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Understanding Reflexes for Gross Motor Development

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UNDERSTANDING REFLEXES FOR GROSS MOTOR DEVELOPMENT

Over the past few years, during June, we have covered various aspects of Gross Motor Skills, including Core Strength, Muscle Tone, Motor Planning and Coordination and Gross Motor Developmental Milestones. Despite all this, there’s still more to share about this fascinating topic.

Continuing with our theme of transitions, let’s start at the very beginning of movement development, which begins in utero, further develops upon birth, and builds the foundational movement patterns followed by all human beings – Primitive Reflexes!

What are Primitive Reflexes?

Primitive Reflexes are involuntary motor responses that are genetically part of a newborn’s structure and makeup. They form the primary movement patterns on which all our gross and fine motor skill development is based, enabling us to do everything we do today. These foundational movement patterns provide postural support for our daily activities and work in conjunction with sensory systems like the vestibular, proprioceptive, and tactile systems. How cool is that!

What is the Purpose of Primitive Reflexes?

Primitive reflexes provide the human body with foundational movement patterns on which we can base all our gross and fine motor skill development. These patterns are foundational in all movement and postural patterns we engage in daily. 

“At the beginning they are necessary for the nutrition, survival, protection of the new-born, and later in life they are important for the process of learning, communication, emotions, motivation. In typical development, primary reflexes are naturally inhibited in particular order during the first year; they are displaced by substitutional reflexes called postural reflexes. Postural reflexes are more mature models of motor responses that coordinate balance, coordination and senso-motor development.” (Rashikj-canevska, & Mohajlovska, 2020)

Examples of Primitive Reflexes and What Do They Do?

Here are some examples of Primitive Reflexes and a brief overview of their role and appearance. Please note that these are only some of the many primitive reflexes present in our bodies.

The Moro Reflex:

The Moro reflex, also known as the “Startle Reflex,” is observed when a baby’s head suddenly shifts, or if their head falls backward or is startled by a sudden movement, bright light, or loud sound.  The baby will throw their arms away from their body and extend their neck. They may also open their fingers, cry or make no sound. The baby will then quickly bring their arms back together and relax them. 

This reflex is crucial for developing future flexion and extension movement patterns and integrating the adrenal ‘fight or flight’ response to surprises or stress, as well as the connection to the mother in ensuring safety when exploring the world around them through development space and is integrated (no longer present) around six months of age. 

Spinal Galant Reflex:

The Spinal Galant Reflex is an involuntary movement pattern in infants, thought to be crucial during the natural birthing process. Contractions during labour stimulate the lower back, causing hip movement that helps the baby descend the birth canal, which in turn aids in developing the hip movements necessary for crawling and walking. The Spinal Galant is activated by stimuli to the back, such as stroking down one side of the spine while the infant is on their stomach, encouraging hip movement. This can also be done when the child is on all fours. This reflex is also involved in developing the vestibular system and is linked to the Asymmetrical Tonic Neck Reflex (ATNR), which also plays a role in birth. The Spinal Galant Reflex is often associated with urination. Developing in utero around 20 weeks, the Spinal Galant Reflex should be fully developed at birth and is typically integrated between three to nine months of age.

Tonic Labyrinthine Reflex (TLR):

The Tonic Labyrinthine Reflex (TLR) appears in infants when they lie on their stomachs in a pose resembling Superman’s. 

It consists of two types of movements: forward and backward. This reflex is triggered by either bending (forward) or extending (backward) the neck – moving the head up or down. When infants look down (neck flexion), their arms and legs tend to flex or curl towards the body. Equally, when infants look up (neck extension), their arms and legs extend (like Superman!). The TLR is believed to assist infants in adapting to the challenges posed by gravity and affects muscle tone and movement of arms, legs, neck, and trunk. Since head movements activate the TLR, this reflex is closely linked to the Moro Reflex. The integration of this reflex typically occurs around the age of four months.

Asymmetrical Tonic Neck Reflex (ATNR):

The Asymmetrical Tonic Neck Reflex (ATNR) is commonly known as the “fencing reflex” because when a baby lies on their back and turns their head to one side, the arm on that same side will extend, while the opposite arm will flex towards the body – giving the appearance of being ready to fence. The ATNR is activated by a simple head turn to either the right or the left. The kicking sensation felt in the womb is actually due to the ATNR! Additionally, this reflex aids in the birthing process and impacts balance, muscle tone, and hand-eye coordination. This reflex is expected to be integrated around six months of age.

