Primitive Reflexes in Preschool Classrooms

Supporting Motor Development in Preschool: Movement Activities and Classroom Adaptations

Originally published November 2, 2025. Substantially revised October 2026 to reflect updated research and evidence-informed preschool occupational therapy practices.

Practical, research-informed strategies to build postural control, bilateral coordination, body awareness, and motor planning in children ages 3–5.

By Irene Hannam, MS, OTR/L | Write Expectations™

Introduction: Every Child Deserves an Opportunity to Move

Movement is an essential part of early childhood development. Preschool children learn through crawling, climbing, reaching, pushing, pulling, manipulating objects, and exploring their environments.

These experiences help children develop foundational motor skills, including postural control, bilateral coordination, balance, body awareness, and motor planning. These skills contribute to participation in everyday preschool activities such as circle time, coloring, cutting, dressing, playground activities, and classroom routines.

Preschool classrooms serve children with a wide range of developmental abilities and learning needs. Whether children participate in general education, inclusive, or special education preschool settings, movement activities should be developmentally appropriate, engaging, and accessible.

Some children may complete movement activities independently, while others benefit from visual demonstrations, simplified directions, additional postural support, or modifications to the activity.

For example, a child may have difficulty maintaining a hands-and-knees position, coordinating both arms during play, or transitioning between activities. Another child may demonstrate functional motor skills but require additional support with motor planning, sensory processing, communication, or understanding directions.

The goal is not for every child to perform an exercise in exactly the same way. The goal is to provide meaningful movement experiences that allow each child to practice foundational motor skills and participate successfully.

Occupational therapists bring specialized knowledge of motor development, sensory processing, and functional participation to preschool classrooms. Understanding early movement patterns, including primitive reflexes, may be one component of an OT’s clinical reasoning when appropriate. However, classroom activities should focus on functional motor development and meaningful participation.

This article provides practical movement activities, developmental considerations, and classroom adaptations that teachers, occupational therapists, and instructional assistants can use to support children ages 3–5 across preschool settings.

Looking for Ready-to-Use Preschool Movement Activities?

For a structured classroom movement program, explore our companion article, 10-Minute Preschool Movement Routines: Building Postural Control, Coordination, and Body Awareness.

This resource includes practical activities, sample 10-minute classroom schedules, and a downloadable preschool movement guide.

The article you’re reading focuses on the next step: adapting movement activities to meet the individual developmental needs of children across preschool settings.

1. Why Foundational Motor Skills Matter in Preschool

Preschool classrooms place many demands on children’s developing motor systems.

A child may sit on the carpet for a story, reach across a table for crayons, hold paper while cutting, climb playground equipment, and manage clothing during bathroom routines—all in the same morning.

Although these tasks appear different, they rely on several interconnected motor skills.

Postural Control

Postural control allows children to maintain and adjust body position during activities.

Preschoolers use postural control when:

• Sitting during circle time
• Reaching for classroom materials
• Maintaining balance during playground activities
• Participating in coloring and drawing
• Moving between floor and standing positions
• Stabilizing the body while using the hands

Children who have difficulty with postural control may require additional seating support, frequent position changes, or modified task demands.

Bilateral Coordination

Bilateral coordination involves using both sides of the body together in an organized manner.

Examples include:

• Holding paper while coloring
• Cutting with scissors while rotating the paper
• Pulling apart construction toys
• Opening containers
• Managing clothing fasteners
• Crawling and climbing

A related skill, crossing midline, involves reaching across the center of the body.

These skills develop through everyday play, movement, and repeated opportunities to coordinate both hands.

Body Awareness and Proprioception

Proprioception provides information from muscles and joints about body position, movement, and force.

Children use proprioceptive information when pushing a chair, carrying classroom materials, climbing, squeezing play dough, or adjusting the amount of pressure used during a task.

Activities involving pushing, pulling, carrying, crawling, and squeezing provide opportunities to practice force control and body awareness.

