Visual Perceptual Skill Building

Description

Janine thinks this book is great fun, but I can see it sharpening her visual perception and tracking skills. We completed most of it at the tender age of three, but have a little left to do this year. It helps lay the groundwork for the higher-level skills she'll need to learn to read, write, spell, etc. later on. The book is divided into eight sections: Mazes, Visual Discrimination, Visual Closure, Visual Form Constancy, Visual Figure Ground, Visual Memory, Visual Sequential Memory, and Visual Spatial Relationships. Each section begins with a pre-test, so you can determine if the child needs work in that area, or to gauge their existing skill level. After completing each section, a post-test allows for final assessment. There are 208 activities in all, but they are quick to complete. The Mazes section is more than just finding the right path in increasingly complex mazes - exercises also practice eye-motor coordination and tracking. In Visual Discrimination, exercises are on finding likenesses, from matching shapes to matching an object or letters to identical, but incomplete, forms (visual closure). Visual Ground goes further with the student having to match a shape or figure to an identical one that is partly obscured or sitting amidst visual distractions. This really helps increase their focus. Visual Form Constancy requires students to select objects with the same shape, ignoring other attributes (placement, rotation, shading, size, etc.). In Visual Memory, the child must look at a page, then turn the page to find the match. They cannot look back at the first page. This is an exercise which helps young children to focus and practice using their short-term memory skills. Visual Sequential Memory takes this to the next level. Students briefly study a page with several figures (including letters), then turn the page and select the correct figures and sequence from among options displayed. Finally, in the Visual Spatial Relationship section, students exercise discrimination skills by selecting the one figure that's different. As in other sections, exercises increase in difficulty throughout the section. This would be an excellent workbook to use even prior to Developing the Early Learner. Many of the same skills are practiced, but at a gentler level. The book also includes answers. Book 2 in the series builds on the skills developed in Book 1. It can be used at grade level without having used the first book or for younger children who have completed Book 1. Both books were previously black and white; Book 1 is now printed in color. We assume Book 2 will be available in color shortly as well.

Teaching Method
Traditional
Teacher-centered curriculum commonly used in classrooms that may include a text, teacher manual, tests, etc.
Charlotte Mason
A methodology based on the work of a 19th century educator who maintained that children learn best from literature (Living Books), not textbooks.
Classical
A methodology based on the Latin Trivium (three stages of learning), including the grammar stage (memorization and facts), logic stage (critical thinking), and rhetoric stage (developing/defending ideas).
Unit Study
A thematic or topical approach centered around one topic that integrates multiple subject areas.
Montessori (Discovery)
A methodology based on the work of a 20th century educator that emphasizes student and sensory-driven discovery learning and real-life applications.
Other
Other methodologies
Religious Content
Secular
Contains content contrary to common Christian beliefs (i.e. evolution).
Neutral
Avoids religious or theoretical topics or presents multiple viewpoints without preference.
Christian/Religious
Faith-based or including instructional religious content.
Learning Modality
Auditory
Learns through listening, talking out loud or reading out loud.
Visual
Learns through seeing, prefers written instructions and visual materials.
Kinesthetic/Tactile (Hands-On)
Learns through moving, doing and touching.
Multi-Sensory
Curriculum that employ a variety of activities/components.
Presentation
Sequential
Curriculum progresses through well-defined learning objectives. Emphasizes mastery before moving to the next topic.
Spiral
Topics and concepts are repeated from level to level, adding more depth at each pass and connecting with review.
Conceptual/Topical
Focus is on the “why,” often with a unifying concept as well as specific skills; coverage may be broader.
Teacher Involvement
Low Teacher Involvement
Student-led materials; parent acts as a facilitator.
Medium Teacher Involvement
A mix of teacher-led time and independent student work.
High Teacher Involvement
Teacher-led lessons; may utilize discussions, hands-on activities and working together.
Additional Materials Required
No other materials needed
Everything you need is included.
Other Materials Required
There are additional required resources that are a separate purchase.
Other Materials Optional
There are additional resources mentioned or recommended but are not absolutely necessary.
Consumable
Consumable
Designed to be written in; not reusable.
Non-Consumable
Not designed to be written in; reusable.