Play, movement and touch - RNIB



Learning through play in the early years

This document is about supporting play for young children with a vision impairment. It covers early play and exploration and developing play using Tina Bruce's 12 features of play. It also recommends ways of creating play environments as well as choosing toys and making treasure baskets and sensory development boxes. It is part of our Supporting Early Years Education series. At the end you will find the full series listed, and details of where to find them.

Contents

1. Play, movement and touch

2. Planned play

3. Toys and play for children who are blind or partially sighted

4. Treasure Baskets

5. Sensory development resource boxes

6. Further guides

1. Play, movement and touch

Here, Stella Lamb, a former teacher with the Coventry education service for vision impairment, offers suggestions and ideas for exploring the tactile world, as well as examples of toys and items that will contribute to offering a wide variety of tactile experience to support the development of a child with vision impairment.

Contents

1.1. Early days - making sense of a baby's environment

1.2. Encouraging touch and offering tactile experiences

1.3. Helping children develop tactile skills

1.4. Encouraging movement

1.1. Early days - making sense of a baby's environment

It is important to ensure that babies and young children who cannot make sense of the world visually do so by other means. Families are encouraged to develop their baby's sense of time and space with clearly identifiable sensory clues throughout the day. This informs the baby about what will be happening next and assists in developing independence and autonomy. Examples of this include:

Bath time

It helps if daily events, like bath-time, always happen at the same time each day, perhaps as part of a bed-time routine. The bathroom usually echoes, so is a good place to sing and splash as well as smell the bubble baths and shampoos. It is also an ideal time to become aware of body parts and to experience different skin sensations, oil, soap, bubbles. This is always followed by drying, cuddled up in a big towel, with some time for more rhymes about fingers and toes.

Bed time

The bedroom will have different smells, sounds and textures and will signal settling down (with any luck). Stories, especially those with plenty of repetition, like some of the traditional ones, cannot be started too early in a child's life. A familiar tape can be gradually lowered in volume until sleep takes over. In this way, a small baby can begin to differentiate between night-time sleep and a daytime nap taken in day-clothes and, if necessary, downstairs.

Outdoors

Daily routines vary according to family practice and children's individual needs and preferences. One baby may become aware that it is time to go out when he hears the pushchair coming out of the cupboard under the stairs. Another knows which granny he is visiting as soon as the pram wheels crunch over the gravel path. Every event and space can be identified by a smell, sound or texture, mostly more potent than words. This is, of course, in addition to the constant verbal explanations and conversations which all babies love and learn by. Outdoors also offers the opportunity to experience different weather conditions. The child can get to know and understand rain, wind and snow, by feeling them.

1.2. Encouraging touch and offering tactile experiences

For a child with severe vision impairment, it is important to offer as wide a range of tactile experiences as possible right from the beginning.

Fabrics

A box of toys can include fabrics of all kinds, such as:

• a chiffon scarf for 'peekaboo'

• a foil survival blanket to scrunch and reflect

• florists' cellophane stitched inside a stockinet dishcloth to kick

• a flat silky cushion containing polystyrene beads or chamois leather to clutch

• and all kinds of donated scraps of embroidered saris and veils to touch and enjoy.

Use interesting items

Anything that feels interesting is ideal. Items can be purchased from a pound shop, or borrowed from the bathroom or kitchen The more hinges, flaps, and holes the better. Examples might include:

• brushes

• shower flowers

• pan scourer

• lemon reamer

• pasta strainer

• a sturdy fabric softener bottle with a handle makes a very satisfactory pull-off push-on toy with Velcro cotton reels (perhaps covered in fur fabric)

• film cases filled with different sounding objects

• small Pringles cases, when covered, make good casings for those toys which make noises when inverted.

Tactile nursery rhyme prompt cards

Tactile nursery rhyme prompt cards are useful. These can be made from A4 card and link touch to a particular song. For example, a piece of fur fabric stuck on card can link with 'Round and Round the Garden like a Teddy Bear'. It is best not to make any attempt at visual representation so long as the feel is right. For children with partial sight, these cards may have a tactile or sound element but can also be visually interesting. The song 'Mary, Mary quite contrary' could be represented by a fluorescent green jagged pattern against black card with jingling bells sewn on. 'Twinkle, twinkle little star" might be a single diffractive silver star stuck onto dark blue card. In time, the child will be able to choose a favourite rhyme between two cards offered.

Tactile books

The same production principles apply to the adaptation of books into tactile form. There are tactile books commercially available including some with braille and print. These are useful for sighted carers, teachers, and parents to accustom children to the notion that braille dots carry meaning - in the way that print does for sighted people.

1.3. Helping children develop tactile skills

Exploring and manipulating objects and books will develop strength, dexterity and sensitivity. But most of all, it will encourage curiosity and tolerance towards new experiences. Learning materials should be tailored to the individual child. Before they start to explore with their hands, infants gain a wide variety of information through their mouths, so it is essential that blind babies have opportunities to suck and mouth foods of different consistencies as well as objects that are pleasing - and safe! The child will need to be encouraged to hold, reach out, grasp, squeeze, twist, press, poke, explore texture, weight and hardness. They will need to move from using the whole palm to finger pads in order to determine shape pattern. These are the prerequisites of braille, should this become their preferred medium.

