Straw and lid of a bottle
to use it: Each kid has a straw
and lid of a bottle. The teacher draws examples
at the board and draws the circle on the left or
right side eather up or down. The kid using his/her
material has to recognize the position of the circle
and puts it on the right place of the stick.
Place the poster with the different straws and lids
on the wall or the board in front of the class and
ask the children which of them (they all have numbers)
you want them to execute. Like this you can walk
around in the classroom and verify if they are doing
well or if they have problems.
With this exercises the child can practise spacial
orientation. By using a middle line and a small
circle the child experiences both sides (left and
right) and also up and down.
to use it: The teacher has a paper
with a big arrow and holds it into one of the four
dircetions: left, right, up or down. When the teacher
holds it to one side, the child puts the arm of
that side into a 90 degree angle like the direction
of the arrow. When the arrow shows “up”
the pupil holds both hands up to the sky and when
the arrow shows “down” the kid is folding
the knees, going down with the body.
In this application we also used the poster with
the different arrows (doc. ?), put it on the wall
or the board in front of the class. The children
do together the first line ect. Or the teacher shows
without a special order which arrow the child shall
translate into a movement next. Then always four
children came in front of the class and executed
the seriation. At this moment we were checking the
children. When we found one that had problems with
the exercise one of us of the foundation went outside
of the class and practiced the exercises document
?. Mostly the children were much more successful
with the arrow exercise after doing the exercises
of document ?
The child experiences with the hole body the four
directions without using the words.
Document with the line and circle
how to use it: On the document
the teacher shows one of the possibilities and this
time the child moves the hole body according to
the picture. (Add picture of a person moving his
body!) When the circle is on the right side and
up and the child lifts the right arm up. When it
is on the right side down it puts his right arm
down in a 45-degree angle apart from the body. Is
the same for the left side.
Aim: The child experiences with
the hole body the four directions without using
the words left and right and gets the idea of a
middle line. The sensation for the child is that
his body at this moment is like a middle line and
the arms integrate the four basic directions according
to that line.
All the next 15 pages of exercises
are based on the idea that the child regognizes
basic forms and directions. The child by association
finds the identic picture on the other side. Those
are again basic to learning in any language.
There are a lot of different possiblities
where we need to keep in mind a sequence in a special
For example when you ask in the street for an explication
to find a place and you get the answer: First you
follow straight this street. After the 3. trafficlight
go to the left, then after the second cross to the
right and when there comes a red building you have
to take the next street left and then it is the
3. house on the right side.
Or if you work for somebody and he asks you: “Please
go first to my neighbour and bring me my hammer
back, then go to the shop and by some nails, go
to my house and in the second floor in the room
on the left side there is a picture with a tree
that I want to have put above the shelf …”
Padagoges and psychologes give the capacity to keep
sequences in mind more and more importance because
they are a basic skills in life. But they need practise.
The following exercises helps to practise this skill.
Some are oral and some are visual.
- I put three chairs (or one table)
with different objects on it in front of the kid.
There is also a paper on one chair that contains
the exercise like:
1. Take the blue pan from the first chair
2. Take the scissors and put them on the first chair
3. Take the yellow pensil from the third chair
So let the child first read the paper and than let
him execute it without the paper.
To practise this exercise in an oral way you can
read the paper to the child and again let him execute
what is written on the paper.