practical life albm-alex zarella
DESCRIPTION
This is practical life album for Montessori credential program.TRANSCRIPT
This 2010 Edition © Alex Zarella
Text Copyright ©2007 Elizabeth Park and Jennifer Ilaban. Revised, edited, adapted and reprinted with permission August, 2010 by Alex Zarella
Photography Copyright © 2010 Alex Zarella www.alexzarella.com Book design and layout: Alex Zarella
No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying,
recording, or by any information storage and retrieval system, for material gain or not, without permission in writing from the publisher:
Publisher: Alex Zarella Contact Information: [email protected]
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Acknowledgment: Mahalo to Kupuna Kala Holden for the Hawaiian translations
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EDCS 632 CULTURALLY APPROPRIATE PRACTICE
INSTRUCTOR: Name: Susan Costello
Email: [email protected]
Phone: (412) 983-2997
TEXTS: Bredekamp, S., & Copple, C. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3d ed.). Washington D.C: NAEYC.
ISBN: 978-1-928896-64-7
Montessori, M. (1966). The secret of childhood. New York: Ballantine
Books. ISBN 0-345-30583-3
Montessori, M. (1967). The discovery of the child. New York: Ballantine
Books. ISBN 0-345-33656-9
Practical Life Manual and Art Manual (Purchase online at http://montessorimethods.weebly.com/)
WEB-BASED
COURSES:
Online instruction will take place in the eCollege learning environment. Logon at
http://chaminade.ecollege.com/
If you do not see your course listed or have difficulty logging in, please contact Jon Nakasone at
For the online component you should expect to spend the same amount of time you would spend in a face-to-
face class, which is 4 hours per class session plus 1-2 times that amount again to complete assignments. This does
not mean you‘ll have to spend 4 straight hours online. But it does mean that you should allot that amount of
time during each week to work through the assignments, read the material, respond to online discussion
prompts, and participate in other online activities. The course facilitator will be logged into eCollege, live chat
mode, each week on Thursdays between 5:30 – 9:30 for discussion. You are encouraged to join in each week at
least for a part of that time.
SYLLABUS
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CATALOG
DESCRIPTION:
ED 632A Culturally Appropriate Practice and Montessori Methods (3)
Development of order, concentration, coordination, and independence in children from ages two and a half to six.
Includes appropriate models, inclusion of practical living activities, and relationship to other content areas. Research
component is required. Prerequisite: ED 649
MAJOR
COURSE
TOPICS:
1. Guide students as they develop a basic understanding of the rationale and sequence of the practical life
curriculum in a Montessori early childhood environment.
2. Describe, define and provide opportunities for the students to analyze and model the leadership role of an
adult in the practical life area of a Montessori early childhood environment.
3. Provide opportunities, through explanation, demonstration, and modeling, for students to learn to create the
practical life curriculum of the prepared environment, in accordance with Montessori principles of design, with
particular focus on culturally appropriate materials and activities in the practical life area of the early childhood
environment.
4. Provide opportunities to practice strategies for, the implementation and evaluation the practical life area of the
early childhood prepared environment in terms of meeting developmental needs.
5. Share, and show students how to find, current peer-reviewed research articles, particularly in the areas of the
inter-relationships of motor and cognitive development, creation of community and culturally appropriate
practice.
6. Provide guidance to relate all the knowledge to HTSB, NAEYC, and MACTE standards and how adaptation
accommodations can be made to fit the needs of the non-Montessori environment.
STUDENT
LEARNING
OUTCOMES:
Outcomes How will outcome be achieved? (e.g., Assignments, reading, lecture, fieldwork, etc.)
1. HTSB 1, 5, 6, 7; NAEYC 1, 3, 4; MACTE 1d, 2a, 2b
2. HTSB 5, 7; NAEYC 3, 4; MACTE 2d
3. HTSB 5; NAEYC 4; MACTE 2b, 3a, 3b, 3c
4. HTSB 1; NAEYC 1; MACTE 1d
5. HTSB 1; NAEYC 1, 4; MACTE 1b, 2b, 3c
1. Signature Assignment that includes Practical Life rationale demonstrating
knowledge of the scope and sequence of the Practical Life curriculum.
2.Competency presenting Practical Life activity during practice session and
performance.
3. Setting up the Practical Life area.
4. Create and demonstrate a Practical Life Activity and Lesson Plan.
5. Class and on-line discussion
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ACADEMIC REQUIREMENTS:
Signature
Assignment
1. Lesson plan that include appropriate standards and benchmarks, student learning objectives, content, assessment plan, procedures, and
reflections. This lesson plan also examines how the lesson plan can be adapted to mainstream early childhood environment that includes
developmentally appropriate modifications to meet the needs of diverse and exceptional learners. The student will also create the activity that
is presented in this lesson plan. (10 points)
Practical Life Activity (10 pts)
Make and demonstrate one culturally appropriate practical life activity.
For full points, activity will:
be aesthetically made
have original elements
be appropriate for age
include lesson plan
be clearly and gracefully presented
2. An album that incorporates culturally appropriate practical activities that promote care of the self and the environment. This album also
includes developmentally appropriate art resources. Albums will include the big idea (rationale), lessons, photos, and resources for the teaching
of language arts and art curriculum to young children. Each lessons included in this album will include adaptation and accommodations
described in the rubric as well as appropriate content standards. (50 points)
Practical Life Album (30 points)
Rationale—10 pts.
Lessons /Photos—15 pts.
Resources—5 pts.
Art Resource Album (20 points)
Rationale—10 pts
Lessons/ Samples –6 pts.
Resources—4 pts.
Other
Assignments
1. Attendance and Participation (10 Points)
2. Performance Practice (10 Points)
3. Reflections (10 Points)
4. Discussions Online (10 Points)
PROGRAM
OUTCOMES:
The major focus of this class is on the program outcomes of: Planning, Teaching, Assessing, Reflecting, and
Adapting.
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Grading Scale
Rubric for
Evaluation
A 90-100 points
B 80-90 points. Below 79 must retake class
Attendance and Participation (10 points)
attend all face-to-face and synchronous sessions.
actively participates in session discussions and practice
Performance Practice (10 points)
For full points, performance will:
name activity / placement on shelf
identify appropriate age range
give accurate presentation
Reflections on Readings (10 points)
Prepare a 4-5 page reflection paper on discussion topics: Practical Observation;
Movement; Order and Silence.
For full points the reflection will:
be written in Standard American English
be written in correct APA Style including correct referencing and formatting
include connections to personal experience
compare Montessori‘s writings to Developmentally Appropriate Practice
Discussions Online (10 points)
You will post your thoughts on discussion questions to two topics. One related to
sensorial and another related to music.
For full points each reflection will:
post discussion posting by due date
respond to at least one other classmate‘s posting by due date
identify direct and indirect aims
identify points of interest and control of error
Signature Assignments (60 points)
Please see LiveText for detailed rubrics.
UNIVERSITY
POLICIES:
Attendance
Students are expected to attend regularly all courses for which they are registered. Students should notify their instructors when illness prevents them from
attending class, and make arrangements to complete missed assignments. Notification may be done by calling the instructor‘s campus extension, or by sending
an email to the instructor. It is the instructor‘s prerogative to modify deadlines of course requirements accordingly. Any student who stops attending a course
without officially withdrawing may receive a failing grade.
Writing Standards
All work submitted by Chaminade University students must meet the following writing standards. Written assignments should:
1. Use correctly the grammar, spelling, punctuation, and sentence structure of Standard Written English.
2. Develop ideas, themes, and main points coherently and concisely.
3. Adopt modes and styles appropriate to their purpose and audience.
4. Be clear, complete, and effective.
5. Carefully analyze and synthesize material and ideas borrowed from sources. In addition, the sources of the borrowed material should be correctly
acknowledged to avoid plagiarism.
Plagiarism - ―Plagiarism is the offering of work of another as one's own. Plagiarism is a serious offense and may include, but is not limited to, the following:
1. Complete or partial copying directly from a published or unpublished source without proper acknowledgment to the author. Minor changes in wording
or syntax are not sufficient to avoid charges of plagiarism. Proper acknowledgment of the source of a text is always mandatory.
2. Paraphrasing the work of another without proper author acknowledgment.
3. Submitting as one's own original work (however freely given or purchased) the original exam, research paper, manuscript, report, computer file, or other
assignment that has been prepared by another individual.
Please refer to your Student Handbook, General Catalog, and the Education Division Policy Manual for other important institutional and academic policies
including more detailed information regarding Plagiarism, Classroom department, Freedom of Expression, Add/Drop, Disabilities, and others.
CLASS HANDOUTS
G o a l s a n d O b j e c t i v e s f o r M o n t e s s o r i L e a r n i n g 9
F u n d a m e n t a l B e l i e f s a n d V a l u e s a s M o n t e s s o r i E d u c a t o r s 1 3
T h e S i x C o m p o n e n t s o f t h e M o n t e s s o r i E n v i r o n m e n t 1 5
W h a t i s M o n t e s s o r i ? 1 7
T w e n t y B e s t P r a c t i c e s o f a n A u t h e n t i c M o n t e s s o r i S c h o o l 2 0
1 0 0 W a y s t o s a y ― V e r y G o o d ! ‖ 2 6
C h i l d P r o g r e s s L i s t s 2 8
L a n g u a g e o f E n c o u r a g e m e n t 3 1
T h r e e P e r i o d L e s s o n 3 2
W a l k i n g o n t h e L i n e 3 6
T h e S i l e n c e L e s s o n 3 8
CHAPTER CONTENTS 37
1. R a t i o n a l e 3 9
2. G r a c e a n d C o u r t e s y 4 4
3. C o n t r o l o f M o v e m e n t 4 6
4. C a r e o f t h e E n v i r o n m e n t 9 8
5. C a r e o f S e l f 1 3 2
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A. Montessori Objectives
1. To assist the child as he constructs his personhood in all dimensions
2. To assist the child in becoming an effective and involved member of the human community
B. Goals for Activity Areas in a Montessori Classroom
PRACTICAL LIFE
To assist the child in the development of:
Emerging mental faculties; i.e. The ability to attend, to, organize, and pursue a task to completion
Gross and fine motor control and eye-hand coordination
Independence in care of self, and choice of activities and behaviors
Positive socio-behavioral skills and an attitude of respect for persons, things and the environment
SENSORIAL MATERIALS
To bring to the child‘s consciousness the functions of his senses and their role in his exploration of
the environment
To refine sensory acuity and perceptual skills
To assist the child in developing mental strategies such as observation, comparison,
discrimination, seriating, association, generalization
To serve as indirect preparation for subsequent mathematical activities
To prepare and develop the child‘s physical and mental faculties for independent learning in all
other areas of the environment
To develop comparative skills as used to distinguish qualities or characteristics of things
To develop skills for analyzing properties of objects
GOALS AND OBJECTIVES FOR MONTESSORI LEARNING
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MATHEMATICS
To allow the child to comprehend through several senses sequentially arranged mathematical
concepts by manipulating concrete materials
To let the child unconsciously experience the orderly relationships in quantities through the
manipulation of materials
To prepare the child to consciously learn subsequent experiences in mathematics
To develop the ability to group by similarities and differences and to manipulate those groups
To develop abilities to separate parts in a group such as parts of human, plant, and animal families
or the environment
To develop abilities to recognize the passage of time in terms of before and after
To develop abilities to distinguish spatial relationships as in top/bottom, inside/outside/, on/under
To develop the ability to grasp the concept of numeral to number and number order 1st, 2nd,
3rd, etc
To develop abilities to distinguish. symbol representations to denote objects in a group
GOALS AND OBJECTIVES FOR MONTESSORI LEARNING
11
LANGUAGE
To assist the child in building a rich vocabulary based on meaningful concepts related to his
world and on attaching meaning to his perceptual and sensorial experiences
To assist the child in the development of his ability to communicate with his world in a mutual
exchange
To give the child the foundations for the expression and reception of language through the
sounds and symbols of his language
To allow the child opportunities for exploring language as he is ready, through listening, writing,
reading and speaking experiences
To expose the child to the beauty of his language through poetry, stories and dramatization
To develop abilities to reason and thus solve problems by comprehending and then initiating
steps of acknowledged cause and effect
To develop abilities to pretend, imagine, dramatize or role play; to allow for free creative
expression
GOALS AND OBJECTIVES FOR MONTESSORI LEARNING
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COSMIC AREA
To expose the child to the richness of the world through an exploration of its basic concepts and
order as experienced and observed in plants, animals, minerals, objects and peoples of the world
To develop in the child an awareness, appreciation, and respect for the peoples of the world and
their diverse life-styles
To assist the child in developing an aesthetic appreciation of his world and to acquire the mental
and physical skills to creatively express his experiences
To develop in the child an awareness and respect for the ecology of the world
To develop abilities to discern the difference between actual and apparent change,
To give children the opportunity to experiment with concepts such as transformation, alteration,
cause and effect
To develop children‘s capacity to nurture and care for the earth and its living creatures
GOALS AND OBJECTIVES FOR MONTESSORI LEARNING
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Children learn best through
Purposeful movement
Self-chosen activity
Activities that fulfill the needs of a particular sensitive period
Repetition and concentration
Experiencing order and/or organization
Teachers must remember to
Follow the child‘s interest
Observe the child‘s movement and the coordination necessary to complete a task
Analyze the sequence of steps involved in a task and give only the necessary help a child needs
Never substitute their own activity for a child‘s
Ways for teachers to give direct help
Organize objects (simplify)
Matching
Seriating
Organize space
Provide boundaries
Rugs/mats
Containers
Taped lines
Placement of furnishings
Gesture
Touch
Guiding a child‘s hands or body
Modeling worthy of imitation
Reciprocal interaction
FUNDAMENTAL BELIEFS AND VALUES AS MONTESSORI EDUCATORS
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Whenever real learning has taken place there will be a distinct and observable change in the learner‘s
behavior
Learning is an active process. Children learn most easily through repeated exposure, consistent role
modeling from others around them and from repeated opportunities to apply and practice. They learn by
doing, not simply by seeing or listening to others
Education should begin with the learner and extend outward. It should be linked step by step with the
present reality of her experience.
Most children under the age of 12, and many adults for that matter, -have difficulty grasping abstract
concepts. It is essential that the prepared classroom environment make wide use of carefully designed
and presented ‗concrete‘ models and experiences developed specifically to help children understand the
principle or concept of the lesson.
As infants and toddlers most children learn following the scientific discovery method. They touch, taste,
smell, manipulate and investigate everything around them. They ask endless questions. They are
spontaneously motivated and curious. Good education builds upon this fact of childhood, and works to
keep the spark of intellect and self-confidence alive.
FUNDAMENTAL BELIEFS AND VALUES AS MONTESSORI EDUCATORS
15
Children need to develop sensitive reality testing skills; observation, a sense of order, and an awareness of
logical cause and effect. They must learn to trust their mind‘s ability to think logically and to solve
problems on their own.
Children learn in different ways at different paces. No single approach can possibly meet the needs of all
learners. Therefore an effective school must remain highly flexible and be prepared to individualize and
adapt education to the learner.
In today‘s world, frantic social change makes it hard to understand and creatively adapt to our
environment. Because we cannot predict the skills needed tomorrow, the single most socially important
thing to teach our children is how to remain open to change, constantly ready and willing to learn new
things and mastering new technologies.
Whenever possible, the teacher should state in advance learning objectives in clear terms
Whenever possible, evaluation and reports of learning progress should be specific and information-laden
expressed to the family and learner in terms of the pre-established learning objectives
According to Dr. Montessori, every child has within him the person he or she will become and capable of
developing his or her own unique personality
FUNDAMENTAL BELIEFS AND VALUES AS MONTESSORI EDUCATORS
16
―THERE ARE SIX BASIC COMPONENTS IN THE MONTESSORI CLASSROOM ENVIRONMENT. THEY DEAL
WITH THE CONCEPTS OF
1. FREEDOM
2. STRUCTURE AND ORDER
3. REALITY AND NATURE
4. BEAUTY AND ATMOSPHERE
5. THE MONTESSORI MATERIALS
6. DEVELOPMENT OF COMMUNITY LIFE.‖
Maria Montessori. The Montessori Method (1912) -
THE SIX COMPONENTS OF THE MONTESSORI ENVIRONMENT
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Many parents are drawn to Montessori education as they have heard that academically, it is
the most effective method of instruction. Others [are] attracted by the child-centered environment. Some
like the structured materials, while others appreciate the freedom the children are given. I was first
attracted by the respect and dignity with which Montessori dealt with the child. Another teacher at the
Academy was drawn by the philosophy of auto education (the child as his own teacher.) All of these
elements are accurate descriptions of Montessori, but alone none of them is Montessori, which is like the
elephant of the Buddhist parable…very big. We, the parents and teachers are like the blind but wise
men. We have the choice of accepting our first impressions of Montessori, or going further and
experiencing the whole philosophy. Last week our school hosted an IMP meeting at which we spoke
rather militantly. We said that children are born brilliant and that our job is to watch in wonder as they
flourish. We said that by exposing children to this philosophy of education we could change the human
condition. We said that Montessori is more than just education…it is a way of living in harmony and respect
of nature, others and of oneself. Some of our parents opened their minds to the ―big‖ picture we tried to
paint. Others can only see that small part of it that is easy for them.
The things that Montessorians believe are not new concepts. Since time began, wise men
have tried to enlighten the people of the world. The message has not been lost. Freedom still reigns in
many countries[, no] longer most countries, but many. The people of this country are still free to make their
own choices[, at] least. adults are, Maria Montessori‘s goal was not to teach children to read at age four,
but rather to help us see that children can read at age four and that they can live in freedom. Her goal was
to improve the world condition. She was a social reformer and her followers must remain so, or the
philosophy is lost.
What Is Montessori Educaton?
by Carmen E. Adams
―A rajah once gathered together twelve blind but wise men. They were eachcommanded to feel a different part of an elephant. When asked to tell what theyfelt, each described the elephant in a different way. The one who had touchedthe ear said the elephant was like a basket. The one who had touched the tailsaid the elephant was like a reed. The one who touched a leg said the elephantwas like a strong column. Hearing the answers each was amazed at the othersinability to ―see‖ the truth.‖ Buddha
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Dr. Montessori told us these things and so much more in a way that only she could state a
message. She told us that after fifty-three years of research her answers were simple and plain. The human
child is on a journey, a trek. He has within him a plan of action so vital and so clear that it leads him from
that moment of birth at which he is a small, fragile infant incapable of speech or movement beyond feeble
grasping and sucking, into the most intelligent and powerful force to walk this earth. Powerful, you
question? Many say that man alone has no power. We tend to think of governments and large
corporations as powerful. Money wields power, we believe. The atom bomb has come to be referred to as
―the ultimate power‖. Well, governments are established by men [; corporations] are the work of people
like you and me. Money is made in mints by human hands and bombs don‘t grow on trees. They are
manufactured in factories. It takes people to make them kill. The growing sense of powerlessness that we
see and feel in our society is a direct result of a lack of Montessori philosophy. It is a direct result of the
belief that man is no more than a ―clean slate‖ ready to be written upon. This belief was planted in our
society like a seed of dissension. And doesn‘t everyone feel it their duty and obligation to write on that
slate? Parents, teachers, employers, politicians, husbands, wives. The list is endless. Mold the clay, create
the man. When all the while we missed her message, ―The man grows from within.‖ He is on a mission,
and that mission is to externalize all that lies hidden in the human essence.
Creativity, human potential, these are the tools of that fragile infant. With them he
constructs a man. If one accepts these premises, how does one apply education? Indeed, what need
would there be to educate the human child that Montessori described? What teacher would consider
interfering if he truly believed, as Dr. Montessori did, that the child educates himself? The answer is
shocking to many, beautifully clear to a few, but always a gift to the recipient child. The wise teacher does
not interfere, does not teach. The wise teacher truly believes in the child‘s ability. He believes the message
of Dr. Montessori because as she did, he has watched the child and he has seen that it [is]so. I have been
re-reading an old book, How Children Fail, by John Holt. Allow me to quote a wise teacher… ―We don‘t
have to make human beings smart. They are born smart. All we have to do is stop doing the things that
make them stupid.‖
What Is Montessori?
by Carmen E. Adams
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What are the things that make children stupid? Forgive me, please, but say it I must…sitting at
desks, staring at chalkboards and memorizing times tables are among the top ten. Following in the list are
prohibiting freedom of movement, prohibiting speech, prohibiting freedom to choose one‘s own work and
finish that work at one‘s leisure in a non-competitive atmosphere of love. And perhaps the greatest insult to
the human intellect is that when the work is finally finished, the teacher has the nerve to grade it. Who would
dare to judge the work of another? All of this is counterproductive to the development of the human intellect.
To add insult to injury, many teachers are now judging behavior as well. Rather than a grade, children are
given happy-grams and other such external rewards, for acting human? What is given out for non-human
behavior? At its worst non-human behavior brings on a non-human punishment of the physical variety.
Other punishments are more subtle and deal more specifically with self-esteem, such as ―standing out‖.
Sometimes a whole class ―stands out‖ for the faults of one or two. Not only do these methods inhibit creativity
and breed stupidity, they also perpetuate that sense of powerlessness I mentioned a moment ago.
How does all of this stack up to a Montessori approach? If we don‘t teach, what do we do?
We offer the world. We bring all the facts of life to the feet of our students in concrete, tangible and realistic
clarity. We order and prepare the classroom. We make careful observations (never judgments) of the work of
each child[;] we assist when needed and only when needed. We support them in their mission. We are their
co-workers. We expose the student to his world and then we wait and watch. What we are privileged to
witness is no less than a miracle, the creation of the man within the child[, just] as once the infant developed
from the germinal seed, observed only by a privileged few scientists. Working with the child, we now observe
the development of the man from the child. Would the genetic scientist dare to interfere in the process he
studies? Would he attempt to ―tech‖ these cells to become a child? Could he in any way grade or judge this
natural process? No, he only watches and with precision, records his observations. His aim [is] to learn of
nature‘s inherent plan.[, just] as we, who are privileged scientists of education, watch in wonder and reverence
as these children fulfill their own destinies, their own dreams.. I would like to share another quote in closing.
