|
Practical
Life |
|
|
|
|
| ACTIVITY |
|
INDIRECT AND DIRECT
AIMS |
| SPOONING |
|
Control of
action, concentration, co-ordination of hand muscles. Preparation of the
fingers for holding a pencil,
sequencing. |
| SPONGING |
|
as
above |
| POURING 1, 2, funnel |
|
Control,
concentration and co-ordination. Care of the environment and self,
developing wrist and finger movements for writing. Sequencing and
development of
independence. |
| PEGS/MUSHROOMS |
|
as
above |
| TWEEZERS |
|
as
above |
| EYE DROPPER |
|
as
above |
| BOTTLES & LIDS |
|
as
above |
| FOLDING |
|
as
above |
| BUTTONS 1, 2 |
|
care of
self, the 3Cs and
Independence |
| SNAPS |
|
as
above |
| POLISHING |
|
as
above |
| SHOE POLISHING |
|
as
above |
| DUSTING |
|
Co-ordination, development of movement, independence. Care of
the environment. |
| SWEEPING |
|
as
above |
| TABLE WASHING |
|
as above
plus sequencing,
concentration |
| CHAIR WASHING |
|
as above
plus sequencing,
concentration |
| WINDOW WASHING |
|
as above
plus sequencing,
concentration |
| PAINTING 1, 2 |
|
use of
primary colours and white to mix
colours. |
| COLLAGE |
|
use of
paste and type of collage material as
available. |
| SCISSORS |
|
under
supervision used in sewing and cutting along outlined
shapes |
| DRAWING |
|
use of pencils with
pencil holders and backing boards -
|
| THREADING BEADS |
|
hand eye
co-ordination in preparation for
sewing. |
| NECKLACE MAKING |
|
as
above |
| THREADING BOARD |
|
sequencing.
Intoduced to a series of holes to thread with a
lace. |
| SEWING CARD |
|
sequencing.
Making the holes to be able to use as threading
board. |
| PINNING |
|
hand eye
coordination. Fine motor
movements. |
| RING MAKING |
|
as
above. |
| BUTTON SEWING |
|
practical
care of self and
environment |
| FINE SEWING |
|
as
above |
| BUCKLE FRAME |
|
see button
frame |
| BOW FRAME |
|
see button
frame |
| COLOUR MIXING |
|
Science,
exploration and
discovery. |
| FLOWER ARRANG. |
|
Sequencing,
sensitivity to beauty |
| SINK & FLOAT |
|
Science,
classification |
| MAGNETICS |
|
Science,
classification |
|
Sensorial |
|
| ACTIVITY |
|
INDIRECT AND DIRECT
AIMS |
| CYLINDER
BLOCKS |
|
Visual
discrimination of dimension. Prparation of fingers for holding pencil in
writing, preparation for
mathematics. |
| PINK TOWER |
|
Visual
discrimaination of differences in 3 dimensions. Muscular control of hand
and arm. Preparation of the Mathematical
mind. |
| BROAD STAIRS |
|
Visual
discrimaination of differences in 2 dimensions. Preparation of the
Mathematical mind and for squaring and surface
area. |
| RED RODS |
|
Visual
discrimination in one dimension. Preparation for mathematics
particularly
numeration. |
| COLOUR BOX 1 & 2 |
|
Sensorial
training providing the child with a "key" to the world of colour.
Indirect preparation for art and appreciation of nature's world of
colour. |
| COLOUR BOX 3 |
|
Sensorial
training providing the child with a "key" to the world of colour.
