Partnering with Families

Transcription

Taking Steps to Healthy Success
Family Resources
In order for children to grow up healthy, it’s important they adopt healthy habits early and that those habits
are encouraged at early care and education programs, school, home and in the community. Repetition of
healthy behaviors in multiple contexts helps those behaviors “stick” as children grow older. Because families are
children’s first and most important teachers, their role in promoting children’s health is critical. Early care and
education providers are in a unique position to build relationships with families over time and to engage them as
partners to support healthy habits and overall well-being.
Learning more about the hopes families have for their children and working together to make positive changes
in your program can help engage families as partners. Welcome and leverage their skills and opinions in the
same way you do with your program staff. Listening and exchanging ideas in a respectful way can help families
understand that you’re working together to help their children grow up healthy! Here are some ideas for
engaging families:
Constant Communication:
• Provide information in your family handbook on
the importance of a strong partnership, why you
value family involvement and a few ideas about
how you can work together. Be sure to include
nutrition, breastfeeding, screen time, and physical
activity policies and how they can help children
grow up healthy and ready to learn.
• Distribute weekly, monthly or quarterly
newsletters to update families on special events,
positive changes at your program/home and what
their children are learning.
• Invite families to give suggestions and ask
questions in any way that works for them: by
email, conversations at the end of the day, back
and forth journals, a comment/suggestion box or
at regular “Family Feedback” meetings.
• Listen and respond quickly to ideas and concerns.
• Use electronic methods such as a website, email
list serves, blogging or Facebook® so families can
share information in a quick and convenient way.
• Create a family advisory committee, such as a
PTA or Family Wellness Board. Give them a
voice in menu and activity planning, ask for
healthy recipe contributions and get their
suggestions on how to best communicate with
and engage other families.
• Bulletin boards are a great activity for kids,
but they can also provide families with useful
information and tips, as well as updates on
program activities, menus and family events.
• Engage local newspapers or magazines to increase
community awareness of your work to help
children eat nutritiously, decrease screen time,
and live an active lifestyle.
• Encourage program staff to share information
and photographs of children’s activities with
families via email or face-to-face conversations at
the end of the day.
• Encourage program staff to develop strong
relationships with families through interactions at
the beginning or end of the day.
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Family Resources
Promote Family, Program Staff, and Community Unity:
• Ask families how they would like to get involved!
• Extend an open invitation to families to visit their
child’s classroom whenever they like.
• Involve families in strategic planning.
• Encourage families to create a network by
volunteering at your program, participating in
training or attending cooking, self defense or
fitness classes together! Opportunities for families
to interact socially and support one another in
the daily challenges of parenting can be helpful.
• Host a potluck where families bring a favorite
healthy dish along with the recipe. Combine and
distribute the recipes in a “Family Recipe Book.”
• Organize a craft night to share creative ideas
and skills.
• Invite families to a cooking class. Share ways to
make foods healthy, tasty and fun!
• Invite families to join you on a walk around your
community. Focus on exploring nearby places
where families can be active together like parks,
playgrounds and walking paths.
• Invite families to a luncheon where they eat the
same meal with the children and teachers in your
program. Use this as an opportunity for families
to experience healthy choices.
• Encourage families to come into the classroom
to share their family practices for healthy eating,
screen time, physical activity and/or health.
• Have an “adventure week,” when pickup or
drop-off is at a community location like a park or
library to show families local resources they can
visit with children.
• Work with local farmers, experts or Master
Gardeners to teach families the basics on how to
start their own gardens!
• Include families in relevant training along with
your program staff: health, safety, healthy
eating/physical activity, social-emotional
development, etc.
• Encourage families to share their skills and
interests by leading workshops for adults or
classroom activities for children.
• Create a family committee to identify and address
continuous quality improvement targets.
• Welcome families to participate in all
program events.
• Ask families how they would like to get involved
– you may discover valuable resources and
advocates among family members of the children
at your program!
Suggestions for Family Activities at Home:
• Have children pack lunch for a family member.
The family member may be surprised by what
children choose!
• Create a scavenger hunt around the house or
neighborhood: Can you find three things that
make it easy to be healthy and three things that
make it hard?
• Prepare healthy snacks and meals as a family.
• Conduct simple, edible science experiments that
involve food.
• Have everyone in the family log their own daily
physical activity.
• Encourage family field trips to a local orchard,
park, museum or farm and link these
suggestions to activities that children have
done at the program.
This document has been funded at least in part with Federal funds from the U.S. Department of Agriculture. Adapted from Delaware Department of
Education. First Years in the First State: Improving Nutrition and Physical Activity Quality in Delaware Child Care: Administrator’s Guide, 2010.
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READING
rockets
www.ReadingRockets.org
TIPS Preschoolers
for parents of
Read early and read often. The early years are critical to developing
a lifelong love of reading. It’s never too early to begin reading to your child!
The tips below offer some fun ways you can help your child become
a happy and confident reader. Try a new tip each week. See what works
best for your child.
■
Read together every day.
■
Read to your child every day. Make this a
warm and loving time when the two of you can
cuddle close.
■
Give everything a name.
Build your child’s vocabulary by talking about
interesting words and objects. For example,
“Look at that airplane! Those are the wings of the
plane. Why do you think they are called wings?”
■
■
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Know when to stop.
Put the book away for awhile if your child loses
interest or is having trouble paying attention.
Read it again and again.
Go ahead and read your child’s favorite book for
the 100th time!
■
Talk about writing, too.
Mention to your child how we read from left to
right and how words are separated by spaces.
■
Point out print everywhere.
Talk about the written words you see in the
world around you. Ask your child to find a new
word on each outing.
Read with fun in your voice.
Read to your child with humor and expression.
Use different voices. Ham it up!
■
Discuss what’s happening in the book, point out
things on the page, and ask questions.
Say how much you enjoy reading.
Tell your child how much you enjoy reading
with him or her. Talk about “story time” as the
favorite part of your day.
Be interactive.
■
Get your child evaluated.
Please be sure to see your child’s pediatrician
or teacher as soon as possible if you have concerns
about your child’s language development,
hearing, or sight.
Visit www.ReadingRockets.org for more information on
how you can launch a child into a bright future through reading.
Reading Rockets is a project of public television station WETA, and is funded by the U.S. Department of Education,
Office of Special Education Programs.
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¡Colorín
colorado!
CONSEJOS
para padres
¡Ayudando a los niños a leer … y a triunfar!
de niños en
preescolar/pre-kindergarten
Léales desde temprana edad y frecuentemente. Los primeros años son críticos
para desarrollar un amor a la lectura para toda la vida. ¡Nunca es demasiado
pronto para comenzar a leerle a su hijo o hija! Los siguientes consejos le
ofrecen maneras divertidas para ayudar a que sus hijos se conviertan en
lectores seguros y contentos. Intente diferentes consejos cada semana y vea
cuales funcionan mejor.
■
Lean juntos todos los días
■
Lea con su hijo todos los días. Haga que este
tiempo esté lleno de amor y cariño donde
puedan abrazarse.
■
Póngale nombres a todo
Incremente el vocabulario de su hijo al hablar
de palabras y objetos interesantes. Por ejemplo:
“¡Mira ese avión! Esas son las alas del avión.
¿Por qué crees que se llaman alas?”
■
■
Discuta lo que esta pasando en el libro, señale
cosas que suceden en la página y haga preguntas
al respecto.
■
■
■
Guarde el libro por un tiempo si ve que su hijo
pierde el interés o si le cuesta trabajo poner atención.
Señale cosas escritas a su alrededor
Hable acerca de las palabras escritas que haya
en su entorno. Pídale a su hijo que encuentre
palabras diferentes en cada paseo o salida
que hagan.
Lea con una voz amena
Sepa cuando parar
También hable sobre la escritura
Explíquele a su hijo cómo leemos de izquierda
a derecha y porqué las palabras se separan por
espacios.
Léale a su hijo con expresión y humor. Use
diferentes voces al leer. ¡Hágalo más divertido!
■
Lea una y otra vez
¡Adelante, léale a su hijo su cuento favorito
100 veces!
Dígales cuánto disfruta leer
Dígale a su hijo o hija lo mucho que disfruta
leer con él o con ella. Haga de “la hora cuenta
cuentos” la hora favorita de su día.
Sea interactivo
■
Lleve a su hijo a que lo evalúen
Asegúrese de evaluar a su hijo lo antes posible
por su pediatra o maestro si tiene dudas
acerca del desarrollo del lenguaje, oído o vista
de sus hijos.
www.ColorinColorado.org
Información práctica, actividades, y asesoría sobre la lectura ¡en español!
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Developmental Milestones
of Early Literacy
MOTOR:
COGNITIVE:
WHAT PARENTS CAN DO:
6–12 months

reaches for book
book to mouth
sits in lap, head steady
turns pages with adult
help

looks at pictures
vocalizes, pats pictures
prefers pictures of faces

hold child comfortably; face-to-face
gaze
follow baby’s cues for “more”
and “stop”
point and name pictures
12–18 months

sits without support
may carry book
holds book with help
turns board pages,
several at a time

no longer mouths right away
points at pictures with one finger
may make same sound for
particular picture (labels)
points when asked, “where’s…?”
turns book right side up
gives book to adult to read

respond to child’s prompting to
read
let the child control the book
be comfortable with toddler’s short
attention span
ask “where’s the…?” and let
child point
18–24 months

turns board book pages
easily, one at a time
carries book around the
house
may use book as
transitional object

names familiar pictures
fills in words in familiar stories
“reads” to dolls or stuffed
animals
recites parts of well-known
stories
attention span highly variable

relate books to child’s experiences
use books in routines, bedtimes
ask “what’s that?” and give child
time to answer
pause and let child complete the
sentence
24–36 months

learns to handle paper
pages
goes back and forth in
books to find favorite
pictures

recites whole phrases, sometimes
whole stories
coordinates text with picture
protests when adult gets a word
wrong in a familiar story
reads familiar books to self

keep using books in routines
read at bedtime
be willing to read the same
story over and over
ask “what’s that?”
relate books to child’s experiences
provide crayons and paper
3 years and up

competent book
handling
turns paper pages one
at a time

listens to longer stories
can retell familiar story
understands what text is
moves finger along text
“writes” name
moves toward letter recognition

ask “what’s happening?”
encourage writing
and drawing
let the child tell the story
Reach Out and Read National Center 56 Roland Street
Voice: 617-455-0600

Fax: 617-455-0601

Suite 100D Boston, MA 02129
Email: [email protected] www.reachoutandread.org
BOSTON UNIVERSITY SCHOOL OF MEDICINE • BOSTON MEDICAL CENTER • DEPARTMENT OF PEDIATRICS
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Acontecimientos Del Desarrollo
de la Alfabetización Temprana
A NIVEL MOTRIZ:
A NIVEL COGNITIVO:
LO QUE LOS PADRES PUEDEN HACER:
6 a 12 meses

se estira para tomar el libro
se lleva el libro a la boca
se sienta en el regazo con
la cabeza erguida
da vuelta las páginas con
la ayuda de un adulto

observa las figuras
vocaliza, toca las figura
prefiere las figuras de rostros

sostenga al niño en una posición
cómoda; mírelo cara a cara
siga las señales que le da el niño de
“seguir” o “detenerse”
señale y nombre las figuras
12 a 18 meses

se sienta sin que lo
sostengan
puede cargar un libro
sostiene el libro con ayuda
da vuelta las páginas
duras, de a varias al
mismo tiempo

ya no empieza a balbucear inmediatamente
señala las figuras con un dedo
puede emitir algún sonido para una
figura en particular (rótulos)
señala cuando se le pregunta “¿donde
está…?”
sostiene el libro con el lado correcto
hacia arriba
le da el libro a un adulto para que lea

responda cuando el niño le insta a que lea
deje que el niño controle el libro
siéntase cómodo con el poco tiempo de
atención del bebé
pregunte “¿donde está…?” y deje que el
niño señale
18 a 24 meses

da vuelta las páginas duras,
de a una por vez
lleva el libro por la casa
puede usar el libro como un
objeto transicional

nombra las figuras conocidas
intercala palabras en los cuentos
conocidos
les “lee” a muñecas o muñecos de peluche
recita partes de cuentos conocidos
el nivel de atención varía
considerablemente

24 a 36 meses

aprende a manipular
páginas de papel
avanza y retrocede en
libros para buscar sus
figuras preferidas

recita frases completas, a veces
cuentos completos
relaciona el texto con la figura
protesta cuando el adulto se equivoca
en una palabra en un cuento conocido
se lee a sí mismo cuentos conocidos

relacione los libros con las experiencias del
niño
use los libros como parte de rutinas,
horas de dormir;
pregunte “¿qué es?” y dé al niño tiempo
de contestar;
deténgase y deje que el niño complete la
oración
siga usando libros en rutinas, horas de dormir
esté dispuesto a leer el mismo cuento una
y otra vez
pregunte “¿qué es?”
relacione los libros con las experiencias del
niño
dé al niño papel y crayones
3 años o más

sabe manipular un libro, da
vuelta las páginas de papel
de a una por vez

escucha cuentos más largos
puede volver a contar un cuento conocido
comprende qué es el texto
mueve el dedo sobre el texto
“escribe” el nombre
comienza a reconocer letras

pregunte “¿qué pasa?”
anime al niño a que escriba y dibuje
deje que el niño cuente el cuento
Reach Out and Read National Center 56 Roland Street
Voice: 617-455-0600

