When I first noticed one of our preschoolers consistently avoiding the finger painting station, I’ll admit — I initially thought it was just a preference. But with time and observation, I came to realise it was much more. The child found the wet, sticky texture completely overwhelming — a reminder of how important sensory exploration childcare is in helping every child feel comfortable and confident as they learn through play.
Another child, meanwhile, would dig elbow-deep into every tray of slime, rice, or kinetic sand we offered. These early encounters reminded me just how varied children’s sensory responses can be-and how important it is for us as educators to meet them where they are.
What We Now Know About The Eight Senses?
Most of us grew up learning about the five senses-sight, sound, touch, taste, and smell. But in early childhood education today, especially across centres here in NSW, we know children actually rely on eight key senses. Understanding these is essential for building supportive, inclusive environments that help all children thrive.
| Sense | Description |
| Visual | How children interpret what they see-shapes, colours, spatial differences. |
| Auditory | The way they respond to sounds-talking, background noise, music. |
| Tactile | Their sense of touch-both light touch (alerting) and deep pressure (calming). |
| Gustatory | The experience of taste-sweet, sour, salty, bitter, savoury. |
| Olfactory | Sense of smell-flowers, food, essential oils, even the scent of Play-Doh. |
| Vestibular | Balance and spatial awareness-rolling, spinning, climbing. |
| Proprioception | Body awareness-how much force to use when pushing, pulling or jumping. |
| Interoception | Awareness of internal states-hunger, tiredness, needing the toilet. |
Children process sensory input differently. Some are hypersensitive-easily overwhelmed by sounds, lights, or textures. Others are hyposensitive, constantly seeking more movement, pressure, or stimulation. Many children fall somewhere in between, and their needs can shift daily.
Understanding these nuances isn’t just about creating comfort-it’s about unlocking learning. When children feel safe and regulated, they engage. They focus. They take part.
Recognising Sensory Differences And Their Learning Impact
Let me paint you a picture. Imagine a five-year-old in your classroom who refuses to sit on the mat during group time. Every day, they’re up and down, shifting constantly, bumping into peers. It might look like restlessness or defiance. But what if that child is simply craving proprioceptive input-something to help them feel grounded?
Or take another child who flinches at the sound of the fire drill and needs hours to recover. That’s likely a case of auditory hypersensitivity. These aren’t misbehaviours-they’re sensory responses. And the more we tune into them, the more we can respond with empathy and effectiveness.
Across our Little Angels Early Learning Centre in Baulkham Hills, we’ve seen how small changes can make a big difference. We had one boy who would bolt from group time whenever the vacuum cleaner started. After a few chats with his parents, we realised it was the high-pitched hum that distressed him. We made a few adjustments-scheduled vacuuming outside his hours and used calming music during transitions. His participation improved almost overnight.
Here’s a checklist you might use when observing a child with possible sensory processing differences:
Sensory Needs Observation Checklist:
| Behaviour Observed | Possible Sensory Link |
| Covers ears or avoids noisy areas | Auditory hypersensitivity |
| Constantly touching objects or people | Tactile or proprioceptive seeking |
| Avoids messy play | Tactile hypersensitivity |
| Rocks, spins, or jumps excessively | Vestibular seeking |
| Appears unaware of personal space | Proprioceptive under-awareness |
| Doesn’t notice hunger or toileting | Interoception challenge |
Once we know the “why” behind behaviours, we can start meeting sensory needs proactively. That’s where sensory exploration becomes a game-changer-not just a classroom extra, but a vital part of how we teach, reach and support every child.
Creating Sensory Learning Centres That Actually Work
I still remember the day we introduced a “calming corner” at Little Angels. It wasn’t fancy-just a little nook with soft cushions, a few tactile tools, and gentle lighting. But within a week, it became the most visited part of the room. Not because children were trying to escape learning, but because they were learning how to regulate, how to pause, and how to re-enter the group with confidence. That’s when I truly saw the impact of well-thought-out sensory learning spaces.
Designing Quiet Sensory Corners For Self-Regulation
Every classroom benefits from a designated sensory-safe space. Think of it as a “reset zone”-not a punishment corner. These areas are ideal for children who feel overwhelmed by group noise, bright visuals, or transitions.
Here in Baulkham Hills, our centre layout takes into account acoustics and lighting. We position our quiet corners away from high-traffic zones-never near the front door or bathroom. We use soft natural tones-nothing too loud on the walls-and offer cushions, fabric canopies, and low lighting. No flashing fairy lights. Just warm, inviting, calm.
Quick Setup Checklist for a Quiet Sensory Corner:
- Located in a low-traffic, quieter space
- Soft seating: bean bags, floor cushions
- Weighted lap pads or blankets
- Dim lighting or a lamp with a soft bulb
- Basket with sensory tools: fidget toys, textured fabrics, stress balls
- Visual calm-down cards or simple breathing posters
- Noise control options: headphones, small white noise machine
- Open access: never restricted to only certain students
One child at our centre would head straight to the sensory corner every morning. We later found out mornings were hectic at home, and this space gave him the grounding he needed to begin his day. After ten minutes, he’d quietly join the group, ready and calm.
