Week 2  3/30/2020

This week’s topic:   Social Games

What is a social game? A social game is any simple game you play with your child usually face to face. Classic social games are “Peek-a-Boo”,  “Pat-a-Cake” or “Gimme 5!”  but you might also remember (or play with your child) games like “I’m ...gonna...get...you” or “This is the way the gentleman rides….”. Your family probably already plays several--or more--social games! 

Developmental benefits of social games: ALL young children benefit from social games. It is a way to connect to another person, it brings joy and laughter and the predictable words (also known as a verbal routine) helps young children build language and attention.In addition, young children with social and/or language delays best learn how to interact with others during the structure of a “game”. Social games are fun for everyone and when children are having fun--they will attend longer, interact with you more and naturally you will be providing more learning opportunities. (source: Laura Mize Teach Me to Play With You). 

ACTIVITIES 

Peek a boo Pillows: this is a variation of Peek-a-boo. Hide your child under a pile of pillows (leave some gap so he/she can breath easily). Then uncover her, saying something like “Peek-a-boo”. Wait before hiding your child again, so he/she can let you know in some way that’s what he/she wants you to do. This idea is from the Hanen Program.

Horsey Ride: Your child lies tummy-down on your back for a horsey ride. You (the horsey) can be on your hands and knees or in a standing position. After a while it’s up to your child to tell you to go in the best way he can. You can add new steps, e.g. “go fast, go slow, go into the kitchen” after he has mastered just saying “go”. This idea is from the Hanen Program.

Pat a Cake:  This is a classic social game for toddlers.  You can put your child on your lap or on the floor facing you  “Pat a Cake, pat a cake baker’s man, bake me a cake as fast as you can.(Clapping to the rhythm) “Roll it and pat it” (roll and pat your hands),”and mark it with a “B” “ (or use Child’s initials), “And put it in the oven for Baby (or child’s name) and Me! “(Point to your child and yourself).  Wait for them to initiate the game again verbally, or with a sign, gesture or vocalization,

Row Row Row Your Boat: Sit with your child facing you,  Hold their hands and begin rocking like you are in a boat. Sing!  “Row, row row your boat, gently down the stream, Merrily merrily merrily merrily, life is but a dream.”  There are a lot of fun verses to make up such as “Row row row your boat, over to the shore, If you see a lion there, don’t forget to “ROAR!” Wait for your child to initiate the song again (verbally or nonverbally with a sign, gesture or vocalization).

The Ah-Choo Game: Please click the link below to view our own Teacher Naomi playing the Ah-Choo! Game.  

The Ah-Choo! Game:

https://youtu.be/K3ATP5eTi2Q

For children that are ready to do more than the above:

Marching Marching

(to the tune of Frere Jacques)

Face your child and do the actions together. 

Marching, marching

Marching, marching

Hop, hop, hop

Hop, hop, hop

Running, running, running

Running, running ,running

Now let’s STOP

Now let’s STOP

A great social game to play with the people in your home could be as simple as dancing together to your favorite songs. Try playing a song and start dancing. Initially, your child might need encouragement but with you dancing they are likely to get involved. The more people in your family you can include in the activity the more likely your child is to participate and attempt higher level balance and coordination activities without the pressure. Try to demonstrate new skills to challenge their balance while dancing: standing on one foot, squatting, jumping, turning really quickly, marching really fast, and lifting your hands up to the sky and then touching the ground. Building dance into a part of your routine can help your child: for example, think about doing a dance prior to bath time, dinner time, or even prior to going for a walk. 

RESOURCES

Teaching Social Games like Peek a Boo...Therapy Tip of the Week 3.14.13--parents, this video is long (13 min.) but full of good information.

Animal Freeze Dance: TIP:  Allow your child to listen to the music (rather than watch the video screen).  It is important that they watch you dancing (waddling, hopping, swimming) to the freeze song, and follow your cues to  “FREEZE.” 

https://youtu.be/jqz4z9aQRJY

This week’s topic:    Imitation

The ability to imitate (“see and do”) is a HUGE developmental skill. A child who is imitating is;

*Socially connected to his parents/caregivers

*Using attention to connect with parents/caregivers 

*Developing thinking skills

*Coordinating motor skills 

Laura Mize, M.S.,CCC-SLP has formulated the sequential steps needed to build imitation skills with the goal being imitation then spontaneous use of words.

Step 1: Imitation of action with objects: child watches an adult do the following actions and then imitates; feed a baby, wash a toy, hold phone to ear, stir with a spoon, stack blocks, pat table with hands.