Symmetrical Tonic Neck Reflex (STNR):

The Symmetrical Tonic Neck Reflex (STNR) emerges between six and nine months of age and is crucial for transitioning from lying on the belly to crawling. This reflex is connected to the TLR. The STNR splits the body into two halves – the lower half and the upper half. There are also two types of movements – flexion and extension. As the baby transitions from lying on their belly to being on all fours, they will extend their neck, look up, flex their neck, and look down. These movements will then trigger responses in the upper and lower limbs. When the neck extends, the arms will straighten while the legs will bend. Conversely, when the neck flexes, the arms will bend while the legs will straighten – this moves the baby into a position similar to a downward-facing dog. 

You know babies’ “rocking” motion on all fours just before they start crawling? That might be the STNR starting to integrate! The STNR should be fully integrated and no longer present by the time the baby reaches eleven months old.

What If Reflexes Do Not Integrate?

All reflexes are designed to support and help the infant grow properly and safely. As the babies get older and begin to mature, the reflexes are no longer needed, often taking a back seat (integration), and the higher brain can take control, allowing the body to control and move with thoughts behind it. This is a normal and essential part of our baby’s development. However, when reflexes persist, they can prevent the emergence of more complex movement patterns, which can present delays in achieving developmental milestones.

Each reflex has its own individual way of presenting, as well as its particular symptoms related to the reflex not being integrated. Persistent primitive reflexes can be associated with learning difficulties, emotional challenges and attention. It is recommended to discuss your concerns with your Occupational Therapist or Health Professional who specialises in primitive reflexes to determine if reflexes are impacting your child or infant’s development. 

Additionally, there was a study completed by Rashikj-Canevska, O & Mihajlovska, M (2020) that looked at the persistence of primitive reflexes and associated problems in children and identified these potential factors for unintegrated primitive reflexes, including the ATNR:

  • Stress during pregnancy
  • Substance abuse during pregnancy
  • Cesarean section birth
  • Brain damage during labour
  • Premature and low birth weight
  • Significant illness during the first year of life
  • Insufficient stimulation and tummy positioning
  • Lack of free movement time on the floor
  • Stressful environment
  • Not enough nourishment/insufficient weight gain

Can Reflexes Reappear After Being Integrated?

Yes, they can. If a child has successfully integrated their primitive reflexes, a sudden or chronic bout of trauma, stress, or injury can reactivate these reflexes. This has even happened to me personally in my adult years based on challenging personal situations and the increased stress due to COVID-19 during the years 2020 and 2021. 

“Routine testing of primitive reflexes helps determine the causes of disharmonic development, behavioural problems or learning difficulties, and the use of the reflex integration methods leads to a significant improvement of the condition.” (Rashikj-canevska, & Mohajlovska, 2020)

How can Occupational Therapists help?

Pediatric occupational therapists, trained in primitive reflexes, among other professional development courses, are ideal for supporting your child. By observing and testing different movement patterns, an OT can identify whether a primitive reflex is still present during movement activities. When a reflex is apparent, the OT can provide the child with various types of sensory stimulation and engage in activities that support reflex integration.

Can Other Health Professionals Help with Integrating Reflexes?

Occupational Therapists can work closely with Chiropractors who have training in Retained Neonatal Reflexes. They use specific techniques to assist in integrating these reflexes. Other health professionals, such as Paediatric Physiotherapists, can also assist in integrating these reflexes. 

Primitive reflexes are complex, and not all health professionals have the training to support the integration of reflexes. It can be complex as the human body is complex; however, it is very important. Remember that every case is unique, and if your child matches some of the characteristics mentioned above or you have observed them, that does not necessarily mean that they have retained that reflex. If you are concerned about your child’s abilities and how they may relate to retained reflexes, we recommend talking to your pediatrician. 

Don’t let unintegrated reflexes hold your child back. Our expert team is here to help! Connect with us today to learn how we can support your child’s development and ensure they confidently reach their milestones. Contact us now and take the first step towards a brighter future!

If you’d like to chat more, please don’t hesitate to contact us today! Call us on 0477 708 217 or email admin@exploreandsoar.com.au

Until Next Time,
Jess

PUBLISHED JUNE 2024

Case-Smith, J. (2010). Development of Childhood Occupations. In Occupational Therapy for Children.  6thEdition. Mosby Elsevier.

Berk, L.E (2009). Infancy: Early Learning, Motor Skills, and Perceptual Capacities. In Child Development. 8thEdition. Pearson International Edition. 

