Sensory Learning and the Outdoors

Sensory exploration is one of the most important ways that children in the early years make sense of the world around them. The use of materials that stimulate the senses (sight, touch, hearing, taste, and smell) is as important as the physical environment. The ultimate source for sensory exploration is, you guessed it, outdoors! Pinecones, gravel, feathers, water, mud it all provides the natural loose parts that create endless possibilities for play. Sensory play allows children the opportunity to create, investigate and explore. What better place for freedom of exploration then in the natural environment?

So, how can we use the natural space to engage in sensory learning? Well, children are drawn to that which sparks curiosity (clay becomes malleable in water) and experiences that engage problem solving and reasoning skills. “Play with natural elements, such as water, sand, and clay, fosters critical thinking by providing children the opportunities to use their senses in novel and meaningful ways.” (Beloglovsky & Daly, 2018). Research shows that sensory play builds nerve connections in the brain’s pathways, which leads to children completing more complex learning tasks. If we allow for more sensory experiences in the outdoor environment, we are encouraging children to take on more complex tasks in the outdoor space as well. Building complex structures out of sticks, moss and other loose parts is a skill that may take gross and fine motor practice. Including sensory learning in our outdoor environments can actively engage in that practice and skill in the day-to-day lives of children.

Working, playing, and living in all types of weather and environments provides further opportunity to experience sensory play. Snow, rain, mud, flowers each contribute to the learning environment through the senses. If we encourage jumping in puddles, planting flowers, or shaping snow we are enabling children to improve their social development, cognitive growth, and motor skills. Providing the natural space and materials for such development is an important part of learning in the outdoors and should not be overlooked. How can a seed, soil and some water invite children to learn? What questions will they ask themselves and others about the outdoor world? What scaffolding of learning can we uncover when we allow them the space and opportunity to explore?

“Children are more curious about, and interested in, natural spaces than pre-fabricated play structures. Children who engage in active outdoor play in natural environments demonstrate resilience, self-regulation and develop skills for dealing with stress later in life.” (Floyd M.F., Bocarro J.N., Smith W.R., Baran P.K., Moore R.C., Cosco N.G., Edwards M.B., Suau L.J., Fang K. 2011). Children need environments they can manipulate, invent, and construct. Sensory stimulation allows for a richer experience in these environments because the connection between the outdoor and the sight, sound and feel of it bridges the emotional gap. Creating an emotional sensory response to the outdoors (the smell of fresh cut grass in the summer, toes squishing in muddy puddles) creates a connection to the outdoors that may not exist without the sensory experience. A bond is formed between the child and the outdoor environment in these cases because their experiences create a memory and feeling they will want to relive and experience again.

As Educators our role is to create provocations that allow children to use their natural inclinations toward sensory experiences as a jumping off point for the love of the outdoors. Natural spaces create a unique opportunity to engage all our senses at once so that when we establish the importance of outdoor play, we are also shining a light on sensory learning. “These relationships can be discovered, tested and understood hands-on, the way children learn best. With a higher level of complexity and variety, nature offers the materials that support longer and more complex play”. (White & Stoecklin. 2014)

The value of sensory play in the outdoors needs to be highlighted so that more educators, community leaders and government agencies see the significant impact it has on children’s movements, critical thinking, problem solving and social interaction. If we effectively communicate how sensory learning creates endless possibilities in our outdoor environments, we have given precedence to including it in our practice.

Sasha Patterson

References:

Beloglovsky M., Daly L., (2018) Loose Parts : Inspiring Culturally Sustainable Environments. Redleaf Press 115.

Floyd M.F., Bocarro J.N., Smith W.R., Baran P.K., Moore R.C., Cosco N.G., Edwards M.B., Suau L.J., Fang K.(2011) Park-based physical activity among children and adolescents. Amer. J. Prev. Med;41:258–265

White, R. & Stoecklin, V. (2014). Children’s outdoor play and learning environments: Returning to nature. Accessed 2015 at www.whitehutchinson.com