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 Active learning; EYLF V2.0 Outcome 4. Children try an idea, notice what happens and try again. Framework sources.
Gather: One large toy, paper, a crayon and daylight near a window. If daylight is not useful, an adult can hold a small torch. Keep the torch away from eyes and do not use hot lamps or electrical cords in the play area.
Invite: “Can you make this toy's shadow change?” Let the child move the toy, move the paper, choose a different shape or ask you to move the light. Trace a shadow only if they want. If there is no clear shadow, look for one outside or try another time; the problem can stay open.
Say: “What do you think might happen if it moves closer?” “What changed?” “What should we try next?” Share your own guess and allow it to be wrong.
Notice, without scoring: What did the child predict or try? Did they notice a difference and alter the setup? Capture the sequence in plain words, such as “moved the toy twice, then asked to move the paper.” Do not require the child to explain the physics.
Change the route: Try dinosaur, vehicle or plant shapes. For a low-vision or tactile route, use an adult-made shadow outline and compare the toy's position by touch; the child can direct the adult. A child can point, gesture, sign, use AAC or a home language to make a prediction. Keep the setup quiet and uncluttered; no timed response.
Screen: None needed. Optional: take two private photos of the same toy and ask the child which change they notice, with no upload.