Using a ruler for kids: Ruler Games for Kids Online


Measuring Length Worksheets

Measuring Objects

Measuring Objects with Paper Clips

Kindergarten and 1st grade kids measure the length of each object with paper clips.

With Paper Clips:

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Your Own Paper Clips:

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Measuring Objects with Blocks / Cubes

Use building blocks or cubes to measure the length of each object in these pdf worksheets.

With Blocks:

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Your Own Blocks:

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Measuring Objects with Ruler

Measure each real-life object with ruler to the nearest cm, half cm, inches or quarter inches.

Whole cm:

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Half cm:

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Whole inches (Type 1):

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Whole inches (Type 2):

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Quarters (Type 1):

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Quarters (Type 2):

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Estimating Length

Identifying Unit

Identify the unit that is appropriate to measure each object.

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Length Estimation

Each printable worksheet has 8 problems estimating length, height or depth of real-life objects.

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Measuring Line Segment

Measuring Line Segment: With Ruler

Cut out the ruler from each worksheet to measure length of the line segments. Also, draw the line segment for the given measure.


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Half Inches:

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Measuring Line Segment: Your Own Ruler

Use your own ruler to complete these worksheets for 2nd grade and 3rd grade kids. Answers may vary depending on your printer settings.


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Half inches:

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3 Ways To Measure Your Child’s Feet Size Accurately – Two Little Feet

We’ll admit it first, getting your child to stand still for an accurate measurement of his or her feet is one of the biggest challenges in the process of buying kids shoes for them. And, it is not even possible to cheat, especially when it’s when you are buying their first pair of shoes for their first steps. We have tried measuring while our child is lying down sleeping and did not get the right size.

To have an accurate measurement, one must:

  • measure both feet, as each foot may differ in length. Sizing should be based on the larger foot.
  • measure feet with full body weight on them, equally. This ensures feet are at their largest when supporting body weight.

Here, we compare three methods of measuring a child’s feet to see which gives us the closest fit for Two Little Feet’s children shoe collection:

1) Basic measurement

Items needed: White A4 paper, pen/pencil, ruler, a wall


  1. Place a piece of white A4 paper against the edge of a wall. Make sure the paper is level on the floor and against the wall edge.
  2. Have your child stand on the paper with the back of his/her heel touching the wall. Both feet should be squared with the full body weight resting equally on them.
  3. Use the ruler to draw a line where the longest toe ends.
  4. Measure the distance between the end of the paper and the line drawn.
  5. Follow the same steps to measure the other feet. Take the longest measurement of both feet.
  6. Add 1cm to the actual length to find the right size that provides enough wriggle room for those little toes.

Our results: 15.5cm length

2) Tracing/Footprint measurement

Items needed: White or coloured A4 paper, pen/pencil, ruler (Alternative: wet feet)


  1. Place paper on the floor and have your child stand equally on it.
  2. Use a pen or pencil to trace the outline of the feet.
  3. Measure the the distance between the back of the heel and the longest toe. Make sure to measure both feet and take the longest measurement.
  4. Add 1cm to the actual length to find the right size with ample wriggle room for toes.


*Alternative method (Thanks to a tip from customer Rachelle): Place paper on bath towel outside your bathroom during shower time. As your child exits the bath, have him/her stand firmly with both feet on the paper. Measure the wet footprints.

Our results: 15.5cm length for both versions.

3) Foot ruler measurement

Items needed: Kids foot ruler or the original Brannock Device


  1. Place foot ruler on an even floor surface.
  2. Have your child step evenly on the ruler and take the measurement of both feet. Go with the longest measurement.
  3. Add 1cm to the actual length to find the right size with ample wriggle room for toes.

Our results: 15.2 cm length


We found that the basic measurement and tracing tend to have a higher chance of error as it is hard to ensure that active feet are properly placed against the wall or flat on the paper. Wet footprint method makes for a fun activity during the measuring process.

With the above measurements, our child wears Kids Size 8 for Sandals and Kids Size 9 (with socks) for Shoes with her regular width feet.

Try out our size assistant below to get size recommendations for our shoes and sandals. Just enter the length of your child’s feet below:

Found your child’s size?


Depending on your child’s walking phases, pick your choice of footwear from our wide range of shoes and sandals.


Looking specifically for something, check out some of our featured collections!



 Check out our range of children footwear:

Definition of Ruler by Merriam-Webster


| \ ˈrü-lər



: a worker or a machine that rules paper


: a smooth-edged strip (as of wood or metal) that is usually marked off in units (such as inches) and is used as a straightedge or for measuring

1st Grade Math Skills, What Your Child Will Learn, Komodo Math

Your child is heading to first grade! After the year in kindergarten, your first grader will be ready for some amazing growth. For many children, first grade is the year that they bloom as readers and mathematicians. Get ready to support your child’s mathematical growth by learning about first grade math skills. 

In first grade, you can expect your child to learn about: 

1. Addition and subtraction facts to 20 

Now that your child has mastered the idea of adding and subtracting, they’re ready to practice math facts. This means getting faster when answering addition and subtraction problems to 20. 

Help your child develop fluency by asking basic addition and subtraction problems – we find that using treats can help keep kids interested! If your first grader needs support, encourage the use of physical objects or fingers as problem-solving tools. 

2. Addition and subtraction as inverse operations 

Your child probably understands the concept of addition as “putting together” and subtraction as “taking apart.” In first grade, children are encouraged to see the connections between addition and subtraction. Your child will learn how addition and subtraction are inverse operations, or that one is the opposite of the other, and create “fact families” of related addition and subtraction problems. 

When working with addition and subtraction, ask your child to see connections. For example, if your child has four dolls and three cars, ask how many toys there are in all. Then ask how many toys there would be if the four dolls are taken away. 

3. Count and write within 120 

Your child has probably mastered counting to 20. But in first grade kids will learn to count all the way up to 120! That’s not all. Kids will be expected to not only count, but write, the numbers. This is great practice for understanding multi-digit numbers. 

At home: Encourage your child to write numbers whenever possible. Talk about how two-digit numbers are made up of tens and ones and how three-digit numbers are made up of hundreds, tens, and ones. Just looking closely at multi-digit numbers together can be a great learning opportunity.  

4. Add within 100 

Now that your child has an understanding of numbers past 100 as well as basic addition and subtraction facts, it’s time to practice adding within 100. Children will practice adding one-digit numbers to two-digit numbers using strategies like counting on and number charts. Children can practice adding larger numbers with the help of a 1-100 chart. 

