Educators have shown some interest and described projects and experiences with transformation geometry for children from kindergarten to high school. In the case of very young age children, in order to avoid introducing new terminology and to make links with students' everyday experience with concrete objects, it was sometimes recommended to use words they are familiar with, like "flips" for line reflections, "slides" for translations, and "turns" for rotations, although these are not precise mathematical language. In some proposals, students start by performing with concrete objects before they perform the abstract transformations via their definitions of a mapping of each point of the figure.