SENSE, SENSIBLE, SENSIBILITY. SENSORY INTEGRATION, SENSORY PROCESSING
In eighteenth-century Britain, the concept sensibility emerged. It was closely associated with studies of sense perception as the means through which knowledge is gathered. It also became associated with sentimental moral philosophy. Humans and animals share common senses, that is any of the faculties as sight, hearing, smell, taste or touch through which stimuli originating from the outside or inside of the body is perceived.
Sense is the physiological capacity of an individual that enables him to gather data for perception. It can be attributed to as the function of the mind similar to sensation. Sensible is the capacity to discern based on experience, reason and factual knowledge. The acute perception of or responsiveness towards something, such as the emotions or presence of another being is Sensibility. The way the nervous system receives messages from the senses is Sensory Integration and interpreting this sensory inputs into appropriate motor and behavioral responses is Sensory Processing.
Did you know that are there more than five senses? We are only aware of sight, taste, auditory, touch and olfactory. Suggestively there are twelve senses; Touch, Life, Movement, Balance, Smell, Taste, Vision, Warmth, Hearing, Language, Concept of thought, and Ego. These 12 interrelated Senses are overlapping developmental skills classified under three groups. Higher faculties develops the “sense of the other”, middle faculties contributes to the “sense for the world” and the lower faculties establishes the “sense of self.” It can be understood quickly by looking at them in the light of everyday experiences. These 12 senses remain with us throughout our lives.
The child’s connection to her own body is created by the lower faculties, the connection to the outer world is established by the middle faculties and the ability to relate to another human as a whole human being is made possible by the Higher Faculties. Touch, well-being, self-movement and balance give experiences of one’s own body.
A young child being all sense perception absorbs anything easily. Imitating and absorbing anything in his immediate surrounding making him quite vulnerable to all sorts of sensory inputs. It includes the attitudes and emotions of the people around him. Young children are unable to distinguish everything he is exposed to or have filters to shut out certain sensory inputs yet.
Creating a peaceful and harmonious environment is a necessary requirement that will help develop the child’s senses especially the lower faculties providing the basis for future learning and builds habits for a healthy life.
In childhood “the Sense of Touch”, is the encounter with the world around him. It is achieved through the tactile experiences. Touching outer objects develops his inner self. It is where “I” ends and the outer world begins. It refers to what is “inside” of me that distinguishes what is “outside” of me. The experience one’s own limits is felt through Touch. The skin covering around the entire body serve as sense receptors.
Babies need to experience loving, warm touch and cuddled gently. Infants who are deprived of maternal touch may suffer from sensory deprivation. They need to be held closely and cuddled firmly. Different babies have different needs; parents need to be aware of how much touch is wanted even between siblings or twins. Some babies are “touch-sensitive” children. Supporting these children by giving the appropriate help in the quality of touch they need. Babies who did not receive nurturing tend to exhibit lower intelligence socially and emotionally. Maternal deprivation can be observed through irritable behaviour, lowered weight and in severe sensory deprivation – infant death.
The quality of touch is likewise is of the essence. Are we gentle, kind or loving with our children? It is the same touch that is distorted in cases of incest or physical abuse. The experience of touch is critical and needs appropriateness.
Positive and Active Tactile experiences that support this basic sense includes vaginal birth, swaddling, holding and breast feeding. It is critical for a baby to be held lovingly, firmly and swaddled. It makes the baby emotionally and physically secured and helps to feel embodied.
In my experience, restless young children are calmed down by allowing them to sit closer to you. One of my 6 year old student would take a nap on my lap after school until his driver comes to pick him up. Children need to feel secured and accepted, above loved unconditionally by a significant adult if the mother is an absentee parent. Babies are comforted by gentle foot squeezing and massage, though for some their feet are too sensitive and ticklish. Crying babies respond well by holding them close to where they can feel or hear your heartbeat. Attention deficit hyperactive disorder can be attributed to the lack of nurturing, strongly contributing to its’ increasing incidence among children of today.
The sense of touch both connects us and separates us. Having one’s own personal space is setting the boundaries between in and out. Me and you. A healthy sense of boundaries even between parents and children is imperative. I would like to call it One’s “Sacred Space.” In adult life this space is where creativity rests. It helps the person recognize his personal best and least skill. It helps the person find his place in space without comparing himself. It is where we learn how to manage and deal people, places, and events. Without developing a healthy sense one is vulnerable to abuse or use in friendships or relationship in school, work or in all aspects of life.
Being connected and separate are very important experiences for the young child. The child needs to feel oneness. It means integrated as a person. To be “One” also means belongingness. Finding the connection with his parents and loved ones but likewise need to experience his separation from them – as to establish his own space – discover his uniqueness – that eventually leads to an appreciate of other people for all that they are.
The ability to sense the presence of another person is based on the confidence in one’s own awareness of self. The capacity to relate or interact with another human being (allowing a person to share into my inner life- my sacred space) is based on the trust and awareness of who I am. Empathy is based on sensing the other person, other being or another soul.
It is the experience of integration and wholeness of self that allows any person to fully commit oneself confidently in a relationship without judging or projecting personal disappointments/expectations on the other person.
The “Sense for Life” is connected with the perception of one’s well-being. The sense for being “Alive”. The state of being well, not well, or the awareness of life. The general feeling of well-being and of physical harmony is connected to how well a child receives a well-balanced diet, nourished by rest and sleep and a healthy immune system.
