child development

I See Shades of Green?

Color blindness or color deficiency is the inability to see certain colors or sees colors differently than others. It is a genetic condition most commonly passed through the mother. It is caused by problems in the color-detecting nerve cells in the back of the eye. Color blindness usually affects males (1 in 12) but can also be found in females (1 in 200). My dad, uncle, and brother are all color blind. I knew that it was a high possibility that I was a carrier of the gene and my boys would have a high chance of being color blind as well.

  My first question, how do you tell if a child is color blind? With older children and adults there are tests using numbers and pictures with different colors that can make it easier to see if there is something going on. But with children, it is much more difficult to diagnose. Often times it is not until children are around age 4 until they are able to developmentally distinguish different concepts including colors. One early sign might be using wrong colors to color certain objects like a purple sky or green faces. Because it runs in the family, I had suspicions when my son could identify letters, numbers, and shapes, but still struggled to identify colors. If you have concerns you can talk to your child’s pediatrician, have them go visit an optometrist, or in our case, our first visit was to the school nurse.

The most common type of color blindness is red/green color blindness, with blue/yellow as another. Still others cannot distinguish between shades or different colors or colors that are close in the color wheel such as shades of blue and green or pink and red-this is the case with my son. The most significant type of color blindness is achromatopsia in which someone cannot see any colors, only in shades of gray.

So what do we do? That was my next question. There is no cure for color blindness. There are special glasses you can get to help correct colors, but they come at a price. The best thing to do is just be aware and make some accommodations when necessary. Letting teachers know going forward and some children with color blindness may qualify for support with a 504 plan for accommodations. Even with considerations children who are color blind might have embarrassment, anxiety or frustration especially in school. Helpful tips for at home and at school

  • Labeling paint, colored papers and other art supplies with the name of the color
  • Making handouts of copies on white paper instead of colored paper
  • Using a black marker on a whiteboard or a black marker on a white piece of paper
  • Need more light in the classroom and seating accommodations

Even though there is no cure or treatment for color blindness, people who are color blind adapt very well to everyday life. If you have suspicions that your child is color blind, have a chat with your child’s pediatrician or other health care professional for next steps.

Written by: Katie Schlagheck, Family and Consumer Sciences, Ottawa & Sandusky Counties
Reviewed by: Emma Horstman, Family and Consumer Sciences, Paulding County

Benefits of Sensory Play: Make Your Own Kit!

In recent years, you may have heard about sensory play, but do you know why it’s important? Sensory play is about engaging all of the senses: sight, sound, taste, touch, and smell, and has many benefits for all ages! Children typically engage in sensory play all on their own, starting as early as infancy. Feeling different textures, tasting new foods and smelling new smells are all things that start at a young age but there are many benefits to making purposeful sensory opportunities for children.

Studies have shown that sensory play can help improve motor skills, enhance language skills, create calming opportunities, and increase social interaction for children. Many early childhood theorists have studied the benefits of sensory play including Jean Piaget, who marked the first stage of child development as sensori-motor and believed that a child’s interaction with their environment creates learning.

You can create sensory experiences just by going for a walk outside or you can make your own sensory kit/corner at home! Some things you can include are:

  • Sensory Bottle: You can make this yourself using glue, glitter, confetti, etc. or you can purchase one! This creates an engaging visual sensory experience and can provide relaxation.
  • Play-Doh: Purchase or make salt dough yourself. Creating with playdough can ease tension, release excess energy, and improve focus by keeping hands busy and allowing for creativity.
  • Writing Tablet: You can purchase a writing tablet or just include paper and writing utensils. Writing focuses many senses while providing creative outlet and quiet time.
  • Stretchy Strings: These provide a unique tactile experience with different textures to satisfy senses and provide calm.
  • Weighted Lap Pad: Purchase or make your own with beans and a cloth bag. This can help self-regulate, soothe and help with focus.
  • Breathing Cards: There are free online resources with calm-down techniques that can be downloaded and printed.
Example sensory kit with breathe card, sensory bottle, fidget spinner, stretchy string

There are many reputable online resources to help you create different sensory activities at home or even as part of a club or organization. Sensory activities can be made inexpensively and are beneficial for all ages of children to help them learn and grow!

