Tag Archives: communication

Active and Passive Toys

 

The holidays are coming and even if they are not, you might think: What toy should I buy? What should we play with?? What would be fun?????

Considerations of Difference Between the Active or Passive Choice:

Neurological function when we use active vs. passive or classic toys is different. There are benefits to the use of electronic toys. The key would be to use them in moderation.

Thinking back on my own life experiences with passive or classic toys was different because for the most part, until we were older they did not typically include batteries. Toys were passive and it was my job to activate them. I had to make them move and use my voice to create sounds. One particular example that I recall is my significant collection of dolls, as a little girl and the tea parties I would share with them, in pretend play. I have no recollection of what we said; but as a child it felt like I was a part of that party.

Fast forward………………..

One Day the Batteries Were There:

Then the Batteries were not:

True story – one day I asked a parent to take all of the batteries out of the toys and see what her triplets would do. They all were delayed in language development. The toys had to move. A train could not just move on a a train track when a button was pushed; but the boys used their bodies to push the train on the track. They had to pick up the train, figure out how to put it on a train track so that it balanced, They had to focus on directing the train to go somewhere and figure out how to get it there. When you asked what the train sound said. They had to use their voice to tell me and did!. They created a sequence of events. They problem solved and reasoned out how their game should proceed.

You probably are quite familiar with battery operated toys so let’s think about suggestions of passive or classic toys for the holiday, or not.

Toys can teach the gross motor skills like walking running or throwing like you might learn in sports. The game Twister is a nice one as the weather gets colder and the mesh tunnels that you can crawl through. If you have a “crawler” aged toddler – even add to the game by blowing bubbles and have them “pop” these. If you have a toddler age child play One Little Finger song melody and instead of “tap-at-tap” substitute “pop-pop-pop point your finger up, point you’re finger down and then ask for “more bubbles””. Some of the mesh toys have basketball hoops. Others have at one end a house which for a sensory – highly stimulated child who needs to calm will be helpful.

Toys can teach higher level language skills: reasoning can be learned with games such as Risk, Guess Who and Charades. These help with problem solving focusing attention recall of attributes that have been described.

Blocks, dollhouses, farm houses, cooking centers for pretend play, dolls or action figures with spoons, cups, forks, knives, plates, wash clothes etc. for pretend play. Actions games like twister, balls, bats, basketball hoops, the mesh tunnels that you can crawl through (and for those with small apartments the ability to squash these up and push them under your furniture or behind a sofa for storage. Turn taking games like “Hi Ho Cheerio”. If you have time Monopoly is good as well as Risk for  higher level reasoning and for phonic awareness:  either Scrabble or Scrabble Junior.

Literacy Skills – Don’t forget the old fashioned book!

Reading can literally expand your brain function and help it develop. There is an actually there is a “. When we sit with a tangible book with non electronic pages we typically can do so at a slower rate. At least, it is easier to do so then with an e-book where you skim quite quickly. Here is a “ that talks about it and may help you consider buying one for someone as a holiday gift this year

References for Further Consideration:

real books

https://www.bustle.com/p/what-does-reading-do-to-your-brain-these-5-effects-are-pretty-astounding-74676

Non Battery Operated Toys

https://www.todaysparent.com/kids/kids-health/benefits-of-open-ended-toys/

Pandemic Language

We learn in school that there is a typical progression of how language develops, a sequential step by step process that begins the day that infants are born regardless of what you speak. It’s fascinating to watch the “blob” that is born and the “person” that develops, especially in very early years. A reduction in social opportunities has changed family dynamics and still does in areas where a “lockdown” is still in effect. How does this or not impact on language acquisition? Are there changes in the sequence?

Consider these factors.

  1. Children learn through interaction with objects and others in the environment. Mirror neurons have an impact on development of social skills and perhaps they have not developed to the extent that we would hope due to reduced opportunities for socialization, especially with those diagnosed as being on the autism spectrum.
  2. Children have had less physical activities.
  3. Some may have been home with parents who were working and may or may not have had more opportunity for “quality time”.
  4. Some preschoolers and kindergartners may have been “in school”; but never in a building. Will their learning style be different?

Digging into the research online, i found a scientific study that provides information on what parents did with their children during “lockdown” and documents that actions of parents and caregivers indeed has had an impact. For those still on “lockdown” perhaps it is helpful to think about the results of the research.

Please provide comments about your experiences. How did you interact with each other? With less social opportunity, how have your family members been affected in terms of language? Did communication change in your home and if so, how??

Therapy Insights and COVID19

This blog post is short and sweet. I need your thoughts:

How has the pandemic impacted your child’s development of language? Please share in the comments section below

We learn in school that there is a typical progression of how language develops, a sequential step by step process that begins the day that infants are born, It’s fascinating to watch the “blob” that is born and the “person” that develops, especially in very early years. That can be a whole other post. However, for now – a reduction in social opportunities has changed family dynamics and still does in areas where a “lockdown” is still in effect.

I wonder – are there changes in the sequence of developmental steps that are “typical”. Children have had less physical activities. Some may have been home with parents who were working and may or may not have had more opportunity for “quality time”. Some preschoolers and kindergartners may have been “in school”; but never in a building. Will their learning style be different?

Indeed, digging into the research online, i found a scientific study that provides information on what parents did with their children during “lockdown” did indeed have an impact. For others now who still are or may be on “lockdown” perhaps think about the results of the research.

Please provide comments about your experiences. How did you interact with eachother? With less social opportunity, how did your family spend time?. The more that speech language pathologist know about your concerns and about the history of your child’s communication needs, the more we are able to help. Thanks!