Loose Parts for Active Play & Learning

The theory of loose parts was first put forward by Simon Nicholson in the 1970s, and states that the creative potential of an environment increased with the number and variety of flexible materials within it. Loose parts are defined as materials that can be moved, carried, combined, redesigned, lined up, and taken apart and put back together in multiple ways. Loose parts can be natural or synthetic and manufactured. They are materials with no specific set of directions that can be used alone or combined with other materials. Loose parts can include a variety of simple equipment pieces. Think balls, hoops, ropes, cones, parachutes, scarves, bean bags. You can enrich your existing play environment with the addition of mobile and low cost active play equipment.

We traditionally use simple equipment to play structured games with rules, but I want you to think about letting the children use these open-ended materials for unstructured play, creating and designing their own challenges and games. What if you put out some balls, hoops, scarves, bean bags…

The children may become curious about what the materials are and how to use them.  They will then begin to explore the materials in different ways using their imaginations and strengthening their problem-solving skills. This leads to discovering that the materials can do many things. Discovery results in pleasure.  Pleasure results in repetition. This process of curiosity, exploration, and discovery is the cycle of learning.

Now, I could give you an awesome list of what the children came up with, but I’m not going to do that. I want to suggest that you observe and acknowledge their creations, celebrating their discoveries and experiments. Perhaps the next day add another loose part (i.e., a rope). The ideas of loose parts you can use is only limited by your and the children’s imaginations.

Benefits of Loose Parts:

• Enables children to manipulate their environment, to experiment, and to interact with materials
• Helps children actively construct knowledge from their own experiences.
• Encourages interaction among children and cooperative play
• Increases risk-taking, conflict resolution, and communication
• Deepens critical thinking and problem solving
• Promotes divergent and creative thinking
• More symbolic and imaginative play
• Supports gross and fine motor skills
• Developmentally inclusive

Give children the time, space, and an ample variety of loose parts to discover and create with.

Loose parts are all about active play and learning!

Product Recommendations:

High-Bounce Play Balls Set of 6 (BOUNCE)

Excellerations Brawny Tough Rainbow Parachutes (P6)

Brawny Tough Activity Hoops (HOOPSET)

Zebra Hoops Set of 6 (HULA)

Nylon Jump Ropes (RPST)

Rainbow Movement Scarf Classroom Pack (SCARFSET)

Excellerations Super Sensory Beanbags Set of 12 (COOLBEAN)

Colored Beanbags Set of 12 (CBB)

Colored Cones Set of 10 (SETC)

Streamer Ribbons & Scarves – A Rainbow of Fun!

Put a scarf or ribbon in a child’s hand and movement automatically begins! Dance, leap, run, twirl, spin, gallop, jump, throw, catch – the active play it provides is never ending! I highly recommend that you have enough scarves or ribbons for each child to have one for each hand.

Objectives/Learning Outcomes:
Promotes cross-lateral movements (midline development)
Develops body and spatial awareness
Directionality
Laterality
Gross and fine motor coordination
Eye-hand coordination
Moderate to vigorous physical activity
Agility
Flexibility
Listening skills
Cooperative play
Creativity
Imagination

Movement Exploration and Creative Movement
Using one ribbon or scarf, move it…

• Up and down
• Side to side
• In a circle
• In a figure 8
• Above your head
• Below your knees
• Between your legs
• At your side
• In front of you
• Behind you
• Like a broom (moving it side to side in front of body)
• Like a fishing pole (casting or throwing it out in front of body)
• Like a hammer (moving it up and down with quick wrist movements)
• Like ocean waves (shaking it in front of body)
• Like a rainbow (moving it in an arc from one side of body to the other
• Like a river (dragging it across the floor or ground)
• Like tree branches in a windstorm (hold it above the head and swaying from side to side)
• Like a tornado (spinning around and raising and lowering it)

Dance, Dance, Dance
Start the music and encourage the children to dance and move about freely in the open space. When the music stops, they are to freeze (stand motionless like a statue). When the music starts again, children resume dancing. Try to trick the dancers by starting and stopping the music quickly. They love the element of surprise! Music suggestions: “I Like To Move It” by Crazy Frog (fast dancing – suggest dancing using locomotor movements—jumping with two feet, hopping, jogging). “Somewhere Over the Rainbow” by Judy Garland (slow dancing – suggest twirling, leaping, and floating to the music).

On Your Mark, Get Set, RUN!
With streamer ribbon or scarf in hand held high above head, have children run from one boundary to another. What child doesn’t like to run! They will ask to do it again and again. Music suggestion: “Colors of the Wind” from Disney’s movie, “Pocahontas.”

