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	<title>Tips &#8211; A.T.L.A.S. Training</title>
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	<link>https://atlastraining.ie</link>
	<description>ATLAS Training Transdisciplinary therapy for children and young adults, including psychology, occupational therapy and speech and language therapy.</description>
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		<title>Growing Executive Functions in the Early School Years (5–8 Years): Why Homework Isn&#8217;t the Whole Story Part 2</title>
		<link>https://atlastraining.ie/2026/08/17/growing-executive-functions-in-the-early-school-years-5-8-years-why-homework-isnt-the-whole-story-part-2/</link>
					<comments>https://atlastraining.ie/2026/08/17/growing-executive-functions-in-the-early-school-years-5-8-years-why-homework-isnt-the-whole-story-part-2/#respond</comments>
		
		<dc:creator><![CDATA[Nicola Van Zyl]]></dc:creator>
		<pubDate>Mon, 17 Aug 2026 09:50:01 +0000</pubDate>
				<category><![CDATA[Parenting]]></category>
		<category><![CDATA[Development]]></category>
		<category><![CDATA[Educational]]></category>
		<category><![CDATA[School]]></category>
		<category><![CDATA[Executive Functions]]></category>
		<category><![CDATA[Tips]]></category>
		<category><![CDATA[Life Skills]]></category>
		<category><![CDATA[Primary School]]></category>
		<guid isPermaLink="false">https://atlastraining.ie/?p=1342</guid>

					<description><![CDATA[In Part 1, we explored why the transition to school places such high demands on children&#8217;s executive functioning skills. We discussed how planning, remembering, emotional regulation and flexible thinking are challenged every day, often leaving children mentally exhausted by the time they arrive home. In this second part, we&#8217;ll explore how everyday family routines can [&#8230;]]]></description>
		
					<wfw:commentRss>https://atlastraining.ie/2026/08/17/growing-executive-functions-in-the-early-school-years-5-8-years-why-homework-isnt-the-whole-story-part-2/feed/</wfw:commentRss>
			<slash:comments>0</slash:comments>
		
		
			</item>
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		<title>Growing Executive Functions in the Early School Years (5–8 Years): Why Homework Isn&#8217;t the Whole Story Part 1</title>
		<link>https://atlastraining.ie/2026/08/13/growing-executive-functions-in-the-early-school-years-5-8-years-why-homework-isnt-the-whole-story/</link>
					<comments>https://atlastraining.ie/2026/08/13/growing-executive-functions-in-the-early-school-years-5-8-years-why-homework-isnt-the-whole-story/#respond</comments>
		
		<dc:creator><![CDATA[Nicola Van Zyl]]></dc:creator>
		<pubDate>Thu, 13 Aug 2026 10:13:49 +0000</pubDate>
				<category><![CDATA[Parenting]]></category>
		<category><![CDATA[Development]]></category>
		<category><![CDATA[Educational]]></category>
		<category><![CDATA[School]]></category>
		<category><![CDATA[Executive Functions]]></category>
		<category><![CDATA[Tips]]></category>
		<category><![CDATA[Life Skills]]></category>
		<category><![CDATA[Primary School]]></category>
		<guid isPermaLink="false">https://atlastraining.ie/?p=1335</guid>

					<description><![CDATA[Starting school changes everything… for children and parents. Many parents tell us the same story: &#8220;My child managed preschool beautifully. Then they started school and suddenly everything became harder.&#8221; Mornings become a rush. Homework ends in tears. Shoes are forgotten. Lunchboxes are left behind. Simple instructions seem impossible to follow. By the end of the [&#8230;]]]></description>
		
					<wfw:commentRss>https://atlastraining.ie/2026/08/13/growing-executive-functions-in-the-early-school-years-5-8-years-why-homework-isnt-the-whole-story/feed/</wfw:commentRss>
			<slash:comments>0</slash:comments>
		
