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Month 1 · Week 2 · Day 4 | Pebble

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

Day 4

Body part vocabulary and self-recognition

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Child uses big and small as describing words beyond objects — applied to sounds and movements Child peels large dot stickers using a pincer grip and places them on paper, including a simple two-colour pattern (e.g.

Teaching43 minPrep11 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

    • CLOSING SONG3–5 min

      Good Morning Train

      Actions included — see song resource card

  3. 9:35 AM · Numeracy

    25 min

    Big Voice, Small Voice

    Numeracy

  4. 10:00 AM · Creative

    25 min

    Dot Sticker Pasting — Peel and Place

    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 · Sensory

    25 min

    Torn-Paper Collage — Free Process Art

    Art & Craft

  7. 11:15 AM · Free Play & Departure

    15 min

    Free Play & Departure

    Quick recap: Today we explored big voice, small voice, dot sticker pasting, and torn-paper collage. Invite children to share one favourite moment, then sing your goodbye song. Child-led exploration and calm goodbye.

    Routine

Quick Preparation

Materials to gather

Songs to prepare

Storybook

Setup checklist

0 of 12 items ready

Assessment Today

Home Connection

Activity

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

Conversation starter

Now a tiny voice!' Big and small go far beyond objects.

Suggested book

Week 2: Chrysanthemum by Henkes

Optional extension

Introduce fast/slow as a second pair.

Quick Stats

3

Activities

43 min

Teaching Time

11 min

Prep Time

0

Resources

2

Songs

0

Stories

0

Printables

NumeracyTOD-NUM-002

Big Voice, Small Voice

Duration
10 minutes
Preparation Time
0 minutes
Group Size
Whole class
Start teaching — follow the steps below.

Learning Objective

Child uses big and small as describing words beyond objects — applied to sounds and movements

Materials Required

  • No materials required

Teaching Steps

  1. 1

    Can you say hello in a BIG voice? HELLO!

  2. 2

    Now say it in a tiny small voice — hello...

  3. 3

    Make your body BIG — stretch out wide!

  4. 4

    Now make your body SMALL — curl up tiny!

  5. 5

    Clap a BIG clap — now a small quiet clap

Questions to Ask

  • Can you say hello in a BIG voice? HELLO!
  • Now say it in a tiny small voice — hello...
  • Make your body BIG — stretch out wide!
  • Now make your body SMALL — curl up tiny!
  • Clap a BIG clap — now a small quiet clap

Teacher Notes

Observe whether child modulates voice and body size in response to big/small cues. This confirms vocabulary has been internalised beyond object recognition.

Extension / Enrichment

Support: Use a drum — big hit for BIG, gentle tap for small. Extend: Introduce fast/slow as a second pair. Connect: big steps are SLOW, small steps are FAST.

Assessment

Observe whether child modulates voice and body size in response to big/small cues. This confirms vocabulary has been internalised beyond object recognition.

Home Connection

In the car or at dinner: 'can you say your name in a big voice? Now a tiny voice!' Big and small go far beyond objects.

Fine MotorTOD-FM-003

Dot Sticker Pasting — Peel and Place

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

Learning Objective

Child peels large dot stickers using a pincer grip and places them on paper, including a simple two-colour pattern (e.g. red-yellow-red-yellow) when ready.

Materials Required

  • Large dot stickers minimum 25mm diameter in mixed colours
  • Plain white A3 paper

Teaching Steps

  1. 1

    Peel the sticker off — use your thumb and finger

  2. 2

    Now press it down on the paper — press hard!

  3. 3

    What colour is your sticker? Can you find a red one?

  4. 4

    Can we make a pattern — red, yellow, red, yellow?

  5. 5

    How many stickers have you placed? Shall we count?

Questions to Ask

  • Peel the sticker off — use your thumb and finger
  • Now press it down on the paper — press hard!
  • What colour is your sticker? Can you find a red one?
  • Can we make a pattern — red, yellow, red, yellow?
  • How many stickers have you placed? Shall we count?

Teacher Notes

Observe whether child can peel the sticker independently using a pincer grip. This is a strong indicator of pincer grip development.

Extension / Enrichment

Support: Pre-peel the corner of each sticker for children who cannot yet initiate the peel independently. Extend: Invite a friend to continue the red-yellow pattern on a shared strip of paper.

Assessment

Observe whether child can peel the sticker independently using a pincer grip. This is a strong indicator of pincer grip development.

Home Connection

Any sticker book at home builds exactly this skill. The peeling is the fine motor work — the placing is the targeting skill. Both matter.

Art & CraftTOD-ART-013

Torn-Paper Collage — Free Process Art

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

Learning Objective

Child tears coloured paper into pieces and presses them onto a large sheet to make a free collage — process only, no product expectation

Materials Required

  • Coloured paper scraps in 2–3 colours (pre-torn starter pieces available)
  • Large A2 backing paper — one per child
  • Glue sticks (non-toxic) or glue trays with paste brushes
  • Aprons

Teaching Steps

  1. 1

    Tear the paper — pull with both hands!

  2. 2

    Press your piece onto the big paper — stick!

  3. 3

    What colour did you choose?

  4. 4

    You can put pieces anywhere — there is no right picture

  5. 5

    Look how many pieces you made!

Questions to Ask

  • Tear the paper — pull with both hands!
  • Press your piece onto the big paper — stick!
  • What colour did you choose?
  • You can put pieces anywhere — there is no right picture
  • Look how many pieces you made!

Teacher Notes

Observe tearing effort and deliberate placing. No assessment of artistic quality — ever.

Extension / Enrichment

Support: Pre-tear pieces for children who cannot yet initiate a tear; invite them to press and place only. Extend: Combine with Month 1 handprint paper as a shared class mural strip.

Assessment

Observe tearing effort and deliberate placing. No assessment of artistic quality — ever.

Home Connection

Tear old magazines and stick onto scrap paper at home — same tearing and pressing skill.