each containing seven tablets in graduations of each of the above colors (or, currently, eight compartments including the colors above except orange).

Purpose: 1. Direct aim – sensorial training providing the child with the key to the world of color; development of the chromatic sense 2. Indirect aim – preparation for art

COE: Visual disharmony

Language: After much experience, use a 3-period lesson to present language; Names of the first color box can be given while working with the second box and names for all tablets in boxes (1) and (2) need to be given before work with (3); Also, after much experience with the third color box, give a 3-period lesson on dark and light plus their comparative and superlative forms

Form

Geometric Cabinet

Materials  A wooden cabinet with six drawers, each painted blue inside and containing six squares of wood. Each wooden square has a figure cut out with a knob in the center by which to hold it. When the cut out figure is lifted, the blue background of the drawer shows the shape of the cut out. 1. First drawer: 6 circles varying in diameter from 10 cm to 5 cm 2. Second drawer: 6 variations of rectangles beginning with the square and each a little smaller than the preceding. 3. Third drawer: 6 types of triangles: equilateral, isosceles right-angle, acute obtuse-angle, isosceles obtuse-angle, scalene right-angle, scalene obtuse- angle 4. Fourth Drawer: 6 Polygons: pentagon, hexagon, heptagon, octagon, nonagon, decagon 5. Fifth drawer: 6 quadrilaterals: rhombus, parallelogram, trapezium, trapezoid, kite, chevron 6. Sixth drawer: 4 curvilinears: oval, ellipse, quatrefoil, curvilinear triangle  A demonstration tray containing a circle, square, and triangle, the remaining spaces being filled in with plain squares of wood.  Three sets of cards for each different figure 1. One with the complete shape filled in 2. One with thick outline of 1 cm 3. One with a thin line outlining the shape Purpose  Direct Aim: Visual and muscular discrimination of form; visual training and preparation for geometric figures  Indirect Aim: Preparation for writing Control of Error  Geometric figures fit into their frames  Visual disharmony Age: 21/2 to 5

Geometric Cabinet: Square, Circle, Triangle

Material: 1. Three contrasting figures from geometry cabinet in the demonstration tray: a. Square b. Circle c. Triangle 2. Mat

POI: Names of the figures

Purpose: To associate the experience of square, circle, and triangle with the words

Age: 2 ½ - 5 Before the work with the cards – usually when he is working with one drawer

Notes: 1. May present this to one child or to a small group of 2 or 3. With this, as with any language lesson, it is best to present it well to a small number of children and allow them to teach it to others. 2. If in a small group, Period 2 can be further extended by asking one child to give the circle to another or by asking one child to ask another for the figure he is holding and so forth.

Geometric Solids

Material: 1. Different solid geometrical forms, such as a. Sphere b. Ovoid c. Ellipsoid d. Cube e. Rectangular prism f. Cone g. Triangular pyramid h. Square pyramid i. Cylinder 2. A set of wooden tablets which have the same base as the rectilinear solids or the same shape as a vertical cross section of the curvilinear solids. 3. Two baskets, one with attractive cloth

Purpose: 1. Direct aim – make child aware of the solid geometrical shapes that surround him 2. Indirect aim – preparation for geometry

COE: Other children, bases

Age: 2 ½ onwards

Notes: Given as soon as child has corresponding plane figures

Constructive Triangles

Material: 1. Five boxes of triangles made of wood and colored: a. Triangle box b. Large hexagonal box c. Smaller hexagonal box d. Rectangle box e. Blue Rectangles 2. The material is called “constructive” because the triangle is use to form other rectilinear figures. 3. All boxes hold colored triangles that are different a. Color code the box and the triangles in each (on back)

Purpose: 1. Practical experience with plane geometry 2. A sort of puzzle enabling one to see what figures arise when 2 or more triangles are joined in different ways 3. The subconscious accumulation of geometric facts through experience and repetition COE: Material itself

Age: 3-6

Language: Names of figures in all boxes given in geometric cabinet; only language given with these exercises is the lines and points which are given in the Triangular Box.

