Sensory Processing Disorder - what are the signs

Webpages come and go. In attempting to make sure that I can help other families get early and proper treatment for Sensory Processing Disorder, I found this information helpful and it was copied directly from the website

http://www.sensory-processing-disorder.com

Sensory integration is a normal, neurological, developmental process which begins in the womb and continues throughout one’s life. Although, it is important to note, the most influential developmental time is in the first seven years of life. Sensory processing is the process by which our brain takes in sensory input and interprets this information for use.
When talking about typical sensory processing, a productive, normal and “adaptive response” happens as:

our neurological system takes in sensory information

the brain organizes and makes sense of it

which then enables us to use it and act accordingly within our environment to achieve “increasingly complex, goal-directed actions”.

** It is this “adaptive response” which facilitates normal development.**

We, therefore use our sensory processing abilities for:

social interaction

motor skill development

focusing and attending so we can learn

If this neurological process becomes disrupted somewhere in the loop of intake, organization or output, then normal development and adaptive responses will not be achieved. 

Learning, physical and emotional development, as well as behavior will therefore be impacted; sometimes severely!

It is this disruption which yields a neurological dysfunction called Sensory Integration Dysfunction/Sensory Processing Disorder.

Keep in mind, sensory processing functions on a continuum. Please understand that we all have difficulty processing certain sensory stimuli (a certain touch, smell, taste, sound, movement etc.) and we all have sensory preferences. **It only becomes a sensory processing disorder when we are on extreme ends of the continuum or experience “disruptive, unpredictable fluctuations which significantly impact our developmental skills or everyday functioning”.**

That being said, it is important for us to break the sensory integration dysfunction symptoms down into categories based on each of the senses.These categories are: 

Tactile: the sense of touch; input from the skin receptors about touch, pressure, temperature, pain and movement of the hairs on the skin.

Vestibular: the sense of movement; input from the inner ear about equilibrium, gravitational changes, movement experiences and position in space.

Proprioception: the sense of "position"; input from the muscles and joints about body position, weight, pressure, stretch, movement and changes in position.

Auditory: input relating to sounds; one's ability to correctly perceive, discriminate, process and respond to sounds

Oral: input relating to the mouth; one's ability to correctly perceive, discriminate, process and respond to input within the mouth

Olfactory: input relating to smell; one's ability to correctly perceive, discriminate, process and respond to different odors.

Visual: input relating to sight; one's ability to correctly perceive, discriminate, process and respond to what one sees.

Since we are talking about input into the senses, it is those senses which must be looked at carefully and which will be affected. It is a careful observer (the one I wish for in every child's life!) who will pay close attention to which senses are affected and the frequency, duration, and intensity of these sensory integration dysfunction symptoms.
As I have said, we all have some types of sensory preferences and perhaps even a mild case of "dysfunction". However, it is the frequency, intensity, duration and functional impact of these symptoms which determines dysfunction.

Signs Of Tactile Dysfunction:

 

 1. Hypersensitivity To Touch (Tactile Defensiveness)

__ becomes fearful, anxious or aggressive with light or unexpected touch

__ as an infant, did/does not like to be held or cuddled; may arch back, cry, and pull away

__ distressed when diaper is being, or needs to be, changed

__ appears fearful of, or avoids standing in close proximity to other people or peers (especially in lines)

__ becomes frightened when touched from behind or by someone/something they can not see (such as under a blanket)

__ complains about having hair brushed; may be very picky about using a particular brush

__ bothered by rough bed sheets (i.e., if old and "bumpy")

__ avoids group situations for fear of the unexpected touch

__ resists friendly or affectionate touch from anyone besides parents or siblings (and sometimes them too!)

__ dislikes kisses, will "wipe off" place where kissed

__ prefers hugs

__ a raindrop, water from the shower, or wind blowing on the skin may feel like torture and produce adverse and avoidance reactions

__ may overreact to minor cuts, scrapes, and or bug bites

__ avoids touching certain textures of material (blankets, rugs, stuffed animals)

__ refuses to wear new or stiff clothes, clothes with rough textures, turtlenecks, jeans, hats, or belts, etc.

__ avoids using hands for play

__ avoids/dislikes/aversive to "messy play", i.e., sand, mud, water, glue, glitter, playdoh, slime, shaving cream/funny foam etc.

