Exercising While Pregnant

Image source: iStock.com / jacoblund

In the past, pregnant women were told to take it easy when it came to exercise. However, now that there is more known about it, exercising while pregnant is shown to be good for both the mom and baby.

What are the Benefits?

  • Not only does exercise benefit the body, but the brain, too! It increases the amount of blood flow, which leads the body to create more blood vessels. In turn, the brain is then given more access to oxygen and energy.
  • The moms who exercise will usually be more physically fit and will potentially be less likely to have a C-section and possibly will recover more quickly after the baby arrives.

Cardio or Weights?

  • Some of both is great, but if you are short on time, stick with the cardio. Aerobic exercise has a better effect on the brain. One great way to get a work out in is swimming. It works your entire body and the water helps by supporting your weight. Simply walking around in the pool will make you feel better, and your swollen ankles will, too! If you are more of a runner, that also totally works. The main thing is that you are getting some sort of exercise to better you and your baby’s health.

How hard should I push it?

  • The number one tip is to simply listen to your body. Don’t be afraid to push yourself and get some sweat dripping, but make sure to stay in tune with your body and know when it is time to lay off a bit. As the pregnancy goes on and you get closer to your due date, your body will probably be ready for a little easier workout, but it varies for every pregnant woman so that is why it is so important to listen to your body.

In the end, it is simply important to be active to help better your health and your baby’s. Remember to always check with your doctor before starting any type of exercise or physical activity.

Source:

Zero to Five by Tracy Cutchlow

LA DONNA WERTH, EXTENSION EDUCATOR | THE LEARNING CHILD

Peer Reviewed by Leanne Manning, Extension Educator, The Learning Child, Lisa Poppe, Extension Educator, The Learning Child, and Lynn DeVries, Extension Educator, The Learning Child

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Parenting Style 101

Image Source: Lynn DeVries, Learning Child Educator

There are four well-known parenting styles, all of which can lead to a different type of child. Now, using a specific parenting style doesn’t guarantee a certain type of child because we only have so much influence, but it definitely has an effect on the outcome. There is one parenting style that tends to produce children who are more self-confident, more socially competent, and less anxious, and that style is referred to as “democratic.” Here are some of the tactics and results of each style:

Authoritarian Style

  • firm but not warm
  • expect their orders to be obeyed no matter what (“Why? Because I said so”)
  • children usually well-behaved, but less able to form self-regulation skills
  • children tend to lack in moral-reasoning abilities due to their sense of right and wrong coming from external forces rather than internal beliefs

Democratic Style

  • firm and warm
  • model respect
  • promote individuality and self-assertion (they create boundaries and when those are crossed, they find out why and work together with their child to solve the problem)
  • goal is to guide, not punish
  • aim to raise a young adult who has self-control, problem-solving skills, emotional awareness, and solid internal beliefs

Permissive Style

  • warm but not firm
  • nurturing and communicative, but also lenient
  • avoid confrontation and hesitant to stand by their rules
  • children tend to have inflated sense of self
  • children are often more impulsive, more likely to cause trouble in school, and more likely to be a victim of drug and alcohol abuse

Uninvolved

  • neither firm nor warm
  • provide basic necessities for children, but otherwise unconcerned
  • children most likely to be delinquent

As I said before, one style won’t automatically result in a certain type of child, but it is something to consider and reflect on. Now that you know what each consist of, what kind of parenting style do you use?

Source:

Zero to Five by Tracy Cutchlow

LA DONNA WERTH, EXTENSION EDUCATOR | THE LEARNING CHILD

Peer Reviewed by Leanne Manning, Extension Educator, The Learning Child, Lisa Poppe, Extension Educator, The Learning Child, and Lynn DeVries, Extension Educator, The Learning Child

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Supporting Unique Interests of Children

Image source: Jody Green

I am a professional entomologist. I studied insects and spiders at the college level, and I educate people about how to manage and prevent bugs from bugging them. Though I have always had an appreciation for insects, I didn’t know urban entomology and pest management would be a career option for me, and I was an adult when I decided on a non-traditional career for a woman. Unfortunately, many children lack the role models, resources, and support to follow their passion.

