The treasure basket is one of the many innovations introduced by Elinor Goldschmied, a pioneer of early years practice (see Nursery World, 21 July).
When Elinor began her work back in the 1930s there was little interest in the first year of life. It was thought that the only thing babies needed was good physical care. Now scientific research has shown that during the first few months, all-important connections are being set up in the brain that help to determine what sort of person the child will grow up to be, and set a pattern for their future development.
That knowledge has been slow to filter through into practice. The commercial playthings that are offered to babies usually provide very limited interest for them.
It is important to recognise that the treasure basket is not just a con-venient receptacle for a random collection of baby toys. As well as being interesting and enjoyable for the baby, it is also an educational tool, developed and tested over many years. No two treasure baskets are the same, because there is an infinite variety of different objects that can be included, but they must all be carefully chosen to stimulate and appeal to the baby's five senses - taste, smell, touch, hearing and sight.
The treasure basket is designed for a very particular period in a baby's life: from the time at about six months when they can sit up independently, perhaps with some support from a cushion, to the point when they start to crawl. Some children lose interest in the basket as soon as they become mobile, when all their energy goes into exploring their environment. Others will continue to play contentedly with the objects until they are well over a year old.
What kind of basket is most suitable?
It needs to be made of natural material, such as wicker, with no sharp points and strong enough to stand up to daily use. It should have a flat bottom and straight sides so that the baby can lean an elbow on it when reaching in to take out an object, with no handle to get in the way. We have found that the ideal dimensions for a basket are about 14 inches (351mm) in diameter and between four and five inches deep (101 to 125mm).
It is very difficult to find this kind of basket in a shop. I have always had to get them made individually by a basket-maker, but there are now at least two regular suppliers (see box).
What should go into the treasure basket?
There are only two rules about the contents of the basket:
* None of the objects should be made of plastic and they should be completely safe for a baby to handle.
* Nothing should be small enough to swallow or have any sharp edges.
Remember that everything will go straight to the baby's mouth - that is how they start exploring something new.
Every treasure basket is a unique individual or group creation. Unlike a bought toy that remains the same until it is outgrown or broken, the treasure basket should be constantly evolving and changing as new objects are added and old ones discarded. Each time the baby is presented with his or her basket, they should find some old favourites and also something less familiar to reward exploration.
In People Under Three, written by myself and Elinor Goldschmied, we include a list of 92 suggested items that might be included in a treasure basket.
But every time I see one assembled by someone else it contains objects that we never thought of.
A few examples:
* Natural objects that might be picked up on a country walk or on the beach, such as pine cones, large pebbles, shells, chestnuts, feathers
* Objects of natural materials - raffia mats, small shoe horn, all kinds of brushes
* Wooden objects - napkin and curtain rings, clothes pegs, spoons, egg-cups
* Metal objects, likely to be found in a kitchen drawer - spoons, egg whisks, bunches of keys, small ashtray, lemon or garlic squeezer, bulldog clips, tea strainer, firmly closed tins containing rice or beans, tin lids, short lengths of chain
* Leather, rubber, fur and textiles - purses, balls, spectacle case, bath plug, bean bags, small spiral notebook None of the above objects is a 'bought' toy and many can be found in children's home environment.
The treasure basket at home
Parents and carers who start to assemble a treasure basket when their baby is four or five months old will have a rich collection of contents by the time they are ready to use it. Of course, many days will be filled with doing other activities, but two or three times a week the basket can be brought out and the baby settled happily beside it, providing a welcome breathing space for any mother or caregiver.
The adult should be available to respond to the child's needs, but does not have to focus their entire attention on the baby. The principal task is to maintain the basket by varying the contents occasionally, making sure all the objects are clean and in good repair, and replacing perishable items such as apples or lemons.
Treasure baskets in a childcare setting
For staff of a daycare centre or those running a parent and toddler group it can become quite an absorbing challenge to see who can come up with the most original and interesting objects. In group settings it is a good idea to make up two or three different treasure baskets which can be brought out in rotation. Each one should contain a satisfactory mix of items with different sensory qualities. Up to three children can be comfortably accommodated around one basket as long as they are closely supervised and not crowded too close together.
If there are older children in the room it is essential to create a protected space for the babies and their basket. Objects like smooth stones or polished china eggs, which babies love and are perfectly safe when they are not strong enough to throw them or use them as weapons, can become dangerous in the hands of older ones.
Children in their second or third year often find the treasure basket items very intriguing and they will interfere with the babies' play and exploration if they are not prevented. The remedy, of course, is to ensure that they have sufficiently interesting and enjoyable activities of their own.
The role of the adult
It can be quite difficult at first for a parent, carer or nursery worker to remain quiet and attentive, allowing the child to explore the objects in their own time and in their own way. Sometimes people feel that they are not doing their job unless they take an active part, talking about the objects, 'starting them off' by offering them an item, urging them to try something else when they seem always to choose the same thing.
Babies often show quite clearly that they do not want this kind of intervention. They just want to be allowed to get on with whatever they are doing. But it is also clear that they are aware of the adult's presence, and that it provides them with important emotional anchorage, especially when they encounter the treasure basket for the first time.
The idea of the treasure basket is attracting interest all over the world.
Between us, Elinor and I have taken it to Italy, Spain, the United States, Australia and New Zealand, demonstrating its use with mothers and babies.
Everywhere people have been astonished to see infants as young as six months totally absorbed in purposeful play for periods of up to an hour, in contrast to their usually short attention span.
The treasure basket engages the baby's natural curiosity to develop awareness of shape, colour, weight and texture, long before these concepts can be put into words. By encouraging concentration and the ability to discriminate and make choices, it lays the best possible foundation for future learning.
Sonia Jackson is professorial fellow of the Institute of Education, University of London
Further information
Suitable baskets
Natasha Macewen supplies a buff willow basket, 14in x 4in, with an attractive and informative accompanying booklet. Phone 01485 543499.
Community Playthings also supplies baskets and an explanatory leaflet.
Phone 0800 387 457 or see www.communityplaythings.co.uk
Using baskets
The National Children's Bureau has an excellent video, 'Infants at Work', with commentary by Elinor Goldschmied (tel: 0207 843 6000, www.ncb.org.uk)
* For information see Chapter 6 in People under three: young children in day care (2nd edition, 2004) by Elinor Goldschmied and Sonia Jackson