Falling in Love with Fall Sensory Activities!

Photo Credit: Mel Bailey via KneesBees

Fall is a season full of creative activities to do both indoors and outdoors. Use this season to expose your child to creative and different sensory play activities to get their imagination flowing. Sensory exploration can occur through different textures, smells, visual input, and even using something ordinary in a new way.

Paint a pumpkin 

Finger painting a pumpkin exposes your child to a whole new world of painting. From the slippery textures of the paint to the rough texture and ridges of the pumpkin your child will be able to allow their imagination to run wild on this novel canvas!

Photo Credit: Shaunna Evans via Fantastic Fun and Learning

Pumpkin carving

Gooey gooey goodness! Pumpkin carving is a great way to encourage your child to get hands-on with a mixed texture…the gooeyness of the inside of the pumpkin mixed with the firmness of the pumpkin seeds. This activity is a great way to promote your child to engage in more messy play!

Photo Credit: Cat Bowen via Romper

Crunching and jumping in leaves

Crunching in your hand or even stomping with your feet, fall leaves are a great way to engage your child in sensory play using a familiar object. Have your child help in creating a leaf pile to jump into to get their senses ready for the big jump. The crunchier the leaf the better!

Photo Credit: Sarah Clouser via Herviewfromhome

Fall sensory bin

Creating a fall sensory bin is a fun and exciting way to explore the different textures and smells of this season! Have your child help in creating the bin to increase their excitement. This bin can be created using all sorts of textures and everyday items from dried corn, popcorn kernels to pine cones and even cinnamon sticks to get their senses ready for the season.

PlayWorks Therapy

Questions or concerns ?

If you have questions or concerns about your child’s responses to different sensory inputs, please contact us at info@playworkschicago.com or 773-332-9439.

Urooba Khaleelullah, MOT, OTR/L
Occupational Therapist

 

Crossing Midline: What, Why, and How?

What does it mean to “cross midline,” and why is it important?

The ability to cross midline involves moving a body part across the center of the body (midline) to the opposite side in a smooth or fluid manner. This movement is essential for learning to use both sides of the body together. This skill is closely associated with brain development, as the two sides, or hemispheres, of the brain must communicate to coordinate learning and movement. Crossing midline promotes a child’s ability to reach for and explore new toys or objects, learn to creep and crawl, develop patterns for self-feeding, and interact more fully with the environment as infants and toddlers. As children continue to grow, crossing midline becomes an important skill needed for the development of fine and visual motor coordination.

If a child is unable to cross midline, they may tend to use their left hand to complete activities on the left side of the body and their right hand to complete activities on the right side of the body, impeding their ability to develop a preferred or dominant hand. Hand dominance impacts a child’s ability to use tools effectively, including pencils, markers, and scissors, so difficulty crossing midline often affects handwriting, cutting, and other school-related fine motor tasks. A child’s ability to smoothly cross midline with their eyes, arms, and legs also plays a significant role in developing reading skills, eye-hand coordination, gross motor skills, and independence with self-care tasks and impacts overall quality of movement within age-appropriate activities and routines.

Difficulties with crossing midline may be present if your child:

  • Uses their left hand to complete tasks on the left side of the body and their right hand to complete tasks on the right side of the body
  • Switches writing utensils between hands to avoid crossing midline during writing, drawing, or coloring activities
  • Demonstrates difficulty coordinating smooth gross motor movements that involve both sides of the body (for example, skipping, catching/throwing/kicking a ball)
  • Rotates their trunk to retrieve objects during play or seated activities instead of reaching across midline

How can midline crossing and coordination be encouraged at home?

