practical life albm-alex zarella

This 2010 Edition © Alex Zarella

Text Copyright ©2007 Elizabeth Park and Jennifer Ilaban. Revised, edited, adapted and reprinted with permission August, 2010 by Alex Zarella

Photography Copyright © 2010 Alex Zarella www.alexzarella.com Book design and layout: Alex Zarella

No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying,

recording, or by any information storage and retrieval system, for material gain or not, without permission in writing from the publisher:

Publisher: Alex Zarella Contact Information: [email protected]

2

Acknowledgment: Mahalo to Kupuna Kala Holden for the Hawaiian translations

3

EDCS 632 CULTURALLY APPROPRIATE PRACTICE

INSTRUCTOR: Name: Susan Costello

Email: [email protected]

Phone: (412) 983-2997

TEXTS: Bredekamp, S., & Copple, C. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3d ed.). Washington D.C: NAEYC.

ISBN: 978-1-928896-64-7

Montessori, M. (1966). The secret of childhood. New York: Ballantine

Books. ISBN 0-345-30583-3

Montessori, M. (1967). The discovery of the child. New York: Ballantine

Books. ISBN 0-345-33656-9

Practical Life Manual and Art Manual (Purchase online at http://montessorimethods.weebly.com/)

WEB-BASED

COURSES:

Online instruction will take place in the eCollege learning environment. Logon at

http://chaminade.ecollege.com/

If you do not see your course listed or have difficulty logging in, please contact Jon Nakasone at

[email protected]

For the online component you should expect to spend the same amount of time you would spend in a face-to-

face class, which is 4 hours per class session plus 1-2 times that amount again to complete assignments. This does

not mean you‘ll have to spend 4 straight hours online. But it does mean that you should allot that amount of

time during each week to work through the assignments, read the material, respond to online discussion

prompts, and participate in other online activities. The course facilitator will be logged into eCollege, live chat

mode, each week on Thursdays between 5:30 – 9:30 for discussion. You are encouraged to join in each week at

least for a part of that time.

SYLLABUS

http://montessorimethods.weebly.com/

4

CATALOG

DESCRIPTION:

ED 632A Culturally Appropriate Practice and Montessori Methods (3)

Development of order, concentration, coordination, and independence in children from ages two and a half to six.

Includes appropriate models, inclusion of practical living activities, and relationship to other content areas. Research

component is required. Prerequisite: ED 649

MAJOR

COURSE

TOPICS:

1. Guide students as they develop a basic understanding of the rationale and sequence of the practical life

curriculum in a Montessori early childhood environment.

2. Describe, define and provide opportunities for the students to analyze and model the leadership role of an

adult in the practical life area of a Montessori early childhood environment.

3. Provide opportunities, through explanation, demonstration, and modeling, for students to learn to create the

practical life curriculum of the prepared environment, in accordance with Montessori principles of design, with

particular focus on culturally appropriate materials and activities in the practical life area of the early childhood

environment.

4. Provide opportunities to practice strategies for, the implementation and evaluation the practical life area of the

early childhood prepared environment in terms of meeting developmental needs.

5. Share, and show students how to find, current peer-reviewed research articles, particularly in the areas of the

inter-relationships of motor and cognitive development, creation of community and culturally appropriate

practice.

6. Provide guidance to relate all the knowledge to HTSB, NAEYC, and MACTE standards and how adaptation

accommodations can be made to fit the needs of the non-Montessori environment.

STUDENT

LEARNING

OUTCOMES:

Outcomes How will outcome be achieved? (e.g., Assignments, reading, lecture, fieldwork, etc.)

1. HTSB 1, 5, 6, 7; NAEYC 1, 3, 4; MACTE 1d, 2a, 2b

2. HTSB 5, 7; NAEYC 3, 4; MACTE 2d

3. HTSB 5; NAEYC 4; MACTE 2b, 3a, 3b, 3c

4. HTSB 1; NAEYC 1; MACTE 1d

5. HTSB 1; NAEYC 1, 4; MACTE 1b, 2b, 3c

1. Signature Assignment that includes Practical Life rationale demonstrating

knowledge of the scope and sequence of the Practical Life curriculum.

2.Competency presenting Practical Life activity during practice session and

performance.

3. Setting up the Practical Life area.

4. Create and demonstrate a Practical Life Activity and Lesson Plan.

5. Class and on-line discussion

5

ACADEMIC REQUIREMENTS:

Signature

Assignment

1. Lesson plan that include appropriate standards and benchmarks, student learning objectives, content, assessment plan, procedures, and

reflections. This lesson plan also examines how the lesson plan can be adapted to mainstream early childhood environment that includes

developmentally appropriate modifications to meet the needs of diverse and exceptional learners. The student will also create the activity that

is presented in this lesson plan. (10 points)

Practical Life Activity (10 pts)

Make and demonstrate one culturally appropriate practical life activity.

For full points, activity will:

be aesthetically made

have original elements

be appropriate for age

include lesson plan

be clearly and gracefully presented

2. An album that incorporates culturally appropriate practical activities that promote care of the self and the environment. This album also

includes developmentally appropriate art resources. Albums will include the big idea (rationale), lessons, photos, and resources for the teaching

of language arts and art curriculum to young children. Each lessons included in this album will include adaptation and accommodations

described in the rubric as well as appropriate content standards. (50 points)

Practical Life Album (30 points)

Rationale—10 pts.

Lessons /Photos—15 pts.

Resources—5 pts.

Art Resource Album (20 points)

Rationale—10 pts

Lessons/ Samples –6 pts.

Resources—4 pts.

Other

Assignments

1. Attendance and Participation (10 Points)

2. Performance Practice (10 Points)

3. Reflections (10 Points)

4. Discussions Online (10 Points)

PROGRAM

OUTCOMES:

The major focus of this class is on the program outcomes of: Planning, Teaching, Assessing, Reflecting, and

Adapting.

6

Grading Scale

Rubric for

Evaluation

A 90-100 points

B 80-90 points. Below 79 must retake class

Attendance and Participation (10 points)

attend all face-to-face and synchronous sessions.

actively participates in session discussions and practice

Performance Practice (10 points)

For full points, performance will:

name activity / placement on shelf

identify appropriate age range

give accurate presentation

Reflections on Readings (10 points)

Prepare a 4-5 page reflection paper on discussion topics: Practical Observation;

Movement; Order and Silence.

For full points the reflection will:

be written in Standard American English

be written in correct APA Style including correct referencing and formatting

include connections to personal experience

compare Montessori‘s writings to Developmentally Appropriate Practice

Discussions Online (10 points)

You will post your thoughts on discussion questions to two topics. One related to

sensorial and another related to music.

For full points each reflection will:

post discussion posting by due date

respond to at least one other classmate‘s posting by due date

identify direct and indirect aims

identify points of interest and control of error

Signature Assignments (60 points)

Please see LiveText for detailed rubrics.

UNIVERSITY

POLICIES:

Attendance

Students are expected to attend regularly all courses for which they are registered. Students should notify their instructors when illness prevents them from

attending class, and make arrangements to complete missed assignments. Notification may be done by calling the instructor‘s campus extension, or by sending

an email to the instructor. It is the instructor‘s prerogative to modify deadlines of course requirements accordingly. Any student who stops attending a course

without officially withdrawing may receive a failing grade.

Writing Standards

All work submitted by Chaminade University students must meet the following writing standards. Written assignments should:

1. Use correctly the grammar, spelling, punctuation, and sentence structure of Standard Written English.

2. Develop ideas, themes, and main points coherently and concisely.

3. Adopt modes and styles appropriate to their purpose and audience.

4. Be clear, complete, and effective.

5. Carefully analyze and synthesize material and ideas borrowed from sources. In addition, the sources of the borrowed material should be correctly

acknowledged to avoid plagiarism.

Plagiarism - ―Plagiarism is the offering of work of another as one's own. Plagiarism is a serious offense and may include, but is not limited to, the following:

1. Complete or partial copying directly from a published or unpublished source without proper acknowledgment to the author. Minor changes in wording

or syntax are not sufficient to avoid charges of plagiarism. Proper acknowledgment of the source of a text is always mandatory.

2. Paraphrasing the work of another without proper author acknowledgment.

3. Submitting as one's own original work (however freely given or purchased) the original exam, research paper, manuscript, report, computer file, or other

assignment that has been prepared by another individual.

Please refer to your Student Handbook, General Catalog, and the Education Division Policy Manual for other important institutional and academic policies

including more detailed information regarding Plagiarism, Classroom department, Freedom of Expression, Add/Drop, Disabilities, and others.

CLASS HANDOUTS

G o a l s a n d O b j e c t i v e s f o r M o n t e s s o r i L e a r n i n g 9

F u n d a m e n t a l B e l i e f s a n d V a l u e s a s M o n t e s s o r i E d u c a t o r s 1 3

T h e S i x C o m p o n e n t s o f t h e M o n t e s s o r i E n v i r o n m e n t 1 5

W h a t i s M o n t e s s o r i ? 1 7

T w e n t y B e s t P r a c t i c e s o f a n A u t h e n t i c M o n t e s s o r i S c h o o l 2 0

1 0 0 W a y s t o s a y ― V e r y G o o d ! ‖ 2 6

C h i l d P r o g r e s s L i s t s 2 8

L a n g u a g e o f E n c o u r a g e m e n t 3 1

T h r e e P e r i o d L e s s o n 3 2

W a l k i n g o n t h e L i n e 3 6

T h e S i l e n c e L e s s o n 3 8

CHAPTER CONTENTS 37

1. R a t i o n a l e 3 9

2. G r a c e a n d C o u r t e s y 4 4

3. C o n t r o l o f M o v e m e n t 4 6

4. C a r e o f t h e E n v i r o n m e n t 9 8

5. C a r e o f S e l f 1 3 2

9

A. Montessori Objectives

1. To assist the child as he constructs his personhood in all dimensions

2. To assist the child in becoming an effective and involved member of the human community

B. Goals for Activity Areas in a Montessori Classroom

PRACTICAL LIFE

To assist the child in the development of:

Emerging mental faculties; i.e. The ability to attend, to, organize, and pursue a task to completion

Gross and fine motor control and eye-hand coordination

Independence in care of self, and choice of activities and behaviors

Positive socio-behavioral skills and an attitude of respect for persons, things and the environment

SENSORIAL MATERIALS

To bring to the child‘s consciousness the functions of his senses and their role in his exploration of

the environment

To refine sensory acuity and perceptual skills

To assist the child in developing mental strategies such as observation, comparison,

discrimination, seriating, association, generalization

To serve as indirect preparation for subsequent mathematical activities

To prepare and develop the child‘s physical and mental faculties for independent learning in all

other areas of the environment

To develop comparative skills as used to distinguish qualities or characteristics of things

To develop skills for analyzing properties of objects

GOALS AND OBJECTIVES FOR MONTESSORI LEARNING

10

MATHEMATICS

To allow the child to comprehend through several senses sequentially arranged mathematical

concepts by manipulating concrete materials

To let the child unconsciously experience the orderly relationships in quantities through the

manipulation of materials

To prepare the child to consciously learn subsequent experiences in mathematics

To develop the ability to group by similarities and differences and to manipulate those groups

To develop abilities to separate parts in a group such as parts of human, plant, and animal families

or the environment

To develop abilities to recognize the passage of time in terms of before and after

To develop abilities to distinguish spatial relationships as in top/bottom, inside/outside/, on/under

To develop the ability to grasp the concept of numeral to number and number order 1st, 2nd,

3rd, etc

To develop abilities to distinguish. symbol representations to denote objects in a group


11

LANGUAGE

To assist the child in building a rich vocabulary based on meaningful concepts related to his

world and on attaching meaning to his perceptual and sensorial experiences

To assist the child in the development of his ability to communicate with his world in a mutual

exchange

To give the child the foundations for the expression and reception of language through the

sounds and symbols of his language

To allow the child opportunities for exploring language as he is ready, through listening, writing,

reading and speaking experiences

To expose the child to the beauty of his language through poetry, stories and dramatization

To develop abilities to reason and thus solve problems by comprehending and then initiating

steps of acknowledged cause and effect

To develop abilities to pretend, imagine, dramatize or role play; to allow for free creative

expression


12

COSMIC AREA

To expose the child to the richness of the world through an exploration of its basic concepts and

order as experienced and observed in plants, animals, minerals, objects and peoples of the world

To develop in the child an awareness, appreciation, and respect for the peoples of the world and

their diverse life-styles

To assist the child in developing an aesthetic appreciation of his world and to acquire the mental

and physical skills to creatively express his experiences

To develop in the child an awareness and respect for the ecology of the world

To develop abilities to discern the difference between actual and apparent change,

To give children the opportunity to experiment with concepts such as transformation, alteration,

cause and effect

To develop children‘s capacity to nurture and care for the earth and its living creatures


13

Children learn best through

Purposeful movement

Self-chosen activity

Activities that fulfill the needs of a particular sensitive period

Repetition and concentration

Experiencing order and/or organization

Teachers must remember to

Follow the child‘s interest

Observe the child‘s movement and the coordination necessary to complete a task

Analyze the sequence of steps involved in a task and give only the necessary help a child needs

Never substitute their own activity for a child‘s

Ways for teachers to give direct help

Organize objects (simplify)

Matching

Seriating

Organize space

Provide boundaries

Rugs/mats

Containers

Taped lines

Placement of furnishings

Gesture

Touch

Guiding a child‘s hands or body

Modeling worthy of imitation

Reciprocal interaction

FUNDAMENTAL BELIEFS AND VALUES AS MONTESSORI EDUCATORS

14

Whenever real learning has taken place there will be a distinct and observable change in the learner‘s

behavior

Learning is an active process. Children learn most easily through repeated exposure, consistent role

modeling from others around them and from repeated opportunities to apply and practice. They learn by

doing, not simply by seeing or listening to others

Education should begin with the learner and extend outward. It should be linked step by step with the

present reality of her experience.

Most children under the age of 12, and many adults for that matter, -have difficulty grasping abstract

concepts. It is essential that the prepared classroom environment make wide use of carefully designed

and presented ‗concrete‘ models and experiences developed specifically to help children understand the

principle or concept of the lesson.

As infants and toddlers most children learn following the scientific discovery method. They touch, taste,

smell, manipulate and investigate everything around them. They ask endless questions. They are

spontaneously motivated and curious. Good education builds upon this fact of childhood, and works to

keep the spark of intellect and self-confidence alive.


15

Children need to develop sensitive reality testing skills; observation, a sense of order, and an awareness of

logical cause and effect. They must learn to trust their mind‘s ability to think logically and to solve

problems on their own.

Children learn in different ways at different paces. No single approach can possibly meet the needs of all

learners. Therefore an effective school must remain highly flexible and be prepared to individualize and

adapt education to the learner.

In today‘s world, frantic social change makes it hard to understand and creatively adapt to our

environment. Because we cannot predict the skills needed tomorrow, the single most socially important

thing to teach our children is how to remain open to change, constantly ready and willing to learn new

things and mastering new technologies.

Whenever possible, the teacher should state in advance learning objectives in clear terms

Whenever possible, evaluation and reports of learning progress should be specific and information-laden

expressed to the family and learner in terms of the pre-established learning objectives

According to Dr. Montessori, every child has within him the person he or she will become and capable of

developing his or her own unique personality


16

―THERE ARE SIX BASIC COMPONENTS IN THE MONTESSORI CLASSROOM ENVIRONMENT. THEY DEAL

WITH THE CONCEPTS OF

1. FREEDOM

2. STRUCTURE AND ORDER

3. REALITY AND NATURE

4. BEAUTY AND ATMOSPHERE

5. THE MONTESSORI MATERIALS

6. DEVELOPMENT OF COMMUNITY LIFE.‖

Maria Montessori. The Montessori Method (1912) -

THE SIX COMPONENTS OF THE MONTESSORI ENVIRONMENT

17

Many parents are drawn to Montessori education as they have heard that academically, it is

the most effective method of instruction. Others [are] attracted by the child-centered environment. Some

like the structured materials, while others appreciate the freedom the children are given. I was first

attracted by the respect and dignity with which Montessori dealt with the child. Another teacher at the

Academy was drawn by the philosophy of auto education (the child as his own teacher.) All of these

elements are accurate descriptions of Montessori, but alone none of them is Montessori, which is like the

elephant of the Buddhist parable…very big. We, the parents and teachers are like the blind but wise

men. We have the choice of accepting our first impressions of Montessori, or going further and

experiencing the whole philosophy. Last week our school hosted an IMP meeting at which we spoke

rather militantly. We said that children are born brilliant and that our job is to watch in wonder as they

flourish. We said that by exposing children to this philosophy of education we could change the human

condition. We said that Montessori is more than just education…it is a way of living in harmony and respect

of nature, others and of oneself. Some of our parents opened their minds to the ―big‖ picture we tried to

paint. Others can only see that small part of it that is easy for them.