Although these activities are sometimes called heavy work, they are not automatically calming for every child.

Some children become more alert after active movement, while others may prefer slower or quieter activities.

Motor Planning

Motor planning involves organizing and carrying out movements to accomplish a task.

Preschool children use motor planning when navigating an obstacle course, learning an unfamiliar playground activity, imitating a movement sequence, or managing classroom materials.

Children who have difficulty planning movements may benefit from simplified directions, predictable sequences, visual demonstrations, and repeated opportunities to practice.

Classroom Connection: Foundational motor skills support participation, but they do not replace direct instruction in handwriting readiness, cutting, dressing, or other specific school skills.

2. Adapting Movement Activities for Different Developmental Needs

Children in the same preschool classroom may demonstrate very different movement abilities.

One child may comfortably crawl through a tunnel, while another needs additional shoulder support or prefers moving through the pathway while walking.

A third child may understand the motor activity but require picture cues to follow the sequence.

Effective preschool movement programs provide multiple ways to participate rather than expecting every child to complete identical exercises.

Five Principles for Successful Movement Activities

1. Keep Activities Predictable

Use familiar routines, visual schedules, consistent movement sequences, and simple directions.

For example, a three-picture sequence might show: START → MOVE → FINISH

Children who understand what comes next may participate more confidently.

2. Offer Different Movement Options

Provide standing, seated, floor-based, and supported versions of activities when appropriate.

For a reaching activity, one child may stand, another may sit in a supportive chair, and another may reach from a stable floor position.

3. Adjust the Difficulty

Begin with movements the child can perform comfortably.

Increase the challenge gradually by adjusting:

• Movement distance
• Number of repetitions
• Reaching height
• Balance demands
• Number of movement steps
• Amount of assistance
• Time required to maintain a position

4. Support Different Communication Needs

Use modeling, picture symbols, gestures, AAC systems, or additional processing time.

Allow children to request assistance, choose an activity, or indicate when they want to stop.

5. Measure Participation, Not Perfect Performance

A successful movement activity may look different for each child.

One child may complete five controlled reaches independently.

Another may complete two reaches using positioning support.

A third may successfully imitate the movement for the first time.

Each response can provide meaningful information about the child’s current abilities and progress.

Important Medical and Safety Considerations

Before introducing movement activities, teachers should consider each child’s known medical conditions, physical limitations, and individualized health or safety plans.

Students with seizure disorders, cardiac or respiratory conditions, orthopedic restrictions, significant mobility limitations, or other medical considerations may require activity modifications or additional precautions. When a student’s medical needs could affect safe participation, consult the school nurse, occupational therapist, and appropriate healthcare providers before introducing an unfamiliar or potentially challenging activity.

Always follow the student’s existing Individualized Healthcare Plan, Seizure Action Plan, emergency care procedures, and applicable school safety protocols.

Having a medical diagnosis does not automatically prevent a child from participating in movement activities. The goal is to provide safe, accessible opportunities that respect each child’s individual needs and medical recommendations.

3. Five Preschool Movement Activities with Developmental Adaptations

The following activities can be incorporated into classroom movement breaks, motor centers, or familiar preschool routines.

Each activity targets a functional motor skill and includes adaptations for children with different abilities.

Activity 1: Starfish Hug

Motor Focus: Body awareness, bilateral coordination, and controlled opening and closing movements.

Materials: Open floor space or a stable chair.

Directions:

1. Have children sit or stand comfortably.
2. Encourage them to open their arms wide like a starfish.
3. Say, “Make a big starfish!”
4. Slowly bring both arms across the body for a gentle self-hug.
5. Return to the open position.
6. Repeat approximately 3–5 times, as comfortable.

For Younger Preschoolers

• Use simple one-step instructions and demonstrate the movement.

For Children with Reduced Postural Stability

• Perform the activity while seated with appropriate trunk and foot support.

