KS1d: The importance of sensory exploration and play to infants', toddlers' and young children's cognitive, motor, perceptual, linguistic and social development
Evidence 1: Methods and Materials in Early Childhood Education, EDU 2050, Community College of Vermont, Fall 2002, Transcript
Description: Students were taught to encourage and support the creative abilities of children. We were introduced to the selection, setting up, and modifying of play materials. Emphasis was on the use of open-ended or complex materials. Various approaches to teaching children were discussed as they pertained to materials used, especially in a school setting.
Analysis: As children progress from infant to school age, sensory play serves various purposes. For older infants a sensory table can provide a space to enjoy water and floating objects. These objects can be grasped and generally work their way into the child's mouth. Young toddlers begin to actively explore the materials within the sensory table, and begin to fill and dump. Older toddlers continue to use more varieties of materials and may also begin to use these materials for fantasy play. Preschool and Kindergarten age children use these materials for the same purposes, but also begin to experiment with the elements included. Six to eight year olds use sand and water as media for constructing models of rivers, lakes and landforms.
Evidence 2: Vermont Early Learning Standards
Description: The Vermont Early Learning Standards were created to provide guidance for families, teachers and administrators. The VELS describe guiding principles that serve as the core for making informed decisions about what is developmentally appropriate for young children.
Analysis: Sensory exploration can lead to the development of mathematical and scientific concepts. As children transfer sand or water into containers of different sizes, they are able to experiment with words like "more" and "less". They also begin to use tools and their senses to make observations, gather and record information and make predictions about what might happen.
Evidence 3: Introduction to Early Childhood Education, EDU, Community College of Vermont, Fall 2001, Transcript
Description: This course was an overview of early childhood education. We examined historical, philosophical, and practical issues related to the education of children from birth to age eight. Topics included early childhood learning, behavior, and motivation; curriculum models and materials; observation techniques; and instructional issues.
Analysis: In this course we learned that sensory experiences are the foundation of infant learning. Infants and toddlers need to be surrounded with colorful objects, pleasant sounds, a variety of textures to explore and tactile experiences. As children grow, these experiences provide opportunity for concept development. Young infants and toddlers begin to identify items within their environment through touching, hearing, smelling and tasting. Preschoolers continue to identify objects with their senses, but they also begin to use sensory information to discriminate as they match, seriate, or classify objects.