Follow the Leader
Have children stand in a line one person behind the other. When the music starts, the child at the head of the line does a movement with the scarf or streamer and all children behind the leader will move their scarf in the same way as the leader (i.e., waving scarf overhead, jumping with the streamer, swinging arms back and forth with scarf, etc.) When the music stops, the child that was at the front of the line goes to the back of the line and the next child in line becomes the leader. The music starts again and the game continues until everyone has had a chance to be the leader. Music suggestion: “Happy” by Pharrell Williams.

 

Tails
Set up boundaries using ropes or cones in the available space. Each child tucks a streamer or scarf into their waistband behind their back. The ribbon is now their tail. The game starts when the music starts and the children run in the available space. The game is played like tag, but instead of tagging each other, children pull each others ribbon out of their waistbands and drop them to the ground. The child whose ribbon is pulled, picks up his streamer ribbon (tail), goes to “the tail repair area” (a designated spot, i.e., door, tree, etc.) to replace the tail in their waistband. Once the ribbon or scarf is secure in their waistband, the child returns to the game and resumes pulling tails (ribbons/scarves). Music suggestion: “U Can’t Touch This” by MC Hammer.

Discount School Supply® Product Recommendations

• Rainbow Dancing Wrist Bands (RNBW)
• Streamer Scarves (SWISH)

Rollin’ in the New Year Roller Board Style

The roller board, aka scooter board, is a super-duper piece of equipment to acquire. Inclement weather—pouring rain, snow flurries or freezing temperatures—can keep us inside. Pull out the roller board and add it to your environment for indoor play. Here are 10 rockin’ and rollin’ ideas and activities appropriate for three to five year olds. First, though, some safety considerations and benefits:

Safety Recommendations:

• Only sit or lay on the roller board
• Never let a child stand on a roller board
• Keep hands clear from the bottom of the roller board
• Use handles to carry the roller board
• Tie back long hair and tuck in loose clothing
• Check wheels regularly
• Prevent roller boards from crashing into others

Benefits:

• Upper body strengthening (arms, legs and hands)
• Core strengthening
• Motor planning
• Balance
• Bilateral coordination
• Physical endurance
• Tactile stimulation
• Kinesthetic stimulation
• Vestibular stimulation
• Crossing midline skills
• Eye-hand coordination

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And now for the activities!

Movement Exploration Experiences

Have children explore different ways to move around the space using the roller board.

• One hand on roller board
•  Two hands on roller board
• Two hands and one knee on roller board
• Kneel on roller board
• Sit on roller board, move backwards
• Sit on roller board, move forward
• Lie on stomach (prone position), move forward
• Lie on stomach, move backwards

Hoop Ball Shooting

• Place Hoop Ball Goal in open space
• Child sits on roller board holding a ball
• Child moves forward using feet to the Hoop Ball Goal and attempts to shoot the ball into the hoop
• As the child becomes more proficient, challenge him/her to move farther way from the hoop (no more than six to eight feet)

Rope Pull

• Adult holds one end of a long jump rope
• Rope goes under roller board and between wheels
• Child takes prone position (lying on stomach) on roller board and grips rope at opposite end from the adult
• Child pulls self toward adult using a hand-over-hand grip on the rope. Feet do not touch the floor

Puzzle Piece Play

• Scatter puzzle pieces at one end of the room or space
• Place the corresponding puzzle boards at the other end
•  Child sits on roller board
• child moves around space using feet, finds and grasps a puzzle piece
• Child travels with puzzle piece to find the matching puzzle board and puts the piece into its place
• Game continues until all the puzzles have their matching pieces

Roller Board & Cone Obstacle

• Set up three cones in a line about 3-4 feet from each other
• Child takes prone position on roller board and uses hands and arms to propel roller board around cones and back to starting position. Body is balanced on roller board, feet do not touch floor, and hands and arms work in rhythmic coordination.
• Child can try the same challenge sitting on knees on the roller board.

Free Ride

• Child sits cross-legged on roller board
• Child holds a hoop and adult pulls the child around
• Speed of travel depends on the child’s stability on the roller board and his or her enjoyment of speed

Fly Like an Eagle

• Need large, clear space to play
• Child takes prone position on roller board
• Tell child he/she is going to “fly like an eagle” across the room or down a long hallway
• Adult holds on to child’s feet and gives child a big push
• Child will have to work hard to keep head, arms (held out like wings), and legs lifted while moving forward

Body Bowling

• Set up bowling pins at one end of the room
• Just like in the “Fly Like and Eagle” activity above, child takes prone position on the roller board
• Child keeps arms out in front (i.e. a superman “flying” position)
• Adult holds onto child’s feet and gives child a big push forward
• Child attempts to knock down the bowling pins

Grocery Shopping

• Scatter plastic fruits and vegetables around the room
• On the opposite end of the room, place rainbow colored baskets
• Child sits on roller board
• Child moves around space using feet and picks up a fruit or vegetable
• Child travels with the piece of play food and puts it into the matching colored basket
• Game continues until all of the fruits and vegetables have been “bought.”

