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Keep the game fun and lively (its beginning to be more and more intellectually challenging for the young child, so make sure that he's having a lot of fun doing it). As the child progresses and gets more and more competent in filling in the cards in their correct suits and sequences from the faced-up cards, move upwards to the next step. Shuffle all forty cards and keep them in a pack, faced-down. Then "open" one card at a time, and ask the child to place it. When the child has reached the stage where he has a "mental reference framework" for the four sequenced suits, he can put that first card on the floor in a spot that he has desisnated.

4 ¥ i. s 4 •i. • • * i f *• 4 '4 4 4 4 • • •• S • • i • A A • •• > • 1- • • • ^ • • ^ 1. 1 3 4 * * * * * * * • s ^ * £ * s When the child is comfortable with the first five games and the different variations that parents/ grandparents create for them, the child is ready for game 6 — which features the culmination of the multiple characteristics in cards. Begin with one pack of cards. First encourage the child to sort the cards, faced-up, into four different groups according to their suits. Then encourage the child to sequence the "hearts", from 1 to 10.

O 4—' c CO o u colour, are the same trains the child to be highly selective. g. red ace of hearts goes with red 10 of hearts, and not with red ace of diamond. While such distinctions may be obvious for an adult, for a child, this is quite an intellectual achievement. _g& ALWAYS So along with the child if he is inventive and creative, and wants to play cards in a totally different way. This game requires some preparation on the part of parents/grandparents. Take out all the 2's and the 10's (four cards each).