 So your child is starting OT. How do you explain why they are going and what to expect? It will depend on your child's age, level of understanding and why they are seeing an occupational therapist. Preparing your child (or helping a family to prepare) with information about why they are going can help with anxiety and expectations. A positive and realistic explanation can help to frame occupational therapy, setting up the relationship with trust and respect. Some of the ways we might explain OT to kids -
 Regardless of the reasons that your child might see an OT, there are some common expectations that are so important, that I'm calling a child's rights! * Automomy - They have control over their own bodies and choices. * Agency - They can help to make decisions. * Consent - They can say yes or no and be heard. * To be understood - Their communication is respected. * Active Participation - They can be engaged and involved in the therapy process. * Safety- They will be emotionally and physically safe. * Colloboration - Their goals will be heard. * Joy and connection - Therapy can be fun and enjoyable. * Meaningful occupation - They will play, rest and learn activities of daily living. * Individualised support - Their needs will be addressed. * Regulation - They can take breaks as needed. * Authenticity - They can be themselves without pretending. * Strengths - Their interests and strengths matter. * Dignity - They will be treated with kindness and empathy.  A video can also help to explain to your child what they should expect. Some of the following videos are designed to show kids and some are designed for parents to understand how to explain OT. Watch them all and choose what is appropriate for your child.
We (occupational therapists) are here to help kids to participate fully in their daily life, to develop skills, be motivated, with the right tools within the environments they need to function in! We are holistic and help to address physical and motor skills, internal systems (nervous system, sensory system, cognition), social awareness and participation. We look at accomodations, advocacy, equipment needs and environmental changes. Children can expect a dynamic therapeutic relationship! How do you explain occupational therapy to a child? Until next time, Cindy  Cindy is a registered occupational therapist practising in Sydney, Australia. She has two growing children who are a constant source of inspiration and learning. Cindy loves working creatively to help children to reach their potential, finding opportunities in everyday living and making learning fun. She is also addicted to making printables (even when they take a long time to complete). Cindy is the author of the Occupational Therapy blog Your Kids OT. Read more articles from Your Kids OT at https://www.yourkidsot.com/blog
Cindy is a contributing author of the Functional Skills for Kids Therapy Team. They have together published THE HANDWRITING BOOK, THE SCISSORS SKILLS BOOK and THE TOILETING BOOK. The information on this site is general in nature. The activities are safe for most children, however, you should consult an Occupational Therapist or health professional to address specific movement, sensory or other medical conditions. Affiliate links are used throughout this website to promote recommended products. Your Kids OT receives a small commission if any purchases are made through these links. Please see my disclosure policy for more details. YKOT shop: https://www.yourkidsot.com/store/c1/Featured_Products.html Teachers Pay Teachers: https://www.teacherspayteachers.com/Store/Your-Kids-Ot You Tube Channel: https://www.youtube.com/channel/UCZUz_5nYEOCkj32DiOCQo4Q/featured Facebook: https://www.facebook.com/yourkidsot Instagram: https://www.instagram.com/yourkidsot/ Pinterest: https://www.pinterest.com.au/yourkidsot/
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 This student has poor fine motor skills for handwriting. Let's move them to typing! But what happens with this same student's fine motor difficulties affect their ability to type? There is sometimes an assumption that typing is a quick and easy fix for a child with handwriting difficulties. While handwriting and typing have different fine motor skill requirements, typing itself is a complex skill. Typing requires an integration of fine motor skills, visual motor integration, bilateral coordination and executive functioning skills. Of course typing is not the only way that we can access technology. There are speech-to-text options, touch screen options and even more complex technology like eye-tracking. It wonderful that there are so many options available. Adaptive technology is the key for some children and adults to access the online world and record information too. Occupational therapists have a role working with school-aged children in teaching correct keyboarding technique, supporting assistive technology use and helping students with handwriting difficulties to transition to typing. For our children who we want to teach to type, we want to build their fine motor skills to access the keyboard. Not all of these students will end up as touch-typers but we can lay good foundations that can also be transferred to other activities such as using a computer mouse, playing a piano (or other musical instrument) and managing self care tasks such as buttoning or shoe laces.
Fine Motor Fundamentals for Typing* Wrist extension Similarly to handwriting, if we can encourage the wrist and forearm to be placed on the table, this provides stability needed to use our fingers. If the wrist and forearm are too high (ie. hovering) or below the table, this may lead to fatigue and poor endurance. Ergonomically, there are wrist supports that may be used for extended typing, however for our children learning to type, it is more important to develop the wrist strength and forearm stability. Wrist strengthening activities may include weight bearing on the forearm and arms (eg. over a therapy gym ball and walking on hands), donkey kicks, carrying loads (eg. bucket of sand), pulling or climbing up rope ladders, monkey bars, or working on vertical surfaces (Eg. drawing on easels). * Strong Palmar Arches Our hand muscles help to form the arches of our hand: longitudinal, traverse and oblique. These arches work together to build the natural curvature of our hand (structure) and also allow finger dexterity. They help us with opening up the webspace of our hand and provide a foundation for other fine motor skills (including in-hand manipulation and thumb opposition). In addition to typing, we need strong palmar arches for so many every day activities such as opening and closing bottles, cupping our hands to roll a dice, playing ball games and more! In typing, the palmar arches allow the hands to form the natural curvature so that the pads of the fingers touch the keys. Other parts of the fingers do not need to rest on the keys and it can prevent accidental touching if the fingers are held straight (extended). Activities that help develop the palmar arches of the hand include crawling and weight bearing activities onto the hands. The hand strengthening activities mentioned earlier will also help with the development of the palmar arches. Squeezing a stress ball or playing ball games (eg. handball, tennis) can provide more opportunities to develop the palmar arches. Occupational therapists love to use a "munchy ball" which is a tennis ball with a slit (often decorated as a face). Thes balls are squeezed open so that they may be "fed" with various items. * Open Webspace An open circular webspace is achieved when the thumb and index finger can form a circular shape when touching. This relies on the thumb being able to fully rotate at the carpal metacarpal (CMC) joint so that it can touch each finger tip. In typing, an open webspace provides stability for dynamic thumb movements. The thumbs typically press the space bar. Activities such as "thumb wars" can promote thumb mobility. * Individual finger strength with isolated movements Each finger needs to be able to press a key on the keyboard individually with adequate force. This can be difficult for children with poor joint stability and hyper-mobile joints. Some children hyper-extend at the proximal or distal interphalangeal joints. Some children press multiple keys at the same time. While the separation of the two sides of the hand is not as important in typing as it is in handwriting, stability of the hand is important so that each finger can demonstrate the dexterity needed to type individual keys. The fingers are required to move up and down as well as from side to side to reach different keys on the keyboard. Games such as pop-its or "Tricky Fingers" are fun ways to develop finger isolation. Finger and hand strengthening activities may also include the use of tongs or clothespins (pegs) to provide additional resistance when picking up items. Playing the piano also helps to develop individual finger strength although it is a cyclical discussion as some isolated finger strength is needed to play the piano! * Finger dexterity and use of the pads of the fingers It seems obvious that the pads of the fingers should touch the keys during typing, however in my experience, I have seen children use many alternatives! They may use the sides of their fingers, their nails or their finger joints. Children can practice finger touching each finger to their thumb individually. More finger warm up activities can be found here.  