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Nurturing Imagination and Social Skills in Today’s Digital World

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NURTURING IMAGINATION AND SOCIAL SKILLS IN TODAY’S DIGITAL WORLD

In our fast-paced digital era, fostering social skills in children is more crucial than ever. These skills are the cornerstone of effective communication, relationship-building, and navigating social situations.

As children grow, their social development equips them with tools to handle conflicts, understand emotions, understand social roles, solve problems, and adapt to changes. However, in a world dominated by technology, the landscape of social interaction is evolving.

Embracing Technology for Social Growth

While children increasingly engage in online activities like online gaming, it’s essential to recognise the potential for social skill development in digital spaces. Online platforms offer unprecedented opportunities for connection, creativity, and sensory input, enriching social experiences in new ways.

Challenges in the Digital World

Despite the benefits, parents’ concerns about online safety and screen time persist. By fostering open communication, setting boundaries, educating on privacy, and serving as positive role models, parents can guide their children through the digital landscape with confidence and resilience. The skills they learn while playing virtual games can also translate into real-world social connections.

Exploring Social Thinking Concepts

Our children may encounter difficulties in participating in imaginative play and sustaining conversations. Sharing what someone else is imagining involves complex processing! It requires focusing your attention on what the other person is doing, interpreting the person’s words and actions, and then placing those ideas in the context of what you already know about the person and the environment.

Incorporating Social Thinking Concepts 

Incorporating social thinking concepts helps promote self-regulation in social contexts. 

Social executive functioning is important for classroom learning, playing, joining in activities, and online social interactions. It can be divided into four categories: Hidden Rules, Smart Guesses, Flexible and Stuck Thinking, and Size of the Problem.

Hidden Rules, Expected and Unexpected Behaviours –

Understanding the unspoken rules of social interactions, known as ‘Hidden Rules,’ is crucial for navigating various situations. It involves aligning our behaviours (what we say and do) with social expectations through skills like interpreting non-verbal cues, social cues, negotiation, collaboration, problem-solving, compromise and empathy. 

Various events, such as turn-taking or winning, may occur during activities like gaming. While adhering to expectations may not always be enjoyable, it ensures smooth progression. Unexpected actions can lead to discomfort among peers, highlighting the importance of social cohesion.

This concept can be challenging for many children, especially when games hold significant meaning. Collaborative efforts with families, including sensory diet activities, help foster self-regulation and engagement during challenging situations.

Smart Guesses –

Making informed guesses, known as ‘Smart Guesses,’ is foundational for social and academic problem-solving. It involves observing cues from peers and anticipating the outcomes of social interactions. In contrast, ‘Wacky Guesses’ are often inaccurate and stem from a lack of information.

To make a Smart Guess in social interaction, we need to figure out what people mean by what they say, and we try to figure out what someone’s facial expression or gesture means and what will happen next. 

This is something that can be a challenge for our children. Here are some strategies to support Smart Guess development:

  • Observation: Encourage children to notice everyday clues in their surroundings, aiding in making informed guesses about others’ thoughts and plans.
  • Guided Narration: Provide guidance during games or activities, helping children interpret and plan for potential outcomes.
  • Interactive Games: Engage in games like “Guess Who,” prompting children to observe, listen, and think critically about their environment.

By implementing these strategies, children can enhance their social insight and navigate interactions confidently and accurately.

Flexible and Stuck Thinking –

A high level of flexibility is needed to consider and adapt within social interaction.  In any given situation, we are expected to consider where we are, who is there, what is happening, what people are saying and doing around us, how they are feeling, and what they might be thinking, and adjust our plans and behaviour accordingly. 

A challenge in any of these areas can lead to getting “stuck” in Stuck Thinking.

Flexible Thinking means we can change our plan, try a different solution to a problem, change our thinking, or give up what we want based on the larger plan of the group.

Stuck thinking is the inability to change what we are doing or thinking based on what is happening around us. If we are Stuck Thinkers, we might see a problem or situation in only one way or follow one rule all the time, no matter where we are or what is happening around us.

Teaching flexibility begins with understanding that there are multiple ways to approach a situation, fostering problem-solving skills and a sense of control. Empowering children to recognise choices and alternatives makes them more comfortable with change, reducing frustrations and promoting active participation.

Incorporating “Flexible Thinking” and “Stuck Thinking” vocabulary in daily activities reinforces these concepts, facilitating smoother adaptation and enhancing social interactions.