Norman Cousins said,
What Is Montessori?
By Carmen E. Adams
―The tragedy of life is not death, it is what we allow to die within us while we live.‖ The
human child is inherently great. Intelligence, creativity, freedom, these are at stake. The
price is too great. Let us heed the message.
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The Montessori Learning Environment is:
1. Child-Centered : The focus of activity in the Montessori setting is on children learning, not on teachers
teaching. Generally a student will work individually or in small, self-selected groups. There will be very few
whole group lessons
2. . Responsive and Prepared : The environment is designed to meet the developmental needs, interests, and
abilities, of the children in the class. The educators design and adapt the environment with each
community of children in mind, immediately modifying the selection of educational materials available, the
physical layout, and the tone of the class to best fit the ever changing needs of the children
3. Focused on Individual Progress and Development: Within a Montessori environment, children progress at
their own pace, moving on to the next step in each area of learning as they are each ready to do so. While
the child lives within a larger community of children, each student is viewed as a universe of one
4. Conducive to Active Learning: In Montessori learning environments, children not only select their own
work from the choices presented to them, but also continue to work with tasks, returning to continue their
work over many weeks or months, until finally the work is so easy for them that they can demonstrate it to
younger children. This is one of many ways that Montessori educators use to confirm that students have
reached mastery of each skill.
The Montessori Learning Activities are:
5. Hands On : In a Montessori learning environment, students rarely learn from texts or workbooks. In all
cases, direct personal hands-on contact with either real things under study or with concrete learning
materials that bring abstract concepts to life that allow children to learn with much deeper understanding.
Twenty Best Practices of an Authentic Montessori School
© 2006 The Montessori Foundation
21
The Montessori Learning Activities encourage:
6. Spontaneaety: It is natural for children to talk, move, touch things, and explore the world around them.
Any true Montessori environment encourages children to move about freely, within reasonable limits of
appropriate behavior. Much of the time, the children select work that has been presented to them
individually and that captures their interest and attention; however, the Montessori educator also strives to
draw their attention and capture their interest with new challenges and areas of inquiry. Within this
atmosphere of spontaneous activity, students do eventually master the basic skills of their culture, even if
initially they prefer to avoid them.
7. Self-motivation: One of Montessori‘s key concepts is the idea that children are driven by their desire to
become independent and competent beings in the world, to learn new things and master new skills. For
this reason, outside rewards to create external motivation are both unnecessary and potentially can lead to
passive adults who are dependent on others for everything from their self-image to permission to follow
their dreams. In the process of making independent choices and exploring concepts largely on their own,
Montessori children construct their own sense of individual identity and personal judgment of right and
wrong.
8. Autonomy: Within Limits: Montessori children enjoy considerable freedom of movement and choice,
however, their freedom always exists within carefully defined limits on the range of their behavior. They are
free to do anything appropriate to the ground rules of the community, but redirected promptly and firmly if
they cross over the line.
9. Self-disciplined Learning: In Montessori programs, children do not work for grades or external rewards, nor
do they simply complete assignments given them by their Montessori educators. Children learn because
they are interested in things, and because all children share a desire to become competent and
independent human beings.
Twenty Best Practices of an Authentic Montessori School
© 2006 The Montessori Foundation
22
The Montessori Learning Communities are:
10. Mixed age groups: Montessori learning environments gather together children of two, three, or more
age levels into a family group. Children remain together for several years, with the fully developed
students moving on to the next age grouping when they demonstrate readiness to do so
11. A Family-like Setting: Montessori learning environments are communities of children and adults. As
children grow older and more capable, they assume a greater role in helping to care for the environment
and meet the needs of younger children in the class. The focus is less on the educators and more on the
entire community of children and adults, much like one finds in a real family
12. Cooperative and Collaborative: Rather than competing, Montessori children are to treat one another with
kindness and respect. Insulting and shunning behaviors therefore tend to be rare. Instead, one normally
finds children who have a great fondness for one another, and who are free from needless interpersonal
competition for attention and prestige. Because children learn at their own pace, Montessori educators
refrain from comparing students against one another
Twenty Best Practices of an Authentic Montessori School
© 2006 The Montessori Foundation
23
Awakening and Nurturing the Human Spirit
13. The Child As A Spiritual Being: Montessori saw children as far more than simply scholars. In her view, each
child is a full and complete human being, the mother or father of the adult man or woman he or she will
become. Even when very young, the child shares with the rest of humanity personal hopes, dreams, and
fears, emotions, and longing. From Montessori's perspective, this goes beyond mental health to the very
core of one‘s inner spiritual life. Montessori educators consciously design social communities and
educational experiences that cultivate the child's sense of independence, self-respect, love of peace, and
passion for self-chosen work done well.
14. Universal Values: Montessori educators deliberately develop in children not only appropriate patterns of
polite behavior, but seek to instill basic universal values within the core of the child's personality. These
values include self-respect, acceptance of the uniqueness and dignity of each person one meet, kindness,
peacefulness, compassion, empathy, honor, individual responsibility, and courage to speak from one‘s
heart.
15. Global Understanding: All Montessori schools are to a large degree international schools. They not only
tend to attract a diverse student body representing many ethnic backgrounds, religions, and national
backgrounds, but they actively celebrate its diversity. The curriculum is international in its heritage and
focus, and consciously seeks to promote a global perspective.
16. Service to Others: Montessori's spiritual perspective leads Montessori schools to consciously organize
programs of community service ranging from daily contributions to others within the class or school
setting, to community outreach programs that allow children and adults to make a difference in the lives
of others. The fundamental idea is one of stewardship.
Twenty Best Practices of an Authentic Montessori School
© 2006 The Montessori Foundation
24
The Montessori Educator is:
17. Authoritative: The Montessori educator is firm at the edges and empathetic at the center. The Montessori
educator is never punitive but is the kind of adult who responds empathetically to children's feelings,
while setting clear and consistent limits
18. Observant: The Montessori educator is an observer of children‘s learning and behavior. These careful
observations are recorded and used to infer where each student is in terms of his or her development,
and leads the Montessori educator to know when to intervene in the child‘s learning with allowing more
practice time, making a presentation of a new lesson, a fresh challenge, or reinforcing basic ground-
rules
19. An Educational Resource: Montessori educators facilitate the learning process by serving as a resource or
caring mentor to whom the children can turn as they pull together information, impressions, and
experiences
20. A Role Model: Like all great educators, the Montessorian deliberately models the behaviors and attitudes
that he or she is working to instill in the children. Because of Montessori's emphasis on character
development, the Montessori educator normally is personally attractive, exceptionally calm, kind, warm,
and is always polite to each child
Twenty Best Practices of an Authentic Montessori School
© 2006 The Montessori Foundation
25
Summation
The Montessori educator recognizes that his or her role is not so much to teach as to inspire, mentor, and
facilitate the learning process. The real work of learning belongs to the individual child. Because of this, the
Montessori educator remains conscious of his or her role in helping each child to fulfill his or her potential
as a human being and therefore knows that the primary educational responsibility is one of creating an
environment for learning within which children will feel safe, cherished, and empowered.
Montessori educators are trained to identify the best response to the changing interests and needs of each
child as a unique individual learner. Because they truly accept that children learn in many different ways
and at their own pace, Montessori educators understand that they must ―follow the child‖, adjusting their
strategies and timetable to fit the development of each individual child.
Montessori educators organize appropriate social settings and academic programs for children at their own
level of development. They do this to a large degree through the design of the learning environment,
selection and organization of learning activities, and structure of the day. Montessori educators are filled
with hope in the development of each child‘s full human potential as a person of learning and virtue.
Twenty Best Practices of an Authentic Montessori School
© 2006 The Montessori Foundation
26
1. You're on the right track now!
2. You've got it made.
3. Super!
4. That's right!
5. That's good.
6. You're really working hard today.
7. You are very good at that.
8. That's coming along nicely.
9. Good work!
10. I'm happy to see you working like that.
11. That's much, much better!
12. Exactly right.
13. I'm proud of the way you worked today.
14. You're doing that much better today.
15. You've just about got it.
16. That's the best you've ever done.
17. You're doing a good job.
18. That's it!
19. Now you've figured it out.
20. That's quite an improvement.
21. Great!
22. I knew you could do it.
23. Congratulations!
24. Not bad.
25. Keep working on it. You're improving.
26. Now you have it!
27. You are learning fast.
28. Good for you!
29. Couldn't have done it better myself.
30. Aren't you proud of yourself?
31. One more time and you'll have it.
32. You really make my job fun.
33. That's the right way to do it.
34. You're getting better every day.
35. You did it that time!
36. That's not half bad.
37. Nice going.
38. You haven't missed a thing!
39. Wow!
40. That's the way!
41. Keep up the good work.
42. Terrific!
43. Nothing can stop you now.
44. That's the way to do it.
45. Sensational!
46. You've got your brain in gear today.
47. That's better.
48. That was first class work.
49. Excellent!
50. That's the best ever.
100 Ways to Say 'Very Good'
by Arzella Dirksen
Start off the new year on the right foot. Choose -- and use -- one of these 99+ ways to say "Very Good" to your
students.
27
51. You've just about mastered it.
52. Perfect!
53. That's better than ever.
54. Much better!
55. Wonderful!
56. You must have been practicing.
57. You did that very well.
58. Fine!
59. Nice going.
60. You're really going to town.
61. Outstanding!
62. Fantastic!
63. Tremendous!
64. That's how to handle that.
65. Now that's what I call a fine job.
66. That's great.
67. Right on!
68. You're really improving.
69. You're doing beautifully!
70. Superb!
71. Good remembering.
72. You've got that down pat.
73. You certainly did well today.
74. Keep it up!
75. Congratulations. You got it right!
76. You did a lot of work today.
77. Well, look at you go.
78. That's it.
79. I'm very proud of you.
80. Marvelous!
81. I like that.
82. Way to go!
83. Now you have the hang of it.
84. You're doing fine!
85. Good thinking.
86. You are really learning a lot.
87. Good going.
88. I've never seen anyone do it better.
89. Keep on trying.
90. You outdid yourself today!
91. Good for you!
92. I think you've got it now.
93. That's a good (boy/girl).
94. Good job, (person's name).
95. You figured that out fast.
96. You remembered!
97. That's really nice.
98. That kind of work makes me happy.
99. It's such a pleasure to teach when you work like that.
100. I think you're doing the right thing.
100 Ways to Say 'Very Good‘
by Arzella Dirksen
Permission to reprint this article was provided by CareerLab.
Education World® Copyright © 2003 Education World Originally published 10/22/2001 as 99 Ways to Say Very Good
updated 12/07/2004 Michael's Collection of Montessori Books . Revised 08/20/21010 by Alex Zarella
31
Phrases That Demonstrate Acceptance
1. I like the way you handled that
2. I like the way you tackle a problem
3. I‘m glad you enjoy learning
4. I‘m glad you‘re pleased with it
5. Since you‘re not satisfied, what do you think you can do
so that you‘ll be pleased with it?
6. It looks as if you enjoyed that
7. How do you feel about it?
8. Everybody makes mistakes. Mistakes are unplanned
learning experiences
Phrases That Show Confidence
1. Knowing you, I‘m sure you‘ll do fine
2. You‘ll make it
3. I have confidence in your judgement
4. That‘s a rough one, but I‘m sure you‘ll work it out
5. You‘ll figure it out
6. I have faith in you
Phrases That Focus on Contributions, Assets, and
Appreciation
1. Thanks, that helped me a lot
2. It was thoughtful of you to ______________
3. Thanks, I really appreciate _______________because it
makes my job much easier
4. I need your help with ___________________
5. You are skillful at ______________________, would you
do that for the family please?
6. To a family group: I really enjoyed today, Thank you.
Phrases That Recognize Effort and Improvement
1. It looks as if you really worked hard on that
2. It looks as if you spent a lot of time thinking that
through
3. I see that you‘re moving along
4. Look at the progress you‘ve made! (Be specific, tell
how)
5. You‘re improving in ____________________. (Be specific)
6. You may not feel as if you‘ve reached your goal, but
look how fare you‘ve come!
7. We learn by trying
The Language of Encouragement
32
The Three-Period Lesson
A general definition: A three-period lesson is a way
of teaching nomenclature or a new concept to children using
three stages that gradually increase in difficulty. It is not used with
math material except to teach the names of numbers (both
quantity and numerals). The three-period lesson is most
commonly used in preschool (ages three to six) but may be
occasionally used in elementary (ages six through nine).
Some preliminaries to keep in mind:
1. Make sure the work is complete before bringing it to the rug
2. Make sure you are familiar with the vocabulary words
involved
3. Make sure you are presenting to a child who is ready for the
work
4. Choose a place and time that is free of distractions
5. Bring the work to the rug and set out the map/nomenclature
cards/sandpaper numbers or letters that you‘d like to work
with. For a young child, three or four new items at a time may
be enough. Better to do too few at first than too many.
The three-period lesson is a fundamental approach
to introducing a new concept to children. It is used to move the
child from basic understanding to mastery. This discussion, uses
the largest and smallest cubes of the Pink Tower material while
teaching the terms big and small.
Period 1: Introduction (This is…)
During the first period, it is important to always isolate the desired
nomenclature. Pick up the biggest cube. Say to the child ―This is
big. Big.‖ Set it down and move it out of the way. Pick up the
smallest cube and say to the child ―This is small. Small‖. It is always
good to repeat the words several times while pointing to the
appropriate item or card. Letting the child handle the Montessori
materials is also a good idea. There is no need to rush; there is
beauty in the calm serenity of the lesson.
Period 2: Association/Recognition (Show me…)
The second period is often a separate lesson, done after the first
period lesson. Its purpose is to extend the handling and action
presented in the first lesson. It is not a time to ask the students to
verbalize the names of the Montessori materials. Unfortunately,
most adults want to rush through this period and prematurely ask
students to verbally identify materials without enough practice.
This is the most critical period and should last the longest. During
the second period the Montessori teacher has the opportunity to
review and reinforce vocabulary as well as see what connections
the child made.
In this lesson, the Montessori teacher calls upon the students to
show the appropriate materials. Place both cubes together on a
mat. Begin with the last item named in period one. Ask the child
to show you the small cube. Repeat small and big several times in
different contexts: ―Point to small. Hand me big. Place small on the
tray. Return big to the shelf.‖ If the child is unable to correctly
identify the correct item, return to the period one lesson, stating
the word and pointing to the correct item.
33
The Three-Period Lesson
Period 3: Recall (What is this…?)
This is the first time the Montessori teacher asks the child to name
the object or idea. The teacher should only move to the third
period when she is sure that the child will succeed. This may come
some time after the second period lesson as mastery often takes
time. Since the ultimate goal is to help the child master the
information for himself, moving to the third period too soon, puts
the teacher into the mode of correcting the child.
Begin by isolating the objects, starting with the last object shown.
Ask the child to name the object. While pointing to the object, say
to the child ―What is this?‖ Continue until child has named all of
the objects. It is important to understand that the knowledge
gained during these lessons becomes the starting point for the
child‘s next quest for knowledge. Every time a child masters a skill
or idea, he or she becomes stronger, more competent and more
independent and wants to learn more.
Resource: © 2005-2009 Montessori for Everyone.
Retrieved from: http://www.blog.montessoriforeveryone.com/montessori-basics-1-the-3-period-lesson.html on June 20, 2009.
Fine Motor
Grasping
Scooping
Dry pouring
Spooning
Bottles and caps
Nuts and bolts
Screwdriver and
screws
Squeeze a baster
Ratchet and bolts
Pinching with fingers
Pinching into a
narrow necked vase
Pinching clothespins
Pinching with tongs
Pinching with scissor
tweezers
Pinching with
tweezers
Wet pouring
Whisking
Gross Motor
Fetching and
disposing of water
How to carry a
bucket
How to carry a chair
How to carry a tray
How to put on an
apron
The silence game
Unrolling and rolling
a rug
Walking the line
3 . C o n t r o l o f M o v e m e n t1 . R a t i o n a l e
• Social Conventions
• Neatness
• Safety
37
2 . G r a c e a n d C o u r t e s y
5 . C a r e o f S e l f4 . C a r e o f t h e E n v i r o n m e n tCare of Animals
Crumbing
Dishwashing
Dusting
Hammering
Mirror Polishing
Mopping
Plant Watering
Sanding Wood
Scrubbing a shell
Silver Polishing
Squeezing a
sponge
Sweeping
Table scrubbing
Washing clothes
Window washing
Doll washing
Dressing frames
Fabric folds
Food
preparation
Hand washing
Napkin roll
Putting on
pants
Sewing a
button
Sewing card
Table setting
38
39
In her seminal book, The Discovery of the Child (Montessori,1948/2004) Maria
Montessori reveals the rationale behind the practical life training of three to six year
olds to be direct and to the point: Inculcate in the child, a sense of order, balance and
coordination, concentration, and independence through self-directed, aesthetically
presented and carefully devised activities. She thought the inherent beauty and grace in
performing even the most menial of tasks, like buttoning a coat, with full attention and
purpose elevates to nobility the humanity of the child.
Her practical life exercises are broken down to their most basic components and
through simplicity of movement, they guide a child from the most basic to the most
complex of human actions, that of writing, reading and comprehension of abstract thought
with a whole body, mind and spirit methodology. Maria Montessori devised exercises that
allow a child to play with purpose and aim, give the child the freedom to be self-
directed and the means for him to judge whether he accomplished his aims through
standards inherent in the exercises themselves.
She designed each exercise of the Practical Life curriculum to have levels of
difficulty, like from dry to wet pouring. The scope of activities offered start with
those meant to be basic and easily accomplished, but build upon themselves in complexity
and culminate in the child being able to merge several skills into life-skills that will
see her through her adult years. According to Debra Gorman Cagle a Montessori-teacher
educator, it is in the area of food preparation in particular wherein the logical
CHAPTER 1. Rationale For Practical Life Exercises
40
culmination of the Practical Life exercises lies because food preparation integrates all
of the curriculum areas. It is through hand movements such as slicing and chopping,
stirring and mixing, peeling and juicing real foods that the work of concentrating
begins, and what follow are coordination, order, independence, and confidence. She even
ascribes success in academic areas to the discoveries and lifelong learning that food
preparation activities provide (Cagle 2004).
As much as possible, Dr. Montessori gave Practical Life exercises single
purpose within the categories of control of movement, grace and courtesy, and care of
self and the environment, but each exercise considers motor skills development. Although
most kindergarten classrooms brim with fine motor activities, carefully constructed
activities and the teaching methods appear to be important factors in ensuring later
academic success as it pertains to handwriting and manipulating scientific equipment
(Rule, Stewart 2002). In addition, her exercises recognize gross motor skills as part of
cognitive development, for children aged three to six, which demand they are in almost
constant motion and which later scientific studies support (Fischera, 1980, Middleton,
Strick 1999, Diamond 2000). A Washington Post article noted that the psychologist
Lillard, although skeptical of Montessori's ideas, found a strong body of evidence in
developmental psychology that supports Montessori's major conclusions -- among them, that
there is a close relationship between movement and cognition (Mathews 2007).
RATIONALE FOR PRACITCAL LIFE EXCERCISES
41
The exercises capitalize on the fact that young children need to move to add to
the enjoyment of the child in performing the tasks; they engage muscle and mind
interaction in order to allow the child to internalize the very complex lessons the
activities provide. The true beauty of Practical Life exercises is that the real teacher
is the activity, speaking quietly and clearly to the child not only at every level of the
child’s ability for comprehension, but at the precise level of that ability as when a
child learns to carry a bucket of water for instance. While carrying that bucket, not
only is the child exercising coordination and balance by walking holding an object, but
the water swaying in the bucket informs his very being about the relationship between
balance and walking speed, volume and weight, as the distance and the height from his
body at which he chose to carry the bucket informs him about leverage.
The human teacher is there to model and demonstrate lessons that the real
teacher--the specific activity provides in a carefully prepared environment. The teacher
arranges the implements of Practical life exercises thoughtfully from the simplest to the
most complex, top to bottom, left to right along the shelving in the periphery of the
room, and around each activity area (S. Costello, Chaminade University class lecture,
July 2010). The Montessori teacher addresses the intelligence and ability of the child
through the Practical Life activity to which he introduces the child by understanding the
level of development and capability of that individual child before choosing the
activity.
RATIONALE FOR PRACITCAL LIFE EXCERCISES
42
Dr. Montessori also explains, in The Discovery of the Child, that the more an
activity requires accurate performance, the more children love them and the more often
children repeat them. The repeated practice further develops the physical control, focus
of attention and perseverance skills needed for a successful adult life. Dr. Montessori
instructed classroom teachers that when they deemed a child ready, to introduce the child
to a particular exercise as simply, directly, and with the fewest words as possible
without directing, or explaining because then the child learns unfettered, joyfully and
freely, without having someone else’s will dictate her learning. Later research supports
Dr. Montessori’s approach:
The development of skills must be induced by the environment, and only the
skills induced most consistently will typically be at the highest level that
the individual is capable of. Unevenness in development is therefore the
rule, not the exception. The level of skills that are strongly induced by the
environment is limited, however, by the highest level of which the person is
capable. As the individual develops, this highest level increases, and so
she can be induced to extend these skills to the new, higher level (Fichera
1980, pg 480)
The teacher embodies Dr. Montessori’s principles, and presents each activity
gracefully and courteously expecting only that the child will perform the whole task to
the best of her ability. The whole task meaning that when finished with the activity
RATIONALE FOR PRACITCAL LIFE EXCERCISES
43
itself, whether indoors or out, the child arranges all the materials needed for the
activity back in order on its tray, replaces supplies used with fresh items, and places
the activity tray back on its proper spot on its shelf, ready for the next child. Each
child thus learns to attain and maintain a higher standard of work and to be thoughtful
of the needs and rights of his classmates, which along with the other grace and courtesy
exercises further develop and refine his nobility of character.
References
Cagle, D. G. (2004) Introducing Food Preparation: The Savory Side of Practical Life.
