Sensory processing of children in early childhood education in the educator's perspective

Authors

DOI:

https://doi.org/10.25757/invep.v14i3.346

Keywords:

Sensory processing, Occupational therapy, Early childhood education

Abstract

Background: Children with poor sensory processing have difficulty engaging in school participation. The study aimed to identify the sensory processing patterns of preschool children from the perspective of their educators. Methods: To this end, 5 educators evaluated 70 typically developing 3-year-old children using the Sensory Processing Measure PreSchool (SPM-P). Results: The results showed that in the categories of reactivity as well as planning and ideas, most of the children evaluated were within the typical performance pattern (73% and 63%, respectively), although mild and moderate dysfunction patterns were observed (23% and 21%) and definitive dysfunction (4% and 16%). However, in the social participation category, dysfunction patterns exceeded that of typical performance (48%), with 29% being mild or moderate and 23% definitive. Conclusion: Given that sensory processing has a strong influence on social participation, this study contributes to the knowledge base for better interventions with children with sensory processing dysfunction.

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Author Biographies

Vanessa de Melo Barros, Federal University of São Carlos

Master in Occupational Therapy from the Postgraduate Program in Occupational Therapy at the Federal University of São Carlos. International Certification in Sensory Integration by CLASI (Sensory Integration Certification #450). Postgraduate degree in neuropedagogy from Rhema College. Professional experience working in habilitation/rehabilitation centers, focusing on Child Development, Early Intervention, Sensory Integration, Neuropediatrics and Learning Disabilities. Academic experience in seminars in disciplines of the Occupational Therapy course, on various topics related to child development; supervision of Occupational Therapists in the area of Pediatrics. Co-owner of the Crescer - Espaço Sensorial clinic, with care focused on children with sensory integration dysfunctions, with clinical, school and home intervention.

Raquel Pinheiro, Federal University of São Carlos

Master in Occupational Therapy from the Postgraduate Program in Occupational Therapy at the Federal University of São Carlos (2012) and Specialist in Intervention in Neuropediatrics from the Federal University of São Carlos (2014). International Certification in Sensory Integration from the University of Southern California and Western Psychological Services (USC/WPS Sensory Integration Certification #4565 - 2015). Professional experience working in habilitation/rehabilitation centers and private clinics, focusing on Child Development, Early Intervention, Sensory Integration, Neuropediatrics and Learning Disabilities. Academic experience as a temporary professor in the Occupational Therapy department at UFSCar (2012-2014) with internship supervision in Child Physical and Sensory Dysfunction at the School Health Unit, Supervised Practice in Occupational Therapy in Child Physical Dysfunction for the 3rd year of undergraduate studies and Seminars in disciplines of the Occupational Therapy course, on various topics related to child development. Currently co-owner of the Crescer - Espaço Sensorial clinic, with services focused on children with sensory integration disorders, with clinical, school and home intervention.

Patricia C. S. Della Barba, Federal University of São Carlos

PhD in Special Education from the Federal University of São Carlos. Associate Professor in the Department of Occupational Therapy at the Federal University of São Carlos. Professor in the Postgraduate Program in Occupational Therapy (PPGTO-UFSCar). Post-doctorate in Child Studies and Early Intervention. Member of the Ibero-American Network for Early Care; member of the Latin American Academy for Child Development and Disability (Early Care working group); member of the Latin American Committee for the Implementation of Recommended Practices in Early Care. Coordinator of the specialization course at UFSCar: Early Intervention in Childhood: Practices centered on families and natural contexts.

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Published

2024-11-25

How to Cite

Barros, V. de M., Pinheiro, R., & Barba, P. C. S. D. (2024). Sensory processing of children in early childhood education in the educator’s perspective. Da Investigação às Práticas: Estudos De Natureza Educacional, 14(3), e346. https://doi.org/10.25757/invep.v14i3.346

Issue

Vol. 14 No. 3 (2024): Publicação Contínua

Section

Artigos

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Copyright (c) 2024 Vanessa de Melo Barros, Raquel Pinheiro, Patricia C. S. Della Barba

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