Step 2: Imitation of communication gestures: big body actions such as dancing, animal movements, marching. Easy gestures: waves, claps, blows kisses, give me 5, pointing. Facial movements: smile, kiss, click tongue, blow.

Step 3:Vocalization in Play: “sh” for quiet, vehicle sounds (vroom, beep), animal sounds (snort like pig, baabaa for sheep, growl like lion).

Step 4: Imitation of exclamatory words: mmm, yuck, ouch, boo, wow, whee, oh no.

Step 5: Using words in verbal routines: child can fill in words to social games, e.g. ready-set-go, peek-a-boo, row, row, boat, and early songs such as ‘wheels on the bus’.

Step 6: Functional words: these are powerful words that help a child get his desired wants and needs. Examples-”all done, no”, names of foods and toys.

ACTIVITIES 

Refer back to Week # 2 newsletter on Social Games...they are one of the very best ways to teach imitation! And...you get so much bang for your buck--they are fun for everyone and when we’re having fun we are ready and available for learning. Social games also target attention to activity as well as joint attention and language. ANY social game with actions will work.

Songs/Rhymes with body movement: Wheels on the Bus, Itsy Bitsy Spider, Head, Shoulders, Knees and Toes, If You’re Happy and You Know It (clap your hands, stomp your feet, say hooray etc)....they all work! Sing and do the motions slower than feels normal and don’t forget to pause on occasion to see if your child will make a sound or say a word.

Imitate your child:

Another way to include imitation in your play and interaction with your child is to “imitate your child’s actions, sounds and words.” (Hanen, “It Takes Two to Talk.”).    Observe what your child is doing, wait to give him the first turn, and imitate his actions, sounds or words. This back and forth imitation of actions, gestures, sounds, and/or words marks the beginning of turn taking. 

A video that illustrates imitation during communicative interaction::

https://www.youtube.com/watch?v=7ZERrCnMNtM

Starting level: Start with saying a body part and then touch the corresponding area. For example, say foot and reach down to touch your foot. You can even touch the foot of your child. You can do this activity in a variety of positions: sitting on the ground, sitting in a chair, and standing. 

Advanced level: Try to have your child “mirror” your movements.  If you have older children this would be a great activity for your entire family. Encourage your child to follow your movements (lift your arm up, tap your other shoulder, squat, lift a foot, turn around, hop, clap your hands, stomp your feet, crawl on the ground, etc.). Take turns in your family allowing your child to pick a movement that you can copy and the rest of the members of your family. Try to have fun with the activity. It’s okay if they don’t do exactly what you demonstrated. 

RESOURCES

Timing is everything when it comes to taking turns with your child:

Lauren Lowry, Hanen SLP

http://www.hanen.org/Helpful-Info/Articles/Timing-is-everything,-when-it-comes-to-taking-turn.aspx

Week of 4/20/20 

This week’s topic:    Serve and Return

“Serve and return interactions shape brain architecture. When an infant or young child babbles, gestures, or cries, and an adult responds appropriately with eye contact, words, or a hug, neural connections are built and strengthened in the child’s brain that support the development of communication and social skills. Much like a lively game of tennis, volleyball, or Ping-Pong, this back-and-forth is both fun and capacity-building. When caregivers are sensitive and responsive to a young child’s signals and needs, they provide an environment rich in serve and return experiences.” Center on the Developing Child--Harvard University

ACTIVITIES 

--This week, notice one or two specific times when your child makes a “serve”, note how you return the serve and what happens after that….we’ll ask you about it during our virtual visit!

5 Steps for Brain Building in ‘Serve and Return’

1. Notice the serve (the child’s interest by a look, reach, point, tug of your hand) and share the child’s focus of attention by following your child’s lead;

-observe your child (notice what he is looking at, watch his face, look at your child’s body language.

-wait to see what he does (give him time to try things on his own)

-listen to how your child is engaging with his activity (it may be he is using only a sound, or part of a word, or one word).

2. Return the serve (the child’s action) by supporting and encouraging;

-playing face to face

-imitating your child’s action

3. Give it a name;

-comment on what your child is looking at or touching, “ you see the bird”, “oh, it’s sticky”.

4. Take turns in the play- wait for your child to initiate his turn with a look, sign “more” or a word “swing”. Keep the back and forth play going.

5. Practice ending and beginnings; “all done”, sing ‘clean up song’. Use simple wording at first: “want swing” and a picture for a visual cue if needed.

Information provided by ‘The Hanen Program’.

