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1. Topic-
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| Activity to meet child's developmental needs |
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2. Content-
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| During this activity the child will be experiencing using their
touch sensory. Language will be encouraged to describe what the child
is feeling and will be extended by prompting of new describing words.
Young children are used to using all of their senses together to explore
and understand the world around them so they may initially find this
activity difficult as they are being asked to use the touch sensory
alone |
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3. Goals: Aims/Outcomes-
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1.To promote awareness of the child's touch sensory and to encourage/build
on the use of descriptive language
2. for the child to be able to use descriptive language for other
objects outside of the activity
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4. Objectives-
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1.To understand that every sense is just as important as the other
2. To give the opportunity to guess what the object is and to describe
what it feels like by feel alone
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5. Materials and Aids-
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Large cardboard shoe/boot box with lid
Bright wrapping paper
Glue stick
Scissors
Objects with different textures/shape
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6. Procedures/Methods-
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A. Introduction-
To explain to the child what the activity is and how it is going
to work. The child will be told to look away from the box while I
put a object inside. The child will then be asked to put their hands
inside the box without peaking in. They will be asked what the object
in the box feels like and encourage them to use descriptive language
by asking questions to slowly encourage them, such as, "Is the surface
smooth?", " what shape is the object?" "It is hard or soft?"
If the child is having a bit of trouble with identifying the object
in the box but are able to give descriptive words, give out small
hints as too what it may be.
Once the child has guessed what the object in the box is child is
then able to take the lid off and have a look inside. |
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B. Development-
1.After the child have got the hang of the activity and are able
to give descriptive words for simple object in order to identify what
it is. The simple objects can be swapped over for other objects to
make it a little bit harder for them.
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C. Practice-
1. To start to activity, before the child has began putting their
hands in the box to feel the object, some objects will be given to
the child while they can see them and the child will be asked to use
descriptive language just on the feel of the object alone without
describing what it looks like, such as " It is yellow"
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D. Independent Practice-
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E. Accommodations (Differentiated Instruction)-
| The difficulty of the Feely box can be changed to suit the age and
level of the child. If the child is finding it too hard, more simpler
objects can be put into the box to make it easier for the child to
describe them, or if the child is finding it too easy and is able
to say what the object is without having to describe it first then
more complex objects should be used. |
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F. Checking for understanding-
1. The child will be asked to use descriptive language at the start
of the activity while they are able to see the object, these words
should be written down and put into contrast with the words the child
is using to describe the object while they can not see it. The child
should be using more descriptive language than before.
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G. Closure-
| The activity should only last about ten minutes and by that time
the child should be using more descriptive language in order to describe
the objects than they were beforehand. The child should be rewarded
vocally and encouraged to continue to use these words for other things
other than just the objects in the box. |
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7. Evaluation-
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- Fill out a short and simple questionnaire on how the activity
went
- Ask for the child's parents opinion on how well they thought the
activity went
- If the child is willing to do the activity again, it shows that
they enjoyed it and that they are keen. |
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