Contenido

Según Montes, A. (1996), hay algunas investigaciones que constatan que hay un mayor desarrollo neurológico cuando se produce un adiestramiento y estímulos debidamente adaptados para cada situación y sujeto.

Hay diferentes autores que hablan de esto. Charles Darwin, en sus estudios, pudo observar como en animales de la misma especie y en estado salvaje, su cerebro es de menor tamaño, siendo causa de esto la disminución de las demandas funcionales. Santiago Ramón y Cajal también afirmaba que existe una plasticidad cerebral, viendo como el crecimiento de los axones y las dendritas y su riqueza de conexiones y enlaces es debido a la actividad mental alta, siendo el caso contrario la reducción de estas conexiones a causa de la inhibición de los procesos neuronales. Altman hizo experimentos con ratas con las cuales utilizó toque y contactos tempranos, ambientes enriquecidos y empobrecidos y entrenamientos durante un tiempo con ratas adultas, siendo el resultado de estos estudios que el grupo de ratas manipulado tenía un tamaño mayor de los hemisferios cerebrales y los procesos de proliferación neuronal que se extiende hasta edad adulta.

Para entender la relación de la estimulación multisensorial con la neurología es necesario observar diferentes aspectos: el desarrollo del cerebro, los efectos del estímulo sobre el desarrollo del sistema nervioso central y el papel de los neurólogos en la estimulación.

Brain development in the fetus and newborn

This development can be divided into stages.

The first stage goes from conception to the 5th month of pregnancy; At this stage the number of brain cells that the child will have is established. At 18 weeks, the dendrites branch, forming an elaborate network of interconnections that is responsible for collecting the electrical impulses that are produced through stimulation. The more stimulation and reception of stimuli occurs, the more development of the dendrites there will be and the individual cellular communication will be better, giving rise to the accommodation of the brain due to the need to produce a greater number of interconnecting filaments.

The 2nd stage corresponds to the 20th week of pregnancy. In this stage, the brain grows, increasing its size and the complexity of the already established cells (sensory stimulation favors the growth of these cells). As the cells grow, they begin to migrate from the brain, which causes its size to increase and the axons to grow longitudinally. In the 3rd stage, which corresponds to the 8th month, the network of cells is highly active and is therefore forming synapses. The 4th stage corresponds to birth; here the brain reaches 25% of the weight of an adult brain.

In the 5th stage, which would be the 6th month, the brain has reached up to 50% of its adult weight. In the 6th stage, in the child's year of life, their brain has reached 70% of adult weight and most of the DNA has been established in the brain cells. In the 7th stage, at 3 years old the brain has reached 90% of its weight.

Effects of stimulation on the development of the central nervous system

The brain is a gray, ovoid mass of tissue that is considered the thinking part, that is, the center of intelligence. The brain is made up of nerve cells, neurons, these are divided into three parts and brain work is carried out through different chemical components. The functioning of the brain can be explained in the following way: when a baby smells something strong, this smell travels from the nose to the brain, once there it is received by the dendrites (they are responsible for collecting the message), when they get there they will be in the olfactory area from there they pass to the body of the cell which is where it is decided what to do with the message, since it can save it, share it with other cells or react to it. If it reacts, it sends another message through the axon that returns again to the muscles and nerves of the baby's face, this message orders the nose to withdraw and the mouth to remain closed. Furthermore, the body stores all this information so that the next time it happens again, it reacts in the same way, this is called a sensory lesson.

The brain is divided into two halves or hemispheres, each of them has different functions. In the left hemisphere, your gray cortex is responsible for logic, reasoning, and cognitive and analytical skills such as language and mathematics. In the right hemisphere, your cortex is responsible for artistic development, music, non-verbal sounds, emotions and intuitive thinking. Therefore, infant stimulation makes the development of both hemispheres more effective.

