School’s Out Summer Activities

School is out and summer fun is here. Many times, along with the fun comes the familiar “I’m bored”. “I’m bored!” is an announcement by kids all parents despise. As the parent, or caretaker, we can only see all the toys and different things kids have or can do. Unfortunately, pointing those things out rarely helps. Whether it is difficult for us to believe or whether they are actually bored or not; the problem is the complaint of I’m bored. It needs to be solved. You need school’s out summer activities.

School’s Out Summer Activities

It has been a challenging year for kids and parents alike, so perhaps this is the perfect time to get imagination and creativity rolling. There are so many common household items that can be turned into fun games and activities. Many require little to no additional help once you set up the materials. However, as parents, this is a perfect opportunity to spend time with your child. While completing the activity you are also helping build skills as well as creating memories!

Paper Plate Activities

Frisbee: try to throw it back and forth like a Frisbee – motor planning
Mask: cut out 2 holes for eyes and draw happy, sad, or silly faces on the front and hold it over your face – visual, pretend
Shield: use as a shield for your paper towel roll sword – pretend
Lily Pads: lie several plates in a path on the floor and hop from one to the other – pretend, gross motor, coordination
Tambourine: staple 2 plates together with dry beans or rice in the middle. Shake to music – fine motor, auditory
Paper Shoes: stand on paper plates and slide across wood floor or tile – proprioception, motor planning. Add hole punches on each side of the plate and have children string laces and tie – fine motor, sequencing, motor planning

Paper Towel Roll Activities

Eye Spy: when spying for the object, use the paper towel roll like binoculars or a telescope – visual, cognitive
Telephone: whisper silly phrases to each other through the paper towel roll – auditory, cognitive
Sword Fighting: use the paper towel roll as a sword – motor planning, gross motor coordination, pretend. Add decorating with stickers, coloring or painting – fine motor
Noise Maker: tape one end closed and fill half way with rice or beans, then tape the other end closed and shake – motor planning, auditory
Paper People: use paper towel rolls for arms and legs, paper plate for head and body. Tie together with pipe cleaner, color and decorate – sequencing, fine motor, cognitive
Bracelets: cut into smaller pieces and make bracelets. You can decorate them with markers, beads, or glitter – motor planning, pretend, fine motor
Stamp: dip one end in paint and use as a ‘circle stamp’ on paper – visual, motor planning

Empty Box

Drum: flip the box over and pound on it with your hands or with sticks – proprioception, motor planning, auditory
Driving: pretend it is a car and push it around or get in it and pretend to drive it – motor planning, pretend
Knock-Knock Game: draw some squares for windows and a rectangle for a door and pretend it’s a house or cut out the windows/door – motor planning, pretend
Bean Bag Toss or Basketball: try tossing various items, such as bean bags or plastic balls, into the box from a short distance – motor planning, gross motor, coordination
Mailbox: cut a slot in the box and parent/child can be mailman and deliver mail. Child/parent can write real or pretend letters – pretend, fine motor, cognitive
Dog House: draw paw prints all over the box and cut some holds in the sides. Place stuffed animals inside or invite your dog to sit in the house with you – pretend, fine motor

School’s Out Empty Water/Pop Bottles Summer Activities

Stacking: take turns stacking them on top of each other and see how many you get until they topple over – visual, motor planning
Bowling: line up empty bottles and roll a ball into them – motor planning, cognitive, visual
Fill and Pour: fill with water, rice, sand, etc. and pour into different containers or on hands/feet – fine motor, tactile
Drumming: use bottles as “drum sticks”. Imitate rhythm, drum to music, drum different places to hear different noise – auditory, pretend
Noise Makers: fill with rice or dry beans and shake! Listen to the different sounds various fillers make – auditory, motor planning
I Spy: fill with rice and add tiny items (beads, coins, pebbles) and then shake it up and try to find all of the ‘hidden items’– fine motor, visual
Volcano: put a little baking soda in the bottle and then some vinegar until it starts to fizz and bubble up (do this outside or over the sink). Put small plastic characters in the bottle and see if the volcano pushes them out – visual, pretend
Vase: decorate a piece of paper and tape or glue it onto an empty bottle. Then pick some wild flowers and put them inside with some water – fine motor

