Helping Your Child Be Healthy and Fit
Helping Your Child Be Healthy
and Fit
With activities for children aged 4 through
11
By Carol S. Katzman and
Carolyn R. McCary
with Deborah Kidushim-Allen, R.D.
Edited by Cynthia Hearn Dorfman
Illustrated by Annie Lunsford
Carol Katzman has served as Assistant
Superintendent in
the Beverly Hills Unified School District and
has taught at all
levels, K-8. She served a four-year term on the
California
Curriculum Commission, including one year as Chair.
As a member
of the advisory board of the local Health Champions
(a
comprehensive health education program) she was
responsible for
its implementation. When this program became the
model for the
California Department of Education's initiative,
Healthy Kids,
Healthy California, she worked for the Department
on the
program's overall design.
Carolyn McCary is an educational consultant
who works for
school districts and private sector organizations.
She taught
primary grades for many years. As a coordinator
of the
comprehensive health program in the Beverly Hills
Unified
School District, she helped build a program that
served as a
training model for California's Comprehensive
Health Education
and Training Program, and she consulted on the
development of
the Healthy Kids, Healthy California initiative.
Deborah Kidushim-Allen is a registered
dietician and
author of several cookbooks. She co-authored Light
Style the
low fat, low cholesterol, low salt way to good
food and health
(HarperCollins). She writes a weekly column for
the Los Angeles
Times syndication, and serves as nutrition consultant
to Health
Champions.
Annie Lunsford has been a freelance illustrator
since
1975. Her works include a Children's Hospital
calendar, a book
for Ronald McDonald House, and slide shows for
the National
Institutes of Health. Her work has been recognized
by The
Advertising Club of New York, the Society of Illustrators,
and
The Printing Industry of America.
Contents
Introduction
The Basics
Important Things To Know
Activities
Face File
A Mirror of Me
Quilt of Many Feelings
My Folder
This Is the Our Hands
Smile If You Like Me!
Follow the Recipe!
Oven-Fried Potatoes
Sticks & Stones Snack
Brushhhh!
To Share or Not To Share?
I Do It for Me
Hold That Tiger!
Warm Up
Stretch
Run For It!
Keep Going!
Cool Down
More Ideas
Safety First
And They Licked the Platter Clean
Growing Up Drug Free
Appendices
Parents and the Schools
Bibliography
Acknowledgments
Introduction
Long-term good health is less an accident
than the result
of good habits and wise choices. To enjoy good
health now and
in the future, youngsters must learn how to eat,
exercise,
sleep, control stress, and be responsible for
personal
cleanliness and reducing the risk of disease.
In addition, they
need to be aware of what to do in an emergency
and when to say
"no".
Habits that include eating nutritious
foods and
understanding the relationship between physical
and emotional
health will help your child grow up healthy. Your
child's
ability to learn and the chances for a longer
and more
productive life can be greatly improved by developing
and
following good health practices.
First of All, Your Child Is Special
The mental and emotional health of your
child is just as
important as physical health. From the earliest
moment, a child
needs to feel that he or she is special and cared
about by
family members and friends.
A child who enjoys good mental and emotional
health is
able to approach new situations with confidence.
When children
are comfortable with themselves, they can express
their
emotions in a positive way. As children learn
to value
themselves and develop confidence in their ability
to make
responsible decisions, they are building a sense
of self-worth
or self-esteem.
Parents and teachers share the responsibility
for helping
children build self-confidence. A child who is
confident is
more successful in everyday interactions with
peers and adults.
Confidence in one's ability to learn new and difficult
skills
can affect future achievement, as well. Developing
a trusting
relationship with your child, establishing open
communication,
and recognizing personal achievements are all
important. When
children know they can do something well, it makes
them feel
special.
Get Ready, Get Set, Grow Up Healthy
From the time your child is born, there
are ways in which
you can help your child learn how to grow up healthy.
This book
has activities that help children
* understand their emotions and build self-esteem;
* eat the right foods;
* prevent disease;
* and build strong bodies.
The book also has safety tips, ways to
help your child say
"no" to drugs, a section on parents
and the schools, a
bibliography, and a chart to help you keep track
of your
child's vaccinations.
The Basics
Does This Mean I Can't Eat Ice Cream?
Good nutrition does not mean that your
children cannot eat
their favorite foods or that they must eat foods
they do not
like. Good nutrition means variety and moderation
in a person's
diet. Choosing what foods to eat is important
in pursuing a
healthy life. Your children may choose to eat
certain foods
because they taste good or because they are available.
Make
nutritious foods available and monitor the "sometimes"
foods--sugary snacks and fatty desserts.
I'd Rather Play.
Good health is a blend of physical and
emotional
well-being. Exercises are basic elements of physical
fitness
that should be part of play.
Aerobic exercises, such as jogging or
jumping, that
increase the heartbeat, strengthen the heart and
muscles,
improve endurance, condition the total body, and
help prevent
disease. Anaerobic, slow, stretching exercises
improve
flexibility and muscular fitness. Both types of
exercise are
important and fun.
I'm Afraid and I'm Unhappy.
We all face stressful situations. With
family members,
with teachers, with friends, and with strangers
problems can
arise that make your child feel anxious, nervous,
confused, or
frightened. Too much stress or the wrong kind
of stress can
make it difficult for children to learn. Helping
your child
learn appropriate and healthy ways of handling
stress, through
exercise, proper sleep, discussing problems with
an adult, or
breaking down jobs into manageable parts, for
example, is
important.
You Sneezed Right in My Face!
A healthy lifestyle includes habits that
will help your
child avoid diseases caused by germs. Material
carrying germs
can be transferred through handshaking, kissing,
coughing,
sneezing, or by other means of direct contact.
Most shared
items have germs on them. Teaching your child
how to reduce the
transmission of germs can help your child, as
well as others,
stay healthy.
I Don't Feel Well!
