key message: good nutrition, health and exercise are critical · 2013-04-10 · the body and brain...

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What The Research Tells Us

The results of the 2007 Australian National Children’s Nutrition and Physical Activity Survey indicate that the number of children who are overweight or obese is increasing. In fact, 23% of the children aged 2–16 years who were surveyed were either overweight or obese (CSIRO et al., 2008). Many of these children are at risk of becoming adults with an increased chance of both physical and psychological health problems (Martin, 2010).

Good nutrition, health and exercise are necessary for a child’s brain to develop and function. Setting up the right behaviours in early childhood can lead to less health problems later in life.

Good Nutrition

The quality of a child’s diet is fundamental for optimal brain growth. Studies have shown that having good nutrition with the recommended intake of vitamins, minerals, proteins, carbohydrates and essential fatty acids is extremely important in the early years when the body and brain grow more rapidly than any other time (Meyers et al., 1989).

A child’s diet also has an effect on their behaviour and their capacity to learn. When the brain gets the nutrition it needs, this leads to better behaviour, an increased attention span and improved memory (Wesnes et al., 2003).

Health at every stage of the life course is influenced by nutrition, beginning with the mother’s pre-conception nutritional status, extending through pregnancy to early infant feeding and weaning, and continuing with diet and activity throughout childhood and into adult life.

(Centre on the Developing Child at Harvard University, 2010)

http://www.youtube.com/watch? v=xjr87Tvvn1g&feature=fvwrel

(“Reality Check” 2010)

KEY MESSAGE: Good Nutrition, Health And Exercise Are Critical

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Putting Into Practice

The purpose of the Key Messages is to maximise the potential for families to support their children’s early development. The aim is for families to regularly receive consistent messages from a variety of services and organisations including libraries, playgroups and childcare centres.

When both parents and professionals focus on children’s social and emotional requirements as well as their cognitive development, they will have maximum impact on the child’s brain development.

Story Time can act as a vehicle of information from a variety of organisations and resources. It is not expected that you become experts in every area of child development. However, you are in a unique position to support and inform parents on how to build strong foundations for early learning. You can do this by:

• SharingtheKey Messages with parents through conversation, handouts and role modeling

• Readingbooksandprovidingactivitieswhichreinforcethekeymessages

• Maintainingcurrentanduserfriendlyparentresources

• Beingawareoforganisations,websitesandexpertsthatcansupportyour families if necessary.

Many picture books reinforce the messages of good nutrition, health and exercise. They can form the starting point of a variety of simple and fun activities that can be shared with children and their families to promote the importance of good nutrition, health and exercise.


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Good Nutrition

Reading doesn’t always have to mean sharing books. Thoughtful activities and discussions promote healthy behaviours and are also a way of sharing meaningful literacy experiences with children. Children and babies are never too young to see reading and writing used as purposeful activities.

Instead of sharing a book, why not read a recipe for a change? Depending on your group you may want to actually follow the instructions and make something for the children to share. Salads, fruit smoothies and wraps are healthy, easy options that don’t involve cooking.

You will need to be aware that some children and adults may have food allergies or intolerances. If ‘real’ food isn’t possible then try using toy versions of fruit, vegetables, pots, pans or tea sets. Spread out picnic blankets or colourful rugs and put out a yummy spread of fabric or plastic food sets. Include or talk about foods from a variety of cultures, countries and celebrations.

Trying new foods can be exciting, but is often a little scary for young children. Spending time exploring foods, especially with other children, can help make it fun and more enticing.

Exercise

Emerging research suggests that exercise can benefit brain development and learning (Howard-Jones, 2008). Recent studies have shown that exercise helps produce new brain cells (Reynolds, 2010).

Sleep

Neuroscience has shown that neurological activity that takes place during sleep is critical to learning (Regulation of sleep and circadian rhythms, 1999).

Regular, adequate and quality sleep is important for children’s health and development. Children who get enough sleep function better when they are awake.


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Story Time Suggestions

The Very Hungry Caterpillar

Eric Carle

970140569322

Eric Carle’s classic tale teaches children about numbers, days of the week and time as the newly hatched (and very hungry!) caterpillar munches his way through die-cut pages.

