Sunday, December 22, 2013

25 Suggestions of toys for children that don't play with toys

Dear bloggers,

If you're trying to figure out some toys your child may like who shows no interest in the typical toys here are some good suggestions.  Kim, a parent on Friendship Circle blog has listed these 25 recommendations and they definitely work!  I've tried them in speech therapy with my clients!

Does your child play with toys?  If so, this article isn’t for you. You should probably Google “hottest toys of 2012.”
  • Is your child scared of blinking, beeping toys?
  • Is your child unable to understand the rules of most games?
  • Does your child lack interest in typical toys?
  • Is your child delayed when it comes to basic play skills?
If the answer to any of these questions is yes, then keep reading.
All human beings learn through play.  A delay in play skills means a delay in other skills.  Toys are not necessary for play, of course.  All that’s needed are two people interacting in a fun way.  But children’s toys can be useful for engaging the attention of a child with special needs, and even more useful for expanding circles of communication and teaching other developmental skills along the way.
If you’re looking for gifts for a child who doesn’t play with toys, then here’s a list of what’s been most successful with my son and his buddies over the years.

Everyday items

1. Flashlight

My son was frightened by toys with blinking lights when he was little, but he has always enjoyed playing with flashlights.  Turning the flashlight on and off exercises fine motor skills, and provides an opportunity to practice simple words like “on” and “off.”  It also helped my son overcome his phobia of bright lights. The Mini Maglite is the right size for little hands, and it has a blink mode if you need to work on desensitizing to blinking lights.

2. Shark Sweeper

I know a few kids who don’t like toys, but they love vacuums.  The Shark Cordless Sweeper  is motorized but much quieter than a typical vacuum, plus it’s light and easy to maneuver.  There’s a clear plastic cover in front of the bristles, so curious kids can watch it spinning.  We had many hours of fun with this sweeper, and it sure got some good conversations started.  Plus our carpets were super clean.

3. Handheld Massager

Occupational therapists often recommend vibrating toys for children with special needs, and the Ribbit massager by Homedics is great for all ages.

4. Real Tools

Play often starts with imitating adult activities.  A set of garden tools with garden gloves or a real tool kit with a small hammer, screwdriver and file, along with a wood board, are a good way to teach a child to slow down and focus on fine motor activities.  Of course, adult supervision is required at all times with these tools.

A Big Box of Cool Stuff

5. Raw materials

Let’s face it – most kids would rather play with a box than the toy that came inside it anyway. Collect your empty oatmeal canisters, cereal boxes and paper towel tubes.  Help your child tape the pieces together and create something new out of cardboard and Styrofoam.  Here’s a video that shows what happened when a teacher got rid of all of the toys in his classroom and replaced them with raw materials.

6. Box of toiletries

Since kids like to imitate their parents, collect some safe toiletries and allow some messy sensory play in the bathroom: scented lotion, aloe vera gel, baby powder, bandages and gauze, a bar of soap, shaving cream and an old towel to wipe it up when playtime is finished.

7. Box of office supplies

One year, my sister-in-law gave my older son a box of office supplies, all with the logo of his favorite office store.  It took more than a year for him to work through the index cards, tape, pencils, highlighters, sticky notes, a ruler and much, much more.

Sensory Play

8. Disco Ball

Anyone who has visited the Friendship Circle’s Snoezelen knows that the lights and disco balls can be relaxing and entertaining for kids with special needs.  So a small, rotating, multi-color disco ball is a fun addition to the sensory environment at home.

9. Body Sox

A body sock is made of stretchy fabric and has an opening so that a person can step inside. Its purpose is to encourage body awareness and creative movement. For my family, it has been successful on both counts.

10. Exercise Machine

If I had a nickel for every time I had to drag my children away from the exercise machines at the rec center, I’d be able to buy my own elliptical trainer.  A mini-trampoline, child-size treadmill or air walker can get a child’s attention while working toward physical therapy goals.

11. Musical wand

My son had a phobia of bells when he was a toddler, so toys like the musical wand helped him explore metallic sounds while feeling safe and secure in my arms.  The musical wand can be a tool for pretend play as well, especially when paired with a book like “Alice the Fairy” by David Shannon.

12. Punching bag

Instead of trying to stop aggressive behavior cold turkey, which is usually impossible anyway, a punching bag  redirects the aggression in an appropriate manner.

13. IKEA egg seat

This egg-shaped seat was designed for vestibular and proprioceptive sensory needs, plus it’s perfect for playing peek-a-boo.

