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beautifully coloured high quality educational wooden toy puzzle.

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Grimm’s Small Octagon 32 Triangles

Grimm’s Spiel & Holz Octagon 32 triangles is more than just a puzzle.

Children can creatively use the pieces to form new shapes, designs and creations. Imaginations will be put to work when little ones discover this high quality learning tool.

Dimensions: 18 cm x 4 cm deep

Recommended for age 4 and above

Why we love Grimm’s !

  • Grimm’s Spiel & Holz have been making unique and distinctive natural wooden toys since 1978.
  • Grimm’s natural toys are well renowned in Europe and used extensively in kindergartens and by speech and occupational therapists.
  • Specially developed to promote sensory perception, Spiel & Holz toys are known for their wonderful textures and exceptional colour finishes.
  • Inspired by the educational philosophy of Rudolf Steiner, Spiel & Holz toys leave room for independent and open-ended play, allowing for the child’s own imaginative and creative life to be developed.
  • Grimm’s natural wooden toys are created with the very best of care using European woods – alder, lime, maple and cherry.
  • Spiel & Holz toys have no sharp edges or corners as all the toys are individually sanded by hand. Each toy is hand-finished with special non-toxic and water-based dyes providing distinctive colours and shades, and then treated with pure vegetable oil.
  • Grimm’s have a strong environmental policy – using green electricity sources, and minimal packaging.
  • Grimm’s toys are highly recommended as the basis for all good play – building and discovering spatial relationships through creativity and sensory experiences.


While there is no one definition of play, there are a number of agreed characteristics that describe play. Play can be described as:

  • ƒ  pleasurable—play is an enjoyable and pleasurable activity. Play sometimes includes frustrations, challenges and fears; however enjoyment is a key feature
  • ƒ  symbolic—play is often pretend, it has a ‘what if?’ quality. The play has meaning to the player that is often not evident to the educator
  • ƒ  active—play requires action, either physical, verbal or mental engagement with materials, people, ideas or the environment
  • ƒ  voluntary—play is freely chosen. However, players can also be invited or prompted to play
  • ƒ  process oriented—play is a means unto itself and players may not have an end or goal in sight
  • ƒ  self motivating—play is considered its own reward to the player (Shipley, 2008).Once you have decided what play means to you, you should next ask yourself, why play-based learning? What is it about play that makes it so important? Play has a long and detailed research history that dates back to the work of Locke and Rosseau. Research and evidence all point to the role of play in children’s development and learning across cultures (Shipley, 2008). Many believe that it is impossible to disentangle children’s play, learning and development.


While research on brain development is in its infancy, it is believed that play shapes the structural design of the brain. We know that secure attachments and stimulation are significant aspects of brain development; play provides active exploration that assists in building and strengthening brain pathways. Play creates a brain that has increased ‘flexibility and improved potential for learning later in life’ (Lester & Russell, 2008, p. 9).

Young children’s play allows them to explore, identify, negotiate, take risks and create meaning. The intellectual and cognitive benefits of playing have been well documented. Children who engage in quality play experiences are more likely to have well-developed memory skills, language development, and are able to regulate their behaviour, leading to enhanced school adjustment and academic learning (Bodrova & Leong, 2005).



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