Interoception in Early Childhood: Functions, Signs, Causes, and Educator

Support
Interoception, the internal sensory system that involves recognising and responding
to the physical and emotional states of the body, plays a crucial role in the
development of self-regulation skills in children (Oldroyd et al., 2019). The ability to
notice and identify internal signals through interoception is essential for various
functions, including emotional management, social interactions, and overall well-
being (South Australian Department for Education [SADE], 2019a).
Interoception serves as the foundation for self-regulation, allowing individuals to
understand and respond to their internal states effectively (SADE, 2019a). By
developing interoception skills, children can recognise their emotions, bodily
sensations, and needs. This awareness enables them to regulate their responses,
make appropriate choices, and engage in proactive emotional management (SADE,
2019a). Without well-developed interoception, individuals may struggle to
understand and regulate their emotions, leading to difficulties in social interactions
and managing sensory input. This research aims to state the function of
interoception, explore the signs of insufficient interoception in early childhood,
investigate potential reasons behind these challenges, and discuss strategies
educators can employ to support children in developing interoceptive skills.
The functions of interoception:
1. Metacognition and self-awareness: Metacognition, or thinking about thinking,
relies on self-awareness and the ability to reflect on internal states.
Interoception plays a vital role in developing metacognitive abilities as it
provides the foundation for accurate self-awareness (SADE, 2019a). By being
aware of their bodily reactions and internal signals, children can gain insight
into their strengths, abilities, and support needs (SADE, 2019a). This self-
awareness on the interoceptive level allows individuals to develop a deeper
understanding of themselves and their emotions, facilitating long-term self-
management and regulation.

2. Social-emotional intelligence: Social-emotional intelligence encompasses

emotional skills, cognitive skills, and behavioural skills. Interoception plays a
key role in each of these skill sets, enabling individuals to recognise and
respond to their own and others' emotions effectively. Through interoception,
individuals can integrate logic and emotions to navigate social interactions,
understand social cues, and make informed decisions. Well-developed
interoception supports the development of social-emotional intelligence,
enhancing individuals' abilities to empathise, communicate, and establish
positive relationships (Oldroyd et al., 2019).

Signs of insufficient interoception:

