Paint the Bubble - #48-49
|Paint the Bubble - #48-49|
|Equipment:||1 hoop and 1 juggling scarf per child (substitute scarves with paper towels)|
|Skill Theme(s):||Bending and stretching, positional words (high, low, front, back), moving in self-space|
- Children are scattered throughout a designated activity area, each standing inside a hoop.
- Distribute a juggling scarf to each child.
- Prepare the children for the activity by asking them if they have ever played with bubbles. Ask, “What happens when the bubble touches something?”
- Tell the children to imagine their plastic hoops are giant bubbles. They are standing inside and are going to “paint” their bubbles.
- Invite them to pretend their scarves are their paintbrushes and that they can paint the inside of their bubbles whatever color they like.
- Encourage the children to paint high, low, and all the way around them.
- If the concept of an imaginary bubble and a pretend paintbrush seems challenging to them, demonstrate.
- Remind children that to stay inside their “bubble” means to stay inside their hoops.
Now Try This:
- When the children grasp the idea that their personal space involves staying inside their “bubbles,” challenge each to pick up his/her hoop, hold it around his/her waist, and move through the activity area without bursting anyone else’s bubble (touching anyone else’s hoop).
- After traveling around the room for about 10-15 seconds, have the children stop and repaint their bubbles. Then pick up the hoops and travel again.
- Children who cannot grasp a scarf may have the scarves tied around their wrists or attached to an arm extender such as an empty paper towel roll. The paper towel roll may be used as an arm extender by first putting a sock over the child’s hand and forearm. Then use Velcro to secure the paper towel roll to child’s arm. Tape or Velcro may be used to keep the scarf in place on the other end of the paper towel roll.
- Children with visual impairments may participate with a sighted guide.
- Children with auditory impairments will require modeling for success. Sign language and/or pictures may be used for clearer communication.