Indirect preparation for art and appreciation of nature's world of
colour. |
| BELL MATCHING |
|
The general
discrimination of musical
sounds. |
| SMELLING JARS |
|
Refinement
of the Olfactory sense and to arise the child's awareness to the smells
in the environment. |
| TASTING |
|
Arise the
child's awareness to the 4 fundamental tastes.. To help the child
realise that apart from the four tastes, smell is usually the sense
which identifies for
us. |
| ROUGH & SMOOTH
|
|
Develop the
tactile sense by lightness of touch. Board B develops arm
movement. |
| TOUCH TABLETS |
|
To refine
the tactile sense. Preparation for
writing. |
| FABRICS |
|
Refine the
sense of touch. Development and concentration of memory. Preparation for
writing. |
| SORTING |
|
Development
of the stereognostic
sense. |
| THERMIC BOTTLES |
|
To develop
the thermic sense. |
| SOUND CYLINDERS |
|
Refinement
of the auditory sense. |
| KNOBLESS CYLDS |
|
Observe
and compare
the different series with each other. Help the child clarify ideas
about dimensions and their
interplay. |
| BINOMIAL CUBE |
|
To build
the cube. The sensorial exploration of the algebraic formulae (a+b)
cubed. |
| TRINOMIAL CUBE |
|
To build
the cube. The sensorial exploration of the algebraic formulae (a+b+c)
cubed. |
| GEOMETRIC SOLIDS |
|
Visual and
muscular discrimination of shape. Preparation for geometry and
volume. |
| GEOMETRY CABINET |
|
Visual and
muscular discrimination of form. Visual training and preparation for
geometric figures. Muscular movements of the hand for
writing. |
| GEO. CAB & CARDS |
|
Visual and
muscular discrimination of form. Visual training and preparation for
geometric figures. Muscular movements of the hand for
writing. |
| BOTANY CABINET |
|
Visual and
muscular discrimination of form. Preparation for botany, writing and the
appreciation of the world of
nature. |
| CONSTRUCTIVE TRI 1 |
|
The general
purpose of all the boxes of constructive triangles is visual
discrimination and muscular discrimination of form. Also the practical
experience of plane geometry. Indirect prepartion of all the boxes is
the subconscious accumulation of geometrical facts through experience
and repetition. |
| CONSTRUCTIVE TRI 2 |
|
Visual
discrimination and muscular discrimination of form. Subconscious
accumulation of geometrical
facts. |
| CONSTRUCTIVE TRI 3 |
|
Development
of the realisation that the lines of an equilateral triangle divide
into different triangles except for the medians where the quarter
reproduces the equilateral triangle but in a smaller size. Prparation
for geometry. |
| CONSTRUCTIVE TRI 4 |
|
To show
that a hexagon can be formed from 3 rhombi or 2 trapezuims. Preparation
for geometry. |
| CONSTRUCTIVE TRI 5 |
|
To show
figures which can be built with obtuse angled isosceles triangles, 1/3
the size of the equilateral
triangle. |
| LAND & WATER FMS |
|
Understanding the physical world and the variety of
relationships. |
| SAND PAPER GLOBE |
|
Understanding the physical world and the variety of
relationships. |
| COLOURED GLOBE |
|
Understanding the physical world and the variety of
relationships. |
| CONTINENT MAP |
|
Puzzle map
where all the names of each continent are given to the
child. |
| OCEANIA MAP |
|
Puzzle map
of own continent where all the names of each state and territory and
other neighbouring countries is
given. |
| |
|
|
| THERMIC TABLETS |
|
To let the
child experience that different substances feel to us as if they are of
different teperatures. As a general rule denser objects transfer heat
more efficiently than less dense
objects. |
| TABLE OF PYTHAG. |
|
Sense of
sight. Building of the
square. |
| SUPER, IM, POSED
G/F |
|
Sensorial
preparation for geometry showing the relationship between
figures:Specifically: concentric and
inscribed. |
| BARIC
TABLETS |
|
Discrimination of weight. Refinement of the Baric touch.
Concentration, coordination between mind and
body. |
|
Language |
|
| ACTIVITY |
DATE |
INDIRECT AND DIRECT
AIMS |
| MYSTERY
BAG |
|
Develop
stereognostic sense and develop the power of mentally
visualizing. |
| I SPY |
|
Raising the
child's awareness to the individual sounds that words are made of.
Preparation for writing and later
reading. |
| VOCAB CARDS |
|
To enrich the
child's vocabulary. To help the child express himself by discussing the
material presented. |
| CLASSIFICATION CDS |
|
The above
plus to assist the child's classification of the environment. To prepare
for further studies at Primary School. To prepare for reading at the
preschool level. |
| SOUND LOTTO |
|
To make the
child aware of the sounds in words and to unite these sounds by means
of muscular and visual memory to the appropriate symbol. Direct
preparation for
writing. |
| S P LETTERS |
|
To make the
child aware of the sounds in words and to unite these sounds by means
of muscular and visual memory to the appropriate symbol. Direct
preparation for writing.