It’s not about spoiling children-it’s about supporting emotional safety so they can access learning in their own time.
Incorporating Natural Elements In Lessons
Australia has such rich natural diversity, and we’d be missing an opportunity if we didn’t bring that into our classrooms. Whether it’s collecting leaves from the playground or using gum nuts for counting activities, children are naturally drawn to earthy textures and organic materials. They’re grounded. Familiar. And, importantly, free.
We often create a nature table with items collected during outdoor play: bark, feathers, seed pods, and leaves. The children love to sort them, touch them, and use them in open-ended play. It’s also a wonderful way to build vocabulary: “This one feels spiky,” or “It smells like lemon gum!”
Ways to Use Natural Elements for Sensory Play:
| Activity | Sensory Focus | Example |
| Nature sorting trays | Tactile + visual | Leaves, rocks, feathers by colour or size |
| Herb-scented playdough | Olfactory + tactile | Rosemary, mint, or eucalyptus-infused dough |
| Clay modelling with found objects | Proprioception + texture | Stamping with shells, bark, pebbles |
| Sand or soil trays | Tactile + grounding | Digging, scooping, burying treasures |
Even the climate here gives us opportunities-on a rainy day, we might gather rainwater in a bucket and use it for outdoor painting or water play. On hot days, ice cube trays filled with herbs or coloured water create cool, tactile experiences that also help children manage temperature regulation.
Creating Tactile And Movement Zones
While some children need calming corners, others need spaces where they can move, jump, push, and pull. These aren’t distractions-they’re tools for regulation.
In our preschool room, we have a small area with balance discs, soft foam steps, and a low climbing structure. We also provide tubs filled with tactile materials that change every week-sometimes dry pasta, other times coloured rice or kinetic sand. One week, we had a dinosaur dig setup with dry soil, scoops, and tweezers. The children were hooked.
Weekly Sensory Bin Planning Template:
| Week | Theme | Fillers Used | Tools Added |
| 1 | Ocean Life | Blue rice, shells, pebbles | Scoops, mini sea animals |
| 2 | Autumn Leaves | Dried leaves, seed pods | Tongs, magnifying glass |
| 3 | Construction | Kinetic sand, blocks, nuts/bolts | Shovels, trucks, paintbrushes |
| 4 | Farmyard Fun | Corn kernels, toy animals | Hay bits, little rakes |
The key is rotation-keep things fresh, engaging, and relevant to the learning happening around it. You don’t need expensive materials-just creativity and a willingness to let kids get a bit messy.
Daily Strategies For Promoting Play-Based Sensory Exploration
Some of the most powerful learning I’ve seen over the years hasn’t come from worksheets or formal lessons-it’s emerged from spontaneous, sensory-rich play. I’ll never forget a little girl who disliked drawing with pencils but would spend ages finger painting with yoghurt and food dye. She explored texture, colour mixing, and spatial awareness-all through play. It reminded me (yet again) that hands-on sensory exploration is not a detour from learning-it is learning.
Here’s how we can intentionally embed sensory opportunities into everyday classroom life.
Hands-On Activities That Engage Every Sense
Hands-on learning doesn’t need to be complex to be effective. In fact, the more accessible and flexible the activity, the better. Whether it’s painting with sponges, sorting buttons by shape, or exploring textures during a bushwalk-these activities spark interest, hold attention, and build connections.
Here’s a table to guide activity ideas across sensory systems:
| Sensory System | Example Activities |
| Tactile | Finger painting, play-dough, fabric scraps, collage |
| Auditory | Sound jars, clapping games, “guess the sound” listening games |
| Visual | Light tables, colour sorting, shadow play |
| Vestibular | Swinging, rolling, obstacle courses |
| Proprioception | Carrying books, stacking boxes, pushing wheeled toys |
| Olfactory | Smelling herbs, scented paints, aroma bottles |
| Gustatory | Tasting lemon/orange slices, mindful eating of crackers or fruit |
| Interoception | Guided body scan, deep breathing, “how does your tummy feel?” |
Children who engage with materials physically are more likely to retain and apply what they’ve learned. Whether they’re learning patterns with beads or letter shapes in sand trays, the sensory link deepens the experience.
And remember-those little spills or messes? They’re often the most productive parts of the day.
Encouraging Art And Craft Projects For Tactile Play
Art is where the magic happens. Not because the final product is Pinterest-worthy, but because of the process-the feel of chalk dust, the drag of a crayon across cardboard, the squish of glue between fingertips.
Each term, we make time for what I call “slow art”-projects that evolve over days, not minutes. Think hand-built clay animals, texture collages using fabric offcuts, or collaborative murals made from leaf prints. The goal isn’t perfection-it’s expression.
A few of our favourite projects that support tactile play:
- Clay or dough creatures – roll, squish, and press natural materials into them (sticks, rocks, flowers).
- Texture walks – collect items on a nature walk and glue them onto large cardboard pieces.
- Salt painting – draw with glue, sprinkle salt, then drop watercolour over the top.
- Bead threading and weaving – supports fine motor skills and patience!
- Sandpaper name tracing – letter formation with texture, not just visuals.
