Sensory work is crucial for cognitive development, learning, communication, and early childhood development. It is the foundation of any stimulation work when working with children.
The body and its possibilities are the great vehicle of exploration, of knowledge, of construction of all thought, emotion and behavior.
We've outlined what we consider to be the main dynamics of psychocorporal work for children with and without disabilities. The only differences are whether these dynamics can be done alone with the child's collaboration, or whether a little more imagination will be required to construct them so that the child can do them with pleasure and participation.
- “Heavy Work”:
Anything involving sensory compression and traction will help establish sensoriality. We often find that sensory connection points are altered, so we find children who need a lot of pressure to be able to determine and establish good connections. Bouncing, jumping, pushing, grabbing, hitting, squashing, throwing, hitting, hanging upside down, etc. Other heavy tasks include pushing a stroller or shopping cart, playing with a heavy ball, riding on a bouncy ball, climbing stairs, marching while carrying heavy objects, etc. All of these activities build the body's overall sensoriality.
- “Vestibular Stimulation”
The vestibular system regulates our sense of movement and balance. It allows us to position our body in space, our movements, and our environment. To do this, we can use objects found around the house, such as toys that spin, rocking horses, swings, rocking chairs, office chairs, and so on. Activities that promote vestibular stimulation include playing in nature; rolling down hills, climbing, playing on a playground, and so on.
2. “Tactile Stimulation”
It involves several activities such as:
- Firm touch versus soft touch, deep pressure, massage, brushing, exploring various textures, play dough, having a box or container with objects that promote sensory stimulation.
- Other objects that provide tactile stimulation include scraps of clothing, weighted vests, caps, gloves, fabrics of different textures, square mats on the floor, vibrating mattresses, etc.
3. “To Desensitize the Mouth”
To desensitize the mouth, there are vibrating toys and flavored tongue depressors. We can also combine this with a solid diet to engage all the muscles involved. Teethers, tubes, or chewing objects, vibrating toothbrushes, and chewing gum will all work in the same way.
4. “Auditory Stimulation”
Activities that can facilitate auditory stimulation include listening to different types of music—for relaxation or to promote alertness—exploring various sounds, considering an auditory therapy program, using headphones or other objects to cover and/or protect the ears, listening to noises coming from machinery, and even a program of preparation for dealing with siren sounds in case of a fire, etc.
5. “Visual Stimulation”
Reduce clutter, as it can lead to visual overstimulation. Explore different types of lighting, and avoid bright or visually damaging colors and patterns. Organize toys in opaque containers, replace fluorescent lighting, and more.
6. “Stimulation of Smell and Taste”
Explore different smells and tastes, use different soaps, detergents, essential oils…
On the other hand, it's important to always respect the child's pace. Something that doesn't require any effort for us can be stressful for them, so never force them to do anything they find unpleasant. Always measure the effects of each activity based on the physiological effects your child exhibits so you can redirect the situation and help them gain confidence in these environments where they feel unregulated. Try activities for a short period of time, allowing time to expand the proposal to achieve a gradual and effective effect. Make sure the materials are nontoxic and do not pose any danger to the child.
Cristina Oroz Bajo