The Daily Parent

Sleep: An Important Part Of Healthy Development

Sleep. It's what all humans need. It is part of the rhythm of life and the life cycle. We know that babies sleep a lot. Babies spend more than half the day sleeping. Even by age two, a toddler spends more time asleep than awake. All in all, nearly 40 percent of childhood is spent sleeping.

Why do we need to sleep? Sleep is a necessary part of healthy brain functioning. The right amount of restful sleep is needed for our overall good health. Sleep has a direct influence on many of the body's functions and helps the body to heal, grow, and stay on track. Recent studies have also linked the risk of obesity to not getting enough sleep. When we get the right amount of sleep, the brain will make chemicals that help control hunger and weight. The amount and quality of sleep we have can affect our safety, how alert we are, as well as our memories, moods, behavior, and learning abilities. Sleep is especially important for children's learning.

How Much Sleep Do Children Need?

Sleep is as important to children's development and well-being as nutrition and physical activity. Making sure children get enough rest is but one of many concerns of parents with young children. However, parents are often not sure how much sleep their children need and how much is enough sleep. Doctors and other experts have recommended the following amounts of sleep for children by age:

Newborns: 11 to 18 hours

Newborns and all infants, sleep on and off for a few hours at time. Babies don't develop a regular awake/sleep pattern until about 6 months of age.

Infants: 14 to 15 hours

From two months to a year, infants' sleeping patterns will change into a regular awake/ sleep pattern with one or two naps throughout the day.

Toddlers: 12 to 14 hours

Most toddlers will be sleeping through the night and only taking one nap during the day.

Preschoolers: 11 to 13 hours

Consistent sleeping patterns should be established by now and toward the last few months of age 5, naps will probably end.

School-Age: 10 to 11 hours

School-age children need adequate sleep to function at their best. Added demands on their time for school, outside activities, and home life, can add to school-age children not getting enough rest.

Healthy Sleeping Practices

Healthy sleep habits are important for everyone. Starting healthy sleeping practices as infants will help them form healthy lifelong patterns.

Parents of newborns will want to follow these healthy sleeping practices for their newborn:

Make your newborn's sleeping area quiet and comfortable: Use a safety-approved crib without any pillows, blankets, or soft items in the crib. Make the room dark and quiet and the temperature comfortable.
Place your newborn on his back: To prevent SIDS, place your newborn on his back to sleep. Side sleeping is not considered completely safe, nor is tummy sleeping.
Encourage more night sleeping: In the evenings, make the environment quiet and less active so babies will start to associate quiet time with going to sleep.
Put your newborn to down to sleep when there are signs of drowsiness: Do not wait until your newborn is asleep to put her to bed. You need to set the stage for your baby to be able to fall asleep on her own. Parents of infants and toddlers up to age three will want to make sure they establish a regular bedtime routine that helps them self-soothe and learn to go to sleep on their own.
Have a regular bedtime schedule: An hour before bedtime, prepare your child by having a quiet environment and doing some soothing activities such as taking a bath or reading a bedtime story.
Place infants and toddlers in bed BEFORE they fall asleep: Your infant or toddler should be drowsy but NOT asleep when going to bed. This helps them to learn to become independent sleepers and know how it feels when they should go to bed.
Create and maintain an enjoyable bedtime routine: A routine could be as simple as a bath and a bedtime story, or listening to music and playing with a favorite toy. Routines will change as your child gets older.
Play when they are awake: Save the louder, more active and moving around activities for when your toddler is awake. It will help him be ready for quiet play near bedtime.
Transition toddlers to their own beds: If your toddler is not used to being in his own bed, take time to make this transition. Make your toddler comfortable and allow him sleep with a favorite toy or object.

Children around three and four years old most likely already follow a bedtime routine. If not, it is not too late to start one. Here are some things to consider for preschoolers and school-age children.

Stick to bedtime routines and consistent sleep schedules: Children like and need consistency in all parts of their lives. A sleep schedule will help regulate your child's quality of sleep. Make sure they are getting the recommended amount of sleep for their age.
Watch out for caffeine in soft drinks (or other drinks): Caffeine in soft drinks, colas, and coffee drinks should not be part of children's diets and can interfere with sleep. You may want to limit your child's sugar intake as well.
Be aware of chronic sleeping problems: Learn the typical sleeping problems of children. If your child isn't getting the agerecommended or enough sleep, talk to your child's doctor. Sleeping problems can last through adulthood unless addressed early.
Keep televisions, computers and other distractions out of your child's room: Sleeping areas should be quiet and relaxing. Having fun toys or activities can be tempting for children to stay up and not want to sleep.

The Big Sleep - Problems

Sixty nine percent of all children under age 10 experience some sleep condition or sleeping problem. Know your child's sleeping patterns. Always tell your child's doctor if anything regularly interferes with your child getting a full night of uninterrupted sleep, or you notice breathing problems when your child sleeps.

Speak with your child's doctor if your child regularly experiences any of these common sleep problems. The doctor can determine if it is serious and what can be done. Many sleep disorders in children can be due to stressespecially insomnia or nightmares.

Insomnia: Trouble with getting to sleep, staying asleep, waking up too early and not getting enough sleep.
Nightmares: We all have them from time to time. But some children have them frequently.
Sleepwalking: Sleepwalking can be a problem for children ages 3 through 7. Not getting enough sleep is often a major cause.
Snoring: Although snoring is natural in some children, check to see that snoring isn't due to enlarged tonsils or adenoids.
Sleep Apnea: Sleep apnea is a condition in which a child may experience pauses or stops in breathing while sleeping, often while snoring. Sleep apnea means nasal passages are often blocked. This should be treated by a doctor right away. Drowsiness during the day and being hyperactive are often signs.
Narcolepsy: Extreme sleepiness, tiredness, uncontrollable urges to sleep during the day even when getting enough sleep at night. A doctor needs to diagnose this condition.
Sleeptalking: Talking, laughing or crying out while sleeping. This is not a serious condition and doesn't need to be treated if your child doesn't wake up.

Sleep is an important part of good health. It plays a role in every part of a child's development physical, cognitive, social and emotional. However, it is easily overlooked. You may naturally assume your child is getting enough sleep because you are. Children need many more hours of sleep than adults. Without enough sleep, children can be grouchy, teary, accident prone, aggressive or not be able to focus or learn and even fall asleep while at child care or in school.

Make sure your child is getting the recommended amount of sleep. Establishing good sleep practices while she is young will not only benefit you, but it will help her for many years to come.

For More Information

NPR.org, Research News "Study Links Lack of Sleep to Weight Gain in Babies," April 2008.
National Sleep Foundation has information on sleep issues, programs, and initiatives that focus on the importance of sleep to our health, and specific links to children and sleep and statistics on specific disorders and consequences on children not getting enough sleep.
American Association of Pediatrics has the latest on all health and safety related issues for children and families. Web site has guide for parents and providers on safe sleeping habits for infants and the prevention of SIDS.
Sleep for Kids.org has current information for parents and teachers on children's sleeping issues, explains the importance of sleep, and has games and puzzles to teach children the importance of sleep.

Let's Get Physical: Exercising with Your Children

Physical activity is an important part of children's growth and development. Researchers say that toddlers need 30 minutes of structured physical activities everyday, and then an additional 60 minutes of free playtime. Being active at a young age can help children stay fit for life!

Children who are active develop stronger muscles and bones, and are less likely to develop health problems such as type 2 diabetes, high blood pressure, and other conditions later in life. Being active can also help children maintain a stable mood and sleep better.

Being active though is not just for children! Exercise helps adults maintain a healthy weight, and it can also help you stay in a better mood, sleep better, and combat some chronic diseases, such as heart disease. The Centers for Disease Control says adults should participate in moderate physical activity (like walking) for 30 minutes at least five days a week.

As a parent, you can set a good example for your children by exercising regularly. And you can make it a family time activity as well. Exercise with your children! You will all feel better, stay fitter, and spend quality time together.

Outdoor Activities

When the weather is good, go outside with your child. In addition to being active and outdoors in the fresh air, your neighborhood or local park will give your child a chance to see and learn about different things in the environment.

Infants

The Stroller-Walk: One of the easiest ways to exercise with your child outside is to take him for a walk in the stroller. Your infant won't get as much activity from this as you will, but it is worth it so he can take in the outdoor sights, smells and sounds. The faster and longer you walk, the better it is for you. Another great way to walk with your baby is to use a baby carrier or sling.