The things that Montessorians believe are not new concepts. Since time began, wise men

have tried to enlighten the people of the world. The message has not been lost. Freedom still reigns in

many countries[, no] longer most countries, but many. The people of this country are still free to make their

own choices[, at] least. adults are, Maria Montessori‘s goal was not to teach children to read at age four,

but rather to help us see that children can read at age four and that they can live in freedom. Her goal was

to improve the world condition. She was a social reformer and her followers must remain so, or the

philosophy is lost.

What Is Montessori Educaton?

by Carmen E. Adams

―A rajah once gathered together twelve blind but wise men. They were eachcommanded to feel a different part of an elephant. When asked to tell what theyfelt, each described the elephant in a different way. The one who had touchedthe ear said the elephant was like a basket. The one who had touched the tailsaid the elephant was like a reed. The one who touched a leg said the elephantwas like a strong column. Hearing the answers each was amazed at the othersinability to ―see‖ the truth.‖ Buddha

18

Dr. Montessori told us these things and so much more in a way that only she could state a

message. She told us that after fifty-three years of research her answers were simple and plain. The human

child is on a journey, a trek. He has within him a plan of action so vital and so clear that it leads him from

that moment of birth at which he is a small, fragile infant incapable of speech or movement beyond feeble

grasping and sucking, into the most intelligent and powerful force to walk this earth. Powerful, you

question? Many say that man alone has no power. We tend to think of governments and large

corporations as powerful. Money wields power, we believe. The atom bomb has come to be referred to as

―the ultimate power‖. Well, governments are established by men [; corporations] are the work of people

like you and me. Money is made in mints by human hands and bombs don‘t grow on trees. They are

manufactured in factories. It takes people to make them kill. The growing sense of powerlessness that we

see and feel in our society is a direct result of a lack of Montessori philosophy. It is a direct result of the

belief that man is no more than a ―clean slate‖ ready to be written upon. This belief was planted in our

society like a seed of dissension. And doesn‘t everyone feel it their duty and obligation to write on that

slate? Parents, teachers, employers, politicians, husbands, wives. The list is endless. Mold the clay, create

the man. When all the while we missed her message, ―The man grows from within.‖ He is on a mission,

and that mission is to externalize all that lies hidden in the human essence.

Creativity, human potential, these are the tools of that fragile infant. With them he

constructs a man. If one accepts these premises, how does one apply education? Indeed, what need

would there be to educate the human child that Montessori described? What teacher would consider

interfering if he truly believed, as Dr. Montessori did, that the child educates himself? The answer is

shocking to many, beautifully clear to a few, but always a gift to the recipient child. The wise teacher does

not interfere, does not teach. The wise teacher truly believes in the child‘s ability. He believes the message

of Dr. Montessori because as she did, he has watched the child and he has seen that it [is]so. I have been

re-reading an old book, How Children Fail, by John Holt. Allow me to quote a wise teacher… ―We don‘t

have to make human beings smart. They are born smart. All we have to do is stop doing the things that

make them stupid.‖

What Is Montessori?

by Carmen E. Adams

19

What are the things that make children stupid? Forgive me, please, but say it I must…sitting at

desks, staring at chalkboards and memorizing times tables are among the top ten. Following in the list are

prohibiting freedom of movement, prohibiting speech, prohibiting freedom to choose one‘s own work and

finish that work at one‘s leisure in a non-competitive atmosphere of love. And perhaps the greatest insult to

the human intellect is that when the work is finally finished, the teacher has the nerve to grade it. Who would

dare to judge the work of another? All of this is counterproductive to the development of the human intellect.

To add insult to injury, many teachers are now judging behavior as well. Rather than a grade, children are

given happy-grams and other such external rewards, for acting human? What is given out for non-human

behavior? At its worst non-human behavior brings on a non-human punishment of the physical variety.

Other punishments are more subtle and deal more specifically with self-esteem, such as ―standing out‖.

Sometimes a whole class ―stands out‖ for the faults of one or two. Not only do these methods inhibit creativity

and breed stupidity, they also perpetuate that sense of powerlessness I mentioned a moment ago.

How does all of this stack up to a Montessori approach? If we don‘t teach, what do we do?

We offer the world. We bring all the facts of life to the feet of our students in concrete, tangible and realistic

clarity. We order and prepare the classroom. We make careful observations (never judgments) of the work of

each child[;] we assist when needed and only when needed. We support them in their mission. We are their

co-workers. We expose the student to his world and then we wait and watch. What we are privileged to

witness is no less than a miracle, the creation of the man within the child[, just] as once the infant developed

from the germinal seed, observed only by a privileged few scientists. Working with the child, we now observe

the development of the man from the child. Would the genetic scientist dare to interfere in the process he

studies? Would he attempt to ―tech‖ these cells to become a child? Could he in any way grade or judge this

natural process? No, he only watches and with precision, records his observations. His aim [is] to learn of

nature‘s inherent plan.[, just] as we, who are privileged scientists of education, watch in wonder and reverence

as these children fulfill their own destinies, their own dreams.. I would like to share another quote in closing.

Norman Cousins said,

What Is Montessori?

By Carmen E. Adams

―The tragedy of life is not death, it is what we allow to die within us while we live.‖ The

human child is inherently great. Intelligence, creativity, freedom, these are at stake. The

price is too great. Let us heed the message.

20

The Montessori Learning Environment is:

1. Child-Centered : The focus of activity in the Montessori setting is on children learning, not on teachers

teaching. Generally a student will work individually or in small, self-selected groups. There will be very few

whole group lessons

2. . Responsive and Prepared : The environment is designed to meet the developmental needs, interests, and

abilities, of the children in the class. The educators design and adapt the environment with each

community of children in mind, immediately modifying the selection of educational materials available, the

physical layout, and the tone of the class to best fit the ever changing needs of the children

3. Focused on Individual Progress and Development: Within a Montessori environment, children progress at

their own pace, moving on to the next step in each area of learning as they are each ready to do so. While

the child lives within a larger community of children, each student is viewed as a universe of one

4. Conducive to Active Learning: In Montessori learning environments, children not only select their own

work from the choices presented to them, but also continue to work with tasks, returning to continue their

work over many weeks or months, until finally the work is so easy for them that they can demonstrate it to

younger children. This is one of many ways that Montessori educators use to confirm that students have

reached mastery of each skill.

The Montessori Learning Activities are:

5. Hands On : In a Montessori learning environment, students rarely learn from texts or workbooks. In all

cases, direct personal hands-on contact with either real things under study or with concrete learning

materials that bring abstract concepts to life that allow children to learn with much deeper understanding.

Twenty Best Practices of an Authentic Montessori School

© 2006 The Montessori Foundation

21

The Montessori Learning Activities encourage:

6. Spontaneaety: It is natural for children to talk, move, touch things, and explore the world around them.

Any true Montessori environment encourages children to move about freely, within reasonable limits of

appropriate behavior. Much of the time, the children select work that has been presented to them

individually and that captures their interest and attention; however, the Montessori educator also strives to

draw their attention and capture their interest with new challenges and areas of inquiry. Within this

atmosphere of spontaneous activity, students do eventually master the basic skills of their culture, even if

initially they prefer to avoid them.

7. Self-motivation: One of Montessori‘s key concepts is the idea that children are driven by their desire to

become independent and competent beings in the world, to learn new things and master new skills. For

this reason, outside rewards to create external motivation are both unnecessary and potentially can lead to

passive adults who are dependent on others for everything from their self-image to permission to follow

their dreams. In the process of making independent choices and exploring concepts largely on their own,

Montessori children construct their own sense of individual identity and personal judgment of right and

wrong.

8. Autonomy: Within Limits: Montessori children enjoy considerable freedom of movement and choice,

however, their freedom always exists within carefully defined limits on the range of their behavior. They are

free to do anything appropriate to the ground rules of the community, but redirected promptly and firmly if

they cross over the line.

9. Self-disciplined Learning: In Montessori programs, children do not work for grades or external rewards, nor

do they simply complete assignments given them by their Montessori educators. Children learn because

they are interested in things, and because all children share a desire to become competent and

independent human beings.



22

The Montessori Learning Communities are:

10. Mixed age groups: Montessori learning environments gather together children of two, three, or more

age levels into a family group. Children remain together for several years, with the fully developed

students moving on to the next age grouping when they demonstrate readiness to do so

11. A Family-like Setting: Montessori learning environments are communities of children and adults. As

children grow older and more capable, they assume a greater role in helping to care for the environment

and meet the needs of younger children in the class. The focus is less on the educators and more on the

entire community of children and adults, much like one finds in a real family

12. Cooperative and Collaborative: Rather than competing, Montessori children are to treat one another with

kindness and respect. Insulting and shunning behaviors therefore tend to be rare. Instead, one normally

finds children who have a great fondness for one another, and who are free from needless interpersonal

competition for attention and prestige. Because children learn at their own pace, Montessori educators

refrain from comparing students against one another



23

Awakening and Nurturing the Human Spirit

13. The Child As A Spiritual Being: Montessori saw children as far more than simply scholars. In her view, each

child is a full and complete human being, the mother or father of the adult man or woman he or she will

become. Even when very young, the child shares with the rest of humanity personal hopes, dreams, and

fears, emotions, and longing. From Montessori's perspective, this goes beyond mental health to the very

core of one‘s inner spiritual life. Montessori educators consciously design social communities and

educational experiences that cultivate the child's sense of independence, self-respect, love of peace, and

passion for self-chosen work done well.

14. Universal Values: Montessori educators deliberately develop in children not only appropriate patterns of

polite behavior, but seek to instill basic universal values within the core of the child's personality. These

values include self-respect, acceptance of the uniqueness and dignity of each person one meet, kindness,

peacefulness, compassion, empathy, honor, individual responsibility, and courage to speak from one‘s

heart.

15. Global Understanding: All Montessori schools are to a large degree international schools. They not only

tend to attract a diverse student body representing many ethnic backgrounds, religions, and national

backgrounds, but they actively celebrate its diversity. The curriculum is international in its heritage and

focus, and consciously seeks to promote a global perspective.

16. Service to Others: Montessori's spiritual perspective leads Montessori schools to consciously organize

programs of community service ranging from daily contributions to others within the class or school

setting, to community outreach programs that allow children and adults to make a difference in the lives

of others. The fundamental idea is one of stewardship.



24

The Montessori Educator is:

17. Authoritative: The Montessori educator is firm at the edges and empathetic at the center. The Montessori

educator is never punitive but is the kind of adult who responds empathetically to children's feelings,

while setting clear and consistent limits

18. Observant: The Montessori educator is an observer of children‘s learning and behavior. These careful

observations are recorded and used to infer where each student is in terms of his or her development,

and leads the Montessori educator to know when to intervene in the child‘s learning with allowing more

practice time, making a presentation of a new lesson, a fresh challenge, or reinforcing basic ground-

rules

19. An Educational Resource: Montessori educators facilitate the learning process by serving as a resource or

caring mentor to whom the children can turn as they pull together information, impressions, and

experiences

20. A Role Model: Like all great educators, the Montessorian deliberately models the behaviors and attitudes

that he or she is working to instill in the children. Because of Montessori's emphasis on character

development, the Montessori educator normally is personally attractive, exceptionally calm, kind, warm,

and is always polite to each child



25

Summation

The Montessori educator recognizes that his or her role is not so much to teach as to inspire, mentor, and

facilitate the learning process. The real work of learning belongs to the individual child. Because of this, the

Montessori educator remains conscious of his or her role in helping each child to fulfill his or her potential

as a human being and therefore knows that the primary educational responsibility is one of creating an

environment for learning within which children will feel safe, cherished, and empowered.

Montessori educators are trained to identify the best response to the changing interests and needs of each

child as a unique individual learner. Because they truly accept that children learn in many different ways

and at their own pace, Montessori educators understand that they must ―follow the child‖, adjusting their

strategies and timetable to fit the development of each individual child.

Montessori educators organize appropriate social settings and academic programs for children at their own

level of development. They do this to a large degree through the design of the learning environment,

selection and organization of learning activities, and structure of the day. Montessori educators are filled

with hope in the development of each child‘s full human potential as a person of learning and virtue.



26

1. You're on the right track now!

2. You've got it made.

3. Super!

4. That's right!

5. That's good.

6. You're really working hard today.

7. You are very good at that.

8. That's coming along nicely.

9. Good work!

10. I'm happy to see you working like that.

11. That's much, much better!

12. Exactly right.

13. I'm proud of the way you worked today.

14. You're doing that much better today.

15. You've just about got it.

16. That's the best you've ever done.

17. You're doing a good job.

18. That's it!

19. Now you've figured it out.

20. That's quite an improvement.

21. Great!

22. I knew you could do it.

23. Congratulations!

24. Not bad.

25. Keep working on it. You're improving.

26. Now you have it!

27. You are learning fast.

28. Good for you!

29. Couldn't have done it better myself.

30. Aren't you proud of yourself?

31. One more time and you'll have it.

32. You really make my job fun.

33. That's the right way to do it.

34. You're getting better every day.

35. You did it that time!

36. That's not half bad.

37. Nice going.

38. You haven't missed a thing!

39. Wow!

40. That's the way!

41. Keep up the good work.

42. Terrific!

43. Nothing can stop you now.

44. That's the way to do it.

45. Sensational!

46. You've got your brain in gear today.

47. That's better.

48. That was first class work.

49. Excellent!

50. That's the best ever.

100 Ways to Say 'Very Good'

by Arzella Dirksen

Start off the new year on the right foot. Choose -- and use -- one of these 99+ ways to say "Very Good" to your

students.

27

51. You've just about mastered it.

52. Perfect!

53. That's better than ever.

54. Much better!

55. Wonderful!

56. You must have been practicing.

57. You did that very well.

58. Fine!

59. Nice going.

60. You're really going to town.

61. Outstanding!

62. Fantastic!

63. Tremendous!

64. That's how to handle that.

65. Now that's what I call a fine job.

66. That's great.

67. Right on!

68. You're really improving.

69. You're doing beautifully!

70. Superb!

71. Good remembering.

72. You've got that down pat.

73. You certainly did well today.

74. Keep it up!

75. Congratulations. You got it right!

76. You did a lot of work today.

77. Well, look at you go.

78. That's it.

79. I'm very proud of you.

80. Marvelous!

81. I like that.

82. Way to go!

83. Now you have the hang of it.

84. You're doing fine!

85. Good thinking.

86. You are really learning a lot.

87. Good going.

88. I've never seen anyone do it better.

89. Keep on trying.

90. You outdid yourself today!

91. Good for you!

92. I think you've got it now.

93. That's a good (boy/girl).

94. Good job, (person's name).

95. You figured that out fast.

96. You remembered!

97. That's really nice.

98. That kind of work makes me happy.

99. It's such a pleasure to teach when you work like that.

100. I think you're doing the right thing.

100 Ways to Say 'Very Good‘

by Arzella Dirksen

Permission to reprint this article was provided by CareerLab.

Education World® Copyright © 2003 Education World Originally published 10/22/2001 as 99 Ways to Say Very Good

updated 12/07/2004 Michael's Collection of Montessori Books . Revised 08/20/21010 by Alex Zarella

28

Child Progress List 1

29


30


31

Phrases That Demonstrate Acceptance

1. I like the way you handled that

2. I like the way you tackle a problem

3. I‘m glad you enjoy learning

4. I‘m glad you‘re pleased with it

5. Since you‘re not satisfied, what do you think you can do

so that you‘ll be pleased with it?

