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University of Toronto’s S.M.I.L.E. Program

NOVEMBER 21, 2017

The Sensory Motor Instructional Leadership Experience (S.M.I.L.E.) program was founded in 1982 by Dr. Jack Scholtz from Acadia University, which offers children and youth with varying disabilities a unique physical activity experience to improve their total development. With S.M.I.L.E.’s success at Acadia University, a program was launched at University of Toronto (U of T) commencing September 2016. The U of T S.M.I.L.E. program is offered within the Faculty of Kinesiology and Physical Education in partnership with Surrey Place Centre, Clinton Street Public School, and Acadia University. The focus is on the development of fundamental movement skills and overall physical literacy. The one-to-one nature of this program allows for individual adaptation of the planned activities, where necessary, to meet the needs and interest of each child. 

We are proud to share some of the participants experiences: 

“Muhammad has been great to work with!  He always has a smile on his face and brings a lot of enthusiasm to S.M.I.L.E.. He loves to play basketball and take part in scooter races. We are currently working on his basketball skills and using the scooter activities to improve his core strength and stability.”

Teresa, Master of Professional Kinesiology (MPK) student, S.M.I.L.E. program, Faculty of Kinesiology and Physical Education, University of Toronto (Post: March 9, 2018)

“Alexander has been such a wonderful client to work with.  Each week he comes to the session with a big smile on his face, ready to learn!  When I first started working with Alex I noticed some areas for improvement in his balance and coordination. Over the past few weeks Alexander has begun to improve upon these skills and is eager to beat his personal bests in activities, even practicing his balance at home!  I am so glad Alex has not only begun to enhanced his physical skills but also demonstrate a true desire to exercise. This is what S.M.I.L.E. is all about!!”

Emily, Master of Professional Kinesiology (MPK) student, S.M.I.L.E. program, Faculty of Kinesiology and Physical Education, University of Toronto (Post: March 9, 2018) 

“My S.M.I.L.E. buddy was shy around me in the beginning but after a few weeks he warmed up to the program.  He is always engaged in the group activities which are an opportunity to get everyone active and working on improving the mechanics in their jumping, running and balancing. As well my buddy is always excited when he achieves a goal that I have created for him such as in object manipulation where he is throwing and kicking at a target. He loves getting a basket or goal and it is a pleasure to see him improving with these skills each week.” 

Jonathan, Master of Professional Kinesiology (MPK) student, S.M.I.L.E. program, Faculty of Kinesiology and Physical Education, University of Toronto (Post: March 3, 2018) 

“Cory has been wonderful to work with thus far in S.M.I.L.E.!  He loves to engage in conversations about his passion (electrical circuits) and this interest has proven as a good motivator for his participation in physical activity.  We’ve been very successful in the execution of hurdling, bowling and dynamic balance. His potential is limitless and I’m very excited to continue our work together and see how far he can go.”

Megan, Master of Professional Kinesiology (MPK) student, S.M.I.L.E. program, Faculty of Kinesiology and Physical Education, University of Toronto (Post: March 3, 2018)

“I loved working with Scarlett and I have learned a lot from her. As we’ve worked together she has shown her enthusiasm for playing many different games and performing many physical activities. As a result we have both gotten to explore a lot of creative movements together that I can’t wait to share with more kids!” 

Allison, Master of Professional Kinesiology (MPK) student, S.M.I.L.E program, Faculty of Kinesiology and Physical Education, University of Toronto (Post: 2017) 

“Gabriel is such a pleasure to work with. I look forward to seeing him every Saturday. He was very shy the first week but he is not anymore and he participates in all of the activities I prepare for him with so much enthusiasm. He is improving a lot in his balance and stability in the exercise we do.”

Teresa, Master of Professional Kinesiology (MPK) student, S.M.I.L.E. program, Faculty of Kinesiology and Physical Education, University of Toronto (Post: 2017)

“It is an absolute pleasure working with Melissa! She is so bright and cooperative. I have been able to teach her proper throwing technique, improve her catching and work on some basic movement patterns such as a squat, lunge and lift. She works hard and is a very eager participant. I wish I could continue to work with her for the entire year!”

Michele, Master of Professional Kinesiology (MPK) student, S.M.I.L.E. program, Faculty of Kinesiology and Physical Education, University of Toronto (Post: 2017)

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By 2 months

Has your baby had their hearing screened? YES NO

By 6 months

Does the child?

