Name of material: Dressing Frames Image(s): Photo(s) courtesy of - - PDF document

Name of material:

Dressing Frames

Image(s):

¡ Photo(s) courtesy of Think Education Supplies. Visit www.thinkeducation.com.au to purchase this material.

Video: Point(s) of interest:

The soft fabric, in visually appealing colours and patterns, of the Dressing Frames.

Primary purpose:

Main objective To acquire fundamental self-help skills related to dressing and undressing.

Secondary purposes

Incidental benefits Development of attention and concentration. Promotion of independence. Refinement of finger grasps.

Control of error:

The Dressing Frames are, in themselves, acting as a control of error for a real experience. Without Dressing Frames the child would have to rely on mastering these skills from fastening/unfastening their own clothing. This is extremely challenging as it is difficult for the child to easily observe the fasteners on his/her own clothing (due to the perspective of

having to look down on the fasteners, not directly at them) and the fasteners on clothing tend to be small in size, many in quantity and subtle in colour. The Dressing Frames

• vercome these challenges by providing a material that recreates the

fastening/unfastening experience in a way that is easily observable with fasteners that are large enough to manipulate effectively and that contrast from their backing fabric to help the child build visual understanding of the necessary motions. EYLF Outcome 1.2: Children develop their emerging autonomy, inter-dependence, resilience and sense of agency by engaging in exploration, problem-solving and self- correction (rather than relying on an adult to identify the error and suggest the answer).

Presentation:

Please ¡note: ¡ ¡ Please ¡note: ¡Montessori ¡presentations ¡will ¡vary ¡slightly ¡according ¡to ¡the ¡specific ¡training ¡ institute, ¡Album ¡or ¡educator’s ¡experience. ¡The ¡following ¡outline ¡is ¡intended ¡as ¡a ¡guide ¡and ¡ highlights ¡important ¡points/procedures. ¡Educators ¡should ¡build ¡on ¡this ¡from ¡their ¡own ¡ experience ¡and ¡their ¡understanding ¡of ¡the ¡children ¡in ¡their ¡care, ¡so ¡that ¡all ¡presentations ¡will ¡ have ¡some ¡universal ¡similarities ¡but ¡no ¡two ¡will ¡be ¡completely ¡identical ¡because ¡of ¡the ¡unique ¡ needs ¡of ¡the ¡child, ¡cultural ¡context ¡of ¡the ¡school ¡and ¡interactions ¡between ¡educator ¡and ¡student. ¡ Preparation:

• The Dressing Frames are usually presented as a result of the educator observing

the child attempting to fasten or unfasten his/her own clothing.

• The educator shows the child how to hold the Dressing Frame by the wooden ends

so that the fabric is untouched. The educator invites the child to hold it in this way and carry it to the table.

• The teacher sits to the right of the child if the adult is right-handed and to the left of

the child if the adult is left-handed (this avoids the issue of having the adult’s hand/arm block the field of vision of the child). Lesson 1: Zipper Dressing Frame Unfastening:

• The educator places the non-dominant hand flat on the left panel of the fabric to

hold it down.

• The educator takes hold of the zipper between the thumb and index finger (‘pincer’

grasp).

• The educator uses slow and exaggerated movements to show how the zipper is

slowly pulled down along the zip to release the ‘teeth’ from one another.

• When the zip has been released the educator pulls the right panel out to the side so

that it lies flat on the table, and then does the same to the left panel of fabric.

• The educator then resets the frame, by fastening the zip, and invites the child to

attempt unfastening the zip. Fastening:

• The educator unfastens the Dressing Frame so that the left and right panels of

fabric are stretched out on the table in the ‘open’ position.

• The educator highlights the small clasp at the bottom of the zip on each panel of

fabric.

• The educator lifts the left panel of fabric and places it back inside the frame.
• The educator lifts the right panel of fabric and places it back inside the frame.
• The educator uses the ‘pincer grasp’ on each hand to hold the small clasp at the

bottom of the frame (left side in left hand, right side in right hand).

• The educator couples the clasp.
• When the clasp is fastened the educator places the left hand flat on the left panel of

fabric (keeping the hand down at the bottom of the frame, close to the clasp).

• The educator takes hold of the zipper between the thumb and index finger (‘pincer’

grasp).

• The educator uses slow and exaggerated movements to show how the zipper is

slowly pulled up along the zip to connect the ‘teeth’ to one another.

• The educator then resets the frame, by unfastening the zip, and invites the child to

attempt fastening the zips. Lesson 2: Snaps (Studs) Dressing Frame Unfastening:

• The educator places the non-dominant hand flat on the left panel of the fabric to

hold it down.

• The educator takes the edge of the right panel of fabric in between the thumb and

first two fingers (‘pincer’ grasp), holding it close to the stud.

