Child and practitioner explore with a can of shaving foam at the window.
Good for looking at
- SEND and play
- Sensory play
- Messy play
Notice
- What do you see the child doing as he approaches the window and the foam?
- How is he using his hands, arms and body when working on the vertical surface?
- What catches his attention — the texture, the movement, the marks, the teacher’s voice?
- How does the teacher position herself and her actions to support his engagement?
Reflect
- What sensory experiences might this activity offer him?
- How does the vertical surface change the way he explores, reaches, pushes or marks?
- What signs of communication — verbal or non‑verbal — do you notice between child and teacher?
- How does the practitioner pace the interaction and respond to his cues?
- What developmental skills (motor, attention, communication, emotional regulation) might be supported in this moment?
What next? Planning
- How might you create more chances for children to work on vertical surfaces to support motor development and early writing movements?
- What have you learned about pacing interactions and responding sensitively to children’s cues?
- How could you use sensory play in your environment to support regulation, engagement and communication?
- What will you pay more attention to when observing children — their gestures, vocalisations, persistence, or problem‑solving?
- How might you adapt your environment to offer more open‑ended, low‑pressure exploration like this?
- How will this clip influence your planning for children with additional needs, particularly around interaction, communication and fine/gross motor development?
- How could you use observational footage in team discussions or reflective practice sessions?
