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When you have a toddler, it can be hard to find activities that keep them busy and don't involve any prep on your part! These fine motor skills activities aren't just fun to do, but they're easy to set up as well. I know that's so important when you have little ones running around!

Fine Motor Skills Activities:

This bottle sorting game is so easy you can actually play it right at the table in a restaurant. All you need is a bottle and some toothpicks.

Kids love to scoop and pour. All you need is a couple of bowls, a spoon and something to pour.

Still looking for more fine motor skills activities? Check these out!

Doodle & Coloring Books for Fine Motor Skills!

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20 {No-Prep} Fine Motor Skills Activities - Kids Activities

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When you have a toddler, it can be hard to find activities that keep them busy and don't involve any prep on your part! These fine motor skills activities aren't just fun to do, but they're easy to set up as well. I know that's so important when you have little ones running around!

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One of the most important gross motor skills a child needs to develop is crossing the midline. This is the ability to use both sides of the body together, specifically by crossing a body part from one side of the body into the space of the other side of the body, such as using the right hand to scratch the left elbow.

Crossing the midline is important not just for overall coordination but also because it builds essential pathways in the brain. So strengthening this skill is not only crucial if you want your child to play sports but also to help him build fine motor skills such as writing. Indeed, it first came to my attention when my kindergartener's adviser suggested it as a way to help him with his handwriting.

Below are great resources about crossing the midline (and why you should care).
This post contains affiliate links. If you click through and make a purchase, I receive a small commission at no extra charge to you.
Gross Motor Skills: Crossing the Midline

Integrated Learning Strategies: Why Crossing the Midline Activities Helped This Child Listen to His Teacher: Great visuals in this article. I love that for each activity it includes an explanation of what to watch for to make sure the child is getting the full benefit.

School Sparks: Gross Motor Development: An overview of gross motor development and bilateral integration, including crossing the midline, with tips and why it is important for reading and writing.

The Inspired Treehouse: Developmental Skills - Crossing the Midline: An explanation of what crossing the midline is, why it's important, and fun ways to encourage it.

OT Mom Learning Activities: Crossing the Midline: Overview from an occupational therapist, including photos and links to activities
Teach Mama: 5 Activities for Crossing the Midline (and Why It's Important)
Mosswood Connections: Crossing Midline: Activities to help kids cross the midline

From Growing Hands-On Kids:

North Shore Pediatric Therapy: Help Your Child Develop the "Crossing the Midline Skill": Long list of left brain/right brain "teasers"'

My Mundane and Miraculous Life has a number of articles on creative activities for sensory therapy which include crossing the midline exercises:

From The Jenny Evolution: Sensory activities that are also great for crossing the midline:

For more gross motor activitites, follow my Gross Motor Pinterest board:

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Gross Motor Skills: Crossing the Midline

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One of the most important gross motor skills a child needs to develop is crossing the midline. This is the ability to use both sides of the body together, specifically by crossing a body part from one side of the body into the space of the other side of the body, such as using the right hand to scratch the left elbow.

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Cognitive skills are the way we understand and make sense of the world around us. Kids have a whole arsenal of cognitive skills they use to tackle the demands of the day: from getting ready for school in the morning to completing their homework in the evening and everything in between.

They need to be able to analyze thousands of large and small tasks almost constantly from the minute their eyes open in the morning. They have to plan, organize, and sequence their approach. Then, they have to follow through with their plan efficiently, adapting and adjusting their approach as they go.

First, kids need to be able to attend, mentally sifting through all of the other things in their environments that are competing for their attention - the sights, the sounds, the smells. As they get older, they even learn how to divide their attention between multiple tasks at the same time.

Kids need to demonstrate the ability to remember events and information and recognize familiar things and people. They use their short-term, or working memory to remember smaller snippets of information for a limited amount of time (e.g. a phone number). And long-term memory helps them retain more significant information for much longer periods of time (e.g. a concept taught in math class that will continue to be used throughout the school year and beyond).

Kids have to be able to initiate, or begin working toward a goal, efficiently and effectively - picture a teacher giving an assignment or instruction and the students beginning the task without difficulty. This involves generating original ideas and problem-solving methods. Kids also have to be alert and need to sustain alertness for the duration of a task. Some children struggle with maintaining an optimal state of attention and alertness and may need more sensory input or less sensory input to do so.

In the midst of all this serious work, kids also have to develop the ability to cope emotionally and behaviorally with the many challenges, obstacles, frustrations that get in their way. They have to regulate their behavior to match social and contextual expectations. For example, the behavior expectations on the playground are much different than the expectations in the library. And they have to control their impulses even when they are being challenged or distracted.

As they grow and develop, children also become better able to anticipate what might come next, which helps them plan ahead and become even more efficient at problem-solving. And, after they've completed a task or navigated a situation using all of the skills described above (and many more), kids also learn how to self-evaluate their own performance. What worked? What didn't work? How might they do better next time?

It's amazing to think about how hard little ones' brains are working all day long, usually without them even trying! There are many great (and simple ways) to work on cognitive skills with kids. Here are some of our favorites:

3 || Problem-solving games like Giant Pickup Sticks

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DEVELOPMENTAL SKILLS: U IS FOR UNDERSTANDING (COGNITIVE SKILLS) - The Inspired Treehouse

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Cognitive skills are the way we understand and make sense of the world around us. Kids have a whole arsenal of cognitive skills they use to tackle the demands of the day: from getting ready for school in the morning to completing their homework in the evening and everything in between.

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Let your little one try a brand new sensory experience! These sensory tubs for toddlers are safest for even the youngest of kiddos!

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The most important role that play can have is to help children be active, make choices, and practice skills to mastery. With children learning through play, toys are their tools. This list of toys are fantastic for helping your child strengthen their vestibular system.

What is the Vestibular System?

The Vestibular system refers to structures within the inner ear that detect movement. This sensory system allows us to maintain our sense of balance -to move smoothly and confidently. A healthy Vestibular system is central to integration of the other sensory systems. In addition to helping us relate to our bodies in space (spatial awareness) it also helps us process sounds and use our eyes effectively.

Vestibular Tools and Toys:

The best place to work on your child's vestibular system is at the playground! Here are some of our other favorite ways to get moving and PLAY!
Spooner Board
This fun balance board improves core strength & stability, balance, coordination, and gross-motor skills. Kids can stand, sit rock, spin, slide, tilt, flip, and wobble! It even works in the snow!!

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Trampoline
Jumping is a fantastic way to get a fun vestibular workout! There are so many different things that you can do with a trampoline! My kids have a blast turning our trampoline into an outdoor ball pit by adding in some plastic balls .

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Platform Swing
This is a fantastic "social" swing that can fit multiple children at once. The spider webbing provides some awesome sensory input and allows easy access for kids to sit, stand, or lie down while swinging. We love ours!

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Hanging Nest Swing
Bring the swinging fun inside with a nest swing. These swings are great for a calm down corner or book nook, but can also encourage heavy work and movement.

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Balance Pods
These are probably one of my favorite indoor vestibular toys that we have. Pods such as these can be used to increase focus with active seating. When used for active sitting children can either sit on the bumpy side or the smooth side. This helps promote good posture, focus, and strengthen core muscles. Pods such as these can also be used as stepping stones for balance games with a fun tactile input!

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Moon Shoes
These are described as mini trampolines for your feet! Jumping is a wonderful activity for helping kids with spatial awareness.

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Radio Flyer Sit-n-Spin
I absolutely love how kids are in complete control of how fast they spin with this toy. This allows kids to get great movement input at their own pace and is fantastic for strengthening upper body!

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Scooter Boards
Scooters are extremely versatile and can allow for so many types of vestibular input - moving forwards, sideways or backwards along with spinning! These scooters can be used indoors or outdoors and the handles provide additional balance and stability.

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Bilibo
A rocking chair, a spinning top, a cradle, or a tunnel - children can create countless uses for the Bilibo, both indoors and out.

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Wobble Deck
The Wobble Deck is an AMAZING toy! With three multi-level balance games this electronic balance board is perfect for challenging your kids vestibular and cognitive skills!

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Foam Pogo Stick
Our entire family has a lot of fun with this simple pogo stick that can be used indoors our outdoors. We use our pogo stick to work on everything from math skills to spelling words!

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Swivel Cars
Swivel cars are fantastic for getting kids to use natural force (inertia, gravity, friction) to explore spatial awareness.

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Saddle Roll Balls
Saddle balls such as these can be used for basic balance games all the way up to vigorous workouts. One of things that I love about peanut shaped balls such as these is that two people can use them at the same time which can be useful for helping a child build their confidence. The funky texture is also awesome for tactile input.

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Crash Pad
Sturdy enough for jumping and soft enough for relaxing a crash pad is a fantastic tool for improving vestibular senses. Learn how to make a DIY Crash Pad with this easy tutorial from And Next Comes L.

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Rody
Horsing around just got a lot more fun! Hopping on a Rody promotes balance and coordination in children while providing a fun workout.
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"Play is the work of a child" Maria Montessori The most important role that play can have is to help children be active, make choices, and practice skills to mastery. With children learning through play, toys are their tools. This list of toys are fantastic for helping your child strengthen their vestibular system.

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Set up a simple washing farm animal sensory bin for your preschoolers. They'll love getting the dirty animals clean! So simple, but so fun!

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Play-based activities for food oral defensiveness

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Play-based activities for food oral defensiveness

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Most of the time I LOVE my job, and one of my all-time favorites is when I am able to help kids overcome oral defensiveness.

It is so extremely satisfying when kids are able to eat and enjoy healthy foods that were previously off the table, so to speak. Who are these kids and why is eating difficult for them? There are so many answers to this question. I have worked with children with sensory processing disorder, autism, ADHD, oppositional defiant disorder, anxiety disorder and post-traumatic stress disorder. These kids might show only mild symptoms of the conditions above, but end up having difficulty eating ordinary healthy foods with their families and friends.

Cautionary Note: before starting food therapy it is important to get a good food history and baseline data, rule out oral-motor and swallowing dysfunction, and join forces with the child's family to prioritize food goals. Also note that there are two main approaches to sensory-based eating difficulties. Here is a great article on play versus behavioral approaches to overcome food aversions: http://www.otplan.com/articles/strategies-to-improve-feeding-at-home.aspx

This year I have had the good fortune to work with a batch of kids that have needed to expand their food intake. I thought I would briefly describe three children and the types of play activities that have been helpful for them to gain confidence and pleasure with eating a greater variety of foods. Please meet David, Emily, and Alex:

David is a three-year-old student in an early childhood classroom. He has always had difficulty with weight gain and all his developmental milestones have been delayed. David eats only crackers and chips at school. He has a strong tactile and oral aversion to anything that is wet or slippery. He has a difficult time with getting paint or glue on his hands.

My approach with David is pure sensory exploration. I took several photographs of one of our sessions, and his parents have graciously allowed me to share them with you. I remove everything from the environment except for the one food we are playing with. In this session we have a container of diced peaches and a small plastic plate from the kitchen area of his classroom. He is familiar with the containers, and likes to play kitchen. I model picking up a piece of peach and pretend I am feeding a dinosaur, because David loves dinosaurs.

David

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At first he is reluctant to touch the peaches you can see how he extends his fingers to make as little contact as possible. But there's not much else to do, it's just us and peaches.

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He has quickly gotten used to picking them up with his right hand, and is starting to use his left hand to hold the container.

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When first using his left hand to touch the fruit, it is like starting over from the beginning. Note his extended fingers again!

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Then he becomes able to pick up the peaches with his left hand too. Now playing with peaches has become a crossing the midline and a bilateral task.When he has filled up the little toy plate with a pile of peaches, I discreetly toss the peaches in the garbage, and we start again, "feeding the dinosaurs".

