7 Home Remedies to Keep You Well

As a child, it seemed that every cold virus that came along, I caught. My dad would refer to me as 'the carrier' because I would usually be the one to bring home a germ & infect the entire household with it. Colds, strep throat, stomach virus, and bronchitis loved me. (I didn't love them back.)

Once I left home & went to college (in a Philadelphia Hospital) this didn't happen any more. (Hmmm, maybe my mother's house was TOO clean and what I really needed was exposure to more germs!! ) Now, working with children all the time, I rarely get sick and when I do, its usually short lived.

However, this month, I have not been resting, exercising or eating the way I should, and I have 'caught' something that seems to be lingering, so I am revisiting my collection of  'home remedies'. 

My grandmother was the first one to use a home remedy on me. I remember one time, at her insistence, eating a big plate of fresh scallions from the garden (with olive oil to dip) that she said would 'chase away' the cold I had gotten. (Well, the scallions did get rid of the cold-and all of my friends-as they did their best to avoid me and my 'fresh green onion' aroma.)

Garlic (roasted) was another favorite remedy of my grandmother's. She told the story of her brother, who was a medic in WWI during the influenza pandemic, & how he stayed well because he kept a clove of garlic in his mouth at all times, like a lozenge. (The flu killed more people between 1918-19 than the war itself.)

It was not until years later I understood why scallions (Green Onion)  and garlic were given to me when I was getting a cold: scallions have antipyretic (fever reducer), expectorant, anti-bacterial, and anti-fungal properties. They are also full of vitamins A, C and Calcium.

Garlic has more than 150 health benefits and has strong antibiotic and anti fungal properties. It strengthens the immune system, detoxifies the blood, relieves of bronchial coughs, asthma & head colds. My grandmother, having grown up on a farm (in Pottstown, PA) with 11 brothers and sisters, knew many of these natural remedies for staying well and she used them throughout life. (There must be something to the natural way and home remedies, because she lived to be 98 years old and was rarely ever sick. But good luck getting your kids to eat a plate of scallions and roasted garlic!)

My mother's favorite remedy was pastina soup-or "Star Soup" as I used to call it. Homemade chicken broth with star pastina added was the standard 'cure' when me or my brother got sick. (One study has found that chicken soup has anti-inflammatory properties that will ease cold symptoms, however there has not been any double-blind scientific study to explain why chicken soup helps us feel better. Is it the steam? The nutrients? Or maybe its all that love from mom that goes into making it.)


Here are a few other remedies I have usedover the years to ease cold symptoms and strategies I use to keep my children andmyself well:

• The best remedy for colds is a proper diet, especially fluids to clear the kidneys. Warm water mixed with lemon juice and honey or fruit juice and hot water. This helps to neutralize the acid condition in the body. Pineapple juice in particular is beneficial for this purpose.
• Ginger is a common remedy for colds and coughs. It is a known digestive aid and can help settle the stomach and controls nausea and vomiting. Ginger tea, ginger ale and candied ginger will all help symptoms of cold and flu.
• Lime Juice (well diluted) is highly beneficial for reducing colds and fevers. Rich in vitamin C, it eliminates toxins and reduces the duration of the infection.
• Honey and Lemon Juice will help sooth a sore throat and help eliminate congestion respectively. Honey has antibacterial properties and will help prevent throat infections. Mix a tablespoon of each and warm slightly over stove or in microwave for about 20 seconds. Swallow it one teaspoonful at a time. (Do not give honey to children under one year of age.)
• Apple Cider Vinegar will help relieve aches & reduce fevers. Pour 2-3 cups in warm bathwater. Yo u can also use with a compress for  muscle aches or on forehead for fever.
• Rest and sleep helps boost the immune system and allow the body to repair and heal itself. Rest and sleep are not the same. Resting is when you are calm but fully awake and aware. Sleeping is when you are not aware. Your body needs both in order to heal and maintain balance. I have learned when to say 'no' to a project because my body needs to rest and my mind needs relax.
• Exercise helps reduce stress, maintain metabolic balance and boost immunity by eliminating toxins from the body. Daily activitity and light exercise (such as a 10 minute leisurely walk in the absence of fever, or dehydration.) when you are starting to feel better will help  you get back to full strength much faster.

