Having a baby challenges couples with many changes in their routines and relationship. In a matter of hours, a family goes from an adult couple whose life often revolves around their own interests, to a three-person family with a little one requiring twenty-four hour care. I remember one of my friends exclaiming when she found she was pregnant, “I’ll need to tap into my friend and family networks for help!”

And, research supports her intuition. Couples’ social networks can help new mothers and fathers adjust to parenthood. In the Journal of Marriage and Family, researchers reported that new parents with largerfamilynetworks were better adjusted—they were positive about life, enjoyed others, and got involved in activities, even during the busy and demanding transition to parenthood.

Having supportive friends also helped ease the adjustment to parenthood, especially for women. Those new mothers who had satisfying friendships as well as family relationships were less likely to be depressed.

The support that husbands and wives offered each other was also important. Those who reported more give and take with their spouses were less depressed. Unfortunately, both husbands and wives became less satisfied with their spouse’s support over the two-year period.

All these findings suggest that “support from close family members” is very important during the transition to the birth of a child because this support protects against postpartum depression and related problems (p;. 527, 528). New mothers and fathers do need support as they take on their new roles and responsibilities as parents. Reaching out to family, friends, and each other can help make this transition easier.

Listening, learning and living together, it’s the science of life. “Family Album” is a co-production of University of Florida IFAS Extension, the Department of Family, Youth and Community Sciences and of WUFT-FM. If you’d like to learn more, please visit our website at familyalbumradio.org.

Podcast: Social Networks and New Parents
Written by Suzanna Smith
Reviewed by Donna Z. Davis

Reference

Bost, K.K., Cox, M. J. & Payne, C. (2002). Structural and supportive changes in couples’ family and friendship networks across the transition to parenthood. Journal of Marriage and Family, 64, 517-531.

Don't miss all the helpful publications the the department has recently written and revisit the ones recently reviewed and revised. These publications cover a wide range of topics: teens, dating, grief, caregiving and more.

FCS2248/FY848: Teens & Internet Safety FCS-2248, a 4-page fact sheet by Kate Fogarty, is one in a series of discussions on understanding teen sexuality. It defines online sexual solicitation and cyber-bullying, explains the risk factors and negative effects of these communications, and outlines ways to protect youth from harm. Published by the UF Department of Family Youth and Community Sciences, October 2006. http://edis.ifas.ufl.edu/FY848

FCS2249/FY850: Teens and Sexual Harassment: Making a Difference FCS-2249, a 6-page fact sheet by Kate Fogarty, is one of a series of discussions on understanding teen sexuality, intended for adults who work with teens. It defines sexual harrassment and how it can manifest at school, in the workplace, and in cyberspace; discusses how sexual harassment affects teens; and provides some suggestions to offer teens, parents, and educators on how to handle it. Includes references and additional resources for teens and parents. Published by the UF Department of Family Youth and Community Sciences, October 2006. http://edis.ifas.ufl.edu/FY850

FCS2250/FY851: Teens and Dating: Tips for Parents and Professionals FCS-2250, a 5-page fact sheet by Kate Fogarty, is one in a series of discussions on understanding teen sexuality. This publication helps parents and educators understand the pros and cons of dating in order to help them communicate effectively with teens. Published by the UF Department of Family Youth and Community Sciences, August 2006. http://edis.ifas.ufl.edu/FY851

FCS2251/FY852: Communicating with Teens about Sex: Facts, Findings, and Suggestions FCS-2251, a 4-page illustrated fact sheet by Kate Fogarty and Carolyn H. Wyatt, is one of a series of discussions on understanding teen sexuality. This publication discusses the low percentage of teens who communicate with their parents and provides information about effective communication styles and advice for parents and sexual health educators. Includes references. Published by the UF Department of Family Youth and Community Sciences, August 2006. http://edis.ifas.ufl.edu/FY852

FCS2257/FY869: Long-term Care: Places to Call Home FCS-2257, a 4-page fact sheet by Carolyn Wilken, is the first in a series on caregiving and aging. It will help elderly people and their caregivers learn about the many different kinds of long-term care and living assistance now available. Includes a visit checklist to fill out after visiting each facility. Also explains how costs are usually paid. Published by the UF Department of Family, Youth and Community Sciences, November 2006. http://edis.ifas.ufl.edu/FY869

