Handwriting creates embodied cognition and memory in the neurocircuitry that we know works as a key study technique. Reviewing key concepts and vocabulary or definitions and formulas all promote deep processing and learning. Under the flaps, students might generate handwritten notes and summaries. Older students can benefit from using the fortune teller as a study strategy. Offer specific feedback and encouragement at each step and backing up to review if necessary.Ĭompleting this one-shot project was motivating, fun and purposeful for the children who decided to make this into a birthday wish for their father for later that day. This might involve first creating a model of the final product. (Hetty Roessingh), Author provided (no reuse)īreak tasks into manageable chunks or steps. Making fortune tellers involves about 11 folds - a multi-step task that will involve step-by-step help for young learners.Īfter cutting paper into a square, folding and drawing messages, your fortune teller is ready to use. A weak pincer grip, for example, might signal the need for more focused finger exercises with clothes pegs, games with chop sticks or pick up sticks. Handwritten valentines create a legacy of love and literacyĬhildren could also write many other messages related to affirmations, random acts of kindness, mindfulness and ideas for behaviour and stress management.Ĭognitive development can be nurtured with playful practice of times tables, jokes and riddles that encourage solving a problem, retelling and narrating a sequence of events.Ĭhildren reveal important information about their developmental readiness and progress, and their learning needs are visible in completing small projects such as making fortune tellers. Such activities promote emotional well-being for both recipient and sender. Young children can start with drawing balloons, cake and candles to go under the flaps of a birthday greeting fortune teller card. The social and emotional domain can be developed when children write thoughtful wishes for birthdays. When children play with their fortune tellers, they practice counting out loud connected to finger movement. (Hetty Roessingh), Author provided (no reuse)įolding, creasing, cutting, colouring, drawing and writing/printing supported by adults talking with children helps children learn procedural language and specialized vocabulary connected to numeracy and visual spatial concepts like diagonal, triangle, half.Īnd concepts of shape are foundational to children’s ability to recognize letters that underpin literacy learning. Handling crayons or pencils helps children work on their pincer grip. The activity promotes connected, accelerated and robust understanding through guided, engaged play. These include physical health and well-being, including fine motor manipulative skills language and cognitive development, which includes word knowledge and social competence. This single activity integrates and provides a context for children to acquire and apply key concepts and skills from important domains of early development. In my own family heritage language, Dutch, they are happertje (meaning “bite”). In English, “fortune tellers” are sometimes called salt cellars, chatterboxes or cootie catchers One of the earliest known paper-folding instruction books is Japanese, dated to 1797 German educators also encouraged paper folding in 19th-century kindergarten curricula. Making “fortune tellers” - a folded paper game children hold on their fingers and thumbs and practice counting and “telling fortunes” with - has been a time-treasured craft and play activity for generations across cultures.
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