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Nur Auni Afifah Binti Shaari
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A Case Study of using Sensory Play in Preschoolers Learning and Development from
Preschool Teachers’ Perspectives
Nur Auni Afifah Binti Shaari
Dissertation submitted in part requirement for the
Master of Arts in Early Childhood Education
of
The University of Sheffield
September 2015
ABSTRACT
Knowing that sensory play contributes a lot towards preschoolers learning and
development, the researcher have chosen to help the preschool teachers to identify the
effectiveness of using sensory play in preschoolers learning and development, to find out the
primary challenges of using sensory play in preschoolers learning and development, and to
evaluate the importance of sensory play in preschoolers learning and development. There are
several challenges while using sensory play in preschoolers learning and development.
However, the researcher can see that sensory play is effective for preschoolers learning and
development socially, emotionally, physically, and cognitively.
Key words: sensory play, learning, development
TABLE OF CONTENTS
TITLE PAGE
ABSTRACT
TABLE OF CONTENTS
1.0. INTRODUCTION
1
1.1. Background of Research
4
1.2. Purpose of Research
4
1.3. Objectives of Research
6
2.0. LITERATURE REVIEW
6
2.1. Play in the Early Years
6
2.1.1. What is Play?
7
2.1.2. The Value of Play
10
2.2. Child Development
10
2.2.1. Definition of Child Development
10
2.2.2. Terms of Development
10
2.2.3. Stages of Development
10
2.3. The Concepts of Sensory Play
2.3.1. Using Sensory Play in Preschoolers Learning and Development
3.0. METHODOLOGY AND METHODS
11
13
17
3.1. Context of Research
18
3.2. Philosophical and Epistemological Position
22
3.3. Ethical Considerations
22
4.0. ANALYSIS AND FINDINGS
25
4.1. Findings of Research
4.1.1. The Effectiveness of using Sensory Play in Preschoolers
26
27
Learning and Development
4.1.2. The Primary Challenges of using Sensory Play in Preschoolers
34
Learning and Development
4.1.3. The Importance of Sensory Play in Preschoolers
35
Learning and Development
4.2. Discussion of findings
5.0. CONCLUSION
36
38
5.1. Recommendations
39
5.2. Limitations
40
REFERENCES
41
APPENDICES
47
A Case Study of using Sensory Play in Preschoolers Learning and Development from
Preschool Teachers’ Perspectives
1.0 INTRODUCTION
1.1 Background of Research
Preschoolers learn a lot through their five senses. According to Gainsley (2011), the
HighScope early childhood specialist, who states that it is very important to stimulate the senses
of preschoolers in order to support their early childhood learning and development. Gainsley
(2011) further emphasizes that early childhood educators prefer to mention that “young
children learn with all their senses” (p. 1). This is supported by Bairaktarova et al. (2011) and
Singer (2013) who contend that sensory play helps the preschoolers to develop in terms of their
social, emotional, physical, and cognitive. Maynard, Adams, Lazo-Flores, and Warnock (2009)
mention that the sensory play can benefit the preschoolers in terms of their emotional
development and assortment of interests and developmental stages. Due to that, it is becoming
increasingly difficult to ignore preschoolers with sensory shortcoming, such as visual and
hearing impairment because they need to struggle more to explore the world, in order for them
to acquire new knowledge (Read et al., 1993).
Concerns have been raised by several relevant bodies in England, focusing on cognitive
development of preschoolers in literacy and social development of preschoolers for pro-social
behaviour and self-esteem. Two projects were introduced by them such as Raising Early
Achievement in Literacy (REAL) (Nutbrown, Hannon, and Morgan, 2005) and Peers Early
Education Partnership (PEEP) (Evangelou and Sylva, 2003). These projects use Opportunities,
Recognition, Interaction, and Modelling (ORIM) framework (Hannon, 2009) in order to help
parents of preschoolers with their children’s learning and development. Apart from that,
Parents, Early Years, and Learning (PEAL) (Wheeler and Connor, 2006) was also introduced
to encourage informal learning between parents and their children.
Informal learning can happen through sensory play (Kellman and Arterberry, 1998).
For instance, when the preschoolers add a little water to the sand during sand and water play,
the physical qualities of the sand will change immensely. Thus, they learn to discover the
effects after water is added to the sand. Hence, it is vital for preschoolers to get the chance to
1
enjoy their childhood and given their freedom to play, particularly on their mental and physical
well-being (Hillman, Adams, and Whitelegg, 1991).
The past decade has seen a rapid development of Early Childhood Education and Care
(ECEC) services in England, which went through a lot of modifications in their policies and
practices in order to cater the need of preschoolers learning and development (Faulkner &
Coates, 2013). One of the curriculum reforms is Desirable Outcome for Children’s Learning
which was the first publications for ECEC (Department for Education and Employment, 1999).
Since this curriculum reform, Birth to Three Matters framework was introduced as guidelines
for those who are working with preschoolers (Department for Education and Skills, 2002).
Subsequently, Curriculum Guidance for the Foundation Stage (Department for
Education and Employment, 2000) was introduced to help early childhood educators in
providing the best teaching and learning experiences. The Curriculum Guidance for the
Foundation Stage (Department for Education and Skills, 2000) asserts that:
Curriculum Guidance offered a play-based curriculum and considerably more detail
than Desirable Outcomes although the areas of learning it identified as important were
similar, the main difference being slight changes to the headings. Thus, Personal and
Social Development became Personal, Social and Emotional Development; Language
and Literacy became Communication, Language and Literacy; and Mathematics
became Mathematical Development. The other areas: Knowledge and Understanding
of the World; Physical Development and Creative Development remained the same.
(pp. 254-255)
From these curriculum reforms, it can be emphasised that providing sensory
experiences which meet the needs of preschoolers learning and development are very crucial.
Several studies have shown that sensory experiences can be triggered through a discovery table
(sand and water play) (Maynard, Adams, Lazo-Flores, & Warnock, 2009). Sand and water play
will help the preschoolers with their learning and development socially, emotionally,
physically, and cognitively (Bairaktarova et al., 2011; Singer, 2013). Doherty and Hughes 2009)
suggest that:
Sensation is the process which sensory receptors detect information and transmit this
information to our brains. Sensation is our ability to access information by responding
to external stimulation via one or more of the sensory systems. (p. 223)
Therefore, preschoolers learn a lot through sensory experiences such as seeing, smelling,
tasting, touching, and hearing (Piaget, 1979).
2
Early Childhood Education and Care services in Malaysia, on the other hand,
formulated National Preschool Curriculum (NPC) during 2003 as the first inclusive national
curriculum for the preschools (Ministry of Education, 2007). Its aim is to discover the
“potential of the children in all aspects of development; ensuring that children master basic
skills and inculcated with positive attitude, preparing for a smooth transition to Primary School
Education” (p. 56). The curriculum is comprised of six components which are Language and
Communication, Cognitive Development, Spiritual and Moral, Socio Emotional Development,
Physical Development, and Aesthetic and Creativity. One of the teaching and learning
approaches proposed by National Preschool Curriculum for early childhood educators is
learning through play in which preschoolers should be given various exposures to any types of
play during their individual and group activities.
Recent developments in Early Childhood Education and Care services have heightened
the need for childcare centres in Malaysia. A programme called Every Child is a Jewel
(PERMATA) (Ministry of Education, 2007) was introduced to satisfy the need of parents with
children below 5 years old in working towards their children’s learning and development.
PERMATA Childcare Centres implement the framework adopted from Pen Green Corby
United Kingdom under the SureStart Programme. The early childhood educators in
PERMATA Childcare Centres are taught to use elements implemented from the United
Kingdom in which the programme allows preschoolers to acquire knowledge through
discovery learning as proposed by Piaget (1962) and Vygotsky (1976).
Consequently, it can be proclaimed that Early Childhood Education and Care services
in Malaysia also emphasis on the importance of learning through play and discovery learning
as the most appropriate approaches in teaching preschoolers. In my opinion, learning through
play and discovery learning can happen through sensory play. For example, through creating a
dam during sand and water play, preschoolers learn about mathematical concepts of size, space,
and symmetry. They can chop the sand, part it into two equal parts, roll it into a ball, construct
a building and a tunnel, imprint natural materials, stamp words, spread the sand like spreading
butter onto a bread, cut it into shapes, mould letters, and write letters. Sand and water play is
beneficial as it will trigger their senses, such as seeing, smelling, tasting, touching, and hearing
(Piaget, 1979) which will lead towards their learning and development.
3
1.2. Purpose of Research
The interest in this topic which is ‘A Case Study of using Sensory Play in Preschoolers
Learning and Development from Preschool Teachers’ Perspectives’ aroused after the
researcher realised that preschoolers learned a lot during their play (Homeyer & Morrison,
2008). This is supported by Homeyer & Morrison (2008) who contend that play has a “critical
role in brain development” (p. 211). In addition, realising the importance of social, emotional,
physical, and cognitive development of preschoolers, several studies have shown that many
educational policies and practices have been designed and reformed to raise the quality of Early
Childhood Education and Care (ECEC) services specifically in England and Malaysia.
This paper describes findings from a small-scale qualitative research which involves
interviewing four preschool teachers from different primary schools in order to explore their
perspectives on using sensory play in preschoolers learning and development. Therefore, this
paper seeks to address the following questions:
1. Do preschool teachers think that using sensory play is effective in preschoolers learning
and development?
2. What do preschool teachers view as their primary challenges of using sensory play in
preschoolers learning and development?
3. Why do preschool teachers think sensory play is important in preschoolers learning and
development?
1.3. Objectives of Research
Knowing that sensory play contributes a lot towards preschoolers learning and
development, the researcher have chosen to help the preschool teachers to identify the
effectiveness of using sensory play in preschoolers learning and development, to find out the
preschool teachers’ primary challenges of using sensory play in preschoolers learning and
development, and to evaluate the importance of sensory play in preschoolers learning and
development.
