FIRST SERIES OF EXERCISES
General mission of the first exercises:
They are simple exercises to stimulate
the faculties of learning, integration and assimilation
for the child, thus assisting in developing a better
These exercises of laterality increase the capacity
to cross the middle line. That means that they favor
the integration and the activation of the two hemispheres
of the brain.
The right hemisphere has a quite intuitive function
based on the feelings. It globally perceives the
reality and offers a general understanding of a
subject. It is also associated with artistic abilities.
The left hemisphere is mainly analytical, it separates
and compares the different aspects of a reality.
Its way to understanding is based on logic. It sees
the details of a subject and is often associated
with the rational abilities of the human being.
These two ways of approaching and perceiving must
be united for the learning to be activated. All
new concepts first must be rationally understood
and be felt very intuitively to be assimilated by
For that reason the following
exercises propose ways (form) to simultaneously
stimulate both parts of the brain. Several difficulties
of learning, like dislexia, are the result of an
incapacity for both hemispheres of the brain to
work at the same time. It is as if the function
" synchronized work " was disconnected.
Stimulating both hemispheres, these exercises activate
the centers of the memory, the vision and hearing
of the child. These centers are the basic tools
for scholastic learning because they transmit the
information received by the child. In addition these
exercises allow the children to locate themselves
spacially (spacial orientation) to give a better
understanding of their surrounding, and promote
one better motor coordination and greater capacity
Not everyone will wants to enter
university and may prefer a more technical education
or manual practice.Our exercises will prepare them
for daily life and they will help them to a greater
autonomy and social opening. (Ex: 3C) and the Horseman
Straw and lid of a bottle
With this exercise, the child will become aware
of the concepts of right, left, up and down, in
relation to a middle line. Previous requirement
to any learning: spacial orientation and the 4 basic
positions of base that represent the letters b d
||and are usually the 4 letters with which the
children have greater difficulty. For this reason
this simple game is very important.
| p y q
A straw and a stone or any other object that can
represent a line and circle ( a pencil and a rubber
for example or a straw and a cork). The teacher
and each child must have a straw and a stone.
A. The teacher in front of a small group (1 to 4)
puts the straw and the stone in a certain way and
the children must reproduce with their own straws
and stones the same figure. For example: the teacher
puts the straw verticaly and the stone on the top-right
side of the straw ( see doc. for more examples)
and invites the children to do the same. The teacher
can verify that all the children place the objects
B. With a big group (class), the teacher draws on
the blackboard a bar and a small circle on the down-right
side. Later he can easily verify if the pupils have
reproduced the form correctly.
C. Without using the words right-left... He asks
: Is it the same? and he ask the child to compare
the location of the objects.
Hang the the previous document.
Each design is identified with a number and the
educator asks the children to reproduce, for exemple
# 2. Then it is easy for him to walk around the
classroom and to make sure that all have understood
the principle of the exercise.
It is a bilateral exercise that allows the children
to improve quickly.
point: put feet together and arms
to the side of the body.
I raise my arm.
I raise the opposite knee –
( maintaining the arm in the air)
I return to the starting point (CENTER)
Next, repeat the process but with the other arm.
NOTE: It is preferable that the child describes
what he/she is doing.
Attention: The teacher stands in front of the group
and raises his right arm. The pupils probably are
going to raise the left arm. It’s okay because
they are not aware of the mirror effect. The important
issue is that he raises the opposite knee.
point: put the feet together and
arms to the side
of the body.
I open my arm ( on the side )
I open the opposite leg.
I return to the starting point ( CENTER)
Next, repeat the process but with the other arm.
4-5 times for both exercises
With this exercise the child experiences
with his body the 4 directions right, left, up and
down. The child thus learns to orient himself in
arrows indicating the 4 directions (right, left,
up and down) drawn on thin cardboards.
The teacher shows one of the arrow to the childres
and they must reproduce with the body the direction
that indicates the arrow. If the arrow is to the
right, the child must raise the arm with an angle
of 90 degrees. If the arrow indicates up, the child
raises the arms towards the head. If the arrow indicates
down, the child bends the knees, arms down, hands
near the floor.
When the 4 positions are assimilated, the teacher
can use the document where the sequences of arrows
are written. The teacher asks the children to reproduce
the first sequence of arrows. The childrens will
assume each position one after the other in a continuous
Document with the line and circle
Doc. At the end of the present exercise.
The educator points to one of the figures
of the document and asks the children to reproduce
it with the body. The body of the child represents
the vertical line and its arm or leg represents
If the circle is above, the child must raise
the left or right arm with a small angle on
And if the circle is down, the child slightly
opens the right or left leg
example, if the circle is
above and to the right, the child must raise
the right arm to the side with a small angle.
to print a large version
SECOND SERIES OF
The associations of images.
The ability to associate is fundamental for reading
and writing. Stimulating this ability, the understanding
of the text and the spelling can be improved, which
at the same time facilitates the learning for all
the other scholastic matters because there is better
understanding of the instructions to follow.
The association of the diverse forms and curves
is very beneficial at the beginning because we have
to remember that the letters include these elements.
Thus the child is going to identify the letters
more easily and is going to have a better decoding
system, with more facility to understand and be
able to read faster .
It is possible to print the series of the different
exercises that follow (10-15 sheets).
Click on the
pictures to get a large version
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.
House Game ( an example )
*** We reduced the game from 12
to 6 houses so that it was more accessible, more
With the pieces of # 1,” which house can I
*** In their training, they had been advised not
to say yes or no, but to ask why ?? “Give
me 3 reasons”. Normally the children answer
too rapidly ( without thinking ) and they guess
what looks similar.
We want them to analyze a little.
In the present example, the
answer is 3
Then # 1 goes with # 3
The green triangle of # 1 goes with the green
triangle of # 3
The red square goes with the red square
The yellow rectangle goes with the yellow rectangle
that the student has to give the reason for his
answer, gives him the chance to analyze and verify
He cannot verify the answer by luck.
WE CAN WISELY INVERSE THE PROGRAM
The teacher asks
Give me 2 reasons why with the pieces of # 1 I cannot
built the house # 6
THE WHY IS THE MOST IMPORTANT
And the same with the sticks game
and many game of association. They are in the pedagogic
Lenny and Melanie also made an
introduction with the children for the understanding
of the writing problems and the fractions( the meaning
of a fraction).
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.
This exercise is an introduction of the sequence
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.
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 children.
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
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
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
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 sizes.
An educative game:
Go and pick up
The little rock
The largest stick
The medium rock
The child comes back with the
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 of
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.