This is a great book to use as an introduction to healthy foods and ‘sometimes foods’.

After sharing the story ask the children:

• Whatwerethehealthyfoodsinthebook?

• Whatwerethe‘sometimesfoods’inthebook?

• Whydotheythinkthecaterpillarhadastomachache?

Make A Fruit Salad To Share

After sharing the book, share a yummy fruit salad made with some of the fruit that the caterpillar ate. If you have a small group you may want to make the fruit salad together. If your group is larger it might be better to have the fruit peeled and chopped beforehand and the children can help by serving the fruit salad. Small tongs are a great way of hygienically serving fruit and are also excellent for helping develop fine motor skills (don’t forget to share that tip with parents!).

Make A Fruit Salad Shopping List Or Recipe To Take Home

Can the children remember the fruit the caterpillar ate? Make a list on a large piece of paper. It is very important for children to see writing in action. If you have preschool children in your group encourage them to tell you the letter that each word starts with. Draw a picture next to each fruit so the children can read the words by themselves.

Give each family a template so they can make their own shopping list or recipe. They can draw and/or write the fruit or cut out pictures you have provided.


Shopping Items

Recipe

This template can be printed and downloaded @

thelittlebigbookclub.com.au/resources

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Wall Story

Re-create the story and use it to decorate your walls. Cut out large shapes of fruit to match the story, for example, one apple, two pears etc... Provide the children with a variety of coloured collage materials to decorate the fruit. Display the finished fruit with the corresponding text, for example, “On Monday he ate through one apple. Buthewasstillhungry.”

Collage activities are a great sensory experience for children. Try using the following materials: tissue paper, cellophane, wool, commercially produced feathers and materials such as velvet and silk.

Families can often be a great resource for providing materials for you to recycle in your activities. Ensure parents are constantly supervising their children as small objects can be a choking risk. Avoid buttons, pasta and similar objects.

Exercise

Including music and movement into your Story Time session is a simple way to role model the importance and benefits of physical activity.

Making posters of songs so everyone can see the words will encourage adults to join in too. It also reinforces that reading and writing has a purpose. Write the words on a large piece of cardboard or butchers paper. If you include illustrations that match the words, the children will be able to use the picture clues to help them ‘read’ it too.

Give parents suggestions of active rhymes and songs they can sing at home, for example:

• The Wheels on the Bus

• Row, Row, Row Your Boat

• The Hokey Pokey

• If You’re Happy and You Know It

• Heads, Shoulders, Knees and Toes.

All of the above rhymes are available at thelittlebigbookclub.com.au as free printables. Go to the Make and Do tab and search by Nursery Rhymes. You are welcome to print these and share them with your families.

There are many excellent stories that can inspire active play. Although it might not be practical in a library setting you are in a great position to motivate and encourage parents.

The Wheels on the BusThe wheels on the bus go round and round

Round and round, round and round The wheels on the bus go round and round

All the way to town.

The people on the bus go up and down Up and down, up and down

The people on the bus go up and down All the way to town.

The babies on the bus go waa waa waa Waa waa waa, waa waa waa

The babies on the bus go waa waa waa All the way to town.

The horn on the bus goes toot toot toot Toot toot toot, toot toot toot

The horn on the bus goes toot toot toot All the way to town.

thelittlebigbookclub.com.au


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We Recommend These Books

We’re Going On A Bear Hunt by Michael Rosen

Duckie’s RainbowbyFrancesBarry

The Great Expedition by Peter Carnavas

The Gruffalo by Julia Donaldson

With Nan by Tania Cox

Boom Bah! by Phil Cummings

After reading one of the stories you can tell parents “Reading books is really important for your child’s development. It is also important for them to have lots of opportunities to be physically active. You can use books to give you ideas” Here are some suggestions:

• Makeanobstaclecourseathomebasedonthejourneyofabookcharacter.Thiscan be outside, for example, run around the tree, hop to the bush, go down the slide, bounce the ball along the path etc…

• Iftheweatherisn’tsuitable,makeanactiveadventureindoorswithcushiontoweavearound or jump over, tables to crawl under, hallways to jump down etc…

• Nexttimeyougoforawalktakeabagwithyouandcollectinterestingnaturalobjectsalong the way. These can then be used for craft activities

• SharetheLittle Big Book Club’s e-book Boom Bah! at home and then have a musical parade around the house using pots and pans or other instruments.