For more information on home remedies, read below.


Medicinal Properties of Vegetables

9 Ways An Apple A Day Keeps The Doctor Away


*What are some of your most effective home remedies? Please tell us below!

Incorporating Sensory Activities for Whole Child Learning

                                             




Photo: Families.com

When we talk about "whole child learning" we are talking about more than sitting still & listening while learning math, reading, social studies and other subjects. These skills while important, are not enough to prepare a child for long term success.

Whole child learning does not just engage a students' ears. It engages all of the senses, the body & brain, the attention as well as the imagination. By engaging and supporting the whole child in their own learning process, they learn better, form mutually supportive friendships, retain information longer & are better prepared to think creatively & critically as they evaluate data, solve problems, and communicate with one another.


A "whole child" approach puts students first, matches up resources and adaptations to a student's unique needs, and provides a more balanced approach to learning. In order to be effective for lifelong success, all the different parts of education must work in coordination, not separately. When subjects and lessons are presented in a compartmentalized manner, the student feels the disconnect and disengages because they simply do not hold any real meaning for him.

When you can keep children engaged & challenged they will be better prepared for building on their education, work, social and civic life.

So, how can we easily adapt lessons & curriculum's to be engaging & challenging, allowing the whole student the opportunity to move, communicate, be creative & develop positive character?

How can we incorporate visual, auditory, olfactory, proprioceptive and tactile stimulation to improve the way our students take in and process, understand and utilize information? 

This is the topic of a professional development workshop I am presenting at the Center for Lifelong Learning  in Sayerville, NJ tomorrow. 100 educators and therapists will be joining me as we explore yoga and other holistic based tools and techniques for engaging students more in the classroom.

I am in the process of making this course available on our Distance Learning page and I hope to have that ready by mid-February. In the meantime, here are just a few ideas to get you started:


1.Make learning more hands-on by having your students dream up, name & create their own dinosaur or constellation.

2. Let your students make their own tactile sensory boxes using shoe box lids and rice, sand, beans or other material. Have them "write" the alphabet, their names, numbers or play tic tac toe.

3. Adapt the sensory box activity from #2 to be a relaxation activity. Play some soft, instrumental, harp or Native American flute music, and have the students draw circles or shapes to the music. To deepen the self-calming effect, have them do this with their eyes closed.

4. Create a Vanishing Slate using individual slates and paint brushes with water. The students can "paint" a positive word, their name or a design on the slate with the water and watch it slowly disappear. Can be done to low frequency, slow tempo music.

5. Create a labyrinth (a maze) in the classroom with masking tape or rope, or with sidewalk chalk outdoors. Have the children slowly walk the path, and walk back out. (A labyrinth differs from a maze in that there is only one way in and one way out.)

6. If you don't have room to make a large labyrinth, here are 4 different labyrinth designs  students can use while sitting at a desk or lying on the belly on the floor. (Directions included.)

7.Teach children math concepts & fiscal responsibility by having them plan a week's worth of meals, and creating a budget for their purchases using actual grocery advertisements. You can then go grocery 'shopping' at an online store.

8. Play relevant interactive & technology games between lessons and during transitions between classes. Encourage the students to solve puzzles and meet challenges as if they were their favorite video game character: Dora, Mario, Zelda, Angry Birds, Etc.)

9. Use photos, art, journals and literature to help your students create a timeline that highlights people's lives during significant historical or personal events: ( The Crusades, Christopher Columbus sailing to America, The first Thanksgiving, The Civil War or the day they were born, made the basketball team, etc.)

10. Guess what substances are in boxes or jars by smelling only. You can use a blindfold and do one  or two "Mystery Smells" a day. (Use ONLY natural substances such as coffee, vanilla bean, cloves, sage leaves, lemon tea bags, peppermints, etc.)