A true story that is near and dear to my heart is the story of Sophia Spencer, a Canadian girl whose love for bugs brought out a negative reaction at school simply because bullies believed that girls should not like bugs. Seven-year-old Sophia was ready to give up her favorite things, until her mom jumped in to help her out. As a parent, I can understand the feelings of frustration and helplessness, not knowing exactly how to help your child. Desperate to encourage her daughter, Sophia’s mother wrote a letter to the Entomological Society of Canada and a post on Twitter was sent out to entomologists around the world like a red alert. As a woman entomologist, I responded immediately by sending one of hundreds of messages intended for Sophia. Little did Sophia’s mom know, she initiated a huge movement, which is now associated with the hashtag #BugsR4Girls.

So, what can we learn from Sophia’s experience?

HERE ARE 10 WAYS ALL ADULTS CAN SUPPORT LIFELONG LEARNING, DISCOVERY, AND THE SUCCESS OF CHILDREN:

1. BE KIND

Teach kindness, empathy, and respect for each other.

2. SUPPORT THE CHILD

Commit to learning with them, foster their curiosity, and support their interests, whether it be fleeting or lasting. Do some research, buy or borrow some books, find a podcast, or a video.

3. ASK FOR HELP

Reach out to an expert in the field through a professional organization or college directory. Passionate people love to share their passion with others.

4. TOYS AND PLAY SHOULD BE GENDER-NEUTRAL

Set aside conceptions of what boys and girls should play with and how they should play, so that all children can benefit from toys and activities.

5. NATURE IS FOR EVERYONE

Encourage children, regardless of gender, to ask questions and use all of their sense to discovery the world around them. Nature play is beneficial for a child’s overall development, health, and wellbeing.

6. SOCIAL MEDIA CAN BE USED FOR GOOD

Whichever outlet you prefer, set your boundaries, and follow through. Social media has a way of bringing people closer, but can also be intertwined with negative outcomes.

7. BE A MENTOR

If you have an expertise in something, you can inspire, nurture, and help a child struggling to find a role model.

8. YOU’RE NEVER TOO YOUNG (OR OLD) TO INSPIRE

Role models come in all shapes and sizes. Small voices can be heard, we need to elevate them.

9. FOLLOW YOUR PASSION

Children follow our lead and if we show passion for our work or hobbies, they will seek out the same for their own lives.

10. LEARN WHY INSECTS ARE IMPORTANT

Image source: Jody Green

Yes, insects at times can be challenge, but they are also a major pollinator supporter of crops and flowers. Introduce children to insects through art, music, literature, and simple observations.

Sophia not only found a community of entomologists to encourage her love for insects, but in the last few years has co-authored a scientific paper and wrote a children’s book. To learn more about her experience in her own words and voice, read and listen to the NPR story from 2017 or recent (2020) CBC Radio story. She definitely showed the world that bugs were for her and she continues to inspire others with her story.

Resources:

Arthro-Pod EP 71: #BugsR4Girls with Sophia Spencer. http://arthro-pod.blogspot.com/2020/03/arthro-pod-ep-71-bugsr4girls-with.html

Jackson, M. and Spencer, S. (2017) Engaging for a Good Cause: Sophia’s Story and Why #BugsR4Girls. Annals of the Entomological Society of America, 110 (5): 439-448. https://doi.org/10.1093/aesa/sax055

Spencer, S. and McNamera, M. (2020). The Bug Girl (A True Story). New York: Schwartz & Wade Books.