You can support continued development of your child’s ability to smoothly cross midline during a variety of daily activities, using toys and items you likely already have at home:

  • Pour water back and forth between two cups while in the bathtub, ensuring the second cup is positioned on the opposite side of the body as the first cup.
  • Color with crayons or markers, ensuring one hand stabilizes the paper and the other is used to draw or scribble. Larger paper will encourage a greater reach across midline.
  • Dig in the dirt or sand. Have your child sit, kneel, or squat on the ground. Place a bucket on one side of your child and a shovel on the other side. Encourage your child to dig with the shovel and then transfer it to the other side of their body to dump the dirt in the bucket, ensuring they do not switch the shovel to the other hand as they cross midline. This activity can also be modified by using one hand to pick up small stones and placing them in the bucket on the opposite side of the body.
  • Play tennis or baseball, which require the arms to work together to cross midline during each swing. Encourage your child to hold the bat or racquet with both hands and ensure that both arms and hands cross the body during the swing.
  • Play tug-of-war or have a pillow fight. Your child’s arms and hands will naturally move back and forth across midline during each activity while promoting overall strength and coordination.
  • Play with a large car mat, draw roads across a large piece of paper, or use tape to create a figure eight pattern on the floor. Encourage your child to use one hand to push cars along the road or path while their body remains in place.
  • Set up activities to specifically target crossing midline by positioning pieces on one side of your child’s body and positioning the container on the opposite side. Encourage your child to use one hand to retrieve a piece and then place it in the container or on the designated space. This works well when participating in container play, completing shape sorters and puzzles, and placing objects, such as coins into a piggy bank or pompoms into a jar.
  • Play Twister! This game will naturally encourage your child to cross midline with both arms and legs as they match body parts to the colored dots on each turn.
  • Play Simon Says, ensuring that when you are Simon, you direct your child to engage by crossing midline and using both sides of their body to complete each task (for example, “Simon Says, touch your left hand to your right knee” or “Simon Says, skip around the table”).
  • Place stickers on one of your child’s arms or attach clothespins to the clothing on one side of their body and encourage them to use the opposite hand to remove them.

Continued practice with crossing midline will promote overall fine motor, visual motor, and gross motor coordination for improved independence in self-care, recreational, and school-related activities throughout your child’s day.

Questions or concerns?

If you have questions or concerns about your child’s ability to cross midline, please contact us at info@playworkschicago.com or 773-332-9439.

Caitlin Chociej, MS, OTR/L
Occupational Therapist

 

References:

Cermak, S., Quintero, E.J., and Cohen, P.M. (1980). Developmental Age Trends in Crossing the Body Midline in Normal Children. The American Journal of Occupational Therapy, 34(5), 313-319. https://dx.doi.org/10.5014/ajot.34.5.313

Photo Credit: Pragyan Bezbaruah via Pexels

Teletherapy 101: What to Expect and Common Questions

PlayWorks Therapy Inc. is committed to ensuring your child receives quality services during this time of uncertainty and have transitioned to all online teletherapy sessions. We are looking forward to this virtual experience with you!

What is Teletherapy?

Teletherapy, also referred to as telehealth, is a type of therapy provided by your child’s therapist online through video chat, much like FaceTime, Skype, or Gchat. Although teletherapy is a new offering at PlayWorks Therapy, it is a model of therapy that has been used and researched in the field for several years. PlayWorks Therapy is remaining current with best practice and continuing to provide evidence-based therapy through this mode of therapy.

What can I expect from a Teletherapy appointment?

Depending on the type of therapy your child receives, the structure of the therapy session may differ slightly than the in-person appointments. The session itself may consist of the therapist reviewing goals and techniques with caregivers as well as assisting in choosing appropriate toys, games, and materials to target those goals. The therapist would then provide recommendations for how to use each material, including specific prompts to use throughout the activities. We realize that your child may not be as engaged or motivated to sit in front of a video so we require a parent or caregiver to be present or nearby for the majority of the session.

Will this really be a productive mode of therapy for my child?

Many providers have been using teletherapy as their primary mode of therapy over several years with success. Because the structure may look different than usual the in-person appointments, our expectation of what makes a “productive” or “successful” session may also change. Your child’s goals may shift slightly in this period but just know that every and any interaction your child has with their therapist informs their continued work. With a strong partnership, both the therapist and caregivers can use techniques with the child to reach targeted goals.