FCS2258/FY870: Caregiver's Contacts: How to Get the Help You Need FCS2258, a 2-page fact sheet by Carolyn Wilken, is the second in a series on caregiving and aging. This helpful worksheet contains a list of prompts for questions to ask and information to give when attempting to locate help or information about elder care. Published by the UF Department of Family, Youth and Community Sciences, November 2006. http://edis.ifas.ufl.edu/FY870

FCS2259/FY871: Puzzled by Your Care Receiver's Refusal of Services? FCS-2259, a 2-page fact sheet by Carolyn Wilken, is the third in a series on caregiving and aging. Sometimes an elderly care receiver may refuse help or assistance from family, friends, or agencies. This publication lists some common reasons for this behavior, ranging from fears about accepting "welfare" to worries about losing independence. Published by the UF Department of Family, Youth and Community Sciences, November 2006. http://edis.ifas.ufl.edu/FY871

FCS2260/FY872: Balancing Work and Caregiving: Tips for Employees FCS-2260, a 3-page fact sheet by Carolyn Wilken, is the fourth in a series on caregiving and aging. Balancing employment and caregiving can be very difficult. This publication will help employees work with their employers, their families, and their care receivers to make sure that everyone is getting what they need. Contains information on FMLA and a list of helpful resources. Published by the UF Department of Family, Youth and Community Sciences, November 2006. http://edis.ifas.ufl.edu/FY872

FCS2263/FY877: Learning to Live Through Loss: Helping Children Understand Death FCS-2263, a 5-page fact sheet by Carolyn Wilken, will assist parents and others as they help children understand and process the death of a loved one. Information covers both preschool children and older children. Includes a reading list. Published by the UF Department of Family, Youth and Community Sciences, November 2006. http://edis.ifas.ufl.edu/FY877

FCS2264/FY878: Learning to Live Through Loss: When Job Loss Triggers Grief FCS-2264, a 3-page fact sheet by Carolyn Wilken, addresses the genuine grief many people feel on losing their jobs and gives suggestions for productively working through it and moving on to new employment. Published by the UF Department of Family, Youth and Community Sciences, November 2006. http://edis.ifas.ufl.edu/FY878

FCS2265/FY879 Learning to Live Through Loss: For Teens Facing Loss FCS2265, a 4–page fact sheet by Carolyn Wilken, is aimed at teens who have suffered the loss of a loved one. This publication will help these teens understand their reactions and learn to cope with this experience. Includes a reading list. Published by the UF Department of Family, Youth and Community Sciences, November 2006. http://edis.ifas.ufl.edu/FY879

FCS2266/FY880: Learning to Live Through Loss: Understanding Men Who Grieve FCS-2266, a 4-page fact sheet by Carolyn Wilken, is one in a series of six publications dealing with grief, death, and loss. This document explores the ways that men grieve and offers suggestions for helping and supporting the grieving widower or father. Published by the UF Department of Family, Youth and Community Sciences, November 2006. http://edis.ifas.ufl.edu/FY880

FCS2267/FY881: Learning to Live Through Loss: Grief and the Mourning Process FCS-2267, a 5-page fact sheet by Carolyn Wilken, is one in a series of six publications dealing with grief, death, and loss. This publication gives detailed descriptions of the stages of grief and explains how different kinds of deaths may cause different reactions. Also gives specific guidance on how to help someone who is grieving. Published by the UF Department of Family, Youth and Community Sciences, November 2006. http://edis.ifas.ufl.edu/FY881

FCS8542/FY520: Living with Diabetes: The Right Approach FCS-8542, a 10-page illustrated fact sheet by Nancy Gal and Linda Bobroff, describes the different kinds of diabetes and the risk factors for each. It explains tests and treatments and describes lifestyle choices that can help those with the disease live longer and healthier lives. This version includes new wording and some changes in clinical knowledge. Published by the UF Department of Family, Youth and Community Sciences, November 2006. http://edis.ifas.ufl.edu/FY520

FCS8546Span/HE984: Introduciendo Alimentos Sólidos Revised! FCS-8546-Span (previously FCS-8549), a 4-page fact sheet by Linda B. Bobroff, is the Spanish version of "Introducing Solid Foods". This document helps parents understand when to introduce solid foods to their babies and in what order. Also provides guidance on avoiding mealtime battles and on helping children learn to like a variety of foods. This version is updated with new color clip-art, new recommendations, and revised wording throughout, plus a new section on food allergies. Published by the UF Department of Family Youth and Community Sciences, October 2006.

