How to Make Homemade Instant Snow

Someone recently told me you can make instant snow by cutting open a disposable diaper and pouring water on it til it turns into a gelatinous, moldable sensory play tool.

What?!

Diaper Snow Cover with TextAs an OT who is always looking for new sensory play ideas, I decided I HAD to try this for myself. Here’s how I did it:

1. Cut open the diaper so you can extract the absorbent pad in the middle. Be delicate with the pad. It’s super fragile and little particles will start to fall off when you move it around.
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2. Place the absorbent pad in a container (such as a plastic toy bin, baking sheet, or large mixing bowl) and slowly add water, poking and prodding the pad as you go to help break it apart. I had to use approximately four cups of water to turn a Size 3 Huggies pad into the appropriate consistency. If you don’t have a long container you could always cut or tear the pad into smaller pieces.IMG_5457 textIMG_5458 text

3. That’s it! Ridiculously simple. 

Check out that texture.
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Encourage sensory exploration, motor planning, and fine motor skills by molding the snow into snowballs or creating sculptures such as snowmen or animals.  IMG_5464 textPractice pre-writing skills by forming shapes, letters, and numbers in the snow. Kids can use their index fingers or can even use a tool such as the non-brush end of a thin paintbrush in order to practice pencil grasp as well.

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And for those little ones who are either reluctant to touch the slushy stuff or who need to practice their scooping skills, give them a tool (learn more here).

IMG_5470 textMake sure your little explorer doesn’t try to eat the fake snow. Though the substance is non-toxic, it doesn’t mean it should be ingested. Your snow will be as cold as the water you make it with. If you want it colder, put it in the fridge or freezer. If you want it slushier, add more water. Throw in a little salt if you (or your child) accidentally made it too slushy; this will help “dry” it out a bit. Create different colors of snow by mixing in some food coloring or Kool-Aid powder.

If you don’t have diapers in your house and don’t want to go out and buy a whole pack, you can purchase name-brand instant snow in many stores or online (click here).

Happy snow play!

*This post contains an affiliate link. 

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Mama OT’s One Year Anniversary Giveaway!

{This giveaway is now closed}

MamaOT.com turns one year old this month!

It has been QUITE the year, filled with fun posts, new bloggie friends, and important real-life lessons learned along the way. I truly believe this blog has made me a better mom and pediatric therapist over the course of the past year. I am more more observant, aware, and passionate about my dual roles than ever before, and I have you, dear readers, to thank for that.

So, in honor of Mama OT’s one year anniversary and as a big THANK YOU! to all of you supporters, I want to give you free stuff! That’s right, Mama OT is offering a special One Year Anniversary Giveaway!

Enter MamaOT.com's giveaway for a chance to win a "Baby Pack" or "Big Kid Pack". Entries valid through 12am Pacific Time on 3/26/13.

You can enter to win ONE of the following giveaway packs (but not both):
1. Baby Pack: for infants to young toddlers
2. Big Kid Pack: for toddlers to preschoolers

Both giveaway packs consist of items that have been mentioned or promoted throughout the first year of Mama OT via blog, Facebook, or Twitter. Some items in each pack are pretty unique, and all are designed to further your child’s development in one way or another. I hope the contents of each giveaway pack will benefit any of you who work with and care for children (parent, therapist, teacher, childcare provider, etc.).

The Baby Pack consists of:
-Plastic Linksfeatured in this blog post
-Rattle OBall: featured in this blog post
-Ring Stacker: featured in this blog post
-Reusable Baby Food Pouch (2-pack): featured in this tweet/Instagram
-Mesh Fresh Food Feeder: featured in this blog post
-Pullover Bib (2-pack): featured in this blog post
Enter MamaOT.com's giveaway for a chance to win a "Baby Pack" or "Big Kid Pack". Entries valid through 12am Pacific Time on 3/26/13.

The Big Kid Pack consists of:
-Gymboree Bubbles with Wand and Tray: featured in this blog post and this one and also this one
-Kiddie Tongs and Colored Poms: featured in this blog post and this tweet/Instagram
-Beads: featured in this blog post and this tweet
-Pipe Cleaners: featured in this blog post and this Facebook post
-Dry Erase Crayons: featured in this tweet/Instagram
-Play Dough (4-pack, also includes play dough scissors, rolling stick, and shape/number stampers): featured in this blog post and this one and also this one
-Scissor Tongs (2-pack): featured in this tweet/Instagram
Enter MamaOT.com's giveaway for a chance to win a "Baby Pack" or "Big Kid Pack". Entries valid through 12am Pacific Time on 3/26/13.

CLICK HERE to enter Mama OT’s One Year Anniversary Giveaway.

Be sure to leave a comment at the bottom of this post stating which giveaway pack you would like to win. And, hey, if you want to say something nice that you like about the blog, that would be okay too!

Mama OT’s One Year Anniversary Giveaway begins at 12:00am PST on Sunday, March 17, 2013 and ends at 12:00am PST on Tuesday, March 26, 2013. So what are you waiting for?! Enter for your chance to win, already!

Pssst, don’t forget to tell your friends to enter so they have a chance to win, too. Spread the love by sharing the link to this blog post (http://wp.me/p2GnLU-Jm) or sharing the Facebook link (http://bit.ly/WrR5HT).

Terms and Conditions: Entrants must be at least 18 years of age, possess a valid mailing address within the contiguous United States, possess a valid email address, and may only enter to win ONE (1) giveaway pack. Note that specific colors and brands of products may vary depending on availability. “Mama OT’s One Year Anniversary Giveaway” begins at 12:00am PST on March 17, 2013 and ends at 12:00am PST on March 26, 2013. Entries are not considered official if entrant has only commented on designated blog post but has not submitted entry via Rafflecopter. Entry is official when it has been submitted via Rafflecopter. Only one (1) winner will be selected. Winner will be contacted by email within 48 hours after the giveaway ends. If winner has not indicated giveaway pack preference by commenting on designated blog post prior to giveaway deadline, winner will receive giveaway pack of MamaOT.com’s choice. Please be responsible — follow manufacturer guidelines for each product and provide appropriate supervision when allowing child to engage with products included in giveaway pack. MamaOT.com is not responsible for any injury (or worse) that may occur as a result of engaging with products included in giveaway pack. If you have any additional questions, feel free to send an email to mamaotblog [at] gmail [dot] com. Thanks, and best of luck!

