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Pendulum Ball
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Teacher compensations may include selecting gross-motor tasks for these children. Straight line cutting replaces cutting along curves. Large scissors or large primary pencils may replace their smaller versions. Increased attention by the teacher when performing these tasks sometimes helps.
It may take all of the kindergarten year, and most of the first grade year for these children's fine-motor skills to develop, adequately. Drawing attention to the less than desirable quality of the product rarely proves effective in changing the situation. More of the same certainly doesn't seem to work.
The most desirable solution is one where the activity is pleasing to boys while working on the skill, simultaneously. Squeezing a ball would work if that activity involved the eyes. Unfortunately, it doesn't meet the criteria needed to have the desired effect.
Cutting, pasting, and printing are all
hand-eye coordination activities!More practice at doing the same activities, in which there is little success, is a slow process. It has the potential to move from "I can't..." to "I won't!"
Coloring, where the expectation is to stay within the lines, won't appeal to boys. The girls will almost always outshine the boys. There are exceptions, of course....the boy who is artistic, for instance.
The criteria, then, for a desirable activity is one where:
..hand-eye coordination is uppermost
...there is rhythmic increase opportunity
...there doesn't appear to be a connection to the classroom activity
...there is boy appeal (girls like it, too)
...the parent or teacher can use language of opportunity and encouragement.All of those factors are potential in a pendulum tennis ball activity.
Select a room (garage, carport) that can accommodate the swing of a ball suspended from the ceiling. Boys will check the limits of where the ball will go. Ideally, the room selected should be free of clutter...of things breakable.
The point of view of the boys is that the teaching apparatus is, first and foremost, a toy. They will explore it to the fullest. In this case, that's OK. The exception is when you work with it, it is no longer a toy and must be treated as such.
Set-up
1. Find the middlemost point on the ceiling. Screw in a small eye-hook ending with the eye parallel to the wall.
2. Screw in another eye-hook about 1 inch (2.5 cm) from the wall, ending in the same way.
3. Attach a cleat to the wall, low enough for your youngster to reach it; higher if you want to restrict or control access. The cleat should be large enough to accommodate about 3 yards (2.5 m) of small cord. A couple of cup hooks, set about 2 inches apart, will do, too.
4. Take a new (or used) tennis ball. Push a large threading needle (darning or curved for leather) beneath some of the fabric that covers the ball. It doesn't matter if you puncture the ball. It will still work.
5. Cut a length of nylon-type cord that extends from the floor, through the eye hooks, and beyond the cleat by about 1.5 feet (35 to 40 cm). The cord should be much larger than thread and smaller than small rope. Cotton cord won't relax to its original twist, readily. In fact, the action of the ball will tighten the twist and end in knotting.
6. Thread one end of the cord through the opening between the fabric and the ball. You may have to use tweezers to get it through. Tie it securely.
7. Thread the other end through the eye-hooks to the cleat.
8. Raise the suspended ball to the desired height for your youngster. When not in use, you can raise the ball to ceiling height and hold it there, securely, out of harm's way.
Aside
If you've ever played "Hangman,"
you'll have a graphic idea of how
to set up your apparatus.
NOTE: It is essential that you, the parent, learn how to do the exercises BEFORE demonstrating them to your child. A botched demonstration is ineffective. So, practice each of the exercises to the level of performance desired.
Pendulum Tennis Ball Activity Phase I
Lower the tennis ball to a height somewhere in the region of the chest bone. Adjust it to your personal comfort zone, as you begin to work the exercise.Depending on your arm length, stand about 2 feet (50 cm) from the ball, your chest bone centred to the ball. Your elbows will bend upward toward the upper arms; the hands bent forward toward the ball.
You will be hitting the ball with each individual finger, alternating the hands.
Drink A Glass Of Water Before You Begin The Exercise
Begin with the index finger (the one you point with) of the dominant hand. So...Hit the ball with the right index finger, saying one (1) as you do so.
Hit the ball with the left index finger, saying one (1).