FCS8706/FY334: Living With Diabetes Revised! FCS-8706 ,a 4-page illustrated fact sheet by Nancy Gal and Linda Bobroff, briefly reviews the different types of diabetes and how to live well with the disease. This version includes new food pyramid and nutrition information and new graphics. Published by the UF Department of Family, Youth and Community Sciences, November 2006. http://edis.ifas.ufl.edu/FY334

FCS9234/FY775: Community Support of Sexual Minority Adolescents FCS-9234, a 3-page fact sheet by Christine Regan and Kate Fogarty, is one in a series of discussions on understanding teen sexuality. It aims to provide staff and volunteers working in community-based settings with positive information and practical tips on how to create a welcoming, safe environment for LGBT adolescents. Includes resources and reference. Published by the UF Department of Family Youth and Community Sciences, August 2006. http://edis.ifas.ufl.edu/FY775

FCS9237/FY749: Understanding Sexual Minority Adolescents FCS-9237, a 5-page fact sheet by Christine Regan and Kate Fogarty, is one in a series of discussions on understanding teen sexuality. It helps adults who work with youth understand what sexual orientation is, the challenges faced by LGBT adolescents, and the stages of homosexual identity development. Includes resource lists and references. Published by the UF Department of Family Youth and Community Sciences, August 2006. http://edis.ifas.ufl.edu/FY749

One of the most important things that your child must learn is how to talk. On average, a child will say his or her first word at 12 months old and may start speaking anywhere from 8 to 18 months. By the time your child reaches 3 years, he or she will have a large vocabulary and at 6 years will know about 10,000 words and be a capable conversationalist.

Your child's language skills show how well his or her brain and thought processes are developing. Children also develop emotionally and build social skills through conversation. In fact, early language skills help children to adjust more easily to difficult circumstances. Toddlers with advanced language development are more likely to do well socially, academically, and behaviorally in later childhood (Rhule, 2006).

There are many ways you can help your child learn to talk. This can be done by finding natural opportunities in everyday situations to encourage communication. For example, from the moment your child is born, talk to your baby. You can call the child's name, and sing to him or her. Talk to your baby during daily routines such as when you cuddle, feed, or change diapers. Repeat the noises your baby makes and encourage him or her to imitate the sounds you make. Remember to point out objects to the baby and call them by name. If you want your children to talk with you when they are older, remember to talk with them when they are young. Warm communication that encourages your child’s cognitive, social and emotional skills lasts a lifetime.

Listening, learning and living together, it’s the science of life. “Family Album” is a co-production of University of Florida IFAS Extension, the Department of Family, Youth and Community Sciences and of WUFT-FM. If you’d like to learn more, please visit our website at familyalbumradio.org.

References

Kate Fogarty, Evelyn Rooks-Weir, and Millie Ferrer, “Talking With Your Child” University of Florida IFAS Extension, Retrieved on August 15, 2006.

Berk, L.E. (2006). Child Development (2nd Edition). Boston: Allyn & Bacon.

Nicholas, J.G. (2006). Effects of early auditory experience on the spoken language of deaf children at 3 years of age. Ear & Hearing, 27, 286-298.

Rhule, D., McMahon, R., Spieker, S., & Munson, J. (2006). Positive adjustment and associated protective factors of children with adolescent mothers. Journal of Child & Family Studies, 15, 224-244.

Footnotes

1. This was edited from document FCS2006, one of a series of the Family Youth and Community Sciences Department, Florida Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida. Original publication date November 1, 1988. Revised June 12, 2006. Visit the EDIS Web Site at http://edis.ifas.ufl.edu.