6. It looks as if you enjoyed that

7. How do you feel about it?

8. Everybody makes mistakes. Mistakes are unplanned

learning experiences

Phrases That Show Confidence

1. Knowing you, I‘m sure you‘ll do fine

2. You‘ll make it

3. I have confidence in your judgement

4. That‘s a rough one, but I‘m sure you‘ll work it out

5. You‘ll figure it out

6. I have faith in you

Phrases That Focus on Contributions, Assets, and

Appreciation

1. Thanks, that helped me a lot

2. It was thoughtful of you to ______________

3. Thanks, I really appreciate _______________because it

makes my job much easier

4. I need your help with ___________________

5. You are skillful at ______________________, would you

do that for the family please?

6. To a family group: I really enjoyed today, Thank you.

Phrases That Recognize Effort and Improvement

1. It looks as if you really worked hard on that

2. It looks as if you spent a lot of time thinking that

through

3. I see that you‘re moving along

4. Look at the progress you‘ve made! (Be specific, tell

how)

5. You‘re improving in ____________________. (Be specific)

6. You may not feel as if you‘ve reached your goal, but

look how fare you‘ve come!

7. We learn by trying

The Language of Encouragement

32

The Three-Period Lesson

A general definition: A three-period lesson is a way

of teaching nomenclature or a new concept to children using

three stages that gradually increase in difficulty. It is not used with

math material except to teach the names of numbers (both

quantity and numerals). The three-period lesson is most

commonly used in preschool (ages three to six) but may be

occasionally used in elementary (ages six through nine).

Some preliminaries to keep in mind:

1. Make sure the work is complete before bringing it to the rug

2. Make sure you are familiar with the vocabulary words

involved

3. Make sure you are presenting to a child who is ready for the

work

4. Choose a place and time that is free of distractions

5. Bring the work to the rug and set out the map/nomenclature

cards/sandpaper numbers or letters that you‘d like to work

with. For a young child, three or four new items at a time may

be enough. Better to do too few at first than too many.

The three-period lesson is a fundamental approach

to introducing a new concept to children. It is used to move the

child from basic understanding to mastery. This discussion, uses

the largest and smallest cubes of the Pink Tower material while

teaching the terms big and small.

Period 1: Introduction (This is…)

During the first period, it is important to always isolate the desired

nomenclature. Pick up the biggest cube. Say to the child ―This is

big. Big.‖ Set it down and move it out of the way. Pick up the

smallest cube and say to the child ―This is small. Small‖. It is always

good to repeat the words several times while pointing to the

appropriate item or card. Letting the child handle the Montessori

materials is also a good idea. There is no need to rush; there is

beauty in the calm serenity of the lesson.

Period 2: Association/Recognition (Show me…)

The second period is often a separate lesson, done after the first

period lesson. Its purpose is to extend the handling and action

presented in the first lesson. It is not a time to ask the students to

verbalize the names of the Montessori materials. Unfortunately,

most adults want to rush through this period and prematurely ask

students to verbally identify materials without enough practice.

This is the most critical period and should last the longest. During

the second period the Montessori teacher has the opportunity to

review and reinforce vocabulary as well as see what connections

the child made.

In this lesson, the Montessori teacher calls upon the students to

show the appropriate materials. Place both cubes together on a

mat. Begin with the last item named in period one. Ask the child

to show you the small cube. Repeat small and big several times in

different contexts: ―Point to small. Hand me big. Place small on the

tray. Return big to the shelf.‖ If the child is unable to correctly

identify the correct item, return to the period one lesson, stating

the word and pointing to the correct item.

33

The Three-Period Lesson

Period 3: Recall (What is this…?)

This is the first time the Montessori teacher asks the child to name

the object or idea. The teacher should only move to the third

period when she is sure that the child will succeed. This may come

some time after the second period lesson as mastery often takes

time. Since the ultimate goal is to help the child master the

information for himself, moving to the third period too soon, puts

the teacher into the mode of correcting the child.

Begin by isolating the objects, starting with the last object shown.

Ask the child to name the object. While pointing to the object, say

to the child ―What is this?‖ Continue until child has named all of

the objects. It is important to understand that the knowledge

gained during these lessons becomes the starting point for the

child‘s next quest for knowledge. Every time a child masters a skill

or idea, he or she becomes stronger, more competent and more

independent and wants to learn more.

Resource: © 2005-2009 Montessori for Everyone.

Retrieved from: http://www.blog.montessoriforeveryone.com/montessori-basics-1-the-3-period-lesson.html on June 20, 2009.

34

Waling on the Line

35

Waling on the Line

36

The Silence Lesson

Fine Motor

Grasping

Scooping

Dry pouring

Spooning

Bottles and caps

Nuts and bolts

Screwdriver and

screws

Squeeze a baster

Ratchet and bolts

Pinching with fingers

Pinching into a

narrow necked vase

Pinching clothespins

Pinching with tongs

Pinching with scissor

tweezers

Pinching with

tweezers

Wet pouring

Whisking

Gross Motor

Fetching and

disposing of water

How to carry a

bucket

How to carry a chair

How to carry a tray

How to put on an

apron

The silence game

Unrolling and rolling

a rug

Walking the line

3 . C o n t r o l o f M o v e m e n t1 . R a t i o n a l e

• Social Conventions

• Neatness

• Safety

37

2 . G r a c e a n d C o u r t e s y

5 . C a r e o f S e l f4 . C a r e o f t h e E n v i r o n m e n tCare of Animals

Crumbing

Dishwashing

Dusting

Hammering

Mirror Polishing

Mopping

Plant Watering

Sanding Wood

Scrubbing a shell

Silver Polishing

Squeezing a

sponge

Sweeping

Table scrubbing

Washing clothes

Window washing

Doll washing

Dressing frames

Fabric folds

Food

preparation

Hand washing

Napkin roll

Putting on

pants

Sewing a

button

Sewing card

Table setting

38

39

In her seminal book, The Discovery of the Child (Montessori,1948/2004) Maria

Montessori reveals the rationale behind the practical life training of three to six year

olds to be direct and to the point: Inculcate in the child, a sense of order, balance and

coordination, concentration, and independence through self-directed, aesthetically

presented and carefully devised activities. She thought the inherent beauty and grace in

performing even the most menial of tasks, like buttoning a coat, with full attention and

purpose elevates to nobility the humanity of the child.

Her practical life exercises are broken down to their most basic components and

through simplicity of movement, they guide a child from the most basic to the most

complex of human actions, that of writing, reading and comprehension of abstract thought

with a whole body, mind and spirit methodology. Maria Montessori devised exercises that

allow a child to play with purpose and aim, give the child the freedom to be self-

directed and the means for him to judge whether he accomplished his aims through

standards inherent in the exercises themselves.

She designed each exercise of the Practical Life curriculum to have levels of

difficulty, like from dry to wet pouring. The scope of activities offered start with

those meant to be basic and easily accomplished, but build upon themselves in complexity

and culminate in the child being able to merge several skills into life-skills that will

see her through her adult years. According to Debra Gorman Cagle a Montessori-teacher

educator, it is in the area of food preparation in particular wherein the logical

CHAPTER 1. Rationale For Practical Life Exercises

40

culmination of the Practical Life exercises lies because food preparation integrates all

of the curriculum areas. It is through hand movements such as slicing and chopping,

stirring and mixing, peeling and juicing real foods that the work of concentrating

begins, and what follow are coordination, order, independence, and confidence. She even

ascribes success in academic areas to the discoveries and lifelong learning that food

preparation activities provide (Cagle 2004).

As much as possible, Dr. Montessori gave Practical Life exercises single

purpose within the categories of control of movement, grace and courtesy, and care of

self and the environment, but each exercise considers motor skills development. Although

most kindergarten classrooms brim with fine motor activities, carefully constructed

activities and the teaching methods appear to be important factors in ensuring later

academic success as it pertains to handwriting and manipulating scientific equipment

(Rule, Stewart 2002). In addition, her exercises recognize gross motor skills as part of

cognitive development, for children aged three to six, which demand they are in almost

constant motion and which later scientific studies support (Fischera, 1980, Middleton,

Strick 1999, Diamond 2000). A Washington Post article noted that the psychologist

Lillard, although skeptical of Montessori's ideas, found a strong body of evidence in

developmental psychology that supports Montessori's major conclusions -- among them, that

there is a close relationship between movement and cognition (Mathews 2007).

RATIONALE FOR PRACITCAL LIFE EXCERCISES

41

The exercises capitalize on the fact that young children need to move to add to

the enjoyment of the child in performing the tasks; they engage muscle and mind

interaction in order to allow the child to internalize the very complex lessons the

activities provide. The true beauty of Practical Life exercises is that the real teacher

is the activity, speaking quietly and clearly to the child not only at every level of the

child’s ability for comprehension, but at the precise level of that ability as when a

child learns to carry a bucket of water for instance. While carrying that bucket, not

only is the child exercising coordination and balance by walking holding an object, but

the water swaying in the bucket informs his very being about the relationship between

balance and walking speed, volume and weight, as the distance and the height from his

body at which he chose to carry the bucket informs him about leverage.

The human teacher is there to model and demonstrate lessons that the real

teacher--the specific activity provides in a carefully prepared environment. The teacher

arranges the implements of Practical life exercises thoughtfully from the simplest to the

most complex, top to bottom, left to right along the shelving in the periphery of the

room, and around each activity area (S. Costello, Chaminade University class lecture,

July 2010). The Montessori teacher addresses the intelligence and ability of the child

through the Practical Life activity to which he introduces the child by understanding the

level of development and capability of that individual child before choosing the

activity.


42

Dr. Montessori also explains, in The Discovery of the Child, that the more an

activity requires accurate performance, the more children love them and the more often

children repeat them. The repeated practice further develops the physical control, focus

of attention and perseverance skills needed for a successful adult life. Dr. Montessori

instructed classroom teachers that when they deemed a child ready, to introduce the child

to a particular exercise as simply, directly, and with the fewest words as possible

without directing, or explaining because then the child learns unfettered, joyfully and

freely, without having someone else’s will dictate her learning. Later research supports

Dr. Montessori’s approach:

The development of skills must be induced by the environment, and only the

skills induced most consistently will typically be at the highest level that

the individual is capable of. Unevenness in development is therefore the

rule, not the exception. The level of skills that are strongly induced by the

environment is limited, however, by the highest level of which the person is

capable. As the individual develops, this highest level increases, and so

she can be induced to extend these skills to the new, higher level (Fichera

1980, pg 480)

The teacher embodies Dr. Montessori’s principles, and presents each activity

gracefully and courteously expecting only that the child will perform the whole task to

the best of her ability. The whole task meaning that when finished with the activity


43

itself, whether indoors or out, the child arranges all the materials needed for the

activity back in order on its tray, replaces supplies used with fresh items, and places

the activity tray back on its proper spot on its shelf, ready for the next child. Each

child thus learns to attain and maintain a higher standard of work and to be thoughtful

of the needs and rights of his classmates, which along with the other grace and courtesy

exercises further develop and refine his nobility of character.

References

Cagle, D. G. (2004) Introducing Food Preparation: The Savory Side of Practical Life.

Montessori Life. Summer 2004, p. 44

Diamond, A. (2000) Close interrelation of motor development and cognitive development of

the cerebellum and prefrontal cortex. Child Development 71(1) 44-56

Fichera, K. W. (1980) A theory of cognitive development: The control and construction of

hierarchies of skills. Psychological Review 87(6) 477-531

Mathews, J. (2007, January 2). Montessori, Now 100, Goes Mainstream. The Washington

Post, p. B01

Montessori, M. (2004). The discovery of the child (4th ed.). (Johnstone, M. A. Trans.).

Delhi: Aakar. (Original work published 1948)

Rule, A. C., Stewart, R. A. (2002) Effects of practical life materials on kindergartners’

fine motor skills. Early Childhood Education Journal, 30(1) 9-13


44

2 . L o k o m a i k a i a W a i p a h e

Whether specifically stated or not in each

activity , due to the Hawaiian Language

adaptation, and English vocabulary that are

part of all Practical Life exercises , each

exercise in this book meets all the following

Hawaii Preschool Content and Hawaii

Department of Education Standards:

HPCS DOMAIN III:

COMMUNICATION, LANGUAGE

DEVELOPMENT

DOE CONTENT AREA III:

LANGUAGE ARTS

DOE CONTENT AREA VIII:

WORLD LANGUAGES

C h a p t e r 2 . G r a c e a n d C o u r t e s y

Grace and courtesy are the foundations

for the management of a Montessori classroom; they

provide opportunities for children to exercise

responsibility and consideration of others. When the

adults in the classroom continuously model grace and

courtesy, children learn by observation, and practice by

imitation. Therefore, adults behave, speak and interact

with all others in the same graceful and courteous

manner they require of children. Adults acknowledge

children when they demonstrate grace and courtesy and

intervene supportively when children do not.

Grace and courtesy categories include:

Social Conventions

Greeting every child in the morning and

saying good-bye at the end of the day.

Shaking hands

Giving hugs

Saying hello and good-bye

Standing or sitting quietly when waiting.

Opening and closing the door quietly

Displaying good manners by saying ―please,‖

―thank you,‖ ―you‘re welcome,‖ ―I‘m sorry,‖ excuse me‖

Passing or receiving objects graciously

Showing kindness toward others

•Social Conventions (continued)

Presenting a lei

Giving a card

Walking around the rugs

Granting or refusing someone a turn

Asking for or declining a turn

Asking or giving permission

Neatness

Putting things back to their place

Arranging things appropriately

.Health and Safety

Offering or asking for help

Accepting or rejecting help

Cleaning things thoroughly

Safely.using scissors or other sharp objects

Covering the mouth when coughing or sneezing

Blowing nose into tissue and disposing of tissue into a

trash can

Washing hands.

45

46

3 . H o ’ o m a l u O L a w e n a

Whether specifically stated or not, due to

the direct aims that are part of all Practical

Life exercises , each exercise meet s all the

following Hawaii Preschool Content

Standards:

HPCS DOMAIN I:

PHYSICAL

DEVELOPMENT

HPCS DOMAIN II:

PERSONAL AND

SOCIAL

DEVELOPMENT

HPCS DOMAIN III:

COMMUNICATION,

LANGUAGE

DEVELOPMENT

HPCS DOMAIN IV:

COGNITIVE

DEVELOPMENT

C h a p t e r 3 . C o n t r o l o f M o v e m e n t

Control of movement is the objective

behind the purposeful gross motor and fine

motor activities in a Montessori Classroom Gross

motor refers to large muscle group activity and

fine motor to small, hand muscle activities.

Typical development ushers gross motor

functions prior to fine motor ones..

Generally children are introduced to the

gross motor activities of the classroom on the

first day of school.

Gross motor how to lessons involve movements

that will help prepare the child for future lessons.

Activities include:

Carrying a bucket ........................................ 48

Carrying a chair …………………………………….. 50

Carrying a tray ……………………………………… 52

Fetching and disposing of water …………54

Putting on an apron ………………………………56

The Silence Game …………………………...……. 58

Unrolling and rolling a rug …………..…….. 60

Walking the line ………………………………….... 62

Fine motor movements are very effective in

developing eye-hand coordination and

strengthening the hand muscles to prepare

children for writing. The how to lessons‘

prescribed movements also train the eye to

follow left to right and top to bottom to prepare

for reading.

Activities include:

64 …………………………………….. Bottles and caps

66 ……………………………………………. Dry pouring

68 …………………………………………………. Grasping

70 ………………………………………… Nuts and bolts

72 .................................. Pinching clothespins

74 ….. Pinching into a narrow necked vase

76 …………….………………. Pinching with fingers

78 ................. Pinching with scissor tweezers

80 ………………….…………… Pinching with tongs

82 …………………….…… Pinching with tweezers

84 …………………………………… Ratchet and bolts

86 …………………………………………………. Scooping

88 ………………………… Screwdriver and screws

90 …………………………………………………. Spooning

92 ....................................... Squeezing a baster

94 …………………………….. Wet pouring

96 ………………………………………………… Whisking

47

PAKEKE HO’OLAWE

HAWAIIAN: Pakeke, lawe, pa‘a, hopu, kanai

48

Hawaii DOE Content and Performance Standards

III. c: Standard 6: CONVENTIONS AND SKILLS: Apply knowledge

of verbal and nonverbal language to communicate

effectively in various situations: interpersonal, group,

and public, for a variety of purposes

V. Standard 1: MOVEMENT FORMS: Use motor skills and

movement patterns to perform a variety of physical

activities

VII. c: Standard 5: PARTICIPATION AND CITIZENSHIP-Understand

roles, rights (personal, economic, political), and

responsibilities of American citizens and exercise

them in civic action

VIII. a: Standard 2: INTERPRETIVE: Understand and interpret

written and spoken language on diverse topics from

diverse media

Hawaii Preschool Content Standards

I: Standard 3: Acquire basic self help skills.

