Surprise Window Shapes

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 Children choose which window to open, giving them agency and control.
• Outcome 1 They build confidence in their ability to explore, remember, and predict what’s behind each cover.
• Outcome 1 Repetition and familiarity help children feel secure and capable.
• Outcome 2 Children can relate shapes revealed to real‑world objects (e.g. “That’s like the sign on the door”).
• Outcome 2 In group play, children share windows, point out shapes to one another, and talk about what they find.
• Outcome 2 They might compare shapes in their environment (classroom, home) with those inside windows.
• Outcome 3 The tactile, safe, fine motor activity supports physical confidence and bodily awareness.
• Outcome 3 The element of surprise and discovery keeps children engaged, calm, and curious.
• Outcome 3 Success in lifting and identifying shapes provides satisfaction and a positive emotional experience.
• Outcome 4 Encourages inquiry, prediction (“What do you think is behind here?”), experimentation, and reflection.
• Outcome 4 Develops visual discrimination, matching, classification, and memory as children recall which window held which shape.
• Outcome 4 Supports a progression of difficulty: start with fewer windows, then increase complexity.
• Outcome 4 Builds persistence and curiosity as children revisit windows to test their guesses and patterns.
• Outcome 5 Children use shape and spatial vocabulary (circle, square, triangle, behind, under).
• Outcome 5 They explain their reasoning: “I think this one is a square because…”
• Outcome 5  In group contexts, they share discoveries, compare what they see, and listen/respond to others.
• Outcome 5 Could extend by having children draw or tell a story about shapes they uncovered.

Developmental Milestones:

• 1 to 2 years Begins using fingers with precision (pincer grasp)
• 1 to 2 years Lifting the covers supports finger strength and coordination
• 1 to 2 years Understands object permanence
• 1 to 2 years Revealing shapes behind covers reinforces the idea that objects still exist when hidden
• 1 to 2 years Uses single words; begins naming things
• 1 to 2 years Shapes and colours provide early vocabulary (e.g., “circle,” “blue”)
• 1 to 2 years Enjoys repetition; shows curiosity
• 1 to 2 years Repetitive uncovering builds comfort and confidence in exploring
• 2 to 3 years Uses hands independently to manipulate small objects
• 2 to 3 years Lifting and replacing covers strengthens motor control
• 2 to 3 years Begins matching and sorting by shape or colour
• 2 to 3 years Children start noticing similarities/differences between shapes
• 2 to 3 years Uses 2–3 word phrases; begins using shape names
• 2 to 3 years Encouraged to say things like “blue circle,” or “open this one”
• 2 to 3 years Begins playing alongside others (parallel play)
• 2 to 3 years Can explore the game with peers, watch and imitate others
• 3 to 4 years Improved precision in hand movements
• 3 to 4 years More deliberate and controlled opening of covers
• 3 to 4 years  Begins predicting outcomes and solving problems
• 3 to 4 years Children guess what’s behind a flap based on patterns or memory
• 3 to 4 years Expands descriptive vocabulary; engages in dialogue
• 3 to 4 years Can describe, compare, and explain shapes and positions
• 3 to 4 years Enjoys interactive play, turn-taking
• 3 to 4 years Takes turns opening covers or explaining discoveries with peers
• 4 to 5 years Well-developed coordination for precise tasks
• 4 to 5 years Opens and closes each cover carefully and accurately
• 4 to 5 years Can classify, recall, and make logical predictions
• 4 to 5 years Remembers what shapes are where; begins forming strategies
• 4 to 5 years Uses complex sentences; expresses ideas clearly
• 4 to 5 years Explains choices, names shapes, and describes differences (“This one is smaller than that”)
• 4 to 5 years Engages in cooperative and imaginative play
• 4 to 5 years May incorporate the shapes into stories or group activities

Links to Theorists:

• This learning experience can be linked to Jean Piaget’s theories:
• Encourages schema development through exploration of cause and effect (lift → reveal)
• Supports object permanence by hiding and revealing shapes
• Builds classification skills — recognising and grouping shapes by features
• A child begins predicting what’s under each flap based on prior experience — building cognitive schemas.
• This learning experience can be linked to Lev Vygotsky’s theories:
• Educators scaffold learning by modelling shape names or guiding children’s exploration
• Language development is promoted through adult–child or peer discussions (e.g., “That’s a triangle!”)
• Supports development within the ZPD — children can do more with guided support
• A child points to a shape and says “red” — with adult scaffolding, they extend to “red circle.
• This learning experience can be linked to Maria Montessori’s theories:
• Child can self-correct by matching shapes to hidden surprises
• Encourages independence — no need for electronics or prompts to guide learning
• Tactile experience promotes concentration and sensory refinement
• A child returns to the activity daily, repeating patterns and improving precision — hallmarks of Montessori learning.
• This learning experience can be linked to Erik Erikson’s theories:
• Children choose which flap to open → builds independence and decision-making
• Success reinforces confidence, and repeated efforts promote resilience
• Encourages initiative — children take action, try again, and engage with intent
• A child says, “I want to do this one!” and feels pride when they reveal the shape correctly.
• This learning experience can be linked to Friedrich Froebel’s theories:
• Surprise Window Shapes is a “gift” material that promotes discovery
• Supports Froebel’s belief that hands-on learning and sensory input lead to deep understanding
• Encourages creativity, repetition, and joyful engagement
• A child lifts windows rhythmically, then begins narrating a story about the shapes — blending play and cognition.

Learning Through Play:

• Children use fingers to lift flaps and explore the board
• Fine motor skills, pincer grasp, bilateral coordination
• Children experiment with opening different windows
• Builds curiosity, attention span, and object permanence
• Children match, recall, and predict shapes behind flaps
• Memory, pattern recognition, logical reasoning
• Visually identifying shapes, colours, and spatial layouts
• Visual discrimination, spatial awareness
• Talking about shapes, colours, or positions
• Vocabulary development, descriptive language, communication
• Taking turns, sharing discoveries, asking peers
• Cooperation, turn-taking, peer learning, confidence in group settings