practical life activities

NAME OF ACTIVITY: Unrolling and rolling a mat

AREA: Practical Life Preliminary exercises

AGE: 2 - 3

MATERIALS USED: Floor mat

DIRECT AIM: To unroll and roll a mat

INDIRECT AIM: Strengthen wrist muscles & develop concentration

Refine powers of observation

Co-ordination of movement

Independence

CONTROL OF ERROR: Sides of mat not flush when tapped

It does not look like a cylinder when rolled up

The mat will not fit back in the mat stand

EXTENSION: Rolling a carpet up

VARIATION: Rolling a different type of mat (rubber mat)

PRESENTATION:

1. Invite the child to work with you and to follow you to the mat stand.

2. Tell the child what exercise you will be doing that day.

3. Keeping eye contact with the child, remove a mat from the stand and show the child how

to carry it. Take the child to the work area and place the mat on the floor.

4. Sit on the childs dominant side (child usually on left as most are right-handed) 5. Make eye contact with the child and explain that you are going to show him how to

complete the task correctly and than when you are finished, he may have a turn.

A) Unrolling the mat

Place your knees on the edge of the mat after having unrolled it just a little.

Using your fingertips, push the mat away from you.

Smooth it out by first leaving your left hand on the roll and using your right hand to

smooth the flat part out and then vice versa.

Repeat the process until the mat is completely unrolled.

B) Rolling the mat up

Take your knees off the mat.

With your thumbs under the mat and your fingers on top, roll the mat away from you

to form a little tight roll, then reposition your fingers and roll again. Pull the mat

towards you if necessary.

When having rolled the mat a few turns leave your left hand on the roll and tap the

right side of the mat with your right hand. Repeat the process by leaving your right

hand on the roll and use your left hand to tap the left side of the mat.

Repeat the process until the mat is completely rolled up.

6. Invite the child to have a turn.

7. When the child is finished working help the child to pack the work away.

8. Thank the child for working with you.

NAME OF ACTIVITY: Carrying a tray


AGE: 2 - 3

MATERIALS USED: A tray with one object on it

DIRECT AIM: To carry a tray

INDIRECT AIM: Develop arm muscles

Learn grace and balance

Co-ordination of movement

Independence

Concentration

CONTROL OF ERROR: If object slides or falls off

EXTENSION: Add more objects

VARIATION: Tray without handles

PRESENTATION:

1. Invite the child to work with you and take them to the shelf where the tray is kept.


3. Make eye contact with the child and explain that you are going to show him how to


4. Then, keeping regular eye contact with the child, first place your index finger in the

handle, your thumb on top and by lifting the tray, your pinkie underneath.

5. After having done this, slowly lift the tray and walk slowly for a few steps holding the tray

very straight for the child to see.

6. Place the tray back on the shelf where you found it so that the child learns where it

belongs.




NAME OF ACTIVITY: Carrying a chair


AGE: 2 - 3

MATERIALS USED: A chair with a back

DIRECT AIM: To carry a chair from one point to another

INDIRECT AIM: Develop and strengthen the arm muscles

Learn to move with grace and cultivate balance

To control movements and judge distance

To learn consideration for others

Concentration

Independence

CONTROL OF ERROR: Making a noise by bumping into objects

Scraping the floor noisily when placing on floor

EXTENSION: Carry chair outside for a meal

VARIATION: Carry a stool or add cushion to the chair

PRESENTATION:

1. Invite the child to work with you.




4. Place your right hand on the back rest with your fingers folded around it your left hand must grasp underneath the seat bend over while you do this.

5. Straighten your back slowly and hold the chair slightly to the left of your body with your

right arm bent and your left arm straight.

6. Walk forward slowly.

7. Bend your back and place the chair quietly on the floor by placing first the back left leg,

then the back right leg of the chair followed by both front legs simultaneously.




NAME OF ACTIVITY: Removing a chair and placing it back


AGE: 2 - 3

MATERIALS USED: Chair with a back

DIRECT AIM: Remove a chair from under a table and replace it

INDIRECT AIM: Learn muscle control


Respect for peers and environment

To control movements

To judge distance

To develop and strengthen arm muscles

Concentration

Independence

CONTROL OF ERROR: If the chair bumps into table

If the chair scrapes on floor

EXTENSION: Pulling out a chair to sit for lunch

VARIATION: Stools under a counter top

PRESENTATION:


2. Tell the child what exercise you will be doing today.



4. Again make eye contact with the child and stand on the childs dominant side. A) To remove the chair

Place your hands on the backrest with your thumbs in front and fingers curled

behind.

Tilt the chair slightly onto the back legs then lift it a little off the ground and take a

step back.

Place first the back left leg on the ground, and then the back right leg followed by the

2 front legs simultaneously.

B) To place the chair back

Grip the backrest with both hands, tilt the chair forwards onto the 2 front legs and lift

the chair slightly.

Take a step forward until the chair is positioned just under the table.

Place the left back leg quietly on the floor, followed by the back right leg and then the



6. When the child is finished help working help the child to pack the work away.


NAME OF ACTIVITY: Sitting on a chair at a table


AGE: 2 - 3

MATERIALS USED: Chair with a back and a table

DIRECT AIM: To sit on a chair and get it in under a table





To judge distance


Concentration

Independence

Balance

CONTROL OF ERROR: Loosing your balance

Not getting the chair to under the table

EXTENSION: Sitting on a chair for lunch


PRESENTATION:





4. Again make eye contact with the child and stand on the childs dominant side. 5. Take the chair out as before:

Place your hands on the backrest with your thumbs in front and fingers curled

behind.

Tilt the chair slightly onto the back legs then lift it a little off the ground and take a

step back.

Place first the back left leg on the ground, and then the back right leg followed by the


6. Then stand in front of the chair with your back to it.

7. Sit on the chair with your arms relaxed on either side of the chair.

8. To pull the chair in:

Grasp the left and right sides of the seat centrally with your hands.

Lean slightly forward tilting the chair on the front legs.

Raise the chair just off the ground keeping the same angle.

Shuffle forward (about 2 steps) until the chair and yourself are comfortably under the

table.

Lower the chair finding the points of contact: first the front left leg, then the front right

leg and finally the back legs.

Release your grasp.

9. Gently move the chair back and stand up.


11. When the child is finished thank him for working with you.

NAME OF ACTIVITY: Getting up from a table


AGE: 2 - 3

MATERIALS USED: Chair with a back and a table

DIRECT AIM: To get up from a table





To judge distance


Concentration

Independence

Balance

CONTROL OF ERROR: Loosing your balance

The chair not moving back from the table

EXTENSION: Getting up from a chair at lunch


PRESENTATION:





4. Again make eye contact with the child and stand on the childs dominant side. 5. Take the chair out as before, and sit on it as before.

