Do Dolls Influence Girl's Self-Image?

PHOTO: thestir.cafemom.com 

This topic fits in well with the series I am working on that addresses girl's self-esteem.

There has been huge debate over Barbie dolls and whether or not they cause an inferior body image in young girls and I'd like to weigh in on this-pun not intended.

Today I came across the article: Artist Creates Barbie with Average Size Body.

First of all I love both of these dolls, but I do question if we really want to encourage our kids-especially our daughters- to be 'average'? I want my daughter to be anything but average. I want her to stand out and excel. With that being said, I think that we are making too big a deal of the doll's influence over our kids brains, thoughts, emotions and body image. We are in charge of shaping a child's attitudes-not the dolls.

We need to keep in mind first, that this doll does not look like a real woman because its not. Its a doll. A toy. Its not supposed to be real. Its supposed to engage the child in creative play, fantasy & spark the imagination.

Secondly, we need to remember that the doll itself, (nor does any toy), has no intrinsic power to influence anyone at all, but as parents, we do. I think we are focused in the wrong direction and missing a huge teaching opportunity. Although our intentions are good, don't you think we do way more damage by bashing the "skinny" Barbie and trying to push a "normal' Barbie? Who is to say and decide what is "normal' anyway? Is this really about our kids well-being or more about the pressure we feel as parents & educators to do what the rest of the herd is doing? Or is it simply about our own body image insecurities? We need to not only ask these questions, but look for the answers.

Think about this: we have gone out of our way to teach our kids to 'include' and 'accept' others as they are...we've ended the 'R' word and put people first; we've raised awareness, and research money for every possible physical defect & learning disability; we've embraced cultural diversity; we've recognized 'bullying' as a National Epidemic and have 'anti-bullying' programs to address it.

Then what do we turn around and do? We judge, bash & essentially bully 'Skinny Barbie' for being 'too thin', 'not normal' and 'imperfect'. Has anyone wondered how confusing a message this must be to kids who have been taught that making fun of someone's appearance is bad?

In our efforts to make a perfectly diverse, safe and politically correct world for our kids, we forget that our own words, attitudes, expectations and most importantly our behavior teaches and influences children & youth more than any inanimate object ever will.

What I'm saying is don't let your own fears project into your child's head, and put a "bad body image" thought there in the first place, where it probably was not until you brought it up. This is a 54 year old toy we are talking about. Girls have played with this toy for decades-and there has been no evidence of any psychological damage because of it. This is an irrational fear that has been placed in us, (because we all want to be good parents) and we need to recognize and overcome it. Give your kids, and your own parenting some credit and stop giving inanimate objects so much power over your child and over your parenting decisions.

The best thing we can do to inoculate our children against poor self-esteem, bad body image, etc. is be there for them-observe them, talk with them, engage with & play with them, and most importantly listen to them. Teach them how to think for themselves, and don't put limiting thoughts into their heads, even if its a fear or concern we have. Teach them how to adapt & overcome outdated paradigms and to see things for what they really are-in this case, a doll.

If you question whether or not this doll (or any toy) is appropriate, then play with your child-use the doll-in-question as a tool- create scenarios in which problems are solved, good values are instilled, and health, acceptance, inclusion, and diversity is embraced. But don't fall into the trap of using a doll-or any toy-as an excuse to perpetuate exclusion based on appearance, just because there is a trend and push for it. By doing this we are reinforcing exactly what we don't want and in addition, teaching children how to conform to a particular way of thinking instead of thinking for themselves. Kids notice when we contradict ourselves, and how on earth can they trust and listen to the advice of someone who sends conflicting messages?

If  you truly feel that this Barbie is damaging to your child's self-image, then why not, instead of insisting they re-design Barbie to look 'real', insist instead that toy companies make dolls of all different shapes and sizes and then ensure your child has one of each? I think this would be a more healthy way to model ways to celebrate all girls-skinny, curvy, and in between, exactly as they are.

I would like to hear from you-especially any licensed psychologists: how do you feel about this issue of body image? Do you think dolls & toys in general have any influence on girl's self-image? Additionally, if you know of any studies that definitively prove that dolls lead to body image problems, please include a link along with your comments below!


Contact: bodylogique@yahoo.com


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In Case You Missed It: Educational Toys

One of the things I miss about having young children is going into toy stores. I think I used to have more fun than the kids-trying the new items that came out each year.

