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Tuesday, March 11, 2014

Sewing increases creativity and problem solving

6 years old BP sewing a doll and clothes, 2013
See Basia’s projects:
http://slpzone.blogspot.com/2014/03/writing-planning-creating-sewing.html
“Learning to sew helps children become creative thinkers, according to findings from a clinical study completed by the not-for-profit Home Sewing Association (HSA) in the late-1990s.
The study revealed that children ages 8 to 12 showed elevated creativity after sewing a simple project. Children who sew during these critical years of development show increased creativity and self-esteem and appear to build skills in creative problem solving and perseverance.
Sewing’s multitude of choices - color selection, fabric options, design and proportion - help stimulate creative thinking skills. Completing a project fosters a sense of accomplishment. Hand - eye coordination and fine motor skills develop through the use of the hands, and exercises in following directions along with problem solving skills are all added benefits of sewing experiences for children.
But the positive benefits that result from learning to sew do not necessarily hold true for some other well-known kids’ activities. According to Sewing Prose, a website with sewing lessons for kids (www.sewingprose.com ), a study compared children engaged in various recreational activities: sewing, painting, watching television and playing video games. A test for creativity was given before and after recreation, and the two scores were compared. Tests showed that children with sewing and painting as their recreational activity scored higher than children absorbed with television and video games.”

Read more about benefits of sewing

6 years old BP sewing a book character, 2013

Sewing is a skill that not many children learn at school. If you love to sew and you would like your children to gain the skill, you can teach them how to sew by hand and with a sewing machine as they grow up. You can start with toddlers or teach them once they've grown into adolescents. Sewing with children is more about process rather than product; if a child can make decisions about thread and fabric and placement and effort they’ll be really happy with whatever they create and, more importantly, they’ll love to sew. The project they are going to work on should be chosen based on their hand-eye coordination and the level of fun.
6 years old BP sewing Yuki from “Wolf children” Japanese movie, 2013

Sewing Levels and Projects
  1. Shoelace picture shapes.
For very young children punch holes in a cardboard and let them use a shoelace to sew it. No need for a needle yet.
  1. Uncooked pasta necklace.
Show your child how to place a plastic needle through each pasta shell to make a necklace.
  1. Yarn picture.
Give your child a piece of yarn, some dull scissors and a plastic needle. Ask your child to cut a piece of yarn and knot it. Let him/her thread the needle on the other end. Show your child a starting point and how to start in the back on the first hole and stitch around the image. Let him/her finish the outline and knot it again in the back. Cut out the image and frame it or hang it up.
  1. Room or a seasonal decoration. 
Let your child pick a preferable fabric, pattern and cut the shapes for a hanging banner. Show your child how to thread embroidery thread through an embroidery needle, how to pull the needle through 1 corner of a shape from the back and then pulling it through the other corner of that shape through the front. Move the shape to the end of the thread length by gently pulling it through. Have your child continue this with the remaining shapes until the thread is full. Hang the banner where everyone can see it.
  1. Sew buttons.
For the first project, give your child a large piece of felt and many different colored buttons to place anywhere on 1 side of the felt. Help your child to knot a piece of thread through a regular needle. Choose a large needle that is easier to see. Show how to bring up the needle from the opposite side of the fabric through a button hole and down through another hole. Continue this 4 or 5 times until the button is tight but not too tight. Have your child knot it at the back. Then, find 2-hole, 4-hole and other types of buttons to practice on. Then try to make a button bracelets or necklace. Treasure the piece of art.
  1. Combine drawing with sewing skills.
Once your child is able to draw more representational work use it for collaborative creations. As your child gets more adept with aiming the needle he/she (or you) can draw a simple design on one side of the fabric/felt and stitch following the line. Gradually move to more complex projects.
  1. Create your own child sewing book. 
In order to encourage a passion for sewing, children may enjoy collecting the simple sewing projects. Save them all, take photos, notes and organize them by date to evidence the progress.
Sewing by BP 
Websites