• The educator uses slow and exaggerated movements to show how the right panel
• f fabric is pulled back slowly to release the stud.
• When the stud has been released the educator pulls the right panel out to the side

so that it lies flat on the table, and then does the same to the left panel of fabric.

• The educator repeats this process for the remaining five studs.
• The educator then resets the frame, by fastening the fabric, and invites the child to

attempt unfastening the studs. Fastening:

• The educator unfastens the Dressing Frame so that the left and right panels of

fabric are stretched out on the table in the ‘open’ position.

• The educator highlights the stud areas by touching the exposed metal studs.
• The educator lifts the left panel of fabric and places it back inside the frame.
• The educator holds down the left panel with the non-dominant hand.
• The educator lifts the right panel of fabric, holding it near the stud using the pincer

grip.

• As the stud with the protruding piece approaches its mate on the flat panel of fabric

the educator slows down and takes great care to align the two pieces.

• The educator pushes one stud into the other then uses the right hand to push down

firmly on top of the aligned studs to make them ‘click’ together.

• The educator repeats this process for the remaining five studs.
• The educator then resets the frame, by unfastening the fabric, and invites the child

to attempt fastening the studs. Lesson 3: Buttons Dressing Frame First introduce the Frame with Large Buttons. When the child has mastered Large Buttons introduce the Frame with Small Buttons. Unfastening:

• The educator takes the edge of the right panel of fabric in between the thumb and

first two fingers (‘pincer’ grasp).

• The educator takes the right side of the button in the right hand ‘pincer’ grasp.
• The educator pulls the button to the right while pulling the fabric in the opposite

direction (with the left hand) to expose the button hole.

• The educator uses slow and exaggerated movements to push the button through

the hole, guiding it until it has gone through completely.

• The educator pulls the right panel out to the side so that it lies flat on the table, and

then does the same to the left panel of fabric.

• The educator repeats this process for the remaining five buttons.
• The educator then resets the frame, by fastening the buttons, and invites the child

to attempt unfastening the buttons. Fastening:

• The educator unfastens the Dressing Frame so that the left and right panels of

fabric are stretched out on the table in the ‘open’ position.

• The educator highlights the button in the left panel of fabric and the corresponding

holes on the right panel of fabric.

• The educator lifts the left panel of fabric and places it back inside the frame.
• The educator lifts the right panel of fabric and places it over the left panel inside the

frame.

• The educator takes the edge of the right panel of fabric in the right hand with the

pincer grip and lifts it slightly to reveal the button.

• The educator takes the back (left side) of the button in the left hand with the pincer

grip.

• The educator holds the right panel (hole) open beside the button while guiding the

button through with the left hand.

• The educator repeats this process for the remaining five buttons.
• The educator then resets the frame, by unfastening the fabric, and invites the child

to attempt fastening the buttons. Lesson 4: Buckles Dressing Frame Unfastening:

• The educator uses the non-dominant hand (usually the left) to grasp either edge of

the left side of the metal buckle (with the thumb on one side and the first two fingers

• n the other).
• The educator uses the right hand to grasp either side of the leather strap that is

resting within the buckle frame.

• The educator uses slow and exaggerated movements to show how the right fingers

pull the leather strap backwards to release the tongue from the buckle.

• The educator repositions the right hand so that the thumb and forefingers now hold

the leather strap at a point behind (to the right of) the metal buckle frame.

• The educator pulls the strap backwards again to release it from the buckle

completely.

• When the buckle has been released the educator pulls the right panel out to the

side so that it lies flat on the table, and then does the same to the left panel of fabric.

• The educator repeats this process for the remaining five buckle.
• The educator then resets the frame, by fastening the fabric, and invites the child to

attempt unfastening the buckles. Fastening:

• The educator unfastens the Dressing Frame so that the left and right panels of

fabric are stretched out on the table in the ‘open’ position.

• The educator lifts the left panel of fabric and places it back inside the frame.
• The educator lifts the right panel of fabric and places it back inside the frame
• The educator takes the edges of the metal buckle frame between the thumb and

forefingers of the non-dominant hand and lifts it slightly from the fabric.

• The educator takes the edges of the leather strap in the dominant hand.
• As the educator moves the leather strap towards the buckle the educator slows

down and takes great care to align the two pieces.

• The educator carefully threads the tongue of the leather strap through the first part
• f the metal buckle frame and pauses.
• The educator repositions the right hand to hold the leather strap in the middle of the

metal buckle frame so that he/she can thread it underneath the second edge of the buckle frame.

