Esme paints Scroll to learning area

Esme, age two, explores paint through touch and sound with close adult support, using sensory cues to engage in creative play.

Good for looking at

• Sensory engagement
• Adult support
• Tuning in
• Communication cues
• Turn-taking
• Emotional response
• Physical assistance
• Exploration style
• Sensory feedback

Things to notice while watching

• How Esme explores paint using touch and sound.
• How the adult’s support Esme physically and verbally.
• Esme’s reactions—enjoyment, hesitation, curiosity.
• Communication through sounds, gestures and movement.
• How the adult tunes in to Esme’s body language, verbal and non-verbal cues.

Reflect

• How did Esme engage with the painting activity through her senses?
• What strategies did the adult use to support Esme physically and verbally?
• How did the adult respond to Esme’s body language and non-verbal cues?
• What signs of enjoyment, curiosity or hesitation did you notice?
• How did communication happen—sounds, gestures or movement?
• What moments of shared interaction or turn-taking stood out?
• How might you adapt this activity for Esme or another child with similar needs?

What next? Planning

Environment: How can you adapt your space to support sensory exploration for children with vision or hearing impairments?

Resources: What materials could you offer that encourage touch, sound and movement?

Adult Role: How will you tune in to non-verbal cues and adjust your support during activities?

Communication: What strategies will you use to respond to sounds, gestures and emerging language?

Engagement: How can you build in opportunities for turn-taking and shared interaction?

Inclusion: How will you plan for children with different sensory needs in group activities?

Next Steps: What similar experiences could extend this learning—e.g., water play, textured materials or music?