Manufacturer Name:
Valtech Co.
Product Name:
Customer Quote: "I love this toy; I can use it to teach so many different skills at so many different levels that I can use it with kids of almost any age."
Product Images:
Sensory Description
The pieces are auditorily stimulating when they “clack” together, or slide apart.
Clearly written instructions give visual ideas for building both 2-D and 3-D projects, no reading necessary.
Edges are clearly defined physically and one side is solid, while the other is a solid color with a contrasting colored outline to help in seeing and identifying.
Different shapes and/or colors are available for visual and tactile recognition and learning.
Provides a hands-on learning approach which encourages children’s understanding of shapes, colors, and many other educational concepts.
High contrasting colors are easy to see, match, or create visually interesting designs every time.
Innovative technology allows magnets to attract every time, no repelling.
Visually stimulating with multiple shapes and colors.
Wide age range goes beyond the 3-7 suggested age-level on the box.
Skills
Attention to detail/visual acuity, needed for a child with a visual impairment to practice using the limited sight that he does have, can be practiced when a child looks at and matches pieces by color, shape, and/or designs and copies them on his own.
Categorization can be practiced visually by utilizing the included sorting tray like a puzzle, or stacking pieces by shape or color.
Color recognition and identification can be practiced with children with low vision who are working on using their useable sight by matching identical colors, and finding colors when asked.
Counting/beginning math skills can be introduced visually and tactilely to children who may have visual impairments. Children can use pieces as manipulatives to count (one-to-one), do simple arithmetic, and create and learn about different shapes such as three different triangles (right, equilateral, and isosceles) and how they are different and similar, they can put pieces together to create rectangles, trapezoids, hexagon, parallelogram, and more- many are included on the insert. In addition, multiple pieces give them the opportunity to count, as well as counting sides of the shapes. This is also a chance for children to learn the concept of numbers in concrete terms when sharing with others. Children can absorb and reinforce the concept and use of numbers in language concretely.
Magna-Tiles are great for helping children with visual impairments to utilize their sight to find and match colors. Children who are blind can focus on matching shapes by touch.
Proprioceptive input is often sought out by children with sensory integration disorders. Children are likely to enjoy the pull of the magnets, or the work it takes to select pieces or put them into the sorting tray. In addition, fingers must pry the pieces apart when same shapes are stacked.
Spatial relationships can be practiced and reinforced visually and tactilely when children create two-and three-dimensional designs.
Tactile discrimination can be practiced when children with visual impairments feel the differences between shapes.
Visual attention is necessary when building two and three dimensional designs. Children need to focus in order to put their pieces in the desired or required places as they create.
Visual discrimination is necessary when looking at which pieces are needed to create a desired design either from their own imagination, copying another design, or copying from the insert. Children must learn to discriminate size, shape and color.
Visual processing is necessary when determining shapes, especially when shapes are asked for or when a child asks for them. Visual processing is also necessary when determining what an object looks like, e.g. a fish, house, box or flower.
Visual tracking is necessary as a child build up or across. As pieces are placed together, the object grows in size or length and the child’s eyes must follow this if they are to add to it.
Eye-hand coordination is necessary when fitting pieces into the sorting tray or on to designs. This is especially true when creating a three-dimensional object when pieces are placed edge to edge.
Play Ideas
Use the sorting tray like a puzzle. Children will have multiple trials to get pieces in the correct spots and must use their vision and coordination to put the pieces in correctly.
Utilize the sorting tray to teach children to visually match the colored squares. Put two purple and two green squares into the four square spots in the tray. Hand the children one color at a time and encourage them to put them into the spot that has the same colored square.
Build a simple two or three piece 2- or 3-dimensional design and have the child copy it. First keep your design up as he copies, then try breaking your design down and having the child rebuild it. To do this, he must hold the picture in his mind. As the child progresses, make more complex designs and add more pieces. Switch places and try to imitate his design, try doing it wrong sometimes to see if the child catches it. Talk about what comes first and next to encourage sequential thinking.
Work on identifying characteristics. Ask the child to hand you a piece by color, “Please hand me a purple one.” Next try to ask for a piece by shape, “Where is a square?” Then try asking for a piece by color AND shape, “Can I have a green square please?”
