summer activities

May 26, 2017
by Beth

Summer Activities for Kids with Autism

Every spring, I drag my feet into planning summer activities for my kids. I don’t really like to plan ahead and wading through summer camps to find the ones that will work is a daunting task when you have a child with autism.

But I need time during the summer when my children are active and engaged with peers and in environments where they can be safe and successful. So I steel myself and start the process. With a seven year-old on the autism spectrum, signing up for summer activities involves a lot more than time, date and location. I need to know “where we’re at” in terms of challenges and interests and to figure out a good mix of supports for him.

And “where we’re at” changes every year.

Last year the series of half-day camps felt like too much for my son, so we opted for once-a-week tennis and swimming lessons as well as a flexible drop-in park program. This year, he seems up for a little more intensive activities, opting for a sport and a week-long nature program camp.

Finding the right balance between his needs and the family’s is another intricate dance. The past two years, we have been doing more weekend camping as a family, which means weekdays need to be flexible for unpacking and regrouping.

My role navigating support systems for him has evolved. When he was four, I was an especially tender mama bear, hovering and worried. My concerns back then were about recognizing the need for bathroom breaks and, literally, picking him up off the ground when he flopped with discouragement. So I called on Reach for Resources to get an aid to be with him for a week-long nature program and weekly sports activities.

At five, we did the nature program without support because

  1. My son was comfortable with the staff, the setting, and a friend or two who had also registered and
  2. I had come to trust the staff’s calm confidence about and awareness of his challenges. Importantly, my son has always seemed to decompress and become more organized, engaged, and calm outdoors.

I am encouraged by the way we have all grown. I have more understanding of and respect for my son’s preferences and comfort zones. His capacity to think about and name what he does and does not want to do guides us both to the right fit for him, freeing us to try new things.

Last summer’s drop-in park program was a new adventure for us. I really wanted it to work, as I could drop both my kids off for crafts, reading, and outdoor play. But I was concerned that the staff was young – college and high school students. My son was pretty flexible and able to advocate for himself in simple situations (although social situations were still a struggle).

So I created a simple handout about my son to give to staff. It encourages them to engage him with curiosity and creativity rather than react in surprise and with discipline. We had a couple of bumps with his impulsive reactions to conflict or overwhelming situations, but it was successful overall.

This summer looks to be a more intensive support summer, as my son has been anxious, inflexible, and getting into scuffles at school. I have some paperwork from Reach for Resources to fill out and might request an aid to help him self-regulate and walk away from, rather than kindle, conflicts. In light of our inclusion goal and peer social awareness, I will ask the aid to dress like the main program staff and interact with all the kids while keeping an eye on mine. I may also look into explicitly autism-friendly programs for the first time this summer.

Summer planning is like a little dance we start warming up for each spring. Rhythm and balance, intuition, observation, and respect for my whole child help me move with him and keep in step. We have had and will have missteps. We will shift and adjust as we go and, hopefully, invite others into our dynamic, curious, and caring movement.

sensitive storytime

April 8, 2017
by Editorial Team

Sensitive Family Time in Roseville

Sensitive Family Time has arrived in Roseville!

On Fridays, the Roseville Library opens the children’s area early for families of children who have special sensory needs. This service is for children who need a quieter setting than regular library hours provide. The library opens as usual for the general public at 10:00 am. A staff person will be on hand for tours or to answer questions.

  • WHEN: Fridays, 9:00 – 10:00 am
  • WHERE: Roseville Library, 2180 Hamline Avenue North, 55113

Please call Nicole or Jennifer with any questions at 651-724-6032.


April 7, 2017
by Beth
1 Comment

Your Child’s Best Advocate

“You are your child’s best advocate.” How often have I heard these words uttered in affirmation, intended to empower? Before my child needed an advocate, I was just his mom.

I carried him, nurtured him, and loved him so deeply. Always a snuggly bug, he would pull my hand into his crib, form it to cup his cheek, and then fall asleep. Beginning with our first winter walk when he was just days old, we have been “explorers” together, sharing our wonder at this beautiful world.

His father and I have grown along with him, formed by our first child. We can see through his lens and have adopted it as our own. We have accepted and adapted to his affinities and aversions, bridging the gaps in his communication with habitual responses that make the days seem typical. When he was two and three, we shared his excitement about street signs, touching each one we walked past at his not-technically-verbal insistence. We are a little system. Interdependent.

