Childs Play Preschool Registration 2015-2016 School: Fill & Download for Free

Well firstly it is a great decision, truly it's not going to be easy. However, the popularity of playschools is increasing day by day, and you as parents are getting more and more aware of preschool education. SoWell, firstly it is a great decision, truly it is not going to be easy. However, the popularity of playschools is increasing day by day, and you as parents are getting more and more aware of preschool education. So, there is some procedure to follow when you start a play school in Bangalore· Licensing Requirements and Legal Requirements: When you open a preschool, there are various rules and regulations which are laid down by the government.o Private School Education Acts: State Governments in various parts of the country are enacting different laws to regulate the operations of the school. So, if you are starting a preschool, make sure you are aware of the State Education Act and obtain relevant registrations.State Registration: Since education is a state subject you need to obtain relevant registrations from your state government.Shops and Establishment Act: All operations including preschools require a Shops and Establishment Act registration, so make sure you have it.o National Early Childhood Care and Education Policy (ECCE) and Guidelines: The ECCE policy recognises the period between 0 to 6 years is really imperative for childhood development and the government has proposed certain guidelines according to itSome of the guidelines issued by NCPCR in this regard area. Recognition Certificate: Your preschool needs to have a recognition certificate from the Nodal officer, which needs to be reviewed annually.b. Laws for teaching and non-teaching staff: As per the guidelines issued by the ECCE, the teachers and caregivers play a very important role in a child’s development; hence this should be kept in mind while hiring.c. Laws against Physical and Mental Harassment: For this, try and read about Section 17 of the Right to Education Act which needs to be followed while taking care of such abuses.d. Laws on Health: The ECCE also mentions guidelines related to a healthy atmosphere in the preschool, like well-ventilated classrooms with adequate hygiene. Along with this basic first aid and medicine kit should also be present. Arrangement for health check-ups by the registered medical practitioner should also be made.Apart from this, additional laws that apply are the POCSO Act 2012, Juvenile Act 2015, Child Labor Act 1986, and Child Labor Amendment Act 2016Developing a business Plan: When you plan to open a play school make sure you develop a proper business plan well in advance which will help you to get the idea of the initial investment and the expenses thereof. Generally, it could take anywhere between Rs 3-7 lakhs to open a play school. Your business model will generally consist of your playschool mission, marketing strategy, organizational plan, finances etc.Find your Ideal Location: When you are looking for the ideal location of your preschool make sure you keep these things in mindIt should be in a safe and secure residential areaIt should have proper fire management facilities as well as provision for outdoor activitiesHowever, if you are starting a preschool from scratch or looking for a home-based preschool, then make sure that the construction plan covers the above mentioned points. If you are happy with the blue print then you can go ahead with the construction,Preparing your preschool: After you have selected the ideal location then its time to get your preschool ready. For this you would need equipment, furniture, protective devices like fire extinguishers and emergency supplies. You will also need to develop certain protocols and plans related to disaster or crisis, safety, health and nutrition which is clearly mentioned in the ECCE framework. All this will be prepared with adhering to the licensing requirementsPreparing pre-school curriculum: Make sure that you develop a carefully selected preschool curriculum and then try and arrange all the essentials and equipment accordingly. For this, you can collaborate with Teeny Beans, where the British Curriculum is followed in the Early Years Foundation Stage (EYFS), which is holistic, focus on developing the physical, communicational skills, and emotional and social development of a child.Marketing: When you open a new playschool, the most important thing that can bring success to your brand is a proper promotional strategy. You can go for both online and offline promotion. You can also seek places like the Teeny Beans Preschool Network to help you market your preschool efficiently.Recruiting Staff: The final step is to start recruiting qualified potential teaching and non-teaching staff. For this you can either hold interviews or hire recruiting companies who will help you in the recruitment process.These are some of the steps that you generally need to follow before opening a playschool. If you are starting your own playschool you can work with reputable brands like Teeny Beans who would provide you with a differentiated and a customized approach towards starting a preschool so as to build your own brand in your city.