Monday, March 10, 2014

Outdoor Free Play

Pilica River, Poland
We, as the parents, owe our offspring more outdoor time then we offer, not a highly structured, adult coached activity such as baseball, soccer, athletics, but a simple nature play in a ditch, backyard, garden, creek, grassland, or woodlot, where they can initiate exploration of bugs on a sidewalk, worms in dirt, soil under their nails, simply the Mother Nature.
Beetle, Poland
Nowadays childhood has radically changed. An average American kid spends 27% of his daytime in front of TV, computer or other electronic devices and just 1% of structured, outdoor time. “Unstructured”, make-it-up-as-you-go outdoor free play ranges only about 30 minutes per week, which is hardly 4 minutes per day. That’s a dramatic change from past generations when one of the most common parental instructions was, “Go outside to play until I call you! Just remember to stay away from a trouble.” 
Treasure, Poland
What I recall from my childhood was “mucking around” with neighbors and friends, digging holes, collecting sticks and stones, playing in a self-made tree house, exploring drains, building snow fords, hiding from my sister in a secret spot in a garden or an attic, and watching only 10 minute TV cartoon at 6:45 pm. And that memory and experience I would like to pass onto my daughter by creating some possibilities for a frequent free outdoor play. 
Grandma’s Garden, Poland
Whenever I ask Barbara about her favorite place to play, she always gives the same answer: “The grandma’s garden (Sulejow, Pland), when we play with Mela (the cousin)”. Even our extensive traveling when we visit exotic places of different origin, meet interesting people, try diverse food or discover fascinating objects her best memories always go back to Poland. And from what I assume it is not because Sulejow (Poland) is the most striking place, but because it reminds her about freedom, exploration and interaction with the familiar nature and best friends.
Baking Potatoes, Poland
No one intentionally removed “nature play” from our children, but several changes have happened over the past 30 years.
  • We’ve become more urbanized and the access to green play spaces is a lot more distant than it was in the past.
  • Children’s free time has been reduced due to longer school days and many more after-school activities.
  • Parental worries have been puffed up by “24/7” media coverage of all dangers to children, whether they are sunburns, bee stings, or crime.  
  • And then television, music devices, computers, and video games have all been developed over the past 30 years.
Tinder Fungus, Poland
We have involuntarily removed a vitality that has been at the center of children’s physical, social, emotional, creative, and intellectual development throughout the history of humankind.
Nowadays one in five four-year-olds in the U.S. is clinically obese.
Blueberries, Poland
For generations, nature play has been a major part of childhood. But only recently its power has been revalued again. The study proves that:
  • Regular practices of an active play during our childhood are one of the best predictors of vigorous adulthoods - a perfect prescription for fighting the obesity epidemic.
  • School children who use playgrounds with trees, fields, shrubs, and vegetated edges show more creative play, better concentration, and more inter-gender play than peers with equipment focused playgrounds.
  • Outdoor play in green settings reduces the symptoms of Attention Deficit Hyperactivity Disorder (ADHD) in children.
  • Apparently early exposure to plants, animals, and soil helps children’s immune systems to develop properly, making them less vulnerable to allergenic conditions like asthma or seasonal allergies.
  • Frequent, unstructured childhood play in natural settings has been found to be the most common influence on the development of life - long conservation values.
Pilica River, Poland
The first step to restore the free nature play is to understand its meaning, locate the essential attributes and put them into the action.
1.      First thing is to find the right place.  
Size of the place does not mutter, what matters is a freedom! Therefore a good nature play is a land that is nether too protected or wild in children’s standard. This might be a quiet corner in a local park, a not in use city lot, a small neighborhood creek, or just the backyard.  
A chosen place must have the elements of nature to play and discover, such as: rocks, dirt, trees, bugs, flowers, mud, and water. Equally important is freedom to dig, collect, climb, build, and hide there.
2.      Second thing is to find the right play. It’s all about playing with nature, not just in nature!
Outdoor, “child-centered” play is the goal: play that children themselves initiate, guide, change, or abandon. The very best nature play comes from the child, not from the adult!
Ideally, there are no formal objectives and few rules for nature play. It is vital, though, that the play actively engages kids with nature and its elements; it’s not just any play that happens outdoors.
Real nature play is catching tiny critters, collecting leaves and rocks, hiding in tall grass, digging for buried treasure, splashing in the creek, hiding amidst the shrubs, and climbing a tree as high as you dare.
3.      Third thing is to re-play.
In the past we played outdoors nearly every day, again and again, in good weather or bad. This level of frequency may be the hardest aspect of nature play to restore. If kids have to be driven to the nature place, then it’s not likely to happen often enough to fully impact their growth, development, and love of nature. Therefore, we need to bring nature play closer, maybe to the families’ yards, local green spaces, and school playgrounds, places they can reach on foot or by bicycle, day after day, to play and re-play.
Waiting, Poland
The right kinds of place, play, and re-play are crucial for the nature play, but the outdoor fun doesn’t have to perfectly match all three in order to be worthwhile! We shouldn’t worry about perfection, but open the door and encourage our kid to start exploration!
Collecting Treasure, Poland
Websites
The Children and Nature Network: www.childrenandnature.org
The Green Hour, National Wildlife Federation: www.greenhour.org
Nature Rocks: www.naturerocks.org
Metro Omaha Resources for Explore Nature: www.morenature.info
The Natural Learning Initiative: www.naturalearning.org
Saying Good-Bye, Poland