The messages that are received and stored are only electrical impulses, the nerve cells, when united, form the nerves, these nerves are insulated by a protective film that is formed by myelin proteins. Therefore time and stimulation help the process of myelization or nerve isolation. The myelization process begins at the beginning of pregnancy with brain cells; this process occurs in two ways: proximal-distal and cephalo-caudal. The myelization process goes faster in the period of cerebral beginning, continues in childhood and by 4 years the main body nerves will be completely isolated. The myelization process helps and contributes to the rapid and effective transformation of messages, this also allows coordination, control and muscle reflexes. Stimulation helps speed up muscle and brain reaction time.

Neurologists and stimulation

Neurologists play an important role since they are the ones who lay the theoretical foundations to understand how stimulation is effective for brain development. According to Oltra, J. (2008), a neurologist is one who makes known the clinical characteristics, the manifestations of the disorders with which they work, the brain areas involved and their functions and the relationship of the affected brain areas with the rest of the brain (this is always in constant development).

When a brain area is affected by congenital or acquired damage, processes of neuronal plasticity are launched; these processes must be taken advantage of with knowledge. Therefore, stimulation and time are important since brain development is often surprising and, for example, a child who has disorders in the central nervous system can modify specialized brain areas and acquire skills that they thought were unattainable.

Taking this approach into account, normal mental processes are studied in order to evaluate, rehabilitate, investigate, prevent and compensate for the effects of brain damage or dysfunction. Therefore, a figure appears who acts in various fields related to brain damage (people with brain damage caused by traumatic brain injury, stroke, Alzheimer's, Parkinson's...), this professional is the neuropsychologist.

Stimuli must be presented appropriately in quantity and quality, because hyperstimulation, fluctuating stimulation and untimely stimulation are just as harmful to functional systems as the absence of stimulation itself. Stimulus is understood as everything that, when applied to a human being, produces a reaction.

Stimuli can be, in origin, internal or external, they can also be physical or emotional.

When the mother breastfeeds the child, breast milk passes through her mouth to the stomach, thus experiencing internal sensations. The signal stimulus and the physical contact of holding it in your arms, cradling it, caressing it, etc., generate an emotional sensation that will be linked to the processes described above.

The signal stimulus must be timely at the time it is presented and adequate in quality and quantity.

Lo que podemos encontrar dentro de un aula de estimulación multisensorial es una sala con materiales determinados diseñados para que los usuarios estén expuestos a estímulos controlados para conseguir unos determinados objetivos, es decir, si queremos estimular el oído, utilizaremos más el material sonoro que el visual. Todo esto para favorecer su nivel de integración sensorial facilitando así los aprendizajes básicos y abriendo puertas a relaciones más significativas.

Se trata de un espacio físico con unas características determinadas donde se pueden trabajar de una forma diferente los sentidos. Contiene recursos que, mediante la técnica, se facilita ver, sentir, tocar, entender, probar, crear e imaginar.

El espacio multisensorial conjuga la aproximación curativa y no directiva con la aportación de estimulaciones sensoriales dentro de un entorno específico utilizado para desencadenar una relación.

El objeto propuesto es dar curso libre a la experiencia sensorial, de buscar la satisfacción, el placer y el descanso, de respetar la motivación y el ritmo de la persona.

Las Aulas Multisensoriales son espacios especialmente preparados con múltiples elementos sensoriales, muchos de ellos altamente sofisticados, con las últimas tecnologías adquiridas.

Son entornos seguros y motivantes que mejoran el bienestar físico y emocional y facilitan la experimentación, el disfrute lúdico, la relación, la comunicación y la integración.

Siguiendo las observaciones del Dr. Fröhlich y colaboradores, es importante respetar una cierta “jerarquía de la percepción”. Era necesario, según su planteamiento, encontrar aquellas actividades para las que no fuese requerida experiencia previa alguna. Y fue en las fases de desarrollo embrionario y fetal donde halló las llamadas tres áreas básicas de percepción: somática, vestibular y vibratoria.

Es una herramienta educativa donde se conjugan: la estimulación y la relajación.

Un entorno con elementos como son la música, las luces de colores, los aromas, las texturas. Donde los alumnos exploran, descubren y disfrutan del mundo de los sentidos y los afectos.