Fax: 617-455-0601

Suite 100D Boston, MA 02129
Email: [email protected] www.reachoutandread.org
BOSTON UNIVERSITY SCHOOL OF MEDICINE • BOSTON MEDICAL CENTER • DEPARTMENT OF PEDIATRICS
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Get
Be Healthy!
Spend less time with
TV, video games, and
computer games.
Screen time and health
Did you know that kids who watch TV a lot
are risking a lifetime of health problems?
It’s a proven fact: too much screen time
(watching TV, playing on the computer, and
playing video games) is associated with:
■
Violent behavior.
■
Poorer school performance.
■
Lower reading scores.
■
Sleep pattern disturbances.
■
Overweight.
■
Consumption of junk food.
■
Bad habits later in life
(like tobacco and alcohol abuse).
Join millions of others and check out what
else life has to offer! What can kids do
instead? The sky’s the limit.
Get active. Get imaginative. Get social!
How much should kids watch?
■
2 years and younger: none
■
Older than 2 years: no more than 1–2 hours a day
■
Walk the dog.
■ Read
a book.
■
Take a hike.
■
Throw a ball.
■
Run a half mile.
■
Visit a friend.
■
Climb a hill.
■
Put on a show.
■
Play a game.
■
Draw a picture.
■
Visit a park.
■
Have a conversation.
■
Ride a bike.
■
Smell the roses.
www.screentime.org • www.kp.org/tvturnoff • www.doernbecher.com
To download a PDF of this document for reproduction, go to www.kp.org/tvturnoff.
Please copy, share, and distribute this handout!
©2009 Kaiser Foundation Health Plan of the Northwest
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Parents: why less is more
Do your children a favor: turn off
the TV, the video game, and the
computer game. Time staring
at those screens is called screen
time, and it’s bad for kids’ health
and behavior.
Kids who spend less time in front
of a screen also:
■
Do better in school.
■
Read more.
■
Sleep better.
■
Eat healthier foods.
■
Weigh less.
■
Are less prone to violence, early
sexual activity, and smoking.
Pediatricians say:
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No screen time for children
younger than 2.
■
No TVs in bedrooms.
■
Limit screen time to one to two
hours a day.
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Keep an eye on what your
kids watch.
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How to get started
1. Keep track. Be aware of what you watch and why.
Fill out our log sheet with your children.
2. Consider a week without screen time.
3. Make the commitment as a family.
4. Plan for things you’d like to do and post your list
on the TV. For ideas, see some of the 101 screenfree activities at www.screentime.org.
5. Pay special attention to times when you most
depend on screen time and make alternate plans
for them.
6. At the end of the week, talk about the benefits of
limiting screen time. Then set your own TV-turnoff
times, like one day a week or during meals.
7. Remember, it takes a long time to change
habits. Whatever works to reduce screen time
is a positive step.
Tips for reducing screen time at home
To download a high quality PDF of this document for reproduction, go to www.kp.org/tvturnoff.
Please copy, share and distribute this handout!
■
Put your TV in a place where it isn’t the center
of attention.
■
Turn off the TV during meal times.
■
Don’t use screen time as a reward or punishment.
■
Don’t use screen time as a babysitter.
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Resources
Books for kids
For tips, tools, and information about the benefits of
reducing screen time, check out these resources.
Fix-it Board Book
Web sites
By David McPhail
Dutton Juvenile, 2002; ages 2–6
Kaiser Permanente
www.kp.org/tvturnoff
TV breaks, and reading turns out to be more fun.
Center for Screen-Time Awareness
(formerly TV-Turnoff Network)
www.screentime.org
By Stan Berenstain and Jan Berenstain
Random House Books for Young Readers,
1984; ages 4–8
OHSU’s Doernbecher Children’s Hospital
www.doernbecher.com
Mom puts her foot down; kids need to play!
American Academy of Pediatrics
www.aap.org/healthtopics/mediause.cfm
By Rachel Vail and Steve Bjorkman
Rebound by Sagebrush, 2003; ages 4–8
National Institute on Media and the Family
www.mediafamily.org
Mama Rex figures out what to do when the
power goes.
Center on Media and Child Health
www.cmch.tv/
Box-Head Boy
The Berenstain Bears and Too Much TV
University of Washington
(Active Bodies, Active Minds Project)
www.waabam.org
Turn off the TV (Mama Rex and T Series)
By Christine M. Winn and David Walsh
Fairview Press, 1996; ages 4–8
Denny’s head turns into a TV until he remembers real
life and decides to spend his time there instead.
Aunt Chip and the Great Triple Creek Dam Affair
Adult books
The Elephant in the Living Room: Make Television
Work for Your Kids
By Dimitri A. Christakis and Frederick J. Zimmerman
Rodale Books, 2006
By Patricia Polacco
Philomel, 1996; ages 6–10
Aunt Chip teaches a town to read after they’d given
it up for TV.
The Plug-in Drug
By Marie Winn
Penguin, 25th anniversary edition, 2002
Endangered Minds: Why Our Children Don’t Think
and What We Can Do About It
By Jane M. Healy
Simon & Schuster, 1999
Consuming Kids
By Susan Linn
Anchor, 2005
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How much
screen time does
your family get?
Screen time is the time spent in
front of the TV or playing video
games or computer games. Screen
time means not moving around.
But our bodies need movement to
be healthy.
Keep your family healthy. Keep
track of your screen time for one
week with our screen time log.
Make a copy of the sheet for each
member of the family. Make it a
fun game to see who has the least
screen time. Try to decrease your
totals over time.
And remember, change doesn’t
happen quickly. Any reduction in
screen time is good for your family.
Healthy habits
Q
No more than an hour of screen
time each day.
Q
An hour of activity each day.
Q
Healthy snacks—five servings of
fruit and vegetables daily.
Q
Getting up to move or stretch
during screen time.
Screen-time alternatives
Q
Playing with friends.
Q
Walking the dog.
Q
Inventing a game.
Q
Reading and writing.
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Screen time log sheet for:
How many hours of screen time (TV, video games, computer games) did your family have each day?
Add up the totals for the week.
Activities during the week of:
Amount of time What you did for screen time What snacks you ate
Monday
before lunch
after lunch
Tuesday
before lunch
after lunch
Wednesday before lunch
after lunch
Thursday
before lunch
after lunch
Friday
before lunch
after lunch
Saturday
before lunch
after lunch
Sunday
before lunch
after lunch
Total amount
of screen time:
Things you did instead of screen time or things you’d like to try next week:
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What did you and your family do instead of watching TV?
Draw a picture or write a story—or both.
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Kids: cool things to do
There are lots of ways to have fun besides watching
TV or playing video games or computer games.
Take a look!
■
Create a drum set from household containers.
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Organize a treasure hunt or scavenger hunt.
■
Paint or draw a picture.
■
Bike, skate, Frisbee, swing, swim, or go to the park.
■
Write a story.
■
Read a book.
■
Make sock puppets and put on a show.
■
Read a book to someone else.
■
Make up a new board or card game and try it out
with family or friends.
For more ideas, check out some of the ideas
from the list of 101 screen-free activities
at www.screentime.org.
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Teachers and leaders: fun activities
Set an example! You can
help families become less
dependent on screen activities for
entertainment.
Set the stage
■
Read books with kids (see the
resource list).
■
Talk about what kids enjoy
besides screen time.
■
Use math class to fill out our
log of screen time and graph
the results.
■
Involve parents: Have each family
member fill out the log and
compare results.
■
Have children make collages or
drawings of favorite activities
that don’t involve screen time.
Encourage children to hang the
finished artwork on or near the
TV at home.
■
Write a newsletter article and
send handouts to parents.
■
Order materials from the Center
for Screen-Time Awareness
(www.screentime.org).
■
Gather colleagues to help
organize events for your school
or organization (see next page
for ideas).
■
Declare your organization or
school screen-free for a week or
more. Put up posters or make
a display with handouts from
the Center for Screen-Time
Awareness.
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Try a screen-free week
■
Have a contest. Which individual or group can
spend the least time with a screen for a week or
a month? Offer prizes, but make sure they aren’t
high-sugar or high-fat foods!
■
Organize a special evening at which parents, older
children, and community members teach fun,
screen-free activities, such as knitting, chess, or
salsa dancing, and serve healthy snacks.
■
Set up a “slumber party” in an unusual location
(such as the library) for one night and tell stories
to the group, play board games, or do other nonscreen activities.
■
Use the “More reading, less TV” idea from the
Center for Screen-Time Awareness. Bring an old
TV into the classroom. Assign books to read. For
every book read, fill out a slip of paper and tape it
to the old TV. Eventually the TV is buried under
the “books.”
Join forces
Enlist allies to help encourage children to have more
time for being active, creating, and interacting by
spending less time with entertainment screens. Here
are some possible allies:
Books for classroom reading
Fix-it Board Book
By David McPhail
Dutton Juvenile, 2002; ages 2–6
TV breaks, and reading turns out to be more fun.
The Berenstain Bears and Too Much TV
■
School personnel (teachers, nurses,
food service workers).
■
PTA members.
Random House Books for Young Readers,
1984; ages 4–8
■
Preschool teachers.
Mom puts her foot down; kids need to play!
■
Parks and recreation department staff.
■
YMCA and/or community center staff.
Turn off the TV (Mama Rex and T Series)
■
Sports leagues.
By Rachel Vail and Steve Bjorkman
■
Libraries.
Rebound by Sagebrush, 2003; ages 4–8
■
Extension service.
■
Health care agencies
and providers.
Mama Rex figures out what to do when the
power goes.
■
Faith community.
Box-Head Boy
■
Child advocacy and
service agencies.
By Christine M. Winn and David Walsh
By Stan Berenstain and Jan Berenstain
Fairview Press, 1996; ages 4–8
Denny’s head turns into a TV until he remembers real
life and decides to spend his time there instead.
Aunt Chip and the Great Triple Creek Dam Affair
By Patricia Polacco
Philomel, 1996; ages 6–10
Aunt Chip teaches a town to read after they’d
given it up for TV.
12-22
43CBI-07/6-07
e
v
i
t
c
Get A Be Healthy!
Facts about screen time and kids
Thousands of studies support
the idea that kids are healthier
and better adjusted and perform
better in school when they don’t
get too much time watching
TV or playing video games and
computer games, which we call
“screen time.”
Studies have linked excessive
television viewing (and
sometimes video games) with
■
Poor performance in school,
especially in language and
reading.
■
Less imaginative ability.
■
Problems focusing.
■
Sleep pattern disturbances.
■
Excess weight.
■
Poor planning and judgment.
■
Tendency to resort to violence to
solve problems.
Screen time and weight gain
■
Each hour of TV viewing by
school-age kids is associated
with 167 additional calories.
■
Just one hour of TV viewing
daily is associated with higher
consumption of fast food,
sweets, chips, and pizza.
■
Two or more hours of TV
viewing daily is associated
with significant likelihood of
overweight among 3-year-olds.
■
Children with TV in their
bedrooms snack more than
those without.
12-23
Screen time and violence
Screen time and sleep
■
Children typically witness 10,000 acts of violence
on TV each year.
■
Television viewing among infants and children is
associated with irregular sleep schedules.
■
61 percent of TV shows include violence.
■
■
Heavy TV watching at age 4 correlates with bullying
behavior between ages 6 and 11.
Teens watching more than three hours of TV per
day are more likely to have sleep problems in early
adulthood.
■
Early grade school children exposed to TV violence
were more violent adults 15 years later.
Screen time and school
■
■
Middle school children who watched more
television, movies, and video games did worse in
school than those who watched less.
Third graders with a bedroom TV scored seven to
nine points lower on standardized tests than those
without a bedroom TV.
12-24
Sources
American Academy of Pediatrics
Archives of Pediatric & Adolescent Medicine
Developmental Psychology
Kaiser Family Foundation
Pediatrics
Public Health Nutrition
44CBI-07/5-07
Fact Sheet
The American Academy of Pediatrics says:
• Children age 2 and under should nott watch any television.
• Older children should keep television time, including movies and video games, to less than 2 hours a day.
Why reduce TV time?
Earlyy childhood is an important time for children to learn and develop the skills they need
to grow up healthy!
• Children age 2 and under should not watch any television. During a child’s first 2 years critical brain development
is occurring. TV can get in the way of exploring, learning, and spending time interacting with parents and others.
This is an important time for young children to develop the skills they need to grow!
Children need a lot of physical activity every day to be healthy and happy!
• Children who are physically active are less likely to be overweight, are sick less often, do better in school, sleep
better, and are less likely to feel sad, depressed, or stressed.
• Most children watch more than 20 to 30 hours of television every week, or about 3 to 4 hours a day! Time spent
watching TV or using the computer is time they could be playing, riding a bike, or having fun with family or friends.
Even quiet play like board games or reading is more active than watching TV.
• Being physically active outside of school is more important than ever. Only one in four children has a physical
education class at school every day!
• The more time a child spends watching TV, the greater the chance he or she has of becoming overweight.
Overweight children face many health problems, such as type 2 diabetes, high blood pressure, respiratory
(breathing) problems, trouble sleeping, and depression.
Children often eat unhealthy food when watching TV!
• Children often snack on high calorie, high fat, and/or salty foods when watching TV.
• Children eat less healthy meals when eating in front of the TV.
Television advertising impacts children’s food choices!
• The average child sees more than 40,000 commercials each year! Most ads targeted at children are for candy,
cereal, and fast food.
• Food ads children see on TV can pressure them to choose unhealthy foods to eat. Even watching 10 to 30
