TEAL PUMPKIN: ALLERGY FRIENDLY GIVEAWAY IDEAS

         

• TEAL PUMPKIN GIVEAWAY IDEAS
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• Glow sticks, bracelets, or necklaces
• Pencils, pens, crayons or markers
• Bubbles
• Halloween erasers or pencil toppers
• Mini Slinkies, Paddle Balls or Rubix Cubes
• Whistles, kazoos, or noisemakers
• Bouncy balls
• Finger puppets or novelty toys
• Coins
• Spider rings
• Vampire fangs
• Mini notepads or pens
• Playing cards or Dice
• Bookmarks, Stickers, Stencils
• Sticky Hands
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SENSORY SYSTEMS: BILATERAL COORDINATION

SENSORY SYSTEMS: BILATERAL COORDINATION

Good bilateral coordination is important for age appropriate participation in daily living activities and peer play.  Bilateral coordination involves our ability to use our extremities both symmetrically and reciprocally, on same side or opposing sides, and to cross the midline.  Bilateral coordination is grounded in vestibular processing. The vestibular mechanism is located in our ear. When our head registers movement and gravity it allows us to respond with appropriate body movements, balance, and posture. Activities that support bilateral coordination include jumping, skipping, swimming, riding a bike, jumping rope, and catching a ball.  Some fine motor bilateral coordination activities would be knife/fork use, cutting with scissors, tying shoe, and buttoning. If bilateral coordination activities are difficult for your child, try starting with vestibular activities and follow with bilateral coordination activities.  Remember, the job of a child is to move and play. Find fun and interesting ways to help them accomplish this.  

SENSORY INTEGRATION

SENSORY INTEGRATION

Sensory integration refers to our ability to organize and process sensory input and to use that input to respond appropriately to a particular situation/ Although we are all taught about our senses as children (hearing, smell, vision, taste and touch,) we are not made aware of the importance of our senses working together to help us get through each task in our day. We also have other senses that affect the way our brain work--our ability to sense movement and gravity. 

Over 80% of the nervous system is involved in processing or organizing sensory input for our use. Sensory systems use receptors to pick up information that is then processed by the brain. Every sensation is a form of information. The nervous system uses the information to produce responses that adapt the body and mind to that information. Our brains are like computers. Sensory information is the data that goes in and, based on that data, we act appropriately or not within the environment. If the data is improperly entered into the computer. or there is a problem with the way the software processes the data, the computer cannot provide the correct solution. It is very much the same with our brain and nervous system. If the sensory information (data) is not perceived and interpreted correctly, our brain may also not provide the most correct or appropriate solution. 

Although inadequate sensory "nourishment" can occur from inactivity (TV, computer, video games) more often this contributes to the problem and is not the cause. Most children with sensory integration dysfunction do not have brain damage. They have about as many neurons as other children; their problem is caused by interconnections that work in an irregular way. Therefore, sensory integration dysfunction will not show up on an MRI or other type of test that looks for brain damage or disease. It represents malfunction, not absence of function. 

Sensations are processed at a; the different levels of the brain and can influence any response. Children who have issues processing sensory information can look very different from one another based on the specific processing issue they may have. Good sensory processing is important for self-regulation of sleep cycles, mood attention, behavior and eating. So, issues with sensory processing may result in children who have difficulty sleeping, that are moody or anxious, extremely fussy or frustrated, inattentive, have difficulty transitioning, or may have increased difficulty separating from their parents or interacting with their peers. These children may appear more intense or "high maintenance." Issues with sensory processing may also result in different types of learning issues or difficulties at school. There be language delays, articulation disorders, reading delays, difficulty with math, problems organizing their desk, keeping up with homework assignments, etc. Since the majority of children with sensory processing issues are average intelligence or above, this can be extremely frustrating for both the parent and student and may result in low self-esteem. Motor skills may also be problematic with sensory processing issues. There may be problems with gross and/or fine motor skills. The child may have issues may present as difficulty with dressing/buttoning, scissor skills, or handwriting difficulties. Issues with sensory processing may be very specific or very broad and general. Although there are similarities in children with sensory processing issues, each child presents a little differently. 

A good foundation of sensory integration is important to guide appropriate behavior, learn efficiently, sustain attention. and easily cope with the ordinary demands of everyday life. Children with sensory processing issues generally have to work harder to achieve the necessary outcomes desired. Sensory processing is dynamic and may result in fluctuating performance or behavior which may also be frustrating. It often leaves the false impression that it is the child's "choice" and that they could do better if they just try harder.