4-H. Entomology Curriculum: Teaming with Insects. https://4-h.org/parents/curriculum/entomology/

JODY GREEN, EXTENSION EDUCATOR | Urban Entomology

Peer Reviewed by Linda Reddish, Extension Educator, The Learning Child and Katherine Krause, Extension Educator, The Learning Child

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Temper Tantrums and Time-In

Image source: Reposted with permission  www.littleravenheart.com/

Say the words “temper tantrum” to a parent or childcare provider and it is almost guaranteed to elicit a strong response.  Picture this: A toddler wants his favorite Buzz cup for dinner.  Instead, he receives the Woody cup and plate.  In response, he kicks his feet and pushes his plate of food onto the floor, all the while arching his back, crying, and screaming.  It seems like we have all been there at one time or another, and felt frustration in trying to find a response that will not only help the child calm down, but will also help reduce the intensity and frequency of such melt-downs.

Understanding emotional responses (yours and theirs):

Adults often become distressed by a child’s intense emotional reactions and expressions, which in turn causes adults to want to scold, reprimand, lecture, ignore, or consequate such outbursts.  The problem is, people of all ages need permission and space to have emotions, both pleasant and unpleasant.  Young children need to learn how to experience and express all of their emotions.  They need a safe, secure, regulated (calm) adult to provide guidance and co-regulation. 

Three important components of emotion management:

  1. In humans, the attachment figure’s internal state also regulates the child’s internal state during most of the first THREE years of life.  It is important for the primary caretaker to remain calm, both as a form of modeling, as well as a form of supporting the co-regulation process.
  2. The health of the bond between child and primary caretaker depends on the caregiver’s attunement, emotional availability, continuity of care, and responsiveness.
  3. A child forms his primary attachment during times of distress.

Let’s revisit the scenario from the opening paragraph. A young child, age two, is throwing a temper tantrum because he did not receive the cup and plate he wanted for dinner. It is appropriate for the adult caregiver to correct the inappropriate actions, such as kicking, screaming, and throwing food on the floor.  However, while correcting the inappropriate actions, the adult caregiver may also inadvertently reprimand the emotion.  It is important to remember actions and emotions are two separate and distinct things.  Just like you, a child has every right to have emotions, including disappointment, frustration, and anger.   And who are we to say what a two-year-old can and cannot feel upset about?  (I think not getting his favorite cup at dinner is a perfectly appropriate reason for a two-year old to feel disappointed or angry.)  Our job as the adult is to help teach children how to handle such strong feelings.

The following table explains the unintended result caused by common adult responses to young children’s intense emotional outbursts.

Adult responseResult
Ignore the behavior   Put a young child in time-outChildren rely on their primary attachment figure for needed emotional regulation.  Without this option they do the best they can with what they have and know. This explains why so many young children escalate and become even more out-of-control when ignored or left in a corner alone.  They truly don’t know what to do or how to calm themselves and become even more anxious, overwhelmed, and frustrated. Children also internalize the belief that not all emotions are acceptable or can be shared with others.
Scold, yell, get angryA dysregulated adult disrupts the child’s internal regulation system, which can lead a child to withdraw or act out more.
  Lecture, rationalizeWhen humans experience strong emotions, they are primarily operating in their “emotion” brain and have difficulty accessing or using their “thinking” brain.  This is most certainly not the time for words or attempts at logic.In addition, young children are still developmentally “in the moment” and reliant on adult physical support and guidance, not a bunch of words.

Appropriate responses that provide connection and teaching: 

  • Validate feelings.  “Yeah, I know it’s sad, buddy.  You really like the Buzz cup.  It’s your favorite.”
  • Set boundaries by providing a time-in.  “Throwing food is never OK.”  Stay close and move whatever is still in close proximity to ensure he does not continue throwing more things on the floor.  If he calms and accepts your help, return his food – but stay there to intercept any additional attempts at throwing.  Intervening and simply preventing the ongoing misbehavior is the best consequence and strategy for teaching appropriate boundaries and behavior. 
  • Be real.  Children need some ways of expressing feelings; they are not robots.  What are you willing to allow?  He may continue to whimper.  He may continue to resist using the Woody cup.  He may sulk or pout for a bit.  These reactions are all developmentally appropriate, and a socially acceptable way for a toddler to show strong feelings.
  • Teach regulation through co-regulation.  If his strong emotions continue and have gotten the best of him, help him out.  Pick him up, offer comfort and attunement, and “download” your calm into him.  When he is ready, put him back in the highchair, stay close (time-in), and return to mealtime.