(i,o,m,p,c.e.u,a,t) |
| PARTS OF : |
|
To help the
child realise that a written word is a group of sounds represented by
graphic signs and that the word has meaning. Introduction to
reading. |
| LEAF CABINET |
|
|
| MOVEABLE ALPHABET |
|
To help the
child with the exploration and analysis of the known language. To
reproduce words using graphic symbols. Preparation for writing and
reading. |
| PHONETIC OBJECT BOX |
|
To help the
child to realise that a written word is a group of sounds represented
by graphic signs and that the word has meaning - this is why objects are
used. Introduction to
reading. |
| PHONOGRAMS |
|
To further
the child's exploration of language and to give the child a further key
to reading. |
| PUZZLE WORDS |
|
To
introduce the child to another strategy for reading irregular
words. |
| NAMING ENVIRONMENT |
|
To help the
child realise that a written word is a group of sounds represented by
graphic signs and that the word has meaning. Introduction to
reading. |
| ACTION CARDS |
|
To help the
child realise that a written word is a group of sounds represented by
graphic signs and that the word has meaning. Introduction to
reading. |
| NOUN |
|
To bring to
the child's conscious attention the awareness of the noun. Preparation
for creative expression. Preparation for total
reading. |
| ARTICLE |
|
To bring to
the child's conscious attention the awareness of the article.
Preparation for creative expression. Preparation for total
reading. |
| ADJECTIVE |
|
To make the
child aware of the individual words in reading and particularly the
function of the adjective. Preparation for creative expression.
Preparation for total
reading. |
| CONJUCTION |
|
To bring to
the child's conscious awareness the function of the
conjunction. |
| PREPOSITION |
|
To bring
the child's concious awareness to the function of the preposition. To
place objects in a certtain relationship with each other - to bring
order out of chaos. |
| VERB |
|
To bring to
the conscious awareness of the child the function of the different
aspects of the verb. |
| ADVERB |
|
Bring the
child's conscious awareness to the function of the adverb. To asist the
child in oral and written
expression. |
| PRONOUN |
|
Bring the
child's conscious awareness to the function of the pronoun. To asist the
child in oral and written
expression. |
| METAL INSET 1 |
|
Enable a
child to aquire mastery of the hand, with lightness of action and
keeping within the limits. Direct preparation for
writing |
| MI
2, 3, 4, 5, 6, 7 |
|
Extending
the child's mastery of the hand. Direct prepartaion for
writing. |
| CHALKBOARD WRITING |
|
To assist
the child to a beautiful
handwriting. |
| GREEN LINED PAPER |
|
The child
discovers the classification of the different
grouping. |
| WRITING NAME |
|
Practical
combination of SPLs and
Mis |
| FLAGS |
|
Extension
of Geography - flags of different
countries |
| MAPPING |
|
Extension
of Puzzle Maps -
geography |
| BIOTHERMS |
|
Gegraphy
and expanding general knowledge of general
biotherms. |
| GEOGRAPHY FOLDERS |
|
Developing
an appreciation of similarities of all people in our
world. |
| LIFE CYCLES |
|
To help
understand the inevitability of change in
life. |
| GARDENING |
|
Care of the
Environment |
| CARE OF PET |
|
Care of
other living things |
| WRITING
STORY |
|
To express
oneself in written
form |
| Mathematics |
|
| ACTIVITY |
|
INDIRECT AND DIRECT
AIMS |
| SAND PAPER
NUMBERS |
|
To teach
the written symbols corresponding to the quantities the child already
knows. To make association between the spoken name and the symbol. To
give the child the "key" to the written numbers. Preparation for writing
numbers. |
| NUMBER RODS |
|
To
associate the spoken name with the appropriate quantity one to ten. To
aid the child in understanding that each quantity is a separate object
or entity. Memory sequence 1 to
10. |
| RODS AND CARDS |
|
Associate
written symbol and quantities, reinforce the sequence of numbers.
Building of ten is indirect preparation for addition and with the 5 rod
for multiplication. The last exercise is preparation for
subtraction. |
| SPINDLE BOX |
|
To
reinforce the concept that the sets of rods were an entity in
themselves. Here the spindles help to clarify the idea that numerals can
also be represented by a certain number or quantity of objects. To
introduce the concept of zero shown by the compartment remaining empty.