Triangular Box

Material:  1 gray equilateral  2 green right-angled  3 yellow isosceles obtuse-angled  4 red equilateral

**Note: To replace, first put away red, then yellow, then green, then gray.

Purpose  Direct Aim: Realization that the lines drawn on the original equilateral triangle divide into different shapes of triangles, except for those which make the quarter. There, the equilateral triangle is reproduced, but in a smaller size.  Indirect Aim: Preparation for geometry Control of Error  Grey triangle  Black lines Age: 4

Language  Gray triangle: base, sides, vertex, angle  Green triangle: height or altitude  Yellow Triangle: angle, center, bisector  Red Triangle: midpoint

Large Hexagonal Box

Material:  1 yellow equilateral  6 yellow isosceles obtuse-angled isosceles  2 red obtuse-angled isosceles  2 gray isosceles obtuse-angled

**Note: To replace, first large yellow, then three small yellow on sides, then next three yellow on large yellow, then red together and gray separated.

Purpose  Direct Aim: Show what figures one can build with isosceles, obtuse angle triangle with is 1/3 of the equilateral triangle.  Indirect Aim: Preparation for geometry COE  Black lines Age: 4 Note: The large hexagonal box is used later with the triangular box and small hexagonal box to demonstrate the theorem of Pythagoras and geometrical figures other than the square. Small Hexagonal Box

Material  3 green equilateral triangles  2 red equilateral triangles  6 gray equilateral triangles **Note: To replace, put in all 6 gray triangles, with reds and greens on top. When ordered, other materials will be in the box, including one large equilateral and 6 obtuse- angled isosceles. Remove if using this material in primary level.

Purpose  Direct Aim: Composition of the hexagon which is six equilateral triangles, two trapezoids, or three rhombi  Indirect Aim: Preparation for geometry

COE  Black lines Age: 4

Notes  The small hexagonal box is used later with the triangular box and large hexagonal box to demonstrate the theorem of Pythagoras and geometrical figures other than the square.

Rectangular Box

Material  Green: 2 isosceles right-angled, 2 scalene right-angled  Yellow: 2 isosceles right-angled, 2 scalene right-angled, 2 equilateral  Gray: 2 scalene right-angled  Red: 1 scalene right-angled, 1 scalene obtuse-angled **Notes: To replace: First put large yellow on bottom, then green on top of it. The rest will fit in the box in order (3rd set first, 2nd set, and first set across to make flat).

Purpose  Direct Aim: To show that by joining together different triangles, one obtains four-sided figures or other triangles.  Indirect Aim: Preparation to show that all plane geometrical figures constructed to straight lines are composed of triangles; to show equivalence of figures and their rules for finding the area COE  Black lines Age: 3 to 21/2 +

Blue Rectangular Box Material  2 isosceles right-angled  2 equilateral  1 scalene obtuse-angled  2 scalene right-angled  1 small scalene right-angled (No black lines)

Binomial and Trinomial Cubes

Material: 1. Wooden cubes and rectangular prisms, painted in various colors; one box contains pieces forming a cube of (a+b)3; another cube of (a+b+c)3.

Purpose: 1. Direct aim – building of the cubes 2. Indirect aim – (1) introduction of algebra and the proof of the formulas: (a+b)3 and (a+b+c)3; (2) exercise #1 is an indirect preparation for finding cube root; (3) exercise #3 is a preparation for proof of the formulas

COE: Visual; within the material (on top of the box)

Age: 3 ½ upwards

Auditory

Sound Cylinders

Material: 1. Two boxes, each containing six cylinders, one set red, one set blue. Each cylinder has a small quantity of beads (or other material) inside; but the size of the material varies with each pair, so that when they are shaken, a different sound is created. The sounds must be graded from loud to very soft. Purpose: Training of the auditory sense

COE: Within material Matching – if an error, it will show up in the last pair Grading – the teacher’s graded set

Age: 3-5

Language: Use a 3-period lesson to present: loud and soft; give the positive before grading and the comparative and superlative during grading

The Bells

Material: 1. A series of bells in duplicate, from Middle C to High C. One complete set is mounted on brown stands, the other on white stands in the case of the tones, and on black stands in the case of the semi-tones. They stand on a board marked with grey and white spaces corresponding to the black and white notes on a piano 2. A little wooden hammer-striker 3. A flat piece of wood, one end of which is covered with felt-mute

1. Place name of bell on top of white and underneath brown. The bells of the diatonic major scale (white keys on piano starting with Middle C to next C) remain out in the classroom.

