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Creating Sensory Environments in the Early Years

Updated: Nov 11, 2023

Can You Smell a Rainbow? or See a Sound?



Close your eyes and take a few deep breaths. After a moment, concentrate only on the sounds you can hear. If you really listen, what will you hear? How far away are those noises? What can you smell? Can you tell whether you’re inside or out? What does your body want to do? Is it happy just sitting still or do you feel the need to move or perhaps tap your foot?


Everything around us, from our sight to our smell, to the movement of our body, and everything in between makes up our sensory environment. A multitude of systems keeping us functioning, working as part of the central nervous system.


And they don’t just stand alone in their working. They all work at the same time, firing signals to our brain to get a reaction. It is invested in our emotions. Our response to an individual sense has the power to trigger memories or to impact on our interactions and reactions.


There are many opinions and research in regard to how may senses we have. They range from the conservative five senses of touch, taste, feel, smell and hearing to another thirty- three plus senses that are at this time considered a radical thought process. Through research and development we come to understand more and more about our sensory systems, the senses within and how these impact the ‘sensory environment’.



Eight of the Sensory Systems

Whilst many of our senses relate to the physical – our sense of touch, smell, and taste, for example - other senses are connected to our bodies and the need for sensory input.


1. Auditory sensory system – hearing

2. Visual sensory system – sight

3. Olfactory sensory system – smell

4. Oral sensory system – the mouth, both physical and taste

5. Tactile sensory system – touch

6. Vestibular sensory system – balance and spatial awareness

7. Proprioceptive sensory system – body awareness and detects/controls force and pressure

8. Interoceptive sensory system – our general sense of our body’s needs – thirst, hunger, discomfort

For our bodies to work, these systems usually work in harmony resulting in healthy sensory regulation. We participate in the world without even thinking about it. We can filter distracting sounds in noisy environments and our reactions to situations are socially appropriate.


However, this doesn’t always happen in both neurodivergent and non-neurodivergent people. The brain interprets the sensory input and causes a physical reaction. Often, this output will result in a fight or flight response (this may be represented through anxiety, a frightened response, covering the ears to reduce the input if it’s auditory stimulation and a diverse range of other responses depending on the system affected). This is known as a sensory overload. It’s almost as if you have plugged in too many strong devices into an electricity power board. It cannot cope and ultimately explodes or shuts down.


On the other hand, some people are hyposensitive which means they are unaware of the senses around them and do not recognise or see the social cues the senses present. For example, they might not understand that you are calling their name, or that they have their music is on too loud.

Additionally, for a child to seek out a specific sense does not necessarily mean there is cause for concern, it could be that they are particularly sensitive to that type of processing. It makes them feel good and they want more of it. Or it is too much, and they want less of it and so avoid it.


Providing a Sensory Environment

Considering they are responsible for every action, reaction, and emotional response, these systems are exceptionally important.

By the time we are an adult, we are usually aware of the way our bodies react to sensory input and adjust our behaviours accordingly. However, as children, we are learning about everything, and our emotional responses are immature.


Providing a sensory environment within our early education services promotes positive wellbeing and connection to the world and people around us.




Sabina Klepp refers to (Deviney et al 2010) 7 Principals of Design, stating that a sensory environment would include,

· Environments that celebrate the wonder and diversity of nature.

· Colour palettes that soothe, subtly harmonise with the space, and enhance the environment.

· Quality furnishings thoughtfully arranged which assist to define learning areas.

· Textures that provide visual interest, depth, and the potential for unique tactile experiences.

· Displays that reflect real life and honour children’s contributions.

· Elements such as varied sources of light and sound help to create a serene and relaxed atmosphere.

· Focal points to draw the eye and attention of children and adults.


Whilst rooms, corners and areas dedicated to the sensory experience have their place, this relates to the design of all spaces in early learning education and care, enabling them to be an inclusive sensory environment.



Sensory Experiences

We know as early learning practitioners that play is fundamentally important. Providing additional experiences can support the child’s needs for sensory input as well as meeting their individual needs.


Sensory play also supports, amongst others,


· Language development

· Cognitive development

· Brain development

· Motor skill development – fine and gross

· Social interaction skills

· Problem solving skills

· Enhancing brain development and nerve connections for the child to complete higher level tasks

· Memory development

· Anxious and frustrated behaviours

· Self-regulation

· Calming sensory overloads


Including these experiences alongside the physical sensory environment is beneficial to each child. Look at these ideas to include in your programming, planning and classroom design in relation to support each sensory system.


Auditory Sensory System

Drumming, rain sticks, experimenting with different sounds, listening to a variety of music genres.



Visual Sensory System

I-Spy, Mirrors, Loose parts play.


Olfactory Sensory System

Scented playdough, water play with different scents, smell scavenger hunt.


Oral Sensory System

Taste tests, mouth movements, brushing teeth, crunchy snacks, wide and varied menu.


Tactile Sensory System

Mystery box, sensory bottles/bags, goop, junk modelling, tactile walls, or tiles


Proprioceptive Sensory System

Relay races, outdoor play, floor is lava, yoga, action songs.


Vestibular Sensory System

Climbing, tug of war, dancing, tactile tiles, risky play, obstacle course



Interoceptive Sensory System Body awareness, meditation, practice listening to our bodies during meals or during activities


Embedding sensory experiences and spaces into your early learning education and care service can ensure that educational practitioners are providing meaningful and beneficial environments.


To find out how you can create a sensory experience in your space, why not book a 1-hour Environment Consultation. Read about it here.






 

References

Klepp, S; Issue 4, 2016, Learning environments: a sensory landscape, Gowrie Australia Publication

Deviney, J; Duncan, S; Harris, S; Rody, M; Rosenberry, L. (2010). Inspiring Spaces for Young Children, Gryphon House

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