Fall Carnival 2017

We at PTC love to have carnivals every year!!

We just had our fall carnival and all of us loved it!!

Hope you come to our spring carnival because we know it’s going to be a blast!!!

We interviewed a few teens who helped run the carnival and this is what they had to say:

What was the best thing about the carnival?
One of our friends loved running the piñatas and he wants to do it again this spring! Another friend of ours enjoyed the cup pong game. He said it was really fun. Some of our friends really loved all the booths and all the food!

We asked the teens who ran their booths to rate the carnival on a scale from 1 to 10, and they all said 10 or 11!

What was challenging about your booth?
Some of our teens said it wasn’t too challenging to run their booths. They really enjoyed being leaders and captains while running their booths. Each booth had a good turnout.

We had so much fun that we decided to have another one next spring, we hope you will join us!!!


~Written by one of our very own teens at PTC!~


Ahoy Matey

Our kids pretended to be pirates the past couple weeks at PTC!

Our Hop and Squeak groups dressed up in pirate hats, bandanas, and eye patches, and sang two songs for the purposes of increasing attention and tolerance to auditory stimuli: a welcome song, to encourage social recognition, and a pirate song called “Last Day in September” to kick off our theme.

Next, they hunted for treasure in bins of colorful kinetic sand, rice, and beans, increasing tolerance to tactile input for regulation, and practiced fine motor skills to transfer treasures into “treasure chests.”


Movement activities for the Hop and Squeak groups involved Walk the Plank (balance beam), Climb the Ladder (rope ladder), Sail the Ship (boat/lycra swings), Pin the Hat on the Pirate (taping paper hats to pirate pictures on the wall) and Launch the Cannonballs (throwing plastic balls into bins). These activities targeted balance and postural control, strength and motor planning, range of motion, following directions, and turn-taking. 1

Our pirate craft involved creating a handprinted pirate with paint and paper and sought to facilitate fine motor skills, tool use, creativity, and initiation of asking for help when needed.

Ideas for home with 3-5 year olds include:

  • Go to the beach to look for shells and play with sand! Or create a pirate-themed sensory bin at home. Fun ways to encourage tactile stimulation.
  • Dress up like a pirate to practice self-care and dressing skills.
  • Create a treasure map and build an obstacle course/fort to work on gross motor skills.
  • Treasure chest/pirate crafts for fine motor skills and sensory input.

Our Kinder groups and older children also played pirates, participating in similar movement activities with additional challenges in motor planning and sequencing, as well as activities that promoted teamwork and handwriting development.

For example, children in our Kinder groups worked together to find hidden treasures outside using treasure maps, and employed fine motor skills to place their treasures in a “treasure chest.”

Additionally, we played a game called “Captain of the Ship,” in which one pirate took a turn choosing a pirate-themed movement activity and “commanded” his fellow pirates to perform the movement. This involved movements such as Hit the Deck, Man Overboard, Tornado, Fire the Cannon, Hoist the Sail, and Walk the Plank. Movements encouraged various gross motor challenges including balance, core strength, range of motion, crossing midline, and imitation.

Inside the Adventure room, some of our little pirates practiced handwriting skills by decoding pirate messages and writing out each letter at a time to form hidden words, either on modified paper or a whiteboard.  Then they used motor planning skills to plan a route, traveling North, West, South, and East throughout the room to complete a mission based on the directions in the secret message. Challenges were modified based on the individual child, but for all participants the activity involved handwriting practice, following directions, symbolic play, motor planning, safety and spatial awareness.


Pirate Decoding Key

Ideas for home:

  • Create a pirate “code” and encourage your child to de-code message to practice problem-solving and handwriting.
  • Create an obstacle course with your child then hide treasure for him/her to find! Encourages practice in gross, fine, and visual motor skills, motor planning, and spatial awareness.
  • Handwriting tips: practice lowercase letters first; “bump” the lines to practice proper alignment; write letters from top to bottom; practice lightening grip pressure – challenge your child to write as light as possible!


To the Beach!

Summer is coming! In May 2017, our Hop and Squeak group spent a few weeks at “PTC Beach,” enjoying some fun in the sun with sea creatures, sand, seaweed, and all.

During Circle Time with the kids and their parents, we read a book titled “Under the Water” to boost excitement for the ocean theme. We also sang a song called “Slippery Fish,” which involved learning the sequence of a fish “food chain.” Circle Time is a great opportunity to acquaint the children to the day’s activities, improve awareness of peers and names, improve social recognition, and encourage participation and regulation within a group.

