Sensory play in childhood: A scoping review of inclusive and capability-orientated learning environments

Abstract Sensory play is increasingly recognised within early childhood and primary education, yet its conceptualisation and translation into pedagogical practice remain uneven. This scoping review systematically maps how sensory play is conceptualised, implemented, and studied across early childhood and primary education settings. Following Joanna Briggs Institute (JBI) methodology and the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR), 120 documents spanning foundational and contemporary literature were identified through searches across six academic databases, supplemented by grey literature and ancestral screening. Documents were analysed thematically to examine conceptual definitions, pedagogical applications, environmental conditions, and reported outcomes relevant to inclusive education. The review identified substantial conceptual variation across the literature. A subset of documents (n = 33) explicitly defined or described sensory play, with recurring conceptualisations emphasising open-ended sensory exploration, multisensory and embodied engagement, pedagogical purpose, environmental interaction, regulation and participation, and relational or social experience. Across the wider evidence base, sensory play and sensory-rich environments were associated with cognitive, physical, social-emotional, and creative development, particularly within play-based, flexible, and culturally responsive contexts. However, implementation remained uneven, with limited guidance on balancing stimulation with regulation, embedding sensory modalities into everyday practice, and designing sensory-responsive learning environments. Sensory Integration Theory (SIT), Universal Design for Learning (UDL), and the Reggio Emilia approach offered complementary interpretive perspectives on sensory modalities, learner variability, agency, and environmental design, although their respective empirical and practical contributions varied. This review provides a consolidated synthesis of current literature on sensory play and identifies continuing conceptual and implementation gaps. The findings indicate a need for clearer pedagogical guidance linking sensory-responsive design with inclusive practice, particularly in relation to access, participation, regulation, and learner agency across early childhood and primary education.