seconds of food commercials can affect what a child wants to eat!
• Children who go grocery shopping with their families often ask for unhealthy foods they see in TV ads. The more
TV they watch, the more likely they are to ask for these foods.
• Popular TV and movie characters encourage kids to buy and eat unhealthy foods.
• Children as young as 14 months of age will imitate what they see on TV.
www.metrokc.gov/health/reduceTV
King County Overweight Prevention Initiative
Special Thanks to Alberta Sport, Recreation, Park & Wildlife Foundation
12-25
??
??????
?
??
1. Does your child have a TV in his or her
own room?
A) Yes
B) Sometimes
C) No
4. Do you talk with your child about what he or she
watches on TV?
A) Never
B) Sometimes
C) Always
2. Does your child watch more than 1 to 2 hours of
TV per day?
A) Always
B) Sometimes
C) Never
5. Do you set limits on the amount of TV your child
watches?
A) No
B) Sometimes
C) Yes
3. Do you have the TV on during meals?
A) Always
B) Sometimes
C) Never
6. Is your family TV on for more than 2 hours a day?
A) Yes
B) Sometimes
C) No
Add up the number of A, B, and Cs you chose.
• for each A give yourself 3 points
• for each B 2 points
• for each C 1 point
What is your
total score?
Total score
Flip card to see how well you did!
The Live Outside the Box Challenge
Choose any week and challenge yourself and your family to go “TV FREE.”
That’s right, no TV for one full week!
Using the log sheet, each day either write or draw the activities that you choose to do instead of
watching TV. Record how much time you spend watching TV. You’ll be surprised at how many
things you can do and how much fun you can have when you are not watching TV!
Use this log to keep track, and good luck!
MON
TV:
TUE
TV:
WED
TV:
THU
TV:
FRI
TV:
SAT
TV:
SUN
TV:
Erase and Reuse!
Check out www.tvturnoff.orgg for fun ideas and support for
you and your family during TV Turnoff week!
*Adapted from Live Outside the Box
12-26
??
How much TV do your children REALLY
Y watch? Think
about your family’s TV viewing habits. For each of the following
questions, circle one answer which best fits your family.
?
How Much TV?
If your
y
score is between 6 and 8
Congratulations! You are doing a great job of keeping your kids healthy by monitoring the
type and amount of TV they watch. Check out the list of 50 Alternatives to TV for more ideas!
If your
y
score is between 9 and 12
Good job. You are doing a good job of keeping your kids healthy by monitoring the type
and amount of TV they watch. However, there is more you can do! Check out the Strategies for
Reducing TV, and try some you think might work for your family.
If your score is 13 and above
Your kids might be watching too much TV, which can be unhealthy for them. Check out the
Strategies for Reducing TV, and try some you think might work for your family. Try some of the 50
Alternatives to TV for fun and healthy ideas your kids can do!
The American Academy of Pediatrics says:
• Children age 2 and under should not watch any television.
*Adapted from MediaWise
12-27
Alternatives to
Watching Television
Turning
g off the television means
more time for kids to be active!
50 Ways to Live Outside the Box!
25 Indoor Activities
1. Act out a story
2. Build a fort out of pillows and blankets
3. Have a carpet picnic
4. Play a card game
5. Play a board game
6. Invent a new game and teach it to a friend
7. Play flashlight tag at night
8. Make shadow puppets on the wall
9. Play charades
10. Read a book
11. Dance to your favorite music
12. Color or paint pictures
13. Do Show and Tell with your friends or family
14. Work on a puzzle
15. Play dress-up
16. Have story-time. Either read a story
aloud or make up your own story to tell!
17. Sing songs
18. Do an art project
19. Cook dinner together
20. Make a fruit smoothie together
21. Play indoor basketball
22. Play Twister
23. Build an indoor obstacle course
24. Blow up a beach ball and keep bouncing
it in the air as long as possible
25. Holiday coming up? Make cards or
decorations for it. If not a holiday,
make one up!
Family Activities
4 Simple Ideas!
1. Indoor Basketball
Who says you can’t play basketball indoors? You’ll need: a wastebasket, lots of paper
(can be old paper or newspapers), and masking tape (optional).
Use the masking tape to make lines on the floor which mark certain distances from the
wastebasket. You can also use other paper or clothes to create a line. Scrunch up the paper for
balls. Now it is time to start shooting baskets! Begin at the closest line (the easiest) and try to make
a basket by throwing the paper ball into the wastebasket. Work farther back to more difficult lines as
you get better at making baskets.
2. Walking Scavenger Hunt
Want to make a fun game out of walking around the block with your kids?
You don’t need anything except your imagination!
Kids love scavenger hunts! As you leave the house for your family walk around the block,
give your children a list of things to find. Each scavenger hunt can have different themes,
such as “Color” where kids look for a green car, a blue flower, a red door, a black cat, and
a white fence. Or try “Size” and look for a big cat and a small cat, a big car and a small car,
and a big person and a little person. Have your children think of different themes and things
to look for!
12-28
Alternatives to
Watching Television
Turning
g off the television means
more time for kids to be active!
50 Ways to Live Outside the Box!
25 Outdoor Activities
1. Walk to the library and get a book
2. Have a picnic
3. Jump rope
4. Walk around the block with friends
5. Watch the sunset with your family
6. Play Frisbee
7. Fly a kite
8. Organize a scavenger hunt
9. Play basketball with a friend
10. Build an obstacle course
11. Play flag football
12. Do 50 jumping jacks
13. Skip
14. Go skateboarding
15. Play catch with friends
16. Play hopscotch
17. Blow bubbles
18. Draw pictures with sidewalk chalk
19. Play follow the leader
20. Play tag
21. Go to the park
22. Use sidewalk chalk to draw different
Hopscotch shapes and JUMP!
23. Play Red Light Green Light
24. Play Simon Says
25. Play Duck Duck Goose
Some of these activities can be done inside, too! On rainy days try numbers 23 to 25 in an open space in your home!
Family Activities
4 Simple Ideas!
3. Obstacle Course
This can be indoor or outdoor fun! You can use normal household items to make an obstacle course,
such as chairs, pillows, stuffed animals and pots and pans. Set up an obstacle course around your
house using any items you choose. Have rules for each item, such as “hop on one foot around the
chair” or “walk backwards 6 steps with the pillow balanced on your head” or “play a song using a
spoon and a pot.” Have your children think of different challenges they could do at each obstacle.
4. Make and Play With Play Dough
2 cups flour
1 cup salt
2 cups water
2 tablespoons oil
4 teaspoons cream of tartar
Can add drops of food coloring if colors are desired
Combine all ingredients in a large pot. Heat the ingredients on the stove top for 3 to 4 minutes at medium heat, stirring constantly.
The ingredients will start to dry up, and form a ball. Remove from heat and knead the dough for a minute or so. To keep it from
becoming dry, store the play dough in a zip-lock bag or container. If it starts to dry out, a little water can be added and kneaded
into the play dough.
12-29
12-30
Add fresh grated vegetables.
Add jalapeño peppers before heating.
Bake until cheese melts.
Layer thinly sliced tart apples and grated cheese.
Options:
4. Fold each tortilla in half and fasten with toothpick. Place in baking dish and bake
in 350° oven for 5 minutes or until cheese melts.
3. Top cheese with about 2 teaspoons of salsa.
2. Sprinkle about 2 tablespoons of cheese on half of each tortilla.
1. Preheat oven to 350º.
Makes 10 Quesadillas
Quesadillas
Options:
Use a cooked grain other than rice, such as bulgar
wheat, millet or couscous.
Instead of soy sauce, use salsa.
Instead of 2 eggs, use 1/2 cup firm, crumbled tofu.
4. Mix the eggs with the rice and vegetables, and then sprinkle with soy sauce.
3. Spread the mixture out to the sides of the pan, leaving space in the middle for
the eggs. Add the eggs and scramble until cooked.
2. Reduce heat to medium; add vegetables and meat to rice mixture. Cook 2
minutes for frozen vegetables and 5-7 minutes for fresh.
1. In a large pan, heat oil on medium-high heat. Add onions and rice. Stir and cook
until onions are soft, about 5 minutes.
Makes 6 Servings
Quick & Easy Fried Rice
1 cup apples, chopped
1 cup strawberries, sliced
1 banana, sliced
1 cup vanilla lowfat yogurt
1 cup lowfat granola
1/2 cup raisins
Makes 4 Parfaits
Fruit Parfait
Recipes for Children and
Families to do Together!
2 cups apple or orange juice
1 cup low or non-fat vanilla yogurt
2 small (or 1 large) ripe bananas
1 cup frozen berries
(blackberries, raspberries
or strawberries)
Makes 4 servings
Very B
Berry Smoothie
Be
12-31
Change the flavor of yogurt for a change in taste:
raspberry, lemon, peach, plain.
Variations:
Use any of the following fruits in place of the
ones called for in the recipe: kiwi, orange, pear,
pineapple, grapes, other berries, apricot, nectarine,
peach, plum.
Using a clear glass, layer ingredients starting with a layer of one fruit, then a layer
of another fruit, then the yogurt, then some granola, then another fruit, and top with
raisins. Be creative and layer it the way you like.
Makes 4 Parfaits
Fruit Parfait
1. Place all ingredients in a blender.
2. Blend for about 20 seconds or until all ingredients are smooth.
Makes 4 Servings
Very Berry Smoothie
10 corn or flour tortillas
Salsa or hot sauce
8 oz. cheddar or
jack cheese, grated
Makes 10 Quesadillas
Quesadillas
2 teaspoons vegetable oil
1 small onion, finely chopped
3 cups cooked brown or white rice
1—10 oz. package frozen mixed vegetables
or 2 cups fresh vegetables, chopped
1 cup cooked poultry, fish or meat (optional)
2 eggs, lightly beaten
1 tablespoon soy sauce
Makes 6 Servings
Quick & Easy Fried Rice
12-32
• Turn TV off during meals. Meals are a great time for conversation.
• Instead of TV, listen to your favorite music or the radio.
JUST TURN THE TV OFF
• Set TV limits for your children. Allow them 2 hours or less of quality television a day.
• At the beginning of the week, give them the TV Guide and together pick out the specific programs they want to watch that week –
no more than 2 hours of television, including movies and video games, each day.
• Make certain days of the week “TV-free” days. Try no TV on school nights or no TV on Tuesdays.
• Rather than let your children just “watch TV,” ask them specifically what program they will be watching. When the TV show is
over encourage them to do something else.
• Have your children complete their homework and chores before watching TV.
• Explain your rules in simple, concrete, and positive words. Instead of saying “You can’t watch TV,” try “Let’s turn off the TV so we can…”
• You don’t have to stop watching TV all at once. Try watching a little less each day.
SET LIMITS
• Children age 2 and under should nott watch any television.
Remember, the American Academy of Pediatrics says:
Strategies to Reduce Television Viewing in Your Home
WHAT IF YOUR KIDS SAY THEY ARE BORED?
• Don’t worry if your children say “I’m bored!” For children, being bored often leads to creativity. It may take a little while, but they
will find ways to entertain themselves!
• When your children say they are bored: Start an “Idea Box”” full of different activities your family can do instead of watch TV.
Have your children decorate the box, and whenever you think of a good idea write it on a slip of paper and place it in the box.
Whenever your children say they are bored, send them running to the box for a new activity. Put both family activities and
activities your children can do on their own.
• Make a box of “Fun Questions”” and choose one for the entire family to answer at each mealtime. For example, “If I could be any
animal, what animal would I be and why?”
PUT THE TV WHERE YOU HAVE CONTROL OVER IT
• DO NOT HAVE A TV IN YOUR CHILD’S BEDROOM. This is the most important thing you can do. Even if your child has a TV
in the bedroom now, you can remove it! It is hard to monitor what TV or how much TV your child is watching. It keeps kids away
from family activities and distracts them from homework, thinking, reading, and sleeping.
• Move the TV away from the family room. TV is less tempting when it is not in the main family room.
SHOW YOUR CHILDREN HOW FUN LIVING OUTSIDE THE BOX IS!
• Instead of using the TV as a babysitter, try encouraging your kids to do other activities on their own. Think about how careful you
are when you choose someone to baby-sit your children—watching too much TV can be dangerous for your kids.
• Try to watch TV with your children and to talk with them about what you are watching. You are showing that you care about them
and about what they watch.
• Set an example for your kids. Let them see YOU turn off the TV. Then invite them to join you in some activity!
• Don’t let TV take away time from what is important: time for family to talk with each other, play together, read together, or to think
and imagine about the world.
12-33
Project funded in part by USDA, FSNEP
www.cnr.berkeley.edu/cwh/
University of California, Berkeley • Center for Weight and Health
♥ Let children know physical activity is important to you,
and it will become important to them, too!
♥ Encourage and praise children’s efforts to be
physically active.
♥ Incorporate physical activity into your daily routine.
♥ Make each day fun with physical activity.
Plan activities that involve being physically active with your
children throughout the day.
What should I do to increase physical activity everyday?
Daily physical activity helps young children grow and
develop, increase their confidence and self-esteem, learn
problem-solving and social skills, and develop lifelong
healthful habits.
Why is physical activity important?
Promote active play with young children
for at least 60 minutes everyday.
Activities
Working Together to Promote Active Lifestyles
in Young Children Ages 2–7
Le
t
’
s
Pr
Publication 3494
University of California
Agriculture and Natural Resources
Stretch
S
ow
v
o
i
n
M
g!
t
e
G etend Fol
l
Activities
Working Together to Promote Active Lifestyles
in Young Children Ages 2–7
Let’s Get Moving!
Walk
Let’s Get Moving!
kip
Dance
s
s
o
T
3
2
4
Hop like a frog.
Growl like a lion.
Trot like a horse.
Act like a firefighter.
Fly like an airplane.
Pretend
Pr
Stretch
S
ow
t Moving!
e
G etend Fol
l
Turn on music.
Clap your hands.
Twist and turn.
Shake your body.
Dance
Hold hands and skip when
you’re on the go.
Sing a song and skip rope with friends.
Skip
Swing your arms.
Hop. Jump. Run.
Take a playful walk.
Let
’s
Walk
1
kip
12-34
Walk
Seven simple ways for families to be
physically active and to have fun.
Dance
s
Tos
Reach for the sun, moon and stars.
Bend right. Bend left.
Paint a rainbow.
Stretch
Bounce a ball. Play catch.
Chase a balloon.
Toss and catch
6
Lead a marching band.