Playdough is one of my favourite OT tools. Create small balls of playdough and use these to work on the fine motor skills needed for typing. 1. Squash: This action promotes flexion and extension at the metacarpal joints while developing stability of the wrist, palmar arches and interphalangeal joints of the fingers. Begin with your hands positioned on the table as if you are going to type. Place one ball of playdough under each finger pad. Squash the ball of playdough with an individual finger or your thumb. Try to maintain joint stability while resting your wrist and forearm on the table. Try not to raise your whole hand as you squash the playdough. 2. Kick: This action promotes flexion and extension of the interphalangeal finger joints while developing stability of the wrist and palmar arches. Begin with your hands positioned on the table as if you are going to type. Place a ball of playdough in front of each finger. "Kick" the ball with each individual finger. Try to maintain joint stability and rest your fingers back onto the table after kicking. Try not to raise your whole hand or arm as you kick the ball of playdough. 3. Thumb flicks: This action promotes thumb joint mobility and strengthening of the webspace of the hand. Begin with both hands fisted, keeping your thumbs separate. Place one ball of playdough so that you can flick it with one thumb. Try to flick the playdough between the thumbs. Try not to raise your whole hand or arm as you flick the playdough. 4. Squeeze: This action promotes sideways movements of the fingers. Place a ball of playdough between two fingers (or thumb and index finger). Squeeze the ball of playdough between your fingers and continue to each finger space. Watch these playdough activities with any of these links: * You-tube
Would you like to share this information about "Fine Motor Skills for Typing"? You can find this resource as a part of the Fine Motor Information Sheets. This pack contains:
Keyboarding or typing has become an important component of learning. Working on the fine motor skills that support keyboarding can have additional benefits with other activities that require fine motor skills. Occupational therapists play a key role in providing this support while coaching and educating parents and teachers too. Until next time, Cindy  Cindy is a registered occupational therapist practising in Sydney, Australia. She has two growing children who are a constant source of inspiration and learning. Cindy loves working creatively to help children to reach their potential, finding opportunities in everyday living and making learning fun. She is also addicted to making printables (even when they take a long time to complete). Cindy is the author of the Occupational Therapy blog Your Kids OT. Read more articles from Your Kids OT at https://www.yourkidsot.com/blog
Cindy is a contributing author of the Functional Skills for Kids Therapy Team. They have together published THE HANDWRITING BOOK, THE SCISSORS SKILLS BOOK and THE TOILETING BOOK. The information on this site is general in nature. The activities are safe for most children, however, you should consult an Occupational Therapist or health professional to address specific movement, sensory or other medical conditions. Affiliate links are used throughout this website to promote recommended products. Your Kids OT receives a small commission if any purchases are made through these links. Please see my disclosure policy for more details. YKOT shop: https://www.yourkidsot.com/store/c1/Featured_Products.html Teachers Pay Teachers: https://www.teacherspayteachers.com/Store/Your-Kids-Ot You Tube Channel: https://www.youtube.com/channel/UCZUz_5nYEOCkj32DiOCQo4Q/featured Facebook: https://www.facebook.com/yourkidsot Instagram: https://www.instagram.com/yourkidsot/ Pinterest: https://www.pinterest.com.au/yourkidsot/  We've made a connection. I'm led by the child in play. We have shared attention. Now what? How do I engage my child with playing "with me"? How can I teach them to take turns or share? Early sharing and turn-taking skills start well before we ask a child to "give" you something or "wait" for their turn. For some children, the idea of "sharing or taking turns" is met with fear. Someone is going to take my toy from me. I'm never getting it back. I didn't even get to really play with it. OR I don't want to play that way. I like being in control of the objects/role/game. Here are some practical ways to build a foundation of sharing and turn taking in a neuroaffirming way. Begin by reflecting on what your child may already be doing through PLAY (of course)! 1) Sharing by colour: Different colours of the same items. Name the colours as your child is playing with the items of different colours. Examples: Coloured balls, coloured pop tubes, coloured pencils, coloured pom poms, etc. "John you have red. John you have green. Yellow's turn. Blue's turn". By labelling the colours, you are indicating that each item is having a turn. Your child is independent in play. Don't anticpate the colours initially for your child to take but reflect on what they are already doing. Over time, you may anticipate and your child may respond by picking the colour that you have named. This gradual "demand" request may be instant for some children and for other children it can take a much longer time (ie. weeks, months). 2) Sharing by objects: Different objects of the same group performing the same action. Examples: Farm animals. Cars. Bugs. Figurines. "Pig eating. Cow eating. Horse eating. Donkey's turn. Duck's turn." You can reflect on a your child's play if they are already doing this. If they are not, you can model some actions beside your child as they play. Invite your child to help the objects to take turns. There are no rules here with how many times you perform the action or how many times the child helps the objects to take turns. You can start with single step actions and increase this to two-step or multiple-step actions over time. "Bluey is going up the ladder and down the slide. Rusty is waiting for a turn. Rusty is going up the ladder and down the slide. Bluey's turn to wait." This introduces your child to taking turns with an element of waiting. Don't rush to participate and allow your child to play with as many objects as they want to. If someone has more than "one turn", then reflect on this. "Bluey is having another turn". You can also introduce an additional action for the one who is "waiting". "Bluey is having a turn on the slide. Rusty is waiting on the swing. Bluey has finished on the slide. Rusty's turn on the slide and Bluey's turn on the swing". 3) Sharing with your child's body parts or a toy's body parts. Examples: Balloon play. Ball play. Simon says. Washing in the bath. Doll/teddy play. "Shake your hands. Shake your foot. Shake our head." or "Wash teddy's tummy. Wash teddy's back. Teddy's hands can have a turn. Teddy's face can have a turn". You can model this with your own body or on the toy. You may have two identicial toys where you model on your toy. If your child is not interested in following your request, go back to reflecing on what they are doing. Bath time or dressing time at home can be natural times where you label body parts.  4) Multiple children/adults jointly sharing one item together. Examples: Sharing a table of playdough. Sharing one parachute. "We are all sitting at the table. We are sharing the table." (You may be doing the same or different things at the table). or "We are all holding the parachute together. We are sharing this game. You are lying down and the parachute can go up/down". This requires some shared attention of the place or the activity. It introduces connection and collaboration without demanding participation. Some children find it easier to relate to adults (as they are more predictable) and other children find it easier to connect with other children. It is helpful to introduce this aspect of sharing with toys, adults and children. 5) Multiple children/adults sharing an item that is split between them. Examples: The tub of playdough/sand is split in half and given to two people. A piece of paper is cut into two. The pretend pizza/cake is split into two. A game that has multiple features that can be shared (eg. Hungry Hippos). Multiple balls where everyone gets their own ball. "We will both have some. We are sharing". This requires shared attention and connection with the other person. Inner motivation is needed to compromise for the other person to have what the child has. You may consider an "uneven split" if this helps to build this concept.  