| Jigsaw puzzles have a lot of educational value for | | | | important. The conversation about the picture, |
| children of all ages. This is because to do a jigsaw | | | | talking and demonstrating the correct method to |
| requires a child to use several different aspects | | | | complete it, accelerates the child's learning |
| of the thinking process. | | | | process. Puzzles can create a great opportunity |
| A baby learns to recognize objects by their shape | | | | for increase in vocabulary, and recognition of |
| and not necessarily what position the object is in. | | | | objects and situations outside the child's |
| A chair is a chair whether it is upright, lying down, | | | | immediate world. The fact that the child learns |
| or upside down-it doesn't matter. The simple | | | | that the piece only fits one way is in fact a pre |
| puzzles produced for younger children develop | | | | reading skill. A letter needs to be the right way up |
| more refined and defined skills and recognition. | | | | and not backwards or upside down in a word. |
| One of the first things a young child will learn is | | | | These early childhood puzzles can be purchased in |
| that it does matter which way up the pieces to | | | | varying degrees of difficulty as the child's spatial |
| fit in the hole. A typical early childhood puzzle is | | | | and reasoning skills become more developed. The |
| wooden with a picture and has spaces where the | | | | child also learns through puzzles the recognition of |
| pieces fit to complete the picture. With a street | | | | color and shape with, of course, adult |
| scene, for example, there might be a separate | | | | conversation increasing the potential of the child's |
| car shape, bus shape, and a truck shape that | | | | understanding and development. The green shape |
| complete a puzzle. These puzzles are typically | | | | only fits in the green hole. This type of matching |
| robust as the first response of a child is to try to | | | | activity develops early reading skills. |
| force the piece into place taking no notice of its | | | | At this stage it is good to introduce a new puzzle |
| shape. With adult guidance the young child learns | | | | and do it with the child at first. Make this a happy |
| to manipulate the piece until it does fit exactly. | | | | social time and lots of fun. Do the puzzles with |
| There are several learning experiences that can | | | | the child long enough to maintain the child's |
| be drawn from these very basic puzzles. Firstly | | | | interest and attention, but be ready to move on |
| it's the hand eye coordination to manipulate the | | | | to another activity. Eventually when the child's |
| puzzle piece into position. To get the piece in also | | | | dexterity and confidence has increased, he will |
| involves observation of the shape of the hole and | | | | want to do it by himself. With praise and |
| the shape of the puzzle piece. At first the child | | | | encouragement the child will practice until the skills |
| deals with the problem by trial and error. The | | | | become familiar. Then is the time to introduce |
| example and guidance of an adult begins to | | | | puzzles with greater challenge. |
| solidify the thinking process. The child starts to | | | | Puzzles help develop the reasoning and deduction |
| apply spatial awareness and mental manipulation | | | | process of thinking. As well as skills such as spatial |
| as well as physical. This comes however, after | | | | awareness, matching and sorting. Above all, jigsaw |
| the child has learned to put the piece in correctly | | | | puzzles present a great opportunity for language |
| through trial and error and memory. | | | | development and a happy social interaction with |
| The role of the adult at this stage is very | | | | your child. |