Summer's (Almost) Here!

Western Massachusetts is bursting with new growth all over!  The trees have their leaves, bright green and dark green, the tulips and rhododendrons are showing their beautiful pinks and magentas, and the lilacs' delicate scent can be smelled as you walk down the sidewalks.  Its a great time of year!

Little infants and toddlers seem ready for new growth too, as they get ready for outdoor time and more playtime with their friends on playgrounds and in the parks.

Parents are well-advised to use this time to get their little ones outdoors, appropriately bundled up if its an overcast a gray day like it is today, but to get them the multi-sensory experience that little bodies crave as they grow and develop.  Mastering the complex movements required as they play in the sand, crawling or walking through a sandbox, or even walking up a gentle grassy hill, can be so rewarding for children.  Think of all the great sounds like bird calls, running water, and the wind in the trees that awaken kids' curiosity.

A great new book, Balanced and Barefoot, by Angela Hanscom, described the rich developmental opportunities available to children outdoors.   Specifically she discusses the importance of building strength through the variety of outdoor activities available to children. She mentions that children have "an innate curiosity and desire to move." (page 34).  You can watch a child literally come alive when you take them outdoors, and let them see all the colors and shapes and textures of things.  Let your child feel the difference between grasses, sand, tree trunks, playground equipment.  While even the The Centers for Disease Control and Prevention   recommend that we want to make sure children are well-protected from sun, we recognize how valuable it is to get outside!

Summer is often a time when playgroups or day cares close down for the summer, which also offers families a great opportunity, and sometimes a challenge, to come up with things to do with small children.  This is a great time to head to the local park, or make a playdate for children. Local libraries also have some opportunities of activities for children during these months.  In addition to increasing strength and endurance with motor play, children can develop language and cognition with the stories as they learn and engage.  Play time with old and new friends also helps our kids to socialize, and learn how to be together.

 - Michael S. Hutton-Woodland, Ph.D.

New school year for the kids: What about the infants and toddlers?

Tomorrow starts the new academic school year for the kids heading to school here in the Pioneer Valley, in western Massachusetts. There has been lots of preparation in terms of clothes, shoes, lunch boxes, backpacks, haircuts, eyeglasses, etc.  The local mall has been a flurry of activity lately, and it is also busy with all the college students returning from their summer vacations.  Preparation!

So what about the infants and toddlers, not quite ready to go to the school, but still on the path that leads to schooling?  What is being done for those young children?  This might not be their fall to head to classroom, pre-school or kindergarten, but it is not too early to have that move in our heads.  After all, the new clothes, shoes, etc., are very important outer ways we prepare our kids for school, and its also vital that we consider how to prepare our kids internally.  Get them ready in their hearts and minds for the move to spending large chunks of time with their friends and classmates.

Properly understanding a child’s development is crucial in preparing the child to make the transitions from infant to toddler, and then to pre-schooler.  When we understand where our child is from a developmental point of view, we can understand where he or she is in relation to his or her peers – other kids their age.  Helping a child to be among their peer group with respect to all the different ways that children develop (moving, speaking, thinking, feeling, and relating) is part of the learning process, and it is important to help children learn. 

For infants and toddlers, the 3 part team of the pediatrician, parent or guardian, and the early intervention program, will provide the necessary elements of protection and early identification of developmental issues that can arise, so that the child has the best chance of succeeding in school, and even later in life.

So, parents or guardians, its important to notice how your child is doing and notice if he or she seems to be progressing in those areas like other kids their age.  What kinds of sounds or words is your child using?  How does your child show you he or she understands what you are saying?  Is your child looking at you or others when they talk?  Does your child follow sounds or even objects that you move through their field of vision?  How does your child move his or her body?  Do you have concerns about these or other ways she or he is during the day?  Be sure to talk with your pediatrician about these concerns or observations.

A pediatrician may have you take a short screening test, like the Parents' Evaluation of Developmental Status, or the doctor may ask general questions about how your child is doing.  Be sure to let him or her know what you see, and what you might be worried about.  This is very important, since you are the one who is with your child the most, and knows how your child is doing.

