Educating Young Children Volume 1 – Spring 2025 | Page 41

throughout the learning day and can be both chosen by the child and guided by the teacher. As educators learn about children’ s interests, preferences, and needs, they can create sensory explorations that support every child. For example, they can create a calm corner where children can choose to go to focus on their breathing or practice other calming strategies. Children can also access materials that use fine or large motor skills before moving on to an instructional activity. In addition, educators can integrate sensory experiences into outdoor spaces.

Connecting with the Community for Support

We were able to set up our outdoor sensory space in part because of partnerships developed within the community. For instance, we partnered with Arnav, a Ravine Drive Elementary School alum and Eagle Scout candidate. Arnav proposed building the outdoor sensory bins tailored to different needs. Ravine Drive’ s Parent Teacher Organization saw the value in the project and provided funding. Arnav rallied his scoutmaster, troop, and family members to design and build the bins— making this a collaborative community effort.

In the following section, we describe how early childhood educators can intentionally create and guide sensory explorations during outdoor play.

Sensory experiences and materials can be incorporated into both indoor and outdoor spaces. For example, along with calming areas, early learning programs and schools can incorporate sensory walkways in hallways and sensory rooms. Outdoor spaces offer even more opportunities for sensory exploration and materials, such as outdoor sensory bins and outdoor sensory pathways, that tap into children’ s interests and support choice making. In our setting, after