Original Handmade Tangible Teaching Materials
Our Original Handmade Tangible Teaching Materials are introduced below. These are provided for participants who are in the sensory motor period or in the preconceptual thought stage on Piaget Cognitive Development Stage with special ingenuity to fit their cognitive development. We regard these OHTTMs as communication tools or substitutions for language rather than which encourage such participants to get more skills. This is the distinct and unique feature of our study group.
Dropping Metalic Cylinder 
Sliding Balls along the Rope 
Distinguishing Balls & Rings 
Making Shape（□）
by Strong Magnets
Making Shape(〇）
by Strong Magnets
Making Shape(△）
by Strong Magnets
Compairing 3 Sizes
with Strong Magnets
Sliding Number Blocks
Made of Nuts
Stick Device with Steps 
Matching Devices
of Animal Pics
6 Defferent Size of Sticks 
Matching device with Soft Balls 
Matching Devices
with Strong Magnets
Promoting device
to Use Both Hands
Matrix of colors & Sizes
We believe tactile receptor is important to communicate with people in early developmental stage. Because they learn through sensori-motor activities. Our special ingenuity of OHTTMs is focusing to help participants “reach and operate” those materials. Reaction from such materials also important. OHTTMs almost response with nice sounds, smooth touch, and “fit into” feelings when participants operate them. (We often use magnets to make such responses.)
Verbal instruction is not always necessary. If he/she is interested in a material (or sensori-motor learning), he/she will reach his/her hand and touch the material. We select such materials for comfortable communication.
Rules for comfortable communication
Facilitators need to keep some rules for comfortable communication with participants. Such as….
1. Let’s start from the task he/she can do. Refrain from compelling the participant to do.
2. You should select the item which participant has glanced at or touched. If he/she refuse it, it had better change the material immediately.
3. Verbal instructions and facilitation by hands should be minimized. Observe carefully and respect his/her way of manipulating the materials.
4. Let’s praise softly at the precise moment when he/she has glanced at you (his/her facilitator) with face as “well-done!”, not when the facilitator has felt he/she makes it well.
These may be the trick to sharing the joy of learning with participants who feel difficulty to learning.