Play games that encourage visual memory and recall. Put out three pieces. Have the child close his/her eyes and change one piece or take one away. Have the child note what is different or how it has changed. This game can become much more complex as the child progresses.
Shape recognition and identification can be practiced through matching, categorizing, naming or hearing shapes named. In addition, shapes can be created and named, such as two equilateral triangles can make a diamond, two isosceles triangles can make a square, and two right triangles can make a parallelogram.
Create patterns starting with two repeating, and moving to three or more as a child progresses. When a pattern is created, point and say or sing the rhythm of the pattern to reinforce it, “Purple square, green square, purple square, green square.” Then ask the child what would come next. Make sure to offer choices so the child can add the piece on. Then have the child say or sing the rhythm of their pattern. Even if the pattern is incorrect, say or sing it so the child can hear the rhythm falter.
Teach children about sizes. Point out the size differences of the squares and triangles. There are large and small squares and triangles. Try to stick with two choices when a child is just learning. Show the child a BIG square (use a loud, deep or expressive voice), then show her a little square (use a higher pitched or quiet voice). Ask the child to find the BIG or little square. Encourage her to use her voice even if she is unable to say the exact words, she may be able to copy your inflection. As the child progresses, you can ask her what kind of piece she has.
Adaptation Ideas
Physical Description
The tiles connect securely with magnets in designs created by the player.
Different shapes and/or colors are available for different grasping options.
Easy to clean and is dishwasher safe.
Hands-on approach to learning encourages children’s learning of shapes, colors, and many other educational concepts.
High contrasting colors are easy to see, match, and create visually interesting designs every time.
High quality construction makes Magna-Tiles durable and fun to play with over and over.
Innovative technology allows magnets to attract every time, no repelling.
Lightweight pieces make for easy manipulation.
Open-endedness allows for freedom to play without judgment.
Versatile uses with varying age groups allow you to teach different cognitive tasks. Versatility extends to designs that can be constructed.
Wide age range goes beyond the 3-7 suggested age-level on the box.
Skills
Action concepts needed for verbal description of where a child in a wheel chair wants to go, or understanding directions of where to go can be learned on a small scale and concretely when children put the pieces into and out of the sorting tray, put pieces on and take them off of creations, or make pieces go under and over created bridges.
Balancing pieces to create 3-D objects can be practiced, thereby simultaneously helping to refine fine-motor skills.
Bilateral coordination can be practiced when two hands are used to put pieces together without a base. Cooperative hand movements are necessary when building a 3-dimensional design - one hand must hold a piece in place to put another next to it to help objects stand up. Also, when putting pieces together without a base, two hands must move together to midline for pieces to stick.
Coordinated movement is necessary when intentionally placing pieces together to make a design, to put two pieces together without a base, in order to place pieces in the included sorting tray, and especially when creating a 3-dimensional design.
Fine motor skills are necessary when building, pulling pieces apart, taking them out and putting them into the sorting tray or holding and manipulating pieces.
Finger and hand control and dexterity are necessary when grasping and holding the pieces, prying them apart from each other, building, taking pieces in and out of the sorting tray, and turning and manipulating the pieces into the position desired.
Functional finger movement and exploration are utilized when prying the pieces apart from each other, and taking pieces in and out of the sorting tray,
Motor planning can be practiced as children learn to build things in stages. They can follow the visual instructions on the insert, or try to copy a design built by someone else.
Precision is required when placing pieces to create a design. This is especially necessary when creating a three-dimensional object. 3-D objects are built with the top and bottom edges of pieces matching up to stand. This may be difficult when children have unrefined fine motor skills.
Problem-solving skills are necessary when a child with unrefined fine-motor skills wants to create a 3D object. S(he) must figure out how to make the pieces stand. Sometimes it is hard to get the pieces out of the sorting tray and strategies must be discovered to do so.
Reaching/arm extension is necessary when reaching for pieces to use and placing them in their design or into the sorting tray.
Stacking skills can be practiced easily with these flat pieces that snap out of your hand as the magnets attract. Piles do not separate easily, which lessens frustration. Children can try to stack three-dimensionally as their skills increase and their problem solving and motor planning skills become more refined.
