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WHY,WHY,WHY


Sharing this post from "Ready,Prep,Go" - Its such an accurate read that l thought some of my fellow readers would love some insight. l also couldn't have said it any better than if l had written it myself, so instead of throwing around a few quotations and sharing the odd statement through out a piece l have decided to share the whole lot.

WHY, WHY, WHY???? As teachers we are finding more and more children coming to school with decreasing body strength and muscle tone. You might think this is not a big deal but it is having a huge impact on their learning. • Some children are unable to sit on the carpet or a chair for any length of time. (They don’t have the muscles to hold themselves up) • Some children don’t have the shoulder, arm or hand strength to correctly hold a pencil or write/draw for any extended length of time. There are many contributing factors (We believe) that are have impacted on children developmentally. • LESS INDEPENDENCE – Due to very busy schedules and smaller families it is often easier and quicker to do things for children. Little things such as dressing themselves, packing their bags, feeding themselves are great ways that children develop and strengthen upper body muscles and body awareness. • LESS OUTSIDE PLAY – Children are spending less time outside, climbing, running, skipping and jumping. These simple skills help develop the muscles in the body that help them sit and write. • TECHNOLOGY – Children now more than ever spend more and more time still watching TV/movies, on iPads and other technologies. During these times they are often on couches that require little to no muscles use.

The other reason l share this above article as l believe l know how l can assist your children with amazing cost effective Occupational Therapy solutions, "Coordikids" which is an occupational therapy program to ensure optimal development of child in all phases by addressing gaps in the foundation of development.

Original source from: Ready,Prep,Go written Feb 10th, 2015 - Follow on Facebook

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