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

Teacher! He won't play with me!

The four year old brain can be an "acid trip" (yes, a real term suggested from a highly respected professional on the island!) of thoughts and emotions - both comfortable and uncomfortable. Problem-solving through these uncomfortable emotions is what preschool is all about.

One conflict that requires a lot of work - especially as children gain a greater sense of social awareness (typically within the 4-5 age range) - is social inclusion and exclusion. I would say that, in an average day, about 50% of the conflicts that arise in the early childhood classroom have to do with children wanting to play with a peer and being rejected, thus resulting in seeking help from a teacher.

We talk a lot about this type of conflict at group time and in the moment as well. We role play and model how to be inclusive with our peers. We also suggest to children that 'everyone can play' at preschool except for when a child needs alone time (because we ALL need alone time sometimes, right?!).

Dealing with this conflict year after year, however, has really got me thinking about teaching children how to resolve this kind of conflict BEFORE it even happens. How can we support students in evaluating a social situation before they even attempt to enter it, with the hope that the chance of rejection is much, much smaller?

Enter the red light/yellow light/green light strategy for WHEN (not HOW) to approach a friend to play.

The basic idea of this strategy suggests that people give off a red light (they don't want to interact with you), yellow light (not sure), or green light (they do want to play with you). Children can be taught how to approach others giving off these signals, as well as how to give off these signals to others.

The red light child might appear angry. He might be deeply invested in what he's doing and ignoring you. He might not make eye contact. He might be running away from you!

The green light child might appear happy, content, or calm. He might make eye contact and face you with his body. He might be initiating play.

Parents can use this strategy for teaching children when friends, siblings, and even adults are approachable or not approachable. Parents can also use this strategy for showing children how their own body language and words can affect how others perceive them. It's a fascinating strategy and is applicable well into the adult years!

Here's the worksheet that I sent home with my parents at conferences:

Take It to the Page

The early childhood pendulum is currently stuck at quite the extreme. Academics, standardized testing and pressure to conform to developmentally inappropriate 'norms' have challenged our gut feelings to just let kids be kids.

I do, however, have hope that the pendulum is starting to swing back the other way. We have fewer and fewer prospective parents wondering what we're doing academically in our preschool program. Rather, parents are asking about our opportunities for open-ended play and other foundational skills - such as self-regulation, language as a mode of communication, and social/emotional intelligence - as these are the true predictors or success in kindergarten and life.

For young children to thrive, they need social, emotional, and language competence. So what is the most effective way to achieve this? Well, look no further than our school's mission: learning through art and play.

While this may seem pretty simplistic, it is also entirely intentional.

Play

Take a minute to consider this fantastic quote from Mr. Rogers: play is often talked about as it it were a relief from serious learning. But for children, play is serious learning. Play is really the work of childhood.

Play provides a chance for children to make sense of what they're observing in the outside world. It encourages them to practice new concepts over and over and over again as they build confidence and autonomy. Play also offers children a chance to challenge their own thinking. While certain topics of play may seem silly (or downright embarrassing!) to us adults, it often makes perfect sense to a four year old.

Play also offers a fascinating window into where children are developmentally. In our preschool, which serves children ages three to five, we see children playing in a variety of stages but most often in these three:

Symbolic/Solitary Play 

in this stage, the child uses toys for many uses and talks his/her way through this play. For example, a bottle cap is used to keep the liquid in the bottle, but it can also be used as a silly hat or a cup for pretend drinking. Symbolic play, research shows, is one of the most important predictors of language acquisition. Language acquisition is the primary building block for all cognitive and social/emotional development.

Social Play

in this stage, the child begins to play interactively with others. Symbolic play is a prerequisite for this stage because it involves a rudimentary form of back and forth conversational skills and social awareness.

Cooperative Play

in this stage, the child is able to converse back and forth freely with others. Cooperative play requires skills such as the ability to ask/answer questions, act as leader and follower, and extend ones thinking outside of individual ideas and needs. Therefore, a mastery of symbolic and social play is required.