1.4. Encouraging movement

Touch is not confined to hands. From the beginning babies learn through touch and enjoy close handling, such as rough and tumble, tickling and blowing raspberries, which help them become aware of whole body movements and to learn to tolerate different positions, such as being placed on their stomach. If they are slow to roll or crawl, brightly-lit and sound-producing toys will provide motivation, reinforced by an encouraging voice.

Placing a favourite toy on a sofa will encourage the child to pull to standing, and a push toy can give them confidence to move forward. From there, they can really begin to explore through touch on their own. Rearranging furniture, to provide a logical sequence that supports movement, to meaningful locations can help 'mental mapping' of the environment.

Touch is not just about textures - it also includes things which are hot or cold, vibration, and the movement of air. All of these sensations are detected by our skin; we decide whether they are pleasant or not and act accordingly.

The child's reaction is the clue to the next step. Work to make the most of it, always striving to provide interest and fun. It is not necessary to spend a long time making these materials, some are found ready and others need very little preparation and do not need to be beautiful to be useful. Once parents become involved, they often come up with the best ideas.

2. Planned play

Here we discuss supporting play with young children with vision impairment. We draw on the work of Linda Hubbard, specialist teacher of children with vision impairment, and show how she uses Professor Tina Bruce's '12 features of play' to inform her observations and develop a 'play plan' for the children she works with.

This example involves play with telephones, and the implications for children with vision impairment.

Contents

2.1. Using first hand experiences

2.2. Making up rules

2.3. Making props

2.4. Choosing to play

2.5. Rehearsing the future

2.6. Pretending

2.7. Playing alone

2.8. Playing together

2.9. Having a personal agenda

2.10. Being deeply involved

2.11. Trying out recent learning

2.12. Co-ordinating ideas, feelings and relationships

2.1. Using first hand experiences

Definition - Making pretend phone calls with a real/toy phone.

Aspects to consider for children with a vision impairment: children may depend on an adult to present play stimulus. Make these readily available (within reach) and only offer them if really necessary. Try having two phones so the child knows that two are required for a conversation to take place – it may seem evident but it’s not to a child with very low or no vision. Supply someone to be the recipient of the call.

2.2. Making up rules

Definition - Making up their own rules about how a conversation goes.

Aspects to consider for children with vision impairment: the child may not have had this experience so be prepared to offer a few hints, but try not to dominate the conversation. If the child then decides that they want to change the rules then that’s fine – 'gobbledegook' chat is fun.

2.3. Making props

Definition - Using the phone as a play prop.

Aspects to consider for children with vision impairment: you may need to show the child that others are playing with props (toy phones). Model the play yourself if necessary. It is not always necessary for a realistic phone to be used once the purpose of them has been understood – a perfectly good conversation can be had with a couple of shoes or just a cupped hand.

2.4. Choosing to play

Definition - Own choice to play this game.

Aspects to consider for children with vision impairment: you may initially need to offer a limited choice of activities so that the child can make a choice, but then encourage self-choice in the future. This may follow on as part of another activity – e.g. playing in the home corner.

2.5. Rehearsing the future

Definition - Rehearsing the way that adults behave.

Aspects to consider for children with vision impairment: make sure that the child will also sometimes rehearse how siblings or peers behave, otherwise they can become very adult orientated.

2.6. Pretending

Definition - Pretending to have a conversation with an imaginary person.

Aspects to consider for children with vision impairment: some children find it difficult to make this imaginary step. Do not mistake it for self obsessed, self-centred conversation, where the child has withdrawn into themselves. Imagination can be slower to develop particularly if they do not listen to many stories. Pretending may need to be demonstrated.

2.7. Playing alone

Definition - Content with own company.

Aspects to consider for children with vision impairment: make sure they are actively engaged and not withdrawn as above and isolated or overwhelmed. Look for purpose in the play, not just repetition of a single action over a period of time (some repetition is essential to understanding). Lead the child on by suggesting something they could say in addition. For example, adding a different caller, using a teddy as a pretend caller.

2.8. Playing together

Definition - If joined by another pretending to be on the other end of the phone line.

Aspects to consider for children with vision impairment: this can be difficult for a child with VI to achieve. After the initial bringing together (if required), leave them alone and allow them to establish their own communication. However, sometimes other children need to be reminded to speak to the child with vision impairment. Physical contact may be needed between the children in order for a child with vision impairment to understand the connection. Try using tubing to speak to each other through.

2.9. Having a personal agenda

Definition - Deciding what they are going to do when they play.

Aspects to consider for children with vision impairment: encourage decisiveness but do not lead the way or the child will not learn to think for themselves.

2.10. Being deeply involved

Definition - When so deep in play that they do not want, and should not get, adult interference.

Aspects to consider for children with vision impairment: observe carefully to ensure that this is what is happening. Children with a VI (particularly those who are blind) do not always play in the same way as sighted children. They often withdraw from the activity because of lack of understanding what the other child is doing or because of the speed at which sighted children change their activity.

2.11. Trying out recent learning

Definition - Showing their skill in how to use a telephone.

Aspects to consider for children with vision impairment: children may need to try things many more times than sighted children in order to perfect their skills and understanding. They may bring this play skill into other areas of their play without anyone suggesting it.