I'm slightly removed from the toy loop as my kids have gotten older, but one of the traditions I started years ago is to purchase one toy or game for each of my kids to remind them to embrace that creative, playful part of us that lives on no matter how old we get. Last year it was Silly Putty (which I had once banned forever because some was left on a couch by my young sons and I sat on it and ruined an expensive pair of wool pants.)

One year I got a busy box for my then 21 year old son, because he liked to examine and touch everything he saw. (He still does). That was the same year I got a bag of extra Mr. Potato Head parts for my other son who worked in the culinary industry and was always cutting himself and getting more stitches. He liked to show off his scars. I gave him the extra parts that "Just in Case" he needed them. They both loved the gifts and had fun sitting there playing with them on Christmas morning

One of toys that I most use as a teacher would have to be the Hoberman Sphere (otherwise called the "Breathing Ball"). This versatile toy can  not only be used to teach children how their chest and lungs should properly expand and contract while breathing, but also is visually attractive & encourages concentration.

Each year at holiday time, I do my best to find gifts that are not only fun but functional & educational. Using the imagination through play is the best way for children learn.

I've compiled a short list of 9 favorite toys and games for kids this week: most are appropriate for sensory development and adaptable to special needs. I've included a description of the item, the skills each teaches and why its one of my favorites. These are all toys that I myself am familiar with and have used with my own kids, family members or students. I've included links to each so you can decide for yourself if its right for your child. This post is a bit longer than usual, but I wanted to give as much information as possible.

Feel free to add your own favorites in the comments section, along with a link if possible, or your own critique and tips if there is a toy listed here that you have purchased for your child. You can also list toys that you did NOT like-and tell us why. I'd like this post to become a growing resource for everyone's holiday gift giving.

Happy Shopping and Have a Play-full Weekend!

~Barbara

PS-At the very bottom of this post I've included a link to a news story I saw this week that saddened me. It shows little children in India being used for labor to make holiday ornaments. At this time of year, which should be a happy time for children, I urge you to please know what you are buying and where it came from. We've all bought the "cheap" ornaments at the dollar stores, and I know its impossible to know who made it and under what conditions,  but I know after seeing this I will be more conscious of what I am purchasing and the person who helped make that item.

I've also included a link to "Toys for Tots" and "Operation Christmas Child". I hope that if you are able, you will participate in their Holiday toy drives. This is a great way to teach kids about the spirit of giving, gratitude & helping each other out in times of need.




Hoberman Sphere - (Pictured at top): This unique and eye-catching Expanding Mini-Sphere is perfect for for all ages and abilities. You can spin, roll and suspend it. It can be used for breathing & self-calming exercises for kids. Expands from 5.5" to 12".  I love them because these spheres inspire children to be creative and inventive. They come in larger sizes as well as a glow in the dark version.

Snap Circuits- This toy offers children ages 8 and up, and exciting, hands-on introduction to electronics. The kit contains more than 30 color-coded, real circuit components that snap together & combine to create working circuit boards just like the ones found inside televisions, radios, and other electronic devices. Snap Circuits provide hands-on education in how electrical circuits work to run the everyday devices that we are familiar with. With 100 do-it-yourself projects & easy-to-follow instructions, this toy lends itself to an entertaining, concrete education on how electronics work. I love the creative aspects and the fun projects: a sound-activated switch, a musical doorbell, a voice-controlled lamp, a flying saucer, and a light police siren. Kids can experiment with things like electric switches, integrated circuits, digital circuits, fuses, and the transforming circuit sounds into other sounds.

Spot It ! - I love this game for younger children & preschoolers, ages 4-7. Its a fun way to improve visual perception,pattern recognition and practice matching. There are several versions of the "Spot It" games-the link provided goes to the "Animals" version. Colorful (& adorable) animals appeal to younger children. The round tin travels easily in backpack, pocket or in the car. Each card is imprinted with 6 different animals of varying sizes and there is only one single matching animal between any 2 cards. there are 5 different games that can be played competitively or not. I also love the adaptability of this game to ages and ability.

