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REFLECTIONS

Sensory play includes any activity that stimulates the senses: touch, smell, taste, sight, and hearing. Young children learn best and retain the most information when they engage their senses. Sensory-based activities facilitate exploration and naturally encourage children to use scientific processes while they play, create, investigate, and explore.


Spending time stimulating the senses helps children blossom across all developmental domains - cognitively, linguistically, socially, physically, and creatively. Curious how? Read on!


[Assorted translucent shape counters and metal circles set out on the light table support the development of early math skills such as classifying, sorting, attribute identification, and patterning.]


Cognitive Development The most obvious cognitive skills sharpened by sensory play are problem solving and decision making: simply present a child with a problem, and various materials with which to find a solution, and you can almost see the connections inside their brain. In addition, children build math skills such as comparing size (big versus small), counting, and one-to-one correspondence (matching numbers to objects), timing (does water or oil move faster?), matching (same sizes and shapes), sorting and classifying (buttons, beans, loose parts), science skills such as cause and effect (what happens when I add water to sand?), gravity (water slides down a funnel, not up) and states of matter (ice melts). Without realizing it, children grow into young scientists by making predictions, observations, and developing analytical skills.


[What happens when you squeeze liquid water color on top of baking soda?!]


Language Development

Sensory play encourages children to use descriptive and expressive language, and to find meaning behind new vocabulary. For example, children learn to understand the word “slimy” or "sticky" by experiencing something slimy and sticky firsthand.


[Dinosaurs in the "grass" invite conversation and dramatic role play, which fosters social development.]


Social-Emotional Development

Certain sensory play options, like sensory tables, trays, or bins, allow children to be in control of their actions and experiences, which boosts their confidence in decision making and inspires their eagerness to learn and experiment. Sensory play can also teach children about cooperation and collaboration. The children have the opportunity to express themselves, tell a story, and become confident in sharing their ideas with others. They also may begin to make observations about how a peer is approaching the sensory material in a different way, which helps to foster acceptance of other ideas or viewpoints.


[Exploring the concept of "resist painting." What happens to the paint when it travels on top of the dot sticker? I notice that my brush makes lines and my friend's brush makes splotches. What will happen to the paper after the paint dries and we peel off the stickers?"]


Physical Development

Sensory play benefits the development of fine motor skills by encouraging manipulation of materials, such as mixing, measuring, pouring and scooping. Gross motor skills are also developed through lifting, throwing, rolling, and constructing. Did you know that pinching a squeeze dropper directly supports the same finger muscles needed for pen control later?


[The whole body is incorporated when a child uses a honey stirring stick to "splatter" acrylic paint onto a collaborative piece of artwork.]


Creative Development

Sensory experiences provide open-ended opportunities where the process is more important than the product: simply put, how children use materials is more telling than what they make with them. Prompting children to think creatively in order to solve problems or engage in make-believe play helps them express their own creative potential and build self-esteem.

[An invitation to create with two primary paint colors and a blank canvas at the easel translates into limitless possibility. Creativity abounds!]






Fall in New England is marvelous. Knees in the dirt, hands outstretched towards the sky...at CNS, we feel immeasurably fortunate for the opportunity to embrace this connection to nature on a daily basis.


Children are innately talented at engaging this connection. Grown-ups facilitate and support these explorations, but it is the children who lead them. Following, we invite you to take a tiny peek into the magical world of Community Nursery School under the backdrop of Autumn...


[A child's acorn collection brought in from home engages classmates with line & shape studies.]


[Fine motor muscles are strengthened and curiosity is piqued by hammering golf tees into an oversized pumpkin.]


[Leaves displayed the top of at the easel inspire creative masterpieces derived from fall's color palette.]


[Natural loose parts and cardboard circles set out as an invitation to create: fall pizza, anyone?!]


[An unassuming critter makes ten eager new friends in the garden studio. A bug house is promptly built to "keep him safe."]


["Leaf People" come to life via group foraging on the nature trail, sorting the found natural materials, sketching a plan, and, finally, constructing a representation.]


"Autumn carries more gold in its pocket than all the other seasons." [Jim Bishop]

Updated: Oct 9, 2020

One of the silver linings of the COVID-19 Pandemic has been the reimagining of CNS to a mostly outdoor program. As a school, we have always gained plentiful inspiration and curriculum from the natural world, but now we truly live it. In the Red Door room (younger 4's), the teachers challenged themselves to create as many curricular opportunities as possible that incorporate materials and elements found on our own expansive school grounds. Led by that intention, and driven by the excitement of the children in the group, "Everybody Needs a Rock" came to life.



The curriculum launched with children and teachers leading rock hunts together. Children foraged and collected a variety of stones, pebbles, and rocks from all over the playground.



Over the course of several days, curricular elements were introduced slowly and intentionally. Washing rocks, sorting rocks, painting rocks, classifying rocks, building with rocks...



Children learn to care for their rocks and analyze the identifying attributes of rocks. What makes a rock special? What can a rock be used for?


In the Reggio Emilia approach, it is common practice for each member of the classroom community to have a fabric pattern representing them. This fabric is used in a myriad of ways to foster identity and become incorporated into ongoing curriculum components. One of the ways the Red Door group utilizes fabrics is through attendance stones. Each child's individual fabric is affixed onto a rock of their choosing and then used as part of the daily morning routine. These fabric rocks may also be used as story-telling props in dramatic play.



Throughout this rock study, teachers and children share many books and stories together. They participate in group conversations where the exchange of ideas often leads to the emergence of more curriculum.



Rocks have become a key element of their collective classroom identity. The whole class contributed to a collaborative art piece with each child's name encircled in a rock shape. This art now hangs in the outdoor classroom tent.



Where will the rock curriculum lead next? With the intrinsic curiosity of the children, the possibilities are endless!



CONTACT US:

Community Nursery School

2325 Massachusetts Avenue

Lexington, MA 02421

Phone: (781) 862-0741

Email: info@cnslex.org
facebook.com/cnslex

© 2023 by Community Nursery School

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