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David starts to be interested in looking at the peaches.I start talking about kissing the peaches, and VICTORY, soon David starts to explore them with his lips and tongue.He is in control, I do nothing more than give a verbal suggestions, and model for him what touching the peaches to my lips and tongue look like.

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He was so happy and content playing the peaches, that I pulled out a container of pineapple and we started playing with that too.

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He had gotten so comfortable with the wet, cold textures that he started rolling the pieces of fruit between his hands.

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More quickly this time, David becomes interested in tasting pineapple too! GO David!

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He left happy and content, and felt successful. I consider this a highly successful therapy session, even though all we did was to play with fruit for 30 minutes!

Emily: Next I would like to introduce a four-year-old girl, who developed typically for the first years of her life, and then at two years, was diagnosed with cancer. She had numerous hospitalizations and medical interventions and while she was being treated she lost her appetite. She was given a G-tube [Gastro-intestinal feeding tube] to maintain her nutrition and strength. Now she is at home, and is medically stable. Not surprisingly, probably in response to her difficult medical interventions, Emily now has significant tactile and oral aversions. On good days she'll eat a few crackers and a few bites of rice.

I used the Food Survey for Oral Dysfunction, Sensitivity, Food Aversions, and Nutrition to interview mom and get detailed information on the foods Emily is willing to try, and which ones she seems to like. When asked about food priorities, mom indicated that she would love for Emily to be able to eat fruit. Mom said she remembered Emily loving fruit, and wanted her daughter to be able to have that pleasure again. Truthfully, if I had been working with Emily in the school setting, I would have approached building her sensory tolerance to a fruit through touch and play much like I did with David above. But I was not seeing Emily at school, I was going into her home, working side-by-side with her mom. As Emily's mom also showed evidence of tactile defensiveness, and had a strong desire not to give Emily any difficult task, I had to come up with a different approach.

It turns out that Emily loves small manipulative toys. I have found that I can give her one gem which she pushes through a slot before it drops into a container. Coaching mom to place the smallest sliver of fruit on the spoon, Emily will take a taste in order to get the next gem. During our first 'food' session, Emily ate a quarter of one banana, one teeny piece at the time.

Her mom was elated, saying that it was the first time she ate bananas in over two years. Now Emily is happily eating bananas and apples on a regular basis. She has a good start on potty training, and now we are also exploring some strategies to help make tooth brushing be more pleasant!

Alex is a five-year-old kindergarten student with autism. He is new to OT and when I evaluated him I saw that he was eating only fish crackers at school. His parents were interested in expanding his food repertoire and have been very helpful in sending a variety of table foods from their home, as well as new kid-friendly foods to school. I scheduled Alex for OT two times a week during his lunch period, as he was refusing to eat anything while in the school lunchroom. I decided that we would start with foods he did eat, and liked to eat at home, but was not willing to eat at school. Alex is a boy who has a STRONG will. When he says no, he means it. My hunch with him was that we needed to have a structured session and that the authority needed not to be me but "the schedule." This visual schedule reflects our routine. He comes to OT with his lunch, and before doing what he wants to do [write letters starting on the iPad] we start with his main dish.

My first session with him, I used my teacher voice to say that the spoon picture meant that he needed to touch the spoon that had been in his noodle dish to his lips. The moment he did that, I proclaimed his action a smashing success, and we went on to our first task. We went back to the spoon after every preferred task, but he knew he only needed to put the spoon to his lips so he did it quickly and we got on famously. In every subsequent therapy session I have upped the ante a little bit. Next, I had him touch his tonge to his spoon, then clean the spoon between his lips, then clean the spoon with one noodle, the next time he was eating a few noodles at the time, and then a few bites. Most recently he took it upon himself to finish his main dish before we started our first preferred task!

What I have not said is that I modeled every step. I had my lunch at hand, we talked about it, smelled it, and I showed him what I needed him to do with my own spoon. When he started cleaning his spoon, it was after he watched me clean my spoon with my lips. When I wanted him to take several bites, I would have a turn, and then he would have a turn. The spoon in this picture has been the symbol to represent eating on the therapy schedule. The symbol has remained the same, despite the increased expectations. I was able to give an identical spoon picture to his paraprofessional, and now Alex is now beginning to eat his lunches in the lunch room too! If you would like to read more about using visuals for occupational therapy this link will take you to my blog post on making and using visual supports.

You can find the two products that were used in therapy for these three kiddos here:

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Using Play-Based Activities to Overcome Oral Defensiveness, Food Aversions & Texture Sensitivities - Print Path

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Most of the time I LOVE my job, and one of my all-time favorites is when I am able to help kids overcome oral defensiveness. It is so extremely satisfying when kids are able to eat and enjoy healthy foods that were previously off the table, so to speak.

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How to do Tummy Time - Baby Playtime Exercises #0-3 Months - Baby Activities, Baby Development

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Gross Motor Activities for Preschoolers: The Top 35!

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Gross motor activities for preschoolers a must! Getting their little bodies moving gets them active and makes learning easier and more fun for them!

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There's just seriously not enough time in the day to get it all in . . . so what do we do with those kids that need extra fine motor practice? I'm not a huge fan of homework in kindergarten. I don't like to send things home with my kinders. I would prefer they are outside playing or spending time with their families. But really, sometimes 10 minutes of fine motor exercise at home can mean the difference in finding success in kindergarten with writing and months and months of struggle and frustration.

Please note, this post includes affiliate links.

PARENT BROCHURE

So what can we do to 'get' those 10 -15 minutes of additional exercise? Well, there are a couple of things you can do actually. Initially, I think it's always helpful to educate all your kinder parents with what 'fine motor' skills are and why they are important. So I send home a simple little brochure at the beginning of the year just to give parents a heads up. It's often surprising for a parent of a really bright child to hear that their child is struggling, because they can't hold a pencil. This little brochure gives them an understanding of fine motor skills and why it's an important thing to master in kindergarten.

I find that most of the time, parents want to help their child be successful. It's just sometimes they really need someone to point out ideas and activities that will work at home. They generally appreciate having a few tips to help them get started and this little brochure can do that.

TAKE HOME KIT

The second thing I like to do is to have a couple of Fine Motor Home Kits made up. These are simple, little inexpensive kits that students take home for two weeks and then bring back to me.

This post contains affiliate product links.

Before sending the kit home with a child, I always have a conversation with their parents just to let them know that I think perhaps their child could benefit from a bit of additional practice at home. I make sure they are 'on board' with the plan and understand that their child should pick only one activity each night and work at it for no more than 10-15 minutes.

When they get the kit home, it will have a myriad of activities from which their child can choose one. I say one each night so that all the items aren't pulled out and lost or mixed up. Parents are generally really good about this, and I haven't had any problems with lost pieces.

There is also a ringed set of task cards included in the kit as well. These show parents and students exactly what items are used for which activity and it explains how to use them.

KIT ACTIVITIES

All the activities fit inside my little Steralite Carry Tote, safe and snug. It's small enough for little ones to carry on their own or pop in their backpacks, but big enough to hold everything I need.

POPPER BEADS

I like to include popper beads in my kit because they are engaging, colorful and, most of all, boys and girls alike enjoy using them so I know it will be an activity they want to do.

To add a bit of a challenge to the activity, I suggest that students use the color or shapes to make different patterns.

You can sometimes find popper beads at craft stores, and they are also available on Amazon as well. I used a small bag of 17o beads from Amazon to make three different kits. Also, get this, one reader told me there are Alphabet Pop Beads.

They're already in my Amazon cart!

PUNCH A LETTER SOUND

Paper hole punches are the 'great silencer.' No kidding! If you want a room full of quiet kinders, hand them each a paper hold punch. (I actually have a class set.) Just punching holes in a piece of paper is somehow mesmerizing to them and, at the same time, such a great tool for building those grasping muscles.

I've included the added challenge of 'punching out letter sounds' as part of the kit's hole punch activity. Students look at the pictures on the strip of paper, identify the beginning letter sound, and 'punch out' any letters that are not the beginning letter sound.

Paper hole punches are pretty easy to come by. You can pick them up at any department store or office supply store. I ordered a class set from Amazon a couple of years ago just so I'd have the opportunity to capitalize on those 'great silencer' moments.

BULB SYRINGE RACES

Bulb syringes can be found in the baby section of your local department or dollar store. They are super cheap and a ton of fun. If you'd like, you can change a syringe for a turkey baster, and it has the same effect.

Having your students pinch the bulb repeatedly while pointed at a puff ball makes for a fun and engaging race. The motion needed to push the air out of the bulb helps work those pincher muscles, and it's just plain fun.

TENNIS BALL MUNCHY MOUTHS

Until recently, I always made these munchy mouth tennis monsters with your run of the mill, everyday yellow-green tennis balls. But then a friend told me about these oh-so-cute animal print tennis balls that are actually for dogs, and I knew my kinders would go crazy for them.

You'll have to use a knife (It seems to work best if I use a serrated knife . . . just be careful, ok!) to cut the mouth and then simply hot glue google eyes to the front. It is surprisingly challenging for students to get that mouth open. They want to push it against their body and against the table, but I remind them that they have to 'pinch' the mouth open for the monster to get a good bite.

To make it more challenging and engaging, I play a game where two students get the same amount of little mini erasers (I like to use ones from Oriental Trading. They last forever and I can make quite a few sets.) Each player takes turns rolling the dice and reading the number. That is the number of themed erasers (I used fish in the picture above.) that they feed their monster. The first person to feed all of their fish (or erasers) to their monster, wins.

PLASTIC LINKS AND NUMBERS

Without anything added, plastic links make a great fine motor activity. Students love to see how long they can get their chains and often make a challenge for themselves by including intricate color patterns. But if you add a few number cards with hole punches, it takes this activity to another level.

PLAY-DOH EXTRUDERS AND LETTERS

If you have an arsenal of play-doh extruders like the one below, you know how much your students love working that plunger with their fingers to push that dough through the different shapes. Although parents often poo-poo play-doh as being too messy, it's one of the best tools for working those little hand muscles. Add a pair of scissors to snip of the extruded play-doh and it adds a nice resistance tot he activity. If you parents grimace when you give them activity, remind them of the importance of those finger muscles when their child starts writing and suggest they have them work on a small cookie sheet to control the excess play-doh pieces.

If you'd like to add a bit more challenge to this tool, copy off some mini ABC play-doh mats on Astrobrights card stock. I like to include only a few letters at a time-usually whatever letters that student has been focusing on in school.

RICE BOWL SEARCH

Mini erasers are tiny and tough to grab hold of which makes them a perfect addition to my fine motor kit. Here I use a small disposable container to house some colorful dyed rice and in the rice bowl is hidden some more of those fun mini erasers you can find at Oriental Trading. (One order goes a long way, but I tend to by lots of different thematic ones.)

Add a small tweezer or other small tong type instrument and send your students searching. I always count how many erasers are included in each bowl so students know when they have found them all. Set a timer to see how long it takes them and if they can better their time each try. Just make sure they use only the tweezers to secure their 'catch.'

THERAPY PUTTY SEARCH AND SPELL

While you can use other putty for this activity, I'm always partial to therapy putty just because . . . well . . . it really is the best. It has the right amount of resistance and it's super stiff which you really want. I especially like it, because it lasts forever. Sure you can use something like Silly Putty in its place, but I find that I would have to purchase 3 or 4 containers of Silly Putty to equal what I can get from one container of therapy putty. For this kit activity, I like to hide beads, colored pony beads or even letter beads if you have them, inside the putty. Students can search the putty, naming the letters as they find them, or you can see if they can use the letters to make words or spell their name.

NUTS AND BOLTS

Hands down one of the most favorite activities of all fine motor kits that I can offer a student. There is just something about nuts and bolts. You can use the plastic, toy kind of nuts and bolts if you prefer. It still will engage your students hands in grasping and turning, but I tend to prefer a variety of shapes and sizes of the 'real thing.'