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Sleep

Sleep is a common topic among parents and families and can be the source of much frustration.

If families need support you can direct them to:

• Thelibrary’sParentingsection

• TheChildandYouthHealthwebsitewww.cyh.com.au

• TheRaisingChildrenNetworkwebsitewww.raisingchildren.net.au

The Little Big Book Club’s, It’s Bed Time picture book has stories and rhymes perfect for sharing at bed time as well as tips for parents. This book is available for purchase http://www.thelittlebigbookclub.com.au/products

You’ll find our Bed Time Routine tip sheet in Module Three. This includes information and practical suggestions such as the following:

Sometimes babies and children just don’t want to go to bed. They want to stay up, see what’s going on, play or just be with their families. However, ensuring that they have enough sleep is extremely important in terms of their development and, just as important, the parents wellbeing. The most effective way of easing bed time stress is to develop a routine and, wherever possible, sticking to it.

A great bed time routine begins half an hour before bed and includes a series of soothing activities that the baby or child enjoys. Sharing some calming stories, lullabies and cuddles is the perfect way to end the day and establish good sleep routines.


SHEETStip

Between ½ an hour to 1 hour before bed, choose a series of calming activities that your baby or child enjoys.

Dependent on their age, these activities may include:

• Abath

• Brushingteeth

• Choosingabookortwoforyou to read aloud

• Singingrhymesorlullabies

• PlayingaCDofgentlemusic

• Turningonanightlight

• Selectingafavouritesofttoy

• Akiss,acuddleandtellingthem how much you love them.

Once your child develops their vocabulary, they may enjoy having a quiet chat at bed time about what they did during their day.

Other suggestions include leaving the door open,orpattingorrockingyourbabyorchild depending on what they need and what you’re comfortable with.

For toddlers and preschoolers, it’s important to give them advance notice of getting readyforbed.Lastminutedrinksand trips to the toilet can all become part of the routine.

Older children may be more involved in choosing the activities they wish to include in the bed time routine.

Importantly, bed time routines give you and your baby or child the opportunity to slow down and have some special time together without distractions.

General Tips

When first establishing your bed time routine, choose a bed time that is closest to when your child tends to fall asleep. If you wish to move this time, decide on your preferred time that suits you, your childandtherestofthefamily.Then eachweekbringtheirbedtimefiveto ten minutes closer to your ideal time.

Sleeprequirementscanvarybetweenbabies. However, as a guide, by 6 months babies are having most of their sleep at night.They’llstillneeddaysleepsandyoumay expect two sleeps a day until 12 to 15 months – then one is usually enough.

If your child feels anxious about being separated from you at bed time, try giving them something of yours to cuddle, eg. anoldT-shirtthathas‘yoursmell’onit.Theinnerconfidencetofeelsecurewhenparents are not present is still developing by three to four years of age.

Sleeprhythmstakesometimetochangesoyournewroutinemaytakeacoupleofweeksbeforeyouseeanyrealchangeinsleep behaviour.

BED TIME ROUTINE

For more book suggestions, tip sheets, nursery rhymes, songs and fun things to make and do please visit:


parent/carer

Did You Know?

Sometimesbabiesandchildrenjustdon’twanttogotobed.Theywanttostayup,see what’s going on, play or just be with you.

However, ensuring your baby, toddler or preschooler has enough sleep is extremely important in terms of their development and, just as important, for your wellbeing.

Themosteffectivewayofeasingbedtimestressistodeveloparoutineand,whereverpossible,stickingtoit.