Won’t it be awkward that my child and the therapist are in different rooms?

At first, some children do find it slightly awkward or uncomfortable to work with therapists virtually. Below are strategies we recommend trying to increase your child’s comfort level with this new type of appointment:

  • Find a space that works for you and your child. This does not need to be the quietest or cleanest room in your home; however, be mindful of the visual distractions (e.g. toys, games) in the room as this may affect your child’s attention. We recommend that you choose a favorite place or comfortable space you usually spend time in as this may help your child with the transition.
  • Help your child settle in by allowing them to have a favorite toy or other comforting object with them.
  • With supervision, allow your child understand the technology by gently touching the screen and exploring the different functions, provided by the therapist.
  • Check in with others in your home to see if they want to be present or out of view for the session and ultimately let your child know who will be with them.

I’m not great with technology. Will this be challenging to set up?

In most cases, your teletherapy appointment will take place on a website or app platform. Your therapist will communicate with you about your child’s specific platform, and whether or not to download an app, based on what type of therapy they receive. Your therapist will then send you a confirmation email with the link and any other information you will need to access the appointment. It will be as simple as opening your email and selecting the link! You will then be directly connected to your therapist’s video chat.

I am in the appointment, but now I am experiencing a problem with the connection.

Below are technology tips to help you get the most of your therapy sessions:

  • Be sure to switch on audio and video settings at the start of the session.
  • Confirm a plan with your therapist in case the connection is abruptly ended.
  • Check the use of additional devices. Streaming or heavy use on another device at the same time as your session may slow your connection and video quality.
  • Having multiple tabs open on your device may also impact video quality.
  • If possible, try not to sit in front of a bright window or light.
  • Let your therapist know if you cannot see or hear them clearly – we want you to get the most of your session!

Questions or concerns?

If you have questions or concerns about your child’s eligibility for teletherapy, please contact us at info@playworkschicago.com or 773-332-9439.

Amanda Deligiannis, MSW, LSW
Licensed Social Worker

Photo Credit: GSCSNJ via photopin.com

Brush It Off! Brushing Protocol for Sensory Integration

Therapeutic brushing may be recommended for your child due to tactile defensiveness, or difficulty tolerating a variety of textures. However, engaging in a therapeutic brushing protocol may also help to ease sensory-based anxiety, promote falling asleep, increase attention to task, increase coordination, and overall self-regulation.

What is Therapeutic Brushing?

The Wilbarger Deep Pressure and Proprioceptive Technique (DPPT), also known as the Wilbarger Brushing Protocol, is often used by occupational therapists to promote sensory integration. It is typically used with children demonstrating sensory defensiveness, or children who exhibit signs of over-responsiveness in the protective responses of the nervous system. Oftentimes, it is used with children who exhibit tactile defensiveness, or difficulty being touched by people or a variety of textures.

What Does the Protocol Look Like?

DPPT begins with systematic brushing of the body, followed by joint compressions to a child’s arms, legs, hands, feet, and head. Brushing is completed using a soft surgical scrub brush, often called a Therapressure brush. The correct brush is required in this protocol, as it provides a specific type of sensation to the nerve endings in the skin. Firm, even pressure is used to sequentially brush the arms, back, legs, and feet. Areas such as the stomach and chest are always avoided, as they are particularly sensitive. Following brushing, 10 joint compressions are provided to the child’s hands, wrists, elbows, shoulders, hips, knees, ankles, and feet using gentle pressure. This provides the child with deep pressure proprioceptive input which is calming to the nervous system. The protocol is repeated approximately every two hours while the child is awake. DPPT must always be taught by a trained therapist to ensure that it is safe, effective, and beneficial for the child.

What Does Brushing Do for Sensory Integration?