Montessori Life. Summer 2004, p. 44
Diamond, A. (2000) Close interrelation of motor development and cognitive development of
the cerebellum and prefrontal cortex. Child Development 71(1) 44-56
Fichera, K. W. (1980) A theory of cognitive development: The control and construction of
hierarchies of skills. Psychological Review 87(6) 477-531
Mathews, J. (2007, January 2). Montessori, Now 100, Goes Mainstream. The Washington
Post, p. B01
Montessori, M. (2004). The discovery of the child (4th ed.). (Johnstone, M. A. Trans.).
Delhi: Aakar. (Original work published 1948)
Rule, A. C., Stewart, R. A. (2002) Effects of practical life materials on kindergartners’
fine motor skills. Early Childhood Education Journal, 30(1) 9-13
RATIONALE FOR PRACITCAL LIFE EXCERCISES
44
2 . L o k o m a i k a i a W a i p a h e
Whether specifically stated or not in each
activity , due to the Hawaiian Language
adaptation, and English vocabulary that are
part of all Practical Life exercises , each
exercise in this book meets all the following
Hawaii Preschool Content and Hawaii
Department of Education Standards:
HPCS DOMAIN III:
COMMUNICATION, LANGUAGE
DEVELOPMENT
DOE CONTENT AREA III:
LANGUAGE ARTS
DOE CONTENT AREA VIII:
WORLD LANGUAGES
C h a p t e r 2 . G r a c e a n d C o u r t e s y
Grace and courtesy are the foundations
for the management of a Montessori classroom; they
provide opportunities for children to exercise
responsibility and consideration of others. When the
adults in the classroom continuously model grace and
courtesy, children learn by observation, and practice by
imitation. Therefore, adults behave, speak and interact
with all others in the same graceful and courteous
manner they require of children. Adults acknowledge
children when they demonstrate grace and courtesy and
intervene supportively when children do not.
Grace and courtesy categories include:
Social Conventions
Greeting every child in the morning and
saying good-bye at the end of the day.
Shaking hands
Giving hugs
Saying hello and good-bye
Standing or sitting quietly when waiting.
Opening and closing the door quietly
Displaying good manners by saying ―please,‖
―thank you,‖ ―you‘re welcome,‖ ―I‘m sorry,‖ excuse me‖
Passing or receiving objects graciously
Showing kindness toward others
•Social Conventions (continued)
Presenting a lei
Giving a card
Walking around the rugs
Granting or refusing someone a turn
Asking for or declining a turn
Asking or giving permission
Neatness
Putting things back to their place
Arranging things appropriately
.Health and Safety
Offering or asking for help
Accepting or rejecting help
Cleaning things thoroughly
Safely.using scissors or other sharp objects
Covering the mouth when coughing or sneezing
Blowing nose into tissue and disposing of tissue into a
trash can
Washing hands.
45
46
3 . H o ’ o m a l u O L a w e n a
Whether specifically stated or not, due to
the direct aims that are part of all Practical
Life exercises , each exercise meet s all the
following Hawaii Preschool Content
Standards:
HPCS DOMAIN I:
PHYSICAL
DEVELOPMENT
HPCS DOMAIN II:
PERSONAL AND
SOCIAL
DEVELOPMENT
HPCS DOMAIN III:
COMMUNICATION,
LANGUAGE
DEVELOPMENT
HPCS DOMAIN IV:
COGNITIVE
DEVELOPMENT
C h a p t e r 3 . C o n t r o l o f M o v e m e n t
Control of movement is the objective
behind the purposeful gross motor and fine
motor activities in a Montessori Classroom Gross
motor refers to large muscle group activity and
fine motor to small, hand muscle activities.
Typical development ushers gross motor
functions prior to fine motor ones..
Generally children are introduced to the
gross motor activities of the classroom on the
first day of school.
Gross motor how to lessons involve movements
that will help prepare the child for future lessons.
Activities include:
Carrying a bucket ........................................ 48
Carrying a chair …………………………………….. 50
Carrying a tray ……………………………………… 52
Fetching and disposing of water …………54
Putting on an apron ………………………………56
The Silence Game …………………………...……. 58
Unrolling and rolling a rug …………..…….. 60
Walking the line ………………………………….... 62
Fine motor movements are very effective in
developing eye-hand coordination and
strengthening the hand muscles to prepare
children for writing. The how to lessons‘
prescribed movements also train the eye to
follow left to right and top to bottom to prepare
for reading.
Activities include:
64 …………………………………….. Bottles and caps
66 ……………………………………………. Dry pouring
68 …………………………………………………. Grasping
70 ………………………………………… Nuts and bolts
72 .................................. Pinching clothespins
74 ….. Pinching into a narrow necked vase
76 …………….………………. Pinching with fingers
78 ................. Pinching with scissor tweezers
80 ………………….…………… Pinching with tongs
82 …………………….…… Pinching with tweezers
84 …………………………………… Ratchet and bolts
86 …………………………………………………. Scooping
88 ………………………… Screwdriver and screws
90 …………………………………………………. Spooning
92 ....................................... Squeezing a baster
94 …………………………….. Wet pouring
96 ………………………………………………… Whisking
47
PAKEKE HO’OLAWE
HAWAIIAN: Pakeke, lawe, pa‘a, hopu, kanai
48
Hawaii DOE Content and Performance Standards
III. c: Standard 6: CONVENTIONS AND SKILLS: Apply knowledge
of verbal and nonverbal language to communicate
effectively in various situations: interpersonal, group,
and public, for a variety of purposes
V. Standard 1: MOVEMENT FORMS: Use motor skills and
movement patterns to perform a variety of physical
activities
VII. c: Standard 5: PARTICIPATION AND CITIZENSHIP-Understand
roles, rights (personal, economic, political), and
responsibilities of American citizens and exercise
them in civic action
VIII. a: Standard 2: INTERPRETIVE: Understand and interpret
written and spoken language on diverse topics from
diverse media
Hawaii Preschool Content Standards
I: Standard 3: Acquire basic self help skills.
I: Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
I: Standard 6: Develop strength and coordination of large muscles
II: Standard 5: Acquire behaviors and skills expected in school.
III: Standard 1: Use language in a variety of ways.
HPCS DOMAIN I: PHYSICAL DEVELOPMENT, DOE CONTENT AREA III: LANGUAGE DEVELOPMENT
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
HPCS DOMAIN III: COMMUNICATION, LANGUAGE DEVELOPMENT DOE CONTENT AREA VII: SOCIAL STUDIES
c. Political Science/Civics
DOE CONTENT AREA VIII: WORLD LANGUAGES
a. Communication
HOW TO CARRY A BUCKET
MATERIALS:
Bucket of water
PRESENTATION:
Invite the child.
Bend knees and grasp bucket handle using two hands.
Lift body upright by pushing from the knees and not
your back.
Hold the bucket with two hands and carry it in front of
your body.
Carefully walk on the line holding the bucket.
Return the bucket.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIM:
Learning how to carry a bucket.
CONTROL OF ERROR:
The child shall not hit anything with the bucket while
carrying it. Nor spill any water
contained in the bucket or drop the bucket.
POINTS OF INTEREST:
The feeling of the bucket in the hands.
VOCABULARY:
bucket, carry, hold, grasp, handle
AGES: 2 ½ to 3 years
49
LAVE NOHO
50
Hawaii Preschool Content Standards
I: Standard 3: Acquire basic self help skills.
I: Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
I: Standard 6: Develop strength and coordination of large muscles
II: Standard 5: Acquire behaviors and skills expected in school.
III: Standard 1: Use language in a variety of ways.
Hawaii DOE Content and Performance Standards
III. c: Standard 6: CONVENTIONS AND SKILLS: Apply knowledge
of verbal and nonverbal language to communicate
effectively in various situations: interpersonal, group,
and public, for a variety of purposes
V. Standard 1: MOVEMENT FORMS: Use motor skills and
movement patterns to perform a variety of physical
activities
VII. c: Standard 5: PARTICIPATION AND CITIZENSHIP-Understand
roles, rights (personal, economic, political), and
responsibilities of American citizens and exercise
them in civic action
HAWAIIAN: Noho, lawe
HPCS DOMAIN I: PHYSICAL DEVELOPMENT, DOE CONTENT AREA III: LANGUAGE DEVELOPMENT
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
HPCS DOMAIN III: COMMUNICATION, LANGUAGE DEVELOPMENT DOE CONTENT AREA VIII: WORLD LANGUAGES
a. Communication
HOW TO CARRY A CHAIR
MATERIALS:
Small Chair
PRESENTATION:
Invite the child.
Walk to the side of the chair and place one hand at the
top of the chair and other hand at the front of the seat.
Pick up the chair and hold it close to the body.
Carefully walk on the line holding the chair.
Return the chair.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIM:
Learning how to carry a chair
POINTS OF INTEREST:
The feel of the chair in the hands
CONTROL OF ERROR: T
he child shall not hit anything with the chair while
carrying it.
VOCABULARY:
chair, carry
AGES: 2 ½ to 3 years
51
52
PAHALIHALI HO’OLAWEHPCS DOMAIN I: PHYSICAL DEVELOPMENT, DOE CONTENT AREA III: LANGUAGE ARTS c. Oral Communication
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
HPCS DOMAIN III: COMMUNICATION, LANGUAGE DEVELOPMENT DOE CONTENT AREA VII: SOCIAL STUDIES
c. Political Science/Civics
Hawaii Preschool Content Standards
I: Standard 3: Acquire basic self help skills.
I: Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
I: Standard 6: Develop strength and coordination of large muscles
II: Standard 5: Acquire behaviors and skills expected in school.
III: Standard 1: Use language in a variety of ways.
Hawaii DOE Content and Performance Standards
III. c: Standard 6: CONVENTIONS AND SKILLS: Apply knowledge
of verbal and nonverbal language to communicate
effectively in various situations: interpersonal, group,
and public, for a variety of purposes
V Standard 1: MOVEMENT FORMS: Use motor skills and
movement patterns to perform a variety of physical
activities
V: Standard 2: COGNITIVE CONCEPTS: Understand movement
concepts, principles, strategies, and tactics as they
apply to the learning and performance of physical
activities
VII. c: Standard 5: PARTICIPATION AND CITIZENSHIP-Understand
roles, rights (personal, economic, political), and
responsibilities of American citizens and exercise
them in civic action
.HAWAIIAN: Pahalihali, ka‘ili, lawe
CARRYING A TRAY
MATERIALS:
An empty tray
PRESENTATION:
Invite the child.
Walk to the shelf and grab the tray with two hands.
Carry the tray using both hands to the table.
Place tray on the table and pull out the chair and sit
down.
Stand up from the chair, push the chair in.
Grab the tray using both hands from the table.
Carry the tray using both hands back to the shelf.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIMS:
Learning how to carry a tray.
Preparation for completing an entire work cycle.
POINTS OF INTEREST:
The feeling of the tray in both hands.
EXTENSIONS:
Carry a tray of materials.
Carry a tray while walking the line
CONTROL OF ERROR:
The child shall not drop the tray.
VOCABULARY:
tray, grab, carry
AGES: 2 ½ to 3 years
53
HO’OHALI A H’OLILO O WAIHPCS DOMAIN I: PHYSICAL DEVELOPMENT, HEALTH AND SAFETY DOE CONTENT AREA I: HEALTH
HPCS DOMAIN IV: COGNITIVE DEVELOPMENT b. MATHEMATICS DOE CONTENT AREA IV: MATHEMATICS b. Measurements
c. SCIENCE DOE CONTENT AREA V: PHYSICAL EDUCATION
DOE CONTENT AREA VI: SCIENCE c. Physical, Earth, and Space Sciences
Hawaii Preschool Content Standards
I: Standard 1: Develop health awareness and skills.
I: Standard 2: Learn and follow basic safety rules.
I: Standard 3: Acquire basic self help skills.
I: Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
IV. a: Standard 1: Represent fantasy and real-life experiences
through pretend play.
IV. b: Standard 4: Develop and use measurement concepts.
IV. c: Standard 4: Learn about earth and sky. e.g. water
Hawaii DOE Content and Performance Standards
I. Standard 1: CORE CONCEPTS: Understand concepts related to
health-promotion and disease prevention
I. Standard 3: SELF: MANAGEMENT: Practice health: enhancing
behaviors and reduce health risks
IV. b: Standard 4: FLUENCY WITH MEASUREMENT: Understand
attributes, units, and systems of units in
measurement; and develop and use techniques,
tools, and formulas for measuring
V Standard 1: MOVEMENT FORMS: Use motor skills and
movement patterns to perform a variety of physical
activities
VI .c: Standard 6: NATURE OF MATTER AND ENERGY: Understand
the nature of matter and energy, forms of energy
(including waves) and energy transformations, and
their significance in understanding the structure of
the universe
54
HAWAIIAN: Hali, wai ma‘e ma‘e, hakuhaka, pulu malo‘o, pakeke,
kaumaha, piha, ho‘olilo, wai lepo
MATERIALS:
2 large buckets (one for clean water, one for
dirty/used water)
1 small pitcher for fetching water
1 sponge for drying pitcher
a towel
a small shelf or tray for sponge & pitcher
•apron
PRESENTATION:
Invite the child.
Bring the pitcher from a water activity (ie. hand
washing or dishwashing).
Fill water into the pitcher. Say, ―This is where we get
the water.‖
Carry pitcher back to activity. Empty water into activity
pail.
Grasp pail and carry to used water bucket. Say, ―This is
where we put water when we are finished using it.‖
Dry and re-arrange materials.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIMS:
Learning to fetch and dispose of water for future
activities
POINTS OF INTEREST:
Pouring and watching the last drop
Movement of fetching water
Hearing the water as it is being poured
CONTROL OF ERROR:
The water should not spill on the floor
VOCABULARY:
Fetch, clean water, empty, wet, dry, pail, heavy, full,
dispose, dirty water.
FETCHING AND DISPOSING OF WATER
AGES: 2 to 5 years
55
KOMO ‘EPANE
56
HPCS DOMAIN I: PHYSICAL DEVELOPMENT, HEALTH AND SAFETY DOE CONTENT AREA I: HEALTH
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
HPCS DOMAIN III: COMMUNICATION, LANGUAGE DEVELOPMENT
Hawaii Preschool Content Standards
I: Standard 1: Develop health awareness and skills.
I: Standard 2: Learn and follow basic safety rules.
I: Standard 3: Acquire basic self help skills.
I: Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
II: Standard 5: Acquire behaviors and skills expected in school.
III: Standard 1: Use language in a variety of ways.
Hawaii DOE Content and Performance Standards
I. Standard 1: CORE CONCEPTS: Understand concepts related to
health-promotion and disease prevention
I. Standard 3: SELF: MANAGEMENT: Practice health: enhancing
behaviors and reduce health risks
V Standard 1: MOVEMENT FORMS: Use motor skills and
movement patterns to perform a variety of physical
activities
HAWAIIAN: ‗Epane, kau lole, leki lou a puka lou, lima puka, ho‘opa‘a, wehe, ho‘owehe,
pani
HOW TO PUT ON AN APRON
MATERIALS:
Apron
PRESENTATION:
Invite the child.
Walk to the apron holder and choose an apron.
Lay the apron on the floor with the open end facing
up.
Unfasten the Velcro closure and remove the apron
from the hanger and replace the hanger on the apron
holder.
Place the right arm through the right arm hole, then
the left arm through the left arm hole.
Fasten the Velcro closure or ask a friend to help if
unable to reach the Velcro.
Unfasten the Velcro closure and place onto the hanger.
Hang the apron back onto the apron holder.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIMS:
Learning how to put on an apron.
Preparation for future activities that require the use of
an apron.
POINTS OF INTEREST:
The feeling wearing an apron.
CONTROL OF ERROR:
The apron can only be put on one way, if worn
incorrectly, then the child‘s close may get dirty.
VOCABULARY:
apron, hanger, hook & loop tape, arm hole, fasten,
unfasten, open, close
AGES: 2 ½ to 3 years
57
HOMAU MEA PA’ANI
58
HPCS DOMAIN I: PHYSICAL DEVELOPMENT, DOE CONTENT AREA III: LANGUAGE ARTS c. Oral Communication
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
HPCS DOMAIN III: COMMUNICATION, LANGUAGE DEVELOPMENT
Hawaii Preschool Content Standards
I: Standard 3: Acquire basic self help skills.
I: Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
I: Standard 6: Develop strength and coordination of large muscles
II: Standard 5: Acquire behaviors and skills expected in school.
III: Standard 1: Use language in a variety of ways.
Hawaii DOE Content and Performance Standards
III. c: Standard 6: CONVENTIONS AND SKILLS: Apply knowledge
of verbal and nonverbal language to communicate
effectively in various situations: interpersonal, group,
and public, for a variety of purposes
V: Standard 2: COGNITIVE CONCEPTS: Understand movement
concepts, principles, strategies, and tactics as they
apply to the learning and performance of physical
activities
HAWAIIAN: Hamau, malie, leo
THE SILENCE GAME
MATERIALS:
None needed, children just have to be quiet
PRESENTATION:
Invite the children to play the silence game.
Have the group sit on the floor.
Tell them to make their whole body as quiet as
possible and quiet their breathing, pretend to be a
baby sleeping.
Have them close their eyes and listen to the sounds of
the environment.
Once a child makes a noise, tell the group to open
their eyes.
Ask them what they heard during the game.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIMS:
Enhance senses.
Gain awareness of sound in the environment.
Control body movement.
Gain awareness of one‘s body in relation to the
environment.
POINTS OF INTEREST:
The sound of silence.
The sounds we hear while we are silent.
EXTENSIONS:
Call each child‘s name one by one and have them tip-toe
to where you are at.
CONTROL OF ERROR:
Being able to keep entire body as quiet as possible.
VOCABULARY:
silence, quiet, sound
AGES: 2 ½ to 4 years
59
KAPEKA A MAKI HO’OMAHOLAHPCS DOMAIN I: PHYSICAL DEVELOPMENT, HEALTH AND SAFETY DOE CONTENT AREA V: PHYSICAL EDUCATION
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENTDOE CONTENT AREA VII: SOCIAL STUDIES c. Political Science/Civics
DOE CONTENT AREA VIII: WORLD LANGUAGES a. Communication
Hawaii Preschool Content Standards
I: Standard 3: Acquire basic self help skills.
I: Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
I: Standard 6: Develop strength and coordination of large muscles
II. Standard 5: Acquire behaviors and skills expected in school.
.
Hawaii DOE Content and Performance Standards
V. Standard 1: MOVEMENT FORMS: Use motor skills and
movement patterns to perform a variety of physical
activities
V. Standard 2: COGNITIVE CONCEPTS: Understand movement
concepts, principles, strategies, and tactics as they
apply to the learning and performance of physical
activities
VII. c: Standard 5: PARTICIPATION AND CITIZENSHIP-Understand
roles, rights (personal, economic, political), and
responsibilities of American citizens and exercise
them in civic action
VIII. a: Standard 2: INTERPRETIVE: Understand and interpret
written and spoken language on diverse topics from
diverse media
60
HAWAIIAN: Kapeka, ho‘omahola, maki, hana haka, malino, aulike, ka‘e
UNROLL AND ROLL A RUG
MATERIALS:
A rolled rug
PRESENTATION:
Invite the child.
Pick up a rolled rug from the rug storage area.
Carry the rug vertically to the work area using two
hands.
Lay the rug on the floor and unroll the rug by pulling
the roll toward you with your fingertips as you slowly
walk backwards.
Slowly and carefully, walk around the perimeter of the
fully unrolled rug, to demonstrate how to walk around
a rug.
Re-roll the rug by pulling the roll toward you with your
fingertips placed at the edges and gently pat the rolled
edges to ensure that the rug is rolled evenly.
Return rug to the storage area.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIMS:
Preparation for when they use rug for choosing
activities
Defining one‘s work space
Respecting the work space of others
POINTS OF INTEREST:
See the rug unroll smoothly.
Feel the rug get smaller under your fingers as you
unroll it, larger as you re-roll it.
See the smooth, even ends when it is re-rolled.
CONTROL OF ERROR:
Rug
Floor surface
Teacher demonstration
VARIATIONS: Using rolled tablemats
VOCABULARY: rug, unroll, roll, work space, smooth,
even, edge
AGES: 18 months to 6 years
61
KA’I HELEHPCS DOMAIN I: PHYSICAL DEVELOPMENT, DOE CONTENT AREA IV:MATHEMATICS c. Geometry & Spatial Sense
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
HPCS DOMAIN IV: COGNITIVE DEVELOPMENT b. Mathematics DOE CONTENT AREA VIII: WORLD LANGUAGES
a. Communication
62
Hawaii Preschool Content Standards
I: Standard 1: Develop health awareness and skills.
I: Standard 2: Learn and follow basic safety rules.
I: Standard 3: Acquire basic self help skills.
I: Standard 4: Increase sensory awareness.
I: Standard 6: Develop strength and coordination of large muscles
II. Standard 5: Acquire behaviors and skills expected in school.
IV. b: Standard 2: Recognize and create patterns and become aware of
relationships.
IV. b: Standard 4: Develop and use measurement concepts.
Hawaii DOE Content and Performance Standards
IV. c: Standard 8: REPRESENTATIONAL SYSTEMS: Select and use
different representational systems, including
coordinate geometry
V. Standard 1: MOVEMENT FORMS: Use motor skills and
movement patterns to perform a variety of physical
activities
V. Standard 2: COGNITIVE CONCEPTS: Understand movement
concepts, principles, strategies, and tactics as they
apply to the learning and performance of physical
activities
VIII. a: Standard 2: INTERPRETIVE: Understand and interpret
written and spoken language on diverse topics from
diverse media
HAWAIIAN: Lalani, kaulike, hele wae wae, po‘o, na maka, na wae wae, na lima
WALKING THE LINE
MATERIALS:
A one-inch wide continuous line on the floor or ground
PRESENTATION:
Invite the child.
Begin walking on the line, keep hands out and head
down for balance, and concentrating on placing heel to
toe.
Invite the child (or several children) to join you.