Hit the ball with the right middle finger, saying two (2)
Hit the ball with the left middle finger, saying two (2)
Hit the ball with the right ring finger, saying three (3)
Hit the ball with the left ring finger, saying three (3)
Hit the ball with the right little finger, saying four (4)
Hit the ball with the left little finger, saying four (4)
Hit the ball with the right thumb, saying five (5)
Hit the ball with the left thumb, saying five (5)Practice this sequence until you can do it well, before you work with your youngster.
Know the specific process to follow when working with your youngster.
Have your child drink a small glass of water.
Say: We are at work, now. This is not a toy while we work with it.
Watch what I do.
Demonstrate the sequence while saying the appropriate number.
Say: Do what you can remember.
Let your child do what he can.Note: I can almost guarantee, 100 percent, that your
child won't be able to repeat the sequence, accurately.
DO NOT, I repeat, DO NOT attempt to explain how to
do it. First and foremost, you'll be wasting your time.
Here's what you can expect, so be ready for it and don't
be dismayed by it.
The ball won't be hit squarely in the
centre. The ball will go flying in every which direction.
The ball will be missed in the return trajectory. The count
will be off. The timing will be off. The wrong finger will
be used.
Resist the temptation to explain, to show, to insist.
Let your child figure it out for himself. He's got a good
brain. All of the explaining and showing actually
PREVENTS him from using his brain...from thinking...
from solving the problem. PLEASE believe me.
Demonstrate a second time, saying, "Watch what I do."
After the demonstration, say,"Do what you can remember."
Watch. You will see similar results.
At the end of his attempt, say, "We'll do this, again, tomorrow.
End of session.This will give your child time to think about what
happened and to try to resolve it in his mind. If
he doesn't, it doesn't matter. Continue this phase
on a daily basis. He may need to figure out what
is going on, repeatedly. Eventually, he will "get it"
and it will be his. Verify that he actually can do it
accurately for at least three days BEFORE
attempting Phase II
How will you know that he's "got it!"
The ball's movement will be smooth. The hit count
will be rhythmic. The eyes and hands will be
integrated, that is, they will work together, in
tandem. He will hit the ball at a precise point, the
point where gravity takes over from inertia...the
point where the ball complete the arc, nearest
the child, and begins its downward movement.
PENDULUM TENNIS BALL ACTIVITY PHASE II
In Phase II, the sequence is reversed. The count is 5,4,3,2,1 using the thumb first, then the small finger, the ring finger, the middle finger, ending with the index finger. As in Phase I, the count and hit are simulaneous. Learn to do it, yourself, before demonstrating it to your child. Provide two demonstrations, followed by an attempt on the part of the child, following each demonstration. The directions are the same, "Watch what I do" and "Do what you remember." Drink a glass of water.By the end of Phase II, your child's teacher
should notice considerable improvement in
his fine-motor control. In fact, she (K teachers
are rarely male) will note significant improvement
in your child's learning rate, his performance levels.
PENDULUM TENNIS BALL ACTIVITY
PHASE III
When the Phase II sequence is in the "got it!" stage, introduce Phase III. This phase requires the combining of both sequences. Both phases become one single activity. Give only one demonstration in this phase using the same instructions. Drink a glass of water before the exercise.
In doing so, your child will improve
...in observation
...in thinking
...in problem-solving
This is excellent preparation for the learning requirements of first grade....and, in sensory integration.
Note:
As demonstrable proof, to yourself, and to Grandma,
have your child print his name, BEFORE and AFTER a
session, at regular intervals, say, every week. Do this
throughout the learning sequence. Note if there are
differences in the name after the session. Compare it
at the intervals. Most particularly, note the difference
from the inception to the end.
Enjoy the activity with your child. Remember to
use the language of opportunity and encouragement.
This activity is a NeuroNet procedure addressing fine-motor
sequencing. The procedure was developed by
Nancy W. Rowe, M.S., FAAA, an audiologist who
specializes in neurological learning readiness.
For more information see the NeuroNet website at: www.neuronetonline.com.
Pendulum Ball at Kindergarten Tips And Skill Lessons
