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Darcy Hall's exploration of international cuisine 

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Darcy Hall's exploration of international cuisine 

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exploring international cuisine with a monthly subscription for children

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*The Patch Project is a subscription box service, that delivers sensory indoor planting and an organised sensory garden event, to help children with Autism, ADHD and sensory needs. It is crucial for children to explore their senses, to help regulate emotions, soothe anxiety and aid their transition into adulthood. It promotes the therapy of planting, as well as enforcing the, all-important, family bond. Both the boxes and the event are designed to tackle each of the 5 senses through planting and the relevant sensory activities, to encourage the child’s engagement. YES! YES! YES!

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Raising attention to understanding OCD in a digestible way 

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Raising attention to understanding OCD in a digestible way 

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I like the way she is being informative but in a way that doesn't overwhelm the viewer with words. But grabs attention and forces them to pay attention

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The assessment criteria I want to focus on developing the most during my FMP would be Investigation. I will do this during this project by employing thorough primary research through visiting target areas of focus such as primary schools, to speak to SENCO leaders and visit sensory rooms with the facilities they have in place for children that require them. The types of questions I plan to ask are:

What facilities do you have on place to support these pupils?

And how would you train staff to deal with a melt down?

How does the EHCP plan work?

Then I’d like to visit secondary schools as a point of comparison to see how the accommodation to SENCO pupils change as they grow. I also wish to visit places that are well known to accommodate to children with special educational needs such as Lego Land and The Postal Museum who get very frequent visits from children with autism. Visiting an exhibition during my R2R project helped me to gain first hand experience and get a better understanding of my topic, also interacting with someone else through conversation is also something that I am very interested in throughout specialism, even down to verbal feedback which is why interview will be a major part of research. Throughout my primary research I also want to develop secondary research by looking at psychological studies that i’ve linked as part of my references. For example, looking at at how concentration is altered in children with sensory issues, as well as that looking at my topic of how Graphic communicators approach work in these environments by looking at books such as ‘LOOK AT ME!- poster designs’ which has a selection of poster designs made from designers globally looking at grasping attention which will back up primary investigation and prompt experimentation.

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Sustainable education appealing to the short attention span of children

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taking objects such as toys and displaying them into themes of type

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Sundries: Objects related to typography. From the signals on the street to the stationaries in the pencil case; there will always be letters in our life. In Sundries, various objects such as old types, typography tools, letter-shaped furniture or toys, letter soaps, learning tools, games are collected and classified. Sundries presents the example of the most intuitive objects and typography, from daily objects to professional goods. Furthermore, the outcomes of the planning and production of new objects related to the theme are displayed. Official website [↗]

거리의 표지판에서 필통 속의 문구류들까지, 우리 생활 속 어디에나 글자들이 있다. 잡동사니: 타이포그래피와 관련된 물건. 잡동사니에서는 옛날 활자, 타이포그래피 도구, 글자 모양의 가구나 장난감, 글자 비누, 학습 도구, 놀이 도구 등 다양한 물건들을 수집하고, 분류한다. 잡동사니에서는 일상의 물건부터 전문적인 용품까지 가장 직관적인 사물과 타이포그래피의 예들을 볼수 있다. 또, 이와 관련된 새로운 물건을 기획하고 제작한 결과물들도 전시된다.

Participants (Sundries)

Artists(New works). 6699press, BOWYER, Hezin O, Jei Ryung Lee, JUST PROJECT, Mat-kkal, Sunny Studio, WORKS

Space design and construction. Studio fragment

Artists(Collections). Akira Nishitake, Another Studio, Craft Combine, DEGS, Evelin Kasikov, Felix Salut, Flagflag, Gu Kyungwon, Gunjung Lee, Hana Na, Heejae Yang, Heejoon Chae, Hongkyu Lee, Hongtao Zhou, House Industries x Uncle Goose, Hyeongwon Ha, Han Jaejoon, Jieun Kim x Mingoo Yoon, Jieun Yang, Jin Yoon, Jinwoo Lee, Jisu Lee, Jongbuhm Kim, Juhyun Kang, Kelly Moonkyung Choi, Na Kim, Paper Press, PANGPANGPANG, Song Bongkyu, Studio Kimgarden, Studio Twothree, Studio Word, THENCE, Thonik, Type Space, Wonwoo Lim, Yang-Jang, Yeounjoo Park, Yeseul Kim, YOONDESIGN x STEALER, Youl Joe x Jinah Min, Zero per zero

Typojanchi 2019. 6th International Typography Biennale. Typography and Objects: Kaleidoscopes, polyhedrons, clocks, corners, sundries, and plants.

Date. October. 5-November. 3, 2019

Venue. Culture Station Seoul 284

Art director. Jin Dallae & Park Woohyuk

Curator: Ham Minjoo & Noh Eunyou, Kim Eojin, Lee Yunho & Kim Kangin, Park Chanshin, Yong Sera

Committee. Youngmi Ryu, Minjeong Woo, Hyonsuk Chung

Coordinator. Yoon Choong-geun

Graphic design. Myungsang Yu

Website design. Yehwan Song

Photograph. Kisu Park

Translation. Soyoung Moon

Revision. Hyejung Shin

Venue. 1st and 2nd class waiting room, Women's waiting room at Culture Station Seoul 284 (Photo. Kisu Park)

Collections (Photo. Kisu Park)
New works by artists below (Photo. Kisu Park)

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Sundries Section, Typojanchi 2019Sundries: Objects related to typography. From the signals on the street to the stationaries in the pencil case; there will always...

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WHO WILL BE MY AUDIENCE?

HOW DOES ATTENTION SPAN DIFFER FROM NEUROTYPICAL AND NEURODIVERGENT CHILDREN?

HOW DO TOYS AND GAMES HAVE TO DIFFER?

ARE THE SENSORY TOYS ON THE MARKET DOING ENOUGH?

HOW DO I ATTRACT THE ATTENTION AND RAISE AWARENESS?

HOW CAN I CREATE A SENSORY EXPERIENCE WITHIN MY WORK - INTERACTIVE?

HOW CAN IT BE PUT BACK INTO THE SPACE I WANT- CLASSROOM?

DO I WANT TO CREATE AN ITEM AND BE INFORMATIVE AT THE SAME TIME? DOES THAT OVERCOMPLICATE?

HOW CAN I UNDERSTAND WHAT CHILDREN WOULD LIKE?

WHERE ACN I GATHER PRIMARY AND SECONDARY RESEARCH?

WHERE CAN I VISIT?

WHO CAN I INTERVIEW?

COULD I LOOK AT A TYPICAL SENSORY ROOM AND FIND IMPROVEMENTS?

HOW DO WE PLAY?

WHAT FAULTS ARE IN THE WAY WE TEACH?

IS ART IN PRIMARY SCHOOL TAUGHT IN A WAY THAT RESTRICTS CREATIVITY?

ARE THERE DIFFERENT TYPES OF LEARNERS?

WHAT DOES A SENSORY ROOM CONSIST OF?

DO I WANT TO MAKE SOMETHING THST GOES BACK INTO THE SPACE OF A SENSORY ROOM?

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How can this impact my exploration?

