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
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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