For children who don’t offer a “serve” very often--

If your child doesn’t offer a “serve” very often (they may be more internally focused or object focused) here are some tips:

--Observe your child carefully--the serves may be there but be very subtle (ie: a quick glance, a wiggly body or a hand on your hand). Sometimes having another person videotape your interaction for a few minutes will help you key into the subtle serves.

--Join in--get down on your child’s level so he or she can see your face. Find a way to join in playfully--do what your child is doing (versus what YOU want to do/teach them). Sometimes it is helpful to play with the same toy (or similar toy) that your child is using.

--Imitate your child--copy what your child is doing or saying.

--Hold desired toys or items up to your face-- this encourages your child to look to you and see your facial expressions and how you form words with your mouth

--Respond right away to whatever your child does or says (the “serve”)

--Have fun! When we are playful and silly, everyone is more relaxed and it keeps the interaction going.

From the Hanen Centre www.hanen.org

--We say it all the time but really truly a GREAT way to work on serve and return is in the context of any social game. If your child wants the game to continue they will “serve”/offer a bid for more. It is a great way for parents and children to go back and forth for many turns practicing both serve and return.

Motor Activities for the Week:

1. Ball Skills: Working on catching and kicking a ball is a great way to work on serve and return strategies outlined above. Suggestions for working on ball skills is either kicking or throwing a ball towards a family member. After they kick or throw the ball cheer and then return the ball using the same method. You can ask if your child wants to continue and encourage them to sign or say “more” or “all done.”

2. Balloon Volleyball: Another great motor activity that would allow you the opportunity to complete serve and return is balloon volleyball. Try to keep the balloon up for as long as possible by bouncing it back and forth. 

3. Stuffed Animal Toss: Use a stuffed animal to toss back and forth with a family member.  Remember to cheer and continue to use the “more” and “all done.”

Communication Activities/Ideas for the Week:

1. PAUSE in the midst of a highly motivating, fun game with your child. Again, these could include those people games like tickle, swing, chase or songs that you’ve been practicing. When you pause OBSERVE your child’s reaction. Does she look to you to continue the game? Does he wiggle in anticipation of the next tickle? Does he vocalize or try to say a word to get you to continue the game? 

RESOURCES

A video from Harvard’s Center for the Developing Child--breaks down the steps with real parent/child interactions for each step--very helpful

How-to: 5 Steps for Brain-Building Serve and Return

4/27/20  

This week’s topic:    Play Part 1

Play is as essential to a child’s life as eating and sleeping. Your child learns something from every play experience. Through play children learn about themselves and the world around them. Everything that your child needs to learn- vocabulary, language skills, social skills and even how to solve problems- can be learned through play.

Hanen Early Language Program-’Make Play ROCK’- Plan for People Play -www.hanen.org 

Play also offers an ideal opportunity for parents to engage fully with their children. Official Journal of the American Academy of Pediatrics

The Power of Pretend Play:  Children learn so much when they pretend. Parents and toddlers use specific early communication skills more often when they pretend together, compared to other types of play. There are two very important early communication skills that young children practice when they pretend with their caregivers: gestures and joint attention. From the Hanen Centre www.hanen.org

ACTIVITIES 

Use all those Amazon boxes for some fun activities;

1. Have your child sit inside the box and color all around.

2. Tape different size boxes to make building boxes. Put a bag of beans or rice inside some of the boxes to weigh them. Your child can stack the boxes, crash into the boxes, build forts with the boxes.

3. Make a nest inside a box with your child’s favorite blankets and pillows. Nice cozy place to look at books.

4. Throw balls into different boxes placed around the room.

5. Put colored tape on the boxes. Pulling and patting the tape on is half the fun.

6. Practice climbing into and out of boxes. 

7. Open both sides of the box and crawl through different sized boxes.

8. Play ‘peek-a-boo’ as your child hides in the box and pops out.

9. Turn the box over and make it into a table for a tea party.

10. Make the box into a car or truck and push your child down the hall. Then have your child push a stuffed animal in the box.

11. Have your child fill the box up with stuffed toys and then dump them out. You can model having the toys ‘march-march-march and jump’ into the box. Repeat the sequence several times, and wait for your child to demonstrate the action and words or word approximation.

12. Put stickers on a box.  Talk about the names of the stickers, peeling them, “off,” and putting then “on,” the box. 

13. Play music with the boxes. You can “bang, bang, bang” the boxes together or you can fill them with different materials and “shake, shake, shake” the boxes to make music: fill them with bells, rice, beans and sticks that you collected from outside, then tape the boxes up.

