play move develop electronic version

Your Therapy Source Inc, Schaghticoke, NY©2011

Play - Move -

DevelopGames and activities to encourage motor skill

development and learning in children

Your Therapy Source, Inc.43 South Main StreetSchaghticoke, NY 12154

Copyright © 2011 by Your Therapy Source, Inc. All rights reserved.

Visit www.YourTherapySource.com

for other school based therapy and special needs resources.

Publisher’s Note: The publisher and author has made every attempt to make sure that the information in this book is correct and up to date. All physical activities require approval from a child’s pediatrician. The author or the publisher will not be liable for any impairment, damage, accident or loss that may occur from any of the suggested activities in this book.

Terms of Use: The electronic books from Your Therapy Source Inc can only be purchased from this site. They are copyrighted by Your Therapy Source Inc. This book can only be used by the original purchaser. The files may not be reproduced or transferred to others in print or electronically. All rights reserved.

DIRECTIONS: Print out the pages that the child will be completing. Follow the directions on each page.

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Table of Contents

Copyright 2011 Your Therapy Source Incwww.YourTherapySource.com

Page

Fine Motor Skill Activities

Gross Motor Skill Activities

Outdoor Activities

5

39

91

Fine Motor Skill

Activities

Chips in the CupChips in the Cup encourages:

• strengthening the muscles of the fingers, hands and wrists• fine motor skills (small muscle movements in the fingers)

Chips in the Cup uses these materials:• recycled, clean plastic container with lid (i.e. margarine tub)• kid friendly scissors• adult scissors• piece of light weight cardboard

How to Play the Chips in the Cup:1. The adult should cut a slot in the lid of the plastic container. The child should cut the light weight cardboard into various shapes that will fit into the slot such as small squares, rectangles, triangles or circles. The adult can draw the shapes on the cardboard or let the child cut the shapes out himself.

2. Put the lid on top of the plastic container. Place the cardboard shapes on the floor. The adult should hold the plastic container so that the lid is facing the child.

3. Ask the child to pick up one shape at a time and put it into the slot on the container. Practice shape recognition by asking for specific shapes (i.e. find the square. Continue until all the shapes are in the container.

Additional Ideas:Scatter the cardboard shapes on the floor. Practice gross motor skills by having the child perform various motor skills to retrieve the shapes. For example: jump to the square, hop to the circle, walk backwards to the triangle.

If short on time, use real coins and practice coin identification. Do not do this activity with children who put objects in their mouth.

Comments:

© 2011 Your Therapy Source Incwww.YourTherapySource.com

Colored SaltColored Salt encourages:

• strengthening of the muscles in the hand, arm and shoulder • tactile input (sense of touch)

Colored Salt uses these materials:• table salt• large piece of colored sidewalk chalk• paper and pen• paper plate• glue

How to play Colored Salt:1. Give the child a paper plate. Place about 3 tbsp of salt on the plate. Give the child the colored sidewalk chalk. The child should color hardmaking circular motions with the chalk on the salt. This will color the salt.

2. Draw a block letter or write the child’s name in block letters. The child can squeeze glue into the center of the block letters. Using the thumb, index and middle fingers the child can pick up the colored salt and sprinkle on the glue. Another option: place the colored salt into a paper cup and sprinkle the salt on the glue.

3. Let the colored salt letter dry for 24 hours at least. Once dry, the child can trace the letters following the correct formation of the letter (top to bottom and left to right).

Additional Ideas: Modify the activity for the level of the child - make shapes if letter identification is too difficult.

Another idea would be to make large shapes and sprinkle glue on colored shapes. Once dry, the child can walk on the different shapes without shoes on to experience the different texture on feet.

Comments:


Tactile BallsTactile Balls encourage:

• fine motor skills (small muscle movements in the fingers)• eye hand coordination• tactile input

Tactile Balls use these materials:• different types of fabrics

You can use fabric - cotton, fur, texturedTry using old clothes and cut them up - jeans, t-shirts, flannelUse felt squares from craft stores

• old socks• rubber bands

How to play Tactile Balls:1. Cut out a set of matching 4 fabric squares about 8” by 8” for a total of 8 fabric squares.

2. The child can assist with this step. Place the sock in the middle of the fabric square. Gather up the fabric around the sock and secure with a rubber band. Your tactile ball is ready to play with.

3. Place the matching 4 fabric squares around the room. The child can stand in the middle of the room. The child tries to throw the tactile ball to the matching fabric square.

Additional Ideas: Try placing dried beans inside the tactile balls. The child can help to put the beans in a plastic bag and tape it securely shut. Make sure the children do not throw the bean bags at anyone.

Play hot potato with a group of children using the tactile balls.

Comments:


Shape SorterShape Sorter encourages:

• fine motor skills (small muscle movements in the fingers)• visual perceptual skills• counting skills

Shape Sorter uses these materials:• cardboard box

• recycled materials - i.e. toilet paper tubes, juice concentrate lids, plastic baby food containers, small jewelry boxes, etc.• sharp scissors for adult to use

How to play Shape Sorter:1. Gather the recycled materials. The adult should cut holes the sizes of the recycled item in the side of the cardboard box. For example, cut a circle for the toilet paper tubes to fit. Next to each opening, write the number i.e. 1,2,3,4,5.

2. Give the child the box and the recycled items. The child should sort the items by placing them into the proper holes. When every item is inside the box, empty the box.

3. This time have the child put the correct number of items in each hole based on what number is written next to each opening i.e. 1 toilet paper tube in the circle, 2 juice lids. etc.

Additional Ideas: Put the box on a table and the recycled items on the floor. The child will work on muscle strengthening of the legs while squatting down to get the items.

If you do not have recycled items around the house, cut holes that will fit your child’s favorite small toy. Small action figures or characters work well. This may also keep you child more interested in the activity.

Comments:


Same or DifferentSame or Different encourages:

• fine motor skills (small muscle movements in the fingers)• the ability to discriminate objects just using the sense of touch• tactile input

Same or Different uses these materials:• fabric scraps, small household items or small toys

How to play Same and Different:1. If you have fabric scraps of different textures, have the child assist and cut up each scrap into two pieces. For household items or small toys, find matching items i.e. 2 spoons, 2 forks, 2 small toy cars, 2 small blocks, 2 large stringing beads, 2 toothpicks, 2 marshmallows, etc.

2. Explain to the child that he is going to try and determine if he is holding the same objects in both hands or different objects. The child must have his eyes closed. Use a blindfold if the child will tolerate it. Place one object in each hand. The child should feel the objects and then state “same” or “different”. You could also have the child identify exactly what the object is in each hand. If it is fabric, the child can describe it i.e. one is smooth and one is furry. Continue play with all of the fabric scraps or items.

Additional Ideas: To work on visual memory, place some of the items on a tray. Have the child look closely at the tray for 30 seconds. The child should now turn his back or close his eyes. Remove one object. When the child turns back around, he should state what object is missing.

If the child does not like to touch certain objects or textures, begin by playing the game only with textures that the child will tolerate.

If you have a group of children, hand out the objects. On “GO”, the children should move around the room and find the other child that has the same item as them.

Comments:


Snack ShakeSnack Shake encourages:

• tactile input (sense of touch)• oral motor skills (lips, tongue and mouth motions)• strengthening of the hand, arm and shoulder muscles• bilateral coordination (using both sides of the body together)

Snack Shake uses these materials:• instant pudding mix• milk• plastic container with screw on lid (i.e recycled peaches container)• freezer paper or wax paper

How to Play Snack Shake:1. The child assists to pour pudding mix and milk (according to

pudding package directions) into plastic container.

2. The child helps to screw the lid onto the plastic container.

3. Holding the container with two hands, the child shakes the pudding and milk inside the container. Shake it up high, down low, to the right and to the left. These actions get tiring so adult should help as needed.

4. Tape some freezer paper or wax paper to the table. Open the pudding after shaking for at least 2 minutes. Place some pudding on the paper. Allow the child to fingerpaint with pudding. Save some pudding to eat.

5. When child is done finger painting, eat the pudding off of a spoon.

Additional Ideas:Try sucking the pudding up a straw to really work out the mouth muscles.

When the child is finger painting with the pudding, ask the child to draw shapes, numbers or letters in the pudding.

Comments:


Crazy CranberriesCrazy Cranberries encourages:

• eye hand coordination• fine motor skills (small muscle movements in the fingers)• finger isolation (ability to use one finger at a time)• tactile input (sense of touch)

Crazy Cranberries uses these materials:• bag of fresh cranberries• bowl of water and empty bowl• small strainer or fishing net• paper cups

How to play Crazy Cranberries:1. Remind the child not to eat the cranberries. Place the cranberries inside the bowl of water. The cranberries will float.

2. Place the bowl of cranberries next to the empty bowl. The idea is for the child to scoop the cranberries out of the water, drain the water off and transfer the cranberries to the empty bowl.

3. After all the cranberries have been transferred and dry, hold one cranberry in one hand and the paper cup in another hand. Throw the cranberry up in the air and try to catch it in the cup. If too hard, roll cranberry along floor or table and try to trap it in cup.

4. Line up several paper cups on the table or floor. Place the cranberries on the table. Using your pointer finger, try to flick the cranberry towards one of the cup targets. Keep score - every time you hit a target you score one point. First person to 5 points is the winner!

Additional Ideas: Put some cranberries aside prior to playing. Bake some cranberry muffins for a tart snack. Pouring and stirring are great activities to encourage use of the both sides of the body.Comments:


Paper Clip ChallengePaper Clip Challenge encourages:

• fine motor skills (small muscle movements in the fingers)• eye hand coordination• gross motor skills (large muscle movements)• math skills

Paper Clip Challenge uses these materials:• colored paper clips

How to play the Paper Clip Challenge:1. The child should create a chain out of the paper clips linking many together. To begin try to make one long chain.

2. Using the long chain, measure items around the house. Measure

how tall you are in paper clips. Try measuring books, pencils, tables, chairs, etc. Guess how many paper clips it will take before you measure.

3. Put sneakers on. Break apart the long chain into at least three separate chains. Lay them down on the floor about 1-2 feet apart. Try jumping or stepping over the paper clip chains.

4. Attach paper clips back together to make two chains. Lay them down on the floor starting at 6” apart. Jump over both chains. Spread them apart about 1 foot - jump over both chains. Continue moving chains apart until you can not jump over both at one time.

Additional Ideas: To increase skill difficulty, try hopping on one foot over chains, jumping sideways or jumping backwards. To decrease skill difficulty step over chains. Vary how you step over - forwards, sideways and backwards.

Comments:


Make Your Own BlocksMake Your Own Blocks encourages:

• fine motor skills (small muscle movements in the fingers)• gross motor skills (large muscle movements)• balance• coordination

Make Your Own Blocks uses these materials:• brown paper bags• scrap paper• tape

How to play Make Your Own Blocks:1. Create a set of paper blocks by scrunching up scrap paper, stuff inside brown paper bags, mold into square shape and tape closed.

2. Play with the paper blocks. See how many blocks you can stack on top of each other. Adult or another child can build a building and the child can copy it

exactly. Throw the blocks up and catch them. Kick the blocks around the room.Jump over the blocks. Walk across the room balancing the block on your head. At the end of the game try to squash all the blocks with feet or

hands.

Additional Ideas:Try scrunching up the paper to place in the paper bags with only one hand for added strengthening for the muscles of the hand..

Comments:


Light or Firm Light or Firm encourages:

• tactile input (sense of touch)• touch discrimination (what type of touch and where)

Light or Firm uses these materials:• feather• small block • blindfold (bandana works well)

How to play Light or Firm:1. Show the child the feather and the block. Allow the child to touch the feather and the block. Touch the child with the feather on the arm - discuss how it feels soft or ticklish. Touch the child with the small block, firmly, on the arm. Discuss how it feels more firm and more like pressure. Discuss which type of touch the child prefers.

2. Place the blindfold on the child (some children do not like to blindfolded - do not force it, just ask child to close eyes). Touch the child with the feather or the block on the arms or legs. If you touch with the feather, the child should say light touch. If you touch with the block, the child should say firm touch.

3. With the blindfold still on, touch the child with the feather. Ask the child to touch with his/her finger, the exact spot where you touched the child and report light or firm touch.

Additional Ideas: Try this game using other objects and different types of tactile input. For example, use different types of fabric swatches like soft cotton, stiff denim, fake fur or scratchy burlap. Try hot and cold items - piece of ice wrapped in paper towel and a warm washcloth. Try wet and dry - wet washcloth and dry washcloth.

Comments:


Movement PatternMovement Pattern encourages:

• fine motor skills (small muscle movements in the fingers)• gross motor skills (large muscle movements)• motor planning (ability to plan and carry out an action)

Movement Pattern uses these materials:• matching small objects (i.e. cereal, raisins, etc.)

How to play Movement Pattern:1. Gather several small objects from around the house. Place them on the table. The adult can create a pattern on the table such as cereal, raisin, cereal, raisin and cereal. The child can create the same pattern and tries to continue it with more raisins and cereal. Remember to practice picking up the small objects using only the thumb and pointer finger. Repeat with new patterns or new objects. Allow the child to create the pattern for you to complete.

2. Try large motor skill patterns. The adult can demonstrate jump, clap, jump and clap. The child can copy the pattern and continue on with what comes next in the pattern. Here are some skills to use for the patterns: jump, hop, spin around, push up, sit up, arm circles, squats and toe touches. Allow the child to create a pattern for you to complete.

Additional Ideas: For children with significant motor skill delay try motor skills such as waving, shaking head yes or no, kicking legs and shaking hands.

Add a ball to create your patterns. A pattern could go something like dribble ball twice, throw up and catch, dribble ball twice and throw up and catch.