Encourage children to repeat the activity whenever they
want.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIMS:
Perfect walking skill
Inner control and centering
Awareness and control of body parts
POINTS OF INTEREST:
Keeping feet on the line
Balancing
EXTENSIONS:
Keep head down, eyes to your feet, hands at side
Keep head up, eyes straight ahead, hands at side
Let a small or large group walk together and space
themselves
Skip, march, jog, glide, tip-toe
CONTROL OF ERROR: The line
VARIATIONS:
Carry a flag in one hand, in two hands
Carry a cup of water
Carry a bell without letting it ring
Carry a ball in a spoon
Carry a bean-bag on the head, shoulder, back of hand
Carry something dangling from a string
Carry a tray
Walking in rhythm to music
Walking on taped letter or number symbols
VOCABULARY: Line, balance, walk, head, eyes, feet, arms
AGES: 18 months to 6 years
63
NA ‘OMOLE ME ‘UMOKI
64
HAWAIIAN: Kui,, kohu like, na ‗omole, ‗umoki
Hawaii Preschool Content Standards
I: Standard 1: Develop health awareness and skills.
I. Standard 2: Learn and follow basic safety rules.
I. Standard 3: Acquire basic self help skills.
I. Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
II: Standard 5: Acquire behaviors and skills expected in school.
IV. b. Standard 1: Learn about number, numerical representation, and simple numerical
operations.
IV. b. Standard 2: Recognize and create patterns and become aware of relationships.
IV. b. Standard 3: Develop concepts of shape and space.
IV. b. Standard 4: Develop and use measurement concepts.
IV. c. Standard 2: Explore physical properties of the world.
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA I: HEALTH
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA IV: MATHEMATICS a. Numbers & Opeations
HPCS DOMAIN III: COMMUNICATION, LANGUAGE DEVELOPMENT b. Measurements c. Geometry & Spatial Sense
HPCS DOMAIN IV: COGNITIVE DEVELOPMENT b. MATHEMATICS, c. SCIENCE
Hawaii DOE Content and Performance Standards
I. Standard 3: SELF: MANAGEMENT: Practice health: enhancing behaviors and
reduce health risks
IV. a: Standard 1: NUMBER SENSE: Understand numbers, ways of representing
numbers, relationships among numbers, and number systems
IV. a: Standard 2: OPERATION SENSE: Understand the meaning of operations and how
they relate to each other
IV. b: Standard 4: FLUENCY WITH MEASUREMENT: Understand attributes, units, and
systems of units in measurement; and develop and use techniques, tools,
and formulas for measuring
IV. b: Standard 5: PROPERTIES AND RELATIONSHIPS: Analyze properties of objects and
relationships among the properties
BOTTLES WITH CAPS
MATERIALS:
Tray or basket for bottles
Four to six small bottles with caps
PRESENTATION:
Invite the child.
Place basket on upper left corner of the mat
Take bottles out of the basket one at a time and place
in a row.
Unscrew caps and place them in mixed array below
the bottles.
Point to the first bottle.
Scan the caps and select the matching cap. Slowly
twist cap to the bottle.
Continue until all bottles and caps are matched.
Return materials to the shelf.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIM: Strengthening the wrist to prepare the
hand for writing
POINTS OF INTEREST:
Twisting caps
Sizes and shapes of bottles
CONTROL OF ERROR: Matching of the bottles and
caps
VARIATIONS: Use similar bottles used in other activities.
VOCABULARY: Screw, match, bottles, caps
AGES: 2 ½ to 3 ½ years
65
MALO’O HANINI
66
HAWAIIAN: Hanini, name of material being poured, pika wai, kiki, kakai
Hawaii DOE Content and Performance Standards
IV. b: Standard 4: FLUENCY WITH MEASUREMENT: Understand attributes,
units, and systems of units in measurement; and develop and
use techniques, tools, and formulas for measuring
V Standard 1: MOVEMENT FORMS: Use motor skills and movement
patterns to perform a variety of physical activities
V: Standard 2: COGNITIVE CONCEPTS: Understand movement concepts,
principles, strategies, and tactics as they apply to the learning
and performance of physical activities
VI. c: Standard 8: FORCE AND MOTION: Understand the relationship
between force, mass, and motion of objects; and know the
major natural forces: gravitational, electric, and magnetic
HPCS DOMAIN I: PHYSICAL DEVELOPMENT, DOE CONTENT AREA IV: MATHEMATICS b. Measurements
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
HPCS DOMAIN III: COMMUNICATION, LANGUAGE DEVELOPMENT DOE CONTENT AREA VI: SCIENCE c. Physical, Earth, and
HPCS DOMAIN IV: COGNITIVE DEVELOPMENT a. SYMBOLIC PLAY, b. MATHEMATICS, c. SCIENCES Space Sciences
Hawaii Preschool Content Standards
I: Standard 3: Acquire basic self help skills.
I: Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
I: Standard 6: Develop strength and coordination of large muscles
II: Standard 5: Acquire behaviors and skills expected in school.
III: Standard 1: Use language in a variety of ways.
IV. a: Standard 1: Represent fantasy and real-life experiences
through pretend play.
IV. b: Standard 4: Develop and use measurement concepts.
IV. c: Standard 4: Learn about earth and sky. e.g. water
DRY POURING
MATERIALS:
Tray
Two pitchers (one filled with beans, rice, or beads)
PRESENTATION:
Invite the child.
Get a mat and place it in the table.
Carry the activity to the mat using both hands.
Hold the filled pitcher with both hands, and pour the
contents into the empty pitcher.
Set the pitcher on the tray and repeat pouring so that
the contents are returned to the original pitcher.
Return the activity to the shelf.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIM:
Learning to pour
POINTS OF INTEREST:
Hearing and seeing the material being poured.
CONTROL OF ERROR:
Materials spilled on the tray or floor should be minimal.
VARIATIONS:
Use more than one empty container.
Use containers without handles or spouts.
Use small or narrow containers
Have narrow-necked empty containers and use a
funnel.
Vary the pouring material
VOCABULARY:
pour, name of material being poured, pitcher, spout,
handle
AGES: 2 to 3 years
67
HOPUNAHPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA IV: MATHEMATICS a. Numbers & Opeations
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT b. Measurements
HPCS DOMAIN IV: COGNITIVE DEVELOPMENT b. Mathematics, DOE CONTENT AREA V: PHYSICAL EDUCATION
Hawaii Preschool Content Standards
I: Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
II. Standard 5: Acquire behaviors and skills expected in school.
IV. b: Standard 4: Develop and use measurement concepts.
Hawaii DOE Content and Performance Standards
IV. a: Standard 1: NUMBER SENSE: Understand numbers, ways of
representing numbers, relationships among
numbers, and number systems
IV. b: Standard 4: FLUENCY WITH MEASUREMENT: Understand
attributes, units, and systems of units in
measurement; and develop and use techniques,
tools, and formulas for measuring
V Standard 1: MOVEMENT FORMS: Use motor skills and
movement patterns to perform a variety of physical
activities
V: Standard 2: COGNITIVE CONCEPTS: Understand movement
concepts, principles, strategies, and tactics as they
apply to the learning and performance of physical
activities
68
HAWAIIAN: Name of material being grasped, hopu, piha lima, hakahaka, ho‘ili, pauku
GRASPING
MATERIALS:
Wooden tray with three sectional parts
Grasping materials such as: shells, beans, marbles, or
river rocks
Mat
PRESENTATION:
Invite the child.
Carry tray with both hands and place tray on mat.
Grasp handfuls of the material from the first section
and place them into middle section of tray, until the
first section is empty.
Grasp materials from the middle section to last section.
Reverse the grasping exercise, by transferring the
materials from the last section to the middle and first
sections.
Replace tray on the shelf.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIMS:
Preparation for writing (left to right movement)
Strengthening of the hand for writing
POINTS OF INTEREST:
Appearance of the grasping materials used
Sounds heard from transferring the material
EXTENSIONS: Use a tray with five or more sections
CONTROL OF ERROR: Materials falling on the mat or
floor should be minimal.
VOCABULARY: name of grasping material used in
activity, grasp, handful, empty, transfer, section
AGES: 2 to 3 years
69
70
NA MAKINA PINE ME WILI
HAWAIIAN: Na makina pine, wili, kui, kehu like
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA IV: MATHEMATICS a. Numbers &
HPCS DOMAIN IV: COGNITIVE DEVELOPMENTb. Mathematics, C. Science (DOE cnt’d) Opeations b. Measurements c. Geometry &
Spatial Sense
DOE CONTENT AREA V: PHYSICAL EDUCATION
Hawaii DOE Content and Performance Standards
IV. a: Standard 1: NUMBER SENSE: Understand numbers, ways of
representing numbers, relationships among numbers, and
number systems
IV. a: Standard 2: OPERATION SENSE: Understand the meaning of
operations and how they relate to each other
IV. b: Standard 4: FLUENCY WITH MEASUREMENT: Understand
attributes, units, and systems of units in measurement; and
develop and use techniques, tools, and formulas for
measuring
IV. b: Standard 5: PROPERTIES AND RELATIONSHIPS: Analyze properties
of objects and relationships among the properties
V: Standard 2: COGNITIVE CONCEPTS: Understand movement concepts,
principles, strategies, and tactics as they apply to the
learning and performance of physical activities
Hawaii Preschool Content Standards
I. Standard 3: Acquire basic self help skills.
I. Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
II: Standard 5: Acquire behaviors and skills expected in school.
IV. b. Standard 1: Learn about number, numerical representation, and
simple numerical operations.
IV. b. Standard 2: Recognize and create patterns and become aware of
relationships.
IV. b. Standard 3: Develop concepts of shape and space.
IV. b. Standard 4: Develop and use measurement concepts.
IV. c. Standard 2: Explore physical properties of the world.
NUTS AND BOLTS
MATERIALS:
Tray
Several different sizes of nuts and bolts
PRESENTATION:
Invite the child.
Carry the container of nuts and screws to the table.
Take out one bolt, using thumb and first two fingers,
unscrew the nut.
Place the nut on the top of the mat.
Place the bolt on the bottom of the mat.
Continue as above with remaining nuts and bolts.
Choose a screw and find the matching nut.
Screw the nut on the bolt and place the matching pair
back in the tray. Continue matching all the nuts and
bolts.
Return the tray to the shelf.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIM: Strengthening of the wrist to prepare for
writing
POINTS OF INTEREST:
Screwing and seeing the matched pair of nut and bolt.
The feel and weight of the nuts and bolts.
EXTENSIONS: Seriate the nuts and bolts by size.
CONTROL OF ERROR: The nuts and bolts are different
sizes so they have only one perfect match.
VOCABULARY: Nuts, bolts, twist, screw, match
AGES: 2 ½ to 4 years
71
‘UPIKI NA PINE KAULA’I
72
HAWAIIAN: Pine kaula‘I, ‗uwi, ‗upiki, ku‘u, hopu
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA IV: MATHEMATICS b. Measurements d. Patterns, functions,
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
HPCS DOMAIN IV: COGNITIVE DEVELOPMENT b. MATHEMATICS, c. SCIENCE DOE CONTENT AREA VI: SCIENCE c. Physical,
Earth, and Space Sciences
Hawaii Preschool Content Standards
I. Standard 3: Acquire basic self help skills.
I. Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
II: Standard 5: Acquire behaviors and skills expected in school.
IV. b. Standard 2: Recognize and create patterns and become aware
of relationships.
IV. c. Standard 5: Have a variety of educational experiences that
involve technology.
Hawaii DOE Content and Performance Standards
IV. b: Standard 5: PROPERTIES AND RELATIONSHIPS: Analyze
properties of objects and relationships among the
properties
IV. d: Standard 9: PATTERNS AND FUNCTIONAL RELATIONSHIPS:
Understand various types of patterns and functional
relationships
V Standard 1: MOVEMENT FORMS: Use motor skills and movement
patterns to perform a variety of physical activities
V: Standard 2: COGNITIVE CONCEPTS: Understand movement
concepts, principles, strategies, and tactics as they apply
to the learning and performance of physical activities
VI. c: Standard 8: FORCE AND MOTION: Understand the relationship
between force, mass, and motion of objects; and know
the major natural forces: gravitational, electric, and
magnetic
PINCHING CLOTHESPINS
MATERIALS:
Box with colored tape or dots on each side (inside and
outside)
Plastic tray
8 clothespins (4 colors, 2 pins per color)
PRESENTATION:
Invite the child
Carry activity tray with both hands to the mat.
Take all of the pins from the box one by one and place
them on the tray.
Grasp the end of one clothespin between the thumb
and the forefinger and apply pressure until tips meet.
Holding the clothespin perpendicular to the edge of
the box, slowly bring it down over the edge of the box
on the side that corresponds to the color of that
clothespin and release the pressure.
Do the same with the rest of the clothespins, matching
the colored sides to the colored pins.
One by one, take the clothespins off the box and place
them inside the box
Return activity to the shelf.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIMS:
Strengthening the fingers to prepare for writing.
Learning to use clothespins
POINTS OF INTEREST:
The materials itself
The feeling of pinching the clothespins.
Seeing the clothespins clamped on the side of the box.
CONTROL OF ERROR: The colored tape or dot on the
sides of the box should match the color of the clothespin
clipped to it.
VARIATIONS:
Hanging clothes-use colored clothespins to match
colored clothes.
Clamping papers together in packs.
Use different types of clips.
VOCABULARY: clothespin, squeeze, pinch, release,
grasp
AGES: 2 to 3 ½ years
73
‘UPIKI I LOKO LA’IKI PIKA
74
HAWAIIAN: Hua pupu, ‗upiki, pika, ha‘ule, hanini, puka
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA IV: MATHEMATICS a. Numbers & Opeations
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT b. Measurements
HPCS DOMAIN IV: COGNITIVE DEVELOPMENT b. Mathematics, DOE CONTENT AREA V: PHYSICAL EDUCATION
Hawaii Preschool Content Standards
I: Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
II. Standard 5: Acquire behaviors and skills expected in school.
IV. b: Standard 4: Develop and use measurement concepts.
Hawaii DOE Content and Performance Standards
IV. a: Standard 1: NUMBER SENSE: Understand numbers, ways of
representing numbers, relationships among
numbers, and number systems
IV. b: Standard 4: FLUENCY WITH MEASUREMENT: Understand
attributes, units, and systems of units in
measurement; and develop and use techniques,
tools, and formulas for measuring
V Standard 1: MOVEMENT FORMS: Use motor skills and
movement patterns to perform a variety of physical
activities
V: Standard 2: COGNITIVE CONCEPTS: Understand movement
concepts, principles, strategies, and tactics as they
apply to the learning and performance of physical
activities
PINCHING INTO A NARROW NECKED VASE
MATERIALS:
Tray
A small narrow neck vase or jar
A bowl with beads
PRESENTATION:
Invite the child
Carry activity tray with both hands to the mat.
Place activity with bowl of beads on the left and vase
on the right.
Using the pencil grasp (thumb and two fingers), pick
up one bead and drop it in the vase.
Repeat this process until all the beads have been
transferred to the vase.
Look for any beads that may have fallen on the tray,
and place into the bowl.
Pour beads back into the left bowl.
Return activity to the shelf.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIMS:
Strengthening the fingers to prepare for writing.
Left right sequence for reading.
POINTS OF INTEREST:
The sound of the bead as it falls into the vase.
Placing each bead in the vase.
Pinching the bead with fingers.
The materials itself
CONTROL OF ERROR:
Beads falling out onto the tray or floor should be
minimal.
Size of the vase neck should be big enough for beads
to fall through.
VARIATIONS:
Use different kinds of pinching materials such as seeds
or marbles.
Use different sized vases or jars.
Use tweezers, tongs, or chopsticks instead of fingers
VOCABULARY:
bead, pinch, vase, drop, pour, hole
.
AGES: 2 to 4 years
75
‘UPIKI ME MANAMANALIMA
76
HAWAIIAN: Kini, ‗upiki, puka, wahi
Hawaii Preschool Content Standards
I: Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
II. Standard 5: Acquire behaviors and skills expected in school.
IV. b: Standard 4: Develop and use measurement concepts.
Hawaii DOE Content and Performance Standards
IV. a: Standard 1: NUMBER SENSE: Understand numbers, ways of
representing numbers, relationships among
numbers, and number systems
IV. b: Standard 4: FLUENCY WITH MEASUREMENT: Understand
attributes, units, and systems of units in
measurement; and develop and use techniques,
tools, and formulas for measuring
V Standard 1: MOVEMENT FORMS: Use motor skills and
movement patterns to perform a variety of physical
activities
V: Standard 2: COGNITIVE CONCEPTS: Understand movement
concepts, principles, strategies, and tactics as they
apply to the learning and performance of physical
activities
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA IV: MATHEMATICS a. Numbers & Opeations
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT b. Measurements
HPCS DOMAIN IV: COGNITIVE DEVELOPMENT b. Mathematics, DOE CONTENT AREA V: PHYSICAL EDUCATION
PINCHING WITH FINGERS
MATERIALS:
Tray
A wooden block with holes or bathtub mat with
suction cups
A bowl containing the same number marbles or beads
as for the holes in the block or suction cups.
PRESENTATION:
Invite the child
Carry activity tray with both hands to the mat.
Place activity with bowl of marbles on the left and
wooden block to the right.
Using the pencil grasp (thumb and two fingers), pick
up one marble or bead from the bowl and place into a
hole going left to right and top to bottom or
counterclockwise, depending on the shape of the
wooden block or bathtub suction cup).
Repeat this process until all the marbles or beads have
been placed in a hole.
Reverse the activity. Using the pencil grasp, pick up
one marble from the wooden block and place into the
bowl (going left to right and top to bottom or
counterclockwise).
Return activity to the shelf.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIMS:
Preparation for other pinching activities such as
tweezing or clothespins.
Strengthening the pincher grasp to prepare for writing.
Left right sequence for reading.
POINTS OF INTEREST:
The materials itself
Placing each marble or bead in the hole.
Pinching with fingers.
CONTROL OF ERROR:
There is the same number of marbles or beads as there
are holes, so each hole will be filled.
The marble or bead fits perfectly into each hole.
VOCABULARY:
Marble pinch, hole, place
AGES: 18 months to 3 years
77
‘UPIKI ME NUI ‘UPA LI’I ‘UPA
78
HAWAIIAN: Hua pupu,, nui ‗upa li‘I ‗upa, ‗uwi, omo pola, waiho
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA IV: MATHEMATICS b. Measurements d. Patterns, functions,
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
HPCS DOMAIN IV: COGNITIVE DEVELOPMENT b. MATHEMATICS, c. SCIENCE DOE CONTENT AREA VI: SCIENCE c. Physical,
Earth, and Space Sciences
Hawaii Preschool Content Standards
I. Standard 3: Acquire basic self help skills.
I. Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
II: Standard 5: Acquire behaviors and skills expected in school.
IV. b. Standard 2: Recognize and create patterns and become aware
of relationships.
IV. c. Standard 5: Have a variety of educational experiences that
involve technology.
Hawaii DOE Content and Performance Standards
IV. b: Standard 5: PROPERTIES AND RELATIONSHIPS: Analyze
properties of objects and relationships among the
properties
IV. d: Standard 9: PATTERNS AND FUNCTIONAL RELATIONSHIPS:
Understand various types of patterns and functional
relationships
V Standard 1: MOVEMENT FORMS: Use motor skills and movement
patterns to perform a variety of physical activities
V: Standard 2: COGNITIVE CONCEPTS: Understand movement
concepts, principles, strategies, and tactics as they apply
to the learning and performance of physical activities
VI. c: Standard 8: FORCE AND MOTION: Understand the relationship
between force, mass, and motion of objects; and know
the major natural forces: gravitational, electric, and
magnetic
PINCHING WITH SCISSOR TWEEZERS
MATERIALS:
Tray
Two bowls
One scissor tweezers
Pinching material- beads
PRESENTATION:
.Invite the child
Carry the activity with both hands to the mat.
Place bowl of beads to the left, and the empty bowl to
the right. Place the scissor tweezers between the
bowls.
Demonstrate how to use the tweezers.
Pinch one bead from the bowl and place in the other
bowl.
Repeat this process until all the beads have been
transferred to the second bowl.
Look for any beads that may have fallen on the tray,
and place into the bowl.
Place the scissor tweezers in between the bowls.
Return activity to the shelf.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIMS:
Learning to use scissor tweezers.
Strengthening the hand to prepare for writing.
Left right sequence for reading.
POINTS OF INTEREST:
The sound of the bead as it hits the bowl.
Placing each bead in the bowl.
The feeling of squeezing the scissor tweezers.
The material itself.
EXTENSIONS:
Using the scissor tweezers, sort the beads by color.
CONTROL OF ERROR: Beads falling out onto the tray
or floor should be minimal.
VARIATIONS: Use different kinds of pinching materials
such as erasers.
VOCABULARY: bead, scissor tweezers, pinch, tweeze
AGES: 3 to 4 ½ years
79
‘UPIKI ME NA ‘UPA
80
HAWAIIAN: Pom pom na popo, hau pa‘a‘ili, pa halihali, hau
pa‘a‘ili pauku, na upa, ‗upiki, ‗uwi, laka
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA IV: MATHEMATICS b. Measurements d. Patterns, functions,
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
HPCS DOMAIN IV: COGNITIVE DEVELOPMENT b. MATHEMATICS, c. SCIENCE DOE CONTENT AREA VI: SCIENCE c. Physical,
Earth, and Space Sciences
Hawaii Preschool Content Standards
I. Standard 3: Acquire basic self help skills.
I. Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
II: Standard 5: Acquire behaviors and skills expected in school.
IV. b. Standard 2: Recognize and create patterns and become aware
of relationships.
IV. c. Standard 5: Have a variety of educational experiences that
involve technology.