I: Standard 4: Increase sensory awareness

I: Standard 5: Develop strength and coordination of small muscles

I: Standard 6: Develop strength and coordination of large muscles

II: Standard 5: Acquire behaviors and skills expected in school.

III: Standard 1: Use language in a variety of ways.

HPCS DOMAIN I: PHYSICAL DEVELOPMENT, DOE CONTENT AREA III: LANGUAGE DEVELOPMENT

HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION

HPCS DOMAIN III: COMMUNICATION, LANGUAGE DEVELOPMENT DOE CONTENT AREA VII: SOCIAL STUDIES

c. Political Science/Civics

DOE CONTENT AREA VIII: WORLD LANGUAGES

a. Communication

HOW TO CARRY A BUCKET

MATERIALS:

Bucket of water

PRESENTATION:

Invite the child.

Bend knees and grasp bucket handle using two hands.

Lift body upright by pushing from the knees and not

your back.

Hold the bucket with two hands and carry it in front of

your body.

Carefully walk on the line holding the bucket.

Return the bucket.

DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIM:

Learning how to carry a bucket.

CONTROL OF ERROR:

The child shall not hit anything with the bucket while

carrying it. Nor spill any water

contained in the bucket or drop the bucket.

POINTS OF INTEREST:

The feeling of the bucket in the hands.

VOCABULARY:

bucket, carry, hold, grasp, handle

AGES: 2 ½ to 3 years

49

LAVE NOHO

50















activities





HAWAIIAN: Noho, lawe

HPCS DOMAIN I: PHYSICAL DEVELOPMENT, DOE CONTENT AREA III: LANGUAGE DEVELOPMENT


HPCS DOMAIN III: COMMUNICATION, LANGUAGE DEVELOPMENT DOE CONTENT AREA VIII: WORLD LANGUAGES

a. Communication

HOW TO CARRY A CHAIR

MATERIALS:

Small Chair

PRESENTATION:

Invite the child.

Walk to the side of the chair and place one hand at the

top of the chair and other hand at the front of the seat.

Pick up the chair and hold it close to the body.

Carefully walk on the line holding the chair.

Return the chair.

DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIM:

Learning how to carry a chair

POINTS OF INTEREST:

The feel of the chair in the hands

CONTROL OF ERROR: T

he child shall not hit anything with the chair while

carrying it.

VOCABULARY:

chair, carry


51

52

PAHALIHALI HO’OLAWEHPCS DOMAIN I: PHYSICAL DEVELOPMENT, DOE CONTENT AREA III: LANGUAGE ARTS c. Oral Communication


HPCS DOMAIN III: COMMUNICATION, LANGUAGE DEVELOPMENT DOE CONTENT AREA VII: SOCIAL STUDIES

c. Political Science/Civics













V Standard 1: MOVEMENT FORMS: Use motor skills and


activities

V: Standard 2: COGNITIVE CONCEPTS: Understand movement

concepts, principles, strategies, and tactics as they

apply to the learning and performance of physical

activities





.HAWAIIAN: Pahalihali, ka‘ili, lawe

CARRYING A TRAY

MATERIALS:

An empty tray

PRESENTATION:

Invite the child.

Walk to the shelf and grab the tray with two hands.

Carry the tray using both hands to the table.

Place tray on the table and pull out the chair and sit

down.

Stand up from the chair, push the chair in.

Grab the tray using both hands from the table.

Carry the tray using both hands back to the shelf.

DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIMS:

Learning how to carry a tray.

Preparation for completing an entire work cycle.

POINTS OF INTEREST:

The feeling of the tray in both hands.

EXTENSIONS:

Carry a tray of materials.

Carry a tray while walking the line

CONTROL OF ERROR:

The child shall not drop the tray.

VOCABULARY:

tray, grab, carry


53

HO’OHALI A H’OLILO O WAIHPCS DOMAIN I: PHYSICAL DEVELOPMENT, HEALTH AND SAFETY DOE CONTENT AREA I: HEALTH

HPCS DOMAIN IV: COGNITIVE DEVELOPMENT b. MATHEMATICS DOE CONTENT AREA IV: MATHEMATICS b. Measurements

c. SCIENCE DOE CONTENT AREA V: PHYSICAL EDUCATION

DOE CONTENT AREA VI: SCIENCE c. Physical, Earth, and Space Sciences


I: Standard 1: Develop health awareness and skills.

I: Standard 2: Learn and follow basic safety rules.




IV. a: Standard 1: Represent fantasy and real-life experiences

through pretend play.

IV. b: Standard 4: Develop and use measurement concepts.

IV. c: Standard 4: Learn about earth and sky. e.g. water


I. Standard 1: CORE CONCEPTS: Understand concepts related to

health-promotion and disease prevention

I. Standard 3: SELF: MANAGEMENT: Practice health: enhancing

behaviors and reduce health risks

IV. b: Standard 4: FLUENCY WITH MEASUREMENT: Understand

attributes, units, and systems of units in

measurement; and develop and use techniques,

tools, and formulas for measuring



activities

VI .c: Standard 6: NATURE OF MATTER AND ENERGY: Understand

the nature of matter and energy, forms of energy

(including waves) and energy transformations, and

their significance in understanding the structure of

the universe

54

HAWAIIAN: Hali, wai ma‘e ma‘e, hakuhaka, pulu malo‘o, pakeke,

kaumaha, piha, ho‘olilo, wai lepo

MATERIALS:

2 large buckets (one for clean water, one for

dirty/used water)

1 small pitcher for fetching water

1 sponge for drying pitcher

a towel

a small shelf or tray for sponge & pitcher

•apron

PRESENTATION:

Invite the child.

Bring the pitcher from a water activity (ie. hand

washing or dishwashing).

Fill water into the pitcher. Say, ―This is where we get

the water.‖

Carry pitcher back to activity. Empty water into activity

pail.

Grasp pail and carry to used water bucket. Say, ―This is

where we put water when we are finished using it.‖

Dry and re-arrange materials.

DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIMS:

Learning to fetch and dispose of water for future

activities

POINTS OF INTEREST:

Pouring and watching the last drop

Movement of fetching water

Hearing the water as it is being poured

CONTROL OF ERROR:

The water should not spill on the floor

VOCABULARY:

Fetch, clean water, empty, wet, dry, pail, heavy, full,

dispose, dirty water.

FETCHING AND DISPOSING OF WATER

AGES: 2 to 5 years

55

KOMO ‘EPANE

56

HPCS DOMAIN I: PHYSICAL DEVELOPMENT, HEALTH AND SAFETY DOE CONTENT AREA I: HEALTH


HPCS DOMAIN III: COMMUNICATION, LANGUAGE DEVELOPMENT










I. Standard 1: CORE CONCEPTS: Understand concepts related to

health-promotion and disease prevention





activities

HAWAIIAN: ‗Epane, kau lole, leki lou a puka lou, lima puka, ho‘opa‘a, wehe, ho‘owehe,

pani

HOW TO PUT ON AN APRON

MATERIALS:

Apron

PRESENTATION:

Invite the child.

Walk to the apron holder and choose an apron.

Lay the apron on the floor with the open end facing

up.

Unfasten the Velcro closure and remove the apron

from the hanger and replace the hanger on the apron

holder.

Place the right arm through the right arm hole, then

the left arm through the left arm hole.

Fasten the Velcro closure or ask a friend to help if

unable to reach the Velcro.

Unfasten the Velcro closure and place onto the hanger.

Hang the apron back onto the apron holder.

DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIMS:

Learning how to put on an apron.

Preparation for future activities that require the use of

an apron.

POINTS OF INTEREST:

The feeling wearing an apron.

CONTROL OF ERROR:

The apron can only be put on one way, if worn

incorrectly, then the child‘s close may get dirty.

VOCABULARY:

apron, hanger, hook & loop tape, arm hole, fasten,

unfasten, open, close


57

HOMAU MEA PA’ANI

58

HPCS DOMAIN I: PHYSICAL DEVELOPMENT, DOE CONTENT AREA III: LANGUAGE ARTS c. Oral Communication


















activities

HAWAIIAN: Hamau, malie, leo

THE SILENCE GAME

MATERIALS:

None needed, children just have to be quiet

PRESENTATION:

Invite the children to play the silence game.

Have the group sit on the floor.

Tell them to make their whole body as quiet as

possible and quiet their breathing, pretend to be a

baby sleeping.

Have them close their eyes and listen to the sounds of

the environment.

Once a child makes a noise, tell the group to open

their eyes.

Ask them what they heard during the game.

DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIMS:

Enhance senses.

Gain awareness of sound in the environment.

Control body movement.

Gain awareness of one‘s body in relation to the

environment.

POINTS OF INTEREST:

The sound of silence.

The sounds we hear while we are silent.

EXTENSIONS:

Call each child‘s name one by one and have them tip-toe

to where you are at.

CONTROL OF ERROR:

Being able to keep entire body as quiet as possible.

VOCABULARY:

silence, quiet, sound


59

KAPEKA A MAKI HO’OMAHOLAHPCS DOMAIN I: PHYSICAL DEVELOPMENT, HEALTH AND SAFETY DOE CONTENT AREA V: PHYSICAL EDUCATION

HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENTDOE CONTENT AREA VII: SOCIAL STUDIES c. Political Science/Civics

DOE CONTENT AREA VIII: WORLD LANGUAGES a. Communication






II. Standard 5: Acquire behaviors and skills expected in school.

.




activities

V. Standard 2: COGNITIVE CONCEPTS: Understand movement



activities







diverse media

60

HAWAIIAN: Kapeka, ho‘omahola, maki, hana haka, malino, aulike, ka‘e

UNROLL AND ROLL A RUG

MATERIALS:

A rolled rug

PRESENTATION:

Invite the child.

Pick up a rolled rug from the rug storage area.

Carry the rug vertically to the work area using two

hands.

Lay the rug on the floor and unroll the rug by pulling

the roll toward you with your fingertips as you slowly

walk backwards.

Slowly and carefully, walk around the perimeter of the

fully unrolled rug, to demonstrate how to walk around

a rug.

Re-roll the rug by pulling the roll toward you with your

fingertips placed at the edges and gently pat the rolled

edges to ensure that the rug is rolled evenly.

Return rug to the storage area.

DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIMS:

Preparation for when they use rug for choosing

activities

Defining one‘s work space

Respecting the work space of others

POINTS OF INTEREST:

See the rug unroll smoothly.

Feel the rug get smaller under your fingers as you

unroll it, larger as you re-roll it.

See the smooth, even ends when it is re-rolled.

CONTROL OF ERROR:

Rug

Floor surface

Teacher demonstration

VARIATIONS: Using rolled tablemats

VOCABULARY: rug, unroll, roll, work space, smooth,

even, edge

AGES: 18 months to 6 years

61

KA’I HELEHPCS DOMAIN I: PHYSICAL DEVELOPMENT, DOE CONTENT AREA IV:MATHEMATICS c. Geometry & Spatial Sense


HPCS DOMAIN IV: COGNITIVE DEVELOPMENT b. Mathematics DOE CONTENT AREA VIII: WORLD LANGUAGES

a. Communication

62





I: Standard 4: Increase sensory awareness.



IV. b: Standard 2: Recognize and create patterns and become aware of

relationships.



IV. c: Standard 8: REPRESENTATIONAL SYSTEMS: Select and use

different representational systems, including

coordinate geometry



activities

V. Standard 2: COGNITIVE CONCEPTS: Understand movement



activities



diverse media

HAWAIIAN: Lalani, kaulike, hele wae wae, po‘o, na maka, na wae wae, na lima

WALKING THE LINE

MATERIALS:

A one-inch wide continuous line on the floor or ground

PRESENTATION:

Invite the child.

Begin walking on the line, keep hands out and head

down for balance, and concentrating on placing heel to

toe.

Invite the child (or several children) to join you.

Encourage children to repeat the activity whenever they

want.

DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIMS:

Perfect walking skill

Inner control and centering

Awareness and control of body parts

POINTS OF INTEREST:

Keeping feet on the line

Balancing

EXTENSIONS:

Keep head down, eyes to your feet, hands at side

Keep head up, eyes straight ahead, hands at side

Let a small or large group walk together and space

themselves

Skip, march, jog, glide, tip-toe

CONTROL OF ERROR: The line

VARIATIONS:

Carry a flag in one hand, in two hands

Carry a cup of water

Carry a bell without letting it ring

Carry a ball in a spoon

Carry a bean-bag on the head, shoulder, back of hand

Carry something dangling from a string

Carry a tray

Walking in rhythm to music

Walking on taped letter or number symbols

VOCABULARY: Line, balance, walk, head, eyes, feet, arms


63

NA ‘OMOLE ME ‘UMOKI

64

HAWAIIAN: Kui,, kohu like, na ‗omole, ‗umoki



I. Standard 2: Learn and follow basic safety rules.

I. Standard 3: Acquire basic self help skills.

I. Standard 4: Increase sensory awareness



IV. b. Standard 1: Learn about number, numerical representation, and simple numerical

operations.

IV. b. Standard 2: Recognize and create patterns and become aware of relationships.

IV. b. Standard 3: Develop concepts of shape and space.

IV. b. Standard 4: Develop and use measurement concepts.

IV. c. Standard 2: Explore physical properties of the world.

HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA I: HEALTH

HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA IV: MATHEMATICS a. Numbers & Opeations

HPCS DOMAIN III: COMMUNICATION, LANGUAGE DEVELOPMENT b. Measurements c. Geometry & Spatial Sense

HPCS DOMAIN IV: COGNITIVE DEVELOPMENT b. MATHEMATICS, c. SCIENCE


I. Standard 3: SELF: MANAGEMENT: Practice health: enhancing behaviors and

reduce health risks

IV. a: Standard 1: NUMBER SENSE: Understand numbers, ways of representing

numbers, relationships among numbers, and number systems

IV. a: Standard 2: OPERATION SENSE: Understand the meaning of operations and how

they relate to each other

IV. b: Standard 4: FLUENCY WITH MEASUREMENT: Understand attributes, units, and

systems of units in measurement; and develop and use techniques, tools,

and formulas for measuring

IV. b: Standard 5: PROPERTIES AND RELATIONSHIPS: Analyze properties of objects and

relationships among the properties

BOTTLES WITH CAPS

MATERIALS:

Tray or basket for bottles

Four to six small bottles with caps

PRESENTATION:

Invite the child.

Place basket on upper left corner of the mat

Take bottles out of the basket one at a time and place

in a row.

Unscrew caps and place them in mixed array below

the bottles.

Point to the first bottle.

Scan the caps and select the matching cap. Slowly

twist cap to the bottle.

Continue until all bottles and caps are matched.

Return materials to the shelf.

DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIM: Strengthening the wrist to prepare the

hand for writing

POINTS OF INTEREST:

Twisting caps

Sizes and shapes of bottles

CONTROL OF ERROR: Matching of the bottles and

caps

VARIATIONS: Use similar bottles used in other activities.

VOCABULARY: Screw, match, bottles, caps

AGES: 2 ½ to 3 ½ years

65

MALO’O HANINI

66

HAWAIIAN: Hanini, name of material being poured, pika wai, kiki, kakai


IV. b: Standard 4: FLUENCY WITH MEASUREMENT: Understand attributes,

units, and systems of units in measurement; and develop and

use techniques, tools, and formulas for measuring

V Standard 1: MOVEMENT FORMS: Use motor skills and movement

patterns to perform a variety of physical activities

V: Standard 2: COGNITIVE CONCEPTS: Understand movement concepts,

principles, strategies, and tactics as they apply to the learning

and performance of physical activities

VI. c: Standard 8: FORCE AND MOTION: Understand the relationship

between force, mass, and motion of objects; and know the

major natural forces: gravitational, electric, and magnetic

HPCS DOMAIN I: PHYSICAL DEVELOPMENT, DOE CONTENT AREA IV: MATHEMATICS b. Measurements


HPCS DOMAIN III: COMMUNICATION, LANGUAGE DEVELOPMENT DOE CONTENT AREA VI: SCIENCE c. Physical, Earth, and

HPCS DOMAIN IV: COGNITIVE DEVELOPMENT a. SYMBOLIC PLAY, b. MATHEMATICS, c. SCIENCES Space Sciences












DRY POURING

MATERIALS:

Tray

Two pitchers (one filled with beans, rice, or beads)

PRESENTATION:

Invite the child.

