Games and exercises for mental defectives

Preface

THE training possible with feeble-minded children ranges from that which will enable them "to eat a little less like an animal and make known their physical wants" — in the case of idiots — up to considerable efficiency in certain lines of manual and industrial work, for the morons. Reading, Writing and Arithmetic as formal studies are of but little value — only a small percentage of the very highest grades ever attaining enough efficiency to make use of them after instruction ceases.

Defectives of all grades lack energy and initiative. They do not therefore, of their own accord, develop the physical coordinations that normal children do. Accordingly they must be exercised along these lines if they are to attain to the highest of their limited capacity.

Not having the judgment and foresight, the ambition, of normal children, special efforts must be put forward to hold their interest while exercises for coordination are being given.

The most natural way to accomplish this is through the medium of games.

Miss Wrightson has brought together in convenient form a large number of games especially adapted to accomplish

PREFACE these results. Her long experience with feeble-minded children is a guarantee of their usefulness and efficacy for the purpose.

It should be fully appreciated by teachers, parents and superintendents that the playing of these games is not "mere play," but definite training of the best kind, In many cases there is little else to be done.

The teacher should select such games as are most interesting to her special group and practice these until the children are reasonably proficient in them or until they prove uninteresting.

The teacher unfamiliar with feeble minds will perhaps think some of the games here described of no value. It is always hard for the more intelligent to understand the less intelligent, for normal teachers to understand defective children. It should be remembered that the joy of accomplishment is one of the greatest joys of life for all grades of intelligence. It is the fact that the list includes games adapted to the simplest minds which constitutes one of its excellencies.

It should not be forgotten that these games not only develop coordination and attention; manners, morals, self-control, altruism, patience and many more desirable qualities are involved. What more can education do than develop

PREFACE hi to the limit of the individual's capacity these qualities which, possessed even in a small degree, will help to make him a social rather than an anti-social being !

Henry H. Goddard.

VlNELAND, N. J.

December, 1915.

PRACTICAL HINTS FOR TRAINING MENTAL DEFECTIVES

THE games and exercises in this book were written for use among mothers and teachers of feeble-minded children, the object being to help develop muscular control and to quicken the sense perceptions. The most difficult among the exercises could be mastered with ease by a normal child six years of age. The following instructions should be observed :

i. Each one of the exercises should be put before the child in a spirit of play, thereby doing away in some measure with depression and inertia.

2. Absolute simplicity in the training is essential. The manner in which a game is played is of more importance than the game itself. A simple game or exercise taught in a complex manner will produce a confusion of ideas in the mind of the child and mean failure in training.

3. Aim to produce one idea at a time in the mind of the child.

4. In teaching mental defectives the personality of the teacher plays an important part. She should be patient, cheerful and optimistic, always ready with a word of encouragement when a child fails to produce desired results; thorough in her methods and of keen perception. The mind of the teacher reacts upon the mind of the child: "Education is one mind making another mind and one heart another heart."

5. It will be found in many cases that the principal weakness in these children is their lack of concentrative-

INTRODUCTION ness, and it is only by simple, fixed methods of work, elimination of all confusion, and the conviction of the teacher that good results must emanate from her training that she can develop and strengthen this latent power in the child. One game or exercise thoroughly and systematically taught will prove of more lasting value in training the child, than one dozen taught in a manner void of method. The mode of procedure must not vary; children should be lined up in the same way, material of the same color must be used, and diagrams drawn precisely the same way each time the game or exercise is used. Should the smallest alteration be made in these details, it will produce a confusion of ideas in the child's mind and successful training will not result.

6. The given signal for starting a game should be brief, as, "Are you ready?" followed by the word "Go!" said sharply and clearly. A signal with too many words is confusing. Always use the same form of signal in starting a game. Should this be changed ever so little the game will not start successfully, for the child's mind will be centered upon that change and he will lose the all-important idea, e. g., the start of the game. A game unsuccessfully started is a failure throughout.

7. Competitive games should always be played single file at first until children become acquainted with the game.

8. Mental defectives cannot be allowed the free play accorded normal children; to get good results their play must be supervised at all times. The play spirit is undeveloped in most of these children and our object is to endeavor to stimulate its growth until the child plays, not because it has to, but because it wants to.

9. Make all exercises as attractive as possible; aim to have an air of peace and tranquillity in the school-

INTRODUCTION room. Tension in the slightest degree is disastrous to the training. The schoolroom should be made a pleasure-ground for the child. Bear in mind the best discipline always attends the most successful play.

