Origin: Unknown, Edited by Sharlet McClurkin
HOW TO SPEAK TO SOMEONE WHO IS BUSY “GAME”
Materials: Two teachers and a child
HOW TO GET A TURN ON THE MERRY-GO-ROUND OR TIRE SWING “GAME”
Materials: A teacher, acting like a child. Children on the merry-go-round
HOW TO INTERRUPT A TEACHER “GAME”
Materials: Two Teachers and 1 child
Variation: After a child has placed his/her hand on the teacher’s shoulder, the teacher taps the floor to her right, thus indicating that the child may sit there and wait while she finishes her lesson.
SAYING THANK-YOU “GAME”
Materials: Two teachers, a ball in a basket (change items at each lesson to a tissue, mixing colors’ bowl or another item in the classroom), two small chairs
Variation at Circle: The demonstrator looks into the eyes of the child on her left and gives the ball to him/her. That child says, “Thank you.” That child turns to the next child on her left, looks into his/her eyes, and gives him/her the ball. That child says “thank you.” If any child does not say “thank you,” the teacher whispers it for the child.
Control of Error: Not seeing the eyes of the person to whom you give the ball; Not seeming appreciative when receiving the ball.
Direct Aim: Feeling confident in a social situation; gaining independence and cooperation.
Age of Introduction: All children, ages 2 ½ to 6, at circle.
Extensions: Presenting other social graces, such as “Excuse me,” etc.
I. Classroom Environment
A. Art of three types (portrait, still-life, landscape should be on the classroom walls.
B. Various styles of art should also be on the wall: (impressionists, realists, abstracts, etc.)
C. A few small art cards should be in picture holders and should be placed around the room on the shelves.
II. Circle Presentation of Large Art Print
A. A large art print should be presented bi-monthly to the children at circle, and then hung in an obvious place in the classroom until another print replaces it.
B. Art is Like a Puzzle!
Help unlock the meaning of a work of art by asking exploratory questions of the children, such as:
a. What does it make you think about?
b. How do you feel when you look at this art?
c. What do you think it meant to the artist who made it?
Below is a list of the Sensorial variations and memory games that MTP of WA is known for. These are special games that we have created, or that Dr. Billings saw when she took the MIA course in Italy in 1960.
* Knobbed Cylinders: 2, 3, or 4 cylinders together, with or without blindfold
* Knobless Cylinders: The fence
* Broad Stairs: With language and labels
* Red Rods: With language and labels
* Color Tablets:
* Geometric Solids:
* Geometric Cabinet:
* Matching Fabrics:
* Baric Tablets:
* Thermic Tablets:
* Olfactory: With names of scents, with labels
* Gustatory: With names, with labels
* Sound Cylinders:
* Bells: Listening Game
Stepping Stones: 26 white naugahyde (soft plastic) rectangles, 5” x 6”, with lower case red and blue letters painted on them in exact lettering as the sandpaper letters.
During work time: