0-3 years old

0-3 years old

Birth to 2 months

Sensorial/Indirect Preparation of Mathematical Concepts:
Black and white mobiles (e.g. Munari) hung over the infant’s chest (not directly over their face).

Fine Motor:
Non restrictive natural clothing, do not cover hands (e.g. with mittens or swaddles).

Gross Motor:
Non restrictive clothing, allow freedom of movement (e.g. on floor, not swaddled), tummy time, mirrors and mats.

Practical Life and Food:
Narrate as you undertake their daily physical care and nurturing.

Cultural/Social:
Mother/child relationship, father/child relationship.

Language:
Bub may make sounds without meaning – provide exposure to their native tongue being spoken in real language, not baby talk.

2 – 5 months

Sensorial/Indirect Preparation of Mathematical Concepts:
Colour mobiles (e.g. octahedron, gobbi), movement mobiles (e.g. ‘dancer’) – ensure these are hung over baby’s chest and that they are attractive from the ‘underside’ view as that is where bub will be viewing it from, not a side on observational view.

Fine Motor:
Grasping objects, rattles.

Gross Motor:
Mobiles and hanging items (e.g. stylised figures, grasping mobile, bell on a ribbon, ring on a ribbon).

Practical Life and Food:
Preparation for weaning (introducing solids).

Cultural/Social:
Family interactions.

Language:
Cooing, absorption of rhythm and patterns of speech – give access to responsive adults, stories and songs.

5 – 9 months

Sensorial/Indirect Preparation of Mathematical Concepts: Boxes with returning balls, covering objects and then revealing them, peekaboo (all object permanence).

Fine Motor: Punch ball, basket of known objects.

Gross Motor: Balls and rolling toys, spinning tops and music boxes, bar and mirror, kiosk, heavy tables or stools to pull to standing on.

Practical Life and Food: Weaning, feeding self.

Cultural/Social: Family mealtimes and extended family interactions.

Language: Babbling, reliably associates words with meaning – read books.

9 – 12 months

Sensorial/Indirect Preparation of Mathematical Concepts:
Drawer and ball (draw has stopper to prevent pulling the entire drawer out).

Fine Motor:
Cup with ball, rings on rocking base (rocking away from bub, not side to side), box with cube, rings on a dowel (stable base), rings with basket, napkin rings on a dowel.

Gross Motor:
Balls and rolling toys, spinning tops and music boxes, bar and mirror, kiosk, heavy tables or stools for cruising.

Practical Life and Food:
Use of glass for drinking (infant sized e.g. slightly bigger than a shot glass), involvement in everyday household/classroom tasks, is able to select and return activities to the shelf.

Cultural/Social:
Family interactions and wider community.

Language:
Uses words to convey meaning – give informal vocabulary lessons (e.g. naming things as you use them).

12 – 15 months

Sensorial/Indirect Preparation of Mathematical Concepts:
Box with knitted ball.

Fine Motor:
Household objects, pegs, use of keys, screws/nuts and bolts, cubes on a vertical dowel, puzzles (e.g. a single circle, then triangle then rectangle, next is obvious differences of same shape e.g. one big circle and one small circle on the same board, next is 3 piece puzzle e.g. one circle, one triangle and one square on a board), peg box, opening and closing activities.

Gross Motor:
Wagons and carts, stairs and slides, cube or cubbies with curtains, ball trackers.

Practical Life and Food:
Feeding and dressing self, table washing/scrubbing.

Cultural/Social:
Access to the wider community.

Language:
Rich linguistic environment, responsive adults, conversations, stories and songs.

15 – 18 months

Sensorial/Indirect Preparation of Mathematical Concepts:
Sorting and classifying (grouping objects).

Fine Motor:
Disks on a horizontal dowel, three pegs with rings, posting boxes, slotted box with counters.

Gross Motor:
Outdoor ‘walking the line’, cones and small hurdles, scooters, tricycles, mini trampolines, outdoor steps and frames, scooter boards, tunnels, ladders, wheelbarrows and other pushing objects, monkey bars, balloons, balls, beanbags, balance beam, pendulum swing, rocker boards, large ball trackers, cross patterning and crawling, sandpit, water, outdoor practical life (e.g. raking, sweeping, mat eating, watering plants, weeding). Other objects for observation are wind chimes, water pumps, prisms, magnifying glasses, windsocks.

Practical Life and Food:
Care of self (e.g. nose wiping, brushing teeth, dressing/undressing), care of the environment (e.g. wiping a table), food (e.g. cutting, setting a table, washing and drying dishes).

Cultural/Social:
Exposure to wider community, rituals and customs, songs and books, science activities (e.g. magnets, movement of air, gravity, light and colour, sound, life cycles and growth, machines and power, water, changing states), music (e.g. instruments, movement, singing), art and technology (e.g. hammering, crayons and chalk, painting, paper tearing, clay, colour mixing, glueing, use of scissors, sewing).

Language:
Conversations, stories and songs, poetry and rhymes, nomenclature objects (demonstrated in 3 period lessons).

18 – 24 months

Sensorial/Indirect Preparation of Mathematical Concepts:
Sequencing activities (putting things in order).

Fine Motor:
Bead stringing and threading.

Gross Motor:
Outdoor ‘walking the line’, cones and small hurdles, scooters, tricycles, mini trampolines, outdoor steps and frames, scooter boards, tunnels, ladders, wheelbarrows and other pushing objects, monkey bars, balloons, balls, beanbags, balance beam, pendulum swing, rocker boards, large ball trackers, cross patterning and crawling, sandpit, water, outdoor practical life (e.g. raking, sweeping, mat eating, watering plants, weeding). Other objects for observation are wind chimes, water pumps, prisms, magnifying glasses, windsocks.

Practical Life and Food:
Care of self (e.g. hand washing, brushing hair), care of environment (e.g. scrubbing a table, dusting, sweeping, mopping, glass cleaning, wood polishing), grace and courtesy (e.g. carrying a chair safely, sitting on chairs properly, using mats to show workspace), food (e.g. bread making and juicing).

Cultural/Social:
Exposure to wider community, rituals and customs, songs and books, science activities (e.g. magnets, movement of air, gravity, light and colour, sound, life cycles and growth, machines and power, water, changing states), music (e.g. instruments, movement, singing), art and technology (e.g. hammering, crayons and chalk, painting, paper tearing, clay, colour mixing, glueing, use of scissors, sewing).

Language:
Is able to use nouns and verbs together – do objects with matching cards (identical).

24 – 36 months

Sensorial/Indirect Preparation of Mathematical Concepts:
Mystery bags, construction materials, sensorial materials (e.g. cylinder blocks, pink tower, broad stair, red rods, thermic tablets and smelling bottles).

Fine Motor:
Composite puzzles (puzzles that have all different pictures).

Gross Motor:
Outdoor ‘walking the line’, cones and small hurdles, scooters, tricycles, mini trampolines, outdoor steps and frames, scooter boards, tunnels, ladders, wheelbarrows and other pushing objects, monkey bars, balloons, balls, beanbags, balance beam, pendulum swing, rocker boards, large ball trackers, cross patterning and crawling, sandpit, water, outdoor practical life (e.g. raking, sweeping, mat eating, watering plants, weeding). Other objects for observation are wind chimes, water pumps, prisms, magnifying glasses, windsocks.

Practical Life and Food:
Care of self (e.g. polishing shoes), care of environment (e.g. mirror cleaning, plant care, flower arranging, washing clothes), isolated teaching of skills (e.g. pouring, spooning, folding, dressing frames, box with latches, basket of containers), food (e.g. varied cooking activities alongside adult in the house).

Cultural/Social:
Exposure to wider community, rituals and customs, songs and books, science activities (e.g. magnets, movement of air, gravity, light and colour, sound, life cycles and growth, machines and power, water, changing states), music (e.g. instruments, movement, singing), art and technology (e.g. hammering, crayons and chalk, painting, paper tearing, clay, colour mixing, glueing, use of scissors, sewing).

Language:
Has more complex use of sentences with better grammatical structure – give nomenclature cards, question games and simple command cards.

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