Daily Life Activities Album

The Canadian Montessori Teacher Education Institute
Daily Life Activities

by Daniel Jutras, Ph.D. Master Teacher
Album: Daily Life Activities

MOTOR EDUCATION: ACTIVITIES THROUGH PRACTICAL LIFE
A. *** The Very First Three Activities of the Very First Day ***
• TO EXTINGUISH A CANDLE WITH A SNUFFER

• TO CARRY A GLASS OF COLOURED WATER
• TO PASS A BELL
B. Preliminary Activities
• TO SIT AT A TABLE
• TO CARRY A CHAIR
• TO CARRY A TABLE
• TO OPEN & CLOSE A DOOR
• TO OPEN & CLOSE A DRAWER
• TO CARRY, UNROLL, AND ROLL A MAT
• TO WALK AROUND A MAT
• TO CARRY A TRAY
• TO PUT A COAT ON A HANGER
C. Motor Skills
• PEGS & BASKET

• POM POMS
• MARBLES & TONGS
• SPOONING (TRANSFERING WITH A SPOON)
• TRANSFERRING SEEDS OR BEADS WITH TWEEZERS
• BOTTLES WITH SCREWING LIDS
• BOXES WITH SURPRISES
• SORTING
• THREADING AND MAKING NECKLACES
• DRY POURING (SOLID)
• WET POURING (LIQUID)
• POURING TO THE LINE
• POURING EQUALLY TO MANY CONTAINERS
• EYE-DROPPER TRANSFER
• TRANSFER WATER TO A SOAP SAVER WITH AN EYE DROPPER
• PRONATION AND SUPINATION IN SQUEEZING A SPONGE
• USING A WHISK
• LOCKS AND KEYS
• NUTS & BOLTS
• SCREWING AND UNSCREWING WITH DIFFERENT SCREWDRIVERS
• SCREWING AND UNSCREWING TINY THINGS (NECKLACES, BRACELETS, EARRINGS)
• SUPERIMPOSITION OF SHAPES
• UNGLUING A STAMP
• GLUING WORK
• CUTTING ON THE LINE
• MORTAR & PESTLE (EGG SHELLS, RICE KRISPIES)
• PRICKING A SHAPE
• HAMMERING
D. Care of Self
• DRESSING FRAMES: - VELCRO
- PUSH BUTTONS (SNAPS)
- LARGE BUTTONS
- SMALL BUTTONS
- ZIPPERS
- HOOKS & EYES
- BELT BUCKLES
- KNOTS AND BOWS
- LACING
- SAFETY PINS
• WASHING HANDS
• SHOE POLISHING
• SEWING BUTTONS
E. Care of the Environment

• SETTING A TABLE
• FOLDING NAPKINS
• FOLDING CLOTHES
• DUSTING
• SWEEPING
• WATERING PLANTS
• PLANTING ALFALFA
• CHANGING THE WATER OF A FLOWER ARRANGEMENT
• CLEANING SHELLS, ROCKS, AND LICENCE PLATES
• CLEANING MIRRORS AND GLASS
• OILING WOOD
• POLISHING SILVER, BRASS, MONEY, AND METAL
• CLEANING A WINDOW
• CLEANING A TABLE (OR CHAIR)
• IRONING
• WASHING CLOTHES
The Very First Three Activities
of the Very First Day
A. *** The Very First Three Activities of the Very First Day ***
TO EXTINGUISH A CANDLE WITH A SNUFFER
Age: 2 1/2+
Materials:
A tray consisting of a candleholder, 2 candles, snuffer, and a match
Presentation:
1. Invite the children to join you at circle.

2. Sitting in the circle amongst the children, quietly light the candle and
extinguish the match.
3. Once the candle is lit, quietly extinguish the candle using the snuffer.
4. Once you have extinguished the candle, relight it, and whisper the name of the
first child on your left or right. You will allow all the children a turn to try one
after another.
5. If one of the children declines, accept the answer and move on to the next in
circle. Once each child has had a turn, be sure to offer the chance to
extinguish the candle to anyone who originally declined.
Direct Aim:
To extinguish a candle using a snuffer
Indirect Aim:
• To get the children's attention

• Concentration
• Hand/eye coordination
• Refined movement of the muscles in the arms and hands
• To help build trust between the teacher-guide and each child
• Independence
Language:
No language, except when whispering the name of each child in circle
Point of Interest:
The lit candle and the opportunity to extinguish the candle using the snuffer
Control of Error:
• Difficulty to extinguish the candle

• Child using snuffer in a rough manner
A. ***The Very First Three Activities of the Very First Day ***
TO CARRY A GLASS OF COLOURED WATER
Age: 2 1/2+
Materials:
One (or more) fluted glass filled to the rim with coloured water
Presentation:
1. As the children remain at circle, walk to the shelf where the glass of coloured
water is kept. Slowly pick up the glass of water by the stem and carefully
balance the glass to prevent spillage. Gradually take the glass of water to
another place in the room.
2. Return to circle, and invite any one who wishes to try by saying: “Feel free to
try”. The child will carefully pick up the glass of water and take it to its original
place of belonging. The glass of water will be taken back and forth until all the
children have had a turn, if they wish.
3. Once everyone has had a turn, tell the children that the coloured water glass
is always available for them to carry.
Direct Aim:
To be able to carry a glass of water from one location to another

independently
Indirect Aim:
• To build faith in the child

• To get the children's attention
• Concentration
• To help build trust between the teacher-guide and each child
• Refined movement of the muscles in the arm and hand
• Independence
Language:
This sentence: “Feel free to try”...
Point of Interest:
The coloured water, the beautiful glass, the chance to carry the glass
Control of Error:
• Spilling water from the glass

• Dropping the glass and coloured water
• Banging the glass on the hard surface when placing it down
Bumping into something while walking
A. ***The Very First Three Activities of the Very First Day ***
TO PASS A BELL
Age: 21/2+
Materials:
A sensitive bell
Presentation:
1. Come to the circle holding a bell and invite the children to stand up in circle.
Tell the children "a bell usually rings, but today we will try to keep it silent. In
fact, we are going to pass this bell all around the circle and I am going to close
my eyes until it makes it all the way back." Avoid having the bell make a sound
and pass the bell to the child beside you.
2. Indicate to the child to continue to pass the bell along to the next child, and so
on around the circle.
3. While the bell is being passed along, it is recommended that the teacher-guide
close his/her eyes. This allows the child to feel the teacher-guide's trust and
gives the confidence to pass the bell at his/her own pace. At this point, refrain
from speaking, but use your body language to show the children not to make a
sound when passing the bell.
4. The children will continue to pass the bell along until each child has had a turn.
Extension:
Using a big sea shell instead of bell. The children listen with the shell held to
their ear before they pass it to the next child.
Direct Aim:
To be able to pass a bell independently and silently
Indirect Aim:
• To help build trust between the teacher-guide and the child

• Concentration
• Refined movement of the muscles in the arm and hand
• Cooperation and solidarity in a group of children
• Independence.
Language:
Your invitation and explanation of the bell
Point of Interest:
The shinny bell or sea shell, the teacher-guide closing his/her eyes, the
silence of the bell
Control of Error:
Noise caused by trembling of the bell

Preliminary Activities
B. Preliminary Activities
TO SIT AT A TABLE
Age: 2 1/2+
Materials:
A chair and a table
Presentation:
1. Invite a child to come with you to sit at a table.

2. Show him how to move the chair out from under the table (using two
hands). Lift the high back of the chair slightly up slowly pulling
outwards. Delicately put the legs of the chair down on the floor,
placing the back legs down first.
3. Show him how to step in front of the chair. Sit on the chair, making
sure your back is against the high back of the chair with your feet
placed on the ground.
4. Stand up and tuck your chair in, slowly and delicately, placing the
front legs first.
5. Now, invite the child to repeat the same movements.
Direct Aim:
For a child to be able to sit at a table
Indirect Aim:
• Graceful way of sitting

• Coordination of hand/arms and feet
Language:
No language
Point of Interest:
The appealing invitation
Control of Error:
Noise or banging when moving the chair outwards/inwards

3 Activities After:
1. To carry a chair
2. To carry a table
3. To open and close a door
B. Preliminary Exercises
TO CARRY A CHAIR
Age: 2 1/2+
Materials:
A chair
Presentation:
1. Invite a child so you may show to carry a chair from one work area to another.
2. Have her stand beside you allowing full visibility of what you will be showing.
Standing directly beside the chair, use one hand to lift from the high back, with
the opposite hand holding onto the bottom of the sitting area of the chair. Lift
slowly, using both hands to balance the chair properly.
3. Now invite her to try carrying the chair.
4. Tell her that anytime she carries a chair to a different location in the classroom,
this is preferable way to do it.
Direct Aim:
To carry and re-locate a chair independently
Indirect Aim:
• To create independence
• Coordination of the hands and arms
Language:
No language
Point of Interest:
The appealing invitation
Control of Error:
• Difficulty to find a proper balance with the chair

• Hitting/bumping into objects
• Dropping the chair
3 Activities Before: 3 Activities After:
1. To sit at a table 1. To open and close a door

2. To sit at a circle 2. To carry a tray
3. To greet someone 3. To open and close a box
TO CARRY A TABLE
Age: 2 1/2+
Materials:
A table
Presentation:
1. Invite a child to help carry a table from one area to another area in the
classroom.
2. Stand in front of one end of the table and ask the child to stand beside you.
3. Show him how to position the hands underneath the surface of the tabletop.
4. Invite the child to stand at the other end of the table and to prepare himself
to lift the table. Coordinate your action with the child and indicate to him
when to lift.
5. Then you can both move the table to the desired area, by placing two legs
on the floor first, then the other two legs using careful movements.
6. Tell the child that anytime he needs to move a table this is the preferable
way to do it.
Direct Aim:
To move the table from one area of the classroom to another location in a
delicate manner
Indirect Aim:
• To gain independence
• Working with a partner
• Hand/arm movement
• Focus and concentration
• Balance
Language:
Indicating to the child when to begin lifting and moving
Point of Interest:
The appealing invitation and moving a table from one location to another
Control of Error:
• Difficulty to find a proper balance with the chair

• Hitting/bumping into other objects
• Dropping the table or lifting too fast (imbalance of height)
• Depositing the legs on to the ground improperly
.
1. To carry a tray 1. To open/close a box

2. To carry a chair 2. To open/close a window
3. To open and close a door 3. To open/close a drawer
TO OPEN & CLOSE A DOOR
Age: 2 1/2+
Materials:
A door with a doorknob
Presentation:
1. Invite a child to open and close a door silently.

2. Ask a child to stand beside you, in front of the door and slowly place one hand
around the doorknob with the second hand directly on the door slightly above
the doorknob.
3. Allow your hand to turn the doorknob slightly as your second hand controls the
movement of the door. Then close and open the door delicately.
4. When you have opened and closed the door, invite the child to have a turn.
5. Tell the child that this is the way he can open and close a door without making
any noise.
Direct Aim:
To open/close a door independently
Indirect Aim:
• Create/refine hand/wrist/arm movement

• Concentration
• Independence
Language:
No language
Point of Interest:
The shiny doorknob and the invitation
Control of Error
• The door slamming shut

• Excessive noise
• Unable to open/close the door
1. Carrying a table 1. Opening and closing a drawer

2. Carrying a chair 2. Opening and closing a box
3. Sitting in a circle 3. Opening and closing bottles
with screwing lids
TO OPEN & CLOSE A DRAWER
Age: 2 1/2+
Materials:
A drawer
Presentation:
1. Invite a child to open and close a drawer.

2. Ask a child to stand beside you, in front of the drawer and slowly place your
hand on the handle of the drawer and your second hand directly on the
drawer.
3. Allow your hand to pull slightly on the handle; your other hand should control
the movement of the drawer. Then, close the drawer carefully pushing it in.
4. Offer the child an opportunity to open and close the drawer herself.
5. Tell her that when she opens and closes a drawer it is preferable to do so in
this manner.
Direct Aim:
To open and close a drawer independently
Indirect Aim
• Create and refine hand/arm movement

• Concentration
• Hand-eye coordination
• Independence
Language:
No language
Point of Interest:
The appealing invitation, learning to open and close the drawer, and the
surprise of what is in the drawer
Control of Error:
• Slamming the drawer shut

• Pulling the drawer out too far
• Unable to open or close the drawer
1. Opening and closing a door 1. Bottles with screwing lids

2. To carry a chair 2. Mortar and pestle
3. Carrying a table 3. Nuts and bolts
TO CARRY, UNROLL, AND ROLL A MAT
Age: 2 1/2+
Materials:
A mat
Presentation:
1. Invite a child to use a mat.

2. Show her where to find the mats in the classroom.
3. Lift a mat out of the container; hold horizontally with your arms open and
thumbs holding the flap down and close to your chest.
4. Place the mat on the floor with the flap facing upwards and begin to unroll the
mat slowly.
5. Once it is unrolled, while kneeling in front of the short side of the mat, place
your hands in the centre and start with a tight little roll and continue to roll
slowly. Avoid pulling mat towards yourself while rolling; adjusting your body to
the mat. Continually check the sides of the mat throughout the rolling process
to be sure the edges are straight.
6. Pick up the mat with your thumbs over the flap. This will help hold the mat
closed and prevent it from unrolling while being carried.
7. Invite the child to try this now, staying with her throughout all the steps.
8. Tell her that whenever she needs a mat, this is the preferable way to carry,
unroll, and roll it.
Direct Aim:
To carry, unroll, and roll a mat
Indirect Aim:
• To prepare an independent work place

• Concentration
• Independence
Language:
No language
Point of Interest
The various coloured mats, the appealing invitation, and the unrolling/rolling
movements
Control of Error:
• Difficulty to hold the flaps

• Hitting/bumping into objects
• Unable to roll mat / pulling mat while rolling
• Allowing the mat to unroll without control
• Having the edges uneven
• Mat rolled too loosely
1. To open & close a door/drawer 1. To walk around a mat

2. To open and close a drawer 2. Folding
3. Carrying a table 3. To carry a tray
TO WALK AROUND A MAT
Age: 2 1/2+
Materials:
A mat
Presentation:
1. Once you have shown a child how to unroll the mat, show the child how to walk
around the mat without touching it with your feet or knees. Be sure to use body
language when you demonstrate this to a child.
2. After you have demonstrated, ask the child to walk around the mat with you,
without touching it at all.
3. Once he has walked around the mat carefully, tell him that "as we move around
the room, we must always be careful and avoid walking on the mats on the
floor, so this is the preferable way to move around a mat."
Direct Aim:
To walk around the mat, without touching the mat
Indirect Aim:
• Control
• Balance
• Coordination of movement
• Concentration
• Independence
Language:
No language
Point of Interest:
Walking slowly around the mat, the invitation, and the colourful mat
Control of Error:
• Stepping on the mat

• Difficulty to be conscious of the edges of the mat
1. To unroll/roll a mat 1. To carry a tray

2. To carry a table 2. Polishing wood
3. To carry a chair 3. Folding
TO CARRY A TRAY
Age: 2 1/2+
Materials:
A tray
Presentation:
1. Invite a child to an activity of his choice.

2. Show him how to carry the tray using both hands and holding it way from your
body.
3. Once your demonstration is complete, invite him, if he wishes, to carry the tray to
his work area.
4. Tell the child that anytime he carries an activity this is the preferable way to do it.
Direct Aim:
To carry a tray independently
Indirect Aim:
• Concentration
• Refined movement of the muscles in the hand
• Independence
Language:
No Language
Point of Interest:
Carrying a tray independently, the appealing invitation, choosing his own

materials
Control of Error:
• Dropping the tray

• Spilling or dropping the contents of the tray
• Bumping into things
1. To carry a mat 1. Pegs and basket

2. To carry a chair 2. Boxes with surprises
3. To carry a table 3. Marbles and Tongs
TO PUT A COAT ON A HANGER
Age: 2 1/2+
Materials:
A coat and a hanger
Presentation:
1. Invite a child to put his coat/jacket on a hanger and demonstrate on a mat or on

a table.
2. Show him where to find the hanger and ask him to bring it to the work area.
3. Have him lay the coat/jacket down flat on the floor or table with opening of the
jacket facing upwards.
4. Slowly show him how to open up the jacket, one side at a time using both
hands.
5. Continue by showing him the coat hanger then slide one side of the coat hanger
under the shoulder section of the coat and do so again with the opposite side.
6. Close both sides of the coat back to there original condition and fasten the very
top button/buckle (if available) to prevent the coat from sliding off the hanger.
7. Offer the child a chance to try this activity now.
8. Once he is complete, tell him that when ever he needs to put his coat on a
hanger he can.
Direct Aim:
To put a coat/jacket on a hanger independently
Indirect Aim:
• Hand & eye coordination

• Independence
• Concentration
• Order of sequence
Language:
The word “hanger" and/or "shoulders"
Point of Interest:
Colour of the hanger, the invitation, and being able to hang up a coat
Control of Error:
• The coat/jacket sliding off the hanger

• Unable to place hanger correctly onto coat/jacket
1. To open and close a door 1. Velcro dressing frame

2. To carry a tray 2. Large button dressing frame
3. Walking around a mat 3. Zipper dressing frame
Motor Skills
C. Motor Skills
PEGS & BASKET
Age: 2 1/2+
Materials:
A basket with several coloured pegs arranged around

the rim
Presentation:
1. Invite the child to try this activity.

