In Case You Missed It: March 26-30

Its Friday! and here are the top article links for this past week.

For those of you new to my blog, each Friday, we feature the top articles (archived and new) that are relevant to working with children with social, sensory and learning challenges, and expanding our personal interactions that week with families, students & educators.

The purpose of this weekly post is to create connections and a diverse resource of information to help us support and inform each other in the most straightforward and entertaining way possible.

To read the original article, click on the title link. (A short description as a quote or excerpt taken right from the article appears under each link.) The source is listed under the article title. Please feel free to share with the original links & authors referenced.

If you have an article link you would like to add, contact Barbara at the e-mail at the bottom of this post.
Guest post submissions are always welcome!


Please report any broken links to Barbara at the e-mail link below.



Have a Fantastic Weekend!



~Barbara


barbara@bodylogique.com

Are There Benefits to Teaching Children Chess?

(Onlinechesslessons.com)

The benefits of chess is a topic that has been debated for quite a few years. As education becomes more competitive parents are looking for any edge they can find to sharpen their children’s’ minds. It’s this exact pressure that has led people to many incorrect conclusions that we’re later proven false. One good example was the craze in the 90′s of playing classical music to your babies or children to make them smarter- which was later proven ineffective. Unlike many of these fads, the evidence is clear that playing chess benefits the mind in both young and old alike...

Food Dyes and ADHD: Is There A Connection?

(CBS Miami)

Color dye is now being investigated by the Food and Drug Administration to see if certain colors added to enhance the look of the foods your kids love to eat will affect their behavior...

Sorry, I Can't Help It! (Echolalia)

(College Park, MD Patch)

Society accepts many forms of habits and mannerisms. My child recites movie lines to calm himself down...

Top 10 Homework Tips:

(KidsHealth.org)

Kids are more successful in school when adults take an active interest in their work — it shows kids that what they do is important. Here are 10 tips on homework...

In Praise of Germs: Why Common Bugs are Necessary for Kids

(MSN.com)

Scientists increasingly believe that the rapid rise in food allergies, asthma and other immunological diseases is due, at least in part, to our modern obsession with cleanliness. The 'hygiene hypothesis', contends that these diseases are becoming more common because young children are not exposed to them at an early age. We try to prevent exposure to germs with antibiotics, antibacterials and soaps and  letting kids get dirty seems like a violation of basic parental duty.

The Need for Pretend Play

(Psychology Today)

Systematic research has increasingly demonstrated a series of clear benefits of children’s engagement in pretend games from the ages of about two and one half through ages six or seven. Actual studies have demonstrated cognitive benefits such as increases in language usage including subjunctives, future tenses, and  adjectives.






Contact:

Barbara@bodylogique.com

Website:

http://www.bodylogique.com/

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Constructive Fidgeting for Self-Regulation



Photo: sensiblematheducation.com

 How many times have you told a fidgety student to sit still and focus so they can complete a task?

Telling a child to "Stop fidgeting" and “Sit still!”, "Quiet hands/body" or “Look at me when I talk to you”  is counter productive. Instead, understand and acknowledge that these actions (sometimes called "stims" ) are not signs of disrespect or bad behavior, but a way for the child to self-adjust when they have difficulty paying attention. All children require fidgeting & sensory-motor activities to help them function well.

I see lots of fidgeting from kids at the beginning of an adaptive yoga class: rolling or "folding" the mats, picking chunks out of them, pulling threads from socks or inspecting/removing lint in between toes are some common ones. We usually begin with a process called "The 4B's" which helps satisfy the need to fidget and gets them to focus & engage in what we are doing in the group. I follow with a story and movement to keep them rolling. As soon as I see I am losing them, I switch to another activity-I can always come back to the movement later in the class. We always end with relaxation to help train active bodies and brains that its OK to rest and relax.


Well-meaning statements such as: “Try harder..." or "You need to concentrate" , or even "You can become whatever you want to be if you put your mind to it....” can be frustrating & discouraging for an active student or a student with ADHD. Even though their inattention may not be their strong point, research suggests that inattention increases when a task is repetitive, lengthy, and familiar, and there is a way to use fidgeting constructively as a means to enhance sensory input & improve focus.


A child with ADHD will begin to disconnect when a task becomes repetitive & boring. By doing a secondary activity along with a primary one, the brain can focus better. Any activity that uses another sense besides the one required for the primary activity (such as listening to music while reading a book ) improves the performance of children with ADHD. (This secondary activity is sometimes referred to a “distractor”.

Explore students' different sensory needs and allow and encourage them to try new, minimally disruptive ways to fidget with a purpose. Here are ways that work for my students: (Try them yourself and see if you notice a difference.)

Doodling: (visual/kinetic)

Doodling is one of the least intrusive tools for improved focus. Have students doodle words, numbers or pictures while listening to instructions. Doodling an "X", a circle with designs inside or a sideways "8" are also very helpful to bring visual and mental focus to both sides of the brain at once. Some students doodle a Mind Map to include the lecture ideas or instructions for review later.