SENSORY PLAY IN EARLY YEARS OF AUTISM IN UKby Student's NameCode + Course NameProfessor's NameUniversity NameCity, StateDateContentsI. Introduction..3Significance of Study.3Purpose of Study.4Limitations.4Delimitations.5Aims and objectives.5Glossary.6Guiding Questions.7II. Literature Review..7III. Methodology.9Interviews.10IV. Findings.11V. Discussion.12VI. Conclusion.18VII. Recommendations.18VIII. Appendices.19IX. Bibliography.20I.IntroductionEvery year, a high number of children are identified to be living with autism. According to the CDC, 1 out of 88 children is affected by autism annually in the United Kingdom. While experts have expressed different opinions about this disorder, it is generally agreed that early interventions provide the most successful outcomes amongst autism patients. Early interventions have been found to prevent future problems, remediate current challenges, and reduce the likelihood of regression of skills amongst the patients (Tomchek and Dunn, 2007, pp 200). Many health experts have all shown support to early intervention practices and have provided guidelines that can ensure that it is appropriate and quality intensity to such interventions.Within the literature of autism interventions, most of the empirical intervention focuses on skill improvement, behavioral, and antecedent based interventions (Phagava et al., 2008, 101). These interventions are based on the belief that positive reinforcement or manipulation of the antecedent is needed for children with autism to grow observable developmental skills (Patten et al., 2014 pp 2414). The interventions touching on behavioral skills are meant to focus on a wide range of communication, social, academic, and behavioral skills under the belief that with mastery of the basic skills, there would be an increased level of skill difficulty (Osterling, Dawson and Munson, 2002 pp 240). The setting of sensory plays allows for regulations between the setting and the child. This setting has shown effectiveness when it comes to solving the key challenges identified in early intervention for children with autism. As a result, sensory plays act as an ideal treatment that can tackle the relational and emotional skills of children with autism. This study aims at exploring the effectiveness of sensory play in young children living with autism.Significance of the StudyScholars have looked for answers to deal with the high increase of autism in children. Medical experts and researchers have also joined hands with the other experts in looking for explanations on how they can find treatment for this skyrocketing disease in children (Charman et al., 2003 pp 270). All these groups share the common goal to learn more about the disorder in children to find the most effective treatments.Purpose of the StudySensory play in children with autism has been largely identified to provide beneficial treatment for adolescents and children with problems in various social, emotional, and behavioral developments. According to Barbaro and Dissanayake (2009), research on the sensory play in children with autism has provided clear evidence on the effectiveness of this kind of therapy across a wide range of settings, and ethnicities with different kinds of problems (Landa and Garrett‐Mayer, 2006 pp 630). Some of the areas that sensory plays are effective are the areas that were initially identified as the most difficult areas for children living with autism (Bundy, Shia, Qi and Miller, 2007 pp 206). These areas include externalizing and internalizing behavioral challenges, advanced behaviors on attachments, empathy development, and development of relationships with both the teachers and peers.Moreover, Ament et al. (2015) noted that through the use of sensory plays and its development of emotional and empathy regulations, the normal level of clinical, functional impairment in children can go down, and this would advance the development and functioning of a child with autism. Because of the limited research on the role of sensory play on the treatment of children with autism, this study aims at adding play therapy into the literature of autism in children. This study is helpful as it would provide a chance for the mental health specialists to intervene in the emotional and social health of children with autism. As such, they may help educators, parents, and other health care providers to better understand the different ply stages and the benefits of sensory play for young children with autism (Gray, 2002 pp217).LimitationsThe analysis in this research was cross-sectional. As a result, the effects of sensory features on participation in an activity for a period should be studied. Ideally, future research should have observational measures in corroborating the report of the caregiver analyzed in the research. This research failed to address the degree to which environmental and family influences on participation in the activity, such as the location and socioeconomic status, which should be considered in future research. The interpretation of the adoptive function and perception needed further investigation because research had shown a connection between patterns of hyper-response sensory response and enhanced perceptions (Bishop, 2004 pp 240). Research has shown that the sensory subtypes in autism, which can better address the overlapping patterns of sensory response in children. Future studies should address the extent to which the participation of activity is different from subtypes.DelimitationsSince I was directly involved in conducting this research, my influence could have directed certain outcomes. For that reason, there are