2. Show the child where to find this particular
activity on the shelf and invite her to carry the basket.
3. Once she has arrived to the table with the basket, you will indicate where to
place the basket on the table. (Usually between the child and the teacher-
guide)
4. Once both individuals have been seated in their chairs, begin by showing the
child the three finger grasp which she will be using, and in which way she will
be using them. (Using the opening and closing movement with the three fingers
of your right hand)
5. Slowly take one peg from the rim of the basket, open the end of the peg, and
place it onto the bottom of the basket. Make sure that the child has full visibility
to what you are doing.
6. After approx. the third peg has been removed from the rim of the basket, the
teacher-guide may invite the child to try. The object of this particular activity is
not only to grasp the pegs properly and place them from the rim of the basket,
but also to replace them and balance the pegs evenly around the basket in
order to prevent the basket from tipping over. Therefore, once all the pegs are
removed you will show the child how to replace the pegs back on to the basket.
7. Once all pegs have been placed around the rim of the basket, you may invite
the child to do it once again.
8. If the child declines, invite her to take the activity back to the shelf, be sure she
remembers where to place it back.
9. Tell her that anytime she wishes to do this activity again she may because she
knows how to use it.
Direct Aim:
Removing, placing, balancing the pegs evenly around the basket

independently, and the three finger grasp
Indirect Aim:
• Hand/finger muscle refinement

• Concentration
• Independence
Language:
No language
Point of Interest:
Colour variation of the pegs and the basket
Control of Error
• Difficulty to complete the activity with the pegs

• Difficulty to find a proper balance with the pegs set evenly around the basket
• Difficulty to properly grasp the pegs with three fingers
• Pegs falling off the basket
1. Carrying a tray 1. Pom poms

2. To pass a bell 2. Marbles & tongs
3. To sit at a table 3. Transferring with tweezers
C. Motor Skills
POM POMS
Age: 2 1/2+
Materials:
A tray consisting of tongs and two bowls (1 empty, 1 filled

with pompoms)
Presentation:

2. Show the child where to find this activity on the shelf and invite the child to carry
the tray (using two hands) to the work table.
3. Indicate where to place the tray on the table, between both the child and yourself.
4. Before picking up the tongs, visually show the child the three fingers in which he
will be using to hold the tongs properly.
5. Now pick up the tongs and show the child the same finger work (only this time
using them with the tongs).
6. Using the tongs, begin slowly picking up one pom pom at a time (from the left) and
place it into the empty bowl (on the right). Make sure the child has full visibility as
to what you are doing.
7. After a few pom poms have been picked up and properly placed into the second
bowl, invite the child to try.
8. Once all pom poms have been placed into the second bowl, invite the child to try
again if he wishes.
9. Regardless of the child's answer, you will show the child how to turn the tray. This
will bring the bowl consisting of the pom poms back to the left side of the child.
10. If the child wishes to continue, he may, if he declines, invite him to return the
activity back to its original place on the shelf.
11. Invite the child to use this activity any time he wishes.
Extension:
Transferring with different types of tongs or Chopsticks can add a challenge

for an experienced child
Direct Aim:
To grasp each pom pom using the tongs, and deposit them into the second
bowl
Indirect Aim:
• Refining muscles in the hand
• Concentration
• Independence
Language:
No language
Point of Interest:
The colour and shape of the pom poms, the tongs, the beautiful glass
bowls, and getting the tongs to open and close with three fingers
Control of Error:
• Grabbing the tongs too high or low (not opening or closing the tongs)
• Dropping the pom poms
• Unfinished activity
• Difficulty to properly grasp the pom poms with three fingers
1. Pegs & basket 1. Marbles & tongs

2. Carrying a tray 2. Tweezers and chopsticks
3. Sitting at a table 3. Eyedropper transfer
C. Motor Skills
MARBLES & TONGS
Age: 2 1/2+
Materials:
A tray consisting of two bowls/dishes

(one with a few marbles, the other empty) and tongs
Presentation:
1. Invite a child to try this activity.

2. Show the child where to find this activity on the shelf and invite the child to carry
the tray (using two hands) to the work table.
3. Indicate where to place the tray on the table (between both the child and
yourself).
4. Before picking up the tongs, show the child the three fingers in which she will be
using to use the tongs properly.
5. Pick up the tongs and again show the child the same finger work (only this time
using them with the tongs). Using the tongs, begin by slowly picking up one
marble at a time (from the left) and placing them into the empty bowl (on the
right) as quietly as possible. (Making sure the child has full visibility as to what
actions you are performing).
6. After approx. 3 marbles have been placed inside the second bowl, invite the child
to try.
7. Once all the marbles have been placed into the second bowl, invite the child to
try again if she wishes.
8. Regardless of the answer, you will remind her to turn the tray. This will bring the
bowl with the marbles onto the child's left side and ready use.
9. If she wishes to continue, she may, if she declines, invite the child to return the
activity back to the shelf, being sure she remembers where to place it.
10. Invite the child to use this activity whenever she wishes.
Extension:
Transferring with different tongs, in order to offer different challenges
Direct Aim:
To independently grasp each marble using the tongs and to place them into
the second bowl, and the three finger grasp
Indirect Aim:
• Refined movement of the hand
• Concentration
• Independence
Language:
No language
Point of Interest:
The various coloured and heavy marbles, the tongs, the beautiful glass
bowls, the slight clinking sound made by the marbles
Control of Error:
• Grabbing the tongs too high or low (not opening/closing tongs)

• Dropping the marbles
• Making excess noise when placing the marbles in the bowl or dish
• Unable to complete activity
• Difficulty to use three finger grasp
1. Pegs & basket 1. Transferring using tweezers

2. Pom poms 2. Eye dropper transfer
3. To carry a tray 3. Using scissors
C. Motor Skills
SPOONING (TRANSFERRING WITH A SPOON)
Age: 2 1/2+
Materials:
A tray consisting of two bowls (one empty, the other

consisting of a dry item: ex. lentils, beans, chick peas
etc. and a spoon
Presentation:
1. Invite a child to work with this activity.

2. Once the child has been shown where to find the activity on the shelf, invite her
to take the tray to the work table.
3. Show where the child should place the tray on the table.
4. Once you have both been seated, pick up the spoon, and show her the
placement of the spoon between the three fingers of the hand. Slowly begin to
scoop up the dry goods and transfer the goods inside the empty bowl.
5. About halfway through, invite the child to have a turn.
6. Once all the dry goods have been scooped from one bowl and into the second
bowl, invite the child to perform the spooning exercise again if she would like.
Remind the child to turn the tray and she may continue if she wishes.
7. If the child declines, invite her to return the activity to its place on the shelf.
8. Invite her to complete this activity whenever she wishes.
Direct Aim:
To use a spoon to transfer the dry goods from one container to another
independently
Indirect Aim:
• Refined movement of muscles in the hand
• Concentration
• Independence
Language:
No language
Point of Interest:
Various dry goods used (ex: coloured bath salts, coffee beans, etc...), the
glass bowls, and the spoon
Control of Error:
• Spilling the dry goods

• Noise
• Non-completion of the activity
• Unable to scoop the dry goods with the spoon
• Holding the spoon incorrectly
1. Pom poms 1. Transferring seeds or beads

2. Pegs and basket with chop sticks
3. Marbles and tongs 2. Eye dropper transfer
3. Dry pouring
C. Motor Skills
TRANSFERRING SEEDS OR BEADS WITH TWEEZERS
Age: 2 1/2+
Materials:
A tray consisting of a small bowl with some beads/seeds,

a soap saver pad, and tweezers
Presentation:

2. Show the child where to find this particular activity on the shelf and allow him to
take the tray to the work table; indicate to him where he should place the tray.
3. Silently show the child the three fingers he will be using and visually show the
child the manner in which he will be using the three fingers to grasp the
tweezers.
4. Pick up the tweezers, performing the same finger movement, this time picking
up a bead. Place one bead/seed at a time inside the grooves of the soap saver.
5. After a few beads have been placed on the soap saver, invite the child to try if
he wishes.
6. Once the child has placed all the beads on the soap saver, you may invite the
child to turn the tray and repeat the activity only moving the beads back into the
container from the soap saver. If the child wishes to continue, he may.
7. When he is done using the activity, he will return it to the proper place on the
shelf.
8. Invite the child to use this activity whenever he would like.
Direct Aim:
To use tweezers properly and to transfer beads/seeds onto the soap saver
independently
Indirect Aim:
• Concentration
• Refinement of the muscles in the arms and hands
• Independence
Language:
No language
Point of Interest:
Various colours of the beads/seeds, the soap saver, and the tweezers
Control of Error:
• Dropping the seed/bead

• Difficulty to hold the tweezers in the correct manner or holding too high/low
• Difficulty to complete the activity
• Forgetting to turn the tray to replace the items into the bowl
C. Motor Skills
BOTTLES WITH SCREWING LIDS
Age: 2 1/2+
Materials:
A tray consisting of a basket/box containing various

bottles with screwing lids
Presentation:

2. Show the child where to find this activity on the shelf and ask him to carry the
tray (using two hands) to the work table.
3. Indicate to the child where to place the tray once at the table. (Usually
between both the child and the teacher-guide)
4. Quietly show the child the hand movement he will be using.
5. Begin by removing one bottle from the basket/box. Hold the bottle with one
hand (stable hand) and use the second hand to unscrew the lid. Remember
this is a finger/hand movement not a wrist movement.
6. Once complete place the bottle in a row, in front of the child to the top left
corner of the mat and place the lid directly under the bottle. Repeat this
process.
7. After about the third bottle, invite the child to try if he wishes.
8. When all bottles have been removed from the basket/box and all lids have
been removed, begin by picking up the first bottle to the left in the row and
screwing the lid back onto the bottle (using the same hand movement) and
then place it back into the basket/box.
9. After one or two, invite the child to continue.
10. Once all bottles have been placed back into the basket/box with the proper lid,
then the child may try the task once again. If he declines, invite the child to
return the activity back to its original place of belonging.
11. Invite the child to use this activity whenever he wishes.
Variation:
Mixing up the lids and allow the child to match the correct lid to the proper
bottle
Direct Aim:
To screw and unscrew the lids from the various bottles independently
Indirect Aim:
• Concentration
• Independence
• Horizontal sequence from left to right
Language:
No language
Point of Interest:
Fragrance, sizes, colours, and shapes of the bottles
Control of Error:
• Difficulty to match the lids to the proper bottle

• Difficulty to screw lids properly on the bottles
• Unable to unscrew/screw on lids
• Using the incorrect hand movements to open the bottles
• Forgetting to use the stable hand
1. Opening a door 1. Nuts and bolts

2. Pegs and basket 2. Mortar and pestle
3. Marbles and tongs 3. Screw and unscrew with
different screwdrivers
C. Motor Skills
BOXES WITH SURPRISES
Age: 2 1/2+
Materials:
A tray or basket consisting of various boxes with different ways to open each and a
“surprise” inside each box
Presentation:
1. Invite a child to work with you using this activity.

2. Show her where this activity may be found on the shelf and have her
carry the tray or basket (using two hands) to the work table.
3. The child will carefully set the tray on the table between both you and the
child.
4. Begin by asking the child which box she finds the most
appealing.
5. Remove the chosen box from the tray or basket first and place the box on
the table, in your hand (stable hand) and carefully open the box. With
excitement, take the hidden object (or surprise) out of the box and examine it,
allow the child to have a look.
6. Once you are both fully content, you will place the surprise back into the box,
close it, and place it in front of the child on the top left side.
7. You may invite the child to try again, inviting her to remove the boxes from the
tray one at a time, to examine the content, to close the lid, and to place them
in a row from left to right.
8. When all boxes have been removed from the tray and this task has been
complete so that all boxes with the objects have been viewed and closed, invite
the child to try once again if she wishes. If not, invite the child to take the tray or
basket back to its original place of belonging.
Direct Aim:
To open/close a box and view the object inside
Indirect Aim:
• Independence
• Refinement of the muscles in the hand
• Concentration
• Horizontal sequence from left to right
Language:
No language
Point of Interest:
Different sizes/shapes and ways of opening of the boxes and the various
“surprises” within the boxes
Control of Error:
• Difficulty replacing the objects in the proper boxes

• Difficulty opening/closing the box lids properly
• Difficulty completing the exercise
• Unable to open or close a box
• Removing the surprise and playing with it
1. Open/close a door 1. Sorting

2. Open/close a drawer 2. Eye dropper transfer
3. Screwing and unscrewing bottles 3. Ungluing a stamp
C. Motor Skills
SORTING
Age: 2 1/2+
Materials:
A tray consisting of a glass vegetable dip

dish (or something similar having a section
in the middle and various divided areas
around the dish), and items in the centre to sort (ex. shells, noodles, beads,
buttons, etc...)
Presentation:

2. Show the child where to find this activity on the shelf, have him carry
the tray to the work table.
3. Silently indicate where to place the tray on the table.
4. Once you have both been seated, reach for an item from the centre
of the dish, examine it, and slowly place the item in a section of the
divided dish. The idea is to place each different item from the centre
section into a different section of the dish, matching all the same
items and placing them into the same section.
5. After approx. the third item has been sorted, invite the child to try.
6. Once the activity has been completed, invite the child to help place
the items back to their original place in the centre dish.
7. Once the activity has been arranged back to its original condition, the
child may be given the opportunity to try the activity again. If the child
declines, have him return the activity back to its original place of
belonging.
8. Tell the child he may use this activity whenever he wishes.
Direct Aim:
For a child to be able to sort numerous items independently
Indirect Aim:
• Concentration
• Refining the muscles in the hand
• Gross motor skills
• Independence
• To develop observation skills
Language:
No language
Point of Interest:
The colours/sizes of items to be sorted
Control of Error:
• Unable to sort the items

• Excessive noise
• Messy work area
1. Pegs and basket 1. Transferring seeds or beads

2. Pom poms with tweezers
3. Marbles and tongs 2. Eyedropper transfer
3. Superimposition of shapes
C. Motor Skills
THREADING AND MAKING NECKLACES
Age: 3+
Materials:
A tray consisting of a small basket, various

size/colours of beads with a hole in the centre,
and a few thick strings (various colours of strings with a knot at the end of
each), a mat
Presentation:
1. Invite a child to make a necklace.

2. Once you show the child where to find this activity, invite her to carry the tray to
the table.
3. Indicate to the child where she should set the tray and ask her to unroll the mat.
4. Ask the child to choose a string from the basket.
5. Once the child has decided, she will pass the string to the teacher-guide.
6. Begin by selecting one bead from the basket and slowly slipping it through the
string. Slowly push the bead down the string until it reaches the bottom (the knot
will prevent the bead from slipping off the string).
7. After a few beads have been added to the string, invite the child to try.
8. Once the string is full of beads, hold the necklace up to the child and say "Wow,
look at the beautiful necklace you have made!" After which, you can invite the
child to begin removing the beads from the string one at a time.
9. After she has finished removing the beads from the string, invite her to make
another necklace. If she declines, ask her to return the tray to the shelf.
10. Invite the child to use this activity whenever she chooses.
Direct Aim:
To be able to make a colourful necklace
Indirect Aim:
• Perseverance
• Concentration
• Fine motor skills
• Independence
Language:
No language
Point Of Interest:
The various colours, sizes, and shapes of the beads, the strings, and
making a necklace
Control of Error:
• Difficulty being able to push the bead through the string

• Difficulty completing the activity
• Dropping necklace and spilling beads
• Unable to remove the beads from the string
• Forgetting to tidy up
1. Pom poms 1. Locks & keys

2. Pegs & basket 2. Nuts & bolts
3. Marbles & tongs 3. Sewing buttons.
C. Motor Skills
DRY POURING (SOILD)
Age: 2 1/2+
Materials:
A tray consisting of two small pitchers (coffee creamer

with spout); 1 filled with a dry good (ex. rice or bath salt)
Presentation:
1. Invite the child to work with this activity.

