Identify Dots 1, 2, 3
Find a brick that has a “dot 1” and place it on the base plate. It may have other dots in addition to “dot 1”.
Repeat the action until you have found all the bricks with “dot1” and placed them on the base plate.
How to prepare
1 base plate
10 random bricks
Place the 10 bricks in the bowl.
Revise the position of the dots in the braille cell with an egg carton.
Ask “How do you get the brick in the right position?”.
Confusion between dot’s position in the braille cell, how we represent numbers in braille and the number of dots in the constellation can be avoided by saying “dot 2” and not only “2”.
Change the number of bricks.
Change the brick number to be sorted.
Increase number of dots to be found, e.g. “dot 1” and “dot 2”, …
Look for bricks without a specific dot number.
Children will develop these holistic skills
- Use numbers to show a rank, a position
- Spontaneously engage in free and then guided exploration of different tools and different media
- Explore and discriminate to get information about the tactual properties of an object (by moving hands or by moving the object)
- Follow courteous behavior
- Comply with directions and limits from adults
Did you know?
To read in braille with efficiency, it is important to have a light touch: the sensory cells of the fingertip should not be crushed in order to get the best sensitive results.
Physical skills means being physically active, understanding movement and space through practicing sensory-motor skills, developing spatial understanding and nurturing and active and healthy body.
Pre-braille activity groups
Discover and get used to the bricks, learn how to handle, assemble and put them on the base plate.
Learn how to position the bricks on the base plate and be aware that their orientation is important.
Discover the braille cell and how studs are arranged in two columns. Learn how to differentiate the studs.