The brushing portion of DPPT stimulates the nerve endings of the skin, generally serving to “wake up” the nervous system. The joint compressions provide the body with deep pressure proprioceptive input, which typically calms nervous system. Performing the two elements of the protocol helps the central nervous system to better utilize information from the nerve endings of the peripheral nervous system more effectively. This can result in increased overall regulation, decreased anxiety to sensory triggers, and improved ability to transition between challenging tasks.

Who Would Benefit from Therapeutic Brushing?

Your child may benefit from DPPT if he or she:

  • Demonstrates difficulty being touched, wearing a variety of clothing, or tolerating a messy play.
  • Becomes reactive with grooming activities, including having his or her hair washed, or fingernails clipped.
  • Demonstrates difficulty maintaining a calm, alert, and organized state.
  • Experiences difficulty calming down and falling asleep at night.
  • Demonstrates difficulty transitioning between activities
  • Appears to have trouble noticing when he or she is hungry or needs to go to the bathroom.

Questions or concerns?

If you think your child could benefit from DPPT, please reach out to your occupational therapist or  us at info@playworkschicago.com or 773-332-9439.

Natalie Machado, MS, OTR/L
Occupational Therapist

References:

OT-Innovations.com. (2018). Therapeutic brushing techniques. Retrieved from https://www.ot-innovations.com/clinical-practice/sensory-modulation/therapeutic-brushing-techniques/.

Keep Calm and Messy Play On!

Ever wonder why most of us have a baby photo with food all over our hands and faces? An important part of processing our world is through touch, even from a young age. Our sense of touch gives us information about our environment and the characteristics of our surroundings. We are able to determine if something is hot, cold, sticky, dry, soft, smooth, and so on! Messy play is a vital part of child development as our touch processing feeds into our skills such as motor planning, body awareness, visual-motor skills, fine motor skills, and more. At the moment with our schools and businesses closed many of us may be stuck indoors as we quarantine at home. While our current focus might be keeping our hands and homes clean, we can find ways to continue promoting our tactile sensory processing and get messy safely!

Our sensory processing abilities determine how we respond to tactile input. Your child may demonstrate sensitivity or avoidance to tactile input, such as withdrawing their hands when they get messy or splaying their fingers outward when they engage with wet textures. Maybe your child craves tactile input and you have a hard time keeping their hands clean or to themselves. Either way, incorporating messy play or multi-sensory experiences into their day can help them learn to process and respond to tactile input in order to better participate in grooming, meal time, bath time, and other daily routines!

Sensory Materials from Home:

You can always try to repurpose materials that you already have in your home to promote messy play. Try filling up a plastic bin at home with any of the following. You can switch out the material weekly to continue providing a range of tactile sensory experiences.

  • Cotton balls or pom poms
  • Feathers
  • Dried foods: pasta, rice, beans, oats, corn, seeds, coffee beans
  • Wet media: shaving cream, frosting, whipped cream
  • Slime, Gak, Flarp
  • Kinetic sand
  • Beach sand
  • Potting soil
  • Beads
  • Small rocks
  • Shredded paper
  • Water with ice cubes
  • Packing peanuts

Messy Play Activities at Home:

  • Have your child help you cook or bake
    • Roll dough, wash vegetables, mix batter
  • Art
    • Finger paint! Paint your child’s hand and make hand prints on paper
    • If your child has a hard time using their fingers use cotton balls, Q-tip, or a paint brush
    • Use halved apples, peppers, or celery to make vegetable stamps with paint
  • Homemade PlayDoh
    • Add essential oils for a multi-sensory experience
  • Hide puzzles or activities inside of a sensory bin
  • Make a mess with shaving cream in the tub during bath time
  • Practice letter formation in wet messy play such as whipped cream
  • Have your child help you garden by planting seeds or flowers in soil
  • Have your child wash their toys in soapy water
  • Hide beads inside of Theraputty or PlayDoh
  • Play barefoot in grass or sand
  • Blow bubbles and encourage your child to pop them with their fingers or toes
  • Make spaghetti or pasta and color with food coloring for edible messy play
  • Make clough dough or moon sand at home
  • Make homemade gak or slime
  • Go on a nature hunt and collect leaves, sticks, rocks for a nature sensory bin

