● Parts Needed
P.04
● Product Features
P.06
● Recommendations
P.06
● Advices for Parents and Guardians
P.06
● Assembly & Disassembly
1. How to Assemble & Disassemble Tube and Connector
P.06
2. How to assemble the Stand and the Panel Pocket
P.07
3. How to attach the S Learning Board onto the Stand
P.08
4. How to attach the Learning Disc onto the S Learning Board
P.09
PS. The Learning disc can be attached to the Learning Board (#1177-1), too.
P.09
5. How to fix the Work Card to the Learning Disc
P.10
6. How to fix the Pointer Set to the Work Card
P.11
7. Safety Notice
P.11
â—? Instructions for Game Modes with Pointer Set
1) Basic Concepts of the Game Modes
P.12
2) Using only the Single Pointer - Combining Long and Short Pointers Together into One
P.13
3) Cases for Game Modes with a Single Pointer
P.15
1. Name the Household Articles (Identifying household items, for ages 3 ~ 3 1/2)
P.15
2. Do What I Do (Developing gross motor skill, for ages 3 ~ 5)
P.16
3. Can You Make This Face? (Nonverbal Interactions, for ages 3 1/2 ~ 4)
P.17
4. The Little Observer (Learning animals’ characteristics, for ages 4 ~ 4 1/2)
P.18
5. The Bear and the Box (Spatial awareness, for ages 4 ~ 4 1/2)
P.19
6. Draw These Shapes (Drawing Practice, for ages 3 ~ 5 1/2)
P.20
4) Using Two Pointers (Long Pointer and Short Pointer are Separated)
P.27
5) Cases for Games with Two Pointers
P.30
1. What's this Taste? (Distinguishing different tastes, for ages 3 ~ 3 1/2)
P.30
2. Bigger or Smaller (Distinguishing sizes, for ages 4 ~ 4 1/2)
P.31
3. Thicker or Thinner (Distinguishing thickness, for ages 4 ~ 4 1/2)
P.33
4. Taller or Shorter (Distinguishing heights, for ages 4 ~ 4 1/2)
P.35
5. Shadow Puppets (Developing fine motor skill, for ages 5 ~ 5 1/2)
P.37
6) Using Three Pointers (Long Pointer, Short Pointer and Soft Stopper Acted as an Extra Pointer)
P.38
7) Cases for Games with Three Pointers
P.41
1. Addition with Fingers (Addition concepts, for ages 3 ~ 3 1/2)
P.41
2. Addition with Pieces (Quantity concepts, for ages 3 ~ 3 1/2)
P.42
3. Packing gifts (Item matching, for ages 3 ~ 3 1/2)
P.43
4. Building Blocks (Color matching, for ages 3 1/2 ~ 4)
P.44
5. The Little Explorer (Identifying outdoor equipment, for ages 3 1/2 ~ 4)
P.45
6. Let Us Travel the World! (Transportation, for ages 4 ~ 4 1/2)
P.46
7. Puzzles with Shapes (Identifying and assembling geometric shapes, for ages 4 ~ 4 1/2)
P.47
11
Parts Needed No.
Parts Name
Pcs
1
3-Way Connector
6
2
Tube (387mm / Grey)
3
3
Tube (307mm / Grey)
2
4
Tube (510mm / Grey)
2
5
Release Pliers
1
6
Tube (240mm / Grey)
2
7
114째 Elbow
2
8
156째 Elbow
2
9
Center Locking Straight Connector
4
10
Tube Screw
8
11
S Learning Board (480 x 400 x 20mm)
1
12
Axle Fixture
1
1
X6
No.
Parts Name
Pcs
13 Bearing 14 Learning Disc (450 x 450 x 28mm)
1
15 Pointer Set 16 Crank with Flange
1
17 Crank without Flange 18 Nail
1
19 Work Cards - Graphic Story (Set of 9, Double Sided) 20 Work Card - Little Explorer (1 pc)
1
21 Soft Stopper 22 Panel Pocket (610 x 494mm)
1
1 1 480x400x20 mm X 1
1
12 14
44 X1 X3
2
7
387mm
X2
3 307mm
X2
8
450x450x28 mm
X2
X2
4
9
510mm
X4
15 5
X1
13
1 1
TOTAL
X1
X1
X2
6 240mm
10
X8
X1
16
X1
17
X1
18
X1
19
1-Front
1-Back
2-Front
2-Back
3-Front
3-Back
21
20
X1
X1
4-Front
4-Back
5-Front
5-Back
6-Front
6-Back
7-Front
7-Back
8-Front
8-Back
9-Front
9-Back
22
610×494 mm X 1
348×348 mm
X1
Product Features Learning Disc is designed to use visual and manual cues in its diversity of fun and interesting games to stimulate the child's desire to learn. In addition, each of the game modes features 1 or 2 learning objectives that are slightly more difficult for toddlers that would like a better challenge and sense of accomplishment. The games and puzzles will spark the child's imagination while helping them to develop logical reasoning skills. While each of the game units is intended to fulfill a primary learning objective, they are also designed for secondary objectives that stimulate the child's critical thinking and application skills.
Recommendations Learning Disc Manual for Parents & Guardians will provide the guidance to help you to enrich and maximize the educational potentials of our product. Parental assistance is therefore strongly recommended during the course of the games and activities. Please read over the contents of this manual to become familiarized with the game modes and objectives for a complete learning experience.
Advices for Parents and Guardians An unimpeded atmosphere brings the best learning environment for a child, and therefore your role should be that of a partner instead of a supervisor during these activities. After the plays have finished, you should provide guidance to the child to organize and return the play pieces back in place.
Assembly & Disassembly How to Assemble & Disassemble Tube and Connector Note: Do not hold tube and connectors where you insert each piece as finger may be pinched.(Fig. 1)
Fig. 1
(1) Push the connector into tube and turn the tube until a "click" is heard.(Fig. 2)
Fig. 2
(2) Put release pliers into holes that have safety lock pins coming through and squeeze the pliers to release the tube from the connector.(Fig. 3)
Fig. 3
How to assemble the Stand and the Panel Pocket A
x 6
B
x 4
C
D
1
2
3
A
4
5
A
387mm
114
o
510mm
x 2
510mm
o 156 x 2
387mm
240mm x 2 A
A
307mm x 2
C
6
387mm x 3
B
510mm x 2 C
7
8
x 4 B
307mm
x 1 x 1
307mm
B
x 1
D
240mm
B
A
x 1
D
240mm
387mm A
How to attach the S Learning Board onto the Stand
9
How to attach the Learning Disc onto the S Learning Board 1
Please pay attention to the arrow direction.
