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Awareness

Awareness Page 3 Curriculum Guidelines The student should: experience touch wi th objects of varying shapes, sizes, textures, respond to manipulation of his body by attempts to move himself, experience differences in parts of his body -- hair, arms, legs, trunk, react to varying degree of movement introduced through tambourines, shakers, bel 1 s, react to a variety of sounds from tambourines, shakers bells, react to a teacher's invasion of his personal space when the teacher sits immediately beside him, reach for desirable objects placed within his range of motion, propel himself to reach for desirable objects placed beyond his range of motion, respond to noise by turning his head to the direction of the noise, respond to hidden noise by moving himself to the direction of the noise, manipulate his hands in finger paints, manipulate finger paints within the boundaries of the paper on which it is placed, respond to varying colors of finger paints, manipulate crayons on paper, manipulate crayons within the boundaries of his paper, respond to varying colors of crayons, manipulate a brush filled with tempera paint, manipulate a brush filled with tempera paint within the boundaries of his paper, respond to varying colors of tempera http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png AAESPH Review SAGE

Awareness

AAESPH Review , Volume 1 (1): 3 – Sep 1, 1975

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Publisher
SAGE
Copyright
© 1975 TASH
ISSN
0147-4375
eISSN
2169-2408
DOI
10.1177/154079697500100106
Publisher site
See Article on Publisher Site

Abstract

Page 3 Curriculum Guidelines The student should: experience touch wi th objects of varying shapes, sizes, textures, respond to manipulation of his body by attempts to move himself, experience differences in parts of his body -- hair, arms, legs, trunk, react to varying degree of movement introduced through tambourines, shakers, bel 1 s, react to a variety of sounds from tambourines, shakers bells, react to a teacher's invasion of his personal space when the teacher sits immediately beside him, reach for desirable objects placed within his range of motion, propel himself to reach for desirable objects placed beyond his range of motion, respond to noise by turning his head to the direction of the noise, respond to hidden noise by moving himself to the direction of the noise, manipulate his hands in finger paints, manipulate finger paints within the boundaries of the paper on which it is placed, respond to varying colors of finger paints, manipulate crayons on paper, manipulate crayons within the boundaries of his paper, respond to varying colors of crayons, manipulate a brush filled with tempera paint, manipulate a brush filled with tempera paint within the boundaries of his paper, respond to varying colors of tempera

Journal

AAESPH ReviewSAGE

Published: Sep 1, 1975

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