Understanding the sensory system behind children’s behaviour

Why Does My Child Need to Move, Touch, Crash or Hide?

Most of us grew up learning that we have five senses:

• sight

• hearing

• smell

• taste

• touch

But did you know we actually have eight senses?

Our bodies are constantly taking in information about movement, balance, body position, pressure and what is happening inside our bodies. Much of this information is processed automatically, without us even thinking about it.

These sensory systems help us understand where we are, what is happening around us and what is happening within us.

So when your child is constantly jumping, crashing, spinning, touching everything, chewing, hiding, making noise or becoming overwhelmed in busy places, there may be more going on than what we can see on the surface.

Sometimes, the behaviour may be connected to what their body is experiencing.

Why Can Sensory Experiences Feel So Big for Children?

Every second, our brains are receiving an enormous amount of information.

Right now, you might be noticing the feeling of your clothes against your skin, the chair underneath you, sounds in the background, the temperature of the room, movement around you and what your body feels like inside.

And yet, you probably aren’t consciously thinking about most of it.

Your brain is constantly sorting through this information, deciding what needs your attention, what can fade into the background and how your body needs to respond.

Children are still developing these abilities.

Our sensory systems are working from very early in life, but the brain’s ability to organise, interpret and respond to sensory information continues to develop throughout childhood. Occupational therapist A. Jean Ayres, whose work established the sensory integration framework, described sensory integration as the brain’s process of organising information from different sensory systems so that we can use it effectively.

This doesn’t mean that children’s sensory systems are simply “not developed yet”. Rather, children are still building experience and developing the ability to make sense of the huge amount of information their bodies receive.

This can be particularly noticeable when there is a lot of sensory information happening at once.

Think about walking into a busy shopping centre when you’re tired.

There are bright lights, conversations, music, trolley wheels, smells, people moving around you and decisions to make.

As an adult, you’ve had years of experience learning what information you can tune out.

For a child, some of that information may feel much more difficult to filter.

And this can happen in any child. A child does not need to have a diagnosis or a sensory processing disorder for sensory experiences to affect how they feel, move or participate.

At the same time, some children experience sensory information in ways that are significantly different from their peers and may need additional support.

Understanding the sensory systems can give us another way of looking at behaviour.

Beyond the Five Senses

Let’s start with the five senses most of us know:

Sight

Our visual system helps us take in information about light, colour, movement, shapes, distance and everything happening around us.

Some children may find visually busy environments overwhelming, while others are fascinated by movement, lights, colours or spinning objects.

Hearing

Our auditory system helps us notice and interpret sounds.

For some children, background noise can fade away quite easily.

For others, sounds such as hand dryers, vacuum cleaners, barking dogs, crowded classrooms or several people talking at once can feel incredibly difficult to ignore.

Smell

Our sense of smell helps us notice and distinguish different scents.

Some children may have strong reactions to particular foods, perfumes, cleaning products or other smells in their environment.

Taste

Taste helps us experience different flavours.

But eating is not only about taste.

Children also receive a huge amount of sensory information through their mouths. They notice temperature, texture, pressure and movement.

This can be part of why some children strongly prefer certain food textures, dislike particular foods, chew on their sleeves or toys, or seem to seek out strong oral experiences.

Chewing can provide sensory information through the mouth and jaw, but it doesn’t automatically mean that a child is “sensory seeking”. Children chew for many different reasons, including exploration, habit, enjoyment, development and sensory input.

Touch

Our tactile system gives us information through our skin.

It helps us notice temperature, texture, pressure, movement and pain.

This can help us understand why some children strongly dislike clothing tags, certain fabrics, messy hands, hair brushing or unexpected touch.

Other children may actively seek touch, wanting to touch everything, play with messy materials, wrap themselves tightly in blankets or seek lots of physical contact.

But there are three other sensory systems that we don’t talk about nearly as often.

And these are particularly interesting when we’re trying to understand children’s movement and behaviour.

The Vestibular System: Our Sense of Movement and Balance

The vestibular system is located in the inner ear and gives the brain information about movement, balance and our relationship with gravity.

It helps us notice things such as:

• whether we are moving or still

• how quickly we are moving

• whether we are changing direction

• whether our head is moving

• whether we are upright, tilted or off balance

Every time your child runs, jumps, swings, spins, climbs, rocks or changes direction, their vestibular system is receiving information.