Purpose: Discrimination of musical sounds (pitch)

COE: Auditory control when pairing While bells in position on board Visual control (name of note on top of while bells and underneath brown ones) Age: 2 ½ or 3 onwards (Note: begin as soon as the children have some control; controls for younger children: only display a few brown bells; keep striker and mute with you)

Language: Teach names of pitches when child is matching 4 bells of the diatonic scale: cdefgabc; use a 3-period lesson, presenting 3 contrasting ones at a time – eg C E G; can speak, but there are advantages to singing the entire lesson. Eg: This is C, Find me C While the child is searching for the correct pitch, he is matching 1. After the names of the white keys, present the following terms: up down high low (comparative and superlative) scale 2. After begin work on chromatic scale, give the names of the black keys. At the cabinet, remove brown bells and give a presentation, not a 3-period lesson. Tell the child each one has 2 names and they take their names from the bells sitting next to them: Eg: Ab Bb Higher than A = A sharp Lower than B = B sharp 3. Present the following terms: Interval = distance between any 2 pitches Half step = distance from 1 key to the very next key Whole step = skipping one key Notes: 1. A general rule: whenever you are concerned with one pitch, use the mute 2. Play up the brown bells and down the white bells at the beginning and end of each exercise

Green Board with Numbers

Material: 1. A green board which has painted on it in black the middle C line in the lower left corner and the 5 lines of the treble staff above it. There are circular indentations on each of the lines and spaces moving up the board which are painted white and numbered consecutively from 1-8. 8 circular disks numbered on one side 1-8 and lettered on the other side with corresponding letters of the musical scale (c, d, e, f, g, a, b, c)

Purpose: Teach child that note (disk) in a particular place on lines and spaces stands for a particular pitch

COE: Holes on boards

Age: 4 ½ - 5 onwards (when child knows numbers)

Green Manuscript Board Material: 1. One green board which has painted on it in black the middle C line in the lower left corner and the 5 lines of the treble staff above it. 40 lettered disks, ten lettered with c, and five each of the letters d, e, f, g, a, b.

Purpose: Make child aware of the fact that whenever he sees a note along a particular line, it has the name of that line

COE: Numbers on disks

Age: 5 – 5 ½ onwards

Extensions: 1. Have child select a handful of plain black disks; put them on lines and spaces; play what he has written 2. Reverse Extension #1; have child play a tune on the Bells; ask him to play it again; write in on the Manuscript Board; play what is written to check if it is the same

Notes: 1. Encourage much work here: 2 children can work together 2. Do not imply that the children must write down what they compose

White Music Charts

Material: 1. White boards with black notes on them in various patterns all of which use middle C to the C an octave higher. No clefs. a. Group A-Step patterns (no skipping of lines and spaces) b. Group B-Interval Patterns (skipping of lines and spaces)

Purpose: Practice in reading patterns written on the treble staff and in memorizing

Age: 5 – 5 ½ onwards (Note: when child is 5 or a little over and has done work with matching and grading of diatonic scale, he can proceed to reading and writing work even though he has not begun work with the chromatic bells.) Notes: 1. Do not use the mute in these exercises 2. Encourage children to work in groups of 3 or 4 3. The patterns are not varied since the purpose is to develop reading in phrases rather than note for note Summary Exercise and Presentation of Clefs

Material: 1. Two green boards with black lines painted on them which then fit together to form the lines of the Grand Staff. (Put ledger line at end with tape or small bar). 2. Cut outs of Bass and Treble Clefs 3. 40 white lettered disks-5 for each note Purpose: To show the child clefs and thus give him a way to figure out the names of notes other than those he already knows in the treble staff

Age: 5 – 5 ½ onwards Present this summary perhaps 3 or 4 times a year to a group of children who have had much experience working with 1 clef

Language: Later, in another presentation, give the language: Treble Clef G Base Clef F Can relate these to the voices of men and women

Percussion Board

Material: 1. Sample distribution of instruments a. Bells-¼ of class b. Triangles-½ of class c. Drums-2 or 3 d. Cymbals-1 or 2 2. In general you can order bells, triangles, and so forth from catalogues but instruments with skins need to be heard before buying. 3. Store instruments in a box or bin within the class

Instruments of the Symphony Orchestra

Material: 1. Records that isolate the sound of each individual instrument and that have little narrative or actual instruments if possible

