In the early years, no two children learn in exactly the same way. Some absorb information through stories and discussion, others through movement and exploration, and many through a rich combination of experiences. 

At TEMS, we recognise that understanding and responding to different learning styles is central to creating a nurturing, inclusive and inspiring environment for our youngest learners in Infants.

Rather than seeing learning styles as labels, we view them as insights. They are helpful ways of understanding how each child engages with the world. By offering varied experiences across our indoor and outdoor classrooms, specialist lessons and carefully planned activities, we ensure every child feels confident, capable and motivated.

Understanding learning styles in the Early Years

In simple terms, learning styles describe the different ways children prefer to take in, process and remember information. In early childhood education, three broad learning preferences are often discussed:

  • Visual – learning through seeing.
  • Auditory – learning through listening and speaking.
  • Kinaesthetic – learning through movement and hands-on experience.

In reality, most children use a blend of all three. The key is providing a balanced environment where each style is supported naturally throughout the day.

At TEMS, this happens not through isolated strategies, but through the culture of our classrooms.

Visual learning in action

Many young children respond strongly to visual stimuli. They notice patterns, colours, facial expressions and demonstrations. For these learners, seeing something clearly modelled can make all the difference.

In our classrooms, visual support is woven into everyday practice:

  • Clearly labelled resources to promote independence.
  • Story maps and picture prompts during literacy sessions.
  • Visual timetables that help children understand routines.
  • Demonstrations before children begin practical tasks.

Our use of Talk for Writing is a particularly powerful example. Children learn stories through visual story maps, actions and repeated patterns. 

They see the structure of a narrative laid out in images before they begin innovating and creating their own versions. This approach strengthens memory, comprehension and confidence, especially for visual learners.

Auditory learning through language and music

Language sits at the heart of early years education. For children who thrive on auditory learning styles, spoken language, rhythm and sound are essential tools.

Storytelling, rhyme and discussion form a significant part of our daily routine. Children are encouraged to:

  • Retell stories aloud.
  • Join in with repeated refrains.
  • Explain their thinking.
  • Participate in circle time conversations.

Music lessons further enrich auditory development. Through singing, rhythm work and simple instrumental exploration, children develop listening skills, memory and phonological awareness. Musical patterns support early mathematical understanding, while songs reinforce phonics and vocabulary in an engaging way.

By embedding sound and speech across the curriculum, we ensure auditory learners feel fully included and stimulated.

Kinaesthetic learning: Movement, exploration and discovery

In the early years, movement is not a distraction from learning — it is learning.

Many children are naturally kinaesthetic learners. They need to touch, build, move, experiment and physically engage with materials to make sense of new ideas.

At both our Discovery House and Voyager House buildings, our indoor and outdoor classrooms are designed with this in mind. Children might:

  • Use manipulatives and concrete resources in early maths.
  • Build structures to explore balance and design.
  • Engage in messy play to investigate texture and change.
  • Act out stories through role-play and drama.
  • Practise phonics sounds with whole-body actions.

Outdoor learning is particularly valuable for kinaesthetic learners. Whether counting natural objects, exploring seasonal changes or developing gross motor skills, the outdoor classroom provides space for physical exploration that deepens understanding.

Montessori influences and independent learning

Our practice is also influenced by the work of Maria Montessori, whose educational philosophy emphasised independence, carefully prepared environments and hands-on discovery.

Montessori-inspired elements support a wide range of learning styles by:

  • Providing tactile, self-correcting materials.
  • Encouraging freedom within clear boundaries.
  • Allowing children to repeat tasks until mastery is achieved.
  • Promoting concentration and intrinsic motivation.

These principles align beautifully with kinaesthetic and visual learning preferences, while also fostering self-discipline and resilience.

A multi-sensory approach to learning styles

Perhaps the most important aspect of supporting learning styles in the early years is recognising that rich, multi-sensory teaching benefits everyone.

For example, during a literacy session at TEMS, children may:

  • See a story map (visual)
  • Hear and retell the story aloud (auditory)
  • Act out key parts with actions (kinaesthetic)

Similarly, in maths, children might:

  • Watch a demonstration.
  • Discuss strategies with a partner.
  • Use physical resources to solve a problem.

This layered approach ensures that learning is not limited to one pathway. Instead, children experience concepts in multiple ways, strengthening understanding and retention.

The role of the environment

The physical environment plays a crucial role in supporting different learning styles. At TEMS, both indoor and outdoor spaces are thoughtfully designed to encourage exploration and independence.

  • Quiet reading corners support reflective and visual learners.
  • Open-ended construction areas invite hands-on experimentation.
  • Performance spaces allow for storytelling, music and dramatic play.
  • Outdoor areas provide opportunities for large-scale, active learning.

When children are given access to varied environments, they naturally gravitate towards the learning styles that suit them best.

Observing and responding to the individual child

Supporting learning styles is not about categorising children. It is about careful observation.

Our teachers and teaching assistants in the classrooms in Pre-Infants and Infants take time to notice:

  • Which activities sustain a child’s concentration
  • How they approach new challenges
  • Whether they prefer collaboration or independent work
  • How they communicate their understanding

These observations inform planning and allow us to tailor experiences that build on each child’s strengths while gently extending their skills.

Although formal theories are not strictly applied in Early Years, it is interesting to mention Kolb’s learning styles, which classify learning according to concrete experience, reflection, conceptualization, and active experimentation.

In a way, our multisensory approach integrates these principles, as children experience, reflect, conceptualize, and apply knowledge in real and practical contexts.

Why learning styles matter in the Early Years

When children feel understood in the way they learn, several powerful things happen:

  • Confidence grows.
  • Engagement increases.
  • Behaviour improves.
  • Independence develops.

Most importantly, children begin to see themselves as capable learners.

At TEMS, supporting different learning styles is not a separate initiative.  It is embedded in our ethos. The early years are a foundation for lifelong learning. By recognising and nurturing different learning styles, we honour each child’s individuality while preparing them for future success.

We believe that when learning is active, expressive, creative and thoughtfully structured, every child finds their way to shine.