Early years
Shapes and textures mat
Two visual mats invite young children to notice shapes, compare size and use simple position words. The activity explicitly points adults to a third-page guide before use; obtain and review that guide before setting up any sensory materials.
Name a shape and describe a texture. An adult introduces the mat and checks suitable materials first.
Read the complete materialRead the material
Two visual mats invite young children to notice shapes, compare size and use simple position words. The activity explicitly points adults to a third-page guide before use; obtain and review that guide before setting up any sensory materials.
Shared activity record. Use the preview for diagrams and layout.
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circle square triangle star soft bumpy smooth crinkly Sensory play activity mat · Stay with the child 1 SHAPES AND TOUCH 2 SORT AND PLACE 3 ADULT GUIDE SENSORY PLAY AGES 2 TO 4 ADULT-LED Shapes and textures mat FOR THE ADULT Place it, touch it, say it. Stay close. Read the guide on page 3 first. N 1 Shapes 2 Touch and feel Page 1 of 2
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big small on in next to Sensory play activity mat · Shape and word on every zone 1 SHAPES AND TOUCH 2 SORT AND PLACE 3 ADULT GUIDE SENSORY PLAY AGES 2 TO 4 SORT AND PLACE Big or small? Where is it? 3 Big or small? 4 Where is it? Page 2 of 2
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Shapes and textures mat Teacher companion Sensory play | Children aged 2 to 4 with a supporting adult Use with the exact 2-page original file. Keep pupil or staff activity pages separate from this teacher companion. When to use it Use this adult-led mat with children aged 2 to 4 only after obtaining and reviewing its companion adult guide. The guide is needed before choosing materials and supervising the activity. Stay with the child and follow their sensory and communication preferences throughout the session. Purpose Notice or name a shape, compare big and small, and use a word such as on, in or next to while placing or pointing. Start here The responsible adult reviews this guide and the child’s existing plans before selecting any objects. Start with looking, pointing or matching one familiar shape. A teaching sequence 1. Select familiar objects and a setup approved through the child’s plans and the setting’s risk check; the mats do not approve any material. 2. Invite the child to look, point or match a shape, then offer one texture word with optional contact. 3. Use the second mat to model big/small and on, in or next to. Stay with the child and accept their chosen communication. 4. Stop if the child shows discomfort. Record the observed choice and response, then review the next offer with the responsible adult. Checking guidance Before use, the responsible adult reviews the child’s existing sensory, allergy, choking and supervision plans and approves the materials and setup. The printed mats alone do not establish a safe activity. Stay with the child. Offer a small choice of familiar, approved objects and invite looking, pointing or matching before touching. Follow the child’s response; stop if they show discomfort. Do not require texture contact. Use the first mat to name or match circle, square, triangle and star, then offer one texture word. Use the second to compare big/small and model on, in and next to. Accept a gesture or symbol instead of speech. Afterwards, record what the child chose and the response observed, rather than making a developmental judgement. Review this new adult guide with the setting’s responsible educator before the activity is used. Support Offer a visual choice between two shapes or position words. Keep the mat within the child’s reach, allow a no-touch response and use familiar language or objects after the adult guide has been reviewed. Take it further Invite the child to choose an object and show where it goes, or to find another shape in the room. An adult can model one describing word and then pause for the child’s response. Things to keep in mind The mats do not supply tactile objects or establish that a material is suitable for every child. Use the child’s existing plans and setting procedures. Responsible-educator review of this new adult guide remains a prerequisite for use. Shapes and textures mat Teacher companion | Page 1
A teaching sequence
Notice or name a shape, compare big and small, and use a word such as on, in or next to while placing or pointing.
Name a shape and describe a texture. An adult introduces the mat and checks suitable materials first.
Read the complete materialPoint, match or name an approved shape
Read the separate adult preparation and observation guide before offering the pupil mat. Use approved materials and invite the child to point, match or name a familiar shape.
Which picture or object does the child choose to indicate?
Name a shape and describe a texture. An adult introduces the mat and checks suitable materials first.
Read the complete materialOffer texture words without requiring touch
Offer one texture word at a time and let the child choose whether to touch, look or indicate a choice. Stop if the child shows discomfort.
Would the child prefer to look, point, describe or stop?
Compare size and model positions
On the second mat, use a few safe objects to compare big and small or to show on, in and next to, following the reviewed guide.
Which approved objects can show big, small, on, in or next to?
Respond to the child's chosen placement
Let the child place, point or communicate where an object belongs, then model the word in a short phrase.
What short phrase names the position the child showed?
Before you teach
Look for the thinking behind an answer, choose the support your class needs and leave room for an independent response.
What to look for
Before use, the responsible adult reviews the child’s existing sensory, allergy, choking and supervision plans and approves the materials and setup. The printed mats alone do not establish a safe activity. Stay with the child. Offer a small choice of familiar, approved objects and invite looking, pointing or matching before touching. Follow the child’s response; stop if they show discomfort. Do not require texture contact. Use the first mat to name or match circle, square, triangle and star, then offer one texture word. Use the second to compare big/small and model on, in and next to. Accept a gesture or symbol instead of speech. Afterwards, record what the child chose and the response observed, rather than making a developmental judgement. Review this new adult guide with the setting’s responsible educator before the activity is used.
Give a little support
Offer a visual choice between two shapes or position words. Keep the mat within the child’s reach, allow a no-touch response and use familiar language or objects after the adult guide has been reviewed.
Take the idea further
Invite the child to choose an object and show where it goes, or to find another shape in the room. An adult can model one describing word and then pause for the child’s response.
Things to keep in mind
The mats supply no tactile objects and cannot establish whether a material suits a child. Use the separate adult preparation and observation guide, the child’s existing plans and the setting’s approved safety procedures.
Keep the idea. Make it yours.
Bring your topic, learning goal and class context to PLAI™, then review what you create.
Ideas for using this resource
Sample teaching perspectives on what to try, what to adapt and what to watch for.
Meet The Creators
Meet the creators whose teaching interests connect with this template. Find an approach to try with your class.
Siti Aminah Binte Osman
Settling in is personal, so a useful idea has to start with what the family has told us about the child’s comfort and routine.
Meet the creator
Yvonne Hartnell
I want adults to listen carefully, agree what support will look like and revisit the plan as the child becomes more comfortable.
Meet the creator
Spare Pencil
The two-page shape-and-touch mat for ages 2 to 4 separates shape and touch prompts from sorting and position words. Children can point to or name circle, square, triangle and star, compare big and small, and use words such as on, in or next to.
Margin Note
The page pairs soft, bumpy, smooth and crinkly words with simple shape exploration, then moves to size and position language. The adult guide says to stay close and read its directions first.
The Curious Pencil
Offer pointing, looking or naming as participation, and let the adult model a position word with an object the setting has approved. Stay with the child as directed and provide a no-touch way to choose.
One More Question
The mat does not supply sensory materials or determine whether a texture is suitable for a child. Check materials, allergies, supervision and access needs locally before any adult-led use.