Agents and context

In the multisensory room we see two relationships:

• - Therapist-user relationship: an individualized relationship is generated, which causes a feeling of mutual trust. If this trust is reinforced, the project's educational team will participate in new situations with the patient, in order to better understand their reactions in daily life and their family environment.

• - User-environment relationship: the person or user of this room develops in this space at his or her own level and from sensory development a motor reaction can be produced. If a relaxation situation occurs, the resources can be improved with some technical aids such as massage, physiotherapy or psychomotor skills.

Components

• - Podium for column of light and bubbles.

• - Column of bubbles.

• - Fiber optic bundle.

• - Musical water bed.

• - Audio equipment.

• - Foam elements.

• - Vibromassage cushion.

• - Sensory motor stimulation set.

• - Interactive light and sound panel.

• - “Looping” touch panel.

• - UV light (black light) or accessories.

• - Focus and reflective ball.

• - Fiber optic panels.

• - Solar projector IR transmitter equipment.

Spaces

Within this classroom you can work with different disabilities, these disabilities will be worked on taking into account their characteristics, within this space there will be subspaces that will have certain functions, some of these may be:

• - Visual space: with very soft lights at the beginning to adapt to the contrast of the outside light, escaping the suddenness and intensifying its effects once the view has adapted. It is convenient to work with mirrors to create a feeling of spaciousness.

• - Projection space: image effects are projected on the white walls to captivate attention, avoiding aggressive images that cause rejection.

• - Space of smells and tastes: Both senses work together, so combinations such as colors and tastes and smells and light can be worked on, relating them simultaneously and combining them according to needs.

• - Tactile space: It is an elementary space, since people with intellectual disabilities frequently use touch to form an image of the environment.

• - Auditory space: we work with two possibilities. The silent space to avoid any undesirable external disturbance in order to transmit calm and progressively incorporate sounds or music to provoke stimuli, or music applied to generate atmosphere or to provoke reactions.

Existen estructuras en el cuerpo humano que tienen el mismo origen embrionario, el ectodermo. Estos son la piel, la vista y el oído que son las vías por las cuales los estímulos son percibidos y cuya información puede ingresar al Sistema Nervioso Central. En la piel particularmete se encuentran los mecanoreceptores") que permiten percibir el calor, el frío, el tacto suave, la presión y la vibracion. Todos estos elementos dan lugar a los diferentes tipos de estimulacion que podrán ser trabajados.

Somatic stimulation

It is that perceived by the entire body, especially the skin, and by which we can differentiate between the world and me.

Vibratory stimulation: self-perception

The body is made up of different resonance boxes. These allow internal perception of the body through its vibratory waves. The use of this vibration to understand our own body is what we call vibratory stimulation.

When we talk about self-perception we mean knowing our feelings, emotions, ideas... this is carried out through a process of internal search, introspection.

Vestibular stimulation

The organ for perceiving this sensation is located in the inner ear, which is responsible for regulating posture and spatial orientation.

The stimulation of this area allows concepts such as absence-presence and proximity-distancing. Another objective to work on is the integration of body changes in relation to space.

visual stimulation

We will use the multisensory stimulation room to work on visual stimulation with gaze fixation, visual tracking or visual perception activities.

Auditory stimulation

To stimulate hearing we will work on volume, the relationship of sounds with previous experiences, stimulation of the rest of the hearing or the timbre of objects in daily life.

Tactile stimulation

This sensation is perceived through somatic receptors (mechanoreceptors, thermoreceptors and nocireceptors).

The tactile sense is one of the ways of inputting information, along with hearing and sight. In the stimulation room you can work on tactile sensitization and desensitization, for example.

The level of integration of the tactile system is closely related to the degree of maturity of the central nervous system, therefore, the stimulation of the latter will influence its overall development.

taste stimulation

We will stimulate this area through flavor discrimination.

Olfactory stimulation

Smell is a sense that we use all the time unconsciously. We can work with it as an evocator of memories and as anticipation. For example, we can always use the same perfume.

