Try having the child stand beside you as you present the material.  If that is not feasible, have a discussion with the child about why they cannot sit for a lesson.  Perhaps the presentations are boring!  Perhaps the child thinks they already know how to work with the materials.  Try having another child present the materials to the child. Ask this child if they would like to become the “presenter” of materials to other children. In order to do this you would need to discuss which material; the child would need to practise a presentation and then give it to you prior to giving it to another child.  Take some time to sit and observe the child’s work, trying to determine the child’s interest in anything. 

Remember that if a child is not interested in the material, they will not be able to attend to the presentation.  Also remember that a 5-year-old exhibits some beginning characteristics of a 2nd plane child and would like to work with a small group.  Think about some of the math materials, particularly the work with golden beads, as being small group work; perhaps this would interest the child.  

If the child is working with any Group 5 math materials, create a small group of 3 or 4 children who are working with the charts, have one child pull a slip (e.g., 8+6=), give the equation orally to the group and each child finds the answer on an addition chart. 

If the child is writing (and they should be!) have the child make a booklet of all the shapes in the Botany Cabinet that they know, or all the geometric shapes, or the parts of a flower, or parts of a mammal, etc).  Show how to collect the pages and truly make a small booklet with them, including a cover page, and a back and front cover.   Make it beautiful.  Introduce calligraphy.  Have a writing child write labels for every piece of sensorial material they know how to do.

Be creative!  Discuss with colleagues ideas they may have tried.  Remember that some children today are used to almost automatic responses due to increased use of a screened device.