To reinforce the natural sequence of numbers by reference to the symbols
painted on the box. The fact that there are no numbers ie numerals
other than those 0 to
9. |
| CARDS & COUNTERS |
|
Reinforce
concept of odd and even numbers via visual representation. Indirect
preparation for dividing
numbers. |
| MEMORY GAME OF NOS |
|
To
emphasise the fact that zero has a quantiy of nothing, unlike all other
numerals. |
| COLOURED TRIANGLE |
|
Introduce
the child to the colour coded quantities from 1 to
9 |
| TEEN BEADS |
|
The
association of quantity name and written symbols 11-19. The indirecxt
preparation for linear measure and further work in
mathematics. |
| TEEN BOARD |
|
AS
ABOVE |
| TEN BEADS |
|
To raise
the child's awareness to the counting of every single bead and numeral
from 11 to 99. Teach the terminology from 20 to
90. |
| TEN BOARD |
|
AS
ABOVE |
| DECIMAL INTRODUCTION |
|
To make the
child familiar with the names of different categories. To give the
child the impression of the various sizes of the categories and to
aquaint him with the difference in bulk, in for example 3 units and 3
thousands. |
| DECIMAL
BEADS |
|
|
| DECIMAL CARDS |
|
To aquaint
the child with the written symbols for the quantities he has
learned. |
| FORMATION OF NOS |
|
To make the
child familiar with the different categories of number especially with
reguard to reading the symbols. Also to give the child the wording of
large numbers. Indirect preparation for the heirachy of numbers ie while
the significant figures are alwaysthose from 1 to 9 it is the place
they occupy in the complex number which gives the importance of tens,
hundreds and thousands. The fact that on a complex number zero occupies
an empty category and the fact that nine of any category are necessary
to form any number. |
| ADDITION |
|
To give the
child the experience with the process of addition. It is the
subconscious preparation for the mathematical
mind. |
| CHANGE GAME |
|
To show the
process of carrying from one category to the next - dynamic
addition. |
| SUBTRACTION |
|
To give the
children an impression of the process of subtraction and how it differs
from addition. In subtraction we start with a capital (minuend)(a
quantity) and the children come to take from it by bringing an empty
tray and a demand expressed in small cards(subtrahend) The child has to
break up a unit of a larger category into 10 of a smaller one. A larger
quantity(minuend) is divided into 2 or more smaller different
quantities. Generally something is left over to the one who had the
original capital. |
| MULTIPLICATION
|
|
We are
giving the child the process of multiplication and the subconscious
preparation of the mathematical mind showing that multiplication is the
addition of equal quantities. It is a process whereby a quantity is
repeated so many times. It is possible to multiply up to 9, it is an
important experience. |
| DIVISION |
|
To show the
process of division and the subconscious preparation for the
mathematical mind by showing the action of changing and adding into the
next category any quantity left over to the proceding
category. |
| ADDITION TABLES |
|
Child works
independently with the addition strip board and any statement sheet/
with all from 1+ to
9+9 |
| COLOURED BEADS |
|
Child works
independently with the 2 coloured bead triangles and any or all
statement shhets from 1+ to
9+9 |
| SUBTRACTION TABLES |
|
|
| SUBTRACTION STRIP BD |
|
To make the
child familiar with the number facts of
subtraction. |
| MULTIPLICATION TABLES |
|
|
| MULTIPLICATION BEADS |
|
To show by
this geometrical form of multiplication that the mutiplier is never a
solid body as is the multiplicand. (Quantity to be multiplied) It is
only indicative of how many times a number is taken or how many times a
given quantity is repeated. Preparation for geometry and
algebra. |
| MULTIPLICATION BOARD |
|
Memorisation of multiplication
tables. |
| FRACTIONS |
|
By
experimenting with the materials the child is given an introduction to
fractions:the process of addition, subtraction, multiplication and
division. |
| DIVISION BOARD |
|
To make the
child familiar with the various ways in which numbers may be
divided. |
| SKIP COUNTING |
|
To
consolidate the child's knowledge of counting. From 100 to 1000 onto the
squares of each number 1 to 9. Indirect preparation for squaring and
cubing. To give the child other means of counting other than by one.
Indirect preparation for
multiplication. |
| STAMP GAME |
|
To give the
child the opportunity of carrying out individual exercises. Previously
the child needed the collaboration of other children to do the processes
with the bead material. A further move towards the abstract, ie towards
symbolic
representation. |
| DOT GAME |
|
To give the
child the further understanding of addition in the decemal system and
give him a sense of ability to work with big numbers. To bring out the
fact thjat in each category there are never combinations other than
those made with the numbers 1 to
9. |
| SNAKE GAME |
|
To
familiarize the child with all the possible number combinations to make
10 To give the child the subconscious knowledge that NO two digits added
together amonut to more than 18. The game gives the first basic practise
in memorising the essential combinations with which when known one can
make any addition. |
| CLOCK |
|
Another
aspect of mathematics as the child is introduced to telling the
time. |
| NUMBER ROLL |
|
The child
sets out to write numbers in a roll from 1 to thousands with or without
the use of material. |
| SMALL BEAD
FRAME |
|
To help to
lead the child to work in the abstract. To help the child write large
numbers in their correct categories (place values) To help the child
understand the process of
changing. |
