Exploring multisensory experiences in infants’ learning and development in the child care classrooms

ABSTRACT

Infants come to know about the world and develop an understanding about themselves through multisenses. This qualitative case study aimed to explore how three infant head teachers engaged in and facilitated various multisensory play activities in their classrooms. Natural, in-class, non-participatory observations were conducted at a child care centre in the U.S. The findings of this study illustrated how the infant teachers in this study provided, promoted, and scaffolded multisensory experiences in their daily practices. The findings also highlighted that the infant teachers adapted sensory experiences to meet individual preferences, needs, interests, and changing developmental status of their infants.

KEYWORDS:

• Infant play
• sensory play
• infant caregiving
• infant teacher
• day care

Acknowledgements

Thanks to the infants, infant teachers, and Tara for making this project possible by welcoming me into their world.

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1 Bubble wrap is a pliable plastic material used for packaging and has protruding air-filled hemispheres (bubbles) provide cushioning.

2 Clean-up song: ‘This is the way we wash our hands. This is the way we wash our hands. This is the way we wash our hands when we are done with our [snack or lunch]’

3 In this centre, ‘baby sign language,’ non-verbal communication through hand gestures, has been used to help young children communicate and express their needs effectively. For example, to do sign for more, you will flatten out your hands then bring your thumbs under to make O shape. Then, bring your hands together, tap your fingertips together and separate them repeatedly.

Additional information

Notes on contributors

Minsun Shin

Minsun Shin, Ed. D., is an Associate Professor in the Department of Teaching and Learning at Montclair State University, NJ, USA. Her research interests include social development among young children, infant caregiving, caring pedagogy, early childhood teacher education, and professionalism in early childhood education.