2. Show the child where to find the activity on the shelf and he may carry the tray
to the work table.
3. Show the child where to place the tray on the table. Remember to always
place the dry goods to the right of the empty container (as the majority of
children are right-handed, however if you have a left-handed child adjust the
activity to suit his needs and place the container to the left).
4. Lift up the container consisting of the dry goods and place it up above the
second container, allowing the pouring spout to be as close as possible to the
second container without touching it. Try to avoid arm/elbow movement while
pouring the goods into the second container.
5. Once the goods have been completely poured into the second container,
invite the child to turn the tray around, allowing the container with the dry
goods be on the right side.
6. Invite the child to try the activity. Once complete, the child will turn the tray and
return the activity back to the shelf.
Variation:
Change the items in the pitchers to add excitement, for a challenge you
may use small brass bells
Direct Aim:
To allow a child to pour dry goods from one container to another

independently, and pouring from right to left
Indirect Aim:
• Muscle refinement
• Fine motor control
• Concentration
• Independence
Language:
No language
Point Of Interest:
The appearance of the dried goods and the sound when pouring
Control of Error:
• Moving the arm or lifting the elbow too high when pouring
• The spouts touching or banging one another
• Spilling the dry goods
• Difficulty pouring from right to left
1. Spooning 1. Pouring liquids

2. Boxes with surprises 2. Pouring to the line
3. Marbles and tongs 3. Pouring equally to many containers
C. Motor Skills
WET POURING (LIQUIDS)
Age: 3+
Materials:
A tray consisting of 2 pitchers (1 with coloured

water, the second empty), and a small sponge. A placemat and a piece of
paper towel for water activities.
Presentation:

2. Once you have shown the child where to find the activity on the shelf, she
may take it to the work table.
3. Indicate to the child where to place the tray, the placemat, and the paper
towel on the table.
4. Once you have both been seated, invite the child to pick up the containers
and the sponge from the tray and show her where to place them on the
paper towel.
5. Then slowly pick up the pitcher containing the water and carefully lift it up,
slightly above the second pitcher, allowing the pouring spout to be as close
as possible to the spout of the second container without touching it. Trying to
avoid moving your arm/elbow while pouring the water into the second
container.
6. Once the water has been poured into the second pitcher, pick up the sponge
with the opposite hand and hold it to the spout (in order to prevent drops
along the side of the pitcher) as the spout is slowly brought back to its
original place on the paper towel. Once completed, slowly replace the
containers allowing the pitcher of water to be on the right side of the empty
pitcher. (You may do so in a criss-cross motion or by placing the pitchers on
to the tray and turning the tray)
7. At this point, offer the child a chance to pour the water. Once completed, she
may take the tray back to its original place on the shelf. Show the child the
special way to dispose of the wet paper towel.
8. Invite the child to use this activity anytime she would like.
Direct Aim:
Pouring water from one jug to another independently
Indirect Aim:
• Refinement of the muscles

• Concentration
• Independence
Language:
No language
Point Of Interest:
The coloured water and pouring liquids
Control of Error:
• Moving arm or lifting the elbow too high when pouring

• Spouts touching
• Spilling water
• Forgetting sequence or materials (paper towel/placemat)
1. Dry pouring 1. Pouring to the line

2. Spooning 2. Pouring equally to many containers
3. Marbles and tongs 3. Transferring water to a soap saver with an
eye dropper
C. Motor Skills
POURING TO THE LINE
Age: 3+
Materials:
A tray consisting of 1 glass marked with a line,

a pitcher of coloured water, and a small sponge.
A placemat, a piece of paper towel, and a bucket for water activities.
Presentation:
1. Invite a child to use this activity with you.

2. Show the child where to find the activity on the shelf and he may carry the
tray to the work table.
3. Indicate to him where to place the tray, bucket, placemat, and paper towel.
4. Once you have both been seated, draw the child's attention to the line on the
glass, then slowly pick up the pitcher of water and lift it slightly above the
glass, allowing both rim and spout to be very close without touching each
other. Try to avoid moving your arm/elbow while pouring the water from right
to left. Water from the pitcher should be poured to the line on the glass or as
close as possible.
5. Once the water has been poured, you will slowly pick up the sponge with your
other hand and place it to the tip of the pitcher to prevent any drops from
dripping along the side.
6. Once complete, slowly empty the glass in the bucket, again using the drip
sponge.
7. Now you may invite the child to try.
8. Once the child has completed the task and does not wish to try again, he may
return the tray, bucket, and placemat to the original locations. Remind the
child of the special way to dispose of the paper towel.
Direct Aim:
To pour liquids to the line of a glass or cup independently
Indirect Aim:
• Refinement of the muscles

• Fine motor control
• Concentration
• Independence
• Sequence of movements
Language:
No Language
Point Of Interest:
The various colours used in the water, the line on the cup/glass, and
pouring liquids
Control of Error:
• Moving the arm or lifting the elbow too high while pouring
• The pitcher and glass touching
• Spilling water
• Pouring too much or too little water
1. Wet pouring 1. Pouring equally to many containers

2. Spooning 2. Pouring into identical glasses (with no line)
3. Dry pouring 3. Pouring into various size glasses with a
funnel
C. Motor Skills
POURING EQUALLY TO MANY CONTAINERS
Age: 3+
Materials:
A tray consisting of a pitcher, 2 or 3 glasses (the same or

different sizes), and a small sponge. A placemat, a piece of
paper towel, and a bucket for water activities.
Presentation:

2. Show the child where to find this activity and then she can carry the tray to
the work table.
3. Silently show her where to place the tray on the table.
4. Invite the child to get some water for the pitcher.
5. When she returns, the teacher-guide will slowly pick up the jug and carefully
pour a small amount into the first glass, using the small sponge to prevent
any drips.
6. Next, try to pour the same amount of water into the second glass using the
same procedure.
7. At this point, invite the child to try. (The idea of the activity is to pour water into
both glasses evenly/equally. The child should be using the same steps when
pouring and using the sponge to prevent drips.)
8. Once the activity has been complete and the child is finished, she may
discard the water from the glasses into the bucket and dry the glasses using
the paper towel.
9. Once all items have been arranged back on the tray in their original
condition, the child can return the activity to the shelf.
10. Invite the child to use this activity as often as she likes.
Direct Aim:
To pour equally to many containers independently
Indirect Aim:
• Concentration
• Refinement of the muscles in the hand and arm
• Independence
Language:
No language
Point Of Interest:
The water, the glasses, and pouring liquids
Control of Error:
• Spilling water
• Pouring too much water in one glass and not enough in the other
• Difficulty pouring from right to left
• Forgetting the way or to use an item
1. Wet pouring 1. Eye dropper transfer

2. Pouring to the line 2. Transferring water to a soap saver with an
3. Dry pouring eye dropper
3. Changing the water of flower arrangements
C. Motor Skills
EYE-DROPPER TRANSFER
Age: 3+
Materials:
A tray consisting of 1 eyedropper (with bottle), sponge,

and 1 small glass. A placemat and a piece of paper towel for water activities
Presentation:
1. Invite the child to try this activity with you.

2. Once the child has been shown where to find this activity on the shelf, she
can take the tray to the work table.
3. Indicate where to place the tray on the table.
4. Once seated, invite the child to pick up the eyedropper, to unscrew it, and to
place it in front of the tray on the paper towel to the left of the glass.
5. Visually show the child the three fingers, which she will be using. Then slowly
use the three fingers to squeeze the tip of the eyedropper (in order to pick up
the water) and then release. You will use the eyedropper to transfer the water
into the small glass provided on the tray. (You must use inhaling and blowing
actions as you use the eyedropper so the child has a good understanding of
what is taking place).
6. After a few transfers, invite the child to try.
7. Once all the water has been transferred into the glass, slowly lift the glass
slightly above the bottle and pour the water back in (using the sponge to
prevent any dripping along the side of the glass). The paper towel can be
used to dry the glass and any other drips which may have fallen.
8. Once the tray has been assembled back to its original condition, the child
may be given the opportunity to try the activity once again.
9. If the child declines, then she may return the activity back on the shelf.
10. Invite the child to use this activity whenever she would like.
Direct Aim:
To transfer water into a glass, using an eyedropper independently
Indirect Aim:
• Concentration
• Refining of the muscles in the hand
• Independence
• Sequence from left to right
Language:
No language
Point Of Interest:
The coloured water and the opportunity to use an eyedropper
Control of Error:
• Spilling/dropping water
• Difficulty squeezing the tip of the eyedropper properly in order to get the water
• Squeezing too soon and dropping the water
• Difficulty finishing the activity
• Difficulty understanding the movements to make with the eyedropper
1. Transferring seeds/beads with 1. Transferring water to a soap

tweezers saver with an eyedropper
2. Pegs and Basket 2. Superimposition of shapes
3. Pom poms 3. Prick a shape
C. Motor Skills
TRANSFER WATER TO A SOAP SAVER

WITH AN EYE DROPPER
Age: 3+
Materials:
A tray consisting of an eye-dropper (filled with coloured water), and a soap

saver pad. A placemat and a sheet of paper towel for water activities.
Presentation:
1. Invite a child to use this activity.

2. Show the child where to find this activity on the shelf and he may carry the tray
to the work table.
3. Indicate silently where he should place the tray on the table.
4. Once both have been seated, invite the child to pick up the eyedropper and to
unscrew the lid.
5. Once the eyedropper has been removed slightly from the bottle, remind the
child how he will hold the eyedropper from the tip, using the three finger grasp,
and slowly squeeze the tip allowing water to enter the eyedropper.
6. Slowly insert a drop of water from the eyedropper and into a groove of the
soap saver pad. After you have filled a few grooves of the soap saver pad,
invite the child to try.
7. When all the grooves in the soap saver are filled with the drops of water,
slowly reach for the sheet of paper towel and carefully place it on top of the
soap saver pad, allowing the water to be absorbed by the paper towel.
8. After all water has been absorbed into the sheet, you have two options: 1)
remove the paper towel, fold it in the special way and recycle it; or 2) show the
child the pattern made by the water in the grooves of the soap saver, allow it
to dry, and have him take it home or place it with his belongings.
9. Once this task has been completed, invite the child to do the activity again if
he wishes.
10. If the child declines, then he may bring the tray back to its place on the
shelf. (Remind him to replenish the paper towel first).
11. Invite the child to repeat this activity whenever he wishes.
Direct Aim:
To be able to use an eyedropper to transfer water onto the soap saver pads
independently
Indirect Aim:
• Independence
• Left to right sequence
Language:
No language
Point Of Interest:
The use of an eyedropper, the coloured water used, and the pattern made
on the paper towel
Control of Error:
• Spilling the drops

• Adding too many drops
• Difficulty to fill the eyedropper
• Forgetting to replenish the paper towel
• Difficulty filling each groove in the soap saver
1. Eye dropper transfer 1. Superimposition of shapes

2. Transferring seeds/beads with 2. Unglue a stamp
tweezers 3. Prick a shape
3. Pegs and basket
C. Motor Skills
PRONATION AND SUPINATION

(SQUEEZING A SPONGE)
Age: 3 1/2+
Materials:
A tray consisting of a towel, 2 bowls (preferably a cat/dog

bowl), 1 jug, 2 sponges (1 small, 1 size of palm), and a hand
towel. A placemat, a piece of paper towel, and a bucket for
water activities.
Presentation:

2. Show the child where to find this activity on the shelf and she may take the tray
to the table.
3. Silently indicate where she should place the tray on the table.
4. Once seated, remove the pitcher from the tray and invite the child to fill the jug
with water (to the line).
5. When she has returned with the pitcher of water, you may indicate to the child to
pour the water into the bowl on the left side (the child will know at this point to
pick up the small sponge before pouring the water and how to use it).
6. Pick up the larger sponge and place it (palm down) inside the bowl of water,
making sure to soak the sponge thoroughly.
7. Now that you have soaked the sponge with water, raise the sponge in the palm
of your hand and turn to upwards (supination) and slowly move your hand to the
other bowl and put your palm face down squeezing the water from the sponge
and into the bowl (pronation).
8. After a couple turns, you may invite the child to try.
9. The child will continue to follow this procedure until she has removed all the
water from the original bowl and it has transferred to the second bowl.
10. Ask the child if she would like to do the activity again.
11. If the child declines, show her that she can dry her hands using the towel
provided and ask her to empty the excess water into the bucket. The child will
also use the towel to dry the 2 bowls and any excess water which may have
dropped.
12. Have the child arrange the items back on to the tray in its original condition,
except for the towel. It should be placed inside the laundry basket, and replaced
with a clean towel. She can also empty the water from the bucket.
13. When complete, she may take the tray back to its original place on the shelf.
14. Invite the child to use this activity anytime she wishes.
Direct Aim:
To absorb water in the sponge and squeeze the water from the sponge
independently
Indirect Aim:
• Concentration
• Order of sequence (left to right)
• Wrist rotation
• Independence
Language:
No language
Point Of Interest:
The sponge soaking up the water, the special bowls, and using water
Control OF Error:
• Spilling water
• Difficulty performing complete wrist rotation (without moving the whole arm)
• Difficulty throwing the used towel in the laundry and replacing it with a clean towel
• Forgetting the order
• Difficulty completing the activity
1. Pouring to the line 1. Folding

2. Wet pouring 2. Washing clothes
3. Opening/closing a box 3. Sewing
C. Motor Skills
USING A WHISK
Age: 3 1/2+
Materials:
A tray consisting of a small bottle of bubble soap,

2 sponges (1 large, 1 small), a whisk, a bowl, and
a pitcher (with a line). A placemat, a bucket, and a piece of paper towel for
water activities.
Presentation:

2. Show the child where to find this activity on the shelf and invite him to take the
tray to the work table. Tell him you will be working with water and he should
know what he needs to bring to the table.
3. Silently indicate to the child where to place the tray once he has the table set
up with the placemat, paper towel, and bucket.
4. Once seated, ask the child to fill the pitcher with water to the line. When he
returns ask him to pour it into the bowl, using the drip sponge.
5. Now, invite him to put 2 - 3 drops of the bubble soap into the bowl of water.
6. Once the bubble soap has been added to the bowl of water, you will slowly
reach for the whisk. Ask him what he does to warm his hands in the winter. If
he shows you to by rubbing his hands together, tell him that is what he will do
with the whisk. If he is unsure, show him and then tell him this is what he will
do with the whisk. Place the whisk between both palms of the hand and
gradually rub the hands together, allowing the whisk to form bubbles as it
turns back and forth. (The quicker the rubbing, the more bubbles form).
7. After some bubbles have formed, invite the child to try. Once he is done
making bubbles with the whisk, invite the child to tidy up. First, ask him to
discard the water from the bowl into the bucket.
8. Once the water has been discarded, invite him to use the large sponge to dry
the bowl and the whisk.
9. Once all items have been placed back onto the tray, invite him to return the
activity to the shelf.
10. Invite the child to use this activity anytime he wishes.
Direct Aim:
To form bubbles, using a whisk independently, and working with two hands
Indirect Aim:
• Concentration
• Independence
• Refinement of the muscles in the hands and arms
Language:
Whisk and the introduction for the hand movements used
Point of Interest:
The bubbles, the noise, the whisk, and the smell
Control of Error:
• Difficulty rubbing whisk handle fast enough to form bubbles

• Too much bubble liquid
• Tipping of bowl
• Not enough bubble liquid
• Forgetting the sequence
• Difficulty tidying up
1. Using an eye-dropper 1. Working with a strainer

2. Pouring to the line 2. Threading and sewing buttons
3. Opening lids 3. Whisking while cooking
C. Motor Skills
LOCKS AND KEYS
Age: 3+
Materials:
A tray consisting of 1 small rolled mat, 3 to 6 different size locks, 6 to 8 keys

attached to a ribbon ( 3 to 6 keys will fit the locks plus 2-3 additional to add
a challenge)
Presentation:

2. Show the child where to find this activity on the shelf and invite her to carry the
3. Indicate the area on the table where the child should place the tray.
4. Once seated, the child can remove the mat from the tray, place it in front, and
unroll it.
5. After the mat has been unrolled, the teacher-guide will reach for the first lock
and place it on the mat on the top left side.
6. Reach for the first key in the tray. Slowly pick up the key, making sure not to
block the visibility of the child, and try to fit the key in the first lock. If the key
does not fit/open the first lock, continue with the remaining keys, until all keys
have been tried or the lock opens.
7. If the key opens the lock, bring the child's attention to the sound that is made
as it unlocks, you will then remove the key from the latch and place the key
directly in front of the lock on the mat. If the key does not fit any of the locks,
then you may place the key to aside.
8. Invite the child if to try with the other locks, repeating this process.
9. Once all locks have been opened, slowly pick up the first lock (on the left) and
then re-lock it. Be sure to bring attention to the sound that is made when it is
locked. Then invite the child to continue with the other locks.
10. Once all the locks have been re-locked, begin to place the locks back onto the
tray one at a time. Be sure to give the child an opportunity to assist.
11. Place the locks and keys back on the tray in the same manner and invite the
child to roll up the mat and place it back onto the tray.
12. Invite the child to try again if she wishes. If the child declines, then she may
take the tray back to the shelf to its place of belonging.
13. Invite the child to use this activity at any time.
Direct Aim:
To unlock a lock using a key independently

Indirect Aim:
• Concentration
• Independence
Language:
No language
Point Of Interest:
The various locks and keys and the noise made when unlocking/locking
Control of Error:
• Difficulty fitting the proper key to the lock

• Unable to open the locks
• Incompletion of the task
• Difficulty following the sequence
1. To open/close a door 1. Nuts and bolts

2. Bottles with screwing lids 2. Screwing and unscrewing tiny things
3. Boxes with surprises 3. Screw and unscrew with different
screwdrivers
C. Motor Skills
NUTS & BOLTS
Age: 3+
Materials:
A tray consisting of 5 or 6 nuts & bolts

(different sizes) and a small mat
Presentation:
1. Invite a child to try this activity with you.

