Sensory Experiences in the Early Childhood Classroom: Teachers Use of Activities, Perceptions of the Importance Of Activities, And Barriers to Implementation

Abstract

The purpose of this study was to provide much-needed research documenting teachers' use of sensory experiences with young children. Participants in the study responded to a survey about demographic information, frequency of sensory experiences in the classroom, perceptions of the importance of sensory activities and barriers to providing sensory experiences. Data was entered into SPSS and descriptive analyses, including means, standard deviations, ranges, and frequencies were used. Two one-way ANOVA's were run to test for differences in use of sensory activities by teacher experience and level of education.Findings and Conclusions: Teachers reported that in general, it is "very important" to provide sensory experiences and activities in the classroom. Sensory experiences that teachers reported providing most frequently included: listening to music, singing, soft materials, and gross motor activities. Identified barriers/challenges to providing sensory experiences were health and safety concerns and hygiene. No significant differences in use of sensory activities by years of experience or levels of education were found.Further research is needed to provide additional information and shed light on why teachers are not providing sensory experiences and activities in the classroom. Additional research can also explore how sensory experiences can be used as a vital tool in facilitating academic assessment. This would aid in identifying and developing effective ways to access a child's growth and development over time, in their natural environment.