Two handed play-midline focus and transferring are encouraged as children take out pieces from the pile or sorting tray and transfer the piece to their “building” hand. Children who are building three-dimensional designs typically do so in midline and must use both hands to stand up the pieces needed.
Visual tracking, which is often difficult for children with tonal issues, is practiced as a child builds up or across. As pieces are placed together, the object grows in size or length and the child’s eyes must follow if they are to add to it.
Eye-hand coordination is necessary when fitting pieces into the sorting tray or on to designs. This is especially true when creating a three-dimensional object when pieces are placed edge to edge.
Wrist rotation can be practiced as children flip or turn pieces to fit them into the sorting tray or their design.
Play Ideas
Use the sorting tray like a puzzle. Children can have multiple trials to get pieces in the correct spots. They must manipulate and push the pieces to fit them in. This encourages eye-hand coordination, strength, fine motor control, grasp, and wrist rotation.
Encourage motor planning and sequencing by having the child build, show someone else how to build, or tell someone how to build a design they have seen or created.
Stack pieces rather than creating a three-dimensional design.
Adaptation Ideas
Encourage the child who is unable to build independently to verbally communicate their desired shapes, and/or colors. Encourage the child to give directions to others to physically build her design for her.
For a child with low or high muscle tone, or unrefined movements, support the child’s arm so they can concentrate on hand movements when building.
Have the child point to the pieces they want rather than having them pry the pieces apart.
Have the child slide the pieces together rather than picking them up and putting them on.
Communicative Description
Magna-Tiles can be used independently or with other children due to the number of pieces encouraging multiple players.
Fosters imagination/promotes creativity when children make their own creations, designs, and construct things such as a garage for cars, a house for toy people or animals, and many others.
There are many levels of play that can be promoted throughout development from cause-effect, to shape matching, to matching designs.
The set includes an activity guide to expand play so children can learn to copy 2-D and 3-D designs, and later create their own.
Versatile uses with different age groups allow you to teach different cognitive tasks. Versatility extends to designs that can be constructed.
Wide age range goes beyond the 3-7 suggested age-level on the box.
Skills
Action word vocabulary can be verbalized and reinforced concretely when children place the pieces into and out of the sorting tray, put pieces on and take them off of creations, or make pieces go under and over created bridges.
Categorization words can be learned and reinforced visually and tactilely when utilizing the included sorting tray like a puzzle, or stacking pieces by shape or color and verbalizing the shape or color while doing so. Receptive language is necessary when following the directions on how to categorize or find the pieces necessary.
Color recognition and identification can be practiced by naming colors, and finding colors when asked. Counting/beginning math vocabulary can be practiced when children label the three different triangles (right, equilateral, and isosceles) and talk about their similarities and differences. Kids can put pieces together to create rectangles, trapezoids, hexagon, parallelogram, and more nameable shapes. In addition, multiple pieces give them the opportunity to count, as well as counting sides of the shapes. This also gives children a chance to learn and reinforce the concept and use of numbers in language concretely both expressively and receptively.
Imagination/pretend play experiences encourage language as children play with their creations. Language and pretend play are enhanced when items are brought in from the child’s environment such as cars, or other small toys. Children can talk about what their creations do, or how they are used.
Language development can be encouraged with visual reinforcement of vocabulary for colors, shapes, numbers, and objects that can be created. Higher level descriptions can be verbalized when a child is asked how they are creating something, or to describe what they have created. Children can talk about what their creations do, or how they are used.
Magna-Tiles are perfect for learning and using words needed when talking about “matching”. Children can master vocabulary which will be supported with concrete examples of matching by shape and/or color. Children can use and learn words such as “shape”, “color”, “same”, “different”, and many shape and color words, e.g.: purple, red, yellow, square, triangle, and many more.
Children must use their memory and recall vocabulary in relation to colors and shapes.
Vocabulary for number concepts can be reinforced concretely with the numerous shapes included in this set. Children can count out loud as they find or sort the squares and triangles.
