GB/T 45274-2025 Juvenile products — General technical requirements for sensory integration training products
1 Scope
This document specifies the technical requirements, marking and instructions for use of sensory integration training products for children, and describes the corresponding test methods.
This document is applicable to vestibular sensation training, proprioception training, tactile sensation training, auditory integration training, visual integration training and a combination of the above training products for children under 12 years of age.
This document is not applicable to buggies, household swings, slides and similar indoor and outdoor activity toys, trampolines, sporting goods, outdoor sensory integration training products and products for medical, rehabilitation and other special needs.
2 Normative references
The following documents contain requirements which, through reference in this text, constitute provisions of this document. For dated references, only the edition cited applies. For undated references, the latest edition of the referenced document (including any amendments) applies.
GB/T 2912.1 Textiles - Determination of formaldehyde - Part 1: Free and hydrolyzed formaldehyde (Water extraction method)
GB/T 3920 Textiles - Tests for colour fastness - Colour fastness to rubbing
GB/T 3922 Textiles - Tests for colour fastness - Colour fastness to perspiration
GB/T 4841.3 Colour cards of standard depths for dyeing with dyestuffs 2/1, 1/3, 1/6, 1/12, 1/25
GB/T 5713 Textiles - Tests for colour fastness - Colour fastness to water
GB 6675.2 Safety of toys - Part 2: Mechanical and physical properties
GB 6675.3 Safety of toys - Part 3: Flammability
GB 6675.4 Safety of toys - Part 4: Migration of certain elements
GB/T 17592 Textiles - Determination of the banned azo colourants
GB/T 18886 Textiles - Tests for fastness - Colour fastness to saliva
GB/T 19865 Electric toys safety
GB/T 22048 Determination of certain phthalate esters in toys and children’s products
GB/T 26710 Safety of toys - Graphical symbol for age warning labelling
GB/T 29614-2021 Vulcanized rubber - Determination the content of polycyclic aromatic hydrocarbons
GB/T 34436 Determination of formamide in toy materials - High performance liquid chromatography-mass spectrometry
GB/T 34448 Tissue paper and disposable products - Determination of formaldehyde
GB/T 40182 Guideline of determining plasticized materials in toys or parts of toys that can be placed in the mouth
GB/T 41413 Determination of migration of N-nitrosamines and N-nitrosatable substances in toys - High performance liquid chromatography-tandem mass spectrometry
GB/T 41649 Determination of formaldehyde release in wooden toys - Flask method
GB/T 43276 Determination of formamide emission from toy materials
3 Terms and definitions
For the purposes of this document, the terms and definitions given in GB 6675.2 and the following apply.
3.1
tactile sensation
external sensations (such as temperature, humidity, pain, pressure, and vibration) received by the nerve cells distributed in the skin throughout the body
Note 1: It is divided into non-discriminative tactile sensation and discriminative tactile sensation.
Non-discriminative tactile sensation is the tactile information that infants receive from their bodies in the arms of caregivers, helping infants to understand their bodies, establish body boundaries, and later integrate with proprioception to develop body schema, posture control, and voluntary movement.
Discriminative tactile sensation is the basis for performing activities without visual assistance, such as fastening a button or taking something out of a pocket. Discriminative tactile sensation provides the basis for finger flexibility, bimanual coordination, perfection of body schema, etc.
Note 2: The input of tactile sensation and proprioception in infancy develops body cognition, i.e. body schema. Maintaining posture in a quiet state is one of the important roles of the body schema, such as sitting for a long time in the classroom, children do not need additional conscious control can also maintain a sitting posture for a long time.
3.2
vestibular sensation
sensory system that judges the relationship between the head and gravity, and adjusts posture and balance in time through accurate judgment of gravity
3.3
proprioception
sensation produced by muscles, tendons, joints and other motor organs from inside the body when they are in different states (in motion or at rest)
Note: In the caregiver's arms, infants feel very relaxed, but also need some control to help maintain the position in the arms, which creates proprioception. The infants from the initial lack of control of involuntary movement, to the accurate control of voluntary movement, are the result of the continuous development and maturation of proprioception. Proprioception is also an important basis for eating and oral language development.
