self-help Skills

Objective

To perform self-help skills with as much independence as possible when dressing, fastening, and taking care of personal needs. domain Physical Health and Development: Health Status and Practices RATIONALE Learning to perform self-help skills helps a child become independent and self-reliant. The ability to take care of personal needs is crucial to a childs development of self-esteem and promotes self-confidence and a feeling of competency. RELATED SKILLS Page Body Parts............................................................................................24 Directional and Positional Concepts....................................................243 Fine-Motor Skills: Holding and Manipulating Objects..........................359 Visual-Motor Skills: Cuts with Scissors. ................................................370

Sequence
DEVELOPMENTAL SEQUENCE OF PREREQUISITE SKILLS The following prerequisite skills are included as a general guide for planning your instruction. Before a child is expected to perform certain self-help skills, she should: develop fine-motor skills. (See Fine-Motor Skills: Holding and Manipulating Objects and Fine-Motor Skills: Cuts with Scissors.) DEVELOPMENTAL SEQUENCE OF SKILLS Although each childs developmental rate and pattern is unique, the following skills are sequenced as children typically develop them through the age of seven years. Use these skill sequences as a general guide when planning your instruction. The developmental age notations to the left of each skill provide guidance in selecting the appropriate skill level and activity for instruction. 3-0 Unsnaps front snaps. Unbuttons side buttons. Unzips separating front zipper. Unbuckles belt or shoe. Undresses self except for more difficult pullover garments. Buttons large front buttons. Snaps front snaps. Zips front nonseparating zipper. Puts on shoes (may be on wrong feet). Attempts to lace shoes (may be incorrect). Buttons small front buttons. Puts on pull-up garment with an elastic waistband. Puts on socks. Puts on dress. Puts on pullover garment. Dresses with little supervision, other than for help with difficult fasteners.

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Unsnaps back snaps. Unzips back (nonseparating) zipper. Removes some pullover garments. Removes more difficult pullover garments. Buckles belt or shoes. Laces shoes. Attempts to tie shoes.5-0 Dresses unsupervised (independently), except for help with difficult fasteners (sometimes [puts] clothes on backward). 5-0 Zips front separating zipper. Zips back (nonseparating) zipper. Unbuttons back buttons. Puts on shoes (on the correct feet). Ties shoes. Buttons back buttons. Snaps back snaps.6-0 Dresses self with clothes on correctly and can work all fasteners except shoe tying. Dresses self completely, including tying shoelaces and fastening all fasteners.7-0
4-0

TEACHING SEQUENCE 1. Expect Varying Levels of Mastery Levels of mastery will vary, depending on each childs experiences. For example, a childs ability to put on and fasten clothing often depends on the clothing selected by her parents/caregivers. Clothes that slip on are less challenging than clothes with buttons, zippers, or snaps. If a child owns only shoes that slip on or fasten with Velcro, the child may not know how to lace and tie shoes. 2. Teach Skills That Require Gross-Motor Coordination First Most children develop gross-motor skills before fine-motor skills. Start with teaching activities that involve the whole body and the large muscles. Then introduce activities that involve specific parts of the body and the small muscles. A child might develop skills involving the whole arm first (putting on clothing), the hand next (removing socks), and the precise movements of the fingers last (buttoning, zipping, tying). 3. Break Skills into Specific Steps When you introduce a new self-help skill, break it into doable steps for children and proceed slowly. Demonstrate each step and help children until they can do it on their own. For example, the first steps in tying shoes are pulling the laces tight, crossing them, and then tucking one lace under the other. Once a child can do these first steps independently, show her how to make a loop with one side of the lace, and then bring the other piece of the lace around the loop and through it. Have her practice these initial steps until she is fairly skilled. Finally, show her how to grasp one loop in each hand and pull the loops tight to make a bow. There might be levels of difficulty within a skill. For example, children usually learn to button large buttons before they can button small buttons.

