Sensory Learning in Early Childhood: Play That Uses All Five Senses

What sensory learning means

Sensory learning is learning that happens through the senses. When a child pours water, squashes playdough, listens to rain or smells oranges being peeled, their brain receives information, compares it with what they already know and builds new understanding. Over time, these experiences help children notice differences, describe what they feel and make sense of their surroundings.

Most people think of five senses: touch, sight, hearing, smell and taste. Specialists also talk about the sense of balance and movement, known as the vestibular sense, and body awareness, known as proprioception, which tells us where our bodies are without looking. Climbing, swinging, pushing and carrying all feed these senses too.

Why sensory play matters

Sensory play is not just a messy extra. It supports many areas of development at once, which is why it is a familiar part of good early years practice.

• Brain development: varied sensory experiences help young children build connections between what they see, hear, touch and do.
• Language: squishy, rough, smooth, sticky, loud, quiet, sweet and sour are words children learn best while feeling or hearing the real thing.
• Fine and gross motor skills: scooping, pouring, pinching, squeezing, digging and carrying build strength and coordination.
• Early science and maths: full and empty, heavy and light, floating and sinking, more and less are all discovered through hands-on play.
• Calm and focus: many children find repetitive sensory activities, such as running sand through their fingers, soothing and absorbing.
• Social skills: sharing a tray of water or sand invites turn-taking, conversation and cooperation.

Five senses activities

Simple activities can focus on one sense at a time, helping children notice and name what they experience.

Sensory bins for kids

A sensory bin is simply a container filled with a material to explore, plus a few tools. It is one of the easiest ways to offer sensory play at home, and it can be changed as often as you like.

1. 1Choose a container: a shallow storage box, washing-up bowl or baking tray works well.
2. 2Add a base material: sand, water, dry rice or pasta, oats, shredded paper, soil or leaves.
3. 3Add tools: spoons, cups, funnels, scoops, tongs and small containers for filling and emptying.
4. 4Add a theme if you like: toy animals in soil, shells in sand, plastic boats in water or autumn leaves and pine cones.
5. 5Set some ground rules: materials stay in the bin, and play happens at the table or outdoors.

Always supervise sensory play closely, especially with babies and toddlers who still put things in their mouths. Avoid small items that could be a choking hazard, and choose materials that are safe for your child's age.

More sensory play ideas

• Playdough: squeeze, roll, cut and shape homemade or shop-bought dough, perhaps with a drop of scent added.
• Water play: pouring, splashing, washing dolls or toy cars, and experimenting with sinking and floating.
• Messy painting: finger painting, painting with sponges, leaves or cars, or painting outside with water on a wall.
• Nature trays: collect leaves, stones, flowers and sticks and explore their shapes, textures and smells.
• Cooking together: mixing, kneading, tasting and smelling ingredients.
• Music and movement: dancing, rolling, spinning gently and swinging feed the senses of balance and movement.

Many sensory experiences overlap with early science and creative play. Our guide to STEM education in early years looks at how exploration builds early science and maths.

Sensory play at different ages

Babies explore mainly with their mouths and hands, so safe objects to hold, mouth and shake, such as soft fabrics and wooden rings, are ideal. Toddlers love filling and emptying, splashing and squashing, and enjoy repeating the same activity many times. Preschoolers begin to use sensory play for pretend stories, experiments and describing what they notice, so richer vocabulary and open questions can deepen the experience.

Children who love or avoid messy play

Children respond to sensory experiences in different ways. Some dive into mud and paint with delight; others hesitate to touch anything sticky or wet. Both are common. A cautious child can start with tools, such as spoons or brushes, rather than hands, or explore dry materials before wet ones. Never force a child to touch a material; gentle invitation and time usually work best.

If your child seems very distressed by everyday sensations, such as certain clothing textures, noise or food textures, or seeks intense sensation in a way that affects daily life, it may be worth talking to your paediatrician.

Sensory learning in different approaches

Many early childhood approaches give the senses an important place. Montessori classrooms use specially designed sensorial materials to refine perception. Reggio Emilia settings often explore light, colour and natural materials in studios. Waldorf kindergartens favour natural materials with interesting textures and weights. Play-based preschools weave sensory experiences into sand, water, art, cooking and outdoor play. You can read more in our guides to the Reggio Emilia approach and Montessori and play-based preschool.

Questions to ask a preschool about sensory play

1. 1How often do children have access to sand, water, playdough and messy play?
2. 2What natural materials are available indoors and outdoors?
3. 3How much time do children spend outdoors?
4. 4How do teachers support children who are cautious about messy play?
5. 5How are safety and hygiene handled during sensory activities?

At Altın Anahtar in Alsancak, we follow a play-based, child-centred approach for children aged 12 months to 6 years, where hands-on exploration, art, music and time in our play garden are part of everyday life. To see our classrooms, you can arrange a visit by appointment.