2. Once the child has been shown where to find this activity on the shelf, invite him
to carry the tray to the work table.
3. Indicate silently where he is to place the tray.
4. Once you have both been seated, invite him to remove the mat from the tray,
place it in front, and unroll it.
5. Once the mat has been placed on the table, slowly reach for a bolt on the tray,
place it on the mat, and using your stable hand, hold the bolt while the other
hand unscrews the nut. Then place the bolt to the top left of the mat with the nut
directly underneath it. Be sure the child has good visibility of what you are
doing.
6. Continue in this manner and unscrew 2 or 3 nuts and bolts. Invite the child to
unscrew the remaining nuts and bolts and then place them on the mat.
7. When all nuts & bolts have been removed from the tray, unscrewed, and placed
on the mat (forming a row of bolts with a row of nuts just below the bolts), pick
up the first bolt to the left and place it on your hand (again, using your stable
hand) and then reach for the nut.
8. Once you have a nut and bolt in hand, slowly add the nut to the bottom of the
bolt and begin screwing the nut on the bolt. Replace it on the mat.
9. After one or two, invite the child to try.
10. Once all nuts & bolts have been re-screwed, begin to place the nuts & bolts
back onto the tray one at a time, back to their original order. Once again, invite
the child to help.
11. Once all nuts & bolts have been placed back onto the tray, the child may re-roll
the mat and place it onto the tray.
12. Offer the child a chance to try the activity again.
13. If the child declines, then he may return the tray back to its original place on the
shelf.
14. Invite the child to use this activity at anytime.
Variation:
Mix up the nuts & bolts, and have the child match the appropriate nut to the appropriate
bolt
Another day have the child unscrew the nut almost to the very end without letting it fall
off (the loose tooth)
Have the child unscrew the nut almost to the very end and then join another bolt (same
size) to the other side
Extension:
Provide 2 boards with predrilled holes in order to attach them with the nuts and bolts
Direct Aim:
For a child to be able to screw or unscrew nuts and bolts
Indirect Aim:
• Concentration
• Sequence of order
• Independence
Language:
No language
Point Of Interest:
The various sizes of the nuts & bolts and the variations
Control of Error:
• Difficulty using the proper nut

• Unable to screw/unscrew the nut onto the bolt
• Difficulty holding the bolt with the proper fingers or stable hand
• Noise caused by dropping material(s)
1. Locks and keys 1. Mortar and pestle

2. Bottles with screwing lids 2. Screw and unscrew with different
3. Boxes with surprises screwdrivers
3. Screw and unscrew tiny things
C. Motor Skills
SCREWING AND UNSCREWING WITH DIFFERENT SCREWDRIVERS
Age: 3+
Materials:
A tray consisting of a stout wooden board with 4+ predrilled

screws (all different tips), 3 different screwdrivers, and a mat
(optional)
Presentation:

2. Once you have shown the child where to find this activity on the shelf, invite
him to carry the tray to the work table.
3. The child will know where to place the tray on the table.
4. Once you have both been seated, invite him to remove the wooden board
from the tray, and place it in front of the tray.
5. Next, pick up the first screw from the tray and show the child to match the
screw tip with the correct screwdriver tip.
6. After the first one is matched, place it in the first drilled hole to the left on the
wooden board.
7. Use one hand to hold the screw, and the second hand to pick up the
screwdriver and place it inside the tip of the screw.
8. Once in place, begin to turn the screwdriver on to the screw, allowing the
screw to slowly invert inside the wooden board. (The metal/plastic caps inside
the pre-drilled holes allow the screw to be screwed inside the board to a
minimum depth).
9. Once the first screw has been screwed into place, invite the child to try. Using
the same procedure of matching the screw tips to the screwdriver tips, he will
screw all screws into the wooden board.
10. After they are all matched and screwed into place, re-match the screwdriver to
the proper screw, and slowly begin to unscrew the screws one at a time
beginning with the one on the furthest left side of the board.
11. After completing one, invite the child to finish.
12. Now that they are all removed, invite the child to place the materials back onto
the tray. Once the tray has been assembled back to its original condition,
invite the child to try the task once again.
13. If the child declines, he may return the activity back to its place on the shelf.
Direct Aim:
To screw and unscrew with different screwdrivers independently

Indirect Aim:
• Concentration
• Independence
Language:
No language
Point Of Interest:
The various screws and screwdrivers
Control of Error:
• Difficulty inserting the screwdriver into the screw properly

• Using an inappropriate screwdriver
• Difficulty completing the activity in sequence
• Forgetting to tidy up or unscrew the screws
1. Nuts and bolts 1. Screw and unscrew tiny things

2. Bottles and lids 2. Mortar and pestle
3. Locks and keys 3. Unlocking a door with a key
C. Motor Skills
SCREWING AND UNSCREWING TINY THINGS (NECKLACES,

BRACELETS, EARRINGS)
Age: 3 1/2+
Materials:
A box consisting of various tiny items with screwing latches
Presentation:

2. Show where the child to find this activity on the shelf, and invite her to carry
the box to the work table.
3. Quietly indicate to the child where on the table she should place the tray.
4. Once seated, invite her to open the box.
5. Once the box has been open, randomly choose an item from the box
(necklace, bracelet, earrings).
6. Hold the item in your hand and look at the item carefully. Once you are
content that the child has also seen the item, point out the latch used to
open/close the item.
7. Slowly you will begin to unscrew the item (using your stable hand). Once
item has been completely unscrewed, place the item in front of the box, to
the left hand side.
8. Invite the child to choose an item. Once she has chosen an item, the child
may feel free to examine it, and given the opportunity to unscrew the item.
9. Once complete, indicate to the child where to place the item (next to the first,
forming a row).
10. After all items have been removed from the box and unscrewed, the reverse
process will begin. Reach for the first item in the row and begin to screw the
item back together and place it back inside the box. Invite the child to
continue with the remaining items and placing them back into the box.
11. When they have all been put back into the box, ask the child if she would like
to use this activity once again. If the child declines, the she may return the
box back to its place on the shelf.
Direct Aim:
To screw and unscrew tiny items independently
Indirect Aim:
• Concentration
• Independence
Language:
No language
Point Of Interest:
The various items within the box (necklaces, bracelets, etc...)
Control of Error:
• Difficulty to unscrew/screw the items

• Difficulty using the stable hand
1. Screw and unscrew using 1. Mortar and pestle

different screwdrivers 2. Unlocking a door with a key
2. Nuts and bolts 3. Belt buckle dressing frame
3. Locks and keys
C. Motor Skills
SUPERIMPOSITION OF SHAPES
Age: 3+
Materials:
A small drawer consisting of stickers (lick and stick variety)

of different shapes, a napkin holder (holds sheets of paper
consisting of outlined shapes) which are kept at the shelf.
A tray consisting of a small bowl containing a wet sponge,
a pencil, a sponge, and tweezers. A placemat, paper towel,
and a bucket for water activities.
Presentation:
1. Invite the child to work with you at this activity. Tell him you will be working with
a water activity and he knows what we need (by this point the child can get
these items independently).
2. Once the child has been shown where to find this activity, invite him to choose
the sheet of paper he wishes to use.
3. Once the sheet of paper has been chosen, the child is to choose stickers from
the drawers that match the shapes on the sheet of paper.
4. Once all stickers have been chosen, the child will place the sheet of paper,
along with the stickers onto the tray, and take the tray to the work table.
5. Take one sticker from the tray, using the tweezers and match it to the shape on
the sheet of paper. Then moisten the sticker on the sponge in the bowl by
placing the sticker directly onto the sponge, allowing the glue on back of the
sticker to moisten and become sticky. Now place it on to the chosen shape on
the paper and press down with the dry sponge.
6. Offer the child the chance to continue.
7. Once all stickers have been matched and glued to the shapes on the sheet of
paper, write the child's name and the date for future progress. Ask the child if he
wishes to try the activity once again.
8. If the child declines, invite him to return the tray back to its original spot on the
shelf and he may place his finished work in his special box or take it home at
the end of the day, week, or month.
Direct Aim:
To match and stick various sticker shapes to outlined sheet of paper

independently
Indirect Aim:
• Concentration
• Independence
• Sequence of order
Language:
No language
Point of Interest:
The various sizes/colours of the shapes of the stickers, making an 'art'

project, matching
Control of Error:
• Matching the wrong sticker to the wrong shape

• Difficulty when superimposing the sticker to the shape
• Difficulty to complete the activity
1. Squeeze the sponge 1. Gluing

2. Eye dropper transfer 2. Ungluing a stamp
3. Sorting/matching 3. Prick a shape
C. Motor Skills
UNGLUE A STAMP
Age: 3 1/2 +
Materials:
A tray consisting of a small pitcher (with line),

2 small sponges, small box containing stamps
that have been glued to an envelope (and cut out), tweezers, a small sand
timer, and a small dish. A placemat, a piece of paper towel, and a bucket for
water activities
Presentation:

2. Show where to find this activity on the shelf and invite her to carry the tray to the
work table.
3. At this point, the child should know where to place the placemat, paper towel, and
tray for water activities.
4. Invite the child to fill the pitcher with warm water (to the line).
5. Once she has returned, ask her to pour a little of the water from the pitcher into
the small dish.
6. When the child has poured the water into the small dish, she will carefully apply
the drip sponge to the spout of the jug to prevent any dripping.
7. Pick up the tweezers and remind the child how to use the tweezers using three
finger grasp (child should already be familiar with the grasping of the tweezers).
8. Invite the child to open the box and you will use the tweezers to select a stamp
from the box. Once the stamp has been selected, place the stamp facing down
inside the small dish of water. Ask the child to turn the minute timer over and wait.
9. Once all the sand has dropped from the minute timer, take the stamp out of the
water using the tweezers and carefully try to pull it way from the envelope it is
glued on (without tearing the stamp).
10. If the stamp has not quite unglued fully, place it back into the dish of warm water.
11. After the stamp has been removed from the paper, invite the child to try.
12. After a few attempts, the child will be able to peel (unglue) the stamp from the
envelope. Once this has been accomplished, the child may place the stamp onto
the tray, while she tidies up her work area.
13. First, the child is to empty out the excess water from the dish and into the bucket.
Then she will pour the remaining water from the pitcher into the dish (in order to
remove any excess glue from the dish) and then empty out all the water from the
dish. She will pick up the paper towel and dry the small dish.
14. The child will then replace all items back onto the tray, in its original condition.
She may keep the stamp and take it home, or may add it to her special box or
belongings.
15. The child can carry the tray back to its original place on the shelf.
16. Invite the child to work with this activity whenever she likes.
Direct aim:
To be able to unglue a stamp independently
Indirect Aim:
• Concentration
• Independence
• Patience
Language:
No language
Point Of Interest:
The various colourful stamps, the sand timer, and ungluing the stamp
Control of Error:
• Tearing the stamp

• Spilling water
• Stamp doesn't unglue easily
• Difficulty waiting for the timer
1. Pouring to the line 1. Gluing work

2. Transferring using tweezers 2. Prick a shape
3. Wet pouring 3. Small button dressing frame
C. Motor Skills
GLUING WORK
Age: 3 1/2+
Materials:
A tray consisting of glue, a paint brush, a

pencil, and water. A 2nd tray consisting of
a dish, assorted pieces of paper cutouts,
small sheets of construction paper (14cm x14cm with little dots
or X's drawn here and there). A placemat, paper towel, and a
bucket for water activities.
Presentation:
1. Invite a child to try this activity with you. Tell him you will be working with water
and he should know the things he needs to get first (placemat, paper towel, and
bucket).
2. Show the child where to find this activity on the shelf; then invite him to carry the
first tray to the table, returning for the second tray.
3. Silently indicate where he will place the each tray on the table.
4. Invite the child to choose a sheet of construction paper and place it in front of the
tray on the placemat and paper towel. Show him to choose the amount of
cutouts to correspond to the dots or X'S and place them in the small dish.
5. Begin by picking up the brush and a small piece of paper, apply some glue to a
dot or X on the sheet of paper. Then apply a small piece of paper onto the
construction paper to the design. Allow the child to continue with the rest of the
activity.
6. Once the child is finished gluing the paper on to the dots or X's, write his name
and the date on the bottom of the art work. He may take it home at the end of the
day, week, or month, or add it to his special box or belongings.
7. The child is now ready to clean up. He will use the water to rinse the brush in
the small dish, and then empty out any excess water into the bucket. The child
will use the paper towel to dry the brush, the dish, and any drops of water which
may have dripped.
8. After tidying up and arrange all the items back to the original condition, he may
take the trays back to their location on the shelf.
Direct Aim:
To glue/paste independently
Indirect Aim:
• Concentration
• Refined movement of the muscles in the hands
• Independence
Language:
No language
Point Of Interest:
The colourful sheets of construction paper with the dots or X'S, the various
colour/sizes of the small cutouts, the glue, the paint brush, and making a
work of art
Control of Error:
• Difficulty applying enough glue

• Using too much glue
• Missing dots or X's on the paper
• Difficulty gluing the cutouts on the indicated places
1. Unglue a stamp 1. Cutting on the line

2. Superimposition of shapes 2. Prick a shape
3. Transferring with tweezers 3. Polishing
C. Motor Skills
CUTTING ON THE LINE
Age: 3+
Materials:
A tray consisting of a pair of scissors, slips of paper

with lines running up and down (different sheets
/different challenges), and a small box or container
Presentation:

2. Show the child where to find this activity on the shelf and invite him to carry
the tray to the work table.
3. Indicate where to place the tray on the table.
4. Ask the child to choose 1 slip of paper (depending how capable the child is
with the cutting).
5. Once the child has picked a slip, pick up the scissors, carefully showing the
child how you will do it (proper hand placement/operation), using the other
hand to hold the slip of paper (stable hand) cut along the lines and allow the
pieces to fall into the box.
6. Give the child the opportunity to try after you have cut a few times. When he
has completed cutting, he may place the pieces of paper into another activity
(Ex: Gluing Work) or he may place them into an envelope and place it with his
belongings.
7. Once the child has finished tidying up the tray, invite him to take it back to its
original location on the shelf.
8. Invite the child to use this activity anytime he would like.
Direct Aim:
To be able to use scissors to cut independently
Indirect Aim:
• Concentration
• Independence
Language:
Scissors
Point Of Interest:
The various lines, using scissors, and the sound (snip) of cutting paper
Control of Error:
• Cutting off the line

• Difficulty holding the scissors properly
• Disorder on the table
• Unable to open/close the scissors
• Difficulty cutting in a sequence (just cutting randomly on the slip)
1. Marbles and tongs 1. Prick a shape

2. Superimposition of shapes 2. Changing the water of a flower
3. Transferring seed/beads with tweezers arrangement
3. Cutting wrapping paper
C. Motor Skills
MORTAR & PESTLE (EGG SHELLS, RICE KRISPIES)
Age: 3+
Materials:
A tray consisting of a mortar & pestle, a small container,

a small towel, and a brush (tooth brush or paint brush),
(washed and dried egg shells or Rice Krispies are kept
in a container on the shelf next to the tray)
Presentation:
1. Invite a child to work with this activity with you.

