This series supports children’s cognitive, social and emotional development using the TÜZDER Education Method (TEM). Its approach recognises progress in small steps and aims to develop each child’s abilities.
The number and presentation of images are designed to support memory, just as a varied vocabulary supports expression and imagination. The publisher describes the activities as developing 21st-century skills, aligned with assessment approaches such as PISA and TIMSS, prepared to international standards with multiple language options, and approved by ICIE, the International Centre for Innovation in Education.
Contents and levels
Nine books in three levels, designed around ages 7, 8 and 9+:
- Level 1 – IQ, skills, attention and visual perception: Draw, Cube, Find
- Level 2 – IQ, logical inference, verbal logic and visual memory: Solve, Mind, Crossword
- Level 3 – IQ, logic, reasoning and strategy: Coordinate, Matrix, Algorithm
The publisher recommends using the complete nine-book series or a three-book level set.
Learning aims
Activities target reasoning, attention, visual-spatial perception, visual memory, discrimination, spatial detail and motor skills. Questions and difficulty levels are selected with these aims in mind.
Children practise perceiving and comparing shapes, understanding parts and wholes and dimensions, following logical sequences, concentrating and persisting with a task. Tasks also involve copying shapes, perceiving colours and objects in complex or three-dimensional settings, comparison, analytical thinking, induction and deduction. Completing challenges can support confidence while learning remains enjoyable.
How to use
Work through the activities in order: they progress from easy to difficult and simple to complex. Similar tasks become gradually more demanding, allowing children to build on earlier skills.
Children may make mistakes or find tasks difficult. Observe how they cope with frustration, impulses and emotions, and offer encouragement and support. The activities also practise following instructions and connecting auditory and visual information.
The publisher notes that developmental and chronological ages may differ and explains that the tasks allow for individual developmental differences.
Use the books daily, preferably at a consistent time. Timings on some pages offer a general indication of progress. Children may work with parental supervision or independently, gradually developing study habits.