6. To pull the chair out:

Grasp the seat of the chair centrally on the left and the right.

Adjust your feet.

Lean slightly forward tilting the chair on its front legs.

Raise the chair slightly off the floor at the same angle.

Shuffle backwards (about 2 steps) until there is a comfortable amount of space

between you and the table.

7. To place the chair down:

Lower the chair gently, finding the points of contact.

Release your grasp.

Stand up.


9. When the child is finished thank him for working with you.

NAME OF ACTIVITY: Carrying a table


AGE: 2 - 3

MATERIALS USED: Another person (it may be a child who already knows how to

carry a table) and a table

DIRECT AIM: To carry a table





To judge distance


Social co-operation

Concentration

Independence

Balance

CONTROL OF ERROR: Bumping into things

The sound of the table being placed

EXTENSION: Carrying the tables outside for lunch

VARIATION: Different size (according to their strength) and different shape

tables

PRESENTATION:



3. Make eye contact with the child and tell him that you and the other person are going to

carry a table and than when you are finished, he may have a turn.

4. Again make eye contact with the child.

5. Tell the child that he should watch you and that you will be walking forwards, facing the

direction you are going.

6. Tell the other person where you are going to put the table.

7. You must stand centrally in front of one end of the table (the shorter side if there is one)

facing it, and the other person stands centrally in front of you on the opposite end facing

you.

8. To pick up the table:

Both of you extend your arms forward with your hands facing palms up.

Place your thumbs a body width apart on top of the table so that the side of the table

fits into the arch at the bottom of your thumb.

Place your fingers on the underside of the tabletop so that your palms are touching

it.

Tighten your grasp.

Raise the table off the floor by lifting your forearms to waist high (parallel to the

ground), at the same time as the other person.

9. To carry the table:

Walk together slowly, alternating your eyes between the table and where you are

going.

Once you have reached the place you want to put the table, stop, telling the other

person.

10. To place the table down:

Place the table down by straightening your forearms and gently placing it down,

finding the points of contact.

Release your grasps.

11. Invite the child to have a turn with the other person.

12. When the child is finished help him to carry the table back if necessary.


NAME OF ACTIVITY: Carrying Scissors


AGE: 2 - 3

MATERIALS USED: A pair of scissors

DIRECT AIM: To carry a pair of scissors correctly

INDIRECT AIM: Safety

Concentration

Controlled movement

CONTROL OF ERROR: If child bumps scissors into table / person movement not controlled

EXTENSION: Carrying the scissors for an art presentation

VARIATION: Different size scissors

PRESENTATION:


2. Show the child the work you are going to do and bring it to the table.



4. Stand next to the table on the L.H.S. 5. Place the scissors on the table vertically with the blade pointing behind you.

6. Place you right hand over the scissors with your hand clasping the blade.

7. Life the scissors off the table.

8. Point the handle of the scissors towards the floor.

9. Carry the scissors next to your leg, holding them slightly away from your body.

10. Walk a few steps carrying the scissors.

11. Replace them on the table vertically with the blade pointing behind you.


13. When the child is finished the child to pack the work away.


NAME OF ACTIVITY: Spooning

AREA: Practical Life Elementary movements

AGE: 2 - 3

MATERIALS USED: A tray with 2 bowls, the left bowl containing beans

A spoon and mat for the table

DIRECT AIM: To spoon from one bowl to another

INDIRECT AIM: Working from left to right (for reading and writing)

Crossing the mid-line (middle of your brain)

Learning the pincer grip

Improves fine motor co-ordination

Lengthens concentration

Improves eye-hand co-ordination

Ocular movement

Independence

CONTROL OF ERROR: If child spills the beans

EXTENSION: Helping to serve lunch

VARIATION: Smaller beans or rice

PRESENTATION:


2. Tell them what exercise you will be doing that day.

3. Show the child the work you are going to do and ask them to carry the work to the table

and fetch a mat to work on.



5. Keeping regular eye contact with the child, unpack the bowls onto the table from left to

right.

6. The left bowl must contain the beans.

7. Pick up the spoon with your right hand using the pincer grip (thumb, index and middle

fingers)

8. Slide the spoon totally into the beans and then lift the spoon to the rim of the bowl.

9. Slowly move the spoon from the left to the right bowl.

10. Drop the head of the spoon into the right bowl, tipping the beans off.

11. When only a few beans remain, tip the bowl slightly to remove the last remaining beans.

12. Repeat the process in the same manner spooning the beans from the right bowl back into

the left bowl.

13. Pack the bowls back onto the tray with the bowl containing the beans on the left.

14. Place the spoon back on the tray in front of the bowls.


16. When the child is finished help the child to pack the work away.


NAME OF ACTIVITY: Pouring beans


AGE: 2 - 3

MATERIALS USED: A tray with 2 jugs right jug containing beans

DIRECT AIM: To pour from one jug to another

INDIRECT AIM: Eye-hand co-ordination

Concentration

Muscle control

Crossing the mid-line

Strengthening of the wrist

Refining powers of observation

Using both hands equally

Ocular movement

Independence

CONTROL OF ERROR: If child spills the beans

EXTENSION: Pouring flour during baking

VARIATION: Different size jugs

PRESENTATION:






4. Keeping regular eye contact with the child, unpack jugs on table from left to right facing

each other.

5. Pick up the jug with beans by placing your right hand around the handle.

6. Using the middle and index fingers of your left hand, support the jug.

7. Slowly move the jug across and pour the beans into the middle of the left jug.

8. Repeat process by pouring the beans back into the original jug, holding the jug with the

left hand and supporting it with the right middle and index fingers.

9. Pack jugs back from left to right.




NAME OF ACTIVITY: Spooning and pouring


AGE: 2 - 3

MATERIALS USED: A tray with a bowl containing beans on left

A jug on the right and a spoon

DIRECT AIM: To spoon into a jug and pour into a bowl

INDIRECT AIM: Crossing the mid-line

Learning the pincer grip

Improves concentration


Strengthens wrist muscles.

Ocular movement

Independence

CONTROL OF ERROR: If child spills the beans or beans remain in jug

EXTENSION: Helping to serve lunch

VARIATION: Spoon water or rice

PRESENTATION:






4. Keeping regular eye contact with the child, unpack bowl and jug onto the table from left to

right.

A) Spooning

Pick up the spoon with your right hand using the pincer grip.

Slowly spoon beans from left bowl into right jug.

When only a few beans remain in the bowl, tilt the bowl to remove the last remaining

beans.

Place the spoon on the mat in front of the bowl and jug.

B) Pouring

Pick up jug containing the beans by placing your right hand securely around the

handle.

Pour the beans back into the bowl using the middle and index fingers of your left

hand to support the jug until no beans remain.

Place the jug back on the mat.