To focus on isolated finger movements, try patterns with sign language letters or words.

Comments:


Squeeze LettersSqueeze Letters encourage:

• strengthening the muscles in the hand • tactile input (sense of touch)

Squeeze Letters use these materials:• recycled, clean ketchup, mustard or glue bottle• 1 cup flour, 1/4 cup of salt and 1/2 cup warm water• paper (preferably heavy paper or cardboard)

How to play Squeeze Letters:1. Draw a letter, number, sight word or name large on the piece of paper. With the child’s help, mix together the flour, salt and water tomake a smooth, thick paste (if using a glue bottle use a thinner consistency). Place the paste inside the recycled ketchup bottle. Put the top on the bottle. The child squeezes the paste out of the bottle tracing the letter or word. Let the project dry for 24 hours.

2. Once dry the child can practice tracing the letter or word using the index finger. When tracing the letter, follow the correct formation of the letter going from top to bottom and left to right.

Additional Ideas: When the letters are dry, try hanging the raised letters on an easel for the child to trace to encourage strengthening of the shoulder muscles.

Make your own raised line paper. Draw two parallel lines about one inch apart. Squeeze the paste along the lines. Let dry. Practice writing letters using the raised line paper.

Comments:


Sock BasketballSock Basketball encourages:

• eye hand coordination• fine motor skills (small muscle movements in the fingers)• visual perceptual skills

Sock Basketball uses these materials:• at least 7 different pairs of socks• laundry basket or cardboard box

How to play Sock Basketball:1. Scatter the 7 pairs of socks around the room (14 socks in all). Place the laundry basket in the center of the room. On “Go” the child should find a matching pair of socks, ball them together (put together and turn down socks to keep them together) and throw into laundry basket. The object is to get all the socks paired up and into the basket.

2. Play again but this time hide the socks with a little bit of each sock showing. Child has to first find each sock and put in pile. Then match up socks and throw into basket.

Additional Ideas: Time each activity with a stop watch. Try to accomplish the activity as fast as possible.

Add some more exercise to the game. Hide the socks outdoors in large area. Child will have to walk or run to find the socks.

Comments:


Tow TruckTow Truck encourages:

• muscle strengthening in the wrists and fingers• bilateral coordination (using both sides of the body together)• motor planning (ability to plan and carry out motor actions)

Tow Truck uses these materials:• toy car or truck

• string or yarn (at least 8 feet long) • cardboard paper towel tube

How to play Tow Truck:1. The adult ties one end of the string to the back of the toy car or truck. Tie the other side of the string around the cardboard tube.

2. Place the toy car away from the child. Give the child the cardboard tube with the string. The child should hold the tube horizontally in both hands with palms down with string in the middle. The child then rotates the cardboard tube in hands to wrap the string around the tube therefore towing the truck.

3. Try creating an obstacle course for the tow truck to follow. Create a path for the tow truck to stay on using tape on the floor, blocks or other wrapping paper towel tubes. The child has to walk backwards along the path, and pull the tow truck along the path.

Additional Ideas: To incorporate learning into this game, make flash cards on index cards for whatever the child is working on learning i.e. letters, math problems, sight words, etc. Instead of tying the end of the string to a toy car put a paper clip on the end. Pull the string out and place a flash card in the paper clip. The child has to wrap the string around the tube to get the flash card. The child then takes it from the paper clip and identifies the answer. Repeat with the remainder of the flash cards.

Comments:


Tactile Key RingTactile Key Ring encourages:

• fine motor skills (small muscle movements in the fingers)• the ability to discriminate objects using the sense of touch• tactile input (sense of touch)

Tactile Key Ring uses these materials:• any flat tactile objects such as fabric scraps, textured papers, small bubble wrap, etc.• index cards cut in half• hole punch, scissors and glue• key ring

How to play Tactile Key Ring:1. Have the child assist whenever possible to create the tactile key ring. Cut each index card in half. Cut the fabric scraps, wallpaper scraps, sandpaper scraps or bubble wrap into sizes that will fit onto each half of the index card. Glue one scrap onto each index card. Punch a hole in the index card in the top left corner. Place the index cards on a key ring. The tactile key ring is complete.

2. Bring the tactile key ring along with the child when the child is expected to wait for long periods of time. The child can touch and flip the cards along the key ring. It makes a nice fidget toy to occupy the child’s fingers.

3. Play a quick game with it. Have the child close his eyes. The adult can flip to one card. The child feels the card and has to use descriptive words for each card without looking at it i.e. bumpy, rough, smooth, furry, scratchy, etc.

Additional Ideas: To encourage vocabulary and reading skills, write the words that describe the scrap on the back of each index card i.e. what color the scrap is, what it is and what it feels like.

Comments:


SurpriseSurprise encourages:

• fine motor skills (small muscle movements in the fingers)• the ability to recognize what an object is using the sense of touch• visual perceptual skills/spatial awareness

Surprise uses these materials:• small household items• tin foil

How to play Surprise:1. An adult needs to prepare the surprises without the child seeing. The adult should gather several household items such as keys, coins, comb, paper clips, pencil, small spoon, eraser, beads, small toy car, clothes pin, etc. Wrap each item tightly in tin foil and place in a paper bag.

2. Take out one item at a time and give to the child. The child should feel the object and look at it inside the tin foil. The child should guess what is inside the tin foil. The child can unwrap the tin foil to check if the guess was correct. Repeat with all wrapped objects.

3. Try playing with bigger items as well. Gather various size boxes with lids and objects that fit in the boxes. Show the child the objects. Without the child seeing, place each of the objects inside a box and put on the lid. The child can lift the box and shake it but can not open the box. Then the child should guess what object is inside what box. The child should remove the lid to check if the guess was correct.

Additional Ideas: If it is too easy for the child to open the lids of the regular boxes, try using disposable, plastic containers with lids.

Comments:


Tactile GloveTactile Glove encourages:

• fine motor skills (small muscle movements in the fingers)• finger isolation (using one finger at a time)• tactile input (sense of touch)

Tactile Glove uses these materials:• one winter glove• 5 different textures (i.e. cotton balls, napkin square, tin foil scrap, sponge square, button, scrap of fleece, scrap of fur, etc.)

How to play the Tactile Glove activity:1. An adult needs to prepare the glove. Glue or sew one textured item to each of the fingers and thumb at the tip of the glove.

2. Show the child each texture and describe it. Have the child close his eyes. Touch the child with one finger of the glove. Ask the child what texture or object you touched the child with without opening his eyes. Repeat with all the textures.

3. Now have the child put the glove on. The child can try to touch you with just one textured object at a time. Ask him to touch you with the hard button or the soft cotton. The child should try to have just one finger out at a time. Repeat with all the textures.

Additional Ideas: Make a few different set of gloves with different objects on them.

If you do not have textured items, you can still create a game to encourage finger isolation. Use a light colored old glove. Using fabric markers, color the tip of each finger of the glove a different color. The adult can then call out a color and an object in the room. The child should find the object and touch it with the finger in the glove that is the correct color.

Comments:


Textured PaintingTextured Painting encourages:

• fine motor skills (small muscle movements in the fingers)• muscle strengthening of the hands and fingers• crossing midline• visual motor skills (using the eye and hands together)

Textured Painting uses these materials:• cardboard• scissors, heavy duty paper and paint• toy cars• clothes pins

How to create a Textured Painting:1. Adult should cut small rectangles from cardboard about 2” by 1.5”. The child then cuts different patterns into one end of the cardboard i.e. zig zags, fringe, rounded curves, etc. The child then attaches a clothes pin to each cardboard on the uncut side of the rectangle.

2. Squirt some paint on the paper. The child can use the clothes pin/ cardboard to texture the paint. Ask the child to create various roads for a toy car to drive on. Suggest that the child create a figure 8 patterns (sideways 8 like this: )

3. Let the paint dry completely. The child can now drive the toy car along the textured roads.

Additional Ideas: Try sticking other objects onto the clothes pin to create different “paintbrushes” i.e. small pieces of old sponges, large cotton balls, pom-poms, real flowers, etc.

Comments:

8


Dress Up GameDress Up Game encourages:

• fine motor skills (small muscle movements in the fingers)• dressing skills

Dress Up Game uses these materials:• 3 paper/ shopping bags• old clothes, dress up clothes, old shoes, scarves, gloves, etc.

How to play Dress Up Game:1. Place dress up items in each of the three bags. Separate the clothes so that all pants/skirts are in one bag, shirts in another and accessories in the last bag. The child should take one item out of each bag. Encourage the child to put on each clothing item independently including closing any buttons, zipping zippers and tying shoes. Once the entire outfit is on, the child can pretend to be someone depending upon what clothes they put on - i.e. teacher, doctor, actress, firefighter.

2. If you have a group of children, have a race. Divide the group into two teams. On “GO”, one team member goes to each of the bags, takes out one item from each bag, puts it on and runs back to start. The next team member then goes. First team to have everyone dressed is the winner.

Additional Ideas: Add a fourth bag of items. Put random items in this bag such as a book, candlestick, wooden spoon, etc. The child then picks one item from this bag and acts out a short skit with this item.

Comments:


Open UpOpen Up encourages:

• fine motor skills (small muscle movements in the fingers)• bilateral coordination (using both hands together)• visual memory

Open Up uses these materials:• various sizes of jars with lids or plastic containers with lids• small toys i.e. toy dinosaurs, animals or little dolls• optional - dark colored paper

How to play Open Up:1. Place the small toys inside the containers and put the lids on the jars or containers. Explain to the child that you need him to rescue the trapped toy. Give the child a certain amount of time to complete the task. On “GO” the child should open up each container by unscrewing or lifting lids to remove the small toy. Repeat the game. Have the child place the toys in the jars and close them and a friend can rescue the toys.

2. Now place the dark colored paper (use all the same color) inside the jars or containers. Try to place the paper so that the child can not see what item is inside the jar. Open up all the jars. With the child watching, place a toy inside each jar (start out with only 3 jars). Close up the jars. Mix up the jars. Now ask the child to find a specific toy. This will challenge the child’s visual memory and visual tracking skills. The child can open up the jar to check if he is correct.

Additional Ideas:If using plastic containers, scatter the containers throughout an obstacle course. Explain to the child that he is a super hero. He must negotiate the obstacle course and free the trapped toys along the way before the time expires.

Comments:


Random RoadsRandom Roads encourages:

• fine motor skills (small muscle movements in the fingers)• tactile input (sense of touch)

Random Roads uses these materials:• jelly roll pan (cookie sheet or tray with sides on it)• flour, sand, salt or shaving cream• small cars or trucks• kitchen basting brush or large paint brush

How to play the Random Roads activity:1. Place a layer of flour, sand or shaving cream (only one item at a time) on the tray. The child can drive the toy car through the materialsto create roads.

2. Now use the large paint brush to cover up all the roads and make new roads.

3. When done making roads with the cars, using just fingers write letters or numbers in the flour, sand or shaving cream.

Additional Ideas: Write spelling words in the flour or salt. Try simple math equations.

If the child dislikes touching the materials, use the paintbrush to form the letters in the flour.

Comments:


Blowing ChallengeBlowing Challenge encourages:

• muscle strengthening in the hands and fingers• eye hand coordination

Blowing Challenge uses these materials:• turkey baster or ear syringe• cotton balls or ping pong balls

How to play Blowing Challenge:1. Place the cotton balls or ping pong balls on one end of a table.

2. Try to move the cotton or ping pong balls by squeezing the turkey baster or ear syringe to blow air out of it. Try to keep the balls on the table. Keep blowing air at the balls until you reach the end of the table.

Additional Ideas: If you do not have a turkey baster or ear syringe make a simple fan out of paper. The child can practice folding the paper back and forth to make the fan. Wave the fan at the cotton or ping pong balls to make them move.

To encourage oral motor skills, try blowing the cotton balls using only your mouth to move the balls along the table.

To practice grading of muscle movements, try using a unsharpened pencil to move the balls across the table in a controlled fashion without them falling off the table.

To increase the difficulty, use blocks to create some obstacles for the balls to go through or around on the table.

Comments:


Confetti CollageConfetti Collage encourages:

• fine motor skill practice (small muscle movements in the fingers)• cutting practice

Confetti Collage uses these materials:• strips of colorful scrap paper, straws, birthday cards, etc. • scissors• glue• large paper• large empty box or bucket

How to make Confetti Collage:1. Use the scissors to cut up the strips of paper, straws and old cards into small pieces to make the confetti. Cut directly over the box or bucket to catch all the scraps of paper.

2. Put the glue all over the large piece of paper. Either squeeze out the glue or use a paintbrush to apply the glue.

3. The child can pick up the small pieces of confetti. Sprinkle the home made confetti all over the paper with the glue on it. Shake off any excess over the garbage can. Let dry.

Additional Ideas: Adult can pour glue in various shapes, letters or words on paper. Child can put the confetti on the paper.

To further encourage fine motor skill development, try tearing some of the paper into tiny pieces instead of using the scissors.

If the child is unable to pick up the small pieces of confetti, an adult can put it in a cup and the child can sprinkle the confetti over the glue.

Comments:


Odd Painting ToolsOdd Painting Tools encourages:

• fine motor skill practice (small muscle movements in the fingers)• bilateral coordination (using both sides of the body together)

Odd Painting Tools uses these materials:• cardboard box top or old tray• paper• marbles, toy cars, cotton swabs, cotton balls, cut up sponges• paint

How to make Odd Painting Tools:1. Start with the box top. Tape a piece of paper inside the box top. Place a small amount of paint inside the box. The child holds onto each side of the box. Put the marble inside the box top. The child tilts the box top to make the marble roll through the paint to create a picture. Remove the marble and the paper. Repeat, but this time use a toy car instead of a marble to paint with.