Putty, Koosh Balls or Erasers: (tactile/kinetic)

Moving the fingers & hands also facilitates focus when a child is listening or thinking about how to answer a question. You can use any kind of small prop for this: a small rock, seashells,  paper clips, erasers, small rubber balls or toy animals or cars. You want to be sure they are small enough to allow use without distracting classmates.

Music: (auditory)

Background music during classwork, homework or chores that is steady, and not too loud or fast will help improve focus. According to research, the two hemispheres of the brain become stimulated by certain sound types and frequencies. Playing a variety of music helps overcome attention problems by strengthening the connection to both hemispheres of the brain.

Chewing Taffy or Gum:  (proprioceptive/tactile/olfactory/kinetic)

The action and movement of chewing gooey or crunchy foods will help children concentrate for an extended period of time. If you are a teacher who is distracted by the sound of gum chewing, have your students suck on a hard candy instead. Peppermint or spearmint is alerting and adds additional sensory input of taste and smell.

Walk and Talk: (kinetic/proprioceptive)

If your students tune out when you give instructions, try having them move around, put things away or carry out classroom jobs as you talk. Other activities such as standing & stretching, working a puzzle, sidewalk chalk, coloring, cleaning the blackboard or playing catch will also work. This strategy will make it easier to facilitate a discussion, talk about how a child’s day went or gather other important feedback.

Hand/Foot/Scalp Massage: (tactile/kinetic/proprioceptive)

Taking a moment to massage both hands or feet, or even the scalp not only reduces muscle tension & calms and relaxes the central nervous system, but helps both sides of the brain communicate with more clarity.  A hand massage can be done discreetly at a desk and will  not disrupt other students.

*What are some ways that you allow and use constructive fidgeting in the classroom?

To find out more about our "Calm & Connected" program & other classroom tools &teachniques for teachers, please visit our distance learning page.

To find movement based S.M.Art Story™ curriculum guides, filled with dozens of ideas for constructive fidgeting, please visit our products  page.

To receive more articles like this right to your inbox, Subscribe to S.M.Art Kids / Healthy Kids by Email




Contact: barbara@bodylogique.com

Make Learning Fun

Children learn best through
interactive games
Photo: B. Gini, ©2010

If you have ever watched a group of children playing and having fun, then you know what 'engagement' is:  it's when there is effortless interaction and spontaneous learning  taking place with no outside interference. This is how all learning should take place.

Somewhere along the line, we got the idea that sitting 'quietly' at a a desk, and listening to someone 'impose knowledge'  was a better way to go. We've adapted the position that 'wasting time' and 'messing around' are not productive. We give in to pressure & buy into the idea (from TV commercials) that an 18 month old child should be able to read, talk and do other miraculous things, way before they are ready, and ahead of their peers, and all you need to do is buy a DVD and play some classical music. (Deep down, I think we know that this doesn't really help the child, but only serves a parent's need to feel like a 'good' parent.)

There is no shortcut to learning. It happens at its own pace, when the child is ready. Rushing them before they are ready only sets them back at some point down the line. However, there is one strategy that will guarantee that a child's environment is an educational one and that the child will be more learning-ready in general.

That strategy is to have more fun.

A recent study by neurologist and educator Judy Willis has found that the longer and more involved the task, the more a child will 'tune out'.  This is boring to a child and of no benefit. Infusing fun into lessons increases engagement & helps a student remember the lesson.

Of course, fun is always good, but learning is the real reason students are in school. If we can strike a balance between fun & learning, everyone wins, but the children will be the ones who benefit the most.

We Are Teachers gives us 6 reasons why fun is a vital part of a child's learning process in this article at the link below. I hope you enjoy it!

6 Reasons Why You Should Have Fun in Your Classroom

*What are some ways you as an educator make learning fun? Leave a comment below.

Learn about creating fun, child-friendly learning through Stories, Movement & Art at:  www.BodyLogique.com


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4 Steps to Successful Enrichment Programming

Over the weekend, I received several e-mails with questions about   designing after school & camp programs, so I'm going to talk a little about a 4 step approach to designing programming today.

There are so many creative ideas for in-school, camp & after school programs out there, but so many of them never become a reality because, for one reason or another, the process gets interrupted. I think that this is due to a misunderstanding of the steps needed for a successful program. Many planners & moderators feel like they don't have support & they get frustrated quit before their program has a chance to grow.

Another deterrent, is the widely accepted myth, that a program has to have every little detail in place before it can be implemented. This is not true.  Its a shame when a program never gets implemented because the planner is stressed & overwhelmed and feels that "its not finished yet".  While a good plan is definitely needed, the most successful programs are the ones that are not 'overplanned' and the ones that are implemented as soon as possible.

Programming is an ongoing process, rather than a "one and done" activity. While the actual program itself is obviously important, and we all want to get to that 'fun' part, there are three other phases or steps that are equally necessary. You must be willing to go through multiple series of these steps as you make the necessary revisions to nurture your program.