2.12. Co-ordinating ideas, feelings and relationships for free-flow play

Definition - Able to bring together, in a way which makes sense to them, what they know about telephones and what telephones are for; using their relationships with parents, peers etc. as the catalyst for play.

Aspects to consider for children with vision impairment: to the casual observer, children often appear to be engaged and playing happily but may in fact just be hovering on the fringes of an activity trying to understand what is going on. They may also 'butterfly' from one activity to the next. Be sure to carefully analyse what is happening. Look for joined up play with peers – moving from ‘cooking’ in the house corner to ‘phoning’ a friend to ‘meet at the shops’ to go shopping etc.

3. Toys and play for children who are blind or partially sighted

Here we outline the importance of play for children with a vision impairment. It describes different types of play and provides information on choosing toys and creating play environments to support children in their play.

It is part of a series of BTHA funded educational literature aimed at improving the lives of children with special needs and has been prepared in association with Godfrey Hall MA. Dip. Ed. F.Coll. P. and the Royal National Institute of Blind People (RNIB).

Contents

3.1. Background

3.2. Choosing the right types of toys

3.3. Creating a play environment

3.4. Growing through different types of play

3.1. Background

Royal National Institute of Blind People (RNIB) estimates that there are around 25,000 children in Britain under the age of 16 whose vision impairment affect their education.

• The term ‘vision impairment’ refers to children who are either blind or partially sighted.

• ‘Blind’ means a high degree of vision loss, seeing much less than is typical or perhaps nothing at all. Most blind children can see something (light and dark, or movement), but not very much.

• ‘Partial sight’ is a less severe loss of vision which cannot be corrected by wearing spectacles though they might help to make vision better.

Most blind or partially sighted children have their vision impairment from birth. A small number of children lose their sight through illness or accident. A high proportion (estimated 40 per cent) of blind and partially sighted children have additional needs, including learning, movement and communication difficulties.

3.2. Choosing the right types of toys

Using the criteria below when selecting toys will encourage children to develop their skills while having fun at the same time. Both are equally important! The criteria are intended to make best use of any residual vision, and to develop other sensory skills such as the sense of touch, which is important for children who will learn to read in braille.

Try to select a toy that:

• has good colour and tone contrast, such as yellow edging for each hole on a blue shape sorter, to make the different shapes easier to locate.

• has bold and clear lettering, which is easier to see, such as bold black numbers on a white background for a play clock.

• reflects light, or is fluorescent, such as diffractive paper with a torch to attract the child’s attention, or a pull along toy with flashing lights.

• encourages children to use their eyes to follow an object, such as wind-up toys that move slowly across a surface, to develop a child’s tracking skills.

• encourages development of hand-eye co-ordination, such as posting boxes or sand trays with pourers and scoopers, so that the child is able to look and reach more accurately.

• encourages good co-ordination of hands, using both hands together, such as construction toys with blocks or bricks that fit together and pull apart, to build up strength and dexterity.

• encourages development of fine finger control that the child may need if they read through touch. For example, toy pianos, plasticine with a variety of tools, or a washing line and pegs.

• has an interesting texture which offers some variety to touch and is easier to discriminate, such as an elephant with different textured parts: corduroy feet, leather body, chain tail and a crinkly trunk so that the child can tell the difference between different textures and surfaces.

• has moving parts that encourage little fingers to explore. For example, activity cubes or an abacus.

• has discrete pieces that can be discriminated by touch. For example, a wooden puzzle board which has different shaped pieces with clear contrasting edges.

• has switches that are recognisable by touch as on or off, and click when operated so that a child knows what they have done. For example, toy cookers that have knobs that click, or toy vacuum cleaners.

• encourages understanding of cause and effect. For example, rattles for hands or feet, drums and beaters, that encourage the child to move to make a noise,; toys that give auditory feedback and allow the child to know that they have made something happen, such as a work bench with nuts that click when you use the screwdriver.

• encourages physical play. For example, push-along toys like prams or trolleys, and trundle trikes, so that the child is confident to move around.

• encourages development of sense of smell, such as smelly pens and crayons, or scented water for water play, so that the child begins to use smell as an extra cue to find things or to know where they are.

Look out for this symbol!

The symbol on the left is a red circle with a red line running along its diameter at a 45 degree angle. Inside the circle is a cartoon of a child's face and text that reads '0-3'.

Toys with this symbol contain small parts that could be swallowed and cause a choking hazard. They should only be given to children over 3 years or of a more advanced development.

3.3. Creating a play environment

Toys and play materials are an important way of enabling children to discover a variety of sensory experiences.

The following play tips will help maximise a child’s development whilst making them feel safe and comfortable:

• Give the child plenty of time to explore new things. It takes much longer to understand and process how a toy works by touch than it does by looking at it.

• All children need opportunities to experience challenge, risk and excitement in a way that is appropriate for them.

• It is essential to watch and listen to the child’s reactions (filming the child can be a useful tool for this) to work out what stimulates them and what they enjoy.

• Talk to your specialist teacher for children with vision impairment about colour, contrast, lighting and using plain backgrounds. Try to find out if the child sees better on one side, or if objects should be presented in a particular position. RNIB Helpline can direct you to your specialist teacher. Ring 0303 123 9999, or email helpline@.uk

• Make sure that the child is in the most suitable position to use their hands and eyes to best advantage, whether seated, standing or lying.

