The Benefits of Sensory Play

Can I just tell you how much I love messy sensory play? Whenever we get our hands dirty at preschool - I mean really, really sticky and gooey - I get to experience the biggest smiles, the best questions, and the most articulate observations from my young scientists.

Plus, in what other point in life do you get the freedom to fully immerse yourself in the exploration of new materials using most of your senses without judgment? (And, in what point in life can you do this without needing to clean up the big mess that you make afterward?!).

Research shows that sensory play - with no preconceived knowledge or expectations - is critical during the early childhood years. As children work together and talk through the process of exploring new materials, cooperative and problem-solving skills are promoted as well as essential opportunities for linguistic development. For example, some children might love the different textures while their friend does not. Or a friend might describe a substance using completely different words or phrases. Oftentimes, we need to take turns or even share materials throughout the process, which requires complex conversational and problem solving skills. As a result, children begin to see that others may have different viewpoints than their own and start to develop a rich vocabulary that can then be transferred to others areas of learning.

When students are encouraged to make authentic observations, their cognitive abilities to make decisions, ask questions, and reflect on their learning are sharpened. Inquiry and evaluation are naturally embedded in the sensory play process. Because of its appeal to 'test the limits' for some children, the self control 'muscle' is also exercised rigorously during sensory play.

Sensory play also encourages fine motor development. Sometimes materials are small and hard to catch. They might have a texture that makes simply picking them up difficult (water beads are amazing). Sometimes materials change from liquid to solid, which requires a considerable amount of hand strength to pull apart (oobleck is tons of fun). Whatever the experience, sensory play is essential in developing the pincer grasp and hand strength necessary for future writing.

For me, the creative aspect of sensory play is what it's truly all about. Process-based activities provide the open-ended learning experiences that children need to gain confidence in the classroom and in life. While I take certain precautions to ensure that students are comfortable (setting out aprons, providing spoons for the reluctant learner), I think it's incredibly important to allow young children to immerse themselves in these sensory experiences with few limitations.

When we restrict play ("Don't get your clothes messy!") or place our own labels on learning experiences ("Yuck! I don't like that stuff!"), we are essentially robbing children of necessary opportunities to develop confidence, autonomy, and self efficacy in all areas of development (cognitive, linguistic, physical, and social/emotional). On the other hand, when we allow children to explore their world with wholehearted enthusiasm (or not), we send the message that exploration and higher thinking is important. We give the child the power to place value on the learning experiences. Those 'little things,' like dirty clothes, aren't that big of a deal.  Establishing a love for learning, play, creativity, and thinking outside the box IS a big deal. That's what I want my students to take away from the sensory experiences that I provide in the classroom.

We made our own 'moon dust' this week. We started with baking soda and described our observations using four of our senses. Someone suggested that moon rocks are grey, so we added some tempera paint. Someone else suggested they sparkle, so in went the glitter. We added water to add some texture to our moon rocks. How about we make them explode? The children were more than happy to oblige by adding vinegar to their tubs of goo. Overheard during the process:

"Whoa! It's hard like concrete!"

"I wish I could take this home!"

"Look! It's alien goo!"

"This kinda reminds me of pudding."

"It's making craters! Like the moon!"𑂽


More reading on the subject of sensory play in early childhood:

Look, Listen, Touch, Feel, Taste: The Importance of Sensory Play

Why is Sensory Play so Important? (this article provides some great home opportunities for sensory play)

Developing and Cultivating Skills Through Sensory Play

The S Word

There's a dirty word in preschool. Can you guess what it is?

No, not that one.

The word that I consider dirty in the preschool world - well, it may surprise you.  It's...

should

I hear this word all the time. From students. From parents. From myself. And it's one that I think about a lot. Maybe too much. So I'm going to try and get some of my thoughts on the subject out here.

For children, should implies a developing independence and autonomy. Surely, this is not a bad thing. But when it becomes a child's crutch for engagement in an activity, a certain level of intervention is necessary.

Should I add more colors? Should I be done with my picture now? Should I go play somewhere else?

When a child uses the S word a lot, it tells me that they look to adults for assurance and validation of their thoughts and feelings. During the early childhood years, it's critical for adults to take a step back from these invitations and encourage children to reflect and assess on their own. Only then can they start to strengthen that important self-evaluation muscle. Therefore, my approach to the S word in preschool is often just to respond with another question (or two, or three):

Should I add more colors?

What do you think? Is it done? How does it make you feel? 

For adults, should suggests that there's only one way something can be accomplished. It also implies a misguided focus on unrealistically high expectations.

Should he be writing his name by now? Should she know all of her letters and sounds by June? Shouldn't he be completely potty-trained by now?

It is so, so, so easy to get caught up in the "milestones" of childhood development. As parents, we are bombarded by information everywhere we look. We get caught up in conversations and comparisons with our friends. Deep down, we also truly just want our kids to be happy. And it's a logical conclusion that successful children are happy so we, as parents, should do everything in our power to help our children succeed in their happiness.

The only problem with this train of thought is that all children are different. Different innate personalities. Different backgrounds, resources, and family structures. Different coping mechanisms. Different birth stories. Different family values. The list could go on and on.

Despite being an educator for many years prior, it really took the bomb of becoming a parent to three children close in age for me to fully get this. My children really could not be more different. I have the extreme extrovert who thrives on being around people all the time. I have the extreme introvert with developmental delays who would happily spend all of his time at home. And then I have the perfect-on-the-outside-complex-on-the-inside child who needs more snuggles than the average human being. (And, yes, this is really minimizing their complex personalities). The point is, I found myself getting sucked into the never-ending whirlpool of childhood development shoulds and needed to find a way out.

So when I hear parents say the S word, I think it's important to take a step back. Take a look at the big picture. What are your child's strengths? Where can they use support? How can we get them that support? Is that support really necessary for a four year old?

What I have learned - and am still learning - is that children will get to where they need to go but they are all on their own developmental curve.

And living in a should world can be kind of should-y. So give yourself a break!