Art has become an important therapeutic tool for children with developmental needs, particularly in supporting sensory processing. Sensory processing refers to how the brain interprets and responds to sensory input from the environment, such as touch, sound, and sight (Miller et al., 2007). Children with conditions like autism spectrum disorder (ASD), attention-deficit hyperactivity disorder (ADHD), and sensory processing disorder (SPD) often experience difficulties in processing these sensory inputs, leading to heightened stress, anxiety, or difficulty engaging in everyday activities. Art therapy, through its multimodal approach, can help children with developmental needs improve their sensory integration, reducing stress and enhancing emotional regulation.
Art-based early childhood intervention which includes activities like painting, drawing, and sculpting, provides a multi-sensory experience that can help children regulate sensory input in a structured yet creative environment that helps children feel more grounded. Through tactile exploration with materials, children engage their sense of touch, which can help improve their sensory integration (Levine, 1998). For instance, using clay in a session can offer a soothing sensory experience, allowing children to manipulate the texture and shape, which helps in calming their nervous systems. Similarly, visual art activities, such as painting or colour recognition, can stimulate the visual system and promote attention and focus.
Art also helps children improve their emotional regulation, which is often intertwined with sensory processing issues. For example, children who have difficulty expressing emotions verbally may use color, shape, or texture in their artwork to express how they feel, which can lead to better self-awareness and emotional control (Malchiodi, 2012). Repetitive actions like coloring or sculpting can also serve as a form of sensory modulation (organization of sensory information), allowing children to self-regulate when they feel overwhelmed or overstimulated (Hass-Cohen & Findlay, 2015).
Point of consideration: Perhaps integrating art-based early childhood intervention into mainstream education systems could significantly improve support for children with diverse sensory processing needs, promoting a more inclusive and adaptive learning environment?
References:
Hass-Cohen, N., & Findlay, J. C. (2015). Art Therapy and the Neuroscience of Relationships, Creativity, and Resiliency: Skills and Techniques for Educators and Clinicians. Norton & Company.
Levine, E. G., & Levine, S. K. (Eds.). (1998). Foundations of expressive arts therapy: Theoretical and clinical perspectives. Jessica Kingsley Publishers.
Malchiodi, C. A. (2012). Art Therapy and Health Care. Guilford Press.
Miller, L. J., Nielsen, D. M., & Schoen, S. A. (2012). Attention deficit hyperactivity disorder and sensory modulation disorder: a comparison of behavior and physiology. Research in developmental disabilities, 33(3), 804-818.