• Define and limit the play space around your child to create a “den” or secure familiar base to play.

• Keep toys within easy reach so that the child’s movements can create an effect. This might mean suspending toys above a child lying down, or putting objects in a table-top tray or shallow box.

• If toys roll out of reach, try to take the child to the toy, rather than bringing the toy back to your child. This will develop searching and mobility skills.

• Use language that is simple, short and descriptive and relates to what the child is doing.

• If the child has repeated behaviours, try to develop them into a more creative activity.

• Children need different partners, spaces, materials and objects for play.

If you build on what the child is interested in, you will encourage them to try new things, feel confident to face future challenges and take with them a great attitude to learning.

3.4. Growing through different types of play

Children develop through play from birth. Different types of play can help to develop a range of skills. Blind and partially sighted children may have to work harder to use their visual skills, which can be tiring. Also, they may be more reliant on their tactile and listening skills than other children as they grow and learn.

Exploratory play encourages the use of motor skills, stimulates the senses of touch, hearing and vision, and introduces cause and effect. It extends children’s interest in their environment and encourages them to make sense of the world around by being curious, experimenting and making connections.

Imaginary/pretend play enables children to act out roles and situations that are familiar and unfamiliar to them. They can practise daily routines, like shopping and cooking, and explore fantasy ideas by dressing up. Children need experience of real things before they understand ‘toy’ versions.

Constructing and creating enables a child to express their thoughts, ideas and feelings and to develop an understanding of different objects, materials and tools. This can be through arts and crafts, movement and dance, sound and music, building things and taking them apart.

Games and puzzles provide challenges and encourage problem solving. They can give children an opportunity to ask questions, understand rules set by others, and to share collaborative play with a larger group of children for longer periods.

Physical play gives children opportunities to develop body control and co-ordination of large movements, fine manipulative skills, spatial awareness and balance. Children need large and small equipment, indoors and outdoors, to be active and develop confidence in their movements.

Outdoor play in new mown grass, leaves, mud, water, snow or sand all contribute to a varied sensory experience. Play in outdoor spaces can encourage movement and mobility, and can enable more boisterous physical play.

Top tip

Everyday items can extend a child’s experience of the real world through play. Make a Treasure Basket using a sturdy, shallow basket, containing a collection of everyday items. The items might include a bunch of keys, teddy bear, paper, ribbons, a whisk, a wooden eggcup or a lemon. These items will vary in weight, size, texture, colour, taste, temperature and sound. Objects should be washable, disposable or replaceable. Children will use all of their senses to discover what an object is, what it is like and what it can do. For more information, please see our Treasure Baskets guide, which is part of this series.

4. Treasure Baskets

Here we cover the concept of 'Treasure Baskets' - an idea originally created by Elinor Goldschmied. Treasure Baskets are now a popular activity used in many early years' settings to promote learning with babies.

Treasure Baskets are particularly relevant for babies and young children who have a vision impairment (VI) because they can offer a range of direct hands-on sensory experiences. It is a simple, fun and very effective way of enriching the early experiences of children with VI and it is also a resource that parents can create cheaply and easily at home.

Contents

4.1. What is a treasure basket?

4.2. What does a child gain from a Treasure Basket?

4.3. How the idea of a Treasure Basket came about

4.4. Why no plastics?

4.5. Items in a Treasure Basket

4.6. What else can I put in my Treasure Basket?

4.7. Popular objects

4.8. Points to consider - safety

4.9. Points to consider - maximising play opportunities

4.10. The 'Be Active Box' - and 'Little Room'

4.11. Further reading

4.1. What is a Treasure Basket?

A Treasure Basket is a shallow sturdy basket containing a collection of everyday items, none of which are plastic. Most of the objects are in everyday use by adults and are made of natural materials. The items in the basket vary in weight, size, texture, colour, taste, temperature, and sound, and all the items are chosen to stimulate one or more of the five senses. Children explore the Treasure Basket using their senses to discover what an object is, what it is like and perhaps what it does when shaken or manipulated.

4.2. What does the child gain from a Treasure Basket?

Children learn by exploration and experience. A Treasure Basket brings many items within reach that a child may not have had the opportunity to handle. A child can feel items with their hands, feet, fingers and mouth. By having this opportunity a child discovers weight, texture and size. Does it have a smell? Can you taste it? Wave it, does it make a noise? Drop it and what happens? Can I put it inside another object? Can I join two items together? What happens when I bang one item against another?

Particularly for a young child with a vision impairment, it may be some time before they are ready to move confidently around their environment and find different objects for themselves. This is because children with VI are often later learning to crawl and walk. At times a child can seem less confident to handle unfamiliar objects and textures and this type of play, introduced early on, can help to avoid this. It is also much easier and more pleasurable to learn about the properties of objects when each one is distinctly different.

4.3. How the idea of a Treasure Basket came about

Elinor Goldschmied spent time observing children and their parents. She looked at how children gained knowledge of the world around them and how parents often give children objects to explore. For example, if when out, a baby or child gets upset, we often give them something to play with that is to hand and which makes a noise or can be fiddled with, such as a bunch of keys. When we are busy in the kitchen a child sitting on the floor will often reach for the spoon we have dropped or the pots and pans in the cupboard.