Don’t forget to leave a comment stating which giveaway pack you’d like to win, then CLICK HERE to enter the official giveaway site.

*This post contains affiliate links.

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What is Therapeutic Listening ®?

This weekend I had the opportunity to further my professional development by obtaining training in a therapeutic program I’ve been wanting to use since before I was a therapist: THERAPEUTIC LISTENING ®.

Answers to basic questions about the Therapeutic Listening program for children who struggle with sensory, attention, social, emotional, or basic regulation issues.

What is Therapeutic Listening ®?
Therapeutic Listening ® is an “evidence-based auditory intervention intended to support individuals who experience challenges with sensory processing dysfunction, listening, attention, and communication.” It’s not a stand-alone program. Therapeutic Listening® (“TL” for short) is one tool that can be used as part of a bigger-picture therapy program based in sensory integration, along with the use of a daily sensory diet (but I like to refer to it as a “sensory lifestyle”).

Basically, kids (or even adults) wear special headphones that play special music which has been “filtered” or modified in order to expose the nervous system to “low sounds” (below 1,000Hz, related to vestibular and postural functions), “mid range sounds” (1,000-4,000Hz, related to key speech sounds), and “high sounds” (›4,000Hz, related to attention, discrimination, and emotional subtleties) at various times throughout the music track. In addition to filtering, the music has also been specially crafted or selected based on the type and number of instruments used (percussion, bass, stringed instruments all affect the nervous system differently) as well as the rhythm (beat, pattern, repetition, tempo), melody, and even the physical space in which the recording was made. Music selections range from nursery songs to nature sounds to classical music to upbeat/pop songs and more.

What does Therapeutic Listening ® do?
Though Therapeutic Listening ® impacts kids’ nervous systems in MANY ways, here are five main highlights of what it does:
1. Influences kids’ extreme patterns of seeking or avoiding movement
2. Influences kids’ understanding and use of their body in space (including motor skills, timing, planning, and coordination)
3. Influences kids’ arousal and activity level so their “Engine” can be “Just Right”
4. Influences kids’ biological rhythms that they may struggle with such as sleep/wake cycles, hunger/fullness, bowel/bladder control, respiration, etc.
5. Influences kids’ ability to use and control their eyes in relation to their head and body

This program uses sound to address functional goals such as improved engagement, social participation, ability to tolerate transitions, communication, learning/academic performance, attention, self-help skills, tolerance for new foods and clothing textures, and even improved handwriting performance. According to the course instructor, most parents report their child’s first responses to TL include changes related to engagement and movement (vestibular: balance, spatial orientation, postural control).

How is the Therapeutic Listening ® Program structured?
In general, children listen to a particular therapist-selected CD for two weeks, at a rate of twice per day for 30 minutes each, with at least three hours in between each listening session. Because Therapeutic Listening ® is a HIGHLY individualized program, it does not follow a cookie-cutter approach. Every child’s plan will be different. Trained therapists use their clinical reasoning to choose and adjust music selections based on the child’s needs/history, the parent’s concerns, and the child’s response to each CD. It is highly dependent on clinical observation and open communication between parents and therapist. Music selections are divided into three categories (Engagement, Interaction, Discrimination) and children are assigned one of three “profiles” in order to guide the therapist in choosing music selections that will best address the child’s needs as they move through one or all three of the categories. Children typically spend a minimum of 12-16 weeks engaging in their individualized program; most will spend even longer depending on their needs and response to each phase of the program.

Who can benefit from doing the Therapeutic Listening ® program?
Everyone! Well…almost. Therapeutic Listening ® should NOT be used with individuals with schizophrenia, auditory-evoked seizures (which are rare), or during active ear infections (prior to 24 hours of antibiotics). It can be used (some with special considerations) for individuals with hearing aides, cochlear implants, Traumatic Brain Injury, Fetal Alcohol Syndrome, children under two, and even premature infants in the NICU (so cool!). As mentioned above, this program is meant to be used as part of a therapy program that utilizes additional sensory integration techniques to address bigger picture needs that influence a child’s ability to function in his or her daily life.

So, yes, kiddos and teens with SPD, Autism/Asperger’s, developmental delays, Down Syndrome, Cerebral Palsy, visual motor/handwriting difficulties, ADD/ADHD, generalized anxiety, social anxiety disorder, difficulties with executive function, and even/especially those with no diagnosis or who don’t qualify for school-based services but clearly have needs affecting their learning or function in their school or everyday environment…all will benefit! After taking this training, I’m even thinking I need a bit of Therapeutic Listening ® intervention for myself! We all have our own issues, right?

What programs can be used in conjunction with Therapeutic Listening ®?
For those of you therapists who are reading this, you can certainly use TL in conjunction with interventions such as the Astronaut Training Program, Core Concepts in Action, Rhythmic Movement Training, Interactive Metronome, The Alert Program/How Does Your Engine Run, ZONES of Regulation, R.O.P.E.S. Program for improved executive function, and even Handwriting Without Tears. Any others I didn’t list that you would recommend?

How do I get started with the Therapeutic Listening ® program?
First you or your child must be under the supervision of a therapist trained in the use of the Therapeutic Listening ® program. Ask your child’s therapy provider about this or find a certified provider on the Therapeutic Listening ®  website by visiting www.vitallinks.net and then clicking Find a Practitioner (or just click here). Once you find a TL provider, discuss whether it would be a good fit for your child and your family. I’ll be honest — it’s a commitment. Two 30-minute sessions a day, seven days a week for at least three to four months? That kind of schedule is not for everyone, and there may be other ways to address your child’s needs and functional goals. Plus, just because it’s not right for you right now doesn’t mean it may not be great at some point in the future.