3.4
visual integration
visual system is the most important sensory channel for individuals to obtain information. Individuals perceive the outline, size, space, distance, color, light and shade of the surrounding environment and things through vision. The visual information received by the eyeball is processed by the visual central nerve, and the visual information is input into the visual cortex area of the brain and combined with other sensory information to analyze and recognize the features of the object
3.5
auditory integration
when the auditory integration function is in operation, the sound wave is transmitted by the auditory receptors in the cochlea of the inner ear to the auditory center of the brainstem; the auditory center will conduct a preliminary analysis of the input auditory information and conduct a comprehensive analysis combining the sensory information such as vision, vestibular sensation, and proprioception, and then continue to judge the advanced auditory information in the auditory center, then the precise location, judgment and language understanding of sound content can be realized
3.6
accessible
sensory integration training product component or part can be touched by any part prior to the reachable probe shaft shoulder described in the accessibility test for the sensory integration training product component or part
[Source: GB 6675.2-2014, 3.1, modified]
3.7
hazardous sharp edge
sensory integration training products may create accessible edges of unreasonable risk of injury during normal use and after testing of components for firmness
[Source: GB 6675.2-2014, 3.24, modified]
3.8
hazardous sharp point
sensory integration training products may create accessible points of unreasonable risk of injury during normal use and after testing of components for firmness
[Source: GB 6675.2-2014, 3.25, modified]
3.9
removable component
parts or components of sensory integration training product that can be disassembled without tools
[Source: GB 6675.2-2014, 3.43, modified]
3.10
hazardous projection
projection that, because of its material or configuration or both, may present a puncture hazard should a child step on or fall onto it.
Note 1: Excluded from this definition are puncture hazards to the eyes and/or mouth, because of the impossibility of eliminating puncture hazards to those areas of the body by product design.
Note 2: If the projection is on a sensory integration training product which topples over when pressure is applied to the end of the projection, it is unlikely to present a hazard.
[Source: GB 6675.2-2014, 3.23, modified]
3.11
marble
sphere made of hard material, such as glass, agate, marble or plastic, which is used in various children's games, generally as a playing piece or marker.
Note: Marbles that do not contain a permanent package, such as pachinko, Mazes, and similar products do not release marbles during component fastness tests.
[Source: GB 6675.2-2014, 3.30, modified]
3.12
large and bulky sensory integration training products
sensory integration training products with a base projection area of more than 0.26m2 or a volume of more than 0.08m3 (excluding small appendages) or a mass greater than or equal to 4.5kg.
Note: The base area for sensory integration training products having permanently attached legs is measured by calculating the area enclosed by straight lines connecting the outermost edge of each leg of the perimeter.
3.13
sensory integration training products intended to be entered by a child
sensory integration training products made of fabric and/or polyester sheets or films intended for full or almost full entered by a child
3.14
surface flash
flame spreads rapidly on the surface of the material, at the same time, the matrix structure of the material does not burn
[Source: GB 6675.3-2014, 3.5, modified]
3.15
inflatable sensory integration training products
sensory integration training products made of latex or plastic (such as soft polyvinyl chloride film) and filled with air, nitrogen or inert gases, including sensory integration training products that are inflated or intended to be inflated for a child to play with.
Note: Latex refers to emulsified rubber that is generally easy to stretch, and is usually called emulsified rubber.
4 Classification
Sensory integration training products can be classified into vestibular sensation training products, proprioception training products, tactile sensation training products, auditory integration training products, visual integration training products and comprehensive training products of the above training combinations, se
Contents
Foreword
1 Scope
2 Normative references
3 Terms and definitions
4 Classification
5 Technical requirements
5.1 General
5.2 Appearance requirements
5.3 Sensory odours
5.4 Service performance requirements of sensory integration
5.5 Requirements for mechanical and physical properties
5.6 Sound components
5.7 Electrical accessories
5.8 Colour fastness of textile materials
5.9 Combustion performance requirements
5.10 Chemical characteristics
6 Test methods
6.1 General
6.2 Odor testing
6.3 Accessibility testing of parts or components of sensory integration training products
6.4 Sharp edge and sharp point tests
6.5 Small part test
6.6 Small ball test
6.7 Component fastness test
6.8 Thickness test of plastic film and sheet
6.9 Cord test
6.10 Static strength test
6.11 Front and rear stability test
6.12 Stability test of sensory integration training products stationary on the ground
6.13 Sound pressure level test
6.14 Burning behaviour test
6.15 Electrical accessories test
6.16 Color fastness test of textiles
6.17 Test for migration elements
6.18 Plasticizer test
6.19 Formaldehyde test
6.20 Harmful aromatic amine test
6.21 Polycyclic aromatic hydrocarbons test
6.22 Test of transportable n-nitrosamines and their precursors
6.23 Formamide test
7 Marking and instructions for use
7.1 Marking
7.2 Instructions for use
7.3 Warning
Annex A(Informative) Sensory integration and sensation integration training
Bibliography
GB/T 45274-2025 Juvenile products — General technical requirements for sensory integration training products
1 Scope
This document specifies the technical requirements, marking and instructions for use of sensory integration training products for children, and describes the corresponding test methods.