2. Take a few pieces of the eggshell (from the container) and place it in the mortar
& pestle container situated on the tray.
3. Mention to the child that when he wishes to use this activity on his own, he may
take a few eggshells. (Show the child where they may be found as you are
taking them). Invite the child to take the tray to the work table.
4. Once you have both been seated, invite him to remove the small towel and
place it on the table. Indicate to the child to take the mortar & pestle from the
tray and place it on top of the towel. Silently show the child not to move his arm
while using this activity. Show the child how to hold the pestle in the palm of his
hand then begin grinding the eggshells.
5. After the child sees the actions used, give him an opportunity to continue
grinding the eggshells using the mortar & pestle.
6. Once he is satisfied with the outcome of the shells, invite him to empty the
shells in the container provided.
7. Once the child has removed the eggshells from the mortar & pestle, he may
use the brush to clean inside the mortar & pestle.
8. Once the tray has been arranged back to its original condition, invite him to
take the tray back to its place on the shelf.
9. There is an opportunity to introduce some elements of Botany during this
exercise. The child may want to know why the eggshells are being saved or
what to do with them. Explain that "they give 'nutrients' to the plants because
they contain calcium, like milk gives us for our bodies." The child may be asked
to deposit ground eggshells into plant soil.
Direct Aim:
To grind eggshells/rice krispies using a mortar & pestle independently

Indirect Aims:
• Concentration
• Wrist movement
• Independence
Language:
Botany (perhaps, if introducing this) and Mortar and Pestle
Point of Interest:
Grinding big pieces into smaller pieces, the crunching sounds, the mortar &
pestle, and helping to take care of the plants in the classroom
Control of Error:
• Moving the entire arm

• The eggshells or the Rice Krispies not being fully crushed
• Unable to hold/maneuver the pestle
• Spilling the mortar
• Excessive noise while grinding the eggshells (forgetting the towel)
1. Bottles & lids 1. Shoe polishing

2. Screw and unscrew with 2. Prick a shape
different screwdrivers 3. Threading
3. Pronation and supination
(Squeezing a sponge)
C. Motor Skills
PRICK A SHAPE
Age: 3+
Materials:
A tray consisting of a piece of hard foam or cork or

mouse pad (to be used for base underneath the
paper being used), a sheet of paper (consisting an
outlined shape of a metal inset), and an oversized
push pin (cork with a nail)
Presentation:

2. Show the child where to find this activity on the shelf and invite her to carry the
3. Silently indicate to her where to place the tray on the table.
4. Once seated, invite the child to choose an outlined sheet of paper.
5. Take the sheet of paper she chose and place it on top of the piece of cork.
6. Slowly pick up the oversized pushpin, showing the child the three fingers used
to hold the pushpin correctly and indicate that one end is sharp.
7. Now, begin to prick along the outlined shape of the piece of paper beginning at
the top and moving clockwise (making sure to prick the holes as close as
possible, this will allow the paper to tear more evenly at the end).
8. After you have completed about a quarter of the shape you may ask the child if
she would like to try.
9. Once the child has finished pricking around the complete outlined shape, lift the
sheet of paper off of the cork. Carefully show the child how to tear at the
perforation (made by the pricking), slowly without ripping the sheet of paper.
10. Ask the child if she wishes to try to remove the shape.
11. Once the child has completed tearing the sheet around the perforation, invite
her take it home or may put it in her special box with her belongings.
Extension:
The child may get a piece of construction paper and may paste the border
of the shape in which she has just pricked, or may paste just the actual
shape which has been perforated. You may also have the child draw her
own shape using the metal insets to add an extra challenge. You could also
use puzzle map pieces, the botany cabinet, or the geometric cabinet to
make the outlined shapes to be pricked.
Direct Aim:
To be able to prick a shape or any outlined diagram independently, and the

three finger grasp
Indirect Aims:
• Concentration
• Refined movement of the small muscles in the hand
• Independence
Language:
No language
Point of Interest:
Pricking a shape, the tack, the feeling of the perforation, tearing around the
outline of the shape, the colour of the paper, and gluing the shapes
Control of Error:
• Pricking off the line that has been outlined

• Moving the entire arm
• Non completion of the activity
• Tearing the shape when removing it from the paper (holes not close enough)
1. Pom poms 1. Hammering

2. Gluing work 2. Sewing buttons
3. Superimposition of shapes 3. Shoe polishing
C. Motor Skills
HAMMERING
Age: 3 1/2+
Materials:
A tray consisting of a hammer, and a small

container with nails, and a pair of goggles. A tree stump or large piece of
wood to be in a constant location in the classroom.
Presentation:
1. Invite a child to work with this activity with you.

2. Show the child where to find this activity and she may carry the tray to the
prepared mat on the floor beside the stump.
3. Kneel in front of the mat on the floor at the stump and invite the child to join
you. Next, put on the goggles; get the hammer and one nail from the tray.
4. Then place the nail on the piece of wood and hold it in place. Using the other
hand, you will begin to strike the nail into the wood.
5. Once the nail has been inserted into the wood, invite the child to try. Allow
her to put on the goggles.
6. After the child is satisfied with her work, she may take the tray back to its
original place on the shelf. She may also check the area around the stump to
make sure it is neat and tidy the way she found it.
Direct Aim:
To hammer a nail independently
Indirect Aim:
• Concentration
• Strengthening of the arm muscles
• Large motor control
• Strengthening the muscles in the hand
• Independence
Language:
No language
Point of Interest:
The hammer, nails, the piece of wood (trunk of a dead tree), and the goggles
Control of Error
• Unable to hit the head of the nail

• Unable to get nail to insert into the piece of wood
• Spilling nails
• Forgetting to wear safety goggles
• Trying to place a nail over another nail
1. Pegs & basket 1. Sewing buttons

2. Nuts and bolts 2. Ironing
3. Superimposition of shapes 3. Washing clothes
Care of Self
D. Care of Self
DRESSING FRAME: VELCRO
Age: 2 1/2+
Materials:
The Velcro dressing frame
Presentation:
1. Invite a child to work with this dressing frame.

2. Once you have shown the child where to find the frame, show him how to carry
the dressing frame (with two hands) and invite him to bring it to the work table.
3. Quietly indicate where he should place the frame on the table.
4. Once you have both been seated, begin with the top Velcro strap being sure to
avoid blocking the visibility of the child. The Velcro straps are removed in two
stages. First, lift the Velcro strap up releasing the Velcro, using one hand to
hold the frame and the other to pull the Velcro, one at a time down the frame.
5. After the second strap has been lifted, invite the child to try.
6. Once all straps have been lifted away from the fabric, begin the second stage.
This stage consists of removing the straps through the opening.
7. After you have completed the first two, invite the child to continue.
8. Once the child has finished the remaining straps, separate the fabric in two. Do
this by using two hands to lift one side open (grasping at the two corners of the
fabric) and then moving onto the other side of the fabric. Be sure to open the
sides carefully remembering the economy of movement (the last side open will
be the first one closed). This will show the child that once the Velcro straps
have been removed, the fabric will open easily.
9. Once the child has visualized the fabric opening, slowly bring the fabric back
together again in the same format and allow the child to have a turn to open
and close the fabric.
10. Once again, fasten the Velcro straps in two stages. For the first stage, reach for
the very top strap and slowly glide it through the notch on the opposite side.
After completing the first two Velcro straps, invite the child to try. When all
straps have been put through the notches, the second stage is to gently press
down the strap to the Velcro on the fabric.
11. Again, after two straps have been secured, invite the child to continue.
12. Once all Velcro straps have been closed, give the child the opportunity to try
the activity again independently.
13. If the child declines, invite him to return the frame back to its original place of
belonging.
14. Invite the child to use this dressing frame any time he chooses.
Direct aim:
To remove and fasten Velcro straps independently

Indirect Aim:
• Concentration
• Independence
Language:
Velcro and dressing frame
Point of Interest:
The colour(s) of the dressing frame, the Velcro, the noise made when
opening the Velcro, and being independent
Control of Error:
• Trying to pull the straps through the notch before lifting the tabs
• Difficulty being able to glide the Velcro through the notches
• The straps not being superimposed correctly
1. Pom poms 1. Push buttons (snaps) dressing frame

2. Marbles and tongs 2. Large buttons dressing frame
3. Spooning 3. Hook and eye dressing frame
D. Care of Self
DRESSING FRAME: PUSH BUTTONS (SNAPS)
Age: 2 1/2+
Materials:
The push buttons (snaps) dressing frame
Presentation:
1. Invite a child to use this dressing frame.

2. Show the child where to find this frame on a hook and
invite her to carry the frame to the work table.
3. Indicate to the child where to place the dressing frame on the table.
4. Once seated, begin with the top push button (snap), and snap it open by lifting
with one hand while using the opposite hand (stable hand) to hold down the
fabric of the dressing frame.
5. After lifting two snaps, invite the child to try.
6. Once all snaps have been opened, using two hands, open the fabric. You will
do this by using two hands to lift one side open (grasping at the two corners of
the fabric) and then moving onto the other side of the fabric. Be sure to
remember the economy of movement when opening the frame (the last side
open will be the first to close). This will show the child that once the snaps have
been removed, the fabric will open easily.
7. Once the child has visualized you opening the frame, bring the fabric back
together again in the same format. Now allow the child to open and close the
frame.
8. Once again, begin to fasten the snaps, beginning with the top. Slowly align the
top portion of the snap to the bottom portion of the snap, and slowly press down
using the middle and index fingers, being sure to bring the child's attention to
the snapping sound made when it is closed.
9. After you have snapped two together, offer the child the opportunity to continue.
10. Once all the snaps have been closed, the child may be given the chance to
complete the frame again independently.
11. If she declines, then invite her to return the dressing frame back to its original
place.
12. Invite the child to use this frame anytime she would like.
Direct Aim:
To remove and fasten push buttons (snaps) independently

Indirect Aim:
• Concentration
• Hand coordination
• Independence
Language:
Push buttons or snaps, dressing frame
Point of Interest:
The noise from the snaps, the colourful fabric, becoming independent
Control of Error:
• Not aligning snaps properly before pressing to close

• Unable to open/close snaps
• Pulling fabric without holding down one side with the stable hand
1. Marbles and tongs 1. Large button dressing frame

2. Spooning 2. Hook & eye dressing frame
3. Velcro dressing frame 3. Zipper dressing frame
D. Care of Self
DRESSING FRAME: LARGE BUTTONS

and SMALL BUTTONS
Age: 2 1/2+
Materials:
The large button dressing frame
Presentation:

2. Show the child where to find this dressing frame and invite him carry it to the
work table. (At this point, the child will know where to place the dressing
frame on the table.)
3. Once you have both been seated, begin with the top button. (Making sure not
to block the visibility of the child.) The button-dressing frame is unbuttoned in
two stages: using two hands the first hand will gradually rug at the hole to
help release the button and the second hand will try to slide the button half-
way through the hole.
4. When two or three buttons have been pulled half-way through the fabric,
invite the child to try.
5. Once the child has completed all the buttons, you will begin stage two. Again,
using two hands, begin with the top button and slide the button completely
through the opening.
6. After two buttons are completely through the opening, invite the child to finish
the remaining buttons. Once all buttons have been opened, indicate to the
child that he may open the fabric and separate it in two. He will know how to
do this using two hands to lift one side open grasping at the two corners of
the fabric and then moving onto the other side. This will show him that once
the buttons have been unbuttoned, the fabric will open easily.
7. Indicate to the child that he can bring the fabric back together again in the
same format.
8. At this point, begin to fasten the buttons, starting at the very top. Again, in the
same two stages as before.
9. Once you have completed two buttons invite the child to continue, (this
process should be carried out for both stages). Now that the buttons have
been re-buttoned, give him an opportunity to try this frame again
independently.
10. If the child declines, then invite him to return the dressing frame back to its
proper spot.
11. Invite the child to use this dressing frame anytime he would like.
DRESSING FRAME: SMALL BUTTONS
The small button dressing frame is carried out in the same format and procedure
(except the buttons will not be pushed/pulled halfway through); it is a little more
challenging for the child because the buttons are smaller. Use this dressing frame
once the child has mastered the large button-dressing frame
Direct Aim:
To button and unbutton buttons independently
Indirect Aim:
• Concentration
• Refinement of the muscles in the hands
• Independence
Language:
Buttons and dressing frame
Point of Interest:
The appealing fabric on the dressing frame, the buttons, and becoming
independent
Control of Error:
• Unable to slide the button through the opening

• Pulling at the buttons rather then sliding them through the hole
1. Transferring with tweezers 1. Zipper dressing frame

2. Velcro dressing frame 2. Belt buckle dressing frame
3. Push buttons (snaps) dressing frame 3. Screwing and unscrewing tiny things
D. Care Of Self
DRESSING FRAME: ZIPPERS
Age: 3+
Materials:
The zipper dressing frame
Presentation:

2. Once you have shown the child where to find this frame,
he may take it to his work table. (At this point, the child will know where to
place the frame on the table.)
3. Once you have both been seated, reach for the latch of the zipper, pulling
downwards (making sure not to block the visibility of the child), until the zipper
has reached the zipper stay. Bring the child's attention to the movements you
are making to open the zipper then release the zipper.
4. Once the zipper has been released, invite the child to separate the sides of the
fabric. (The child will know how to open the frame from previous exercises, just
indicate to him which side to open first, remembering economy of movement).
This will show the child that once the zipper has been zipped down, the fabric
will open easily.
5. After the child has closed the fabric, carefully demonstrate how to join the two
bottom ends of the zipper. Slowly place the appropriate end (the big tooth)
inside the other. Using one hand to hold the two bottoms ends in place, while
the other hand is grasping onto the latch of the zipper and slowly lifting
upwards.
6. Once you have completed the frame, invite the child to have a turn.
7. Once the child is done using the frame, invite him to return it back to the hook.
8. Invite the child to use this activity anytime he wants.
Direct Aim:
To zip and unzip a zipper independently
Indirect Aim:
• Concentration
• Coordination of the fingers
• Independence
• Refinement of the small muscles in the hand.
Language:
Zipper and dressing frame
Point of Interest:
The colourful fabric, the noise of the zipper being opened and closed,
becoming independent
Control of Error:
• Unable to attach the two bottom ends into the zipper stay
• Unable to zip the zipper once in place
• Pulling the zipper without using the stable hand
• Difficulty following a sequence
1. Velcro dressing frame 1. Hook & eye dressing frame

2. Push button (snaps) dressing frame 2. Lacing dressing frame
3. Large button dressing frame 3. Belt buckles dressing frame
.
D. Care of Self
DRESSING FRAME: HOOK & EYE
Age: 3 1/2+
Materials:
The hook and eye dressing frame
Presentation:

2. Show the child where to find the frame and let her take it to the work table.
(The child will know where to place the dressing frame on the table).
3. Once seated, carefully reach for the very top hook and eye, using both your
hands (trying not to block the visibility of the child) squeeze both sides of the
fabric close together, while unlatching the hook from the eye. After two or
three hooks have been released, invite the child to try.
4. Once the child has released all the hooks, indicate which side she should
open first (remembering economy of movement). The child will know how to
open it from the previous frames. This will show the child that once the hook &
eyes are released the fabric will open easily. After the child closes the frame,
begin to attach the hook to the eye one at a time (beginning at the top).
5. When two or three have been attached, invite the child to continue.
6. Once all hooks have been attached, invite her to do it again.
7. If the child declines, then invite her to return the dressing frame back its
original place.
Direct Aim:
To use hook & eyes independently
Indirect Aim:
• Concentration
• Hand-eye coordination,
• Independence
Language:
Hook and eye and dressing frame

Point of Interest:
The colourful fabric, the way the hook and eyes work, becoming
independent
Control of Error:
• Unable to squeeze the fabric together

• Unable to release/attach the hook to the eye
• Unable to complete the dressing frame
1. Push button (snaps) dressing frame 1. Knots and bows dressing frame
2. Small button dressing frame 2. Lacing dressing frame
3. Large button dressing frame 3. Belt buckles dressing frame
D. Care of Self
DRESSING FRAME: BELT BUCKLES
Age: 3 1/2+
Materials:
The belt buckle dressing frame
Presentation:
1. Invite a child to use this dressing frame with you.

