Hands-on learning: Bringing sensory-rich, evidence-based practice into early childhood

We Support Hands-On Learning is a new initiative designed to ignite stronger connection and engagement through physical, tactile and interactive learning experiences. Rooted in cognitive science and launched to address concerns about increasing screen use and declining attention spans, this initiative reflects what early childhood educators know well: young children learn best when they are doing.

As screen use rises and attention spans decline, early childhood services are turning to hands-on strategies that make learning meaningful, memorable and developmentally appropriate.

We Support Hands-On Learning was founded on a simple but powerful idea that connection and engagement increase when learners can physically explore concepts. For early years education, this aligns with decades of research on child development.

Global evidence highlights the impact of this approach:

• 89% of children say their favourite way to learn is through interactive experiences
• Academic gains are consistently higher in science, STEM and problem-solving when children are actively engaged
• Benefits extend beyond academics, building executive functioning, emotional resilience, confidence and social skills

This initiative arrives at a timely moment. As educators plan school readiness programs and reflect on learning outcomes aligned to the Early Years Learning Framework (EYLF) Version 2.0, We Support Hands-On Learning offers inspiration and support to ensure every child transitions to school feeling confident, capable and connected.

In early learning, hands-on learning translates into sensory-rich environments where children:

• Explore natural and tactile materials such as water, sand, clay and loose parts
• Engage in group projects that encourage collaboration and problem-solving
• Learn mathematical and scientific concepts through real-world, hands-on tasks
• Develop self-regulation and confidence through experiential discovery

For educators, the approach fits seamlessly into the planning cycle: observation, planning, implementation and reflection, allowing learning to be scaffolded through responsive, hands-on activities rather than passive, screen-based tasks.

Hands-on learning activities are at the heart of the Early Years Learning Framework (V2.0), particularly:

• Belonging, Being & Becoming: Children’s sense of identity is nurtured when they explore, play and express ideas with their hands
• Principles: Relational pedagogy and cultural responsiveness are strengthened through shared, hands-on experiences that reflect children’s diverse cultures and communities
• Practices: Learning through play, intentional teaching and assessment for learning all gain depth when children are engaged in rich, sensory-based activities

This approach also supports the National Quality Standard (NQS), particularly Quality Area 1 (Educational program and practice) and Quality Area 3 (Physical environment).

Concerns about children’s overexposure to screens are growing in the early years. While technology has a role, over-reliance can lead to overstimulation and reduced opportunities for imaginative play.

Hands-on learning offers a practical alternative. Replacing screen time with sensory and movement-based tasks helps children:

• Develop stronger concentration and problem-solving skills
• Build resilience and self-regulation through trial, error and persistence
• Experience joy, curiosity and creativity in daily routines

From sensory trays and construction projects to gardening and cooking, the opportunities for hands-on engagement in early childhood are endless.

Services can adopt this approach by:

• Creating supportive environments: Design spaces that invite children to explore and experiment.
• Providing resources and materials: Offer open-ended, tactile tools for play and investigation.
• Investing in professional learning: Support educators through workshops and training to embed hands-on pedagogy.
• Making it fun: Use games, creative projects and group tasks to increase motivation and engagement.

This is particularly valuable in school readiness programs, where children need to build emotional, social and cognitive resilience in preparation for the next stage.

We Support Hands-On Learning is more than a program, it is a philosophy that places children’s curiosity, agency and sensory engagement at the centre of practice. For early childhood educators, it offers a pathway to meet EYLF V2.0 outcomes, strengthen child safety and wellbeing, and reduce reliance on screen-based activities during a foundational time in children’s development.

By embracing hands-on, experiential approaches, early childhood services can support richer learning, stronger relationships, and more joyful classrooms where children truly belong, are, and become.

Like to learn more about resources, training and partnership opportunities? Head to We Support Hands-On Learning.