Y3K Tutor In Your Home

Executive Function and COVID-19

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There is a special part of our brain that is responsible for executive function skills.  These skills include our ability to organize, plan ahead, and especially important in this day and age of COVID-19 . . . our ability to sense danger.  The problem is that this all takes place in the prefrontal cortex and this area of the brain does not fully develop until we are well into our 20’s.

Therefore children and teens may not sense COVID-19 danger and choose not to social distance.  It is up to us as responsible parents to monitor and keep our kids safe.  We need to make sure our teens are following social distancing. It is your responsibility as a parent to make sure they follow the rules even when they are out in public places like a field, playground, or hanging out with their friends.

Coronavirus Social Distancing

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Now that schools are closed and a number of employees are working from home amid the coronavirus outbreak, people need to practice the concept of social distancing. It is the only thing that is going to immediately address the situation that we’re experiencing here in the United States. Y3K Tutor In Your Home asks all families to help flatten the curve. This means to spread out the impact of the virus over time instead of allowing it to spike as we’ve seen in Italy, for example, where the number of confirmed cases increased rapidly. A spike could overwhelm our health care system, even here in the United States.

Unfortunately there can be no play dates for your children, because you don’t know what the other child has been exposed to and might be bringing into your house, where it could be passed on. Avoid large public gatherings or venues where many people congregate such as malls. Social distancing is a way to protect yourself from contagious diseases, including the flu, the common cold or coronavirus (COVID-19). It involves maintaining at least a six-foot distance from other people, getting away from anyone who’s coughing or sneezing, avoiding shaking hands and using technology to meet instead of meeting in person when possible. As a nation we can work together and get it done!

 

Autism & Asperger’s Playing

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The reason children on the autism spectrum do not enjoy pretend play is based on how their brains see the world. Pretend play requires putting yourself in someone’s shoes and talking and acting as if you were another person. Children with autism spectrum disorders usually struggle with the ability to see outside of themselves.

Autism / Asperger’s and Pretend Play

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Watch out for children who do not show any interest in pretend play (such as feeding a baby doll) by about age 2. That is a potential sign of an autism spectrum disorder. If you suspect that your child may be showing some signs of autism, it might be worth getting in touch with a child psychologist Denver CO, for example. They should be able to diagnose the issue and provide treatment options to make sure this disorder doesn’t impact the child’s life. Kids with autism tend to pick games that engage their senses and avoid games that ask them to pretend, a new study finds. Researchers found that children with autism were naturally drawn to activities that get them moving or allow them to watch moving objects. On the other hand, arts and crafts, and games that required pretending were the least popular with these same children.


Why do you think this is true? If you think you know the answer, email us your guess. Also, check back here tomorrow for the fascinating explanation.

Controversial Student Athlete Standards – Natick MA

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Some schools around the country have been raising the sports eligibility standards. For example the Natick Public Schools in Natick, MA have raised the academic standards for its athletes. They decided to send a message to student athletes that academics come first. If a student doesn’t pass all of their classes, they lose eligibility. As a result of the increased academic demands, 43 students out of more than 500 were deemed ineligible due to failing a class or receiving an incomplete. Previously Natick averaged 6 to 9 academically ineligible students per term. The intended result is to put the emphasis on having their education be their first priority.

Students who are removed from teams have to meet with coaches, guidance counselor, and parents to come up with an improvement plan. These students are then ineligible for the remainder of the term as well as the following term.

What do you think of these new rules?

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