Sensory Processing
Outcome 3, Children have a strong sense of wellbeing
Overview
Milestone. Child processes and responds to sensory input in a way that supports participation and regulation across the childcare day.
Why it matters. Sensory processing differences affect 1 in 6 children. Unidentified sensory needs underlie a large proportion of what appears to be behaviour, non-compliance or learning difficulty.
Age-banded milestones
- Tolerates a range of textures, sounds and positions
- Settles with familiar sensory input (rocking, swaddling)
- Explores objects with mouth and hands
- Explores a variety of textures in play and food
- Enjoys movement play (swings, climbing)
- Recovers from unexpected sensory input with support
- Participates in messy play
- Tolerates group noise with strategies
- Uses simple sensory strategies when offered
- Requests a sensory break when needed
- Manages classroom noise and lighting
- Participates in a range of textures for meals and play
Red flags, when to seek support
If you notice one or more of these patterns, talk with a GP, child health nurse, speech pathologist or occupational therapist for further assessment.
- Extreme distress with everyday sounds, textures or clothing
- Very limited food range driven by texture (fewer than ~15 foods)
- Constant seeking of intense input that disrupts safety
- No response to pain, temperature or loud sound
Strategies & activities
Activities
- Sensory bins with varied textures (rice, sand, water, cloud dough)
- Heavy work activities: carrying baskets, pushing trolleys, climbing
- Movement-based regulation breaks throughout the session
- Quiet time in a low-stimulation space during high-sensory periods
- Tactile play with advance choice: “Do you want to touch the slime?”
Materials
- Fidget tools (textured balls, stretchy bands, sensory rings)
- Weighted lap pads and shoulder wraps
- Noise-reducing headphones for auditory sensitivity
- Dim lighting options and visual clutter reduction in calm space
Speech pathologist
- Building interoceptive language: “My body feels tight/buzzy/too loud”
- Teaching self-advocacy for sensory needs: “It’s too loud for me”
- Collaborating with OT on language for sensory regulation strategies
Occupational therapist
- Full sensory processing assessment (Sensory Profile, SPM)
- Designing an individualised sensory diet for the childcare day
- Training educators in sensory-informed responses
- Environmental audit: lighting, noise, texture, spatial organisation
- Identifying sensory seekers vs. sensory avoiders and tailoring responses
Educator role
- Observe sensory triggers without judgement, document patterns carefully
- Offer sensory choices: “Would you like headphones today?”
- Build movement breaks into the day for all children
- Never force sensory participation, offer, don’t demand
Family support
- Share OT sensory diet with family and support home implementation
- Identify home sensory triggers and discuss with educators
- Provide sensory tools in school bag: fidget, headphones, chewy
- Avoid pathologising sensory differences, normalise and problem-solve
Signs of progress
- 1Tolerates a wider range of sensory experiences with less distress
- 2Uses sensory tools proactively before reaching overwhelm
- 3Names their sensory experience: “Too loud”, “I need a break”
- 4Recovery time from sensory overload decreasing measurably
Related focus areas
Emotional Regulation
Child develops increasing ability to identify, express and manage their emotional states with adult co-regulation support.
Transitions
Child moves between activities, environments or people with increasing predictability, safety and independence.
Fine Motor Skills
Child develops hand strength, precision, coordination and bilateral integration for manipulation tasks including self-care, drawing and tool use.
Take sensory processing further
Download our practitioner-ready summary, milestones, red flags and evidence-based strategies you can share with families and educators today.