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Cost 99c

SuperKids is the place where children and teens who experience difficulty fitting in with their peers come to feel safe and to learn the skills necessary to improve their social world.

Through once weekly groups during the school year, the SuperKids team helps children identify what’s getting in their way socially, label it, and learn strategies and coping skills to compensate for these difficulties. An intensive summer program is available to help children continue to build on the skills practiced during the year.

The SuperKids team of therapists, in addition to facilitating the social skills program, is available to work closely with school and family. Therapists are trained to work with Asperger’s disorder, autism, pervasive developmental delay, selective mutism, anxiety disorders, ADHD, and ADD.

In this site you will find more information about us, our programs and our philosophy of care. Nancy Widdows & Barbara Cooper, co-founders and directors of SuperKids, have written two workbooks that present activities for children Kindergarten through 5th grade, and 6th grade through high school, which are available to buy online. Our free online newsletterincludes valuable information about building social skills. We are also available for speaking engagements nationwide. Our calendar lists what’s going on here at SuperKids, and we have online directions to our Ridgefield, Norwalk, and Milford and Guilford, Connecticut offices. We invite you to contact us at any time.

What is Occupational Therapy?

What is ABA?

What is Speech Therapy?

Today I met with Morty and Pat at Lakeside Pottery in Stamford, we chatted for over an hour about the magic of this clay and how it makes everything seem so simple and stressless.Here is a short interview from my time at the studio.

The Importance of Clay and Pottery in
Children’s Development

In recent years, as budget concerns reduced art programs in schools (in particular elementary schools), there has been a great deal of research about the importance of art in child development. From my own experience as an artist and ceramic teacher, I believe that few art mediums kindle growth and skills in children in the way that clay does. At Lakeside Pottery Ceramic School and Studio in Stamford CT, I have taught children (ages 6 to 15) for the last six years. During that time, I have witnessed firsthand how invaluable the experience of working with clay is for sensory development, motor skills, self esteem, and self expression, problem solving skills, discipline, and pride. Clay also has a uniquely therapeutic quality that I have seen settle and calm children; it retains their attention for hours.

Sensory Development and Motor Skills
There is no better moment for me than witnessing a child’s joy as they sit at the potter’s wheel for the first time and place their wet hands on slowly spinning clay! Clay, and its necessity to be touched, is at once familiar to children. The sensory experiences they encounter in our pottery studio are numerous and as they experience the texture and feel of the clay, the students express what they are sensing with uninhibited enthusiasm; “It’s cold, it’s wet and squishy, and it’s so heavy!” Clay asks to be poked, pinched, twisted and rolled and as they handle it, children develop both fine and major motor skills and realize that they have an effect on the clay as it responds to their manipulation. Children visually inspect the clay’s surface and color, they smell it and they laugh at the sounds it makes when it’s wet. For many, it’s perhaps the first time they’ve been encouraged to get wet and dirty in a classroom environment and there is an instinctive and uplifting response to the freedom they feel. Even when the finished product is ready to take home, the children hold and cradle their work, smoothing their fingers over the now colorfully glazed surface as they turn it around and around for inspection.

Esteem and Expression
From my experience as an art teacher, I believe that clay is a unique art medium because it is highly responsive to touch and very forgiving. As soon as children are given clay, they immediately begin to mold and shape it. They become aware that they are in charge and have influence over the medium as it is quick to respond to their fingers. The feeling that they are in command of the clay gives the students the confidence to attempt any project which opens the door to greater self expression and imagination. Clay also allows a child to learn to repair mistakes and therefore not be afraid to make them. Making mistakes is essential for self improvement but can be difficult and even an obstacle for some children. The forgiving quality of clay, and therefore the ability to readily fix mistakes, gives the child a sense of control over their project’s success which improves self esteem and self expression as they realize that mistakes aren’t going to stop their progress. For example, during a class, a boy had been working on his project, a toothbrush holder that looked like a baseball player, for over two hours. All of a sudden he accidentally pierced a hole right through the side of the project while decorating. He looked up at us devastated. But as I showed him how to take a piece of clay and fill in the damaged area, he suddenly took the clay from my hand and stated, “I can do it myself!” He repaired his piece and went on decorating with fervor.

