Teacher comments + development

In my second workshop it was identified that their was only one other time that the teacher had seen the pupils interact like that so I asked her to email me exactly what the interaction was. I also asked her if she could identify patterns of fascinations children have to see if I can piece together potential jigsaw genres for the next prototype:

“The interaction between the two pupils was when they were on computers opposite each other and they were playing the same game simultaneously.  They were commenting on how fast the cars were going, whose was going fastest and what colour their cars were using appropriate questioning.   The things that children like varies between each child but the common denominator seems to be Thomas the tank engine, most computer games, buses, trains and really any other subject which might float their boat, so to speak.  I have had children who want to know what kind of washing machine you use and even one child at the moment who loves to put images of feet on the computer screen!  There is no real explanation for this it just seems to be whatever they themselves are interested in.”

After this email I realise that everyone has a different fascination and there in no real pattern (other than Thomas the Tank Engine). However I can’t just make loads of Thomas the Tank Engine jigsaws. So I had to figure out a way of personalising the game without making each child their own jigsaw (counter productive to interaction). So as well as rubberising the cogs to stimulate more senses I have started to explore personalisation through the cogs:

Each child will receive their own cog to personalise how they like. If they want to draw Thomas the tank engine or buses all over it then thats what they can do. As well as the cogs being personal they are also symbolic, similar to the cards children with ASD use to communicate:

As autistic children love routine this game could be set up a particular day and time every week and once the teacher says “take out your cogs” the children know what they are doing. I noticed that the children responded a lot better to me at the second workshop because they knew what they were going to be making jigsaws. They even called me ‘the jigsaw man’…

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