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Multi-Sensory Learning Experiences

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ITEM #: 4400222

What's In This Kit?
This training kit introduces teachers to the "Look-Move-Build-Sketch" learning model, which is an organizational framework and memory tool designed to help teachers support young children's holistic development through multi-sensory experiences. This training program contains the following components:

  • Expected training outcomes and learning objectives
  • Training research, models, benchmarks
  • Preparation and implementation steps
  • Handouts
  • The article "A 'Rich Diet' for Learning: A Multi-Sensory Approach that Nourishes all Children" by Dr. Dana Miller
  • References and resources
  • Training Certificate for Learner Certificate of Attendance and Participation

Who's the Target Audience?
The target audiences for this training kit are beginning and intermediate Learners who are working with young children (3 years through 5 years). This kit is designed to help participants implement the "Look-Move-Build-Sketch" learning model that supports young children's development of visual-spatial skills.

Teacher Skill Level
beginning intermediate advanced
Children's Age Level
infants toddlers preschoolers school-agers birth to 8

Kit Timeline:
Preparation time for this kit is estimated at 1.5 hours. Implementation and actual training time is 5.0 hours, which includes 2.0 hours of face-to-face training and 2.5 hours of independent study and an applied activity project.

Training Outcomes:

  1. Learner will describe the 4 components of the "Look-Move-Build-Sketch" model.
  2. Learner will list at least 2 benefits of the "Look-Move-Build-Sketch" model for children with sensory integration challenges.
  3. Learner will integrate the "Look-Move-Build-Sketch" model into the children's learning experiences over a 2-week period and document these experiences through photography, children's artifacts, sketches and drawings, video and audio recording, music composition, and/or sculptures.

These training outcomes address the following American standards:

  • National Association for the Education of Young Children's (NAEYC) Standards and Accreditation Performance Criteria (2005). (www. naeyc.org).
    - Teachers use their knowledge of content to pose problems and ask questions that stimulate children's thinking. Teachers help children express their ideas and build on the meanings of their experiences (3.G.06).
  • Head Start Performance Standards (Federal Register, Nov. 5, 1-6, Volume 6, Number 215). (www.acf.hhs.gov/programs/ohs/).
    - Shows increasing levels of proficiency, control, and balance in walking, climbing, running, jumping, hopping, skipping, marching, and galloping.
    - Shows progress in abilities to use writing, drawing, and art tools including pencils, markers, chalk, paint brushes, and various types of technology.
  • National Accreditation Commission for Early Care and Education Programs, National Association of Child Care Professionals (2005). (www. naccp.org).
    - Fine motor skills are promoted through daily opportunities to use manipulatives and practice eye-hand coordination (D17).
    - Gross motor skills are promoted through daily opportunities for physical activity (D18).

Note: It is important to determine any additional state and local standards that relate to this topic or requirements of other regulatory bodies specific to your program.



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