The fear of being separated from their caregivers can lead to tears, clinging, and distress during drop-off times. However, with the right approach and support, parents and caregivers can help their children navigate this challenging transition.
In this article, we'll explore five do's and don'ts for parents and caregivers to consider when helping children with separation anxiety at preschool drop-off.
Learn more in our separation anxiety webinar with Robyn Papworth.
1. Establish a Consistent Routine:
2. Stay Calm and Positive:
3. Short and Sweet Goodbyes:
4. Provide a Transitional Object:
5. Communicate with the Teacher:
1. Sneak Away:
2. Give In to Avoid Tears:
3. Overwhelm with Details:
4. Prolong Goodbyes:
5. Blame or Shame:
Helping your child cope with separation anxiety at preschool drop-off can be challenging, but by following these do's and don'ts, you can create a positive and supportive environment for their transition.
Remember that every child is unique, and it may take time for them to adjust. Not all of these strategies will work for every child. However, stay patient, consistent, and empathetic, and most children will gradually become more comfortable with drop-off at preschool.
If your child's separation anxiety persists or becomes severe, don't hesitate to seek guidance from a pediatrician or a child psychologist for additional support and strategies.
With your loving support, your child will navigate this exciting new chapter with confidence and resilience.
]]>Learn more ways to support children in our separation anxiety webinar.
These findings have significant implications for the overall health and well-being of our youth, and we can help to reduce these risks through simple ball and movement activities.
Research Findings
A study conducted in 2014 brought to our attention the stark reality that Australian children are struggling with basic motor skills when compared to their counterparts from previous decades.
The study found that Australian children scored 20 to 30 points lower in tasks such as underarm throws, catching, and bouncing balls, in comparison to children assessed three decades earlier. These are simple yet essential skills that are crucial for physical development and participation in various activities.
Furthermore, another study raised concerns as it revealed that the motor competence of 6-year-old Australian children has seen a decline, with their performance in skills like catching and bouncing balls falling behind that of children from 40 years ago. These findings underline the urgency of addressing this issue and understanding its implications.
The Impact of Declining Motor Skills
The decline in motor skills among children can have far-reaching consequences. It affects their ability to engage in physical activities effectively, which, in turn, impacts their overall fitness and health. Here are some key areas where this decline can make a significant difference:
Physical Activities: Children with poor motor skills may struggle to participate in sports and physical activities, which are crucial for their physical health and development. This can lead to a sedentary lifestyle, contributing to issues like obesity and a higher risk of related health problems.
Academic Performance: Research has shown a connection between physical activity and cognitive development. Motor skills are essential for brain development, and a decline in these skills can potentially impact a child's academic performance.
Self-Esteem: Frustration stemming from an inability to perform basic physical tasks can affect a child's self-esteem and confidence. This, in turn, can have a negative impact on their overall well-being and social interactions.
Long-Term Health: Poor motor skills and physical inactivity in childhood can increase the risk of health issues such as diabetes and heart disease in adulthood.
Observations from the Field
In my own experience, I have witnessed children struggling with tasks like bouncing, rolling, throwing, and catching a simple, soft ball. This struggle is particularly disconcerting when we consider how these activities were once a source of joy and fun for children of all ages. It's evident that children's nervousness and hesitation to engage in physical activities are on the rise, and this is a matter of concern.
Addressing the Issue
While the decline in motor skills is a cause for concern, there are steps we can take to address and mitigate this issue. Incorporating physical activities that focus on improving motor skills into children's routines is a crucial step. These activities can include simple ball exercises, balance challenges, and coordination drills.
For instance, a well-structured Motor Integration Program (MIP) can be a valuable tool for educators and parents. This program includes various ball activities that not only enhance motor skills but also improve focus, attention, and concentration skills.
The decline in Australian children's motor skills is a pressing issue with significant implications for their overall development and well-being. However, by recognising the problem and implementing strategies to improve motor skills, we can help our children regain their confidence and enjoy the physical activities that are an essential part of a healthy, active childhood.
It's time to take action and ensure that our children grow up with the skills they need to lead healthy, fulfilling lives. Join us here today.
]]>Montessori education, renowned for its hands-on approach, offers a beacon of hope in nurturing these essential skills through purposeful activities known as Montessori work tasks.
Let's explore the pressing need for fine motor skill enhancement amidst today's tech-focused environment and the role Montessori tasks play in addressing these challenges.
Fine Motor Skills in a Tech-Centric Era:
In today's tech-savvy world, children spend substantial time engaged with digital devices, potentially impacting their physical development. Fine motor skills, crucial for tasks requiring precision and coordination, often face challenges due to increased screen time.
Montessori Work Tasks:
A Pathway to Fine Motor Development: Amidst concerns surrounding excessive screen exposure, Montessori work tasks offer a unique solution. These purposeful activities not only engage children in hands-on experiences but also serve as catalysts for refining fine motor skills. Let's examine some of these tasks in detail:
Bead Stringing: A tactile activity that encourages precise hand movements, fostering hand-eye coordination and focus.
Buttoning and Zipping: Dressing frames equipped with buttons and zippers promote fine motor refinement while encouraging independence in dressing skills.
Pouring Activities: Pouring water or small objects demands controlled hand movements, enhancing focus and hand control.
Spoon Transfer: Transferring objects using a spoon hones hand dexterity and concentration, addressing fine motor challenges.
Cutting with Scissors: Activities involving cutting shapes with scissors develop focus, precision, and bilateral coordination.
Pegboard or Peg Puzzle: Inserting pegs or puzzle pieces engages fine motor skills and concentration as children match shapes or patterns.
Geometric Shape Puzzles: Fitting shapes into corresponding holes sharpens spatial awareness, attention to detail, and fine motor skills.
Tracing: Tracing shapes or lines with pencils or crayons refines hand-eye coordination and promotes sustained focus.
Sewing Activities: Advanced tasks like sewing buttons or stitching fabric encourage concentration and fine motor skill refinement.
Strategies for Montessori Teachers:
Beyond implementing these tasks, Montessori teachers can employ additional strategies to address the fine motor challenges exacerbated by screen time:
Screen Time Moderation: Encourage parents to moderate screen exposure and balance it with hands-on activities.
Integrating Tech-Free Zones: Designate specific times or areas in classrooms for tech-free, hands-on learning experiences.
Collaborating with Parents: Educate parents on the importance of incorporating physical activities and Montessori-inspired tasks at home.
Adapting Tasks for Tech Integration: Integrate technology into some activities, ensuring a healthy blend of digital and hands-on experiences.
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Among these play schemas, trajectory, transporting, and connecting hold significant importance, shaping a child's cognitive and physical development.
However, the influence of screens in today's digital age has begun to reshape these fundamental play patterns, raising concerns about their potential negative impact on preschool play behaviours.
Play schemas, repetitive patterns of exploration and understanding, are fundamental for children's play, learning and development. The trajectory schema embodies a fascination with movement and direction, while the transporting schema involves moving objects from one place to another. Connecting schema, on the other hand, encompasses the act of linking, joining, or building structures.
In recent years, the prevalence of screens—smartphones, tablets, and TVs—has skyrocketed, captivating the attention of young children. The allure of digital content has begun to overshadow traditional play activities, impacting the development of crucial play schemas.
The trajectory schema, characterized by movement and direction, finds expression in physical activities like throwing balls, running, or jumping. However, excessive screen time limits these physical engagements, hindering children's understanding of speed, distance, and motion.
For children exploring the transporting schema, the joy of moving objects aids in comprehending spatial relationships. Yet, screens offer limited hands-on experiences, replacing physical object manipulation with swiping and tapping actions.
Children inclined towards the connecting schema enjoy joining objects together, often through building or assembling. However, excessive screen time diminishes the tactile aspects of play, affecting their understanding of how things fit together in the physical world.
To counter the negative impact of screen time on these schemas, teachers can implement practical strategies in the classroom:
Outdoor Play Stations: Create spaces for throwing, kicking, and running activities to encourage movement and direction awareness.
Storytelling Through Movement: Engage children in physical activities by acting out stories involving movement, fostering imagination while reinforcing trajectory concepts.
Sensory Exploration: Set up sensory bins with different materials, encouraging children to explore movement through tactile experiences.
Block Play and Construction: Provide diverse blocks and toy vehicles for children to build and transport objects, fostering spatial understanding.
Nature Walks and Collections: Take children on nature walks to collect and transport items, promoting hands-on exploration and spatial awareness.
Role Play: Create scenarios involving transporting objects, like setting up a pretend grocery store, to encourage imaginative play.
Building and Art Activities: Offer varied materials for building and art, encouraging children to connect and create structures.
Collaborative Projects: Initiate group projects that require children to connect and create something together, promoting teamwork and creativity.
Fine Motor Skill Activities: Incorporate activities like threading beads to support the connecting schema while enhancing fine motor skills.