2
PS. The Learning disc can be attached to the Learning Board (#1177-1), too. 1
2
How to fix the Work Card to the Learning Disc â—?
Slide the card fixer outward with your right thumb as Fig. 4 shows so that the work card can be easily inserted, and then release it to fix the card on the Learning Disc.
Fig. 4
10
â—?
Slide the card fixer on the disc outward with your right thumb and tilt the work card upward from its center edge with your left index finger as Fig. 5 shows to take out the work card easily.
Fig. 5
How to fix the Pointer Set to the Work Card
Combine the long and short pointers together into one and hold it facing the 10:00 position before it is fixed to the Learning Disc. Then turn the pointer set to 12:00 position to get ready for start.
Safety Notice Parents or guardians must read the instruction manual and the following notice carefully before use in order to assure safety. And retain them for future reference. ●
Parents or guardians must read the instruction manual carefully and assemble the best accordingly.
●
During assembly, be sure to keep small parts away from young kids so that they would not be swallowed.
●
To be used only under parental or guardian's supervision.
●
To inspect tubes, connectors and fixing parts periodically to make sure they are always well fixed.
●
To use it only if the structure is stable.
●
Don't play it rudely.
11
Instructions for Game Modes with Pointer Set 1). Basic Concepts of the Game Modes
With a Single Pointer
12
Interactive Creative Thinking The idea behind the game modes with a single pointer is to establish an interactive Q and A between you and the child. His or her answers will not only help you understand their thought, but also help him or her develop verbal expression and abstract thinking.
2). Using only the Single Pointer - Combining Long and Short Pointers Together into One Instructions for Game Modes First select a suitable illustrative game story to be placed into the disc. Then, fit and fix the long and short pointers so that they form one piece, and start spinning the disc from the 12:00 position on the clock. Once the spinning has stopped, perform the Q and A with the corresponding illustrations. An example game is as follows:
Step 1
Step 4
Select an illustrative play story for this play mode suitable for the child's age (example: "Name the Household Product")
Repeat the previous steps so that the child has a chance to answer questions for each of the illustrations.
Step 2
Step 5
Before you spin the disc, you can ask the child whether he recognizes anything on the play illustrations to encourage them to participate in the play.
Once the child has become familiarized with the name and picture, you may proceed with the follow-up questions. For instance: What else can you do with a box, other than putting things inside? What can you make a box into? These questions should be made to allow the child to think critically.
Combine the long and short pointers together into one and place it onto the 12:00 position.
Step 3 Once the spinning disc has stopped, proceed with the questions according to the designated illustrations. An example question may be:"What is the name of the picture that the pointer is pointing at? Where have you seen it before? What do you think it is used for?"
13
Illustrative Stories for the Single Pointer Game Mode: The following illustrative stories may be placed into the disc for the game mode with a single pointer. The list also includes the suitable age range, the corresponding units, and the basic learning objectives as a guideline for your reference, and custom adjustments may be necessary depending on the child's progress.
1.
Name the Household Product
4. The Little Observer
(Identifying household items)
(Learning animal characteristics)
for ages 3 ~ 3 1/2
For ages 4 ~ 4 1/2
Please help the child identify the names and uses of various common household products.
Please help the child identify and describe physical characteristics of various animals.
2.
5. Do What I Do
The Bear and the Box
(Exercising the Major Muscle Groups)
(Spatial awareness)
For ages 3 ~ 5
For ages 4 ~ 4 1/2
Please assist the child in performing various body movements.
3.
6. Can You Make This Face? (Nonverbal Interactions)
14
Please help the child place the objects into different positions and spaces.
Draw These Shapes (Drawing Practice)
For ages 3 1/2 ~ 4
For ages 3 ~ 5 1/2
Please help the child identify various facial expressions and emotions.
Please help the child use paper and pencil to draw various lines and shapes.
3). Cases for Game Modes with a Single Pointer Name the Household Product (Identifying household items, for ages 3 ~ 3 1/2) Please help the child identify the names and uses of various common household products. Suitable Age: 3 ~ 3 1/2 years old Main Objective: To identify the names and uses of common household products. Secondary Objective: To encourage logical thinking and verbal expression in the child. Illustrations: Mug, tissue paper, truck, brush, glass bottle, rope, paper box, baseball bat. Game Guidance: 1. First, without disclosing the names of the illustrations to the child, allow him or her to try to figure them out through experience. 2. Once the child is familiar with all the names and illustrations, spin the disc until it stops and points at a picture. The adult can then proceed with simple questions, for instance: What is the name of this object? Where have you seen it before? What is it used for? How is it used? Can you think of other ways it can be used? If the child has yet to fully develop verbal skills, the adult can use physical motions to demonstrate and encourage further expression from the child. Additional Activities: 1. Charades: Spin the disc to begin the game. Once it stops, let the child try to act out the designated object and have you guess which object he or she is trying to describe. Switch roles every so often to let the child have a chance at guessing as well. 2. Memory Game: Let the child try to remember as many pictures or items on disgame as he or she could. When ready, cover the objects up with a towel while adding or removing a new item, and reveal the new setup to the child to let them guess what has changed. 3. You can also collect several common household items and place them in a bag or a box to let the child try and guess their identity by feeling their shape and texture.
15
Do What I Do: Exercising the Gross Motor Skills Please assist the child in performing various body movements. Suitable Age: 3 ~ 5 years old Main Objective: To assist the development of Gross Motor Skills in the toddler for movements that mimics throwing, catching, jumping, stretching, flexing, and balancing. Secondary Objective: To provide practice for the toddler in using his or her major muscles to perform and develop basic motions. Illustrations: Standing leap, standing with left leg, standing with right leg, standing jump with left leg, standing jump with right leg, overhand throw with left arm, overhand throw with right arm, and bending over touching the floor. Game Guidance: 1. The adult first helps the toddler in recognizing the various body parts: including the head, shoulders, left hand, right hand, body, left leg, right leg. 2. Then demonstrate the following motions and encourage the toddler to imitate: bending over, squatting, extending both arms away from the body, jumping, and standing on one leg. 3. The adult then points to the pictures in the disc to let the child answer and imitate to motions. If the child is unable to answer or imitate successfully, the adult may provide additional prompting verbally or physically through demonstrations to help the child understand. 4. Once the child has understood all the illustrations, then help him or her turn the disc. When it stops, copy the motion that the pointer is pointing to. For instance: If the pointer stops on Standing Jump, then the child should jump at least a foot in distance. 5. The adult can also help time the child with a timer when he or she is standing on one to keep a time record.