A clean environment will support the health
and well-being
of your child now and in the future. You can begin
by having a
healthy home that is free of dirt, dust, and germs,
as well as
dangerous substances such as radon or lead. Make
sure, too,
that poisonous substances, such as household cleaners
and
pesticides, are kept away from children. You can
also take
precautions in preparing foods by washing them
carefully and
cooking them at the recommended temperature. Outside
the home,
you can work with others to help combat excessive
pollution in
your community.
Important Things To Know
Nutrition and Your Child
They went to the cupboard... Today, feeding
children is
based on concerns about heart disease, diabetes,
cancer, and
high blood pressure. There is reason to be concerned.
More than
20 percent of American children are overweight
with a good
chance that 50 to 70 percent of them will remain
overweight as
adults. It is important for parents to set good
examples of
healthful eating. Research shows that children
develop eating
habits similar to those of their parents. While
it is a
parent's job to provide balanced selections from
the five food
groups, children can be allowed a certain amount
of freedom to
choose what and how much they eat.
Poor eating habits and craving for sugar
snacks and fatty
foods may develop if parents fail to direct the
decisionmaking
process. Remember that the issue isn't "good
foods" versus "bad
foods". If children balk at food put before
them, don't worry.
Studies show children will, over time, eat the
amount of food
that is right for them if they are offered healthful
choices.
You can't expect a child to want to eat broccoli
if french
fries are offered, or drink milk or orange juice
when parents
are drinking sodas. Of course, an occasional high
fat food,
gooey dessert, sugary snack, or soda is permissible,
provided
they are not substitutes for nutritious foods.
Parents can make
eating a pleasure for the entire family by helping
create
positive attitudes about food that will lead to
a lifetime of
good health.
What are the five food groups, and how
can we help the
entire family eat a balanced diet? The food guide
pyramid on
this page shows how to select a balanced diet
and how to teach
your child to make wise choices.
How many servings do you need each day?
Many Children,
Teen
women, teen girls,
boys,
older active women,
active
adults most men
men
about about
about
Calorie level* 1,600 2,200
2,800
Bread Group Servings 6 9
11
Vegetable Group Serving 3 4
5
Fruit Group Servings 2 3
4
Milk Group Serving 2-3** 2-3**
2-3**
Meat Group Servings 2, for a 2, for a
3, for a
total of total of
total of
5 ounces 6 ounces
7 ounces
--------------------------------------------------------------
Total Fat (grams) 53 73
93
* These are the calorie levels if you choose
low fat. lean
foods from the 5 major food groups and use
foods from the
fats, oils, and sweets group sparingly.
** Women who are pregnant or breastfeeding,
teenagers, and
young adults to age 24 need 3 servings.
A balanced diet includes food from each
of the following
food groups: 1. grains (bread, cereal, rice, and
pasta); 2.
fruit (fresh, dried, or unsweetened canned); 3.
vegetables (raw
or lightly cooked); 4. meat (meat, poultry, fish,
dried beans,
eggs, and nuts); and 5. dairy (milk, yogurt, and
cheese). Offer
your children nutritious choices for meals and
snacks. This way
you can help them control their own diet. For
example, you
might offer a choice of an apple, an orange, or
a banana. With
older children (aged 7 and up) you can start by
planning a menu
together, letting the children check to make sure
it includes
all five food groups.
Remember that each of the food groups
provides some, but
not all, of the nutrients a child needs. Foods
in one group
can't replace those in another. No one of these
major food
groups is more important than another. For good
health, all are
necessary.
What's for breakfast? Many of us do not
eat in the
morning. Estimates suggest that up to 25 percent
of all
school-aged children leave the house without breakfast.
You may think that breakfast is just another
meal.
For a child, breakfast provides much needed energy
(calories)
to start the day off right. Adults may be able
to make up for
skipped breakfast by grabbing something on the
way to work or
while doing morning errands. Your child, however,
does not have
that opportunity. A nursery school child usually
has a
mid-morning snack 3 to 5 hours after waking up.
After
kindergarten, few children are offered a morning
snack.
Getting your child to eat breakfast isn't
always easy. Try
to tune into your child's morning personality.
A sleepyhead may
need a quick breakfast. An early riser may like
to eat
breakfast before getting dressed. If this conflicts
with your
morning schedule, let your children get their
own breakfast.
Even a 6-year-old can open a container of yogurt.
A good breakfast consists of complex carbohydrates
and
simple sugars (breads, whole grains, fiber, fruits,
and
vegetables); proteins (dairy, chicken, beef, fish,
eggs, nuts,
and dried beans), and some fat. Carbohydrates
and simple sugars
offer quick energy but leave the stomach quickly.
A breakfast
of only carbohydrates can give a child the mid-morning
"blahs".
When milk, cheese, yogurt, lean meat, or an egg
is added, the
food stays in the stomach longer and provides
sustained energy.
It's Child's Play
Physical fitness is a vital part of being
healthy. For
children, being and staying physically fit can
happen with
activities they refer to as PLAY! Play that makes
them breathe
deeply is aerobic exercise. Aerobic activities
such as
bicycling, jumping rope, roller skating, running,
dancing, and
swimming can be beneficial if they are done for
12 to 15
minutes without stopping.
The young child develops an active lifestyle
as he or she
begins to creep, crawl, and then walk. Young children
learn how
to move in their environment by playing alone
in their own
personal space.
As children grow, they hop, march, run,
roll, toss,
bounce, and kick. Their bodies are changing in
terms of height
and weight, and they are beginning to form a self-concept
through comparison with others as they move.
When play is organized into specific movements,
it becomes
exercise. For exercise to become part of each
day, these
movements or activities should meet the interests
and needs of
your child. Play is the beginning. Children can
follow their
own paths to lifetime fitness by exercising for
fun and at
their own pace.
Watching too much TV can deprive your
child of
opportunities to play and exercise. Set a good
example. Limit
TV watching. Walk to your destination as often
as possible.
Play active games with your child. Help form neighborhood
sports teams and participate in the recreation.
Everyone can exercise. Certain exercises
keep your heart
and lungs healthy. Strong, flexible muscles can
be developed
with exercise. As your child achieves fitness
through exercise,
a growing self-confidence will be another benefit
of a fitness
routine.