*(Do not use fragrance oil or perfume as it can have a toxic or allergic effect on the nervous system  of some children. Be sure to ask parents about allergies before you do this activity! )

11. Have children each bring in a fruit or vegetable and take them through the steps to make a salad together for the class to share. (Please check with parents for food allergies and special diets.)

12. Play the 'Pizza Game'. Improve body awareness and deep muscle input by using pool noodles as "rolling pins" and the students as "dough"  (Directions at this link.) To make this an activity that children can do for themselves, see this link here on how to stimulate pressure points: Pool Noodles

13. Adaptive Yoga is being used successfully in classrooms all over the world. Take a few minutes to put on some music and stretch, move and breathe! You don't  have to know the 'poses' or the Sanskrit names. Just ask the students: "What would my body look like if it were a [fill in the animal, natural or transportation object]"  Younger children will have fun taking turns moving and imitating and older kids will enjoy the creative movement.


What are some of the creative ways that you incorporate sensory, social & self-care lessons into your daily classroom work?

We would love to hear your ideas! Please leave a comment below!





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To schedule a professional development workshop for your school or organization, Contact Barbara@bodylogique.com

.

Labels, Limits & Lessons

*NOTE: This is quite a long post that I wrote years ago before I had a blog. It was intended for a book I began and then later decided to not prusue. I've edited & updated some, but left it mostly in entirety. I think as teachers, its a relevant situation. I hope you enjoy!


I have been a Children's Yoga Teacher for 11 years. I love what I do because no matter where I go, I learn something new. Most of what I learn is the result of direct interaction with my students. One of my greatest learning experiences was one summer when I was invited to a teen shelter that housed at-risk youth age 12 to 17. I was asked by Kate, a former student, to help her with her Girl Scout service project. My role was to present on two different days, a Dance/World Music class to the girls & a yoga class to the boys. I was touched that she thought of me.

I was experienced at working with women and girls & I had several ideas for that class, but as I contemplated a presentation for the boy’s class I came up blank. I felt strong resistance to this assignment.

After a few days of making excuse, (I was not in their world…they would not relate to or engage in what I was saying/doing…I was not experienced enough with this population, etc.) I convinced myself that I could not do the boy’s class.

I felt a responsibility to Kate, so I suggested (what I thought was) a more suitable activity: karate. I asked my daughter's Sensei if he would be interested in visiting the shelter & he was happy to do it. A weight was lifted from me & I called Kate to tell her. She was very excited & called the karate teacher right away to set it up. I smiled all day, "patting myself on the back" at my ability to bring people together & solve dilemmas.

Later that same day, I received a phone call from Kate. She told me that she felt that the boys needed a more calm way to focus and relax & Yoga would be great in addition to  the karate class. (Suddenly, I was not feeling so smart and skilled.) As I hung up the phone, all my insecurities & fears came up to the surface. Why?

It wasn’t about my qualifications. I am qualified & experienced. When I sat (and sulked) & observed my gut for a bit, I had to be honest. It was more about judgment than anything else. No one likes to be judged, and I had been judged for being different and thinking differently my whole life. I believed that this would turn out the same way and these students would reject what I was teaching and in effect, reject me. I thought I had put this issue to rest, but here it was & I knew I had no choice but to fact it if I was to move beyond it.

I was to do the girl's class on a Tuesday, and the boy’s class on Thursday. (Karate was on Wednesday.) Monday, instead of preparing something for the boy's class that would be special for them, I wallowed in my angst, procrastinated, questioned the Universe, yelled at God (and every other deity I could think of) for "doing this to me". I finally gave up & decided that I would teach the girls knowing I had two more days to work on the other class.

When I arrived at the shelter on Tuesday, what greeted me in the community room was 12 teenage boys patiently waiting on a large room-sized mat. Panic seized me- and I heard those deities laughing. I found out that Kate was not coming & there was a scheduling mix up. They were expecting me to do a boys class. Girls were Thursday. End of story and that was that. I had to figure out (very quickly) how to present this boy's Yoga Class with the15 colorful silk hip scarves, finger cymbals and Belly Dance Music I had brought. I excused myself back to my car “to get something” and nearly cried, partly because I truly wanted to present a useful class but mostly because I felt sorry for myself. The very thing I had resisted had materialized. I had some "spare" music in my car that I hoped would work & at this point it would have to. I composed myself, grabbed the CD and ran back inside.

