Blind children engage with their immediate environment much less than sighted children, particularly through self-initiated movement or exploration. Research has suggested that providing dynamic feedback about the environment and the child's actions within/against it may help to encourage reaching activity and support spatial cognitive learning. This paper investigated whether the accuracy of peripersonal reaching (space within arm's reach) can be improved by the use of dynamic sound from both the objects to reach for and the reaching hand itself (via a worn speak-er). We ran two studies that tested the efficacy of static and dy-namic audio feedback designs with blind and visually impaired young people, to identify optimal feedback designs. Study 1 was with young adults aged 18 to 22 and Study 2 involved children aged 12 to 17. The results showed that dynamic audio feedback helps to build spatial connections between the objects and the reaching hand and participants were able to reach more accurate-ly, compared to unchanging feedback.