FM.H.56 PUTS A SQUARE IN THE FORMBOARD (NO CHOICE)
Teach FM.D.44 (puts a circle in the formboard) before beginning this activity.
The problem here is how to turn the square around so that it goes into the hole. When you put the circle into the formboard (FM.D.44) there were no corners to get in the way – whichever angle you pushed from, the circle would slide in. Squares, however, require persistence and a readiness to try again.
For this and the other formboard items in this sequence you will need a formboard with a square, a triangle (with equal sides) and a circle. If your formboard has extra shapes, you can keep them covered. Boards are sometimes available which have several examples of a particular shape (squares, triangles, etc.), but it is more economical to buy a board which contains one of each shape. Commercially available form boards are often very dreary-looking objects, so feel free to decorate while preserving the distinctness of the shapes. If you are lucky enough to find someone who will make one specially for you, try to make each shape part of a picture – the circle could be the sun, the square could be a house and the triangle could be the roof. Ideally shapes should be about 8 to 10 cm across.
If you cannot find a formboard of any description, go straight to FM.H.72, choosing the simplest one-piece puzzle you can find – one with fairly large pieces depicting familiar objects. Keep in mind that a piece with a slightly irregular shape, such as an orange, can be harder to align with the hole than a piece with a distinctive shape, such as a banana.
But let’s assume now that you have found a formboard, and look at how to assess and teach this task.
How to Assess
Materials: A formboard, with at least one square shape, as described above.
Method: Demonstrate putting the square in. Hand the square to the child and say ‘Put the square in the square’. Give 3 tries.
Score plus if your child places the square in the hole, without physical or verbal help, in at least 2 of the 3 tries.
How to Teach
Work through the following steps to decide where teaching should begin.
- Pushes a square into a hole when helped to place the square on the board and move it into position for the final push. In this step, the child is asked to do only the very last part of the task independently. But do begin by handing the square to him and helping him to do all the steps that he will ultimately do by himself. If you position the square for him, without guiding his hands through the movement, he will not experience the feel of the exercise. Use a consistent direction: ‘Put it in’. Encourage him to put the flats of his fingers on the piece. Poking with a finger-tip will not get him far. Some children do better when using both hands to push. The right way is the way that feels most comfortable and gets the best results for your child.
- Moves the square into position and pushes it in, with verbal help. Continue to help your child to place the square on the board, but take your hand away before the square is aligned with the hole. Say ‘Put it in’. If the square is at an angle to the hole, say ‘Turn it round’. Give physical help at this stage if necessary. Always help your child turn the piece, never turn the piece for him. Reduce your physical help as he gets the idea.
- Places the square on the board, moves it into position and pushes it in, with verbal help. When he achieves this step, your child will be able to do all stages of the task independently, with only verbal directions to help him. There are 3 basic directions: ‘Put it on the board’ and ‘Turn it around’ and ‘Push it in.’
- Places the square in the formboard without physical or verbal help, as in the main objective.
Playtime and Round-the-house Activities
Your child could now try putting the square shape in the square hole in his posting box. He might also enjoy putting lids on boxes at this stage.
Remembering and Extending
When your child has mastered this skill, continue the sequence, giving occasional practice with squares.