certain biases, assumptions, and life experiences that are likely to be seen throughout the study. To evaluate the impact of my perspectives on this study and explain my deep thought processes, I had to keep the entire field notes and determine the biases of the researchers. This study aimed to examine the experiences of young children who are already diagnosed or identified as they play to participate in play therapy.Aims and objectivesThis study aims at investigating to what degree the sensory response patterns affect the frequency of activity participation amongst children living with autism. Further, the study also looks into the moderating role of certain factors and the associations between activity participation and sensory response patterns. The study hypothesized that increased sensory response patterns would negatively affect the activity participation of the children. Further, the study hypothesized that the developmental age and chronological age would be positively related to participation in the activity. At the same time, the severity of autism would be negatively related to participation in activities. Since the previous research has not explored the impact of sensory play on activity participation in children, this study explored the relationship.GlossarySensory PlayThis refers to an activity that helps in stimulating the senses of a young child, including the hearing, movement, taste, smell, sight, and balance (Delafield-Butt, and Trevarthen, 2018).Sensory ActivitiesThis refers to the activities which make children explore and use the scientific process as they create, play, investigate, and explore (Guldberg, 2010 pp 170).Exploration-This refers to the art of checking, asking questions about the available resources, and how they work in a playroom. It also involves trying out several sensory plays.Autism InterventionsThese involve treatment and caregiving processes for autism patients.Joint AttentionThis refers to when one tries to divert or monitor the attention of another person so that they can all have a common focus on an activity or object of the same interest (Inoue et al., 2016 pp 2451).Play TherapyThis refers to the systematic use of a theoretical model in establishing a process play therapists use to help patients to curb the psychosocial problems to realize maximum growth and development (Ingersoll, Schreibman and Tran, 2003 pp676).Sensory InterestsCharacterized by the craving to have sensory stimulationHypo-responsivenessRefers delayed or lack not a response to the sensory stimuli (Whalen and Schreibman, 2003 pp 460)Hyper-responsivenessIt refers to a sensitive response to the sensory stimuli.Enhanced perceptionIt refers to the superior acuity in the awareness of one's environment.Guiding QuestionsWhat are the changes that children with autism experience during their social and interpersonal interactions when they undergo play therapy?How does the level of a child's change the settings or playroom in the course of play therapy sessions?How do the social interactions change for a child that has undergone play therapy?How do the interactions with parents and the people close to her change after play therapy?II.Literature ReviewAutism spectrum disorder refers to the developmental disorder characterized by impairments in different social skills, including redundancy in communication skills, and different marked patterns in different behaviors and interests. This kind of deficit makes it difficult for children with an autism spectrum disorder to participate in activities that happen in social settings, including school and home settings. Since its inception in 1943, autism spectrum disorder has reported a gradual increase in prevalence and is today known to be amongst the wild types of development disability (Landa and Garrett‐Mayer, 2006 pp 630). It is currently perceived that autism disorder stems from a disruption of the neurochemistry or neurovbiology of the brain, believed to have a combination of the environmental factors and genetics.According to the sensory integration theory, problems encountered during the interpretation and integration of sensory information from one's environment have an impact on one's behaviors and learning abilities. One can only realize stimulation through the central nervous system. Usually, people internalize familiar stimuli and only get to notice new or unique sensations.It is believed that children with autism spectrum disorder, experience problems regarding sensory processing. Children with sensory processing problems undergo a breakdown in the sensory processing system (Chandler, Christie, Newson, and Prevezer, 2002, pp48). Children with autism spectrum disorder experience many behavioral problems because of the sensory processing problems which hinder their participation within their environment. Learning on self-modulation behaviors in cases where there is a mismatch between the environment and the sensory needs can help in experiencing fewer behavioral problems. This may further lead to an improvement in social skills and an increased level of participation amongst children with an autism spectrum disorder. The sensory needs of a child can only be realized if the child participates in different activities enabling the child to modulate their behaviors. Sensory play is important for children with autism spectrum disorder since it allows them to participate in a wide range of activities that can support