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Time for Bed, Isobel

DavidBedfordandLeonieWorthington

971921049941

“Time for bed, Isobel,” said Mum. “I don’t want to go to bed,” said Isobel. “I want to be with you!” And so begins a funny and endearing bed time tussle that will strike a chord with both children and parents.

Setting the scene for the book will not only help children engage with thestorybutitwillalsohelpwiththeircomprehension.BeforeyourStory Time session make a bed for a baby doll or cuddly toy using the Activity TimetemplateavailableontheLBBCwebsite.

Introduce the children to your ‘friend’ and tell them that it is their bed time. You might want to explain that bed time is very important as it gives your body and brain a chance to rest and grow.

After reading the story encourage the children (and adults) to share their bed time routines. This is a great time to share with parents that reading books at bed time is a great calming activity. The children can then make their own beds to take home for their toys.

Recommended Books

Stories can be a great starting point for promoting a healthy lifestyle.

See on the next page a list of suggested age appropriate books that capture the essence of this key message.

Suitable for: 2+ yearsTitle: Time for Bed, Isobel

Isobel’s BedUse a tissue box to make a cosybed.

You will need:• a copy (or 2) of template

• empty tissue box

• rectangular scrap of fabric approx. 150mm x 170mm

• small paper envelope

• 4-5 tissues

• scissors/craft knife

• glue stick

• sheet of coloured paper

• textas (optional)• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Instructions1. Cut away top and sides of tissue box, leaving 4cm at

the bottom of each side. (see diagram)

2. Cut 2 strips of coloured paper (approx. 4cm. x 22cm.)

and stick these along sides of box.

3. Cut out bed ends from template.

4. Colour them with textas. (optional)

5. Glue these onto ends of box. (you can cut out 4 bed

ends and stick them on either side of box ends if you wish)

6. To make a pillow, stuff tissues into envelope and seal.

7. Lay fabric over the top of the bed for a quilt. (you can

use several pieces of fabric as sheets, blankets etc.)

Now put some of your favourite small cuddly toys to bed.

Read them a story.

Help your child act out the story using the bed and a

cuddly toy for props.

TISSUE BOX BED

Adult supervision essentialInvolve and talk with your child as much

as possible.

www.thebigbookclub.com.au

*WARNING Craft knives must only be used by an

adult. The blade must be retracted when not

in use. Do not let your child play with the knife.


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SLEEP

Time For Bed

Mem Fox and Jane Dyer

9781862917149

Check On Me

Andrew Daddo and JonathanBentley

970733324192

Time For Bed, Isobel

DavidBedfordand LeonieWorthington

9781921049941

Duckie’s Rainbow

FrancesBarry

9781406331868

Boom Bah!

Phil Cummings and Nina Rycroft

9781876288907

The Gruffalo’s Child

Julia Donaldson and Axel Scheffler

9780333710937

EXERCISE AND ACTIVE PLAY

HEALTHY EATING

I Can Eat A Rainbow

Annabel Karmel

9781405339063


Eric Carle

9780140569322

Louie The Pirate Chef

Simon Mitchell andBenWood

971921504235


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Reflection

Reading doesn’t always have to be from books. What other things can you read during Story Time?

What services or organisations could you partner with to share further information and support to families?

Make a list of ten songs that you could include in your Story Time session that supports good nutrition, health and exercise.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.


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Related Research And Resources

WEBSITE:AHealthyandActiveAustralia http://www.healthyactive.gov.au/

WEBSITE:BeActive http://beactive.com.au

WEBSITE:HealthyHabitsforaHealthyLife–12Tips http://raisingchildren.net.au/articles/childhood_obesity_12_tips.html/context/747

TIPSHEET (Available as PDF) : Raising Children Network: the Australian Parenting Website www.raisingchildren.net.au

WEBSITE:Women’sandChildren’sHealthNetwork:CentreforHealthPromotion http://www.healthpromotion.cywhs.sa.gov.au/

WEBSITE:Women’sandChildren’sHealthNetwork:ChildandYouthHealth www.cyh.com.au

You can find the South Australian Safe Infant Sleeping Standards here: http://www.healthpromotion.cywhs.sa.gov.au/library/Safe_Sleeping_Standards.pdf

Bibliography

CentreontheDevelopingChildatHarvardUniversity,2010.TheFoundationsofLifelongHealthAreBuiltinEarlyChildhood.HarvardUniversity.