Get a mat and place it in the table.

Carry the activity to the mat using both hands.

Hold the filled pitcher with both hands, and pour the

contents into the empty pitcher.

Set the pitcher on the tray and repeat pouring so that

the contents are returned to the original pitcher.

Return the activity to the shelf.

DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIM:

Learning to pour

POINTS OF INTEREST:

Hearing and seeing the material being poured.

CONTROL OF ERROR:

Materials spilled on the tray or floor should be minimal.

VARIATIONS:

Use more than one empty container.

Use containers without handles or spouts.

Use small or narrow containers

Have narrow-necked empty containers and use a

funnel.

Vary the pouring material

VOCABULARY:

pour, name of material being poured, pitcher, spout,

handle

AGES: 2 to 3 years

67

HOPUNAHPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA IV: MATHEMATICS a. Numbers & Opeations

HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT b. Measurements

HPCS DOMAIN IV: COGNITIVE DEVELOPMENT b. Mathematics, DOE CONTENT AREA V: PHYSICAL EDUCATION







IV. a: Standard 1: NUMBER SENSE: Understand numbers, ways of

representing numbers, relationships among

numbers, and number systems







activities




activities

68

HAWAIIAN: Name of material being grasped, hopu, piha lima, hakahaka, ho‘ili, pauku

GRASPING

MATERIALS:

Wooden tray with three sectional parts

Grasping materials such as: shells, beans, marbles, or

river rocks

Mat

PRESENTATION:

Invite the child.

Carry tray with both hands and place tray on mat.

Grasp handfuls of the material from the first section

and place them into middle section of tray, until the

first section is empty.

Grasp materials from the middle section to last section.

Reverse the grasping exercise, by transferring the

materials from the last section to the middle and first

sections.

Replace tray on the shelf.

DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIMS:

Preparation for writing (left to right movement)

Strengthening of the hand for writing

POINTS OF INTEREST:

Appearance of the grasping materials used

Sounds heard from transferring the material

EXTENSIONS: Use a tray with five or more sections

CONTROL OF ERROR: Materials falling on the mat or

floor should be minimal.

VOCABULARY: name of grasping material used in

activity, grasp, handful, empty, transfer, section

AGES: 2 to 3 years

69

70

NA MAKINA PINE ME WILI

HAWAIIAN: Na makina pine, wili, kui, kehu like

HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA IV: MATHEMATICS a. Numbers &

HPCS DOMAIN IV: COGNITIVE DEVELOPMENTb. Mathematics, C. Science (DOE cnt’d) Opeations b. Measurements c. Geometry &

Spatial Sense

DOE CONTENT AREA V: PHYSICAL EDUCATION



representing numbers, relationships among numbers, and

number systems

IV. a: Standard 2: OPERATION SENSE: Understand the meaning of

operations and how they relate to each other


attributes, units, and systems of units in measurement; and

develop and use techniques, tools, and formulas for

measuring

IV. b: Standard 5: PROPERTIES AND RELATIONSHIPS: Analyze properties

of objects and relationships among the properties


principles, strategies, and tactics as they apply to the

learning and performance of physical activities






IV. b. Standard 1: Learn about number, numerical representation, and

simple numerical operations.

IV. b. Standard 2: Recognize and create patterns and become aware of

relationships.




NUTS AND BOLTS

MATERIALS:

Tray

Several different sizes of nuts and bolts

PRESENTATION:

Invite the child.

Carry the container of nuts and screws to the table.

Take out one bolt, using thumb and first two fingers,

unscrew the nut.

Place the nut on the top of the mat.

Place the bolt on the bottom of the mat.

Continue as above with remaining nuts and bolts.

Choose a screw and find the matching nut.

Screw the nut on the bolt and place the matching pair

back in the tray. Continue matching all the nuts and

bolts.

Return the tray to the shelf.

DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIM: Strengthening of the wrist to prepare for

writing

POINTS OF INTEREST:

Screwing and seeing the matched pair of nut and bolt.

The feel and weight of the nuts and bolts.

EXTENSIONS: Seriate the nuts and bolts by size.

CONTROL OF ERROR: The nuts and bolts are different

sizes so they have only one perfect match.

VOCABULARY: Nuts, bolts, twist, screw, match


71

‘UPIKI NA PINE KAULA’I

72

HAWAIIAN: Pine kaula‘I, ‗uwi, ‗upiki, ku‘u, hopu

HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA IV: MATHEMATICS b. Measurements d. Patterns, functions,


HPCS DOMAIN IV: COGNITIVE DEVELOPMENT b. MATHEMATICS, c. SCIENCE DOE CONTENT AREA VI: SCIENCE c. Physical,

Earth, and Space Sciences






IV. b. Standard 2: Recognize and create patterns and become aware

of relationships.

IV. c. Standard 5: Have a variety of educational experiences that

involve technology.


IV. b: Standard 5: PROPERTIES AND RELATIONSHIPS: Analyze

properties of objects and relationships among the

properties

IV. d: Standard 9: PATTERNS AND FUNCTIONAL RELATIONSHIPS:

Understand various types of patterns and functional

relationships




concepts, principles, strategies, and tactics as they apply

to the learning and performance of physical activities


between force, mass, and motion of objects; and know

the major natural forces: gravitational, electric, and

magnetic

PINCHING CLOTHESPINS

MATERIALS:

Box with colored tape or dots on each side (inside and

outside)

Plastic tray

8 clothespins (4 colors, 2 pins per color)

PRESENTATION:

Invite the child

Carry activity tray with both hands to the mat.

Take all of the pins from the box one by one and place

them on the tray.

Grasp the end of one clothespin between the thumb

and the forefinger and apply pressure until tips meet.

Holding the clothespin perpendicular to the edge of

the box, slowly bring it down over the edge of the box

on the side that corresponds to the color of that

clothespin and release the pressure.

Do the same with the rest of the clothespins, matching

the colored sides to the colored pins.

One by one, take the clothespins off the box and place

them inside the box

Return activity to the shelf.

DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIMS:

Strengthening the fingers to prepare for writing.

Learning to use clothespins

POINTS OF INTEREST:

The materials itself

The feeling of pinching the clothespins.

Seeing the clothespins clamped on the side of the box.

CONTROL OF ERROR: The colored tape or dot on the

sides of the box should match the color of the clothespin

clipped to it.

VARIATIONS:

Hanging clothes-use colored clothespins to match

colored clothes.

Clamping papers together in packs.

Use different types of clips.

VOCABULARY: clothespin, squeeze, pinch, release,

grasp

AGES: 2 to 3 ½ years

73

‘UPIKI I LOKO LA’IKI PIKA

74

HAWAIIAN: Hua pupu, ‗upiki, pika, ha‘ule, hanini, puka

HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA IV: MATHEMATICS a. Numbers & Opeations


















activities




activities

PINCHING INTO A NARROW NECKED VASE

MATERIALS:

Tray

A small narrow neck vase or jar

A bowl with beads

PRESENTATION:

Invite the child


Place activity with bowl of beads on the left and vase

on the right.

Using the pencil grasp (thumb and two fingers), pick

up one bead and drop it in the vase.

Repeat this process until all the beads have been

transferred to the vase.

Look for any beads that may have fallen on the tray,

and place into the bowl.

Pour beads back into the left bowl.


DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIMS:


Left right sequence for reading.

POINTS OF INTEREST:

The sound of the bead as it falls into the vase.

Placing each bead in the vase.

Pinching the bead with fingers.


CONTROL OF ERROR:

Beads falling out onto the tray or floor should be

minimal.

Size of the vase neck should be big enough for beads

to fall through.

VARIATIONS:

Use different kinds of pinching materials such as seeds

or marbles.

Use different sized vases or jars.

Use tweezers, tongs, or chopsticks instead of fingers

VOCABULARY:

bead, pinch, vase, drop, pour, hole

.

AGES: 2 to 4 years

75

‘UPIKI ME MANAMANALIMA

76

HAWAIIAN: Kini, ‗upiki, puka, wahi
















activities




activities

HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA IV: MATHEMATICS a. Numbers & Opeations



PINCHING WITH FINGERS

MATERIALS:

Tray

A wooden block with holes or bathtub mat with

suction cups

A bowl containing the same number marbles or beads

as for the holes in the block or suction cups.

PRESENTATION:

Invite the child


Place activity with bowl of marbles on the left and

wooden block to the right.

Using the pencil grasp (thumb and two fingers), pick

up one marble or bead from the bowl and place into a

hole going left to right and top to bottom or

counterclockwise, depending on the shape of the

wooden block or bathtub suction cup).

Repeat this process until all the marbles or beads have

been placed in a hole.

Reverse the activity. Using the pencil grasp, pick up

one marble from the wooden block and place into the

bowl (going left to right and top to bottom or

counterclockwise).


DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIMS:

Preparation for other pinching activities such as

tweezing or clothespins.

Strengthening the pincher grasp to prepare for writing.


POINTS OF INTEREST:


Placing each marble or bead in the hole.

Pinching with fingers.

CONTROL OF ERROR:

There is the same number of marbles or beads as there

are holes, so each hole will be filled.

The marble or bead fits perfectly into each hole.

VOCABULARY:

Marble pinch, hole, place


77

‘UPIKI ME NUI ‘UPA LI’I ‘UPA

78

HAWAIIAN: Hua pupu,, nui ‗upa li‘I ‗upa, ‗uwi, omo pola, waiho











of relationships.


involve technology.




properties



relationships









magnetic

PINCHING WITH SCISSOR TWEEZERS

MATERIALS:

Tray

Two bowls

One scissor tweezers

Pinching material- beads

PRESENTATION:

.Invite the child

Carry the activity with both hands to the mat.

Place bowl of beads to the left, and the empty bowl to

the right. Place the scissor tweezers between the

bowls.

Demonstrate how to use the tweezers.

Pinch one bead from the bowl and place in the other

bowl.

Repeat this process until all the beads have been

transferred to the second bowl.



Place the scissor tweezers in between the bowls.


DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIMS:

Learning to use scissor tweezers.

Strengthening the hand to prepare for writing.


POINTS OF INTEREST:

The sound of the bead as it hits the bowl.

Placing each bead in the bowl.

The feeling of squeezing the scissor tweezers.

The material itself.

EXTENSIONS:

Using the scissor tweezers, sort the beads by color.

CONTROL OF ERROR: Beads falling out onto the tray

or floor should be minimal.

VARIATIONS: Use different kinds of pinching materials

such as erasers.

VOCABULARY: bead, scissor tweezers, pinch, tweeze


79

‘UPIKI ME NA ‘UPA

80

HAWAIIAN: Pom pom na popo, hau pa‘a‘ili, pa halihali, hau

pa‘a‘ili pauku, na upa, ‗upiki, ‗uwi, laka











of relationships.


involve technology.




properties



relationships









magnetic

PINCHING WITH TONGS

MATERIALS:

Tray

Ice cube tray

Bowl

Small tongs

Pom-pom balls (number depends on how many

sections in the ice cube tray)

PRESENTATION:

Invite the child


Demonstrate how to use the tongs. Squeeze the

tongs, slide the lock to the top to open. Squeeze the

tongs, slide the lock to the bottom to close or lock in

place.

Pinch one pom pom balls from the bowl and place in

one ice cube section.

Repeat this process filling each ice cube section from

the top row going left to right, then the bottom row

going left to right, until the ice cube tray is filled.

Using the tongs, pinch and replace the pom pom balls

back into the bowl going from left to right and top to

bottom.


DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIMS:

Learning to use tongs.

Strengthening the hand to prepare for writing.

Left-right, top-bottom sequence for reading.

POINTS OF INTEREST:

The material itself.

Placing each pom pom balls in an ice cube section.

The feeling of squeezing the tongs.

CONTROL OF ERROR: There are as many pom- pom

balls as there are ice cube sections.

VARIATIONS:

Use different kinds of pinching materials such as nuts,

seeds, or beads.

Use different kinds of tongs such as wooden tongs or

chopsticks VOCABULARY: pom pom balls, ice cube

tray, ice cube section, tongs, pinch, squeeze, lock

.


81

82

‘UPIKI ME LI’I ‘UPA

HAWAIIAN: Hua pupu,, li‘I ‗upa, ‗uwi, omo pola, waiho











of relationships.


involve technology.




properties



relationships









magnetic

PINCHING WITH TWEEZERS

MATERIALS:

Tray

Rubber suction cup

A bowl containing beads

PRESENTATION:

Invite the child


Place activity with bowl of beads on the left and rubber

suction cup to the right. Tweezers are placed in

between the bowl and rubber suction cup foot.

Using the tweezers, tweeze one bead from the bowl

and place into a suction cup hole (going left to right

and top to bottom).

Repeat this process until all the beads have been placed

into the suction cups.

Reverse the activity. Using the tweezers, tweeze one

bead from the suction cup and place back into the

bowl (going left to right and top to bottom).


DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIMS:

Learning to use tweezers



POINTS OF INTEREST:

The materials itself.

Placing each bead into each suction cup.

Squeezing the tweezers.

CONTROL OF ERROR:

There is the same number of beads as there are suction

cups, so each cup will be filled.

The bead fits perfectly into each hole.

VARIATIONS:

Use chopsticks instead of tweezers.

Use a different shaped suction cup material.

VOCABULARY:

bead, tweeze, squeeze, suction cup, place

AGES: 2 to 3½ years

83

MEA HANA NA MAKINA PINE ME MAKINA PINE

84

HAWAIIAN: Mea hana na makina pine me makina pine, huli, puka, huli ‗uaki, huli ‗uaki ku‘e, ho‘olikelike, ho‘ohemo



HPCS DOMAIN IV: COGNITIVE DEVELOPMENT b. Mathematics c. Science (DOE) b. Measurements c. Geometry & Spatial Sense






IV. b. Standard 1: Learn about number, numerical representation, and simple

numerical operations.


relationships.







IV. a: Standard 2: OPERATION SENSE: Understand the meaning of operations

and how they relate to each other

IV. b: Standard 4: FLUENCY WITH MEASUREMENT: Understand attributes, units,

and systems of units in measurement; and develop and use

techniques, tools, and formulas for measuring

IV. b: Standard 5: PROPERTIES AND RELATIONSHIPS: Analyze properties of

objects and relationships among the properties


principles, strategies, and tactics as they apply to the learning and

performance of physical activities

RATCHET AND BOLTS

MATERIALS:

Tray

Wooden board containing four holes for bolts

Four bolts

Ratchet

PRESENTATION:

Invite the child

Carry activity tray with both hands to the mat

Grab one bolt and place it in the first hole from the left.

Hold the ratchet with thumb facing down towards the

tip.

Place the ratchet tip onto the top of the bolt.

Turn the ratchet clockwise to tighten the bolt.

Do the same with the rest of the bolts.

Reverse the activity. Starting from the left again, loosen

each bolt.

Place the ratchet tip into the groove of the bolt.

Turn the ratchet counterclockwise to loosen the bolt.

Place the bolt back into the dish.

Do the same for the rest of the bolts.

Replace the ratchet into the dish.

Return activity to the shelf and replace mat.

DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIMS:

Learning to use a ratchet.


Left/right order to prepare for reading.

POINTS OF INTEREST:


The feeling of turning the ratchet.

Seeing the bolt tighten and loosen.

CONTROL OF ERROR:

The bolt may not tighten if it is not place properly into

the hole.

There is the same number of bolts for each hole.

VARIATIONS:

Use different sized bolts and ratchets.

VOCABULARY:

ratchet, bolt, turn, hole, clockwise, counterclockwise,

tighten, loosen

AGES: 3 to 4 years

85

HO’OKUPA

86













HAWAIIAN: kupa, plus the names of materials being scooped
















SCOOPING

MATERIALS:

Tray

Scooping material such as: seeds, shells, or beans

2 large bowls

Large scoop

PRESENTATION:

Invite the child

Select activity and bring to table using both hands.