These observations led Elinor Goldschmied to the development of the Treasure Basket as a way of helping children to learn, explore and have fun. Treasure Basket ideas were originally designed for babies who are sitting but not yet on the move. The basket is a good exploratory resource for babies and children who are not independently mobile.

"Babies given safe, stimulating and supportive opportunities will use their senses to learn about objects they encounter. In doing so they will enter into a world of discovery, puzzlement, social encounter and communication… As babies suck, grasp, touch and feel objects they rehearse behaviours which foster their earliest learning." (Goldschmied, E 1989)

4.4. Why no plastics?

Many plastic objects are similar in many ways. They are often all smooth, have no smell and no taste. In our manufactured world, adults and babies use plastic objects everyday and a child gains experience of these objects from handling bottles, cups, toys and rattles. By offering a whole range of objects, which are not plastic, we increase the opportunities for a child to explore and learn.

4.5. Items in a Treasure Basket

The items contained in the basket fall under six headings. The following list gives ideas for each heading. You can experiment with likes and dislikes. It is sometimes best to start with a small number of items at first and to introduce new objects gradually. This way a child can find their favourite objects and notice when something new has been presented:

Natural objects

• pumice stone

• a lemon

• natural loofah

Natural materials

• little basket

• wooden nail brush

• paint brush

Wooden objects

• curtain rings

• clothes pegs

• egg cup

Metal objects

• spoons

• bunch of keys

• bunch of bells

Leather, rubber, textiles

• leather purse

• bath plug and chain

• ribbon and lace

Paper/Cardboard

• greaseproof

• paper

• boxes

• tubes

4.6. What else can I put in my Treasure Basket?

Here are some more ideas to get you started:

Objects that rattle.

Choose varying shapes and materials that produce different sounds. These offer instant reward for effort and their entertainment value for a child is immense.

Objects that fit inside one another, such as boxes and pegs or graded measuring spoons.

These help children to discover ideas about size, shape and combining objects.

Building and demolition articles, which fit together and take apart, such as wooden blocks, zipped leather purse, a box with a lid.

These may encourage your child to combine objects and to notice smaller details and encourage finer manipulative skills.

Objects to follow, such as wooden eggs, balls and tubes that roll.

Children can use sound to follow the object as it makes a noise on the floor, perhaps encouraging them to reach out. They can use sweeping movements with arms and legs to try to find the object by touch. Many children can also use their vision to follow an object - particularly if it contrasts well against a plain background.

4.7. Popular objects

The following items have proved popular. Find out what a child enjoys best:

• spoon

• pastry brush

• wooden egg cup

• natural loofah

• cane coaster

• empty boxes- various sizes

• wooden and metal curtain rings

• glasses case

• leather bag and purse

• avocado pear stone

• bottle brush

• maraca

• velvet hair bands and scrunchies

• orange

• lemon

• shells

• cork

• pinecone

• shaving brush

• little baskets

• toothbrush

• bamboo whistle

• large beads on a string

• small bowls

• wooden lemon squeeze

• scent bottles

• closed tins containing different sounds

• small egg whisk

• cloth bags containing scent

• bean bag

• various fabrics - satin, lace, chamois leather.

• powder puff

• nylon pan scourer

• chain - various lengths and thickness

• wooden foot massager

• honey drizzler

• survival blanket

• ...and many, many more!

These are just a few objects you could include. There are many more interesting items you will discover.

4.8. Points to consider - safety

• Choose a basket that is strong and durable, without jagged edges.

• Objects should be washable, disposable, and replaceable. For example, pieces of fabric.

• Each object should be clean and safe. Always check the basket regularly.

• Be watchful of painted or varnished items. Check they are non-toxic and if in any doubt do not include them.

4.9. Points to consider - maximising play opportunities

• Aim for a variety of shape, texture, weight and colour.

• Be wary of including 'soft' toys, as their information and interest value can be limited. Often cuddly toys do not offer a solid shape (the shape changes when hugged, bent or squashed) so some young children do not recognise them as an object.

• Consider where to place the Treasure Basket in relation to the child. For example, would the child find it easier to reach in front, or to one side? Have you made exploring the basket as easy as possible?

• Find out what the range of the child's vision is so you can use the Treasure Basket within this range. If you know the child has better vision on one side, present objects from this side. For some children you will need to place the Treasure Basket where it is touching them so they remember where it is and can keep returning to find different objects.

• Consider lighting conditions in the room. For example, it is preferable to sit the child with their back to a light source or window so that they are not affected by glare. The glare from a window can stop a child with a sight problem from seeing objects as well as they could.

• Try to provide a good contrasting background that the objects can be seen against. For example, sit the child with their Treasure Basket on a plain tablecloth or floor rug.

• Allow the child the time to look or feel for fallen objects. If necessary help the child by taking their hand towards the object or moving the object in towards their body where they can feel it or hear it, rather than putting the object straight into their hands.

• Observe how the child interacts with, and explores, the Treasure Basket. Do you need to offer some new objects to explore? How can you make it more interesting? Is there an object that the child doesn't like?