Over the few weeks we put together multiple sensory activities that particularly facilitated tactile exploration and input into this system. The kids got to make their own aquariums, adding sand, water, sponges, shells, and plastic sea creatures. We also had wet and dry texture stations, including a water table and bins of kinetic sand and regular sand, in which the goal was to find various hidden creatures, incorporating a visual challenge. The children also got to make “pet” jellyfish, using water bottles with plastic bags, water, and food dye. An awesome tool for tactile and visual input and regulation!

We involved an array of movement activities into our beach theme, including bending down to pick up sea creatures while walking across a 4-inch foam balance beam, balloon play, magnetic “fishing” in kinetic sand and throwing fish into “nets,” and an obstacle course using the scooterboard and Roller Racer to “swim” and catch sea creatures along the way. The fishing activity promoted sensorimotor development while the other activities targeted balance, postural control, strength, range of motion, and motor planning. Additionally, these activities incorporated turn-taking and waiting, imaginative play and teamwork, visual scanning, and receptive language when following directions. The kids had a blast!

Hops 5.19 21Hops 5.19 11Hops 5.12 8Hops 5.19 10

Crafting was another fun aspect of our ocean theme. The kids made fish out of paper plates and colored paper, and they each got to decorate a scale with glitter and add it to our “Rainbow Fish.” A collaborative team effort! We also created an ocean mural and hid pictures of sea creatures in plastic eggs for the kids to find and match with the creature on the mural then tape it on. All good practice of fine motor skills, tool use, creativity, and asking for assistance.

 For snack, we offered goldfish, seaweed, grapes, pretzel sticks, and strawberries. The kids had a chance to play with the food and relate it to the ocean theme. Snack time seeks to increase food repertoire & tolerance of various textures. It also provides opportunity to practice tool use, sharing with peers, verbal requests, and social interaction.

Ideas for home:

  • Sing the slippery fish song!
  • Create a fort out of cushions and pillows and “jump into the ocean”
  • Create your own obstacle course and homemade sea creatures
  • Practice “surfing” using a homemade balance board/Indo board
  • Decorate a mural with an “underwater world” theme
  • Go to the beach to look for shells and play with sand!
  • Make your own “aquarium” at home in a small plastic bin with sand, water, shells, etc.
  • Read books about the ocean
    • Rainbow Fish
    • Plunky Goes Fishing

Earth Day Fun

April 28, 2017

In honor of Earth Day, our Hop & Squeak group (ages 3-5) celebrated the Earth with some fun recycling activities and crafts! What a great opportunity to incorporate a meaningful learning experience about recycling and protecting our environment into occupational therapy and speech therapy activities.

earth day

We started off the day by reading a book called “Earth Dance” during Circle Time.

This was good practice for sustaining attention and engaging kiddos’ interest in the topic. The kids worked on transitions by rotating from indoor to outdoor activities in groups of two.

One outdoor activity involved each child riding on his/her belly on a scooter board and maneuvering through an obstacle course, picking up pieces of trash or recycling along the way! At the middle and end of the course, the goal was to throw the pieces of trash into the correct bins. Two kids participated at once and raced each other, encouraging some healthy competition.


This activity facilitated core and upper body strengthening as the children had to maintain a prone (belly down) weight-bearing position on the scooter board and use their arms to propel themselves through the course. It also involved motor planning, the process of thinking about the best route for moving through the course while also identifying multiple visual targets (the trash items). Finding the items involved keeping the head in an upright position and engaged the process of visual scanning.

Another outdoor activity incorporated 4 inch wide balance beams set up in a curved pattern. The kids were prompted to pick up pieces of trash or recycling while maintaining both feet on the beam, then throw the items into the correct bin at the end. Some children raced while others chose to work together to throw the items into the bins!


This activity enabled children to practice their balance and work on improving postural control. Postural control is a term used to describe the way our central nervous system regulates sensory information from other systems in order to produce adequate motor output or muscle activity to maintain a controlled, upright posture. This includes when standing or walking. We added a challenge by having the kids reach down to pick up trash items and attempt to regain an upright posture without losing stability. They got to practice using their hands and a toy trash-grabber for an extra fine motor challenge that targeted grip strength and grasp.

Lastly, the kids did a throwing activity in which they practiced their overhand throw to toss pieces of trash or recycling into a bin. This targeted strength, range of motion, eye-hand coordination, and grading pressure, as well as taking turns.


We incorporated reasoning and problem-solving by having the children sort the items into the correct bins, providing visual cues for support. These fun and Earth-friendly activities encourage both teamwork and healthy competition, providing a sense of motivation for the kids to participate and enjoy themselves. Even better, they send a positive message and learning experience for recycling and protecting our Earth!

