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In a reactive environment, repeats actions which obtain sensory feedback 
Description:
These activities aim to provide opportunities for a child to repeat an action to obtain sensory feedback
| Early years skill: | not specified |
| Early years typical range: | not specified |
| P-scales/Curriculum skill: | not specified |
| P-scales/Curriculum level: | not specified |
| TAP skill: | not specified |
| TAP level: | not specified |
| Pre/Nat. Curriculum Area: | not specified |
| Pre/Nat. Curiculum Standard: | not specified |
| Phoenix Area: | Sensory and Emotional Regulation |
| Phoenix Step: | Step 9 |
| Section: | Early Years (0-5yrs) info; Primary (5-11yrs) info; Secondary (11-16yrs) info |
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Cause-and-Effect Sensory Play – Toys that respond to actions (e.g. pop-up toys, switches, musical buttons, sound books, light up toys). | 1. Present one cause-and-effect toy within easy reach. 2. Model the action once and allow your child to explore freely. 3. Pause and wait for your child to repeat the action to gain the sensory feedback. | Ensure the sensory response is immediate and clear. Avoid prompting other than modelling. |
| Sound-Making Exploration – Objects that create sound when acted upon (e.g. shakers, drums, crinkly materials). | Keep the environment calm and uncluttered. Accept repetition as purposeful exploration. Avoid demanding variation too early. | |
| Visual Feedback Play – Light-up toys, mirrors, or reflective surfaces. | Keep the environment calm and uncluttered. Accept repetition as purposeful exploration. Avoid demanding variation too early. | |
| Bouncing Exercise ball or trampoline | Use minimal language when giving instructions |
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