Dressing Frames

 

[These lessons were shared graciously by Kathleen McAlister.]

Introduction to Materials and Lessons

Dressing frames falls under “care of self.” It is difficult for the child to tie strings, zip zippers, and form bows, especially when these are not in direct line of sight. And so these frames help children develop the motor-sensory skills needed to tie these items themselves, and once accomplished, they take a great thrill in these activities.

As with other practical life lessons, remember that the child is first developing his or her own inner being which includes skeletal-muscular control; hand-eye coordination; perceptions of space, sights, touch; intelligence in the activities of the body and senses; useful and fruitful activities of the will. So the capacities of the body, the senses, intelligence, free will, and care are all growing. In the first stage, the child is driven to do things for these perfections. In the second, the child is concerned with taking care of self.

The dressing boards extensively make use of the hands. The hands are some of the most complicated “organs” in the body, and in the brain, these map to a fairly large portion of the motor and sensory cortices. Hands and the use of intelligence have been long noted by philosophers and writers throughout history. Painters have found the hand fascinating. Brain research now supports these long recognized facts as well. At the right stage and moments of development, children find these dressing frames fascinating.

ALSO, note that some of the lessons include details such as “Control of Error,” “Direct Aim,” “Indirect Aim,” “Variations,” and “Language.”  Treat those as examples of what you can do in your own observations of children carrying out these lessons.  The direct aim helps you to come to see the interior and social purposes of a lesson that are directly targeted by the lesson.  The indirect aim helps you to start thinking about the connects the lesson has to other activities and lessons in the child’s life, thus it helps you to connect this lesson to the big picture.

Lesson 1: Velcro

Materials:

    • Velcro frame

Presentation

  1. Invite child to the lesson, show how to carry the frame, allow the child to carry it to a table. Sit with the child on the sub-dominant side (many times this does not become settled in a child until the age of 6).
  2. Converse with the child about where he might have seen Velcro.
  3. Allow child to touch and explore it.
  4. Show how to open the top Velcro. Ask the child to watch. It is important that the frame is placed on the table such that the Velcro opens from left to right.
  5. Place 2 fingers on the left hand of the fabric to the left of the Velcro (bottom flap) to anchor the frame.
  6. Lift right fabric with pincer grasp and very slowly listen to the sound.
  7. Place the top of the fabric on the bottom by gently sliding the left index finger under the flap and lifting up, then let the right fabric drop so that the Velcro will not hook again.
  8. Do the same for the next flap, then let the child do the last one.
  9. Open the 2 fabrics exposing the table underneath, point to the table drawing the child’s attention to the fact that it is open.
  10. Now to close the frame. Bring the right fabric over first, then the left, so the Velcro will not hook.
  11. Hold the fabric on the left top with left fingers, lift the fabric on the right between the first 2 fingers.
  12. Grasp the edge of the right fabric and very carefully match, go slowly. Remember, pause ~2 seconds between each movement! The child needs to “see” this and process it in his or her brain.
  13. Do the next flap, and then let the child do the last.
  14. Do it again and then let the child have a turn. Stay with the child for awhile.
  15. Show the child how to return it to the shelf.

Points of Interest

  • Draw attention to the sound that the two pieces make when they are coming apart.

Purpose

  1. To show opening and closing of Velcro fastening.
  2. Aids in refinement of finger movement.
  3. Aids in the growth of independence.
  4. Aids in integration of mind, will, and movements.

 

Lesson 2: Large Buttons

Age: 20 months+

Materials

 

  • Button frame with large buttons.  Be sure that the button holes are vertical.

