Reflecting on an Inquiry Visit to Shirley Road: Observing and Planning with a Sensory Lense
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Early childhood educators and teachers gathered at Shirley Road Preschool for a powerful and thought-provoking inquiry session focused on supporting children with diverse sensory processing needs. Facilitated by Centre Director and teacher Stef Overton, the workshop invited us to explore children’s behaviours through a sensory lens and reflect on how we can better meet their emotional and physical needs and ultimately enhance children’s learning and engagement.
Reframing the Behaviour We See
Stef reminded us that children showing signs of dysregulation are not being difficult. They are experiencing difficulty. Their behaviour is a form of communication, and they are telling/showing us that they might be overwhelmed, distressed, or simply needing something different.
This shift in perspective was one of the strongest messages from the visit. The quote stayed with many of us and challenged us to look beyond the behaviour and ask what the child is trying to tell us.
Sensory Overload and Arousal Levels
Arousals levels refer to a child’s state of alertness and responsiveness to stimuli and . At the session, we reflected on how sensory processing challenges can affect a child’s arousal level and their ability to regulate in different environments.
A child may struggle to sit still at group time, tip out toys, seek out pressure or chew on objects, not out of defiance but as a response to internal discomfort or unmet sensory needs.
In discussing misconceptions about sensory behaviours, Stef noted that many educators are simply unaware of the impact a child's sensory profile can have on their ability to learn and engage. "We all have a sensory profile and how well (or not well) this is functioning can determine our ability to engage, learn and connect with others," Stef shared.
These insights encouraged us to observe more closely and respond with compassion and curiosity rather than correction and potential frustration.
Supporting Children Without Needing a Diagnosis
Stef shared the importance of supporting sensory needs even in the absence of a formal diagnosis. Many children show sensory-seeking or sensory-avoidant behaviours and early, responsive support can make a significant difference.
The educators at Shirley Road Preschool shared practical strategies they use in their daily practice, such as:
- Encouraging movement breaks throughout the day
- Using sensory tools like fidget items or chew toys
- Setting up quiet, decluttered, calming spaces for regulation
- Using chairs or seating supports during group time
- Personalising routines for children
These small adjustments help children feel safe, calm and ready to learn.
Sensory Profiling and Planning
A key takeaway was the importance of knowing each child’s sensory preferences and triggers. Profiling helps educators plan environments and routines that support individual needs. Tools like the Sensory Street – Do You Know Me? resource offer templates that help identify patterns and guide decision-making.
Stef reflected on how leaders can support teams to embed sensory-informed practices by providing professional development, supporting the use of observation tools and encouraging experimentation with different sensory materials. "For us at Shirley Road Preschool, it was through playing with sensory materials that we really began to observe and understand how our children responded and what their sensory profiles preferred," she explained.
We were reminded that pushing, biting or emotional outbursts might not be behavioural challenges. Instead, they may be signs a child is seeking proprioceptive input (sensory input received from receptors in our muscles and joints through physical activity) or struggling to regulate their sensory world.
The Importance of Documentation and Conversations With Families
Another rich part of the session involved reflecting on how we communicate with families about sensory behaviours. Many educators spoke about the challenges of cultural differences, language barriers or family perceptions of behaviour.
Stef encouraged us to have honest conversations with families, asking:
- How do you experience these behaviours at home?
- What have you noticed?
- How do you feel about it?
Documenting a sensory profile for a child is also critical. This not only supports educators to plan appropriately but also provides concrete information to communicate with families and support any referrals to occupational therapy if needed.
Creating Sensory Rich Environments
We explored what it means to provide a sensory-rich program and how it doesn’t need to be complicated. Sensory experiences can be integrated into daily routines and play, offering regulation and comfort through:
- Tactile materials like sand, foam and water
- Nature-based experiences like digging, puddle sweeping or wet-weather play
- Muscle-heavy play such as obstacle courses, climbing or tug of war
- Schema play that allows children to tip, pour, mix and blow
- Visual cues and drawings to support transitions and emotional processing
Stef shared advice for educators just starting to apply a sensory lens: "Firstly set up messy or sensory play every day and see what happens. Observe who is always there and who is not. Notice behaviour before and after playing with this type of play. Can you support those that don’t engage by adjusting materials?"
Small changes, such as using soft lighting instead of fluorescent lights or running indoor-outdoor programs where children have open access to both spaces, can also have a big impact on children's sensory regulation. Small groupings and clear visual communication also support calm, focused environments.
One insight that resonated deeply was the idea that experiencing an emotion only lasts 90 seconds but our thoughts can prolong them. Helping children process their feelings through drawing or storytelling allows them to move through emotions more quickly and feel more in control.
We also discussed how movement breaks, deep breathing and calming activities can help children regulate, reducing reliance on adult intervention and supporting the shift from co-regulation to self-regulation.
Final Reflections
"When we meet children with curiosity, patience and understanding, we create learning environments where they feel seen, supported and valued."
The inquiry visit left us with many practical tools and deeper questions to reflect on. Most importantly, it reminded us that behaviour is communication. By applying a sensory lens, observing carefully and responding with empathy, we can create environments where every child feels safe, connected and ready to learn.
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