EasyK.com Free Reports

Helping Your Child Be Healthy and Fit

with activities for children

By Carol S. Katzman and

Carolyn R. McCary

with Deborah Kidushim-Allen, R.D.

Edited by Cynthia Hearn Dorfman

Illustrated by Annie Lunsford

Carol Katzman has served as Assistant Superintendent in

the Beverly Hills Unified School District and has taught at all

levels, K-8. She served a four-year term on the California

Curriculum Commission, including one year as Chair. As a member

of the advisory board of the local Health Champions (a

comprehensive health education program) she was responsible for

its implementation. When this program became the model for the

California Department of Education's initiative, Healthy Kids,

Healthy California, she worked for the Department on the

program's overall design.

Carolyn McCary is an educational consultant who works for

school districts and private sector organizations. She taught

primary grades for many years. As a coordinator of the

comprehensive health program in the Beverly Hills Unified

School District, she helped build a program that served as a

training model for California's Comprehensive Health Education

and Training Program, and she consulted on the development of

the Healthy Kids, Healthy California initiative.

Deborah Kidushim-Allen is a registered dietician and

author of several cookbooks. She co-authored Light Style the

low fat, low cholesterol, low salt way to good food and health

(HarperCollins). She writes a weekly column for the Los Angeles

Times syndication, and serves as nutrition consultant to Health

Champions.

Annie Lunsford has been a freelance illustrator since

1975. Her works include a Children's Hospital calendar, a book

for Ronald McDonald House, and slide shows for the National

Institutes of Health. Her work has been recognized by The

Advertising Club of New York, the Society of Illustrators, and

The Printing Industry of America.

Contents

Introduction

The Basics

Important Things To Know

Activities

Face File

A Mirror of Me

Quilt of Many Feelings

My Folder

This Is the Our Hands

Smile If You Like Me!

Follow the Recipe!

Oven-Fried Potatoes

Sticks & Stones Snack

Brushhhh!

To Share or Not To Share?

I Do It for Me

Hold That Tiger!

Warm Up

Stretch

Run For It!

Keep Going!

Cool Down

More Ideas

Safety First

And They Licked the Platter Clean

Growing Up Drug Free

Appendices

Parents and the Schools

Bibliography

Acknowledgments

Introduction

Long-term good health is less an accident than the result

of good habits and wise choices. To enjoy good health now and

in the future, youngsters must learn how to eat, exercise,

sleep, control stress, and be responsible for personal

cleanliness and reducing the risk of disease. In addition, they

need to be aware of what to do in an emergency and when to say

"no".

Habits that include eating nutritious foods and

understanding the relationship between physical and emotional

health will help your child grow up healthy. Your child's

ability to learn and the chances for a longer and more

productive life can be greatly improved by developing and

following good health practices.

First of All, Your Child Is Special

The mental and emotional health of your child is just as

important as physical health. From the earliest moment, a child

needs to feel that he or she is special and cared about by

family members and friends.

A child who enjoys good mental and emotional health is

able to approach new situations with confidence. When children

are comfortable with themselves, they can express their

emotions in a positive way. As children learn to value

themselves and develop confidence in their ability to make

responsible decisions, they are building a sense of self-worth

or self-esteem.

Parents and teachers share the responsibility for helping

children build self-confidence. A child who is confident is

more successful in everyday interactions with peers and adults.

Confidence in one's ability to learn new and difficult skills

can affect future achievement, as well. Developing a trusting

relationship with your child, establishing open communication,

and recognizing personal achievements are all important. When

children know they can do something well, it makes them feel

special.

Get Ready, Get Set, Grow Up Healthy

From the time your child is born, there are ways in which

you can help your child learn how to grow up healthy. This book

has activities that help children

* understand their emotions and build self-esteem;

* eat the right foods;

* prevent disease;

* and build strong bodies.

The book also has safety tips, ways to help your child say

"no" to drugs, a section on parents and the schools, a

bibliography, and a chart to help you keep track of your

child's vaccinations.

The Basics

Does This Mean I Can't Eat Ice Cream?

Good nutrition does not mean that your children cannot eat

their favorite foods or that they must eat foods they do not

like. Good nutrition means variety and moderation in a person's

diet. Choosing what foods to eat is important in pursuing a

healthy life. Your children may choose to eat certain foods

because they taste good or because they are available. Make

nutritious foods available and monitor the "sometimes"

foods--sugary snacks and fatty desserts.

I'd Rather Play.

Good health is a blend of physical and emotional

well-being. Exercises are basic elements of physical fitness

that should be part of play.

Aerobic exercises, such as jogging or jumping, that

increase the heartbeat, strengthen the heart and muscles,

improve endurance, condition the total body, and help prevent

disease. Anaerobic, slow, stretching exercises improve

flexibility and muscular fitness. Both types of exercise are

important and fun.

I'm Afraid and I'm Unhappy.

We all face stressful situations. With family members,

with teachers, with friends, and with strangers problems can

arise that make your child feel anxious, nervous, confused, or

frightened. Too much stress or the wrong kind of stress can

make it difficult for children to learn. Helping your child

learn appropriate and healthy ways of handling stress, through

exercise, proper sleep, discussing problems with an adult, or

breaking down jobs into manageable parts, for example, is

important.

You Sneezed Right in My Face!

A healthy lifestyle includes habits that will help your

child avoid diseases caused by germs. Material carrying germs

can be transferred through handshaking, kissing, coughing,

sneezing, or by other means of direct contact. Most shared

items have germs on them. Teaching your child how to reduce the

transmission of germs can help your child, as well as others,

stay healthy.

I Don't Feel Well!

A clean environment will support the health and well-being

of your child now and in the future. You can begin by having a

healthy home that is free of dirt, dust, and germs, as well as

dangerous substances such as radon or lead. Make sure, too,

that poisonous substances, such as household cleaners and

pesticides, are kept away from children. You can also take

precautions in preparing foods by washing them carefully and

cooking them at the recommended temperature. Outside the home,

you can work with others to help combat excessive pollution in

your community.