Make messy play part of your child’s daily routine by adding it to their sensory diet activities or designating a day for messy food play at meal time. Increasing your child’s experience with messy play will help them learn how to process and respond to tactile input and tolerate a variety of textures and materials. It can also be a motivating way to engage children when you are stuck indoors.

Questions or concerns?

If you have questions or concerns about your child’s responses to tactile or sensory input, please contact us at info@playworkschicago.com or 773-332-9439.

Robyn Geist, MS, OTR/L
Occupational Therapist

Photo Credit: JBryson via istockphoto.com

Reuse and Recycle for Reclaimed Fun

Bottles, boxes, and bins…oh my! With everyone quarantined at home for COVID-19, recyclable materials are likely piling up! You may be thinking, “what can I do with all these toilet paper rolls?” Here are a few fun ideas using commonly recycled items. These projects will not only keep children entertained, but also target important developmental skills.

 

Toilet Paper Rolls

With all the toilet paper rolls around the house now, try making binoculars with tape, paper, and string. Play I Spy, and find objects of a particular color or shape to target those early categorization skills. You can also create a bowling set for turn-taking and eye-hand coordination. Decorating the tubes in any way will require plenty of precision and coordination as well!

 

Cardboard Boxes

Round up all of those food boxes and make some new puzzles! If you have older children, have them practice their cutting skills by creating the pieces. The thickness of the cardboard requires a greater amount of strength and coordination to cut. Have your little ones complete the puzzles. You can also use these boxes for imaginative play, like this fun car parking garage.

 

Plastic Bottles

The possibilities are endless with plastic bottles. Put raw beans or rice inside of them for homemade maracas, make a science experiment lava lamp, or use them during bath time for pouring and filling. You can also create animals for container play for young ones to practice fine motor skills. Or have your older children get creative for some cute spring planters.

 

Questions?

If you have questions about how to use other materials or how to adapt an activity specifically for your child, please contact us at info@playworkschicago.com or 773-332-9439.

Kristen McManus, MOT, OTR/L
Occupational Therapist

Don’t Overlook Visual Development in Infants

Parents often look forward to important milestones in their child’s development such as their first steps or first word. They work to encourage their baby to crawl, sit up, or roll over. What parents may not realize is that many of the foundational skills needed to reach these milestones are visual in nature. Visual skills are an essential part of an infant’s early development.

Why do visual skills matter?

Visual skills are important for learning in all areas, as babies frequently learn from imitation. Age-appropriate visual abilities are necessary for a child to see parents or siblings doing something and want to try it out for themselves. Visual skills also provide the motivation for motor milestones like walking or crawling. Babies are usually motivated to move by looking at a favorite toy or seeing a parent waiting with outstretched arms. Without being enticed by what they see, infants are less likely to explore their environment and develop important motor and coordination skills as they do.

Visual skills are closely related to motor skills in other ways, as they allow babies to see and discover their own bodies. Babies then use this connection between their eyes and their bodies to do important things like picking up and holding objects, planning movements, and developing body awareness. New movements allow a child to be in different positions, which in turn causes a change in perspective that further develops visual skills and provides new sensory experiences. Visual and motor skills continually build on each other and connect in important ways throughout early development.

Vision also plays an essential role in the development of cognitive and social skills. Concepts like object permanence (understanding that objects are still there even when they can’t be seen) come from being able to look at and play with objects. Social skills begin to develop when a child can see that there is someone who they want to interact with in his or her environment.

How can I support my child’s visual development?

Infants need opportunities to explore the world around them and practice the visual skills they are trying to develop. The chart below outlines the visual milestones that you should see at each age and activities that you can do to encourage visual development.