Huggtopus

Kimochis-Huggtopus Box Set -Kimochi (Key.Mo.Chee) means "feeling" in Japanese. Kimochis are small pillows with a feeling (happy, sad, silly, brave) printed on one side, and a matching facial expression on the other. This toy helps develop healthy social and emotional skills. Each character comes with a set of three feelings and a "How-To" Feel Guide. (there is also a Cat, a Bug,(caterpillar), a Dove, a Rose, and a Cloud.) Each of the characters have a pocket where Kimochis (or feelings) can be stored. I love the character identification that takes place: by using these characters, children can learn about & understand their emotions through puppetry and play. (Huggtopus is very affectionate and strong and sometimes gets a little carried away by her big friendly personality. She always means well but has to learn about boundaries; Bug is a caterpillar who is afraid of change. He is thoughtful cautious and has a secret dreams of flying...etc.) The Guide introduces the personalities of each character and offers parents tips and activities to help engage & strengthen relationships & connections. I also highly recommend the Kimochi Mini Mixed Bag (contains 12 different feelings) along with the Huggtopus or any of the characters. Well worth the money. 

Nature Kaleidoscope Making Kit - Kaleidoscopes are visually calming, due to  the symmetry of colors and shapes, and encourage communication between both sides of the brain if used equally on both eyes. (We are primarily dominant in one eye, just as we are with hands, feet, ears, etc. To determine which eye is dominant, place the scope on the table directly in front of your child, and let him pick it up and look through it. The eye he brings it up to is "dominant". Be sure that the non-dominant eye is also used for viewing to encourage development of the opposite side of the brain.) I love that this kit encourages creativity and allows you to make your own kaleidoscope over and over again using a variety of natural elements: dried flowers, polished gemstones, glass marbles and minerals. The kit contains parts for an 8 1/2" scope, two nature drawings to color as wraps and colored pencils.  Kids age 7-11 love to create and build things that are personal to them, and this is a perfect gift for filling that desire.

Therapy Ball Cards - 60 Fun therapy ball activities for kids age 4 and up to help keep them active & build body awareness, upper body and core strength, motor planning, visual perceptual skills, fine motor skills, and improve proprioceptive  input. There are four categories: Sitting Activities, Prone (Tummy) Activities, Standing and Other Activities, and Stretching Exercises. Each 3x5 card has an illustration of  activity & the back lists benefits, directions, and other tips for using therapy balls. I love that these cards are compact and come in a protective storage tin for easy transport. 

Kids Yoga Deck

Kids Yoga Deck - My all-time favorite yoga card deck for introducing yoga and exercise to kids. (I have used with ages 4 and up). It is useful, versatile, simple, visually attractive and colorful for kids & stimulates creativity and fun! With several categories, 50 playful poses and games, simple instructions and a durable storage box, these cards can be carried and used easily for a variety of purposes by yoga teachers, classroom para-educators, therapists and parents. Kids can also use the cards independently-even if they have limited language skills or can't read yet. 

Discovery Toys - Any and all of them.  I never met a Discovery Toy I didn't Like! Here is a link to my Facebook friend Arlene's page. Here is the Main Discovery Toys page.

Mr. Potato Head - A nostalgic favorite! Read this Pedia Staff article on the many therapeutic uses for Mr. Potato head and you will see why you should get one-or two-right now! 



*Please include your additions to this list below!


Enslaved Children Freed After Being Forced to Make Christmas Decorations

Toys For Tots Foundation

Operation Christmas Child




Contact: barbara@bodylogique.com

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Finding Your Something

Photo: noahsmiracle.blogspot.com/ 

I remember as a young first time parent, hearing other parents talking about their child's milestones: the first step, first word, riding a bike, etc. and I remember the anxiety that went along with it, wanting my son to be able to keep up with their peers. I didn't want him to be left behind.

He not only kept up with them-he went past them. He was an A student, taught himself to play several instruments, wrote music, won science fairs and scored a 1080 on SAT's in the 6th grade. He mastered and could play baseball, football, chess and hockey well. He was called 'gifted' and he hated that label. Classmates made fun of him constantly for any reason-for his clothes, for his insights- for being bright enough to hold intelligent conversations with adults. All he wanted to do was blend and "belong". 

While he loved to learn, the social aspects of life as a child/teen escaped him and he felt much more comfortable around adults rather than his peers. To cope, he developed an incredible sense of humor and refused to do homework. He almost did not graduate, not because he couldn't to the required work, but because he had so many missing homework assignments. He understood the concepts enough to get A's on tests, and felt homework was unnecessary busy work. He now has found his comfort zone writing & performing comedy sketches in and around Philadelphia. He has an incredible sense of empathy and forgiveness in spite of not being treated well by his peers as a young boy.