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"Pay attention!" "Focus!" "Just two more pages, then you can take a break." Virtually all parents have tried pleading with their kids to get them to buckle down and focus. Kids have short attention spans, after all. But when do you know if your child's inattention is an issue that needs to be addressed? Having age-appropriate expectations about attention spans is a good place to start.

Attention Spans by Age

Childhood development experts generally say that a reasonable attention span to expect of a child is two to three minutes per year of their age. That's the period of time for which a typical child can maintain focus on a given task.

Average attention spans work out like this: ¹

2 years old: four to six minutes

4 years old: eight to 12 minutes

6 years old: 12 to 18 minutes

8 years old: 16 to 24 minutes

10 years old: 20 to 30 minutes

12 years old: 24 to 36 minutes

14 years old: 28 to 42 minutes

16 years old: 32 to 48 minutes

It's worth noting that some developmental researchers put the upper limit at five minutes per year of a child's age, meaning a 2-year-old could be able to focus on a task for up to 10 minutes at a time. Of course, these are only generalizations. And how long a child is truly able to focus is largely determined by factors like how many distractions are nearby, how hungry or tired the child is and how interested they are in the activity. But if your child's attention span is shorter than average, that's worth addressing.

Extending a Child's Attention Span

A few simple strategies might help your child find greater focus.

Bring creativity to tasks your child doesn't enjoy.
A kid who dislikes math won't focus well on math homework, so let him work out problems in finger paint on an easel first and copy the work onto the homework sheet later.

Try fidgets.
Fidgets are a wide category of products that kids can manipulate while focusing on other tasks.

Check-in frequently with your child when they're working on hard tasks.
A kid who feels overwhelmed or confused by the project they're working on will check out and get distracted quickly. At the beginning of the task, help them identify potential stumbling blocks. If question 5 seems especially daunting, for example, start with that one and help your child figure out how to approach it.

Build-in short breaks for tough tasks.
A 12-year-old might be able to give 40 minutes of focus to a project when it's broken into two 20-minute chunks with a five-minute break in between. Additionally, try working in a quick exercise to get the heart beating faster in between those two chunks of work. Exercise is a great way to activate the brain and a child's ability to comprehend and memorize.

After this year of at-home schooling and stress, many kids and teens are having an increased difficulty focusing and staying on task. The Brain Balance Program is designed to help kids, teens and young adults build the focus, behavior, and social-emotional skills to keep up in school. A Harvard study the Brain Balance Program to be an effective alternative to stimulant medication for kids with ADHD.

We invite you to fill out the form above, or take our online assessment below, and see how we can help you and your child.

1 https://blog.lingobus.com/chinese-learning-resources/how-long-can-your-child-stay-focused-and-how-can-you-help/

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Normal Attention Span Expectations By Age

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"Pay attention!" "Focus!" "Just two more pages, then you can take a break." Virtually all parents have tried pleading with their kids to get them to buckle down and focus on something. Kids have short attention spans, after all. But when do you know if your child's inattention is an issue that needs to be addressed?

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DSM 5- DIAGNOSIS CRITERIA FOR ADHD

looking at how that might effect attention

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Centers for Disease Control and Prevention

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Deciding if a child has ADHD is a process with several steps. This page gives you an overview of how ADHD is diagnosed. There is no single test to diagnose ADHD, and many other problems, like sleep disorders, anxiety, depression, and certain types of learning disabilities, can have similar symptoms.

If you are concerned about whether a child might have ADHD, the first step is to talk with a healthcare provider to find out if the symptoms fit the diagnosis. The diagnosis can be made by a mental health professional, like a psychologist or psychiatrist, or by a primary care provider, like a pediatrician.

The American Academy of Pediatrics (AAP) recommends that healthcare providers ask parents, teachers, and other adults who care for the child about the child's behavior in different settings, like at home, school, or with peers. Read more about the recommendations.

The healthcare provider should also determine whether the child has another condition that can either explain the symptoms better, or that occurs at the same time as ADHD. Read more about other concerns and conditions.

How is ADHD diagnosed?

Healthcare providers use the guidelines in the American Psychiatric Association's Diagnostic and Statistical Manual, Fifth edition (DSM-5), to help diagnose ADHD. This diagnostic standard helps ensure that people are appropriately diagnosed and treated for ADHD. Using the same standard across communities can also help determine how many children have ADHD, and how public health is impacted by this condition.

DSM-5 Criteria for ADHD

People with ADHD show a persistent pattern of inattention and/or hyperactivity- impulsivity that interferes with functioning or development:

1. Inattention: Six or more symptoms of inattention for children up to age 16 years, or five or more for adolescents age 17 years and older and adults; symptoms of inattention have been present for at least 6 months, and they are inappropriate for developmental level:

Often fails to give close attention to details or makes careless mistakes in schoolwork, at work, or with other activities.

Often has trouble holding attention on tasks or play activities.

Often does not seem to listen when spoken to directly.

Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (e.g., loses focus, side-tracked).

Often has trouble organizing tasks and activities.

Often avoids, dislikes, or is reluctant to do tasks that require mental effort over a long period of time (such as schoolwork or homework).

Often loses things necessary for tasks and activities (e.g. school materials, pencils, books, tools, wallets, keys, paperwork, eyeglasses, mobile telephones).

Is often easily distracted

Is often forgetful in daily activities.

2. Hyperactivity and Impulsivity: Six or more symptoms of hyperactivity-impulsivity for children up to age 16 years, or five or more for adolescents age 17 years and older and adults; symptoms of hyperactivity-impulsivity have been present for at least 6 months to an extent that is disruptive and inappropriate for the person's developmental level:

Often fidgets with or taps hands or feet, or squirms in seat.

Often leaves seat in situations when remaining seated is expected.

Often runs about or climbs in situations where it is not appropriate (adolescents or adults may be limited to feeling restless).

Often unable to play or take part in leisure activities quietly.

Is often "on the go" acting as if "driven by a motor".

Often talks excessively.

Often blurts out an answer before a question has been completed.

Often has trouble waiting their turn.

Often interrupts or intrudes on others (e.g., butts into conversations or games)

In addition, the following conditions must be met:

Several inattentive or hyperactive-impulsive symptoms were present before age 12 years.

Several symptoms are present in two or more settings, (such as at home, school or work; with friends or relatives; in other activities).

There is clear evidence that the symptoms interfere with, or reduce the quality of, social, school, or work functioning.

The symptoms are not better explained by another mental disorder (such as a mood disorder, anxiety disorder, dissociative disorder, or a personality disorder). The symptoms do not happen only during the course of schizophrenia or another psychotic disorder.

Based on the types of symptoms, three kinds (presentations) of ADHD can occur:

Combined Presentation: if enough symptoms of both criteria inattention and hyperactivity-impulsivity were present for the past 6 months

Predominantly Inattentive Presentation: if enough symptoms of inattention, but not hyperactivity-impulsivity, were present for the past six months

Predominantly Hyperactive-Impulsive Presentation: if enough symptoms of hyperactivity-impulsivity, but not inattention, were present for the past six months.

Because symptoms can change over time, the presentation may change over time as well.