For this activity, I have students time themselves to see just how long it takes them to find all the nuts that match the bolts in the kit. They need to twist the nuts all the way on the bolt for it to count. Then I time them to see how long it takes them to get them off. They enjoy seeing if they can better their time with each try.

PUNCHING NUMBERS

Button type paper punches are also a good way to build up fine motor strength while engaging your students. Just punching the paper is really a challenge. But if you'd like to add a spin to it, label several different sheets of colored Astrobrights paper (colored paper makes everything more fun) with a number and have students 'punch' that many times.

You'll find thematic button punches like these at craft stores, but I generally can pick them up from garage sales here and there as well.

While I would LOVE to send anyone who wanted one of the kits one of their own, the least I can do is get you the printable task cards, brochure, number link cards and mini ABC play-doh mats. Just click below and enter your email. A verification email will be sent to your inbox, but sometimes it likes to hang out in your SPAM folder. So if you don't see it in a few minutes, check there.) Once you have verified your subscription to my mailing list, your file will be downloaded to your computer. Just check your 'download' file on your computer and you'll probably see it there. (If you're looking for the ABC punch cards, you can find them on my side bar - right there on the right hand side of my blog - for free!) I sure hope this gives you some ideas and help in getting your kinders finger ready for fall. Enjoy!

If you'd like so see a whole series of monthly fine motor morning work station ideas and free printables, please check out my other fine motor blog posts, starting with Fine Motor Morning Work Stations! You can get there by clicking the picture below or by going HERE.

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Fine Motor Home Kits - Differentiated Kindergarten

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There's just seriously not enough time in the day to get it all in . . . so what do we do with those kids that need extra fine motor practice? I'm not a huge fan of homework in kindergarten. I don't like to send things home with my kinders.

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I'm no teacher and am definitely not an expert on anything having to do with education. However, since I've been home with my girls - my 2 year old is home full-time and my 4 year old goes to preschool 3 days per week - it's been important for me to see them engage in activities that are not only fun but also help with their cognitive development. It's no secret that I allow my kids to have screen time, but I try to balance it out with some brain exercise so their minds don't become total mush and they can one day become contributing members of society. Here are four of my favorite activities that encourage cognitive development in preschoolers (and even older kids). Don't worry, I validated my list with research. 😉

Jigsaw Puzzles

We currently only have one of these but my kids are obsessed with it and I love that they love it so much. It's fun to watch their wheels turn, so to speak, while they try to figure out which piece goes where. Watching them match colors and shapes to form one big picture is exciting, especially when they finish it without any help. The Child Development Institute says jigsaw puzzles help with fine and gross motor skills, hand-eye coordination, problem solving, memory, shape recognition, and more. One of the many reasons puzzles are beneficial is because they cause children to analyze the task and create a strategy to complete it. The Child Development Institute also says, As a child works on a puzzle, he or she will often develop a strategy to work the puzzle faster and more efficiently. He or she may do all the edge pieces first, for instance, or sort all the pieces into piles according to colors or shapes. This helps a child learn to achieve small goals as a means toward a larger goal.

Memory Games

You know these games - cards that are all in rows and flipped upside down that you have to match up from memory. My 2 year old hasn't quite grasped the concept of this game but my 4 year old is getting pretty good. She used to get frustrated and give up but the more she does it the better she gets which is a confidence booster for her and reassurance to me that it's a good use of her time. According to Let's Play Please, memory games provide the following benefits:

Improved concentration

Enhanced cognitive skills

Boosted brain functionality

Visual memory training

Increased short-term memory

Increased attention span and focus

Painting

The messiest on the list, no doubt, but one of the cutest. I love getting my girls' oversized "paint shirts" on them and seeing what they come up with. Sometimes it's a picture of Mommy that looks like a blob of mixed paint and sometimes it's a bunch of random brush strokes and dots. Painting allows my girls to experiment with color while also working on their fine motor skills (holding and controlling the brushes, for example). While we paint, we talk about what colors we'll make if we mix any two together. My favorite part is having a masterpiece or two to display on my refrigerator at the end. Beth, preschool educator extraordinaire from Days with Grey, has a great post about painting here.

Design & Build Toys

I saved my favorite for last. I love these because they're super fun for me, too! I've decided that if I were good at math, my calling in life would have been architecture. Design and build toys are amazing because the possibilities are endless and I love watching what my girls create. My girls have traditional stacking blocks and interlocking blocks but we recently discovered magnetic Stick N' Stack tiles, , and I have to be 100% honest and say we. love. them. Because they're magnetic, they can build almost anything they want, which allows their imaginations to run wild. Being the princesses they are, my girls like to build castles a lot but they always look different and their minds really go to work. I've mentioned before that I'm an observer, I find a lot enjoyment in watching my girls play than getting down and playing with them. Design and build toys like are great because I can sit back and watch them create.

These toys also encourage cooperative play (my girls can build together) while also providing an avenue for independent play. I've personally witnessed their concentration levels increase while building, and my two year old likes to call out the shapes and colors of the pieces while she works. I'm confident that Shape Mags are not only fun, they're helping prepare my girls to be successful in school.

I mentioned earlier that I'm no expert so don't just take my word for it; Miriam Beloglovsky, author of Loose Parts: Inspiring Play in Young Children [affiliate link], offers the following nuggets of goodness (huge thanks to Beth for the recommendation):

When children spend time connecting and disconnecting objects, they are developing problem-solving skills and coming up with creative solutions to attach items together.

When children work to connect loose parts, they learn about the association between cause and effect.

Children's curiosity grows when provocations that involve discovery, exploration, asking questions, testing theories, making plans, and thinking deeply are included with the environment.

Also, I was chatting with early childhood development guru, Eryka Spera, about and she said, [Shape Mags] are great for fine motor while placing the magnets together during building. They also encourage cognitive development since the child must think through what pieces will fit where and how to build their creation.

Mommy University says, Building toys help kids enhance their visual-spatial skills which is crucial for reading readiness.

So there you have it. Fun and super beneficial.

What other activities do you love to do with your kids to help them develop? Tell me in the comments below!

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Four Activities That Encourage Cognitive Development Through Play | Mom Without Labels

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I'm no teacher and am definitely not an expert on anything having to do with education. However, since I've been home with my girls - my 2 year old is home full-time and my 4 year old goes to preschool 3 days per week - it's been important for me to see them engage in activities that are not only fun but also help with their cognitive development.

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The 12 Types of Play Infographic depicts how play evolves as children grow, how social development is linked with play, and the important role parents have in s

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For any therapist seeking to specialize in feeding, the best piece of advice I could give you is to become a sponge. Take courses and workshops, read as many articles as you can, talk to and learn from your colleagues, join special interest groups on Facebook and ASHA etc., follow blogs, observe other therapy sessions, and don't forget - learn from the children you treat as well. They will be your best teachers.

Feeding issues are complex. So take in as much information as you can from as many outlets as you can. But, take it all in with a grain of salt, because not every strategy will work for every child. Over the past 35 plus years, a number of people have told me that their way was the only way. Although that certainly would have made my job easier if it were true, I've never been able to use any one method "by the book." Each child is different, so it will be up to you to evaluate their needs and cater treatment accordingly.

A long time ago my father-in-law gave me a piece of advice that has stuck with me ever since - listen to what everyone suggests, consider it graciously, and then do what's right for you. In therapy, this means learning all of the different techniques out there, having all of it in your "bag of tricks" as resources, and then deciding which strategies are appropriate in which situations.

To any parents who may be reading this: if you're concerned about your child's feeding development or any eating problems, I cannot stress enough the importance of finding an experienced feeding therapist to do an evaluation. No article online or otherwise is an adequate substitute for an in-person evaluation with a trained professional. We don't bite - trust me! But we will do our best to help your child take a bite.

Below are some pediatric feeding therapy techniques that have been effective with the children I have personally seen for feeding therapy. It is my sincere hope that some of these feeding therapy activities are helpful for you as well:

GENERAL:

* Be an investigator. Any underlying medical reasons for refusing foods must be managed first, so discuss with the pediatrician, study the medical history, and refer out for additional tests/evaluations when necessary. Are there any GI issues for instance? Reflux? If so, those must be handled first. I don't recommend any oral intervention until all medical issues have been handled, as that can create more aversions. Don't forget seeing a dentist to rule out any underlying issues there, too.

* Consult with other professionals: a nutritionist, a physical therapist for positioning, an occupational therapist for sensory, etc. Treating individuals with feeding problems requires a team approach.

* Try to get to the root of why they are refusing foods and work from there. Is it oral motor and/or sensory related? Is it oral defensiveness? Texture aversions? Perhaps they didn't go through a mouthing phase? Etc.

* Establish trust first. Assess the situation - if the child seems hesitant or not fully at ease with you in the first session, just talk and play games and be goofy. It's important that the child feels comfortable with you before starting any feeding intervention. This may take a few sessions or even longer to establish rapport.

* Be calm and supportive. Children can be very adept at sensing any frustration, overeagerness, being in a rush, etc. so constantly monitor what emotions you are displaying. Work at maintaining a stress-free therapy atmosphere by staying relaxed, patient, and showing them that you care.

* Never force a child to mouth, bite, chew, lick, or taste anything. I can't emphasize this enough.

* Be flexible and willing to adapt on a whim. If the child is showing interest in a particular doll - Great! Use that doll in therapy. Feed the doll. Have the doll feed you. Have the doll feed the child. What kinds of foods does the doll like? And so forth. The same goes for speech therapy as well. Use the child's interest(s) to your advantage to get the best results.

* Get the parents involved - they must follow through at home.

* Get anyone else who has direct contact with the child (aunts, siblings, grandparents, friends, early interventionists, etc.) on board as well. The best results happen when therapy is reinforced at home in between sessions. The more opportunities presented, the better.

* Keep in mind that food refusals are often because of a very real fear. Respect this fear and support them through it.

* Follow the child's lead.If he likes potato chips - great! We can work from there. If he's showing signs of grimacing, pushing away, turning his head away, etc., stop and move on to something else. It's important to stop BEFORE the individual gets overloaded.

BEFORE FEEDING:

* Establish a routine. At the beginning of feeding therapy, my kids know to come in and wash their hands first. I have a visual schedule in the kitchen showing them to turn on the faucet, get some soap, wash their hands, get a paper towel, dry their hands, throw it away, and then come to the table. This routine lets them know what to expect and gives them confidence in that, alleviating some of the "fear of the unknown." It also works on following directions, sequencing, and independence.

* Make sure the child understands the vocabulary involved - bite, chew, etc. Demonstrate how to bite so that the child can see and learn what the word actually means. Knowing the vocabulary will be an important part of therapy as you encourage the child to bite and chew. Over-exaggerate the movement to help teach the concept.

* Start by talking about and exploring pretend food first if necessary.

* Get the child involved in the kitchen. If they have a hand in preparing the food (even if it's a small task like bringing their bowl from the kitchen to the table), they may be more willing to try it. And even if they don't end up trying it, interacting with the food is still a positive step.

* Do sensory stimulating activities before feeding, such as sensory play, exploring a tactile wall, stimulating the lips, tongue, and cheeks with the Z-Vibe, etc.

* Encourage chewing on / mouthing a Textured Grabber and/or Y-Chew. Especially if a child didn't go through a normal mouthing phase, this helps introduce them to new textures and sensations, allows them to safely explore the pockets and shapes with their mouth and tongue, increases sensory awareness, provides tactile input, etc. Try dipping these in puréed foods later on.

* If there are any sensitivities throughout the body, these will typically need to be addressed first before you can fully normalize sensitivities in the mouth. This is one area where an occupational therapist can really help. They may recommend things like swinging or jumping before therapy, weighted blankets, sensory play, vibration, etc. to regulate the sensory system. Once it's regulated, the child will usually be more open to exploring new foods.