Presentation

  1. Invite the child and show how to hold the frame (close to tummy).
  2. Allow child to carry the frame to the table.  On adult stool, sit with the child on your left.
  3. Hold the top flap with the left pincer fingers, grasp button with right pincer fingers.
  4. Push the button halfway through the buttonhole. 
  5. Pause.
  6. Use your index finger to push the button the rest of the way through the hole.
  7. Allow the flap to drop over the button.
  8. Do the next button in the same way and let the child do the third one.  Observe.
  9. Open the right side.
  10. Open the left side.
  11. Show the table in the center.
  12. Close the left flap that has the buttons on it.
  13. Close the right flap.  The buttonholes should be on the top.
  14. Point to the buttonhole.
  15. Lift top flap and show the buttonhole.
  16. Pick up the button with the left pincer fingers and slowly push it through the hold about 3/4 of the way.
  17. Grab the button with the right pincer fingers and the flap with the left pincer fingers.
  18. Pull the button and buttonhole apart from each other allowing the button to come all the way through the hole.
  19. Do the next in the same way.
  20. Allow the child to do the last.  Guide the child to use the left hand to put the button in the hole and then the right hand to grasp the button that is peeking through.
  21. Take turns doing this again.  
  22. Stay with the child awhile. Don’t rush just to get done.  Make this activity your only focus. The child will imitate you and this will help to develop concentration.
  23. When this is finished, then show where to put it away.
  24. Encourage the child to button with clothes (you could just let the child discover this as well, it will be a great new freedom).

 

Points of interest

  1. Tipping the button up or vertical so it will go into the hole to unbutton.
  2. While unbuttoning, pushing the button through the hole until it disappears.
  3. While buttoning, showing the hole.
  4. Pausing when the button is half in and half out.

Purpose

  1. To show opening and closing of buttons
  2. This aids in the refinement of finger control and movement.
  3. This aids in the growth of independence.
  4. This helps to integrate intelligence, will, and movement.

 

Lesson 3: Buttons

Materials

      • A button frame consisting of a 10×12 inch wooden frame on which two flaps of bright, attractive, cotton material are attached on two parallel sides.  These flaps are joined in the middle by a verticle row of 5 buttons about 1 inch in diameter, all the same color.  On the opposite flap are fine corresponding button holes.
      • A small chair and table on which to do the work.

Age of Interest: 2½ – 4 years

Presentation

  1. Invite the child to accompany you to where the work is displayed. 
  2. Carry the frame with both hands at waist height in front of you.
  3. Put it on the table carefully so that the buttons make a vertical line. 
  4. Talk about where we find the buttons….on cloths, coats, aprons, etc..  Discuss why we use buttons, namely to hold our clothes together, etc..
  5. Start with the button farthest from you using your thumb and first finger on each hand.
  6. Grasp the button with the left hand pincer fingers and the edge of the top flap with your right hand.  
  7. Pull in opposite directions exposing the buttonhole.
  8. Push the button into the button hold while still holding the edge of the material with the right hand.
  9. When button is halfway through the hole release it and with the index finger push the button through the hole.
  10. Lift up the edge of the material to see that the button is all the way out of the button hold.
  11. Replace flap on top of button and continue on to the next, unbuttoning all five in a row.
  12. When all buttons are unbuttoned open the flaps one at a time holding top and button corners with thumb and first finger of each hand. 
  13. Slowly smooth each flap. 
  14. Replace flap with buttons first holding it at the corners. 
  15. Then replace flap with buttonholes.
  16. Starting with button farthest from you.
  17. Use thumb and first finger of left hand to grasp the edge of the flap with the buttonhole and lift up slightly.  
  18. With right hand — thumb and first finger — grasp right side of button.
  19. Push into hole pulling the flap over it.
  20. Release edge of the flap with the left hand and grasp edge of the button sticking through the buttonhole.
  21. Release button with the right hand and grasp material edge.
  22. Pull the button to the left and material edge to the right.
  23. When button is all the way through the buttonhole slide it over the buttonhole to center it.
  24. Take hands away and look at the button.
  25. Go on to the next button and repeat the process until all five buttons are buttoned.
  26. Ask the child to accompany you and return the button frame to the hook board.  
  27. Invite the child to try the exercise himself.
  28. Encourage him to practice.
  29. Redemonstrate later if needed.

Points of interest

  1. Starting with the top button.
  2. Holding edges and buttons with the thumb and first finger of each hand.
  3. Seeing the buttonhole open when pulling the button and material edge in opposite directions.
  4. Pushing the button through the hole with the index finger.
  5. Pushing button into hold when buttoning and seeing half of the button come through the hole.
  6. Grasping the button sticking out of the hole with the left hand and pulling.
  7. Centering button.
  8. Buttoning all the buttons from top to bottom.