Purpose: To develop the auditory sense, especially tone quality Age: Younger children seem to be more sensitive to sounds of instruments than older ones; therefore, take advantage of this and begin early

Notes: 1. Children can use the cards without music but it is good to structure it so they can use the records and cards together without the help of the teacher 2. Good for children to hear melody isolated and melody with orchestra; important for children to be able to see, hear, feel instruments. Eg: friends or small groups from the schools (before a guest comes the children should be familiar with the instrument and at some time during the presentation the children should be able to touch it) 3. Strive to present a new composer every month! Despite the obstacles, can try and take children to Young People’s Concerts 4. At 5 or 6, classify instruments into different families; don’t limit presentations to instruments of the symphony orchestra

Tactile

Rough and Smooth Boards

Material: 2. Four rectangular boards a. Board divided into two equal squares, one covered with rough sandpaper, the other covered with smooth paper or polished wood. b. Board divided into eleven narrow partitions, alternately smooth and rough c. Board divided into eleven narrow partitions, graded in rough surfaces d. Board divided into eleven narrow partitions, graded in smooth surfaces 3. Blindfold 4. Tray with small pitcher, bowl and rough cloth

Purpose: 1. Direct aim – to develop tactile sense; control of muscular action by the lightness of the touch needed 2. Indirect aim – preparation for writing because of the up and down action, lightness of touch, and the left to right movement

Age: 2 ½ - 3 ½ (important to begin as early as possible)

Language: Given with the presentation – 3-period lesson With boards C and D, give the comparative and superlative of rough and smooth using the 3-period lesson of Seguin Notes: 1. Touch boards are preliminary exercises for all touch exercises; therefore, it is important to start early and give to the child as soon as he has some hand control 2. Blindfolds: good for each child and teacher to own 3. Boards C and D are made by the directress

Stereognostic Sorting

Material: 1. Tray with a number of saucers on each of which is a little heap of a special type of grain: wheat, rice, barley, lentils, peas, beans, coffee beans, mustard seed, or the like 2. Another saucer 3. Blindfold

Purpose: Development of Stereognostic Sense

COE: Visual, when the child sees the containers

Age: 3-5

Language: No language is given with this exercise

Notes: 1. These exercises are for the refinement of hand movement. The child begins with a while hand enclosure with the Geometric Solids to a refined pincer movement in this exercise. It is important for the child to see how small a movement he can make in order to make a differentiation between two very small objects. Once his vision is gone, the child must rely on form, depth, structure, dimension – stereognostic sense. 2. As extensions can have child use a blindfold or close eyes and build Broad Stair, Long Stair, Pink Tower and others using his stereognostic sense.

Mystery Bag

Material: 1. A bag as beautiful as possible, its contents being a number of heterogeneous things, no matter what—the more surprising the better! Key, marble, pinecone, stone, walnut, prune-pit, candle, ball of wool, thimble. It is a good plan to change the contents or add to them occasionally. 2. Blindfold Purpose: Training of the stereognostic sense and the power to visualize mentally

COE: Other children; if eyes closed or using blindfold, opening the eye

Age: 3-6

Notes: 1. After experience with known objects, can place unfamiliar ones into the bag 2. Child can work alone or with others

Touch Tablets

Material: 1. Box containing 6 pairs of tablets varying in their surfaces. They can be made of cardboard, equal in size and thickness, and covered with different textures of leather or different qualities of paper: shiny, smooth, dull, rough, drawing paper, plain cardboard, and various qualities of sandpaper. There must be two of each kind. If possible, the color of the surface of each pair should differ somewhat from that of the other pairs. 2. Blindfold 3. Small tray, bowl, pitcher and rough cloth

Purpose: 1. Direct aim – develop tactile sense and control of action 2. Indirect aim – preparation for writing through lightness of touch and wrist action

COE: Shades of the paper

Age: 2 ½ - 3 ½ Should have experience with Rough and Smooth boards first and be working with the fabrics

Note: 1. When making your own tablets, make sure to cover both the front and the back

Fabrics

Material: 1. Two sets of pairs of different qualities of materials. One set is finer and more delicate and silky than the other, which is of rougher and thicker materials. All the pieces are of the same size and there are two identical pieces of each kind of material. Each piece is a 6 inch square, edges pinked 2. Blindfold 3. Small tray, pitcher, bowl, and rough cloth

