The truth is that a sense of direction for walking enters the ACL scale in ACL 2.6. The differences between the automatic grasp of ACL 2.8 and the intentional grasp of ACL 3.0 is that the target for intentional grasp is chosen within the person's cerebral cortex. Intentional grasp is accompanied by intentional release and both enter the ACL scale in ACL 3.0.
Within ACL 3, the use of their hands includes attention to cause and effect. The simplest cause and effect uses the hands to form a one-dimensional line between the hand and a targeted object. Linear information traces the development of human understanding of more complicated lines into the second (ACL 4) and third dimension (ACL 5).
The sequence begins with intentional grasp and release in a horizontal and a vertical plane. The back and forth motion (ACL 3.2) seen while people scribble moves over the same approximate line. The line is clearer when objects are placed in a row (ACL 3.4), with a tendency to slant down at the end of the line. Coloring within the lines and placing objects along the edge or the perimeter displays some attention to shape (ACL 3.6). Within ACL 3.8, covering every little bit of the surface within a space shows an awareness of a shape. Using all of something shows an awareness of being done, which is a transition into the use of a classification of an activity in ACL 4.0.
The theoretical reason for the back and forth motion can be explained quickly. The question was, if all children do it, why? The answer will be easier to understand if you take a few seconds to do the motion, yourself. Hold any pen or pencil over any piece of paper. In one spot, move the pen back and forth across the paper, from left to right in a horizontal plane. Look at the line you produced.
By moving left to right in one spot the motions are organized into a wide line. Repeating the motion and looking at the effects helps the person organize information about effects into a concrete concept of a line. As children repeat the motion over a period of weeks, the lines are apt to get narrower. The repetition of the simple motion organizes the information about the effects of their actions into the concept of a line, which is the person's best ability to function within ACL 3.2.
In the following illustration, if the ladies could fold and stack wash clothes and napkins, they might like to fold, sort and stack other things too. The kitchen towels, dish rags and pot holders are a good size to keep them busy for a few minutes each day in a group.
When done every day, it becomes part of their ordinary daily life that is predictable and maintains their sense of purpose and their sense of security.
You can add additional kitchen fabrics such as draining clothes, polishing clothes and placemats as another activity.
The additions will be easier to store if they all fit in the same box.
The ladies should not have all of the fun. Men often enjoy the special clothes made for polishing and detailing cars. Save the labels by laminating them if you can.
