Associations between sensory processing, social skills, and participation in kindergarten children: A cross-sectional study

Sensory processing plays a critical role in children’s ability to engage in social interactions and participate in daily activities. This study examines the associations between sensory processing skills, social skills, and participation in kindergarten children. A total of 88 children aged 4–7 years were included. The Sensory Processing Measure (SPM), Social Skills Scale (SSS), and Child and Adolescent Participation Scale (CASP) were completed by parents. The SPM total score was significantly negatively correlated with social cooperation (r = −.45, p < .001), self-regulation (r = −.51, p < .001), and assertion (r = −.42, p < .001). Similarly, significant negative correlations were observed between SPM and CASP in home (r = −.55, p < .001), community (r = −.43, p < .001), and school (r = −.44, p < .001) settings, as well as with home and community living activities (r = −.34, p = .001). Regression analysis showed that both sensory processing (β = −.37, p < .001) and social skills (β = .39, p < .001) were statistically significant predictors of participation, explaining 43.4% of the variance (R2 = 0.434, F = 30.318, p < .001). These findings highlight the importance of early identification and intervention for addressing sensory processing issues, thereby enhancing participation and social development in early childhood.