Games-making is designed to encourage students to create their own tennis games using various equipment from around their home environment, getting kids to move more, improve their skills, and come up with their own creative tennis games.
A new innovation makes it possible, for the first time, to quantitatively assess children’s spontaneous movement in the natural environment.
Students who take part in physical exercises like star jumps or running on the spot during school lessons do better in tests than peers who stick to sedentary learning.
When asked to repeat the same task 24-hours later, participants those who had exercised for 15 minutes used far fewer brain resources than those who rested.
University of Hong Kong study found that parents who saw their child had a closer connection with nature had less distress, less hyperactivity, fewer behavioral and emotional difficulties, and improved pro-social behavior.
An August 2010 doctor’s report included history of Oromotor Dyspraxia, Auditory Sensitivity, Articulation Disorder, Developmental Language Delay, and Heavy Metal Toxicity which had improved with prior therapeutic interventions. Current diagnoses include Sensory Integration Dysfunction, Metabolic Disorder, and Developmental Coordination Disorder. Michael was receiving Speech Therapy 5 days a week and Occupational Therapy once a week. His delays first became evident at age 2 when he had not begun to talk.
Emily is an eight year old in the third grade at a private school. She does not receive any special education services through the local school district. Emily was conceived as a result of in vitro fertilization and carried to full term. Developmentally, Emily was a late walker and an early talker. Significant health history includes fracturing the tibia at 12 months of age and again at 4. At birth she was diagnosed with Lordosis (curvature of the spine) and the presence of a sacral dimple. Emily had a few ear infections between the ages of 1 and 2 at which time she was considered for tubes.
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