10. It is not advisable to keep a child for longer than one hour at a session. In a longer session it will be noticed the child becomes depressed or restless and power of concentration becomes weaker. During the session a child should not be kept too long at one exercise ; from four to ten minutes is sufficient for any of the exercises. Should a child be kept twenty minutes at one exercise, more will be gained during the first five minutes than the latter fifteen minutes. A game played too many times in an effort to perfect it, loses its object.

1 1 . Two inactive exercises should not follow each other consecutively.

12. In teaching rhymes and songs, introduce simple action. It will help to develop sense of rhythm and be found to aid the memory in a marked degree.

13. In drawing diagrams on a polished wood floor, better results can be obtained by moistening the chalk.

The materials used in these exercises and games should be very simple. Bean bags should be made five inches square, of bright-colored cloth of heavy texture, and filled with small, hard beans. The wooden blocks should be eight inches in length, and one and a half inches on each side; the corners should be sharp so that they may be stood on end without difficulty. Gas balls, medicine balls, and baseballs should be regulation size.

Hilda A. Wrightson.

Part I

1. BEAN BAG CATCH

Material. — Ten bright colored bean bags.

Children sit in semi-circle on small chairs.

Teacher stands in front of class and throws bean bags, endeavoring to put one into the hands of each child as they sit in class.

It is well to throw the bags first to a child on one side of the class, then to a child on the other side ; the children will become more alert when the bag is thrown unexpectedly. When all bean bags have been thrown, tell children to throw them back to teacher.

Choose two players to pick up fallen bean bags and return them to teacher.

Object. — Train eye and hand for ball-catching; concentration; stimulate play spirit.

2. ROLL BALL

Material. — Medicine Ball.

Have children sit in semi-circle on small chairs.

Mark two parallel lines on the floor twelve feet apart and four feet in length.

Teacher stands on one line and rolls the ball slowly in the direction of second line, meanwhile calling upon A to catch the ball before it can reach second line.

A will leave seat to catch the ball, and roll it back to teacher, who will again roll ball, calling upon B to catch it before reaching second line.

As children become more alert, the ball may be rolled more quickly. Those children who can talk may be allowed to roll the ball and call a child's name.

Object. — Attention; spirit of play; muscular control.

3. BEAN BAG TOSS

Material. — Shallow box, bean bags.

Children sit in a circle on the floor, three feet apart.

Place a large, shallow box in the centre of circle. Give each child a bean bag.

Have the children each throw their bean bag, in turn, endeavoring to get it into the box in centre of circle.

Note. — This game is especially adapted for crippled children and those unable to take part in active games.

4. COLOR

Material. — Equal number of red, blue, and yellow blocks.

Children sit in semi-circle. Give each child one block.

Make three chalk circles in row on floor in front of class; place red block in one, blue block in one, and yellow block in the other.

Call upon children to come from their seats in turn and place their blocks in circles calling for like colors.

Do not let second child play until first child has returned to her seat, thereby avoiding confusion. Do not attempt to call the colors by name ; children will match them more successfully by sense of sight alone.

Variation. — Four circles may be used, and green introduced when above colors are mastered.

Object. — Develop color sense and concentration.

Material. — -Soap, spoon, cup, doll, ball, comb, toothbrush, or any article the child is apt to come in contact with in daily life.

The teacher should place these articles in a row on the table, and then tell one of the children to give her the toothbrush. Say the words slowly and distinctly that the child may understand exactly what is wanted. When the child has handed the toothbrush to the teacher, ask for each article in turn. If the child is unable to concentrate for sufficient length of time to pick up the desired article, do not try to force its attention; send the child to its seat with a word of encouragement, and try the exercise each succeeding day until slowly but surely the child's attention will become strong enough to master the exercise. %

6. BOWLING

Material. — Two dozen bright colored blocks. Six colored baseballs. Colors — blue, yellow, red, and green.

Draw a chalk circle three feet in diameter ; make a starting line fifteen feet from circle.

Place blocks on end inside circle, not too closely together. Call upon child to stand on starting line and bowl balls one at a time, endeavoring to knock down as many blocks as possible.

Variation. — Two circles may be drawn and two starting lines.

Two players may bowl at the same time; the child having knocked down the greater number of blocks wins.

