Meeting the Sensory Needs of Young Children



This article was written by Jill M. Raisor and Stacy D. Thompson, both of which have a background in early childhood development. They discuss how and what to look for to meet the sensory needs of children. A child’s sensory need is based on their neurological threshold and the patterns of their sensory processing. Children can range from a high neurological threshold to a low neurological threshold and from a passive behavioral response to an active behavioral response. The two dimensions of neurological threshold and behavioral response combine to form four patterns of sensory processing in children: low registration, sensory sensitivity, sensation seeking, and sensation avoiding. Knowing the children in classroom and understanding their sensory needs will help a teacher structure their classroom to meet these needs. To determine a child’s processing profile, it is important to observe the child several times and in multiple situations. Low registration children have a high neurological threshold and are passive in their behavioral responses. This particular child may have difficulty paying attention and often seems uninterested in lessons and activities. He or she also may not notice what is going on around them or seem overly tired. They may rarely participate, requiring extra motivation. This particular child needs lots of stimulation, but does not seek it out. The child needs louder noises, more visually stimulating pictures, and stronger flavors in foods in order to respond.Meeting the sensory needs of a child with low registration requires more stimulation. These children may need physical contact to be stimulated, and manipulatives are a must. Having this child sit on a ball or stand during instruction may also be beneficial. Movement activities in the classroom will help this child complete tasks. Using brighter lights may help him focus and frequent breaks with movements is important for this child to receive. Sensory sensitivity children have a low neurological threshold with passive behavioral response. This child is easily distracted by their surroundings and has difficulty staying on task. Sensory sensitive children may become irritable and insistent on certain responses or routines. Changes in their environment will arouse them quickly, but they may not demonstrate an immediate response because of their passive behavioral response. Consistency and routine is extremely important to a child with sensory sensitivity. To help this child, the teacher should observe the child in particular situations and their responses to the situations to decide how they can best meet the needs of this student. Some other steps a teacher could take, would be to reduce the stimulation in certain situations; for example, if something was going to be loud, provide the child with some ear plugs. Teaching and modeling coping skills will benefit this child as they learn calming techniques when he/she becomes overwhelmed. Other things needed to meet the child’s sensory needs would be to dim the lights, talk softly, assign an individual space at carpet for boundaries and predictability, and provide a place for the child to go by themselves when feeling overwhelmed. Sensation seeking children have a high neurological threshold and are active in their behavioral responses to the environment. This child always seems to be in motion, searching for experiences to stimulate their senses. He/she fidgets a great deal and is active and excitable. At times, to meeting her needs can become disturbing to other children. Sensation seeking children may intrude on others’ personal space.Creating a schedule with various activities and a lot of movement will benefit a child who is sensation seeking the most. Hands on manipulatives are important for this child’s needs. The teacher may want to make special considerations for this child, such as moving freely within the class. The authors suggest creating extra sensory experiences, such as, having the child collect art supplies, helping clean tables, and having them in charge of giving out pencils, so they can receive the needed stimulation.Sensation avoiding children have a low neurological threshold and an active behavioral response. They are easily over aroused causing them to become distracted. This child is busy focusing on everything else around him. Because this child responds quickly to stimulus, the child may avoid or leave a situation that makes him/her uncomfortable. They often have a difficult time engaging in novel experiences. The child may be sensitive to touch or the feelings are certain things. An activity where the child could get messy could make them uneasy. Sometimes offering the child gloves to wear may help this uneasy feeling. Once a child who is sensation avoiding reaches their capacity to stimuli may shut down shortly after. Changes in the routine disturb this child and may make him/her seem uncooperative. This child needs surety and stability. Providing a quiet place for the child to calm down is most beneficial. Calming, movement activities will also meet the needs of this child.No matter the child in the classroom, their needs will be unique. To structure a classroom to meet children’s sensory needs self-regulation is a must. Listed below are strategies a teacher can use to encourage self-regulation in young children:Practice deliberate and purposeful behaviors with all children.Help child internalize rules by following class guidelines, learning to set rules for peers, and following the rules they created themselves.Use visual or tangible reminders to encourage children to use positive behaviors.Anticipate conflicts and work with children on resolutions before issues arise.Encourage imaginative play in which children can assume other roles and practice regulation and perspective-taking skills. This article has given me a better understanding of the sensory needs of my students. With this information, I am now able to observe my students and take notes on their individual sensory patterns. I can then compile this information to profile their sensory needs. After I know where my students lie on the sensory processing continuum, I am now better equipped with strategies to meet my classes’ sensory needs, by finding a happy medium for the overall class and accommodating individual needs. ................
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