Childhood Map

Discover the amazing things 5-year-olds are learning — from climbing and jumping to friendships, feelings, and first words on a page. Each skill comes with fun activities you can try together.

Physical & Motor 8 › Sensory 8 › Executive 7 › Cognitive 6 › Language 5 › Communication 5 › Emotional 5 › Social 6 › Self-Care 7 › Literacy 4 › Math 5 › Creative & Artistic 5 › World & Science 5 ›
by Robert Pankowecki
Sensory Integration

The neurological process of organizing sensory input from the body and environment to produce appropriate motor, behavioral, and emotional responses.

Sources (4)
  • Ayres Sensory Integration Framework
  • Montessori (Sensorial Area)
  • Waldorf/Steiner (Nature & Senses)
  • OT Practice Framework (OTPF-4)
8 Subdomains
Vestibular Processing › Proprioceptive Processing › Tactile Processing › Visual Processing › Auditory Processing › Interoception › Sensory Modulation › Praxis & Motor Planning7 ›
Praxis & Motor Planning

The ability to conceive, plan, and execute unfamiliar or complex sequences of movement (ideation, planning, execution).

Examples & Achievements

  • Imitates a new multi-step movement sequence (e.g., dance move)
  • Figures out how to navigate a new playground structure
  • Learns a new craft activity (folding, tying) with demonstration
  • Plans body movements to fit through an obstacle course

How to Measure

  • Successfully imitates a 4-step movement sequence after one demonstration
  • Navigates a novel obstacle course on first attempt
  • Sensory Integration and Praxis Tests (SIPT) - praxis subtests
  • Clinical observation of motor planning during novel tasks
Sources (2)
  • Ayres SI
  • OT Practice Framework
7 Exercises
Mirror Mirror — Body Shape Cards › Animal Parade Chain › Spider's Web › Paper-Folding Trail › Robot Mission — Simon Says, Novel Edition › Charades — Be a Thing › Pat-a-Cake Plus ›
Robot Mission — Simon Says, Novel Edition

A Simon Says variant where commands are unfamiliar combinations of body actions rather than the usual touch-your- nose ones. The child must process a verbal instruction → build a motor plan → execute it. Trains praxis on verbal command, the SIPT subtest most predictive of academic instruction- following.

  1. Stand 2–3 m apart. The adult is “Mission Control”; the child is the “Robot.”

  2. Mission Control gives a command that combines body parts or actions in unusual ways. Avoid auto-pilot commands. Use:

    • Body-part-on-body-part: “Put your right elbow on your left knee”
    • Multi-step: “Turn around, clap twice, then sit on the floor”
    • Asymmetric: “Make your left hand high and your right hand low”
    • Mid-line crossing: “Touch your right ear with your left hand”
    • Body-shape: “Make your body into a letter T”

  3. The Robot performs the action. Hold for 3 seconds so the plan sticks.

  4. Add the Simon Says rule for older 5-year-olds: only obey if the command starts with “Simon says.” Without “Simon says” — freeze.

  5. After 8–10 commands, swap roles. The child gives commands; the adult performs (and may “fail” creatively to keep it light).

Variation: use picture cards instead of verbal commands — the child draws a card showing the action and performs it (visual-only praxis). Or layer with rhythm: “On the beat — clap, stomp, clap high, stomp low.” Or run as a whisper game where commands must be listened to closely.

Requirements

  • Space: A 2 × 2 m clear floor area
  • Surface: Any non-slippery floor; a rug if floor poses (sit, lie) are commanded
  • Materials: None required; optional list of 20–30 pre-written commands; optional command picture cards
  • Participants: 1 adult + 1 child; works well with 2–4 children turn-taking
  • Supervision: Light — verbal interaction is the activity

Rationale & Objective

Praxis on Verbal Command is its own SIPT subtest because following novel verbal directions for body movement is a distinct skill — it requires translation from language → body schema → motor plan without a visual model to copy. Smith Roley et al. (2007) note this is the praxis component most strongly correlated with classroom instruction-following (P.E. instructions, dance class, lining up, “put your folder in your blue tray”). Simon Says additionally loads inhibitory control — the child must withhold automatic execution when “Simon says” is missing — making this a dual praxis + executive-function trainer (Diamond, 2013). The novelty of commands is essential: routine commands are stored motor memories, not fresh plans.