Choose two children to stand up the fallen blocks; also two or more children to fetch scattered balls.

Object. — To develop sureness of aim; attention; muscular control.

7. MEMORY AND COM5VIAIMD

Teacher calls the names of three children to stand on chalk line made for that purpose in front of class. Call names distinctly, but do not make a pause between each name. The children whose names are called will leave their seats and stand side by side on chalk line.

If it is found three names are too confusing for the children to remember, teacher should use only two to start the exercise.

When children have become accustomed to remembering their names when three are called, teacher slowly increases the number, always bearing in mind it is better to have the exercise too simple rather than too complicated for the child.

8. BALL THROW

Material. — Medicine ball.

Have children stand in group at one end of the room.

Teacher throws medicine ball into their midst; child catching the ball throws it back to teacher, who will immediately repeat the exercise. Encourage children to run after the ball when it falls to the ground. Do not call upon any particular child to catch the ball; by throwing it in their midst and letting those catch it who can, the children will become more alert.

Should a child be very slow, it is well to call upon that child in particular to catch.

Object. — Train eye and hand for ball catching; develop play spirit.

9. SILENCE PERIOD

It is very important that a period of silence be maintained from three to five minutes during one hour classes.

Have the children sit with arms folded and knees close together, each child erect in his seat. As far as it is possible have perfect quiet in the class room, let no one make a sound.

Teachers will find after a period of silence children will concentrate more readily, and their restlessness will have abated materially.

Object. — Rest; attention; concentration.

10. BLOCK PLACING

Material. — Wooden blocks of one color, according to number of children playing.

Make a line of small chalk crosses on the floor twelve inches between each cross ; draw a starting line parallel with crosses, eighteen feet between.

Give each child a block and have them stand in position on starting line.

At a given signal have children run and place their blocks on one of the crosses, then back to starting line.

The blocks must be placed on end upon the crosses; should a block fall, the child must place it upright again.

This exercise may be repeated three or four times.

Object. — To develop muscular control; attention; and to stimulate the spirit of play in the child.

11. COLOR EXERCISE

Material. — Six bright colored balls — two red, two blue, two yellow.

Place three balls on the table, one of each color, teacher holding the duplicates.

Hold up red ball that all may see it, and call upon A to pick out ball of same color on the table. When A has picked out red ball, teacher should hold up blue ball, and call upon B to find duplicate. Do not call the balls by color name. The child will develop color sense more quickly if name of color is omitted at this stage.

Object. — Develop color sense and attention.

12. ROLLJiMG ROUNDERS

Material. — Medicine ball.

Children sit in a circle, five feet between each player.

The ball must be rolled from one player to the next, all the way round the circle; it is well to choose one player to run after the ball when it rolls away from the circle.

For variety the ball may also be rolled across the circle.

This game is especially beneficial for crippled children, and those unable to take part in active games.

Object. — Muscular control; attention; play spirit.

13. MUSCULAR CONTROL

Have all children stand three feet apart.

Raise arms to the level of shoulders, palms towards the floor. On command, children should raise heels from the floor and slowly lower them again.

Arms must be kept perfectly straight while this exercise is being performed.

Repeat the exercise six times, then the arms may be lowered, and a short space of time allowed for rest.

Object. — Concentration and muscular control.

14. 8HOE-LACISMG EXERCBSE

Draw a chalk line on floor and have children stand with both feet on line.

At command, children should sit on floor and take off one shoe.

Among the more defective children it is well for the teacher to unfasten the bow on each child's shoe before the exercise begins, or the children will be apt to pull their laces into innumerable knots, thereby causing much confusion.

When each child has removed one shoe, teacher may tell them all to put shoes on again, and see who can lace his first.

Object. — Attention; ability to dress themselves.

Material. — Three bean bags, red, blue, and yellow in color.

Teacher should draw a chalk circle on floor about three feet in diameter, and make a starting; line twelve feet from circle.

Have child stand on starting line and throw each bean bag, endeavoring to get them into the chalk circle.

This game may be varied by having two circles and letting two children play at the same time; in such cases it is well to have red bean bags used in one circle and blue bean bags in the other.

Object. — Train eye and hand for throwing games.

16. HEARING EXERCISE

Material. — Clear-sounding bell.

Call upon two children to perform.

Have A stand at one end of the room and ring a bell.

Blindfold B and take her to the opposite side of the room and let her find her way to A guided by her sense of hearing.

