Video Transcript:

>> All right. We're going to read a book about all the barn animals.

>> Okay, okay.

>> Okay, we got some barn animals here.

>> [Inaudible] cow.

>> A room in a home or childcare setting that has been altered with a few camping props can change the dynamics of toddler's play by focusing their attention on sounds, the shadows created by animal figures, and the element of discovery as they search for hidden objects. Toddlers are able to attend to activities for longer periods of time, especially if they have someone to imitate, some interesting objects to explore, and enough space to move freely without being crowded by other children. Some developing cognitive skills that enable toddlers to pretend they are camping include: naming objects in illustrations and pretending to taste or smell something that is pictured in a book or magazine.

>> That's a good job. Now, let's see what other animals we can see around our tent.

>> Pointing to and naming the shadows of different animals and imitating their sounds.

>> I see a chicken.

>> How about this one right here, what's that?

>> A cat.

>> A what?

>> A cat.

>> A cat. And what sound does the cat make?

>> Meow.

>> Meow. Does anyone have a cat at home?

>> I have a cow. I do have a cat.

>> This one right here?

>> Yeah, it's a cat.

>> Good job. Oh, what's that sound?

>> Figuring out situations, such as what has created a certain sound and where an object has disappeared.

>> I think there's some owls around this area.

>> Using objects for purposes other than the intended purpose.

>> Look it. I've got some binoculars for you guys. Let's look for some owls. Here you go. Look around. We can get up and look. Tell me where you see an owl. Let's count them.

>> I see one.

>> Where?

>> Right there, two.

>> This one right here?

>> Yeah.

>> Another owl. We can get up if you want, to look around. How about up here, look. See one up there?

>> Right there, right there.

>> Can you see from your binoculars?

>> Yes. Look, one there and one there.

>> So one, two -- you know what, look at this. It looks like this is a nest.

>> And finding hidden objects by looking in the last hiding place first.

>> And I think they have babies in there. Let's look. You see another one? Look at that. Can you grab the baby owls? They're learning how to fly. Loot it, look it. Another owl. How many -- how many do we have?

>> Three.

Have you ever noticed how simple tasks, such as looking for objects in the world around them, can captivate children? In this video, a teacher explores part of the classroom with children while encouraging interaction with the environment. As you watch, notice how she engages different senses in her activity.

In what way did the teacher in the video encourage aesthetics through the use of sensory exploration? What other senses would you have engaged in this activity, and how?

Think about a time when you took a trip and noticed different sights, sounds, and textures in the world around you. How did this experience help shape your aesthetic sense?