The Art of Sensory Education: Nurturing Development through the Sense of Touch

The sense of touch permeates our every experience of the world, but it isn’t often something we give conscious thought to. But as we care for children, who do experience their sensory impressions so deeply and fully, taking a moment to understand and consciously experience the sense of touch for ourselves is a worthwhile endeavor.

So, take a moment and try this exercise given by Lisa Romero in her book Spirit-Led Community. Rub a piece of fabric–a cloth napkin, a silk playcloth, or even the shirt you’re wearing–between your thumb and forefinger. Close your eyes to reduce impressions from the other senses, and take a moment to notice. Can you experience temperature? The roughness of the fibers? The wrinkles in the fabric?

Try it with another piece of fabric. What differences do you notice? Can you refine your attention and build a vivid sensory experience of the fabric between your two fingers?

Though adults need to exert effort to experience the senses in this heightened way, it is a regular occurrence for children. And though adults can have a sensory experience with self-awareness–so we’re both immersed in the experience, as well as objectively perceiving ourselves in relation to the activity–children aren’t yet capable of that self-awareness.

But when we have a finely tuned experience of the sense of touch, we may come to the realization that touch is foundational to burgeoning capacities that will strengthen over the course of a young person’s development. Touch goes beyond the physical realm, and that capacity for physical touch is related to the ability to “touch” something with one’s awareness and, ultimately, the ability to understand another human being.

So, as caregivers of young children, we can view the physical world as a training ground that is preparing the child to connect with the world and its people in less tangible but incredibly meaningful ways. Our challenge is to trust in the child’s innate wisdom to experience the world in a way that supports their development. Some children seek out intense sensory experiences, while others avoid them. Our effort is to observe their seeking and attempt to perceive how they are engaging with the world so that, with the child, we can become co-creators of an environment that fosters their learning, growth, and development.

The natural materials in our early childhood classrooms are not just beautiful objects of art. They are intentionally curated tools that inspire healthy development. The next time you see a young child rub their finger along a rough wooden banister or press a smooth river rock to their cheek, we hope you’ll consider the sensory experience they are having, how it might be influencing their development, and then marvel at the child’s wisdom in crafting sensory experiences that stimulate growth and learning.

Written in collaboration with Lisa Bono from the Cedarwood Early Childhood team.