Time-in is an incredibly successful behavior management strategy for young children as it provides the co-regulation they need in order to establish their own, internal system of self-regulation.  Time-in puts you in a position to model, shape and teach appropriate behaviors (i.e., with you sitting right there, a small child is prevented from continuing to toss his plate, cup, etc. onto the floor).

Discipline and consequences are not synonymous with punishment.  Discipline means to teach, and a consequence is simply the result or effect of an action or condition.  You do not have to feel as if his wrong-doing needs to be punished.  Correcting a young child’s misbehavior by being present and providing guidance is sufficient.

References:

  • Parent-Child Interaction Therapy with Toddlers: Improving Attachment and Emotion Regulation by Cheryl B. McNeil, Emma I. Girard, Jane R. Kohlhoff, Nancy M. Wallace, and Susan S. J. Morgan
  • Managing Emotional Mayhem by Dr. Becky Bailey
  • Harvard Center on the Developing Child (website)

CARRIE GOTTCHALK EXTENSION EDUCATOR | THE LEARNING CHILD

Peer Reviewed by Amy Napoli, University of Nebraska Extension Specialist, Sarah Dankenbring, Amanda Cue, Early Childhood Mental Health Therapist

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5 Tips for Working Remotely from Home and Caring for Children During COVID-19

Image Source: B Janning, Hastings, Nebraska

If we could press rewind and go back in time to mid-March, I wonder what you would have been doing.  The sudden and abrupt transition to working from home and having to juggle roles of employee, parent, and teacher all at once was certainly something most of us were not prepared for. Most of us had little time to plan how we would design our work space, daily schedules and balance work and family under one roof full time. If this sounds like your “new normal,” you are not alone.  I have found some helpful tips and words of encouragement I would like to pass along from a recent article by Holly Hatton-Bowers and Carrie L. Hanson-Bradley, Assistant Professors at the University of Nebraska.

TIP 1: Acknowledge Emotions:

Emotions are normal and healthy and give us clues to what we may need to feel better.

Dr. Dan Siegel says that it is helpful to “name it to tame it.”  We often feel emotions in our bodies first, such as tightness in our chest or a stiff neck. Siegel advises us to stop for a minute, pay attention to what we feel in our bodies and then name our emotion. The authors recommended saying, “My body feels…and the emotion I am experiencing is…”

Keep in mind that emotions are not forever, “name it, tame it” and move on. Judging ourselves for having emotions only makes us feel worse.

TIP 2: Manage Expectations:

It is difficult to juggle all of one’s roles at the same time, so do not expect to be able to fulfill all the roles you play at the same level you did before COVID-19. It can be helpful to understand that each individual manages change differently; and this is particularly true as families adjust to the newness of working from home, parenting, and teaching at the same time.  Some will embrace it as a new opportunity for creativity while others can feel overwhelmed.  

What about Parenting Expectations?

Daily routines will be different for each individual family.  Whether it be educational activities, or family time together, young children need more than ever right now is time to connect, cuddle, have a routine with some flexibility, and to feel safe.

Can you find ways to make every day activities fun for your child? Perhaps the family meal time could turn into a picnic on the floor.  Maybe you could make a game of sorting socks when doing the laundry. Try and be intentional about when you need to work and when to play or be with your children.  It’s like putting deposits in the bank, when children receive moments of our undivided attention, then they are more likely to feel okay when parents need to move away to focus on work.

TIP 3: Create a Schedule:

Sit down and create a schedule that works for your family.  Keeping in mind it is good to allow for flexibility. Schedule in work time and time for household chores. Time for children to play and do chores and school work too.  If there are two parents in the home, the adults could alternate work hours so as to keep children safe as well as giving them the parent connection time they need most.