16
Additional Activities: The adult can also perform a simple motion to let the child copy, or work together with the child to create new motions.
Can You Make This Face: Facial Expressions Please help the child identify various facial expressions and emotions. Suitable Age: 3 1/2 ~ 4 years old Main Objective: To identify various facial expressions and verbally express an emotion. Secondary Objective: Learn and recognize different kinds of emotions. Illustrations: Joy, Anger, Sadness, Concentration, Fear, Envy, Suspicion, Shyness. Game Guidance: 1. During the activities, help the child understand the features of each and every one of the facial expressions by physically demonstrating some of them if necessary. 2. Then the adult should describe the meaning of each facial expression, for instance: "Shyness" is used to describe a situation in which the person is embarrassed. It can also be used to describe a type of personality that is not very good at self expression. "Joy" on the other hand, can be used to describe a positive feeling marked by a slight smile. 3. Once the child is familiar the names and the appearance of all the facial expressions, spin the disc until it stops and points at a picture. The adult can then proceed with simple questions, For instance: What is the face that they're making in the picture? Can you make the same face? When do people have this kind of expression on their face? When you see this face on other people, can you guess how they are feeling? Additional Activities: While processing the game, it may be useful to use a mirror with the child to see what kinds of funny facial expressions you can make.
17
The Little Observer: Animal Characteristics Please help the child identify the main physical characteristics of various animals. Suitable Age: 4 ~ 4 1/2 years old Main Objective: To learn about the main physical characteristics of various animals. Secondary Objective: To improve the child's ability to observe nature. Illustrations: Elephant, Kangaroo, Rabbit, Giraffe, Girl, Turtle, Anteater, Fish. Game Guidance: 1. Assist and help the child describe the different illustrations of animals in terms of their physical characteristics. 2. If the child has missed any major details, be sure to bring it up afterwards. For instance: The elephant is very big in size and has large, flat ears to cool themselves with. They also have a long nose that can spray water. The turtle, on the other hand, has a very thick shell into which they can retreat their head, tail and limbs when under attack. There are some animals that may be more obscure in the illustrations, such as the anteater. Try to find more pictures and research more details about these animals with the child. 3. Once the child is familiar with all the names and illustrations of the animals spin the disc until it stops and points at a picture. The adult can then proceed with simple questions. For instance: What is this animal called? What is special about this animal? Where have you seen this animal before? Additional Activities: Collect photos and pictures of animals that interest the child, or take him or her to the zoo to see and learn about some live specimens.
18
The Bear and the Box: Spatial Awareness Please help the child place the objects into different positions and spaces. Suitable Age: 4 ~ 4 1/2 years old Main Objective: To identify different positions in space. Secondary Objective: To develop the child's sense of spatial awareness. Illustrations: Above, Below, In Front of, Behind, To the Left of, To the Right of, Inside, Outside. Game Guidance: 1. First make sure that the child has a basic level of spatial awareness. If not, then use real objects to physically demonstrate the various positions. For instance, place a lemon on top of the child's head to demonstrate "on top of", place a banana in a box to demonstrate "inside", place a melon beside the shopping bag to demonstrate "to the left of", and etc. 2. This part of the game can be proceeding as a game of hide and seek. For instance: Place a teddy bear behind the sofa and tell the child: "Teddy is hiding behind the sofa, can you find him for me?" Make sure that the child is able to look in the right place. 3. Once the child has a basic level of spatial awareness, spin the disc until it stops and points at a picture. You can begin with a simple question. For instance: Where is the bear sitting next to the box? Additional Activities: Place an object on the table to let the child physically interact with the objects in their positions. For instance, have the child place an apple on his or her head, inside a box, or other places in space.
19
Draw These Shapes: Drawing Practices Please help the child use paper and pencil to draw various lines and shapes. Suitable Age: 3 ~ 5 1/2 years old Main Objective: To recognize and draw straight lines and circles. Secondary Objective: To evaluate the basic writing techniques and control. Illustrations: Vertical line, horizontal line, left and right diagonal lines, trace circle, trace cross, trace square, and trace triangle. Remarks: The disc contains four lines and four traces for copying. The four lines are used to determine the precision of the child's drawing abilities, and therefore require the adult to demonstrate drawing the line first and allowing the child to copy after. The shapes, on the other hand, are meant to be printed and traced out by the child. Game Guidance: 1. It is important to guide and lead the child into participating the tracing and drawing practices as game and not as an evaluation of their skills. 2. Prepare and place a blank piece of paper with writing utensils. 3. Make sure the child is able to identify all the lines and shapes in the disc by naming them out loud. 4. Spin the disc to begin the game. Once the disc stops, have the child draw or trace out the designated line or shape. 5. Placing more emphasis on the game element of the "Draw These Shapes" will help the child to develop the basic drawing techniques faster. 6. If the child is able to complete all eight of the drawing and tracing practices without any problems, then he or she is ready to begin writing practice. 7. If the child is unable to meet the requirements for drawing and tracing, then this is simply an indication of the current level of progress in the child. Please refrain from pressuring the child into practicing techniques that he or she is not ready for. You can incorporate more of the daily schedule into the writing game to further establish a solid foundation of drawing and pen-holding techniques in the child. Copy the Drawing: Copying Skill Evaluation 20
Writing Skill Preparations, Practices, and Evaluations Writing is a precise and complex motion requiring hand-eye coordination. It requires our eyes to accurately calculate the distance while coordinating the hand to apply multiple strokes to form an abstract word or symbol. This hand movement is itself a coordinated effort of the small muscles in the thumb, the index finger, the middle finger, and the palm, where each applies just the right amount of force to move the pen tool a correct distance with every stroke. As such, it is imperative for the adult to prepare a child so that he or she may establish a good foundation of hand-eye coordination prior to writing their first words.