Sandbox Diggers: If your baby can sit up on his own, take him to a playground that has a sandbox where you can both dig and play around in the sand. Taking some toys such as a truck with an open back and a shovel can make sand play even more fun.

Toddlers

Catch: Rolling or kicking a large ball is a good way to be active for both of you! Toddlers love to run after big balls or play with it rolling back and forth to you.

Gardening: Dig in the dirt with your toddler, either in your own yard or a community garden (call your city or county government to learn if this is available). If this option isn't available, see if your local school has an area that needs some gardening. Your toddler will learn about plants, and the cycle of growth. You can plant flowers, but the digging, carrying plants and all the equipment that go with it are really what works out your arms, legs and more.

Preschoolers

Ball: Balls are great ways to exercise large muscles and get the heart pumping. Try playing soccer with your preschooler. Set up goal areas in whatever outdoor space you can find by using old milk cartons or use cardboard boxes. Kick the ball from one end of your area to the other. Basketball is also another fun sport to play with your child. If you have a hoop, shoot the ball to the hoop. Have your preschooler try. Help her get the ball into the hoop and just have a good time.

Jumping Rope: Jumping rope is great way to help your preschooler exercise and develop coordination. Learn some jump rope rhymes and share them with your child. Not only is jumping role an excellent way for adults to exercise - it burns more calories than any other activity in this newsletter!

Indoor Exercise

You don't have to go outdoors or have a lot of space to help your child get some exercise indoors. A little creativity always helps. You probably won't burn as many calories in indoor activities, but just moving is a start.

Infants

Kicking and Moving: Put your baby on the floor on her back, and hold a soft object (like a stuffed animal) that she can kick. Use facial expressions and noises to tell her to kick the animal. Act excited when she does. Give your baby a rattle or other noisemaker that he can shake. Babies love it when they can make things happen.

Patty-Cake: Your baby might not yet know the words. But, clapping hands and playing patty-cake gives him a chance to get moving.

Toddlers

Move Like Animals: Stand next to your toddler, and call out names of zoo and farm animals. Once you have said the name, your toddler (and you!) should move the way the animal does, and make noises like the animal. It will be fun and help your young one use some energy.

Dancing: From toddler age to grown-ups, everyone can dance. Play your toddler's favorite music or yours - anything with a good beat - and dance together. Don't be afraid to get into the music - the more you move around, the better!

Preschoolers

Clean the House: Make cleaning more than a chore by involving your preschooler. Preschoolers love to help with chores. Though some tasks (using chemicals) may be dangerous for your child, chores such as setting the table, light dusting, picking up toys or sweeping are great opportunities to keep your child active. He'll also get a feeling of responsibility for taking care of the home. Put on some music to make the work more fun.

Stretching Out: Work on your flexibility and help your child learn how to exercise healthfully by stretching together. Some moves you can try are:

Touching your toes
Arm circles
Overhead reach (reach your arm over your body and stretch to one side and the other)
Whatever other stretches you know!

Overall, enjoy yourselves. You don't have to run a marathon to stay in shape - any exercise you can do will be good for you and your child. And, the time you spend together having fun will be great for your relationship.

How Many Calories Do I Burn?
Activity/Calories Burned After 30 Minutes*
Watching TV	34
Office Work	51.5
Stroller Push	129.5 (17 minute mile)
Sandbox Digging	170.4
Catch	85.2
Jumping Rope	340.9
Soccer	238.6
Basketball	272.2
Gardening	136.3
Playing with children/baby	136.3
Cleaning House (light dusting/etc)	85.2
Dancing	153.2
Stretching	85.2
* For a 150-pound adult, from http://www.primusweb.com/cgi-bin/fpc/actcalc.pl

For More Information

Kidnetic was developed by the International Food Information Council (and other groups), and is designed for older children, but features many activities, and computer games that encourage children to get active and learn more about fitness.
KidsHealth provides doctor-approved health information about children from before birth through adolescence. Created by The Nemours Foundation's Center for Children's Health Media, KidsHealth provides families with accurate, up-to-date, and jargon-free health information they can use, including healthy activities for young children.
Kids in Action is a booklet produced by the government on fitness specifically for children ages birth through 5. It contains activities for infants, toddlers and preschoolers.
The Fitness Jumpsite is a website primarily for adults designed by the Lance Armstrong Foundation. It includes a calorie calculator where adults can put in their weight and activity time to show how many calories they've burned.

What Makes It Rain? Science Teaches Children About The World Around Them

When you think of science, what comes to mind? Is it looking under a microscope? Mixing different liquids and finding out what happens? Perhaps it was the class where you actually got to "do" something? There are many different types of science. That's because in its simplest meaning, science is the way you study or learn (or think) about something. Science is all about studying, finding out, and making sense of the "hows", "whats", and "whys" of the world that we live in. For young children, science mixes well with their natural sense of curiosity. Young children learn through their senses - smelling, tasting, touching, hearing and seeing. Science uses all of these senses and it is also fun. Science can help children learn how the light from the sun helps flowers grow, how water becomes ice, and about other things in their environments. More Than Discovering Science has an even more important role for children than just showing them what and how things happen. Science teaches children how to learn. It uses thinking (cognitive) skills, and promotes creativity. By using the imagination, creativity, testing, experimenting, and observing, children get ideas that help them learn basic facts and rules about the world around them. Science is about experimenting - learning by trial and error, not giving up, following steps, and coming up with results. Science uses many math skills as well-guessing, measuring, comparing, organizing, observing. Science helps children come up with their own answers (and ideas) rather than being given them. It's what true learning is all about.

Fun Science Activities For Young Children

*These activities are referenced in For More Information Section.

Toddlers

Activity: Growing sponge grass

You'll need:

Sponges (small ones - buy small ones or take one large sponge and cut it)
Scissors
Container - foam tray, small dish
Water
Grass seed
Small spray or squirt plastic bottles
Sunny area - window or place that gets sunlight

What you and child(ren) do:

Take small sponge or a pieces of sponge
Soak it in water
Place the sponge in the container
Sprinkle the grass seeds on the sponge
Place it in a sunny space
Water it a little every day
Watch as the grass begins to grow!

Skills/Topics/What is being learned:

The sun helps plants grow
Water helps plants to grow
How to observe changes every day
How to grow things
Words used: sun, water, sprinkle, grow, wait and observe

Activity: Making Lemonade

You'll need:

Lemons (at least one for each child)
Knife to cut (for adult use only)
Spoons u Cups u Sugar
Measuring spoons
Drinking water - pitcher or from faucet or wherever you get water

What you and child(ren) do:

Help cut the lemons into quarters or smaller pieces
Squeeze some lemon into cups
Add sugar - using measuring spoons
Add water u Stir and taste u Add a little more sugar and taste again
After adding more sugar, ask how does it taste?

Skills/Topics/What is being learned:

Using the taste sense
How sugar sweetens and changes taste
Measuring
Words used: squeeze, measure, stir, sweet(er), sour, delicious, yucky, perfect

Preschoolers

Activity: Making Fossil Prints

You'll need:

1 box of baking soda
1 cup of cornstarch
Water
Stove
Small cooking pan
Paper towel or cloth
Plate
Spoon
Container with lid (or cover it tightly)
Seashells - different sizes Prepare the mixture a few hours (or day) before doing the activity

What you and child(ren) do:

To prepare clay mixture
- Mix the box of baking soda, cornstarch and 1 and 1/4 cup of water together in a small pot
- Heat the mixture on stove until the mixture thickens
- Remove and put on plate to cool
- Place wet paper towel or cloth over the plate as it cools
- When cool, knead the mixture dough and then store in container with lid on it
For activity

Get a lump of the clay to make a fossil u Press the shell into the clay to leave a print
Carefully remove the shell
Try doing this with several shells of different sizes
Let the fossil dry completely - overnight
Compare the fossils to the shells the next day and match the shells to its imprint

Skills/Topics/What is being learned:

Learning about fossils
Comparing and matching
Words used: fossils, imprint, shell

Activity: Magical Frost

You'll need:

A tin can or metal can (empty coffee can)
Teaspoon
Salt
Ice cubes

What you and child(ren) do:

Put ice cubes into the tin can
Add a teaspoon of salt and stir quickly
Watch frost form on the outside of the can
Touch it, smell it - examine it

Skills/Topics/What is being learned:

What happens to objects when the air around it gets very cold
Words used: watch, frost, temperature

School Age

Activity: Sink or Float?

