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1個毛蟲頭 + 9個彩色小球/每組
毛毛蟲頭: 6cm(W) x 6cm(H) x 5cm(D)
小球(直徑):4.9cm
Popboblocs彩色安全積木是一系列可自由組合的軟膠積木,孩子可以充分發揮想像力,組合不同長度的毛毛蟲,更可以與同系列其他商品一起組合遊戲!可愛的毛毛蟲以圓球體造型來連結身體的長度,由淺到深從簡單到複雜,自由組合發揮創意不同造型的毛毛蟲,真可是太好玩了。不同顏色的圓球不僅能教導孩子認識顏色,每個軟膠積木表面都有不同形狀的凹凸圖案,可讓孩子觸摸感受表面凹凸的質感,更可藉由抓捏、旋轉鈕動的動作來訓練手部的大小肌肉發展,軟膠材質還能當洗澡玩具喔!
![](images/LT/lt_empty_tc.gif)
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感官
啓發孩子的視覺、聽覺、觸覺、嗅覺及味覺。
小肌肉
鍛煉孩子手眼協調,小手指以及腳趾活動的細微動作。
大肌肉
讓孩子發展主要肌肉,如手、腿,來訓練孩子踢腳、爬行、步行及跳躍等動作。
邏輯智慧
通過設計獨特的玩具,讓孩子認識物體的關係,從而學會解決問題。
藝術思維
增強孩子對顏色、形狀及節奏感的理解。
語言表達
誘發孩子發聲及加強他們的語言能力。
情緒
通過遊樂讓孩子正面地表達情緒,並學習控制情緒。
溝通
培養孩子與他人的溝通能力。
自我形象
幫助孩子明白自我價值,提升個人自信。
*此學習階段的年齡分佈,乃一般情況下的客觀建議,父母可以根據子女個別學習快慢而自行調節進度。
目的:手部小肌肉抓取訓練
形式:圓球形的組合彩球以方便幼兒掌握而設計,父母通過鼓勵及協助,讓幼兒以左右手均能成功抓取圓球形的組合彩球,達到訓練幼兒手部小肌肉的目的。
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目的:學習辨認臉孔特徵
形式:以蟲頭作例子,讓幼童認識及分辨面部特徵,如頭、眼、鼻、嘴巴等。
![](images/1/1-2_tc.jpg)
![](images/Base/number/1_cover-3.png)
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目的:指出臉孔特徵
形式:以蟲頭作例子,父母說出如頭、眼、鼻、嘴巴等,要幼兒能在蟲頭指出相對臉孔特徵。
![](images/1/1-3-1_tc.gif)
![](images/Base/number/1_cover-3.png)
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目的:顏色辨認
形式:以組合彩球作例子,教導幼兒辨別紅、黃、藍、綠等不同顏色。
![](images/1/2-1-1_tc.jpg)
![](images/Base/number/2_cover-3.png)
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![](images/Base/number/2_cover-3.png)
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目的:形狀辨認
形式:以組合彩球上圖案作例子,教導幼兒辨別圓形、三角形、星形、螺旋形等。
![](images/1/2-2-1_tc.jpg)
![](images/Base/number/2_cover-3.png)
![](images/Base/number/dot_cover-3.png)
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![](images/1/2-2-2_tc.jpg)
![](images/Base/number/2_cover-3.png)
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目的:凹凸概念
形式:以組合彩球作例子,教導幼兒辨別連結位上的凹凸部份,建立凹凸概念。
![](images/1/2-3_tc.jpg)
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目的:組合不同長度及形狀的毛蟲
形式:通過以下咭片中例子,由淺入深,讓幼兒逐步由簡單到複雜組合不同形狀毛蟲。
![](images/1/3-1-1.png)
![](images/Base/number/3_cover-3.png)
![](images/Base/number/dot_cover-3.png)
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目的:自由組合發揮創意
形式:通過活動 3.1 學習到的組合技巧及概念,鼓勵幼兒自由組合不同形狀毛蟲,發揮創意。
目的:辨認顏色及形狀的排列規律
形式:通過以下咭片中例子,以彩球的顏色及圖案作規律,成功組合毛蟲。
![](images/1/4-1-1.png)
![](images/Base/number/4_cover-3.png)
![](images/Base/number/dot_cover-3.png)
![](images/Base/number/1_cover-3.png)
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目的:推理顏色及形狀的排列規律
形式:通過以下咭片中例子,重組當中的排列規律,並以推理找出咭片中缺失的彩球,成功組合毛蟲。
![](images/1/4-2-1.png)
![](images/1/4-2-1_ans.png)
![](images/Base/number/4_cover-3.png)
![](images/Base/number/dot_cover-3.png)
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![](images/Base/border.png)
![](images/stage_arrow_1_tc_off.png)
![](images/1/4-2-2.png)
![](images/1/4-2-2_ans.png)
![](images/Base/number/4_cover-3.png)
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![](images/Base/number/2.png)
![](images/Base/border.png)
![](images/stage_arrow_1_tc_off.png)
![](images/1/4-2-3.png)
![](images/1/4-2-3_ans.png)
![](images/Base/number/4_cover-3.png)
![](images/Base/number/dot_cover-3.png)
![](images/Base/number/2_cover-3.png)
![](images/Base/number/dot_cover-3.png)
![](images/Base/number/3_cover-3.png)
![](images/Base/number/4.png)
![](images/Base/number/dot.png)
![](images/Base/number/2.png)
![](images/Base/number/dot.png)
![](images/Base/number/3.png)
![](images/Base/border.png)
![](images/stage_arrow_1_tc_off.png)
![](images/1/4-2-4.png)
![](images/1/4-2-4_ans.png)
![](images/Base/number/4_cover-3.png)
![](images/Base/number/dot_cover-3.png)
![](images/Base/number/2_cover-3.png)
![](images/Base/number/dot_cover-3.png)
![](images/Base/number/4_cover-3.png)
![](images/Base/number/4.png)
![](images/Base/number/dot.png)
![](images/Base/number/2.png)