First graders are also ready to practice adding and subtracting 10s to and from two digit numbers. 

At home: Help your child see patterns when adding and subtracting 10s. For example, after solving a problem like 59 – 10 = 49, point out to your child that 49 has one less 10 than 59. This is another great way to learn about place value. 

5. Measure objects

In first grade, kids learn how to measure using rulers and more unusual things like paper clips. After taking measurements, children compare and order objects by length.

At home: Kids love measuring things around the house, so keep a couple of rulers handy. Pay attention to how your child is using a ruler and taking measurements. Sometimes kids don’t quite measure from end to end, so they might need a bit of help…  

6. Tell time to hour and half hour 

One of the trickiest concepts first graders will learn is to tell time. Using analog clocks is confusing, especially when kids are more used to seeing digital clocks. In first grade, your child will learn about the big and little hands of a clock and will practice telling time to the hour and half hour. 

At home: Get hold of an analog clock for your home (either a real one or one made just for learning). Talk with your child about the time and how the hands move around the clock. Remember to just focus on telling time to the hour and half hour to start! 


Understand basic fractions

First graders also get an introduction to fractions as equal shares. They will learn how to divide into equal groups and learn basic fractions like ½, ⅓, and ¼. First graders usually have a good understanding of fairness,  so practicing making equal shares should be a relatively easy task for them!

At home: Help your child to divide pizzas, pies, and sandwiches into equal shares. As you do, talk about the fractions of the whole that you created. 

First graders are ready to dive deep into mathematical concepts. Find time to connect with your child about classroom learning and get ready to have some fun! 

Found this useful? Check out our grade by grade math guides from Kindergarten to 5th grade

Written by Lily Jones, Lily loves all things learning. She has been a kindergarten & first grade teacher, instructional coach, curriculum developer, and teacher trainer. She loves to look at the world with curiosity and inspire people of all ages to love learning. She lives in California with her husband, two kids, and a little dog.

About Komodo – Komodo is a fun and effective way to boost K-5 math skills. Designed for 5 to 11-year-olds to use in the home, Komodo uses a little and often approach to learning math (15 minutes, three to five times per week) that fits into the busy family routine. Komodo helps users develop fluency and confidence in math – without keeping them at the screen for long.

Find out more about Komodo and how it helps thousands of children each year do better at maths – you can even try Komodo for free. 

How Should We Teach Kids Units of Measurement?

A standard unit of measurement provides a reference point by which objects of weight, length, or capacity can be described. Although measurement is an important part of everyday life, kids don’t automatically understand that there are many different ways to measure things.

Standard vs Nonstandard Units

A standard unit of measurement is a quantifiable language that helps everyone understand the association of the object with the measurement. It is expressed in inches, feet, and pounds, in the United States, and centimeters, meters, and kilograms in the metric system. Volume is measured in ounces, cups, pints, quarts, and gallons in the U.S. and milliliters and liters in the metric system.

In contrast, a nonstandard unit of measurement is something that may vary in length or weight. For instance, marbles are not reliable for finding out how heavy something is because each marble will weigh differently than the others. Likewise, a human foot cannot be used for measuring length because everyone’s foot is a different size.

Standard Units and Young Children

Young children might understand that the words “weight,” “height,” and “volume” are associated with measuring. It will take a while to understand that in order to compare and contrast objects or to build to scale, everybody needs the same starting point.

To begin, consider explaining to your child why a standard unit of measurement is necessary. For example, your child likely understands that he or she has a name, as do relatives, friends, and pets. Their names help identify who they are and show that they are a person. When describing a person, using identifiers, such as “blue eyes,” helps to specify the attributes of the person.

Objects also have a name. Further identification and description of the object can be achieved through measurement units. “The long table,” for instance, may describe a table of some length, but it doesn’t say how long the table actually is. “The five-foot table” is far more accurate. However, this is something that children will learn as they grow.

A Nonstandard Measurement Experiment

You can use two objects at home to demonstrate this concept: a table and a book. Both you and your child can participate in this measurement experiment. 

Holding your hand rigid, measure the length of the table in hand spans. How many of your hand spans does it take to cover the length of the table? How many of your child’s hand spans? Now, measure the length of the book in hand spans.

Your child may notice that the number of hand spans required to measure the objects is different than the number of hand spans it took for you to measure the objects. This is because your hands are different sizes, so you are not using a standard unit of measurement. 

For your child’s purposes, measuring length and height in paper clips or hand spans, or using pennies in a homemade balance scale, may work well, but these are nonstandard measurements.

A Standard Measurement Experiment

Once your child understands that hand spans are nonstandard measurements, introduce the importance of a standard unit of measurement.

You might, for instance, show your child to a one-foot ruler. At first, don’t worry about the vocabulary or smaller measurements on the ruler, just the concept that this stick measures “one foot.” Tell them that people they know (grandparents, teachers, etc.) can use a stick just like it to measure things in the exact same way.

Let your child measure the table again. How many feet is it? Does it change when you measure it rather than your child? Explain that it doesn’t matter who measures, everyone will get the same result.

Move around your home and measure similar objects, such as the television, sofa, or bed. Next, help your child measure their own height, yours, and each member of your family. These familiar objects will help put into perspective the relationship between the ruler and the length or height of objects. 

Concepts like weight and volume can come later and are not quite as easy to introduce to young children. However, the ruler is a tangible object that can easily be transported and used to measure larger objects around you. Many kids even come to see it as a fun game.

Teaching Emotional Intelligence in Early Childhood

Every morning, Ms. Mitchell thinks about how her feelings will affect her teaching. If she feels frustrated or overwhelmed when she arrives at school, she takes a deep breath and makes a plan for managing her emotions so that she can fully engage with her students and coteachers. She greets children and families as they walk through the door and asks how they are feeling. Throughout the day, children use a classroom mood meter to acknowledge their feelings. Ms. Mitchell also uses the mood meter to talk with children about her own feelings, how characters in books feel, what happened to cause their feelings, and how characters’ emotions change throughout a story. In many different ways, Ms. Mitchell models emotional intelligence and supports its development in her students.

Emotional intelligence is a set of skills associated with monitoring one’s own and others’ emotions, and the ability to use emotions to guide one’s thinking and actions (Salovey & Mayer 1990). Emotions impact our attention, memory, and learning; our ability to build relationships with others; and our physical and mental health (Salovey & Mayer 1990). Developing emotional intelligence enables us to manage emotions effectively and avoid being derailed, for example, by a flash of anger.

