Where Should I Put Your Sticker?
In pairs, one child asks the other where they'd like a pretend sticker and places it with a gentle tap on the chosen spot; when the music plays, the partner dances moving only that part. It builds body awareness and the idea that everyone decides about their own body.
How to play
- The teacher demonstrates: “Where should I put your sticker?” The child answers “On my shoulder,” or “On my hand, but no touching,” and the teacher pretends to stick it right there (2 min).
- In pairs, one asks and places the pretend sticker with a tap; the other always chooses the spot (2 min).
- The music plays: the stickered part dances by itself (shoulder, elbow, knee) while the rest of the body stays still (2 min).
- Switch roles and add a new sticker; now there can be two, and both parts dance (2 min).
- Switch partners: everyone finds a new friend and asks again, because every person chooses differently (3 min).
- Stickers come off: each child peels off their own, shaking that body part, then stays still listening to quiet music (1 min).
Rules
- I always ask “Where?” before placing the sticker.
- My friend picks the spot and can also say “No touching.”
- We don't touch faces or anything a swimsuit covers.
- With a new partner, I ask again.
Variations
Easier
For 3-year-olds, the teacher shows three spots with pictures (hand, shoulder, knee) and kids choose by pointing.
Standard
For 4-year-olds, kids choose freely among hands, arms, shoulders, knees, and feet, and dance that part.
Harder
For 5-year-olds, two or three stickers at once, and the partner must remember where they went to dance them in order.
Adaptations
- Autism: the child can always play in “no touching” mode, pointing to the spot; use pictures of body parts ahead of time.
- Hearing impairment: the partner points to the body part, and the music is shown with lights or a teacher gesture.
- Limited mobility: the child picks parts that move easily (head, shoulders, hands) and dances from the wheelchair.
Learning goals
- Identify and move specific body parts.
- Ask and respect others' choices about their bodies.
- Move one body part independently of the rest.
Equipment for a class of 25
- Music
Teacher tip
Make it clear from the start that “No touching” is just as good an answer as any other, and celebrate when someone uses it. If a child insists, ask out loud, “What did your friend choose?”
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