		
			</item>
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		<title>Executive Functions Start Before School: Building the Foundations in Toddlers and Preschoolers (0–5 Years) Part 2</title>
		<link>https://atlastraining.ie/2026/08/10/executive-functions-start-before-school-building-the-foundations-in-toddlers-and-preschoolers-0-5-years-2/</link>
					<comments>https://atlastraining.ie/2026/08/10/executive-functions-start-before-school-building-the-foundations-in-toddlers-and-preschoolers-0-5-years-2/#respond</comments>
		
		<dc:creator><![CDATA[Nicola Van Zyl]]></dc:creator>
		<pubDate>Mon, 10 Aug 2026 08:54:06 +0000</pubDate>
				<category><![CDATA[Parenting]]></category>
		<category><![CDATA[Development]]></category>
		<category><![CDATA[Educational]]></category>
		<category><![CDATA[Executive Functions]]></category>
		<category><![CDATA[Tips]]></category>
		<category><![CDATA[Life Skills]]></category>
		<category><![CDATA[Preschool]]></category>
		<category><![CDATA[Toddler]]></category>
		<guid isPermaLink="false">https://atlastraining.ie/?p=1320</guid>

					<description><![CDATA[In Part 1, we explored two of the three core executive functions—working memory and inhibitory control—and discussed why these skills develop gradually through supportive relationships rather than through pressure or punishment. In this second part, we&#8217;ll look at the final building block, how everyday activities naturally strengthen executive functioning, and when it may be helpful [&#8230;]]]></description>
		
					<wfw:commentRss>https://atlastraining.ie/2026/08/10/executive-functions-start-before-school-building-the-foundations-in-toddlers-and-preschoolers-0-5-years-2/feed/</wfw:commentRss>
			<slash:comments>0</slash:comments>
		
		
			</item>
		<item>
		<title>Executive Functions Start Before School: Building the Foundations in Toddlers and Preschoolers (0–5 Years) Part 1</title>
		<link>https://atlastraining.ie/2026/08/07/executive-functions-start-before-school-building-the-foundations-in-toddlers-and-preschoolers-0-5-years/</link>
					<comments>https://atlastraining.ie/2026/08/07/executive-functions-start-before-school-building-the-foundations-in-toddlers-and-preschoolers-0-5-years/#respond</comments>
		
		<dc:creator><![CDATA[Nicola Van Zyl]]></dc:creator>
		<pubDate>Fri, 07 Aug 2026 11:48:53 +0000</pubDate>
				<category><![CDATA[Parenting]]></category>
		<category><![CDATA[Development]]></category>
		<category><![CDATA[Educational]]></category>
		<category><![CDATA[Executive Functions]]></category>
		<category><![CDATA[Tips]]></category>
		<category><![CDATA[Life Skills]]></category>
		<category><![CDATA[Toddler]]></category>
		<category><![CDATA[Preschool]]></category>
		<guid isPermaLink="false">https://atlastraining.ie/?p=1310</guid>

					<description><![CDATA[Your toddler is already building executive function&#8230; even if it doesn&#8217;t look like it. Your three-year-old insists on putting on their own shoes. They become frustrated when they&#8217;re on the wrong feet. They stop, look, swap them over, and proudly walk out the door. Your four-year-old remembers that teddy needs to come in the car [&#8230;]]]></description>
		
					<wfw:commentRss>https://atlastraining.ie/2026/08/07/executive-functions-start-before-school-building-the-foundations-in-toddlers-and-preschoolers-0-5-years/feed/</wfw:commentRss>
			<slash:comments>0</slash:comments>
		
		
			</item>
		<item>
		<title>Why Talking About Emotional Regulation Isn&#8217;t Always Enough: Practical, Hands-On Ideas for Autistic Children</title>
		<link>https://atlastraining.ie/2026/07/31/why-talking-about-emotional-regulation-isnt-always-enough-practical-hands-on-ideas-for-autistic-children/</link>
					<comments>https://atlastraining.ie/2026/07/31/why-talking-about-emotional-regulation-isnt-always-enough-practical-hands-on-ideas-for-autistic-children/#respond</comments>
		
