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 |
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| Language: | English |
| Authors: | Marketa Raevsky (ORCID |
| Source: | Early Childhood Education Journal. 2025 53(8):2885-2893. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Early Childhood Education |
| Descriptors: | Sensory Experience, Perceptual Impairments, Early Childhood Education, Evidence Based Practice, Sensory Integration, Symptoms (Individual Disorders), Coping, Classroom Techniques |
| DOI: | 10.1007/s10643-025-01904-z |
| ISSN: | 1082-3301 1573-1707 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496690 |
| Database: | ERIC |
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| 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. |
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| ISSN: | 1082-3301 1573-1707 |
| DOI: | 10.1007/s10643-025-01904-z |