Let's Stay Well.
Reducing the risk of disease is a major
goal in helping
your child grow up healthy. Bacteria and viruses
cause disease
and sickness, and cleanliness can help prevent
the spread of
these germs. Sharing such items as a comb, toothbrush,
hairbrush, or cup, even among family members,
can also spread
disease. Having clean clothes and daily baths
shows children
that being clean not only feels good, but also
helps them stay
well.
You can teach your children to wash their
hands at an
early age. Tell your children that skin can stop
germs from
entering the body, and washing can reduce the
risk of infection
if your child has a cut or scrape.
Explain, too, that harmful germs and viruses
can be spread
by a sneeze or a cough. Teach your child to stay
away from
people who are sneezing and coughing. Children
can help prevent
the spread of disease if they cover their sneezes
or coughs
with a tissue.
Everybody has an internal disease fighting
system (immune
system) made of antibodies and white blood cells.
Your child
can help that immune system function well by getting
enough
sleep, by eating nutritious meals, and by exercising.
Vaccinations also prevent disease and
play an important
part in helping your child grow up healthy. The
idea of having
a shot may be frightening to a child. Help your
child
understand that this vaccination is a medicine
that prevents
disease. It's a lot more fun to be playing with
friends than to
be sick.
A vaccination chart for keeping track
of immunizations can
be found on the inside front cover. The importance
of
vaccinating children at the appropriate ages cannot
be
overemphasized.
Activities
The activities that follow are designed
to introduce your
child to some of the basic ideas of good health.
There are
activities that focus on understanding emotions
and developing
self-esteem, those that emphasize nutrition, those
that stress
cleanliness and caring for your body, and those
that promote
exercise (see the symbols to the right that indicate
the type
of activity). These activities are just samples
of the many
things you can do with your child to enhance awareness
of the
benefits of good health throughout life. So, get
started and
have fun!
Face File
Young children love to cut and paste.
They can learn about
their emotions at the same time.
What you'll need
Magazines
Pieces of cardboard or construction paper
Paste or glue
Box or folder
What to do
1. Have your child find pictures in magazines
to illustrate
different feelings.
2. Have your child paste each face on cardboard
or
construction paper.
3. Together, decide what feeling is expressed
by the face and
label the picture.
4. Sort the faces by categories of feelings,
such as sad,
funny, surprised, happy.
5. Use a box or folder to file the pictures.
By looking at the pictures, children can
recognize how
people feel by their facial expressions.
A Mirror of Me
Help your child frame a mirror with items
that represent
the things your child likes.
What you'll need
Small pocket mirror
Lid of a shoebox
Magazines, photographs that that can be cut up,
paint or an ink
pad for thumb prints, or other items that
represent your
child's interests
Scissors if you wish to cut out pictures
Glue that is strong enough to hold the mirror
What to do
1. Help your child attach a small pocket
mirror inside the
lid of a shoebox.
2. Have your child decorate the inside of
the lid with
objects that reflect special interests. Some
of the
decorations might include
a thumb print
photographs
pictures of favorite foods, sports, and hobbies.
3. Have your child look into the mirror to
see a wonderful
face and the things that make it smile!
4. You might want to hang the framed mirror
on the wall of
your child's room.
This activity recognizes the things that
are important to
your child and helps your child realize that an
identity is
based on one's own interests.
Quilt of Many Feelings
Traditionally, making quilts has been
a way for people to
express themselves through the use of color and
pattern in a
practical way. A quilt of faces can help your
child understand
how emotions are conveyed through facial expressions.
What you'll need
Colored paper
Markers or crayons
Paste or glue
Large piece of paper (poster paper, a large paper
bag cut and
laid out flat, wrapping or computer paper)
What to do
1. Using different colors (pastel colors
work best), cut the
paper into 6" x 6" squares.
2. Have your child draw faces representing
feelings they have
had:
happy loved
sad special
good jealous
bad lonely
pained
3. Have your child label these emotions.
4. Paste the squares together on a large
piece of paper to
resemble a patchwork quilt.
Drawing pictures is one way children have
of expressing
themselves without feeling self-conscious or embarrassed.
My Folder
A folder with your child's name on it
can help your child
get organized while enhancing self-image.
What you'll need
Dark crayon or marker
Large sheet of paper
What to do
1. Have your child write his or her name
or initials many
times on a large sheet of paper.
2. Fold the paper in half to create a folder.
3. Place pictures, work from school, or drawings
that are
important to the child in the folder.
Names are veyr important to children.
Just think of how
upset they get when they are called names. Talk
with your child
about his or her name. Is there a favorite nickname?
What does
the name mean? Was your child named for someone?
This is an
opportunity for you and your child to talk together
to build a
strong self-image.
This Is the Way We Wash Our Hands
Children have to be reminded to wash their
hands. This is
a way to turn the reminder into fun.
What you'll need
Paper or cardboard
Small slice of soap or a sample soap bar
Glue
What to do
1. Have your child trace around his or her
hand on a piece of
paper or cardboard.
2. Cut a small slice of soap from a large
soap bar or use a
small or sample sized bar of soap.
3. Glue the soap onto the paper hand.
4. Hang the poster in the bathroom over the
sink to remind
your child about hand washing.
Washing your hands is one of the best
ways to avoid
spreading germs to prevent disease. It is especially
important
when eating or handling food.
Smile If You Like Me
Make a game out of introducing your child
to new foods.
What you'll need
Paper
Round object
Felt tip pen
New foods for your child to sample
What to do
1. Cut paper into three 3"x 3"
squares.
2. On each piece of paper, trace around the
bottom of a round
object with a felt tip pen.
3. Have your child draw three different kinds
of faces in the
circles: a face with a smile, an unhappy
face, and a face
with a straight line for a mouth to show
"I don't care".
4. Ask your child to try a new or different
food. Emphasize
that not all the portion has to be eaten:
simply try the
food and talk about likes and dislikes.
5. Tell your child to give you one of the
faces that reflects
the feeling about the new food.
6. Post a chart to record new foods your
child tries.
7. Set a goal, such as trying one new food
a week.
