Sensory stimulation and child development: experiences and perceptions of four year old children, teachers, and families
DOI:
https://doi.org/10.63688/mhyrqh41Keywords:
sensory stimulation, holistic development, sensory experiences, learning, four-year-old childrenAbstract
This article aims to analyze experiences and perceptions related to sensory stimulation and its contribution to the holistic development of four-year-old children, in order to strengthen pedagogical practice through activities that promote child development. The research was conducted using a qualitative approach with a case study design, considering children’s observable information, as well as teachers’ and families’ experiences and perceptions. Three four-year-old children, three parents, and three teachers participated in the study, providing information about sensory experiences and their relationship with child development. Data were collected through qualitative techniques such as direct observation, a playful focus group, and semi-structured interviews. The results showed that participants associated sensory stimulation experiences with greater participation, exploration, play, and interaction with the environment. Likewise, favorable perceptions were identified in relation to attention, motor coordination, communication, curiosity, and emotional expression. Among the main limitations identified were the need to improve the availability of resources and to promote a more systematic implementation of sensory activities in educational practice. Therefore, a multisensory strategy is proposed through an activity booklet aimed at teachers and families.
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