If there’s one thing in common about young children, it’s their ability to make a mess! Children learn best through direct experiences – exploring the world around them with their whole being. They stare, grab, smell, listen, rub, or lick unfamiliar objects, using all their senses to collect data that will be wired permanently into their memory.
If a child’s environment is too sterile or limited, they are deprived of this rich learning. What can parents and teachers do to offer diverse sensory experiences without becoming completely overwhelmed by the inevitable mess? Read this.
These companion articles from the SEND journal , written by Barry Carpenter, Jo Egerton and Stas’ Samagala, are relevant to schools and settings in this time of evolving educational approaches and interventions to support children and young people’s mental health and emotional well being. As the title suggests current thinking for neuroscience is applied to the rich range of narrative based resources in the ‘Beyond Words’ series of books and on line materials.
Below is an article produced by Karam Bhogal, a former Schools Direct student with Professor Carpenter , describing the use of the Engagement Profile and Scale ( EPS ), with children with Complex Learning Difficulties and Disabilities.