Playing board games as a family isn’t always the picture perfect TV commercial some might think. At least in our family it isn’t. More often than not, games night (or day) ends in someone crying, yelling or stomping off.
I decided today that we’d play only as much as we could during a rainy day game of Risk. I think we lasted more than an hour when voices rose loud in competition and the energy reached its peak. Some might think it’s a failure to “take a break” and go our separate ways. I think it’s pure strategy. No one gets hurt, there was no yelling or sore feelings and we got to enjoy some creative non-screen interaction for more than an hour.
Hurrah for small victories!
Are you aware of the advocacy group CADDAC (Centre for ADHD Awareness Canada)? This organization (and its sister org CADDRA) is a useful resource for parents, families, psychologists, educators and those diagnosed with ADHD themselves.
Today, on the CADDAC blog, there’s a useful explanation of a new University of Mississippi study indicating that movement actually helps facilitate learning and growth for children with attention deficit hyperactivity disorder. From the study: “Hyperactive movements associated with the disorder may allow children with ADHD to enhance their cognitive abilities.”
This makes sense in many ways as many of us (even those without ADHD) feel the need to stand up, “fidget”, tap fingers or toes, twirl hair, or bounce up and down to get our creative juices flowing.
Sitting still for long periods of time not only inhibits healthy development and may cause severe health implications but, for children with ADHD, it can cause stress and dissuade imagination and working memory.
Here’s more from U of M: “By allowing the hyperactive behaviors to continue, children with ADHD are able to increase their arousal and remain alert in the classroom. Yet conventional teaching and treatment methods demand ADHD children remain still, and the ability to focus on the lesson is lost in the child’s struggle to focus on not squirming or fidgeting, said Sarver.”
These days, many educators and teachers (at least in our school board) better understand that occasional movement, special seating arrangements, more frequent “health breaks” and re-imagined dynamics not only allows all students to more fully enjoy school but allows those with ADHD to fit in, become more engaged and reach their full learning potential.
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Tagged about, ADHD, alternative health, anxiety, behaviour, brain, CADDAC, CADDRA, child's voice, creativity