A prewriting activity can start by looking at a path, pointing out where it begins and choosing how to explore it. Before asking for a result on paper, you can decide which board to present and what activity you want to share.
These examples are intended to help organise an activity at home or in the classroom. If you prepare it for an autistic child, connect the material with their interests, their preferred way of taking part and the support agreed with the person accompanying them.
A material with different paths
The Prewriting Kit, item 702, includes double-sided exercise boards and a marker. The Henbea manual describes exercises of increasing difficulty and cleaning the material; it states an age range of 3–8 and a small-parts warning. Check the instructions for the version you use.
You can compare the boards before choosing the activity. This article's suggestions focus on selecting a path and preparing different ways to present it, without setting a universal sequence or a timetable for moving on to writing.
Idea 1: get to know the path
Choose a board and locate the points on the path you will look at. You can point to the beginning, the end or a change in direction, and describe the activity: “we are going from here to here”.
Before using the marker, you can look at the path or follow it with a finger, in line with the material's instructions for use. The person supporting the activity decides which version to present and what help to prepare at that moment.
Idea 2: choose a section
You can present part of the path rather than the whole board. Clearly decide which section to explore and point out where that activity ends. Keep the board intact and use the material as instructed in its manual; you do not need to alter it.
When comparing two boards, offer the opportunity to choose which one to explore. That choice can itself be the beginning of the activity. The same path can be presented again without making every session an obligation to move to another level.
Idea 3: trace and reuse
Prepare the included marker and a supporting surface. Show the path you have chosen and offer help appropriate to the activity. When you finish, review the cleaning instructions before reusing the board.
A conversation can focus on the path you followed: where it started, which section you chose or which path to try next time. The example relates to the activity completed, without requiring everyone to give the same explanation or work at the same pace.
Another option: outlines with shapes
If the interest is in building a drawing with shapes, Montessori Shapes has documented uses for outline tracing. See the shape activities and decide whether that activity fits better than a board with paths.
The difference when choosing is the game you want to prepare: explore already drawn paths or build a composition from outlines. Each product's manual retains its own usage requirements.
What to prepare before starting
- The board or figure you have chosen.
- A suitable surface for the material.
- The specified tool and instructions for use.
- The support you will offer and the section of the activity.
- Tidying and cleaning in line with the documentation.
To compare tracing, threading and composition options, visit the Henbea selection of educational materials. If you are organising these materials for a centre, continue with the classroom guide for autistic pupils.
