Practical LIfe Albm-Alex Zarella by Chaminade University

Acknowledgment: Mahalo to Kupuna Kala Holden for the Hawaiian translations

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: alex@alexzarella.com

SYLLABUS EDCS 632 CULTURALLY APPROPRIATE PRACTICE INSTRUCTOR:

Name: Susan Costello Email: susan.costello1@adjunct.chaminade.edu 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 jnakason@chaminade.edu  For the online component you should expect to spend the same amount of time you would spend in a face-toface 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.

CATALOG DESCRIPTION:

MAJOR COURSE TOPICS:

STUDENT LEARNING OUTCOMES:

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 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. 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

1. Signature Assignment that includes Practical Life rationale demonstrating knowledge of the scope and sequence of the Practical Life curriculum.

2. HTSB 5, 7; NAEYC 3, 4; MACTE 2d

2.Competency presenting Practical Life activity during practice session and performance.

3. HTSB 5; NAEYC 4; MACTE 2b, 3a, 3b, 3c 3. Setting up the Practical Life area. 4. HTSB 1; NAEYC 1; MACTE 1d 4. Create and demonstrate a Practical Life Activity and Lesson Plan. 5. HTSB 1; NAEYC 1, 4; MACTE 1b, 2b, 3c 5. Class and on-line discussion

PROGRAM OUTCOMES:

The major focus of this class is on the program outcomes of: Planning, Teaching, Assessing, Reflecting, and Adapting.

ACADEMIC REQUIREMENTS: Signature 1. Lesson plan that include appropriate standards and benchmarks, student learning objectives, content, assessment plan, procedures, and Assignment 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 1. Attendance and Participation (10 Points) Assignments 2. Performance Practice (10 Points) 3. Reflections (10 Points) 4. Discussions Online (10 Points)

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.

UNIVERSITY POLICIES:

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.

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 Goals and Objectives for Montessori Learning

Fundamental Beliefs and Values as Montessori Educators

The Six Components of the Montessori Environment

What is Montessori?

Twenty Best Practices of an Authentic Montessori School

100 Ways to say ―Very Good!‖

Child Progress Lists

Language of Encouragement

Three Period Lesson

Walking on the Line

The Silence Lesson

CHAPTER CONTENTS

1. R a t i o n a l e

2. G r a c e a n d C o u r t e s y

3. C o n t r o l o f M o v e m e n t

4. C a r e o f t h e E n v i r o n m e n t

5. C a r e o f S e l f

132

GOALS AND OBJECTIVES FOR MONTESSORI LEARNING

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

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

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

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

FUNDAMENTAL BELIEFS AND VALUES AS MONTESSORI EDUCATORS

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

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

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 mindâ&#x20AC;&#x2DC;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 todayâ&#x20AC;&#x2DC;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

THE SIX COMPONENTS OF THE MONTESSORI ENVIRONMENT

―THERE ARE SIX BASIC COMPONENTS IN THE MONTESSORI CLASSROOM ENVIRONMENT. THEY DEAL WITH THE CONCEPTS OF

FREEDOM

STRUCTURE AND ORDER

REALITY AND NATURE

BEAUTY AND ATMOSPHERE

THE MONTESSORI MATERIALS

DEVELOPMENT OF COMMUNITY LIFE.‖ Maria Montessori. The Montessori Method (1912)

What Is Montessori Educaton? by Carmen E. Adams

―A rajah once gathered together twelve blind but wise men. They were each commanded to feel a different part of an elephant. When asked to tell what they felt, each described the elephant in a different way. The one who had touched the ear said the elephant was like a basket. The one who had touched the tail said the elephant was like a reed. The one who touched a leg said the elephant was like a strong column. Hearing the answers each was amazed at the others inability to ―see‖ the truth.‖ Buddha

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? by Carmen E. Adams

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

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, ―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.

Twenty Best Practices of an Authentic Montessori School ÂŠ 2006 The Montessori Foundation 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

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

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:

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 ÂŠ 2006 The Montessori Foundation

The Montessori Learning Activities encourage:

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 Montessoriâ&#x20AC;&#x2DC;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.

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 ÂŠ 2006 The Montessori Foundation

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 ÂŠ 2006 The Montessori Foundation

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 oneâ&#x20AC;&#x2DC;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 oneâ&#x20AC;&#x2DC;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 ÂŠ 2006 The Montessori Foundation

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 childrenâ&#x20AC;&#x2DC;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 childâ&#x20AC;&#x2DC;s learning with allowing more practice time, making a presentation of a new lesson, a fresh challenge, or reinforcing basic groundrules

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

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.

