Printable guide · ages 3–5
Body and senses with Tosbi
Explore body vocabulary and fictional observations using pictures and words. Every activity has a visual and text path; it does not measure a child’s senses or require a real sensory experiment.
Materials: On-screen cards are enough. Optional large paper picture cards; no tasting, sniffing, skin contact, blindfolds, bright lights or loud sounds. Support pointing and a pause.
What to notice
Notice matching a named body part or stated observation, and transferring that relation to a new scene. Different bodies and sensory experiences are welcome. A correct card does not establish actual sensory ability.
Ask “Which clue in the story helped?” The child can point, listen or use the text. Stars mark completion rather than health, obedience or development.
Lesson 1
Body parts
Goal: Identify head, hand and foot in separate simplified body-part pictures.
Use inclusive picture vocabulary. Do not assess anatomy, movement, symmetry or the child’s body. No bodily demonstration is required.
- Starting point
- Name the three drawings without asking for a body demonstration.
- A helpful phrase
- “We can point to a card.”
- A common mix-up
- A simple drawing does not represent every body.
- Notice the transfer
- Change the order to foot then head.
Show: First the part at the end of a leg, then the head.
Lesson 2
We see with our eyes
Goal: Associate eyes with visual information while keeping spoken or written descriptions available.
No eye test, bright light, sun viewing or eye-covering exercise. Descriptions remain available; do not treat visual perception as the only valid route to the task.
- Starting point
- Offer the spoken name as well as the eye image.
- A helpful phrase
- “The words can describe the picture.”
- A common mix-up
- A picture of a bell does not establish a sound.
- Notice the transfer
- Use the apple outline in the new record.
Show: Now Tosbi sees an apple. Put the apple first, then the eye.
Lesson 3
We hear with our ears
Goal: Associate ears with explicitly described sound events without requiring actual sound discrimination.
No startling or loud sound is played. Narration is optional and the full text remains. This assesses matching described information, not hearing ability or instrument recognition by ear.
- Starting point
- Read the two-event sound record as words.
- A helpful phrase
- “The story tells us what came first.”
- A common mix-up
- Ear pictures are symbols, not an anatomy or hearing exam.
- Notice the transfer
- Reverse the stated event order in the new record.
Show: Now the drum plays first, then the bell. Put them in order again.
Lesson 4
We smell with our nose
Goal: Associate the nose with a stated smell observation without asking for real sniffing.
No perfume, food, plant, chemical or unknown substance needs to be sniffed. Do not turn smell differences into right/wrong personal experiences. This is vocabulary and story matching.
- Starting point
- Say explicitly that the story supplies a smell clue.
- A helpful phrase
- “A screen picture does not send a smell.”
- A common mix-up
- A flower image cannot reveal a person’s smell experience.
- Notice the transfer
- Change the stated source from bread to flower.
Show: Now Tosbi smells a flower. Put the flower first, then the nose.
Lesson 5
We feel by touching
Goal: Match explicitly labelled rough and smooth textures and associate touch with skin.
No heat/cold, sharp object or touch test. The skin picture is symbolic. Texture is supplied in the fictional description; visual pattern alone does not establish actual tactile properties.
- Starting point
- Read the texture labels rather than asking for a real touch.
- A helpful phrase
- “The story tells us this one is rough.”
- A common mix-up
- Touch is not confined to the hands.
- Notice the transfer
- Swap the two place labels and match again.
Show: Put the rough card first, then the smooth card.
Lesson 6
We taste with our tongue
Goal: Match explicitly stated sweet and sour taste descriptions without tasting real food.
No food, allergy exposure, tasting or forced eating. Sweet/sour are explicit fictional observations, not universal fruit labels or a tongue map. Preferences are not scored.
- Starting point
- Use only the prepared picture and word cards.
- A helpful phrase
- “These words come from the story, not a tasting test.”
- A common mix-up
- There is no separate sweet-only or sour-only tongue zone.
- Notice the transfer
- Reverse the two labels in the new record.
Show: Put sour first, then sweet.
Lesson 7
Senses work together
Goal: Pair stated visual and smell information with their corresponding sense cards.
Do not say there are only five senses, or that everyone must use the same senses. No sensory-deprivation simulation. Text and narration provide equivalent task information.
- Starting point
- Read both observations about the same apple.
- A helpful phrase
- “What kind of information does this clue give?”
- A common mix-up
- The object does not belong to just one sense.
- Notice the transfer
- Use bread instead, with the clue order reversed.
Show: Now the bread: the smell first, then the shape.
Lesson 8
Saying no, asking for help
Goal: Build a stated boundary, a stopping response and a request to the story’s trusted grown-up.
No actual touch exercise, personal disclosure or compliance test. This short fictional boundary lesson is not a complete safeguarding curriculum. Help does not depend on politeness or a complete sentence.
- Starting point
- Let only fictional characters offer and decline invitations.
- A helpful phrase
- “No is enough; show a stopping response.”
- A common mix-up
- A previous yes can change; no explanation is owed.
- Notice the transfer
- Move from a high-five to a declined toy request.
Show: New story: Tosbi does not want to give away a toy and wants help. Put Tosbi’s words first, then the helper.
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