Studio3Music Blog

Posts Tagged ‘vestibular system’

Apr
19

I found my hands. Let’s play some games!

Posted in Child Development, Games for Babies, parenting, Things to do

Classic "Airplane Baby"

4 to 6 months
One of the biggest changes that will occur during these months is that the parts of your baby’s brain that coordinate sight and touch are now integrating the incoming sensory information. This enables your baby to figure out where her hands are in space (thanks to the proprioceptive system), and make them do what she wants.

With the beginnings of depth-perception, this sight/touch sensory integration means he can reach for an object and pick it up. By about 6 months, he is also able to rotate his wrists, and thus manipulate objects.

What to watch for:  These are the signs that your baby’s brain is organizing sensory input exactly as it should.

  1. Banging objects and toys. (Against the floor, or two objects together.)
  2. Spontaneous bringing together in a clapping motion of her hands in front of her body. This is the first sign of coordination between both sides of her body. To assist in this developmental milestone, you can play clapping games with your baby even before she can play them by herself.

Ram Sam Sam is a children’s song that originated in Morocco, and was a favorite clapping game of my children when they were infants and toddlers, especially on the changing table. You can listen to the song here, 2-22 A Ram Sam Sam and download it directly at play.kindermusik.com.

A ram sam sam, a ram sam sam (clap your baby’s hands or feet together as you sing)
Guli guli guli guli guli (roll your baby’s hands or bicycle his legs)
ram sam sam (clap your baby’s hands or feet together as you sing)
A ram sam sam, a ram sam sam (clap your baby’s hands or feet together as you sing)
Guli guli guli guli guli (roll your baby’s hands or bicycle his legs)
ram sam sam (clap your baby’s hands or feet together as you sing)
A ra-vi, a ra-vi (lift your baby’s arms over his head, or fold his legs up toward his head)
Guli guli guli guli guli (roll your baby’s hands or bicycle his legs)
ram sam sam (clap your baby’s hands or feet together as you sing)
A ra-vi, a ra-vi (lift your baby’s arms over his head, or fold his legs up toward his head)
Guli guli guli guli guli (roll your baby’s hands or bicycle his legs)
ram sam sam (clap your baby’s hands or feet together as you sing)

Touch Me
As babies begin to coordinate sight and touch, they delight in “touching” games. Here’s a fun naming game to play. (And yes, babies can begin to learn body part labels, even if they can’t yet speak the words!) I found many versions of the lyrics brought to the US by immigrants from all over Europe. Many people commented that this was a beloved touch game played with grandparents, even at 4 or 5 years of age. Here are a couple  of versions:

Here is where the coachman sits (touch baby’s forehead)
Here is where he cracks his whip (touch bridge of nose)
Eye winker (touch or circle one eye)
Tom tinker (touch or circle the other eye)
Nose breather (touch nose)
Mouth eater (touch mouth)
Chin chopper (touch chin)
Gully, gully, gully (tickle under chin)

Here sits the Lord Mayor (touch baby’s forehead)
Here sits his two men (touch eyes)
Here sits the rooster (touch cheek)
Here sits the hen (touch other cheek)
Here sits the chickens (touch nose)
Here they run in (touch mouth)
Chin-chopper, chin-chopper,
Chin-chopper, chin! (tickle under chin)

Airplane Baby
At about 6 months, a baby on his tummy really feels the pull of gravity, which gives baby a strong desire to lift up his head, neck, upper back, arms and legs all at the same time, resulting in the classic “airplane” position.

Babies at this age want and need to have their vestibular systems stimulated by rocking, swooshing, twirling, swinging and other similar movements.  One word of caution – every person (grownups, too!) has a level of moment they can tolerate, and it’s different for everyone. If your baby begins to cry during a moving game, this means that the play has become too rough or wild for your baby’s vestibular system to handle, and the level of play is actually causing her brain to disorganize.

Hold your baby firmly around her body, tummy down, in a horizontal position. Take off! Fly your baby around the room, swooshing, dipping, spinning, rolling, starting, stopping as it pleases your baby. Be sure to make airplane sounds! If you would like some musical inspiration, download  Run and Jump/Soaring from play.kindermusik.com.