their sensory needs for them to participate in occupations that add value to their lives meaningfully.Not much research has been done on the impact of different sensory processing patterns on the preferences of activities in children with an autism spectrum disorder.According to research conducted by Barbaro and Dissanayake (2009) on the relationship between play preferences and sensory processing patterns in children, it was found that there were significant differences in sensory processing patterns and the category of toys. Children with specific sensory processing patterns preferred specific toys. Another study conducted by Barbaro and Dissanayake (2009) revealed that generally, children with sensory processing problems engaged themselves more with sedentary activities and hardly participated in plays which required imaginations like the pretend play (450). It is generally acknowledged that play is the primary and major occupation of children. Play is a fundamental necessity for the proper development of children. When play is restricted either because of sensory process challenges or any problems, the development of a child becomes inhibited. This is what happens with children living with autism spectrum disorder (Matson, Dempsey and Fodstad, 2009 pp 125). Therefore, every care giver must understand the sensory processing patterns for them to promote activities that are accommodative of the sensory needs.Further, studies have revealed that if there is a disconnect between the sensory processing patterns of the parents and that of a child, then the child may be inhibited in activity choice since the activities presented to the child by the parent may not be conducive to the sensory needs of the child. Usually, the caregiver is responsible for choosing activities for the child (Matson, Dempsey and Fodstad, 2009 pp128). Therefore, if there is a disconnect in the preferences of the sensory process in the adult and the child is not able to talk about their sensory preferences verbally, then it may be difficult for the child to engage in activities that are supportive of their sensory needs.The caregiver may not be able to know or understand that the activity they pick for the child may not be fun or loved by the child. Thus, the child can decide to engage in other behaviors that can meet their sensory needs behaviors. This information is resourceful in therapy because it helps in providing a satisfactory response to the child with autism spectrum disorder by enabling them to participate only in activities that can satisfy their sensory needs.III.MethodologyFor this study, a mixed method that provides both qualitative and quantitative data was used in data collection. Two assessments were used, including the sensory profile and the assessment of participation and enjoyment preferences for children's activities. These assessments were administered on four children, namely Linda, Walsh, Karen, and Lamar. This was done to understand the patterns of sensory processing, the play preferences of the child, and the child activities. This assessment was evaluated and compared with the existing literature to establish if the child participates in activities conducive to their sensory needs. The mixed-method strategy was identified as the best design that can provide a deep understanding of the experience of a child living with an autism spectrum disorder. Apart from the case study, interviews were also conducted on the caregivers of the participants to give more insight into their experiences with children living with an autism spectrum disorder.The research was conducted through observations, interviews, and information produced from the literary works and data from the administration. The person who conducted the research was available for questions and concerns after the tools. The sensory profile was used in determining the sensory needs of the participants. The assessment which was done by the caregiver had 100 questions that were answered and took them roughly 30 minutes. There were four scores, including registration, seeking, sensitivity, and avoiding. These were further broken down into more detailed scores for better analysis. They included sensory sensitivity, inattention, low endurance, emotional reactivity, poor registration, oral sensitivity perceptual reactivity. The range of scores varied in every category and the measure of the scores was used for further analysis. The sensory profile was used in testing four children with an autism spectrum disorder. This assessment has been identified as reliable and valid in its measurement of occupational therapy. The second assessment was participation and enjoyment, and the activities majorly preferred by children with autism. The assessment had two different assessments conducted together and packaged in the same booklet. These assessments focused on activities the children had done in the last five months, how many children loved the activities, which the activities were completed with, and where these activities were completed. In the assessment, the children are asked the activity they would like to do given an opportunity. Several activities are read out loud, and the children answer on whether they would like to do them or not if given the opportunity. The answers are on a scale starting from "I would not do it at all," "I would somehow do it," and "I would do it." The types of activities are qualified as social