2018 marked a year of many transitions and new chapters work-wise. Here are a few highlights and new resources that I have to share:
I was interviewed for my first podcast related to screen-time by Talking with Tech. This was a really fun opportunity to collaborate with other speech therapists who are doing amazing things for our field. That podcast can be accessed HERE and on iTunes or in Google Play stores. My interview starts at approximately 20 minutes in.
I completed another screen-time webinar, this time for early education specialists through http://www.continued.com. That webinar can be accessed for a price HERE.
I’ve also thoroughly enjoyed another part-time job where I review professional development courses from Sensational Brain. Sensational Brain is a new ASHA CEU provider and they have many current and informative webinars to choose from HERE.
In Feb. 2018 I had my last tour with Summit Education in the Denver, CO area. Summit afforded me a wonderful opportunity to provide professional development courses to clinicians around the U.S. on early intervention and screen time. After about a 18 months presenting with Summit, I was able to go out on my own, providing presentations across CA for various agencies, regional centers, and county programs. You can see my current presentation schedule and a list of past presentations HERE.
The Infant Development Association of CA invited me back to do presentations for both their northern and southern CA conferences on several topics (parent coaching, autism, screen time).
I am halfway through my LEND (Leadership Education in Neurodevelopmental and Related Disabilities) Fellowship at Children’s Hospital of L.A. and L.A. County Dept. of Mental Health. This is the COOLEST learning opportunity I’ve ever had. I highly encourage every SLP to find their nearest LEND program and apply (there is at least one program in every state and it is a grant funded opportunity)! This program is expanding my scope of practice for the inclusion of mental health work, which is so relevant for many children I work with who can also benefit from behavior and social-emotional support. There is so much learning and professional growth happening for me in LEND that I will need to write a new blog post in the future reflecting on it.
I pushed myself out of my comfort zone this year by filling a part-time, maternity leave position in the public school system with moderate to severe children with autism (ages 5-11). While ASD early identification and intervention is an area I specialize in, working with older children is not! The coolest part of this job involved reconnecting with two students (at age 7) who I had previously worked with when they were each just one year old! It was amazing to see them 6 years later and how far they have come!
Looking for a language-stimulating gift idea for children ages 2-6? I LOVE these Play Books (so much that I had to devote 3 hours of my life to writing this blog post about them). Warning – These ARE paper pop-up books. While quite sturdy, my own young children required a lot of support to handle these gems gently.
*This review is based on my own experience and is my genuine opinion of these books. I have no personal or business relationship with the author, illustrator, or publisher. I have not been offered any incentive or payment to write this review.*
BOOK & TOY! TWO-IN-ONE:Playbooks can be read page by page, like a book. They can also expand NINE times the size of 1 single page into brilliant play-mats.
FUN FOR ALL: These play books do not light-up, they don’t talk when you push a button, and they don’t have famous TV characters associated with them…So I was worried that some children might be bored by them. This toy-tool provides old-fashioned fun. Kids don’t realize that they’re learning and adults forget that they’re teaching.
PERSPECTIVE SHIFT: As therapists working with young children, we know it’s important to be eye-level with a child and to face them. These Playbooks will have all adults doing just that, intuitively. It’s a different experience when viewing the play-mat from up above, versus down on the floor with the child. At the child’s level I get lost in a world of make-believe, where my biggest problem is helping a paper cow find his way to a greener pasture. This literal shift in my physical position always helps me to see the world through a child’s eyes.
WIDE VARIETY OF LANGUAGE TARGETS: If you want a toy that will encourage literacy and pre-literacy skills, look no further. And If you want a book that will promote play development, you’ve got it at your fingertips – in fact you’ve got 3 of them. Below are some of the goals I’ve targeted with these Playbooks during speech therapy.
i. Promoting Play Development: Pretend play, role play, and dramatic play skills all promote imagination, creativity, self-regulation skills, executive function skills, and language development (research reminds us that improving play skills, improves language skills). The following activities are just a few ideas that require children to use their hands and their imagination (something Paper Engineers do all the time, but not something typically encouraged by tablets, TV, or apps).
A. Play dress-up as a pirate, mermaid, princess, knight, dragon, farmer, or farm animal depending on which Playbook you’re using.
B. Use the Playbooks in a tent or a fort, but pretend you’re in a sunken pirate ship, a farmer’s haystack, or the castle dungeon.
