Incorporating Sensory into the Preschool Classroom . . . Sensory Tables & Bins of all Sizes

The Sensory System

Sensory-integrative techniques take into account all of a child's senses, with techniques aimed at optimizing a child’s ability to make use of the sensory information.  Most kids are active and will need gross motor activities incorporated into the daily routine.  Some children need a variety of sensory strategies incorporated into the daily routine to stay regulated and calm during a structured class day.  These next few posts will highlight common strategies used in the classroom and how you might use them.

• Visual System- Sight
• Vestibular System- The vestibular system registers the position of one’s body in relation to gravity and lets you know if it’s moving or still, or speeding up or slowing down.
• Auditory System- Sounds
• Proprioceptive System-
  This is another “hidden sense” that takes in information from the environment and sends it to the brain. It is registered by receptors located in muscles, tendons, ligaments and surrounding joints.(Think deep pressure, crash pads, etc)
• Tactile System- Touch (eg: Sensory bins)
• Oral System- This system pertains to textures, tastes and temperatures that enter the mouth.
• Olfactory System- Smells . . .

An outdoor sensory table with bubbles and hula hoops

     For this post, I will start with the most common tactile and the one sensory tool that most classrooms naturally include is a sensory table.  I commonly see rice, sand, and water in these tables.  Today I am going to broaden your horizons and provide you with some tips to get all of your kiddos engaged in sensory table fun.

    Most teacher's have heard of the common items for sensory table: rice, sand, water.  Let's start with a list of items you can put in the sensory table; this is the question I get most frequently.

 ** For older children who do not mouth objects

• Colored water - using liquid watercolor to change the color of the water is best
• Water with liquid soap or bars of soap
• Clean mud (mix 1 roll white toilet paper (shredded), 1 bar grated Dove soap (use a cheese grater), and warm water (make the water warm enough to melt the soap), only mix enough water to make it the consistency of thick cool whip. This can be saved in airtight containers for later use
• Snow
• Instasnow- can be purchased on Amazon, Discount School Supply, etc
• Hay
• Soil 
• Homemade silly putty (For a more child safe version, Discount School Supply has a bio putty you can make)  ***
• Acorns***
• Sponges (natural and man made)
• Shells of various sizes
• Leaves, twigs, pine cones
• Easter grass
• Shaving cream - can be colored with liquid watercolor
• Ice cubes or crushed ice, or a large block of ice
• Shredded documents - from a regular or cross-cut shredder
• Birdseed **
• Grain - or pellets used for animal feed
• Fabric samples with varying textures
• Fish tank gravel **
• Make your own moon sand: 4 cups sand + 2 cups cornflour + 1 cup of water
• Packing peanuts
• Cedar chips - check your local pet store (Be mindful of allergies)
• Marbles and cardboard tubes (Not for under three) **
•  Feathers 
• Colored craft pom poms
• Cotton balls
• Strips of bubble wrap - you can buy it, save it from packages, ask parents to save it
• Plastic "jewels"
• Beads and string or Mardi Gras beads **
• Bubble solution (you can make your own) and bubble wands
• Curling ribbon
• Homemade play dough
• Yarn and string
• Confetti
• Hair gel, liquid soap, etc. - Be mindful of allergies - This would be more of a sensory tray activity than a table activity.
• "Oobleck" - equal parts cornstarch and water.  For extra fun, color it brown or gray and add dinosaurs.
• Finger paint
• Homemade slime (For slime recipes, check this out: http://chemistry.about.com/od/letsmakeslime/tp/slimerecipes.htm)
• Magnets and small metal objects, like paper clips**
• Sponges and soapy water
• Stretchy/squishy toy worms/insects
• Poker chips
• Tinsel
• Smell bottles- Tray activity
• Natural clay
• Real or fake flowers
• Crepe paper streamers
• Polymer crystals - they are used to provide water to plants; they absorb it and turn into a gel.  You can purchase them from most craft stores.
• Jingle bells
• Wood scraps and sandpaper
• Papier mache - soak strips of newspaper and put in blender with flour and water
• Doll or pillow stuffing
• Buttons**
• Insides of a cleaned-out pumpkin - or whole gourds/mini pumpkins/decorative corn 