		<dc:creator><![CDATA[Nicola Van Zyl]]></dc:creator>
		<pubDate>Fri, 31 Jul 2026 09:03:07 +0000</pubDate>
				<category><![CDATA[Neurodivergence]]></category>
		<category><![CDATA[Emotional Wellbeing]]></category>
		<category><![CDATA[Educational]]></category>
		<category><![CDATA[Emotional Regulation]]></category>
		<category><![CDATA[ASD]]></category>
		<category><![CDATA[Autism]]></category>
		<category><![CDATA[Tips]]></category>
		<category><![CDATA[Sensory]]></category>
		<guid isPermaLink="false">http://atlastraining.ie/?p=1299</guid>

					<description><![CDATA[&#8220;Take a deep breath.&#8221; &#8220;Use your calming strategies.&#8221; &#8220;Think about what you could do instead.&#8221; These are phrases many children hear when they&#8217;re upset or overwhelmed. While they are well intentioned, they often don&#8217;t have the desired effect, particularly for autistic children. As occupational therapists, we frequently work with children who know what they &#8220;should&#8221; [&#8230;]]]></description>
		
					<wfw:commentRss>https://atlastraining.ie/2026/07/31/why-talking-about-emotional-regulation-isnt-always-enough-practical-hands-on-ideas-for-autistic-children/feed/</wfw:commentRss>
			<slash:comments>0</slash:comments>
		
		
			</item>
		<item>
		<title>OCD Is More Than &#8220;Just Worrying&#8221;: Understanding the Cycle and How Families Can Help</title>
		<link>https://atlastraining.ie/2026/07/28/ocd-is-more-than-just-worrying-understanding-the-cycle-and-how-families-can-help/</link>
					<comments>https://atlastraining.ie/2026/07/28/ocd-is-more-than-just-worrying-understanding-the-cycle-and-how-families-can-help/#respond</comments>
		
		<dc:creator><![CDATA[Catherine Milford]]></dc:creator>
		<pubDate>Tue, 28 Jul 2026 08:33:46 +0000</pubDate>
				<category><![CDATA[Parenting]]></category>
		<category><![CDATA[Emotional Wellbeing]]></category>
		<category><![CDATA[Educational]]></category>
		<category><![CDATA[Tips]]></category>
		<category><![CDATA[OCD]]></category>
		<guid isPermaLink="false">http://atlastraining.ie/?p=1285</guid>

					<description><![CDATA[If your child checks the front door ten times before leaving the house, rewrites their homework until it feels &#8220;perfect&#8221;, or washes their hands until they are sore, it can be easy to think they simply need reassurance or encouragement to stop. Unfortunately, OCD (Obsessive Compulsive Disorder) is rarely that simple. OCD is a complex [&#8230;]]]></description>
		
					<wfw:commentRss>https://atlastraining.ie/2026/07/28/ocd-is-more-than-just-worrying-understanding-the-cycle-and-how-families-can-help/feed/</wfw:commentRss>
			<slash:comments>0</slash:comments>
		
		
			</item>
		<item>
		<title>Sensory Integration Tips for the Home</title>
		<link>https://atlastraining.ie/2026/02/12/sensory-integration/</link>
		
		<dc:creator><![CDATA[admin]]></dc:creator>
		<pubDate>Thu, 12 Feb 2026 10:04:08 +0000</pubDate>
				<category><![CDATA[Parenting]]></category>
		<category><![CDATA[Sensory]]></category>
		<category><![CDATA[Tips]]></category>
		<guid isPermaLink="false">http://atlastraining.ie/dir/?p=1</guid>

					<description><![CDATA[Children with sensory integration difficulties will benefit from a predictable schedule. Try to spend a few minutes in the morning discussing the plans for the day.

Children with difficulties can easily become overwhelmed by too much visual and auditory input. By controlling the environment you can help the child to stay within his ‘just right’ level, enabling him to be more organized and focused. For example, limit the amount of unnecessary visual material you have hanging on the walls and ceiling, keep the light on when watching television, use only one electrical appliance at a time and play calming music such as Mozart during quiet time.]]></description>
		
		
		
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