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.

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. 26

100 Ways to Say 'Very Good‘ by Arzella Dirksen

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.

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

Child Progress List 1

Child Progress List 2

Child Progress List 3

The Language of Encouragement

Phrases That Demonstrate Acceptance Phrases That Recognize Effort and Improvement 1. I like the way you handled that 1. It looks as if you really worked hard on that 2. I like the way you tackle a problem 2. It looks as if you spent a lot of time thinking that 3. I‘m glad you enjoy learning through 4. I‘m glad you‘re pleased with it 3. I see that you‘re moving along 5. Since you‘re not satisfied, what do you think you can do 4. Look at the progress you‘ve made! (Be specific, tell so that you‘ll be pleased with it? how) 6. It looks as if you enjoyed that 5. You‘re improving in ____________________. (Be specific) 7. How do you feel about it? 6. You may not feel as if you‘ve reached your goal, but 8. Everybody makes mistakes. Mistakes are unplanned look how fare you‘ve come! learning experiences 7. We learn by trying 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.

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.

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 three-period lesson is a fundamental approach the child made. to introducing a new concept to children. It is used to move the In this lesson, the Montessori teacher calls upon the students to child from basic understanding to mastery. This discussion, uses show the appropriate materials. Place both cubes together on a mat. Begin with the last item named in period one. Ask the child the largest and smallest cubes of the Pink Tower material while to show you the small cube. Repeat small and big several times in teaching the terms big and small. 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.

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.

Waling on the Line

The Silence Lesson

1. Rationale

3. Control of Movement Gross Motor

2. Grace and Courtesy • Social Conventions • Neatness • Safety

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

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

4. Care of the Environment Care 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

5. Care of Self Doll washing Dressing frames Fabric folds Food preparation Hand washing Napkin roll Putting on pants Sewing a button Sewing card Table setting

CHAPTER 1. Rationale For Practical Life Exercises 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 selfdirected 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

RATIONALE FOR PRACITCAL LIFE EXCERCISES

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 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 childâ&#x20AC;&#x2122;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

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

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 kindergartnersâ&#x20AC;&#x2122; fine motor skills. Early Childhood Education Journal, 30(1) 9-13

2. Lokomaikai a Waipahe 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

Chapter 2. Grace and Courtesy 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.

3. Ho’omalu O Lawena 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

Chapter 3. Control of Movement 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

PAKEKE HO’OLAWE

HPCS DOMAIN I: PHYSICAL DEVELOPMENT, HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT HPCS DOMAIN III: COMMUNICATION, LANGUAGE DEVELOPMENT

DOE CONTENT AREA III: LANGUAGE DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION DOE CONTENT AREA VII: SOCIAL STUDIES c. Political Science/Civics DOE CONTENT AREA VIII: WORLD LANGUAGES a. Communication

Hawaii DOE Content and Performance Standards

HAWAIIAN: Pakeke, lawe, pa‘a, hopu, kanai

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

HOW TO CARRY A BUCKET AGES: 2 ½ to 3 years

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

LAVE NOHO

HPCS DOMAIN I: PHYSICAL DEVELOPMENT, HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT HPCS DOMAIN III: COMMUNICATION, LANGUAGE DEVELOPMENT

DOE CONTENT AREA III: LANGUAGE DEVELOPMENT DOE CONTENT AREA V: PHYSICAL EDUCATION DOE CONTENT AREA VIII: WORLD LANGUAGES a. Communication

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

HOW TO CARRY A CHAIR AGES: 2 ½ to 3 years

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

PAHALIHALI HO’OLAWE 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 DOE CONTENT AREA VII: SOCIAL STUDIES c. Political Science/Civics

Hawaii DOE Content and Performance Standards

HAWAIIAN: Pahalihali, ka‘ili, lawe

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 .

CARRYING A TRAY AGES: 2 ½ to 3 years

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

HO’OHALI A H’OLILO O WAI HPCS 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

HAWAIIAN: Hali, wai ma‘e ma‘e, hakuhaka, pulu malo‘o, pakeke, kaumaha, piha, ho‘olilo, wai lepo

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

FETCHING AND DISPOSING OF WATER AGES: 2 to 5 years

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.