     In addition to the items listed above, Lakeshore Learning and Discount School Supply have also developed some items for the sensory table.  Lakeshore Learnings series of items is pricey, but they say it is washable.  You can find them here:  http://www.lakeshorelearning.com/product/productDet.jsp?productItemID=1%2C689%2C949%2C371%2C927%2C759&ASSORTMENT%3C%3East_id=1408474395181113&bmUID=1390367360078

    With the exception of the pumpkin, I don't include food items, although you can.   Many preschools have eliminated food in the sensory table.  (Children's allergies are frequently a consideration)  If you have any questions about food items in the sensory table, please feel free to post a comment.

  Now how do I get all the kids in the sensory table?  Some kids are aversive to textures that we put in the sensory table.  To put it simply, to touch the items makes them very uncomfortable.  There are two strategies that you can use to encourage sensory play.  The first is incorporating toys that you know they like.

     This little one really liked cars and bugs, so I included them in my bin.  The second strategy is the use of tools.  In the bin above, I have included a cup.  In this way, the child can scoop and pour with minimal touching.  Over time, with repeated exposure to the material, the little one can become comfortable enough to play with the materials.  Below is a list of tools you can use with sensory materials.

Tools and Accessories

• Measuring cups and spoons
• Cooking and serving utensils: Spoons, tongs, mashers, whisks, etc.
• Eye droppers or pipettes
• Turkey basters
• Small lidded containers 
• Nesting cups
• Bowls
• Scoops
• Child sized cups
• Strainers/colanders
• Safety scissors
• Popsicle sticks
• Clothespins
• Dowels
• Cookie cutters
• Small buckets and shovels
• Bubble wands (Or hula hoops if you have a big enough table)
• Funnels
• Waterwheels
• Lengths of plastic pipes and flexible tubing (hardware stores carry different diameters)
• Magnet wands
• Toothbrushes
• Plastic fruits and vegetables  (Use with play doh, putty, etc)
• Toy people, boats and vehicles
• Plastic animals and insects
• Magnifying glasses

    What if you don't have room for a sensory table?  Discount School Supply makes small table sized bins that are pretty easy to store.  You can find them here:  http://www.discountschoolsupply.com/Product/ProductDetail.aspx?product=3487&keyword=bins&scategoryid=0&CategorySearch=&Brand=&Price=

     This is one of the bins in action.  I have used it indoors and outdoors.  2-3 kids can use it pretty comfortably.  The bins stack inside of each other when you aren't using them.  But, if you have a small classroom or home daycare, the individual bins (See bean and noodle bin) or tray activities may be the ideal fit for your space.  No matter what size your classroom is, there is a sensory bin to fit your needs.

Next post:  More sensory strategies . . . Tactiles, (continued) proprioceptive, and vestibular

  Disclaimer:  I am not an Occupational Therapist.  I have worked with OT's for 5 years, attended many trainings, and learned many helpful sensory strategies for the classroom.  The strategies I have and will share here are the ones I have used most commonly.

Project theme: Bridges

  

     It all started with these structures.  I had a group of four students who spent every day in the block area.  They built some amazing structures, but I could not entice them to explore other areas of the classroom.

     My co-teacher and I started by enhancing the block area with books, patterns on the floor, and some larger ramps that a parent made for us.  (Ramp project from http://www.naeyc.org/files/naeyc/Ramps_Pathways.pdf)   This enhanced building area inspired the children to want to learn more about building.  I noticed them taking out the books and attempting to build some of the bridges in the books.

     After a few days, one of the children came to me and told me about a bridge near his house.  He asked if we could take the whole class to see a bridge.  We decided to bring it up during our morning circle.  This little guy, who typically had a difficult time participating during circle, shared his idea for a field trip during the morning circle and it was met with great enthusiasm.

     Over the new few days, we planned our trip and the kids decided that we would need a camera to document the experience.  This turned out to be a great idea.  The kids took some wonderful pictures.