Of course, we are uncertain, unsteady at times. Aren’t all parents? Worries simmer subconsciously, then bubble into questions tentatively voiced into reality. Can he hear me? Why the calm, curious gaze in the face of stern reprimand? We stretch to count his words. We assess. Alongside his little fuzzy-headed peers, we see growing gaps that aren’t quite bridged by “He’s just a boy.” The screening checklist opens up questions. Does reaching count as pointing to what he wants? The questions pile up. Why not get more information, I ask, with naiveté.

Questions yield home visits, questionnaires and interviews, play therapy, and an abundance of resources. Distrust, anger, resentment, and confusion—expressions of grief—swirl inside me but I push them down. These teacher-therapists are delightful and caring. He enjoys their games, their attention. At times, he is also clearly miffed as they interrupt his intense focus or urge him to make choices and use words. I observe, being coached in strategies for joint attention and communication and collecting visual schedules. He enjoys this and it can’t hurt! This isn’t about me. I shouldn’t stand in the way of what he, apparently, needs.

“You are your child’s best advocate.” At first, I embrace the role with pride. I bow my head to receive this imaginary metal around my neck. Chest out. Chin up. Yes, his best advocate, indeed. They say I am just who he needs, a perfect fit. He is lucky. We seek private therapy as well, more practice, more resources. Around this growing table of other advocates for my child, they speak in a different language, a technical one. They have systems, paperwork, and assessments. I ask insightful questions, do additional reading, striving to master this new terrain.

I not only surmise that just being his mother is not enough, I assume that just being his mom could be a liability. I read far too much. I read about causes of autism and question my prenatal health, our tap water, my stress levels, and every single thing I have put in either of our bodies. I read about children and families vastly different from my own. For every glimmer of insight they offer, they cast a vast shadow of fear into our future. With only two years under our belts, we sense that our rhythm, our interdependent system was a farce and there is so much future to fear.

I weave the technical language and strategies into my understanding of my child and my role. I see myself as part of a system of supports and interventions to support his development. I am his best advocate because I am all encompassing—both parent and therapist. “Prognosis: Very good due to family support and carry-over of recommended activities as part of home programming,” the rehab treatment plan asserts.

But I cannot encompass so much. This metal I wore with pride is heavy. My shoulders ache. My head spins. My legs ache from the moment I wake. I feel a distance from this precious child sitting before me. Two veils have settled between us—one is my grief and the spinning questions that won’t subside and the other the strategies that a good advocate would take up better than I have. I am not enough. I cannot reach him anymore, but it is not because of autism.

Toilet Training

March 31, 2017
by Editorial Team

Toilet Training with Autism

from a CEA parent

My son did not toilet train completely until he was in elementary school. Before he was diagnosed with autism, we read the parenting books written for typical kids. I listened to the other parents in Early Childhood Family Education discuss what they were doing for toilet training and learned that the average age to toilet train was four. Ok, I thought, we have time.

Then our son was diagnosed with autism. We still kept up with the toilet training methods that had been recommended. We dutifully sat him on the toilet – first a little portable potty, then the big toilet with a stool under his feet. We sat and looked at picture books and photo albums, waiting for something to happen and for him to make the connection when it did. When there was finally some “movement,” he looked stricken and immediately cried. He didn’t want to do that again anytime soon, no matter how many times we read Everyone Poops.

We went to a behaviorist. Our son was not conversational at that point, but he seemed to “get it” as the man helped him to understand there was nothing to be afraid of when going to the bathroom. His anxiety seemed to lift after a series of appointments.

And although I had read that many kids with autism take longer to toilet train, all the other kids with  in his school program seemed to have the process down, and were independently using the toilet by the end of preschool while he still needed assistance. Discouraged by our own son’s difficulties, but determined to help him, we read Maria Wheeler’s book Toilet Training for Individuals With Autism Or Other Developmental Issues, which was helpful to collect information geared to a child with autism. We implemented many of her suggestions, including staying on a schedule and how to use rewards effectively.

We talked to his pediatrician. Since our son tended to constipation, we tried Miralax. When that didn’t help, we tried Milk of Magnesia, which helped a little bit, but not enough to make sitting on the toilet a success.

Eventually, he did start to get the idea of urinating in the toilet, but only if he was sitting down. It took a couple of years before he would try standing. And still no luck with a bowel movement in the toilet. 

And then we went to Anne Dudley’s toilet training class. Although the book had been helpful, it was even more helpful to hear information, methods, and encouragement in person from a teacher who “got it.” She was articulate and straightforward, and patiently answered questions from participants, including my own concerns. There was solidarity being in a group of other parents who were working on the same thing with their children. It helped my motivation and helped me persevere.

