Surprise Window Circles

A delightful and attractive toy for children that will surprise them, Colorful shapes and picture appear as they lift the covers which encourage them to learn new words helping Linguistic intelligence to be promoted. Available in two themes (Colours / shapes). Improves the childs fine finger movement and hand-eye coordination which enhances bodily / kinesthetic intelligence. Made of high quality natural wood with non-toxic paints conforming to European toy safety standards. +1 Yrs. 3 Pieces + Wooden Base. 23.5 x 12.5 x 3.3 cm.

EYLF Learning Outcomes:

• Outcome 1 Enables children to make choices (which window to open next) and explore independently.
• Outcome 1 The element of surprise gives children a sense of agency and ownership over the discovery.
• Outcome 1 Re-visiting and improving (e.g. remembering what shape was behind a cover) builds confidence in their abilities.
• Outcome 2 Children may relate the shapes or pictures revealed to real objects in their world (e.g. “That’s a circle like the sun”).
• Outcome 2 In group play, they can share windows, show surprises to peers, and discuss their discoveries.
• Outcome 2 They contribute ideas about what might be behind unopened windows.
• Outcome 3 The game is safe, tactile, and gentle — promoting comfort in exploration.
• Outcome 3 The act of opening windows can be calming and captivating, supporting sustained attention and emotional regulation.
• Outcome 3 Children feel pride and satisfaction when they open a window and correctly name or describe what they find.
• Outcome 4 Encourages exploration, experimentation, and inquiry: children will guess what’s behind a window, open it, and reflect on their guess.
• Outcome 4 Builds problem-solving and prediction skills.
• Outcome 4 Supports vocabulary development linked to shapes, colours, and attributes.
• Outcome 4 The open-ended structure allows varying levels of complexity and extension.
• Outcome 5 Children describe what they see when they open a window (colour, shape, pattern).
• Outcome 5 They can ask questions: “What’s behind this one?”
• Outcome 5 They may compare surprises between windows (“This one is bigger,” “That one is a different colour”).
• Outcome 5 In group settings, children can narrate their process, share their discoveries, and listen/respond to others.

Developmental Milestones:

• 1 to 2 years Uses fingers to point, poke, and lift
• 1 to 2 years Lifting covers strengthens fine motor coordination and pincer grasp
• 1 to 2 years Understands object permanence
• 1 to 2 years Lifting a cover and finding a shape reinforces the concept that things exist even when hidden
• 1 to 2 years Uses single words to label things
• 1 to 2 years Encourages naming of colours, shapes, or animals: “Circle!”, “Red!”
• 1 to 2 years Shows curiosity, enjoys repetition
• 1 to 2 years Repeatedly opening and closing covers satisfies curiosity and builds confidence
• 2 to 3 years Can manipulate small objects with increased control
• 2 to 3 years More precise lifting and pointing motions improve dexterity
• 2 to 3 years Begins matching similar objects
• 2 to 3 years Children may begin grouping shapes or recognising repeated patterns
• 2 to 3 years Begins using 2-3 word phrases
• 2 to 3 years May say, “Red circle!” or “Open this one!” to communicate discoveries
• 2 to 3 years Enjoys shared experiences, turn-taking
• 2 to 3 years Can play side-by-side or with help from peers or adults to open covers together
• 3 to 4 years Uses tools or hands with skill for small tasks
• 3 to 4 years Refined lifting technique and control of covers
• 3 to 4 years Predicts and anticipates outcomes
• 3 to 4 years Children begin guessing what’s under each cover before lifting it
• 3 to 4 years Uses descriptive language
• 3 to 4 years May describe: “This is a yellow triangle,” or compare: “This one is bigger”
• 3 to 4 years Begins cooperative play
• 3 to 4 years In group settings, children may take turns or build narratives around the “surprises”
• 4 to 5 years Demonstrates mature pincer grasp and hand-eye coordination
• 4 to 5 years Smooth, intentional cover lifting and repositioning
• 4 to 5 years Uses logic and memory to solve simple problems
• 4 to 5 years May remember locations of shapes and plan actions accordingly
• 4 to 5 years Engages in conversations; uses positional and comparative terms
• 4 to 5 years Explains: “This shape is under that one,” or “That one’s on the left”
• 4 to 5 years Demonstrates leadership or supports peers
• 4 to 5 years May guide others: “Try this one,” or explain what they’ve found

Links to Theorists:

• This learning experience can be linked to Jean Piaget’s theories:
• Lifting flaps to reveal hidden images helps young children develop object permanence — the idea that objects exist even when they can’t be seen.
• Encourages schema development (e.g. cause and effect, hidden/revealed, spatial relationships).
• Promotes active exploration, which Piaget viewed as essential to learning.
• A child repeatedly opens and closes the same cover, building their understanding of “if I do this, then that happens.”
• This learning experience can be linked to Lev Vygotsky’s theories:
• Educators or peers can scaffold learning by prompting children to guess what’s under a flap, or helping name shapes and colours.
• The resource supports language development, especially when paired with adult narration or questioning.
• Children interacting with others during the game engage in collaborative problem solving — a foundation of Vygotsky’s theory.
• An educator asks, “What shape do you think is hiding here?” — extending the child’s thinking just beyond their current ability.
• This learning experience can be linked to Maria Montessori’s theories:
• The toy supports self-correction — children open windows and immediately see if their guess was right.
• It promotes independent exploration, allowing children to choose where to start and how long to play.
• Uses tactile materials to refine hand coordination, visual perception, and matching.
• A child quietly works through the windows on their own, focused and calm, adjusting their play based on their discoveries.
• This learning experience can be linked to Erik Erikson’s theories:
• Children make choices (which flap to lift) and gain confidence in their ability to discover and name what they see.
• Success in the task encourages pride and initiative — they feel smart and capable.
• The simple design ensures safe, low-pressure exploration for toddlers.
• A toddler exclaims, “I found the square!” — showing pride in their independent achievement.
• This learning experience can be linked to Friedrich Froebel’s theories:
• The toy aligns with Froebel’s belief in the educational power of play and sensory exploration.
• Each window or flap becomes a structured invitation to learn — a gift of knowledge hidden beneath a simple shape.
• Promotes pattern recognition, matching, and curiosity — all central to Froebel’s approach.
• A child lifts each window in the same order daily, forming patterns and rituals that support learning.

Learning Through Play:

• Children lift flaps to discover what’s underneath
• Builds curiosity, reinforces object permanence, supports trial and error
• Hands-on use of fingers to lift and close covers
• Fine motor skills, hand–eye coordination, pincer grasp development
• Visual contrasts, colours, and tactile movement
• Visual perception, spatial awareness, focus
• Matching, remembering locations, predicting outcomes
• Memory skills, prediction, cause and effect
• Naming shapes, colours, or items; asking and answering questions
• Vocabulary expansion, expressive language, comprehension
• Taking turns, showing discoveries, copying others
• Turn-taking, collaboration, listening, peer learning