Stress and trauma are issues many children have to deal with. Trauma is a real or perceived threat to life or serious injury. Experiences of stress over time and the stress exceeding the child’s ability to cope can lead to big cognitive shifts and behavioral changes. For many of our children, the stressors brought on by the pandemic have been threatening and lasting. Because of this, there is a big question gaining more attention now. Are children able to learn? Or are they in survival mode?

Let me share with you the 5 activities I am adopting in daily life to support my child and the children I work with. Even small changes can take a child out of survival and into learning.

5 Ideas to Support Daily Activity

Firstly, make time for connection. Add an extra 5 minutes before school or at bedtime to talk and connect about your child’s concerns. No answers to tough questions needed. By listening, hugging, and supporting, the change is happening.

Promote body awareness with a sensory based routine before or after school.

• Alerting Sensory Activities – These activities are intense, complex, and use fast paced movement.
• Calming Sensory Activities – These activities are repetitive, familiar, slow paced, rhythmic, and simple.

Increase humor, music, and play time. Whatever is enjoyable, increase it right now. Funny movie nights or music playing while cooking or getting ready for dinner are great options. The goal is to increase laughter, dance, and imagination.

Learn something new. Choose anything new and practice together. My son and I are learning Spanish and archery together, even if we only get to practice 2-3 times a week. It is new, and it is OUR thing.

Support a growth mindset. A growth mindset, simply put, is looking at our capacity for learning and promoting growing into more supportive and positive thinking. There are several websites available to provide everyday ideas to parents to help build a growth mindset. Using positive thinking and language can support our perception of threat.

What Now?

There are tons of resources out there to help start the process. Here are some to help you get started. Check out psychologist, Carol Dweck’s, TED talk on The Power of Believing that You Can Improve. For a new activity, you can try a Big Life Journal. In addition, you can check out some of Dr. Dan Siegel’s advice. He is a Clinical Professor of Psychiatry at the UCLA School of Medicine, and his website has tons of resources.

It’s important to remember that we all need a little help from time to time. And even more so as we continue to move through the pandemic. If you think your child is dealing with stress and trauma and you are struggling with new behavior from them, an occupational therapy evaluation can help. Call MOSAIC today to set up a free screen or evaluation.

Here’s a twist on traditional dyed Easter eggs – tie dye Easter eggs! It’s fairly simple to transfer the patterns from 100% silk ties (any 100% silk material works) onto white eggs. Upscale an old sentimental tie, or have fun thrift shopping for inexpensive silk material. This unique technique is certain to provide a set of silk tie dye Easter eggs that stand out against the rest for your Easter basket or annual egg hunt. Here’s how to do it!

Silk Tie Dye Easter Egg Materials:

• Uncooked white eggs
• 100% silk ties or material
• White cotton fabric (e.g., old undershirt, or bedsheet)
• White string, thread, or rubber bands
• Stockpot
• Water
• White vinegar
• Baking sheet
• Paper towels

Instructions:

1. Cut the 100% silk ties or material into pieces large enough to cover the eggs (e.g., one tie for approximately three eggs).
2. Remove inner fabric or foam from the tie, and discard.
3. Wrap the tie tightly around the egg; be careful not to crack the eggshell.
4. Smooth any wrinkles or creases in the tie as best as you can. The tighter the wrap, the clearer the pattern.
5. Cut a square of white cotton fabric large enough to wrap around the silk-covered egg. ***Note, this step is not necessary, but will ensure that dye doesn’t transfer to the other eggs during the boil.
6. Gently wrap the egg with several layers of string, thread, or rubber bands.
7. Repeat steps 1-6 for remaining eggs.
8. Gently place the wrapped eggs into the stockpot.
9. Cover the top of the eggs with no less than one inch of cold water.
10. Add 6 tablespoons of white vinegar to the stockpot.
11. Bring water to a boil over medium heat.
12. Cook for at least 20 minutes
13. Remove eggs from the water, and place on a paper towel lined baking sheet to cool.
14. After the eggs have cooled, gently cut or remove the string/thread/rubber bands, cotton and silk fabric from each egg. ***Note: the silk fabric should not be reused for other eggs as the design has already been transferred.
15. Gently wipe excess moisture from each egg.
16. Optional: add shine to your eggs by rubbing them with vegetable oil.
17. Store eggs in refrigerator until ready to use.