If you and your child’s therapist decide to begin Therapeutic Listening ®, you may have to purchase some equipment designed specifically to access the therapeutic benefits of the program. As mentioned before, the headphones are specifically designed for use with TL (find online here) and the music selections are customized for the program as well. Music can be played from CDs using a regular portable CD player (secured in a backpack or hip pack), or it can be accessed in the form of a Sansa clip that attaches directly onto the special headphones so you don’t have to worry about dealing with discs. Music should not be burned onto other CDs or compressed into separate MP3 files because it will affect the range of sounds transmitted in music and will compromise the music’s therapeutic effects. Many clinics or therapists may be able to work with families in terms of lending out parts of the program (such as the music) while expecting them to fund some of it themselves (such as buying their own set of headphones and CD player/Sansa clip). Talk with your therapy provider to find out more about their policies regarding this program.

Where can I find more information about Therapeutic Listening ®?
Visit the Vital Links website at www.vitallinks.net. Equipment ordering information can be obtained at www.vitalsounds.com.

If you have any further questions about how the Therapeutic Listening ® program works please leave a comment below, or contact a certified provider in your area (click here) and discuss your specific questions or concerns with him or her.

Happy listening!

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How to Sneak Fine Motor Skills into Gross Motor Play

Welcome to One Thing Thursday, where we share one thing you can do to boost your child’s development!

. . . . .

Parents and teachers often ask me how they can incorporate more fine motor practice into their child’s or student’s day.

Well, try this one thing:
Sneak fine motor practice into their gross motor play!

Many kiddos I work with struggle to sit still, focus, or follow adult-directed tasks, and their fine motor development suffers as a result. That’s why they’re getting OT! Asking them to sit at a table and transfer color-coded clothespins from one paper plate to another for a few minutes? Forget about it! Not gonna work for these movers and wigglers.

When many of my kiddos participate in a gross motor obstacle course at the beginning of their session, I usually make sure to include a fine motor station. This allows me to “chunk” the fine motor activity into smaller pieces in order to facilitate things such as improved attention to task, decreased frustration, and improved overall success with the activity. Plus the other gross motor stuff often serves as a positive reinforcer for them so they know that as soon as they finish their fine motor station (as much as they may hate it), they’ll be able to go do all that fun stuff again! Don’t get me wrong — the ultimate goal is to improve their attention and skill in the fine motor department and eventually get them comfortable and functional working at tabletop. But we’ve gotta meet kids where they’re at if we want to help them move forward. And, hey, we want it to be FUN!!

Don’t forget that fine motor development requires a stable “base”, which means kids need a strong set of abs, back/side muscles, neck muscles, and shoulders to support the development of refined skills in the hands and fingers. So, really, kids are working on the foundations of fine motor development even when they engage in gross motor play. It’s a win-win!

Below is one example of a fine motor/gross motor obstacle course several of my preschool students recently completed during individual school-based sessions.

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The obstacle course included the following stations:
1. Climb up the tall side of the blue blocks
Fine Motor Relation: Upper body/core strength; bonus of working on motor planning for those who struggle with it
2. Swing on trapeze and kick down foam blocks
Fine Motor Relation: Hand, forearm, and shoulder strength to hang; core strength to lift legs and kick; bonus of working on attention, timing, and providing vestibular input while swinging
3. Jump on trampoline
Fine Motor Relation: Core strength; neck strength; shoulder and wrist stability if holding therapist’s hands and bearing weight down into them while jumping; bonus of providing proprioceptive and vestibular input to calm and focus the mover or alert the sluggish child
4. Crawl through tunnel
Fine Motor Relation: Shoulder and wrist stability; neck strength; bonus of working on motor planning and bilateral coordination for those who struggle with it
5. Sit on hippity hop ball while using tongs or kiddie chopsticks to place all poms of one color into bucket (Find 50 ways to play with tongs by clicking here, and one tip for facilitating good grasp on tongs here.)
Fine Motor Relation: Hand and finger strengthening; practicing grasp pattern for crayon, pencil, or scissors; core stability while sitting on ball; bonus of providing vestibular input if bouncing and challenging visual scanning and discrimination to find desired color
6. Re-set foam blocks for trapeze by setting them up so they are lined up evenly spaced next to each other and “sit” just above the little white line (just like letters when they are written on paper)
Fine Motor Relation: Upper body strength to lift blocks; bonus of working on motor planning to raise them up and visual perception to accurately place them next to each other and on the line
*Repeat obstacle course until all colors of poms have been placed in the bucket while using the tongs. This means they get to go around the obstacle course four or five times, depending on how many colors of poms are included. It also provides a natural ending point for the obstacle course and eases the transition for many students because they know it’s “all done” when there are no more poms left. Minimizing tantrums during transitions is always good!

Don’t you wish you got to do this when you were in preschool?!

OC 4OC 2 OC 3Some other good fine motor or pre-writing activities to incorporate into obstacle courses for young ones include lacing beads, pushing puff balls into small holes, placing toothpicks into the small holes of a spice container, operating shape sorters or puzzles with pegs, assembling Mr. Potato Head, or building Mat Man one body part at a time as they go around (see short video of kids building Mat Man by clicking here).

So the next time you think there’s no way you can possibly get your kiddo to work on fine motor skills, or you think you just don’t have time for it, remember this! Squeeze fine motor practice into their gross motor play and you might just be surprised at how effective it is. Let your child be your guide when it comes to the appropriate level of fine motor challenge. Have fun!

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25 Tips for Preventing Injury in Infant Caregivers

25 tips for preventing injury in infant caregivers. Written by a mom who is also an occupational therapist.

Caring for a baby is tough. Really tough. It takes a huge physical toll on the body. And sleep deprivation makes the body even more prone to injury and physical break down. The fact is, preventing injury is a challenge.