6) Turning taking with one item between children. Examples: Multiple children share one ball. Multiple children share one swing. "My turn. Your turn". This is a more traditional idea of sharing where one child has to wait and the other child can play with the item. Sometimes the item is passed back and forth between the children (eg. a ball) and at other times the other child just watches while waiting. To help this level of sharing, you can introduce counting. "Trixie can count to 10 with the bubble wand. Josh's turn with the bubble wand. Let's count to 10." For longer periods of time a visual timer can help set expectations and a predictable outcome. 7) Role play and turn taking roles. Examples: Shop keeper/customer, Doctor/patient, Teacher/student. "Let's play pretend". This is a higher level of sharing and turn taking. Pretend play requires not only shared attention, but collaboration and negotiation skills. Some children enjoy "scripted" role playing where you can model what happens in one particular role before they are happy to give it a try "You have one orange - swipe on register, place in bag. you have two apples - swipe on register, place in bag, that's $3.00 please. Thanks, come again." Would you like to continue teaching your child about "sharing"? Have a look at this social story that I created!  Don't forget to register for your free ticket to the PLAY CONFERENCE! It starts soon - March 9th - 12th for the free viewing. Four days of expert-led sessions with a look at rebuilding child development in a screen dominated childhood. Topics include Neurodiversity-Affirming Play in the Early Years, Play to Praxis: Building Motor and Speech Planning Through Real Play, Utilizing a Strengths-Based Framework That Is Child-Centered and Play-Focused and MORE! But if you can't make it to the free viewing, consider upgrading to the VIP ticket. The VIP Ticket is the best way to make the most of the 2026 Play Conference.Here’s what you get:
This article was written in response to a question one of my supervisees had recently! How do your teach your child to share and take turns? Until next time, Cindy  Cindy is a registered occupational therapist practising in Sydney, Australia. She has two growing children who are a constant source of inspiration and learning. Cindy loves working creatively to help children to reach their potential, finding opportunities in everyday living and making learning fun. She is also addicted to making printables (even when they take a long time to complete). Cindy is the author of the Occupational Therapy blog Your Kids OT. Read more articles from Your Kids OT at https://www.yourkidsot.com/blog
Cindy is a contributing author of the Functional Skills for Kids Therapy Team. They have together published THE HANDWRITING BOOK, THE SCISSORS SKILLS BOOK and THE TOILETING BOOK. The information on this site is general in nature. The activities are safe for most children, however, you should consult an Occupational Therapist or health professional to address specific movement, sensory or other medical conditions. Affiliate links are used throughout this website to promote recommended products. Your Kids OT receives a small commission if any purchases are made through these links. Please see my disclosure policy for more details. YKOT shop: https://www.yourkidsot.com/store/c1/Featured_Products.html Teachers Pay Teachers: https://www.teacherspayteachers.com/Store/Your-Kids-Ot You Tube Channel: https://www.youtube.com/channel/UCZUz_5nYEOCkj32DiOCQo4Q/featured Facebook: https://www.facebook.com/yourkidsot Instagram: https://www.instagram.com/yourkidsot/ Pinterest: https://www.pinterest.com.au/yourkidsot/  "Really dislike this as inappropriate simplification. Have a highly sensitive child who has been assessed by 3 OTs so far, we understand his sensory profile very well. My child can present like any of those profiles depending which sensory system we are talking about, what is his arousal, sense of safety and many other things including motivation and interests; and this is well documented in our reports." "Dr. Dunn’s work is a foundational strengths-based approach in sensory processing that all other theorists in this arena miss. This graphic misrepresents the richness of her clinical reasoning and does a disservice to clinicians by highlighting the negative aspects rather than the balanced approach that is the highlight of Dr. Dunn’s life’s work." These were comments that I received on my social media pages recently. They are both true to the people who wrote them. Sensory profiles can be complex to understand. True. Sensory profiles can appear with mixed patterns. True. Aroual, sense of safety, motivation, interests, connection with people, different environments can affect presentation of sensory profile. All true. The fact that this parent knows their own child and that the OTs who have worked with this family have explained it so well for them. All true and wonderful. Carer education and training is a key implementaton of sensory strategies with strong strength evidence to support it. Social media can only ever provide a snapshot. I am summarising a small amount of information into a few paragraphs or an image. I never disputed that Dr Dunn's framework is strengths-based. I strongly admire Dr Dunn and I'm in awe of her life-work! In fact, my new guidebook makes mention of strengths for each profile. But, I don't think the person who commented on my social media pages got that far and maybe I didn't make it obvious. So thank you.  When we observe a child... understand what interests them, become aware of their preferences (activities, environments, people), observe their responses, understand who they connect with and why, appreciate what helps them to feel comfortable, work out what they are doing (or not doing) to help them feel safe and regulated... we can acknowledge and affirm if they are over responsive, under responsive or typically responsive to sensory information. We can recognise if this interferes, helps or promotes their activities of daily life. We can develop an understanding of a child's sensory profile pattern and preferences (I use the standardized assessment The Sensory Profile-2). Preferences do not mean an absent of other characteristics. This is not a "diagnosis" or "label". A child's preferences can change. A pattern or preference does NOT automatically mean that intervention is necessarily required. There is no judgement. There is awareness and empathy. By understanding a child's preferences, we can appreciate their strengths. We can help them to build self-awareness and help them to advocate for themselves as needed.  These are some examples of strengths that "more than others" from each sensory profile MAY have. Bystander Strengths:
I shared a new resource recently! The Sensory Profiling Guidebook outines the theoretical framework (SP-2) that Dr Dunn developed. It describes characteristics and support strategies for each profile (over and under responsive) as well for mixed profile patterns. It includes additional regulation strategies to support relationship and co-regulation, breathing and oral motor activities, rhythm AND now the guidebook contains this new strengths-based image seen above. For those of you who have already purchased this guidebook via the YKOT shop, the updated strengths based image version was emailled to you last week. If you purchased this via TPT, please email me at [email protected] with your order receipt and I will also give you the new version. If you haven't got a copy yet, take a closer look via the you-tube video (note that it doesn't have the updated page).  I take every effort to share or create evidence-based, trustworthy information and resources. For more information on this topic:
A strengths-based approach is important. It helps us to see our children with understanding and appreciate what they are naturally drawn to but it also helps us to know how to support them. As parents, educators and therapists, we want our children to not only survive but to thrive. I read every comment and appreciate each of you. While my information is general in nature, I hope that it brings some help to those who are seeking it. Until next time, Cindy  Cindy is a registered occupational therapist practising in Sydney, Australia. She has two growing children who are a constant source of inspiration and learning. Cindy loves working creatively to help children to reach their potential, finding opportunities in everyday living and making learning fun. She is also addicted to making printables (even when they take a long time to complete). Cindy is the author of the Occupational Therapy blog Your Kids OT. Read more articles from Your Kids OT at https://www.yourkidsot.com/blog