2. Place paper on a table. Use various materials to paint with instead of paintbrush. Try painting with the tip of a cotton swab, cotton balls, cut up sponges, and more.

3. Let pictures dry. Play a guessing game: What tools created which picture?

Additional Ideas:Go outdoors for a nature walk. Collect various items in nature such as leaves, feathers, small sticks, pine cones and acorns. Set up painting equipment outdoors. Try using your nature finds as the paintbrushes, i.e. paint with a pine tree branch or a feather.

Comments:


Homemade BankHomemade Bank encourages:

• fine motor skills (small muscle movements in the fingers) • eye hand coordination• bilateral coordination (using both sides of the body together)

Homemade Bank uses these materials:• recycled potato chip can with lid (i.e. Pringles®)• colored paper

How to make the Homemade Bank:1. An adult should cut out a piece of paper that will fit around the recycled can. An adult should cut a small slot in the lid or the side of the recycled can.

2. The child should draw a picture on the paper that will fit around the can. Once completed glue it around the can to decorate the bank.

3. The child can put coins into the slot to collect money. Remove the lid to get the money out.

Additional Ideas: If coins are too small for the child to manipulate or the coins pose a choking hazard make the bank out of a larger can (i.e. big coffee can). Cut up larger round pieces of cardboard and decorate to make pretend coins that are easier to manipulate.

Comments:


Mystery BagMystery Bag encourages:

• listening skills• fine motor skills (small muscle movements in the fingers)• bilateral coordination (using both sides of the body together)• sense of touch

Mystery Bag uses these materials:• at least 5 brown lunch bags• noisy objects i.e. jingle bells, dried beans, dice, small candies, keys, coins, etc. (SUPERVISE THE CHILDREN CLOSELY with the small objects)

How to play Mystery Bag:1. Without the child seeing, place some noisy objects inside each brown bag. Be sure to place all of the same objects inside the bag i.e. all coins or all keys. Fold down the top of each bag tightly.

2. Give the child the first bag. The child can shake the bag to try and guess what is inside the bag. The child opens the bag using two hands to check to see if he/she guessed correctly.

3. If the child can not guess the objects by listening, allow the child to open the bag but try not to look inside it. The child reaches in and tries to guess the objects by touching them with his/her hands.

Additional Ideas: Go on a nature hunt to gather objects for the brown bags. Place pine cones, acorns, pebbles, rocks and sticks inside the bag. Play the game as above.

Try mystery smells using objects from your kitchen. Put cotton balls soaked in different scents inside the bags - vanilla, cinnamon, lemon juice, etc. Have the child open the bag with two hands and guess the smell.

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Small BottlesSmall Bottles encourages:

• muscle strengthening in the hand and fingers• fine motor skills (small muscle movements in the fingers) • bilateral coordination (using both sides of the body together)

Small Bottles uses these materials:• at least 3 small bottles such as small clear plastic water bottles • clay in at least 3 different colors• three varieties of beans• small ball

How to play the Small Bottles activity:1. Give the child the 3 small bottles. Ask the child to make small balls with the clay. Try only using the first two or three fingers (thumb, index and middle fingers) to make the clay balls. The child puts the clay ball into the bottle. The child can sort the clay into separate bottles based on the color of the clay. Seal up each bottle.

2. Do the same with the beans. The child can sort the three varieties of beans into different bottles. Seal up each bottle.

3. Line the bottles up like bowling pins. Roll the ball and see how many bottles each child can knock down.

Additional Ideas: If rolling the clay into small balls is too difficult for the child, try rolling the clay into a long snake. Cut off small pieces using dull scissors or a plastic knife.

If you do not have clay or beans, put water in the small bottles. Using an eye dropper have the child put some food coloring or watered down paint into each bottle. Shake up the colors and play bowling with the colored bottles.

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Tennis Ball GuyTennis Ball Guy encourages:

• fine motor skills (small muscle movements in the fingers) • bilateral coordination (using both sides of the body together)• hand and finger strengthening

Tennis Ball Guy uses these materials:• tennis ball• small objects

How to play Tennis Ball Guy:1. An adult should cut a 3 inch slit in a tennis ball. Using a permanent marker, the adult or child can draw two eyes above the slit (which is now the mouth). You have now created your tennis ball guy.

2. Place several small objects such as dried beans, raisins, beads, etc, near the tennis ball guy.

3. The child places the tennis ball guy in one hand. He/she has to squeeze the sides of the tennis ball to get him to open his mouth. Once the ball is open, the child uses the other hand to pick up one of the small objects to “feed” to the tennis ball guy. Continue until all the small objects have been placed inside the tennis ball guy’s “mouth”.

Additional Ideas: To increase the difficulty of opening the tennis ball guy’s mouth cut the slit smaller. To make it easier cut the slit larger.

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Mini Mini GolfMini Mini Golf encourages:

• oral motor skills (movements around the mouth)• fine motor skills (small muscle movements in the fingers)• eye hand coordination• motor planning (ability to organize and carry out actions)

Mini Mini Golf uses these materials:• blocks• ping pong ball or plastic golf ball• bendable straw (heavy plastic)

How to play Mini Mini Golf:1. The children can set up the golf course obstacles using blocks. Create short and long tunnels for the balls to have to go through. You may want to set up the mini golf course on a table with a lip around the edges so that the ball does not stray too far. Take a heavy plastic straw and bend it to create your golf club.

2. Once the course is completed, each child should attempt to hit the plastic ball with the straw club, through all the obstacles of the mini mini golf course.

3. Try to complete the course by blowing the ball through the obstacles using your mouth to blow air to advance the ball.

Additional Ideas: Set it up on the floor to encourage the children to get additional motor skill practice by crawling around to complete the course.

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Hide and LaceHide and Lace encourages:

• fine motor skills (small muscle movements in the fingers)• eye hand coordination• gross motor skills (large muscle movements)

Hide and Lace uses these materials:• scissors• cardstock paper and pen• string, yarn or shoelace• tape

How to play Hide and Lace :1. Draw straight or zig zag lines (depending upon the child’s ability to cut) across the paper about 1 inch apart. The child should cut apart the strips of paper. Take one strip of paper at a time, form a circle with it and tape it closed. Finish making circles with all the strips of paper. Take one finished circle and tie a piece of string to it about 1 foot long.

2. An adult or another child hides the paper circles in the grass, trees or indoors. Once all the paper circles are hidden, the child can go and search for them.

3. When a child finds a circle, he/she should lace it onto the string with the first circle attached. Continue searching until all the paper circles have been laced.

Additional Ideas: Change the diameter of the paper circles to increase or decrease difficulty of the lacing.

Write letters on the paper circles. The child has to find the circles to spell out his/her name, sight words or spelling words.

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Pipe Cleaner Toy encourages:• fine motor skills (small muscle movements in the fingers)• eye hand coordination

Pipe Cleaner Toy uses these materials:• pipe cleaners or craft wire• unsharpened pencil• string, yarn or shoelace

How to play with the Pipe Cleaner Toy :1. Give each child at least 2 pipe cleaners or craft wire. The child should bend the pipe cleaners to create an abstract design with holes in it. For example:

2. Using the string, tie a knot around the pipe cleaner design and the other side to the end of the pencil. The pipe cleaner toy is ready to use.

3. Holding the pencil with one hand, the child tries to flip the pipe cleaner design onto the pencil to score a point.

Additional Ideas: To increase the challenge, untie the string. Have the child throw the pipe cleaner design up in the air and try to catch it with the pencil.

Try making a very large pipe cleaner design and use a large dowel to try and catch it. One player can be the thrower and one can be the catcher.

If it is too hard to catch on a pencil or a dowel, just try catching it with hands.

Pipe Cleaner Toy

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Button Lacing encourages:• fine motor skills (small muscle movements in the fingers)• bilateral coordination (using both sides of the body together)

Button Lacing uses these materials:• button(s)• ribbon• felt scraps

How to do Button Lacing:1. Sew or hot glue gun a button to the end of a piece of ribbon. Put a knot in the other end of the ribbon.

2. Cut out different shapes from the felt scraps i.e. circles, triangles, squares. Cut a slit in the middle of each one that can fit over the button.

3. The child can lace the felt shapes onto the ribbon by “buttoning” each one onto the ribbon. Place each felt scrap over the button onto the ribbon. When done the child can wear it as a bracelet.

Additional Ideas: Sew a few more buttons onto the ribbon. Make a matching ribbon with buttons in the same exact spots. Button different felt scraps onto the different buttons. See if the child can match the pattern of the felt scraps that you make on your button ribbons.

Using a larger piece of felt, cut small slits throughout the felt. The child can use the button ribbon to sew a design into the felt with the ribbon. So instead of using a needle, the child sews but putting the button through the different slits in the felt.

Button Lacing

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Hanging Clothes Pins encourages:• fine motor skills (small muscle movements in the fingers)• muscle strengthening of the fingers and wrist

Hanging Clothes Pins uses these materials:• rope• clothes pins• one die

How to play Hanging Clothes Pins:1. Hang the rope down from a table or ceiling. Give each child playing ten clothes pins. The object of the game is to get all 10 clothes pins on the rope. The first player rolls the die. The number is rolled is the number of clothes pins that the child should clip to the rope. Continue playing. First player with 10 on the rope is the winner!

2. If you are hanging the rope from the ceiling, using a marker or colored tape make markings on the rope. The child has to put each clothes pin on a marked point. This will encourage the child to stand up tall or squat down low.

3. If you are hanging the rope from the table, the child could be kneeling on both knees or one knee to encourage muscle strengthening in the hip muscles.

Additional Ideas: Try practicing tying skills with this game. Instead of clothes pins use pieces of yarn or rope. Tie on a piece of yarn instead of clipping a clothes pin. The first player to tie on 10 strings is the winner.

Hanging Clothes Pins

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Gross Motor Skill

Activities

Surprise Tug of WarSurprise Tug of War encourages:

• proprioceptive input (joint movement)• visual perceptual skills • strengthening of the hand, arm, shoulder, stomach and leg muscles• bilateral coordination (using both sides of the body together)

Surprise Tug of War uses these materials:• bath towel• small toys from around the house

How to Play Surprise Tug of War:1. Gather up several small toys from around the house.

2. Adult holds one side of towel and the child holds the other side of the towel while sitting on floor. The child should close eyes. The adult quickly places one small toy under the towel.

3. On “GO” command, the child tries to pull the towel towards himself in order to uncover the small toy. The adult should provide gentle resistance on the other side of the towel preventing the child from immediately discovering the toy. After some pulling, the adult can release the towel slowly uncovering the small toy.

4. See if the child can guess what the toy is without uncovering the entire toy.

5. Reverse roles and allow the child to hide the toy. The adult must pull the towel while the child resists trying to prevent the toy from becoming revealed.

Additional Ideas:Try playing the game while tall kneeling to work on strengthening the muscles in the upper legs and hips.

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Blanket ParachuteBlanket Parachute encourages:

• proprioceptive input (joint movement)• strengthening of the hand, arm and shoulder muscles• bilateral coordination (using both sides of the body together)• body awareness

The Blanket Parachute Activity uses these materials:• small throw blanket or sheet• soft ball(s) or small stuffed animal(s)• balloons (supervise closely - balloons are a choking hazard!)

How to Play Blanket Parachute:1. An adult should hold on to one side of blanket and a child should hold the other side of the blanket.

2. Begin with simple activities. Stand up holding the blanket (adult may want to kneel to avoid bending over at the back). Hold the blanket up high, hold it down low, walk with blanket to the left and walk to the right.

3. Place a ball or stuffed animal on the blanket. See if you can lift the blanket up and down without the animal falling off of the blanket. Place another animal on and lift blanket up and down. See how many animals you can put on the blanket and lift without the animals falling off of the blanket.

4. Try placing a balloon on the blanket. Try to lift the balloon into the air and catch it on the blanket before it hits the floor.

5. Lift the blanket as high as possible and let go. See if the child can crawl under the blanket before it falls to the floor.

Additional Ideas:If child has decreased balance, try playing the game sitting in small chairs.

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Fire RescueFire Rescue encourages:

• balance skills• strengthening of the leg and foot muscles• strengthening of the muscles of the hands• fine motor skills (small muscle movements in the fingers)• gross motor skills (large muscle movements)

Fire Rescue uses these materials:• small stuffed toy• old newspapers or magazines• masking tape

How to Play Fire Rescue:1. Roll up the newspaper or magazine into a log shape. The child can assist with this activity.

2. Cut a long piece of masking tape. Have the child help rip the masking tape into small pieces using the thumb and index finger to rip tape. You may have to start ripping the tape and the child can finish the task. Place the tape onto the rolled up newspaper to secure it shut.

3. Create at least 5 logs. Lay the logs down in a line on the floor with each log about 1-2 feet apart. Place the stuffed toy at one end of the logs.

4. Explain to the child that he is a firefighter. He has received a call to rescue an animal from a fire. Pretend the logs are hot fire and he must not step on them. He can practice jumping over the logs, stepping over or hopping over on one foot to save the stuffed toy. Return to start again not touching any of the logs.

Additional Ideas:If you are short on time, just throw any yellow, red or orange clothing on the floor to be the hot fire instead of making the logs out of newspaper.

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Match It UpMatch It Up encourages:

• strengthening of the muscles of the legs • visual perceptual and visual memory skills

Match It Up activity these materials:• pairs of objects i.e. socks, mittens, gloves, buttons, etc.• set of stairs

How to play Match It Up:1. The adult shows the child the pairs of objects. The adult places one set of the objects at the top of the stairs. Keep one set of objects at the bottom of the stairs.