Incorporating these strategies fosters a balanced approach, mitigating the negative impact of screen time on preschool play behaviors. By providing diverse, hands-on experiences, educators can nurture a holistic development that encompasses both digital literacy and crucial physical and cognitive skills.
While screens offer immense opportunities, their excessive use can impede the development of vital schemas in preschoolers. Striking a balance between digital engagement and diverse play experiences is essential for nurturing a child's holistic growth.
By understanding the impact of screen time on schemas and implementing hands-on strategies, educators empower young minds, ensuring healthy development and enriching preschool play experiences. In this amalgamation of digital and traditional play, teachers serve as guides, fostering a generation equipped with a comprehensive set of skills for the future.
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In today's technology-driven world, children are often immersed in screens and devices, which can sometimes overshadow the importance of honing physical skills, such as running, climbing, jumping, as well as fine motor and sensory skills.
As technology advances, children spend more time engaging with screens rather than participating in hands-on activities.
This shift has led to concerns about the development of fine motor skills, which are essential for tasks requiring precision, coordination, and dexterity. From holding a pencil to tying shoelaces, these skills are fundamental for daily life and academic success.
However, amidst this digital world, Montessori work tasks stand as invaluable tools for nurturing fine motor skills in children. Montessori education recognises the significance of hands-on learning and purposeful activities in nurturing a child's physical and cognitive development.
Here's why these work tasks play a pivotal role in fine motor skill enhancement:
Precision and Control: Whether it's threading beads, pouring water, or using dressing frames, Montessori tasks require precise hand movements, fostering control and coordination.
Hand-Eye Coordination: Activities like tracing, cutting, and lacing cards demand coordination between hand movements and visual input, strengthening hand-eye coordination.
Focus and Attention: In an era of distractions, Montessori tasks promote focused attention. Children concentrate on completing tasks, enhancing their ability to sustain attention and concentrate for longer periods.
Independence and Self-Reliance: By allowing children to choose tasks and work independently, Montessori fosters self-reliance, encouraging them to take ownership of their learning and skill development.
Real-Life Application: Many tasks mirror real-life activities, such as pouring or buttoning, preparing children for practical tasks beyond the classroom.
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Nowadays, with screens everywhere, it's even more crucial to teach little ones how to track things visually. This skill—being able to smoothly watch something move—is something not enough attention has been given to in preschools before.
There's a video called "Fun and Engaging Visual Tracking Activities for Preschoolers and Primary-Aged Children" that talks about why this is a big deal.
This video shows that lots of kids are finding it tricky to track things with their eyes when they're young. And guess what? Screens might be part of the reason why.
So, why should we care about this in preschool? Well, screens like phones and tablets are all around kids these days. They're cool and fun, but they might be stopping kids from getting better at watching things move with their eyes.
The video shows some simple ways to help kids get better at this:
Some kids might find it hard to watch things moving. They might get bored quickly or find it tough to keep up. Knowing these signs can help teachers help these kids.
Mazes are awesome fun, right? But they also help kids see space better. They learn how to follow paths and understand where things are in space.
Some kids might have a harder time with space stuff, like dyspraxia. It's important to have activities that focus on helping these kids understand space better, even if it's tricky for them.
Watching things with your eyes is linked to how well you remember stuff. Doing tasks step by step can make memory stronger. This is great for tracking things and remembering them later.
Remember the games where you match things or play 'Simon Says'? They're not just fun; they're good for your brain! These games help kids get better at tracking things and remembering them too.
In summary, helping kids with their visual tracking skills in preschool is super important. With some cool activities and games, teachers can make sure every kid gets better at following things with their eyes. This sets them up nicely for learning more later on!
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It's so important to prioritise educator and teacher well-being by offering strategies that can help alleviate their stress and bring joy into early childhood. One method is introducing the concept of stimulating the vagus nerve—a pivotal element of the parasympathetic nervous system—to aid in stress reduction and promote overall well-being.
To assist educators in managing their roles and enhancing their resilience, I've compiled seven effective vagus nerve stimulation strategies. I strongly encourage your team members to print out this handout and integrate these practices into their daily routines to support their well-being:
Drink Icy Cold Water: Start the day with a refreshing glass of ice-cold water. This simple act not only hydrates the body but also stimulates the vagus nerve, inducing a calming effect and enhancing mental alertness.
Snack Mindfully: Mindful eating isn't solely for children! Encourage educators to take short breaks for mindful snacking. Focusing on taste, texture, and sensations during meals can engage the vagus nerve, providing a moment of relaxation amidst a busy day.
Have a Laugh: Humour is a powerful stress-reliever. Encourage team members to find moments of joy and amusement throughout the day, whether it's sharing a funny story with colleagues or enjoying a lighthearted video. Laughter stimulates the vagus nerve, reducing stress and elevating mood.
Calm Nature Sounds: Incorporate calming nature sounds, such as gentle rain or birdsong, into the classroom environment. These soothing sounds can activate the vagus nerve, fostering a tranquil atmosphere that benefits both educators and children.
Gargle Water: Surprisingly, gargling water can stimulate the vagus nerve and promote relaxation. Encourage educators to include this simple activity in their daily routines, particularly during stressful moments.
Create a Relaxing Environment: Use scents like lavender and chamomile to craft a calming classroom atmosphere. Aromatherapy has demonstrated its ability to activate the vagus nerve, helping alleviate stress and create a serene ambiance.
Self-Massage: Encourage educators to take brief breaks for self-massage, focusing on areas like the neck, shoulders, and hands. This practice not only relaxes muscles but also stimulates the vagus nerve, fostering a sense of calm and well-being.
By integrating these vagus nerve stimulation strategies into their daily routines, we empower them to manage stress effectively, cultivate a more positive classroom environment, and ultimately provide superior care and education for the children in their care.
Let's ensure that this handout becomes an integral part of our team's daily practice. Together, we can create a supportive and resilient educational environment for both educators and children alike.
Learn more about the vagus nerve by clicking on the image below.
]]>The early years of a child's life, especially during kindergarten, are crucial for sensory development. Sensory development during kindergarten has become even more important in the last few years, since the introduction of screen time.
As educators and parents, understanding and supporting sensory needs are essential in fostering a conducive environment for young learners.
Here are eight fundamental tips tailored to empower sensory development in kindergarten-aged children.
Identify Sensory Triggers: Recognising what triggers sensory discomfort is pivotal. Whether it's tactile sensitivity, auditory overload, or aversion to certain scents, understanding these triggers aids in creating a supportive environment, with less stress and anxiety for all involved.
Start Gradually: Introduce sensory experiences in kindergarten slowly and progressively. Start with activities that offer mild sensory input (essential oils on cotton balls, painting using a brush instead of fingers, exploring sand in a tub not always a large sandpit, water play with warm water and bubbles, not always needing to be near the mud kitchen, etc. Gradually increasing complexity based on the child's comfort level will build up their sensory skills slowly, with as minimal stress as possible.
Create Sensory Spaces: Designate areas in the classroom that cater to different sensory needs. Establish quiet dark corners, simple and quiet tactile stations, or cozy nooks for children to retreat to when feeling overwhelmed.
Gradual Exposure Techniques: Utilise sensory bins, dry textured materials, or varied art supplies to gradually expose children to different textures and sensations, helping them acclimate comfortably.
Teach Self-Regulation: Equip children with tools for self-regulation, such as breathing exercises, yoga movements in a small group, large fitballs and crash mats, or fidget toys, empowering them to manage sensory input independently.
Empower Choice: Offer choices within activities to allow children to select sensory materials or experiences they feel most comfortable with, fostering autonomy and engagement.
Positive Reinforcement: Celebrate each child's progress. Acknowledge their efforts in engaging with sensory activities, boosting confidence and motivation.
Collaborate with Specialists: Work alongside occupational therapists or myself to customise activities and strategies that address individual sensory needs effectively.
Prioritising sensory development in kindergarten sets a strong foundation for a child's holistic growth. By implementing these tips, educators and parents can create an environment that supports and nurtures sensory exploration and development in young learners.
Are you ready to empower sensory development in your kindergarten setting?
Sign up to receive our FREE downloadable guide below, offering further insights and practical strategies to enhance sensory experiences for children in the kindergarten phase.
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Visual schedules enhance working memory:
Working memory, the mental workspace where we hold and use important information, plays a vital role in learning, self-regulation, play and problem-solving. Children with poor working memory often struggle to follow instructions, complete tasks, and retain information.
Visual schedules provide a visible and organised guide for what needs to be done, reducing the cognitive load and anxiety for children who need support with completing transitions and instructions.
When children can see their day or tasks laid out visually, it eases the burden on their working memory, allowing them to focus on the task at hand and coordinate their behaviour and actions more effectively.
