The skeletal system is fascinating! We can feel many of its components on the outside. Our bones are obvious indicators that we are growing and changing. A child’s first identification with their physical body is probably through this system.

Our bones, joints (hinged, ball and socket, fixed), our teeth and our skull make up the skeletal system. They give the body its form and make it possible for us to move around. The bones, such as the skull and ribs, protect and support the various organs. The spine bones protect the spinal nerves and enable us to stand upright, and to twist and bend. Bones also manufacture blood cells and store minerals our bodies need.

How many bones are there? We are born with about 300, but as we grow, some fuse, giving us 206 at maturity. We have 32 teeth when we are grown. The longest bone is the femur, or thigh bone, and the smallest bones are found in the ears

Bones are composed several layers. The outside is a thin, dense membrane called the periosteum containing nerves and blood vessels which feed the bones. Next is compact bone, which is hard and smooth. It is made up of calcium and other minerals. Inside compact bone is the cansellus which is several layers of hard spongy material. At the very center of the bone is the marrow, a thick, jelly-like substance that makes blood cells.

Teaching your child about the skeletal system can be done quite naturally, in stages, as your child grows. Knowing what our bones are made of and what they do for our bodies will help your child know how to care for this marvelous body system when they are grown.

Preschool – Grade 3

Your baby’s bones will not be “set” when they are born- and for good reason. In order to accommodate the squeeze through the birth canal, bones must be pliable. Even the skull is somewhat soft and must be protected when your baby is young. Eventually the bones harden as the softer material we call cartilage slowly turns to bone. Cartilage does remain in the parts of our bodies that will always require flexibility, such as our nose and ears and our joints.

Young children’s bones need to be softer for another reason. Learning to crawl, walk, climb, jump and run involves many falls. Bones hardening slowly is a safeguard against early bone breaks.

Your child will compare their hands and feet to yours. Seeing the difference in the size of these bones, and how they change through the years is a way of gauging growth. When your child needs larger shoes, bigger clothes- when their favorite things no longer fit, your child will become acutely aware of their own growth.

In order to assure your youngster is developing good, strong bones, take care that they are consuming enough calcium rich foods. Cheese, milk, cottage cheese and yogurt are good dairy sources and indeed the best sources of calcium. Dark leafy greens like chard, kale and spinach can supplement dairy sources. Recent research indicates fruits and vegetables also contribute to strong, healthy bones. If your child’s diet does not include dairy, get the advice of a nutritionist or medical doctor.

Other minerals are helpful to bone growth and strength, such as phosphorus, vitamins A and D, and magnesium. Your bones also need high quality protein to grow. At this age, your child needs you to choose foods rich in calcium and these additional nutrients for him or her, as they will not have the will or understanding to consistently choose these vital foods. Making sure your child’s diet provides for bone health will help them develop bones that will stay strong and healthy.

Fresh air, sunshine and exercise are needed to grow strong bones and keep them doing their job. Make sure your child gets outside everyday to run and play. Weight-bearing activity is essential for building and maintaining bone mass. Working and playing outside is good for your child!

Should you suspect your child has broken a bone, get to the doctor quickly as young bones heal speedily, and you need to make sure they mend correctly, in the right alignment.

Main points to address:

• Bones at birth are not yet set.
• Your child needs a calcium-rich diet- everyday.
• Talk to your doctor or nutritionist if your child does not eat dairy.
• Your child needs to get plenty of sunshine and exercise.
• If you suspect a broken bone, get medical attention quickly.

Grades 3-6th

Older school age children will have learned about their skeletal system in school, but they will still need some monitoring of their diet to make sure they are taking in sufficient calcium. The blood will take calcium from the bones if calcium intake does not support the calcium balance needed in the blood.

Teach your child to pack a lunch that includes at least one calcium rich food. Cheese sticks, yogurt, and of course milk are favorites. At this age they will need 3-4 servings of dairy each day. Calcium supplementation is an option, but should be monitored by a doctor. The benefits of supplements stop when supplementation is discontinued.

Some sports can be pretty rough on the bones. If your child skateboards, bicycles, skates or plays field sports such as soccer or American football, make sure they are using shin and arm guards and in the case of skateboarding, biking and football, helmets.

If your child should suffer a broken bone, they will heal relatively quickly, but they must get medical attention quickly and follow doctor’s orders during the healing period.

Your child’s frame may grow in spurts, giving a somewhat awkward appearance at times. Reassure him or her that their body is growing and that things will even out eventually. As your child grows, they may indeed experience “growing pains”. A warm bath and a cup of chamomile tea may help, but if the pains are severe, recurring, or interfere with sleep, see your doctor.

Main points to address:

• Teach your child to pack at least one calcium-rich food in their lunch.
• Kids need protective gear for many sports. Make sure they use them!
• Outside play and work remains important at this age.
• Bones heal quickly at this age.
• If your child has severe “growing pains”, see your doctor.

Resources
Resources that can help you in your venture include:

KidsHealth: For kids – http://kidshealth.org/kid/htbw/bones.html

KidsHealth: For parents: Broken bones- how to know, what to do – http://kidshealth.org/parent/general/aches/broken_bones.html

National Institute of Health: Guide for parents on bone health (excellent) – http://www.niams.nih.gov/Health_Info/Bone/Bone_Health/Juvenile/default.asp

There are basically two kinds of muscles- voluntary muscles, that we consciously and willfully use, and involuntary or smooth muscles that work without our conscious awareness to maintain basic body functions.

Voluntary muscles help you do what you want to do- pick up a fork, ride a bike, hug your pet. Many are attached to bone and, along with messages from your brain, help you move.

Involuntary muscles don’t need your brain to tell them when and how to function. They know what needs to be done and do their job automatically. Your heart beating, your stomach digesting, and the muscles that move waste through and out of your body are examples.

Muscles move by contracting (bunching together or shortening) and relaxing (or lengthening and thinning) and always work in pairs. They can only pull; they cannot push, which is why they must work in pairs. One contracts while the other relaxes and the brain coordinates the process so that movement can take place.

Muscles operate with the aid of electro-chemical impulses. Inside each muscle are nerves which carry messages to and from the brain, and blood vessels which bring food to the muscle and carry waste out. Muscles burn a lot of energy (glucose) while they work and give off carbon dioxide as waste. Muscles warm up when they are working because they are burning energy.

Teaching your child early how to feed and care for their muscles will help them stay healthy and strong throughout their lives.

Preschool

You don’t have to convince a preschooler to use their muscles. They are on the go- jumping and running, climbing, falling and getting up again. This is a time of fast muscle growth and one of the reasons toddlers need a diet full of high-quality energy.

One of the best ways to teach your youngster about the muscular system is to use yours by exercising regularly. By observing the movement and tone of your skeletal muscles, they will learn a lot about how healthy muscles function.

They will also watch how you feed your muscles as you model good nutrition, a key component of muscle health. Remember that we are also feeding our involuntary muscles when we eat and that they are just as susceptible to the bad effects of a junk food diet as voluntary muscles are. High quality protein, fresh fruits and vegetables, whole grains and lots of water, along with daily exercise will keep your muscles at their best. Although genetics largely determine the shape and size of a person’s muscles, you can maximize a muscle’s potential with nutrition and load-bearing work.