Controls of Error

  1. Noticing that he is starting at the bottom or middle of the frame.
  2. Being aware that he is not holding the material and button with the finger and the thumb.
  3. Seeing that the button will not go into the hole.
  4. Noticing that he is not holding the edge of the material when trying to push the button into the hole.
  5. Being aware that he is not grasping the button with left hand to pull it through the hole.
  6. Seeing that buttons are not centered.
  7. Being aware that not all buttons are buttoned.

Direct Aim

  1. Learning how to button.
  2. Control of muscular movement and motor-skeletal coordination.
  3. Motive and means of activity.
  4. Focus of attention in concentration.
  5. Independence.

Indirect Aim

  1. Care of self, learning how to dress and undress
  2. Self-discipline through self-direction.
  3. Focus with maximum effort.
  4. Carrying out a full cycle of activity, resulting in perseverance.
  5. Developing character traits.
  6. Attention to details.
  7. Developing motor-skeletal coordination for writing.

 

Variations

  1. Buttoning clothes
  2. Dressing doll
  3. Buttoning larger or smaller buttons.

Vocabulary: Buttons, buttonhole, push, pull (vocabulary is usually introduced after the child has been working with the materials for some time)

 

Lesson 4: Large Snaps

Age: 20+ months

Materials

  • Snap frame with large snaps

Presentation

  1. Invite child to location of frame, allow the child to carry the frame to the child.
  2. Connect snaps snapping to child’s cloths through a conversation.
  3. Anchor the bottom flap with 2 fingers.
  4. Lift flap with right pincer fingers, listen for the noise as it unsnaps.
  5. Let flap lay back on top of the bottom flap.
  6. Do the next flap.  
  7. Allow child to do the third flap.
  8. Open right side, then left.
  9. Show the table.  
  10. Close left, then right.
  11. Show knob, point to it, and name it.
  12. Show and name the hole.
  13. Push down with one finger, listen for the noise.
  14. Do the same for the next snap.
  15. Let the child do the third.
  16. Take turns with the child. Stay with him or her for a time.
  17. When he/she is finished, show where to put it on the shelf.
  18. Encourage repetition with the clothing.

Points of Interest

  1. Showing the knob and the hole.
  2. Listening for the sound of the snap when opening and closing.

Purpose

  1. To show how to snap and unsnap.
  2. Aids in refinement of finger movement and control.
  3. Aids in the growth of independence.
  4. Aids in the integration of intelligence, will, and movements.

Lesson 5: Snaps

Materials

  • Snap frame consisting of 10×12 inch wooden frame on which two flaps of bright, attractive, cotton material are attached on two parallel sides.  These flaps are joined in the middle by a vertical row of 5 to 7 snaps about 1/2 inch in diameter.  The snaps consist of a stud and a socket that correspond to each other. 
  • A small chair and table on which to do the work.

Presentation

  1. Invite the child to accompany you to where the work is displayed. 
  2. Carry the frame with both hands at waist height in front of you. Hold the frame away from your body.
  3. Put frame on table carefully so that the snap studs are on your left side and are vertical in position. When settling the frame down, start with the left hand corner of the frame and touch the table.  Then the bottom left hand corner.  Set it down in this gentle and quiet fashion so as to show the child how to set things down in the most gentle fashion that will keep things from damage over the long run.
  4. Talk about where we find snaps; on jeans, cowboy shirts, cuffs, and coats.  Discuss why we use snaps to hold our clothes together.
  5. Start with the snap at the top of the vertical row…working from the top down.
  6. On the stud side, use your index and middle finger of your left hand to slip under the bottom of the material.  
  7. With your thumb being properly placed on top of the fabric near the stud.  
  8. With your right hand, use your thumb and index finger to grasp the snap.
  9. Pull in opposite directions exposing the stud and socket, sometimes referred to as male and female.
  10. When all buttons are unsnapped, open the flaps one at a time holding the top and bottom corners with the thumb and first finger of each hand. 
  11. Slowly smooth each flap.
  12. Slowly unfold the stud side back to the middle of the frame.
  13. Then go to the socket side of the fabric and fold it back to the center of the frame. This makes the frame ready for resnapping.
  14. Star at the top of the vertical row of snaps, using your thumb on the top of the fabric and sliding your index and middle fingers under the fabric of the stud side to help steady the material.
  15. With your right hand, the thumb and middle finger, grasp the right side of the material, or the socket side, and push the socket into the stud.  Note the sound of the snap.
  16. When it is snapped, take your hand away and look at the snap.
  17. Go on to the next snap and repeat until all the snaps are snapped.
  18. Ask the child to accompany you to returning the snap frame and invite the child to try the exercise himself.  
  19. Encourage him/her to practice.
  20. Re-demonstrate later if needed.