Problem Solving
Clay is different from other art mediums in that it requires an understanding of the three dimensional world. In our programs, we often encourage the children to work on spinning decorating wheels or to get up from their seats and walk to the other side of the table so they can see their creation from all sides. They begin to understand shape, form, and perspective, and therefore get a first lesson in geometry. The child learns to really look and see the world around them and discovers their place in that world. They gain knowledge of planning methods and problem solving as they map out their three dimensional project. Where should the door go on my square castle? How tall can I make the tree before it gets unsteady? Should my dog’s tail go out straight or curl up over his head? If my rabbit’s head is too big for its body will it fall over? We encourage the children to think on their own and help with the planning experience. For example, when we make a cylinder we start with a flat rectangular piece of slab clay which the students decorate and design as it lies on the table. As they are working we ask them how we could use this flat rectangle to make a standing vase. It’s wonderful to see them understand how to roll it into a cylinder and we always have a few children who forecast the next step by saying, “We need a bottom!”

Discipline
“While there are rules and procedures that need to be followed when working with clay, I find that children are very good about understanding guidelines and respecting procedures. Through this understanding they learn something that is very important: discipline yields success. The methods I teach are simple, (e.g. don’t allow a piece of clay to be too thick, or a skinny tail should be connected to the body for support). I explain why the techniques are important (if the clay is too thick it won’t dry properly or if the tail is too skinny and doesn’t connect to the body it might break off because it is too weak) and the children grasp the concepts easily learning basic physics. The most important rule is “slipping and scoring.” This is used anytime two pieces of clay are joined together and if it’s overlooked, pieces may fall off or crack during the firing process. I’ll often hear one child remind another to “slip and score,” and they like to call out the rule as I am giving instructions. I give the children adult pottery tools to work with and they understand the responsibility they are being given and are careful. Throughout the entire period of using specific techniques and real tools, they are conscientious and thorough as they follow the process step by step. I am always thrilled when they remind me of other rules they have learned, such as when they say “Patty, don’t forget to poke a hole in my cat’s head, it’s hollow and the air needs to get out or it will crack!”

Calming Effect
Our children’s after school programs are two hours long and our summer camp classes run for three hours. I have many parents who express concern that their child might not be able to stay on task for that long, however the opposite is always true. While I have worked with students in other art mediums, something magical happens when children work with clay. Whether it is the sensory response to the clay, the ability to be in charge of the medium or, perhaps, the ability to express and articulate their emotions through their physical prodding or smoothing of the clay, all children, even those with high activity levels, become engaged and engrossed in their work. The class of twelve children is composed and quiet and the hours melt away. The children don’t experience frustration or disappointment because the clay is flexible and compliant. While I am unaware of research in this area I can attest to the calming and healing results as I have seen them at the studio time and again.

Pride and Self Worth
At Lakeside Pottery, we all teach ceramics with the philosophy that the process is more important than the product. I place emphasis on the discovery and joy of creating, however, there is an excitement for children as they make their mug or pencil holder and announce that it’s for their grandmother’s coffee or for their dad’s desk. The functional and durable nature of the finished stoneware clay gives children a feeling of significance and pride. I will often give the students the option of putting glass chips in the bottom of their bowls or plates as part of the glazing process. When I explain that though it is beautiful, it might make the piece not safe for food, many children say no to the glass because it is important for their bowl to be used as a center piece at their table. All forms of art are important for children to experience, yet it does seem that the long-lasting nature of the children’s finished clay piece adds a special value for them. We often ask parents what artistic creation their mother has kept on her shelf for years, and they all answer that it is the pottery they made in grade school.