Recommendations for Effective Teaching

TeacH Skills as tHe Need Occurs During a school day, children use self-help skills. For example, children remove coats and jackets when they arrive at school. They also might put on and take off smocks for various activities during the day. Take the opportunity to teach the skills when needed. Give children the opportunity to attempt the skills first. Children benefit from attempting to take care of their own needs. Be AWare of Personal Boundaries When a child is learning dressing skills, respect the childs need for privacy and modesty. Always be aware of the childs personal boundaries. EncouraGe Parents to HelP A childs family is often your best support when developing a childs self-help skills. When teaching dressing skills, suggest to parents that their children wear easy-to-manage clothing. A child is more likely to try to dress herself and be more successful if her clothes are easy to put on and take off. Roomy pullover knit shirts and elastic-waist shorts, pants, or skirts are good choices for children just learning these skills. Communicate to parents/caregivers how you are teaching a specific self-help skill. For example, if a child is learning one method of tying at school and another method at home, she may have difficulty. Work with families so children can learn the skills in the same way. EncouraGe CHildren to HelP EacH OtHer Children frequently teach each other new skills. Assign partners so children can help each other. For example, buttoning another childs art smocks promotes a spirit of cooperation and gives children an opportunity to practice buttoning.

Use tHe BackWard-CHaininG APProacH If a child has difficulty learning a skill through traditional methods, try the backward-chaining approach. Analyze a task by breaking it down into logical, specific, doable steps. Demonstrate each step, and describe the step as you perform it. When you get to the last step, stop and teach that step to the child. For example, if you are teaching a child to put on a pullover sweater, put the childs arms in the sleeves, pull the neck opening over the childs head, but do not pull the sweater down. Leave it bunched up on the childs chest. Let the child do the last step (pull the sweater down). Once she can do this, put the childs arms in the sleeves, but have her try the last two steps (pull the neck opening over her head and pull the sweater down). Continue this procedure until the child can independently perform the task. Keep the teaching sessions short; the child might complete only one step on any given day.

AlloW Sufficient Clean-uP Time Before beginning another activity, allow sufficient time for clean-up. Remember some activities take longer to clean up than others. EstablisH Classroom Routines Predictable routines help children develop independence, a sense of responsibility, and a feeling of security. Set up daily classroom routines that children can learn and depend on. For example, when children enter the classroom in the morning, have them put away personal items and hand in any notes from home. As children wait for others to arrive, invite them to choose an activity such as block building, puzzles, or journal writing. Signal children to get ready for Circle Time.

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Focus on WHat CHildren Can Do Buttoning a shirt unevenly at first is an accomplishment. Tying shoes loosely is still tying shoes. Putting on a sweater inside-out is still putting on a sweater. Focus on the positive gains a child makes as she goes through the learning process.

GiVe SPecific Instructions Before children engage in an activity independently, demonstrate how to use the materials and each step in the process. For example, after an art activity establish a routine for cleaning up. Demonstrate as you explain. First, rinse your paintbrush in the sink and put it in the cup to dry. Next, wash your hands. Now take off your smock and hang it on a hook. Repeat this routine until the children understand what is required. Begin to give a general instruction, It is time to clean up. Observe how the children respond. Some children may need reminders. Explain the steps again for these children. Read Books WitH Your CHildren Read books with children about taking care of personal needs. Here are some books that children will enjoy: Carlstrom, Nancy White. Jesse Bear, What Will You Wear? Illus. Bruce Degen. London, Jonathan. Froggy Gets Dressed. Illus. by Frank Remkiewicz. Morris, Ann. Shoes, Shoes. See the Read-to-Me Books on page 404 for a list of titles that relate to Self-Help Skills. Communicate WitH Families Send Home a Letter The Letter to Families suggests fun ways for families to reinforce classroom learning at home. It recommends activities to try and books to read with children. (See page 423.) Send Home the Learning Plan Give children a copy of the Learning Plan to share with their families. Encourage families to read and talk about the Learning Plan, I am learning how to take care of myself. (See page 430.)