Diagnosing ADHD in Adults

ADHD often lasts into adulthood. To diagnose ADHD in adults and adolescents age 17 years or older, only 5 symptoms are needed instead of the 6 needed for younger children. Symptoms might look different at older ages. For example, in adults, hyperactivity may appear as extreme restlessness or wearing others out with their activity.

For more information about diagnosis and treatment throughout the lifespan, please visit the websites of the National Resource Center on ADHD and the National Institutes of Mental Health.

Reference

American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, 5th edition. Arlington, VA., American Psychiatric Association, 2013.

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ADHD is one of the most common neurobehavioral disorders of childhood. It is usually first diagnosed in childhood and often lasts into adulthood. Children with ADHD have trouble paying attention, controlling impulsive behaviors (may act without thinking about what the result will be), and in some cases, are overly active.

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I’m going to visit the balloon museum, sounds like my worst nightmare but will be useful to investigate the line between overstimulation and being stimulated and how children interact in the space.

I have reached out to 4 primary schools in different areas around london, one being an SEN primary school, to get an opportunity to speak with SENCO leaders and to visit their facilities that cater to these pupils.

I would also like to visit a secondary school and use my experience of visiting the primary schools as comparisons of how support within these groups will change as you move forward in your education.

Lego land is also somewhere that accommodates to a full sensory experience that i’ve never visited .

The Postal museum is also somewhere i’d like to visit as they have made an effort to accommodate to autistic pupils, i want to see how they have accommodated.

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About the experience of a SEND Teaching Assistant.

Gain insight into how the education and SEND sector works and the current challenges in the industry.

How to find and apply for the best SEND Teaching Assistant jobs.

In our latest interview, a SEND (Special Education Needs and Disability) Teaching Assistant provides valuable industry insights, shares challenges, and discusses responsibilities in supporting students with special needs in mainstream education.

With over 18 years experience, this SEND Teaching Assistant has their fair share of knowledge of the education and SEND sector. Working in the same primary school in the North West for nearly 2 decades, she has found many benefits to working with children with SEND and has noticed many changes in the industry throughout her career.

From changing career paths early on, to creating meaningful relationships with pupils with SEND, we delve into her knowledge of the industry and a passion for seeing students thrive.

Tell me about your career journey so far

As a young girl, I always wanted to be a Teacher and started to work towards a Teaching degree. After studying English Language and Literature, Sociology and Christian Theology/RE at A Level, I had three children in quick succession and didn't have the time to commit myself to being a Teacher.

I changed my plans and decided to become a Teaching Assistant and when my youngest was 5, I began volunteering at a local primary school to gain experience and get my foot in the door. I completed my Level 1 and Level 2 Teaching Assistant qualifications and found that I was working with more and more pupils with SEND.

I realised my true passion and progressed to become a SEND Teaching Assistant in 2006. I underwent special training for epilepsy, asthma and diabetes, learning to tube feed and epipen training.

What does your job require?

I work with the Teacher in the classroom to support and enable the right learning environment and needs for students with physical, social and mental needs. I currently support a child with a chromosome abnormality who has sensory issues and also a child with global development delay. The symptoms of this include struggling with walking and learning new things, movement skills, and interacting with others socially and emotionally.

I also support and supervise children with severe autism who are non-verbal, violent, and in 4 cases, incontinent. I've also worked with children with speech and language problems delivering a programme several times per week set up by a Speech and Language Therapist.

In the past, I have supported multiple children with a range of conditions both physical and mental including:

Brittle bones, hydrocephalus.

Severe loss of eyesight.

Severely low IQ.

Neglect and sexual abuse.

Incontinence.

Down syndrome.

Hearing impairment - including changing hearing aids.

My responsibilities also include performing Percutaneous Endoscopic Gastrostomy (PEG), a type of tube feeding through a stoma, and tracheostomy changing and daily suctioning. As well as supporting the Teacher in the classroom and assisting all pupils, I also complete reading records, work on displays, photocopying and preparing resources.

What would you consider the most important task of the day to be?

My biggest responsibility is to my pupils with SEND and their welfare, which means the most important task is to check that my pupils are in school and that I know how they have been.

As I cover all aspects of the health, wellbeing and education of children I work with, I know how important it is to stay up to date with pupils with SEND and how things might have changed or may affect their learning.

I do this by communicating with parents about how the pupils have been and about changes in their welfare. I also check in with the Special Educational Needs Coordinator (SENCO) to ensure that all children who require one-to-one support are covered.

Another daily task that is so important, is to regularly check any equipment that children with SEND use such as wheelchairs and suctioning machines, to ensure that they are safe to use.

What is the most challenging part of your job?

Working with violent children is difficult and can be really physically and emotionally draining. Knowing what strategies to use in the classroom and getting to know the pupils and understanding their individual needs helps to manage any challenging or violent behaviour in the classroom.

The best strategies to use depends on the individual and their needs and disabilities, however it is crucial to be calm and compassionate. I make sure I get to know the individual who displays the challenging behaviour in order to understand how best to control the situation.

Being in a classroom with a child who is in internal exclusion or for a one-to-one can be challenging, as it is difficult to be able to give the child space and identify the feelings causing aggressive or agitated behaviour. It's part of the job, and the only way to deal with it is by using my knowledge of the child with SEND and looking for any signs.

What is the best thing about working as a SEND Teaching Assistant and what do you enjoy most about the role?

When the children are happy and achieving, that's what it's all about. If they're doing their best it's the most rewarding part of the job. I've built special relationships with the pupils I have worked with over the years and I love seeing them thrive - even years later!

What have you learned so far in your 19-year career?

I've learnt that all children are capable of learning despite their challenges, but they do work at their own pace and that needs to be kept in mind. Every child is different and requires different care and attention, and shouldn't be grouped or addressed according to their disability or needs.

I also know that every day in the classroom is different and unpredictable, so I've learnt to adapt and trust my instincts. I will ask for support and advice if I'm struggling or if another person can be of help, especially when it comes to a child's wellbeing and education.

What would you say has been your biggest achievement?

Supporting all children is important to me, but there is one child that stands out in particular. When this child started in reception class he was incontinent, PEG tube fed, non-verbal and used a walking frame. He required special support and care and was presented with lots of challenges.

He is now 22 years old, capable of holding conversations, able to eat normally and continent. Knowing how far he has come and that he is attending college and able to walk without his walking frame, I'm so proud that I helped him achieve this and that he is well on his way to reaching his goals.

What obstacles have you faced in your career as a SEND Teaching Assistant?

I've experienced poor management in the past which has made it difficult to provide the best care for pupils when you yourself don't feel supported. If the management team or SENCO isn't doing their part, this can have a domino effect on pupils with SEND who are not being properly supported or their learning and development prioritised.

I've also found that some Teachers don't seem to be interested in children with special needs, especially those who are below average academically. When this is the case, it can make my job even harder and it is disheartening.

It's also difficult when parents don't follow medical advice and put their children at risk, or neglect their children's basic needs e.g. food, warmth and protection. This is a huge concern and makes my job more difficult as I find that I need to be more aware of children's health and safety.

How have things changed or progressed in the industry?

More children than ever are being diagnosed with a disability or special needs, and there is a greater need for more support and training.

