Transcript
Prepare your child for school. Demands made on children today are much greater than in previous generations. To beable to achieve the maximum amount, the child needs a consistent, loving home and anopportunity of developing all the senses to the utmost.The child must be secure in his home from where he can explore his surroundings andenjoy different experiences. ACTIVITIES This is a very detailed list of activities and things to do with your child to help prepare for school, which will assist in all of the following - Hand eye co-ordination, Sensory Motor Functions,Perception - Visual Skills, Auditory/Listening Skills, Memory, Language -Free conversation and socialisation, Thinking - Imagine and fantasy, Association,Conceptualisation. Hand eye co-ordination The following exercises are useful in developing the large muscles of the body, body image andsmall muscles, as well as eye-hand co-ordination. y Touch your head, body, legs, arms etc. What do they feel like? y Touch your nose, eyes, ears, mouth, eyelids, lips, earlobe, fingernail etc. How do theyfeel? y Touch your chest, shoulders, back, tummy etc. y Touch your knees, calf, foot, ankle, big toe, toe nail. y Touch your father's and mother's legs, neck, knees as fast as you can. Whose is the biggest, thickest, softest etc. y Discuss his body with him. Look in the mirror. Note the two sides. Learn dominant side -usually right. y Cut pictures of people from magazines. Cut into pieces and reassemble. y Stand on your left leg and count to five. y Trace and draw the human figure with all features. y Lie on your back and lift your head. Count to five. y J ump up and down on tip-toe for six counts. y Walk backwards. How does it feel? What does it remind you of? y Walk like a crab. How does it feel? y Play follow my leader. y Throw a ball into the air and catch it with two hands. Bounce the ball with one hand onthe ground. Bounce the ball hard so that it bounces high and catch it. Think about a storyabout a ball and tell it to your dad. Ask dad to tell you a story. y J ump over a rope without touching it. J ump until you are good at it. y Crawl under the chair, table, mat etc. See how quickly you can do it. Do it again until youdon't get stuck. y Sort buttons into groups with the same colours and/or sizes together. Identify differentcolours. y Stand on one leg, shut your eyes. What were you thinking of while your eyes were closed? y Stand on one leg, close your eyes, stretch your arms out in front of you. Who looks likethis? y Walk on a low wall or balancing beam of stilts made out of large jam tins. Make up astory. (Think of the circus). y Draw a picture of someone you like very much. y Balance on one stilt or brick. Stretch out your arms. What do you look like now? Sensory Motor Functions y Negotiating a maze of furniture, boxes, tins etc. Then complete exercises in colouring books Take the rabbit to his carrots . y All areas under 1. above will help. Awareness of 2 sides of the body. y Whilst lying on the floor have him move required body parts on command eg. left armsideways and right leg up. y G ive directions for him to follow eg.- to get to a certain place e.g.. his room etc.- to draw a road for his Dinky cars to travel in the sand etc. y Balancing games - walk heel to toe down the passage, hop on one leg, walk on the edgeof the pavement (when safe from vehicles) etc. Stand with eyes closed on two feet then 1foot for lengthening time. y Clap, skip, gallop, run, march etc. in time to music, imitate a given rhythm e.g.. clap-clap-pause, 3 quick claps etc. Perception - Visual Skills Difference and similarities seen. Remembering what has been seen - observing. y Name and show me everything in the kitchen that is red. Repeat this exercise usingdifferent colours eg. everything that is black, yellow, green, blue etc. Which colour hasthe most articles, which one least and which two colours had equal amounts. y Show and name everything in the lounge that is green. Repeat with other colours. Whichcolours were used the most, the least? y Show articles that are round, square or rectangular. Which shapes did you see most, theleast? y What do you see in the garden that is green. Repeat using other colours e.g.. purple, pink,yellow etc. How many green leaves have you seen? What do they remind you of? Howdo you feel? y What do you see in the garden that is square? Repeat exercise enquiring about oval,round and square articles. y What is far away? What is nearby? Name these articles. What is the furthest and what isthe nearest? y How far is the tree from the house? Very far, not so far, near. Draw a tree. y How many coloured leaves does the flower have? Describe what the flower looks like. y How many flowers are on the branch? What are you thinking of? y How many panes are there in the window? What is used in the