Constructinganunderstandingoftheworldusingjigsaws

Anumberofquestionswereraisedduringthe20092010trainingsessiononCompetency5Toconstructhis/her
understandingoftheworld.Examplesinclude:WhatarethedifferencesbetweenCompetency5andCompetency6?
Whatmakesachildexercisehisorherthinking?Whatroledoknowledgeandsubjectmatterplayindevelopingthe
competency?Whatevidenceneedstobekept?Manyofthequestionsraisedwereansweredduringthetwoday
session.

Asafollowup,andtoexpandontheanswersgivenduringthetrainingsession,wehavedecidedtoillustratesome
specificaspectsofCompetency5andCompetency6withareallifeexamplethatinvolvesobservinghowchildrengo
aboutcompletingjigsawpuzzles.Jigsawspuzzlescanbefoundineverykindergartenclassroom.

Whatisthedefinitionofajigsawpuzzle?
AccordingtoWebsters:
Ajigsaw:Apuzzleconsistingofsmallirregularlycutpiecesthatarefittedtogethertoformapicture.
Apuzzle:Aquestionorcontrivancedesignedfortestingingenuity.
AChinesepuzzle:Anintricateoringeniouspuzzle.
Inthefigurativesense:averycomplicatedproblemthatcanonlybesolvedbyassemblingalargenumberofscattered
elements.

Wheredojigsawpuzzlescomefrom?
ThetextbelowisatranslationoftheFrenchtextfoundonthefollowingwebsite:http://www.merci
facteur.com/puzzle/histoirepuzzle_e76.html
The first jigsaw puzzle was produced around 1760 by John Spilsbury, a London mapmaker and engraver. Jigsaw puzzles
require a great deal of patience, since they involve reconstituting a picture by assembling a number of interlocking pieces
that only fit together in one way. They were originally invented as an enjoyable means of learning geography. The images
were painted by hand on thin pieces of wood, and then cut using a jigsaw (hence the name). Over time, jigsaw puzzles
have evolved considerably and now have more pieces and more complex pictures. Wooden jigsaw puzzles still exist, but
most are now made out of cardboard. They may be two- or three-dimensional.

Whatshouldbethefocuswhenchildrendojigsawpuzzles?
Aschildrenbecomemoreexperienced,theiractionandobservationsequencesbecomemorecomplex,andit
isatthispointthatthejigsawactivitybecomesaprocess.SeetheexampleinTable1.

Whatdochildrenlearnbydoingjigsawpuzzles?
Whatquestionsshouldteachersaskthemselves?
Whenchildrendojigsawpuzzles,theycanlearnanumberofthings.Inthisdocument,connectionsaremade
onlywithcompetencies5and6.Thischoicewasmadeinresponsetotheconcernsraisedduringthetraining
sessiononCompetency5.

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WhatarethedifferencesbetweenCompetency5andCompetency6,whenobservingachild
doajigsawpuzzle?
ConnectionswithCompetency5Toconstructhis/herunderstandingoftheworld.Thiscompetencyis
relatedtothechildscognitivedevelopment,andtheaimhereisfortheteachertounderstandhowthechild
thinks,soastosupporthis/herlearningprocess(seeTable2).Thereisalsoaconnectionwiththechildsability
todoajigsawpuzzle.Again,itshouldberememberedthatweareonlyconsideringtheaspectsrelatedtothis
particularcompetency.Somechildrenmaynotbeabletodojigsawssimplybecausetheyarenotinterested.
Inthesecases,othergamesshouldbeoffered,sothatthechildrenhaveanopportunitytodevelopthe
competency.

ElementscommontoCompetency5andCompetency6
Table3showstheaspectsofbothcompetenciesforwhichtheobservationsaresimilar.

ConnectionswithCompetency6Tocompleteanactivityorproject.Thiscompetencyinvolvesthework
methodusedbythechildtodothejigsawpuzzle(seeTable4).