For Children with Motor Planning Challenges

• Use two picture cues: OPEN and HUG.
• Practice each movement separately before combining them.

For Children with Sensory Sensitivities

• Allow the child to choose the amount of pressure used during the hug.
• Offer the option of hugging a stuffed animal.

For Children with Limited Mobility

• Encourage any comfortable opening and closing arm movement within the child’s available range.

What to Observe: Can the child initiate the movement, coordinate both arms, and return to a comfortable position?

Functional Connection: Bilateral arm coordination, body awareness, and controlled movement during play and self-help activities.

Activity 2: Cross-Body Treasure

Motor Focus: Crossing midline, coordinated reaching, and trunk stability.

Materials: Age-appropriate, sufficiently large beanbags or toys, and a basket.

Safety: Use age-appropriate, sufficiently large materials that do not present a choking hazard. Provide adult supervision and avoid small objects for children who may place materials in their mouths.

Directions:

1. Have the child sit or stand in a stable position.
2. Place a beanbag slightly across the center of the child’s body.
3. Encourage the child to reach across the body to retrieve it.
4. Place the beanbag into a basket near the center.
5. Repeat toward the opposite side.

For Younger Preschoolers

• Use large objects and short reaching distances.

For Children with Reduced Trunk Stability

• Provide supportive seating and position objects within a comfortable reaching range.

For Children with Motor Planning Challenges

• Begin with one object and one direction.
• Model retrieving the object and placing it into the container.

For Children with Limited Mobility

• Position materials within the child’s accessible reaching range.
• Allow use of the most functional arm or an appropriate adapted tool.

For Children Ready for a Challenge

• Add color identification, alternating hands, or a simple movement sequence.

What to Observe: Does the child reach toward the target while maintaining stability? Can the child reach across midline without excessive trunk turning when physically appropriate?

Functional Connection: Reaching for classroom supplies, using the helper hand, and participating in bilateral activities.

Activity 3: Supported Superman

Motor Focus: Antigravity extension, shoulder stability, and postural endurance.

Materials: Floor mat or carpet.

Directions:

1. Have the child lie comfortably on their tummy.
2. Encourage the arms to reach forward.
3. Say, “Let’s fly like superheroes!”

4. Invite the child to gently lift the head and upper chest only as far as comfortable, keeping the neck in a natural position. Children who demonstrate adequate postural control may also lift the arms briefly, if appropriate.

1. Keep the legs resting on the floor initially.
2. Return to the floor and rest.

Begin with approximately 2–3 short repetitions, adjusting the hold time to the child’s ability.

For Younger Preschoolers

• Use brief lifts and allow the child to keep the elbows on the floor.

For Children with Reduced Postural Strength

• Begin with prone-on-elbows play rather than lifting both arms.

For Children with Limited Endurance

• Use a preferred visual target and short practice periods.

For Children with Physical Disabilities

• Follow individualized positioning recommendations.
• Avoid forcing trunk or neck extension.

For Children Who Cannot Comfortably Lie Prone

• Use a supported reaching activity in sitting or standing to practice an accessible related motor skill.

What to Observe: Can the child participate comfortably without excessive fatigue, loss of control, or discomfort?

Functional Connection: Postural stability and upper-body control during floor play and classroom activities.

Activity 4: Puppy Finds the Butterfly

Motor Focus: Quadruped stability, shoulder weight bearing, head control, and head–body coordination.

Materials: Butterfly and ladybug pictures.

Directions:

1. Have the child begin on hands and knees, with hands beneath shoulders and knees beneath hips.
2. Place a butterfly picture slightly ahead of the child’s hands.
3. Place a ladybug picture closer to the hands.
4. Say, “Look at the butterfly!”
5. Encourage the child to gently lift the gaze while maintaining a comfortable hands-and-knees position.
6. Say, “Now find the ladybug!”
7. Encourage the child to gently lower the gaze without excessive movement of the arms or trunk.
8. Repeat approximately 3–5 times.

