Floral Border

Exercise and Your Child

Remembering back to one hot spring day years ago, as siblings often do, my first and third son were just at each other; screaming, yelling, possibly trying to pull the other one’s hair out. And I had had enough. The lawn was a mess. It was a beautiful day. I screamed for everyone to go outside and start pulling up every weed that I could see. And three hours later, we had a beautiful lawn and garden. More importantly, my son’s behavior was impeccable for days. He was polite. He sat when appropriate. He was kind. He got along better with everyone. This lasted for about three days. Then everything went back to normal. Sigh. What is it about sweaty and sustained activities that changes these children? There is a plethora of scholarly articles that talk about how various parts of the brain are “rewired” temporarily through exercise. There are probably even more anecdotal stories you will hear about how this person’s life changed when they began to, say, play soccer. While there’s a lot of neurochemistry involved, here’s a simple analogy to understand how learning works with kids, especially those who have ADHD. Imagine you ride a bicycle through dry dirt which is hard and packed solid.  Regardless of how often you ride the same path, you probably won’t make a significant dent.  Now, try riding the same path after it has rained. The ground is wet and muddy. The more you ride in that same path, the deeper the trench you make with your tires. Even when it dries, that trench will still be there for a bit.  After a while, sure, it dries out and you have to start again. But riding over that same area, again and again, over years, creates a deep groove in the ground, and that’s the path your bicycle will naturally want to follow. This is how children learn. And the more they exercise, the more they are able to pick up on appropriate social cues and provide appropriate responses.  By being rewarded, even by the simple fact of feeling good because they aren’t being yelled at, the more likely they are to do that behavior again. These kids need a little more help to understand how they should behave. Exercise helps them read the social cues being thrown out all around them. The more they exercise, the more they are able to read the social cues. The more they practice that behavior, the more reinforced that behavior is. In the long run, children who regularly exercise will not only develop a love for it, but will have the tools to help them relieve and cope with stress.  Ultimately, it is a wonderful way to help them learn how to be able to learn.

Early Signs of Autism

Children are increasingly being diagnosed with Autism Spectrum Disorder (ASD) at higher  rates than previous years.  It can look different at different stages of life.  But what does it  look like preschoolers? Here are some behaviors to look out for.  Remember, if you are concerned, please  seek out an early childhood specialist, such as a psychologist, to get a clear diagnosis. Signs in Language Development
  • Young children are learning to talk. So they remember words, and then forget words. They make up words. This is typical. Some children who are suspected of having ASD have words, and then lose them.  But, they don’t regain those words. They may use language in their own way, such as calling a “cookie” a “coocoo.”  These children are resistant to changing their language.
  • Young children tend to repeat words just for the sake of repeating them. This, too, can be a normal part of language development. Children repeat words, as a way to grasp what the sounds are or how their mouth moves.  But children showing signs of having ASD have no obvious intention for repeating words.  For instance, they might hear someone say a phrase like “Do you want a cookie?” and repeat it over and over again.  They aren’t looking for a cookie; they are just repeating the phrases.
Social Cues Children with ASD often have poor eye contact.  Also, they often don’t respond when their name is called.  Their lack of response is not with a smirk or meant to give silent treatment.  There is simply just no response.  Many of these children also seem very independent. They don’t need your help because they do everything themselves. And when they can’t, they don’t ask for help; they may take your hand and use your finger to point or reach for what they want. At Play Play in early childhood develops at different rates. Some children like to play by themselves. As they get older they may choose to play near other kids, doing different or similar things. Only later do they play together, in a group, towards a common real or imagined goal.
  • Children with ASD tend to play by themselves, their own games, even when most of their other same-aged peers have moved on to a more parallel or cooperative play.
  • They may be interested in parts of a toy, playing with it in ways that are unintended, such as spinning the wheels of a truck over and over again. They may lay on their head, looking at the truck out of the side of their eye.
  • Their toys may have to be laid out in a certain manner, according to their own organizational rules. They may play with their hands or body in ways that other children don’t, such as flapping, rocking, moving their fingers near their eyes.
As with all other diagnoses, if you have concerns, seek out a trained medical professional.  A psychologist, who specializes in early childhood, can help determine what the concerns are, and how best to treat your child. Autism Spectrum Disorder is not the end of childhood, but these children have a much better prognosis if they receive treatment earlier rather than later.
    Records 1 to 2 of 2

Contact
L.I.F.T.

  • 358 Veterans Memorial Hwy
    Suite 12
    Commack, NY 11725
  • 631-656-6055