When your little one shows you how strong they are by “making a muscle” show them their other muscles. Tell them they have 30 muscles that help them smile and over 640 muscles altogether!

Main points to address:

• Caring for your own body by exercising and eating right will teach your child how to care for theirs.
• Toddlers need adequate nutrition, hydration, activity and rest to develop strong muscles.

Grades K-3rd

Young school age children may or may not learn about the muscular system in school. Some schools teach body systems in science or health. Others may in physical education classes. Kids should begin to recognize the names of major muscle groups as parts of their body. You can help with this by learning them yourself.

Children this age are just beginning to understand how things work together to perform a job. We commonly call these groups of things “systems”. Muscles are a good example of this. You can correlate this to people in a community working together for the good of all; or the parts of a car designed to work together to move and carry a load across a distance. Muscles are much the same- designed to work together to perform a job.

Children often play so hard they experience muscle fatigue and soreness due to lactic acid buildup. Soaking in a warm tub and massaging the muscles will help move waste out of the muscle fibers, thus reducing soreness. Taking in a bit more water than usual will help also. This is a good time to explain how the muscles burn food energy when they are working and create wastes that must be carried away.

A child this age is usually not aware of the differences in muscle size among their peers. Helping them to appreciate their body and take good care of it will prepare them for the coming years when they may be comparing themselves to the shapes, sizes and strength of others.

Main points to address:

• Teach your child the proper names of the major muscle groups if they do not learn them in school.
• Children may have muscle aches after playing hard. Soaking in the tub and massaging muscles may help.
• Muscles need lots of water to clear waste products.
• Help your child appreciate their body the way it is.

Grades 3-6th

Older school age child will add more sophisticated material to what they know about body systems at school.

Puberty brings greater bone growth, both in length and mass which requires a corresponding growth of muscle length and mass. They will need proper nutrition to support muscle growth. That’s one of the reasons preteens and teens eat so much!

Making sure your preteen gets enough exercise is important. Health depends on all body systems functioning at their best. Some kids tend to “veg-out” at this age. Try to keep them involved in a sport or other physical activity so that they are getting some form of daily exercise. Muscle condition affects metabolism and keeping muscles strong and busy will lessen the chances of your youngster being an overweight adult. Make family outings fun so that your child will want to join in. Biking, hiking and swimming are all excellent activities.

Children this age begin to compare themselves to others. Girls want to appear trim and stylish, while boys are beginning to be conscious of the size and shape of their muscles. As mentioned before, genetics play a large part in potential muscle distribution, size, shape and strength. Let your child know they are wonderful the way they are. As long as they are getting proper nutrition and regular exercise, their muscles will grow as they grow. Remind them that most men are not fully grown and fully muscled until age 25.

Main points to address:

• Puberty spurs new muscle growth.
• Make sure your child continues to get regular exercise.
• Make family outings fun. Try biking, hiking or swimming.
• Most men are not fully muscled until age 25.

Resources:
Resources that can help you in your venture include:

• Discovery Kids: Yuckiest site – muscular system for kids – http://yucky.discovery.com/noflash/body/pg000123.html
• Kids Only: Healthy muscles – http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=152&id=2457#1
• Project SWOLE: Exercise ideas for kids of every age group – http://www.projectswole.com/healthy-lifestyle/summer-fitness-exercise-ideas-for-the-kids/

The digestive system consists of the nose, mouth, esophagus, stomach, small intestine, pancreas, liver, gall bladder, and colon (large intestine). Each of these highly specialized organs has its own job to do. Working together, they beak down food so that it can be used by the body.

The nose is included here because our sense of smell cues our brains and other organs to get ready for the food that is soon to be eaten. Powerful chemicals are released even before food touches our mouths! To a certain extent, our eyes do the same thing.

The mouth is far more complex than one might think. Digestion truly starts when food touches the mouth. Chewing mechanically breaks food down, while saliva begins the chemical process of digestion.

After swallowing, food travels through the esophagus where peristalsis (muscular contractions move the food to the stomach. There food is mixed with enzymes that further break down the food. When the food is broken down enough, it is no longer recognizable as food, but has great value, as it is ready to be further processed and absorbed in the small intestine.

The small intestine is over twenty feet long and consists of three segments- the duodenum, jejunum, and ileum. By the action called peristalsis and the addition of enzymes from the liver and pancreas, food is broken down until it is ready to be absorbed. The duodenum does most of the breaking down, while the ileum and jejunum absorb the nutrients that will be used by the body.

The liver is a multi-purpose organ, but its function during digestion is to process the nutrients in the small intestine by secreting bile into the small intestine. The liver also helps with the digestion of fats and takes nutrients and turns them into important chemicals needed for other parts of the body to function.

The gallbladder stores bile and sends it to the duodenum when needed to help break down and absorb fats.

The pancreas also secretes enzymes into the duodenum where proteins, fats and carbohydrates are broken down. The pancreas also makes and releases insulin which metabolizes sugar in the blood stream.

The colon, or large intestine, is about six feet long. It connects the small intestine to the rectum and processes waste, or what’s left over after digestion. Wastes enter the colon in liquid form consisting of bacteria and food debris. Water is extracted and waste becomes more concentrated, forming a stool, or what we call feces. The colon empties the stool into the rectum when it becomes full and goes from the rectum to the anus and is expelled. What goes in must come out!

Preschool

The process of digestion is quite fancy and would be a bit much for a very young child to take in. They do need to know that it’s important to chew food well so that it is properly broken down and that sometimes what we eat gives us a stomach ache. Young children instinctively know that what we expel when we go to the bathroom comes from the food and drink we consume.

What you can teach them about digestion at this age is that our bodies need good foods and plenty of water in order to work right and give us the energy we need for work and play. Encouraging your child to eat nutrient and fiber rich foods will help the whole process of digestion work more smoothly. Learning the basics of nutrition can start as soon as your youngster can sit up in a high chair!

Your child will no doubt come up with some questions about the workings of their body. Knowing the basics yourself will prepare you to give a simple but accurate explanation.

Main points to address:

• Preschoolers can understand the basics of digestion put in simple terms they can relate to.
• Teaching your child to eat nutrient dense and fiber rich foods will help them maintain good digestion.

Grades K-3rd

Young school age children understand the role digestion plays in giving us energy and keeping us well. They may not know the name and function of each organ in the digestive system, but they have a greater handle on cause and effect in general, and in the body in particular.

What your toddler took for granted as natural bodily functions have now become occasions for uproarious humor. Burping, pooping and passing gas are opportunities to amuse and amaze. Although this stage is normal and marks the beginning of greater understanding, it can be annoying!

Besides the humorous quality of digestive events, children this age are beginning to see how the parts of a system work together to accomplish a goal. The sure and steady teamwork of the digestive organs are indicative of the order and predictability of life.

Around this age children begin to notice the correlation between their emotions and disturbances in digestion. If they are nervous before a game, they may not want to eat. After suffering trauma or upset children this age may have an upset stomach or even throw up. This is a good time to teach your child how to relax and calm themselves. Persistent stomach or bowel upsets can signal anxiety in a child and the need to attend to their emotional health.

You may need to remind your child how important water is to the process of digestion. Constipation is never pleasant and can usually be avoided by eating enough fiber and drinking plenty of water throughout the day. Studies have been done on brain function and amount of water needed to avoid “brain fog”. Your child will do better in school and during play if they are eating nutritious food and drinking enough water to stay hydrated.

