A comparison of Competencies 5 & 6
as seen through the lens of the solving jigsaw puzzles

Created by Christine Pérusset and Kim McGrath, MELS consultants

Complete document available in PDF format

What is the definition of a jigsaw puzzle?

According to Webster’s:

A jigsaw: A  puzzle consisting of small irregularly cut pieces that are fitted together to form a picture.

A puzzle: A question or contrivance designed for testing ingenuity.

A Chinese puzzle: An intricate or ingenious puzzle.

In the figurative sense: a very complicated problem that can only be solved by assembling a large number of scattered elements.

Where do jigsaw puzzles come from?

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.

Free a translation of the French text found on the following website: http://www.merci-facteur.com/puzzle/histoire-puzzle_e76.html

What should be the focus when children do jigsaw puzzles? TABLE 1

As children become more experienced, their action and observation sequences become more complex, and it is at this point that the jigsaw activity becomes a process.   

What do children learn by doing jigsaw puzzles? What questions should teachers ask themselves?

When children do jigsaw puzzles, they can learn a number of things. In this document, connections are made only with competencies 5 and 6. This choice was made in response to the concerns raised during the training session on Competency 5.

What are the differences between Competency 5 and Competency 6, when observing a child do a jigsaw puzzle?

Connections with Competency 5 “To construct his/her understanding of the world ”: TABLE 2

This competency is related to the child’s cognitive development, and the aim here is for the teacher to understand how the child thinks, so as to support his/her learning process There is also a connection with the child’s ability to do a jigsaw puzzle. Again, it should be remembered that we are only considering the aspects related to this particular competency. Some children may not be able to do jigsaws simply because they are not interested. In these cases, other games should be offered, so that the children have an opportunity to develop the competency.

Elements common to Competency 5 and Competency 6: TABLE 3

Table 3 shows the aspects of both competencies for which the observations are similar.

Connections with Competency 6 “To complete an activity or project”: TABLE 4

This competency involves the work method used by the child to do the jigsaw puzzle . 

What role do the subject areas play the developement of the competency?

The subject areas provide a means of naming the learning acquired, of constructing the concepts that form part of the subject area, of intervening and helping the children put names to the things they do, and of decoding what they know. Language is used to name the concept on which a subject area is based, and this can provide information that will help the teachers know when they should intervene. In some cases, it can be the lens through which teachers observe what is being done in class. The subject areas provide a common language through which those concerned can speak to and understand one another. In this particular competency, the focus is on how children learn, so that they can be given the tools to become good learners throughout their lives. Described in this way, the subject areas become means as opposed to ends.

By bearing the subject areas in mind, teachers are able to define a topic in its entirety, support the development of the theme and develop strategies. Through the topics, subject areas acquire meaning and become contexts to be developed (history, open attitude to the world, authors, illustrators, elements from other cultures, changes over time).

A summary of the strategies and knowledge that can be used to do a jigsaw puzzle appears in TABLE 5 .

Examples:

• See the different types of calligraphy used in picture books
• See how the vocabulary differs according to the type of picture book (trucks)   

What evidence should be kept to illustrate the children’s learning? EXAMPLES OF EVIDENCE

1. Take photographs of the children while they are doing jigsaw puzzles
2. Use observation sheets for the jigsaw puzzles done by the children 
3. Create a poster, with the children, that highlights the strategies they can use to complete a jigsaw puzzle.

And what about extending the jigsaw puzzle notion to other games that allow the children to develop similar learning!

There are many interesting websites on this subject, including the following:

Different types of jigsaw puzzles

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

 

Mathematics games (e.g. Architeck, Go-Getter, Zoologic)

http://www.braultbouthillier.com/brault_en/mathematique/jeux-mathematiques?p=4  

 

Tangram

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

 

Research on the role of puzzle play in the developement of Science, Technology, Engineering and Mathematics (STEM)

Puzzle Play Helps Boost Learning Math-Related Skills
Source: University of Chicago. Released: 2/16/2012 9:00 AM EST
http://www.newswise.com/articles/puzzle-play-helps-boost-learning-math-related-skills

French  Version

Les casse-têtes favoriseraient le développement d’aptitudes mathématiques

Réseau d'information pour la réussite éducative. Publié le 27 février 2012

http://rire.ctreq.qc.ca/2012/02/les-casse-tetes-favoriseraient-le-developpement-daptitudes-mathematiques/