C. Create paper boats, paper hats, or simple eye patches to go along with the Playbook Pirates theme.
ii. Following Directions with Prepositions: Put the pirate in the ship; Put the cow behind the barn; Put the rooster on top of the gate; Put the shark next to the octopus; Put the dragon under the drawbridge, etc. Try using a flashlight to search for specific objects, such as buried treasure in Playbook Pirates, a little lost lamb in Playbook Farm, or a Damsel in Distress inPlaybook Castle.In group therapy children can take turns hiding/finding objects and giving/following directions with peers.
iii. Following Directions with Actions:Make the horse jump; Make the cow graze; Make the shark swim faster; Throw in a rope and pull out a pirate, etc.
iv. Improving Vocabulary: Opposites (Day/Night): Talk about and act out what happens during the daytime (ex. the farmers work, eat, drive tractors, milk cows…). Then turn off the lights, get some tea light candles & flashlights to discuss nighttime routines while playing (ex. the animals sleep, the farmer puts the tractor in the garage, everyone gets ready for bed…). This can lead to discussions about the child’s own daily routines and practicing those routines while modeling appropriate language for the family to use with their child.
Negation: Get a bunch of random items(paperclips can be linked together to make a necklace, stickers, etc.) and put them in a small bag or box. Call it a treasure chest and hide it. Take a flashlight and go searching for the treasure (here’s a good opportunity to practice turn-taking skills during group therapy too). Practice negation while treasure hunting (it’s NOT behind the book, it’s NOWHERE in the closet…). When the treasure is found children get to choose trinkets from the treasure chest. For children with sensory processing deficits, you might also consider making a treasure chest sensory bin like some of THESE.
Thematic Vocabulary: Based on the type of vocabulary, I like Playbook Farm best for younger children and Playbook Castle best for older children. Playbook Farm possible vocabulary words to target:animals, farmhouse, orchard, pasture, scarecrow, silo, windmill
Song Idea: Old MacDonald had a Farm Playbook Pirates possible vocabulary targets: octopus, treasure chest, alligator, crocodile, flying fish, jellyfish, shipwreck, starfish, seaweed, ahoy matey
Song Ideas: Yo Ho Yo HO, A Pirate’s Life for Me & Slippery Fish Playbook Castle possible vocabulary targets: catapult, countess, damsel, jester, archer, dungeon, drawbridge, highness, royalty, unicorn, watchtower, feast
Song Idea: Puff the Magic Dragon
What else? Please share your ideas with me too! =)
Happy PlayBooking! Happy SpeechTheraping! Cheers!
Playbooks can be purchased here on Amazon and may also be available at your local Barnes & Noblestore.
Author Corina Fletcher’s adorable website can be accessed HERE. A big thanks to this creative and inspiring Paper Engineer! Corina, if you need any more Playbook ideas, I would LOVE to see a Playbook House (with a bathroom toilet, bathtub, washer and dryer, bed/bunk beds, kitchen sink/table, backyard/swings/slide, etc.)
Probably not what most people would expect! When we hear “innovative,” we may often think new or cutting-edge (like technology). Some synonyms for “innovative” areoriginal, unusual, inventive. Common objects and traditional/original toys (those which do not require batteries or chargers) are actually much more innovative than the newer trends of electronic toys.
There are countless inventive, unusual, creative, and innovative ways to play with old-school toys like blocks or a box (see HERE for some examples). Dissimilarly, using electronic toys or Apps in a wide variety of creative and imaginative ways may be challenging for parents and their young children. That’s because these gadgets are typically designed to be played in a very specific way, which rarely leads to exploration, creativity, imagination, or symbolic play (e.g. pretending a block is a hat). Symbolic play and pretend play are very important and fairly easy to do with common objects and traditional toys (but not so much with tech-toys). Click HERE for more information about why speech therapists care so much about pretend play.
Don’t just take my word for it! HERE are some relevant research findings.
For tips on how to choose toys, I like THIS handout.
There is another fairly common misconception that Apps and so-called “educational” videos are effective learning tools for very young children. Unfortunately these misleading claims are usually made by large, multimillion dollar marketing companies (which rely on endorsements for their sales, instead of solid evidence). Scientific research consistently finds that young children show more robust learning and better retention when they are interacting with real people and using real objects (compared to learning from a screen).
Research confirms that until age 3, it is very challenging for children to transfer anything they learn from 2D media into their 3D lives!
For a few of my favorite “Screen-Time” resources, see HERE and HERE and HERE
Wanting a few innovative play ideas that will hopefully inspire your own creativity? Here are a couple snippets of using old school toys and objects in different, innovative ways.