4. Pack bowl back onto the left of the tray, the jug on the right and the spoon in front of both.




NAME OF ACTIVITY: Sponging


AGE: 3

MATERIALS USED: A tray with 2 bowls left bowl containing water A sponge (a thicker sponge works better for this)

DIRECT AIM: To sponge water from one bowl to another


Concentration

Muscle control



Ocular movement

Independence

Working from left to right (for reading and writing)

CONTROL OF ERROR: If child spills the water

If there is water left in the bowl

EXTENSION: Table scrubbing

VARIATION: Different size bowls and sponges

PRESENTATION:






8. Keeping regular eye contact with the child, unpack the bowls on table from left to right,

ensuring that the bowl on the L.H.S contains the water.

9. Pick up the sponge in your right hand. Cover your whole hand over the sponge.

10. Slowly move your right hand above the left bowl and gently move it down into the bowl

until you reach the bottom.

11. Wait a few seconds for it to absorb the water.

12. Lift it out of the bowl and slowly move it to the right above the other bowl.

13. Gently move your hand down into the bowl and then squeeze the water out of the sponge.

14. Lift your hand out of the bowl and then move the sponge to the left again above the left

bowl.

15. Gently move it down into the bowl to absorb any remaining water (give a gentle push to

absorb the droplets that may be on the bottom).

16. Lift it out of the bowl and slowly move it to the right above the other bowl.

17. Gently move your hand down into the bowl and then squeeze the remaining water out of

the sponge.

18. Then repeat the procedure sponging the water from the right bowl back into the left bowl.

19. When you are finished pack the work back onto the tray.

NAME OF ACTIVITY: Pouring with water


AGE: 3

MATERIALS USED: A tray with 2 jugs right jug containing water A cloth

DIRECT AIM: To pour from one jug to another


Concentration

Muscle control

Strengthening of the wrist



Ocular movement

Independence

CONTROL OF ERROR: If child spills the water

EXTENSION: Pouring juice for lunch

VARIATION: Different size jugs

PRESENTATION:






26. Keeping regular eye contact with the child, unpack the jugs on table from left to right facing

each other.

27. Pick up the jug with water by placing your right hand around the handle.

28. Using the middle and index fingers of your left hand, support the jug.

29. Slowly move the jug across and pour the water into the middle of the left jug.

30. Replace the jug onto the mat, pick up the cloth with your left hand and dab the lip of the

right jug lightly, holding the handle of the right jug to support it.

31. Repeat process by pouring the water back into the original jug, holding the jug with the left

hand and supporting it with the right middle and index fingers.

32. Replace the jug onto the mat, pick up the cloth with your right hand and dab the lip of the

left jug lightly, holding the handle of the left jug to support it.

33. Pack jugs back from left to right.




NAME OF ACTIVITY: Opening and closing boxes


AGE: 3

MATERIALS USED: A tray with boxes on it

DIRECT AIM: To open and close boxes

INDIRECT AIM: Patience

Independence



Working from left to right

One-to-one correspondence

Develops fine motor co-ordination


CONTROL OF ERROR: If the box tears or lid pops open

If the child cannot open the box

EXTENSION: Opening cereal box

VARIATION: Opening tins

PRESENTATION:






40. Keeping regular eye contact with the child, unpack boxes from the tray onto the mat from

left to right.

A) To open the boxes

Pick up the first box on the left and move it in front of you on the mat.

Open the lid with your thumb and index finger on each side of the lid and gently lift it

out of the box.

Use index finger to guide flaps out of box.

Replace the box in line and bring forth the next one, working from left to right.

Repeat the process until all the boxes are open.

B) To close the boxes

Bring the first box on the far left forward.

Use right index finger to guide flaps back into box, supporting box with left hand.

Guide lid back into the space provided by the box using thumb and index finger.

Repeat the process until all the boxes are closed working from left to right.

41. Place the boxes back on the tray.




NOTE: For different types of boxes or tins show the child in a similar step-by-step process.

NAME OF ACTIVITY: Opening and closing bottles


AGE: 3

MATERIALS USED: A tray with bottles on it

DIRECT AIM: To open and close bottles


Develops pincer grip

Independence







CONTROL OF ERROR: If the lid does not fit or close properly

EXTENSION: Opening tomato sauce bottle

VARIATION: Different types of bottle tops

PRESENTATION:






48. Keeping regular eye contact with the child, unpack bottles from tray onto mat from left to

right.

A) To open the bottles

Pick up the first bottle on the left and move it in front of you on the mat.

Using pincer grip, slowly twist the lid in an anti-clockwise motion, supporting the

bottle with the left hand.

When lid is loose, lift it off. Using left hand, replace the bottle back into the row and

place its lid in front of it.

Bring forth the next one, working from left to right.

Repeat the process until all the bottles are open.

B) To close the bottles

Bring the first bottle on the left forward using the left hand.

Pick up lid with right pincer grip and indicate the thread of the lid to the child.

Slowly align the thread of the lid to that of the bottle.

Using the pincer grip slowly twist the lid in an anti-clockwise direction until secure.

Repeat process until all the bottles are closed

49. Place the boxes back on the tray.




NOTE: For different bottle lids show the child in a similar step-by-step process.

NAME OF ACTIVITY: Tonging


AGE: 3

MATERIALS USED: A tray with 4 small containers

A tong and large bowl filled with cotton wool

DIRECT AIM: To tong cotton wool into bowls


Strengthen finger muscles

Eye-hand co-ordination

Concentration

Indirect preparation for reading



Independence

CONTROL OF ERROR: If child drops cotton wool or cant grasp it

EXTENSION: Tonging ice into juice during lunch

VARIATION: Different coloured cotton wool (therefore tonging and sorting)

PRESENTATION:






56. Keeping regular eye contact with the child, unpack the bowls onto the table from left to

right.

57. Unpack the bowl containing the cotton wool to above the 4 bowls on the mat.

58. Pick up the tong in your right hand, push it in and out using the right thumb and index

finger to indicate to the child how it opens and closes.

59. Slowly place tong around the cotton wool and gently squeeze together to grip it.

60. Slowly pick cotton wool up and place it in the first bowl on the left.

61. Repeat the process until the first bowl is full, and then proceed to fill the remaining bowls,

moving from left to right.

62. Tong the cotton wool back into the larger bowl, working from left to right. (I.e. start with the

cotton wool in the bowl on the L.H.S)

63. Pack the work back onto the tray.




NAME OF ACTIVITY: Pegging


AGE: 3

MATERIALS USED: A basket with pegs on its rim on a tray.

DIRECT AIM: To peg

INDIRECT AIM: Strengthen finger muscles


Concentration

Pincer grip

Dexterity

Patience

Independence

CONTROL OF ERROR: If the peg falls off the basket due to childs fingers being too small to grip hard enough

If the child cannot take the pegs off the basket (not strong

enough)

EXTENSION: Pegging cloth on a line

VARIATION: Using miniature pegs

PRESENTATION:






70. Keeping regular eye contact with the child, remove a peg and show them how, by using

pincer movements, it is opened and closed.

