Which key area of learning is a Treasure Box (sensory)

[BlueberryPancake]

Doing an observation tomorrow with a sensory treasure box and trying to figure out which key area of learning it learning it comes under. I assume it's physical dev, but it could also be PSED, or communication. I usually try to find the one top area of learning and then outline the other areas of learning, but I just can't make up my mind about this activity.

Also, when children explore just for the sake of it, when they empty cupboards over and over, and empty boxes just for the fun of it, which area of learning does it come under??

Many thanks!

It's one of those cross-over ones, if it is sensory then it could also be Creative (textures and colours). Does it have to have a key area, could you just decribe it as having the potential to cover multiple areas of learning? It's providing an enabling environment for each unique child to get out of it what they want and need to so it ticks loads of boxes.

I've just had a look at the practice guidance for you new EYFS and it seems to cover a lot of page 44 in expressive arts and design so you could even add a few notes to that effect showing you're looking forward (depending on your age group of children).

Don't forget KUW. It does actually fulfills all areas of learning (as do most activities)

How can you decide what area of learning you are observing before you do the observation?
Doesn't it depend on what the child actually does?
Bonkerz is right, the experience could potentially cover all aspects of learning.

Your second point I would relate to a containing schema, which is an important cognitive step but also enhances physical development and KUW.

Holistic observation - then watch which direction it takes?

I always thought that part of planning an activity was to think about the areas of learning the activity covers, and then that can obviously change/adjust during the activity itself. I thought that was good practice...

There are some fantastic replies here, thanks for your very insightful information. Especially about the schematic play.

sorry, blueberrypancake, my reply sounded more arsey than I actually meant it to be

ok but I do get your point, the child will make it whatever he wants it to be. Last time I did a treasure basket with another little boy he simply emptied the basket on his head and went off to play with some annoying electronic toy!

With some activities you can plan to cover an area or two areas, the point of a treasure basket is more that it could cover any area and the child discovers it, which if you need to justify it in your planning can be a PITA but in your evaluation you can deal with that.

There is a lot to be said for retrospective planning; OFSTED consider it valuable

Being a reflective practitioner means that you can write that you started off thinking you would be looking at blah but ended up focusing on blah!