Page 235 - 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
measuring, 15 children did not achieve progress in the same exercise. Seven
out of 17 children accomplished the result in the experimental group in exer-
cise 6, while, in the first measuring, in the same exercise, none of the children
achieved a result. In the ninth activity walking and climbing on slopes and
substrates, in the second measuring of the experimental group, 17 children
participated, in exercise 4 (‘walking on the sensory tactile path with three
different substrates without holding onto something and picking items off
the floor’), 16 children in exercise 5 (‘climbing on a diagonal mat and jump-
ing’), 17 children in exercise 6. (‘climbing up and down the spongy stairs’) and
also 17 children in exercise7 (‘climbing onto the climbing rock by yourself’).
In the second measuring, in exercise 7, all of the 17 children made substan-
tial progress as opposed to the first measuring, where, in the same exercise,
the children achieved no results. In the activity lifting and carrying, in the
experimental group, in which 17 children participated, in exercise 2 (‘lifting
and carrying a therapy ball – prickly’), in the second measuring, 13 children
achieved results, while in the first measuring the same number of children
achieved no results. In the activity pushing, progress is evident in the sec-
ond measuring in the experimental group, in the exercise 2 (‘pushing a 5 kg
box with your feet’) in 15 children, while, in the first measuring, 11 children
achieved no results in the same exercise.
Control group. In the activity trampoline, in exercise 3 (‘a child is jumping
with the help of the educator’), 11 out of 13 children jumped by themselves
in the second measuring, while two of them couldn’t do it. In the first mea-
suring in the same exercise, 11 children out of 13 jumped with the help of the
educator. In the second measuring in this group, in exercise 5 (‘a child jumps
up to 10 times’), all 13 children jumped up to 10 times, while, in the first mea-
suring, only 8 of them could do it. In the activity therapy ball – small, in exer-
cise 3 (‘a child is moving on the ball back and forth while lying on the stom-
ach’) and 5 (‘a child gets off the therapy ball onto the floor with his hands’),
in the second measuring of the control group children, small progress was
noted although they were not using specified gadgetry same as of the ex-
perimental group of children. In the activity peanut-shaped therapy ball, in
the second measuring, in exercises 3 (‘a child is lying on his stomach on a
peanut-shaped therapy ball’) and 4 (‘a child is moving on the peanut-shaped
therapy ball back and forth while lying on the stomach’), small progress can
be noticed. None of the children from the control group achieved results in
exercises 7 (‘a child gets off the peanut-shaped therapy ball onto the floor and
makes 4 to 6 steps on his hands’) and 8 (‘a child comes off the peanut-shaped
therapy ball onto the floor and makes 6 to 8 steps on his hands’), unlike the
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measuring, 15 children did not achieve progress in the same exercise. Seven
out of 17 children accomplished the result in the experimental group in exer-
cise 6, while, in the first measuring, in the same exercise, none of the children
achieved a result. In the ninth activity walking and climbing on slopes and
substrates, in the second measuring of the experimental group, 17 children
participated, in exercise 4 (‘walking on the sensory tactile path with three
different substrates without holding onto something and picking items off
the floor’), 16 children in exercise 5 (‘climbing on a diagonal mat and jump-
ing’), 17 children in exercise 6. (‘climbing up and down the spongy stairs’) and
also 17 children in exercise7 (‘climbing onto the climbing rock by yourself’).
In the second measuring, in exercise 7, all of the 17 children made substan-
tial progress as opposed to the first measuring, where, in the same exercise,
the children achieved no results. In the activity lifting and carrying, in the
experimental group, in which 17 children participated, in exercise 2 (‘lifting
and carrying a therapy ball – prickly’), in the second measuring, 13 children
achieved results, while in the first measuring the same number of children
achieved no results. In the activity pushing, progress is evident in the sec-
ond measuring in the experimental group, in the exercise 2 (‘pushing a 5 kg
box with your feet’) in 15 children, while, in the first measuring, 11 children
achieved no results in the same exercise.
Control group. In the activity trampoline, in exercise 3 (‘a child is jumping
with the help of the educator’), 11 out of 13 children jumped by themselves
in the second measuring, while two of them couldn’t do it. In the first mea-
suring in the same exercise, 11 children out of 13 jumped with the help of the
educator. In the second measuring in this group, in exercise 5 (‘a child jumps
up to 10 times’), all 13 children jumped up to 10 times, while, in the first mea-
suring, only 8 of them could do it. In the activity therapy ball – small, in exer-
cise 3 (‘a child is moving on the ball back and forth while lying on the stom-
ach’) and 5 (‘a child gets off the therapy ball onto the floor with his hands’),
in the second measuring of the control group children, small progress was
noted although they were not using specified gadgetry same as of the ex-
perimental group of children. In the activity peanut-shaped therapy ball, in
the second measuring, in exercises 3 (‘a child is lying on his stomach on a
peanut-shaped therapy ball’) and 4 (‘a child is moving on the peanut-shaped
therapy ball back and forth while lying on the stomach’), small progress can
be noticed. None of the children from the control group achieved results in
exercises 7 (‘a child gets off the peanut-shaped therapy ball onto the floor and
makes 4 to 6 steps on his hands’) and 8 (‘a child comes off the peanut-shaped
therapy ball onto the floor and makes 6 to 8 steps on his hands’), unlike the
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