Sensory Motor Activities for Early Development A Practical
Resource - 2nd Edition
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It will be valuable reading for those working with children who do not
initiate movement, who require help with their movement, who need
to refine their movement, who need encouragement or motivation
to engage in purposeful movements, or those who need activities to
provide sensory stimulation.
Chia Swee Hong has extensive knowledge and experience in working
with children who have disabilities/special needs. He has retired from
full-time lecturing in occupational therapy and is currently a specialist
mentor for students in higher education.
Heidi Rumford is a Practice Consultant Occupational Therapist who
specialises in working with children who have a wide range of physical,
neurological and learning disabilities, including children who are on the
Autistic Spectrum.
A Practical Resource
Second Edition
Chia Swee Hong
Heidi Rumford
Illustrations by Alex Cole
Second edition published 2020
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
and by Routledge
52 Vanderbilt Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2020 Chia Swee Hong and Heidi Rumford
The right of Chia Swee Hong and Heidi Rumford to be identified as authors of
this work has been asserted by them in accordance with sections 77 and 78 of
the Copyright, Designs and Patents Act 1988.
All rights reserved. The purchase of this copyright material confers the right
on the purchasing institution to photocopy pages which bear the photocopy icon
and copyright line at the bottom of the page. No other part of this publication
may be reproduced, stored in a retrieval system, or transmitted in any form or
by any means, electronic, mechanical, photocopying, recording or otherwise,
without prior permission in writing from the publisher.
Trademark notice: Product or corporate names may be trademarks or registered
trademarks, and are used only for identification and explanation without intent
to infringe.
First edition published by Speechmark 1997
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
Names: Hong, Chia Swee, author. | Rumford, Heidi, author.
Title: Sensory motor activities for early development : a practical
resource / Chia Swee Hong and Heidi Rumford ; Illustrations
by Alex Cole.
Description: Second edition. | Abingdon, Oxon ; New York : Routledge,
2020. | Includes bibliographical references and index.
Identifiers: LCCN 2020008402 (print) | LCCN 2020008403 (ebook) |
ISBN 9780367499914 (hardback) | ISBN 9780367281205 (paperback) |
ISBN 9780429299735 (ebook)
Subjects: LCSH: Perceptual-motor learning. | Sensory stimulation. |
Motor ability in children. | Developmentally disabled children.
Classification: LCC LB1067 .H66 2020 (print) | LCC LB1067
(ebook) | DDC 370.15/5—dc23
LC record available at https://lccn.loc.gov/2020008402
LC ebook record available at https://lccn.loc.gov/2020008403
ISBN: 978-0-36749-991-4 (hbk)
ISBN: 978-0-36728-120-5 (pbk)
ISBN: 978-0-42929-973-5 (ebk)
Typeset in Times New Roman and Helvetica
by Apex CoVantage, LLC
For Aloysius, Cara, Joe, Katrina, Rita, Raymond, Petrina, Sarah and
Zachary, who are fully engaged with their life. Special thanks to Katrina
for her regular supply of ideas and publications to enhance Swee’s
basic senses! For Daniel, Claudia and Katie with their continuous
encouragement, and many thanks to Alan (Heidi’s husband) for his
support with endless projects and the wishes for present and future
grandchildren to enjoy using the sensory activities presented in the book.
Contents
About the authors xi
List of figures xii
List of tables xvi
Acknowledgements xviii
Introduction xxi
1 Working with the child, parents/carers 1
and practitioners
2 Introducing the sensory systems and 31
interoception
3 Stimulating sensory and body awareness 49
4 Encouraging basic movement 69
5 Promoting hand skills 87
6 Enhancing spatial and early visual 103
perceptual skills
7 Working in groups 121
8 Using creative activities 159
x Sensory Motor Activities for Early Development
References 179
Bibliography 189
Appendix A Selection of 191
assessments
Appendix B Sensory cooking, 196
making a pizza (booklet)
Appendix C Ideas for toys, 212
games and suppliers
Appendix D Apps, websites
and online safety advice 215
Index 218
xi
About the authors
Chia Swee Hong has extensive knowledge and experience in working
with children who have disabilities/special needs. He has retired from
full-time lecturing in occupational therapy and is currently a specialist
mentor for students in higher education. He has been an external
examiner for the Sensory Integration Course at the University of Ulster
and co-authored a number of publications, including Occupational
Therapy in Childhood and Tools for Continuing Professional
Development, and is a member of a few editorial boards including
Journal of Occupational Therapy, Schools and Early Intervention.