8. Reward your child for trying the foods
by writing "Good
job!" on the chart, putting stickers
on the chart, or
celebrating by taking a trip to the local
zoo or library
when the chart is complete.
This activity gives your child a chance
to enjoy and learn
about a variety of foods without the pressure
of having to
"clean your plate" at mealtime. One
point to remember when
doing this activity is to try not to use food
as a reward or
bribe.
Follow the Recipe!
One way to get children to eat healthful
food, especially
vegetables, is to involve them in the selection
and preparation
of a recipe.
What you'll need
A simple recipe
Paper and pencil to write a list
Tray
Utensils and other equipment with which to cook
What to do
1. Choose a simple recipe to prepare.
2. Write a shopping list from the recipe.
Check the
nutritional value of the ingredients by reading
the
nutrition label aloud with your child.
3. Take the children to the market. The supermarket
is the
perfect place to introduce the older ones
to label
reading. For children over age 6, see who
can find the
products with the most sugars, fats, and
salt. Explain
that the first ingredient listed is what
the food has the
most of. Then, hunt for alternative, healthier
foods.
4. Allow children to feel the weight and
texture of
vegetables. Handling hits and vegetables
will help them
learn how to distinguish between ripe, unripe,
or spoiled
produce.
5. Have children help you put away groceries.
Preschoolers
enjoy washing fruits and vegetables, and
you can explain
the proper way to wash them to remove dirt
and
insecticides. Have them store fresh vegetables
in the
refrigerator, explaining this will help retain
vitamins
and help the vegetables stay fresh longer.
Have them store
root vegetables (potatoes and onions) in
a cool, dry place
away from light.
6. Place all the ingredients you will need
for the recipe on
a tray to make cooking more efficient.
7. Keep tasks simple and within the child's
abilities.
Toddlers can stir an egg, mix ingredients,
spread jams or
peanut butter, or carry pots and pans. Older
children love
to measure dry ingredients and enjoy the
challenge of
pouring liquids without spilling.
Pediatricians recommend that parents should
get more
involved with their children. What better way
than by making a
game out of cooking, a necessary task but one
in which everyone
can be involved. Having your children participate
in food
selection can help you manage food choices for
toddlers,
preschoolers, and elementary school children.
Oven-Fried Potatoes
NOTE: This activity requires parental
supervision.
Here is a healthful recipe that you might
want to try.
What you'll need
3 medium potatoes, peeled or unpeeled
2 tablespoons low calorie margarine, melted
1 1/2 tablespoons olive or vegetable oil
Paprika
Parmesan cheese, grated (optional)
What to do
1. Cut potatoes lengthwise into strips about
4" x 1/2" x 1/4"
2. Arrange in a single layer on a nonstick
baking sheet.
3. Pour margarine and oil over potatoes and
toss to coat
well.
4. Sprinkle with paprika (young children
enjoy doing this).
5. Bake at 450 degrees for 40 minutes.
6. Put on serving platter; sprinkle with
cheese if desired.
Makes 6 servings
Safety tips in the kitchen: Children should
not be left
unsupervised when electrical appliances, flame,
or heat are
involved. Be extra careful with moving equipment,
such as
rotary blades of a mixer, food processor, blender,
or hand
mixer. Knives, scissors, and the like are best
for older
children. Remind children that handles of utensils
on a stove
top should be turned inward. Stirring spoons (especially
metal
ones) should have long handles and be kept away
from the heat.
Keep an eye on children near stoves, no matter
what age and
keep small children away from heat of any kind.
Sticks & Stones Snack
Here is a snack that your children will
have fun making
and enjoy eating while getting needed nutrients.
What you'll need
4 cups of cereal (Kix or some type of low sugar
cereal)
2 cups of pretzel sticks
2 cups of raisins
Mixing bowl
What to do
1. Mix the cereal, pretzel sticks, and raisins
in a mixing
bowl.
2. Eat as a "between meal" snack.
Makes about 8 cups.
This recipe was adapted from Kid's Recipe
Magic, 1990,
General Mills, Minneapolis, Minnesota, p. 15.
The food guide pyramid shows that children
need about 9
servings a day from the bread and cereal group
and 3 servings
of fruits. This snack can help meet these nutritional
requirements.
Brushhhh!
Playing and singing with children can
help make tooth
brushing an enjoyable experience.
What you'll need
Toothbrush (child sized in a favorite color
or with a favorite
cartoon character on it)
Toothpaste (you might try toothpastes especially
made for
children)
Wash cloth for young children
Children's dental floss.
What to do
1. When it is time for your children to brush
their teeth,
sing a silly song together about tooth brushing:
This is the way we brush our teeth,
Brush our teeth,
Brush our teeth,
This is the way we brush our teeth,
So early in the morning!
2. Make sound effects--"ZOOM, ZOOM,
ZOOM .... or VROOM,
VROOM, VROOM" when you watch them brush.
3. Have your children name their teeth and
use their names:
"Now don't forget Cutters, Doggies,
and Chompers!"
(Children often find it interesting that
dentists call
some teeth "canines.")
Before your baby even has teeth, clean
the gums with a wet
cloth after feeding. When teeth start to come
in, brush with a
soft toothbrush and water. At about age 3, teach
your child to
brush as follows: start at the gum and gently
massage under the
gum, then work the toothbrush around the teeth
in a gentle,
circular motion. Floss teeth daily when all the
baby teeth are
in.
To Share or Not To Share?
Telling the difference between personal
items that should
not be shared and those things that are to be
shared can be a
hard distinction for children to make.
What you'll need
Newspapers or magazines
Large pieces of paper
Glue
Red pen or marker
Scissors
What to do
1. Have your child collect pictures of a
toothbrush, cup,
comb, hairbrush, and spoon or fork from newspapers
or
magazines.
2. Ask your child to paste the pictures on
a large piece of
paper.
3. With a red felt tip marker or pen, have
your child put an
X or \ through each picture.
4. Title the poster, "Things I Do Not
Share".
5. Have your child collect pictures of objects
that he or she
does share. These can be pictures of toys,
pets, and
books.
