Sensory Play as a Teaching Strategy to Enhance Attention and Memory in Early Childhood Children

Abstract

This research addresses sensory play as a teaching strategy to enhance attention and memory in early childhood, a stage in which learning is fostered through tangible and multisensory experiences, especially in contexts with limited resources. With the aim of proposing and implementing activities based on sensory play to stimulate sustained and selective attention, as well as short-term and working memory, a mixed-methods study was conducted with a descriptive-applied,
pre-experimental design. The sample consisted of 15 four-year-old children from the San Vicente sector, Hermano Miguel parish, in the city of Cuenca, during the period 2024–2025. Data collection methods included observation, interviews, surveys, and field notes, integrating quantitative and qualitative evidence from the classroom. The results showed improvements in attention indicators, with 73.3% maintaining focus on simple activities and 86.7% demonstrating greater
concentration when manipulating sensory materials. Regarding memory, 80% recalled names and routines, strengthening retention and the ability to follow instructions. Furthermore, interviews with teachers reported increased participation and self-regulation during the sessions. In conclusion, the application of sensory play activities is associated with observable improvements in attention and memory in 4-year-old children, promoting concentration, retention, and active participation.