CSIRO, University of South Australia, Australia. Dept. of Health and Ageing, Australian Food and Grocery Council, Australia. Dept. of Agriculture, F. and F., National Children’s Nutrition and Physical Activity Survey (Australia), Preventative Health Flagship, 2008. 2007 Australian National Children’s Nutrition and Physical Activity Survey: main findings. Dept. of Health and Ageing], Canberra, ACT.

Howard-Jones, P., 2008. Potential educational developments involving neuroscience that may arrive by 2025.

Martin,K.,2010.Brainboost:Sportandphysicalactivityenhancechildren’slearning.TheUniversity of Western Australia.

Meyers,A.F.,Sampson,A.E.,Weitzman,M.,Rogers,B.L.,Kayne,H.,1989.SchoolBreakfastProgramandschoolperformance.Am.J.Dis.Child.143,1234–1239.

Reality Check (video recording),2010.URLhttp://www.youtube.com/watch?v=xjr87Tvvn1g&feature=youtube_gdata_player

Regulationofsleepandcircadianrhythms,1999.,Lungbiologyinhealthanddisease. M. Dekker, New York.

Reynolds,G.,2010.PhysEd:YourBrainonExercise.Well.

Wesnes,K.A.,Pincock,C.,Richardson,D.,Helm,G.,Hails,S.,2003.Breakfastreducesdeclinesinattentionandmemoryoverthemorninginschoolchildren.Appetite41,329–331.


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Notes


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What The Research Tells Us

The structure of the brain begins to develop before birth and continues into adulthood. Children are constantly learning and the experiences a child has provides the blueprint for their future growth and development. What and how children learn in the early years determines whether or not the brain develops a strong or fragile foundation which underpins all of the learning, behaviour and health that follows (Centre on the Developing Child at Harvard University, 2012).

Different parts of the brain evolve in a predictable sequence:

1. The brain stem–mostbasiclifeactivities such as heart rate and body temperature

2. The midbrain–motoractivity,appetite and sleep

3. The cerebellum–coordinatesmovement and balance

4. The limbic system–emotions,attachment and memory

5. The cortex–abstractthoughtandcognitivememory and continues to develop through to adulthood.

KEY MESSAGE: Children Are Born Ready To Learn

Children are born ready to learn, with their neurological wiring programmed to develop specific skills and neuro-pathways. Following birth, a child’s home environment, the way it is parented, its family’s socioeconomic situation, its community and the values and policies of society all influence the way a child develops.

(TheLearningPartnership,2008)

http://developingchild.harvard.edu/resources/multimedia/videos/three_core_concepts/brain_architecture/


Brain: side view

(Brotherson,2005)

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The brain develops from the bottom up. The lowest part of the brain which controls automatic, regulating functions and responses is the first area to develop. Higher level development that includes more complex cognitive function builds on lower level development and is more difficult if the lower level has been compromised (Brotherson,2005).

Babiesneedsensory,socialandwarmemotionalexperiencestomaximisestronglowerlevel brain development. As children mature, more complex and diverse experiences are needed to maximise development of the higher levels of the brain (Gable and Hunting, 2001).

A strong foundation in the early years increases the probability of positive future outcomes. A weak foundation increases the chances of problems that occur later in life such as poor literacy, unemployment and welfare, obesity and its associations such as diabetes and heartdisease,mentalhealthproblems,familyviolenceandcriminalactivity(TheLearningPartnership, 2008).

Secure, responsive relationships that give appropriate sensory input build healthy brain architecture, which creates a strong platform for lifelong learning, behaviour and health. Families provide the most important relationships but other adults including those who offer early care and education also have significant roles in the lives of young children (Gable and Hunting, 2001).

