Sensory Integration In A Preschool

Population

Preschool Implications
and Observations

Children can vocalize concerns,likes/ dislikes, needs,

and opposition
Patterns begin to become more noticeable
Beginning a new routine at preschool/daycare
introduces new environmental stimuli
New care providers can see problems, especially in
groups of children
Observation by objective care providers in novel
settings can create patterns/reactions (type of profile)

Identifiable Symptoms:
Sensory Seeking

Fidgety or constant movement

Active and excitable

Seeks out sensory experiences: vestibular,

tactile, auditory, and visual

Identifiable Symptoms:
Sensory Avoiding

Very sensitive to stimuli

Sticks to routines, has difficulty with transitions
or changes
Has difficulty engaging in new/novel
experiences

Identifiable Symptoms:
Low Registration

Shows little interest in surroundings

Rarely participates, especially when there is a
lot of activity
Requires extra motivation

Identifiable Symptoms:
Sensory Sensitivity

Easily startled by noises, visual stimulation,

touch, or movement
Upset about things like: tags on a shirt, trying
new foods, loud noises
Easily distracted by the environment, even
minor changes

Dunn's Model of Sensory Stimuli

Reactions

Techniques for Addressing

Sensory Needs

Structure classroom/environment to meet sensory

needs (lighting,colors, sounds, placement)
Adaptation of self-regulatory skills(controlling
impulses to stop/start an activity)
Address specific sensory profiles with specific
actions or strategies

Techniques for Self Regulation

Practice deliberate and purposeful behaviors with children

using self talk to promote a model for thinking
Help internalize rules by following self set guidelines, set rules
for peers during play, and following self set rules.
Use visual reminders such as pictures to encourage positive
behavior
Anticipate conflict and work on resolutions before it can
escalate
Encourage imaginative play where children can assume other
roles and practice regulation skills from different perspectives.

Specific Strategies for

Sensory Regulation

Low Registration: Start with exercise or silly dance moves. Use

music or movement to help complete tasks. Use brighter lighting.
Provide breaks that require movement (attendance/note delivery).
Highlight important information in notes and assignments Use of
exercise balls during instruction, or even standing.
Sensory Sensitivity: Provide routines. Keep stimulation to a
minimum(dim lights, talk softly). Provide safe place to go if
overwhelmed. Provide coping strategies (talking through situations,
calming techniques. Anticipate sensory situations to be prepared and
prepare the student(practice drills, talk about it ahead of time).

Specific Strategies for

Sensory Regulation

Sensation Seeking: Create varying levels of activity (heavy

work/large movements, aerobic exercise, hand fidgets, water
bottle on desk). Assign to classroom tasks to increase
movement, allow autonomy to move/get fidget items(pom poms,
clothespins, squishy balls).
Sensation Avoiding: Keep routines for surety/stability. Introduce
change slowly to promote proper transitioning. Watch for
overestimation (covering ears, removing self from participation,
lashing out/acting up) and intervene before behavior becomes
uncontrollable. Provide calming movement activities (heavy sand,
squeezing fidget toys) that balance sensory input.

References

Bodrova, E., & D.J. Leong. 2005. Self-Regulation: A Foundation for

Early Learning. Principal 85 (1): 3035. www.naesp.org/resources

/2/Principal/2005/S-Op30.pdf.

Dunn, W. 2007. Supporting Children to Participate Successfully in

Everyday Life by Using Sensory Processing Knowledge. Infants &

Young Children 20 (2): 84101.

Thompson, S.,& Ralsor J. 2013. Preschool and Primary Grades: Meeting the Sensory
Needs of Children. Retrieved from
http://www.naeyc.org/yc/files/yc/file/201305/Meeting_Sensory_Needs_Thompson_051
3.pdf on April 1, 2015.