Part of the EYFS Glossary
This article forms part of our EYFS Glossary of Early Years Education Terms, which explains key curriculum, pedagogy, and assessment language used in early years practice.
Treasure Baskets are collections of everyday objects and natural materials provided for babies to explore freely using their senses, supporting curiosity, sensory development, and early learning.
What are Treasure Baskets?
Treasure baskets are collections of carefully selected objects that babies can explore independently. These objects are usually everyday items rather than toys, chosen to provide a variety of sensory experiences.
Items may include:
wooden, metal, or natural objects
materials with different textures
objects that make different sounds
items with varying shapes, sizes, and weights
Babies are encouraged to explore these objects using their senses—touching, holding, mouthing, and examining them.
Origins of Treasure Baskets
Treasure baskets are commonly associated with the work of Elinor Goldschmied, who developed the approach as part of early years practice for babies.
The idea behind treasure baskets is that young children benefit from exploring real objects that offer rich sensory experiences, rather than relying only on manufactured toys.
This approach supports the understanding that babies learn through direct exploration and interaction.
Treasure Baskets in Early Years Practice
In practice, treasure baskets are typically used with babies who can sit independently but are not yet mobile.
Practitioners may:
present a basket filled with a variety of objects
allow babies to choose what to explore
ensure objects are safe and appropriate
provide uninterrupted time for exploration
regularly refresh or change the contents
This creates opportunities for focused, self-directed exploration.
The Role of the Adult
During treasure basket play, the adult’s role is mainly to observe and support rather than direct.
Practitioners may:
ensure the environment is safe
observe how babies explore objects
remain nearby and attentive
respond when needed without interrupting exploration
support engagement through presence rather than instruction
This allows babies to explore at their own pace.
Treasure Baskets and Children’s Development
Treasure baskets support development across several areas, particularly in early childhood.
These include:
sensory development (exploring textures, sounds, and materials)
physical development (grasping, handling, coordination)
concentration and attention
curiosity and exploration
Through repeated experiences, babies begin to build understanding of the properties of objects.
Common Questions About Treasure Baskets
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Treasure baskets are typically used with babies, especially those who can sit independently but are not yet mobile.
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Treasure baskets use everyday and natural objects rather than toys with fixed purposes, encouraging open-ended exploration.
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Adults usually observe and support rather than lead, allowing babies to explore independently.
Summary
Treasure Baskets are collections of everyday objects designed to support babies’ sensory exploration and early development. Through independent, open-ended play, babies develop curiosity, coordination, and understanding of the world around them.
Related Glossary Terms
The following glossary entries are closely related to Treasure Baskets and provide additional context:
Continuous Provision
Further Guidance | Related Documents within our ‘EYFS Curriculum & Pedagogy’ suite:
Below you will find a selection of guidance documents from within our Little Owls Resources ‘Curriculum & Pedagogy’ area which explore this concept (& its age-specific application within EYFS settings) in greater depth.
[For additional documents please visit our support pathways: Baby | Toddler | Preschool | Reception | Mixed-Age]
Further Guidance | Related Resources within our ‘Printable Provision’ area:
Disclaimer
The information provided in this glossary is intended to support understanding of terminology commonly used within the Early Years Foundation Stage (EYFS). It does not constitute official guidance and should not be considered a substitute for the EYFS Statutory Framework or other Department for Education publications.
Terminology and interpretations may vary between settings and professional contexts.