Visual schedules reduce anxiety:
Anxiety can be distracting, and it affects children as well as adults. For children with anxiety, unpredictability and change can be major triggers, leading to a fight, flight or freeze response where some children get visually agitated, while other children retreat internally or freeze in the moment.
Visual schedules offer a sense of predictability and control over play activities, transitions, routines and activities that aren't their preferred choice of activity.
When children can anticipate what's coming next, they feel more secure and are better equipped to manage their emotions. The visual representation of their schedule serves as a reassuring constant in an ever-changing world.
Visual schedules support play skills:
Play is the work of childhood, and creative play is essential for a child's development.
Children with low creative play skills often struggle to engage in imaginative and cooperative play. Visual schedules can include playtime activities and encourage children to explore their creativity in a structured way (turn taking, waiting). This can be a bridge to more spontaneous and imaginative play, as the child becomes more comfortable with the concept of play.
How to Implement Visual Schedules:
Customise: Tailor the visual schedule to the child's specific needs and preferences. Include their favourite activities and interests.
Consistency: Stick to the schedule as closely as possible to build trust and predictability.
Collaboration: Involve the child in creating and updating their schedule. This empowers them and teaches them valuable planning and decision-making skills.
Visual Aids: Utilise pictures, icons, or written words, depending on the child's age and ability. Ensure the visual aids are clear and easily understood.
Flexibility: While consistency is crucial, it's also essential to be flexible when necessary. Sometimes, life throws curveballs, and the schedule may need to be adjusted. That's why we have a 'surprise' visual card too.
Visual schedules are not a one-size-fits-all solution, but a highly adaptable tool that can be customised to meet the unique needs of each child. By embracing visual schedules, we can provide children with the structure, predictability, and support they require to develop essential skills and face life's challenges with confidence and creativity.
If you need individual support for visual schedule development, enrol in my coaching program.
]]>The good news? You can help them navigate big feelings by getting to know their new BFF - the vagus nerve!
Let me explain...
The vagus nerve is part of our nervous system and it actually helps us to reduce our fight/flight/freeze response.
So how do we wake up the vagus nerve and parasympathetic nervous system? Through play!
Here are some fun ideas:
Every child is different, so try out a few vagus nerve power-ups to see which ones help your child most. The goal is to create an environment where they can embrace their inner calm. Then they'll have the tools to tackle anxiety with confidence.
Remember you have a vagus nerve and anxiety too. So be sure to join in these activities with children so you can feel more refreshed as well.
There's so much more to explore around self-regulation if you're interested. Just let me know!
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We all know how important play is for children's development, and one of the most exciting forms of play is "rough and tumble" play. But a lot of us, including myself, sometimes avoid encouraging rough and tumble because we're worried about children's safety, and if you're from a background of childhood trauma like me, the style of rough and tumble play may trigger your nervous system.
But the good news is there's safe and fun ways to still promote rough and tumble play, while also ensuring the emotional health and well-being for us who may find this play behaviour challenging to watch.
Rough and tumble play is a great way for kids to explore their physical boundaries and consent, build spatial awareness, and learn about force control. However, since social isolation and reduced outdoor activities, some children might be missing out on this essential aspect of childhood.
In this article, we'll explore various activities that can help children develop these skills, and we'll introduce a free handout to support educators and teachers in their efforts.
Why Spatial Awareness and Force Control Matter
Before we dive into the rough and tumble activities, let's talk about why spatial awareness and force control are so important for a child's development.
Spatial awareness helps children understand the space around them and how their bodies fit into it.
Force control allows them to gauge the amount of pressure needed for different actions. Together, these skills let kids safely enjoy rough and tumble play.
Fun Activities to Boost Spatial Awareness and Force Control
Tug-of-War and Heavy Trolley Pulling Tug-of-war is a fantastic activity for kids who are still developing their spatial awareness and force control. Pulling a wagon or pushing a heavy trolley loaded with books, toys, or blocks provides an exciting, hands-on experience that enhances proprioception (a sense of the position and movement of one's body).
Parachute Games Parachute games offer opportunities for children to feel pressure in their bodies both gently and, you guessed it, roughly. Get kids involved in activities like rolling up or unrolling the mat during snack time. You can also use a long block for pushing smaller blocks, which is a great indoor activity to promote force control.
Dough Rolling and Ring Around a Rosy Rolling dough, whether it's Play-Doh or the real deal, offers tactile pressure sensations that help children become more aware of their strength. Games like 'Ring around a Rosy' provide valuable feedback about force control while moving in a circle.
Rolling and Knocking Over Soft Toys Rolling down a hill or on a yoga mat provides proprioception and pressure sensations. Knocking over soft toys during these activities adds excitement and helps children learn to control their force. Playing with empty drink bottles can also be a fun way to develop these skills.
Crawling Through Small Spaces Crawling through small spaces, like hula hoop tunnels, is an excellent way to teach children about spatial awareness and control. Tearing paper, leaves, or bark can further help develop fine motor skills and grip strength.
Tummy Time Activities Having children lie on their tummy during play helps develop core strength. Activities like rolling a ball toward a wall target, playing coits on their tummy, or rolling a car across a track on their tummy are great for building force control.
Fitball and Peanut Ball Activities Rolling their tummy across a fitball or a peanut ball helps children understand force, speed, and pressure in a safe and appropriate way. This is essential for rough and tumble play because it allows them to gain a better grasp of their own strength.
In a world where children are increasingly isolated from physical play and sitting on screens, it's crucial for families, educators and teachers to guide them in developing essential skills like spatial awareness and force control.
These skills not only enable healthy rough and tumble play but also enhance a child's overall physical and cognitive development.
To support you, I encourage you to download the free "Rough and Tumble Handout". This resource is designed to assist you in promoting safe and productive rough and tumble play, ensuring that children can grow and thrive in their physical development, while also helping you to feel comfortable with this style of play.
Let's make a collective effort to keep rough and tumble play an integral part of every child's journey towards a healthy and active life.
]]>But fear not! We're here to help you navigate this festive season with confidence, joy, and a touch of magic.
Your Path to a Harmonious Christmas Begins Here
At Play Move Improve, we understand the struggles that come with making the holiday season enjoyable and sensory-friendly for children with ASD. That's why we're excited to introduce you to two valuable resources that will transform your Christmas this year.
Before we dive into the details of our empowering coaching program, let's start with a gift for you – our Free ASD Christmas Strategies Handout. This resource is designed to provide you with practical tips and insights to create a sensory-friendly and harmonious Christmas environment for your child.
In this handout, you'll discover:
This handout is the first step toward ensuring your child can experience the magic of Christmas without sensory overload and stress.
Download it for free [here] and let the transformation begin.
Create a Sensory-Friendly Space: Many children with ASD, ADHD, and/or from a traumatic background are sensitive to sensory stimuli as their amygdala and RAS areas of the brain may not be functionally appropriately. To support children's sensory challenges, designate a quiet and calming space in your home where your child can retreat when they feel overwhelmed by the flashing lights and smells of the Christmas decor. This space could be equipped with sensory-friendly items like soft blankets, noise-cancelling headphones, and calming fidget toys. Encourage your child to use this space as needed and let them know it's a safe haven where they can decompress when needed. Try to avoid electronic devices in this zone so that their sensory systems can have a break from the excessive sensory input (sights, sound) that comes from electronic devices too.
Prepare a Visual Schedule: Create a visual schedule or calendar for the holiday season. Use pictures or symbols to represent the different activities and events planned for each day. This helps your child understand and anticipate what's coming, reducing anxiety associated with surprises or changes in routine. Review the schedule together each morning to provide a sense of structure and predictability. Make sure that your routine includes sensory, movement, and mindfulness breaks, for both of you.
Practice Clear Communication: Encourage open and clear communication within your family. Use simple and direct language to explain the day's activities and expectations. If there are any changes in plans, be sure to communicate these in advance. Listen actively to your child's concerns and preferences, and involve them in decision-making when possible. Effective communication fosters understanding and reduces frustration.
I would like to share with you one strategy that we used last year to support a young boy who we'll name Michael, with this sensory adversion to the smell of ham.
Sarah's family loves the tradition of serving a delicious Christmas ham, but her 12-year-old son, Michael, who has sensory sensitivities, becomes nauseated by the strong smell of it. Michael has a heightened sense of smell, and the aroma of the ham makes him feel uncomfortable, especially during the Christmas meal.
To address Michael's sensitivity to the smell of Christmas ham, Sarah created a designated "Scent-Neutral Zone" at their holiday dinner table. In this area, she set up Michael's favourite dishes and sides, which didn't include ham. She also placed a small, battery-operated air purifier nearby to help minimise food odours for Michael.
Whenever Michael felt overwhelmed by the ham's smell, he knew he could retreat to his special zone for a while. This allowed him to enjoy his meal without feeling nauseous and overwhelmed. The family respected Michael's need for a scent-neutral space, and it has become an accepted part of their holiday tradition.