Pick up the scoop and slowly transfer the material to

the empty bowl. Use left to right order.

Reverse the scooping process (scoop right to left).

Return material to the shelf.

DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIMS:

Learning how to scoop

Preparation for writing

POINTS OF INTEREST:

The feel and sound of the materials being transferred

Movement from left to right

CONTROL OF ERROR:

No material should be spilled on the tray or floor.

VOCABULARY:

Scoop, plus the names of materials being scooped

AGES: 2 to 3 1/2 years

87

88

KUIKALA NA KUI

HAWAIIAN: Kui kala, kui, huli, puka, huli ‗uaki, huli ‗uaki ku‘e, ho‘olikelike, ho‘ohemo



HPCS DOMAIN IV: COGNITIVE DEVELOPMENT b. Mathematics c. Science (DOE) b. Measurements c. Geometry & Spatial Sense






IV. b. Standard 1: Learn about number, numerical representation, and simple

numerical operations.


relationships.







IV. a: Standard 2: OPERATION SENSE: Understand the meaning of operations

and how they relate to each other









SCREWDRIVER AND SCREWS

MATERIALS:

Tray

Wooden board containing four holes for screws

Four screws

Small screwdriver

PRESENTATION:

Invite the child

Carry activity tray with both hands to the mat

Grab one screw and place it in the first hole from the

left.

Hold the screwdriver with thumb facing down towards

the tip.

Place the screwdriver tip into the groove of the screw.

Turn the screwdriver clockwise to tighten the screw.

Do the same with the rest of the screws.

Reverse the activity. Starting from the left again, loosen

each screw.

Place the screwdriver tip into the groove of the screw.

Turn the screwdriver counterclockwise to loosen the

screw.

Place the screw back into the dish.

Do the same for the rest of the screws.

Replace the screwdriver into the dish.


DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIMS:

Learning to use a screwdriver.


Left/right order to prepare for reading.

POINTS OF INTEREST:


The feeling of turning the screwdriver.

Seeing the screw tighten and loosen.

CONTROL OF ERROR:

The screw may not tighten if it is not place properly

into the hole.

There is the same number of screws for each hole.

VARIATIONS:

Use different ly sized screws and screwdrivers.

VOCABULARY: screwdriver, screw, turn, hole, clockwise,

counterclockwise, tighten, loosen

AGES: 3 to 4 years

89

HO’OPUNA

90

HAWAIIAN: Puna, hopu, ho‘ili




























SPOONING

MATERIALS:

Tray

Two bowls

Spoon

Objects to spoon such as beads, seeds or nuts

PRESENTATION:

Invite the child


Place bowl of beads to the left, and the empty bowl to

the right. Place the spoon between the bowls.

Grasp the spoon and carefully spoon the beads from

one bowl to the other bowl.

Repeat this process until all beads have been

transferred to the second bowl.



Place spoon in between the bowls.


DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIMS:

Learning how to hold a spoon

Strengthening the hand for writing.

Left to right sequence for reading.

POINTS OF INTEREST:

The sound of the spoon and beads clinking against the

bowl as they are being transferred.

The feeling of holding the spoon.

The material itself

CONTROL OF ERROR:

Beads falling out onto the tray or floor should be

minimal.

VARIATIONS:

Use different types of spoons.

Using different objects to spoon.

VOCABULARY:

Spoon, grasp, transfer


91

HO’O’UWIHO’OMA’U ‘UPI

92

HAWAIIAN: Ho‘oma‘u, omo, ‗uwi, pohaha wai, ea ea











relationships.


IV. b. Standard 4: Develop and use measurement concepts

IV. c. Standard 1 Standard 1. Engage in scientific inquiry.







relationships






VI .c: Standard 6: NATURE OF MATTER AND ENERGY: Understand the

nature of matter and energy, forms of energy (including

waves) and energy transformations, and their significance in

understanding the structure of the universe

SQUEEZING A BASTER

MATERIALS:

Tray

Two containers (one filled with colored water)

Baster

Sponge

PRESENTATION:

Invite the child.

Get the activity and place it on the mat.

Hold the baster bulb with both hands and place the

baster tip into the water.

Squeeze the baster bulb.

With the tip still in the water, release pressure on the

baster bulb.

Lift the baster out of the water and put the tip into the

empty container.

Squeeze the baster until all the water is emptied out,

watching the water fall into the bottom of the

container.

Repeat until all the water has been transferred from the

first container into the second container

Repeat the transferring of the water from the second

container, back into the first container.

Use the sponge to wipe up any spills and dry the empty

bowl.

Return the activity to the shelf.

DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIMS:

Learning to use a baster

Strengthening the hand for writing

POINTS OF INTEREST:

Watching the intake of liquid (colored water enables

child to more easily see movement of water)

Hear the sound of water and air when the water

container is emptied on the last squeeze

Seeing the transfer of liquid

CONTROL OF ERROR:

Water spilled should be minimal.

VARIATIONS:

Use an ice cube tray and/or pitcher as a container.

Use a baby aspirator or eye dropper instead of a baster.

VOCABULARY:

Baster, suck, squeeze, bubbles, air

AGES: 2 to 5 years

93

PULU HANINI

94

HAWAIIAN: Hanini, hopu, pika











relationships.


IV. b. Standard 4: Develop and use measurement concepts

IV. c. Standard 1 Standard 1. Engage in scientific inquiry.







relationships






VI .c: Standard 6: NATURE OF MATTER AND ENERGY: Understand the

nature of matter and energy, forms of energy (including

waves) and energy transformations, and their significance in

understanding the structure of the universe

WET POURING

MATERIALS:

Tray

Two small pitchers (one with water)

Sponge

PRESENTATION:

Invite the child.

Select activity and carry to the mat.

Grasp the pitcher containing the water with two hands.

Pour slowly into empty pitcher. Use index finger (place

just below lip of filled pitcher) to provide support.

Pause and watch the last drop fall.

Pour the water back into the first pitcher.

Wipe tray and pitchers with the sponge if needed.


DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIMS:

Learning to pour liquids

Preparation for future lessons requiring pouring of

liquids

POINTS OF INTEREST:

Sound of the water being poured

Watching the last drop fall

CONTROL OF ERROR:


VARIATIONS:

Use different types of cups, glasses, or pitchers with or

without handles and lips.

Use a funnel

Use colored water

VOCABULARY:

Pour, grasp, pitcher

AGES: 2 to 3 years

95

HO’OPUEHU

96

HAWAIIAN: Pulima, ‗oni, kopa, pohaha wai, lawe

HPCS DOMAIN I: PHYSICAL DEVELOPMENT, DOE CONTENT AREA IV: MATHEMATICS a. Numbers & Opeations b. Measurements

HPCS DOMAIN IV: COGNITIVE DEVELOPMENT a. SYMBOLIC PLAY, b. MATHEMATICS, c. SCIENCE






.



IV. a: Standard 2: OPERATION SENSE: Understand the meaning of

operations and how they relate to each other

IV. a: Standard 3: COMPUTATION STRATEGIES: Use

computational tools and strategies fluently and,

when appropriate, use estimation







properties



activities




activities

WISKING

MATERIALS:

Tray

Sponge

Pail

Large bowl

Liquid soap in container

Apron

Whisk

Pitcher

PRESENTATION:

Invite the child.

Fetch water using the pitcher. Pour slowly into bowl.

Place three drops of liquid soap in water.

Using the whisk, stir using a counterclockwise motion.

Increase the speed of the stirring. Watch as more

bubbles form.

Empty the soapy water into the used water pail.

Dry the tray, bowl and pitcher with the sponge.


DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIMS:

Learning how to use a beater or whisk for advanced

lessons with food preparation

Strengthening the hand for writing

Developing the wrist movement

POINTS OF INTEREST:

Watching the bubbles being formed

Stirring the water with the whisk.

CONTROL OF ERROR:


VOCABULARY:

Wrist, movement, soap, bubbles, fetch


97

98

4 . ‘ A n o o k a n o h o n a m a l a m a

C h a p t e r 4 . C a r e o f t h e E n v i r o n m e n t

Care of the Environment

includes learning to care for domestic animals

and plants in addition to learning how to

perform the tasks adults usually carry out to

maintain or build the physical environment.

Children learn to be independent, gain

confidence and the motivation to clean up

after themselves when they do not have to rely

on adults to complete tasks for them. Activities

such as sanding wood and hammering

provide children the ability to create objects,

such as bird houses, for their environment

Activities include:

100 …………..……Care of Animals

102 …………………….……Crumbing

104 …………………….Dishwashing

106 ……………………………..Dusting

108 ………………………Hammering

110 ………………..Mirror Polishing

112 ………………….………..Mopping

114 …………………Plant Watering

116 ………………...Sanding Wood

118 ……………..Scrubbing a shell

120 ……………….…Silver Polishing

122 ………..Squeezing a sponge

124 ………………………….Sweeping

126 ……………….Table scrubbing

128 ………………Washing clothes

130 …………….Window washing

99

100

MALAMA O NA HOLOHOLONA

HAWAIIAN: Fish: Na I‘a, Birds: Na Manu, chickens: na moa (moa kane: rooster, moa wahine: hen), Turtles: Na honu, Mice, Na ‗Iole,

Guinea Pigs: Na ‗Iole pua‘a

HPCS DOMAIN I: PHYSICAL DEVELOPMENT

HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT


HPCS DOMAIN IV: COGNITIVE DEVELOPMENT a. SYMBOLIC PLAY, b. MATHEMATICS, c. SCIENCE

Hawaii DOE Content and Performance Standards I. Standard 3: SELF: MANAGEMENT: Practice health: enhancing behaviors and

reduce health risks

I. Standard 4: ANALYZING INFLUENCES: Understand the influences of culture,

family, peers, media, technology, and other factors on health




VI .c: Standard 6: NATURE OF MATTER AND ENERGY: Understand the nature of

matter and energy, forms of energy (including waves) and energy

transformations, and their significance in understanding the

structure of the universe

VI. c: Standard 8: FORCE AND MOTION: Understand the relationship between

force, mass, and motion of objects; and know the major natural

forces: gravitational, electric, and magnetic

CARE OF ANIMALS

Always consider children‘s allergies to animals before

bringing animals to the class.

Types of animals:

Fish

Adult‘s responsibility is to clean the fish tank and add

more water.

Children‘s responsibility s to feed.

Keep fish food out of reach from children. Place food

in a small container so children have a measured

amount to pour in the tank.

Cover the fish tank and keep on a higher table.

Birds

Adult‘s responsibility is to clean the cage daily.

Children can feed using a small dish with leveled

amount of food.

Cover cage at nap time.

Turtles

Feed lettuce and papaya.

Watch out for salmonella, always wash hands.

Mice

Nocturnal animals so they sleep most of the day. They

are not ideal pets because children will bother them.

Guinea Pigs

Adult‘s responsibility is to clean cage.

Children can feed and water.

Needs vitamin C everyday.

Lesson:

Day 1: Teacher demonstrates how to pet the animal.

Only teacher gets to pet.

Day 2: Allow children to pet using a flat hand. Let

animal run around.

―If you scream she will be scared. So be very quiet.

I will be the only one to catch her if she runs.‖

Gradually, after you trust the children‘s care, allow

them to take the animal home.

Teach children how to feed with carrots.


101

HO’OHUNA

102

HAWAIIAN: Huna, kupa, pulumi, pulumi, pa ehu












reduce health risks













CRUMBING

MATERIALS:

Bowl with seeds, confetti, or flower petals

Hand sized broom with dustpan

PRESENTATION:

Invite the child.

Scoop material with hand and scatter on table.

Sweep the material into small pile.

Sweep the material into the dustpan

Empty material into the bowl

Return materials to the shelf

DIRECT AIMS:

Order

Coordination

Concentration

Independence

Indirect Aim: Learning how to sweep up crumbs and

clean up messes.

POINTS OF INTEREST:

Sound of the material being swept

Seeing a clean table

CONTROL OF ERROR:

All the materials should be swept up.

VARIATIONS:

Use different materials and different surfaces

VOCABULARY:

Crumb, scoop, sweep, broom, dust pan

AGES: 2 to 3 years

103

PA HOLOI

104

HAWAIIAN: Hua hua,‗anai, wai mala‘e, malo‘o













reduce health risks













DISHWASHING

MATERIALS:

Two basins (one filled with soapy water, one filled with

clean water)

Dishes (preferably dirty ones that were used from snack

or food preparation)

Soap

Dish sponge

Dish rack

Apron

Towel

PRESENTATION:

Invite the child.

Put on the apron.

Place a dish in the soapy water and wipe the dish in

circular motion using the dish sponge.

Rinse the dish in the clean water.

Let the water drip from the dish, watch the last drop,

then place it in the dish rack.

Continue the procedure for all dishes.

Dry the dishes using the towel.

Replace the dry dishes on the shelf.

Remove the apron.

DIRECT AIMS:

1. Order

2. Coordination

3. Concentration

4. Independence

INDIRECT AIM:

Learning how to wash dishes.

POINTS OF INTEREST:

The feel of the soapy water.

Seeing the soap disappear from the dishes after rinsing

them.

Scrubbing the dishes with the sponge.

CONTROL OF ERROR:

The dishes should be clean after they have been washed:

VOCABULARY: lather, scrub, rinse, dry


105

HO’OEHU LEPO

106

HAWAIIAN: Chu lepo lole (dust cloth)












reduce health risks













DUSTING

MATERIALS:

Feather duster

Mat

PRESENTATION:

Invite child to the activity.

Carry duster to shelf to be dusted.

Remove materials from shelf, one shelf at a time, from

left to right, placing the materials in the same order on

the mat.

Dust shelf moving duster in a top to bottom direction.

Check for dust by wiping the shelf with a finger to see

if it is clean.

Replace materials on shelf

Return duster to its place.

DIRECT AIMS:

Order

Coordination

Concentration

Independence

Indirect Aim: Learning how to dust.

POINTS OF INTEREST:

Using a feather duster

Seeing a clean shelf

CONTROL OF ERROR:

There should be no dust on the shelves.

VARIATIONS:

Cloth dusters such as Swiffer‖™VOCABULARY:

Duster, feather, dust, swish

AGES: 2 to 3 years

107

HO’OHAMALE

108

HAWAIIAN: La‘au, hamale, po‘o, ‗uwalu, kui, aniani, panekana, lawe aku, pa‘a












reduce health risks













HAMMERING

MATERIALS: Tray

2 x 4 wood clamped down to a bench

Small hammer

Bowl with 8 nails

Eye goggles

3 x 5 note card

Pencil

PRESENTATION: (To be introduced in steps over a few days)

Lesson 1: Show the parts of the hammer (head and claw).

Show how to carry the hammer (head pointed down and

close to the body).

Show how to hammer safely (keep the claw towards you body

because it is sharp and someone could get hurt. Bend at the

elbows and don‘t move your upper arms, keep it close to your

body). We hold the hammer using two hands on top of each

other.

Give each child a stick or a piece of wood and pretend that it is

a hammer. Demonstrate hammering using the stick or wood.

Put the hammer away.

Lesson 2: Re-demonstrate how we hold the hammer with two hands.

Show how to use the goggles. We put the goggles on

whenever we hammer.

Put the hammer away.

Children can practice with the hammer and sticks.

Lesson 3: Holding the goggles, ask, ―What is this called?‖ And ―what do I

need to do before I hammer?‖

―Here‘s my nail, we used two hands last time, but we need to

hold the nail in one hand.

While holding the nail in one hand, begin to hammer the nail

slowly.

Continue until you‘ve hammered the nail completely into the

wood.

―Here‘s the claw, I will use it to remove the nail.‖ Remove the

nail and place in bowl.

Take off goggles.

Return materials to the tray.

DIRECT AIMS: Order

Coordination

Concentration

Independence

INDIRECT AIMS: Strengthening the hand.

Preparation for future exercises in woodworking.

POINTS OF INTEREST: The materials itself.

Seeing the nail go into the wood.

The sound of hammering.

Removing the nail.

CONTROL OF ERROR:Teacher‘s lesson on safety- children will loose privileges if the

hammer is not used safely.

