Finger plays (creative bodily movement opportunities) have been used with children for many years. However, no one stressed the fact that one of the best reasons for using them with learners ties in with motor and language development. By using finger plays we offer the learner an opportunity to not only strengthen motor and language development but also to develop more positive self-esteem and memory development as enjoyment of these finger plays occurs.

Finger Plays For Optimum Brain Development In The Young Child

By Carole D. Hillman

AuthorHouse

Copyright © 2011 Dr. Carole D. Hillman
All right reserved.
ISBN: 978-1-4634-3686-5

Contents

I. Familiar Experiences........................................................1II. Behavior And Movement......................................................13III. Animals, Pets, Birds, Dinosaurs, and Insects..............................41IV. Safety, Health, Science, and Solar System..................................61V. Seasons, Weather Days of the Week, Months, Special Days.....................75VI. Shapes.....................................................................99VII. Numbers...................................................................109

Chapter One

Familiar Experiences

School

When I go to school, (Point to self.) I listen very well. (Cup ear with hand.) I sing some songs. (Pretend to sing loudly.) Play some games. (Pantomime playing a game.) We even have show and tell! (Dramatize behavior.)

Children may look around the room and try to determine the pantomimes of games being "played".

Getting Ready To Ride

Discuss the procedure for getting ready to ride in the car. Before you ride in the car, (Strap on seatbelt.) There are special things to do. (Prior discussion will determine their actions ...) Let's do them together now. (Stand up.) Remember them when we're through. (Nod positively.) Sit down in the back seat. (Sit) Fasten your seatbelt with care. (Dramatize) Sit quietly. (Dramatize) Now you are ready to ride in the car!

(Dramatize with additional directions if you feel them to be appropriate.)

Mittens

Mittens hold my fingers close. (Hold up hands like that.) And keep them nice and snuggley. (Wave) I like my furry mittens. (Rub hands against face.) But some are rather ugly! (Frown)

This is a good time to discuss why we wear mittens.

My Face

Make a face! ( Do that) That smiles at me! (Smile at everyone.) Make a face! (Frown.) That frowns so grim. (Do that) Make a face! (Smile.) That pulls lips so thin! (Do that.) Give a big smile to __(Name a child)

This is a good opportunity to discuss facial expressions and how they make us as well as others feel. This is also a good time to talk about the ways in which we treat others through facial expressions, body language, and language.

Milk and Cookies

Pre discuss behavior during snack time. Sip your milk. (Dramatize drinking milk.) Sip your milk. (Demonstrate again.) Slurp, slurp, slurp! (Make loud slurping noises.) No! (Shake head from side to side.) Munch the cookies! (Dramatize eating cookies.) Don't crunch the cookies! (Demonstrate breaking them.) Munchie, munchie, munch! (Eat that cookie!)

Our Flag

Be sure to have a flag in the room.

See our flag, (Look at the flag and point.) Colored red, white, and blue. (You point to the colors as they do the same.) I love our country so. (Smile.) Don't you? (Big smiles.)

Helping Dad

Discuss ways each of the children help the men they know. When I help Dad. (Or substitute name for a person they know.) I clean and scrub. (Demonstrate washing the car, etc.) We both help Mom. (Or substitute name for a person they know.) The lady we love. (Hugs) When Dad goes to work, (Pretend to get in the car or on the bus, etc.) He might drive the car. (Steer the car.) But when it's time to come home, (Open the front door.) He knows right where we are! (Give a smile and hug.) HERE! (Point to oneself.)

Use the family names with discretion so that no child feels left out.

Helping Mom and Dad

Discuss how persons living together help. Substitute names as needed.

When I help Mom and Dad, (Smile hugely.) I dust and scrub. (Half the room dusts the other half scrubs.) After bathing in the tub. (Dramatize bathing.) I dress myself up, (Pretend to get dressed.) We go out shopping. (Put on outdoor clothing.) I get an ice cream cone! (Show how to eat it.) When I help them, (Optional choice of how to help.) I'm never alone. (Shake head from side to side.) When they go to work. (Wave goodbye.) I help my babysitter, (Optional choice of how to help.) So, when they come home. (Hugs, smiles.) We're all ready for dinner. (Set the table, etc.)

This is a good time to discuss how we help the people we love.

Grammas and Grampas

You will want to be sensitive to children's backgrounds and perhaps omit this one. (You may substitute names of persons special in the child's life.)

Grammas and Grampas are special people. (Hugs)

When they come to visit, (Dramatize opening the door for them.) We give them hugs. (Hug selves.) When they're around, (Pretend to greet them.) There's lots of love (Hugs again.) Hugs, hugs, hugs, hugs, hugs! (Many hugs!)

Behavior And Movement

Ball Handling

All the children form a circle with a ball in the teacher's hands and teacher begins. Bounce the ball to a boy. (Do that.)