PRESENTATION

* Use cookie cutters to cut food into different fun shapes. Have the child help you.

* Use divided plates for kids who don't like their foods to touch. Try putting a new food in one of the sections. They don't have to try it - it's progress even if they just allow it to be there.

* Give foods playful names, like "banana boats" or "pretzel light sabers."

* Taste the food yourself to make sure it actually tastes good.

* Offer lots of dipping options. Take what they like and try dipping it into something new. Can just be a TINY bit.

* Use spoons that are fairly shallow and easy to remove food from. They should also be smaller rather than bigger so that the spoon is not overloaded with giant sized bites - it's a spoon not a shovel :). Our Spoon Tip was designed with this in mind.

* Use proper spoon feeding technique.

* For any tools/utensils you use, talk about them and let children feel and explore them first.

* Use clear or translucent cups/bottles so that they can see what's in it before they take a sip, which may help reduce stress.

* If a child won't eat with a spoon, use whatever he/she WILL accept. Their fingers, a Grabber, Z-Vibe, Animal Tip, carrot, twizzler, etc. Sometimes something other than a traditional spoon/fork is less threatening.

* If a child won't eat from a bowl, try putting it in a cup OR right on the high chair / clean table. Mix it up.
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FEEDING:

* Make sure the feet are stabilized solidly on the ground with the back flat against the back of the chair. Consult with a PT on positioning if necessary.

* Use what they already like as a bridge to transition to new foods. If the child likes applesauce, put a little applesauce on a cracker. They might just try that too, or at least lick it off.

* Try making very small changes to foods that they already accept. Do they like carrots? Try steaming them slightly or presenting them differently. Do they like crackers? Try putting a TINY bit of a mild condiment on it. Try a different brand of the same food, or a different shape. Add a tiny bit of a certain spice. And so forth. People in general don't like change, and kids are no exception, so keep the changes very small.

* Give them control where possible by letting them make choices. Let them choose which spoon they want, if they want juice or water, if they'd like to kiss the apple 3 times or lick it once, etc. Two choices are usually best - enough for them to have options without be overwhelmed by them.

* Throughout the intervention, make sure that you're telling the child what you're doing and why. Knowing what's coming can be very helpful in reducing anxiety.

* Try new foods at snack time instead of mealtimes, so there is less pressure to get mealtime calories in.

* Model by eating the foods yourself (kids often learn through imitating). You can also model on a puppet or stuffed animal.

* Take breaks between bites. Swallow, count to three, take a sip of water, bite again.

* Let them feed you and/or mom, grandma, etc.

* Chew the food yourself to see how many chews are required. Then count it out loud with the child as he/she chews, or chew to a beat / song. This can help set a pace if they're eating too fast. Ideally you want a rhythmic chewing pattern. It can also help make sure they're fully chewing the food.

* Don't be afraid to make a mess. I have parents who bring a change of clothes for after feeding therapy :)

* Encourage the parents to resist cleaning up, wiping off the child's face/hands, etc. until the end of the meal.

* Take the pressure completely off. Let the child know that if they don't like something, it's ok to spit it out.

* If the child doesn't want to try something, that's ok. Let them know they can put it in the "no" bowl to be done with it - they may just touch it if it's to move it off their plate.

* Teach the child how to do a lingual sweep to remove food from their mouth, with their tongue and/or with their finger if they can't do it with their tongue yet. If the child has an "exit strategy" on how to remove food from their mouth, they'll likely feel safer giving new foods a try.

* Try telling the child NOT to eat something (reverse psychology). I once said to a child, "would you like to give that graham cracker a kiss? Don't eat it, just a quick kiss." And lo and behold, she tried it. I said with animation, "Oh you're not supposed to eat it! You're supposed to just kiss it!" Ohhh she giggled and thought it was hilarious. Now I know that to get her to try something, I tell her not to try it. For most of my kids it's just about finding what makes them tick / what motivates them.

* When it comes to food aversions, children first need to become comfortable with food, which is usually a gradual process. What I do is introduce foods through play - I put food in front of the child and let them explore it with their hands - they can smash it, squeeze it, swirl it on the table, paint with it, etc. You may need to demonstrate and get involved in the play. It will get messy, and that's ok! The child may end up eating or tasting the food, which would be great, but the main goal is to get them playing with food, experiencing new sensations, and feeling more comfortable and safe around food.

* Use the element of surprise. I have literally taken a container of yogurt before and plopped the entire tub upside down onto the table (see the picture below). The child was so surprised 1. that I did that and 2. that she could play with it, that she ended up tasting food for the first time that day. It turned her usual associations with / expectations of food upside down (literally), which in turn made her more open to exploring it.

* Play with food without any pressure to actually eat it. Let them learn about it in a fun, comfortable, non-threatening way. Talk about it, using all 5 senses to describe it. See if they will touch it, blow on it, or kiss it. If they don't want to, that's ok. See if they will play with it with their fork, or maybe even use a carrot or another type of food to touch it instead (which would still be a win). And so forth.

* Try having the child blow food across the table - any kind of interaction with the food can be progress. See if they'll blow it across the table with a veggie stick or one of those twizzlers with a hole in the middle.

* Very averse children may not even be able to tolerate being in the same room as a certain food. Gradually, over time and with other interventions, you can start moving the food just inside the door, then to the table, then to their plate, etc. Eventually they may touch it or even lick it, then they may hold it in their mouth for a moment before spitting it out. Eventually they will be comfortable enough to chew and maybe swallow it. Take your time, and allow the child to take their time. This process may take a looong time and that's ok - don't rush.

* For oral defensiveness, do gum massage before mealtimes and throughout the day. Work on normalizing sensation.

* Try providing oral input with the Z-Vibe. It has a smooth gentle vibration that can help "wake up" the mouth. Sometimes kids simply need a little extra input to know where there lips are, to feel the food, etc. Vibration can also help de-sensitize orally averse children.

* For low oral awareness, use a mirror and let kids watch themselves eating. This may help them better see and be more aware of what's happening. Put some peanut butter, yogurt, pudding, etc. in their cheeks and have them fish it out with their tongue (this is great oral motor practice, too). Make it a game! Have the parents change up the type of toothbrush, toothpaste, and how the child brushes as well. For instance, if they always starts on the right side, have them start on the left side. The goal is to "mix things up" orally to increase awareness.

* Place the Probe, chew tool, Z-Vibe tip, etc. in the freezer to make it cold. The cold can help increase awareness / focus.

* Use the Probe, Grabber, and/or Y-Chew as "dipper spoons" for purées. This helps to introduce new textures and to practice biting/chewing in preparation for more advanced foods.

* Be careful what you put in front of children with oral motor delays, as they may not be able to orally manage certain foods yet. Try the foods yourself to make sure they are at the right level. Work on rotary chewing.

* Assess the child's oral motor skills. If the child is functioning at an 8-month-old age level, for example, go back to the skills that a child should have at that age and build from there. The main oral motor skill to watch out for when it comes to manipulating food is tongue lateralization. The child will also need lip closure, jaw strength, jaw grading, tongue tip elevation, back of tongue elevation, tongue bowl, etc.

* When feeding, try to position the food to the sides of the mouth and/or in the cheeks (not always on the middle of the tongue). The goal of this is to encourage the tongue to move from side to side to develop tongue movement and lateralization.

* Be creative. Or as I like to say in relation to feeding therapy, " think outside the plate." Make a marshmallow snow man. Play tic tac toe with pieces of food as the "players." Make up a story and have pretzel people jump into a pool of yogurt and swim laps. And so forth. The sky is the limit.

MORE:

* Skip sippy cups - go straight to straw drinking for the most oral motor benefit, ideally with a Lip Blok.

* When teaching cup drinking, if thin liquids are too difficult for the child to manage, try thickening it with puréed baby foods or try letting them drink a tiny bit of the puréed food from a cup.

* Have the parents keep a food diary, documenting everything the child eats and drinks for 3-5 days. Have them note quantities AND any problems so that you can have more background.

* Take a look at preferences of family members - if mom doesn't like xyz, the kids might not either. Personally, I hate coffee and mushrooms, and guess what - so do my own kids. Some food preferences can be environmental.

* Individuals being fed via tube may still have the urge to bite/chew. Provide stimulation to the tongue, lips, cheeks, and gums with the Probe or Z-Vibe as if they were eating while being fed via g-tube. Let them chew on a Grabber or Y-Chew during tube feedings.

* Keep the environment calm and relaxed. For some children, that may mean sitting on the floor instead, or at a desk or craft table (perhaps child-sized), in another room of the house, outside, etc. The kitchen may be too stigmatized, so getting them out of that setting may help. It may also help to keep environmental distractions (other stuff in the room) to a minimum.

* Try using a mirror for visual feedback. Just keep in mind that for some children, this may be too distracting.

* A note on reflux - I have known parents to take their children off their medication without consulting the pediatrician. They usually do this between the age of 2 and 3 years because their child appears to be symptom-free. But then feeding issues begin or begin again. So, please remind parents to consult with their pediatrician first before doing so.

* If the child doesn't like a food after the first presentation, keep trying. It may take 8-10 exposures or more before the child will be willing to try it.

* Keep in mind that it's completely normal to not like certain foods. I can't eat mushrooms because the texture is too slimy/spongy for me. The smell of coffee gives me a headache. And I stay away from powdered sugar because I tend to inhale it as I eat, which causes me to cough. All of this is 100% okay. I dare you to find someone who likes every food out there! So if you can't get a child to eat say pumpkin - that's ok. The goal is not to become an omnivore. The goal is to expand the diet to the point where the child can eat a healthy variety of foods.

* Remember to praise, praise, praise. Use reinforcements that cater to the child's interests. Get excited about every milestone, no matter how small it may seem.

* Count on curveballs. It may not be a straight path, but you will get there.

Helping a child through feeding problems can be a long process. It's a marathon - not a sprint. So hang in there! Each child is different; there is no "one way" to do feeding therapy. What works for one child, may not work for the next, so this list is by no means all-inclusive or relevant for everyone. Kids don't come with instructions, so be prepared for trial and error, and trying again. Play detective to get to the root of the problem. Trust your instincts. Listen to the parents. Listen to the child and follow their lead. Be creative. And don't forget to have fun!

Happy feeding,

Debbie

Debra C. Lowsky, MS, CCC-SLP

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Pediatric feeding therapy can be complex, but it can also be a lot of fun! Check out these effective feeding therapy tips, techniques, and activities.

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Developing gross motor skills is an essential part of childhood! These skills are first acquired during infancy and early childhood, and they are continually built upon, improved, and better controlled throughout childhood and into adulthood. Gross motor skills come from large muscle groups and whole body movement.

As part of a feature debut from The Play Group, I am featuring over 80 Gross Motor Skills Activities for kids! I hope this will be a great resource for parents, teachers, and homeschoolers everywhere!

Who is The P.L.A.Y. Group? We're a collaboration of kid bloggers who have joined together to bring you the ULTIMATE collection of kids' activities for PLAY and LEARNING. For our group's debut, we have each put together some amazing round-ups of play and learning from our sites.
Gross Motor Skills Activities
General Gross Motor Information & Activities

See the other fabulous play and learning collections by The P.L.A.Y. Group:

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80+ Gross Motor Skills Activities from The PLAY Group - Parent Teach Play

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Developing gross motor skills is an essential part of childhood! These skills are first acquired during infancy and early childhood, and they are continually built upon, improved, and better controlled throughout childhood and into adulthood. Gross motor skills come from large muscle groups and whole body movement.

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Sensory swings provide many benefits for kids, and they are a lot of fun. We have used sensory swings for years in our home and they have been a fantastic resource for my children. When we first started using sensory swings I was a bit weary of installing one in our home because the information I was finding was overwhelming and confusing. Through trial and error, I discovered that sensory swings really are not as complicated as I was making them out to be! In this Ultimate Guide to Sensory Swings you will find everything that I discovered when first entering the world of sensory swings from hardware to use, types of swings and where to buy them, as well as homemade options!

The links provided below are affiliate links. I tried my hardest to find all my favorite sensory swing brands on Amazon because with their Prime membership they offer free shipping and due to the competition on Amazon, it is easier to find sales and compare prices. If you are not an Amazon Prime member you can snag a free 30 day trial via this link to get free shipping on any purchases you may make.

Why use sensory swings for kids?

Using sensory swings for kids can really benefit your child. Whether they have special needs or not, every child has sensory needs that swinging can address.

In school, we are taught about the 5 senses, but in reality, we have 8 systems that we use to help us navigate and explore our environments. When it comes to our sensory systems, swinging is a fantastic way to engage a child's vestibular sensory system, which is basically our ability to know how to use our muscles in correlation with gravity. This system controls behavior such as balance and movement.

Hardware You Will Need for Sensory Swings for Kids
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The Best Sensory Swings for Kids

Swing therapy is GREAT for your child. Here are some of our favorite swings!
Click the images for more information or to purchase the swing for your therapy needs!
Adjust for every need of your child - whether they need a quiet place to escape or a swing to jump and play. The cocoon swing is great for kids with ADHD, autism, and sensory processing disorder. This swing encourages motor planning, balance reactions, core stability, hand strengthening and sensory integration.

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Provides calming support for children of all ages and abilities. The mesh therapy swing is great for hours and hours of swinging fun! Your child can sit while they read or study, or lay down while they watch their favorite cartoons or even nap. It's a great fun swing and is very comfortable for kids.

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Great for kids who LOVE tire swings at the park! Your child can climb, swing and play to their heart's content. It's a great swing to enjoy with others and practice social interaction. It helps your child to develop balance, motor planning and sensory integration skills. Plus, it feels like they're floating on air!

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Perfect for swinging alone or with friends, no matter your child's age. They can stand on the outside or lay down in the webbed center! The web tower swing is ideal for children with autism as well as sensory seekers. It's great for encouraging motor planning, balance reactions, vestibular orientation, sensory processing and socialization!

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Functions in a variety of ways for your child - it provides sensory input your child needs to calm and organize, but also encourages movement and exercise. The raindrop swing helps your child learn body awareness, balance, motor planning, and spatial skills. It also provides sensory pressure all over and creates a fun space to bounce, swing, spin, or lie down enjoying the movement of the swing. This swing is especially helpful for your child with low muscle tone, autism, sensory processing disorder, and hyperactivity.

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Helps to encourage body awareness to help kids learn to stretch, walk, jump and swing. The kangaroo pouch suspension swing is made with materials that provide sensory input and calming pressure for your child. They will love that they won't feel pulled down by their own body weight as they move around in the swing. They'll love hopping around like a kangaroo or curling up with their favorite book. This swing really helps kids with low muscle tone, autism, sensory processing disorder and hyperactivity. Plus, they can have fun jumping like a kangaroo!

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This swing can be used to relax in the hammock, or have some fun swinging for hours on end! The canvas seat swing is great for individuals fo all ages with ADHD, autism and sensory processing disorder. It provides full bottom support "hugging" your body, making it perfect for your child who is just learning to swing or your teen who wants to sit and relax.

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This swing will provide lots of fun for your child as it's both a swing and trapeze. They'll have lots of fun as it provides heavy work and motor planning, challenging your child to balance. If they prefer, they can grab onto the trapeze bar and it's even adjustable to their height! The buoy ball swing supports your child with ADHD, autism, or sensory processing disorder. It will encourage strong motor planning, balance reactions, core stability, hand strengthening, and sensory integration for your child!

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This swing is great to relax or let your imagination take you some place new. Your child can fly a magic carpet, ride some waves, or enjoy some nice quiet time with this swing. The textured platform swing provides vestibular orientation and balance training while encouraging your child to exercise their bodies and imagination. It's a great sensory workout for kids looking to build gross motor skills and develop sensory integration.

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Homemade Sensory Swings for Kids
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Sensory swings provide many benefits for kids, and they are a lot of fun. We have used sensory swings for years in our home and they have been a fantastic resource for my children. When we first started using sensory swings I was a bit weary of installing one in our home because the information I was finding was overwhelming and confusing.

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Adolescent Brain Cognitive Development

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Sarah-Jayne Blakemore: The mysterious workings of the adolescent brain

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< Back to Child Development Charts
Self Care skills are the everyday tasks undertaken to be ready to participate in life activities (including dressing, eating, cleaning teeth and more). They are often referred to as the activities of daily living (ADL's). While these are typically supported by adults in young children, it is expected that children develop independence in these as they mature.

Organisation involves the ability to establish what tasks that you need to do, by when and how. Part of organisation is understanding the requirements of the task. Organisation is an important skill required to follow daily routines, complete self care activities as well as academic tasks.

Note: Each stage of development assumes that the preceding stages have been successfully achieved.

How to use this chart: Review the skills demonstrated by the child up to their current age. If you notice skills that have not been met below their current age contact Kid Sense Child Development on 1800 KIDSENSE (1800 543 736).

Age

Developmental milestones

Possible implications if milestones not achieved

0-6 months

Tracking objects with eyes

Coordinating suck, swallow, breath sequence, (tongue is cupped, forward rhythmical movements of the tongue, and jaw consistently moves up and down in a coordinated pattern)

Sleeping for 4-10 hour intervals.

Communicating hunger, fear or discomfort through crying

May have difficulty with breast feeding

May have difficulties settling to sleep

May cry often

6-12 months

Playing for 2-3 minutes with a single toy

Reaching for nearby objects

Tracking objects with eyes

Sleeping 10-12 hours with only 1 awakening

Tolerating a range of different textured foods

Drinking from a cup

Holding bottle or cup independently

Using tongue to move food around mouth

Feeding self small crackers or other small pieces of food

May have difficulties settling and may wake often during the night

May have difficulties socialising with parents and joint attention

May struggle to copy and learn from others due to poor understanding and attention

May have difficulties feeding self

May have difficulties holding onto and drinking from a cup or bottle

May have difficulty tolerating different textured foods

5-6 years

Dressing independently

Morning routine at school (putting bag away, swapping readers, putting drink bottle in correct spot)

Feeding self without difficulty

Expressing emotions

Opening lunch boxes, zip lock bags, food packaging

Sitting at a desk, following teacher instruction, and independently doing simple in-class assignments

Tolerating different clothing textures, seams, tags etc

Coping in busy/noisy environments

Settling independently for sleep

Packing a bag for school or other outings with assistance

May have difficulties socialising

May have delayed play skills

May have poor attention and concentration

May have difficulties following instructions at home, school

May have difficulties following routines

May have difficulties expressing thoughts and ideas verbally and in written form

May be easily distracted and have difficulty sitting still

May have difficulty tolerating different textured foods (e.g. picky eater)

May demonstrate poor organisational skills.

May demonstrate delayed fine motor skills

May demonstrate difficulties coping in busy environments

May have difficulties with self care tasks such as dressing, feeding and toileting

This chart was designed to serve as a functional screening of developmental skills per age group. It does not constitute an assessment nor reflect strictly standardised research.

The information in this chart was compiled over many years from a variety of sources. This information was then further shaped by years of clinical practice as well as therapeutic consultation with child care, pre-school and school teachers in South Australia about the developmental skills necessary for children to meet the demands of these educational environments. In more recent years, it has been further modified by the need for children and their teachers to meet the functional A ustralian Curriculum, Assessment and Reporting Authority ( ACARA) requirements that are not always congruent with standardised research.

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Self care Development Chart - Kid Sense Child Development

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Back to Child Development Charts Self Care skills are the everyday tasks undertaken to be ready to participate in life activities (including dressing, eating, cleaning teeth and more). They are often referred to as the activities of daily living (ADL's). While these are typically supported by adults in young children, it is expected that children [...]

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Prehension patterns for the hand - 3 jaw chuck is also known as palmar (commonly used with U/E protheses). Description from pinterest.com. I s… | NBCOT | Pinterest | Occupational therapy

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Prehension patterns for the hand - 3 jaw chuck is also known as palmar (commonly used with U/E protheses). Description from pinterest.com. I searched for this on bing.com/images

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My kids are always, always, always in the car. We run from practices to lessons to stores. Constantly in and out - constantly moving. When we hit the road for destinations that are further away, I am always looking for activities that will keep them from losing their minds from having to sit still for so long. The last road trip we took was an 11.5 hour drive from our home in Ohio to the southern part of North Carolina. It was a LONG. DRIVE. I decided it would be fun to come up with a game that would keep them occupied, give them something to look forward to, and keep their muscles limber! This gross motor activity can be done on short or long trips, in airports, at the train station, or in the middle of the big city. Be creative....you may have to think outside the box to figure out how to perform some of these movements depending on where you are!

WHAT YOU'LL NEED: Printable BINGO boards

WHAT TO DO: Print the gross motor BINGO boards (3 different versions are included)and stash them in the car (or suitcase or your purse!) along with some extra special treats or prizes. Provide each child with a BINGO board before leaving for your trip. Don't forget to also pack the call sheet that lists each of the movements (also provided in the printable). At various times throughout the trip when an opportunity presents itself, pull out the call sheet and give your kiddos a movement to complete. Once they do, they can mark it off of their BINGO card. The first child to get BINGO wins a prize!!!

HOW TO CHANGE IT UP:
-Some of these movements might be a little difficult for a younger child or a child with gross motor challenges. Feel free to change it up by creating your own BINGO boards.
-Take pictures and collect memories of this BINGO game! Do the movements in front of locations and landmarks that show where you were (a street sign, a state line marker, a rest stop map). This would be so much fun to look back on someday!! Make it a tradition for all of your road trips and travels!

SKILL AREAS ADDRESSED: Gross motor skills, cognitive skills, motor control, balance, coordination, sensory integration, proprioception, social skills

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GROSS MOTOR ACTIVITIES: BINGO ON THE GO! - The Inspired Treehouse

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My kids are always, always, always in the car. We run from practices to lessons to stores. Constantly in and out - constantly moving. When we hit the road for destinations that are further away, I am always looking for activities that will keep them from losing their minds from having to sit still for so long.

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FINE-MOTOR ACTIVITIES FOR KIDS (35 simple & engaging activities that promote fine-motor development in preschool children)

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The scientific method generally consists of asking a question, developing a hypothesis, conducting an experiment, analyzing results and making a conclusion.

Maybe you're thinking, "What does that have to do with early childhood sensory play?" Well, everything really!

The steps of the scientific method are the basic principles our brains use to figure things out and learn something new. In the early years children are constantly conducting experiments on the world around them. These experiments form the basis for their cognitive development. And an opportunity for this type of learning occurs naturally through sensory play.
What is cognitive development?
Cognitive development begins even before birth and in the early childhood years progresses rapidly. Many skills fall under the cognitive development umbrella.

Numeracy

Scientific concepts

States of matter

Problem-solving

Classifying

Matching

Cause and effect

How sensory play builds cognition.
Whenever children are presented with new materials the scientific process automatically begins in their brains.

What is this? What does it do? How does it move? How does it feel? And the experiment begins!

Sensory play is the perfect opportunity for hands-on experimentation. As they touch, hear, smell, see and sometimes taste children's minds are making connections about the objects in the world around them and the way to interact with them.
Encourage cognitive development through set up.

Place some objects in a water bin that sink and some that float.

Include objects of different weights.

Vary the size of objects.

Provide objects that stack and/or nest.

The best part about building cognitive skills through sensory play is it requires little to no adult intervention. Of course you can talk while your children play about how things look, feel and interact. But really the beauty of learning in the early childhood stage is that every time children conduct experiments with the material in front of them their brains are figuring it out.

