The value of introducing sensopathic materials in a play pedagogy programme during the reception year

Abstract

Rich play enhances the child’s engagement during play, and this improves the potential for learning. This study examines the place of sensory materials focused on visual and tactile stimuli (sensopathic material) during guided play to improve learning in the reception year. Interviews with teachers and observation of the children while playing with sensopathic material were used to generate qualitative data at five schools that applied different play pedagogies. It was found that using sensopathic materials during play enriched young children’s play experience and increased their engagement. The critical role of teachers in the play process and the management of play was explored with the focus on facilitating learning both inside and outside the classroom using readily available sensopathic materials. This article creates awareness of the value of using sensopathic materials and illustrates how careful planning can enhance young children’s engagement during play and create learning opportunities in a playful manner.