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Significance:

During early childhood, children rapidly lay an important foundation of language skills. This includes not only expanding their vocabulary, but also enhancing their ability to grasp and communicate more complex ideas (Gravis et al., 2019) Children's language development is influenced by both innate and environmental factors (White, Hayes, & Livesey, 2016). This in turn can have a significant impact on their communication skills, cognitive growth, academic achievement, social interactions, and emotional regulation. The importance of children's language skills is also emphasized in the EYLF (AGDE, 2022).

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Focus:

Sensory play/experience

Areas of interest:

toddler's language development

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Component of language: (White, Hayes, & Livesey, 2016)

Comprehension (or receptive language) is the understanding of communication by others

Production (or expressive language) is speaking or signing to communicate with others

Comprehension precedes production – children understand verbal language before they can produce it

Stage in language development (Garvis et al., 2019):
Emergent language: 18 – 36 months - beginning to use words to refer to a person or object in a consistent way for the purpose of communication.

Prior to this, infants will have:

Learnt to distinguish between language sounds

Practiced using oral structures to make sounds

Learnt that gestures and vocalisations have meaning

Learnt that things have labels/names

Practiced interactions with others including looking at a person when talking, and turn-taking.

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The sensory experience involves (Tamblyn, et al., 2023):

Auditory Input: Sounds in the environment, varying based on materials, significantly influence toddlers' sensory experiences.

Tactile Materials: Sensory play materials such as sand, playdough, and textured objects offer tactile experiences.

Olfactory Experiences: Scents from nature, sensory materials, or other sources within the surroundings also contribute to toddlers' sensory exploration.

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Piaget's Sensorimotor Stage
Jean Piaget's theory highlights the significance of sensory experiences in early learning, aiding children's understanding of the world, including language acquisition (Gascoyne, 2012).

Sensory Integration Theory (Jean Ayres, 1979)
Ayres' theory emphasizes that sensory input organizes a child's sensory and motor systems, influencing cognitive and language development. It underscores the value of rich sensory experiences in promoting holistic child development.

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Existing research emphasizes the importance of sensory play in early childhood education. Sensory play consists of activities that stimulate one or more of the five senses, including touch, sight, hearing, taste, and smell (Shin, 2021). These activities come in a variety of forms, such as exploring different textures, creating art with a variety of materials, playing with water and sand, and hands-on experiences. Sensory learning is not only engaging, but also contributes to cognitive, emotional, social, and physical growth (Hunter, 2008; Tamblyn et al., 2023). Children, especially young children, are eager to engage in sensory play (Schwarz & Luckenbill, 2012). Additionally, interactive and play-based sensory experiences are very much aligned with the EYLF (AGDE, 2022), as well as supporting the NQS' emphasis on providing environments and experiences that support children's learning and development (ACECQA, 2017).

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Australian Children’s Education and Care Quality Authority [ACECQA]. (2017). Guide to the National Quality Standard. https://www.acecqa.gov.au/sites/default/files/acecqa/files/National-Quality-Framework-Resources-Kit/NQF-Resource-03-Guide-to-NQS.pdf

Australian Government Department of Education [AGDE] (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

Ayres, A. J. (1979). Sensory Integration and Learning Disorders. Western Psychological Services.

Degotardi, S., Torr, J., & Nguyen, N. T. (2016). Infant-toddler educators’ language support practices during snack-time. Australasian Journal of Early Childhood, 41(4), 52–62. https://doi.org/10.1177/183693911604100407

Garvis, S., Phillipson, S., Clarke, S., Harrison, L., McCormack, J., & Pendergast, D. (2019). Child development and learning. Docklands, Victoria, Australia: Oxford University Press.

Gascoyne, S. (2012). Treasure baskets and beyond: Realizing the potential of sensory-rich play. Berkshire: Open University Press.

Hunter, D. (2008). What Happens When a Child Plays at the Sensory Table? YC Young Children, 63(6), 77–79.

White, F., Hayes, B., & Livesey, D. (2016). Developmental psychology: From infancy to adulthood (4th ed.). Sydney: Pearson

Roberts, M. Y., Kaiser, A. P., Wolfe, C. E., Bryant, J. D., & Spidalieri, A. M. (2014). Effects of the teach-model-coach-review instructional approach on caregiver use of language support strategies and children’s expressive language skills. Journal of Speech, Language, and Hearing Research, 57(5), 1851–1869. https://doi.org/10.1044/2014_JSLHR-L-13-0113

Shin, M. (2021). Exploring multisensory experiences in infants’ learning and development in child care classrooms. Early Child Development and Care, 191(13), 2116–2127. https://doi.org/10.1080/03004430.2019.1695127

Schwarz, T., & Luckenbill, J. (2012). Let’s Get Messy! Exploring Sensory and Art Activities with Infants and Toddlers. YC Young Children, 67(4), 26–34.

Suanda, S. H., Smith, L. B., & Yu, C. (2016). The Multisensory Nature of Verbal Discourse in Parent-Toddler Interactions. Developmental Neuropsychology, 41(5-8), 324–341. https://doi.org/10.1080/87565641.2016.1256403

Tamblyn, A., Skouteris, H., North, A., Sun, Y., May, T., Swart, E., Godsman, N., & Blewitt, C. (2023). Physical and sensory environment interventions to support children’s social and emotional development in early childhood education and care settings: a systematic review. Early Child Development and Care: ECDC, 193(5), 708–724. https://doi.org/10.1080/03004430.2022.2152017

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Research Question #1:
How do specific sensory learning experiences, such as tactile exploration and exposure to music, impact toddlers' vocabulary development?

Data:

Direct observations of toddlers during sensory learning experiences, noting verbal and non-verbal responses, including vocabulary acquisition.

Record vocabulary usage during and after sensory activities.

Compare language usage before and after sensory activities.

Gather insights and observations from other educators who have observed toddlers in sensory-rich environments.

Conduct content analysis of sensory activities to identify elements contributing to vocabulary development.

Research Question #2:
How do sensory-rich environments impact toddlers' comprehension and expression of complex ideas?
Data:

Evaluate toddlers' change in the comprehension and expression of complex ideas after exposure to sensory play.

Observe language interactions in sensory-rich and non-sensory-rich environments, comparing the complexity and diversity of language used by toddlers.

Interview caregivers to explore whether they notice differences in their child's language development based on exposure to sensory-rich environments.

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How do sensory learning experiences support/facilitate toddlers’ language development?

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Roberts et al., 2014
Matched Turns: Respond to the child's sensory explorations by matching their sensory engagement.

Example: If a child feels sand, say, "You're touching the soft sand."

Expansions: Build upon the child's sensory experiences.

Example: If a child plays with water, say, "The water feels cool and refreshing."

Time Delays: Use sensory time delays to encourage more interaction with sensory materials.

Example, present different textured objects and wait for exploration and reactions.

Prompting: Incorporate sensory prompts to guide sensory exploration and verbal expression.

Example, ask questions like, "How does that feel on your fingers?" or "What do you notice about the smell?"

Degotardi et al., 2016

Arrange for group sensory play sessions where toddlers can interact with peers.

Encourage them to talk and share with each other about what they are feeling or discovering.

Suanda, Smith, & Yu, 2016

Use repetition to reinforce vocabulary and concepts.

Repeat keywords related to sensory experiences during play and subsequent activities.