If the pediatrician has a concern about how your child is developing, he or she may decide a referral to an Early Intervention program is appropriate.  This referral will lead to an assessment using a more complete and detailed instrument, the Batelle Developmental Inventory, which looks at a number of items: fine and gross motor skills, adaptability skills; self-regulation; speech and language skills; cognitive skills; a range cutoff and age-equivalent scores; and national standardization.  Once we have administered this test with your child, you will have an excellent idea where he or she stands relative to kids their own age.  And Early Intervention can provide services tailored to meet any developmental delays, billed to health insurers.

With all this, your child will have an excellent chance of fully making use of the wonderful instruction available to him or her through the pre-school, once you get there. Preparation!

If you have any questions about Early Intervention, please do not hesitate to contact me at MHuttonWoodland@servicenet.org.

 

-       Michael S. Hutton-Woodland, Ph.D.

Natural Environments: Take them outdoors!

Today as I sit to write this blog its almost 90 degrees here in Western Massachusetts.  After a fairly mild winter, spring seems to be making way for summer very quickly!  I also had the opportunity to visit the Prospect Meadow Farm, a program of ServiceNet, Inc., which combines a working farm with job development training for adults with various physical and emotional challenges.  What a great experience!

And that visit reminded me of the importance for little children to get outdoors and experience the wide world around us.  As parents and caregivers it is our job to explore and introduce our children to new environments and experiences to help them develop a sense of belonging.

In Early Intervention work we work and play with infants and toddlers in their natural environment, this is the mandate for all Early Intervention providers.  So of course we generally go out to the family home to start off, because that is the first “natural environment” the child knows.  In the warm comfort of familiar surroundings, a child will be more relaxed, and more receptive to learning new things.  With parents or caregivers, familiar toys or objects, the child feels emotionally supported, which gives him or her a base from which they can explore the world around them.  For children in Early Intervention, who are facing mild or even severe developmental delays, it is vital that they are engaged to begin to work on development in any area – connection, thinking, communication, movement, or self management.

Another place where we might engage our clients is at a day care or childcare setting, another natural environment for them.  Children may go to daycare 2 or 3 or 4 days per week, so this becomes another environment where they feel comfortable, with teachers and other children they know and enjoy.    This place is also an excellent location for Early Intervention services since the child knows it’s a place for fun, for playing, and at some level, a place for learning. 

Early Intervention specialists will go into the child’s daycare and be able to work with that child with minimum disruption to that child’s daily activities, but with important enrichment activities designed to help that child grow and develop.

So back to the farm.  I bring this up for parents and caregivers to consider what are the new and interesting environments to which you might expose your son or daughter?  What places would your infant or toddler say (when he or she can talk!) are those places in their natural environment.  Would they include your yard, or a neighborhood park?  A path or bike trail?  The beach, or local woods, or a nearby river or lake?  These all can be environments they feel are “theirs,”  because they belong there.  These can be places where they can feel safe, and at home.  Connecting to the natural environment around you can be a way to expand your child’s understanding of his or her world, and their place in it.

 

-          Michael S. Hutton-Woodland, Ph.D.

Occupational Therapy and Early Intervention

I am often asked, “Why would you have an Occupational Therapist working in an Early Intervention program for infants and toddlers?  These babies aren’t going to work!  Well, to some extent these children ARE going to work, since play is how infants and toddlers “work,” or learn.  Children are referred to Early Intervention when they begin to show a lag in development relative to their peers, and Early Intervention is designed to assist young children and their families in developing in all areas of their lives. Occupational Therapists (OTs), one of the many clinical disciplines in Early Intervention, are very involved with the development of self-care and motor skills in these very young children, so parents or caregivers will often see these clinicians working on those kinds of concerns.

For starters, with little babies an OT may be focusing on how babies are feeding.  The OT would look at how a child may have trouble with breastfeeding, using a bottle or spoon, or even chewing.  The OT will be thinking about sensory stimulation issues that the child may be experiencing, and how to address those.  Another domain in which the Occupational Therapist focuses is motor skills, that is, those skills which build upon one another to get a child walking.  The OT may look at the precursors to walking, as well as the sensory inputs that help a child in development.  According to one of my OT clinicians, Kim Moliterno, RN, OTR/L, the OT is also thinking very holistically about the child, at how the sensory issues may be impacting the motor issues, and how everything else is being affected.  For example, if a young child is easily startled, we may look at how that child can self-regulate their experience, and this may impact how that child moves.  OTs will work to help a child better integrate their experiences and be better able to engage in their world.

