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Behaviour

It is almost inevitable that these children would exhibit behavioural problems. The lack of socio-emotional skills and also opportunities to acquire these skills, has already been mentioned. Children who are aggressive or on the other hand reluctant to participate in the normal exploration and discovery activities with their peers usually withdraw, doing the limited range of things that they do not find threatening. These children are normal in their desire to be part of a group and be accepted. They lack, however, the insight to know why they are rejected and feel isolated. Many of these children lack flexibility, find transitions from one activity to another in the daily programme difficult and have a low tolerance for frustration threshold. Some of these children can be so rigid in their behaviour and demands that families go to extremes for sake of peace. This makes it difficult for families to see the bigger long-term picture of the child’s future ability to be accepted in society.

Using the Preschool curriculum to help children with Sensory Integrative Dysfunction

Helping these children is a complex process. The most important step is to observe the child carefully over a period of time. Kranowitz (Martin, 1999) says that careful detailed notes must be kept. Look at the child’s reaction to sensory stimulus out of the perspective of what is reasonable. What are the frequency, intensity and duration of the reaction? Determine when the reaction occurred. Where? Who was involved and what was the child’s reaction? Kranowitz as well as Stephens feel strongly that should parents or the preschool suspect SI Dysfunction, help should be sought from professionals with knowledge and experience of Sensory Integration Dysfunction. More information of the Sensory Integration International Association, 1602 Cabrillo Ave, Torrance, CA USA 90501-2812 can be found on the following websites: www.comeunity.com or seeking on the keyword Sensory Integration.

Therapy and activities

We must realise that there is a difference between that which could be accomplished in the preschool programme and the therapy that would be the task of a professional physiotherapist or occupational therapist. However, having said that, we need to remember that the task of the preschool is to help the child acquire skills and mechanisms to become a functional member of society, whether that society is the preschool, the primary school or the church. The most important part in looking at these children is changing our perceptions that these children are wilfully naughty and disobedient because they are “spoiled”. It is important to remember that these children are in a constant state of feeling threatened and frightened. Their aggression should be seen as a cry for help. The second principle we need to understand is that these children (hopefully there will not be more than one or two per group) need to understand and accept the rules of the preschool and the playroom like everybody else. What we need to do is to work out a strategy with the parents and the therapist that will gradually allow the child to come to terms with the learning environment. Parents and staff in baby and toddler centres will have to learn to include preventative measures in the baby and toddler programme to minimise any potential problems by exposing the baby and toddler to as wide as possible a sensory programme. Things like massaging babies can play an important role in de-sensitising touch defensive children.

Including a variety of touching, smelling and tasting activities is important. Some examples are:

• Use a NUK oral massager or a small finger brush (to brush baby’s teeth) to massage the baby’s, toddler’s and older preschooler’s gums, inside of the mouth and tongue;


• Parents as well as preschools should remember that snacks in school should include a variety of textures (soft, crunchy, rough and smooth, etc). Provide jelly, crackers, pretzels, fresh carrots, mashed potatoes, chips, etc;


• Different sort of drinks, like tea, cold water, fizzy drinks, ice water, sucking ice, etc;


• Rub the child around his mouth with cloths of different textures;


• Smear jelly powder or peanut butter around his/her mouth so that they can use their tongues;


• Use reinforcements and incentives for eating different types of food. These incentives need to be part of the activity programme and promote the objectives of the programme;


• Expose the child to different smells. Go to a dairy farm and talk about the smells. Go to the greengrocer and smell all the different smells in the shop.

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