A Sensory Case Study: Mary Jane Is A First-Year Preschool Te

A Sensory Case Study Mary Jane Is A First Year Pre School Teacher At Ce

A Sensory Case Study Mary Jane is a first-year pre-school teacher at Central Early Learning Center. Her Director is observing Mary for her annual evaluation. A concern the director has talked to Mary Jane about in the past is the fact that Mary Jane doesn’t like to incorporate “messy” sensory play as a regular activity. Mary Jane is really concerned about neatness and getting messy and always wears aprons when her class is participating in activities which she might get her clothes dirty. She doesn’t think children learn anything from this messy play.

The director wants to talk to her about ways she can get more involved in sensory play. What do you think? 1. What might be some possible causes for this teacher’s aversion to sensory activities? 2. What could you tell this teacher about why sensory play is so important? 3. What are some strategies Mary Jane can use to set up an environment to make clean-up easier while still allowing children to fully explore the sensory experience? Dear Preschool Teacher, I am so excited for my first day of preschool! I can’t wait to make friends, to play with toys, and learn new things – I feel like a big kid now.

But I’m also really scared. Because, well, I’m different. And I’m scared you won’t understand me. I have Sensory Processing Disorder. That’s a lot of fancy words to say that sometimes things are too much, and sometimes things are just not enough.

I’m like Goldilocks – it’s hard for me to find things “just right.” Mommy says you’re really good at helping kids. I don’t know though, did you ever have one like me? For me, sometimes things are just too much. Lights can be too bright. I really don’t like the buzzy sound some lights make too.

Colors too – I like calm colors and not too many of them at one time. I know lots of other kids like rainbow colored everything, but they make my eyes so tired and it’s hard to decide what is the most important thing to look at. Can you leave some space on the walls empty for my eyes to take a break sometimes? Noises of all kinds can really bother me. I know preschool is a noisy place and that’s just the way it is.

Mommy said I can wear my special headphones if it gets too loud. If you want me to pay attention to something, just touch my arm and look at my face to be sure I hear you. I don’t want you to think I’m ignoring you, I’m really not. When it’s noisy, or even sometimes when it’s quiet, I can’t tell what to listen to first and everything is the same volume. It’s like if you were in a room with a TV and a radio blasting while a party is happening and someone is trying to talk to you from across the room.

I’m a really picky eater, but I wish I wasn’t. I only like a few foods, because most of them bother me and make me feel like I’m going to be sick. Sometimes it’s the way the food tastes, but sometimes it’s how it feels in my mouth or how it smells. During cooking activities and taste tests, please don’t be mad when I won’t try the food. I don’t want to be sick in front of my friends.

Touching things can be hard for me too. Sometimes I want to run my fingers through things and make a big mess. I might get carried away and put the finger paints on my arms and face because it feels SO GOOD. It makes my skin stop crawling for a few minutes. But if you want me to touch that powdery cornstarch, I can’t do it.

It feels too awful on my hands. Can I please wear gloves to touch things I find icky, or maybe use a spoon? Clothes can be tough for me too. Mommy has a hard time finding me ones that don’t hurt my skin or itch. I might struggle to keep my shoes and socks on, or you might see me in the same shirt a lot.

I’m not as good at running and jumping as my friends. My therapist says it’s because I have problems keeping my balance. I fall a lot, but if you encourage me to keep trying, I will get stronger and my muscles will learn. My little muscles are tired all the time too. It is hard for me to color or write for a long time and my work might get messy.

Small holes on beads are super frustrating because my fingers don’t do what I tell them to. I know you have some ideas on how to help me with those, right? Teacher, I sometimes get overwhelmed when everything is going at once. I don’t mean to scream and shout and hit, but when I do, it’s because the world is super scary and loud all at one time. The fire truck you barely hear is super loud to me.

Same with that motorcycle in the parking lot. Sometimes I’ll need a space away from my friends so I can calm down. A big hug or soft blanket might help me – Mommy said she’ll let you know. And Teacher, know that I will love to learn things in your classroom, even if it doesn’t seem like I’m paying attention. I must move and wiggle when you are talking.

That’s because if I try to sit still, the only thing I can think of is “sit still and don’t move.” If you put me in the back of the group, I will try very hard not to distract my friends while my body wiggles and bounces and rocks. I know I’m not the easiest kid to have in your class. But I love learning and want to be with you. Thank you for helping me to learn the best ways I can. Love, Your Student with Sensory Processing Disorder

Paper For Above instruction

Sensory play is an essential component of early childhood development, promoting cognitive, social, emotional, and physical growth. However, some educators, like Mary Jane, exhibit reservations about integrating messy sensory activities into their curriculum. Understanding the causes of such hesitations, recognizing the importance of sensory play, and implementing practical strategies can foster a more inclusive and stimulating classroom environment for children with diverse sensory needs.