As teachers, we observe children at these different stages to determine what skills they need to move forward on the continuum.

Art

Unfortunately, art is often overlooked as a critical component of childhood development. According to a very well known speech pathologist where we live, art uses the whole brain and, therefore, has the ability to promote critical life skills such as self-regulation, intrinsic motivation, and exploratory imagination.

Not only does art provide a window into a child's development (see previous post on Process and Product), but art provides a positive method for changing undesirable behaviors and uncomfortable emotions.

For the child who is angry or frustrated or sad, providing a chance for them to draw/paint out their emotions can provide a necessary avenue for expression. In other words, let them take it to the page. Depending on where the child is developmentally, this artistic 'release' may be scribbles, symbols, or recognizable shapes or figures. A lot can be learned about a child's feelings by sitting next to them and asking about their drawing - perhaps even scribing his or her words as they talk in order to read back to them later. Some children may also just want to draw in silence and that's okay. Oftentimes, children need these non-verbal means of expression during the busy day.

For the child who shows resistance to drawing, providing an alternative medium - such as clay or play dough - can also provide the same benefits as more traditional forms of art therapy. These alternative forms of artistic therapy can have the same advantages, as well as provide additional fine motor benefits as well.

Art, therefore, provides yet another coping strategy for uncomfortable emotions, while also providing a chance for adults and children to connect without the heavy cognitive load that a one-on-one conversation may require.

See how sitting down and coloring affects your mood! It really is surprisingly calming.

More Reading:
How Process Art Experiences Support Preschoolers

How Art Enhances Childhood Development

Art Therapy for Every Child

Gun Play

We are working on storytelling right now which always brings up the age old question of gun play at school. Preschool-aged children - particularly boys, but not always - are like moths to a flame when it comes to guns. Research is all over the place as to why this occurs - whether it be an innate feeling to experience power, exposure to violence in the home, and/or influence of the media and other toys. Whatever the reason(s) may be, this fascination comes out in stories and all kinds of play.

Now, where we live, guns are kind of a taboo topic. Most people shudder at the thought of weapons of any sort - especially around young children - because they go against their core family values. Many consider guns to promote violence and suggest an ill will towards others. Perhaps parents worry that their gun-loving child may become a gun-loving adult.

Can we support a child's social and emotional growth and learning through play but tell them that certain topics should not be explored? How do we support students who do not like playing "with" guns when this play is all around them?

My own philosophy of violent play at school has changed throughout the last few years. Currently, I approach gun play at preschool in much the same way that I approach other "rules" in the classroom - to provide the tools for the children themselves to determine what should be allowed and what should not. While I used to have a "no guns" rule at school, I've found that this really didn't accomplish much at all. Rather, having a zero tolerance for guns actually created a significant increase in negative attention to those who often played this way - particularly, boys.

Reminding students about the two rules we came up with as a class - we are kind and we are safe - during gun play allows them the chance to decide if it should be permitted. For example, when a group of children are up on the boat 'shooting' their unconsenting peers below, we can talk about how we have the right to feel safe at school and, therefore, the game needs to change directions. On the other hand, when a group of children are playing 'good guys and bad guys' (which is another post entirely), and everyone feels safe playing the game, the game continues as is.

Sometimes these scenarios can be a little tricky, of course. Like the time a child was insisting he was shooting "love arrows" at everyone. Sigh.

Personally, I hate guns and find myself cringing when children shoot at each other. However, I also consider gun play to be developmentally appropriate within the preschool classroom and, therefore, must work hard to separate these conflicting beliefs. With proper modeling of non-violent behavior, sensitivity to those who prefer not to play this way, and open communication with families, I believe there can be a place for violent play in the early childhood setting.

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!

Just Breathe

Holiday parties. Elves on the shelves. Christmas trains. Visits to Santa. Shopping and lines (and lines and more lines). Concerts and musicals. Holiday movies. House guests. And who can forget the gifts?