***Note: some sources recommend using eggs for decorative use only, and some recommend eating the eggs just as any other dyed egg. Do your research, and do what makes you most comfortable here!

Oreo dirt cups are a simple snack/dessert cup which can be used across a variety of occasions and themes including: birthdays, holidays, springtime, dinosaurs, or excavation. Feel free to get creative! Have your kids help. Cooking provides opportunities for kids to work on reading, math, and direction following. And it can provide a sensory experience if they can do some of the work with their hands.

Oreo Dirt Cup Ingredients:

• Oreo’s (choose any type of your liking),
• Unsalted butter (at room temperature),
• Powdered sugar,
• Cream cheese,
• Instant pudding packages x2 – chocolate,
• Milk (or similar),
• Cool Whip,
• Gummy worms, candy eggs, dinosaur or excavator figurines, and
• Serving cups (preferably see through).

Directions:

1. Crush the entire Oreo package (or desired amount) and set aside.
2. In a small bowl, prepare ½ unsalted butter stick, 1 cup powdered sugar, and 8 oz. of cream cheese. Mix or blend until smooth.
3. In a large bowl, prepare 2 packages of instant chocolate pudding, and mix with 3 ½ cups of milk.
4. Fold 12 oz of Cool Whip into the pudding mixture.
5. Combine cream cheese mixture (see above) with the pudding mixture. Mix together until well combined.
6. In individual serving cups of your choice, layer the following:
   1. Pudding mixture first
   2. Gummy worms, or dinosaur “eggs” next (if using)
   3. Layer of crushed Oreos
   4. Repeat this layering process until the cup is full. A thin layer of crushed Oreos should be the final layer.
   5. If using dinosaur or excavator figurines, place these atop the final layer of crushed Oreos.
7. Enjoy your Oreo dirt cups!

For additional ideas on how to include kids in cooking, check out Cooking with Kids Part 1 and Part 2.

Literacy development in the preschool and elementary school years sets the foundation for reading and writing success in school. Children begin formal instruction in reading and writing once they begin kindergarten. Each grade builds on skills learned in the previous grade. Children who struggle in the early grades fall progressively further behind their peers as they advance grades. Early identification of these at risk readers allows for explicit instruction in the sounds that make up words, the sounds the individual letters make, and blending of the sounds to make a word. There are several warning signs a child may exhibit if they are struggling with reading in the early school years.

Warning Signs for At Risk Readers:

• Difficulty learning to rhyme words
• Difficulty learning letter names and the sounds they make
• Confusing letters that look similar (b and d, p and q) or sound similar (t and d)
• Difficulty reading familiar words (such as bat)
• Substituting similar words when reading aloud (saying house for home)
• Difficulty identifying the individual sounds in words
• Difficulty blending the individual sounds into words
• Struggling to remember sight words
• Difficulty remembering spelling rules
• Skipping small words when reading aloud (words such : of, the, at)
• Difficulty explaining or retelling what happened in a story
• Spelling words inconsistently, may spell the same word correct one time, then incorrect the next
• Avoiding reading and writing as much as possible

Though most children learn to read in the early grades, some children cannot grasp the basics of reading. These struggling readers would benefit from explicit instruction in phonics. Early identification is essential to help these children learn to read, and successfully advance through grades. For learn more about helping at risk readers, check out Early Literacy: Reading, Writing, Learning. and United for Libraries. If you have concerns about your child’s reading skills, we have speech therapists that can help!

Speech-language pathology, otherwise known as speech therapy, is a highly misunderstood concept. Sure, we have all likely heard about it. But unless we, or someone we know, directly benefits from speech therapy, our understanding will likely be misconstrued. This article will serve to debunk the most common speech therapy myths.

Myth 1: Speech therapists only treat stutters or lisps.

These are two of the most well-known speech disorders. The stutter is prominently featured in the Hollywood blockbuster, “The King’s Speech.” However, it should be understood that speech therapists treat a wide range of disorders. These include language impairments, dysphagia (i.e., swallowing disorder), voice, pragmatics, and social language disorders.

Myth 2: Your child will outgrow it.

While some children do outgrow developmental delays, there is no way to ensure that your child will outgrow their speech or language impairment. At best, play it safe, and have your child evaluated and treated as soon as possible.

