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Sensory Integration as the Path for Nurturing Toddlers’ Wellbeing
give us information about the physical state of our body in the environment
(Bundy, Lane, and Murray 2002). For a person to move, learn, and act normally,
his brain has to organize its senses, locate them, classify, regulate exceedingly
many sensory information bits that enter his brain at every moment from all
parts of the body. Well-organized or integrated form of senses development
gives our brain the opportunity to use them in a way to form perception,
behavior, and learning. Unorganized senses development results with a life
that seems like a ‘traffic rush hour’ as Ayres (2009, 16) scenically points out.
Our senses are ‘food to our brain,’ which reassures energy and knowledge
required to control our body and mind, and if our sensory process ritual is not
well organized, our senses are be able to feed our brain. Dr. Ayres (2009, 15)
continues to describe this in a simple way, explaining how a ‘sense tells the
brain what the body does’ and how the ‘brain tells the body what to do,’ in
the attempt to explain the way of mutual communication between the brain
cells. Our brain has the ability to integrate sensory impulses in meaningful
forms and relations, which grants us the possibility to perceive our own body,
other people, and things, and exact integration is what turns the senses into
perception (Bundy, Lane, and Murray 2002).
Primary features of the sensory integration process disorder are the pres-
ence of difficulties in detecting, coordinating, interpreting, and/or organizing
sensory stimulating impulse, which are so strong that they make someone’s
life routine harder. Slower learning and bad behavior are often the result for
unsuitable sensory integration in a child’s brain. Sensory integration prob-
lems are not that obvious but are still present with children all over the world.
They are the reason why many bright children have problems with learning
and they are the cause of bad behavior despite the involvement of caring
parents and beneficial social surroundings. Children have to effectively and
successfully act on their environment (Ahn et al. 2004; Ben-Sasson, Carter and
Briggs-Gowan 2009; Gouze et al. 2009).
Dr. Ayres (2009) explains the sensory integration term through neurobio-
logical process – she described it as the way our central nervous brain system
translates information into action. Her theory is based on the idea that our
behavior is connected with neurological process and that the level of brain
cells sensory treatment is enabling the development and improvement of
the higher neuron centers. She claims that a disorganized neuron process
leads to disorganized behavior.
She hypothesized that the assurance of rich sensory possibilities pro-
cessed on the brain cells level and the stimulation of the child’s motivation
through the limbic system with exactly defined sensory and motoric chal-
225
give us information about the physical state of our body in the environment
(Bundy, Lane, and Murray 2002). For a person to move, learn, and act normally,
his brain has to organize its senses, locate them, classify, regulate exceedingly
many sensory information bits that enter his brain at every moment from all
parts of the body. Well-organized or integrated form of senses development
gives our brain the opportunity to use them in a way to form perception,
behavior, and learning. Unorganized senses development results with a life
that seems like a ‘traffic rush hour’ as Ayres (2009, 16) scenically points out.
Our senses are ‘food to our brain,’ which reassures energy and knowledge
required to control our body and mind, and if our sensory process ritual is not
well organized, our senses are be able to feed our brain. Dr. Ayres (2009, 15)
continues to describe this in a simple way, explaining how a ‘sense tells the
brain what the body does’ and how the ‘brain tells the body what to do,’ in
the attempt to explain the way of mutual communication between the brain
cells. Our brain has the ability to integrate sensory impulses in meaningful
forms and relations, which grants us the possibility to perceive our own body,
other people, and things, and exact integration is what turns the senses into
perception (Bundy, Lane, and Murray 2002).
Primary features of the sensory integration process disorder are the pres-
ence of difficulties in detecting, coordinating, interpreting, and/or organizing
sensory stimulating impulse, which are so strong that they make someone’s
life routine harder. Slower learning and bad behavior are often the result for
unsuitable sensory integration in a child’s brain. Sensory integration prob-
lems are not that obvious but are still present with children all over the world.
They are the reason why many bright children have problems with learning
and they are the cause of bad behavior despite the involvement of caring
parents and beneficial social surroundings. Children have to effectively and
successfully act on their environment (Ahn et al. 2004; Ben-Sasson, Carter and
Briggs-Gowan 2009; Gouze et al. 2009).
Dr. Ayres (2009) explains the sensory integration term through neurobio-
logical process – she described it as the way our central nervous brain system
translates information into action. Her theory is based on the idea that our
behavior is connected with neurological process and that the level of brain
cells sensory treatment is enabling the development and improvement of
the higher neuron centers. She claims that a disorganized neuron process
leads to disorganized behavior.
She hypothesized that the assurance of rich sensory possibilities pro-
cessed on the brain cells level and the stimulation of the child’s motivation
through the limbic system with exactly defined sensory and motoric chal-
225
