Children with cerebral palsy are classified as children with physical disabilities, in whom a permanent brain injury primarily affects movement, posture, and coordination. In addition to motor difficulties, they often experience difficulties with sensory integration, which can significantly affect their motor skills and everyday functioning. In children with cerebral palsy, regular participation in selected motor activities and activities aimed at promoting sensory integration can improve motor development and thereby contribute to greater motor and functional independence and social inclusion. In this master's thesis, we designed and implemented a programme to promote motor development and sensory integration in a three-year-old boy with cerebral palsy. Data on his initial motor and sensory functioning were collected using several methods, including an analysis of existing documentation, interviews and consultations with the child's mother and kindergarten professionals, monitoring and pedagogical observation during group and individual activities, direct work with the child, the Sensory Integration Dysfunction Rating Scale for assessing hypersensitivity and hyposensitivity, and the Movement Assessment Battery for Children – Second Edition (MABC-2). The performance of selected everyday motor skills was also assessed. Following the completion of the programme, the child's motor development, sensory integration characteristics, and performance of selected everyday motor skills were reassessed. The results of the Movement Assessment Battery for Children – Second Edition (MABC-2) continued to indicate significant motor difficulties following the implementation of the programme. The overall score improved only minimally, with no improvement observed in the areas of manual dexterity and balance, while improvement was observed in aiming and catching. Qualitative changes in the child's movement were also observed, including more frequent use of the right hand, a reduced need for encouragement during climbing, an improved pencil grip, and greater accuracy in performing individual tasks. The results of the reassessment of everyday motor skills showed that the child had progressed in most of the observed skills. Although he achieved the same number of points according to the observation criteria as before the implementation of the programme, following the programme he was able to put on a T-shirt independently, partially fasten the zip of an upper garment, and demonstrated improved skill and accuracy when dressing his lower body. He also used his right hand more frequently when performing everyday skills and became more successful at putting on his slippers. In the area of sensory integration, difficulties remained in the tactile and taste domains following the implementation of the programme. However, greater willingness to engage in activities involving different materials and greater persistence during activities were observed. The study provides an example of planning and implementing intervention with a child with cerebral palsy and evaluating its effects. The elements of the programme developed may serve as a useful resource for kindergarten professionals when planning and implementing activities aimed at promoting motor and sensory development in preschool children.
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