__ will be distressed by dirty hands and want to wipe or wash them frequently

__ excessively ticklish

__ distressed by seams in socks and may refuse to wear them

__ distressed by clothes rubbing on skin; may want to wear shorts and short sleeves year round, toddlers may prefer to be naked and pull diapers and clothes off constantly

__ or, may want to wear long sleeve shirts and long pants year round to avoid having skin exposed

__ distressed about having face washed

__ distressed about having hair, toenails, or fingernails cut

__ resists brushing teeth and is extremely fearful of the dentist

__ is a picky eater, only eating certain tastes and textures; mixed textures tend to be avoided as well as hot or cold foods; resists trying new foods

__ may refuse to walk barefoot on grass or sand

__ may walk on toes only

2. Hyposensitivity To Touch (Under-Responsive):

__ may crave touch, needs to touch everything and everyone

__ is not aware of being touched/bumped unless done with extreme force or intensity

__ is not bothered by injuries, like cuts and bruises, and shows no distress with shots (may even say they love getting shots!)

__ may not be aware that hands or face are dirty or feel his/her nose running

__ may be self-abusive; pinching, biting, or banging his own head

__ mouths objects excessively

__ frequently hurts other children or pets while playing

__ repeatedly touches surfaces or objects that are soothing (i.e., blanket)

__ seeks out surfaces and textures that provide strong tactile feedback

__ thoroughly enjoys and seeks out messy play

__ craves vibrating or strong sensory input

__ has a preference and craving for excessively spicy, sweet, sour, or salty foods

 

3. Poor Tactile Perception And Discrimination:

__ has difficulty with fine motor tasks such as buttoning, zipping, and fastening clothes

__ may not be able to identify which part of their body was touched if they were not looking

__ may be afraid of the dark

__ may be a messy dresser; looks disheveled, does not notice pants are twisted, shirt is half un tucked, shoes are untied, one pant leg is up and one is down, etc.

__ has difficulty using scissors, crayons, or silverware

__ continues to mouth objects to explore them even after age two

__ has difficulty figuring out physical characteristics of objects; shape, size, texture, temperature, weight, etc.

__ may not be able to identify objects by feel, uses vision to help; such as, reaching into backpack or desk to retrieve an item

---

Vestibular Sense: input from the inner ear about equilibrium, gravitational changes, movement experiences, and position in space.

Signs Of Vestibular Dysfunction:

1. Hypersensitivity To Movement (Over-Responsive):

__ avoids/dislikes playground equipment; i.e., swings, ladders, slides, or merry-go-rounds

__ prefers sedentary tasks, moves slowly and cautiously, avoids taking risks, and may appear "wimpy"

__ avoids/dislikes elevators and escalators; may prefer sitting while they are on them or, actually get motion sickness from them

__ may physically cling to an adult they trust

__ may appear terrified of falling even when there is no real risk of it

__ afraid of heights, even the height of a curb or step

__ fearful of feet leaving the ground

__ fearful of going up or down stairs or walking on uneven surfaces

__ afraid of being tipped upside down, sideways or backwards; will strongly resist getting hair washed over the sink

__ startles if someone else moves them; i.e., pushing his/her chair closer to the table

__ as an infant, may never have liked baby swings or jumpers

__ may be fearful of, and have difficulty riding a bike, jumping, hopping, or balancing on one foot (especially if eyes are closed)