KOMO ‘EPANE HPCS DOMAIN I: PHYSICAL DEVELOPMENT, HEALTH AND SAFETY HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT HPCS DOMAIN III: COMMUNICATION, LANGUAGE DEVELOPMENT

DOE CONTENT AREA I: HEALTH DOE CONTENT AREA V: PHYSICAL EDUCATION

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 AGES: 2 ½ to 3 years

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

HOMAU MEA PAâ&#x20AC;&#x2122;ANI 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 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 AGES: 2 ½ to 4 years

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

KAPEKA A MAKI HO’OMAHOLA

HPCS 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 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 HAWAIIAN: Kapeka, ho‘omahola, maki, hana haka, malino, aulike, ka‘e

UNROLL AND ROLL A RUG AGES: 18 months to 6 years

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

KA’I HELE HPCS 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

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 AGES: 18 months to 6 years

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

NA ‘OMOLE ME ‘UMOKI 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 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.

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 HAWAIIAN: Kui,, kohu like, na ‗omole, ‗umoki

BOTTLES WITH CAPS AGES: 2 ½ to 3 ½ years

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

MALOâ&#x20AC;&#x2122;O HANINI 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

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: Hanini, name of material being poured, pika wai, kiki, kakai

DRY POURING AGES: 2 to 3 years

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

HOPUNA 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

HAWAIIAN: Name of material being grasped, hopu, piha lima, hakahaka, hoâ&#x20AC;&#x2DC;ili, pauku

GRASPING AGES: 2 to 3 years

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

NA MAKINA PINE ME WILI HPCS DOMAIN I: PHYSICAL DEVELOPMENT DOE CONTENT AREA IV: MATHEMATICS a. Numbers & HPCS DOMAIN IV: COGNITIVE DEVELOPMENTb. Mathematics, C. Science (DOE cntâ&#x20AC;&#x2122;d) Opeations b. Measurements c. Geometry & Spatial Sense 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 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

HAWAIIAN: Na makina pine, wili, kui, kehu like

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

NUTS AND BOLTS AGES: 2 ½ to 4 years

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

‘UPIKI NA PINE KAULA’I 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 DOE Content and Performance Standards

HAWAIIAN: Pine kaula‘I, ‗uwi, ‗upiki, ku‘u, hopu

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 AGES: 2 to 3 ½ years

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

‘UPIKI I LOKO LA’IKI PIKA 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

HAWAIIAN: Hua pupu, ‗upiki, pika, ha‘ule, hanini, puka

PINCHING INTO A NARROW NECKED VASE AGES: 2 to 4 years

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 .

‘UPIKI ME MANAMANALIMA 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

HAWAIIAN: Kini, ‗upiki, puka, wahi

PINCHING WITH FINGERS AGES: 18 months to 3 years

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

‘UPIKI ME NUI ‘UPA LI’I ‘UPA 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 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 HAWAIIAN: Hua pupu,, nui ‗upa li‘I ‗upa, ‗uwi, omo pola, waiho magnetic

PINCHING WITH SCISSOR TWEEZERS AGES: 3 to 4 ½ years

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

‘UPIKI ME NA ‘UPA 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 DOE Content and Performance Standards

HAWAIIAN: Pom pom na popo, hau pa‘a‘ili, pa halihali, hau pa‘a‘ili pauku, na upa, ‗upiki, ‗uwi, laka

PINCHING WITH TONGS AGES: 3 to 4 ½ years

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 .

‘UPIKI ME LI’I ‘UPA

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 DOE Content and Performance Standards

HAWAIIAN: Hua pupu,, li‘I ‗upa, ‗uwi, omo pola, waiho

PINCHING WITH TWEEZERS AGES: 2 to 3½ years

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

MEA HANA NA MAKINA PINE ME MAKINA PINE 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 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 HAWAIIAN: Mea hana na makina pine me makina pine, huli, puka, huli ‗uaki, huli ‗uaki ku‘e, ho‘olikelike, ho‘ohemo

RATCHET AND BOLTS AGES: 3 to 4 years

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

HOâ&#x20AC;&#x2122;OKUPA

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

SCOOPING AGES: 2 to 3 1/2 years

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

KUIKALA NA KUI 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 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 HAWAIIAN: Kui kala, kui, huli, puka, huli ‗uaki, huli ‗uaki ku‘e, ho‘olikelike, ho‘ohemo

SCREWDRIVER AND SCREWS AGES: 3 to 4 years

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

HO’OPUNA 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 AGES: 3 to 4 ½ years

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

HO’O’UWIHO’OMA’U ‘UPI 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

HAWAIIAN: Ho‘oma‘u, omo, ‗uwi, pohaha wai, ea ea

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 AGES: 2 to 5 years

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

PULU HANINI 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

HAWAIIAN: Hanini, hopu, pika

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 AGES: 2 to 3 years

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

HO’OPUEHU 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. I: I: . II:

Standard 4: Increase sensory awareness Standard 5: Develop strength and coordination of small muscles Standard 6: Develop strength and coordination of large muscles Standard 5: Acquire behaviors and skills expected in school.