Hawaii DOE Content and Performance Standards
IV. b: Standard 5: PROPERTIES AND RELATIONSHIPS: Analyze
properties of objects and relationships among the
properties
IV. d: Standard 9: PATTERNS AND FUNCTIONAL RELATIONSHIPS:
Understand various types of patterns and functional
relationships
V Standard 1: MOVEMENT FORMS: Use motor skills and movement
patterns to perform a variety of physical activities
V: Standard 2: COGNITIVE CONCEPTS: Understand movement
concepts, principles, strategies, and tactics as they apply
to the learning and performance of physical activities
VI. c: Standard 8: FORCE AND MOTION: Understand the relationship
between force, mass, and motion of objects; and know
the major natural forces: gravitational, electric, and
magnetic
PINCHING WITH TONGS
MATERIALS:
Tray
Ice cube tray
Bowl
Small tongs
Pom-pom balls (number depends on how many
sections in the ice cube tray)
PRESENTATION:
Invite the child
Carry the activity with both hands to the mat.
Demonstrate how to use the tongs. Squeeze the
tongs, slide the lock to the top to open. Squeeze the
tongs, slide the lock to the bottom to close or lock in
place.
Pinch one pom pom balls from the bowl and place in
one ice cube section.
Repeat this process filling each ice cube section from
the top row going left to right, then the bottom row
going left to right, until the ice cube tray is filled.
Using the tongs, pinch and replace the pom pom balls
back into the bowl going from left to right and top to
bottom.
Return activity to the shelf.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIMS:
Learning to use tongs.
Strengthening the hand to prepare for writing.
Left-right, top-bottom sequence for reading.
POINTS OF INTEREST:
The material itself.
Placing each pom pom balls in an ice cube section.
The feeling of squeezing the tongs.
CONTROL OF ERROR: There are as many pom- pom
balls as there are ice cube sections.
VARIATIONS:
Use different kinds of pinching materials such as nuts,
seeds, or beads.
Use different kinds of tongs such as wooden tongs or
chopsticks VOCABULARY: pom pom balls, ice cube
tray, ice cube section, tongs, pinch, squeeze, lock
.
AGES: 3 to 4 ½ years
81
82
‘UPIKI ME LI’I ‘UPA
HAWAIIAN: Hua pupu,, li‘I ‗upa, ‗uwi, omo pola, waiho
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA IV: MATHEMATICS b. Measurements d. Patterns, functions,
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
HPCS DOMAIN IV: COGNITIVE DEVELOPMENT b. MATHEMATICS, c. SCIENCE DOE CONTENT AREA VI: SCIENCE c. Physical,
Earth, and Space Sciences
Hawaii Preschool Content Standards
I. Standard 3: Acquire basic self help skills.
I. Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
II: Standard 5: Acquire behaviors and skills expected in school.
IV. b. Standard 2: Recognize and create patterns and become aware
of relationships.
IV. c. Standard 5: Have a variety of educational experiences that
involve technology.
Hawaii DOE Content and Performance Standards
IV. b: Standard 5: PROPERTIES AND RELATIONSHIPS: Analyze
properties of objects and relationships among the
properties
IV. d: Standard 9: PATTERNS AND FUNCTIONAL RELATIONSHIPS:
Understand various types of patterns and functional
relationships
V Standard 1: MOVEMENT FORMS: Use motor skills and movement
patterns to perform a variety of physical activities
V: Standard 2: COGNITIVE CONCEPTS: Understand movement
concepts, principles, strategies, and tactics as they apply
to the learning and performance of physical activities
VI. c: Standard 8: FORCE AND MOTION: Understand the relationship
between force, mass, and motion of objects; and know
the major natural forces: gravitational, electric, and
magnetic
PINCHING WITH TWEEZERS
MATERIALS:
Tray
Rubber suction cup
A bowl containing beads
PRESENTATION:
Invite the child
Carry activity tray with both hands to the mat.
Place activity with bowl of beads on the left and rubber
suction cup to the right. Tweezers are placed in
between the bowl and rubber suction cup foot.
Using the tweezers, tweeze one bead from the bowl
and place into a suction cup hole (going left to right
and top to bottom).
Repeat this process until all the beads have been placed
into the suction cups.
Reverse the activity. Using the tweezers, tweeze one
bead from the suction cup and place back into the
bowl (going left to right and top to bottom).
Return activity to the shelf.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIMS:
Learning to use tweezers
Strengthening the fingers to prepare for writing.
Left right sequence for reading.
POINTS OF INTEREST:
The materials itself.
Placing each bead into each suction cup.
Squeezing the tweezers.
CONTROL OF ERROR:
There is the same number of beads as there are suction
cups, so each cup will be filled.
The bead fits perfectly into each hole.
VARIATIONS:
Use chopsticks instead of tweezers.
Use a different shaped suction cup material.
VOCABULARY:
bead, tweeze, squeeze, suction cup, place
AGES: 2 to 3½ years
83
MEA HANA NA MAKINA PINE ME MAKINA PINE
84
HAWAIIAN: Mea hana na makina pine me makina pine, huli, puka, huli ‗uaki, huli ‗uaki ku‘e, ho‘olikelike, ho‘ohemo
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA I: HEALTH
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA IV: MATHEMATICS a. Numbers & Opeations
HPCS DOMAIN IV: COGNITIVE DEVELOPMENT b. Mathematics c. Science (DOE) b. Measurements c. Geometry & Spatial Sense
Hawaii Preschool Content Standards
I. Standard 3: Acquire basic self help skills.
I. Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
II: Standard 5: Acquire behaviors and skills expected in school.
IV. b. Standard 1: Learn about number, numerical representation, and simple
numerical operations.
IV. b. Standard 2: Recognize and create patterns and become aware of
relationships.
IV. b. Standard 3: Develop concepts of shape and space.
IV. b. Standard 4: Develop and use measurement concepts.
IV. c. Standard 2: Explore physical properties of the world.
Hawaii DOE Content and Performance Standards
IV. a: Standard 1: NUMBER SENSE: Understand numbers, ways of representing
numbers, relationships among numbers, and number systems
IV. a: Standard 2: OPERATION SENSE: Understand the meaning of operations
and how they relate to each other
IV. b: Standard 4: FLUENCY WITH MEASUREMENT: Understand attributes, units,
and systems of units in measurement; and develop and use
techniques, tools, and formulas for measuring
IV. b: Standard 5: PROPERTIES AND RELATIONSHIPS: Analyze properties of
objects and relationships among the properties
V: Standard 2: COGNITIVE CONCEPTS: Understand movement concepts,
principles, strategies, and tactics as they apply to the learning and
performance of physical activities
RATCHET AND BOLTS
MATERIALS:
Tray
Wooden board containing four holes for bolts
Four bolts
Ratchet
PRESENTATION:
Invite the child
Carry activity tray with both hands to the mat
Grab one bolt and place it in the first hole from the left.
Hold the ratchet with thumb facing down towards the
tip.
Place the ratchet tip onto the top of the bolt.
Turn the ratchet clockwise to tighten the bolt.
Do the same with the rest of the bolts.
Reverse the activity. Starting from the left again, loosen
each bolt.
Place the ratchet tip into the groove of the bolt.
Turn the ratchet counterclockwise to loosen the bolt.
Place the bolt back into the dish.
Do the same for the rest of the bolts.
Replace the ratchet into the dish.
Return activity to the shelf and replace mat.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIMS:
Learning to use a ratchet.
Strengthening the fingers to prepare for writing.
Left/right order to prepare for reading.
POINTS OF INTEREST:
The materials itself
The feeling of turning the ratchet.
Seeing the bolt tighten and loosen.
CONTROL OF ERROR:
The bolt may not tighten if it is not place properly into
the hole.
There is the same number of bolts for each hole.
VARIATIONS:
Use different sized bolts and ratchets.
VOCABULARY:
ratchet, bolt, turn, hole, clockwise, counterclockwise,
tighten, loosen
AGES: 3 to 4 years
85
HO’OKUPA
86
Hawaii DOE Content and Performance Standards
IV. b: Standard 4: FLUENCY WITH MEASUREMENT: Understand attributes,
units, and systems of units in measurement; and develop and
use techniques, tools, and formulas for measuring
V Standard 1: MOVEMENT FORMS: Use motor skills and movement
patterns to perform a variety of physical activities
V: Standard 2: COGNITIVE CONCEPTS: Understand movement concepts,
principles, strategies, and tactics as they apply to the learning
and performance of physical activities
VI. c: Standard 8: FORCE AND MOTION: Understand the relationship
between force, mass, and motion of objects; and know the
major natural forces: gravitational, electric, and magnetic
HAWAIIAN: kupa, plus the names of materials being scooped
HPCS DOMAIN I: PHYSICAL DEVELOPMENT, DOE CONTENT AREA IV: MATHEMATICS b. Measurements
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
HPCS DOMAIN III: COMMUNICATION, LANGUAGE DEVELOPMENT DOE CONTENT AREA VI: SCIENCE c. Physical, Earth, and
HPCS DOMAIN IV: COGNITIVE DEVELOPMENT a. SYMBOLIC PLAY, b. MATHEMATICS, c. SCIENCES Space Sciences
Hawaii Preschool Content Standards
I: Standard 3: Acquire basic self help skills.
I: Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
I: Standard 6: Develop strength and coordination of large muscles
II: Standard 5: Acquire behaviors and skills expected in school.
III: Standard 1: Use language in a variety of ways.
IV. a: Standard 1: Represent fantasy and real-life experiences
through pretend play.
IV. b: Standard 4: Develop and use measurement concepts.
IV. c: Standard 4: Learn about earth and sky. e.g. water
SCOOPING
MATERIALS:
Tray
Scooping material such as: seeds, shells, or beans
2 large bowls
Large scoop
PRESENTATION:
Invite the child
Select activity and bring to table using both hands.
Pick up the scoop and slowly transfer the material to
the empty bowl. Use left to right order.
Reverse the scooping process (scoop right to left).
Return material to the shelf.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIMS:
Learning how to scoop
Preparation for writing
POINTS OF INTEREST:
The feel and sound of the materials being transferred
Movement from left to right
CONTROL OF ERROR:
No material should be spilled on the tray or floor.
VOCABULARY:
Scoop, plus the names of materials being scooped
AGES: 2 to 3 1/2 years
87
88
KUIKALA NA KUI
HAWAIIAN: Kui kala, kui, huli, puka, huli ‗uaki, huli ‗uaki ku‘e, ho‘olikelike, ho‘ohemo
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA I: HEALTH
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA IV: MATHEMATICS a. Numbers & Opeations
HPCS DOMAIN IV: COGNITIVE DEVELOPMENT b. Mathematics c. Science (DOE) b. Measurements c. Geometry & Spatial Sense
Hawaii Preschool Content Standards
I. Standard 3: Acquire basic self help skills.
I. Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
II: Standard 5: Acquire behaviors and skills expected in school.
IV. b. Standard 1: Learn about number, numerical representation, and simple
numerical operations.
IV. b. Standard 2: Recognize and create patterns and become aware of
relationships.
IV. b. Standard 3: Develop concepts of shape and space.
IV. b. Standard 4: Develop and use measurement concepts.
IV. c. Standard 2: Explore physical properties of the world.
Hawaii DOE Content and Performance Standards
IV. a: Standard 1: NUMBER SENSE: Understand numbers, ways of representing
numbers, relationships among numbers, and number systems
IV. a: Standard 2: OPERATION SENSE: Understand the meaning of operations
and how they relate to each other
IV. b: Standard 4: FLUENCY WITH MEASUREMENT: Understand attributes, units,
and systems of units in measurement; and develop and use
techniques, tools, and formulas for measuring
IV. b: Standard 5: PROPERTIES AND RELATIONSHIPS: Analyze properties of
objects and relationships among the properties
V: Standard 2: COGNITIVE CONCEPTS: Understand movement concepts,
principles, strategies, and tactics as they apply to the learning and
performance of physical activities
SCREWDRIVER AND SCREWS
MATERIALS:
Tray
Wooden board containing four holes for screws
Four screws
Small screwdriver
PRESENTATION:
Invite the child
Carry activity tray with both hands to the mat
Grab one screw and place it in the first hole from the
left.
Hold the screwdriver with thumb facing down towards
the tip.
Place the screwdriver tip into the groove of the screw.
Turn the screwdriver clockwise to tighten the screw.
Do the same with the rest of the screws.
Reverse the activity. Starting from the left again, loosen
each screw.
Place the screwdriver tip into the groove of the screw.
Turn the screwdriver counterclockwise to loosen the
screw.
Place the screw back into the dish.
Do the same for the rest of the screws.
Replace the screwdriver into the dish.
Return activity to the shelf.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIMS:
Learning to use a screwdriver.
Strengthening the fingers to prepare for writing.
Left/right order to prepare for reading.
POINTS OF INTEREST:
The materials itself
The feeling of turning the screwdriver.
Seeing the screw tighten and loosen.
CONTROL OF ERROR:
The screw may not tighten if it is not place properly
into the hole.
There is the same number of screws for each hole.
VARIATIONS:
Use different ly sized screws and screwdrivers.
VOCABULARY: screwdriver, screw, turn, hole, clockwise,
counterclockwise, tighten, loosen
AGES: 3 to 4 years
89
HO’OPUNA
90
HAWAIIAN: Puna, hopu, ho‘ili
Hawaii Preschool Content Standards
I: Standard 3: Acquire basic self help skills.
I: Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
I: Standard 6: Develop strength and coordination of large muscles
II: Standard 5: Acquire behaviors and skills expected in school.
III: Standard 1: Use language in a variety of ways.
IV. a: Standard 1: Represent fantasy and real-life experiences
through pretend play.
IV. b: Standard 4: Develop and use measurement concepts.
IV. c: Standard 4: Learn about earth and sky. e.g. water
Hawaii DOE Content and Performance Standards
IV. b: Standard 4: FLUENCY WITH MEASUREMENT: Understand attributes,
units, and systems of units in measurement; and develop and
use techniques, tools, and formulas for measuring
V Standard 1: MOVEMENT FORMS: Use motor skills and movement
patterns to perform a variety of physical activities
V: Standard 2: COGNITIVE CONCEPTS: Understand movement concepts,
principles, strategies, and tactics as they apply to the learning
and performance of physical activities
VI. c: Standard 8: FORCE AND MOTION: Understand the relationship
between force, mass, and motion of objects; and know the
major natural forces: gravitational, electric, and magnetic
HPCS DOMAIN I: PHYSICAL DEVELOPMENT, DOE CONTENT AREA IV: MATHEMATICS b. Measurements
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
HPCS DOMAIN III: COMMUNICATION, LANGUAGE DEVELOPMENT DOE CONTENT AREA VI: SCIENCE c. Physical, Earth, and
HPCS DOMAIN IV: COGNITIVE DEVELOPMENT a. SYMBOLIC PLAY, b. MATHEMATICS, c. SCIENCES Space Sciences
SPOONING
MATERIALS:
Tray
Two bowls
Spoon
Objects to spoon such as beads, seeds or nuts
PRESENTATION:
Invite the child
Carry the activity with both hands to the mat.
Place bowl of beads to the left, and the empty bowl to
the right. Place the spoon between the bowls.
Grasp the spoon and carefully spoon the beads from
one bowl to the other bowl.
Repeat this process until all beads have been
transferred to the second bowl.
Look for any beads that may have fallen on the tray,
and place into the bowl.
Place spoon in between the bowls.
Return activity to the shelf.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIMS:
Learning how to hold a spoon
Strengthening the hand for writing.
Left to right sequence for reading.
POINTS OF INTEREST:
The sound of the spoon and beads clinking against the
bowl as they are being transferred.
The feeling of holding the spoon.
The material itself
CONTROL OF ERROR:
Beads falling out onto the tray or floor should be
minimal.
VARIATIONS:
Use different types of spoons.
Using different objects to spoon.
VOCABULARY:
Spoon, grasp, transfer
AGES: 3 to 4 ½ years
91
HO’O’UWIHO’OMA’U ‘UPI
92
HAWAIIAN: Ho‘oma‘u, omo, ‗uwi, pohaha wai, ea ea
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA IV: MATHEMATICS b. Measurements d. Patterns, functions,
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
HPCS DOMAIN IV: COGNITIVE DEVELOPMENT b. MATHEMATICS, c. SCIENCE DOE CONTENT AREA VI: SCIENCE c. Physical,
Earth, and Space Sciences
Hawaii Preschool Content Standards
I. Standard 3: Acquire basic self help skills.
I. Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
II: Standard 5: Acquire behaviors and skills expected in school.
IV. b. Standard 2: Recognize and create patterns and become aware of
relationships.
IV. b. Standard 3: Develop concepts of shape and space.
IV. b. Standard 4: Develop and use measurement concepts
IV. c. Standard 1 Standard 1. Engage in scientific inquiry.
IV. c. Standard 2: Explore physical properties of the world.
Hawaii DOE Content and Performance Standards
IV. b: Standard 5: PROPERTIES AND RELATIONSHIPS: Analyze properties of
objects and relationships among the properties
IV. d: Standard 9: PATTERNS AND FUNCTIONAL RELATIONSHIPS:
Understand various types of patterns and functional
relationships
V Standard 1: MOVEMENT FORMS: Use motor skills and movement
patterns to perform a variety of physical activities
V: Standard 2: COGNITIVE CONCEPTS: Understand movement concepts,
principles, strategies, and tactics as they apply to the learning
and performance of physical activities
VI .c: Standard 6: NATURE OF MATTER AND ENERGY: Understand the
nature of matter and energy, forms of energy (including
waves) and energy transformations, and their significance in
understanding the structure of the universe
SQUEEZING A BASTER
MATERIALS:
Tray
Two containers (one filled with colored water)
Baster
Sponge
PRESENTATION:
Invite the child.
Get the activity and place it on the mat.
Hold the baster bulb with both hands and place the
baster tip into the water.
Squeeze the baster bulb.
With the tip still in the water, release pressure on the
baster bulb.
Lift the baster out of the water and put the tip into the
empty container.
Squeeze the baster until all the water is emptied out,
watching the water fall into the bottom of the
container.
Repeat until all the water has been transferred from the
first container into the second container
Repeat the transferring of the water from the second
container, back into the first container.
Use the sponge to wipe up any spills and dry the empty
bowl.
Return the activity to the shelf.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIMS:
Learning to use a baster
Strengthening the hand for writing
POINTS OF INTEREST:
Watching the intake of liquid (colored water enables
child to more easily see movement of water)
Hear the sound of water and air when the water
container is emptied on the last squeeze
Seeing the transfer of liquid
CONTROL OF ERROR:
Water spilled should be minimal.
VARIATIONS:
Use an ice cube tray and/or pitcher as a container.
Use a baby aspirator or eye dropper instead of a baster.
VOCABULARY:
Baster, suck, squeeze, bubbles, air
AGES: 2 to 5 years
93
PULU HANINI
94
HAWAIIAN: Hanini, hopu, pika
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA IV: MATHEMATICS b. Measurements d. Patterns, functions,
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
HPCS DOMAIN IV: COGNITIVE DEVELOPMENT b. MATHEMATICS, c. SCIENCE DOE CONTENT AREA VI: SCIENCE c. Physical,
Earth, and Space Sciences
Hawaii Preschool Content Standards
I. Standard 3: Acquire basic self help skills.
I. Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
II: Standard 5: Acquire behaviors and skills expected in school.
IV. b. Standard 2: Recognize and create patterns and become aware of
relationships.
IV. b. Standard 3: Develop concepts of shape and space.
IV. b. Standard 4: Develop and use measurement concepts
IV. c. Standard 1 Standard 1. Engage in scientific inquiry.
IV. c. Standard 2: Explore physical properties of the world.
Hawaii DOE Content and Performance Standards
IV. b: Standard 5: PROPERTIES AND RELATIONSHIPS: Analyze properties of
objects and relationships among the properties
IV. d: Standard 9: PATTERNS AND FUNCTIONAL RELATIONSHIPS:
Understand various types of patterns and functional
relationships
V Standard 1: MOVEMENT FORMS: Use motor skills and movement
patterns to perform a variety of physical activities
V: Standard 2: COGNITIVE CONCEPTS: Understand movement concepts,
principles, strategies, and tactics as they apply to the learning
and performance of physical activities
VI .c: Standard 6: NATURE OF MATTER AND ENERGY: Understand the
nature of matter and energy, forms of energy (including
waves) and energy transformations, and their significance in
understanding the structure of the universe
WET POURING
MATERIALS:
Tray
Two small pitchers (one with water)
Sponge
PRESENTATION:
Invite the child.
Select activity and carry to the mat.
Grasp the pitcher containing the water with two hands.
Pour slowly into empty pitcher. Use index finger (place
just below lip of filled pitcher) to provide support.
Pause and watch the last drop fall.
Pour the water back into the first pitcher.
Wipe tray and pitchers with the sponge if needed.
Return materials to the shelf.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIMS:
Learning to pour liquids
Preparation for future lessons requiring pouring of
liquids
POINTS OF INTEREST:
Sound of the water being poured
Watching the last drop fall
CONTROL OF ERROR:
Water spilled should be minimal.
VARIATIONS:
Use different types of cups, glasses, or pitchers with or
without handles and lips.
Use a funnel
Use colored water
VOCABULARY:
Pour, grasp, pitcher
AGES: 2 to 3 years
95
HO’OPUEHU
96
HAWAIIAN: Pulima, ‗oni, kopa, pohaha wai, lawe
HPCS DOMAIN I: PHYSICAL DEVELOPMENT, DOE CONTENT AREA IV: MATHEMATICS a. Numbers & Opeations b. Measurements
HPCS DOMAIN IV: COGNITIVE DEVELOPMENT a. SYMBOLIC PLAY, b. MATHEMATICS, c. SCIENCE
DOE CONTENT AREA V: PHYSICAL EDUCATION
Hawaii Preschool Content Standards
I. Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
I: Standard 6: Develop strength and coordination of large muscles
.
II: Standard 5: Acquire behaviors and skills expected in school.
Hawaii DOE Content and Performance Standards
IV. a: Standard 2: OPERATION SENSE: Understand the meaning of
operations and how they relate to each other
IV. a: Standard 3: COMPUTATION STRATEGIES: Use
computational tools and strategies fluently and,
when appropriate, use estimation
IV. b: Standard 4: FLUENCY WITH MEASUREMENT: Understand
attributes, units, and systems of units in
measurement; and develop and use techniques,
tools, and formulas for measuring
IV. b: Standard 5: PROPERTIES AND RELATIONSHIPS: Analyze
properties of objects and relationships among the
properties
V Standard 1: MOVEMENT FORMS: Use motor skills and
movement patterns to perform a variety of physical
activities
V: Standard 2: COGNITIVE CONCEPTS: Understand movement
concepts, principles, strategies, and tactics as they
apply to the learning and performance of physical
activities
WISKING
MATERIALS:
Tray
Sponge
Pail
Large bowl
Liquid soap in container
Apron
Whisk
Pitcher
PRESENTATION:
Invite the child.