Through squishing, pouring, digging and sifting children are well on their way to establishing all the brain connections they need to be successful little learners. And it's all cleverly disguised as fun and play!

Sensory Play - Basics for Parents

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How Sensory Play Benefits Cognitive Development - Best Toys 4 Toddlers

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The scientific method generally consists of asking a question, developing a hypothesis, conducting an experiment, analyzing results and making a conclusion. Maybe you're thinking, "What does that have to do with early childhood sensory play?" Well, everything really! The steps of the scientific method are the basic principles our brains use to figure things out and learn something new.

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are a great way to develop hand-eye coordination, bilateral coordination, motor planning and midline crossing and they have been one of our top posts at The Inspired Treehouse. Why? Because nothing beats good old fashioned fun!

Today, we are taking things up a notch and adding a bit of concentration to the traditional hand clapping games. The following four challenges require focus and sequencing and they still pack the motor punch that our last batch of games did.

Hand Games for Concentration and Motor Skills

These may take some practice to master, but once your kids get the hang of them, they're sure to be a hit!

Concentration

A modern day clapping game, "Concentration" goes on for hours in our house and has everyone giggling uncontrollably! This is the rhyme that goes along with it:

Concentration (clap, clap, clap)
64 (clap, clap, clap)
No repeat (clap, clap, clap)
Or hesitation (clap, clap, clap)
I'll go first (clap, clap, clap)
You go second (clap, clap, clap)
The category is (clap, clap, clap)
_____________________ (the "first child" fills this in).

Here's a video demonstration of how to play the concentration game!

Boom Snap Clap

This one takes some coordination but is amazing for working on midline crossing as you will see in this video demonstration. It takes some practice and a lot of motor sequencing but, once you master it, it is so much fun!

Chopsticks

The object of this game is to be the last player left with a hand in the game.

Here's how to play:

Players each present both hands to each other with one finger extended.

Have one person go first, tapping the other person's finger with one of his or her extended fingers. The person who gets tapped adds the number of fingers from the other person's hand to theirs, putting up that number of fingers.

So the person receiving the tap would put up two fingers, while the tapper's hand would still have only one.

As soon as a player's hand has five fingers showing, that hand is "out".

When you get to a number higher than 5, you begin using your other hand. For example, for the number 6 you would put up 1 finger on the other hand. For 7 you would put up 2 fingers and for 8 you would put up 3 fingers.

If you have any number higher than 5, for example 6, you put 1 finger up on your other hand. If it's seven then it's 2, 8, then it's 3, so on and so on.

Let's say one hand is out (0) and the other hand has 2 fingers up, you can "bump" the 2, splitting it evenly (half of 2 is 1, so you have one finger in each hand) by bumping your hands together. You can only bump with even numbers! If you bump, this move takes your turn. You cannot get your own hand out!

Play until you get the other players' hands out.

A hand is "out" and has to be hidden behind the back when all 5 fingers (or chopsticks) are extended.

Here's a video demonstration of the chopsticks game to help make things clearer.

Odds and Evens

Each player declares if they will be either "odds" or "evens". Then both players clench their fists, count to three, and each player - at the same time - opens one hand, to show one or more fingers. If the combined number of fingers (found when adding all of the fingers together) is equal to an odd number - the player declaring "odds" wins and vice versa.

If you like these games, you'll love these other awesome hand clapping games for kids !

And check out these fun ways to help kids build hand strength!

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Looking for creative ideas to work into your therapy practice or classroom? Check out our webinar!

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Hand Games for Motor Skills and Cognitive Skills - The Inspired Treehouse

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Hand games are a great way to develop hand-eye coordination, bilateral coordination, motor planning and midline crossing and they have been one of our top posts at The Inspired Treehouse. Why? Because nothing beats good old fashioned fun! Today, we are taking things up a notch and adding a bit of concentration to the traditional hand clapping games.

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A pioneer in research on play, Dr. Stuart Brown says humor, games, roughhousing, flirtation and fantasy are more than just fun. Plenty of play in childhood makes for happy, smart adults -- and keeping it up can make us smarter at any age.

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Today, we're tackling another aspect of child development as part of a new year-long series with 9 other awesome Occupational Therapy and Physical Therapy bloggers about the Functional Skills of Childhood. Last month, we took a closer look at the fine motor skills related to potty training. Be sure to check out what our other therapist friends had to say about all of the complex skills involved with toileting and potty training! This month, we're talking about teaching kids how to dress themselves!
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If your house is anything like mine, school/work mornings are making breakfasts and coffee, packing lunches and backpacks, and trying to get out the door in time for the bus or an early meeting.

The mornings can be so busy that I often feel like I've lived through an entire day before I even start my day at work!

My kids are now able to get themselves ready in the morning (for the most part), but before this year, one of the things that took the longest was helping them get dressed. Promoting independence with dressing skills is so important for kids' self esteem, for being able to function independently at school, and for potty training... it goes a long way toward preserving your sanity on a busy school morning too!

Did you know that kids begin to demonstrate dressing skills as early as one year old? Here are the ages at which most kids are able to complete various dressing skills:

Here are some of our favorite ways to work on independence with dressing skills with kids:

Practice pulling clothing up and down, on and off

1 || Pop Toobs - Snap two together and then snap the ends together to make a circle.

Have the child put the circle over his head and pull/push it down over his body and down to his feet. Then have him pull it back up over his body and back over his head! Adjust the size of the circle, making it smaller for more of a challenge or bigger for easier practice. This simulates pulling a shirt and pants up and down on the body.

2 || Theraband - Tie a length of Theraband in a loop. Make the loop large enough that it will fit around the widest part of the child's body, but not much bigger than that - you want there to be some resistance for the child to have to work against.

Have the child take the loop of and pull it over his head and down over his entire body to his feet and back up again! See how quickly he can do it, and repeat several times for practice.

Make smaller loops with the Theraband and have the child pull them onto and off of his feet to practice with putting on and taking off shoes and socks.

3 ||Another great way to practice putting on and taking off shoes is with ! They're softer, less rigid, and easier to get on and off - but still require the same movement and a little bit of strength too!

4 || - If you don't have a in your therapy bag or classroom, do yourself a favor and pick one up! These awesome, stretchy things are exactly what they sound like...a sock for your body! They're great for providing all-over tactile and proprioceptive input and getting them on and off of the body is great practice for dressing!

Use the "flip trick"!

This one is great for increasing your child's independence with putting on his coat. Place his coat on a table, chair, or couch with the collar toward him and the front of the coat facing up).

Have the child stand facing his coat and place his hands and arms partway through the sleeves. Show him how to flip the coat up and over his head, sliding it the rest of the way onto his arms as he goes!

Play dress-up!

As an OT, this is my favorite way to work on dressing and clothing fasteners with kids. Practicing putting your clothes on is a whole lot more fun when you come out looking like a firefighter or a princess, right?

Keep a bin of dress-up clothes in your living room or classroom and encourage kids to put on and take off shirts, dresses, pants, and accessories. Bigger clothes are great for practicing the motions needed for dressing without the resistance of elastic or tight-fitting items.

Save it for bedtime and bath time!

I often recommend to the families I work with at school to save practice with dressing skills until the evening, when things aren't as rushed and stressful.

Have kids help with taking off their clothes at the end of the day and then with putting on their pajamas, socks, and slippers! The most important thing is to give kids an opportunity at some point during the day to practice these skills independently!

Work on clothing fasteners

As your child is working on dressing and undressing himself, you can also work in some practice with the fine motor skills needed for buttons, zippers, and other clothing fasteners too!

Try our 10 Days to Conquer Clothing Fasteners plan - 10 days of fun exercises and activities to build independence with buttons and zippers!

Play with tape and stickers

Using colorful tape and is a fun way to help kids practice reaching for different parts of their bodies. Place stickers or tape on the back pockets, on the backs of the shoulders, or on the bottoms of feet for the child to find and pull off.

I have found this activity to be helpful for kids with tactile hypersensitivities who are very cautious about practicing with clothing during therapy sessions.

Play with scarves and streamers

Try tying a scarf or in a loop (as mentioned above with the Theraband) and pulling it onto and off of the body.

Or play streamer "hide and seek". Place a streamer in the child's back pocket, under her shirt, or in the bottom of her pant leg or sleeve for her to reach for and retrieve.

Strengthen those hands!

Strengthening the muscles of the hands gives kids the foundation they need to be able to grasp and pull clothing up and down, on and off. This rubber band activity is a great hand strengthener and these are some of our other favorite activities for building hand strength in kids.

Make a sock helper

This simple DIY sock helper has been a huge hit at our house, helping my middle son learn to put his socks on independently.

Get organized

Before you even start on dressing skills, why not set the child up for success and independence by getting his closet and clothes organized in a functional, child-friendly way?

What are your favorite ways to promote independence with dressing skills? We'd love to hear! Leave us a message in the comments below!

This post is part of the . Check out each of the posts about Functional Skills for Kids series the development of functional skills from The Inspired Treehouse .

And read more about what the other pediatric therapists have to say about dressing skills here:

Fine Motor Requirements for Independence with Self-Dressing | Sugar Aunts

Gross Motor Skills and Independ ent Dressing | Your Therapy Source

Sensory Considerations for Dressing! | Your Kids OT

photo credit: Girl Like The Sea via photopin cc - text added

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CHILD DEVELOPMENT: TEACHING KIDS HOW TO DRESS THEMSELVES - The Inspired Treehouse

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Today, we're tackling another aspect of child development as part of a new year-long series with 9 other awesome Occupational Therapy and Physical Therapy bloggers about the Functional Skills of Childhood . Last month, we took a closer look at the fine motor skills related to potty training .

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I've been feeling a bit like a slacker mom since hearing my 6 year old tell me that her friends have been tying her shoelaces at school. We attempted some practice before the school year started, but it just wasn't clicking for her. A quick search on teaching children to tie their laces brought me to two excellent resources: this shoe-tying practice board from Salsa Pie (via PBS Parents), and some great tips from Teach Mama.

I loved the ease of flat cardboard to practice on, and I knew that having different colored laces would really help my kids to see which lace they were working with. I also wanted to find a simple verse to help them remember what to do next.

There are quite a few here, and the one that I chose was short and not overly complicated (each line of the verse is a new step). But, even though it's short and simple, I knew the chances of me remembering it while I was trying to teach them were pretty slim, so I went ahead and wrote the verse right on the box next to the "shoes"! And, since one lace had plenty of length for lacing and tying, I simply colored half of the lace with a black Sharpie.

My 6 year old was clearly ready this time. We sat side by side, and I showed her step-by-step how to follow the verse to remember each step and SHE GOT IT! I couldn't believe how quickly she picked up on it this time!

My 4 year old (who turns 5 next week!) had a little bit of a harder time with "putting the arrow through the bow," but she's a tenacious little girl and I have no doubt she'll get it down within a few days of practicing. 🙂

All of the elements of this shoe-tying board were important to make the activity as successful as it could be: e.g. having two shoes together so I could demonstrate along side my child, including the verse on the board so that my kids (and I) could refer to it if we forgot what comes next, and having two-toned laces to help differentiate which lace we're working on during each step. Also, I found flip-flops to be much easier to trace than sneakers since they're completely flat.

If you're looking for some help teaching your child to tie his or her laces, I hope these tips and trick help you as much as they did me!

Have you already taught your children to tie their laces? What worked for you?

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I've been feeling a bit like a slacker mom since hearing my 6 year old tell me that her friends have been tying her shoelaces at school. We attempted some practice before the school year started, but it just wasn't clicking for her. A quick search on teaching children to tie their laces brought me [...]

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This post contains affiliate links. As an Amazon Associate I earn from qualifying purchases.
Looking for simple gross motor activities you can do indoors? This is the mega list!