Main points to address:

• Young school age children are beginning to understand how organs work together.
• Using bodily functions as a source of humor is normal at this age.
• Make sure your child gets 3-5 glasses of water each day.

Grades 4-6th

Older children will likely learn the specific names and functions of their digestive organs in school. This may cause some embarrassment, which again is a normal developmental stage as your youngster starts to become more modest about their body. They may want to keep you out of the bathroom all of a sudden and become horrified if someone forgets to flush. This shows their growing awareness of the difference between their private self and their public self. Taking ownership of you body is a step to independence and self-reliance.

Junk food is everywhere and because active kids are always hungry, you may want to pack some healthy snacks for them to put in their pack. High fat and sugary foods will begin to take their toll in the form of overweight or poor complexion. Buy the healthiest foods you can afford and stress the importance of proper nutrition. As your child enters their preteen and teen years, hormonal changes may cause havoc if they are continually taxing their digestive system. They are old enough to understand the meaning of “You are what you eat.”

In summary, teaching your child about the functions of the digestive organs may save them a lifetime of trouble and poor health. Knowing the intricacy of the digestive system may help them realize the important job it does in keeping us energized and healthy.

Main points to address:

• Children this age become more private about their bodily functions.
• Buy the best foods and snack items you can afford.
• Teaching your child about digestion may have positive long term effects on their health and well-being.

Resources
Resources that can help you in your venture include:

• KidsHealth: The digestive system – http://kidshealth.org/kid/htbw/digestive_system.html
• Kid Info: Human body (directory of resources) -
  http://www.kidinfo.com/Health/Human_Body.html
• Parents: Your baby’s digestive health (article for moms and dads) – http://www.parents.com/baby/care/diapers/baby-digestive-health/?page=1
• Disney Family: Diet and nutrition articles – http://family.go.com/tagsearch/diet–nutrition/

The brain and nervous system can be compared to a very fancy computer with the nervous system being the highly sophisticated relay network to and from the various parts of the body. We are not our brain, but we would be nothing without it.

The brain is a mysterious organ. We do know at least the basics of how it works to support life, how it helps us learn and communicate, and how it impacts humanity and the rest of the world for better or worse.

Imparting a very basic understanding of the anatomy of the brain and nervous system here might be helpful. The nervous system consists of the brain, the spinal cord and the network of nerves that extend to every part of the body. The brain weighs about three pounds; there are about 45 miles of nerves in the human body.

The brain has five major parts: the cerebrum, cerebellum, brain stem, pituitary gland and the hypothalamus. The cerebrum has two halves, the right and left, and is the largest part. It is responsible for thinking, reasoning, memory (both short and long term), and for voluntary muscle movement. The right side of the cerebrum controls the left side of the body and is related to abstract thought- colors, shapes, music and creative endeavors. The left side of the cerebrum controls the right side of the body and is associated with logical, analytical and mathematical thought, and speech.

The pituitary gland is a pea-size structure in the center of the brain under the cerebrum which controls hormone production, metabolism and growth.

The hypothalamus is a very small structure also under the cerebrum, which controls the body’s temperature and helps it respond to the environment by shivering or sweating in order to maintain a steady body temperature.

The cerebellum is smaller than the cerebrum and located below it at the back of the brain. It controls balance, movement and coordination. We could not move around without it.

The brain stem is at the back of the brain and connects the brain to the spinal cord. It regulates involuntary movement such as breathing, digestion, and blood circulation. It also sorts out millions of messages going back and forth to the rest of the body. Big job!

The spinal cord is about 18 inches long and three-quarters of an inch wide and acts as a conduit for all impulses to and from every body part and the brain. It is protected from harm by the bones of the spinal column.

Our nerves are intimately linked with our senses and our emotions, which are also seated in the brain. They relay information to and from the brain so that it can function as “executive”, controlling responses to stimuli and keeping things going.

Damage to the brain can result in altered functioning. Because the brain is so complex, it is sometimes impossible to determine cause and effect accurately. Human traits like mood, preferences, and character are somewhat of a mystery, probably due to the relationship of our spiritual selves with the physical, social and emotional.

Preschool

You really do not have to formally teach your preschooler about the brain and the nervous system. Answering their questions as they arise (“How do we see?” “Why does my foot fall asleep?” “Why can’t Grandma hear very well?”) will help them make a connection between the brain and the body and give them the language they need for more questions. As they grow, their questions may require finding answers together. Using a children’s book of anatomy and the Internet should provide more than enough information.

What can you do to help your child’s brain development? A healthy pregnancy and good prenatal care is the best foundation. Your baby’s brain will do ninety percent of its growing by age five or six. Maximizing your child’s brain potential is as simple as providing loving attention and nurturing combined with a balance between rich learning opportunities and rest and relaxation. Talking to and with your child, reading, drawing, spending time in natural environments so that your child can safely explore the world will provide the stimulus your child needs.

As your child grows, he or she will begin to notice the differences between humans and other creatures and between one person and the next. This will provide a chance to talk about the function of the brain and the nervous system and how this system works to make us the unique individuals we, and they, are.

Main points to address:

• Use your child’s natural questioning as opportunities to teach them about their brain and nervous system.
• Use examples from the animal kingdom to speak to individual traits and the brain’s role in making us unique.

Grades K-3rd

Children become acutely aware of individual differences and varying abilities when they enter school. Topics such as intelligence, athletic ability and physical disabilities may arise in their discussions with you. The role the brain plays in who we are and what we can do, how we feel and respond to life, can be discussed as part of your explanations.

At this age, what kids understand about their minds and bodies will be augmented by what they learn in school. They may not, however, be taught specifically how humans learn, remember and process information and how this impacts their lives, or about human emotions and behavior. They will probably be ready for more complex, abstract discussions at about 8 or 9.

Helping your child develop his or her brain power can be done by providing a healthy diet, reading with them, communicating often, listening to their concerns and helping them discover and develop their natural talents and gifts. Keeping your youngster connected with the natural world will help them make the connections that boost brain power.

Main points to address:

• Use discussions about individual differences and abilities to teach your child about the mysteries of the brain.
• Children are ready for more abstract thinking at about age 8 or 9.
• Continue to read with your child, develop emotional closeness and keep your child connected to the natural world.
• Help them recognize and develop their natural bent.

Grades 3-6th

Older school age children will have learned the functions of the different parts of the brain and start to understand how they work together to keep our bodies and minds running. Be available to answer their questions and listen to their pondering while this is being taught.

They will also become more aware of disorders of the brain- epilepsy, dementia, emotional and behavioral disorders, addictions, cerebral palsy, autism to name a few. Help them gain understanding by researching these topics together.

If your child shows a real interest in the brain and nervous system, find a good website, like one listed below, or a webquest dealing with the nervous system so they can add to what they know. Fashioning a clay model of the brain and nervous system would make a fun science project. There are many children’s books written for students this age that will fascinate your child. Who knows- perhaps your child will discover the key to the human brain and unlock its mysteries!