71. Using the index finger and thumb on the tip of the peg, open it and remove it from the rim

of the basket and place it on the mat in front of the basket.

72. Remove all the pegs and place them from left to right in front of the basket.

73. Explain to the child that you are going to put all the pegs back on the basket.

74. By using the same fingers as before, squeeze the peg in to open it, and then hold it above

the rim of the basket.

75. Lower the peg until it is on either side of the rim, and then release the peg so that it closes

and grips the basket rim.

76. Repeat process until all the pegs are back on the basket.

77. Pack the basket back on the tray.




NAME OF ACTIVITY: Tweezing


AGE: 3

MATERIALS USED: A tray with a tweezers

A basket with beads and a soap pad

DIRECT AIM: Tweezing beads from a basket to a soap pad


Improving the pincer grip




Strengthens muscles of fingers and arms

Independence

CONTROL OF ERROR: If beads drop or do not stay on soap pad

EXTENSION: Removing thorn from foot or pick fluff off jersey

VARIATION: Use scissors-type tweezers

PRESENTATION:






84. Keeping regular eye contact with the child, unpack the materials onto the mat from left to

right (basket on the L.H.S., soap pad on the R.H.S)

A) Tweezing onto the soap pad

Pick up the tweezers with your right hand using the pincer grip.

Show the child how it opens and closes.

Lower tweezers into basket and place it around a bead.

Gently squeeze tweezers together to grip bead.

Slowly pick bead up and place it on the soap pad, releasing the tweezers gently.

Repeat until all the beads are on the soap pad (or a line is formed).

B) Tweezing back into basket

With your right hand still holding the tweezers with the pincer grip, place tweezers

around the bead and gently squeeze together to grip the bead.

Slowly pick bead up and place it back into the basket.

Repeat until all the beads are back in the basket.

85. Pack all the materials back into the tray.




NAME OF ACTIVITY: Sorting buttons different colours


AGE: 3

MATERIALS USED: A sorting plate containing different coloured buttons

DIRECT AIM: To sort buttons into their corresponding colours


Pincer grip

Concentration

Visual discrimination




CONTROL OF ERROR: Visual- if child mixes the different colour buttons

EXTENSION: Sorting metal inset pencils

VARIATION: Using different size and shapes of buttons

PRESENTATION:






92. Keeping regular eye contact with the child, sort the same colour buttons with your right

hand and index finger into the respective hollows of the sorting plate until all the buttons

are matched.

93. Move in an anti-clockwise direction, pausing to show the child you are looking for the

corresponding colour.

94. Using the right hand with a pincer grip pick up the buttons and place them into the centre

of the sorting plate.




NAME OF ACTIVITY: Sorting buttons same colour


AGE: 3 - 4

MATERIALS USED: A tray with 5 containers, one containing the same colour

buttons of different sizes and 4 empty ones

DIRECT AIM: To sort buttons into different sizes



Concentration

Pincer grip

Visual discrimination



CONTROL OF ERROR: Visual- if child mixes different size buttons

EXTENSION: Sorting different size marbles

VARIATION: Using different shapes

PRESENTATION:






101. Keeping regular eye contact with the child, unpack bowl from left to right, with the bowl

containing the buttons above the other bowl on the mat.

102. Using the right hand with a pincer grip to pick up buttons and sort into different bowls,

working from left to right.

103. Sort all the buttons into their respective bowls until all the buttons are sorted. Pause above

each bowl to show the child that you are looking for the correct button.

104. Put the buttons back into the original larger bowl, working from left to right. (I.e. start with

the buttons in the bowl on the L.H.S)

105. Pack bowls back onto the tray.




NAME OF ACTIVITY: Lock and Key


AGE: 3

MATERIALS USED: A basket with 3 different size padlocks and keys

DIRECT AIM: To unlock and lock padlocks


Concentration

Independence


Improves the pincer grip


Strengthens muscles of fingers and arms


CONTROL OF ERROR: If keys dont fit into the lock Auditory control if child does not hear click the padlock will not lock or unlock

EXTENSION: Opening and closing locks in the environment

VARIATION: Combination lock

PRESENTATION:






112. Keeping regular eye contact with the child, unpack the locks from left to right and the

biggest to the smallest.

113. Place each corresponding key in front of the correct padlock.

A) To unlock

Pick up the first padlock on the left using your left hand and pick up its key with your

right hand using the pincer grip.

Insert key into the lock until it makes a click.

Turn the key in a clockwise direction until a click is heard and the arm opens.

Remove the key from the lock and place the padlock back in the line with the key in

front of it. Twist the arm open to form a 180 angle with the body of the lock.

Repeat until all the locks are open.

B) To lock

Starting with the lock on the far left, grasp it with your left hand to support it.

Twist the arm back and align it above the hole, using your right index and middle

fingers, push arm down until a click is heard.

Repeat until all the locks are closed.

114. Pack all the locks and their keys back into the basket.




NAME OF ACTIVITY: Nuts and Bolts


AGE: 3

MATERIALS USED: A basket with different size nuts and bolts

DIRECT AIM: To unscrew and screw nuts and bolts


Concentration

Dexterity improved fine motor control One-to-one correspondence



Strengthens muscles of fingers

CONTROL OF ERROR: If threads do not correspond the nut will not fit

EXTENSION: Opening juice bottle

VARIATION: Opening a tap

PRESENTATION:






4. Keeping regular eye contact with the child, unpack the nuts and bolts from left to right and

the biggest to the smallest / fattest to skinniest etc.

A) To unscrew nut

Bring the nut and bolt on the far left forward using you left hand.

Support the base of the bolt with your left hand and hold the nut with your right hand

using the pincer grip.

Slowly unscrew the nut in an anti-clockwise direction, using quarter () turns.

Replace bolt in line with its nut in front of it.

Repeat until all the nuts and bolts are unscrewed.

B) To screw nut on

Bring the bolt on the far left forward and support the base of the bolt with your left

hand. Pick up its nut with your right hand using the pincer grip.

Hold the nut slightly over the tip of the bolt and indicate the thread to the child.

When the threads feel aligned, screw the nut onto the bolt using quarter () turns in

a clockwise direction.

Repeat until all the nuts are screwed back onto the bolts.

5. Pack all the nuts and bolts back into the basket.




NAME OF ACTIVITY: Dropper exercise


AGE: 3

MATERIALS USED: A tray containing a dropper bottle with coloured water in it, a

soap pad, and a cloth

DIRECT AIM: To drop the liquid from the dropper onto the soap pad.