Crazy Driver

• Mark of a path or road using Mavalus Removable Poster Tape. Create a single line of tape or two lines to form a “lane” for the child to stay in. Make curves, zigzags, twists or turns.
• Challenge child to “drive” along the road either in prone position, sitting on knees, or sitting on bottom

Product Recommendations

• Roller Board (ROLLIT or ROLLUS)
• 16′ Nylon Jump Rope (JMPRP16)
• 25′ Diameter Floor Goal (SLAMDUNK)
• 9″ Basketball (BBALL)
• High-Bounce Play Balls (BOUNCE)
• Knob Puzzle (TPUZSET)
• Brawny Tough Activity Hoops (HOOPSET)
• Colored Cones (SETC)
• Soft Bowling Set (BWLSET)
• Life-Sized Fruit & Vegetables Set (FOODSET)
• Classroom Activity Baskets (CATCHY)
• Mavalus Removable Poster Tape (MAVALUS)
• Child Trike Helmet – Red (HLMTR)

Parachute Play the Nursery Rhyme Way

Nursery rhymes have been around for centuries and are a wonderful way to promote a variety of literacy skills—oral language development, phonemic awareness, phonics, fluency, comprehension and vocabulary. Parachute play provides children with important physical activity and exercise while building gross motor skills, coordination, perceptual motor skills and muscle development. And let’s not forget the social interaction that occurs when using the parachute. It creates an instant circle, allowing everyone to feel a part of the group and encouraging eye contact and interaction between all participants. So let’s combine nursery rhymes with body movements using the parachute. Everybody hold on to the edge of the parachute and start singing and moving.

 

The Wheels on the Bus
The wheels on the bus go round and round (hold parachute with one hand and walk around in a circle)
The door on the bus goes open and shut (pull chute forward and backward)
The horn on the bus goes beep, beep, beep (two feet together jump/bounce in place)
The windows on the bus go open and shut (raise parachute above head and lower parachute by touching toes)
The wipers on the bus go swish, swish, swish (hold parachute with 2 hands in front of body and move arms from side to side)
The babies on the bus go waa, waa, waa (pretend to wipe eyes with parachute—like a handkerchief)

 

The Grand Old Duke of York (Tune: “A-Hunting We Will Go)
Oh, the grand old Duke of York, (all hold parachute and march in place)
He had ten thousand men,
He marched them up to the top of (raise parachute above head)
The hill and he marched
Them down again. (pull parachute down and touch toes)
And when they were up they were up. (raise parachute above head)
And when they were down they were down. (pull parachute down and touch toes)
And when they were only half way up,
They were neither up nor down.  (everyone half-way up)

 

Sally Go Round the Sun
(everyone holding parachute with one hand walking around in a circle, singing)
Sally go round the sun.
Sally go round the moon.
Sally go round the chimney tops
Every afternoon.
BOOM!  (all fall down)

 

London Bridge
(children go underneath the parachute while adults lift and lower it above their heads)
London Bridge is falling down,
Falling down, falling down.
London Bridge is falling down,
My fair lady.

(adults move parachute back and forth above the heads of the children underneath)
Take a key and lock her up,
Lock her up, lock her up.
Take a key and lock her up,
My fair lady.

 

The Itsy-Bitsy Spider
The itsy-bitsy spider
Climbed up the water spout. (raise parachute above head)
Down came the rain (lower parachute below waist)
And washed the spider out. (with parachute at waist move arms from side to side)
Out came the sun (raise parachute above head)
And dried up all the rain. (with parachute at waist shake it up and down)
And the itsy-bitsy spider
Climbed up the spout again. (raise parachute above head)

 

Ring Around the Rosy
(everyone holding parachute with one hand walking around in a circle, singing)
Ring around the rosy,
A pocket full of posies.
Ashes, ashes!
We all fall down! (all fall down)

(while sitting on ground, holding parachute, singing)
Cows are in the meadow,
Eating buttercups.
Thunder, lightning!
We all jump up! (jump up while sliding voice from low to high and lifting parachute).

 

Pop Goes The Weasel
(everyone holding parachute with one hand walking around in a circle, singing)
All around the cobbler’s bench,
The monkey chased the weasel.
The monkey thought it all in fun,
Pop! goes the weasel. (stop walking, stand in place and pop parachute in the air) 

(everyone holding parachute with one hand walking around in a circle, singing)
A penny for a spool of thread,
A penny for a needle.
That’s the way the money goes,
Pop! goes the weasel. (stop walking, stand in place and pop parachute in the air)

 

Product Recommendations:
Excellerations® Brawny Tough Rainbow Parachutes – 6’Dia.
Excellerations® Brawny Tough Rainbow Parachutes – 12’Dia.
Excellerations® Brawny Tough Rainbow Parachutes – 20’Dia.
Parachute Play Pack
Nursery Rhyme Wooden Characters – Set of 26
Wheels on the Bus Book & CD Set
The Itsy, Bitsy Spider Book & CD Set

Excellerations™ Get Up and Go! Dice

I am passionate about putting into teacher’s and children’s hands materials that promote physical activity and learning.  Excellerations™ Get Up and Go! Dice does just that and is a quality product from Discount School Supply®.

