Exercise your fine motor skills as well as engaging your tactile sense. Create faces using clay or playdough.
You will need
- Clay or playdough (If you don’t have either of these resources and can’t make playdough then use crayons or other resources.)
- Loose parts
- Rolling pin
What to do
The idea is to explore your face and your features (eyes, ears, mouth, nose) you can use a mirror to look at your face. Look at your features in detail, the size the shape of them. If you have loose parts you can use them to recreate your features otherwise use smaller pieces of clay or playdough, roll them into your hands to stimulate your motor muscles.
- Identifies action words by pointing to the right picture, e.g. “Who’s jumping?”
- Understands more complex sentences, e.g. ‘Put your toys away and then we’ll read a book.’
- Understands ‘who’, ‘what’, ‘where’ in simple questions (e.g. Who’s that/can? What’s that? Where is.?).
- Developing understanding of simple concepts (e.g. big/little).
- Shows control in holding and using jugs to pour, hammers, books and mark-making tools.
- Beginning to use three fingers (tripod grip) to hold writing tools
- Imitates drawing simple shapes such as circles and lines.
- Walks upstairs or downstairs holding onto a rail two feet to a step.
- May be beginning to show preference for dominant hand.
- Selects a small number of objects from a group when asked, for example, ‘please give me one’, ‘please give me two’.
- Recites some number names in sequence.
- Creates and experiments with symbols and marks representing ideas of number.
- Begins to make comparisons between quantities.
- Uses some language of quantities, such as ‘more’ and ‘a lot’.
- Knows that a group of things changes in quantity when something is added or taken away.
- Notices simple shapes and patterns in pictures.
- Beginning to categorise objects according to properties such as shape or size.
- Begins to use the language of size.
- Enjoys playing with small-world models such as a farm, a garage, or a train track.
- Notices detailed features of objects in their environment.
- Beginning to use representation to communicate, e.g. drawing a line and saying ‘That’s me.’
- Beginning to make-believe by pretending.
Round, roll, feel, texture, face, eyes, face, nose, ears, mouth,see, what
Ask your child
- What can you see on your face?
- How many eyes do you have?
- Can you make your eyes?
- What emotion is your face feeling?
- What shape are your eyes?