Cindy is a contributing author of the Functional Skills for Kids Therapy Team. They have together published THE HANDWRITING BOOK, THE SCISSORS SKILLS BOOK and THE TOILETING BOOK. The information on this site is general in nature. The activities are safe for most children, however, you should consult an Occupational Therapist or health professional to address specific movement, sensory or other medical conditions. Affiliate links are used throughout this website to promote recommended products. Your Kids OT receives a small commission if any purchases are made through these links. Please see my disclosure policy for more details. YKOT shop: https://www.yourkidsot.com/store/c1/Featured_Products.html Teachers Pay Teachers: https://www.teacherspayteachers.com/Store/Your-Kids-Ot You Tube Channel: https://www.youtube.com/channel/UCZUz_5nYEOCkj32DiOCQo4Q/featured Facebook: https://www.facebook.com/yourkidsot Instagram: https://www.instagram.com/yourkidsot/ Pinterest: https://www.pinterest.com.au/yourkidsot/ Play in a Digital Age: How Technology Can Support (and sometimes challenge) Children's Development.9/2/2026  If you’ve ever tried to end a game, pause a video, or say “that’s enough screen time” and been met with big feelings, you’re not alone. Digital games are designed to be engaging — fast, colourful, predictable, rewarding — and for many children (and adults too), they feel excited, comforted, and deeply motivated. In a world that can feel noisy, demanding, and unpredictable, it makes sense that kids are drawn to spaces where they feel competent, in control, and successful. Understanding why children love digital play can help parents, caregivers, educators and therapists to nourish their nervous systems, rather than overwhelm them. Play has always been essential to children’s growth — helping them explore their world, develop relationships, develop skills, expand their comfort zones, and learning to regulate emotions. In today’s digital era, technology offers powerful new tools for play-based learning but also demands careful boundaries to ensure that play remains enriching rather than consuming. Play can be a boundary breaker for a child. From an occupational therapy perspective, play supports sensory regulation, motivation (to try new things or be with new people), social interaction (develop friendships, experiment with roles, negotiate, share a common interest, care for others), creativity (physical or verbal expression), and meaningful skill acquisition. Technology isn’t inherently at odds with these goals — but how and when it’s used matters. Thoughtful tech-based play can support development; unmanaged, highly stimulating screen time can contribute to dysregulation and compulsive patterns similar to behaviours seen in addictive systems (e.g., constant reward loops) unless balanced with other activities.  Digital play isn’t inherently harmful — many apps provide structured, developmentally supportive experiences. But not all screen time is created equal. A recent appraisal of hundreds of early literacy apps found that only a fraction aligned with expert standards for evidence-based reading instruction, with common shortcomings like lack of explicit instruction and corrective feedback. Too much passive or fast-paced screen play — with quick rewards and little cognitive challenge — can push a child’s nervous system into dysregulation, competing with their ability to engage in real-world play and social interaction. What can we do as parents, caregivers, teachers and therapists?
* the top is level with, or slightly below, your eyes * it is tilted away from you at a 10- to 20-degree angle * there are no distracting reflections, e.g. from a window.
Encourage your child to keep devices on stands or propped up. When pointing, use the index finger and tuck the remaining fingers into the palm of the hand. Participate in non-digital fine motor skill activities! Consider the opportunity cost of time spent with a screen and what they are missing out on.
Would you like to learn more about "navigating screens in therapy"? This topic is being covered in the upcoming Play Conference. This free, online conference is designed for OTPs, PTs, and SLPs who want to make play truly effective for modern childhood – and gain practical strategies that actually stick across homes, schools, and clinics. Free conference runs March 9–12, 2026 Sign up today for your free ticket And if you want the most out of the experience, the VIP Ticket is available at a discounted rate before and during the free showing. The VIP ticket is in $US and I earn a small commission for this promotion if you purchase a ticket.
What is your biggest challenge with supporting play in a digital age? What helps you to navigate this with your child? Until next time, Cindy  Cindy is a registered occupational therapist practising in Sydney, Australia. She has two growing children who are a constant source of inspiration and learning. Cindy loves working creatively to help children to reach their potential, finding opportunities in everyday living and making learning fun. She is also addicted to making printables (even when they take a long time to complete). Cindy is the author of the Occupational Therapy blog Your Kids OT. Read more articles from Your Kids OT at https://www.yourkidsot.com/blog
Cindy is a contributing author of the Functional Skills for Kids Therapy Team. They have together published THE HANDWRITING BOOK, THE SCISSORS SKILLS BOOK and THE TOILETING BOOK. The information on this site is general in nature. The activities are safe for most children, however, you should consult an Occupational Therapist or health professional to address specific movement, sensory or other medical conditions. Affiliate links are used throughout this website to promote recommended products. Your Kids OT receives a small commission if any purchases are made through these links. Please see my disclosure policy for more details. YKOT shop: https://www.yourkidsot.com/store/c1/Featured_Products.html Teachers Pay Teachers: https://www.teacherspayteachers.com/Store/Your-Kids-Ot You Tube Channel: https://www.youtube.com/channel/UCZUz_5nYEOCkj32DiOCQo4Q/featured Facebook: https://www.facebook.com/yourkidsot Instagram: https://www.instagram.com/yourkidsot/ Pinterest: https://www.pinterest.com.au/yourkidsot/  The child that everyone knows. The child that everyone says is "busy". The child who doesn't seem to have an "off" switch. The "sensory seeking" child may have a reputation that proceeds them. We are looking at how our central nervous system manages sensory information in the world we live in. When our "sensory seeking" child craves sensory input, what does this mean? How can we support them? Before we look more closely at the "sensory seeking" child, you may want to head back to read about Winnie Dunn's Sensory Profile framework as well as understanding some of the SP language used (thresholds and continuums). Sensory seekers enjoy and look for more sensory experiences. Seekers are active self-regulators and generate their own ideas. Sensory experiences may distract them from daily life tasks. They have high thresholds and find it difficult to meet their sensory needs. Seekers may observe and comment on interesting sensory events and pursue activities with great enthusiasm. They may also be highly creative and express themselves through movement (eg. dance) and physical pursuits (eg. sport). Let's think of the child's central nervous system with the analogy of a bucket, sensory input being the water in the bucket and the beach being their environment or task cues. These children have a large bucket which can be filled but it can also feel like the water splashes out or there is a hole in the bucket. The child continues to try filling the bucket which may seem excessive. This may be disruptive to others or distract the child from other tasks or environmental cues. They need more intense sensory experiences and help with structure, routine and goal-orientation.  