EE600P Research Proposal Assignment: Educators’ Views on Sensory Environments for Neurodivergent Children in Early Years Settings
| University | Portobello Institute (IP) |
| Subject | EE600P Research Methods for Evidence-Based Practice and Dissertation |
Research Proposal form (Undergraduate)
| Research Title/Question |
Educators’ Views on Sensory Environments and Their Role in Supporting Neurodivergent Children in Early Years Settings |
| Introduction, background and rationale
|
As early years educators are so important in shaping inclusive learning environments, which are essential for all type of learners, including neurodivergent learners, we want to hear from you. Visual, auditory, tactile and proprioceptive components (sensory environments) often play a huge role in helping children become more or less engaged, being regulated, or coping with the situation, which has been explained in early childhood education settings.
According to current literature, such as Tamblyn et al. (2023) and Friedman et al. (2024), sensory-sensitive classroom modifications enhance neurodivergent children’s achievement and decrease distress. Even though the early years educators begin to be aware of sensory needs, there is still a lack of qualitative research in the field of sensory responsive practices that looks at the early years’ educators’ own experiences, understanding and how to apply strategies to provide sensory responsive practices. The present research aims to fill in this gap by exploring the views of educators who directly interact with young neurodivergent people in early years settings. In line with priorities in the field of neurodiversity, as well as those about inclusive education in the early childhood classroom. |
| Research setting/ context | The study will be conducted in Early Years settings, such as a preschool, within the same local education authority. Mainstream and inclusive settings catering for children aged around 3–6 years constitute the major group of these. Early years practitioners involved with working with neurodivergent children (AIM workers) will be recruited after ensuring they qualify early. |
| Aims and objectives of the study
|
Aim: To understand early years educators’ opinions about how the physical environment of sensory environments affects the learning, well-being, and participation of neurodivergent children.
Objectives: · To investigate educators’ understanding of sensory processing and neurodiversity. · To identify practical strategies educators adopt to make their sensory environments inclusive. · To understand perceived barriers and enablers to support sensory needs. · To determine how sensory environments affect behaviour, participation, and emotional well-being. |
| Proposed Research Methodology and Research Tools
|
A semi-structured in-depth interview will be used to collect in-depth data for this qualitative study. It will allow the participants to share lived experiences and personal insight within a phenomenological approach.
Data Source: Thirty to forty-five minutes of interviews based on participants’ choice of being interviewed face to face or through video call. Research tool: An open-ended question method will be used in a semi-structured interview guide, which relates to sensory environments, practical examples of classroom adaptations and participants’ views of working with neurodivergent children. Data analysis: The interview data will be transcribed and subjected to thematic analysis in line with Braun and Clarke’s (2006) six-step method. |
| Participants and Sampling Strategy
|
The target population is early years educators who have previously worked with children who identify as neurodivergent. We will use a purposive sampling strategy, which ensures that the group and insights selected are appropriate.
Sample size: 4–6 participants Early years educators (at least 1 year of experience) currently employed in settings with neurodivergent children. Participants: The recruitment will take place through email invitations sent to individuals through their professional networks, as well as through some early years settings. |
| Identify any potential risk/Demonstrate ethical awareness.
|
● It will also seek ethical approval from the institution. The study will follow ethical to informed consent, data protection, anonymity, and volunteerism.
