● Product Features
P.03
● Recommendations
P.03
● Advices for Parents and Guardians
P.03
● Parts Needed
P.04
● Assembly & Disassembly
1. How to Assemble & Disassemble Tube and Connector
P.06
2. How to assemble the Stand and the Panel Pocket
P.07
3. How to attach the S Learning Board onto the Stand
P.09
4. How to attach the Learning Disc onto the S Learning Board
P.10
PS. The Learning disc can be attached to the Learning Board (#1177-1), too. 5. How to fix the Work Card to the Learning Disc
P.10 P.11
6. How to fix the Hand Set onto the Clock Face
P.12
7. How to add the Plain Round Magnet onto the Learning Disc
P.13
● Safety Notice
P.13
● Clock Concept Instructions (For ages 5~6)
1. Learning about Clocks
P.14
2. GIGO Clock Set
P.14
3. Establishing the Daily Schedule
P.16
4. Concepts and Instructions for the "Clock Concepts Card"
P.17
5. Using the "Clock Concepts Card" with the Child
P.18
Product Features Learning Disc is designed to use visual and manual cues in its diversity of fun and interesting games to stimulate the child's desire to learn. In addition, each of the game modes features 1 or 2 learning objectives that are slightly more difficult for toddlers that would like a better challenge and sense of accomplishment. The games and puzzles will spark the child's imagination while helping them to develop logical reasoning skills. While each of the game units is intended to fulfill a primary learning objective, they are also designed for secondary objectives that stimulate the child's critical thinking and application skills.
Recommendations Learning Disc Manual for Parents & Guardians will provide the guidance to help you to enrich and maximize the educational potentials of our product. Parental assistance is therefore strongly recommended during the course of the games and activities. Please read over the contents of this manual to become familiarized with the game modes and objectives for a complete learning experience.
Advices for Parents and Guardians An unimpeded atmosphere brings the best learning environment for a child, and therefore your role should be that of a partner instead of a supervisor during these activities. After the plays have finished, you should provide guidance to the child to organize and return the play pieces back in place.
Parts Needed
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Parts name
No.
Pcs
Parts name
No.
Pcs
13 Bearing 14 Learning Disc (450x450x28mm)
1
15 Clock Hand Set 16 Crank with Flange
1 1
2
17 Crank without Flange 18 S Connector
7
114° Elbow
2
19
Work Cards–Clock Face (Set of 3, Double Sided)
1
8
156° Elbow
2
1
9
Center Locking Straight Connector
4
20 Work Cards–Clock Concept Cards (Set of 192) 21 Panel Pocket (610 x 494 mm)
10
Tube Screw
8
11
S Learning Board (480 x 400 x 20mm)
1
12
Axle Fixture
1
1
3-Way Connector
6
2
Tube (387mm / Grey)
3
3
Tube (307mm / Grey)
2
4
Tube (510mm / Grey)
2
5
Release Pliers
1
6
Tube (240mm / Grey)
22
1 1
Work Cards–Number Magnets (Set of 12) Work Cards–Daily Schedule Magnets (Set of 18)
23 Work Card–Plain Round Magnet (1 pc)
X6
X3
2
X2 307mm
X1
X1
13
1 1
14
1 X1
7 X2
8
450x450x28 mm
X2
X2
4
9
510mm
12
387mm
3
5
480x400x20 mm X 1
45
TOTAL
1
1
X1
X2
6 240mm
10
X8
X4
15 X1
16
X1
17
X1
18
X1
1- Front
1- Back
2- Front
2- Back
3- Front
3- Back
19
348×348 mm
20
X1
22
Not included in #1189
21 410×58 mm X 1 Not included in #1189
23
420×297 mm X 1
610×494 mm
X1
348×348 mm X 1 Not included in #1189
Assembly & Disassembly How to Assemble & Disassemble Tube and Connector
Note: Do not hold tube and connectors where you insert each piece as finger may be pinched.(Fig. 1)
Fig. 1
(1) Push the connector into tube and turn the tube until a "click" is heard.(Fig. 2)
Fig. 2
(2) Put release pliers into holes that have safety lock pins coming through and squeeze the pliers to release the tube from the connector.(Fig. 3)
Fig. 3
How to assemble the Stand and the Panel Pocket A
x 6
B
x 4
C
114
o
A
1
2
3
387mm
x 2
510mm D
o
156 x 2
240mm x 2
387mm
307mm x 2 387mm x 3
A
510mm x 2
4
x 4
A
5
x 1 x 1
510mm x 1
x 1
A
7
C
6 B
C
B
307mm
307mm
B
D
240mm
8
B
A D
387mm A
240mm
How to attach the S Learning Board onto the Stand
9
How to attach the Learning Disc onto the S Learning Board 1
Please pay attention to the arrow direction.