This strategy helped Michael participate in the Christmas meal with less stress and more comfort, contributing to a more enjoyable holiday experience for everyone.
Ready to Transform Your Christmas?
Don't let the challenges of Christmas overwhelm your family this year. Download our Free ASD Christmas Strategies Handout
Remember, you're not alone on this journey. We're here to support you every step of the way.
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Here is a summary of the key points from the literacy chat video:
For more support in the area of literacy, contact me about my 1 hour team coaching program.
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I often hear the phrases, "this child is just trying to get what they want". Of course they are!
They most likely have an unmet need or want (to feel heard, to feel visible, to feel safe, to feel understood, to feel less anxious), and they are finding it hard to ask for what they need appropriately, so they will of course try and find a way to get what they need, the best way that they can, until their emotional, social, and/or physical needs are met.
This may include hitting and biting so the room becomes empty, and they then feel safe. This may include spitting at other children to children move away from them and they then have predictability in their play. This may include screaming at you to leave them alone, so they can then feel a sense of autonomy over what is happening in their day, or in their own mind and body.
My role in inclusion is trying to work out the code, or the pieces of the puzzle so that children's needs are understood, and met as best we can, while your team are also having the safety and support that you need and deserve.
To get started, let's explore answers to some crucial questions educators and teachers often have. To learn more come along to my upcoming special needs workshop here.
Question 1: How can I effectively meet the unique learning and developmental needs of each child with special needs in my classroom?
Strategy: Individualized Learning Plans (ILPs)
Question 2: What strategies and resources are available to help me create an inclusive environment?
Strategy: Universal Design for Learning (UDL)
Question 3: How do I manage challenging behaviours and promote positive interactions among all students, including those with special needs?
Strategy: Inclusive play based learning
Question 4: What support and collaboration opportunities are available for me to work closely with special education professionals and other experts?
Strategy: Interdisciplinary Team Meetings
Question 5: What self-care and stress management techniques can I use to maintain my well-being while juggling the demands of inclusive education?
Strategy: Daily Self-Care Routine
By integrating these strategies into your daily routines, play experiences, and practices, you can promote an inclusive environment that accommodates the diverse developmental needs of every child, making their learning journey more enriching and meaningful.
For more information and support come along to my upcoming special needs workshop, or book in a 1 hour session with me. You've got this!
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The foundation for a baby, toddler and child's motor skill development can have an impact on their overall development. I saw this happen to my son as he struggled with his physical skills, and then found it difficult to socialise and play with his peers, particularly during active games such as obstacle courses and chasey.
In this blog article, I share with you some of the preschool motor skill development milestones, both gross and fine, and offer some suggestions for how we can support and nurture these essential skills.
Gross Motor Skills (Ages 3-5):
Locomotor Skills: Moving with Confidence
Preschoolers are on the move, and their locomotor skills are a testament to their growing confidence, balance, and physical abilities. They become more skilled in:
Balance and Coordination
Balance and coordination are the building blocks of motor skill development, and can predict a child's confidence to play actively with their peers:
Throwing and Catching: The Joy of Playing Ball
Preschoolers who are confident with their movement are eager to engage in ball games and develop basic throwing and catching skills:
Fine Motor Skills (Ages 3-5):
Drawing and Painting
Fine motor skills blossom once children have mastered the gross motor skills above. Children who rush through the skills above, without mastering each step, may find these fine motor activities challenging and sometimes frustrating.
Cutting with Scissors
Introducing safety scissors to preschoolers:
Puzzle Play: Building spatial awareness
Fine motor skills shine during puzzle activities:
Buttoning and Zipping: Dressing Independence
Clothing fasteners become a source of fascination and a test of fine motor skills rather than frustration:
Stringing Beads: Precision and Patience
Stringing beads onto a string or shoelace is an excellent activity for fine motor development:
Handwriting Preparation: A Journey Begins
While legible handwriting usually starts closer to school age, the groundwork for writing is laid here, starting all the way from crawling and rolling, through to holding a pencil. If we miss crawling and rolling, handwriting can be challenging. Learn more here.
Preschool motor skill development is an exciting period filled with growth and achievement. As teachers and parents, we play pivotal roles in nurturing these skills. By offering opportunities for play, exploration, and activities that promote motor skills, we empower young children to unlock their physical potential and set the stage for a lifetime of healthy, confident movement.
If you're stuck for ideas, and need a simple printable program to follow, join our Let's Move program that includes:
You can find a more specific movement program here, where all of the planning is done for you
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In this blog post, we'll explore the intricate connection between the development of infantile reflexes, motor skills, and a child's ability to sit still and focus in kindergarten and school. You're also welcome to check out my quick video about reflexes in this video below.
I'll also provide practical activity examples categorised into tummy time, floor play, outdoor movement, and sensory play to support this developmental journey. Learn more here
Laying the Foundation: Infantile Reflexes
Infantile reflexes are innate movements that infants are born with. These reflexes are automatic responses to specific stimuli and are crucial for survival in the early stages of life. Examples include the Moro reflex (startle response), STNR reflex (moving the head without arms and hips moving), ATNR reflex (move the head side to side without movement of the elbow and hips), and grasp reflex (grabbing an object placed in the hand).
Moro Reflex:
STNR (Symmetrical Tonic Neck Reflex):
ATNR (Asymmetrical Tonic Neck Reflex):
Palmar Reflex:
I'm here to help if you have any questions or need one on one online support.
The Developmental Pathway
During the first year of life, these reflexes serve as the foundation for more complex motor skills. As infants grow and their nervous systems mature, they begin to integrate these reflexes. Integration means that these reflexes no longer dominate a child's movements, allowing for controlled and purposeful actions.
We're seeing more and more children starting 3 year old kindergarten with these reflexes still present and it's impacting children's ability to play, focus, learn and develop more complex skills that they will need for kindergarten, school and life.
The Connection to Kindergarten Success
Let's explore how the integration of infantile reflexes connects to a child's ability to sit still and focus in kindergarten:
Postural Control: Reflex integration plays a pivotal role in developing postural control. This postural stability allows children to sit comfortably at a desk or on a mat in kindergarten without fidgeting, slouching or leaning against furniture or other children.
Attention Span: Integrated reflexes enable children to focus their attention on specific tasks without being frequently interrupted by involuntary movements, thereby enhancing their attention span for classroom activities and learning.
Fine Motor Skills: Reflex integration contributes to the development of fine motor skills, which are vital for tasks such as holding a pencil, using scissors, or manipulating objects on a table.
Activities to Support Reflex Integration for Kindergarten Readiness
Here are practical activity examples categorised into four key areas: tummy time, floor play, outdoor movement, and sensory play.
1. Tummy Time:
2. Floor Play:
3. Outdoor Movement:
4. Sensory Play:
The journey from reflexes to focus and attention is remarkable. Understanding how infantile reflexes are linked to a child's ability to sit still and focus in kindergarten can guide you in creating a supportive environment for early motor development.
By incorporating these activity examples, we can empower our children for success in the classroom and beyond. Learn more in our reflex webinar below.
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It's natural to feel apprehensive about stepping back and encouraging independence for your little ones. It's natural to feel nervous about our child developing these abilities because it takes so many errors, and so much more time for our children to build these skills.
However, I'd like to highlight the importance of promoting independence when our children are young.
Developing confidence
Encouraging independence in preschool children helps them become more self-reliant and more confident. By allowing them to carry their own bag and pack their belongings, they learn to depend on themselves and take pride in their accomplishments. They feel like a 'big kid' when they do these actions on their own. It makes us feel sad that they're growing up so quickly, but it makes our children feel so much more capable because we're trusting that they can do it without so much of our help.
Building essential life skills
Teaching your child to handle their own bag and belongings, open their own lunch box, put away their own clothes (with your help at the beginning of course) instills crucial life skills. They learn responsibility, organisation, spatial awareness, and time management—skills that will benefit them not only in kindergarten but throughout their lives.
Nurturing decision-making abilities
Independence allows children to make choices and decisions for themselves, even if they are small ones like what goes into their bag, what to wear today, or how to organise their belongings. This fosters critical thinking and problem-solving skills, enabling them to become more capable decision-makers as they grow older.
Enhancing social interactions
Independence skills enable children to engage more effectively in social interactions during drop off and pick up time at kindergarten. When children can manage their own belongings, pick their own outfit (even if it looks ridiculous) they can focus on interacting with their peers and teachers without relying on constant assistance. This contributes to their social and emotional development as they are still strongly connected to their family, but also starting to build connections with their wider community.
Preparing for future transitions
By promoting independence in early childhood, you're preparing your child for future transitions and challenges not only this year, but in years to come. As they move on to higher grades and encounter new environments, they will have the necessary skills to adapt and thrive. Most importantly, they will be more capable of helping you out around the house, packing up their own dishes, putting away their own clothes, so you can start to build ownership, team work, and support for each other throughout their childhood.