1. Emotional dysregulation: Children may experience difficulties identifying and
managing their feelings appropriately. This can manifest as frequent
 emotional outbursts, tantrums, or emotional shutdowns (Opdensteinen et al.,
2021). For example, a child may struggle to recognise when they are
becoming overwhelmed and may have difficulty calming themselves down.
2. Poor self-care: Children may struggle to recognise hunger/fullness, thirst, or
the need to use the toilet, resulting in irregular eating patterns, dehydration, or
bathroom accidents (SADE, 2019a). They may have difficulty recognising
their own physical needs and responding to them effectively.
3. Sensory processing issues: Children with poor interoceptive skills may also
struggle with sensory processing, resulting in hypersensitivity or
hyposensitivity to sensory stimuli (SADE, 2019a). They may exhibit reactions
that are either exaggerated or dulled compared to typical responses. For
instance, a child may be extremely bothered by loud noises or become
overwhelmed by certain textures.
4. Limited body awareness: Children may struggle with recognising their
physical boundaries, maintaining balance, or participating in activities
requiring fine motor skills (SADE, 2019a). This can manifest as clumsiness or
difficulty in performing tasks that require precise movements.
Reasons for insufficient interoception:
1. Neurodevelopmental factors: Some children may have neurodevelopmental
conditions, such as autism spectrum disorder (ASD) or attention deficit
hyperactivity disorder (ADHD), which can impact their interoceptive abilities
(SADE, 2019a). These conditions may affect the way the brain processes and
interprets sensory information, including internal sensations. As a result,
children with ASD or ADHD may experience challenges in recognising and
responding to their internal cues (SADE, 2019a).
2. Environmental factors: The environment in which a child grows up can also
influence their interoception development. A lack of opportunities for sensory
exploration and limited exposure to a variety of sensory experiences can
hinder the development of interoceptive skills (Oldroyd et al., 2019).
Additionally, a lack of language and vocabulary around emotions can make it
difficult for children to identify and describe their internal sensations.
3. Trauma or stress: Traumatic experiences or ongoing stress can dysregulate
the body's stress response systems, making it challenging for children to tune
in and respond to their internal sensations (Zdankiewicz-Ścigała et al., 2018).
The impact of trauma or stress on interoception can lead to difficulties in
emotional regulation and self-awareness.
Educator support for interoception development:
1. Create a sensory-rich environment: Educators can create an environment that
provides a wide range of sensory experiences. This can include incorporating
sensory materials, such as textured objects, scented playdough, or sensory
bins (SADE, 2019a). By providing opportunities for sensory exploration,
educators can support children in developing interoceptive awareness.
2. Acknowledge children’s feelings: For a child to develop their interoception, it is
important for them to see their own bodily experiences mirrored by a sensitive
caregiver. For example, when a child who is learning to walk falls down and
experiences physical pain, an educator who acknowledges the child's
discomfort with a statement like "Ouch! That must have hurt" is likely
promoting a stronger sense of interoceptive awareness compared to someone
who dismisses the child's pain with statements like "You're fine! That didn't
hurt! Get back up!" The mirroring provided by the caregiver in the first
instance allows the child to gain confidence in detecting bodily cues and to
feel comfortable with acknowledging and expressing them (Oldroyd et al.,
2019). This promotion of interoception occurs when the caregiver notices
what the child is experiencing, directs joint attention to the feeling, and labels
it—a process that can be further explored in future research focusing on the
social influences on interoception (Opdensteinen et al., 2021).
3. Promote emotional literacy: Educators should actively teach children a rich
emotional vocabulary. They can engage in discussions about feelings and
emotions, helping children identify and express their internal sensations.
Educators can use books, visuals, and real-life examples to facilitate
conversations and help children develop a better understanding of their
emotional experiences (Oldroyd et al., 2019).
4. Incorporate mindfulness practices: Mindfulness exercises can help children
cultivate present-moment awareness and enhance interoceptive skills.
Educators can introduce simple mindfulness practices. Educators can
introduce simple mindfulness practices, such as deep breathing exercises or
guided imagery, into daily routines. Mindful listening activities can be
employed to enhance active listening skills and increase awareness of how
different body parts respond to various sounds (SADE, 2019b). By identifying
sound triggers and their bodily reactions, individuals can collaboratively
develop strategies to minimise stress and anxiety associated with certain
noises. Similarly, understanding temperature reactions and developing a
sense of internal and external temperature variations allows individuals to use
effective strategies for temperature regulation, promoting comfort and
reducing emotional distress (SADE, 2019b). These practices allow children to
focus on their breath, bodily sensations, and emotions, fostering a stronger
connection to their internal cues.
5. Establish predictable routines: Consistent and predictable routines provide
children with a sense of stability and security. Establishing daily routines can
help children anticipate and recognise their body's signals, such as hunger,
thirst, or fatigue (SADE, 2019b). By incorporating predictable meal times, rest
periods, and structured activities, educators support children in developing
interoceptive awareness.
6. Use visual supports: Visual supports can be invaluable in assisting children's
understanding of their internal states and aiding in self-regulation. Educators
can use visual tools such as visual schedules, emotion charts, or
 individualised cue cards to help children recognise and manage their internal
sensations effectively (SADE, 2019b). These visual supports provide concrete
references and can serve as reminders for children to check in with their
bodies.
7. Individualise strategies: Recognising that each child's interoceptive needs
may vary, educators should tailor interventions to meet individual
requirements (SADE, 2019b). Regular assessments of children's progress
can help identify specific challenges and strengths related to interoception
(SADE, 2019b). This information can inform the development of individualised
strategies that support each child's interoceptive development effectively.
Interoception plays a vital role in early childhood development, impacting emotional
regulation, self-awareness, and sensory processing. By identifying signs of
insufficient interoception, understanding the reasons behind these challenges, and
employing appropriate strategies, educators can effectively support children's
interoceptive development. By fostering a sensory-rich environment, promoting
emotional literacy, incorporating mindfulness practices, offering predictable routines,
using visual supports, and individualising strategies, educators can empower
children to better understand and respond to their internal sensations, promoting
overall well-being and self-regulation.
References:
South Australian Department for Education [SADE](2019a). Ready to Learn -
Interoception Kit. For preschools and primary schools (plus families and allied
health professionals).
South Australian Department for Education [SADE] (2019b). Interoception Activity
Guide 301. For preschools and primary schools (plus families and allied health
professionals).
Oldroyd, K., Pasupathi, M., & Wainryb, C. (2019). Social Antecedents to the
Development of Interoception: Attachment Related Processes Are Associated
With Interoception. Frontiers in Psychology, 10, 712–712.
https://doi.org/10.3389/fpsyg.2019.00712
Opdensteinen, K., Schaan, L., Pohl, A., Schulz, A., Domes, G., & Hechler, T. (2021).
Interoception in preschoolers: New insights into its assessment and relations to
emotion regulation and stress. Biological Psychology, 165, 108166–108166.
https://doi.org/10.1016/j.biopsycho.2021.108166
Zdankiewicz-Ścigała, E., Odachowska, E., & Tworek, B. (2018). Early childhood
trauma, alexithymia, dissociation and the power of the body self. Journal of
Psychiatry and Clinical Psychology, 18(3), 255–270.
https://doi.org/10.15557/PiPK.2018.0032