This is a good time to teach your child how to keep the brain and nervous system healthy. Knowing these things can have long term positive consequences. Some tips include:

• Refrain from alcohol and illegal drugs
• Eat a diet rich in anti-oxidants with lots of fruits and vegetables, but low in fats and cholesterol.
• Get daily exercise- outside is best!
• Remain socially active.
• Have a hobby that you enjoy and keeps your brain active.
• Enjoy music and art.
• Appreciate the beauty of the natural world.
• Try to keep emotions in balance.
• Get counseling when you need it.

Making these practices part of your family’s daily routine will help your child carry them over into adulthood and will ultimately carry more weight than formal learning. Teaching your child how the brain works and how to keep their nervous system healthy will help them live a happy, productive and less stressed life.

Main points to address:

• Children this age are more aware of the importance of healthy brain function, as well as disorders of the brain.
• Incorporate healthy lifestyle choices to maximize the brain function of your family members.
• Make learning materials available if your child shows a strong interest in the brain and nervous system.

Resources
Resources that can help you in your venture include:

• PBS: For parents and older children – videos and developmental info – http://www.pbs.org/wnet/brain/
• KidsHealth: The brain and nervous system – http://kidshealth.org/kid/htbw/htbw_main_page.html
• Indianapolis Public Library: Just for kids directory of resources – http://www.imcpl.org/kids/guides/health/nervoussystem.html

You don’t need to be a physician or science teacher to teach your child body basics! Your child will simply need to know a system’s parts, their functions, how the parts work together, and how to take care of that system. What you find here may help.

The Basics:

The respiratory system consists of the nasal cavity, the mouth, larynx, pharynx, trachea, bronchial tubes, lungs, and diaphragm. These parts are well protected by the facial bones, ribs, and tough cartilage. The respiratory system works very closely with all the other organ systems, particularly the circulatory system.

We generally think of respiration as breathing, or taking in air by inhaling and expelling air by exhaling. The act of breathing is called external respiration and makes supplying your body with the oxygen necessary for the other kind of respiration, internal respiration, to take place.

What is internal respiration? Simply put- internal or cellular respiration is the process by which glucose and other substances in the cell are given the oxygen they need to produce energy and sustain the life of the cell. Carbon dioxide is the by-product of this process and must be carried through the blood stream to the lungs and out of the body. In essence, breathing makes it possible to feed and clean our cells.

The mechanism of breathing is wonderfully simple. Air passes through the nasal passages and mouth, past the larynx through the trachea and into the lungs where the oxygen in the air you breathed in is exchanged for carbon dioxide. This exchange takes place in the alveoli membrane of the lungs.

You can add to this basic description by visiting your local library or one of the excellent sites on the Web, a few of which are listed below.

Preschool

Babies and toddlers instinctively know how important breathing is. They resist anything that restricts the free flow of air to and from the lungs. A child with a stuffy nose is miserable for this reason!

You will not need to teach your very young child much except for the names of the parts involved in external respiration- the nose, the mouth and the lungs.

Four and five year olds are ready for more specific information. Have them hold their hand a few inches from their mouth and nose and deliberately breath in and then out. As they feel the breath hit their hand you can simply explain the process of exchanging clean air for used air. They may want to know why we need to do that. You can then explain that all our body parts need fresh air.

When your preschooler is running and breathing hard, he is bringing in the extra oxygen he needs to feed and clean his body during exertion. When he sleeps, his breathing is slower as the need for oxygen during rest is much lower.

If your child has asthma and allergies that interfere with breathing, you probably have already explained how the lungs work and why we need air. Your doctor can provide you with additional information.

Main points to address:

• Preschoolers only need to be aware of the process and necessity of breathing.
• Observing their own body at this age gives a young child lots of information.
• You can broaden your child’s awareness by adding the names of body parts and explaining that the parts work together to keep them healthy.
• Become educated about your child’s asthma or allergies.

Grades K-3rd

School age children will learn how the blood carries oxygen to all the cells in the body and that all body systems rely on oxygen to work. They will also begin to learn to take care of their bodies to maintain health. By third grade they should be learning the names of the organs that are involved in respiration and their basic functions.

Most kids will learn about the hazards of smoking at this time. You can reinforce this at home by discussing the dangers with them. Let your child know that the body cannot handle the poisons in cigarettes and about the breathing difficulties that come with smoking.

Ask your child if it would be wise to stand in front of a fire and breathe in its smoke. They will begin to understand that smoking does not make good sense.

Children also need to know that proper posture will help them breathe more easily as the lungs have more room to expand when standing or sitting straight. Encouraging your child to breathe into their belly will prevent them from shallow breathing when they are older. Sitting for meditation is a good time to teach them to practice proper breathing.

Stressing how hard the respiratory system works to keep us alive and healthy will create a willingness to develop healthy habits and avoid harmful ones.

Main points to address:

• Children will learn about the respiratory system in school.
• Encourage good posture and belly breathing.
• Reinforce the dangers of smoking.

Grades 4-6th

Older children will learn about the human body and its systems in greater detail in school. By sixth grade they should understand the processes of internal and external breathing. They will refer to the body parts by their correct names.

Older children should also have a good handle on how each organ system depends on the respiratory system to sustain its functioning.

Years ago, when families still hunted and butchered, children, being part of these activities had a chance to see first hand the internal parts of an animal’s body that corresponded with their own. If you have an opportunity to take part in either hunting or butchering, you may want to include your child.

A substitute for this is dissecting animals that breathe oxygen like we do. Many schools provide an opportunity to dissect an animal. If your school does not, there are many good books that are suitable for this age on anatomy and physiology. The Internet is also great for visual teaching material.

At this age, it is even more important to educate your child about the dangers of cigarettes and other inhaled drugs. They need to know what smoke and the chemicals in cigarettes can do to their lungs. This is a good time to talk about other harmful substances- marijuana, cocaine, crack and glue, all of which work to destroy the mucus membranes in the nose and mouth and the delicate alveoli membrane in the lungs.

Your matter of fact explanation will let them know the reality of inhaling smoke and other harmful substances. Let them know how addicting these substances are and remind them periodically as they enter their teens.

Teaching your child about the respiratory system will help him or her develop greater awareness of how their body works. Self-care depends on body awareness and being well-informed. Taking the time to teach your child will hopefully pay off in health and vitality.

Main points to address:

• By sixth grade, your child should know the names of their body parts and how they work.
• If you can, let your child witness cleaning and butchering of animals and fish.
• Add street drugs, specifically by name, to the list of substances harmful to the respiratory system.
• Remind them periodically as they grow into their teens.

Resources
Resources that can help you in your venture include:

• KidsHealth: The respiratory system
  - http://kidshealth.org/kid/htbw/lungs.html
• Discovery Kids: The respiratory system
  - http://yucky.discovery.com/noflash/body/pg000138.html
• American Lung Association: Info for parents on lung health, asthma and allergies
  - http://www.lungusa.org/

Teaching your child to take good photos does not require fancy equipment or a great deal of time. You will, however, need a camera and lots of patience.

Many people have made the switch to digital photography and for good reasons. It’s cheaper, you can take more pictures, and save or print only those worthy of keeping. Digital photos are easy to store and to send to friends and relatives. Certainly, going digital cuts out the cost and inconvenience of developing your pictures.

Lots of folks still use film and a traditional camera, especially for teaching their little ones the basics of photography. And there are those who would never forsake the mystery and excitement of the darkroom for the speed and convenience of digital.

But whatever you use you will be teaching your child a valuable skill that will provide a lifetime of joy and memories.