I introduced myself & I began to talk about yoga. I was spontaneously inspired by a thought (that seemed to come to me as if it was not my own) to talk to them in terms of sports. I did, and I had their attention. They (and I) had playing sports in common. This was my key, and they were allowing me to open a door with it; body language keeping at a distance, but still asking questions & commenting.

We talked about sports, nutrition & exercise. They talked about Sensei Nick's karate & how they loved it. They let me open that door a bit wider when I told them that I knew him (Thank you Sensei!) We talked about what real power and strength was vs. physical force. We discussed stress management, anger control, imagery and being "in your game". They were polite, interested and extremely intelligent.

As I began to relax I saw that it had been me judging them instead of the other way around. In my teacher's mind, I thought I knew what they would understand and what they would respond to and as it turned out, I did not. I judged them instead of listening to them, and imposed limits in my own mind. That in turn placed a limit on myself, stopping me from seeing ways to support them. I felt very humbled at that moment and accepted that it was exactly where I needed to be, for my own learning as for theirs. We talked about judging & labeling ourselves & others and how it confines us. In spite of never having been exposed to yoga before, these young men had an uncanny grasp of the intangible spiritual concepts of yoga, of life & what I was teaching them. I saw a light in each one of them, and they ignited one in me.

We continued the class with Sun Salutations moving to the music I brought from the car. My instinct to bring in this particular CD proved correct. Salio El Sol, (The Sun Came Out) by Don Omar was something they all related to. The energy and the rhythm of the reggaton spoke to them as they moved into each posture. Three of them were embarrassed at first and the others challenged them. When they saw how much focus, strength and balance they needed to do the exercises, they got into it and moved with the music. One young man even put his own ‘flair’ and moved as if the music were moving him.

I told them how yoga can improve concentration, manage anger, improve their performance in sports, in school, in relationships, and in making better Life decisions. Soon, they were all moving and breathing as one as if they had done this their whole life. I could see by their faces, their breath, their movements they got it and they loved it. I saw years melt away and their youthful energy come out. I saw them as boys-someone's brother, someone's child, so lost & scared, and trying to be tough so no one knew the real them. It took an incredible amount of trust for them to let me in & do what I was asking them. I felt overwhelming compassion & understanding-real understanding for each one of them, no matter what they had done to get there.

At the end of the class I showed them Mudra-(hand gestures). The 3 gestures came from Reiki: Cho, Ku, & Rei. They mean: "May my energy be aligned with the Universe; May my energy be aligned with the people around me; May my energy be used for the highest good." I suggested this is an intention to set every morning and when faced with a difficult person or situation. The boys liked this idea prompting me to repeat it several times so they would remember. I told them that their thoughts & actions reach out and touches everyone, then flows back to them & to be aware of what they are projecting at all times. The Cho, Ku, Rei Mudra helps us to remember and activate this and can be done discretely if needed.

One young man smiled and remarked. "Yeah-that's how it’s gonna be now Ms. Barbara, All my energies used for my highest good." Judging by how his intense, radiant smile smoothed away the roughness of his street life, I believed he would do just that.

Someone once told me that you cannot help someone as long as you are judging them. Maybe my being there was for me to understand this, release my judgment, love them as they were & learn from them so I could get out of my own way & actually help them (and others) better. I can only hope that I had as much of an impact on them as they had on me. I send each one of them Love & Gratitude for their trust, and the lessons they taught me that day, about labels and limits, that I will never forget.
Cho, Ku, Rei



©2007, Visionary Publishing
Originally Published May, 2007
Edited and Re-Published January 24, 2012

Inclusion is Belonging

Many people have debated back and forth over the idea of inclusion for years. Some say its helpful and others say it is not. From the position of an adaptive movement educator, inclusion is the whole reason I do what I do: I simplify & break down stories, exercises & movement games so that ALL kids can feel competent and motivated to participate with a group of peers.


