"THINK OF SENSORY ENVIRONMENT AS a FOOD FOR THE BRAIN."

The problem that is secondary or invisible in childhood can represent a growing problem in child's further development, since the fine motor and mental processes can be developed based on good sensory processing only. Children with different difficulties usually manifest them in relation with their environment. For children with disabilities or those with sensory integration dysfunction, it is very important their daily surroundings meet their sensory needs. This includes the possibility of different stimulation or isolation from the stimuli within the space. "Sensorimotor stimulating environment is, however, encouraging to all, regardless of any difficulties." (Suzanne Gainsley, HighScope Early Childhood Specialist)

"Real learning is not only mental, because it represents more than just storing the data. Because the brain is informed by movement and sensory information, real learning results in highly charged sensory events. These are the moments of neural reorganization in which a person is free and ready to think in new ways. From the simple act of organizing muscles for sitting or walking, up to the more complex tasks of eyes & ears organization to hand writing — learning always involves patterns of physical activity." (Denisson, Paul E., Denisson Gail E., Brain Gym)

Sensory integration is a natural process. Sensory intelligent child intuitively meets his sensory needs through play and self-initiated, active interaction with space and objects surrounding him. A child who has difficulties only needs a subtle guidance from the adult. That is the only difference in using our sensory furniture.

 
 
 

                        Model of Sensory Processing (adapted from Winnie Dunn)