Points of Interest

  1. The place of the frame materials.
  2. How to place the frame on the table 
  3. types of fabric and snaps…the stud and the socket.
  4. seeing and hearing snapping and unsnapping.
  5. learning how to snap and unsnap.
  6. The hole in the frame when pulling the fabric to the sides.
  7. Centering the material.
  8. Learning how to grasp the material to snap.
  9. The vertical row of snaps.
  10. Where other snaps can be found.

Control of Error

  1. Noticing that one is starting at the bottom of the vertical row of snaps.
  2. Being aware that the material and snaps are not being held properly for success.
  3. Seeing that one cannot snap, or unsnap without picking up the frame.
  4. Seeing that one missed snapping or unsnapping all of the snaps.

Direct Aim

  1. learning how to snap and unsnap.
  2. Control of muscular movement via coordination.
  3. Aids in refinement of finger movement and control.
  4. Motive and means of activity.
  5. Focus of attention in concentration.
  6. Integration of intelligence, will, and movement.
  7. Creates independence.

Indirect Aim

  1. Care of self.
  2. Self-discipline and self-direction.
  3. Focus of maximum effort.
  4. Carrying out full cycle of activity, thus perfecting perseverance.
  5. Developing character traits.
  6. Attention to detail.
  7. Developing muscles for writing.

Age: 3-4 years

Variations: Learning other kinds of studs and sockets.

Vocabulary: Snap, frame, push, pull, fabric, index finger, middle finger, thumb, stud, socket, female, male

 

Lesson 6: Hook and Eye

Materials

  • Hook and eye frame
  • Table

Presentation

  1. Invite the child to accompany you to where the work is displayed. 
  2. Carry the frame with both hands at waist height in front of you.
  3. Put the frame on the table carefully so that the top flap is on the right side.  Gently set it down with as little noise as possible [this indirectly links to the silence lesson, the different between sound and noise, and care of environment]
  4. Talk about where we find hooks and eyes to hold our clothes together.
  5. Beginning at the top of the frame with the top flap on your right side, grasp the top flap near the hook with your right thumb under the flap and forefinger on top of it. 
  6. Pull the flap back and look at the hook and eye.
  7. Place the left on on the left flap with the index finger near the sewn part of the eye.
  8. With the right hand, tug gently toward the left and life the hook and eye.  
  9. Continue to unfasten the rest of the hooks and eyes.
  10. Open the flaps wide, trace around the frame in a counterclockwise direction.  
  11. Bring the eye flap back to the center.
  12. Bring the hook flap back to the center placing the hooks exactly on top of the corresponding eyes.
  13. Grasp the hook flap near the top hook between the right thumb and forefingers (thumb under the flap, fingers on top).  
  14. Place the left hand on the left flap with the index finger near the sewn part of the eye, holding it firmly.  
  15. Lift the right flap slightly and look at the hook and eye.
  16. Put the right flap toward the left watching the hook and insert the end of the hook into the eye.
  17. Gently tug it into place.
  18. Continue until all the hooks are fastened.
  19. Bring it back to it display. Let the child hold the frame if he or she wishes to do so, and carry it back.
  20. Ask the child if he or she would like to try. 
  21. Encourage the child to try it.

Points of Interest

  1. The appearance of the materials, color and texture.
  2. Feeling the tightness of the hook and eye when trying to release.
  3. Opening the flaps.
  4. Tracing around the inside of the frame.
  5. Closing the flap to center position.
  6. Smoothing the fabric and making sure the top and bottom edges are even.
  7. Holding the right hand flap and exposing the hook directly over the eye.
  8. Pulling the hook and eye together.

Control of Error

  1. Seeing and hearing frame drop to the floor.
  2. Seeing the side with the eyes not placed down first.
  3. Hook or eye are not even.
  4. Seeing the fabric twist if trying to connect the wrong hook to the wrong eye.