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Factors That Impact Development

Be alert to factors that might affect development of fine-motor skills. Refer the family to the appropriate medical professional if needed. Keep daily anecdotal notes on the child and include the childs strengths and weaknesses. Limited OPPortunities Some children have had limited experience in developing self-help skills. The parents are not aware that the child has or can develop the ability to perform a skill. The parents are not aware of the advantages to them and to the child when the child develops a skill. OtHers Perform Skills for CHild Sometimes parents/caregivers think being a good parent means doing everything for a child. A child is more likely to develop self-help skills if the parent/caregiver encourages the child to attempt to do things on her own. CHild Wants OtHers to Perform Skills Sometimes a child can persuade others to do things for her. Consequently, the child usually does not develop independence or the confidence to take care of her own needs. Discourage a child from asking others to do the skills she can learn to do on her own. Support her in learning self-help skills. LackinG in Prerequisite Skills Self-help skills often cannot be mastered until a child has developed fine-motor skills. Fine-motor skills require the use of hands and fingers in grasping and manipulating. Wrist flexibility, finger dexterity, and coordination and speed of the finger muscles are all necessary before a child can learn to button, tie, zip, snap, or buckle. Activities that build small muscle strength include songs involving hands and fingers, finger painting, putting together puzzles, building with blocks, working with play dough, drawing with crayons, and writing.

Inadequate StrenGtH A child may not have adequate strength to perform a task. For example, a child with weak hand muscles may not be able to grasp the loops of a shoelace and pull them tightly enough for the bow to remain tied. Vision Problems If a child has vision problems, talk with the family and suggest they contact the appropriate medical professional.

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Puts on ClotHinG

Tips for Putting On Clothing

Consider the following tips and teaching activities when you teach dressing skills. Use Clothing That Is Easy to Put On Suggest to parents that children wear easy-to-manage clothes at home and to school. For example, roomy pullover knit shirts and elastic-waist shorts or pants are easy for beginning dressers to manage. Create a Dress-Up Area Place a box of clothing in the Dramatic Play area. Allow children to explore and use the clothing during choice time. Select slightly oversized garments so that children can comfortably wear the clothing over their own clothing. Include uniforms or costumes of story characters, superheroes, and TV characters so children can role-play. Include clothing with various fasteners to allow the children to practice buttoning, hooking, zipping, and snapping. NOTE: Do not include hats, scarves, or headgear in the dress-up box in case anyone may have head lice, which is easily transmitted between children. Restrict long scarves, ties, and other garments that might be worn around a childs neck. Identify Where Clothes Are Worn Before children can learn to put on clothes, they must know on which body part the clothes are worn. You may wish to teach body parts before teaching dressing skills. See Body Parts, page 24. Take a Step-by-Step Approach Help a child put on over-sized garments over her own clothing. Give verbal prompts as you provide physical help. As the child begins to perform the task more independently, reduce the amount of physical help given, but continue to provide prompts as needed.

Turn Clothing Right Side Out Collect a variety of clothing. Turn some items inside out. Show children the seams, buttons, and labels on the clothing and help them determine whether the clothing is right side or inside out. When a child can recognize an inside-out piece of clothing, show her how to turn the garment right-side. Turn some garments inside out, and then ask children to do them right side. Identify the Front and Back of Clothing Show children the front and the back of each piece of clothing. Explain the following: A zipper may be at the front of a jacket, or a picture may be on the front of a T-shirt. Labels with the manufacturer name, fiber content, and size are placed at the back of most clothing. Also help children determine which arm goes into which sleeve.

Provide an Area for Dressing Dolls Provide male and female dolls that represent different ethnic backgrounds and a box of doll clothing. Select doll clothing with different kinds of fasteners. Allow children to play with and dress the dolls during choice time.