Some babies seem fearful to move – to engage in crawling or in walking.  Other babies seek out sensory input, such as close hugging, or seeking deeper pressure, while other children seem to avoid touch.  Children may dislike having messy hands, or adults may say they are “just picky.” These may be signs of being dysregulated, or having an impairment in their ability to adapt to their world.   These are all areas where an Occupational Therapist may be very helpful in getting a child to be able to develop a confident and capable engagement with his or her world.

Since developing sensory skills is so important for all aspects of a child’s development, parents are especially encouraged to interact directly with their young children, talking and playing, as children benefit from this direct person-to-person contact. Look in your baby’s eyes, and speak directly to them.  Babies also benefit greatly from time outdoors, where their entire sensory system - sights, sounds, smells, touch, movement – are engaged together.  Toddlers should get messy and move around!

Conversely, parents or guardians would do well to unplug the electronic devices and TV when it comes to young children.  There are a host of problems associated with getting infants and toddlers involved with “screen time” at a young age.  We encourage parents to join in and play with their young children.  Any healthy activity between children and their parents or guardians is helpful.

If you have questions about Early Intervention, Occupational Therapy, or how your child could benefit, please do not hesitate to write or call us: 413-665-8717, or email at mhuttonwoodland@servicenet.org

-          Michael S. Hutton-Woodland, Ph.D.

Early Intervention and Outdoor Time for Kids

Here is Massachusetts we have had a very mild winter!  Currently, on February 1, there is no snow on the ground, and it is 50 degrees outside.  This is very unusual for us, since last year at this time it was 20 degrees, and there was over three feet of snow on the ground.  What a difference!  The best news is that we can still be outdoors in the mild weather, and we can take our children to the playground, for a walk in the woods, or out to toss a ball or Frisbee.

One thing we know about kids is that they love to play outdoors, and here in New England most children love to play no matter what the weather, and no matter what kind of precipitation is happening outside.  For children, they have that sense of wonder and excitement at the falling snow, and the mounds of white that pile up to be jumped in, rolled in, tunneled through.  Kids naturally love to be out in the winter wonderland and enjoying the bracing cold.  Sledding, ice skating, skiing are all fun activities, as are snow fort building, snowman construction, snowball fights and making snow angels.

 

As parents, it is important to follow your kid’s lead, and help them embrace the joy of being outdoors.  If you can, make sure they have the right clothing, hats, jackets, boots and gloves to be able to stay warm and frolic in the snow, and enjoy the fun difference that snow and cold weather bring.  Encourage them to be outdoors with their siblings, family, and friends.

Early Intervention is part of the early childhood development movement that seeks to help children grown and develop in all areas - physically, socially, cognitively, creatively, and emotionally.  And we know that children learn and develop through play.  Another reason to support and encourage kids to get outdoors and play is that this multisensory stimulation is wonderful for the development of their brains.  Children’s brains are growing at a tremendous rate, and the outdoor environment is one of the most healthy places for all those connections in the brain circuitry to be developed and strengthened.  Feeling the cold air, seeing the snow or trees or birds or squirrels, yelling and laughing with family and friends, working their bodies to build and run and roll; these are all vital elements of a child’s development.  So we're helping kids to grow as we're having a blast with them outdoors!

And yes, this year we have the added benefit of a mild winter, so boots, snow pants, snow hats and gloves are less necessary.  But it is still important to get our kids outside to allow the wonders of nature to naturally help our children to grow and develop.

Michael S. Hutton-Woodland, Ph.D.

Transition to School and Early Intervention

Here it is the end of summer already, and children, parents, grandparents, caregivers and others are thinking of kids heading to school.  New teachers, new schools, new classrooms, and new schedules are on everyones' minds.  Life shifts around children's school schedules and activities. 

