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Practical Life |
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| ACTIVITY |
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INDIRECT AND DIRECT AIMS |
| SPOONING |
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Control of action, concentration, co-ordination of hand muscles. Preparation of the fingers for holding a pencil, sequencing. |
| SPONGING |
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as above |
| POURING 1, 2, funnel |
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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 |
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as above |
| TWEEZERS |
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as above |
| EYE DROPPER |
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as above |
| BOTTLES & LIDS |
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as above |
| FOLDING |
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as above |
| BUTTONS 1, 2 |
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care of self, the 3Cs and Independence |
| SNAPS |
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as above |
| POLISHING |
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as above |
| SHOE POLISHING |
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as above |
| DUSTING |
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Co-ordination, development of movement, independence. Care of the environment. |
| SWEEPING |
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as above |
| TABLE WASHING |
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as above plus sequencing, concentration |
| CHAIR WASHING |
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as above plus sequencing, concentration |
| WINDOW WASHING |
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as above plus sequencing, concentration |
| PAINTING 1, 2 |
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use of primary colours and white to mix colours. |
| COLLAGE |
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use of paste and type of collage material as available. |
| SCISSORS |
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under supervision used in sewing and cutting along outlined shapes |
| DRAWING |
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use of pencils with pencil holders and backing boards - |
| THREADING BEADS |
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hand eye co-ordination in preparation for sewing. |
| NECKLACE MAKING |
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as above |
| THREADING BOARD |
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sequencing. Intoduced to a series of holes to thread with a lace. |
| SEWING CARD |
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sequencing. Making the holes to be able to use as threading board. |
| PINNING |
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hand eye coordination. Fine motor movements. |
| RING MAKING |
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as above. |
| BUTTON SEWING |
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practical care of self and environment |
| FINE SEWING |
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as above |
| BUCKLE FRAME |
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see button frame |
| BOW FRAME |
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see button frame |
| COLOUR MIXING |
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Science, exploration and discovery. |
| FLOWER ARRANG. |
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Sequencing, sensitivity to beauty |
| SINK & FLOAT |
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Science, classification |
| MAGNETICS |
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Science, classification |
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Sensorial |
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| ACTIVITY |
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INDIRECT AND DIRECT AIMS |
| CYLINDER BLOCKS |
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Visual discrimination of dimension. Prparation of fingers for holding pencil in writing, preparation for mathematics. |
| PINK TOWER |
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Visual discrimaination of differences in 3 dimensions. Muscular control of hand and arm. Preparation of the Mathematical mind. |
| BROAD STAIRS |
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Visual discrimaination of differences in 2 dimensions. Preparation of the Mathematical mind and for squaring and surface area. |
| RED RODS |
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Visual discrimination in one dimension. Preparation for mathematics particularly numeration. |
| COLOUR BOX 1 & 2 |
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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 |
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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 |
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The general discrimination of musical sounds. |
| SMELLING JARS |
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Refinement of the Olfactory sense and to arise the child's awareness to the smells in the environment. |
| TASTING |
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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 |
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Develop the tactile sense by lightness of touch. Board B develops arm movement. |
| TOUCH TABLETS |
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To refine the tactile sense. Preparation for writing. |
| FABRICS |
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Refine the sense of touch. Development and concentration of memory. Preparation for writing. |
| SORTING |
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Development of the stereognostic sense. |
| THERMIC BOTTLES |
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To develop the thermic sense. |
| SOUND CYLINDERS |
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Refinement of the auditory sense. |
| KNOBLESS CYLDS |
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Observe and compare the different series with each other. Help the child clarify ideas about dimensions and their interplay. |
| BINOMIAL CUBE |
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To build the cube. The sensorial exploration of the algebraic formulae (a+b) cubed. |
| TRINOMIAL CUBE |
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To build the cube. The sensorial exploration of the algebraic formulae (a+b+c) cubed. |
| GEOMETRIC SOLIDS |
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Visual and muscular discrimination of shape. Preparation for geometry and volume. |
| GEOMETRY CABINET |
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Visual and muscular discrimination of form. Visual training and preparation for geometric figures. Muscular movements of the hand for writing. |
| GEO. CAB & CARDS |
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Visual and muscular discrimination of form. Visual training and preparation for geometric figures. Muscular movements of the hand for writing. |
| BOTANY CABINET |
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Visual and muscular discrimination of form. Preparation for botany, writing and the appreciation of the world of nature. |
| CONSTRUCTIVE TRI 1 |
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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 |
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Visual discrimination and muscular discrimination of form. Subconscious accumulation of geometrical facts. |
| CONSTRUCTIVE TRI 3 |
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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 |
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To show that a hexagon can be formed from 3 rhombi or 2 trapezuims. Preparation for geometry. |
| CONSTRUCTIVE TRI 5 |
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To show figures which can be built with obtuse angled isosceles triangles, 1/3 the size of the equilateral triangle. |
| LAND & WATER FMS |
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Understanding the physical world and the variety of relationships. |
| SAND PAPER GLOBE |
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Understanding the physical world and the variety of relationships. |
| COLOURED GLOBE |
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Understanding the physical world and the variety of relationships. |
| CONTINENT MAP |
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Puzzle map where all the names of each continent are given to the child. |
| OCEANIA MAP |
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Puzzle map of own continent where all the names of each state and territory and other neighbouring countries is given. |
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| THERMIC TABLETS |
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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. |
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Sense of sight. Building of the square. |
| SUPER, IM, POSED G/F |
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Sensorial preparation for geometry showing the relationship between figures:Specifically: concentric and inscribed. |
| BARIC TABLETS |
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Discrimination of weight. Refinement of the Baric touch. Concentration, coordination between mind and body. |