Hawaii DOE Content and Performance Standards

HAWAIIAN: Pulima, ‗oni, kopa, pohaha wai, lawe

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 AGES: 3 ½ to 5 years

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

4. 窶連no o ka nohona malama

Chapter 4. Care of the Environment

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

MALAMA O NA HOLOHOLONA 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

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

100

CARE OF ANIMALS AGES: 2 ½ to 6 years

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.

101

HOâ&#x20AC;&#x2122;OHUNA 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: I. I. I: I: II:

Standard 1: Develop health awareness and skills. Standard 3: Acquire basic self help skills. Standard 4: Increase sensory awareness Standard 5: Develop strength and coordination of small muscles Standard 6: Develop strength and coordination of large muscles Standard 5: Acquire behaviors and skills expected in school.

102

CRUMBING AGES: 2 to 3 years

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

103

PA HOLOI 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: I. I. I. I: I: II:

Standard 1: Develop health awareness and skills. Standard 2: Learn and follow basic safety rules. Standard 3: Acquire basic self help skills. Standard 4: Increase sensory awareness Standard 5: Develop strength and coordination of small muscles Standard 6: Develop strength and coordination of large muscles Standard 5: Acquire behaviors and skills expected in school.

104

DISHWASHING AGES: 2 ½ to 4 years

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

105

HOâ&#x20AC;&#x2122;OEHU LEPO 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: I. I. I: I: II:

HAWAIIAN: Chu lepo lole (dust cloth)

106

DUSTING AGES: 2 to 3 years

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

107

HO’OHAMALE 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. I. I. I: I: II:

Standard 2: Learn and follow basic safety rules. Standard 3: Acquire basic self help skills. Standard 4: Increase sensory awareness Standard 5: Develop strength and coordination of small muscles Standard 6: Develop strength and coordination of large muscles Standard 5: Acquire behaviors and skills expected in school.

HAWAIIAN: La‘au, hamale, po‘o, ‗uwalu, kui, aniani, panekana, lawe aku, pa‘a

108

HAMMERING AGES: 4 ½ to 5 years 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.

109

ANIANI KUHINU 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: I. I. I. I: I: II:

110

MIRROR POLISHING AGES: 3 to 6 years

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

111

LA'AU HOLOI PAPAHELE 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: I. I. I. I: I: II:

112

MOPPING AGES: 3 to 4 years

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

113

MEA LA’AU HO’OWAI 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: I. I. I: I: II:

HAWAIIAN: Omo, lepo, wai, hanini, pika wai

114

PLANT WATERING AGES: 2 ½ to 3 ½ years

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

115

HO’ONE LA’AU 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: I. I. I. I: I: II:

116

SANDING WOOD AGES: 3 to 5 years

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

117

HO’O’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: I. I. I. I: I: II:

118

SCRUBBING A SHELL AGES: 3 to 5 years

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

119

KALA KE’OKE’O KUHINU 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: I. I. I. I: I: II:

120

SILVER POLISHING AGES: 3 to 6 years

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

121

HO’O’UWI HU’AKAI HPCS DOMAIN I: PHYSICAL DEVELOPMENT HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT

DOE CONTENT AREA I: HEALTH DOE CONTENT AREA V: PHYSICAL EDUCATION DOE CONTENT AREA VI: SCIENCE c. Physical, Earth

Hawaii Preschool Content Standards I: I. I. I: I: II:

Standard 1: Develop health awareness and skills. Standard 3: Acquire basic self help skills. Standard 4: Increase sensory awareness Standard 5: Develop strength and coordination of small muscles Standard 6: Develop strength and coordination of large muscles. 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 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: Pulu, malo‘o, hu‘akai, ‗uwi, hopu, kawele

122

SQUEEZING A SPONGE AGES: 2 ½ to 4 years

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

123

HO’OPULUMI 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: I. I. I. I: I: II:

124

SWEEPING AGES: 2 ½ to 3 ½ years

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

125

PAKAUKAU HO’O’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: I. I. I. I: I: II:

