Day136 · Can your visitor get there?Foundation Design Tech · T3 W27–28 · Teacher · Teacher / Day 136

Prepare

Use the child’s genuinely available work, or choose a new blank design; never imply a missing earlier model exists. Choose a broad pretend visitor marker locally approved for the actual activity. This is toy-scale use, not human access certification.

Invite and capture first

Ask: “What would you like to try?” The child may move a marker through their own gap, place it beside the display, or select another action serving the chosen job.

Teach / model

After the child predicts or chooses a trial, an adult may demonstrate on their own model: one marker fits one observed opening; a different marker may need another arrangement. State only the observed model result.

Make or direct

Child chooses where to begin and move the marker or directs an adult; record who moved it. If materials are unavailable, the interactive place maker can test digital positions but supplies a digital result only.

Try / choose

Ask: “What happened? What would you keep or change?” A preference is acceptable even if the marker fitted. Do not call a collision a child failure or insist on a single correct layout.

Save and notice

Record actual model/marker/action/actor/outcome; separate prediction, digital-plan trial and personal preference. No measured width, comfort or structural performance supplied.

Three ways to join in

Short start: make one actual marker placement, or indicate the preferred spot while the adult does it; describe only that event.

Hands-on start: try the same broad marker in two self-chosen arrangements and compare actual outcomes.

Explore more: predict and then try a different locally approved broad marker. Explain why the toy-scale result cannot establish access for real people.