How this product aligns with the EYLF
Supporting play-based learning and inquiry
The Coloured Sensory Blocks encourage children to engage in open-ended play, allowing them to explore various colours, shapes, and textures. Through this exploration, children can investigate their environment, experiment with building structures, and engage in sensory experiences that foster curiosity and inquiry.
Developing early STEM and problem-solving skills
As children manipulate the blocks, they can experiment with balance, stability, and spatial awareness, which are foundational concepts in STEM learning. The opportunity to shake and compare the blocks also promotes critical thinking as children observe cause and effect, enhancing their problem-solving skills through hands-on experiences.
Relevant EYLF Outcomes
Outcome 2: Children are connected with and contribute to their world.
Outcome 4: Children are confident and involved learners.
Outcome 5: Children are effective communicators.
Classroom, Play Activity & Provocation Ideas
Classroom & Learning Area Ideas
Set up a sensory corner where children can freely explore the blocks, encouraging them to describe their observations and experiences.
Incorporate the blocks into a colour-themed learning area, prompting discussions about colours and shapes during group activities.
Play-Based Activity Ideas
Encourage children to create structures using the blocks, fostering collaboration and communication as they work together.
Organise a sensory exploration session where children can shake the blocks and predict what they might see inside, promoting inquiry and discussion.
Use the blocks in a storytelling activity, where children can incorporate the blocks as characters or props in their narratives.
Provocation Ideas
Present the blocks alongside other materials for children to compare textures and colours, inviting them to share their findings with peers.
Create a challenge where children must build the tallest structure they can with the blocks, encouraging problem-solving and teamwork.