Here are 4 simple steps to keep in mind, whether you are a yoga teacher planning your own community program, or are an educator designing afterschool enrichment,  a nurse creating an in-school wellness program, a camp counsellor running a summer science camp or any other stand-alone program:


1- Understand your mission:  Your program goals must support your or the organization's mission in order to successfully grow. Make sure that the program activities are within the guidelines defined by the vision/mission statement, & that they contribute to furthering that mission.

2- Target Program Activities: What experience are you trying to create and for whom? What do you need in terms of equipment, venue and staff to accomplish this? How will you fund & promote the program? What will the participants learn/do? Goals & participants must be understood and described accurately, (and based on your mission statement), in order for the activity planning to flow. Focus on designing activities that target the needs of your participants & write your detailed plan to support them.

3- Program Operation: This is when the participants actually experience the program. The program coordinator will oversee the operation from all phases: promotion, registration, staffing, staging & interaction with participants & staff. He or she will observe & interact with participants and get a feel for the overall experience they are having.

4- Feedback: Getting feedback from staff, volunteers, moderators & participants is the fourth step of this process. A program's worth can be determined after careful consideration of all factors and all perspectives. Feedback gives you an idea of where changes are needed and what is working fine.

Remember that just because a program seems to not "get off the ground" doesn't necessarily mean you should scrap it. Review your feedback & try re-working the details and present it again. Understand that program development is an ongoing, experimental process, and the best programs grow out of trial and error, over time.

*Are you in the process of planing a program for camp, community or after school? What is the mission & location of your program? Who do you serve? Do you have an idea that you have not attempted to plan or implement yet?  We would enjoy hearing about it!

Please tell us in the comments below!  

Contact: barbara@bodylogique.com

In Case You missed it-March 19-23

Here are the "In Case You Missed it" links of the top relevant articles for this past week.

"In Case You Missed It" is a new feature on the S.M.Art Kids Blog.

Each Friday, we will feature the top articles (archived and new) that are relevant to our personal interactions that week with parents, students & educators.

To read the original article, click on the title link. (A short description as a quote or excerpt taken right from the article appears under each link.) The source is listed under the article title. Please feel free to share with the original links & authors referenced.

If you have an article link you would like to add, contact Barbara at the e-mail at the bottom of this post.
Please report any broken links to Barbara at the e-mail link below.

Have a great Weekend!

~Barbara

barbara@bodylogique.com

Five Great Conferences for Teachers:

(Classroomtalk.com)
Attending conferences is a vital part of professional development for educators. At conferences, you have the opportunity to learn new ways to become a better teacher and to confer with colleagues whom you normally never see from the seclusion of your classroom. There are so many meetings for professional educators, that the choice of which to attend can be overwhelming. Here are five that will surely not disappoint. They run the gamut from technology to neuroscience and neuroscience to online learning.

Failing Our Autistic Children

(Recordnet.com)
The educational system,is failing to adequately prepare children with autism for independence as adults. "I'm very tired of meeting adults with autism who can do a math worksheet properly but can't cross the street by themselves," ...

The Need for Pretend Play

(Psychology Today)
Over the last seventy-five years a number of theorists and researchers have identified the values of such imaginative play as a vital component to the normal development of a child...

Backpack Misuse Leads to Chronic Back Pain

(American Chiropractice Association)
Back pain is pervasive among American adults, but a new and disturbing trend is emerging. Young children are suffering from back pain much earlier than previous generations, and the use of overweight backpacks is a contributing factor...

Hand Strengthening Activities for Kids

(Kidzoccupationaltherapy.com)
Many children naturally develop adequate strength in all of the hand muscles to learn the fine motor skills needed to manipulate toys, dress themselves, and use a pencil and scissors. There are some children however, that do not acquire this strength as easily and need extra attention to gain that necessary strength. Here are some activities designed to help children with weak hand muscles and poor fine motor skills...

3 Stages of a Lasting Friendship

(S.M.Art Kids Blog)
Our children need to be taught that friendships do not happen overnight, nor do they happen automatically. They take time to grow. This is a theme I re-enforce in my yoga programs as well as when interacting with my daughter and her friends. I have often reviewed and explained the 3 stages to a lasting friendship...

10 Unique Gardening Activities for Kids

(Code Name Mama)
Gardening for me is more than just a way to save money by growing vegetables. It is humbling. Miraculous. Exhausting. It is an exercise in delayed gratification. It physically connects me to the Earth. Gardening tests my patience while strengthening my spirit. With that in mind, I have compiled ten fun gardening activities appropriate for all ages of children, but particularly suitable for toddlers and preschoolers. Enjoy!



Contact: barbara@bodylogique.com

The 3 Stages of a Lasting Friendhip

My daughter surprised and impressed me yesterday when she came to me with a declaration: "Mom, there should be a club at school for the girls in my class-a place where we don't fight and aren't in competition. I'm so tired of the fighting."

