Tactile & Proprioceptive Systems
The sense of touch is perceived by movement of air or pressure over the skin with receptors in the dermis, which detect deep pressure, vibration, light touch and temperature. “Touch right after birth stimulates growth of the body’s sensory nerve endings involved in motor movements, spatial orientation and visual perception. Touch is a strong anchor in behavior and learning. Whenever touch is combined with other senses, much more of the brain is activated and more complex nerve networks are built” (The Brain-Movement Connection, n.d., para. 14 ). “The touch of closely bonded family members increases activity in the hippocampus, an important center for spatial and general learning and memory” (Hannaford, 1995, p. 46).
The ability to process tactile information appropriately, helps children feel safe as they learn to understand their contact with the world around them (Oden, 2004). It is important for learning because it assists with concentration and a feeling of well-being. There is also an emotional element associated with touch. Gently touching children on the shoulder while solving math problems helps the brain connect the positive touch with the math and to anchor it as a positive experience (Hannaford, 1995).
It is said that everyone needs to be hugged 12 times a day. The deep pressure is very important to our brain development. It is not uncommon for the elderly to not experience enough touch. Recently, a group of men from our church traveled up to the area of the 2011 Japanese tsunami to help the elderly who were still living there. Their task was to provide hand massages, which was surprisingly positively received, considering how the culture is not one of touching. There is something magical and therapeutic about physical contact and touch. Researchers have also noticing a possible link between the lack of touch and lowered acetylcholine levels in Alzheimer’s patients (Hannaford, 1995).
Proprioception, on the other hand, is the sensation from muscles, tendons and the vestibular system, and is the body’s sense of itself in space. The proprioceptive receptors are located in all of the muscles and they sense the degree of stretch in the muscle. The sensations from these receptors go through the brain stem to the thalamus and then to the somatosensory cortex of the cerebrum in the parietal lobe (Gold, 2008). Proprioception helps with vision by receiving constant feedback to adjust the shoulder and neck muscles, thus keeping our eyes steady as we are reading and moving. It also monitors our ability to sit on a chair, listen to the teacher, and take notes (The Brain-Movement Connection, n.d.).
Results of an Immature Tactile and Proprioceptive System
It is said that “touch is the major contributor to full vision” (Hannaford, 1995, p. 50). I currently have a child who just turned 5 and every time he wants to “see” something he has to grab it and hold it. For him, seeing is not just done with the eyes.
Some children receive incomplete messages from their skin and muscles. They might be hyper or hypo reactive to the stimulus. They may either not want to be touched or crave it. They might like light touch or seek deep pressure. Children on the autism spectrum almost always have an un-integrated sensory system and may want different types of touch or movement at different times of the day. Deep pressure may be calming to an over-stimulated system and light touch or tickles may be arousing. Providing them the tools to choose what kind of touch when they need it can be very empowering in their self-regulation.
Jean Ayres discovered a connection between the inability to tolerate touch and learning disorders. She created a protocol that uses a variety of tactile experiences to help wake up the sensory system by stimulating the touch receptors. For example, children would “paint” themselves with paint brushes upon walking in to their therapy sessions. The tactile experiences are integrated with movement (Hannaford, 1995).
Children with an underdeveloped proprioceptive system have little awareness of the position of their bodies and need to increase the load on the receptors. They need to move all the time to get input from their muscles so they know where they are in space. You might notice children who crash into the walls or fall onto the ground when sitting in their chair. They may stretch or wrap their legs around the chair to stress the joints to help them concentrate for a little while. In fact, kids who always are picking a fight may actually be craving extra proprioceptive input.
Ways to Enhance the Tactile and Proprioceptive Systems
The ability to process tactile information appropriately, helps children feel safe as they learn to understand their contact with the world around them (Oden, 2004). It is important for learning because it assists with concentration and a feeling of well-being. There is also an emotional element associated with touch. Gently touching children on the shoulder while solving math problems helps the brain connect the positive touch with the math and to anchor it as a positive experience (Hannaford, 1995).