• The educator repeats this process for the remaining five buckles.
• The educator then resets the frame, by unfastening the fabric, and invites the child

to attempt fastening the buckles. Lesson 5: Ribbons Dressing Frame The tying of bows is a challenging task and can be presented in two phases so that the child does not have to absorb/attempt too many steps at the same time. Please note: The colours of the ribbons will differ according to the manufacturer of the Dressing Frame. In this case we describe the Frame with white ribbon on the left panel and red ribbon on the right panel. Unfastening:

• The educator takes the non-dominant hand (usually the left) and places it in the

middle of the bow to hold it in place.

• The educator uses the right hand to grasp the end of the loose ribbon that is sitting
• n the right (the white ribbon).
• The educator uses slow and exaggerated movements to pull the ribbon out to undo

the knit.

• When the bow is undone the educator reaches under the ‘knot’ to release the two

ribbons from one another.

• The educator repositions the ribbons so that the white (left) ribbon is stretched out

to the left and the red (right) ribbon is stretched out to the right.

• The educator repeats this process for the remaining five bows.
• The educator then resets the frame, by fastening the fabric, and invites the child to

attempt unfastening the bows. Crossing over Fastening:

• The educator reaches the right hand across the frame to pick up the end of the

white (left) ribbon.

• The educator pulls the white (left) ribbon across the frame to the right, taking great

care to ensure that the white ribbon is angled down so that it will be below the red (right) ribbon.

• The educator reaches the left hand across the frame to pick up the end of the right

(red) ribbon.

• The educator pulls the red (right) ribbon across the frame to the left, taking great

care to ensure that it crosses over the top of the white ribbon.

• The educator repeats this process for the remaining five ribbons.
• The educator returns to the top ribbons and uses the fingertips of the left hand to

reach under the crossed ribbons and left them into a ‘bridge’.

• The educator takes the end of the white ribbon in the dominant hand and moves it

back behind the bridge and pushes it under the bridge towards the front.

• The educator releases the ribbons and takes the end of the red ribbon in the left

hand and the end of the white ribbon in the right hand and pulls the ribbons out in each direction to tighten the knot.

• The educator then resets the frame, by unfastening the fabric, and invites the child

to attempt fastening the ribbons into a knot. Looping bows

• The educator invites the child to tie the ribbons into knots and then explains, “Now

I’ll show you how to turn the knots into bows”.

• The educator pinches the knot with the left hand.
• The educator lifts the middle of the white ribbon with the right hand and folds it over

so it becomes a ‘loop’.

• The educator opens the left fingers and then pinches them again but this time

including the base of the loop. Conclusion:

• When the child has finished working with the Dressing Frame the educator may say,

“You have used the Dressing Frame to learn how to open and close (zips/studs/buttons/buckles/bows).”

• Ask the child, or assist him/her, to place the material back on the shelf.

This contributes towards the creation of a learning environment and promotes EYLF Outcome 4.4: Children resource their own learning through connecting with people, place, technologies and natural and processed materials.

Links to the Early Years Learning Framework Outcomes:

Participating in the Dressing Frame exercises with the presence, interaction or support of an educator helps the child progress towards the following Learning Outcomes; 1.1: Children feel safe, secure and supported by the peaceful, nurturing presence of a trusted adult. 2.1: Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation by the support of an educator who protects the child’s right to activity free from interruption/destruction from others and promotes the child’s responsibility to care for the materials. 3.1: Children become strong in their social and emotional wellbeing by learning that part of an adult’s role is to teach the skills to aid the child’s independence, rather than for the adult to simply fulfil a task that reinforces the child’s dependence. 3.2: Children take increasing responsibility for their own health and physical wellbeing by learning a skill that will be applied in daily life to the ‘care of the self’ through dressing and undressing (these skills also assist the child to achieve the broader

physical/health goals of completing the toilet routine independently and self-regulating temperature). 5.1: Children interact verbally and non-verbally with others for a range of purposes by engaging with the educator through observation, imitation and conversation. Revisiting the Dressing Frames for independent attempts helps the child progress towards the following Learning Outcomes; 1.4: Children learn to interact in relation to others with care, empathy and respect by discovering that even at a young age they can show leadership and support to peers by assisting other children with fastening/unfastening their clothing. 3.1: Children become strong in their social and emotional wellbeing by enjoying the joy of discovery and mastery. 3.2: Children take increasing responsibility for their own health and physical wellbeing by developing physical coordination and control through purposeful movement and refining the skills required for care of the self through dressing/undressing. 4.3: Children transfer and adapt what they have learned from one context to another by identifying the connection between the Dressing Frames and his/her own clothes, and applying the skills developed with the Frames to fastening/unfastening actual articles of clothing. 4.4: Children resource their own learning through connecting with people, place, technologies and natural and processed materials by making active, self-motivated and meaningful choices from the prepared environment.

Observation and assessment for learning:

When the child is working independently the educator can gather and analyse information about what the child knows, can do and understands by observing the following: Indicators of progress;

• The child can perform some of the steps to fasten/unfasten the frames but becomes

unsure midway through the process. Repeat the fastening/unfastening presentations with slower, more deliberate movements and pause to highlight individual movements within each step.

