Physical and sensory environment interventions to support children’s social and emotional development in early childhood education and care settings: a systematic review

Abstract

ABSTRACT Interventions and programmes to support the development of preschool children’s social and emotional skills are commonly used in early childhood education and care (ECEC) settings. Research suggests the physical and sensory ECEC environment can influence children’s social and emotional development. The aim of this paper was to evaluate the effectiveness of physical and sensory ECEC environment interventions, delivered by ECEC educators, to support children’s social and emotional development. Relevant studies were identified through a systematic search of PsycINFO, ERIC, Medline, and other sources; seven papers, published since 2000, were included in this review. The interventions used in ECEC settings, include: nature-based programmes, playground redevelopment, background music, indoor toy arrangement and sensory cushions. The results show the effectiveness of physical and sensory environment interventions is mixed, but shows promise. This paper outlines recommendations for future research and practice, including the need to further explore the characteristics of supportive sensory ECEC environments.