Written By: Erin Ruggiero, Family and Consumer Sciences Educator, Ohio State University Extension Medina County, ruggiero.46@osu.edu

Reviewed by: Shannon Carter, Family and Consumer Sciences Educator, Ohio State University Extension Fairfield County, carter.413@osu.edu

References:

https://health.clevelandclinic.org/benefits-of-sensory-play-ideas

https://www.allrecipes.com/recipe/240641/salt-dough/

https://extension.sdstate.edu/importance-sensory-play-kids

https://www.actionforhealthykids.org/wp-content/uploads/2020/09/Breathe-with-Me-Printable-Toolbox.pdf

Gardening with Children: Growing more than vegetables

A child planting seeds in a garden bed

When my son was two years old, we planted our first vegetable garden together. We had so much fun planting, caring for, playing in, and exploring our garden that we have planted more vegetables together every year since. Our garden has not been entirely successful in regard to the vegetable harvest, but that’s okay! Research shows that when kids are involved in growing fruits and vegetables, they are more likely to try a greater variety and eat more of them, and the benefits of gardening don’t end there. Even without a successful vegetable harvest, the activity of gardening can help kids engage their curiosity, explore their senses, learn delayed gratification, gain self-confidence, and develop a sense of responsibility. For young children, playing in a garden can help with their physical and mental development. For all children – and adults, too – gardening is a physical and mental activity with benefits for our overall health and wellbeing.

Gardening with children, especially little ones, can be messy. It’s quite common for kids to want to dig and play in the dirt! If possible, designate a “dig zone” where children can play without disturbing the seeds or plants. Reduce your stress and get ahead of any possible mess by:

  • Wearing shoes and clothes you don’t mind getting dirty
  • Preparing an outdoor handwashing station with soap, a bucket of water and a towel
  • Having a towel and change of clothes handy

These tips, and more, came from the children’s book How to Say Hello to a Worm: A first guide to outside by Kari Percival. In the supplemental information included in this book for parents and caregivers, Percival acknowledges that although gardening with young children can be messy, the benefits of gardening outweigh the challenges.

For more information on gardening, including how to grow and harvest vegetables with your family year round, check out the Growing Franklin blog or contact your local Extension office.

Written by Jenny Lobb, Family and Consumer Sciences Educator, Ohio State University Extension Franklin County

Reviewed by Beth Stefura, Family and Consumer Sciences Educator, Ohio State University Extension, Mahoning County

Sources:

Butcher, K. & Pletcher, J. (2017). Gardening with young children helps their development. Michigan State University Extension. https://www.canr.msu.edu/news/gardening_with_young_children_helps_their_development

Moore, M. & Ellis, E. (2022). Kids in the Garden: A Nutritious and Fun Experience. Kids Eat Right. https://www.eatright.org/food/nutrition/eating-as-a-family/kids-in-the-garden-nutritious-and-fun

University of California Master Gardeners of Butte County (2021). Children in the Garden. The Real Dirt Blog. https://ucanr.edu/blogs/blogcore/postdetail.cfm?postnum=46188

The World of Early Intervention

Woman reading to children

The world of Early Intervention was not something that I was familiar with. When our pediatrician brought up concerns about a speech delay for our daughter, I quickly found myself navigating the services that can be provided for her and for us. It can be difficult as a parent to ask for help or to accept the fact that your child may not be thriving or be behind. However, the first three years of life are some of the most important years in terms of development. While it may be difficult as a parent or caregiver to acknowledge there may be an issue with their child, taking steps as early as possible can help in having positive outcomes for the child. Agencies that provide services for these young children are vital. These programs may go by different names depending on their state; for example, “Early On Michigan”, “West Virginia Zero to Three”, “Early Childhood Intervention” (Texas), and here in Ohio, “Ohio Early Intervention”.

What is EI? Early Intervention is a program through the state that helps children from birth to age three with an identified delay or disability. EI provides services and supports to help family members and caregivers enhance children’s learning and development through learning opportunities. EI covers needs for young children who have speech delays, physical challenges, behavioral challenges, autism diagnosis and more.

How do you know if your child needs services? While every child develops and learns at their own pace, there are some milestones and activities children should be doing around a certain age. There are a few reputable sources such as the CDC Milestone Tracker to see where you child is in development. Your child’s pediatrician is also a great person to talk with if you have concerns. Sometimes, you fill out paperwork including an Ages and Stages Questionnaire (ASQ) to assess the skills your child has at their age. This is just one indication of the strengths and challenges of your child.

What is the process? You, your pediatrician, or other professionals may make a referral. Once you get connected to Early Intervention you will be paired with a service coordinator. This person will help you to navigate the Early Intervention process. In Early Intervention the process may differ depending on the needs and goals of the child. However, in most cases you will have a meeting to assess your child, a meeting to identify your goals for your child, and visits from service providers such as speech therapists or occupational therapists to work with you and your child to help reach their goals.

If you suspect that your child has a delay or other need, please do not wait! The earlier a child receives services to help in their development, the better their outcome may be.  