• Children all develop at different rates. With regard to exploration, be aware of the stage the child is at. You may choose to introduce one item at a time.

4.10. The 'Be Active Box' and 'Little Room'

Treasure Basket ideas can also be adapted for children who are not yet sitting. Items can be put in a 'Be Active box' or 'Little Room', or suspended from a baby gym.

The 'Little Room' is an idea devised by Lilli Nielson for children with sensory difficulties. You can make a little room from a large cardboard box. Place the box down on its side with the child lying just inside the opening. Line the sides with textured materials and suspend objects securely from the top so that they hang down within the child's reach. In this way, the environment is brought in closer to the child so that it is easier for your child to see, touch and hear the objects. The 'Be Active box' and 'Little Room' are available commercially (See section 11 for more details).

4.11. Further Reading

Abbot, L & Moylett, H (1997) "Working with under threes - Responding to children's needs" Open University Press, ISBN 0335 198392

Goldschmied, E (1997) "Infants at work" Training video

National Children's Bureau

Roberts, A & Featherstone, S (2002) "The little book of Treasure Baskets, Collections of objects for babies and children"

Featherstone Education Ltd, ISBN 1904 187056

Be Active box available from Rompa Telephone: 01246 211 777 or Suffolk Playworks Telephone: 01379 788 154

Find out more about the Little Room and Lilli Nielson's work in:

Nielsen, L (1994) "The comprehending hand"

Sikon, ISBN 8750 367909

Nielson, L (2003) 2nd Ed "Space and self" ISBN 8775 462060

Information originally compiled by Nicky Joseph, former RNIB Early Years Inclusion Officer.

5. Sensory development resource boxes

In this section we explore the use of Sensory development resource boxes. The following ideas for toys and resources are useful for early years practitioners, and parents or carers, who are working to support a young child who has a vision impairment. The ideas are suitable both for babies and very young children with a vision impairment (VI), and for young children who have VI and other additional difficulties.

This guide is part of our Supporting Early Years Education series. At the end you will find the full series listed, and details of where to find them.

Contents

5.1. Introduction to sensory resource boxes

5.2. What is a sensory experience?

5.3. How sensory play helps the development of a child with a sight problem

5.4. Successful sensory play

5.5. Thinking about the environment

5.6. Tactile selective behaviours

5.7. Repeated behaviours

5.8. Ideas for Sensory Development Resource Boxes

5.9. Sensory resources that are less portable

5.10. Tac Pac

5.11. Ideas on where to find sensory resources

5.1. Introduction to sensory resource boxes

A sensory box can be put together simply and at low cost. It can be moved between rooms, transported with the child for overnight stays, or can follow the child between rooms in a childcare or nursery setting. The items might be used with a small group of children, which includes the child with a vision impairment; used with a child quietly in a separate area; or taken with the child into a specially designed sensory room if this is available to you.

The sensory activities described are designed to motivate children to notice the changes in their environment and then to begin to explore these changes by listening, looking, tasting, touching and moving.

5.2. What is a sensory experience?

When you offer a child objects and toys to look at, listen to, smell, touch or feel on their body, the child may respond in different ways. Some children will react immediately whereas others it might take longer and reactions may be more subtle. Some children go very still in response to a stimulus such as a bright shiny rattle. Their body stops moving and their breathing may seem very quiet or rapid. This is a sign that they are responding to the play. Other children presented with the same stimulus may smile or become excited, moving their body and reaching to touch the object or toy. Either way, you are giving opportunities for children to notice and respond to sensory experiences in their environment. As adults we can then learn about how the child communicates about things that are liked, disliked, familiar or strange.

5.3. How sensory play helps the development of a child with a vision impairment

A child learns about their body, their environment and other people by having direct experiences and through looking, listening, tasting, moving, feeling and making sounds or words. The activities and games that can be played with sensory materials help children explore, and in doing this they develop experience of:

• Moving their eyes, head, hands, feet and body (physical co-ordination).

• Focussing on an object (fixation and concentration).

• Focussing on an object and following its movement (fixation and tracking).

• Looking at and touching objects (hand-eye co-ordination).

• Understanding how to make something happen again (cause and effect) - through curiosity and enjoyment.

• Telling others what is enjoyable or uncomfortable (communicating needs and making choices).

For a child with little available vision they may be relying more on how the objects feel and sound rather than how they look.

5.4. Successful sensory play

A child needs to be alert to the experiences on offer. Avoid more challenging activities when they are tired and irritable, and stick to activities you know are enjoyed and familiar at these times.

Make sure the child is in the most suitable position to use their hands and eyes to best advantage, whether they are standing, sitting up or lying down.

Encourage the child to explore the sensory materials in the way they enjoy. This may be with their feet or face as well as their hands.

If a child uses repeated behaviours try to think up ways you might develop this. For example, if the child bangs everything they hold, try putting different textures underneath to make different sounds. In this case a soft cushion, crinkly paper, or a hard tray will each provide a different sound and feeling.

Watch the child’s reactions and listen to their vocalisations. Use these observational skills to help you know when the child needs a change of activity.