I've been struggling this year with how to guide my daughter through  the complicated world of relationship building among her 6th grade girlfriends. One minute they are "BFFs" and the next they are not talking to one another, and the next they are speaking viciously about each other to anyone who will listen, only to tun around and be friends again because someone else was talking viciously about them... I'm on the fence about how much I should intervene and how much I should just listen, & let her navigate and learn on her own. I usually listen, offer some strategies and remind her of the choice she has between being part of the problem or part of the solution.

I asked her why she felt everyone was fighting and she said she thought it was because sitting at a desk all day not being allowed to talk with each other 'normally' gets on every one's nerves. And the arguing continues via text and computer (unless an adult steps in to limit screen time.) She said there is no other time to "just be ourselves with each other."

I helped her explore her ideas further, getting out my pen to take some notes. I asked her how this club would look to her, what its purpose would be, when & where it would be held, the activities or principles that would be taught and other details that I wrote down for her in her own words.She wants "Everybody" to be included, especially those girls that are not well liked so they can be known and build confidence as they build friendships. (My daughter's own words.)

I offer help so she can better understand that friendships develop in stages and we need to be patient in every stage.

Our young ladies need to be taught that friendships do not happen overnight, nor do they happen automatically. They take time to grow. This is a theme I re-enforce in my yoga programs as well as when interacting with my daughter and her friends. I have often reviewed and explained the 3 stages to a lasting friendship:

1-Exploration: this is where 2 parties look for common interests & skills, possible after joining a team or a class. This stage is the most anxiety causing because children hate to experience rejection and may have that fear in the back of their minds. Telling a child "Its a wonderful chance to make new friends" only heightens the anxiety.

2-Trust: once the initial stage is over, trust begins to build. This stage is the most fragile & must be gradual. Some children tend to push too quickly and need to learn to observe signals from their new friends. Both parties must show genuine interest in the other in order to move beyond this stage. Possessiveness, insecurity, envy, misunderstandings and social errors can quickly end a blossoming friendship. Encourage children to be good listeners, be positive & supportive and make new friends feel valued.

3-Compatibility: this stage is marked by mutual acceptance & beneficial pairing of peers. This is the time where the friendship matures & solidifies and strengthens the bond that will create a a long-lasting friendship that can survive disagreements and misunderstandings.

As parents and educators, the key is provide activities that encourage meaningful interaction and limit those "parallel play" activities (such as watching TV or playing computer games) that are fun but don't do anything to build a relationship. 

Board games, sports and other interactive movement such as hopscotch, flashlight tag, etc. are better alternatives to TV and incorporate many activities  that build social skills naturally and help re-enforce the friendship.

Volunteer activities such as reading to pre-schoolers or creating a mural or a children's vegetable garden help children understand the concepts of working together to build something meaningful, that can then be shared with others. It helps them to become a positive example to others, who hopefully will follow their lead. The lessons that can be learned here and the natural character building possibilities are endless.

I asked my daughter who at school might be able to help her bring her girls club 'vision' into reality. She named one & I helped her format a "proposal" to give to that person today. I'm hoping that this person will be able to make it happen for these girls who, through their sometimes frustrating & perplexing behavior,  are asking for our help. I hope that its the beginning of a new way to interact & a supportive network of friendships for them all-ones that will last a lifetime.

Contact: barbara@bodylogique.com




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Chalk

What do 12 year old girls do when they are challenged to turn off their electronics for a day?

(Find out below!)

Since You Asked

Photo: pickthebrain.com

Several of you have asked me recently about what I've been up to, if I am teaching any classes or workshops and a few other fact-finding questions, so I've decided that today's blog post will focus on responding to your queries.

First, I want to acknowledge that I have the best network of people around me-on and off-line: students, families, collaborators, mentors, friends, family & others who have been supportive &  helpful to me on so many levels, both personally & professionally. Thank you all for the opportunity to work & learn with you.

Secondly, my health is fine, (don't know how that rumor got started, but its absolutely false!) I'm not in hiding and no, I have not run away to join the circus. (clowns and knife throwers scare me!)

The group class schedule has temporarily lightened because I am dedicating more time to work with schools and therapy practices providing adaptive yoga education & training, and planning & developing several new projects that I am really excited about! (I was going to save this until they were completed but since you asked, I will share and give you a small preview:)