Seeker Characteristics In the classroom, a child who may have a seeker sensory pattern more than others may demonstrate some of these characteristics. They may try to find ways to generate sensory experiences and interact with their environment. They may find it difficult to satisfy their need for sensory input and it may interfere with other tasks. Visual System This child may be constantly looking around their environment, noticing everything which may distract them from someone speaking with them. They may be aware of people, objects, changes in positioning of things, movement, furniture, classroom decoration, etc. This child may be constantly getting out their chair to look at things or people more closely. They may seem like they are visually scanning new environments or people to take in the visual information. This child may also create their own visual stimuli (eg. Flapping, flickering, blinking, spinning fidgets, spinning their pen). They may look at things in motion (eg. fans, washing machines). Auditory System This child may create their own sounds (eg. clucking, humming, groaning, lip smacking).They may also talk to themselves or repeat information given to them. They may seek sounds from their environment (eg. Tapping pencil, clicking a pen, kicking furniture, flicking light switches). They may enjoy toys or video games that make sounds. They may listen to music or tv shows constantly and at a high volume. They may enjoy noisy classrooms and find it more difficult in quiet spaces to remain quiet (eg. library or bathroom). Tactile System This child may love messy play, fidget toys, and exploring different textures with their hands. They may play with their hair or explore their own body with touch (sometimes inappropriately in public). This child may touch people and objects with difficulty controlling impulses (eg. touching items on the teacher’s desk or in a shopping aisle). They may have difficulty with the amount of pressure or force they use (eg. breaking pencils, pushing too hard onto the page, throwing items instead of placing). They may seek cuddles or rough play (eg. push, pull, bump, crash, head butt). This child may sit too close to other children, stroke their hair (or their own), or bump into others frequently. They may accidently hurt other children. Proprioceptive and Vestibular Systems This child may seek movement constantly (eg. climbing, running, pushing, pulling, jumping, swinging, kicking, stomping, etc.). This may build in intensity and the child can seem more dysregulated, silly, hyperactive and clumsy. They may seem easily distractable and constantly on the move. This child may have difficulty sitting on the floor during story time. They may not line up with other children when requested. They may appear to have difficulty controlling movement so that they are crashing, falling over, leaning or bumping into others or furniture. They can appear reckless without concern for other people think or what they are doing, seeking intensity of input. This child may also seem to have poor body awareness. They may request strong hugs or rough play. They enjoy lifting, pulling or pushing objects. This child may climb furniture, playground equipment or trees with disregard for safety. Oral Motor/Taste/Smell Systems This child may chew, lick, suck or bite edible and non-edible items. This might include items in the classroom (eg. pencils and erasers), their own body (eg. hair, fingers, fingernails) or their clothing (eg. collar, sleeves). They may clench or grind their jaw and teeth. They may lick or purse their lips regularly. They may attempt to bite other people. They may enjoy food that has strong flavours (ie. sour, spicy, intense). They may also enjoy crunchy or chewy food. At home... This child may have difficulty completing daily tasks as they are focused on creating sensory experiences. They may appear impulsive and unaware of danger. This may cause them to have more accidents. These behaviours can be a source of frustration for parents as the child may not respond to verbal requests. This child may also find slowing down their arousal for sleep time to be difficult. They may have difficulty sitting with the family for meal times or to watch television.  Sensory Supports for Seekers In general, a child who exhibits a seeker sensory pattern more than others needs sensory input with more frequency, intensity and duration to meet their sensory needs. Although these children try to satisfy their own sensory needs by seeking certain input, they need assistance to organise themselves and monitor their sensory experiences. Observing the way they seek input can help to guide intervention. This child benefits from incorporating or embedding sensory experiences into their daily routines to support participation. This means that the child does not need to stop the task to seek sensory input elsewhere, thereby becoming distracted. Nor should this child be required to wait to receive sensory input as this can cause distress. Intervention planning should increase awareness, purpose and meaning to sensory input. This can build predictable sensory expereinces.
Visual System
Auditory System
Tactile System
Proprioceptive and Vestibular Systems
Oral Motor/Taste/Smell Systems
 For more information:
You asked and now it's here! The Sensory Profiling Guidebook is a practical, neurodiversity-affirming resource designed to help therapists, educators, and caregivers make sense of sensory profiles and translate assessment insights into meaningful, everyday support. Grounded in Dunn’s Sensory Processing Framework and aligned with Sensory Profile 2™ interpretation language, this guidebook moves beyond labels to explain why sensory patterns show up the way they do — and what actually helps. Inside, you’ll find clear explanations of each sensory profile, information about mixed profiles, real-world examples across home and school contexts, and regulation-focused strategies that support participation, learning, and wellbeing. Whether you’re an occupational therapist looking for intervention clarity, a teacher supporting diverse learners, or a parent wanting to understand your child’s responses, this guidebook bridges theory and practice with compassion and clarity. This is not about “fixing” sensory differences — it’s about understanding nervous systems, supporting regulation, and creating environments where children can thrive. Use the Sensory Profile Guidebook to analyze, interpret, explain and apply sensory processing information!  Cindy is a registered occupational therapist practising in Sydney, Australia. She has two growing children who are a constant source of inspiration and learning. Cindy loves working creatively to help children to reach their potential, finding opportunities in everyday living and making learning fun. She is also addicted to making printables (even when they take a long time to complete). Cindy is the author of the Occupational Therapy blog Your Kids OT. Read more articles from Your Kids OT at https://www.yourkidsot.com/blog
Cindy is a contributing author of the Functional Skills for Kids Therapy Team. They have together published THE HANDWRITING BOOK, THE SCISSORS SKILLS BOOK and THE TOILETING BOOK. The information on this site is general in nature. The activities are safe for most children, however, you should consult an Occupational Therapist or health professional to address specific movement, sensory or other medical conditions. Affiliate links are used throughout this website to promote recommended products. Your Kids OT receives a small commission if any purchases are made through these links. Please see my disclosure policy for more details. YKOT shop: https://www.yourkidsot.com/store/c1/Featured_Products.html Teachers Pay Teachers: https://www.teacherspayteachers.com/Store/Your-Kids-Ot You Tube Channel: https://www.youtube.com/channel/UCZUz_5nYEOCkj32DiOCQo4Q/featured Facebook: https://www.facebook.com/yourkidsot Instagram: https://www.instagram.com/yourkidsot/ Pinterest: https://www.pinterest.com.au/yourkidsot/  Meltdowns, shutdowns, and sudden loss of skills are often seen as signs of failure or “behaviour problems.” But what if they’re actually signs of a nervous system that has been pushed too hard for too long? Many autistic people and families recognise this experience, even if they haven’t always had the words to describe what’s happening underneath. Before we dive into these terms, let's talk about language. Thirty years ago (when I was university) we were taught to say "person with a disability" as the least offensive way to describe a person. It was a step up from terms that were used at the time. In its work, Autism CRC uses the terms autistic person, person on the autism spectrum, or person on the spectrum. Using identity-first language (autistic person) reflects the understanding that autism is a core part of identity and aligns with the preferences of many autistic individuals, including those working within Autism CRC’s national network. While language preferences are personal and varied, research and autistic-led organisations show a strong preference for identity-first language among autistic adults. You might have come across terms like autistic burnout, masking, interoception, or monotropism and wondered why there suddenly seems to be a whole new language to learn. It may feel like these words appeared out of nowhere but they have grown out of research, clinical practice, and—most importantly—the lived experiences of autistic people trying to explain what life feels like from the inside. Having this shared language helps shift the focus away from “behaviour” and toward nervous system needs, energy limits, and safety. It helps us notice when someone is overwhelmed rather than oppositional, exhausted rather than unmotivated, or self-regulating rather than “stimulating for no reason.” When we understand what’s really going on, we can offer support that reduces harm and burnout, rather than adding more pressure. As an occupational therapist, I’m always learning. If these terms are new to you, I’d love for you to learn alongside me.  Neurodiversity-Affirming Practice An approach that respects neurological differences as natural variations of human diversity, rather than deficits to be fixed.
