If you are a parent feeling worried about how your baby or toddler responds to the world around them, you are not alone. Many parents notice early on that their child reacts differently to sounds, lights, textures, movement, or touch. Understanding what this might mean can feel overwhelming, but gentle, supportive experiences can make a meaningful difference.
Understanding Sensory Processing
Sensory Processing, also known as Sensory Integration or Sensory Processing Disorder (SPD), refers to the way the brain receives, processes, coordinates, organises, and responds to information from the senses. These senses include touch, sight, hearing, smell, and taste, as well as movement, balance, coordination, and body awareness.
When parts of the brain struggle to receive or interpret sensory signals correctly, a baby or toddler may find it difficult to respond effectively to their environment. This can affect everyday experiences such as feeding, movement, balance, coordination, posture, and early speech and language development. Over time, these difficulties may make everyday tasks harder and can contribute to social isolation, poor academic achievement, and emotional and behavioural issues. Accurate assessment of a child’s difficulties is therefore vital in order to plan treatment effectively.
What Sensory Differences Can Look Like
Sensory processing differences can vary widely from child to child. Some babies or toddlers may be hypersensitive to certain types of sensory input, such as noise or sights, or to multiple sensory stimuli including light, sounds, smells, movement, touch and textures (and food).
For example, a baby or child who is sensitive to touch may become distressed when held, bathed or dressed, and may refuse to explore toys with the mouth or hands. On the other hand, some babies or children may show little reaction to sensory stimuli and may fail to notice changes in temperature or texture.
As many as 1 in 6 children appear to experience some form of sensory processing disorder. Even though their brains may be wired differently, most children with SPD have normal or above average intelligence.
How Baby Sensory™ and Toddler Sense™ Classes Can Help
Baby Sensory™ and Toddler Sense™ classes include multiple sensory activities that help the brain to organise and interpret sensory information. This can increase understanding of body awareness and the physical world.
Examples of activities and experiences in class may include:
- Soft moving lights, colourful objects, puppets, and books
- Textures such as feathers, chiffon scarves, fur fabric, and silk
- Tactile activities to stimulate the sense of touch
- Close physical contact
- Objects and equipment to explore or manipulate
- Different smells
- Face-to-face interactions
- Quality one-to-one interactions
- Verbal interactions such as talking, stories, rhymes, singing, and action songs
- Musical experiences including dance, patting and clapping games, and instruments
- Exercise and movement activities
- Slow movements or fast bouncing activities
- Fun activities that bring about achievement or success
- Praise and encouragement
- Self-directed play in the Exploratory or Adventure play area
- A regular routine
Adapting to Your Child’s Needs
Every child is unique, and classes can be adapted to support individual sensory needs. If a child is sensitive to loud music or bright lights, these can be turned down or switched off. If certain textures cause discomfort, soft organic fabrics to explore and handle can be offered.
For some children, a hug can be painful rather than comforting. Approaching the child from the front and letting them know what is about to happen can help manage anxiety. Adult support and time out in a calm, focused safe place can be helpful too.
If a baby or child is sensitive to large numbers of people, a parent may prefer to join a smaller class.
Planning for a Positive Class Experience
Parents are encouraged to discuss their baby or child’s needs before joining a Baby Sensory™ or Toddler Sense™ class. With a little planning, the baby or child should be able to participate fully in all class activities.