Communication Activities/Ideas for the Week: To expand pretend play with boxes:  Create a garage out of a box, and “park,” toy cars, garbage trucks, fire engines, etc.  You and your child can make the vehicles “stop,” and “go,” as they move “in” and “out” of the garage.  Your child can move a “road block,” (using a weighted heavier box) to block and remove from the front of the garage. Lean a box on its side and make a ramp for vehicles to go “up,” and “down.” Model location words for your child as you move the vehicles, “in,” “out,” ”on top.” Try making a bed out of a box for “baby,” or a favorite stuffed animal.”  Pretend to put the “baby,” to bed, covering the baby, saying, “Night-Night.” “Sh.” “The baby is sleeping.” “Wake up baby!” 

RESOURCES

Building Babies Brains through Play

https://developingchild.harvard.edu/resources/building-babies-brains-through-play-mini-parenting-master-class/

http://www.hanen.org/Helpful-Info/Articles/New-Research-Reveals-the-Power-of-Pretending.aspx

5/4/20 

This week’s topic:    Play Part 2

From: It Takes Two To Talk --The Hanen Program

A successful play activity begins with you and your child interacting and having fun. Once your child takes the first turn and you and he/she are taking turns back and forth, he/she will be ready to learn. There are three effective ways to make sure you and your child are interacting during play:

1. Join in the Play. Find a way to join in with what your child is doing. Just “go with the flow”. If he/she wants to put blocks under the truck instead of in the truck or if he wants to bang and stretch the playdough rather than make shapes--it doesn’t matter! Let him explore in his own way and see where that takes you.

2. Create opportunities for your child to take turns. If your child doesn’t include you in their play, you’ll need to create opportunities for them to do so. For example: hold on to some of the pieces needed to operate the toy--have your child ask for the pieces one at a time. OR: play with a toy like bubbles that your child cannot operate on her own OR: offer your child a choice--do you want ___ or ___? 

3. Use a play routine: Observe, wait and listen to see what your child really enjoys about a particular toy or game. Then create a routine to keep the play going. For example: If your child really enjoys when a toy animal pretends to go to sleep...create a simple routine where you make various toys go to sleep--”Night night car...shhhh...go to sleep--Wake UP!”. 

See handout linked below titled: Parent Self Assessment of Play Time Behaviors to take a closer look at your style of playing with your child. 

ACTIVITIES 

There are tons of ideas to use recycled materials in your home to use for play activities;

1. Use empty toilet paper rolls to make musical shakers by filling them with rice, beans, small rocks and taping shut. Shake to the music!

2. Use empty egg cartons or ice cube trays for putting small items in. Children love to fill each space in the egg carton with small toys, beans, puff balls.

3. Use sponges to wash toy animals outside in a tub of water. Children can wash trikes, wagons, outdoor furniture. Reaching up and down to squeeze the sponge in a bucket of water is good motor exercise.

4. Sidewalk chalk on the outside cement is great fun. You can dip the chalk in a bucket of water for a dark color. Model lots of vertical, horizontal and circular strokes for your child to imitate.

5. Use painter tape on the fence or sidewalk. Pull, pat-pat on the surface. The tape on the sidewalk can be then drawn over with chalk. Pull off the tape and you have a drawing!

6. Empty, plastic spice containers can be used for pretend play in the play kitchen. Or fill them with rice, beans to make into shakers. Or use dried linguine noodles to push through the holes of some empty spice containers. Toothpicks can also be used to poke in the holes (fine motor practice).

7. Empty oatmeal containers make nice drums when the top is taped on.

8. Fill an empty shoe box with dirt, rocks, sand and use for heavy work of carrying  around the yard. These weighted boxes can be used to create paths for cars outside or stacking up for tall towers.Be sure to tape the boxes securely:)

9. Toilet paper and paper towel tubes can be used to make wonderful play activities. Here is a link from a fellow speech-language pathologist that outlines 5 ways to use these tubes to enhance language development as well as so many other developmental skills: https://www.facebook.com/MrsSpeechieP/photos/a.1172128402886655/2500276910071791/?type=3&eid=ARAnHSN-ugf6vVNvVDRi_Btr5UONp7-5moQT28Ggt71CWwkENlida2pb_P5ArwYTwnoNJujIDIXQHzWE&__xts__%5B0%5D=68.ARArIVBgLFe8F33SyvDgVXoDYkOlJzyxyp2LCW5X4uXwo1EeeE6ER3JbdwrYwzYGOi3bmIKGgRd-zTegOfdrdxP5yGy9j5TjptYgTLTCxo8SwnrPWonsEfwArt-6r8R5RdsEViVViUDO8smeQsGLZcuZ6B8kREl4Vnp490OFJiBSth3ttTyNeWuy0B2bnT1N0f4Po0-dsU-MwGnWNxzE00VWg54Q9iMDk2-HHApYHDLE1rJ2w4CneYTPOaDDH-zkTyyCdiWEhxwSNTb-zRzEr99dh6vn0qwbSnh-Vd-TCpTbI4_HNTM&__tn__=EEHH-R

RESOURCES

Looking at the handout below we highly recommend #’s 1, 2, 4, 6, 8 and 10 as effective strategies for play time with your child! 