It is always fulfilling for me to introduce clay to children and watch its unique qualities contribute to their development in so many ways. Knowing how valuable clay is to children’s achievements and because it is discouraging to see limits put on our children’s school art programs, Lakeside Pottery has helped schools start clay curriculums; worked with children with special needs, trained teachers to work with clay, assisted in purchasing and setting up equipment, and helped plan and design school studios. We have shared the clay experience both in outreach programs in schools and children’s workshops within our studio with the belief that clay is an essential element for nurturing children’s growth.

Dear Friend,

Welcome to the Suzuki Music School of Westport, CT, Fairfield County’s leading 501(c) non-profit music school, founded in 1997. We are a member of the National Guild of Community Music Schools of the Arts, and a member of the Suzuki Assciation of the Americas, and offer instrumental music lessons in violin, viola, cello, guitar, flute, piano, chamber music, music theory, and ensemble to over 300 students aged between 3 years and 18. In addition to our instrumental instruction, we run a variety of music classes for mothers and tots from “newborn to 6 years”, as well as music enrichment classes for adults of all ages. This year we are proud to announce the addition of the new Suzuki Voice program to our school, making us one of a very small number of schools to offer this wondeful course. Our talented faculty is trained within the Suzuki Method and aims to instill joy and confidence to every student through the medium of music.

I invite you to come and visit the school, meet the faculty or sit in on a lesson. Or if you would like to be entertained, come and attend one of our events – an inspiring student concert or our exciting visiting artist series.

If you are interested in enrolling in a class please explore these web pages for information. You can also request information by phone or through our website. We hope we can bring the joy of music into your life!

http://www.smsw.org/index.html

Best wishes,

Dr. Andrew Smith GRSM Hons, LRAM, Cert Ad. Music Director

The Mother Tongue Approach

Dr. Suzuki observed how even the youngest child can pick up words from it’s parents. Children immitate, experiment and perfect words – a learning the process they develop to a high art from the moment they leave the womb.

Dr. Suzuki realized the power of this early learning skill and realise the similarity between learning a language and learning music. Music is a language that transcends boundaries. Like any language, we can begin to learn its syntax from the moment we leave the womb. If we are surrounded by music as we are surrounded by speech, then we can learn to use it before we read or write.

Dr. Suzuki understood the similarity between speech and music. Using popular folk melodies and classical tunes he developed a sequence of music that introduces concepts in such small steps that even a child of three can learn. Each step is taught by ear in a natural learning process that mimics the way a child first grasps how to speak.

There are three steps to mastering any skill.

- Observing the skill.
- Experimenting with it.
- Turning our experiments into knowledge and skill.

Suzuki observed that at each stage of the learning process the richness of experience determines the level of success. To awaken inner musical creativity at every level Suzuki parents surround their children with beautiful music. The Suzuki approach uses active and passive listening for a richer learning experience. Continually through the day a child listens to their music so it becomes second nature to them. By the time they come to play the repertoire they have formed their own personal bond with the tunes.

The School’s Address:
212 Post Road West, Westport, CT 06880

Our Phone:
(203) 227 9474
Office Voicemail: Ext 1
Lesson Enquiry: Ext 2
Teacher Messages Ext 3

Fax: (203) 227 3014

Connec-to-Talk, privately owned since 2003, is a leading private practice in the speech pathology field. Our name reflects our commitment to providing comprehensive, evidence-based treatment to clients with speech difficulties and disorders. We believe in using a holistic approach to treatment, in which the whole child’s needs are considered in all treatment plans and interventions. We provide a casual and team-oriented work environment in which families can feel comfortable.

Jennifer has worked with special needs children for over 10 years; the concentration of her experience focuses on autism spectrum disorders. She is certified by the American Speech and Hearing Association and is licensed by the Connecticut and New York State Health Departments. Jennifer also holds a Connecticut teaching certificate. Jennifer is trained in PROMPT, a multidimensional approach to speech disorders and PECS, a picture exchange system.

