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Month 1 · Week 4 · Day 4 | Pebble

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

Day 4

First skills — motor confidence and independence

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Child uses big and small as describing words beyond objects — applied to sounds and movements Child makes deliberate marks on paper using fingers and palms dipped in paint

Teaching48 minPrep16 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 · Sensory

    25 min

    Finger Painting — Open Palm Marks

    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, finger painting, 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

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

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

Suggested book

Week 4: Llama Llama Misses Mama by Dewdney

Optional extension

Introduce fast/slow as a second pair.

Quick Stats

3

Activities

48 min

Teaching Time

16 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-004

Finger Painting — Open Palm Marks

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

Learning Objective

Child makes deliberate marks on paper using fingers and palms dipped in paint

Materials Required

  • Non-toxic washable finger paint in 2–3 colours
  • Large paper A2 or larger
  • Aprons for all children
  • Damp cloths for cleanup
  • Shallow paint trays

Teaching Steps

  1. 1

    Dip your finger in the paint — just the tip

  2. 2

    Now touch the paper — what happened?

  3. 3

    Press your whole hand flat — a handprint!

  4. 4

    What does the paint feel like on your fingers?

  5. 5

    You made that! Those marks are yours!

Questions to Ask

  • Dip your finger in the paint — just the tip
  • Now touch the paper — what happened?
  • Press your whole hand flat — a handprint!
  • What does the paint feel like on your fingers?
  • You made that! Those marks are yours!

Teacher Notes

Observe whether child makes deliberate, intentional marks versus random contact. Observe tolerance of paint on skin — this is a sensory milestone.

Extension / Enrichment

Support: For tactile-sensitive children: use a sponge or brush rather than bare fingers. Gradually introduce finger contact over multiple sessions. Extend: Press hands to paper to make handprints — this becomes a keepsake and a body-awareness activity simultaneously.

Assessment

Observe whether child makes deliberate, intentional marks versus random contact. Observe tolerance of paint on skin — this is a sensory milestone.

Home Connection

Bath paint or shaving foam in the bathtub — completely mess-free finger painting with easy cleanup. Exactly the same developmental benefit.

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.