Before beginning, it is important for adults, especially teachers, to experiment with the Pattern Block Puzzles before giving them to the children. In this way, adults experience some of the same challenges, problems, and satisfaction children will experience. With the knowledge gained from experimentation, adults will be prepared to offer meaningful interventions as children engage in the activity.
Teachers may introduce the puzzles to children during a group time. Alternatively, during activity time the teacher may place the puzzles on a table and begin working with them. Generally, children become interested and enthusiastically join the activity. I usually stand the puzzles on their edges in a tub so that children can flip through them and choose which puzzle to fill. If the puzzle turns out to be too difficult, they usually return it to the tub and find one that they think is more appropriate.
When children have difficulties, adults can ask questions or make comments that hint at different solutions or help change the child’s focus. To redirect a child to help them be successful, adults might ask, “What can you change so you can get rid of those little spaces?” or try pointing to an angle in another area of the puzzle and say, "I wonder what would fit there” or stating, “Sometimes when I get stuck, I take out some blocks and try something else.” If a child is ignoring a pattern block shape he or she needs to fit into an empty space, one strategy is to quietly place some of those blocks near the child. Sometimes children reach for blocks that are near.
When my observations lead me to believe a child is ready for more difficult puzzles, I use the word “tricky" rather than "difficult." For example, I might ask, “Would you like to try a tricky one?” Often, the child’s eyes sparkle as he or she accepts the challenge.
Even if children ignore questions or comments, resist the temptation to solve the problem for them. Allow them to test their own ideas to figure out for themselves what does and does not work. Remember, if children simply do what someone tells them to do, they are merely following directions, not grappling with a problem, which is what they need to do to construct their own knowledge.
Because the Pattern Block Puzzles have no back, children can remove the puzzle, keeping their design in tact, then fill the puzzle another way, and compare the results.
When children’s interest wanes, usually it is because they no longer feel challenged by the activity. Adults can maintain interest by adding puzzles with new designs.
Most importantly, remember to sit on your hands if you have to, but try very hard to allow the children to solve the problems for themselves!
Dr. Sales is available to present workshops on the use and benefits of Pattern Block Puzzles, physics activities for young children, classroom atmosphere, conflict resolution, and other constructivist approaches to early childhood curriculum.
Teachers may introduce the puzzles to children during a group time. Alternatively, during activity time the teacher may place the puzzles on a table and begin working with them. Generally, children become interested and enthusiastically join the activity. I usually stand the puzzles on their edges in a tub so that children can flip through them and choose which puzzle to fill. If the puzzle turns out to be too difficult, they usually return it to the tub and find one that they think is more appropriate.
When children have difficulties, adults can ask questions or make comments that hint at different solutions or help change the child’s focus. To redirect a child to help them be successful, adults might ask, “What can you change so you can get rid of those little spaces?” or try pointing to an angle in another area of the puzzle and say, "I wonder what would fit there” or stating, “Sometimes when I get stuck, I take out some blocks and try something else.” If a child is ignoring a pattern block shape he or she needs to fit into an empty space, one strategy is to quietly place some of those blocks near the child. Sometimes children reach for blocks that are near.
When my observations lead me to believe a child is ready for more difficult puzzles, I use the word “tricky" rather than "difficult." For example, I might ask, “Would you like to try a tricky one?” Often, the child’s eyes sparkle as he or she accepts the challenge.
Even if children ignore questions or comments, resist the temptation to solve the problem for them. Allow them to test their own ideas to figure out for themselves what does and does not work. Remember, if children simply do what someone tells them to do, they are merely following directions, not grappling with a problem, which is what they need to do to construct their own knowledge.
Because the Pattern Block Puzzles have no back, children can remove the puzzle, keeping their design in tact, then fill the puzzle another way, and compare the results.
When children’s interest wanes, usually it is because they no longer feel challenged by the activity. Adults can maintain interest by adding puzzles with new designs.
Most importantly, remember to sit on your hands if you have to, but try very hard to allow the children to solve the problems for themselves!
Dr. Sales is available to present workshops on the use and benefits of Pattern Block Puzzles, physics activities for young children, classroom atmosphere, conflict resolution, and other constructivist approaches to early childhood curriculum.