Important Things To Know

Nutrition and Your Child

They went to the cupboard... Today, feeding children is

based on concerns about heart disease, diabetes, cancer, and

high blood pressure. There is reason to be concerned. More than

20 percent of American children are overweight with a good

chance that 50 to 70 percent of them will remain overweight as

adults. It is important for parents to set good examples of

healthful eating. Research shows that children develop eating

habits similar to those of their parents. While it is a

parent's job to provide balanced selections from the five food

groups, children can be allowed a certain amount of freedom to

choose what and how much they eat.

Poor eating habits and craving for sugar snacks and fatty

foods may develop if parents fail to direct the decisionmaking

process. Remember that the issue isn't "good foods" versus "bad

foods". If children balk at food put before them, don't worry.

Studies show children will, over time, eat the amount of food

that is right for them if they are offered healthful choices.

You can't expect a child to want to eat broccoli if french

fries are offered, or drink milk or orange juice when parents

are drinking sodas. Of course, an occasional high fat food,

gooey dessert, sugary snack, or soda is permissible, provided

they are not substitutes for nutritious foods. Parents can make

eating a pleasure for the entire family by helping create

positive attitudes about food that will lead to a lifetime of

good health.

What are the five food groups, and how can we help the

entire family eat a balanced diet? The food guide pyramid on

this page shows how to select a balanced diet and how to teach

your child to make wise choices.

How many servings do you need each day?

Many Children, Teen

women, teen girls, boys,

older active women, active

adults most men men

about about about

Calorie level* 1,600 2,200 2,800

Bread Group Servings 6 9 11

Vegetable Group Serving 3 4 5

Fruit Group Servings 2 3 4

Milk Group Serving 2-3** 2-3** 2-3**

Meat Group Servings 2, for a 2, for a 3, for a

total of total of total of

5 ounces 6 ounces 7 ounces

--------------------------------------------------------------

Total Fat (grams) 53 73 93

* These are the calorie levels if you choose low fat. lean

foods from the 5 major food groups and use foods from the

fats, oils, and sweets group sparingly.

** Women who are pregnant or breastfeeding, teenagers, and

young adults to age 24 need 3 servings.

A balanced diet includes food from each of the following

food groups: 1. grains (bread, cereal, rice, and pasta); 2.

fruit (fresh, dried, or unsweetened canned); 3. vegetables (raw

or lightly cooked); 4. meat (meat, poultry, fish, dried beans,

eggs, and nuts); and 5. dairy (milk, yogurt, and cheese). Offer

your children nutritious choices for meals and snacks. This way

you can help them control their own diet. For example, you

might offer a choice of an apple, an orange, or a banana. With

older children (aged 7 and up) you can start by planning a menu

together, letting the children check to make sure it includes

all five food groups.

Remember that each of the food groups provides some, but

not all, of the nutrients a child needs. Foods in one group

can't replace those in another. No one of these major food

groups is more important than another. For good health, all are

necessary.

What's for breakfast? Many of us do not eat in the

morning. Estimates suggest that up to 25 percent of all

school-aged children leave the house without breakfast.

You may think that breakfast is just another meal.

For a child, breakfast provides much needed energy (calories)

to start the day off right. Adults may be able to make up for

skipped breakfast by grabbing something on the way to work or

while doing morning errands. Your child, however, does not have

that opportunity. A nursery school child usually has a

mid-morning snack 3 to 5 hours after waking up. After

kindergarten, few children are offered a morning snack.

Getting your child to eat breakfast isn't always easy. Try

to tune into your child's morning personality. A sleepyhead may

need a quick breakfast. An early riser may like to eat

breakfast before getting dressed. If this conflicts with your

morning schedule, let your children get their own breakfast.

Even a 6-year-old can open a container of yogurt.

A good breakfast consists of complex carbohydrates and

simple sugars (breads, whole grains, fiber, fruits, and

vegetables); proteins (dairy, chicken, beef, fish, eggs, nuts,

and dried beans), and some fat. Carbohydrates and simple sugars

offer quick energy but leave the stomach quickly. A breakfast

of only carbohydrates can give a child the mid-morning "blahs".

When milk, cheese, yogurt, lean meat, or an egg is added, the

food stays in the stomach longer and provides sustained energy.

It's Child's Play

Physical fitness is a vital part of being healthy. For

children, being and staying physically fit can happen with

activities they refer to as PLAY! Play that makes them breathe

deeply is aerobic exercise. Aerobic activities such as

bicycling, jumping rope, roller skating, running, dancing, and

swimming can be beneficial if they are done for 12 to 15

minutes without stopping.

The young child develops an active lifestyle as he or she

begins to creep, crawl, and then walk. Young children learn how

to move in their environment by playing alone in their own

personal space.

As children grow, they hop, march, run, roll, toss,

bounce, and kick. Their bodies are changing in terms of height

and weight, and they are beginning to form a self-concept

through comparison with others as they move.

When play is organized into specific movements, it becomes

exercise. For exercise to become part of each day, these

movements or activities should meet the interests and needs of

your child. Play is the beginning. Children can follow their

own paths to lifetime fitness by exercising for fun and at

their own pace.

Watching too much TV can deprive your child of

opportunities to play and exercise. Set a good example. Limit

TV watching. Walk to your destination as often as possible.

Play active games with your child. Help form neighborhood

sports teams and participate in the recreation.

Everyone can exercise. Certain exercises keep your heart

and lungs healthy. Strong, flexible muscles can be developed

with exercise. As your child achieves fitness through exercise,

a growing self-confidence will be another benefit of a fitness

routine.

Let's Stay Well.