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Put On Clothing Independently After a child has learned to put on an article of clothing without help, encourage her to dress herself. Reinforcing independent skills helps children develop confidence and the ability to put on other clothing.

Teaching Activities
PUTS ON CLOTHING

2. Its Time to Get Dressed!

Materials: Several sets of oversized clothing: pants, shirt, and coat in each set. The clothing should be large enough so that all the children can put them on. Group Size: Small group or class. Procedure: Do the following: Divide the group into pairs. Have one partner help the other partner dress and undress. Encourage the partner to give verbal cues if help is needed. Then have partners switch roles. Divide class into two teams. Assign partners within each team. In a relay the first pair of children from each team runs to their teams stack of clothing. Together the two dress the designated person as quickly as possible. Then remove the clothing, place it back in the stack and return to their teams line. The second pair races to the stack, puts on and pulls off the clothing, and so on. At the end of the relay, see which team finished dressing and undressing first.

1. Its Time to Put My Jacket On!

Materials: A coat or a jacket for each child. Location: Clean, smooth-surfaced area. Group Size: Individual, small group, or class. Procedure: Do the following: Have each child lay his coat or jacket flat on the floor with the front side up and the sleeves flat and out to the sides. Have the child open the coat and lie down on his back on top of the coat. As the child lies down, he should put one arm at a time into the sleeves. Have the child sit up. Congratulate him for putting on his coat all by himself.

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Fastens ClotHinG

Tips for Fastening Clothing

Buttons, Zips, Snaps, and Buckles Consider the following tips and teaching activities when you teach children to fasten clothing. Select Clothes With Appropriate Fasteners Encourage parents and caregivers to select clothes that have the appropriate size buttons and buttonholes for their children. Big buttons with large buttonholes are easier to button than little buttons with tight buttonholes. Begin with Fasteners That Are Easily Seen Have children attempt buttons, snaps, zippers, or buckles that can be easily seen and reached. For example, the zipper on the front of a winter jacket may be easy for the child to see and reach. Show Children How a Button Works Demonstrate how to hold the button with the thumb and index finger of one hand as you hold the buttonhole open with the thumb and index finger of the other hand. Show children that a button works by sliding its edge sideways through the buttonhole. Slightly stretch the buttonholes on practice swatches to make them easier to button. Explain that the button holds the two pieces of material together. Show how to unbutton by turning the button sideways and sliding it out of its buttonhole. NOTE: Show children that pulling on the material wont work. Dont worry about the two sides of a garment being even until the children have had significant practice buttoning. (Be certain that buttons are securely attached to the garment to avoid choking hazards.) Provide Practice With a One-Piece Zipper Begin by demonstrating how to zip up a zip-style plastic storage bag. Such a bag has no teeth, but illustrates how a zipper seals two separate pieces. Have children practice zipping up the bag. Demonstrate how to zip up a one-piece zipper by using an article that you are holding, not wearing. A one-piece zipper can be found on many items such as backpacks, sports bags, pants, and pencil cases. Provide children with opportunities to practice.

Show Children How to Zip a Jacket Zipper NOTE: A jacket zipper has two separate parts that must be interlocked at the bottom before zipping. Jacket zippers can be found on coats, raincoats, some windbreakers and sweatshirts, and sleeping bags. NOTE: Suggest that parents and caregivers select jackets and coats that have wide zippers with large teeth and big pulls or rings. Show children how to slide the pull down the teeth to the bottom of the zipper. Compare a jacket zipper to a train going down a track. Tell children that one side of the train (the pull) is on the track but the other side is not. Holding the train down with one hand, use your other hand to slide another piece of track (the long thin metal piece at the bottom of the other set of teeth) into the off-track side of the train. Make sure the train fits snugly and tightly. Show the children how to pull the train all the way back up the track to finish zipping the jacket. If children show interest, have them try to zip the jacket. Provide help as needed. NOTE: To help with a stubborn or reluctant metal zipper, rub the teeth of the zipper with a pencil point or a bar of soap. Repeat this process each time the garment is washed. Provide Experiences with Buckles Provide different kinds of articles with buckles. Begin with large buckles, and when children have more dexterity, try smaller buckles. Demonstrate how to fasten a variety of items with large and small buckles. Provide opportunities to fasten buckles on belts, boots, shoes, raincoats, and knapsacks. Provide Various Fastening Activities To allow children to practice fastening, provide swatches of material equipped with different-sized buttons and buttonholes, zippers, snaps, and hooks. Run a pencil point around the inside of the top of a metal snap to help the snap go together more easily. Ask families to send in old clothing and accessories that they no longer need. Include the following accessories in the Dramatic Play area: small suitcases; tote bags; cosmetic bags; purses; coin purses; items with buttons, zippers, snaps, and hooks Provide opportunities so children can practice fastening a variety of items.