It gave me the renewed energy to take the next proactive steps. Although true that many kids with autism simply take longer to master going to the bathroom independently (so that much patience with the process is needed), sometimes there are also extra issues. Although we had already been to the doctor to address our concerns, the seminar gave me the push to consult a gastroenterologist for more problem-solving. It led to a hospital test and medical aid to help “clean him out,” and then eventually to probiotics, which is what finally helped his body to function “correctly” so that he could do his business.

Not everyone’s issues in the class were like ours and some had younger children who were quite close to success – their parents were just looking for that last bit of help to get the job done. As always, there is a lot of variety in the autism diagnosis, so each parent’s child was at a different point in the journey of toilet training. Sometimes our kids need a little extra help to learn, and as parents we need a little extra help to know how to teach them, even with a natural body process. Learning information from a trusted expert and with a community of parents helped all of us to take the best next steps for our child.

Join us for our next Toilet Training class on April 18 and access Anne Dudley’s tried and true tips!

emerging readers

March 17, 2017
by JeanneLovesBooks

Emerging Readers – March

Snowmen at Night by Caralyn Buehner

We haven’t had much snow this winter in Minnesota, so we need a book about snowmen. This story begins when a small child notices a snowman outside who changed overnight. It was drooping on one side, it’s hat had slipped, “He looked a fright.” What happened to the snowman overnight? Buchner tells a wonderful story, in short rhyming sentences, about the fun time the snowman had with other snowmen after the child and the world went to sleep.

Buchner shows all the winter activities that children love through delightful illustrations. The snowmen gather for skating, snowball fights, hot chocolate in the park, and they go sledding down a fabulous hill. They even make snowmen angels in the snow in a double page spread that is sure to bring smiles and giggles.

The illustrations show a lot of emotion which can be fun to notice and talk about. Would you be really happy or maybe a little scared going down a BIG snow hill on a toboggan?

As a bonus treat, the author reminds us that there are three hidden shapes (a rabbit, a cat and a Santa face) in the illustrations. It is a treasure hunt to look for them together.

emerging readers

Spot’s Toys Soft Book by Eric Hill

This book is the kind of baby book that can be very soothing as well as visually engaging. The book is composed of soft fabric pages some of which have crinkle paper inside. Crinkle paper makes a crackling sound when touched. This sound can have a very soothing effect for some kids. It may be that it is a compelling distraction, and it is not clear that it works for all infants, but it is a wonderful addition to strategies for soothing a crying baby.

This particular book is also a good pick as it has bright colors and large singular images on each page that have different textures. It also has limited, larger text on each page. Finally, it has plastic corners on the front corners for teething and plastic rings for grabbing.

Fun with reading

  • Talk about how to build a snowman – The first page shows a boy rolling two big snow balls; what are they for? What do the illustrations show for their noses, eyes and mouths?
  • Talk about the emotion on their faces – See if your child can show that emotion on his/her face.
  • Act out new words like drooping.- At the beginning and end the snowman is shown with his shoulder drooping. Also, the snowmen are described as tuckered out. It’s fun and helps vocabulary development to act out these words.
  • Crinkle paper can be purchased at some local gift stores that have baby/child sections as a single piece covered in colorful soft fabric. The individual sheets are great to keep in diaper bags etc.
  • Use the simple language and bright colors to engage your child in labeling and learning new words. Let them name each color, offer up other things that are “red,” etc.

February 21, 2017
by Margaret
1 Comment

Growing a Foodie, Part 4

It’s time to continue with our top eight tips for guiding your child through their Eating Adventures. Refresh yourself on the first four here!

5)  Is it a motor planning thing?

Sometimes physical barriers keep your child stuck in a food avoidance pattern. Our son was not wild about meat, partly because he had trouble chewing it. As he got used to using his back teeth to chew (with the help of one of those sensory chews his occupational therapist provided), he was able to chew the meat better and found he liked it. He needs his protein, and meat is his main source. So discover if physical limitations are behind your child’s refusal to eat certain foods.

6)  Expected behaviors apply to mealtime too

Trying new foods and appropriate mealtime behavior are part of the expected behaviors we have for our son, and we try to reinforce this through explanations of what those behaviors are. These explanations are like a verbal Social Story in our house. You could always write your own Social Stories for each of the issues your child may be facing at mealtimes, whether is is trying a new food or staying at the table. Parents sometimes think eating should be an intuitive process, but I have found my son needs as much explanation, modeling and reinforcement with eating as he does in other challenging areas of his life.

