Muffik Tots Mini Sensory Playmat Set

• Australia and New Zealand Safety Tested and Certified
• Anti-Slip
• Waterproof
• Super easy to clean – just with water!
• Use it Indoor and Outdoors

EYLF Learning Outcomes:

• Outcome 1 Soft and stimulating textures create a safe space for exploration.
• Outcome 1 Babies and toddlers can explore the mats independently, choosing how to interact.
• Outcome 1 Exploring the mats helps infants learn about their own bodies and preferences (e.g., which textures feel comforting or exciting).
• Outcome 2 Mats can be used in small group settings, promoting shared experiences.
• Outcome 2 Early exposure to shared materials encourages taking turns and respect for learning spaces.
• Outcome 3 Sensory play supports emotional regulation and stress relief.
• Outcome 3 Crawling, standing, or walking barefoot on the mats helps build motor skills and body awareness.
• Outcome 4 The tactile variety encourages exploration and discovery.
• Outcome 4 Even simple cause-and-effect learning happens as babies explore what different textures feel like.
• Outcome 4 The open-ended nature of the mats allows self-directed play.
• Outcome 5 Babies and toddlers use gestures, facial expressions, and babbling to share excitement or discomfort.
• Outcome 5 Educators can introduce simple language during play: “soft,” “bumpy,” “spiky,” enhancing vocabulary.
• Outcome 5 Older toddlers may notice patterns or begin categorizing mats by color or texture.

Developmental Milestones:

• 3–4 Years Small mats are ideal for balance games (e.g., tiptoe on the bumpy one)
• 3–4 Years Promotes color recognition and texture sorting
• 3–4 Years Enhances proprioception and spatial awareness
• 3–4 Years Encourages cooperative games (e.g. “Follow the Sensory Path”)
• 4–5 Years Can be arranged into simple obstacle courses for balance and planning
• 4–5 Years Children can categorize and sort mats by texture, color, or type
• 4–5 Years Promotes creative storytelling and sensory-driven role play
• 4–5 Years Supports teamwork and negotiation in shared play
• 5–6 Years Children use mats for structured games (e.g., “Only step on green mats!”)
• 5–6 Years Enhances focus and coordination through challenge-based play
• 5–6 Years Provides grounding input for children with sensory regulation needs
• 5–6 Years Can be integrated into learning areas (e.g., counting, pattern building, storytelling)

Links to Theorists:

• This learning experience can be linked to Jean Piaget’s theories:
• Encourages learning through touch, movement, and exploration
• Supports cause-and-effect understanding (e.g., stepping on spiky vs. soft textures)
• Engages children in active, self-initiated learning
• This learning experience can be linked to Maria Montessori’s theories:
• Mats promote independent, purposeful movement
• Tactile materials support Montessori’s sensorial curriculum
• Mats allow free choice and repetition, fostering concentration and autonomy
• This learning experience can be linked to Lev Vygotsky’s theories:
• Mats support shared play with peers or educators
• Adults can scaffold learning by guiding movement games or sensory exploration
• Verbal and non-verbal interactions around the mats enhance learning
• This learning experience can be linked to Arnold Gesell’s theories:
• Supports typical milestones (e.g., crawling, standing, walking)
• Encourages observation of natural developmental progression
• Mats provide a developmentally appropriate tool for each stage
• This learning experience can be linked to Rudolf Steiner’s theories:
• Promotes rhythmic, sensory-rich movement
• Encourages imaginative play through open-ended use
• Supports connection between physical activity and emotional wellbeing
• This learning experience can be linked to Howard Gardner’s theories:
• Supports bodily-kinesthetic intelligence through movement
• Engages spatial intelligence through path-building or arranging textures
• Allows children to express preferences (intrapersonal intelligence)

Learning Through Play:

• Crawling across different textures
• Standing and walking on soft, safe surfaces
• Practicing balance and coordination through small obstacle paths
• Touching, pressing, or crawling on bumpy, smooth, soft, or spiky mats
• Choosing preferred textures or reacting to new ones
• Exploring barefoot, which stimulates nerve endings in the feet
• Arranging the mats into a sequence or pattern
• Exploring and comparing colors, shapes, and textures
• Repeating actions that are satisfying or challenging
• Playing alongside others or with educators
• Expressing joy, discomfort, curiosity, or excitement non-verbally
• Developing confidence through safe, supported exploration
• Pretending mats are stepping stones, animal tracks, or treasure paths
• Creating simple play rules or challenges with colors/textures
• Using mats in dramatic or pretend play setups