At this level we are observing and building upon the child's response to an auditory cue linked with the visual cue of the tent. The process involved here is moving on from the purely perceptual level towards a cognitive understanding level. This could provide an experience where it is possible to observe the beginnings of the child anticipating what is about to be experienced. This can only be achieved if the child has had repetition and a continuous experience of being in the tent working on their visual recognition over a considerable amount of time, depending upon the individual.
For example working with two different coloured tents, combining auditory and visual stimulus, it might be useful to use the following words prior to placing the child in a particular coloured tent:
Ali (or the child's name) ....... One - Two - Three ....... Orange
This should be said very slowly and clearly.
An additional way for the child to appear to be showing anticipation could be their response when entering the tent such as changes in their body language and/or their facial expression such as smiling (possibly accompanied by vocalisation.)
Once Ali's preference responses were consistent between the two colours of green and orange, it was clear that she preferred the orange tent. This was demonstrated through her increased level of concentration and the way she showed more attention to the orange tent. She also increased her use of clapping and vocalisations when she was happily engaged. The third choice of a fluorescent pink tent was introduced as an observation routine and Ali again expressed her preference for orange through showing less attention to the pink tent and sometimes producing unhappy vocalisations.
We began with keeping the choice between two, for example green and orange and then pink and orange while always giving her time to visually process at her own speed in each tent. After sessions of repetition and consistent choices of colour it was possible to develop the use of three choices of colour. The understanding of the anticipation cue of 1....2...3..... before the word of each colour also appeared to enhance the learning experience.
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