Why Is Early Intervention Feeding Therapy So Important for Children?

‘Tis the season of shopping! During all the hustle and bustle, MetroEHS wanted to offer a few tips for how to shop smart for your little superhero! At MetroEHS, we know that play is a crucial aspect of a child’s development. This means choosing the right toys can significantly impact a child’s cognitive, physical, social, and emotional growth. During this season of giving, we thought we could explore five suggestions for beneficial toys that cater to the developmental needs of children, as well as share our Amazon Shopping Idea list that was created by some of our amazing and knowledgeable MetroEHS therapists.

Sensory Toys and Building Blocks for Littles (0-2 years):

In the early stages of life, infants rely heavily on their senses to understand the world and face-to-face time during play time is paramount. Through engaging directly with beloved caregivers and family members by singing simple songs, reading nursery rhymes, and playing silly fingerplays like peekaboo, little ones learn to enjoy level appropriate toys as well as time with caregivers.

Sensory toys with high contrast patterns are the most engaging selection for children aged 0-2 years. This includes toys with different textures and sounds and toys that allow for simple problem solving.  Aim for easy to grasp toys that target multiple senses for the sensorimotor stage of play in order to promote motor skill development and learning.  Ensure toys are free from small parts that could pose a choking hazard. Be sure to engage with your child by narrating what they are feeling and doing with the toy with simple language (e.g., “Big ball!” if playing with a ball). soft, cold, bumpy, hard, etc.).

Children are natural builders and playing with building blocks can enhance their motor skills, spatial awareness, and creativity. Choose colorful blocks that are easy for small hands to manipulate. Building activities also promote problem-solving, social skills, and cognitive development as children experiment with different arrangements and structures. Engage with your child by verbalizing and encouraging them to “put on”, “knock down”, “kick over”, “put in”, “take out”, or use narration of colors and counting to practice those ever-important verbal skills. Make playtime learning time!

-Pretend Play for Toddlers (2-4 years): Preschoolers love to pretend and role play. Toys that simulate real life tasks (cooking, tools, costumes) are great for cognition and development of the imagination. They also foster independence, social and emotional skills, overall language, and critical thinking.

-Games for Early School-Aged Kids (4-6 years): Board games tailored for young children offer a fun way to introduce early learning concepts such as counting, color recognition, and basic literacy. Games like “Memory” or “Chutes and Ladders” encourage social interaction, turn-taking, and strategic thinking. Games like “Sneaky Squirrel” and “Twister” can foster fine and gross motor skills. Ensure the games are age-appropriate and encourage cooperative play, fostering important social skills.

-STEM Toys for School-Aged Children (6-10 years): As children progress through the school years, STEM (science, technology, engineering, and math) toys can play a vital role in developing critical thinking and problem-solving skills. Look for age-appropriate science kits, robotics, or construction sets that engage children in hands-on learning experiences. These toys not only make learning fun but also prepare children for the challenges of a technology-driven future. Consider games like Headbandz, which can allow your child an opportunity to practice vocabulary skills. Card games are a great time to play with your child in which your child can think strategically, for instance Uno, Phase 10, and Old Maid, can be fun for early school age children.

-Art and Craft Supplies for Creative Expression (All Ages): Foster your child’s creativity with art and craft supplies. From coloring books and crayons for younger children to more advanced crafting materials for older kids, these activities help enhance fine motor skills, self-expression, and imaginative thinking. Consider providing a designated space for art projects, allowing children to explore their creativity in a supportive environment.

Choosing the right toys for children aged 0-10 years involves considering their developmental stage and providing opportunities for growth through play. Soft, sensory toys, building blocks, educational board games, STEM toys, and art supplies can all contribute to a well-rounded and enriching playtime experience. By selecting toys that align with a child’s developmental needs, parents and caregivers can actively support their journey of learning and discovery. Parents are a child’s first play partner. The importance of a parent engaging in play with their child cannot be minimized! Enjoy this special time with your child and make playtime beneficial for both of you.

Experienced MetroEHS Clinicians pulled together a great shopping list which includes some of the toys discussed in this blog. You can find that list here.

https://www.amazon.com/hz/wishlist/ls/2GKR4U81VUFCE?ref_=wl_share

When your child needs therapy, it is common to hear about several different types of support. You may be told your child could benefit from speech therapy, occupational therapy, physical therapy, or behavioral therapy. Each of these services can play an important role in your child’s development.

But for many children, progress can happen more smoothly when those therapies work together instead of separately.

That is the idea behind integrated therapy.

Integrated therapy means your child’s providers work as a team. Rather than having each therapist focus only on their own area, they collaborate, communicate, and build one coordinated plan centered on your child’s everyday growth and success.

Kids Do Not Develop One Skill at a Time

Children do not learn in neat, separate categories. A child who is working on communication may also need help with sensory challenges, motor skills, social interaction, attention, or behavior. These areas often overlap in daily life.

For example, a child may struggle to express their needs clearly, but that same child may also have trouble staying regulated, joining play, or managing transitions. One challenge can affect another.

When therapy is integrated, children can receive support in multiple areas at the same time. This often helps them make progress faster because the people helping them are all working toward the same bigger picture.

One Team, One Plan

One of the biggest benefits of integrated therapy is that your child is not working with separate providers who all have different goals. Instead, the therapists share strategies and work together.

A speech therapist may introduce a new way for your child to communicate. An occupational therapist may help your child practice that skill during play. A behavioral therapist may reinforce it during social routines or structured activities.

Because the same skills are being supported in more than one setting, children often have more chances to learn, remember, and use them.