activities, physical activities, recreational activities, self-improvement activities, and skill-based plays.InterviewsInterviews in this research are used to provide a unique form of information before the completion of the study with parents participants. The interviews are constructed in an open-ended style, and this facilitates questions used to gather developmental information and any other information which is connected to the diagnosis of the child with autism disorder as well as their sensory play behaviors. The questions used for this study were aligned with the routine based interview (Bishop, 2004). Further, the information gathered is consistent with the premise of the guiding questions. The interview guide was used to direct the dialogue and made it easier for the dialogue to be flexible enough to accommodate direction and input for parents. There were also follow up questions and prompts, including statements such as "tell more about that." Such statements are used when further explanations are required. This format is great as it allows the researcher to respond to the problem according to the respondent's worldview and new ideas on the topic (Guldberg, 2010 pp 170). This method is in line with the theoretical framework of the study. They are both focused on exploring the construction of the reality of the individual participants. The final interview was done, to begin with, the responses of the parents' review of the first questions. Parents are fascinated about discussing changes they get to notice in their children, and this provided the full opportunity for proper guidance of the interview.Further, with permission from the parents, the teachers were permitted to share full information with regards to the behaviors of the children within the learning settings. The information and insights retrieved from the teachers were recorded within the field notes of the researcher. The interview sessions were transcribed, and audio recorded to enable the analysis and preservation of the retrieved data.IV.FindingsAccording to research conducted, there were different reactions from the participants. The four children exhibited different reactions and chose different sensory plays. Sensory features can be categorized into four response patterns in patients with an autism spectrum disorder. They include hypo-responsiveness, hyper-responsiveness, sensory interests, and enhanced perceptions (Bryson et al., 2007, pp18). Sensory interests are characterized by the crave to have sensory stimulation Hypo-responsiveness refers to delayed or lack of response to the sensory stimuli. Hyper-responsiveness refers to a sensitive response to the sensory stimuli (Chandler, Christie, Newson, and Prevezer, 2002, pp 50). Enhanced perception refers to the superior acuity in the awareness of one's environment.The manifestation of sensory feature is variable across individuals and the response patterns which usually occur in patients with autism. Even with the many efforts from different experts and scholars, the statistics around autism in children is disheartening since the numbers of children with autism keep on growing, and the patients do not have sufficient support for themselves and their families (Ben-Sasson et al., 2007 pp 590). Whereas autism is a disease that affects people of all ages, children specialists have become more adept at diagnosing children earlier accurately. This is a great achievement which has enabled improved outcomes by making it possible for early interventions. Whereas autism is a disorder that affects people for a long period in life, early intervention measures have been proven to highly reduce a wide range of symptoms, regression of skill as well as the occurrence of future problems related with the diseaseV.DiscussionChildren with autism spectrum disorders manifest a high prevalence of sensory features. They also exhibit four types of responses, including seeking and repetition behaviors, enhanced perceptions, hypo-responsiveness, and hyper-responsiveness. Autism spectrum disorder is a heterogeneous collection of several developmental issues in an individual (Barbaro and Dissanayake, 2009, pp 450). Restrained and repetitive behavioural patterns mark the condition. Children with autism are also characterized by other neurophysiologic conditions, attention disorders, and language problems. The condition can be controlled in children if detected early, and if necessary, intervention procedures are adopted. Though there is nothing different from other individuals, the way of learning and problem-solving can be different in autistic individuals (Barbaro and Dissanayake, 2009, pp 451).The degree of impairment may also vary drastically in autistic children or adults, where some are required to have a lot of assistance, while some require only minimal intervention. Children with autism also manifest less frequency in the participation of some activities compared to the other children with typical development disorders. As a child, the ability to participate in everyday activities provides opportunities for learning across different contexts and provides the ability to develop and practice skills. With limited participation in different activities, children with autism are affected by the overall development, having limited opportunities for developing and practicing skills that compound and perpetuate these limitations. Some researchers have revealed the child