14. Stomp Rocket

The Stomp Rocket helps work out aggressive energy while teaching a simple science lesson.  My kids never get tired of it.  Sometimes they make their own paper rockets, too.

15. Kazoo

The box said, “If you can hum, you can kazoo.”  So I bought it for $2.  It opens the door to oral-motor skills.

16. Bean bag toss

I have a child who has the urge to throw things ALL THE TIME.  Most toys are not safe for him because of this.  I decided that he may as well improve his aim if he’s going to throw things, and a bean bag toss is safer than a baseball at this point.  The bean bag target can be varied – for example, he can throw the bean bags at cards with sight words or letters of the alphabet.

Attention-grabbing quiet toys

17. Marble run

I’ve never met a kid who didn’t love a marble run.  These toys help with visual tracking, and the best part is the building process with kids.  But they’re not safe for any child who puts toys in his or her mouth.

18. Folk toys

I remember playing with traditional wooden folk toys at my grandparents’ house when I was little.  When I was brainstorming to find toys that would get my son’s attention, I went back to my roots.  Toys like the Jacob’s Ladder and Falling Boy  engaged my son and really made him think about how they work.

19. Magformers

The magnets in this building set are encased in plastic, so there are no small pieces.  The set encourages open-ended play, and it’s a good way to explore the sensory features of magnets.  It’s one of the “quiet toys” that travels with us.

20. Magnetic gyro wheel

Kids can’t take their eyes off this toy, and it’s great for long road trips or kids who just want to watch something spin.

21. Whoopee cushion

Yes, it’s crude and vulgar.  It’s also a quick way to get a speech-delayed kid to talk.  You’ll probably get quite a bit of eye contact, too.  At $1.75, it’s a lot less expensive than an hour of speech therapy!

22. Globe

If your child loves to spin things, get a globe.   It will help with pre-literacy skills and open up new conversations about the world.

23. Hoberman sphere

I used the Hoberman sphere to teach my son the names for the colors and some simple opposite terms like “big” and “small,” “in” and “out.”  It can be hung from the ceiling as a mobile that expands and contracts, but my kids prefer to hold it on the ground.

Introducing Pretend Play

24. Play silks or old scarves

Even children who don’t want to play dress-up like the texture of scarves and play silks.  These are a good way to introduce open-ended play to kids who prefer to stick with a script.

25. Box of hats

Over the years I’ve collected all sorts of hats  for my kids.  Trying on different identities is the first step to pretend play.

36 Autism facebook pages!

Hello bloggers,

I found a great website with suggestions of different toys for children with special needs as well as the skills that they will help to enhance (ex. problem solving, parallel play, emotional and social development).  The website is www.ableplay.org .


Also, as a Speech-Pathologist I like to give parents as many recommendations as possible to help carry over activities at home.  Here is an excellent blog (playing with words 365-blog page) I found from Katie Yeh, a Speech-Pathologist who gives 10 tips for choosing toys for a speech-delayed child.

10 Tips for choosing toys for a speech-delayed child.

1. Ditch the Batteries

My first recommendation, is to skip the batteries. If the toy requires batteries, you probably don’t want it. OR…if it takes batteries, you can take them out. One good example is a the really cute farm set from a very popular toy maker. The toy set itself is great! But the barn has batteries so that it can make noises. You don’t need the barn to make noises. You want your CHILD to make the noises! So…do like I do and just take them out.
There are a few exceptions to this, of course. My kids have a couple toys that use batteries that I have allowed them to keep (with batteries in). They have a couple toy cameras that take real pictures, a toy lap top (I could take the batteries out, but I’ve left them in), a toy vacuum (again, I could remove the batteries here too), a microphone that you can record your voice (so cool), and a “karaoke” type toy. Their toy drill also requires batteries and it is such a cool toy-it actually works! So again…there definitely are exceptions but I would try to have most of your toys battery free.

2. Pick Open Ended Toys

What are open ended toys? They are toys that have no beginning, middle or end. They can be used in a variety of ways and allow your child creative freedom in how to manipulate and use them. These toys tend to be the more basic and traditional toys. Which is NEXT on my list!