Cognitive area

By stimulating this area, we will encourage thinking and direct interaction with objects and the world around it. In order to carry it out, the patient needs to have previous experiences from which to start, the ability to reason and pay attention.

Motor area

In this area we promote autonomy in movement, movement and hand-eye coordination. For the stimulation to be effective, it is important that the patient himself manipulates and explores it, without forgetting the possible risks that this entails.

Language area

With the stimulation of language we will develop better communication, both oral and gestural, at a comprehensive and expressive level. Expression is a more developed capacity, so we must communicate with patients constantly, relating oral information to visual information.

Contribution to basal stimulation

Within basal stimulation, we find three different areas that have been mentioned previously: somatic, vibratory, and vestibular. The somatic area refers to the subject's ability to feel with their entire body.

The vibratory area refers to the individual's ability to feel the vibratory waves inside, whether in the skeletal system or in the hard core.

Finally, in the vestibular area, we refer to any human experience related to gravity and its position in space, helping to ensure balance and coordinating vision.

These areas are reinforced through the multisensory stimulation exercises that are carried out, which is essential to explore all areas of personal development and awakening, in addition to sensory capabilities, other areas related to cognition and spatio-temporal aspects.

• - Cenaesthesia.

• - Kinesthesia.

• - Stimulation.

• - Early stimulation.

• - Proprioception.

• - Vestibular system.

• - Batllori, J. and Escandell, V. (2009). 150 Stimulation Games: activities to accompany the development of the child from birth to 3 years old. Pocket verticals: Barcelona.

• - Vidal, M. (2007). Early Stimulation (0-6 years): Capacity development, assessment and intervention programs. Preschool and Special Education Sciences: Madrid.

• - Serrano, A.M. (2005). Multiple intelligence and early stimulation: guide for educators, parents and teachers. MAD: Seville.

• - Gómez, M.C. (2009). "Multisensory Classrooms in Special Education. Multisensory stimulation and integration in Snoezelen spaces. Vigo: Own ideas.

• - Waece.org. Library.

• - Self-perception.

• - Early Care.

Contenido

Según Montes, A. (1996), hay algunas investigaciones que constatan que hay un mayor desarrollo neurológico cuando se produce un adiestramiento y estímulos debidamente adaptados para cada situación y sujeto.

Hay diferentes autores que hablan de esto. Charles Darwin, en sus estudios, pudo observar como en animales de la misma especie y en estado salvaje, su cerebro es de menor tamaño, siendo causa de esto la disminución de las demandas funcionales. Santiago Ramón y Cajal también afirmaba que existe una plasticidad cerebral, viendo como el crecimiento de los axones y las dendritas y su riqueza de conexiones y enlaces es debido a la actividad mental alta, siendo el caso contrario la reducción de estas conexiones a causa de la inhibición de los procesos neuronales. Altman hizo experimentos con ratas con las cuales utilizó toque y contactos tempranos, ambientes enriquecidos y empobrecidos y entrenamientos durante un tiempo con ratas adultas, siendo el resultado de estos estudios que el grupo de ratas manipulado tenía un tamaño mayor de los hemisferios cerebrales y los procesos de proliferación neuronal que se extiende hasta edad adulta.

Para entender la relación de la estimulación multisensorial con la neurología es necesario observar diferentes aspectos: el desarrollo del cerebro, los efectos del estímulo sobre el desarrollo del sistema nervioso central y el papel de los neurólogos en la estimulación.

Brain development in the fetus and newborn

This development can be divided into stages.

The first stage goes from conception to the 5th month of pregnancy; At this stage the number of brain cells that the child will have is established. At 18 weeks, the dendrites branch, forming an elaborate network of interconnections that is responsible for collecting the electrical impulses that are produced through stimulation. The more stimulation and reception of stimuli occurs, the more development of the dendrites there will be and the individual cellular communication will be better, giving rise to the accommodation of the brain due to the need to produce a greater number of interconnecting filaments.