2. Show the child where to find this frame on the hook and invite him take it to the
work table. (At this point, the child knows where to place the dressing frame on
the table).
3. Once seated, reach for the first buckle at the very top (making sure not to block
the child's visibility). The buckle dressing frame is completed in three steps. In
the first step, begin to release latch on each buckle.
4. After two or three buckle latches have been released, invite the child to
continue.
5. Once the child has released all the latches on each buckle, begin the second
step. Reach for the top buckle and begin to slowly remove the pin from the
buckle.
6. Again, after two or three pins have been removed invite the child to try.
7. Once all pins have been removed, move onto the third stage.
8. Beginning with the very top buckle release the belt through the buckle (now it is
completely undone).
9. Offer a turn to the child once two or three have been completed.
10. Once all buckles have been released, allow the child to open the fabric, indicate
to him which side to begin with (remembering economy of movement). The
opening of the fabric will show the child that after all belt buckles are released
the fabric will easily open.
11. Invite the child to close the fabric and begin to fasten the belt buckles using the
same procedure as above (in reverse). First, begin to put the belt through the
belt buckle, second by placing the pin through the belt and third, to put the belt
through the belt latch.
12. Throughout each step, give the child an opportunity to try each step involved.
Invite the child to do the frame again. If the child declines, then invite him to
return the dressing frame back to its original place.
13. Invite the child to use this dressing frame anytime he likes.
Direct Aim:
To fasten and release a belt buckle independently

Indirect Aim:
• Concentration
• Independence
Language:
Belt buckle and dressing frame
Point of Interest:
The belt buckles, the colourful fabric, becoming independent
Control of Error:
• Unable to remove/put the belt pin through the hole

• Unable to unlatch/latch the belt buckles
1. Hook and eye dressing frame 1. Knots and bows dressing frame
2. Zipper dressing frame 2. Lacing dressing frame
3. Button dressing frame 3. Safety pin dressing frame
D. Care of Self
DRESSING FRAME: KNOTS AND BOWS
Age: 4+
Materials:
The knots & bows dressing frame
Presentation:

2. Show the child where to find the frame on the hook and invite her to take the
dressing frame to her work table.
3. Once you are both seated, reach for the very top bow (making sure not to block
the visibility of the child).
4. Using two hands, begin to untie the bow, pulling the ribbons to either side. After
untying two or three bows, give the child an opportunity to try.
5. When all bows have been untied, start at the top, and release the knot, using
the index finger like a hook and pulling the knot loose. Place the ribbons to
either side again.
6. Invite the child to try after you have untied two or three knots.
7. Once all knots have been released, allow the child to open fabric (you will
indicate to the child which side to start with remembering economy of
movement). The child knows how to handle the fabric on the frame from
previous lessons. This will show the child that once all the knots and bows have
been removed, the fabric opens easily. After the child has closed the fabric,
begin by first picking up the ribbons at the top and slowly crossing them; repeat
the process with the remaining bows, allowing the child to try after two or three.
The idea is to make sure when the ribbons are crossed that all the red ribbons
are to one side and all the white ribbons are on the opposite side. The next step
is to begin to tie the ribbons together (1 red with 1 white).
8. The child should be given an opportunity to try each step after you have shown
two or three. Once all bows have been tied, offer her the opportunity to use the
frame again independently. If she declines, invite her to take the frame back to
its place on the hook.
9. Invite the child to use this dressing frame whenever she wishes.
Direct Aim:
To tie a knot and a bow independently

Indirect Aim:
• Concentration
• Independence
Language:
Knots and bows, dressing frame, and tying
Point of Interest:
The colourful ribbons and fabric, tying a bow, and becoming independent
Control of Error:
• Unable to line up the same colour ribbons to one side

• Unable to untie/tie the knot
• Unable to tie a bow
1. Hook and eye dressing frame 1. Lacing dressing frame

2. Belt buckle dressing frame 2. Safety pin dressing frame
3. Small buttons dressing frame 3. Washing clothes
D. Care of Self
DRESSING FRAME: LACING
Age: 4 1/2+
Materials:
The lacing dressing frame
Presentation:
1. Invite a child to use this dressing frame.

2. Show the child where to find the frame on the hook and invite him to take the
dressing frame to the work table. (He will know where to place the frame on the
table).
3. Once you have both been seated, invite the child to untie the bow and knot
from the top. After the child has done so, begin to pull the lace out of the holes
one at a time.
4. Once you have completed two or three, give the child an opportunity to try. At
the bottom of the frame, completely remove the lace. Next, indicate to the child
how you will place the aglet through the holes at the bottom of the frame. Show
him how to make the lace even in length on both sides. Do this by placing the
index finger down firmly on the centre of the lace, and use the other hand to
even up the laces.
5. Gradually, will begin to put the laces back through the eyelets towards the top
of the frame. Show the child the concept of creating a pattern using a criss-
cross method before placing the aglet into the eyelets. Allow the child to re-
create the pattern throughout the remaining eyelets once you have completed
two or three.
6. Once the frame is complete, invite the child to do it again independently.
7. If the child declines, then invite him to return the frame back to its original
place.
8. Invite the child to use this dressing frame anytime he wishes.
Direct Aim:
To lace and unlace independently
Indirect Aim:
• Refining of the muscles in the hands
• Concentration
• Independence
Language:
Lacing and dressing frame
Point of Interest:
The colourful fabric, the pattern created with the laces, and becoming
independent
Control of Error:
• Not lining up the same pattern

• Unable to pull/push the lace through the eyelets
• Uneven lace
1. Knots and bows dressing frame 1. Safety pin dressing frame

2. Belt buckles dressing frame 2. Washing Clothes
3. Hook and eye dressing frame 3. Ironing
D. Care of Self
DRESSING FRAME: SAFETY PINS
Age: 4 1/2+
Materials:
The safety pin dressing frame
Presentation:

2. Show the child where to find this frame on the hook and invite her to take the
dressing frame to the work table.
3. Once seated, reach for the very top safety pin. This process is done in two
steps. First, release the pin from the safety latch (making sure not to block the
visibility of the child).
4. After one or two are done, give the child an opportunity to try. Once the child
has removed all the pins from the safety latches, begin to remove the pin from
the fabric (starting at the very top) and placing it on the table, to the top of the
frame from left to right.
5. Again, after one or two, invite the child to try. Once the child has finished,
indicate to her to open the fabric in two (she will know how to do this from
previous dressing frames). This will show the child that once all safety pins
have been released, the fabric will open up easily.
6. Once the child has closed the fabric, begin with the top safety pin (starting with
the first pin in the row to the left) and put the safety pin through the fabric.
7. Give the child an opportunity to try once one or two are complete.
8. When all the pins have been put through the piece of fabric, begin to push the
pin into the safety latch (beginning from the very top).
9. The child may continue after one or two have been completed. Now that the
frame is finished, invite the child to do it again independently.
10. If the child declines, invite her to return the dressing frame back to the hook.
11. Invite the child to use this dressing frame anytime she would like.
Direct Aim:
To use a safety pin independently
Indirect Aim:
• Refining of the muscles in the hands
• Concentration
• Independence
Language:
Safety pin and dressing frame
Point of Interest:
The safety pins, the colourful fabric, and becoming independent
Control of Error:
• Unable to open/close the safety pins

• Being pricked by a pin
• Unable to remove/replace the pin through the fabric
1. Lacing dressing frame 1. Washing clothes

2. Knots and bows dressing frame 2. Ironing
3. Belt buckles dressing frame 3. Food preparation
D. Care of Self
WASHING HANDS
Age: 3+
Materials:
This should be kept in a permanent place

in the environment (like a special table) consisting
of a basin, a pitcher (with line),
a soap dish, soap, a hand towel,
2 sponges (1 big, 1 small), a fingernail brush, and hand lotion. A bucket for
water activities (also near the table in a permanent place)
Presentation:
1. Invite the child to wash his hands using this activity.

2. Tell the child you will be working with water, but today he doesn't need to get
the usual items for water activities and invite him to follow you to the table
where the activity is found.
3. Once at the table, invite the child to fill the pitcher with water to the line.
4. When he returns, indicate for him to pour some of the water inside the basin,
remembering the drip sponge. (Be sure to keep some water in the pitcher).
5. Then wet your hands and apply some soap. Begin by working the soap on
your hands into a lather completely covering your palms and fingers. Making
sure to scrub each finger from top to bottom and massage the palms and
outsides of both hands. Show the child the enjoyment that can be found in
washing your hands. You can then remove the soap from your hands using
the water in the basin.
6. Next, you will pick up the fingernail brush and use gently on your fingernails.
Then rinse your hands and dry them using the towel, being sure to use the
same enjoyable process as washing your hands. When your hands have been
dried, begin to tidy up. First discard the water from the basin into the bucket,
invite the child to empty the bucket. When he returns, he may pour some more
water from the pitcher into the basin. This water is used to rinse the basin out.
Once again, the child may discard the water. (Always remembering the drip
sponge when pouring).
The second sponge is used to dry the basin and any excess water, which may
have dropped/spilled. Replace the hand towel and place the one you have
used into the laundry hamper. You may now apply the hand lotion on to your
hands, massaging it into your skin.
7. Once this task has been complete, invite the child to wash his hands.
8. When the child is done washing his hands, invite him to assemble the table
back to its original condition.
9. Invite the child to wash his hands using this special way anytime.
Direct Aim:
To wash the hands independently
Indirect Aim:
• Refine motor skills

• Concentration
• Independence
Language:
No language
Point of Interest
Bubbles from the soap, the water, the nail brush, the hand lotion, and the
peaceful and calm manner to wash hands (almost ceremonial)
Control of Error:
• Spilling/dropping water
• Too much/too little soap
• Difficulty replacing the hand towel
• Putting the hand lotion on too soon causing the hands to be slippery when cleaning up
1. Wet pouring 1. Changing the water of a flower

2. Pouring to the line arrangement
3. Pouring equally to many containers. 2. Washing clothes
3. Ironing
D. Care of Self
SHOE POLISHING
Age: 3 1/2+
Materials:
A tray consisting of neutral coloured shoe polish,

a brush (for removing dust), a cloth/towel (for
buffing), and applicator/brush (toothbrush), and
an apron. A placemat and a piece of paper towel for water activities.
Presentation:
1. Invite a child to use this activity with you. First, tell the child you will be
working on the floor (she will know what is needed). Next, invite the child to
choose a pair of shoes from the basket (the basket is usually placed close
to the shoe polishing activity on the shelf).
2. Once the child has selected the pair of shoes and taken the pair of shoes
to the mat, you will silently indicate to the child where to place the
placemat, paper towel, and shoes.
3. Show the child where to find the remaining activity on the shelf, invite her
carry the tray to the mat, and show her where to place it. At this point, take
out your apron and put it on being sure the child has full visibility of the
process. Next, invite her to take out her apron and indicate for her to put it
on, allowing her to tie it (if she is able). Invite the child to display the items
from the tray in the sequence of the activity, indicating the proper location
for each item.
4. Begin by removing the dust from the shoe using the small brush. Next,
invite the child to open the shoe polish. Pick up the toothbrush and apply
some shoe polish onto the brush. With one hand holding the shoe on the
paper towel (stable hand placed inside the shoe), and the other hand
holding the brush, slowly apply the brush to the surface of the shoe, using
circular motions begin to apply the polish to the shoe.
5. Give the child an opportunity to try the steps you have demonstrated using
the other shoe, after this step is complete. Once the child has finished, pick
up the shoe brush and begin to brush the surface of the shoe. This will
allow the polish to circulate evenly. Allow the child to repeat the process
using her shoe.
6. Next, reach for the cloth, make a mitt, and begin to buff the shoe in the
same manner using circular motions. Let the child repeat this with her shoe
once you are done (the child should know how to make a mitt from the
previous activities). Marvel at the shininess of the shoes that have been
polished.
7. Invite the child to polish another pair of shoes. If she declines, then invite
her to return the shoes back to the basket, take the cloth to the laundry
basket, and tidy up the tray. When the child returns she may replace the
cloth and return the tray to the shelf. She will also tidy up her mat.
8. Invite the child to work with this activity anytime.
Direct Aim:
To polish/clean a shoe
Indirect Aim:
• Concentration
• Fine and gross motor skills
• Independence
• Refinement of the muscles in the hands and arms
Language:
Asking "Can you make a mitt?"
Point of Interest:
The shoe polish, making a mitt, and the shiny shoe
Control of Error:
• Applying too much/ too little polish to the shoe

• Missing spots on the shoe
• Forgetting to make a mitt
• Forgetting to replace the cloth with a clean one
1. Polishing wood 1. Washing clothes

2. Cleaning a mirror 2. Sewing buttons
3. Bottles with screwing lids 3. Changing the water in a flower arrangement
D. Care of Self
SEWING BUTTONS
Age: 3 1/2+
Materials:
A box consisting of various coloured threads and buttons,

a pair of scissors, 1 sewing needle, and various small pieces
of fabric
Presentation:
1. Invite a child to sew a button.

2. Once you have shown the child where to find this activity, invite her to carry the
box to the work table and indicate where to place the box on the table.
3. Once seated, invite the child to open the box.
4. Once the box is open, invite the child to choose his favourite coloured thread. At
this point, slowly unroll some thread and invite the child to cut the thread at the
indicated spot using the scissors. When the thread has been cut and the scissors
placed back inside the box, begin to thread the needle (making sure not to block
the visibility of the child at any time).
5. Invite the child to choose his favourite button. Once the button has been
selected, take it from the child, place it on the fabric, and begin to sew the button.
Make sure the child can see the process of the needle starting at the bottom/top
and being pushed through the hole of the button and the fabric. Once the child
has seen, you do this a number of times, invite him to try. Once the button has
been sewn to the child's satisfaction, show him how to knot the thread and then
he can cut the end of the thread, using the scissors.
6. Have the child choose another favourite button from the box. Once chosen, the
child may sew the button onto the piece of fabric independently.
7. If the child wishes to continue sewing, he may do so. If the child declines, then
invite him to return the box back onto the shelf in its original place.
8. Invite the child to use this activity anytime he would like.
Direct Aim:
To sew a button independently
Indirect Aim:
• Concentration
• Perseverance
• Independence
• Wrist movement
Language:
"Would you like to choose...? (button, fabric, and thread)"
Point of Interest:
The various coloured buttons/threads/cloth, and sewing independently
Control of Error:
• Pricking a finger
• Cutting the thread too long (causing it to get tangled) or too short (not
enough to sew the button)
• Unable to sew in the up and down motions (going around fabric)
• Unable to tie knot
1. Cutting on the line 1. Washing clothes

2. Opening/closing boxes 2. Ironing
3. Superposition of shapes 3. Food preparation
Care of the Environment
SETTING THE TABLE
Age: 2 1/2 +
Materials:
A tray consisting of a glass, a napkin, a napkin

ring, cutlery, a 3 - 5 piece dish set and 1 placemat
(with drawing or outline on one side where the setting should be placed,
and no outline on the opposite side)
Presentation:
1. Invite the child to help you set a table.

2. Invite the child to take the place mat to the work table.
3. Once in front of the table, show the child where to put the placemat (in the
centre of the table). Go back to the shelf and invite her to bring the tray to the
table.
4. Show to place the tray slightly above the placemat. This will allow her full
visibility to what is being showed and easy access to the items needed on the
tray.
5. Begin to place one item at a time onto the proper place according to the drawing
on the place mat.
6. After approx. the third item has been placed onto the place mat, invite the child
to try.
7. Once all items have been used and set onto the place mat, invite the child to try
the task on her own.
8. If the child accepts, the items should be placed back on to the tray so she may
complete the activity. If she declines, place the items back on to the tray and
invite her to bring it back to the original place on the shelf.
9. Invite the child to use this activity at any time.
Variation:
For an added challenge, instead of using the place mat with the proper
outline, turn it over so the outline is not visible.
Direct Aim:
To set a table independently
Indirect Aim:
• Concentration
• Independence
Language:
No language
Point of Interest:
The fine china, colours in the china and place mat, the glass, cutlery, and
being able to set the table at home or for snack time
Control of Error:
• Reversing the placemat or using no place mat

• Incorrect positioning of the item(s)
• Incorrect superimposition on the placemat
1. Sorting 1. Prick a shape

2. Carrying a tray 2. Cutting on the line
3. Pegs and basket 3. Superimposition of shapes
FOLDING NAPKINS AND CLOTHES
Age: 3+
Materials:
A tray consisting of 5 napkins

(each napkin has different stitched lines)
Presentation:
1. Invite a child to fold some napkins with you.