Whatroledothesubjectareasplayindoingjigsawpuzzles?
Duringthetrainingsession,questionswereraisedregardingtherolethatsubjectareasplayinthe
developmentofCompetency5.Asummaryofthethoughtsexpressedispresentedbelow.
Thesubjectareasprovideameansofnamingthelearningacquired,ofconstructingtheconceptsthatform
partofthesubjectarea,ofinterveningandhelpingthechildrenputnamestothethingstheydo,andof
decodingwhattheyknow.Languageisusedtonametheconceptonwhichasubjectareaisbased,andthis
canprovideinformationthatwillhelptheteachersknowwhentheyshouldintervene.Insomecases,itcanbe
thelensthroughwhichteachersobservewhatisbeingdoneinclass.Thesubjectareasprovideacommon
languagethroughwhichthoseconcernedcanspeaktoandunderstandoneanother.Inthisparticular
competency,thefocusisonhowchildrenlearn,sothattheycanbegiventhetoolstobecomegoodlearners
throughouttheirlives.Describedinthisway,thesubjectareasbecomemeansasopposedtoends.
Bybearingthesubjectareasinmind,teachersareabletodefineatopicinitsentirety,supportthe
developmentofthethemeanddevelopstrategies.Throughthetopics,subjectareasacquiremeaningand
becomecontextstobedeveloped(history,openattitudetotheworld,authors,illustrators,elementsfrom
othercultures,changesovertime).

Examples:
Seethedifferenttypesofcalligraphyusedinpicturebooks
Seehowthevocabularydiffersaccordingtothetypeofpicturebook(trucks)

Inthisdocument,asummaryofthestrategiesandknowledgethatcanbeusedtodoajigsawpuzzleappears
inTable5.

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Whatevidenceshouldbekepttoillustratethechildrenslearning?
Takephotographsofthechildrenwhiletheyaredoingjigsawpuzzles(seetheexamplesinthe
Appendix)
Useobservationsheetsforthejigsawpuzzlesdonebythechildren(seetheexampleintheAppendix)
Makeaposterwiththechildren,withtipstohelpthemdojigsawpuzzles(seetheexampleinthe
Appendix)

Andwhataboutextendingthejigsawpuzzlenotiontoothergamesthatallowthechildren
todevelopsimilarlearning!

Therearemanyinterestingwebsitesonthissubject,includingthefollowing:

Differenttypesofjigsawpuzzles
http://en.wikipedia.org/wiki/Mechanical_puzzle

Mathematicsgames(e.g.Architeck,GoGetter,Zoologic)
http://www.braultbouthillier.com/brault_en/mathematique/jeuxmathematiques?p=4

Tangram
http://en.wikipedia.org/wiki/Tangram

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Table1Jigsawpuzzleprocess
Thechildhashisorherfirstexperience
Characteristicsofthefirstjigsawpuzzles

Onesinglepiecetobeplaced
Pieceswithdifferentshapes
Usuallymadeofwood

Examplesofwhatthechildcando

Thechildcontinuesthediscoveryprocess
Characteristicsofthejigsawpuzzles

Roughly12pieces
Thepiecesarebigenoughandthickenoughtobe
handledeasily

Examplesofwhatthechildcando

Thechildbeginstodevisemorecomplexstrategies
Characteristicsofthejigsawpuzzles

Roughly60pieces
Thepiecesarefairlybig,tohelpwithvisual
discrimination,andarethinnersothattheyaremore
appropriatetothechildsageintermsofhandling

Thechildbecomesajigsawpuzzleexpert
Characteristicsofthejigsawpuzzles

Morethan100pieces
Thepiecesaremuchsmallerandthinner,requiring
finermotorskillsandmoredetailedvisual
discrimination

Becomesorganizedbyturningallthepiecesfaceup
Redoesthesamejigsawpuzzleregularly
Mayusethepictureontheboxtohelpsortthepieces
Triestoinsertapiece,andifitdoesnotimmediatelyfit,putsit
backandtriesanotherpiece
Identifiesthefourcorners(watchtoseeifthechildworksfrom
theoutsidein)
Identifiesthepiecesthatformtheedgeofthejigsawpuzzle
Identifiespartofthepicturebynaturallyselectingthepieces
thathavecontrastingcolours
Rotatesthepiecestoassemblethejigsawpuzzle

Examplesofwhatthechildcando

Identifiestheshapeandputsitintherightplace(ornot)

Continuesusingthesamestrategiesaswiththe12piece
jigsawpuzzles
Inaddition,inareaswherecoloursaresimilar,beginstolook
attheshapeofthepieceratherthanthevisualcluesfoundon
it