4
Therefore, this paper has been divided into five sections which are introduction,
literature review, methodology and methods, analysis and data findings, and conclusion. The
first section deals with introduction, which gives a brief overview about background of
research, purpose of research, and objectives of research. The second section begins with
literature review, which is divided it into three parts which describes about play in the early
years, child development, and later focuses on the concepts of sensory play. Many ideas and
theories can be interrelated to preschoolers learning and development. Although the literatures
cover a wide variety of such ideas and theories, however, this paper will only focus on major
issues which emerged repeatedly throughout the literatures reviewed. The issues are the
effectiveness of using sensory play in preschoolers learning and development and its
importance. The third section explains about methodology and methods used while conducting
this research. The fourth section which is analysis and data findings assesses the data collected
from the interviews conducted with participants and the discussion of findings. Finally, the last
section which is conclusion discusses the whole findings of this research. Recommendations
and limitations will be given for further research.
5
2.0. LITERATURE REVIEW
This section is divided it into three parts which in the first part this paper will discuss
about play in the early years, predominantly on the definition of play and the value of play.
Later, in the second part this paper will concentrate on child development, particularly on
definition of child development, terms of development, and stages of development. Then, in
the third part this paper will look into the concepts of sensory play, particularly on the issue of
using sensory play in preschoolers learning and development.
2.1. Play in the Early Years
2.1.1. What is Play?
Wood and Attfield’s (1996) definition of play is “a range of behaviours related to many
different activities both for children and adults” (p. 1). In 1985, Gottfried published a paper in
which he mentioned that play is “a complex, multidimensional sequence of behaviours that
changes considerably in process and morphology, particularly during infancy and the early
childhood years” (p. 1). An early nineteenth century philosopher and poet, Friedrich Schiller
(1985) points out that “man only plays when he is in the fullest sense of the word a human
being; and he is only fully human being when he plays” (p. 64). Whereas, Shipley (2008)
defines play as a self motivating-play, which gives personal reward to the player.
On the contrary, Hutt et al. (1989) argue that play comprises of many activities which
are beneficial for learning, but most of the activities are not. Similarly, Garvey (1991) point
out that it cannot be categorised as play just by seeing children doing it together. The purposes
and goals of a play often change along with the situation of the play, so these plays and
activities cannot be simply categorised (Wood and Attfield, 1996).
According to Gainsley (2011), play is like the “food for the brain” (p. 2) of preschoolers.
As for them, playing is their most favourite time of the day as it is regarded as an act of releasing
their emotion from the pressure of learning because playing is all about having fun and freedom
(Singer, 2013). This is supported by Bairaktarova et al. (2011) who claim that it is the time for
preschoolers to play with anything that they desired without being restricted to any rules.
There are three stages and categories of play according to Piaget (1987) which are
practice play (sensori-motor and exploratory play based on physical activities), symbolic play
6
(pretend, fantasy and socio-dramatic involving the use of mental representations), and games
with rules (from six or seven years upwards). Smilansky (1990) found the fourth type of play
which is constructive play.
2.1.2. The Value of Play
Play is needed during early childhood (Wood and Attfield, 1996) as it is needed in
relation to the preschoolers’ learning (Geiser, 2013). Play generates “flexibility and improved
potential for learning later in life” (Lester and Russell, 2008, p. 9). Other than that, the
preschoolers’ play gives them the chance to discover, find, discuss, and create meaning. Several
studies about the benefits of play in terms of intellectual development have been well
documented. Well-developed memory skills, language development, and are able to control
their behaviour (Bodrova & Leong, 2005, p. 15) are among the signs of preschoolers who
involve in a quality play. Likewise, play cultivates the natures of learning and development
such as curiosity, openness, optimism, resilience, concentration, and creativity (SACSA, 2009).
Equally, the Ministry of Education Preschool Education Department (2006) agrees that
play is essential in relation to the preschoolers learning and development. The process of
learning happens in them while they are playing, chatting, and communicating with their family
members and friends (Bandura, 1978; Mead, 1934; Piaget, 1932; Vygotsky, 1929). Apart from
playing with their parents, family members, and friends, preschoolers also spend most of their
time playing with toys (Corsaro, 1997; Seiter, 1993). From playing, they are actually given the
opportunities which provided them with a multiplicity of valuable learning and development
(Read, Gardner, & Mahler, 1993; Milteer & Ginsburg, 2012).
This is supported by Gonzalez-Mena (2014) who suggests that playing with toys can
help to govern the roles and skills in preschoolers because “different activities may promote
different social, physical, and cognitive skills” (Cherney & London, 2006, p. 717). In addition,
playing with different types of toys is a process of socialisation in the early years (Cherney &
London, 2006; Lester & Russell, 2008). For example, through the active conversations between
the preschoolers, they will acquire the “skills in cooperating with each other” (Wellhousen &
Crowther, 2004, p. 44), then start to grow their own personalities and feelings (Elkin & Hnadel,
1978). Therefore, it is important for the parents to recognise the types of toys that their children
love to play with henceforth provide different opportunities for their early childhood learning
and development.
7
Nutbrown (2009) also maintains that as young children are playing with their toys and
pretend play being a mother and having babies, “they show others what they think girls and
women can and should do, and what they think boys and men can and should do” (p. 122).
Additionally, MacNaughton (1999) notes that pretend play among young children are “rich in
information about how they understand gender relations” (p. 81) because it exhibits the
connection between gender identity development and play. Barbie dolls, Action Men,
Transformers, Ninja Turtles, or Power Rangers, are left at home because often preschool
teachers have not regarded other types of play as having more value (Wood and Attfield, 1996).
However, young children are capable to discover and comprehend their gender roles through
imaginative play (Chick et al., 2002). As a result, playing with toys brings a significant measure
in their learning and development (Gonzalez-Mena, 2014).
Reasons to Play
According to Read et al. (1993), preschoolers play for various motives. It is because
play provides them happiness, hence they are encouraged to search and learn about new things.
By way of illustration, the preschooler is absorbed with sand and water play as she pours water
into the sand, watching how it runs down the channels she has dug. Preschoolers also play
because of the desire to master an ability or unravel a problem. Some of them will insist on
building a sand castle by digging with shovel and spade, swinging in a swing, or pouring water
into the mug on their own without spilling it. It is vital for the parents to make sure that their
children are not being criticised by their older siblings, especially while playing games due to
their “inability to understand the rules of a game because it is part of normal development for
their age” (Webster-Stratton, 2002, p. 142).
Besides that, preschoolers play to minimise their fear and gain knowledge on the ways
to control their emotion. Winnicott (1957) promotes the idea that play in the early years can
offer emotional competence to the preschoolers. Carolyn Webster-Stratton in her book
‘Coaching Toddlers’ Social and Emotional Competence’, outlines that by observing the
toddlers playing, she concludes that play is “providing the necessary brain scaffolding and
foundation needed for their later’s social and emotional learning and behaviour” (p. 136).
Apart from that, Read et al. (1993) mention that it is during play that the children will
meet other children. This is crucial as the parents need to coach their children by modelling the
social behaviours that they would like their children to exhibit (Webster-Stratton, 2002). In
2003, the Effective Provision of Preschool Education Project (EPPE) promotes the significance
8
of adult-child interactions in which will help the preschoolers to “understand someone else’s
perspective” (Webster-Stratton, 2002, p. 132) and “be aware of the feelings of other children”
(Read et al., 1993, p. 210).
Fromberg (1987) states that play are “symbolic, meaningful, pleasurable, voluntary,
rule-governed, and episodic” (p. 36). On the other hand, Garvey (1977) and Rubin, Fein, and
Vandenberg (1983) classified play as originated from the children, spontaneous, and have no
rules as they are playing for fun, not for profits. According to Tizard et al. (1989), “the view
that the education of young children is founded on play has attained the status of a
commandment, but it is a commandment far more observed in the telling than in the doing” (p.
8). In another major study, Ofsted (1993) found that:
The quality of learning through play presented rather a dismal picture. Fewer than half
of the teachers fully exploited the educational potential of play in more than a third of
schools play was usually undertaken only after work was completed. (p. 10)
Children are given their time to play only after their homeworks are completed. Play is
not regarded as a method of learning. Due to that, Bjorklid and Nordstrom (2007 cited in Van
der Burgt and Gustafson, 2013) point that the growing percentage of apartments in the city area
brings towards the declining percentage of green spaces for young children’s outdoor play. The
pattern can be seen in Sweden and other cities such as Amsterdam, London and Paris
(Boterman, Karsten, and Musterd, 2010; Brun and Fagnani, 1994; Butler and Robson, 2003).
Conversely, Van der Burgt and Gustafson (2013) argue that there are many factors such as
“geographical location of the home, work places and schools, as well as neighbourhood
structure and children’s leisure activities…” (p. 25) which constructed the families’ daily lives
hence affected the young children’s outdoor play.
Besides that, young children from the inner-city family are not given the permission to
play outside with their friends or to the nearest playground area without the surveillance from
their parents for the fear of being kidnapped or some other possible reasons. This is supported
by Kytta (2004) and Hillman, Adams, and Whitelegg (1991) which contend that the inadequate
facilities in outdoor play areas and there are restrictions towards unattended young children in
the outdoor play areas. Likewise, Hagerstrand (1970) makes the case that “without assistance
of a parent, children usually have a small activity zone within which they can move by
themselves” (p. 25). Nevertheless, it is essential for children to get the chance to play,
particularly on their mental and physical well-being (Hillman, Adams, and Whitelegg, 1991).
9
2.2. Child Development
2.2.1. Definition of Child Development
Child development can be stated as changes that happen to children since birth and
throughout childhood (Doherty and Hughes, 2009). Each child develops in their own various
ways (Department for Children, Schools, and Families, 2007). It can be “any kind of human
development” (p. 4) such as social, emotional, physical, and cognitive. As stated by Doherty
and Hughes (2009), there are three domains of development which are interrelated to each other.
Physical development involves with “changes in body size (growth) and proportions, the order
and acquisition of motor skills, and perceptual and motor capacities” (p. 8). Cognitive
development comprises of “intellectual processes that include attention, memory, knowledge,
problem-solving and creativity” (p. 8). While, social and emotional development contains of
“understanding of self, relationships with others and socialibility” (p. 8). People learn through
experiences (Georghiades, 2004; Schaffer, 2006).