• 2 (Brand New ) S.M.Art Stories™ Curriculum's (Science & Nature Series) are in the final edit (Sun Stretch & Star Quest) will be released in April. A S.M.Art Stories™ Social Series is in the end planning phase.
• S.M.Art Cards™ - the newest in our product line. A smaller more portable set of posture sequence cards that can be used as a visual prompt for movement or self-calming techniques. Prototypes have gotten great reviews! (Thank you to my testers for your help and honest feedback!) These cards have one major difference from regular card sets & you will have to wait until they are released to see what the difference is!
• S.M.Art Kids® Professional Forum: Is up and running! We have 60 members and are growing daily! This is a place for professionals & parents to share tips and techniques for helping with children with autism & other adaptive needs. (Also for anyone who wants to learn yoga-based techniques appropriate for classroom or therapy room.) If you have not joined yet and would like to be a part of this great community,  please e-mail me: barbara@bodylogique.com  with your request and I will send you a personal invitation.
• BodyLogique Monthly News Bulletin:  Our first issue was for March, 2012. Receive news, updates, articles & tips every month. To request a subscription, please use this link and then fill in the "Subscribe by E-Mail" box in the left hand column.
• S.M.Art Kids® Outside: Our program promoting outdoor play and environmental education. We are happy to be partnering with Project Wild to help bring this nature-based program to the community.
• Sensory Fit™ - Our individualized yoga programming is getting a makeover. We are making improvements to the way we assess and develop our customized programming. More information to follow.
• Webinar Series: We are developing our online learning library and looking into webinar production to reach more educators worldwide. (Our next webinar is with the dynamic Donna Freeman from Yoga In My School on April 12, 2012. View webinar information & register here.)



My daughter is who I want to be
when I grow up!

• S.M.Art Kids-The Book: This rumor is true! There is a forthcoming book, (untitled as of yet). This is the project that I am most excited about! I am in the process of shopping for publishers. I will keep you informed as this project comes to completion.

Incidentally, that is my daughter's picture (at right)  you see in all of the curriculum's, training manual and photo cards (and in the upcoming webinar) I would not be able to do any of this without her energy, humor and inspiration!  She is a tremendous help-very creative & loves helping me with the manuals & art projects. She has been going with me to summer camps and classes to help mentor & support the kids who need it, for the last 5 years, but there are times during the week when my work keeps me away from her. I have adjusted my schedule better not just so I can work on more projects, but so that I can spend more quality time with her, as she steps into her teen years. She has given me some great ideas for  a kids casual clothing line, games and a program for girls that I hope to be working on by the fall of 2012.


My hope is that as each of these projects is implemented, it will expand our work & help bring quality adaptive programming to so many more children across the country. This is the vision and mission that you are all helping me bring into reality.

Please contact me for more information on these projects, program consulting or any of our other services: barbara@bodylogique.com






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Respect Every Child, Every Day

This week, my daughter's school is having some standardized testing. I have always told my kids to not be worried about these tests any more than they would a regular spelling or science test. After almost 30 years of parenting, my response to my daughter is even more laid back than it was to my sons when they were her age. I have always encouraged them to simply do their best.

 I understand that most of these tests are designed to measure the school's (translation: 'the teacher's') effectiveness and have nothing to do with or any child's future success in life. My personal sense is that they cause unnecessary stress and burden on students and staff and take away from what the teacher is trying to do in the classroom.

Each day last week my daughter came home with the verbal  list of "tips" staff were giving the kids. They even had an assembly to "go over a few things: "Make sure you eat breakfast; be sure you get enough sleep; bring a bag of peppermints; bring a bottle of water...etc."

Last year, the school administration went so far as to have guidance go into classrooms and teach them *Brain Gym  movements & send home a note that parents were expected to sign with a list of "rules" and "suggestions", among them being "tell your child he/she is awesome..." so that our child can "do well" on this test.

Incidentally, the peppermints are allowed to be eaten during testing as an application of aromatherapy-mint being an herb that is used for its anti-depressant, anti-anxiety and concentration improving properties. All the other days of school the kids are not permitted water, gum or candy in class.

I support educators, I am an advocate for a proper education for all children and adults, and am all for encouraging my kids (and every child) to do their best in every situation, but I have to draw the line when we are told by a school administrator that she should take a shower in the morning so she feels "awake" and "fresh".

Stop already!

Maybe I have missed something, but this is a blatant hypocrisy, disguised as "caring".  It  translates to "disrespect"- for both me and my child. I ask myself if I am the only parent who is irritated by this. Why the sudden interest in children's hydration, amount of sleep, and showering habits the week before standardized testing time? Why do administrators suddenly care whether or not I encourage my child and tell her how loved she is? Why are they so afraid of what those tests scores will reflect?

Part of me takes offense to the invasion into my parent/child relationship and parenting 'technique', and to the manner in which this whole "we want you to do well" routine is only applied when its important to the school. The other part of me understands that some kids don't get the love, attention and care that mine and many others do. Do they really think sending a note home with a "contract" will change that by helping those parents love or encourage their kids any more? Will that suddenly motivate them to be a more involved and attentive parent? Will it really make any difference in that child's life?

This is not the way to help kids succeed. But we know standardized testing is not and was never about helping kids succeed.

Why are we not expected to do that list of things every day for every child? The loved, the unloved and all of those in between?

Kids know when they are being played and they know when they are being used by adults. They can smell insincerity a mile away. If you want cooperation from them, show them respect all of the time, not just when you want something from them. Isn't that what we tell them?

Those of us in positions of authority: educators, administrators, therapists, clergy, yoga teachers, coaches, parents and others, need to hold ourselves to the same standard we expect from the children & students we guide. If we all did, and did it with sincerity & respect, we would not have to use standardized tests to see how effective schools are. We would be able to see the effect very clearly in the actions, interactions and success of all children.