6. Use these pictures to make a poster with
the title "Things
I Share".
Remind your children that disease is spread
by the hands
and through the mouth, so they shouldn't share
toothbrushes,
cups, spoons, or forks. head lice are spread by
combs and
brushes. Working with your child to make the posters
will help
you explain these points, while emphasizing that
there are many
things we can share.
I Do It For Me
How can I take care of myself? Here is
an activity that
will take advantage of your child's growing independence
while
emphasizing healthful responsibility.
What you'll need
Paper
Marker or crayon
What to do
1. With your child, make a chart that lists
healthful
responsibilities:
I take a bath.
I wear clean clothes.
I brush my teeth at least twice each day.
I wash my hair.
I wash my hands before eating.
I wash my hands after going to the bathroom.
I use my own brush or comb and don't let
anyone else use
it.
I get plenty of sleep.
The list can include other items that
you and your child
think should be on the list.
2. Make a box for each day of the week after
each
responsibility.
3. Have your child check off the things done
each day.
4. At the end of the week, write WOW over
the
responsibilities or place a sticker over
those completed
during the week.
It is important that children learn to
take responsibility
for the care of their bodies. Having a chart helps
them develop
self-reliance and helps to make life calmer for
both of you.
Hold that Tiger!
Children love animals and they love to
imitate. Combine
these two interests to inspire exercise.
What you'll need
Magazines or newspapers
Cardboard or paper
Paste or glue
Scissors
An open space in which to move
What to do
1. Collect pictures of different animals.
2. Paste each picture on a different piece
of cardboard.
3. Place the cards face down on a table and
mix them up.
4. Have your child select a card and turn
the card over to
reveal the animal picture on the other side.
5. Have your child imitate the movements
of the animal on the
card. For example:
rabbit hop
horse gallop
turtle crawl
elephant slow lumbering walk, clasp hands
together and
swing arms side to side like a
trunk.
frog leap
tiger fluid, smooth, sliding steps
These movements will help your child develop
body
awareness, space awareness, and coordination.
Warm Up
Use one or more of the following exercises
to have your
child warm up before doing more vigorous exercises.
All exercises have been adapted from Get
Fit!, published
by the President's Council on Physical Fitness
and Sports, 701
Pennsylvania Avenue, NW, Suite 250, Washington,
DC 20004.
What to do
1. Arm Circles. Stand tall with knees slightly
bent. Rise on
your toes and slowly circle your arms inward
and upward,
until arms are straight over head. Inhale
deeply. Continue
circling your arms backward and downwards
while lowering
your heels and exhaling. Do this exercise
slowly and
smoothly. Repeat 5 times.
2. Swinging March. Stand up straight with
feet shoulder-width
apart, hands at your sides. Alternate right
and left arms
in forward circle motions. At the same time,
lift your
opposite knee so that when the right arm
is circling
forward the left knee is raised and vice
versa. Do 10
complete circles with each arm and then switch
arms to
swing backward. Repeat 10 full circles with
each arm.
3. Pendulum Push. Stand straight with arms
at your side. Step
to right, bending your right knee. Raise
arms overhead and
push toward the ceiling. At the same time,
rise on your
right toes and lift your left leg off the
ground, keeping
all the weight on the right foot. Put your
left leg back
on the ground, bending both knees and placing
hands on
shoulders. Repeat to the left side. Repeat
10 times on
each side.
4. Jumping Jacks. Stand straight with feet
together. Jump up
and land with your feet shoulder-width apart
as you swing
arms to shoulder height. Jump back to starting
position
while clapping your hands over your head.
Jump up and land
with feet apart while bringing your arms
back to shoulder
height. Jump back to starting position while
lowering arms
to your sides. Repeat this 4-part jumping
jack 10-20 times
at a slow, controlled pace.
Children should warm up their bodies for
about five
minutes to get muscles and joints ready for action
and to
prevent injury. They will be warmed up when they
start to sweat
and breathe heavier.
Stretch
Muscles should be stretched after they've
been warmed up.
What to do
1. Back Scratch Stretch. Have your child
stand or sit to do
this exercise. Raise the right hand in the
air with the
palm facing to the back. Bend the elbow and
place the palm
of the hand on the back between the shoulders.
Bring the
left hand behind the back to try to touch
the right hand.
Hold 10-30 seconds. Repeat two times on each
side. Do not
force the stretch.
2. Knee High Stretch. While standing, lift
left knee toward
chest. Place left hand under knee and pull
leg up to
stretch the back of leg and lower back. Keep
the standing
leg slightly bent. Hold for 10-30 seconds.
Repeat twice on
each side.
3. Thigh Stretch. Keeping body upright, grasp
left foot
behind you with left hand. Slowly pull leg
back so that
the knee moves away from your body until
you feel a
stretch in the front of your leg. Hold 10-30
seconds.
Repeat twice with each leg.
4. Calf Stretch. With hands against a wall,
put right
leg behind you. Keep right heel on the floor
and very
slightly bend the right knee. Lean forward
until you feel
a pull in your calf and behind your ankle.
Hold 10-30
seconds. Repeat twice with each leg.
Stretching helps prevent muscles and joints
from getting
injured. Stretching makes the body more flexible
so your child
will be able to move easily. Stretching also helps
your child
relax.
Run For It!
After you've warmed up and stretched,
you're ready to run.
What to do
1. Beginner. Jog 2 minutes/walk 1 minute
for a total of 15
minutes. Repeat. Do this at least three times
a week.
2. Intermediate. Jog 4 minutes/walk 1 minute.
Do this for
about 15-20 minutes at least three times
a week. After
about two weeks, reduce the amount of walking
to 30
seconds. Gradually build up to about 30 minutes
using this
pattern.
3. Advanced. Continuously jog for 20 minutes.
If you like
jogging, you can run for longer periods time.
Aerobic activities strengthen your child's
heart and lungs
by requiring lots of oxygen and making the heart
beat faster.
Walking, swimming, running, and dancing are examples
of aerobic
exercises.
Keep Going!