This document is applicable to vestibular sensation training, proprioception training, tactile sensation training, auditory integration training, visual integration training and a combination of the above training products for children under 12 years of age.
This document is not applicable to buggies, household swings, slides and similar indoor and outdoor activity toys, trampolines, sporting goods, outdoor sensory integration training products and products for medical, rehabilitation and other special needs.
2 Normative references
The following documents contain requirements which, through reference in this text, constitute provisions of this document. For dated references, only the edition cited applies. For undated references, the latest edition of the referenced document (including any amendments) applies.
GB/T 2912.1 Textiles - Determination of formaldehyde - Part 1: Free and hydrolyzed formaldehyde (Water extraction method)
GB/T 3920 Textiles - Tests for colour fastness - Colour fastness to rubbing
GB/T 3922 Textiles - Tests for colour fastness - Colour fastness to perspiration
GB/T 4841.3 Colour cards of standard depths for dyeing with dyestuffs 2/1, 1/3, 1/6, 1/12, 1/25
GB/T 5713 Textiles - Tests for colour fastness - Colour fastness to water
GB 6675.2 Safety of toys - Part 2: Mechanical and physical properties
GB 6675.3 Safety of toys - Part 3: Flammability
GB 6675.4 Safety of toys - Part 4: Migration of certain elements
GB/T 17592 Textiles - Determination of the banned azo colourants
GB/T 18886 Textiles - Tests for fastness - Colour fastness to saliva
GB/T 19865 Electric toys safety
GB/T 22048 Determination of certain phthalate esters in toys and children’s products
GB/T 26710 Safety of toys - Graphical symbol for age warning labelling
GB/T 29614-2021 Vulcanized rubber - Determination the content of polycyclic aromatic hydrocarbons
GB/T 34436 Determination of formamide in toy materials - High performance liquid chromatography-mass spectrometry
GB/T 34448 Tissue paper and disposable products - Determination of formaldehyde
GB/T 40182 Guideline of determining plasticized materials in toys or parts of toys that can be placed in the mouth
GB/T 41413 Determination of migration of N-nitrosamines and N-nitrosatable substances in toys - High performance liquid chromatography-tandem mass spectrometry
GB/T 41649 Determination of formaldehyde release in wooden toys - Flask method
GB/T 43276 Determination of formamide emission from toy materials
3 Terms and definitions
For the purposes of this document, the terms and definitions given in GB 6675.2 and the following apply.
3.1
tactile sensation
external sensations (such as temperature, humidity, pain, pressure, and vibration) received by the nerve cells distributed in the skin throughout the body
Note 1: It is divided into non-discriminative tactile sensation and discriminative tactile sensation.
Non-discriminative tactile sensation is the tactile information that infants receive from their bodies in the arms of caregivers, helping infants to understand their bodies, establish body boundaries, and later integrate with proprioception to develop body schema, posture control, and voluntary movement.
Discriminative tactile sensation is the basis for performing activities without visual assistance, such as fastening a button or taking something out of a pocket. Discriminative tactile sensation provides the basis for finger flexibility, bimanual coordination, perfection of body schema, etc.
Note 2: The input of tactile sensation and proprioception in infancy develops body cognition, i.e. body schema. Maintaining posture in a quiet state is one of the important roles of the body schema, such as sitting for a long time in the classroom, children do not need additional conscious control can also maintain a sitting posture for a long time.
3.2
vestibular sensation
sensory system that judges the relationship between the head and gravity, and adjusts posture and balance in time through accurate judgment of gravity
3.3
proprioception
sensation produced by muscles, tendons, joints and other motor organs from inside the body when they are in different states (in motion or at rest)
Note: In the caregiver's arms, infants feel very relaxed, but also need some control to help maintain the position in the arms, which creates proprioception. The infants from the initial lack of control of involuntary movement, to the accurate control of voluntary movement, are the result of the continuous development and maturation of proprioception. Proprioception is also an important basis for eating and oral language development.
