Teachers' Perspectives on Multisensory Learning in Early Childhood Education: Balancing Opportunities and Challenges

Abstract

Multisensory learning, which involves engaging multiple senses to enhance educational experiences, is recognized for its potential benefits in early childhood education. However, teachers' perceptions regarding its implementation present a mix of opportunities and challenges that warrant detailed exploration. This study aims to understand early childhood teachers’ perspectives on multisensory learning, identifying the opportunities it presents for enhancing student engagement and development and the challenges encountered in its implementation. The research seeks to provide a balanced view of these aspects to inform educational practice and policy. A qualitative research design involved semi-structured interviews with 30 early childhood educators from diverse academic settings. Thematic analysis was used to identify and analyze patterns within the data. The findings reveal that teachers perceive multisensory learning as a valuable approach that significantly enhances student engagement, motivation, and overall learning outcomes. Key opportunities identified include improved sensory development, greater student participation, and enhanced cognitive connections. However, teachers also reported several challenges, such as limited resources, time constraints, and the need for specialized training. The study highlights teachers' strategies to balance these opportunities and challenges, emphasizing the importance of institutional support and professional development.