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 ›
Paper-Folding Trail

A sequential paper-folding activity — typically a paper hat, paper boat, or paper airplane — that the child completes by following a 5–7 step demonstration. Builds constructional praxis of the hand: planning and executing a sequence of fine-motor steps where each step depends on the previous one.

  1. Choose a simple fold the child can make in 5–7 steps. Good starters:

    • Paper hat / pirate hat — newspaper page in half, fold corners to centre, fold flaps up
    • Paper airplane (basic dart) — fold in half lengthwise, fold corners to centre line, fold wings down
    • Paper boat — fold in half, fold corners down to make a triangle, fold flaps up, open base, flatten, fold tips together
    • Paper fortune-teller — square paper, fold corners to centre twice, flip and number/colour the flaps

  2. Sit beside the child (not opposite — folds look mirrored from across the table). Have two pieces of paper — one for you, one for them.

  3. Demonstrate one step. Crease firmly, name what’s happening ("fold in half — corner to corner so the points meet"). The child copies on their paper. Wait until they finish before showing the next step.

  4. Continue step by step. If a fold is wrong, don’t unfold for them — invite a re-fold: “Hmm, the corners aren’t quite meeting. Want to try again?”

  5. Finish with a flourish — wear the hat, fly the plane, float the boat in the bath. The reward isn’t praise; it’s the working artefact.

Variation: try the same fold from instructions only (verbal or picture, no live demo). Try a longer fold (7–8 steps, like a cup or jumping frog). Or have the child teach the fold to a younger sibling the next day — the strongest test of motor memory.

Requirements

  • Space: A flat tabletop or floor with about 30 × 30 cm clear per child
  • Surface: Hard, smooth surface (table, hardback book on lap) — folds need a firm crease line
  • Materials: A4 or letter paper (origami paper for thinner folds; newspaper for hats); 2 sheets per attempt; optional bone folder or back of a spoon for crisp creases
  • Participants: 1 adult + 1 child sitting side by side
  • Supervision: Close — sit beside, not opposite; mirroring is hard for under-6s

Rationale & Objective

Constructional praxis — planning and producing a 3D outcome through sequenced manual actions — is a SIPT subtest (Constructional Praxis) and a Beery VMI focus. Paper folding loads it heavily: bilateral hand coordination (one hand stabilises while the other folds), visual-motor integration (matching what’s seen to what’s done), sequencing memory (each step depends on the previous), and fine-motor pressure grading (creasing without tearing). Henderson & Pehoski (2006) document folding as one of the most reliable indicators of bilateral praxis development. Origami programmes have shown gains in spatial reasoning and fine-motor planning across Japanese, Korean, and US preschools, with effects extending into early geometry.

Progress Indicators

  • Early: tears the paper or crumples instead of folding; cannot align edges; needs hand-over-hand for every step; the finished product is unrecognisable
  • Developing: completes 2–3 folds with verbal cues; alignment is rough but intentional; simpler folds (paper hat with newspaper) succeed; struggles with diagonal folds
  • Proficient: completes 5–7 step folds following a live demo; aligns corners precisely; creases firmly; finished product is recognisable
  • Advanced: follows printed origami diagrams independently; teaches the fold to another person; attempts more complex folds (cup, jumping frog); creases with consistent pressure

Safety Notes

  • Use plain office paper or origami paper — avoid glossy magazine paper or coated paper that can give paper cuts to small fingers
  • Watch for paper cuts along sharp creases — keep wipes on hand
  • For under-5s prefer larger, thicker paper (newspaper) which folds without sharp edges and is forgiving of imprecise alignment
  • If the child becomes frustrated, stop at the current step; an unfinished hat is fine and the next session can start fresh — frustration mounts quickly with sequential failure
  • Take regular breaks — sustained pinch grip can fatigue small hand muscles within 10 minutes