Children with higher emotional intelligence are better able to pay attention, are more engaged in school, have more positive relationships, and are more empathic.

Emotional intelligence is related to many important outcomes for children and adults. Children with higher emotional intelligence are better able to pay attention, are more engaged in school, have more positive relationships, and are more empathic (Raver, Garner, & Smith-Donald 2007; Eggum et al. 2011). They also regulate their behaviors better and earn higher grades (Rivers et al. 2012). For adults, higher emotional intelligence is linked to better relationships, more positive feelings about work, and, for teachers in particular, lower job-related stress and burnout (Brackett, Rivers, & Salovey 2011).

Drawing from Mayer and Salovey’s (1997) refined theory of emotional intelligence, Brackett and Rivers (2014) identified five skills that can be taught to increase emotional intelligence: Recognizing emotions in oneself and others; Understanding the causes and consequences of emotions; Labeling emotions accurately; Expressing emotions in ways that are appropriate for the time, place, and culture; and Regulating emotions. These skills, which form the acronym RULER, are the heart of an effective approach for modeling emotional intelligence and teaching the emotional intelligence skills children need to be ready to learn (Hagelskamp et al. 2013; Rivers et al. 2013).

While the full RULER approach provides a range of tools and instructional strategies, in this article we focus on the mood meter, which is a color-coded tool that provides a shared language for becoming aware of emotions and their impact on teaching and learning. (To learn about the full RULER model, visit the Yale Center for Emotional Intelligence website at

Introducing the mood meter

If you ask a group of 3-year-old children how they are feeling, what would they say? Fine? Good? Happy? What if you ask a group of early childhood educators? Their responses might not be that different! Most of us use a limited vocabulary to describe our feelings when answering the question “How are you?” In contrast, schools that value children’s and educators’ emotions encourage a diversified vocabulary to describe feelings. The mood meter is a concrete tool that can shift conversations about feelings from rote responses like good to more nuanced responses like curious, excited, or worried. Accurately labeling and discussing feelings helps adults and children acknowledge the role that emotions play throughout the day. Taking time to recognize feelings, elaborate on their causes, and jointly brainstorm potential strategies to shift or maintain them helps ensure that adults and children use emotions effectively to create a climate supportive of learning.

The mood meter has two axes. The horizontal axis represents pleasantness and ranges from -5 (on the far left) to +5 (on the far right), with -5 being the least pleasant you can imagine feeling (e.g., your job is at risk) and +5 being the most pleasant you can imagine feeling (e.g., you were recognized as Teacher of the Year). Our feelings usually fall somewhere between these values. The vertical axis, which has the same range, represents the energy we experience in our bodies (e. g., heart rate, breathing). At -5, you might feel drained of all energy (e.g., you have the flu and can hardly move) while +5 represents feeling the most energy you can imagine having in your body (e.g., you just received a big raise and feel like jumping for joy). Together, the two axes create four colored quadrants (from the top left and counterclockwise) red (unpleasant, higher energy), blue (unpleasant, lower energy), green (pleasant, lower energy), and yellow (pleasant, higher energy).

With young children ages 3 to 8, a simplified color-only version of the mood meter works best, in our experience. When first introducing children to the mood meter, we tend to describe each color with one word: red = angry; blue = sad; green = calm; yellow = happy. As children learn to use the mood meter, they acquire more feeling words that correspond to each color (and in later grades, they learn how to use the numeric ranges to express their degree of pleasantness and energy). With the mood meter, children learn that there are no good or bad feelings. There may be feelings that we like to have more often than others, but all feelings are okay. Even for those unpleasant feelings, we can learn to employ strategies that use the information we receive from our feelings to respond to them in ways we feel good about.

Using the mood meter to practice emotional intelligence

Research suggests that an important part of effectively teaching emotional intelligence is modeling the five RULER skills for children (Jennings & Greenberg 2009). One way to do this is by regularly checking in on the mood meter throughout the day.

Recognize: How am I feeling? Cues from our bodies (e.g., posture, energy level, breathing, and heart rate) can help us identify our levels of pleasantness and energy. Think about how our feelings may affect the interactions we have with others.

Understand: What happened that led me to feel this way? As feelings change throughout the day, think about the possible causes of these feelings. Identifying the things (e.g., people, thoughts, and events) that lead to uncomfortable feelings can help us both manage and anticipate them in order to prepare an effective response. Determining the causes of feelings we want to foster can help us consciously embrace those things for ourselves and others more often.

Label: What word best describes how I am feeling? Although there are more than 2,000 emotion words in the English language, most of us use a very limited number of words to describe how we are feeling (e.g., happy, sad, mad). Cultivating a rich vocabulary allows us to pinpoint our emotions accurately, communicate effectively, and identify appropriate regulation strategies.

Express: How can I express appropriately what I am feeling for this time and place? There are many ways to express each of our feelings. At different times and in different contexts, some forms of expression are more effective than others. Explaining to children what we are doing and why, as we express different feelings at school, provides them with models of different strategies to express their own emotions.

Regulate: What can I do to maintain my feeling (if I want to continue feeling this way) or shift my feeling (if I do not want to continue feeling this way)? Having short-term strategies to manage emotions in the moment as well as long-term strategies to manage emotions over time is a critical part of effective regulation. Educators with a range of regulation strategies to choose from are better able to manage the full range of emotions and to model these strategies for children and families.

Strategies that can effectively regulate emotions include

  • Taking deep breaths
  • Engaging in private self-talk (e.g., “I know I can do this!”)
  • Reframing negative interactions (e.g., “She is having a hard day. No wonder she reacted that way.”)
  • Stepping back and allowing physical distance (e. g., taking a short walk at lunch time)
  • Seeking social support (e.g., talking to a friend and making plans to spend time together)

Promoting children’s emotional intelligence skills

How do you want children to feel when they are in your classroom? Most educators respond with emotions like happy, secure, safe, peaceful, and curious—pleasant feelings that are conducive to learning (Reschly et al. 2008). There are exceptions, however. For example, feeling extremely excited (high in the yellow) can make it challenging to concentrate on a quiet task. There are also occasions when unpleasant feelings can be helpful. For example, mild frustration may help a child persevere to complete a challenging task, and some sadness (which is connected to compassion and sympathy) is necessary to develop empathy. While we do not want to foster unpleasant feelings in young children, we do want to provide them with strategies to both accept and manage these feelings when they occur.