3. Go Back to the Basics: Pick Traditional Toys

As mentioned above, the more traditional toys also tend to be more open ended in nature. Here are some examples of open ended, basic traditional toys:

4. Don’t Worry About Gender

I just talked about this in my recent post The Importance of PLAY for Speech and Language Development. When picking toys for your child, don’t stick to gender specific toys. Let your girls play with trucks and trains and your boys play with toy kitchens and baby dolls. Here is some research on The Impact of Specific Toys on Play from the National Association for the Education of Young Children (NAEYC).
“What set the highest-scoring toys apart was that they prompted problem solving, social interaction, and creative expression in both boys and girls. Interestingly, toys that have traditionally been viewed as male oriented—construction toys and toy vehicles, for example—elicited the highest quality play among girls. So, try to set aside previous conceptions about what inspires male and female play and objectively observe toy effects to be sure boys and girls equally benefit from play materials.”
I contributed to a great post all about why all children (even boys) should have a baby doll. You can read it at Mama OT.

 5. Skip The “ABCs and 123′s”

On the subject of going back to basics…Go take a walk through Target or any big chain store’s toy department. There is this aisle (ok, several sometimes) with shelves stacked high with toys that say things like “Teaches the ABCs!” “Educational!” “Teaches Colors and Numbers!” and on and on.
Kim from Little Stories talks about these and calls them SCLANS and why our children don’t need them to learn their ABCs and 123′s. In  fact, your children don’t need these types of toys. they tend to do ALL the “doing” with their lights and music and flashing lights. If your child has a speech and language delay, as a speech-language pathologist those skills are not at the top of my list of skills we need to target. I talk more about this in my post What your Toddler REALLY Needs to Learn }Hint: You Don’t Need Any of Those “Educational Toys”}.

6. Use Toys That get Them Moving

It is so important to get your kids moving! Even when indoors. Making forts and tunnels are great ways to keep them moving indoors, without actually having to *buy* specific “toys” for that purpose. We also have some ride-on toys that we allow in the house (we have tile/hardwood floors) that keep our children moving as well as balls (yes, even inside).

7. Don’t Forget to Get Outside

You don’t have to *buy* outdoor toys. Heading to the park is great and FREE! But sometimes you don’t have a park near by or it is difficult to get you and the kids there…so here are some of my favorite outdoor toys:
  • Water table (A big bucket will do, or a small pool)
  • Buckets, cups, spoons (again, these can just be from your kitchen…tupperware works well!)
  • Small shovel/hoe for digging
  • Ride on toys
  • Play house- This one is a bigger purchase. We have one and it can provide HOURS of independent, creative play!

8. Less is More

So here I have just listed some toy recommendations for you. But, the truth is that less is more. Your child does NOT need toys upon toys! In fact, too many toys can actually be a big negative. Believe it or not, children can get overwhelmed with too many toys and can end up moving quickly from one toy to another which can actually limit their play (and language) opportunities overall. But, sometimes we just have a lot of toys from holidays and birthdays. So how can you keep all these toys but still provide your child with ample opportunities for solid and meaningful play with each? (see below)

9. Consider a Toy Rotation

One solution to having a plethora of toys is to do a toy rotation. We used a toy rotation in our last home for a while and it was GREAT. Wondering how these work? Check out Little Stories (a fellow speech-language pathologist) for a ton of information on rotating toys.

10. Sometimes the BEST Toys are not “Toys” at All!

You probably noticed that a few times I mentioned using things that aren’t traditional “toys” as toys (like making forts or using buckets for water play). This is because sometimes the BEST toys are not *real* toys at all! Pots, pans, wooden spoons, cardboard boxes, homemade forts with blankets and pillows…these can be the BEST toys for your child. Be creative. Think outside (or inside) the box.
And sometimes YOU are the best toy for your child. Sing with him. Play patty-cake. Talk in a funny voice. Tell him stories. Be silly. Play hide and seek. Teach him finger plays. Play lap games.
Looking for more information on toys? You can check out my four part series on toys HERE.

Thursday, November 28, 2013

Welcome back to a semester of wonderful discussions! (new topic)


Hello Bloggers,

It is a pleasure to be communicating with you all again.  I look forward to exchanging vital information and having insightful conversations with you.  Please feel free to share your comments, suggestions and post your questions to my blog.

The general topic for my blog  will be  “Children with Varying Disabilities” and my focus topic will be “Autism Spectrum Disorders.”

According to the American Speech Language Hearing Association (ASHA). Autism is a disability characterized by challenges with social skills and communication.  Every child with autism presents with varying forms of the disability.  Some children exhibit severe delays while other children exhibit more mild delays.  Autism presents in varying forms and the treatment techniques for different children vary as well (ASHA, 1997-2013). 