Medical professionals are busier than ever and I think that the needs of some children have gone under the radar due to high demand. The process for children to see an Educational Psychologist and wait for an assessment for an Education, Health and Care Plan is time consuming and there is a constant wait to be seen and heard.

This means that more children with severe, complex mental and social needs are in mainstream schools than ever before without the right support system in place.

What do you feel can be done to support pupils with SEND in the classroom?

More training is needed for Teachers and Teaching Assistants to be able to support children with SEND and understand their individual needs. As many specialist schools have long waiting lists, more and more pupils with mental and social needs are being taught in mainstream schools than ever before without the right support in place.

Working in a mainstream school, it can be difficult to meet the needs of pupils with complex special needs as they can require one-to-one care which means more staff are needed in the classroom.

How do you deal with stress or the pressures of your job?

It can be easy to bring work home with you and in the past I have struggled to separate and balance my personal life and work life. I try to switch off from work as best as I can. When I'm away from school, I don't check my emails or allow myself to stop myself from becoming too invested or involved.

At work I talk to my friends and colleagues and just offload! Being able to talk and share things is so important, and makes me feel less stressed.

Do you have any tips or advice for someone new or up and coming in the industry?

Learn on the job, even if you volunteer first! That's how I did it, and it better prepared me for life in the classroom. Even though things have changed since then, volunteering and getting experience gives you an idea of who is in the classroom and what to do.

It's also important to know that it isn't a job just for the school holidays, it is an important part of shaping the lives of children and helping them feel supported.

What are your plans for the future? Where do you hope to progress to?

I am happy with my current role and have no plans to progress further or change my course. As a Level 2 SEND Teaching Assistant, I work with individual children with special needs and disabilities everyday and I am happy with my responsibilities and the bonds I create with my pupils.

I like that I can get to know them better on a one-to-one basis, rather than an entire class, as Level 3 and 4 Teaching Assistants teach whole classes which is something that no longer appeals to me.

SEND Teaching Assistant jobs

Searching for your dream SEND Teaching Assistant job? Look no further! We work with a number of mainstream and SEND schools, predominantly in the North West area, who are seeking exceptional talent to join their schools.

Check out what roles we have available now or upload your CV and one of our education recruitment consultants will be in touch when a relevant opportunity becomes available.
Love this content? You might also like:
Recruiting SEND Teaching Assistants?

As a leading SEND recruitment agency, we support countless mainstream and SEND schools with their recruitment needs. If you're struggling to fill a vacancy, why not give our Managing Consultant, Jamie Heath, a call on 01772 954200 to discover how we can assist the needs of your school.

Who is Spencer Clarke Group?

Based in the heart of Lancashire, we've been reshaping the recruitment industry with our innovation and passion for evoking positive change. As we continue to grow and develop as an agency, so does our commitment to making a positive difference and shaping a brighter future for all.

Whether it's teaching professionals or support staff seeking career development, or schools looking to expand and hire temporary, permanent or temp-perm staff for their school, we're here to help.
We operate in two sectors: Private Sector
Public Sector
In eleven specialisms: Accountancy & Finance Education & SEND Construction, Trades & Labour Healthcare, Social Care & Nursing Corporate Functions & Business Support HR & Workforce Development
Property & Asset Management

Planning, Development & Regeneration
Highways, Infrastructure & Engineering

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Discover insights into the Special Educational Needs and Disabilities (SEND) system in this interview with a SEND Teaching Assistant by Spencer Clarke Group.

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Questions you could get asked in your SENCO interview

What the hiring manager may be looking for in your answers

The average SENCO salary

Where the latest SENCO jobs are and how to apply for them

A Special Educational Needs Coordinator (SENCO) is an education professional responsible for overseeing the provision of support and resources to students with special educational needs and disabilities (SEND) in schools. They collaborate with teachers, parents, and external agencies to create tailored plans and promote the overall well-being and development of students with diverse learning requirements.

The salary for a Special Educational Needs Coordinator (SENCO) can vary based on factors such as the location of the school, the type of school (state-funded or independent), and the level of experience. However, the average salary for a SENCO can be around £23,000 to £46,000 per year.

SENCO interview questions

Preparing for a Special Educational Needs Coordinator (SENCO) interview involves considering different questions you might be asked about your abilities and how you can support students with special educational needs.

In this blog, we delve into 25 potential interview questions, along with what the interviewers may be interested in learning from your responses.

What are the main responsibilities of the SENCO?

A hiring manager might ask you this so they can assess your understanding of the role and your familiarity with its key duties. This question helps them determine if you have a clear grasp of the SENCO's job scope, which involves overseeing special educational needs and disabilities (SEND) support within the school.

How to answer this question

Your answer could reveal your knowledge about collaborating with teachers, parents, and external agencies, creating individualised education plans, ensuring an inclusive classroom environment, and advocating for students with diverse learning needs.

You will be expected to have an awareness of some of the main responsibilities of the role as set out in the SEND Code of Practice.

You should be aware of additional responsibilities that your school requires, e.g. being the inclusion manager or school safeguarding lead.

What are the main responsibilities of the SENCO?

A hiring manager may ask about the main responsibilities of the SENCO and the importance of their integration into the school leadership team to gauge your depth of understanding about the role's significance and its relationship within the school structure.

How to answer this question

Your response would demonstrate your comprehension of how a collaborative approach between SENCO and leadership enhances support for students with Special Educational Needs and facilitates strategic decision-making aligned with inclusive education goals. The hiring manager will be looking for answers such as:

A SENCO role involves considerable paperwork, staff and parent liaison as well as a teaching component. How good are you at prioritising and meeting deadlines?

A hiring manager might ask about your skills in prioritisation and meeting deadlines in a SENCO interview to assess your ability to handle the multifaceted demands of the role. This question aims to determine how effectively you can manage the paperwork, coordination with staff and parents, and the teaching aspect that comes with the SENCO position.

How to answer this question

Your response would provide insights into your organisational skills, time management abilities, and your approach to juggling various responsibilities while ensuring that essential tasks are completed on time and with accuracy. You should provide examples of how you have prioritised work and reached deadlines in previous SENCO positions.

The SENCO will need to know how whole-school SEN provision is funded. What aspects of the budget do you think you would be responsible for?

The hiring manager might ask about your understanding of how whole-school special educational needs (SEN) provision is funded and the aspects of the budget you'd be responsible for as a SENCO. This question aims to assess your familiarity with the financial aspects of the role, as SENCOs need to manage resources effectively to support students with diverse needs

How to answer this question

Your response would demonstrate your knowledge of funding sources, allocation of resources, and your ability to make informed decisions about budgeting to ensure appropriate support and interventions for students with special needs.

You should have knowledge of how funding for pupils with SEN works.

You should also have awareness of school budgets and pupil premium and SEN provision management.

How does your experience prepare you for this role?

A hiring manager may ask about how your experience prepares you for the SENCO role to understand your suitability for the position. This question allows you to showcase your relevant background, skills, and achievements that align with the responsibilities of a SENCO.

How to answer this question

Your response would help the hiring manager assess how well your past experiences equip you to excel in this crucial role. You should draw experience on:

Being an Assistant SENCO.