2.2.2. Terms of Development
While a variety of definitions of the term development have been suggested, this paper
will use the definition suggested by Fukuda and Ishihara (1997) who saw it as the progression
that all individuals undergo socially, emotionally, physically, and cognitively throughout their
life span. As the children change during their span of childhood and grow by maturation, they
are developing in terms of their cognitive (Doherty and Hughes, 2009) as they learn new
knowledge everyday. Bukatko and Daehler (2001) suggest that development can be identified
as “the systematic and scientific study of changes in human behaviours and mental activities
over time” (p. 4). Development can be referred as age-related phases or domains of
development (McGuigan and Doherty, 2006).
2.2.3. Stages of Development
There are many stages of development (Doherty and Hughes, 2009). It can be listed
into 5 stages which are prenatal (conception to birth), infancy and toddlerhood (birth to 2 years),
early childhood (2 to 6 years), later childhood (6 to 12 years), and adolescence (12 to 20 years).
2.3. The Concepts of Sensory Play
10
Sensory play is defined as a play that offers chances for preschoolers to use all their
senses or one particular sense (Usher, 2010). As far as I am concerned, since birth, babies’
senses are stimulated by their mothers’ smell, voice, and touch. They even respond to their
mothers when they are still in the womb by kicking and moving. This is supported by Hughes
(2006) who founds that baby in the womb will respond towards the sound. As the infants begin
to move their hands, then arms, and legs, they begin to perceive the world around them through
sensory experiences such as seeing, smelling, tasting, touching, and hearing (Read et al., 1993;
Gainsley, 2011; Snyder, 2011).
Seeing
Winnicott (1957) in his chapter ‘Further Thoughts on Babies as Persons’ explains how
a 10-month-old baby can identify a spoon by playing with it. Jean Piaget, an influential 20 th
Swiss psychologist, has focused on the learning process of babies since birth onward in his
theory of intellectual development (Ginsburg and Opper, 1987). Through the first contact with
the environment using their five senses, information will be stored in their brain. The brain will
continually add new information, which means the brain continually assimilates (Piaget, 1979).
Around the age of 12 to 18 months, children’s brains will be able to create pictures of things,
people, and feelings. They begin to speak in their native language and ready to alter their
existing knowledge to new ideas, which means the brain continually accommodates (Piaget,
1979). Therefore, from the perspectives of Jean Piaget, intellectual development or learning of
a human is a constant process and will be determined largely on our five senses (Ginsburg and
Opper, 1987).
According to Read et al. (1993), they mention that infants’ facial expressions change
towards the view of the breast or bottle being taken close to them. The preschool teacher should
be alert to the possibility of visual impairment among the preschoolers. They might be viewed
as being clumsy and misunderstood. Hence, it can be said that visual impressions or the ability
to see is one of the valuable foundations of learning and development for young children as
poor vision will obstruct the process.
Smelling
We use our sense of smell without realising it (Snyder, 2011). There are many types of
smell in the children’s world. Strong or delicate smell, pleasant or unpleasant smell, nice smell
or nasty smell. Smell helps us to become aware of things, people, and places as it heightens the
11
capability of preschoolers to express their opinions and explain their understandings (Read et
al., 1993). Scent can also enhance moods, for instance using scented candles as part of sensory
experience when massaging young children’s hands. It can lift up their sensory perception. A
lot of children with impairments can get advantage from aromatic play (KIDS Direct Short
Break, 2009).
Tasting
Babies and toddlers start to use their senses by putting things into their mouths or
sucking their thumbs (Piaget, 1974). They will learn to differentiate their thumbs from a nipple.
Similarly, preschoolers use their sense of taste to enlighten their awareness about taste and
ability to express their views (Read et al., 1993). By asking “What does it smell like?” to the
preschoolers will improve their attentiveness towards odours. Hence, reinforce their learning
and development by giving them attention and asking them questions.
Touching
Newborn babies have reflexes which let them to close their fingers on an object that
touch their hand palms (Hannon et al., 2012). Infants enjoy touching different textures such as
grass, clay, sand, water, flour, or fruits. Preschoolers learn from touching as they are quick to
respond to the texture of things. Riding bicycle, stacking cups, and sweeping sand off the
sidewalk can stimulate their sense of touch thus inspire them to be creative and express their
feelings more. Therefore, according to Read et al. (1993), preschoolers “need help in making
discriminations and in using the correct descriptive words” (p. 300) so that they can progress
in terms of notions about the world around them. As a consequence, the teacher should support
the learning and development through giving descriptive words to the preschoolers about the
texture.
Hearing
As the preschoolers explore the materials surrounding them, they begin to pay attention
towards sounds which contribute in their learning and development of language. Dancing and
moving their body can help to develop their body movement, strength, flexibility, and
coordination skills (Sullivan, 1982; Poest et al., 1990; Snyder, 2011). Due to hearing
impairment, a child can be inattentive towards sound and have been in disadvantaged for
learning and development.
Rae Pica, a professor with the University of New Hampshire mentions that “children
who spend a lot of time acquiring their experiences through television and computers are using
only two senses (hearing and sight), which can seriously affect their perceptual abilities” (p.
55).
12
2.3.1. Using Sensory Play in Preschoolers Learning and Development
Social Development
Sensory play can help the preschoolers develop in terms of their social development
such as making relationships. This is supported by Gainsley (2011) and Snyder (2011) who
suggest that sensory play helps preschoolers to settle disputes and build connection with their
classmates. Preschoolers who play together will learn to show “respect for each other’s
creations” (Wellhousen and Crowther, 2004, p. 44). In addition, through active conversations
between the preschoolers, they will acquire the “skills in cooperating with each other”
(Wellhousen and Crowther, 2004, p. 44). This can be seen as a concept of social competence
(Coie and Dodge, 1998; Dodge and Price, 1994; Webster-Stratton, 2002) between the
preschoolers who are playing in the same play area and sharing the same tools to play. this can
be illustrated briefly as they will learn to ask for other preschoolers’ tools in a good manner to
avoid any conflicts while playing. Studies outlined by Webster-Stratton and Reid (2004) and
Maynard, Adams, Lazo-Flores, and Warnock (2009) about the teacher intervention to facilitate
the social and emotional competence of preschoolers have shown that preschoolers need to be
trained with skills in communication, problem solving, and anger management.
Other than that, according to Duffy (1998), “working with others fosters self-respect,
and respect for others. It helps children to share, interact, observe others and to understand
harmoniously” (p. 6). On the contrary, Corsaro (1997) suggests that children from the age of 3
to 5 typically involve in pretend play or role play rather than any other types of play. He argues
that role play can inculcate social development (Rubin, 1980), language development, thus
provide opportunity to settle conflicts (both social and cognitive development) (Sutton-Smith,
1977; Corsaro, 1997; Trawick-Smith, 1998).
Emotional Development
Playing, communicating, sharing tools, and cooperating with classmates during sensory
play will help the preschoolers with their emotional development such as self-confidence, selfesteem, and self-control (Duffy, 1998). In a similar vein, Gainsley (2011) agrees that sensory
play can help to substantiate the preschooler emotional development. Giving an example from
sand and water play, the preschoolers can build anything from the sand as what they desire
without the restricted rules from adults (Wellhousen and Crowther, 2004). When they managed
to create a successful mould from the sand, this will boost their sense of competence (Gainsley,
13
2011). Preschoolers feel proud if they accomplished doing what they want to do. Some of them
seek their classmates to accomplish the task, such as carrying the heavy water wheels and large
buckets that need more than a person in order for them to be able to do that.
Several studies found that preschoolers with lower social and emotional development
are recurrently from families with aggressive parents, always have conflict, and focus more on
their children’s negative behaviours than the positive (Cummings, 1994; Webster-Stratton and
Hammond, 1999). As a consequence, they will have difficulty to pay attention in class, follow
teacher’s instructions, and control their emotions (Ladd, Kochenderfer, and Coleman, 1997),
hence being secluded from their classmates and get fewer good response from their teachers
(Shores and Wehby, 1999).
Physical Development
Sensory play provided an ideal opportunity for preschoolers to master physical skills
(Gainsley, 2011) such as learning to cut, dig, pour, sift, and scoop the sand during sand and
water play. They use their upper bodies and arms in order for them to build the sand into a
creation (Bairaktarova et al., 2011). If the sand becomes wet, this will make the sand become
heavier and difficult to move. Thus, their muscle skills will be able to improve without them
realising it (Snyder, 2011). While, their lower bodies and legs will be developed from squatting
in the sand and balancing their bodies in the sand.
Similarly, Wellhousen and Crowther (2004) assert that preschoolers are “able to
balance themselves as they create their structures” (p. 45). The play areas at school might be
limited in spaces, so the preschoolers will learn to adapt themselves to squeeze in the play area
so that they can play together. In addition, studies outlined by Gonzalez, Mon-Williams, and
Burke (2011) seems to be in a similar vein with Duffy (1998) which promote dexterity and
hand-eye coordination of the preschoolers through movements such as lifting, holding, and
carrying the buckets of sand to the other play areas.
Cognitive Development
Sensory play also can promote cognitive development of the preschoolers. The
significance of play in the early childhood cognitive development, Piaget (1962) and Vygotsky
(1967) point out that it does not necessarily be the verbal ability and mathematical skill. On the
flip side, others argue that cognitive development can be categorised as the development of (i)
14
language and literacy, (ii) mathematics, (iii) creative arts, and (iv) science (Gainsley, 2011;
Moyles, 2010; Wellhousen & Crowther, 2004).
(i)
Language and Literacy
Preschoolers learn through each other on the way to give orders while the other follow
the instructions. They use simple and easy words which can be understood by both sides.
Likewise, Wellhousen and Crowther (2004) maintain that “children talked about they were
doing” (p. 45). From that, preschoolers learn new words about the feel of texture, such as
“slimy”, “slippery”, and “fluffy”.
(ii)
Mathematics
Gainsley (2011) outlines that preschoolers are able to learn about mathematical
concepts such as “less than”, “equal to”, and “more than” through the sensory play. Using
various sizes and shapes of the buckets during sand and water play will teach preschoolers
about the ideas of “small”, “big”, “lighter”, and “heavier”. Therefore, the preschoolers are
“…able to compare their structures and identify some as ‘perfect’ or ‘super’ structures”
(Wellhousen and Crowther, 2004, p. 44).