Vocabulary for shape recognition and identification can be practiced and reinforced with concrete objects as children look at, find, and name different shapes such as squares, and triangles. New shapes can be built as children’s skills increase, including: trapezoids, and parallelograms.
Words related to directionality can be learned and practiced as children talk about which way is “up,” that a piece needs to be “turned,” or that something is “upside down” when building shapes and two-dimensional designs and copying designs on the insert.
Rhythm for patterning can be verbalized as children point and say the colors or shapes, as well as talking about what would come next in a pattern.
Vocabulary in relation to size can be practiced and reinforced visually with large/small squares, and tall/short triangles. Children can create long/short, fat/thin, and big/little buildings.
Social interaction is encouraged with the multiple pieces (32) included in this set. Children can ask for pieces, find and give pieces, talk about each others creations, and create designs together.
Children can learn vocabulary related to sorting and classification with Magna-Tiles. They can utilize the sorting tray, or sort by color, shape or type.
Visual discrimination is necessary when looking at which pieces are needed to create a desired design either from one’s imagination, copying another’s pattern, or copying from the insert. Children can learn to discriminate size, shape and color in order to learn to verbalize or understand what is being asked for.
Visual processing is necessary when identifying objects, especially shapes and colors. This is important for receptive and expressive language when children are asked or when a child asks for specific pieces. Visual processing is also necessary when naming an object built, e.g. a fish, house, box or flower and encourages expressive and receptive language.
Visual attention, necessary for eye contact when communicating with others, can be practiced when building two and three dimensional designs. Children need to focus in order to put their pieces in the desired or required places as they create.
Visual tracking, necessary when keeping eye contact and communicating with others when the child is mobile or when another person is moving, can be practiced as a child builds designs up or across. As pieces are placed together, the object grows in size or length and the child’s eyes must follow if they are to add to it.
Play Ideas
Teach color matching vocabulary and receptive language learning/following directions. Lay out 2-4 different colored squares and hold another square out in one hand leaving the other hand empty. Ask the child to “find one like this”, “find the same”, or “find (color)” and have them place it into your empty hand.
Work on identifying characteristics. Ask the child to hand you a piece by color, “Please hand me a purple one.” Next try to ask for a piece by shape, “Where is a square?” Then try asking for a piece by color AND shape, “Can I have a green square please?”
Have children sort by color, or shape in separate boxes or baskets. Tell the child it is clean up time and please put all the squares in one basket, and all the triangles in the other. You may choose to use just the small squares and triangles depending on the child’s skill level. Do the same by color, orange in one, purple in the other.
Work on counting skills when getting the pieces out to create a design from the insert. For example, have the child count the number of squares needed on the insert, then count the squares as they are taken out. As the children progress, they can use the pieces as manipulatives for one to one counting, adding, subtraction, and even beginning geometry when children count sides, and build and name shapes.
Play games that encourage visual and verbal memory and recall. Pull out three pieces. Have the child close his/her eyes and change one piece or take one away. Have the child tell you what is different or how it has changed. This game can become much more complex as the child progresses.
Encourage pretend play with verbal scripts or storytelling. Have children build a garage to keep a toy car in, a house for their play dolls, or a tunnel for his trains to go through. Bring in familiar and favorite small toys to encourage creativity and imaginative play with Magna-Tiles.
Shape recognition and identification can be practiced through matching, categorizing, naming or hearing shapes named. In addition, shapes can be created and named, such as two equilateral triangles can make a diamond, two isosceles triangles can make a square, and two right triangles can make a parallelogram.
Create patterns starting with two repeating, and moving to three or more as a child progresses. When a pattern is created, point and say or sing the rhythm of the pattern to reinforce it, “Purple square, green square, purple square, green square.” Then ask the child what would come next. Make sure to offer choices so the child can add the piece on. Then have the child say or sing the rhythm of her pattern. Even if the pattern is incorrect, say or sing it so the child can hear the rhythm falter.
Encourage children to talk about their design to raise their self-esteem. This also brings together the other concepts being learned when a child talks about the shapes, how he/she built it, how many pieces there are, and the colors used, etc.