Thursday, March 6, 2014

Aphasia/TBI Resources

A collection of resources after Judith Maginnis Kuster
·   Aphasia Assessment Materials
o  Aphasia Needs Assessment 1997, revised 2006, by Kathryn L. Garrett & David R. Beukelman (http://aac.unl.edu/screen/aphasianeeds.pdf )
·   To support people with Aphasia go to http://www.aphasia.asn.au/  
·   Vocabulary activities with audio files (www.eslgold.net )
·   Interesting Things for ESL Students is filled with vocabulary activities and much more (www.manythings.org)
o  Jokes - listen and retell (www.manythings.org/jokes/ )
·   On-line puzzles (www.jigzone.com ) - use to increase concentration abilities
·   Weekly Reader Teens has online activities that require concentration. (www.weeklyreader.com/teens )
·   Brain Injury Association has a variety of resources available for adults and children on prevention in English and Spanish www.biausa.org
·   University of Queensland Aphasia group (http://www.uq.edu.au/news/article/2013/05/world-class-aphasia-program-gives-stroke-survivors-lift ) contains information for people with a communication or literacy disability.
·   Links to Aphasia training, a powerpoint presentation by Capt. Maureen Will, Brookfield Police Department (http://www.powershow.com/view/318b2-Yjk4N/APHASIA_powerpoint_ppt_presentation )
·   Story Archives - has a full-length story, an abridged version, and the story outline with several activities based on the story. (www.literacynet.org/cnnsf/archives.html )
·   Word finding/Memory materials
o  Sing-Along-Songs (http://kids.niehs.nih.gov/ ) midis and lyrics includes a tune activities.
o  Popular Songs (www.contemplator.com/america/ ) and Tunes in American History (www.contemplator.com/tunebook/america.htm )
o  Memory Gym - free online memory training (www.memorise.org/ )
o  JacquieLawson's cards - use the free examples for practice in following directions. (www.jacquielawson.com )
o  Prognosticate - the news predicting game "When the news story stops, you have to deduce the next word and type it in. . . . works best for you if read online editions of cnn.com or bbc.com. It then becomes a memory recall session as well as try to figure the word that comes next." (www.prognosticate.com/ )
o  Highmotivation listening games by Chris Elvin (http://www.eflclub.com/elvin/publications/highmotivationlistening.html)
o  WordFinding Difficulties Site (www.wordfinding.com ) created by Dr. Diane German, a professor in the Special Education Department at National-Louis University, Chicago,.provide s "information about Word Finding for professionals, parents, and learners with word finding difficulties. Topics in this web site include definition, characteristics, assessment, intervention, and available course work."
o  Additional memory exercise ideas (www.mnsu.edu/comdis/kuster2/therapy/memory.html )
·   Suggestions from ABINews2U (http://groups.yahoo.com/group/ABINews2U ), a yahoo group for people with TBI
§   Antique Puzzle Cards - find hidden images in a picture (www.puzzles.ca/puzzle_cards.html )
o  Cricklers a new type of word puzzle that adapts - they become easier or harder depending on the skill of the solver. (http://crickler.com/ )
o  Designs For Stronger Minds analogies (www.designsforstrongminds.com/game  )
o  BrainBashersPuzzles and Brain Teasers - a collection of brain teasers, puzzles, riddles, games and optical illusions. (www.brainbashers.com )
o  CrazyLibs brief stories with your words strategically inserted to produce whacky results. (http://www.rinkworks.com/crazytales/ )
o  Fun Brain - K-12 educational online games by subject (www.funbrain.com/) including Spelling (www.funbrain.com/spell/index.html )
o  Mystery Net.com - online mysteries, mystery games, mystery books (www.mysterynet.com/ )
o  Penny PressPuzzles - Crossword of the Day (www.pennypress.com )
o  Puzz.com - IQ Tests, Puzzles, Brain Teasers, Games, Trivia & Contests (www.puzz.com )
o  PuzzleDepot - Games, Puzzles and Trivia (www.puzzledepot.com )
o  SET Game - online versions of Set and Quiddler mathematical and word card games. Features a daily puzzle and contest. (http://www.setgame.com/ )
o  Tangram - ancient Chinese moving piece puzzle, consisting of 7 geometric shapes. (www.tangrams.ca )
o  Thinks.com - collection of games, puzzles and recreations. (www.thinks.com )