7)  Experts can help

It’s worth considering a multi-vitamin to make sure your child is getting the vitamins and minerals she needs. Consult with your doctor if you are worried about your child’s nutrition. Our doctor was able to reassure us that our son’s growth chart was just fine, even with his limited diet. Try an occupational therapist if you have concerns about your child’s aversion to certain textures and tastes. And there are several centers that offer food clinics, where they specifically focus on addressing issues that interfere with eating. (See comments section for other local feeding clinics.)

8)  I’m too tired

There is one more reason why it can take so long to get my son to eat new foods: sometimes I just don’t have the energy to make the effort. Or the energy I have may need to go toward another issue that he is dealing with. I’ve learned that’s okay. If I’m stressing about finding foods for him, it doesn’t help. I love food and family dinners, so ultimately I want to make mealtime enjoyable, for all of us.

Taking it slow and steady helped keep me and my son relaxed during his process of learning to eat. I never thought curried lentils would be a standard meal in our house. But through helping our son try new foods, he has found a surprising favorite, and we did too!

This wasn’t enough, right? Discover the rest of Margaret’s tips and more at Food and Autism on February 28! more info>>

Read Part 1, Part 2 & Part 3 to discover all of Margaret’s great tips!

February 7, 2017
by Margaret

Growing a Foodie, Part 3

Last time I shared some dinner table techniques I use to get my son to try new foods. Check them out here and here. But I want to move beyond the dinner table and share some of the things I learned while teaching my son to expand beyond a food jag or to let go of some of his pickiness. Over all, I found I had to adjust my ways with food just like him. As with everything, we are in this together!

1) Patience and empathy

Trying to get your child to eat a variety of foods can take a long, long time. This is a process and focusing on that instead of on the result will help you take the presssure off – yourself and your child.

When taking the first steps on this road, try to put yourself in your child’s place. I am somewhat adventurous with food, but I also have some issues. It’s those issues, that have allowed me to relate to my son’s. I have food jags too. I eat my Rice Chex every morning, without fail. I have a major sensory issue as well- crunching an onion in my mouth freaks me out. And if I’m stressed, I don’t reach for a carrot, I look for chocolate. When I keep all this in mind, I am much more patient with my son’s eating habits. And that patience and understanding allows me to invite change rather than force it.

2)  Go Slow

The best thing I learned from the gluten free/casein free diet had nothing to do with that diet. When my son was a toddler, his go-to foods were grapes and Cheerios. We started the gf/cf diet, so the Cheerios had to go. However, we weren’t one of those families who were able to go cold turkey onto the diet. I envied those who could pull that off.

We could eliminate foods only as we found a substitute that our son liked to eat. It took almost a year before we found alternatives that worked. It worked for our family to take it slow because it set a pattern of actively looking for foods that our son would try, no matter how long it took to find an acceptable food. The gf/cf diet may not be for your child, but you can still try a slow and steady approach to finding new, acceptable foods.

3)  Status quo is OK sometimes

Once we found foods our son liked that met his basic nutritional needs, he stuck with those for years. Sometimes it was literally five to 10 food that he would eat. I wasn’t always actively addressing this issue of limited foods, because I noticed that if he had the same food at mealtimes, he was able to focus on meeting expectations at the table. He didn’t have anxiety over the food, so we can work on other, more social, goals. Like how to use his utensils, or to clean up afterwards, or to converse with us at the table. It was too hard for him to try to master those skills while also trying new foods. On the plus side, his limited diet also cut down on unhealthy food choices. Although there wasn’t variety, it was all relatively healthy food. I felt comforted by this, which increased my patience with the process.

4)  Don’t you love schedules?

One thing that helped my son’s anxiety, when I started introducing some variety into the lunch he brought to school, was making a schedule so he would know what food he would be eating that day. Eventually, we fell back on consistent favorites for lunch and saved the variety for meals at home. And the only reason he was able to try some different foods when he went away to camp is because they provided a meal schedule beforehand that I could go over with him before he went to camp. He knew what to expect so it was okay.

I hope these first four strategies will help you navigate this food journey with your child. Taking a step back, reminding yourself of the process and applying what you know works for your child in other settings will keep you on track and happily pursuing the next food adventure.

Next, I will continue with these top eight tips for guiding your child through their Eating Adventures. Discover the final four here!