![](images/Base/number/dot.png)
![](images/Base/number/4.png)
![](images/Base/border.png)
![](images/stage_arrow_1_tc_off.png)
![](images/1/4-2-5.png)
![](images/1/4-2-5_ans.png)
![](images/Base/number/4_cover-3.png)
![](images/Base/number/dot_cover-3.png)
![](images/Base/number/2_cover-3.png)
![](images/Base/number/dot_cover-3.png)
![](images/Base/number/5_cover-3.png)
![](images/Base/number/4.png)
![](images/Base/number/dot.png)
![](images/Base/number/2.png)
![](images/Base/number/dot.png)
![](images/Base/number/5.png)
![](images/Base/border.png)
![](images/stage_arrow_1_tc_off.png)
![](images/1/4-2-6.png)
![](images/1/4-2-6_ans.png)
![](images/Base/number/4_cover-3.png)
![](images/Base/number/dot_cover-3.png)
![](images/Base/number/2_cover-3.png)
![](images/Base/number/dot_cover-3.png)
![](images/Base/number/6_cover-3.png)
![](images/Base/number/4.png)
![](images/Base/number/dot.png)
![](images/Base/number/2.png)
![](images/Base/number/dot.png)
![](images/Base/number/6.png)
![](images/Base/border.png)
![](images/stage_arrow_1_tc_off.png)
![](images/1/4-2-7.png)
![](images/1/4-2-7_ans.png)
![](images/Base/number/4_cover-3.png)
![](images/Base/number/dot_cover-3.png)
![](images/Base/number/2_cover-3.png)
![](images/Base/number/dot_cover-3.png)
![](images/Base/number/7_cover-3.png)
![](images/Base/number/4.png)
![](images/Base/number/dot.png)
![](images/Base/number/2.png)
![](images/Base/number/dot.png)
![](images/Base/number/7.png)
![](images/Base/border.png)
![](images/stage_arrow_1_tc_off.png)
![](images/1/4-2-8.png)
![](images/1/4-2-8_ans.png)
![](images/Base/number/4_cover-3.png)
![](images/Base/number/dot_cover-3.png)
![](images/Base/number/2_cover-3.png)
![](images/Base/number/dot_cover-3.png)
![](images/Base/number/8_cover-3.png)
![](images/Base/number/4.png)
![](images/Base/number/dot.png)
![](images/Base/number/2.png)
![](images/Base/number/dot.png)
![](images/Base/number/8.png)
![](images/Base/border.png)
![](images/stage_arrow_1_tc_off.png)
目的:立體組合
形式:通過以下咭片中例子,以彩球組合不同的立體造形,建立空間及立體概念。
![](images/1/5-1-1.png)
![](images/Base/number/5_cover-3.png)
![](images/Base/number/dot_cover-3.png)
![](images/Base/number/1_cover-3.png)
![](images/Base/number/dot_cover-3.png)
![](images/Base/number/1_cover-3.png)
![](images/Base/number/5.png)
![](images/Base/number/dot.png)
![](images/Base/number/1.png)
![](images/Base/number/dot.png)
![](images/Base/number/1.png)
![](images/Base/border_m.png)
![](images/1/5-1-2.png)
![](images/Base/number/5_cover-3.png)
![](images/Base/number/dot_cover-3.png)
![](images/Base/number/1_cover-3.png)
![](images/Base/number/dot_cover-3.png)
![](images/Base/number/2_cover-3.png)
![](images/Base/number/5.png)
![](images/Base/number/dot.png)
![](images/Base/number/1.png)
![](images/Base/number/dot.png)
![](images/Base/number/2.png)
![](images/Base/border_m.png)
![](images/1/5-1-3.png)
![](images/Base/number/5_cover-3.png)
![](images/Base/number/dot_cover-3.png)
![](images/Base/number/1_cover-3.png)
![](images/Base/number/dot_cover-3.png)
![](images/Base/number/3_cover-3.png)
![](images/Base/number/5.png)
![](images/Base/number/dot.png)
![](images/Base/number/1.png)
![](images/Base/number/dot.png)
![](images/Base/number/3.png)
![](images/Base/border_m.png)
目的:自由立體組合
形式:通過活動 5.1 學習到的組合技巧及空間概念,鼓勵幼兒自由組合不同形狀立體毛蟲,發揮創意。
![](images/share-pic.png)
分享
我們衷心期望 K's Kids 家長支援中心所提供的售後支援資訊及指引,能夠真正發揮 K's Kids 產品的學習價值,讓每一個擁有 K's Kids 玩具的小孩子都能夠在玩樂與學習中得到益處。
而我們亦相信每一個小孩子都是獨特而充滿創意的。
除了我們提供的建議學習指引之外,你或你的孩子有沒有更有趣、更有創意或者更有學習價值的新發現?Chain-an-inchworm 中一個我們從未想像過的造形?Learn to Talk™ 中發掘到更新奇的學習語言方法?或是單純想分享一下你的看法和感受?
你可以利用以下表格,提供一張相片或者一段影片,再附上說明。我們熱切祈待你告訴我們,讓你的新發現及想法可以與世界上無數更多的父母分享,讓更多的孩子能夠從我 K’s Kids 玩具中得到新的樂趣。
請不要關閉此視窗。
![](images/top_tc_off.gif)
![](images/next_tc_off.gif)