factors which lead to reduced activity participation amounts to children with autism. For instance, the ability of children to participate in social activities is reported to tolerant of the adaptive function and language ability in children living with autism. It has also been found that cognition is negatively linked to participation in children that have developmental disorders and typical development.Apart from these characteristics that manifest in children with autism, there is evidence showing how sensory features add up to the participation of children with autism in different contexts. Even so, because of the variability and ubiquity of sensory features across children living with autism, there is a need to conduct large scale investigation on the effects of the sensory features on the needed activity participation amongst children with autism. This knowledge is significant in increasing understanding of the effects of sensory response patterns on certain activities. It thus contributes to the different approaches that would help in increasing participation in different activities. Experts acknowledge the importance of enhancing particular skills for children with autism because of the significance that these skills have on future developments. These skills may subsequently unlock the other domains of development for children living with autism and end up changing several abnormal behaviors linked with the condition (Zwaigenbaum et al., 2009 pp 1380). Whereas several recommendations were established by the National Research Council majorly focusing on the functional and socially impacting skills, joint attention is believed to be the most crucial skill in preschool children. Repetitive or sensory behaviors take place for the better part of every child's time as they have sensory play sessions (Becker et al., 2014).For some children, the behaviors begin to manifest as the session progresses. For other kids, the sensory behaviors remain activated throughout the session even though the duration of these behaviors and their intensity reduces significantly in the late stages of the session. From the study, the results supported the use of sensory plays to improve development and growth in children with autism. The secondary sources used for the analysis of sensory play for children with autism all noted improvement in the self-regulatory system of children with autism who had applied the use of sensory play. Usually, the goals are developed with parents and therapists before the start of the sensory play interventions. Children having sensory play interventions are better placed than those without sensory ply interventions to complete various tests after interventions (Crippa et al., 2015 pp 2150). This finding supports the hypothesis that sensory play leads to the improvement of attention, focus, ability to understand and improve verbal directions, and general development of children living with autism.Whereas literature that supports behaviorally based interventions is extensive, few address the deficits in relational skills or mental health of children living with autism (Werner, Dawson, Osterling and Dinno, 2000 pp 157). Further, only a few studies have attempted to look into sensory play or the use of child-centered play therapy in children living with autism. Several researchers have advocated for child-centered interventions, arguing that at the core of these interventions is the objective to help children develop reciprocal relationships in different settings (Mulligan and White, 2012 pp 560). It is with these relationships that children feel free to initiate their course to progress towards their full potential. According to Baranek (1999), the ability of children to take control of their healing at their speed enhances and initiates various developmental skills, including the target skills of behavioral interventions. Sensory play creates more authentically skills instead of the superficial ones, which get only from external reinforcement (Schertz, Odom, Baggett and Sideris, 2013 pp 250).Further, as opposed to some of the behavioral interventions that can have the impact to dissipate after the removal of reinforcement, changes that occur throughout the sensory play are believed to be stable (Nebel et al., 2016 pp 640). The therapeutic condition of the sensory play focuses on showing and accepting the children as they are and, as such, producing more fulfilling and enduring changes that stem from within the affected child (Siviy and Panksepp, 1987 pp 41). Further, the sensory plays have always proven to be effective in enhancing the levels of internalization of issues in children and, as such, reducing depression and anxiety (Lord, Cook, Leventhal, and Amaral, 2000 pp 360). The sensory plays are also believed to decrease negative externalizing behaviors. It indicates that sensory plays should be successful when it addresses the needs of diagnosed individuals with autism disorders (Whyte, Smyth, and Scherf, 2015, pp 3830).In the same way, the relational deficits found in children with autism are the areas the sensory plays are aiming to enhance. Through the relational interventions such as sensory plays which provide space for resonance, interpersonal warmth, and safety, children with autism can develop from dysregulated emotions to a more stable statemajor theory for sensory play indicating that it was not mere play but something more intricate (Chandler, Christie, Newson, and Prevezer, 2002 pp 50). The developmental stage theory put forth by him stated that children needed certain personal experiences and stimuli from the environment to enhance their cognitive and behavioral development (Bundy, Shia, Qi and Miller, 2007 pp 207). According to Barbaro and Dissanayake (2009), children could assimilate new information using sensory play. They could use this information at a later stage, which emphasizes the significance of sensory play.Sensory play is necessary for autistic children as it helps them have a better understanding of the world around them and their bodies. It is especially useful for children who come under the autism spectrum as they usually face several issues while trying to understand the behavior of other children and adults. Autistic children may also have difficulties in communication as they are unable to process large volumes of sensory information. Sensory play in these children has shown to stimulate senses such as touch, taste, sight, smell, and sound. It has also been shown that involvement in sensory play improves the proprioceptive and vestibular sense of an autistic child. The improvement in the brain development of autistic children and their cognitive growth when they took part in the sensory play was a surprising aspect of the research. It was also surprising to note the differences in children as young as three years old who took part in sensory playSensory play works by encouraging children to use different scientific methods while they play, investigate, or explore the world around them. The thresholds of their sensory activities are defined as a child's brain creates connections to process any sort of sensory information. Information gets retained in a child's brain in a better way when he/she engages their senses while engaging in sensory play. By actively using their senses while exploring the world around them, autistic children improve their brain development naturally (Bundy, Shia, Qi and Miller, 2007 pp 208). As the kids mature, they can carry out more complex tasks that help them in their cognitive growth and overall development. It has been observed that children improve their problem-solving capabilities, social interaction, and motor skills during sensory play, which is proof of their cognitive development. Physicians have adopted some initiatives and mental health professionals to help autistic children improve their senses by engaging in sensory play (Bishop, 2004, pp 236). Several high-quality items intended for sensory play have been designed by play experts to help children meet the challenges of their daily life. Organizations like the National Autistic Society, along with medical practitioners, occupational therapists, and schools in the U.K., have joined hands to come up with tactile and visual toys that help autistic children develop their core skills. Sensory play can also help in controlling mood swings and volatile behavior in autistic children (Coots and Ringoen, 2001). By letting a child freely explore different sensory activities, a parent or a teacher can make them learn different ways of calming themselves down. This would also help in teaching them different ways of self-regulating their different emotions. By engaging in sensory play, autistic children are getting valuable sensory input that teaches them to reduce mood swings occurring due to overstimulation. Over-stimulation is a very common symptom of autism and can cause extreme discomfort and meltdowns in children (Bundy, Shia, Qi and Miller, 2007 pp 208). Rather than depending on external intervention, it is always better to teach the child to control their mood swings and meltdowns as it would help them have a better grasp of their behavior. Further, whereas the behavioral interventions are great in building skills directly, further, these therapies are better placed to assist young children in developing less tangible outcomes like starting social interactions an keeping up emotional connection (Wall, 2009). This study evaluates the utility of sensory play as a treatment alternative that complements the other treatment methods on children with autism.It is significant to understand the sensory needs of children with autism spectrum disorder as it indicates why they behave in a certain way. Children with autism spectrum disorder tend to engage themselves in certain behaviors while shunning away from other activities or situations (Charman et al., 2003 pp 270). By analyzing the sensory needs of autistic children, difficult situations and certain sensory dislikes can be avoided. It is also important to understand why children with autism are over-sensitive or under-sensitive to specific sensations (Bishop, 2004, pp 235). The emotional and sensory regulations of autistic children are highly dependent on external sensations, and if these sensations are overwhelmed, it could result in distress.Children would be more equipped to meet with the challenges of life if they could improve their sensory and motor skills. Another important inference of the study was that sensory play could be improved by identifying the symptoms and the neural pathways that are involved in sensory processing. The literature also discusses the importance of understanding autism from a neurological basis. If the social interpretations of the behavioral changes of autistic children are understood, then their quality of life