If you’re in the trenches of baby care, you know the last thing you need is an injury that could have been avoided through the use of proper ergonomics and body mechanics while caring for the little munchkin.

Since occupational therapists can help people by teaching them principles of ergonomics and energy conservation in order to better perform their daily occupations (you know, all that stuff about using good body position and “lifting from the legs, not the back”?), I thought it might be helpful to address this commonly problematic yet rarely recognized topic as it relates to baby care.

So whether you are a parent, babysitter, nanny, family member, childcare worker, or someone else who cares for babies, we want you to stay healthy! Here are 25 of my top tips (many learned from from experience!) for preventing injury in those who care for infants:

1. Lift from the legs, not the back. Car seat transfers, play time on the floor, diaper changes. Everything. Use your legs. Especially if you’ve recently given birth. They are your back’s best friend.

2. Bend your knees when stooping over to place baby on a lower surface (crib, floor, changing table, etc.). This naturally shifts your weight backward a bit and takes some strain off your back.

3. Use a raised surface for changing baby rather than using the floor. Again, it’s all about saving your back. And many Pack n’ Plays now have changing tables attached to them for your convenience. The safest option is to use something with a safety buckle rather than changing baby on top of a couch or dresser, where he could potentially roll off.

4. Keep your wrists in neutral position when holding baby, rather than using extreme flexion. Notice the way my wrist is bent in the cover photo? Big no no. Over time, those wrists will pay…for some pain pills…or maybe even a splint.

5. Keep your thumb tucked close to your hand when holding baby. This minimizes strain on two major muscles and tendons that control movement of the thumb. Again, notice the terrible thumb position in the cover photo above. Don’t do that. Ever heard of the painful condition called “Mommy Thumb”? I’m sure you have if you’ve ever developed it. It officially goes by a more scientific name (De Quervain Syndrome) and frequently occurs in new moms/caregivers (though females are more likely to develop it simply based on anatomy of their thumb/wrist). It’s basically an overuse injury caused by poor ergonomics that is often treated with a splint, occupational or physical therapy, anti-inflammatory medication and, in severe cases, a cortico-steroid injection or surgery. But let’s avoid all that. Just keep your thumb close to your hand when you carry baby, okay?

6. Keep your back straight when holding baby up to your shoulder, rather than arching back. Less arch = less strain.

7. Keep your hips and body in a straight line when holding baby on your hip, rather than sticking one hip out to the side. Are you catching on that the cover photo pretty much shows you everything NOT to do when holding baby? The more symmetrically you can stand, the better for your body.

8. Carry baby with two hands in a tucked, face out position to minimize strain on your back and arms. It’s amazing how much pressure this takes off your own body. Plus it’s good for baby, too, as it gets her body ready for rolling!

9. Keep heavy items close to your body when carrying them. Car seats, strollers, diaper bags and, oh yeah, the baby! All are heavy, and the farther away they move from your body, the more strain it puts on your back and your joints.

10. Only take what you need when leaving the house. This is a tough one. We want to get everything out to the car in one trip. DON’T DO IT. Your body will thank you. The less weight you carry in one shot, the less likely you are to hold items in an awkward, injury-prone position, and the less likely you are to drop the baby. Kind of important.

11. Take breaks when carrying heavy items. Again, super tough. I get it. You want to get all the groceries in the house or the whole box of toys across the room in one trip. YOU DON’T HAVE TO BE A SUPERHERO! Put it down for a second. Take a break. No need to pull a muscle here. And if you’ve had a C-section and are on lifting restrictions for the first 6+ weeks…FOLLOW THEM! Period.

12. Use a hands-free baby carrier that provides symmetrical support and allows baby to sit above the level of your hips. The keys here are symmetrical support and above the level of your hips. Both are important for preventing injury to your hips and back. Some goods ones that meet this criteria (and are also good for baby) are Moby Wrap, Baby K’tan Carrier, and Ergo Baby Carrier.

13. Use good biomechanics when placing baby in your hands-free baby carrier. Yes, baby carriers are awkward when you first use them. Extra fabric is hanging off your front, you can’t see what you’re doing, and baby is flailing and practically sideways once you try to get him in. So have the carrier strapped on and ready to go, sit down while placing baby in the carrier, keep baby close to your body, sit while placing baby inside, try standing with one leg propped up on a higher surface such as bench or floor of car in order to situate baby, and maybe even insert baby while standing in front of a mirror so you can see what the heck is going on. Keep yourself safe. And don’t drop your baby.

14. Adjust height of handlebar on stroller so it’s at a comfortable level, around the height of your belly button. If the stroller handle is around the height of your belly button, that should put your arms just high enough to push forward without having to hike up your shoulders and overuse the muscles in your neck and upper back.

15. Push stroller with elbows relaxed (not stiff and extended) and wrists in fairly neutral position with thumbs wrapped around handle(s). Wrapping your thumbs around the handles naturally places your wrists in a more neutral position. This makes you less likely to push with the heel of your hand which, with repetition over time, could contribute to painful nerve compression and even the development of carpal tunnel syndrome. And all you wanted was to get out of the house and walk with your baby!

16. Use a nursing support pillow when breastfeeding or bottle feeding baby to minimize strain on back, shoulders, and wrists. Babies eat ALL. THE. TIME. Especially if they’re nursing (like, 45 minutes each feeding, every 3 or so hours). So save your joints and prop yourself. Two good ones are the popular Boppy Pillow and the not-as-well-known-but-very-good My Breast Friend Pillow (terrible name, great product, especially if you’ve had a C-section).

17. Delegate tasks to other family members, including children! Don’t be a supermom (or dad, or whatever you are). Let others help with carrying groceries, lugging the diaper bag, pushing the stroller, or carrying the baby. Conserve your energy and save your joints.

18. Be mindful of how you get baby into and out of the crib. You will face unique challenges depending on your height. But whether you are short or tall, keep baby close to you when placing in the crib, set him down in a side rolling motion (babies are stronger in this position so it’s easier for you), and pick him up in a similar side rolling position. And as an added bonus, this side rolling business is GREAT for preparing babies’ bodies to roll!