Size of the Problem –

In daily life, a ‘problem’ is something that happens that is not part of the plan and makes people feel uncomfortable. Problems cause emotions and reactions of different sizes, and the size of the emotions and reactions are expected to match the size of the problem. 

Problems come in different sizes – 

Small problems can be resolved quickly, and children can handle them independently or with minimal help from others. Children can also aid each other in resolving minor problems, promoting collaboration and empathy.

Medium problems require more time and usually will need assistance from adults. 

Big problems take significant time to resolve and require extra help from others. When big problems happen, even adults may need help from other adults.

It’s crucial to acknowledge that everyone has the right to their own emotional reactions, shaped by their hardwiring (temperament) and life experiences. Encouraging children to understand the varying sizes of problems fosters emotional intelligence and resilience.

Parents can also model problem-solving behaviours and narrate their experiences to reinforce this understanding. This includes identifying the problem’s size, emotional reactions, and potential solutions. For example, what happened? What was the problem’s size? How did you feel about it? What did you do to solve it? How did you feel afterwards?

How Can Explore and Soar Help?

As Occupational Therapists, we target underlying regulation strategies to help children maintain and shift their attention and concentration to activities and navigate their thoughts, feelings, and actions. 

We implement ‘Social Thinking Concepts’ ideas within one-on-one sessions, peer sessions, group programs, and parent education to facilitate the transition into the home environment. You can learn more about our group programs on our website. 

Empowerment and Positive Behaviors

By encouraging children to share ideas and imaginations, we help them learn the skills that are crucial for more sophisticated social interactions and conversations with their peers. Implementing social thinking concepts can support and scaffold their social interactions, empowering them with confidence, resilience, and a foundation of positive social skills that endure throughout their lives.

During gameplay, it’s vital to acknowledge and reinforce positive social behaviours, such as good sportsmanship, cooperation, and empathy. By consistently praising these behaviours, we reinforce their importance and encourage their continuation.

Join us in nurturing our children’s social skills and imagination. Together, we can shape a brighter future filled with confident, resilient, and socially adept individuals. Give us a call today if you would like to find out more.

If you’d like to chat more, please don’t hesitate to contact us today! Call us on 0477 708 217 or email admin@exploreandsoar.com.au

Until Next Time,
Maddie

PUBLISHED APRIL 2024

References – We Thinkers! Volume 2 Social Problem Solvers

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Parenting – You’re the expert; we are here to support the transition!

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PARENTING – YOU’RE THE EXPERT, WE ARE HERE TO SUPPORT THE TRANSITION!

As the sun rises on a new week, we hear the hum of school routines resuming, marking the return of familiar patterns.

During the past week or so, many of our families will have returned to school and the routines that it brings with it. For some of our families, February is a transition period where new routines and ways of balancing life are being forged as their child starts daycare or preschool, kindergarten or high school or even a child not being back at school because they have finished or commenced in a type of employment.

How do transitions feel for parents and children?

This transition period can be a daunting time – a rollercoaster of emotions not only for our children as they learn their new environment and the expectations that go along with it. But it is also a rollercoaster as a parent as we navigate a shift in our role; a moment of letting go but also sometimes the fear of the unknown. Our journey into parenthood commences with dreams, hopes, and a multitude of expectations, but from the moment we commence on our journey to become parents, the road ahead is filled with dips and hollows that we can genuinely not prepare ourselves for; however, acknowledging and recognising the transitions within our parenting journey allows us to adapt and grow.


What types of transitions are there?

Some of those significant transitions that we can anticipate during parenting might include:
● Bringing your newborn baby home for the first time
● Starting at daycare or preschool
● Starting kindergarten or high school
● Puberty
● Our child starting their first job and seeking more independence.
● Our child turning 16 and seeking to get a driver’s license.
● Finishing school
● Moving out of home.

But there are also many transitions that we do not anticipate happening during our journey as parents – a child becoming unwell, a diagnosis that wasn’t expected, a death, a separation. All of these heart-wrenching trials require us as parents and individuals to stop, pause, reassess and pivot in our roles and in our way of doing things. Explore & Soar stands as a beacon, acknowledging and respecting the unique narratives of every parenting journey. We recognise that transitions can be tough, change can be challenging, and the journey is as diverse as the individuals embarking on it, so no one’s story or journey is the same, and we respect that here at Explore & Soar.

How, then, can we, as OTs, stand beside you and support you as parents on this rollercoaster?

