RNIB supporting blind and partially sighted people
Effective practice guide
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
Registered charity number 226227
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:
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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@rnib.org.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:
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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
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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 coordination).
 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
http://www.tacpac.co.uk/ or 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
rnib.org.uk/educationprofessionals For print, braille, large print or
audio, please contact the RNIB Children, Young people and
Families (CYPF) Team at cypf@rnib.org.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@rnib.org.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: May 2014