In addition to modeling, educators can promote emotional intelligence through direct instruction by embedding the mood meter in classroom management practices as well as formal and informal learning activities. We provide examples of each in the following sections.

Integrating emotional intelligence into classroom management practices

Educators can use their own emotional intelligence to acknowledge the feelings children experience throughout the day and to inform classroom management. For example, by recognizing emotion cues in children, educators can help children connect their physical experience of emotions with new vocabulary on the mood meter (e.g., frustrated, annoyed, calm). A teacher could say, “I see you are frowning and crossing your arms. I do that when I feel frustrated or annoyed. It looks like you might be in the red. How are you feeling? What happened that caused you to feel that way?” Recognizing and discussing emotions with children lays a foundation for their self-regulation. Educators can also use this information to identify when a classroom activity needs to be modified to better engage students. For instance, an activity requiring children to cut a complex shape with scissors may be too challenging, leading children to feel frustrated and require more support. Similarly, adding more materials to a table activity might shift children who are feeling bored (in the blue) to feeling interested (yellow). Using music and movement during group time might shift children who are feeling excited (yellow) to feeling relaxed (green) after they release their energy appropriately. If students are experiencing separation anxiety (blue) in the mornings, for instance, educators can use role-play at circle time to explore how children can help a friend who is feeling lonely. Children can then practice empathy by supporting one another.

Supporting emotional intelligence through read-alouds

Educators can help children expand their knowledge of feelings with carefully selected read-alouds. Teachers can use read-alouds to introduce children to new vocabulary for expressing emotions and then relate the feelings in stories to classroom themes. For example, words like nervous or brave fit well with a theme focused on visiting the doctor’s office. When introducing a new feeling word, consider providing children with developmentally appropriate definitions of the word (e.g., “Disappointed means feeling sad because something did not happen the way you wanted it to.”) and pairing the new word with related familiar words (e.g., “Disappointed is a blue feeling, like sad.”). Using the mood meter during read-alouds helps children consider the emotions of storybook characters and practice applying their emotional intelligence. Photocopies of pictures from books can be placed on the mood meter and moved around as their feelings change throughout the story. Thinking through how characters feel and react helps children better prepare to deal with their own range of emotions and behaviors.

Developing emotional intelligence enables us to manage emotions effectively and avoid being derailed, for example, by a flash of anger.

The RULER acronym can guide educators in their discussions with children about each new feeling word. For example, using book characters, educators can help children understand what a feeling looks like (recognizing and labeling), different things that cause feelings in themselves and others (understanding), and appropriate ways to show their feelings at school as well as how to shift or maintain that feeling (expressing and regulating). Use the questions in the table “Sample Read-Aloud Questions” to help children explore feelings during shared reading and guide conversations with children throughout the day.

Sample Read-Aloud Questions

Recognize: How is the character feeling? How do you know he/she is feeling that way? Can you show me a _________________ face?

Understand: What happened that made the character feel _________________ ? What happens that makes you feel _________________ ?
Label: Where would you put this character on the mood meter? What is the name of this feeling?
Express: How did the character act when he/she was feeling _________________ ? What else can you do when you are feeling _________________ ?
Regulate: What did the character do when he/she felt _________________ ? What could you do to help a friend who is feeling _________________ ? When you feel _________________ , what do you do?

Sharing personal stories about emotions

Another way teachers can embed emotional intelligence in the classroom routine is by sharing stories about their own feelings. Hearing about the emotional experiences of others helps children understand helpful ways to express and regulate emotions. Educators can share short (2–3 minute) developmentally appropriate stories during morning meeting, large or small group time, or snacks or meals. If educators describe how the emotion looked and felt, the situation that caused the emotion, and how they expressed and regulated the emotion, they will foster a classroom environment where children feel supported sharing their own emotions. Here is an example of an appropriate personal story to relate:

I remember a time when I was your age and I felt scared. I was afraid of my neighbors’ dog. Whenever I walked by their house, the dog would bark. My eyes would get wide like this, I could feel my shoulders tensing up like this, and then I would run past their house as fast as I could. Sometimes I even had bad dreams about the dog chasing me, so I decided to tell my mom about it. Talking to someone is one thing you can do when you feel scared. My mom gave me a big hug, and that helped me feel better. She told me she had met the neighbors’ dog, and his name was Jack! She said he was very friendly and took me to meet him. I didn’t want to pet him at first, but then I touched his tail. Our neighbor said that barking was just Jack’s way of saying hello. After that, I didn’t feel so afraid of him anymore.

Of course, the goal of sharing a story isn’t merely for children to listen. The teacher’s personal stories should be discussed (much like a read-aloud), and children should be invited to share their stories about times they felt that emotion and what they did as well.

Encouraging children to place their name or picture on the corresponding mood-meter color can help children think about how they are feeling, why, and how to appropriately express and regulate their feelings.

Extending emotional intelligence throughout the day

Educators can help children develop RULER skills by integrating them into a range of activities, including creative arts, music and movement, and more. Here are a few examples:

  • Integrate green feelings (pleasant and lower energy) into creative arts by having children paint calmly and slowly while taking deep breaths and listening to soft music.
  • Invite children to practice feeling yellow (pleasant and higher energy) by dancing to fast music. After they’ve been dancing long enough for their heart rates to quicken, have children place their hands on their chests to feel their hearts beating, and talk about heartbeats as one way we can feel the energy in our bodies. (For a math extension, the teacher can also measure the resting and dancing heart rates of a few children, then create a chart with the class.)
  • Use pretend play to help children practice appropriately expressing red and blue emotions. Teachers can guide children’s responses to pretend scenarios and model appropriate language and emotional expression.
  • Integrate mood meter check-ins into classroom routines (e.g., when children arrive and during group time). Encouraging children to place their name or picture on the corresponding mood-meter color can help children think about how they are feeling, why, and how to appropriately express and regulate their feelings.


Along with teaching the RULER skills and embedding the mood meter in classroom practices, educators should take time to discuss with colleagues the most helpful ways for children to express emotions in the classroom, especially unpleasant emotions. How can a child effectively express anger in your classroom? Is it okay for a child to verbalize “I’m angry?” Probably. Is it okay for a child to push another child? Probably not. Having these discussions among educators, as well as engaging parents, is critical to developing a set of school norms on emotions and effectively teaching these norms to children. Take time to share the mood meter with families. Let them know how you use the mood meter at school, and offer strategies that help them talk with their children—and each other—about emotions at home. By taking these simple steps, we can boost children’s emotional intelligence, helping them positively engage in school and in life.