Inside, the children partook in some more trash sorting activities. This time the bins were divided more specifically for an added problem-solving challenge. Also inside, the kids got to engage in some fun Earth crafts, including leaf stamping and hand stamping onto a big tree mural on the wall. These crafts facilitated practice of fine motor skills, tool use, asking peers/therapists for help, and following sequenced directions.



We ended the day with a healthy “tree” snack. Pretzels as tree trunks, grapes as leaves, and chocolate pudding as mud! While snacking, the kids practiced fine motor skills by using tongs to pick up food items and set them on fun Earth-themed placemats. They also practiced sharing with each other.

Ideas for home:

  • Trash Pick-Up Scavenger Hunt: Scatter various trash/recycling items around the house or yard and have your child find them! You can incorporate obstacles so your child can work on skills like balance and core strength. This activity also targets visual scanning and visual discrimination skills.
  • Make kid-friendly brown and green trash/recycling containers to encourage your child to help sort. This activity will facilitate problem-solving. You can provide visual aids (pictures of proper items for each bin) and add in some fun throwing games, too, to work on grading pressure, ROM, and strength!
  • When out at stores or restaurants, look for or point out recycling and trash cans.
  • Talk about the different materials and how to preserve nature and take care of the earth.
  • Talk to your child about the importance of recycling and appropriately throwing away trash.
  • Use recycled and old materials to make crafts for friends and family! An old toilet paper roll can become a telescope, a kaleidoscope, or even an instrument!!


Carnival Theme

Both our kinder and Hop & Squeak groups went to the carnival this month. Activities such as attending a carnival, clown faces, puppets, and “Old McDonald had a Carnival” encouraged fine motor, sequencing, social participation, counting, problem solving, and turn taking. We focused on sequencing events such as buying tickets for carnival rides, standing in line, handing the ticket to the ride operator, going on the ride, and getting more tickets if you needed them. Carnival was our theme for three weeks leading up to an actual carnival on site later in the month.

To facilitate increased communication, the therapists had the children in the kinder groups be responsible for the materials (scissors, glue, crayons). The children would then have to ask their peers for things they needed to complete the fine motor activities of coloring in a carnival scene, parts of a clown, and puppets.

Both groups went Fishing. The Hop and squeak group went fishing for magnetized fish that they had to put back into their puzzle, while the Kinder group had to fish for the magnetized letters in their name and then write it on the white board. This activity required children to request a fishing pole, scan the environment to find their letter or their fish, plan how to get their magnetized pole to touch the magnetized fish, and then remove it from the end of the pole.

Another carnival activity that the groups participated in was a hippety hop race. They had to sit forward on a ball with a handle and jump forward. The motor planning required for this activity had them sustain a grip on the handle of the ball, push off with both of their legs with enough force to move forward. The first week we did this, many kids required guided movement (therapist helping to lift and move them, helping them to maintain grip), but by the second week most of the children were hopping independently with a few reminders to watch out for their friends as they were racing.

Hippety hop race.

Next the groups went racing down the rollercoaster (zipline). They had to work on communicating (ready, set, go), checking to see if it was safe (no friends in the way), and counting out more than 1 ticket. Feed the Clown Bean Bag toss required the children to wait in line, take turns, count out bean bags, and they had to alter the way they threw the bean bag in order to get it in the clown’s mouth.

Bean Bag toss.

After this the groups took the carnival train back to the snack shack and explored various foods (i.e. apples, popcorn, cranberries, pretzels, almond butter, caramel, and rice crackers). The children had to request for the food item and tell the therapists where to put it on their placemat (i.e. on the nose, on top). Another week, the children made a merry-go-round with their food items. To make a merry-go- round snack use a sliced apple on the bottom, then a layer of almond butter, push animal crackers into the almond butter, and add an umbrella or cupcake paper in the middle for the top of the merry-go-round.


Harvest and Fall Fun

In our harvest and fall fun themes this month we have explored different ways to motor plan, sequence the steps of growing a pumpkin, go on a skeleton scavenger hunt, and look for dracula. Motor planning and ideation are all part of pretend play. Pretend play provides practice with problem solving and processing emotions (Russ & Wallace, 2013). Motor planning is the ability to imagine an idea, organize materials needed, and carry out a sequence of unfamiliar actions. It requires the combination of tactile, auditory, proprioceptive, and vestibular information in order to direct movements. Group activities aimed to support children becoming more aware of the materials needed when carrying out a new sequence of actions.