Image source: Sara Gavin, Sacramento, California

TIP 4: Practice Self Care                                                                   

It is healthy to take time away to focus on what you need as an adult. Yet, when we are under stress, self-care is one of the first things that gets pushed aside. Here are a few strategies:

  • Listening to music
  • Taking the time to virtually connect with friends and family
  • Spend time in nature
  • Exercise
  • Practice deep breathing or meditation
  • Eating healthy
  • Reading or drawing,
  • Getting adequate sleep and waking up at the same time each day
  • Practice positive thinking, and/or practice gratitude

TIP 5: Be Gentle with Yourself

We are collectively experiencing a worldwide crisis, and crises trigger our brains into fight, flight or freeze mode. That means our brains are focused on surviving, not thriving. So it is normal to feel like you aren’t functioning at your peak level. Have you felt forgetful lately, not as motivated, or find yourself not knowing what day it is? It may be your brain’s way of protecting you in this time of stress.

Soon, we will be able to look back on this time and process what has happened, but in-depth processing happens only after one feels emotionally and physically safe. So in this time of crisis, be gentle with yourself (and with others). Self-compassion creates space where mistakes are viewed as valuable learning opportunities, tiny victories call for huge celebrations, and we can acknowledge our suffering without criticizing ourselves for being human.

More Resources Related to this topic:

Zero to Three – many resources of activities to do with children and tips for managing stress and being with the family during COVID-19.

Child Mind Institute – https://childmind.org/coping-during-covid-19-resources-for-parents/ (they have live Facebook video chats with clinicians

https://www.nebraskachildren.org/covid-19-information-and-resources.html

UNL A Beautiful Day website – ideas for engaging children (0-8 years) in learning and play activities https://cehs.unl.edu/abeautifulday/

Sesame Street have excellent resources for engaging children in learning at home activities during COVID-19, http://www.sesamestreet.org/caring

Tips for Managing Screen Time: https://www.nytimes.com/2020/04/13/parenting/manage-screen-time-coronavirus.html

Be Kind to Yourself https://www.psychologytoday.com/us/blog/between-cultures/201802/be-kind-yourself

Self-Care Tips During the Covid-19 Pandemic https://www.mayoclinichealthsystem.org/hometown-health/speaking-of-health/self-care-tips-during-the-covid-19-pandemic

Staying Active at Home https://food.unl.edu/article/family-food-fun-home#stayingactiveathome

LYNN DEVRIES, EXTENSION EDUCATOR | THE LEARNING CHILD

Peer Reviewed by Holly Hatton-Bowers, Assistant Professor, University of Nebraska and Linda Reddish, Extension Educator, The Learning Child

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Healthy Habits

LaDonna Healthy Habits

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It has been quite a few months since New Year’s Day was here, and by now most of us have already failed at our New Year’s Resolution of eating healthier. However, that does not mean we have to wait all the way until next New Year’s to try again to reach our goals. Your children need a healthy, balanced diet and so does the rest of the family. I know it can be super challenging to change the routine, so here are some things that might make staying on track and reaching your goals easier!

Fresh Produce

Summer is here, and that means there is more local, fresh produce in stores, and the farmers’ markets are open again, supplying your family with great-tasting healthy food! The less preservatives, the better, and let’s be honest, fresh ingredients just taste better!

Pressure Cooker

You can basically cook any meal in less than half the time it would take if you were to make it a different way. There’s only so much time in the day, and I understand that quick, convenient meals are the way to go, especially when you have children. The last thing I want to do is cook and clean for hours at the end of the day, and that is exactly why one of these handy appliances should be a staple in your kitchen!

Blender

A good blender can make a world of difference. From fruit and vegetable smoothies, to various sauces, and everything in between, it can do it all.

Meal Prep

It’s not always possible to cook a meal every night, and sometimes it’s just “one of those days”, so that’s why cooking in bigger batches is so beneficial. Cook once or twice a week, stick it in the fridge/freezer, and warm it up when you want to enjoy a home-cooked meal without all of the hassle.