2. Show the child where to find the tray on the shelf and invite him to carry it to
the table. Indicate where he is to place the tray on the table. Once you are
both seated, remove the first napkin from the tray, and bring the child's
attention to the stitched line.
3. Using the first two fingers of your right hand, trace the stitched line, from left
to right.
4. Using the first two fingers and thumb (of both hands), pick up the top or
bottom corners of material and fold to match the top/bottom corners and
edges.
5. Now, smooth folded edge using two fingers to trace, moving left to right.
Unfold the napkin and allow the child to follow the same steps you just
showed him.
6. After the child has folded the napkin, invite him to slide the folded napkin up
to the top left side of table.
7. Repeat the same steps to fold the 6 remaining napkins. Always trace, fold,
and smooth either from left to right and/or top to bottom.
8. After you have demonstrated the folding pattern to the child, offer him a turn
before moving the napkins into the line of folded napkins.
9. Once all the napkins are folded and in line, invite the child to unfold each
napkin before placing it back on to the tray (indicate to the child that he will
start to unfold the napkins beginning with the last one folded). Side down,
open, smooth out, and return it to the tray.
10. Now that all the napkins are back on the tray, invite the child to fold the
napkins again. If he declines, invite him to return the tray to its location on
the shelf.
Direct Aim:
To fold napkins in different types of folds

Indirect Aim:
• Hand-eye Coordination
• Concentration
• Independence
• Refining the muscles of the hands
Language:
No language
Point of Interest:
Folding the napkins along stitched lines, the raised stitches, the different
stitching and the shapes made when folding
Control of Error:
• Difficulty using stitched lines to make folds

• Napkins not place back on to tray in correct order
• Edges not matched or superimposed
Extensions:
1. Basket of napkins that have a all the same folds, so child can master
one kind of fold at a time
2. Iron folds
3. Fold napkins for day for use with snack or lunch
4. Use stiff cloth napkins for fancy restaurant napkin folds
5. Luggage with clothes to fold (folding clothes)
6. Tray of rectangles to fold like fans
7. Origami work
1. Velcro dressing frame 1. Folding clothes

2. Pom poms 2. Washing Clothes
3. Marbles and tongs 3. Ironing
FOLDING CLOTHES
Age: 3+
Materials:
Two Laundry baskets (or luggage), 1 consisting of various socks,

sweaters, towels, etc... unfolded, and the second will be empty
Presentation:
1. Invite a child to come with you to fold some clothes.

2. Show the child where to find this activity and invite her to carry the first laundry
basket to her work table, ask her to return for the second laundry basket.
3. Indicate to the child, where she should place the full basket (luggage).
(Usually on the floor between the teacher-guide and the child). The second
basket may be placed in either to the side of the child or on the top left side of
the table. You can ask the child to look inside the basket and choose an item
that she would like to fold.
4. Once the child has chosen the garment, she will place it on the table. At this
point, you can show the child how to fold that particular item (making sure not
to block the visibility of the child). Once you have shown the child, unfold the
item, and invite the child to have a turn. Once the child has folded the
garment, invite her to place it into the empty basket (the basket for folded
items).
5. Continue to follow these steps folding each garment, allowing the child to try,
and placing the garment into the basket until the child does not wish to fold
any more clothes or all the items are folded.
6. Ask the child if she would like to fold more clothes. If she declines, invite her to
return the baskets to the shelf.
* After a child has folded all the clothes, you will need to go and discretely unfold
and place them into the basket for unfolded clothes. Be sure the child who has
just folded the clothes does not see you undoing the work she has just completed.
Direct Aim:
To fold clothes independently

Indirect Aim:
• Confidence
• Independence
Language:
No language
Point of Interest:
The various garments in the laundry basket or luggage, and becoming

independent
Control of Error:
• Unable to fold an item

• Forgetting to place the folded items into the basket
• A messy work area
1. Superimposition of shapes 1. Washing hands

2. Folding napkins 2. Shoe polishing
3. Push button (snaps) dressing frame 3. Ironing
DUSTING
Age: 2 1/2+
Materials:
A cotton cloth and “sediments”
Presentation:
1. Invite a child to come with you and look for sediments. Once sediments are
found, you may say to the child "Let's clean these."
2. Show the child where to find a cloth in the classroom, and invite her take the
cloth.
3. Take the child to a table, once seated open the cloth and place it in a
diamond shape on the table. Place your hand in the centre of the cloth with
your palm facing upwards.
4. First, grasp the top corner of the cloth and place it in the palm of your hand
that is situated on the cloth. Next, take the corners (from each side, one at a
time) and place them in the palm of the hand, holding the folded top and
corners with your thumb.
5. Once the folding is complete, slowly fold your hand to hold the dust cloth in
place and invite the child to follow you back to the sediments. Slowly begin to
dust various things such as: a window ledge, shelves, activities, etc... where
you have seen sediments.
6. Invite the child to continue. Go back to the table and give the child the cloth
and allow her to make a mitt to dust. When she is done dusting, show her
your surprise and amazement at all the sediments she has found on the cloth
and how beautiful and shiny everything is that she has dusted.
7. Show her to place the dirty cloth into the laundry hamper.
8. Invite the child to find sediments and dust as often as she likes.
Direct Aim:
To dust independently
Indirect Aim:
• Confidence
• Independence
• Following a sequence (making the mitt)
• A far preparation for geology lessons
Language:
Sediments, "Let's clean these", and your excitement to see the shiny things
she has dusted
Point of Interest:
The shiny classroom, looking for sediments, doing what an adult does
Control of Error:
• Difficulty to fold the cloth into a mitt

• Cloth becomes loose
• Forgetting to place the cloth into the laundry hamper when done
1. Folding napkins 1. Cleaning mirrors

2. Pom poms 2. Oiling wood
3. Pegs & basket 3. Polishing brass/silver
SWEEPING
Age: 2 1/2+
Materials:
A dust pan, a small hand broom, and a

container consisting of sweeping materials
(pine shavings, wood chips, rose petals,
beads, etc...), and an open square shape
Presentation:
1. Invite a child to sweep.

2. Once the child has been shown where the items may be found, invite him to
take the necessary items to a spot on the floor.
3. Once you are both kneeling on the floor, pick up the container of sweeping
materials and empty the contents on the floor in a chosen spot with the open
square near by.
4. Place the empty container to one side (remembering not to block the
visibility of the child) and pick up the sweeper, and slowly begin to sweep all
items into one pile in the open square.
5. After all the items are in the open square, sweep them into the dust pan and
place them back into the empty container.
6. Once all the items are back to the original container, invite the child to try.
7. The child will follow the same steps you just showed him.
8. Once the child has completed the task, give him the opportunity to do it
again independently.
9. If the child declines, invite him to return all materials back to their original
place on the shelf.
Extension:
Instead of emptying the contents in front of the child, it may be spread

throughout various areas on the floor and collected. The child may also
sweep up crumbs from snack or lunch using the open square
Direct Aim:
To sweep independently
Indirect Aim:
• Confidence
• Independence
• Refining of the muscles in the hands and arms
Language:
No language
Point of Interest:
The various items used for sweeping and becoming independent
Control of Error:
• Difficulty sweeping up all items or finishing the activity

• Unable to guide the items into the open square
• Unable to sweep the items into the dust pan
• Spilling the items when returning them into the container
1. Velcro dressing frame 1. Cleaning a window and cleaning mirrors/glass

2. Dusting 2. Polishing brass/silver
3. Pom poms 3. Polishing shoes
WATERING PLANTS
Age: 2 1/2+
Materials:
A small watering can and a small sponge.

A basket containing red and green Popsicles sticks to be
inserted into the plant soil (depending on the humidity/dryness
of the plant soil)
Preparation:
Make sure you have checked the soil of the plants in the classroom ahead
of time and have inserted the proper Popsicle stick into the soil.
- RED: no need to water
- GREEN: water needed
Presentation:
1. Invite a child to come with you to check on the plants in the classroom. Go with
the child to look at the plants and point out the sticks in each plant in the
classroom. Tell the child that it looks like the plants need some water and ask
for his help.
2. Show the child where to find the watering can and the sponge. Invite her to go
and get some water in the watering can.
3. Once the child returns with the watering can, lead the child to the first plant. (All
plants should have some type of watering code to prevent over watering, such
as: a red and green Popsicle stick or Popsicle sticks with happy faces on one
side and sad faces on the opposite).
4. Slowly lift the watering can and water the plant (use the sponge to prevent any
drips). Now, change the Popsicle stick.
5. Lead the child to another plant. This time ask the child to check if the plant
requires watering. If so, invite the child to water the plant and change the
GREEN Popsicle stick to a RED one.
6. Once all the plants have been watered, invite the child to return the watering
can and the sponge back to their original location on the shelf.
7. Invite the child to water the plants whenever she notices (by the Popsicle sticks)
they need water.
Direct Aim:
To water a plant independently

Indirect Aim:
• Confidence
• Independence
Language
The explanation of codes and a lesson in botany (if appropriate)
Point of Interest:
Being able to do something that an adult does, the coded sticks, taking care
of something living
Control of Error:
• Spilling water
• Over watering the plant
• Difficulty respecting the codes
• Forgetting to change the code
• Difficulty noticing when the plants are in need of water (under watering)
1. Wet pouring 1. Changing the water of flower arrangements

2. Pouring to the line 2. Planting seeds
3. Sweeping 3. Dusting
PLANTING SEEDS (ALFALFA, GRASS, BEANS, ETC...)
Age: 3+
Materials:
A tray consisting of a small container with a lid (containing

seeds),a pitcher (with a line), a small bowl, 2 sponges
(1 small, 1 large), a towel, and a small placemat.1 piece of
paper towel and a bucket for water activities
Presentation:
1. Invite a child to plant some seeds.

2. Show the child where to find the materials on the shelf and invite her to take the
3. Once seated, invite the child to put the placemat in front of the tray, to remove
the paper towel sheet from the tray and place it on the placemat.
4. You may ask the child to open the container and pick out a few seeds and then
scatter them towards the centre of the paper towel.
5. Invite the child to fill the pitcher with some water to the line. Once the child
returns, she may pour the water into the small bowl. Ask the child to fold the
paper towel in half grabbing it from the two bottom corners and lifting slowly to
aligning the corners. Then invite her to fold the paper towel in half again, but in
the opposite direction (grabbing the two corners on the left and aligning them
with the two corners on the right). Invite the child to pick up the large sponge
and place it inside the bowl to absorb some water.
6. Invite the child to squeeze the excess water from the sponge and then place the
sponge on top of the paper towel sheet, dabbing it until the paper towel seems
moistened.
7. At this point, because of previous experience the child may discard the water,
and then use the towel to dry the bowl and any water which may have dropped.
The child may arrange the tray back to its original condition. She may also place
the wet towel in the laundry basket and replace it with a clean one.
8. Then invite the child to bring the tray back to the shelf. When she returns, you
will explain to her that the seeds require her to monitor them on a daily basis.
They will also require sun and to be moistened.
9. The child may then take the placemat with the seeds to an assigned area in the
classroom where they will receive sunlight.
10. Remind the child to check on her seeds daily to see if they have begun to grow
or need more water.
Direct Aim:
To plant seeds independently

Indirect Aim:
• Confidence
• Independence
• To watch things grow (Life)
Language:
Explaining to the child to monitor the seeds, and what seeds need in order
to grow (botany lesson)
Point of Interest:
The idea of being able to do something that an adult does, growing a plant,
taking care of vegetable life
Control of Error:
• Moistening the paper towel too much/too little

• Tearing the paper towel
• Spilling water
• Spilling seeds
• Forgetting to keep the seeds moistened
1. Pouring to line 1. Wash clothes

2. Folding napkins 2. Ironing
3. Boxes with surprises 3. Changing the water of a flower arrangement
CHANGING THE WATER

OF A FLOWER ARRANGEMENT
Age: 3 1/2+
Materials:
A tray consisting of a pair of scissors, a small bowl (with line), a pitcher (with
line), a vase containing some flowers, a small sponge, 2 sheets of paper
towel, a magnifying glass, a butter dish, and a small bottle brush. A
placemat and a bucket for water activities
Presentation:

2. Show the child where to find this activity on the shelf and invite him to carry the
tray to the work table. The child knows how to set the table up for water
activities.
3. Invite the child to fill the pitcher with water (to the line).
4. Once the child returns with the water, invite him to pour some water into the
small bowl.
5. Carefully remove the flowers (one at a time) from the vase and place them on
top of the paper towel. Once all flowers have been removed, invite the child to
discard the water from the vase into the bucket (remembering the drip sponge).
6. Pick up the magnifying glass, place it in one hand, and then slowly pick up one
of the flowers from the paper towel. Place the magnifying glass slightly above
the cut end of the flower and examine it through the magnifying glass. Allow the
child to examine it as well. Explain that "it needs some refreshment".
7. Next, invite the child to pour a little water inside the vase. Then using the small
brush clean inside the vase. The water may be discarded into the bucket.
8. Invite the child to pour the remaining fresh water into the vase. Show the child
how to cut the end of the flower inside the bowl of water so no air gets into the
stem.
9. Again, pick up the magnifying glass and examine the end of the cut flower.
Invite the child to look at the peduncle through the magnifying glass (this will
show the child the difference between the previous cut flower and the fresh cut
flower). Be sure to show your amazement when you see the difference.
10. Once you have both examined it, invite the child to place the cut flower into the
vase of fresh water. After approximately the second flower has been cut, invite
the child to try.
11. When all the flowers have been re-cut and placed back into the vase, invite the
child to help remove all the cut ends of the stems from the bowl and place them
on the paper towel. The child can discard the water from the bowl into the
bucket.
12. Give the child an opportunity to dry the bowl using a sheet of paper towel.
13. Once the child has finished, invite him to place the pitcher and bowl back onto
the tray and discard of the water in the bucket. Invite the child to place the vase
of flowers back on the shelf or where it was previously displayed. The paper
towel may also be discarded and the child will replace the sheet of paper towel
with another.
14. Once the child has completed assembling the tray back to its original condition,
invite him to take it back to its proper place on the shelf.
15. Invite the child to help keep the flowers healthy whenever he notices the stems
need to be cut.
Direct Aim:
To change water of flower arrangement independently
Indirect Aim:
• Concentration
• Independence
• Gaining knowledge about the care of cut flowers
Language:
No language (the parts of a flower if appropriate)
Point of Interest:
The magnifying glass, the different variety/colours of flowers, helping

something living
Control of Error:
• Dropping/spilling water
• Unable to hold stem in water and cut
• Having a messy work area
1. Pouring to the line 1. Washing clothes

2. Cutting on the line 2. Food preparation
3. Pronation and Supination 3. Cleaning a table
CLEANING SHELLS, ROCKS, AND LICENSE PLATES
Age: 3+
Materials:
A tray consisting of a pitcher, a small bowl

(or a spray bottle), a toothbrush, a small sponge
(drip sponge), a rock (brick, shell, license plate),
and an apron. A placemat, a piece of paper towel, and a bucket for water
activities
Presentation:

2. Show the child where to find the materials on the shelf and invite him to carry the
3. The child will know where to place the tray, placemat, paper towel, and bucket.
Go back to the shelf and invite the child to choose the item he would like to clean
and return to the table. Show the child how to display the items from the tray on
the mat in the order of the activity.
4. Take out your apron and place it on being sure not to block the visibility of the
child. Now, invite the child to place his apron on, assisting him if necessary.
5. Invite the child to go and get some water in the pitcher (show him how much
water).
6. When the child returns, invite him to pour some water from the pitcher into the
bowl (he will know to use the drip sponge). (Omit this step if you are using a
spray bottle.)
7. Once the water has been poured, pick up the toothbrush and place it in one
hand, and then pick up the rock and place it in the other hand (stable hand).
Then wet the toothbrush using the water from the bowl (or mist the item with the
spray bottle) and begin to clean the rock in using circular motions, rotating the
rock from time to time.
8. After the child sees the process, invite him to try. Once the child has cleaned the
rock, give him the opportunity to use this activity again independently.
9. If the child declines, invite him to tidy up his work area and return the tray back to
its original place on the shelf.
10. Invite the child to use this activity anytime.
Direct Aim:
To clean items such as rocks, shells, etc... independently

Indirect Aim:
• Confidence
• Independence
Language:
No language
Point of Interest:
The various items to clean and the shininess if the item once cleaned
Control of Error:
• Pouring too much water into the bowl (or misting the item too much)
• Spilling water
• Difficulty to hold an item in one hand and work with the other hand
1. Wet pouring 1. Oiling wood

2. Sweeping 2. Polishing silver/brass
3. Dusting 3. Polishing shoes
CLEANING MIRRORS AND GLASS
Age: 3+
Materials:
A tray consisting of cleaning fluid, a cloth, and

an apron. A placemat and a piece of paper towel
for water activities.
Presentation:
1. Invite a child to clean a mirror or glass.