Direct Aim

  1. Learning to use a hook and eye.
  2. Care of person or self.
  3. Order.
  4. Small muscle and eye coordination. 
  5. Concentration.
  6. Independence.

Indirect Aim

  1. Grasping and carrying.
  2. other small muscle activities.
  3. Self discipline and self direction.
  4. Focus of maximum effort.
  5. Carrying out full cycle of activity resulting in the habit of perserverance.
  6. Developing character traits of neatness.
  7. Attention to details.
  8. Developing muscles for writing.

Age:  2½ – 4 years.

Variations:  Using cloths with varying sized hooks and eyes.

Language: Hook, eye, pull, fabric, flaps.

 

Lesson 7: Buckles

Materials

  • Buckle Frame
  • Table

Presentation

  1. Invite child to accompany you where work the work is displayed.
  2. Carry the frame with both hands at waist height in front of you.
  3. Put the frame on the table carefully so that the straps point towards the left.
  4. Talk about where we find buckles on cloths.
  5. Discuss why we use buckles so as to hold our clothes and shows together.
  6. Beginning at the top, grasp the strap holder between the right thumb and forefingers.
  7. Grasp the end of the strap between the left thumb and the forefingers and push it toward the right through the strap holder forming a loop.  
  8. Use your index finger to pull the loop up.
  9. Grasp the loop between the right thumb and forefingers and pull back tightly until the buckle prong is freed.
  10. Push the prong down flat with the left index.
  11. Grasp the strap holder with the left hand and the strap with the right hand.
  12. Pull the strap until it is free of the buckle.
  13. Make slow movements with a hard pull of the strap.
  14. Repeat for the rest of the buckles.
  15. Open the flaps wide and trace around the frame.
  16. Bring the left flap to the center.
  17. Bring the right flap to the center.
  18. Grasp the middle of the strap between the right thumb and forefingers.
  19. Lift the buckle with the left hand.
  20. Insert the end of the strap into the buckle.
  21. Grasp the end of the strap with the right hand and pull back tightly towards the right.
  22. Press the prong into the hole with the left index finger.
  23. Release the strap and let it fall back.  
  24. Press the top of the prong with the right index finger to be sure it is inserted.
  25. Hold the strap holder with the left hand and the strap between the right thumb and forefingers.
  26. Insert the end of the strap through the holder.
  27. Grasp the end of the strap with the left hand and pull it.
  28. Smooth the buckle.

Points of Interest

  1. Sound of the buckle as they engage.
  2. Buckle and strap compared to the child’s buckle and strap.
  3. Color and size of the buckles.
  4. Pushing the prong through the buckle hole.
  5. Difference in the leather as compared to the cotton fabrics.
  6. Smell and sight of the leather, and how it feels.

Control of Error [these are errors were observed, and so it is good practice to pay attention to how children self-correct and where they have problem in self-correction]

  1. Seeing and hearing the frame drop on the floor.
  2. Feeling the buckle slide from one’s fingers.
  3. Seeing the frame twist without being able to fasten the buckle.
  4. Buckles left unfastened.
  5. Equal number of buckles and straps.
  6. Seeing a buckle closed too loosely.

Direct Aim

  1. Learning to use buckles
  2. care of self
  3. order
  4. small muscle-eye coordination.
  5. Concentration
  6. Independence

Indirect Aim

  1. Grasping and carrying
  2. Other small muscle activities
  3. Self-discipline and self-direction
  4. focus of maximum effort
  5. carrying out the full cycle of activity, thus developing a habit of perserverance
  6. developing the character trait of neatness
  7. attention to details
  8. developing muscles for writing

Age: 2½ – 4 years

Variations

  1. Different sizes and types of buckles used on different fabrics
  2. Buckling a belt or a shoe
  3. Buckling a watch on one’s self
  4. Combining buckles with another skill related to dressing

Language: frame, buckle, unbuckle, pin, push, pull, leather, trace, flap, strap, prong

 