A Holistic Approach to Transitions

During our university studies, we learn in-depth about the interaction between how, where and why we do things and the positive and negative impact this can have on an individual’s overall health. When we work with a child and their family, we consider the whole person; we consider what strategies, interventions and approaches we are going to use. At Explore and Soar, we want to be able to support you just as much as your child in their journey towards their goals! Sometimes, therapy sessions can provide that space so that you can take a breath, sneak a quiet cuppa in the corner, and recharge while the therapist is working with your child.

It’s also important to ensure that, as parents, we are scheduling our own self-care time – it’s the flight safety briefing message – you need to put your oxygen mask on first before you can help those around you! Checking in with ourselves, noticing our own regulation patterns and adapting our responses also helps to show our children different strategies or ideas they can use when they feel overwhelmed, exhausted or touched out.

Empowering Parents with Self-Care

Next time your therapist recommends some home program exercises, consider them as not just a task for your child but as opportunities for you to connect – Try to do them with your child! See how they make you feel before and after completing them. Talk to your child about them and compare feelings.

At times, we do have those uncomfortable conversations around things we have noticed or ideas on what could make a difference in helping your child with their goal. Our therapists are noticing things from the outside and through our trained eyes. It is not from a place of
judgement but rather a place of working alongside you to build you up. As a parent, you are your child’s biggest advocate and teacher. You have the expertise in your child; it is our role as OTs to help refine this, adjusting and adapting to different transitions across your parenting journey.

Embracing Change Together

As we navigate the ebb and flow of February’s transitions, let’s remember that parenting is a continuous journey of learning and growth. Embrace your experiences, connect with others sharing similar paths, and let’s soar through these transitions together. Share your stories, seek support, and revel in the collective strength that arises when we navigate as a community.

May your journey through 2024 be filled with resilience, adaptability, and the unwavering support that Explore & Soar offers. Here’s to embracing the rollercoaster of parenting with open hearts and a community that understands that every twist and turn is a part of our unique and beautiful story.

If you’d like to chat more, please don’t hesitate to contact us today! Call us on 0477 708 217 or email admin@exploreandsoar.com.au

Until Next Time,
Lori

PUBLISHED FEBRUARY 2024

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Life Transitions and The New Year

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LIFE TRANSITIONS AND THE NEW YEAR

Happy New Year! We hope you have enjoyed the end-of-year celebrations with some yummy food, rest and spending time doing things that bring you joy. 

Annual Theme – Life Transitions

Progressing from a year of developing Safety for Vulnerability for ourselves, our team, clients, and their families and communities has shaped us into this next phase of ‘Life Transitions’. For myself, our team, and many of our families, they are all going through new life transitions. Life transitions are powerful and have the potential to shape who you were, who you are and who you are becoming.

What are life transitions?

Life Transitions can also be described as ‘Transitional stages of life’.

It is defined by significant changes in roles, responsibilities, and routines requiring you to adapt to new circumstances. It can also involve a constant flow from one temporary state to another, resulting in each of these changes being a transition or a “passage from one state, stage, subject, or place to another” (Transition, 2018).

Transitions in everyday life can be meaningful or a part of everyday life. Different types of transitions, for example;

Smaller everyday life transitions:

  • Engaging in an everyday conversation – transitioning in and out of a conversation with someone.
  • Commuting to school or work – leaving home, travelling, then entering the office or school grounds.
  • Transitioning from different classrooms or from the classroom to recess and back again.

Significant Life Stage Transition:

  • Transition to preschool, Kindergarten, Year 7 and transitioning out of school.
  • Experiencing puberty. 
  • Beginning a relationship. 
  • Moving home: moving from one home to another.
  • Moving Communities: moving from one town to another.
  • Changing sporting clubs or sports.
  • Changing careers, jobs or being promoted with different responsibilities.
  • Entering the workforce.
  • Commencement of University and a significant life transition for us adults is
  • Parenthood. 

Do you have any new life transitions happening this year? Or What life transition are you experiencing or in at the moment?

This year, we have a few of our clients coming to the end of their schooling years, some making the big transition into Year 7 and others who are transitioning into Kindergarten. 

Personally, this year, I am making the new life transition into parenthood alongside my husband. A new life transition for us that you all are already on, and I am thrilled to be joining you. 

For the team, many of us are going through our own life transitions as well and have shaped many of our conversations together by sharing our experiences and different strategies that have helped us along the way.

Explore and Soar’s Life Transition

As Explore and Soar approach our sixth year with you all, we are thrilled to be growing alongside our clients and families! We are excited to be sharing with you an extension of our services and an ability to continue to support you as you continue to grow. 

