It is important for educators to know that everyone has sensory preferences. As adults, we all seek out different sensory stimuli to make us "feel alright." Some of us chew gum, drink coffee or doodle on paper during meetings and while on the phone. Some of us eat crunchy snacks to make us more alert when staying up late. Some of us prefer tight clothes to make us feel more comfortable and some of us are bothered by the tags in our shirts and pants. Some of us cannot stand noisy environments, like the shopping centers on a Thursday and Friday night and some of us do not mind.
Children are no different.
Some children have sensory preferences and can function alright throughout the day. However, some children have dysfunction in how they process sensory information and need assistance to "feel alright."
Red Flags of Sensory Dysfunction: http://www.sensory-processing-disorder.com/sensory-processing-disorder-checklist.html
The teachers were instructed on the importance of classroom strategies, such as proper seating posture, using carpet squares for circle time boundaries, using quiet areas, using fidget toys to focus and movement breaks.
Children need to MOVE! Many studies show that children learn better when provided movement during an educational task. Movement can be integrated into such topics as spelling by clapping hands or stomping feet for each syllable. Movement can be incorporated into math by jumping rope and completing mental math at the same time. There are endless ways to adapt a lesson.