Reducing the risk of disease is a major goal in helping

your child grow up healthy. Bacteria and viruses cause disease

and sickness, and cleanliness can help prevent the spread of

these germs. Sharing such items as a comb, toothbrush,

hairbrush, or cup, even among family members, can also spread

disease. Having clean clothes and daily baths shows children

that being clean not only feels good, but also helps them stay

well.

You can teach your children to wash their hands at an

early age. Tell your children that skin can stop germs from

entering the body, and washing can reduce the risk of infection

if your child has a cut or scrape.

Explain, too, that harmful germs and viruses can be spread

by a sneeze or a cough. Teach your child to stay away from

people who are sneezing and coughing. Children can help prevent

the spread of disease if they cover their sneezes or coughs

with a tissue.

Everybody has an internal disease fighting system (immune

system) made of antibodies and white blood cells. Your child

can help that immune system function well by getting enough

sleep, by eating nutritious meals, and by exercising.

Vaccinations also prevent disease and play an important

part in helping your child grow up healthy. The idea of having

a shot may be frightening to a child. Help your child

understand that this vaccination is a medicine that prevents

disease. It's a lot more fun to be playing with friends than to

be sick.

A vaccination chart for keeping track of immunizations can

be found on the inside front cover. The importance of

vaccinating children at the appropriate ages cannot be

overemphasized.

Activities

The activities that follow are designed to introduce your

child to some of the basic ideas of good health. There are

activities that focus on understanding emotions and developing

self-esteem, those that emphasize nutrition, those that stress

cleanliness and caring for your body, and those that promote

exercise (see the symbols to the right that indicate the type

of activity). These activities are just samples of the many

things you can do with your child to enhance awareness of the

benefits of good health throughout life. So, get started and

have fun!

Face File

Young children love to cut and paste. They can learn about

their emotions at the same time.

What you'll need

Magazines

Pieces of cardboard or construction paper

Paste or glue

Box or folder

What to do

1. Have your child find pictures in magazines to illustrate

different feelings.

2. Have your child paste each face on cardboard or

construction paper.

3. Together, decide what feeling is expressed by the face and

label the picture.

4. Sort the faces by categories of feelings, such as sad,

funny, surprised, happy.

5. Use a box or folder to file the pictures.

By looking at the pictures, children can recognize how

people feel by their facial expressions.

A Mirror of Me

Help your child frame a mirror with items that represent

the things your child likes.

What you'll need

Small pocket mirror

Lid of a shoebox

Magazines, photographs that that can be cut up, paint or an ink

pad for thumb prints, or other items that represent your

child's interests

Scissors if you wish to cut out pictures

Glue that is strong enough to hold the mirror

What to do

1. Help your child attach a small pocket mirror inside the

lid of a shoebox.

2. Have your child decorate the inside of the lid with

objects that reflect special interests. Some of the

decorations might include

a thumb print

photographs

pictures of favorite foods, sports, and hobbies.

3. Have your child look into the mirror to see a wonderful

face and the things that make it smile!

4. You might want to hang the framed mirror on the wall of

your child's room.

This activity recognizes the things that are important to

your child and helps your child realize that an identity is

based on one's own interests.

Quilt of Many Feelings

Traditionally, making quilts has been a way for people to

express themselves through the use of color and pattern in a

practical way. A quilt of faces can help your child understand

how emotions are conveyed through facial expressions.

What you'll need

Colored paper

Markers or crayons

Paste or glue

Large piece of paper (poster paper, a large paper bag cut and

laid out flat, wrapping or computer paper)

What to do

1. Using different colors (pastel colors work best), cut the

paper into 6" x 6" squares.

2. Have your child draw faces representing feelings they have

had:

happy loved

sad special

good jealous

bad lonely

pained

3. Have your child label these emotions.

4. Paste the squares together on a large piece of paper to

resemble a patchwork quilt.

Drawing pictures is one way children have of expressing

themselves without feeling self-conscious or embarrassed.

My Folder

A folder with your child's name on it can help your child

get organized while enhancing self-image.

What you'll need

Dark crayon or marker

Large sheet of paper

What to do

1. Have your child write his or her name or initials many

times on a large sheet of paper.

2. Fold the paper in half to create a folder.

3. Place pictures, work from school, or drawings that are

important to the child in the folder.

Names are veyr important to children. Just think of how

upset they get when they are called names. Talk with your child

about his or her name. Is there a favorite nickname? What does

the name mean? Was your child named for someone? This is an

opportunity for you and your child to talk together to build a

strong self-image.

This Is the Way We Wash Our Hands

Children have to be reminded to wash their hands. This is

a way to turn the reminder into fun.

What you'll need

Paper or cardboard

Small slice of soap or a sample soap bar

Glue

What to do

1. Have your child trace around his or her hand on a piece of

paper or cardboard.

2. Cut a small slice of soap from a large soap bar or use a

small or sample sized bar of soap.

3. Glue the soap onto the paper hand.

4. Hang the poster in the bathroom over the sink to remind

your child about hand washing.

Washing your hands is one of the best ways to avoid

spreading germs to prevent disease. It is especially important

when eating or handling food.

Smile If You Like Me

Make a game out of introducing your child to new foods.

What you'll need

Paper

Round object

Felt tip pen

New foods for your child to sample

What to do

1. Cut paper into three 3"x 3" squares.

2. On each piece of paper, trace around the bottom of a round

object with a felt tip pen.

3. Have your child draw three different kinds of faces in the

circles: a face with a smile, an unhappy face, and a face

with a straight line for a mouth to show "I don't care".

4. Ask your child to try a new or different food. Emphasize

that not all the portion has to be eaten: simply try the

food and talk about likes and dislikes.

5. Tell your child to give you one of the faces that reflects

the feeling about the new food.