For Explore and Soar, we, too, are in a new life transition; we have decided to share with you an extension of our service to continue to support our clients as they make the new step and life transition into adulthood. That transition from school to work. That transition to independence, living alone, being self-sufficient and living a meaningful and best life! We are so excited to continue to work with our clients now to the age of 24! This is an exciting opportunity for us to continue to build our occupational therapy team with therapists who are experienced in supporting our teenagers and young adults in these big life transitions!

To mark these life transitions for all of us, you will see our new Explore and Soar logos, socials and website updates, and a uniform change this coming month. We are loving these changes and are excited to share them with you. So keep an eye out, as they are coming soon!!

How Explore and Soar can help you?

Please know you are not alone; each person at different ages and stages in their lives go through different transitions based on their personal life experiences. Each of our clinicians is trained in providing strategies, interventions and support through any life transition, meaningful activity or everyday task. We love to problem solve and help no matter the question or concern. 

Each month this year, you will also have access to a different blog that will go through different life transitions, big or small and have a range of different strategies or ways to support you through those moments. 

We are always here to help in a range of different ways. If you’d like to chat more, please don’t hesitate to contact us today! 

0477 708 217 or admin@exploreandsoar.com.au

Articles:

Adler, A. B & Castro, C. A. (2019). Transitions: a Theoretical Model for Occupational Health & Wellbeing. Occupational Health Science. 3:105-123.

Until next time, 
Jess

PUBLISHED JANUARY 2024

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Navigating the Transition to High School: A Parent’s Guide

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NAVIGATING THE TRANSITION TO HIGH SCHOOL: A PARENT’S GUIDE

Over the past few weeks, we have visited many of our local schools to talk to parents and families of children starting kindergarten in 2024. During these talks, we provide lots of information about how you can support your little person for a successful transition to big school. You can click here to read more about the transition to kindergarten.

We understand that your child’s journey through the educational system is filled with milestones and transitions from the very beginning; however, the preschool to kindergarten transition isn’t the only transition in our schooling lives. One of the next big milestones is transitioning from primary school to high school. 

This move can be filled with just as many emotions and feelings – excitement for finishing primary school, growing up and what lies ahead. It can also be anxiety-provoking at the thought of changing schools, changing routines and the challenge of friendship groups changing and needing to make new friendships. All of which are valid feelings and thoughts!

In this blog, we’ll explore the various challenges your child may encounter during this transition and provide practical strategies to support them as they step into high school life.

Some of the challenges your child may face could include:

  • New Friendships – Making new friends or friendship groups changing; having to be vulnerable in talking to other people we don’t know or feel comfortable around just yet.
  • New Routines – High school bell times may be slightly earlier or later; how will this impact upon the daily routines of your child?
  • New Environment – Navigating their way around a new school can be overwhelming, knowing where the toilets are, where to go for help, or where their next class is. Or even navigating their way to and from school.
  • New Rules and Expectations – Having multiple subjects with different teachers in a new school can be daunting, being unsure of what the expectations are in and out of the classroom.

So, how can we best support our children in this transition to high school?

  • Get to know the school: Talk about it; arrange additional transition days to allow your child to feel more comfortable in this new space if needed.
  • Practice any new routines:  Practice ways to get to and from high school; make sure your child knows which bus to catch or where they will be dropped off or picked up from.
  • Visual Aids: Create a visual schedule or simple checklist to determine what they must take each day. Timetables can be tricky to work out! Break it down into what they need each day and then for each subject.
  • Map out the school: Get a copy of the school map if possible and colour code important areas such as the library, toilets, canteen, office etc.
  • Prepare for Social Interaction: Create “cheat cards” for conversation starters and role-play how to introduce themself to others. Remind them that it is highly likely that other children in the group are just as nervous about making new friends as they are.
  • Time Management and Assignments: Help them schedule, plan and prioritise how to complete assignments. Keep in communication with their teachers to know when things are due and how you can support your child.
  • Advocacy: Advocate and encourage your child to advocate also for their needs! A new school means new teachers who don’t know your child’s cues or needs. Provide as much information as possible to support consistency for your child across their teachers.

As your child embarks on this exciting journey to high school, remember that you are not alone. We are here to support you. If you would like more information about our group program, click here to check out the flyer. You can also reach out to us on 0477 708 217  or admin@exploreandsoar.com.au. 

We would love to see you in our groups!

Until next time, 
Lori

ORIGINALLY PUBLISHED OCTOBER 31, 2023

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