Sensory gardens in under-resourced early childhood development centers

Abstract

The objective of this study is to investigate the possible incorporation of a sensory garden in early childhood development (ECD) centers located in Mamelodi, a township adjacent to Pretoria, South Africa. This article reports on efforts to empower ECD practitioners to provide children with opportunities to interact with nature. The study involved a five-week course with brief weekly sessions for thirty ECD center practitioners. The participants were provided resources to develop a small sensory garden at their ECD centers. The researchers visited fourteen ECD centers whose staff indicated they had created a sensory corner. The visits were used to determine if the ECD center practitioners applied the acquired knowledge to develop a small sensory garden that could be used for teaching and learning. Thereafter, the participants completed a reflective survey on the course, the process, and the challenges they experienced. The study revealed that additional basic training was required to encourage ECD practitioners to integrate sensory elements into preschools. While many ECD centers were able to introduce fundamental sensory garden concepts, practitioners encountered challenges in the upkeep and utilization due to limited space, water shortages, inadequate plant care knowledge, and a lack of understanding of how to integrate sensory gardens into teaching practices. The study also served as a benchmark for potential similar projects in the township and led to further studies stemming from the original research. This project may be of interest to ECD practitioners and scholars, as well as education policymakers. Recommendations for future research, policy, and practice are offered.