You'll need:

A tub or container that holds an amount of water (that's deep enough to cover objects placed within it)
A variety of objects to place in water. Choose large objects and small objects - e.g., plastic bottle, spoon, rock, block, wash cloth, toothbrush, ball

What you and child(ren) do:

Fill the tub or container with water - enough to cover objects placed in the water (supervise children with water carefully)
Before placing objects in the water - one by one, have the children guess if the object will sink to the bottom or float on the top of the water
Write down the children's guesses
Do this each with each object you have and record the guesses and what the results were

Skills/Topics/What is being learned:

What determines if an object will float or sink: the size, weight, material
Words used: float, sink, heavy, light. size, material
Questions to ask the children:
- Why do you think some of the objects floated?
- Why do you think some objects sank?
Have the children:
- Make a chart of the things that floated and the things that sank

Activity: Making Volcanoes

You'll need:

Baking soda
Vinegar
Paper Towels
Spoon
A small pitcher or container to pour from
Tub container or sink
Small plastic bottle (You can also do this if you have a sand table or outside in a sandbox - put the plastic bottle in the sand to give it a real volcano look)

What you and child(ren) do:

Place the plastic bottle in the tub or sink. Make sure it can stand on its own.
Pour two spoonfuls of baking soda into the bottle
Pour some vinegar into the small pitcher or container
Pour a little vinegar into the bottle with the baking soda
This will cause a chemical reaction and the vinegar will start the baking soda to bubble over like a volcano
Repeat this process a few times: add a few more spoonfuls of baking soda, then a few pours of vinegar - watch what happens

Skills/Topics/What is being learned:

What can happen when two ingredients are combined
Trial and error
Words used: pour, mix, repeat
Questions to ask the children:
- Before activity: What do you think will happen when you pour the vinegar?
- After activity: Why do you think there are foam and bubbles?

Science is probably one of the easiest and most fun ways to engage children. Children use all of the senses, use their small (and large) motor skills, and think about how things work and why things happen. This is the way young children learn best - by doing. See how many ways you can blend science activities into your child's daily life and help her to understand that learning can be fun.

For More Information

Science Activities. Activities are reprinted (and adapted) with permission from, The Giant Encyclopedia of Preschool Activities for Three-Year-Olds, The Giant Encyclopedia of Preschool Activities for Four-Year-Olds, and The Giant Encyclopedia of Kindergarten Activities. © 2004 by Gryphon House, Inc. Price $34.95/$6.00 shipping each. Available from Gryphon House, Box 207, Beltsville, MD 20704-0207, 1-800-638-0928.
Sesame Street Workshop for Parents. Gives activity ideas by activity type, theme or learning area.
Apples4theTeacher.com. Online interactive science games
PreschoolRock.com. The Preschool Science and Nature site provides ideas for introducing science concepts and discovering the world with your preschooler through experiments, field trips, and activities designed especially for kids with big ideas and little hands

Seeing The Signs: Does My Child Have Autism?

All parents want to know that their children are healthy and growing in all the right ways. As their children grow, parents hope that their children's language, thinking, social and emotional skills are developing exactly as they should be. Parents naturally watch how their babies grow and know what they are and aren't able to do. But, how can parents know if their children are developing as they should?

Doctors look at the growth of a child. They compare a child's abilities to those of other children around the same age. They look at a child's progress in "developmental areas" during certain time frames, meaning physical skills, language, social skills, emotional development, and thinking skills. There are no specific "deadlines" for when a child should have developed certain skills. But, there are certain time periods or time frames for when a child should be able to first speak, stand, and be able to follow one- or two-word directions, and so on. These are called "developmental milestones". One developmental milestone is when a child first learns to walk (the average is around 12 months; but it can happen any time from 10 to 15 months).

Know What is Average Growth

Parents need to know what is expected in typical or average development. There are several main skills and behaviors to look for in children around 3 months, 7 months, 1 year old and so on. Talk with your child's doctor and learn what you should be looking for as your child grows. Write down anything that doesn't seem right to you or that you may have questions around. Always use your judgment and follow your instincts. You know your child better than anyone. If you have a concern, get help. You don't have to wait until your child's check-up or wait to see "what happens".

In this issue, the chart called Developmental Milestones Thru Age 3 lists some common behaviors and skills in several developmental areas. These are markers of average development for children by their ages. It is important to remember that many children do not develop all skills at typical ages and many do catch up later ("late bloomers"). However, it is best to follow-up on any delays to make sure your child receives any services that could help.

Autism and PDD

Autism, Attention Deficit Hyperactive Disorder (ADHD), Pervasive Development Disorders (PDD). We hear these terms about children almost regularly now. Once mysterious and hardly spoken of, these disorders are now a main focus in our country. Parents, doctors, and teachers are now faced with a growing number of children who have autism, ADHD, PDD and other similar disorders. Some have even called it an "epidemic". If you are a parent hearing one of these "labels" associated with your child, it can be frightening. It is easy to become overwhelmed and unsure about what to do next and how it will affect your child.

So what are these disorders? What does it mean for your child? Autism is a word that covers delays or something that is unusual in a child's development in more than one developmental area. This means there is a delay of some sort in the areas of: communication/language, social interaction, and behavior. "Pervasive" means there are delays across many areas in a child's development, not just one.

These kinds of delays are almost always noticeable by the age of 3. Children do not become autistic or have PDD later in life. Autism or PDD can be detected and treated as early as 18 months. For instance, a child may be delayed in his speech, have a lot of difficulty with fine motor skills, and be behind in social skills, and that would be considered in the PDD category. The difference between Autism and PDD is usually in how severe the delays or abnormalities are in a child's abilities, and how a child functions on an everyday basis.

There are many other kinds of disorders that have similar signs as Autism. Many children have mixed symptoms or may have more than one condition (for example many children with PDD usually have learning disabilities, and may also have speech delays). So getting a full evaluation and proper diagnosis from your doctor is critical. That way, you can get the services that will treat the symptoms your child has, rather than just guessing what the disorder may be.

Signs of Delays or a Disorder

There are some general signs that may mean your child has a delay in development, or has a more specific developmental disorder such as Autism or PDD.

While knowing and observing the typical developmental milestones with your child, also take note if your child displays any of the following signs associated with the possibility of having PDD or Autism.

Social and Communication

Your child's speech is not at the level it should be for your child's age; or your child stops saying words they use to know or has a reverse in speech skills
Your child's speech has unusual patterns, such as your child repeats phrases over and over, or only repeats what is said on TV or videos
Your child's voice has a high pitch tone or is flat in pitch with no change
Your child does not point at objects to show interest
Your child has trouble expressing what she needs with words or gestures

Behavior/Personality

Your child does not have eye contact when talking with you or others
Your child prefers to be alone and play alone
Your child does not like being held or cuddled
Your child does not seem to be interested in other people
Your child has many and unusually long temper tantrums
Your child repeats certain actions over and over (hand gestures, movements)
Your child has unusual interests (lining up objects, spinning objects)
Your child has trouble adjusting to changes in routine

Sensory and Motor

Your child is very sensitive to sounds, the way things feel, taste or look (may react very strongly to them)
Your child likes being squeezed or hugged very tightly
Your child runs or bumps into things a lot; is considered "clumsy"
Your child has trouble with small motor skills such as grasping objects or holding crayons or utensils

Physical

Your child does not crawl, walk or talk at any of the expected age ranges
Your child's vision or hearing does not seem normal
Your child walks on his toes all the time

Note: These signs only show a possible delay if you see then regularly. Parents, caregivers and other adults who spend a lot of time with children are often the best observers. They can often pick up on behaviors that a doctor may not in a few minutes with a child. A child with any disorder may not show all of associated behaviors or signs. In fact, most will not, because all children are unique.

Where to Get Help

Parents should always start with their child's doctor when they have concerns about their child. Doctors will always want to run tests to rule out any medical causes for symptoms. Your child's doctor can also direct you to specialists to do a complete developmental evaluation. The doctor can also help you get other specialized services if needed. Every state has a "Child Find" program (which could be under a different name) that is operated under the state's Department of Social Services (for children under age 3) and Department of Education (for children 3 and older). If you think your child has developmental delays, you can get a free evaluation for your child. Depending on the outcome of the evaluation, your child may be eligible for free services.

