• Practice Fine Motor Skills: Oliver, Mila, and Reggie will practice their pincer grasp by peeling stickers and placing them on paper.
• Identify and Sort Colors: The children will match colored stickers to the corresponding colored paper.
• Express Creativity: The children will create their own unique scene using a variety of stickers.
• Follow Simple Instructions: The children will listen to and follow one-step directions during our activities.

Goal: To get the children excited and engaged.

Instructions:

1. Before the lesson, place a few large, easy-to-peel stickers in obvious places around the room at the children's eye level (e.g., on a toy bin, on the leg of a chair, on the wall).
2. Say, "Wow, I see something sticky! Can you help me find the stickers?"
3. Lead Oliver, Mila, and Reggie on a "hunt" to find the stickers. Cheer for them as they spot each one.
4. Have them peel the stickers they find and stick them onto the back of their own hand to "collect" them. This gets them practicing the peeling motion right away.

Goal: To practice color recognition and sorting in a hands-on way.

Instructions:

1. Lay out the pieces of colored construction paper (red, blue, yellow, green) on the floor or a low table.
2. Give the children sheets of stickers that match those colors (e.g., colored dot stickers).
3. Say, "Look, Mila, you have a red sticker! Can you put the red sticker on the red paper?"
4. Model the activity first by taking a sticker, naming its color, and placing it on the correct paper.
5. Encourage them to continue sorting. Don't worry about perfection; focus on the effort and exploration. Celebrate every correct match!

Goal: To encourage creativity, imagination, and free expression.

Instructions:

1. Give each child a large, blank piece of paper. You can add a simple prompt with a marker, like drawing a blue line for a "river" or a green area for "grass."
2. Provide a wide variety of stickers (animals, vehicles, stars, shapes, etc.).
3. Say, "Reggie, let's make a special picture with our stickers! You can put them anywhere you want to create your own world."
4. Let them have complete freedom. There is no right or wrong way to do this.
5. Engage with them by asking questions about their creations. "Oliver, you put a star next to the lion! Is it nighttime for the lion?" This builds language and storytelling skills.

Goal: To wind down with a fun game that reinforces body part vocabulary.

Instructions:

1. Sit in a circle on the floor. Hold up a sheet of simple stickers.
2. Say in a playful voice, "Sticker, sticker, where will you go? I know! Put a sticker on your... NOSE!"
3. Model putting a sticker on your own nose, and then help each child put one on their nose. Laugh and be silly.
4. Continue with other easy-to-reach body parts: hand, knee, tummy, foot.
5. This is a great, giggly way to end the lesson and helps with clean-up as they can peel the stickers off and throw them away.

• Fine Motor: Can the child grasp and peel the sticker? Do they use a whole-hand grasp or are they starting to use their thumb and forefinger (pincer grasp)?
• Cognitive: Do they attempt to match the colors in the sorting activity? Do they understand the cause-and-effect of peeling and sticking?
• Language/Social: Do they respond to their name? Can they point to body parts? Do they communicate (verbally or non-verbally) about their sticker picture?

• For a child struggling with peeling: Gently peel the backing away from the sticker, leaving the sticker itself slightly lifted and very easy to grab. You can also use puffy stickers, which are thicker and easier for little fingers to manage.
• For a child needing more support with sorting: Start with only two colors (e.g., red and blue) to make the choice simpler. You can guide their hand gently if needed.
• For a child ready for a challenge: During sorting, ask them to sort by shape (all the circles here, all the stars there) or size. During the creative activity, encourage them to tell you a full story about what is happening in their picture.
• Pacing: This lesson is flexible. If the children are highly engaged in one activity, spend more time there. If they lose interest, move on to the next. The goal is joyful exploration, not task completion.