This team approach can make therapy feel more connected and more purposeful.

Skills Are Practiced in Everyday Ways

Children learn best when they can use their new skills in real-life situations.

If a skill is only practiced during one therapy session each week, it may take longer for that skill to become natural. But when a child practices the same skill in different activities and across different therapies, it can start to stick more quickly.

This kind of repeated practice can help children build confidence, use their skills outside of therapy, and become more independent in daily life.

That might look like using communication skills during play, practicing motor skills during a routine activity, or learning how to handle transitions with support from multiple therapists who are using the same approach.

Parents Get Clearer Support Too

Integrated therapy is not only helpful for children. It can also make a big difference for families.

When providers work together, parents are more likely to receive one clear plan instead of separate instructions that may feel overwhelming or hard to connect. This can make it easier to understand what your child is working on and how to support that progress at home.

Many families find that a coordinated approach helps reduce confusion, makes home practice more manageable, and keeps everyone focused on the same goals.

When therapy feels more connected, it is often easier for parents to feel confident in the process.

Why Coordination Can Lead to Better Progress

Research has shown that children in coordinated, multidisciplinary therapy programs often experience strong benefits across many areas of development. These may include improved communication, better motor skills, more independence in daily routines, and stronger participation at home and at school.

When care is coordinated, children may have an easier time carrying new skills from one activity into another. Instead of learning something in isolation, they begin to use it more naturally in everyday life.

That is often where meaningful progress happens.

The Goal Is Real-Life Success

Therapy is not only about checking off goals in a session. It is about helping children communicate, move, play, participate, and grow with more confidence in their daily lives.

An integrated therapy model supports that by bringing people together around your child’s needs. It helps ensure that therapy is not fragmented, but connected in a way that makes sense for how children actually develop.

The Bottom Line

Children grow in many ways at once, and their therapy can work the same way.

When therapists collaborate as one team, children get more consistent support across different areas of development. That can help them build skills faster, use them more confidently, and make progress that carries into everyday life.

Because every child deserves support that helps them thrive.

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Teletherapy, also called tele-practice or tele-speech, has become more popular during the uncertain circumstances and stay at home orders of COVID-19. Teletherapy can bring a sense of familiarity in uncertain times, as your child can have a weekly live speech therapy visit with a consistent speech language pathologist (SLP). A relationship is built, and the therapist and child share smiles and laughter in between working on their goals. With teletherapy, children can continue to receive continuity of care even as they stay safe at home! But does this foreign method of attending speech therapy really work?

Research is largely in agreement: Teletherapy is a very effective way of teaching kids speech and language!

With teletherapy, speech therapy is provided via a video chat platform that is secure. MetroEHS’s online platform includes fun games, a box for clients to watch applicable videos and talk through worksheets or read stories, screen share, practice cards, and, of course,  a live-streaming video SLP guiding them through all of it. All of these features engage most children, including those on the Autism Spectrum. This 1:1 teletherapy has been proven effective: according to a review of 7 studies of school-aged children, “telehealth is a promising method for treating children” (1). Another study looking specifically at children with ASD stated, “All [14] studies reported high levels of programme acceptability and parent satisfaction with the telehealth component of the intervention” (2). And another states, “Emerging research in telepractice treatment for ASD clients already shows success in both direct and indirect interactions” (3).

If a child is too young or difficult to engage, the SLP may opt for a parent training approach. The parent will receive a list of supplies to gather from around the house, and the SLP will teach the parent how to target the child’s goals. The parent is encouraged to ask questions, and the SLP coaches as the parent engages their child and completes their goals. This has also been proven effective for children learning language! Evidence suggests, “that parent-mediated intervention training delivered remotely can improve parents’ knowledge in [autism spectrum disorder] ASD, parent intervention fidelity, and subsequently improve the social behavior and communication skills of their children with ASD (4).

Feeding Therapy can be provided with a similar model. The SLP guides the caregiver during the session, and talks through strategies and techniques for children accepting the food, chewing, and swallowing. Providing feeding therapy online can be beneficial because the SLP can see where the child typically sits, the types of eating utensils that are used, and overall family dynamic- all of which play a major role in carryover of skills to the home environment. What better way to support generalization to home, than having therapy in the home! Feeding Teletherapy, too, is an excellent and effective substitute to in-person therapy, according to research (5)!

As you can see, teletherapy is a powerful alternative to in-person therapy, especially during situations when receiving in-person therapy is difficult or impossible for families. If you would like more information about teletherapy, to enroll your child, or a free “Teletherapy Tour” to see our platform, please contact MetroEHS today!

Resources

1. 2017. Wales, D., Skinner, L., et al. The Efficacy of Telehealth-Delivered Speech and Language Intervention for Primary School-Age Children: A Systematic Review. International Journal of Telerehabilitation, 9(1), 55-70.
2. 2018. Sutherland, R., Trembath, D., et al. Telehealth and Autism: A Systematic Search and Review of the Literature. International Journal of Speech-Language Pathology, 20(3), 324-336.
3. 2015, April 28. Cornish, Nate. Social Mediating: Using Telepractice for Clients With Autism. ASHAwire.
4. 2017. Parsons, D., Cordier, R., et al. Parent-Mediated Intervention Training Delivered Remotely for Children With Autism Spectrum Disorder Living Outside of Urban Areas: Systematic Review. Journal of Medical Internet Research, 19(8), e198.
5. 2008. Clawson, Seldon, Lacks, Deaton, Hall, Bach. Complex pediatric feeding disorders: using teleconferencing technology to improve access to a treatment program. Pediatric Nursing, 34(3): 213-6.