Preschoolers will be able to predict which buckets will be easier to carry as they
comprehend from the sizes of it. Mathematical concepts of size, space, and symmetry can be
learned through the measuring spoons and cups provided for the play. Hence, Bairaktarova et
al. (2011) report that “with training in the use of numbers, length, liquid, and quantity amounts,
children connect natural numbers with addition and subtraction” (p. 215), thus help them in
their learning of mathematical concepts.
(iii)
Creative Arts
Gainsley (2011) and Snyder (2011) report that preschoolers use their imagination
and make situations in their mind to make their sensory play more interesting. There are lots
of activities that preschoolers can do through sand and water play such as chopping the sand,
slicing it into two equal parts, rolling it into a ball, constructing a building (sand castle) and a
tunnel, imprinting natural materials (stones, leaves, flowers) that they found onto the sand,
spreading the sand like spreading butter onto a bread, cutting it into shapes, moulding letters,
writing letters, and drawing pictures onto the sand.
(iv)
Science
Preschoolers learn new knowledge through the engagement of conversations between
each other, such as to differentiate between the characteristics of the dry and wet sand. They
learn through the process of exploration such as “how materials look, smell, feel and sound,
and how they behave” (Gainsley, 2011, p. 7). In my opinion, preschoolers are creative and
15
unique in their own way. They use their senses, and create their own imagination on to turn
their play into an exciting experience. This is agreed by Bairaktarova et al. (2011) who assert
that “play also includes the manipulation of these materials for different purposes” (p. 220) and
Snyder (2011) who found that “children try different ways of manipulating materials” (p. 8)
such as adding water onto the sand and mixing natural materials with the sand.
From my point of view, teaching science to preschoolers using sensory play is a good
teaching pedagogy. Similarly, recent study outlined by Mizrap (2013) contends that there is a
need for training of teaching science concepts through play and design of curriculum and
materials from educational policy makers, because it can be a good teaching science approach
in the preschool. Preschoolers love to ask their teachers a lot of questions because they are
learning and trying to understand how things work.
On the flip side, Bairaktarova et al. (2011) conclude that asking questions/ stating goals,
explaining how things are built/ work, construction/ making things, problem solving, and
evaluating design are among the engineering-related behaviours. The preschoolers are at the
stage when they are curious about many things (Wood and Attfield, 1996). These engineeringrelated behaviours are the indications of early engineering thinking. In addition, early
engineering thinking is a study of the connection between the early childhood development and
education and engineering fields (Bairaktarova et al., 2011). Subsequently, preschoolers are
able to articulate diverse concepts such as mixing a lot proportion of water than the proportion
of sand to turn the water into black water (Thompson, 2011).
3.0. METHODOLOGY AND METHODS
In this section, the methodology and methods used while conducting this research will
be outlined. This section is divided it into three parts which in the first part this paper will
discuss about context of research. Later, in the second part this paper will concentrate on
ontological and epistemological position of this research. Then, in the third part this paper will
look into ethical considerations while conducting this research.
16
Sensory play has been the essential feature of many excellent preschool programmes.
It is regarded as a natural learning style (Bredekamp and Copple, 1997) and the best teaching
pedagogy (Ministry of Education, 2007). After the prominence of preschoolers learning and
development has been recognised, many educational policies and practices have been
considered and restructured in Early Childhood Education and Care services, particularly in
England (Faulkner and Coates, 2013) and Malaysia (Ministry of Education, 2007) through the
formation of Curriculum Guidance for the Foundation Stage (Department for Education and
Skills, 2000) and National Preschool Curriculum (Ministry of Education, 2007).
Four preschool teachers from different primary schools in Kelantan, Malaysia were
recruitted for this research. All of the participants have been teaching for about 10 to 16 years.
They were all chosen on the basis of their willingness to be the participants and their knowledge
that could be considered to represent the population of preschool teachers in Kelantan,
Malaysia. A case study research was chosen to explore their perspectives on using sensory play
in preschoolers learning and development. Therefore, this paper seeks to address the following
questions:
1. Do preschool teachers think that using sensory play is effective in preschoolers
learning and development?
2. What do preschool teachers view as their primary challenges of using sensory play
in preschoolers learning and development?
3. Why do preschool teachers think sensory play is important in preschoolers learning
and development?
Semi-structured interviews were conducted with the participants to answer these
questions. The questions were drawn from the literature on using sensory play in preschoolers
learning and development, as stated in the literature that children need to enhance their
creativity to take part in the process of learning (Prentice, 2000).
3.1. Context of Research
Case Study Research
What is a case study research? Kumar’s (2005) definition of case study research is an
approach to study a social phenomenon through exploration of personal cases. The cases can
be related to a person, group, process, episode, community, society, or any other component of
social life (Bogdan and Biklen, 1982; Greg et al., 2007). Punch (2005) and Mukherji and Albon
17
(2010) point out that a case study research is an approach to comprehend the situation in depth
using any kind of methods that are suitable for that specific purposes and research questions.
In the book, Punch (2005) highlights that “case study is more a strategy than a method” (p.
144). This is supported by Goode and Hatt (1952) who maintain that “the case study research
then is not a specific technique; it is a way of organising social data so as to preserve the unitary
character of the social object being studied” (p. 331).
As mentioned before, a case study research was conducted with four preschool teachers
in Kelantan, Malaysia to discover their perspectives on using sensory play in preschoolers
learning and development. The aim of this paper is to help the preschool teachers to identify
the effectiveness of using sensory play in preschoolers learning and development, to find out
the preschool teachers’ primary challenges of using sensory play in preschoolers learning and
development, and to evaluate the importance of sensory play in preschoolers learning and
development.
Interview Method
In order to collect data for this research, interview method was used. O’Leary (2014)
defines an interview to be a process of gathering data in which the “researchers seeking openended answers related to a number of questions, topic areas, or themes” (p. 217). Similarly,
Mukherji and Albon (2010) suggest that an interview is “where one person asks questions of
an individual or group of people” (p. 118) in order to get their opinions about some areas.
According to Punch (2005), interview is a strategy for collecting data in qualitative research.
He further explains that interview can help in evaluating “people’s perception, meanings,
definitions of situations, and constructions of reality” (p. 168). As Jones (1985) states:
In order to understand other persons’ constructions of reality, we would do well to ask
them … and to ask them in such a way that they can tell us in their terms (rather than
those imposed rigidly and a priori by ourselves) and in a depth which addresses the
rich context that is the substance of their meanings. (p. 46)
Some researchers such as Densombe (2003) and Mukherji and Albon (2010) have
attempted to draw fine distinctions between a conversation and an interview. They propose that
a conversation usually happens unintentionally, but an interview is planned beforehand. While
a conversation usually occurs to keep relationships going on, conversely an interview is used
to learn more about some particular issues.
18
Each interview explored the topics included in this study’s research questions: (1) the
effectiveness of using sensory play in preschoolers learning and development; and (2)
preschool teachers’ primary challenges of using sensory play in preschoolers learning and
development. These questions were asked to answer the research questions:
1. How many years have you worked as preschool teacher?
2. Do you think using sensory play is effective in preschoolers learning and development?
3. In what ways (development) do you think sensory play is effective?
4. How do you teach to the preschoolers using sensory play?
5. What do you believe to be the primary challenges of using sensory play in preschoolers
learning and development?
6. Why do you think sensory play is important in preschoolers learning and development?
Rapport was established before started with the actual interview questions in an attempt
to make the participants feel as comfortable as possible. For the purpose of confirming that the
participants were fully aware of the research procedures, they were given enough time to
contemplate on the information sheet given through email before agreed to take part in this
research.
Participants Recruitment Procedures
Sample is drawn from the population (Punch, 2005). All research needs sample because
“you cannot study everyone everywhere doing everything” (Miles and Huberman, 1994, p. 27).
This research used a non probability sample of four preschool teachers from different primary
schools in Kelantan, Malaysia who have been teaching for about 10 to 16 years. The
participants were recruitted through word of mouth and help from an individual who is working
as a preschool teacher in Kelantan to acquire the names of preschool teachers who might want
to participate.
As the purpose of this research is to explore the preschool teachers’ perspectives on
using sensory play in preschoolers learning and development, therefore the sample for this
research is preschool teachers in Kelantan, Malaysia. After the participants agreed and decided
to take part in this research, they were asked to sign a consent form. Later, they were contacted
through email and interviewed separately through phone call. During interviews, the were
asked a series of questions. These questions included their years of experience as preschool
teachers and using sensory play in preschoolers learning and development, their perspectives
19
on the effectiveness of using sensory play in preschoolers learning and development, the way
they teach to the preschoolers using sensory play, the primary challenges of using sensory play
in preschoolers learning and development, and the reason using sensory play is important in
preschoolers learning and development. The participants were not offered any financial/ in kind
payments for their participation in this research.
Choice of Kelantan and Malaysia
With personal funds, this research focused on a city in a country. Kelantan is a large,
diverse city comprised of Malay, Chinese, Indian, and others (Department of Statistics
Malaysia, 2015). However, only preschool teachers from Malay were targetted. Apart from
that, Malaysia was chosen as the findings might be useful towards the development of early
childhood education and care services in Malaysia. The preschool teachers who participated
could not be considered to be the representative of the general Malaysian or Malay population.
Nonetheless, the findings from these interviews provided a significant starting point in
understanding the perspectives of preschool teachers from different primary schools in the
region, thus help the parents and early years educators to realise about the effectiveness of
using sensory play in preschoolers learning and development, preschool teachers’ primary
challenges of using sensory play in preschoolers learning and development, and the importance
of using sensory play in preschoolers learning and development.
Research Design
As the researcher was in England while the participants were in Malaysia throughout
this research, the participants were contacted through email and phone call. Firstly, a consent
form, information sheet, and a set of semi-structured interview questions were sent by email to
the participants. For them who agreed with the term, they were asked to fill and sign the consent
form, scan, and resend it to the researcher.
Secondly, an appointment was set up in advance with the participants through email
before proceeded with the interview to make certain that they were ready to answer all the
questions. Numerous studies have attempted to explain different types of interviews.
