The difference between 3D and 2D learning may seem insignificant to many people. Some may even feel that explaining it is unnecessary. However, this is a concept I have long wanted to clarify for parents. I hope this article can reach those who need it and offer meaningful support for their children.
I am not suggesting that every child must follow this approach. However, if you have been consistently using 2D, flat teaching materials and have noticed that progress is slow—or that learning seems to have stalled—this article may help you rethink your teaching direction.
Originally, I planned to write directly about why teaching should begin with 3D learning to build a foundation, and only later transition to 2D training. I intended to focus on the benefits and importance of this sequence.
However, during the pandemic, while conducting online consultations with parents via Zoom, I had the opportunity to observe many home-based training setups. One pattern appeared repeatedly: most parents relied almost entirely on 2D materials.
When I encouraged parents to introduce more 3D materials, I realised that many first needed clarity on a very basic question:
What exactly counts as 3D materials? And what counts as 2D materials?
Although these concepts seem simple, I believe it is essential to clearly define them across different learning contexts. Only then can parents make informed decisions and select materials that genuinely suit their child’s needs.
Many people assume that 3D materials simply mean objects that “can move.” However, movement is not the defining factor.
True 3D learning materials must exist physically in real space. A child’s actions directly change the object’s position or state, and concept formation is closely connected to real-world spatial experience.
For example, when a child plays a cognitive game on an iPad, the iPad itself is a three-dimensional object in the physical world. However, the game on the screen does not exist in real space. Although the child moves their fingers, their actions do not directly alter real objects in the environment.
In this situation, the child is interacting with a flat visual interface, not with a three-dimensional object itself—even though the device is physical.
Similarly, 2D materials do not mean that nothing moves.
The defining feature of 2D materials is that all interactions take place on a flat surface. These materials can still be highly flexible and engaging. They may involve changing backgrounds, using stickers, moving images, or assembling pictures.
As long as all elements remain flat images and interactions occur on a two-dimensional plane, the material is considered 2D—regardless of how dynamic it appears.
To help you visualise the differences more clearly, let’s look at how 3D and 2D materials are used across several learning domains.
If you have previously taught fruits and vegetables (recognition, selection, or naming) using 2D materials and have seen limited progress, you may consider introducing physical 3D fruit and vegetable toys [https://amzn.to/3Lg2k6D]. Once the child is able to successfully recognise, select, or name the items using real objects, you can then download the free picture cards I have prepared［ https://senwaylearning.gumroad.com/l/BP4 ］, which match the same fruits and vegetables as the toys. After the child also succeeds with these picture cards, parents can begin supporting the child in generalising the concept to other fruit and vegetable cards.
In summary, even when teaching the same concept, 2D and 3D materials present learning in fundamentally different ways.
If you would like to experience this difference through hands-on practice, you can start by teaching with real fruit and vegetable objects before moving on to images. Below are the links to the physical materials [https://amzn.to/3Lg2k6D] and the free picture materials which I have prepared［ https://senwaylearning.gumroad.com/l/BP4 ］.
In the next article, I will explore in greater depth the benefits and necessity of this teaching sequence (3D → 2D) in building a strong learning foundation for children.