2. Revised 2006 by Kate Fogarty, Ph.D., assistant professor youth development, Department of Family, Youth and Community Sciences. Written by Evelyn Rooks-Weir, former associate professor, Human Development, revised by Millie Ferrer, Ph.D., associate professor, Human Development, Department of Family, Youth and Community Sciences, Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida, Gainesville, 32611.

Topic: Talking With Your Baby
Written by Kate Fogarty, Evelyn Rooks-Weir, and Millie Ferrer
Reviewed by Donna Davis

All babies cry, for many different reasons—“they’re startled, hungry, cold or hot, tired, wet, bored, annoyed, [or] have gas…” (Jana & Shu, 2005, p. 108). And, they cry an average of 2 to 4 hours a day (Jana & Shu)!

The first thing to do when your baby cries is to respond right away (Shifford, n.d.). You won’t spoil your baby this way. Instead, this builds a trusting, caring relationship.

Try to find out why your baby is crying. She or he may be hungry, tired, or need to be changed. Check for problems such as a pokey pin, or fever and illness.

If you’ve taken care of the basics and your baby isn’t sick, here are some other things you can try:

• Cuddle your baby. Babies need comfort and closeness.
• Take a walk with your baby in a sling or stroller, or a little drive in a car.
• Use some simple sound effects. Turn on the vacuum cleaner, washing machine or shower. Sing or play soft music.
• Provide something safe to suck on, such as a pacifier or your little finger.
• Relax. Babies can pick up on your stress.
• Hand your baby off to someone else until you feel calmer.
• Or, place your baby in a safe place like a crib or car seat for while you calm yourself.
• Never shake your baby.
  

It’s not unusual for new parents to feel like crying from time to time, too. So if you feel stressed, talk to someone about your feelings. And if your baby keeps crying or cries more than usual, make sure to see your baby’s health care provider.

Written by: Suzanna Smith, Associate Professor, Human Development

Listen to the podcast: Soothing a Crying Baby


Listening, learning and living together, it’s the science of life. “Family Album” is a co-production of University of Florida IFAS Extension, the Department of Family, Youth and Community Sciences and of WUFT-FM. If you’d like to learn more, please visit our website at familyalbumradio.org.

References

Centers for Disease Control (n.d.). You’re your baby cries. Retrieved June 20, 2006 from http://www.bt.cdc.gov/disasters/hurricanes/katrina/pdf/violence_babycries.pdf.

Jana, L. A. & Shu, J. (2005). Heading home with your newborn. Elk Grove Village, IL: American Academy of Pediatrics.

Shifford, D. (n.d.) Crying. A minute for kids (audio file). American Academy of Pediatrics. Retrieved June 20, 2006 from http://www.aap.org/healthtopics/behavior.cfm.

baby, crying, infant, parenting

As we’ve learned over the past couple of years, disaster can strike anyone, anywhere and anytime. A natural disaster, whether hurricane, tornado, flood, or tsunami, can devastate areas and leave families without resources, sometimes for long periods of time. And, while people of all ages suffer, infants can be at far greater risk. However, mothers can save their infants’ lives and protect them from illness by simply breastfeeding… even if they haven’t been breastfeeding their baby.

While medical and nutrition experts have long supported breastfeeding as the optimal way to nourish an infant, during disasters when the risk of contaminated water increases dramatically, breastfeeding can be even more critical. Breastmilk protects infants from respiratory illnesses and diarrhea, problems that can become fatal to a vulnerable infant displaced by disaster. According to Lawrence Gartner, chair of the Section on Breastfeeding of the American Academy of Pediatrics, breastfeeding can also “promote psychological health and comfort during stressful times. Human milk reduces pain and promotes more rapid healing after injuries and infections.”

Even mothers who have not been breastfeeding can start, up to 6 months after giving birth. According to the La Leche League, if a mother has given birth within five days, she “can have a full milk supply quickly by breastfeeding the baby, every two to three hours or more frequently.” Even up to six MONTHS after giving birth, a mother can relactate!

Breastmilk is 87% water, so mom should be sure stay hydrated to ensure adequate milk production! For more information on breastfeeding during emergencies go to our website at familyalbumradio.org or to lalecheleague.org.