Raise your arms and stomp your feet.
Walk like a duck.
Drive a bus.
♥ Be a role model for your children.
♥ Provide plenty of water and healthy foods.
♥ Balance active play and healthy eating.
♥ Aim for active play throughout the day.
These low-cost activities are easy, safe, and fun.
Help children be active for at least 60 minutes every day.
Take Action!
7
5
Follow the leader
message in a backpack
h
g
Rou and-
Tumble
Play
We believe that exuberant, boisterous, rough-and-tumble play supports
preschoolers’ development. Energetic big body play lets children use
language, understand cause and effect, and learn how to negotiate, take
turns, compromise, and make and follow rules. Vigorous big body play is
a great way to support physical development. Because children enjoy it so
much, they tend to play for a long time.
To support big body play, at home you can
• Play big body games, such as tag and hopscotch, or throw, catch, and roll a
ball with your child.
• Build and use an indoor or outdoor obstacle course. Include a box to crawl through, a piece of rope on the
ground to walk like a tightrope, and a
hula hoop to jump in and out of.
• Supervise your child’s active play, whether solitary or with a friend; be
sure to watch and listen at all times.
• Walk, instead of riding, to the places you are going. Vary your movements to include periods of hopping, skipping, galloping, and twirling.
• Move aside furniture and breakables in an area of a room so children can
tumble and wrestle safely.
• Encourage children’s rough-andtumble play outside in the yard or at
a park. Preschoolers like to run, jump, tag, roll, twirl, fall down, and chase—
each other or you.
by susan woog wagner / © naeyc
A message from your child’s teacher
20
TEACHING YOUNG CHILDREN
TYC V5N4 16-32.indd 20
NAEYC.ORG/TYC
3/15/2012 1:15:35 PM
12-35
12-36
12-37
20
PAGe
5
1 of 2
for breakfast
times/week
2) eat fruit
mins
times
per week
with the kids
3
1) Walk
my Goals
Bananas
Bought
services of
fruit per day/
per person
5
Walk with
kids after
dinner
Tuesday
Grapes
Walk with
kids after
dinner
Thursday
Friday
Strawberries
Saturday
Sunday
No — Ran out
of fruit. Buy
more!
www.Letsmove.gov
Made shopping
list
Yes! Posted
success as
Facebook
status
(Yes/No)
Who did you tell?
Goal met
When you share your progress,
you motivate others, learn from
their ideas, and celebrate your
progress
Walk with
kids after
breakfast
Lots of things can be great
incentives, but food should not
be one of them. Treat yourself
to a new book or music, time for
a special activity with family or
alone. make a reward something
you will work for and truly
appreciate.
4 Reward your success.
Use this chart or one of your
own. Place it on the refrigerator,
in your bathroom, or on a
bedside table where you can
check it frequently.
5 Tell your friends.
Let’s move! ACTION CHART
DATe
NAme
3 Keep track of your progress.
Canned
peaches
3. Plan your bed time routine to
be more consistent.
2. Check out your walking routes;
there may be one you like or new
ones you would like to try.
1. Decide which fruits your family
will like. Buy enough fruit for the
family breakfasts for the week.
exAmPLeS:
2 Outline steps or activities to
achieve your goals.
Wednesday
3. Go to bed by 10pm on weeknights. (Not: Get more sleep.)
2. Take a 20 minute walk with
the kids 3 evenings per week.
(Not: exercise more.)
1. Include fruit for breakfast 5 days
per week. (Not: eat more fruit.)
exAmPLeS:
Start by choosing one or two
goals for you and your family.
Try to be specific about actions
you can really do. make room
for some flexibility.
1 Make Goals.
Plan walking
route
monday
Let’s Move! to live a
little healthier. Take
these simple steps to
set goals and follow
your progress.
Let’s make Progress
CReATe YOUR PeRSONAL OR FAmILY ACTION CHART
America’s Move to Raise a
Healthier Generation of Kids
12-38
PAGe
6)
5)
4)
3)
2)
1)
2 of 2
my Goals
monday
Tuesday
America’s Move to Raise a
Healthier Generation of Kids
Wednesday
Thursday
Friday
Saturday
(Yes/No)
Who did you tell?
Goal met
www.Letsmove.gov
Sunday
Let’s move! ACTION CHART
DATe
NAme
Family Resources
Healthy Celebrations Guide
Holidays and celebrations are exciting and special moments in children’s lives! Families can start children’s health
habits off right by celebrating events in a healthy way. As children grow, they begin to learn the significance of
celebrations and holidays. The earlier children learn to celebrate in a healthy way, the easier it is to convince them
that healthy celebrations can be fun. Older children may be more skeptical of changes to celebrations, so make
changes slowly and explain to them why celebrating in a healthy way is important. Here are some suggestions to
help families plan a fun and healthy celebration:
General Tips
• Celebrate your holidays in ways that don’t focus on food: sing
songs, play games or do an art project with your child.
• Encourage your child to help you make a special, healthy treat
of her choosing.
• Think of healthy alternatives to traditional party foods such as
fruit kebabs, pita pizza or mini muffins instead of a large cake.
If your child insists on an unhealthy treat, try to make healthy
substitutions within the recipe (e.g., substitute unsweetened
applesauce for oil in cakes, cupcakes, breads and muffins).
• If you decide to bring favors for birthdays or small gifts for
holidays, try small age-appropriate toys like stickers, crayons, modeling dough or trading cards
instead of sweets.
• Make a piñata for the class and fill it with small favors (e.g., crayons, stickers, temporary tattoos,
scarves or small, age-appropriate small favors) instead of candy.
Suggestions for Healthy Celebration Foods
• Fruit smoothies (blend ice, fresh or frozen fruit, fat-free yogurt, and
fat-free milk)
• Birthday kabobs (use a straw instead of a sharp stick) with any kind
of fruit
• Small low-fat oatmeal cookies or whole grain fig cookies
• Prepare your child’s favorite dish (in a healthy way) and bring snacksize portions for the class.
• 100% fruit juice freezer pops
• Fruit pizzas using whole grain tortillas topped with low-fat whipped
cream and fruit
• Make ice cream cone cakes. Fill ice cream cones with pudding (made
with fat-free milk) and decorate with sprinkles.
• Make-your-own pizzas using whole grain English muffins and veggie toppings.
• Mini cupcakes or muffins (decreasing portion size is good, too!)
12-39
Family Resources
Suggestions for Healthy Foods for Celebrations:
8 - 12 Months
1 - 6 Years
6 - 12 years
Pureed or soft fruits and vegetables cut into Fresh, frozen or canned fruits and
¼ inch cubes
vegetables cut into small pieces
Fresh, frozen or canned fruits and
vegetables
Whole grain crackers
Shredded or cubed ¼ inch natural cheese
Low-fat cheese cubes or string cheese
Cheese cubes or string cheese
Plain yogurt (made with whole milk)
Low-fat or fat-free yogurt
Low-fat or fat-free yogurt
Water, formula or breast milk
Water or milk (following age
recommendations)
Water, 1% (low-fat) or fat-free milk,
100% juice
Healthy Ways to Celebrate:
• Allow children to help plan activities and a healthy menu to complement
the celebration.
• Serve healthy foods that are the holiday’s traditional colors. For
example, serve cantaloupe, pumpernickel bread and low-fat cheddar
cheese balls at a Halloween party.
• Decorate using fun holiday centerpieces made out of fruits and
vegetables.
• Pass out party favors that promote physical activity (e.g., jump ropes,
balls or Frisbees®).
• Plan parties at locations that encourage physical activity, such as a local
park, pool or playground.
• Honor the birthday boy or girl with treats other than food, such as
allowing them to choose a game or special activity or letting them wear
a special crown, sash or badge on their birthday.
• Let children choose a favorite book to read to the class or a favorite physical activity.
• Take a field trip or walk to a fun new destination.
• Host a treasure hunt around the early care and education program, playground or neighborhood.
This document has been funded at least in part with Federal funds from the U.S. Department of Agriculture. Delaware Department of Education. First Years in the First
State: Improving Nutrition and Physical Activity Quality in Delaware Child Care: Administrator’s Guide, 2010.
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Packing Healthy Meals Help your child to pack a healthy lunch by choosing one food from each food group! Grains Protein Vegetables Fruits Make at least half of Serve lean protein and low‐
Serve fresh, frozen or Serve fresh, frozen, dried* or your grains whole grains. fat dairy products. canned in water. canned in juice (not syrup). Chicken or turkey Whole wheat bread without skin Oatmeal bread Lean beef Rye bread Light tuna Whole grain pita Whole grain crackers Boneless fish Whole wheat tortilla Peanut butter Beans: kidney, black, red, Corn tortilla chick peas, etc.) Whole grain roll Hummus Whole grain pasta Hard‐boiled egg Brown rice Whole grain couscous Low‐fat cottage cheese Low‐fat yogurt Corn meal muffin Low‐fat cheese cubes Baked corn chips Low‐fat string cheese Cereal Vegetable soup Salad greens Asparagus Beets Broccoli rabe Carrots Celery Cherry tomatoes Cucumber slices Carrot salad Coleslaw Green beans Peas Pepper strips Spinach Squash Sweet potatoes * Include at least 1 vegetable, but you may include 2 vegetables for a super‐healthy lunch! Apple Banana Blueberries Cantaloupe Dried fruit (raisins, dates, pitted prunes, apples, apricots, etc) Grapes (seedless) Kiwi fruit Mango Melon Nectarine Orange Peach Pear Plum Strawberries Tangerine Watermelon Dairy: Fat‐free or 1% for children 2 years and older. Whole milk for children 12 ‐ 23 months of age. For breakfast, choose one of each: For snack, pick two (e.g. cheese & apple): • Whole grain • Lean protein • Fruit or vegetable • Milk • Whole grain • Lean protein • Fruit or vegetable • Milk The following items are NOT recommended: • Fried meats, fruits or vegetables (e.g., French fries, tater tots, chicken nuggets, fish sticks, etc.) • Potato chips, Doritos, or other high‐fat snacks • Candy, cupcakes, cookies, or other high‐fat/high‐sugar desserts • Soda, fruit drinks, or other sugary drinks *Dried fruits are a choking hazard for children under four years of age. 12-41
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ELLYN SATTER’S DIVISION OF RESPONSIBILITY IN FEEDING
Parents provide structure, support and opportunities. Children choose how much
and whether to eat from what the parents provide.
The Division of Responsibility for Infants:
• The parent is responsible for what
• The child is responsible for how much (and everything else)
The parent helps the infant to be calm and organized and feeds smoothly, paying
attention to information coming from the baby about timing, tempo, frequency and
amounts.
The Division of Responsibility for Toddlers through Adolescents
• The parent is responsible for what, when, where
• The child is responsible for how much and whether
Parents’ Feeding Jobs:
• Choose and prepare the food
• Provide regular meals and snacks
• Make eating times pleasant
• Show children what they have to learn about food and mealtime behavior
• Not let children graze for food or beverages between meal and snack times
• Let children grow up to get bodies that are right for them
Fundamental to parents’ jobs is trusting children to decide how much and whether
to eat. If parents do their jobs with feeding, children will do their jobs with eating:
Children’s Eating Jobs:
• Children will eat
• They will eat the amount they need
• They will learn to eat the food their parents eat
• They will grow predictably
• They will learn to behave well at the table
© 2007 Ellyn Satter. For a further explanation of the division of responsibility, see any of Ellyn
Satter's four books; Your Child’s Weight: Helping Without Harming, Child of Mine: Feeding With
Love and Good Sense, Secrets of Feeding a Healthy Family, or How To Get Your Kid To Eat... But
Not Too Much. May be reproduced for free distribution only. May not be modified in any way. Credit
and further information lines must appear on each copy. For information on Ellyn Satter’s materials
and programs, see www.EllynSatter.com or call 800-808-7976.
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http: //www.nhlbi.nih.gov/health/pubs/
Click on: Patients/General Public,
then on recipe Collections
✃
FREE! Healthy Cookbooks
for You & Your Family
A variety of cookbooks to chose from including:
• Heart Healthy Home Cooking: African-American Style
• Deliciously Healthy Family Meals
• Delicious Heart Healthy Latino Recipes
All cookbooks include quick-and-easy meal ideas
the whole family can help to prepare!
Visit the website to order: http://www.nhlbi.nih.gov/health /pubs /
12-45
FREE! Just in Time
Parenting Newsletter
Just in Time Parenting newsletters are delivered by email each month
based on your child’s age. The newsletters offer reliable information
about health and development from parenting experts who are parents
themselves!
Features of the email newsletter include:
http://www.extension.org/
Search:“Just in Time Parenting”
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Downloadable PDF files for sharing
Audio podcasts for baby’s first 12 months
The opportunity to ask your questions to experts across
the country
•
•
•
Visit the website to order: http://www.extension.org
Ideas for Family Activities at Home
Families often want to help reinforce what you’re teaching their child during the day, but aren’t
sure how to do it. Think about ways that you can give parents opportunities to continue
educational and experiential learning at home. Here are some suggestions you can give to
support their efforts to learn about and practice healthy habits at home.
•
Have kids pack a family member’s lunch.
You may be surprised by what children
choose. Have a discussion about whether or
not each of the items is a healthy choice.
•
Create a scavenger hunt around the house or
neighborhood: Can you find three things that
make it easy to be healthy and three things
that make it hard?
•
Prepare healthy snacks and meals as a
family. Give children tasks like adding
ingredients, stirring, setting the table and
cleaning up. They will learn and practice new
skills and enjoy helping!
•
Encourage family field trips to a local orchard,
park, museum or farm and link these
suggestions to activities that kids have done in
your early care and education (HaHv program
•
Take a favorite family recipe and make it
healthier by substituting similar ingredients:
use low-fat instead of full-fat cheese or sour
cream, natural applesauce instead of oil for
baking, or whole wheat instead of regular
pasta. Ask the family to share their healthier
recipe and experience with your program.
•
•
Create a sticker chart to work on healthy
goals. Each member of the family picks a
goal or you can pick a goal as a family.
Make sure your goal is clear and achievable,
such as “be active as a family for 15 minutes
each school night.” Ask the families how it