1. Hand-Eye Coordination Practices: For younger children, prepare a large, blank sheet of paper with some colored writing utensils to let the child doodle at will. This simple exercise will help them develop the necessary wrist muscles and hand-eye coordination for writing later on. Certain toys are also very useful for developing the muscles in the fingers. For example, toys that involve swinging and percussion can help the child develop wrist and arm muscles, while games that require pressing buttons or twisting objects will help develop coordination of the thumb, index and middle fingers.
2. Establishing the Correct Stroke Order: For older children, practice (with strokes from left to right and top to bottom) drawing vertical, horizontal, circular, and diagonal lines as well as basic shapes such as crosses, squares, and triangles to practice the basic concepts of writing and stroke order.
3. Basic Writing Practices: Coloring books are ideal for practice techniques of holding the pencil because the pictures inside these books encompass a wide array of different dimensions and shapes. Provide supervision to the child when coloring so that they are not simply applying the colors with random strokes. Instead, ensure that the child is able to color in an ordered manner, such as coloring by using vertical or diagonal strokes only. This allows further practice for writing techniques and control.
4. Establishing Spatial Awareness: Spatial awareness enables the child to recognize the spatial relations between the word and its surrounding spaces. By using the illustrative game stories such as "The Bear and The Box: Spatial Awareness", the child can learn to distinguish the positions of objects in relation to one another in space.
21
1. Drawing Vertical Lines Appropriate Age: 3 years old Evaluation Key: Draw a straight, vertical line of at least 5 cm on a piece of paper, and ask the child to draw a similar line next your line. The child's reproduction should be less than 15 degrees from parallel to pass the evaluation.
less than 15 degrees from parallel
22
2. Drawing Horizontal Lines Appropriate Age: 3 years old Evaluation Key: Draw a straight, horizontal line of at least 5 cm on a piece of paper, and ask the child to draw a similar line next your line. The child's reproduction should be less than 15 degrees from parallel to pass the evaluation.
less than 15 degrees from parallel
3. Tracing A Circle Appropriate Age: 3 1/2 years old Evaluation Key: Direct the child's attention to the illustration of a circle, and ask him or her to trace out a similar circle. The child's reproduction can be any enclosed (or nearly enclosed) shape that somewhat resembles a circle to pass the evaluation.
Enclosed or nearly-enclosed
23
4. Tracing A Cross Appropriate Age: 4 years old Evaluation Key: Direct the child's attention to the illustration of a cross, and ask him or her to trace out a similar cross. The child's reproduction must contain an intersecting of two perpendicular lines at an angle between 80 to 90 degrees to pass the evaluation.
Intersection at 80 to 90 degrees
5. Tracing A Square Appropriate Age: 4 1/2 years old Evaluation Key: Direct the child's attention to the illustration of a square, and ask him or her to trace out a similar square. The child's reproduction must contain four enclosed corners with each of the square's sides deviating less than 15 degrees from the printed shape.
Four corners must be enclosed, and sides with less than 15 degrees deviation
24
6. Drawing Right Diagonal Lines Appropriate Age: 5 years old Evaluation Key: Draw a diagonal line falling to the right at 45 degrees and have the child draw a similar line beside yours. The child's reproduction should at least 5 cm and should not deviate from the 45 degree angle by more than 15 degrees.
Less than 15 degrees of deviation from 45 degrees.
7. Drawing Left Diagonal Lines Appropriate Age: 5 years old Evaluation Key: Draw a diagonal line falling to the left at 45 degrees and have the child draw a similar line beside yours. The child's reproduction should at least 5 cm and should not deviate from the 45 degree angle by more than 15 degrees.
Less than 15 degrees of deviation from the 45 degrees.
25
8. Tracing A Triangle Appropriate Age: 5 ~ 5 1/2 years old Evaluation Key: Direct the child's attention to the illustration of a triangle, and ask him or her to trace out a similar triangle. The child's reproduction should be enclosed on all three angles of the triangle.
All three angles of the triangle should be enclosed.
26
4). Using Two Pointers (Long Pointer and Short Pointer are Separated)
Long Pointer
Logical Association and Correspondence The game modes with two pointers are designed for practicing the child's matching capabilities. Through corresponding and matching, the child will develop logical association and correspondence capabilities. With time, this newfound link between objects will entice in him or her the desire and curiosity to discover new relationships.
Short Pointer
27
Introduction to the Game Mode with Two Pointers Game Mode Instructions This game mode uses both the long and short pointers. First select a suitable illustrative game story to be placed into the disc. Then, fit and fix the long and short pointers so that they form one piece and rest on the 12:00 position on the clock. Start spinning the disc and once the spinning has stopped, relate your questions to the designated illustrations. Encourage the child to try to find the answers by moving and pointing the long pointer toward the correct illustration. The following is an example game :
Step 4 Step 1 Choose a game story that uses two pointers (i.e. Shadow Puppets)
Find the matching illustration corresponding to the designated illustration. For instance: What is the name of the animal? It's a snail! Can you find his shadow? Try and find it with the pointer.
Step 2 Combine the long and short pointers together into one and place it onto the 12:00 position. Before spinning the disc, practice some finger motions with the child, and see if they can recognize some of the animals’ pictures.
Step 3
28
Once the spinning disc has stopped, proceed with the questions according to the designated illustrations. For instance: What is the name of this animal? Can you make this animal with your fingers?
Step 5 To restart the game, combine the long and short pointers together into one and replace it onto the 12:00 position.
Illustrative Stories for the Two-Pointer Game Mode: The following illustrative stories may be placed into the game disc for the game mode with two pointers. The list also includes the suitable age range, the corresponding units, and the basic learning objectives as a guideline for your reference, and custom adjustments may be necessary depending on the child's progress.
1.
4. Taller or Shorter
What's this Taste?
(Distinguishing different tastes)
(Distinguishing heights)
For ages 3 ~ 3 1/2
For ages 4 ~ 4 1/2
Please help the child match the food items with their corresponding tastes.
2.
Please help the child recognize the order of the objects by ranking their heights.
5. Bigger or Smaller
Shadow Puppets
(Distinguishing sizes)
(Practice Fine Motor Skills)
For ages 4 ~ 4 1/2
for ages 5 ~ 5 1/2
Please help the child identify the order of the objects by ranking their size.
Please help the child make different animal shadows with his or her hands.
