English Version 

1. Trace lines with finger and pencil
Areas of Development: Eye-hand coordination, fine motor skills, pencil holding
Explanations of the tasks on pages 12 to 16:
Place your index finger on the marked dot and trace the track with your finger to the target symbol. Repeat this three times. Then follow the trail with a pencil. Repeat this process with three different colors.
Note:
It is important to note that the children are free to choose whether they prefer to follow the trail with the finger of their right or left hand and in which hand they hold the pencil. This decision can vary from task to task until the child finds out for themselves which hand they feel most comfortable with.

2. Connecting dots
Areas of Development: Eye-hand coordination, fine motor skills, preparation for writing direction
Explanations of the tasks on pages 18 to 24:
Page 18: Connect the dots by drawing a line from the start point icon to the target flag. Note that the start point icon is sometimes on the left and sometimes on the right.
Page 19: Connect the dots with each other. Note that the start point symbol is sometimes on the left and sometimes on the right. Be careful not to touch the animals when connecting the dots.
Page 20: Connect the dots with each other. Be careful: the start point symbol can be on the left and on the right. Make sure that your lines do not touch each other.
Page 21: Connect the three dots one after the other. Place the tip of your pencil onto the start point and connect to the second point and from there to the third point with the target flag. Note: The start point can sometimes be on the left and sometimes on the right. When connecting the dots, try not to touch the animals.
Page 22: Connect the six dots one after the other. Place the tip of your pencil onto the start point and connect to the second point and from there to the third point and so on. Note: The pencil can sometimes be on the left and sometimes on the right. When connecting the dots, try not to touch the animals.
Page 23: Connect the eight dots one after the other. Place the tip of your pencil onto the start point and connect to the second point and from there to the third point and so on. Note: The pencil can sometimes be on the left and sometimes on the right. When connecting the dots, try not to touch the animals.
Page 24: Draw a line from the dot to the bottom line. Be careful not to touch the animals and not to draw beyond the bottom line.

3. Tracing shapes and patterns
Areas of development: Eye-hand coordination, writing direction preparation, fine motor skills, perseverance, concentration
Explanations of the tasks on pages 26 to 34:
Page 26 a: Rectangle: Place your pencil exactly on the dot and trace the path of the caterpillar in the rectangle. Repeat with three different colors. Be careful: The caterpillars in the rectangles run in different directions, sometimes to the right, sometimes to the left.
Page 26 b: Circle: Place your pencil exactly on the dot and trace the path of the caterpillar in the circle. Repeat this with three different colors. Be careful: The caterpillars in the circles run in different directions, sometimes to the right, sometimes to the left.
Page 27: Place your pencil on the dot and trace the path of the caterpillar. Make sure you always stay between the two lines.
Page 28, 29: Trace the given shapes by following the dotted lines.
Page 30, 31: Follow the trace and draw circles. Make sure you always stay between the two lines.
Page 32: Follow the track and draw lines from top to bottom. Make sure you always stay between the lines.

4. Finding and Retracing paths
Area of development: Eye-hand coordination, fine motor skills, visual perception, concentration
Explanations of the tasks on pages 36 to 40:
Page 36: Place your pencil at the starting point. Follow the lines and connect the same animals with each other. Make sure that you follow the lines continuously from the starting point to the end and do not accidentally get lost.
Page 37: Place your pencil at the starting point. Follow the lines from the starting point to the end and make sure to not accidentally get lost.
Page 38: Follow the lines. Copy the symbol from the starting box and paste it into the goal box. Make sure that you follow the line completely.
Page 39, 40: Follow the lines and connect the same animals with each other. Make sure that you follow the lines continuously from the starting point to the end and do not accidentally get lost.

5. Recognize and continue patterns
Areas of development: Visual differentiation, spatial perception, ability to concentrate, perseverance
Explanations of the tasks on pages 42 to 44:
Page 42: Look at the shapes and their order in the first boxes. Now continue the sequence by drawing the shapes in the empty boxes.
Page 43: Look at the shapes and their order in each row. Continue the sequence.
Page 44: Look at the shapes in the boxes in each row. Now put the shapes in the correct order.

