Don’t Add Tummy Time As Another Thing On The Schedule. What a pediatric PT wishes every hospital told new parents.

I love working in early intervention for many reasons, but one of the most rewarding is working alongside other passionate therapists. Today I got a call from a long time and skilled colleague, a speech language pathologist who is a feeding expert in our community. She had a question that led to a great discussion that led to this post (why not share helpful convos, right? That’s why we are here). Her question: I’m working with a 2 month old that hates her tummy. I’ll give general recommendations, but when do I need PT support? And why do babies hate being on their bellies so much? And what can we do to make this more pleasant for babies and families?  

In my experience, there are several understandable reasons parents tend to avoid tummy time, rooting in real reasons that babies don’t enjoy the position, resulting in real (and incredibly frequent) consequences.

WHY DO PARENTS AVOID TUMMY TIME FOR THEIR BABY?:

FEAR:  As a new parent leaving the hospital you are overwhelmed with education on the dangers of letting baby sleep on their belly. It is natural that your first instinct as a new parent is to keep them SAFE. That’s the #1 goal right? I see so many parents avoid tummy time out of fear that their precious, little, fragile baby will not be safe on their tummy.  I was this parent. And I am a physical therapist and my husband is an occupational therapist and we STILL avoided it somewhat with baby #1 OUT OF FEAR. I reassurance parents daily (and wish someone had reminded me) that if you are present, awake and alert, and placing baby on a firm surface, being on their tummy from day 1 is not only safe, but beneficial. Here’s WHY.

DISCOMFORT:  For many reasons (another post, another day), there are many babies that suffer from acid reflux and colic early on. This can lead to legitimate (and often under recognized pain) and a strong avoidance of a tummy down posture (interestingly some babies with these diagnoses may prefer this posture and find it soothing). If untreated and unresolved the pain from acid reflux often leads parents to avoid placing baby on his/tummy and this ultimately leads to other concerns. If you feel that a baby is genuinely in pain or distress, speak to your pediatrician about your concerns. 

CONVENIENCE:  Technology and innovation continues to progress as time goes on and the baby industry is not absent from advances. More and more baby “containers” are created that are incredibly efficient at soothing a baby. Often recreating the sensation of the womb, these swings, seats, bouncers, and rockers can keep baby happy and quiet for long periods of time. The result is more time for parents to get some rest and get things done (who doesn’t love and need that? Me too!) However, there is a reason babies fuss. It’s how they communicate early on. It is their way to request what their body needs – food, physical contact, movement etc. If the container does such a good job at soothing them, they often miss out on natural experiences with their caretakers and during play that are SO IMPORTANT and essential for their development. So while we all need some help and convenience  from time to time, it’s important to limit time in these containers. More on avoiding the “container shuffle” here. 

WHY DO BABIES DISLIKE BEING ON THEIR TUMMIES?:

PAIN: See above. A baby in pain may not like this posture. We can’t stress enough that signs of pain should not be ignored. 

SENSORY CONFUSION: When we think of senses, we thing smell, taste, touch, and hearing. But body position and vestibular movement is a large sense represented in the young brain. Our brains seek out what we are used to and familiar with. Many parents tend to wait until 4-5 months when baby seems more stable with more head control to start tummy time. But by this time, this belly down posture, can seem very foreign to a baby who has only been positioning upright or on his/her back. When things seem foreign we tend to make noise. Think of yourself upside down on the occasional roller coaster. It feels weird, and scary – so you scream….same for baby who has never been placed belly down. If tummy time is started from day 1, it is my experience that frequently baby will never complain or dislike it. 

POSTURAL IMBALANCES: The longer baby stays in the womb the more restricted they are to movement (no more room in the Inn). So many are born with some postural imbalances where the fascia over the muscles becomes restricted on one side vs. the other (think of your stiff neck on one side when you’ve slept in a “funny” position). In many European countries, they often treat infants with osteopathic adjustments for this very reason before they send them home from the hospital.  Often times, these imbalances (if minor) will work themselves out if baby is benefitted with free movement, however if significant, imbalances occur (often presenting as torticollis) baby may be uncomfortable on his/her belly.  

