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Scooping, pouring, digging, mixing

The Alliance’s Louise Campbell White shares the benefits of sand and water in hands-on sensory play

Louise is an early years development officer, specialising in multilingualism and early help.

Provisions for sand- and water-based play are long-standing features of early years environments, yet their value extends far beyond what you might expect. By providing a simple tray, sandpit or water table, alongside everyday resources, educators can create rich experiences that support children’s development across multiple areas of learning.

The physical actions involved in sensory play strengthen coordination and control, and through shared, language-rich experiences, children develop vocabulary, listening and understanding, supporting two of the three prime areas within the EYFS framework: physical development and communication and language.

At the heart of sand- and water-based play is its open-ended nature. There is no right way to engage, allowing children to follow their interests, revisit ideas and develop learning at their own pace. This freedom supports personal, social and emotional development (PSED), the third prime area of learning, by inspiring creativity, independence and sustained engagement. The activity encourages experimentation, risk taking and problem-solving without fear of getting it wrong, building confidence and a sense of achievement.

Experimenting with form

In its simplest form, this play invites curiosity: children fill, empty, pour and transport, noticing differences in texture, weight and volume. During play, adults can model vocabulary such as “full”, “empty”, “heavy”, “light”, “wet” and “dry”, reflecting the EYFS principle of enabling environments and helping the child to make sense of their experiences.

These explorations link closely to Jean Piaget’s theory of conservation. Young children often believe that the amount of a substance changes with its appearance. Through sand and water play, they explore this practically by pouring water into different containers or moving sand between them. Over time, they begin to understand that quantity remains the same, even when shape changes.

As confidence grows, learning can be extended. Introducing additional containers, funnels or measuring tools encourages exploration of capacity and flow. Water play allows children to observe movement and redirection, while sand supports construction and design. Together, they create a space to test ideas, collaborate with others and adapt thinking, supporting both PSED and communication and language.

Mark-making in sand supports early writing in a natural, pressure-free way, strengthening physical development through control and coordination. Adding water changes its texture, allowing children to mould and build. This supports exploration of cause and effect as children experiment with how much water is needed.

Sensory experiences can also be calming, and can support emotional wellbeing and self-regulation, key aspects of PSED.

Enhancing the experience

Adults play an important but subtle role. Rather than directing, educators can observe, model language and offer commentary to support understanding. Mentioning textures and changes can be particularly effective.

Simple observations such as “That sand feels soft and dry” or “The water is making it sticky now” give children language to describe what they notice. Open-ended prompts like “I wonder what will happen if…” encourage deeper thinking and shared interaction, further supporting communication and language. By following the child’s lead, adults help build confidence and maintain engagement.

These experiences can easily be recreated at home using everyday resources. A washing-up bowl, bucket or bath time can offer valuable opportunities for exploration. Cups, spoons, sieves and containers support pouring and experimenting. For families, the focus is not on structured activities, but on allowing time and space for free exploration.

Supporting SEND

Sand and water play is particularly supportive for children with SEND. Their sensory nature allows experiences to be tailored to a wide range of needs. Repetitive actions can support self-regulation and emotional security, while physical interaction with materials supports motor development.

The activity is highly adaptable, ensuring everyone can engage comfortably and meaningfully. Adaptations might include positioning trays for accessibility or adapting tools to support grip and control, linking to physical development. Some children may benefit from a more structured setup, while others thrive in exploratory environments. Visual supports and consistent routines can further support confidence and participation, contributing to PSED.

With no expectation of a specific outcome, children with SEND can engage in their own way, building confidence, independence and a sense of belonging.

As with all play experiences, practical considerations remain important. Ensuring sand and water are clean, supporting hygiene routines and being mindful of individual needs all contribute to a safe and inclusive environment.

Sand and water play highlights the power of simple, open-ended experiences. Through exploration, creativity and interaction, children develop communication skills, physical coordination and emotional confidence, underpinning all three EYFS prime areas, while fully engaged in play that feels natural, individual and enjoyable.

With the Alliance’s trusted early years publications and resources now fully digital, we’ve grouped all printed resources into topic-based collections, which are on sale now! The Play bundle includes four publications:

Play is what I do

Discovering maths through play

Creating a learning environment in the home

Small messy play hands

Purchase your copy while stocks last at tinyurl.com/U5-playbundle.