Listening, learning and living together, it’s the science of life. “Family Album” is a co-production of University of Florida IFAS Extension, the Department of Family, Youth and Community Sciences and of WUFT-FM.

Listen to the Podcast: Breastfeeding During Disaster

Written by: Donna Davis

References

“La Leche League Answers Questions about Breastfeeding in Emergencies” retrieved June 18, 2006 from http://www.lalecheleague.org/emergencyfaq.html

“When an Emergency Strikes Breastfeeding Can Save Lives, Part 2” Retrieved June 18, 2006 from http://www.lalecheleague.org/Release/emergency2.html

“Disaster or Emergency Preparedness for Women” retrieved June 20, 2006 from http://www.4woman.gov/tools/disaster.cfm

Listen to the podcast: Swaddling Your Baby
Written by: Suzanna Smith
Reviewed by Donna Davis

Recently, the ancient infant care practice of swaddling has caught on in some communities around the United States (see Meltz, 2006). Swaddling seems to have a soothing effect on crying babies—and as a result, on their parents, too.

Swaddling is a method of wrapping a newborn baby in a cotton sheet or light blanket as is often done by the nurse immediately after a baby is born, restricting the baby’s movement. Common wisdom suggests that swaddling gives babies a feeling of security and warmth as they adjust to life outside the womb (Meltz, 2006).

Recent medical research suggests that swaddling has some benefits for infant sleep. In a study of 26 healthy babies, researchers found that swaddling helped decrease arousals during sleep, perhaps enabling babies to go back to sleep on their own (Gerard, Harris, & Thanck (2002). Another study of 16 infants found that swaddling promoted “more sustained sleep”and fewer awakenings (Franco et al., 2005).

A word of caution: if not done properly, swaddling can be risky (see van Gest et al, 2002). A nurse or midwife can help a new mom or dad learn how to do it properly. Swaddling needs to be done safely so the baby is not too warm or circulation is cut off. The baby’s face must not be covered and of course the baby needs to be moved, held and cared for in other loving ways. So, if your baby cries a lot or has trouble sleeping, you may want to talk to your baby’s health care provider about the best way to swaddle your infant.

Listening, learning and living together, it’s the science of life. “Family Album” is a co-production of University of Florida IFAS Extension, the Department of Family, Youth and Community Sciences and of WUFT-FM. If you’d like to learn more, please visit our website at familyalbumradio.org.

References

Franco, P., Seret, N., Van Hees, J-N. V., Scaillet, S., Groswasser, J., & Kahn, A. (2005). Influence of swaddling on sleep and arousal characteristics of healthy infants. Pediatrics, 115(5), 1307-1311. Retrieved April 19, 2006 from

Gerard, C. M., Harris, K. A., & Thach, B. T. (2002). Spontaneous arousals in supine infants while swaddled and unswaddled during rapid eye movement and quiet sleep. Pediatrics, 110(6), e70. [Electronic article.] Retrieved April 19, 2006.

Meltz, B. F. (2006, April 10). Methods mimic the womb for calmer babies, calmer parents. The Boston Globe [online]. Retrieved April 19, 2006.

Van Gestel, J. P., L’Hoir, M. P., ten Berge, M., Jansen, N. J. G., & Plotz, F. B. (2002). Risks of ancient practices in modern times. Pediatrics, 110(6), e78. [Electronic article.] Retrieved April 19, 2006.

Listen to the podcast: Television and Baby's Sleep
Written by: Kristen McDanel and Suzanna Smith
Reviewed by Donna Davis

There are a number of video and television programs that have been made for children under the age of three. At times it may be fun to watch your baby or toddler bounce or dance along with the characters on the screen. Many busy caregivers also use these shows to give themselves a little time for a needed break or to prepare a meal or tidy up. However, watching television may not be the best for your baby or toddler’s sleep.

New research has found that children under the age of three who watch television are at risk of having an irregular sleep schedule. This means that the child’s naptimes and bedtime vary daily and this can lead to other problems. Irregular sleep schedules can result in your baby or toddler not getting enough sleep and to sleep problems that can affect your child’s mood, behavior, learning and health.

The American Academy of Pediatrics (2001) recommends that children under the age of two should not watch any television and children over the age of two should be limited to two hours of television a day.