The Excellerations™ Get Up and Go! Dice set includes:

• 2 dice with pockets on all sides
• 20 different movement activity cards
• 12 numeral cards (2 each of the numbers 1-6)
• 12 dice dot cards (2 each of the dots numbering 1-6)
• 12 blank cards

The two large seven-inch vinyl-covered foam dice have pockets on all six sides that hold activity and number cards.  Insert six different activity cards in each of the pockets on one die.  On the other die put the numeral cards, either showing the dots or the numeral.  Depending on the developmental skills level of the children, I use the numeral cards for numbers 1, 2, and 3 and the dot cards for numbers 4, 5, and 6.  Young children may not recognize the larger numerals, but they are usually able to count the dots or “pips.”  Did you know that the dots on dice are called “pips?”  The word “pip” commonly means a “spot” or a “speck,” and perhaps that’s why the dots on dice, as well as dominoes, are called pips.  Don’t shy away from the big word, i.e., “pips” for “dots.”  It is very common for adults to simplify their language when talking to young children.  Throwing in a new word now and then is a great opportunity to build vocabulary! If you’re going to explain what something is, you might as well use the proper word the first time. Children may not always pick up on those big words, but they certainly won’t if they don’t ever hear them.  So go ahead, use words like “identical” instead of “same” and “pips” instead of “dots.” You’ll be surprised at what the children will pick up on when you give them the chance!

Here is a fun favorite activity that I like to play indoors or outside.  You’ll find more ideas in the Activity Guide that comes with it.

Roll the Dice for Exercise

How to play:

1. Sit children in a large circle.
2. One child is chosen to roll the dice.
3. Child with dice stands up and rolls the dice into the middle of the circle.
4. The child identifies the activity to be performed and the number of times to perform the activity by counting the pips or stating the number shown on the die.
5. All children in the circle stand up and perform the activity that is lead by the child who rolled the dice.  All the children are to count as they perform the movement.
6. When finished, the child who had rolled the dice gives it to another child who continues the game by rolling the dice and leading the group in the movement activity that is shown on the movement die and counting the number of times they are to do the activity (as shown on the number die).
7. The game ends when every child has had a chance to “Roll the Dice for Exercise.”

Suggestions & Variations:

• If the child who rolled the die has difficulty counting, let the group count the dots or pips out loud on the number die, as the child points to them.
• Take pictures of the children doing a favorite movement activity (i.e., jumping jacks, jogging in place, etc.) and adhere it to a blank card.  This personalizes it to the group of children in your classroom.
• This activity is also a great one to use when children are in transition –i.e., waiting for the bus or their group’s turn, etc.

Objectives/Learning Outcomes:

1. Physical activity: any bodily movement produced by skeletal muscles that results in energy expenditure
2. Gross motor skills: using the large muscles of the arms, legs and trunk
3. Cooperative play: games and activities that the participants play together rather than against one another
4. Listening skills: ability to follow verbal directions
5. Language development: speaking, communicating
6. Mathematics: number sense of quantity and counting; one-to-one correspondence
7. Social emotional development: taking turns; promotes children’s self-esteem and confidence

Get active, get moving, get healthy…and start rolling the Excellerations™ Get Up and Go! Dice.  Everyone will be a winner!

A Whale of a Role Model!

I feel very fortunate to live near the ocean in Santa Cruz, CA.  It continually inspires me to venture outside and enjoy all that it affords.  It is a place of beauty, incredible wonders, and home to the greatest diversity of life on earth.  This week, humpback whales can be spotted not far from the beach.  They are joining herds of sea lions and flocks of birds to dine on the abundant anchovies that are present in the bay.  In the photo below taken by Chris Elmenhurst, you can see a mother humpback teaching her baby calf how to feed on the tiny green fish. The whale mother and her baby will share the strongest of bonds for one year with the mother preparing and strengthening her newborn for the long migration up the coast.  It’s common to see a baby trying to perform a good breach over and over and then have mom come up unexpectedly to show junior how it should be done.

Photo by Chris Elmhurst at Surf the Spot – click photo to view more photos.

While I was watching the humpbacks, I also spotted a mother and son exercising together on the beach.  I couldn’t help but notice the correlation between the mother whale with her calf and the mother and son lifting weights.  Just as the mother whale role models for her baby, so does a physically active parent role model for her child.