Fetch water using the pitcher. Pour slowly into bowl.
Place three drops of liquid soap in water.
Using the whisk, stir using a counterclockwise motion.
Increase the speed of the stirring. Watch as more
bubbles form.
Empty the soapy water into the used water pail.
Dry the tray, bowl and pitcher with the sponge.
Return materials to the shelf.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIMS:
Learning how to use a beater or whisk for advanced
lessons with food preparation
Strengthening the hand for writing
Developing the wrist movement
POINTS OF INTEREST:
Watching the bubbles being formed
Stirring the water with the whisk.
CONTROL OF ERROR:
Water spilled should be minimal.
VOCABULARY:
Wrist, movement, soap, bubbles, fetch
AGES: 3 ½ to 5 years
97
C h a p t e r 4 . C a r e o f t h e E n v i r o n m e n t
Care of the Environment
includes learning to care for domestic animals
and plants in addition to learning how to
perform the tasks adults usually carry out to
maintain or build the physical environment.
Children learn to be independent, gain
confidence and the motivation to clean up
after themselves when they do not have to rely
on adults to complete tasks for them. Activities
such as sanding wood and hammering
provide children the ability to create objects,
such as bird houses, for their environment
Activities include:
100 …………..……Care of Animals
102 …………………….……Crumbing
104 …………………….Dishwashing
106 ……………………………..Dusting
108 ………………………Hammering
110 ………………..Mirror Polishing
112 ………………….………..Mopping
114 …………………Plant Watering
116 ………………...Sanding Wood
118 ……………..Scrubbing a shell
120 ……………….…Silver Polishing
122 ………..Squeezing a sponge
124 ………………………….Sweeping
126 ……………….Table scrubbing
128 ………………Washing clothes
130 …………….Window washing
99
100
MALAMA O NA HOLOHOLONA
HAWAIIAN: Fish: Na I‘a, Birds: Na Manu, chickens: na moa (moa kane: rooster, moa wahine: hen), Turtles: Na honu, Mice, Na ‗Iole,
Guinea Pigs: Na ‗Iole pua‘a
HPCS DOMAIN I: PHYSICAL DEVELOPMENT
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT
HPCS DOMAIN III: COMMUNICATION, LANGUAGE DEVELOPMENT
HPCS DOMAIN IV: COGNITIVE DEVELOPMENT a. SYMBOLIC PLAY, b. MATHEMATICS, c. SCIENCE
Hawaii DOE Content and Performance Standards I. Standard 3: SELF: MANAGEMENT: Practice health: enhancing behaviors and
reduce health risks
I. Standard 4: ANALYZING INFLUENCES: Understand the influences of culture,
family, peers, media, technology, and other factors on health
V: Standard 2: COGNITIVE CONCEPTS: Understand movement concepts,
principles, strategies, and tactics as they apply to the learning and
performance of physical activities
VI .c: Standard 6: NATURE OF MATTER AND ENERGY: Understand the nature of
matter and energy, forms of energy (including waves) and energy
transformations, and their significance in understanding the
structure of the universe
VI. c: Standard 8: FORCE AND MOTION: Understand the relationship between
force, mass, and motion of objects; and know the major natural
forces: gravitational, electric, and magnetic
CARE OF ANIMALS
Always consider children‘s allergies to animals before
bringing animals to the class.
Types of animals:
Fish
Adult‘s responsibility is to clean the fish tank and add
more water.
Children‘s responsibility s to feed.
Keep fish food out of reach from children. Place food
in a small container so children have a measured
amount to pour in the tank.
Cover the fish tank and keep on a higher table.
Birds
Adult‘s responsibility is to clean the cage daily.
Children can feed using a small dish with leveled
amount of food.
Cover cage at nap time.
Turtles
Feed lettuce and papaya.
Watch out for salmonella, always wash hands.
Mice
Nocturnal animals so they sleep most of the day. They
are not ideal pets because children will bother them.
Guinea Pigs
Adult‘s responsibility is to clean cage.
Children can feed and water.
Needs vitamin C everyday.
Lesson:
Day 1: Teacher demonstrates how to pet the animal.
Only teacher gets to pet.
Day 2: Allow children to pet using a flat hand. Let
animal run around.
―If you scream she will be scared. So be very quiet.
I will be the only one to catch her if she runs.‖
Gradually, after you trust the children‘s care, allow
them to take the animal home.
Teach children how to feed with carrots.
AGES: 2 ½ to 6 years
101
HO’OHUNA
102
HAWAIIAN: Huna, kupa, pulumi, pulumi, pa ehu
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA I: HEALTH
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
DOE CONTENT AREA VI: SCIENCE c. Physical, Earth, and Space Sciences
Hawaii Preschool Content Standards
I: Standard 1: Develop health awareness and skills.
I. Standard 3: Acquire basic self help skills.
I. Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
I: Standard 6: Develop strength and coordination of large muscles
II: Standard 5: Acquire behaviors and skills expected in school.
Hawaii DOE Content and Performance Standards I. Standard 3: SELF: MANAGEMENT: Practice health: enhancing behaviors and
reduce health risks
I. Standard 4: ANALYZING INFLUENCES: Understand the influences of culture,
family, peers, media, technology, and other factors on health
V: Standard 2: COGNITIVE CONCEPTS: Understand movement concepts,
principles, strategies, and tactics as they apply to the learning and
performance of physical activities
VI .c: Standard 6: NATURE OF MATTER AND ENERGY: Understand the nature of
matter and energy, forms of energy (including waves) and energy
transformations, and their significance in understanding the
structure of the universe
VI. c: Standard 8: FORCE AND MOTION: Understand the relationship between
force, mass, and motion of objects; and know the major natural
forces: gravitational, electric, and magnetic
CRUMBING
MATERIALS:
Bowl with seeds, confetti, or flower petals
Hand sized broom with dustpan
PRESENTATION:
Invite the child.
Scoop material with hand and scatter on table.
Sweep the material into small pile.
Sweep the material into the dustpan
Empty material into the bowl
Return materials to the shelf
DIRECT AIMS:
Order
Coordination
Concentration
Independence
Indirect Aim: Learning how to sweep up crumbs and
clean up messes.
POINTS OF INTEREST:
Sound of the material being swept
Seeing a clean table
CONTROL OF ERROR:
All the materials should be swept up.
VARIATIONS:
Use different materials and different surfaces
VOCABULARY:
Crumb, scoop, sweep, broom, dust pan
AGES: 2 to 3 years
103
PA HOLOI
104
HAWAIIAN: Hua hua,‗anai, wai mala‘e, malo‘o
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA I: HEALTH
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
DOE CONTENT AREA VI: SCIENCE c. Physical, Earth, and Space Sciences
Hawaii Preschool Content Standards
I: Standard 1: Develop health awareness and skills.
I. Standard 2: Learn and follow basic safety rules.
I. Standard 3: Acquire basic self help skills.
I. Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
I: Standard 6: Develop strength and coordination of large muscles
II: Standard 5: Acquire behaviors and skills expected in school.
Hawaii DOE Content and Performance Standards I. Standard 3: SELF: MANAGEMENT: Practice health: enhancing behaviors and
reduce health risks
I. Standard 4: ANALYZING INFLUENCES: Understand the influences of culture,
family, peers, media, technology, and other factors on health
V: Standard 2: COGNITIVE CONCEPTS: Understand movement concepts,
principles, strategies, and tactics as they apply to the learning and
performance of physical activities
VI .c: Standard 6: NATURE OF MATTER AND ENERGY: Understand the nature of
matter and energy, forms of energy (including waves) and energy
transformations, and their significance in understanding the
structure of the universe
VI. c: Standard 8: FORCE AND MOTION: Understand the relationship between
force, mass, and motion of objects; and know the major natural
forces: gravitational, electric, and magnetic
DISHWASHING
MATERIALS:
Two basins (one filled with soapy water, one filled with
clean water)
Dishes (preferably dirty ones that were used from snack
or food preparation)
Soap
Dish sponge
Dish rack
Apron
Towel
PRESENTATION:
Invite the child.
Put on the apron.
Place a dish in the soapy water and wipe the dish in
circular motion using the dish sponge.
Rinse the dish in the clean water.
Let the water drip from the dish, watch the last drop,
then place it in the dish rack.
Continue the procedure for all dishes.
Dry the dishes using the towel.
Replace the dry dishes on the shelf.
Remove the apron.
DIRECT AIMS:
1. Order
2. Coordination
3. Concentration
4. Independence
INDIRECT AIM:
Learning how to wash dishes.
POINTS OF INTEREST:
The feel of the soapy water.
Seeing the soap disappear from the dishes after rinsing
them.
Scrubbing the dishes with the sponge.
CONTROL OF ERROR:
The dishes should be clean after they have been washed:
VOCABULARY: lather, scrub, rinse, dry
AGES: 2 ½ to 4 years
105
HO’OEHU LEPO
106
HAWAIIAN: Chu lepo lole (dust cloth)
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA I: HEALTH
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
DOE CONTENT AREA VI: SCIENCE c. Physical, Earth, and Space Sciences
Hawaii Preschool Content Standards
I: Standard 1: Develop health awareness and skills.
I. Standard 3: Acquire basic self help skills.
I. Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
I: Standard 6: Develop strength and coordination of large muscles
II: Standard 5: Acquire behaviors and skills expected in school.
Hawaii DOE Content and Performance Standards I. Standard 3: SELF: MANAGEMENT: Practice health: enhancing behaviors and
reduce health risks
I. Standard 4: ANALYZING INFLUENCES: Understand the influences of culture,
family, peers, media, technology, and other factors on health
V: Standard 2: COGNITIVE CONCEPTS: Understand movement concepts,
principles, strategies, and tactics as they apply to the learning and
performance of physical activities
VI .c: Standard 6: NATURE OF MATTER AND ENERGY: Understand the nature of
matter and energy, forms of energy (including waves) and energy
transformations, and their significance in understanding the
structure of the universe
VI. c: Standard 8: FORCE AND MOTION: Understand the relationship between
force, mass, and motion of objects; and know the major natural
forces: gravitational, electric, and magnetic
DUSTING
MATERIALS:
Feather duster
Mat
PRESENTATION:
Invite child to the activity.
Carry duster to shelf to be dusted.
Remove materials from shelf, one shelf at a time, from
left to right, placing the materials in the same order on
the mat.
Dust shelf moving duster in a top to bottom direction.
Check for dust by wiping the shelf with a finger to see
if it is clean.
Replace materials on shelf
Return duster to its place.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
Indirect Aim: Learning how to dust.
POINTS OF INTEREST:
Using a feather duster
Seeing a clean shelf
CONTROL OF ERROR:
There should be no dust on the shelves.
VARIATIONS:
Cloth dusters such as Swiffer‖™VOCABULARY:
Duster, feather, dust, swish
AGES: 2 to 3 years
107
HO’OHAMALE
108
HAWAIIAN: La‘au, hamale, po‘o, ‗uwalu, kui, aniani, panekana, lawe aku, pa‘a
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA I: HEALTH
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
DOE CONTENT AREA VI: SCIENCE c. Physical, Earth, and Space Sciences
Hawaii Preschool Content Standards
I. Standard 2: Learn and follow basic safety rules.
I. Standard 3: Acquire basic self help skills.
I. Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
I: Standard 6: Develop strength and coordination of large muscles
II: Standard 5: Acquire behaviors and skills expected in school.
Hawaii DOE Content and Performance Standards I. Standard 3: SELF: MANAGEMENT: Practice health: enhancing behaviors and
reduce health risks
I. Standard 4: ANALYZING INFLUENCES: Understand the influences of culture,
family, peers, media, technology, and other factors on health
V: Standard 2: COGNITIVE CONCEPTS: Understand movement concepts,
principles, strategies, and tactics as they apply to the learning and
performance of physical activities
VI .c: Standard 6: NATURE OF MATTER AND ENERGY: Understand the nature of
matter and energy, forms of energy (including waves) and energy
transformations, and their significance in understanding the
structure of the universe
VI. c: Standard 8: FORCE AND MOTION: Understand the relationship between
force, mass, and motion of objects; and know the major natural
forces: gravitational, electric, and magnetic
HAMMERING
MATERIALS: Tray
2 x 4 wood clamped down to a bench
Small hammer
Bowl with 8 nails
Eye goggles
3 x 5 note card
Pencil
PRESENTATION: (To be introduced in steps over a few days)
Lesson 1: Show the parts of the hammer (head and claw).
Show how to carry the hammer (head pointed down and
close to the body).
Show how to hammer safely (keep the claw towards you body
because it is sharp and someone could get hurt. Bend at the
elbows and don‘t move your upper arms, keep it close to your
body). We hold the hammer using two hands on top of each
other.
Give each child a stick or a piece of wood and pretend that it is
a hammer. Demonstrate hammering using the stick or wood.
Put the hammer away.
Lesson 2: Re-demonstrate how we hold the hammer with two hands.
Show how to use the goggles. We put the goggles on
whenever we hammer.
Put the hammer away.
Children can practice with the hammer and sticks.
Lesson 3: Holding the goggles, ask, ―What is this called?‖ And ―what do I
need to do before I hammer?‖
―Here‘s my nail, we used two hands last time, but we need to
hold the nail in one hand.
While holding the nail in one hand, begin to hammer the nail
slowly.
Continue until you‘ve hammered the nail completely into the
wood.
―Here‘s the claw, I will use it to remove the nail.‖ Remove the
nail and place in bowl.
Take off goggles.
Return materials to the tray.
DIRECT AIMS: Order
Coordination
Concentration
Independence
INDIRECT AIMS: Strengthening the hand.
Preparation for future exercises in woodworking.
POINTS OF INTEREST: The materials itself.
Seeing the nail go into the wood.
The sound of hammering.
Removing the nail.
CONTROL OF ERROR:Teacher‘s lesson on safety- children will loose privileges if the
hammer is not used safely.
VOCABULARY: Wood, hammer, head, claw, nail, goggles, safety, remove, hold
VARIATIONS: Use coconut husk instead of a 2 x 4 wood.
Use a 3x5 note card if children are afraid of holding the nail.
Place an ―x‖ on the card. Poke the nail through the middle of
the ―x‖. Place the card on the wood. Hold the edge of the
card while hammering.
AGES: 4 ½ to 5 years
109
ANIANI KUHINU
110
HAWAIIAN: Ani ani, pulupulu popo, kuhinu, kuhinu ‗a‘alole, kuai ‗anai
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA I: HEALTH
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
DOE CONTENT AREA VI: SCIENCE c. Physical, Earth, and Space Sciences
Hawaii Preschool Content Standards
I: Standard 1: Develop health awareness and skills.
I. Standard 2: Learn and follow basic safety rules.
I. Standard 3: Acquire basic self help skills.
I. Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
I: Standard 6: Develop strength and coordination of large muscles
II: Standard 5: Acquire behaviors and skills expected in school.
Hawaii DOE Content and Performance Standards I. Standard 3: SELF: MANAGEMENT: Practice health: enhancing behaviors and
reduce health risks
I. Standard 4: ANALYZING INFLUENCES: Understand the influences of culture,
family, peers, media, technology, and other factors on health
V: Standard 2: COGNITIVE CONCEPTS: Understand movement concepts,
principles, strategies, and tactics as they apply to the learning and
performance of physical activities
VI .c: Standard 6: NATURE OF MATTER AND ENERGY: Understand the nature of
matter and energy, forms of energy (including waves) and energy
transformations, and their significance in understanding the
structure of the universe
VI. c: Standard 8: FORCE AND MOTION: Understand the relationship between
force, mass, and motion of objects; and know the major natural
forces: gravitational, electric, and magnetic
MIRROR POLISHING
MATERIALS:
Tray
Mirror
Polishing liquid
Container
Cotton ball
Polishing cloth
PRESENTATION:
Invite the child.
Place materials on the table.
Place the mirror in front of the child
Squeeze a small amount of polishing liquid into the
container.
Dip cotton ball gently into the liquid.
Rub the cotton ball on the mirror from left to right, top
to bottom if it is rectangular, or rub in a counter
clockwise motion if the mirror is circular.
Rub until the mirror is covered with the polishing liquid.
Place polishing cloth in thumb and first two fingers and
polish the mirror until the liquid is gone and the mirror
is shiny.
Replace the materials on the tray.
Return the materials on the shelf.
Wash hands to remove any polish left on fingers.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIMS:
Learning how to polish.
Preparation for writing.
POINTS OF INTEREST:
Observing the differences between the area with polish
and the area without polish.
Observing the mirror before and after the polishing.
CONTROL OF ERROR:
There should be no polish left on mirror
Looking at self in a clean mirror
VOCABULARY:
Mirror, cotton ball, polish, polish cloth, rub
AGES: 3 to 6 years
111
LA'AU HOLOI PAPAHELE
112
HAWAIIAN: Holoi, wai, pelam ‗uwi
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA I: HEALTH
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
DOE CONTENT AREA VI: SCIENCE c. Physical, Earth, and Space Sciences
Hawaii Preschool Content Standards
I: Standard 1: Develop health awareness and skills.
I. Standard 2: Learn and follow basic safety rules.
I. Standard 3: Acquire basic self help skills.
I. Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
I: Standard 6: Develop strength and coordination of large muscles
II: Standard 5: Acquire behaviors and skills expected in school.
Hawaii DOE Content and Performance Standards I. Standard 3: SELF: MANAGEMENT: Practice health: enhancing behaviors and
reduce health risks
I. Standard 4: ANALYZING INFLUENCES: Understand the influences of culture,
family, peers, media, technology, and other factors on health
V: Standard 2: COGNITIVE CONCEPTS: Understand movement concepts,
principles, strategies, and tactics as they apply to the learning and
performance of physical activities
VI .c: Standard 6: NATURE OF MATTER AND ENERGY: Understand the nature of
matter and energy, forms of energy (including waves) and energy
transformations, and their significance in understanding the
structure of the universe
VI. c: Standard 8: FORCE AND MOTION: Understand the relationship between
force, mass, and motion of objects; and know the major natural
forces: gravitational, electric, and magnetic
MOPPING
MATERIALS:
Mop
Pail
PRESENTATION:
Invite the child.
Carry pail to the water source and fill.
Carry pail and mop to the work area.
Place mop in water. Lift. Watch the water drop.
Squeeze the water out of the mop using two hands.
Mop floor in a counterclockwise direction.
Repeat process as needed.
Rinse and squeeze out mop.
Return materials to the shelf
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIM:
Learning how to use a mop to clean up floors.
POINTS OF INTEREST:
Movement of the mop
Squeezing out of the water
Seeing a clean floor
CONTROL OF ERROR:
Water left on the floor should be minimal
VARIATIONS:
Use ―various types of mops
VOCABULARY:
Mop, water, pail, squeeze
AGES: 3 to 4 years
113
MEA LA’AU HO’OWAI
114
HAWAIIAN: Omo, lepo, wai, hanini, pika wai
Hawaii Preschool Content Standards
I: Standard 1: Develop health awareness and skills.
I. Standard 3: Acquire basic self help skills.
I. Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
I: Standard 6: Develop strength and coordination of large muscles
II: Standard 5: Acquire behaviors and skills expected in school.
Hawaii DOE Content and Performance Standards I. Standard 3: SELF: MANAGEMENT: Practice health: enhancing behaviors and
reduce health risks
I. Standard 4: ANALYZING INFLUENCES: Understand the influences of culture,
family, peers, media, technology, and other factors on health
V: Standard 2: COGNITIVE CONCEPTS: Understand movement concepts,
principles, strategies, and tactics as they apply to the learning and
performance of physical activities
VI .c: Standard 6: NATURE OF MATTER AND ENERGY: Understand the nature of
matter and energy, forms of energy (including waves) and energy
transformations, and their significance in understanding the
structure of the universe
VI. c: Standard 8: FORCE AND MOTION: Understand the relationship between
force, mass, and motion of objects; and know the major natural
forces: gravitational, electric, and magnetic
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA I: HEALTH
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
DOE CONTENT AREA VI: SCIENCE c. Physical, Earth, and Space Sciences
PLANT WATERING
MATERIALS:
watering pitcher
water
plant
PRESENTATION:
Invite the child.
Fill the watering pitcher with some water.
Carry the watering pitcher in both hands to the plant to
be watered.
Move the leaves aside so the soil is exposed.
Pour water into the soil, say ―Hello plant.‖ That should
be sufficient amount of water as you say those words.
Discard any left over water.
DIRECT AIMS
Order
Coordination
Concentration
Independence
INDIRECT AIM:
Learning how to water a plant.
POINTS OF INTEREST:
Seeing the soil absorb the water.
Pouring the water onto the soil.
Using a watering pitcher
CONTROL OF ERROR:
Water spilled should be minimal.
VOCABULARY: absorb, soil, water, pour, pitcher
AGES: 2 ½ to 3 ½ years
115
HO’ONE LA’AU
116
HAWAIIAN: La‘au, pepa kalakala, ku‘ai ‗anai
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA I: HEALTH
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
DOE CONTENT AREA VI: SCIENCE c. Physical, Earth, and Space Sciences
Hawaii Preschool Content Standards
I: Standard 1: Develop health awareness and skills.
I. Standard 2: Learn and follow basic safety rules.
I. Standard 3: Acquire basic self help skills.
I. Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
I: Standard 6: Develop strength and coordination of large muscles
II: Standard 5: Acquire behaviors and skills expected in school.
