Why Sensory Play Matters: Building Strong Foundations for Learning in Early Childhood
Sensory play is often described as messy, playful, and child-led — but its impact on learning runs far deeper. From an NZTC perspective, sensory play is not an “extra” in early childhood education; it is a powerful, intentional approach that supports holistic development and strong teaching practice.
This thinking is strongly reflected in the work of Alana Steyn, founder of Mud Mates and a passionate advocate for sensory-rich learning environments. Drawing on both professional expertise and lived experience as a Napier mum of two, Alana continues to challenge the sector to rethink how sensory play is valued, planned for, and extended within early learning settings
Sensory play invites children to explore the world through touch, sight, sound, smell, taste, movement, and balance. These experiences may include water, sand, natural materials, playdough, loose parts, or everyday objects — but the learning that emerges goes far beyond the materials themselves.
As Alana highlights, sensory play encourages children to investigate, test ideas, and engage deeply with their environment. There is “always more happening than meets the eye,” as children build understanding through hands-on exploration. From an NZTC standpoint, this aligns closely with Te Whāriki’s emphasis on learning through responsive, play-based experiences that honour children’s curiosity.
Well-designed sensory play supports learning across multiple domains. Cognitively, children explore cause and effect, problem-solve, and strengthen memory as they manipulate materials and observe outcomes. Physically, they develop fine and gross motor skills, coordination, and body awareness — all essential foundations for later learning and independence.
Language and communication are also richly supported. Sensory experiences naturally invite description, questioning, and storytelling. As Alana notes, children are encouraged to talk about what they are doing and experiencing, expanding their vocabulary and confidence as communicators. When teachers intentionally model language and engage in meaningful conversations, these moments become powerful opportunities for learning.
Social and emotional development is another key benefit. Shared sensory play supports collaboration, turn-taking, and relationship building, while calming sensory experiences can help children regulate emotions, reduce anxiety, and enhance overall wellbeing.
At NZTC, we prepare teachers to see sensory play not as unstructured free time, but as intentional teaching in action. Effective sensory play requires thoughtful planning, careful observation, and reflective practice. Teachers are supported to provide rich, open-ended materials, notice learning as it happens, and extend children’s thinking through purposeful interactions.
By recognising the learning embedded within sensory play, teachers can confidently articulate its value — to whānau, to colleagues, and within assessment and planning processes. This shift is essential for strengthening professional practice and advocating for play-based learning across the sector.
Alana’s work reminds us that sensory play is not just beneficial for children — it is foundational. When teachers are equipped with the knowledge, confidence, and professional language to implement sensory play intentionally, learning environments become places where children can truly thrive.
At NZTC, we remain committed to supporting early childhood teachers to lead with purpose, reflect deeply on practice, and champion approaches that honour how children learn best.