5.5. Thinking about the environment

Sensory activities can be presented in a variety of different ways depending on the needs of the individual child. This might depend on how much available vision the child has or whether a child is sitting up independently or holding objects for themselves. Some children will be able to pick up objects to manipulate, whereas for other children it will be the adult that manipulates the objects on, and around, the child’s body.

Lighting

Do consider the general lighting conditions in the room. For example, it is preferable to sit the child with their back to a light

source or window, so that they are not affected by glare. The glare from a window can stop a child with a sight problem from seeing objects as well as they could.

For babies and young children who respond better to objects with lights, it is a good idea to set up a quiet play area where the lighting is dimmed. To do this you might close the curtains and turn off the lights in the room, or you could create a small dark den using a play tunnel or small tent. By draping a blanket or old curtain over these you can cut out more of the light in the room so that the child can focus their attention on the light-up toys you are using. Some early years settings have a special sensory room, or dark room, that you might use. You could contact them to see if they let parents or practitioners come in to use it.

Concentration

Some children find it difficult to concentrate on their play, and are distracted by talking and movement in their environment. If this affects a child, and you want them to focus on sensory play, remember to switch of the radio or TV and find times when the child can play in a quiet area away from other children.

Presenting and placement of objects

Some children are unable as yet to pick up and manipulate objects for themselves, but might enjoy having sensory objects hung down around them for them to look at, touch and listen to. You could hang objects from an A frame or baby gym, but remember that once a child is able to grasp strongly and pull at these objects they may pull a frame over.

You could also make the child a waistcoat and onto this securely attach sensory materials for him to find, or sew sensory items onto a playmat that a child can lie or sit on and feel with his body and hands, or roll around to discover different textures and sounds. A child might play with a lightweight sensory rug placed in his lap. These sensory waistcoats and rugs can be very useful for long car journeys.

If a child is able to hold and manipulate objects either sitting up or lying down then think about presenting a small collection of objects for the child to choose from. Allow the child the time to look or feel for fallen objects, and if necessary, help the child by taking their hand towards the object or moving the object in towards their body where they can feel it or hear it.

Consider where to place the sensory objects in relation to the child. For example, some children find it easier to reach in front of them, whereas others prefer to reach to one side. Find out what the range of the child’s vision is so you can use the sensory objects within this range. If you know a child has better vision on one side, present objects from this side.

Visibility of objects

Think about the visibility of objects. Are they boldly coloured or reflective? How do they contrast against their background? Objects will show up better against a plain rug, sheet or tray than they will against a busily patterned carpet. Black and white are an effective contrast, as are yellow and black, or red and yellow. Some sensory objects are chosen for their texture, smell or feel and so then the colour of the object may be less important.

5.6. Tactile selective behaviours

Sometimes children with vision impairment find it difficult to touch and manipulate objects that have unfamiliar or unusual textures, perhaps because they do not have the same level of visual information that another child might rely on to tell them about the nature of the object. Such a child may be unsure initially about handling something unfamiliar. If this is the case go slowly, but do not respond by discarding objects altogether. If the child comes into contact with them regularly, over a period of time, these sensory objects they will begin to become more familiar.

5.7. Repeated behaviours

Young children need to do the same actions over and over again. This is the way they learn. Children naturally explore objects by putting them in their mouth, where the tongue and lips are very sensitive to changes of temperature, taste and texture. Usually babies and young children gradually reduce the amount of mouthing of objects as they learn. However, a child who has a vision impairment is very likely to mouth objects for much longer than other children because they do not have the same level of visual information that another child might rely on. If a child continues to mouth objects, you do not need to discourage this, but do continue to show the child other ways of exploring objects, such as manipulating them with fingers, or banging and shaking the objects.

Similarly, all babies and young children enjoy dropping and throwing objects and learning about what happens when they do. A favourite game for children is dropping something from their high chair both to hear it land and also to have an adult come running to pick it up again! Children with a sight problem may continue with this sort of dropping and throwing play for some time. They are continuing to learn about where objects go when dropped and that they still exist if they, or someone else, searches for them. They may continue for longer with this type of play just because they do not see this visually in the same way as other children do.

5.8. Ideas for Sensory Development Resource Boxes

The following ideas for sensory items are split into sections. Try to include at least one or two items from each section in your sensory box. If you have been creative and resourceful, and have gathered a large number of items, you could split these into several boxes, but try to include items from each section in each box. Individual children will have personal favourites so get to know what a child’s favourite items are. These favourite items are a good way to start your sensory play times, or the best items to use when the child needs to relax with play that is familiar.

Some practical thoughts

The cost of any individual item varies from 50p up to £30 and over. Start small and spend little. Later, if you discover sensory play is something a child will enjoy and benefit from for a long time to come, you could add to your collection.

Inevitably the following sensory materials may not be designed to be used as ‘toys’. This means an adult must always be at hand to watch a child closely. If you are at all concerned about the safety of an item, do not use it.

Each item has a symbol that refers to a possible stockist and these are listed at the end. If you have been working with a teacher for children with vision impairment he or she may be able to suggest where to look for individual items. Some of the items could go into more than one section.