Preschool

Young children love to be on both sides of the camera. Many of us who are now parents can remember our first Fisher Price cameras! (They still make one! The “Kid-Tough” digital camera that is drop-proof! Children as young as two can successfully use this camera.)

If your child seems to be determined to be the photographer, it is best to get them their own camera. What kind you select will depend on these factors:

• What the camera will be used for
• How much you want to spend
• The age of your youngster
• What features you’ll need
• Whether you want to go digital or not

You’ll want to do an Internet search first, perhaps read a few reviews, and talk to other parents that have purchased one recently. At this age a camera made just for kids will probably be the wisest choice and produce pictures good enough to put up on the screen and email to Grandma and Grandpa. Hewlett Packard has some tips for parents when selecting a digital camera. Make sure it:

• Is small enough to hold easily
• Has fully automatic settings
• Can turn itself off
• Is simple to use and has easy options for transferring photos

As far as technique goes- most kid digital cameras have double view finders and are “point and shoot”. Preschoolers are old enough to remember to:

• Stay still
• Get the subject of the photo in the finder
• Click and advance
• Keep it in the case while not in use

Kids this age are not very selective regarding subject matter! That’s why going digital is probably a better choice. You can sit together and decide which pictures to save and which to delete. This will help your child to learn what makes a good picture- balance, optimal distance, best background, and begin to understand the basics of lighting.

It’s important to be patient with your youngster. Teach one point at a time and then provide time to practice. As your child grows they will be able to assimilate what they’ve learned. The proof will eventually be in the pictures.

Letting your child take their own pictures is a step toward developing independence, forming artistic judgment and perhaps beginning a lifelong hobby or even vocation.

Main points to address:

• Preschoolers are ready to “point and shoot”.
• Digital cameras may be a cheaper and a more practical choice.
• Shop around to find the best camera for your child.
• Selecting photos worth saving together can be a learning experience.

Grades K-3rd

As children grow, their pictures will reflect their understanding of the principles of good picture taking. They may want to upgrade their camera. Again, searching for a camera with a few more options will open up a world of possibilities and allow your child to add to what they know and can do with a camera.

Children this age love to share their lives with others and pictures do this very well. Teach your child how to download their photos into the computer. They will then be able to choose the best ones, based on each picture’s artistic merits or the emotional endearment of the subject matter. Sending select photos to relatives is a great way to keep in touch.

You may want to spend time on the web with your child viewing slides of other people’s work. It’s usually easier to view someone else’s photos more objectively. Your youngster will be able to see how distance, perspective, lighting, background and choice of subject matter comes into play and begin to apply their observations to their own photography.

Kids love to take pictures of animals and other people. But equally fascinating at this age is the richness of nature. Take your cameras with you when hiking or camping. Capturing a shot of a squirrel munching on an acorn or laying on the forest floor shooting the sky though the canopy above could be your child’s idea of heaven!

Farm animals also make great subjects. So do fruits and vegetables! Don’t be afraid to let them experiment. Ripples in a pond or a flock of geese in flight will create interesting images and evoke precious memories. Your young school age child will enjoy experiencing life through a view finder!

Main points to address:

• You may need to upgrade your child’s camera as they grow, become more skilled and more responsible.
• Teach your child how to download their pictures to the computer.
• Spend some time together viewing pictures taken by others.
• Your child will have fun taking pictures of things in nature.

Grades 4-6th

Your older child will be better able to handle their camera and stay steady for a shot. This is the time to teach them some of the finer points of photography. Teach one of these aspects at a time, backing them up with pictures you have taken or images found on the net.

Identifying a “point of interest”: Teach your child to pause before shooting to find the one thing that he or she wants to emphasis or feature in the picture. That will help them consider distance, lighting, perspective and where the focal point will be.

Focal lock: Many kids when using an auto focus camera have trouble focusing on their true subject. This can be avoided by having your child press the shutter half-way down to focus and then set the subject where they want it in the view finder. Then hold steady- and press the shutter the rest of the way. This will result in a clearer picture.

The rule of thirds: Simply put- divide the view finder in thirds vertically and horizontally and center the subject on one of the vertices so that the subject is slightly off-center.

Experiment: Encourage your child to take the same shot from different angles (above, below, straight-on), distances, and with various backgrounds. Review the shots with your child so they can describe the techniques used and discuss the outcome. This will help your child understand the endless effects from manipulating the various elements of their picture-taking.

If your child remains excited about photography, they may want to join a club, either in your community or online. There are many sites that invite young photographers to share their photos, giving young people a forum for their work.

Remember that your child will take many more “bad” pictures than good. That’s why photographers take multiple shots! Encourage their interest by giving them artistic freedom to make mistakes and learn from them.

Save the good pictures in a quality album. Your child will enjoy sharing their favorites with friends and family for years to come.

Main points to address:

• Older children are ready to learn some of the finer points of photography.
• Teach them one aspect at a time.
• Your child may want to join a photography club online or in your community.
• Print and save the best photos. Keep them in an acid-free album.

Resources
Resources that can help you in your venture include:

• Biglearning: Photography for kids (older children)
  - http://www.biglearning.com/treasure-photography-for-kids.htm
• HP: Getting your kids started with digital photography (Also, visit their Activity Center)
  – http://www.hp.com/united-states/consumer/digital_photography/take_better_photos/tips/kids-getting-started.html
• Adobe: Digital kids’ tips, activities, lessons and more
  - http://www.adobe.com/education/digkids/tips/index.html
• Better Photo: All purpose teaching site with clubs for all ages/interests
  - http://www.betterphoto.com/BetterPhotoClubs.asp

Very young children may draw what they know, but it is said that they paint what they feel. Rob Barnes

Teaching your child to paint can be fun for both of you. With a few cheap and simple materials, your child can begin to express themselves in living color!

Painting can be a very effective means of representing ideas and feelings held deep inside. It is important to keep instruction and direction to a minimum for this reason. Every child will have his or her very own style, which should be honored and encouraged.

Whether producing refrigerator art or a masterpiece worth framing, your child will enjoy experimenting with various techniques and mediums. By supplying a variety of application tools and making different kinds of paint available, you will be opening up a whole new world of possibilities for your youngster!

Children usually paint with tempera paint, which is readily available and inexpensive, or with watercolors. Finger paint is also fun and can produce some awesome effects.

Have a supply of brushes of varying widths. Cotton swabs, toothbrushes, feathers, sponges, and even cut fruits or vegetables can also be used to apply paint. Let your imagination go!

What you paint on is called the “support”. Regular watercolor paper is fine, but expensive. Card stock, printer paper, paper plates and even fabric are suitable supports for tempera and watercolor paint. Special finger painting paper can be purchased in sheets or rolls and work best for that purpose.

You will also need wide bottomed jars for water, newspaper to protect the surface you’re using to paint on, a smock or old tee shirt, and an area to let finished work dry. You’re ready to paint.

Preschool

Very young children, as young as one, can begin to paint. Seat your child in their high chair and tape a sheet of water color or finger paint paper to the tray. If finger painting, demonstrate by applying some color to the sheet. Your baby will get the idea very quickly.

Place a sponge or short, wide brush in their dominant hand. One color is enough to start. Some developmental experts recommend use of primary colors and black only at this age. Your baby will be delighted at the marks they produce and look forward to the next painting session.