Hawaii DOE Content and Performance Standards I. Standard 3: SELF: MANAGEMENT: Practice health: enhancing behaviors and
reduce health risks
I. Standard 4: ANALYZING INFLUENCES: Understand the influences of culture,
family, peers, media, technology, and other factors on health
V: Standard 2: COGNITIVE CONCEPTS: Understand movement concepts,
principles, strategies, and tactics as they apply to the learning and
performance of physical activities
VI .c: Standard 6: NATURE OF MATTER AND ENERGY: Understand the nature of
matter and energy, forms of energy (including waves) and energy
transformations, and their significance in understanding the
structure of the universe
VI. c: Standard 8: FORCE AND MOTION: Understand the relationship between
force, mass, and motion of objects; and know the major natural
forces: gravitational, electric, and magnetic
SANDING WOOD
MATERIALS:
Tray
2 x 4 wood
Sandpaper
PRESENTATION:
Invite the child
Place wood on the mat.
Hold the sandpaper in one hand and place the other
hand on the wood to stabilize it.
Rub the sandpaper back and forth in a left to right
motion or a counterclockwise, circular motion.
Touch the wood after sanding.
Return the materials back to the tray.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIMS:
Strengthening the hand for further exercises including
writing.
Preparation for future exercises in woodworking.
POINTS OF INTEREST:
Feeling the sandpaper.
Feeling the wood.
The act of sanding.
The sound of sanding.
CONTROL OF ERROR:
There is one piece of wood and one piece of sand
paper.
The size of each piece is proportionate to each other.
VARIATIONS:
Use different grades of sandpaper
Use different shapes of wood.
Use a kukui nut.
VOCABULARY:
Wood, sandpaper, rub
AGES: 3 to 5 years
117
HO’O’ANAI PUPU
118
HAWAIIAN: Kuai ‗anai, ‗anai, malo‘o, and the names of the materials: hu‘akai, kopa, palaki ‗anai, pupu
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA I: HEALTH
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
DOE CONTENT AREA VI: SCIENCE c. Physical, Earth, and Space Sciences
Hawaii Preschool Content Standards
I: Standard 1: Develop health awareness and skills.
I. Standard 2: Learn and follow basic safety rules.
I. Standard 3: Acquire basic self help skills.
I. Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
I: Standard 6: Develop strength and coordination of large muscles
II: Standard 5: Acquire behaviors and skills expected in school.
Hawaii DOE Content and Performance Standards I. Standard 3: SELF: MANAGEMENT: Practice health: enhancing behaviors and
reduce health risks
I. Standard 4: ANALYZING INFLUENCES: Understand the influences of culture,
family, peers, media, technology, and other factors on health
V: Standard 2: COGNITIVE CONCEPTS: Understand movement concepts,
principles, strategies, and tactics as they apply to the learning and
performance of physical activities
VI .c: Standard 6: NATURE OF MATTER AND ENERGY: Understand the nature of
matter and energy, forms of energy (including waves) and energy
transformations, and their significance in understanding the
structure of the universe
VI. c: Standard 8: FORCE AND MOTION: Understand the relationship between
force, mass, and motion of objects; and know the major natural
forces: gravitational, electric, and magnetic
SCRUBBING A SHELL
MATERIALS:
A large shell
Small cloth for drying
Basin
Bucket
Pitcher
Towel for the table
Scrub brush
Sponge
Soap dish and Soap
Apron
Two trays
PRESENTATION:
Invite the child.
Put on an apron.
Scoop water from the clean water container using the
pitcher and pour into the basin. Fill the water to the
water line.
Place the shell in the basin.
Take the scrub brush and dip it in the water.
Rub the scrub brush over the soap three times in
counter clockwise direction.
Begin to scrub the shell in a circular counterclockwise
motion, using the left hand on the shell to keep it from
falling off the table.
Rinse the brush and let it drip in the basin before
placing it on the tray.
Use the sponge to rinse the shell.
Dry the shell with the towel and return to tray.
Empty the basin water into the bucket.
Empty the bucket water into the dirty water container.
Wipe up any excess water from the table.
Hang up the apron.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIMS:
Strengthening the hand for further exercises including
writing.
Preparation to clean other objects.
POINTS OF INTEREST:
Working with an interesting and beautiful shell
Sound of the brush against the shell
CONTROL OF ERROR:
Water or soap on the floor or child.
Soap left on the shell.
VARIATIONS:
Use stones or a large rock
Change the shell
VOCABULARY: rub, scrub, dry, and the names of the
materials: sponge, soap, scrub brush, shell
AGES: 3 to 5 years
119
KALA KE’OKE’O KUHINU
120
HAWAIIAN: Kuhinu, pulupulu popo, kala ke‘oke‘o, kuhinu, a‘a lole, ku‘ai ‗anai, hulali
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA I: HEALTH
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
DOE CONTENT AREA VI: SCIENCE c. Physical, Earth, and Space Sciences
Hawaii Preschool Content Standards
I: Standard 1: Develop health awareness and skills.
I. Standard 2: Learn and follow basic safety rules.
I. Standard 3: Acquire basic self help skills.
I. Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
I: Standard 6: Develop strength and coordination of large muscles
II: Standard 5: Acquire behaviors and skills expected in school.
Hawaii DOE Content and Performance Standards I. Standard 3: SELF: MANAGEMENT: Practice health: enhancing behaviors and
reduce health risks
I. Standard 4: ANALYZING INFLUENCES: Understand the influences of culture,
family, peers, media, technology, and other factors on health
V: Standard 2: COGNITIVE CONCEPTS: Understand movement concepts,
principles, strategies, and tactics as they apply to the learning and
performance of physical activities
VI .c: Standard 6: NATURE OF MATTER AND ENERGY: Understand the nature of
matter and energy, forms of energy (including waves) and energy
transformations, and their significance in understanding the
structure of the universe
VI. c: Standard 8: FORCE AND MOTION: Understand the relationship between
force, mass, and motion of objects; and know the major natural
forces: gravitational, electric, and magnetic
SILVER POLISHING
MATERIALS::
Piece of silver to polish
Basket
Silver polish
Cotton ball
Polishing cloth
Mat
PRESENTATION:
Invite the child.
Place materials on the mat.
Squeeze a small amount of silver polish on the cotton
ball.
Gently rub the cotton ball on the silver using
counterclockwise strokes.
Gently rub the polishing cloth on the silver to remove
the polish.
Return materials to the shelf.
Wash hands to remove any polish on fingers.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIMS:
Learning how to polish
Preparation for writing
POINTS OF INTEREST:
Rubbing the polish on the silver
Removing the polish
Seeing the polished shiny silver
CONTROL OF ERROR:
The silver should be shiny and no polish should remain
on the silver when finished.
VARIATIONS:
Brass, copper and chrome polishing
VOCABULARY:
Polish, cotton ball, silver, polish cloth, rub, shine
AGES: 3 to 6 years
121
HO’O’UWI HU’AKAI
122
HAWAIIAN: Pulu, malo‘o, hu‘akai, ‗uwi, hopu, kawele
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA I: HEALTH
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
DOE CONTENT AREA VI: SCIENCE c. Physical, Earth
Hawaii DOE Content and Performance Standards
I. Standard 3: SELF: MANAGEMENT: Practice health:
enhancing behaviors and reduce health risks
V: Standard 2: COGNITIVE CONCEPTS: Understand movement
concepts, principles, strategies, and tactics as they
apply to the learning and performance of physical
activities
VI. c: Standard 8: FORCE AND MOTION: Understand the
relationship between force, mass, and motion of
objects; and know the major natural forces:
gravitational, electric, and magnetic
Hawaii Preschool Content Standards
I: Standard 1: Develop health awareness and skills.
I. Standard 3: Acquire basic self help skills.
I. Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
I: Standard 6: Develop strength and coordination of large muscles.
II: Standard 5: Acquire behaviors and skills expected in school.
SQUEEZING A SPONGE
MATERIALS:
Plastic tray
Two bowls, one with water
Sponge
Water
PRESENTATION:
Invite the child.
Carry the activity with both hands to the mat.
Place bowl of water to the left, and the empty bowl to
the right. Place the sponge in between the bowls.
Soak the sponge in the water by pushing it in the bowl
with your finger tips.
Grasp the sponge and with both hands, squeeze (using
all fingers) the water out of the sponge and into the
empty bowl.
Place the sponge back into the water and repeat the
process until all of the water has been squeezed into
the second bowl and the sponge is dry.
Repeat the process by squeezing the water from the
second bowl back into the first bowl.
Wipe up any excess water on the tray or bowl.
Place sponge in between the bowls.
Return activity to the shelf.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIMS:
Leaning how to clean up spills using a sponge.
Strengthening the hand for writing.
Left right sequence for reading.
POINTS OF INTEREST:
Seeing the sponge soak up the water.
Feeling the sponge when it is filled with water and
when it is dry.
Seeing the water being squeezed out of the sponge.
CONTROL OF ERROR:
Water spilled should be minimal
VOCABULARY:
Wet, dry, sponge, squeeze, grasp, wipe
AGES: 2 ½ to 4 years
123
HO’OPULUMI
124
HAWAIIAN: Ho‘opuchu, pulumi, paehu, pulumi lima, pulumi, nea nea
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA I: HEALTH
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
DOE CONTENT AREA VI: SCIENCE c. Physical, Earth, and Space Sciences
Hawaii Preschool Content Standards
I: Standard 1: Develop health awareness and skills.
I. Standard 2: Learn and follow basic safety rules.
I. Standard 3: Acquire basic self help skills.
I. Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
I: Standard 6: Develop strength and coordination of large muscles
II: Standard 5: Acquire behaviors and skills expected in school.
Hawaii DOE Content and Performance Standards I. Standard 3: SELF: MANAGEMENT: Practice health: enhancing behaviors and
reduce health risks
I. Standard 4: ANALYZING INFLUENCES: Understand the influences of culture,
family, peers, media, technology, and other factors on health
V: Standard 2: COGNITIVE CONCEPTS: Understand movement concepts,
principles, strategies, and tactics as they apply to the learning and
performance of physical activities
VI .c: Standard 6: NATURE OF MATTER AND ENERGY: Understand the nature of
matter and energy, forms of energy (including waves) and energy
transformations, and their significance in understanding the
structure of the universe
VI. c: Standard 8: FORCE AND MOTION: Understand the relationship between
force, mass, and motion of objects; and know the major natural
forces: gravitational, electric, and magnetic
SWEEPING
MATERIALS:
Child size broom
Basket with shreds of paper
Dustpan and brush
Taped square on floor
PRESENTATION:
Invite the child.
Sprinkle the shreds of paper on floor near the taped
square.
Using the broom sweep the paper into the square.
Using the dustpan and brush sweep the paper into the
dustpan.
Empty the paper into the basket.
Return materials to shelf.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIM:
Learning how to use a broom to clean floors.
POINTS OF INTEREST:
Using a broom
Seeing a clean floor
CONTROL OF ERROR:
All of the paper should be swept up.
VARIATIONS:
Sweep different materials on different surfaces
VOCABULARY:
Scatter, broom, dusting pan, hand broom, sweep, empty
AGES: 2 ½ to 3 ½ years
125
PAKAUKAU HO’O’ANAI
126
HAWAIIAN: Kopa, palaki ‗anai, hu‘okai, pakaukau, ‗anai, ho‘okawele, malo‘o
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA I: HEALTH
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
DOE CONTENT AREA VI: SCIENCE c. Physical, Earth, and Space Sciences
Hawaii Preschool Content Standards
I: Standard 1: Develop health awareness and skills.
I. Standard 2: Learn and follow basic safety rules.
I. Standard 3: Acquire basic self help skills.
I. Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
I: Standard 6: Develop strength and coordination of large muscles
II: Standard 5: Acquire behaviors and skills expected in school.
Hawaii DOE Content and Performance Standards I. Standard 3: SELF: MANAGEMENT: Practice health: enhancing behaviors and
reduce health risks
I. Standard 4: ANALYZING INFLUENCES: Understand the influences of culture,
family, peers, media, technology, and other factors on health
V: Standard 2: COGNITIVE CONCEPTS: Understand movement concepts,
principles, strategies, and tactics as they apply to the learning and
performance of physical activities
VI .c: Standard 6: NATURE OF MATTER AND ENERGY: Understand the nature of
matter and energy, forms of energy (including waves) and energy
transformations, and their significance in understanding the
structure of the universe
VI. c: Standard 8: FORCE AND MOTION: Understand the relationship between
force, mass, and motion of objects; and know the major natural
forces: gravitational, electric, and magnetic
TABLE SCRUBBING
MATERIALS:
Table
Apron
Bowl
Scrub brush
Soap
Soap dish
Sponge
Towel
PRESENTATION:
Invite child to wash a table.
Have child put apron on.
Place water into the bowl from the water source.
Dip scrub brush into the water.
Gently rub the brush over the soap.
Scrub the table in a left to right and top to bottom
direction, creating counterclockwise circles.
Obtain more soap if needed.
Continue scrubbing entire table.
Place sponge in the bowl. Wipe off the soap from the
table by moving the sponge left to right and top to
bottom. Rinse and squeeze the sponge into the bowl
of water as needed. Make sure to wipe any excess
soap from the bottom edges of the table.
Dry the table using the towel. Touch the table with
hands to feel the cleanliness.
Empty the water into the used water source bucket and
dry the bowl with the sponge.
Return materials to proper place.
Hang apron.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIMS:
Learning how to wash a table
Preparation for reading and writing
POINTS OF INTEREST:
Seeing the soap bubbles
Hearing the sound of the scrub brush
CONTROL OF ERROR:
Water or soap spilled should be minimal.
Table should feel dry and clean when finished.
VOCABULARY:
Soap, scrub brush, sponge, table, scrub, wipe, dry
AGES: 2 ½ to 4 years
127
HOLOI LOLE
128
HAWAIIAN: Papa holoi, kopa, lole, ‗anai, wai mala‘e, ‗uwi
Hawaii Preschool Content Standards
I: Standard 1: Develop health awareness and skills.
I. Standard 3: Acquire basic self help skills.
I. Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
I: Standard 6: Develop strength and coordination of large muscles
II: Standard 5: Acquire behaviors and skills expected in school.
Hawaii DOE Content and Performance Standards I. Standard 3: SELF: MANAGEMENT: Practice health: enhancing behaviors and
reduce health risks
I. Standard 4: ANALYZING INFLUENCES: Understand the influences of culture,
family, peers, media, technology, and other factors on health
V: Standard 2: COGNITIVE CONCEPTS: Understand movement concepts,
principles, strategies, and tactics as they apply to the learning and
performance of physical activities
VI .c: Standard 6: NATURE OF MATTER AND ENERGY: Understand the nature of
matter and energy, forms of energy (including waves) and energy
transformations, and their significance in understanding the
structure of the universe
VI. c: Standard 8: FORCE AND MOTION: Understand the relationship between
force, mass, and motion of objects; and know the major natural
forces: gravitational, electric, and magnetic
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA I: HEALTH
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
DOE CONTENT AREA VI: SCIENCE c. Physical, Earth, and Space Sciences
WASHING CLOTHES
MATERIALS:
Table
Apron
Two basins
Pitcher
Washboard
Soap
Soap dish
Sponge
Basket for wet clothes
Clothes pins
Clothes line
PRESENTATION:
Put apron on.
Bring tray to table.
Fill the basins with water from the water source.
Place washboard in basin.
Immerse cloth in water.
Place wet cloth on washboard.
Place soap on cloth and fold around it.
Holding washboard securely with one hand, rub cloth
and soap up and down on washboard once with the
other hand.
Return soap to dish and scrub cloth on the wash board
several times.
Rinse excess soap from cloth and squeeze excess water
out from the cloth.
Place cloth in rinse water.
Lift cloth up and down a few times and then squeeze
excess water out in the same manner as above.
Place cloth in basket.
Continue to wash all cloths in the manner, one at a
time, as above.
Empty basins into the used water buckets and wipe dry
with the sponge.
Hang cloths on clothes line.
Hang apron.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIM:
Learning how to wash clothes
POINTS OF INTEREST:
Soap suds on washboard.
Sound of washboard.
Squeezing out the water from the cloth
CONTROL OF ERROR:
Water spilled on the floor should be minimal.
Too much soap on washboard and cloths.
Clothes that are too wet.
VOCABULARY:
Washboard, soap, clothes, scrub, rinse, squeeze, hang
AGES: 3 ½ to 6 years
129
PUKAANANI HOLOI
130
HAWAIIAN: ‗Ehu wai ‗omole, kawele pepa, ho‘okawele, wa‘u wai
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA VI: SCIENCE
c. Physical, Earth, and Space Sciences
Hawaii Preschool Content Standards
I. Standard 3: Acquire basic self help skills.
I. Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
I: Standard 6: Develop strength and coordination of large muscles
II: Standard 5: Acquire behaviors and skills expected in school.
Hawaii DOE Content and Performance Standards V: Standard 2: COGNITIVE CONCEPTS: Understand movement concepts,
principles, strategies, and tactics as they apply to the learning and
performance of physical activities
VI .c: Standard 6: NATURE OF MATTER AND ENERGY: Understand the nature of
matter and energy, forms of energy (including waves) and energy
transformations, and their significance in understanding the
structure of the universe
VI. c: Standard 8: FORCE AND MOTION: Understand the relationship between
force, mass, and motion of objects; and know the major natural
forces: gravitational, electric, and magnetic
WINDOW WASHING
MATERIALS:
Window washing liquid (such as vinegar, dish soap,
and water mixture) contained in a spray bottle
Squeegee
Paper towels
PRESENTATION:
Invite the child.
Place the materials in front of the window.
Spray the cleaner liquid on the top section of the
window.
Use the squeegee and wipe the liquid off the window
in a top to bottom and left to right direction.
Wipe any excess liquid with the paper towel over the
window until the window is dry and clean.
Return materials to the shelf.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIM:
Learning how to wash windows.
POINTS OF INTEREST:
Using the spray bottle and squeegee
Seeing a clean window
CONTROL OF ERROR:
The window should be dry and clean after it is washed.
VOCABULARY: spray bottle, paper towel, wipe,
squeegee
AGES: 2 to 3 years
131
C h a p t e r 5 . C a r e o f S e l f
Care of self activities help
children gain the confidence and
independence to perform tasks for themselves
by not having to rely on adults to help them.
Activities include:
134 …………………Brush Claiming
136 …………………….Doll washing
138 ………………Dressing Frames
140 ………………………Fabric Folds
142 …..………..Food Preparation
144 ………..……….Hand washing
146 …..….……..………..Napkin Roll
148 …….…....….Putting on Pants
150 ……….……..Sewing a button
152 ….….………………Sewing card
154 …………..………..Table setting
133
HO’OMA’EMA’E PALAKI LAUOHO
134
HAWAIIAN: Pahu, paloki, he‘e, kahi, niho, ma‘okala, paniani, kamola
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA I: HEALTH
HPCS DOMAIN IV: COGNITIVE DEVELOPMENT b. MATHEMATICS DOE CONTENT AREA II: FINE ARTS a. VISUAL ARTS
DOE CONTENT AREA IV: MATHEMATICS b. Measurements
DOE CONTENT AREA V: PHYSICAL EDUCATION
Hawaii Preschool Content Standards
I. Standard 3: Acquire basic self help skills.
I. Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
IV. b. Standard 2: Recognize and create patterns and become aware
of relationships.
IV. b. Standard 3: Develop concepts of shape and space.
IV. b. Standard 4: Develop and use measurement concepts.
Hawaii DOE Content and Performance Standards
I. Standard 3: SELF: MANAGEMENT: Practice health: enhancing behaviors
and reduce health risks
I. Standard 5: INTERPERSONAL COMMUNICATION: Use interpersonal
communication skills to enhance health
II. Standard 1: VISUAL ARTS: Understand and apply art materials, techniques,
and processes in the creation of works of art and understand how
the visual arts communicate a variety of ideas, feelings, and
experiences
IV. b: Standard 5: PROPERTIES AND RELATIONSHIPS: Analyze properties of
objects and relationships among the properties
V: Standard 2: COGNITIVE CONCEPTS: Understand movement concepts,
principles, strategies, and tactics as they apply to the learning and
performance of physical activities
CLEANING HAIR BRUSH
MATERIALS:
Tray
Lidded box
Two sided hair brush with differently spaced bristles on
each side
Comb with two sizes of gaps between teeth to match
spacing of bristles
Small open (or lidded) container
About 24‖ of yarn
PRESENTATION:
Invite the child.
Get a mat and place it on the table.
Carry the activity to the mat using both hands.
Hold the lidded box with both hands, and place to the
left of the tray
Open the box and place the lid top down on the mat
in front of the box and tray
Take the brush out of the box and place it on the lid.
Take the small open container that has yarn rolled up
on it and place it on the tray
Take the yarn and holding one end down with thumb
weave it through the bristles of the brush
Get the comb from the box
Select the appropriate size teeth for the size of gap
between the bristles
Slide the comb through the bristles and remove yarn
Place the brush back on the lid
Remove the yarn from the comb
Place the comb back in the box
Take the yarn with dominant hand and roll it, counter-
clockwise, around fingertips
Place the yarn back on the small open container
Return the container to the box next to the comb
Return the brush to the box
Put the lid back on the box
Place the box back on the tray
Return the activity to its shelf.
Return the mat to its shelf
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIMS:
Learning to clean a brush
Matching large and small (teeth of comb to bristle
spacing)
Preparing hand muscles for writing
POINTS OF INTEREST:
Creating weaving design with yarn, floss, or thread
Listening to the sound of the comb and bristles
Rolling yarn around fingertips
CONTROL OF ERROR:
Yarn is stuck on the brush.
. VARIATIONS:
Use various colored embroidery floss, or crochet thread
instead of yarn
Add shampoo and warm water brush washing, and
drying to process
VOCABULARY:
Box, brush, slide, comb, teeth, bristles, yarn, weaving
AGES: 2 ½ - 4 years
135
HOLOI KI’I PEPE
136
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA I: HEALTH
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA IV: MATHEMATICS b. Measurements
HPCS DOMAIN III: COMMUNICATION, LANGUAGE DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
DOE CONTENT AREA VI: SCIENCE a. The Scientific Process
DOE CONTENT AREA VII: SOCIAL STUDIES c. Political Science/Civics
HAWAIIAN: Hua hua, holoi, kino mokuna, wai mala‘e, malo‘o
Hawaii Preschool Content Standards
I: Standard 1: Develop health awareness and skills..