2. Show the child where to find the materials on the shelf and invite her to
carry the tray to her work table. Have her prepare the table for a water
activity. Remove your apron from the tray and put it on. Invite the child to
put on her apron, helping her if needed.
3. Once the tray has been placed on the table, invite the child to choose a
glass object or mirror from the classroom, and bring it to the table.
4. Once seated, invite the child to remove the items from the tray and display
them in the order of the activity on the placemat.
5. Invite the child to open the bottle of cleaning fluid and indicate for her to
place two drops on the item (mirror/glass).
6. Show the child to make a mitt; using the cloth (the child will be familiar with
the mitt). At this point, begin moving your hand in circular motions, allowing
the cloth to spread the cleaning fluid all over the item. Continue with the
same circular motion allowing the cloth to absorb any excess fluid that
remains to visible.
7. Give the child an opportunity to clean a different item she chooses from the
environment, using the same process.
8. Once the child has cleaned her item, invite her to clean another item
independently. If the child declines, invite her to place the dirty cloth in the
laundry basket and replace it with a clean one, and then return the tray back
to its original place on the shelf.
9. Invite the child to clean a mirror or glass any time she chooses.
Direct Aim:
To clean a mirror or glass object independently
Indirect Aim:
• Concentration
• Refining of the muscles in the hand and arm
Language:
No language
Point of Interest:
The cleaning fluid, the shininess of the item once cleaned, doing something
an adult does
Control of Error:
• Spraying (or placing) too much/not enough fluid

• Forgetting to make the mitt
• Forgetting to replace the dirty cloth with a clean one
• Spilling the cleaning fluid
1. Folding napkins 1. Polishing silver/brass

2. Bottles with screwing lids 2. Oiling wood
3. Dusting 3. Shoe polishing
OILING WOOD
Age: 3+
Materials:
A tray consisting of oiling fluid, a small brush,

a cloth, an apron, and a sponge. A placemat
and a piece of paper towel for water activities.
Presentation:
1. Invite a child to oil some wood in the classroom.

2. Show the child where to find the materials and invite him carry the tray to his
work table. Tell the child he will need a placemat and a paper towel. Allow
him to set up the table.
3. Ask the child to go back to the shelf and choose a wooden item that he
wishes to oil.
4. Once the child has returned and is seated, invite her to remove the items
from the tray and display them in order of the activity. Then remove your
apron and place it on, the child will know how to do this from previous
activities.
5. Next, invite the child to place a few drops of oil into the small bowl. Pick up
the small brush, dip it into the oil, and then begin oiling the item (using
circular motions).
6. Give the child an opportunity to continue after you have done half the item.
Once the item has been oiled to the child's satisfaction, you can make a mitt
with the cloth and begin to rub the oil into the wood. Allow the child a chance
to try. Once the child is happy with the shine on the item, invite him to oil
more wood. If the child declines, he may discard any remaining oil from the
bowl.
7. The child may dry the bowl using the cloth and then place the dirty cloth into
the laundry basket (making sure to replace the towel with a clean one).
8. Invite the child to return the items back to the tray. He will return the oiled
wood and tray back to the proper places on the shelf.
9. Invite the child to oil wood whenever he wishes.
Direct Aim:
To oil wood independently

Indirect Aim:
• Concentration
• Independence
Language:
No language
Point of Interest:
The item to be oiled, the shine on the wood when oiled, doing something an
adult does
Control of Error:
• Using too much/too little oil

• Spilling the oil
• Forgetting to replace the cloth
• Unable to make a mitt
1. Cleaning shells/rocks 1. Silver/brass polishing

2. Dusting 2. Shoe polishing
3. Cleaning mirrors 3. Cleaning a table
POLISHING SILVER, BRASS, MONEY, AND METAL
Age: 3+
Materials:
A tray consisting of cleaning fluid, a small brush,

a bowl, a cloth, an apron, and a sponge.
A placemat and a piece of paper towel for water activities
Presentation:
1. Invite a child to clean some silver (or what you have available).
2. Show the child where to find the materials then invite him to carry the tray to his
work table. He will also prepare the table with a placemat and paper towel.
3. Invite the child to go back to the shelf and choose something he would like to
polish. When he returns you will remove your apron from the tray and put it on,
indicate to the child to do the same.
4. Invite the child to remove the items from the tray and display them in the order
of the activity.
5. Invite him to put some cleaning fluid into the small bowl. Pick up the small
brush, dip it into the cleaning fluid, and begin cleaning the item (using circular
motions). After cleaning part of the item, invite the child to have a turn. After the
child is done using the brush, make a mitt with the cloth and shine the item,
allow the child to also try.
6. Once the item has been cleaned and shined to the child's satisfaction, invite him
to clean more items if he wishes. If so, he may choose a different item to clean
and return the cleaned item to the shelf. If the child declines, invite him to
discard the remaining cleaning fluid and dry the bowl using the cloth, then place
the dirty cloth into the laundry basket (making sure to replace it with a clean
one), and return the items on to the tray and the tray back to the shelf.
7. Invite the child to clean the silver (etc...) anytime he wishes.
Direct Aim:
To polish an item until it shines, independently
Indirect Aim:
• Concentration
• Independence
Language:
No language
Point of Interest:
The brass, silver, and metal items, the shine produced by cleaning the item,
doing something an adult does
Control of Error:
• Difficulty using enough/too much fluid

• Difficulty cleaning to a shine
• Spilling the cleaning fluid
1. Pouring to the line 1. Shoe polishing

2. Dusting 2. Washing clothes
3. Cleaning a mirror 3. Cleaning a table
CLEANING A WINDOW
Age: 3+
Materials:
A spray bottle (with water/vinegar), a towel, a

squeegee, and an apron. A mat for the floor
(a boot tray) and a piece of paper towel for
water activities
Presentation:
1. Invite a child to clean a window.

2. Show the child where to find the materials and invite her to take them to the
window she wishes to clean. The child will need to get the mat, but tell her “we
need a floor mat, but this time we need a special one for the floor." Go with the
child to show her where it is kept. Invite her to bring it to the window place it
down and put the tray on top of it.
3. Once the mat and tray are at the window, indicate to the child to make a mitt
using the cloth.
4. Show the child how to use the spray nozzle and spray it on the window. Then,
in a circular motion, begin cleaning the window. Once you have completed
some of the window, invite the child to make a mitt and finish cleaning the
window. Invite her to clean another window for as long as she would like.
5. When the child is satisfied with the outcome and wishes to stop, invite her to
place the dirty towel into the laundry basket, and replace it along with the spray
bottle back on the tray. She may finish tidying up and return the tray to the shelf
and put the mat in its proper location.
6. Invite the child to clean a window whenever she would like.
Direct Aim:
To clean a window independently
Indirect Aim:
• Concentration
• Independence
Language:
No language
Point of Interest
The spray bottle, the shiny window, and doing something an adult does
Control of Error:
• Spraying too much/too little cleaning fluid

• Unable to dry it properly (not producing a shine)
• Streaks on the window
1. Cleaning mirrors/glass 1. Silver/brass polishing

2. Oiling wood 2. Shoe polishing
3. Sweeping 3. Washing clothes
CLEANING A TABLE (OR A CHAIR)
Age: 3 1/2+
Materials:
A tray consisting of 2 towels, a sponge, a bar of

soap, a brush, a basin, and a small pitcher
(with a line). A mat for the floor (a boot tray) and a piece of paper towel for
water activities
Presentation:
1. Invite a child to help you clean a table.

2. Show the child where to find the tray on the shelf and invite the child to carry
the tray to his work table. Tell the child he will need the special mat for the
floor. Once the mat is on the floor, invite the child to place a towel on top of it,
beside the table. On this towel, indicate to the child where he will place the
basin (in the centre) with all the other items from the tray in the order of the
activity. Invite the child to fill the pitcher with water (to the line) and when he
returns have him pour about half of the water into the basin.
3. Begin by dipping the bar of soap into the water in the basin, then take the soap
and rub it directly on to the table (using circular motions) from the top left hand
corner of the table. Allow the child to continue once you have put soap on half
the table.
4. When the soap is on the table, dip the brush into the water in the basin. Again,
start at the top left hand corner of the table and scrub the table (using circular
motions). Allow the child to try.
5. Once the entire table has been covered with soap, invite the child to rinse the
brush, using the water from the basin and place it back onto the towel. Next,
reach for the sponge and wet it slightly, using the water from the basin. Using
strokes from left to right, beginning at the top, allow the sponge to
absorb/remove all excess soap, rinsing the sponge periodically in the basin.
Give the child a turn to remove the soap after about half the table is complete.
6. When complete, invite the child to rinse the sponge (using water from basin)
and then place it back onto the towel with remaining items. Using the second
towel, dry the table (using the same format as the sponge). Give the child an
opportunity to dry the table as well.
7. When this task has been complete, the child may empty the water from the
basin, and pour the remaining water from the pitcher into the basin. Using this
clean water to rinse the brush and basin. Then use the sponge to clean the
basin. Once again, invite the child to empty the basin of water. Once back,
invite the child to dry the basin using the towel.
8. Once dry, invite the child to put the towel in the laundry and replace it with a
clean one. The child will arrange all items back onto the tray in their proper
order.
9. Ask the child if he would like to clean another table. If he declines, invite him to
return the tray to the shelf and the mat to its proper location.
10. Invite the child to clean any table in the classroom if he notices they are dirty.
Direct Aim:
To wash and clean a table independently
Indirect Aim:
• Concentration
• Independence
Language:
No language
Point of interest:
The bubbles made on the table, the sponge absorbing the bubbles, a clean
table, the smell of the soap, and doing something an adult does
Control of Error:
• Using too much/not enough soap

• Unable to remove all the soap
• Spilling water out of the boot tray
• Forgetting to clean an item or replace the cloth/towels
1. Pouring equally to may containers 1. Washing clothes

2. Polishing silver/brass 2. Washing the floor
3. Pronation and supination 3. Food preparation
IRONING
Age: 3+
Materials:
An ironing board, travel iron (temperature blocked for safety)

and plugged into a power bar, and two small baskets
(one containing various ribbons to be ironed and the other
for the ironed ribbons)
Presentation:

2. Show the child where the iron board and iron is kept in the classroom (the
ironing board is usually kept in the same spot at all times). Invite the child to
choose a ribbon from the basket, that he would like to iron. Show the child how
to turn on the light on the power bar (to show that the iron is 'on').
3. Once, the iron is on and the iron seems to be warm, begin to iron the ribbon that
the child has chosen (working from left to right, then back on the ironing board).
4. Once the ribbon has been ironed, invite the child to fold the item and place it in
the other basket.
5. Invite the child to choose another ribbon from the basket that requires to be
ironed.
6. At this point, give the child an opportunity to iron a ribbon on his own. Once
complete, the child will fold the item and place it in the basket with the other
ribbon.
7. When all items have been ironed, folded, and placed in the basket invite him to
place all items back onto the shelf or in their proper places (if the child is ironing
classroom laundry). Show the child how to turn 'off' the light on the power bar to
shut off the power to the iron.
8. Invite the child to iron anytime he sees the basket has wrinkled items in it.
Direct Aim:
To iron items independently
Indirect aim:
• Concentration
• Independence
Language:
No language, maybe "it is now on/off" indicating the light on the power bar
Point of Interest:
The iron, the ironing board, and the results of the smooth and wrinkle free
ribbons
Control of Error:
• Forgetting to fold the item after it has been ironed

• Unable to use the iron properly
• Forgetting to turn on/off the power bar
• Having wrinkles in the item ironed
1. Folding napkins 1. Washing clothes

2. Cleaning a window 2. Cleaning a table
3. Watering plants 3. Food preparation
WASHING CLOTHES
Age: 4+
Materials:
A washboard, 2 basins (1 large/1 small ), a bucket,

a hamper, a basket with pegs, 2 sponges
( 1 big/1 small), a bar of soap, a tea strainer, brush, powdered laundry soap,
a pitcher (with a line), and a drying rack (to be kept at a constant location in
the classroom). A mat for the floor (a boot tray, optional) and a bucket for
water activities
Presentation:
1. Invite a child to wash some laundry.

2. Show the child where the materials are situated in the classroom. Tell the child
we need the mat for the floor (if you are using one) and let him go get it. Invite
him to place it beside the washboard, take the items from the tray and display
them on the mat in the order of use, and then invite him to fill the pitcher (to the
line) with warm water.
3. Once the child returns with the water, invite the child to pour half of the water
from the pitcher into the large basin (situated at the bottom of the washboard).
4. Show the child how to fill the tea strainer with powder soap and show him how
to shake it into the water. Use the bottom end of the tea strainer to swish the
water around until all the powder has been dissolved and bubbles are formed.
5. Once all the soap has been dissolved, the tea strainer may be placed back to its
original place. Invite the child to choose an item from the hamper that requires
washing and place it into the large basin. Wet the item in the soapy water, and
then squeeze any excess water from the item and place it onto the washboard.
Reach for the bar of soap and apply it to the item.
6. Once the soap has been applied to the stains on the item, show the child how to
scrub the cloth using the washboard.
7. When satisfied with the outcome, squeeze excess water from the cloth and
then place it into the small basin on the mat. You can indicate to the child to
pour a little water from the pitcher onto the washboard to remove any excess
soap. Then using the brush, show the child how to scrub down the washboard.
Invite the child to rinse the washboard again, by pouring remaining water from
the pitcher onto the washboard.
8. Invite the child to empty all the dirty water from the large basin into the bucket.
9. Invite the child to fill the pitcher with warm water to the line, once again. When
the child returns, he will pour some of the water from the pitcher into the large
basin. Place the soapy cloth back into the large basin and agitate the cloth to
remove all of the soap. Then squeeze any excess water from the item and into
the large basin, and invite the child to pour the dirty water into the bucket
(emptying the bucket as necessary throughout the process).
10. At this point, invite the child to pour any remaining water from the pitcher into
the large basin, in order to rinse the basin. The cloth is ready to be hanged to
dry on the drying rack. Invite the child may take two clothes pegs from the bowl
and place them into the basin with the cloth, and take them to the clothesline to
hang. Once the child has returned, use the large sponge to dry both basins.
11. Give the child an opportunity to repeat this activity, washing a different item from
the laundry hamper.
12. Invite the child to wash any laundry from the hamper whenever he would like.
Direct Aim:
To wash clothes independently
Indirect Aim:

• Concentration
• Independence
Language:
No language
Point of Interest:
The water, soap and the tea strainer, the washboard, the clean laundry, and
doing something an adult does
Control of Error:
• Spilling drops of water

• Using too much/too little soap
• Unable to clean an item
1. Pouring to the line 1. Washing dishes

2. Pronation and supination 2. Cooking and food preparation
3. Transferring with a syringe 3. Weaving

Daily Life Activities Album

Uploaded by

Copyright:

Available Formats

Daily Life Activities Album

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Daily Life Activities Album

Uploaded by

Copyright:

Available Formats

The Canadian Montessori Teacher Education Institute

Daily Life Activities

Album: Daily Life Activities

• TO EXTINGUISH A CANDLE WITH A SNUFFER

• PEGS & BASKET

E. Care of the Environment

TO EXTINGUISH A CANDLE WITH A SNUFFER

A tray consisting of a candleholder, 2 candles, snuffer, and a match

1. Invite the children to join you at circle.

To extinguish a candle using a snuffer

• To get the children's attention

No language, except when whispering the name of each child in circle

• Difficulty to extinguish the candle

TO CARRY A GLASS OF COLOURED WATER

To be able to carry a glass of water from one location to another

• To build faith in the child

This sentence: “Feel free to try”...

• Spilling water from the glass

To be able to pass a bell independently and silently

• To help build trust between the teacher-guide and the child

Your invitation and explanation of the bell

Noise caused by trembling of the bell

A chair and a table

1. Invite a child to come with you to sit at a table.

For a child to be able to sit at a table

• Graceful way of sitting

The appealing invitation

Noise or banging when moving the chair outwards/inwards

To carry and re-locate a chair independently

The appealing invitation

• Difficulty to find a proper balance with the chair

1. To sit at a table 1. To open and close a door

Indicating to the child when to begin lifting and moving

• Difficulty to find a proper balance with the chair

3 Activities Before: 3 Activities After:

1. To carry a tray 1. To open/close a box

TO OPEN & CLOSE A DOOR

A door with a doorknob

1. Invite a child to open and close a door silently.

To open/close a door independently

• Create/refine hand/wrist/arm movement

The shiny doorknob and the invitation

• The door slamming shut

1. Carrying a table 1. Opening and closing a drawer

TO OPEN & CLOSE A DRAWER

1. Invite a child to open and close a drawer.

To open and close a drawer independently

• Create and refine hand/arm movement

• Slamming the drawer shut

1. Opening and closing a door 1. Bottles with screwing lids

TO CARRY, UNROLL, AND ROLL A MAT

1. Invite a child to use a mat.

To carry, unroll, and roll a mat

• To prepare an independent work place

• Difficulty to hold the flaps

3 Activities Before: 3 Activities After:

1. To open & close a door/drawer 1. To walk around a mat

TO WALK AROUND A MAT

To walk around the mat, without touching the mat