Sensorial learning by Hannah

For the purpose of this project I have decided to choose sensorial learning as continuous provision. Within my setting of a special needs school I aim to develop this area of focus within my classroom. Continuous provision is an area that has been created for the needs of the user, it should offer challenge and support for children’s development. Continuous provision is an area that has been created for the needs of the user, it should offer challenge and support for children’s development (Bryce-Clegg, 2014). Bryce-Clegg, an Early Years consultant, also states ‘we want children to be explorers in our provision, to use their own interest, curiosity and creativity to interpret, use and apply what they see around them in ways that are individual to their own needs and experiences’. This statement is very fitting for the children in our class, with each having very unique sensory needs, each child will explore the sensory trays in different ways to fulfil their own needs.

Sensory provision is an interest of mine, I like the feel of different textures and colours, finding it very therapeutic. Having seen many children in various early years settings get enjoyment and also progress developmentally through sensory play. I believe there are many learning opportunities within this provision.

In my class of key stage 2 children we have a range of different needs and disabilities to include; cerebral palsy, autism, dravet syndrome, sight impairment and global delay. Throughout the week the children have ‘free choice’ sessions giving them the opportunity to choose what they would like to do, they look forward to these sessions and having the independence to make their own choices. Many of the children will choose board games, card games or action games from the ‘free choice’ cupboard and enjoy playing these together. However, for our children with low functioning autism, consequently having very little social and communication skills they don’t tend to join in with these activities. Each of these children have very different needs, but all enjoy sensory activities.

With few sensory activities available to them I was really keen to develop a sensory shelf, containing various resources to be played with and explored through using their senses of touch, sight, scent and hearing. This was originally going to be a shelf that would be accessible to the children during free choice sessions and at times of need as a way of calming and also as reward.

The possibilities are endless when it comes to sensory learning and development, there are many options, and can be continually changed or adapted to the needs and interests of the children using them.

Some ideas:

I discussed some ideas with my class teacher, she was happy for me to develop this area, but she informed me that putting them on the shelf wouldn’t be practical in our classroom. We negotiated other options and decided they could go in the resource cupboard, in trays with lids, as it would be too much of a distraction to the children during lessons. With them being in the cupboard, children could access them in the same way the other children access their chosen activities. They would also be accessible for all children in our class to use. If these were being used in an early years setting, they could be accessible at all times.

Photo of a cupboard

I decided to begin developing this area of provision by making two sensory trays, one with natural resources and one with man-made resources. I went on my search to collect various objects that would be of interest to our children including different colours, textures, sounds, light and scent.

Some of the natural resources I collected were;

Sea-shells, pine cones, stone, bark, empty snail shells, sea sponge, rosemary, mint and sand.

These will all be put into a tray with lots of sand giving children the opportunity to explore through touch, scent and sight, discovering different objects they find in the sand. These materials can be changed to various natural materials and the sand can be changed to compost, grass, water etc.

Photo of natural materials

The non-natural resources I got were;

Rubber gloves, torch, soft puppet, bracelet, blanket, washing-up brush, sticky bugs, toy hair brush, beaded necklace, car wash mitt and a small tambourine.

These objects again will be in a tray for the children to explore, they are all brightly coloured, with sequins on the scarf, the bracelet is shiny, the necklace makes noise with the beads knocking each other, torch providing light etc. There are many different textures and sounds with these objects. Again these can be changed to offer more variety, extended exploration and learning opportunities.

Photo of man made materials

These sensory trays will enhance children’s development in many areas. For the children I will be using them for, they will encourage communication and social skills through talking about the different materials, they will aid concentration through exploring objects of interest, whilst fulfilling their sensory needs. They will also be effective in calming some children during times of need to avoid escalation in moments of anxiety, upset or anger.

If the sensory trays were used in an early years setting, they would cover the characteristics of effective learning by providing opportunity for ‘active learning’, ‘playing and exploring’ and ‘creating and thinking critically’, consequently supporting children’s learning across the prime and specific areas of development (Education, 2012).

Autism primarily affects the child’s imaginative, communication and social development, it can also include additional learning difficulties and cause sensory difficulties (Wall, 2011). Wall (2011) also explains that children with autism will not generally show interest in or be alert to activities other than their own ritualized behaviours. They will demonstrate repetitive behaviour during their play, and may become distressed, anxious or angry at changes to their routine or having their rituals interrupted (Matson & Minshawi, 2006). For this reason, changes to objects will be made gradually one at a time and introduced to children slowly.

Interaction with objects on a sensory level using all of our senses is significantly important in view of communication particularly with children (Roberts, 2012).

The impact of these sensory trays will be monitored by observation on the children whilst using them; to see what benefits they have, do the children enjoy using them, are they used for multiple purposes.

The sensory trays have been in use in my classroom for a week now and are proving to be very popular! The 3 children I purposefully did this project for each get enjoyment out of using them and 2 out of the 3 are sitting for increased periods of time exploring the various objects. 1 child prefers the natural tray and the other prefers the man-made objects using many of the different textures to feel on his face, this works well as they can use one each. Child 3 doesn’t sit down for long but likes to spontaneously come over to the trays, have a quick explore, move on and then return. He will then spontaneously ask questions about the various objects. These questions can come a long time after exploring, showing he is still thinking about the activity. The trays have also been used as a calming aid, which I thought they would be with 2 of our children, this works well. I am yet to change any of the objects so I’m not sure what the initial effect of that will be yet.

My completed sensory trays:

References:

Bryce-Clegg, A., 2014. 'Continuous Provision'. Two words that can end up causing a great deal of confusion. [Online]
Available at: http://www.laurahenryconsultancy.com/2014/09/29/continuous-provision-two-words-that-can-end-up-causing-a-great-deal-of-confusion/
[Accessed 12 March 2016].

Education, E., 2012. Development Matter in the Early Years Foundation Stage. [Online]
Available at: https://early-education.org.uk/sites/default/files/Development%20Matters%20in%20the%20Early%20Years%20Foundation%20Stage%20-%20FINAL.pdf
[Accessed 10 April 2016].

Matson, J. L. & Minshawi, N. F., 2006. Early Intervention for Autism Spectrum Disorders. Oxford: Elsevier Science.

Roberts, R., 2012. Wellbeing from Birth. London: SAGE Publications Ltd.

Wall, K., 2011. Special Needs and Early Years: A Practitioner's Guide. 3rd ed. London: SAGE Publications Ltd.