Rethinking sensory play in ECE – Asbestos in coloured sand products
SARAH’S VIEW – OPINION COLUMN
21 November 2025
The recent discovery of asbestos in commercially produced coloured sand sold in Aotearoa and Australia should prompt more than immediate safety checks and recalls, it should spark a wider conversation about why early childhood services and schools are buying mass‑produced sensory products in the first place.
Brightly packaged items promise instant appeal, but when something brought off the toy shop shelf can carry hidden hazards, the trade‑offs are stark.
High‑quality sensory play does not depend on branded, brightly coloured products.
What makes sensory experiences rich and educational is the active involvement of teachers: observing children, introducing new ideas, modelling techniques, and scaffolding learning so play becomes a vehicle for language, maths, science, fine motor development and social skills. When educators support and extend play, simple materials become powerful learning tools – no commercial gimmicks required.
Low‑risk, high‑value materials
Many of the most valuable sensory experiences in ECE come from everyday, low‑risk materials that are easy to source, inspect and maintain:
- Clean beach sand in a well‑designed and well-maintained sandpit invites digging, measuring, building and social negotiation.
- Natural clay strengthens hand and finger muscles while supporting three‑dimensional creativity and cultural practices.
- Play dough, water troughs and water play encourage experimentation, problem solving and cooperative play.
- Loose parts and feely boxes promote open‑ended exploration, imagination and sensory discrimination.
- Locally sourced natural items such as feathers, shells, leaves, and flowers connect children to place and culture while being straightforward to check for safety.
These materials support extended, open‑ended play and create natural opportunities for teaching and cultural connection that packaged products cannot match.
The asbestos scare should be a catalyst for services to review purchasing policies. Convenience should not replace professional judgement about what belongs in our educational environments.
The Ministry of Education, the Education Review Office and regional public health teams can support this shift by promoting guidance on safe, high‑quality alternatives and helping services access local suppliers and resources. Centres can act now by auditing current sensory materials, pausing purchases of mass‑produced sensory kits, and sharing practical ideas for low‑cost, high‑value sensory play.
Let this moment reaffirm what ECE has always done best: use simple, meaningful materials and skilled teaching to create rich, safe learning environments for tamariki. Commercial products may look attractive to visitors and be useful for marketing a glossy image of the service to families, but they are not a substitute for thoughtful pedagogy, careful sourcing, and the professional expertise of teachers.
We’d love to hear your thoughts on this — share your experiences, practical alternatives you use, or ideas for safer procurement in ECE. Add a comment below.
