Weekly planning overview
Learning objective
Children will explore safe sensory materials in ways that fit their development and communicate attention, curiosity, preference, or a need for a break through gaze, movement, gestures, sounds, signs, or words.
Suggested ELOF connections
Perceptual, Motor, and Physical Development; Cognition; Language and Communication; Approaches to Learning; Social and Emotional Development. These are infant/toddler domain labels; select specific subdomains and goals for each child's age and developmental progression.
Materials
Large fabric swatches, sturdy textured balls sized for the age group, sealed sensory bottles securely assembled by adults, board books about touch, scarves, shallow water tray for closely supervised toddler use, towels, and familiar household objects that have been safety checked.
Family partnership
Invite families to share a familiar song, safe texture, or household sound that comforts or interests their child. Offer a no-cost home idea such as noticing sounds during a daily routine.
Planning note: This is an original planning resource, not an official Head Start form. Adjust activities to individual goals, children's interests, your approved curriculum, classroom routines, and program safety guidance. ELOF connections are suggestions; choose specific outcomes using your program's planning process.
Five-day teaching plan
Daily experiences are invitations, not rigid scripts. Follow children's questions and engagement, repeat experiences when useful, and adjust pacing as needed.
Monday | Textures
Prepare: Two or three large, washable fabric pieces, checked for loose threads and safe construction.
Observe and document: Note gaze, reaching, touching, withdrawal, vocalization, or other cues. Record which texture the child approaches or avoids without interpreting one response as a skill level.
Offer two or three large, securely made fabric textures. Sit at the child's level, name what you notice, and pause: This cloth feels soft. You are touching it. For infants, bring one material into view and within comfortable reach; toddlers may choose between two options. Follow each child's cues, and let looking or turning away count as a response.
Teaching focus: Notice gaze, reaching, grasping, withdrawal, vocalization, signs, or words. Follow each child's cues and never force touching.
Tuesday | Sounds
Prepare: An age-appropriate, inspected rattle or a gentle adult-made sound; choose a calm space.
Observe and document: Notice whether the child turns, pauses, vocalizes, anticipates the sound, or signals that it is too much. Adjust the volume and pacing to the child's cues.
Share a short sound-and-pause game using a rattle designed for the child's age or a gentle adult-made sound. Pause so children can anticipate, respond, or initiate.
Teaching focus: Model simple words such as loud, soft, again, and stop. Avoid sudden loud sounds and respect children who cover their ears or turn away.
Wednesday | Movement
Prepare: A clear floor area, stable support if needed, and one safe object or basket within comfortable reach.
Observe and document: Record the child's chosen movement, reach, grasp, or attempt to move toward the object. Note environmental supports that enabled participation.
Move a scarf slowly within an infant's comfortable field of view or invite toddlers to reach, crawl, walk, or move a scarf from one basket to another.
Teaching focus: Offer stable positioning, clear floor space, and choices for children with differing mobility. Keep scarves away from necks and faces.
Thursday | Water and containers
Prepare: A damp washcloth for infants or a shallow toddler water tray with large cups, towels, and a plan for continuous close supervision.
Observe and document: Note how the child explores, communicates interest or discomfort, and responds to the adult. Keep attention on the child at all times during water play.
For toddlers who are ready, provide a shallow water exploration with large cups and adult supervision within arm's reach. Infants can explore a damp washcloth with an adult.
Teaching focus: Water requires continuous, close supervision. Empty the tray immediately after use. Do not leave a child alone near water, even briefly.
Friday | Favorite discoveries
Prepare: Two familiar, previously enjoyed materials and a brief note or communication method for sharing observations with families.
Observe and document: Record how the child indicates preference, what draws their attention, and what helps them feel comfortable. Share a specific, respectful observation with the family.
Revisit two familiar experiences and let each child show a preference by looking, reaching, moving closer, gesturing, vocalizing, or using words.
Teaching focus: Share one specific observation with families and invite them to describe safe everyday sensory experiences their child enjoys.
Everyday sensory invitations
For infants and toddlers, learning centers can be small, supervised invitations embedded in familiar routines rather than separate stations. Keep the environment calm, materials age-appropriate, and each experience responsive to the child.
Cozy book space
Share sturdy board books with varied pictures and textures. Name what the child looks at, pause for a response, and follow their lead if they turn a page, point, vocalize, or move away.
Movement space
Provide a clear, uncluttered floor area with stable support and a few age-appropriate objects to reach for, crawl toward, carry, or push. Adapt placement for each child’s mobility.
Sound and song
Use familiar songs, gentle adult-made sounds, and safe rattles designed for the child’s age. Pause between sounds so children can respond or initiate. Keep volume comfortable.
Texture exploration
Offer a small number of large, intact, washable fabric items or securely constructed sensory materials. Stay close, watch for mouthing and discomfort, and never force contact.
Care routines
During handwashing, dressing, meals, or diapering, describe the child’s actions and sensations in simple language. Allow time for anticipation, choice, and back-and-forth communication.
Outdoor noticing
With close supervision, notice wind, shade, birdsong, or leaves moving. Use visual attention, gestures, sounds, and words as meaningful responses; follow weather and site safety guidance.
Individualize: Reduce sound or visual stimulation when needed, use familiar home-language words and songs, allow extra processing time, and stop or change an experience when a child signals discomfort. Never leave infants or toddlers unattended with sensory materials or water.
Observation and documentation
Write down what the child did and the context: “looked toward the sound, then shook the rattle three times.” Track preferred materials, emerging communication, duration of engagement, and cues that signal the child wants more or needs a break.
Adaptations and extensions
Repeat favorite experiences across routines, including diapering, meals, outdoor time, and book sharing. Individualize based on developmental goals and family knowledge.
Health and safety
Stay within arm's reach during water play. Inspect every material before use, avoid choking hazards and loose parts, keep materials out of mouths unless designed for safe mouthing, and follow each child's health and allergy plan.