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Teaching Activities
FASTENS CLOTHING

UsinG SHoes

Tips for Tying Shoes

Use Short, Flat, Easy-to-Grasp Shoelaces Round, slick shoelaces are difficult for a beginner to use. Use flat, easy-to-grasp shoelaces when introducing tying. (Synthetic shoelaces are often slick and quickly slide out of place or come untied.) Rub a candle or other type of wax along the surface of a shoelace to help it grip more firmly. Once tied, it stays tied. Encourage parents and caregivers to replace long shoelaces with shorter ones. Use a Two-Color Shoelace to Teach Tying Two-color shoelaces will help children visually discriminate between the two parts of the shoelace. Refer to the parts of the shoelace by color when giving directions or assistance. Make a two-color shoelace by cutting two different-colored shoelaces in half and sewing the different-colored shoelaces together or by coloring half a shoelace with a permanent marker. Practice Tying Strings Hang strings at a height where children can practice using them. Attach strings to a bulletin board with heavy-duty staples, or tie twenty-four-inch shoelaces to the backs of chairs. Encourage children to work together. A child who cannot tie a bow will benefit from watching another child do it. Often children teach each other to tie their shoelaces. Use Smocks That Have Ties Provide clothing that has ties or sashes for the children to wear when painting, woodworking, or playing house. Have children practice tying. Its easier when children tie the ties for each other. Demonstrate how a child can wrap a tie around her body and tie it in the front. Use Lacing Cards Make lacing cards by punching holes around the edge of poster board, greeting cards, or other sturdy paper. Laminate the cards before you punch the holes to make the cards more durable. Provide shoelaces with plastic tips for lacing.

3. Button Me Up!
Materials: Oversized shirts that have large buttons: one for each child. Group Size: Small group or class. Procedure: Do the following: Have children form pairs. Give each pair of children two shirts. Designate one child as the buttoner and the other child as the wearer. Have the wearer put on one of the shirts backwards, with the buttons down the back. Ask the buttoner to stand behind her classmate and button the shirt buttons. When the buttoner is finished, have the pairs trade places so that both children get a turn. EXTENSION: Use this routine whenever children need to wear smocks or cover their clothes to do a messy activity.

4. Zip It!
Materials: Sandwich-size plastic zipper storage bags, one for each child. A variety of healthy snack items. Group Size: Small group or class. Procedure: Do the following: Give each child a zipped bag and snacks. Have each child unzip the bag and put his snacks into the bag, then zip it closed. At snack time, he can unzip the bag and enjoy!

