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Early years: Proprioceptive Differences

  • Staff recognise the positive impact that recognising and planning for children’s sensory differences and needs have on children’s learning experience
  • Offer opportunities for the child to run, jump, join in weight bearing activities such as crawling, pushing and pulling games.
  • Recognise that children may seek further input via leaning.
  • Children may rock on their chair, or place the legs on their feet to seek “grounding”, what opportunities are on offer to support this. For example, children may benefit from move and sit cushions or wedges to give feedback to sit comfortably.
  • Use timers to support the start and finish of the activity
  • Provide sensory circuits to support children


Sensory Resource


A sensory checklist for the classroom and individuals can be found on the Autism and Social Communication Advisory Teams WIKI, under the resources for schools section (scroll along to sensory processing).


Sensory Circuits

More information regarding sensory circuits

Last updated 30 November 2020

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