Brackett, M.A., & S.E. Rivers. 2014. “Transforming Students’ Lives With Social and Emotional Learning.” In International Handbook of Emotions in Education, eds. R. Pekrun & L. Linnenbrink-Garcia, 368–88. New York: Taylor & Francis.

Brackett, M.A., S.E. Rivers, & P. Salovey. 2011. “Emotional Intelligence: Implications for Personal, Social, Academic, and Workplace Success.” Social and Personality Psychology Compass 5 (1): 88–103.

Eggum, N.D., N. Eisenberg, K. Kao, T.L. Spinrad, R. Bolnick, C. Hofer, A.S. Kupfer, & W.V. Fabricius. 2011. “Emotion Understanding, Theory of Mind, and Prosocial Orientation: Relations Over Time in Early Childhood.” The Journal of Positive Psychology 6 (1): 4–16.

Hagelskamp, C., M.A. Brackett, S.E. Rivers, & P. Salovey. 2013. “Improving Classroom Quality With the RULER Approach to Social and Emotional Learning: Proximal and Distal Outcomes. ” American Journal of Community Psychology 51 (3–4): 530–43.

Jennings, P.A., & M.T. Greenberg. 2009. “The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes.” Review of Educational Research 79 (1): 491–525.

Mayer, J.D., & P. Salovey 1997. “What Is Emotional Intelligence?” In Emotional Development and Emotional Intelligence: Educational Implications, eds. P. Salovey & D.J. Sluyter, 3–31. New York: Basic Books.

Raver, C.C., P.W. Garner, & R. Smith-Donald. 2007. “The Roles of Emotion Regulation and Emotion Knowledge for Children’s Academic Readiness: Are the Links Causal?” In School Readiness and the Transition to Kindergarten in the Era of Accountability, eds. R.C. Pianta, M.J. Cox, & K.L. Snow, 121–47. Baltimore, MD: Brookes.

Reschly, A.L., E.S. Huebner, J.J. Appleton, & S. Antaramian. 2008. “Engagement as Flourishing: The Contribution of Positive Emotions and Coping to Adolescents’ Engagement at School and With Learning. ” Psychology in the Schools 45 (5): 419–31.

Rivers, S.E., M.A. Brackett, M.R. Reyes, J.D. Mayer, D.R. Caruso, & P. Salovey. 2012. “Measuring Emotional Intelligence in Early Adolescence With the MSCEIT-YV: Psychometric Properties and Relationship With Academic Performance and Psychosocial Functioning.” Journal of Psychoeducational Assessment 30 (4): 344–66.

Rivers, S.E., S.L. Tominey, E.C. O’Bryon, & M.A. Brackett. 2013. “Developing Emotional Skills in Early Childhood Settings Using Preschool RULER.” The Psychology of Education Review 37 (2): 19–25.

Salovey, P., & J.D. Mayer. 1990. “Emotional Intelligence.” Imagination, Cognition, and Personality 9 (3): 185–211.

90,000 School lines on September 1 will be held in a new format – Rossiyskaya Gazeta

School lines on September 1 will be held in a new modified format. This was stated by Minister of Education Sergei Kravtsov, speaking at the international conference “The first results of the pandemic: challenges and new opportunities for the global education system.

“We traditionally have a line-up on September 1, for obvious reasons we will hold them in a slightly different format, – said Kravtsov. – Schoolchildren and teachers will come to schools, the educational process will begin, but with certain requirements in order to prevent outbreaks of the disease or spread infection in order to maximize the safety and health of our students and teachers. “

According to the minister, there are requirements of Rospotrebnadzor, according to which mass events in schools until January 1 of next year are not provided.

It was also decided to create a state information system “Digital educational environment”, where there will be verified content that meets educational standards that can be used in schools.

– We will break it down into quarters, semesters and all topics so that the teacher in a traditional teaching format can use verified electronic content.In addition, we saw that in many schools there is a weak Internet. Therefore, we will have a separate program to bring the Internet to each class, – said Sergey Kravtsov. – We are preparing for the schools to open on September 1 in the usual format. The experience gained and the information system will complement traditional training. I will emphasize again. There will be school lines, but they will be held taking into account the requirements of Rospotrebnadzor in order to ensure the health of students and teachers.

Also, at the beginning of the school year, school students will be diagnosed with knowledge.

– We will look at the level of knowledge, and if problems arise after distance learning, then we have a program to help students and teachers to close the gaps and equalize educational results, – said Sergey Kravtsov.

90,000 Parents will be allowed to attend the line on September 1 only in masks

Photo: Timur Khanov / PG

Knowledge Day rulers should be held outdoors, but not for all students at the same time, but for individual classes or parallels. Parents will be able to attend, but only wearing a medical mask. All other public events with the participation of children during school hours will be prohibited. This follows from the recommendations of the Ministry of Education and Rospotrebnadzor, which they sent to the regions. As officials plan to protect schoolchildren from the coronavirus, the Parliamentary Gazette found out.

There will be rulers, but not for all

The upcoming academic year should pass as usual, but in compliance with the requirements related to the prevention of coronavirus infection, it is noted in the letter of recommendation.

All the requirements that schools must comply with are set out in the sanitary and epidemiological rules for organizing the work of children’s institutions in an epidemic, the authors of the letter remind. It is these rules that prohibit mass events in schools.

The only exception can be made for the ruler on September 1, follows from the document. According to him, they can be carried out “according to classes or parallels in the open air using personal protective equipment (masks) for parents.”

The final decision on the format of the rulers should be made by the regional authorities – this is the position of the Ministry of Education. “Wherever it is decided not to hold live rulers, other formats will be chosen, but we will definitely preserve the general atmosphere of the holiday,” Minister of Education Sergei Kravtsov said on August 13.

Moscow Mayor Sergei Sobyanin announced on August 13 that there would be no rulers in Moscow schools on September 1.

We do not say goodbye to distance lessons yet

The document prescribes a separate office for each class.The same applies to classes in libraries, sports and assembly halls – only one class can be there at a time.

School administrations were instructed to develop such a schedule of lessons and a schedule of visits to canteens that would reduce to a minimum the contacts of students from different classes. The recommendations also note that it is advisable to conduct extracurricular courses either during the holidays, or on weekends and holidays.In addition, the study of individual subjects or electives can be organized remotely, according to the authors of the document.

