Childrens Occupational therapy

Body Image/Spatial Awareness.

This handout is a general guide only. If you have any queries regarding any of
this information, please contact your Therapist.
Most children develop the ability to integrate information about their body
through everyday activities. However, some children experience difficulties in
identifying the parts of their body and processing this information correctly.
Children do need to feel happy about their bodies and utilise this information in
daily life.
Children who experience problems with body image and body awareness may also
have difficultly with hand/eye co-ordination, position I space (knowing where
they are in relation to an object- in front, behind, above, below etc) and spatial
relationships (knowing where one object is in relation to another).
During the day you will find many opportunities to reinforce your childs body
image/ body awareness. Below are some activities to give you further ideas for
helping your child. We hope you find them useful.
1.

Explore how your body moves- quickly, slowly, and jerkily.

2. Move like an animal- fast, slow, high, low.

3. Name body parts. Identify body parts on a partner. Which parts of your body
can you make into a circle, square shape? (Fingers, Legs). Lie on the floor on a
piece of wallpaper and draw around the person and draw in and label the body
parts.
4. Can you make your whole body into circle or square?
5. Which parts of your body can you make touch the floor... both knees, your nose,
your thumbs, your stomach?
6. Which parts of your body can touch each other? Can your elbows touch your
knees? Can your nose touch your foot?
7. When playing in the playground emphasise body parts e.g. suggest coming down
the slide feet first or head first, bend and straighten your legs when working
the swing.
8. My body can move like..an elephant, kangaroo, rabbit etc.
9. Make a body jigsaw with friends and family.
10. Move sideways like a crab. Forwards like a rabbit.

11. Play musical statues- when the music stops freeze in a certain position.
12. Follow my leader-child in front dose an activity which other children copy. Ring a
bell and children freeze in a position. Talk about the position i.e. my right foot is
in front of my left.
13. Directional body movements- associating directional body movements with the
drawing of lines-Up, down, out (away from body towards side or from side into
body). Verbalise the direction the child is drawing the line.
14. Symmetrical movements raise both feet.
15. Alternating movements- rise right foot then left foot.
16. Two different movements raise one arm and one leg.
17. Obstacle courses- under, over, in, out, through, forward, backward, big, little.
18. Concentrate on specific body parts without moving them. Lie down on the floor
and become aware of the name body part. Stretch and relax. Name, touch or
raise body parts. If identification I s a problem stroke, brush or put a ribbon
over part.
19. Carry out activities using beanbags, sponges, ribbons, bandages e.g. bandage
different parts of the body. Place beanbag/sponge between knee and chin, feet.
Wipe your face with a flannel.

Songs/Rhymes.
Hokey Cokey

Simon Says

Head, shoulders, knees and toes

If your happy and you know it

Round and round the garden

This is the way we; wash our face

Brush our teeth
Comb our hair.
Peter pointer

Clap your hands

Stereognosis game- put different objects in a bag and see if the child can
identify what they are.
Imaginative games- be a tree, teapot, ball- static postures. Be a kangaroo,
flamingo, snake, elephant, and gorilla- dynamic postures.
General activities- swimming, trampoline horse riding, blind mans buff, obstacle
course twister.