Sensory work is crucial for cognitive development, learning and communication and in early care. This is the baseline of any stimulation work when we are working with children. The body and its possibilities is the great vehicle of exploration, of knowledge, of construction of all thought, emotion and behavior.
We leave what we consider the main dynamics of psycho-corporal work in children with and without disabilities, the only variations are whether these dynamics can be done alone with the collaboration of the child or, on the contrary, it will be necessary to put a little more imagination to build them so that the child performs them with pleasure and participation.
- "Hard work":
Everything that has to do with sensory compression and traction will help to fix sensoryity, many times we find that the sensory connection points are altered so we find children who need a lot of pressure to be able to determine and establish good connections. Bounce, jump, push, catch, hit, crush, throw, hit, hang upside down... Other heavy work: pushing a baby stroller or shopping cart, playing with a heavy ball, riding a bouncy ball, climbing stairs, walking carrying heavy objects... All these activities build the global sensoriality of the body.
- “Vestibular Stimulation”
The vestibular system is what regulates the sense of movement and balance, it is what allows us to place our body in space, movements and our environment. To do this we can use objects found in the house such as: toys that spin, rocking horse, swings, rocking chair, office chair... Activities that promote vestibular stimulation we will find playing in nature; rolling downhill, climbing, playing in a playground...
2. “Tactile Stimulation”
It involves several activities such as:
- Firm touch versus gentle 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 are: scraps of clothing, heavy vests, hats, gloves, fabrics of different textures, square mats on the floor, vibrating mattresses, etc.
3. “To Desensitize the Mouth”
To desensitize the mouth, there are toys that vibrate, tongue depressors with flavors, and we can add a combined diet that is as solid as possible to put all the muscles involved to work in this regard. Everything that is teethers, tubes or chewing objects, vibrating toothbrushes, chewing gum, etc. will act along the same lines.
4. “Auditory Stimulation”
Activities that can facilitate auditory stimulation are listening to different kinds of music: to relax or promote alertness, exploring various sounds, considering an auditory therapy program, using headphones or other objects to cover and/or protect the ears, listening noises coming from machines, and even a preparation program to deal with siren sounds in case of fire, etc.
5. “Visual Stimulation”
Reduce the accumulation of objects, as it can produce visual overstimulation, explore different kinds of lights, avoid very strong or visually harmful colors and patterns. Organize toys in opaque containers, replace fluorescent lighting...
6. “Stimulation of Smell and Taste”
Explore various smells and flavors, use different soaps, detergents, essential oils...
Por otro lado es importante tener en cuenta respetar siempre el ritmo del niño, algo que para nosotros no requiere ningún esfuerzo para él puede significar una situación de estrés así que nunca obligue al niño a hacer ninguna actividad él encuentra desagradable. Mida siempre los efectos de cada actividad atendiendo a los efectos fisiológicos que muestra su hijo para poder reconducir la situación y que vaya cogiendo confianza en estos ambientes donde él se encuentra desregulado. Intente las actividades un corto espacio de tiempo dando pie a ir dilatando la propuesta para conseguir un efecto gradual y efectivo. Cuide los materiales que no sean tóxicos ni supongan ningún peligro para el niño.
Cristina Oroz Bajo