Interviews can be structured, semi-structured, or unstructured (Patton, 1980; Fontana & Frey,
2000; Punch, 2005; Kumar, 2005; Mukherji and Albon, 2010; O’Leary, 2014), depending on
its purpose (Wellington, 2000). Patton’s (1987) definition of structured interviews is “closed
quantitative interviews” (p. 179) because the questions are pre-determined. Similarly, O’Leary
20
(2014) defines structured interviews as planned and standardised in advance. Besides that,
Cannold (2001) identifies semi-structured interviews as structured conversation, while
Mukherji and Albon (2010) and O’Leary (2014) suggest that semi-structured interviews may
start with pre-established questions then move towards normal conversation. According to
Fielding and Thomas (2008), unstructured interviews is referred to as “non standardised
interviews” (p. 247). While, Kumar (2005) refers unstructured interviews as “in depth
interviews” (p. 124) because it is intended to provide information about participants’ attitudes,
thoughts, and feelings (Mukherji and Albon, 2010; O’Leary, 2014).
However, the researcher chose semi-structured interview as it suits the purpose of
research very well. The participants were able to give their opinions which answered all the
research questions and talked about other ideas too (Bell, 1993) which they think might help
in this research. Each interview was done one to one which means “an interaction between an
interviewer and a single interviewee” (O’Leary, 2014, p. 218). It allowed the researcher to take
control over the interview session.
The researcher began with questions about their years of experience as preschool
teachers and using sensory play in preschoolers learning and development. Questions then
explored their perspectives on the effectiveness of using sensory play in preschoolers learning
and development, including the way they teach the preschoolers using sensory play, the
primary challenges of using sensory play in preschoolers learning and development, and the
reason using sensory play is important in preschoolers learning and development.
Participants were informed that their interviews would be recorded but that anonymity
would be protected. They were asked not to discuss the interview content with others outside
the research. All interviews were transcribed and translated into English. The data were stored
through voice recorder. The researcher was the only one who had the control and access to the
data generated by this research. As the collected data were analysed using a thematic analysis
approach, each transcript were reviewed, looking for general themes. Then the emergent
themes were brainstormed to represent them in code. Within each of the codes, subcodes were
developed. The data were coded, reviewed, and validated. Coded data enabled the researcher
to identify themes that were common across all preschool teachers. The data were intended to
be kept because it may be useful in future teaching and training of preschool teachers, however,
with consent from the participants.
3.2. Ontological and Epistemological Position
21
The ontological and epistemological position of the researchers will affect their
decision on research method (Marsh and Furlong, 2002; Huang, 2014). Ontology is the study
of being (Poetschke, 2003; Goodley, 2011). It concerns with the question “What is reality?”
Whereas, epistemology is the study of knowledge (Poetschke, 2003). It reflects with the
question “How can I know reality?” So, the researcher decided to conduct a case study research
with preschool teachers using interview method to learn about their perceptions on using
sensory play in preschoolers learning and development.
Along with the development of social sciences, many researchers were concerned to
study human behaviours. They discovered that human behaviours was too difficult to to
comprehend that they cannot use quantitative methods solely, therefore qualitative research
methods were developed (Sale, Lohfed, and Brazil, 2002). Quantitative paradigm is
constructed on positivism, while qualitative paradigm is grounded on interpretivism (Altheide
and Johnson, 1994; Kuzel and Like, 1991; Secker et al., 1995). Morgan’s (2007) definition of
paradigm is referred to as “shared belief systems that influence the kinds of knowledge
researchers seek and how they interpret the evidence they collect” (p. 50).
Apart from that, a considerable amount of literature has been published on positivism.
Quantitative methods are mostly employed by positivists. In these studies, Lin (2003) presents
the positivist as scientist. Positivist can take control of the research process, but cannot study
the relationship between human and social phenomena. As Mukherji and Albon (2010) state,
“positivist paradigm leads to a scientific, systematic approach to research” (p. 14). In addition,
techniques used in quantitative research comprised of survey and experiment (Reid, 1996;
Punch, 2005; Mukherji and Albon, 2010; O’Leary, 2014). In the introduction of collecting
primary data using survey, O’Leary (2014) claims that survey is “the process of collecting data
through a questionnaire that asks a range of individuals the same questions to their
characteristics, attributes, how they live, and their opinions” (p. 202). Meanwhile, experiment
is often used to compare the findings between two groups (Punch, 2005). There are two types
of group which are experimental group or treatment group which will differ in terms of “the
treatment they reveived” (p. 68).
On the flip side, qualitative methods are usually employed by interpretivists. The
interpretivist acts as detective. Interpretivist can study about social phenomena in depth,
however data collection can take times and data analysis can be challenging (Smith, 1998).
22
Typical approaches used in qualitative research comprised of ethnography, case studies,
observation, action research, and interview (Reid, 1996; Smith, 1998). Punch’s (2005)
definition of ethnography is “a culture and understanding a way of life from the point of view
of its participants” (p. 149). Similarly, Fetterman (2009) and Neuman (1994) agree that
ethnography is an approach to refer to a group or culture. Besides that, O’Leary (2014) defines
observation as “a systematic method of data collection that relies on a researcher’s ability to
gather data through his or her senses” (p. 230). While, action research has been described by
Stringer (2004) is “not for purposes of discovering new facts or revising accepted laws or
theories, but to acquire new information having practical application to the solution of specific
problems related to their work” (p. 3).
There are arguments given for combining both methods as noted by Sale, Lohfeld, and
Brazil (2002) who question the usefulness of such an approach. They mention that researchers
are not expected to combine both methods as quantitative and qualitative are built on different
paradigms. But, other author (see Clarke and Yaros, 1988) state that mixed-methods research
is advantageous in some areas of research because some issues require data from a large-scale
sample. Nevertheless, this research used qualitative method of research because the researcher
aimed at studying the importance of using sensory play in preschoolers learning and
development after it has been a famous learning style in many excellent preschool programmes.
This research can be a mixture of both methods, however, I chose to do only qualitative method
as I think it is adequate to get the data from interviews as this is a case study research.
3.3. Ethical Considerations
When conducting research, one must be careful of ethics and data protection issues
(Hammersley and Traianou, 2012; O’Leary, 2014). Ethical considerations are central because
researchers need to deal with human and animal as their sample (Punch, 2005; Mukherji and
Albon, 2010). According to Aubrey et al. (2000), ethics are “the moral philosophy or a set of
moral principles underpinning project” (p. 156). Therefore, ethics and data protection issues in
23
research mean that researchers are not allowed to act unethically and immorally in their
research practice (Greig et al., 2007).
In their analysis of ethics and educational research, Punch (1994) and Hammersley and
Traianou (2012) identify ethical considerations such as minimising harm, respecting autonomy
(allow them to make decisions for themselves), protecting privacy (what should and should not
be made public), offering reciprocity (give enough time for participants to be interviewed or to
fill in a questionnaire), and treating people equitably. In early childhood research, the
researchers must be extra careful while doing research with children as they are minor. The
head of the family may be regarded as having the proper authority to agree on whatever the
researchers are doing. It is stated in Robson’s (1993) 10 questionable practices that “involving
people without their knowledge and consent, invading their privacy, withholding information
about the true nature of research, and coercing them to participate” (p. 33) are not ethically and
morally right.
In this research, ethics and data protection issues were assured by getting an ethics
approval letter which was approved by the School of Education, the University of Sheffield.
Participants were informed that their interviews would be recorded but their identity would be
protected. They were asked not to bring out the discussion in the interviews outside of the
research. There might be potential harm to participants in terms of time zone as the researcher
was in England while the participants were in Malaysia throughout this research. However, an
appointment was set up in advance by the participants through email before proceeded with the
interview through a phone call to confirm that they were fully prepared before interview session.
4.0. ANALYSIS AND FINDINGS
In qualitative research, there are data collection and data analysis. Data collection
procedures were explained in the previous section. In this section, data analysis and findings
will be presented. As mentioned before, the collected data for this research were analysed using
a thematic analysis approach. Braun and Clarke’s (2006) definition of thematic analysis is “a
method for identifying, analysing, and reporting patterns (themes) within data. It minimally
organises and describes your data set in (rich) detail” (p. 6). Thematic analysis is well known
in qualitative research (Boyatzis, 1998; Attride-Stirling, 2001; Tuckett, 2005), yet, there is no
precise explanation about its stages of analysis. Holloway and Todres (2003) assert that
24
thematic analysis is not an approach which can be used in a type of research only, but it can be
used to apply in various kinds of research.
Many researchers argue that rather than narrative analysis and grounded theory analysis,
thematic analysis cannot be considered as an approach for analysing data (Meehan, Vermeer,
and Windsor, 2000; Braun and Clarke, 2006). Narrative analysis frequently used the data from
the narrator’s perspective (Manning and Cullum-Swan, 1994) such as in studies of grief and
bereavement (Riessman, 1993), interviews with social anthropologists (Coffey and Atkinson,
1996), and life in organisations (Martin, 1990). This type of analysis can provide a better
understanding of the story which may be beneficial for the research. Grounded theory analysis
generally used abstract theory in relation to the data of research (Punch, 2005) such as in studies
of anthropology and culture (Denzin, 1988). This type of analysis involves two levels which
are from data to first-order concepts and from first-order concepts to higher-order concepts.
Thematic analysis approach can be divided into two (Boyatzis, 1998; Hayes, 1997).
First, deductive thematic analysis (Frith and Gleeson, 2004) which is the themes recognised
are closely related to the data collected. It is analyst-driven method (Braun & Clarke, 2006)
because it is based on the researcher’s theoretical or analytic interest. Second, inductive
thematic analysis (Patton, 1990) which is the themes recognised are not closely associated with
the data collected. It is data-driven method (Braun & Clarke, 2006) because it involves “a
process of coding the data without trying to fit it into a pre-existing coding frame, or the
researcher’s analytic preconceptions” (p. 13).
The researcher chose to analyse the data collected using the deductive thematic analysis
approach as not all of the data were analysed, but only some aspects which answered the
research questions. Therefore, the findings were coded interrelated to the research questions
which are the effectiveness of using sensory play in preschoolers learning and development,
the primary challenges of using sensory play in preschoolers learning and development, and
the importance of sensory play in preschoolers learning and development.
4.1. Findings of Research
Four preschool teachers from different primary schools in Kelantan, Malaysia were
recruitted for this research. They were interviewed separately (one to one interview) through
phone calls. The research questions addressed in this paper are:
25
1. Do preschool teachers think that using sensory play is effective in preschoolers
learning and development?
