Meeting the Sensory Needs of Young Children in Classrooms
Meeting the Sensory Needs of Young Children in Classrooms
复制标题
满足课堂上幼儿的感官需求
DOI：
10.1177/109625060400800102
复制
发表时间：
2004
影响因子：
--
通讯作者：
Rebecca B. Mccathren
中科院分区：
文献类型：
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作者：
Malia B. Howe;Lea Ann Brittain;Rebecca B. Mccathren
玛莉娅·b·豪，教育学硕士，OTR/L，莉娅·安·布里顿，教育学硕士，OTR/L，丽贝卡·b·麦卡瑟斯，博士，密苏里-哥伦比亚大学凯尔是一个可爱的三岁孩子，准备开始上幼儿园了。在他的第一天，他的老师注意到凯尔不像他的同学那样喜欢典型的游戏体验。事实上，凯尔根本不想靠近他的玩伴。他躲在一个角落里，当孩子们碰他时，他会尖叫或打他，拒绝玩任何乱七八糟的东西，比如建模面团、剃须膏、感官桌的米饭和豆子。凯尔拒绝在午睡时间脱鞋，即使在温暖的天气里也只穿长运动裤。凯尔也喜欢安静的游戏，比如看书
Malia B. Howe, M.Ed, OTR/L, Lea Ann Brittain, M.Ed, OTR/L, and Rebecca B. McCathren, Ph.D., University of Missouri-Columbia Kyle is an adorable three-year old who is ready to begin preschool. On his very first day, his teacher notices that Kyle does not enjoy the typical play experiences that his classmates do. In fact, Kyle does not want to be near his playmates at all. He hides in a corner at circle time, screams or hits when children touch him, and refuses to play with anything messy, such as modeling dough, shaving cream, and the rice and beans in the sensory table. Kyle refuses to take off his shoes at naptime and only wears long sweat pants, even in warm weather. Kyle also prefers quiet play, such as books