__ may have disliked being placed on stomach as an infant

__ loses balance easily and may appear clumsy

__ fearful of activities which require good balance

__ avoids rapid or rotating movements

2. Hyposensitivity To Movement (Under-Responsive):

__ in constant motion, can't seem to sit still

__ craves fast, spinning, and/or intense movement experiences

__ loves being tossed in the air

__ could spin for hours and never appear to be dizzy

__ loves the fast, intense, and/or scary rides at amusement parks

__ always jumping on furniture, trampolines, spinning in a swivel chair, or getting into upside down positions

__ loves to swing as high as possible and for long periods of time

__ is a "thrill-seeker"; dangerous at times

__ always running, jumping, hopping etc. instead of walking

__ rocks body, shakes leg, or head while sitting

__ likes sudden or quick movements, such as, going over a big bump in the car or on a bike

3. Poor Muscle Tone And/Or Coordination:

__ has a limp, "floppy" body

__ frequently slumps, lies down, and/or leans head on hand or arm while working at his/her desk

__ difficulty simultaneously lifting head, arms, and legs off the floor while lying on stomach ("superman" position)

__ often sits in a "W sit" position on the floor to stabilize body
__ fatigues easily!

__ compensates for "looseness" by grasping objects tightly

__ difficulty turning doorknobs, handles, opening and closing items

__ difficulty catching him/her self if falling

__ difficulty getting dressed and doing fasteners, zippers, and buttons

__ may have never crawled as an baby

__ has poor body awareness; bumps into things, knocks things over, trips, and/or appears clumsy

__ poor gross motor skills; jumping, catching a ball, jumping jacks, climbing a ladder etc.

__ poor fine motor skills; difficulty using "tools", such as pencils, silverware, combs, scissors etc.

__ may appear ambidextrous, frequently switching hands for coloring, cutting, writing etc.; does not have an established hand preference/dominance by 4 or 5 years old

__ has difficulty licking an ice cream cone

__ seems to be unsure about how to move body during movement, for example, stepping over something

__ difficulty learning exercise or dance steps

---

Proprioceptive Sense: input from the muscles and joints about body position, weight, pressure, stretch, movement, and changes in position in space.

Signs Of Proprioceptive Dysfunction:

1. Sensory Seeking Behaviors:

__ seeks out jumping, bumping, and crashing activities

__ stomps feet when walking

__ kicks his/her feet on floor or chair while sitting at desk/table

__ bites or sucks on fingers and/or frequently cracks his/her knuckles

__ loves to be tightly wrapped in many or weighted blankets, especially at bedtime

__ prefers clothes (and belts, hoods, shoelaces) to be as tight as possible

__ loves/seeks out "squishing" activities

__ enjoys bear hugs
__ excessive banging on/with toys and objects

__ loves "roughhousing" and tackling/wrestling games

__ frequently falls on floor intentionally

__ would jump on a trampoline for hours on end

__ grinds his/her teeth throughout the day

__ loves pushing/pulling/dragging objects

__ loves jumping off furniture or from high places

__ frequently hits, bumps or pushes other children

__ chews on pens, straws, shirt sleeves etc.

2. Difficulty With "Grading Of Movement":

__ misjudges how much to flex and extend muscles during tasks/activities (i.e., putting arms into sleeves or climbing)

__ difficulty regulating pressure when writing/drawing; may be too light to see or so hard the tip of writing utensil breaks

__ written work is messy and he/she often rips the paper when erasing

__ always seems to be breaking objects and toys

__ misjudges the weight of an object, such as a glass of juice, picking it up with too much force sending it flying or spilling, or with too little force and complaining about objects being too heavy

__ may not understand the idea of "heavy" or "light"; would not be able to hold two objects and tell you which weighs more

__ seems to do everything with too much force; i.e., walking, slamming doors, pressing things too hard, slamming objects down

__ plays with animals with too much force, often hurting them

---

Signs Of Auditory Dysfunction: (no diagnosed hearing problem)

1. Hypersensitivity To Sounds (Auditory Defensiveness):

__ distracted by sounds not normally noticed by others; i.e., humming of lights or refrigerators, fans, heaters, or clocks ticking

__ fearful of the sound of a flushing toilet (especially in public bathrooms), vacuum, hairdryer, squeaky shoes, or a dog barking