Thursday, February 6, 2014

Speech Sound Disorders - Resources

A collection of resources after Judith Maginnis Kuster

www.communicationdisorders.com

·   InteractiveSagittal Section by Daniel Currie Hall, "displays mid-sagittal sections and IPA transcriptions for user-specified articulations." Can be used to demonstrate place of articulation. (www.chass.utoronto.ca/~danhall/phonetics/sammy.html)
·   QUIA (www.quia.com/topics.html) - check especially early learning and speech - is now subscription-based for a fee. But some treasures can still be accessed without "joining."
o  articulation games (www.quia.com/pages/havemorefun.html) by Tracy Gefroh Boyd
o  Speechers are GreatTeachers (www.quia.com/pages/speechersclass.html) by Lonn Swanson
o  Speech-Language online games! by Pamela Bordas. (www.quia.com/pages/pbordashome.html)
o  Articulation and PhonologyGames by Lonn Swanson
·   Articulation Therapy Ideas (www.mnsu.edu/comdis/kuster2/therapy/articrx.html) from the Grndrnds archive
·   A Collection ofApproaches to the "R" Sound (www.mnsu.edu/comdis/kuster2/therapy/rtherapy.html)
·   A Collection ofApproaches to the "S" Sound (www.mnsu.edu/comdis/kuster2/therapy/stherapy.html)
·   The Sounds of English and Spanish - from the University of Iowa (www.uiowa.edu/~acadtech/phonetics/)
·   Various worksheets and printables from edHelper.com (www.edHelper.com) - a subscription site with freely-available samples
·   http://speech-language-therapy.com/  Caroline Bowen provides free worksheets, handouts, pictures and words in PDF files for the following:
o  Useful lists of words of picturable minimal pairs
o  Minimal Pairs Pictures work sheets for /f/ vs. /s/; /k/ vs. /t/; and /w/ vs. /l/
o  Revisions and Repairs for /f/ vs. /w/; /f/ vs. /p/; /s/ vs. /h/; /k/ and /g/ vs. /t/ and /d/; Interdental /s/ and /z/, /sn/ vs. /n/; Vowels: "er" vs. "or"; Vowels: "e" vs. "u"; Weak Syllable Deletion; Final Consonant Deletion; Gliding /l/
o  Words and Pictures worksheets for /l/, /s/, "ch", /f/, and polysyllables
·   Articulation activities (www.speechtx.com/articulation.htm) from Jennifer Mitchell.
·   Visualarticulationlesson plan by Thomas G. Schultz (www.kodak.com/global/en/consumer/education/lessonPlans/lessonPlan121.shtml)
·   Carryover ActivitiesFor Speech Sound Production Practice (members.tripod.com/crokebeck/articcar.htm)
·   Learning activitiesfor preK-1st grade kids (and their parents) for speech sounds. (www.cogcon.com/parents/summeractivities.cfm)
·   Working on Specific Speech Sounds from HelpFor Kids (http://web.archive.org/web/20080129075930/http://www.helpforkidspeech.org/)
o  DSound (http://web.archive.org/web/20071219221622/http://www.helpforkidspeech.org/articles/detail.cfm?id=132)