    We took these pictures and posted them in the building areas and art areas for inspiration.  As a class, we then determined what materials we needed to add to our interest centers to explore the topic further.  I did supply some of the material ideas, but the children developed a pretty comprehensive list before I added to it.

Interest Center Materials

Blocks

Add flat plank material, vary length and width

Add string, bendable wire and tape (this could possible spark ideas suspension and/or draw bridges, as well as how to keep the bridge together)

Print some pictures of interesting bridges made of different material, also more technical engineer pictures that show the details of the bridges components

Trucks and cars

Plastic or wooden people

Train set

Literacy Center

Add print material about bridges:

Pictures
Drawings
Fictional books
Non-fictional books
Science and technical diagrams of bridges

Book examples:

The Bridge Book
By Carter, Polly

Bridges
By Richardson, Joy

Bridges
By Orlade, Chris

Bridges: Amazing Structures to Design Build andTeach
By Johnman, Carol A.

Bridges are to Cross
By Sturges, Philemon

Famous Bridges: Measuring Heights, Weights, and Volume
By Maxwell, Yolanda

Art Center

Pictures of different bridges built by your students and pictures of real bridges.  This is where starting with a field trip can be helpful.  Children develop questions and learn the answers through hands on projects and research.

Print material or books similar to what was placed in the block center or literacy center

Opportunities to draw models of bridges:

Graph paper
Charcoal pencils
Erasers
T-rulers
Compass

Opportunities to build bridges from various materials in the art area

Clay
Wood
Paper
Toothpicks
Popsicle sticks
Tape
Cardboard
Wire (Supervised)
String
Glue

Outside

Larger planks and pieces of wood 

Hardhats

   
   If the project is led by the children, how do we know when a project is done?  You will know a project is complete when the children are no longer excited and/or asking more questions about a topic.  (Or they are demonstrating interest in a new topic)

Next post . . .  Post 1 of Sensory Strategies for the Classroom

Classroom layouts . . . and behavior

- Post 3 of 3 on preschool classroom management strategies

 

     In order to discuss the differences in classroom layouts, it is helpful to see some examples of a classroom layouts.  In setting up or modifying your classroom environment, it is important to consider the children in your classroom.   That said, let's talk about some of benefits and drawbacks of these two layouts.

Areas for Improvement

•    In the top photo you see a very open classroom layout.  In preschool classrooms, wide open spaces mean room to run.  If you are using the phrase "walking feet" a lot during the day, it is a good idea to evaluate the layout of your classroom As a rule, it is good to have uncluttered walking paths, and well defined interest centers
•  In the top photo, the displays are very high and placed above the block shelf.  There would be no opportunity for the children to participate in calendar.  Preschool children have a limited attention span so it is important to incorporate as many opportunities for participation as possible.  Here is a good example of an eye level display that children helped to make.

• In the bottom photo, the quiet space and noisy spaces are next to each other.  Generally, when children go to a quiet space to take a break.  If a child is trying to enjoy a book quietly, or just calm down, you don't want to have them right next to a noisy group of block builders. (For children with sensory needs, this can cause behaviors) It's best practice to put the library space and quiet spaces together.

• In the bottom photo, their are standard house items in the dramatic play area.  To keep this area interesting for all children, it is important to incorporate a variety or themes.  (For some great dramatic play idea, see Pinterest) 

• Note:  The standard house theme is enjoyable for all kids.  (My boys loved playing house when they were little)  This suggestion was just for the rotation of themes.  This helps to keep the area fresh and interesting as well as supports literacy development. 

 This theme is one of my favorites

Benefits to the layouts

• In the top photo, there is a commercial circle time rug that will allow you to separate the children onto spots.  These commercial rugs can get very expensive so some inexpensive alternatives that teachers use are poly spots (Available from Discount School Supply or Amazon) and carpet squares.  (You can pick up from School Supply stores or flooring stores)
• In the top photo, the commercial circle rug allows a lot of space for gross motor movement during circle time.  A space to incorporate some music & movement during circle time is great for getting the wiggles out, especially on rainy days.  When open space limited to your circle time time area, it can serve as a solution to a problem
• The bottom photo has more defined interest areas and no wide open "running spaces."  This space has a few awkward areas, (like the blocks up against the dramatic play area) but it has nice walking path layout.

