Recommended Age: 3 years and onwards
Level of Parent Involvement: Medium, the adult must facilitate the first presentation, then low once the child has been shown they may work independently
Prerequisites
- None
Materials
* For each exercise, it is necessary to have a tray, identical containers for each kind of object and a larger container where the objects are mixed
* A tray to place the containers
* A blindfold (if you don’t have a blind fold you may like to use a scarf or you can close your eyes)
* Objects for level 1: should be large (fit the hand of the child) Familiar objects such as sets of buttons, shells, nuts and bolts, small pieces of sponges etc. should be used. Start with only 2 different kinds of objects and only 2 or 3 of each. Gradually add more kinds of objects and more of each object. (No more than 4 types and 4 of each type)
* Objects for level 2: should be medium sized grains such as beans, corn, and other seeds of this size. It would be still visible as the child holds it between thumb and index finger. In level 2 there should be 3-5 kinds of seeds from 5-10 of each kind. Start with less and add more to make the exercise more challenging. One exercise at a time at this level.
* Objects for level 3: should be small grains or seeds the size of small rice or wheat, where the grain disappears between the child’s thumb and index fingertip. There should be 4 or 5 kinds and about 5 of each. One of these exercises is put out at a time. It is sometimes called ‘Grain Distinction’
Preparation
- Place the larger container on the tray (right side)
- Place the 3 smaller containers on the tray (to the left of the larger container) and place each type of shell into the 3 containers
Steps
For the purpose of this exercise we will use the example of 3 different kinds of shells
- Invite the child showing them the sorting tray, the child may bring the tray to their table
- Sit to the right of the child, take out a shell from the far-left container and feel the shell all around
- Place the shell on the table, invite the child to feel
- Take out the remaining shells from the container and place them on the tray, the child may help
- Take out the next shell from the second small container and feel all around, invite the child to feel this time asking them ‘does this feel the same or different to the first one?”
- The child may help take out the rest of the shells placing them on the tray
- Repeat as above for the third shell then place the remaining shells on the tray
- Once all the shells are mixed on the tray let the child know “I am now going to sort these shells”
- Put on the blindfold (you may close your eyes if you don’t have a blindfold)
- Pick up a shell from the tray and feel with your right hand, use your left hand to feel for the far-left container, place the shell in the container
- Pick up another shell and feel with your right hand
- If the shell matches the first, place the shell together with the other shell in the first container, if the shell is different place it in its own container
- Continue picking up and feeling shells with your right hand, using your left hand to feel which container to place the shell into
- Repeat until all shells have been sorted into their respective containers, feeling the tray all around to ensure no shells have been missed
- Pull up blindfold (open eyes)
- Visually check to see if all the shells have been sorted correctly
- Help the child take the shells out of the containers and mix them on the tray
- Invite the child to sort the shells back into their containers
- Leave the child to work independently
Variations
- Level 2 sorting
- Level 3 sorting
Steps for level 2 and 3
- repeat as above, feeling the objects between thumb and index fingers
Notes:
- The child always begins with level one at age 3, then progresses to level 2 and 3 as they get older, around 3 and ½ to 4 years for level 2 and 4 years onwards for level 3
- The child should be able to sort level 1 before moving to level 2, level 2 before moving to level 3 (encourage repetition to work towards mastery)
- Always where possible place the object down on the mat or table for the child to pick up rather than passing something in mid air