Following Your Child's Lead -a nice video of parents following their child’s lead in a variety of activities

https://seemeandliz.com/toddler-talk-follow-your-childs-lead-in-play/ -a website with helpful information

5/11/20 

This week’s topic:    Movement Based Activities

Movement is an important component of learning. Movement can impact social behavior, language development, cognitive ability, sensory processing and development of motor skills. There are two general categories of movement: gross motor and fine motor. 

Gross motor includes any large movements in relation to the body and extremities: examples include rolling, walking, climbing, and kicking a ball. There are certain components required during gross movements for executing a movement: components include balance, coordination, strength, and endurance. We can use kicking a ball for an example.

1.  Kicking a ball:

   1. Strength: A child will have to establish the proper strength and muscle power in order to stand against gravity and to kick a ball.

      1. Tips to develop strength: Encourage your child to carry, lift, and stack “heavy” objects. Some easy suggestions that you can try are to have your child carry in groceries from your car, push a chair across the floor (you can provide more resistance if this is easy), and stack couch cushions to help set up a fort.

   2. Balance: A child will have to balance briefly on one foot in order to lift their other foot and kick the ball.

      1. Tips to develop balance: Place two objects (could be a rope or brooms) parallel to each other and have your child try to walk between without touching the objects. If the task is too difficult move the objects out a little further to give them more space. Also, you can try having your child walk on a curb (you may have to hold their hand). If kicking a ball is difficult for your child try holding onto their hand when they attempt to provide them with a little external support. 

   3. Coordination: A child will have to learn appropriate movement patterns required for the foot to contact the ball. 

      1. Tips to develop coordination: Try to work on developing coordination by starting to kick stationary objects and larger objects. For example, when trying to develop skills for kicking a ball work on kicking a larger object (could be a ball or even a stuffed animal). Before you try to roll the ball towards your child for them to kick, try having your child kick a stationary ball or object.  

   4. Endurance: In order to continue to play, a child will need to have the necessary energy. 

      1. Tips to develop endurance: Continue to encourage your child to keep practicing and moving. You can encourage your child by participating in the game and by cheering for them.

Fine motor includes smaller movements mostly in context to the hands and fingers. Some examples of common fine motor activities are stacking small blocks, pointing with a finger, and drawing/writing. Fine motor skills gradually build for children through experience and exposure to a variety of toys and materials to help strengthen their muscles and coordination.  They help children perform important tasks like feeding themselves, grasping toys, buttoning and zipping clothes, writing, drawing, and more.. 

ACTIVITIES 

As we continue to adjust to shelter in place our children’s usual daily routines and movement activities have been affected and likely need to be changed or modified. Here are some specific movement based activities that you and your child can try. These activities can easily be modified to an indoor activity or even transitioned to outside. 

• Make a hoop out of a pool noodle or use a hula-hoop as a target for ball play (see the picture below).  If you make several hoops, you can work on coordination and targeting different heights and sizes. 

• Balloon Volleyball - Take a pool noodle or string and stretch it between 2 chairs or 2 trees, or use a piece of sidewalk chalk to make a line on the ground.  Bat the ball over the noodle/string/line.  Don’t let it touch the ground!

• Bowling- Use any ball to bowl and try to knock down water bottles. You can try throwing a ball, kicking a ball, or even letting a ball roll down a ramp made out of cardboard. 

• Give your pets a bath - This is a good activity to work on overall strengthening and sensory exposure.

• Gardening-  Have your child rake, shovel, water plants, squat down and touch the plants or pull weeds.  This is a great way to get outdoors and perform more “heavy” work that incorporates strength, balance, and proprioception (the ability to tell where your body is in space). 