Teach children about sizes. Point out the size differences of the squares and triangles. There are large and small squares and triangles. Try to stick with two choices when a child is just learning. Show the child a BIG square (use a loud, deep or expressive voice), then show them a little square (use a higher pitched or quiet voice). Ask the child to find the BIG or little square. Encourage them to use their voices even if they are unable to say the exact words, they may be able to copy your inflection. As the child progresses, you can ask her what kind of piece she have.
Have one child give detailed instructions on how to build something and see if another child can follow the directions. This works on expressive and receptive language.
Adaptation Ideas
For children who are non-verbal, try using a talking switch(es) so they can label shapes, colors, and other characteristics available, as well as giving simple directions such as right/left or top/bottom so the child can make her desires known.
For a child who uses a communication board, be sure to have the shapes, colors, and other characteristics available, as well as simple directions such as right/left or top/bottom so the child can make her desires known.
Cognitive Description
Clearly written instructions give visual ideas for building both 2-D and 3-D projects, no reading necessary.
Different shapes and/or colors are available for learning and creativity.
Easy to clean and is dishwasher safe.
Tiles are familiar shapes that children have likely seen and learned about during childhood creating vocabulary learning opportunities and a feeling of safety in play.
Fosters imagination/promotes creativity when children make their own creations, designs, and build things such as a garage for cars, a house for toy people or animals, and many others.
There are many levels of play that can be promoted throughout development from cause-effect, to shape matching, to matching designs.
The set includes activity guide to expand play so children can learn to copy 2-D and 3-D designs, and later create their own designs.
Innovative technology allows magnets to attract every time, no repelling.
Simple idea, simple design, simple pieces make playing fun, safe, and educational.
Versatile uses with different age groups to teach different cognitive tasks. Versatility extends to designs that can be constructed.
Wide age range goes beyond the 3-7 suggested age-level on the box.
Skills
Action concepts that may seem abstract to a child with a cognitive disability can be learned concretely when children put the pieces into and out of the sorting tray, put pieces on and take them off of creations, and make pieces go under and over created bridges.
Attention to detail/visual acuity needed for copying from the board, writing, drawing, and independent living skills such as map reading and getting around independently can be practiced when a child looks at the included insert that contains suggestions for copying 2-D and 3-D designs. In addition, a child may choose to or be asked to create a design that they see another child or adult make.
Categorization can be practiced visually and concretely when utilizing the included sorting tray like a puzzle, or stacking pieces by shape or color.
Cause and effect on a concrete level can be worked on in terms of planning and creating designs, making shapes (if I put the triangle on the square, it looks like a house), copying others’ designs or the designs on the insert, and putting the magnetic pieces together to make them stick.
Color recognition and identification can be practiced by matching identical colors, naming colors, and finding colors when asked.
Counting/beginning math skills and introduction to skills used in geometry are all practiced with Magna-Tiles. Children can learn the correct names of three different triangles (right, equilateral, and isosceles) and how they are different and similar. They can learn how to create rectangles, trapezoids, hexagon, parallelogram, and more - many are included on the insert. In addition, multiple pieces give them the opportunity to count pieces as well as counting sides of the shapes. They can add and subtract using Magna-Tiles as manipulatives. This also is an opportunity for children to learn the concept of numbers on concrete terms when sharing with others. Children can learn and reinforce the concept and use of numbers in language concretely.
Imagination/pretend play experiences are unencumbered since there is no wrong way to play. Children feel free to build any item or design they can imagine and other items children have around can be utilized to enhance pretend play.
Magna-Tiles are perfect for teaching and practicing matching skills. Children can match by shape and/or color. Many different activities can be set up to work on these skills at varying levels.
Memory and recall can be practiced when things are built and children try to recreate the previous patterns. Children must use their memory and recall to learn colors and shapes.
Motor planning can be practiced as children learn to build things in stages. They can follow the visual instructions on the insert, or try to copy a structure built by someone else.
Number concepts can be reinforced with the numerous shapes included in this set. Children can count the squares and triangles as they build or sort them. They can count the pieces needed in creating an object pictured on the insert. Children can refine one-to-one counting.
Shape recognition and identification can be practiced and reinforced with concrete objects as children look at, find, and name different shapes such as squares, and triangles. New shapes can be built with the included shapes, such as: trapezoids, and parallelograms.
