Enhancing Occupational Therapy Sessions with the Tovertafel
At Fred W. Hill Elementary School, the Tovertafel has become an integral part of occupational therapy sessions, delighting students and providing unexpected benefits. Kelly, OTR/L, an occupational therapist at Fred W. Hill, shares how the Tovertafel has transformed her approach to therapy. “It’s a great way to start sessions, helping kids calm down and chat for a few minutes before we dive into activities. The Tovertafel’s motor-skill games, like Race Cars, have been fantastic for engaging children physically and making therapy fun.”
Social-Emotional Learning and Sensory Exploration
One of the most positive outcomes has been the social-emotional benefits. Kelly admits that she was excited about the opportunity to practice motor skills in a fun new way, but wasn’t prepared for the Tovertafel’s impact on her student’s social-emotional development. “My kids come from different classrooms and I noticed that when they go down on the floor and start putting their hands through the water, they just start naturally talking to each other, and they’re calm. I wasn’t anticipating that part of using the Tovertafel. So that was kind of really a nice surprise to see that.”
Kelly’s therapy room is designed to be a tranquil space, with dim lighting, nature-related projections, and lots of opportunities to engage in sensory exploration. The Tovertafel fits perfectly into this setting. “The kids love the Pond game,” she says. “They’ll come in, play with the fish for a couple of minutes, and start naturally talking to each other. It wasn’t something I expected, but it’s a wonderful surprise…They’re just talking about what they did over the weekend or something that happened a couple of weeks ago that they haven’t really shared with anybody, and that makes me very happy.”
Kelly recollects a therapy session with a young girl with autism. “I had a little girl last year who would like to lay on her belly and play with the Pond game with her hand and arm. She would come in really upset, and she would just lay on her belly and do that with her hand. And then she would look at me and get this big smile and sigh. I think that’s a huge success. It’s not something you’re tracking with data or anything like that, but that to me, it kind of turned her day around, that’s amazing.”
Versatility and Motivation
The versatility of the Tovertafel is evident in its various applications. “I’ve experimented with projecting it on different surfaces,” Kelly says. “Projecting it on the carpet is my favorite as it adds a sensory dimension, making the experience cozier and more engaging for the kids.”
"Using the Tovertafel has been a great way to connect with the kids and make therapy a more enjoyable experience."
The Tovertafel has also become a favorite among students, who often ask if it will be part of their session. “It’s a huge motivator,” says Kelly. Whether it’s for bilateral coordination, executive functioning, or sensory processing, the Tovertafel offers a unique and engaging way to practice these skills.
Kelly uses the Tovertafel throughout her sessions, integrating it into planned activities and using it spontaneously when needed. “If a student is struggling to maintain emotional regulation, we’ll turn it on and play something calming. It’s a great tool to soothe and relax the kids,” she notes.
Sometimes, Kelly’s students surprise her with creative ways to play with the Tovertafel. “This year, it’s my first time using the Tovertafel with children who are non-speaking. It’s been really neat to watch them interact with it. One student, who loves water, moved the trampoline close to the Pond game and started jumping on it like a diving board, making splashing noises. It’s amazing to see how he uses the trampoline and the Tovertafel together.”
Enhancing Emotional Regulation
The Tovertafel has facilitated significant progress in emotional regulation for Kelly’s students. “One student, who is very sensitive to noise, initially put his earphones back on when I turned on the Tovertafel. But once he realized it was safe, he asked for the volume to be turned up. Now, he laughs and smiles while jumping and making splashing noises, showing excellent emotional regulation.”
Kelly has also discovered how the Tovertafel promotes meaningful connections. “This student often engages with me by making good eye contact and even rubbing my face while playing. It has been a powerful tool for building connections and co-regulation.”
She finds the Tovertafel to be an excellent tool for starting and ending therapy sessions. “In the mornings, I’ll turn it on to help the kids transition into therapy. It’s also a lovely way to end sessions. Especially with the lights off and twinkle lights on, the Tovertafel creates a calm atmosphere.”
Overall, the Tovertafel has brought joy to both students and staff at Fred W. Hill Elementary. “It’s fun and different, and it naturally stimulates conversation,” Kelly concludes. “Using the Tovertafel has been a great way to connect with the kids and make therapy a more enjoyable experience.”
