In the first example, a child sprinkled sand onto the table covering with holes apparatus and used her fingers to make make lines and squiggles.
Some of the trace memories necessarily revolve around a growing familiarity of physical properties of the materials they employed in their operations. Could there also have been trace memories of agency? Will the children remember they were given license to feed their curiosity, to ask questions, to experiment? What role do emotional trace memories such as mastery and joy play in helping children inhabit and navigate the world?
P.S. As I edited the draft of my post, I realized that I chose the first two images because I had two specific memories of children creating trace images. I doubt that they remembered the traces they created, but why did I? Interestingly, I used those traces to feed my curiosity about how children make sense of the world. As I fed that curiosity, my inquiry on traces morphed into a different question about traces. It is easy to grasp a static trace image, but is it possible to find more dynamic trace images of children's operations? That eventually got me wondering about trace memories that are not just physical and mental, but also emotional. I will leave you with that to make sense of it as you will. Hopefully I have left enough traces.