The goal isn't to have your child doing absolutely everything independently by kindergarten. But slowly learning one independence skill at a time, that is age appropriate and achievable so they build up their confidence, autonomy, and self-esteem. Because we all want to feel capable and independent as we grow up. These small steps in this handout help you to support your child to develop and grow.
Remember, introducing independence skills is a gradual process. Involve your child in the process, demonstrate how to pack their bag, and offer gentle guidance. Make it enjoyable by turning it into a game or using visual aids. Practice each skill firstly on a weekend when you're not pushed for time.
Consistency and positive reinforcement will go a long way in helping your child embrace their independence. If you have any specific concerns or questions, feel free to share them with me. I'm here to provide support and guidance along this journey.
Learn more in my recent building independence video below.
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Being able to control the speed (slow, fast) and force (gentle, rough) of our movement is important in early childhood, because when children are more connected with their body and mind they have improved skills in these areas:
Safety:
Understanding the speed and force of their movements allows children to navigate their environment safely. They can learn to control their actions and avoid situations that may result in injury to themselves or others. For example, they can learn to walk carefully on slippery surfaces or control their swinging movements on a playground.
Activity: "Obstacle Course Challenge" Description: Set up a simple obstacle course in a safe and supervised area. Include tasks that require children to control their movements, such as walking carefully on a balance beam, crawling under a low tunnel, or stepping over obstacles. Encourage them to navigate the course while being mindful of their speed and force to avoid tripping or falling.
Emotional regulation:
Awareness of their movement speed and force can help children manage their emotions and impulses. By recognising how their movements impact their own bodies and the world around them, they can learn to modulate their actions accordingly. This can be particularly beneficial when they feel overwhelmed or frustrated, as they can adjust their movement to promote calmness and reduce stress.
Activity: "Breathing Buddies" Description: Have children lie down with a stuffed animal on their belly. Instruct them to take slow, deep breaths, watching how their "Breathing Buddy" rises and falls with each breath. Explain that this activity helps them calm down when they're feeling upset or stressed. Encourage them to match their breathing to their Buddy's movements, promoting self-awareness and emotional regulation.
Social interactions:
Understanding the speed and force of their movements is crucial for children when interacting with others. It enables them to develop appropriate social skills, such as taking turns, sharing, and respecting personal space. By learning to regulate their movements, they can avoid inadvertently harming others or causing discomfort, fostering positive relationships with peers and adults.
Activity: "Mirror Movements" Description: Pair children up or do this in a large group with you being the leader. For pairs, one child is the "leader," and the other is the "mirror." The leader performs slow, deliberate movements, and the mirror partner must mimic these actions exactly. This activity helps children understand how their movements affect others and promotes the concept of respecting personal space and mirroring social cues.
Focus and attention:
By developing an awareness of their movement, children can enhance their focus and attention span. They can learn to control their bodies and movements, which in turn improves their ability to concentrate on tasks and follow instructions. This skill is particularly valuable in educational settings, where children need to sit still, listen attentively, and complete activities requiring fine motor skills.
Activity: "Yoga Storytime" Description: Incorporate a short yoga session into storytime. Choose a children's book with a simple narrative that includes animals or nature. As you read the story, pause at certain points and guide the children through corresponding yoga poses, such as "Tree Pose", "Warrior Pose", or "Butterfly Pose." This activity combines storytelling and controlled movement, enhancing their focus and attention.
Body awareness and coordination:
Understanding the speed and force of their movements helps children develop body awareness and coordination. They become more conscious of how their bodies move through space and can refine their motor skills accordingly. This improved coordination is essential for various physical activities, such as sports, dancing, and playing musical instruments.
Activity: "Pillow Stepping Stones" is an engaging activity that enhances children's body awareness, balance, and coordination. Set up pillows or cushions in a scattered pattern on the floor and ask children to step from one to the next. Encourage slow, deliberate movements to ensure balance and control. You can add challenges like stepping on specific colors or patterns or timing their progress, making it a fun and educational exercise.
Impulse control:
Self-regulation involves managing impulsive urges and delaying gratification. When we learn to control the speed and force of our movements, we develop the ability to pause, reflect, and make intentional choices rather than acting on immediate impulses. This control extends beyond physical movements to encompass our thoughts and behaviors, allowing us to make more thoughtful decisions.
Activity: "Red Light, Green Light" Description: Play the classic game "Red Light, Green Light." Children line up at a starting point, and one child plays the role of the "stoplight." When the stoplight calls "Green Light," the other children move forward. When they call "Red Light," everyone must stop immediately. This game teaches impulse control as children must quickly stop their movements when instructed, reinforcing the concept of intentional choices.
There is also a seated version, where you use the same red and green visuals, but pass around a bean bag or ball to practice impulse control in an indoor group mat time environment.
To quickly teach children self-regulation through movement, I like to use animal cards as part of children's daily routine so they can feel the difference in their movement, posture, and force when pretending to move like a sloth, versus an elephant, versus as mouse.
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I know how it feels to just want a quiet house for 5 minutes. I know how it feels to just want to stop a tantrum or sooking as quick as possible because an upset child breaks my heart and gives me a headache. I have a device in my pocket that could quickly stop one of my children's tantrums, or make our dinner time at a restaurant quiet. I have a device in my pocket that could end sibling arguments or allow me time and space to focus at the supermarket without kids telling me all of the lollies that they want in our shopping order this week.
However, at some point, we need to chat about what's happening to some of our children's learning, development, and behavior since the introduction of screens. We need to discuss our own arousal and self-regulation challenges since we have a device sitting next to our bed at night time. Our brains are feeling more heightened, more distracted, less physically and intellectually stimulated. Imagine what screens are doing for our children's growing brains.
Interoception: Understanding Our Internal World
Interoception is the sense that allows us to understand our internal bodily sensations. It's how we perceive and make sense of things like hunger, thirst, and even emotional states. As parents, we often focus on our children's external experiences – what they see, hear, and touch – but we should also consider what's happening internally, within their bodies. Interoception plays a crucial role in self-regulation and emotional understanding.
Since screens have been introduced into prams, trolleys, dinner tables, and playdates, we are seeing less and less social engagement, physical activity, and emotional regulation from our little ones (my children included). We are seeing a decline in some children's ability to play, take turns, negotiate with their peers, explore their environment without upending it, regulate their nervous system in a non-tech social environment, manage their brain's need to have the same lights, sounds, and quick swipe sensations that come from a device while at kindergarten or school.
The Role of Interoception in Screen Time
Interoception also plays a significant role in how we manage our arousal levels and self-regulate. When children are constantly engaged with screens, they may become detached from their internal bodily cues. They might not notice when they're hungry or tired, which can lead to irritability and emotional outbursts.
The constant sensory stimulation from screens can overpower their ability to recognize and interpret internal signals. This can lead to difficulties in managing emotions, as well as challenges in focusing and sustaining attention, which can be detrimental to their learning and development.
Finding a Healthy Balance
Why am I ranting about screen time now? Because educators and teachers are trying so hard to manage the escalating behaviors and declining play skills at kindergarten since the introduction of screens.
Some highly experienced educators and teachers are quitting their jobs that they're so passionate about, because they feel like 'punching bags'. Just trying to referee social challenges and set up different play spaces because traditional play spaces aren't being used how we would have seen them being used 10 years ago.
We all know technology has its place. It has its benefits. But if we could try and make sure that children still sing or chat up and down each supermarket aisle without a device. If we make sure that siblings play a board game or do a craft activity together, even just for 10 minutes each day. If we make sure that all of us keep our body active with a silly dance in the kitchen, or throwing and catching a rolled-up pair of socks together.
It's our role as parents to give our children the stimulation, play, and social interaction that our children need for healthy brain development. There can be time for screens. But let's make sure we lay the foundation for play, learning, and self-regulation first, so our children have the physical, social, emotional, and nervous system skills that they will need not only at kindergarten and school but also in life.
We're all trying our best to manage a piece of technology that has been designed to get our kids addicted. Let's just all support each other and continue this conversation so we can work together to find a healthy balance with development and devices, taking into consideration the crucial role of interoception in our children's well-being.
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Some children have spent over an hour staring at a device or screen before going to school each day.
That's an hour where their brain and body hasn't received the movement and sensory stimulation that it needs to be prepared for learning for the day.
The increased need for movement before school in children has increased since the introduction of screens and sedentary behaviors in their lives. Excessive screen time can lead to a more sedentary lifestyle, reducing opportunities for physical movement and sensory experiences (more than just flashing lights and irritating sounds).
Insufficient physical activity and sensory deprivation can negatively impact children's physical and mental health, including their readiness for learning.
Physical play, such as hopscotch, running, skipping, climbing, and playing sports, provides essential opportunities for gross motor development, coordination, and overall physical fitness. Sign up to the free handout below to get access to simple movement activities that you can do in your classroom or school indoor/outdoor areas.