3. Thicker or Thinner
(Distinguishing thickness)
For ages 4 ~ 4 1/2 Please help the child recognize the order of the objects by ranking their thickness.
29
5). Cases for Game Modes with Two Pointers What's this Taste? (Distinguishing different tastes, for ages 3 ~ 3 1/2) Please help the child match the food items with their corresponding tastes.
30
Suitable Age: 3 ~ 3 1/2 years old Main Objective: To improve the identification and familiarity of the different senses of taste. Secondary Objective: To further introduce and improve the recognition of different tastes in foods. Illustrations: Chocolate, coffee, sausage, banana, salt, watermelon, lemon, kiwi. Game Guidance: 1. Different children will have slightly different experiences and gauges for their senses. Therefore, it might be useful to prepare some food ingredients for the child to try and experience the tastes for himself. After the initiatives have been taken to understand the child's baseline for his or her senses, it is time to begin the game activities. 2.Try to find the names of different food items illustrated in the game story, and have the child attempt to describe what each food item would taste like from previous experience. It might be useful to the phrases sound like rhythmic nursery rhymes to make them more interesting. By having fun with the way you say the names of the food and how they taste, the child can have a better time recognizing and remembering. 3. Combine the two pointers together into one and place them on the 12:00 position on the disc. Start spinning the disc and once it has stopped, match the different foods based on the designated one and their tastes. For instance: If the pointer points to the kiwi fruit when the disc stops, then the child can attempt to use the other pointer to find another fruit that also tastes sour. Additional Activities: Place different fruits into a box or a bag and have the child try to guess and confirm their identities by touch and sight, respectively. Then encourage the child to smell and taste the fruits to heighten their senses and improve their memory of the knowledge.
Bigger or Smaller (Distinguishing Sizes) Please help the child identify the order of the animals by ranking their size. Suitable Age: 4 ~ 4 1/2 years old Main Objective: To help the child understand which animal is the largest, the smallest, slightly larger, and slightly smaller in comparison to another animal. Secondary Objective: To help the child identify and understand the size relationships through comparison. Illustrations: Whale, elephant, bear, tiger, dog, rabbit, mouse, hummingbird. Game Guidance: 1. Before starting the game, ensure that the child has a full understanding of the names of the corresponding pictures of the animals, as well as their relative sizes. You may also provide additional animal pictures to help the child get a feel of the actual sizes of the animals in relation to one another. 2. Then assist the child in comparing and determining the relative sizes of each of the animals. Ranking Method: 1. Ordering from Largest to Smallest a. First Method of Ordering : (Concept of "Largest") Find and select the largest animal from the eight illustrations. Do the same for the remaining seven illustrations and repeat until all illustrations have been exhausted. This exercise can strengthen the concept of "largest" in the child's mind, while allowing him or her to generate a ranking order with the largest first. For instance: Whale > Elephant > Bear > Tiger > Dog > Rabbit > Mouse > Hummingbird. b. Second Method of Ranking: (Concept of the "Next Largest") Find and select the largest animal from the eight illustrations, such as the whale. Then from the seven remaining
31
illustrations, find the entity that is just smaller than the whale, such as the elephant. By finding the animal that is just smaller than the previous largest animal, the child can also produce a ranking order starting with the largest while becoming more familiar with comparing size. 2. Ranking from Smallest to Biggest a. First Method of Ordering: (Concept of "Smallest") Find and select the smallest animal from the eight illustrations. Do the same for the remaining seven illustrations and repeat until all illustrations have been exhausted. This exercise can strengthen the concept of "smallest" in the child's mind, while allowing him or her to generate a ranking order with the smallest first. For instance: Hummingbird > Mouse > Rabbit > Dog > Tiger > Bear > Elephant > Whale b. Second Method of Ranking: (Concept of the "Next Smallest") Find and select the smallest animal from the eight illustrations, such as the hummingbird. Then from the seven remaining illustrations, find the entity that is just bigger than the whale, such as the mouse. By finding the animal that is just bigger than the previous one, the child can also produce a ranking order starting with the smallest while becoming more familiar with the concept of "next smallest". Finding Contrast: 1. Contrast between objects: Size is a relative attribute between two objects rather than an absolute attribute. Therefore, whether something is bigger than another first requires a direct comparison of the two objects in order to establish the size relationship. For instance: When compared with the rabbit, the tiger is bigger and the rabbit is smaller. However, the tiger is smaller when compared with the elephant. 2. Combine the two pointers together into one and place it on the 12:00 position on the disc. Then start spinning the disc until it stops. Note the illustration the pointer is pointing to and move the other pointer to point another object. Compare the relative tallness of the two entities that are being pointed at. For instance: If one pointer is pointing at the rabbit while the other is pointing at the hummingbird, you can ask which one of the two is bigger or smaller. As a follow-up question, you can also ask what other things are bigger or smaller than rabbit. Additional Activities: Have the child compare and rank the size of objects that can be found in the daily environment, by following similar game procedures.