making of window panes? Which room has the largest window panes? Draw a window pane. y Where does the sun rise? Where does the sun set? What do you think of when you see thesetting sun? What do you feel? y How many clouds are in the sky. Describe what the clouds look like. Which cloud is thelargest? Which cloud looks like a feather? Find a cloud that looks like a shrub, a cameletc. y Who is going to see the first star tonight? y What does the star look like? What are you thinking about? What would you do if youwere a star? y Look at the moon. What shape is the moon now? What colour it? y I am thinking of something that is round. We buy it at the vegetable shop. It has a smoothskin. It grows on a tree. After washing it you may eat it and it is usually sweet. It may begreen, yellow or red. It crunches under your teeth when you bite it. Do more of theseexercises. y Colour or trace specified articles in a picture, find all the e.g.. bones hidden in the picture,trace the tangles lines and see who has caught the fish etc. Colouring in book activities. y Follow a moving object with eyes only. (Left to right). y Copy simple line drawings ( G eometric shapes). Draw a line between two parallel lines. y Colour in and trace. y Show a picture. Talk about it. Hide it. He tells what he saw. Play Kim's game. (Tray of small objects. Move or remove one.) He must say what. Build-up to him recalling theitems on the tray - start with 3 and build-up to 7. y Cut small, known pictures from ads. Show 3-4. Let him look at them. J umble them. Hereplaces them correctly. Use Lego blocks in colour sequences. Auditory/Listening Skills y Listen to different noises, some that are hard and some that are soft. Some that are loud.A car may have a soft drone and a train may have a loud drone. y Animal noises: The bird sings and the train whistles loudly. Name the sound a mouse, acat, a bird makes. Name the sound large animals like a dog, an ox, a horse, a donkey, anelephant, a lion and a pig make. y Music: Name the music sounds that are soft and comforting. y Persons: Sneeze, cough, yawn, laugh, giggle, sigh, exhaling of breath, speaking, shouting.What does it remind you of when someone sneezes, coughs, laughs etc. How do you feelwhen this happens? y Play I spy describing an object in detail for identification. y Blindfold the child. G uess what the sounds are that you hear, eg switching on a light,sweeping with a broom, pouring water into a cup, knock on the table, animal noises,environmental sounds etc. y What was the first sound you heard when you awoke this morning? Would these soundshave woken you? What other new sounds did you hear today? What was the last soundyou heard while you lay in bed last night? y Compare different sounds and decide if the sound is hard or soft. Relate sounddiscrimination to the street, the home, on a farm. y Child imitates animal sounds and parent guesses which sounds are being imitated. y What do the following sounds remind you of. Water dripping, birds singing, a motorcar groaning, a train whistling and the wind blowing. y Play the game - last night we had roast beef. (Next player repeats list and adds another vegetable). y Learn rhymes. Make rhyming words - you sat 'cat', he adds 'rat', you 'pat', he - 'hat' etc.See who falls out first. y 'Say what I say'. He must repeat exactly what you say and how you say it. y Talk about a picture, TV programme, outing, describe a person, bird, animal etc. y Follow instructions. y Break-up words - find small words in big ones eg outside - out + side, today - to+ day etc. y Count the words in a sentence - do not exceed 5 words (ie one for each finger). Memory Logical sequencing of remembering and re-telling is important. y Show the child a picture. Name all the possible articles and objects on the picture withthe child. Remove picture and see how many he can still remember. Try and get the childto express what he thinks people and objects feel in the picture. (Sad, happy, cross etc.) y Play Kim's game. A try of small objects, move or remove or add one while the childlooks away or closes eyes, he has to observe the alteration or addition. y Play commercial memory games. Language - Free conversation and socialisation. y G uess what the following are:- a person rides on it- a person sleeps on it- a person makes tea in it- a person ties their shoes with it- a person sits on it- a person cooks food on it- Mother uses this to cook in y Here is a ball, make up a story about it. Tell about his mummy, daddy, brothers andsisters. Does he wear clothes? y What is the story your favorite toy wants to tell you today? y Tell me what your pet would like to tell you today? y Ask any questions starting with:- who- what- where- when- why y Look at a nice picture and tell me what is happening on the picture. What do you think happened afterwards?