Parents who encourage and endorse physical activities in their own lives are more likely to pass on these good habits to their children.  Research shows that children who exercise do better in school, control themselves better, and have fewer behavior issues. More good news is that children who lead active lifestyles are likely to remain active as adults and pass on their healthy lifestyle habits to their own children.

Consider the following benefits of regular physical activity for growing children:

• Promotes healthy growth and development
• Builds strong bones and muscles
• Improves cardiovascular fitness
• Increases flexibility
• Improves balance, coordination and strength
• Assists with the development of gross motor and fine motor skills
• Provides the opportunity to develop fundamental movement skills
• Helps to establish connections between different parts of the brain
• Improves concentration and thinking skills
• Provides opportunities to develop social skills and make friends
• Reduces feelings of depression, stress, and anxiety
• Improves sleep
• Promotes psychological well-being, including higher levels of self-esteem and self-
• concept

Whether you’re a parent or a teacher, be a role model. Show children physical activity is important by enthusiastically participating in it!

Animal Hopping {Really Jumping!} Sacks

The old potato sack “ain’t” what it used to be.  This version of the classic potato sack is made more “kid-friendly” with the addition of pictures of animals that really do “jump” on the front of the sack—kangaroos, rabbits and frogs—and with two sets of handles to accommodate any age (3 to 103 years young!)  One set of handles is on the inside of the sack for little hands and the other is on the outside of the sack for bigger hands.  Once your body is standing inside the sack, there is only way to move from one place to another and that is by grasping the handles and using both feet to JUMP up and down. Hopping is on one foot and is not a recommended way to travel while in a sack.  It is best to play the following activities outside on the grass or on any cushioned or matted surface.  Whether you’re playing a game or competing in a race, you’ll have fun and experience success—no matter what your size!

Objectives/Learning Outcomes:
Playing and using the sacks promotes and develops…

1.  Overall physical fitness—cardiovascular endurance, flexibility, muscular strength and endurance.
2.  Gross motor development—using the large muscles of the arms, legs and trunk.
3.  Bilateral coordination—using both sides of the body at the same time in unison as in jumping.
4.  Eye-foot coordination—eyes and feet working together smoothly to meet a challenge.
5.  Spatial awareness—coordinated movement in relationship to other objects in the environment.
6.  Balance—being able to hold the position of the body through the interaction of muscles working together (maintaining body equilibrium) whether the body is stationary (static balance) or moving (dynamic balance).
7.  Cooperation and teamwork—2 or more people working and playing together rather than against one another, just for the fun of it.
8.  Fun— playful actions providing amusement and enjoyment.
9.  Listening skills—ability to follow verbal directions.

Games & Activities

Animals Jump                                                                                 Ages:  3 – 5

Set Up:
1. Players scattered in open space.
2. One jumping sack for each player.

Procedure:
1. Before starting this activity, discuss with the group about what jumps and what doesn’t.
2. An adult or child who understands the concept of the activity is selected to be the leader of the game.
3. Players stand inside jumping sack but do not hold handles.
4. The leader shouts out various things that jump.
5. Each time the leader names anything that “jumps” the players grab the handles of the sack, pulling it up, and jump up and down vigorously (e.g., “frogs jump,” “rabbits jump,” “kangaroos jump,” “crickets jump,” etc.).
6. If the leader names something that does not jump, players let go of their bags and stand motionless (e.g., “elephants jump,” “worms jump,” “tables jump,” etc.).

Animals Find Your Home                                                             Ages:  3 – 5

Set Up:
1. One animal jumping sack and one hoop or shape spot marker for each player.
2. Arrange hoops or spot markers in a large circle equally spaced apart.

Procedure:
1.  Position each player (standing in jumping sack) in a hoop or on a spot (the hoop or spot is their “home”).
2.  One player in a sack stands in the center of the circle without a hoop or spot  and calls out, “KANGAROO (name of animal sack they are in)  WANTS A HOME!” (e.g. “RABBIT WANTS A HOME!”).  All animals (including the one standing in the center) must leave their home (hoop or spot) and jump to a different and vacant spot or hoop.
3.  One player will be left without a hoop or a spot and should then take his or her place in the center as the next animal home shopper.
4.  The game continues until everyone has had a turn to be a new “home shopper.”  If “home shoppers” are too slow in finding a new spot or hoop, an adult or leader may pick the next home shopper randomly.

Listen & Jump                                                                                 Ages:  3 – 5

Set Up:
1. Players scattered in open space.
2. One jumping sack for each player.
3. CD player and lively upbeat music.

Procedure:
1.  First ask the players to jump in place when the music starts.
2.  When the music stops, the players are to stop and maintain their balance while standing in the sack.
3.  Challenge the players to jump freely around the open space while the music is playing.
4.  The game continues with the starting and stopping of the music.