In addition to reduced physical activity and sensory deprivation, excessive screen time has been associated with attention and concentration challenges in children. The fast-paced, visually stimulating nature of screens can overstimulate the brain and make it difficult for children to sustain attention on less visually engaging tasks, such as classroom activities. Incorporating movement before school can help regulate attention and arousal levels, improving focus and readiness for learning.
By incorporating movement before school with the simple movement routines listed in the handout above, teachers can help counteract the negative effects of excessive screen time and promote a healthier and more balanced lifestyle for children. The added bonus is that children we be more regulated and focused for the upcoming lesson, providing less stress for both teacher and child.
As you know, it's crucial to find a balance between screen time and physical activity to ensure children's holistic development, learning, and well-being. I'm here to help you with ideas and support whenever you need.
Once you have downloaded the classroom movement routines, let me know which one has been the children's favourite, and I can continue to provide strategies to combat the latest tech lifestyle.
]]>✅ Running and Jumping: Encourage your child to run and jump in open spaces, such as a park or backyard. These activities help develop their leg muscles, coordination, and balance.
🤾♀️ Set up a mini obstacle course in your backyard or a nearby park with cones, hula hoops, or other safe objects. Encourage your child to run around the course, jump over obstacles, and finish with a big jump at the end.
✅ Climbing: Provide opportunities for your child to climb on playground equipment or age-appropriate climbing structures. Climbing helps strengthen their muscles and improves their spatial awareness.
🤾♀️Take your child to a local playground with climbing structures. Encourage them to navigate the different climbing challenges, such as climbing up ladders, going across monkey bars, or scaling climbing walls.
✅ Throwing and Catching: Engage your child in games that involve throwing and catching, such as playing catch with a soft ball or tossing beanbags into a target. These activities enhance their hand-eye coordination and motor planning skills.
🤾♀️Play a simple game of "catch the balloon" indoors. Inflate a balloon and gently toss it back and forth with your child. As their skills improve, you can increase the distance between you and make the throws a bit more challenging.
✅ Balancing: Encourage your child to practice balancing on one foot or walking on a straight line. You can create simple obstacle courses at home using pillows or cushions to challenge their balance and stability.
🤾♀️Create a homemade balance beam using a long piece of tape or a sturdy plank of wood placed on the ground. Encourage your child to walk along the beam, lifting one foot at a time to practice balancing.
✅ Riding a Tricycle or Scooter: Introduce a tricycle or a scooter to your child, allowing them to practice pedaling and steering. This activity helps improve their leg strength, coordination, and overall balance.
🤾♀️Take your child to a safe and open area, such as an empty parking lot or a quiet street, and let them ride their tricycle or scooter. Provide guidance and supervision as they learn to pedal, steer, and maintain their balance.
✅ Dance and Movement: Encourage your child to engage in dancing or follow along with movement-based videos. Dancing not only helps develop gross motor skills but also promotes rhythm and coordination.
🤾♀️Play some upbeat music and slow music and encourage your child to dance freely. Show them different dance moves or let them create their own dance routine. You can even join in and have a dance party together.
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Crawling plays a crucial role in a child's motor development and helps lay the foundation for learning to read and write.
Here are a few reasons why crawling is important for children of all ages:
Despite all of the amazing benefits above, crawling is often overlooked, rushed through, or considered a 'baby movement'.
Learn more about crawling in this webinar
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However, Hugh often avoided climbing frames, swings, slides, and balancing across rocks or balance beams as he lacked the confidence in his motor skills.
This is why I am passionate about inspiring educators and teachers to include indoor and outdoor obstacle courses as part of their daily routines, transitions, and play space design.
Obstacle courses are important for children's learning and development as they provide a variety of benefits.
Obstacle courses promote:
🌟 physical activity, which is essential for physical development and overall health
🌟 gross motor skill development, children can develop their balance, coordination, core strength, head movement, shoulder stabilisation
🌟 problem-solving and decision-making skills, as they navigate through the obstacles, which helps to develop their cognitive abilities.
🌟 spatial awareness and perception, as children judge distances and angles to navigate through each obstacle
🌟 social and emotional development, obstacle courses encourage teamwork, communication, and cooperation as children may need to wait and work together
🌟 motivation and engagement as children enjoy the challenge and excitement of navigating through each obstacle, which increases their motivation and engagement in the learning process.
Creating an obstacle course for early childhood education that incorporates the benefits you mentioned is a fantastic idea. Here are some must-haves for an obstacle course designed for young children:
Safety First: Ensure the entire obstacle course is safe for children. Use soft, non-slip materials for flooring, avoid sharp edges or objects, and secure any loose items. Always supervise the children during the activity.
Age-Appropriate Obstacles: Consider the age and developmental stage of the children. Make sure the obstacles are suitable for their size, strength, and abilities. Adjust the difficulty level accordingly.
Variety of Obstacles: Include a variety of obstacles that challenge different aspects of physical and cognitive development. For example:
Clear Instructions: Provide simple and clear instructions for each obstacle. Use visual cues, such as pictures or symbols, to help non-readers understand what to do.
Teamwork Opportunities: Design some obstacles that require teamwork and cooperation. This can be achieved through activities like tandem balancing or group challenges where children must work together to complete a task.
Adaptability: Make sure the obstacle course can be adapted or modified to suit different skill levels or abilities. This allows all children to participate and experience success.
Progression: Create a sense of progression within the course. Start with easier obstacles and gradually increase the difficulty as children advance. This keeps them motivated and engaged.
Positive Reinforcement: Encourage and praise children for their efforts and accomplishments as they navigate through the obstacle course. Positive reinforcement enhances motivation and engagement.
Reflect and Adapt: After each session, reflect on what worked well and what could be improved. Be open to adapting the course based on children's feedback and needs.
Remember that the key is to create a fun and educational experience that aligns with the developmental goals you've outlined while prioritizing safety and enjoyment for the children.
Here are 10 obstacle course activities that can be adapted for both outdoor and indoor settings, making them suitable for rainy days:
Hopscotch Challenge: Create a hopscotch course indoors using tape or markers on the floor. Add variations like hopping on one foot or hopping while holding a stuffed animal.
Couch Cushion Course: Indoors, arrange couch cushions or pillows on the floor to create a soft obstacle course. Children can crawl, jump, and balance on them.
Indoor Tunnel Crawl: Set up a tunnel made of blankets or large cardboard boxes in a hallway. Children can crawl through it to enhance their spatial awareness and motor skills.
Balloon Balance: Place balloons on the floor, and kids must navigate through the room without touching or popping them. This improves balance and coordination.
Indoor Hurdles: Use sturdy objects like empty cardboard boxes or stuffed animals as hurdles. Children can jump or step over them.
Lava Floor: Pretend the floor is lava, and use cushions, rugs, or pieces of paper as stepping stones to cross the "hot" floor without touching it.
Obstacle Course Relay: Create a series of challenges like crawling under a table, jumping over a line, or spinning in a circle. Children can take turns completing the course, making it a friendly competition.
Indoor Bowling Alley: Set up a bowling alley with empty plastic bottles as pins and a soft ball as the bowling ball. Children take turns rolling the ball to knock down the pins.
Sofa Bridge: Place a sturdy board or a large piece of cardboard between two couches to create a bridge. Children can practice walking or crawling across it.
Indoor Crawling Maze: Use furniture, cushions, and toys to create a crawling maze with different pathways and obstacles. Children must navigate through the maze to reach the other side.
For all indoor obstacle course activities, ensure that the environment is safe and free from hazards. Clear away any sharp objects or items that might cause tripping. Additionally, always supervise children during these activities to ensure their safety.
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Separation anxiety isn't fixed by
- expecting a child to 'deal with it' or ‘grow out of it’
- distracting the child as their family member quickly escapes the room
- expecting educators and teachers to tolerate it or ignore it
Separation anxiety is reduced for children, family members, educators and teachers when we understand and talk about the research that shows us anxiety is a level of arousal/energy that we all experience. Anxiety helps to motivate us to get out of bed in the morning so we’re not late to work. Anxiety motivates us to complete a task, or be there for a loved one. However, anxiety can also try to keep us stuck in our comfort zone, because the unknown feels uncomfortable.
Anxiety doesn’t always need to be something that we want to quickly fix, ignore, or push to the side. Anxiety has it's pros and cons for supporting our physical, emotional and social health and wellbeing.
Our goal is to set up routines, activities, and ways to connect with children and family members that reduces the stress for all involved, because no one enjoys dropping a screaming child off to kindergarten or school. For example, getting the brain and body co-regulated on the way to kindergarten by sensory strategies in the car (listening to favourite music, slow acoustic music, telling jokes), sensori-motor activities in the hallway (walking along foot prints, looking for hidden animals along the hallways, counting the number of hidden beetles along the path) so that by the time the child is at the door, the child's arousal and anxiety level is lower.
