Colour tablets ~ Visual Sense
Material
Box 1 – One pair each of the 3 primary colours: red, blue and yellow.
Box 2 – One pair each of the colours: red, yellow, blue, green, orange, purple, pink, brown, grey, black and white.
Box 3 – Nine colors each presenting seven gradations of each of the colours: red, yellow, blue, green, orange, purple, pink, brown, grey.
Direct Aim:
Refinement of the Chromatic sense.
Key to the world of colour.
Indirect Aim:
Preparation for art.
How to carry the box:
Using two hands to hold on either side, thumbs on top to hold lid.
How to hold a tablet:
With one hand, place thumb on bottom frame and index finger on top frame.
Presentation (Box 1):
Show the child how to carry the box.
Carry the box to the mat and set it down.
Take off the lid with two hands, place it on the mat, and set the box on top of the lid.
Show the child how to remove the colour tablets from the box, using the left hand to hold the front tablets, leaving one free to remove with the right hand, holding the tablet by frame.
Set tablets down, one by one, on the mat in random order.
Show the child how to hold the tablet. Invite the child to pick up the tablet.
Isolate one color and place it at the top left corner of the mat.
Look for an identical tablet and place it next to the first one.
Isolate a different colour tablet and place it below the first pair.
Look for its identical match and continue pairing until all the colours are matched.
Mix the color tablets.
Invite the child to pair the tablets.
Exercises:
Exercise 1 – Child’s own activity as shown in the presentation.
Exercise 2 – Box 2
Carry the box to the mat.
Open the box and remove three tablets (primary colors), place them at random on the mat.
Invite the child to pair the tablets.
Open the box and remove three more sets of tablets (secondary colors – purple, orange, and green) placing them randomly on the mat.
Invite child to pair them below the first three paired tablets.
Mix all the colour tablets at random and invite the child to pair all six colours.
Depending on the child’s interest, introduce the rest of the colors in the box.
Exercise 3 – Box 3 (One color set at a time)
Go with child to the box with a tray and remove, one at a time, one set of the seven graded colour tablets, placing them on the mat randomly. Put away tray.
Isolate the darkest tablet and place it on the top left hand corner of the mat.
Look for the next darkest tablet and place it next to the first tablet.
Continue grading the colours from darkest to lightest, occasionally comparing tablets, until all tablets are graded. (See Illustration 2)
Mix colour tablets.
Invite the child to grade the tablets.
Exercise 4 – Box 3 (2+ sets at a time)
When child is able to grade colors individually, invite child to take out two sets at a time, gradually working until they can work with all the sets mixed randomly and grade them.
Control of Error:
The control of error lies in the child’s perception.
Language:
The language which we give with Box 2 is the names of the colours:
Red Orange Brown White
Blue Purple Pink Grey
Yellow Green Black
The language which we give with Box 3 is:
Dark - light
Comparatives and superlatives of each of the above.
Age:
Box 1 – 3 years (depends on the child’s growing discrimination.)
Games:
Game 1 – Pairing at a distance (Box 2)
Game 2 – Grading at a distance (Box 3)
Game 3a – Darker/lighter at a distance (Box 3)
Game 3b – Just darker/just lighter at a distance (Box 3)
Game 4 – Fetching a matching object (Box 2 or 3)
Show child colour tablet and ask him to find something that is the same color/shade, leaving the tablet on the mat.
Game 5 – Object and matching color tab (Box 2 or 3)
Get an object and ask the child to find the same shade colour tablet.
Notes:
When grading the color tablets, ensure there is sufficient lighting to see the difference in shades.Direct Aim
Visual discrimination of differences - 1 dimensions
Indirect Aim
Preparation for Mathematics; length
Refinement of the voluntary movement
Age
Starting at 3.5yr
How to hold
There are 2 ways to carry the red
Hold the rod vertically, with both hands grasped around the rod place above and below the middle.
Hold the rod horizontally, with hands grasped on the ends
Presentation
Show the child how to pick up a rod and place it back on the shelf then invite the child to pick it up and take it to the mat
Bring the rods one at a time and place them at random on the mat.
Isolate the longest rod by placing it at the top of the mat
Using two fingers trace the entire length of the rod from left to right.
look for the next longest rod and place it carefully against the already positioned rod, so that the left side are inline
Run you hand down the left side to make sure the rod are alined.
With two fingers trace the entire length of the rod from left to right.
Continue to build the red rods in the same wayS
Occasional compare the size of the chosen rod with the next one of similar size.
Dismantle the red rods one at a time carefully and then invite the child to work with them.
Dismantle one at a time and then invite the child to build
Once you see the child is finishing or losing interest show them how to put the prism away in the same way as you took them out.
Roll up the mat and put it away.
The child activity is as shown in the presentation.
Follow up Exercises
Showing the unit of difference.
Showing the child the unit of difference.
After the child has arranged the red rod out in form.
Take the shortest rod and place it carefully against the end of each excessive rod. This show that each rod is different by the shortest rod.
Control of Error
The child's visual perspective.
Language
The following language are offered by means of the three-period lesson. Once the child has had a good experience with that rod:
long - short
Comparatives and superlatives of each of the above.
Games
Game 1 - building at a distance
Take 2 mats and place them on the opposite side of your room.
Put all the prism on one of the mats.
Find the thickest prism and carry it to the other mat.
Continue in this way until the stairs are built on the other mat.
This game can be started together and then the child can continue on their own
Game 2a - Thicker and Thinner
Take 2 mats and place them on the opposite side of your room.
Put all the prism on one of the mats.
Find the thickest prism and carry it to the other mat.
Ask the child to find a prism that is thinner than the prism on the mat
When the child brings you a different prism place it on the mat next to the thickest prism and compare.
Move the thickest prism to the side of the mat so the other prism is only in view.
Ask the child to find a prism that is thinner that the one on the mat.
Continue in this way asking for either a thicker or a thinker prism each time.
Game 2b - play in the same way as Game 2a, but using the language Just larger and Just smaller
Language
The following language is offered by means of the three-period lesson. Once the child has had a good experience with building the stairs.
Thick - Thin
Comparatives and superlatives; Thinker - thickest, Thinner - Thinnest