went.
Engage the kids in grocery shopping. Give
them a choice in what fruits and vegetables
they want to eat this week, and which new
one they want to try. If kids have tried a new
vegetable in your program, have parents ask
kids if they want to try it at home.
•
Practice movement activities, including some
movements that the child is good at and
some that he is learning. Do these
movements in a follow-the-leader fashion or
include them in a clean-up game.
•
Share the high and low parts of your day
during dinner. Use feeling words like
“happy, sad or angry.” Reassure children
that it’s okay to share their feelings.
•
Create a list together of fun things to do
instead of watching TV. When the one-hour
limit for TV time has been reached, look at
the list and let the child choose a fun
alternative.
•
•
•
Read books together each night. This can be
a helpful part of a calming bedtime routine.
Let the child borrow a book she liked from
the EaH program to share with her family.
Give your child 10 minutes of “special time”
each day when he gets your undivided
attention. Use toys that lend themselves to
quiet activity and let your child decide what he
wants you to do together during that time.
Praise often and ignore “bad” behavior unless
it’s unsafe.
Look for colors, shapes and number
connections at home. Ask your child to
identify the colors and shapes of certain
objects you see around the house. Ask her to
count out food for each family member’s plate
at dinner: one roll, three pieces of broccoli, six
carrots, etc.
INFORMATION SHARING 12-4731
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Family Resources
Quick Tips
Offering good information to parents doesn’t have
to be difficult or time consuming. The following are
Quick Tips to support healthy behaviors you can add
to weekly newsletters, post on bulletin boards or white
boards, drop in conversations, send as text messages
or post to Facebook® or Twitter®. Some of these
messages were developed as a part of txt4baby and
TXT4Tots, libraries of short, evidence-based messages
targeted to parents and caregivers of children ages one
to five years.
Infants (Birth through 11 months)
Nutrition
Physical Activity
• Starting and continuing to breastfeed can be
challenging. Don’t give up! If you need support or
have questions, call a local lactation consultant or
the Special Supplemental Nutrition Program for
Women, Infants and Children (WIC) in your area.
For more information on breastfeeding contact
WIC at 1-800-222-2189 or the National Women’s
Health Helpline at 1-800-994-9662 (both toll-free).
• Don’t forget about “tummy time.” Putting your
baby on his tummy for a few minutes each day
helps develop his back and neck muscles. As your
baby gets older, try placing toys just out of reach
and encourage him to stretch and move toward the
object.
• Babies need plenty of opportunities to move and
explore, so try to limit the time they spend in
confining equipment—highchairs, infant carries,
bouncy seats, etc.—to 15 minutes while awake.
• Time to eat? Common signs that your baby is
hungry include: sucking on fingers or hands; moving,
smacking or licking lips; fussing or crying; moving
arms and legs in an excited fashion; and rooting
(turning head toward breast or bottle to feed).
Other
• How do you know when your baby is full?
Common signs include: pressing lips together,
turning head away from breast/bottle, and spitting
out or refusing nipple. You may also see milk
running out of his mouth as sucking stops or slows
down.
• Try to read to your baby at least once every day.
Reading teaches your baby about communication;
introduces concepts such as stories, numbers,
letters, colors, and shapes in a fun way; builds
listening, memory, and vocabulary skills; and gives
him information about the world around him.
• Around 6 months your baby will begin to show
signs that he is ready for solid foods. Signs include:
absence of tongue thrust reflex; good neck and head
control; and an increased demand for breast milk or
formula for a few days.
• Turn off the tube! Television and other
entertainment media should be avoided for infants
and children under age 2. A child’s brain develops
very fast during these first years, and young children
learn best by interacting with people, not screens.
• Once your baby shows signs that he is ready for
solid foods (around 6 months of age), you can start
with any pureed food you like, including ironfortified infant cereal, fruit, vegetable or meat.
• When starting new foods, offer single-ingredient
foods first and wait two to three days before
introducing another new food. This makes it easier
to determine the offending food if your baby has a
bad reaction (i.e., allergy).
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Family Resources
Toddlers (1–2)
Nutrition
• Around age one, most toddlers are ready to drink
from a cup instead of a bottle. Have fun picking out
a big kid cup!
• Water and milk are the healthiest beverages for
children. One-year-olds should drink whole milk, while
kids two years and older should drink 1% (low-fat) or
fat-free milk.
• Even 100% fruit/vegetable juice is very high in
sugar. Limit servings of juice for your toddler to one
4 oz. serving a day.
• If your child can shovel sand, he can be taught to
serve himself food. Meals might be a little messy at
first but this is an important skill!
• Letting your toddler feed herself during meals can
help prevent over-eating. Put down a towel for an
easy cleanup.
• You are not alone! Almost every toddler has a picky
eating phase. Tips: 1) Try to be patient, 2) Offer
healthy food, 3) Talk to other parents for tips.
• If your toddler only wants to eat one food, keep
serving that food with other healthy food. He’ll
move on eventually! For more ideas, check out this
link: http://bit.ly/NgphPp
• Serving sizes for toddlers are smaller than you
may think. A serving of vegetables is one to two
tablespoons (the size of a quarter). More healthy
eating ideas are available at: http://bit.ly/Ra18iX.
• Toddlers’ stomachs are small. Give small portions
of several healthy foods and let them ask for more.
This prevents getting full on just one food.
• Snacks are important for healthy eating. Limit daily
snacks to two or three so your toddler has room for
meals. http://www.letsmove.gov/healthy-snacks
• Have a hard time getting your toddler to sit AND
eat? Here’s a tip: Have mealtimes at the same time
each day so your child knows when it’s time to eat.
Feeding your toddler three meals and two snacks
at regular times each day can help prevent hunger
temper tantrums. Visit http://bit.ly/bJQYUx for ideas.
• Fruits and veggies are healthy snacks! Cut grapes
in half and chop carrots finely or into thin strips
before giving them to your child to prevent choking.
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• Need some menu ideas? Visit http://www.choosemy
plate.gov for menu and snack ideas for two-year-olds.
• It’s important for children to listen to their bodies.
Turning away or refusing to eat may be your
toddler saying he is full. Info: http://bit.ly/Ra18iX
Physical Activity
• Toddlers need a lot of exercise. Experts recommend
60 to 90 minutes of moderate-to-vigorous physical
activity – the kind that gets kids sweating and
breathing heavy. Try to work in several 10–20 minute
sessions throughout the day to reach that goal!
• Toddlers need lots of room to jump and play!
Cover outlets and gate stairways to keep indoor play
areas safe.
• Feel like your toddler is always moving? Fantastic!
Activities like running, dancing, and climbing are
SO important for muscle and brain growth.
• What are your toddler’s favorite games to play?
Find out and play as a family. It can be a great way
to add exercise to your day.
Other
• Hearing an echo? Your one-year-old learns by
imitating things you say and do. Set a good example
by using kind language.
• Toddlers like to copy everything you do.
Demonstrate healthy habits you want them to learn
like eating fruit for snacks and walking after dinner.
• Terrible Twos? Around age two, children begin to show
more independence and even defiant behavior. Give
your child choices, so that either option is an acceptable
answer. For example, “Do you want to put your
pajamas on yourself or do you want me to help you?”
• Evening routines help the family unwind from a busy
day and your toddler go to bed easier. Try reading a
book or listening to a favorite song together.
• Turn off the tube! Television and other entertainment
media should be avoided for infants and children
under age two. A child’s brain develops rapidly
during these first years, and young children learn best
by interacting with people, not screens.
Family Resources
Preschoolers (3–5)
Nutrition
Other
• Many preschoolers don’t like to stop playing to sit
down for a meal. But providing meals at regular
times can keep them from over-eating.
• Starting at age three, your child should begin to
match objects around the house with pictures in
books and magazines. Point to chairs, tables or
sofas in magazine photos and let your child point
out the objects in your own home.
• Having trouble getting your preschooler to drink
water instead of juice? Add colorful fruit slices to
make water fun!
• Let your preschooler choose his snack today. Offer
fruit, veggies, whole grain crackers, or low-fat
cheese. Talk to your child about the snack he chose!
• Need healthy menu ideas for your preschooler?
Visit http://www.choosemyplate.gov
• Creating a regular routine now for meals and
snacks can help your preschooler learn and keep
healthy habits later in life.
• You are a great role model! Show your preschooler
the healthy choices you make by snacking on fruits
and veggies together.
• Play with your food! Cut fruits and veggies into
fun shapes (e.g., a kiwi into a star or a melon into a
circle). Your preschooler will love learning this way!
• Take your preschooler food shopping with you. Let
him pick a new healthy food to try tonight. They may
be more willing to try it. Visit: http://bit.ly/R8kPHN
Physical Activity
• Preschoolers need a lot of exercise. Experts recommend
90 to 120 minutes of moderate-to-vigorous physical
activity—the kind that gets kids sweating and
breathing heavy. Try to work in several 10–20 minute
sessions throughout the day to reach that goal!
• Try directing your preschooler’s play. Offer more
challenging play such as kicking a ball back and
forth to help build new skills.
• Activity idea—Set up a scavenger hunt in your
home. Ask your preschooler to skip, hop or crawl
to find the items you have hidden.
• Time spent watching TV or playing video games
can replace important exercise for your preschooler.
Make sure to set aside time to be active.
• Your preschooler is getting stronger and building
motor skills through play. Play red-light-green-light
or tag to test her new skills.
• Between ages four and five, your child should
begin to differentiate between letters and numbers,
recognize some letters and letter sounds, and rhyme.
Let your child help you read shorter words in her
bedtime story.
• How many fingers? Around age five children can
usually count to 10 or higher. Try counting stairs as
you walk them together.
• Looking for help around the house? Children ages
three to five can follow clear, one-step instructions
and help with simple chores such as picking up toys
or bringing dishes to the sink.
• Trying to keep your child busy while you’re fixing
dinner? Let your three-year-old help with mixing
and mashing ingredients while cooking.
• Trying to keep your child busy while you’re fixing
dinner? Let your four- or five-year-old use measuring
spoons and cups to add ingredients while cooking.
• Your preschooler may start fighting nap time.
Change his nap into quiet time. Read books or have
him quietly play in his room with toys.
• Three-year-olds love to explore! Visit your local or
state park. For ideas on where to go and what to do
visit: http://www.letsmove.gov/lets-move-outside
• Preschoolers love to learn and get dirty. Start your
own garden or join a community garden. For ideas
visit: http://www.letsmove.gov/gardening-guide
• A rainy day is a great time for a museum visit.
Let your four-year-old walk instead of riding in
the stroller.
media should be limited to one to two hours a day
for young children. A child’s brain develops rapidly
during the first few years, and young children learn
best by interacting with people, not screens.
12-51
Family Resources
School-age (6+)
• Breakfast helps children learn and behave better
at school. Oatmeal, fruit and low-fat yogurt and
whole grain cereals are nutritious and quick.
• Check in with your childcare provider! Ask how
many fruits & veggies your child is getting at
daycare. Check the menu for ideas to make at home.
• School-age children need less fat than younger
children. Lean meat, like turkey, is a great way to
cut fat and provide a healthy option.
• Did you know that you can get milk and apple
dippers instead of soda and fries with a Happy
Meal at McDonald’s? Aim for healthy choices, even
when you’re on the go.
• Water and low-fat/fat-free milk are still the best
beverage choices for school-age children. Limit
serving your child juice to one 6 oz. serving a day
of 100% fruit or vegetable juice. Try to avoid soda,
sports drinks, or non-100% juice beverages (e.g.,
juice punch or cocktail).
Healthy Celebrations
media should be limited to one to two hours a day
for children. A child’s brain develops rapidly during
the early years, and young children learn best by
interacting with people, not screens.
• Need a healthy birthday treat? Fill small ice cream
cones with pudding made from fat-free milk and
top with fruit.
Appropriate for Any Age
Healthy Eating
• It can take 15–20 tries for your child to learn to
like a food. If he doesn’t like a food the first time
around, try again!
• Get free recipes! Visit http://www.nhlbi.nih.gov/
health/pubs/pub_gen.htm to get meal ideas sent
right to your home.
• Kids know when they are full. If they’re showing
signs like shaking their head “no,” saying “all
done” or simply losing interest in eating, let them
stop. Don’t ask kids to clean their plate or eat if
they’re not hungry.
• Don’t let meals be a power struggle. A parent’s
job is to decide what will be served and when—
it’s a child’s job to decide what and how much to
eat. You can also try providing children with two
healthy choices—like bananas and oranges—and
letting them choose which one to eat!
• Is your child picky when it comes to eating his fruits
and veggies? Get creative! Try blending fruit, yogurt
and low-fat milk into a delicious smoothie. You can
also let him make his own kabob with fruits and
veggies that he has helped pick out.
12-52
• Birthday or holiday celebration coming up? Plan a
pajama party, read-a-thon, or game day to make the
celebration about more than food.
• Healthy holiday idea: celebrate with fruits and veggies
in the holiday’s traditional colors, like baby carrots on
Halloween and cherry tomatoes at Christmas.