Preschoolers will be able to change colors and attempt to paint recognizable images. Have the supplies ready ahead of time. Sit down together in a place away from your painting area and go over a few ground rules: paint on the paper only, no paint in the mouth (even if non-toxic), rinse brush when changing colors.

Sitting next to your toddler and painting at the same time will provide a model for them. They will likely paint faster than you, so be prepared to change papers for them. Set finished work to dry and clean up together.

Helpful hints at this age:

• Your child will have their own style and may prefer certain colors.
• Limit remarks about paintings to non-critical phrases such as “Wow, this is fun!” Or “Look what you did!”
• Watercolor sets with larger color wells are best at this age.
• Wide brushes are best until about age 2 or 3.
• You can make an easel from a card board box. Set it at an angle and tape painting paper to box.
• Children of 4 or 5 can produce some amazing paintings! Let them use more than one medium- such as marker or pencil and paint.
• Post your child’s works of art. Press their favorites when dry with heavy books and frame. They make great gifts!
• Painting is messy, so patience and planning ahead for mishaps is important.

Main points to address:

• Even very young child can paint.
• Paint alongside your child.
• Protect clothes and the area you’re using.
• Keep reaction to paintings neutral and enthusiastic.

Grades K-3rd

Your young school age child will have greater control over their brush or other applicator. This is a great time to experiment with different brush strokes. They will also begin to add greater detail and to use color in ways that express feelings and concepts.

Continue to give your child artistic freedom by providing a variety of materials to choose from. Fun objects to paint with are pine cones, cut potatoes, purchased stampers, rags rolled or crumpled, twigs, and tooth brushes.

Supports can be anything with a paintable surface: stones, shells, wooden blocks or plaques, insides of cereal boxes, even glass. Children this age love writing their own stories and illustrating them with their artwork.

You may want to check the Internet for ideas. Painting projects can produce items that are useful for decoration and for gift-giving. The web can also be a source of inspiration as your child checks out what other painters have done on one of the many virtual galleries.

You may also want to consider posting some of your child’s favorite pieces on one of the excellent sites that feature children’s art. They will be very excited to see their own art on the Web.

Remain relatively neutral when responding to your child’s work. You may want to say, “I like your use of color in that piece” or “Notice how your sky is meeting the horizon.” Be careful not to influence their developing style with excessive praise or suggestions.

Remember that painting is supposed to be fun as well as a source of personal expression. Your child is a work in progress, and their art will reflect that!

Main points to address:

• Make a variety of supports, paints and applicators available.
• The Internet is a source of ideas and inspiration.
• Post your child’s favorite pieces on a site that features “kid art”.
• Be careful not to influence your child’s developing style.

Grades 4-6th

If your child has a real love and talent for painting, you will probably know it by their quiet absorption while working. On the other hand, if they haven’t had much experience with painting up to now, you may want to reintroduce it now.

The older child will have a bigger mental and emotional bank to choose from. Their art may reflect their daily experience, or it may speak to a cause or passion they entertain. Whatever their subject is, you can be sure it comes from the heart!

It is worth investing in some sturdier and more conventional supports at this age. Heavy, medium quality watercolor paper will allow your child to experiment with different techniques and produce a different effect. Prepared canvas boards are available, and although they are quite pricey, if your child really loves painting, it will be worth the cost.

Along the same line, he or she may be ready to try acrylic or oil paint. This is a whole different pursuit in terms of materials, cost and effect and will require some special instruction. If you know how to use acrylics or oils, you will know when and if they are ready and will be able to instruct them. If not, then finding a class or short course in the community will help your child start off right.

Older school age children are ready to appreciate the art of others. This is a great time to visit an art museum or check out some art history books from the library. The web is also a great place to learn about the various genres of art.

Your child may want to use their skill to create beautiful greeting cards or gifts. Although they may be gravitating toward a specific medium and style, they may also enjoy painting on a wooden jewelry box, plastic or glass Christmas ornaments, or a wooden birdhouse.

Kids this age can accept some constructive criticism, but wait to be asked! The important thing is that they are using their imagination and blossoming skill to express their innermost thoughts and feelings.

Main points to address:

• It’s time to invest in sturdier and more conventional supports.
• Acrylics or oils can be introduced, but require instruction in use.
• Go to art museums and shows and check out the library and Web to broaden your child’s knowledge and appreciation of art.
• Consider fun painting projects such as greeting cards, holiday decorations and gifts items.

Resources
Resources that can help you in your venture include:

• Watercolor Painting: Free tutorials
  - http://www.watercolorpainting.com/watercolor-tutorials.htm
• Global Children’s Art Gallery: Post your child’s art and see the art of others (awesome!)
  - http://www.naturalchild.org/gallery/
• Painting Encounters: Techniques and tips
  - http://www.arts.ufl.edu/ART/rt_room/teach/encounters/painting_encounters.html

All children like to hide. The dread of being caught is powerfully fun. The seeker of course has just as much fun coming upon the other players one by one.

Hide and Seek is believed to be a very old game played by children in hunting societies. The game itself has many variations, some of which will be included here. The basic game of Hide and Seek goes like this: One person is the seeker, or “It”, usually chosen as the last one to say, “Not It!” The other players hide while “It” counts out loud to an agreed on number, say 50. The seeker then calls out, “Ready or not, here I come!” He or she then tries to find the other players, one by one. The last player found gets to pick who’s It next. If the seeker cannot find one or more players, he calls, “Ollie, Ollie In Free”. The remaining hiders then run from their hiding places to the counting spot. The last one there becomes It.

Hide and Seek games are best played with four or more players, but are also fun with two or three. These games can be played inside, but are more fun played outside. Some need to be played at night.

Safety note: Make sure all children are familiar with the area that the game will be played in and that the boundaries are well marked or understood. Never let children play where they can get stuck, trapped, take a fall or be injured when hiding or seeking. Make sure no one hides in a place that has the potential for latching or locking shut, such as a trunk, old refrigerator or car.

Preschool

Preschool children should not play Hide and Seek games unless they are paired up with an older child or adult. Played this way it is safe and every bit as exciting. Very young children will need to be reminded to hide quietly so that they don’t give their hiding place away.

It is sometimes fun to trick the seeker by hiding in the same place more than once. It is also fun for everyone to hide in the same place once in a while to trick the seeker. In this case, the last person back to the counting spot is It.

Children will understand the point of the game quickly. They will also learn to count and to understand how to get well settled before 50. You may have to remind them to hide all of themselves, as they tend to forget legs and the tops of their heads!

Again, it is far better to be safe than sorry. Play with your little one until they are old enough to choose a safe hiding place and to endure the sometimes long wait to be found.

Main points to address:

• You can vary the rules to meet the special needs of a preschooler.
• Pair up with your preschooler to ensure their safety and understanding of the game.

Grades K-3rd

One variation of Hide and Seek that is hilariously fun for young school age kids is Sardines. In Sardines, the roles are reversed. The person who is “It” goes and hides while all the other children close their eyes and count to 50. At 50 all the seekers look for the hidden It. When someone finds the hiding place, they wordlessly join the person who is hiding and waits silently. One by one, seekers find the hiding place and join the others, sitting or laying together silently. The last one to find the “sardines” becomes It!