 

CONSEQUENCES OF AVOIDING TUMMY TIME:

DELAYED MILESTONES: Studies show us that babies that have more exposure to free play on the floor meet their milestones earlier. I see this every day. To be frank, this isn’t rocket science. We get better at anything we get to practice. More time on the floor or a firm surface to play allows baby to flex, extend, move in diagonal patterns, and generally get stronger and more coordinated which eventually leads to rolling, crawling, sitting, and walking! I frequently remind parents that they can’t magically roll if they are either held or strapped to some sort of seat all day. 

MISSING OUT ON TYPICAL DEVELOPMENTAL EXPERIENCES: Babies are born with primitive reflexes and responses that are replaced with more mature postural reflexes as they move and develop. If these aren’t replaced or fully integrated, there can be lasting consequences. For example, there is a reflex that integrates when a baby crawls. If it does not, seated attention, posture, and hand/eye coordination can be affected. Other benefits can include improved visual coordination and strength, aided digestion, promotion of natural head shape, and development of natural muscular arches in the hand that support eventual skills such as handwriting.

IMPACT ON OVERALL DEVELOPMENT: We focus on gross motor or physical benefits of tummy time which are so important, but we can’t forget the other areas. When babies become mobile on their tummies, they engage in problem solving situations, flexing their cognitive muscles (How can I get to that thing I want across the room), fine motor skills (picking up tiny things they shouldn’t on the ground), and social skills (I WILL get to mom/dad to show them what I want) to start to advocate for themselves and engage with others at will.

STRATEGIES TO MAKE ALL THIS BETTER:

ALTERNATE POSITIONING: Tummy time means belly down – allowing lifting the body against gravity. This doesn’t have to be on the floor. It can be on a parents’ chest, a large yoga ball, over a lap, or on an incline/wedge/Boppy type pillow.

INTERESTING MATERIALS AND ENTICING SETTINGS: Kids always like the paper or the box, right? Save enticing but safe materials for supervised tummy time experiences (bubble wrap taped to the floor, tissue box, kitchen spoon/whisk) and settings (textured blanket, kitchen floor (yes I’m serious), the grass (or any place outside on a blanket), the kitchen table (with parent right next to them – great place for eye contact!).

DO IT EARLY & STOP SCHEDULING IT: My favorite tips include not to schedule it and to start on the day you come home from the hospital. If we make tummy time an “event” on the daily schedule, it’s likely to not happen or only last 10 minutes. I advise parents to always place baby on the floor or Pack-N-Play on the tummy when they set them down vs. a swing or seat. Ay the end of the day, this practice leads to MANY minutes of exposure to play on the belly, and a natural part of the daily routine leading to consistency. 

A child’s development is fascinating and exciting. Learn more about what to expect and how to encourage early milestones in a format you will actually have time to read and use. 1-2-3 Just Play With Me is kind of like this post – Mom inspired and therapist created. Hope both are helpful!

Milestones & Miracles

2017 Holiday Gift Guide For Kids By Age

“What should I get them???”
As therapists we hear this all the time.
You know what else we hear often?
“My kids don’t really play with toys.”

Here’s our 2 cents on this as professionals who believe in the power of play. We all play. All mammals. No matter how old. We were designed for play. It’s the best form of stress release. It recharges creative pathways. And most importantly, it brings JOY.

Sometimes as parents the hardest part is finding the right toy for the right kid (or adult). But we believe Santa has the perfect one for everyone.   
So here’s what we’ve done this week.
We’ve made our lists and we’ve checked them twice.

We added toys we have in our homes. Toys we’ve learned about in patient’s homes. Toys recommended by therapists around the globe. And toys that span a large range of interests and prices.  We’ve combined all our lists by age right here for you and hope you’ll find it helpful.  What would you add to our lists? What do your kids love?

1 YEAR OLDS

2 YEAR OLDS 

3-4 YEAR OLDS

5-7 YEAR OLDS

8-10 YEAR OLDS

10 & OLDER

Don’t forget 1-2-3 Just Play With Me for the expecting or new parents on your list! Empowering them with 3 years of education and purposeful play suggestions is a perfect and practical gift! 

 

Holiday Shopping Guide 2018 – Unique Finds for 1 year olds

“What should I get them???”
As therapists we hear this all the time.
You know what else we hear often?
“My kids don’t really play with toys.”

Here’s our 2 cents on this as professionals who believe in the power of play. We all play. All mammals. No matter how old. We were designed for play. It’s the best form of stress release. It recharges creative pathways. And most importantly, it brings JOY.