• Making a birthday cake? Use natural applesauce
instead of oil. It’s more nutritious and just as
delicious. No one will know the difference!
Healthy Beverages
• Juice is high in sugar and should not be served to
infants. Limit servings for children ages one to five
to one 4 oz. serving of 100% fruit/vegetable juice a
day. Remember: water and low-fat/fat-free milk are
the best beverage options for children.
• Re-think your drink! When thirsty, think water.
Cut up any fruit or vegetable your child likes, add
water and refrigerate for two hours to let the flavors
merge. Orange-mint and citrus-cucumber are fun
combinations!
• Soda, sports drinks (e.g., Gatorade®), sweet teas,
lemonades, coffee drinks and powdered drink mixes
(e.g., Kool Aid®) usually have added sugars that
can greatly increase a child’s caloric intake. Choose
water or 1% (low-fat) or fat-free milk instead.
• If you’re like most Americans, giving up soda
would cut 66,000 calories from your diet each year.
That’s the total number of calories you should eat
in a month and equates to 19 pounds of body fat!
Choose water or fat-free milk instead of soda.
Family Resources
• Coke Classic and Pepsi (pH 2.5) are almost as
acidic as car-battery acid (pH 1)! Serve water or 1%
(low-fat) or fat-free milk instead of soda.
safe from bacteria that could be harmful.
Shopping for Healthier Options
• High fructose corn syrup is just like any other sugar
and should be limited in kids’ diets. Check to see if
it’s hiding in the breads, crackers and sweets you buy
by reading the ingredients list under the Nutrition
Facts label.
• What do hot dogs, salami and deli meats have
in common? They’re all considered “processed
meats.” These foods are high in salt and saturated
fat and should be limited in kids’ diets.
• Where is the most reliable nutrition information
located on a food package? The Nutrition Facts
label! Compare similar food items and choose the
ones with lower amounts of sugar, fat and sodium.
• When it comes to providing food for children, it
isn’t necessary to buy organic.
• Instead, focus on regular produce that is fresh,
locally-grown and free of bruises, cracks or dents.
• Grab a piece of fruit. Fruits and vegetables are
naturally low in calories and provide essential
nutrients and dietary fiber. They also make quick and
easy snacks.
• When selecting and preparing meat, poultry and
beans, make choices that are lean, low-fat or fat-free.
Easy Meal and Snack Ideas
• Want a quick on-the-go snack? Keep healthy cereal
in small baggies to take on the road with you. For
older children, try small boxes of raisins or trail
mix.
• Make a healthy pizza. Toast an English muffin,
drizzle with pizza sauce and sprinkle with low-fat
mozzarella cheese and veggies.
• Whole grains are a good source of dietary fiber,
several B vitamins and minerals. Look for whole
grains to be listed as the first ingredient, or the
second ingredient after water. Some examples of
whole grains include oatmeal, whole wheat flour
and brown rice.
• Make your own parfait by layering yogurt and
bite-size fruit pieces in a wide-mouth cup
• Diets high in fiber can lower risk for heart disease
and prevent constipation. Fruits, vegetables and
beans are great sources of fiber.
• Need a new snack idea? Stuff a whole grain pita
pocket with ricotta or cottage cheese and apple
slices. Top with a dash of cinnamon.
• Frozen and canned fruits and vegetables can be
cheaper than fresh fruits and vegetables. When you
do choose frozen, canned or dried products, choose
those without added sugars, sauces or seasonings.
• For a quick and healthy breakfast toast a whole
grain waffle and top with low-fat yogurt and
canned, fresh or frozen fruit.
• Shopping for cheese? Make sure you read product
labels carefully and avoid buying anything labeled
“cheese food” or “cheese product.” These products
are not considered “real” cheese and are high in
salt, fat and fillers.
• Cereals should have no more than six grams
of sugar per serving. A few examples include:
Cheerios, Kix, Honey Kix, Wheaties, Wheat Chex,
Total, Shredded Mini Wheats, and Rice Krispies.
• Make fruit fun! Fill a waffle cone with bite-size fruit
pieces.
• Make your own fruit popsicle. Dip a peeled banana
in yogurt. Roll in crushed cereal and freeze.
• Want an EASY anytime snack? Cut up veggies right
after you buy them so they are easy to grab in a
hurry. Store in the fridge where kids can
reach them.
Need to whip up a quick breakfast for the kids? Try
original/plain instant oatmeal with any fruit and a
dash of cinnamon.
• Purchase canned vegetables that are low in sodium
or say “no salt added.” Avoid cans with dents,
bumps or holes to be sure that your food will be
12-53
Family Resources
Physical Activity
Other
• You don’t have to pay expensive gym fees to be
active! Let kids use their imaginations and you will
be amazed by what they do with cardboard boxes,
empty milk and juice containers, a pot and spoon
or taped up balls of newspaper. Use the outdoors to
have fun for free! Let kids play in piles of leaves or
splash through puddles in the rain.
• Do you have a doctor’s appointment coming up?
Bring any questions you have to the appointment.
It is up to you to prepare and voice your concerns.
• Parents: Finding it tough to fit in an hour or more
of physical activity each day? Take a 10-minute
dance break! Breaking the recommended time into
several 10-minute blocks makes it easier to achieve.
• Don’t let cold weather get you down. Bundle up
and build a snowman!
• Do your kids love video games? Choose active
games for Wii or Playstation to help get your kids
up and moving.
• Take advantage of nice weather. Take a walk after
dinner and save clean-up for when the sun goes down.
• Take advantage of commercial breaks during your
child’s favorite show. See how many laps around the
house you can complete during each commercial.
Chase your child and see who “wins!”
12-54
• How do you teach the values of sharing and
friendship? By encouraging your children to talk
and play with others.
• Let children help while you complete household
chores like vacuuming, sweeping and folding clothes.
• Plan play dates with other families at your childcare
facility. This is fun for kids and can give families a
needed break.
• Watching TV close to bedtime can affect your
child’s ability to sleep. Keep the TV out of the
bedroom so she gets a restful night of sleep.
• Try to set screen time limits for the entire family.
After the time is up, play board games or work
on a puzzle together.
• TXT4Tots End User Agreement found here:
http://www.hrsa.gov/healthit/txt4tots/
enduseragreement.html
• The TXT4Tots Library of Messages was developed
under a cooperative agreement between the
American Academy of Pediatrics and the Health
Resources and Services Administration of the U.S.
Department of Health and Human Services. This
version of the Library represents a derivative work.
Family Interest Tool
We would love to make use of your many skills and talents to make our early care and
education program the best it can be! Volunteering can be on an as-needed basis, and
you are welcome to turn down the opportunity if the time isn’t right. Many of the below
options can be done at home, if that’s easier for you. Check each of the following areas in
which you would be interested in volunteering.
Administrative & Planning
Fundraising
filing, typing, mailings, etc.
planning healthy fundraisers
serving on a committee
staffing fundraisers
serving on a parent group
Food
hosting a parent night
planning healthy menus
designing or managing center website
creating kid-friendly healthy recipes
Daily Activities
helping with cooking activities
read aloud or tell a tale
Repair
preparing activities
arts and crafts
furniture
music activities
sewing
providing needed materials
playground equipment
helping during parties/events
plumbing
sharing a hobby
electrical
recording a story or song for the class
carpentry
book or toy
Outdoors
Other
leading active play activities
leading nature activities
chaperoning a field trip
I’d like to volunteer on a regular basis. These days and times work for me:
I’d like to volunteer on an “as-needed” basis.
I am unable to volunteer at this time. Please ask me again soon!
(Name of child)
(Name of parent/guardian)
(Name of child)
(Name of parent/guardian)
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PLEASE READ THIS INFORMATION BEFORE COMPLETING THE SELF-ASSESSMENT
When children grow and learn in loving and caring environments, they can do better in school and are more prepared for the
future. Yet even the best parents need help to give their children the greatest chance at success. Home-based child care
providers play an important role in protecting and caring for young children and in promoting their social and emotional
development. Home-based child care providers who reach out to parents in different ways help parents to help their children
grow and develop in a positive and healthy manner. Home-based child care providers who reach out to parents also help
decrease the chances of child abuse and neglect in families.
THE STRENGTHENING FAMILIES APPROACH
The Center for the Study of Social Policy conducted extensive research that resulted in shifting the focus about child abuse
and neglect prevention to strengthening families as a way of reaching families before a risk of child abuse or neglect occurs.
The Strengthening Families™ approach is based in the identification of five Protective Factors that research tells us are
associated with reduced the likelihood of child abuse and neglect and optimal child development when they are present and
robust in a family.
THE FIVE PROTECTIVE FACTORS
Parental Resilience
Parents maintain a positive attitude and have the ability to cope with, creatively solve, recover, and grow from challenges in
their personal life and parenting experiences.
Social Connections
Parents have a network of people, agencies, and organizations that provide emotional support, and the skills and tools to
develop and maintain social networks.
Knowledge of Parenting and Child Development
Parents understand what to expect at different stages of child development, effective parenting skills, and ways of finding
help with specific developmental or behavioral problems.
Concrete Support in Times of Need
Parents have the skills and tools to access formal and informal services and support from social networks in times of family
crisis.
Social and Emotional Competence
Parents work with children to help them learn to interact positively with others, communicate their emotions, and feel good
about themselves.
Center for the Study of Social Policy | 1575 Eye Street NW, Ste. 500 | Washington, DC 20005 | www.strengtheningfamilies.net | www.cssp.org
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Strengthening Families Program Self-Assessment
Strategies to Build the Protective Factors
All early care and education professionals—including family child care providers—can work to build the 5 protective factors
in families by using the following 7 strategies:
1.
2.
3.
4.
5.
6.
7.
Value and nurture parents
Facilitate friendships and mutual support
Strengthen parenting
Facilitate children’s social and emotional development
Link families to services and opportunities
Respond to family crisis
Observe and respond to early warning signs of child abuse or neglect
The Strengthening Families Self-Assessment for Family Child Care Providers
The Strengthening Families Self-Assessment for Family Child Care Providers is written for family child care providers who
want to work better with and support the parents of the children they serve. The Self-Assessment is organized around the 7
strategies listed above.
Family child care providers should use the Self-Assessment to review their current practices in order to determine which of
their current practices are building the protective factors and which practices they need to work on.
All of the statements that follow describe different ways that providers can work to build the protective factors by using the 7
strategies. Respond to each statement by checking one of the following responses:
“I Do This”
“I Do Not Do This”
“I Want to Learn About the Value of Doing This.”
The Self-Assessment takes 20-30 minutes to complete.
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We want to learn
about the value of
doing this
Different Ways Family Child Care Providers Can
Value and Support Parents
1
The program encourages parents to be active in making decisions about
their children’s education
2
Staff recognize and affirm the central role of parents in their child’s life
3
Staff get to know parents individually and regularly inquire about what is
happening in their lives
4
Staff get to know all family members by name
5
Parents have opportunities to volunteer and contribute to the program
6
Parents have opportunities to share skills, talents, and cultural traditions with
children and other parents
7
Staff recognize and value parent contributions
8
Staff are accepting and supportive of diverse family constellations, i.e. single
parents, grandparents, foster parents, gay / lesbian couples, etc.
9
Parents have regular opportunities to engage in activities in the program’s
physical space
10 Parents have opportunities to participate in:
a. Parent-only social activities
b. Support groups
c. Activities designed to relieve stress, such as spa days, date nights
(parents’ night out., or exercise classes
d. Activities that promote healthy adult relationships, marriage, co-parenting
e. Other:
11 The program offers specific activities for fathers, mothers, and other family
members
12 The program welcomes fathers and other male family members by:
a. Providing information specific to fathers/male family members in a
special area such as a lounge, bulletin board, or bookshelf
b. Displaying positive portrayals of men and children in books, posters, and
program materials
c. Providing a diaper changing deck in the men’s room
d. Providing activities or services that are man-to-man, father-to-father
e. Using intake forms, applications, and surveys that are gender-neutral
f. Establishing working partnerships with a wide range of community
resources that provide services to fathers
We do not do this
Check one box
We do this well
strategy one: value and support parents
We need to plan how
we could do this
Comments
continue to next page
12-59
We want to learn
about the value of
doing this
Value and Support Parents
13 Staff show that they value fathers and are sensitive to their unique needs by:
a. Sharing responsibility for inviting and engaging fathers in programs and
activities
b. Taking part in periodic training on understanding and appreciating
fathers’ needs and parenting styles
c. Understanding the needs of individual fathers, such as navigating the
child support system or having multiple children with different mothers in
the same program
d. Being sensitive to barriers that limit father involvement, such as a
difficult relationship with the child’s mother, lack of information, and noncustodial relationship with child