Heidi Rumford is a Practice Consultant Occupational Therapist
who specialises in working with children who have a wide range of
physical, neurological and learning disabilities, including children who
are on the Autistic Spectrum. Heidi is a qualified Sensory Integration
Practitioner, holding a postgraduate certificate in Sensory Integration
and has attended a number of additional postgraduate training in
Sensory Integration, including the use of Ayres Sensory Integration®
with children on the Autistic Spectrum, training in the rating of the
Ayres Sensory Integration Fidelity Measure© and Sensory Attachment
Intervention. Heidi is a Certified Play Therapist and has completed
additional training within the field of play therapy, including Child Parent
Relationship Therapy, and she is a Parent–Child Attachment Play
Practitioner.
xii
List of figures
1.1 Unaided communications: eye gaze 3
1.2 Child’s profile 4
1.3 Create a relaxed atmosphere, using appropriate rooms
or clear a space 6
1.4 If your child is unable to move independently, make sure
he is appropriately placed 7
1.5 Breaking an activity down into small steps 13
1.6 Case study – Tommy 28
1.7 Case study – Alina 29
2.1 Draw around the child as part of an art activity 39
2.2 Make an interactive apron with the internal body parts
attached with Velcro® 40
2.3 Try posting games. Stick the emotion photo or symbol to a
cardboard box 41
2.4 Build a resource book/file which is separated into
sections for each emotion 43
2.5 Case study – Alina 44
2.6 Case study – Tommy 44
3.1 Vision: play Peep Bo games 54
3.2 Hearing: Make a noise – for example, bang a drum 55
3.3 Smell: grow herbs in the garden 56
3.4 Taste: food and drink with sweet tastes 57
3.5 Touch: ask your child to feel or identify materials such
as those listed to promote ‘loose parts’ play 58
3.6 Balance: consider indoor swings 60
3.7 Muscle sense: encourage lifting and pouring water from
jugs or containers 62
3.8 Object permanence: partially cover a favourite toy with a
scarf or a towel and ask your child to ‘find’ it 63
3.9 Cause and effect means that a specific action will trigger a
response: keep a collection of toys and equipment which
will move or react the instant they are moved or struck –
for example, a mobile will sway 63
3.10 Case study – Tommy 64
3.11 Case study – Alina 64
List of figures xiii
4.1 Lying on the back (supine): place him in a
hammock75
4.2 Lying on the side (side lying) 76
4.3 Lying on the belly (prone) using a wedge 77
4.4 Sitting: in a chair 78
4.5 Sitting: sit your small child on your tummy 79
4.6 Standing 80
4.7 Walking 81
4.8 Case study – Tommy 81
4.9 Case study – Alina 84
5.1 Reaching: bubbles 91
5.2 Releasing objects 92
5.3 Using a flat hand: make handprints 93
5.4 Grasping with the thumb, index and middle fingers
(tripod grasp) 94
5.5 Grasping with a thumb and finger ends (pincer grasp) 95
5.6 Case study – Tommy 95
5.7 Case study – Alina 98
6.1 Visual spatial development: play with balloons 106
6.2 Directionality: make a set of cards and play matching
shapes108
6.3 Visual memory/closure: play Kim’s game 108
6.4 Left and right discrimination: which hand holds
the kite? 110
6.5 Visual discrimination: where is the owl? 111
6.6 Visual discrimination: draw a series of straight lines
and copy each shape using little sticks – for example,
to draw a house 111
6.7 How many creatures can you find in Noah’s Ark? 112
6.8 Who is holding which balloon? 112
6.9 Which two fish are the same? 113
6.10 Which house is different? 113
6.11 Which is the odd one out? 113
6.12 Which is the missing piece of apple? 114
6.13 Spot the difference? 114
xiv Sensory Motor Activities for Early Development
6.14 General ideas for visual perceptual development: draw
various shapes on paper 115
6.15 Copy this picture in the squares 115
6.16 Complete the dot to dot 116
6.17 Complete the picture 116
6.18 Case study – Tommy 116
6.19 Case study – Alina 119
7.1 Sensory cooking, making a pizza 124