These exercises will help your child build
muscle strength
and endurance.
What to do
1. Push Ups. Get down on your hands and knees
and position
yourself so that your back is straight, head
in line with
your spine. Hands should be placed slightly
outside your
shoulders, fingers pointed forward, feet
on the ground.
Slowly lower your body until your chest touches
the floor.
Return to starting position. Once you can
do 20-25 push
ups with your knees bent, advance to the
straight-leg
position on your hands and toes. Try to do
10 straight-leg
push ups at a time.
2. Curl Ups. Lie on your back with knees
bent and feet flat
on the floor. Place your arms across your
chest, hands on
opposite shoulders. Slowly curl your head,
shoulders, and
upper back off the floor, bringing elbows
to thighs.
Breathe out as you curl up and return to
starting position
while breathing in. Repeat 10 times. You
might find it
helpful to have someone hold your feet to
the ground.
Curl Ups build strong stomach muscles,
and Push Ups build
strong arm muscles.
Cool Down
After doing aerobic or muscle exercises,
your child is
ready to cool down.
What to do
1. Have your child walk around for a few
minutes to make sure
breathing is back to normal and that the
heart is NOT
beating fast.
2. Your child should feel slightly relaxed
when it is time to
do stretches.
3. Doing the stretching exercises given on
previous pages or
others, have your child stretch all major
joints and
muscle groups, especially those used in the
workout.
4. Have your child work on flexibility, since
it's easier to
stretch warm muscles.
Children should cool down after vigorous
exercise to get
their breathing back to normal. Cooling down also
keeps muscles
from becoming sore and stiff.
More Ideas
Here are some more ideas that will help
your child grow up
healthy.
Safety First
Be aware of ways to prevent accidents
and be able to
identify how accidents are caused. Teach your
children to pick
up toys off the floor and stairs. When cooking,
try to use the
back burners, making sure that pot handles and
spoons are
turned toward the back of the stove. Use safety
latches on
cabinets that contain cleaning fluids or knives
and other
dangerous utensils. Cover electrical outlets with
plastic
devices made for this purpose. And always be sure
to keep an
eye out for your children!
Identify safety rules and practices to
prevent accidents
at home, at school, and during recreational activities.
Look
for playground and swimming pool rules that give
safety
precautions, and explain them to your children.
Make sure your
child wears safety equipment for specific activities:
a helmet
when riding a bike and knee and elbow pads when
roller skating,
roller blading, or skate boarding. Have your child
practice
hand signals while bike riding. For the car, make
a "Buckle
Your Seat Belt" sign and place it where children
can see it.
Be aware of peer pressure. Observe your
children in social
situations, and listen closely when they talk
with you about
things that happen at school or on the playground.
Get to know
the parents of your children's friends and try
to attend as
many functions in which your child is involved
as you can.
Teach your children how to protect themselves.
Have them
practice saying "No." Tell them not
to talk to strangers, to
always walk with a friend, and to avoid isolated
areas such as
woods or vacant lots. If your child is followed
by a car, he or
she should run away to a friend or neighbor's
house. Teach your
children to be alert and to scream if someone
grabs them. Keep
the lines of communication open, so that your
children will
tell you if someone touches them in a way that
makes them feel
uncomfortable. Work with your school and neighborhood
to have
the police brief your children about safety precautions
and
start a "safe home" program where neighbors
display a sign in
the window to show children that if they are in
danger they can
go to that house.
Response to Emergencies
Recognize and lean appropriate responses
to emergency
situations, such as fires, lightning, tornadoes,
and
earthquakes. Teach your children the proper uses
of fire and
fire safety. Plan a home fire escape with your
children and
practice it often. Also, show children what to
do if their
clothes catch fire (STOP where you are, DROP to
the ground, and
ROLL to put out the flames). Make sure your children
know how
to dial the emergency number 911. Post it and
other emergency
numbers near the telephone where they will be
easily seen. In
the event of a tornado, teach. your children that
the safest
place to go is the basement or interior room or
hallway on the
bottom floor of the house. In an earthquake, teach
children to
get under a desk or table, and stay away from
windows If your
children are outside during a storm and there
is lightning,
teach them not to stand under or near a tree.
Trees tend to
attract lightning, because they are so tall
First Aid
The best rule of thumb is, "When
in doubt, call the
doctor." Know the symptoms that require a
doctor's care:
intense pain, high fever, excessive bleeding,
unconsciousness,
difficulty breathing. Emphasize to your children
that the best
way to care for a minor cut or scrape is to wash
it with soap
and water and cover with a bandage if the cut
is bleeding or
will be exposed to dirt. If possible, take a first
aid course
from the American Red Cross, your local YM/YWCA,
rescue squad,
or other organization to learn the procedures
in
life-threatening situations, such as choking or
poisoning. Some
doctors have free pamphlets or video tapes on
first aid and
what to do in case of emergency.
And They Licked the Platter Clean
* If your child won't try vegetables, mix
finely grated raw
carrots with peanut butter and use as a spread
for
crackers, bread, apple slices, or bananas.
* Puree an egg or egg substitute with cooked
or defrosted
frozen vegetables and grated cheese. Cook
the mixture the
same as you would scramble eggs.
* Serve vegetables as a first course on
a colorful,
child-oriented plate and then serve the meat
or fish as
the second course to be eaten after the vegetables
are
finished.
* Make edible art. Use the plate as the
background and have
each child add applesauce for clouds, shredded
lettuce for
grass, celery sticks for a stem, carrot rounds
for
flowers, orange slices for leaves, raisins
for rocks, and
any other edible ingredients for natural
scenes.
* Most toddlers need to eat more often than
older children.
Give them favorite, high energy foods and
quick and
convenient snacks such as slices of fruit
and raw
vegetables, whole grain breads, crackers,
and cereals, or
chunks of cheese.
* Encourage your children to enjoy and learn
about a variety
of foods. All foods can fit into a healthy
diet over time.
* Introduce new foods to preschoolers. They
are more willing
to try them and will enjoy practicing their
skills with
fork and spoon.