2
PS. The Learning disc can be attached to the Learning Board (#1177-1), too. 1
10
2
How to fix the Work Card to the Learning Disc
â—?
Slide the card fixer outward with your right thumb as Fig. 4 shows so that the work card can be easily inserted, and then release it to fix the card on the Learning Disc.
Fig. 4
â—?
Slide the card fixer on the disc outward with your right thumb and tilt the work card upward from its center edge with your left index finger as Fig. 5 shows to take out the work card easily.
Fig. 5
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How to fix the Hand Set onto the Clock Face
TIP!
Combine the long and short hands together into one and hold it facing the 10:00 position before it is fixed to the Learning Disc. Then turn the hand set to 12:00 position to get ready for start.
Aline the hand set and the arrow first.
12
How to add the Plain Round Magnet onto the Learning Disc
Safety Notice Parents or guardians must read the instruction manual and the following notice carefully before use in order to assure safety. And retain them for future reference. ●
Parents or guardians must read the instruction manual carefully and assemble the best accordingly.
●
To inspect tubes, connectors and fixing parts periodically to make sure they are always well fixed.
●
During assembly, be sure to keep small parts away from young kids so that they would not be swallowed.
●
To use it only if the structure is stable.
●
To be used only under parental or guardian's supervision.
Don't play it rudely.
●
13
Clock Concept Instructions Instructions of Using the GIGO Clock Set (For ages 5 ~ 6)
1). Learning about Clocks The basic concepts of "time" are vague and abstract ideas that will require some time for the child to learn and get used to. Therefore, it is important for the parents to have a great deal of patience when teaching these concepts to their children. While the idea of "time" may be elusive to children, the "clock" as an indication of time is a daily and familiar experience to them. Oftentimes they will hear phrases from their parents such as "It's six o'clock. Time for dinner!" or "It's seven thirty. Your favorite cartoon show is about to start!" Hence, these routine experiences that children already have in their memory can serve, via association, as small, stepping stones to ultimately grasp the abstractness of time itself.
2). GIGO Clock Set
Brushing Teeth
Eating Breakfast (or Milk)
Eating Lunch
Afternoon Nap
Eating Snack
Quick Nap
Game Time (for two children)
Bedtime Stories
Clock Set comprises of six different clock models and one set of clock concept cards. Each of the "Clock Models" is designed with different emphasis on various key aspects of the clock concept. The models vary in difficulty level, and can teach the child to learn to read a clock through progressively more advanced techniques.
Outdoor Activities
Fun and Games (Bonding)
Eating Dinner
Break Time
Going to School
Story Time Taking a Bath (from the Teacher)
Reading Together
Interactive Activities
End of School Day
1. Introduction to the Clock Models There are six different clock models with different learning objectives: a. The "Daily Schedule" Clock : It contains illustrations of common daily routines. There are 18 routines that include: Brushing Teeth, Eating Breakfast (or Milk), Outdoor Activities, Fun and Games (Bonding), Break Time, Reading Together, Eating Lunch, Afternoon Nap, Eating Snack, Eating Dinner, Going to School, Interactive Activities, Bedtime Stories, Quick Nap, Game Time (for two children), Story Time (from the Teacher), Taking a Bath, and End of School Day. Additional activities may be added by gluing photographs onto the magnets to create the child's own routines.
a.The "Daily Schedule" Clock
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b. Clock Model with Minute Intervals: Used to illustrate that there are 60 minutes in an hour. c. Clock Model with 5-Minute Intervals: Used to illustrate that there are 5 small intervals between each two hour numbers, representing 5 minutes. d. Clock Model with 15-Minute Intervals: Used to illustrate that there are 15 minutes in a quarter hour.
b. Clock Model with Minute Intervals
c. Clock Model with 5-Minute Intervals
d. Clock Model with 15-Minute Intervals
15
e. Clock Model with Hour Numbers: It contains no minute units to teach the child abstract reading of the clock. f. Clock Model with Missing Numbers: It comes with circular magnets printed with numbers 1 through 12 for matching with the corresponding missing numbers on the model.
3). Establishing the "Daily Schedule" Children have a drastically different level of awareness than adults due to their undeveloped abstract thinking capabilities and lack of life experiences. As a result, when faced with the unknown, the most common e. Clock Model with Hour Numbers f. Clock Model with Missing Numbers response from children is a sense of insecurity. By contrast, a routine-driven and ordered life is imperative in establishing a basis of confidence and security in children. Starting with a premise of love and security from accepting their environment, children are then more likely to develop an interest in learning and discovery of new knowledge. From these ideas, we have designed The Daily Schedule Clock, which combines and uses the routine and the familiar in a child's daily life to teach them lessons. Before introducing the basic clock concepts to the child, the parent should make sure that the child has a full comprehension of the Daily Schedule Clock. For instance: Prior to taking a walk with the child, you can point to an actual clock and say "It is now 10:30, and it's time for a walk outside" while directing the pointer on the Daily Schedule Clock toward the "Taking a Walk" illustration. To help the child learn further by association, you should also point the clock hands on the Clock Model toward 10:30 as well. Thus, by treating every routine activity like a game of naming them before performing, the child will begin to build up the basic ideas of time via experience.
