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Month 1 · Week 1 · Day 3 | Pebble

Toddler (2–3 years) · Month 1 · Week 1

Day 3

First days — building felt safety and name recognition

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Child selects the bigger or smaller of two objects when named Child tears a sheet of paper using both hands in a coordinated bilateral action

Teaching32 minPrep8 minStart Teaching

Today at a Glance

  1. 9:00 AM · Settling In

    15 min

    Arrival & Settling In

    Routine

  2. 9:15 AM · Circle Time

    20 min

    Circle Time Songs

    Music & Movement

    • OPENING SONG3–5 min

      Hickety Pickety My Black Hen

      Actions included — see song resource card

  3. 9:35 AM · Numeracy

    25 min

    Big and Small — Discovery Comparison

    Numeracy

  4. 10:00 AM · Creative

    25 min

    Tearing Paper — Bilateral Hand Coordination

    Fine Motor

  5. 10:25 AM · Snack

    25 min

    Snack & break

    Wash hands, snack, bathroom, and a gentle reset before the next learning block.

    Routine

  6. 10:50 AM · Movement

    25 min

    Good Morning Train

    Music & Movement

  7. 11:15 AM · Free Play & Departure

    15 min

    Free Play & Departure

    Quick recap: Today we explored big and small, tearing paper, and singing along to a favourite song. Invite children to share one favourite moment, then sing your goodbye song. Child-led exploration and calm goodbye.

    Routine

Quick Preparation

Materials to gather

Resources to print

Songs to prepare

Storybook

Setup checklist

0 of 15 items ready

Assessment Today

Home Connection

Activity

Body part naming in the bath: as you wash each part, name it clearly.

Conversation starter

Can you give daddy the big spoon?' Household objects make the best mathematics.

Suggested book

Week 1: The Kissing Hand by Penn

Optional extension

Introduce three sizes: big, medium, small.

Quick Stats

3

Activities

32 min

Teaching Time

8 min

Prep Time

3

Resources

1

Songs

0

Stories

1

Printables

NumeracyTOD-NUM-001

Big and Small — Discovery Comparison

Duration
15 minutes
Preparation Time
5 minutes
Group Size
Small group
Start teaching — follow the steps below.

Learning Objective

Child selects the bigger or smaller of two objects when named

Materials Required

  • Pairs of objects in clearly different sizes: large and small ball, large and small block, large and small cup
  • Two labelled trays: BIG and SMALL

Teaching Steps

  1. 1

    Which one is big? Can you show me the BIG one?

  2. 2

    Which one is small? Find the SMALL one!

  3. 3

    These two balls — which is bigger? Which is smaller?

  4. 4

    Can you put all the big things on this tray?

  5. 5

    Wow — that IS big! And this one is so small!

Questions to Ask

  • Which one is big? Can you show me the BIG one?
  • Which one is small? Find the SMALL one!
  • These two balls — which is bigger? Which is smaller?
  • Can you put all the big things on this tray?
  • Wow — that IS big! And this one is so small!

Teacher Notes

Observe whether child consistently selects the correct object when big or small is named. Log: consistently correct / inconsistent / not yet.

Extension / Enrichment

Support: Use the child's own body: make yourself BIG — stretch up tall! Now make yourself SMALL — scrunch down tiny! Extend: Introduce three sizes: big, medium, small. Order three objects from smallest to biggest.

Assessment

Observe whether child consistently selects the correct object when big or small is named. Log: consistently correct / inconsistent / not yet.

Home Connection

At any meal: 'which is the big cup and which is the small cup? Can you give daddy the big spoon?' Household objects make the best mathematics.

Fine MotorTOD-FM-001

Tearing Paper — Bilateral Hand Coordination

Duration
15 minutes
Preparation Time
3 minutes
Group Size
Small group or whole class
Start teaching — follow the steps below.

Learning Objective

Child tears a sheet of paper using both hands in a coordinated bilateral action

Materials Required

  • Newspaper sheets (easiest to tear)
  • Tissue paper (moderate difficulty)
  • Coloured paper A4 (hardest — for extension)
  • A large tray or mat to catch pieces

Teaching Steps

  1. 1

    Hold the paper with both hands — one hand on each side

  2. 2

    Now pull — one hand this way, one hand that way!

  3. 3

    Listen to the sound! What does tearing sound like?

  4. 4

    Can you make tiny pieces? Can you make big pieces?

  5. 5

    What shall we do with all these pieces?

Questions to Ask

  • Hold the paper with both hands — one hand on each side
  • Now pull — one hand this way, one hand that way!
  • Listen to the sound! What does tearing sound like?
  • Can you make tiny pieces? Can you make big pieces?
  • What shall we do with all these pieces?

Teacher Notes

Observe whether child uses both hands simultaneously in a coordinated pull. Log: bilateral tear / one-hand dominant with other hand steadying / not yet tearing.

Extension / Enrichment

Support: Pre-start a small tear at the paper edge for children who cannot initiate the tear independently. Extend: Use torn pieces to create a collage — tearing becomes purposeful art-making.

Assessment

Observe whether child uses both hands simultaneously in a coordinated pull. Log: bilateral tear / one-hand dominant with other hand steadying / not yet tearing.

Home Connection

Old newspapers or junk mail — let your child tear freely. The bilateral coordination built by tearing is foundational for all later cutting and writing skills.

Music & MovementTOD-MUS-002

Good Morning Train

Duration
2 minutes (transition signal — used at every activity change)
Preparation Time
0 minutes
Group Size
Whole class
Start teaching — follow the steps below.

Learning Objective

Child participates in the transition song and begins to move between activities using the song as a signal

Materials Required

  • Song

Teaching Steps

  1. 1

    Can you hear the Good Morning Train? Time to move!

  2. 2

    Everyone on the train — choo choo!

  3. 3

    The train is taking us to the art table!

  4. 4

    Last stop — the circle!

Questions to Ask

  • Can you hear the Good Morning Train? Time to move!
  • Everyone on the train — choo choo!
  • The train is taking us to the art table!
  • Last stop — the circle!

Teacher Notes

Observe whether children begin to move on hearing the song without additional adult prompting. By Week 4 most children should initiate movement when the song begins.

Extension / Enrichment

Support: For children who are slow to transition: give a 1-minute warning before the song begins. Extend: Child leads the train line.

Assessment

Observe whether children begin to move on hearing the song without additional adult prompting. By Week 4 most children should initiate movement when the song begins.

Home Connection

Create any consistent transition song at home — even humming the same few notes before a routine change. Predictable musical cues reduce transition resistance dramatically.

Suggested printables

  • •Hello Hello / Body Parts Song — melody, lyrics, teacher notes · song
  • •Body Parts Poster (carried from June — kept visible) · poster
  • •MUS-TOD-M1-W2-001 · MUS