Who needs a New Year’s Resolution when you can start working toward your goals right now? Hopefully these tips will help you crush your goals this summer!

Source: Zero to Five by Tracy Cutchlow

LA DONNA WERTH, EXTENSION EDUCATOR | THE LEARNING CHILD

Peer Reviewed by Leanne Manning, Extension Educator, The Learning Child, Lisa Poppe, Extension Educator, The Learning Child, and Lynn DeVries, Extension Educator, The Learning Child

Make sure to follow The Learning Child on social media for more research-based early childhood education resources!

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Creating Capable Children

LaDonna capable children

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We all know that children tend to take a little (or sometimes a lot) longer when completing simple tasks such as zipping up their coat, opening a jar, or sweeping the floor. We also know that it would be a lot faster to just do it for them rather than having to sit and wait until they get it done. However, that method does not develop self-sufficiency in your child. So, what approach does then?

Be patient

When your child is trying to zip up their coat, do you wait a couple seconds and then do it for them? Or do you wait until they figure it out or actually need your help? Instead of jumping in right away, try using encouraging words like “Almost!” or “So close!” You will be able to tell when they are ready to give up. If they reach that point, try asking if they would like your help, and if so, you could put your fingers over theirs and zip it up together.

Use examples, not just words

When your child is sweeping the floor, but doing more harm than good, simply take the broom for a moment, show them how, and say, “Here, if you do it this way, you’ll get the floor a lot cleaner.”

Don’t plan every minute of their day

There are a ton of benefits that come from boredom. When you plan activity after activity for your child or give them access to a phone or similar device, they don’t ever have a chance to get bored. If they do experience boredom, they will learn to fill the time up with something by themselves. Boredom is a restless state, and the brain, with practice, will find things to do to get out of it, such as daydreaming, imagining, and problem solving. If your child is used to being occupied, they will grow agitated when they’re not doing something and will look to you to fill their time. So make it easier on yourself, and let your child be bored every once in a while.

Source: Zero to Five by Tracy Cutchlow

LaDonna Werth, EXTENSION EDUCATOR | THE LEARNING CHILD

Peer Reviewed by Leanne Manning, Extension Educator, The Learning Child, Lisa Poppe, Extension Educator, The Learning Child, and Lynn DeVries, Extension Educator, The Learning Child

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The Power of Being Present

LaDonna, power of being present

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Have you ever tried having a conversation with someone who continues to scroll through their news feed on their phone? Frustrating, isn’t it? Personally, I feel ignored, and I know they are not fully listening to what I have to say. Truthfully, you may deal with this with your own child. However, imagine how they feel when they are trying to tell you something, but you’re stuck staring at the screen on your smartphone. Now, we all do it so don’t feel that bad, but it is something to improve at because important opportunities could be missed.

Humans are social beings and need face-to-face interaction to thrive. Relationships are one of the most important aspects of life, and good ones are built with skills that are formed through face-to-face interactions. Your child learns empathy, communication skills, behavior and emotion control, and how to read nonverbal communication through those encounters. Interpreting body language, facial expressions, and gestures make up the huge portion of our communication that is nonverbal. It takes years for children to understand nonverbal communication and they master it when practicing with you, siblings, or friends. They can’t get that experience of reading people if one, or both of you are consumed by a device.

Now, I’m not saying we need to ditch our digital devices completely. However, it is important to consider how much of our time they are taking up in our life, and when and how we should use them. Being present and off your phone makes for more fulfilling relationships with your child, partner, and friends, and great relationships make for a great life. Besides, you don’t want to possibly miss out on a first step, first word, or any other monumental step in your child’s life. So, put your phone down, be present, and be happy.