Concentration




Strengthens finger muscles



CONTROL OF ERROR: If liquid messes on the table or the soap pad

If there are drops left on the soap pad after drying it

EXTENSION: Ear drops

Baking with vanilla essence

VARIATION: Different size droppers and soap pads

PRESENTATION:






121. Keeping regular eye contact with the child, unpack the work onto the mat from left to right

(dropper on the L.H.S and soap pad on the R.H.S).

122. Support the bottle with your left hand, and hold the lid with your right pincer grip.

123. Slowly twist the lid in an anti-clockwise direction using quarter turns until it comes loose.

124. Place your right hand on the dropper.

125. Slowly lift the dropper out of the bottle using the right pincer grip and position it above the

soap pad.

126. Squeeze the dropper to release a drop.

127. Move to the next indent on the soap pad and release another drop.

128. Continue in the same manner until there is no liquid left in the dropper.

129. Put the dropper back in the bottle and squeeze 2/3 times to refill the dropper.

130. Continue dropping liquid into the indents, and refilling the dropper until all the indents are

full.

131. Replace the dropper in the bottle.

132. Hold the lid with your right pincer grip and turn the lid in a clockwise direction using

quarter turns.

133. Pick up the cloth and place it on top of the soap pad, totally covering it.

134. Firmly press the fingers of your right hand over the cloth to soak up the liquid.

135. Replace the cloth on the mat.

136. Show the child where to put the wet cloth and where to find a dry one.

137. Pack the dropper bottle, soap pad, and clean cloth back onto the tray.




NAME OF ACTIVITY: Whisking


AGE: 3-4

MATERIALS USED: A tray containing a bowl, jug, whisk, bottle containing

dishwashing liquid, and a cloth

DIRECT AIM: To whisk in order to create foam.


Concentration




Strengthens wrist and finger muscles


Muscle control

Dexterity

CONTROL OF ERROR: If the child spills water/dishwashing liquid

If no bubbles are formed

If the lid does not close properly

If the bowl is not clean after drying it

EXTENSION: Baking/cooking

Making foam for washing cloths

VARIATION: Whisking different things (different textures)

PRESENTATION:






144. Keeping regular eye contact with the child, unpack the work onto the mat from left to right

(bowl on the L.H.S, then jug, then bottle, then the cloth, then the whisk on the R.H.S).

145. Pick up the jug and take the child to the tap. Show them how to fill the jug halfway with

water.

146. Replace the jug on the mat.

147. Hold the handle of the jug in your right hand, and use your left index and middle fingers to

support the jug.

148. Lift the jug up and pour the water into the middle of the bowl.

149. Replace the jug on the mat.

150. Holding the jugs handle in your right hand, pick up the cloth using your left hand and dap

the lip of the jug to dry it.

151. Replace the cloth on the mat.

152. Bring the bottle forward. Hold it with your left hand, and hold the lid in your right (pincer

grip).

153. Slowly twist the lid in an anti-clockwise direction using quarter turns until it comes loose.

154. Put the lid on the mat.

155. Pick up the bottle in your right hand and squeeze 1/2 squirts into the bowl of water.

156. Holding the bottle in your left hand, pick up the lid with your right hand and show the child

the threads in it.

157. Slowly place it on the bottle (aligning it).

158. Twist the lid with your right the pincer grip in a clockwise direction using quarter turns until

the lid is secure.

159. Pick up the whisk using your right pincer grip and slowly place it in the water.

160. Tilt the bowl slightly using your left hand.

161. Work up some foam by working your wrist in a clockwise direction.

162. Once this had been achieved show the child how to wipe the whisk dry with the cloth.

163. Replace the whisk and cloth back onto the mat.

164. Take the bowl to the basin and show the child how to empty out the water.

165. Replace the bowl on the mat.

166. Hold the side of the bowl with your left hand and pick up the cloth with your right hand.

167. Thoroughly wipe the inside of the owl clean and dry.

168. Show the child where to put the wet cloth and where to find a clean one.

169. Pack the materials back onto the tray.


171. When the child is finished working help him to pack the work away.


NAME OF ACTIVITY: Cloth folding


AGE: 3

MATERIALS USED: A tray with 4 cloths

1 - Horizontal stitching

2 - Diagonal stitching

3 - Horizontal and vertical stitching

4 Two sets of diagonal stitching

DIRECT AIM: To fold cloths on indicated lines


Exactness

Concentration

Hand dexterity


Power of observation

Precision of movements


Preparation for geometry and fractions

CONTROL OF ERROR: Stitching will indicate if cloth is incorrectly folded.

EXTENSION: Fold articles of clothing

VARIATION: Cloths without stitching

Origami

Folding napkins

PRESENTATION:






176. Keeping regular eye contact with the child, unpack the cloths to the left of the mat.

A) First Cloth

i. Place the first cloth on the mat so that the stitching

is horizontal.

ii. Use index and middle fingers of right hand to trace

stitching from left to right. Support with left hand

iii. Grasp bottom corners of cloth with both hands.

iv. Fold along the stitching of cloth, away from your

body.

v. Use your left hand to secure the cloth and with your

right hand press down to ensure that a crease is

formed.

vi. Indicate the control of error by tracing along

stitching from left to right using right middle and

index fingers, supporting it with the left hand.

vii. Place it to the right of the mat.

A) Second Cloth

i. Place the second cloth on the mat so that the

stitching is horizontal.

ii. Use index and middle fingers of right hand to trace

stitching from left to right.

iii. Use index finger of left hand to secure top left-hand

corner of cloth.

iv. Grip the bottom right corner using index finger and

thumb of right hand.

v. Lift bottom corner to meet top corner.

vi. Use your left hand to secure the cloth and with your


formed.

vii. Indicate the control of error by tracing along


index fingers support with left hand. viii. Place it on top of the folded cloths.

C) Third Cloth

ix. Place the third cloth on the mat so that the stitching

is horizontal and vertical.

x. Use index and middle fingers of right hand to trace

stitching from left to right. Support with left hand

xi. Grasp bottom corners of cloth with both hands.

xii. Fold along the stitching of cloth, away from your

body.

xiii. Use your left hand to secure the cloth and with your


formed.

xiv. Indicate the control of error by tracing along


index fingers, supporting it with the left hand.

xv. Quarter () turn the cloth so that the remaining


xvi. Repeat as above.

xvii. Place it on the folded pile.

b. Fourth Cloth

i. Place the fourth cloth on the mat so that the

stitching is diagonal stitching forms an X.

ii. Turn the cloth so that the stitching is horizontal.

iii. Use index and middle fingers of right hand to trace

stitching from left to right.

iv. Use index finger of left hand to secure top left-hand

corner of cloth.

v. Grip the bottom right corner using index finger and

thumb of right hand.

vi. Lift bottom corner to meet top corner.

vii. Use your left hand to secure the cloth and with your


formed.

viii. Indicate the control of error by tracing along


index fingers support with left hand. ix. Quarter () turn the cloth so that the remaining


x. Repeat as for horizontal folding.

xi. Place it on top of the folded cloths.

