Sensory Play Quotes

There are children playing in the street who could solve some of my top problems in physics, because they have modes of sensory perception that I lost long ago.

One difference between spiritual and ego law is that spiritual law is very playful and creative, while ego law is fixed and routine.

When it rains, the moisture in the humid air blankets our town with the smell of damp coffee grounds wafting in from the Nescafé factory at the town’s eastern edge. I don’t like coffee but I like that smell. It’s comforting; it unites the town in a common sensory experience; it’s good industry, like the roaring rug mill that fills our ears, brings work and signals our town’s vitality. There is a place here—you can hear it, smell it—where people make lives, suffer pain, enjoy small pleasures, play baseball, die, make love, have kids, drink themselves drunk on spring nights and do their best to hold off the demons that seek to destroy us, our homes, our families, our town.

I had no idea kissing felt like this. Sensory overload. At some point, Ren reluctantly let me down. He still supported my weight, which was good because I was ready to fall over. He cupped my cheek and ran a thumb slowly across my bottom lip. He stood close to me, keeping one arm wrapped around my waist. His other hand moved to my hair, and his fingers began to slowly twist the loose strands. I had to blink my eyes a few times to clear my vision. He laughed quietly. “Breathe, Kelsey.” He had a very self-satisfied, smug grin on his face, which, for some reason, got my ire up. “You seem very happy with yourself.” He raised an eyebrow. “I am.” I smirked back to him and said, “Well, you didn’t ask for permission.” “Hmm, perhaps we should rectify that.” He trailed his fingers up my arm, swirling little circles as he went. “Kelsey?” I watched his progress and mumbled, distracted, “Yes?” He stepped closer. “Do I-“ “Hmm?” I wiggled slightly. “Have your-“ He started nuzzling my neck then moved up to my ear. His lips ticked me as he whispered, and I felt him smile, “Permission-“ Goose bumps broke out on my arms and I trembled. “To kiss you?” I nodded weakly. Standing on my tiptoes, I slipped my arms around his neck showing him that I was definitely giving permission. He trailed kisses from my ear across to my cheek in achingly slow motion, grazing along a path of his choosing. He stopped, hovering just over my lips, and waited. I knew what he was waiting for. I paused only a brief second before whispering faintly, “Yes.” Smiling victoriously, he crushed me against his chest and kissed me again. This time, the kiss was bolder and playful. I ran my hands from his powerful shoulders, up to his neck, and pressed him close to me.

All of us lived life when sex was the farthest thing from our minds. Try to remember the careless freedom of play, basking in the beingness of others. As adults, responsibilities and obligations can often bind us to a daily grind. For some adults, then, sex might be one of the few interactions that restores their openness and sensory exploration of play. It’s not hard to see why sexual preoccupation might take over when people become locked out from experiencing fulfilling lives.

Here I am, a bundle of past recollections and future dreams, knotted up in a reasonably attractive bundle of flesh. I remember what this flesh has gone through; I dream of what it may go through. I record here the actions of optical nerves, of taste buds, of sensory perception. And, I think: I am but one more drop in the great sea of matter, defined, with the ability to realize my existence. Of the millions, I, too, was potentially everything at birth. I, too, was stunted, narrowed, warped, by my environment, my outcroppings of heredity. I, too, will find a set of beliefs, of standards to live by, yet the very satisfaction of finding them will be marred by the fact that I have reached the ultimate in shallow, two-dimensional living - a set of values. This loneliness will blur and diminish, no doubt, when tomorrow I plunge again into classes, into the necessity of studying for exams. But now, that false purpose is lifted and I am spinning in a temporary vacuum. At home I rested and played, here, where I work, the routine is momentarily suspended and I am lost. There is no living being on earth at this moment except myself. I could walk down the halls, and empty rooms would yawn mockingly at me from every side. God, but life is loneliness, despite all the opiates, despite the shrill tinsel gaiety of "parties" with no purpose, despite the false grinning faces we all wear. And when at last you find someone to whom you feel you can pour out your soul, you stop in shock at the words you utter - they are so rusty, so ugly, so meaningless and feeble from being kept in the small cramped dark inside you so long. Yes, there is joy, fulfillment and companionship - but the loneliness of the soul in it's appalling self-consciousness, is horrible and overpowering.

Caregiving offers many fringe benefits, including the sheer sensory delight of nourishing and grooming, sharing, and playing. But caregiving does buttonhole you; you're stitched in one place. . . . Paul wasn't on a learning curve but seemed trapped in a circle. He's swoop forward only to loop back again and fall to earth.

What I'm trying to do is make impressions. I think of myself as a colourist, adding different colours and shades by using different techniques and touching the guitar in different ways. I'd like to play sounds you can see if you've got your eyes closed.

Awakening is about introducing a child to sensory experiences, including tastes. It doesn't always require the parent's active involvement. It can come from staring at the sky, smelling dinner as it's being prepared, or playing alone on a blanket. It's a way of sharpening the child's senses and preparing him to distinguish between different experiences. It's the first step toward teaching him to be a cultivated adult who knows how to enjoy himself. Awakening is a kind of training for children in how to profiter - to soak up the pleasure and richness of the moment.

Time held no meaning as my mind darted in and out of memories. Past and present collided to create a full-sensory collage out of my life: playing hide-n-seek with my best friends Luke—who always cheated by walking through walls when he was about to be caught—and Lucy; Mr. Caldrin critiquing my sketches and offering ideas to make them more realistic; targets changing faces, blending into the same person, their thoughts rippling through my mind like waves. Through it all, a demon stalked me from the shadows of my memories, never quite showing its face, but crouching, waiting. And then I dreamed....

Autistic people are born with the mask of neurotypicality pressed against our faces. All people are assumed to think, socialize, feel, express emotion, process sensory information, and communicate in more or less the same ways. We’re all expected to play along with the rules of our home culture, and blend into it seamlessly. Those of us who need alternate tools for self-expression and self-understanding are denied them. Our first experience of ourselves as a person in the world, therefore, is one of being othered and confused. We only get the opportunity to take our masks off when we realize other ways of being exist.

It should surprise no one that the life of the writer--such as it is--is colorless to the point of sensory deprivation. Many writers do little else but sit in small rooms recalling the real world. This explains why so many books describe the author's childhood. A writer's childhood may well have been the occasion of his only firsthand experience. Writers read literary biography, and surround themselves with other writers, deliberately to enforce in themselves the ludicrous notion that a reasonable option for occupying yourself on the planet until your life span plays itself out is sitting in a small room for the duration, in the company of pieces of paper.

We have seen that imagining an act engages the same motor and sensory programs that are involved in doing it. We have long viewed our imaginative life with a kind of sacred awe: as noble, pure, immaterial, and ethereal, cut off from our material brain. Now we cannot be so sure about where to draw the line between them. Everything your “immaterial” mind imagines leaves material traces. Each thought alters the physical state of your brain synapses at a microscopic level. Each time you imagine moving your fingers across the keys to play the piano, you alter the tendrils in your living brain. These experiments are not only delightful and intriguing, they also overturn the centuries of confusion that have grown out of the work of the French philosopher René Descartes, who argued that mind and brain are made of different substances and are governed by different laws. The brain, he claimed, was a physical, material thing, existing in space and obeying the laws of physics. The mind (or the soul, as Descartes called it) was immaterial, a thinking thing that did not take up space or obey physical laws. Thoughts, he argued, were governed by the rules of reasoning, judgment, and desires, not by the physical laws of cause and effect. Human beings consisted of this duality, this marriage of immaterial mind and material brain. But Descartes—whose mind/body division has dominated science for four hundred years—could never credibly explain how the immaterial mind could influence the material brain. As a result, people began to doubt that an immaterial thought, or mere imagining, might change the structure of the material brain. Descartes’s view seemed to open an unbridgeable gap between mind and brain. His noble attempt to rescue the brain from the mysticism that surrounded it in his time, by making it mechanical, failed. Instead the brain came to be seen as an inert, inanimate machine that could be moved to action only by the immaterial, ghostlike soul Descartes placed within it, which came to be called “the ghost in the machine.” By depicting a mechanistic brain, Descartes drained the life out of it and slowed the acceptance of brain plasticity more than any other thinker. Any plasticity—any ability to change that we had—existed in the mind, with its changing thoughts, not in the brain. But now we can see that our “immaterial” thoughts too have a physical signature, and we cannot be so sure that thought won’t someday be explained in physical terms. While we have yet to understand exactly how thoughts actually change brain structure, it is now clear that they do, and the firm line that Descartes drew between mind and brain is increasingly a dotted line.

However, traumatized people chronically feel unsafe inside their bodies: The past is alive in the form of gnawing interior discomfort. Their bodies are constantly bombarded by visceral warning signs, and, in an attempt to control these processes, they often become expert at ignoring their gut feelings and in numbing awareness of what is played out inside. They learn to hide from their selves. The more people try to push away and ignore internal warning signs, the more likely they are to take over and leave them bewildered, confused, and ashamed. People who cannot comfortably notice what is going on inside become vulnerable to respond to any sensory shift either by shutting down or by going into a panic — they develop a fear of fear itself.