Lesson 8: Bows

Materials

  • Bow Frame
  • Table

Presentation

  1. Invite child to accompany you to where the work is displayed.
  2. Carry frame with both hands at waist height in front of you.
  3. Put the frame on the table carefully so that the red ribbons are on the right side.
  4. Talk about where we find ribbons; laces on shoes, hair ribbons, etc.
  5. Discuss why we use bows, namely to secure our shoes to our feet, to hold our hair in a certain shape or form.
  6. Beginning at the top of the frame, to unlace, grasp the unlooped ends of the top bow using the thumb and forefingers of each hand.
  7. Pull to untie the bow.
  8. Place ends of ribbons towards the table.
  9. Untie the remaining bows the same way.
  10. Unloop the red ribbon by hooking the index finger of the right hand under the knot.
  11. Pull up.
  12. Grasp the red ribbon with the right thumb and forefinger and extend back over the right side. Steady the flap with the other hand so that it does not turn back.
  13. With the left hand, grasp the end of the white ribbon and extend it back over the left side.
  14. Steady the flap with the other hand.
  15. Repeat the remaining bows.
  16. Open the flaps wide and trace around the frame.
  17. Bring both flaps back to the center in the accepted manner and straighten the ribbons.
  18. To lace, take the end of the top red ribbon in the right hand and extend it over the left side.
  19. Take the end of the white ribbon and extend it across the right side below the red ribbon.
  20. Repeat with the rest of the ribbons.
  21. Life the white ribbon with the right hand and move it up and lay it across the red ribbon.
  22. Hold the red ribbon with the left hand and push the white ribbon under it with the right hand.  Pull the loop formed by the white ribbon through with the right hand and extend both ribbons smoothly.  
  23. Repeat with the other ribbons.
  24. To tie the bow, start at the bottom of the frame. With thumb and index finger of the right hand, grasp the left hand ribbon at the center.
  25. Pull up and move to the center of the frame above the knot.
  26. Hold this with the index finger of the left hand, push loose end of the ribbon to the right until both parts meet forming a loop.
  27. Grasp both parts of the ribbon with the thumb and index finger of the left hand, hold.
  28. Move top of the loop across the center to the right.
  29. Release right hand.
  30. With thumb and index finger of the right hand, pick up the tip of the right hand lace and pull it straight up.
  31. Move ribbon towards the top of the frame, placing it across the loop.
  32. Indicate the hold formed by the loop and ribbon.
  33. With the index finger of the right hand, push ribbon through the hole from behind, forming a second loop.
  34. Release both hand.
  35. Point out both loops to the child.
  36. Grasp loops with thumbs and index fingers, pull to opposite directions to form a both.  
  37. Smooth out bow.
  38. Return frame.

Points of Interest

  1. Unlacing the red ribbon, unlacing the white ribbon.
  2. Hand movement (these are complex movements in this exercise)
  3. tying the bow.
  4. Wrapping and punching the ribbon through the hold.
  5. Making red loop, making white loop

Control of Error

  1. Not being able to untie the ribbons
  2. Not being able to cross the ribbons
  3. Not being able to make loops
  4. Not being able to punch the ribbon through the hole
  5. Having the bow tie fall apart

Direct Aim

  1. Learning to tie a ribbon, preparation for tying and making a bow on a shoelace.
  2. Care of self
  3. Order
  4. Small muscle-eye coordination
  5. Concentration
  6. Independence

Indirect Aim

  1. Grasping and carrying
  2. Other small muscle activities
  3. self-discipline, self-direction
  4. focus of maximum effort
  5. carrying out a full cycle of activity that builds perseverance 
  6. developing character traits of neatness
  7. attention to details
  8. developing muscles for writing

Age: 4½+ years

Variations

  1. Having a frame with ribbons of both flaps being the same color
  2. Inverting frame so that the white and red ribbons are reversed
  3. Having more bows
  4. Having narrower ribbons
  5. Tying a shoe
  6. Putting a ribbon on a package
  7. Putting a ribbon in hair
  8. Different size ribbons
  9. Tie and untie sash bows in the back of a dress

Language: Ribbons, needle tip, white, red, flap, bow, tie, crossing over, twisting, even, uneven, punch, loop

 

[THE FOLLOWING SHOULD BE UP SOON]

Lesson 9: Zippers

Lesson 10: Safety Pins

Lesson 11: Lacing