2. The adult shows the child one of the items from the bottom of the stairs. The child must climb the stairs to find the matching item. Provide assistance as needed on the stairs. For example, show the child a red sock. Place the sock out of the child’s view. The child must climb the stairs and remember to find the matching red sock. Repeat with all the items.

Additional Ideas:For additional visual memory practice, show the child all the objects at the bottom of the stairs for 10-30 seconds. Have the child close his eyes. Remove one object. The child opens eyes and must guess what object is missing. The child then climbs the stairs to find the match to the missing object.

Practice academic material by using matching sets of flash cards. For example, create matching letter cards, upper and lowercase cards, sight word cards, dots on one card numbers for the other set of cards, etc.

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Shoe Box TrailShoe Box Trail encourages:

• balance skills • eye foot coordination• motor planning (ability to plan and carry out motor actions)• gross motor skills (large muscle movements)

Shoe Box Trail uses these materials:• shoe boxes and lids

How to play Shoe Box Trail:1. Scatter the shoe boxes and lids around the room.

2. The child should walk from the first shoe box or lid to the last placing one foot inside each shoe box or lid.

3. Move the shoe boxes and lids around the room. Try stepping over every box/ lid from start to finish.

4. If child is able to jump, move shoe boxes again and jump over every box.

5. When done with activity, child can match up all the lids to the correct shoe box.

Additional Ideas:Try putting each foot inside a shoe box and pretend to ice skate.

To encourage shoulder, arm and hand strengthening, try wheelbarrow walking over the shoe boxes. Hold the child by the ankles (or thighs or hips depending upon ability). The child pushes up on arms and walks on hands around and over shoe boxes.

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Kitchen Pot ParadeKitchen Pot Parade encourages:

• eye hand coordination• motor planning and motor timing (ability to plan and execute movement)• gross motor skills (large muscle movements)• balance skills

Kitchen Pot Parade uses these materials:• kitchen pots and lids• wooden spoons

How to play Kitchen Pot Parade:1. Place the kitchen pots and lids on the floor. The adult and the child should choose a drum (one kitchen pot and wooden spoon) or cymbals (two lids).

2. The adult can be the band leader to start. The child should follow the adult banging the drum or clanging cymbals as they walk. March around the house with knees high.

3. Try marching and banging drums with pots at chest height to encourage shoulder and arm strengthening. Place pillows on the floor and march over and around the pillows. Allow the child to be the band leader as well.

Additional Ideas:Make your own musical instruments:

Cover a clean coffee can with paper, draw on paper to decorate the drum. Bang on coffee can with spoon.

Fill plastic eggs with rice and glue shut for shakers.

Cover two small blocks with sand paper on one side and rub together.

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Paper Cup ObstaclesPaper Cup Obstacles encourage:

• gross motor skills (large muscle skills)• coordination, balance and muscle strengthening• motor planning (ability to plan and carry out actions)• proprioceptive input (sense of movement and body position)• body awareness

Paper Cup Obstacles use these materials:• paper cups (bathroom size or regular, be sure to use paper cups not plastic or styrofoam)• small or medium sized ball

How to play Paper Cup Obstacles:1. Clear a carpeted area to play. Place a few cups side by side on the floor. Place more cups side by side about 3-5 feet apart creating cup “hurdles”. The child can practice jumping over each line of cups. If child is unable to jump, try stepping over cups.

2. Allow the child to place the cups on the floor - squatting down to

place one at a time. Try jumping or stepping over each of the cups. Try weaving through the cups without touching any of the cups.

3. Stack a few cups in a pyramid shape on the floor or a table. Standing several feet away throw a ball at the stacked cups trying to knock over all the cups.

4. For a fun ending to the games, place the cups on the floor bottom side up. Try to squash every paper cup by either stomping on them with your feet (with shoes on) or flattening with your hands.

Additional Ideas: Try using cups of various heights to further challenge motor planning and jumping abilities.

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Paper Towel Path Paper Towel Path encourages:

• gross motor skills (large muscle movements)• coordination• balance skills• proprioceptive input (sense of movement and body position)

Paper Towel Path uses these materials:• paper towels or large napkins

How to play Paper Towel Path:1. The child can tear off at least 10 sheets of paper towel. Go to a carpeted area without objects on the floor.

2. Place the sheets of paper towel on the floor first in a straight line with

each sheet about 6-12 inches apart. The child can jump or step from paper towel to paper towel. Pretend you are crossing a river and you must only step on the paper towel “rocks” to get across.

3. Change the pattern of the paper towel sheets. Move the sheets further apart. Try the sheets in a zig zag pattern. Place just two sheets next to each other on the floor and jump back and forth from sheet to sheet.

4. Try wheelbarrow walking only placing hands on the paper towel sheets.

Additional Ideas: Tear the paper towel sheets in half. Line them up in a straight line and use as a balance beam. Try to walk on beam without stepping off. Try walking heel to toe, backwards and sideways on paper towel beam.

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Paper MapsPaper Maps encourage:

• gross motor skills (large muscle movements)• proprioceptive input (joint movements)• motor planning (ability to plan and carry out actions) • motor memory skills• review of academic material

Paper Maps use these materials:• paper, tape and markers

How to play Paper Maps:1. Write something on at least 4 pieces of paper that the child is working on learning. For example: shapes, colors, letters, numbers, vocabulary words, etc. Write one item big on each piece of paper. Therefore, if working on shapes draw a triangle on one piece of paper, square on another, circle on another, etc. When finished tape the pieces of paper around the room, the whole house or outdoors.

2. Explain to the child that you are going to give directions on where to

go. Start out simple with a direction such as “walk to the triangle”. The child must walk to where the triangle shape is hanging on the wall. If possible, gradually make the locomotor skills more difficult - jump, hop, gallop and skip to different signs.

3. Try creating more complex directions for the child to remember. For example: crawl to circle, jump to square and skip to triangle.

Additional Ideas: To encourage proprioceptive input and strengthening in the shoulders, arms and hands add in wall push ups. Each time the child arrives at the correct sign, perform 5 wall push ups next to the sign.

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OppositesOpposites encourage:

• gross motor skills (large muscle movements)• proprioceptive input (joint movements)• motor planning (ability to plan and carry out actions)• body awareness

Opposites use these materials:• none

How to play Opposites:1. The child can practice moving the body at various speeds, motions and actions.

2. Read out loud the following actions and have the child act them out. Run fast, run slowJump forwards, jump backwardsReach up high, reach down lowBreath fast, breath slowMake small arm circles, make big arm circlesMarch slow, march fastDo a happy dance, do a sad danceStep to the right, step to the leftLook down, look upTwist to the left, twist to the rightMake body tall, make body shortWalk with feet apart, walk with feet together

Additional Ideas:See if the child can create his/her own opposite actions.

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Tactile TowelTactile Towel encourages:

• tactile input (sense of touch)• gross motor skills (large muscle movements)• body awareness• coordination skills

Tactile Towel uses these materials:• various hand towels or different fabric swatches

How to play Tactile Towel:1. Give the child a hand towel. Have the child rub the hand towel on different body parts. Give directions such as “rub the towel on your arm, rub the towel on your shoulder, rub your leg, rub your knee, rub your feet”. Allow time to rub the towel at each body part. Try using different towels or fabric. For example - warm towels, scratchy towel, soft towel, etc.

2. When done, practice waving the towel. Wave it high, low, to the left, to the right and between your knees. See if you can throw the towel up and catch it. Try throwing the towel up and catching it with only one hand.

3. Lay the towel flat on the ground. If desired take shoes off and rub bare feet on the towel. Jump on the towel and jump off. Try jumping over the towel, short and long side.

Additional Ideas:To increase tactile input, try rubbing lotion on the body parts first and use the towel to rub off the lotion.

If child is unable to jump, try stepping on/off towel and walking around the towel. Try having the child follow motor commands such as touch towel with right foot, touch with left foot, tap right foot two times on towel, etc.

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Touch and GoTouch and Go encourages:

• tactile input (sense of touch)• gross motor skills (large muscle movements)• motor planning (ability to plan and carry out motor actions)

Touch and Go uses these materials:• objects of various textures from around the house i.e. towel, furry stuffed animal, piece of sandpaper, soft t-shirt, spandex shorts, shower mat turned suction side up, etc.

How to play Touch and Go:1. Allow the child to feel all of the textured objects. The child can describe what they feel like - soft, hard, bumpy, smooth, rough, squishy, etc. Place the various textured objects around the house or room. Explain to the child that he/she must follow your motor commands.

2. This activity can be modified for all skill levels. The idea is to motivate the child to move to find the correct objects. For example, provide the child with motor commands such as “jump to the soft towel” or “crawl to the rough sand paper”. Encourage the child to touch each of the objects when he/she moves to the object.

3. Some more examples of movements to include: skipping, hopping, swimming, walking backwards, walking on tip toes, walking with big steps or walking with baby steps.

Additional Ideas:Arrange the textured objects in a large circle. Turn music on and walk around the circle. When you stop the music, freeze and touch the textured object closest to you.

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Physical Pre-TestPhysical Pre-Test encourages:

• general physical activity• gross motor skills (large muscle movements)• proprioceptive input (sense of movement and body position)• review of academic material

Physical Pre-Test uses these materials:• none

How to play Physical Pre-Test:1. Explain to the child that you are going ask him/her true and false questions regarding their school work. If the child thinks the answer is true, he/she should perform a motor action such as 5 jumping jacks. If the child thinks the answer is false he/she performs 5 squats. You can modify the motor activities depending upon the child’s skill level.

2. You can continue this activity by asking if...then questions. For example: “if 5+5=10, then spin around in a circle 3 times”

“ if Abraham Lincoln was our 16th president, then jump 3x”.

3. Some additional motor activities to try are:push upssit upscrab walk across roomtoe raisescrossovers (touch right hand to left knee followed by left hand to right knee) arm circles

Additional Ideas:Allow the child to test your knowledge as well by asking you true/false and if...then movement questions.

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Chair AerobicsChair Aerobics encourage:

• general physical activity• gross motor skills (large muscle movements)• muscle strengthening• sitting balance

Chair Aerobics use these materials:• chair that allows child’s feet to reach the ground• optional: music

How to play Chair Aerobics:1. The child should sit in a chair with feet touching the floor. Ideally, child should be sitting with the hips at a 90 degree angle and the knees bent at a 90 degree angle with feet on the floor. Make sure the child has ample space around the chair so that he/she does not knock into anything.

2. Turn on some lively music if available. Explain to the child that chair aerobics means exercising staying in your chair. Demonstrate some exercises that you can do in the chair such as arm circles, arms up and down, leg kicks and ankle circles. The child can practice some of the basic exercises.

3. Vary the activity by adding different physical movements to act out in the chair. Here are some suggestions to pretend:

run a marathon ice skating balletshoot basketballs karate climb a ropefly a kite row a boat march in paradejump rope swim play tennis

Additional Ideas:To increase strengthening, use light cuff weights (½ lb) when performing chair aerobics.

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Spell and ShootSpell and Shoot encourages:

• eye hand coordination skills• gross motor skills (large muscle movements)• review of spelling words or other academic material

Spell and Shoot uses these materials:• scrap paper and pencil• laundry basket or garbage can

How to play Spell and Shoot:1. The adult reads aloud the spelling word. The child writes the word on one piece of scrap paper, crumples it up and tries to throw it into the laundry basket. Continue until all the spelling words have been thrown. Vary the distance from where the child has to throw the spelling word from. For example throw from 3 feet away and from 7 feet away.

2. The child will now practice various movement skills to review the words again. Have the child perform a movement activity over to the laundry basket and pick out one piece of crumpled paper. Doing the same movement activity, the child brings the paper back to where he/she started. The child can open the paper, read the word aloud and spell the word aloud. Repeat until all the papers have been opened up. Decide what movement activities to use based on the child’s skill level. Here are some suggestions: jump, walk, baby steps, big steps, hop, skip, crab walk, crawl and twirl.

3. To work on more eye hand coordination activities crumple all the paper back up again. Practice throwing the paper ball to a partner. Try throwing the ball up and catching it yourself. Try kicking the paper ball into the laundry basket turned on its side.

Additional Ideas: You can vary this activity for other academic material. For example: math problems, answers to fill in the blank questions, sight words, colors or shapes.

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Maze at HomeMaze at Home encourages:

• gross motor skills (large muscle movements)• body awareness• motor planning (ability to plan and carry out motor actions)

Maze at Home uses these materials:• chairs, pillows and books

How to play Maze at Home:1. Place the chairs about 2 feet apart. Place a few pillows on the floor past the chairs. Stand up several hardcover books past the pillows.

2. The object is for the child to complete the maze without touching any of the objects. First just try to walk through the maze. Try crawling through the maze.

3. Rearrange the objects so that the child has to weave through the objects. Try adding other materials such as small books to jump or step over.

Additional Ideas: Try timing the activity to see how fast the obstacle course can be completed.

Allow the child to create an obstacle course for someone else to negotiate.

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Washcloth ChallengeWashcloth Challenge encourages:

• gross motor skills (large muscle movements)• balance skills• coordination skills

Washcloth Challenge uses these materials:• at least 8 washcloths of several different colors

How to play Washcloth Challenge:1. If child approves, remove socks and shoes. On carpeted surface, place the washcloths on the floor in a line with each one about 6 inches apart. The child should practice walking from one washcloth to the next. Pretend they are crossing over a rushing river and they should not fall into the water. Try jumping from washcloth to washcloth.

2. Begin calling out directions. Put your hand on the blue washcloth. Put your knee on the red washcloth. Put one hand on a red washcloth and one foot on a blue washcloth. Here are some suggestions for other body parts to call out: right thumb, elbows, nose, left foot, bottom, back and stomach.