Pass the Pumpkin and Looking for Dracula
During pass the pumpkin, the children learned about different vegetables and ways to describe them using and being exposed to words related to color, size, smell, and other characteristics such as hard and soft or smooth or bumpy. This activity helped to support sharing with peers as well as teaching new words.
When Looking for Dracula, the children were given super secret assignments (i.e. pictures that matched pictures in the book). They had to listen to the song and look at the pictures to see when it would be their turn to add to the book. We also incorporated pretend play motions with the song (i.e. holding two fingers out as fangs, making binoculars out of hands). When we would go looking for our skeleton parts later, many children used their own hand binoculars to look for the body parts.

Looking For Dracula

Growing a Pumpkin and Going on a Skeleton Hunt
Part of our harvest activities was going through the steps of growing a pumpkin. The children had to put pictures into a sequence: get the seed, rake the planting area, dig a hole, cover the seed, water, and pick the pumpkin. The children helped to remove seeds from a pumpkin for planting which was a fun way to provide fine motor practice of pinching to grab and pull out the seeds as well as tactile input seeds being slippery or slimy. Once the children picked a pumpkin, we incorporated different types of movement to increase motor planning, having them carry pumpkins and hop, shuffle, run, or jump to put them in the basket.
The Skeleton Hunt worked on scanning the environment for what you need. The children had to look high, look low, and look around in order to find body parts. They were also responsible for placing the body parts together at the end of the hunt. This helps them to identify parts of their own body and how they are placed together (i.e. we don’t just have one leg bone, we have two).


Pumpkin Plate and Monster Face Craft
In order to help develop fine motor skills we sometimes will address basic abilities such as strength, which may need to be refined (Smits-Engleman et al., 2012). This month, when making a Pumpkin Plate we had the groups work on their fine motor grip and strength by having them scrunch up orange tissue paper and then place it on glue that they painted onto a plate. Many times birthday presents will have tissue paper in them and the tissue can be re-purposed as an art craft material.
The monster craft face addressed visual motor and perception skills. The children were able to see a model of the craft face and would ask for various body parts (eyes, ears, nose, mouth, hat or hair) to add to their creation. The kinder group used fine motor skills to cut out parts of their face. Both the hop n squeak and kinder groups had to identify where to put the parts of the face (top, bottom, side, middle) which worked on identification of prepositions.

Fall Crafts

Pizza in September

During September the theme was Pizza. There are many family nights and other events where pizza is involved. It can be a way for children to explore new toppings on a familiar cheese or cheese and pepperoni pizza, which can be a familiar food item. Trying new foods in different places can be a challenging experience. Restaurants can be loud, have lots of people, and different behavior expectations that can bring about a lot of anxiety making it more stressful to try something new. By pairing a familiar food in a familiar environment, there may be less stressors on the experience of trying new foods!

Crafting a Pizza
To introduce the concept of making a pizza and to use our imagination we put different toppings on our pizza as we listened and sang a song about being a pizza. We had to identify by color and shape what ingredient needed to go on the pizza next. We also had the children make paper plate pizzas where they practiced their fine motor skills by painting the sauce, adding glue for different ingredients, and placing the ingredients on top of the glue. At home, parents can incorporate sequencing by having their child identify the next thing they need to do or get when making meals or snacks or create an art project that is dinner that night.


Pizza Delivery
To continue working on fine motor as well as expanding play ideas, we played on the platform swing and took our friend’s pizza order. We had to pick ingredients up off the ground while the platform swing sung back and forth and then place the ingredients in a box for delivery. In general movement in slow straight lines is more of a calming activity.
Our friend who was placing the order then helped move the delivery truck by either pulling our friend on the platform swing and bringing them closer or navigating the delivery by pulling the delivery person on a scooter board with a rope. Both experiences worked on ways to motor plan around the environment and worked on upper body strength and control.
Playing in this way allows children to practice turn-taking and requesting and promotes positive interactions with others. At home or at the playground, parents can incorporate making pizza or other meals using available items. Wet sand can be molded to be different ingredients to be placed on hands that are plates.

Build your own pizza
To practice exploring different foods and textures, we made our own pizzas for snack. One week we used pre-made dough which we had to roll and spread out using a pin or our hands. Next we spread sauce and placed cheese and other toppings on our pizza. We then had it cooked and tried eating our creations! The next week we had a deconstructed pizza where we had tomatoes we had to squish using our fingers or utensils to make sauce. Some of the food items are familiar to children such as cheese and dough/bread while other ingredients were less familiar such as bell peppers and mushrooms. A combination of familiar foods mixed with less familiar foods can make trying new foods less anxiety provoking.
Food can be explored in a variety of ways, such as playing with our food, smelling our food, or giving our food a kiss.