Today I introduced sensory bags filled with water, gel beads, and natural items like leaves and shells. Babies explored them through touch, tapping, and observation. This supported EYLF V2.0 Outcome 4: children are confident and involved learners and Outcome 3: Children have strong sense of wellbeing, encouraging curiosity, sensory processing, and motor coordination (AGDE, 2022).

 I used intentional teaching strategies like describing textures like squishy, cold and so on and encouraging cause-effect language like, “What happens if you press it?” This links with NQS QA1.2.1: intentional teaching and supports emerging communication (ACECQA, 2020).

I responded to each child’s interests, adjusting support where needed like offering larger bags to children with developing grip. This showed inclusive practice, respect for exceptionality, and AITSL Standard 1.6: strategies to support full participation, supporting learning for students with diverse needs (AITSL,2017).

The activity reflected play-based pedagogy and constructivist theory, as children explored freely and constructed meaning through sensory input. My setup also ensured a safe, calm learning environment aligning with QA3.2.1: Inclusive environment (ACECQA, 2020), and I ensured ethical practice by respecting infants’ cues and comfort levels, aligned with the ECA Code of Ethics (Early Childhood Australia, 2016).

While no Aboriginal content was included today, I plan to use natural materials in future sensory bags to prompt conversations about Country and connection to place, supporting QA6.2.3: community engagement (ACECQA, 2020).