Although it can be overwhelming to find out that your child has delays or a developmental disorder, a diagnosis of Autism or PDD (or any other disorder) does not define your child and his abilities for the rest of his life. Research has shown that the earlier the intervention and any services are started for developmental delays, the better results for children in the long run. Give your child the best start in life. Talk to your child's doctor if you see the signs.

Developmental Milestones Thru Age 3-By Area and What You Should See Your Child Doing By End of This Age
Developmental Areas	By the end of 3 months	By the end of 7 months	By the end of 1 year	By the end of 2 years	By the end of 3 years
Social/Emotional	Begins to smile Enjoys playing with others and may cry when playing stops Is more expressive; communicates more with face and body Imitates some movements and facial expressions	Enjoys social play Likes seeing himself in mirror Responds to other people's expressions of emotion and appears happy often	Shy or anxious with strangers Cries when mother or father leaves Enjoys imitating people in his play Shows specific preferences for certain people and toys Tests parents' responses to his actions during feedings Tests parents' responses to his behavior May be fearful in some situations Prefers mother and/or regular caregiver over all others Repeats sounds or gestures for attention Finger-feeds himself Extends arm or leg to help when being dressed	Imitates behavior of others, especially adults and older children More aware of herself as separate from others More excited about company of other children Demonstrates increasing independence Begins to show defiant behavior Separation anxiety increases toward midyear then fades	Imitates adults and playmates Shows affection for familiar playmates Takes turns in games Understands "mine" and "his/hers" Shows affection openly Shows a wide range of emotions By 3, separates easily from parents Objects to major changes in routine
Physical/Movement	Raises head and chest when lying on stomach Supports upper body with arms when lying on stomach Stretches legs out and kicks when lying on stomach or back Pushes down on legs when feet are placed on a firm surface	Rolls both ways (front to back, back to front) Sits with, and then without, support on hands Supports whole weight on legs	Reaches sitting position without any help Crawls forward on belly Can do hands-and-knees position Creeps on hands and knees Gets from sitting to crawling or prone (lying on stomach) position Pulls self up to stand Walks holding on to things Stands momentarily without support May walk two or three steps without support	Walks alone Pulls toys behind her while walking Carries large toy or several toys while walking Begins to run Stands on tiptoe Kicks a ball Climbs onto and down from furniture without help Walks up and down stairs holding on to support	Climbs well Walks up and down stairs, changing feet (one foot per stair step) Kicks ball Runs easily Pedals tricycle Bends over easily without falling
Language/Communication	Does not apply	Responds to own name Begins to respond to "no" Can tell emotions by tone of voice Responds to sound by making sounds Uses voice to express happiness and unhappiness Babbles alot of sounds	Pays more attention to speech Responds to simple verbal requests Responds to "no" Uses simple gestures, such as shaking head for "no" Babbles with voice (changes in tone) Says "dada" and "mama" Uses exclamations, such as "Oh-oh!" Tries to imitate words	Points to object or picture when it's named Recognizes names of familiar people, objects, and body parts Says several single words (by 15 to 18 months) Uses simple phrases (by 18 to 24 months) Uses 2- to 4-word sentences Follows simple instructions Repeats words overheard in conversation Does not imitate actions or words by the end of this period	Follows a two- or three-part command Recognizes and identifies almost all common objects and pictures Understands most sentences Understands placement in space ("on," "in," "under") Uses 4- to 5-word sentences Can say name, age, and sex Uses pronouns (I, you, me, we, they) and some plurals (cars, dogs, cats) Strangers can understand most of her words
Hand and Finger Skills (Small Motor)	Opens and shuts hands Brings hand to mouth Swipes at dangling objects with hands Grasps and shakes hand toys	Reaches with one hand Moves object from hand to hand Uses hand to rake objects	Uses pincer grasp (thumb and index finger) Bangs two objects together Puts objects into container Takes objects out of container Lets objects go voluntarily Pokes with index finger Tries to imitate scribbling	Can scribble Turns over container to pour out contents Builds tower of four blocks or more Might use one hand more often than the other	Makes up-and-down, side-to-side, and circular lines with pencil or crayon Turns book pages one at a time Builds a tower of more than six blocks Holds a pencil in writing position Screws and unscrews jar lids, nuts, and bolts Turns rotating handles
Vision	Watches faces intently Follows moving objects Recognizes familiar objects and people at a distance Starts using hands and eyes in coordination	Develops full color vision Distance vision matures Ability to track moving objects improves Vision fully developed at this point
Hearing/Speech	Smiles at the sound of your voice Begins to babble Begins to imitate some sounds Turns head toward direction of sound Hearing and speech capacity fully developed by this time (not the same as
Cognitive/Thinking Skills		Finds partially hidden object Explores with hands and mouth Struggles to get objects that are out of reach	Explores objects in different ways (shaking, banging, throwing, dropping) Finds hidden objects easily Looks at correct picture when the image is named Imitates gestures Begins to use objects correctly (drinking from cup, brushing hair)	Finds objects hidden under two or three covers Begins to sort by shapes and colors Begins make-believe play	Makes mechanical toys work Matches an object in her hand or room to a picture in a book Plays make-believe with dolls, animals, and people Sorts objects by shape and color Completes puzzles with three or four pieces Understands concept of "two"

(from the CDC's website, Learn The Signs/Act Early, Interactive Tools for Parents: Milestones Chart. The CDC's interactive tool and milestones chart goes through age 6. We have included through age 3 here since most atypical symptoms occur before this age.).

For More Information

Learn the Signs, Act Early Campaign is a partnership campaign (under the Centers for Disease Control's National Center on Birth Defects and Developmental Disabilities Office) to inform and educate parents, child care providers, physicians and other adults in young children's lives on the early signs of possible developmental delays - with a focus on delays other than physical growth. Bringing to light the often overlooked symptoms in very young children that could be linked to Autism or other developmental disorders, this website has a lot of information that parents can use throughout their child's early development. Highlights: interactive online development tool, fact sheets, free campaign materials for professionals.
Autism Society of America is a national membership organization for parents, families and other concerned individuals that serves as a support and advocacy system for children and adults with autism. The website provides research on autism and has a resource section where parents and family members can find out where their local chapter is located.

Keep Them Smiling: Children's Dental Health

Did you know that one of the most common childhood diseases is tooth decay? More than half of American children have had at least one cavity by age 5. And, by the time an American child is 17 years old, on average, he has had eight cavities.

The good news is that you can help your child fight tooth decay. First, you can make sure your child follows the right eating and drinking habits, to prevent sugar buildup on teeth. Then, you can help your child care for her teeth.

How Do We Get Cavities?

When we eat, bacteria and food get on our teeth. If it isn't brushed off, it starts to form acid on teeth. Once this acid forms, it breaks down the surfaces of teeth. After a while, holes, or cavities, form. Then, the dentist has to fix it. In addition, build up of acid and bacteria over time can contribute to gum disease and cause more problems.

There are many things you can do to help your child avoid cavities and other mouth-related problems. Healthy tooth care helps. Also, drinking water with fluoride, a chemical in most areas' drinking water, helps strengthen teeth.

Starting Out with Healthy Teeth

Every year, children's teeth go through different stages of development. Different practices help keep their teeth healthy as they age.

Infants:

Facts: Your baby's teeth begin growing before he is even born - in the second trimester of pregnancy. By birth, babies have about 20 teeth, but they don't appear until the baby teethes, which usually begins sometime after they are 3 months old.

Eating and Drinking: Never let your baby drink a bottle of juice or milk while lying down to go to sleep. You can give the baby a bottle with water. Juice and milk may contribute to tooth decay, especially if it is just sitting in the mouth, and over time, can give your baby a case of "bottle mouth" - tooth decay caused by using the bottle too much.

Healthy Habits: Before teething, the best thing to do is to run a damp washcloth over your baby's teeth after eating. If your baby is teething, give her something clean to chew on - something big enough so that it won't be a choking hazard.

Once a tooth comes in, you may buy a soft infant toothbrush - but only use water, not toothpaste, to brush. Before your baby turns 2, you should bring him to a pediatric dentist for an exam - although the dentist won't do the same thing for the baby as for you, the dentist will examine your child's teeth and let you know what to do.

Toddler/Preschoolers

Facts: Once your child has her baby teeth, you want to make sure she is keeping those teeth healthy and clean. If cavities develop, children can lose their baby teeth before their grown-up teeth come in and this can cause problems with tooth spacing.

Eating and Drinking: Your child should eat nutritious foods. It's a good idea for children to avoid sugary and sticky foods. Sugary snacks between meals should be avoided as well.