Shadowing a SENCO in another school.

Gaining qualifications in SEN.

Teaching lower-ability groups.

Experience in another inclusion role, e.g. pupils with English as a second language.

Having pastoral responsibilities.

Can you tell us about any initiatives you have set up in your current post that have improved outcomes for pupils with SEND?

The hiring manager may ask about initiatives you've set up in your current role that have improved outcomes for pupils with special educational needs and disabilities (SEND) to evaluate your practical experience and innovation in addressing student needs.

How to answer this question

Your response would provide concrete examples of your impact and creativity in creating initiatives that positively influence the educational journey and overall development of these students. You should have evidence of specific interventions and the impact you had. For example:

Classroom strategies.

Tools you have created/sourced to support learning.

Working with parents and families.

Using differentiation and personalisation.

To do this role, you must complete the National Award for SEN Coordination. Are you prepared to undertake this within 3 years of an appointment? What benefits do you think the award will give you? Do you have any concerns about doing a masters level qualification?

A hiring manager might ask about your willingness to complete the National Award for SEN Coordination within 3 years of appointment and your thoughts on the benefits and potential concerns associated with the qualification.

How to answer this question

Your response would reveal your readiness to enhance your skills and knowledge through formal education and your awareness of the benefits like improved expertise in special educational needs.

If this is a mandatory requirement, you should be willing to take the national award.

You should also be aware of its benefits, and raise any concerns about the time commitment of undertaking a qualification.

What role does the SENCO play in attendance? How would you approach a pupil with both SEND needs and attendance issues?

This question aims to assess your awareness of the SENCO's involvement in monitoring and improving attendance, as well as your strategies for addressing complex cases where a student has both special needs and attendance challenges.

How to answer this question

Regular school attendance is important for students to grasp important concepts, learn from teachers, and actively engage in the learning process.

You should discuss your awareness of how SEND needs and mental health can impact absence, and the importance of school attendance.

Mention that you would take action as soon as you notice the issue emerging.

Suggests appropriate strategies such as working with parents/carers.

You must have willingness to reassess provision to support attendance challenges.

You must show your awareness that absence may be a potential safeguarding issue.

How would you make sure that all teachers have the knowledge and skills they need to meet the needs of children with SEND?

This question aims to evaluate your strategies for building a cohesive team that is equipped to support students with diverse needs.

How to answer this question

Your response would reveal your understanding of staff training, your ability to facilitate knowledge-sharing and skill development.You should include points such as:

Regular staff training.

Sharing good practice.

Setting time aside to hold meetings with staff.

Coaching and mentoring.

How would you make sure that support staff take a consistent approach to the SEND needs in your school?

This question evaluates your ability to provide guidance and coordination to support staff to ensure that they are aligned with the school's inclusive practices.

How to answer this question

Your response would demonstrate your skills in communication, training, and supervision, as well as your capacity to foster a collaborative environment where all staff members are working cohesively to meet the diverse needs of students with SEND. They would be looking for points in your answer such as:

Which parts of teaching pupils with SEND do you think staff might have the most trouble with? What training could you offer to support them?

This question aims to assess your awareness of potential challenges that educators might face when teaching students with diverse needs and your ability to provide effective training to address those challenges.

How to answer this question

Your response would highlight your analytical skills in identifying common difficulties and your creativity in developing targeted training programs. You should explain how you'd work with staff to identify training needs and then offer the appropriate support and training.

How would you plan support for pupils with SEND in the school?

This question aims to evaluate your ability to analyse individual student needs, collaborate with various stakeholders, and design comprehensive support plans.

How to answer this question

In your response, you should demonstrate experience and knowledge of providing and planning SEND support which is appropriate to the school's needs and context. Also, include any new ideas you have to support the pupils.

What role does the SENCO play in setting targets, and recording interventions and progress?

This question aims to evaluate your knowledge of the SENCO's responsibilities in maintaining accurate records, analysing data, and adjusting strategies based on outcomes.

How to answer this question

In your response, you should discuss points such as:

Developing a consistent whole-school system.

Producing proformas and guidance.

Providing staff training.

The SENCO holds overall responsibility for maintaining robust records of targets, interventions and progress.

When a new pupil arrives, how would you assess them?

This question aims to assess your understanding of the assessment process, your communication skills with both the student and their parents or guardians, and your ability to quickly identify their needs and determine appropriate interventions.

How to answer this question

In your response, you should mention how quickly you would assess them and the process you would follow. For example, you should assess the pupil as soon as possible to:

What would you do if you had limited information about them?

This question aims to assess your adaptability and problem-solving skills when faced with situations where you lack complete information. They want to understand how you would approach the situation, gather relevant information through observation and communication, and make informed decisions about the initial support and interventions required.

How to answer this question

Your response would demonstrate your ability to handle uncertainties, your resourcefulness in seeking information, and your commitment to providing individualised support even in challenging scenarios. Also, you should include that you would try to contact the pupil's previous school and talk to parents/careers to get more information about them.

When a new pupil enters the school with a history of needing SEND support, how would you find out what approaches have already taken place?

This question aims to evaluate your investigative and collaborative skills when dealing with students who have existing support histories. They want to understand your process for collecting relevant information from previous schools, parents, or guardians, as well as your ability to collaborate with external agencies if needed.

How to answer this question

In your response they will be looking out for points such as:

How would you make sure that teachers are delivering a broad and balanced curriculum to all pupils with SEN?

This question aims to evaluate your approach to maintaining high educational standards while catering to diverse learning needs. They want to understand how you would collaborate with teachers to adapt the curriculum, offer necessary accommodations, and ensure that students with SEN have equitable access to a well-rounded education.

How to answer this question

Your response would demonstrate your expertise in curriculum adaptation, your ability to support teachers in differentiating instruction, and your commitment to fostering an inclusive educational experience for all students, regardless of their needs.

What would you expect to see from an 'outstanding' teacher in relation to SEN provision?

This question aims to evaluate your criteria for excellence in SEN teaching and your ability to recognise effective strategies. They want to understand your ability to identify and promote practices that foster inclusive education and ensure optimal learning experiences for students with SEN.

How to answer this question

Your response would showcase your knowledge of best practices, your ability to assess and provide constructive feedback, and your commitment to fostering a supportive classroom environment that meets the needs of all students.

How often do you think targets should be set?

This question aims to evaluate your approach to measuring progress and the frequency at which you believe targets should be adjusted. They want to understand your perspective on maintaining a balance between setting achievable, yet challenging, goals that support students' needs and the practicality of implementation

How to answer this question

Your response would reveal your familiarity with the iterative nature of educational planning, your ability to adapt targets based on student progress, and your commitment to creating meaningful and attainable objectives that guide interventions and support strategies. They will be looking for answers such as:

How would you monitor progress for pupils with SEN?

This question aims to evaluate your approach to assessment, data collection, and analysis in order to measure the impact of your efforts. They want to understand your methods for identifying successes and areas for improvement, as well as your commitment to ongoing evaluation and adjustment of support plans.

How to answer this question

The hiring manager will be looking for key points in your answer such as:

What impact have interventions had on progress in your current setting?