• The child can unfasten the frames but shows difficulty with fastening. Repeat the

fastening presentation only.

• The child can fasten the frames but shows difficulty with unfastening. Repeat the

unfastening presentation only.

• The child can fasten/unfasten the Dressing Frames but has not spontaneously

started to fasten/unfasten his/her own clothing. Highlight the relationship between the Dressing Frames and the clothing and scaffold the child’s attempts by saying something to the effect of, “Your buttons are just like the ones on the Dressing

• Frame. You can open the buttons on the Dressing Frame so you might be able to
• pen the buttons on your coat if you try!”

Indicators of mastery;

• The child confidently carries out the motions and steps required to fasten and

unfasten each Dressing Frame.

• The child identifies the relationship between the Dressing Frame and his/her real

articles of clothing and uses the skills acquired with the Dressing Frames to fasten,

• r unfasten, and dress and undress as needed.
• The child offers assistance to other children with the fasteners on their clothing.

If the child demonstrates the aforementioned skills the educator can engage in intentional teaching by modelling the use of the next material in sequence or the more challenging variation. If the child does not yet demonstrate the aforementioned skills the educator can show responsiveness to children by scaffolding the exploration with the presentation tips mentioned above. Questions for reflective practice: After presenting this material the educator might ask,

• Are there other theories or knowledge that could help me to understand better what

I have observed or experienced? What are they? How might those theories and that knowledge affect my practice?

• Who is advantaged when I work in this way? Who is disadvantaged?

Extensions/Variations:

Please ¡note: ¡Authentic ¡Montessori ¡environments ¡should ¡ideally ¡utilise ¡the ¡existing ¡materials ¡and ¡ comprehensive ¡curriculum ¡to ¡engage, ¡support ¡and ¡extend ¡the ¡child. ¡Adult-­‑initiated ¡extensions ¡ and ¡variations ¡should, ¡therefore, ¡be ¡viewed ¡with ¡the ¡‘Three ¡C’s ¡– ¡care, ¡context ¡and ¡constraint”. ¡ Extensions ¡and ¡variations ¡should ¡not ¡be ¡introduced ¡purely ¡for ¡the ¡sake ¡of ¡novelty ¡or ¡presented ¡ universally ¡to ¡all ¡children, ¡but ¡may ¡have ¡their ¡place ¡where ¡it ¡helps ¡to ¡care ¡for ¡a ¡child’s ¡unique ¡ needs, ¡is ¡relevant ¡to ¡the ¡specific ¡context ¡and ¡is ¡constrained ¡by ¡a ¡respect ¡for ¡the ¡original ¡purpose ¡

• f ¡the ¡material. ¡Extensions/variations ¡should ¡never ¡replace ¡the ¡original ¡material ¡or ¡detract ¡from ¡

its ¡purpose. ¡

• There are many opportunities for fastening and unfastening, such as;
• Presenting coin purses or bags with zips to be opened/closed (it is ideal if

this can form a natural part of the child’s environment so that the child has a real and spontaneous motivation to work with the zip, such as pencils being kept inside a zipped pencil case).

• Providing ‘care of others’ exercises where a realistic doll can be dressed and

undressed in clothing that feature the familiar fasteners.

• Creating activities or exercises that involve fasteners, such as pressing fabric

‘apples’ onto a fabric tree using studs.

Support ¡at ¡home ¡ ¡ Partnerships ¡with ¡families ¡

At this stage in a child’s development he/she is developing the physical dexterity to manipulate the fasteners commonly found on clothing. A parent/relative could reinforce this and support continuity of learning and transitions by;

• Gathering and presenting relationship activities as suggested in the

‘Extensions/Variations’ above.

• Role modelling the movements and strategies required for fastening and
• unfastening. Whenever possible take the opportunity to slowly and deliberately

assist your child with his/her clothing – or role model as you fasten your own – so that he/she can observe your movements.

• Invite your child to attempt fastening/unfastening his/her own clothing as necessary.
• Use real articles of clothing from around the house to allow your child to practice the

fastening/unfastening movements. Choose clothing that has just a few, obvious and easily manipulated fasteners (eg. loose buttons rather than tight ones) and preferably where the colour of the fabric contrasts against the colour of the fasteners (eg. do not use a cardigan where the buttons are exactly the same colour as the fabric). Place these in the prepared environment of your child’s ‘activity area’

• r simply present them directly to your child.
• Create homemade Dressing Frames simply by fixing fasteners to pieces of fabric.

They do not necessarily have to be on a frame (although this can be helpful) and could just be separate pieces of fabric that the child connects with the fasteners.

To ¡learn ¡more ¡visit ¡Pinterest ¡