A little respect goes a long way for every child-every day. ~B. Gini



Your comments and feedback are welcome!


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*Brain Gym: (To clarify, Brain Gym is a series of movements, much like the yoga program I use, that are targeted to help both hemispheres of the brain communicate and work together. The flaw in the school's application of it is that it was done for about 15 minutes and only for testing purposes. Dr. Dennison, the Brain Gym founder, specifically discourages the program being used prescriptively. Its designed to be a daily discipline. In order for ANY brain-based movement program to be effective it needs to be fun, simple and practiced consistently as a group!)


 



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In Case You Missed it: Top Posts for the Week of March 5- 9

Photo:
missedmytrain.com

"In Case You Missed It" is a new feature on the S.M.Art Kids Blog.

Each Friday, we will feature the top articles (archived and new) that are relevant to students, educators & our personal interactions that week.

To read the original article, click on the title link. (A short description taken right from the article appears under each link.) The source is listed next to the article title. If you have an article link you would like to add, contact Barbara at the e-mail at the bottom of this post.

Have a great weekend!

~Barbara


8 Creative Ways to Share Yoga With Children 
(Mind Body Green)
The great thing about yoga is that it naturally addresses all of these modes of expression; from partner poses, to singing, to learning about angles as they relate to the body and our bodies as they relate to the natural world....


What to look for When Looking for a Babysitter for your Autistic Child 
(AutismUnited.org)
It is not enough that your potential babysitter has babysitting experience. What is more important is that she has experience in looking after autistic children....


Is Immaturity being mistaken for ADHD?
(Medicine.Net)
The study raises new concerns that some children who are simply immature (compared to their classroom peers) may be misdiagnosed and unnecessarily treated for ADHD, which is characterized by poor attention and impulse control...


How to Coach Your ADD Child Athlete
(ADDitude Magazine)
11 ways to help the coach of your ADHD child expose her natural talent, better provide instructions, and make her team-sport experience a good one...

7 Keys to Adapting Movement for Special Needs Children
(S.M.Art Kids Blog)
The practice & skill of modifying and adapting games and activities has served me well in the early elementary & special education field. I always looking for ways to adapt common (and not-so-common) activities such as yoga, dance, storytelling, movement games & art to make them more accessible and inclusive to all children...


Societal Values & Policies May Curtail Physical Activity for Preschoolers
(American Academy of Pediatrics) 
Three-fourths of US preschool-age children are in child care centers. Children are primarily sedentary in these settings, and are not meeting recommended levels of physical activity. Our objective was to identify potential barriers to children’s physical activity in child care centers.


Physical Activity Boosts Learning
( SportsConcussions.org)
School administrators looking to restructure the academic schedule should consider the placement of physical education classes, according to research released today by the American College of Sports Medicine. The study, titled “Effects of Varying Types of Exertion on Children’s Attention Capacity,” is published in the March issue of Medicine & Science in Sports & Exercise® and finds that adding physical activity into the school day helps children concentrate on their academic work.






Contact: barbara@bodylogique.com
 
 
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Games That Build Core Strength for Kids

"Funny Football" is a fun game that
helps kids build core strength

We hear many references in the fitness industry to building "core" strength. The body's 'core' refers to the muscles of the abdomen, pelvis, hips & and back & neck. The "core"  is  body’s center of gravity and affects all functional movement & postural activities: sitting to standing, walking to running, jumping, playing and more. The core muscles are responsible for alignment of the skeleton (bones) and for providing internal pressure for digestion & to detoxify the body by expelling substances (vomit, urine, carbon-laden air, etc.) These muscles are continually at work stabilizing the body against the force of gravity.

When looking for activities & exercises to help encourage a stronger core for children, keep in mind that the major abdominal muscles have very specific & limited action. There are many different minor muscles (and ligaments, tendons and nerves) that assist in stabilizing the spine and pelvis, and run the entire length of the front & back midsection of the body. Exercises, games and other activities need to focus not just on the front abdominal region, but on a variety of groups of muscles that run from the hips up to the shoulders & neck.

Signs of poor core strength are: tiring easy,  poor posture, decreased body awareness, head hanging or holding up head while sitting, poor self image, constipation and frequent injuries. Poor core strength results in poor proprioception, motor planning and balance due to unnecessary torso movement and swaying during all other body movements. This is tiring and frustrating to the student and can lead to de-motivation.

Good core strength will improve posture, digestion & elimination, confidence and concentration, increase energy level and improve balance and motor planning. The key is to keep in fun and challenging. I like to call the exercises & activities "Games" to young children because exercise should always be fun. Try these beginner, intermediate & advanced activities for younger children:

Downward Dog

Dogs Chasing Frisbees: (Beginner) Each student gets 2 Frisbees, one for each hand. Place them on the floor, curved side up, in front of the student. Each student stands in front of the Frisbees and bends down, (Downward Dog-pictured at left) placing one hand in each Frisbee. Students must bend knees & "Dog Walk" as the push the Frisbees to the other side of the room.  (Encourage the children to squat or dog-walk-not crawl.) You can make this a relay race or even have the kids go through an "Obstacle Course" to find the bone at the end of the course. (you can mark off with tape or use plastic cones and  cutouts for the bones.)

