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I don't think there is one specific point it relates to as such - wouldn't it depend on the skills the child was demonstrating through the act of completing a puzzle, regardless of how many pieces it has.


They could for example be:


demonstrating high levels of involvement PSED

physical control of the pieces, manipulating them to fit, PD

recognising/matching shapes or colours, PSRN

problem solving through the way they solve the puzzle - some just randomly pick up pieces, others select more carefully using visual cues to guide their choices PSRN

Working with others, taking turns or listening to the views of others PSED/CLLD

Engaged in the image on the puzzle KUW/CLLD

predicting where pieces may go as more is revealed CLLD/PSRN


etc etc etc!!! You would have to look at the specific element of the area of learning to refine the assessment.


It will depend on your observation of how the child tackled the task in hand rather than the outcome of a completed puzzle = process not product!!



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