Examplesofwhatthechildcando

Continuesusingthesamestrategiesaswiththe12pieceand
60piecejigsawpuzzles
Becomesorganizedmoreeasily
Ismoreefficientwhenselectingstrategies
Examinesthejigsawpuzzleinordertochoosethebeststrategy
Maybeginmentallyrotatingthepieces
Maybegintoidentifycertainmodelsthatarerepeatedfrom
onepuzzletothenext

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Evaluationcriteria

Table2ConnectionswithCompetency5Toconstructhis/herunderstandingoftheworld
Keyfeatureofthecompetency
Examplesofwhatthechildmaysay
Examplesofthequestionsateachermay
ordo
ask

Demonstrationof
interest,curiosityanda
desiretolearn

Toshowinterestandcuriosityconcerning
thearts,history,geography,mathematics,
scienceandtechnology
Toexperimentandusetools,
materialsandstrategiesinthese
subjectareas
Tomakeconnectionswithhis/her
everydaylife
Experimentationwith
Toexercisethinkinginavarietyof
variouswaysofexercising contexts
thinking
Toobserve,exploreandmanipulate
Toaskquestionsandmake
associationswithideas
Tomakeandtestpredictions
Useofpertinent
Toorganizeinformation
informationtolearn
Toexpresswhathe/sheknows
Toseek,selectandexchange
information

Choosestodoajigsawpuzzleduring
freeplayperiods
Asksforhelpasneeded
Assoonastheopportunityarises,asks
todoajigsawpuzzle(e.g.transition
periods)

Whichjigsawpuzzlesdidthechildchoose?
Howmanypiecesdotheyhave?

Manipulatespieces
Triesdifferentwaysofputtingthe
piecestogether
Sortsthepiecesinordertofindthem
moreeasily

Mayputthepictureinaplacewherehe
orshecanseeit
Turnsallthepiecesfaceup
Sortsthepiecesaccordingtoaspecific
feature(e.g.colour)
Mayrefertothechecklist

Howdoesthechildgoaboutdoingthejigsawpuzzle?
(seetheprocessdescribedinTable1)

Evaluationcriteria
C5Descriptionofthe
processandstrategies
usedinlearning

C6Descriptionofthe
strategiesusedincarrying
outtheactivityorproject

Table3ElementscommontoCompetencies5and6forthistypeofgame
Keyfeatureofthecompetency
Examplesofwhatthechildmaysay
Examplesofthequestionsateachermay
ordo
ask
C5Todescribehis/herlearning
Todescribehis/hermethod
Todefinehis/herlearningand
strategies
Toapplyhis/herlearning

C6OneoftheaspectsofTotransmitthe
resultsoftheproject
Toexplainwhathe/shelearnedand
howhe/shewillbeabletousethis
newlearning

Describeswhatheorshedidto
completethejigsawpuzzle,mayusethe
processpresentedontheposter(see
theexampleintheAppendix)

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Whatdidthechilddowhenhe/sheencountered
difficulties?
Oncethejigsawisdone,canthechildexplainwhathe
orshedid?
InwhichareasshouldIintervenetohelpthechild
continuehisorherexperiencewithjigsawpuzzles?

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Evaluationcriteria

Table4ConnectionswithCompetency6Tocompleteanactivityorproject
Keyfeatureofthecompetency
Examplesofwhatthechildmaysay
Examplesofthequestionsateachermay
ordo
ask

Involvementinthe
activityorproject

Tobecomeinvolvedintheprojector
activity,drawingonhis/herresources
Toshowinterest
Tospeakofwhathe/sheknowsand
researchinformationinordertocarry
outtheactivityorproject
Useofhis/herresources
Toshowtenacityincarryingoutthe
incarryingouttheactivity projectoractivity
orproject
Touseavarietyofstrategies
Totaketimeandspaceintoaccount
Tousecreativity
Tofinishtheactivityorproject
Perseveranceincarrying
outtheactivityorproject

Askstodoajigsawpuzzle
Choosesajigsawpuzzle

Whichjigsawpuzzledidthechildchoose?
Howmanypiecesdoesithave?

