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Supporting Sensory Needs in Early Childhood: Embedding Sensory Goals into the EYLF for Autistic and Neurodivergent Learners

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In early childhood settings, every child brings a unique way of experiencing the world. For children on the autism spectrum — whether formally diagnosed or not — sensory processing differences are often a significant part of their daily lives. Understanding and responding to these differences is a vital part of creating inclusive environments where all children can thrive.


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The Early Years Learning Framework (EYLF) provides a powerful foundation for embedding sensory goals into everyday learning. It supports educators to be responsive to individual needs, acknowledge diverse ways of being and learning, and ensure every child feels safe, supported, and engaged.

 

Why Sensory Goals Matter

Children on the autism spectrum often process sensory information differently. This might look like a child who covers their ears during group time, a child who craves constant movement, or one who avoids messy play. These responses aren’t “behaviours to fix” — they’re communication. They tell us what a child needs in order to feel regulated and ready to learn.

Sensory goals help children:
  • Feel safe and calm in their environment
  • Participate more fully in learning opportunities
  • Develop self-regulation and coping strategies
  • Engage in social interactions with greater confidence
  • Build independence in daily routines

Importantly, sensory strategies benefit all children — not just those with autism — and can be woven seamlessly into early childhood practice.

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Autism and Sensory Processing: Looking Beyond the Behaviour


While understanding sensory processing is key, it is only one part of the picture when supporting autistic children.

For many autistic children — especially those with limited verbal communication — expressing sensory discomfort through words may not be possible. Instead, their body becomes the voice: crying, covering ears, running away, or becoming aggressive or withdrawn. These are not “naughty” behaviours — they are survival responses to sensory overwhelm.

Autistic children may also face social communication challenges that affect how they interpret or express their experiences. For example, a child may assume that others feel the same discomfort they do in noisy or brightly lit environments, or they may not realise that others don’t understand their distress. This can lead to frustration, isolation, or misinterpretation of their behaviour by educators and peers.

Understanding this helps us reframe our approach: rather than seeing “challenging behaviour,” we see unmet needs — and opportunities to adapt the environment, improve communication supports, and build connection.

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The Learning Pyramid: Why Sensory and Emotional Foundations Matter


The Learning Pyramid, a widely referenced model in early childhood education and occupational therapy, illustrates the developmental foundation required for children to engage in higher-level learning and thinking skills. At the base of this pyramid is sensory processing and emotional regulation.

Before a child can focus on tasks like writing, problem-solving, or social negotiation — the top layers of the pyramid — they must first feel physically regulated, emotionally safe, and sensory secure.

If sensory needs are not met (e.g. if a child is overwhelmed by sound, uncomfortable with touch, or craving movement), their nervous system remains in a reactive state, making it difficult to engage in meaningful learning. This is particularly true for autistic children, whose sensory systems are often more sensitive or more intensely driven than those of their peers.

By supporting the foundation of the Learning Pyramid — through structured sensory supports and a focus on regulation — we ensure that children are ready to access the learning opportunities in our programs.

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Reflect on Your Own Sensory Profile


A powerful starting point for any educator is to reflect on your own sensory processing preferences. What do you do to stay calm, focused, and regulated? Do you turn on music while working, take movement breaks, or avoid crowded, noisy spaces?
Understanding your own sensory needs helps you develop empathy for the children you support — and informs how you can design environments that meet diverse sensory preferences.

Tip: Try a free online sensory checklist to explore your own profile:
  • Sensory Profile Self-Test (by Sensory Integration Education)
  • Adult/Child Sensory Profile Checklists (via The OT Toolbox)
  • Sensory Processing Checklist for Educators (Kid Sense Australia)

These tools are not diagnostic but offer valuable insight into how you and your learners experience the world.

 

Embedding Sensory Goals into the EYLF


1. Belonging, Being and Becoming

This foundational principle recognises that children’s wellbeing and development are influenced by the environments they are in. Embedding sensory regulation supports into daily routines shows children that their needs are seen and valued.

Ideas:
  • Create a calm space where children can take breaks from busy sensory input.
  • Offer sensory-friendly transitions (e.g. using a visual timer, a quiet song).
  • Celebrate different ways of engaging — some children might watch play before joining in, or prefer parallel play.

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2. Outcome 1 – Children Have a Strong Sense of Identity

When children’s sensory preferences are supported, they are more likely to feel safe, respected, and secure — critical ingredients for building a strong sense of identity.

Ideas:
  • Use consistent sensory routines to help children feel predictable control over their day.
  • Provide individualised sensory tools or fidgets during group times.
  • Acknowledge and validate sensory needs through language: “I can see those lights are too bright for you. Let’s move to a softer space.”

3. Outcome 3 – Children Have a Strong Sense of Wellbeing

This outcome directly aligns with sensory development and regulation. For many autistic children, their ability to engage with others and with learning is closely tied to how regulated they feel.

Ideas:
  • Integrate movement breaks and heavy work into the daily program (e.g. obstacle courses, pushing wheelbarrows).
  • Include calming sensory experiences like water play, quiet music, or weighted cushions.
  • Observe and reflect on individual sensory thresholds (Does the child seek or avoid touch, sound, movement?) and plan accordingly.

4. Outcome 4 – Children Are Confident and Involved Learners

When sensory needs are met, children can focus, engage, and explore their environments more effectively.

Ideas:
  • Adapt play spaces to reduce sensory overwhelm — e.g. soft lighting, low clutter, quiet zones.
  • Allow sensory-based learning — e.g. learning through touch, movement, or visual exploration.
  • Support children to recognise when they need a break or when something feels “too much.”

5. Outcome 5 – Children Are Effective Communicators

Supporting sensory regulation can enhance a child’s ability to express themselves and engage in shared communication.

Ideas:
  • Use visuals and AAC (Augmentative and Alternative Communication) to help children express sensory needs (e.g., “I need a break,” “too loud,” “I want to jump”).
  • Narrate and model sensory language: “This paint feels squishy! That’s too much noise, let’s try our quiet voices.”
  • Create communication boards for rooms and outdoor play areas, so children who have limited communication, can request the input they need
  • Have clear and predictable routines, and communicate any changes, so the child can prepare their sensory system in advance.

 

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Diagnosed or Not — Every Child Deserves Support

You don’t need a formal diagnosis to support a child’s sensory needs. In fact, waiting for a diagnosis can delay access to critical early supports. By building sensory goals into your program from the start, you foster a truly inclusive environment — one where all children are empowered to succeed, in their own way and at their own pace.

 

Where to Start?

  • Observe and document sensory preferences and responses
  • Talk to families — they are the experts on their child’s needs
  • Use tools like sensory checklists or sensory profiles
  • Work with allied health professionals to build sensory supports into Individual Learning Plans (ILPs)
  • Reflect regularly on how the learning environment supports regulation, focus, and inclusion
  • Learning more on www.positivepartnerships.com.au or www.inclusioned.edu.au

Next Blog,  Understanding Tactile Sensitivities and how to create Environmental, Skill based, and sensory opportunities to support these children in Early Learning years.

At Autism Inclusive, we support educators and early learning teams to embed sensory-responsive strategies into their programs. Through training, mentoring, and collaboration, we help you create learning spaces where every child feels seen, supported, and celebrated.

Want support with sensory integration in your setting? Get in touch with our team to explore professional development opportunities or book a consultation.

 

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