● An information sheet and a consent form outlining the purpose of the study, confidentiality, and the right to withdraw will be delivered to the participants. ● These will be securely stored in encrypted files and transcripts will be obtained. ● Only risks are minimal, and participants may consider emotionally sensitive experiences. If needed, a support list will be given. |
| Limitations of study | Since the data collection method (such as focus groups and classroom observations) is intensive, the study may be limited by a small sample size. Although the findings may be of generalisability for similar early years contexts, the methodology will depend on being able to recreate similar environments or situations. Changes in the environment may have long-term impacts, but time constraints may limit the ability to observe such changes. In addition, social desirability bias may lead educators’ responses to be influenced by which topic is under discussion (inclusive practices). Logistical issues arising from access to some early years’ settings and the willingness of some staff to take part in the study may also limit this study. |
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Background Reading: 4 Journal Articles
| Author | Year | Type of Study (based on the methodology section) | Purpose | Major Findings |
| Tamblyn, Sun, North, Godsman, Boothby, Skouteris, and Blewitt. | 2023 | Primary Qualitative Study
(N=10) |
To explore educators’ perspectives on how the physical and sensory environment in Early Childhood Education and Care (ECEC) settings enables social and emotional development in children. | Sensory environments help children to regulate their social and emotional interactions. The result is that environmental stimuli can have either a positive or negative effect on development. The key barriers of the lack of resources, unsuitable building design and limited staffing. The other supporting factors involved reflective practice, the collaboration of the team and involving resources. Educators need to be responsive to children’s needs for effective environments to exist. |
| Friedman, Morrison and Shibata | 2024 | Qualitative Study
(N=14) |
This thesis explored practitioners’ perceptions of nature-based learning (NBL) experiences with autistic children from the perspective of strengths-based and neurodiversity-informed approaches. | NBL supports autistic children through practitioners who are active and complex. Three themes were uncovered: the ecology of affordances of the environment proposes numerous ways; practitioners perform multidimensional roles, and trust is necessary for any engagement to be meaningful. NBL is beneficial for some autistic children but not for all of them. |
| Unwin, Powell and Jones. | 2021 | Qualitative Study
(N=41) |
This study aimed to determine the effects that autistic children’s control over sensory changes in a Multi-Sensory Environment has on behaviour, specifically, attention, repetitive behaviours and learning conditions. | When autistic children had control over the sensory changes, results showed that children spent more time at being engaged in the preferred activities, showing great interactions and vocalisation. Reduced distress was observed as children were in control of what was happening. Low arousal approach and social interaction were noted to be positive too. These findings suggest that control over sensory changes may create a better learning environment for autistic children. |
| Finnigan | 2024 | Primary Qualitative
(N=31) |
This qualitative study aimed to explore the perceived relationships between outdoor built environments and sensory sensitivities in neurodivergent children, focusing on how these environments affect sensory experiences. | The study identified key themes through interviews with participants, including individual factors, sensory preferences, benefits of outdoor spaces, new material, spatial awareness, safety and accessibility. Participants highlighted both sensory barriers and supportive elements in outdoor environments, with suggestions for design interventions. The findings emphasise the importance of creating multi-sensory landscapes tailored to atypical sensory needs, promoting inclusion. These insights led to the development of the Sensory Responsive Environments Framework (SREF), a theoretical framework for designing environments that cater to neurodivergent individuals. |
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References:
Finnigan, K., 2024. Sensory Responsive Environments: A Qualitative Study on Perceived Relationships between Outdoor Built Environments and Sensory Sensitivities. Land, 13(5), pp.636–636.Available at: https://doi.org/10.3390/land13050636. [Accessed on 6 May 2025]
Friedman, S., Morrison, S.A. and Shibata, A., 2024. Practitioner Perspectives on Nature-Based Learning for Autistic Children. The Journal of Environmental Education, 56(1), pp.1–15. Available at: https://doi.org/10.1080/00958964.2024.2401785. [Accessed on 6 May 2025]
Tamblyn, A., Sun, Y., North, A., Godsman, N., Boothby, C., Skouteris, H. and Blewitt, C., 2023. Educators’ perspectives on the role the Early Childhood Education and Care environment plays in supporting children’s social and emotional development. Australian Journal of Early Childhood, 49(2). Available at: https://doi.org/10.1177/18369391231221560. [Accessed on 6 May 2025]
Unwin, K.L., Powell, G. and Jones, C.R., 2021. The Use of Multi-Sensory Environments with Autistic Children: Exploring the Effect of Having Control of Sensory Changes. Autism, 26(6), p.136236132110501. Available at: https://doi.org/10.1177/13623613211050176. [Accessed on 6 May 2025]
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