Tag: Motor Planning

The Importance of Play

Danielle NoriegaLeave a Comment on The Importance of Play

A child’s primary occupation is play.

Children use play to develop strength and coordination, sensory modulation, emotional regulation, and socialization skills that they need to engage with others. They build confidence, relationships, body awareness, and problem-solving skills through play.

Play helps the child understand the properties of the world around them. For example, when a child is “playing tea party,” the child is learning pouring skills that helps them at mealtime. They are learning techniques such as how much pressure they should apply when gripping a cup and how fast or slow to tip the cup to avoid spillage.

Moreover, when “playing tea party,” they learn the social skills of sharing food and conversation with another person.

They are learning problem-solving skills of what to do when the liquid spills out of the cup: self-regulate and find an appropriate solution, such as using a towel to wipe the spill.

They are working on their endurance with their attention skills, by sticking with one activity until completion.

This type of pretend play boosts brain structure and brain function, which sets them up for success now and later in life.

One of the best benefits to play is that it is FUN! It promotes learning, appropriate child development, and overall emotional well-being.

It can take many forms and is unique to each individual. Play can happen by themselves while building blocks, playing on sports team with friends, and pretend playing with a caregiver.

Here is a reminder that yes, play is important because it is productive; it is also important because it is a necessity of life to learn how to navigate this world to the best of our abilities!

References:

https://www.aota.org/About-Occupational-Therapy/Patients-Clients/ChildrenAndYouth/Play.aspx

https://pediatrics.aappublications.org/content/142/3/e20182058

https://pubmed.ncbi.nlm.nih.gov/17200287/

What is Praxis?

Danielle NoriegaLeave a Comment on What is Praxis?

“Praxis” is our ability to think about how to do something we want to do.

Kids use praxis when they are learning something new (which happens every day!). Let’s look at an example: Learning how to climb across the monkey bars at the park.

Praxis involves:

  • Imitation “Can my child move across the monkey bars after I demonstrate it?”
  • Problem-solving “Do they know where to place their feet and hands to maintain their balance?”
  • Sequencing: “Does my child understand the order of the steps:
    • 1) climb up the ladder
    • 2) turn their body around
    • 3) place both hands tightly around the first monkey bar… and so forth?”
  • Timing “Does my child know the optimal time to let go of the monkey bars to move onto the next bar?”
  • Planning “Does my child know to find the momentum to move across the monkey bars efficiently?”

While this may seem instinctual to adults, consider how it must feel to look at the monkey bars for the very first time. There are a lot of steps involved and a lot to consider.

So, “Why does praxis matter?”

Research shows a relationship between praxis and socialization (Smith Roley et al., 2015) and a relationship between praxis and academic outcomes (Parham, 1998).

“Where else do I see praxis in my kids?”

Praxis is in everyday tasks such as:

  • Getting ready for play dates at the park
  • Learning new social games such as “Duck, Duck, Goose”
  • Organizing their room

“How can we improve praxis?”

It varies. In general, consider how well they imitate, problem-solve, sequence, time, and plan the steps in the activities you introduce to them, and adjust the teaching strategy accordingly.

Some fun activities to try include:

  • Origami
  • Simon Says
  • Learning new sports

Have fun, and find that “just right challenge” for your kiddo. Add support as needed and remove support when they are ready. Enjoy!

References

Parham, L. (1998). The relationship of sensory integrative development to achievement in elementary students: Four-year longitudinal patterns. OTJR: Occupation, Participation and Health, 18, 105-127. doi: 10.1177/153944929801800304.

Roley, S. S., Mailloux, Z., Parham, L. D., Schaaf, R. C., Lane, C. J., Cermak, S. (2015). Sensory integration and praxis patterns in children with autism. American Journal of Occupational Therapy, 69(1):6901220010. doi: 10.5014/ajot.2015.012476. PMID: 25553746.