Part-whole relationships are a major part of play with Magna-Tiles. Children start out with simple shapes, but as they put pieces together, they can create houses, boxes, complex shapes, animals, or anything else they can imagine. This concept is especially reinforced with the use of the included insert. Children can see the different shapes and how they create the whole object; and then try it for themselves as the pieces/parts become the whole object they saw or imagined.
Pre-literacy skills such as matching, copying a design, building from visual instructions, or learning directionality, sequential thought, shape recognition and identification, and patterns are all skills necessary for literacy.
Patterning skills can be practiced as children create designs and patterns based on color and/or shape. The rhythm for patterning can be verbalized as children point and say the colors or shapes, as well as talking about what would come next in a pattern.
Problem solving skills are developed when determining how to build a design, especially one that is three-dimensional. When a child wants to create a 3D object, he/she must figure out how to make it stand. When putting the pieces away, the child must figure out how to get all of the pieces in the tray. Sometimes it is hard to get the pieces out, as well, and strategies must be discovered to do so.
Sequential thought is necessary when planning and carrying out designs. Pieces often need to be placed in a specific order when creating a three-dimensional object, or copying designs from the insert.
Size concepts can be practiced and reinforced visually with large and small squares, and tall and short triangles. Children can create long/short, fat/thin, and big/little buildings.
Social interaction is encouraged with the multiple pieces (32) included in this set. Children can ask for pieces, find and give pieces, talk about each others creations, and create designs together.
Sorting and classification can be learned and refined when using the included sorting tray, sorting by color, sorting by shape and sorting by type.
Strategic thinking is necessary when planning out how to create a pattern or design. This is especially true with the three-dimensional designs. Children must think about how to create the design so that it will stand up. In addition, when creating buildings seen on the insert, a child must think about what pieces are needed, how to put them together, and in what order they need to go.
Visual discrimination is necessary when looking at which pieces are needed to create a desired design either from one’s imagination, copying another’s design, or copying from the insert. Children can learn to discriminate size, shape and color.
Visual processing is necessary when determining shapes, colors and interpreting designs built as it relates to what they resemble, e.g. a fish, house, box or flower for expressive and receptive language.
Visual attention is necessary to increase focus and attention on objects when a child is at an activity or playing with toys. This can be practiced when building two and three dimensional designs since it is necessary while creating them to put pieces in the desired or required places.
Visual tracking is important for attention during activities. This skill can be practiced as a child builds designs up or across. As pieces are placed together, the object grows in size or length and the child’s eyes must follow this if they are to add to it. Children also must track in order to put pieces into the sorting tray. This is a skill used in reading.
Play Ideas
Use the sorting tray like a puzzle. Children will have multiple trials to get pieces in the correct spots.
Utilize the sorting tray to teach children to match the colored squares. Put two purple and two green squares into the four square spots in the tray. Hand the child one color at a time and encourage him to put the tiles into the spot that has the same colored square.
Teach color matching. Lay out 2-4 different colored squares and hold another square out in one hand leaving the other hand empty. Ask the child to “find one like this”, “find the same”, or “find (color)” and have her place it into your empty hand.
Build a simple two or three piece with a 2- or 3-dimensional design and have children copy it. First keep your design up as they copy, then try breaking your design apart and having children rebuild it. To do this, they must hold the picture in their mind. As they progress, make more complex designs and add more pieces. Switch places and try to imitate their design. Try doing it wrong sometimes to see if they catch it. Talk about what comes first and next to encourage sequential thinking.
Work on identifying characteristics. Ask the child to hand you a piece by color, “Please hand me a purple one.” Next try to ask for a piece by shape, “Where is a square?” Then try asking for a piece by color AND shape, “Can I have a green square please?”
Have children sort by color, or shape in separate boxes or baskets. Tell the child it is clean up time and please put all the squares in one basket, and all the triangles in the other. You may choose to use just the small squares and triangles depending on the child’s skill level. Do the same by color, orange in one, purple in the other.
