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Managing Sensory Processing Disorders in an Early Childhood Classroom: Evidence-Based Strategies for Teachers.

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Title: Managing Sensory Processing Disorders in an Early Childhood Classroom: Evidence-Based Strategies for Teachers.
Authors: Raevsky, Marketa1 (AUTHOR) RAEVSKY@etsu.edu, Nabalta, Cassandra A.1 (AUTHOR), Atiles, Julia T.1 (AUTHOR)
Source: Early Childhood Education Journal. Dec2025, Vol. 53 Issue 8, p2885-2893. 9p.
Subject Terms: *Sensory disorders, *Early childhood education, *Child development, *Emotion regulation, *Teaching methods, *Teachers, Sensorimotor integration, Empirical research
Abstract: Sensory processing disorders are recognized as a condition where the brain's sensory systems struggle to integrate sensory information. An individual with sensory processing disorders exhibits atypical (exaggerated or muted) response to sensory stimuli such as loud noises, unfamiliar textures, or being touched. It is estimated that between 5-16% of children have sensory processing disorders. Therefore, many teachers interact daily with children who struggle to self-regulate due to their sensory processing difficulties. This article synthesizes the literature on symptomatology, prevalence, and prognosis of sensory processing disorders. Next, we highlight how these symptoms may manifest in the early childhood classroom and provide practical, evidence-based classroom strategies for educators to help children cope with sensory processing challenges. [ABSTRACT FROM AUTHOR]
Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Dec2025, Vol. 53 Issue 8, p2885-2893. 9p.
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  Data: Sensory processing disorders are recognized as a condition where the brain's sensory systems struggle to integrate sensory information. An individual with sensory processing disorders exhibits atypical (exaggerated or muted) response to sensory stimuli such as loud noises, unfamiliar textures, or being touched. It is estimated that between 5-16% of children have sensory processing disorders. Therefore, many teachers interact daily with children who struggle to self-regulate due to their sensory processing difficulties. This article synthesizes the literature on symptomatology, prevalence, and prognosis of sensory processing disorders. Next, we highlight how these symptoms may manifest in the early childhood classroom and provide practical, evidence-based classroom strategies for educators to help children cope with sensory processing challenges. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Dec2025
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