A Proposed Framework for Utilizing the Sensory Garden to Enrich the Units of the National Curriculum for Kindergarten in the Kingdom of Saudi Arabia

Abstract

This study aimed to develop a proposed framework for integrating the sensory garden into enriching the units of the National Kindergarten Curriculum in the Kingdom of Saudi Arabia, based on the principles of active learning and sensory integration. To achieve this objective, the descriptive-analytical method was employed, and the study sample consisted of 30 public school kindergarten teachers in the city of Taif. The study tools included a questionnaire directed to kindergarten teachers to assess the current state of sensory garden implementation and the challenges involved, as well as a content analysis card targeting the six core units of the National Curriculum (Who Am I, Plants, Animals, Weather, Buildings, and Transportation). The results revealed a high degree of alignment between the components of the sensory garden and the curriculum content, along with a strong willingness among teachers to activate its use, despite some organizational and field-related challenges, such as limited training and inadequate infrastructure. The content analysis indicated rich potential for activating sensory corners within the curriculum units, particularly in topics such as Plants, Animals, and Weather. The study concluded with a comprehensive applied framework that includes elements of design, implementation, and evaluation, in addition to several practical recommendations. Most notably: incorporating the sensory garden as an essential component of the educational environment, training teachers on integration strategies within instructional plans, and activating community partnerships to support implementation with flexibility and low cost.