"Inclusive programs create accepting environments and send a powerful message that all children are welcomed and valued. This provides all children with an authentic sense of belonging."   ~Angela Moorad, MS, CCC-SLP, IAYT, RCYP-2 -  Founder, OM Azing Kids Yoga

Angela  Moorad is another Yoga teacher I know who develops inclusive programs for children in Norman Oklahoma. She has incredible energy, many years of experience & a great vision of a Universal Design for Inclusion. She has generously shared some of her inspiring ideas as well as a dozen excellent resources for educators on her blog here: (You can also find Angela and OmAzing Kids Yoga  on Facebook)


Universal Design for Inclusive Kids Yoga: Inclusion is Belonging



Inclusion is belonging. Do you have a resource or an idea for inclusion that you'd like to share? Please post it below in the comments!


To contact me: barbara@bodylogique.com

Helping Your Child Sleep Well

Illustration by:
Mariko Francis

It is estimated that as many as 30% of all children may have a sleep disorder at some point during childhood. Sleep disorders can impact health, school performance, day to day activities  & social-emotional adjustment. For this reason it is important for both parents and educators to understand these disruptions and simple ways to  assist children to rest and sleep better.


After just 1 night of poor sleep, the decision making part of the brain shuts down & anxiety takes over. After a few nights of disturbed sleep, blood sugar and electrolytes go off balance & concentration on even simple tasks is extremely difficult if not impossible.  Long term sleep disruptions cause lower immunity, elevated stress response, changes in mood, obesity, depression and diminished ability in cognitive functions.



While the average adult requires 8 about hours of sleep per night, babies 1-12 months old, need at least 14-15 hours of daily sleep. For children ages 1-3, the average amount is 12 hours; age 4-12, 10 hours; and for teens, 9 hours a night.


Although these numbers are ideal, many children do not come close to reaching them & getting the restful sleep they need. In particular, ADHD and sensory challenged children cannot get to sleep, and when they do finally get to sleep they have a hard time staying asleep.


We all want our children to participate in recreational activities, however, please be selective about how much and what kind of activities you allow your child to engage in. Children need down time-time to rest. What may seem like a fun & active schedule to adults can be overwhelming, deplete energy & disruptive to a child’s healthy sleep patterns, and leave everyone feeling tired, cranky and unbalanced.


One of the distinctions I like to make is that rest and sleep are two different things. The human brain needs both to function properly.

Sleep is a passive, unconscious activity in which only the brain, heart and lungs are active. There is no conscious awareness of the environment. Rest is when you are fully & consciously aware of your surroundings. The environment might be neutralized from all excess sensory stimulus, activity stops and thought is directed to less intense processes-(such as towards the breathing or a specific mental image in order to calm and 'recharge the batteries'. This is commonly called imagery or meditation. I will discuss these techniques in my next article.)

For now, below are three of the most common sleep problems and some tips to help address them:


Problem:
Can’t get to sleep: Mind is racing-can’t “shut it off”.

Try This:

• Stick to a consistent bedtime & waking schedule no matter what. Exposure to light/dark at the same time every day helps the body regulate itself to sleep and waking activities.

Supported Child's Pose
Photo ©2011 B.Gini

• Exercise! But not within 4 hours of bedtime. Movement (such as gentle yoga) will help release excess muscle tension and facilitate restful sleep. Try restorative postures like "Supported Child's Pose" pictured at right.

• Shut off the TV, computer and video games at least 30-45 minutes before bed. The flashing images stimulate the brain and cause an adrenalin response, similar to the stress response, that prevents sleep.


• Do a calming visual activity to wind-down. Coloring, painting, bead necklaces, Colorforms or making a collage or album of peaceful images will assist in the calming process and transition to bedtime.