     In any classroom layout that you design, there are going to be benefits and drawbacks.  Ultimately, as a teacher, you will change and add things until you get it right for the the group of children you are teaching. 

    

Next post . . . an example of a project theme I have use with ideas for each interest center
To be followed by . . .  a series on sensory strategies for each area of the classroom

More about visuals and behavior

    - Post 2 of 3 on preschool classroom management strategies

      In this post, I will touch on a few more useful visuals that are helpful in a preschool classroom.  Today's visuals will focus on interest area crowd control.

      As early childhood educators, we know how many preschool children will reasonably fit in the dramatic play area.  Children don't consider space requirements when they see an area that looks like fun, and if the kids are getting along, you may choose not to say anything until there is a problem.

     In creating preschool environments, a big part of behavior management is behavior prevention.  When you set up your classroom, it is helpful to look at each interest area and determine how many children each center can reasonably accommodate.  From there, you can start creating a system.

     I have seen a lot of systems over the years, and they have ranged from really simple to complex.  What will make the most sense for your classroom is something that you can implement on a daily basis.  (Consistency is the key to a system that works)  I will start with simple systems and then give a more complex example.

Environmental Arrangment

      Environmental arrangement is the simplest way to limit the number of children in an area.  There are two trays at this table.  This means, only two children can use the play doh.  You can set out two aprons at the paint station, two scoops in the sensory table, etc.  This system has to be explained to the children, and reinforced throughout the day. (For example: "Looks like there is only two spaces.  You will have to wait your turn.")

Symbols

     Symbols are a typically a tool for older preschoolers, (4-5) and they are often labeled with numbers to let the children know how many children can be in an area.  For example, if four children can be at the sensory table, you would put one cut out on each spot.  You would cut out the shapes and post them in each area.  And, as always, you would introduce your system and expect to provide lots of reminders in the first few weeks.

Attendance Systems

     This system takes the most time to set up, but I have had a lot of success with this system.  This teacher was very motivated and took pictures of each interest center and posted it in a central location.  As the children move from one center to another, they would move their photo.  From personal experience, I have found that it works better if the board is posted at the interest center and the child takes their picture with them.

     The simplest way to set this up is with a laminated piece of construction paper that has the designated number of spots.  Four spots = 4 pieces of velcro.

    This covers the systems of limiting interest centers from simple to complex.  You can combine the first two systems pretty effectively, but it can be challenging to use the last system in combination with the two.  Kids will often leave their pictures when they go to an environmental arrangement area.

Managing Popular Areas

     Inevitably, there are going to be popular interest areas in your classroom.  Planning for a consistent and fair way to give everyone a turn can prevent many behaviors in the classroom.  Their are two strategies I have used with great success in the classroom.  The first is the waiting list . . .

 

     The waiting list does a few important things.  The first and most important thing that it does is let the child know that they will get a turn.  The second thing it does is give them a time frame.  Each name that gets crossed off the list brings them closer to their turn.  You can reference the list when your talk about when their turn is.  For example, "Look, you are after Sarah and Mikayla."  As an added bonus, it gives them an opportunity to practice writing.

Timers

   Water bottle timer idea from: http://mycrazyblessedlife.com/2011/10/03/relax-bottletime-out-timer/

*Takes about 5 minutes to settle to the bottom

     For everyone to have a turn, it is important for turns to be equal.  When a child is waiting for their turn, visual timers can occasionally be helpful. There are a variety of visual timers commercially available, but I found this low tech one has worked pretty well.  For a more comprehensive list of timers, check out this blog:  http://www.friendshipcircle.org/blog/2012/11/06/20-visual-timers-for-children-with-special-needs/

Next post . . . the classroom layout

 In the meantime . . .