Progress Indicators

  • Early: performs only single-step familiar commands (“touch your nose”); ignores or guesses on multi-step or novel commands; doesn’t yet hold the Simon Says rule
  • Developing: performs 2-step novel commands with a pause to think; midline-crossing commands cause hesitation; catches the Simon Says rule on slow trials
  • Proficient: performs 3-step novel commands smoothly; midline-crossing is fluent; reliably inhibits non-Simon commands; can repeat the command back to confirm
  • Advanced: performs 4-step commands; gives original commands as Mission Control; processes commands at speed; suggests creative body shapes

Safety Notes

  • Avoid commands requiring closed-eye balance or single-leg jumps on hard floors — listed novelties shouldn’t require unsafe execution
  • Skip commands that load the neck (head stands, deep neck twists) or spine (hard backbends)
  • Watch tempo — rapid-fire commands lead to rushed execution and minor falls; slow down if balance suffers
  • Be alert to commands that inadvertently ask for forced limb positions; if the child shows pain, stop and choose another action
  • Clear the area of sharp-cornered furniture before sit/lie commands

Hints

  • Playfulness: the robot/Mission Control framing is golden. Use a robot voice. Add a “command terminal” (a clipboard, a toy walkie-talkie). Reward successful missions with a “medal” sticker
  • Sustain interest: keep a command bank the child can add to. Theme rounds (“today’s mission: animal moves only”). Once a week run a silly mission where every command must include the word “wobble”
  • Common mistake: commands too long for working memory. Cap at 3 actions for 5-year-olds. Also: forgetting to pause after each command — the child needs 1–2 seconds to plan before moving
  • Limited space: the activity needs only the body’s footprint — a small bedroom is enough. Travel-friendly — works at airports during long waits
  • Cross-domain: label body parts in the commands (anatomy); use directional words “left” and “right” (spatial language); add positional words “above,” “under,” “between” (geometry vocabulary); count actions (numeracy)
  • Progression: single-step familiar → single-step novel → 2-step novel → midline-crossing → 3-step novel → with Simon Says rule → child invents commands → command at speed → command with rhythm or music

Sources

  • Sensory Integration and Praxis Tests (SIPT) — Praxis on Verbal Command subtest
  • Ayres, A.J. (1972/2005). *Sensory Integration and the Child*. Western Psychological Services
  • Smith Roley, S., Blanche, E.I. & Schaaf, R.C. (Eds.) (2007). *Understanding the Nature of Sensory Integration with Diverse Populations*. Therapy Skill Builders
  • Diamond, A. (2013). "Executive functions." Annual Review of Psychology, 64, 135–168
  • Tominey, S.L. & McClelland, M.M. (2011). "Red light, purple light: findings from a randomized trial using circle time games to improve behavioral self-regulation in preschool." Early Education and Development, 22(3), 489–519
  • Head Start ELOF — Approaches to Learning, gross motor indicators
  • UK EYFS — Communication & Language, Physical Development ELGs

Childhood Map › Sensory Integration › Praxis & Motor Planning

Robot Mission — Simon Says, Novel Edition

A Simon Says variant where commands are unfamiliar combinations of body actions rather than the usual touch-your- nose ones. The child must process a verbal instruction → build a motor plan → execute it. Trains praxis on verbal command, the SIPT subtest most predictive of academic instruction- following.

  1. Stand 2–3 m apart. The adult is “Mission Control”; the child is the “Robot.”

  2. Mission Control gives a command that combines body parts or actions in unusual ways. Avoid auto-pilot commands. Use:

    • Body-part-on-body-part: “Put your right elbow on your left knee”
    • Multi-step: “Turn around, clap twice, then sit on the floor”
    • Asymmetric: “Make your left hand high and your right hand low”
    • Mid-line crossing: “Touch your right ear with your left hand”
    • Body-shape: “Make your body into a letter T”

  3. The Robot performs the action. Hold for 3 seconds so the plan sticks.

  4. Add the Simon Says rule for older 5-year-olds: only obey if the command starts with “Simon says.” Without “Simon says” — freeze.

  5. After 8–10 commands, swap roles. The child gives commands; the adult performs (and may “fail” creatively to keep it light).

Variation: use picture cards instead of verbal commands — the child draws a card showing the action and performs it (visual-only praxis). Or layer with rhythm: “On the beat — clap, stomp, clap high, stomp low.” Or run as a whisper game where commands must be listened to closely.

Requirements

Rationale & Objective

Praxis on Verbal Command is its own SIPT subtest because following novel verbal directions for body movement is a distinct skill — it requires translation from language → body schema → motor plan without a visual model to copy. Smith Roley et al. (2007) note this is the praxis component most strongly correlated with classroom instruction-following (P.E. instructions, dance class, lining up, “put your folder in your blue tray”). Simon Says additionally loads inhibitory control — the child must withhold automatic execution when “Simon says” is missing — making this a dual praxis + executive-function trainer (Diamond, 2013). The novelty of commands is essential: routine commands are stored motor memories, not fresh plans.

Progress Indicators

Safety Notes

Hints

Sources