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Month 1 · Week 4 · Day 3 | Pebble

Toddler (2–3 years) · Month 1 · Week 4

Day 3

First skills — motor confidence and independence

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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

Teaching34 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

    • CLOSING SONG3–5 min

      Good Morning Train

      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

    Hickety Pickety My Black Hen

    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

Storybook

Setup checklist

0 of 14 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 4: Llama Llama Misses Mama by Dewdney

Optional extension

Introduce three sizes: big, medium, small.

Quick Stats

3

Activities

34 min

Teaching Time

8 min

Prep Time

2

Resources

2

Songs

0

Stories

0

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-001

Hickety Pickety My Black Hen

Duration
3–5 minutes (circle time opener — used daily)
Preparation Time
0 minutes
Group Size
Whole class circle
Start teaching — follow the steps below.

Learning Objective

Child participates in the circle-opening song through actions or vocalisation by Week 3

Materials Required

  • Song
  • No instruments required in Month 1

Teaching Steps

  1. 1

    It is time for our song — listen!

  2. 2

    Can you clap along with me?

  3. 3

    What comes next in the song? Can you remember?

  4. 4

    Everyone together — Hickety Pickety!

Questions to Ask

  • It is time for our song — listen!
  • Can you clap along with me?
  • What comes next in the song? Can you remember?
  • Everyone together — Hickety Pickety!

Teacher Notes

Observe participation level by Week 3: leading actions / joining actions / joining vocalisation / observing with engagement / not yet participating.

Extension / Enrichment

Support: Slow the song down significantly in Week 1 so children can absorb the melody before the rhythm. Extend: Child leads the actions for the group by Week 4.

Assessment

Observe participation level by Week 3: leading actions / joining actions / joining vocalisation / observing with engagement / not yet participating.

Home Connection

Ask your child if they know any songs from school. If they sing or hum any part of Hickety Pickety, join in. This is the most powerful music reinforcement possible.

Suggested printables

  • •Hickety Pickety — melody, lyrics, teacher notes · song
  • •MUS-TOD-M1-W1-001 · MUS