Sometimes as parents the hardest part is finding the right toy for the right kid (or adult). But we believe Santa has the perfect one for everyone .
So here’s what we’ve done this week.
We’ve made our lists and we’ve checked them twice.

We added toys we have in our homes. Toys we’ve learned about in patient’s homes. Toys recommended by therapists around the globe. And toys that span a large range of interests and prices.  Remember that toys and interest vary by age, so something on another list may really interest a child even if it is not included on the list for your child’s particular age.

1 year olds are the stars of their first holiday experiences. And while they may be more interested in the wrapping than than the box, it still such an exciting time to try and figure out some special finds just for them!  Their first toys are really their first tools of play — so enjoy buying for them. Here’s our picks for this group this year!

Starting off with our very own – 1-2-3 Just Play With Me (will help you understand how to best use all these awesome toys)!

 

Fat Brain Toys Chew Cube

2018 Holiday Shopping Guide – Unique Finds For 2 year olds

“What should I get them???”
As therapists we hear this all the time.
You know what else we hear often?
“My kids don’t really play with toys.”

Here’s our 2 cents on this as professionals who believe in the power of play. We all play. All mammals. No matter how old. We were designed for play. It’s the best form of stress release. It recharges creative pathways. And most importantly, it brings JOY.

Sometimes as parents the hardest part is finding the right toy for the right kid (or adult). But we believe Santa has the perfect one for everyone .
So here’s what we’ve done this week.
We’ve made our lists and we’ve checked them twice.

We added toys we have in our homes. Toys we’ve learned about in patient’s homes. Toys recommended by therapists around the globe. And toys that span a large range of interests and prices.  Remember that toys and interest vary by age, so something on another list may really interest a child even if it is not included on the list for your child’s particular age.

2 year olds are some of our favorites to shop for. They are just SO So EXCITED about everything. And they are finally old enough that this may be the year that the toy becomes more exciting than the box! Here’s our picks for this group this year!

 

 

Cuddle + Kind

 Felt Food from Target

13. 1-2-3 Just Play With Me (perfect for parents wanting to guide early learning through play!)

2018 Holiday Shopping Guide – Unique Finds for 3-4 year olds

“What should I get them???”
As therapists we hear this all the time.
You know what else we hear often?
“My kids don’t really play with toys.”

Here’s our 2 cents on this as professionals who believe in the power of play. We all play. All mammals. No matter how old. We were designed for play. It’s the best form of stress release. It recharges creative pathways. And most importantly, it brings JOY.

Sometimes as parents the hardest part is finding the right toy for the right kid (or adult). But we believe Santa has the perfect one for everyone .
So here’s what we’ve done this week.
We’ve made our lists and we’ve checked them twice.

We added toys we have in our homes. Toys we’ve learned about in patient’s homes. Toys recommended by therapists around the globe. And toys that span a large range of interests and prices.  Remember that toys and interest vary by age, so something on another list may really interest a child even if it is not included on the list for your child’s particular age.

3-4 year olds are developing their creativity and acting out real life scenarios through imaginative play.  Here are some of our favorite picks to support that developing brain through PLAY!

Choo Choo Shoes

 

 

2018 Holiday Shopping Guide – Unique Finds for 5-7 year olds

“What should I get them???”
As therapists we hear this all the time.
You know what else we hear often?
“My kids don’t really play with toys.”

Here’s our 2 cents on this as professionals who believe in the power of play. We all play. All mammals. No matter how old. We were designed for play. It’s the best form of stress release. It recharges creative pathways. And most importantly, it brings JOY.

Sometimes as parents the hardest part is finding the right toy for the right kid (or adult). But we believe Santa has the perfect one for everyone .
So here’s what we’ve done this week.
We’ve made our lists and we’ve checked them twice.

We added toys we have in our homes. Toys we’ve learned about in patient’s homes. Toys recommended by therapists around the globe. And toys that span a large range of interests and prices.  Remember that toys and interest vary by age, so something on another list may really interest a child even if it is not included on the list for your child’s particular age.

5-7 year olds are a fun group.  Kids really start to discover interests and love making first real friends on their own so buying for them can be fun and exciting.  Here’s our picks for this group this year!

Hearth Song Animal Caller

Hearth Song Light Up Laces

2018 Holiday Shopping Guide – Unique Finds for 8-10 year olds

“What should I get them???”
As therapists we hear this all the time.
You know what else we hear often?
“My kids don’t really play with toys.”