Roll it to a girl. (The boy rolls it to a girl.) Bounce the ball to a girl. (The girl bounces it to another girl. )

Roll it to a boy. (The girl rolls it to a boy.)

Go around the circle one, two, three. (Follow until all have had a turn.) Playing with a ball. (Whomever has it bounces it.) We're happy as can be. (Huge smiles.)

Directions may vary in a variety of ways such as bouncing the ball more than once, etc.

Roll the Ball

Teacher has the children sit in a circle and begins holding a ball. Roll the ball, (Roll the ball from child to child.) Roll the ball. (Continue around the circle.) Roll the ball. (Continue.) If I roll the ball, (Hold it in the air.) I'll roll it to __(Child's name.)

This may also be varied by substituting words such as: throw, bounce, etc. You may also decide to hold onto the ball until the end of the rhyme and then roll it to a child, etc.

Bounce the Ball

Teacher has the ball and may want to demonstrate the first time.

Bounce the ball. (A child bounces the ball.) Bounce the ball. (Pass it to another child.) 1,2,3 (Count as the ball is bounced.) Bounce the ball. (A child bounces the ball.) Bounce the ball. (Pass it to another child.) Bounce it right to me! (Bounce it back to the person who began the activity.)

You may want to use a child's name at the conclusion.

Cameras

If possible the teacher holds a disposable camera which the children will later use. First do it with the total group then let individual children take turns photographing a child.

Hold a camera in your hands. (Pantomime) Click, click, click! (Pretend to take a picture.) Point it at a smiling friend. (Dramatize) Click, click, click! (Pretend to take a photograph.) Smile! (Give a BIG smile!)

Then hand the camera to someone else and take another imaginary picture.

Sand

Discuss going to the beach. Take off shoes and pretend to be barefoot.

When I walk in the sand. (Pretend to walk in imaginary sand.) My toes go scratch, scratch, scratch! (Demonstrate) I use my shovel and my pail. (Pretend to hold them.) To build castles in the sand. (They could draw a picture of that imaginary castle. Or draw them in the air.)

Bells

Discuss all the kinds of bells they know about.

Some bells go ding.... (Everyone says "ding".) Some bells go dong.... (Everyone says "dong".) Put them together.... (Clap hands together.) You've got Ding-dong! (Everyone says "ding dong".)

Glasses

This is a good time to discuss reasons glasses are important. Also discuss various kinds of glasses.

Glasses are to wear, (Put on eyeglasses.) Glasses are to drink, (Drink from a glass.) Glasses are to look through, (Look out the window.) Do glasses make things shrink? (Shrug shoulders.)

My Toys

You may wish to have them each name a favorite toy before you begin.

I have a lot of toys. (Spread arms out wide.) Some are lots of fun! (Smile.) Some I play with sitting down. (Name some.) Some I have to run! (Name some.) Oh what fun! (Spread arms out wide.)

Sandwiches

Here's a piece of bread, (Pretend to hold a piece of bread.) Here's a piece of bread! (Hold up another imaginary piece.) What shall go between? (Name some things.) Shall it be cheese? (Children say yes or no.) Shall it be jelly? (Children say yes or no.) What shall go between? (Each child names his or her preference. )

Children may take turns choosing what contents of the sandwich shall be.

Blocks

Blocks are for building. (Pretend to stack blocks.) Things very tall. (Stretch arms high.) Blocks are for building, (Nod yes.) Things very small. (Hold two fingers very close together.) Blocks are big. (Spread arms wide apart.) Blocks are small. (Put arms close together.) I like to build things. (Stack blocks.) Don't we all! (Nod yes.)

This would be a good time to discuss block shapes, sizes, colors, etc.

Naps

Discuss why naps are good for all of us.

When I take a nap. (Curl up for a nap.) I lie down on the bed. (Lie down upon the bed.) I curl myself up. (Curl up in a ball.) And down goes my head. (Tuck the head below the arms.) I close my eyes.(Close eyes.) And think happy thoughts. (Smile) A nap is restful, don't you think? (Nod yes.) Do YOU ever nap? (Answer or nod yes or no.)

Eating

Table manners are important and this would be good time to discuss them.

When I sit down to eat. (Sit at the table or desk.) I pull my chair up close. (Pull up chair.) I fold my napkin on my lap. (Fold imaginary napkin.) Then get ready to eat! (Pick up fork or spoon.) Yum, yum, yum! (Smack lips together.)

Do this once, talking about what to do before actually dramatizing.

Hands

Discuss hands and our use of them.

Hands can help. (Each child shows how he/she helps.) Hands can hurt. (Shake head no.) Hands can work. (Choose way to work.)

Or Button my shirt! (Button that shirt.)

Guess

Have all the children close their eyes.

Teacher says: Hands are to hold. (Hold hands together.) Hands are to shake. (Shake hands together.)