2. What do preschool teachers view as their primary challenges of using sensory play
in preschoolers learning and development?
3. Why do preschool teachers think sensory play is important in preschoolers learning
and development?
Hence, the findings were grouped under the three research questions listed earlier:
1. The effectiveness of using sensory play in preschoolers learning and development.
2. The primary challenges of using sensory play in preschoolers learning and
development.
3. The importance of sensory play in preschoolers learning and development.
Irrespective of years of experience as preschool teachers, it is notable that preschool teachers
held many of the same perspectives on using sensory play in preschoolers learning and
development.
4.1.1. The Effectiveness of Using Sensory Play in Preschoolers Learning and Development
Q1: How many years have you worked as preschool teacher?
The first question is about years of experience of the participants as preschool teachers.
They were asked this question because the researcher wanted to estimate the knowledge or
skills acquired in the profession during that period of time.
26
Years of Experience as Preschool Teachers
18
16
Years of Experience
14
12
10
8
Preschool Teachers
6
4
2
0
Preschool
Teacher 1
Preschool
Teacher 2
Preschool
Teacher 3
Preschool
Teacher 4
Graph 4.1. Years of Experience as Preschool Teachers
From the graph above, we can see that preschool teacher 1 has been teaching for 16
years, preschool teacher 2 has worked for 15 years, preschool teacher 3 has been teaching for
10 years, and preschool teacher 4 has worked for 12 years. It can be asserted that a lot of
knowledge or skills have been acquired in the profession during that period of time. Since the
preschool teacher 1 have worked for 16 years, a lot of data were acquired from the participant.
Q2: Do you think using sensory play is effective in preschoolers learning and development?
The second question concerns about the effectiveness of using sensory play in
preschoolers learning and development. All of the participants who responded felt that sensory
play is effective in preschoolers learning and development.
It really works because children are having fun while learning. Sometimes, they can be
kind of bored if I do not use sensory play during their teaching and learning process.
For example, when they need to learn numbers during Mathematics class. I will use
objects that they can see and touch while counting the numbers. In that case, they are
using their senses to feel and count the objects in order. I think they are happy.
(Preschool teacher 1)
Sensory play is effective in preschoolers learning and development. If not, teaching and
learning will happen in a way only. We need preschoolers to listen to us so that teaching
and learning will happen in two ways. (Preschool teacher 4)
27
It is apparent from the data that the preschool teacher 1 and preschool tacher 4 are
using sensory play in preschoolers learning and development and felt that it is effective in
preschoolers learning and development. Preschool teacher 1 stated that preschoolers are having
fun while learning as they are learning through play. While, preschool teacher 4 said that twoway learning can happen through sensory play as it involves engagement between preschool
teachers and preschoolers during teaching and learning process.
Q3: In what ways (development) do you think sensory play is effective?
The third question intends to discover about preschoolers learning and development.
As the researcher focused on preschoolers learning and development in terms of social,
emotional, physical, and cognitive, therefore each participant was asked to elaborate on the
development as mentioned earlier.
i.
Social Development
During recess time, I will let them have their time on their own and play with their
friends such as playing with LEGO blocks. I will observe them to see whether they can
get along well or not. If some of them tend to conquer the toys all by themselves, then
I will write it down in my record. After that, I will advise them saying that they should
learn to share toys with others. Some of them who are passive rather than others, I will
go to them and ask them to make friends. (Preschool teacher 1)
I like to use acting and drama. For example, the theme for that week is vegetables. I
will instruct them to act a scene at the market. There will be a seller and a buyer. During
this activity, the children who refuse to talk will talk because they used to see their
parents go to the market, so they know how to act it out. Children love acting. If the
theme for that week is occupation, I will instruct them to act a scene at a clinic. “You
will become the doctor, you will become the patient” I do not have to instruct them, but
they know how to act it based on their own experiences. I will sit and just watch them
do it. (Preschool teacher 2)
Social development can be seen when they are playing in a group during sand play.
While trying to build a sand castle together, they are cooperating to make a beautiful
sand castle. During that time, they will communicate. Senses of touching and seeing
are used. (Preschool teacher 3)
From the interviews, we can see that all of the participants contended that the social
development of the preschoolers can be triggered through many ways using sensory play. The
preschoolers learn to share toys with others while playing LEGO blocks, they learn to make
friends through acting and drama, and they cooperate and communicate to build a sand castle.
All of their senses are used such as seeing, smelling, tasting, touching, and hearing.
28
Preschool teacher 2 stated that sensory play was used during acting and drma class.
Similarly, Corsaro (1997) suggests that children from the age of 3 to 5 typically involve in
pretend play or role play rather than any other types of play. He argues that role play can
inculcate social development (Rubin, 1980), language development, thus provide opportunity
to settle conflicts (both social and cognitive development) (Sutton-Smith, 1977; Corsaro, 1997;
Trawick-Smith, 1998).
As Webster-Stratton (1999) mentions, friendship skills can be taught to preschoolers
using discussions and cooperative learning activities. “Concepts such as helping, sharing, and
being a good team player is key ideas for students to understand” (p. 264). Children who wait
for their turn to play are said to exhibit social participation (Doherty and Hughes, 2009). It can
be claimed that the preschoolers are learning the way to socialise through discussion and
cooperation as they are building sand castles. Preschoolers learn through each other on the way
to give orders while the other follow the instructions. They use simple and easy words which
can be understood by both sides. Therefore, it is the preschool teachers’ roles and responsibility
to portray good social and friendship skills to the preschoolers because they often need help
from adults in learning about sharing and taking turns (Read et al., 1993).
ii.
Emotional Development
Children may have emotional responses (Webster-Stratton, 1999) just like adults.
Emotional development is something “that must be learned” (p. 286) by the preschoolers as it
is not present at birth. A preschool teacher can provide a warm treatment to the preschoolers
(Read et al., 1993) such as by giving praise and encouragement words. Emotional responses or
emotional expression can be seen through their facial movements (Izard, 1979) of basic
emotions such as “happiness, sadness, anger, disgust, surprise, and fear” (p. 340). As they grow
up, they will be able to express their emotions well (Webster-Stratton, 1999).
During the beginning of the term, I talk with them using puppet. The puppet
communicates with them every day and asks them questions like “Do you love coming
to school?” or “Which transport do you use to come to school?” Later I found out that
they are playing by themselves using the puppet. I can see that the preschoolers who
refuse to talk at the beginning of the term eventually talk to their friends. (Preschool
teacher 2)
In terms of emotion, I watch them playing cooking with their friends. Someone will be
the mother, someone will be the older sister, and someone will be the younger sister.
After that they sit together and have a talk. Interestingly, a child who does not talk
during class will talk at times like this. Sometimes I watch them playing and it is fun to
see them touching their friends’ shoulder slightly just to show to their friends that they
29
are cooking burger and expecting some compliments from their friends. I can see their
development during that play time. (Preschool teacher 4)
Strong evidence of the importance of emotional development in preschoolers learning
and development was found when the participants specified that the preschoolers who refused
to talk at the beginning, are able to talk towards the end of the term. It showed that puppet and
playing cooking help the preschoolers in terms of their emotional development. If they are not
interested to play, they will remain not talking. But, they open up to new friends and join them
to play.
Just like adults, preschoolers also need time to adapt to new environment (WebsterStratton, 1999). Preschool teachers can use drawing and painting as a way to express their
emotions (Read, Gardner, and Mahler, 1993). “Art is an important means of expression and of
releasing feelings as well as a source of satisfaction” (Read, Gardner, and Mahler, 1993, p.
329). Some of the preschoolers who still are not able to exhibit their emotion well will use
drawing and painting. The activities can be done everywhere such as at the beach. Children
love to play outside of the class. They can build anything from the sand as what they desire
without the restricted rules from adults (Wellhousen and Crowther, 2004). When they managed
to create a successful mould from the sand, this will boost their sense of competence (Gainsley,
2011).
For that reason, parents and preschool teacher should play their roles in helping the
preschoolers with their transition to school (Webster-Stratton, 1999). Just like adults, children
need time to adapt to new environment. For example, the pre-schooler is going to school for
the first time tomorrow. As parents, children need to be told that they are going to school after
this and you are not going to be there so that they will be ready mentally and emotionally.
iii.
Physical Development
Further analysis showed that physical development in preschoolers can be seen as
physical growth changes in them in terms of body size and body proportions (Bee, 2000). Since
the researcher focused on the preschoolers’ motor development, so Gallahue and Ozmun (2005)
draw our attention to the staged model of motor development. This data provides in-depth
analysis of the work of Bayley (1935) and Shirley (1963) regarding motor milestones showing
its relevance to contemporary times.
At the beginning of the term, usually we will focus on refining their fine motor skills
such as the coordination of their small muscle movement. It involves with the
30
synchronization of hands and fingers together with eyes. If we do not start with sand
play, later on if we want to go on with teaching them to write it will be harder. So, I can
say it is important for them to get used with sand and water play for their psychomotor
skills. (Preschool teacher 1)
For example, colouring in a space. First, we will teach them the way to hold a pencil.
To teach them to hold a pencil, we will use playing using dough. Sometimes, we
distribute hold pencils, colouring in space. The first hold a pencil. To hold the pencil
we teach using the dough first and hold a pencil. Within 3 months, the child is able to
hold a pencil. (Preschool teacher 2)
I like to ask them to play a game called “fox and chicken”. There will be a fox and a
hen. Then, there will be chicks standing behind the hen. The hen will try to protect the
chicks from being eaten by the fox. Hence, the hen will move so fast to make sure that
the fox will not be able to grab any of the chicks. I have been observing them while
playing, and I think that the game helped them with their psychomotor skills. For
example, their movement of legs and eyes. (Preschool teacher 4)
Read, Gardner, and Mahler (1993) use various examples of activities that improve
small muscles coordination as evidence that writing abilities are an essential motor skill. The
most striking data to emerge from the data is that motor skills can be characterised into two
which are gross motor skills and fine motor skills. As stated by the participants during the
interviews, chasing and running help in refining their gross motor skills. Whereas, smaller
movements such as playing with sand and picking up objects are good in developing their fine
motor skills because it involves movements that happen in the hands and fingers. Preschool
teacher 2 mentioned that preschoolers will be taught to play using dough before they were
introduced to write using a pencil.
iv.