Helpful resources for preschool teachers:

CSEFEL:  The Center on the Social and Emotional Foundations for Early Learning
http://csefel.vanderbilt.edu/

Positive Behavior Intervention & Supports
http://www.pbis.org/

My "go to" behavior book list

Challenging Behavior in Young Children: Understanding, Preventing and Responding Effectively (3rd Edition) - Barbara Kaiser

Beyond Behavior Management: The Six Life Skills Children Need - Jenna Bilmes

 

 

Visuals and behavior

- Post 1 of 3 on preschool classroom management strategies

     I ran across this ecard as I was browsing Pinterest.  It seemed fitting since I will be talking about behavior over the next few posts.  Some days feel a little like a battle of the wills with preschoolers.  Young children are still learning the rules, at home and at school. (and sometimes a sitter and grandparents too)  As such, kids end up having a variety of expectations to remember.  In the classroom, visuals can be really helpful in reminding children of the classroom expectations.  Rather than discuss the visuals in depth, I will provide some examples and non examples of helpful visuals.

Let's get started . . .

     In almost every preschool and toddler classroom I visit, I see the rules posted.  This is wonderful and it is something I recommend every teacher do.  However, what I frequently see is this . . .

For the most part, this is only in writing.  There are a few pictures around the outside that loosely relate to the rules, but may not be clear to preschool aged children.

When you make a chart of rules for a preschool aged children, it is best if the words are clearly connected to the pictures.  You will also want the picture of the rule to be obvious.  For example, if the rule is walk in the the classroom, you would want a photo of the children in your classroom walking.   Here is a good example.

     For young children I like to use real photographs; however, you can also you cartoon pictures if the picture demonstrates the rule in action.  Here is another example that is specific to the playground.

     This is a nice example of using area specific rules.  I might have chosen different pictures for a few of the rules, but it shows you how you can consider what your expectations are in specific learning areas are and create visuals.  It is not necessary to create a set of expectations for each area.  Generally, it's best to create a set of classroom expectations and, if you have a specific problem area(s), create more visuals as needed.

Creating the rules . . .

    Photo from: http://www2.teachingstrategies.com/blog/  (You can find more great information about this topic and other early childhood education topics on their blog)

      Children typically have good ideas about what the rules should be in the classroom.  A circle time discussion can be the perfect time to lead the children in a discussion about classroom rules.  You can talk about what the rules should be, vote on them as a class, take pictures of the kids following the rules, and then have the kids help you post the rules where everyone can see them.  Kids are far more likely to follow rules that they helped create and are vested in.  When you have spent that much time creating and posting the rules as a community,  the kids also tend to start reminding each other.



Next post . . . more about visuals, the environment, and behavior

 

Preschool schedules

       When I started working in early childhood classrooms more than 10 years ago, schedules were fairly uncommon.  Over the past few years, the use of visual schedules has become more common place.  Schedules can be really detailed (see top photo) or simple.  A good rule of thumb is to consider the needs of your preschool classroom and keep the schedule as simple as possible.

Some things to consider when designing a schedule:

1.)  When making a schedule for a younger group of children, (2-3) real photos are better than cartoon drawings
2.) A simple predictable schedule is ideal
3.)  Only include your activities; things like hand washing wouldn't necessarily need to be on the schedule unless they were difficult for some of your kids

How can a schedule help children?

1.)  Many children who start preschool are coming to school for the first time.  A visual schedule can be a great way for you to show them their day will be full of fun activities.  It will also let them know how many activities there are before their mom or dad come.

2.)  They are great transition helpers.  Some kids have difficulty transitioning from one activity to another because they don't know if the next activity will be fun for them.  The schedule can be a great reference for you to show them that the next activity is fun too.

For more information . . .

The National Association for the Education of Young Children published a great article on visuals and schedules in the preschool classroom.   You can read it here: http://www.naeyc.org/tyc/files/tyc/file/V4N5/Take_a_look_visual_supports_for_learning.pdf


Next post:  Other visual supports for behavior

Other helpful visuals in preschool classrooms

     The types of visuals that would be helpful for a preschool classroom will vary depending on the class.  There are a few that I tend to use with every class, and those are the ones I will talk about in this post. 

    We will start with one of my favorites . . . Line helpers

   This is just one example.  I have seen teachers get very creative with line helpers and change them with the monthly theme and there are only a few things to remember when creating them.

