Article

Sensory Integration, Praxis and Development

Published on: July 12, 2005

Author: Kath Smith

[updated 2024]

What is Praxis?
Praxis is conceptualising, planning, and executing a novel motor action, including motor speech. It is sometimes referred to as “motor planning.” Praxis relies on sensory integration, particularly the integration of tactile, proprioceptive, and vestibular input, to understand and organize the body in space and execute purposeful actions.

Praxis involves three main components:

  1. Ideation: Generating the idea of what to do.
    • For example, building a tower out of blocks or climbing over playground equipment.
  2. Planning: Figuring out how to do it, including sequencing and coordinating movements.
    • For example, determining how to balance the blocks or where to place hands and feet to climb.
  3. Execution: Carrying out the plan and adapting it as needed based on feedback from the body and environment.
    • For example, successfully building the tower or climbing over the equipment.

Praxis and Sensory Integration

Praxis is heavily dependent on perception as part of sensory integration. A person’s ability to process and organise sensory input from their body and the environment informs their ability to plan and perform actions. For example:

  • Tactile input helps people understand the properties of objects they interact with, such as whether something is rough, smooth, hard, or soft.
  • Proprioceptive input informs the person about body position and movement, which is crucial for the coordinated actions needed to crawl across an obstacle course, walk, play sports, dance, and even drive.
  • Vestibular input provides balance and spatial orientation information essential for jumping, riding a bike, dancing, playing sport, climbing or navigating stairs etc.

When sensory integration is disrupted, motor planning difficulties may be affected, leading to problems with praxis, called dyspraxia.

Praxis in Child Development

  1. Early Development
    • Praxis is fundamental in infancy and toddlerhood, as children learn to grasp objects, crawl, walk, and interact with their environment.
    • Stacking blocks, finger painting, or climbing foster praxis skills in early development.
  2. Play and Exploration
    • As children grow, praxis allows them to engage in increasingly complex play, such as building with Legos, drawing, or participating in sports.
    • These activities also enhance creativity and problem-solving, both of which are grounded in praxis.
  3. Academic Skills
    • Praxis supports school-related tasks like cutting with scissors, handwriting, or navigating the playground.
    • Difficulties with praxis can impact academic performance and participation in group activities.
  4. Social Interaction
    • Praxis also supports social play, such as taking turns during games or coordinating actions in group sports.
    • Children with praxis difficulties may avoid group activities due to frustration or embarrassment over their challenges.

Indicators of Praxis Challenges in Children

Children with praxis difficulties, sometimes referred to as dyspraxia or developmental coordination disorder (DCD), may:

  • Struggle with learning new motor tasks, such as riding a bike or tying shoelaces.
  • Appear clumsy or uncoordinated in movements.
  • Have difficulty with sequencing, such as following multi-step instructions.
  • Avoid activities that require complex motor planning or problem-solving.
  • Show frustration or low self-esteem related to physical activities.

Supporting Praxis Development in Children

  1. Encouraging Motor Activities
    • Provide opportunities for children to engage in open-ended play, such as building forts, drawing, or creating obstacle courses.
    • Incorporate activities encouraging trial and error, allowing the child to practice ideation, planning, and execution.
  2. Ayres Sensory Integration® Therapy
    • Occupational therapists trained in Ayres Sensory Integration (ASI) provide activities stimulating sensory systems and promoting praxis development.
    • For example, obstacle courses, climbing activities, and games can help a child develop motor planning and coordination.
  3. Scaffolding and Gradual Challenges
    • Break down complex tasks into smaller, manageable steps and provide guidance as needed.
    • Gradually increase the complexity of activities as the child gains confidence and skill.
  4. Building Confidence
    • Focus on the child’s successes and encourage them to keep trying, fostering a sense of accomplishment and resilience.
  5. Creating a Supportive Environment
    • Adapt tasks and expectations at home or in school to meet the child’s current abilities while providing growth opportunities.
    • For example, use visual supports, timers, or demonstration videos to help children understand and plan tasks.

Conclusion

The ability to think, plan, and do, called praxis, is critical to child development. It enables children to explore, learn, and interact with their world effectively. Sensory integration forms the foundation for praxis, and sensory processing disruptions can lead to motor planning and coordination challenges.

Supporting children with sensory-rich activities within a nurturing environment, including sensory integration therapy, can help them overcome these challenges and develop essential motor and problem-solving skills for success in everyday life.