Sensory play as an educational strategy to enhance attention span in early childhood education

Resumo

Sustained attention is still developing in early childhood and is sensitive to the design of learning activities and environments. This study examined changes in observed attention during a three-month sensory-play intervention embedded in English lessons at a private school in Pedernales, Ecuador. A one-group pre-experimental design was used with six children aged 5-6 years. The intervention incorporated plasticine, paint, flour, and materials with contrasting textures into teacher-guided language activities. Participant-level attention durations were obtained from the manuscript's embedded pre/post chart, and classroom logbook entries and teacher interview notes were used to interpret patterns of participation, motivation, and self-regulation. Mean observed attention increased from 2.50 minutes (SD = 0.55) before the intervention to 6.50 minutes (SD = 1.05) afterward; all six children improved, with a mean gain of 4.00 minutes. An exact Wilcoxon signed-rank test indicated a pre/post difference (T = 0, p = .031). Qualitative records described fewer interruptions, more active material exploration, greater willingness to participate, and more orderly transitions. These findings are consistent with research linking play, choice, embodied activity, and multisensory materials to engagement. Nevertheless, the small sample, absence of a comparison group, non-standardized attention measure, and possible novelty and observer effects prevent causal attribution. Structured sensory play should therefore be treated as a promising supplementary practice whose intensity, materials, and degree of choice require careful adaptation to individual children and classroom conditions.