A must not move and must keep the bell ringing constantly.

This exercise is beneficial for mental defectives in the first stages of hearing development.

Object. — Concentration; hearing.

17. MEDICINE BALL THROW

Material. — Medicine ball.

Children stand in semi-circle.

Teacher should throw ball to child in centre of class, the child then throws the ball back to teacher. The ball is again thrown by teacher to another child in class, the game continuing in this way, teacher throwing the ball and children returning it.

Do not play in rotation ; the children's attention will be held better if ball is thrown unexpectedly to different parts of the class.

Object. — Train eyes and hands for ball catching; attention; develop play spirit. *

18. TIPTOE EXERCISE

Have the children sit perfectly quiet; let no noise be heard in the room; maintain quiet in the room for two or three minutes before starting exercise.

Teacher calls upon A to perform; he should stand up with arms folded and walk on tiptoe around teacher's chair (or to a given point) and back to his seat.

Teacher continues the exercise, encouraging each child to do just a little better than the preceding child.

Care should be taken not to continue this exercise too long. Four minutes is sufficient.

Object. — Rest; concentration; discipline.

19. PULLING EXERCISE

Material. — A strong rope about twelve feet in length.

Choose six players as evenly matched in size and height as possible.

Make two starting lines four feet apart on which the leader of each side will stand.

At a given signal the three players on one side should pull in an opposite direction to the three players on the other side.

It will be found when this exercise is started some of the children will be apt to let go of the rope when they feel others pulling, and some will pull aimlessly, neither giving help to one side or the other. Do not try to force the child to pull the rope in the right way. Continual use of this exercise and observation will bring about desired results.

This exercise is a slight variation of tug-o'-war.

Object. — Develop muscular control ; concentration ; command.

20. COSVISVIAND AND CONCENTRATION

Material. — Red ball, blue bean bag.

Place the above articles on table and call upon child to perform.

Teacher may give commands in the following order, speaking slowly and distinctly:

Pick up ball and hold it.

Pick up bean bag and hold it.

Put down ball.

Put down bean bag.

Pick up ball and hold it.

Put down ball and pick up bean bag and hold it.

Put down bean bag.

Teacher should pause between each action, that the child may not become confused.

21. BELL CIRCLE

Material. — Six bright colored baseballs; one bell.

Have children sit in a circle on the floor, a small space between each child. Use the most active child for running after balls that go astray.

Place the bell in the middle of the circle and give six of the children each a baseball.

The children should play in order, each one rolling his ball and endeavoring to hit the bell and make it ring.

This game is very good for crippled children, and those unable to take part in running games.

Object. — Develop play spirit; attention.

22. SIT AND STAND

The class should be seated in a half-circle on kindergarten chairs.

Children should sit erect, arms folded, feet together.

At a signal given by the teacher all children stand; there must be no scuffling of feet or confusion of any kind; arms must not be moved; and all stand quickly on the given signal. Signal will then be given for all children to sit; this must also be done with precision.

This exercise may be repeated four or five times in succession.

Note. — To vary this exercise children may clasp their hands tightly behind their backs, each hand grasping an elbow. The exercise will be found more difficult to perform with arms folded in this manner.

Object. — Muscular control; attention; discipline.

23. SENSE OF DIRECTION

Place four chairs in a straight row; call upon four children to come and sit in these chairs ; tell each child to notice the chair in which she is sitting and the child next to whom she is sitting.

On signal have children all get up from chairs and walk the whole way around the room. When they reach their chairs again, each child must sit in precisely the same chair she had when exercise began.

As children advance in this exercise the number of chairs may be increased, always taking care lest the exercise become too complex.

Material. — A wooden hoop four feet in diameter, covered with bright blue or red binding; bean bags.

Have two of the larger pupils hold hoop three feet from ground, children meanwhile standing in a group on one side of hoop, teacher standing on opposite side.

Teacher then takes six bright colored bean bags and throws them one at a time through the hoop into the hands of the children on the opposite side. When children have all the bean bags on their side they should throw them back through hoop to teacher, and game will be repeated.

The teacher's assistant should pick up fallen bean bags and place them in the hands of those children who are not able to catch readily.

The weaker and more deficient children must be paid special attention in these group games and exercises, or they will be pushed to the wall by their stronger companions and derive no benefit whatever.

Object. — Stimulate play spirit; train hand and eye for ball catching; attention.