For Younger Preschoolers

• Begin by maintaining quadruped briefly while looking toward a single picture.

For Children with Reduced Shoulder Stability

• Shorten the activity and reduce the range of head movement.
• Provide positioning support when recommended by the OT.

For Children with Motor Planning Challenges

• Use one picture at a time and demonstrate the movement.

For Children with Difficulty Maintaining Quadruped

• Begin with hands supported against a wall or stable low surface.
• A seated reaching activity may be more appropriate for some children.

For Children with Communication Differences

• Use preferred characters, picture symbols, or a choice between visual targets.

What to Observe: Can the child maintain comfortable arm support while changing gaze? Watch for elbow collapse, excessive hip movement, loss of balance, or discomfort.

Functional Connection: Shoulder stability, postural control, and maintaining body position during movement.

OT Clinical Note: Difficulty maintaining quadruped during head movement may prompt further examination of postural control and STNR-associated movement patterns. However, this observation alone does not establish a retained reflex.

Activity 5: Wall Push

Motor Focus: Shoulder stability, upper-extremity weight bearing, and force awareness.

Materials: Stable wall space; optional handprint pictures.

Directions:

1. Have children stand facing a wall.
2. Place both hands against the wall near shoulder height.
3. Keep elbows comfortably extended.
4. Say, “Push the castle wall!”
5. Apply gentle, steady pressure for approximately 3–5 seconds.
6. Relax and repeat approximately 3 times.

For Younger Preschoolers

• Use picture handprints to show where the hands belong.

For Children with Reduced Strength

• Move the feet closer to the wall and reduce the pressure.

For Children with Balance Challenges

• Provide appropriate standing support or use a seated pushing alternative.

For Children with Limited Hand Opening

• Modify the hand position based on available movement and OT recommendations.
• Avoid forcing the fingers or wrists into position.

For Children with Difficulty Following Directions

• Use a simple cue: “Push—stop!”

What to Observe: Can the child apply controlled pressure while maintaining a stable, comfortable position?

Functional Connection: Body awareness, upper-extremity support, and force control during classroom activities.

4. Choosing the Right Movement Activity

Before selecting an exercise, consider the child’s functional needs and classroom environment.

Classroom Observation	Activity or Adaptation	Functional Motor Focus
Difficulty maintaining floor sitting	Supported reaching or seated Starfish Hug	Postural stability and participation
Difficulty coordinating both hands	Cross-Body Treasure	Bilateral coordination
Reduced shoulder stability	Wall Push	Upper-extremity support
Difficulty maintaining quadruped	Supported Puppy or Wall Push	Weight bearing and postural control
Difficulty following movement sequences	Picture cues and one-step directions	Motor planning and participation
Fatigue during prone activities	Brief prone-on-elbows play	Postural endurance
Difficulty managing movement transitions	Predictable beginning and ending routine	Sequencing and classroom participation

Teacher Reminder: A child does not need to complete every activity. Select activities that match the child’s strengths, needs, and comfort.

5. Incorporating Movement into Everyday Preschool Routines

Movement opportunities do not always need to be scheduled as separate exercise sessions.

Teachers can incorporate short activities throughout the preschool day.

Arrival: Start With a Predictable Routine

A child may begin the morning by selecting a movement picture, completing a familiar action, and transitioning to the first classroom activity.

• Possible Activities: Starfish Hug or Wall Push.
• Adaptations: Visual schedules, choice boards, modeling, or supported participation.
• Functional Goal: Develop familiarity with classroom routines and support successful arrival.

Before Circle Time: Positioning and Participation

Provide a brief opportunity for movement before transitioning to a comfortable circle-time position.

• Possible Activities: Cross-Body Treasure, supported Puppy, or gentle reaching games.
• Adaptations: Alternative seating, positioning supports, or shortened movement sequences.
• Functional Goal: Support comfortable postural positioning and participation in group learning.
• Important: The goal is not to require every child to remain motionless. Appropriate movement and position changes can be part of successful classroom participation.