__ started with or distracted by loud or unexpected sounds

__ bothered/distracted by background environmental sounds; i.e., lawn mowing or outside construction

__ frequently asks people to be quiet; i.e., stop making noise, talking, or singing

__ runs away, cries, and/or covers ears with loud or unexpected sounds

__ may refuse to go to movie theaters, parades, skating rinks, musical concerts etc.

__ may decide whether they like certain people by the sound of their voice

2. Hyposensitivity To Sounds (Under-Registers):

__ often does not respond to verbal cues or to name being called

__ appears to "make noise for noise's sake"

__ loves excessively loud music or TV

__ seems to have difficulty understanding or remembering what was said

__ appears oblivious to certain sounds

__ appears confused about where a sound is coming from

__ talks self through a task, often out loud

__ had little or no vocalizing or babbling as an infant

__ needs directions repeated often, or will say, "What?" frequently

---

Signs Of Oral Input Dysfunction:

1. Hypersensitivity To Oral Input (Oral Defensiveness):

__ picky eater, often with extreme food preferences; i.e., limited repertoire of foods, picky about brands, resistive to trying new foods or restaurants, and may not eat at other people's houses)

__ may only eat "soft" or pureed foods past 24 months of age

__ may gag with textured foods

__ has difficulty with sucking, chewing, and swallowing; may choke or have a fear of choking

__ resists/refuses/extremely fearful of going to the dentist or having dental work done

__ may only eat hot or cold foods

__ refuses to lick envelopes, stamps, or stickers because of their taste

__ dislikes or complains about toothpaste and mouthwash

__ avoids seasoned, spicy, sweet, sour or salty foods; prefers bland foods

2. Hyposensitivity To Oral Input (Under-Registers)

__ may lick, taste, or chew on inedible objects

__ prefers foods with intense flavor; i.e., excessively spicy, sweet, sour, or salty

__ excessive drooling past the teething stage

__ frequently chews on hair, shirt, or fingers

__ constantly putting objects in mouth past the toddler years

__ acts as if all foods taste the same

__ can never get enough condiments or seasonings on his/her food

__ loves vibrating toothbrushes and even trips to the dentist

---

Signs Of Olfactory Dysfunction (Smells):

1. Hypersensitivity To Smells (Over-Responsive):

__ reacts negatively to, or dislikes smells which do not usually bother, or get noticed, by other people

__ tells other people (or talks about) how bad or funny they smell

__ refuses to eat certain foods because of their smell

__ offended and/or nauseated by bathroom odors or personal hygiene smells

__ bothered/irritated by smell of perfume or cologne

__ bothered by household or cooking smells

__ may refuse to play at someone's house because of the way it smells

__ decides whether he/she likes someone or some place by the way it smells

2. Hyposensitivity To Smells (Under-Responsive):

__ has difficulty discriminating unpleasant odors

__ may drink or eat things that are poisonous because they do not notice the noxious smell

__ unable to identify smells from scratch 'n sniff stickers

__ does not notice odors that others usually complain about

__ fails to notice or ignores unpleasant odors

__ makes excessive use of smelling when introduced to objects, people, or places

__ uses smell to interact with objects

---

Signs Of Visual Input Dysfunction (No Diagnosed Visual Deficit):

1. Hypersensitivity To Visual Input (Over-Responsiveness)

__ sensitive to bright lights; will squint, cover eyes, cry and/or get headaches from the light

__ has difficulty keeping eyes focused on task/activity he/she is working on for an appropriate amount of time

__ easily distracted by other visual stimuli in the room; i.e., movement, decorations, toys, windows, doorways etc.

__ has difficulty in bright colorful rooms or a dimly lit room

__ rubs his/her eyes, has watery eyes or gets headaches after reading or watching TV

__ avoids eye contact

__ enjoys playing in the dark

2. Hyposensitivity To Visual Input (Under-Responsive Or Difficulty With Tracking, Discrimination, Or Perception):

__ has difficulty telling the difference between similar printed letters or figures; i.e., p & q, b & d, + and x, or square and rectangle

