Page 224 - Čotar Konrad Sonja, Borota Bogdana, Rutar Sonja, Drljić Karmen, Jelovčan Giuliana. Ur. 2022. Vzgoja in izobraževanje predšolskih otrok prvega starostnega obdobja. Koper: Založba Univerze na Primorskem
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ja Tatalović Vorkapić and Lana Osojnak
the world around him, and how to move more effectively in it’ (Ayres 2009,
27). Gaining sensory input from all of the items surrounding him (furniture,
clothing, footwear, cutlery, toys, pencils, books, people . . .), ‘a child should
develop sensory integration so he could use these information and act ef-
fectively’ (Ayres 2009, 27). Our inner drive aiming for the sensory integration
enables our entire development.
Sensory-motoric systems develop and form our own experiences, while
at the same time being formed by them; therefore, if we really want to un-
derstand how we learn, first we need to learn how these systems develop.
Hannaford (2007) emphasizes that thought, creativity, and learning develop
from sensations through which the information is imported so that we could
build neural networks and be able to use this information for better under-
standing of the world and how to succeed in it. We receive many experiences
from our surroundings through our senses: eyes, ears, taste buds, nose, skin,
and the nervous receptors in every muscle and organ; something like Proust’s
magical cookie that awakens all our early childhood memories all the way to
maturity with its scent and taste – like it can magically stop the time and grant
us our past in the palm of the hand.
The role of the preschool and, at the same time, the role of the preschool
educator is crucial in gaining sensory integration in early childhood or, to be
more exact, in the nursery school (Boyd and Sobieraj 2013). Contemporary
childhood and children’s needs are distinctly different in relation to children’s
needs in the past and many researches indicate the increased need of the
sensory experiences domain, interrelations between them, and, finally, inte-
gration. Therefore, this research paper focuses on exploring the significance
of sensory activities implemented in early childhood education and care as
well as on an experimental testing of the implemented sensory activities in
the nursery school, which are used to stimulate sensory integration. The im-
plications of the research findings are more than significant, considering sci-
ence and the everyday practice, which we need to be constantly attentive to
and improve with relevant scientific knowledge.
Sensory Integration and the Wellbeing of Toddlers
Sensory integration theory, research, findings, interventions, and therapeutic
equipment were originally developed by A. Jane Ayres (2009). This therapeu-
tic approach is also known as the Ayres Sensory Integration (Ayres 1989) the-
ory, which was implemented in her therapeutic work with individuals with
special needs.
Sensory integration represents an organization of the senses of use, which
224
the world around him, and how to move more effectively in it’ (Ayres 2009,
27). Gaining sensory input from all of the items surrounding him (furniture,
clothing, footwear, cutlery, toys, pencils, books, people . . .), ‘a child should
develop sensory integration so he could use these information and act ef-
fectively’ (Ayres 2009, 27). Our inner drive aiming for the sensory integration
enables our entire development.
Sensory-motoric systems develop and form our own experiences, while
at the same time being formed by them; therefore, if we really want to un-
derstand how we learn, first we need to learn how these systems develop.
Hannaford (2007) emphasizes that thought, creativity, and learning develop
from sensations through which the information is imported so that we could
build neural networks and be able to use this information for better under-
standing of the world and how to succeed in it. We receive many experiences
from our surroundings through our senses: eyes, ears, taste buds, nose, skin,
and the nervous receptors in every muscle and organ; something like Proust’s
magical cookie that awakens all our early childhood memories all the way to
maturity with its scent and taste – like it can magically stop the time and grant
us our past in the palm of the hand.
The role of the preschool and, at the same time, the role of the preschool
educator is crucial in gaining sensory integration in early childhood or, to be
more exact, in the nursery school (Boyd and Sobieraj 2013). Contemporary
childhood and children’s needs are distinctly different in relation to children’s
needs in the past and many researches indicate the increased need of the
sensory experiences domain, interrelations between them, and, finally, inte-
gration. Therefore, this research paper focuses on exploring the significance
of sensory activities implemented in early childhood education and care as
well as on an experimental testing of the implemented sensory activities in
the nursery school, which are used to stimulate sensory integration. The im-
plications of the research findings are more than significant, considering sci-
ence and the everyday practice, which we need to be constantly attentive to
and improve with relevant scientific knowledge.
Sensory Integration and the Wellbeing of Toddlers
Sensory integration theory, research, findings, interventions, and therapeutic
equipment were originally developed by A. Jane Ayres (2009). This therapeu-
tic approach is also known as the Ayres Sensory Integration (Ayres 1989) the-
ory, which was implemented in her therapeutic work with individuals with
special needs.
Sensory integration represents an organization of the senses of use, which
224