VOCABULARY: Wood, hammer, head, claw, nail, goggles, safety, remove, hold

VARIATIONS: Use coconut husk instead of a 2 x 4 wood.

Use a 3x5 note card if children are afraid of holding the nail.

Place an ―x‖ on the card. Poke the nail through the middle of

the ―x‖. Place the card on the wood. Hold the edge of the

card while hammering.


109

ANIANI KUHINU

110

HAWAIIAN: Ani ani, pulupulu popo, kuhinu, kuhinu ‗a‘alole, kuai ‗anai













reduce health risks













MIRROR POLISHING

MATERIALS:

Tray

Mirror

Polishing liquid

Container

Cotton ball

Polishing cloth

PRESENTATION:

Invite the child.

Place materials on the table.

Place the mirror in front of the child

Squeeze a small amount of polishing liquid into the

container.

Dip cotton ball gently into the liquid.

Rub the cotton ball on the mirror from left to right, top

to bottom if it is rectangular, or rub in a counter

clockwise motion if the mirror is circular.

Rub until the mirror is covered with the polishing liquid.

Place polishing cloth in thumb and first two fingers and

polish the mirror until the liquid is gone and the mirror

is shiny.

Replace the materials on the tray.

Return the materials on the shelf.

Wash hands to remove any polish left on fingers.

DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIMS:

Learning how to polish.

Preparation for writing.

POINTS OF INTEREST:

Observing the differences between the area with polish

and the area without polish.

Observing the mirror before and after the polishing.

CONTROL OF ERROR:

There should be no polish left on mirror

Looking at self in a clean mirror

VOCABULARY:

Mirror, cotton ball, polish, polish cloth, rub

AGES: 3 to 6 years

111

LA'AU HOLOI PAPAHELE

112

HAWAIIAN: Holoi, wai, pelam ‗uwi













reduce health risks













MOPPING

MATERIALS:

Mop

Pail

PRESENTATION:

Invite the child.

Carry pail to the water source and fill.

Carry pail and mop to the work area.

Place mop in water. Lift. Watch the water drop.

Squeeze the water out of the mop using two hands.

Mop floor in a counterclockwise direction.

Repeat process as needed.

Rinse and squeeze out mop.

Return materials to the shelf

DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIM:

Learning how to use a mop to clean up floors.

POINTS OF INTEREST:

Movement of the mop

Squeezing out of the water

Seeing a clean floor

CONTROL OF ERROR:

Water left on the floor should be minimal

VARIATIONS:

Use ―various types of mops

VOCABULARY:

Mop, water, pail, squeeze

AGES: 3 to 4 years

113

MEA LA’AU HO’OWAI

114

HAWAIIAN: Omo, lepo, wai, hanini, pika wai









reduce health risks
















PLANT WATERING

MATERIALS:

watering pitcher

water

plant

PRESENTATION:

Invite the child.

Fill the watering pitcher with some water.

Carry the watering pitcher in both hands to the plant to

be watered.

Move the leaves aside so the soil is exposed.

Pour water into the soil, say ―Hello plant.‖ That should

be sufficient amount of water as you say those words.

Discard any left over water.

DIRECT AIMS

Order

Coordination

Concentration

Independence

INDIRECT AIM:

Learning how to water a plant.

POINTS OF INTEREST:

Seeing the soil absorb the water.

Pouring the water onto the soil.

Using a watering pitcher

CONTROL OF ERROR:


VOCABULARY: absorb, soil, water, pour, pitcher


115

HO’ONE LA’AU

116

HAWAIIAN: La‘au, pepa kalakala, ku‘ai ‗anai













reduce health risks













SANDING WOOD

MATERIALS:

Tray

2 x 4 wood

Sandpaper

PRESENTATION:

Invite the child

Place wood on the mat.

Hold the sandpaper in one hand and place the other

hand on the wood to stabilize it.

Rub the sandpaper back and forth in a left to right

motion or a counterclockwise, circular motion.

Touch the wood after sanding.

Return the materials back to the tray.

DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIMS:

Strengthening the hand for further exercises including

writing.

Preparation for future exercises in woodworking.

POINTS OF INTEREST:

Feeling the sandpaper.

Feeling the wood.

The act of sanding.

The sound of sanding.

CONTROL OF ERROR:

There is one piece of wood and one piece of sand

paper.

The size of each piece is proportionate to each other.

VARIATIONS:

Use different grades of sandpaper

Use different shapes of wood.

Use a kukui nut.

VOCABULARY:

Wood, sandpaper, rub

AGES: 3 to 5 years

117

HO’O’ANAI PUPU

118

HAWAIIAN: Kuai ‗anai, ‗anai, malo‘o, and the names of the materials: hu‘akai, kopa, palaki ‗anai, pupu













reduce health risks













SCRUBBING A SHELL

MATERIALS:

A large shell

Small cloth for drying

Basin

Bucket

Pitcher

Towel for the table

Scrub brush

Sponge

Soap dish and Soap

Apron

Two trays

PRESENTATION:

Invite the child.

Put on an apron.

Scoop water from the clean water container using the

pitcher and pour into the basin. Fill the water to the

water line.

Place the shell in the basin.

Take the scrub brush and dip it in the water.

Rub the scrub brush over the soap three times in

counter clockwise direction.

Begin to scrub the shell in a circular counterclockwise

motion, using the left hand on the shell to keep it from

falling off the table.

Rinse the brush and let it drip in the basin before

placing it on the tray.

Use the sponge to rinse the shell.

Dry the shell with the towel and return to tray.

Empty the basin water into the bucket.

Empty the bucket water into the dirty water container.

Wipe up any excess water from the table.

Hang up the apron.

DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIMS:

Strengthening the hand for further exercises including

writing.

Preparation to clean other objects.

POINTS OF INTEREST:

Working with an interesting and beautiful shell

Sound of the brush against the shell

CONTROL OF ERROR:

Water or soap on the floor or child.

Soap left on the shell.

VARIATIONS:

Use stones or a large rock

Change the shell

VOCABULARY: rub, scrub, dry, and the names of the

materials: sponge, soap, scrub brush, shell

AGES: 3 to 5 years

119

KALA KE’OKE’O KUHINU

120

HAWAIIAN: Kuhinu, pulupulu popo, kala ke‘oke‘o, kuhinu, a‘a lole, ku‘ai ‗anai, hulali













reduce health risks













SILVER POLISHING

MATERIALS::

Piece of silver to polish

Basket

Silver polish

Cotton ball

Polishing cloth

Mat

PRESENTATION:

Invite the child.

Place materials on the mat.

Squeeze a small amount of silver polish on the cotton

ball.

Gently rub the cotton ball on the silver using

counterclockwise strokes.

Gently rub the polishing cloth on the silver to remove

the polish.


Wash hands to remove any polish on fingers.

DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIMS:

Learning how to polish


POINTS OF INTEREST:

Rubbing the polish on the silver

Removing the polish

Seeing the polished shiny silver

CONTROL OF ERROR:

The silver should be shiny and no polish should remain

on the silver when finished.

VARIATIONS:

Brass, copper and chrome polishing

VOCABULARY:

Polish, cotton ball, silver, polish cloth, rub, shine

AGES: 3 to 6 years

121

HO’O’UWI HU’AKAI

122

HAWAIIAN: Pulu, malo‘o, hu‘akai, ‗uwi, hopu, kawele



DOE CONTENT AREA VI: SCIENCE c. Physical, Earth


I. Standard 3: SELF: MANAGEMENT: Practice health:

enhancing behaviors and reduce health risks




activities

VI. c: Standard 8: FORCE AND MOTION: Understand the

relationship between force, mass, and motion of

objects; and know the major natural forces:

gravitational, electric, and magnetic






I: Standard 6: Develop strength and coordination of large muscles.


SQUEEZING A SPONGE

MATERIALS:

Plastic tray

Two bowls, one with water

Sponge

Water

PRESENTATION:

Invite the child.


Place bowl of water to the left, and the empty bowl to

the right. Place the sponge in between the bowls.

Soak the sponge in the water by pushing it in the bowl

with your finger tips.

Grasp the sponge and with both hands, squeeze (using

all fingers) the water out of the sponge and into the

empty bowl.

Place the sponge back into the water and repeat the

process until all of the water has been squeezed into

the second bowl and the sponge is dry.

Repeat the process by squeezing the water from the

second bowl back into the first bowl.

Wipe up any excess water on the tray or bowl.

Place sponge in between the bowls.


DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIMS:

Leaning how to clean up spills using a sponge.

Strengthening the hand for writing.


POINTS OF INTEREST:

Seeing the sponge soak up the water.

Feeling the sponge when it is filled with water and

when it is dry.

Seeing the water being squeezed out of the sponge.

CONTROL OF ERROR:

Water spilled should be minimal

VOCABULARY:

Wet, dry, sponge, squeeze, grasp, wipe


123

HO’OPULUMI

124

HAWAIIAN: Ho‘opuchu, pulumi, paehu, pulumi lima, pulumi, nea nea













reduce health risks













SWEEPING

MATERIALS:

Child size broom

Basket with shreds of paper

Dustpan and brush

Taped square on floor

PRESENTATION:

Invite the child.

Sprinkle the shreds of paper on floor near the taped

square.

Using the broom sweep the paper into the square.

Using the dustpan and brush sweep the paper into the

dustpan.

Empty the paper into the basket.

Return materials to shelf.

DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIM:

Learning how to use a broom to clean floors.

POINTS OF INTEREST:

Using a broom

Seeing a clean floor

CONTROL OF ERROR:

All of the paper should be swept up.

VARIATIONS:

Sweep different materials on different surfaces

VOCABULARY:

Scatter, broom, dusting pan, hand broom, sweep, empty


125

PAKAUKAU HO’O’ANAI

126

HAWAIIAN: Kopa, palaki ‗anai, hu‘okai, pakaukau, ‗anai, ho‘okawele, malo‘o













reduce health risks













TABLE SCRUBBING

MATERIALS:

Table

Apron

Bowl

Scrub brush

Soap

Soap dish

Sponge

Towel

PRESENTATION:

Invite child to wash a table.

Have child put apron on.

Place water into the bowl from the water source.

Dip scrub brush into the water.

Gently rub the brush over the soap.

Scrub the table in a left to right and top to bottom

direction, creating counterclockwise circles.

Obtain more soap if needed.

Continue scrubbing entire table.

Place sponge in the bowl. Wipe off the soap from the

table by moving the sponge left to right and top to

bottom. Rinse and squeeze the sponge into the bowl

of water as needed. Make sure to wipe any excess

soap from the bottom edges of the table.

Dry the table using the towel. Touch the table with

hands to feel the cleanliness.

Empty the water into the used water source bucket and

dry the bowl with the sponge.

Return materials to proper place.

Hang apron.

DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIMS:

Learning how to wash a table

Preparation for reading and writing

POINTS OF INTEREST:

Seeing the soap bubbles

Hearing the sound of the scrub brush

CONTROL OF ERROR:

Water or soap spilled should be minimal.

Table should feel dry and clean when finished.

VOCABULARY:

Soap, scrub brush, sponge, table, scrub, wipe, dry


127

HOLOI LOLE

128

HAWAIIAN: Papa holoi, kopa, lole, ‗anai, wai mala‘e, ‗uwi









reduce health risks
















WASHING CLOTHES

MATERIALS:

Table

Apron

Two basins

Pitcher

Washboard

Soap

Soap dish

Sponge

Basket for wet clothes

Clothes pins

Clothes line

PRESENTATION:

Put apron on.

Bring tray to table.

Fill the basins with water from the water source.

Place washboard in basin.

Immerse cloth in water.

Place wet cloth on washboard.

Place soap on cloth and fold around it.

Holding washboard securely with one hand, rub cloth

and soap up and down on washboard once with the

other hand.

Return soap to dish and scrub cloth on the wash board

several times.

Rinse excess soap from cloth and squeeze excess water

out from the cloth.

Place cloth in rinse water.

Lift cloth up and down a few times and then squeeze

excess water out in the same manner as above.

Place cloth in basket.

Continue to wash all cloths in the manner, one at a

time, as above.

Empty basins into the used water buckets and wipe dry

with the sponge.

Hang cloths on clothes line.

Hang apron.

DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIM:

Learning how to wash clothes

POINTS OF INTEREST:

Soap suds on washboard.

Sound of washboard.

Squeezing out the water from the cloth

CONTROL OF ERROR:

Water spilled on the floor should be minimal.

Too much soap on washboard and cloths.

Clothes that are too wet.

VOCABULARY:

Washboard, soap, clothes, scrub, rinse, squeeze, hang


129

PUKAANANI HOLOI

130

HAWAIIAN: ‗Ehu wai ‗omole, kawele pepa, ho‘okawele, wa‘u wai

HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION

HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA VI: SCIENCE

c. Physical, Earth, and Space Sciences







Hawaii DOE Content and Performance Standards V: Standard 2: COGNITIVE CONCEPTS: Understand movement concepts,










WINDOW WASHING

MATERIALS:

Window washing liquid (such as vinegar, dish soap,

and water mixture) contained in a spray bottle

Squeegee

Paper towels

PRESENTATION:

Invite the child.

Place the materials in front of the window.

Spray the cleaner liquid on the top section of the

window.

Use the squeegee and wipe the liquid off the window

in a top to bottom and left to right direction.

Wipe any excess liquid with the paper towel over the

window until the window is dry and clean.


DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIM:

Learning how to wash windows.

POINTS OF INTEREST:

Using the spray bottle and squeegee

Seeing a clean window

CONTROL OF ERROR:

The window should be dry and clean after it is washed.

VOCABULARY: spray bottle, paper towel, wipe,

squeegee

AGES: 2 to 3 years

131

132

5 . M A L A M A O I H O

C h a p t e r 5 . C a r e o f S e l f

Care of self activities help

children gain the confidence and

independence to perform tasks for themselves

by not having to rely on adults to help them.

Activities include:

134 …………………Brush Claiming

136 …………………….Doll washing

138 ………………Dressing Frames

140 ………………………Fabric Folds

142 …..………..Food Preparation

144 ………..……….Hand washing

146 …..….……..………..Napkin Roll

148 …….…....….Putting on Pants

150 ……….……..Sewing a button

152 ….….………………Sewing card

154 …………..………..Table setting

133

HO’OMA’EMA’E PALAKI LAUOHO

134

HAWAIIAN: Pahu, paloki, he‘e, kahi, niho, ma‘okala, paniani, kamola


HPCS DOMAIN IV: COGNITIVE DEVELOPMENT b. MATHEMATICS DOE CONTENT AREA II: FINE ARTS a. VISUAL ARTS

DOE CONTENT AREA IV: MATHEMATICS b. Measurements







of relationships.




I. Standard 3: SELF: MANAGEMENT: Practice health: enhancing behaviors

and reduce health risks

I. Standard 5: INTERPERSONAL COMMUNICATION: Use interpersonal

communication skills to enhance health

II. Standard 1: VISUAL ARTS: Understand and apply art materials, techniques,

and processes in the creation of works of art and understand how

the visual arts communicate a variety of ideas, feelings, and

experiences






CLEANING HAIR BRUSH

MATERIALS:

Tray

Lidded box

Two sided hair brush with differently spaced bristles on

each side

Comb with two sizes of gaps between teeth to match

spacing of bristles

Small open (or lidded) container

About 24‖ of yarn

PRESENTATION:

Invite the child.

Get a mat and place it on the table.

Carry the activity to the mat using both hands.

Hold the lidded box with both hands, and place to the

left of the tray

Open the box and place the lid top down on the mat

in front of the box and tray

Take the brush out of the box and place it on the lid.

Take the small open container that has yarn rolled up

on it and place it on the tray

Take the yarn and holding one end down with thumb

weave it through the bristles of the brush

Get the comb from the box

Select the appropriate size teeth for the size of gap

between the bristles

Slide the comb through the bristles and remove yarn

Place the brush back on the lid

Remove the yarn from the comb

Place the comb back in the box

Take the yarn with dominant hand and roll it, counter-

clockwise, around fingertips

Place the yarn back on the small open container

Return the container to the box next to the comb

Return the brush to the box

Put the lid back on the box

Place the box back on the tray

Return the activity to its shelf.