• Take a warm bath. Warm bath water raises and lowers the body temperature, making it feel tired. You can also try 3 drops of chamomile essential oil in the bathwater. *(Please use aromatherapy with caution with allergic & sensory challenged children! Read more about Aromatherapy here.)

A simple "Bed-Night" snack (as my friend's daughter used to call it) with a combination of carbs, calcium and protein about 30 minutes before bed will also help to induce sleep.


Problem:
Won’t stay asleep: Eyes open same time every night.

Try This:

• Absolutely NO caffeine/Sugar for 3-4 hours before bed time. These chemicals stay in the system for at least 8 hours preventing the brain from entering deeper sleep.

• Read a bedtime story, look at photo albums or play an instrumental music CD, (designed to distract, not engage the attention) until sleep happens.

• Darken the room as much as possible. Light from a night light, clock, streetlamp, or iPod passes thru eyelids and signals the brain to ‘wake up’. You can use a bandanna or scarf to drape digital clocks.

Acupressure
Photo ©2011 B.Gini

• Encourage the child to stay in bed. Show then how to gently self-massage the hand, (shown at left) foot or scalp to help relax them back to sleep. (There are thousands of nerve endings in each hand and foot as well as the scalp. Massaging gently in a circular motion with help give input to the sensory system, signaling it to relax. Heavy work activities & a  deep pressure massage on back, arms and legs before bed will help calm the sensory system for several hours.)

Problem:
Auditory Sensitivity- Falls right to sleep, every sound wakes her up.

Try This:

• Natural, low level soothing sounds of nature helps calm and soothe an over reactive auditory system.

• Pillow position: ensure that neck and spine are aligned to relieve cramps and discomfort. Use a flatter pillow for stomach sleepers.

• Remove furry family members. Pet activity increases late at night and the early AM and will disturb human family members.

• Transition time: Take at least 45 min to an hour to prep for next day before going to bed: pack backpack, make lunch, lay out clothes, etc. Then prep self: brush teeth & hair and do some yoga or stretching before relaxing in bed with deep breathing or soft instrumental music.

Another little known strategy is to encourage the child to lie on his/her Right side. (For older children you can use stuffed animal to hold or a pillow to 'hug'.) The reason is that every 30-40 minutes our nostril dominance changes-meaning we naturally alternate breathing (primarily) out of one nostril or the other. The side we breathe in and out of will stimulate the opposite side of the brain. Sleeping on the right side, encourages the left (top) nostril to open & will stimulate the area of the brain that controls calming & restful sleep.

Sleep Well!

For more information on Relaxation, please contact me at:
barbara@bodylogique.com


Related :


Playing Outdoors Can Improve Sleep
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Let's Play!

Photo ©2006, B.Gini

Have you taken time to play with your children & teens lately? 

It seems that our society is compelled to discourage play as 'unproductive' in favor of imposing knowledge through drill and repetition & pressuring kids to 'learn' more & more facts, even before they can stand, walk or talk. But what about playing? Where does that fit in?

One of the reasons that I love teaching children yoga is because we are learning while we are playing. (Three of my favorite activities all at the same time!) Maybe its that element of play that I miss in my adult life, and I am recapturing it for myself as I work with the kids, but it has made me aware of what engages them.

Play makes healthy activities like yoga more available for children by harnessing the exciting elements of surprise, imagination, spontaneous problem solving and using them as a vehicle to engage & teach children a variety of tangible and abstract topics:  the science of  health, yogasana (postures), anatomy, movement, nutrition, biology, astronomy, history, mythology, world cultures, manners, character development and more. This now becomes not only recreational, but therapeutic and educational as well. The kids become more healthy, they learn incidentally and in a natural, relaxed manner and retain what they learn without a single lecture, worksheet, quiz, exam or 'standardized' test. They have fun playing and have no idea that they are learning too!

For the past 100 years, many educators and scientists have developed play theories:

Herbert Spencer, psychologist and philosopher, (1820) stated that humans have a constant amount of energy that must be expended. Early in our existence, that energy was used meeting survival needs. As our civilization has advanced, less energy was used meeting these needs. We compensate by releasing our excess energy through play.