Myth 3: Speech therapy is “playtime” for my child.

Speech therapy often takes on a naturalistic approach. This means that instruction merges with play. For example, if a child is working on the /t/ sound, toys such as trucks and Mister Potato Head may be introduced. Play is especially helpful for instruction because it is more likely that a child will remain engaged in their learning process. Parents should replicate play introduced with speech therapy at home.

Myth 4: My child is just lazy. They could talk if they needed to.

While a child may have a sibling who does the talking for them, resulting in a slight language development delay, children instinctively practice their language skills as they emerge. So long as it’s short-lived, this should not impact the child for long. It also remains true that girls tend to talk sooner than boys.

Myth 5: The siblings of children with speech disorders are likely to develop a speech disorder.

On a daily basis, children are exposed to a variety of people speaking around them. In general, consider the variety of positive influences on your child’s communication development versus the negative influences of a sibling or peer with disordered speech or language.

Myth 6: Speaking in “baby talk” is bad for your child’s language development.

It is common for adults to use “baby talk” with infants and young children. This is not something to be concerned about. Babies often enjoy the rhythm of “baby talk,” therefore increasing their attention to higher pitched sounds accompanied with exaggerated facial expressions and gestures. In general, when using “baby talk,” be sure to use short phrases/sentences and repetition. This technique will support language development versus deterring it.

Myth 7: Bilingualism results in a speech or language disorder.

It is common for children who grow up learning a second language to experience a period of time where they speak less. However, this is not necessarily indicative of a speech or language disorder. Instead, the child processes new vocabulary and grammatical rules associated with each language. Language development milestones remain the same for bilingual children. Also, it is common for children to substitute vocabulary across languages (e.g., “Spanglish”).

The above speech therapy myths are simply a few of several misunderstandings. When in doubt, consult your child’s pediatrician or speech language pathologist for clarification about your child’s development. To learn more, check out Sign and Speech Development and Language, Working Memory, and Processing Speed.

Cesarean sections, or C-sections, are one of the most common surgeries performed. Twenty two percent of women in the United States have undergone one. Some C-sections are planned and scheduled, and some are performed due to complications that occur during labor. A C-section is a major abdominal surgery. Yet, most women do not receive any education or support when it comes to recovering from this surgery. I am here to encourage women who are in their childbearing years (or even after!) to see a pelvic floor physical therapist after giving birth, whether C-section or vaginal. It is common to see a physical therapist after knee replacements, hip replacements, ACL repairs, etc. So let’s make it common to see a physical therapist after a C-section!

Having a baby is hard on your stomach muscles. During pregnancy, your abdominal muscles have been over stretched and strained. Then, your abdominal muscles are cut during a C-section in order to safely remove your baby. Some common symptoms that can occur after having a C-section include:

• Back pain
• Bowel and bladder dysfunction
• Scar tissue/adhesions
• Scar pain/sensitivity

How can physical therapy help after Cesarean sections?

Depending on your symptoms, your pelvic PT will assess your posture, low back, hips, your abdominal wall (including your scar), and pelvic floor. If you are reading this and are 6 months postpartum or 6 years postpartum, it is NEVER too late to start working on your C-section scar! During your plan, your physical therapist will teach you scar massage to improve the healing of the scar and reduce any pain and sensitivity that may occur. They can help rehabilitate your core muscles to improve strength and coordination. Your core consists of your abdominals AND your pelvic floor, diaphragm, and deep back muscles called multifidi. All those muscles need to work together for a happy core!

A recent study shows that those who participate in physical therapy after giving birth post Cesarean sections had improved outcomes. This includes less pain, better satisfaction, and improved confidence with exercise ability. If you haven’t worked with a physical therapist since giving birth, now is the time to schedule your evaluation. There is so much we can do to help! And, check out Kegels are Not the Answer for Everything to learn more about pelvic floor physical therapy.

Reference

1. Stone, Jennifer DPT, OCS, PHC1; Skibiski, Katie DPT, PHC1; Hwang, Sarah MD2; Barnes, Courtney MPH, MD, FACOG1 Physical Therapy in Addition to Standard of Care Improves Patient Satisfaction and Recovery Post-cesarean Section, Journal of Women’s Health Physical Therapy: January/March 2021 – Volume 45 – Issue 1 – p 10-19 doi: 10.1097/JWH.0000000000000187