19. Minimize kneeling on the floor to change baby. This becomes especially more difficult as baby reaches birthday number one. But avoid it if you can, it’s hard on your back and your knees, even if you have no history of pain.

20. Wrap your arm around baby when holding to the side on your hip, rather than holding with arm under bottom and flexing wrist up. As always, let’s minimize strain on our joints, shall we?

21. Lick your palm and fingers before holding baby on your hip. Seriously. Do it. Much like licking your finger to turn a page in a book, this makes your hands a little more grippy and, let’s be honest, you’ve totally done grosser things for the sake of your baby. Yes, you have.

22. Switch sides you carry the baby on to give the other side a break. This one’s hard. We all naturally tend to carry on the right or left. But try to even things out. Your back, hips, and neck will thank you. Plus it’s also good for helping baby’s neck muscles develop evenly as she looks to both the left or right sides depending on which side you’re holding her.

23. Use a stool to obtain out-of-reach items rather than straining to reach up or standing on the counter. Don’t hurt your back or shoulders. Don’t fall off the counter. And ask for help if you need it.

24. Limit the amount of time you spend sitting on the floor with your back unsupported. It’s easy to just sit on the floor, legs criss-crossed, as you feed the baby, chat with friends, play with baby on the floor, or watch TV. Do your very best to sit in a supportive chair that allows your feet to rest flat on the floor. Or at least lean up against a couch or wall so your back doesn’t wear out. No need to walk like a granny after you’ve been sitting on the floor without any back support.

25. Rest when you can. I know. Yeah, right! But the body repairs itself during rest. Though “rest” can mean taking a nap (which I know is virtually impossible for most of us), it can also mean having some quiet time during the day or conserving energy simply by the way your hold or tend to the baby.

Please take care of yourself! I hope these tips will help keep you healthy and prevent injury as you care for the sweet, growing baby in your life.

*Some links in this post are affiliate links. This means if you click and wind up buying something through that link, you’ll not only get a great product, you’ll also help this mama pay the bills!

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An Appreciation of Occupational Therapists {Guest Post}

Please join me in welcoming Melissa Castino Reid as MamaOT’s newest guest blogger. When Melissa first shared her daughter Rachel’s story with me several months ago, I was moved beyond words. I signed up to join her “Bus of Hope” and have been following their journey ever since. I hope her story, struggle, and triumph will inspire, inform, and move you the way it has me.

. . . . .

In the summer of 2011, my beautiful, healthy daughter, Rachel, suffered a pair of strokes thanks to E. Coli at the tender age of four and a half. In order to walk, talk, and recapture her gross and fine motor skills once more, rehabilitation therapy has been a part of our new normal. In our journey as a family, a few things are quite clear: the parents and therapists are advocates, and we must work together actively and honestly if we hope to see our patient thrive and achieve comprehensive progress.

After the strokes hit, and Rachel’s condition stabilized, we moved from Children’s Hospital to Gillette Rehabilitation Center, located inside Regions Hospital in St. Paul, MN. I had never witnessed therapists first hand. They can be a unique brand of ingenuity, intellect, and inspiration. And most therapists who work with children know that fun has to be central to what is done in the sessions. I have a deep respect for Rachel’s main occupational therapists Lisa, Karen, and Leah. They have been powerfully instrumental in aiding Rachel in her recovery process.

The strokes left tremendous tone (spasticity) in both arms. I had no notion of what we had to do to get my daughter’s arms and hands working again. I’m sure I thought that a simple surgery would “make it all better.” Instead, I met Rachel’s first occupational therapist, Lisa, within the first week of living at Gillette. With her wide smile, blond hair, and twinkling eyes, she wanted Rachel to do one thing: push a button. That’s all. She accomplished this goal in about a month. Lisa also helped Rachel work on trunk control as she got her to lean on a bench, getting her hands to open and close as she played with shaving cream. From the start, all the therapists noted how hard Rachel worked, but like everything, she had good days and bad.

Stroke or traumatic brain injury recovery is laborious for the patient, but it’s not exactly easy for the family either. I always remember the joy I felt when I watched Rachel attain a goal, but I also won’t soon forget the fear that welled up inside if I didn’t see progress. One day, Rachel wasn’t pushing that button at all, and I had to step away and find a corner of the gym to let the tears fall. Lisa watched me walk away, carried on with Rachel as if nothing was wrong, and smiled at both of us with encouragement. I just wanted my healthy kid back so badly.

Lisa comforted me when the session was over. She and other therapists made it clear to me that I couldn’t measure success in increments of days. I had to widen the length to weeks, if not months. As a parent, standing at the bottom of grief’s mountain, I surely didn’t want to accept this. It meant that I had to be more patient than I already was. Guess what? My patience was shaky after nearly losing her.

But I needed these therapists on my side, so I listened to every word they said, sometimes smiling, sometimes crying. Another occupational therapist, Karen, was listening to my take on Rachel’s recovery, as I was learning how to gauge success, and she told me another thing I didn’t want to consider at the time: take pictures. My daughter’s face was so vacant since the strokes, so taking pictures was the last thing on my list. But over time, my cell phone camera captured the light returning in her eyes, ever slowly. With these pictures, I now have a way of measuring how much progress Rachel has made, trading shade for sunlit possibilities for my girl’s future.

After spending four months living inside a hospital, we left Gillette Rehabilitation Center in October of 2011. At that point in her recovery, her legs were moving just a bit, she verbalized here and there, but no words, and both her arms were tight and spastic, with her hands quite fisted. We were discharged to Gillette’s outpatient clinic in Minnetonka, and the slow recovery continued. Enter Leah, our new OT gal.

Leah was new on the scene, recently hired on. With her thin frame, long brown hair, and almond eyes, she is very comfortable in her surroundings for such a newbie. And while she’s young, I must confess she’s wiser than most her age. She took on Rachel with all her knowledge, all her curiosity, and all her Midwestern heart. We started where Lisa and Karen left off, helping Rachel to learn how to move the arms and hands to perform tasks. I shall never forget a moment with Leah early on where I was flexing my newly-formed advocate muscles.

