Top 5 Parenting Articles of 2015
Introducing top parenting articles of 2015 with the Jenny Evolution series. Check out more top parenting articles here. Integrated Learning Strategies (ILS) is a learning and academic center. As a reminder, ILS is not a health care provider and none of our materials or services provide a diagnosis or treatment of a specific condition or learning challenge you may see in your child or student. If you seek a diagnosis or treatment for your child or student, please contact a trained professional who can provide an evaluation of the child.
2015 was one of the most rewarding years! As always, please feel free to provide us with your feedback at email@example.com.
Most Popular Parenting Posts of 2015
Now for our top five parenting posts of 2015.
Here are some great midline exercises to try at home. You may think they are pretty easy and basic, but you’d be surprised at how many children cannot do these movement-type exercises. Remember, the body is divided left to right, top to bottom, front to back. We need to help our kids participate in activities that will directly target each of these areas.
Surprisingly, toe walking is not only a sign of a developmental delay in children; it is also a sign of a poor vestibular system, which is tied to a child’s balance and coordination. If a child’s vestibular system isn’t working properly, we begin to see symptoms, like toe walking, poor behavior or learning challenges in the classroom. These signs mean that your child may have a disconnection in the brain preventing them from learning. Some of these symptoms are displayed in children with Autism, ADHD, Dyslexia, Dysgraphia, and Asperger’s. However, there are several mainstream children that may struggle with toe walking and vestibular issues as well.
As a parent, there are few things more exciting than watching your little ones learn a new skill. We cheer them on for something as simple as reaching for a toy for the first time all the way to taking those first steps and learning to tie their own shoes. It’s hard not to wonder in awe how they go from these little beings with little to no control over their bodies to being able to feed themselves and walk around like nobody’s business. And then, of course, it’s hard not to worry if our children are meeting these developmental milestones when they’re supposed to and if we’ve done something wrong when a child younger than ours crawls or stands or claps before ours does. To understand the solutions to our worries, we first need to understand a little how it all works.
As you know, handwriting is one of the fundamental building blocks for reading, communication, expression and test-taking. Effective writing helps children remember, organize and process information. As we teach our children to read and write, we should remember it isn’t just a matter of handing them a pencil and a picture of the letter “b” and telling them to write their letters. As you will see, letter formation is just as important as the handwriting itself. Here is what I mean. First, take a look at where our student began. You can see how some of the letters are backward; the tails of the letters are either above or below the lines and his writing curves downward instead of him writing in a straight line. These were all signs of poor fine motor skills and fine motor development.
Many parents and educators have a hard time recognizing the signs and symptoms of a Sensory Processing Disorder (SPD) in their child or students. Oftentimes it is seen as a behavioral issue, tantrum or discipline problem, when children with sensory issues tend to react to something in their surroundings or environment. Sensory issues can have a direct effect on how children learn in the classroom, how they process information the teacher gives them, and what their behavior is like with other students. It’s important to know the differences of what a sensory issue is and what it is not, especially if a child could potentially be misdiagnosed with another type of learning challenge. It could mean the difference in how to help a child and what intervention is right or wrong for their specific needs.
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