As your baby turns into a toddler and preschooler, lie on your back on the floor and bend your knees with your feet off the floor. Have your child place his tummy against the bottoms of your feet. Hold onto your child’s hands. Lift your child up towards the ceiling as you raise your feet and fly!

-posted by Miss Analiisa, whose 9 year old Rob would love to still play airplane on her feet, but at 86 pounds, would likely crush the lift-off mechanism.

Earlier related blogs:
Organizing your brain. By the age of 7.
Baby’s Busy First Month
Two and Three Months: From head to hands

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May
3

What is Sensory Processing?

Posted in Child Development

In the midst of the Kindermusik Spring, Summer, Fall planning and registration, web-site updating, and TWO weeks of various children in my house with 104 to 105 degree temps, I’ve fallen off the blogging radar.

But, it’s relatively quiet today, so I’m going to begin again. I’ve been wanting to blog about my personal experiences with my sensory-child, but every time I sit down to do so, it produces such a hurt in my heart (thinking of all we’ve been through), that it’s just plain hard to start. However, a recent blog by one of my friends has re-inspired me, so I shall wipe away my tears and just do it.

I thought it would be good to start with a simple explanation of what Sensory Processing (sometimes called Sensory Integration) is.

Sensory Integration is the process where all the parts of your nervous system take in the information detected by your senses (sight, touch, hearing, taste, smell, proprioceptive and vestibular) and organize that information for your use.

When this process happens smoothly, you can climb a ladder, eat a piece of pie, build with blocks, interact well with other people or do a forward roll. (Maybe NOT at the same time, though!) This leads you to be happy, well-adjusted and secure.

Sensory integration is an unconscious process of the brain – we don’t think about it happening. Learning and behavior are the visible aspects of sensory integration. Reading, writing, and math require a great deal of sensory integration, and make very complex demands on the brain. If sensory integration is working well, children learn as we intend them to, and the process of learning is very satisfying to them. (There are other reasons for learning difficulties as well, but good sensory integration is necessary).

All children need sensory input and experiences in order to grow and learn. Sensations are “food for the brain”. They provide the knowledge needed to direct the body and mind.

Behavior problems such as inability to cope with stress or change, negative self-concept, fussiness or not enjoying play with other children or family members can be a result of poor sensory integration. Physical symptoms of poor sensory integration include: hyperactivity (sometime misdiagnosed as ADHD), distractability, poor coordination and muscle tone. Speech and language depends on many sensory integrative processes, so delays in speech and language or articulation problems are often indicators of sensory integration problems.

Research by the Sensory Processing Disorder Foundation indicates that 1 in every 6 children experiences symptoms of Sensory Processing Disorder that are significant enough to affect their ability to participate fully in everyday life.

If you see yourself or your child in these “symptoms”, please don’t panic! Only an Occupational Therapist or like trained professional can properly diagnose Sensory Processing Disorder. And, as Rob’s OT explained to me, everyone is somewhere on the sensory scale. Everyone, at some point, has difficultly processing sensations. Perhaps you don’t like the sound of a shovel scraping against a rock? You don’t like the feel of scratchy clothing tags against your skin? The auditory and physical sensations of taking the cotton out of a vitamin bottle?

-posted by Miss Analiisa, who promises to begin at the start of her journey’s story a bit later this week.

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Jun
19

Moving Right Along – The Proprioceptive System

Posted in Child Development

children-stairsEverything we do is about movement. Without movement, we couldn’t express our feelings, take care of ourselves, have relationships, or go anywhere. Can you sit absolutely still? If you are still reading this, your eyes are moving.

Much of our movement is affected by the proprioceptive system. The proprioceptive system works in partnership with our vestibular system (head movement and gravity). Proprioception is the unconscious sensation of movement in the muscles, joints, ligaments and tendons in our bodies. Input from this system tells us when and how our muscles are contracting or stretching, and when and how our joints are bending, extending or being compressed.  These sensations occur when we are moving and when we are still.