6. Post a chart to record new foods your child tries.

7. Set a goal, such as trying one new food a week.

8. Reward your child for trying the foods by writing "Good

job!" on the chart, putting stickers on the chart, or

celebrating by taking a trip to the local zoo or library

when the chart is complete.

This activity gives your child a chance to enjoy and learn

about a variety of foods without the pressure of having to

"clean your plate" at mealtime. One point to remember when

doing this activity is to try not to use food as a reward or

bribe.

Follow the Recipe!

One way to get children to eat healthful food, especially

vegetables, is to involve them in the selection and preparation

of a recipe.

What you'll need

A simple recipe

Paper and pencil to write a list

Tray

Utensils and other equipment with which to cook

What to do

1. Choose a simple recipe to prepare.

2. Write a shopping list from the recipe. Check the

nutritional value of the ingredients by reading the

nutrition label aloud with your child.

3. Take the children to the market. The supermarket is the

perfect place to introduce the older ones to label

reading. For children over age 6, see who can find the

products with the most sugars, fats, and salt. Explain

that the first ingredient listed is what the food has the

most of. Then, hunt for alternative, healthier foods.

4. Allow children to feel the weight and texture of

vegetables. Handling hits and vegetables will help them

learn how to distinguish between ripe, unripe, or spoiled

produce.

5. Have children help you put away groceries. Preschoolers

enjoy washing fruits and vegetables, and you can explain

the proper way to wash them to remove dirt and

insecticides. Have them store fresh vegetables in the

refrigerator, explaining this will help retain vitamins

and help the vegetables stay fresh longer. Have them store

root vegetables (potatoes and onions) in a cool, dry place

away from light.

6. Place all the ingredients you will need for the recipe on

a tray to make cooking more efficient.

7. Keep tasks simple and within the child's abilities.

Toddlers can stir an egg, mix ingredients, spread jams or

peanut butter, or carry pots and pans. Older children love

to measure dry ingredients and enjoy the challenge of

pouring liquids without spilling.

Pediatricians recommend that parents should get more

involved with their children. What better way than by making a

game out of cooking, a necessary task but one in which everyone

can be involved. Having your children participate in food

selection can help you manage food choices for toddlers,

preschoolers, and elementary school children.

Oven-Fried Potatoes

NOTE: This activity requires parental supervision.

Here is a healthful recipe that you might want to try.

What you'll need

3 medium potatoes, peeled or unpeeled

2 tablespoons low calorie margarine, melted

1 1/2 tablespoons olive or vegetable oil

Paprika

Parmesan cheese, grated (optional)

What to do

1. Cut potatoes lengthwise into strips about 4" x 1/2" x 1/4"

2. Arrange in a single layer on a nonstick baking sheet.

3. Pour margarine and oil over potatoes and toss to coat

well.

4. Sprinkle with paprika (young children enjoy doing this).

5. Bake at 450 degrees for 40 minutes.

6. Put on serving platter; sprinkle with cheese if desired.

Makes 6 servings

Safety tips in the kitchen: Children should not be left

unsupervised when electrical appliances, flame, or heat are

involved. Be extra careful with moving equipment, such as

rotary blades of a mixer, food processor, blender, or hand

mixer. Knives, scissors, and the like are best for older

children. Remind children that handles of utensils on a stove

top should be turned inward. Stirring spoons (especially metal

ones) should have long handles and be kept away from the heat.

Keep an eye on children near stoves, no matter what age and

keep small children away from heat of any kind.

Sticks & Stones Snack

Here is a snack that your children will have fun making

and enjoy eating while getting needed nutrients.

What you'll need

4 cups of cereal (Kix or some type of low sugar cereal)

2 cups of pretzel sticks

2 cups of raisins

Mixing bowl

What to do

1. Mix the cereal, pretzel sticks, and raisins in a mixing

bowl.

2. Eat as a "between meal" snack. Makes about 8 cups.

This recipe was adapted from Kid's Recipe Magic, 1990,

General Mills, Minneapolis, Minnesota, p. 15.

The food guide pyramid shows that children need about 9

servings a day from the bread and cereal group and 3 servings

of fruits. This snack can help meet these nutritional

requirements.

Brushhhh!

Playing and singing with children can help make tooth

brushing an enjoyable experience.

What you'll need

Toothbrush (child sized in a favorite color or with a favorite

cartoon character on it)

Toothpaste (you might try toothpastes especially made for

children)

Wash cloth for young children

Children's dental floss.

What to do

1. When it is time for your children to brush their teeth,

sing a silly song together about tooth brushing:

This is the way we brush our teeth,

Brush our teeth,

Brush our teeth,

This is the way we brush our teeth,

So early in the morning!

2. Make sound effects--"ZOOM, ZOOM, ZOOM .... or VROOM,

VROOM, VROOM" when you watch them brush.

3. Have your children name their teeth and use their names:

"Now don't forget Cutters, Doggies, and Chompers!"

(Children often find it interesting that dentists call

some teeth "canines.")

Before your baby even has teeth, clean the gums with a wet

cloth after feeding. When teeth start to come in, brush with a

soft toothbrush and water. At about age 3, teach your child to

brush as follows: start at the gum and gently massage under the

gum, then work the toothbrush around the teeth in a gentle,

circular motion. Floss teeth daily when all the baby teeth are

in.

To Share or Not To Share?

Telling the difference between personal items that should

not be shared and those things that are to be shared can be a

hard distinction for children to make.

What you'll need

Newspapers or magazines

Large pieces of paper

Glue

Red pen or marker

Scissors

What to do

1. Have your child collect pictures of a toothbrush, cup,

comb, hairbrush, and spoon or fork from newspapers or

magazines.

2. Ask your child to paste the pictures on a large piece of

paper.

3. With a red felt tip marker or pen, have your child put an

X or \ through each picture.

4. Title the poster, "Things I Do Not Share".

5. Have your child collect pictures of objects that he or she

does share. These can be pictures of toys, pets, and

books.