Questions or concerns?

If you have questions or concerns about your child’s visual or visual motor development, please contact us at info@playworkschicago.com or 773-332-9439.

Aubrey Day, Occupational Therapy Student Intern

 

References:

American Academy of Pediatrics. (2009). Babies should sleep on their backs, play on stomachs.

American Optometric Association. (2020a). Infant vision: Birth to 24 months of age.

American Optometric Association. (2020b) Ways to help infant vision development.

Folio, M.R. and Fewell, R.R. (2002). Peabody Motor Development Chart.

The Urban Child Institute. (2012). Seeing the importance of visual development.

 

Photo credit: allaboutvision.com

Employee Spotlight: Caitlin Chociej, MS, OTR/L

What do you love most about working for PlayWorks Therapy?

One of my favorite things about working for PlayWorks Therapy is having the opportunity to work, connect, and collaborate with such a diverse community of clients, families, therapists, and staff. The warm environment created by every individual provides continual support for clinical and personal growth and self-discovery.

What is your favorite children’s book?

I loved Walt Disney’s 101 Dalmatians. To this day, my mom jokes about how I memorized every word after asking to read it for three months straight and insisted excitedly to “look at all the puppies!” as we drove past cow pastures on the way to and from daycare each day.

What do you enjoy most about living in Chicago?

I love how there is always something to do in this city, from trying new restaurants, exploring diverse neighborhoods, and catching an improv or comedy show, to learning about its historical influence, going to a sports game, or walking along the lake. Opportunities are endless!

What is your favorite childhood memory?

My favorite childhood memories are from family vacations to Cape Cod. Aunts, uncles, grandparents, and cousins would come together for one week every year, renting the same house on Scusset Beach and spending sunny days swimming in the ocean, searching for sand dollars, playing board games, and eating enough seafood to make our bellies hurt.

Would you rather a mountain or beach vacation?

I’d be equally happy with either! It just depends on whether I’m in the mood for taking in panoramic vistas after a high-energy hike or lounging on the sand with a good book after a day spent swimming and snorkeling.

Share a proud “therapy moment” with one of your clients.

There are so many proud moments that I’ve shared with clients and their families since becoming an OT. One moment that stands out was when a little boy diagnosed with Autism Spectrum Disorder noticed me walk into his classroom, smiled, and ran across the room to give me a hug. It was the first time he initiated eye contact and engagement in almost six months of working together.

What is your hometown?

I grew up in Naples, New York.

What do you like to do in your free time?

My favorite thing to do in my free time is travel, whether a few states away to see family or across the globe to experience new cultures! I also love to read, spend time with friends, and cuddle with my kitten, Penelope.

What is your favorite therapy toy?

My favorite therapy toy is Play-Doh as it encourages imagination and creativity while targeting a variety of developmental skills. Homemade options that modify color, smell, and texture also allow for fun sensory exploration.

Share a fun fact about yourself.

I spent 11 years throughout high school and college participating in a performance-based activity called winterguard. We danced a choreographed routine to music while spinning flags, rifles, and sabres in a different themed show each year.

Caitlin Chociej, MS, OTR/L
Occupational Therapist

What’s So Fine About Fine Motor Coordination?

Do you remember back when you first learned to zip up your own jacket? How about tie your shoes? Write your name for the first time? Color carefully to stay inside the lines? You may not have known it then, but as a child you built many of the fine motor coordination skills you still use every day. When you think of “coordination” you might think of playing sports or swimming, and you would be right! However, when we talk about fine motor skills, we also use the word “coordination” to describe how many different muscles in your hands are working together to accomplish the smallest of movements.

Fine motor coordination involves learning many different skills simultaneously in order to have more control and precision over tools or objects in order to be accurate. These skills include having strength in the small muscles within your hand and fingers, developing a good grasp on tools, moving items around your hand without dropping them, and developing precise targeting. As your child practices these skills, he/she will refine these skills to help learn the foundational skills in many different areas of development. In general, large motor skills (stability of the head, core, controlled limb movements), become more consistently accurate before fine motor skills.