“In case of deterioration of the epidemiological situation, provide for the possibility of distance learning,” the letter says.

Such a decision – on the partial refusal of full-time education – is justified, especially in extreme cases, says Nikolai Govorin, deputy chairman of the State Duma Committee on Health Protection. At the same time, in his opinion, there should not be a complete transition to online. “After all, it is important not only to gain knowledge, but also to educate, live contact between a teacher and a student.Therefore, it is necessary to find a balance so that, on the one hand, sanitary norms are observed, and on the other hand, children go to school, “Govorin told Parlamentskaya Gazeta.

Children should breathe clean air

In the letter with the recommendations of the Ministry of Education and Rospotrebnadzor, an unambiguous requirement for the use of personal protective equipment applies only to the personnel of the catering units. That is, teachers and students do not need to wear maxi. Earlier, the Ministry of Education said that the decision on the mandatory use of masks by teachers remains in the competence of the regional authorities.

An “input filter” will be created for schoolchildren and teachers: every morning, before entering the school, they will be remotely measured their temperature. People with signs of SARS will not be allowed into buildings.

Also, educational institutions should strengthen the disinfection regime, use antiseptics and air disinfectants, and regularly ventilate all rooms.

Rospotrebnadzor also recalls the standard requirements for the size of school classes: at least 2. 5 square meters per student in a regular lesson and at least 3.5 square meters per person in group lessons (when the class is divided into groups, students communicate in them face to face).

The recommendations of Rospotrebnadzor are quite adequate, says Nikolai Govorin. “They give a general direction of action, but they are not brought to the point of absurdity,” he said.

90,000 Parents of schoolchildren were not ready to abandon traditional rulers September 1,

The news of the cancellation of traditional school lines on September 1, 2020 seriously excited the parents of schoolchildren. A day later, the Minister of Education of the Russian Federation Sergei Kravtsov explained that the traditional lines will still take place, but with the necessary security measures.We will tell you why Russians are not ready for alternative options for celebrating September 1 and how the school line became a family holiday in Russia.

“September 1 for first-graders is like a Victory parade for the whole country”

Photo: RIA Novosti / Evgeny Epanchintsev

there will be no school rulers. After this news, published by the Ministry of Education on Instagram, battles of disgruntled parents unfolded under the post.”In what format will the lines be held? First-graders are waiting for the holiday … First time in first grade!” – wrote Marina Shcherbakova. “What other new format? A ruler at a distance of one and a half meters and without parents? Stop! Give the children a normal start to the year!” – picked up Victoria.

My daughter is going to first grade, it is a very bad idea to steal a holiday from my family.

Some believe that this holiday is no less important for first graders than the Victory Parade for the whole country. Karina, in her comment under the post, asked not to change the traditional school lineup this year: “Do not take away the holiday from children, especially from first-graders, their traditional solemn exit!”

Although other opinions were also voiced.For example, Ekaterina Krylova believes that, despite the difficulties, safety during this period is still more important. “Parents, calm down! Why are you dramatizing so much? Well, there will be no ruler – and there is no need. What, this is the most necessary thing in life? I do not remember my school from the word at all, although I was an excellent student. Why sow bacilli? I am for safety.” , – commented Ekaterina.

Against the backdrop of a violent reaction on the Internet, Minister of Education Sergei Kravtsov explained that school lines will still take place on September 1, 2020, but in compliance with security measures.

As for the rulers, the rulers are traditional – they will pass. But, of course, it will be necessary to provide the necessary conditions in order to ensure the health of schoolchildren and the health of teachers. But we will not give up the rulers.

Sergey Kravtsov

Minister of Education of the Russian Federation

At the same time, the ministry noted that the implementation of the lines will depend on the epidemiological situation in each region. Sergey Kravtsov also stressed that it is not planned to abandon the full-time format of the first day of the academic year.

A family tradition or a relic of the past?

Photo: RIA Novosti / Alexander Galperin

Elena Topovskaya, who is the head of the school’s parent committee and a mother of three children, including a first-grader, told Moscow 24 that the initial news about the “different format” lines caused a stormy resonance among parents. The questions of the day were: “Have you heard that the children will not go to school? You know, the rulers have been canceled?” The parents were at a loss, but after the announcement that the rulers would still be there, they exclaimed: “Hurray!”

The school line is a family tradition.I have three children in my family, and September 1 is a holiday for us. We are preparing for it. It is elegant, solemn, necessarily a cake with the inscription: “Happy Knowledge Day”. Children know that this is their holiday, that they need to learn and strive for something.

Elena Topovskaya

head of the school’s parent committee, mother of three children

According to Elena, such a family tradition is simply necessary, if we cancel children’s holidays, then we will lose the important values ​​for which we live. “This is a message to children that they need to learn and strive, how important it is to be able to do something, to be an educated person, to set goals and move towards something,” Elena emphasized.

Not many big events in children. We went to school – this is a holiday, graduated from school – a holiday. My kids want to go to school, they want balls, music and the first bell.

Elena Topovskaya

head of the school’s parent committee, mother of three children

But there are those who believe that traditional school lines are already a thing of the past and nowadays there is no great need to carry them out. In addition, it is important to remember about safety measures in a pandemic. The chairman of the Moscow City Parents’ Committee Ruslan Tkachenko was surprised why the parents reacted so violently to the first news about the possible cancellation of the traditional rulers. In his opinion, taking into account the new requirements of Rospotrebnadzor for the organization of the learning process, the abolition of holiday attributes on September 1 is not so terrible.

Photo: Moscow 24 / Mikhail Kolobaev

Against the background of how we have to study in schools in the next six months, even the absence of rulers is just a soft warm-up.

Ruslan Tkachenko

Chairman of the Moscow City Parents’ Committee

“Now the lessons should be divided according to the schedule so that there are no changes at the same time, everyone walks in empty corridors and does not communicate with anyone, there are no mass events at least until the new year.And against this background, it is a little sad to talk about some kind of line, “Tkachenko noted.

According to the expert, the school has already ceased to be a unique source of knowledge (now it is easy to find other options) and a place of socialization (taking into account the fact that Previously, when moving from city to city and changing educational institution were rare occurrences, school really was an epoch-making event. A person moved to a new stage of life, studied for 10 years with the same classmates and teachers.”In such a system of life, a ruler for a first grader is a truly vital event,” Tkachenko stressed.

But now, when people began to actively change schools, educational directions, mobility was transferred to the school itself. And the value of the line remained either the culture of the school or a family tradition, Tkachenko said.