16
4). Concepts and Instructions for the "Clock Concepts Card" 1. Introductions to the "Clock Concepts Card" Our method of teaching clock concepts is a direct application of the Montessori Learning Cards. There are three types of Concept Cards: "Control Cards", on which the illustrations and the words are linked together; "Exercise Cards", on which the illustrations and the words are separated; and "Question Cards", on which only numbers representing the time are shown for testing purposes. The Clock Concept Cards divide the hours of the day into four categories: 1) "Full Hours", such as 3:00 pm. 2) "Quarter Hours", such as 3:15 pm. 3) "Half Hours", such as 3:30 pm. 4) "Three-Quarter Hours", such as 3:45 pm. and each of the four categories are also color coded to facilitate the child in faster and easier recognition: 1) "Full Hours" are colored in red, 2) "Quarter Hours" are colored in yellow, 3) "Half Hours" are colored in blue, and 4) "Three-Quarter Hours" are colored in green.
Control Cards
Exercise Cards
Question Cards
17
5). Using the "Clock Concepts Card" with the Child The Concept Card represents an advanced level of the time and clock concepts that require the child to first have sufficient experience with the daily schedules. After he or she is able to make the association between activities and the corresponding time, these Concept Cards are the next step to teaching them abstract ideas.
1. Distinguishing the Clock Hands and an Introduction to the Hand Set a. Distinguishing the Long Hand from the Short Hand Prior to using the Concept Cards, the parent should first introduce the child to the long and short hands of the clock. Familiarize the child with the fact that the short hand represents hours whenever it points to a number or the subsequent interval. For instance, the interval between the numbers 1 and 2 on the clock represents the first hour, while the interval between the numbers 2 and 3 represents the second hour, and so on. The long hand is also called the minute hand, and so whichever number that it points to will represent the current minute. For instance, if the current time is 3:15, then the long hand will rest on the number 15, while the short hand will reset somewhere between 3 and 4. b. Introduction to Hand Set GIGO has manufactured a precise Hand Set for your use. It contains the same physical mechanism that can be found in a real clock, and thus will behave in a realistic fashion. For instance, by rotating the long hand manually, the short hand will move correspondingly to the appropriate position. This realistic representation of clock mechanism can be used to demonstrate how the long and short hands behave to the child. c. Three-Stage Learning with Control Cards and Clock Models The following order of the four categories of cards are recommended for this part of the lesson: 1) "Full Hours", 2) "Quarter Hours", 3) "Half Hours", 4) "Three-Quarter Hours�. Furthermore, we recommend beginning the lessons with the Clock Model with Minute Intervals. Once the child has sufficient progress in using this model, you may work your way up to the more advanced models with 5 and 15 minute intervals. To begin using the Clock Concept Cards in conjunction
18
with the clock model, first choose three control cards. As an example game using the "Full Hour" category, the three cards you have chosen may be: "1:00", "2:00", and "3:00".
The First Stage Lessons: First, show the "1 o'clock" card to the child, where the top of the card will illustrate that the minute hand is at 12 and the hour hand is at 1. Demonstrate to the child that when the clock indicates 1 o'clock, these are the relative positions of the short hand and the long hand on the clock, and that at the bottom of the card is "1:00", the numerical representation of the time. Then, move the short and long hands on the clock model to their corresponding positions as shown on the concept card. Next, show the "2 o'clock" card to the child and teach him or her that when the clock indicates 2 o'clock, the short hand will rest on the number 2 while the long hand will rest on the number 12, as the illustration at the top of the card will portray. Again, move the minute and hour hands on the clock model to their relative positions, and repeat these steps for all the selected control cards. The first stage lessons focus on teaching the hand positions on the clock to the child both graphical and numerical manners, and practicing on the clock model immediately to further help translate the abstract concept into memory.
The Second Stage Lessons: Once the child shows sufficient progress in the first stage lessons, he or she can continue onto the second stage lessons. This stage focuses on practicing through repetitions to engrain the newly acquired knowledge into their mind. Start with questions such as "Which card says 3 o'clock? Can you move the short and long hands on the clock to the 3 o'clock position?" or "Can you find the 1 o'clock card and move the hands on the clock to the 1 o'clock position?" Once the child has demonstrated the necessary skills to complete these tasks, then he or she is ready to move onto the third stage lessons.
