Abstract

This theoretical intervention research explores the design of a sensory-based art therapy program for children aged four to five who have experienced preverbal trauma. Grounded in the sensory level of the Expressive Therapies Continuum (ETC), the proposed model addresses the unique therapeutic needs of young children whose traumatic experiences occurred before the development of language. Drawing on trauma theory, neurodevelopmental research, and sensory integration practices, the program offers a developmentally appropriate, trauma-informed framework that supports emotional regulation, nervous system healing, and relational repair through art-making. The methodology employs a theoretical intervention research design, with a focus on formative program development rather than implementation or outcome testing. This research contributes to the growing body of literature on early childhood trauma and highlights the potential of sensory-based art therapy as a vital avenue for healing preverbal trauma.