Before Fine-Motor Centers: Practice Relevant Motor Skills

Select a brief activity related to the upcoming classroom task.

For example:

• Wall Push before a bilateral manipulation activity
• Cross-Body Treasure before a two-handed game
• Play-dough squeezing before a fine-motor center
• Supported reaching before manipulating classroom materials

Functional Goal: Provide opportunities to practice motor components used during classroom activities.

These exercises complement, rather than replace, direct instruction in coloring, drawing, cutting, and manipulation.

After Recess: Support the Transition

Some children transition easily after outdoor play. Others may benefit from visual cues, additional time, or an individualized routine.

Possible Strategies:

• Review the next activity using picture symbols.
• Offer a short, preferred movement activity.
• Provide a quieter transition option.
• Use a predictable start-and-finish routine.
• Allow children to communicate a need for help or a break.

Functional Goal: Support successful participation in the next classroom activity.

Clinical Note: Active proprioceptive activities are not universally calming. Observe each child’s response and adjust accordingly.

6. Adapting Movement for Children with Additional Support Needs

Children in general education, inclusive, and special education preschool settings may require different types of support.

Adaptations should be based on individual needs rather than classroom placement or diagnosis alone.

Children With Motor Disabilities or Reduced Mobility

Consider:

• Individualized seating and positioning
• Stable support surfaces
• Reduced movement distances
• Alternative movement positions
• Shorter activity periods
• Appropriate equipment
• Additional opportunities to rest

Children using specialized positioning equipment should follow their individualized plans.

Children With Autism or Sensory Processing Differences

Consider:

• Predictable routines
• Preferred interests and characters
• Picture cues
• Choice of activities
• Flexible participation
• Sensory preferences
• Opportunities to take breaks

Avoid assuming that fidgeting, repetitive movement, or difficulty remaining seated automatically indicates a retained primitive reflex or a need for more exercise.

Children With Communication Challenges

Use:

• Picture symbols
• Gestures
• Modeling
• AAC systems
• Consistent verbal cues
• Additional processing time

Provide ways for children to request help, choose an activity, or indicate when they are finished.

Children With Motor Planning Challenges

Break activities into manageable steps.

For example, rather than immediately asking a child to crawl to a beanbag, pick it up, and deliver it to a bucket:

1. Practice moving toward the beanbag.
2. Practice retrieving the object.
3. Practice placing it into the bucket.
4. Combine the actions when the child is ready.

The goal is successful participation with gradually increasing independence.

7. What Should Teachers Observe?

Preschool teachers do not need to identify retained primitive reflexes to recognize when a child may benefit from additional movement support.

Instead, focus on how the child participates in everyday routines.

Functional Movement Observation Checklist

During familiar preschool activities, consider:

• Does the child maintain a comfortable position during floor play?
• Can the child use both hands together during age-appropriate activities?
• Does the child reach across the body when appropriate?
• Can the child imitate a simple movement?
• Can the child navigate familiar classroom spaces safely?
• Does the child demonstrate unusual fatigue or discomfort?
• Can the child follow a short movement sequence with appropriate supports?
• Can the child transition between activities using the supports available?

These observations are not standardized developmental milestones or a primitive reflex screening tool.

They can help teachers recognize functional strengths, participation barriers, and the need for additional consultation.

Simple Progress Monitoring

Select one meaningful motor or classroom participation skill.

For example:

• Target Skill: Participating in a three-step movement routine.
• Baseline: The child completes one step with adult modeling.
• Intervention: Provide consistent picture cues, modeling, and opportunities for practice.
• Progress Check: The child completes all three steps with one gestural prompt.

This represents improved participation in the routine.

However, it does not establish that a primitive reflex has been integrated.

For students receiving individualized supports, the OT and educational team should select outcomes that reflect meaningful educational needs.

8. How Do Primitive Reflexes Fit into Motor Development?

Primitive reflexes are automatic movement responses that emerge during prenatal development or infancy.