Animal Facts                                                                                   Ages:  5 and up

Set Up:
1.  “Start” and “Finish” lines or boundaries using cones, ropes or other markers placed a maximum of 12 – 20 feet apart.
2.  One jumping sack for each player.

Procedure:
1.  Each player stands behind the boundary or start line at least an arms width apart from each other.
2.  Each player gets into an animal sack, pulls it up, and holds onto the size-appropriate handle.  Make sure each player knows which animal sack they are in—kangaroo, rabbit or frog.
3.  An adult or child who understands the concept of the activity is selected to be the leader of the game.
4.  The leader of this activity calls out animal facts and if the information is correct for the animal—kangaroo, rabbit or frog— that player(s) in the appropriate sack jumps forward one jump.
5.  Each time a fact is called out, the matching animal or animals jump forward one jump.  If the animal fact does not apply to the animals, nobody jumps forward.
6.  The game ends when all the animals cross the finish line.

Some Animal Facts or Characteristics that you can use in playing this game:
Ask questions appropriate for the ages of children playing.
Encourage the children to add more animal facts to this list.

This animal lays eggs (frog).
This animal is a mammal (rabbit, kangaroo).
A tadpole becomes one of these (frog).
Bunny is another name for this animal (rabbit).
This animal’s skin is smooth (frog).
This animal eats grass (rabbit, kangaroo).
A group of these animals is a herd (kangaroo).
Babies are called joeys (kangaroo).
This animal is a marsupial mammal (kangaroo).
This animal is an amphibian (frog).

Races & Relays

Individual Jumping Races                                                           Ages:  5 and up

Set Up:
1.  “Start” and “Finish” lines or boundaries using cones, ropes or other markers placed a minimum of 12 feet apart (place farther apart for older ages).
2.  One jumping sack for each player.

Procedure:
1.  Each player stands behind the boundary or start line at least an arms width apart from each other.
2.  Each player gets into a sack, pulls it up, and holds onto the size-appropriate handle.
3.  On the signal “GO!” players jump to the finish line.
4.  Every player who crosses the finish line is a winner!

Variations:
1.  Have players try and beat their own previous time.
2.  If not enough sacks for everyone, let those watching be cheerleaders and encourage the players by rooting for their favorite animal—“Go Rabbits!” or “Jump Frogs Jump!” etc.

Animal Team Jumping Races                                                     Ages: 5 and up

Set Up:
1.  “Start” and “Finish” lines or boundaries using cones, ropes or other markers placed a maximum of 12 – 20 feet apart.
2.  One jumping sack for each player.

Procedure:
1.  Players pair up or group together by the type of animal on their sack.
2.  Each animal team lines up single file behind the starting line.
3.  On the signal “GO!” players jump to the finish line, turn around, jump back to the start line.
4.   Upon crossing the start line the next player in the same animal team jumps to the finish line, turns around, and jumps back to the start line.
5.  Game continues until each animal player in the team has a turn.

Variations:
A.  Have same animals stand across from each other on opposite sides of the boundary lines. When one team member jumps across the line, the next team member on that side jumps to the other side and crosses the opposite boundary line.
B.  Make animal teams consisting of equal numbers of kangaroos, rabbits and frogs.

Three-Legged Animal Race                                                        Ages:  5 and up

Set Up:

1.  “Start” and “Finish” lines or boundaries using cones, ropes or other markers placed a maximum of 12 – 20 feet apart.
2.  One jumping sack for each two-person team.

Procedure:
1.  Players pair up and become a two-person team and pick an animal sack of their choice.
2.  Each team stands side-by-side and puts the leg closest to each other in the jumping sack, standing behind the starting line.
3.  On the signal “GO!” each two-person team jumps to the finish line.
4.  Every team who crosses the finish line is a winner!

Variation:
1.  This race can be done as a relay too, with additional two-person teams in the same animal sacks (kangaroos, rabbit or frog) in a line behind the same type animal team.  The first pair crosses the finish line, gets out of their sacks and runs back to the starting line, tagging the next members of their animal team, permitting them to now race to the finish line.

Discount School Supply® Product Recommendations:
Animal Hopping Sacks – set of 6 (HOPPY)
Brawny Tough Activity Hoops – set of 15 (HOOPSET)
Shapes Spots – set of 18 (SHSPOT)
Hamilton™ AM/FM CD Player (BOOMBOX)
Popular Children’s Songs CDs – set of 4 (TODCDS)
Colored Cones – set of 10 (SETC)
7′ Nylon Jump Ropes – set of 3 (RPST)

Feed the Frog! Gulp! Gulp! Gulp!