Purpose: To furnish child with opportunity of refining the sense of touch

COE: In shades and patterns of material (each pair should be a different color)

Age: 2 ½ - 3 ½

Language: After much experience with the fabrics, give names of the fabrics using the 3- period lesson of Seguin

Notes: 1. 5 or 6 pairs of material should be in each box – keep laundered and change material occasionally 2. It is not necessary for teacher to introduce all the exercises, children can work together 3. After experience with rough fabrics, present smooth fabrics and follow in the same progression (some steps may not be necessary) 4. After experience with rough and smooth fabrics, child may work on both boxes Together

Thermic Bottles

Material: 1. Eight small receptacles containing water of various temperatures a. 2 at body heat (neither hot nor cold) b. 2 about 10 degrees warmer (½ body temp + ½ hot) c. 2 about 10 degrees cooler (½ body temp + ½ cold) d. 2 about 20 degrees cooler (all cold) 2. One of the pair at body heat should have a pink mark on the top. Each pair should have a mark of the same color underneath to serve as the control of error: cold-blue; tepid-light blue; body temp-pink; hot-red 3. Each bottle should have a cozy, jacket or sweater 4. Bottles will hold temperature as long as the presentation plus a few exercises.

Purpose: To develop the thermic sense

COE: Matching – codings underneath the bottles; Grading – teacher’s set plus markings

Age: 3 ½ onwards

Language: Using 3-period lessons: Hot and cold --before grading

Hot, warmer --during grading Cool, cooler Notes: 1. This is an exercise placed in a class after it is well organized. Place it in for 1 or 2 days as variety 2. For younger children, may have to put markings on top of the other 4 bottles

Thermic Tablets

Material: one box with pairs of tablets of different substances that differ in their heat conductivity (glass, slate, metal, wood, felt, marble, and cork) Purpose: Refinement of the thermic sense

COE: Visual (each pair has the same color)

Age: 31/2 +

Notes:  Given AFTER the Thermic Bottles and the language learned with them (warm, cool)  Good example of application of Thermic Bottles

Baric Tablets

Material: 1. Three boxes, each containing six wooden tablets. Each set of tablets is of a different wood from the other two sets, so that they differ in weight as well as in color from each other. They are of light, medium and heavy weight.

Purpose: Development of the Baric Sense; blindfold helps to direct the attention on the weight of the tablets (therefore helping to concentrate on the baric sense)

COE: Different colors of the wood

Age: 2 ½ - 3 ½

Language: After much experience, use a 3-period lesson to present: heavy, medium, light

Olfactory and Gustatory

Smelling Boxes and Bottles

Material: 1. Pairs of boxes and bottles containing various substances with distinct odors or perfumes, such as perfumes, cooking substances, medical materials 2. There are two sets a. Contrasting smells-perfume, spice, medicine-should be used b. Classified smells-various perfumes, different spices, etc. 3. Color code the material by pairs

Purpose: To make child conscious of various smells (perfumes and odors) that surround him

COE: Marks underneath

Age: 3 ½ onwards

Language: Names of substances within the bottles using a 3-period lesson

Notes: Try to have in 1 bottle a smell he can find within the environment Eg: rose

Tasting Bottles Material  Box or tray with four matched pairs of eyedropper bottles filled with liquids  Two glasses of water, spoons, napkins

Purpose: To show the 4 fundamental tastes Sour ------lemon Bitter ------decaf tea Sweet ------sugar cubes Salt ------salt water Note: It is important when matching for child to rinse his mouth after each taste

Silence and Line

Silence Game

Material: A comfortable place to sit A pin A soft bell

Purpose: Direct Aims:  Control of movement  Self-control Indirect Aims:  Heightening of social awareness  Auditory acuity

Age: When the child is in the process of controlling movement

Walking on the Line

Material: A line the width of a tightrope painted or taped on the floor in the shape of an ellipse. It is best to have the line placed in such a way that it can be used with a minimum of furniture moving. If the class is a large one an inside line should be constructed so that there is enough room for all the children in the class to walk at the same time.

For following exercises, a bell, a glass of water, beanbags, flags, classical music

Purpose: Development of control of movement

Control of Error: Motives of control Age: Introduce as early as possible in class as it is an aid to the young child in his development of balance and coordination of movement. It should be done when this is being perfected by the child. Sensitive period for the development of control of movement is 2 1/2 – 4.