6. Transfer pictures to the right place
Areas of development: Visual perception, concentration, memory, fine motor skills
Explanations of the tasks on pages 46 to 50:
Pages 46 to 49: Transfer and draw the pictures from the upper grid into the lower grid. Make sure that you draw the pictures in the lower grid exactly where they are placed in the upper grid.
Page 50: Transfer and draw the triangles from the left-hand grid into the right-hand grid. Make sure that you draw the triangles in the right-hand grid exactly where they are placed in the left-hand grid.

7. Recognizing shapes and sizes
Areas of development: Concentration, perception, serial thinking, visual differentiation
Explanations of the tasks on pages 52 to 62:
Page 52: Compare the two illustrations. Draw a circle around the larger picture and color the picture.
Page 53: Draw a square around the smaller picture and color the picture.
Page 54: Draw a circle around the largest picture and a square around the smallest picture.
Pages 55 to 59: Connect the pictures in order of size. Start with the smallest picture.
Page 60: Compare the two pictures and decide which is larger and which is smaller. Draw a greater-than sign (>) or a less-than sign (<) between the pictures.
Page 61: Compare the two pictures and decide which is larger or smaller or whether they are the same size. Draw a greater-than sign (>) or a less-than sign (<) or an equal sign (=) between the pictures.
Page 62: Compare the size of the pictures in a row and decide which signs fit between the pictures in the row. Draw the greater-than sign (>) or the less-than sign (<) or the equal sign (=) at the appropriate place.

8. Add missing items
Areas of development: Concentration, perception, memory, visual differentiation, serial thinking
Explanations of the tasks on pages 64 to 80:
Page 64: Look carefully at the figures in the top box. Which figure is missing in the rows below? Draw the missing figure in the empty boxes in the bottom rows. Make sure that the order of the figures is preserved.
Pages 65 to 67: Examine the shapes in the top box. Find out which shapes are missing in the bottom rows. Draw them in the empty boxes. Note that the order of the shapes is not the same.
Pages 68, 69: Look at the dice in the top box. Which dice are missing in the bottom rows? Draw them in the empty boxes. Make sure that the order of the dice is maintained.
Pages 70 to 72: Examine the dice in the top box. Find out which dice are missing in the bottom rows. Draw them in the empty boxes. Note that the order is not the same.
Pages 73 to 75: Look at the animals in the top box. Which animals are missing in the bottom rows? Do not draw the missing animals themselves, but the dice that belong to the animals in the empty spaces.
Page 76, 77: Look at the largest heart and count the dots inside it. Compare the number of dots in the other hearts with the number of dots in the largest heart. Find out how many dots are missing in the other hearts and draw them into the hearts. In the end, there should be as many dots in all the hearts as in the largest heart.
Pages 78 to 80: Look at the shapes in the top box. Which shapes are missing in the lower boxes? Draw them in the empty boxes.

9. Assign correctly
Areas of development: Memory, spatial relationships, visual differentiation, concentration, fine motor skills
Explanations of the tasks on pages 82 to 88:
Pages 82 to 84: Look at the large table with the different shapes. There are many small tables at the bottom, each showing the large table. Each has a marked compartment with a pin. Find the pin at the small table and look at the large table to see which shape belongs to this compartment. Draw this shape behind the equal sign (=).
Pages 85 to 88: Look at the tables with the different shapes. There is a pin at each small table. The shape behind the small table should be drawn into the correct compartment at the larger tabel. Look at the pin at the small table and find the right place at the large table. Now draw the shape at the correct place.

10. Identify directions
Areas of development: Spatial relationship, visual differentiation, concentration, serial thinking
Explanations of the tasks on pages 90 to 98:
Page 90: Identify in which direction the boy is stretching out his arm. Draw a line between the boy's arm and the dog.
Page 91: Identify caterpillars looking to the left. Draw a triangle in front of these caterpillars. Identify caterpillars looking to the right and draw a circle in front of them.
Page 92: Identify animals that look to the left. Draw a triangle in front of these animals. Identify animals that look to the right and draw a circle in front of them. Paint all the triangles blue and all the circles red.
Page 93: Identify animals looking up, down, right or left. Draw a square in front of animals that are looking upwards. Draw a circle in front of animals that are looking down. Draw a rectangle in front of animals looking to the right. Draw a triangle in front of animals looking to the left. Color the triangles blue, the circles red, the squares yellow and the rectangles green.
Pages 94 to 98: Look at the pins on the pages. Find out which position the pin is indicating. Identify the direction the boy is pointing and draw an arrow in that direction.