At birth a baby’s brain has all of its brain cells but the connections between the cells have not been made. A baby is born with over 100 billion brain cells, called neurons. Positive early experiences help neurons create connections called synapses. When synapses are formed the brain continues to grow and develop. The experiences that take place in early childhood provide the foundation for lifelong learning, behaviour, physical and mental health.


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Examples:

If a baby cries and its needs are met by being comforted, fed, or having a nappy changed, the baby learns that cryingisaformofcommunication–aconnectionin the brain is made.

If a baby smiles at you and you smile back at them they learnthatsmilingisgoodandappreciated–anotherconnection in the brain is made.

If a baby is regularly left crying they learn that their cries won’tbeansweredsowhytry–anotherconnectionin the brain is made.

Every interaction we have (or don’t have) with babies has an impact on their developing brain.

When an activity is repeated over and over it becomes a permanent structure within the brain. Talking, singing and reading to babies and young children helps to form the necessary connections in their brain for all future learning. A baby may not understand the plot of a story, or even all the words in the story, but they are regularly hearing languageinanurturingway–thisformsconnections in their brain.

The basic architecture of the brain is constructed through a process that begins early in life and continues into adulthood. Simpler circuits come first and more complex brain circuits build on them later. Genes provide the basic blueprint, but experiences influence how or whether genes are expressed. Together, they shape the quality of brain architecture and establish either a sturdy or a fragile foundation for all of the learning, health, and behaviour that follow. Plasticity, or the ability for the brain to reorganize and adapt, is greatest in the first years of life and decreases with age.


Neurons mature when axons send messages and dendrites receive them to form synapses.

(Gable and Hunting, 2001)

32

Putting Into Practice

Children are born ready and eager to learn. We need to take advantage of this opportunity by understanding the importance of the early years and recognising the best methods for stimulating children’s learning and development. The benefits of Story Time are far greater than just the development of literacy. Story Time can be a vehicle for many aspects of child development. Providing support to parents, grandparents, childcare providers and other services is essential to guarantee quality development in the early years.

It is everyone’s responsibility to ensure that expecting families or families with babies or young children know what services are available to them. Encourage families with new babies to attend Story Time sessions at their library or other community organisations. Babieswillenjoytheexperienceoflistening,lookingandreceivingstimulationfromsocialinteraction with other babies, toddlers and families.

Consider how you can help parents feel welcome:

• Isthereaplaceforprams?

• Showthemwheretheycanchangeanddisposeofnappies

• Ensurethattheyfeelwelcometofeedtheirbaby

• Helpthemtochoosesomeageappropriatebookstoborrow.


Repeated positive experiences help to make valuable connections in babies and young children’s brains.

Try incorporating a regular routine into your Story Time session.

It might go something like this:

1. Welcome Song

2. Story Time

3.MusicTime–actionsongstogetactiveandgetthewrigglesout, songs based around the theme or book

4. Story Time (this can be the same book or a new book)

5. Activity Time

6. Good bye Song.


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Welcome Song

Choose a welcome or hello song that encourages interaction with each child and their carer.Byhavingaregulargreetingwitheachfamilyyouarehelpingtodevelopimportantrelationships between you, the adults and children.

Music Time

Songs are not only great for language and literacy development but they are also a fun way of giving little bodies the opportunity to wiggle and move. Children are more likely to focus on another story if they have had a chance to stretch and be active in between.

Choose one or two songs that you sing consistently throughout the term, month or theme. They may be related to a theme that you are sharing. The benefits to repeating songs are many:

• Repetitionhelpsthevitalconnectionsinthebraintodevelop

• Toddlersandpreschoolersloveroutineandknowingwhatisgoingtocomenext

• Theopportunitytolearnsongsandsharetheirnewskillsgivesthemconfidence

• Parentsandcarersaremorethanlikelytojoininiftheyhavelearntthesongstoo.

Most parents will appreciate being able to see the words to the songs. You can:

• Provideahandoutthatparentscanuseduringthesessionandthentakehome with them. This will encourage them to continue singing with their children at home

• DisplaythewordsonalargeposterorPowerPoint

• TellparentsthetitleandartistoftheCDifyouareusingone.