1.)  They should be evenly spaced (So that the children won't touch)
2.)  There should be enough "feet" for each child
3.)  The rules about where to stand are explained to the children before you begin using them

   Preschool aged children are still learning to stand in line.  Line helpers give children a visual for where to stand, and if you space them far enough apart, you don't have to worry about the inevitable "so and so touched me!"  As a bonus, these line helpers can also serve as a way to practice colors.

Closing Learning Centers/Areas

    As a rule, you will want your classroom to have very few off limits areas.  If your classroom is open and accessible to the children, you will find that you significantly reduce the amount of "no's" you use.  That said, I have worked in classrooms where the block area doubles as the circle time area.  Some of the kids we work with are more easily distracted than others so covering up the area is a gentle reminder that it is off limits.  

  

     In the picture about, this teacher has closed off a large area of the classroom with a shower curtain and placed a stop sign as an extra reminder.  Generally, you will just want to explain the purpose of the covers using kids friendly language and consistently enforce the rules.  (eg: The curtain means no block play during circle.  If anyone goes under the curtain, move the child away from the blocks)

     Variations:  In the example above shower curtains and command hooks were used to block off a large area.  For small areas, I have found cutting out fabric to size and attaching it with double sided velcro (the kind with a sticky back) is more practical.

Mealtime

 

     I have found place mats at meal times can serve two practical purposes.

1)  Spill prevention (well, more like reduction)

2)  Ideal seating arrangement

    Maybe it is just me, but it seems like I always have a little one who likes to live on the edge . . .with their cup of milk :-)  These handy place mats remind little ones to put those milk and juice cups up at the top of the plate.  

     The place mats can also be labeled and you can separate kids who aren't the best meal time companions.  Partner kids who have great self help skills at meal time with kids who are still developing those skills.

     Bonuses: When these mats are laminated they can be sprayed with sanitizer and reused.  And when they are labeled, you can used them to work on name recognition. 

Next:  Schedules in the preschool classroom

Have a question about a visual for preschool classrooms or a topic you would like to know more about?  Post a comment and I will respond here

Labels in the preschool environment

     As I discussed in my previous entry, signs tell us a lot. In a classroom, visual labels tell the children where to put the toys at clean up time.  The example pictured is actually a kids's room and, as you can see, I started labeling and didn't finish.  The marble madness always ends up in the bin with the marbles and the miscellaneous toys get tossed in a bin at the bottom.  (We call this bin the abyss)  

     In the classroom, visual labels are a cue for the children.  In preschools, most teachers are supervising between 8 and 12 children so labels and signs that organize the classroom and provide visual rule reminders can be real time savers.  (The labels are providing the reminders instead of you)

     In a classroom, you can label as much or a little as you want.  However, in practice, what I have found makes that most sense is observing your classroom for a few weeks and take note of what your problem areas are.  Notice where you are providing the most assistance in putting things away.  Then label accordingly.  Labeling colored storage bins and your problem areas typically makes the most sense for preschool classrooms.
   
     Important note:  After labeling you will need to spend a few weeks cleaning up with the children, pointing out the labels, and identifying their meaning.  For example, "Let's look for the picture.  It is right there.  The puzzles go here." 

Some examples of classroom label organization

Bins

 Wood Blocks

 

Next blog:  Other helpful labels and signs

Creating environments for preschoolers

     Imagine that you find yourself here in this picturesque place, out in the middle of nowhere.  It is a beautiful place and the weather is amazing.  Nothing could ruin this perfect day, right?  You drive along for awhile and suddenly you realize your GPS has lost signal. You start looking around and notice that there are no signs to let you know what the speed limit is, where the nearest gas station is, or how many miles until the next town.  The peaceful drive would be a lot more stressful until you were able to find a sign or your GPS signal returned.

     Even as adults, our environment cues us in on what we can and cannot do.  The lines on the road tell us where to drive, the signs tell us what direction and speed to drive, and posted rules tell us what areas are off limits. Our environments impact our behavior.  When we look at preschools, environments are important.  The layout of the classroom, the organization of the toys, and the way rules are presented all have an impact on a child's behavior.  

     This blog will explore ways to set up preschool environments to minimize behavioral challenges and strategies for setting up inclusive preschool environments