Let’s start with the name. “Sensory Path” provides some clues as to why occupational therapists and teachers love this idea so much. To be truly precise, the trajectories created were “sensory motor trajectories”.
The occupational therapists are excited to see the students move. The possibilities of proprioceptive and vestibular entry for children have decreased with the reduction of school breaks and lunch breaks. With more accessible technology (at school and at home) and reduced “play time”, children do not benefit from the natural movement possibilities they would have experienced while playing. Children are expected to stay in their classrooms longer at their desks (yes, this is a generalization) so that teachers can approach the program.
Some teachers are great for incorporating movement and brain breaks into the classroom to help students focus and concentrate. Teachers know that students need opportunities to release energy and move. This is especially true for sensory research children who may get restless in class, get up at inappropriate times, have trouble sitting on the floor or be generally disruptive. Learn more about how brain ruptures can help focus HERE.
The “sensory paths” encourage students to jump, turn, jump, balance, jump with the frog, jump, crawl, push up, walk with the bear and perform other important body movements. These movements offer a proprioceptive (feedback to the skin, muscles and joints thanks to loading and pressure) and vestibular (forward / backward / around movement) sensory opportunity. These activities can have a calming effect for some children and can also help some children be more alert.
These paths are a series of lines or images that children can travel. Children can walk feet to feet along a zigzag line. They can jump from one place to another. They can follow the curved path or place their hands on handprints. They can walk sideways. All these elements encourage visual coordination with the parts of the body (eye / hand or eye / foot). It encourages spatial and bodily awareness as they navigate through the different aspects of the path.
Many of these paths incorporate the alphabet or numbers to encourage identification, order and learning. Counting and simple math have also been incorporated into many paths.
The concept of “corridor” uses potentially unused spaces in schools. There are no restrictions over time and can easily move can easily be incorporated into transitions between rooms (eg. Moving between the classroom and the library). The