32
Thicker or Thinner (Distinguishing Thickness) Please help the child recognize the order of the objects by ranking their thickness. Suitable Age: 4 ~ 4 1/2 years old Main Objective: To help the child understand which object is the thickest, thinnest, slightly thicker, or slightly thinner in comparison to another object. Secondary Objective: To help the child identify, recognize and understand the relative attributes through comparison. Illustrations: Bucket, Plastic Bottle, Mug, Tin Can, Finger, Pencil, Drinking Straw, Pin. Game Guidance: 1. Before starting the game, ensure that the child has a full understanding of the names and the corresponding pictures of the objects, as well as their thickness in relation to one another. You can begin by telling the child that all these objects will be compared in terms of thickness and thinness. You may also provide real objects to help the child get a feel of the actual thickness and properties of the objects in comparison to one another. 2. Then assist the child in comparing and determine the relationships of each of the objects. Ranking Method: 1. Ordering from Thickest to Thinnest a. First Method of Ordering: (Concept of "Thickest") Find and select the thickest object from the eight illustrations. Do the same for the remaining seven illustrations and repeat until all illustrations have been exhausted. This exercise can strengthen the concept of "thickest" in the child's mind, while allowing him or her to generate a ranking order with the thickest first. For instance: Bucket > Plastic Bottle > Mug > Tin Can > Finger > Pencil > Drinking Straw > Pin b. Second Method of Ranking: (Finding the Next Thickest)
33
Find the thickest object from the eight illustrations, such as the bucket. Then from the seven remaining illustrations, find the object that is just thinner than the bucket, such as the plastic bottle. By finding the next thickest object in the selection, the child can also produce a ranking order starting with the thickest while becoming more familiar with comparing thickness. 2. Ranking from Thinnest to Thickest a. First Method of Ordering: (Concept of "Thinnest") Find and select the thinnest object from the eight illustrations. Do the same for the seven remaining illustrations and repeat until all illustrations have been exhausted. This exercise can strengthen the concept of "thinnest" in the child's mind, while allowing him or her to generate a ranking order with the thinnest first. For instance: Pin > Drinking Straw > Pencil > Finger > Tin Can > Mug > Plastic Bottle > Bucket b. Second Method of Ranking: (Concept of the "Next Thinnest") Find the thinnest object from the eight illustrations, such as the pin. Then from the seven remaining illustrations, find the object that is just thicker than the pin, such as the drinking straw. By finding the next thinnest object in the selection, the child can also produce a ranking order starting with the thinnest while becoming more familiar with the concept of "next thinnest". Finding Contrast: 1. Contrast between objects: Thickness is a relative attribute between two objects rather than an absolute attribute. Therefore, whether something is thicker than another first requires a direct comparison of the two objects in order to establish the size relationship. For instance: When compared with the drinking straw, the pencil is thicker while the straw is thinner. However, the pencil is thinner when compared with the mug. 2. Combine the two pointers together into one and place it on the 12:00 position on the disc. Start spinning the disc until it stops, note the illustration that is pointed and move a second pointer. Compare the relative tallness of the two entities that are being pointed at. For instance: If one pointer is pointing at the drinking straw while the other is pointing at the pin, you can ask which one of the two is thicker or thinner. As a follow-up question, you can also ask what other objects are thicker or thinner than the drinking straw. Additional Activities: Have the child compare and rank the thickness of objects that can be found in the daily environment, by following similar game procedures. 34
Taller or Shorter: (Distinguishing Heights) Please help the child recognize the order of the objects by ranking their heights. Suitable Age: 4 ~ 4 1/2 years old Main Objective: To help the child understand which object is the tallest, shortest, slightly taller, or slightly shorter in comparison to another object. Secondary Objective: To help the child identify, recognize and understand the relative attributes through comparison. Illustrations: Father, Mother, Older Brother, Younger Sister, Toddler, Dog, Cat, Mouse. Game Guidance: 1. Before starting the game, ensure that the child has a full understanding of the names and the corresponding pictures of the objects, as well as their height in relation to one another. You can begin by telling the child that all these objects will be compared in terms of their heights. You may also give real examples in the environment to help the child get a feel for the actual heights of the various objects in comparison to one another. 2. Then assist the child in comparing and determining the relative heights of each of the objects. Ranking Method: 1. Ordering from Tallest to Shortest a. First Method of Ordering: (Concept of "Tallest") Select and remove the tallest entity from the eight illustrations. Perform the same procedure on the remaining seven illustrations, and repeat until all the illustrations have been exhausted. This exercise can strengthen the concept of "tallest" in the child's mind, while allowing him or her to generate a ranking order with tallest first. For instance: Father > Mother > Older Brother > Younger Sister > Toddler > Dog > Cat > Mouse. b. Second Method of Ranking: (Finding the Next Tallest)
35
Find and select the tallest entity from the eight illustrations, such as the father. Then from the seven remaining illustrations, find the entity that is the next tallest in comparison with the father, such as the mother. By finding the next tallest entity in the selection, the child can also produce a ranking order starting with the shortest while becoming more familiar with comparing heights. 2. Ranking from Shortest to Tallest a. First Method of Ranking: (Finding the Shortest) Select and remove the shortest entity from the eight illustrations. Perform the same procedure on the remaining seven illustrations, and repeat until all the illustrations have been exhausted. This exercise can strengthen the concept of "shortest" in the child's mind, while allowing him or her to generate a ranking order with shortest first. For instance: Mouse > Cat > Dog > Toddler > Younger Sister > Older Brother > Mother > Father. b. Second Method of Ranking: (Finding the Next Shortest) Find and select the shortest entity from the eight illustrations, such as the mouse. Then from the seven remaining illustrations, find the entity that is just taller than the mouse, such as the cat. By finding the next shortest entity in the selection, the child can also produce a ranking order starting with the shortest while becoming more familiar with comparing heights. Finding Contrast: 1. Contrast between objects: Size is a relative attribute between two objects rather than an absolute attribute. Therefore, whether something is taller than another first requires a direct comparison of the two objects in order to establish the size relationship. For instance: When compared with the mouse, the cat is taller. However, the cat is shorter when compared with the dog. 2. Combine the two pointers together into one and place it on the 12:00 position on the disc. Start spinning the disc until it stops, note the illustration the pointer is pointing to and move a second pointer. Compare the relative tallness of the two entities that are being pointed at. For instance: If one pointer is pointing at the dog while the other is pointing at the toddler, you can ask the child which one of the two should be taller. As a follow-up question, you can also ask what other things are taller or shorter than the dog? Additional Activities: Have the child compare and rank the tallness of objects that can be found in the daily environment, by following similar game procedures.
36
Shadow Puppets (Developing fine motor skills) Please help the child create different shadows depicting animals with both hands. Suitable Age: 5 ~ 5 1/2 years old Main Objective: To improve the child's hand-eye coordination and fine motor skill. Secondary Objective: To improve the child's concentration and self-motivation by learning through constructive thinking and mimicry. Illustrations: Rabbit, rabbit shadow, eagle, eagle shadow, crow, crow shadow, snail, snail shadow. Game Guidance: 1. Familiarize the child with the illustrations and practice making basic movements with his or her hands, such as: making a fist, opening both palms, and clapping the hands together. These warm-ups may allow you to discover challenges that the child may be facing at performing these motions. 2. You can begin by introducing the characteristics of various animals, perhaps by making their shadows with your hands and allowing the child to guess which animal is it that you are trying to make. The eagle and the snail are easier to do, and so starting with them is recommended. Once the child has grasped the basic idea, then work up to the crow and the rabbit. If the child is unable to successfully make the animal shadows, you can help them by breaking down the hand motions into individual, incremental steps. 3. To play with the disc, first combine the long and short pointers together and place them on the 12:00 position. Start spinning the disc until it stops, then ask the child to try to make the pointed shadows with his or her hands, and match the animal with the correct shadow by. moving the long pointer by itself to it. Additional Activities: Use a light source to project the shadows onto a wall and encourage your child to make the animal shadows for real. 37
6). Using Three Pointers (Long Pointer, Short Pointer and Soft Stopper Acted as an Extra Pointer)
Observation and Discovery Soft Stopper
Short Pointer
The game mode with three pointers adds a new level of challenge that requires the child to observe and discover new combinations and relationships to satisfy his desire for learning and exploring. As a result, he or she gains practice and experience that ultimately develops keener observation and logical thinking skills.