Sigmund Freud, psychoanalyst, (1856) suggested that play was a therapeutic way of expressing socially unacceptable behaviors in a more acceptable manner.

Karl Groos, zoologist, (1861) studied play first in animals, then in humans. He explained that play was a way of preparing for survival in the adult world.

Maria Montessori, (1870), elaborated on Karl Groos' theory. She proposed that children would be better off if they spent their play learning, or imagining, useful things. These two theorists feel that "play is the child's work."

Jean Piaget, psychologist, (1896) focused on intellectual development in children. He suggested that human intellect develops in stages through assimilation (transforming the environment to meet the requirements of self), or play, and accommodation (transforming self to meet the requirements of the environment), or work.

Lev Vygotsky, psychologist, (1896) emphasizes social development aspect of play. He suggests that there is an ability level that children can reach but not without help from adults, which he refers to as a zone of proximal development, or ZPD. When children play, they give cues to adults about their readiness to learn new skills with assistance.

David Elkind, chair of the Department of Child Development at Tufts University, suggests that children play for personal reasons, and any developmental value is beside the point. In other words, they just want to have fun!

Many in depth studies have been done on the effects of movement and spontaneous play on brain development & the data shows overwhelmingly that there are numerous benefits to play on many levels: physical, emotional, social, cognitive, sensory, affective, attentional, receptive and expressive verbal as well as experiential/educational. Movement is the way our brains develop and play is the way we move. Play has been used successfully by educators as a specific methodology for educating & working with children. Play is the Child's Work!

 
But what about grownups?
 

Childhood is the time of our life when we feel most alive, because of the way we play, and use our bodies & imaginations, although many of us don't remember this as adults. As childhood gives way to adulthood, many of us just stop playing. We exchange play for studying, work, family and other responsibilities. When we finally do have some 'free' time, we sit in front of the TV or computer rather than engaging in some brain-and-body stimulating active play.

By giving ourselves permission to play we can continue to reap its benefits throughout life.

Both indoor and outdoor play is a necessary activity for both children and adults. It teaches us how to manage and change our "negative" experiences. It helps relieve stress, and connects us to others, nature and the world around us.

So what are you waiting for? Go find a child-your child (maybe your inner child) - and Let's Play!

Physical Benefits of Play:

•gross motor learning

•fine motor skills
•body awareness
•balance & flexibility
•sensory integration
•improved metabolism
•improved heart and lung functions
•tension release
•brain/body integration

Social/Emotional Benefits of Play:

•cooperation
•sharing
•turn-taking
•conflict resolution
•leadership skills
•self-control
•self-expression
•confidence
•anxiety reduction
•fun, enjoyment, love & belonging

*What are your favorite creative ideas for indoor/outdoor play? We'd love to hear about them! Please leave a comment below!



RESOURCES:

 BodyLogique® 


Read More:
 
UN Convention on the Rights of the Child
 
Play=Learning: How Play Motivates & Enhances Children’s Cognitive & Social-Emotional growth.  (New York, NY: Oxford University Press)

The Benefits of Play and Playwork- ( playscotland.org)
 
Montessori Philosophy & Practice







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Best Play Ideas of 2011 (New Year Blog Hop)

Happy New Year! and Welcome to our very first Blog Hop!
( I have been inspired by "Creative Connections for Kids" )

"What the heck is a blog hop?" you ask...

A blog hop is a great way to connect with other bloggers, find information & share ideas through a link list that is duplicated and posted on multiple blogs.

When several blogs put the same link list code on their blog, the exact same list appears on each blog. Visitors can easily submit their link entries on any blog that contains the list. All link entries will appear on each blog where the list resides. Blog readers see the same list on each blog, and can "HOP" from blog  to blog seeing that same list of links to follow.

You are invited to submit a link! At the bottom of the list, you will see the words You are next... and a link "Click Here to Enter". Click that link and follow the simple instructions.