|
Language |
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| ACTIVITY |
DATE |
INDIRECT AND DIRECT AIMS |
| MYSTERY BAG |
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Develop stereognostic sense and develop the power of mentally visualizing. |
| I SPY |
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Raising the child's awareness to the individual sounds that words are made of. Preparation for writing and later reading. |
| VOCAB CARDS |
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To enrich the child's vocabulary. To help the child express himself by discussing the material presented. |
| CLASSIFICATION CDS |
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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 |
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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 |
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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 : |
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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 |
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| MOVEABLE ALPHABET |
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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 |
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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 |
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To further the child's exploration of language and to give the child a further key to reading. |
| PUZZLE WORDS |
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To introduce the child to another strategy for reading irregular words. |
| NAMING ENVIRONMENT |
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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 |
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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 |
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To bring to the child's conscious attention the awareness of the noun. Preparation for creative expression. Preparation for total reading. |
| ARTICLE |
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To bring to the child's conscious attention the awareness of the article. Preparation for creative expression. Preparation for total reading. |
| ADJECTIVE |
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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 |
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To bring to the child's conscious awareness the function of the conjunction. |
| PREPOSITION |
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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 |
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To bring to the conscious awareness of the child the function of the different aspects of the verb. |
| ADVERB |
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Bring the child's conscious awareness to the function of the adverb. To asist the child in oral and written expression. |
| PRONOUN |
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Bring the child's conscious awareness to the function of the pronoun. To asist the child in oral and written expression. |
| METAL INSET 1 |
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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 |
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Extending the child's mastery of the hand. Direct prepartaion for writing. |
| CHALKBOARD WRITING |
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To assist the child to a beautiful handwriting. |
| GREEN LINED PAPER |
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The child discovers the classification of the different grouping. |
| WRITING NAME |
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Practical combination of SPLs and Mis |
| FLAGS |
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Extension of Geography - flags of different countries |
| MAPPING |
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Extension of Puzzle Maps - geography |
| BIOTHERMS |
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Gegraphy and expanding general knowledge of general biotherms. |
| GEOGRAPHY FOLDERS |
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Developing an appreciation of similarities of all people in our world. |
| LIFE CYCLES |
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To help understand the inevitability of change in life. |
| GARDENING |
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Care of the Environment |
| CARE OF PET |
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Care of other living things |
| WRITING STORY |
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To express oneself in written form |
| Mathematics |
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| ACTIVITY |
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INDIRECT AND DIRECT AIMS |
| SAND PAPER NUMBERS |
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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 |
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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 |
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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 |
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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 |
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Reinforce concept of odd and even numbers via visual representation. Indirect preparation for dividing numbers. |
| MEMORY GAME OF NOS |
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To emphasise the fact that zero has a quantiy of nothing, unlike all other numerals. |
| COLOURED TRIANGLE |
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Introduce the child to the colour coded quantities from 1 to 9 |
| TEEN BEADS |
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The association of quantity name and written symbols 11-19. The indirecxt preparation for linear measure and further work in mathematics. |
| TEEN BOARD |
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AS ABOVE |
| TEN BEADS |
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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 |
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AS ABOVE |
| DECIMAL INTRODUCTION |
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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 |
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| DECIMAL CARDS |
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To aquaint the child with the written symbols for the quantities he has learned. |
| FORMATION OF NOS |
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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 |
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To give the child the experience with the process of addition. It is the subconscious preparation for the mathematical mind. |
| CHANGE GAME |
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To show the process of carrying from one category to the next - dynamic addition. |
| SUBTRACTION |
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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 |
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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 |
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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 |
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Child works independently with the addition strip board and any statement sheet/ with all from 1+ to 9+9 |
| COLOURED BEADS |
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Child works independently with the 2 coloured bead triangles and any or all statement shhets from 1+ to 9+9 |
| SUBTRACTION TABLES |
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| SUBTRACTION STRIP BD |
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To make the child familiar with the number facts of subtraction. |
| MULTIPLICATION TABLES |
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| MULTIPLICATION BEADS |
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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 |
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Memorisation of multiplication tables. |
| FRACTIONS |
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By experimenting with the materials the child is given an introduction to fractions:the process of addition, subtraction, multiplication and division. |
| DIVISION BOARD |
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To make the child familiar with the various ways in which numbers may be divided. |
| SKIP COUNTING |
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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 |
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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 |
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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 |
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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 |
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Another aspect of mathematics as the child is introduced to telling the time. |
| NUMBER ROLL |
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The child sets out to write numbers in a roll from 1 to thousands with or without the use of material. |
| SMALL BEAD FRAME |
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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. |
