At Escolapios/ Escuelas Pías Zaragoza, early childhood education takes a step forward with Discovery Lab, a multisensory classroom designed to stimulate the creativity, senses, and cognition of children from an early age. This innovative space combines play, manipulation, and experimentation, following the principles of neuroeducation and neuroscience, allowing young ones to be the protagonists of their own learning.
The project has been developed thanks to a multidisciplinary team of educators and psychopedagogues, who have created thematic environments, such as the circus or the winter world, where children can explore, experiment, and learn playfully. With sensory materials like light lamps, interactive tables, and tactile floors, Discovery Lab fosters curiosity, creativity, and emotional intelligence in a safe and respectful environment.
What inspired the Escuelas Pías team to create Discovery Lab?
We were inspired because we see that children now need an added dimension: to work on their senses, movement, and learning in a more hands-on way, more through experimentation and creativity. They are somewhat the protagonists of their own learning, through experiences and in a space that is a bit outside the classroom, to break with the usual dynamics and provide something different.
What was the main objective sought with this multisensory classroom?
The main objective is the development of all the senses: sight, hearing, smell, and taste, which are the most well-known, but also everything related to the vestibular and proprioceptive systems, as they are the senses associated with movement. These, in turn, are closely tied to learning, as if any of them fails, children may experience difficulties in handwriting, writing, and drawing. Therefore, it is very important to develop all these senses through experimentation, manipulation, curiosity, and discovery: touching, throwing, seeing if something rolls or not, hiding… all of that is very significant for them.
Children need to work on their senses, movement, and creativity.
How do you apply the principles of neuroeducation within the project?
We base ourselves on the idea that each child develops differently and, above all, we take into account the theory of the “Three C’s of the brain,” which indicates that the brain changes throughout life. Therefore, we cannot demand the same from two or three-year-olds as we do from a five-year-old. Activities are adapted according to the age and development of each child. Additionally, since the brain is plastic, the more experiences we provide to students, the more synaptic connections they will create and the greater their potential for development.
It is also important to consider that the brain is complex. For example, you can prepare an experience that you think they will enjoy greatly, and on that day, the children may be tired or uninterested. The benefit of this classroom is that, with different corners and stations, they can change activities; perhaps one day they will not go to a corner they usually choose, and another day they may stay in one only. We must give them time, respect their maturation, and understand that children’s brains are under construction. That is why it is important to prepare experiences that help them grow in their cognitive development.
How is the theme of each space, such as the circus or the winter world, decided?
We decide this as a team, based on the interests we observe in the children. For example, when carnival season approaches, we make it more related to carnival. Other times we link it more to nature. We also often use many stories and conduct activities with black light.
In general, the decision is made by the team, and we see what works, because not everything works the same for all students. We need to observe and vary. We cannot repeat exactly the same thing every year because a class may be very interested in the circus, but the next one may be more interested in nature. That is why it is important to adapt to their tastes and interests.
Each child develops differently, and the brain changes throughout life.
Since the launch of Discovery Lab, what changes have you observed in the children who participate?
I have observed many changes in terms of development and cooperation among them, as well as in their tolerance for frustration, because only three or four children can fit into each space, and they learn to wait.
In terms of fine motor skills, overall motor development has improved significantly, along with sensory development. A strong sense of belonging has also been created among the students, as they all feel they belong to that class. Being such a safe and calm space is very relaxing for them, which promotes the creation of bonds and connections. Above all, what I have noticed most is the development of creativity.
How do you believe these experiences influence the cognitive, sensory, and emotional development of young children?
Well, we continue to work and also observe the educational needs of our students, going in their direction. There are things we may need to leave behind and others to modify, because, as you know, children change, and they demand that we stay in touch with that renewal.
Additionally, it is a space that can welcome infants from six months onwards, outside the educational center, making it a very safe place for them. Childcare centers for ages 0 to 3 can also visit as part of their extracurricular activities. Families can also come with younger children, and when I have conducted workshops with them, it is very rewarding to see parents play with their children.
What plans does the team have for the development or expansion of Discovery Lab in the coming years?
We want to include new themes and experiences, yes. We are evolving; for example, last year we introduced the circus, which had not been done before. A few years ago we organized typical village fairs, with different stands for tossing balls, giving prizes, and those kinds of activities more typical of a fair.
We need to give them time and respect that their brains are under construction.
What would you tell other educators who want to stimulate children’s learning through sensory experiences?
I would tell them not to think twice and, above all, that we must trust childhood. Children have a multitude of abilities and talents, and we must provide spaces for them to develop freely: to play, experiment, discover that one object rolls and another does not, and with that they can build whatever they want and share it with their friends. Providing them with these types of spaces is excellent for their brain development.
