Sound Awareness in Early Years: Creating Calm and Inclusive Learning Environments

Early years and foundation learning environments are rich, vibrant spaces. They are also often loud.

From group activities and transitions to indoor–outdoor play, music, and conversation, sound is a constant presence in early childhood settings. It is usually accepted as unavoidable — simply “part of the job.” Yet sound is not neutral. Sound directly affects regulation, learning, inclusion, and educator wellbeing.

Developing sound awareness in early years settings allows educators to better understand how their environments support — or challenge — children’s nervous systems.

Sound, regulation, and the nervous system

Young children rely on regulation to feel safe, calm, and ready to learn. When sound is unpredictable, layered, or continuous, it increases cognitive and sensory load. This can make regulation more difficult, particularly for:

• Younger children

• Neurodivergent children

• Children with sensory sensitivities

Creating calm does not mean eliminating sound. It means becoming aware of how sound operates within early childhood environments and recognising when it becomes overwhelming rather than supportive.

Sound awareness and inclusive early years practice

Sound plays a significant role in inclusion. When sound is not considered intentionally, it can affect:

• Attention and processing

• Emotional regulation

• Communication and social participation

Children who already find learning environments challenging may experience additional barriers due to sensory sound stress. Sound awareness supports more inclusive early years environments by acknowledging these differences and responding thoughtfully.

The impact of sound on educator wellbeing

Educators experience the same soundscape as children — often for extended periods. Over time, sustained high sound levels can contribute to fatigue, stress, and reduced capacity for presence and patience.

Supporting educators to understand sound and its effects benefits both professional practice and wellbeing. Sound awareness is as much about caring for educators as it is about supporting children.

Why I created Sound Awareness: Creating Calm and Inclusive Spaces

I developed Sound Awareness: Creating Calm and Inclusive Spaces after noticing how rarely sound is explored in professional learning, despite its daily influence on early childhood education.

The workshop focuses on practical, reflective approaches to help educators:

• Understand how sound impacts regulation and learning

• Observe and reflect on the soundscape of their own setting

• Identify realistic, achievable adjustments

• Create calmer, more inclusive environments without striving for silence

When I trialled this workshop with an early years and foundation education team, the response highlighted how needed this conversation is. Educators felt recognised and supported, rather than corrected or overwhelmed.

Small changes, meaningful impact

Sound awareness is not about removing joy, play, or expression from early learning environments. It is about choice, balance, and responsiveness.

Often, small changes — such as adjustments to transitions, routines, or spatial use — can significantly reduce unnecessary sound stress while maintaining the richness of early childhood experiences.

Moving the conversation forward

Sound is one of the most overlooked elements of early years practice, yet it shapes regulation, inclusion, and learning every day.

By developing sound awareness, early years teams can create environments that better support children’s emotional regulation, learning readiness, and sense of belonging — while also protecting educator wellbeing.