The definition of autism will be changing with the Diasnostic’s Manual.  The description of autism previously included the following as Spectrum Disorders; Childhood Disintegrative disorder, Pervasive Developmental disorder-Not otherwise specificed, Asperger’s, Autism and Rett’s syndrome.  However, as of May 2013 the definition will be altered to include all of the spectrum disorders being placed under one umbrella of “Autism” with varying degrees (Autism Speaks, 2013).

I have personally chosen the challenge of Autism because I treat  many clients with Autism Spectrum disorders.  I also see a lot of families that always have questions about resources, what else  they can do to help their child and simply what support they can receive.  I have seen how significantly a diagnosis of autism can change family dynamics as well as what late diagnosis can do.  However, I would like to find more research to back up my observations.  I would like to see what statistics are discussed that focus on the effects of a child diagnosed with Autism on the family dynamic.  I would also like to explore if certain families wait for their child to get diagnosed later based on culture/religion and if their treatment techniques change as well. 

In my class we recently read a book about a young lady from the Hmong culture who suffered with multiple seizures.  Her parents and the doctors clashed on treatment techniques, medications, and methods to help her with the debilitating seizures.  The battle lasted for a long time and it wasn’t until she had one large seizure and multiple hospital visits and treatments that the parents and doctors began to understand how much their opposing views may have endangered her health.  Sadly, I do not want that to be the case with parents of children diagnosed with Autism as well.  I don’t want the parents to fight the doctors diagnosis and ignore the challenges they see in their child.  I want both sides to be able to understand that individuals may have varying opinions but different methods should be taken to try to compromise for the good of the child  (Fadiman, 2012).  It is a struggle but personal opinions and biases can significantly affect the decisions that we make, our children and our family lives as well.   I want to educate parents and families of children with autism as well as to continue to learn and educate myself as a professional.

Initially, I believed I was biased as a professional and viewed parents who waited to get their child diagnosed in a different light.  I couldn’t believe that parents who had some concerns would truly wait to get their child diagnosed.  I believe that I was looking at it from the perspective of a professional and not a parent with certain cultural or ethnic beliefs.  Since I have been in this class I have learned that my personal views and opinions on different topics are based off of my past experiences and history (Laureate Education, 2013).  I have a biased view even though I may be trying to be open-minded.  Therefore, I cannot judge parents or individuals who have had different experiences from me.  Everyone does different things for a reason.  My reasons may not be the same as the other person simply because of my culture and past experiences.  As a Speech-Pathologist and early childhood professional I must respect and honor the opinions of others and realize that everyone deals with challenges in different ways (Derman-Sparks  & Edwards, 2010). Therefore, I have also selected this challenge to further explore my own biases and how I can be more open-minded to the opinions and beliefs of parents born with children with varying disabilities. 

What are your initial reactions to parents when they ask you if you think something is wrong with their child?  Do you refer parents to outside sources or simply calm their nerves by telling them you believe everything is okay, when it really may not be okay?  Do you feel uncomfortable with approaching parents about specific concerns related to their child?  Why or why not?  How do you modify your teaching styles when working with children with Autism?  Do you have any biases or opinions about Autism?  Have your biases changed since you started collaborating with parents and children with autism?

 

Reference

American Speech-Language Hearing Association (ASHA). (1997-2013). Autism (Autism Spectrum


Autism Speaks. (2013). What is Autism?  Retrieved from www.autismspeaks.org/what-autism

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves.

Washington, DC: National Association for the Education of Young Children.

Fadiman, A. (2012). The spirit catches you and you fall down: A Hmong child, her American doctors,
 
            and the collision of two cultures. New York, NY: Farrar, Straus, and Giroux.

Laureate Education (Producer). (2013). Historical echoes [Video file]. Retrieved from

https://class.waldenu.edu

 

Monday, June 17, 2013

My top 9 early childhood blogs, websites, poems, videos and books that I recommend to you!


Dear blog viewers,

It has been a privilege to participate in scholarly discussions with each and every one of you.  Even though my class in ending I plan on continuing my blog.  Here are some suggestions of some resources that I find especially pertinent to the field of early childhood;

1.        Here is one video related to early childhood and poverty.  This video gives a view of poverty from a family in Malasia and it details exactly what the family has to go without as well as the situations of their school age children.


 

2.       This second video details the views on poverty from the perspective of Marian Wright Edelman, the founder of the Children’s Defense Fund.  Marian Edelman gives a very thought provoking speech on the present status of our impoverished children as well as what we in the US must do to change their present situation.