Tummy Time: Babies need lots of opportunities to push up, shift from side to side and eventually swipe at objects in front of them, both on tummy and when on their back. Tummy time is not just for babies, this position is also good for older children as it facilitates shoulder girdle strength and stability which is essential for fine motor and visual motor development. This position also provides deep pressure touch to the entire surface of the body that is touching the floor/ground which can be calming. You do not have to have your child spend large amounts of time on their stomachs to gain some of the great benefits of being in this position. Start with a few minutes a day until your child is able to maintain this position for a prolonged period of time. Try to aim for your child to stay in this position for the length of a short book Possible activities while in this position play games or do puzzles; color, listen to a book or watch that necessary video. 

Finger Feeding: Picking up food with  fingers will help develop a pincer grasp (thumb and first finger together), which is a necessary precursor to holding a crayon. Put small snacks in a spice bottle, can practice opening the bottle, dumping out the snack, putting back in….  

Play with Small Items: Children  should be encouraged to stack blocks, string beads, do puzzles and play with pop beads. Children should be supervised with small objects as they may be a choking hazard.

Play with Play Dough, Popbeads, Pull Tubes

One of the very best ways to build hand strength is to play with play dough, play foam or a similar non toxic and malleable substance. Think resistance!

Finger Painting: Encourage your child to use their index finger to finger paint, either with paint, pudding or shaving cream.

Puzzles: Simple puzzles can help children learn about manipulating objects through turning, placing and flipping pieces.

Two-Handed Tasks Any activity that encourages your child to coordinate both hands together is a great tool for development. An example is rolling a ball of play dough into a long “snake” and then cutting it with a plastic knife. Picking up pom poms/cotton balls and put into an empty water bottle. 

Fasteners/ Containers:  Practicing buttoning/unbuttoning; zippering and opening a variety of containers helps to build strength and dexterity. Your child’s preschool teacher will thank you. Use large buttons to start. Place small toys in a zippered cosmetic bag, encourage your child to unzip their hoodie. At snacktime, place snacks in a variety of containers for your child to open. Empty spice containers, ziplock bags,  

Practice with Clothes Pins/Tongs: Have your child hang pictures, coloring pages or clothes on a clothesline with spring loaded clothes pins. Pick up pom poms or cotton balls with a strawberry huller or small tongs. This activity builds pincer strength.

Coloring: Use small crayons 11/2-2 inch pieces. If your child can draw on a vertical service such as an easel or butcher paper taped to a sliding glass door even better..

Tear or cut paper with preschool sized scissors. Show your child how to grasp the top of the paper with the thumb and index finger of both hands and tear. If they have trouble getting started, you make a ½” tear and let them do the rest. This is a great activity for all those store fliers before they go into the recycle bin. If the paper fliers are too easy then offer them thicker options ie donation cards, realtor ads. 

At 2 ½ kids should be exposed to cutting with scissors. This is definitely an activity that needs supervision but is an awesome activity to build hand strength. I recommend preschool scissors like Fiskars that really cut, plastic scissors tend to just bend the paper which leads to frustration. Help your child correctly place their fingers( thumb, index and middle) in the holes and encourage them to keep their thumb pointed up. Those pesky subscription cards in the middle of magazines are a good size to start with since they wont flop over. First comes just snipping,  then cutting the card in two pieces, next is cutting in two pieces staying on a ½ inch wide guideline.  

Look for opportunities throughout the day for your child to manipulate small items, push and pull with his/her hands and fingers and practice small movements.

5/18/20

This week’s topic:    Sensory Processing

Sensory Processing refers to the way a person’s nervous system receives sensory messages and turns them into responses. These senses include sight (vision), sound (auditory), touch (tactile), taste (gustatory), body position (proprioception) and movement (vestibular). Most people receive and organize these messages effortlessly into adaptive physiological and behavioral responses. Kids with sensory processing issues aren’t trying to be difficult. But imagine if everything you touch feels like a raw oyster, ordinary noises sound so loud they are painful, your clothes feel like sandpaper; smells that others don't notice make you gag; or you feel like you're falling when you move. Their brains have trouble filtering, organizing and interpreting information taken in by the senses which can cause extreme reactions to sensations. Some kids with sensory processing difficulties underreact. They often have a need for movement. And they may seek out input like spicy or sour tastes and physical contact and pressure.They might keep their hand on a hot stove because they don’t register pain the way other kids do. For them, safety can be a big issue. 

Keep in mind that kids aren’t always one or the other. Some kids may be sensory seeking in certain situations and sensory avoiding in others, depending on how that child is coping or self-regulating at the time. Sensory input is accumulative so what may not bother someone in the morning may set them over the edge in the evening.  Sensory processing issues can significantly impact learning, communication and social skills.

