Playing with natural materials
We define materials as «the wide range of objects that are accessible to children. We also include the instruments and objects that might be useful, so that through their handling, observation, reading…learning opportunities might appear. Their value comes from the possibilities they provide, both for performing and relating.» (Red territorial de Educación Infantil en Cataluña, 2012).
Among materials, we can find many types, as some might allow you to experience, others might be better to develop logical thinking, representation or oral language and some might improve your plastic expression. However, this essay is going to focus on natural and daily materials. «Natural materials are those that we can find in our immediate environment. In other words, we are talking about objects that are not only in the nature, but also daily life objects” (Materiales sensoriales 3-6 años: manipulación y experimentación, 2005).
Besides, there is a wide range of natural materials, more than one could imagine. For example, some of them could be stones, sand, pasta, sticks, grass, soil, shells or cooking utensils, among many others. Thanks to natural materials, kids have a chance to explore the world they are surrounded by while interacting with these objects. This type of materials offer numerous benefits, from the sensory point of view to the playful one.
One of their greatest benefits is that they allow children to learn the real properties of each material. For example, if a classroom works with natural sand, kids will learn about its texture, smell, weight…while purchased or false materials do not give us that chance. On the other hand, if we discover reality through its properties, we must give children the opportunity to interact with natural materials and see what happens.
It is also worth noticing that one of the great benefits that comes with taking natural materials to the classroom is the great sensory capability that provides. Purchased materials cannot provide that, even when they try to imitate natural ones. In fact, these natural materials teach children about their environment, as well as helping them establish relationships between what they will find both inside and outside the classroom (Red Territorial de Educación Infantil en Cataluña, 2012 quoted in Ceballos, 2019).
To sum up, natural materials promote action, playing, curiosity, experimentation and learning. They also spark critical thinking in them, as they decide how to use those materials freely as they are presented to them so they can handle them. (Materiales sensoriales 3-6 años: manipulación y experimentación, 2005)
References
Ceballos, N. (2019). Materiales. [Material docente]. Recuperado del sitio web de Universidad de Cantabria, Aula Virtual, Moodle.
Díez Navarro, MC. (2008). ¿Materiales pobres? ¡Materiales ricos! Cuadernos de pedagogía, 379, 24-27.2
Florez, C. C., & Saborit, B. V. (2005). Materiales de exploración. En Florez, C. C., & Saborit, B. V. Material sensorial (0-3 años): Manipulación y experimentación (Vol. 8) (47-49). Barcelona: Graó.
Authorship
Sara Aragón Ruiz de Villa, Rebeca Barros y Celia Gómez, 2020.