Healthy Habits: Children should brush their teeth twice a day. They can use a soft-bristled brush with a pea-sized amount of toothpaste. The reason to use such a small amount is that children often actually swallow the toothpaste - and this amount won't hurt them.

You should take your toddler or preschooler to the dentist once every six months. Your dentist will watch out for cavities. She will also help you prevent tooth decay. For instance, if you live in an area where fluoride isn't added to the water, she may prescribe fluoride to strengthen your child's teeth.

Make sure you change your child's softbristled toothbrush every 6 months. Make it fun and let your child help choose his own toothbrush.

Quick Tip: If your toddler sucks his thumb, it's okay. Just tell your dentist if he continues to do it after age 4.

Healthy Tooth Foods

If your children aren't allergic to the following foods, these foods contain nutrients that strengthen teeth.

Vegetables
Yogurt
Peanut Butter
Milk
Cheese

Not-So-Healthy Tooth Foods

These foods contain sugar and other substances that can contribute to cavities.

Soda
Crackers
Bread
Pretzels
Candy (and other sugary food)

Toothbrush Tips

Sometimes, children don't want to brush their teeth. Here are a few tips on how to help them learn.

Get a special step stool so she can see in the bathroom mirror.
For rinse cups, choose a disposable brand with a fun logo or cartoon on the side.
Let her choose a soft-bristled toothbrush with her favorite character from tv or a movie.
Brush your teeth at the same time she does. Let her go first, but then start up yourself so she can learn by watching your example.
Sing a special tooth-brushing song together.
Teach her how to spit by saying "patooey" and aiming for the sink.
After you're done, admire your smiles.
Consider sometimes eating foods, like broccoli, that stick in your teeth, so that your child can get a "before" and "after" viewpoint.
Read books about tooth-brushing and teeth together.

Dentist Fears

Your child might be afraid of the dentist. Perhaps, you too, prefer not to go. There are a number of things you can do to help your child face this fear. Setting a good example by going to the dentist calmly is the first thing you can do. If your child gets to watch you sit in the chair, then he may be calmer once it is his turn. You can also:

Choose a dentist carefully. You might want to find a pediatric dentist who is an expert on working with children.
Ask if the dentist will let you sit with the child in your lap during the appointment.
Talk to your child about her fears.
Schedule the appointment for a time when your child will be well-rested.

Dental Health in Child Care

If your child is in child care, there are two major things you can do to ensure his dental health is being protected. First, talk to the provider to see what types of meals are served. If there are a lot of sugary sweets and not enough healthy snacks, you can ask the provider to change the menu.

In addition, if your child is going to sleep or nap at child care, you should make sure the provider is only giving them a bottle with water, and if appropriate, that the child gets to brush his or her teeth before going to bed. Make sure your toddler isn't allowed to walk around with a bottle.

Dental health is very important for grownups and children. Being a good example for your child will not only help him learn the right behavior... it will also help you keep your teeth clean and healthy!

For More Information

The Child Development Institute has information on all aspects of parenting and is recommended by the American Psychological Association. They have a special page all about children's dental health, with topics ranging from healthy snacks to various dental problems.
KidsHealth provides doctor-approved health information about children from before birth through adolescence. Created by The Nemours Foundation's Center for Children's Health Media, KidsHealth provides families with accurate, up-to-date, and jargon-free health information they can use. A search for "Teeth" on KidsHealth brings up several helpful articles.
The American Dental Association (ADA) is a professional association for dentists, but its website features a lot of information for parents, including how to pick a dentist and information on proper tooth care. Every February, the ADA sponsors National Children's Dental Health Month.

A Furry, Feathery or Scaly Best Friend: Children and Pets

Has your family ever had a pet? Has your toddler made friends with the neighbor's new puppy? Are you in charge of feeding the child care center's guinea pig over winter break this year?

Animals can be more than just fun friends for children. Research shows that having pets can benefit children of all ages. Pets can help grow children socially and emotional, as well as help their intellectual and physical development.

Developmental Benefits of Pets for Children

Children of all ages can make friends with an animal - whether it's their own pet or a friend's. These friendships help social and emotional development. But, each age group benefits differently from animals.

Infants/Toddlers

Cognitive Development: Babies enjoy the sensory aspects of animals. They see the pretty bird, hear the cat's meow, and pet the soft dog. Toddlers can also learn the names and shapes of different animals, and the noises each one makes.

Social/Emotional Development: Toddlers start to form emotional bonds with pets, and make "friends".

Physical Development: Older toddlers can get exercise and physical activity by walking or playing with a pet, depending on the type of animal. Cats and dogs are more active than smaller animals. Smaller animals may help older children develop fine motor skills.

Preschoolers

Social/Emotional Development: As children get a little older, they learn more from their pets. Their relationship with the animal may grow. They will learn about caring for their pets. Caring for a pet can promote feelings of empathy. And, preschoolers will see how animals react if they are treated nicely.

Older Children

Social/Emotional Development: Helping take care of pets gives older children feelings of responsibility. Your daughter can give the cat a spoonful of dry food in the morning, or feed the fish in class every day.

Pets can boost selfesteem by giving children an experience of unconditional love. No matter what's going on at school, or with their friends, pets treat children the same way.

Finally, older children can learn about the life cycle from pets. Whether a pet has babies, or dies, your child can learn important lessons about life.

However, some types of pets are safer for children than others. And, there are important rules for how children and pets should get along.

Being Safe

With children and pets, the first rule is: supervise your children when they're playing with animals. Use your best judgment. In most cases, it's easy to tell when an animal might be upset with your child's behavior, or if an animal is about to react to something. For instance, children should stay away from animals that are hurt.

Some other rules include:

Children (and adults) should not bother pets while they are eating or sleeping. Startled animals may react harshly.
"Stranger" animals are not necessarily nice. If you or your child meets a new animal, ask the pet's owner if the animal is friendly and okay to touch.
Parents should serve as a role model for proper pet care. If you treat your pet well, your children will act the same way.
Teach your children how to handle animals. For instance, small animals should be treated gently. Cats and dogs generally don't like to have their ears pulled. Small children sometimes have a hard time being "gentle". Guide your young one to handle and touch animals gently. Also, depending on the age, your child may not be ready to handle an animal.
Always wash your hands after touching an animal. Sometimes, animals' fur or skin may contain bacteria that is harmful to humans. By washing your hands after playing with an animal, you and your child will stay healthy.
Note the pet's body language and tell your child what it is saying. For instance, if a cat is hissing and has puffed out its fur, it is angry and should not be touched.
Avoid over-stimulating the pet. As a general rule, don't startle a pet by yelling or sneaking up on it. Some animals may need quiet time or a quiet space away from children.

Pets to Avoid

Animal > Lizards (such as iguanas), Turtles and other Reptiles (such as snakes)

Why it's Unsafe > Nine out of 10 of these animals typically carry the bacteria for salmonella, a disease that can be life-threatening for young children and infants.

Animal > Amphibians (frogs, toads, newts, and salamanders)

Why it's Unsafe > Children under 5 should avoid these animals due to risk of contamination from bacteria.

Animal > Hedgehogs, prairie dogs, ferrets, chinchillas, and monkeys

Why it's Unsafe > Although available in some pet stores, these animals are still wild, and may not be appropriate for children.

Animal > Baby chicks and ducklings

Why it's Unsafe > Risk of salmonella- a type of bacteria.

Animal > Any animal with a "bad vibe"

Why it's Unsafe > If an animal doesn't seem friendly or seems overly aggressive, it shouldn't be around your child.

Take Caution with These Pets

Animal > Hamsters, gerbils, and other small rodents

Why Take Caution? > Although they are fine pets for older children, these small animals may be too small and fragile for infants and toddlers to play with.

Animal > Puppies and kittens

Why Take Caution? > Baby animals may be feisty and have harsh reactions to handling by a preschooler, such as biting or scratching. An older, calmer animal may be more suitable for your home.

Animal > Rabbits

Why Take Caution? > Rabbits can be great pets, but they can be frightened by energetic children. Sometimes they don't like being picked up and carried around.

Is a Pet for You?

If you're thinking about getting a pet for your family, consider a few things:

Is your home big enough for a pet? If you live in an apartment or condominium, are pets allowed?
Is there room in your family budget for food, supplies and vet bills?
Is your child ready for a pet? Do you have time to supervise your child's interaction with the pet?
What kind of pet is right for you? Do you have the energy and time to care for a cat or dog, or would a less active animal, like a fish, be better?
Do you or your child have any pet allergies? If you don't know, consult your doctor.
Are you ready to make a commitment to a pet with a life-span that can last years? Are you ready for a pet that will only live a short time (that can be hard for young children to accept)?