Growing Up Drug Free
From the time your child is born, there
are things you can
do to help your child grow up drug, alcohol, and
tobacco free.
Here are some guidelines.
* Take precautions with medicines and harmful
household
products.
* Respect your child's feelings.
* Use effective communication skills; avoid
statements that
blame, sarcastic remarks, or put downs.
* Be certain that rules for behavior are
fair and
consistent.
* Set aside time to be with your child.
* Guide your child's activities. Know where
your child is at
all times and get to know your child's friends.
* Set the example for your child.
* Have drug, alcohol, and tobacco free parties
and
activities in your home.
* Learn about the school's drug policy.
* Ask for help if you need it.
For more information, you might want to
contact
National Clearinghouse for Alcohol and Drug
Abuse Information
6000 Executive Boulevard, Suite 402
Rockville, Maryland 20852
(301) 468-2600/(800) 729-6686 (alcohol/drug
information)
(800) 662-HELP (toll-free; drug abuse treatment
information and
referrals).
Parents and the Schools
The school can be a vital link to your
child's well-being.
So much of your child's life is spent in school,
it is
important that you be aware of all the people
and situations
involved. Besides the school nurse (who may not
be at the
school full time), there are many resources you
can call on.
Teachers are aware of the whole child
and things that
might be getting in the way of your child's learning.
School
counselors can advise on your child's social and
emotional
well-being. Many school counselors concentrate
on helping
children build self-esteem, and some work with
groups of
children with similar problems, such as coping
with a divorce
or death in the family.
Physical education classes provide an
opportunity for
exercise, and they foster teamwork. The school
cafeteria is a
source of well-balanced lunches (and breakfasts
in some school
districts), many of which are government-subsidized
for low
income students. The principal and teacher can
advise on
special services provided by the school district
for children
with handicaps and special learning needs.
The most important thing you can do is
stay in contact
with the school, especially your child's teacher.
Listen
carefully to the teacher, because the teacher
will often spot
problems or warning signs of serious trouble before
you might
notice them.
It is also important for you to tell the
teacher if your
child has a serious health problem or is experiencing
an
emotional crisis at home. It is imperative for
the school to
know if your child is on medication and what it
is, who should
be contacted in case of an emergency, and what
to look for in
your child's behavior that might be a warning
sign of the onset
of a medical emergency.
Your child's welfare is a partnership
between the parent
and the school. If a serious medical condition
exists, private
or community health services should be consulted.
What can you expect of the school?
The following information has been adapted
from Managing
Asthma: A Guide for Schools, published by the
U.S. Department
of Health and Human Services and the U.S. Department
of
Education.
The principal should:
* give parents a clear policy on taking
medication during
school hours.
* provide opportunities for staff to learn
about medical
emergencies.
* establish a resource file on health issues
for teachers
and staff to read.
* schedule building repairs, cleaning, or
painting when
students are out of the building during vacations
or the
summer.
The school nurse should:
* maintain health records on all students
with chronic
diseases.
* alert staff members about students with
serious health
conditions.
* inform parents if they suspect a serious
health problem.
* administer medication according to school
policy.
* Work with the parent/teacher organization
to provide
educational programs on medical conditions
that affect a
large number of students.
The teacher should:
* know the early waning signs of a medical
emergency.
* develop a clear procedure for handling
schoolwork missed
due to illness.
* understand the side effects of medication,
for example,
drowsiness, anxiety, withdrawal.
* educate classmates about special medical
conditions of
students in the class, while respecting confidentiality.
* reduce health hazards in the classroom.
* encourage students with health problems
to participate in
classroom activities as much as possible.
* allow a student to do quiet activities
if a medical
condition prevents full participation.
These are just some of the actions that
school personnel
can take to make the school a safer and friendlier
place for
your child. Remember that when children are well
and
comfortable, they learn more.
Bibliography
The following list of books includes just
a few of many
excellent publications for parents and their children.
No one
knows your child as well as you do. When you select
a book,
always read through it to make certain the material
presented
will benefit your child.
Aliki. Feelings. Mulberry. Picture book with
illustrations
showing different emotions. Ages 3-6.
Berger, Melvin. Germs Make Me Sick! illustrated
by Marylin
Hafner. Thomas Y. Crowell. An easy-to-read book
introduces the
young reader to diseases...what they look like,
how you catch
them and how the body's resources fight them.
Ages 6-8.
Brown, Fern G. Hereditary Diseases. Franklin
Watts. Explains
how disease traits are transmitted through the
chromosomes
cystic fibrosis, sickle-cell anemia, Tay-Sachs
disease, and
diabetes. Ages 10-12 years.
Bums, Sheila L. Allergies and You. Julian Messner.
Direct,
clearly presented text and illustrations on the
symptoms,
causes, and preventative measures for persons
afflicted with
various allergies. Glossary and bibliography included.
Ages
9-12 years.
Colan, Edward. Drugs in Sports. Franklin Watts.
The hazardous
effects of steroids, amphetamines, blood boosting,
cocaine,
marijuana, and crack as used by athletes for a
competitive
edge. Age 11 and older.
Condon, Judith. The Pressure to Take Drugs.
Franklin Watts.
Explanation of why people are pressured by peers
to take drugs.
Advice on how to resist this pressure is presented.
Ages 11-12
years.
DeSantis, Kenny. A Doctor's Tools. Dodd, Mead.
For the youngest
reader, an introduction to the vast variety of
instruments
physicians use in their practice of medicine.
Ages 5-8 years.
Eagles, Douglas A. Nutritional Disease. Franklin
Watts. The
important role of enzymes and hormones and the
havoc caused by
chemical imbalances. Ages 10-12 years.
Elgin, Kathleen. The Fall Down, Break a Bone,
Skin Your Knee
Book. Walker Pub. A clear, simplified introduction
to the
physical reactions that take place when the body
confronts
injury and infection. A section on first aid is
included. Ages
8-10 years.
Englebardt, Stanley. Kids and Alcohol: The
Deadliest Drug.
Lothrop, Lee & Shepard. Alcohol what it is,
how it affects the
body, why some people become alcoholics...how
to recognize,
treat, and prevent alcoholism. Age 11 and older.