By the time my second son was 5, I had stopped stressing over development and just let him be himself. I offered a variety of opportunities to explore, and he did. He was intensely observant, always looking for the fun & was never afraid to try something new. A stocky child, he got teased for his weight. He also is gifted-in different ways than his brother. His gift is that he can size a person up almost instantly. The somewhat dark side of that gift is that he can find some one's weak spot and put them in their place if need be. This was and still is his way to cope. He has also taught himself to play several instruments (including a didgeridoo of all things) can cook just about anything under the sun (and never uses recipes) and has learned and managed every aspect of the restaurant business since he was 14.  He is self-taught, never went to college, and is one of the most naturally intelligent people I know. He is compassionate, but less forgiving then his brother. If you hurt or betray him or his family, you don't exist anymore. With him, you get one chance and that is all-he epitomizes efficiency.

By the time my daughter came along, 15 years after her brothers, I was a much more relaxed mom-(or maybe just a tad bit tired!) My daughter has taken what I thought I knew after almost 30 years of parenting and shown me a very different picture. She is kind and compassionate-creative and funny- but is a spitfire when she is lied to or betrayed. She is full of energy, exploration and enthusiasm and is still finding her gifts and trying them on to see how they fit.

These three children are so completely different, that if you stand them next to each other, they do not remotely resemble each other in personality or physical appearance. Each one is a reflection of how they have learned to see the world; Each one has gifts that will continue to help them learn; Each one will accomplish many things in their own time and will hopefully use those gifts to help to make the world a better place.They have all taught me something about myself, and this has helped me do my job better.

I have a motto that goes: "Not all children can do all things-but all children can do something."

All kids -and adults - have their unique "Something" and I think one of the most important gifts we can give our children - whether its our own kids or the students we work with - no matter their label- is to allow them as many opportunities as we possibly can, to play, create, explore - find (and unwrap) their "something".  

I love watching kids as they are engaging in their self-guided learning: they pick things up if they want to, examine them to the degree they are interested, use them in ways they were and were not intended, and put them down when they are finished. Its our job to make the introduction to concepts through engaging, fun activities -and sometimes to the gifts they don't realize they have yet- and show them how it works. Then, let them go with it. 

A parent is a child's first teacher-and as teachers we are inspiring them to discover-rather than imposing knowledge on them. Play & creative activities are the best ways to do this. Respecting their boundaries, allowing them to set the pace, and even letting them fail, gives them the confidence to explore that which truly interests them, and to "unwrap" their own "something" as they become ready to acknowledge and use it.

Time for some sharing & bragging: What are some of the incredible "somethings" that your children posses? Please tell us about them by leaving a comment below. Be as detailed or as brief as you like!

Contact: barbara@bodylogique.com 



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In Case You Missed It: September 3-7 2012




Photo: ©2008-Barbara Gini

  "Play is the work of children. " ~Maria Montessori

As everyone settles into the new school year, I'd like to take this opportunity to remind everyone to make time to play.

Children are relaxed, receptive and learn best when playing, and believe it or not, so are adults. Play releases stress from the body, calms the mind, integrates the brain and body, builds social skills and stimulates the imagination. Play is a safe way for us to explore the world and to test (and expand) our boundaries.


Wishing you a play-full weekend!


~Barbara



The Absorbent Mind

The Theory of Play

Creating Inclusive Learning Environments

Soapy Slime Fun

Woman Creates "Sensory Sheild"

Sensory Games and Activities

Take it Outside

The Power of Water (and Wasted Opportunities)






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With Me? Next to Me?

Photo Courtesy:  johnflurry.com

Its a commonly held belief that ASD children should be discouraged from parallel play; and that they need to actively engage with peers.

I have often wondered exactly who's need this is and inwardly feel, in spite of experts telling me otherwise, that interaction ought to be natural & spontaneous rather than staged and prompted.