Qwilleran’s Siamese cat was a celebrity at the Press Club. Koko’s portrait hung in the lobby along with Pulitzer Prize winners, and he was probably the only cat in the history of journalism who had his own press card signed by the chief of police. Although Qwilleran’s suspicious nature and inquisitive mind had brought a few criminals to justice, it was commonly understood at the Press Club that the brains behind his success belonged to a feline of outstanding intelligence and sensory perception. Koko always seemed to sniff or scratch in the right place at the right time.

A choking dry-ice smog of disappointment, pooling in the drops and troughs of suddenly uncertain ground. Mudyards, wit here and there the smoking wrecks of ideologies, their wheels and radios gone. River of litter rustling in a swollen course below the sky's black drag and in the ditches mustard gas, a mulch of sodden colouring books, imploded television sets. These are the fretful margins of twentieth century, the boomtowns ragged edge, out past the sink estates, the human landfill, where the wheelchair access paving quakes, gives way like sphagnum moss beneath our feet. It’s 1999, less like date than like a number we restore to in emergencies. pre-packaged in its national front hunting. It’s millennial mummy-wraps. The zeitgeist yawns, as echoing and hollow as the Greenwich dome. It’s April 10th; we find ourselves in red lion square....caught in the crosshairs of geography and time like sitting ducks, held always by surface tension of the instant, by the sensory dazzle. Constant play of light on neural ripples. Fluttering attention pinned to where and when and who we are. The honey-trap of our personal circumstance, of our familiar bodies restless in these chairs.

THE VOICE YOU HEAR WHEN YOU READ SILENTLY is not silent, it is a speaking- out-loud voice in your head; it is *spoken*, a voice is *saying* it as you read. It's the writer's words, of course, in a literary sense his or her "voice" but the sound of that voice is the sound of *your* voice. Not the sound your friends know or the sound of a tape played back but your voice caught in the dark cathedral of your skull, your voice heard by an internal ear informed by internal abstracts and what you know by feeling, having felt. It is your voice saying, for example, the word "barn" that the writer wrote but the "barn" you say is a barn you know or knew. The voice in your head, speaking as you read, never says anything neutrally- some people hated the barn they knew, some people love the barn they know so you hear the word loaded and a sensory constellation is lit: horse-gnawed stalls, hayloft, black heat tape wrapping a water pipe, a slippery spilled *chirr* of oats from a split sack, the bony, filthy haunches of cows... And "barn" is only a noun- no verb or subject has entered into the sentence yet! The voice you hear when you read to yourself is the clearest voice: you speak it speaking to you. ~~-Thomas Lux

Now if we look at today’s materialistic life people seem mainly concerned with sensory experiences. So that’s why their satisfaction is very limited and brief, since their experience of happiness is so dependent on external stimuli. For example, so long as the music is playing, they feel happy.” He tilted his head to the side with a smile as if appreciating the music. “When something good is happening, they are happy. Good food, they are happy. When these things stop, then they feel bored, restless, and unhappy. Of course this is nothing new. Even in the time of the Buddha, people would fall into the trap of thinking that sensory experience would bring them happiness.

Mass media is the food for our eyes, ears, and minds. When we watch television, read a magazine, watch a film, or play a video game, we are consuming sensory impressions. Many of the images we are exposed to through the media water unwholesome seeds of craving, fear, anger, and violence in our consciousness. The images, sounds, and ideas that are toxic can rob our body and consciousness of their well-being. If you feel anxious, fearful, or depressed, it may be because you have taken in too many toxins through your senses without even knowing it. Be mindful of what you watch, read, and listen to, and protect yourself from the fear, despair, anger, craving, anxiety, or violence they promote. The material goods they promise are only quick, temporary fixes.

According to one Islamic model, the soul has three stages. In the first seven years, it is known as the appetitive soul. The primary concerns of children in this stage are eating and wanting attention. The second stage is the next seven years, the age of anger, when kids react strongly to stimuli and are annoyed easily. The third is the rational stage, when reasoning and discernment reach their full capacity. ʿAlī ibn AbīṬālib encouraged parents to play with their children during the first stage, to indulge them, for they are discovering the world. They had been in a spiritual realm and have only recently entered the realm of the sensory. In the second stage, Imam ʿAlī counseled that parents should focus on training and discipline, for, in this stage, young people have a heightened capacity to receive and absorb information and thus learn new things. In the third stage, parents should befriend them and form a relationship that is amicable and full of kindness and companionship. After this, their children, now adults, should be set free.

mental, sensory, creative, emotional, social, and spiritual. We can determine the rest we need by looking at where we are using most of our energy in the day. Perhaps rest for you is getting more sleep. Or maybe it is walking in nature, a morning of solitude, playing an instrument, or watching the clouds pass by. I rather like going to a local grocer’s to unhurriedly wander the aisles of fruits and vegetables and return home to make a soup—for someone else, of course, this might be the opposite of restful. Giving yourself permission to rest in the way you need it can be the very thing that allows you to discover more opportunities to shape your day rather than having busyness shape it for you. Taking

Nevertheless I’d like to end this chapter on a positive note about how research into how humans acquire language is leading to better informed, conscious parents. Though there has been a cultural misunderstanding that a baby’s brain is not developed enough to learn and comprehend language, nothing could be further from the truth. The acquisition of language plays a fundamental role in exercising an infant’s brain and shaping its organization, neural connectivity, and intelligence. Research on the fetal brain’s ability to acquire and download environmental experiences in the womb reveal that the nervous system’s sensory input mechanisms, such as hearing, develop long before the system’s motor outputs—in this case, coordinated muscular control needed for speech. Consequently, the brain’s potential to learn and understand language is not dependent on the infant’s ability to speak.

The principle of conscious life is: 'Nihil est in intellectu, quod non prius fuerit in sensu.' But the principle of the unconscious is the autonomy of the psyche itself, reflecting in the play of its images not the world but itself, even though it utilizes the illustrative possibilities offered by the sensible world in order to make its images clear. The sensory datum, however, is not the causa efficiens of this; rather, it is autonomously selected and exploited by the psyche, with the result that the rationality of the cosmos is constantly being violated in the most distressing manner. But the sensible world has an equally devastating effect on the deeper psychic processes when it breaks into them as a causa efficiens. If reason is not to be outraged on the one hand and the creative play of images not violently suppressed on the other, a circumspect and farsighted synthetic procedure is required in order to accomplish the paradoxical union of irreconcilables.

Even if I could accept, just for an instant, that I have the power to change physical matter with my mind, and literally manifest all that I desire . . . I’m afraid I see nothing in my life to make me believe I have such power.” She shrugged. “Then you’re not looking hard enough.” “Come on, I want a real answer. That’s the answer of a priest. I want the answer of a scientist.” “You want a real answer? Here it is. If I hand you a violin and say you have the capability to use it to make incredible music, I am not lying. You do have the capability, but you’ll need enormous amounts of practice to manifest it. This is no different from learning to use your mind, Robert. Well-directed thought is a learned skill. To manifest an intention requires laserlike focus, full sensory visualization, and a profound belief. We have proven this in a lab. And just like playing a violin, there are people who exhibit greater natural ability than others. Look to history. Look to the stories of those enlightened minds who performed miraculous feats.

Sensuality is for you, not about you. It’s for you in a sense that you are allowed to indulge all of your senses and taste the goodness of this world and beyond. It’s also for you in a sense that you’re allowed to curate and express yourself in an authentic way (i.e. in the way you dress, communicate, live, love, play, etc.). However, sensuality is not ABOUT you, it’s about those to whom you were brought here to touch and inspire. It’s about the joy and pleasure you’re here to bring. You didn’t come here for yourself nor empty-handed, but you came here bearing special gifts. You were brought here to be a vessel of sensual innovation and a conveyor of heaven’s most deepest pleasures. Your passion is an indication of the sensual gift(s) you were endowed with before you made your grand entry into this world. Your divine mandate now is to exploit every sensual gift you have to the fullest whether it’s music, photography, boudoir or fashion modeling, etc. If you have a love for fashion, always dress impeccably well like my friend Kefilwe Mabote. If you have a love for good food and wine, create culinary experiences the world has never seen before like chef Heston Blumenthal whom I consider as one of the most eminent sensual innovators in the culinary field. Chef Heston has crafted the most sensually innovative culinary experience where each sense has been considered with unparalleled rigour. He believes that eating is a truly multi-sensory experience. This approach has not only led to innovative dishes like the famous bacon and egg ice cream, but also to playing sounds to diners through headphones, and dispersing evocative aromas with dry ice. Chef Heston is indeed a vessel of sensual innovation and a conveyor of heaven’s most deepest pleasures in his own right and field. So, what sensual gift(s) are you here to use? It doesn’t have to be a big thing. For instance, you may be a great home maker. That may be an area where you’re endowed with the most sensual innovative abilities than any other area in your life. You need to occupy and shine your light in that space, no matter how small it seems.

You and I are learning to see our trait as a neutral thing—useful in some situations, not in others—but our culture definitely does not see it, or any trait as neutral. The anthropologist Margaret Mead explained it well. Although a culture’s newborns will show a broad range of inherited temperaments, only a narrow band of these, a certain type, will be the ideal. The ideal personality is embodied, in Mead's words, in 'every thread of the social fabric—in the care of the young child, the games the children play, the songs the people sing, the political organization, the religious observance, the art and the philosophy.' Other traits are ignored, discouraged, or if all else fails, ridiculed. What is the ideal in our culture? Movies, advertisements, the design of public spaces, all tell us we should be as tough as the Terminator, as stoic as Clint Eastwood, as outgoing as Goldie Hawn. We should be pleasantly stimulated by bright lights, noise, a gang of cheerful fellows hanging out in a bar. If we are feeling overwhelmed and sensitive, we can always take a painkiller.