6. Use these pictures to make a poster with the title "Things

I Share".

Remind your children that disease is spread by the hands

and through the mouth, so they shouldn't share toothbrushes,

cups, spoons, or forks. head lice are spread by combs and

brushes. Working with your child to make the posters will help

you explain these points, while emphasizing that there are many

things we can share.

I Do It For Me

How can I take care of myself? Here is an activity that

will take advantage of your child's growing independence while

emphasizing healthful responsibility.

What you'll need

Paper

Marker or crayon

What to do

1. With your child, make a chart that lists healthful

responsibilities:

I take a bath.

I wear clean clothes.

I brush my teeth at least twice each day.

I wash my hair.

I wash my hands before eating.

I wash my hands after going to the bathroom.

I use my own brush or comb and don't let anyone else use

it.

I get plenty of sleep.

The list can include other items that you and your child

think should be on the list.

2. Make a box for each day of the week after each

responsibility.

3. Have your child check off the things done each day.

4. At the end of the week, write WOW over the

responsibilities or place a sticker over those completed

during the week.

It is important that children learn to take responsibility

for the care of their bodies. Having a chart helps them develop

self-reliance and helps to make life calmer for both of you.

Hold that Tiger!

Children love animals and they love to imitate. Combine

these two interests to inspire exercise.

What you'll need

Magazines or newspapers

Cardboard or paper

Paste or glue

Scissors

An open space in which to move

What to do

1. Collect pictures of different animals.

2. Paste each picture on a different piece of cardboard.

3. Place the cards face down on a table and mix them up.

4. Have your child select a card and turn the card over to

reveal the animal picture on the other side.

5. Have your child imitate the movements of the animal on the

card. For example:

rabbit hop

horse gallop

turtle crawl

elephant slow lumbering walk, clasp hands together and

swing arms side to side like a trunk.

frog leap

tiger fluid, smooth, sliding steps

These movements will help your child develop body

awareness, space awareness, and coordination.

Warm Up

Use one or more of the following exercises to have your

child warm up before doing more vigorous exercises.

All exercises have been adapted from Get Fit!, published

by the President's Council on Physical Fitness and Sports, 701

Pennsylvania Avenue, NW, Suite 250, Washington, DC 20004.

What to do

1. Arm Circles. Stand tall with knees slightly bent. Rise on

your toes and slowly circle your arms inward and upward,

until arms are straight over head. Inhale deeply. Continue

circling your arms backward and downwards while lowering

your heels and exhaling. Do this exercise slowly and

smoothly. Repeat 5 times.

2. Swinging March. Stand up straight with feet shoulder-width

apart, hands at your sides. Alternate right and left arms

in forward circle motions. At the same time, lift your

opposite knee so that when the right arm is circling

forward the left knee is raised and vice versa. Do 10

complete circles with each arm and then switch arms to

swing backward. Repeat 10 full circles with each arm.

3. Pendulum Push. Stand straight with arms at your side. Step

to right, bending your right knee. Raise arms overhead and

push toward the ceiling. At the same time, rise on your

right toes and lift your left leg off the ground, keeping

all the weight on the right foot. Put your left leg back

on the ground, bending both knees and placing hands on

shoulders. Repeat to the left side. Repeat 10 times on

each side.

4. Jumping Jacks. Stand straight with feet together. Jump up

and land with your feet shoulder-width apart as you swing

arms to shoulder height. Jump back to starting position

while clapping your hands over your head. Jump up and land

with feet apart while bringing your arms back to shoulder

height. Jump back to starting position while lowering arms

to your sides. Repeat this 4-part jumping jack 10-20 times

at a slow, controlled pace.

Children should warm up their bodies for about five

minutes to get muscles and joints ready for action and to

prevent injury. They will be warmed up when they start to sweat

and breathe heavier.

Stretch

Muscles should be stretched after they've been warmed up.

What to do

1. Back Scratch Stretch. Have your child stand or sit to do

this exercise. Raise the right hand in the air with the

palm facing to the back. Bend the elbow and place the palm

of the hand on the back between the shoulders. Bring the

left hand behind the back to try to touch the right hand.

Hold 10-30 seconds. Repeat two times on each side. Do not

force the stretch.

2. Knee High Stretch. While standing, lift left knee toward

chest. Place left hand under knee and pull leg up to

stretch the back of leg and lower back. Keep the standing

leg slightly bent. Hold for 10-30 seconds. Repeat twice on

each side.

3. Thigh Stretch. Keeping body upright, grasp left foot

behind you with left hand. Slowly pull leg back so that

the knee moves away from your body until you feel a

stretch in the front of your leg. Hold 10-30 seconds.

Repeat twice with each leg.

4. Calf Stretch. With hands against a wall, put right

leg behind you. Keep right heel on the floor and very

slightly bend the right knee. Lean forward until you feel

a pull in your calf and behind your ankle. Hold 10-30

seconds. Repeat twice with each leg.

Stretching helps prevent muscles and joints from getting

injured. Stretching makes the body more flexible so your child

will be able to move easily. Stretching also helps your child

relax.

Run For It!

After you've warmed up and stretched, you're ready to run.

What to do

1. Beginner. Jog 2 minutes/walk 1 minute for a total of 15

minutes. Repeat. Do this at least three times a week.

2. Intermediate. Jog 4 minutes/walk 1 minute. Do this for

about 15-20 minutes at least three times a week. After

about two weeks, reduce the amount of walking to 30

seconds. Gradually build up to about 30 minutes using this

pattern.

3. Advanced. Continuously jog for 20 minutes. If you like

jogging, you can run for longer periods time.

Aerobic activities strengthen your child's heart and lungs

by requiring lots of oxygen and making the heart beat faster.

Walking, swimming, running, and dancing are examples of aerobic

exercises.

Keep Going!