What skills should my child have now?

  • Around 12 months: Pulling off socks, starts to finger feed self with small table foods, can use a spoon to dip, grasps objects of different sizes, uses their whole hand to grasp around writing utensils, places and releases small objects down on a flat surface
  • Around 24 months: Pulling off untied shoes, can use a fork to pierce food, and a spoon efficiently to transfer food, shows an interest in scissors but may not be able to open and close them with one hand, may use a pronated (thumb side of hand down) grasp on writing utensils, they are starting to pick up small items and tuck them into their palm, they are starting to place items from the inside of their palm down by passing them to the finger tips, they consistently rotate items 90 degrees using just their finger pads (such as when taking the top off a small twist top jar)
  • Around 36 months: Unbuttoning large buttons on a jacket, pulling on socks with some help, can open and close scissors, and snip through paper, may continue to use a pronated (thumb side of hand down) grasp on writing utensils
  • Around 3rd birthday: Putting shoes with Velcro fasteners, putting on socks, zipping and unzipping a jacket (help putting both sides together at bottom), buttons large buttons on a jacket, starts to use scissors to cut through paper, over the next year practices pushing scissors forward to cut on a line, starts using a three-finger grasp that is looser and their arms and shoulder move lots when coloring
  • Around 4th birthday: Able to put together jackets that have a snap or hook fastener, some snaps on pants, zipping jacket independently, puts on shoes (needs help with tying laces), can put a belt through loops, pushes scissors to cut out simple shapes, over the next year starts cutting curved lines and circles, your child continues to get more efficient and accurate with drawing with their three-finger grasp, they are able to separate two pieces of paper by rubbing their fingers together
  • Around 5th birthday: Can tie knots, improved accuracy with scissors, the child uses a dynamic grasp (three fingers on utensil near the tip, their shoulder/arm are stable, their fingers and wrist are controlling movements, they are more accurate and efficient with this grasp, they can adjust their grasp on a pencil by moving it between their fingers
  • Around 6th birthday: Can tie a bow, independently manage shoes, other clothing fasteners, can cut more complex figures, they can flip a pencil around to reach the eraser without picking up and moving the pencil, they can pick up small items sequentially while holding other small items in their hands

My child isn’t ready to tie their shoes or write yet; why do these skills matter now?

Fine motor coordination skills are built over a long period of time, and gradually get more complex as a child gets older. Foundational skills in this area, such as grasping tools and moving small items from the palm to tips of the fingers, are key for later important skills such as writing, typing, cutting, money management, using utensils to eat, tying shoes, and managing fasteners on clothing. A child may become successful and efficient with navigating these skills as they continue to develop other skills through play and participation in daily routines.

Why do occupational therapists work on these skills?

Occupational therapists focus on these skills because they are a part of our daily living skills, from putting toothpaste on our toothbrush, to getting dressed, to participating in school, and feeding ourselves! Children use their fine motor coordination skills during daily living activities, in education, and in play, all areas which are covered by the domain of occupational therapy! During an occupational therapy evaluation, a therapist would look more in depth at your child’s fine motor coordination skills for their age.

What can I do?