It's be when you first learn to walk that I get daily demonstrations of the asymmetry in our relationship. You'll be incessantly running off somewhere, and each time you walk into a door frame or scrape your knee, the pain feels like it's my own. It'll be like growing an errant limb, an extension of myself whose sensory nerves report pain just fine, but whose motor nerves don't convey my commands at all. It's so unfair: I'm going to give birth to an animated voodoo doll of myself. I didn't see this in the contract when I signed up. Was this part of the deal? And then there will be the times when I see you laughing. Like the time you'll be playing with the neighbor's puppy, poking your hands through the chain-link fence separating our back yards, and you'll be laughing so hard you'll start hiccuping. The puppy will run inside the neighbor's house, and your laughter will gradually subside, letting you catch your breath. Then the puppy will come back to the fence to lick your fingers again, and you'll shriek and start laughing again. it will be the most wonderful sound I could ever imagine, a sound that makes me feel like a fountain, or a wellspring. Now if only I can remember that sound the next time your blithe disregard for self-preservation gives me a heart attack.

When General Genius built the first mentar [Artificial Intelligence] mind in the last half of the twenty-first century, it based its design on the only proven conscious material then known, namely, our brains. Specifically, the complex structure of our synaptic network. Scientists substituted an electrochemical substrate for our slower, messier biological one. Our brains are an evolutionary hodgepodge of newer structures built on top of more ancient ones, a jury-rigged system that has gotten us this far, despite its inefficiency, but was crying out for a top-to-bottom overhaul. Or so the General genius engineers presumed. One of their chief goals was to make minds as portable as possible, to be easily transferred, stored, and active in multiple media: electronic, chemical, photonic, you name it. Thus there didn't seem to be a need for a mentar body, only for interchangeable containers. They designed the mentar mind to be as fungible as a bank transfer. And so they eliminated our most ancient brain structures for regulating metabolic functions, and they adapted our sensory/motor networks to the control of peripherals. As it turns out, intelligence is not limited to neural networks, Merrill. Indeed, half of human intelligence resides in our bodies outside our skulls. This was intelligence the mentars never inherited from us. ... The genius of the irrational... ... We gave them only rational functions -- the ability to think and feel, but no irrational functions... Have you ever been in a tight situation where you relied on your 'gut instinct'? This is the body's intelligence, not the mind's. Every living cell possesses it. The mentar substrate has no indomitable will to survive, but ours does. Likewise, mentars have no 'fire in the belly,' but we do. They don't experience pure avarice or greed or pride. They're not very curious, or playful, or proud. They lack a sense of wonder and spirit of adventure. They have little initiative. Granted, their cognition is miraculous, but their personalities are rather pedantic. But probably their chief shortcoming is the lack of intuition. Of all the irrational faculties, intuition in the most powerful. Some say intuition transcends space-time. Have you ever heard of a mentar having a lucky hunch? They can bring incredible amounts of cognitive and computational power to bear on a seemingly intractable problem, only to see a dumb human with a lucky hunch walk away with the prize every time. Then there's luck itself. Some people have it, most don't, and no mentar does. So this makes them want our bodies... Our bodies, ape bodies, dog bodies, jellyfish bodies. They've tried them all. Every cell knows some neat tricks or survival, but the problem with cellular knowledge is that it's not at all fungible; nor are our memories. We're pretty much trapped in our containers.

Ironically, the same scientific disciplines which shape our milk machines and egg machines have lately demonstrated beyond reasonable doubt that mammals and birds have a complex sensory and emotional make-up. They not only feel physical pain, but can also suffer from emotional distress. Evolutionary psychology maintains that the emotional and social needs of farm animals evolved in the wild, when they were essential for survival and reproduction. For example, a wild cow had to know how to form close relations with other cows and bulls, or else she could not survive and reproduce. In order to learn the necessary skills, evolution implanted in calves – as in the young of all other social mammals – a strong desire to play (playing is the mammalian way of learning social behaviour). And it implanted in them an even stronger desire to bond with their mothers, whose milk and care were essential for survival. What happens if farmers now take a young calf, separate her from her mother, put her in a closed cage, give her food, water and inoculations against diseases, and then, when she is old enough, inseminate her with bull sperm? From an objective perspective, this calf no longer needs either maternal bonding or playmates in order to survive and reproduce. But from a subjective perspective, the calf still feels a very strong urge to bond with her mother and to play with other calves. If these urges are not fulfilled, the calf suffers greatly. This is the basic lesson of evolutionary psychology: a need shaped in the wild continues to be felt subjectively even if it is no longer really necessary for survival and reproduction. The tragedy of industrial agriculture is that it takes great care of the objective needs of animals, while neglecting their subjective needs.

Do encourage movement: “Let’s swing our arms to the beat of this music. I always feel better when I stretch, don’t you?” Movement always improves sensory processing. Do encourage the child to try a new movement experience: “If you’re interested in that swing, I’ll help you get on.” Children with dyspraxia may enjoy new movement experiences but need help figuring out how to initiate them. Do offer your physical and emotional support: “I’m interested in that swing. Want to try it with me? You can sit on my lap, and we’ll swing together.” The child who is fearful of movement may agree to swing at the playground if he has the security of a loving lap. (Stop if he resists.) Do allow your child to experience unhappiness, frustration, or anger: “Wow, it really hurts when you don’t get picked for the team.” Acknowledging his feelings allows him to deal with them, whereas rushing in to make it better every time he’s hurt prevents him from learning to cope with negative emotions. Do provide appropriate outlets for negative emotions: Make it possible to vent pent-up feelings. Give her a ball or a bucketful of wet sponges to hurl against the fence. Designate a “screaming space” (her room, the basement, or garage) where she can go to pound her chest and shout. Do reinforce what is good about your child’s feelings and actions, even when something goes wrong: “You didn’t mean for the egg to miss the bowl. Cracking eggs takes practice. I’m glad you want to learn. Try again.” Help her assess her experience positively by talking over what she did right and what she may do better the next time. How wonderful to hear that an adult is sympathetic, rather than judgmental! Do praise: “I noticed that you fed and walked the dog. Thanks for being so responsible.” Reward the child for goodness, empathy, and being mindful of the needs of others. “You are a wonderful friend,” or “You make animals feel safe.” Do give the child a sense of control: “If you choose bed now, we’ll have time for a long story. If you choose to play longer, we won’t have time for a story. You decide.” Or, “I’m ready to go to the shoe store whenever you are. Tell me when you’re ready to leave.” Impress on the child that others don’t have to make every decision that affects him. Do set reasonable limits: To become civilized, every child needs limits. “It’s okay to be angry but not okay to hurt someone. We do not pinch.

Activities to Develop the Tactile Sense Rub-a-Dub-Dub—Encourage the child to rub a variety of textures against her skin. Offer different kinds of soap (oatmeal soap, shaving cream, lotion soap) and scrubbers (loofah sponges, thick washcloths, foam pot-scrubbers, plastic brushes). Water Play—Fill the kitchen sink with sudsy water and unbreakable pitchers and bottles, turkey basters, sponges, eggbeaters, and toy water pumps. Or, fill a washtub with water and toys and set it on the grass. Pouring and measuring are educational and therapeutic, as well as high forms of entertainment. Water Painting—Give the child a bucket of water and paintbrush to paint the porch steps, the sidewalk, the fence, or her own body. Or, provide a squirt bottle filled with clean water (because the squirts often go in the child’s mouth). Finger Painting—Let the sensory craver wallow in this literally “sensational” activity. Encourage (but don’t force) the sensory avoider to stick a finger into the goop. For different tactile experiences, mix sand into the paint, or place a blob of shaving cream, peanut butter, or pudding on a plastic tray. Encourage him to draw shapes, letters, and numbers. If he “messes up,” he can erase the error with his hand and begin again. Finger Drawing—With your finger, “draw” a shape, letter, number, or design on the child’s back or hand. Ask the child to guess what it is and then to pass the design on to another person. Sand Play—In a sandbox, add small toys (cars, trucks, people, and dinosaurs), which the child can rearrange, bury, and rediscover. Instead of sand, use dried beans, rice, pasta, cornmeal, popcorn, and mud. Making mud pies and getting messy are therapeutic, too.

Riding, balancing, and walking on a seesaw. Balancing on a Teeter-Totter—Center a board over a railroad timber. (See The Out-of-Sync Child Has Fun for ideas.) Sitting on a T-stool—A T-stool helps improve balance, posture, and attention. (See The Out-of-Sync Child Has Fun for ideas.) Balancing on a Large Therapy Ball—Your child can lie on her stomach, on her back, or sit and bounce. Some balls have handles for bouncing up and lower (hippity-hopping). Tummy Down, Head Up—Have the child lie on her stomach. On the floor, she can rock to and fro to “Row, Row, Row Your Boat”; draw on paper while listening to music, using crayons, which require her to bear down to make a mark; and play with small toys. On a swing or therapy ball, she can “draw” on the ground or carpet with a stick; throw sponges into a basket; and bat a suspended ball with a cardboard tube. Jogging—Run around the block together!

