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Into the Forest: Going Around and Around This Way and That Way

We started to explore different types of lines. We found arches, swirls, zig zags and more. We know of big lines, little lines, big bumps little bumps and magic C's. Some go up; some go down and even some of them slide. Do you know what you get with those sorts of lines?


If you guessed the alphabet you are correct! Each letter can be written with those lines. These are just some of the ways you will see the ABC's in our classroom.


We learn to recognize our name before we begin to write it.

Here are building blocks a child should have before they are ready to write. Every child learns at their own pace at WFC. We want our children to love learning and forcing a child to do something they are not ready to do makes a very unhappy frustrated child. Here's what we look for:

  • Hand and finger strength: An ability to exert force against resistance using the hands and fingers that allows the necessary muscle power for controlled movement of the pencil.

  • Crossing the mid-line: The ability to cross the imaginary line running from a person’s nose to pelvis that divides the body into left and right sides. (Symmetry you will see this in a future post.)

  • Pencil grasp: The efficiency of how the pencil is held, allowing age appropriate pencil movement generation.

  • Hand eye coordination: The ability to process information received from the eyes to control, guide and direct the hands in the performance of a task such as handwriting.

  • Bilateral integration: Using two hands together with one hand leading (e.g. holding and moving the pencil with the dominant hand while the other hand helps by holding the writing paper).

  • Upper body strength: The strength and stability provided by the shoulder to allow controlled hand movement for good pencil control.

  • Object manipulation: The ability to skillfully manipulate tools (including holding and moving pencils and scissors) and controlled use of everyday tools (such as a toothbrush, hairbrush, cutlery).

  • Visual perception: The brain’s ability to interpret and make sense of visual images seen by the eyes, such as letters and numbers.

  • Hand dominance: The consistent use of one (usually the same) hand for task performance, which allows refined skills to develop.

  • Hand division: Using just the thumb, index and middle finger for manipulation, leaving the fourth and little finger tucked into the palm stabilizing the other fingers but not participating.


That is a lot of skills but don't worry we don't really teach the skills we just give opportunities to use those skills that develop all on their own. Look below you will see some things we do!


Remember stacking rocks in the previous post? Yep, that's hand and eye coordination.


We explored lines through 3D art. We made circles, zig zags, arches, and swirls.



SWIRLY SNAILS

Things in nature have swirls too!

Shells, snails and puppy dog tails! Ok the last one doesn't but I like the way it sounds.




We painted swirls and made paper swirls to decorate.


Next week we will write the letter of our first name in our journal using lines and then we will add some silly lines and create a letter monster.








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