o  FSound (http://web.archive.org/web/20071219221549/http://www.helpforkidspeech.org/articles/detail.cfm?id=126)
o  GSound (http://web.archive.org/web/20071219221554/http://www.helpforkidspeech.org/articles/detail.cfm?id=127)
o  HSound (http://web.archive.org/web/20071219221559/http://www.helpforkidspeech.org/articles/detail.cfm?id=128)
o  KSound (http://web.archive.org/web/20071219221604/http://www.helpforkidspeech.org/articles/detail.cfm?id=129)
o  MSound (http://web.archive.org/web/20071219221609/http://www.helpforkidspeech.org/articles/detail.cfm?id=130)
o  PSound (http://web.archive.org/web/20071224224306/http://www.helpforkidspeech.org/articles/detail.cfm?id=124)
o  ZSound (http://web.archive.org/web/20071219221628/http://www.helpforkidspeech.org/articles/detail.cfm?id=141)
o  WSound (http://web.archive.org/web/20071219221617/http://www.helpforkidspeech.org/articles/detail.cfm?id=131)
·   Various worksheets and printables of Consonant Sounds from edHelper.com (www.edHelper.com) - a subscription site with freely-available samples
o  /b/ sound as in bonfire, black, bathtub, and balcony (www.edhelper.com/phonics/Consonants1.htm)
o  /d/ sound as in dry, draw, design, and duet (www.edhelper.com/phonics/Consonants2.htm)
o  /f/ sound as in fossil, fail, frame, and fingerprint (www.edhelper.com/phonics/Consonants3.htm)
o  /g/ sound as in greeting, grill, goose, and grapefruit (www.edhelper.com/phonics/Consonants4.htm)
o  /h/ sound as in hail, hieroglyphics, hostage, and hit (www.edhelper.com/phonics/Consonants5.htm)
o  /k/ sound as in key, knock, kangaroo, and kayak (www.edhelper.com/phonics/Consonants7.htm)
o  /l/ sound as in lizard, learn, lamp, and library (www.edhelper.com/phonics/Consonants8.htm)
o  /m/ sound as in mug, money, maze, and mechanical (www.edhelper.com/phonics/Consonants9.htm)
o  /n/ sound as in night, newspaper, nightmare, and noodle (www.edhelper.com/phonics/Consonants10.htm)
o  /p/ sound as in panda, pie, pen, and potato (www.edhelper.com/phonics/Consonants11.htm)
o  /r/ sound as in rose, restaurant, run, and reporter (www.edhelper.com/phonics/Consonants12.htm)
o  /s/ sound as in safe, sunset, sand, and seat (www.edhelper.com/phonics/Consonants13.htm)
o  /t/ sound as in tile, thermometer, tongue, and toy (www.edhelper.com/phonics/Consonants14.htm)
o  /v/ sound as in violin, volcano, vaccination, and vote (www.edhelper.com/phonics/Consonants15.htm)
o  /w/ sound as in waterfall, wagon, windmill, and watch (www.edhelper.com/phonics/Consonants16.htm)
o  /j/ sound as in yoke, yawn, yacht, and yoga (www.edhelper.com/phonics/Consonants17.htm)
o  /z/ sound as in zebra, zoo, and zipper (www.edhelper.com/phonics/Consonants18.htm)