The holidays are an exciting time and we are so lucky to live in a smallish community that prides itself on its many offerings for family entertainment.

As a parent to young children myself, I know that I can definitely get caught up in the spirit of the holidays.

I also wholeheartedly believe in the importance of taking the time to reflect on our own families, their needs, and what is really important based on our own unique family values. Some children do just fine with changes in routines. For others, a bombardment of extra people, social activities, and high expectations can result in some undesirable behaviors.

How do you do with the holiday excitement? Do you find joy in the activities and find yourself generally happier during December? Do you find yourself stressed out by the high expectations? Do you feel pressure to maintain certain holiday traditions or are you able to let go?

The reason I ask these questions is that children pick up on our emotional cues much more than we think they do. When we exhibit an excessive amount of stress and worry and anxiety, our children internalize (and then externalize) these behaviors. In the preschool crowd, this often manifests itself in extra tiredness, tantrums, irritability, and a general decreased ability to work through problems with their peers.

Of course, this is not to say that we, as parents, should hide all of our negative emotions from children. Being 'perfect' does nothing to support a child's healthy emotional development.

The key is trying to find that magic balance in life. I know this can be easier said than done. Knowing ourselves and our children is a great start. Keep in mind that what works for one family can be very different than what works for another. Give yourself - and your children - permission to breathe.

I hope that everyone has a safe, healthy, happy holiday season - no matter what that may look like for you and yours!

  

Encouraging Self Evaluation

One issue that we have been working through this year is the volume of the classroom. Let's face it - this group is loud! It's a busy kind of loud. Big ideas. Big emotions. Honestly, I have never had a class this loud which is kind of great because it has stretched me to reassess my thinking as a preschool educator and collaborate with others to discover new and more intentional strategies. These kinds of challenges are why I love teaching in the field of early education.

These kinds of challenges are also why I fall asleep on the couch around 8:15 every night.

But I digress.

So how could we go about changing the classroom volume in a constructive, positive, and child-centered way?

We started by holding a class meeting about the volume in the classroom: Is the volume working for us? (no) How do we know (too many reminders from teachers, can't hear my friends, etc.) Is this something we want to change? (yes)

We then discussed different volume levels at school (loud, indoor voices, whispers, no talking) and the times of day that appropriately matched each volume level (for example, treasure boxes should be completed in quiet whispers). One child had the realization that different volumes reminded him of a thermometer, so we created this visual to be posted in the classroom:

I'm not sure how our thermometer was made upside down. I'm doing everything in my power to quiet the OCD side of me and leave it be.

In the days that followed, we reviewed our volume thermometer at group time. I also carried it around during different times of the day and asked students where their voices were and, if changes were necessary, where should they be and how would they get there (which is so much more pleasant than saying 'shhhhh' all the time!). Plenty of review and modeling was provided.

As the children became more confident with this visual tool, a truly remarkable thing started to happen. They began self-evaluating their own volumes with no teacher intervention at all.

We watched as students went over to the chart and ran their finger down the thermometer: where is the volume right now? Where should it be?

We watched as students gave each other gentle reminders: you're in the red zone but you should be in the green zone.

We watched as students began to transfer the self-evaluation process to other areas in the classroom: did we stay in the green zone during lunch? thumbs up, to the side, or down?

As difficult as it may be, I always try my best to refrain from praising children in the moment for these actions. I really want them to take ownership and observe how their own actions can authentically and directly change the learning climate without adult validation. Praise is saved as a reflective learning tool during whole group instruction. As a result, the children begin to grow their own independence in preparation for the larger classroom and, eventually, the 'real world.'

This class constantly reminds me of the importance of child-centered education. Would we have attained the same powerful results if the teacher had simply made the rules for the children? Most likely not. To provide preschoolers with the tools to become their own autonomous learners is one of the greatest gifts we - as teachers and parents - can provide during these key developmental stages in their lives.