Depending on how children respond to sensory input, they may experience challenges with building effective communication skills. For example, if a child is hypersensitive to auditory sensory input, they may hear many different sounds more clearly than a child who is typically developing. This heightened sensitivity can make it extremely difficult for a child to focus on communicating, as they are also paying attention to many other sounds. If a child has decreased auditory sensitivity, they may have difficulty distinguishing between different speech sounds. From an oral-motor perspective, children who have tactile defensiveness may have challenges eating solid foods due to the texture. If a child is not chewing food, they are missing opportunities to develop oral-motor function and muscles. This lack of strength can make it difficult for children to produce speech sounds.

If kids are uncomfortable touching things, they may be reluctant to play with and manipulate objects. This can delay the development of fine motor skills.

Gross motor skills can be impacted by difficulties processing information from our vestibular and proprioceptive systems. The vestibular system includes the parts of the inner ear and brain that help control balance, eye movement and spatial orientation. It helps keep you stable and upright. Children with vestibular issues may not know where their body is in space. This can make them feel off balance and out of control.Our proprioceptive system using the receptors in our muscles that tell us where our body parts are. For example, if you raise your hand, you know that your arm is over your head. You don’t have to think about it or look in a mirror. But kids with poor proprioception may think their arm is over their head when it’s really straight out in front of them. Kids who have trouble with proprioception or the vestibular sense could struggle with motor skills in a number of ways.

They may seem awkward and clumsy. An activity like running or even going up and down stairs may be hard for kids who have difficulty knowing how their body is oriented and whether it’s stable. They may move slowly or avoid activities that are too challenging

Sensory-related difficulties can make it tough to gauge movements for all kinds of tasks. Kids with sensory processing issues may break a cheap toy because they’re pushing too hard, rip a page when they just meant to turn it, or give over enthusiastic hugs.

They may not like physical activities that other kids find fun. For example, they may not feel safe on the swings because they’re not getting the sensory input that tells them they’re securely seated. As the swing moves, they may have difficulty understanding how to shift their weight to balance.

They may be in constant motion, bump into things or seem out of control. When kids don’t get enough feedback from the sensory system, they may exaggerate their movements to get the information they need from the environment. When they walk down a hallway, they may knock into the wall to feel more anchored. They may kick their legs under the table for the same reason. They may love physical activity like doing flips off the sofa or just jumping up and down.

Teachers and therapists often refer to proprioceptive activities as “Heavy Work”. These activities can be beneficial to help kids self regulate, pay attention and remain calm in a variety of situations. Heavy work is good for kiddos who are sensory seekers as well as kiddos who are under responsive.    

ACTIVITIES

Introducing tactile activities a little at a time may be the best way for your child to learn about the world. Putting a sheet or blanket on the grass or sand allows your child to explore a new feeling without being overwhelmed.

Putting a few blades of grass or a few grains of sand on the blanket may be a gentle introduction to a new feeling. Hiding a favorite toy (still mostly visible) in the grass or sand is another way for your child to engage with new textures while limiting full contact with the grass/sand/etc.

Place paint, shaving cream or gel in a zip lock bag, they can draw lines and designs, squeeze and explore without the fear of getting messy. Combine paint, shaving cream, sand with a toy they enjoy. I.e.  put a small amount of paint on a tray and show them how to drive the car through the paint and make designs on paper. When they are all done, have them pick up the car and put in a low container of water and wash it. Keep it fun and playful.

If a swing is too much movement for your child you can try having them sit on your lap while you are on the swing. Rocking chairs can provide a similar input to your child’s vestibular system.

For children who seek big movement and deep pressure, having a “cloud” to jump into (you can fill a duvet cover or sleeping bag with pillows, cut pieces of foam or rolled up blankets) can provide that input in a safe way.

Playing “taco” where you wrap your child in a blanket and giving deep pressure can provide the proprioceptive input they crave.

The bathtub is another place to introduce a variety of textures:

Playing with shaving cream 

Using sponges, washcloths, similar items with a variety of textures on         hands, feet, legs, etc. can be a less threatening way to experience new textures.

Putting a 15” ball in a box or milk crate to stabilize it makes a great, safe place to bounce (balls can vary in size 12” may work as well-the play balls you get at Target are a good size).

Fine Motor: 

Squeeze, roll, poke, pull playdough, silly putty. Think resistive materials.   Push buttons, small animals, figures, game pieces into the playdough and pull out. (supervise your child when playing with materials that are choking hazards) 

Scoop and pour wet sand. Dig in the garden. 