We were talking about goals for Rachel, and at the beginning of our transition to Minnetonka, I was sensing this hesitation to push my daughter. In retrospect, all the therapists were probably trying to plot out a plan of action as they sized up their newest kiddo. So Leah asked me questions about specifics, and I think I was getting a little impatient because I was spitting out my answers.

“So what is your hope with this therapy? What do you expect?” Leah asked, looking at me directly.

“I expect a full recovery,” I said, with my palms up. “Yeah, a full recovery.” The silence after only punctuated the pull of war between us. I’m a hopeful parent; she’s a well-schooled, new employee, navigating the uncertain waters of this patient’s future. Who’s right? Who’s wrong? Or isn’t that what this is about?

After that conversation, all the therapists seemed to fall into sync, and Rachel’s recovery continued to take root in the new locale. Did that happen because I spoke truthfully and clearly what I wanted? Maybe. Or was this falling-into-rhythm thing going to happen in any case? Perhaps.

As parents of kids who require therapy, we must be clear in our expectations without being overbearing. And I’ve learned that therapists and parents must be honest about what we see in the present and the future. I’m sure that Leah swallows hard when I say to her, “I want Rachel to play baseball again with me,” smiling still as she taps it into her laptop. I have learned to be (more) patient, but I also never stop asking questions, halting a conversation with my raised hand, asking for clarity. As a result, I am able to create goals with their knowledge in my head, using it as a guide.

Currently, the left arm is almost fully functional. For now, the goal in occupational therapy is to put the left hand to work while engaging the (spastic) right hand whenever possible. For example, we are getting Rachel to use the left hand to hold and make marks with crayons and markers, feed herself with forks and spoons, and navigate her speech tablet. We ask Rachel to stretch out the right arm multiple times throughout the day. I (or my mom or my husband) often reach for her right hand and extend it fully, holding it for five to ten seconds. Sometimes, I will crank it like it is a well, asking if water will come out of her armpits. This gets a big laugh.

Another thing I’ve done is gone back to playing board games with Rachel. I had trouble with doing it at first. Again, I wanted the full, healthy girl to move her own game pieces, but she isn’t quite ready to do this yet. One of the therapists along the way suggested that I move the game pieces for her, still playing the game. I wonder if I wallowed in my sadness too long, sometimes, but then I just look at Rachel and say, “Wanna play Candy Land?” A big smile spreads across her face like a bursting sunrise. Lately, she is able to pick out her own game piece and place it at the start of the game. She can point at the gumdrop and candy cane on the board. All of this points to progress.

As we begin the new year, I can’t help but dream about the warmth of summer, picnics with Rachel, and a game of catch with a whiffle ball. Better yet, I can’t wait to go on walks, holding her hand as we stroll. My dreams may not come true as soon as I want them to, but therapists like Lisa, Karen, and Leah have taught me the virtues of patience and new measurements of progress.

If Rachel continues on this path with our help as parents and therapists, I believe a full recovery is possible.

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"An Appreciation of Occupational Therapists". One mother's perspective on OT after her four-year-old daughter suffered two strokes and has been working hard toward recovery ever since. Melissa Castino Reid is a community college English teacher, mother, wife, and writer. She has written for the Star Tribune, Pioneer Press, Minnesota English Journal, and Hearing Magazine. She keeps an online journal about her daughter’s recovery from stroke called the Bus of Hope. In her spare time, she loves to read, spend time with family, and go for walks. Her new addiction is running and sugar free Red Bull. If you would like to read more about Rachel’s recovery, read Melissa’s blog at www.busofhope.org or send her an email at mcastino@hotmail.com and ask to be placed on the Bus of Hope. 

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4 ways to get babies moving

Babies need to move just like grown-ups do. The only problem is, they can’t. Sure, newborns can wiggle. And, yeah, pre-crawlers can roll. But it’s not the same as big time movement through space.

Did you know that a baby’s movement sense (called the vestibular system) lives in the inner ear and is developed by the end of the FIRST trimester of pregnancy? So before mama has even said good-bye to morning sickness, baby has said hello to the sense of movement. So cool!

That being said, babies are primed for movement the moment they are born! Ever noticed how happy and/or calm babies often become when they are carried, bounced, or swung? And the more comfortable they can become with being moved through various positions and directions in space at a young age, the more likely they will be to “integrate” those movement experiences in the brain so they can apply that information to later sensory and motor development.

So how do you help babies move before they are able to move and crawl on their own? Here are four ideas:

4 ways to get babies moving1) Wear your baby. Often touted for its ability to promote bonding with parents and free up a grown-up’s hands, wearing your baby in a sling or baby carrier also provides baby with lots of opportunity to experience the natural movement and rhythm of everyday life: walking, sitting, stopping, etc. Some baby carriers that are okay for baby’s body include over-the-shoulder slings, Moby Wrap, K’tan Baby Carrier, and Ergo Baby Carrier.

4 ways to get babies moving2) Play with your baby on an exercise ball. Pre-crawlers are fully capable of enjoying movement provided on an exercise ball! Not sure what I’m talking about? Exercise balls are a great way to introduce tummy time, especially for the baby who despises it (find out how by clicking here), and they are also a fun way to give baby the chance to bounce, rock, and roll back and forth. Not sure how to play with baby on an exercise ball? No worries, check out my post, “How to Play with Your Baby on an Exercise Ball“, and be sure to watch the video demonstration!