Section 1. Light reflecting materials

• child sized plastic mirror ( (

• holographic wrapping paper to hold and scrunch or stick onto card shapes which can then be manipulated ( ( (

• small hand held mirror ball ( (

• cheerleader pom pom ( ( (

• survival blanket ( (

Section 2. Light emitting objects

• small / large torch for the adult or child to hold. Try shining a torch onto the mirror ball, reflective surfaces or behind a white sheet. Use different coloured filters on the torch i.e. cellophane ( ( (

• light rope ( (

• push button light-up toys ( (

• battery operated novelty light-up toys ( ( ( (

• push operated light switch ( (

Section 3. Things that move

• sparkly ball ( (

• scented or smelly ball (

• hand puppet ( (

• finger puppets ( (

• wind-up or battery operated mechanical toys ( ( ( ( (

• tub of bubbles for blowing ( ( (

• strong balloon, partly inflated, fill with rice or coloured water (

Section 4. Contrasting sounds

• bells ( (

• chains (

• string of beads (plastic or wooden) ( (

• string of ping pong balls (

• string of small metal or wooden measuring spoons ( (

• music box ( ( ( (

• wind chimes (

Section 5. Textured or messy play

Use a plain coloured tray with a lip all the way round, or a plastic cat litter tray, to contain:

• gloop (cornflour mixed with water)

• squirty cream from a can

• pasta or dried beans and pulses

• water (add food colouring for contrast)

• herbs from the garden in summer

• cereals, such as rice crispies

Section 6. Vibration

• drum ( ( (

• rainstick ( (

• vibrating toys ( ( (

• bumble or jiggle ball ( ( ( (

Section 7. Air movement

• portable fan ( (

• hand held fan ( ( (

• large bubble blower ( ( (

Section 8. Easy things to hold

• small lightweight rattle ( ( (

• small handbell ( ( ( (

• wristbells ( ( (

• wristband with bells or streamers attached (

• slinky ( ( ( (

• soft, squashy or hard textured objects such as a koosh ball or hedgehog ball ( ( (

• beanbags made from bright or glittery materials. Fill each one with something different: rice, buttons, old keys, a piece of survival blanket, corks (

5.9. Sensory resources that are less portable

The following items are less easy to carry around and move from place to place, but if a child responds well to sensory play and often prefers this to the sort of toys available in toy shops then you might also consider these:

• portable bubble tube (

• vibrating mattress (

• portable keyboard ( (

• mini trampoline ( (

• bhodrum (large drum made with natural materials) ( (

• foot spa (add food colouring to the water for contrast) ( (

• resonance board (

5.10. Tac Pac

If a child enjoys sensory play activities you may also be interested in Tac Pac. This is a commercially produced sensory activity pack developed by a small group of teachers and a music therapist. It was originally developed for children with complex and multiple disabilities. The pack contains a set of activities and music to accompany them, and also an illustrated list of sensory objects that you will need to go out and buy separately (the sensory objects are common household objects which are easily and cheaply obtained). Tac Pac offers a range of sensory experiences that are not reliant on a child’s use of vision. More information available on telephone 01865 772 213.

5.11. Ideas on where to find sensory resources

Each of the sensory items in this fact sheet has a symbol for a suggested place to find them. Try:

( High Street toy shop

( Other High Street stores such as Argos, Littlewoods

( Pound/value shop

* Specialist supplier such as Rompa, Spacekraft, Magic Planet

( RNIB toy catalogue

( Make this at home

Information originally compiled by Briony Higgins,former RNIB Early Years Inclusion Officer.

6. Further guides

The full Supporting Early Years Education series of guides includes:

• What to look for in an early years setting

• Early Years Foundation Stage

• Learning through play in the early years

• Social inclusion and mobility and independence in the early years

In addition, you may also be interested in the following series of guides, all of which are relevant to children, young people and families:

• Supporting Early Years Education series

• Removing barriers to learning series

• Complex needs series

• Further and Higher education series

We also produce a Teaching National Curriculum Subject guide, and a number of stand-alone factsheets, on a range of topics. Please contact us to find out what we have available

All these guides can be found in electronic form at .uk/educationprofessionals For print, braille, large print or audio, please contact the RNIB Children, Young people and Families (CYPF)Team at cypf@.uk

For further information about RNIB

Royal National Institute of Blind People (RNIB), and its associate charity Action for Blind People, provide a range of services to support children with vision impairment, their families and the professionals who work with them.

RNIB Helpline can refer you to specialists for further advice and guidance relating to your situation. RNIB Helpline can also help you by providing information and advice on a range of topics, such as eye health, the latest products, leisure opportunities, benefits advice and emotional support.

Call the Helpline team on 0303 123 9999 or email helpline@.uk

If you would like regular information to help your work with children who have vision impairment, why not subscribe to "Insight", RNIB's magazine for all who live or work with children and young people with VI.

Information Disclaimer

Effective Practice Guides provide general information and ideas for consideration when working with children who have a vision impairment (and complex needs). All information provided is from the personal perspective of the author of each guide and as such, RNIB will not accept liability for any loss or damage or inconvenience arising as a consequence of the use of or the inability to use any information within this guide. Readers who use this guide and rely on any information do so at their own risk. All activities should be done with the full knowledge of the medical condition of the child and with guidance from the QTVI and other professionals involved with the child. RNIB does not represent or warrant that the information accessible via the website, including Effective Practice Guidance is accurate, complete or up to date.

Guide updated: January 2014

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