Long Pointer
38
Three-Pointer Game Mode Game Mode Instructions In this game mode, you will need to use the stopper in addition to the short and long pointers. Please select and place an illustrative game story into the disc, combine the short and long pointers into one, and place the pointers on the 12:00 position. The questions that you ask should be related to the illustration pointed by the yellow stopper. When answering the question, the child should use the long and short pointers to point to both of the two correct answers. An example game is as follows:
Step 1
Step 4
Select an illustrative game story for this game mode suitable for the child's age (example: "Puzzles with Shapes")
Please help the child use the long and short pointers to find the answers by pointing them to the triangle and the circle, respectively. The game is finished at this point.
Step 2 Combine the long and short pointers together into one and place it on the 12:00 position. Start spinning the disc until it stops. Before starting the game, you may want to ask the child a question such as: "Can you tell me which shapes do you see?"
Step 5 To repeat the game, simply combine the two pointers together and reposition them back to 12:00 and start the game again.
Step 3 Use the illustration pointed by the stopper to ask your question: "Can you tell me which two shapes add up to this shape? It’s a circle plus a triangle."
39
Illustrative Stories for the Three-Pointer Game Mode: The following illustrative stories may be placed into the game disc for the game mode that uses the stopper. The list also includes the suitable age range, the corresponding units, and the basic learning objectives as a guideline for your reference, and custom adjustments may be necessary depending on the child's progress.
1.
Adding with Fingers
5.
(Addition concepts)
(Identifying items for the outdoor)
For ages 3 ~ 3 1/2
For ages 3 ~ 3 1/2
Please help the child use his or her hands to perform simple addition.
2.
3.
Adding with Dots
6.
Let Us Travel the World (Modes of Transportation)
For ages 3 ~ 3 1/2
For ages 4 ~ 4 1/2
Please help the child count and add the dots on the illustrations.
Please assist the child in finding out which modes of transportation operate in which spaces.
Packaging Presents For ages 3 ~ 3 1/2 Please help the child find the correct wrapping paper and package decorations that make up the corresponding gifts.
Building Blocks (Color matching)
For ages 31/2 ~ 4
40
Please help the child find two items missing from the illustrations.
(Basic Addition)
(Item Matching)
4.
The Little Explorer
Please help the child determine which blocks and colors make up the picture in the illustration.
7.
Puzzles with Shapes (Identifying and Assembling Geometric Shapes)
For ages 4 ~ 4 1/2 Please help the child identify the different shapes, and try to guess how these shapes will combine to form new shapes.
7). Cases for Game Modes with the Three Pointers Adding with Fingers (Basic Addition) Please help the child use his or her hands to perform simple addition. Suitable Age: 3 ~ 3 1/2 years old Main Objective: To improve the child's recognition of the basic number system and simple addition calculations by grouping the numbers in a game environment. Secondary Objective: To introduce to the child basic concepts of the addition operation. Illustrations: (1) Outer Illustrations - Numbers 2 ~ 9 (2) Inner Illustrations - Fingers numbered from 1 ~ 5 Game Guidance: 1. First make sure that the child is able to use his or her fingers to represent quantities, such as raising three fingers to represent "3". 2. You can then raise two fingers to represent the number "2", and see if the child is able to correctly mimic the motion. 3. Once the child is able to perform these motions, start the game by combining the two pointers into one and place them on the 12:00 position. Start spinning the disc until it stops. Once the pointer (stopper) have stopped on, for instance "5", ask the child what number that is, then have the child move the long and short pointers on the disc to point to the two illustrations with 3 fingers and 2 fingers. 4. The child should begin addition operations with smaller numbers first. If they encounter problems, then you should provide hints by, for instance, pointing to the illustration with one finger raised, and have the child point to the other corresponding illustration that sums to the number in step 3. Additional Activities: You can guide the child to perform more finger additions, such as by holding out 4 fingers and ask the child to add them to his or her 3 fingers. It might help to count them together if the child is unable to perform the addition properly. 41
Adding with Dots (Basic Addition) Please help the child count and add the dots on the illustrations. Suitable Age: 3 ~ 3 1/2 years old Main Objective: To improve the child's recognition of the basic number system and it’s ranking in quantity by grouping. Secondary Objective: To introduce to the child basic concepts of the addition operation. Illustrations: (1) Outer Illustrations - Numbers 2 ~ 9 (2) Inner Illustrations - Dots numbered from 1 ~ 5 Game Guidance: 1. The adult first names any of the numbers from 2 to 9 and have the child point to the corresponding number on the disc. For instance: If the number is 6, then the child should point to the number six with his or her finger. Make sure that the child is able to recognize all the numbers. If not, then give him or her more practice as needed. 2. Next, encourage the child to verbally express the number of dots on the illustrations. For instance: If there are 5 dots, then the child should point to the number 5 and say the number accordingly. 3. Once the child is able to perform these motions, start the game by combining the two pointers into one and place them on the 12:00 position. Start spinning the disc until it stops. Ask the child what number the stopper points is. For instance, if the number is 7, then have the child move the long and short pointers on the disc to point to the two illustrations with 4 dots and 3 dots. 4. Practice the addition operations with smaller numbers first. Additional Activities: Place 9 pieces of candy into an empty box, and have both of you draw from the box. Count total number of pieces of candy drawn by you and the child by adding them up. How many pieces are there? 42
Packaging Presents ďźˆItem Matching Please help the child find the correct wrapping paper and package decorations that make up the corresponding gifts. Suitable Age: 3 ~ 3 1/2 years old Main Objective: To improve the child's ability to combine and match related items. Secondary Objective: To allow the child to become more interested in solving matching problems. Illustrations: (1) Outer Illustrations - 8 illustrations of gifts (Different decorations for different wrapping papers). (2) Inner Illustrations - 4 styles of wrapping paper and decorations. Game Guidance: 1. Discuss with the child the kinds of gifts that he or she may have received before. What colors were they wrapped in? Where there any special decorations on the wrapping paper, such as a picture of a flower or a ribbon? 2. Help the child observe and distinguish between different colors of wrapping paper. 3. Combine the two pointers together into one and place them on the 12:00 position on the disc. Start spinning the disc until it stops. Guide the child to find the corresponding wrapping paper and decoration by pointing the long and short pointers to the right illustrations. Additional Activities: Prepare wrapping papers of different color, an empty box, a bottle, some pieces of glitter paper, a bow, and a ribbon, and allow the child to discover ways to wrap everything together by him- or herself.