I’ll bet you never think about it. For most of us, we rarely notice the sensations of muscles and joints unless we deliberately pay attention. That is as it should be. Proprioception provides the “connection” between the brain and muscles, and produces smooth and controlled movements. 

If the proprioceptive sense is not working well, a child will find it difficult to move with smooth and coordinated movements. He might have a difficult time going up and down stairs with ease. She’ll make a movement too “hard” or too “soft”. He will have difficulty with both gross and fine motor tasks such as riding a bike, writing, walking, crawling, buttoning a shirt, screwing a lid on a jar or playing sports. These children usually have a lot of trouble doing something when they cannot see it with their eyes.

The proprioceptive system also assists in organizing the body and in “motor planning” – a person’s ability to think through, (plan) and then physically carry out a task. How to climb up on the counter to reach something. How to get from point A to point B with an obstacle in the middle. How to tie shoes; how to skip or gallop.

Most of the time, “motor planning” to learn new tasks occurs naturally, and when a child has performed the task so many times it becomes automatic, the task has become a skill, and planning is no longer required. (Adults motor plan, too – think about rock climbing.)

As parents, we can help our children with motor planning. You already do it. Think about how you talk your children through swinging a bat, or throwing a ball.

Here are some ways to stimulate your child’s proprioceptive system:
• Activities that involve: climbing over, under, through or around
• Activities that involve imitation, such as Follow the Leader
• Games that involve simple verbal directions to plan actions, like Simon Says
• Hugging!
• Rolling over
• Balancing on one foot or kicking alternate feet
• Lots of variation in types of body movement – stomping, twisting, swaying, swinging
• Vacuuming
• Piggy back or horsey rides
• Jumping on a trampoline
• Bean bag chairs
• Rolling your child up in a blanket (Like a pig-in-a-blanket!)
• Wheel barrow walks
• Tug of war

-posted by Miss Analiisa, who has a HUGE appreciation for the proprioceptive system, having had a child with motor planning difficulties.

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May
23

Peek-A-Boo and I Love You: Object Permanence

Posted in Child Development

I’m continually amazed at parental instinct.  Quite unconsciously, we often behave in ways that concur with healthy development of our children.  Picture a daddy tossing his little baby up in the air and catching her to the sound of her utterly joyful giggles.  This mother-frightening behavior is actually very helpful in developing baby’s vestibular system.  The inner ear stimulation contributes to the baby’s overall sense of balance and orientation! 

peek-a-boo1And so it is with many other parent-child activities including Peek-A-Boo.  Babies love this classic game because of the concept of object permanence!  When baby is under 4 months of age, he does not have the cognitive ability to hold an image in his mind.  So when something leaves his visual field, “Poof!” it’s gone.

When the area of the brain associated with object permanence begins to develop between 4 and 8 months of age, parents and babies naturally play Peek-A-Boo.  Baby finds great delight in how objects or faces seem to magically appear and disappear.  And she loves to participate in the wonder by moving mom or dad’s hands away from their face, or by pushing a button and making a clown pop up, or opening a door and seeing a picture of a ball appear out of thin air! With great delight, she’ll open that door over and over again.

At about 8 months, babies have usually achieved the cognitive development of object permanence.  So when his binky or bottle or a toy disappears, he will look for it.  He knows it still exists and is somewhere else. 

Interestingly, now that baby knows there’s always going to be a clown face behind the door, it’s not nearly as fun to open and shut it as when she felt she could make it appear.  She’ll toss her once beloved toy aside and set out to find something new in her world.  She’s driven to explore the next frontier; to climb and pull up to see and touch all the “permanent objects” out there. 

And her parents will be right alongside, instinctively offering her two fingers to grab and hold onto as she reaches toward her next developmental milestone: walking upright.

-posted by Donna Mershon Detweiler who would love to hear if you have a fun object permanence anecdote to share.

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Mar
23

It’s Never too Late to Crawl

Posted in Child Development

crawlingWhen days are full dawn to dusk and energy is taxed, it can be downright difficult to keep up with all the latest research, essentials, tips, tricks and “must do’s” of parenting. No, it’s impossible.  We inevitably come across information we wish we’d known about sooner. 