Another Hide and Seek game younger children enjoy is Chain Gang. All children except the person who is It hides while the person who is It counts to 50. The seeker then searches for the other players. When the first is found, that person links arms with the seeker and continues looking for the other players. As each player is discovered, they link arms, joining the “chain”. The last person found gets to choose who is It.

Steal Home is a combination of Hide and Seek and the game Tag.

All players except the person who is It hides. After the set count is up, the seeker tries to find the hiding players. While he is searching, the other players try to make it “home” to the counting spot without being tagged by the seeker. If you are tagged, you are “Out”. If you make it back, you are “Home Safe”. The last person found or tagged is It next round.
It is fun to mix ages with these games. The rules are easy to remember and the older kids can coach the younger kids on the best hiding places and strategies.

Main points to address:

• Make clear play boundaries.
• Check on children often to make sure things are staying safe.
• Don’t hesitate to join the fun!

Grades 4-6th

Older children get just as excited playing outdoor games! Playing Hide and Seek variations will make the game even more interesting.

Flashlight is played in the dark. You will need a reliable flashlight. Children need to be clear about boundaries and aware of any potential dangers. Always remove any items that may trip or otherwise injure the players. It is played like this: The person who is It counts to 50 while the others hide. When time is up, the seeker begins hunting with the flash light off. When he finds the first hiding place, he shines the flashlight on the player. That player then takes the flashlight (turned off) and becomes It and the former seeker takes the hiding place. The seeking and switching continues until all hiding places have been discovered, which could be a long time!

Kick the Can is a traditional game played with a tin or soda can and is an exciting and competitive variation suitable for older kids. The play area should be rather large with plenty of room to kick the can and lots of places to hide. The more players the better! The person who is It stands near the can and counts while everyone else hides. It begins seeking. When they spot a person, they call out the hider’s name. Both race to the can. If It gets there first, the hider goes to “jail” If the hider gets to the can first, they must kick the can as far as they can. The hider then finds a new hiding spot while It retrieves the can and counts again. In the case of someone or many hiders being in jail, if a discovered hider gets to the can before It, all those in jail are freed to hide again. The game continues until there is only one hider not discovered. He is the winner- and the game begins again after the next It is chosen!

The last Hide and Seek game can be played by all ages and is good for times when kids don’t know what to do and need to get rid of some energy. It is called Circuit Hide and Seek and can be played indoors or out. Any number of players can play. You will need to prepare several slips of paper with various physical tasks written on them such as: “Do 5 jumping jacks”, “Spin around, then sit down”, or “Give your brother a hug”. You will need to make and hide enough slips to keep the kids busy for a while. When a round is finished, a new person gets to hide the slips and watch the fun. This can also be played with mental tasks (“Shout out the answer to 25 times 4”, “What is our state’s capital?”). You can also pair slips with props, such as a jump rope, an item of clothing, a whistle). This takes some planning, but it’s worth it.

Any one of these games can be adapted to suit the situation and the children playing. Just make sure play is happening safely and that everyone is accounted for after each round.

The Internet is only a limited source of Hide and Seek games. Your local library may have some books on this and other traditional games. Taking part in these games will create memories for your child that will last into adulthood.

Main points to address:

• After one time of play, older kids should remember the rules of play.
• You can vary the game to suit the situation and the kids playing.
• Make sure everyone is accounted for after each round.

Resources
Resources that can help you in your venture include:

• Works for Me Wednesday: Variations on hide and seek – http://abc-ourlovebug.blogspot.com/2007/06/works-for-me-wednesday-variations-on.html
• Australian Sports Commission: Participation sports and games – http://ausport.gov.au/participating/all/indigenous/games/individual_games
• Geocities: Playground games – http://www.geocities.com/traditions_uk/play.html

Even though video games and television seem to be taking the place of more physically active forms of entertainment, kids still love to run, jump and chase each other. Teaching your child to play tag will keep them moving and tie them to millions of other children around the world who try to avoid being “It”!

The rules of tag are simple, but depend on the variation of the game. Several kinds of tag will be described here, each included with the age category that it fits developmentally. But you will find that if the bigger kids playing are having fun, the younger ones will catch on and want to join in, too.

Tag teaches children to follow rules, act quickly and wisely, and to be good sports. It also helps them develop speed, agility and physical endurance.

Preschool

Children can play basic tag as soon as they are able to run fast enough to catch (tag) someone and avoid being caught (tagged). Three or more players are needed- the more the merrier. The object of basic tag is for the person who is “It” (chosen by being the last one to say “Not It!”) chases the other children until one is touched (tagged). That child then becomes It and chases the others until he or she tags someone, who then becomes It. The game continues until everyone collapses in exhaustion!

A variation that preschoolers aged 4 to 6 will be able to understand is Freeze Tag. The person who is It will chase the others. The person who is It yells “Freeze!” when he tags another. When tagged, that child must “freeze”” and stand stock still in the position they were in when tagged, unless and until another runner touches them and “unfreezes” them as they run by. The object is to freeze all the other players. The last person to be tagged becomes It.

Vegetable and Fruit Tag is fun and demands quick thinking. The person who is It chases the other players. If the tagger comes close by and is ready to tag a runner, that runner must quickly squat down and say the name of a fruit or vegetable. They are then safe and free to continue in the game. If the runner fails to do this and is tagged, they become It. The name of a fruit or vegetable can only be used once in each game, so players need to remember what has already been called out!

The more players the better- five or six is a good minimum, but less can play. Remind the children to tag gently and on the shoulder or below. As your child grows, they will be able to join in to some of the other tag games described below.

Main points to address:

• Tag games are great for groups of three to ten children.
• Remind kids to tag with a one hand touch (not a slap, push or shove) on the shoulder or below.

Grades K-6th

School age children will love playing these variations from around the world. It will only take playing once to understand the rules.

Ball Tag is played with five or more players and a rubber kick ball or other light ball with a diameter of six to ten inches. The person who is It throws the ball at the other players. The first person who is hit (shoulders or below only) becomes It. Freeze tag can also be played with a ball.

Gallinita Ciega, or The Blind Hen, is a chase game from Mexico. You will need three or more players. The person who is It (The Blind Hen), is blindfolded with a bandana or other cloth and must chase the others (the chicks). When The Blind Hen catches one of the chicks, they must try to guess who they’ve captured. If they are right, that chick becomes The Blind Hen. If they are wrong, that chick is released and the game continues. It is best of course to play in a safe area and limit play to a set diameter so that The Big Hen does not get injured.
This game is hilarious, especially if the chicks ‘peep’ and The Blind Hen cackles!

A variation of Freeze Tag is Sun and Ice, another game from Mexico. You will need two teams, with no maximum number. The players chase members on the opposite team. When tagged, they must turn into “ice” and freeze until one of the members of their team comes to “melt” them. They then rejoin the play. Play continues until there is only one player not frozen. Then play starts again.

Sam Pal Sun is a chase game from Korea. Sam Pal Sun is the name of the border between North and South Korea. The game is played with five or more players on each team. One team has a flag, placed on the ground behind the defending team, which they need to keep the other team from reaching. Each defending team member has a “territory” they must defend and can’t move away from. The offensive team tries to get through the defending line without getting tagged. If tagged, that player must freeze until unfrozen by a team mate. If all offensive players are tagged, the game ends and restarts until they capture the flag. The flag then becomes theirs and they must defend it from the opposite team. This takes team work, strategy, speed and agility!