If your family decides to adopt a pet, the responsibility for the well-being of the animal ultimately falls with you. Although your child can help, it's up to you to make sure the animal is safe, healthy and taken care of properly. A pet can be a wonderful addition to your family.

For More Information

Sesame Street Workshop features research based articles and tips on children's development and animals, as well as information on unsafe pets.
The Humane Society of the United States has information about families and pets, including resources for choosing and introducing new animals to your family. They also feature links to local animal shelters and veterinarians.
The Center for Disease Control's website features a section called "Healthy Pets, Healthy People". This site has information about how to keep young children healthy when they are around animals.

Beyond "Stop, Drop and Roll": Practicing Fire Safety Habits at Home

As a parent, your child's safety is your first concern. A good first step to keeping your child safe is to follow recommended safety practices at home. As you follow safety practices, teach your child safety habits and show him what to do if there is a dangerous situation.

One of the greatest dangers for children in the home is fire. Every day there are fires in homes across this country. And every day, there are children who get hurt or die in home fires. In fact, children under the age of 5 account for almost half of all home fire victims. Children are the most vulnerable and likely to be hurt in a fire. That makes it extremely important to focus on fire safety with young children.

Many people still aren't aware of how dangerous fires are and how quickly they spread. They also may not know how to prevent fires and help reduce injuries ifthey occur.

Fire Facts and Safety Tips

Get a smoke alarm and makesure it is working. Most home fires in which children died were in homes that did not have a working smoke alarm.
Never assume you have time. It only takes a few seconds to a few minutes before flames can spread through an entire home. Leave a burning home as quickly as possible.
The heat of a fire is more deadly than the flames. The heat of a fire can rise to 600 degrees. The heat alone is deadly and can melt clothes to the skin. Don't think that if you don't see flames you are safe.
Once a flame starts, it quickly turns dark - into a thick, black smoke. The dark smoke prevents you from seeing - and breathing.
Smoke and the toxic gases and fumes from fire are more deadly than the flames. Breathing becomes difficult. This is a main reason why people are hurt in a fire.
Do not fight a fire. If you cannot put out a contained fire - meaning it is very small and has not started to spread - with a fire extinguisher in less than 20 seconds, LEAVE.
Do not try to use a fire extinguisher for the first time when there is an actual fire. Get instructions and practice using it beforehand. In a moment's notice, it won't be easy to just read the instructions and do it correctly.

There's No Place Like Home

Home is a special place for children. It is a place of comfort, and an exciting place for children to explore and learn. And it should be. But, it should also be a safe place. By taking precautions, you can make sure your home is as fire safe as possible.

To Prevent Fires

Store all flammable and hazardous materials properly and out of reach of children. This includes: kerosene, cleaning materials and household products, lighters, matches, candles, pesticides, alcohol, paint. If you have gasoline, paint thinner, ammonia, or kerosene, these should be stored outside of the home.
Keep matches, candles, and lighters out of reach of children. Child-resistant lighters are not foolproof, children can still light them.
Use stove and cooking appliances safely or not at all when children are present. Either remove all knobs from the stove, or use safety knobs. If you're using a pot, turn the handle toward the back of the stove or use it on the back burner.
Keep all electrical appliances and items with electrical cords out of reach of children. Young children tend to reach and pull on items that they see. Make your home safer by removing any temptations.
Clean and empty all lint filters in dryers and have dryer vents inspected regularly. Dryer lint build-up is a major cause of home fires.
Limit how much is on walls. Artwork should not cover more than 10 percent of your wall area. Papers or flammable materials on walls or doors can make fires burn faster.

To Prepare for Emergency Evacuation

Install smoke alarms and carbon monoxide detectors in your home.
- Put UL-listed (Underwriters Laboratories) smoke alarms on each floor. Install the alarms high on the walls or ceilings, since this is where smoke rises. Keep them uncovered (no paint, stickers, or dust).
- Test alarms monthly. Replace the batteries (in battery-operated detectors) once every six months.
Have a home fire extinguisher on each floor.
- Have a fire extinguisher located near the kitchen and on each floor.
- Place it where it can be seen, but out of reach of small children.
- Make sure you have an ABC-type extinguisher so that it can handle different types of fires. It should have a UL or FM testing seal on it.
- Recharge extinguishers after every use.
Keep all exits clear and free of any clutter or blockages. Toddlers and older children should be able to use exits in the event of a fire. This means hallways, steps, and pathways should be clear of debris, toys, or other materials that would stop or make it hard for children to leave quickly.
Post emergency numbers next to each working telephone. Put all emergency related numbers by telephones (poison control, neighbors).
Have a family emergency escape plan. Plan with your family for the event of an emergency. The plan will outline what everyone in the house will do if the smoke alarm goes off or if there is another emergency where you will need to leave the home.
Have regular fire drills. Many families who have fire escape plans never practice them. Practice. It will help children remember and be able to respond better if the time comes.
Keep children's bedroom doors closed at night. Closed doors can help prevent a fire from spreading and slow down the spread of smoke and fumes.
Keep a baby harness by the crib. If you have an infant, a harness will allow you to carry your baby comfortably and leave your hands free to escape during an emergency.

Talk to Your Child About Fire Safety

Children learn by watching, listening, and doing. The fire safety habits you practice will help show your child how to be safe. Remember, children are very curious by nature. By removing fire sources and talking about fire safety, you can help your child understand how important it is to stay away from fire.

Many home fires are caused by matches, lighters and other heat sources. Children set a lot of these fires. Many children have a fascination with fire and actually hide and play with matches or lighters. Bedrooms and closets are often secret places where children will play with fire.

Here are some things you can do to help teach your child about the dangers of fire and what to do in case there is a fire. Of course, you will use your judgment depending on your child's age. But, children as young as 3 can be taught to practice safe behaviors:

Talk to your child about fire: Tell your child fire is dangerous, and that it could hurt her.
Let your child know how a smoke alarm sounds: Allow him to hear it when you are testing it so he knows the sound and what it means.
Tell your child not to play with matches or lighters they may find: Tell your child to tell you if she finds matches or lighters, or to bring them to you.
Show your child how to crawl low in case of fire: Practice how to crawl low on all fours if there is a fire with a lot of smoke. Do not crawl on your belly.
Teach the stop, drop and roll technique: If your child is old enough, practice this technique to put out fires that may get on clothes.
Practice your fire escape plan: At least monthly, practice your family escape plan. Make it routine so that it won't be as scary if it has to be followed.
Tell your child not to hide in case of fire or if they see fire fighters: Many young children hide when they are scared. By practicing with your child, he will be less afraid. Tell your child to not hide, and if they see firefighters not to run away. (It may be a good idea to show your child what a firefighting uniform looks like).

Nothing is scarier than a fire in the home. Many fires are preventable. By practicing safety behaviors and removing or monitoring known fire dangers in a home, you can help reduce the chance of a fire. Make safety a regular part of your family's routine and keep your home the safe, comforting place it is always meant to be.

For More Information

Contact Your Local Fire Department. Many local fire departments have information for parents and residents on fire prevention. Some may have free or low cost smoke alarms for community residents. Your local fire department will also be able to show you how to properly use a fire extinguisher.
FireSafety.Gov for Kids is a website on talking about fire safety and prevention with children, which gives lesson plans, and directions on how to draw up an escape plan, and provides information on fire safety recalls related to children's products, publications and educational resources. The Kids Page is targeted towards children in grades Pre-K through 3.
U.S. Fire Administration, Fire Safety Campaign for Babies and Toddlers is a public awareness and education campaign designed to draw attention to the increased risk of fire death for young children, and to teach parents and caregivers how they can avoid the tragedy.
FEMA (Federal Emergency Management Administration) for Kids: Resources for Parents and Teachers. FEMA for kids teaches children how to be prepared for disasters and prevent disaster damage. On this website, children learn what causes disasters, play games, read stories and become a Disaster Action Kid. The section for parents and teachers has printable on curriculum and activities to do with children.

Discovery and Play: Children Benefit from the Great Outdoors

Computer screens, the blare of the television, that closed-in feeling from being in a cubicle or office building all day - no matter who you are, sometimes, everybody needs a breath of fresh air. And so do young children. In fact, researchers say that children need to get outdoors every day.