Possible Causes for Teacher’s Aversion to Sensory Activities

There are several plausible reasons why Mary Jane might be averse to sensory play. First, personal discomfort or negative past experiences with messiness can create an aversion. Teachers often value neatness and order, associating messiness with disorder, which can be perceived as disruptive or challenging to manage (Dunn, 2014). Second, concerns about classroom cleanliness and hygiene, especially in the context of health standards, may drive reluctance. The potential for mess to be difficult to clean up or to cause damage may heighten anxieties (Lynch & Cunnington, 2021). Third, a lack of confidence or training in facilitating sensory activities could also contribute; teachers unfamiliar with effective sensory strategies may feel apprehensive about implementing them properly (Jenkinson & Lloyd, 2018). Additionally, personal teaching philosophies emphasizing structure and neatness might lead to undervaluing the developmental benefits of messy play (Blair, 2019). Recognizing these underlying causes is essential to addressing teacher hesitations and promoting positive attitudes towards sensory activities.

The Importance of Sensory Play

Sensory play is critical for early childhood development as it supports multiple domains. It enhances neurodevelopment by stimulating neural pathways, fostering brain growth (Goncu, 2017). Sensory activities also aid in developing fine and gross motor skills, as children learn to grasp, explore textures, and coordinate movements (Piaget, 1952). Socially, sensory play encourages cooperation, sharing, and communication when children participate together (Lynch & Cunnington, 2021). Emotionally, it helps children regulate their feelings and reduces anxiety, especially for those with sensory processing challenges (Baranek et al., 2013). Moreover, sensory play promotes cognitive skills such as problem-solving, creativity, and understanding of the environment. For children with developmental differences, like those with sensory processing disorders (SPD), engaging in sensory activities is instrumental in coping with sensory overloads and enhancing sensory integration (Ayres, 1972). Therefore, integrating sensory play is fundamental to fostering holistic child development and inclusive education.

Strategies for Facilitating Sensory Play While Maintaining Cleanliness

To address concerns about messiness, teachers like Mary Jane can adopt strategies that balance exploration with cleanliness. First, using designated sensory bins filled with materials like rice, beans, or sand allows for contained exploration, making cleanup more manageable (Lynch & Cunnington, 2021). Second, incorporating disposable or easily washable tools such as spatulas, spoons, and gloves can reduce direct contact with messy materials and promote hygiene (Jenkinson & Lloyd, 2018). Third, setting up specific sensory areas away from where children’s main activities occur minimizes disruption and keeps mess confined. Transparent covers or mats can protect surfaces and facilitate quick cleanup, while washable aprons or smocks help children and teachers stay clean (Blair, 2019). Additionally, involving children in clean-up routines teaches responsibility and enhances fine motor skills, making the process more engaging (Goncu, 2017). The use of sensory trays with removable components and vacuum-formed mats can further contain messes efficiently. Training staff to develop a routine for quick and effective cleanup ensures that sensory activities become a seamless part of daily routines without compromising classroom hygiene and orderliness.

Conclusion

In conclusion, while some preschool educators may initially resist integrating messy sensory play due to personal discomfort, hygiene concerns, or lack of training, understanding its vital role in children’s development is crucial. Employing practical strategies such as controlled environments, using protective gear, and involving children in cleanup activities can make sensory play both accessible and manageable. Creating an inclusive classroom environment that accommodates children with sensory processing differences and fostering positive attitudes toward sensory experiences are essential steps toward holistic early childhood education. Embracing sensory play enhances developmental outcomes and enriches learning experiences for all children, including those with unique sensory needs.

References

• Ayres, A. J. (1972). Sensory Integration and Learning Disorders. Western Psychological Services.
• Blair, R. (2019). Promoting Sensory Play: Strategies for Early Childhood Educators. Journal of Early Childhood Education, 47(2), 165-177.
• Dunn, L. M. (2014). The Importance of Sensory Play in Development. Early Childhood Research Quarterly, 29(1), 3-14.
• Goncu, A. (2017). Brain Development and Sensory Integration. Developmental Neuropsychology, 42(3), 188-200.
• Jenkinson, C., & Lloyd, M. (2018). Enhancing Sensory Play in Early Childhood Settings. International Journal of Early Years Education, 26(2), 134-148.
• Lynch, S., & Cunnington, C. (2021). Managing Mess and Promoting Sensory Play. Early Childhood Education Journal, 49, 273-285.
• Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.