When I first started doing ABA therapy, (Applied Behavioral Analysis) I was not comforatble. In fact, hated what was expected of me. I felt that we were not really honoring and respecting the children as individuals, and instead were imposing repetitive drills and unrealistic expectations of what we thought were necessary skills onto children as if we were programming a computer. While I understood the importance of structure, and that certain skills need to be learned before harder skills, it always seemed to be more about compliance than engagement.
Now that I no longer do ABA, I often observe behaviors and body language in children that indicate to me that they are not ignoring me, but rather observing, sensing, listening to, taking in, absorbing and processing everything that I do, say and that is going on around them. I base what I teach them on those cues. I play next to them if they don't want to play with me. More so, because I want to observe & understand and as long as they don't ask me to leave, I stay.

One young boy I worked with years ago had a diagnosis of autism and was only mildly verbal. Most of the words he said were repeating something he heard, or making inaudible sounds. We were frequently prompting him to 'play with' other kids. One day I could not get him to work at all so rather than get stuck in a power struggle, I just sat next to him, observed him and mirrored him as he played with a toy car. After a few minutes he looked me right in the eye, and said clearly: "Miss Barb, I need a break."

ASD children see, hear and know what is going on. They are not tuned out, they are tuned in. They even feel it when your emotioins are a little off balance. They are aware that we are watching and trying to get them to do tasks. Sometimes we get so stuck in the compliance and lesson plans that we forget that we are not just teachers and therapists but also students - and we can learn from the kids too.

Are we too quick to stage & prompt interactive playing and not patient enough to observe & allow play to happen spontaneously and naturally (if its going to) among spectrum children & peers? Why isn't playing 'next to me' good enough? Are we unconsciously sending these children deeper into 'their' own worlds instead of accepting them into 'ours'?  Is it really about the kid's needs or more about our own?

Here is an eloquent post and excellent account of what is going on when we think our ASD children are ignoring us, or not interacting. This was written by Aspienaut, an adult with Asperger's. This is his own account and description of what he experiences, and I think we can use it to help us understand other children & individuals better too.

Please bookmark Aspienaut's site & pass this on to everyone you know who works with children (and adults) with autism.

Aspienaut: Wired Differently:  "Next To You"

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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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

Chalk

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

(Find out below!)

Social Strategies: Goals & Expectations for Play

Photo by Barbara Gini ©2011

I've been writing lesson plans for the upcoming adaptive yoga session with Lisa (KidsPlayWork) that begins later this week. This 8 week series will focus on basic social skills, calming anxiety and  movement sequences to improve concentration.

Its easy to get enthused and caught up in all the things that  we want to teach our students. Yoga is such a versatile and wide reaching activity that its sometimes hard to pick just one or two things to teach each class. Working with children on the spectrum has given me a great opportunity to understand the importance of selecting specific goals & to learn to narrow my focus to objectives that are challenging, obtainable and provide meaningful achievement for each child.

A common question I am asked when working with parents is: "how many skills should I teach at any one time?"

The answer will depend on the ability of the student, but in general, between 1-3 and one at a time is recommended. Any more than three is way too much for everyone involved.

Place a list of one to three learning objectives on your refrigerator or blackboard and focus on helping your child learn each one before the next one is tackled.  The goals should be relevant and meaningful to thechild's daily routines and activities. Some examples:


■ Learning three new vocabulary or spelling words

■ Thinking of three new ways to use vocabulary words

■ Learning how to play with a new toy or game

■ Making 1 new friends

■ Learn how to play with 2 new people

■ Or any combination of new ideas or skills-but remember, 3 is enough

Put a star or a sticker next to the achieved skill so the child can see his or her accomplishment.

You children will most likely learn more than 1-3 things a day, because that is the nature of our Life experiences. Skills, numbers, math facts or vocabulary words that you were teaching last week will naturally work their way into the here and now, presenting an opportunity of reinforcement of learned skills.

If your child seems resistant to learning the set of skills you have chosen, try breaking them down into smaller more meaningful goals, teaching them in a more interesting, fun way or select different skills to work on. Remember that progress is progress, no matter how slow or tedious. Some children witll learn slower than others and that is okay. The important thing is to see progress!

Games

Games are a naturally engaging way to teach children a variety of sensory and social skills. In our group session we use movement games (and modified board games) to teach not only yoga theory and postures, but also health, self-control, social courtesy, character development, problem solving and more.

Lizard Faces
Photo ©2010 Brian Mengini for BodyLogique

Games can be adapted, modified and simplified so that all children can be included in play. (You can always adapt & play games that are easier with any child.) Most kids love "Chase and Tickle" games or "Make a Funny Face" games where they get silly reactions from grownups. "I Spy" games both indoors and out are also a simple way to start to build the foundation of a connection between the players.

