Definition Visual perception is connecting what the child sees to what they do (e.g. doing puzzles, recognizing shapes etc.). These visual perceptual skills helps the children read and write as well as recognize and learn numbers and letters and development of handwriting skills. 

Types of visual perception

Note that this is not a comprehensive list of what visual perception is but is a starting point. 

Please see a registered occupational therapist for more information.

References

Cincinnati Children’s. (n.d.). Visual motor and visual perception. Retrieved from, https://www.cincinnatichildrens.org/service/o/ot-pt/visual-motor-perception

OT Mom Learning Activities. (n.d.). Visual perceptual skills. Retrieved from, https://www.ot-mom-learning-activities.com/visual-perceptual-skills.html  

The OT Toolbox. (n.d.). Visual motor skills. Retrieved from, https://www.theottoolbox.com/visual-motor-skills/  

Written by: Stephanie Wong OT Reg. (Ont.)

Definition. Social and emotional development refers to a child’s understanding of who they are, what they are feeling and their response to daily interactions (e.g. interacting with peers, tasks and routines). It helps them form lasting positive relationships, express and manage their emotions as well as exploring the environment. Self-regulation is how a person deals with and recovers from stress. 

Why is it important?

• Fewer behavioural difficulties
• Help children manage challenges in their life
• Process and organize sensory information
• Help with executive functioning – e.g., thinking, learning, memory, and controlling impulses

Signs to look for

• “Crabby” in the morning
• Gets upset easily and have trouble calming down
• Have trouble paying attention or hearing your voice 
• “Volatile moods” – happy to sad to fearful to angry in a short amount of time
• What are some of the factors (I.e., stressors)that affect self-regulation? We see the behaviour, but what stressors are contributing to it? 
  • Social – difficulty picking up on social cues, or understanding the effect of their behaviour on others
  • Cognitive – difficulty processing certain kinds of information 
  • Emotional – strong emotions, positive (over-excitement) or negative (anxious, fearful)
  • Biological – too crowded, noisy, visual stimulation, not enough sleep (could it be sensory processing concerns)
  • Prosocial – difficulty coping with other people’s stress

How to support children?

• Offer a predictable, comfortable safe space for children to go to when they feel dysregulated
  • Create this physical and sensory space (pillow, fidget toy, blanket, bubble tubes, blackout curtain etc.) with the children 
• Keep routines and expectations as consistent as possible – provide advanced warning to children before transitioning to another activity, provide notes to supply staff to keep expectations the same
  • Timers, visual schedules, first –> then cards
  • Use steps to breakdown a task e.g., toileting; use short and simple sentences “hat on.”
• Co-regulation – being present with the child in moments of stress and being responsive to their needs
  • Model your own self-regulation with the children, while teaching children to self-regulate their own emotions (what is my own body language like? tone?) Are you demonstrating supportive words, sounds, gestures for the child? Simple language, soft tone, low volume
  • Give some time to the child to take in your body language and tone
  • Make sure the child is paying attention to you (know through body language, sounds)
  • Ask what would help the child/ their body to feel safe and calm
  • Sitting quietly in the space beside them
• Breathing exercises – stop and count deep breaths when upset 
  • Blow out birthday candles – pretend fingers are candles, blow with long breath
• Grounding exercises – help child feel more regulated by identifying negative thought patterns
  • Favourite colour- have child pick colour and name everything in the room that has a colour
• Remember – not all strategies would work for children, observe or ask the child how to best support them! 

Resources

• www.self-reg.ca 
• https://www.kelly-mahler.com/ 
• https://developingchild.harvard.edu/ 

References

Center on the Developing Child. (n.d.). A guide to executive function. Retrieved from, https://developingchild.harvard.edu/guide/a-guide-to-executive-function/  

Connectability. (n.d.). Understanding self-regulation in young children. Retrieved from, https://connectability.ca/2021/01/05/understanding-self-regulation-in-young-children/  

Kid Sense. (n.d.). Self regulation. Retrieved from, https://childdevelopment.com.au/areas-of-concern/sensory-processing/self-regulation/  

The Mehrit Centre. (n.d.). Self-reg 101. Retrieved from, https://self-reg.ca/self-reg-101/ 

Written by: Stephanie Wong OT Reg. (Ont.)

What are gross motor skills? 

Large body movements such as walking, jumping, skipping and crawling to help the child engage in different activities. It involves coordinating the movements of the larger muscle groups to complete whole body movements. These skills are important for sitting and paying attention in class, taking part in gym class, donning and doffing clothing. 

Why are gross motor skills important to develop?

• Assists with balance
• Strengthens large muscles of the body such as shoulder, core, and trunk
• Hand-eye and bilateral coordination
• Builds a strong and stable base to complete fine motor activities like handwriting, brushing teeth and combing hair  
• Develops body awareness

What to look for

• Stiff movements i.e., lack of fluid movements; awkward, clumsy; can’t maintain an upright posture; 
• Avoid physical activity or participates in short periods of time (low endurance)
• Not able to follow multi-step instructions to complete a physical task e.g., obstacle course
• Not able to plan and correctly sequence events or steps in a process (e.g., step forward and throw)
• Make the gross motor activity fun for the child, ask them what it is they would like to do or give them a choice!

Gross motor activities indoors: (make sure to have enough space for big movements)

• Bean bag toss 
• Freeze dance 
• Indoor obstacle course – pillows, tables, blanket sheets 
• Jumping over stepping stones or make your own with paper plates (children can colour/draw on them) and jump over them – farther apart big steps, closer small steps
• Use recycled plastic water bottles to create a bowling game with a ball 
• Move like an animal – bird (outstretched hands), snake (wiggle on floor), frog (hop/jump), elephant (heavy stomping), waddle like a penguin 

Gross motor activities outdoors:

• Balance bean bag on top of head and ask child to walk on a line drawn on the ground/ length of rope; the child can also walk around obstacles or pick things off the floor to make it harder
• Object relays – children stand in a line and pass an object / ball to the person behind them 
• Passing the ball to others; tossing the ball up in the air; bouncing the ball against the wall
• Hopscotch; skipping rope; hula hoop 

References

KARP Rehabilitation. (n.d.). Fine and gross motor skills – pediatric OT services. 

Retrieved from, https://karprehab.com/fine-motor-skills-gross-motor-skills-occupational-therapy/   

Kid Sense. (n.d.). Gross motor activities. Retrieved from, https://childdevelopment.com.au/areas-of-concern/gross-motor-skills/gross-motor-activities/  

The OT Toolbox. (2022, March 9). Gross motor coordination activities. Retrieved from, https://www.theottoolbox.com/gross-motor-coordination-activities/ 

Your Therapy Source. (n.d.). 50 Screen free gross motor skills and activities for home. Retrieved from, https://www.yourtherapysource.com/blog1/2020/03/23/gross-motor-skills-and-activities/   

Written by: Stephanie Wong OT Reg. (Ont.)