Hints

  • Playfulness: the finished product becomes the play. Pirate hats lead to a treasure hunt, planes to a flying contest, boats to a bathtub regatta. The fold is the means; the play is the reward
  • Sustain interest: try one new fold per week — keep a “fold scrapbook” with one finished example pasted in each Sunday. Decorate folds with crayons and stickers afterwards
  • Common mistake: sitting opposite the child — every fold then looks mirrored and the child folds the wrong way. Always sit beside. Also: showing all steps at once. One step at a time, wait for them to finish
  • Limited space: an A5 sheet on a hardback book balanced on a knee is enough. Travel-friendly — origami paper packs into a pocket
  • Cross-domain: name the shapes formed at each step (geometry — triangle, rectangle, kite); count the folds (numeracy); decorate the finished product with letters or a name (writing); follow written/picture instructions later (sequencing as reading prep)
  • Progression: 3-step fold (paper fan) → 5-step paper hat → 6-step paper plane → 7-step paper boat → fortune-teller → following picture-only instructions → following written instructions → teaching another person

Sources

  • Sensory Integration and Praxis Tests (SIPT) — Constructional Praxis subtest
  • Henderson, A. & Pehoski, C. (2006). *Hand Function in the Child: Foundations for Remediation* (2nd ed.). Mosby
  • Beery, K.E., Buktenica, N.A. & Beery, N.A. (2010). *Beery-Buktenica Developmental Test of Visual-Motor Integration* (6th ed.). Pearson
  • Boakes, N.J. (2009). "Origami instruction in the middle school mathematics classroom." Research in Middle Level Education Online, 32(7), 1–12
  • Cipoletta, G. & Wilson, S. (2014). "Origami in occupational therapy." OT Practice, 19(8), 13–17
  • map[OT Practice Framework (OTPF-4) — performance skills:praxis]
  • Head Start ELOF — fine motor and approaches-to-learning indicators

Childhood Map › Sensory Integration › Praxis & Motor Planning

Paper-Folding Trail

A sequential paper-folding activity — typically a paper hat, paper boat, or paper airplane — that the child completes by following a 5–7 step demonstration. Builds constructional praxis of the hand: planning and executing a sequence of fine-motor steps where each step depends on the previous one.

  1. Choose a simple fold the child can make in 5–7 steps. Good starters:

    • Paper hat / pirate hat — newspaper page in half, fold corners to centre, fold flaps up
    • Paper airplane (basic dart) — fold in half lengthwise, fold corners to centre line, fold wings down
    • Paper boat — fold in half, fold corners down to make a triangle, fold flaps up, open base, flatten, fold tips together
    • Paper fortune-teller — square paper, fold corners to centre twice, flip and number/colour the flaps

  2. Sit beside the child (not opposite — folds look mirrored from across the table). Have two pieces of paper — one for you, one for them.

  3. Demonstrate one step. Crease firmly, name what’s happening ("fold in half — corner to corner so the points meet"). The child copies on their paper. Wait until they finish before showing the next step.

  4. Continue step by step. If a fold is wrong, don’t unfold for them — invite a re-fold: “Hmm, the corners aren’t quite meeting. Want to try again?”

  5. Finish with a flourish — wear the hat, fly the plane, float the boat in the bath. The reward isn’t praise; it’s the working artefact.

Variation: try the same fold from instructions only (verbal or picture, no live demo). Try a longer fold (7–8 steps, like a cup or jumping frog). Or have the child teach the fold to a younger sibling the next day — the strongest test of motor memory.

Requirements

Rationale & Objective

Constructional praxis — planning and producing a 3D outcome through sequenced manual actions — is a SIPT subtest (Constructional Praxis) and a Beery VMI focus. Paper folding loads it heavily: bilateral hand coordination (one hand stabilises while the other folds), visual-motor integration (matching what’s seen to what’s done), sequencing memory (each step depends on the previous), and fine-motor pressure grading (creasing without tearing). Henderson & Pehoski (2006) document folding as one of the most reliable indicators of bilateral praxis development. Origami programmes have shown gains in spatial reasoning and fine-motor planning across Japanese, Korean, and US preschools, with effects extending into early geometry.

Progress Indicators

Safety Notes

Hints

Sources