Blanket/Sheet

Tug-o-war: sit or stand across from each other and tug back and forth – proprioception, motor planning
Parachute: with 2-6 people, hold a section of the blanket and float it up into the air and back down – visual, motor planning
Blanket ride: fold the blanket in half and sit on one end while another person pulls it – proprioception, gross motor
Ghost: put the sheet over your head and make a Oooo sound as you walk around the room – pretend, visual
Cocoon: roll someone up in the blanket (with their face uncovered) – proprioception, self regulation
Fort: drape over a table or other furniture to create a small hideaway and pretend you are in a cave, underwater, etc. – pretend
Hammock: have child lie in blanket while 2 adults grab the ends and gently swings back and forth – vestibular, self-regulation

School’s Out Sock Summer activities

Make a Hand Puppet: draw eyes with marker and make the puppet talk, kiss, burp, etc. – pretend play
Bean Bag Toss: fill socks up with beans or rice and use it like a bean bag – motor planning, coordination
Calming Aid: fill it up with rice and microwave for 30 seconds (or just until warm) – tactile, self regulation
Guess What’s Inside: Put small items inside sock and have child feel and guess what is inside, take turns guessing! – proprioception, cognitive

Quick Definitions

You may be reading this and thinking, I am not sure what some of these things are…proprioception, vestibular, self regulation?? Below are some quick definitions to help clarify some terms that may not be familiar and show how the activity goes well beyond just the play and finished project.

Sensory: Engaging one or more of the 8 senses (auditory, visual, olfactory, gustatory, touch, proprioceptive, vestibular, interoception)
Vestibular: The ability to detect changes in head position related to balance and knowing where your body is in space, etc.
Proprioception: Input to and awareness of position of joints, muscles, and tendons related to the amount of effort needed to move, play, etc.
Sequencing: The ability to complete a task or activity involving 2 or more steps.
Self regulation: A child’s ability to calm oneself after a period of distress, excitement, etc.

The above information was taken from the Play Project. This is a great resource for children with special needs as well as typically developing children. Pinterest is another easy source to find fun and simple activities for kids of all ages and abilities. Or check out Summertime S’mores and Summer Activities for more fun school’s out summer activities.

Summertime is a wonderful time to explore these activities and create new ones! Do not let the “I’m bored” or “there’s nothing to do” get you down. There are so many fun activities just waiting for you to create them by simply looking around your home. Now, let the school’s out summer activities begin!

Physical Therapy isn’t Just for Pain

Physical therapy isn’t just for pain. It can keep you healthy for life! You know that physical activity is good for you. The benefits are well researched and the list is impressive. Here’s just a sampling:

Releases endorphins to make you feel good and fight depression
Helps control weight
Prevents diseases like stroke, diabetes and some forms of cancer
Improves sleep
Helps you live longer

Recent studies even show that physical activity strengthens your immune system and has a protective effect against COVID. And, staying active through middle age protects your brain as you age.

Physical activity is a wonder drug. If it was a pill, you’d buy it and take it every day. But even though activity is free, less than 25% of Americans meet the CDC recommendations for activity. We clearly need help.

Physical Therapists are the Experts in Human Movement

To be active, you need to be able to move. Physical Therapists do more than help you recover from surgeries or major injuries. They are the experts in human movement. Sure, you could see a strength coach to lift weights, hire a personal trainer, go to a yoga class to work on your flexibility and balance, and see a chiropractor for adjustments. But that seems like a lot of people when a PT can help you with all of these things and more. Nobody knows more about human movement or looks at your health the same way a PT does. Your PT can help you with every aspect of movement including strength, range of motion, flexibility, endurance, balance and coordination.

As medical professionals they can help you with injuries or other issues. Your PT can work with your doctor to help use activity to manage things like diabetes, cholesterol levels or blood pressure instead of prescriptions. Your PT is also trained to work with people of all ages, so you can develop a long-term relationship and they can continue to adjust and modify your routine as you age or your goals change.