These exercises will help your child build muscle strength

and endurance.

What to do

1. Push Ups. Get down on your hands and knees and position

yourself so that your back is straight, head in line with

your spine. Hands should be placed slightly outside your

shoulders, fingers pointed forward, feet on the ground.

Slowly lower your body until your chest touches the floor.

Return to starting position. Once you can do 20-25 push

ups with your knees bent, advance to the straight-leg

position on your hands and toes. Try to do 10 straight-leg

push ups at a time.

2. Curl Ups. Lie on your back with knees bent and feet flat

on the floor. Place your arms across your chest, hands on

opposite shoulders. Slowly curl your head, shoulders, and

upper back off the floor, bringing elbows to thighs.

Breathe out as you curl up and return to starting position

while breathing in. Repeat 10 times. You might find it

helpful to have someone hold your feet to the ground.

Curl Ups build strong stomach muscles, and Push Ups build

strong arm muscles.

Cool Down

After doing aerobic or muscle exercises, your child is

ready to cool down.

What to do

1. Have your child walk around for a few minutes to make sure

breathing is back to normal and that the heart is NOT

beating fast.

2. Your child should feel slightly relaxed when it is time to

do stretches.

3. Doing the stretching exercises given on previous pages or

others, have your child stretch all major joints and

muscle groups, especially those used in the workout.

4. Have your child work on flexibility, since it's easier to

stretch warm muscles.

Children should cool down after vigorous exercise to get

their breathing back to normal. Cooling down also keeps muscles

from becoming sore and stiff.

More Ideas

Here are some more ideas that will help your child grow up

healthy.

Safety First

Be aware of ways to prevent accidents and be able to

identify how accidents are caused. Teach your children to pick

up toys off the floor and stairs. When cooking, try to use the

back burners, making sure that pot handles and spoons are

turned toward the back of the stove. Use safety latches on

cabinets that contain cleaning fluids or knives and other

dangerous utensils. Cover electrical outlets with plastic

devices made for this purpose. And always be sure to keep an

eye out for your children!

Identify safety rules and practices to prevent accidents

at home, at school, and during recreational activities. Look

for playground and swimming pool rules that give safety

precautions, and explain them to your children. Make sure your

child wears safety equipment for specific activities: a helmet

when riding a bike and knee and elbow pads when roller skating,

roller blading, or skate boarding. Have your child practice

hand signals while bike riding. For the car, make a "Buckle

Your Seat Belt" sign and place it where children can see it.

Be aware of peer pressure. Observe your children in social

situations, and listen closely when they talk with you about

things that happen at school or on the playground. Get to know

the parents of your children's friends and try to attend as

many functions in which your child is involved as you can.

Teach your children how to protect themselves. Have them

practice saying "No." Tell them not to talk to strangers, to

always walk with a friend, and to avoid isolated areas such as

woods or vacant lots. If your child is followed by a car, he or

she should run away to a friend or neighbor's house. Teach your

children to be alert and to scream if someone grabs them. Keep

the lines of communication open, so that your children will

tell you if someone touches them in a way that makes them feel

uncomfortable. Work with your school and neighborhood to have

the police brief your children about safety precautions and

start a "safe home" program where neighbors display a sign in

the window to show children that if they are in danger they can

go to that house.

Response to Emergencies

Recognize and lean appropriate responses to emergency

situations, such as fires, lightning, tornadoes, and

earthquakes. Teach your children the proper uses of fire and

fire safety. Plan a home fire escape with your children and

practice it often. Also, show children what to do if their

clothes catch fire (STOP where you are, DROP to the ground, and

ROLL to put out the flames). Make sure your children know how

to dial the emergency number 911. Post it and other emergency

numbers near the telephone where they will be easily seen. In

the event of a tornado, teach. your children that the safest

place to go is the basement or interior room or hallway on the

bottom floor of the house. In an earthquake, teach children to

get under a desk or table, and stay away from windows If your

children are outside during a storm and there is lightning,

teach them not to stand under or near a tree. Trees tend to

attract lightning, because they are so tall

First Aid

The best rule of thumb is, "When in doubt, call the

doctor." Know the symptoms that require a doctor's care:

intense pain, high fever, excessive bleeding, unconsciousness,

difficulty breathing. Emphasize to your children that the best

way to care for a minor cut or scrape is to wash it with soap

and water and cover with a bandage if the cut is bleeding or

will be exposed to dirt. If possible, take a first aid course

from the American Red Cross, your local YM/YWCA, rescue squad,

or other organization to learn the procedures in

life-threatening situations, such as choking or poisoning. Some

doctors have free pamphlets or video tapes on first aid and

what to do in case of emergency.

And They Licked the Platter Clean

* If your child won't try vegetables, mix finely grated raw

carrots with peanut butter and use as a spread for

crackers, bread, apple slices, or bananas.

* Puree an egg or egg substitute with cooked or defrosted

frozen vegetables and grated cheese. Cook the mixture the

same as you would scramble eggs.

* Serve vegetables as a first course on a colorful,

child-oriented plate and then serve the meat or fish as

the second course to be eaten after the vegetables are

finished.

* Make edible art. Use the plate as the background and have

each child add applesauce for clouds, shredded lettuce for

grass, celery sticks for a stem, carrot rounds for

flowers, orange slices for leaves, raisins for rocks, and

any other edible ingredients for natural scenes.

* Most toddlers need to eat more often than older children.

Give them favorite, high energy foods and quick and

convenient snacks such as slices of fruit and raw

vegetables, whole grain breads, crackers, and cereals, or

chunks of cheese.

* Encourage your children to enjoy and learn about a variety

of foods. All foods can fit into a healthy diet over time.

* Introduce new foods to preschoolers. They are more willing

to try them and will enjoy practicing their skills with

fork and spoon.

Growing Up Drug Free

From the time your child is born, there are things you can

do to help your child grow up drug, alcohol, and tobacco free.

