{"id":2916,"date":"2021-10-06T16:45:21","date_gmt":"2021-10-06T15:45:21","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/?page_id=121"},"modified":"2026-02-02T13:39:16","modified_gmt":"2026-02-02T13:39:16","slug":"sensory-processing-integration-reflecting-on-practice","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/sensory-processing-integration-reflecting-on-practice\/","title":{"rendered":"Sensory Processing (& integration) reflecting on practice"},"content":{"rendered":"
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Sensory Processing (& integration)<\/a><\/h1>\n
– Supporting your Self-Evaluation<\/h5>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n
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Children experience high-quality spaces; Children influence and affect change, p22<\/strong><\/p>\n

We have an inclusive environment where children have a belief in their abilities. Carefully selected and well-positioned furniture and resources support all children to make choices and freely play. Resources and materials available to children are varied, adaptive and responsive, catering to children\u2019s individual abilities, needs and interests. We understand the positive impact that rich, multi-sensory play has on children\u2019s learning, resilience and wellbeing.<\/p>\n

Children experience high-quality spaces; Challenge questions p25<\/strong><\/p>\n

How can we be confident that our physical environment maximises opportunities for children to be challenged, creative and engaged in their play?
To what extent does the physical environment support different types of play?
How do we know our setting provides a wide range of challenging outdoor play and learning experiences that promote children\u2019s health and wellbeing?
How well are children enabled to select and make use of high-quality resources which meet their needs, interests and development?
How inclusive is our setting for all children and families? Does it accommodate and promote emotional safety?
How do we promote diversity, equity and inclusion and how are these positively reflected in the resources, spaces, and experiences available?<\/p>\n

Playing, learning and developing; Quality of interactions, p28<\/strong><\/p>\n

We use a variety of approaches to respond to children\u2019s cues to support development of self-regulation, empathy, confidence, creativity and curiosity<\/p>\n

We take time to understand children\u2019s verbal and nonverbal communication which helps us to judge when to interact and when to wait and observe<\/p>\n

We use observations of individual children\u2019s patterns of play to plan, support, challenge and extend their learning<\/p>\n

Playing, learning and developing; Challenge questions, p29<\/strong><\/p>\n

How do we ensure our approach to children\u2019s needs recognises the independent thoughts and feelings of children as individuals?<\/p>\n

Nurturing care and support; Nurturing care p45<\/strong><\/p>\n

We create diverse spaces that support children to socialise, play in small groups or alone if they wish. This positively impacts children’s ability to regulate their emotions and build social skills<\/p>\n

Nurturing care and support; Personal planning, p47<\/strong><\/p>\n

Personal plans are tailored to each child’s individual strengths, needs and interests.
We work proactively with children, families and other professionals to identify support needs\u2026 strategies for care, support and protection.<\/p>\n

Learning, teaching and assessment; Children\u2019s learning and engagement, p39<\/strong><\/p>\n

Children\u2019s wellbeing and developmental needs are met very well through carefully considered transitions, experiences, and learning environments.<\/p>\n

Learning, teaching and assessment; Interactions to support learning, p40<\/strong><\/p>\n

We listen carefully to all children\u2019s views and are attuned to their needs, interests and learning styles<\/p>\n

Wellbeing, inclusion and equality; Positive relationships and wellbeing, p53<\/strong><\/p>\n

Children experience supportive and trusting relationships that strengthen their wellbeing, confidence and self-esteem.
We know each child as an individual and recognise their unique needs.
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Wellbeing, inclusion and equality; Identifying and assessing learning needs and targeted support, p55<\/strong><\/p>\n

Children who require additional support have their needs identified through effective observation, assessment and partnership working.<\/p>\n

Wellbeing, inclusion and equality; Inclusion and equality, p56<\/strong><\/p>\n

We promote a strong ethos of inclusion, equity and respect.<\/p>\n

Children experience an environment that reflects and celebrates diversity, including their individual needs and identities.<\/p>\n

Children and families feel a strong sense of belonging<\/p>\n

Wellbeing, inclusion and equality; Challenge questions, p57<\/strong><\/p>\n

How do we know that all children feel included, engaged and involved?
What strategies do we use to remove or reduce barriers to children\u2019s participation?<\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n

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Sensory Processing (& integration) – Supporting your Self-Evaluation Children experience high-quality spaces; Children influence and affect change, p22 We have an inclusive environment where children have a belief in their abilities. Carefully selected and well-positioned furniture and resources support all children to make choices and freely play. Resources and materials available to children are varied, …<\/p>\n","protected":false},"author":7767,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-builder.php","meta":{"footnotes":""},"class_list":["post-2916","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages\/2916","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/users\/7767"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/comments?post=2916"}],"version-history":[{"count":17,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages\/2916\/revisions"}],"predecessor-version":[{"id":19850,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages\/2916\/revisions\/19850"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/media?parent=2916"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}