I. Standard 3: Acquire basic self help skills.
I. Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
I: Standard 6: Develop strength and coordination of large muscles
II: Standard 4: Develop a positive and open approach to learning.
II: Standard 5: Acquire behaviors and skills expected in school.
IV. a. Standard 1: Represent fantasy and real-life experiences through pretend play.
Hawaii DOE Content and Performance Standards
I. Standard 3: SELF: MANAGEMENT: Practice health: enhancing behaviors
and reduce health risks
IV. b: Standard 4: FLUENCY WITH MEASUREMENT: Understand attributes, units,
and systems of units in measurement; and develop and use
techniques, tools, and formulas for measuring
V: Standard 2: COGNITIVE CONCEPTS: Understand movement concepts,
principles, strategies, and tactics as they apply to the learning and
performance of physical activities
VI. a: Standard 1: SCIENTIFIC INVESTIGATION: Discover, invent and investigate
using the skills necessary to engage in the scientific process
VII. c: Standard 5: PARTICIPATION AND CITIZENSHIP-Understand roles, rights
(personal, economic, political), and responsibilities of American
citizens and exercise them in civic action
DOLL WASHING
MATERIALS:
Apron
Basin
Pail
Pitcher
Soap in dish
Sponge
Towel
Doll wrapped in blanket
Doll basket
PRESENTATION:
Invite the child.
Put on the apron.
Fetch water and slowly pour water into basin.
Unwrap doll from the blanket and place in basin.
Rub soap over front and back of doll.
Rinse off soap from the doll‘s body.
Lift doll out of water. Watch the water drip off.
Lay the doll on the towel and dry the doll.
Return dry doll to doll basket and wrap in the blanket.
Empty basin of water into the pail and empty pail into
used water container.
Dry materials and put back in order
Replace wet towel with a dry one.
Return materials to shelf.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIM:
Learning to wash a doll
POINTS OF INTEREST:
Feel of the water
Hearing the water
Feel of the soap suds and sponge
Washing the doll
CONTROL OF ERROR:
Water spilling on floor should be minimal.
All the soap should be washed off of the doll.
VARIATIONS
Wash other toys
VOCABULARY:
Lather, wash, body parts, rinse, dry
AGES: 18 months to 6 years
137
LOLE HAKA KAULA’I
138
HAWAIIAN: Haka kaulai, , pihi, li‘I, nui, lipine, lipine hipu‘u, li kama‘a, na hae, pine malu, li
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT
Hawaii Preschool Content Standards
I. Standard 3: Acquire basic self help skills.
I. Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
I: Standard 6: Develop strength and coordination of large muscles
II: Standard 5: Acquire behaviors and skills expected in school.
Hawaii DOE Content and Performance Standards
V Standard 1: MOVEMENT FORMS: Use motor skills and
movement patterns to perform a variety of physical
activities
V: Standard 2: COGNITIVE CONCEPTS: Understand movement
concepts, principles, strategies, and tactics as they
apply to the learning and performance of physical
activities
V: Standard 3: ACTIVE LIFESTYLE: Participate regularly in physical
activity
V: Standard 4: PHYSICAL FITNESS: Know ways to achieve and
maintain a health: enhancing level of physical fitness
DRESSING FRAMES
MATERIALS:
Small buttons frame
Large buttons frame
Ribbon bows frame
Laces frame
Shoe to lace
Hook and eye frame
Snaps frame
Zipper frame
Velcro frame
Safety pins frame
PRESENTATION:
Invite the child.
Place the selected frame on the table mat.
Slowly demonstrate how to unfasten the fabric on the
frame.
Open the unfastened fabric.
Re-align the fabric and slowly re-fasten starting at the
top.
Re-order and return to shelf.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIM:
Learning to dress
POINTS OF INTEREST:
Fastening and unfastening the fabric on the frames
Joy of learning how to dress oneself
CONTROL OF ERROR:
Uneven appearance of the fabric when task is completed
VARIATION:
Use actual articles of clothing with particular attributes
VOCABULARY: Frame, button, small, large, ribbon,
bow, shoelace, snaps, safety pin, lace,
AGES: 3 to 6 years
139
MAKELIA ‘OPI
140
HAWAIIAN: Ho‘o Kolo, ‗opi, na huina
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA IV: MATHEMATICS b. Measurements
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
HPCS DOMAIN IV: COGNITIVE DEVELOPMENT b. MATHEMATICS,
Hawaii Preschool Content Standards
I: Standard 1: Develop health awareness and skills.
I. Standard 3: Acquire basic self help skills.
I. Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
II: . Standard 3: Develop social skills and positive peer and adult relationships.
II: Standard 4: Develop a positive and open approach to learning.
II: Standard 5: Acquire behaviors and skills expected in school.
IV. b. Standard 3: Develop concepts of shape and space.
IV. b. Standard 4: Develop and use measurement concepts.
Hawaii DOE Content and Performance Standards
IV. b: Standard 4: FLUENCY WITH MEASUREMENT: Understand
attributes, units, and systems of units in
measurement; and develop and use techniques,
tools, and formulas for measuring
IV. b: Standard 5: PROPERTIES AND RELATIONSHIPS: Analyze
properties of objects and relationships among the
properties
V Standard 1: MOVEMENT FORMS: Use motor skills and
movement patterns to perform a variety of physical
activities
FABRIC FOLDS
MATERIALS:
Tray
Four square dish towels or fabric pieces with stitching
as illustrations show on facing page
PRESENTATION:
Invite the child.
Carry the tray in both hands carefully to a table and
place on the left of the mat.
Carefully unfold all pieces of fabric and place to the left
of the mat, under the tray.
Place the top fabric in the center of the mat.
Trace the fold stitching on the fabric with your fingers.
Then using your fingers again, point to the corners you
will pick up and then point to the corners you will
place the previous corners.
Fold the fabric according to the manner in which you
pointed.
Follow the fold stitching from left to right and top to
bottom sequence.
Continue in the same way with the other pieces of
fabrics.
Return the fabrics to the tray from easiest to difficult
(easiest one on the bottom of the tray, so that it will be
the first fabric to be folded when all fabrics are
removed).
Return the tray to the shelf.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIMS:
Homemaking skills
Enhancing visual perception
POINTS OF INTEREST:
Stitching
Folded piece of material
CONTROL OF ERROR:
Stitching
Seeing that the sides do not meet
Seeing that the stitching is not where the fold is
Arrangement of material when finished (easy to
difficult)
VARIATIONS:
Use fabric rectangles
Use fabric paired by various sizes, colors, fabric
weights, and textures
VOCABULARY:
trace, fold, corners
AGES: 3 to 5 years
141
Hawaii Preschool Content Standards
I: Standard 1: Develop health awareness and skills.
I: Standard 2: Learn and follow basic safety rules.
I: Standard 3: Acquire basic self help skills.
I: Standard 4: Increase sensory awareness.
I: Standard 5: Develop strength and coordination of small muscles
IV. b: Standard 2: Recognize and create patterns and become
aware of relationships.
IV. b: Standard 4: Develop and use measurement concepts.
MAKAUKAU KA’UKAMA
cucumbers
bananas
142
HAWAIIAN: Ho‘o Kolo, ‗opi, na huina
Hawaii DOE Content and Performance Standards
I. Standard 3: SELF: MANAGEMENT: Practice health: enhancing
behaviors and reduce health risks
IV. c: Standard 8: REPRESENTATIONAL SYSTEMS: Select and use
different representational systems, including
coordinate geometry
V: Standard 2: COGNITIVE CONCEPTS: Understand movement
concepts, principles, strategies, and tactics as they
apply to the learning and performance of physical
activities
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA I: HEALTH
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA IV: COGNITIVE DEVELOPMENT c. SCIENCE
HPCS DOMAIN IV: COGNITIVE DEVELOPMENT b. MATHEMATICS, DOE CONTENT AREA V: PHYSICAL EDUCATION
FOOD PREPARATION
MATERIALS:
Apron
Brush for cleaning vegetables
Dish of water for washing vegetables
Cutting board
Small knife
Vegetable peeler
Toothpicks
Dish for serving the cut vegetables
Sponge for cleaning up
Mat for the table
Paper towels for scraps
PRESENTATION:
Invite the child to the food preparation table.
Put on the apron and wash hands.
Show the child how to get enough water in the bowl to
scrub vegetable and carry it to the table.
Clean the cucumber in the bowl of water using the
brush. Use a downward stroke and rinse the brush
often.
Place cucumber on the cutting board and cut off the
ends placing these on the paper towel.
Holding the cucumber in one hand and the peeler in
the other hand, peel from the top to the bottom
stroking away from the body.
Place the peelings in the towel.
Lay the cucumber down on the cutting board and press
knife down to slice, making thick but not overly thin
slices. These slices may be halved or quartered
according to the size of the cucumber.
Place a toothpick in each slice, then place on the tray
When the entire cucumber is sliced and in the serving
bowl, the child may go around the room and serve the
pieces to the other children.
Empty the water and make sure all the scraps are in the
towel before throwing it away.
Use sponge to clean off board and mat.
Dry the bowls, knife, peeler, and mat.
Wash hands and hang up the apron.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIMS:
Learning how to slice cucumbers
Joy of food preparation.
POINTS OF INTEREST:
Having the pleasure of preparing food for others and
serving it.
Peeling the cucumber skin
Eating the food
Using the utensils
CONTROL OF ERROR:
All skin peeled off.
VARIATIONS:
Use bananas, other vegetables or fruits.
Use different peelers.
Use a holder for slicing.
VOCABULARY: cucumber, cutting board, knife,
vegetable peeler, brush, scrub, peel, slice, scraps, serve
AGES: 4 to 6 years
143
144
LIMA HOLOI
HAWAIIAN: Hua, hua, ‗anai, pohaha wai, malo‘o
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA I: HEALTH
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
Hawaii Preschool Content Standards
I: Standard 1: Develop health awareness and skills.
I. Standard 3: Acquire basic self help skills.
I. Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
I: Standard 6: Develop strength and coordination of large muscles
II: Standard 5: Acquire behaviors and skills expected in school.
Hawaii DOE Content and Performance Standards
I. Standard 3: SELF: MANAGEMENT: Practice health: enhancing
behaviors and reduce health risks
I. Standard 4: ANALYZING INFLUENCES: Understand the
influences of culture, family, peers, media,
technology, and other factors on health
V Standard 1: MOVEMENT FORMS: Use motor skills and
movement patterns to perform a variety of physical
activities
HAND WASHING
MATERIALS:
Plastic mat
Basin
Pitcher
Pail
Soap in soap dish
Sponge
Hand towel
Apron
PRESENTATION:
Invite the child.
Put on apron.
Fetch water using pitcher and pour slowly into basin.
Place both hands into water to moisten.
Lift both hands from water. Watch last drop from
fingertips.
Using slow movement rub soap over backs of hands,
palms of hands, and with circular movement each
finger and wrist.
Put both hands into water and rinse off soap.
Lift both hands from water. Watch last drop from
fingertips.
Dry hands with towel.
Empty basin of water into the pail and empty the pail
into used water container.
Dry materials with sponge and reorder them.
Replace towel with fresh towel.
Return material to shelf.
Return apron to appropriate area.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIMS:
Learning to wash hands.
Preparation for eating.
POINTS OF INTEREST:
Feeling the water, soap, and lather
Making bubbles
Watching the last drop fall from fingers
Clean feeling on hands
CONTROL OF ERROR:
There should be no water spilled or soap left on the
hands.
VOCABULARY:
Lather, scrub, bubbles, dry
AGES: 2 to 5 years
145
KAWELE ‘OKA’A
146
HAWAIIAN: ‗Oka‘a, ho‘omahola, kawele po‘aha, kawele
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA IV: MATHEMATICS b. Measurements
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
HPCS DOMAIN IV: COGNITIVE DEVELOPMENT b. MATHEMATICS,
Hawaii Preschool Content Standards
I: Standard 1: Develop health awareness and skills.
I. Standard 3: Acquire basic self help skills.
I. Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
II: . Standard 3: Develop social skills and positive peer and adult relationships.
II: Standard 4: Develop a positive and open approach to learning.
II: Standard 5: Acquire behaviors and skills expected in school.
IV. b. Standard 3: Develop concepts of shape and space.
IV. b. Standard 4: Develop and use measurement concepts.
Hawaii DOE Content and Performance Standards
IV. b: Standard 4: FLUENCY WITH MEASUREMENT: Understand
attributes, units, and systems of units in
measurement; and develop and use techniques,
tools, and formulas for measuring
IV. b: Standard 5: PROPERTIES AND RELATIONSHIPS: Analyze
properties of objects and relationships among the
properties
V Standard 1: MOVEMENT FORMS: Use motor skills and
movement patterns to perform a variety of physical
activities
NAPKIN ROLL
MATERIALS:
Tray
Napkins
Napkins rings
PRESENTATION:
Invite the child.
Select one napkin and place in center of mat.
Slide napkin ring out. Unroll the napkin.
Place napkin ring and unfolded napkin on the upper
part of the mat.
Continue until all napkins are unrolled.
Roll the first napkin and slide the napkin ring to the
center of the rolled napkin.
Continue rolling and placing napkin rings on the
napkins.
Return rolled napkins to the tray and return to shelf.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIMS:
Learning to roll napkins
Preparation for writing
POINTS OF INTERESTS:
Napkin ring
Seeing and feeling the napkin being unrolled and rolled
CONTROL OF ERROR: If rolled improperly, the napkin
will not fit in the napkin ring.
VOCABULARY: Roll, unroll, napkin ring, napkin
AGES: 3 to 4 ½ years
147
HO’OKOMO LOLE WA WAE
148
HAWAIIAN: Puhaka, huki
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT
Hawaii Preschool Content Standards
I. Standard 3: Acquire basic self help skills.
I. Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
I: Standard 6: Develop strength and coordination of large muscles
II: Standard 5: Acquire behaviors and skills expected in school.
Hawaii DOE Content and Performance Standards
V Standard 1: MOVEMENT FORMS: Use motor skills and
movement patterns to perform a variety of physical
activities
V: Standard 2: COGNITIVE CONCEPTS: Understand movement
concepts, principles, strategies, and tactics as they
apply to the learning and performance of physical
activities
V: Standard 3: ACTIVE LIFESTYLE: Participate regularly in physical
activity
V: Standard 4: PHYSICAL FITNESS: Know ways to achieve and
maintain a health: enhancing level of physical fitness
PUTTING ON PANTS
MATERIALS:
A pair of pull-up pants
PRESENTATION:
Invite the child
Hold up the pants and show the front and back of
them twice.
Lay the pants on the mat.
Sit down and slip one foot through the legs and then
the other.
Pull the pants up to the tops of your thighs
Stand up, grab the front of the pants and pull it to your
waist.
Turn around, grab the back of the pants and pull them
up.
Grab the sides of the waistband and work them into
place upon your waist.
Pull the front of the waistband down.
Turn around and pull the back of the waistband down.
Pull the pants down to your ankles.
Sit down and pull the pants off your legs.
If needed, turn the pants right side out.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIM:
Learning to put pants on, thus beginning to learn to
dress oneself.
POINTS OF INTEREST:
The feel of the pants material.
Putting on and taking off the pants.
CONTROL OF ERROR:
The child should have the pants properly on the waist.
VARIATIONS:
Use pants with button fly,
Use pants with zipper fly
VOCABULARY:
Waist, pull, back
AGES: 2 ½ to 3 ½ years
149
HO’OKU’I PIHI
150
HAWAIIAN: Pihi, kui, lopi, uluna pine, ‗upa
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT
Hawaii Preschool Content Standards
I. Standard 3: Acquire basic self help skills.
I. Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
I: Standard 6: Develop strength and coordination of large muscles
II: Standard 5: Acquire behaviors and skills expected in school.
Hawaii DOE Content and Performance Standards
V Standard 1: MOVEMENT FORMS: Use motor skills and
movement patterns to perform a variety of physical
activities
V: Standard 2: COGNITIVE CONCEPTS: Understand movement
concepts, principles, strategies, and tactics as they
apply to the learning and performance of physical
activities
V: Standard 3: ACTIVE LIFESTYLE: Participate regularly in physical
activity
V: Standard 4: PHYSICAL FITNESS: Know ways to achieve and
maintain a health: enhancing level of physical fitness
SEWING A BUTTON
MATERIALS:
Tray
Fabric
Needle
Thread
Buttons
Scissors
Pin cushion
PRESENTATION:
Carry tray to table.
Measure a piece of thread.
Cut the thread from the spool.
Thread the thread into the needle eye. Pull thread to
meet the other loose and. Tie a knot with both loose
ends to secure.
Hold cloth in one hand
Push the needle through with the other hand and pull
needle from the front.
Align the button hole with the point of needle.
Slide button down the thread to the cloth.
Put the needle in the second hole from the top of the
button.
Pull the needle out from the back of the fabric.
Repeat same procedures two more times with the
other holes.
Turn the cloth over.
Put needle flat on the cloth.
Push needle through the cloth to knot thread.
Cut the thread close to the cloth with scissors.
Reorder the tray and return materials to the shelf.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIMS:
Learn how to thread a needle.
Learning how to sew a button
POINTS OF INTEREST:
Button sewed to the cloth
Colorful cloth and button.
Use of a needle and thread
Different sizes and colors of buttons.
CONTROL OF ERROR: Buttons fall off of the fabric if
not secured or sewed properly.
VARIATIONS:
Use a shank button
VOCABULARY:
Button, needle, thread, pin cushion, scissors
AGES: 3 to 6 years
151
HO’OKU’I PEPA
152
HAWAIIAN: Huipa lopi kaholo, holona lopi kaholo, kuli, li, puka
Hawaii DOE Content and Performance Standards
V Standard 1: MOVEMENT FORMS: Use motor skills and
movement patterns to perform a variety of physical
activities
V: Standard 2: COGNITIVE CONCEPTS: Understand movement
concepts, principles, strategies, and tactics as they
apply to the learning and performance of physical
activities
V: Standard 3: ACTIVE LIFESTYLE: Participate regularly in physical
activity
V: Standard 4: PHYSICAL FITNESS: Know ways to achieve and
maintain a health: enhancing level of physical fitness
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT
Hawaii Preschool Content Standards
I. Standard 3: Acquire basic self help skills.
I. Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
I: Standard 6: Develop strength and coordination of large muscles
II: Standard 5: Acquire behaviors and skills expected in school.
SEWING CARD
MATERIALS:
One sewing card with holes
One knotted lace or yarn in a basket
PRESENTATION:
Invite the child.
Bring activity to the mat.
Grasp card in one hand and hold the lace in the other
hand.
Push unknotted end of lace through a hole from the
back of the card. Grasp and pull lace until the knot
stops at the hole.
Show the child the ―whip stitch‖ by pushing the lace
through each hole from the back of the card and
pulling through. Sew through about 4-5 holes. You
may use the word "up" as you push the lace up
through each hole to emphasize the pattern.
Unlace card, return materials to shelf and give child a
turn.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIM:
Learning how to sew.
POINTS OF INTEREST:
Seeing the pattern the lace makes.
Feeling the final tug as the lace is pulled all the way
through.
EXTENSION:
Demonstrate the "running stitch" which forms a line as
the lace is pushed up and down through alternate holes.
You may use the words "up, down" as you emphasize
the pattern of the running stitch.
CONTROL OF ERROR:
The knotted lace and the lace is long enough to sew
through all holes.
VARIATIONS:
Sew buttons on to fabric held on an embroidery hoop.
Sew yarn around metal inset drawn shapes.
VOCABULARY:
Whip stitch, running stitch, sew, lace, hole
AGES: 3 to 6 years
153
PAKAUKAU KAHUA
Hawaii Preschool Content Standards
I: Standard 3: Acquire basic self help skills.
I: Standard 4: Increase sensory awareness
I: Standard 5: Develop strength and coordination of small muscles
II: Standard 3: Develop social skills and positive peer and adult
relationships.
II: Standard 5: Acquire behaviors and skills expected in school.
IV. b. Standard 2: Recognize and create patterns and become
aware of relationships.
IV. b. Standard 3: Develop concepts of shape and space.
Hawaii DOE Content and Performance Standards
I. Standard 3: SELF: MANAGEMENT: Practice health: enhancing
behaviors and reduce health risks
IV. c: Standard 8: REPRESENTATIONAL SYSTEMS: Select and use
different representational systems, including
coordinate geometry
V: Standard 2: COGNITIVE CONCEPTS: Understand movement
concepts, principles, strategies, and tactics as they
apply to the learning and performance of physical
activities
154
HAWAIIAN: Kau moena, pa, pola, hamana, pahi, puna, pua pika, pakaukau kahua
HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA I: HEALTH
HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT DOE CONTENT AREA IV: COGNITIVE DEVELOPMENT c. SCIENCE
HPCS DOMAIN IV: COGNITIVE DEVELOPMENT b. MATHEMATICS, DOE CONTENT AREA V: PHYSICAL EDUCATION
TABLE SETTING
MATERIALS:
Plate
Basket
Placemat
Fork
Glass cup
Napkin
Knife
Small Vase
Napkin Holder
Spoon
Flowers
PRESENTATION:
Invite the child to set the table.
Place the tray on the above the mat.
Take placemat out, place it in the center of the mat.
Place plate in center of mat and place napkin above
the plate:
Place fork on left side of plate, knife on right side of
plate, and spoon on right side of knife.
Place cup on right corner of mat, above and on right
side of knife. Place vase in left corner and place flower
in vase.
Re-order materials in the basket and return to shelf.
DIRECT AIMS:
Order
Coordination
Concentration
Independence
INDIRECT AIM:
Learning how to set a table and prepare for meals.
POINTS OF INTEREST:
Learning correct placement of table setting
Sense of confidence and accomplishment
CONTROL OF ERROR:
Each piece has it's own place
Visualizing the pattern of the table setting
Using a control placemat with outlines of table items
VOCABULARY:
Placemat, plate, cup, fork, knife, spoon, vase flower, table
setting
AGES: 4 to 6 years
155