Learn even more strategies for growing a foodie at our upcoming class on February 28!

Read Part 1Part 2 and Part 4 of “Growing a Foodie.”

January 31, 2017
by Margaret

Growing a Foodie, Part 2

Last week I started us off on my journey through expanding my son’s food choices. Here are the next four tips in my top seven Eating Adventures strategies. Refresh yourself on the first three here!

4)  Try again . . . and again . . . and again . . . 

Keep this in mind – it takes 10 tries before our brains decide whether we truly like a food or not. So even if your child refuses the food, it is worth trying again. If our son is skeptical about trying something new, we just have him eat one or two pieces and wait until the next meal to try again. However, if the first piece makes him gag, then we know he’s not ready for it to be introduced over and over. We put it on our “try again in six months” list.

5)  The first step is just one bite

So this is great advice, but how do you even get your child to take that first bite? Not always easily, I’ll admit. Putting one piece on his small plate reduces his anxiety since he can literally see it will be just one bite. When we try again, I might try two pieces. Or I might up it to six pieces on the plate, depending on his reaction to that first bite.

When he protests, I will tell him he only has to eat three pieces. In this moment, he thinks he has ‘won.’ Or I remind him to close his eyes since that seems to help him take a bite. Sometimes the way a food looks – so new, so strange – is the barrier he needs to move beyond. We have made it a routine to put new foods in front of him, so that it’s an everyday thing.  If you can make the unknown, predictable, that is half the battle.

6)  Exposure can be a first step

There are some preferred foods that our son absolutely will not try in another form. One is his adored rice pasta. I would love it if he could try plain old rice, but I guess all those little grains are just too weird for him. In this case it is helping him to see us eat rice. I offer it to him each time we eat it. He says “no” and that’s okay; sometimes he needs to feel like he has some control over the situation. I just say, “maybe next time,” which he actually processes as a possibility over time. The fact that rice is present on the table at least exposes him to it as a real food that he may eat someday. Offering a bite each time we eat it lets him know, concretely, that it is also for him, not just for us.

7)  Dessert is not a weapon, it is our friend

When I was a kid, without fail, along with my sandwich and a piece of fruit, I always had cookies in my brown bag lunch at school. We also always had dessert after dinner, whether it was fruit or Hostess Ho Ho’s. I learned that because dessert was always a part of the meal, at some point I would get something fun like chocolate or cake. I also learned that it’s okay to have sweet treats at certain times, not all the time. My husband’s mom was a great baker so he has a certain expectation of sweet treats on a regular basis as well. Consequently, dessert is always an option in our house.

We never offer, or take away, dessert (or any other favorite food) depending on whether our son tries the new food or not because we also know this would ratchet up his anxiety, not reduce it. Since my son responds so well to verbal praise (heck, I respond well to verbal praise), we just give appropriate praise when he does try a new food, even if it’s just one bite. If he is not able to take a bite, we always say, “maybe next time” and nonchalantly go on with the meal. The meal stays calm, and dessert is just dessert then, not a big deal.

These are all the dinner-table specific techniques we learned on our Eating Adventures with our son. But the journey doesn’t stop there. We’ve learned a few more things that have also helped the eating process in our home. I will go beyond the dinner table in my next posts.

Join us on February 28 for a class on this topic. more >>

Missed it? Read Growing a Foodie, Part 1

Go beyond the dinner table in Part 3 and Part 4

January 24, 2017
by Margaret

Growing a Foodie

My son loves grapes. He discovered grapes quite young, and they quickly became his favorite food. At first I was happy we found a healthy choice for his snacks that he liked so much. But then the “grape emergencies” started. Intense reactions spilled over when he discovered there were no grapes in the house. That’s when I realized that eating, too, wasn’t going to be simple for my son with autism.

My son is a very picky eater but through our consistent attempts to get him to eat the unknown, he is slowly adding to his diet. He isn’t a foodie, yet, but he steadily tries a variety of food and adds to his repertoire. Here are three things we learned on his Eating Adventures journey. Check in next week for four more!

1) Same thing, different form

The tricky part is actually getting our son to try a new food. We used some methods I learned from a seminar given by Kay Toomey, PhD, a pediatric psychologist who works with kids who don’t eat. If they won’t try a different food, she said, try a favorite food in a different form. So we started just by switching from green grapes to red grapes and back again. Although my son was upset and anxious about the switch, he was motivated because he loved grapes. We then took turns buying each color, in order to not get into the “green” pattern again. In fact, these days he prefers red. Once he mastered this, we built on this fruit preference and began to introduce different types of fruit.

