This activity has been originally taken from one of
the most popular and user-friendly guides, the Out of Sync Child Has
Fun. I have done a couple of modifications according to own working
experience. You may follow the book link to know more about Sensory Activities
where there are great fun and learning activities have been described.
This is a fantastic activity especially for little
ones however teens would also enjoy it. It improves motor planning, fine motor
skills as well as bilateral coordination (ability to synchronise both right and
left sides of the body, for example, making a sandwich or playing throw
ball).
It improves the ability to discriminate objects
with and without vision (tactile discrimination), proprioception sensory
processing skills, midline crossing, and fine motor control, along with visual
perception skills. Mainly it improves sensory awareness in the fingers required
to provide information about the grasp of the tools, toys and surface. Reduced
sensory awareness will require greater visual monitoring.
The activity also improves attention span and
concentration on the given task, along with hand and intrinsic fingers
strength. Feeling, recognising and understanding about physical characteristics
of objects (size, shape, density, texture, and weight) is an integral part of
tactile discrimination which can be difficult for our kids with sensory issues.
We aim to make their fingers ‘feel’ of
different textures in a fun way and improve their learning about various
objects even when they are not seeing them! So let’s start!
Activity Requirements:
Play-Doh
Plastic or rubber toys (such as Lego, plastic
apple, small-sized ball)
Large and small buttons
Safety pin or hairpin
Different size coins
Rice or Lentil Box
Container for sorting- Cup or jewellery box
Procedure:
1. Wrap the Play-Doh around the toy to make and make sure that it is not
completely covered. The child should be able to see the colour of the toy which
will work as a clue for her to recognise it easily. Once the toy is covered you
may ask the child, “Do you know which toy is it.
2. Once the child is master in the above-mentioned task we can switch to
the next level of effort. This time to increase the level of difficulty, pack
the toy thicker and leave a small portion unpacked to grade the activity to the
next level. Once the toy is packed you may ask the child, to recognise the toy
using his fingertips and visual sense.
3. The further variation could include covering small objects in the Play-doh such as coins, hairpins, beads, buttons and asking the child to feel the shape of the object covered with Play-doh and guess what it could be. These objects can be,
3. The further variation could include covering small objects in the Play-doh such as coins, hairpins, beads, buttons and asking the child to feel the shape of the object covered with Play-doh and guess what it could be. These objects can be,
- Different sized buttons
- Safety or hairpins (make sure it does not injure him)
- Different sized coins
- Rubber
- Small Lego pieces
- Pen caps
- Pack these objects fully. Now we can play treasure hunt. Hide the packed things in a box of rice or lentils. Initially, he can recognise and discriminate them without being time farmed or blindfolded. Later, on mastery of task gradation of activity will be great fun and challenge too!
Activity Gradation:
Time
Framed:
The activity can be challenged by grading it
according to time. An adult may ask the child to recognise the toy within a set
time limit such as 60 seconds or two minutes. Time should be allotted depending
on the child’s abilities and needs. It is important to understand that activity
should
enhance his level of motivation to peruse and complete the given task
successfully.
Target should be achievable. The child might lose
interest in activity if she is unable to complete the task within the time
frame. So make during the first attempt child should be provided sufficient time
to complete the activity successfully. This will increase his level of
motivation and self-confidence.
Time can be reduced, gradually, say, from 3 minutes
to 30 seconds.
Blindfold:
Once the toy is packed, leaving a small portion as
a clue, ask the child whether she would like to do this activity being
blindfolded.
If both child and parent think, it will be
achievable, to recognise the toy, then go further and blindfold him. The child
might take longer than usual time to recognise since his visual sense has been
occluded. Parents should encourage her to use his fingertips sliding them
around the edges and corners of the toy, to learn about shape, and size of it.
Help her to feel the toy where it is unpacked. This
will help in improving tactile recognition and discrimination of the object. On
the repeated practice of feeling different shapes, sizes, textures, density and
weight (physical characteristics of objects) child’s touch discriminating
abilities will improve to the maximal possible extent. At this level, pack the toy completely and thicker
to increase the level of challenge.
·
Benefits:
· Vast Tactile experience = Improvement in Tactile perception + discrimination
· Visualisation Skills
· Body Scheme
· Speed, Accuracy and Precision
· Fine Motor Skills
· Self-Esteem