__ has a hard time seeing the "big picture"; i.e., focuses on the details or patterns within the picture

__ has difficulty locating items among other items; i.e., papers on a desk, clothes in a drawer, items on a grocery shelf, or toys in a bin/toy box

__ often loses place when copying from a book or the chalkboard

__ difficulty controlling eye movement to track and follow moving objects

__ has difficulty telling the difference between different colors, shapes, and sizes

__ often loses his/her place while reading or doing math problems

__ makes reversals in words or letters when copying, or reads words backwards; i.e., "was" for "saw" and "no" for "on" after first grade

__ complains about "seeing double"

__ difficulty finding differences in pictures, words, symbols, or objects

__ difficulty with consistent spacing and size of letters during writing and/or lining up numbers in math problems

__ difficulty with jigsaw puzzles, copying shapes, and/or cutting/tracing along a line

__ tends to write at a slant (up or down hill) on a page

__ confuses left and right

__ fatigues easily with schoolwork

__ difficulty judging spatial relationships in the environment; i.e., bumps into objects/people or missteps on curbs and stairs

---

Auditory-Language Processing Dysfunction:

__ unable to locate the source of a sound

__ difficulty identifying people's voices

__ difficulty discriminating between sounds/words; i.e., "dare" and "dear"

__ difficulty filtering out other sounds while trying to pay attention to one person talking

__ bothered by loud, sudden, metallic, or high-pitched sounds

__ difficulty attending to, understanding, and remembering what is said or read; often asks for directions to be repeated and may only be able to understand or follow two sequential directions at a time

__ looks at others to/for reassurance before answering

__ difficulty putting ideas into words (written or verbal)

__ often talks out of turn or "off topic"

__ if not understood, has difficulty re-phrasing; may get frustrated, angry, and give up

__ difficulty reading, especially out loud (may also be dyslexic)

__ difficulty articulating and speaking clearly

__ ability to speak often improves after intense movement

---

Social, Emotional, Play, And Self-Regulation Dysfunction:

Social:

__ difficulty getting along with peers

__ prefers playing by self with objects or toys rather than with people

__ does not interact reciprocally with peers or adults; hard to have a "meaningful" two-way conversation

__ self-abusive or abusive to others

__ others have a hard time interpreting child's cues, needs, or emotions

__ does not seek out connections with familiar people

Emotional:

__ difficulty accepting changes in routine (to the point of tantrums)

__ gets easily frustrated

__ often impulsive

__ functions best in small group or individually

__ variable and quickly changing moods; prone to outbursts and tantrums

__ prefers to play on the outside, away from groups, or just be an observer

__ avoids eye contact

__ difficulty appropriately making needs known

Play:

__ difficulty with imitative play (over 10 months)

__ wanders aimlessly without purposeful play or exploration (over 15 months)

__ needs adult guidance to play, difficulty playing independently (over 18 months)

__ participates in repetitive play for hours; i.e., lining up toys cars, blocks, watching one movie over and over etc.

Self-Regulation:

__ excessive irritability, fussiness or colic as an infant

__ can't calm or soothe self through pacifier, comfort object, or caregiver

__ can't go from sleeping to awake without distress

__ requires excessive help from caregiver to fall asleep; i.e., rubbing back or head, rocking, long walks, or car rides

Internal  Regulation (The Interoceptive Sense):

__ becoming too hot or too cold sooner than others in the same environments; may not appear to ever get cold/hot, may not be able to maintain body temperature effectively

__ difficulty in extreme temperatures or going from one extreme to another (i.e., winter, summer, going from air conditioning to outside heat, a heated house to the cold outside)

__ respiration that is too fast, too slow, or cannot switch from one to the other easily as the body demands an appropriate respiratory response

__ heart rate that speeds up or slows down too fast or too slow based on the demands imposed on it

__ respiration and heart rate that takes longer than what is expected to slow down during or after exertion or fear

__ severe/several mood swings throughout the day (angry to happy in short periods of time, perhaps without visible cause)

__ unpredictable state of arousal or inability to control arousal level (hyper to lethargic, quickly, vacillating between the two; over stimulated to under stimulated, within hours or days, depending on activity and setting, etc.)