7.2 Body awareness 128
7.3 Music 133
7.4 Scooter board 139
7.5 Making a home for bugs 141
7.6 Parachute games 145
7.7 Bark rubbing 151
8.1 Make funny faces in the mirror and ask the child to copy 165
8.2 Games: Snakes and Ladders 167
8.3 Jumping 168
8.4 Puzzles 171
8.5 Roses 172
8.6 Spin an upside-down umbrella with a lightweight ball
inside, such as one made of foam 173
8.7 Yellow items: bananas 175
8.8 Yellow items: rubber duck 175
8.9 Yellow items: daffodils 175
8.10 Case study – Tommy 176
8.11 Case study – Alina 177
B.1 Pizza – Sensory cooking activity 196
B.2 Cooking box containing all the items needed 197
B.3 Preparing the dough 197
B.4 Pizza tray 197
B.5 Jar for tomato paste 197
B.6 Grated cheese 197
B.7 Pastry brush 197
B.8 Creating the instructions booklet 198
B.9 Position the cooking box at the opposite end of the room
to where the child will be working 199
List of figures xv
B.10 Handwashing 200
B.11 Carrying the pizza tray 201
B.12 Lifting and carrying heavy dough 202
B.13 Placing the dough on the tray 203
B.14 Pressing dough into the pizza tray 204
B.15 Touching, carrying and opening the glass jar 205
B.16 Lifting and pouring the jar of tomato sauce 206
B.17 Collecting and touching the wooden pastry brush 207
B.18 Spreading the sauce with the pastry brush 208
B.19 Opening the zip of the bag of grated cheese 209
B.20 Sprinkling the cheese 210
B.21 Adult places pizza in the oven 211
xvi
List of tables
1.1 Activity: building a tower 14
1.2 Activity record sheet 17
1.3 Reflective tool 19
1.4 Diary based reflection record 19
1.5 Individual/group activity record 20
1.6 Motivator checklist 23
2.1 Selected developmental stages (Lynch 2008) 33
2.2 Selected developmental stages (Emotion) (Meggitt 2007,
2012; Lewis 2018) 36
2.3 Activity record sheet: Alina 45
2.4 Diary based reflection record: Tommy 47
3.1 Selected developmental stages (Sharma and
Cockerill, 2014a, 2014b) 50
3.2 A simplified method of considering any sensory
experiences53
3.3 Activity record sheet: Tommy 65
3.4 Diary based reflection record: Alina 67
4.1 Selected developmental stages (Sharma and
Cockerill, 2014a, 2014b) 70
4.2 Activity record sheet – Tommy 82
4.3 Diary based reflection record – Alina 84
4.4 Reflective tool 85
5.1 Selected developmental stages (Sharma and
Cockerill, 2014a, 2014b) 88
5.2 Activity record sheet – Tommy 96
5.3 Activity record sheet – Alina 99
6.1 Selected developmental stages (Sharma and
Cockerill, 2014a, 2014b) 104
6.2 Activity record sheet – Tommy 117
6.3 Diary based reflection record – Alina 119
7.1 Selected developmental stages 122
7.2 Session 1: Sensory motor components 125
7.3 Session 2: Sensory motor components 127
7.4 Session 3: Sensory motor components 128
7.5 Session 4: Sensory motor components 130
List of tables xvii
7.6 Session 5: Sensory motor components 131
7.7 Session 6: Sensory motor components 132
7.8 Session 7: Sensory motor components 134
7.9 Session 8: Sensory motor components 135
7.10 Session 9: Sensory motor components 136
7.11 Session 10: Sensory motor components 137
7.12 Session 11: A list of activities which could be included
within an obstacle course 139
7.13 Session 11: Sensory motor components 141
7.14 Session 12: Sensory motor components 142
7.15 Session 13: Sensory motor components 143
7.16 Session 14: Sensory motor components 144
7.17 Session 15: Sensory motor components 146
7.18 Session 16: Sensory motor components 147
7.19 Session 17: Sensory motor components 148
7.20 Session 18: Sensory motor components 150
7.21 Session 19: Sensory motor components 150
7.22 Session 20: Sensory motor components 151
7.23 Session 21: Sensory motor components 153
7.24 Session 22: Sensory motor components 154
7.25 Individual/group activity record: Alina, Tommy and Joli 155
8.1 Play types McMahon (2009) 160
8.2 Diary based reflection record: Tommy 177
8.3 Reflective tool: Alina 178
A.1 Selection of assessments 191
C.1 Ideas for toys, games and suppliers 212