Core Identity & Frameworks Autistic / Autistic Person Uses identity-first language to recognise autism as an integral part of a person’s identity, not something separate from them. Neurodivergent A term for people whose neurological development or functioning differs from societal norms (e.g. autistic, ADHD, dyslexic). Neurotypical Describes people whose neurological development aligns with dominant social expectations. It indicates difference, not superiority. Neurodiversity Paradigm A framework that views neurological differences as natural human variation rather than deficits to be cured. Autistic Joy Deep enjoyment, regulation, or wellbeing experienced through interests, routines, sensory experiences, or authentic connection. Stress, Burnout & Energy Autistic Burnout A state of physical, emotional, and cognitive exhaustion caused by prolonged stress, sensory overload, masking, and unmet support needs. May include skill loss and increased sensitivity. Spoon Theory A metaphor describing limited daily energy. Each task uses a “spoon,” and once spoons are gone, functioning becomes difficult. Atypical Burnout Burnout that does not follow the typical workplace model. It may include skill regression, increased autistic traits, shutdowns, meltdowns, reduced speech, or executive functioning collapse. Rest alone is often insufficient—support needs must change.  Attention, Thinking & Executive Skills Monotropism An autistic attention style involving deep focus on a small number of interests or tasks at a time. Executive Function Cognitive skills that support planning, initiation, emotional regulation, flexibility, and working memory. Monotropic Split When attention is forced to split between competing demands (e.g., sensory input, social interaction, instructions), causing stress, overload, or shutdown. The brain is pulled away from its focused channel, which can feel disorienting or exhausting. Monotropic Spiral A cycle where stress or overload narrows attention even further, reducing flexibility and increasing distress. As capacity drops, demands feel heavier, which further intensifies focus or shutdown—creating a self-reinforcing spiral. Nervous System Responses Meltdown An involuntary nervous system response to overwhelming sensory, emotional, or cognitive load. Not a tantrum or behaviour choice. Shutdown A nervous system response involving withdrawal, reduced speech, or reduced movement to conserve energy and cope with overload. Allostatic Load The cumulative wear on the body from prolonged stress and adaptation demands. Meerkat Mode (Hypervigilance) A state of constantly scanning the environment for safety or unpredictability. The child or adult may seem tense, alert, or unable to relax. This uses a lot of energy and often develops in overwhelming environments. Stimming (Self-Stimulatory Behaviour) Stimming refers to repetitive movements, sounds, or actions that help a person regulate their nervous system, manage sensory input, express emotion, or maintain focus. Common examples include hand-flapping, rocking, pacing, tapping, humming, or repeating words or phrases. Stimming is a natural and meaningful form of self-regulation. It can support calm, concentration, communication, and emotional safety, and should not be discouraged unless it is unsafe or harmful. Social Understanding & Communication Double Empathy Problem The mutual misunderstanding that occurs between autistic and non-autistic people due to different communication and social styles. Gestalt Language Processing (GLP) A language development style where language is learned in meaningful chunks rather than single words. Echolalia Meaningful repetition of language used for communication, processing, or regulation. Selective / Situational Mutism Context-dependent inability to speak due to anxiety or nervous system shutdown (not a choice). “Sometimes speaking” or “non-speaking” are also used as descriptors. Masking, Demands & Autonomy Masking The conscious or unconscious suppression of autistic traits to meet social expectations. Long-term masking increases stress and burnout. PDA (Pathological Demand Avoidance / Pervasive Drive for Autonomy) An autistic profile characterised by an anxiety-based need to avoid demands and protect autonomy. Avoidance reflects nervous system distress, not defiance. You can read more about PDA here. In full transparency, AI was used to assist with the collation of these definitions and reference list below. If you would like a copy of the definitions in a handout format, you can access this HERE. This handout would be suitable to share with parents, educators and other health professionals to assist with them understanding Autistic Language.  Did you know all of these definitions? Do you use them? As an OT, learning the language autistic people use to describe their experiences has been a key part of moving toward neurodiversity-affirming practice. When I understand concepts like burnout, masking, or double empathy, I’m less focused on fixing behaviour and more focused on what a nervous system is communicating. That shift changes everything. It helps me to get curious, and ask, “What support would make this feel safer or easier right now?” If this language is new to you, that’s okay. Neurodiversity-affirming practice isn’t about getting it perfect — it’s about listening, learning, and being willing to see things differently. Start small. Stay curious. Even small shifts in understanding can make a meaningful difference for autistic people, families, and for us as practitioners too. Until next time, Cindy xx  Cindy is a registered occupational therapist practising in Sydney, Australia. She has two growing children who are a constant source of inspiration and learning. Cindy loves working creatively to help children to reach their potential, finding opportunities in everyday living and making learning fun. She is also addicted to making printables (even when they take a long time to complete). Cindy is the author of the Occupational Therapy blog Your Kids OT. Read more articles from Your Kids OT at https://www.yourkidsot.com/blog
Cindy is a contributing author of the Functional Skills for Kids Therapy Team. They have together published THE HANDWRITING BOOK, THE SCISSORS SKILLS BOOK and THE TOILETING BOOK. The information on this site is general in nature. The activities are safe for most children, however, you should consult an Occupational Therapist or health professional to address specific movement, sensory or other medical conditions. Affiliate links are used throughout this website to promote recommended products. Your Kids OT receives a small commission if any purchases are made through these links. Please see my disclosure policy for more details. YKOT shop: https://www.yourkidsot.com/store/c1/Featured_Products.html Teachers Pay Teachers: https://www.teacherspayteachers.com/Store/Your-Kids-Ot You Tube Channel: https://www.youtube.com/channel/UCZUz_5nYEOCkj32DiOCQo4Q/featured Facebook: https://www.facebook.com/yourkidsot Instagram: https://www.instagram.com/yourkidsot/ Pinterest: https://www.pinterest.com.au/yourkidsot/  Let's get started with 2026! In Australia, January is the "calm before the storm" as we anticipate the beginning of the school year (usually late Jan/early Feb). I've been enjoying a wonderful summer break but it is time to get organised. I've been decluttering and organising my office - you can see some of the results over on IG and FB as I share a tour of my office across a series of videos. I'll share a close up here on my website in the near future but you can get a head start HERE (IG) or HERE (FB). I've turned my