# Day123 · Send an object gently to a useful place

**Child invitation:** Where should this go? Let’s choose a gentle way.

**Purpose:** Practise a suitable object-control action with a useful destination, distinct from drawing a path or an adult sending the object.

**Partial curriculum links:** AC9HPFM01, AC9HPFM02.

**Before the child clock:** A broad lightweight object or large soft ball selected by the educator for the specific activity; a stable clear surface/lane and adult retrieval. Apply the relevant current local guideline, including Minor games when in scope. Read [preparation](PREPARATION.md) and [actual evidence boundaries](ASSESSMENT.md).

1. **Start ·3minutes:** Where should this go? Let’s choose a gentle way. Offer one choice at a time; establish the known pause/help/finish cue and one useful purpose.
2. **Teach/model ·4minutes:** On the checked surface, the educator models one gentle controlled send of the selected object toward a broad paper destination. For a suitable large soft ball, model hands resting on it, a small gentle push along the clear lane, then hands away and pause while the adult retrieves. For a broad lightweight card, model a controlled slide on a stable tabletop. These are different actions; the educator selects and teaches the suitable technique locally.
3. **Guide ·5minutes:** Teach the selected action before asking for an own attempt. Show where other people stay and how the adult pauses/retrieves. The learner practises with wanted guidance and a broad close destination chosen for access. No target-hit score, catching demand, stronger/faster/further cue, chase or striking equipment.
4. **Own contribution ·7minutes:** Child chooses a useful pretend delivery, one suitable object/action and whether to try, direct or plan. Offer one small practical send if wanted; pause before retrieval or changing the destination. Observe the actual child-controlled action, even if the object does not reach the chosen place.
5. **Notice ·4minutes:** Record the actual skill/object/surface/support and observed result. An intended destination is not a hit; an adult’s send is not child object control. A useful drawing or directing contribution has its own actor and evidence.
6. **Finish ·2minutes:** If the action is unfamiliar, reteach its small start/release component using a different broad destination after checking suitability. If a child begins to chase, pause, secure the arrangement and reteach adult retrieval. Change access first when the original action is not suitable. Invite keep/change/finish. No speed, turn quota, positive feeling or complete worksheet criterion. Split/stop as useful; times are planning estimates.

## Three purposeful choices

- Make one suitable gentle physical send after your grown-up teaches and checks it.
- Use a suitable broad-card tabletop slide with adult retrieval.
- Choose a destination and direct an agreeing adult; or draw your own delivery plan.

[Child start](../learner/day-123.md) · [original aid/full alternative](../aids/object-alternative.md) · [ordinary contexts](../contexts/index.md) · [one family offer](../home/h03.md) · [optional project](../projects/x03.md).

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