Stay Healthy for Life

Staying active has a long list of benefits both now and in the future. But chances are you’re not moving enough to make the most of those benefits. Most people need help. Physical therapy is not just for pain. Physical therapists are the most qualified professional in existence to help keep you healthy now and in the future. So don’t think of your PT as someone you see when you need help with pain or an injury. Think of them as your partner and coach working to help you stay healthy for life. And, if you don’t already have a PT, call MOSAIC today to schedule your evaluation and start moving!

Supporting Early Literacy Development

How does early literacy and reading develop? Infants, toddlers, and preschoolers develop oral language and pre-literacy skills on a constant and daily basis. These skills help them learn to become readers. Therefore, it’s important for parents to understand basic reading development and to have the skills for supporting early literacy.

General Developmental Milestones for Literacy:

8 to 12 months of age:

Briefly looks at pictures in books that the caregiver points to
Enjoys hearing their caregiver tell or read a story.

From 12 to 24 months of age:

Makes sounds while looking at the pictures in books
Makes sounds or sings along with familiar songs and rhymes
Points to or touches pictures in the book when their caregiver names them
Turns single or multiple pages in the book
Briefly listens to simple stories
Starts to name colorful pictures in the book.

From 24 to 36 months of age:

Understands that words have meaning
Begins to name black and white pictures in the book
Points to and names common pictures in books
Enjoys rhymes
Enjoys having a favorite book read to them repetitively
Begins to sit alone while looking at books
Enjoys listening to books that repeat words and phrases
Knows that books have a front and a back
Knows how to open and hold a book
Turns the pages in the book one at a time
Knows that the direction of the words move from left to right
Listens to and enjoys when a caregiver reads for 5 to 15 minutes at a time

From 36 months to 4 years of age:

Recognizes words via familiar objects, including restaurant signs, cereal boxes, or street signs
Pretends to read books by holding them, turning the pages, and beginning to say words
Says some of the familiar words in a story or book
Recognizes and says words that rhyme (e.g., bat-cat-mat-sat), and words that begin with the same sound (e.g., big, ball, boy)

From 4 to 5 years of age:

Says rhyming words and words that begin with the same sound
Understands that the caregiver is reading words and not simply talking about the pictures in the book
Recognizes where words start and stop by pointing to the spaces between words
Pretends to read a book by telling the story from their memory

From 5 to 6 years of age:

Realizes that words can be broken into smaller parts (e.g., ba-by, or cup-cake)
Names printed letters in the alphabet from A to Z or numbers from 1 to 10
Knows that letters have sounds, and the sounds are associated with letters (e.g., /b/ is for B, and “sss” is for S)
Says the first sounds in spoken words (e.g., baby begins with /b/)
Begins to point to letters on a page
Starts to read unfamiliar words

By 7 years of age, most children should learn to read.

Supporting Early Literacy Skills for Babies and Toddlers:

The best way to promote your child’s literacy skill development is to read to your child and talk about their environment. This includes talking about objects, actions, and people. Mimic the sounds that your child makes, and add more sounds and words. For example: if your child vocalizes “nana,” expand what your child says with “yes, eat nana.” Read to your child, and share stories with them as often as possible. This should be a part of your everyday routine. Identify your child’s favorite books with pictures, sounds, or rhymes. Share these with your child as often as possible. From your child’s environment, read them food boxes, words on the TV, or words in magazines. Point to words and pictures while reading to your child.

Promoting Reading for Preschool Aged Children of 3 to 5 Years:

In addition, constantly talking to your child about what you or they are doing, are going to do, or already did can help your child learn new vocabulary. This new vocabulary can be used for speaking, reading, and writing. From your environment, point out printed words to your child. This includes: cereal and toy boxes, restaurant signs, street signs, and books and magazines. Make a point of taking your child to the library. Help them pick out books they might like. Sing songs, and read books that use rhyming. Talk to your child about books, newspapers, and other reading materials (e.g., recipes, phone books, instructions for a toy or game, emails, or text messages). Use an alphabet chart or letter magnets, and display them in your home. Use these tools to talk about letters and the sounds that they make. Practice naming letters and have your child name familiar letters. This can be done for numbers too.