Life processes are noticed overtly when we experience an imbalance, as sensed by the body’s inner organs; sending body signals like pain, discomfort, dizziness, or nausea. It entails recognizing one’s hunger, thirst, rest, and sleep.
A sleepy child is irritable or sluggish in class. A hungry child can’t concentrate with his lessons. A child who is exhausted from school work may not be in his best self to play games. Some children are unable to identify their needs.
A healthy rhythm is one way of enhancing this Sense. Developing a good rhythm for sleeping is necessary for growth and development. Human beings are developmental and appeal to sequential learning. Relational by nature, rest and sleep are connected with the rhythms of nature. We lived by the rhythms of nature.
Proper Diet and good nutrition supports brain development. Children need sufficient protein, vegetables, fruits or proper fats. But we live in such a carbohydrate laden and fat fearful society that expects to eliminate fat in the diet. The right fats for brain development is required. The development of the Neurological system requires balanced nutritional support for nerve fiber myelination and for expansion of neural pathways. Every time a new task is learned, the nerve pathways get coated with myelin- a white, waxy, fatty coating.
The best fats are good quality olive oil, palm oil, flax oil, and animal fats-lard, chicken fat, plus whole milk fresh butter from raw milk, coconut oil, cold pressed sesame oil. Children require different caloric intake that needs to be balanced to grow healthy and not obese. Moderation and eating at the right time with the right kind of food is advised. Exercise through play is likewise important. Children need to replenish food and fluids owing to their active and playful nature. Children require stable eating patterns and nutritious sustenance to complement their need and activities. A regular time for eating prevents future health problems. Nutrition and Rhythm embeds and regulates the child in his surroundings. It keeps him grounded developing roots to stand and branches to expand.
Imaginary games among children project the child’s perception of well-being. Play provides an insight on how the child understands and deals with immediate health issues. Children act out these experiences when they play little Mums to their dolls feeding them or pretending that their babies are sick.
Touch, Life, Balance and Movement are truly social senses, which serves as the foundation for understanding human nature, basis for accepting cultures and empathy towards people, beasts and nature. “Life sense” teaches us to pay attention to our own discomfort and resonates within us to experience the pain and discomfort of others. The experience brings and enriches our awareness about ourselves and others thus expanding consciousness – that is both feeling and reason; further characterized by its timeless and encompassing nature
When proper attention is given to develop appropriately the senses, it raises the awareness of the child creating a fertile ground for establishing authentic connections and compassionate human interaction. The Senses are common doorways of relating the one’s body, with the world around, and with other human beings. It establishes the core of an education that has the capacity to renew culture and unite global communities.
Life sense is not just physical discomfort it also includes social and affective learning. This sense teaches about necessary suffering, which is important. All of life itself brings to us opportunities to experience joy and suffering. Managing both joy and suffering are essential polarities on life. Without these experiences, we could not develop fully as humans. Learning how to handle these experiences with grace and composure makes the difference. We cannot avoid life’s extremes and parents cannot shield children from that.
The experience of a losing a toy, the hard fall off the bicycle, the balloon that slipped the hand, the sweets we will not buy, the “No” for a request and the death of a pet; teaches children to handle life’s disappointments. Children learn how to keep their toys, to ride more safely, to hold to something, to become more patient when we want something, to deal with sadness, frustration, failure and loss.
No two child are exactly the same. Nor can we assume that they will respond in the same way to a given situation such as joy or sufferings. Behavioural or Affective responses differ from one child to another. A child cannot be taught to feel a certain way because Life continuously changes itself renewing. Every child learns and becomes wiser. Sufferings does not come without a gift. We give to our children a chance to develop competency and resilience by not making everything comfortable and by not giving everything that the child wants. Give them the chance to discover and master their personal skills on their own but with proper guidance. In all difficult situations and sufferings, never miss out telling them that you “Love” them when they fall or simply “being present” makes a big difference. All about Life can’t be controlled in a way that best suits our preferences but to flow with it. Children can be comforted through stories – faerie tales, fables, folk stories from all cultures teaching valuable lessons about life dressed in rich images.
It is healthy for any child to experience age appropriate challenges. It will help him how to survive, live and care for oneself and others in the future. To have the sensitivity to feel someone’s sorrow and to be able to respond appropriately. The capacity for empathy and compassion rests on the understanding and appreciation for life – all of life. These challenges includes physical work like household chores and outdoor chores. It makes them feel part of a greater whole. It teaches participation and interaction. The capacity to take part and openness, not the reactive disposition. It hones response – ability.
Roughhouse play, getting breathless and tired teaches that Life is not all bed of roses or a smooth and fun ride. There are bumps and humps along the way. It provides the experience of finite measures in life including oneself. It also includes learning life’s lessons, big or small wrapped in packages that we all receive at different times.
More than just a sense for, the “sense of life” is also linked to the Neurological system of the body. The sympathetic and parasympathetic systems affecting our breathing, digestion, our heart, and our sleep life. If there is stress in the system, this gives the signal to the body. Life sense teaches us to care for the body and the emotions. The body sends messages to us through the life sense as we experience pain, discomfort and un-wellness.
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MARIA LOURDES DE VERA is an artist-author, a registered nurse and a licensed professional teacher. Marielou, is friendly, unconventional and fun.
She is the author of “Art and the Creation Stories”, published by Claretian Communications Foundation, Inc., a very useful book not only for educators but also for anyone who is willing to revive one’s noble calling in a life of creativity, the language of the soul together with one’s articulation of faith towards one’s salvation.
“The experience of pain and joy is different for every child.”