It is said that everyone needs to be hugged 12 times a day. The deep pressure is very important to our brain development. It is not uncommon for the elderly to not experience enough touch. Recently, a group of men from our church traveled up to the area of the 2011 Japanese tsunami to help the elderly who were still living there. Their task was to provide hand massages, which was surprisingly positively received, considering how the culture is not one of touching. There is something magical and therapeutic about physical contact and touch. Researchers have also noticing a possible link between the lack of touch and lowered acetylcholine levels in Alzheimer’s patients (Hannaford, 1995).
Proprioception, on the other hand, is the sensation from muscles, tendons and the vestibular system, and is the body’s sense of itself in space. The proprioceptive receptors are located in all of the muscles and they sense the degree of stretch in the muscle. The sensations from these receptors go through the brain stem to the thalamus and then to the somatosensory cortex of the cerebrum in the parietal lobe (Gold, 2008). Proprioception helps with vision by receiving constant feedback to adjust the shoulder and neck muscles, thus keeping our eyes steady as we are reading and moving. It also monitors our ability to sit on a chair, listen to the teacher, and take notes (The Brain-Movement Connection, n.d.).
Results of an Immature Tactile and Proprioceptive System
It is said that “touch is the major contributor to full vision” (Hannaford, 1995, p. 50). I currently have a child who just turned 5 and every time he wants to “see” something he has to grab it and hold it. For him, seeing is not just done with the eyes.
Some children receive incomplete messages from their skin and muscles. They might be hyper or hypo reactive to the stimulus. They may either not want to be touched or crave it. They might like light touch or seek deep pressure. Children on the autism spectrum almost always have an un-integrated sensory system and may want different types of touch or movement at different times of the day. Deep pressure may be calming to an over-stimulated system and light touch or tickles may be arousing. Providing them the tools to choose what kind of touch when they need it can be very empowering in their self-regulation.
Jean Ayres discovered a connection between the inability to tolerate touch and learning disorders. She created a protocol that uses a variety of tactile experiences to help wake up the sensory system by stimulating the touch receptors. For example, children would “paint” themselves with paint brushes upon walking in to their therapy sessions. The tactile experiences are integrated with movement (Hannaford, 1995).
Children with an underdeveloped proprioceptive system have little awareness of the position of their bodies and need to increase the load on the receptors. They need to move all the time to get input from their muscles so they know where they are in space. You might notice children who crash into the walls or fall onto the ground when sitting in their chair. They may stretch or wrap their legs around the chair to stress the joints to help them concentrate for a little while. In fact, kids who always are picking a fight may actually be craving extra proprioceptive input.
Ways to Enhance the Tactile and Proprioceptive Systems
Works Cited
Gold, S. (2002). Exercises to Help your Child, Fern Ridge Press. Retrieved from http://www.fernridgepress.com/autism.exercise.phases.html on 2/12/2013
Gold, S. (2008). If Children Came with Instruction Sheets. Eugene: Fern Ridge Press.
Hannaford, C. (1995). Smart moves: Why learning is not all in your head. Atlanta: Great Ocean Publishers.
Oden, A. (2004). Ready Bodies Learning Minds.
The brain-movement connection. retrieved 2/5/13 from http://www.skillstrainer.co.k/stnews2/brain2.html
Gold, S. (2002). Exercises to Help your Child, Fern Ridge Press. Retrieved from http://www.fernridgepress.com/autism.exercise.phases.html on 2/12/2013
Gold, S. (2008). If Children Came with Instruction Sheets. Eugene: Fern Ridge Press.
Hannaford, C. (1995). Smart moves: Why learning is not all in your head. Atlanta: Great Ocean Publishers.
Oden, A. (2004). Ready Bodies Learning Minds.
The brain-movement connection. retrieved 2/5/13 from http://www.skillstrainer.co.k/stnews2/brain2.html
