Tips for Using Sensory Toys and Comfort Items

Many of our LifeKids deal with issues that make it hard for them to pay attention or feel relaxed in stimulating environments. They may deal with a dysregulated sensory system which could manifest as fear, physical pain, defiance, irritability, and/or discomfort from the unusual noise, movement, textures, and lighting of our rooms. Using calming sensory toys and comfort items can help bring a child out of their fight-or-flight state. They may also help a child to focus by offering their mind something relaxing to do while they listen.

What makes a good sensory toy?
Many everyday items make great sensory toys. Many toys you’ll already find inside LifeKids rooms also make wonderful sensory support toys. Pay attention to which items help the child you work with to regulate and calm, and which ones stimulate them. When you find something that works, keep it with you each weekend so it’s ready when you need it!

For some specialized items, find the Sensory Support Items Bin at your campus! Grab a drawstring bag from inside it, and fill it with a few items that will help support the child you’re serving. Here are the types of toys you’ll find in the bin and the needs they support.

FIDGET TOYS
What They Are

• Small toys or other items that can be held and experienced with a child’s hands
• Items a child can work with while they listen to videos or attempt to participate in group activities
• Things that help keep a child’s body and mind calm and focused
• Can help reduce anxiety

How to Use Them

• Offer when a child seems bored, disinterested, or is having trouble keeping hands occupied. Watch for: whining, leaving, escaping, touching others, etc.
• Offer when it’s time to keep a calm body.
• Offer when it’s time to transition from a preferred activity to a different one (such as when free time is over and it’s time for sitting and watching a movie, or when it’s time to transition from the hall with parents into a LifeKids room).
• Dry erase board and markers also work well as a fidget/focus toy.

SQUISHY TOYS
What They Are

• Items like gel-filled or foam squeeze toys
• A good outlet for deep-pressure sensory seekers

How to Use Them

• Offer when a child needs something appropriate to get deep pressure from. Watch for: leaning on other kids, stomping, pushing, pinching, seeking rough-and-tumble play, etc.
• Try placing foam squishy toys on the ground and encourage a child to push down on it with both hands. Playfully say something like, “Can you make a pancake out of this?”
• Kids can take off shoes and stomp on squishy toys for lots of grounding input through their legs and feet. Help with balance as needed.
• Place on wall and have child lean on them.
• Can also make excellent fidget toys

SIGHTS AND SOUNDS SUPPORT ITEMS
What They Are

• Items that will support the audio-visual needs of the kids you serve
• Tools to reduce noise or light
• Tools to add a little sound when the general noise of the room has quieted
• Tools to add a little light if the lighting in your room dims

How to Use Them

• Offer sunglasses if a child shows signs that the lighting in the room is distracting or harsh for them. Watch for: blinking, squinting, tearing, covering eyes, hiding, etc.
• Try noise-reducing headphones anytime a child appears distressed and you’re not sure why. Our rooms can be noisier than some kids can handle. Try saying, “It’s a hug for your ears,” to help kids get used to the gentle pressure from the headphones. Watch for: whining, hiding, escaping, holding ears, pushing people away, etc.
• Offer sound-producing toys like a gentle rain stick so a child can stimulate their ears gently—especially when the room is quiet. Watch for: humming, tapping, cupping ears, etc.
• Offer books to look at, whiteboard to draw on, lighted toys, toys with motion like a water drip toy as a fidget toy or in addition to other types of fidget toys. Watch for: signs of boredom, looking closely at other toys, turning head while exploring toys, etc.
• Offer lantern to gently illuminate area around child during dimly lighted portions of the experience. Watch for: inability to see other supports you’re using when lights dim, signs of fear or disorientation when lights dim, whining, crying, etc. Tip: Lanterns are better than flashlights because they don’t produce a beam of light which could be irritating to eyes—both the eyes of the child you’re serving as well as to nearby children.

CHEWABLE ITEMS
What They Are

• Things that are safe and designed for chewing and mouthing like chewable jewelry, silicone toys, etc.

How to Use Them

• Offer as support when child shows signs they need oral stimulation. Watch for: biting self or others, chewing clothing, grinding teeth, drooling, making mouth noises, etc.
• Tip: Ask parent if child has their own chewable jewelry or favorite chewable toys and encourage them to bring them to LifeKids!

OTHER ITEMS
What They Are

• Swing Chair
• Weighted items
• Manual-visual toys

How to Use Them
Swing Chair

• Use to support a wide variety of needs from shutting down—to inability to settle an active body.
• If you’re not sure what will help, try moving child to a quiet room with another leader and allowing them to swing in the hammock-hug of the chair.
• Combine sitting in swing chair with other supports like headphones, fidget toys, etc.
• Since the chair is portable, use to help transition a child from one activity to another or even from one room to another. Example: Relax in the chair in a quiet area of LifeKids while child is calm. Use chair to help transition into a room or area child is unsure of. “We can swing in the chair in this room today. Next week, we can swing in it in the hallway near Crosstown.” Eventually, the familiarity and comfort of the swing chair can help a child stay in a room with their peers they might not have been able to before. “If you go in Crosstown, you can sit in the chair while you hold your squishy toy!”

Weighted items

• Weighted toys, pads, pillows, snakes, and blankets offer soothing and calming sensory input.
• Weighted snakes have a versatile shape that can be wrapped around a child, draped on shoulders, or piled in lap.
• Offer to help child keep body calm and relaxed. Watch for: squirming, bouncing, boredom, rough-and-tumble play, etc.

Manual-Visual Toys

• These are toys that use hands and eyes together. Example: Spinning/stacking toys, spiraling ball-drop toys, etc.
• Offer when a child needs something more captivating than other smaller toys you’ve offered.

Final Note
When you’re done working with your little buddy, bring the items you used back to the Sensory Support Items Bin. Follow the cleaning protocol at your campus. Spray non-toxic cleaner onto a paper towel and wipe down toys carefully. Rinse chewable toys as needed. Make sure toys are dry before returning to bin.