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Use Shoes on Boards to Practice Tying Nail a pair of clean, used athletic shoes to boards. The boards should be longer and wider than the soles of the shoes. To make it easier for children, each shoe should be low topped, have three to five pairs of large eyelets, and have large, flat, easy-to-grasp shoelaces. Place one of the shoes on a table so children can see the shoe and reach it easily to practice tying. Use Your Knee to Practice Tying Learning to tie shoelaces while wearing shoes can be difficult. Try having the child sit in a chair and wrap a shoelace around her leg, just above her knee. Its easier to tie when the laces are visible, reachable, and easy to manipulate. After children learn to tie laces in that position, they more easily can transfer the skill to their feet. Run a Squirrel Around a Tree Use a squirrel-and-tree analogy to teach tying. First, demonstrate how to cross the ends of a shoelace. Show the child how to bring one end of the shoelace under the cross. Then pull the two ends of the shoelace tight. Explain to the child that one shoelace end will be a tree and the other end will be a squirrel. Make the first loop of the bow, and say that a squirrel can now run around the tree you made. When the squirrel gets to the front of the tree, it goes through the hole. Then push the squirrel through the hole with the thumb and pick up the squirrel behind the tree with the fingers of the other hand. Pull the tree and the squirrel tightly to make a bow. Demonstrate the steps again. Some children may be ready to try to follow the directions. Provide prompts as needed. NOTE: Teach one step at a time and have the child practice it. Remember that the teaching process can take several days.

Make Rabbit Ears The alternate method of tying results in a double knot. First, demonstrate to children how to make one loop with one shoelace end, and another loop with the other end. Tell children you are making rabbit ears. Hold one loop in each hand and cross the rabbit ears. Bring one ear underneath the other ear and pull the two ears tightly. Last, cross the ears again. Bring the top ear underneath the bottom ear and through the hole. Pull the two ears tightly to make a double knot.

Tips for Putting Shoes on the Correct Feet

Discuss the Differences Have children take off their shoes and socks so they can see the differences between the left foot and the right foot. Explain that most peoples toes increase in size from the little toe to the big toe. Shoes are made to fit the size of the toes. Point out the arch on each foot. Ask children to feel their arches and the slight inward curve. Show the inside of athletic shoes and point out the arch. Tell children that the arches are side by side when their feet are together. Use a pair of flip-flops to point out that the toe strap is in a different location on the two shoes because the big toe is on the inside of each foot. Note How Shoes Feel Have the children put their shoes on the wrong feet. Ask them if the shoes feel uncomfortable. Ask children to put the shoes on correctly. Invite them to talk about the difference. Provide Visual Clues If children have difficulty remembering which shoe goes on which foot, place stickers or dots on the facing sides of the shoes. Show the child how the dots line up when the shoes are on the correct feet.

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Teaching Activities
usinG sHoes

7. Sort the Shoes!

Materials: Four or five pairs of old shoes. Group Size: Individual or small group. Procedure: Do the following: Using pairs of old shoes, have children sort all the shoes for the right foot into a pile and all the shoes for the left foot into another pile. Invite children to find each pair of shoes and place them next to each other.

5. Which Foot Goes Where?

Materials: Construction paper or lightweight poster board. Pencils. Scissors. Markers. Group Size: Individual, small group, or class. Procedure: Do the following: Help children trace around their shoes, and then their bare feet. Have them cut out each tracing. Offer help if needed. Have children match their feet tracings with their shoe tracings. Then have them match the feet tracings with their own bare feet. Invite children to decorate their paper shoes and feet with markers and draw laces on their shoes.

6. Shoe Scramble
Materials: A childs pair of shoes. Group Size: Individual. Procedure: Do the following: Have a child remove her shoes. Mix up the shoes behind your back so that the child cannot see them. Place the shoes in front of the child and challenge her to identify which shoe goes on which foot. Ask the child to put on her shoes. If the shoes are on the wrong feet, prompt a discussion by saying: How do your feet feel? Have the child stand up and look down at her feet. Say: How can you tell that your shoes are on the wrong feet? Encourage the child to try again.

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takinG care of self

Tips for Taking Care of Self

Consider the following tips when teaching children to take care of personal items. Provide a Personal Space for Each Child Establish a place for childrens personal items, such as a cubby, shelf, or drawer. Print the childrens names above or near their personal space. Help them organize their personal items. Explain that it is easier to find something if its put in the same place. Remind children that it is less likely that something will get broken or dirty if they put it away. Practice Cleaning Up Show children how to hang their coats, sweaters, and other items on hangars or hooks. After each activity, encourage children to put away blocks, puzzles, or games. If you have a class library or a bookshelf, show children how to put books away properly: upright and with the spines facing out.