For Early Intervention children who are turning 3 years old, this is a critical time of transition as well.  These children are getting ready to move into the new environment of pre-school, which will prepare them for kindergarten.  The school district becomes involved in the child's educational development at this point, if the family so chooses.  Fortunately for families involved in Early Intervention,  there are clear guidelines for making the transition from Early Intervention into pre-school.  In fact, those of us working in Early Intervention are thinking about that transition at the age of 3 long before we actually arrive at that birthday! And we work with families on that all important step.

Starting when the child is 2 years, 3 months old, the Early Intervention Service Coordinator will begin talking with the parents or caregivers about transition to school.  She can help the parent or caregiver to understand what kinds of supports the child might need or expect when  heading into school.  Since many children who have been in Early Intervention have some developmental delays, they may be eligible for special consideration and support at the school.  They may in fact be eligible for special education services.

First, let's make sure we are all clear: Parents, or other caregivers (foster parents, grandparents, etc.) have a say about this important milestone in the child's life.  You can choose how the Early Intervention providers who have been working with your child will interface with the local school district.  You can decide what your Early Intervention provider will share with the schools, and how a Transition Planning Conference will go.   In fact, by law, the Early Intervention Service Coordinator will have the parent/caregiver sign a release of information form before she can speak with the school.

The Early Intervention Service Coordinator will plan the Transition Planning Conference with the parents or caregivers, connecting with the school personnel to set up a meeting that includes your Early Intervention team, parents/caregivers, and representatives from the school.  By regulation this meeting must occur by the time the child is 2 years, 9 months old.  And you as a parent/caregiver can bring other family members, supportive friends, or other community providers to the meeting.

In the Transition Planning Conference decisions are made about the services the school district will provide for the child.  The Early Intervention staff can outline the work they have done with the child, and the progress that has been made.  They can identify the child's strengths, and how that child learns best.  They will help to articulate the particular challenges the child may have, to help determine what are the best next steps as the child becomes a student in the pre-school setting.  School personnel are always interested to hear about the experience of the Early Intervention team, since that team has worked with that prospective student so closely.

While Early Intervention staff are always a little sad to say goodbye to the young child with whom we have worked and played, we celebrate his or her accomplishments, and we are always glad to have worked closely with the parents or caregivers to help the child have the best transition to the school system.

If you have any questions about the Transition Planning Conference, please do not hesitate to send me a note.

                                                                                        - Michael S. Hutton-Woodland, Ph.D.

Early Intervention and Learning through Play

One of the things that our Early Intervention specialists love about their job is that they are "paid to play!"  When I first came into my position as Director of the REACH Early Intervention Program 6 months ago, I took the time to interview all my staff - 60 full and part time clinicians - some of whom had up to 25 years experience in this field.  Almost without exception they commented that "playing with the kids" was the most rewarding part of what they do.  Imagine if playing was your job - how cool would that be?

We all know that playing with your kids is the best part of being a parent, too.  As adults we are called into the game of play - be physically active, run and tumble, imagine and create wonderful worlds, build and climb and color and laugh.  These can truly become magical moments for us, and they are the special shared memories we carry forward.  And our children will remember those moments as well.  Think of the joy of laughing together with your child.

There is an old saying, "Play is children's work," and this is the basis for the work of the REACH Early Intervention Program team.  For instance, a young baby, just learning to sit and roll a ball back and forth with an adult, learns to keep her balance while sitting, how to keep her attention focused while waiting for the ball, how to anticipate the ball coming back, and lots of new words (ball, roll, your turn).  An older toddler learns even more by heading to the playground or park to toss or kick that ball, or begin to interact with other children.  They learn about spaces, and distances, and taking turns with friends.  The child learns about what their body can do - jump, run, climb, swing - and they learn to stretch themselves to be able to do more.

We as Early Intervention staff have learned that the best way to help children master developmental tasks is through their play (what they do best).  When we are invited into the child's  home or other setting we may go to (day care center, childcare center, or a local park, for example), our staff will suggest playing with children as a way to teach and to have fun!  In this game of learning we think of the Early Intervention staff as the coaches, and the child and parents or guardians as the players in the game.  Our staff may offer suggestions and new strategies to help a child with learning challenges, in motor, communication, social or learning skills, and we work with the best play partners, the child and his or her adult caregiver. 


                                                                                        Michael S. Hutton-Woodland, Ph.D.