I know how the winter goes - whether you're experiencing it now, or you're in the southern hemisphere and looking forward to it in a few months. You need things for your learners to get those wiggles out, or you're going to go a little crazy!

Here's a list to keep on hand! These are perfect for both the home and the early childhood classroom.
1 - Toss bean bags into baskets
Provide laundry baskets. Then get your learners in several rows, and have them take turns tossing bean bags into the target.

2 - Move on paper plates

Buy some colored paper plates. Then get creative! Place them in a row (red, green, red, green) and have students step on just the red ones. Or have them get down on all fours and "skate" with a plate under each hand. Put the plates in a row to get your students moving around the classroom. Put the plates far apart for biiiig steps. Or put them close together for tiny steps.

3 - Learn with a ball toss

If your learners are able to catch a simple toss, put them in a circle. Then think of a way to incorporate learning with a ball toss. For example, you can throw a ball to a student and name a word. Then s/he names a rhyming word and tosses the ball back to you. Toss it to another student with a new word for him/her to rhyme.

4 - Play "f ind and tag it"

This is a versatile game that can be used to review many different skills. Just tell your learners to find something and tag it. For example, "Find and tag something blue." Or "Find and tag something that starts with /s/."

5 - Move like an animal

You'll need some open space, but this is a great way to get kids using new muscles. Here are some ideas:

Move like a bird (run with arms outstretched)

Move like a snake (wiggle on tummies on the floor)

Move like a bear (walk on all fours)

Move like a frog (get down on haunches and hop)

Move like a kangaroo (take big leaps with arms in front of chest)

Move like an elephant (with heavy stomping)

Move like a penguin (waddle with ankles close together and arms pinned to sides)

Need more ideas? Check out 15 animal walks for sensory input, from Lemon Lime Adventures

6 - Have f un with painter's tape

Painter's tape is one of the best inventions ever. It goes on (and comes off) easily - whether you've got a smooth floor or a carpeted one (but be sure to test it first just to be sure). And there's so much you can do with it! Put it on the floor like a ladder. Then have students see how many rungs they can jump. Can they jump farther with a running start?

See how many rungs they can stretch - or how far they can go on one foot. Need more ideas? Check out this post at Hands on As We Grow.

7 - Play indoor hopscotch

I really think painter's tape is the way to go on this one. Create a simple hopscotch board with numbers. Then have students toss a bean bag on a space and jump to get there. Another idea is to use cardboard squares that you can pull out at any time.

Tip: Change the skill that learners review with hopscotch; instead of putting numbers on the squares, consider letters, shapes, or sight words.

8 - Use balloons

Blow up enough balloons for each of your learners (plus extras, because you know you'll need them after the inevitable popping). Have them put a balloon between their knees and walk like a penguin. Or they can toss the balloon and catch it so that it never hits the floor.

Can they balance the balloon on a part of their body (like an outstretched arm) and walk a few steps - or across the room?

9 - Alphabet action cards

Print our free alphabet action cards - then get active while reviewing the alphabet one letter at a time.

10 - Copy me!

This is where you can get in your workout for the day. Simply do a series of exercises or silly actions, and have your students copy you. Jump like a kangaroo. Scratch like a monkey. Run in a place. (Whatever it takes to get that heart rate up!)

11 - Create a wiggle jar

Print action cards and place them in jar. When your students need a movement break, pull a few cards for everyone to do. Here are some ideas for a preschool wiggle jar:

Jog in place while you sing the alphabet.

Touch the sky and then your feet five times in a row.

Pretend you're playing the drums.

Fly around the room like a bird.

For wiggle jar ideas, visit Homeschool Share.

12 - Tape balance beam

This is ultra simple, but surprisingly fun! Grab several rolls of colorful painter's tape, and set it on the floor in different lines; make the lines zigzag, curvy, straight, or shaped like a circle, square, or other shape.Then challenge your learners to walk each colored line from beginning to end.

13 - Dance like this

If your learners like to dance, put on some music - but give them instructions to dance a particular way. They can dance slow, fast, in a circle, silly, etc.

14 - Roll and move

Grab a large soft die (like this one), and write a list of simple exercises on cards. Have one learner draw a card, and another roll the die. The die tells you how many times to do the exercise. Here are some ideas for the exercise cards:

Touch your toes

Do arm circles

Run across the room

Hop on one foot

Jump forward

Take big steps

Take tiny steps

15 - Be an athlete

Have your learners pretend to do one of these sports. Think of it as heart-pumping charades!

16 - Be the weather

Children can use their bodies to be different kinds of weather, such as:

17 - Learning scavenger hunt

Write things your students are learning on sticky notes - they may be letters, numbers, shapes, sight words, etc. Put the sticky notes in various places around the room (some hidden and some obvious), and see how many your learners can find and identify.

18 - Sing active songs

Sing one of these classic songs, and add some actions!

I'm a Little Teapot

If You're Happy and You Know It

The Hokey Pokey

Ring around the Rosie

Head, Shoulders, Knees, and Toes

Teddy Bear, Teddy Bear, Turn Around

Here We Go 'Round the Mulberry Bush

19 - Do alphabet yoga

If you have nap mats or towels, pull them out and challenge your learners to do a yoga pose for various letters of the alphabet.

A - Airplane (hold still and move arms to the side)
B - Bicycle (lie on your back and pedal your feet)
C - Cat pose (get on all fours; then round your back while tucking in your chin; release)

For a list of yoga poses from A-Z (and how to do them!) visit Pink Oatmeal.

And for even more gross motor ideas, check out 3 Dinosaurs' gross motor printable list.

We hope this list gets your learners moving and saves your sanity at the same time!

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Indoor gross motor activities for preschool and kindergarten - The Measured Mom

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It's hard to know what to do with active kids on a rainy day! Thankfully, this post has a huge variety of indoor gross motor activities for preschool and kindergarten. No more crazies! #grossmotor #preschool #kindergarten #rainyday #largemotor

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Touch For sensory processing purposes, there are two kinds of "touch". Most of our understanding of "touch" falls under light touch. Light touch includes the feelings when someone or...

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Gross Motor Development Chart 0-6 yrs old

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Gross Motor Development Chart 0-6 yrs old

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< Back to Child Development Charts
Gross Motor (physical) skills are those which require whole body movement and which involve the large (core stabilising) muscles of the body to perform everyday functions, such as standing, walking, running, and sitting upright. It also includes eye-hand coordination skills such as ball skills (throwing, catching, kicking).

Note: Each stage of development assumes that the preceding stages have been successfully achieved.

How to use this chart: Review the skills demonstrated by the child up to their current age. If you notice skills that have not been met below their current age contact Kid Sense Child Development on 1800 KIDSENSE (1800 543 736).

Age Developmental milestones Possible implications if milestones not achieved

0-6 months

Rolls over front to back and back to front

Sits with support and then independently

Poor muscle development for locomotion

Delayed ability to play independently

6-12 months

Crawls forwards on belly

Assumes a seated position unaided

Creeps on hands and knees

Transitions into different positions: sitting, all fours, lying on tummy

Pulls self to stand

Walks while holding onto furniture

Takes 2-3 steps without support

Rolls a ball in imitation of an adult

2 years

Walks smoothly and turns corners

Begins running

Is able to pull or carry a toy while walking

Climbs onto/down from furniture without assistance

Walks up and down steps with support

Picks up toys from the floor without falling over

3 years

Imitates standing on one foot

Imitates simple bilateral movements of limbs (e.g. arms up together)

Climbs jungle gym and ladders

Pedals a tricycle

Walks up/down stairs alternating feet

Jumps in place with two feet together

Able to walk on tip toes

Catches using body

Decreased opportunities for social interaction

Poor development of body awareness and movement planning skills

Difficulties using playground equipment

Difficulties or lack of confidence interacting with other children in active environments (e.g. play cafes, playgrounds)

4 years

Stands on one foot for up to 5 seconds

Kicks a ball forwards

Throws a ball overarm

Catches a ball that has been bounced

Runs around obstacles

Able to walk on a line

Able to hop on one foot

Jumps over an object and lands with both feet together

5 years

Able to walk up stairs while holding an object

Walks backward toe-heel

Jumps forward 10 times without falling

Skips forwards after demonstration

Hangs from a bar for at least 5 seconds

Steps forward with leg on same side as throwing arm when throwing a ball

Catches a small ball using hands only

May result in poor self-esteem when comparing self to peers

Lack of confidence in movement based activities

Difficulties participating in sporting activities

Difficulties playing with moving toys such as bikes and scooters

6 years

Runs lightly on toes

Able to walk on a balance beam

Able to skip using a skipping rope

Can cover 2 metres when hopping

Demonstrates mature throwing and catching patterns

Mature (refined) jumping skills

This chart was designed to serve as a functional screening of developmental skills per age group. It does not constitute an assessment nor reflect strictly standardised research.

The information in this chart was compiled over many years from a variety of sources. This information was then further shaped by years of clinical practice as well as therapeutic consultation with child care, pre-school and school teachers in South Australia about the developmental skills necessary for children to meet the demands of these educational environments. In more recent years, it has been further modified by the need for children and their teachers to meet the functional A ustralian Curriculum, Assessment and Reporting Authority ( ACARA) requirements that are not always congruent with standardised research.

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Gross Motor Development Chart - Kid Sense Child Development

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Back to Child Development Charts Gross Motor (physical) skills are those which require whole body movement and which involve the large (core stabilising) muscles of the body to perform everyday functions, such as standing, walking, running, and sitting upright. It also includes eye-hand coordination skills such as ball skills (throwing, catching, kicking).

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Here is a collection of 40 fine motor skills activities for young children that are easy to set up and promote a whole range of skills. They're creative, open-ended, appropriate and varied with ideas for practising motor skills through art, sensory play and simple manipulative games, and there are so many to choose from!

One of the most important ways we can help our children while playing with them at home or in a childcare/ classroom setting is through setting up simple activities that help to develop fine motor skills. Young children need to be able to hold and use scissors and pencils appropriately before using them in a classroom context. We cannot expect them to be able to write if they haven't yet developed the strength needed in their hands and fingers.

There are plenty of easy ways to strengthen these muscles, practise co-ordination and develop hand:eye co-ordination using simple, everyday materials and a bit of creative fun! Here are 40 that we have done over the past few years with babies to 5 year olds. There are a million variations you could make from each of these to cater for your own child's particular interests and learning dispositions. Use these as a springboard and pin it for future reference too!

[ Herbal play dough with natural materials to explore]

My personal favourite tool for developing all fine motor skills is the humble ball of homemade play dough. It can be used in SO many ways by adding other combinations of materials to it, and automatically strengthens little hands as they roll, squeeze, twist and build with it. Here is a whole post about the benefits of playing with play dough and a handy guide to starting out with building your own play dough tool kit. Of course, baking with real dough is another wonderful way to play and learn simultaneously!
The many benefits of play dough (and a tool kit)
Other activities we have loved have included exploring sensory play materials, transporting small parts, threading beads, hands-on art projects, cutting and sticking, tearing and scrunching papers, opening and closing fastenings and countless others. Here is a selection of some of those favourites, all of which can be adapted for different age groups and abilities.
Threading with beads onto pipe cleaners Threading, posting and slotting toys for babies and toddlers Poking straws into holes Pasta necklaces Monster play dough Weaving around cardboard Fairy sparkle playdough Pipe cleaners and colanders Beads on spaghetti Hair rollers sticky construction First sewing basket Edible fingerpainting Making marks in fairy dust Decorating play dough eggs Mark making and scooping in lavender sensory salt Building 3D models Sorting and pattern making with shells Patterning with lego Lid posting game Snipping and doodling sticky stained glass windows Whisking up coloured sensory soap Salt dough alphabet modelling Pebble sorting Stacking cups Play dough cupcakes Foam and water window art

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40 Fine Motor Skills Activities - The Imagination Tree

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Here is a collection of 40 fine motor skills activities for young children that are easy to set up and promote a whole range of basic learning skills.