This is one reason movement can be so interesting to children.

Some children seem to love movement.

They may constantly want to:

• jump

• spin

• swing

• climb

• rock

• run

• hang upside down

• be pushed quickly on playground equipment

They may appear to be looking for lots of movement experiences.

Other children may experience movement very differently.

They might be cautious on playground equipment, dislike swings, become uncomfortable when their feet leave the ground or avoid activities that involve a lot of movement.

Neither response automatically tells us that something is wrong.

Children can have different sensory preferences.

And a child who loves spinning isn’t necessarily “sensory seeking”. They may simply love spinning!

The important question is what we notice across situations and over time.

The Proprioceptive System: Our Sense of Body Position and Force

Proprioception is one of those sensory systems that many parents have never heard about.

It provides information from our muscles, joints and other tissues about where our body is and how it is moving.

You use proprioception constantly without thinking about it.

Close your eyes and lift your hand.

You know where your hand is even though you can’t see it.

Pick up a cup.

Your body adjusts the amount of force needed to lift it.

Push a door open.

Your muscles and joints are giving your brain information about the force you’re using.

Proprioception helps us understand:

• where our body is

• how our body is moving

• how much force to use

• how hard to push or pull

• how strongly to hold something

• where our arms and legs are without looking at them

This sensory information is particularly interesting when we think about children who seem to be constantly crashing, pushing, pulling, climbing or jumping.

A child who throws themselves onto cushions, pushes furniture, seeks rough-and-tumble play, carries heavy objects, squeezes play dough or jumps repeatedly may be looking for strong information from their muscles and joints.

But again, we don’t want to jump straight from behaviour to diagnosis.

A child may crash into the couch because they enjoy it.

They may be excited.

They may be practising how their body moves.

They may have difficulty judging force.

Or they may be looking for more proprioceptive input.

Sometimes, several of these things can be true at the same time.

This is why sensory processing is best used as a lens for understanding behaviour, rather than a label we place on a child.

Interoception: Our Sense of What’s Happening Inside Our Body

Interoception is perhaps the least familiar of these three sensory systems.

It helps us notice signals coming from inside our bodies.

For example:

• hunger

• thirst

• needing the toilet

• feeling full

• tiredness

• temperature

• physical discomfort

• changes in breathing

• changes in heart rate

You might notice your stomach rumbling and realise you’re hungry.

You might feel your bladder becoming full and know you need the toilet.

You might notice that you’re tired and decide to rest.

These are examples of interoceptive awareness.

But children don’t always notice or interpret these signals in the same way adults do.

A child may become extremely irritable and only afterwards realise they were hungry.

Another may not recognise that they need the toilet until it becomes urgent.

Another may not notice that they are becoming tired until they are already exhausted.

Interoception is an emerging area of research in paediatric occupational therapy. Australian researchers Emma Clark, Ted Brown and Mong-Lin Yu recently reviewed the literature on interoception in paediatric occupational therapy and found growing clinical interest, while also highlighting that the evidence base is still developing and that we need more research to understand how best to assess and support children.

This is important because it reminds us not to oversimplify interoception.

We are still learning about it.

But it gives us a fascinating way to think about children’s behaviour: What if the child isn’t ignoring their body’s signals, what if they aren’t noticing or interpreting them yet?

When Sensory Information Shows Up as Behaviour

Sensory experiences don’t stay inside the sensory system.

They can influence how children move, play, participate and respond to the world around them.

Imagine a child arriving at a birthday party.

There is music playing.

Several children are talking.

People are moving around.

There are unfamiliar smells.

Someone touches them unexpectedly.

The lights are bright.

There are lots of toys and decorations to look at.

And they are also trying to work out who they can play with.

That’s a lot of information.

A child who becomes distressed and says, “I want to go home!” may be responding to many things at once.

Or consider a child during group time.

They are expected to sit on the floor, keep their body still, listen to an adult and ignore everything happening around them.

But their body is receiving information about movement, position, balance, sounds, touch and everything else happening in the room.

Sitting still and paying attention are not necessarily the same thing.

A child may gently move their feet, change position or rock slightly while still listening.

And then there is getting dressed.

