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Activities that Distract Children And Give You A Break

July 28, 2011

All parents can relate to the feeling of needing a break from their children.  I admit that sometimes I hide in the bathroom just to get a few minutes of quiet time.  Here are some suggestions for keeping your children occupied.

 

 

  • Get Out Some Puzzles.  If your children are old enough to do puzzles by themselves, they can stay busy for a while.

 

 

  • Have them “surprise” you by building something with blocks!  Tell them you can’t look until they are each done with their structure. You are not allowed to participate because it’s a surprise.

 

 

 

  • Take out toys they haven’t seen in a long while.  I used to have an emergency bin of toys they could only play when I was desperate for a break.  My children would be so excited to reunite with the lost toys and it kept them busy for hours.

 

When all else fails, call someone for help. 

 

Share any ideas that work for you and your children.

 

Comments: 1

Manipulatives

August 15, 2011

 Pattern Blocks

Pattern Blocks are my number one choice of manipulatives because of their versatility.  For children pre-K thru Kindergarten, they can be used for counting, sorting colors, identifying basic shapes, and simple patterns.  Elementary-age children can use them for more sophisticated patterns, creating identical shapes with different pattern blocks, beginning fractions, area, and perimeter which in turn reinforce addition.   Kids never tired of them!  When teaching middle school and high school age children, I use them to teach identifying and measuring angles, finding the sum of interior angles, finding how many triangles make up a given polygon and symmetry.  Hurray for Pattern Blocks of multi-purpose!

For more resources on pattern blocks go to:

http://www.etacuisenaire.com/catalog/department?deptId=ATTRIBUTEPATTERNBLOCKS&d0=MATH 

http://www.welltrainedmind.com/forums/showthread.php?t=119378 

http://www.etacuisena

http://www.cited.org/index.aspx?page_id=151 

 

 

Comments: 4
 
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