I'd love to see some of your favorite post links from 2011, from Educators, Therapists, Parents and others in the Special needs community, relating to play, art, story or yoga (or movement) based activities for children with and without adaptive needs. (Also feel free to post personal insights and other educational & informative articles!) There are quite a few already to get you started...(175 as of 12:21pm...)

Don't forget to Like, Join & Follow as many of these fantastic blogs as you'd like to!

Then post the code on your blog and pass it on!

Ready?  Let's BLOG HOP!

~Barbara

*For questions or problems please contact barbara@bodylogique.com
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Keeping Warm with a Winter Sensory Diet

It finally feels like winter today. I will miss the mild temperatures as I have never liked the cold. Even as a small child, while my brother & my friends were outside sledding, building snow forts & snowmen and having snowball fights, I would only last a short while before I began to feel cold & uncomfortable.

As an adult, even when 'bundled up' in the winter, I still get that cold feeling in my bones as soon as the temperature drops and the wind blows. I can't stand the feeling of cold air blowing into my face and eyes.

I also dislike ice skating, (but love roller skating) the feeling of cold air conditioning & fans blowing right on me in the summer, swimming in a cold pool, washing my hands and showering in cool water (as in when you have an old hot water heater and the 'hot' is not very hot at all) and I prefer not to have ice cream and other ice cold foods and beverages.

(And for as much as I love to create art, I also can't stand the feeling of finger paint, clay, glue, dirt, dough or any other sticky substance under my fingernails.)

Judging from this list, you may get the idea that I'm a Sensory Avoider.  If we knew when I was a child, what we know now, I might be called Tactile Defensive. (I almost wish I had, because then maybe there would have been an explanation for these 'quirks' instead of being called 'prissy', 'shy', 'moody' or 'weird'.)

The Tactile Sense is our sense of touch and is controlled by our largest organ, our skin. Input from skin receptors send messages to our brain about what we feel: touch, pressure, temperature, pain and even the movement of the hairs on our skin. A disruption in this or any other sensory processing or sensory integration is termed ‘Sensory Processing Disorder’.

While we all have a sensory preferences, it does not necessarily indicate a processing disorder. It is only a  disorder when it significantly impacts one or more areas of functioning.  Some common clues indicating a disruption or disorder of tactile processing can include:

• sensitivity to clothing textures, seams & labels
• reacts to dirty hands or feet
• itchy, tickly skin
• fidgets/wiggles
• dislikes hair being brushed/cut/washed
• prefers being covered up with clothes or prefers wearing no clothes where possible
• unusually sensitive to being too hot or too cold
• over reacts to pain
• reacts badly to being touched unexpectedly
• hates to stand in line
• reacts badly to being in a crowd or has a particularly wide personal space
• fails to register if too hot or too cold
• dresses inappropriately for the weather
• seems to crave and/ or avoid touch

My reaction to and avoidance of the cold was (and still is) mild compared to what some children with SPD experience. However, my own experience helps me to understand better and empathize more with others who have sensory challenges.

Last year, my daughter and her friends asked (and begged) me to help them build a snowman during the  "Snowmageddon 2010" Storms. Being 11, I knew there would not be many more years that she would ask me to play with her in the snow. For her sake, I did my best to confront and address my avoidance of the cold.

The first thing I did was move around a bit and had something warm to drink. (I had a cup of soup.)  Then I put on a hat, a scarf, earmuffs, fleece, gloves and an insulated coat (with the recommended layers underneath). After about 15 minutes, I still felt cold again. I went inside, warmed up tried again, sadly with the same result. (My daughter, being compassionate and understanding, forgave me anyway.)

In my search for ways to keep myself warm, inside & out this winter, I found some excellent tips for Winter "De-Sensitizing" here on the  Sensory Smarts  web page. I hope these will help you, your child and your students enjoy & keep warm and integrated during the upcoming winter months!

Read More Sensory Diet Tips  (on "Sensory Smarts")  here.

* What are some other ways you use to help children integrate senses and/or stay warm during the winter?

Please feel free to leave your tips and suggestions below!

To find more Sensory Games and Activities please visit:
BodyLogique.com



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