177. Unfold each cloth and return it to the tray.



180. Thank the child for working with you

NAME OF ACTIVITY: Dusting

AREA: Practical Life Care of the indoor environment

AGE: 2 - 3

MATERIALS USED: A Feather duster

DIRECT AIM: To dust

INDIRECT AIM: Pincer grip

Independence

Concentration

Enhance powers of observation

To develop sense of responsibility

To care for and respect the environment


Gross motor movement

Strengthening of the arms



CONTROL OF ERROR: Visual - If surface is still dusty

EXTENSION: Dusting shelves in the environment

VARIATION: Dusting ceilings with a tall duster

Dusting with a cloth. The child will have to fold the cloth first

and cloth folding would have prepared the child for this.

PRESENTATION:


2. Show the child the work you are going to do and ask them to carry the work to the table.

3. Tell the child that you are going to take all the dust off the table.



5. Pick up the feather duster, half way down the handle using the pincer grip.

6. Stand to the left hand side of the table.

7. Move the duster along the table away from you, from left to right and when you reach the

end of the table; shake the duster to remove the collected dust.

8. Repeat the process for a little while dusting below each time until half of the table is done.

9. Invite the child to have a turn to dust the other side of the table.

NAME OF ACTIVITY: Sweeping


AGE: 3

MATERIALS USED: A tray with a Brush and pan, a container with beans,

Chalk and a Sponge

A child size broom

DIRECT AIM: To sweep beans


Sequencing

Independence

Responsibility

Concentration

Control of movements



Strengthening of the wrist and hand muscles



Develops powers of observation

Develops a love and care of the environment

CONTROL OF ERROR: Spilling beans when pouring back into container

If beans are left behind when sweeping

EXTENSION: Tidying up environment if any beans spill

VARIATION: Using different size beans / confetti

PRESENTATION:


2. Fetch a tablemat to work on.

3. Show the child the work you are going to do and ask them to carry the work to the mat.



5. Place tray on the table and keeping eye contact with the child unpack the objects from left

to right in the order of use (Container with beans, chalk, brush and pan, and the sponge).

Go and fetch the child size broom from the stand. Place it next to the table on the floor.

6. Scatter beans from container onto an open space next to the table. Replace the container

on the mat.

7. Using the chalk, draw a circle anti-clockwise on the floor next to the scattered beans.

8. Stand up. Replace the chalk on the mat.

9. Pick up the broom holding the handle parallel in front of your body with the bristles facing

down and the top of the handle below your chin. Grasp the broom with your left hand

palm facing outward with your thumb in front of your palm. Place your right hand above

your left hand with your palm around the handle and your fingers facing towards your

body in a clockwise position.

10. Stand behind the beans facing the circle.

11. Place the bristles of the broom on the floor nearest your feet.

12. Gently slide the bristles of the broom along the floor, away from your feet and into the

circle.

13. Repeat until all the beans are in the circle.

14. Invite the child to help you look for any beans that are not in the circle.

15. If there are none then hold the handle of the broom with your left hand (switch it around

first) and release your right hand.

16. Hold the broom so that the handle is parallel to the floor and the bristles are facing your

right.

17. Crouch down.

18. Hold the bristles centrally over the circle.

19. With your right hand gently stroke the bristles downwards removing anything on them. If

anything is stuck to the bristles pick it off using a pincer grip and place it in the circle.

20. Straighten your body.

21. Hold the broom as before and replace it back on its stand.

22. GO back to the table and pick up the handle of the brush (of the dustpan) in your right

hand and the dustpan in your left hand (both hands facing downwards).

23. Carry them both along side your body to the circle.

24. Crouch down next to the circle.

25. Place the lip of the dustpan on the floor to the left of the pile of beans keeping the handle

slightly raised.

26. Place the bristles of the brush on the floor to the right of the pile of beans opposite the

dustpan.

27. In a scooping motion slide the brush along the floor onto the lip of the dustpan gently

brushing the beans into the dustpan.

28. Repeat until all the beans are in the dustpan.

29. Invite the child to help you look for any beans you may have missed.

30. Release your left hand grasp gently lowering and releasing the dustpan.

31. Holding the brush in your right hand centrally over the dustpan with the bristles facing

outwards clean the bristles of the brush as you did the broom, using your left hand.

32. Place the brush back on the mat.

33. Grasp the dustpan with your left hand.

34. Walk carefully with the dustpan to the table.

35. Bring the container forward using your right hand.

36. Tilt the dustpan to the right so that all the beans collect on the R.H.S of the dustpan.

37. Slowly pour the beans back into the container with the dustpan still tilted to ensure that no

beans fall out. Support the dustpan with your right hand.

38. When all the beans have been poured back into the container pick up the sponge and

wipe the circle off the floor.

39. Pack all the work back onto the tray.




NAME OF ACTIVITY: Watering a plant


AGE: 3 - 3

MATERIALS USED: A living plant, a watering can, a cloth, and small flags

DIRECT AIM: To water a plant

INDIRECT AIM: Independence

Concentration

Responsibility


Care and respect for the environment

Strengthening of the back and arm muscles

CONTROL OF ERROR: If water is spilt

EXTENSION: Watering outside

VARIATION: Using different type if watering can / Bigger plant

PRESENTATION:


2. Show the child the work you are going to do.



4. Show them how to fill the watering can half way with water.

5. Replace it on the floor next to the plant.

6. Holding the watering can with the right hand and using your left hand to support it beneath

the spout; pour a little bit of water into the soil.

7. Replace the watering can on the floor.

8. Pick up the cloth and dry the spout of the watering can.

9. Replace the cloth next to the watering can.

10. Invite the child to have a turn to water the other side of the plant.

11. Ask the child to place a flag into the soil. Explain that all the other children will know that

the plant has already been watered that day.

12. Ask the child to pour the remaining water out and to replace the watering can on the floor.


NAME OF ACTIVITY: Brass polishing


AGE: 3

MATERIALS USED: A tray with a brass object, a cloth, an ear-bud and

Brasso in a dropper bottle

DIRECT AIM: To polish brass

INDIRECT AIM: Pincer grip

Sequencing

Patience

Independence

Concentration

Visual Discrimination

Responsibility

Care and love for environment

Fine motor co-ordination


Strengthening of the finger muscles

CONTROL OF ERROR: If brass is murky, or Brasso spilt, or ear-bud not black

EXTENSION: Polishing brass in environment door handles Shoe polishing, cleaning sunglasses, mirror polishing

PRESENTATION:






4. Keeping regular eye contact with the child take the objects off the tray from left to right in

the order of use.

5. Bring the brass object forward.

6. Pick up the Brasso container and slowly turn the lid in an anti-clockwise direction using

the pincer grip and quarter () turns.