 

3.       This third video is from 60 minutes.  The video discusses the present status of childhood poverty in the US and how the percentages of child poverty are getting closer and closer to the numbers during the Great Depression


 

4.       I would also recommend purchasing the book, Talk on the Go for parents that may want additional suggestions of things they can do to stimulate the language skills of their children at

home, on the road, at the store and outside

·         Dougherty, D.P. & Paul, D. R. (2007). Talking on the go. American Speech Language Hearing Association, www.asha..org

 

5.       I would also recommend the Anti-Defamation League as an organization  that will provide articles on multicultural books and books that are anti-bias for children

·         www.adl.org

 

6.       I would also recommend visiting the Alliance for Childhood (Crisis in the Kindergarten; Why children need play in school site for the fact sheet on Kindergarten testing and some things that parents can start doing right now

·         www.allianceforchildhood.org

  

7.       I would also recommend the Friendship Circle blog as a marvelous blog to visit.  They give suggestions of toys to help children with special needs, ipad apps for children with special needs, how music helps children, resources for families and ways a Speech-Pathologist can help your child

·         Friendshipcircle.org

8.       Early childhood organizations that I would recommend for current research and information related to early child development/learning and development all over the world from birth and up would be; Zero to Three, Children’s Defense Fund, National Association for the Education of Young Children, Association for Childhood Education International and Harvard University’s Center on the Developing Child

·         www.zerotothree.org

·          www.naeyc.org

·         www.childrensdefense.org

·         www.acei.org


9.       Some of my favorite inspirational quotes are;

 

·         “If a child cannot learn in the way we teach, we must teach in a way the child can learn.”

 –unknown

·         “Every student can learn, just not on the same day, or the same way.” –George Evans

·         “Always walk through life as if you have something new to learn and you will.”

-Vernon Howard

 

References

ADL: Anti-Defamation League. (2009). Retrieved from www.adl.org

Alliance for Childhood. (n.d.).  Retrieved from www.allianceforchildhood.org

Association for Childhood Education International. (2012). Retrieved from www.acei.org

Dougherty, D.P. & Paul, D. R. (2007). Talking on the go. American Speech Language Hearing

Association, www.asha..org

Foratv. (2008). Child poverty in America-marian wright edelman. Retrieved from

 


 

Harvard University, Center on the Developing Child. (n.d.) Retrieved from


                National Association for the Education of Young Children. (n.d.c.). Retrieved from www.naeyc.org

                National Center for Infants, Toddlers, and Families, Zero to Three. (n.d.). Retrieved from http://www.zerotothree.org/

 

Sixty Minutes. (2011).  Child poverty has risen to 60 million in the United States of America.

 


 

                Super Simple Learning. (2013). Quotes. Retrieved from supoersimplelearning.com/quotes/

 

                Hunt, Jessica. (2013, June 4).  How music can help children with special needs[Blog post].

 

Retrieved from www.friendshipcircle.org

 

 

UNICEF Malaysia. (2011). Grit and hope:  A young girl strives to rise above hardship. Retrieved

 


 

 

 

 

Thursday, May 16, 2013

Flashcards vs. Multisensory


One innovative way of fostering learning in early childhood relates to using the five senses (seeing, hearing, smelling, touching) to teach sight words and strengthen reading skills.  I personally like to employ more than one technique when I am learning things on my own and I find that when I write things down, say them, make up a pneumonic for them and review them repetitively every night I remember better then glancing at it periodically. Every child is a different type of learner.  What works for one child may not work as well for the next child.  Some children may remember the content of a story once they read it in a book, but other children need to read the story, answer questions, make pictures, apply the information in the book to their real-life situation and other things.  I read an article that emphasized the importance of using the 5 senses while teaching children sight words.  The article compared whether or not a multisensory approach was more beneficial or a focused drill approach.  They noted a multisensory approach was, “instruction appeals to visual, auditory, kinesthetic-tactual learning styles.”  The results of the study found that children learned more sight words through the multisensory approach and that they enjoyed the process of learning the words a lot more as well.

I believe the multisensory approach can be applied to many difference abstract concepts in the classroom.  I think I’ve always been an advocate of the multisensory approach.  However, now I am seeing more and more research that backs it up and shows its effectiveness.  I incorporate the multisensory approach all the time, especially when teaching a child to correctly articulate a specific sound.  I have the child pretend to be a teacher and correct me when I say the sound incorrectly.  I then have the child to trace their sound on paper, trace it on a white board and make their letter with playdough.   We then play games and I overly emphasize the sound so that the child can understand how often the sound is said, we read books and I point out the sound and add a visual description to the sound as well (ex. R-growling dog sound, s-slithering snake sound, l-singing lady sound). 

