Sensory Considerations for Early Years Environments

Creating an environment that embraces the unique sensory needs of all children, can significantly enhance their comfort and ability to engage, learn and develop. Small adjustments in the home or early years setting can support sensory regulation which will in turn enable children to learn and develop new skills.

Children have varied responses to sensory input. Some may become overwhelmed by too much stimulation, while others may seek or need more sensory input to remain engaged. By making thoughtful adjustments, we can ensure that each child feels supported.

Observing and recording a child or young person’s responses to sensory input is essential before introducing supports and strategies. 

‘Building Bridges through Sensory Integration’ is an excellent book for parents and educational professionals, which includes a range of sensory processing checklists.  The authors have now made the checklists available as free downloads. You can select which ones are most relevant for the child or young person you are observing, but the screening checklist would be a good starting point.

For children who are more sensitive to sensory input, creating a low-stimulation environment is key (this is also referred to as creating a low-arousal environment). This might involve reducing visual and auditory distractions or creating designated quiet spaces where children can regulate their sensory experiences.

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The Universal Design for Learning (UDL) framework encourages creating flexible learning environments that cater to diverse learning styles. Implementing UDL principles can benefit all students, including those with sensory sensitivities. For example, offering a variety of learning materials (visual, auditory, kinesthetic) and providing multiple avenues for demonstrating understanding can make a big difference.

For children who need more sensory input, creating spaces or activities that increase stimulation, will help them stay focused and engaged.

Creating sensory zones or areas within a learning or home environment for children allows for tailored sensory experiences, promoting self-regulation, comfort, and exploration based on individual sensory needs. These zones can support both sensory-seeking children who crave more input and those who are easily overwhelmed.

Key Principles:

• Child-Led: Children choose which zone suits their needs.
• Safety: Zones are age-appropriate and safe for all children.
• Flexibility: Zones can be adjusted based on sensory preferences.
• Inclusive: Designed to meet both sensory-seeking and sensory-sensitive children’s needs.

Here are some tips to creating environments for different sensory sensory strengths and needs:

Here are some tips for setting up a calm area:

In this podcast clip Dr Patsy Daly explains how making small changes to the environment and communication styles at home and school can reduce sensory overload.

The Government of Ireland have created a guidance and a tool to support UDL in EYFS settings.

The Autism Education Trust have designed an Early Years Standards Framework.