3) Dance with your baby. Turn on some music or simply hold your baby and waltz or spin around your house. Try holding baby in different positions such as airplane, cuddle out, or side lying (pictured below). Bounce, move, and spin while holding your baby and then FREEZE! every 30 seconds or so to give baby’s vestibular system and brain and chance to process all that movement and then “reset” in order to get ready for the next set of dance moves. Dancing with baby is actually one of my top 10 tips to help baby learn to roll! Check out all 10 tips for helping babies learn to roll by clicking here.
4 ways to get babies moving4 ways to get babies moving 4 ways to get babies moving


4 ways to get babies moving4. Let your baby bounce himself.
As a pediatric OT, I tend to shy away from recommending baby equipment such as swings, saucers, and jumpers because they can impede babies’ development by restricting their movement opportunities or placing their joints in compromising positions. However, I tend to be okay making exceptions when it comes to baby bouncers such as the one pictured to the right. The reasons I’m okay with them are 1) baby is the one who initiates the movement (as opposed to a mechanical swing) and, thus, is able to control and “integrate” the movement experience, and 2) these bouncers don’t necessarily place baby in a compromising position. Try not to let baby spend more than about 10 minutes at time in these bouncers, and check baby’s head to make sure a flat spot isn’t forming on either side from spending too much time with the head turned one direction while bouncing. If you notice a flat spot, mention it to the pediatrician at the next visit and be sure to encourage baby to spend time with his head turned both directions when in the bouncer and when spending time on his back. When used appropriately, baby bouncers such as these can be a great way to give those active babies (and you know who they are!) a chance to move their little bodies as they kick, bounce, and coo in delight!

Any other suggestions for ways to get babies moving?

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Why Kids Should Play with Baby Dolls (YES, even BOYS!)

This post has been written in collaboration with pediatric speech-language pathologist Katie Yeh (PlayingWithWords365) and clinical psychologist Laura Hutchison (PlayDrMom). Thank you for your wonderful contribution, ladies! 

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The baby doll is such a fantastic toy that we hope ALL children (Yes, even BOYS!) will have the opportunity to own and play with during the toddler years. This is because baby dolls are packed with potential for teaching children about themselves and the world around them. Let’s take a look!

baby dolls

Cognitive, Fine Motor, & Self-Help Skills

Baby dolls offer kids lots of opportunities for developing their cognitive, fine motor, and self-help skills. Kids often find it easier to practice these skills on someone (or something) else before they can apply them to themselves. And because boys often develop some of their fine motor and self-dressing skills later than girls, it’s important for them to be exposed to more opportunities for practice. For example:

  • Dramatizing using a doll: Around two to three years old, children typically begin to act as if their doll can see and interact with them. They may link several actions with the doll in sequence such as feeding the doll, bathing the doll, and then putting the doll to bed. This sort of pretend play is a hugely important part of their cognitive development.
  • Removing clothes: Though some clothing items are easier to remove than others (like those baby socks that never stay on their little feet!), kids often benefit from trying it out on a doll before doing so for themselves. Taking clothing off is usually mastered before putting it on and includes removing items such as hat, socks (pulling from the top rather than pulling on the toes), shoes, shirt, using a pincer grasp to unzip, pulling down pants, and unbuttoning large buttons.
  • Putting on clothes: Getting clothes on can be tough and is typically MUCH easier when first practiced on a doll. Some common clothing items kids can practice on dolls and themselves include placing a hat on their head, zipping with some assistance, putting shoes on, pulling pants up, putting on a shirt, and buttoning large buttons.
  • Using both hands in midline: This skill is expected to emerge around a year and a half and tends to coincide with the development of skills such as zipping/unzipping or holding the doll while pretending to feed it.
  • Feeding: As children’s pretend play skills develop, so do their self-feeding skills! Playing with a baby doll gives them the opportunity to practice appropriately holding and using feeding items such as spoons, bottles, cups, forks, bowls, etc.
  • Bathing: Kids can practice giving their doll a bath (with pretend water if the doll is not allowed to get wet)! This is great for practicing sequencing skills (first fill up the tub, then put on shampoo, then rinse hair, etc.). I have also used dolls in therapy to help kids move past their fear of bathing by having them help me give the doll a pretend bath using all the necessary supplies (so they get used to the sensory experience from the water, shampoo, etc. and can have more control over the experience). We talk about the supplies needed and the steps taken during bath time, and then they can narrate the steps and comfort the doll during “bath time” while playing out a simple or elaborate pretend narrative. (A plastic Potato Head also works great for this experience.) Parents have been so proud when their child eventually agrees to get in the bath after practicing with the doll for weeks on end!
  • Grooming & Hygiene: Dolls provide the perfect opportunity for practicing grooming and hygiene skills such as brushing hair, brushing teeth, and washing hands.
  • Potty training: While I don’t have a lot of experience on this front (yet!), a child with an active imagination can really benefit from using a doll to help with potty training. While skills such as indicating discomfort over soiled pants and sitting on a potty chair with assistance are skills a child must develop in him or herself, they can be played out on the doll either by the caregiver or the child him/herself. For example: “Uh oh! Baby has a wet diaper! He feels yucky”, or “Okay, Baby, time to sit on the potty!”

Speech-Language Skills

The baby doll is a toy that can really help open up and expand a child’s pretend play. Children learn a lot of language through their play and play offers them opportunities to use and practice their speech and language skills. Let’s look at just some of the language concepts that a baby doll can help teach and support:

  • Body Parts: Dolls are FANTASTIC for teaching various body parts: eyes, nose, mouth, ears, hands, fingers, tummy, feet, toes, knees, elbows, etc. Yes, you can teach these without a baby doll but providing another opportunity to practice labeling this vocabulary helps to generalize the vocabulary to other people. It helps to teach children that “nose” not only refers to the thing on their own face but to all faces.
  • Clothing Labels: Using the doll and its clothes, you can teach the names of clothing items like shirts, pants, shoes, socks, jammies, etc. Putting on and taking off the clothes also works on fine motor skills!
  • Basic Concepts: Use baby with other baby toys (bed, blankets) to teach some basic concepts like: prepositions (baby in the bed, baby under the blanket), colors, and size concepts (using different sized dolls).
  • Verbs/Feelings: Use the baby with some other baby toys (bed, bottle, clothes) to teach verbs/feelings/etc. like: eat, drink, sleep, sit, stand, hungry, sleepy, thirsty, and more. For example: “Is the baby hungry? We should give him something to eat!”
  • Answering “wh” questions: You can ask your child an array of questions to work on his understanding of these words while he plays. “Where is baby?” “Where is baby’s nose/fingers/belly button?” “What does the baby want to eat?” “Why is the baby crying?”
  • Social/pragmatic skills: Baby dolls can be a great tool to use to help teach appropriate social/pragmatic skills. Children can take turns playing with different dolls, and they can practice using language to ask questions about the dolls and what they are doing.