Using a toy hammer, pound golf tees into a block of styrofoam. 

Scribble on a vertical surface. 

Oral Motor:  

Does your child seek out oral sensory input? Offer a variety of textures and flavors  during snacks and meals. Hard foods: apples, carrots, radishes. Chewy foods such as dried fruit, meat jerkies, celery. Crunchy foods such as crackers, pretzels, dry cereal. Drink thick liquids through a straw. Offer foods with strong flavors or frozen foods like melon strips, mixed veggies.

Blow bubbles.    

Chores: Have your child help you carry in the groceries from Costco. Ie package of butter, box of cereal, box of granola bars… Keep weight of objects limited to 10% of their body weight. Wipe down the sliding glass door or table. Transfer wet clothes from washer to dryers. Push a weighted laundry basket to pick up toys. Push a heavy chair over to sink to wash hands.      

This week’s topic:    Toys 

Toys are the tools for learning. Well designed toys can enhance your child’s ability to think, problem solve, concentrate, communicate, take turns and develop fine and gross motor skills. Although toys are important for learning and development, too many toys can be a hindrance. Research has shown that too many toys can reduce the quality of play for toddlers*. When surrounded by lots of toys, children often move frequently from toy to toy instead of playing with each toy in a deeper and more purposeful way. 

What Kinds of Toys to Choose:

--Offer a Balance of Toys 

--Action Toys encourage children to DO something (stack, open twist, put in, push, pull)

--Creative Toys that inspire a child to MAKE (draw, paint, create, build)

--Sensory-Motor Toys that encourage play based movement (climb, ride, pedal, 

bounce, swing, crawl)

--Outdoor Toys that can be played with outside (bubbles, wagon, water toys, tricycle)

For older toddlers:

--Pretend Toys that involve a theme (dress-up, toy tools, toy food/kitchen)

--Character Toys based on movies or cartoon shows (Frozen, Paw Patrol)

Additional Suggestions:

--Limit the Number of Battery Operated Toys: The more a toy does, the less your child does. We want your child to make the sounds and use their imaginations! If the toy does this for them, they don’t need to do anything. Many battery operated or screen based toys just keep your child passively entertained...they aren’t really playing.

--Offer Fewer Toys at a Time: rotate toys (keep some in another room or in your garage) so your child isn’t always playing with the same toys.

--Keep Toys and Their Pieces Together: a puzzle with missing pieces or  a shape sorter with only 2 shapes isn’t much fun!

--Choose Open Ended Toys: These are toys that can be used in a variety of ways--blocks, playdough, nesting cups, kitchen set, toy animals,toy cars……..

--Look for Toys Around the House--not all toys come from a toy store! See previous newsletters for great ideas using materials you already have on hand.

--Limit Toys that Force Feed Early Academics: Play time should not always be focused on teaching early concepts such as letters, numbers and colors. Your child will learn these concepts naturally through real, hands-on experience (ex: “Do you want one or two crackers” or “Look! I see a blue truck!”)

--Limit Screen Time

Adapted from: Coaching the Caregiver in Early Intervention, Cari Ebert, MS CCC-SLP

*Research: “The Influence of the Number of Toys in the Environment on Toddlers’ Play” by Dauch, Carly et. al (Infant Behavior and Development, Vol 50, 78-87, February 2018)

ACTIVITIES 

Some ideas for how to do puzzles with a toddler (from our own Teacher Stephanie!):

https://www.youtube.com/watch?v=AK1KXvP5FN8&t=12s

Here are some ideas for playing with bubbles (from our own Teacher Naomi!):

https://www.youtube.com/watch?v=DU2uhZdxiiI&feature=youtu.be

Remember that TP and paper towels that were so hard to find?  

Tape the empty rolls to create a ball maze on the fridge or sliding glass door, drop in cotton balls, food pouch caps, pom poms.. Put top at eye level and a container at the bottom to catch them.   

Outside have your child stand the tubes upright and place a lightweight ball on top. ( could also make all those single socks into balls and use those) Have your child use a squirt bottle and aim for the balls   

Use them as a stamp to paint.https://www.pinterest.com/pin/108508672261092160/ 

Cut the tubes into rings and place in a plastic container. Place another container 6-10 feet away. Give your child a large spoon spoon and show them how to scoop them onto the spoon and carry them over to the other container. 

RESOURCES

Good toys for young children by ages and stages:

https://www.naeyc.org/resources/topics/play/toys

Ten great no cost toys:

https://www.naeyc.org/resources/blog/top-10-no-cost-toys-infants-toddlers-and-preschoolers