He’s a big green wide-mouthed frog and he loves to eat dragonflies!  I really like this Wooden Frog Toss (FROGTOSS) which comes with 2 supports (prevents it from tipping) and six rainbow-colored dragonfly beanbags.  The supports slide into slots when you are ready to play “Feed the Frog” and remove easily for flat storage. The feature I like the most is the target, the frog’s wide mouth, which is achievable for even the littlest thrower. So many bean bag toss games have several small holes that make it difficult for anyone (even the adult!) to succeed when attempting to reach the target. The Frog Toss game ensures that each child will experience success when playing while promoting eye-hand coordination, gross motor skills and, in this game, color recognition. It’s best to place the Frog Toss on a table or platform (inside or outdoors) where it is at eye-level for your children.  Place the dragonfly beanbags in a basket on the floor or ground and this wide-mouthed frog is just waiting to be fed–TOSS, THROW, TOSS, THROW the dragonflies–GULP! GULP! GULP!  YUM!

When introducing new equipment to children, please allow time for free exploration and practice.  Give children opportunities to throw from a variety of distances and to throw in different ways thus enabling them to experiment and find the position offering challenge but from which they experience success. I’ve provided some information and terminology that will assist you in understanding the levels and stages children go through in learning how to toss (slow or mid-paced looping throw using just fingers and hand) and throw (more forceful using arms and shoulders to propel the object).  Remember that learning a new skill is a process and each skill has its own developmental progression.

Stages of Throwing:

1. Child only moves his throwing arm. The body does not move as he throws.
2. Determine which hand the child usually uses for throwing.
3. A child who throws with the right arm will step forward with the right foot.
4. A child who throws with the left arm will step forward with the left foot
5. Prompt children to step forward with the foot opposite their throwing arm. This is the mature way to throw.

Teaching Cues for Learning to Throw:

1. “Look at the target.” (the frog’s mouth)
2. “Bring the beanbag to your ear before you throw.”
3. “Start with this foot in front.” (referring to the foot opposite the throwing arm)
4. “Step, turn your belly button, throw.”

Teaching Suggestions:

• Demonstrate the activity for the children.
• Use hoops on the floor to designate where children are to stand when engaged in the activities.
• To increase interest, choose other items for the child to toss into the frog’s mouth, such as: foam balls, soft blocks, plush play food, etc.

Objectives/Learning Outcomes:

Playing and participating in the activities and with the equipment promotes and develops…

1. Throwing – a  basic movement pattern that propels an object away from the body.
2. Tossing – to throw with a quick or light motion.
3. Underhand throw or toss – made with the hand brought forward and up from below the shoulder level.
4. Overhand throw or toss – made with the hand brought forward and down from above shoulder level.
5. Gross motor development – movement of the large muscles of the arms, legs and trunk.
6. Manipulative skills – gross motor skills in which an object (bean bag) is usually involved (manipulated).  These include throwing and catching.
7. Fine motor development – movement of the small muscles of the fingers, toes and eyes.
8. Eye-hand coordination – eyes and hands working together smoothly to meet a challenge.
9. Color recognition – identifying the difference between colors of the dragonflies.

10. Counting – how many dragonflies did you feed the frog?

11. Cooperation – learning to take turns and play together

12. Listening skills – ability to follow verbal directions

Discount School Supply® Product Recommendations:
Wooden Frog Toss Board, with six dragonfly beanbags (FROGTOSS)
Classroom Activity Baskets – set of 6 (CATCHY)
4″ Foam Balls, set of 6 (FOAMBS)
Soft Velour Blocks, set of 24 (VLRBLK)
Yummy Plush Play Food, 25 pieces (YUMMY)
Fruit and Vegetable Sorting Set, 20 pieces (FRUVEG)

This Rope’s Not Just for Jumping!

The jump rope is one of the most inexpensive and versatile pieces of equipment your child or school can own. The jump rope has been neglected, made available primarily for girls, and has been used for a single purpose: jumping. The rope should be 7-8 feet in length and be flexible and pliable. With a little imagination and creativity, look at the rope and think of all the things you can do with it besides jumping.

Snakes: Two people hold each end of the rope and wiggle it by the feet of the children like it’s a snake. The object is that the kids have to jump over the “snake.”

Walking the Snake: Place a 16’ jump rope on the ground in a zigzag pattern. Invite the children to walk on the rope as if it were a tightrope. This simple activity builds a surprising number of skills! Eye-foot coordination…balance…taking turns…and more.

High Water – Low Water: Two people hold each end of the rope. Children take turns leaping over the rope. Increase the height after everyone has had a turn. Provide a mat for safe landings.

Wind the Clock: One person spins around while holding one end of the rope. The rope is swung around in a circle along the ground. Children jump over the rope as it nears their feet. The children usually chant a nursery rhyme like “Hickory Dickory Dock” or some other rhyme to make it more fun.