A great alternative to turning on the television for your baby or toddler is to provide them with a safe place, such as a playpen with age appropriate toys or to put on some music and sing and dance with them. Watching you is just as fun to your child as watching a character on television, and it is a good way to play or and spend time with your child. Plus the exercise and laughter can be a stress reliever for you!

Listening, learning and living together, it's the science of life. "Family Album" is a co-production of University of Florida IFAS Extension, the Department of Family, Youth and Community Services of WUFT-FM. If you'd like to learn more, please visit our website at familyalbumradio.org.

television, sleep, babies, toddlers, parenting

Written by: Suzanna Smith, Ph.D. and reviewed by Donna Davis, M.S.

Many parents have suffered the heart wrenching moment of dropping their baby at a new child care setting, only to have them cling and cry.¹ If your child is starting child care, you can help make the transition easier by following a few guidelines from child development experts to help you and your child prepare for this change (American Academy of Pediatrics, n.d; Zero to Three, n.d.).

After you have selected your child care, visit the caregiver several times with your child. If possible, leave your child for short periods of time to begin to get used to these new surroundings and to learn to trust these other caring adults. Increase the time in care gradually, especially if your child hasn’t been apart from you before. This may make the transition less stressful for you, as well (Zero to Three, n.d).

You and the caregiver are partners now in the care of your child, so help the caregiver get to know your child. If possible, pick a setting that matches your child’s style and ways of doing things (Zero to Three, n.d.). Although it may not be an easy transition, good communication can help! “Show your child that you like and trust the caregiver” (AAP). Relax, talk, and laugh together. It’s even OK to call from time to time, especially in the first few days while you AND your child are adjusting to new routines.

When your child enters child care for the first time, “you're likely to experience a range of emotions related to separating from your child and sharing [his or] her care with others.” Be aware of your feelings and be certain to take care of yourself during this time of change.

Listening, learning and living together, it’s the science of life. “Family Album” is a co-production of University of Florida IFAS Extension, the Department of Family, Youth and Community Sciences and of WUFT-FM. If you’d like to learn more, please visit our website at familyalbumradio.org.

Note

1. It’s not unusual for some children to be upset when left with strangers, especially from 10 to 18 months of age. This is the peak period of separation anxiety, when a child doesn’t understand that even though you have to go for some period of time, you will still come back (American Academy of Pediatrics, n.d.). Younger infants, up to seven months, adapt to caring adults and usually have few problems adjusting to child care.
   

References

American Academy of Pediatrics. Separation anxiety. Retrieved June 6, 2006 from

Zero to Three (n.d.). I'm going back to work and sending my 12-month-old to day care. I'm worried that she'll have trouble adjusting. How can I get her ready? Retrieved June 6, 2006 form

Zero to Three (n.d.) Matching your infant's or toddler's style to the right child care setting. Retrieved June 6, 2006

children, family, working, babies, parenting, child care, day care, preschool

Written by: Suzanna Smith, Ph.D. and reviewed by Donna Davis, M.S.

Shortly before each of my children were born, the last thing I wanted to think about was leaving my baby in someone else’s care. However, as a working mom I needed some time to decide which type of care would be best for my babies and family, and to visit several different facilities and caregivers. Like most parents, I needed to know that my children were safe, healthy, happy--and learning, too. Certain factors are especially important in choosing the right child care for your child (see NACCRRA, 2003; U.S. Department of Health and Human Services, 2002).

In addition to making the adult to child ratio is appropriate for your child’s age group, check out the caregivers’ education and training in childcare and child development. Caregivers need to be trained in first aid, cleanliness and safety standards, and emergency procedures. Caregivers with training, education and experience in working with children understand what children need to grow and learn. (American Academy of Pediatrics, 2002; Child Care Aware b, 2001-2006; NAEYC, 2006).

Ask about staff turnover. Children do better when they can get to know their caregiver, and changes interrupt the developing relationship. Check how long caregivers have been at the center or providing care from their homes (NACCRRA, 2003; U.S. Department of Health and Human Services, 2002).