Social-Emotional Skills

Children use play to understand their world. Doll play helps children:

  • practice nurturing and caring (socio-emotional)
  • re-enact interactions with their own caregivers, family, and friends (cognitive reframing)
  • prepare for a sibling (rehearsal)

Regardless of a child’s gender, these skills are all valuable life lessons. In carrying, holding, feeding, and rocking a baby doll, children are practicing being loving to others. They may be modeling how they remember being taken care of as a baby, or how they see adults in their world caring for children. Just as children copy parents talking on the phone, working in the kitchen, vacuuming, etc., doll play is no different. It is children’s way to understand and begin to make the world their own by practicing these everyday events.

Doll play is also a way for children to re-enact things that have happened in their lives. Doing so allows them to increase their understanding of the events. They can also take on the opposite role, which allows them to see things from another’s perspective (SUCH an important skill to acquire!). Many times children will enjoy taking on the adult role in order for them to feel a sense of control and power. This makes complete sense because children have very little control over their world (for some necessary and good reasons). Giving a child the chance to have some power and control in play allows them to give it a try in a safe way.

Playing with baby dolls is also a wonderful way for young children to prepare for the birth of a sibling. Parents can model ways to appropriately touch and care for an infant which can give the sib-to-be a taste of what they can expect. Also, once the baby arrives, the new big-sib can care for their own baby doll right alongside mom and dad. This can be particularly helpful since it is quite normal (for obvious reasons) for the older sibling to not get as much attention once the baby arrives. Being able to have their own activity – but still feel connected to the parent(s) and family – can help a child ease into having an additional member in the family.

Some children will prefer to play out these same scenarios with other stuffed toys or miniatures because they feel better connected to them or they need the play to be more removed (less real to the actual situation) than playing with baby dolls. I’m mentioning this because I don’t want parents/caregivers to think that just because a child doesn’t play with baby dolls they can’t learn and practice these skills. But I do believe that baby dolls offer children something unique that other toys just can’t do.

Check out this inspiring post about one mom’s quest to teach her three young boys how to someday care for a baby by modeling it with their dolls. Seriously, this post is amazing…you may need tissues.

We hope you have enjoyed our take on how you can use baby dolls to promote kids’ development! How have your kids benefited from playing with dolls? We’d love to hear your story!

About the Authors:

Christie is a mama to one precious kiddo (15 months) and an occupational therapist to many. Her blog, Mama OT, is a place where she shares helpful tibdbits learned from life as both a mom and a pediatric OT. Follow her on FacebookPinterest, and Twitter for more tips on how to promote your child’s development and help them have fun along the way!

Katie is a a mom to two little ones (E, almost 4, & Ev, 21 months) and a licensed, credentialed pediatric speech-language pathologist (when she finds the time). She blogs at Playing With Words 365, sharing information about speech & language development, intervention strategies, therapy ideas & tips, and even a little about her family and their life too. Follow along on Facebook or Pinterest for more speech-language ideas and tips.

Laura is a mother of two and a clinical psychologist specializing in children and play therapy. Her blog, PlayDrMom, is dedicated to promoting the importance of play and strengthening relationships with children. Follow her on Pinterest and Facebook for even more tips on parenting and playing.


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Use play dough as boundaries for cutting {Photo Friday}

Welcome to Photo Friday, a place where I share photos of therapeutic tools and ideas that can help boost your child’s development. Please give me feedback on my ideas — I love hearing how they go over with other kids!

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cutting

For kids who have a hard time cutting anywhere near a line, try using play dough as a “road” for them to cut on. I used this on-the-fly earlier this week for a kiddo who has no concept of paying attention to lines when cutting, but he was able to follow directions to “keep your scissors on the road!”

Have them help you roll out the play dough and press it on the paper with their pointer finger…it sticks really well! (Wikki Stix work also, but not everyone has them just lying around and they don’t stick to paper quite as well.) You can adjust the width of the road to increase or decrease the challenge, and you can of course make any shape you want them to practice cutting. For more concrete guidance, try drawing the boundaries on the paper with marker so they have some guidance as to where to place the play dough in order to make their road. The more angles and curves, the trickier. You can also draw a thick line for them to keep their scissors on in the middle of the road. Try it out!

If you have more financial resources and prep time, you can also use glitter glue, puff paint, or craft foam to give kids physical boundaries for cutting. Find out how by clicking here.

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Develop Fine Motor Skills with Toothpicks {Photo Friday}

Welcome to Photo Friday, a place where I share a photo or two of therapeutic tools and ideas that can help boost your child’s development. Please give me feedback on my ideas — I love hearing how they go over with other kids!

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fine motor

If you have a child who struggles with developing an appropriate pencil grasp or fine motor skills in general, try playing with toothpicks. In this photo, the child who struggles with fine motor strength, grasp, and hand dominance had to unscrew the cap of the cinnamon bottle (bilateral skills to hold the bottle with one hand, unscrew with the emerging dominant hand) and then problem solve how to get them out. She then pushed the toothpicks into the play dough to make a porcupine (took a lot of strength). Then later she pulled them out (also took quite a bit of strength) and placed them one by one into the tiny holes of the cinnamon bottle while stabilizing the bottle with her other hand.

This is a simple task packed with therapeutic value and is great for the child who still holds the crayon/pencil with their whole fist or who has not yet established a hand dominance. Find more fun ways to play with toothpicks by checking out this Top 10 list from Embrace Your Chaos.

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