Bridge Pose
Photo by B.Gini @2009

The Bridge Game: (Beginner/Intermediate) Have children lay side by side and hold a "Bridge Pose" (See photo at right) . See if you can roll a ball underneath them as they stay up. Gradually extend the amount of time the posture is held. You can even sing the  "London Bridge" song.

Funny Football:  (Beginner/Intermediate) Pass a spiky colorful ball around in a circle using only your feet. For added challenge, use a balloon, football or beach ball. Have each person say a letter to spell a word or say the alphabet as the ball passes round the circle. (See Photo at Top of Article)

Don't Rock the Boat: (Intermediate/Advanced) Have children come into "Boat Pose" (see photo at left) and see who can remain the stillest.

To keep this fun for young children, limit the number of repetitions by having them count to their age. (If they are 5 have them hold "Bridge Pose" for 5 big breaths.)  It’s better to do a few repetitions & move on to another activity, and then come back and repeat. This keeps the kids interested & engaged.

Also remember to always remind the children to breath IN through their noses. Its very important for proper respiration, filtering & warming of air, mind/body integration and improved concentration.

For teens or advanced learners, who need a little more of a challenge, here is a down-loadable file showing how to do "Yoga Sit Ups".  I showed this to a teen boy who was going through a sensory-motor therapy program and had reached a plateau with sit ups and "Boat Pose". He started to become bored and de-motivated and needed an additional challenge to keep him interested. He liked this activity and stated that it made him feel "awake" &  "powerful", like he wanted to "run a race". It will provide the additional challenge he needs to take him up to the next level of his therapy.

Keep in mind that any of these postures and activities can be adapted to slower learners and children with lower tone and underdeveloped motor planning. Use bolsters, pillows, props and mats as needed.

For more information on how to adapt activities for children of all abilities, visit our website: www.bodylogique.com  or  Subscribe to S.M.Art Kids / Healthy Kids by Email
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7 Keys to Adapting Movement & Sports for Special Needs Children

Barbara mirroring  movement
for a non-verbal student.
(Photo by J. Yurgel)

Inclusion is about providing a broad range of fun & engaging options to children of all ages, abilities and backgrounds. This means modifying an activity or sport to provide a more appropriate version for a particular group of participants. This can be done in such a way that the integrity and structure of the activity is maintained, while softening the rigidity of how one should participate.

When I was a child, I spent many hours outside playing in the yard and inside playing board games with my younger brother. There is nearly a 5 year difference in our ages & I would come up with ways to adapt & modify the activities so he could be included too.  As we both got older, we still carried on the tradition of  of  "making it up"  much to the dismay of my father who was trying to teach us to 'follow the rules."

The practice & skill of modifying and adapting games and activities has served me well in the early elementary & special education field. I always looking for ways to adapt common (and not-so-common) activities such as yoga, dance, storytelling, movement games & art to make them more accessible and inclusive to all children. So far, my efforts have been  been successful.

My daughter with a 'Buddy'
at the Special Olympics, 2010

Statistics show that physical activity for children with disabilities as compared to children without disabilities is much lower. In recent years, there has been a call for more physical activity for kids. At the same time, there is awareness of the need for more adaptive recreational programming to address the growing population of children with a variety of  physical, sensory and other adaptive challenges. While the idea of adapting for and including a variety of children with different abilities may overwhelm many coaches and educators, I think we need to see this instead as an incredible opportunity to expand existing programs, or create entirely new ones & step out of what is comfortable and predictable. The benefits far outweigh the little bit of extra preparation it takes.

Modifying the methods & rules of exercise, activities or even of competition structure of a sport is nothing new. In fact, most national sporting organizations provide modified versions of many sports for their junior programs. (Special Olympics, The Miracle League and others.) As the need for adaptive movement activities has increased, so has the interest in how exactly to do this in a meaningful and effective way. Here are 7 key points to keep in mind:

