Found In

Printer Friendly



  • location
  • on
  • where


  • Discuss the kinds of hats the children are wearing on their heads. Ask questions to find out what the children know about the word on.
  • Tell them that today they will learn how the word on is used to describe where something is located.
  • Read your favorite book about spatial relationships to the children or select a book from the Story Circle Suggestions below to check out of the library and read.


  • The Farmer's Hat by Joan L. Nodset
  • Mrs Honey's Hat by Pam Adams
  • Old Hat, New Hat:The Berenstain Bears by Stan and Jan Berenstain


  • In advance, send a note home to families inviting children to wear a hat to school today. Gather some extra hats for children who may forget and do not have a hat to wear. Be sure to wear a hatyourself.
  • Make the "Little Miss Muffet" (Appendix p. 597-599) flannel board story, if not already made.
  • Get bread and jelly.

Language Enrichment Choices*

Provide carpet squares or spread out a blanket or quilt for the children to sit on. Discuss sitting on the carpet squares or blanket.

  • Use the word on in a sentence. For example, "Jon has a bandage on his hand."
  • Teach the children "Little Miss Muffet." Where was Miss Muffet sitting? Act out the rhyme. Ask the children to sit on a "tuffet" (chair or stack of pillows) and you pretend tobe the spider that frightens them away.
    Little Miss Muffet
    Little Miss Muffet sat on her tuffet
    Eating her curds and whey.
    Along came a spider
    And sat down beside her.
    And frightened Miss Muffet away.
  • Teach the children the American Sign Language sign for on (Appendix p. 436).

* Toddlers and twos present a wide range of developmental needs, abilities, and interests. For each learning area, select among the following activity and experience choices that are appropriatefor the children in your care.

Physical Development Choices

Encourage the children to walk on a masking tape line with a beanbag on their head. Is it difficult for the children to stay on the line?

Invite the children to participate in a hat parade. Play some marching music and march around the room with hats on the heads.

Social and Emotional Development Choices

Offer a bread and jelly snack. Invite the children to help you spread jelly on their bread. Talk with them about things that are spread on bread.

Sing "My Hand on My Head" with the children. Discuss the position of their hand as you sing about the different body parts.

My Hand on My Head
My hand on my head, (place hand on head)
What have I here? (open arms palm up)
This is my topnotcher, (point to head)
Mamma, my dear
Topnotcher, topnotcher,
(point to head again)
Dickie, dickie, doo. (knock on head)
That's what I learned in school. (shake index finger)
Boom! Boom!

Continue, adding body parts and suit hand motions to words:

Eye...eye blinker
Nose. . . nose blower
Mouth… food grinder
Chin…chin chopper
Heart. . . chest ticker
Stomach. . . bread basket
Knees...knee benders
Toes...pedal pushers

During lunch or snack time, describe placing the food on plates and the plates on the table.

Cognitive Development Choices

  • Take chalk outdoors and encourage the children to draw on the sidewalk. Discuss the location of their drawings. "Can you stand on your drawing?"
  • Provide dolls and doll clothing and invite the children to put clothes on the dolls, or use the Magnetic Dress-Me Dolls (Appendix p. 455-466).
  • Invite the children to use eyedroppers to take colored water from a bowl and drop it on a coffee filter."What happens when the water lands on the coffee filter?"
  • Invite the children to explore putting on mittens and gloves. "Which is easier to put on?"
  • Provide collage materials such as ribbon, yarn, rickrack, buttons, beads, and colored tissue paper. Encourage the children to glue the various items on their paper. When they have finished theircollages, invite them to help you hang them on the wall."Do you have pictures on your refrigerator at home?"
  • Sit in a circle with the children and shine a flashlight on different items in the room and on the children's bodies (e.g., their shoes, hands, and so on). Let each child have a turn shiningthe flashlight on something in the room.
  • Problem-solving suggestion: Show the children how to balance a book on their hands. Discuss getting the book situated before removing their hands. Older twos can try to walk with the bookbalanced on their head.


Ask the children to place a block or book on the table.

Copyright © 2014 Gryphon House, Inc. All rights reserved.