History has witnessed many famous personalities, who despite facing disability in their lives were able to become successful by exploiting their visual reasoning skills. Their unique combination of disability and visual-spatial intelligence made them successful in the world. For example:-

  • Leonardo da Vinci who had a learning disability turned to be the great Italian painter, sculptor, architect, musician, engineer and scientist.
  • Admiral Peary with a communicative disorder became American arctic explorer and naval officer.

Visual-Spatial intelligence refers to the ability to perceive the world visually in mind, the way a sailor or pilot navigates the large spatial world. Even before a child experiences school life, he innately develops the visual-spatial skills at home. It helps him to comprehend the varied aspects of life and things around him. These skills are groomed through different activities like locating distant places on maps, solving logical problems, designing interior, sense of letters and numbers etc. It helps improve many areas of brain including memory, cognitive ability and thinking skill.

To enrich such an intelligence in kids, Atmiya Vidya Mandir conducted Visual-Spatial Competition on 11th August, 2018. The competition was held in 5 different groups.

Grade: – I to II – Picture Puzzle Solving

The little kids of Grades I and II were quite excited to take part the competition. There were a total of four participants from each house. At the beginning of the competition, participants were shown a picture of rooster to observe it for five minutes. Students had to reassemble the given 6-8 pieces of the same picture in order to make a complete picture of the previously shown rooster. Their tiny hands worked effectively and enthusiastically to solve the puzzle.

Grade: – III to IV – Picture Puzzle Solving

The students of Grades III and IV were assigned with a similar but a bit more challenging task. There were total four participants from each house. At the beginning of the competition, participants were shown a picture of rooster to observe it for five minutes. Students had to reassemble the given 12-14 pieces of the same picture in the stipulated time to make a complete picture of the previously shown rooster.

Grade: – V to VI – Architectural Design

Students were given a layout of empty plot to design a 2BHK house. There were total four participants from each house. They had to architecturally design a house that was spacious and aesthetically beautiful. Children had to plan, coordinate and manage the activity in such a way so as to make the interiors more accommodative and comfortable. They had to work with minute details in order to make the best use of the available space.

Grade: – VII to VIII – Visualising the size and shape

There were total three activities conducted with four participants from each house.

  • Activity (1) Students were given a 3D object to estimate the dimensions of all its sides observing its shape and size.
  • Activity (2) Students were provided with a cogwheel puzzle on an A4 size paper to figure out the direction of the last wheel.
  • Activity (3) – Students were given an A4 size paper with a dice puzzle to guess the other side of the dice.

Grade: – IX and X – Navigating the World

This competition helped children to sharpen the skills of general knowledge about various countries, and display it symbolically without using any words. There were total four participants form each house.

For this competition children were given the choice to select any area in the school building, wherein they had to draw a replica of a World Map on the floor signifying different countries’ contribution or what it is famous for at the World level. For example – Japan’s contribution in the field of technology can be shown with any symbol that represents technology or for instance, India’s contribution in the field of agriculture can be shown with a symbol of grain shading India’s map etc. The talent needed in the activity were – artistic skill, knowledge of facts about different countries, co-ordination, symbolisation, etc.

The whole cluster witnessed an exciting learning environment by cheering their houses wholeheartedly for the successful completion of the assigned tasks and victory of their respective houses. The kids showed their proficiency through their team work and it was fun to see them brainstorming their ideas and opinions with each other openly. They listened, accepted and implemented the valid ideas without any pre-assumptions. It was astounding to see that they respected ideas from each other without the fear of losing or the pressure of winning.

The competition ended with a great pleasure of learning with fun.

Position Marks House
1 16 Sundaram
2 14 Shivam
3 12 Satyam
4 10 Suhradam

Reported by: Rashmi Ma’am