This question aims to understand your analytical skills and your capacity to measure the outcomes of interventions and support strategies. They want to gain insights into your approach to data analysis, your ability to interpret results, and your commitment to evidence-based decision-making.

How to answer this question

The hiring manager will be looking for key points in your answer such as:

Can you tell us about how you motivate pupils?

This question aims to evaluate your interpersonal skills, creativity, and empathy when it comes to motivating students with diverse needs. They want to understand your ability to adapt your approach to different students and situations, and your commitment to promoting a sense of belonging and enthusiasm within the student community.

How to answer this question

The hiring manager will be looking for key points in your answer such as:

Forming good professional relationships, knowing the pupils well and enthusing them.

Using a variety of techniques in the classroom.

Treating pupils equally.

Adjusting or enhancing practice to meet individual needs.

How would you involve parents and families in the target-setting and progress-review process?

This question aims to evaluate your ability to engage parents as important stakeholders in their child's education and your strategies for fostering open communication and collaboration. They want to understand how you would create a supportive and inclusive environment that involves families in the decision-making process and keeps them informed about their child's progress.

How to answer this question

In your response, you should mention points such as:

Can you suggest ways in which parents can be involved in their child's learning

This question aims to evaluate your creativity and commitment to fostering a collaborative relationship with families. They want to understand how you would encourage parents to actively participate in their child's education, support learning at home, and contribute to the overall progress of students with special needs.

How to answer this question

The hiring manager will be looking for answers such as:

Parents are given information about topics being covered.

Parents could be asked to support pupils with homework.

SENCO jobs

Located in the dynamic heart of the North West, our thriving SEND recruitment agency is committed to providing the best SEND recruitment service to schools and local authorities, along with offering the best temporary, interim and permanent SENCO jobs.

Searching for your next SENCO role? Simply upload your CV or get in touch with our Divisional Manager, Richard Shorrock who will be happy to assist you throughout your job search!

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SENCO Interview Questions and How to Answer Them

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Discover the most commonly asked SENCO interview questions and how to answer them in this guide from Spencer Clarke Group. Also find the latest SENCO jobs.

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Music may improve focus and concentration for some people when studying, but for others, it may be distracting and have a negative impact on learning. The tempo and intensity of music may also have an effect.

Listening to music when studying or concentrating may not affect each person in the same way. The genre, volume, and tempo of the music may all play a role in whether music helps people study.

Personal preference is also important, and some individuals may find certain study environments more helpful than others.

This article looks at the research behind music and studying, whether or not music can help improve cognitive performance, and which types of music may benefit the most.

There is conflicting evidence on whether music can improve concentration while studying. A 2021 article suggests that many factors may contribute to whether music improves focus when studying or completing certain tasks.

These factors include:

genre

volume and tempo

age of the person

complexity of the task

personal preference

a person's personality

whether music is instrumental or has lyrics

Below are several ways that music may be able to improve concentration and focus.

Support performance in cognitive tasks

According to a 2017 study, evidence suggests that music may help improve cognitive performance. However, factors such as the tempo of the music may influence this.

To further investigate this, the researchers looked at the impact of music on working memory training in 72 older adults ages 65-75 years.

Participants were split into groups, listening to either a Mozart piece, an Albinoni piece, or white noise before starting working memory training activities. Those listening to the Albinoni music experienced larger training gains than those in the Mozart group.

A 2019 study looked at the effects of music at different volumes and complexities on people carrying out cognitive tasks compared with working in silence.

Researchers found that music generally had a negative effect on performance in complex tasks. However, complex music improved performance in simple tasks.

Researchers concluded that the effect of music on cognitive task performance may depend on the type of music, task, and personal preference.

Reduce stress or anxiety

Lasting stress may negatively affect cognitive function and concentration, which may have a negative effect on performance.

A 2021 small-scale study looked at the effects of music on psychological and physiological stress in 50 people in a hospital. After listening to music for 30 minutes, people reported significantly lower anxiety and pain.

Influence on memory

An older looked at the effects of music on a memory test involving facial recognition. Researchers examined the impact of listening to music compared with silence or the sound of rain on 54 nonmusician students.

The researchers found that listening to emotionally touching music, or silence, improved memory and resulted in faster and more efficient recall in the memory test. Sounds of rain or joyful music did not improve memory.

A 2017 study also looked at the effects of background music on memory types. Researchers found that listening to low arousal music helped participants recall more words from memory tasks than listening to high arousal music.

Negative low arousal music increased recognition of words more than high arousal music. However, background music did not improve verbal memory performance more than silence.

Despite the potential benefits of music for concentration, music may not improve focus for everyone. Here are some potential drawbacks of music for concentration.

Distraction

Background music may have a negative effect on studying in some cases.

A 2021 article highlights research that suggests music can worsen performance in reading comprehension tasks compared with performance in silent conditions.

Music may be distracting to some people, especially when it is loud or contains lyrics.

The research outlined in the above article has also suggested that listening to pop music while carrying out a reading task reduced performance in introverts but not extroverts. So, personality may play a role, as well as the type of music.

Negative effects on working memory

Working memory is the cognitive system for holding and retaining a certain amount of information temporarily.

According to a 2017 article, background music may put an extra load on working memory, making learning more difficult. Everything involved in learning, including the learning material, task, and context, requires processing with working memory.

Working memory capacity is the number of different concepts that working memory can deal with at once. The brain has limited working memory capacity, and music may reduce the capacity available for learning.

People may have to divide their attention between the background music and what they are trying to learn. People may require extra cognitive effort to listen to music and learn, which may negatively impact studying.

A 2017 research article suggests that the tempo and intensity of the music people listen to may affect studying. Other observations in this article about the impact of music on concentration include the following:

Soft, fast music may have beneficial effects on learning.

Loud music, either fast or slow, may have adverse effects on learning.

Slow, soft music may also negatively affect learning.

Instrumental music may distract people less than music with lyrics.

Familiarity with the music may also affect how people learn.

Music may help reduce stress, improve some aspects of memory, and improve cognitive function, which may all help with concentration and focus when studying.

However, some research suggests the opposite - that music may distract people and reduce working memory capacity.

Whether music helps people or not may depend on the individual, as well as the type of music, volume, and tempo.

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Can music improve focus and concentration when studying?

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Background music may help some people focus and improve their learning. However, factors such as genre, tempo, volume, and more can influence this.

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This type of equipment is used to firmly support a person as a grounding and calming device. Things such as sensory swings also serve the same purpose.

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often seen in sensory rooms

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LOOKING AT HOW STUDENTS CAN BE SUPPORTED 

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LOOKING AT HOW STUDENTS CAN BE SUPPORTED 

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Your son's second grade teacher calls to say she's concerned about some of his behaviors in school:

He can't sit still through a half-hour lesson and disrupts the class.

He often seems distracted and doesn't pay attention to what she's saying

He bumps into kids in the lunch line, making them angry.

He can't hold a pencil correctly, so he struggles with handwriting.

He gets upset when asked to switch from one activity to another

He melts down during assemblies and has to leave the gym.

You had started noticing this type of behavior when your child was a toddler, but now it's hurting his progress in school. You've been wondering if he might have ADHD. But his teacher tells you she thinks he may have sensory processing issues.