Usesthestrategiesdisplayedinthe
classroom(seetheexampleinthe
Appendix)
Asksafriend,teacherorvolunteer
parentforhelp

Finishesthejigsawpuzzle,evenifitis
moredifficultforhimorher
Usesseveraldifferentstrategies
Isabletoorganizehisorhertimeand
space(e.g.doesnotsitinfrontofa
door,doesabigjigsawpuzzleonthe
floor,ifthereisnotenoughtimeto
finish,findsaplacetocontinuelater,or
choosesasmallerpuzzle)

Speaksofthedifficultiesinvolvedand
whatheorshedidtoovercomethem

ThechildsaysIdidit,Ivefinished
Mayasktheteachertotakea
photograph,etc.

Doesthechildaskforhelp?
Doesthechildusetheposterifnecessary?

Assessmentofthe
learningacquiredand
difficultiesencountered
Expressionofsatisfaction
withtheactivityorproject

Totransmittheresultsoftheproject
Tostatehis/herassessment
Tospeakofthedifficultiesinvolved
Toshowsatisfactionwiththeprojector
activity
Topresenthis/herproject
Todescribehis/hermethod
Toexplainthestrategiesand
resourcesused

Wherehasthechildchosentowork?
Howhasthechildorganizedhisorherwork?
Hasthechildusedstrategiesthatheorshehas
alreadylearned,oranewstrategy?
Didthechildfinishthejigsawpuzzlewithinan
appropriatetime?
Didthechildtidyuphisorherspaceafterfinishing
thejigsawpuzzle?

Howdoesthechildexpresshisorhersatisfaction
afterfinishingajigsawpuzzle?

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Table5Essentialknowledgethatmaybeusedtodoajigsawpuzzle

English

Mathematics

Cognitiveand
metacognitive
strategies
(p.66and67ofthe
QubecEducation
Program)

Usestherightwordsto
talkaboutwhatheor
shehasdone,
Comparesthejigsaw
puzzleswithothers
donepreviously
Questionsthepicture

Usestheappropriate
pronounsandtenses
whengiving
explanations
Cannametheelements
heorsheknows,ifthere
issomethingwrittenon
thepuzzle(e.g.letters,
words.)

Organizesthepieces
Classifiesthepieces
accordingtoaspecific
feature
Selectstherightpiece
Makespredictionswhen
choosingapiece

Countsthenumberof
pieces
Matchesthepiecesthat
gotogether
Comparesthepieces
(straightline,curvedline)
Intentionallygroupsthe
piecestogether
Makesanassessmentof
theplacewherethepiece
shouldfit
Identifiesapieceand
organizesitinthe
workspace

Manipulatesthe
jigsawpieces

Learning
(p.67and68ofthe
QubecEducation
Program)

Scienceand
Technology
Observes
Triestoplaceapiece
Experiments

HistoryandGeography
Questionstheoriginof
thepicture
Maygoandlookatthe
mapontheclassroom
wall

TheArts

Situatesthejigsawpicture Seeshowthejigsawpuzzle
isconstructedby
intimeandinspace
observing:

thecoloursandtheir
intensity(lightordark)
theshapes(roundedor
angular)
thetextures
thelines(e.g.horizontal,
vertical,curves,straight,
broken,obliquecircular,
broad,narrow,short,
long)

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AppendixExamplesofevidence,1observationsandmethods2

Thechildrenorganizedtheirwork.They
startbycompletingthemaincharacter.
Theysortthepiecesbycolour.Allthe
piecesarefacingup.Theycomplete
portionsofthejigsawpuzzleandthen
assemblethem.Theyworkfrombottom
totop.

Thechildsstrategyistoputthepictureof
themaincharacterinfrontofhim.Allthe
piecesarefacingup.Heisworkingfrom
bottomtotop.Anotherchildiswatching
whatheisdoing.

Thechildrenaretalkingabouthowtheywill
getorganizedtodothejigsawpuzzle.
Theyareturningallthepiecesfaceup.
Theinstructionsheetcanbeseeninthe
childsfolder.

1
2

PhotographstakenintheclassroomofDianeCantin,ateacheratcolePreMarquette,CSdesPatriotes,inBoucherville
Methodappliedintheclassroomof.

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