43
Building Blocks (Color Matching) Please help the child determine which blocks and colors make up the picture in the illustration. Suitable Age: 3 1/2 ~ 4 years old Main Objective: To distinguish between different combinations of blocks. Secondary Objective: To allow the child to think creatively. Illustrations: (1) Outer Illustrations - Block assembled in black, gray, pink, blue, green, red, yellow, and white (2) Inner Illustrations - Blocks in black, gray, pink, blue, green, red, yellow, and white. Game Guidance: 1. before starting the game, ask the child if he or she knows how to game with toy blocks. Make sure that the child understands that the blocks can be assembled by shape or color to form new combinations. 2. Combine the two pointers together into one and place them on the 12:00 position on the disc. Start spinning the disc until it stops, guide the child to find the correct block components that make up the assembly by pointing the long and short pointers to the right illustrations. Additional Activities: Prepare actual toy blocks to create new block assemblies and combinations with the child.
44
The Little Explorer (Identifying Outdoor Items) Please help the child find two items missing from the illustrations. Suitable Age: 3 1/2 ~ 4 years old Main Objective: To become familiar with some of the items used outdoors. Secondary Objective: To develop keener observation and focus in the child. Illustrations: (1) Outer Illustrations - An illustration of a boy with two items missing. (2) Inner Illustrations - Hat, shoes, belt, scarf, telescope, water bottle, backpack, cane. Game Guidance: 1. Using actual items depicted in the illustrations, help the child identify and learn their names and uses. 2. Begin the game with a short story: There is a boy getting ready for an outdoors adventure, and as he was packing, his mommy said to him: "You'll need a hat, a pair of shoes, a belt, a scarf, a telescope, a water bottle, a backpack, and a cane for your trip." But the little boy can't keep track of such a long list of items...Can you help him remember? 3. Give the illustration in which the boy has a complete set of items to the child, and place the combined pointers on the 12:00 position to begin the game. Start spinning the disc until it stops. Use the designated illustrations to ask the child which two items are missing from the picture. The child should use the long and short pointers to point to the correct answers. Additional Activities: Use real-life examples to allow the child to answer questions through observations. For instance: "What is mommy wearing for today?" or "What did your sister bring with her today when she left?"
45
Let Us Travel the World (Modes of Transportation) Please assist the child in finding out which modes of transportation operate in which spaces. Suitable Age: 4 ~ 4 1/2 years old Main Objective: To learn different characteristics of different modes of transportation, as well as the spaces in which they operate. Secondary Objective: To improve the child's comparison and identification skills through distinguishing the different modes of transportation. Illustrations: (1) Outer Illustrations - Outer Space, Ocean, Road, Sky. (2) Inner Illustrations - Car, Plane, Helicopter, Rocket, Boat, Space Shuttle, Train, Cruise Boat. Game Guidance: 1. In order to establish a basic awareness of the different modes of transportation, you may use pictures or models to introduce their names and functions to the child. For instance, when teaching the child what a "car" is, prepare illustrations or toys to demonstrate the different varieties of cars. 2. The next step is to encourage the child to observe and notice the different environments in which the different modes of transportation operate in. For instance: cars are driven on land, while the airplanes travel in the sky. 3. Spin the disc and use the designated illustrations of the environments to have the child point the short and long pointers to the right modes of transportation. For instance, if ocean is the environment, then the child should point the pointers to the Boat and the Cruise Boat. Additional Activities: Ask the child to see if he or she can name other modes of transportation that travel on land, on the sea, in the sky, and in outer space. 46
Puzzles with Shapes (Identifying and Assembling Geometric Shapes) Please help the child identify the different shapes, and try to guess how these shapes will combine to form new shapes. Suitable Age: 4 ~ 4 1/2 years old Main Objective: To learn about the different geometric shapes and to improve spatial and position awareness. Secondary Objective: To use different combinations of pictures to encourage learning through creative thinking. Illustrations: (1) Outer Illustrations - Shapes as a combination of two basic shapes. (2) Inner Illustrations - Right triangle, equilateral triangle, square, rectangle, circle, oval, pentagon, rhombus. Game Guidance: 1. Introduce the names of the shapes to the child prior to starting to game to ensure that the child has a basic understanding of geometric shapes. You might find that singing or saying the names out loud with the child will help him or her to become familiarized with the concepts faster. Make sure that the child is able to identify the shapes by pointing to the correct illustrations. 2. The next step is to encourage the child to observe and notice the different ways in which the shapes can combine and break apart. The child can think of the matching shapes as friends that are trying to find each other, and by pointing the two pointers to the two correct shapes that make up the outer illustration, he or she can help find the right answer. 3. You may also encourage the child to think creatively by suggesting ways in which the shapes resemble certain real-life objects. For instance, with an illustration in which there is a triangle on top of a square, you can ask the child what this combination of shapes looks like to him or her. Additional Activities: Make cut-outs of the illustrations on the game story from color paper to help the child remember the names of the shapes further through hand-on activities. 47
This Manual is Co-Developed by : Chaoyang University of Technology Department of Early Childhood Development and Education Ni, Young-Chih, Ed. D. Won,Wen-Yu, M .Ed Chung, Li-Chih, Graduate Student Lee, Sheau-Lan, Graduate Student Chen, Chien-Ming, Graduate Student
T
48
E F LI
Y
VIT I T A RE
C
COM M SENS ON E
P NCE
CO
LEAR N
LOGIC