The multisensory method for six-year-old children at a daycare centre
Enguito, Joy Ann (2019)
Enguito, Joy Ann
2019
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2019120525075
https://urn.fi/URN:NBN:fi:amk-2019120525075
Tiivistelmä
The purpose of this functional thesis was to create a simple guide in the form of a leaflet which contains a short description of the multisensory space method including its background of development, its usage as a method, significant impact, and the essential elements needed when building the multisensory space suitable in the daycare setting. The thesis project was implemented in cooperation with Munkkiniemen Ankkalampi daycare centre located in Helsinki. The aim was to promote the method as an educational tool to be used in designing pedagogical activities to support children’s learning and development needs as an individual and as a group. Moreover, feedback given by the children and teachers was a significant source of insights when examining the impact on children’s learning and development as well as further improving the learning experiences of children at the daycare.
The theoretical framework of this thesis consisted of a discussion about the multisensory method which was also part of the background and the method used in this research. There was a discussion about the early childhood education in Finland based on the guidelines defined by the National Core Curriculum for Early Childhood Education and Care and Helsinki city’s early childhood education including the provisions laid by the act on early childhood education and care 540/2018. There was also a discussion on the developmental milestones mainly focused on children at the age of six in terms of physical and motor, social and emotional, communication and language, and cognitive development. Additionally, a brief discussion about children’s learning styles was included.
The multisensory method was used for this thesis. The concept of the method can be described as a learning environment that can be easily modified along with the elements in it that stimulates and promotes learning by activating different senses. Using the method, a forest-themed multisensory space was built together with the six-year-old children and was associated with the daycare’s small project called “Metsänuppuset”. The daycare staff and children from different groups were also able to explore and experience using the space during guided activities and free activities as well as free play time/sessions.
After a month of using the method constantly at the daycare from the time the multisensory space was ready, feedback was gathered from the children and staff. The overall result was positive in terms of the impact to the learning outcomes and learning experiences of all participants. It was concluded that the aims set for the thesis activity were achieved and the working life partner recognised the potential of the method of designing and creating pedagogically-oriented activities that promote children’s active involvement and deeper participation.
The theoretical framework of this thesis consisted of a discussion about the multisensory method which was also part of the background and the method used in this research. There was a discussion about the early childhood education in Finland based on the guidelines defined by the National Core Curriculum for Early Childhood Education and Care and Helsinki city’s early childhood education including the provisions laid by the act on early childhood education and care 540/2018. There was also a discussion on the developmental milestones mainly focused on children at the age of six in terms of physical and motor, social and emotional, communication and language, and cognitive development. Additionally, a brief discussion about children’s learning styles was included.
The multisensory method was used for this thesis. The concept of the method can be described as a learning environment that can be easily modified along with the elements in it that stimulates and promotes learning by activating different senses. Using the method, a forest-themed multisensory space was built together with the six-year-old children and was associated with the daycare’s small project called “Metsänuppuset”. The daycare staff and children from different groups were also able to explore and experience using the space during guided activities and free activities as well as free play time/sessions.
After a month of using the method constantly at the daycare from the time the multisensory space was ready, feedback was gathered from the children and staff. The overall result was positive in terms of the impact to the learning outcomes and learning experiences of all participants. It was concluded that the aims set for the thesis activity were achieved and the working life partner recognised the potential of the method of designing and creating pedagogically-oriented activities that promote children’s active involvement and deeper participation.