Child explores toys and resources using multiple senses while beginning to see objects as whole items rather than just sensory experiences. This foundational step bridges sensory exploration with symbolic understanding, setting the stage for pretend play.
What This Looks Like:
- Visually attracted to glitter balls but also recognizes them as “balls” for rolling
- Touches textured books but also opens them like books
- Explores objects through touch, movement, sound while maintaining awareness of their function
- Balances sensory exploration with functional use
- Grasps, holds, and manipulates objects with developing hand-eye coordination
Key Teaching Activities:
- Balance sensory and functional resources:
- Provide both glitter balls AND plain balls
- Have textured books AND regular books
- Mix exploratory with functional play opportunities
- Add balanced language:
- Name objects (“ball,” “book,” “car”)
- Include verbs (“shake,” “hold,” “roll,” “open”)
- Add descriptive concepts (“shiny,” “soft”) but DON’T FORGET THE VERBS!
- Use resources intentionally:
- Plain ball for turn-taking practice (less distraction)
- Glitter ball when focusing on descriptive language
- Multi-sensory is great, but sometimes less is more
- Turn-taking routines:
- Roll ball back and forth
- “My turn, your turn” language building
What Comes Next:
- Direct: Understanding what toys symbolize/represent (Step 2)
- Indirect:
- Vocabulary development (nouns, verbs, concepts)
- Visual Attention & Discrimination (→ Link to Visual Skills Steps 1-3)
- Visual Memory (→ Link to Visual Memory Steps 1-3)
When to Use This:
- Starting point for all symbolic skill development
- Infants and toddlers beginning object exploration
- Older children with developmental delays needing foundations
- Children with sensory processing needs (discuss with specialists)
Related Assessments:
- 2+ Baseline: Multiple skill areas
- Observation of object engagement across contexts
- Response to adult models of object use
Related Resources:
- Master Document: “Four-Tiered Approach to Provision” section
- Related Skills: Motor Skills Steps 1-6 (grasping, manipulation)
Age Phase: At First
Warning Signs:
- Overuse of one sense for exploration (visual stimulation seeking)
- Lack of whole-object awareness over time
- Sensory exploration doesn’t evolve toward functional use
- Flag for: Possible disordered development patterns if continues beyond expected age