Being outside helps children grow and develop - physically, socially, and emotionally. It may also help them avoid childhood obesity, and give them the chance to burn some of that extra energy from being indoors and inactive.

Even babies can benefit from being in the great outdoors - whether the great outdoors is in the mountains, or on a city street. But what can parents do with their children once they're outside? How can you help your child experience the outdoors and be safe? It's easier than you may think.

Infants: Taking it All In

Why should your baby be outside? Even though your baby might not even be walking yet, it's good for him to see, smell and hear different things. The different colors, people, and sounds will help stimulate his senses. Even the feel of air at a different temperature can be good for babies.

What can you do together? Bring your baby along as you walk or go on an errand. Point out to her different things you see along the way: birds, other people, flowers, and wherever it is you are going. She will enjoy the different sights and sounds, and listening to you talk.

If you live in an area with parks or playgrounds, they are a great place to bring babies. Generally, parks are a little quieter than the streets, and other children are there. You might also be able to make friends with other parents who have brought their own children.

If you live in a place where the weather is nice and warm, you can take your baby outdoors and sit with her on a blanket. Give her a chance to sit outside - bring toys for her to play with. You can also bring books and read to her. It will be good for you, too, to get outdoors. New parents may feel a little stir-crazy from being inside - this is a great excuse to get out.

Toddlers: Happy Play

Why should your toddler be outside? Toddlers, who have just learned to walk, need to build their muscles. Playing outdoors is a great way for your child to stay active and develop their large muscles. Toddlers should have between one and two hours of activity a day - both "structured" and "unstructured". Structured play helps toddlers learn steps and activities, while unstructured time is about letting their imaginations take over.

What can you do together? Structured time can include activities like using water to "paint" the sidewalk, or singing songs together about the birds and trees. Unstructured time is when toddlers play without set activities - a playground is a great place to let them do this. So are backyards and parks. Going with your toddler for a walk in your neighborhood can also be fun. Watch your toddler, and make sure she is safe. But whether she's actively running around or playing pretend, she will benefit from being in the outdoors.

If you live in a snowy area, make sure your toddler is dressed warmly, and then think about fun snowy day activities to do. Make a snowman or snow angels. Use water with food coloring to make drawings in the snow.

If you live near a playground with a sandbox, bring sand toys so that your toddler can play in the sand. He may get a little dirty, but he'll love making castles.

Preschoolers: Organized Fun

Why should they be outside? If your child is a little older, you will want to give him more activities to do. His time outside will help him develop his physical fitness more. Playgrounds have a variety of appropriate equipment for preschoolers, such as swings and climbers. Playing with other children also helps him develop socially and make friends.

What can you do together? At this age, you can play with jump ropes - which is great exercise for children. Jump rope rhymes are an excellent way to develop language skills. You can also play with balls. It's also a good age to explore nature a little more. Go on a trip to the national park or even to the park in your neighborhood. You can talk about different types of trees or animals, and give your preschooler a chance to talk about science - for instance, how plants grow with sun and water.

Outdoor Safety Tips:

If it's sunny, and your child is older than 6 months, make sure she wears sunscreen of at least SPF 15. Keep babies under 6 months out of the sun.

Always make sure your child is dressed for the weather.
Stay close together - and hold hands when crossing streets.
If the weather is too extreme, you can always go outside tomorrow.

Outdoor Activity in Child Care

Most child care programs have playgrounds outside for children. Providers should try to plan to bring the children outside when the weather is good. Organized outdoor activities for the children every day is recommended.

The safest playgrounds are fenced in with equipment in good condition and placed on a soft surface, such as mulch, sand or rubber mats.

Finally, children must be carefully watched when they're playing outside. The child care program should stick to its teacher:child ratios. Remember, outside play time, no matter where you live, can help children grow and have fun. So, if you can, go outside with your child and enjoy yourself!

For More Information

NACCRRA's Is this the Right Place for My Child? 38 Indicators of High-Quality Child Care, is a user friendly booklet containing a checklist of 38 questions that parents can ask to evaluate the quality of child care programs and explains why each question is important and how it relates to the quality of care. It includes a section on making sure your child care program is safe and healthy for your child.
Family TLC has family activities - games, sports, crafts, music, cooking, nature and more. Find parenting tips, articles on child development and hundreds of new age-appropriate child activities each month.
The Sesame Street Workshop has a database of hundreds of activities to do with your child that you can consider by activity type, your child's age, or learning area.
The American Academy of Pediatrics is an organization of 60,000 pediatricians committed to the attainment of optimal physical, mental, and social health and well-being for all infants, children, adolescents, and young adults. Its website has a section on outdoor safety tips for children.

Let's Talk! Encouraging Children's Language Skills

Learning to talk happens naturally and normally for most children. Talking is learned without traditional "studying". By age 3, most children are talking very well. However, children master grammar and social rules over a period of time. Non-verbal or unspoken aspects of talking with others also are learned over time. Non-verbal "language" includes eye contact, gestures, body posture, as well the "tones" in a person's voice that have meaning.

Children learn to communicate by interacting with their parents, families and other people in their lives. It's the back and forth of talking with others that helps children not only talk, but learn how to use language socially. We all speak and use language because we need something or want to share something. By helping children to speak well you are also growing their social skills

Building Conversation Skills

How should parents and child care providers support children's learning about talking? The most important thing parents can do is talk to their baby. Just talk. Share what you are doing, what you are seeing, and how you feel. It is important for your baby to hear language. Talk and assume that your baby does understand. Talking with your child opens up the inborn capacity for language learning, and helps to grow the parent-child bond.

There are several ways to encourage language. Focus on what is familiar for children. You can talk about:

Daily Routines: Everyday life is full of "new" words and things for young children. Talk about your child's daily activities: what she is doing; the food she is eating, how the food is prepared and the utensils to use, the clothes she is wearing, the kind of transportation being used.
Stories (and Movies): Talk about the characters in a story you are reading: who are they, what they are doing, why they are doing anything. Pick out any words that may be new to your child. Language and reading go hand in hand, so take this opportunity to encourage reading skills as well.
Trips/Outings: Outings are always great for talking. If you go to a nature park, talk about the trees and flowers. Talk while at the grocery store about the foods you are choosing.

Words to Talk By

Talking involves using words - a lot of them. Parents and other adults naturally use simple, basic words when talking to children. They use words that are familiar to children - words that refer to things in their environment and that are important in their lives.

Children's language skills grow quickly in the early years. They learn the words they hear, the words that are spoken to them. By the time children are 3, they have a vocabulary of nearly 1,000 words.

When talking to your infant, toddler or preschooler, use words that describe things, how they look, feel, taste, and smell. Use "feeling" words to help children to talk about their everyday experiences. Keep it simple. This list is only a small sampling to get you thinking about how you can help increase your child's growing language and conversation skills.

Ways to Promote Language Skills

Child care providers and teachers learn a lot of the following strategies as part of their training to work with young children. These simple strategies take place in conversations and will help with building language skills. You don't really have to always focus on how you are talking with your child, but keep these tips in mind and use them when you can. It will soon become second nature.

Infants

Talk to your baby when holding him, feeding him, changing him. ("Are you hungry? Okay, time for milk.")
Narrate what you are doing in your daily routines. ("We are taking a walk in the park." "Into your car seat, you go.")
Talk in short sentences and use short phrases. ("Roll the ball." "A pretty blue bird.")
Use pauses and stretch or emphasize words. ("See the mooonkeeey.")
Respond to your baby's sounds and attempts to talk. ("Are you cooing? Well, hello to you too!")
Read to your baby. (Read books especially for babies/infants that focus on basic words, including shapes, colors, sounds.)

Toddlers

Play games that involve turn-taking. (Play games such as rolling a ball back and forth to each other. "I roll it to you. You roll it to me." "I had a turn. Now it's your turn.")
Build your child's vocabulary during normal conversations. ("That's a big house." "It's a big house with a chimney on top.")
Help your child know words to talk about and describe feelings and emotions. ("You seem sad." "Are you sad because it is time to stop playing?")
Give simple one or two word instructions. ("Give me your bowl." "Wash your hands.")
Match your child's speech in length and complexity. ("Drink?" "Drink juice?" )
Respond to your toddler's communication and stay on topic. (Whatever your toddler talks about, follow her lead. See where the "conversation" can go.)
Read to your toddler and have your toddler join in. (As you read books for toddlers, have your toddler turn the page and ask questions such as "What does the cow say?")