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90,000 A third of the workers will take a day off on September 2 and go to the school line

Anastasia Leus, marketing director of the IT company Redmadrobot, has a daughter this year going to the 2nd grade.Last year, Leus took a day off for the whole day to take her child to the 1st grade: first she attended the lineup, then she took her daughter from school, and in the evening the family arranged a small party for the first grader. For the sake of her daughter, the mother postponed several conference calls the next day and communicated with subordinates only in instant messengers and by mail. This year she is going to take the child to the ruler, and then she will get down to work. According to Leus, such events do not negatively affect work, but they help maintain good relations in the family.

A third of Russian workers (30%) plan to take a day off or vacation on September 2 to take their children to the festive school line, another 23% will take a few hours off to visit the line, according to a survey of 2500 employees in 415 Russian settlements conducted by the Superjob portal. According to the poll, on September 2, more women than men will take time off for the whole day (32% versus 29%), for several hours – also more women than men (25% versus 19%).

Partner of Ecopsy Consulting Maria Makarushkina says that her client, the head of a Russian company, let half of the working women go to the morning assembly on September 2.And the company is now preparing an urgent IT project, it is impossible to get out of the schedule. Next Monday he will have to load the remaining staff with additional work.

And in Sberbank, according to the press service, 30% of employees have school-age children, time off, including to attend the lineup at school, are provided in accordance with the Labor Code (TC) and in agreement with the head.

By law, an employee can take family leave upon written application and with the consent of the employer without pay, explains Tatyana Nikolaenko, head of the labor law practice at Khrenov & Partners law firm.However, if it is difficult to replace an employee at work and he later notified the employer of his desire, he may not be given a vacation day due to production necessity. It is especially stipulated in the Labor Code that leave at their own expense can be granted to an employee when it is provided for by the collective agreement of the organization, explains Nikolayenko.

Parents of first-graders are most often asked to leave work: 60% will take a vacation, another 23% will stay for several hours, the survey showed. It is the parents of first-graders and junior-graders that employers most of all meet halfway. For example, the collective agreement of Severstal enshrines the employee’s right to additional paid leave on the first day of the school year when a child enters the 1st grade, from the second school day until September 15, you can take leave without pay, says a company representative. And in “Sibur” an additional paid day of rest for the Day of Knowledge is provided to one of the parents of schoolchildren from the 1st to the 4th grade inclusive, says Elena Bagreeva, director of compensation and benefits, social relations and personnel support of the company.In Raiffeisenbank, there is a practice of late start of the working day on Knowledge Day: this is done so that parents have time to go to school, especially if this is an important event for a child for the first time, says Olga Polkovnikova, head of the HR department at Raiffeisenbank. According to her, out of 2205 bank employees who have school-age children, only 119 officially issued leave from 2 to 8 September.

In Moscow, according to the press service of the mayor’s office, this year 112,000 first-graders have been enrolled in schools.

Most top managers willingly let their subordinates go to the ceremonial school line at the beginning of the school year: employees are grateful for the time off, their loyalty to the company is growing, and labor productivity after one day of absence from work does not drop much, says Makarushkina. According to her observations, the bosses also do not miss the opportunity to show themselves as good parents and emphasize that they were late in the morning because they took their children to the line. This is in line with the family values ​​that are promoted today by many Russian companies, and improves the business reputation of the leader.

Children will take part in the development of the Yummy United product line of the Magnit network

They will form the first Yummy United Magnet Children’s Board of Directors.

Retail chain “Magnit” announces the beginning of a partnership with Yummy United (HK) Ltd., which provides for the creation and launch of food products for children under the Yummy United brand on the Russian market. Children of Magnit employees will take part in the development of the product line, who will form the first Children’s Board of Directors of Yummy United Magnit.

Yummy United is the only company in the world where children are actively involved. The company has established a permanent Children’s Board of Directors, consisting of children aged 8-12 years. By playing the roles of directors, children learn how the business works, how products are created and promoted, and can also influence what the company produces for them.

As part of the partnership, Magnit and Yummy United will create a Children’s Board of Directors, the first of which will include 40 children of Magnit retail company employees (20 children in Moscow and 20 children in Krasnodar).Today Magnit employs about 300 thousand people, more than a third of whom have children. They will be able to apply for participation in the selection to the first Children’s Board of Directors by the end of November and go through first absentee and then face-to-face selection in Moscow and Krasnodar.

The first meeting of the Yummy United Magnit Children’s Board of Directors is scheduled for early 2020. In the future, the Children’s Board of Directors of “Yummy United Magnet” will be open to all children aged 8-12 years.

The Children’s Board of Directors will take part in the development of a product line of breakfasts and snacks for children under the Yummy United brand, which will be presented exclusively in the Magnit family of stores and positioned in the Middle + segment.Within the framework of special programs, young directors will take part in the creation of product and packaging solutions, design and advertising communications for the brand.

“Children are a very important part of our business. We want that when they come to Magnit, they can always find on the shelf what meets their expectations, tastes, and perception. Therefore, we decided to use the international experience of Yummy United and involve the children themselves in the creation of children’s products. So far we are looking at this as an experiment, but we very much hope that we will be able to create a really interesting and unique line of children’s food products that have no analogues on the Russian market, which will differentiate Magnit in the eyes of the buyer, “commented the Deputy General Director. Commercial Director of Magnit Vladimir Sorokin.

“The partnership with Magnit is a big step and a fantastic opportunity for Yummy United. We came up with a child-run company and launched it in Italy, and now we are moving to Russia. Yummy United is simultaneously developing in several countries, but it is difficult to overestimate the ambitions and opportunities together with Magnit. We have found like-minded people and partners with whom we want to create something truly unique in Russia, ”said Oleg Beriev, co-founder of Yummy United.

Read also:
The market of children’s goods in the Russian Federation shows a decrease


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Autism symptoms, online autism test, autism questions


How to treat the diagnosis?

Diagnosis is a tool that helps you move from thinking and hypotheses about a person’s condition to action. As a general rule, diagnosis is a dynamic concept. And while autism lasts a lifetime, living with autism, given a combination of factors, can be completely independent.That is why the diagnosis for specialists and the immediate family environment is a good reason for starting early work with the child. The diagnosis also helps to clarify the understanding of the child’s behavior and the nature of the difficulties with which he is facing.

Until the age of three, it is difficult to understand what kind of disorders the child’s problems lie in. How can you help him then?

