Sue Gascoyne explains how to make irresistible treasure baskets that will spark endless hours of sensory play…
Treasure baskets are baskets containing a range of objects, many of them natural. They can engage children from young babies to those of primary age for long periods of time, in any location.
Sensory play and access to freely available natural resources don’t have to stop when children come inside your Early Years setting.
If you haven’t yet seen children’s responses to this amazingly flexible resource, then now could be the time to start your own treasure basket collection.
Pick a sturdy basket, ideally round and measuring 10”–14” diameter but more importantly deep enough (4”–5” ) so that you can’t see all the treasures in one go.
Fill with objects perfect for small hands so the basket is brimming full of enticing treasures. Ideally avoid actual toys and plastic, as children encounter these enough elsewhere and their absence makes the basket all the more special.
Safety is obviously key – items with handles should be no longer than 10” long; check for small or loose parts that may cause a choking hazard; and avoid painted wood. However ultimately we want to create a resource that stimulates the senses, not something sterile or boring.
Treasure baskets should contain around 50 objects that you’ve carefully selected for their sensory appeal. This might include:
Consider putting the following in your treasure baskets:
The idea of a treasure basket for babies came about in the 1940s when Elinor Goldschmied observed babies’ fascination for household objects – the things commonly found in a utensil drawer or contents of a handbag.
There’s a growing recognition of the value and importance of sensory-rich play for young people of all ages. It’s great for developing literacy and numeracy; for encouraging sorting, and for learning about the properties of materials.
Treasure baskets introduce sophisticated concepts that unlock the key to the world and how it works, giving babies and young children the sensory experience and meaning to which they will later attach words.
How does a collection of what some adults may see as ordinary objects become a source of awe and wonder with numerous possibilities?
It’s the very fact that the basket doesn’t include any toys. Every treasure is packed with open-ended play potential. So a knitted purse becomes a bag, a dolly’s hat, a submarine, or even a hot air balloon basket.
There is no right or wrong way of playing with the resources, which encourages children to explore, problem-solve, create and discover to their hearts’ content.
It also means that they are age and developmentally-appropriate. Every child (indeed person’s) response to a treasure basket is unique, with reports of babies playing for over an hour with a woven maize coaster, toddlers repeatedly transporting a metal chain between a tin and bowl, or older children ‘cooking up’ fabulous meals.
Interestingly, research found that children generally seem to have a preference for metal objects – maybe because of their coldness, shininess, or noise-making potential?
Once you’ve gathered together the objects, clear away other toys and put the treasure basket on the floor, possibly on a cosy mat to ‘zone’ the space. The only ‘rules’ for free play with a treasure basket are:
It is important to make time for uninterrupted play and to sit and watch and learn from what children do, as this is an ideal opportunity for observing children’s developmental milestones, schemas (repeated patterns of behaviour), preferences and interests.
This is one type of play where we don’t ask questions, offer particular objects or comment on play: “Oh, you’ve picked up the red tin!”. Instead, enjoy watching children show you what they are interested in.
Marvel at their concentration, focus, determination and the wonder of their creative minds. Offer the basket at different times and take it indoors and out to see if children respond differently, play with different items, or use the objects together for more sophisticated types of play.
This child-led play doesn’t mean the EYFS goes out the window. Far from it. Meaningful curriculum outputs are, in fact, commonplace.
How children have engaged with sensory play…
Observation 1 – child aged eight months
S started by (seemingly) randomly emptying objects one at a time until she found the metal teaspoon. She started mouthing this, then picked up the measuring spoon and started mouthing that.
She showed the spoon to another staff member, offered it to her, then took it back, laughing several times.
S then returned to emptying objects one at a time and mouthing the metal objects. She picked up the metal bucket, started balancing it on her fingers, babbling and looking inside.
Observation 2 – child aged two years, one month
R picked up objects one at a time, looked at them, waved them and placed them next to him. He chatted animatedly to himself whilst doing this with a range of intonation, although his words were mainly unrecognisable.
R then moved on to playing with objects together. He picked up the pan, put the metal whisk in the pan and then tried other metal objects together.
R tried to put the wooden whisk into the pan, this didn’t fit so he went back to emptying and investigating objects randomly one at a time.
He then started reading the mini book to himself. When he finished reading the book he said “Bye bye book” and continued emptying objects one at a time from the basket.
Observation 3 – child 2 (three years two months), child 3 (four years nine months) and child 4 (four years nine months)
Child 2 has picked out spoons, bowls and egg cups. They use these objects with ease, pretending to cook and make dinner.
Child 4 picks up the plug and chain. She swings it gently and starts to sing “I’m a dingle-dangle scarecrow”. Child 3 copies L. They share the plug and chain using the swinging movement from the chain. They both sing Dingle Dangle Scarecrow again.
Child 2 continues to do their pretend cooking. Child 3 has collected up all the kitchen items from the basket, picking up the metal spoons. “This is small and this is big. Look. Look at these.”
Sue Gascoyne is an award-winning trainer and managing director of Play to Z Ltd.
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