As the nervous system matures, voluntary motor control and postural reactions increasingly support movement and functional participation.

Occupational therapists with specialized training may consider primitive reflex responses as one part of a comprehensive motor evaluation.

For example:

• Activities involving head movement while maintaining quadruped may provide opportunities to observe head–body coordination and STNR-associated movement patterns.
• Cross-body reaching may provide information about bilateral coordination and the ability to move across midline, skills sometimes discussed in relation to ATNR.
• Prone and supine activities provide opportunities to examine antigravity postural control, which may be considered alongside TLR-related observations.
• Controlled opening and closing activities involve whole-body movement patterns sometimes included in Moro-related motor programs.

These examples describe movement components that may inform clinical observation. They are not validated tests of retained primitive reflexes.

An important distinction: A child who struggles with quadruped stability, crossing midline, or postural endurance does not necessarily demonstrate retained primitive reflexes.

Research has not established that these specific classroom exercises reliably integrate retained reflexes.

The primary purpose of the activities in this article is to support meaningful motor practice and preschool participation.

For additional background, read: Helping Kids Succeed: Understanding Primitive Reflexes, Movement, and School Performance.

9. What Does Research Tell Us?

Evidence-informed preschool movement programs should combine research findings, professional reasoning, and the individual child’s functional needs.

Fundamental Motor Skill Development

Chen et al. (2024) conducted a meta-analysis examining structured and unstructured interventions for fundamental motor skills in preschool children.

• The analysis included 23 studies involving 4,068 children.
• The researchers found improvements in fundamental motor skills following movement interventions, with structured approaches showing particular advantages for locomotor development.
• These findings support providing purposeful movement opportunities during early childhood.
• However, the review did not establish that the specific activities in this article integrate retained primitive reflexes or independently improve handwriting and academic performance.

Sensory-Based Interventions

Piller et al. (2025) systematically reviewed 21 studies examining sensory-based interventions for children and youth with sensory integration and processing challenges.

• The review reported strong evidence for caregiver training in the use of sensory strategies and some deep-pressure tactile interventions. Evidence varied for other interventions and outcomes.
• These findings reinforce the importance of individualized strategies and measuring changes in functional participation.
• They do not mean that every child will become calmer or more attentive after pushing, crawling, or other heavy-work activities.

Early Childhood Recommended Practices

• The Division for Early Childhood (2014) developed recommended practices for supporting young children who have or are at risk for developmental delays and disabilities.
• These practices emphasize individualized instruction, natural learning environments, family involvement, appropriate adaptations, and professional collaboration.
• They are particularly useful when planning inclusive preschool movement opportunities.

Universal Design for Learning

CAST’s Universal Design for Learning Guidelines 3.0 (2024) encourage flexible ways to engage, communicate, participate, and demonstrate learning.

For movement activities, this may include:

• Offering choices
• Providing visual demonstrations
• Adjusting movement demands
• Using accessible materials
• Supporting different communication methods
• Allowing multiple ways to participate

Occupational Therapy Practice Guidance

AOTA’s Practice Smart! recommendations caution against reflex-integration programs that lack clear connections to occupational performance.

This guidance supports evaluating movement activities according to meaningful functional outcomes, rather than assuming changes in primitive reflex activity.

Clinical Takeaway: Developmentally appropriate movement opportunities may help children practice foundational motor skills. Individualized adaptations, direct instruction, and functional progress monitoring are essential when supporting children with additional needs.

10. Collaboration Between Preschool Teachers, OTs, and Families

Successful preschool movement programs depend on collaboration.

Occupational Therapists

OTs can:

• Identify functional motor and participation challenges.
• Recommend developmentally appropriate activities.
• Modify tasks and environments.
• Provide individualized positioning recommendations.
• Model adaptations for teachers.
• Support fine-motor and visual-motor development.
• Monitor meaningful functional outcomes.