Tips for Reading with Your Child:

As you read to your child, point to the words being read. Talk to your child about the print and text (e.g., “This word starts with a “b,” and this one ends with a “p.”). When reading, talk to your child about what they think will happen next. Also, try to read a variety of books and nursery rhymes including: fairy tales, picture books, story books, poetry, and alphabet books. Include books that repeat words and phrases so that your child can participate in telling them. Play guessing games with sounds and words (e.g., “I’m thinking of a word that starts with “c.” Can you think of one?”).

Remember, the more that you expose your child, the better. If you have concerns about your child’s literacy development or supporting literacy, see your family physician, and consider options to better meet your child’s needs. The following resources have more information about what to expect for supporting your child’s literacy. Check out Reading Rockets or our blogs Early Literacy: Reading, Writing, Learning and Early Language and Literacy.

Summertime S’mores Making!- OT style

Believe it or not, a weekend camping in the mountains has so much to do with occupational therapy skills. Especially when we bring the age old favorite dessert: S’mores! A camping adventure for your kids can provide many opportunities for executive functioning, fine motor, and sensory experiences. Grab your tent, summertime s’mores supplies, sleeping bags, and sunscreen to prepare for an awesome learning opportunity in the woods!

How can all of these skills be incorporated into such a simple activity?

Your therapists at MOSAIC are here to share all the secrets! You’ve survived the dreaded packing sequence, loading the kids up, and the drive to your favorite camp spot. As you pull up, you hear one of the kids shout, “MOM/DAD LET’S MAKE S’MORES.”

Bingo, the perfect opportunity to introduce some activities for therapeutic skills.

Your kids have gathered firewood, they’ve reached into the food box to gather the supplies, and now just need the fire started. In a few simple steps of gathering supplies, the kids have unknowingly used their automatic executive functioning skills! A big word simply meaning that your kids were able to think of the supplies they needed independently and initiate the steps to create their favorite summertime s’mores snack. Without skipping a beat, they knew to unwrap the graham cracker first, place the chocolate on the cracker, and then roast the marshmallow. This is a multiple step sequence of skills completed independently by your child. While things may have been messy at times, and your child may have dropped their chocolate in the dirt, they had the cognitive flexibility to fix the problem and keep the assembly of their chocolate treat moving!

So where does fine motor fall into summertime s’mores making?

The kids have reluctantly sat down at the fire and are ready to make a s’more! They’ve collected the bag with marshmallows, graham crackers, and chocolate. To open the bags, your kids must have the finger coordination and finger strength to rip down the side without spilling all of the pieces on to the ground. Then the assembly! Your child may unknowingly use a variety of grasps to manipulate the graham cracker and chocolate. An OT often calls these a lateral pinch, a three jaw chuck, or a pincer. Your child will also have to pull the marshmallow off the s’more stick without crushing the perfectly golden (or burnt!) marshmallow. This is called grading pressure. Your child’s brain was able to tell their fingers not to pinch too hard.

Okay, reality hits, and your child has struggled to get the whole marshmallow off of the roasting stick. It’s now flat and oozing, and the sticky marshmallow is all over their hands. They abandon the task at hand and immediately seek out a washcloth to clean their hands. We have now collided with sensory processing! Your child was able to sense the uncomfortable feeling on their hands but struggles to tolerate the sticky marshmallow. While most people don’t enjoy sticky marshmallows on their hands, the ability to recognize the uncomfortable feeling and problem-solve how to clean it, is a great example of your child’s regulation skills!

Your occupational therapist at MOSAIC can help break down nearly every skill. This can help you understand why your child may be having difficulties with simple, everyday tasks such as making a s’more.

Even if you aren’t camping, you can make “summertime quarantine s’mores” at home. Additionally, for more fun summer activities, check out our Summer Activities to Fend off Boredom.

Summer Activities to Fend off Boredom

With summer’s arrival comes advertisements for all the latest fun water and outdoor toys. Many of them are great options to promote development of language, fine and gross motor skills, as well as social interactions and independence. As much fun as it for children to pick the most eye-catching item in the store aisle, making thoughtful purchases of new toys and activities at the beginning of summer means you’re more likely to get longevity and repeat play opportunities for months to come. There’s nothing worse than buying a new set of toys only for them to be “old news” in a week or two.

