Last December, when the children were making felt ornaments, I observed that some children were interested in sewing with the felt. In order to get an idea for an activity they could do, I brainstormed using a web of possibilities.
After brainstorming I decided to introduce a loom to the children and taught them how to weave. Unfortunately, only a few children were able to weave because there was only one loom in my centre which was not enough for everyone to participate.
We live in an unprecedented time. Information and research on mask-wearing and its impact on child development are limited. To be frank: there is almost none. As new information trickles in, parents and adults working with children have to make the best decision based on the information at hand at the time, even if we wish we had more information to better guide us.
As resource consultants, one of the supports that we provide to programs is equipment for inclusion in the classroom. Some of our most commonly used items are alternative seating options for circle and group time activities. Group time can be challenging for children who may have trouble staying still, difficulties concentrating, or limited ability to wait. They may also have challenges processing sensory input such as the classroom noise level or the proximity of others.
Preparing for the new “post-pandemic” return will be a challenge for all of us, kids and grownups included. Imagine for a second the additional challenge it poses for a preschool child learning English as a second language or presenting with a speech and language delay. Help preschoolers better understand the new routine, respect the physical distancing measures and, facilitate this transition by adopting key communication strategies:
As parents and educators, you might be wondering “How can I support and prepare my child or the children in my program to go back to childcare or school in a COVID-19 climate?”. A social story could be used to teach and familiarize children with new routines and expectations which could reduce anxiety and help keep everyone safe and healthy while at childcare or school. Continue reading →
By Roxane Bélanger, M.O.A., SLP-C, Reg. CALSPO Speech Language Pathologist, First Words Preschool Speech and Language Program of Ottawa and Renfrew County
We know this: language is the greatest predictor of a child’s success later at school and in life. Children with strong language skills do better with reading. At First Words, one of our key message for parents and educators this summer is to: “Talk to your child. All day. Every day” in order to help children’s language soar. With little set-up, these language activities can help you grow children’s speech and language skills – and get them ready for daycare, school or any post-pandemic routine!
Heavy work helps to calm or alert the body by stimulating the proprioceptive system. Implementing Heavy Work can decrease challenging behaviours and help the child take initiative by learning what works well for them. Heavy Work is any activity that pushes and pulls the body and places pressure on joints and muscles giving the child input and awareness of where their body begins and ends.