- 10 wooden cubes ranging from 1cm3 to 10cm3, differing in 3 dimensions. The cubes increase progressively in the algebraic series of the third power. Therefore, the second cube equals 8 of the first; the third cube equals 27 of the first etc…
- A floor mat of contrasting color.
- A small stand on which to keep the tower where it can be seen from at least 3 sides.
Invite the child by telling him you have something to show him. Tell the child that for this lesson, we will need a mat. Have the child fetch and unroll a mat. Bring him over to the Tower stand and tell him: “This is the Tower”.
- Show the child how to carry the top cube by gripping from above the top edges using your right thumb and index finger.
- Place your left hand flat under the cube and carry the cube at waist level.
- Then reset the cube on the Pink Tower and have the child carry the cube over to the mat.
- Show the child where to place the cube in the right haft of the mat. (Never have the child place a cube on the left half.)
- Have the child bring over the rest of the cubes and place them randomly on the mat.
- Once the cubes get too big for the child to pick up and carry by only using one hand, show the child how to gently tilt the cube back using your right hand and sliding your left hand flat under the cube (first picture). Then lift the cube up and place your left hand flat under the entire cube (second picture).
- Then bring the cube to waist level and place your right hand flat on top of the cube.
- Carry the remaining cubes one at a time over to the mat.
- Once all of the cubes have been placed, have the child stand to your left.
- As you remain standing, carefully pick up the largest cube and place it near the front left corner of the mat (closest to the child).
- Turn to the child and tell him that you are now looking for a specific cube.
- Go over to the right half of the mat and carefully choose the next biggest cube.
- In a steady and precise movement, place the cube in the center of the bottom cube.
- Once it has been placed, check to see if it is well centered.
- Continue placing all of the cubes in correct order until the last cube has been placed on the top.
- Stand looking over the tower to check if all of the cubes are centered.
- Allow the child to do the same.
- Then check from every side by squatting down low to check for it being centered.
- Have the child check as well.
Dismantle the tower in the same way you did when you were bringing the tower over to the mat from the stand and place them back on the right half of the mat.
Invite the child to build the Pink Tower. To help him get started, ask him which cube he is going to start with. If the child seems to understand, you can let him work alone. Once he is done, have him replace the cubes in correct order and centered back on the stand.
The child builds the tower individually as was shown in the demonstration.
Once the child has seemed to master the building of the tower, the directress will show him another way of building the Pink Tower. The directress will demonstrate in the same manner as above but instead of placing each cube in the center of the cube under it, she will line them up at a right angle will two sides adjacent. Once the entire tower has been built in this way, the directress will pinch the top cube with her thumb and index finger and place it on the ledge of the bottom cube. Starting at the far back, the directress will slide the smallest cube along the length of the entire ledge. This will be repeated for every ledge, by working you way up from one ledge to another. The child will then try. Once he is done, the child will replace the tower centered on the stand.
Grading from an extreme.
Grading from a midpoint.
Large and Small
The positives, comparatives, and the superlatives
Visual discrimination of dimensions.
- Refinement of voluntary movement by placing the cubes one on top of the other with one single movement of the hand.
While doing this movement, the child is refining visual-motor coordination and is called upon to concentrate.
- Preparation for mathematics.
- The control of error lies within the child being able to discriminate dimensions.
- Visual Harmony
3 – 3 1/2 years (After the child has been introduced to a number of Practical Life Exercises.)