How have you incorporated a multisensory approach in your classrooms?  What tough concepts did you find were a lot easier to teach when you got away from the traditional teaching style and became more creative with your techniques?

 

Reference

Philips, W.E. , & Feng, J. (2012). Methods for Sight Word Recognition in Kindergarten: Traditional

                Flashcard Method vs. Multisensory Approach. Online Submission.

                http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED536732

 

Tuesday, April 9, 2013

Is it essential to diagnose delays early in children or is it okay to wait?

The issue of early or late diagnosis of developmental delays, autism and many other delays is becoming more and more of an issue.  A lot of children are receiving special education services in the school that did not receive early intervention or early preschool services to help treat developmental delays in the early stages.

I personally believe in early diagnosis due to the significant difficulties a child can have trying to break patterns  that have been formed over the years.  As a Speech-Pathologist I don't give an age limit for therapy.  A child is never to young to receive therapy especially if certain developmental milestones appear to be missing or significantly impacting the child's communication skills.  I spoke with an educator that has been in the field for over 30 years.  She shed some more light on the importance of early diagnosis and special education.  She went on to say that there is even later diagnosis with children from a low SES or from different cultural backgrounds.  She presently teaches high schoolers and said that even at that age she sees children that have slipped through the cracks all through school and are still struggling to make it.  She said that some of the children should have a diagnosis even now (ex. Autism, ADHD, Dyslexia), but sadly a lot of them still don't. 

So what's your view?  Do you believe in early diagnosis of delays?  If you noticed some things with your child that weren't quite right would you simply, wait it out and let him/her outgrow it or immediately take them to the doctor?

According to blogs.edweek.org there is a significant benefit to early diagnosis of developmental delays to the government because less money is spent on special education.  The blog also noted that Easter Seals was a good source available to provide assistance to parents of children with developmental delays.  The blog then went on to say that according to the CDC children could be diagnosed with autism as early as 2 years old but research showed many children weren't gettting diagnosed until they were older than 6 years old. 

On the other side, friendshipcircle.org blog gives reasons for why early diagnosis of developmental delays is essential as well as why some parents wait until their child is older. 

Reasons for waiting
-the children appear to be exhibiting normal behavior
-the insurance won't cover the extra medical costs
-the child's behavior makes accurate diagnosis impossible
-they don't want their child labeled

All of these reasons make perfectly good sense, but what about the other side of the story

Reasons for early diagnosis
-parents may not be completely sure of what the child's needs are
-parents may be unaware of other problems
-the children may be eligible for intensive intervention
-special needs affect relationships and friendships


No matter which way you look at it there are pros and cons to each side.  However, as parents we must take the first step and make sure our children are receiving the utmost care possible.  I always say to mothers, if you feel deep down that something is wrong and your maternal instict is telling you it as well, then something may be wrong and it wouldn't hurt to have your child evaluated just to be sure.  I have seen children that have been diagnosed with autism as early as 2 years old.  The parents have immediately started with intensive ABA (behavioral therapy), OT (occupational therapy), ST(speech therapy) and Babies Can't Wait (Early intervention services for birth to 3 population).  By the time the child reached school age he/she was able to be placed in a classroom full of typical children and not in a special education classroom.  Unfortunately, this is not the case for all children but it goes to show that in some cases early intervention does work and it defnitely can do more good than harm.

References

blogs.edweek.org

friendshipcircle.org

Tuesday, March 26, 2013


This is a passport photo of me when I was a couple of months old.  I was able to experience visiting many different places before I turned 5 years old.  My parents were missionaries and I was born in Brussels, Belgium while they were learning French.  Throughout my childhood I can remember playing with the children in Zaire, Africa, putting our babies in "panyas" on our backs and conversing with the children in Swahili, Kenunde and other languages.  Periodically I remember short songs from my childhood, friends I played with as well as the types of food we used to eat.  When I played in Africa I ran around bare-foot with the other children making things out of dirt, sticks and other things in the natural environment.  We did not have the toys that are in the US.  While playing with the children I picked up on the languages that they spoke.  Unfortunately, I do not remember any of the languages (my mother says I spoke 5 different languages).  That definitely goes to show you that children under the age of 5 can pick up on things very quickly, especially when playing and interacting with other children.  Now that I think about it this could be one of the main reasons why I love being a Speech-Pathologist so much and helping people learn how to speak, my love for languages has never left!