Written by Katie Schlagheck, Family and Consumer Sciences Educator, OSU Extension Ottawa & Sandusky Counties

Reviewed by Jenny Lobb, Family and Consumer Sciences Educator, OSU Extension Franklin County

Sources:

Center on the Developing Child. Harvard University. https://developingchild.harvard.edu/guide/what-is-early-childhood-development-a-guide-to-the-science/

Ohio Early Intervention. https://ohioearlyintervention.org/

Laughter and Learning

The laughter of a child is associated with happiness, bonding, and connecting. However, laughter in children is more than these things, it is how they learn and grow. A rousing game of peek-a-boo for a little one shows you they understand their loved one is behind those hands, and they enjoy the element of anticipation, and will giggle with relief when their loved one reappears. The child learns that what at first might be scary, can become fun. It also helps the child to predict behaviors in future situations.

As toddlers gain mastery of language, rhyming and nonsensical jumbled sounds or phrases become comedy hour for a 2-year-old. Their laughter tells you they understand that those words, phrases, and sounds are silly, and don’t really belong in the conversation. Children at this age also correlate objects to specific purposes or places. So, putting underwear on their heads is hilarious because they know it doesn’t belong there. They know they are being silly, and this is their way of telling you a joke.

a dad and his son
Photo by Hannah Nelson on Pexels.com

With age comes better mastery of verbal skills, development of creativity, and problem-solving. Silly words and games are no longer the knee-slapping, laughter-inducing skits they once were. Their sense of humor has matured, as have they. A child at the mature age of six will flourish in the world of riddles, puns, and jokes. These forms of laughter inducing play help the child build their understanding of logical thought, deepen their understanding of language, and think creatively to problem solve.

When you change your perspective from laughter being a by-product of childhood and re-frame it for what it really is, childhood development, you gain a whole new perspective on peek-a-boo, silly words and noises, or riddles, puns, and jokes. Laughter is learning, growing, exploring, bonding, connecting, and so much more. Find time to laugh, no matter your age.

Written by: Dr. Roseanne Scammahorn, Extension Educator, Family and Consumer Sciences, Ohio State University Extension, Darke County, Scammahorn.5@osu.edu

Reviewed by: Misty Harmon, Extension Educator, Family and Consumer Sciences, Ohio State University Extension, Perry County, harmon.416@osu.edu

Have you heard “I’m bored” enough?

Summertime! What memories do you have of time spent as a child during June, July, and August? There may be summer chores that come to mind like tending the garden or mowing lawns. But I do hope that you have some freedom memories as well, like riding your bike, swimming, spending time in the woods, or other outside pleasures.

Child playing in spraying water

My first tendency is to create plans and then strategically schedule, schedule, schedule. How can we squeeze in this trip before that trip and still fit in camps? How can I make sure my kids are reading regularly and contributing to household chores?

Then, in the midst of this sea of questions, float images of my own childhood memories. Many of them are of the spontaneity of summer. Cannonball competitions at the community pool while 80s pop music blasted over the speakers. Swinging on the big tree swing at our family shelter by the river.

I want that for my children. In these transition years from child to adult, they are not little adults, they are adolescents. Play is so important that it has been recognized by the United Nations Commission on Human Rights as “the right of every child.” The American Academy of Pediatrics says that play, or free time in the case of older children and youth, is essential to the cognitive, physical, social, and emotional well-being of children and youth.

Children paying ball outside in a grove of trees

This summer I want to intentionally let my kids be bored at times. Why is that such a button-pushing word for many parents? Have we really failed as parents if we hear “I’m bored” from our kids? We have many jobs as parents, but it is not our job to constantly entertain and provide things for our children to do. They will create their own play. Carrie Shrier, Michigan State University Extension, explains that complex play takes time to develop. It involves rules, conversation, negotiation, and organization on their part, not ours. Resist the temptation to give children something to do. You might be surprised how involved and complex their play becomes when adults don’t interfere.

In our home this summer, we will still have expected times to go to bed and rise and shine. There will also be expectations for barn chores, house chores, and yard chores. But, I hope my kids will be pleasantly surprised that their “rules making mama” expects them to play and explore in their own way – technology free – each and every day.

Written by: Emily Marrison, Family and Consumer Sciences Educator, Ohio State University Extension Coshocton County

Reviewed by: Kellie Lemly, Family and Consumer Sciences Educator, Ohio State University Extension Champaign County

Sources:

Shrier, C. (2016, June 8) Five rules for summer play. Michigan State University Extension. https://www.canr.msu.edu/news/five_rules_for_summer_play

Yogman, M., Garner, A., Hutchinson, J., Hirsh-Pasek, K., & Golinkoff, R. M. (2018). The Power of Play: A Pediatric Role in Enhancing Development in Young Children. Pediatrics, 142(3). https://doi.org/10.1542/peds.2018-2058