Source: Zero to Five by Tracy Cutchlow

LaDonna Werth, EXTENSION EDUCATOR | THE LEARNING CHILD

Peer Reviewed by Leanne Manning, Extension Educator, The Learning Child, Lisa Poppe, Extension Educator, The Learning Child, and Lynn DeVries, Extension Educator, The Learning Child

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Chatting With Babies

SmilingBabyGirl

Image Source: Pixabay

Do you feel uneasy about talking with a baby because you fear they can’t understand what you’re saying?  Fear not, as brain research shows us that talking with infants is vital in helping their brains develop, and in learning about language and communication, all before they can really understand the meaning of the words being said.  The more adults speak with infants the more neural connections, or synapses, are formed.  These connections need to be strengthened by repeated exposure to listening to language or else the brain will prune away the unused connections.  Use it or lose it is the phrase to remember.

Here are some ideas for making the most of time spent chatting with an infant:

  • Talk about the baby’s actions as they move. “Oh, I see you are crawling right along.  Soon you will reach me!”
  • Verbalize feelings. Put their feelings into words to help them learn to label what they are feeling and later when they begin to speak to use words to describe their emotions.  “Something has made you angry because you are all red in the face and crying.”  “You look so happy with that big smile on your face.  You really like your stuffed toy don’t you?”
  • Provide guidance to encourage and help babies achieve something. “I can see you want that toy by your blanket.  You can reach out your arm and grab it.”
  • Build positive relationships with the baby. The best way to do this is to use “serve and return” interactions with the child.  When an infant cries, babbles, or coos, you can respond with an action or words that let them know they have been heard.  For example when a baby says, “Baa!” You can repeat that sound “Baa!”  This simple “serve and return” interaction helps build the child’s brain and puts in place a strong base for future learning.
  • Some other tips for building on serve-and-return interactions are to notice what the child is looking at; see facial expressions; offer comfort and hugs when needed; take turns talking being sure to wait for the child to respond, and practice noticing when the child is ready to move on or end the activity.

When you take the time to converse with infants, speaking to them, then stopping to listen to them, and then speaking again, this is demonstrating how communication works.  It also helps parents and providers build strong attachments with infants, something which is crucial for all infants to survive and thrive.  Infants who have at least one strong, secure attachment with a caring adult, will be more successful at building and learning skills that will help them throughout their lives such as self-regulation and academic achievement.

By taking small moments of time throughout the day to chat with your baby, you are building your child’s brain and setting them up for a lifetime of learning and acquiring skills that will help them deal with life’s trials and triumphs.

Sources: extension.org and developingchild.harvard.edu

LEANNE MANNING, EXTENSION EDUCATOR | THE LEARNING CHILD

Peer Reviewed by LaDonna Werth, Extension Educator, The Learning Child, and Jackie Guzman, Extension Educator, The Learning Child

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To Be A Grandparent

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I am fairly new at this grandparenting thing.   And it has completely taken me by surprise!  I am delighted, thrilled, and absolutely love being a grandparent to my 6 grandchildren.  I love watching them grow, learn, and develop!  I also love observing that my adult children – the moms and dads- have grown and matured into the loving, capable, and understanding parents that they are.

In becoming a grandparent, it’s important to understand that grandparenting isn’t the same thing as parenting.  It is true that, as grandparents, we get to interact with grandchildren on a level that doesn’t require the daily routine and discipline that the parenting roles requires.  This results in a close, loving, and playful bond with the ‘grands’ that can lead to continuity and stability in a child’s life, opportunities to learn and play, and provide a feeling of connectedness.   Grandparents are important in strengthening the family bonds that are so important to children, parents, and grandparents alike.

So, I have learned that, in order to be a ‘good grandparent’, I support the parent’s role; be helpful when possible, totally enjoy being with my grandchildren, and revel in the pure love and joy that they bring to my life!  It’s a great time to be a grandparent!   What do you enjoy most about being a grandparent?

LESLIE CRANDALL EXTENSION EDUCATOR | THE LEARNING CHILD

Peer Reviewed by Lynn DeVries, Extension Educator, The Learning Child and Tasha Wulf, Extension Educator, The Learning Child

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