Work on counting skills when getting the pieces out to create a design from the insert. For example, have the child count the number of squares needed on the insert, then count the squares as they are taken out. As a child progresses, they can use the pieces as manipulatives for one-to-one counting, adding, subtraction, and even beginning geometry when children count sides, build and name shapes.
Have children build a garage to keep a toy car in, a house for their play dolls, or a tunnel for their trains to go through. Bring in familiar and favorite small toys to encourage creative and imaginative play using Magna-Tiles.
Play games that encourage memory and recall. Pull out three pieces. Have the child close his/her eyes and change one piece or take one away. Have the child note what is different or how it has changed. This game can become much more complex as the child progresses.
Encourage motor planning and sequencing by having the child build, show someone else how to build, or tell someone how to build a design they have seen or created.
Shape recognition and identification can be practiced through matching, categorizing, naming or hearing shapes named. In addition, shapes can be created and named, such as two equilateral triangles can make a diamond, two isosceles triangles can make a square, and two right triangles can make a parallelogram.
Create patterns starting with two repeating, and moving to three or more as a child progresses. When a pattern is created, point and say or sing the rhythm of the pattern to reinforce it, “Purple square, green square, purple square, green square”. Then ask the child what would come next. Make sure to offer choices so the child can add the piece on. Then have the child say or sing the rhythm of her pattern. Even if the pattern is incorrect, say or sing it so the child can hear the rhythm falter.
Encourage children to talk about their design to raise their self-esteem. This also brings together the other concepts being learned when a child talks about the shapes, how he/she built it, how many pieces there are, and the colors used, etc.
Teach children about sizes. Point out the size differences of the squares and triangles. There are large and small squares and triangles. Try to stick with two choices when children are just learning. Show the children a BIG square (use a loud, deep or expressive voice), then show them a little square (use a higher pitched or quiet voice). Ask the children to find the BIG or little square. Encourage them to use their voices even if they are unable to say the exact words, they may be able to copy your inflection. As the children progress, you can ask them what kind of piece they have.
Have one child give detailed instructions on how to build something and see if another child can follow the directions.
Adaptation Ideas
DESCRIPTION: NOTICE: Enter promo code "AblePlay" when you "Buy Now" to get a 15% discount at the Valtech retail page. Approx. Price: 51.00-100.00Box Age Range: 3+ yrs# of Pieces: 11-50Washability: Machine WashStorability: Directions: Pictorial Play Locations: Indoor Adjustability: Levels of Play: Five or More LevelsBatteries: None needed
Features and Benefits
Different Shapes and/or Colors High Contrasting Colors Auditorily Stimulating Visually Stimulating Many Accessories High Quality Connects/Assembles Securely Promotes Active Play Hands-on Approach to Learning Includes Activity Guide to Expand Play Provides Pretend Play Opportunities Familiar Objects/Pictures Wide Age Range Lightweight Durable Open-ended Inviting Due to Uniqueness Innovative Can Be Used Independently or w/Others Lighted Buttons Easy to Clean Simple Game Variations/Many Levels of Play Versatile Clearly Written Instructions Incorporates Fundamental Learning Skills Fosters Imagination/Promotes Creativity
Developmental processes promoted
Money Skills Self Esteem Creativity Motor Planning Balance Proprioceptive Input Pointing, One Isolated Finger Wrist Rotation Precision Two-Handed Play – Midline Focus and Transferring Tactile Discrimination Finger and Hand Control and Dexterity Problem Solving Imagination/Pretend Play Coordinated Movement Social Interaction Pre-Literacy Functional Finger Movement and Exploration Reaching/Arm Extension Spatial Relationships e.g. Under, Over, On, Off Patience Eye-Hand Coordination Hand and Finger Grasp Fine Motor Action Concepts e.g. In/Out, Push/Pull, On/Off, Go/Stop Cause and Effect Sorting and Classification Language Development Memory and Recall Visual Processing Visual Tracking Visual Attention Part/Whole Relationships Weight Shifting Turn Taking Sequential Thought Cooperative Hand Movements Counting/Beginning Math Stacking Categorization Color Recognition and Identification Object Recognition and Identification Attention to Detail Bilateral Coordination Strategic Thinking Number Concepts