3.4
visual integration
visual system is the most important sensory channel for individuals to obtain information. Individuals perceive the outline, size, space, distance, color, light and shade of the surrounding environment and things through vision. The visual information received by the eyeball is processed by the visual central nerve, and the visual information is input into the visual cortex area of the brain and combined with other sensory information to analyze and recognize the features of the object
3.5
auditory integration
when the auditory integration function is in operation, the sound wave is transmitted by the auditory receptors in the cochlea of the inner ear to the auditory center of the brainstem; the auditory center will conduct a preliminary analysis of the input auditory information and conduct a comprehensive analysis combining the sensory information such as vision, vestibular sensation, and proprioception, and then continue to judge the advanced auditory information in the auditory center, then the precise location, judgment and language understanding of sound content can be realized
3.6
accessible
sensory integration training product component or part can be touched by any part prior to the reachable probe shaft shoulder described in the accessibility test for the sensory integration training product component or part
[Source: GB 6675.2-2014, 3.1, modified]
3.7
hazardous sharp edge
sensory integration training products may create accessible edges of unreasonable risk of injury during normal use and after testing of components for firmness
[Source: GB 6675.2-2014, 3.24, modified]
3.8
hazardous sharp point
sensory integration training products may create accessible points of unreasonable risk of injury during normal use and after testing of components for firmness
[Source: GB 6675.2-2014, 3.25, modified]
3.9
removable component
parts or components of sensory integration training product that can be disassembled without tools
[Source: GB 6675.2-2014, 3.43, modified]
3.10
hazardous projection
projection that, because of its material or configuration or both, may present a puncture hazard should a child step on or fall onto it.
Note 1: Excluded from this definition are puncture hazards to the eyes and/or mouth, because of the impossibility of eliminating puncture hazards to those areas of the body by product design.
Note 2: If the projection is on a sensory integration training product which topples over when pressure is applied to the end of the projection, it is unlikely to present a hazard.
[Source: GB 6675.2-2014, 3.23, modified]
3.11
marble
sphere made of hard material, such as glass, agate, marble or plastic, which is used in various children's games, generally as a playing piece or marker.
Note: Marbles that do not contain a permanent package, such as pachinko, Mazes, and similar products do not release marbles during component fastness tests.
[Source: GB 6675.2-2014, 3.30, modified]
3.12
large and bulky sensory integration training products
sensory integration training products with a base projection area of more than 0.26m2 or a volume of more than 0.08m3 (excluding small appendages) or a mass greater than or equal to 4.5kg.
Note: The base area for sensory integration training products having permanently attached legs is measured by calculating the area enclosed by straight lines connecting the outermost edge of each leg of the perimeter.
3.13
sensory integration training products intended to be entered by a child
sensory integration training products made of fabric and/or polyester sheets or films intended for full or almost full entered by a child
3.14
surface flash
flame spreads rapidly on the surface of the material, at the same time, the matrix structure of the material does not burn
[Source: GB 6675.3-2014, 3.5, modified]
3.15
inflatable sensory integration training products
sensory integration training products made of latex or plastic (such as soft polyvinyl chloride film) and filled with air, nitrogen or inert gases, including sensory integration training products that are inflated or intended to be inflated for a child to play with.
Note: Latex refers to emulsified rubber that is generally easy to stretch, and is usually called emulsified rubber.
4 Classification
Sensory integration training products can be classified into vestibular sensation training products, proprioception training products, tactile sensation training products, auditory integration training products, visual integration training products and comprehensive training products of the above training combinations, se
Contents of GB/T 45274-2025
Contents
Foreword
1 Scope
2 Normative references
3 Terms and definitions
4 Classification
5 Technical requirements
5.1 General
5.2 Appearance requirements
5.3 Sensory odours
5.4 Service performance requirements of sensory integration
5.5 Requirements for mechanical and physical properties
5.6 Sound components
5.7 Electrical accessories
5.8 Colour fastness of textile materials
5.9 Combustion performance requirements
5.10 Chemical characteristics
6 Test methods
6.1 General
6.2 Odor testing
6.3 Accessibility testing of parts or components of sensory integration training products
6.4 Sharp edge and sharp point tests
6.5 Small part test
6.6 Small ball test
6.7 Component fastness test
6.8 Thickness test of plastic film and sheet
6.9 Cord test
6.10 Static strength test
6.11 Front and rear stability test
6.12 Stability test of sensory integration training products stationary on the ground
6.13 Sound pressure level test
6.14 Burning behaviour test
6.15 Electrical accessories test
6.16 Color fastness test of textiles
6.17 Test for migration elements
6.18 Plasticizer test
6.19 Formaldehyde test
6.20 Harmful aromatic amine test
6.21 Polycyclic aromatic hydrocarbons test
6.22 Test of transportable n-nitrosamines and their precursors
6.23 Formamide test
7 Marking and instructions for use
7.1 Marking
7.2 Instructions for use
7.3 Warning
Annex A(Informative) Sensory integration and sensation integration training
Bibliography
