Resources For Families and Educators

Boosting Cognitive Development in Toddlers (age 1-3)

Boosting Cognitive Development in Toddlers (age 1-3) Cognitive Development in Toddlers

MAKE IT FUN

Playful interactive stimulation is vital for cognitive development - a child's ability to think and reason. A child at play is constantly exploring, experimenting, thinking, learning, and solving problems. 

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Year Into What Was Unexpected

Year Into What Was Unexpected Year Into What Was Unexpected

A year ago this time the office doors closed suddenly to seeing patients and families in person. The loom and gloom of this impending virus was felt strongly for 2 weeks prior to March 14, 2020. Trusted colleagues and patients and our practice were becoming increasingly concerned about being in a work space together in close proximity. It was a sense of unabating and rapidly increasing worry that things were not safe and out of control.

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100 Days into a Pandemic and the Process for Children, Teens, and Youth

100 Days into a Pandemic and the Process for Children, Teens, and Youth 100 Days into a Pandemic and the Process for Children, Teens, and Youth

It is just past the first approximately 100 days of the COVID-19 pandemic and life seems like it is coming back toward some steps of “reopening” since New York State was in a state of emergency. In fact, the stay at home orders are due to lift in New York State. We have come far, but this time has felt unforgiving for many.

In looking forward now to whatever the future may hold, there is a lot of uncertainty. Basic rhythyms for children, teens, and youth, like summer jobs, a beginning career, summer camps, vacations, and summer fun are a bit of a blur at the present time. The one thing that is admirable with children of all ages is the spirit of belief that resides at their core. In essence, they can be much more hopeful than we are as adults.

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Optimism in Children and Youth Especially in Times of a Pandemic

Optimism in Children and Youth Especially in Times of a Pandemic Optimism in Children and Youth Especially in Times of a Pandemic

There are many factors that lend to a child feeling well, positive, and hopeful even in the midst of worrisome thoughts. There’s a certain parental style too that helps to raise children who feel embraced, contained, and resilient even in the face of adversity. Children are born into circumstances that can allow or disallow them to experience optimism, yet there are others who even in the hardest of challenges shine hope, optimism, and depth for life that feels good in living it.

The latter are the children who can teach us the most.

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5 Full Weeks Since Schools Closed: Children’s Responses Now

5 Full Weeks Since Schools Closed: Children’s Responses Now Covid-19 and parents, new york

Dear Parents,
The last newsletter that was published for this clinical blog was right at the start of the school/college shut downs that occurred because of this pandemic. The advice was centered on how to speak with children and youth about the pandemic and what to expect in terms of their developmental handling of the information. For the 5th straight week now, all the children in New York and surrounding states have been at home. Whether they are preschoolers, elementary aged students, middle, high school or college students, they faced this great change with initial bravery as they had to.

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Addressing the Risk of COVID-19 in Preschool, Elementary and Secondary Schools While Serving Children with Disabilities

Addressing the Risk of COVID-19 in Preschool, Elementary and Secondary Schools While Serving Children with Disabilities Department of Education

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Children and How Parents Can Respond to the Coronavirus

Children and Covid-19 Children and Covid-19

Sharing some information with children in this trying time is essential, however, that also heavily varies based on the developmental age and stage of the child. A younger child around age 5 or 6 may not need more information besides explanation of the hygiene procedures: “We are trying to keep healthy and need to wash our hands and stay clear of touching our face, nose, and mouth.” Some younger children in this age range have heard of the virus and will ask direct questions about it. Keep the facts simple and try not to over-explain things: “Yes, there is a virus and we need to be careful to stay healthy. That’s why we have to wash our hands more often.” Children under age 5/6 would generally be addressed in the same way if they ask questions.

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Children and Stress

Children and Stress in NYC Children and Stress in NYC

The stress response in children represents an opportunity to teach healthy, adaptive coping strategies. Responding to stress is different than reacting to it. A stress reaction is when a child encounters a combination of internal and external stressors that trigger stressful reactions. The latter is usually automatic and based on habits of the past. A response, such as a mindful one, is a healthy proactive positive approach and alternative to reacting.

In young children this stress reaction can be a "melt down," a tantrum, or emotional dysregulation. In middle school aged or teenage children, it presents as sadness, anger, depression, and certainly anxiety. The automatic habit-based stress reactions are less healthy and we know this from a physiological perspective as studies have proved the effect stress reactions have on the heart, the brain, the circulatory system, pain management, etc.

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1549 Hits

Interventions for Executive Functioning Challenges: Children, Teens, and Young Adults

Interventions for Executive Functioning Challenges: Children, Teens, and Young Adults Interventions for Executive Functioning Challenges: Children, Teens, and Young Adults

Questions often arise in consultations or assessments about strategies and interventions for children and young adults when executive functioning weaknesses are evident. Sometimes these challenges are in isolation, or they very commonly also overlap with other factors like anxiety and learning disorders. Interventions in school settings, such as preferential seating arrangements where both auditory and visual stimuli are optimal are essential. Extended time on tests, usually defined as time and a half on testing, is also a common recommendation as is a separate, quiet testing location either in small group or individually.

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Executive Functions and Attention: A Neuropsychological Assessment Perspective

Executive Functions and Attention: A Neuropsychological Assessment Perspective Executive Functions and Attention: A Neuropsychological Assessment Perspective

Neuropsychological performance can be considered as comprising five domains of functioning: Cognition, Memory & Learning, Verbal Functions, & Visuospatial Functions. Overlap among all 5 aspects should be assumed since the brain is integrated with neural connections across all areas of functioning. The prefrontal cortex (frontal lobes) of the brain houses the executive system. The executive system links up with all the brain systems and regulates them as needed in the service of goal-directed behavior. All cognitive systems are sensitive to frontal lobe pathology and that is why it is referred to as an important overseer of development and functioning in children and young adults.

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2875 Hits