19
The Third Stage Lessons: The third stage lessons are practice sessions that also serve evaluative functions. Point to one of the learning cards and ask the child what time does it represent, then encourage him or her to move the hands on the clock model to the right positions. Practicing with the clock model is an important part of learning for the child as it gives them experience with real operations, which will ultimately increase the learning process. If during any one of the stages the child shows signs of difficulty in performing the exercises, feel free to repeat a previous stage until the he or she is ready to move up the stage again.
d. The Flow of the Three Stages The basic premise of the three-stage learning process is a progressive learning style that uses three selected cards in conjunction with the appropriate level of clock model. The previous example uses the cards "1:00", "2:00", and "3:00" from the "Full Hours" category. The next logical step would be to use the "4:00", "5:00", and "6:00" cards, followed by "7:00", "8:00", and "9:00" cards, etc. If the child shows considerable difficulty in learning from a certain card, then you can simply replace the cards that he or she is successful with and leave the problematic card in game for more practice. After the cards from the "Full Hours" category has been exhausted, then it is time to move to the "Quarter Hours", "Half Hours", and "Three-Quarter Hours" categories. Once the child has successfully gone through all the categories, then you can mix up the cards from different categories for more practice.
20
e. Using the Clock Concept Cards for Matching Games Once the child has progressed through the three stages and practiced with six or more learning cards, then he or she is ready to begin using the clock models to match up the Control Cards and the Exercise Cards. This game is divided into two levels. The description of the game is as follows: 1). The first level should begin immediately after the child has finished the third stage, so that his or her working memory still retains the acquired knowledge that can be applied in practice. We will be using the "Full Hours" in this example: Select six pairs of cards that the child is already familiar with, such as the "1:00", "2:00", "3:00", "4:00", "5:00", and "6:00" cards from the Control Cards and the Exercise Cards. The game proceeds as follows: a) Separate the control cards, the graphical exercise cards, and the numerical exercise cards. The child then randomly picks a control card and attempts to identify the indicated time on the card. If he or she is successful, then place the selected card onto the tabletop. b) Game by matching the graphics: The child then attempts to match the graphical exercise card with the corresponding card from the Control Cards. If the child is successful, then place the matching graphical exercise card under the control card. c) Game by matching the numerical cards: Then the child attempts to match the numerical exercise card with the corresponding card from the Control Cards. These are the cards that contain numerical, rather than graphical, representations of the time. If the child is successful in the matching, then place the numerical card underneath the graphical exercise card. At this point the matching is complete. d) The child then picks any card at will and then moves the hands on the clock model to the correct corresponding positions. e) The objective of this game is to provide the child with practice in recognizing and matching abstract symbols (i.e. the numerical labels)
21
2). Once the child shows sufficient confidence and familiarity with level one of the game, then he or she is ready to move on to level two. a) The second level focuses on the child's ability to recognize the graphical exercise cards. Much like the previous level, the child picks a control card at random and tries to identify the time. If he or she is successful, then place the card on to tabletop. b) Then the child attempts to match the numerical and graphical exercise cards as in the previous level. The child should demonstrate the ability to easily recognize the correct time and therefore perform the correct matching. c) Then go through the control cards to ensure that the child is able to identify each and every one of them.
22
d) The child then picks any card at will and then moves the hands on the clock model to the correct corresponding positions.
f. Practicing with the Numbered Clock Model and the Model with Missing Numbers The clock model with the numbers 1 through 12 provides practice for the child to identify the time, and serves as the answer key to the clock model without the numbers. Once the child is sufficiently proficient at reading the clock with the number labels, then he or she is ready to begin practicing with the clock without the numbers. Have the child attempt to fill the numbers back into the clock by placing the numbered magnets into the right positions. He or she can also learn to use the numbered clock as an answer key to check the solution. g. Practicing with the Question Cards The Clock Concept Cards also come with a set of question cards that are used to test the child's level of understanding the concepts of reading time. The questions encompass the numerical representations from the "Full Hour", "Quarter Hour", "Half Hour", and "Three-Quarter Hour" categories. One difference between the question cards and the concept cards is that the former is not color coded, and are all beige colored. The question cards can be used with any of the clock models depending on the child's level of understanding. During the test, the child randomly picks a question card and attempts to identify the indicated time. Then he or she tries to move the clock hands into the correct positions to reflect the corresponding time.
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This Manual is Co-Developed by : Chaoyang University of Technology Department of Early Childhood Development and Education Ni, Young-Chih, Ed. D. Won,Wen-Yu, M .Ed Chung, Li-Chih, Graduate Student Lee, Sheau-Lan, Graduate Student Chen, Chien-Ming, Graduate Student
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COM M SENS ON E
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LOGIC