Return the mat to its shelf

DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIMS:

Learning to clean a brush

Matching large and small (teeth of comb to bristle

spacing)

Preparing hand muscles for writing

POINTS OF INTEREST:

Creating weaving design with yarn, floss, or thread

Listening to the sound of the comb and bristles

Rolling yarn around fingertips

CONTROL OF ERROR:

Yarn is stuck on the brush.

. VARIATIONS:

Use various colored embroidery floss, or crochet thread

instead of yarn

Add shampoo and warm water brush washing, and

drying to process

VOCABULARY:

Box, brush, slide, comb, teeth, bristles, yarn, weaving

AGES: 2 ½ - 4 years

135

HOLOI KI’I PEPE

136


HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA IV: MATHEMATICS b. Measurements

HPCS DOMAIN III: COMMUNICATION, LANGUAGE DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION

DOE CONTENT AREA VI: SCIENCE a. The Scientific Process

DOE CONTENT AREA VII: SOCIAL STUDIES c. Political Science/Civics

HAWAIIAN: Hua hua, holoi, kino mokuna, wai mala‘e, malo‘o


I: Standard 1: Develop health awareness and skills..





II: Standard 4: Develop a positive and open approach to learning.


IV. a. Standard 1: Represent fantasy and real-life experiences through pretend play.


I. Standard 3: SELF: MANAGEMENT: Practice health: enhancing behaviors

and reduce health risks







VI. a: Standard 1: SCIENTIFIC INVESTIGATION: Discover, invent and investigate

using the skills necessary to engage in the scientific process

VII. c: Standard 5: PARTICIPATION AND CITIZENSHIP-Understand roles, rights

(personal, economic, political), and responsibilities of American

citizens and exercise them in civic action

DOLL WASHING

MATERIALS:

Apron

Basin

Pail

Pitcher

Soap in dish

Sponge

Towel

Doll wrapped in blanket

Doll basket

PRESENTATION:

Invite the child.

Put on the apron.

Fetch water and slowly pour water into basin.

Unwrap doll from the blanket and place in basin.

Rub soap over front and back of doll.

Rinse off soap from the doll‘s body.

Lift doll out of water. Watch the water drip off.

Lay the doll on the towel and dry the doll.

Return dry doll to doll basket and wrap in the blanket.

Empty basin of water into the pail and empty pail into

used water container.

Dry materials and put back in order

Replace wet towel with a dry one.

Return materials to shelf.

DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIM:

Learning to wash a doll

POINTS OF INTEREST:

Feel of the water

Hearing the water

Feel of the soap suds and sponge

Washing the doll

CONTROL OF ERROR:

Water spilling on floor should be minimal.

All the soap should be washed off of the doll.

VARIATIONS

Wash other toys

VOCABULARY:

Lather, wash, body parts, rinse, dry


137

LOLE HAKA KAULA’I

138

HAWAIIAN: Haka kaulai, , pihi, li‘I, nui, lipine, lipine hipu‘u, li kama‘a, na hae, pine malu, li












activities




activities

V: Standard 3: ACTIVE LIFESTYLE: Participate regularly in physical

activity

V: Standard 4: PHYSICAL FITNESS: Know ways to achieve and

maintain a health: enhancing level of physical fitness

DRESSING FRAMES

MATERIALS:

Small buttons frame

Large buttons frame

Ribbon bows frame

Laces frame

Shoe to lace

Hook and eye frame

Snaps frame

Zipper frame

Velcro frame

Safety pins frame

PRESENTATION:

Invite the child.

Place the selected frame on the table mat.

Slowly demonstrate how to unfasten the fabric on the

frame.

Open the unfastened fabric.

Re-align the fabric and slowly re-fasten starting at the

top.

Re-order and return to shelf.

DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIM:

Learning to dress

POINTS OF INTEREST:

Fastening and unfastening the fabric on the frames

Joy of learning how to dress oneself

CONTROL OF ERROR:

Uneven appearance of the fabric when task is completed

VARIATION:

Use actual articles of clothing with particular attributes

VOCABULARY: Frame, button, small, large, ribbon,

bow, shoelace, snaps, safety pin, lace,

AGES: 3 to 6 years

139

MAKELIA ‘OPI

140

HAWAIIAN: Ho‘o Kolo, ‗opi, na huina

HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA IV: MATHEMATICS b. Measurements


HPCS DOMAIN IV: COGNITIVE DEVELOPMENT b. MATHEMATICS,






II: . Standard 3: Develop social skills and positive peer and adult relationships.












properties



activities

FABRIC FOLDS

MATERIALS:

Tray

Four square dish towels or fabric pieces with stitching

as illustrations show on facing page

PRESENTATION:

Invite the child.

Carry the tray in both hands carefully to a table and

place on the left of the mat.

Carefully unfold all pieces of fabric and place to the left

of the mat, under the tray.

Place the top fabric in the center of the mat.

Trace the fold stitching on the fabric with your fingers.

Then using your fingers again, point to the corners you

will pick up and then point to the corners you will

place the previous corners.

Fold the fabric according to the manner in which you

pointed.

Follow the fold stitching from left to right and top to

bottom sequence.

Continue in the same way with the other pieces of

fabrics.

Return the fabrics to the tray from easiest to difficult

(easiest one on the bottom of the tray, so that it will be

the first fabric to be folded when all fabrics are

removed).

Return the tray to the shelf.

DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIMS:

Homemaking skills

Enhancing visual perception

POINTS OF INTEREST:

Stitching

Folded piece of material

CONTROL OF ERROR:

Stitching

Seeing that the sides do not meet

Seeing that the stitching is not where the fold is

Arrangement of material when finished (easy to

difficult)

VARIATIONS:

Use fabric rectangles

Use fabric paired by various sizes, colors, fabric

weights, and textures

VOCABULARY:

trace, fold, corners

AGES: 3 to 5 years

141





I: Standard 4: Increase sensory awareness.


IV. b: Standard 2: Recognize and create patterns and become

aware of relationships.


MAKAUKAU KA’UKAMA

cucumbers

bananas

142

HAWAIIAN: Ho‘o Kolo, ‗opi, na huina






coordinate geometry




activities


HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA IV: COGNITIVE DEVELOPMENT c. SCIENCE

HPCS DOMAIN IV: COGNITIVE DEVELOPMENT b. MATHEMATICS, DOE CONTENT AREA V: PHYSICAL EDUCATION

FOOD PREPARATION

MATERIALS:

Apron

Brush for cleaning vegetables

Dish of water for washing vegetables

Cutting board

Small knife

Vegetable peeler

Toothpicks

Dish for serving the cut vegetables

Sponge for cleaning up

Mat for the table

Paper towels for scraps

PRESENTATION:

Invite the child to the food preparation table.

Put on the apron and wash hands.

Show the child how to get enough water in the bowl to

scrub vegetable and carry it to the table.

Clean the cucumber in the bowl of water using the

brush. Use a downward stroke and rinse the brush

often.

Place cucumber on the cutting board and cut off the

ends placing these on the paper towel.

Holding the cucumber in one hand and the peeler in

the other hand, peel from the top to the bottom

stroking away from the body.

Place the peelings in the towel.

Lay the cucumber down on the cutting board and press

knife down to slice, making thick but not overly thin

slices. These slices may be halved or quartered

according to the size of the cucumber.

Place a toothpick in each slice, then place on the tray

When the entire cucumber is sliced and in the serving

bowl, the child may go around the room and serve the

pieces to the other children.

Empty the water and make sure all the scraps are in the

towel before throwing it away.

Use sponge to clean off board and mat.

Dry the bowls, knife, peeler, and mat.

Wash hands and hang up the apron.

DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIMS:

Learning how to slice cucumbers

Joy of food preparation.

POINTS OF INTEREST:

Having the pleasure of preparing food for others and

serving it.

Peeling the cucumber skin

Eating the food

Using the utensils

CONTROL OF ERROR:

All skin peeled off.

VARIATIONS:

Use bananas, other vegetables or fruits.

Use different peelers.

Use a holder for slicing.

VOCABULARY: cucumber, cutting board, knife,

vegetable peeler, brush, scrub, peel, slice, scraps, serve

AGES: 4 to 6 years

143

144

LIMA HOLOI

HAWAIIAN: Hua, hua, ‗anai, pohaha wai, malo‘o













I. Standard 4: ANALYZING INFLUENCES: Understand the

influences of culture, family, peers, media,

technology, and other factors on health



activities

HAND WASHING

MATERIALS:

Plastic mat

Basin

Pitcher

Pail

Soap in soap dish

Sponge

Hand towel

Apron

PRESENTATION:

Invite the child.

Put on apron.

Fetch water using pitcher and pour slowly into basin.

Place both hands into water to moisten.

Lift both hands from water. Watch last drop from

fingertips.

Using slow movement rub soap over backs of hands,

palms of hands, and with circular movement each

finger and wrist.

Put both hands into water and rinse off soap.

Lift both hands from water. Watch last drop from

fingertips.

Dry hands with towel.

Empty basin of water into the pail and empty the pail

into used water container.

Dry materials with sponge and reorder them.

Replace towel with fresh towel.

Return material to shelf.

Return apron to appropriate area.

DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIMS:

Learning to wash hands.

Preparation for eating.

POINTS OF INTEREST:

Feeling the water, soap, and lather

Making bubbles

Watching the last drop fall from fingers

Clean feeling on hands

CONTROL OF ERROR:

There should be no water spilled or soap left on the

hands.

VOCABULARY:

Lather, scrub, bubbles, dry

AGES: 2 to 5 years

145

KAWELE ‘OKA’A

146

HAWAIIAN: ‗Oka‘a, ho‘omahola, kawele po‘aha, kawele

HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA IV: MATHEMATICS b. Measurements


HPCS DOMAIN IV: COGNITIVE DEVELOPMENT b. MATHEMATICS,






II: . Standard 3: Develop social skills and positive peer and adult relationships.












properties



activities

NAPKIN ROLL

MATERIALS:

Tray

Napkins

Napkins rings

PRESENTATION:

Invite the child.

Select one napkin and place in center of mat.

Slide napkin ring out. Unroll the napkin.

Place napkin ring and unfolded napkin on the upper

part of the mat.

Continue until all napkins are unrolled.

Roll the first napkin and slide the napkin ring to the

center of the rolled napkin.

Continue rolling and placing napkin rings on the

napkins.

Return rolled napkins to the tray and return to shelf.

DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIMS:

Learning to roll napkins


POINTS OF INTERESTS:

Napkin ring

Seeing and feeling the napkin being unrolled and rolled

CONTROL OF ERROR: If rolled improperly, the napkin

will not fit in the napkin ring.

VOCABULARY: Roll, unroll, napkin ring, napkin


147

HO’OKOMO LOLE WA WAE

148

HAWAIIAN: Puhaka, huki












activities




activities


activity



PUTTING ON PANTS

MATERIALS:

A pair of pull-up pants

PRESENTATION:

Invite the child

Hold up the pants and show the front and back of

them twice.

Lay the pants on the mat.

Sit down and slip one foot through the legs and then

the other.

Pull the pants up to the tops of your thighs

Stand up, grab the front of the pants and pull it to your

waist.

Turn around, grab the back of the pants and pull them

up.

Grab the sides of the waistband and work them into

place upon your waist.

Pull the front of the waistband down.

Turn around and pull the back of the waistband down.

Pull the pants down to your ankles.

Sit down and pull the pants off your legs.

If needed, turn the pants right side out.

DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIM:

Learning to put pants on, thus beginning to learn to

dress oneself.

POINTS OF INTEREST:

The feel of the pants material.

Putting on and taking off the pants.

CONTROL OF ERROR:

The child should have the pants properly on the waist.

VARIATIONS:

Use pants with button fly,

Use pants with zipper fly

VOCABULARY:

Waist, pull, back


149

HO’OKU’I PIHI

150

HAWAIIAN: Pihi, kui, lopi, uluna pine, ‗upa












activities




activities


activity



SEWING A BUTTON

MATERIALS:

Tray

Fabric

Needle

Thread

Buttons

Scissors

Pin cushion

PRESENTATION:

Carry tray to table.

Measure a piece of thread.

Cut the thread from the spool.

Thread the thread into the needle eye. Pull thread to

meet the other loose and. Tie a knot with both loose

ends to secure.

Hold cloth in one hand

Push the needle through with the other hand and pull

needle from the front.

Align the button hole with the point of needle.

Slide button down the thread to the cloth.

Put the needle in the second hole from the top of the

button.

Pull the needle out from the back of the fabric.

Repeat same procedures two more times with the

other holes.

Turn the cloth over.

Put needle flat on the cloth.

Push needle through the cloth to knot thread.

Cut the thread close to the cloth with scissors.

Reorder the tray and return materials to the shelf.

DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIMS:

Learn how to thread a needle.

Learning how to sew a button

POINTS OF INTEREST:

Button sewed to the cloth

Colorful cloth and button.

Use of a needle and thread

Different sizes and colors of buttons.

CONTROL OF ERROR: Buttons fall off of the fabric if

not secured or sewed properly.

VARIATIONS:

Use a shank button

VOCABULARY:

Button, needle, thread, pin cushion, scissors

AGES: 3 to 6 years

151

HO’OKU’I PEPA

152

HAWAIIAN: Huipa lopi kaholo, holona lopi kaholo, kuli, li, puka




activities




activities


activity











SEWING CARD

MATERIALS:

One sewing card with holes

One knotted lace or yarn in a basket

PRESENTATION:

Invite the child.

Bring activity to the mat.

Grasp card in one hand and hold the lace in the other

hand.

Push unknotted end of lace through a hole from the

back of the card. Grasp and pull lace until the knot

stops at the hole.

Show the child the ―whip stitch‖ by pushing the lace

through each hole from the back of the card and

pulling through. Sew through about 4-5 holes. You

may use the word "up" as you push the lace up

through each hole to emphasize the pattern.

Unlace card, return materials to shelf and give child a

turn.

DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIM:

Learning how to sew.

POINTS OF INTEREST:

Seeing the pattern the lace makes.

Feeling the final tug as the lace is pulled all the way

through.

EXTENSION:

Demonstrate the "running stitch" which forms a line as

the lace is pushed up and down through alternate holes.

You may use the words "up, down" as you emphasize

the pattern of the running stitch.

CONTROL OF ERROR:

The knotted lace and the lace is long enough to sew

through all holes.

VARIATIONS:

Sew buttons on to fabric held on an embroidery hoop.

Sew yarn around metal inset drawn shapes.

VOCABULARY:

Whip stitch, running stitch, sew, lace, hole

AGES: 3 to 6 years

153

PAKAUKAU KAHUA





II: Standard 3: Develop social skills and positive peer and adult

relationships.


IV. b. Standard 2: Recognize and create patterns and become

aware of relationships.







coordinate geometry




activities

154

HAWAIIAN: Kau moena, pa, pola, hamana, pahi, puna, pua pika, pakaukau kahua


HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA IV: COGNITIVE DEVELOPMENT c. SCIENCE

HPCS DOMAIN IV: COGNITIVE DEVELOPMENT b. MATHEMATICS, DOE CONTENT AREA V: PHYSICAL EDUCATION

TABLE SETTING

MATERIALS:

Plate

Basket

Placemat

Fork

Glass cup

Napkin

Knife

Small Vase

Napkin Holder

Spoon

Flowers

PRESENTATION:

Invite the child to set the table.

Place the tray on the above the mat.

Take placemat out, place it in the center of the mat.

Place plate in center of mat and place napkin above

the plate:

Place fork on left side of plate, knife on right side of

plate, and spoon on right side of knife.

Place cup on right corner of mat, above and on right

side of knife. Place vase in left corner and place flower

in vase.

Re-order materials in the basket and return to shelf.

DIRECT AIMS:

Order

Coordination

Concentration

Independence

INDIRECT AIM:

Learning how to set a table and prepare for meals.

POINTS OF INTEREST:

Learning correct placement of table setting

Sense of confidence and accomplishment

CONTROL OF ERROR:

Each piece has it's own place

Visualizing the pattern of the table setting

Using a control placemat with outlines of table items

VOCABULARY:

Placemat, plate, cup, fork, knife, spoon, vase flower, table

setting

AGES: 4 to 6 years

155

practical life albm-alex zarella

Documents

online activities

online component

practical life manual

practical life curriculum

montessori methods

online instruction

practical life area

online discussion prompts