11. Spatial orientation
Areas of development: Spatial relationship, visual differentiation, concentration
Explanations of the tasks on pages 100 to 104:
Page 100: Look carefully at the top table and the figures on the table, under the table, to the left of the table and to the right of the table. Now look at the lower tables. Find the pin and identify the location it shows. Find the corresponding figure and draw this figure behind the equal sign (=).
Page 101: Look carefully at the top table and the shapes on the table, under the table, to the left of the table and to the right of the table. Notice that there are more shapes this time. Now look at the lower tables. Look at the pin and recognize the location it shows. Find the corresponding figure location and draw this figure behind the equal sign (=).
Page 102: At the bottom of the small tables you will find pins. Each pin indicates a location on the table. A figure is assigned to each location. Look carefully at the figures. Draw the matching figures at the top of the table in the right places.
Page 103: At the bottom of the small tables you will find pins. Each pin indicates a location on the table. A shape is assigned to each location. Look carefully at the shapes. Draw the matching figures at the top of the table in the right places.

12. Combine
Areas of development: concentration, visual perception, spatial understanding, serial thinking
Explanations of the tasks on pages 106 to 120:
Page 106: There is one figure in each circle, for example a circle or a triangle. Decide what combination the two figures in the circles represent. Connect the correct combination to the corresponding rectangle by drawing a line.
Page 107: Look carefully at the combination of the two symbols in the rectangle. Draw the matching symbols into the circles that are connected to the rectangle.
Page 108: Look at the two lower bricks that are next to each other. Draw the same symbols into in the upper brick on top of them.
Page 109: Look at the three lower bricks. Draw the shapes you see in the bottom bricks into the two bricks on top of them. Now look at the shapes in the two middle bricks and draw these shapes into the top brick.
Pages 110 to 116: Watch the table. There are figures on the left and also at the top of the first row. Imagine that the top figures go down step by step. And the figures on the left move step by step to the right. Find the correct combination. Draw the correct combination of figures at the appropriate place in the table.
Pages 117 to 120: Watch the table. There are figures on the left and also at the top of the first row. Imagine that the figures at the top go down step by step. And the figures on the left proceed to the right step by step. Identify the combinations in each place where the figures would meet. Instead of drawing the combination itself, draw the corresponding dice at the location of the combination.

13. Tracing and continuing line patterns
Areas of development: Accuracy, perseverance, fine motor skills, concentration, perception
Explanations of the tasks on pages 122 to 138:
Pages 122 to 135: Trace the pattern with your pencil. Start at the starting point and draw the line following the pattern to the target symbol. Animals are placed along the way to help you find your way.
Pages 136 to 138: Trace the given pattern. When you reach the end, continue the pattern from that point. Animal symbols are placed along the way to help you find your way. Repeat the process by continuing the pattern each time until you reach the target symbol.

14. Clever thinking
Areas of development: Concentration, perseverance, perception, thinking
Explanations of the tasks on pages 140 to 144:
Pages 140 to 143: Draw lines to connect the same animals. For example, pig with pig and snail with snail. Make sure that the lines do not touch or cross each other.
Page 144: Draw lines to connect the same animals or the same animals facing in the same direction. For example, pig with pig and ladybird looking upwards with ladybird also looking upwards. Make sure that the lines do not touch or cross each other.

15. Accurate observation
Areas of development: Differentiated perception, basic figure perception, concentration, thinking, perseverance
Explanations of the tasks on pages 146 to 162:
Page 146: Find out which animals are the same and connect them to each other.
Page 147: Look for identical shapes and connect them to each other.
Page 148: Connect the shadow images to the corresponding animals.
Page 149: Mark all triangles in red, circles in green and squares in blue.
Page 150: Look at all the triangles and color the ones that look down.
Page 151: Find the ladybirds that are upside down and color them.
Page 152: Look at the giraffe in the box in the top right-hand corner. Find identical giraffes and color them.
Page 153: Look at the pig in the box in the top right-hand corner. Find identical pigs and color them.
Page 154: Examine the triangles and mark those that have a dot.
Page 155: Find the triangles that are pointing downwards and color them.
Page 156: Mark triangles that look upwards and have a point in the middle and triangles that look downwards.
Page 157, 158: Look at the carrots and color the ones that are pointing upwards.
Page 159: Find the animal that looks like a C.
Page 160: Find the snake that looks like an F.
Page 161, 162: Compare both pictures carefully and mark ten differences between them.