Cognitive Development
In terms of cognition such as counting, I used marbles and ice cream sticks. Basically,
things that I can bring from the house. They will like it more. (Preschool teacher 1)
In teaching Mathematics and Science to preschoolers, we need to use real objects. For
example, in Science subject, such as their sense towards smelling, I prefer to use things
that are available in the class kitchen. I will let each and every one of them to smell and
guess it. The same goes in Mathematics subject, I prefer to use real objects such as
LEGO blocks, stones, or fingers. Ice cream sticks can also be used. Or else I used their
own bodies while teaching addition and subtraction. I will call 5 people and another 5
people, then ask them to count how many people are there. Later on I will ask 2 people
to leave the group and ask again the remaining people. If it is the real object, it is easier
for them to learn because they can see it by themselves the process of adding and
subtracting. (Preschool teacher 3)
In Science subject, during the tasting game, their eyes will be closed. I will give them
anything so that they can taste it such as soy sauce or salt, and ask them to taste it
31
individually. They will guess it. Some of them got it right, but there are some of the
preschoolers who got it wrong. After that, I will bring them to look again at the things
they have tasted. Fascinatingly, they can guess the sweet taste easily, but often guess
the sour and salty taste mistakenly. Sometimes, during touching game, I will close their
eyes and ask them to touch some things and guess what it is. (Preschool teacher 4)
Preschoolers learn to write during sand play. They draw something and write some
words that they have learned in class on the sand. (Preschool teacher 4)
Doherty and Hughes’s (2009) explanation of cognitive development is “the changes in
one’s mental abilities that take place throughout our lifespan” (p. 257). Learning is a continuous
process. There are three approaches to cognitive development which are Piaget’s cognitivedevelopmental theory (Piaget, 1979), Vygotsky’s sociocultural theory (Vygotsky, 1978), and
information-processing theories (Doherty and Hughes, 2009). Piaget’s cognitivedevelopmental theory involves two processes (Piaget, 1979) which are assimilation and
accommodation. Vygotsky’s sociocultural theory (Vygotsky, 1978) focuses on the social and
environmental forces. Information-processing (IP) theories (Doherty and Hughes, 2009)
emphasises on the “process of cognitive, on the information available through the environment
and how the brain processes it” (p. 274). Small muscle coordination can be triggered while
preschoolers are playing with sand. When they try to move the sand, they are using their hands
and fingers effectively. Using various sizes and shapes of the buckets during sand and water
play will teach preschoolers about the ideas of “small”, “big”, “lighter”, and “heavier”. In
addition, the preschoolers are able to learn about mathematical concepts such as “less than”,
“equal to”, and “more than” through the sensory play.
From the data, majority of the participants indicated that sensory play is good for
preschoolers’ cognitive development. The preschool teachers revealed prefer to use real objects
over the traditional style of teaching and learning such as writing on the whiteboard. From real
objects, preschoolers are learning through experience or discovery learning.
Q4: How do you teach to the preschoolers using sensory play?
The fourth question aims to find out the way preschool teachers teach to the
preschoolers using sensory play.
Usually when this boy is silent, we will create a game. Through that game, he will
automatically come and join the others since we call him to get involved as well. Or
when this boy is too shy, we will try to persuade him. (Preschool teacher 1)
We will have different activities every week, according to the theme for that particular
week. For instance, that week is the theme for fruits. So, during Mathematics subject,
32
we will learn to count fruits instead of other things. Other than that, during Malay
Language subject, I will show them pictures of fruits. During Music subject, we will
sing fruits’ songs. (Preschool teacher 2)
The concept of learning through play is a good way to attract their attention to learn
reading and writing. If we want our children to be able to read faster, we need to give
them reading flash cards. (Preschool teacher 2)
One of the amusing ways to teach them to read is by using flash cards. Make use of the
flash cards. They learn best regardless be it to read a long sentences, short sentences,
or simple sentences. As preschool teacher, I gather a lot of reading flash cards to
encourage them to read during free time in class. (Preschool teacher 3)
Sand and water play is the best way for them to learn. They enjoy it so much. Just bring
them to the beach and play. (Preschool teacher 3)
In learning Malay Language, they need to know the sound of the words to make certain
whether their senses are functioning well or not. With sensory shortcoming, it will make
the process of learning and development harder. After that, preschoolers will be
introduced to vowels and consonants. Later on they will be taught to read syllables and
simple sentences. It is a step-by-step process. (Preschool teacher 4)
In response to question 4, most of those interviewed showed that they are using
variety of styles on teaching preschoolers using sensory play such as reading flash cards,
different teaching aids and materials, pictures, and real objects.
4.1.2. The Primary Challenges of Using Sensory Play in Preschoolers Learning and
Development
Q5: What do you believe to be the primary challenges of using sensory play in
preschoolers learning and development?
The fifth question is set to learn about the primary challenges of using sensory play in
preschoolers learning and development.
I think the challenges will be in the way we conduct the class and handle the
preschoolers. We need to have a skill in handling preschoolers such as putting them in
groups. For example if the class has as many as 25 preschoolers, if we do not know
how to give clear and precise instructions, the planning will not run smoothly. If we are
going to handle a big group of preschoolers, we need to have enough preparation and
33
thorough planning. If not, the preschoolers can get in a fight. Whatever it is, everything
need to be planned well. (Preschool teacher 1)
We need to be informed if their children have any illnesses and allergic to certain foods.
This is important because we need the preschoolers to taste some things during tasting
game. (Preschool teacher 1)
Some of their parents do not care to teach their children to read at home. If we are using
the same way for the whole class of 25 preschoolers, then how come of them can read
but some of them cannot? As for me, parental involvement is vital in preschoolers
learning and development. (Preschool teacher 1)
I need to think about the teaching aids to be used in class. It needs to be made certain
that all the teaching aids are free from toxic and harmful materials such as plasticine. I
need to make sure of the ingredients before giving it to the preschoolers. I cannot buy
it without knowing what it is made of. (Preschool teacher 2)
Challenges can be from the preschool teachers. Preschool teachers need to be patient
while teaching. Sometimes, instructions need to be repeated 2 to 3 times. Besides that,
a preschool teacher needs to take intitiative in preschoolers learning and development.
If not, there will be any changes till the end of the year. (Preschool teacher 3)
Some of the parents are hard to accept the weaknesses of their children. It is not that
they are special children but they are slow learners. After 3 months at school, there are
some of the preschoolers who still do not know to read and write. (Preschool teacher 4)
What is interesting in this data is that all of the participants stated that the
primary challenge of using sensory play in preschoolers learning and development is from the
preschool teacher themselves. Preschool teachers need to be fully prepared before each class
so that the activities with preschoolers will run smoothly and the objectives can be fulfilled.
There are several challenges while using sensory play in preschoolers learning and
development. This can be illustrated briefly from the data collected above. More training and
practices should be structured to make certain that preschool teachers are teaching using
sensory play in preschoolers learning and development. Parents should have awareness about
their children’s learning and development using sensory play. They should be trained just like
preschool teachers.
4.1.3. The Importance of Sensory Play in Preschoolers Learning and Development
Q6: Why do you think sensory play is important in preschoolers learning and
development?
The sixth question is targetted to hear about the reason using sensory play is important
in preschoolers learning and development.
34
I am using sensory play in preschoolers learning and development because it is an
interesting concept, learning through play. (Preschool teacher 1)
If we teach using sensory play, preschoolers can focus more because it involves them.
During Mathematics subject, they try to build buildings and robots using LEGO blocks.
They are having fun while doing so. I can see that from their facial expression.
(Preschool teacher 2)
Early Childhood Education and Care services in Malaysia are using the syllable
proposed by the Ministry of Education which is the concept of learning through play.
(Preschool teacher 3)
Sensory play can help them to produce creative ideas. For instance, by using LEGO
blocks, the preschoolers can create a house with its roof, make robots. Fascinatingly,
they create a road then put cars on the road to make it seems real. (Preschool teacher 4)
The overall response to this question was very positive. Most of them agreed on the
importance of using sensory play in preschoolers learning and development. They emphasised
that sensory play is fun and can generate creative ideas by looking at the preschoolers through
their facial expression. Gainsley (2011) and Snyder (2011) report that preschoolers use their
imagination and make situations in their mind to make their sensory play more interesting.
Preschool teacher 1 mentioned about learning through play. There is a relationship between
play and learning. Children are playing, but through playing they are learning. Conversely,
Elkind (1990) argues that:
Perhaps because domestic roles have been devalued and many adult occupations have
become too technologically sophisticated to be easily dramatized, play is no longer seen
as a preparation for adult life, but rather as indulgence at best and regression at worst.
In contemporary parlance the best preparation for the work of adulthood is childhood
work. (p. 5)
4.2. Discussion of findings
It could conceivably be hypothesised that all of the participants realised the
effectiveness of using sensory play in preschoolers learning and development, the primary
challenges of using sensory play in preschoolers learning and development, and the importance
of using sensory play in preschoolers learning and development.
From the third interview question, the researcher can see the sensory play is effective
for preschoolers learning and development socially, emotionally, physically, and cognitively.
Preschoolers are learning the way to socialise through discussion and cooperation as they are
building sand castle. Puppet and playing cooking help the preschoolers in terms of their
emotional development. Playing with sand and picking up objects are good in developing their
35
fine motor skills. While, through real objects used in teaching and learning process, the
preschoolers are learning through experience or discovery learning. As mentioned in the
literature review, preschoolers learn new knowledge through the engagement of conversations
between each other, such as to differentiate between the characteristics of the dry and wet sand.
They learn through the process of exploration such as “how materials look, smell, feel and
sound, and how they behave” (Gainsley, 2011, p. 7).
The preschool teachers regarded themselves as the primary challenge which can impact
the effectiveness of using sensory play in preschoolers learning and development. Apart from
that, all of the participants agreed on the importance of using sensory play in preschoolers
learning and development. An implication of this is the possibility that using sensory play in
preschoolers learning and development can generate creative ideas.
The current findings add substantially to our understanding of the way the preschool
teachers recorded the learning and development of preschoolers.