Bilateral (from the Latin for “both sides”) coordination means that we can use both sides of the body to cooperate as a team. A well-regulated vestibular system helps us to integrate sensory messages from both sides of our body. By the age of three or four, a child should be crossing the midline. For the child who avoids crossing the midline, coordinating both body sides may be difficult. When she paints at an easel, she may switch the brush from one hand to the other at the midway point separating her right and left sides. She may appear not to have established a hand preference, sometimes using her left and sometimes her right to eat, draw, write, or throw. It may also be hard to survey a scene or to track a moving object visually without stopping at the midline to blink and refocus. The child with poor bilateral coordination may have trouble using both feet together to jump from a ledge, or both hands together to catch a ball or play clapping games. She may have difficulty coordinating her hands to hold a paper while she cuts, or to stabilize the paper with one hand while she writes with the other. Poor bilateral coordination, a sensory-based motor disorder, is often misinterpreted as a learning disability such as dyslexia. In fact, this difficulty can lead to learning or behavior problems, but it does not ordinarily mean that a child is lacking in intelligence or academic ability.

BILATERAL COORDINATION Ball Catch—Toss a large beach ball gently to the child from a short distance. As he becomes more competent, use a smaller ball and step farther away. Ball Whack—Have the child hold a baseball bat, rolling pin, broomstick, book, cardboard tube, or ruler in both hands. Remind her to keep her feet still. Toss her a big ball. As she swings, her body will rotate, as her arms cross the midline. Two-Handed Tetherball—Suspend a sponge ball at the child’s eye level from a string attached to a wide doorframe. Let your child choose different “bats.” Have her count how many hits she makes without missing. Try four-handed tetherball, in which you play, too. Balloon Fun—Using both hands together, the child bounces or tosses up a balloon and catches it. He can keep it afloat by whacking it with open hands or batting it repeatedly with hands clasped together in one large “fist.” Rolling-Pin Fun—Provide the child with a cylindrical block or a rolling pin without handles, so he presses down with his opened hands. Have him roll real dough, playdough, crackers, clay—or mud! Body Rhythms—While you chant or sing, clap, and tap different body parts and have your child imitate your motions. Tip your head from side to side, wave your arms overhead, shake icky sticky glue off your hands, pound your chest, slap your hips, bend from side to side, hunch and relax your shoulders, stamp your feet, and hop from foot to foot. Use both hands together or alternately.

The immediate causes of feelings include (a) the background flow of life processes in our organisms, which are experienced as spontaneous or homeostatic feelings; (b) the emotive responses triggered by processing myriad sensory stimuli such as tastes, smells, tactile, auditory, and visual stimuli, the experience of which is one of the sources of qualia; and (c) the emotive responses resulting from engaging drives (such as hunger or thirst) or motivations (such as lust and play) or emotions, in the more conventional sense of the term, which are action programs activated by confrontation with numerous and sometimes complex situations; examples of emotions include joy, sadness, fear, anger, envy, jealousy, contempt, compassion, and admiration.

Arousal, activity level, and attention are self-regulation problems that frequently coexist with SPD. • Unusually high arousal and activity level: The child may be always on the go, restless, and fidgety. He may move with short and nervous gestures, play or work aimlessly, be quick-tempered and excitable, and find it impossible to stay seated.

SOCIAL AND EMOTIONAL FUNCTIONING Another coexisting regulatory problem may be how the child feels about himself and relates to other people. • Poor adaptability: The child may resist meeting new people, trying new games or toys or tasting different foods. He may have difficulty making transitions from one situation to another. The child may seem stubborn and uncooperative when it is time to leave the house, come for dinner, get into or out of the bathtub, or change from a reading to a math activity. Minor changes in routine will readily upset this child who does not “go with the flow.” • Attachment problem: The child may have separation anxiety and be clingy and fearful when apart from one or two “significant olders.” Or, she may physically avoid her parents, teachers, and others in her circle. • Frustration: Struggling to accomplish tasks that peers do easily, the child may give up quickly. He may be a perfectionist and become upset when art projects, dramatic play, or homework assignments are not going as well as he expects. • Difficulty with friendships: The child may be hard to get along with and have problems making and keeping friends. Insisting on dictating all the rules and being the winner, the best, or the first, he may be a poor game-player. He may need to control his surrounding territory, be in the “driver’s seat,” and have trouble sharing toys. • Poor communication: The child may have difficulty verbally in the way she articulates her speech, “gets the words out,” and writes. She may have difficulty expressing her thoughts, feelings, and needs, not only through words but also nonverbally through gestures, body language, and facial expressions. • Other emotional problems: He may be inflexible, irrational, and overly sensitive to change, stress, and hurt feelings. Demanding and needy, he may seek attention in negative ways. He may be angry or panicky for no obvious reason. He may be unhappy, believing and saying that he is dumb, crazy, no good, a loser, and a failure. Low self-esteem is one of the most telling symptoms of Sensory Processing Disorder. • Academic problems: The child may have difficulty learning new skills and concepts. Although bright, the child may be perceived as an underachiever.

The spinothalamic system, on the other hand, runs through the “grey matter” of the cord, so named because it has no white fatty insulation sheaths around its axons. Their spatial orientation is not nearly so carefully preserved at all levels, and they make many more internuncial synaptic junctions on their way up the cord. Their transmission speed is roughly one-fifth of that of the dorsal tract. This system carries impulses which announce pain; thermal sensations, both hot and cold; crude touch sensations that are not acutely localized; pressure sensations that do not rely upon fine distinctions; kinesthetic sensations having to do with chronic conditions, or the body at rest; tickles and itches; and sexual sensations. It is a fact of considerable significance to our reflex responses that pain sensations are carried exclusively by the slower spinothalamic pathway. This means that more neutral and at the same time more detailed sensory information will always reach the spinal circuits and the cortex slightly before the stab of pain arrives. This gives us a brief moment to assess the location and the cause of the pain before we react, so that our reflex withdrawal can be more appropriately tailored to the actual source of the pain and more effectively directed; that is, so that we will be able to assess the intensity of the burn, and will be sure to jerk away from the flame rather than towards it, and will arrest our jerk before we crash into the wall. This time lag gives a special role to general tactile sensations—including body work—when we are in pain. It means that it is possible to bombard the consciousness with more rapidly transmitted and more detailed touch sensations which tend to displace the pain response from the foreground. This is why rubbing the spot that hurts, or jumping up and down, or shaking the injured hand are often effective for alleviating pain. This is the principle behind the mother’s instinctual rocking and stroking of her hurt child, and it is a principle that can be turned to great advantage in bodywork. If the rest of the body can be inundated with touch sensations, particularly pleasurable ones, the part that is in pain can be shifted away from the mind’s central focus. On the other hand, this very same mechanism presents a danger: By keeping ourselves busy, and by forcing our attention onto other matters, it is possible to suppress pain signals which may be very important, possible to bury our awareness of threatening conditions beneath a layer of faster, more acute, but more trivial sensations. The mind’s mechanisms of selection and focus can play tricks that are nasty as well as ones that are helpful. One of the principal strengths of bodywork is that it can generate the sensory information—the self awareness—that is necessary for the individual to identify and gain control over conflicting tendencies of this kind.

It is really just as accurate to say that it has been the increasingly numerous and complex sensations associated with locomotion that has led to the development of the brain, as it is to state the case the other way around. As with all matter, usage dictates shape, specific function produces specific form. Thus as the animal kingdom has moved forward from jellyfish to worms to vertebrates, new behavior patterns have bodied forth new neural structures and circuits, just as surely as new neural mechanisms have opened up new modes of behavior. Once such a pattern has been established, the increasing sensory experience which arises from the assumption of a terrestrial existence is associated with further increases in the size and complexity of the brain, so that more complex behavior patterns are possible. Thus in man the assumption of the erect posture and the freeing of the upper limb from its supporting functions, with the consequent development of the hand as a potent new sensory organ, may well have played a significant part in the growth of the human nervous system to its present complexity.9 And note well: In this development, it has been the kind and the amount of sensory input which have been major factors in these profound changes in the structure and function of the central and peripheral nervous systems. Deep neuromuscular patterns most certainly are, and always have been, wide open to the influences of specific qualities and quantities of touch. In this context, it does not seem at all impossible that effective bodywork could foster new levels of awareness, new patterns of response, and even new neural conditions that would influence all future responses in an individual. The entire developmental history of the centralization and encephalization of the human nervous system is evidence of the potent organizing powers of touch.