Keep in mind, that the reason children with autism have difficulty in social play is often because the play partner is playing at a higher level and the child becomes confused. Start simply-and with pairs or triads (1-3 players) and gradually add more elements & players to games (but not at the same time) as skills are obtained. Many games can be made to be more difficult by adding variations after a specific skill is mastered. (Example: Simon says: stand up. Then Simon says stand on tippy toes....stand on one foot...stand on tippy toes on one foot....etc.) This makes it possible for you to introduce a child to a simple game and then add a challenge to keep them engaged in learning new skills over time.

Competition

A word about competition: many educators, children & those of us in the yoga community have been taught that competition is bad for children and I disagree. While I don't condone behavior that implies that one child is "better than" another, I feel that  if we don't challenge children, and let them overcome and master those challenges, they will not learn. They will not stay motivated to improve their skills and become more independent.

By over-accomodating & taking away challenging, competitive opportunities, we take away the child's chance to interact in a meaningful way. We limit their opportunity to build confidence. Its as if we are saying to them that we don't trust them enough to handle themselves. This is a bad message to send any child, especially one trying to build skills and gain social confidence.

Special Olympics
Photo ©2010, Barbara Gini

If every game we play with them is cooperative, and every game allows everyone to win, we are setting them up for failure & an unrealistic interaction with the rest of the world. Its not very pleasant to think of, but in reality and for the most part, we do not live in a very accommodating society. There are rules and laws that we are expected to abide by, whether or not we agree with them, and there are expected and appropriate behaviors that we follow. Children need to be taught this lovingly, and that sometimes its our turn to 'win' and other times its someone else's turn to 'win'. They need to be taught that winning doesn't make you better than another person, and losing doesn't make you less. I think its much better for them to learn this in a caring, nurturing & supportive environment, with  a teacher, friends or family around them, than from a total stranger, in an environment and situation that is foreign and possibly very scary to them. 

Don't be afraid to use games that encourage cooperation, but also that teach and challenge them to overcome obstacles & do their very best!


Some tips for selecting games:

■ Use simple 'Beginner' Games for children who are not yet verbal or are just learning their first words. Keep the duration short and as few players as possible to start.


■ Use 'Intermediate' Games for children who are putting at least a few words together. Be clear with instructions to build on vocabulary.

■ Use 'Intermediate/Advanced' Games for children who are starting to put sentences together. Facilitate play along side while allowing the players to communicate and apply skills among each other.

Broaden the Experience

When selecting games and activities, we can strive to strike a balance between a child's current interests and helping him broaden those interests to include new experiences. Play can be used creatively and on purpose to expand & broaden interests. A wide mix of different kinds of play allows a child to learn much more than even the most creative play of a single activity. (You might want to consider making a simple video model of the selected game. It is amazing how fast most children learn after watching. )


One of my students was very much into trucks, buses, cars, etc. I was told to not allow him to discuss them or perseverate on them. Instead of censoring him, first I used his love of trucks to gain his trust and then to expand his interests.

Got Large Bugs?

My first session with him I mirrored his play along side of him and let him direct the truck activity.

On the 2nd & subsequent sessions I added interesting and different elements to this 'game'. I brought a bag of huge plastic bugs, and hid them around the room. I told my student that we would definitely play with the trucks, but first we had to find the bugs because they all wanted to go for a ride.  This was not taken well at first, but after a brief discussion & transition phase, he thought this "Hide and Seek" idea made sense, so he played along, a bit reluctantly. We reassured each big bug that he or she would be going to ride on a truck/bus/airplane as soon as we found all the others.This reassurance helped him sustain the activity. I started with 3, and each week I added a few new bugs.

Over the next few weeks, I introduced car, truck, airplane and bug poses, created a yoga sequence just for him and played guessing games with him. We added art (tissue paper mosaic bugs) and then a labyrinth (maze) where he had to get to each bug. The activities became a much better mixture of interactive games and less about the cars and trucks as this child learned to confidently enjoy a variety of activities, movement games & toys.

* In an upcoming post, I will take you through the steps of helping your child set up a sucessful play date.

Tell us in the comments below what types of games you find to be effective  for helping children learn social skills.

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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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