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'.