The 2nd stage corresponds to the 20th week of pregnancy. In this stage, the brain grows, increasing its size and the complexity of the already established cells (sensory stimulation favors the growth of these cells). As the cells grow, they begin to migrate from the brain, which causes its size to increase and the axons to grow longitudinally. In the 3rd stage, which corresponds to the 8th month, the network of cells is highly active and is therefore forming synapses. The 4th stage corresponds to birth; here the brain reaches 25% of the weight of an adult brain.

In the 5th stage, which would be the 6th month, the brain has reached up to 50% of its adult weight. In the 6th stage, in the child's year of life, their brain has reached 70% of adult weight and most of the DNA has been established in the brain cells. In the 7th stage, at 3 years old the brain has reached 90% of its weight.

Effects of stimulation on the development of the central nervous system

The brain is a gray, ovoid mass of tissue that is considered the thinking part, that is, the center of intelligence. The brain is made up of nerve cells, neurons, these are divided into three parts and brain work is carried out through different chemical components. The functioning of the brain can be explained in the following way: when a baby smells something strong, this smell travels from the nose to the brain, once there it is received by the dendrites (they are responsible for collecting the message), when they get there they will be in the olfactory area from there they pass to the body of the cell which is where it is decided what to do with the message, since it can save it, share it with other cells or react to it. If it reacts, it sends another message through the axon that returns again to the muscles and nerves of the baby's face, this message orders the nose to withdraw and the mouth to remain closed. Furthermore, the body stores all this information so that the next time it happens again, it reacts in the same way, this is called a sensory lesson.

The brain is divided into two halves or hemispheres, each of them has different functions. In the left hemisphere, your gray cortex is responsible for logic, reasoning, and cognitive and analytical skills such as language and mathematics. In the right hemisphere, your cortex is responsible for artistic development, music, non-verbal sounds, emotions and intuitive thinking. Therefore, infant stimulation makes the development of both hemispheres more effective.

The messages that are received and stored are only electrical impulses, the nerve cells, when united, form the nerves, these nerves are insulated by a protective film that is formed by myelin proteins. Therefore time and stimulation help the process of myelization or nerve isolation. The myelization process begins at the beginning of pregnancy with brain cells; this process occurs in two ways: proximal-distal and cephalo-caudal. The myelization process goes faster in the period of cerebral beginning, continues in childhood and by 4 years the main body nerves will be completely isolated. The myelization process helps and contributes to the rapid and effective transformation of messages, this also allows coordination, control and muscle reflexes. Stimulation helps speed up muscle and brain reaction time.

Neurologists and stimulation

Neurologists play an important role since they are the ones who lay the theoretical foundations to understand how stimulation is effective for brain development. According to Oltra, J. (2008), a neurologist is one who makes known the clinical characteristics, the manifestations of the disorders with which they work, the brain areas involved and their functions and the relationship of the affected brain areas with the rest of the brain (this is always in constant development).

When a brain area is affected by congenital or acquired damage, processes of neuronal plasticity are launched; these processes must be taken advantage of with knowledge. Therefore, stimulation and time are important since brain development is often surprising and, for example, a child who has disorders in the central nervous system can modify specialized brain areas and acquire skills that they thought were unattainable.

Taking this approach into account, normal mental processes are studied in order to evaluate, rehabilitate, investigate, prevent and compensate for the effects of brain damage or dysfunction. Therefore, a figure appears who acts in various fields related to brain damage (people with brain damage caused by traumatic brain injury, stroke, Alzheimer's, Parkinson's...), this professional is the neuropsychologist.

Stimuli must be presented appropriately in quantity and quality, because hyperstimulation, fluctuating stimulation and untimely stimulation are just as harmful to functional systems as the absence of stimulation itself. Stimulus is understood as everything that, when applied to a human being, produces a reaction.

Stimuli can be, in origin, internal or external, they can also be physical or emotional.

When the mother breastfeeds the child, breast milk passes through her mouth to the stomach, thus experiencing internal sensations. The signal stimulus and the physical contact of holding it in your arms, cradling it, caressing it, etc., generate an emotional sensation that will be linked to the processes described above.

The signal stimulus must be timely at the time it is presented and adequate in quality and quantity.

