Art Therapy for Early Intervention Children

Thank you to everyone who has followed Peggy’s journey so far. This is the next chapter of a small girl whose progress unfolds through carefully shared moments. 

Peggy (a pseudonym) is a non-verbal, four-year-old girl with learning disabilities and limitations in body movements. Because she has smaller white matter in brain, Peggy has a short memory span and finds it difficult to adapt to new people or unfamiliar situations. At the moment, Peggy is now walking more steadily and shows growing curiosity about other children’s play. 

In an art therapy session, the therapist begins by going to Peggy’s classroom to fetch her. The therapist lowers herself to Peggy’s eye level and cheerfully invites her to stand up together. The therapist says “One, two, three”, and then they rise at the same time. Peggy now mirrors the movement to stand up with the therapist, responding to the shared rhythm of the moment. 

Once inside the therapy room, Peggy often walks directly toward the paint bottles. With paint already on their hands, the therapist holds her palms open toward Peggy. Peggy responds by grasping both of the therapist’s hands. This precious moment, like Peggy’s own way of doing “high-five” with the therapist, supports her broader learning goal: expanding her range of hand movements. The therapist assisted Peggy to achieve the goal through connection. 

Music has also become part of Peggy’s growing world. Knowing from past records that Peggy likes to listen to music, the therapist brought a ukulele into the session. Peggy often places a toy piano into the therapist’s hands, signaling that she wants to listen to the therapist singing. In one session, when Peggy made this familiar request, the therapist responded by singing a children’s song. This time the song was accompanied by the ukulele. Peggy’s face lit up with a wide smile. Without words, she had asked, and she had been answered. 

Progress for Peggy is built through patience, consistency, and presence. Each shared movement strengthens her ability to connect and learn. Thank you for walking alongside Peggy so far. With your continued support, we can keep building these moments together.

With Regards,

Mavis Tsai

Links:

• TFCF Taichung City Child Development Center FB (in Chinese)
• Find all TFCF projects in GlobalGiving

Peggy (a pseudonym) is a mild-mannered, smiley, non-verbal four-year-old girl with learning disabilities. She was born with differences in her brain’s white matter, which affects her memory span and ability to remember new people, making it difficult for her to form attachments with surrounding people. In her early years, Peggy’s limited mobility also delayed her sense of independence. She once relied on walking equipment and now wears corrective shoes; though she can walk, she still needs an adult to hold both her hands for balance and safety.

When Peggy was referred for weekly one-on-one art therapy in May, she had trouble adapting to any change. A new classroom or an unfamiliar face could easily unsettle her, and her carer often struggled to comfort her. She showed little interest in toys or sensory materials, making it difficult to engage her through play. The carer’s initial hope for therapy was simply that Peggy might begin to explore and enjoy new sensations.

At first, Peggy found the sessions intimidating. She often cried and needed her carer to stay beside her for the first fifteen minutes. The therapist patiently introduced different materials: watercolour, crayons, building blocks, and toy animals. However just as in her larger class, she showed little response to most materials. Yet something subtle began to change when the therapist offered watercolour. Peggy didn’t paint on the paper but loved to feel the paint on her hands, quietly smiling as her fingers became covered in color.

By late June, a gentle but significant shift emerged. Peggy began to remember the therapist and, during each session, would grasp the therapist’s hand and guide it toward the paint bottles, which is her way of saying she wanted more. The therapist recognized Peggy’s love for watercolour not merely as a preference to note and move past, but as a bridge for connection. Through every small gesture, the therapist seemed to say, “Trust me and tell me what you like in your own way. I’m listening.” In this shared rhythm of giving and responding, Peggy learned that her preferences mattered.

For children like Peggy, discovering what they enjoy is the beginning of self-awareness. The ability to show preference, such as choosing a color, marks the first step toward agency and communication.

Peggy’s art therapy journey continues, each session nurturing her fragile but growing ability to connect. In the most recent session, she put a toy piano inside the therapist’s hand to express that she would like to hear the therapist singing a new tune. With time and support, her world is opening, one shared moment at a time. Your support can help Peggy continue walking this path toward connection and confidence.

With gratitude,

Mavis Tsai

Links:

• TFCF Taichung City Child Development Center FB (in Chinese)
• Find all TFCF projects in GlobalGiving