Preschoolers

Respond to and have conversations with your preschooler. (Preschoolers love to ask questions - answer them. Ask your own? "What do you see?" "Do you think that rock is heavy?")
Talk about what your child is doing and what you're doing. Ask questions that extend their thinking. ("What kind of picture are you drawing?" "You're doing a good job of cleaning up." "What do you think will happen next in the story?")
Practice taking turns in conversations. ("What did you do at the park today?" "Wow... do you like to go high on the swings? I like going really high.")
Read with your preschooler. Involve your preschooler as you are reading. (As you read with your preschooler, ask your preschooler to guess what will happen next? Ask your preschooler why a character did something in the story. Not only will you encourage conversation, but you are also stimulating analytical thinking.)

So talk to your baby. Have great conversations with your toddler and preschooler. By doing so you are supporting their language skills, their social skills and their thinking skills. Everything in your baby's growth is connected. But the best thing about talking with your child is developing the bond that you will always have with one another.

For More Information

Is This the Right Place for My Child?: 38 Research-Based Indicators for High-Quality Child Care. This booklet and checklist were created as a guide for parents to help them better judge quality when considering child care programs. All of the questions are based on research about what is important to your child's health, safety, and development. One of the important aspects in child care, as in taking care of your child at home, is focusing on children's language development and speaking skills. A high-quality child care program will have language skills development be part of their curriculum for all age groups they serve.
PBS Parents. PBS's parent web pages have a variety of parenting and practical information that parents can download. Talking with Kids page has a variety of strategies parents can use when talking with their children and covers a variety of aspects from how to handle meltdowns to positive ways to talk and listen.
Language Development in Children. A brief overview of children's typical language development by age.
Books and More Books. Reading is an important part of language and speaking skills. Reading and language go hand in hand. The more your child reads and is read to, the more words she will hear and know and be able to use. Reading should be part of your child's life every day. Go to the library and choose books that are right for your child's age. For preschool and older children, allow them to choose books that interest them. Many libraries have regular book readings for young children. There are several online sites that encourage reading and make it fun for children as well, e.g. Reading is Fundamental.

Does Your Child Have Special Needs?: Looking at Development

Having a baby is a wondrous event. Babies are born every day, yet the birth of a baby is still a unique and special time for every parent. A new child brings joy, excitement, and a sense of hope. All parents have great hopes and expectations for their newborn. They wonder what kind of person their child will be, what types of activities he will enjoy. They ask: will she be a lawyer, a painter or a teacher? So many thoughts about how your child will develop will come up over time.

It's natural to wonder what kind of person your child will turn out to be and hope for the best. What is not so expected is to have to consider what you will do if your child doesn't grow or develop typically. According to the American Academy of Pediatrics (AAP), one out of every six children is diagnosed with a developmental or behavior problem.

Do you know what to if your child has a delay or disability? It can be both scary and confusing to discover your child may have special needs. However, if your child does have special needs, know that you are not alone. There are many resources and people to help you determine what is best for your child and your family.

Is Baby Developing on Target?

As a parent, you naturally monitor your baby's physical growth and development. You keep track of the age at which your baby rolls over, sits up on his own, holds a bottle or cup on his own, and takes her first step. When you take your baby in for regular check-ups, especially for the first few years of life, the doctor will always ask you questions to tell if your baby is reaching "developmental milestones". These kinds of checks are usually done at 9, 18, and 30 months during the well-child checkups. But they can be done at anytime if you have any concerns about your child's development.

The term "developmental milestones" is used by doctors to talk about all types of skills that children should reach within certain age ranges. These milestones cover children's growth in these areas:

Physical (gross and fine motor) skills (sitting up, walking, holding an object);
Language and communication skills (understanding what is said, pointing at objects he wants, learning and using words);
Self-help skills (able to feed self, dress self, use the toilet); and
Social skills (making eye contact, playing with others, wanting to be around others).

Does Your Child Need Help?

You know your child better than anyone. As you feed her, hold her, talk to him, you get to know your child's personality and how she responds to what is going on around her. Some children do not like a lot of noise or chatter and some children like certain types of foods more than others. All children are different, just as all adults are different. As you get to know your baby, if there's an issue, you will sense when something is not quite "right".

Children develop at different rates, but there are general guidelines or age markers on when you should get help if your child does not reach some of the typical milestones. If you feel that your child isn't developing typically, seems a bit behind other children his age or hasn't reached any milestones within the typical age ranges, talk to your child's doctor.

Before speaking with your doctor, keep a log or record of your observations and your concerns. Keep a written list or a chart, noting

Your baby's age
What your concern is (language, walking, eating, etc.)
Specific times you are noticing your concern, times of day (to see if there is a pattern or connection with times, other people)
Behaviors or concerns when around other people (note if your concerns only occurs in certain situations, around other people, social settings)

Getting the Help You Need

When you speak with your doctor, bring your written records. If you are prepared ahead of time, you will be sure not to leave out something important and to make sure all your concerns are heard. Bring copies for your child's doctor to keep.

After talking, the doctor will most likely request medical tests and a full evaluation. You can ask your child's doctor to refer you so that a full developmental evaluation can be done on your child. If your doctor suggests you may want to wait or not to worry, it may be necessary to insist on it. Potential developmental delays or issues should be addressed as soon as possible. Your child's doctor will direct you to your state's Child Find programs to start a formal early intervention identification and evaluation process.

Know Your Rights

Know that there are federal and state laws to help you as you get help for your child. The Individuals with Disabilities Education Act (IDEA) guarantees that children (preschool age and above) with disabilities will receive a "free, appropriate public education in the least restrictive environment". One part of the IDEA law is Part C. Part C is an early intervention program for infants and toddlers with disabilities.

This law applies to any sort of delay or disability - physical, speech and language, hearing, cognitive, learning - that affects a child's ability to learn and progress along with his peers. The law is aimed at getting children and their families services and assistance they need. These services are usually run at the state level through states' departments of social services and education. All states have to participate. All intervention services are free and available to eligible families whose children are identified and evaluated as needing special services.

Once your child has been evaluated and if a diagnosis has been made, you can then participate in a team effort to determine if your child is eligible. The team will decide what kinds of services your child will receive.

The process of having evaluations and meeting to determine eligibility for services can sometimes takes several weeks or several months. Remember you are an important person on this team and you are your child's best advocate or spokesperson.

Get Support

There are many support services and support groups to help you. Every state has a parent training and information office or agency that serves to help parents of children with disabilities or special needs. If you call your state's office (locate your nearest office by calling toll-free at 1-888-248-0822), they can let you know of the office nearest you. There are many parent support groups to help you as well. These groups are established to help parents go through the often frightening and confusing process of getting their child evaluated and getting the services they need. Other parents may be your biggest support.

Remember, you are your child's first support and champion. You know your child better than anyone. The more you know about what resources and services are available to you and your child, the better choices you can make. There are laws, procedures and structures in place to help you find services that will help your child develop and grow and learn to her highest potential.

For More Information

Learn the Signs. Act Early, 1-800- CDC-INFO. The Centers for Disease Control (CDC), in partnership with other organizations, heads this campaign for the community of adults who come into contact with young children to learn about "signs" of possible developmental growth issues in young children. The campaign helps people consider other areas, besides physical growth and development, that are important and should be addressed. The sooner any delays are addressed, the better chance of treating and good progress for the child. The "Learn the Signs" website has an interactive milestone tool for parents to check on their child's development, along with many resources and fact sheets about different developmental conditions.
American Academy of Pediatrics has a section called "Parenting Corner" with all kinds of information on children's health topics and specific web page on Early Identification/Developmental Screening that provides information for parents and child care providers, including brochures and publications.
State Parent Training and Information Centers and Community Parent Resource Centers, 1-888-248- 0822 (toll-free), funded by the Office of Special Education and Rehabilitative Services under the U.S. Department of Education. These parent centers are established by law under IDEA to serve families of children and young adults from birth to age 22 with all disabilities: physical, cognitive, emotional, and learning. They help families obtain appropriate education and services for their children with disabilities; work to improve education results for all children; train and inform parents and professionals on a variety of topics; resolve problems between families and schools or other agencies; and connect children with disabilities to community resources that address their needs.
National Child Care Information Center. More information on the Americans with Disabilities Act, and how to access the websites of organizations that help parents advocate their children's education and medical care.