e. When possible and within the bounds of custody agreements,
responding to non-custodial fathers’ desire to participate in their
children’s lives by including them in mailings and updates about a child’s
progress, inviting them to activities, and responding to requests for
information
f. Encouraging fathers and male family members to engage in many
aspects of the program, not only activities for fathers
14 Parents have opportunities to discuss how they were parented and how it
affects the way they parent
15 Parents are connected to resources that help them explore different ways of
parenting, including:
a. Parent education groups
b. Counseling
c. Support groups
d. Mentors/coaches
e. Sisterhoods/brotherhoods
f. Faith-based activities
g. Other
16 Staff provide emotional support and encouragement to parents
17 Staff do not blame parents for children’s challenging behaviors
18 Staff recognize parents’ growth and efforts
19 The program provides parents opportunities for:
a. Personal growth—such as attending conferences or special events and
collecting and sharing information of interest to other parents
b. Leadership development
c. Input into programmatic decisions
d. Input into staff hiring and training
We do not do this
Check one box
We do this well
strategy one: value and support parents
We need to plan how
we could do this
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Comments
We want to learn
about the value of
doing this
We do not do this
Facilitate Friendships and Mutual Support
1
A comfortable space is available for families to meet informally
2
The program helps parents set up formal and informal support mechanisms,
such as phone trees, car pools, babysitting co-ops, play groups, and other
age-appropriate activities
3
The program connects families with similar interests, children’s ages, and
circumstances (such as those with twins, parents of infants, parents with
special-needs children, or those who speak the same language
4
The program provides opportunities for families to socialize and foster a
sense of community through:
a. Periodic events like coffee breaks and breakfasts
b. Celebrations, graduations, and holidays
c. Field trips and activities
d. Events celebrating cultural customs, potlucks, and other opportunities
for parents to share and learn about each other’s home lives and
cultural backgrounds
e. Affordable family activities
f. Special programs for dads, grandparents, teen moms, and other
caregivers
5
The program encourages and provides support for parent-organized
social/educational events and activities, such as:
a. Making information available on outside activities for parents to attend
together—for example, gathering at playgrounds, fun fairs, or libraries
b. Providing supports such as space, childcare, food, or other resources so
that parents can participate in activities
6
The program offers opportunities for parents to talk with each other about:
a. Typical challenges of parenting
b. Stages of child development
c. Expectations and norms about child rearing
d. Sibling rivalry
e. Balancing work and family
f. Parenting practices in and across cultural and ethnic groups
7
Program staff reach out to isolated families by:
a. Calling, sending notes, or making home visits
b. Inviting them to social activities
c. Offering support with transportation, childcare, or other barriers to
participation in social activities
d. Making special efforts to connect them with other families
e. Connecting them with resources, such as mental health consultation,
that can help them explore difficulties with forming social connections
8
The program models positive social skills and community building by:
a. Welcoming all families
b. Inviting all children and families to parties or social events
c. Helping to resolve issues among families
d. Promoting understanding of different cultures and backgrounds
We do this well
Check one box
We need to plan how
we could do this
strategy two: facilitate friendships and mutual support
Comments
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Comments
a.
b.
c.
d.
6
7
8
Families are arriving and departing
Staff are meeting one-on-one with parents
A parent appears to be frustrated or stressed and in need of support
A parent appears to be having difficulty relating to or communicating
with their child(ren)
e. Child behavior or development issues arise
The program offers or connects families to resources to strengthen
relationships between adults, e.g., healthy marriage, communication skills
for couples, parents and grandparents, co-parenting, etc.
Parents are invited to visit and observe their children participating in
programming, where appropriate, and talk with staff about their observations
and questions
Staff reinforce parental authority by:
a. Learning about the parent’s expectations and limits for their child
b. Supporting parents’ directions and /or decisions about their child
c. Talking with parents in a respectful manner about how best to handle
differences in expectations regarding children’s behavior
e. Being careful not to contradict a parent in front of his or her child or
other children
We want to learn
about the value of
doing this
Strengthen Parenting
1
Information on parenting is available through:
a. Books and videos in a resource library
b. Parenting classes and discussion groups
c. Regular postings on bulletin boards in public spaces
d. Take-home materials distributed regularly to parents
e. Opportunities for parents with similar concerns to come together and
share specific information on such issues as Shaken Baby Syndrome,
SIDS, scalding, toilet training, routine preventative health care, nutrition,
and sleep patterns
2
Parenting information is available in the language spoken by families
3
Staff are knowledgeable about:
a. The parenting practices of different cultural and ethnic groups
b. The parenting styles of both mothers and fathers and the strengths of
each
c. Parent-child relationships, attachment, and bonding
d. Promoting positive relationships between children living in the same
household
4
Opportunities are created for parents to explore:
a. Cultural/ethnic expectations and practices about parenting
b. How they were parented
c. New parenting practices
d. Their relationship with their child(ren).
5
Staff share parenting tips and discuss parenting issues with parents when:
We do not do this
Check one box
We do this well
strategy three: strengthen parenting
We need to plan how
we could do this
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We want to learn
about the value of
doing this
9
Staff reinforce positive parenting by:
a. Noticing when parents are attuned to their children’s needs or
communicating effectively with their children
b. Telling parents something positive about what their child has done each
day
10 Staff guide parents' observations of their children to help them recognize:
a. Their child’s unique temperament, personality, communication styles,
and cues
b. Their children’s growth and development patterns
c. Positive social skills and developmentally appropriate emotional
behavior in their children
d. Their child’s independence and abilities
e. Activities they can use at home
11 Information is provided on regular developmental challenges, such as bed
wetting, potty training, appropriate discipline, eating, sleeping, and
aggression
12 Family activities provide opportunities to strengthen bonds between parents
and their children—for example, listening to each other, playing together,
and cooperative games, such as “feeling charades”
13 Physical discipline (spanking or hitting. is not allowed in the program by staff
or parents
14 When staff talk with parents about discipline, they:
a. Explain why physical discipline is not allowed
b. Explain why the program uses the forms of discipline it does
c. Provide information on age- appropriate discipline and reasonable
expectations
d. Offer ideas for alternate forms of discipline and how to recognize and
reinforce desired/appropriate behavior
e. Encourage parents to discuss discipline challenges they may have at
home
15 When staff are concerned about parenting techniques or behavior, they:
a. Proactively and respectfully reach out to parents and share their
concerns about the children or about the parents’ parenting practices
b. Acknowledge young children’s frustrating behavior and recognize
parents’ efforts
c. Connect parents to resources and supports that may help to address the
parenting issues
d. Connect parents to other parents who can share/model positive
parenting approaches
We do not do this
Check one box
We do this well
We need to plan how
we could do this
Comments
12-63
We want to learn
about the value of
doing this
16 For parents of children with special needs, staff:
a. Connect parents with parenting materials and websites, support groups
and play groups, and community resources specific to their children’s
special needs
b. Check regularly with parents about parenting issues
c. Are sensitive to parents’ frustration, protectiveness, guilt, loss, and other
related feelings, and acknowledge challenges
d.
e. Support parents in understanding appropriate developmental
expectations for their special-needs children
f. Check in with parents about the impact their children’s special needs are
having on family dynamics and parental stress
g. Are especially supportive at the time that special needs are initially
identified
h. Provide speakers/resources for parents on topics of interest/concern
i. Ensure that parent-child activities are appropriate for families with
children with special needs
We do not do this
Check one box
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Comments
We want to learn
about the value of
doing this
We do not do this
Facilitate Children’s Social and Emotional Development
1
Staff develops personal relationships with parents by taking time to get to
know them individually—listening and learning about their interests, families,
current activities, and hopes and expectations for their children.
2
The message that parents can turn to staff in the event of a crisis is
conveyed:
a. Informally, in regular interactions that staff have with parents—by
listening, showing concern, and sharing their own personal challenges
or desires
b. Formally through materials provided to participating families
3
The program provides parents with information on the role of all staff
members and which staff members can help them with particular issues.
4
Staff respond to family crises immediately by:
a. Ensuring that a staff person is available at all times to help families
needing crisis support
b. Making space available for staff to meet with parents privately
c. Ensuring that parents can talk with staff members with whom they are
the most comfortable
5
Resources are made available to families in crisis, such as money from a
small emergency fund, access to meals, or transportation.
6
The program maintains up-to-date information about services in the
communities, such as:
a. Food pantries
b. Domestic violence services
c. Shelters
d. Respite care for children
e. Alcohol and substance abuse services
f. Mental health services
g. Economic supports
h. Legal assistance
7
Staff knows how to respond appropriately to family crises. Staff receive
training on:
a. Maintaining confidentiality
b. Resolving conflicts
c. Talking to families about difficult issues
d. Recognizing such issues as domestic violence, depression,
developmental delays, mental illness, chronic health problems,
substance abuse, and other signs of imminent crisis
e. Helping families make immediate and long-term plans
f. Understanding the impact of family crises and/or loss on all family
members—especially children—and how to respond appropriately
g. Talking to parents about helping children in times of crisis
8
If appropriate, staff mobilize other parents in the program to help out families
in crisis
We do this well
Check one box
We need to plan how
we could do this
strategy four: facilitate children’s social and emotional development
Comments
12-65
We want to learn
about the value of
doing this
We do not do this
Facilitate Children’s Social and Emotional Development
9
If parents bring up issues staff feel are beyond their ability, staff can refer
them to a:
a. Supervisor
b. Specialist with knowledge in the area
c. Cross-disciplinary staff team
d. Community resource
10 Staff proactively respond to signs of parent or family distress by:
a. Expressing their concern and offering help
b. Offering to connect families to needed resources
c. Making themselves available to parents if they need to talk
d. Sharing information about a parent help-line or warm-line
e. Being sensitive and responsive to the impact of family stress on children
11 Staff receive support when working with families under stress through:
a. Acknowledgement of their efforts
b. Supported opportunities to process their own emotional reactions
c. Access to a mental health consultant
d. Time off if needed
We do this well
Check one box
We need to plan how
we could do this
strategy four: facilitate children’s social and emotional development
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Comments
We want to learn
about the value of
doing this
We do not do this
Link Families to Services and Opportunities
1
The program develops family plans with parents that:
a. Identify their interests, skills, needs, and goals for themselves and their
children
b. Identify services and opportunities within the program that may help
them achieve their goals and use their skills and talents
c. Identify other community resources and opportunities that may help
them achieve their goals, continue their learning, and/or provide other
avenues for involvement
d. Are regularly revised and updated in conjunction with families
e. Other:
2
Staff and parents have access to up-to-date information about services that
are available in the community that includes hours of business, fees,
location, eligibility, language capacity, etc.
3
When staff make referrals to outside services, they:
a. Brainstorm with families about what resources would be helpful
b. Help parents address barriers to utilizing services, such as lack of
transportation or childcare, language difficulties, or fees
c. Help them fill out paperwork that might help them access these services,
for example, insurance and eligibility forms
d. Follow up with families to see if they used the referral and ensure that
they were satisfied with the services they received
e. Try to make a personal connection between families and service
providers
f. Identify services and opportunities within the program that may help
them achieve their goals and use their skills and talents
4
The program actively builds collaborative links with other service providers
in order to:
a. Bring other services on site when possible
b. Ease the referral process by ensuring the workers in different programs
work together
c. Share information with parents about resources
d. Identify and fill gaps
