Le Bases

Exercices de Bases
Ce sont des exercices simples pour stimuler les facultés d’apprentissage, d’intégration et d’assimilation chez l’enfant, tout en développant une meilleure concentration
De plus les élèves plus âgés profiteront grandement de certains exercices qui en plus de les préparer à la vie de tous les jours, les aideront pour le futur en leur permettant d’avoir une plus grande autonomie et une meilleure ouverture sociale (ref. Séquences)

Exercise de Bases
  1-Ligne et Cercle
2-Les Fléches
3-Ligne et circle II (optionnel)
4-Les associations d´images
5-Lés Sequénces
Déveloper l´Ordre Séquentiel
Se rappeler que selon les psychologistes et spécialistes de plusieurs pays, l’ordre séquentiel est nécessaire, essentiel pour l’apprentissage. Parents et éducateurs peuvent le pratiquer avec ces petits exercices
de séquences. Pedagogie
Parfait Pour Développer L’ordre Sequentiel. De plus il développe: motricité, orientation spatiale, etc.  Pedagogie
Une autre variante pour développer l´ordre séquentiel Pedagogie

Kinesiologie Educative
Brain Gym et les exercices d´apprentissage


Basic Exercises

1. Straw and lid of a bottle

straws and lids

How 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.

Variation: 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.

Aim: 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.

2. The Arrows

How 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.

Variation: 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 ?

Aim: The child experiences with the hole body the four directions without using the words.

3. 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.

4. Recognizing Shapes

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.

The child must associate the image of the figure of the first section with the identical image of the second section on the right. For example, the child looks at the image 4 of the first list on the left, that is a small triangle and the child looks for the same figure in the list on the right.
the little triangle is on # 12, so,
# 4 on the left page goes with #12 on the right page.

Remember that it is possible to print the exercises.
Consider that is preferable to work with blank sheets for the answers (not to lose the original ones) or to ask the children to write on a sheet :
# 1 goes with # 5 or 1 ? 5
# 2 goes with # 8 or 2 ? 8



5. Sequences


In daily life in the scholastic environment, we are constantly confronted with situations where we have to memorize a series of actions or instructions to follow. For example, the professor asks the pupils to take the english book, to open it up on page 36 and to read the exercise #.2.
There are 3 instructions to memorize: english book, page 36 and exercise # 2. A child with difficulties memorizing a sequence of instructions is seriously handicaped because he does not know what the professor is asking. The child may know the answer to the question in the book, but can not follow the teacher’s verbal instruction. Therefore he feels lost and it appears that he has learning difficulties.( S.T.L.P.)
In addition, if the child is shy, he won’t dare to ask the professor to repeat the instructions. Then in order to help the student to assimilate several instructions in sequence, the following exercises stimulate the immediate memory and the visual and auditory abilities of the child.

3.A. Exercises of memorization

This exercise is an introduction of the sequence exercises.

Material: a blanket, several objects ( start with 4- 5 objects and increase gradually depending on the abilities of the children ), sheets of paper and pencils for each one if possible.

The teacher places the objects on the floor or on a table and says the names of the objects aloud with the children. Then he asks the children to observe them with attention (20-40 seconds). The teacher covers the objects with the blanket and asks the children to write on a sheet the names of the objects that they have memorized. If the children do not know how to write, the exercise can be undertaken orally. When everybody has finished writing, the teacher removes the blanket and evaluates the results with the children.

3.B. The movements in sequence

Material: None


A. The teacher stands in front of the group and shows them a series of movements. Starting with a series of 3 movements the teacher can increases them progressively, according to the abilities of the children.
For example: the teacher raises a knee,then touches his
nose and then applauds.
B. He touches his ears,then puts a hand on his head and then touches his knee. It is preferable not to use the words right and left ( in the beginning ) because the children are going to reproduce what they see and not raise the left arm when the teacher raises the left arm: they are going to raise the right arm. The use of the words right and left is going to cause confusion.


A. When this exercise is integrated, only oral instructions can be given. For example, the educator will not show the movements but is going to say: " Applaud, jump and touch the floor". Or " Raise the left hand and then the right foot". As several children do not know how to differenciate their right from their left, it is preferable to explain it to them before executing the exercise.
B. The teacher places objects on the table and asks the childrens to look at them. Then the teacher moves the objects around and ask a child to replace them as they were originally.

3.C. The actions in sequence

The order of the sequence, to be able to execute sequences is very important, according to several psychologists worldwide. The sequences can be made verbally or orally.

It is important to remember here that one part of these exercises have as goal and fonction to prepare the child for daily and working life. Some exercises permit a pleasant working life and prepare the child to become more independent.

- 3 chairs, 10-15 different objects, or 3 circles with a rope
- and thin cardboards with instructions to follow for the visual part.


The 3 chairs are in a line and there are 5 objects on each one. The teacher asks the child to remove an object from each of the chairs. The important thing is to give the instructions for each chair. For example, the teacher asks the child to take the blue pencil from the first chair, the car from the second one and the notebook from the third one. The 3 instructions are given at the beginning of the exercise and the child has to remember the objects to take from each chair. The instructions can be given orally to stimulate the auditory faculties.
Another way to undertake this exercise is to give to the child a sheet of paper with the instructions. First the child reads them and then, without looking at them again, he has to go and remove the requested objects.The stimulation is visual. The ideal is to carry out the exercise both ways.

3 chairs and one box of colored pencils:
Go to the first chair and take the yellow pencil
Go to the second chair and take the red one
Go to the third chair and take the pink one


Slightly increase the difficulty level at the third stage:

3 chairs and one box of colored pencils.

Go to the first chair and take the blue one
Go to the second chair and take the yellow one
Go to the third chair, take the red one and put it on
the second chair.

It is possible to progressively increase the number of chairs and objects. The actions also can be more complex. For example,
to take the blue pencil from the first chair and to
put it on the third one, then, to take the scissors from
the second chair and to put them on the first one.


BY USING IMAGINATION a teacher, an educator, a parent or a volunteer can help to prepare a student for school and life,
Playing outside: with only three pieces of wood ( 3 branches ) of different sizes ( small, medium long) and also with three rocks again of different sizes.

rocks and woods




An educative game:

Go and pick up
The little rock
The largest stick
The medium rock


The child comes back with the required objects.

It is highly recommended by psychologists and specialists around the world.
And you can practice it simply with this type of exercises.


NB: The teacher must do his best to make the exercises attractive and stimulating for the child, so as to create an atmosphere in which the learning is entertaining. For that, a method can be invented. The child will then be stimulated and will show his potential more easily.

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