It is this heightened state that may produce several relatively new phenomena in childhood today. As the clinical psychologist Catherine Steiner-Adair,10 the author of The Big Disconnect: Protecting Childhood and Family Relationships in the Digital Age, observes, the most commonly heard complaint when children are asked to go off-line is “I’m bored.” Confronted with the dazzling possibilities for their attention on a nearby screen, young children quickly become awash with, then accustomed to, and ever so gradually semi-addicted to continuous sensory stimulation. When the constant level of stimulation is taken away, the children respond predictably with a seemingly overwhelming state of boredom. “I’m Bored.” There are different kinds of boredom. There is a natural boredom that is part of the woof of childhood that can often provide children with the impetus to create their own forms of entertainment and just plain fun. This is the boredom that Walter Benjamin described years ago as the “dream bird that hatches the egg of experience.”11 But there may also be an unnatural, culturally induced, new form of boredom that follows too much digital stimulation. This form of boredom may de-animate children in such a fashion as to prevent them from wanting to explore and create real-world experiences for themselves, particularly outside their rooms, houses, and schools. As Steiner-Adair wrote, “If they become addicted to playing on screens,12 children will not know how to move through that fugue state they call boredom, which is often a necessary prelude to creativity.” It would be an intellectual shame to think that in the spirit of giving our children as much as we can through the many creative offerings of the latest, enhanced e-books and technological innovations, we may inadvertently deprive them of the motivation and time necessary to build their own images of what is read and to construct their own imaginative off-line worlds that are the invisible habitats of childhood. Such cautions are neither a matter of nostalgic lament nor an exclusion of the powerful, exciting uses of the child’s imagination fostered by technology. We will return to such uses a little later. Nor should worries over a “lost childhood” be dismissed as a cultural (read Western) luxury. What of the real lost childhoods? one might ask, in which the daily struggle to survive trumps everything else? Those children are never far from my thoughts or my work every day of my life.

So perhaps spiritual experience is simply what happens in the space that opens up in the mind when “all mean egotism vanishes.” Wonders (and terrors) we’re ordinarily defended against flow into our awareness; the far ends of the sensory spectrum, which are normally invisible to us, our senses can suddenly admit. While the ego sleeps, the mind plays, proposing unexpected patterns of thought and new rays of relation. The gulf between self and world, that no-man’s-land which in ordinary hours the ego so vigilantly patrols, closes down, allowing us to feel less separate and more connected, “part and particle” of some larger entity. Whether we call that entity Nature, the Mind at Large, or God hardly matters. But it seems to be in the crucible of that merging that death loses some of its sting.

Sexuality will remain a problem so long as it continues to be the isolated area in which the individual transcends himself and experiences spontaneity. He must first allow himself to be spontaneous in the whole play of inner feeling and of sensory response to the everyday world. Only as the senses in general can learn to accept without grasping, or to be conscious without straining, can the special sensations of sex be free from the grasping of abstract lust and its inseparable twin, the inhibition of abstract or 'spiritual' disgust.

When a child plays, he learns valuable skills that he will use as an adult.

•A ritual and sensory experience. To enhance the experience, try lighting a candle, playing some spa relaxation music, adding soft lighting, cuddling up in pajamas, and drinking some hot tea. The idea is to create a ritual and intentional practice filled with multi-sensory experiences.

Wavefunction collapse is anything other than “random”. If you could really see what was going on, you would see that nothing ever happens randomly, any more than a dice throw produces a genuinely randomly outcome (if you could see what was going on, all the forces in play, you would know exactly what the outcome would be). Sensory ignorance is not ontological uncertainty. Reality knows exactly what it is doing even if you don’t!

As is the case when you are awake, the sensory gate of the thalamus once again swings open during REM sleep. But the nature of the gate is different. It is not sensations from the outside that are allowed to journey to the cortex during REM sleep. Rather, signals of emotions, motivations, and memories (past and present) are all played out on the big screens of our visual, auditory, and kinesthetic sensory cortices in the brain. Each and every night, REM sleep ushers you into a preposterous theater wherein you are treated to a bizarre, highly associative carnival of autobiographical

chapter 37 exercise sucks i blame PE class as the first offender. I really do. At such an early age kids who love to play active games are made to run laps instead. Okay, maybe that isn’t every school, but it was certainly the first time I remember someone divorcing physical activity from fun and creating the demon that is exercise. Then diet culture came along and told us the reason we should be engaging this exercise is primarily to keep our bodies thin and attractive. These things have really wrecked our relationship to joyful body movement. If you are motivated to an activity by body shame, experience the activity as a chorus of unpleasant sensory experiences (pain, boredom, and sweat are my three least favorite things in the world), and then end with no immediate results, why on earth would you like that activity or want to do it ever again?

there must be an absolutely unavoidable requirement for sleep. It can’t be a function that simply requires lying down, closing the eyes, or being relaxed. Humans can do all these things without being asleep. Instead, these critical functions must require us to be cut off from the outside world, unaware of what is happening around us, and truly asleep. Offline memory processing precisely fits the bill. Our brains are not like DVRs, which can record an ongoing TV show while playing back an older recording to the screen. We cannot simultaneously pay attention to new sensory information and replay or analyze previously stored memories. It has to be one or the other.

Neurodivergent Checklist Time Blindness: Many neurodivergent people have trouble properly perceiving time as it passes. It either goes by too quickly or slowly. The perception of time depends on the level of stimulation the neurodivergent person is dealing with. It also can vary depending on what you’re focused on. If you’ve ever found yourself unable to account for time, you may be neurodivergent. Executive Dysfunction: This is what you experience when you want to accomplish a task, but despite how hard you try, you cannot see it through. Executive dysfunction happens for various reasons, depending on the type of neurodivergence in question. Still, the point is that this is a common occurrence in neurodivergent people. Task Multiplication: What is task multiplication? It happens when you set off to accomplish one thing but have to do a million other things, even though that wasn’t your original plan. For instance, you may want to sit down to finish some writing, only to notice water on the floor. You get up to grab a mop, and on the way, you notice the laundry you were supposed to drop off at the dry cleaners. Stooping to pick up the bag, you find yourself at eye level with your journal and remember you were supposed to make an entry the previous day, so you’re going to do that now. On and on it goes. Inconsistent Sleep Habits: This depends on what sort of neurodivergence you’re dealing with and if you’ve got comorbid disorders. Most importantly, neurodivergent people sleep more or less than “regular” people. You may also notice that your sleep habits fluctuate a lot. Sometimes you may sleep for eight hours at a stretch for a week, only to suddenly start running on just three hours of sleep. Emotional Dysregulation: With many neurodivergent people, it’s hard to keep emotions in check. Emotional dysregulation occurs in extreme emotions, sudden mood swings, or inappropriate emotional reactions (either not responding to the degree they should or overreacting). Hyperfixation: This also plays out differently depending on the brand of neurodivergence in question. Often, neurodivergent people get very involved in topics or hobbies to the point of what others may think of as obsession. Picking Up on Subtleties but Missing the Obvious: Neurodivergent people may struggle with picking up on things neurotypical people can see easily. At the same time, they are incredibly adept at noticing the subtle things everyone else misses. Sensory Sensitivities: If you’re neurodivergent, you may be unable to ignore your clothes tag scratching your back, have trouble hearing certain sounds, and can’t quite deal with certain textures of clothing, food, and so on. Rejection Sensitivity: Neurodivergent people are often more sensitive to rejection than others due to neurological differences and life experiences. For instance, children with ADHD get much more negative feedback than their peers without ADHD. Neurodivergent people are often rejected to the point where they notice rejection even when it’s not there.

Outdoor play can help combat childhood obesity as well as sensory issues and myopia, and many studies have shown that spending time in nature improves ADHD symptoms.

I first met this young client when he was eight years old. He was very shy with a calm disposition. He had been diagnosed with a sensory processing disorder and his parents had hired a special tutor. His mother and father were already clients of mine, and his mother was very conscientious with his diet. She was most concerned about his extreme fatigue, how difficult it was to get him up in the morning, and how difficult it was for him to fall asleep. He was also falling asleep at school. In addition, she was concerned he was having difficulty remembering his schoolwork. With sensory processing disorder, children may have difficulty concentrating, planning and organizing, and responding appropriately to external stimuli. It is considered to be a learning disorder that fits into the autism spectrum of disorders. To target his diet and nutritional supplementation, I recommended a comprehensive blood panel, an adrenal profile, a food sensitivity panel, and an organic acids profile to determine vitamin, mineral, and energy deficiency status. His blood panel indicated low thyroid function, iron deficiency, and autoimmune thyroid. His adrenal profile indicated adrenal fatigue. His organic acids test indicated low B vitamins and zinc, low detoxification capacity, and low levels of energy nutrients, particularly magnesium. He was also low in omega-3 fatty acids and sensitive to gluten, dairy, eggs, and corn. Armed with all of that information, he and I worked together to develop a diet based on his test results. I like to involve children in the designing of their diet. That way they get to include the foods they like, learn how to make healthy substitutions for foods they love but can no longer eat, and learn how to improve their overall food choices. He also learned he needed to include protein at all meals, have snacks throughout the day, and what constitutes a healthy snack. I recommended he start with a gut restoration protocol along with iron support; food sensitivities often go hand in hand with leaky gut issues. This would also impact brain function. In the second phase of his program, I added inositol and serotonin support for sleep, thyroid support, DHA, glutathione support (to help regulate autoimmunity), a vitamin and mineral complex, fish oils, B-12, licorice extract for his adrenals, and dopamine and acetylcholine support to improve his concentration, energy, and memory. Within a month, his parents reported that he was falling asleep easily and would wake up with energy in the morning. His concentration improved, as did his ability to remember what he had learned at school. He started to play sports in the afternoon and took the initiative to let his mom know what foods not to include in his diet. He is still on his program three years later, and the improvements