We have our own records which need to be filled in by all preschool teachers. There
are two types of record which are anecdotal records and continuous record. I give you
an example, a boy named Ali (not real name) is a shy boy. We will observe the way he
socialise with others and record it in the record book. In terms of academic matters, we
have a record for learning and development. (Preschool teacher 1)
We have anecdotal record book and continuous record book. For anecdotal record, we
need to write it down and fill in the specific date. After 3 months, we need to see the
preschoolers learning and development, thus record the changes in continuous record
book. Anecdotal record is usually for preschoolers with issues. (Preschool teacher 4)
The evidence from this research suggests that preschool teachers have their own record
books so that they can observe the preschoolers learning and development. In the next section,
I will present several recommendations for future research and limitations during this research.
36
5.0. CONCLUSION
In this section, the whole findings of this research will be discussed. Then, the
recommendations and limitations will be outlined. Sensory play is defined as a play that offers
chances for preschoolers to use all their senses or one particular sense (Usher, 2010). It has
been the essential feature of many excellent preschool programmes. Besides that, it is also
regarded as a natural learning style (Bredekamp and Copple, 1997) and the best teaching
pedagogy (Ministry of Education, 2007).
As a result, this paper gives an account for the widespread use of sensory play in
preschoolers learning and development. This paper has been divided into five sections which
are introduction, literature review, methodology and methods, analysis and data findings, and
conclusion. The first section deals with introduction, which gives a brief overview about
background of research, purpose of research, and objectives of research. The second section
begins with literature review, which is divided it into three parts which describes about play in
the early years, child development, and later focuses on the concepts of sensory play. Many
37
ideas and theories can be interrelated to preschoolers learning and development. Although the
literatures cover a wide variety of such ideas and theories, however, this paper only focuses on
major issues which emerged repeatedly throughout the literatures reviewed. The issues are the
effectiveness of using sensory play in preschoolers learning and development and the
importance of using sensory play in preschoolers learning and development. The third section
explains about the methodology and methods used while conducting this research. The fourth
section which is analysis and data findings assesses the data collected from the interviews
conducted with participants and the discussion of findings.
This paper describes findings from a small-scale qualitative research which involves
interviewing four preschool teachers from different primary schools in order to explore their
perspectives on using sensory play in preschoolers learning and development. All of the
participants have been teaching for about 10 to 16 years. A case study research was chosen to
explore their perspectives on using sensory play in preschoolers learning and development.
They were all chosen on the basis of their willingness to be the participants and their knowledge
that could be considered to represent the population of preschool teachers in Kelantan,
Malaysia. Returning to the research questions posed at the beginning of this research, it is now
possible to state: (1) the effectiveness of using sensory play in preschoolers learning and
development; (2) the primary challenges of using sensory play in preschoolers learning and
development; and (3) the importance of using sensory play in preschoolers learning and
development.
The evidence from this research suggests that the findings from the interviews provided
a significant starting point in understanding the perspectives of preschool teachers from
different primary schools in the region, thus help the parents and early years educators to realise
about the effectiveness of using sensory play in preschoolers learning and development, the
primary challenges of using sensory play in preschoolers learning and development, and the
importance of using sensory play in preschoolers learning and development.
The following conclusions can be drawn from this paper. To begin with, children learn
a lot through all their senses. Never underestimate the ability of young children. Their brain
can soak up information like a sponge. I believe every child should be given the chance to
enjoy their childhood. Give them the freedom to play as it will lead towards their learning and
development socially, emotionally, physically, and cognitively.
38
5.1. Recommendations
The findings of this research support the idea that using sensory play is effective in
preschoolers learning and development and it is very important to use sensory play in
preschoolers learning and development. There are a number of important recommendations for
future practice. First of all, from the researcher point of view, preschool teachers should be
fully prepared to make sure that the teaching and learning process using sensory play will run
smoothly. Each primary school in Malaysia should be well-equipped with a lot of teaching aids
related to sensory play. Without teaching aids, the teaching and learning process cannot happen.
It can happen, but may not run smoothly. For example, during sand and water play. If there is
not enough sand pit and water table, the preschoolers may lose their patience while waiting for
their turn and it can lead towards chaotic situation. Besides that, if there is no plasticine,
preschool teachers need to make their own dough. Making dough may take time. In addition,
it is cannot be used for a longer period of time.
More training and practices should be organised to make sure that preschool teachers
are teaching using sensory play in preschoolers learning and development. Parents should be
given exposure about their children’s learning and development using sensory play. They
should be trained as well as preschool teachers so that they are aware about the effectiveness
of using sensory play in preschoolers learning and development. Many parents think that sand
and water play is messy so they do not want to encourage their children to play. However, sand
and water play is good for preschoolers.
5.2. Limitations
A number of caveats need to be noted regarding this research. Limited studies that
related to sensory play have been done in the Asian context, especially Malaysia. Most of the
current investigations and existing studies that related to sensory play and preschoolers learning
and development have been conducted in Western societies. Thus, it was hard to find for
sufficient information, journals, and studies that are related to Asian countries as well as
Malaysia. Besides that, as the researcher was in England while the participants were in
Malaysia throughout this research, all interviews were done through phone call. Due to time
zone, they could listen to each other during the interviews; however the voice was received
39
late. So, it hindered their communication. However, with a small-scale qualitative research,
caution must be applied, as the findings might not be transferable to be considered to be the
representative of the general Malaysian or Malay population.
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APPENDICES
A Case Study of using Sensory Play in Preschoolers Learning and Development from
Preschool Teachers’ Perspectives
Information Sheet
You are being invited to take part in a case study research. Before you decide it is
important for you to understand why the research is being done and what it will involve. Please
take time to read the following information carefully and discuss it with others if you wish.
I am a postgraduate student Nur Auni Afifah Binti Shaari who is studying for Master
of Arts in Early Childhood Education in the University of Sheffield, United Kingdom. Under
the supervision of Dr. Dylan Yamada-Rice from the School of Education at the University of
Sheffield, I am now conducting a case study research regarding the topic of using sensory play
in preschoolers learning and development from preschool teachers’ perspectives.
46
The purpose of this research is to explore the perspectives of preschool teachers on
using sensory play in preschoolers learning and development at the primary schools in Kelantan,
Malaysia. I will be using qualitative method which involves interviewing four preschool
teachers from different primary schools in order to explore their perspectives on using sensory
play in preschoolers learning and development. There are no instruments (questionnaires) that
will be used in this research because through the semi-structured interview that I will be using,
you can give me your opinions which will answer all the research questions and also talk about
other ideas that you think may help with this research. The interviews will be conducted
through phone call depending on your preferences.
Besides that, the data collected will be analysed using thematic analysis approach, one
of the approaches for analysing data. I trust that this approach is suitable for this research as it
identifies, analyses, and reports patterns (themes) within the data. The patterns identified will
be classified based on the research questions.
Preschool teachers are the potential participants for this research. There will be another
three preschool teachers from different primary schools in Kelantan, Malaysia and they are all
chosen based on their willingness to be the participants. This research will be conducted from
middle of July 2015 until early of August 2015. As I will be in England while you will be in
Malaysia throughout this research, I will be contacting you through email and phone call
depending on your preferences. There may be a challenge in terms of time zone. However, we
can set an appointment in advance before proceeding with the interview to ensure that you are
ready to answer all the questions before the interview.
Whilst there are no immediate benefits for those people participating in this case study
research, it is hoped that this work will be able to help the parents and preschool teachers about
the effectiveness of using sensory play in preschoolers learning and development. The audio
47
recordings of your activities made during this research will be used only for my analysis. No
other use will be made of them without your written permission, and no one outside the project
will be allowed access to the original recordings. All the information that I collect about you
during the course of the research will be kept strictly confidential. You will not be able to be
identified in any reports or publications.
The objectives for conducting this research are to help the preschool teachers to identify
the effectiveness of using sensory play in preschoolers learning and development, to find out
the primary challenges of using sensory play in preschoolers learning and development. These
are among the questions that will be asked during the interview:
1. How many years have you worked as preschool teacher?
2. Do you think using sensory play is effective in preschoolers learning and
development?
3. In what ways (development) do you think the sensory play is effective?
4. How do you teach using sensory play to the preschoolers?
5. What do you believe to be the primary challenges of using sensory play in
preschoolers learning and development?
6. Why do you think using sensory play in preschoolers learning and development is
important?
The data collected during this research may be used for additional or subsequent
research. Nevertheless, the ethics and data protection issues wll be assured because this
research has been ethically approved by my supervisor via the School of Education, the
University of Sheffield’s ethics review procedure.
It is up to you to decide whether or not to take part. If you do decide to take part you
will be given this information sheet to keep (and be asked to sign a consent form) and you can
48
still withdraw at any time without it affecting any benefits that you are entitled to in any way.
You do not have to give a reason. Ask me if there is anything that is not clear or if you would
like more information through my email naashaari1@sheffield.ac.uk. Take time to decide
whether or not you wish to take part. Thank you for reading this.
Participant Consent Form
Title of Research Project: A Case Study of Using Sensory Play in Preschoolers Learning
and Development From Preschool Teachers’ Perspectives
Name of Researcher: Nur Auni Afifah Binti Shaari
Participant Identification Number for this project:
Please (/) initial box
1. I confirm that I have read and understand the information sheet/letter
dated 15th July 2015 explaining the above research project
and I have had the opportunity to ask questions about the project.
2. I understand that my participation is voluntary and that I am free to withdraw
at any time without giving any reason and without there being any negative
49
consequences. In addition, should I not wish to answer any particular
question or questions, I am free to decline. (+447754324486)
3. I understand that my responses will be kept strictly confidential (only if true).
I give permission for members of the research team to have access to my
anonymised responses. I understand that my name will not be linked with
the research materials, and I will not be identified or identifiable in the
report or reports that result from the research.
4.
I agree for the data collected from me to be used in future research.
5. I agree to take part in the above research project.
________________________
Name of Participant
________________
Date
____________________
Signature
(or legal representative)
_________________________
________________
Nur Auni Afifah Binti Shaari
Date
To be signed and dated in presence of the participant
50
____________________
Signature
Copies:
Once this has been signed by all parties the participant should receive a copy of the signed
and dated participant consent form, the letter/pre-written script/information sheet and any
other written information provided to the participants. A copy of the signed and dated
consent form should be placed in the project’s main record (e.g. a site file), which must be
kept in a secure location.
51