can be improved. Sensory play can be made as an interesting activity for children as young as three years old. The effectiveness of sensory play increases if children are given a conducive environment to take part in different activities.Studies carried out in autistic children in the U.K. indicate that most of these children have difficulties in processing information that they pick up through their senses. One of the salient features of autistic children is that they are either over-sensitive or under-sensitive to certain tastes, smells, or physical touch. There is also a tendency for these children to be overwhelmed by sensory inputs on certain occasions. This eventually leads them to meltdown or withdrawal from the barrage of sensory input. The closer analysis also reveals that few children come under the category of sensory-seekers (Becker et al., 2014 pp 2050). These children tend to focus on specific sensory input. These aspects have been taken into consideration by the experts while devising the mechanisms used for sensory play. According to this research study, children with autism reported being experiencing self-stimulatory behaviors that serve as regulatory function, often enabling them to process sensory information from their environment and respond to the environment without any alternatives (Siviy and Panksepp, 1987 pp 40). When autistic mannerisms or the self-regulatory behaviors are reduced, this is an indication of the ability of the body to process sensory stimuli in the environment without any need for the strategies of the regulation (Ben-Sasson et al., 2007 pp 580). Whereas autistic mannerisms are necessary for certain people within the autistic spectrum, the neuro-typical people find them socially inappropriate, and this perception leads not only to communication barriers but also to a lack of acceptance in the society.Additionally, self regulation is important for one to achieve a quality life. Interventions based on sensory plays often target challenges that meet the needs for the sensory input within frameworks of adaptation and sometimes may target deficits in the processes to improve the abilities of people to interact with the environment surrounding them. For instance, a child with autism disorder may experience difficulties to deal with bright lights, food textures, certain clothing, tasks, noise, or certain colors. On the other hand, some children with autism disorder can be fascinated with visually examining objects or like the sound of certain actions or objects. Such sensitivities and interests can significantly interfere with the ability of children to care for themselves, become active in social situations, or even leave home.VI.ConclusionChildren with autism spectrum disorders manifest a high prevalence of sensory features. They have also exhibited four types of responses, including seeking and repetition behaviors, enhanced perceptions, hypo-responsiveness, and hyper-responsiveness. The manifestation of sensory feature is variable across individuals and the response patterns which usually occur in patients with autism. Even with the many efforts from different experts and scholars, the statistics around autism in children is disheartening since the numbers of children with autism keep on growing, and the patients do not have sufficient support for themselves and their families. Whereas autism is a disease that affects people of all ages, children specialists have become more adept at diagnosing children earlier accurately. This is a great achievement which has enabled improved outcomes by making it possible for early interventions.VII.RecommendationsWhile children living with autism are hindered from experiencing normal life like the other children, sensory plays can help these children to gain their senses. Children who are visually impaired or blind could be helped by using fourteen different shades of green color on a white paper. With this activity, the children get to enjoy an activity of coloring on different textured paper. Children, who because of autism, have challenges with sensory processing factors, are difficult to deal with. The caregivers need to engage the visual perception skills of the child. This may involve different activities that appeal to the visual skills such as taking control of the multidimensional color and congealing movement of the lamps. Caregivers should use sensory play to strengthen their sense of smell. These activities can be soothing to children who are suffering from anxiety. If the child has a favorite scent, the caregiver can freely substitute it for the patient. For a more energizing scent, the caregiver can use orange zest or coffee beans.AppendicesData analysis source chartData collectionTypeSourceAnalysisStandardizedSensory profileParentQuantitativeStandardizedPAC/CAPEChildQuantitativeNon-standardizedInformal interviewMotherQualitativeNon-standardizedInformal observationResearcherQualitativeBibliographyAment, K., Mejia, A., Buhlman, R., Erklin, S., Caffo, B., Mostofsky, S., and Wodka, E., 2015. Evidence for specificity of motor impairments in catching and balance in children with autism—Journal of autism and developmental disorders, 45(3), pp.742-751.Barbaro, J., and Dissanayake, C., 2009. Autism spectrum disorders in infancy and toddlerhood: a review of the evidence on early signs, early identification tools, and early diagnosis. 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