Lo que podemos encontrar dentro de un aula de estimulación multisensorial es una sala con materiales determinados diseñados para que los usuarios estén expuestos a estímulos controlados para conseguir unos determinados objetivos, es decir, si queremos estimular el oído, utilizaremos más el material sonoro que el visual. Todo esto para favorecer su nivel de integración sensorial facilitando así los aprendizajes básicos y abriendo puertas a relaciones más significativas.

Se trata de un espacio físico con unas características determinadas donde se pueden trabajar de una forma diferente los sentidos. Contiene recursos que, mediante la técnica, se facilita ver, sentir, tocar, entender, probar, crear e imaginar.

El espacio multisensorial conjuga la aproximación curativa y no directiva con la aportación de estimulaciones sensoriales dentro de un entorno específico utilizado para desencadenar una relación.

El objeto propuesto es dar curso libre a la experiencia sensorial, de buscar la satisfacción, el placer y el descanso, de respetar la motivación y el ritmo de la persona.

Las Aulas Multisensoriales son espacios especialmente preparados con múltiples elementos sensoriales, muchos de ellos altamente sofisticados, con las últimas tecnologías adquiridas.

Son entornos seguros y motivantes que mejoran el bienestar físico y emocional y facilitan la experimentación, el disfrute lúdico, la relación, la comunicación y la integración.

Siguiendo las observaciones del Dr. Fröhlich y colaboradores, es importante respetar una cierta “jerarquía de la percepción”. Era necesario, según su planteamiento, encontrar aquellas actividades para las que no fuese requerida experiencia previa alguna. Y fue en las fases de desarrollo embrionario y fetal donde halló las llamadas tres áreas básicas de percepción: somática, vestibular y vibratoria.

Es una herramienta educativa donde se conjugan: la estimulación y la relajación.

Un entorno con elementos como son la música, las luces de colores, los aromas, las texturas. Donde los alumnos exploran, descubren y disfrutan del mundo de los sentidos y los afectos.

Agents and context

In the multisensory room we see two relationships:

• - Therapist-user relationship: an individualized relationship is generated, which causes a feeling of mutual trust. If this trust is reinforced, the project's educational team will participate in new situations with the patient, in order to better understand their reactions in daily life and their family environment.

• - User-environment relationship: the person or user of this room develops in this space at his or her own level and from sensory development a motor reaction can be produced. If a relaxation situation occurs, the resources can be improved with some technical aids such as massage, physiotherapy or psychomotor skills.

Components

• - Podium for column of light and bubbles.

• - Column of bubbles.

• - Fiber optic bundle.

• - Musical water bed.

• - Audio equipment.

• - Foam elements.

• - Vibromassage cushion.

• - Sensory motor stimulation set.

• - Interactive light and sound panel.

• - “Looping” touch panel.

• - UV light (black light) or accessories.

• - Focus and reflective ball.

• - Fiber optic panels.

• - Solar projector IR transmitter equipment.

Spaces

Within this classroom you can work with different disabilities, these disabilities will be worked on taking into account their characteristics, within this space there will be subspaces that will have certain functions, some of these may be:

• - Visual space: with very soft lights at the beginning to adapt to the contrast of the outside light, escaping the suddenness and intensifying its effects once the view has adapted. It is convenient to work with mirrors to create a feeling of spaciousness.

• - Projection space: image effects are projected on the white walls to captivate attention, avoiding aggressive images that cause rejection.

• - Space of smells and tastes: Both senses work together, so combinations such as colors and tastes and smells and light can be worked on, relating them simultaneously and combining them according to needs.

• - Tactile space: It is an elementary space, since people with intellectual disabilities frequently use touch to form an image of the environment.

• - Auditory space: we work with two possibilities. The silent space to avoid any undesirable external disturbance in order to transmit calm and progressively incorporate sounds or music to provoke stimuli, or music applied to generate atmosphere or to provoke reactions.