3. Awareness of movement is the key to improving movement. The sensory system, Feldenkrais pointed out, is intimately related to the movement system, not separate from it. Sensation’s purpose is to orient, guide, help control, coordinate, and assess the success of a movement. The kinesthetic sense plays a key role in assessing the success of a movement and gives immediate sensory feedback about where the

1. Give your toddler some large tubular pasta and a shoelace.  Show her how to thread the shoelace through the pasta. 2. Take an empty long wrapping paper tube and place one end on the edge of the sofa and the other end on the floor.  Give him a small ball such as a Ping Pong ball to roll down the tube.   3. Give her some individually wrapped toilet tissues, some boxes of facial tissue or some small tins of food such as tomato paste.  Then let her have fun stacking them.     4. Wrap a small toy and discuss what might be inside it.  Give it to him to unwrap. Then rewrap as he watches.  Have him unwrap it again.    5. Cut  such fruits as strawberries and bananas into chunks.  Show her how to slide the chunks onto a long plastic straw.  Then show her how you can take off one chunk at a time, dip it into some yogurt and eat it.   6. Place a paper towel over a water-filled glass.  Wrap a rubber band around the top of the glass to hold the towel in place.  Then place a penny on top of the paper towel in the centre of the glass.  Give your child a pencil to poke holes in the towel until the penny sinks to the bottom of the glass.   7. You will need a small sheet of coarse sandpaper and various lengths of chunky wool.  Show him how to place these lengths of wool on the sandpaper and how the strands stick to it.   8. Use a large photo or picture and laminate it or put it between the sheets of clear contact paper.  Cut it into several pieces to create a puzzle.   9. Give her two glasses, one empty and one filled with water.  Then show her how to use a large eyedropper in order to transfer some of the water into the empty glass.   10. Tie the ends/corners of several scarves together.  Stuff the scarf inside an empty baby wipes container and pull a small portion up through the lid and then close the lid.  Let your toddler enjoy pulling the scarf out of the container.   11. Give your child some magnets to put on a cookie sheet.  As your child puts the magnets on the cookie sheet and takes them off, talk about the magnets’ colours, sizes, etc.   12. Use two matching sets of stickers. Put a few in a line on a page and see if he can match the pattern.  Initially, you may need to lift an edge of the sticker off the page since that can be difficult to do.    13. You will need a piece of thin Styrofoam or craft foam and a few cookie cutters.  Cut out shapes in the Styrofoam with the cookie cutters and yet still keep the frame of the styrofoam intact.  See if your child can place the cookie cutters back into their appropriate holes.        14. Give her a collection of pompoms that vary in colour and size and see if she can sort them by colour or size into several small dishes. For younger toddlers, put a sample pompom colour in each dish.   15. Gather a selection of primary colour paint chips or cut squares of card stock or construction paper.  Make sure you have several of the same colour.  Choose primary colours.  See if he can match the colours.  Initially, he may be just content to play with the colored chips stacking them or making patterns with them.

midline. The back of the brain is the visual cortex. The parietal cortex between the sensory and visual cortex stores motor memories for playing instruments and sports; however, human verbal communication on the left side of the brain can also be visualized through blood flow.

Water Play Games

Where Am I Touching?

Texture Play

Playing with Your Food

14 Ways to Encourage Playfulness

Ice Cube Fun

Mitten on a Bottle

Infants (one month to twelve months)—Infants benefit from having opportunities throughout the day to be active and outdoors. Physical activity encourages organization of the sensory system and important motor development. Toddlers (twelve months to three years)—Toddlers could benefit from at least five to eight hours worth of active play a day, preferably outdoors. They will naturally be active throughout the day. As long as you provide plenty of time for free play, they will seek out the movement experiences they need in order to develop. Preschoolers (three years to five years)—Preschoolers could also use five to eight hours of activity and play outdoors every day. Preschoolers learn about life, practice being an adult, and gain important sensory and movement experiences through active play. It’s a good idea to provide them plenty of time for this. School age (five years to thirteen years)—Young children up to preadolescence could benefit from at least four to five hours of physical activity and outdoor play daily. Children in elementary school need movement throughout the day in order to stay engaged and to learn in traditional school environments. They should have frequent breaks to move their body before, during, and after school hours. Adolescents (thirteen years to nineteen years)—Adolescents could benefit from physical activity three to four hours a day. Children in the teens still need to move in order to promote healthy brain and body development, regulate new emotions, and experience important social opportunities with friends out in nature.

Tips for Play Turn it off Turn off the TV and the electronics! Imagination is an essential ingredient for play to have its positive effects. Create an enriching environment Studies show that a sensory-rich environment coupled with play facilitates cortical growth in the brain. Having a variety of materials around that can stimulate all of the senses—visual, auditory, tactile, and so on—enhances brain development during play. Use art Children’s brains grow when they make art. Therefore, don’t show them how to do it—just put out the art supplies and let them create spontaneously. Let them explore outside Get them outside as much as possible to play in nature—the woods, the park, the beach, wherever. Try to find safe areas where you aren’t afraid to let them be free and explore the environment. These are places they can really use their imaginations and have fun. Mix children of different ages

It’s odd to say, but everything that humanity says about reality is conditioned by its different psychological types. Sensing types cannot conceive of things not existing solidly in space and time, i.e. they are obsessed with dimensionality and tangibility. For a sensing type, everything must be capable of being sensed, or it can play no part in their schema of reality. The whole of scientific materialism/empiricism is predicated on the belief that we live in an exclusively sensory world. Scientists don’t have any evidence or proof for this. They don’t have any logical or rational arguments to defend it. It’s sheer, blind prejudice, literally based on the way their brains are wired. They are victims of their own physicality.

Truth be told, the reality show itself quickly degenerated into a televisual soap opera that was not that different than old variety shows made for large audiences. And its audience was amplified at the usual rate of competing media, which leads to the self- propagation of the show via a prophetic method: self-fulfilling prophecy. In the end, the ratings for the show play part of the spiral and return cycle of the advertising flame. But all of this is of little interest. It is only the original idea which has any value: submitting a group to a sensory deprivation experiment ( Which in other times was a form of calculated torture. But are we not in the middle of exploring all the historical forms of torture, served in homeopathic doses, under the guise of mass culture or avant-garde art? This is precisely one of the principle themes of contemporary art.), in order to record the behavior of human molecules within a vacuum - and no doubt with the design of watching them tear each other apart in the artificial promiscuity. We have not yet reached this point, but this existential micro-situation functions as a universal metaphor for the modern being, holed up in his personal loft, which is no longer his physical or mental universe. It is his digital and tactile universe, of Turing’s “spectral body”, of the digital man, captured within the labyrinth of the networks, of man turned into his own (white) mouse.

What’s the biggest mistake you’ve made in your life and how did you recover? I’ve made a class of mistakes I would summarize the same way. The mistakes were obvious only in hindsight through one exercise, which is asking yourself: when you’re thirty, what advice would you give your twenty-year-old self? And when you’re forty, what advice would you give your thirty-year-old self? (Maybe if you’re younger, you can do it by every five years.) Sit down and say, “Okay, 2007, what was I doing? How was I feeling? 2008, what was I doing? How was I feeling? 2009, what was I doing? How was I feeling?” Life is going to play out the way it’s going to play out. There will be some good and some bad. Most of it is actually just up to your interpretation. You’re born, you have a set of sensory experiences, and then you die. How you choose to interpret those experiences is up to you, and different people interpret them in different ways. Really, I wish I had done all of the same things, but with less emotion and less anger. The most celebrated example would be when I was younger, I started a company. This company did well, but I didn’t do well, so I sued some of the people involved. It was a good outcome for me in the end, and everything worked out okay, but there was a lot of angst and a lot of anger. Today, I wouldn’t have the angst and the anger. I would have just walked up to the people and said, “Look, this is what happened. This is what I’m going to do. This is how I’m going to do it. This is what’s fair. This is what’s not.

And another thing can be a sensory misinterpretation of reality. For example, I used to make a lot of art projects when I was younger, so I had a stash of colored pencils. I would often look for a black colored pencil to outline everything, but it would take longer for me to find a black colored pencil, because a lot of the pencils would look dark, so I would assume they were black until I picked them out and saw the label; a colored pencil that I could mistaken to be black can be dark purple or dark brown instead of black. During those incidents, I was misinterpreting the reality of those colored pencils. That’s why one might say, ‘I thought this pencil was black, but in REALITY, it was purple.’ I suppose the other five senses might also work. For example, the human ear cannot hear at very low frequencies nor very high frequencies, and if a person is isolated in a room with no sound except for a sound that is being played at a very low or very high frequency, then that person will think that there is no sound, but in REALITY, there is. This type of misinterpretation of reality can be known as a sensory anti-reality.

Kolb’s experiential learning cycle is a widely used explanation on how effective learning takes place (Kolb, 1983; Zull, 2002). Kolb’s cycle has four stages – namely, the concrete experience stage, reflective observation stage, abstract conceptualisation stage, and active experimentation stage. All four stages play important roles in accomplishing successful and effective learning. Kolb’s theory explains how different parts of the brain function together to affect effective learning; concrete experience is sensed through the sensory cortex; reflective observation is performed using the back integrative cortex; abstract conceptualisation is done using the frontal integrative cortex; and active experimentation is performed using motor cortex (Zull, 2002).

