Tracing is a fundamental skill for children to learn. Being able to trace leads to learning to use a drawing/painting utensil with precision, cutting with precision and eventually to writing. It can also improve visualization and spatial awareness skills. You can start this process with your baby (on a bigger, more suitable scale) to help develop the necessary hand-eye coordination and learn the concept of tracing.
We are beginning our second activity plan from the Reaching Roses curriculum. The theme is transportation. Today is all about cars.
Mondays and Wednesdays I choose one activity we did today from the Reaching Roses curriculum and share our experiences (starring my twin babies)
This week’s Theme: Transportation
Activity Description: Tracing: Use tape to draw out lines, shapes, letters or numbers on the floor and have your baby trace over them with a toy car. (Also focus on the activity plan’s secondary vocabulary – drive, fly, fast, slow)
This Activity’s Main Area of Development: Fine Motor
Specific Skill: Tracing, hand-eye coordination
O&M’s Ages (at the time of posting this): 19 months + 2weeks
Preparation: Before beginning, I taped out shapes and letters on the floor. The babies were with me, wanting to help, and this gave me the opportunity to review colours, shapes and even counting. You could also do this activity in different locations with different materials (such as a sandbox, using toy train tracks, or even making “roads” out of sticks in the grass, if you have painter’s tape you can continue the “roads” up the wall).
1. First we looked at toy versions of the four primary vocabulary words (car, boat, plane, train). We talked about them, I asked them to repeat the words and I focused on the first sound. (ex. C-c-car).
2. Next, I modelled how to do the activity (they really enjoyed watching me vroom the cars on the “roads”). I used this opportunity to use and model the secondary vocabulary words (drive, fly, fast, slow).
3. I provided a little bin of cars (and other modes of transportation) and let them freely try it.
4. M enjoyed the activity, O was more interested in trying other things (see below). I was surprised at how challenging it was for them. It seemed especially difficult for them to change directions so we will practice this more. I left the shapes on the floor so they can do this activity whenever they like over the next two weeks.