With the Pegboard Platform there was plenty of engagement with the apparatus itself. For instance, here is a short video of a child using the platform for making something special: "rock-sand-snow ice cream.
Rock, sand, snow ice cream from Thomas Bedard on Vimeo.
Notice that the child in the video is responding to another child's inquiry about what she is making. Often as adults we ask that same question, but it seems more genuine coming from another child. Her response actually makes me wonder if she knew what she was making or she is making it up on the spot in response to his inquiry. In any case, she is quite animated when she responds as if to confer her blessing on her own creation.
What is not apparent from the video is that part of her creation began away from the table on the shelves that hold the play provisions for the sensory table. It is there she carefully adds the rocks.
Is that tangential to the apparatus? Probably not, but it does expand the play beyond the apparatus itself creating movement in her operations from the platform, to the shelves and back to the platform. What does that tell me about the nature of her play? How important is it to be able to move between areas for her play?
Here is an example of an operation that is tangential to the platform apparatus. This child has appropriated the floor space between the sensory table and the shelves for her operations. She has three containers of different sizes and shapes. She is very intent about transferring the sand between the containers.