attention to getting organised with my clients for 2026. If you have been following me for a while, you will know that I give out workbooks to each child that I see. For each new year and each new OT child; I provide a workbook to record things we do each week. We may draw or write directly into the book. I use scrapbooks that are larger than A4 as we also paste in craft activities or worksheets. This book also works as a communication tool with parents when they are not present for sessions and can be sent home with homework. I enjoy designing new covers and the children whom I have seen over multiple years look forward to seeing what the design is for the year. Mr Z and Mr A have been with me for 7 years now (yes, that's a LONG time). This year, I have decided to add some additional pages that can be used in flexible ways such as an "all about me" record, positive affirmations, steps to achieve a goal, drawing, etc. Additionally, a start of the year means that a review with families and teachers is needed to set or confirm goals. My resources this year include some planning pages to ask parents and teachers about their priorities. You can obtain the 2026 client resources (scroll through the slideshow below for a closer look) at the YKOT shop for FREE. You can also still access previous OT workbook covers. But wait, that's not all! I'm also getting myself organised with a small update to my therapy planner. This year I've created some pages including a "multi client" planner page... often I set out for the day as a mobile therapist and plan for the whole day. I bring a limited number of toys, games, resources and have an overall plan as to how I will us them. Most of the time, I have some children working on the same goals so it's easier for me to plan across the day (or even week). The other addition that I've included this year is a "client planner page". I couldn't think of a better name but basically this is my to-do-list for all clients, mostly for the beginning of the year. I might include things like - create workbook, email/phone/meet parents, confirm goals, check funding, review consent forms, contact school, complete school paperwork, etc. The 2026 planner contains neutral interior papers. It is undated and you can print the pages on demand.
I know that I may be in the minority here with a paper planner, however you can also use ADOBE to insert information on the PDF file. Scroll through the slideshow below to see the contents of the planner. Are you ready for 2026? What do you have planned? Do you have any professional development goals? How will you achieve occupational balance? Are you a parent/teacher who wants to know about something in particular (if so, I'm impressed if you have made it through this article but you can download the free resource to use with your child too)? Make sure you download the FREE client resources and check out the therapy planner too. I would love to know how you use the "flexible pages" or if you want to share any of your answers to the questions. Let me know by tagging @yourkidsot on social media or email me [email protected]. Until next time, Cindy   I am unwritten Can't read my mind I'm undefined I'm just beginning The pen's in my hand Ending unplanned Staring at the blank page before you Open up the dirty window Let the sun illuminate the words that you could not find* When I started this blog, website, business in 2014... I didn't really have a plan. I thought I would share a few ideas, my experience and see what happens. I created resources that I used in my own OT practice and shared those too. The frequency, the content, the form of sharing was all unplanned... well that's not true... I tried to plan but couldn't stick to it. When content flowed from my inspiration, from collaboration, from the children I worked with... it went to that plan. A bit adhoc and a bit episodic but always authentic. So in 2025, my plan was to give my blogs more structure (ie. OT Bingo) and have a more consistent approach. It worked for several months but then... you know, life happens... and I fell into my old ways. To be honest, I think you all preferred my old ways, so that's what I've stuck to. I've never been afraid of trying new things and learning from mistakes. I have enough self-awareness to know that what I do may be temporary and people will come and go ... but I appreciate each and everyone of you who come back time and again! Thanks for your ongoing support! On that note, let's recap some highlights of 2025!  I break tradition Sometimes my tries are outside the lines We've been conditioned to not make mistakes But I can't live that way* 2025 Popular Blog Posts: * Sensory Profile Language * Vestibular Sensory Activities * A Comparison of the BOT 3 and MABC-3 Assessments * Understanding Repetitive Play Patterns 2025 Original Popular reels: * Fine Motor Skills for Typing and More! - Part 2 (Instagram and Facebook) With over 550K +views (5K+ likes, 3K+ bookmarks, 1K+ shaes), this is the most watched reel of 2025. The original was posted in 2024 with an update of progress featuring the same child addressing hypermobility concerns. * Occupational therapy principles (Instagram and Facebook) including regulation before expectation, respect, connection, sensory needs met, therapeutic use of self, active engagement and participation, client-centred and holistic. * Stop the Rolling Ball (Instagram ) - A simple body awareness activity, providing time to think and getting the body ready with a plan to stop the ball. Practical way to apply executive functioning skills in a slow achievable manner. * Metronome Steps (Instagram and Facebook) focusing on attention and concentrating with auditory processing. A multi-sensory activity with proprioception, vestibualr, auditory, visual and tactile systems engaged with a highlight of interoception skills introducted by monitoring heart rates. * Metronome Pencil Control (Instagram and Facebook) using reptetive rhythmic beats to help focus and change handwriting speed. * Whole Body Balance and Crossing the Midline (Instagram and Facebook) - - A whole body activty using theraband as a balance beam, paper cups and balls. We work on balance, body awareness, crossing the midline, coordination, motor planning, impulse control and executive function skills while providing sensory input. * Visual Prompt for Pencil Grasp (Instagram and Facebook) using patty pans to create a cute visual prompt for pencil grip. * Drawing shapes (Instagram) - Visual motor integration using a physical shape to use as guide to develop skills interpreting what is seen to coordinate with drawing. FREE Printables: I gave away 6 freebies! * Workbook Covers * Fingerprint drawing fun * Animal Walks * Toilet Time Interoception Visual Supports * Quick Ways to Calm Down 2025 Edition * Christmas 2025 Printable NEW Resources: I launched 4 new printable products! * Growth Mindset * Out of the Box Thinking and Drawing (Flexible thinking) * Body Scan Check: Interoception Awareness for Children * Unicorns are Neat Handwriting Legibility  A major 2025 highlight for me personally (and professionally) was taking a trip to the US in April. Attending the AOTA conference in Philadelphia was an OT bucket-list activity! You can read more about my experience HERE. Meeting my online colleague, Miss Jaime OT was a pleasure. I'm so pleased to share what a genuine and passionate OT she is in real life! Long time followers will know that we have been working on a book together for 8 years and we are more than certain that this dream will become a reality in 2026! Exciting! Here are a few more highlights: * I have