Startle in response to loud noises? YES NO
Turn to where a sound is coming from? YES NO
Make different cries for different needs (hungry, tired)? YES NO
Watch your face as you talk? YES NO
Smile/laugh in response to your smiles and laughs? YES NO
Imitate coughs or other sounds such as ah, eh, buh YES NO

By 9 months

Does the child?

Respond to their name? YES NO
Respond to the telephone ringing or a knock at the door? YES NO
Understand being told no? YES NO
Get what they want through using gestures (reaching to be picked up)? YES NO
Play social games with you (Peek-a-Boo)? YES NO
Enjoy being around people? YES NO
Babble and repeat sounds such as babababa or duhduhduh? YES NO

By 12 months

Does the child?

Follow simple one-step directions (sit down)? YES NO
Look across the room to a toy when adult points at it? YES NO
Consistently use three to five words? YES NO
Use gestures to communicate (waves hi/bye, shakes head for no)? YES NO
Get your attention using sounds, gestures and pointing while looking at your eyes? YES NO
Bring you toys to show you? YES NO
Perform for social attention and praise? YES NO
Combine lots of sounds together as though talking (abada baduh abee)? YES NO
Show an interest in simple picture books? YES NO

By 18 months

Does the child?

Understand the meaning of in and out, off and on? YES NO
Point to more than 2 body parts when asked? YES NO
Use at least 20 words consistently? YES NO
Respond with words or gestures to simple questions (Where's teddy? What's that?)? YES NO
Demonstrate some pretend play with toys (gives teddy bear a drink, pretends a bowl is a hat)? YES NO
Make at least four different consonant sounds (p ,b, m, n, d, g, w, h)? YES NO
Enjoy being read to and sharing simple books with you? YES NO
Point to pictures using one finger? YES NO

By 2 years

Does the child?

Follow two-step directions (Go find your teddy bear and show it to Grandma.)? YES NO
Use 100 to 150 words? YES NO
Use at least two pronouns (you, me, mine)? YES NO
Consistently combine two to four words in short phrases (Daddy hat. Truck go down.)? YES NO
Enjoy being around other children? YES NO
Begin to offer toys to other children and imitate other children's actions and words? YES NO
Use words that are understood by others 50 to 60 per cent of the time? YES NO
Form words or sounds easily and without effort? YES NO
Hold books the right way up and turn the pages? YES NO
Read to stuffed animals or toys? YES NO
Scribble with crayons? YES NO

By 30 months

Does the child?

Understand the concepts of size (big/little) and quantity (a little/a lot, more)? YES NO
Use some adult grammar (two cookies, bird flying, I jumped)? YES NO
Use over 350 words? YES NO
Use action words such as run, spill, fall? YES NO
Participate in some turn-taking activities with peers, using both words and toys? YES NO
Demonstrate concern when another child is hurt or sad? YES NO
Combine several actions in play (puts blocks in the train and drives the train, drops the blocks off.)? YES NO
Put sounds at the beginning of most words? YES NO
Use words with two or more syllables or beats (ba-na-na, com-pu-ter, a-pple)? YES NO
Recognize familiar logos and signs involving print (Stop sign)? YES NO
Remember and understand familiar stories? YES NO

By 3 years

Does the child?

Understand who, what, where and why questions? YES NO
Create long sentences using five to eight words? YES NO
Talk about past events (trip to grandparents house, day at child care)? YES NO
Tell simple stories? YES NO
Show affection for favourite playmates? YES NO
Engage in multi-step pretend play (pretending to cook a meal, repair a car)? YES NO
Talk in a way that most people outside of the family understand what she/he is saying most of the time? YES NO
Have an understanding of the function of print (menus, lists, signs)? YES NO
Show interest in, and awareness of, rhyming words? YES NO
Read to stuffed animals or toys? YES NO
Scribble with crayons? YES NO

By 4 years

Does the child?

Follow directions involving three or more steps (First get some paper, then draw a picture and give it to Mommy)? YES NO
Use adult type grammar? YES NO
Tell stories with a beginning, middle and end? YES NO
Talk to try and solve problems with adults and with other children? YES NO
Show increasingly complex imaginary play? YES NO
Talk in a way that is understood by strangers almost all the time? YES NO
Generate simple rhymes (cat-bat)? YES NO
Match some letters with their sounds (letter b says buh, letter t says tuh)? YES NO