• The purpose of adapting and modifying movement activities & sports is to make them more accessible by minimizing or eliminating the disadvantage caused by the environment in which a sport or activity is played. There are as many ways to do this as ther are children who need it. Think of ways to break the activity down into its smallest most basic parts and build up from there. Don't be afraid to experiment with new ideas or to change something that is not working.
• Modifications can be minor - such as a change in rules (6 strikes to be 'out' instead of 3) or piece of equipment (lighter or shorter bats). Sometimes bigger modifications are necessary, that may require some planning in advance (using  equipment that contrasts with the playing area: white markers on grass, bright balls or mats, sound/echo proofing a room, etc.) 
• Know your students. Talk with their parents and other members of their education or therapy team to gain insight into the best way to structure your activity or program. Use common sense in determining what activities that child should avoid. (A survey form filled out by parents and therapists before an instructional program starts is very helpful.)
• Learn to view all modifications as temporary. Review them regularly for restructuring or to be phased out. Adaptations are just another step toward a program that is fully accessible. (In some cases, the changes may become a part of a regular program, such as those previously mentioned junior sport programs. ) The end goal is to allow participation with as much independence as possible.
• Teaching Style is important! The way an activity is communicated has significant impact on how inclusive it is. Use appropriate language for the group, speak clearly & keep instructions short and to the point. Using visual aids, (pictures) demonstrations and a buddy system are effective ways to support students as they learn & interact. Be sure the students understand rules, techniques and procedures before they begin. Keep it simple!
• Environments can be adapted in simple ways such as reducing the size of the playing area or using an indoor surface rather than grass or even using grass as an element of sensory integration or slight challenge when the student is ready. In any case, you also want to minimize distractions in the surrounding areas as much as possible.
• After an activity or game is played, assess it for the need for new or different modifications. There is always room for improvement, so ask yourself what worked, what did not and why. Get feedback from the participants. Their input will give you clues on what to keep and what to improve upon to make it more fun and inclusive for everyone.

 

* Are you an adaptive sports coach, a special education teacher or instructor? In what ways do you modify and adapt your program to make it more inclusive for children with special needs? We want to hear from you! Leave your comment below!

 

For More Information:

The Miracle League (Northampton, PA)

Special Olympics (PA)

B'More Abilites  Special Arts Center

One World Karate

Sensory Swim

Horse Boy Method

American Association for Adaptive Sports





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Why Adaptive Movement is Necessary



Photo ©2011 B.Gini

Its not something I talk about much, but about 24 years ago on a rainy morning while driving to work, I was injured, along with 4 other drivers, in a motor vehicle accident.

My car (an ’85 Buick LeSabre) took the most of the impact but was destroyed. My body ached for months. Up until then I had worked out by kickboxing, aerobics & martial arts. At age 23, I was in excellent physical shape but was told by my doctor to stop exercising so the movement wouldn’t 'jar' my spine. I was not given any alternative exercises.

I was cautioned that I would probably always have headaches, hip and back pain & by my 40's would likely lose most of the feeling in my (dominant) arm & hand. My orthopedic surgeon suggested I have surgery to remove several of my ribs to "release" the compression in my spine. I laughed thinking he was joking. He was not.

A week later, I found an article in a magazine in that same doctor's waiting room. It outlined a study at Bryn Mawr Hospital that was using yoga as a complimentary medicine to speed healing. The results looked very promising. I left his office that day, took the magazine with me, and instead of filling the prescription for pain medication, I searched for & found a 20 page booklet and cassette tape on yoga in a local book store.

I practiced with that little book daily on my own. I worked in short intervals and learned to modify the movements to adapt to my limited mobility. I took it slowly & did was felt sensible to my body never pushing beyond what felt 'safe'. Progress was slow, but it did eventually help my body feel and move better. (And I am happy to report that I still have ALL of my ribs!)

I believe there are 3 main reasons that I can move at all today, at age 47:

• my big clunky car that surrounded & protected me like armor
• my good physical shape prior to the accident
• the yoga that I learned from that booklet & tape

I’ve practiced to varying degrees over the years, always in harmony with my changing health, weight, fitness level, & body chemistry. Yoga has always helped & has never failed me. It now helps the children that I work with in ways I never thought possible.

This is why I continue to adapt, modify & customize yoga to my students and why we need more people willing to do the same. After playing sports my whole life and having excellent coordination & mobility, I remember after the accident trying to move a certain way and not being able to. I remember the decreased sensitivity in my leg, arm and hand and that clumsy, disconnected feeling. I felt frustrated & trapped in my own body. To me, adaptive movement in the form of sports, horseback riding, swimming, karate, dance & yoga and others, not only makes perfect sense, but is an absolute necessity.

Statistics show that physical activity for children with disabilities as compared to children without disabilities is much lower. In recent years, there has been a call for more physical activity for everyone, especially kids. At the same time, there is awareness of the need for more adaptive recreational programming to address the growing needs of children with a variety of  physical, sensory and other adaptive needs.

In adapted classes, there is better ratios of 1:1 instruction, smaller groups and a slower pace to allow the children to build on their strengths, overcome weaknesses & and master new skills gradually. Adapting recreation, dance, karate, yoga & PE is a way to ensure that everyone is challenged and participates to their full potential while maintaining the integrity of the activity.

I found this article below with great information, discussing the importance of adapted PE in Schools & why we need to keep kids active not only in gym class but throughout the rest of their lives. It outlines reasons why we need more adaptive movement programs not just as PE but as recreation as well.

As always, I encourage you to find activities that you & your child can participate in & to move and play with your children every day!


The Importance of Adapted Physical Education in Schools

 
 
  *In my next post, I will talk about one approach to HOW to adapt PE, sports & recreational programs.










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