I once had a child who wouldn’t engage in group games but loved weaving scraps of cloth through chicken wire outdoors. Over time, it became her morning ritual-settling into the day through movement and texture.
These activities are more than busywork-they’re bridges between emotion, curiosity, and cognition.
Utilising Music And Sound Exploration
Sound is often underestimated when we talk about sensory learning. But music, rhythm, and vocal play can be incredibly grounding-or energising, depending on what’s needed.
In my own practice, I’ve noticed children respond particularly well to rhythm-based transitions. For instance, using a gentle drum beat to signal pack-up time can reduce the tension that often comes with shifting gears. Even tapping rhythm sticks while counting can bring a sense of order and anticipation.
Ideas for daily sound-based sensory exploration:
- “Sound scavenger hunt” – Identify and name different classroom or outdoor sounds.
- Singing instructions – Turn your expectations into songs (e.g. “Hands on heads, time to freeze!”).
- Clapping and rhythm games – Use body percussion to practise patterns or syllables.
- Instrument improvisation – Offer homemade shakers or sound jars for free play or transitions.
- Mindful listening – Sit quietly for one minute and record the sounds you hear (birds, fans, voices).
One day, we tried making rainsticks using cardboard tubes and rice. The children were mesmerised. It wasn’t just about sound-it was about the feel, the flow, and the magic of transformation.
Music speaks to children in ways spoken language sometimes can’t. It soothes, excites, and invites them into deeper engagement.
Supporting All Learners Through Sensory-Inclusive Teaching
One of the biggest shifts I’ve made over the years-both as an educator and as a mum-was learning to see behaviour as communication. That realisation has changed everything about how I approach sensory differences in the classroom. Every child brings their own sensory profile, and as educators, our job isn’t to “fix” it-it’s to support it.
Whether a child is overwhelmed by the buzz of fluorescent lights or constantly bouncing on their toes seeking input, our role is to notice, understand, and respond in a way that says, “You belong here, just as you are.”
Adapting Activities For All Sensory Needs
A one-size-fits-all approach doesn’t cut it-not in life, and certainly not in the classroom. The same sensory tray that calms one child might send another into shutdown. That’s why we need to think in layers-offering multiple ways to engage with the same activity.
Take painting, for example. Some children are happy to dive in headfirst. Others might prefer using a brush, sponge, or even a cotton tip. And that’s okay.
Here’s a quick guide I use with my team when planning:
Sensory Adaptation Planning Table
| Activity | Hypersensitive Adaptation | Hyposensitive Adaptation |
| Sensory bin play | Provide tools (tweezers, scoops), dry fillers only | Use hands, add weights or resistance (e.g. slime, dough) |
| Music time | Offer noise-reducing headphones, limit volume | Encourage louder play, dance along with the beat |
| Art with paint | Offer gloves or brushes, and keep the workspace tidy | Use fingers, add textures (sand, salt, rice) |
| Group games | Create visual cues, offer opt-out options | Add movement, increase physical contact (safe play) |
I remember a boy who was so overwhelmed by glue that he refused to participate in craft time. We started offering sticky-backed foam instead-and suddenly, he was leading the art table. A small shift created space for success.
Sensory inclusion isn’t about removing the challenge. It’s about adjusting the entry point so every child can engage in a way that suits them.
Facilitating Group Sensory Experiences With Purpose
While individual support is important, there’s great value in shared sensory experiences too-especially when done with intention.
One of our most successful group activities last term was a collaborative finger painting session where children created one big artwork. They each had a corner of a large canvas and worked together, blending colours and textures. Some used their fingers, others sponges or toy cars dipped in paint. There was laughter, negotiation, and a surprising amount of teamwork. One child, usually hesitant to join group activities, stayed the whole time.
Group sensory play helps children:
- Learn to share space and materials
- See that others have different preferences
- Practice empathy (“He doesn’t like it loud, let’s be gentle.”)
- Build tolerance and patience
Some of our favourite group sensory experiences:
- Tactile walks – barefoot on soft rugs, sponges, and grass patches
- Sandcastle competitions – build and decorate together using natural materials
- Giant bubbles – children take turns making and popping them
- Nature mandalas – collect and arrange leaves, stones, and petals as a group
- Group music making – creating rhythms with drums, shakers, or tapping sticks
It’s during these activities that I often see the quietest child take a leadership role, or the busiest child focus with surprising care. When sensory play is shared, it not only supports development-it fosters connection.
If there’s one thing I’ve learnt from years in early childhood education, it’s this: every child brings their own way of experiencing the world. Some need to move, others need quiet. Some seek stimulation; others shy away from it. And all of them-every single one-benefit from sensory exploration that honours those differences.
When we as teachers create environments rich in texture, movement, sound, and choice, we’re doing more than just offering play. We’re saying: “You are seen. You are supported. You are safe to learn here.”
Promoting sensory exploration in the classroom isn’t about fancy equipment or complex programs. It’s about being curious, observant, and responsive. It’s about making room for the wigglers, the quiet thinkers, the sensory seekers and avoiders alike. And it’s about doing it with heart.
Because when we meet children where they are, we don’t just support their learning-we ignite it.