Sensory Integration Education

For many children, pre-school or nursery school is a great adventure and a place where young children get some of their first tastes of making new friends and participating in group activities. The typical pre-school is a bustling environment with colourful displays to welcome children and bursting with activity. 

Whilst this is great for most children there are aspects of pre-school that can be challenging for children with sensory processing differences that impact their ability to tolerate sensory input (i.e. over-responsive to certain type of sensory inputs) or their ability to discriminate sensory information which often results in difficulties with motor coordination.

One of the first aspects of pre-school or nursery to consider that will be new for most children is the schedule and participation in activities with other children. Whilst many children start nursery school as infants or as soon as their parents return to work, this blog focuses on the challenges that can be encountered by a child starting pre-school for the first time around the age of 3-4 years before starting primary school. (In the UK children are entitled to start school in the September following their fourth birthday, this will vary in other countries around the world). 

For this age group, pre-school includes many structured activities to help children prepare for the transition to formal schooling. This includes following instructions, turn-taking and playing/working together in a group. Quite often, this is the stage where children’s motor coordination difficulties and sensory differences become more apparent to others when they are not able to participate in tasks at the same level as their peers. Another important aspect to consider is that unlike at home where children can choose their own activities and walk away from sensory input they dislike, at nursery or preschool that choice is not available to them.

Another aspect of pre-school to consider for new starters is the sensory aspects of activities. For example, whilst finger painting can be delightful for one child, it can be a nightmare for a child who is over-responsive to tactile sensory input. Circle or story time can be too much for a child who is seeking sensory input and can not sit still, and for another child who is over-responsive to auditory sensory input singing and clapping activities might be overwhelming. From a motor coordination perspective, it is useful for nursery teachers to think about alternatives or small changes to activities for children who might have difficulty participating due to fine or gross motor coordination or motor planning difficulties. From holding a crayon or using scissors to playing a game like Simon Says, most pre-school activities are reliant on age-appropriate motor planning and coordination skills.

So what can parents do to help their children get ready for nursery or pre-school? Practising participation in self-care activities (i.e. dressing, eating, toileting etc) is a good starting point to help children feel confident about spending their day in a new environment. A day in preschool will involve snack breaks, eating with other children, using the bathroom and taking shoes on and off. 

For children with coordination difficulties, it is helpful to practise these tasks in advance of starting preschool. With regards to the sensory aspects of self-care, for example, specific food preferences or a strong dislike of hand dryers in bathrooms, it is important to raise this with staff at the start. This can ease the settling-in process for children with sensory differences and make the difference between a good or unpleasant educational experience.

To learn more about how sensory processing differences can impact children at preschool take a look at our Day in the Life case study of a preschooler with sensory differences. You could also recommend your clients Sensory Help Now's Back to School Sensory Survival Kit to help them prepare for the new school year.