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Activity Time

Providing a hands on activity for carers and children to create together is important for many reasons. Some parents are not ‘crafty’ so this may be the only opportunity their children have to colour, cut and paste. Activities like these are essential, not only for children’s fine motor skills but their creativity and imagination. Encourage and motivate parents to provide similar experiences at home.

Revisiting the story through playful experiences helps children develop important pre-reading skills such as comprehension, sequencing and vocabulary development.

Goodbye Song

A ‘goodbye’ song has the same benefits as a ‘hello’ song as well as being a nice, natural ending tothesession.Bysinginggoodbyetoindividualchildren you are providing an orderly way to move to the activity rather than everybody rushing at the same time.

Recommended Books

Booksthathaverepetitionhavemanybenefits.Childrencanquicklylearnthewordsandjoin in with the story. It is vitally important that they have the opportunity to be involved in the reading and to see themselves as readers.

Bookswithrepetitionusuallyhavegreatrhymeandrhythmwhichisnotonlyfunbutiscritical for children’s vocabulary and literacy development.

See on the next page a list of suggested age appropriate books that capture the essence of this key message.


Book title: ITSY-BITSY BABIESBy Margaret Wild and Jan Ormerod

Put an Itsy-Bitsy Baby together.Help your child to do this simple puzzle.

activityTIME

You will need:• Acopyofactivitytemplate

• Crayons,textas,etcfordecorating

• Glueortape

• Scissors

Instructions1.Colourinthebabypiecesandcutout

2.Helpyourchildputthebabytogether.Tapeorgluethepiecesinplace.

Ideas for the very youngPutthebabytogetherandshowyourchildthedifferentpartsofthebody.Talktoyourchildsayingthingslike‘Look,hereisthebaby’stummyandhereisyourtummy’. Adult supervision is essential.

Involve and talk with your child as much as possible.

For more book suggestions, tip sheets, nursery rhymes, songs and fun things to make and do please visit:


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TODDLERS

Brown Bear, Brown Bear, What Do You See?

BillMartinJrandEricCarle

9780805047905

Oh Dear!

Rod Campbell

9780230757493


Eric Carle

9780140569322

PRESCHOOLERS

Kisses for Daddy

Frances Watts and DavidLegge

9781877003783

We’re Going on a Bear Hunt

Michael Rosen and Helen Oxenbury

9780744523232

Piglet and Papa

Margaret Wild and Stephen Michael King

9781876288761

BABIES

Peepo!

Janet and Allen Ahlberg

9780670871766

Dear Zoo

Rod Campbell

9780330512787

Where is the Green Sheep?

Mem Fox and Judy Horacek

9780143501763

36


Reflection

What can you do to make parents of babies feel welcome?

What books do you know that have great repetition?

What can you do to make your programs meet the specific needs of:

Babies

Toddlers

Preschoolers

37


Related Research And Resources

INTERACTIVERESOURCE:BabyBrainMap http://www.zerotothree.org/child-development/brain-development/baby-brain-map.html

Bibliography

Brotherson,S.,2005.UnderstandingBrainDevelopmentinYoungChildren.BrightBeginnings#4FS-609.

CentreontheDevelopingChildatHarvardUniversity,2011.ExperiencesBuildBrainArchitecture, Three Core Concepts in Early Development (Video file). Retrieved from http://developingchild.harvard.edu/resources/multimedia/videos/three_core_concepts/ brain_architecture/

CentreontheDevelopingChildatHarvardUniversity,2012.InBrief:TheScienceof Early Childhood Development (WWW Document). Centre on the Developing Child. URLhttp://developingchild.harvard.edu/index.php/resources/briefs/inbrief_series/ inbrief_the_science_of_ecd/

Gable,S.,Hunting,M.,2001.Nature,NurtureandEarlyBrainDevelopment.

TheLearningPartnership,2008.TheQualityofPublicEducationinCanada (ProgressReportNo.4,Winter2008),ProgressReportsfromTheLearning Partnership.TheLearningPartnership,Canada.

key message: good nutrition, health and exercise are critical · 2013-04-10 · the body and brain...

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