o  "ch" sound as in watch, chick, chimpanzee, and champion (www.edhelper.com/phonics/Consonants19.htm)
o  "j" sound as in magician, syringe, jeep, and message (www.edhelper.com/phonics/Consonants6.htm)
o  "sh" sound as in shore, shipwreck, shark, and shield (www.edhelper.com/phonics/Consonants20.htm)
o  "zh" sound as in measure, camouflage, treasure, and mirage (www.edhelper.com/phonics/Consonants21.htm)
o  "th" sound as in athlete, toothbrush, bathtub, and thunderstorm (www.edhelper.com/phonics/Consonants22.htm)
o  "ng" sound as in fang, boomerang, fingerprint, and ink (www.edhelper.com/phonics/Consonants24.htm)
o  /e/ sound as in snail, ache, explain, and reindeer (www.edhelper.com/phonics/Vowels1.htm)
o  /i/ sound as in needle, pianist, and electricity (www.edhelper.com/phonics/Vowels2.htm)
o  "ai" sound as in cry, tightrope, tile, and violin (www.edhelper.com/phonics/Vowels3.htm)
o  /o/ sound as in domino, ghost, pillow, and stethoscope (www.edhelper.com/phonics/Vowels4.htm)
o  /u/ sound as in salute, toothbrush, goose, and costume (www.edhelper.com/phonics/Vowels5.htm)
o  a sound as in taxi, anniversary, laboratory, and tackle (www.edhelper.com/phonics/Vowels6.htm)
o  "eh" sound as in elevator, jellyfish, pentagon, and dentist (www.edhelper.com/phonics/Vowels7.htm)
o  /I/ sound as in gift, inflate, spinach, and cereal (www.edhelper.com/phonics/Vowels8.htm)
o  "ah" sound as in camouflage, garage, chop, and binoculars (www.edhelper.com/phonics/Vowels9.htm)
o  "ER" sound as in currency, curtain, and turtle (www.edhelper.com/phonics/Vowels10.htm)
o  "er" sound as in spider, certificate, and beaver (www.edhelper.com/phonics/Vowels11.htm)
o  "aw" sound as in observatory, author, orchard, and baseball (www.edhelper.com/phonics/Vowels12.htm)
o  "oy" sound as in boil, poison, toilet, and annoy (www.edhelper.com/phonics/Vowels13.htm)
o  "ow" sound as in lighthouse, cow, flower, and fountain (www.edhelper.com/phonics/Vowels14.htm)
o  "uw" sound as in pulley, platypus, pull, and football (www.edhelper.com/phonics/Vowels15.htm)
·   phonemic awarenessat-home activities for parents (www.cogcon.com/parents/summeractivities.cfm)
·   EdHelper.com (edhelper.com) - spelling, vocabulary, Language Arts Worksheets, Reading Comprehension , Phonics Section with Printables and Worksheets.
·   Phonologicaland Phonemic Awareness (http://web.archive.org/web/20040824141142/http://www.csu.edu.au/faculty/health/cmhealth/Speech/2001/Lowrie/page2.html) by Jenny Lowrie
·   Specifically related to Childhood Apraxia of Speech
Child apraxia therapyideas (www.mnsu.edu/comdis/kuster2/therapy/apraxiarx.html) gleaned from mailing lists and elsewhere