Draft: Local Queensland early childhood educator review pending.
Rights: © NeuroForgeIO Pty Ltd 2026. CC BY 4.0 — https://creativecommons.org/licenses/by/4.0/ (original work; note changes if adapted).
About 15–20 minutes. Planning link: QKLG 2024 Connectedness; EYLF V2.0 Outcome 2. The town is imaginary and can be designed for many people. Framework sources.
Gather: Reused boxes, a paper strip for a path, a few large blocks and one toy figure or object to represent a visitor. Keep packaging staples and sharp edges out of reach.
Invite: “Our visitor wants to get to a place they like. What should this town have?” The child can build a park, quiet room, library, shop, ramp, shady spot or a completely new place. Let them pick where to start and whose ideas to include.
Say: “How will the visitor get there?” “What would make that easier for someone else?” “What if a person wants a quiet way through?” Keep questions open; don't turn the activity into a quiz about real neighbourhoods.
Notice, without scoring: What needs did the child notice or invent? Did they test a route, change it or include an idea from someone else? Record the design decision, not whether the town looks realistic.
Change the route: A child interested in transport can design stops; an animal lover can create safe paths for toy animals. A child may direct another person to place boxes, use a finger to trace a route, or describe it with AAC or a home language. Use a small tabletop version for limited space or mobility. Avoid asking children to disclose real addresses or family circumstances.
Screen: None needed. Optional: an adult can photograph the model and let the child draw a route over the image locally; do not post the photo.