Preschool Teachers

Teachers can:

• Incorporate short movement opportunities into routines.
• Model activities and provide visual supports.
• Offer accessible ways to participate.
• Observe how students respond.
• Provide repeated opportunities to practice.
• Collaborate with the OT when difficulties persist.

Instructional Assistants

Instructional assistants may:

• Prepare materials.
• Provide agreed-upon visual or verbal cues.
• Model familiar movements.
• Assist with safe transitions.
• Follow individualized positioning recommendations.
• Communicate observations to teachers and therapists.

Families

Families can:

• Encourage active play and movement exploration.
• Practice familiar routines through play.
• Share information about the child’s strengths and preferences.
• Provide opportunities for self-help activities.
• Communicate concerns about fatigue, movement, or participation.

Activities should be manageable and enjoyable rather than becoming another demanding homework assignment.

Conclusion: Meaningful Movement for Every Preschooler

Preschool movement activities should be playful, accessible, and purposeful.

Children develop foundational motor skills through everyday exploration, repeated practice, and participation in meaningful activities.

Some children require additional support with postural control, bilateral coordination, motor planning, communication, or sensory processing. These needs can be addressed through appropriate activity modifications, environmental adaptations, and collaboration.

The goal is not for every child to complete the same exercise perfectly. The goal is for every child to have meaningful opportunities to develop movement skills and participate successfully in preschool activities.

Through thoughtful adaptations and purposeful practice, occupational therapists, teachers, and families can support children’s motor development and growing independence.

At Write Expectations™, we believe that strong foundations are built through meaningful movement, appropriate support, and opportunities for every child to succeed.

 

References

American Occupational Therapy Association. (n.d.). Practice Smart! https://www.aota.org/practice/practice-essentials/evidencebased-practiceknowledge-translation/practice-smart

CAST. (2024). CAST Universal Design for Learning Guidelines version 3.0. https://udlguidelines.cast.org/

Chen, D., Zhao, G., Fu, J., Shun, S., Su, L., He, Z., Chen, R., Jiang, T., Hu, X., Li, Y., & Shen, F. (2024). Effects of structured and unstructured interventions on fundamental motor skills in preschool children: A meta-analysis. Frontiers in Public Health, 12, Article 1345566. https://doi.org/10.3389/fpubh.2024.1345566

Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014. https://www.dec-sped.org/dec-recommended-practices

Piller, A., McHugh Conlin, J., Glennon, T. J., Andelin, L., Auld-Wright, K., Teng, K., & Tarver, T. (2025). Systematic review of sensory-based interventions for children and youth (2015–2024). Frontiers in Pediatrics, 13, Article 1720179. https://doi.org/10.3389/fped.2025.1720179

 

Educational and Safety Disclaimer

The information and movement activities provided by Write Expectations™ are intended for general educational purposes and professional reference. They are not intended to diagnose, treat, or prevent any medical or developmental condition and do not replace individualized occupational therapy evaluation, medical advice, or professional intervention.

Activities should be selected and modified according to each child’s developmental abilities, physical needs, comfort, and functional goals. Appropriate adult supervision is required. Activities should be discontinued if a child experiences pain, dizziness, unusual fatigue, distress, or difficulty maintaining a safe position.

Children with seizure disorders, cardiac or respiratory conditions, orthopedic restrictions, physical disabilities, or other medical considerations may require individualized movement precautions. Teachers and caregivers should follow established medical recommendations, school health plans, and emergency procedures. When the safety or appropriateness of an activity is uncertain, consult the school nurse or an appropriate healthcare professional before participation.

Educators, caregivers, and other professionals are responsible for determining whether an activity is appropriate for the children in their care and for following applicable safety procedures and individualized support plans.

Participation in these activities does not guarantee specific developmental, therapeutic, behavioral, or academic outcomes.

 

Write Expectations™ | Occupational Therapy Resources for School Success

© 2026 Write Expectations™. All rights reserved.