Additionally, many toy options are great across a variety of ages – meaning less purchases for you and more simplicity across siblings. So, here are some easy to find, simple items to get you started on creative summer fun:

Water Table

Offers sensory exploration and imaginative play opportunities
Simple vocabulary opportunities such as: up, down, splash, on, off, cold, hot, my turn. Throw in some water beads for added fun!

Summer Sidewalk Chalk Activities

Make your own sidewalk chalk with crafty kids
Offers sensory play opportunities such as turn taking and imaginative play
Play games with chalk, such as tic tac toe, or give each other directions to make a special creation
Get creative with surfaces – chalk doesn’t need to stay on the sidewalk. Explore coloring your fence, on paper, on rocks, or tracing shadows

Bubbles

Easy and inexpensive at most stores or make your own from home
Early vocabulary opportunities: pop, mine, more, up, down, blow, big, little
Easily provides turn taking and social routines

Hoola Hoops

Gross motor: have a competition, jump through a row of them, use as a jump rope substitute
Throw bean bags or colored water balloons for turn taking and game play
Turn a hoop into a craft by adding string, lights, or treasures from around the yard. Tying and cutting are great fine motor tasks!

Summer Activities with Spray bottles

There are more activities with this simple Dollar Store item than you’d think! Spray bottles are great for grip strength, motor planning, and fine motor development.

Knock over animals or army men.
Have a water fight.
Stack and crash plastic cup towers.
Fill with colored water and spray water targets to make a picture.
Race to clean off the chalk from the fences

Don’t limit your summer experience because of your budget, storage space, or ability to shop frequently. In addition, many of these activities can be taken from your front porch to the backyard and even to the park. We know that summer time looks a little different still, but the fun doesn’t have to stop. Consider going simple and allowing your child’s imagination to bloom! Additionally, for more summer activities, check out our Summer Scavenger Hunts.

Feeding Skills

Feeding skills are developmentally acquired through the process of motor learning. This means that children need to practice the skills, and they need comfortable practice opportunities given to them. In this series, we will provide information for the first year of oral motor development and how to support feeding skill development.

3-5 Months Feeding Skills: Mouthing

Mouthing is when the baby brings items to the mouth to learn and explore.
Is the baby ready? Infants are ready for mouthing experiences. Babies like their hands and yours but also safe textures. When infants increase hands in mouth and hold onto objects with a good grasp, they are ready. This is usually seen the most in month 4 and up.

How parents can help?? Support their posture through swaddling, side-lying, and providing physical support. Choose safe objects with different textures (bumps, smooth, soft, firm).

6-9 Months: Ready for Solids and Open Cup Drinking

Babies are more active participants in feeding now. They are learning to open their mouth and control movement from suckling to sucking to munching.
Is the baby ready? An infant is ready when they have good head control, control to sit or is close to sitting up alone, interest in parents’ or others’ food, increase in bringing food to mouth, the infant is leaning in for tastes, and interest/comes toward the cup. Loss of liquid is normal.

How parents can help?? Present food on flat a spoon in front of the infant. Wait for the infant to lean to in and clear the spoon. Let infants feed themselves. Be patient with the process and let the infant take the time needed. Explore empty cups and offer cups with puree or liquid.

9-12 Months: Ready for More Challenging Solids

Babies are learning about biting and chewing AND coordinating grips and utensil purpose.
Is the baby ready? Baby is ready if they are using different grasps and can feed self simple finger foods.

How parents can help?? Offer utensils (shorter handled for the baby) and a variety of purees, soft solids, or crumbs. Use a feeder to assist baby in breaking off bites. Offer easy and challenging foods, such as strips of food, a cookie, soft toast, breads or soft steamed vegetables that are large enough to provide a handle. Pay attention to preferences. And again, allow for time to eat.

If you have concerns about your baby’s feeding skills, MOSAIC can help! Call today to schedule a feeding evaluation with one of our trained therapists.