__ frequent constipation or diarrhea, or mixed during the same day or over a few days

__ difficulty with potty training; does not seem to know when he/she has to go (i.e., cannot feel the necessary sensation that bowel or bladder are full

__ unable to regulate thirst; always thirsty, never thirsty, or oscillates back and forth

__ unable to regulate hunger; eats all the time, won't eat at all, unable to feel full/hungry

__ unable to regulate appetite; has little to no appetite and/or will be "starving" one minute then full two bites later, then back to hungry again (prone to eating disorders and/or failure to thrive)

If you observe many of these signs in a child you know, please talk to a professional, such as an Occupational Therapist who can further evaluate and decide whether your child has a sensory processing disorder.

my sensation kid

I have learned so much about my son as soon as I started working with an OT, who specializes in a sensory integration approach, 5 months ago. Based on my experience, i can not stress enough to families going down this road to seek out an OT who specializes because it has been instrumental for my family. Our old OT just did not comprehend the totality of my son's sensory needs. For example, our OT who specializes in a sensory integration approach, pointed out that my son missed a foundational skill having only crawled for a brief period and started walking at 8 1/2 months of age. She implemented a sensory diet beginning with my son crawling while playing with his cars, having a tunnel accessible for my son to crawl through and crawling when his motor is running too high. Our old OT had my son sitting at a table trying to manipulate peg boards and a wide variety of sensory objects, of which also neglected to take into account his sensitivities (hypersensitive to auditory and visual input and tactile defensiveness)

Understanding my son's specific needs has alleviated so much frustration and confusion in my day to day life and has given me more strength and empowerment than i have felt in the last 3 years.

My son has:

Sensory Discrimination Disorder (SDD)

Sensory-Based Motor Disorder (SBMD)

Sensory Modulation Disorder (SMD)

He is a sensory seeker,

over responsive to visual, auditory and lite touch

under responsive to vestibular, proprioceptive and deep touch

Do you have or know a Sensational Kid?

like switching off a light

here is my little guy finishing up a big bowl of salad. six months ago, i was so happy to come back and let everyone know that my son's "poor feeding" went away and it has. just as the doctor said it would between 2-3 years of age... just like switching off a light, it will go away.

but with my son eating and sleeping in a healthier way, there were still these behaviors that i could not make sense of nor put my finger on. at times, i could not read him nor understand what he needed. it is a very helpless and frustrating feeling. every day could be so different and i had no explanation why.

i sought out additional occupational therapy services, aside from Birth to Three. at the consultation, my son's needs were magnified and there was no question that there was something much bigger going on with my son. I believe that my son has had Sensory Processing Disorder from the beginning.

moving forward, I hope to share our triumphs and struggles of our family as we travel through our day a little differently than we had planned.

food allergy {dot} org

here is a great resource for HOW TO READ A LABEL
to avoid unsafe foods from foodallergy.org.
 

GF DF CF EF breakfasts

{updated}

my little one's breakfast completely changed last week with the elimination diet to help alleviate his symptoms from henoch-schonlein purpura. he is currently gluten-free, dairy-free, casein-free, egg-free, corn-free, and soy-free.

in addition, my little one NEEDS crunchy food to satisfy his sensory needs, so you could imagine toasted whole wheat breads and crunchy cereals were very much a part of our day. interestingly to note is that when i increased the amount of crunchy foods and cold beverages offered throughout the day and at every meal, i seen an increase in the amount of food he was consuming. pancakes topped with RAW nuts and seeds have worked well in the past, easily topped always with hemp seeds and other raw nuts or seeds that we have on hand. muffins with nuts or seeds initially work well, but i believe a recently purchased mini muffin pan will offer a firmer texture that my little one will accept better.