Thanks to the work of American, Canadian and English specialists, a number of behavioral markers have been developed to date, which with a high degree of probability can indicate, already from 6 months of age, the risk of the influence of autism on child development. If the risk of autism is confirmed in the process of diagnostic work with a child, then it is better to start work as if it were autism. This is important, since at the first stage, in any case, communication problems will be solved. In the future, if autism is not confirmed, then a specialist on the profile of specified problems can easily deal with the child, and the special lessons done will only benefit this task. If autism is subsequently confirmed, then early work with the child will increase the chance of his independent and independent adult life.

Why is it better not to delay contacting specialists and start working as early as possible?

First, because the psyche of any person develops thanks to information coming from outside, and autism blocks the flow of complete adequate information about the environment. In the normal development of the child, there is no need to teach anything purposefully, everything starts by nature by itself: the child walks, babbles, addresses, singles out loved ones, imitates, plays, jokes. In autism, all this must be specially taught, otherwise the potentially intact areas of the child’s development may remain unsuitable for his independent life.In other words, the sooner the impact of autism on child development is reduced, the better.

Secondly, at an early age, the child’s psyche has such properties as flexibility and plasticity. This allows you to make training most successful and effective.

What to be guided by when choosing a place for classes?

  • Avoid proposals related to a “complete cure” from autism

  • Decisions on pharmacotherapy, drug support for a child are made only by an experienced child psychiatrist who examined the child (saw him in person!)

  • in work with children with autism, individualization of care is very important – a specialist must first study your child, your difficulties, and then suggest ways to work with him

  • carefully approach new or experimental methods of correction and treatment, rely on evidence-based approaches

  • as As a parent, you know your child best, which means that you are the “right hand” for specialists and are directly involved in the correctional process

What is the role of the inner circle? What can grandmother, grandfather, and other loved ones do?

In matters of seeking help, the right to represent the interests of the child rests with his legal representatives. As a rule, these are the parents of the child. Sometimes it can be other close children or guardians. In this case, there must be appropriate documents that confirm the right of legal representation. When contacting our Center, an agreement is concluded with the legal representative of the child. This is the legal side of the issue.

At the same time, if we abstract from the legal issues, the role of the immediate environment is very great. First of all, it is extremely important to support the parents of the child himself, who have to work ten times more, while others think that they work ten times less.At the stage of announcing the diagnosis or risk of diagnosis, as a rule, any family feels confusion, resentment, fear, “doom”, guilt, and really needs support. The decision on what to do next may be postponed, not made, due to the fact that the family does not feel that it can cope with the challenge, does not find places where it would receive help, does not want to believe that the child is in difficulties. Love, understanding and care from loved ones can provide an additional resource for parents and help them believe in their capabilities.Acting as a “big family”, consistently following the recommendations of specialists, you can achieve much greater success in working with a child than alone.

What is the forecast?

Autism is incurable today. The question is the quality of adult life. In this regard, the prognosis can vary greatly: from an independent and independent life in society with little support as needed, to complete dependence on the constant accompaniment and direct help of other people in everyday affairs.The prognosis is influenced by many factors: the severity and depth of the disorders, the age at the beginning of the intervention, its complex nature, sufficient volume and duration, the correct choice of the main and auxiliary methods, close cooperation of specialists and the family.

It is because of the many factors that influence the prognosis that we recommend, when working with children with autism, to set specific small goals for the next 4-6 months and achieve them, while being “here and now”.

How many lessons do you need and how often?

On the one hand, life is gradually becoming healing.On the other hand, the child needs special classes during which skills and abilities are developed that allow him to solve everyday problems and, ideally, master new skills on his own. The volume of these classes is determined individually. Subject to homework, work with the Center’s specialists starts from 2 hours a week.

Stencils for preparing hand for writing

How to prepare a child’s hand for writing? Many parents begin to be tormented by this question after four years.I want to share how we strengthen the pens with interesting ruler stencils, which can now be purchased in stationery stores. Plastic stencils with interesting thematic themes. There are sets: animals of the forest, mushrooms, flowers, tools, equipment, animals of hot countries, birds, etc. Don’t forget about the usual geometric shapes as well. There is also a very interesting line called a spirograph. And also a large variety of books with stencils of letters and numbers. Today I want to share how to use all this wealth and strengthen the hands of children.

So, what tasks with stencils can be performed. Remember, dear parents, that first you will have to interest the children in this work, help at first, and only then let them sail on their own.

  1. With babies, these stencils can even be used for drawing. Take a sponge, put the stencil ruler on a piece of paper and invite your child to play with the sponge – dipping in paint and making prints directly along the ruler (they are plastic and easy to clean).Then raise the ruler and show what a miracle the baby has done!
  2. You can offer toddlers and trace these contours with your finger while in the air. And older children can be given the same task, but with closed eyes, let him try to guess what he drew. Show the entire stencil first so that he knows what he should guess from. The tactile memory of the hands develops so well.
  3. When the handles of children are already stronger – after three or four years – you can offer to circle around the office. At first glance, a very simple task, but believe me it is easy for you, and how much effort your child should put in! Help – teach me how to hold the ruler with one hand and hold a pencil or felt-tip pen correctly with the other.
  4. Offer to finish drawing the finished silhouette. If this is an animal, then you can finish drawing the eyes and mouth. If transport, then, windows, doors, headlights, etc. Let the children dream up.
  5. The next step is coloring the silhouettes. At first, have the child paint directly in the ruler. And when it turns out well, offer a complicated task – to circle the contour, and then paint over the figure, but on your own – without going beyond the boundaries of the drawing.
  6. An even more difficult option is to shade the figures in a specific direction.Here, too, you can use the technique from the previous task – first hatch directly along the stencil, and only then only along the drawn contour.
  7. You can suggest cutting out what is drawn. Working with scissors also greatly strengthens the hands and stimulates many other parts of the brain.
  8. There is also a slightly funny way – to circle a certain shape several times with a slight offset. An unusual effect is obtained.
  9. Separately, as promised, I will tell you about spirograph .A special ruler that allows you to get amazing patterns with simple movements. Believe me, working with her will captivate not only the child, but also you. Here you need a very firm hand so that the details do not slip and the pencil or pen does not jump out of the holes.
  10. And while I was drawing, showing Dima how to do it, he came up with another version of the game – to color the resulting pattern from the Spirogroph.

Perhaps you can come up with more interesting games and tasks with these simple but useful devices.Write in the comments, I think many will be interested!

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