2) Modifications and accommodations apply to food too

Toomey also talked about making it easy for our kids to try new foods. When our son was little, he was literally unable to bite into a whole apple. Also, he really disliked the apple’s skin. So we peeled it and cut it up into small pieces. This way he was able to happily eat an entire apple. After a while, we introduced variety by leaving the skin on. When he was older, we cut the apple into wedges, since by then we knew he would just take a bite of the wedge instead of trying to put the whole thing in his mouth.

For pears, my son wouldn’t touch the cut up fruit because it was “wetter” than an apple. So we gave him a fork, and he ate the whole thing. We look for the modifications that will make it easier for him to at least try the new food. As you accommodate your child’s deficits in other areas of life, the same ideas can be applied at the dinner table.

3) The small plate as the island of safe food

We’ve been having some great success lately with another tip I learned from Toomey’s seminar, which is to put the new food you want your child to try on a separate small plate on the table. We also always make sure he has a preferred food to eat at each meal, which is on his main plate.

We’ve mostly tried to introduce vegetables using the small plate technique. I first tried things that made sense with his preferences – cut up cucumber was cold like a grape, and he could crunch it like an apple. So that worked great. He was very skeptical of the pieces of lettuce we put out, but I kept the dressing off, and let him eat the pieces with his fingers. After a few times, we had him use a fork. Then the next time, we gave him some lettuce with dressing on it, which was a big deal because in his mind, food should not have anything extra on it. But he was used to the routine of trying the food on his small plate, so he ate it. It’s not a preferred food, but he will regularly eat lettuce now.

These three techniques are a great starting point for expanding the foods your child will eat. Starting small, establishing comfort with the routine and then making small changes can slowly grow your child’s food intake. Our dinner table is power struggle free, and my worry over his nutritional health is gone. Because, well, we’re working on it.

Join us on February 28 for a class on this topic. More info here >>

Continue with Part 2!

Read Part 3 and Part 4 to go beyond the dinner table.

katie loves

January 23, 2017
by JeanneLovesBooks

Emerging Readers – January

Katie Loves the Kittens by John Himmelman is about a rambunctious little dog, Katie, who loves her family’s new kittens so enthusiastically she scares them away. Katie is full of emotions. She loves the kittens, she leaps and howls with excitement when she sees them, and she is sad when she is told she has stay away until they get used to to her. She might even be a bit jealous when she sees her Sara Ann playing with the kittens. All these emotions come to life through the illustrations.

Katie tries hard to do what she is told and control her excitement. There are wonderful and very funny pictures of Katie literally shaking she is trying so hard. And, of course it doesn’t work – Katie howls her loud AROOOOO! AROOOOO! howl of excitement, runs and leaps and scares the kittens again. Eventually, Katie has a break through moment and learns to play gently with the kittens.  She learns how to be a friend and is really happy.

There are many children’s books where the main character is trying to control emotions. This one is different because the emotions that need to be moderated are positive: love, excitement and a desire to be friends. Another real strength of this book is the way Katie’s emotions are shown in the illustrations. Everyone can tell what Katie is feeling.

This is a good book to use for a child who is learning how to make friends, or who is trying to moderate emotions or behaviors.  It could also be a good book in a new baby situation.  Parents can refer back to Katie and say, “Are you feeling like Katie (so enthusiastic, sad or …)”  “Do you remember how Katie was trying to control her excitement?” “Is it hard to control your excitement (substitute appropriate emotion) like it was hard for Katie?”

My HeartMy Heart Fills with Happiness, by Monique Gray Smith is a very special little board book. It focuses on joy and happiness and noticing those things and moments in life that “fill your heart with happiness.” This is a book that was written “to support the wellness of indigenous children and families,” so some of the examples, such as bannock baking and drumming, have that specific cultural reference. But other examples, and the idea are universal – that we all benefit if we, and the children in our lives, take time to focus on the things in our life that give us joy. The last page asks, “What fills YOUR heart with happiness?” It is a good question for both adult and child.

Share Reading Tips

  • Talking about emotions is hard in the heat of the moment. Use these books to explore emotions in a safe space.
  • Pay attention to the ways in which we know how someone is feeling. Ask follow up questions like, “What do you see that makes you say that.”
  • Tie what’s happening in these pictures to your child’s everyday life. “When did you feel like Katie?” “Tell me about a time that you were happy.”