Buddy Tag is an American chase game. It is best played with at least eight children. One person is It and another becomes the “runner”. The rest of the players pair up and link arms. If there is an odd man, link him with one of the pairs to make a threesome. The person who is It runs to catch the runner. If the runner is caught he becomes It, and the other person becomes the runner. But to avoid being caught, the runner can join up with one of the pairs, linking arms. This forces the person on the other end of the pair to break off and become the runner. The game continues until everyone is too tired to play.

There are dozens more variations of tag that you can easily teach your child. Most require some open space and some supervision to make sure things are stay safe and fair. Getting out there and joining the fun will give you some healthy exercise. Keeping these traditional games going will make sure generations to come will experience the wholesome pleasure and excitement of tag! Have fun!

Main points to address:

• There are many variations of tag. Use the Internet or your local library to find more.
• Mixing ages makes tag more fun.
• Playing with your child will be fun for both of you.

Resources
Resources that can help you in your venture include:

• Topics: Traditional International tag and chase games – http://www.topics-mag.com/edition11/games-tag.htm
• PBS Kids: Chase games – http://pbskids.org/zoom/activities/games/
• Fun Attic: Tag games – http://www.funattic.com/game_tag.htm

Magic and magicians have entertained and astonished audiences for centuries. Magicians were regular attendees at the courts of kings and queens, as royalty and guests alike enjoyed watching a coin reappear or a bunny turning into a dove.

Of course true magic lies under a code of secrecy and silence, but the tricks included here fall under the category of illusions and thus can be shared.

What makes a good magic trick? When the audience is left in disbelief- wondering, “How did she do that?”

Preschool-3rd

Very young children love guessing which hand an object is in. Have them put a coin in your hand. Put both hands behind your back. Drop the coin on the seat cushion behind you. Hold closed hands in front of you and ask them to pick which hand the coin is in. Of course it will be in neither hand, but your little one will have fun trying one hand after another and wondering, “Where did it go?”

For your young child to be successful at a magic trick, you have to perform the trick several times first, then patiently walk them through the steps. Remember to use a little drama, some magic words and encourage them to do the same. That’s all part of the magic!

This trick is easy enough for most four and five year olds, and comes from children’s author Laura Torres. It’s called “The Jumping Rubber Band Trick”.

This trick will make the rubber band appear to have jumped from the index and middle finger to the third and fourth fingers of the same hand. You need a rubber band about two inches long, or loose enough to hang slightly from two fingers. The steps:

Put the rubber band around the bottom of your index and middle finger. Show the audience the back of your hand. Now make a fist with that hand and say some magic words, swirling the other hand around the trick hand. Open your hand and the rubber band has “jumped” to the pinky and ring finger! How?

When you make the fist, put all four fingers through the rubber band. Keep your fist down so no one can see the fingers wiggling. When you open your hand the rubber band jumps right to the other fingers.
With a little practice, this will fool and amaze your friends.

Your child will love going to a real magic show and will give him or her a better idea of how effective and puzzling magic tricks can be. Finding a good website for magic supplies and books can get you started on this fun hobby. Just remember that your child will need many tries before being successful at a trick, but once they pull off their first real trick, they’ll be hooked!

Main points to address:

• Try a few simple tricks with your youngster.
• Teach them one or two “easy to manipulate” tricks.
• Remember to be mysterious, using magic words and sounds.
• Go to a real magic show so they can feel the thrill themselves.

Grades 4-6th

Older school age children can manage more difficult tricks. Their patience, manual dexterity, and ability to follow several steps will make it possible to increase their repertoire of magic tricks.

Card and coin tricks are very popular with elementary children. Helping your child learn a few of each will get them started and make it easier to teach themselves using a good Internet site or book of magic tricks from the library.

Card tricks that involve no sleight of hand are best for kids this age. Teach them a few “mathematical” card tricks that will leave the audience wondering what the secret is.

This trick comes from Dave at Layhands.com, and is called “10 Cards”.

Turn your back to the audience and ask one person to think of a number from 1 to 9, but not say it out loud. Then tell him to deal that number of cards facedown in a pile on the table. Tell him to do it quietly so that you don’t hear how many cards are laid down. Tell him to look through the remaining cards in the deck and find a card (suit doesn’t matter) that has the same number as the number he thought of. If the secret number is 5, for example, he would pull out a 5 and put the rest of the deck on the table face down. Tell him to memorize the card then put his card face down on the top of the deck and cover that card with the small stack he dealt first.

Now tell him to deal the cards from the top of the deck face down, calling the name of each card as he deals it. Ignore the first card, then mentally count 1, 2, 3, and so on as he calls out the numbers.
When he calls out a card that has the same number as your mental count, memorize that card (for example 5 of clubs). Let him call out a few more cards until he has at least 10 cards, then tell him to stop. With your back still turned, tell him his card is 5 of clubs (or whatever you memorized). Sometimes there will be another card that matches your mental count. If he says you are wrong on your first guess, tell him the other card that matched your mental count.

Of course this trick will make more sense after you try it and are successful, but can you figure out why it works?

One coin trick that is fairly easy and once learned will puzzle the audience comes from the website “How to Do Magic Tricks”, listed below. You will need to practice this trick first with a cooperative friend until you get the technique of slapping the table down. It goes like this:

You will need two different kinds of coins, for example a nickel and a penny, one in each hand. Place the coin in the first hand near the center of your palm. The coin in the other hand needs to be in the palm, but closer to the thumb. When you turn your hands over and slap them on the table, the coin closer to the thumb will scoot under your other hand. At this point, you should have both coins under one hand.

You can then ask your audience where the coins are. The common response you will get is that there is a coin under each hand. But when you lift your hands off the table and show that they are under one hand, you will have many surprised people. This trick is fun and one of the many you can find on the Internet.

The key to early success is following directions step by step and then practicing until you are quick enough to amaze your audience.

Your older child may want to put on a magic show for neighbors or classmates. Using a low table and simple frame for curtains, create a “stage” for the performance. Make or buy a simple cape. A top hat and wand purchased or made add to the effect.

Have your child decide which tricks to include and practice them several times before the show. After performing, your young magician may want to reveal the secret behind one or two of the tricks. But urge them to keep the bulk of his or her tricks to themselves to preserve the magical effect.

Magic tricks can be more than fun. They exercise a part of the brain that deals with problem-solving and exploring possibilities. Many are mathematical and/or logical; others are sleight of hand and unlikely to be solved by the audience. At any rate, magic tricks inspire great wonder and fulfill our very human need to be puzzled and surprised.

Main points to address:

• Help your child learn a few coin and card tricks you’ve found on the Internet or in books.
• Practice makes perfect.
• Putting on a magic show for friends or neighbors can be great fun. Magic tricks exercise a part of the brain dealing with problem-solving.

Resources
Resources that can help you in your venture include:

• KidZone: Magic Tricks – http://www.kidzone.ws/magic/
• How to Do Magic: Lots of basics and resources – http://www.howtodomagic.net/
• Videojug: (Safe) videos of select magic tricks for kids – http://www.videojug.com/tag/magic-and-tricks-for-kids
• Kapoof: Magic for kids – http://kapoof.com/