The child may be experiencing the feeling of a tag against their neck, a seam against their skin, the pressure of a waistband, the temperature of the clothes and the smell of the fabric.

To an adult, the shirt may seem completely fine.

To the child, there may be a lot happening.

This is why understanding sensory processing can help us move beyond simply asking:

“Why are they behaving like this?”

and begin asking:

“What might their body be experiencing?”

Sensory Seeking and Sensory Avoiding

You may have heard the terms sensory seeking and sensory avoiding.

These can be useful descriptions when we’re trying to understand a child’s sensory preferences.

A child who seeks particular sensory experiences might:

• constantly move

• jump and crash

• touch everything

• chew objects

• seek intense physical play

• enjoy spinning or swinging

• look for strong textures or sensations

A child who avoids particular sensory experiences might:

• dislike loud environments

• avoid messy play

• resist particular clothing

• dislike unexpected touch

• avoid certain playground equipment

• become overwhelmed in crowded places

• strongly dislike particular smells or textures

But children don’t necessarily fit neatly into one category.

A child might seek movement but avoid loud sounds.

They might love water play but hate having sticky food on their hands.

They might enjoy spinning at the park but become uncomfortable when a car turns sharply.

Sensory preferences can also change depending on the situation.

A child who normally loves a busy playground may find it overwhelming when they are tired.

A child who normally enjoys rough-and-tumble play may want quiet activities after a long day.

So rather than asking:

“Is my child a sensory seeker or a sensory avoider?”

we might ask:

“What sensory experiences does my child seem to seek, avoid or find difficult — and in which situations?”

That gives us much more useful information.

What Could We Do?

Understanding sensory experiences is useful, but parents and educators often want to know:

“What can I actually do to help?”

The goal isn’t to remove every sensory behaviour.

It isn’t to buy a room full of sensory equipment.

And it isn’t to let children do whatever they want whenever they want.

Instead, we can look for safe and appropriate ways to support children’s sensory needs while still helping them participate in everyday life.

• If your child needs lots of movement

Movement can be built into the day.

Try:

• dancing

• jumping

• obstacle courses

• climbing

• animal walks

• running games

• bike or scooter riding

• outdoor play

• movement songs

• short movement breaks

• jumping or moving before activities that require sitting

And remember: movement doesn’t automatically mean a child isn’t paying attention.

A child may be able to listen while moving their feet, changing position, gently rocking or using an appropriate movement-based seating option.

For some children, a wobble cushion, dynamic seat or resistance band around the legs of a chair may provide an opportunity for small movements while they remain at the table or in a group.

The question isn’t always:

“How do I make my child stop moving?”

Sometimes it is:

“How can I make movement possible while keeping my child safe and involved?”

• If your child seeks pushing, pulling, crashing or “heavy work”

Offer safe opportunities to use their muscles and joints.

Try:

• pushing a laundry basket

• carrying books

• pulling a wagon

• climbing

• animal walks

• playdough or clay

• building with blocks

• pushing against a wall

• carrying safe objects

• helping with household jobs involving carrying, pushing or pulling

• crashing into cushions in a safe, supervised space

These activities can provide opportunities for children to experience force, resistance and body position.

But observe your child’s response.

Does the activity help them become more organised and able to participate?

Or does it make things more chaotic?

There isn’t one proprioceptive activity that works for every child.

• If your child is sensitive to touch or textures

Give children opportunities to explore textures without forcing them to participate in a particular way.

Try:

• playdough

• clay

• water play

• sand

• finger painting

• textured balls

• brushes

• different fabrics

• scoops, tongs and tools for messy play

A child who doesn’t want to put their hands into slime doesn’t necessarily need to be encouraged to “just try it”.

They might prefer using a spoon, scoop or brush.

The aim is to create opportunities for exploration, not another battle.

• If sound is overwhelming

Think about how you can reduce the amount of auditory information coming in.

You could try:

• child-sized noise-reducing headphones

• a quieter area of the room

• reducing unnecessary background noise

• warning the child before a loud event

• visiting busy places at quieter times where possible

• creating a quiet space

• allowing the child to take a short break from the environment

Headphones don’t have to mean:

“You can’t cope with noise.”

They can simply mean:

“This environment is really loud. Let’s give your ears a little help.”

• If your child needs help noticing what’s happening inside their body

This is where interoception can become part of everyday routines.