Once the child arrives to kindergarten, talk to children about 3 activities you have planned for today, give the child a quick and familiar job straight away as they arrive (feed the fish, wipe down the tables, water the garden, fill up the water jugs), tell the child that you’re excited to hear about their day when you come back.
Children’s little bodies experience a lot of different emotions. From anxiety to apprehension, to excitement, to nervousness. If you think about the times when you’ve felt anxious and excited, your body often experiences the same sensations (racing heart, sweaty palms, fidgety legs). It’s how we identify what we’re feeling with the people who we trust, that helps us to navigate the unknown and the discomfort.
If you have a child that is struggling with separation in the morning or witnessing a child struggling, use these tips:
❤️ Tap into the right hemisphere of their brain by reassuring them that “you’re ok”, “you’re safe”, “I can see that you’re feeling nervous, worried. It’s ok to feel those feelings”
💜 Spend time at any new place you are taking them - this builds safety and familiarity to the environment. However, try not to hover around for too long. Because the longer you hover in the morning, the longer you keep their apprehension and nervousness heightened. For over 10 years I have seen how quickly little ones settle as soon as their family members have gone to work or home. I can assure you that educators and teachers will call you in the child continues to feel upset for too long
💙 Let the child take their favourite toy or stuffed animal to the environment. Or place a favourite object in their pocket that you have kissed or hugged with your kind thoughts before dropping them off
💚 Communicate with the child about emotions being ok, we all feel nervous sometimes “when I feel nervous I like to colour in, water the garden, feed the fish, give my teddy a hug, take 10 deep breaths” - communication is key to any uncertainty a child is facing, so don’t be afraid to talk about what their body looks like, or share thoughts with each other about what anxiety and nervousness feels like
Is it going to get better overnight?
No.
Are you going to try a few things until the stress reduces?
Yes.
It's a slow jog, not a sprint, but in the end, you are going to have a child that is happy and confident no matter their environment.
PS: If you want access to a treasure trove of resources, webinars, and activities that will teach you how to help kids grow and develop in the best way possible, check out this emotional regulation webinar
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In this image below you can see how Hugh used to sit on the floor, because he didn't have the core strength that his body needed to sit up straight and resist the forces of gravity that push his body into this floppy position.
We sometimes think that core strength is just being able to do sit-ups or hold the plank. But this is definitely not the case.
Core strength is about the muscles of the stomach, hips, gluteals, and back and each of these muscle groups' ability to hold the body upright in a range of different positions, against the force of gravity.
It's important that we raise awareness that core strength isn't just about being able to sit up. Core strength is also about being able to
What happens with our ability to move our body is our core muscles develop before our arms and legs and hands and feet develop.
Our motor development occurs from a proximal to distal pattern. Our core muscles are proximal to our spine, our hands and feet are distal (away from) our core muscles. What that means is our hands are the most distal area from our torso, our feet are the most distal of the areas from our hips. So we start in this nice little belt area of motor development that I call core strength and if we don't have the core muscles working together as a team to start with (proximal muscles), then we will also find it challenging to do gross motor and fine motor development with our distal muscles (arms, legs, hands, feet).
For example, some children struggle with extending their legs, getting their legs to stretch right out away from the middle of their body, because their hips, and their glutes, their bottom muscles aren't doing their job of creating a strong core first.
I'll teach some tricks very soon of how we can build up that core strength. But firstly, look at this picture of Hugh sitting at a table.
You can see that Hugh has poor core strength at this table. He's leaning forward, leaning onto the table, rather than sitting upright holding his body up against gravity.
When we are doing our work and we're leaning on to the table, it's our forearm that's actually restricting our hand from being able to move. We can't get that beautiful free letter formation when we're stuck at the table.
When I'm freely sitting upright my elbows are tucked in, they're not out to the side, I have free movement of my hand. My hand can move more freely when I'm sitting upright versus when I'm leaning on my desk.
It's very important that we improve their core strength as young as we possibly can, even as young as this first picture of Hugh is when we started to develop his core strength.
We see children sometimes laying on the table. It's Hugh's poor core strength having difficulty being able to sit upright.
To improve children's core strength I start with tummy time - tummy time, tummy time.
The best thing about tummy time is it's using all of the core muscles at the same time.
If we have children who are floppy, we need them in this tummy time position every day as often as we can.
We also want children to crawl every day.
What I do is, I put a table right in the middle of the doorway to get outside or to get inside and I get every child to crawl under that table. If we can encourage all children to crawl it's going to build up their core strength.
If you have babies who 'army crawl' they might hold one arm out, and they might scoot along the floor like a snake. We want to use cushions to get them to bring their hips up off of the ground so crawling up and over a cushion brings the hips and the pelvis up. This makes those hip muscles work a little bit harder and then they'll be able to slowly go from an army crawl into what we call an 'all fours' crawl.
We also want to play in a range of different positions.
This activity above I call a singular high kneel. The idea behind the high kneel is that her bottom is off of her feet. Some children with poor core strength will kneel for 20 seconds and then they'll sit on their heel, then sit back on their feet. I want them up as high as they possibly can for as long as they can to build up their core strength.
Phoebe's loving doing academic handouts at the moment. She wants to copy her big brother and sister so I put an age appropriate handout on the wall instead of on a table and I encourage her to still do the same activity but a more challenging play position. Why? Because it's challenging the core muscles even more.
The more we can challenge the core muscles in an activity that the child is enjoying, Phoebe just thinks she's doing an activity that she loves, but what she's doing is building up those beautiful core muscles all the way from her ribs to groin area, all the way from the top middle of her back, to the bottom of her back. It's fantastic for core strength!
You could do it outside by painting on a window with water, by sticking stickers onto a wall. You could do this activity with having it in front of the painting easel where some children might like to stand at the painting easel some children might like to kneel at the painting easel. It's about bringing their play resources from the ground up to a just above their head height.
Having a mixture of both is fantastic.
Also you can do activities that challenge balance.
In the picture above you can see Isla is balancing on a dura disc doing a jigsaw puzzle. When we are challenging our balance we're working on our core strength. Because our balance, our ability to stay upright, comes from the strength of our core muscles. The stronger our core muscles are, the better we are at balancing.
Doing simple activities while balancing will get those core muscles to wake up and stop having the holiday that they're enjoying.
However, when trying to do balance activities be very mindful that the activity needs to be simple. The child is already working hard enough to get those core muscles to work, we don't want an activity that is too complex. If we do an activity that's too hard, then the child will disengage from the activity and then we're not going to get them the amount of endurance the amount of core strength that we're actually here to work on.
Take the academics level down a bit, so they're building up their core strength in this goal, not just worrying about the complexity of the puzzle or the intensity of the activity.
You'll see even back to the first picture of Phoebe laying on her tummy, I have no tongs, or spoons involved in this activity. My goal for this activity was to lay her on her tummy and trace a simple rainbow arc line. No spoons, no tongs involved. That's not my goal. Right now my goal is to improve her core strength.
For more gross motor skill activities check this out
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We all have sensory interests and sensory needs, because we're all human with a sensory cortex area of our brain.
However, not all fidget tools work for every child.
For more information about the senses and self-regulation enjoy this training document.
]]>There is compelling evidence that children’s play has an important role in the development of language and literacy during the early years (Pyle, et. al.; Roskos & Christie, 2013).
Play based learning is important for developing the foundation that the brain and body needs for learning how to read as play builds skills such as:
Let's observe the little one pictured above who is pouring a pretend cup of tea or coffee. In this picture above the child needs to be developing the following skills to be able to play this way.
Movement sequencing
Problem solving
Social skill development
Self-regulation
Language development
Focus and attention
Movement sequencing
Problem solving
Social skill development
Self-regulation
Language development
Focus and attention
My friend explained to me that in her experience she has found that the prompt of using the 5 L's has been helpful, as she sees the children try to refocus their eyes towards her book, take their hands off of the child sitting next to them, and reactivate their core muscles to sit up tall.
However, she had also observed what I had observed where a number of children struggled to maintain the 5 L's, sometimes for more than 20 seconds, because the strength that it takes to keep their torso up straight, and the intensity of eye contact towards the teacher can be stressful and tiring for some children.
I loved how she taught me about using the 5 parts of whole body listening to refocus the children in the classroom, while still providing the opportunity for children with special needs to be able to still be a part of the lesson and the group discussion without needing to keep intense eye contact, hands always in their lap, etc.
From my experience with children with sensory challenges and self-regulation difficulties, I have found that they aren't connected with their own body. So I have developed whole body listening suggestions in the document link below, where we can use the prompts of eyes, ears, lips, etc. but add in a sensory/body connection element for children who may need support with self-regulating and refocusing back on the task when the teacher is giving the next instruction.