Here’s our 2 cents on this as professionals who believe in the power of play. We all play. All mammals. No matter how old. We were designed for play. It’s the best form of stress release. It recharges creative pathways. And most importantly, it brings JOY.

Sometimes as parents the hardest part is finding the right toy for the right kid (or adult). But we believe Santa has the perfect one for everyone .
So here’s what we’ve done this week.
We’ve made our lists and we’ve checked them twice.

We added toys we have in our homes. Toys we’ve learned about in patient’s homes. Toys recommended by therapists around the globe. And toys that span a large range of interests and prices.  Remember that toys and interest vary by age, so something on another list may really interest a child even if it is not included on the list for your child’s particular age.

8-10 year olds are beginning to figure out who they are and what they like.  Although they typically have well developed preferences when it comes to play introducing them to something new will challenge their minds and broaden their play horizons!  Here’s our picks for this group this year!

 

 Smart Pitch Radar Detector

Box & Balls Game

 

 

2018 Holiday Shopping Guide – Unique Finds for 10+ year old kids

“What should I get them???”
As therapists we hear this all the time.
You know what else we hear often?
“My kids don’t really play with toys.”

Here’s our 2 cents on this as professionals who believe in the power of play. We all play. All mammals. No matter how old. We were designed for play. It’s the best form of stress release. It recharges creative pathways. And most importantly, it brings JOY.

Sometimes as parents the hardest part is finding the right toy for the right kid (or adult). But we believe Santa has the perfect one for everyone. 
So here’s what we’ve done this week.
We’ve made our lists and we’ve checked them twice.

We added toys we have in our homes. Toys we’ve learned about in patient’s homes. Toys recommended by therapists around the globe. And toys that span a large range of interests and prices.  Remember that toys and interest vary by age, so something on another list may really interest a child even if it is not included on the list for your child’s particular age.

We are starting with our oldest kids. This crew is sometimes the hardest to shop for. The marketing powers want you to think that this group is too old to play…too old for toys. But we think if you find the right fit, these big kids have the potential to enjoy holiday mornings just like they did when they were younger. Here’s our picks for this group this year!

Fat Brain Toys – Architect 101

May The Field Day Be With You: A Step By Step Guide To Outdoor Star Wars Fun

Today I spent the day outside with kids I love doing what I love — PLAYING! It’s a treat to see 5th graders get to step out of the classroom and testing zone and enjoy their fleeting days of childhood. My daughter’s school simply rocks field day. Headed by her PE teacher, Mrs. April Cecil, and fueled by staff, PTA, and plentiful parent volunteers, they really surpass the norm for end of year fun. As a physical therapist, and play loving, outdoor activity advocate I appreciate the nice balance she strikes between choosing games that challenge them physically, are fun, rely on teamwork, and most importantly get them very wet. This is not your grandma’s day of potato sack races and tug of war. Because they do such a nice job – we feel the need to share.  Our hope is that other play loving, fun seeking schools will use this post as a resource to make end of year parties or celebrations simple and fun.

This year’s theme was Star Wars. Each class was a “team” and rotated through stations where they stayed and played for about 10 minutes. Breaks for water were built in. Volunteers ran each station and the PE teacher and PTA officers organized the stations, supplies, and volunteers.

Here are the stations they included:

  1. C3POP: Students will line up behind their cones in a single file line. On “Go” the first student runs down to the chair and grabs a balloon out of the bag. The student must pop the water balloon by sitting on it on the chair. After the balloon is busted, the student returns to his/her line and tag the next person in line. Activity is over when all balloons have been popped.
  2. R2D2 & C3PO Races: Students will get on a yellow (C3PO) or blue (R2D2) scooter and scoot to the cone and around it and then give to the next student in line. The first team who completes the relay race wins.
  3. EMPIRE STRIKES BACK: Students will set up to play “Duck, Duck, Goose.” Instead of tagging people and saying “Duck” the students will hold a water balloon and say “Empire” as they pass each student. When they get to the student where they would normally say “Goose,” they will pop the water balloon over their head and run as that student chases them.
  4. END OF DARTH VADER: Students from each group will line up behind their color cone. On “Go” the first student in each line will run to the large “Kerplunk” and pull out a stick. If they successfully pull the stick without allowing any balls to drop then they turn around and tag the next person in line. If all the balls fall, that team loses and the game is set back up again.
  5. BATTLE OF ENDOR: 1 student from each group will gather under one of the squares and play a game of 4 square – but in the air! Students will volley the ball back and forth and if the ball lands inside their square their team gets a point. After each point, a new student from each team will take a turn in the square. The team with the lowest score wins. (**Set made with PVP pipe).
  6. ATTACK OF THE CLONES: Students will line up behind their cone within 2 feet of the next person on their team. Each student will sit with a bowl on their head. On “Go” the first student will fill their bowl with water from the nearby bin. The student will then pour the water into the next person’s bowl while the bowl is on their head. That student then stands and pours the water into the bowl on the head of the next student. This continues down the line. The last student will pour the water into the team’s bucket. The team with the most water at the end wins.
  7. CANTINAS: Water break station!
  8. DESTROY THE DEATH STAR:  Each student will have a squirt gun and will squirt the beach ball until it moves to the cone. When the gun is empty, they return it to the next teammate who refills and takes a turn. The game is over when the first team gets the ball to the cone. 
  9. REVENGE OF THE SITH: Students line up behind their color cone. On “Go” the first person in line for each team will grab the sponge of their team’s color from the bucket and squeeze the sponge. They will then take the sponge and toss it back to the next person in line.  That person will then dip the sponge in the water and toss it back. The team that can do this without dropping it the least amount of times, wins. 
  10. LIGHT SABER BATTLE: Students will take turns “battling” each other with pool noodles. If someone gets hit, you are out. The noodle must hit students on the legs ONLY.
  11. DON’T DROP THE STORM TROOPER: The students will line up behind their color cone. On “Go” the first student in line will put their stormtroopers on their spoon and walk/run/jog to the cone and go around it. The student then passes the stormtrooper to the next person in line.  The team who completes the relay first wins.  If the Stormtrooper falls to the ground, students must scoop it up with their hands.  The students may not use their hands to keep the Stormtrooper on the spoon.  
  12. FREE HAN SOLO: Each group will be given a block of ice with Han Solo in the middle.  Each group must figure out how to melt the ice to get Han Solo out.  The first team that does, wins.
  13. JEDI TRAINING: The students will line up behind their color cone. On “Go” the first student in line will grab a cup from the bucket of water and go to the jump rope and jump 5 times. They will then run to the cone, do 5 jumping jacks, go through the hoop, jump in and out of the hoop, and then run back to the start to tag the next person in line. The first team to complete the relay race wins.
  14. CATCH YODA YOU MUST: Students will line up behind their color cone. The first person in line will grab the basket and run down to the other cone. The next student in line will grab a water balloon from a bucket and toss it to their teammate. The person with the basket will attempt to catch the water balloon in the basket while holding it on top of their head. If the balloon doesn’t bust, they must place it inside the bucket.  They will then switch and the person with the balloon will hold the basket while the other gets back in line. The team with the most balloons in the basket at the end wins.
  15. LEIA’S BLASTER: Break for drinks and popsicles!

Enjoy! Get outside and may the FIELD DAY be with you!

What I wish parents knew about math education in today’s politically charged climate

Milestones and Miracles Note- from Nicole: While we typically aren’t a company that dives into anything political publicly, we are parents and therapists that believe in supporting other parents. And when we know about something or learn about something that might help another parent, we will share at all costs. That’s why we created this space. This blog post is the result of years of begging. My daughters have had the gift of having Cindy Evarts as a math teacher or mentor of their other math teachers in some way for the past 7 years.  During that time, as parents we have not only learned the real “why” behind the frenzy many parents are facing and questioning with their children’s math instruction, but also been empowered to learn ourselves so that we can help our children succeed.  In doing so, I have nagged Mrs. Evarts to put what she has eloquently explained to me into words for others. I trust her immensely, not only for her vast knowledge and experience, but because I have seen my children understand math in ways I once only memorized for short periods. It is my hope that her words will also empower you to get excited about embracing math and the possibilities that working with your child’s teacher hold in helping your child succeed and enjoy learning. We are forever grateful for her unmeasurable contribution to the students and teachers in our county. 

What I wish parents knew about math education in today’s politically charged climate.