You might gently help your child notice:

“Is your tummy feeling empty or full?”

“Does your body feel tired or awake?”

“Do you need a drink?”

“Are you feeling hot or cold?”

“Does your body need the toilet?”

These little conversations can give children opportunities to notice their internal signals over time.

We don’t need to constantly ask children how their bodies feel.

We are simply helping them become more aware of their own body’s messages.

Supporting Movement During Everyday Routines

Children are often expected to sit still for:

• meals

• group time

• story time

• craft

• drawing

• mat time

• listening to instructions

• waiting

Of course, children need to develop the ability to participate in these routines.

But participation doesn’t always have to look like sitting perfectly still.

Australia’s current 24-hour movement guidelines recommend that children aged 5–17 accumulate at least 60 minutes of moderate-to-vigorous physical activity each day, as well as several hours of light physical activity. They also recommend breaking up long periods of sitting. For younger children, the recommendations place an even stronger emphasis on active play throughout the day.

So when we ask a child to sit still, it is worth remembering that movement is not an optional extra in childhood.

Children’s bodies need opportunities to move.

A child might listen while:

• gently moving their feet

• changing position

• squeezing an appropriate fidget

• sitting on a wobble cushion

• using a resistance band around the chair legs

• standing at the back of a group

• briefly moving and returning

Sometimes we need to ask:

“Is the movement actually interfering with participation?”

Or are we simply noticing that the child’s body isn’t still in the way we expected?

If the child is listening, participating and learning while gently moving their body, perhaps the movement isn’t the problem.

It may actually be helping them stay engaged.

Research into classroom physical activity and movement breaks has found promising effects on attention and on-task behaviour, although findings vary depending on the type, timing and intensity of movement, and movement is not a universal solution for every child.

A Simple Sensory Toolkit

You don’t need to buy lots of expensive sensory equipment.

Many of the best sensory experiences are already part of everyday childhood.

For movement

• Wobble cushion

• Dynamic seating

• Dancing

• Jumping

• Climbing

• Obstacle courses

• Balance activities

For proprioceptive input

• Play dough or clay

• Building blocks

• Pushing and pulling

• Carrying

• Climbing

• Animal walks

• Safe cushion crashing

For touch

• Water play

• Sand

• Playdough

• Clay

• Textured materials

• Brushes

• Sensory balls

For sound

• Noise-reducing headphones

• A quiet corner

• Reduced background noise

• Warning before loud events

For body awareness and interoception

• Body check-ins

• Movement games

• Yoga

• Animal walks

• Noticing hunger

• Noticing thirst

• Noticing tiredness

• Noticing temperature

• Toileting awareness

You don’t need a special sensory room to provide meaningful sensory experiences.

A trip to the park, helping carry the groceries, making playdough, digging in the garden, dancing in the lounge room, playing with water or climbing at the playground can all provide rich sensory experiences.

Play Is a Wonderful Sensory Experience

This is one of the reasons play is so valuable.

Children naturally explore their sensory world through play.

They jump.

They climb.

They dig.

They squeeze.

They build.

They crash.

They spin.

They pour.

They splash.

They hide.

They make loud noises.

They make things move.

They knock things down and build them again.

Through these experiences, children are exploring movement, balance, body position, pressure, texture, sound, cause and effect and their own physical capabilities.

And play gives children something that a structured activity sometimes cannot: choice.

A child can discover:

“I like this.”

“That’s too much.”

“I want to do it again.”

“I want to try it differently.”

“I need a break.”

That curiosity is valuable.

It allows children to learn about their own bodies through experience.

Sensory Is One Lens, Not the Whole Picture

Once we learn about sensory processing, it can be tempting to start seeing sensory explanations everywhere.

But not every child who runs around is sensory seeking.

Not every child who covers their ears has a sensory processing difficulty.

Not every child who refuses a particular shirt has tactile sensitivity.

And not every meltdown in a noisy environment is caused by sensory overload.

Children’s behaviour is complex.

Development, temperament, communication, relationships, emotions, environment, tiredness, hunger, anxiety, learning and sensory experiences can all interact.

Sensory processing is one piece of the puzzle, not the whole puzzle.

This distinction is important clinically too. The American Academy of Paediatrics has cautioned against using “sensory processing disorder” as a standalone diagnosis because there is not a universally accepted diagnostic framework and sensory differences can occur alongside a range of developmental and behavioural presentations.

