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.
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
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
THIRD SERIES OF EXERCISES:
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.
Exercises of memorization
This exercise is an introduction of the sequence
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.
The movements in sequence
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
For example: the teacher raises a knee,then touches
nose and then applauds.
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.
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.
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.
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
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
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
put it on the third one, then, to take the scissors
the second chair and to put them on the first
VARIATION ( OPENING )
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
An educative game:
Go and pick up
The little rock
The largest stick
The medium rock
The child comes back with the required objects.
that SEQUENTIAL ORDERING is a must.
It is highly recommended by psychologists and
specialists around the world.
And you can practice it simply with this type
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