5
The program encourages parents to share information about community
resources for families—such as toy exchanges, resale shops, play lots,
family activities, and more formal services
6
The program connects parents to opportunities that promote:
a. Their continued growth and development
b. Family enrichment, i.e., reading hours at the library, parent-child book
groups, and cultural heritage events
c. Healthy adult relationships and marriage
d. Fathers’ involvement with their children
e. Enrichment activities for children
7
The program provides information and guidance on:
a. Transition to school for children
b. Parents’ and children’s educational rights and responsibilities
c. The importance of parents staying involved with their children’s
education and school
We do this well
Check one box
We need to plan how
we could do this
strategy five: link families to services and opportunities
Comments
12-67
We want to learn
about the value of
doing this
Respond to Family Crises
1
The program supports children's social and emotional development with
intentional practices that
a. Are culturally sensitive to the families it serves
b. Encourage children to express their feelings
c. Encourage sharing, taking turns, and cooperative play
2
Staff receive training on:
a. Fostering children’s social and emotional development
b. Recognizing developmental delays
c. Recognizing behavioral / emotional problems
d. The impact of loss or trauma on behavior
e. Sensory awareness and integration
3
The program introduces parents to social and emotional development by:
a. Informing parents of the importance of supporting children’s healthy
social and emotional development—and its connection to success in
school
b. Helping parents understand age-appropriate social and emotional skills
and behaviors
c. Providing opportunities to discuss social and emotional issues with
parents within a cultural context
d. Encouraging parents to be aware of their children’s social and emotional
development
e. Offering parents’ ideas on how to foster a child’s social and emotional
learning at home
f. Teaching about children’s social and emotional develop
4
Parents have opportunities to observe their children interacting with other
children and staff in the program
5
Staff make sure that parents understand how their child(ren)’s positive
relationships with other adults positively impact their own relationship with
their child(ren)
6
Staff coach parents about how to interact effectively with their children
(listening; appreciating ideas, efforts, and feelings; creating a nonthreatening environment.
7
Staff encourage children to express their feelings through words, artwork,
and expressive play
8
Staff model behavior toward children that encourages social and emotional
expressiveness
9
Staff understand and respect the relationships and attachments that children
form in the program by:
a. Providing children the opportunity to say goodbye when they are leaving
the program or when staff changes occur
b. Helping children process class and / or staffing changes
c. Communicating any staff changes to parents
d. Intentionally helping children enter into new settings
We do not do this
Check one box
We do this well
strategy six: respond to family crises
We need to plan how
we could do this
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Comments
We want to learn
about the value of
doing this
Respond to Family Crises
10 If staff are concerned about a child’s social and emotional development,
they:
a. Discuss concerns with the child’s parent(s)
b. Connect the family to resources that can support the child’s social and
emotional development (such as play therapy, mental health services, or
parenting classes)
c. Help the parent(s) develop strategies for addressing the issue at home
11 Staff have access to a mental health consultant to help them:
a. Develop positive approaches for individual children
b. Determine what additional resources and or training they may need
c. Talk with parents about their children’s development, needs, or
challenges
We do not do this
Check one box
We do this well
strategy six: respond to family crises
We need to plan how
we could do this
Comments
12-69
We want to learn
about the value of
doing this
We do not do this
Observe and Respond to Warning Signs of Child Abuse and Neglect
1
When parents enter the program they are informed of:
a. Staff’s status as mandatory reporters
b. What constitutes abuse and neglect within the state
c. The program’s protocols regarding child abuse and neglect
2
All staff are trained to recognize early signs of child abuse and neglect
3
Staff monitor the following signs that a family may be under stress,
including:
a. Physical signs (such as bruises., acting out, distress, challenging
behavior, fearful behavior, inappropriate language/behavior (such as
sexual acting out., or other child symptoms
b. Unusual parental behavior at arrival or departure times
c. Repeated unexplained absences
d. Repeated tardiness, late pick-ups, or missed appointments
e. Missed payments
f. Divorce, job loss, or other family crises
g. Parents’ acknowledgement of stress or problems
4
When a family is experiencing extreme difficulties but there is no sign of
imminent harm to the child or other family members:
a. Staff work with the family to discuss concerns and appropriate actions
b. At least one staff member reaches out to the family to address the
issues causing concern
c. Staff attempt to connect the family to resources that can help address
the issue, including such intensive services as respite care, shelters, or
emergency crisis services
d. Staff continue to support the family and monitor the situation daily until
the situation is resolved
5
All staff are trained on the impact of loss and trauma on children and how to
respond appropriately
6
All staff are trained to follow the program’s protocols for reporting child
abuse and neglect
7
Staff are oriented to the state’s child welfare reporting guidelines and
understand how cases are generally handled once a report is made
8
When staff must file a child welfare report, they:
a. Coordinate with investigative authorities to ensure that actions and
interactions with the family support and do not hinder the investigation
b. Strive to be calm, caring and supportive during the reporting process
c. Provide fair and accurate information on the concerns that led to the
child welfare report, as well as family strengths
d. To the best of their ability, answer questions that the family may have
regarding the reporting process and how the child protective services
system typically responds
e. Explain their status as mandated reporters and the goal of keeping
children safe
f. Offer to support families by answering questions, connecting them to
resources they may need, and providing a listening ear and friendly
advice
We do this well
Check one box
We need to plan how
we could do this
strategy seven: observe and respond to early warning signs of abuse or neglect
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Comments
We want to learn
about the value of
doing this
We do not do this
Observe and Respond to Warning Signs of Child Abuse and Neglect
9
Program staff help families find suitable respite care and/or emergency crisis
services
10 If a child is placed in custody, staff:
a. Maintain contact with the parent
b. Advocate for the family with the child protective services system, when
possible
c. Help the parent(s) connect with resources to help reunite them with their
child
11 The program helps families navigate the child welfare system by:
a. Helping them get the help they need
b. Helping maintain stability for children
c. Collaborating with child welfare caseworkers
We do this well
Check one box
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strategy seven: observe and respond to early warning signs of abuse or neglect
Comments
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Family Resources
Resources on Engaging Families—For Providers
A Place of Our Own
Contains questions and comments from child
development experts, early care and education
providers and parents on topics including behavior
management, parents’ expectations, at-home activities
and more. http://www.aplaceofourown.org/topic.
php?id=6#sub39
Child Care Aware
A program of the National Association of Child Care
Resource and Referral Agencies (NACCRRA), it helps
families learn more about the elements of early care
and education and how to locate programs in their
communities, and provides early care and education
providers with access to resources for their early
care and education programs. http://childcareaware.
org/child-care-providers/program-planning/familyinvolvement
Child Care plus+:
The Center on Inclusion in Early Childhood:
Keys to Building Partnerships with Families
A federally funded project from the University
of Montana that focuses on sharing knowledge,
fostering skills, and encouraging attitudes that
promote inclusion as a core component of excellence
in early childhood. http://www.ccplus.org/TipSheets/
TipSheet24.pdf
First Years in the First State:
Intended to assist early care and education providers
in engaging families as partners to support healthy
habits. It will help you understand the benefits of
building positive relationships with families and
give you tools to engage parents and guardians as
partners in making your early care and education
environment the best it can be! https://www.
healthykidshealthyfuture.org/content/dam/nemours/
www/filebox/service/preventive/nhps/publication/
nhpswithfamilies.pdf
Head Start National Center on
Parent, Family and Community Engagement
Contains a number of family engagement resources as
well as a virtual simulation to help providers explore
and practice every day strategies to develop a positive,
goal-directed relationship with a family in a virtual
Head Start Center. http://eclkc.ohs.acf.hhs.gov/hslc/ttasystem/family/center
National Resource Center for
Community Based Child Abuse Prevention
Contains resources on meaningful parent leadership,
parent education, successful strategies and models,
stories of parent leadership, and promising practices
for engaging parents.
http://www.friendsnrc.org/cbcap-priority-areas/parentleadership-and-involvement
Parent-Provider Partnerships by Purdue University
Information for early care and education providers
on working with parents and how they can talk to
parents about a number of different issues. Includes
printable materials to share with parents. http://www.
extension.purdue.edu/providerparent/
Books and Manuals
Keyser, Janis. From Parents to Partners: Building a
Family Centered Early Childhood Program. 2006.
Diffily, Deborah & Morrison, Kathy. Family-Friendly
Communication for Early Childhood Programs.
Parent Services Project. Stronger Together:
Family Support and Early Childhood Education.
http://www.parentservices.org/stronger.php
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Family Resources
Connecting Families to Resources
Families are often looking for the most up-to-date
and reliable health and development information for
their children. Many times they turn to the Internet for
answers. However, the Internet can be overwhelming
and doesn’t always provide accurate information. So,
we’ve taken parents’ most frequently mentioned needs
and created the following list of the most current and
accurate resources.
KidsHealth.org
Centers for Disease Control & Prevention (CDC)
The parenting section of this website provides
information regarding healthy living, safety at home
and the community, immunization schedules and
developmental milestones. http://www.cdc.gov/parents/
index.html
The Women, Infants and Children (WIC)
Sharing Gallery
The most-visited website on the Internet for
information about children’s healthy growth and
development, KidsHealth provides health information
from top doctors in a fun and educational way. The
website is separated into different sections for parents,
teens and kids. http://www.kidshealth.org
WIC provides information and resources about
healthy eating, family meals, active play and activities
for families. http://www.nal.usda.gov/wicworks/
Sharing_Center/gallery/sharinggallery.htm
“Just in Time Parenting” Newsletter
Team Nutrition is a USDA initiative to support
childhood nutrition through educating and supporting
parents, children, providers and other community
members. Resources include free bedtime stories, meal
ideas and activities for children. http://teamnutrition.
usda.gov/parents.html
Just in Time Parenting is a free parenting e-newsletter
designed to keep you up-to-date on health and
development information related to your child at a
specific age. Parents will need to register to receive
these newsletters, however, registration is free!
http://www.extension.org/pages/22110/just-in-timeparenting-enewsletters
Myplate.gov
Provides guidance on healthy eating for children 2
and older, and adults. Information regarding the
food groups, tips, interactive tools and other useful
resources can be found on this website. http://www.
choosemyplate.gov
Let’s Move! Child Care
Launched by First Lady Michelle Obama, this
program is a nationwide call-to-action that empowers
early care and education providers to make healthy
changes for children. Parents/guardians and early care
and education providers can benefit from the healthy
lifestyle tools, tip sheets and other resources provided
on this website. http://www.healthykidshealthyfuture.
org/welcome.html
United States Department of Agriculture (USDA)
Team Nutrition
American Academy of Pediatrics (AAP)
“Parenting Corner”
This website offers current and reliable information
on almost all health topics, specifically developmental
milestones, healthy living, safety and prevention,
and family life. Tips, tools and current news are also
available. http://www.healthychildren.org
California Childcare Health Program
The California Childcare Health Program offers tip
sheets that cover a variety of health topics including
picky eaters, beverage choices and food allergies.
Tip sheets are in English and Spanish. http://www.
ucsfchildcarehealth.org/html/pandr/factsheetsmain.htm
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Family Resources
Sesame Street Workshop
Using the Sesame Street characters, this website
provides information related to healthy development,
life-skills, good nutrition and physical activity.
http://www.sesamestreet.org/parents
Zero to Three: Family, Friend & Neighbor Care
A national non-profit agency that promotes the health
and development of infants and toddlers. This website
showcases resources around early brain development,
behavior and temperament, healthy eating, school
readiness, screen time, play skills and much more.
http://www.zerotothree.org/about-us/areas-ofexpertise/free-parent-brochures-and-guides/
NAEYC for Families
Contains resources for families on child development,
reading and writing, math, music and more.
http://families.naeyc.org/
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