The concrete experience stage of Kolb’s experiential learning cycle plays a predominant role in didactic approach, as learners are expected to hurriedly absorb information into their heads through sensory cortex, mostly by auditory means. There will be less time, if at all, expended on reflective observation and abstract conceptualisation stages. All the learners are expected to commit the information divulged to memory in an identical manner promoting conformity ahead of creativity (Kaufman & Gregoire, 2016); there will be no encouragement for unique, personalised knowledge creation internally in the head of the learner. Further, the teacher demonstrates an authoritative role, resembling knowing everything (as an omnipotent god) and attempting to fill the empty heads of students with something disregarding the notions of social-emotional learning altogether. Didactic teaching-learning environments have a negative impact more specifically on visual-spatial or creative/gifted learners, firstly because they usually resist authoritarianism, possibly due to their higher sensitivity levels, and secondly because they tend to grasp knowledge slowly in a deeper sense via reflective observation and abstract conceptualisation phases; visual-spatial learners will be more relaxed and emotionally stable in a nonauthoritative environment with an appropriate pace of presentation that would help them to think/reflect/conceptualise in pictures and objects than pure auditory means.

The fact is that the future is hard to predict. Whatever the case, as we move toward the horizon, the only certainty is that we will increasingly choose our own plug-and-play peripheral devices. We are no longer a natural species who has to wait millions of years for Mother Nature's next sensory gift. Instead, like any good parent, Mother Nature has given us the cognitive capacity to go out and shape our own experience.

The other truth is that limbic system trauma has a profound affect on the central nervous system and on brain function, and as a result, it can alter our sensory perception. While complete avoidance of triggers may prevent symptoms temporarily, in the long run, avoidance can actually reinforce the pathological neural pathways that are in play with these conditions. In the “neurons that fire together – wire together” model, every time a specific encounter is avoided out of fear, the threat response to that stimulus is heightened.

We are evolving from five-sensory humans into multisensory humans. Our five senses, together, form a single sensory system that is designed to perceive physical reality. The perceptions of a multisensory human extend beyond physical reality to the larger dynamical systems of which our physical reality is a part. The multisensory human is able to perceive, and to appreciate, the role that our physical reality plays in a larger picture of evolution, and the dynamics by which our physical reality is created and sustained. This realm is invisible to the five-sensory human. It is in this invisible realm that the origins of our deepest values are found. From the perspective of this invisible realm, the motivations of those who consciously sacrifice their lives for higher purposes make sense, the power of Gandhi is explicable, and the compassionate acts of the Christ are comprehensible in a fullness that is not accessible to the five-sensory human. All of our great teachers have been, or are, multisensory humans. They have spoken to us and acted in accordance with perceptions and values that reflect the larger perspective of the multisensory being, and, therefore, their words and actions awaken within us the recognition of truths.

What is sensory integration therapy? This form of occupational therapy helps children and adults with SPD (sensory processing disorder) use all their senses together. These are the senses of touch, taste, smell, sight, and hearing. Sensory integration therapy is claimed to help people with SPD respond to sensory inputs such as light, sound, touch, and others; and change challenging or repetitive behaviours. Someone in the family may have trouble receiving and responding to information through their senses. This is a condition called sensory processing disorder (SPD). These people are over-sensitive to things in their surroundings. This disorder is commonly identified in children and with conditions like autism spectrum disorder. The exact cause of sensory processing disorder is yet to be identified. However, previous studies have proven that over-sensitivity to light and sound has a strong genetic component. Other studies say that those with sensory processing conditions have abnormal brain activity when exposed simultaneously to light and sound. Treatment for sensory processing disorder in children and adults is called sensory integration therapy. Therapy sessions are play-oriented for children, so they should be fun and playful. This may include the use of swings, slides, and trampolines and may be able to calm an anxious child. In addition, children can make appropriate responses. They can also perform more normally. SPD can also affect adults Someone who struggles with SPD should consider receiving occupational therapy, which has an important role in identifying and treating sensory integration issues. Occupational therapists are health professionals using different therapeutic approaches so that people can do every work they need to do, inside and outside their homes. Through occupational therapy, affected individuals are helped to manage their immediate and long-term sensory symptoms. Sensory integration therapy for adults, especially for people living with dementia or Alzheimer's disease, may use everyday sounds, objects, foods, and other items to rouse their feelings and elicit positive responses. Suppose an adult is experiencing agitation or anxiety. In that case, soothing music can calm them, or smelling a scent familiar to them can help lessen their nervous excitement and encourage relaxation, as these things can stimulate their senses. Seniors with Alzheimer's/Dementia can regain their ability to connect with the world around them. This can help improve their well-being overall and quality of life. What Are The Benefits of Sensory Integration Therapy Sensory integration treatment offers several benefits to people with SPD: * efficient organisation of sensory information. These are the things the brain collects from one's senses - smell, touch, sight, etc. * Active involvement in an exploration of the environment. * Maximised ability to function in recreational and other daily activities. * Improved independence with daily living activities. * Improved performance in the home, school, and community. * self-regulations. Affected individuals get the ability to understand and manage their behaviours and understand their feelings about things that happen around them. * Sensory systems modulation. If you are searching for an occupational therapist to work with for a family with a sensory processing disorder, check out the Mission Walk Therapy & Rehabilitation Centre. The occupational therapy team of Mission Walk uses individualised care plans, along with the most advanced techniques, so that patients can perform games, school tasks, and other day-to-day activities with their best functional skills. Call Mission Walk today for more information or a free consultation on sensory integration therapy. Our customer service staff will be happy to help.

Life is going to play out the way it’s going to play out. There will be some good and some bad. Most of it is actually just up to your interpretation. You’re born, you have a set of sensory experiences, and then you die. How you choose to interpret those experiences is up to you, and different people interpret them in different ways.

Human consciousness is characterized by a strong extravert tendency that reaches for objects via the senses. Hence the Yoga masters call for the control of both the mind and the senses, citta-nigraha and indriya-nigraha. Buddhist Yoga speaks of three types of “thirsting” (trishna), or grasping: (1) thirsting for things of the world, (2) thirsting for rebirth, and (3) thirsting for liberation. While thirsting for liberation is preferable over the other two, it still represents a limitation. Therefore it, too, must be overcome. Nirvāna (nonblowing) was originally defined as the nonblowing of the wind of desire—for anything, including the impulse toward liberation. Nirvāna is realized only when every form of grasping is transcended. According to an old Buddhist model, human life unfolds as a play of twelve factors of dependent origination (pratītya-samutpāda): Ignorance (avidyā), which gives rise to Volitional activity (samskāra), which can be bodily, vocal, or merely mental and which represents either meritorious or demeritorious karma; this leads to Consciousness (vijnāna), which causes “Name and form” (nāma-rūpa), which stands for what today is called the body-mind as a whole and which gives rise to The “six bases” (shad-āyatana) consisting of the five senses and that part of the mind which processes sensory input; this leads to Contact (sparsha) with sense objects, which gives rise to Feeling (samveda), comprising pleasant, unpleasant, or neutral sensations; this evokes Craving (trishna), or the desire to unite with pleasant or separate from unpleasant experiences, which leads to Grasping (upadāna), which consists in one’s holding onto specific experiences, views, behaviors, or the sense of self as such; this causes “Becoming” (bhava), or a particular state of existence that corresponds to a person’s inner constitution, which leads to Birth (jāti), or the actual incarnation as a specific individual, which brings Ageing and death (jarā-marana). This causal nexus seeks to explain cyclic existence (samsāra) in terms of an individual’s journey from birth to death to rebirth, ad infinitum. This model makes it clear that cyclic existence is not due to any outside agency but the human mind itself. In other words, we are creating our destiny in every moment. Yoga further tells us that samsāra is not inevitable but that we can stop the vicious cycle by modifying our volitional activity and behavior. This good news is fundamental to all forms of Yoga. Greed is a phenomenon of the unregenerate psyche, which is under the spell of the conditioned nexus and has not taken control of its own destiny. Freedom from greed comes with nongrasping (aparigraha), which is based on the recognition that we are inherently complete and need nothing for our perfection.

Children develop strength when they have daily opportunities to activate and use big muscle groups in a variety of ways. For instance, when babies have plenty of time to be on the ground day after day, they build strength simply by interacting with the environment around them. They reach for objects, attempt to kick things, push up for a better view, and roll over for a new perspective. They don’t need to do formal baby exercises that so many parenting forums recommend; simply moving about in a sensory-rich, yet soothing, environment is more than adequate for developing muscles naturally.