Some kids seem to have trouble handling the information their senses take in-things like sound, touch, taste, sight, and smell. There are also two other less well-known senses that can be affected-the first is a sense of body awareness, while the second involves movement, balance, and coordination. Also, kids with sensory issues can be oversensitive to input, undersensitive to input, or both.

While sensory processing issues are not a learning disorder or official diagnosis, they can make it hard for children to succeed at school. For instance, overly sensitive kids respond easily to sensory stimulation and can find it overwhelming. They may:

Be unable to tolerate bright lights and loud noises like ambulance sirens

Refuse to wear clothing because it feels scratchy or irritating-even after cutting out all the tags and labels-or shoes because they feel "too tight."

Be distracted by background noises that others don't seem to hear

Be fearful of surprise touch, and avoid hugs and cuddling even with familiar adults

Be overly fearful of swings and playground equipment

Often have trouble knowing where their body is in relation to other objects or people

Bump into people and things and appear clumsy

Have trouble sensing the amount of force they're applying; for example, they may rip the paper when erasing, pinch too hard or slam down objects.

Run off, or bolt, when they're overwhelmed to get away from whatever is distressing them

Have extreme meltdowns when overwhelmed

Meanwhile, undersensitive kids want to seek out more sensory stimulation. They may:

Have a constant need to touch people or textures, even when it's not socially acceptable

Not understand personal space even when kids the same age are old enough to understand it

Have an extremely high tolerance for pain

Not understand their own strength

Be very fidgety and unable to sit still

Love jumping, bumping and crashing activities

Enjoy deep pressure like tight bear hugs

Crave fast, spinning and/or intense movement

Love being tossed in the air and jumping on furniture and trampolines.

You can see that these behaviors could be confused with the grade-schoolers who are undersensitive may display "negative behaviors" including what looks like hyperactivity, when in fact they're seeking input. And in fact many of the behaviors of kids with sensory problems overlap with symptoms of ADHD, from trouble sitting still or concentrating to melting down when they are expected to make a transition from one activity (especially one they are enjoying) to another.

This is one reason it's important that kids not be diagnosed with ADHD after a cursory visit to the pediatrician's office, without careful use of interviews and rating scales to get a detailed picture of his behavior. Some kids with ADHD also have sensory issues.

A found that 1 in every 6 children has sensory issues that make it hard to learn and function in school. While sensory processing issues are often seen in autistic children, they can also be found in those with ADHD, OCD and other developmental delays-or with no other diagnosis at all.

There is no medication to treat sensory processing issues, but there are therapies, as well as practical changes you can make at school and home to help your child feel and do better.

Occupational therapists (or OTs) are the specialists who work with kids who have sensory issues. The majority of OTs work in schools, though you can also find them in private practice. They engage kids in physical activities that are designed to regulate their sensory input.

You and your child's teacher can discuss changes you can make to help him be more comfortable, secure and able to focus in the classroom. For instance:

Make sure his chair is a good fit for him. When he's sitting at his desk, he should be able to put his feet flat on the floor and rest his elbows on the desk.

For the child who needs to move a bit, you might try an inflated seated cushion or a pillow from home so he can both squirm and stay in his seat.

Some kids are better off if they sit close to the teacher. However, if your child is easily distracted by noise, he may end up turning around often to where the noise is coming from.

If possible, eliminate buzzing and flickering fluorescent lighting.

Make sure he's not sitting next to distracting sources of noise.

Have the OT work with him on knowing where his body is in relation to other people and things and the idea of personal space.

Provide sensory breaks such as walking in circles, jumping on a mini-trampoline and sucking on sour candy so he gets the input he craves and doesn't bump into others.

Allow for fidgets and chewable items, available in OT catalogues, to provide input

Have the OT work with him on both gross and fine motor skills so he's more confident, whether he's in gym class or taking notes

To avoid meltdowns or bolting, allow him to skip school assemblies, or sit near a door so that he can take breaks in the hallway with a teacher when he starts to feel himself getting overwhelmed.

If the cafeteria is too stimulating, see about having him and one or more lunch buddies eat in a quieter room with a teacher or aide.

Have a clear visual schedule posted with plenty of preparation for transitions.

With support and accommodations from an understanding teacher, and perhaps work with an OT, your child with sensory processing issues can be primed for success in class, on the playground and with friends.

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How Sensory Processing Issues Affect Kids in School - Child Mind Institute

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Understand sensory processing issues in the classroom. Child Mind Institute shows parents and teachers how to help children with sensory problems succeed in school.

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In the beginning of this padlet research task I began by looking at how designers create posters about mental illnesses and disorders while bringing awareness in a visually digestible way that children would be interested in. This interest came from trying to understand how communication can differ when approaching different age groups which led me to look at mental illness such as Alzheimer’s in elderly people and also children who might not be able to concentrate on a wordy approach such as children with ADHD. This sparked my interest in looking further at children with special needs and how their attention and retention could vary and how that might be an area of focus for a graphic designer, by creating something very visually exciting as well as informative (serious fun!!).

I work in a primary school club 1on1 with pupils that need extra support, this club focuses on a variety of creative play such as gardening, art and music. Having this experience led me to want to investigate how pupils with special needs are accommodated to in a normal day to day setting and the facilities that are used to accommodate to them such as sensory rooms. I also want to investigate; through speaking to the SENCO leaders in an interview at the training that is in place and whether they believe they are doing enough. The subject I’d like to take forward is a combination of those things by unpacking the ways schools accommodate to children, looking at the ways children learn, how guided play could be a positive or negative, the ways that children meltdown are dealt with and how helpful sensory rooms can be.

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PSYCHOLOGY STUDY DONE ON SENSORY DISORDERS IN CLASSROOMS

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PSYCHOLOGY STUDY DONE ON SENSORY DISORDERS IN CLASSROOMS

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Efficacy of Sensory Interventions on School Participation of Children With Sensory Disorders: A Systematic Review

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Research demonstrates lower school participation in children with sensory disorders. However, the scientific body of evidence supporting existing sensory intervention modalities is difficult to tackle. More specifically, the literature appears poorly…

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PSYCHOLOGICAL INVESTIGATION ON SENSORY PROCESSING DIFFERENCES WITHIN AUTISM

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PSYCHOLOGICAL INVESTIGATION ON SENSORY PROCESSING DIFFERENCES WITHIN AUTISM

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-Theoretical Framework, Sensory Materials, Sensory Experiences and Early Childhood Education, Outdoor Play, Music and Movement, Art, Role of the Teacher, Teacher Beliefs and Practices.