Epstein, Sherrie S. The Story of Penicillin:
Penny, the
Medicine Maker. Lerner Pub. In story format, a
simple
introduction to the history of the discovery of
penicillin by
Dr. Alexander Fleming. Ages 7-10 years.
Gelman, Rita Golden & Susan Kovacs Buxbaum.
Ouch! All About
Cuts and Other Hurts. Harcout Brace Jovanovich.
Alphabetically
arranged, the most common minor injuries that
can befall a
child are presented with humor and understanding.
Ages 7-9
years.
Get Ready Coloring Book A coloring activity
book to help
educate children on disaster readiness. Federal
Emergency
Management Agency. FEMA-197
Gretz, Suzanna. Teddy Bears Cure a Cold. William,
the teddy
bear, catches a cold, and his friends take care
of him. Ages
4-6.
Hammond, Winifred. The Riddle of Teeth. Coward,
McCann &
Geoghegan. An introduction to the study of teeth...what
they
are made of, how they grow, and how to keep teeth
strong and
healthy. Ages 8-10 years.
Hautzig, Deborah. A Visit to the Sesame Street
Hospital. A
guidebook that prepares Sesame Street characters
for Grover's
tonsillectomy. Ages 36.
Howe, James. The Hospital Book. Crown. Straightforward,
detailed account of hospital procedures illustrated
with black
and white photographs. Ages 12 and older.
Krensky, Stephen and Marc Brown. Dinosaurs,
Beware! Illustrated
by Marc Brown. Joy Street/Little Brown. A guide
to household
safety with pictures of examples of things to
avoid. Ages 7-9.
Linn, Margot. A Trip to the Doctor. HarperCollins.
Book is
organized in two-page spreads, with questions
about the
doctors's office and three possible answers. Ages
4-6.
Madison, Arnold. Drugs and You. Julian Messner.
For the young
child, this factual, nonthreatening book presents
a
well-balanced and in-depth approach to information
on drugs and
drug abuse...how people use drugs; the affect
different drugs
have on mind and body; withdrawal and treatment.
Ages 9-11
years.
MacLachlan, Patricia. Through Grampa's Eyes.
HarperCollins. A
young boy learns to understand his grandfather's
blindness.
Ages 7-9.
Nourse, Alan E. Viruses. Franklin Watts. Clearly
written and
well illustrated. Introduction to the discovery
of viruses and
the development of vaccines. Ages 8-12 years.
Rabe, Bernice. The Balancing Girl. Dutton.
Illustrated by
Lillian Hoban. Story of a girl who is confined
to a wheelchair
and can balance things remarkably. Ages 7-9.
Raskin, Ellen. Spectacles. Aladdin. Story about
a girl who
needs glasses. Ages 4-6.
Rockwell, Harlow. The Emergency Room. Macmillian.
A picture
book about the emergency room for very young children.
Other
books by the author include My Doctor and My Dentist.
Patent, Dorothy Hinshaw. Germs. Holiday House.
Brief account of
the story of germs that cause measles, flu, tuberculosis,
and
other diseases. Ages 7-12 years.
The Sesame Street Fire Safety Book. The Sesame
Street
characters help teach preschoolers and young children
about
fire safety and prevention. Federal Emergency
Management
Agency. FA-73
Zim, Herbert S. Your Stomach and Digestive
Tract. William
Morrow. Detailed illustrations and clear, concise
text describe
the functions of the four organs of digestion.
Ages 8-10 years.
Consumer Information Catalog. A free catalog
that lists many
U.S. government publications in print and how
to obtain copies.
Consumer Information Center, P.O. Box 100, Pueblo,
Colorado
81002.
General Health: Pantell, Robert H., James F.
Fries, and Donald
M. Vickery. Taking Care of Your Child. Addison-Wesley.
A
parent's guide to medical care.
Nutrition: Nutrition and Your Health: Dietary
Guidelines for
Americans. Tips on how to eat right. U.S. Department
of
Agriculture, Human Nutrition Information Service,
6505 Belcrest
Road, Hyattsville, MD 20782.
The Food Guide Pyramid. A guide that shows
how to eat right and
lead a healthy lifestyle. U.S. Department of Agriculture.
Safety: Fire Strikes Back. A packet of resources
including
family plans that educate children on the dangers
of playing
with fire. U.S. Fire Administration, Office of
Fire Prevention
and Arson Control.
Your Family Disaster Supplies Kit. Instructions
on how to
prepare and use a disaster relief kit. Federal
Emergency
Management Agency. P.O. Box 70274, Washington,
DC 20024.
FEMA-189
Drug Prevention: Growing Up Drug Free: A Parent's
Guide to
Prevention. A booklet that provides tips for parents
on how to
teach children about drugs and what parents can
do in the fight
against drugs. U.S. Department of Education. For
free copy call
toll-free 1-800-624-0100 (in DC area 202-732-3627).
Acknowledgments
This book was made possible with help
from Tim Burr, who
provided information from other government agencies;
Bernice
Barth, who compiled the bibliography; and Tim
McCarty, who
contributed to the bibliography. Francie Alexander,
Liz Barnes,
Elaine Palazzo, Theodor Rebarber, and Rikki Smoot,
and Rose
Tobelmann provided suggestions and guidance to
the project.
Phil Carr and Donna DiToto designed the book.
Many of the activities are taken from
ideas first
presented in Imagine That, written by Joyce King
and Carol
Katzman.
What We Can Do
To Help Our Children Learn:
Listen to them and pay attention to their problems.
Read with them.
Tell family stories.
Limit their television watching.
Have books and other reading materials in the
house.
Look up words in the dictionary with them.
Encourage them to use an encyclopedia.
Share favorite poems and songs with them.
Take them to the library-get them their own
library
Take them to museums and historical sites,
when possible.
Discuss the daily news with them.
Go exploring with them and lean about plants,
animals, and
local geography.
Find a quiet place for them to study.
Review their homework.
Meet with their teachers.
Do you have other ideas?
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