But take heart moms and dads. With regard to the importance of crawling, it is never too late to allow your child to gain the benefits.  Let me illustrate:

If you child is or has crawled in a traditional forward manner: Yeah! 
Crawling is a healthy, often instinctive movement that helps baby develop in more ways that you think. Consider this amazing interplay; As the child begins to lift up her head, then push up on her forearms bearing some of her weight, her hands, arms, shoulders, neck, back and trunk are strengthened—all important for crawling, sitting, standing, walking and eventually writing. 

As she crawls forward, her hands, and legs begin to work together cross laterally, meaning the left arm and right leg move simultaneously and vice versa.  Cross lateral movements strengthen the connection between the right and left hemispheres of the brain, because one side of her body is motor-controlled by one hemisphere, and one by the other.  So, both sides of the brain must coordinate for her to move forward in this way. 

The strengthening of the connection between the two hemispheres of the brain is part of the ongoing development which will eventually mature into more complex thinking processes requiring the integrating of specialized functions of both sides of the brain. Therefore, forward crawling seems to be more beneficial for brain development than some of the other styles of crawling. Some research even shows a relationship between lack of crawling and later difficulties with reading, speech and other higher cognitive functions.

As baby continues to crawl, he discovers spatial relationships such as near, far, up, and down. His binocular vision develops as he looks far off and then back at his hands. Space perception, called proprioception, and depth perception follow. The inner ear, part of the vestibular system, is stimulated as the child’s head moves in different directions.  The proper integration of these senses allows for balance. They work together to give baby a sense of his place in the world and much more. (See the post:  I Have a Vestibular System? by Miss Analiisa) Eventually he pulls up, begins to walk and all systems move toward maturing and integration.

If your child hasn’t crawled yet:  Encourage him! 
Most babies begin to crawl between two and twelve months, which means if your baby is within this age range, or a bit over and is not crawling yet, there is no need for concern.   For those who haven’t crawled, or who have crawled in one of the other styles, “commando,” or “bum” for example, some researchers suggests that they can gain the above mentioned benefits of forward crawling at any age by practicing.

For reluctant crawlers, try putting your baby’s arms on a rolled up towel to get them used to raising up (pre-crawling) and gently lift their bottom, putting them in a crawling position.  Being on the floor with baby, encouraging his movement by dangling an interesting toy just out of reach may help him initiate the movement. Crawling through tunnels or up the stairs is fun for older toddlers.
 
If your child (or you) never crawled in a traditional manner: It’s never too late!
“Cross crawling” exercises are designed to enhance communication between hemispheres of the brain.  These can benefit reading, coordination, visual perception and attention focusing skills.  Walking vigorously with the arms swinging opposite of the legs, marching in place while touching your opposite elbow to your knee, laying on your back raising opposite arms and legs are a few of the exercises you and you older child can do together. A game of chase on hands and knees works too.  One specialist in the field of integrated brain training, Dr. Glen Doman, suggests practicing crawling every day for six months where a child has skipped crawling altogether.

Crawling reveals the incredible and miraculous interrelatedness of our baby’s development and how an active baby has the best opportunity to maximize all of her capabilities. Understandably, orphans who lay in cribs unattended not only end up underdeveloped physically, but also display deficits in emotional and cognitive function.  In our modern era, babies who spend too much sedentary time, in car seats or swings for example, miss valuable opportunity for integrated development. Pick the baby up often.  Put her on the floor on her tummy to wiggle and crawl.  Pass her from grandma to grandpa to friend to hold. The up, down and around stimulates her system. “Use it or lose it” is probably true even at an early age.

Crawling isn’t a tip, trick or “must do” that is complicated or requires special equipment. It can be easily incorporated into a baby’s play time at any stage of development–ideally early on–but it’s never too late. You don’t need a licensed therapist, it’s free and you can benefit from it too.  So here’s my tip for the day:   Turn off the computer, get your baby or toddler and have a good crawl! You’ll all feel better.

-posted by Donna Detweiler, who is going to crawl off to bed now!

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