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Centers for Disease Control and Prevention

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Skills such as taking a first step, smiling for the first time, and waving "bye bye" are called developmental milestones. Children reach milestones in how they play, learn, speak, act, and move.

Click on the age of your child to see the milestones:

"Learn the Signs. Act Early." materials are not a substitute for standardized, validated developmental screening tools.

Special acknowledgments to the subject matter experts and others who contributed to the review of data and selection of developmental milestones, especially Paul H. Lipkin, MD, Michelle M. Macias, MD, Julie F. Pajek, PhD, Judith S. Shaw, EdD, MPH, RN, Karnesha Slaughter, MPH, Jane K. Squires, PhD, Toni M. Whitaker, MD, Lisa D. Wiggins, PhD, and Jennifer M. Zubler, MD.
Sincere gratitude to Natalia Benza, MD and José O. Rodríguez, MD, MBA for their thoughtful review of the Spanish-language translation of these milestones.

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“learn the signs. act early.” milestones

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Developmental milestones are things most children can do by a certain age. Track your child's milestones and talk with your child's doctor at every visit about the milestones your child has reached

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< Back to Child Development Charts
Self Care skills are the everyday tasks undertaken to be ready to participate in life activities (including dressing, eating, cleaning teeth and more). They are often referred to as the activities of daily living (ADL's). While these are typically supported by adults in young children, it is expected that children develop independence in these as they mature.

Organisation involves the ability to establish what tasks that you need to do, by when and how. Part of organisation is understanding the requirements of the task. Organisation is an important skill required to follow daily routines, complete self care activities as well as academic tasks.

Note: Each stage of development assumes that the preceding stages have been successfully achieved.

How to use this chart: Review the skills demonstrated by the child up to their current age. If you notice skills that have not been met below their current age contact Kid Sense Child Development on 1800 KIDSENSE (1800 543 736).

Age

Developmental milestones

Possible implications if milestones not achieved

0-6 months

Tracking objects with eyes

Coordinating suck, swallow, breath sequence, (tongue is cupped, forward rhythmical movements of the tongue, and jaw consistently moves up and down in a coordinated pattern)

Sleeping for 4-10 hour intervals.

Communicating hunger, fear or discomfort through crying

May have difficulty with breast feeding

May have difficulties settling to sleep

May cry often

6-12 months

Playing for 2-3 minutes with a single toy

Reaching for nearby objects

Tracking objects with eyes

Sleeping 10-12 hours with only 1 awakening

Tolerating a range of different textured foods

Drinking from a cup

Holding bottle or cup independently

Using tongue to move food around mouth

Feeding self small crackers or other small pieces of food

May have difficulties settling and may wake often during the night

May have difficulties socialising with parents and joint attention

May struggle to copy and learn from others due to poor understanding and attention

May have difficulties feeding self

May have difficulties holding onto and drinking from a cup or bottle

May have difficulty tolerating different textured foods

5-6 years

Dressing independently

Morning routine at school (putting bag away, swapping readers, putting drink bottle in correct spot)

Feeding self without difficulty

Expressing emotions

Opening lunch boxes, zip lock bags, food packaging

Sitting at a desk, following teacher instruction, and independently doing simple in-class assignments

Tolerating different clothing textures, seams, tags etc

Coping in busy/noisy environments

Settling independently for sleep

Packing a bag for school or other outings with assistance

May have difficulties socialising

May have delayed play skills

May have poor attention and concentration

May have difficulties following instructions at home, school

May have difficulties following routines

May have difficulties expressing thoughts and ideas verbally and in written form

May be easily distracted and have difficulty sitting still

May have difficulty tolerating different textured foods (e.g. picky eater)

May demonstrate poor organisational skills.

May demonstrate delayed fine motor skills

May demonstrate difficulties coping in busy environments

May have difficulties with self care tasks such as dressing, feeding and toileting

This chart was designed to serve as a functional screening of developmental skills per age group. It does not constitute an assessment nor reflect strictly standardised research.

The information in this chart was compiled over many years from a variety of sources. This information was then further shaped by years of clinical practice as well as therapeutic consultation with child care, pre-school and school teachers in South Australia about the developmental skills necessary for children to meet the demands of these educational environments. In more recent years, it has been further modified by the need for children and their teachers to meet the functional A ustralian Curriculum, Assessment and Reporting Authority ( ACARA) requirements that are not always congruent with standardised research.

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Self care Development Chart - Kid Sense Child Development

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Back to Child Development Charts Self Care skills are the everyday tasks undertaken to be ready to participate in life activities (including dressing, eating, cleaning teeth and more). They are often referred to as the activities of daily living (ADL's). While these are typically supported by adults in young children, it is expected that children [...]

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Hemiplegia and encouraging bilateral skills

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Hemiplegia and encouraging bilateral skills

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HEMIPLEGIA and encouraging bilateral skills

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Pediatric Occupational, Physical, Behavior, Nutrition, Speech and Language Therapies 1445 East 10th Street Cookeville, TN 38501 Phone: (931) 372-2567 Please call today to get started! Fax: (931) 372-2572 Email:

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Inside: Strengthen preschool scissor skills with these fun activities that go way beyond worksheets. Cut lines, play dough, flowers, paper, straws, and more! Perfect for the kitchen table or in the classroom.
Right around the age of 2 and 3, parents wonder if their children are ready to use scissors.

They ask for easy cutting activities that don't require a lot of materials.

MY LATEST VIDEOS

That can be done at the kitchen table, or at a small child's desk.

So I went searching for a variety of scissor skills activities that go beyond worksheets.

Activities that young children will enjoy and want to do over and over again.

And if you are looking for even more scissor skills activities, scroll down to find the link to a new eBook, A Year of Scissor Activities. This amazing resource will guide you all year long with ways to work on your child's cutting skills!

10 Awesome Activities to Strengthen Preschool Scissor Skills

1. Printable Preschool Cutting Busy Box - For a quick table activity, display these colorful strips and allow toddlers to practice cutting on the lines. (Fun with Mama)

2. Make a Sun - Toddlers will practice small snips, cutting until a stopping point with these bright summer suns. (A Dab of Glue Will Do)

3. Rainbow Straw Scissor Skills - This colorful bin creates a simple and fun sensory cutting activity for toddlers to snip pieces of straws. (Frogs Snails and Puppy Dog Tails)

4. Nature Cutting Tray - Allow your toddlers to practice cutting new textures with this cutting station of flowers, plants, and other nature materials. (Munchkins and Moms)

5. Paper Bag Haircuts - Toddlers will love giving these paper bag puppets "haircuts", tying dramatic play into strengthening their fine motor skills. (Crafts on Sea)

6. Magazine Shape Hunt and Sort - Recycle your old magazines by having your preschoolers search for, cut out, and sort the shapes that they find on the pages. (Fun Learning for Kids)

7. Learning to Use Scissors - For very young toddlers with limited fine motor skills, play-doh makes a great introductory cutting material paired with plastic play scissors. (Kids Activities Blog)

8. Easy Apple Suncatchers - Practice snipping smaller pieces of paper by creating these cute apple suncatchers. (Crafts on Sea)

9. Fine Motor Lantern Craft - Before young toddlers are fully able to control scissors, starting them out with hole punchers is a great way to strengthen small hands. (The OT Toolbox)

10. Name Art - Toddlers will cut out tiny papers and glue them over the lines of their name to practice both scissor skills and name recognition. (Splish Splash Splatter)

A Year of Scissor Activities!

If you are looking for more ways to teach preschool scissor skills, you've got to check this out!
A Year of Scissor Activities: Monthly Cutting Projects for Preschoolers
40+ Scissor Skill Activities to begin teaching toddlers, preschoolers, and kindergartners.

Each month has three activities to choose from, ranging from beginning projects to more advanced cutting skill activities, allowing parents to begin teaching any learner at any time of the year.
To learn exactly what is in this book, check it out here: A Year of Scissor Activities More fine motor activities that can be done at home:

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10 Awesome Activities to Strengthen Scissor Skills

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Inside: Strengthen preschool scissor skills with these fun activities that go way beyond worksheets. Cut lines, play dough, flowers, paper, straws, and more! Perfect for the kitchen table or in the classroom. Right around the age of 2 and 3, parents wonder if their children are ready to use scissors.

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About the Author

The Understood Team is composed of writers, editors and community moderators, many of whom have children with learning and attention issues.

Reviewed by

Thomas E. Brown, Ph.D., is a clinical psychologist and clinical associate professor of psychiatry at the Keck School of Medicine of USC.

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A Day in the Life of a Child With Executive Functioning Issues

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About the Author The Understood Team is composed of writers, editors and community moderators, many of whom have children with learning and attention issues. Reviewed by Thomas E. Brown, Ph.D., is a clinical psychologist and clinical associate professor of psychiatry at the Keck School of Medicine of USC.

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This hand out includes 10 tips for helping children with cerebral palsy during playtime (download below). This printable tip sheet is from Therapeutic Play Activities for Children.

All children learn through play and exploration. Playtime helps children to develop fine motor, gross motor, cognitive, emotional and communication skills. Children with cerebral palsy also enjoy and learn through play but it may be more difficult for them to explore and interact with their environment due to motor skill delays. Here are some suggestions to help children with cerebral palsy during play time.

1. Provide an open, safe space for floor time for the child to explore.

2. If the child needs help to be positioned, vary the positions that you place the child in for different play time experiences. Positions could include the stomach, back, sidelying, supported sitting, all fours and supported standing.

3. Provide open-ended equipment that has many uses. Play equipment that is too challenging, not challenging enough, or not related to children's play interests will not help them develop a sense of mastery in their motor play (Martin, 2000).

4. Research shows that infants show a preference for certain kinds of toys and will display higher levels of play when using preferred toys. If necessary, change the selection of toys in the home or classroom to increase the interest of the baby or child (Schneider, 2009).

5. Children who are not yet crawling should spend play time on their stomachs on the floor with preferred toys and people/peers near them but maybe slightly out of reach to encourage movement. Musical play can encourage children to move.

6. When playing with small objects that require fine motor skills, the child should be positioned with a stable trunk and secure base of support to allow for wrist and hand movements.

7. Be respectful and observant of a child's sensory preferences. Environments that are too loud or busy may be overwhelming for some children. Some children may dislike touching certain play objects.

8. Use simple, clear and concise directions when explaining how to play with an object or game.

9. If necessary, provide adaptive equipment for children with physical disabilities to engage in active play and facilitate free movement.

10. Most of all, keep it fun. Children who enjoy playtime will be motivated to play and learn even more!

DOWNLOAD the tip sheet and other sample pages from Therapeutic Play Activities for Children

Therapeutic Play Activities for Children digital download includes 100 play activity pages and 12 tip sheets. The play activities encourage the development of fine motor skills, bimanual skills, rolling, crawling, tall kneeling, standing balance and cruising with a strong focus on children with cerebral palsy. FIND OUT MORE INFORMATION.

References:

Martin, E. (2000). Developmentally appropriate equipment: What does that mean? Teaching Elementary Physical Education, 11(6), 5-8.; (2)

Schneider, E. (2009). Longitudinal observations of infants' object play behavior in the home context. OTJR: Occupation, Participation and Health, 29, 79-87.

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10 Tips for Helping Children with Cerebral Palsy During Playtime - Your Therapy Source

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This hand out includes 10 tips for helping children with cerebral palsy during playtime (download below). This printable tip sheet is from Therapeutic Play Activities for Children. All children learn through play and exploration. Playtime helps children to develop fine motor, gross motor, cognitive, emotional and communication skills.