3. Now change the motions but only have child touch washcloths with hands or feet. Determine which at start of this game. For example: skip to the red washcloth, swim to the blue washcloth, hop, jump, walk sideways or crawl.

Additional Ideas: Turn music on to liven up the activity.

Try setting a timer for 20 seconds. How many times can the child jump across the washcloth path before the timer goes off.

Pick up the washcloth and toss like a scarf. Throw up and catch. Throw to partner.

Comments:


Kick the BalloonKick the Balloon encourages:

• muscle strengthening of the legs• gross motor skills (large muscle movements)• balance skills• coordination skills

Kick the Balloon uses these materials:• inflated balloon (keep balloons away from young children)• string• optional: ankle cuff weights (lightweight)

How to play Kick the Balloon:1. Tie the string around where the inflated balloon is tied shut. Hang the balloon in the middle of a doorway so that it is approximately 6-12 inches off the ground.

2. Begin by having the child try to balance on one foot and kick the balloon ball. Try kicking the balloon at least 10 times. Practice kicking the balloon with the other foot again for 10 times. Stand facing away from the balloon and try to kick the ball so that your leg is kicking backwards.

3. Try sitting in a chair or on the floor with legs out in front. Kick the balloon with one foot at least 10 times. Practice with the other foot. Try kicking with both feet at the same time.

Additional Ideas: If you do not have a balloon to hang, try blowing bubbles and catch a bubble on the wand. Hold the bubble in front of the child to pop while he/she competes the activities above.

If you don’t have a balloon or bubbles, gather several balls. Hold a ball for the child to kick.

Comments:


Squeeze BallSqueeze Ball encourages:

• muscle strengthening of the legs and stomach• coordination skills

Squeeze Ball uses these materials:• beach ball or playground ball about 6-10 inches in diameter• chair• box or laundry basket

How to play Squeeze Ball:1. Begin by having the child sit in the chair with his/her feet on the ground. Put the box to the left of the chair on the floor. The child should place the ball between the feet and squeeze it tight. Lift the ball up using only the feet to hold it and then try to drop it in the box. See if the child can get the ball in the box five times. Move the box to the right side of the chair and try again for 5 times.

2. Now have the child move to the floor. Place the box on its side so that the opening is facing the child. Sitting on the floor with legs in front, squeeze the ball in between the feet and try to place it in the box. Repeat 5 times.

3. Depending upon child’s skill level you could try this game. Place the box across the room. The child stands up, places the ball between the feet and tries to jump across the room without losing the ball. When the child reaches the box, he/she stops, sits down on the floor and tries to place the ball in the box without using hands.

Additional Ideas: For another challenge place two boxes on the floor. The child sits in between the two boxes. Place several balls in front of the child. Set a timer for 20 seconds. How many balls can the child get into the boxes using only the feet before the timer goes off?

Comments:


Balance ChallengeBalance Challenge encourages:

• balance skills• motor planning (ability to plan and carry out motor actions)

Balance Challenge uses these materials:• pencil and paper or chalkboard

How to play Balance Challenge:1. Write each players name on the paper. Tape the paper on the wall at a height where the child can reach it. If the balance challenge is performed for 5 seconds it is worth one point. If the balance challenge is performed for 10 seconds it is worth 2 points. If the child can perform the balance activity write one or two tally marks on the paper (depending upon the challenge) next to the correct name. The first player to 10 points is the winner. Modify the rules if necessary based on child’s skill level. For example, the child can play the game holding a hand or grabbing on to the back of a chair for added support.

2. Here are some balance challenges:Stand on one foot Stand on tip toesBalance on heelsStand with one foot in front of the other Stand with feet touchingBalance on two body parts (i.e. knee and hand)Balance on three body parts (i.e. two knees and one hand)Balance on four body parts (i.e. two feet and two elbows)Stand on one foot with eyes closedBalance on kneesBalance with one knee down and one knee up

Additional Ideas: Allow child to create balance challenges and determine point value. Add objects to balance. For example - balance bean bags on head or knee.

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Animal Cut OutsAnimal Cut Outs encourages:

• proprioceptive input (sense of movement and body position)• fine motor skills (small muscle movements of the fingers)• gross motor skills (large muscle movements)

Animal Cut Outs uses these materials:• old magazine or pictures printed from computer• scissors

How to play Animal Cut Outs:1. Go through the magazine looking for pictures of animals. The child or adult can cut out any pictures of animals (glue on to heavier paper to improve durability).

2. Hang the pictures on the wall or place on floor around the room. Explain to the child that you are going on an imaginary trip to the zoo. You will visit each of the animals. When you get to each animal picture pretend that you are the animals. Act out the motions of each animal picture.

3. Another way to play the game, is to provide the child with the animal pictures. He/she looks at an animal picture without letting you see. The child then acts out the animal and you must guess what animal he/she is being. You can ask for clues such as what does the animal eat or where does the animal live?

Additional Ideas: Try changing the game to suit your child’s favorite things. For example, cut out pictures of people playing sports, dinosaurs or castle items (princess, dragon, king, unicorn and fairies).

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Motor MailMotor Mail encourages:

• fine motor skills (small muscle movements of the fingers)• gross motor skills (large muscle movements)

Motor Mail uses these materials:• shoe box• scissors• paper, envelopes and pen

How to play Motor Mail:1. The adult should cut a hole in the top of the shoebox large enough for the envelope to fit through. This will be the mailbox. You can cover it with blue and red paper if desired.

2. Discuss with the child various physical activities that you want the child to practice. The child or adult can write the activities down on paper, writing one activity per piece of paper. Place the activity in the envelope, seal it shut and place it is the mailbox. Create 7 “letters” to place in the mailbox. The activities to write on the paper could include any movement activities such as: stretch legs, walking backwards 20 feet, jumping up 10x, walking to school, dance for 15 minutes, 10 push ups, etc.

3. Set aside a time of day to open the mail. For the next seven days, open one envelope a day. Perform the activity written on the piece of paper.

Additional Ideas: After completing one week of activities, create new activity envelopes but include more than one activity per day. Another idea is for the adult to create his/her own mailbox with daily letters to participate in his/her own physical challenges. Or create activities that the family can participate in together such as taking a hike, go for a swim or walk to school.

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Spoon Rhythms Spoon Rhythms encourage:

• motor timing• coordination• gross motor skills (large muscle movements)

Spoon Rhythms use these materials:• two spoons per player

How to play Spoon Rhythms:1. Provide each player with two spoons. Regular silverware spoons work best to make the most noise. Use wooden spoons for a quieter sound. Demonstrate to the child how you can make noise with the spoons by hitting them together. Create a rhythm with the spoon for the child to copy. Start out easy. For example hit the spoons 4 times and stop. Then add more complicated patterns - hit-hit-pause-hit-hit-pause-hit-hit. Then add how fast or slow you hit the spoons together - three fast hits followed by two slow hits.

2. Try adding movement to your rhythms. Hit your spoons slowly and walk slowly around the house. Hit faster and walk faster. Hit very fast and jump in place. March to a steady beat of the spoons.

3. If you want to challenge the child even further, make a code with the spoons. For example - one hit means stop, two slow hits mean squat down, three fast hits means running in place and slow-fast-fast hit means jump in place. Practice these motions with the child. Then give motor commands only using the spoon patterns. The child should perform the action from the spoon code until you do a stop code or change the code. Allow the child to create his/her own code.

Additional Ideas: If activity #1 is very difficult for the child, try doing the activity in sitting or a quiet room. Try singing songs and doing spoon rhythms to the beat of the song.

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Weather Report Weather Report encourages:

• body awareness• ability to stop and start movements• gross motor skills (large muscle movements)

Weather Report uses these materials:• none

How to play Weather Report:1. Explain to the child that you are going to pretend to act like different types of storms in nature. Practice moving your bodies with the suggested motions (or your own) as if you were the following types of storms:

Hurricane (move like wind, stomp feet for heavy rain)Thunder and Lightening (loud noises, clap hands, feet pitter patter

for steady rain, rigid motions for lightening)Tornado (spin in circles, move like strong wind)Snowstorm (big steps, cold body)Windstorm (standing tilted in heavy wind)

2. Now call out a weather report. For example state “the weatherreport says there is a horrible hurricane. It is windy and raining very hard”. The child can move his/her body as if in a hurricane or as if he/she is the hurricane. Change the weather report...” the hurricane is slowing down, the sky is blue and the sun is out”. Child should come to a stop. Continue to change the weather with the child acting it out.

3. To practice more stopping and starting of motor activity, change the weather more frequently just saying the type of storm. For example: Hurricane.....Tornado.....Clear Day (stop)...Thunder/ Lightening...Clear Day (stop)...Windstorm...Clear Day (stop).

Additional Ideas: To encourage muscle strengthening around the mouth, add in a pinwheel for the child to blow when there is a storm.

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Heavy Tower Heavy Tower encourages:

• muscle strengthening• grading of movements

Heavy Tower uses these materials:• shoe boxes or cereal boxes• heavy books• bags of dried beans or rice (do not use with young children or children

who mouth objects often -choking hazard)• plastic zippered bags

How to play Heavy Tower:1. The child and adult can work together to create the following: put a small amount (about 8 ounces) of beans or rice inside a plastic bag. Seal securely shut. Place the bag inside the shoe or cereal box and tape the box closed. Gather some heavy books.

2. Place the weighted shoe boxes and heavy books around the room on the floor. The first player goes to an object, squats down, picks up the object and brings it to center of the room. The next player gets a different object and stacks it on top of the first object. Continue playing. See how many boxes or books you can stack before the tower topples over.

Additional Ideas: To promote additional upper extremity strengthening, ask the child to squat down, pick up object and hold the object away from chest when walking boxes/ books over to the center of the room.

Bonus Game with Heavy Boxes or Books: Place all the boxes or books on the floor by a table. Using a stop watch, see how long it takes for the child to place all of the boxes/books on the table. Start the stop watch again - determine how long it takes to place the boxes back on the floor.

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Tube Stretching Tube Stretching encourages:

• gentle stretching of the muscles• body awareness

Tube Stretching uses these materials:• recycled cardboard tube, foam pipe insulators or pool noodle

How to play Tube Stretching:1. The adult holds the tube with two hands. Explain to the child how to play Simon Says. If the adult says “simon says lean to the right” the child leans to the right. If the adult says “lean to the right” the child does not lean to the right because Simon did not say it. Try to catch the child making a mistake.

2. Try the following actions holding on to your tube with two hands:a. Reach overhead stretching up tallb. Turn to the left turning at trunk not feetc. Turn to the right turning at trunk not feetd. Lean forward and touch the floor with tubee. Hold tube overhead and go from standing tall to squattingf. Hold tube overhead and go from standing, to one knee on floor and back to standingg. Hold tube in front of chest and go from sitting on heels to kneeling up tall

3. Allow the child to be Simon to lead the game.

Additional Ideas: If the child has difficulty following the directions, try follow the leader instead. The leader performs an action and the child mimics that action.

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Tube Obstacle Course Tube Obstacle Course encourages:

• gross motor skills (large muscle movements)• body awareness

Tube Obstacle Course uses these materials:• recycled cardboard/paper towel tubes, foam pipe insulators or pool noodles (you can cut the larger cardboard tubes, insulators or pool noodles in half to create more tubes)

How to play Tube Obstacle Course:1. Place at least 4-5 tubes on a carpeted floor or outdoors on grass. Place each about 1-2 feet apart. The child can practice jumping over the tubes. Try jumping forwards, sideways and backwards. Try hopping on one foot over the tubes.

2. Now line up the tubes vertically creating 2 parallel lines about 1 foot apart. Try walking in between the lines of tubes without touching the tubes. Try walking with your feet outside the lines of tubes without touching them. Try jumping with feet inside the lines followed by feet outside the lines.

Additional Ideas: To practice coordination skills: try throwing up the tube and catching it. Throw the tube to a partner. Try hitting a soft ball or balloon with the tubes. Try balancing a bean bag on the tube and walking with it.

To reinforce letter identification try making letters out of the tubes.

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Round ‘Em Up Round ‘Em Up encourages:

• coordination skills• grading of movements

Round ‘Em Up uses these materials:• recycled cardboard/paper towel tubes, foam pipe insulators or pool noodles • about 5-10 balloons (careful - balloons are a choking hazard for young children)• cardboard box that will fit the balloons in it

How to play Round ‘Em Up:1. The adult can blow up the balloons and place inside the cardboard box. Explain to the child that he/she is going to pretend to be a cowboy, the box is the barn and the balloons are the horses. The “cowboy” must bring the “horses” back to the barn.

2. The adult dumps the balloons out of the box scattering them around the room. Place the empty box on its side on the floor. Ask your “cowboy” to round the “horses” (balloons) up. The cowboy must use the cardboard tube to gently hit the balloon back to the box. Remind the child to guide the balloon back slowly because you do not want the “horse” to get away again.

Additional Ideas: Try kicking the balloons back to the box. Give verbal reminders to gently kick the balloons in a controlled manner.

Place the box up on a table. Pretend the balloons are baby birds and see if the child can help the baby birds back to the nest (box) by gently hitting the balloons in the air.

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Toilet Paper PathToilet Paper Path encourages:

• coordination skills• gross motor skills (large muscle movements)• balance skills

Toilet Paper Path uses these materials:• roll of toilet paper or crepe paper

How to play Toilet Paper Path:1. Clear a space on a carpeted area. Lay down a long strip of toilet paper flat on the floor. Have the child pretend it is a tight rope and walk across the toilet paper path without stepping off or ripping it. The child must walk slowly and carefully so as not to rip the toilet paper.