collaborated with a number of companies and affiliate programs in 2025. You supported these collaborations, so I will continue to share these. * My direct OT services saw me work with a number of families in my local area; focusing on one preschool and 4 main schools. * I have enjoyed supervising a number of individual occupational therapists and a work experience student. Get in touch if you are an Australian OT who would like supervision in 2026. * I presented in person on the "Therapeutic Use of Self" at a speech therapy clinic. * After 11 years, I finally had some professional bio photos taken thanks to TeaLily Photography. * I also continue to drive the Australian Paediatric OT FB Group as part of the admin team. We have exciting plans for this group too. * Meeting fellow OTs in.real.life. Seriously the best! Thank you again for your support in this small corner of the internet. Your likes, emails and comments are always valued. I always love hearing from you! Thank you for purchasing from the YKOT shop and TPT store, or from affiliate links. Facebook now pay me a very small amount with your views and likes... this all helps to support me financially to maintain this website. What else can you expect in 2026... it is mostly unwritten but will come! Happy New Year and see you in 2026!  Live your life with arms wide open Today is where your book begins The rest is still unwritten The rest is still unwritten The rest is still unwritten* * Source: LyricFind Songwriters: Danielle A. Brisebois / Natasha Anne Bedingfield / Wayne Steven Jr Rodrigues Unwritten lyrics © Kobalt Music Publishing Ltd., Sony/ATV Music Publishing LLC  Cindy is a registered occupational therapist practising in Sydney, Australia. She has two growing children who are a constant source of inspiration and learning. Cindy loves working creatively to help children to reach their potential, finding opportunities in everyday living and making learning fun. She is also addicted to making printables (even when they take a long time to complete). Cindy is the author of the Occupational Therapy blog Your Kids OT. Read more articles from Your Kids OT at https://www.yourkidsot.com/blog
Cindy is a contributing author of the Functional Skills for Kids Therapy Team. They have together published THE HANDWRITING BOOK, THE SCISSORS SKILLS BOOK and THE TOILETING BOOK. The information on this site is general in nature. The activities are safe for most children, however, you should consult an Occupational Therapist or health professional to address specific movement, sensory or other medical conditions. Affiliate links are used throughout this website to promote recommended products. Your Kids OT receives a small commission if any purchases are made through these links. Please see my disclosure policy for more details. YKOT shop: https://www.yourkidsot.com/store/c1/Featured_Products.html Teachers Pay Teachers: https://www.teacherspayteachers.com/Store/Your-Kids-Ot You Tube Channel: https://www.youtube.com/channel/UCZUz_5nYEOCkj32DiOCQo4Q/featured Facebook: https://www.facebook.com/yourkidsot Instagram: https://www.instagram.com/yourkidsot/ Pinterest: https://www.pinterest.com.au/yourkidsot/  As we approach Christmas, I'm sharing a little last-minute festive cheer. I've shared these on social media and didn't want you to miss out. Just to bring a smile. Q. Why did Santa visit the OT? A. He needed help with his "elf-regulation". Q. Why was the reindeer great at handwriting? A. Because he always used proper "deer-election". Q. Why did the gingerbread man get extra tongs practice? A. He kept crumbling under pressure. Q. Why was the snowman good at copying shapes? A. Because he has excellent "ice-hand coordiantion". Q. What did the Christmas tree say when learning about interoception? A. I'm feeling light headed ... oh wait, that's my star. Q. How did the Christmas lights know they needed a break? A. They started blinking.
If you are looking for some final stocking stuffers or maybe resources to watch out for during the Boxing Day sales ... here are a few of our favourite things (the ones that my OT kids request repeatedly) and few things on my own wishlist! Favourite Things:
My Wish list!
I've set myself a challenge to declutter and organise my current OT resources before I purchase anything new. My wish list also reflects my current caseload with children with a scope covering fine motor skills, executive functioning skills, writing and social emotional development. Wishing you all a safe, restful Christmas and holiday period!  Cindy is a registered occupational therapist practising in Sydney, Australia. She has two growing children who are a constant source of inspiration and learning. Cindy loves working creatively to help children to reach their potential, finding opportunities in everyday living and making learning fun. She is also addicted to making printables (even when they take a long time to complete). Cindy is the author of the Occupational Therapy blog Your Kids OT. Read more articles from Your Kids OT at https://www.yourkidsot.com/blog
Cindy is a contributing author of the Functional Skills for Kids Therapy Team. They have together published THE HANDWRITING BOOK, THE SCISSORS SKILLS BOOK and THE TOILETING BOOK. The information on this site is general in nature. The activities are safe for most children, however, you should consult an Occupational Therapist or health professional to address specific movement, sensory or other medical conditions. Affiliate links are used throughout this website to promote recommended products. Your Kids OT receives a small commission if any purchases are made through these links. Please see my disclosure policy for more details. YKOT shop: https://www.yourkidsot.com/store/c1/Featured_Products.html Teachers Pay Teachers: https://www.teacherspayteachers.com/Store/Your-Kids-Ot You Tube Channel: https://www.youtube.com/channel/UCZUz_5nYEOCkj32DiOCQo4Q/featured Facebook: https://www.facebook.com/yourkidsot Instagram: https://www.instagram.com/yourkidsot/ Pinterest: https://www.pinterest.com.au/yourkidsot/ |
About me...Hi, I'm Cindy ... an Occupational Therapist who enjoys working creatively with children. We work on client-centred principles of respect, connection, regulation before expectation, meeting sensory needs, active engagement and participation, Read more about me here. 
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Disclaimer: The information on this site is general in nature and should be used for educational and entertainment purposes. The activities are safe for most children, however, you should consult an Occupational Therapist or health professional to address specific movement, sensory or other medical conditions. This blog does not replace formal therapeutic professional advice given by a health professional or medical practitioner. Reviews and endorsements of products will only be made based on my expertise and personal opinion; and deemed worthy of such endorsement. The opinions shared in sponsored content will always be my own and not that of the advertising company or brand. Content, advertising space or posts will be clearly identified if paid, affiliated or sponsored. Affiliate links may be found throughout this website in advertising. This means that if you follow through with a purchase from these links, Your Kids OT will receive a percentage of the sale. Your Kids OT undertakes to meet the requirements of the "Social Media Policy" as published by Australian Health Practitioner Regulation Agency (AHPRA). Further information about this policy can be found here.
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