Here are some guidelines.

* Take precautions with medicines and harmful household

products.

* Respect your child's feelings.

* Use effective communication skills; avoid statements that

blame, sarcastic remarks, or put downs.

* Be certain that rules for behavior are fair and

consistent.

* Set aside time to be with your child.

* Guide your child's activities. Know where your child is at

all times and get to know your child's friends.

* Set the example for your child.

* Have drug, alcohol, and tobacco free parties and

activities in your home.

* Learn about the school's drug policy.

* Ask for help if you need it.

For more information, you might want to contact

National Clearinghouse for Alcohol and Drug Abuse Information

6000 Executive Boulevard, Suite 402

Rockville, Maryland 20852

(301) 468-2600/(800) 729-6686 (alcohol/drug information)

(800) 662-HELP (toll-free; drug abuse treatment information and

referrals).

Parents and the Schools

The school can be a vital link to your child's well-being.

So much of your child's life is spent in school, it is

important that you be aware of all the people and situations

involved. Besides the school nurse (who may not be at the

school full time), there are many resources you can call on.

Teachers are aware of the whole child and things that

might be getting in the way of your child's learning. School

counselors can advise on your child's social and emotional

well-being. Many school counselors concentrate on helping

children build self-esteem, and some work with groups of

children with similar problems, such as coping with a divorce

or death in the family.

Physical education classes provide an opportunity for

exercise, and they foster teamwork. The school cafeteria is a

source of well-balanced lunches (and breakfasts in some school

districts), many of which are government-subsidized for low

income students. The principal and teacher can advise on

special services provided by the school district for children

with handicaps and special learning needs.

The most important thing you can do is stay in contact

with the school, especially your child's teacher. Listen

carefully to the teacher, because the teacher will often spot

problems or warning signs of serious trouble before you might

notice them.

It is also important for you to tell the teacher if your

child has a serious health problem or is experiencing an

emotional crisis at home. It is imperative for the school to

know if your child is on medication and what it is, who should

be contacted in case of an emergency, and what to look for in

your child's behavior that might be a warning sign of the onset

of a medical emergency.

Your child's welfare is a partnership between the parent

and the school. If a serious medical condition exists, private

or community health services should be consulted.

What can you expect of the school?

The following information has been adapted from Managing

Asthma: A Guide for Schools, published by the U.S. Department

of Health and Human Services and the U.S. Department of

Education.

The principal should:

* give parents a clear policy on taking medication during

school hours.

* provide opportunities for staff to learn about medical

emergencies.

* establish a resource file on health issues for teachers

and staff to read.

* schedule building repairs, cleaning, or painting when

students are out of the building during vacations or the

summer.

The school nurse should:

* maintain health records on all students with chronic

diseases.

* alert staff members about students with serious health

conditions.

* inform parents if they suspect a serious health problem.

* administer medication according to school policy.

* Work with the parent/teacher organization to provide

educational programs on medical conditions that affect a

large number of students.

The teacher should:

* know the early waning signs of a medical emergency.

* develop a clear procedure for handling schoolwork missed

due to illness.

* understand the side effects of medication, for example,

drowsiness, anxiety, withdrawal.

* educate classmates about special medical conditions of

students in the class, while respecting confidentiality.

* reduce health hazards in the classroom.

* encourage students with health problems to participate in

classroom activities as much as possible.

* allow a student to do quiet activities if a medical

condition prevents full participation.

These are just some of the actions that school personnel

can take to make the school a safer and friendlier place for

your child. Remember that when children are well and

comfortable, they learn more.

Bibliography

The following list of books includes just a few of many

excellent publications for parents and their children. No one

knows your child as well as you do. When you select a book,

always read through it to make certain the material presented

will benefit your child.

Aliki. Feelings. Mulberry. Picture book with illustrations

showing different emotions. Ages 3-6.

Berger, Melvin. Germs Make Me Sick! illustrated by Marylin

Hafner. Thomas Y. Crowell. An easy-to-read book introduces the

young reader to diseases...what they look like, how you catch

them and how the body's resources fight them. Ages 6-8.

Brown, Fern G. Hereditary Diseases. Franklin Watts. Explains

how disease traits are transmitted through the chromosomes

cystic fibrosis, sickle-cell anemia, Tay-Sachs disease, and

diabetes. Ages 10-12 years.

Bums, Sheila L. Allergies and You. Julian Messner. Direct,

clearly presented text and illustrations on the symptoms,

causes, and preventative measures for persons afflicted with

various allergies. Glossary and bibliography included. Ages

9-12 years.

Colan, Edward. Drugs in Sports. Franklin Watts. The hazardous

effects of steroids, amphetamines, blood boosting, cocaine,

marijuana, and crack as used by athletes for a competitive

edge. Age 11 and older.

Condon, Judith. The Pressure to Take Drugs. Franklin Watts.

Explanation of why people are pressured by peers to take drugs.

Advice on how to resist this pressure is presented. Ages 11-12

years.

DeSantis, Kenny. A Doctor's Tools. Dodd, Mead. For the youngest

reader, an introduction to the vast variety of instruments

physicians use in their practice of medicine. Ages 5-8 years.

Eagles, Douglas A. Nutritional Disease. Franklin Watts. The

important role of enzymes and hormones and the havoc caused by

chemical imbalances. Ages 10-12 years.

Elgin, Kathleen. The Fall Down, Break a Bone, Skin Your Knee

Book. Walker Pub. A clear, simplified introduction to the

physical reactions that take place when the body confronts

injury and infection. A section on first aid is included. Ages

8-10 years.

Englebardt, Stanley. Kids and Alcohol: The Deadliest Drug.

Lothrop, Lee & Shepard. Alcohol what it is, how it affects the

body, why some people become alcoholics...how to recognize,

treat, and prevent alcoholism. Age 11 and older.