One of the unique things about Buddhism, particularly in the Sanskrit tradition, is that investigation and experiment play a very important part. Many troubles come out of ignorance, and the only antidote to ignorance is knowledge. Knowledge means a clear understanding of reality, which must come through investigation and experiment. In ancient times, the Nalanda masters14 carried out these investigations mainly through logic and human thought, and perhaps in some cases through meditation. In modern times, there is another way to find out about reality: with help of equipment. I think both science and Buddhist investigation are actually trying to find reality. Furthermore, there is a tradition in Buddhism that if we find something that contradicts our scripture, we have the liberty to reject that scripture. That gives us a kind of freedom to investigate, regardless of what the literature says. For example, there are some descriptions of cosmology in the scriptures that are quite a disgrace. When I give teachings to Buddhist audiences, I often tell them that we cannot accept these things. In the initial stages of my curiosity, I would look out into space and see many things. I was curious how these things came to be. Look at our body. There’s a lot of hair on the head and, underneath it, a skull. Unlike other parts of the body, there is some kind of special protection there. Why? Usually we believe the soul or self lies at the center of the heart. Now it seems that the soul—if we can identify it at all—is here in the head, not in the heart. The Buddhist texts on psychology and epistemology make a clear distinction between two qualitatively different domains of experience. One is the sensory level: our experience of the five senses. The other is what Buddhists refer to as the mental level of experience: thoughts, emotions, and so on. The primary seat, or physical basis, of sensory experience is thought to be the sensory organs themselves. But now it seems to be clear from modern neuroscience that the central organizing principle of sensory experience is really to be found more in the brain than in the sensory organs themselves. Buddhists are very interested to learn such things from scientific findings. I think the relationship is very helpful. Therefore, we began introducing the study of science to selected Buddhist monastic students in India more than four years ago. A systematic introduction of science education in the monastic curriculum is gradually being established. As for my participation here, I have nothing to offer. I am always eager just to listen and learn from these great, experienced scientists. Although there is a language problem, and also my memory problem, it sometimes seems that I learn from the session—but after the session there is nothing left in my head. So there’s the problem! Anyway, it may leave some imprints in my brain.

signals of emotions, motivations, and memories (past and present) are all played out on the big screens of our visual, auditory, and kinesthetic sensory cortices in the brain. Each and every night, REM sleep ushers you into a preposterous theater wherein you are treated to a bizarre, highly associative carnival of autobiographical themes.

The most amazing part,” Katherine said, “is that as soon as we humans begin to harness our true power, we will have enormous control over our world. We will be able to design reality rather than merely react to it.” Langdon lowered his gaze. “That sounds . . . dangerous.” Katherine looked startled . . . and impressed. “Yes, exactly! If thoughts affect the world, then we must be very careful how we think. Destructive thoughts have influence, too, and we all know it’s far easier to destroy than it is to create.” Langdon thought of all the lore about needing to protect the ancient wisdom from the unworthy and share it only with the enlightened. He thought of the Invisible College, and the great scientist Isaac Newton’s request to Robert Boyle to keep “high silence” about their secret research. It cannot be communicated, Newton wrote in 1676, without immense damage to the world. “There’s an interesting twist here,” Katherine said. “The great irony is that all the religions of the world, for centuries, have been urging their followers to embrace the concepts of faith and belief. Now science, which for centuries has derided religion as superstition, must admit that its next big frontier is quite literally the science of faith and belief . . . the power of focused conviction and intention. The same science that eroded our faith in the miraculous is now building a bridge back across the chasm it created.” Langdon considered her words for a long time. Slowly he raised his eyes again to the Apotheosis. “I have a question,” he said, looking back at Katherine. “Even if I could accept, just for an instant, that I have the power to change physical matter with my mind, and literally manifest all that I desire . . . I’m afraid I see nothing in my life to make me believe I have such power.” She shrugged. “Then you’re not looking hard enough.” “Come on, I want a real answer. That’s the answer of a priest. I want the answer of a scientist.” “You want a real answer? Here it is. If I hand you a violin and say you have the capability to use it to make incredible music, I am not lying. You do have the capability, but you’ll need enormous amounts of practice to manifest it. This is no different from learning to use your mind, Robert. Well-directed thought is a learned skill. To manifest an intention requires laserlike focus, full sensory visualization, and a profound belief. We have proven this in a lab. And just like playing a violin, there are people who exhibit greater natural ability than others. Look to history. Look to the stories of those enlightened minds who performed miraculous feats.

Discipline When the child loses control, avoid punishment. Loss of self-control is scary enough; punishment adds guilt and shame. Comment on the child’s negative behavior, not on the child: “Your yelling makes me angry,” rather than “You infuriate me!” Help the child find a quiet space, away from sensory overload, as a technique to regain self-control. Let him decide the length of the time-out, if possible. Set limits, to make a child feel secure. Pick one battle at a time to help him develop self-control and appropriate behavior. Be firm about the limits you set. Show him that his feelings won’t change the outcome; a rule is a rule. “I know you’re mad because you want to play with the puppy, but it is suppertime.” Discipline consistently. Use gestures and empathy to explain why you are disciplining him. (Discipline means to teach or instruct, not punish.) After you tell him what you are going to do, then do it. Determine appropriate consequences for misbehavior. A natural consequence is best, because it is reasonable, factual, and you don’t impose it: “If you skip breakfast, you will be hungry.” A logical consequence, in which the child is responsible for the outcome of his behavior, is second best: “If you throw food, you must mop it up.” An applied consequence, in which the punishment doesn’t exactly fit the crime, is useful when nothing else works: “If you spit on the baby, you may not play with your friends,” or “If you hit me, you may not watch TV.” Reward appropriate behavior with approval.

What people said about their pain tracked perfectly with the activation of several parts of the brain associated with pain, such as the anterior cingulate cortex (which plays a role in emotions, reward systems, and empathy), the thalamus (which handles sensory perception and alertness), and the insula (which is related to consciousness and perception). Those reporting less pain from the placebo effect showed less activity in key pain-related brain regions. And those who felt less of the placebo showed more. People were not imagining less pain; they were feeling it.

ACKNOWLEDGEMENTS My husband, for all the backrubs he gives me, the double-chocolate muffins he bakes, for the kisses, the gentle teasing, the pep talks, and the patience he displays whenever I am stressed, irritated, angry, or grumpy about uncooperative characters and plots. Thank you for listening to my theories about true crime shows and for being a magnificent DM for our D&D group. My brave, funny, fierce daughter, whose persistence and strength in the face of multiple challenges, including spina bifida and clubfoot, inspires me every day, and my sweet, sensitive, story-loving son, who has worked so hard to learn coping strategies for his sensory processing disorder. “Allo” you both with all my heart, babies. Thank you for inspiring me, for keeping me laughing, for asking for so many kisses and hugs every single day, and for having absolutely zero interest in my stories because they don’t feature any trains. D, for helping with my children during a pandemic when no one else is available, and for reading a thousand books to them and “playing Star Wars” with them so enthusiastically. My family, for helping so much with my children and supporting my career’s success however you can. Love you guys. Dani Crabtree, for being the most understanding and flexible editor in existence. If this book has errors, they’re mine. (I like to add extra things after she’s seen the book.) My dear, lovely, generous readers—thank you from the bottom of my heart for reading and loving my books. I couldn’t do it without you. The stories only come alive with your imaginations, so with you all to imagine them, our beloved characters would only live in my head. I’m thrilled to share them with you. Thank you for all the notes you write me and the emails you send. Your words make a difference, especially when I’m struggling to remember what I love about this job (usually during a particularly stubborn first draft.) I love you all!

Health is an intricate combination of diet, exercise, stress, culture and personality. It is also very much a product of sensation. The way that we absorb sensory information has a profound impact on our physical experience.

Hallucinations play out on a different stage than that of the perceived world; it is as if they are superimposed...If the hallucination does not take place in the stable and intersubjective world, this is because it lacks the plenitude and the internal articulation that makes it the case that the real thing remains 'in itself'...The hallucinatory thing is not, like the real thing, a deep being that contracts a thickness of duration in itself; the hallucination is not, like perception, my concrete hold upon time within a living present. Rather, the hallucination slides across time, just as it slides across the world...The hallucination is not in the world, but rather 'in front of' it, because the body of the person suffering from hallucinations has lost its insertion in the system of appearances. Every hallucination is first an hallucination of one's own body...The visual illusion is thus much less the presentation of an illusory object than the unfolding and, so to speak, wild fluctuations of a visual power henceforth lacking a sensory counterpart. There are hallucinations because we have, through the phenomenal body, a constant relation with a milieu into which it is projected, and because, being detached from the actual milieu, the body remains capable of evoking a pseudo-presence of this milieu through its own arrangements. To this extent, the hallucinatory thing is never seen and is never visible.

One of the great ironies of our time is that even as scientists discover more about the essential roles that physical action and sensory perception play in the development of our thoughts, memories, and skills, we’re spending less time acting in the world and more time living and working through the abstract medium of the computer screen. We’re disembodying ourselves, imposing sensory constraints on our existence. With the general-purpose computer, we’ve managed, perversely enough, to devise a tool that steals from us the bodily joy of working with tools.

Tugbug Children's Centers are one of the best play areas for kids. Play zones with fun after school programs that aid in sensory and emotional development in children.

Even if it were possible to live out one’s life in Disneyland, a eudaimonic approach would surely require seeing past Disney’s consumable facades, acknowledging the struggles of the cast members who play its character roles, and engaging with the urban systems that support the experience machine. Disneyland and its visitors contribute to the traffic and urban blight that awaits beyond its walls. You cannot separate one pleasurable moment from the system that created it, or your own role in creating that system. The question then is, how can real designs in real places infuse life with the sensual and sensory pleasures we often pay to experience? Should they even try?