By: Cindy Evarts

As I write this – the West Virginia state legislature is debating bills that are intended to change the way I teach mathematics in my classroom.  The debate is heated.  Sponsors of the bills want to “prohibit” the use of Common Core standards in West Virginia and replace them with a set of standards from California from 1997.  The sponsors of the bill cite the “widespread dismay over Common Core standards” as the reason along with opposition to what they see as “federal overreach” to our state.  How did this happen and why do we – both teachers and parents –  need to pay attention?

Standards vs. Curriculum.

First, it is important to know the difference between standards and curriculum.  Standards spell out what students should know and be able to do at the end of each school year.  Curriculum is written to provide ways to meet the standards.  The Common Core State Standards Initiative provided only standards – not curriculum.  Curriculum has always been left up to local school districts to choose and adopt.  So what’s all the fuss about?

Unlike previous standards, the Common Core State Standards did not merely provide a list of topics to be covered by teachers and memorized by students, they also required students to acquire a deep understanding of concepts.  This was what good math teachers had been doing all along and this was what was required to produce students who were not only good at passing math classes – but could also know how to apply the mathematics required to keep our nation competitive with the rest of the world.

Why The Change?

So why the “widespread dismay?”  Don’t we want our students to be able to develop understanding rather than just memorization?  Don’t we want our students to have the mathematics skills they need to compete with students from other states and with the rest of the world?  Do we really want politicians “prohibiting” teachers from using standards that are research based and designed to produce students who can think critically?

Teaching for understanding is not easy.  It requires a teacher with the commitment to understand not only her content area but also to know her students.  It often means long hours seeking lesson ideas that go beyond worksheets and finding ways to provide students opportunities to solve meaningful problems and work together with others to build understanding. Good teachers along with forward thinking school districts have spent countless hours working to build and adopt curriculum designed to meet these researched and rigorous standards.  It has been a slow process – and now, after we are beginning to see progress – we are faced with a situation in which we may be prohibited from using what we know is working. 

Are there problems with Common Core?  Yes – but most of the widespread dismay is really about a lack of understanding about curriculum – not standards.  Textbook companies still want to sell textbooks and busy teachers still want worksheets.  The problem is – how do you design a worksheet to promote deep understanding?  The misunderstandings about how to accomplish that goal made for many indignant Facebook posts pointing out what many saw as ridiculous steps to solving simple problems. The standards were adopted without commitment to the quality teacher training needed to ensure their success and the public’s backing.

But How Can I Help My Child?

Much of the opposition to the standards has come from parents.  I know for parents it can be a struggle to help our children who are taught in classrooms using methods designed to build conceptual understanding.  We were not taught this way – we know the procedures and algorithms we were taught in school but many of us are at a loss when our children are given activities designed to promote thinking rather than memorizing.  I know it is tempting to “teach” our kids tricks and procedures to quickly solve the problem.  However, what we don’t realize is that by providing shortcuts, we take away the very struggle that promotes the brain growth needed to be successful in higher level mathematics.  Don’t worry – the algorithms you know and love will be taught to your children when they are developmentally ready –  and the deep understanding they have gained in the process may help them come up with even more efficient algorithms!  In the meantime – parents should do what they can to support their children’s growth in mathematical understanding and can consult sources like Khan Academy, Youcubed.org, or Greatschools.org for help in understanding the standards.

In my math classroom there is no discussion about standards versus curriculum.  My students don’t have time to worry about federal overreach or listen to a politician debate about who has the power to decide what they learn.  My students are too busy debating how to solve percent problems or the best way to balance an equation.  They groan when I give them homework and they cheer whenever I find a lesson that involves food.  They worry about tests and they are forever losing their pencils.  They are 7th graders and they don’t always see how what they learn today in my math class will apply to their future.  However, they are making progress and they are gaining the skills that will help them to be successful in higher-level math classes.  They have learned to work together and they have learned from their mistakes.  I wish that our politicians could do the same.

Cindy Evarts is a National Board Certified Teacher in Early Adolescent Mathematics (2003, 2013), a President’s Award Winner for Excellence in Mathematics and Science Teaching 2014, and an Arch Coal Award Winner in 2015. She received her BS is Elementary Education from Salisbury State and her MS in Gifted Education from Johns Hopkins University. She has been teaching for 33 years in Florida, Connecticut, Maryland, and West Virginia from preschool – 8th grade and is currently teaching at South Middle School in Martinsburg, WV. She joins us in believing that “Play Builds Brains,” even for middle school students, and teaches math to her lucky students through play with robotics, blocks, and hoola hoops.