Jump the Brook: Two ropes placed on the ground in the shape of a “V” become the “brook.” The ropes touch at one end and are angled so that each jump across the brook is longer and becomes a bigger jump.

Rope Obstacle Course: Thread a rope between the slots or notches in the top of two cones for jumping over or crawling under. Make three circles with three ropes. Jump from one circle to the next. Lay a rope in a straight line that is to be followed or straddled. Place two ropes parallel to each other and one foot apart. This can be a path for walking, jogging, jumping or hopping.

All Aboard: Young children don’t really have the coordination to jump rope, but they can hang onto the rope with a bunch of their friends and pretend to be a train. Make your very own Wooden Train Whistle and with a “Choo! Choo!” children can move from place to place while having fun!

Make A Shape: Ask children to place their rope on the ground and make a circle. Call out directions for children to, “Jump into the circle. Turn around inside the circle. Jump out of the circle. Walk around the circle. Put your foot in the circle. Put your whole body over the circle.” After children know the game, move on to other shapes such as a triangle or square.

Remember, most of these activities can be accomplished using your homemade Bread Bag Jump Rope or even a thick piece of yarn.

Discount School Supply® Product Recommendations:
Nylon Jump Ropes (RPST or JMPRP16)
Angeles® Tumbling Mat (TMAT)
Obstacle Course Activity Set (OCSET)
Wooden Train Whistles (CHOO)
Jumbo Roving Yarn (ROVING)

Pair-a-Chute! Friends Playing Together

Celebrate love and friendship during the month of February by introducing the Pair-a-Chute (PAIRUP) to your children. Designed in favorite childhood colors, Pair-a-Chutes invite children of all ages to play. This new active play item is designed for children to play with a partner and at the same time practice such social skills as turn taking, sharing and cooperation.

See-Saw Pull – Ages: 3-5 years old
Two children hold Pair-a-Chute handles with an overhand grip (palms down, fingers grasping the handle) while sitting down. The children pull the chute back and forth in a see-sawing motion. This is a good warm up and helps to strengthen shoulder, arm and hand muscles.

Up & Down – Ages: 3-5 years old
Two children hold Pair-a-Chute handles at waist level with an overhand grip (palms down, fingers grasping the handle). When you say “up,” the children lift their arms above their heads. When you say “down,” the group lower their arms back to waist level. Continue until the children are able to move the Pair-a-Chute up and down smoothly. This is a good introductory game that helps children learn to work as a team.

How Many Times? –  Ages: 3-8 years old
Two children hold Pair-a-Chute handles at waist level. Place one bean bag in the center of the chute. Following your signals, the children raise and lower the chute with the goal of tossing the bean bag in to the air as many times as possible before it flies off the Pair-a-Chute and lands on the ground. Each time the bean bag is tossed into the air, the children call out the number of times it has been tossed up. If the children are able to keep the bean bag up several times, add a second bean bag, then possibly a third.

Target Practice –  Ages: 3-8 years old
The size of the Pair-A-Chutes makes for a BIG target. Lay them on the ground and use them as targets for beanbag tossing (underhand–with hand swung below shoulder level) or hang them on a fence and use them as targets for beanbag throwing (overhand– hand raised above shoulder).

We Can Fly! – Ages: 3-5 years old
One Pair-a-Chute for each child. Instruct them to hold the chute with a hand in each of the handles on one of the short sides of the rectangular chute. Have them raise it above their heads and run into the wind. The chute will billow in the wind behind them like a giant kite.

Popcorn – Ages: 3-5 years old
Two children hold Pair-a-Chute handles at waist level. Place 4 bean bags (popcorn kernels) in center of the chute. Children chant the following as they shake the pair-a-chute–

4 popcorn kernels sizzling in the pan. (shake chute slowly)
The pan got hot and all of them popped! (shake chute vigorously) 

When all the bean bags (popcorn kernels) pop off the chute, children retrieve them and do it again. In fact, they will want to repeat the game over and over again.

Toss & Catch – Ages: 4-8 years old
Two children hold Pair-a-Chute handles at waist level. One person (the tosser) tosses a bean bag toward the Pair-a-Chute. The children holding the chute work together to “catch” or receive the bean bag. The receivers return the bean bag to the tosser as they work together lifting and shaking the Pair-a-Chute.

Partners Toss & Catch – Ages: 4-8 years old
Use both Pair-a-Chutes and 4 children. Two children hold each Pair-a-Chute and stand 5 – 10 feet away from each other. One Pair-a-Chute team tosses a bean bag from their chute to the other Pair-a-Chute team’s chute. The object is for each team to propel the bean bag to the other team’s chute without it falling to the ground or floor. Challenge the teams to increase the distance between the Pair-a-Chutes. This is a great team-building activity as partners need to communicate the tossing and catching of the bean bag