2. Lay another strip of toilet paper next to the first one about 1-2 feet apart. Practice walking with feet in between the strips and feet on the outside of the strips. Try jumping with feet in between the strips followed by feet out of the strips. On hands and knees, try placing hands inside the strips then lifting up quickly and placing feet outside of strips. Play follow the leader using the strips in different manners.

3. Take the two strips and add 2 more. Scatter them on the floor in a random pattern. See if the child can walk through all of the strips without stepping on any of the toilet paper.

Additional Ideas: Rip the toilet paper up into single squares and jump from square to square.

When finished, estimate how fast it will take to clean up all the toilet paper - 10 seconds? 20 seconds? Count while the child cleans up and see how close the estimate was.

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Treasure HuntTreasure Hunt encourages:

• proprioceptive input (sense of movement and body position)• tactile input (sense of touch)• gross motor skills (large muscle movements)• body awareness

Treasure Hunt uses these materials:• small play tent or drape blanket over chairs• couch cushions, blankets and pillows• soft small toys or objects

How to play Treasure Hunt:1. If you have a play tent set it up or drape a large blanket over some chairs. Place several pillows, blankets and cushions in the tent.

2. In the tent, bury several small, soft toys from around the house. Call out a toy for the child to find.

3. The child crawls in, over and through all the pillows and blankets to find the toy and bring it outside of the tent. Call out the next toy and repeat the activity until all the toys are found.

Additional Ideas: If space allows, place all the blankets, pillows and cushions on a carpeted floor. The child can jump, roll and crash on the soft mountain. Make sure there is enough space around the soft mountain to prevent injury.

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Animal ActionAnimal Action encourages:

• gross motor skills (large muscle movements)• proprioceptive input (sense of movement and body position)• body awareness

Animal Action uses these materials:• none

How to play Animal Action:1. The child will act out different animal actions and scenarios. The adult can give ideas such as:

Bear trying to catch a fishSnake slithering through grassLion getting ready to pounceDeer running through woodsHorse in a raceChicken pecking for foodFrog hopping on lilly padsButterfly landing on a tree branchBee buzzing to a flowerBird flying to nestSeal moving on the sandGorilla beating his chestMonkey swinging from vinesDonkey kicking feet up

Additional Ideas: For easier animal actions try:

Fish swimming in waterMonkey eating a bananaDog rolling overCat lapping up milk

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Roll the DiceRoll the Dice encourages:

• gross motor skills (large muscle movements)• fine motor skills (small muscle movements of the fingers)• general physical activity

Roll the Dice uses these materials:• dice (2)• index cards and pen

How to play Roll the Dice:1. Cut the index cards in half. Write motor activities that the child needs to practice on the cards. For example write jump, hop, skip, spin, squat, finger push ups, arm circles and thumb to finger (touch tip of thumb to tip of each finger on same hand). Place the cards face down in a pile. On one index card draw a line to create two columns. Write one player’s name at the top of each column. The object of the game is to be the first player to get 40 points.

2. Player one turns over one index card and rolls the dice. Add up the dice and player one must complete the action that number of times. Write the sum of the dice in player one’s column. Player two takes a turn. Continue play, turning over action cards, rolling the dice and recording the sum. First player to 40 points is the winner!

Additional Ideas: To simplify the actions try skills such as shaking head, reaching with right hand, reaching with left hand, reaching with both hands, lifting hands up (like riding a motorcycle), bend or straighten arms/legs, etc.

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Action PuzzlesAction Puzzles encourage:

• fine motor skills (small muscle movements of the fingers)• gross motor skills (large muscle movements)• physical activity• visual perceptual skills

Action Puzzles use these materials:• old magazines or photos• scissors and glue• cardstock paper or lamination to increase durability

How to play Action Puzzles:1. Cut out pictures from the magazines or photographs of people doing actions or physical fitness activities. Some examples would be:

Playing baseball Shooting a basketballPlaying tennis KarateDancing BalletSwimming Bowling

2. Paste the pictures onto the cardstock paper. The child can cut the pictures in two or more sections but no more than 4 sections. Place the cut up pictures around the room. The child has to search the room to match up the pictures. Once the pictures are matched the child acts out the activity. For example, put the karate picture back together and the child practice karate kicks.

Additional Ideas: Try playing a memory game with the cards. Cut up the pictures into only two sections. Turn the cards over. On each turn, try to make a match. In order to keep the match you must act out the activity.

Label each action card with written words before you cut it up to help reinforce reading skills.

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Silent BallSilent Ball encourages:

• physical activity• imagination and creativity

Silent Ball uses these materials:• none

How to play Silent Ball:1. Stand several feet apart from a partner. This activity can be played with a group of children - just separate the children into pairs. Explain to the children that you are going to be throwing imaginary objects to each other. Encourage the children to be dramatic and act out what it would feel like to catch each object.

Start off with ordinary objects and pretend to throw and catch them. Here is a list of some ordinary objects:

tennis ball playground ballfootball balloonbean bag bouncy ball

Now progress to pretending to throw out of the ordinary objects. How about “throw and catch” some:

large rocks boulderscar feathersegg baby

3. Have the children come up with some of their own ideas of what to “throw and catch”.

Additional Ideas: If the children are having trouble pretending, start off with using real balls to throw and catch. Do a demonstration of what it looks like to throw a ball versus a set of keys to give a visual idea for the children.

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River and BoatRiver and Boat encourages:

• gross motor skills (large muscle movements)• motor planning (ability to plan and carry out motor actions)• body awareness

River and Boat uses these materials:• blanket

How to play River and Boat:1. Lay the blanket on the floor and fold it several times to make it very narrow and long. This is your river. Practice jumping over the narrow river several times. Tell the child that it has started to rain and the river is getting larger. Unfold the blanket. Practice jumping over the river again. Continue unfolding and jumping.

2. Once the child can not jump over the width of the blanket, pretend that the blanket is a boat. Now sit or stand on the boat. You can pull the child sitting on the blanket or have the child try to move the boat him/herself. The child should always stay on the blanket. Announce that a large wave has hit the boat and broke part of it off. Fold the blanket in half lengthwise one time. Ride on the blanket boat again. Announce a wave again and fold in half again. The object is for the child to stay on the smaller blanket boat without falling off.

Additional Ideas: You could start the activity off by wrapping the child tightly in the blanket (except for the head). Roll the child gently on the floor, side to side, while wrapped in the blanket. This will give the child additional information about one’s body awareness. You could finish the activity in the same manner to allow the child to calm down.

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Block RaceBlock Race encourages:

• muscle strengthening• eye hand coordination• proprioceptive input (sense of movement and body position)

The Block Race activity uses these materials:• wooden blocks

• bucket with secure handle• optional - timer or stopwatch

How to play the Block Race activity:1. Place all the blocks on one side of the room with the empty bucket next to them. Designate an area to build the tower on the other side of the room.

2. On “GO” the child loads up the bucket with blocks and carries the bucket of blocks across the room. Using the blocks, the child starts to build a tower. Empty out the block bucket and return to the pile. Load up the bucket again and carry back to the tower. Continue loading, carrying and building for 3 minutes. After the time is up, count how many blocks make up the tower. Repeat the task, trying to get more blocks built within the time frame.

Additional Ideas: If you have a group of children, try doing a relay race with bucket of blocks. See which team can build a tower of 20 blocks first.

If you do not have wooden blocks, try playing the same game with whatever heavy objects you have around the house that will fit in your bucket. For example, carry potatoes, small books, etc. in the bucket across the room. Once you have carried 20 objects across the room stop the timer. See if you can beat your best time.

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Jump and BumpJump and Bump encourages:

• muscle strengthening in the legs• body awareness• coordination

Jump and Bump uses these materials:• beach ball or balloon

• string

How to play Jump and Bump:1. The adult should blow up the beach ball or balloon (reminder: balloons are a choking hazard for children). Tie a string on the beach ball. Suspend it from the ceiling or from a tree branch. Hang it down at eye level to start.

2. Explain to the child that you will call out different body parts. The child should try to jump and hit the beach ball with the body part. For example: “Jump up and hit the beach ball with your elbow”. The child hits the beach ball with his/her elbow. Here are some body parts to call out: thumb hand foot

back head bellyknee ankle wrist

3. Allow the child to call out body parts for the adult or a friend to hit the beach ball with.

Additional Ideas: Hang the beach ball slightly overhead of the child to add in working on muscle strengthening in the shoulders and arms.

If the child can not jump, hang the ball lower so that the child can reach it for all body parts.

To increase the difficulty, try swinging the ball back and forth before the child jumps and hits it.

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Smack ‘EmSmack ‘Em encourages:

• muscle strengthening in the legs• jumping skills• coordination

Smack ‘Em uses these materials:• colored paper, shapes or pictures

• tape

How to play Smack ‘Em:1. The adult or the child should cut out large colored shapes or pictures of favorite objects from magazines. Tape the shapes or pictures on the wall at various heights higher than the child’s reach. Make sure you tape the pictures the child has access to them (i.e. no furniture in the way).

2. The child should walk along the wall, stop at each picture and attempt to jump up and smack it with his/her hand. Continue moving along the wall and trying to smack each picture. Repeat several times.

3. Add in a racing factor. Establish a starting line. On “GO”, the child should run, smack a picture and run back to start. Repeat until every picture has been smacked. Time how long it takes to complete the task.

Additional Ideas: Hang the pictures lower down and challenge the child to practice squatting and smacking the pictures.

If you have a scooter board, move along the wall hitting each picture with feet to work on strengthening muscles.

Call out a picture. Child runs to that pictures and does 10 wall push ups underneath it.

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Would you...?Would You...? encourages:

• gross motor skills (large muscle movements)• physical activity• imagination

Would You...? uses these materials:• none

How to play Would You...?:1. Explain to the child or children that you are going to play a game using your imagination. You are going to ask the children questions. Rather than having the children answer the questions with words, they will answer the questions with actions. The adult will read aloud the questions below. The children should act out which activity that would rather do. Demonstrate some activities to start.

2. Here is a list of ideas for questions. Would you rather...ride a horse or lead a horse chase a puppy or walk a puppysurf a wave or sunbath ski downhill or sled down a hillfigure skate or ice hockey skate be a bus driver or a pilotdo ballet or disco dance play tennis or footballplay soccer or swim be a bird or a dolphinbe a librarian or a gym teacher be a fire fighter or a soldierride a roller coaster or a merry go round

Additional Ideas: If necessary, add visual cues for the children to understand the choices. Find pictures of the activities to show the children before you start the game or during the game.

For children with limited active movement, stick with questions that require less movement i.e. soar like an eagle (arms out to side) or swim like a shark (arms overhead), be an alligator (snap hands together) or be a bug (hands at head like antennae), do karate (kick legs) or box (punch hands out), etc.

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Egg Carton ExercisesEgg Carton Exercises encourage:

• gross motor skills (large muscle movements)• eye hand coordination• muscle strengthening of the hands

Egg Carton Exercises use these materials:• empty egg carton• scraps of tin foil• marker

How to play Egg Carton Exercises:1. Write the numbers 1-12 in the bottom of each egg holder on the inside of the egg carton. Explain to the child that you will be practicing some exercises. The amount of exercises to complete will be determined by the child. Place the egg carton on the floor or table. Give the child a scrap of tin foil. The child should scrunch up the tin foil using only one hand to create a tin foil ball. Throw the tin foil ball into the egg carton. Whatever number the tin foil ball lands on is the number of exercises that need to be completed.

2. Here are some suggestions for exercises:jumping jackstoe touchessquatsarms overhead and downwindmills (right hand touches left knee, left hand touches right

knee)wall push upssit upstoe raises

Additional Ideas: Create 12 small balls and work on eye hand coordination. The object is to throw or roll one ball into each egg carton section.

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Balloon BaseballBalloon Baseball encourages:

• gross motor skills (large muscle movements)• eye hand coordination• bilateral coordination (using both sides of the body together)

Balloon Baseball uses these materials:• balloons (Adult supervision recommended when using balloons)• pillowcase• base markers

How to play Balloon Baseball:1. An adult should blow up two balloons. Place one balloon inside the pillowcase and tie a knot in the pillowcase. Place two markers on the floor or wall at least 10 feet away. You can use two pieces of paper with the numbers 1 and 2 written on each piece.

2. One child stands by the first base marker (#1). This child holds the balloon in the pillowcase. This will be the “bat”. Another child or adult pitches the other balloon to the child. The child tries to hit the balloon with the balloon bat.

3. Once the child hits the balloon, he/she should run the base #2. The pitcher tries to grab the balloon and throw it at the batter to get him/her out.

4. Continue playing taking turns being the pitcher and the batter.

Additional Ideas: Try to play catch with the balloon in the pillowcase. Describe how it makes the balloon move differently.

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Sock SacksSock Sacks encourages:

• eye hand coordination• bilateral coordination (using both sides of the body together)• gross motor skills (large muscle movements)

Sock Sacks use these materials:• old tights or stockings in different colors• balled up pair of socks• cardboard tube or plastic bat

How to play Sock Sacks:1. The adult should cut off the top of the tights. The child can place a balled up pair of socks all the way at the bottom into the foot of the tights. Create at least 2 sock sacks in different colors.

2. Let the child play with the sock sack. Have the child place one in each hand and make large arm circles. Put a target on the floor such as a book standing up or empty 2 liter bottle. The child stands back a few feet and tries to knock the object over using the sock sack.

3. The adult can swing the sock sack in a circle and the child can jump over it.

4. Hang the sock sacks from the ceiling. Call out one color of the tights. The child tries to hit the sock sack using the cardboard tube. Try calling out left or right to identify which sock sack to hit.

