Purpose: To develop or improve awareness of the right and left concept in space relative to the body. The primary goal is to create awareness of what happens to concepts of ‘left’ and ‘right’ when an animate object turns in space.
Procedure: Print a copy of the worksheet. The ‘mouse’ (located on the bottom right-hand corner of the page) can be removed using scissors and used as the object, or any other object will do (although it helps if the object has two distinct ends, like a short pencil with eraser). Start at position ‘1’. The child/client must direct the path of the mouse by calling out which way it must turn through the maze – left or right. When beginning, be sure to orient the paper in the same direction for both the client and the mouse so that a left turn for the mouse represents a left turn for the client.
*Load the activity by
>using a metronome to slowly increase the speed with which the mouse travels through the maze, with one movement per beat.
>rotate the paper relative to the child a quarter turn left or right, or a vertical flip (180 degree turn).
>if the child is able to do the activity fairly easily when the page is rotated, try a) doing it through a mirror, b) by turning the page around (with the picture facing away from the client) and shining a light ‘through’ the page from the other side.
DIRECTIONAL MAZE (FIND THE CHEESE)
VISUAL SPATIAL III – Directionality 2
PURPOSE: To develop or improve your child’s awareness of the right and left
concept in space relative to the body. The primary goal is to make your child aware
of what happens to the right and left when an animate object turns in space.
PROCEDURE: On the following worksheet, the mouse (located on the bottom
right-hand corner of the page) can be removed with scissors and used as the object.
In addition, any small object can be used as a substitute for the mouse. Starting at
the position numbered “1,” your child directs the mouse through the maze and calls
out “right” or “left” before each movement. In the beginning, the paper can be
turned so that the mouse faces the same direction as the child. Later, the paper should
be kept in the same place.
After your child can do the above procedure well, take the mouse or object away and
have your child repeat the procedure directing an imaginary mouse through the
Observe the speed and accuracy with which your child directs the mouse through the
maze. Record the incorrect/correct responses (e.g. 10/50).
GOAL FOR THE WEEK: