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      Promoting the development of foundation phase learners in under-resourced environments using Ayres Sensory Integration® principles and custom-designed, low-cost playgrounds

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          Abstract

          INTRODUCTION: Children from under-resourced environments often lack opportunities to engage in sensory experiences that support developmental abilities and scholastic performance. "Back to Urth" playgrounds were designed to address the developmental needs of foundation phase learners in under-resourced communities. A 12-week sensory-motor programme, based on Ayres Sensory Integration® (ASI) principles, was developed, and educators were trained to present this programme on a "Back to Urth" playground at a rural school in the Free State. This study aimed to determine the effect of the programme on the development of Grade R and Grade 1 learnersMETHOD: Learners from two comparable, no-fee schools were included in this experimental non-randomised pre-test-post-test control group design study. Learners from one school participated in the sensory-motor programme on the "Back to Urth" playground (n=40), and learners from the other school served as the control group (n=41). The effect of the programme was measured with the Bruininks-Oseretsky Test of Motor Proficiency 2nd Edition (Short Form), Revised Ayres-based Clinical Observations, and the Optima School Readiness AssessmentRESULTS: An improvement in scores for both groups, with the experimental group showing more significant improvement in their Revised Ayres-based Clinical Observations and Optima School Readiness Assessment total scores were indicatedCONCLUSION: This study provides evidence that sensory-motor components underlying learning can be improved when learners are exposed to a sensory-motor programme designed within the framework of ASI, presented by educators on a low cost "Back to Urth" playground

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          Most cited references21

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          Research design. Qualitative, quantitative and mixed methodsapproaches

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            Bruininks-Oseretsky Test of Motor Proficiency.

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              Clinican Guide for Implementing Ayres Sensory Integration® Promoting Participation for Children With Autism

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                Author and article information

                Journal
                sajot
                South African Journal of Occupational Therapy
                S. Afr. j. occup. ther.
                The Occupational Therapy Association of South Africa (Pretoria, Gauteng, South Africa )
                0038-2337
                2310-3833
                April 2021
                : 51
                : 1
                : 9-17
                Affiliations
                [02] orgnameLearner Support, Inclusive Education
                [04] Bloemfontein orgnameSensory Roots Occupational Therapy
                [03] orgnameUniversity of the Free State orgdiv1Department of Biostatistics
                [01] orgnameUniversity of the Free State orgdiv1Faculty of Health Sciences orgdiv2Department of Occupational Therapy
                Article
                S2310-38332021000100002 S2310-3833(21)05100100002
                10.17159/2310-3833/2021/vol51n1a3
                90bf8225-6375-4044-bede-ebbeb56aafc1

                This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

                History
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 21, Pages: 9
                Product

                SciELO South Africa

                Categories
                Scientific Letter

                educators,sensory integration,low-cost sustainable playground,Sensory-motor development

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