Author: Mary Stoffel, MOT, OTR/L

The Audio-Visual Club: Kids and Audiobooks

| Mary Stoffel, MOT, OTR/L

“I want people to stop saying, ‘I didn’t really read it, I just listened.’ Stop that. If you listened, you read it. There’s no right way to absorb a book.” – Reese Witherspoon

I enjoy reading a physical book. My husband, however, does not. He prefers putting on his headphones and listening on Audible. He told me that he’s “read” three books over the summer. He’s not the only one in my social circle to count listening to an audiobook as reading. Friends will tell me they’ve read a 560-page novel over the weekend (you what?!) and then clarify that they listened to it during their road trip. Even Patti will simultaneously juggle multiple books for her book club and Child(ish) Reads posts, a feat made easier with paperback, ebook, and audiobook formats.

As audiobooks become more mainstream, it got me thinking about the trickle-down to kids. Is listening to a book the same as reading one? Can children benefit from this type of auditory medium or would it hinder their ability to read? Inquiring minds would like to know.

Continue reading →

Tone of Voice and Parenting

| Mary Stoffel, MOT, OTR/L

You know when you tell your kids to do something repeatedly and it falls on deaf ears. And then you end up yelling at them because you’re at your wits end? Then how about when your spouse says the exact same thing and they do it right away? Okay, great. I’m not the only one.

While my children appreciate my animated vocals during play or a soothing one when they need a cuddle, they definitely don’t hear my tone as one of authority unless I’m screaming to the top of my lungs. This got me thinking about how kids interpret tone of voice.

Continue reading →

Money-Driven: Kids and Money Management

| Mary Stoffel, MOT, OTR/L

Welcome back to #throwbackmonth! For those not familiar, to get us back into the blog-writing groove for the month of July, we pick a past post each week to spotlight. Then we do a deeper dive on that topic to revisit the content and talk about some other things that may be related. On Tuesday, we picked our double post on Introducing Chores and Chores by Age.

When my son first started showing interest in helping around the house, I was ecstatic. Awesome, he wants to do chores. That means he’ll ALWAYS want to do chores. Haha, silly me.

Now that he’s 7, he groans when he’s reminded of his duties. Although he understands that chores are a part of his daily contribution to the household, he’d obviously much prefer to be doing something (anything) else. While research shows that chores provide positive outcomes for kids (like autonomy, self-control, empathy, and overall success), it can be difficult to get them to participate and WANT to do it. Jennifer Aniston wants you to WANT to do the dishes….

One motivator that we are all familiar with is paying our children for their hard work (aka an allowance). I’m sure we’ve all received payment for doing good deeds around the house, from doing dishes to maintaining a tidy bedroom. In fact, a survey conducted by the American Institute of CPAs found that 4 out of 5 adults say receiving an allowance taught them financial responsibility. But are money incentives really teaching responsibility? Yes, but not in the way you’d think.

Continue reading →

Child(ish) Review: Inside Out 2

| Mary Stoffel, MOT, OTR/L

When we first saw the trailer for Inside Out 2, we knew we had to get it on the blog ASAP. From the Whole-Brain Child to executive function, our posts cover a lot of a child’s emotional development as well as physical development. So we made it a movie night and now are bringing you our first actual Child(ish) movie review.

Continue reading →

Summer Slide

| Mary Stoffel, MOT, OTR/L

No more pencils, no more books...

For us in Georgia, it’s the last week of school. While our teachers are trying to get ahead of summer learning loss, only 48% of parents have heard of it. So what is it and should parents honestly worry about it?

Summer learning loss (aka summer slide or summer brain drain) is forgetting key information and/or academic skills previously mastered during the seasonal break. It’s most common in the US and Canada since we have lengthier summer recesses compared to other countries. So, while our kids soak up the sun, sleep in, and go on adventures, their education routine takes a back seat. Studies show that an average student loses 17-34% of their prior year’s academic gains over the summer. Kids who fall behind one summer are likely to widen that gap as more time goes on.

Continue reading →