My little one has been DF CF EF for some time now and i have been able to make easy substitutions for dairy, casein and egg. The GF seems to be the hardest yet. I have a variety of items in my pantry but I am having a hard time finding GF DF CF EF CF SF recipes that do not include 4+ types of flours and starches, as well as a handful of more of other ingredients. I would like to find a simple, basic pancake recipe and muffin recipe. I also need to make up for a failed attempt at GF birthday cupcakes :( my little one turned 3 years old through all of this and my recipe fell flat.

in my cupboard, i have:

FLOURS: brown rice flour, coconut flour, buckwheat flour, tapioca flour

GRAINS: quinoa, amaranth, rice, buckwheat

RAW SEEDS/NUTS: chia seeds, hemp seeds, cashews, coconut, pecans, pumpkin seeds, sunflower seeds, flax seeds, walnuts, sesame seeds, almonds, pine nuts

OILS: cold pressed coconut, canola oil, extra virgin olive oil

MILKS: coconut, almond, hemp, rice

safe breakfasts include:
 - quinoa

- erewhon crispy brown rice cereal (the one and only safe boxed cereal i found at whole foods)

- nut & seed granola, recipe here (i substituted in brown rice flour and honey. i also added walnuts and whole flaxseeds. note for next batch to ground the flax seeds and to eliminate Trader Joe's raw pumpkin seeds)
- pancakes (not as simple as I was hoping for, but the best ones so far)

the elimination diet

3/25/2012

Notes: the following posts are to update family with the changes in my little one's diet and have the information accessible. To others, who have worked with their little one's or themselves in determining food allergies and intolerances, please feel free to share your story, tips, recipes and links to helpful sites.

we have eliminated the following from my little one's diet:

dairy (intolerance)

eggs (intolerance)

beef (intolerance)

goat's milk (intolerance)

oranges
strawberries

bananas

grapes

white potatoes

corn

peanuts
cashews

wheat

soy

sugar

chocolate

food dyes
preservatives

alternatives:

milk (rice, almond)

coconut milk (yogurt, ice cream)

sweet potatoes

rice, quinoa, amaranth, buckwheat
beans, lentils

almond butter, sunflower seed butter

blessed with a ray of light

yesterday, at an event at my daughter school, I glanced over at her and thought she looked a little tired. by the time she came home from school, it was clear that she had come down with something. oh poor thing, to not be feeling well as she gets a break for the holiday. and my plans to start and finish up some gifts these last few days were not looking so good either, especially seeing that my other little one has been sick.

so today, we kept my daughter out of school so she could rest. my husband went out in the morning to stock up on his toys to put under the tree. the children and i stayed in and did some snuggling until my little ones went off to their room to play. i took that time to do some quick cleaning then i needed stop to help clean up and organize the children's bedroom. the result of a 2 1/2 year old getting into a 7 1/2 year old's things, a reminder that we need to simplify again. (although we managed to sift 3 barbie dolls out)

the morning went by rather quickly and all were ready for lunch. as we were eating, the sun peaked around the side of our house as it usually does this time of year, bringing direct sunlight into our kitchen. my daughter moved her seat over to bask in the sun and a ray of light caught her swarvoski crystal bracelet (part of her mermaid halloween outfit, a reminder that i have lots to share). With joy she exclaimed, "LOOK, MY BRACELET IS MAKING RAINBOWS" and oh how we all love these rainbows. 

i had already accepted and felt fine that my christmas projects were going to have to be pushed back for upcoming birthdays as i have two little ones that need me but i was a little unhappy thinking about the type and amount of daddy gifts that were going to stocked under our christmas tree. but after that moment of joy and glee brought about by dancing rainbows, i just decided to let the ill feelings of commercialized toys go and just know that when i sit back and be present in these small moments, i will be renewed with wonder and awe and my children will be blessed with the same.

A happy solstice indeed.

sorry no pics today. but i am reminded of how much i enjoy capturing the light here. happy solstice everyone