Jennifer Naughton Basch, M.S.,CCC-SLP,   Managing Partner / Co-Founder

Before entering into the private sector, Jennifer was the director of speech services for a private foundation in Milllwood, NY. Jennifer presented at the 2006 annual Foundation for the Education of Children with Autism (FECA) Conference on helping children with autism to generalize language, and presented at the 2007 YAI Conference on augmentative communication devices and their affects on articulation.
Jennifer graduated with her Bachelors of Science degree from University of Delaware in linguistics and her Masters of Science degree from Southern Connecticut State University in speech-language pathology

Nilka S. Williams-Arbelo, M.S, CCC-SLP, Managing Partner, Co-Founder

Nika has over nine years of experience working with children with apraxia of speech using differentiated techniques. Her work with special needs children over the last five years has focused on children with autism and language delays. Nika currently supervises clinical fellow (CF ) clinicians. Prior to her founding the private practice, Nika served as a speech language pathologist in the public school setting in Fairfield County, Connecticut, as well as in a clinical setting at Blythedale Children’s Hospital in Valhalla, New York.

Nika is certified by the American Speech and Hearing Association and licensed by the Connecticut State Health Department. Nika holds a teaching certificate and is trained in PROMPT. Nika received her undergraduate degree from University of Maryland College Park in Hearing and Speech Sciences and her Master of Science degree from Southern Connecticut State University in speech-language pathology.

Testimonials

Connec-to-talks Verbal Behavior expertise has closed the gap for my son’s language in both receptive and expressive. Working with Jennifer Basch for 2+ years, my son’s diagnosis has been lowered from Autism to PDD-NOS. He is far more related, enjoys playing board games and even starts meaningful and thought provoking conversations! Thank you Jen!

Kristi’s Occupational Therapy expertise covers a broad base of needs. Her understanding of “The sensory diet” and her capability to desensitize the body from all textures is amazing. She has worked my son through fears from “scary vibrating characters” to wearing socks. her knowledge of sensory is very impressive. In addition, she is accredited in “Handwriting without Tears” and has made learning the alphabet fun.”

-Kim

“Connec-to-talk is my favorite part of my son’s therapy repetroire. The facility is gorgeous, clean and welcoming. Their materials are fresh, innovaitve and always CLEAN. Jen and Nika are always there to greet you with a a warm smile and in energized mood. Their experience, knowledge and delivery is acknowledged and recommended by many of the autism field’s “greats”. As a parent, who has been in this process for many years, I could not recommend a greater team.”

-Allegra

“Our son has worked with a number of different therapists at Connec-to-Talk over the past 18 months. Each one has engaged him quickly and helped him get to where he is today. From the very beginning he has affectionately referred to Connect-to-Talk as “the Play ladies.” They are incredibly creative in the ways they disguise therapy as play. We consider ourselves extremely fortunate to have been referred to Nika and Jen so early on when we were totally lost. Their guidance has been invaluable and our son has benefited tremendously from their expertise & caring ways. As their Practice grows, we wish them every possible success with hopes of them helping many more children in the process. Thank you Nika and Jen for all you have done and all you continue to do, but mostly, thank you for being you…”

- K (Greenwich, CT)

“My Daughter started Connec-To-Talk in Feb-2009 and she loves going there.She has shown tremendous improvement in just 9 months.She always showed a lot of love but it’s priceless to hear her say it through words.She has gone from using 1 word to using short phrases to communicate.She gets her ABA,Speech,and OT.She is continuing to show improvement everyday.We are fortunate enough to have met Jen and Nika they are great,so experienced,professional and have an amazing team put together.We can’t Thank you enough…..”

-MP(Norwalk,CT)

Contact Information

6 Hollyhock Lane Wilton, CT 06897 Office: (203) 210-7124 | Fax: (203) 210-7126 | info@connec-to-talk.com

Oncilla Technologies

Fun, Train, truck and worm animations come to life for children to follow, while showing the proper way to write alphabet letters and numbers.

Trace with your finger, try the color palette and textures. Use as a doodle pad.

Universal App with support for iPhone, IPod Touch and iPad.

Price: FREE