Specific Contexts in the Early Childhood Classroom

   A. Transitions

   B. Circle time

   C. Fine motor activities

   D. Learning centers

   E. Incorporating sensory input, promoting self-awareness, and providing consistency

IV. Specific Contexts in the Early Childhood Classroom

This module focuses on specific contexts within the early childhood classroom where individuals with Sensory Processing Disorder (SPD) may encounter challenges or require additional support. It provides strategies and adaptations to create a sensory-supportive environment and promote optimal engagement and learning for children with SPD.

A. Transitions:
This section addresses the challenges that transitions between activities or environments can present for individuals with SPD. It offers strategies to support smooth transitions, such as providing visual schedules, using timers or countdowns, and offering transition warnings to prepare children for upcoming changes.

B. Circle Time:
Circle time is a common group activity in early childhood classrooms. This section explores strategies to make circle time more accessible and inclusive for children with SPD. It suggests incorporating sensory breaks, providing alternative seating options, using visual aids or social stories, and offering individualized supports to ensure active participation and engagement.

C. Fine Motor Activities:
Fine motor activities, such as writing, cutting, or manipulating small objects, can be challenging for children with SPD. This section provides strategies to support their participation and skill development. It includes adapting materials for sensory-friendly options, providing appropriate tools or adaptive equipment, and breaking tasks down into smaller, more manageable steps.

D. Learning Centers:
Learning centers offer opportunities for hands-on exploration and play. This section discusses strategies for creating sensory-supportive learning centers. It suggests organizing materials in a clear and organized manner, offering a variety of sensory experiences within each center, providing individualized supports, and ensuring a balance between structure and flexibility.

E. Incorporating Sensory Input, Promoting Self-Awareness, and Providing Consistency:
This section highlights the importance of incorporating sensory input throughout the early childhood classroom to meet the diverse needs of children with SPD. It suggests incorporating sensory activities or stations, offering sensory breaks or movement opportunities, promoting self-awareness and self-regulation through sensory self-monitoring strategies, and providing consistency in routines and expectations.

By addressing the specific contexts within the early childhood classroom, educators can create an inclusive and supportive environment for all children, including those with SPD. Implementing the strategies outlined in this module can help children with SPD feel more comfortable, engaged, and successful in their learning and social experiences.