7. Squeeze the dropper twice to fill it with Brasso.

8. Squeeze Brasso from dropper onto a small section of the brass.

9. Twist the lid of the dropper bottle in a clockwise direction using the pincer grip and quarter

() turns.

10. Replace it back in line and pick up the ear-bud in your right hand.

11. Spread the Brasso with the ear-bud over the selected section supporting the brass object

with your left hand. Show the child the dirty ear-bud. Replace the ear-bud.

12. Bring the cloth forward. Place right index and middle fingers upside-down on the opened

cloth. Fold the cloth over the right index and middle fingers using the thumb of your right

hand to hold the cloth in place. First left side, then right and then top.

13. Polish the brass in anti-clockwise circular motions until the brass shines.

14. Show the child the contrast between the polished and unpolished areas. Show the child

the soiled cloth.

15. Show the child where to throw the ear-bud away and where to obtain a clean bud and

cloth.

16. Pack work back onto tray.




NAME OF ACTIVITY: Table setting


AGE: 3

MATERIALS USED: A tray with control of error mat

A knife, 2 forks, a spoon, cup, plate and serviette and a cruet

set (salt and pepper shakers)

DIRECT AIM: How to set a table


Pincer grip

Self-sufficiency/Independence



Concentration, order and memory

Indirect preparation for geometry

Spatial orientation and visual discrimination

CONTROL OF ERROR: Materials not on correct place on control of error mat

EXTENSION: Setting lunch table

VARIATION: Add a wineglass, candles, soupspoon etc.

PRESENTATION:

1. Invite the child to work with you



3. Place the tray above the mat.



5. Use your right hand to gently remove all the items from the tray and place it on the mat.

Bring the tray with the C. O. E. mat forward to the left of the items on the mat.

6. Slowly pick up cutlery one at a time with the right using the pincer grip.

7. Place each one of them in the correct shape on the C. O. E. mat.

8. Pick up each piece of crockery with the right hand and place each one of them in the

correct shape on the C. O. E. mat.

9. Repeat with serviette and cruet set.

10. Replace tray above the mat.




NAME OF ACTIVITY: Cutting and Arranging Flowers


AGE: 3 - 6

MATERIALS USED: See Presentations

DIRECT AIM: To cut and arrange flowers


Concentration

Eye Convergence

Sequencing

Ocular movement



Respect for the environment and nature

CONTROL OF ERROR: If stem is cut too short.

The water level in the vase.

Too many flowers will not fit into the vase.

EXTENSION: Pick flowers for someones birthday

VARIATION: Different types of vases

FIRST PRESENTATION: Materials: A basket, a pair of gardening scissors

and child-size gloves



3. Ask the child to carry the basket containing the scissors and gloves outside.

4. Tell the child to place the basket down next to the flowers.

5. Unpack the gloves and scissors. Show the child how to open the scissors and then lay

them back down.

6. Choose a flower you want to cut and hold it with your right hand just beneath the actual

flower.

7. Use your left hand to trace down the stem to where it is long enough to cut.

8. Keep your left hand on this spot and release your right hand from below the flower.

9. Use your right hand to pick up the scissors and then cut the stem at the point where your

left hand is holding.

10. Place the flower in the basket.

11. Show the child how to close the scissors and then place them and the gloves back into

the basket.

12. Invite the child to have a turn and show them how to put the gloves on.

13. When they have cut their flowers, invite them to place the flowers in the basket and carry

it inside and place the basket on the table.

SECOND PRESENTATION: Materials: A vase, a jug, a cloth, a paper towel

and a basket of freshly cut flowers

1. Tell the child that you are now going to arrange the flowers. Show them where the tray

with the vase is kept and ask them to bring it to the table. Fetch a mat.

2. Unpack the materials onto the mat.

3. Invite the child to fetch water in the jug and by placing your finger half way up the jug

indicate to the child to only half-fill the jug.

4. Take the paper towel and open it onto the mat.

5. Pick up the first flower and remove the excess foliage from the stem and place it on the

paper towel.

6. Measure the length of the flower against the vase to check its length (trim it if necessary)

and place it on the mat

7. Using your right hand pick up the jug and slowly pour some water into the vase, placing

your left finger at the same time on the outside of the vase to indicate where the water

level should be.

8. Pour the water only to where your left finger is placed.

9. Dab the lip of the jug with the cloth using your left hand and supporting the jug with your

right hand.

10. Pick up the flower and place it in the vase.


12. When all the flowers have been arranged take the child with you to place the vase in the

environment.

13. Show the child how to fold up the paper towel with the foliage and to throw it away.

14. Show the child where to obtain a clean paper towel.

15. Pack the materials back onto the tray.

16. Replace the tray and basket back in their location.

17. Thank the child for working with you and tell them that they can cut and arrange flowers

whenever they want to.

NOTE: Have a variety of vases for the child to choose from. They can all have different necks

and be different sizes. This adds a bit of variety for the child, as well as offering him a choice as

to which one he would like to use that day.

NAME OF ACTIVITY: Table scrubbing


AGE: 3-4 onwards

MATERIALS USED: A floor mat, basin, jug, soap dish and soap, scrubbing

brush, sponge in a container, cloth, bucket, apron, a table.

DIRECT AIM: To scrub a table


Sequencing

Concentration

Responsibility




Care and respect of the environment

Strengthening muscles of back and arms

CONTROL OF ERROR: Spill water

Foam does not form

Table still dirty or soap remains on the table

Basin/jug not dry at the end

EXTENSION: Scrubbing the lunch table

Polishing a table

VARIATION: Scrubbing floors, chairs etc

PRESENTATION:



3. Ask the child to fetch a floor mat and to unroll it horizontally next to the table.



5. Place the materials onto the mat from left to right in order of use.

6. Ask the child to fetch water in the jug up to the indicated line.

7. Ask the child to pour the water from the jug into the basin.

8. Pick up and hold the soap with your left hand and use your right hand to pick up the

scrubbing brush.

9. Dip the tip of the brush into the water and in anticlockwise circular movement; apply soap

to the brush.

10. Return the soap to the soap dish.

11. Stand up and in anticlockwise circular movements; scrub the table from left to right.

12. Dip the brush back into the water and then continue scrubbing until a good lather has

formed.

13. Rinse the soap from the brush and return it to its dish.

14. Pick up the sponge with your right hand and working from left to right, remove the lather

off the table.

15. Rinse the sponge and repeat until no lather remains on the table.

16. Emerge the sponge into the water and squeeze it to remove the excess water and then

return it to its container.

17. With your right hand, pick up the cloth and dry the table from left to right. Replace the

cloth.