126

TABLE SCRUBBING AGES: 2 ½ to 4 years

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

127

HOLOI LOLE 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: I. I. I: I: II:

128

WASHING CLOTHES AGES: 3 ½ to 6 years

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

129

PUKAANANI HOLOI HPCS DOMAIN I: PHYSICAL DEVELOPMENT 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. I. I: I: II:

Standard 3: Acquire basic self help skills. Standard 4: Increase sensory awareness Standard 5: Develop strength and coordination of small muscles Standard 6: Develop strength and coordination of large muscles 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

HAWAIIAN: ‗Ehu wai ‗omole, kawele pepa, ho‘okawele, wa‘u wai

130

WINDOW WASHING AGES: 2 to 3 years

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

131

5. MALAMA O IHO

132

Chapter 5. Care of Self

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 HPCS DOMAIN I: PHYSICAL DEVELOPMENT HPCS DOMAIN IV: COGNITIVE DEVELOPMENT b. MATHEMATICS

DOE CONTENT AREA I: HEALTH 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 HAWAIIAN: Pahu, paloki, he‘e, kahi, niho, ma‘okala, paniani, kamola

134

CLEANING HAIR BRUSH AGES: 2 ½ - 4 years 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, counterclockwise, 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

135

HOLOI KI’I PEPE 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

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 HAWAIIAN: Hua hua, holoi, kino mokuna, wai mala‘e, malo‘o

136

DOLL WASHING AGES: 18 months to 6 years

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

137

LOLE HAKA KAULA’I HPCS DOMAIN I: PHYSICAL DEVELOPMENT HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT

DOE CONTENT AREA V: PHYSICAL EDUCATION

Hawaii Preschool Content Standards I. I. I: I: II:

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

HAWAIIAN: Haka kaulai, , pihi, li‘I, nui, lipine, lipine hipu‘u, li kama‘a, na hae, pine malu, li

138

DRESSING FRAMES AGES: 3 to 6 years

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,

139

MAKELIA ‘OPI 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

HAWAIIAN: Ho‘o Kolo, ‗opi, na huina

140

FABRIC FOLDS AGES: 3 to 5 years

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

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MAKAUKAU KA’UKAMA 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

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.

cucumbers bananas

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

HAWAIIAN: Ho‘o Kolo, ‗opi, na huina

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FOOD PREPARATION AGES: 4 to 6 years 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

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LIMA HOLOI HPCS DOMAIN I: PHYSICAL DEVELOPMENT HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT

DOE CONTENT AREA I: HEALTH DOE CONTENT AREA V: PHYSICAL EDUCATION

Hawaii Preschool Content Standards I: I. I. I: I: II:

HAWAIIAN: Hua, hua, ‗anai, pohaha wai, malo‘o

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HAND WASHING AGES: 2 to 5 years

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

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KAWELE ‘OKA’A 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 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

HAWAIIAN: ‗Oka‘a, ho‘omahola, kawele po‘aha, kawele

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NAPKIN ROLL AGES: 3 to 4 ½ years

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

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HOâ&#x20AC;&#x2122;OKOMO LOLE WA WAE HPCS DOMAIN I: PHYSICAL DEVELOPMENT HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT

DOE CONTENT AREA V: PHYSICAL EDUCATION

Hawaii Preschool Content Standards I. I. I: I: II:

HAWAIIAN: Puhaka, huki

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PUTTING ON PANTS AGES: 2 ½ to 3 ½ years

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

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HO’OKU’I PIHI HPCS DOMAIN I: PHYSICAL DEVELOPMENT HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT

DOE CONTENT AREA V: PHYSICAL EDUCATION

Hawaii Preschool Content Standards I. I. I: I: II:

HAWAIIAN: Pihi, kui, lopi, uluna pine, ‗upa

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SEWING A BUTTON AGES: 3 to 6 years

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

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HO’OKU’I PEPA HPCS DOMAIN I: PHYSICAL DEVELOPMENT HPCS DOMAIN II: PERSONAL AND SOCIAL DEVELOPMENT

DOE CONTENT AREA V: PHYSICAL EDUCATION

Hawaii Preschool Content Standards I. I. I: I: II:

HAWAIIAN: Huipa lopi kaholo, holona lopi kaholo, kuli, li, puka

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SEWING CARD AGES: 3 to 6 years

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

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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

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.

HAWAIIAN: Kau moena, pa, pola, hamana, pahi, puna, pua pika, pakaukau kahua

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TABLE SETTING AGES: 4 to 6 years

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

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