Existen estructuras en el cuerpo humano que tienen el mismo origen embrionario, el ectodermo. Estos son la piel, la vista y el oído que son las vías por las cuales los estímulos son percibidos y cuya información puede ingresar al Sistema Nervioso Central. En la piel particularmete se encuentran los mecanoreceptores") que permiten percibir el calor, el frío, el tacto suave, la presión y la vibracion. Todos estos elementos dan lugar a los diferentes tipos de estimulacion que podrán ser trabajados.

Somatic stimulation

It is that perceived by the entire body, especially the skin, and by which we can differentiate between the world and me.

Vibratory stimulation: self-perception

The body is made up of different resonance boxes. These allow internal perception of the body through its vibratory waves. The use of this vibration to understand our own body is what we call vibratory stimulation.

When we talk about self-perception we mean knowing our feelings, emotions, ideas... this is carried out through a process of internal search, introspection.

Vestibular stimulation

The organ for perceiving this sensation is located in the inner ear, which is responsible for regulating posture and spatial orientation.

The stimulation of this area allows concepts such as absence-presence and proximity-distancing. Another objective to work on is the integration of body changes in relation to space.

visual stimulation

We will use the multisensory stimulation room to work on visual stimulation with gaze fixation, visual tracking or visual perception activities.

Auditory stimulation

To stimulate hearing we will work on volume, the relationship of sounds with previous experiences, stimulation of the rest of the hearing or the timbre of objects in daily life.

Tactile stimulation

This sensation is perceived through somatic receptors (mechanoreceptors, thermoreceptors and nocireceptors).

The tactile sense is one of the ways of inputting information, along with hearing and sight. In the stimulation room you can work on tactile sensitization and desensitization, for example.

The level of integration of the tactile system is closely related to the degree of maturity of the central nervous system, therefore, the stimulation of the latter will influence its overall development.

taste stimulation

We will stimulate this area through flavor discrimination.

Olfactory stimulation

Smell is a sense that we use all the time unconsciously. We can work with it as an evocator of memories and as anticipation. For example, we can always use the same perfume.

Cognitive area

By stimulating this area, we will encourage thinking and direct interaction with objects and the world around it. In order to carry it out, the patient needs to have previous experiences from which to start, the ability to reason and pay attention.

Motor area

In this area we promote autonomy in movement, movement and hand-eye coordination. For the stimulation to be effective, it is important that the patient himself manipulates and explores it, without forgetting the possible risks that this entails.

Language area

With the stimulation of language we will develop better communication, both oral and gestural, at a comprehensive and expressive level. Expression is a more developed capacity, so we must communicate with patients constantly, relating oral information to visual information.

Contribution to basal stimulation

Within basal stimulation, we find three different areas that have been mentioned previously: somatic, vibratory, and vestibular. The somatic area refers to the subject's ability to feel with their entire body.

The vibratory area refers to the individual's ability to feel the vibratory waves inside, whether in the skeletal system or in the hard core.

Finally, in the vestibular area, we refer to any human experience related to gravity and its position in space, helping to ensure balance and coordinating vision.

These areas are reinforced through the multisensory stimulation exercises that are carried out, which is essential to explore all areas of personal development and awakening, in addition to sensory capabilities, other areas related to cognition and spatio-temporal aspects.

• - Cenaesthesia.

• - Kinesthesia.

• - Stimulation.

• - Early stimulation.

• - Proprioception.

• - Vestibular system.

• - Batllori, J. and Escandell, V. (2009). 150 Stimulation Games: activities to accompany the development of the child from birth to 3 years old. Pocket verticals: Barcelona.

• - Vidal, M. (2007). Early Stimulation (0-6 years): Capacity development, assessment and intervention programs. Preschool and Special Education Sciences: Madrid.

• - Serrano, A.M. (2005). Multiple intelligence and early stimulation: guide for educators, parents and teachers. MAD: Seville.

• - Gómez, M.C. (2009). "Multisensory Classrooms in Special Education. Multisensory stimulation and integration in Snoezelen spaces. Vigo: Own ideas.

• - Waece.org. Library.

• - Self-perception.

• - Early Care.