18. Invite the child to have a turn to scrub the other half of the table.

19. Help the child to put the apron on.

20. Once the child has completed the activity; empty the soapy water into the bucket on the

R.H.S. (This bucket can be a permanent fixture next to the table and the M.D. can empty

it at the end of every day)

21. Use the cloth to dry out the jug. Ask the child to dry out the basin.

22. Show the child where to put the wet cloth and where to find a clean one.

23. Help the child to return the materials to where they are kept.


CARE OF THE OUTDOOR ENVIRONMENT

This is an important part of the childs practical life education. Children love to work in a garden and really enjoy watching the fruits of their labour growing.

You must plan the outdoor environment carefully so that it is accessible to the child, and not

too far to walk.

You must plan the layout of your storage area for your implements and materials. It is nice

to have a covered stoop with hooks on the wall to hang the equipment on (hose-pipe,

brooms, etc)

Tools used by the children must be attractive and in proportion, i.e.: child size.

There must always be an adult supervising the children when they are working outdoors.

Flower and vegetable gardens may be planed.

Vegetables, which grow easily, are the best: carrots, runner beans, lettuce, and mielies.

Children like to see quick results.

When planting flowers and vegetables, it should be remembered that half the soil should be

left fallow (ploughed, but left unplanted) for a season, and flowers should be rotated (i.e.:

different plants should be planted from time to time).

A tool shed in which to keep the gardening equipment is necessary. The shelves should be

child height. There should be hooks on which to hang the tools. Seedling trays and small

pots should be available to the children. Watering cans should also be kept in the shed.

You will need an outside tap, easily accessible for the children. Gardening gloves are also

good, especially for tactile defensive children (do not like working with dirt and grime).

The children should be shown how to keep, and put away the gardening equipment.

It is suggested that the gardening area is separate to the play area. Can be frustrating if

another child walks over your work.

The gardening shed can be linked to exercises in the class, i.e.: when growing Tulips, a

lesson about Holland could be a good idea.

NAME OF ACTIVITY: Velcro Frame

AREA: Care of the person

AGE: 3+

MATERIALS USED: A dressing frame with Velcro

DIRECT AIM: To unfasten and re-fasten Velcro


Concentration

Alignment

Judgement

Self-esteem

Independence

Responsibility





Working from top to bottom

Eliminates wear and tear of clothing

Strengthens finger muscles

CONTROL OF ERROR: Auditory Velcro makes a ripping sound when pulled apart Visual if garment hangs open and frame does not close

properly

Alignment if part of Velcro is exposed or matched incorrectly

EXTENSION: Velcro on clothing or shoes in environment

Different shapes of Velcro

PRESENTATION:



3. Show the child how to carry the work to the table place your hands on either side of the frame with your fingers underneath and your thumbs on top.

4. Ask them to carry the work to the table and fetch a mat to work on.



6. Place the frame on the mat so that the top flap is on the right hand side.

A) To loosen Velcro

Splay your index and middle fingers of your left hand just above and below the

Velcro on the left flap.

Grip the right flap with your right hand, putting your thumb underneath and index

finger on top of the flap.

With your right hand pull the right flap until it tears away from the Velcro on the left

flap.

Move your left index and middle fingers down to the next piece of Velcro.

Repeat the above steps working from the top to the bottom of the frame.

Once all the Velcro is undone, open the right flap entirely with your right hand on the

top corner of the flap and your left hand on the bottom corner.

Open the left flap in the same manner.

B) To re-fasten the Velcro

Hold the left flap with your right hand on top and left hand at the bottom and fold the

flap in.

Close the right flap in the same way, folding it back on itself leaving the Velcro exposed.

Begin to re-fasten the Velcro from the top and work your way down.

Support the left flap with your left index and middle fingers splayed above and below

the Velcro.

With right thumb and index fingers align the right flap on top of the left flap.

Push down until the Velcro sticks together.

Repeat the above steps until all the Velcro is fastened.




NAME OF ACTIVITY: Big button frame

AREA: Practical Life Care of the person

AGE: 3

MATERIALS USED: Dressing frame with big buttons

DIRECT AIM: To unfasten and fasten buttons


Pincer grip

Independence

Concentration

Alignment

Responsibility




One to one correspondence




CONTROL OF ERROR: Visual if garment hangs open and frame does not close properly

Putting button in incorrect hole

EXTENSION: Doing up buttons on garment

VARIATION: Different shapes of buttons

PRESENTATION:







6. Place the frame on the mat so that the left piece of material has the buttons and the right

side has the buttonholes.

A) To unfasten the buttons

Hold the button with your right hand using the pincer grip.

Use your left hand to pull the right piece of material next to the buttonhole so as to

reveal the hole.

Using your right hand dip the left hand side of the button into the buttonhole.

Lift the top flap of the material with your left index finger over the button to expose

the peeping button.

With your right hand grip the flap and by using your left index and middle fingers, pull

the button through the hole.

Release both hands.

Move your right hand down the material to the next button and repeat the above

process until all the buttons are undone.

When all the buttons are undone open the right flap entirely with your right hand on

the top corner of the flap and your left hand on the bottom corner.

Repeat on the left side.

B) To fasten the buttons

Tell the child that you are going to close all the buttons and that when you are

finished, he may have a turn.

Fold the left flap over first by using your right hand on top and left hand at the bottom

corner.

Close the right flap in the same way so that the buttons and flaps are aligned.

With your right hand, thumb underneath and fingers on top, hold the edge of the right

flap and expose the underside of the buttonhole by folding the flap back on itself.

Pick up the corresponding button with your left hand, thumb on top and index and

middle fingers underneath and align it with the hole.

With the right hand pull the flap over the button so that the right hand side of the

button peeps through the buttonhole.

With your right thumb and index finger, grip the right hand side of the button and with

the left thumb and index finger pull the material in the opposite direction so that the

button goes through the hole.

Release both hands.

Repeat until all the buttons are fastened.




NAME OF ACTIVITY: Press-stud frame

AREA: Practical Life Care of the person

AGE: 3+

MATERIALS USED: Dressing frame with press-studs

DIRECT AIM: To unfasten and fasten press-studs


Judgement

Alignment

Self-esteem

Responsibility

Independence

Concentration




One to one correspondence




CONTROL OF ERROR: Auditory if the popping sound when opening or closing press-stud is not heard

Alignment If press-studs are incorrectly matched

EXTENSION: Doing up press-studs on garment / Opening folders

VARIATION: Plastic press-studs

PRESENTATION:







6. Place the frame on the mat so that the top flap is on the right hand side.

A) To unfasten the press-studs

Splay left index and middle fingers on either side of the stud on the left flap so as to

support it.

Use your right hand to grip the press with the index finger on top and thumb

underneath.

With your right hand pull away towards the right side of the frame until press comes

practical life activities

Documents

mat area

mat stand

sides of mat

mat indirect aim

floor mat direct aim

tray area

left hand

tray indirect aim