Epstein, Sherrie S. The Story of Penicillin: Penny, the

Medicine Maker. Lerner Pub. In story format, a simple

introduction to the history of the discovery of penicillin by

Dr. Alexander Fleming. Ages 7-10 years.

Gelman, Rita Golden & Susan Kovacs Buxbaum. Ouch! All About

Cuts and Other Hurts. Harcout Brace Jovanovich. Alphabetically

arranged, the most common minor injuries that can befall a

child are presented with humor and understanding. Ages 7-9

years.

Get Ready Coloring Book A coloring activity book to help

educate children on disaster readiness. Federal Emergency

Management Agency. FEMA-197

Gretz, Suzanna. Teddy Bears Cure a Cold. William, the teddy

bear, catches a cold, and his friends take care of him. Ages

4-6.

Hammond, Winifred. The Riddle of Teeth. Coward, McCann &

Geoghegan. An introduction to the study of teeth...what they

are made of, how they grow, and how to keep teeth strong and

healthy. Ages 8-10 years.

Hautzig, Deborah. A Visit to the Sesame Street Hospital. A

guidebook that prepares Sesame Street characters for Grover's

tonsillectomy. Ages 36.

Howe, James. The Hospital Book. Crown. Straightforward,

detailed account of hospital procedures illustrated with black

and white photographs. Ages 12 and older.

Krensky, Stephen and Marc Brown. Dinosaurs, Beware! Illustrated

by Marc Brown. Joy Street/Little Brown. A guide to household

safety with pictures of examples of things to avoid. Ages 7-9.

Linn, Margot. A Trip to the Doctor. HarperCollins. Book is

organized in two-page spreads, with questions about the

doctors's office and three possible answers. Ages 4-6.

Madison, Arnold. Drugs and You. Julian Messner. For the young

child, this factual, nonthreatening book presents a

well-balanced and in-depth approach to information on drugs and

drug abuse...how people use drugs; the affect different drugs

have on mind and body; withdrawal and treatment. Ages 9-11

years.

MacLachlan, Patricia. Through Grampa's Eyes. HarperCollins. A

young boy learns to understand his grandfather's blindness.

Ages 7-9.

Nourse, Alan E. Viruses. Franklin Watts. Clearly written and

well illustrated. Introduction to the discovery of viruses and

the development of vaccines. Ages 8-12 years.

Rabe, Bernice. The Balancing Girl. Dutton. Illustrated by

Lillian Hoban. Story of a girl who is confined to a wheelchair

and can balance things remarkably. Ages 7-9.

Raskin, Ellen. Spectacles. Aladdin. Story about a girl who

needs glasses. Ages 4-6.

Rockwell, Harlow. The Emergency Room. Macmillian. A picture

book about the emergency room for very young children. Other

books by the author include My Doctor and My Dentist.

Patent, Dorothy Hinshaw. Germs. Holiday House. Brief account of

the story of germs that cause measles, flu, tuberculosis, and

other diseases. Ages 7-12 years.

The Sesame Street Fire Safety Book. The Sesame Street

characters help teach preschoolers and young children about

fire safety and prevention. Federal Emergency Management

Agency. FA-73

Zim, Herbert S. Your Stomach and Digestive Tract. William

Morrow. Detailed illustrations and clear, concise text describe

the functions of the four organs of digestion. Ages 8-10 years.

Consumer Information Catalog. A free catalog that lists many

U.S. government publications in print and how to obtain copies.

Consumer Information Center, P.O. Box 100, Pueblo, Colorado

81002.

General Health: Pantell, Robert H., James F. Fries, and Donald

M. Vickery. Taking Care of Your Child. Addison-Wesley. A

parent's guide to medical care.

Nutrition: Nutrition and Your Health: Dietary Guidelines for

Americans. Tips on how to eat right. U.S. Department of

Agriculture, Human Nutrition Information Service, 6505 Belcrest

Road, Hyattsville, MD 20782.

The Food Guide Pyramid. A guide that shows how to eat right and

lead a healthy lifestyle. U.S. Department of Agriculture.

Safety: Fire Strikes Back. A packet of resources including

family plans that educate children on the dangers of playing

with fire. U.S. Fire Administration, Office of Fire Prevention

and Arson Control.

Your Family Disaster Supplies Kit. Instructions on how to

prepare and use a disaster relief kit. Federal Emergency

Management Agency. P.O. Box 70274, Washington, DC 20024.

FEMA-189

Drug Prevention: Growing Up Drug Free: A Parent's Guide to

Prevention. A booklet that provides tips for parents on how to

teach children about drugs and what parents can do in the fight

against drugs. U.S. Department of Education. For free copy call

toll-free 1-800-624-0100 (in DC area 202-732-3627).

Acknowledgments

This book was made possible with help from Tim Burr, who

provided information from other government agencies; Bernice

Barth, who compiled the bibliography; and Tim McCarty, who

contributed to the bibliography. Francie Alexander, Liz Barnes,

Elaine Palazzo, Theodor Rebarber, and Rikki Smoot, and Rose

Tobelmann provided suggestions and guidance to the project.

Phil Carr and Donna DiToto designed the book.

Many of the activities are taken from ideas first

presented in Imagine That, written by Joyce King and Carol

Katzman.

What We Can Do

To Help Our Children Learn:

Listen to them and pay attention to their problems.

Read with them.

Tell family stories.

Limit their television watching.

Have books and other reading materials in the house.

Look up words in the dictionary with them.

Encourage them to use an encyclopedia.

Share favorite poems and songs with them.

Take them to the library-get them their own library

Take them to museums and historical sites, when possible.

Discuss the daily news with them.

Go exploring with them and lean about plants, animals, and

local geography.

Find a quiet place for them to study.

Review their homework.

Meet with their teachers.

Do you have other ideas?



.