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Sensory Experiences in the Early Childhood Classroom: Teachers Use of Activities, Perceptions of the Importance Of Activities, And Barriers to Implementation - CORE Reader

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The purpose of this study was to provide much-needed research documenting teachers’ use of sensory experiences with young children. Participants in the study responded to a survey about demographic information, frequency of sensory experiences in the classroom, perceptions of the importance of sensory activities and barriers to providing sensory experiences. Data was entered into SPSS and descriptive analyses, including means, standard deviations, ranges, and frequencies were used. Two one-way ANOVA’s were run to test for differences in use of sensory activities by teacher experience and level of education.Findings and Conclusions: Teachers reported that in general, it is “very important” to provide sensory experiences and activities in the classroom. Sensory experiences that teachers reported providing most frequently included: listening to music, singing, soft materials, and gross motor activities. Identified barriers/challenges to providing sensory experiences were health and safety concerns and hygiene. No significant differences in use of sensory activities by years of experience or levels of education were found.Further research is needed to provide additional information and shed light on why teachers are not providing sensory experiences and activities in the classroom. Additional research can also explore how sensory experiences can be used as a vital tool in facilitating academic assessment. This would aid in identifying and developing effective ways to access a child’s growth and development over time, in their natural environment.School of Teaching and Curriculum Leadershi

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"If it hasn't been in the hand and body, it can't be in the brain." - Bev Bos

Children are natural scientists-investigating, exploring, and experimenting with the materials found in their environment. In the past, children were expected to go outside to play. They picked up sticks, rocks, and flowers to sort and count. How many times, as a child, did you watch a caterpillar on the ground, following it closely to see where it was going? Did you ride bicycles around the block and play Hide-and-Seek outside with friends until you were called inside for dinner? These experiences helped us develop our senses and taught us to self-regulate our actions, preparing us ultimately for the more formal education of school.

Today, many children are relegated to playing indoors. Video games, television, and computer games are the primary indoor occupations. Even though these activities provide visual and auditory stimulation, they are fast-paced and don't allow the child to self-regulate. At the same time, parents and teachers are increasingly pressured to "prepare" children for school. Unfortunately this results in younger and younger children being expected to complete worksheets and other inappropriate assessments. Playing video games, watching television, or doing deskwork hinders a child from using all their senses to explore, discover, and learn from their surrounding environment.

The importance of sensory play

Why is sensory play important? What factors influence sensory development for a young child? How do sensory activities add value to a child's overall development?

Sensory play includes any play activities that encourage a child to explore materials which stimulate their senses. These activities can range from yoga or dancing to sand play or finger painting. Often adults are hesitant to offer a child opportunities to participate in sensory play as this type of play can be messy and loud, or could result in disruptive behaviour. However, with a few simple rules, a thoughtfully prepared environment, and enough time, the benefits of sensory play for a child are invaluable.

Sensory play enhances the way in which a child reacts to their environment through visual, auditory, kinaesthetic, olfactory, and gustatory perceptions. Young children have a physical and emotional desire to see, hear, touch, smell, and taste things that are within reach and new to them. As a child grows, the need for exploring materials within their world continues. Sensory exploration enhances cognitive, social, emotional, and behavioural development.

Fostering sensory play indoors

The outdoors naturally supports a child's development as children explore their environment with all their senses. This should be encouraged as much as possible. However, when the weather or other conditions inhibit outdoor play, opportunities for similar exploration should be fostered indoors. This will take more creativity and preparation on the part of the adult. Many natural loose parts such as pinecones, flowers, or stones can be brought inside for discovery and play. Your Sensory Table can be utilized for more than just sand or water play. Try filling it with other natural materials such as snow, dirt, bark, fall leaves, or pine needles. (Hint: If you don't have a sensory table, an outgrown baby bath tub works great for sensory play in a home environment.)

Open ended art experiences can also foster sensory exploration. Finger painting, for example, is an appropriate activity that stimulates multiple senses with the unique smell and feel of the starchy paint. It is just as fun to smear paint all over your hands as it is to spread it on the paper! To an adult, however, the activity looks messy and the immediate reaction might be to ask the child to wash their hands. As soon as an adult intervenes in such a way, the sensory learning connection abruptly ends. It would be far more valuable for the adult to instead discuss how the paint looks on paper and how it feels between the fingers.

Sensory play with household materials

Indoor exploration can encompass a variety of sensory activities. Adults can create sensory play activities that meet the child's sensory needs using common household materials. For example, the following simple indoor activities promote sensory development and can be set up easily by parents or teachers:

Paint with water on tissue paper. Use eyedroppers to encourage fine motor skills.

Mix baking soda and coloured jello powder, then slowly pour in vinegar for a visual explosion.

Repurpose wrapping paper and ribbon remnants by gluing them onto a piece of paper.

Scribble on aluminium foil using coloured markers.

Create a variety of sound effects using pots, pans, stainless steel, and wooden utensils.

Read a familiar book, leave off the last word of a rhyme and ask children to complete the phrase.

Kinaesthetic

Tape bubble wrap around children's feet for a unique walking experience.

Try painting with your feet. Put the paper on the floor and remove the children's shoes and socks.

Practice yoga poses such as the tree pose, flower pose, star pose, and frog pose.

Construct an indoor obstacle course using couch cushions, blankets, pool noodles, and hula hoops.

Pretend to move like an animal and ask children to imitate the movement.

Create a smell laboratory using spices from the kitchen.

Play "Guess that Scent" using variety of lotions, like sunscreen, hand soap, dish soap, tooth paste.

Taste and compare sweet versus salty food items, such as mini marshmallows and pretzel sticks.

Play "Guess that Flavour" using ice cream or smoothie flavours

Take a bite from a variety of apples, such as Red Delicious, Honeycrisp, Golden Delicious, Gala, and Fuji

*Note: Be aware of your program regulations regarding gustatory activities occurring in a classroom. Adults must be aware of food allergies and policies toward the use of food outside of snack and meal times.

Provide enough time

Finally, remember that all exploration takes time. If a child is to become attuned to and engaged with their environment, they will need time to explore, discover, and connect with all their senses. When this is encouraged, challenging behaviours naturally lessen. Children learn to self-regulate, communicate their ideas, and are ready to absorb new information. Most importantly, children will find a joy and enthusiasm for learning which will carry them through their whole lives.

My senses are good to me, good to me. I can touch, taste, smell, hear, and see! I like sour and I like sweet! I like cold and I like heat! I like bold and I like bright! I like sounds and I like sight! Put them all together and you will find I like to touch and move which helps my mind!

Kelly Hantak, Assistant Professor of Education joined Lindenwood University faculty in 2014 as an adjunct faculty member. She is currently the Program Chair for the Early Childhood/Special Education programs. Kelly earned her Doctor of Education in Instructional Leadership from Lindenwood University, a Master's degree in Elementary Education with a Specialization in Early Childhood Education from the University of Missouri-St. Louis, and a Bachelor of Science in Communication Disorders from Southwest Missouri State University. She currently serves on the Governing Board for the National Association for the Education of Young Children.

Vanessa van der Graaf, Associate Professor of Education and Student Teacher Supervisor joined the Lindenwood University faculty in 2008. She has served as the Certification Officer and Student Teaching Coordinator for Lindenwood University. She earned her Doctor of Education, Education Specialist and Master Degrees in Educational Administration and Educational Technology from Lindenwood University. She earned her Bachelor of Science in Education from the University of Missouri-St. Louis.

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Did you ride bicycles around the block and play Hide-and-Seek outside with friends until you were called inside for dinner? These experiences helped us develop our senses and taught us to self-regulate our actions, preparing us ultimately for the more formal education of school.