Access the free guide here - https://play-move-improve.ck.page/326510c368
]]>The kinder gym coaches were AMAZING! They got Hugh to work on clinical skills that I could never motivate him to do. Because the classes were so much fun and structured in a way that encouraged all children to have a try, Hugh was leaping into the foam pit, jumping with both feet continuously down the trampoline, balancing with one foot in front of the other on the beam.
It was incredible to watch as a paediatric Exercise Physiologist and as a mum, because I could see how much stronger and more coordinated he was becoming.
We continued gymnastics for a few years, until Hugh built up the fundamental movement skills that were his goal for starting basketball with his friends. Our deal together was that he continued with his gymnastics each week until he was able to coordinate his balance and core strength to the point of being able to keep up on the basketball court. He wanted to play basketball for so long, and it was thanks to gymnastics that it was possible for him.
My role now is helping gymnastics coaches all around the world plan their toddler and kinder gym lessons, and build up their motor development knowledge to support children like Hugh who are finding motor skill development a challenge.
I will briefly explain these motor skills below.
There are 4 types of balance.
Static balance refers to being able to stay upright without falling over when balancing still (holding a pose for 5 seconds or longer), while dynamic balance refers to being able to stay upright without falling over when moving (walking along a balance beam).
We need static balance and dynamic balance when learning how to throw and catch a ball, walk across stepping stones in the playground, balance across bridges at the park.
The other two areas of balance are called proactive and reactive. It is these two areas of balance that children with dyspraxia find challenging. Proactive balance means that you need to prepare for losing your balance. For example, when I am about to take a step forward on the beam, I need to turn on my core strength, knee and ankle muscles in preparation for moving my body forward on the beam. If I don't prepare and be proactive with my balance, I will fall off of the beam.
Reactive balance was the reason why I didn't let Hugh play basketball until he had mastered his balance. Because reactive balance is the process where I start to lose my balance, or my body weight moves to the front, back or sides, and I need to quickly react to this sudden change in my body position so I don't completely fall over.
Children who start ball sports before they have their proactive and reactive balance working efficiently, may become nervous playing sport because their body isn't keeping them upright properly, and their chance of tripping or falling on the court is higher, which can be scary and as a pre-teen for Hugh it was embarrassing.
Gymnastics challenges and improves balance in many of the warm up, group drills, and apparatus work. Hence why Hugh started gymnastics in kindergarten.
Learn more about children's balance skills in this podcast episode - https://spotifyanchor-web.app.link/e/Fi2XH6Ykzwb
Core strength for children's motor development is about being able to:
Gymnastics requires core strength in many of the class activities because you're moving your head, arms, legs and torso in positions that take your centre of gravity over your base of support, needing your core muscles to switch on and keep your torso stable so you don't tip too far forward, backward, left or right.
Even being able to walk along a beam uses your core strength muscles because if you haven't activated and switched on the muscles in your adbominals, lower back, gluteals and hips, then you'll fall off of the beam like a pancake.
Learn more about core strength here - https://spotifyanchor-web.app.link/e/etuYy1Imzwb
The vestibular system is located in your inner ear and is responsible for telling your brain that your head position has moved.
If you have experienced vertigo or sea sickness before, you will know what it feels like to have your vestibular system not working properly.
This area of development has been Hugh's greatest challenge, and I am seeing an increasing number of children with poor vestibular function for their age since the introduction of technology where children are spending hours with their head still, staring at screens.
Basically, when we do forward tumbles, bridges, and spinning movements, the vestibular system receives increased sensory information from the head being moved.
The vestibular system then sends this sensory information to the brain, telling the brain the speed and direction that the head is moving. The brain then talks to the muscles, ligaments and tendons, telling them to activate or relax, depending on which muscles, ligaments and tendons they are, and making sure that we we move our head, we stay upright and don't lose our balance.
The challenge with children today, is that they're not moving their head as much. So when they go to move their head quickly when pencil rolling, tumbling, spinning, etc. they may experience dizziness which puts them off moving their head.
However, if they avoid moving their head at this age, I feel concerned for how their vestibular system will be working when they're in their 60s, 70s, and 80s...
My passion for improving children’s balance skills comes from watching my son Hugh for years try to avoid playing with his friends at a play centre, and avoid running around with his friends at a playground, because we felt nervous about losing his balance on climbing frames, wobbly bridges, and stepping stones.
If I can help one child become a more confident mover while at a playground with their friends or family, then my journey that I have had with Hugh will be worth every minute, every tear, and every ounce of frustration that both Hugh and I have experienced over the past 10 years.
What is balance, and why do children need to learn how to balance?
The ability to balance means the ability to keep the body upright without falling over or losing balance. There are two types of balance. Static balance which we need when we stand in line at the supermarket, or when holding a yoga pose with standing on one foot, and dynamic balance.
We need dynamic balance when we are walking up and down stairs, walking across wobbly bridges or river beds, moving from left to right to chase a football, etc. For all of us to be able to balance we need 3 balance systems to work together smoothly.
These 3 balance systems are our visual system (eyes), vestibular system (inner ear), and somatosensory system (feet).
Our visual system is most responsible for our ability to balance. Our eyes look at the trees, play equipment, and buildings in our environment and tell our body whether we are upright, laying down, moving, or standing still.
When we’re trying to stand on one foot without wobbling, we often find it easier to balance by staring at an object or a spot on the wall that isn’t moving. This is because our eyes have a key part to play in helping our body maintain an upright body position.
For some children, their visual system may require extra support from the other two balance systems, including the vestibular system that is located in the inner ear and the somatosensory system which receives information from the feet. For children who wear glasses or have difficulty with hand-eye coordination, they may need additional practice developing the vestibular system and the somatosensory system, as their eyes may not be taking responsibility of their balance.
This is ok. There are ways to teach children how to balance through their inner ear, vision, and feet. Check out www.playmoveimprove.com.au for an easy to follow, free, balance movement routine.
The vestibular system is located in the inner ear and when we move our head up, down, left, or right, the vestibular system tells our brain that our head is moving, and the brain then adjusts the position of our ankles, knees, hips, and spine, so that we don’t fall over.
The vestibular system is where my son Hugh experienced most of his motor development and balance challenges. To support Hugh with his development, we still to this day do a lot of hand-eye coordination and head movement activities, to help Hugh with his coordination and balance.
You can feel the vestibular system working in action, when you stand up in a safe area (not the bathroom, kitchen, or on slippery flooring), and stand on one foot. While you’re standing on one foot, as you slowly move your head up and down, and feel how much more your ankles and hips wobble. The vestibular system is telling your brain that your head is moving up and down, and your brain is telling your ankles and hips to move accordingly so that you don’t topple over and lose your balance.
Pretty amazing hey!
The third system of our balance is the somatosensory system. I sometimes refer to this system as a proprioception function because when the feet feel a change in pressure in the ankles, or change in surface or texture while you’re walking and balancing, the brain then tells the muscles of your body to adjust their position to stop you from falling over.
For example, as your feet walk across soft sand, your ankle and hip muscles change the way that they move so that you maintain an upright position. Similarly, when you walk in high heels or change from walking in thongs to barefeet, your muscles change the way that you move to avoid falling over.
To be able to balance smoothly, our body and brain needs all 3 of these systems to work together as a team.
For some children we develop the skill of balance quite easily, but for other children this motor skill requires extensive practice. Not all children develop their balance and motor skills smoothly.
We sometimes think that children develop the skills that they need for life just by moving through the ages from newborn to primary school age. Luckily for me, my two daughters have seemed to progress through their motor skills smoothly. However, for Hugh, he needed assistance and extra practice with each stage of his motor skill development, including his balance. Even yesterday I took Hugh to the creek and he needed my assistance and tips to ‘stand tall’ and ‘squeeze his belly muscles’ so that he could follow his sister across the creek without falling into the flowing water.
I talk to Hugh about the importance of safely challenging our balance every day. Even us adults can benefit from walking across a cushion obstacle course, or standing on one foot while throwing a scrunched up piece of paper back and forth. Our most recent game to play is tapping a soft wall back and forth with each other using our hands and straight legs (similar to a standing hamstring stretch). This action encourages our vestibular system to be responding to our body upside down, while our somatosensory system is at work as we require agility to move towards the moving ball, and our vision is getting an upside visual as well as visually tracking the moving ball.
As a parent of a child who tripped over and fell pretty much every day, I could have tried to wrap Hugh up in bubble wrap and allow Hugh to avoid the ‘risky’ playground. But what would that have done for Hugh’s balance? How would Hugh have improved his balance if he didn’t learn how to recover from a trip, or a near miss with his balance?
We need to develop a safe level of risky play for challenging children’s balance skills each day. Let’s all work together to change the way parents and our early childhood teams feel about balance, so we can reduce the risk of falls not only for this generation’s children, but this generation’s elderly in 70 years to come.
~ Robyn Papworth - Developmental Educator, Exercise Physiologist