The ancient craft of origami got its name from the Japanese word "ori" (folding) and "kami" (paper). Actually origami began in China during the first or second century before traveling to Japan in the sixth century. The most noticeable attribute was the tranquility that the craft provided to the participants. Instead of bringing frustration, the craft developed problem solving skills and heightened thought processes.

In 1794, a small volume, How to Fold One Hundred Cranes was published. The littlebook contained the first set of written instructions for origami. Until then, all origami directions had been by word of mouth and the directions told from one generation to another. The book contained directions on how to fold a crane - the sacred bird of Japan, and relates the story of the Japanese custom that if a person folded 1,000 cranes, he would be granted one wish. With the publication of that book, origami soon became a very popular craft not only in Japan but around the world.

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However, it wasn't until 1914, that Mr. Charles Sydney Gibbes, living in the United Kingdom, discovered the teaching values of origami. Mr. Gibbes had been hired as a private tutor to a young boy who was withdrawn and did not speak. The boy was also sickly and unable to do much physical exercise. The problem of teaching the child seemed insurmountable. Troubling questions needed to be answered: How to teach a child who didn't seem to listen? How to know what the child was learning if the child refused to speak or write? One morning the daily newspaper arrived. Mr. Gibbes noticed the boy folding the paper repetitiously - over and over. He quietly took up a sheet of the paper and remarked, "Let's see if we can make ourselves a hat before we go for our walk today." The boy remained quiet and unresponsive. Mr. Gibbes continued his actions. Soon he felt the eyes of the boy watching. "Here, you try too," he said, and he handed the boy a square piece of paper. The boy sat for a while. Mr. Gibbes continued his efforts. Soon the boy began to fold the paper! The two tried their hats on and both laughed as they surveyed their dismal failure attempt to make a hat! "O, well," said Mr. Gibbes. "If we can't make a hat, we can at least make a box." And they did! The boy had found an outlet for emotions and for learning. He progressed rapidly after that incident.

As the years have gone by, origami has remained in the background of learning situations infrequently used by parents and teachers searching for a way to reach and to teach children. Julie Medhurst is an innovative teacher in the United Kingdom today. She has utilized most of her teaching career helping children with difficulties such as ADHD and dyslexia.

In 2004, she began using origami as a regular classroom activity. Gradual changes in the children's behavior began to occur. They began to move to normal everyday activities and a more normal lifestyle. There was a noticeable decline in symptoms related to ADHD and dyslexia.

Origami provides an outlet for both children and adults who possess attention disorders, who have difficulty following directions, or who have poor listening skills. Origami is capable of improving language development and is a tremendous builder in improving sequencing skills as folds must be made in the correct order to form a figure. Concentration and attention to detail is reenforced in order to create origami. This trait is specific for those suffering from attention deficit disorders. The person performing the craft is forced to pay attention to specifics. In turn, focusing better on normal activities is encouraged. This is a craft that a family can enjoy together which serves to build social skills in the child lacking them.

Books demonstrating origami are easily found in stores. Perhaps the biggest and cheapest origami designs are found on the internet. Consider origami a learning tool in your home. Surviving through the ages is an omen of its teaching skills.