At the same time, this doesn’t mean sensory experiences aren’t important.

For some children, sensory differences can have a significant impact on everyday participation, and appropriately individualised occupational therapy may be helpful.

Research into Ayres Sensory Integration has also continued to develop. A 2025 systematic review of randomised controlled trials found strong evidence that Ayres Sensory Integration can support autistic children in achieving individualised goals, while evidence for changing behaviours of concern was more limited.

The important message is that the goal should always be meaningful participation and individualised support, rather than simply trying to make a child behave in a more typical way.

When Might Further Support Be Helpful?

Sometimes sensory differences are having a significant impact on a child’s everyday life.

You might notice that your child:

• becomes extremely distressed by everyday sensory experiences

• consistently avoids activities because of sensory experiences

• struggles to participate in childcare or school

• has significant difficulties with dressing, eating, toileting or hygiene

• frequently seeks movement in unsafe ways

• has difficulty noticing important body signals

• becomes overwhelmed in ordinary environments

• is finding everyday routines increasingly difficult

In these situations, it can be helpful to speak with your child’s GP, paediatrician or occupational therapist.

An occupational therapist can consider sensory experiences in the context of the child’s actual daily activities and participation, rather than simply identifying a list of behaviours.

We aren’t trying to make every child experience the world in exactly the same way.

We’re trying to understand what may be getting in the way of them being able to play, learn, connect, participate and enjoy their everyday lives.

Looking Beneath the Behaviour

The next time your child is jumping, crashing, covering their ears, refusing a particular shirt or chewing on their sleeve, you don’t necessarily need to find an immediate explanation.

You can simply become curious.

What is their body experiencing?

What are they seeking?

What are they avoiding?

What is happening around them?

What might make participation a little easier?

We don’t have to stop every movement, remove every uncomfortable sensation or explain every behaviour through sensory processing.

Sometimes, understanding the sensory world simply gives us another way to see the child behind the behaviour.

Because before we see the behaviour, there is a child experiencing the world through their body.

And sometimes, when we understand what their body is telling them, we can respond in a way that makes the world just a little easier to navigate.

Further Reading & Resources

• Books for parents and educators

The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Differences — Carol Stock Kranowitz

A well-known parent-friendly introduction to sensory processing differences, with practical examples for understanding children’s sensory experiences.

The Out-of-Sync Child Has Fun — Carol Stock Kranowitz

A practical companion with sensory-motor activities that can be incorporated into everyday play.

Sensory Processing 101 — Dayna Abraham, Claire Heffron, Pamela Braley & Lauren Drobnjak

An accessible resource for parents and educators wanting to understand sensory processing and find practical ideas for everyday life.

• Podcast

All Things Sensory by Harkla

One of my favourite sensory podcasts to recommend, hosted by occupational therapy practitioners Rachel Harrington and Jessica Hill. The podcast covers sensory processing, occupational therapy, parenting and practical ideas for supporting children.

A note for parents and educators

Sensory strategies are not one-size-fits-all. An activity that is helpful for one child may be uncomfortable or unhelpful for another.

If sensory differences are significantly affecting your child’s everyday participation, an occupational therapist can help you understand your child’s individual needs and identify appropriate supports.

References

Ayres, A. J. (1979). Sensory Integration and the Child. Los Angeles: Western Psychological Services.

Clark, E., Brown, T., & Yu, M.-L. (2025). Interoception and its application to paediatric occupational therapy: A scoping review. Australian Occupational Therapy Journal, 72(1), e12997. (PubMed⁠)

Schoen, S. A., Lane, S. J., Mailloux, Z., et al. (2019). A systematic review of Ayres Sensory Integration intervention for children with autism. Autism Research, 12(1), 6–19. (PubMed⁠)

American Academy of Pediatrics. (2012). Sensory Integration Therapies for Children With Developmental and Behavioral Disorders. Pediatrics, 129(6), 1186–1189. (AAP Publications⁠)

Australian Government Department of Health, Disability and Ageing. (2026). 24-hour movement guidelines for all Australians. (Department of Health⁠)

Australian Government Department of Health, Disability and Ageing. Recommendations for children and young people aged 5–17 years. (Department of Health⁠)