the new “activity shelf”

We found a lovely Montessori preschool for Br to attend the days I am working outside of the house, and my husband is trading building classroom furniture for schooling.  My husband built a “prototype” shelf (& small table) out of scrap wood, so I absconded it last night to set up some of the activities for the kids.  (“Yay, hobby woodworker husband!”)

new activity shelf
The new activity shelf

Br hadn’t really noticed it until Bl came out and pulled one of the activity trays off.  Bl had grabbed the 1-to-1 correspondence tray. I’d set it up with tongs, figuring Br would be using it.  Bl doesn’t have the fine motor skill yet to operate the tongs, so I gave him a spoon.  He wasn’t quite getting the concept, but he was amused with moving the pompoms around with the spoon.

 

Blake using the 1-to-1 tray
Blake "using" the 1-to-1 tray

Br had turned around on the couch and noticed the touch-matching game. As he was out of reach of Bl, he was actually able to try it a bit! He did initially match a popcorn kernel bag to a lentil bag, but I checked it and then offered him the two (popcorn & lentil) in the opposite color so he could self correct.

 

Br trying the touch-matching game
Br trying the touch-matching game

Br came around to try the 1-to-1 correspondence tray after Bl had wandered off, and tried out the prototype table. I had put the spoon away when I gave it to Br (leaving the tongs), but Br complained “I wanted the one with the spoon!” Unfortunately, by this point Bl had wandered back.  I’ll need to figure out a way to set things up so Bl isn’t always interfering with Br trying activities.  Let me know if you have any suggestions….

Br doing 1-to-1 correspondence activity
Br doing 1-to-1 correspondence activity, with Bl's "help"

Bl enjoyed having a turn after Br was done:

Bl's turn!
Bl's turn!

With the touch-matching game as well:

Bl touch-matching game 1Bl touch-matching game 2Bl touch-matching game 3

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Laziness…um, I mean…Repetition pays off

I was quite surprised today when my almost-15-months old showed evidence of knowing his colors.  After shock and pleasure, my first thought was “OMG, has my parental laziness paid off?”

{Spoiler Alert: you are about to see evidence of some of my closet- “hippy”ness}

Now, I do know that experts say repetition is very important for children.  I even remember finding a tidbit doing research for a presentation on supporting early literacy  that it takes being exposed to a word 12 times to be able to contextually determine its meaning (which is why it is so important to talk to our children using real vocabulary & read them lots of different stuff…) (if I am feeling more “overachiever” later, I will try to find the reference for that tidbit).  It would be nice to claim this planned repetition of 3 particular “color” books* was finally reaping its reward, but that would be a gross misrepresentation.  It was mostly parental laziness….

Let me explain: Bl is a second child. (No, that is not the whole explanation :)  )  With Br (the 1st child), I made sure to provide lots of exposure to different books, and we read each night until he asked** to go to bed (**preverbally, usually by getting fussy and/or signing “nurse”). By necessity with 2 kids, Bl’s bedtime routine is much more truncated.  Bl gets only one book most nights, and the selection is from the small residual pile leftover from when I could occasionally sucker Br into letting Mommy have a little more horizontal time in the morning by reading to him in my bed.  Because of Br’s “broad literary experience”, most of the books next to the bed where way too advanced for a baby, so it was even a small subset of that pile that I would let Bl pick from.  There were probably 3-4 books to start.  Probably that many again have wandered in, or were brought in by Mommy when I remembered to feel guilty about reading him the same books over and over again…. So Bl has read all of these books A LOT.

*For the curious, the 3 “color” books were: Brown Bear, Brown Bear, What do you see?  by Bill Martin, Jr. & Eric Carle; Blue Hat, Green Hat  by Sandra Boynton; I Like to Learn Colors: Curious Penguin  by Alex Lluch

Now to the bragging (& more overtly hippy part): Bl has an amber necklace (yep, hippy…or so my husband says :)..but it’s supposed to help with teething… and it’s cute…), which we take off at night and place on the bedside table.  (I may be a closet hippy, but I still worry about safety!) Many times in the morning Bl will spot it, pick it up and play with it, and give it to me to put on him (see Daddy- he likes it!).  This morning, he picked it up, brought it close to his leg, said something that approximated “orange”, pointed the the necklace, and then pointed to the orange car on his pajamas! After that, he said something that approximated “green” and pointed to the green truck on his pajamas!

I yelled for my husband, so I could brag on my child.  Of course the husband ruined it by opening a book and asking Blake to “show me blue!”.  Had to remind husband that recognition is easier than recall, and, he’s not quite 15 month sold!

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1-to-1 correspondence

1-to-1 correspondence activityThis is a quick-to-set-up activity to help develop 1-to-1 correspondence, with a million variations.  “What is 1-to-1 correspondence, and why do I care about developing it?,” you might ask.  Here is a very nice explanation I found on 1-to-1 correspondence by Love and Lollipops.

Materials:

-something with multiple “holes” (ice cube tray, deviled egg tray, paint palette, divided veggie tray,etc.)

-some things to put in the holes (amount corresponding to the # of holes)

-a container to put the things in while they are waiting to be put in the holes

-*optional* (for the more advanced): something to use to move the things into the holes (tongs, spoon/ladle, chopsticks- will help with fine-motor development)

The example here shows a tray with a small pyrex bowl filled with pompoms (15, 3 of each of 5 colors.  “why?,” you may ask.  “Um, because those were the pompoms I had. Uh, they looked summery on a cold June day?” ), some tongs, and a 15 “hole” silicone ice cube tray.
The goal is to have the child fill each “hole” with one of each item, ideally from left to right and top to bottom.  “Why left to right & top to bottom?” Because that is the way we read! Sneaky way to fit in some indirect preparation for reading…

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