As children make-up new words, invite a volunteer to be the leader and show the rest of the class how to act out the lyrics. EXTENSION: Use this song when you want the class to transition from activity to activity, put away materials, or cooperate. For example: This is the way we pick up toys; This is the way we clean up spills; This is the way we tie our shoes; This is the way we mix our paint; and so on.

9. I Spy Something to Clean Up!

Materials: None. Group Size: Individual, small group, or class. Procedure: Turn clean-up time into an engaging activity. Do the following: Before cleaning up after an activity, invite children to sit in a circle. Find something that needs to be cleaned or picked up. For example, say: I spy something to pick up that is round and blue. Encourage children to look around the room and raise their hand when they see the object. Call on someone to name the object (for example, a round blue block) and return it to the block area. Continue the routine until all of the toys have been picked up. EXTENSION: Invite volunteers to take turns being the teacher and leading the group in the I Spy clean-up activity.

Teaching Activities
TAKING CARE OF SELF

8. This Is the Way We Brush Our Teeth!

Materials: None. Group Size: Individual, small group, or class. Procedure: Do the following: Brainstorm with children all of the things they can do to care for themselves, such as brush their teeth, wash their hands, brush their hair, make a snack, put on clothes, and so on. Then have them sing each thing they can do to the tune of Here We Go Round the Mulberry Bush. For example: This is the way we brush our teeth Brush our teeth, brush our teeth. This is the way we brush our teeth So early in the morning!

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 10. Can You Help Me?

Materials: None. Group Size: Pairs, small group, or class. Procedure: Do the following: Brainstorm with children the times when they have needed help at home or at school. Prompt them by acting out a task, such as tying shoelaces. Have children guess the action, then talk about whether its something that is hard to do. Continue by saying: When you cant do it yourself, what can you do? Pause for responses. Tell them that you understand that they get frustrated sometimes, but remind them that they can ask a friend for help. If the friend cant help, they can ask a teacher or someone else to show them what to do. Divide the class into pairs. Have each child think of something that they have difficulty doing and encourage them to ask their partner for help. Have children practice saying: Can you help me zip up my jacket? Or: Please help me tie my shoe. Encourage the pairs to help each other practice the skill they want to learn.

Procedure: Do the following: Help children develop the skills and independence they need in doing basic tasks. Activity 1 Have children sit at the table. Place an empty paper cup in front of each one. Pour a small amount of juice in a pitcher. Have children take turns pouring juice into their cups. Encourage them to drink the juice without a straw. Activity 2 Give each child a spoon and a small container of yogurt or apple sauce. Demonstrate how to hold a spoon and have children copy you. Then invite them to eat their yogurt snack using their spoon. Activity 3 Give each child a fork and a small plate of sliced bananas. Demonstrate how to hold a fork and have children copy you. Then have them enjoy their banana snack using their fork.

12. Show Me, Tell Me!

Materials: None. Group Size: Individual, small group, or class. Procedure: Do the following: Invite children to sit in a circle. Brainstorm different safety rules children follow at home, at school, and in their neighborhood. Invite a volunteer to think of a safety rule to act out, such as looking both ways before crossing the street, putting on a seat belt, or lining up for a fire drill. Have the class guess the safety rule and tell why it is important. Invite other volunteers to act out a rule and explain why we follow it.

11. Time for Snacks!

Materials: Plastic spoons, forks, paper cups and plates. Snacks that require spoons, such as applesauce or yogurt. Snacks that can be speared with a fork, such as banana or strawberry slices. Orange or apple juice in a lightweight pitcher. Group Size: Individual, small group, or class.

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