Feeding a child’s sensory diet

REBECCA SCHATZ
2000 N. RACINE #3600
CHICAGO, IL 60614
773-404-2665
REBECCA.SCHATZ@COMCAST.NET

BENNETT DAY SCHOOL

FEBRUARY 9, 2015
 Understanding a child’s sensory system

 Sensory integration/sensory processing

 Arousal

 Self-regulation/modulation

 Emotional regulation
 Sensory development

√ Sensory integration is ‘pre-programmed’, beginning at conception and develops in a

somewhat predictable sequence-begins in infancy through childhood

√ Ages 3-6 is a critical period for sensory integration

√ Tool use development- knives, forks, shovels, pails, needle & thread, scissors, crayons,
pencil and paper, shoelaces, zippers and buttons

√ Further development of motor skills include running, jumping, skipping, rolling,

climbing and swinging

√ Children are motivated by playgrounds-swings, slides, monkey bars, tunnels and see-
saws

√ By eight to ten years of age, the basic functions of sensory integration are matured and
well integrated
 The Far Senses

Seeing
Hearing
Smell
Taste
Touch
 The Near Senses

Tactile Sense

Vestibular Sense

Proprioceptive Sense
 SENSORY SYSTEMS

Tactile

Vestibular (balance)

Proprioception (body awareness)

Visual

Auditory

Gustatory

Olfactory
 MOUTH
CALMING ALERTING

 whistle blowing  Sucking

 Bubble blowing  Crunching
 Chewy foods  Musical instruments
 Sucking
 Musical instruments
 Slow breathing
MOUTH
SOUR
SWEET
SPICY
SALTY
CRUNCHY
CHEWY
LICKING
SUCKING
BITING/PULLING
BLOWING
 LISTEN
CALMING ALERTING

 Rhythmical, predictable  CD’s

sounds, long duration,  Combination of music
quiet and movement
 CD’s
 Finding the right place to
listen
 White noise machines
 Ear plugs, headphones
 LOOK
CALMING ALERTING

 Dim lighting  Bright lights

 Darker spaces to play  Lots of colors
 Muted colors  Visual cues (pictures,
 Plain walls charts)
 Toys with visual
elements (glitter wands,
lava lamps)
 SMELL
CALMING ALERTING
 Vanilla  Citrus
 Banana  Peppermint
 Lavender

 Smelly markers
 Scented pouches for
backpack or pillow
 Scented lamps
 TOUCH
CALMING ALERTING

 Deep touch (bear hugs, deep

massage)  Light touch
 Brushing program
 Resistive putty  Feely buckets
 Resistive balls
 Koosh balls
 Drinking straws with flexible necks
 Wikki sticks
 Clothing
 Play dough
 Shaving cream
 Foam soap
 Painting
 MOVE
 ORGANIZING/CALMING ALERTING/EXCITATOR
Y
 Slow, rhythmical movement
 Tug of war  Fast movement
 Rocking chair
 Jumping into crash mat
 Wall push-ups
 Jumping on an old
 Hot dog wrap-up
mattress
 Trampoline
 Bouncing
 Jump roping
 Ball work
 Swinging
 Swinging on a glider or  Spinning
hammock  Roughhousing
Children’s work is PLAY!
 Unstructured, imaginative play

 Emotional development

 Thinking, problem solving

 Language development

 Creativity

 Social skills
 Social play

 Social problem solving

 Managing a range of feelings

 Learning to take turns

 Express preferences

 Perspective taking
 Benefits of play

 Develops a child’s ability to use their imagination to

represent objects, people and ideas
 Develops a child’s oral language/narrative
understanding
 Develops a child’s positive approach to learning
 Develops a child’s logical thought process
 Develops a child’s ability to self-regulate and socially
negotiate
 Encouraging sensory motor play at home

 Learning about your child’s sensory preferences

 Adapt accordingly from day to day with sensory tools

 Teaching your child to self advocate

 Sensory systems and play

 Look

 Listen

 Touch

 Move

 Mouth
 Children- ages 3-6

 Dress up clothes  Plastic measuring cups

 Puppets/theatre  Gym sets
 Playhouses  Swings
 Housekeeping toys  Scooters
 Toy soldiers  Monkey bars
 Dolls  Crayons, finger paints,
 Farm house clay, sketch pads,
 Small trucks, planes, scissors, chalk
boats  Empty cardboard boxes
 Beads, blocks  Stampers, paper cutters
 Children ages 6-9
 Board games  Magic sets
 Hobby kits  Pogo stick
 Construction sets  Kites
 Science/craft kits  Window stickers
 Bikes, scooters, roller  Hama beads
skates  Modeling clay
 Balls  Stencils
 Doll houses
 Games- Don’t spill the
 Play villages beans, Don’t break the
 Miniature people and ice, Jumpin’ Monkeys,
vehicles Topple, Jenga