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Sensory integration is the process of interpreting and organizing
sensory information that we receive from our bodies and from
the environment that we live in. Sensory integration includes
all senses (touch, hearing, smell, vision, vestibular, taste,
and proprioception). Proprioception is a term used to describe
the internal positions of ones self in relation to a person’s
joints, ligaments, and muscles. Sensory integration develops
naturally in the course of a typically developing childhood.
Integration of these senses allows us to be able to access our
environment in purposeful ways, as well as, it gives us the foundation
that we need to be able to learn.
Sensory integration dysfunction is the inability to process information
that is received from the above senses. This can affect a child’s
behavior, the way he/she learns, the way they move around his/her
environment, how they relate to others, and how they feel about
themselves.
Young children are continuously learning about themselves through
their environment. Giving children the opportunity for sensory
play helps develop coordination, social emotional skills, and most
importantly those foundational skills needed for participating
in higher academic programs. Children need strong bodies, as well
as, a well integrated nervous system to sit and attend in school,
write papers, read, and participate in daily childhood activities.
I have been fortunate to be able to work in four local preschools
where a program of movement and sensory play is a daily endeavor.
My role as an occupational therapy assistant is to work with children
who have difficulty with engaging in meaningful occupations. At
the preschool level this means being able to manipulate toys for
learning, utilize materials for drawing and painting, as well as,
feeding and dressing themselves.
Using movement in our daily curriculum helps children gain the
foundational strength needed to be able to learn. Having a well
integrated nervous system allows a child to access their environment
in a meaningful way, which means a child’s learning will be greatly
enhanced. I have the opportunity to work with preschool classrooms
and develop ways to incorporate movement into their daily routine.
I work in each classroom once a week. It is a wonderful way to
incorporate all children in a learning experience. Whether we have
a child with significant needs or a child with possible deficits
we are able to provide an all around inclusive program that benefits
all children. Because children need movement on a daily basis my
primary role is to model appropriate movement experiences with
the intent that the teachers will carry over a daily program of
movement throughout the week. This has been an invaluable service
to the teachers, families, and most importantly the kids in each
of the preschool classrooms.
So many children are being deprived of the benefits of playing
outside, rolling down a hill, swinging on swing set, and playing
in the woods. As these are just some examples for creative movement,
the opportunities for children to access movement are endless.
The importance of play is so imperative for a child’s growing needs.
Building strong muscles and having a well integrated nervous system
will allow children to participate successfully in the elementary
grades. Providing this service at the preschool level helps prepare
children for more successful learning and it allows for better
opportunities for their future.
Helping to develop this “preventative” program in the Bennington
Rutland Supervisory Union has been a great learning experience
for me, and the teachers I get to work with. Teaching individuals
the importance of movement in a child’s everyday experience has
been a very gratifying job for me. Helping families understand
the importance of movement and meaningful play is a goal we strive
to communicate.
Laura Breese-Wilkins is a Certified Occupational Therapy Assistant
with the Bennington Rutland Supervisory Union.
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