Safe Spaces for Sensory Learners
Discover First Five Early Learning Reservoir’s gorgeous new sensory room.
BY BONNIE LAXTON-BLINKHORN, KINDICARE
Early education environments abound with noise, colour and excitement, as little learners create, explore and play their way through the childcare day.
While some children thrive in the buzz, for others the experience is overwhelming and stressful, and this is especially true for children with sensory processing challenges.
As many as one in six children live with sensory processing difficulties, and this makes it hard for them to respond ‘appropriately’ to sensory inputs such as light, sound, taste, touch and smell.
This may lead to a 9-month-old squirming their way through a nappy change, if they don’t like the feeling of the wipes, or a three-year-old throwing a major tantrum in a noisy, brightly lit shopping centre.
The good news for parents of children with sensory processing difficulties is that early education services are really stepping up when it comes to supporting these kids. Case in point, First Five Early Learning Reservoir, which has just opened a dedicated Sensory Room.
Family owned and operated First Five Early Learning Reservoir is a 105-place service, under the careful watch of Dr Melinda Miller, the Director of Early Learning, who spearheaded development of the Sensory Room.
This amazing space offers children a variety of experiences that enhance wellbeing to enhance learning.
Children learn best when their bodies experience a sense of security and wellbeing, and Melinda says the best way to achieve this is by meeting their unique sensory needs.
“Every child has a different sensory profile. Our Sensory Room is an intentionally created space that provides multi-sensory resources to support a child’s sensory interests to enable them to feel secure and engage in learning,” she says.
While not all children need access to the space, the dedicated Sensory Room ensures children who are struggling can move into an environment that better meets their needs or preferences.
Children can visit the Sensory Room at any time and have the chance to work with an allied health specialist or educator to really make the most of the resources available.
There is a wide range of experiences available to children and Melinda says the Sensory Room was developed in collaboration with early years expert Robyn Papworth, who specialises in developmental education and is also a paediatric exercise physiologist.
“We presented a draft design to Robyn, identifying existing furniture and resources and suggestions for new resources. Robyn provided guidance on ways to define areas in the room and how to balance resource choices to cover different types of stimulation,” says Melinda.
The resources available to children provide for the five main senses but also two internal senses known as proprioception (deep pressure in joints, muscles and tendons) and vestibular (movement in space).
There’s an indoor swing, crash pad, peanut ball and Wobbel board that support stimulation of the vestibular system as children move their head and body through space and keep themselves balanced. Some of these resources also support proprioception or deep pressure, such as appropriately weighted blankets and toys, and foam-filled bean bags.
Visual resources include hexagon light panels that change colour in response to hand pressure or voice, colour-changing jellyfish tubes, fibre optic lighting and fairy lights. Auditory input is supported via the use of a speaker with access to a range of music and sound apps.
There is a range of calming smells include plants, and jars filled with cotton balls soaked in essential oils to calm the olfactory system. Tactile resources, for children who are calmed by touching things, include a plush rug, silky soft materials and cushions, a water play or slime table, wooden and material sensory items and a range of hand-held sensory toys.
Melinda says the room is adaptive and designed to meet the unique and changing needs of children.
“While some children are sensory seekers, others become overwhelmed in busy environments and will seek spaces with minimal sensation or stimuli.”
“It is critical for early education settings to be responsive to children’s individual sensory profiles, understanding that current sensory interests change across the day,” she says.
Unsurprisingly feedback has been very positive.
The Sensory Room at First Five Early Learning Reservoir has only just opened, but Melinda says everyone is very excited, including staff.
She says it’s been especially significant for families already working with allied health professionals to support their child’s sensory needs, who feel very comforted knowing there is a dedicated area they can retreat to if necessary.
“Children have watched with interest through the windows and door panels as we’ve worked on the space, with many excited faces and voices as they’ve seen lights installed and the jellyfish begin to swim in the tank,” says Melinda.
Melinda, who is a strong advocate for educator wellbeing, says an unexpected bonus of the Sensory Room is the peaceful haven it offers team members amidst the whirl of the childcare day.
“The Sensory Room provides a calm and relaxing environment for staff to spend even short amounts of time. to take a breath, enjoy some quiet time, and receive sensory input from the available resources.”
“While the room is designed primarily for children, this is a reminder that adults also deserve a work environment that is responsive to their individual sensory profiles and needs across the day.”
Next steps include a Staff Forum to teach educators about children’s sensory systems, the ‘why’ behind the design of the room, and how educators can best use the space to support individual learning goals.
While it’s early days for the Sensory Room at First Five Reservoir, this initiative is a wonderful example of how education and care services go above and beyond to provide all children with the opportunity to reach their full potential on their own terms.
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