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Provide a wide variety of materials such as beads for stringing, lacing cards, peg boards and designs, parquetry blocks to develop fine motor control. Sorting seeds or popcorn for art projects is also good.
Use popsicle sticks for copying patterns the teacher makes or draws on the board, showing various shapes and arrangements. Other patterns using circles, triangles, and squares of different colored papers can be used to develop and reinforce concepts of left, right, top, bottom, above, below, etc.
A child should begin tracing a path that is approximately three inches wide and 12 inches long. As the child masters three inch paths, decrease width to tow inches, one inch, and then one-half inch paths. After child has mastered horizontal and vertical paths, introduce curved paths. The paths should become increasingly narrow and increasingly complex as child becomes more successful. Use finger first, then a pencil for tracing.
Present child with templates, paper, crayon or pencil. Demonstrate placing template in center of paper and tracing around inside of shape. Have child trace around template several times. Repeat procedure with each shape. Color or paint the figures.
Have the child place both hands on a piece of paper with the fingers outstretched. Have another child trace around the fingers, then label the hand left and right and color code them, green for left, red for right. Be sure the children who need this clue can see it whenever they need the reminder to start on the left.
Shape plasticene into letters or numerals, use string dipped into Elmer’s glue to form into letters, or use sandpaper letters to provide a tactile-kinesthetic clue for children needing this added stimulation.
Pour sand or salt o n newspaper or waxed paper. Have child use finger to make shape of letter or name.
Write the child’s name with magic marker on the top half of a 6” by 9 piece of oak tag. Cover the entire card with clear contact paper. Have the child practice writing his name over the pattern and later below the pattern. Use tissue to erase the crayon for additional perceive.
Cut out large pictures of people from magazines which can be mounted on cardboard and made into puzzle parts to be reassembled. Select people of different ages doing various activities for discussion purposes.
Provide a wide variety of materials such as beads for stringing, lacing cards, peg boards and designs, parquetry blocks to develop fine motor control. Sorting seeds or popcorn for art projects is also good.
Use popsicle sticks for copying patterns the teacher makes or draws on the board, showing various shapes and arrangements. Other patterns using circles, triangles, and squares of different colored papers can be used to develop and reinforce concepts of left, right, top, bottom, above, below, etc.
A child should begin tracing a path that is approximately three inches wide and 12 inches long. As the child masters three inch paths, decrease width to tow inches, one inch, and then one-half inch paths. After child has mastered horizontal and vertical paths, introduce curved paths. The paths should become increasingly narrow and increasingly complex as child becomes more successful. Use finger first, then a pencil for tracing.
Present child with templates, paper, crayon or pencil. Demonstrate placing template in center of paper and tracing around inside of shape. Have child trace around template several times. Repeat procedure with each shape. Color or paint the figures.
Have the child place both hands on a piece of paper with the fingers outstretched. Have another child trace around the fingers, then label the hand left and right and color code them, green for left, red for right. Be sure the children who need this clue can see it whenever they need the reminder to start on the left.
Shape plasticene into letters or numerals, use string dipped into Elmer’s glue to form into letters, or use sandpaper letters to provide a tactile-kinesthetic clue for children needing this added stimulation.
Pour sand or salt o n newspaper or waxed paper. Have child use finger to make shape of letter or name.
Write the child’s name with magic marker on the top half of a 6” by 9 piece of oak tag. Cover the entire card with clear contact paper. Have the child practice writing his name over the pattern and later below the pattern. Use tissue to erase the crayon for additional perceive.
Cut out large pictures of people from magazines which can be mounted on cardboard and made into puzzle parts to be reassembled. Select people of different ages doing various activities for discussion purposes.
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