Hands are to hug. (Hug selves.) Guess what mine are doing now! (Children choose.)

They guess and then open their eyes.

Baking

This is a tongue twister so choice of action is up to the teacher.

Once I baked a puffin! Baked it in the uffen! No! No! I mean, Once I baked an uffen! Baked it in the puffin! "Help me boys and girls," Once I baked a muffin! Baked it in the oven! Yum!

It tasted so good ... Like a good muffin should! Yes!

Smiles

Discuss how smiles make both the giver and the receiver feel.

Smiles are for giving. (Big smiles.) Smiles are for sharing (Smile to the left and to the right.) Smiles are for making. (Big smiles.) Everyone feel loved. (Hug self.) Smile! (Big smile.)

Encourage them to see how many smiles may be given and received today.

Make A Smile

Following your directions will be fun!

Takes the two sides of your mouth. (Begin to smile.) Up toward your ears. (A bigger smile.) Make a smile that's nice and big! (Huge smiles.) Take it up. To your ears! See my smile! (Great big smiles!)

Manners

Discuss the meaning of the word manners and name good and bad ones.

When someone does a kindness. I always say "Thank you". (Say "thank you".) When I want a kindness, I always say "Please". ("Please.")

Think About Others

This is an opporturuty to discuss ways in which we show people that we are thinking of them.

Lie down flat upon the floor. (Lie down flat upon the floor.) Close your eyes and think. (Eyes closed.) Think about the world you know. (Quietly think.) The people that you meet. (Name some of them.) Ask yourself if you could do a kindness for someone near. (Name someone.) Think about something special you could do for someone else. (Name what to do.) Sometime this VERY day ... (pause.) Now open your eyes and sit up tall. (Do that.) Let's care about everyone large or small. Do kindnesses today!

Discuss what each child hopes to do as a kindness.

Big Smiles

This helps build a sense of community in your classroom.

Smiles are big. (Large smiles.) Smiles are small. (Small smiles.) Smiles make you feel, Ten feet tall! (Stretch as high as possible with a great big smile!)

Friendship

Discuss the meaning and actions of friendships.

Take the hand of the person on the right. (Do that.) Hold that hand and hold it tight! (Do that.) Take that hand and give it a shake. (Shake hands.) Say "Hello" and (Greet that person.) "How are you?" (Do that.) Take that hand give it a shake. (Shake hands.)

Relaxing

This offers an opportunity for children, and teacher, to relax!

Lie down on your tummy. (Lie down on one's stomach.) Lie down flat upon the floor. (Stay still.) Stretch your arms out from your sides. (Arms out yet flat.) Close your eyes. (Close eyes.) Be still! (Pause) Stay VERY, VERY still. (Stay very still.) Take your time To relax. (Pause) Doesn't that feel good?

Resting

Lie down flat. (Stay flat upon the floor.) Upon the ground. Quietly.... Don't make a sound. Take a rest.... Sh!

This is a wonderful time to relax and stay still.

Space to Listen

An opportunity to follow directions for quiet movement. Discuss parts of the body to be certain they may be used.

Move your elbow. (Move arm so that the elbow moves.) Move your knee. (Bring up the leg to bend the knee.) Stretch your arms out (Stretch arms out.) To make a tree! (Pretend to be a tree.) Wave your branches high. (Move arms as branches.) Wave your branches low. (Stoop low and move arms.) Wave your branches to the sky. (Stretch tall.) Let your finger birdies fly! (Movement of fingers.) Let them fly around, around. (Move arms as if in a strong wind.) Now sit softly on the ground. (Sit down quietly.)

Pets

Discuss the kinds of pets the children have and also the care of those pets.

Some pets are big. (Stretch high.) Some pets are small. (Stoop very low.) Pets need food and water. (Feed your pet.) But love most of all! (Hugs)

Animals, Pets, Birds, Dinosaurs, And Insects

Cat

I am a big, fat cat. (Dramatize using arms.) Sitting in my house. (Sit on the floor, saying "meow".) Sniff (Take big, loud sniffs.) Sniff (Take big, loud sniffs.) Sniff (Take big, loud sniffs.) Pounce! (Pounce from a sitting position.) I smell a mouse! (Clap hands.) Sniff (Take a big, loud sniffs.)

Dog

Child crouches and sits on floor.

See the dog.(Act like the dog.) As he walks along. (Walk on all fours like a dog.) He is big! (Swagger on all fours.) With big floppy ears. (Swing floppy ears.) He wags. (Wiggle, wiggle.) His big, long tail at me. (Wiggle a tail.) Oh big dog we do love you! (Hugs)

(Continues...)

Excerpted from Finger Plays For Optimum Brain Development In The Young Childby Carole D. Hillman Copyright © 2011 by Dr. Carole D. Hillman. Excerpted by permission of AuthorHouse. All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
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