137 Session 8
Papers Topic - Sensory Processing and Motor Interventions Advancing Comprehensive Early Childhood Intervention
P8.11 Harnessing Motor Play to Support School Readiness Skills
Presenting Author: Paddy Cronin Favazza (USA) Affiliation: Saint Anselm College, New Hampshire Co-Authors: Michaelene M Ostrosky
P8.13 Sensory Processing and Occupational Participation of Children Aged between 6 and 7 Years and 11 Months Presenting Author: Carla Rebelo (Portugal) Affiliation: Escola Superior de Saúde de Alcoitão, Portugal Co-Authors: Isabel Ferreira, Marta Figueiredo Studies indicate that participation/engagement difficulties among neurotypical children represent a significant universe. From an occupational therapy perspective, understanding the relationship between participation/engagement and sensory processing is crucial. A quantitative, cross-sectional, observational, descriptive, correlational study was completed, focusing on children between 6Y and 7Y, 11m, using the Screening Assessment of Sensory Integration Research Ed.v.2.2 (SASI), and the Participation in Childhood Occupation Questionnaire (PICO-Q). Findings revealed that: 1) the higher the scores in visuomotor/visuopraxis processing, bilateral organization and auditory/tactile systems modulation, the lower the performance difficulties in Activities of Daily Living (ADL), Academic Activities (AAc), and Social Skills (SS); 2) higher performance frequency in ADL, AAc, in Play and Leisure Activities (LAc), and in Habits and Routines (HR) were related with better results in vestibulo-proprioceptive processing, auditory discrimination and tactile/visual system modulation. Overall, findings confirm moderate positive correlation between: visuomotor/visuopraxis processing, satisfaction with ADL, visual system modulation, and LAc satisfaction. Motor play and physical activities serve as building blocks for many school readiness skills. While preschool teachers are knowledgeable about the need to support school readiness skills (motor, social, language, pre-academics) and the need to increase the physical activity level of their students, they may not know how to increase active motor play within a busy preschool day. Often preschoolers’ only motor time includes unstructured free play or a brief music movement, with limited or no structured motor curriculum. In this paper, the presentation will focus on the importance of active motor play and use CHAMPPS, preschool motor program, to illustrate ways to harness the linkage between intentional motor activities to support school readiness skills during active motor play. The presentation provides suggestions for addressing individual learning needs during motor play, ways to integrate motor play during preschool, and linking motor play to early literacy, cognitive, and social development. Participants will gain understanding about: (1) the importance of motor skill development and physical activity for all preschoolers; (2) a new motor program designed to support school readiness while elevating physical activity levels in children; (3) ways to integrate active motor play across the preschool day while supporting school readiness skills; (4) strategies for individualizing motor play for all children, using universal design for learning. P8.12 Sensory Processing and Family Routines of Preschool Children With and Without Sensory Integration Dysfunction Sensory processing contributes to the performance of daily routines, including play, school-related activities, social participation, performing activities of daily living, and regulating behavior. Children with sensory processing difficulties have difficulties in their daily routines, such as self-care and leisure, as well as difficulties in role-playing and exploring interests. This study aims to understand the influence of sensory integration dysfunctions on family routines. The sample consisted of 64 pre-school children, divided into two groups: 43 children with neurotypical development and 21 children with sensory integration dysfunction. A sociodemographic questionnaire, the Sensory Processing Measure - Preschool and the Routine- Based Interview, were applied, and these last two assessment tools were correlated. Presenting Author: Helena Reis (Portugal) Affiliation: Polytechnic of Leiria, Portugal Co-Author: Anabela Silva
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