  • Play games while picking up small items with kitchen tongs, chopsticks attached at the top with a rubber band and paper, or a straw bent in half to form tongs
  • Snap/button art boards
  • Puzzles with different snaps, buckles, locks to open
  • Read books with flaps to lift up to reveal pictures below
  • Practice tearing paper with your child, crumpling it up between your fingers, and using it in an art project, such as gluing it onto a snowman outline to make it 3-D.
  • Make a paper cup lantern by pushing a paper clip through the side of the cup and place an LED tea light inside
  • String beads or pasta on spaghetti noodles, string, or pipe cleaners
  • Make PlayDoh with salt, flour, and cream of tartar. Roll it into snakes, small balls, build tiny snowmen
  • Let your child practice opening items in the house for food consumption, such as bags of chips, twist off applesauce pouches/water bottles,
  • Tape small animals to a baking sheet and practice pulling the small pieces of tape off
  • Cut a slot in the top of an oats container. Have your child practice placing popsicle sticks in the slot; recreate this activity with Q-tips and a plastic lid with a straw hole, sort coins into different piggy banks
  • Stretch rubber bands around the outside of a small jar
  • Pull pom poms or other small items out of a kitchen whisk
  • Decorate cookies and allow your child to pick up the small sprinkles and push them into the dough
  • Let your child have as much practice as possible with fasteners (snaps, buttons, zippers, and shoe tying)
  • Cut through different layers/thicknesses of paper (tissue paper, paper, paper plates, cardboard)
  • Increase your child’s opportunities to practice writing outside of school by having the child write the score of a game, write letters to family members, write the list of items needed at the store
  • Use a stylus if your child plays games on a device. There are apps to practice coordination while using a stylus such as: iTrace, LetterSchool, Dexteria Jr, Writing Wizard, Trace it/Try it
  • Paint using the ends of Q-tips to make small dots on paper to draw fireworks
  • When recycling boxes, have your child cut the box instead of breaking it down for extra scissor practice
  • Allow your child to practice peeling fruit, picking the stems off the ends of beans, etc.
  • Hide toys in small jars and bottles, and have the child practice getting them out by twisting open the top

Questions or concerns?

If you have questions or concerns about your child’s fine motor coordination, please contact us at info@playworkschicago.com of 773-332-9439

Caroline Stevens, MS, OTR/L
Occupational Therapist

References: Fleming-Castaldy, Rita. (2019). National occupational therapy certification exam review and study guide. 8thedition. Therapyed.

Photo Credit: Markus Spiske via unsplash.com

A Set Routine + Family Meals = First Steps to Mealtime Success

 

 

 

 

 

 

 

Mealtime can be stressful, often with your child challenging your attempts to have them try new foods. Some days, your child may not go to the table or sit in their chair long enough to even offer new foods! However, establishing a set routine and regular meals may be the first steps to mealtime success.

What can a mealtime routine look like?

Why is mealtime so challenging for my child? And why is a routine and family meals so important?

Eating is one of the most challenging sensory activities for children. When we eat, all eight senses are working and integrating eight new pieces of information. The properties of the food change as we eat, for instance, as part of our five senses, the taste and smell changes as we chew. Additionally, our sense for self-movement and body position is working to use different amounts of jaw pressure. Our sense for balance and spatial orientation is working to re-adjust our balance as we chew. Lastly, our sense of the internal state of the body is being put to the test by requiring that we track the changes to our stretch receptors (on the stomach) to the changes to our appetite. Processing each of those sensory changes can be and is difficult for many children. Furthermore, eating is a multisensory experience; therefore, we need to help children’s sensory systems to be regulated before, during, and after meals to increase their feeding skills and sensory tolerance for new foods.

What can I do?

If your child is demonstrating some behaviors before or during mealtime and/or is a picky eater/problem feeder, consider contacting one of our speech-language pathologist or occupational therapists, who can provide your family with helpful tips and tricks to make mealtime less stressful and more fun!

Questions or concerns?

If you have questions or concerns about your child’s mealtime routine or feeding skills, please contact us at info@playworkschicago.com or 773-332-9439.

Jaclyn Donahue MS, CCC-SLP
Speech-Language Pathologist

Reference: Toomey, Kay A.. 2008/2010. Family Meals.

Kay A. Toomey, Ph.D. & Lindsay Beckerman, OTR/L., 2016. Explanation of The Role of Sensory Therapy In Advancing Feeding Goas.

Photo Credit: Jennifer Murray and amsw photography via pexels.com