Page 229 - 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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Sensory Integration as the Path for Nurturing Toddlers’ Wellbeing
ferences within each group. Based on the theory and prior results in this area,
the next hypotheses could be articulated: (a) application of sensory activities
and incentives can influence the children’s sensory integration and behavior
so that they could cope better with everyday life tasks (there will be improve-
ment in psychophysical development in children’s early-age development)
and (b) there is a difference between the experimental and control group. In
the experimental group, a child’s progress will be increased because of ev-
eryday implementation of sensory activities and the use of sensory-motoric
incentives, while changes in children’s behavior are not expected in the con-
trol group.
Participants
Toddlers. The research involved the experimental (N = 17) and control (N =
13) group of children. Altogether, 30 children were involved in the research
(N = 30) within the age range between 2 and 4 years. Considering the gender
variable, in the experimental group, there were 9 boys and 8 girls, while in
the control group, there were 8 boys and 5 girls. In the experimental group,
the mean age was 37.06 months (SD = 4.72) and it was in the range between
27 and 45 months. In the control group the mean age was 35.23 months (SD
= 3.39), with the range between 29 and 40 months.
Early childhood educators. The research involved two preschool educa-
tors, both female, aged 33 and 47 years and the length of service of 10 and 22
years, respectively. They had about five years of experience of working with
sensory materials. The educators’ role was to design sensory materials, gad-
getry, device, incentives, and activities in cooperation with the parents and
the expert team in the preschool institution and to adjust the indoor space
to this material so that the children could use them every day with ease. In
the initial phase, one educator tested 30 children in all of the 11 elements and
after four months, in the final phase, she re-applied the same testing on the
same group.
Measure and Procedure
The scale used in this research was created for the purpose of the research.
It included 54 items with specified sensory-motoric activities that would
preferably be implemented in everyday early-age practice so that we could
stimulate the sensory integration development. The scale-creating criteria
were: (a) the use of those elements in everyday practice in organizations for
children with special needs, (b) experts’ and occupational therapists’ expe-
riences in sensory integration. Due to their own engagement in everyday
229
ferences within each group. Based on the theory and prior results in this area,
the next hypotheses could be articulated: (a) application of sensory activities
and incentives can influence the children’s sensory integration and behavior
so that they could cope better with everyday life tasks (there will be improve-
ment in psychophysical development in children’s early-age development)
and (b) there is a difference between the experimental and control group. In
the experimental group, a child’s progress will be increased because of ev-
eryday implementation of sensory activities and the use of sensory-motoric
incentives, while changes in children’s behavior are not expected in the con-
trol group.
Participants
Toddlers. The research involved the experimental (N = 17) and control (N =
13) group of children. Altogether, 30 children were involved in the research
(N = 30) within the age range between 2 and 4 years. Considering the gender
variable, in the experimental group, there were 9 boys and 8 girls, while in
the control group, there were 8 boys and 5 girls. In the experimental group,
the mean age was 37.06 months (SD = 4.72) and it was in the range between
27 and 45 months. In the control group the mean age was 35.23 months (SD
= 3.39), with the range between 29 and 40 months.
Early childhood educators. The research involved two preschool educa-
tors, both female, aged 33 and 47 years and the length of service of 10 and 22
years, respectively. They had about five years of experience of working with
sensory materials. The educators’ role was to design sensory materials, gad-
getry, device, incentives, and activities in cooperation with the parents and
the expert team in the preschool institution and to adjust the indoor space
to this material so that the children could use them every day with ease. In
the initial phase, one educator tested 30 children in all of the 11 elements and
after four months, in the final phase, she re-applied the same testing on the
same group.
Measure and Procedure
The scale used in this research was created for the purpose of the research.
It included 54 items with specified sensory-motoric activities that would
preferably be implemented in everyday early-age practice so that we could
stimulate the sensory integration development. The scale-creating criteria
were: (a) the use of those elements in everyday practice in organizations for
children with special needs, (b) experts’ and occupational therapists’ expe-
riences in sensory integration. Due to their own engagement in everyday
229