Additional Ideas: To practice catching skills, place two balled up socks in the bottom of the tights. Knot the tights off. Throw the sock sack back and forth to each other.

Comments:


Do What I DoDo What I Do encourages:

• motor planning (the ability to plan and carry out a motor activity)• bilateral coordination (using both sides of the body together)• gross motor skills (large muscle movements)• body part identification

Do What I Do uses these materials:• none

How to play Do What I Do:1. Explain to the child that they are going to mimic your actions exactly, just as if you were mirroring each other.

2. Start out with simple actions such as touching your head, shoulders, and toes. Say out loud each body part as you touch it.

3. Progress to crossing the midline of the body. For example, touch your left arm to your right shoulder. Touch your right hand to your left knee.

4. Try complete body movements such as jumping jacks.

Additional Ideas: To encourage motor memory, have the child watch 2-3 actions and then repeat what you did. For example, jump three times, touch your shoulders and do a jumping jack. Then have the child complete all three activities.

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Wall ChallengeWall Challenge encourages:

• proprioceptive input (sense of movement and body position) • core muscle strengthening

Wall Challenge uses these materials:• wall with nothing on it

How to play Wall Challenge:1. Explain to the child that you want him/her to practice pushing on the wall with different body parts. Start off with the hands. Push on the wall for a count of five seconds. Repeat several times.

2. Now attempt to go to the next level of the wall challenge. Push on the wall while walking sideways. The child pushes with right hand, crosses over left hand and pushes with left hand while moving to theright along the wall. Complete along the entire wall. Repeat back tothe left to start.

3. Now on to level three of the wall challenge. Try pushing with the feet. The child can lay on the floor with the knees and hips bent. The child tries to walk his/her feet up and down the wall.

4. Can you push along the wall while rolling a large ball with your hands? Try rolling the ball up and down the wall with your feet.

Additional Ideas: If the child is rushing, try putting visual markers on the wall for the child to push against i.e. star cut outs, circles, hand prints or footprints.

Comments:


Going on a TripGoing on a Trip encourages:

• balance skills• motor planning (ability to plan and carry out motor actions)• dressing skills

Going on a Trip uses these materials:• suitcase or large duffle bag• items to pack for your pretend trip

How to play Going on a Trip:1. Explain to the child that you are going to pretend to take a trip. Plan where you would like to go based on what you have available to pack. For example, plan to go on an imaginary ski trip. Scatter many items in a room i.e. boots, mittens, hat, coat. Also add several items that do not belong i.e. beach towel, bathing suit and beach ball. Place the suitcase at one end of the room.

2. Instruct the child to only pack the items for the ski trip. Only pick up one item at a time and put it in the suitcase. Have the child try to step over, step around or jump over the objects that are not needed. Repeat until all the correct items are in the suitcase.

3. The child should zip up the suitcase and carry it to another room to take the “trip”. If you were planning a ski trip, the child can practice putting the mittens, boots and coat on. Pretend to ski around the room. If you were planning a beach trip, put on beach items and play beach ball volleyball. Encourage the child to find other objects and think of new trips to take.

Additional Ideas: If the child needs more practice time for dressing skills, expand on the trip part by adding components such as going in the lodge for cocoa (take off all gear) then go back out to ski (put all gear back on).

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Milk Jug ScoopsMilk Jug Scoops encourage:

• eye hand coordination• bilateral coordination (using both sides of the body together)

Milk Jug Scoops use these materials:• clean, recycled plastic gallon milk jugs• masking tape or painter’s tape• soft ball or old paper

How to create Milk Jug Scoops:1. Make sure the milk container is clean and dry. An adult should cut off the bottom third of the container leaving the handle and the pouring spout intact. Use masking tape or painter’s tape around the edges that were cut away to create a smooth edge.

2. Hold the milk jug by the handle upside down (spout towards floor). The child can take one milk jug and a partner takes the other. Throw a ball back and forth to each other. Catch it in the milk jug. If you do not have a ball available, scrunch up some old paper to create one.

3. The child can also practice throwing the ball up and catching it in his/her own milk jug.

Additional Ideas: If you use milk jugs with screw on caps, keep the caps tight on the opening. In warm weather or in the bath tub the child can use the milk jugs as a large water scoop.

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Bean CupsBean Cups encourage:

• gross motor skills (large muscle movements)• proprioceptive input (sense of movement and body position)• fine motor skills (small movements of hands and fingers)• tactile input (sense of touch)

Bean Cups uses these materials:• dried beans in a container (or any other small items) (SUPERVISE CLOSELY - beans are a choking hazard)• three paper cups • index cards

How to play Bean Cups:1. Place three cups on a table. Write down three action words, one on each index card. Some examples of action words are jumping, hopping, skipping, squatting, crawling, rolling and reaching. Place one index card next to each of the paper cups. Put the bean container on the table next to the paper cups.

2. Call out the number of times a certain action word should be completed i.e. “Jump three times”. The child then reaches into the bean container, takes three fistfuls of beans and places them in the jumping cup. The child jumps three times. Continue calling the different actions until one cup is filled to the top. This cup is the winning action. Start a next round keeping the winning action and creating two new action words for the other cups. Repeat the game.

Additional Ideas: To encourage more fine motor skills, use egg cartons instead of cups. The child has to pick up individual beans with thumb and index finger instead of grabbing a fistful of beans.

Try throwing one bean at a time into a cup. If you make it into a cup, perform that action.

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Sleeping Bag SeekSleeping Bag Seek encourages:

• gross motor skills (large muscle movements)• proprioceptive input (sense of movement and body position)• tactile input (sense of touch)

Sleeping Bag Seek uses these materials:• several sleeping bags unzipped (you can use heavy blankets)• index cards

How to Sleeping Bag Seek:1. Unzip all the sleeping bags (or blankets) and put them in a pile on the floor. Decide what academic material the child needs to work on i.e. sight words, vocabulary words, colors, letters, math problems, etc. Write down this material on an index card. For example, if you are working on vocabulary words, write down each word on a card in big, clear letters. The child should close eyes while you hide the index cards in the pile of sleeping bags.

2. Explain to the child, that you will read aloud a definition of a vocabulary word. The child has to crawl, climb and push through the sleeping bags or blankets to find the correct index card. Continue playing until all the cards are found.

Additional Ideas:Hide small stuffed animals inside the blankets and have the child rescue one at a time.

Add lots of pillows to make it more difficult to find the items.

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Action HangmanAction Hangman encourages:

• gross motor skills (large muscle movements)• spelling

Action Hangman use these materials:• index cards• paper and pencil

How to play Action Hangman:1. One person thinks of a word of phrase and draws a blank line for each letter in the word. This person also write down the letters of the words, one on each index card. Once all the letters are written on the index cards, this person hides them outdoors or indoors. Hide some cards low down and some cards high up. Always keep a little bit of the card showing.

2. The child has to go and find all the index cards. Once all the letters are found, the child can start to unscramble the letters to solve the Hangman puzzle.

Additional Ideas: Place the index cards at the top of the stairs. The child can get one at a time. Once all the letters are at the bottom of the stairs, the child can try to solve the puzzle words.

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Ribbons encourage:• fine motor skills (small movements of the hands and fingers)• gross motor skills (large muscle movements)• bilateral coordination (using both sides of the body together)

Ribbons use these materials:• hair elastics (preferably fabric covered)• ribbons (about 2 feet in length depending upon the size of the child)• optional: bells

How to play Ribbons:1. If possible, have the child tie some ribbons onto the hair elastics. If you have bells, tie them onto the hair elastic as well.

2. Once the ribbons are tied on put the hair elastic on the child’s wrist or wrists.

3. Play games with the ribbon bracelets on. Play follow the leader. Make large movements with your arms. Try writing the alphabet in the air. Play Simon Says with the ribbons on the wrists. Perform a pattern and see if the child can copy it - i.e. wave the right arm 2x, left arm 3x and then right arm 2x.

4. Dance with the ribbon wrists bracelets.

Additional Ideas: Vary the movements to suit the child’s motor abilities.

Remove the ribbons and only put the bells on the hair elastics. Try games wearing the elastics around the ankles. Practice making the bells ring while standing on one foot to improve balance skills.

Ribbons

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Hot Potato Box encourages:• gross motor skills (large muscle movements)• fine motor skills (small movements of the hands and fingers)

Hot Potato Box uses these materials:• small box• cash register tape paper (or roll up long length of paper)• music

How to play Hot Potato Box:1. Before you start the game unroll the cash register tape. Write all different activities along the cash register tape. You could write physical activities such as: 10 jumping jacks, hop 3x, sing a song while hopping on one foot, stand on one foot for 10 seconds, sing and act out the Itsy Bitsy Spider, do a crazy dance, act like a monkey...anything you can think of. Reroll up the cash register tape. Make a small slit in the box for the tape to come out of. Put the cash register tape into the box and let the end come out of the slit. Tape the box shut.

2. Turn on the music. The child slowly pulls the cash register tape out of the box. Stop the music. The child must stop pulling on the paper and perform the activity that is showing. Once the activity is performed, turn the music back on and again pull on the paper. Repeat stopping and starting the music until the end of the tape.

Additional Ideas: Try this activity to work on academic material. Write letters, numbers or math problems on the cash register roll. Pull out the strip and when the music stops the child has to identify the letter or solve the math problem.

Hot Potato Box

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Outdoor Motor Skill

Activities

Car WashCar Wash encourages:

• tactile input (touch sensation)• strengthening of the hand, arm and shoulder muscles• bilateral coordination (using both sides of the body together)• eye hand coordination (using the eyes and hands together)

Car Wash uses these materials:• toy cars - small cars if playing indoors, large ride on cars if outdoors• bucket• old shower curtain, outdoor tablecloth or towels to keep area dry• big sponges• soap• clean spray bottles with water• dry towel

How to Play Car Wash:1. If playing indoors, place toy cars in bucket with water. If playing outdoors, place bucket of water near the ride on toys.

2. Put soap inside buckets of water. Drop sponges inside buckets.

3. The child should pick up sponge, wring out some water with two hands and begin to scrub the cars clean with the soapy water. Remind child to hold car with one hand and wash with the other hand.

4. The child can then use the spray bottles and squirt water onto cars to rinse the soap off of all of the cars or ride on toys.

5. Using the dry towel, make circular motions to dry off the cars.

Additional Ideas:Try washing a real car. The child will have to reach up high to get the car clean encouraging muscle strengthening in the shoulders.

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Family FlagFamily Flag encourages:

• tactile input (sense of touch)• proprioceptive input • strengthening of the hand, arm, shoulder and leg muscles• fine motor skills (small muscle movements of the fingers)

Family Flag uses these materials:• berries or flowers from outdoors (or store)• white or light colored fabric (>12” by 12” or old pillowcase)• rolling pin or hammer• wooden dowel or stick for flag pole• glue or stapler

How to make a Family Flag:1. Explain to the child that you will be designing a family flag. It will be a unique creation to hang outdoors.

2. If the weather or season permits go outdoors on a walk to pick colored flowers and berries. Encourage the child to pick the berries and flowers using just the thumb and first one or two fingers. Dark colors will work best. If the weather does not permit, purchase berries at store.

3. Place berries and flowers on one side of the fabric. Fold the fabric over on top of the berries and flowers so that they are sandwiched inside the fabric.

4. Using the rolling pin or hammer (supervise closely) roll or pound the berries and flowers to smash them. Use your hands and feet as well to push and stomp on the fabric.

5. Open the fabric up, remove the berries and flowers. Hang the fabric up to dry. When dry, write your last name on the flag with a permanent marker. Fold edge over stick and glue or staple to secure to flag pole.

(sense of movement and body position)

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Sand GamesSand Games encourage:

• tactile input (sense of touch)• visual motor skills (coordinating visual information with movement)• visual perceptual skills • strengthening of the leg and foot muscles• gross motor skills (large muscle movements)• balance skills

Sand Games use these materials:• sandy beach to walk on• shovels or stick on beach

How to Play Sand Games:1. Using the stick, draw a large path in the sand. The path can include straight sections, curved sections and zig zag sections.

2. Remove child’s shoes. The child tries to walk on the path without stepping off the line.

3. Draw several circles in the sand close together. Tell the child to jump or step from “island to island” staying on the circles.

4. Dig small holes along the path for the child to step or jump over. Try jumping down from small sand castles.

Additional Ideas:To increase difficulty, have child try to walk heel to toe, sideways or backwards along the lines in the sand. Try jumping sideways, backwards or one foot on “island” circles.

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Wash and DryWash and Dry encourages:

• strengthening of the muscles of the hands and wrists• fine motor skills (small muscle movements of the fingers)• tactile input (sense of touch)

Wash and Dry uses these materials:• doll clothes (or any small washable items ie washclothes or dish rags)• kid friendly soap• 2 buckets of water• small rope • clothes pins

How to Play Wash and Dry game:1. Fill up one bucket with water and soap. Fill the other bucket with just water to rinse the clothes. Create a clothes line by hanging the rope in between two trees or bushes outside at a height that the child can easily reach.

2. Demonstrate to the child how to wash and hang the clothes. Put one of the doll clothes inside the wash bucket. Swish it around in the water. Lift it out and wring it well to remove excess water. Place into rinse bucket, swish, dip in and out and wring it out. Hang it up on the clothes line using the clothes pins to secure it. The child should now repeat the tasks washing the rest of the doll clothes.

Additional Ideas:Try cold water in one bucket and warm water in another bucket to provide contrast in tactile input.

Instead of washing doll clothes, wash different fabric swatches such as felt, fake fur, lambs wool, etc. to provide different tactile experiences.

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Autumn MazeAutumn Maze encourages:

• coordination• motor planning (ability to plan and carry out motor actions)• gross motor skills (large muscle movements)

Autumn Maze uses these materials:• outdoor area with leaves on ground• rake

How to play Autumn Maze:1. Go to a grassy area where leaves have fallen on the ground. Rake a path through the leaves. The child can help to rake the path.

2. Rake the path with straight lines, curved lines and jagged lines. Make the path narrow and wide.

3. Once completed, the child can walk through the maze trying to stay on the cleared path. Try walking backwards through the maze. Try jumping over the cleared path.

4. Place several leaves along the cleared path. Ask the child to walk from leaf to leaf along the path.

5. When done, practice throwing up leaves and catching them.

Additional Ideas:To promote hand and finger strengthening, gather up a small pile of leaves. Try to rip all the leaves into tiny pieces. Glue the tiny pieces of leaves onto paper to make a tactile collage.

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Autumn HuntAutumn Hunt encourages:

• visual memory• physical activity• stereognosia (using just the hand to identify objects without vision)• tactile input (sense of touch)

Autumn Hunt uses these materials:• nature objects• brown paper bag (or any dark colored bag)

How to play Autumn Hunt:1. Collect pairs of Autumn objects. For example, collect two acorns, two small pine cones, two mum flowers, two small gourds and two oak leaves.

2. The adult hides one pair of objects preferable outdoors in large area. Make sure the objects are only slightly hidden from view. If playing indoors, hide objects in different rooms of the house (i.e. upstairs, downstairs, high and low).

3. Place the other set of objects on a table. Allow the child to study the acorn, small pine cone, mum, small gourd and oak leaf for 10-30 seconds. Remove the objects from the table. Ask the child to find the matching objects that you have hidden. If the child is having trouble remembering what objects to find give verbal cues (i.e. find something that falls from a tree) or partial visual cues (i.e. show only half of the acorn).

4. Once all the objects have been found, place one set of the objects inside the brown bag. Show the child one object i.e. acorn. The child must reach inside the bag, eyes closed, and attempt to find the acorn in the bag only using the sense of touch. Find the rest of the objects in the bag only feeling for each one.

Additional Ideas: Place your set of objects in a large bowl or bucket. Gather leaves and rip the leaves in half. Place all the ripped leaves in the bowl. The child can hunt for the hidden objects in the leaves.

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Fall RubbingsFall Rubbings encourage:

• proprioceptive input (sense of movement and body position)• fine motor skills (small muscle movements of the fingers)• visual perceptual skills

Fall Rubbings use these materials:• leaves and tree bark• dark colored crayons and white paper

How to play Fall Rubbings:1. Bring your paper and crayons outdoors. Take a walk to find different

types of tree bark. Look for bumpy bark, smooth bark and scratchy bark.

2. Place your paper on the tree bark. Using the crayon rub hard back and forth. The texture of the tree back will show through on the paper.

Repeat this on several different types of trees.

3. Trace your step backwards and try to match up each rubbing to the correct tree bark.

4. Find several leaves that are different shapes. Repeat rubbing by placing leaf under paper and rub crayon over it. Save the leaves and later play a memory game of which leaf rubbing matches the correct leaf.

Additional Ideas:Create a leaf and tree book. Try to identify each of the leaves and trees and write the names of leaves on each page. Draw a cover page - include title and author. Stack the pages one on top of the other. Punch holes along the left hand side and string yarn through holes to bind your book.

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More Leaf RubbingsMore Leaf Rubbings encourage:

• muscle strengthening in the hand and fingers• fine motor skills (small muscle movements of the fingers) • bilateral coordination (using both sides of the body together)• gross motor skills (large muscle movements) • scissor skills

More Leaf Rubbings use these materials:• leaves• crayons• paper• scissors

How to play More Leaf Rubbings:1. Take a nature walk to find leaves or give each child several leaves. Put the leaves under the paper and rub over the leaves with a crayon.If necessary, tape the leaf on the table and place the paper over it.

2. Cut out the leaf rubbings. This does not have to be exact. To make this easier, draw dark lines around the leaf for the child to cut along.

3. The child can then throw the paper leaves up and try to catch them. Put them on the floor and try to jump over the leaves.

Additional Ideas: When done using the leaf rubbings, glue them onto white paper to make a beautiful collage.

You could also try to make a mobile out of the leaf rubbings when done. Punch holes in the top of the leaves. The child can string a piece of brown yard though each one. Hang from a long stick. Tie yarn on each end of the stick to hang the mobile.

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Balance LettersBalance Letters encourage:

• balance skills• body awareness• letter and word identification

Balance Letters use these materials:• sidewalk chalk if outdoors• rope or masking tape indoors

How to play Balance Letters:1. If outdoors, write several letters or short words very large on the blacktop. If indoors, cut a very long strand of yarn and lay on floor in the shape of a letter. The child should practice walking on the letter without stepping off. Walk on the letter the same directions you would write the letter. For example - start at the top and go down and walk from left to right. Try walking sideways, backwards and heel to toe on the letters. Try having the child create letters or words with the yarn.

Additional Ideas: Make the letters smaller and have child trace with fingers in the correct formation of the letter.

If using the sidewalk chalk, the child can erase the letters using a sponge again following the same order to form the letter (top to bottom, left to right).

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The Rock RaceThe Rock Race encourages:

• gross motor skills (large muscle movements)• fine motor skills (small muscle movements of the fingers)• physical activity• endurance

The Rock Race uses these materials:• at least 4 small rocks• optional: stop watch or timer

How to play the Rock Race:1. Go outdoors and ask the child to find four small rocks.

2. Find a stick to be a starting line. Place the stick on the ground. Place the first rock about 15 feet from the starting line. Place the second rock 30 feet from starting line, the third rock 45 feet from starting line and the fourth rock 60 feet from starting line.

3. If you have a timer or stop watch, time the activity to see what the child’s best score is. On “Go” the child walks or runs to the first rock and picks it up. The child should walk or run back to the starting line. Now run to the second rock and pick it up. Bring it back to the starting line. Continue picking up one rock at a time and returning to starting line. Stop the timer when all rocks have been picked up and returned to the starting line.

Additional Ideas: Before playing the game, paint each rock with a fun pattern or colors. Once the rocks have dried, you can use them in the race. Try hiding your painted rocks outdoors. How fast can you find all of them?

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Run and SeekRun and Seek encourages:

• fine motor skills (small muscle movements of the fingers) • endurance• gross motor skills (large muscle movements)• visual memory

Run and Seek uses these materials:• construction paper and old magazines

• tape, glue and scissors

How to play Run and Seek:1. The child should cut out at least 6 pictures from the old magazines. Fold each piece of construction paper in half. Tape or glue the pictures inside the folded construction paper. Close up the construction paper and crease the fold. Shuffle them.

2. Place the folded papers with the hidden pictures inside on the floor or ground outdoors. Establish a starting line. On “GO”, call out a picture card to find. The child then runs and opens up one card at a time. When the child finds the correct picture he runs it back to starting line. Adult calls out the next picture card to find. The child then runs back to find that hidden picture and returns it to starting line. Finish when all hidden pictures are found. Encourage the child to try and remember where he saw the pictures.

Additional Ideas: If you have a group of children, divide them into two groups. Each team can create hidden picture cards for the other team and a list of the pictures. First team to find the pictures in the right order is the winner.

If you need to work on muscle strengthening in the shoulders, hang the pictures on the wall slightly overhead. The child can reach to open the paper and find the hidden picture.

If you need to work on different locomotor skills, try walking, skipping or hopping to the hidden pictures.

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Flour SocksFlour Socks encourage:

• eye hand coordination• proprioceptive input (sense of movement and body position)

Flour Socks use these materials:• old socks• flour• rubber bands

How to create Flour Socks:1. Assist the child by holding open the sock. The child should scoop about one cup of flour into the sock (depending upon the size of the sock). You want to create a ball of flour at the bottom of the sock. Place the rubber band tightly around the sock to seal the flour inside the sock.

2. Go outdoors. To start, the child can play with the flour socks. They will just enjoy the simplicity of making the white marks on the black top.

3. Draw several target circles on the black top using sidewalk chalk. The child can throw the flour socks into the circles. The flour socks will leave a white mark on the black top.

4. Draw other items on the black top such as letters, numbers or shapes. Call out a specific shape. The child has to run to that shape, hit it with the flour ball to leave a mark, and run back.

5. Try throwing the flour balls at large tree trunks to practice accuracy.

Additional Ideas: In the classroom, write answers to a question on the chalkboard. The students can throw the flour balls at the correct answer.

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Tree House KidsTree House Kids encourages:

• gross motor skills (large movements)• fine motor skills (small movements of the hands and fingers)• visual perceptual skills

Tree House Kids uses these materials:• pipe cleaners• scissors

How to play Tree House Kids:1. First you must create the tree house kids. Take one pipe cleaner, grab it in the middle and form a small circle for a head, twist a few times for the body and separate the pipe cleaner to form the legs. An adult should cut another pipe cleaner in half. Using one half of the pipe cleaner, grab it in the middle and twist it around the body to create the arms. Twist each arm up so that you can link the tree house kids together. Create at least 5 tree house kids.

2. Go outdoors. Find a bush or tree and the child should hang each tree house kid in the tree. Tell a story to the child about the tree house kids who want to go out and play. The child should then close eyes. A person hides the tree house kids all over the yard or park. Hang them in trees or hide them in the grass.

3. Now the child is ready to find the kids. Tell the child that the tree house kids must return home to the tree. The child should search for the kids. Once found, the child should bring each tree house kid back and hang it on the tree. Continue playing until all the tree house kids are found.

Additional Ideas: For finger isolation, the child can loop the tree house kids on each finger.Try linking the tree house kids together, hanging them in a chain, arm to arm.

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Cleaning Station encourages:• fine motor skills (small muscle movements of the fingers)• eye hand coordination• bilateral coordination (using both sides of the body together)

Cleaning Station uses these materials:• large bucket• small rocks, coins, large beads, etc (CLOSELY SUPERVISE small objects to prevent choking)• old toothbrushes, paintbrushes or nail brushes• soap

How to play Cleaning Station :1. Fill the bucket with some water and soap. The child can pick up the small objects (rocks, beads, etc) and place them in the bucket to clean them.

2. To clean up the objects, the child can hold the object in one hand and the toothbrush or nail brush in the other. The child uses the brushes to clean the objects.

3. Once the object is clean, the child can remove it from the bucket to dry.

Additional Ideas: Write on rocks with washable markers or paint before cleaning.

Cleaning Station

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Kick Box Painting encourages:• fine motor skills (small muscle movements of the fingers)• gross motor skills (large muscle movements)• balance skills

Kick Box Painting uses these materials:• empty box with lid and tape• paint• small objects i.e. marbles, acorns, small pebbles, etc.

How to make a Kick Box Painting:1. Go outdoors and gather small objects from nature if possible such as pebbles, acorns or small pine cones. Tape a piece of paper inside the cardboard box. Pour some paint inside the box on top of the paper. The child should pick up the small objects and place them inside the box on top of the painted paper. Put the top on the box and tape securely shut.

2. Stand the box up on the floor. Practice standing on one foot and kicking the box. Place the box up on a low stool or rock and see if the child can raise the leg higher and kick the box. Try placing the box in between the crook of a tree. Can the child kick up high and knock it out of the tree?

3. When done, slowly open up the box. Remove all the small objects to reveal your work of art!

Additional Ideas: Try punching the box with your hands rather than kicking it.

If a child is in a wheelchair, put the box on the wheelchair tray and see if the child can knock it off. Put the box on a small stool close to the footrests of the wheelchair. The child can try to kick the box off the stool.

Kick Box Painting

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Photo Find encourages:• gross motor skills (large muscle movements)• visual perceptual skills

Photo Find uses these materials:• digital camera• printer

How to play Photo Find:1. Go outdoors (or play indoors on a rainy day) and take close up pictures of various objects such as a flower, leaves or dirt. Take pictures of objects at various heights i.e. some on the ground, some at eye level, etc. All objects should be within reach of the child though. Print out the pictures.

2. Give the child the pictures. The child should take the close up pictures and place the picture next to the real object outdoors.

Additional Ideas: If you do not want to print the pictures, just take several close up pictures on the digital camera or cell phone camera. Only show one picture to the child at a time. The child has to walk, run, jump or hop to the real object in the picture. See how many objects the child can find in a certain amount of time.

Don’t forget to let the child have a chance to take the pictures for you to find the objects.

Photo Find

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Sticks and Ball encourages:• gross motor skills (large muscle movements)• eye hand coordination skills

Sticks and Ball uses these materials:• 2 sticks• small ball

How to play Sticks and Ball:1. Find two sticks that are of equal height and sturdy (at least 18” tall and 1/4” diameter). Help the child poke the two sticks into the ground about 6 inches apart. Leave most of the stick out of the ground. Mark a starting line about 5 feet away from the parallel, upright sticks.

2. Standing behind the starting line, the child rolls the ball trying to get it to go in between the sticks without touching the sticks. If they roll it through the sticks without touching it is 2 points, through the sticks but it touches a stick it is 1 point and zero points if it does not go through the sticks. First player to 10 points is the winner.

Additional Ideas: Extend the course by adding more sticks in the ground behind the first set. Can you roll the ball between both sets of sticks without hitting the sides? Increase the points for that trick.

Vary the distance of the starting line to increase or decrease the difficulty of the game.

Only have black top to play on? Just lay the sticks flat on the ground about 6 inches apart. Try to roll the ball through without hitting the sticks. Try putting the sticks very close together and shoot a marble through.

Sticks and Ball

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