A high quality program has activities and materials geared to the age of the children, a daily schedule, indoor and outdoor play every day, and warm and responsive relationships with caregivers (American Academy of Pediatrics, n.d.; NAEYC, 2006). The facility or home itself should also be safe and secure, clean, and well maintained. (National Resource Center for Health and Safety in Child Care, 2005).

Several checklists are available to help you select quality child care. See our Web site for details or contact your local child care resource and referral agency or Child Care Aware (1-800-424-2246; http://www.childcareaware.org/en/) (Child Care Aware b, 2001-2006).

Note

1. Consider whether a center not only is licensed by the state but is also accredited by a national child care organization.

References

Administration for Children and Families.

American Academy of Pediatrics (n.d.). Child care—Finding high-quality care. Accessed May 31, 2006.

Child Care Aware a (2001-2006). 5 steps to choosing quality child care. Retrieved June 6, 2006

Child Care Aware b (2001-2006). A parent’s guide to choosing safe and healthy child care. Retrieved June 6, 2006

National Association for Education of Young Children. (2006). Quality programs nurture relationships to enhance young children's learning. Retrieved June 6, 2006.

National Resource Center for Health and Safety in Child Care. (2005). Caring for our children: National health and safety performance standards: Guidelines for out-of-home child care (2nd edition). Retrieved June 6, 2006.

National Resource Center for Health and Safety in Child Care. (n. d). A parent’s guide to choosing safe and healthy child care. Aurora CO: University of Colorado. Retrieved June 6, 2006.

NACCRRA (Nation’s Network of Child Care Resource and Referral), 2003. A guide for dads: Give your child an early lead in life…quality child care. Retrieved June 6, 2006.

U.S. Department of Health and Human Services. (2002). 13 indicators of quality child care: Research update. Retrieved June 6, 2006.

child care, day care, preschool, safety, choosing childcare , daycare providers

By Suzanna Smith, Ph.D.

Reviewed by Donna Davis, M.S.

My daughter was born during the summer months and as we gradually spent more and more time outside, I wondered how best to protect her from the hot summer sun. Like all babies, her skin was sensitive and could have easily been damaged and burned. Even a few minutes in the bright sunshine can burn unprotected skin (CDC, 2000), and sunburn can be especially painful and serious for babies (Health Canada, n.d.).

If you have a new baby or child of any age, you don’t need to stay home to keep her or him safe from the sun. Being outdoors offers fresh air and exercise for overall health. But do take precautions to protect children from the sun’s harmful rays.

Protecting Babies from Sun

Your baby can’t tell you the sun is too hot or too bright, and can’t move out of the sunlight. So, you will need to make sure your baby is out of the sunshine and covered in other ways.

Health experts recommend that parents take the following steps to prevent sunburn and skin damage as well as dehydration that may come from too much heat.

• Avoid exposing babies under one year old to the sun. Keep them in the shade, “under a tree, an umbrella, or a stroller canopy” (Health Canada, n.d.).

• Dress infants in clothing that covers them, such as lightweight long pants, long-sleeved shirts, and wide brimmed hats (American Academy of Pediatrics, 2006).

• “When adequate clothing and shade are not available, parents can apply” a little sun screen “to small areas, such as the infant's face and the back of the hands” (American Academy of Pediatrics). Use a sunscreen of at least SPF 15 and UVA/UVB protection.

Protecting Children from Sun

While enjoying the beautiful outdoors, parents also need to protect their children, and themselves, from the sun’s damaging rays. “Just a few serious sunburns” or even too much tanning over long periods of time, can dramatically “increase your child’s risk of skin cancer later in life” (CDC, 2000, p. 1; Maguire-Eisen, Rothman, & Demierre, 2005). One sunburn may double a child’s risk for developing melanoma, the deadliest form of skin cancer (Maguire-Eisen, Rothman, & Demierre, 2005).

Unfortunately, every year more than one million Americans, including children, are being diagnosed with skin cancer (Maguire-Eisen, Rothman, & Demierre; Sun Safety Alliance, 2005), and more than 10,000 (more than one per hour) will die from the disease. This is “more than all other types of cancer combined” (Sun Safety for Kids, 2001). Even as skin cancer is becoming more common in children, only about one third to one half of children and their parents are taking even basic steps to prevent sun damage (CDC, 1999; Maguire-Eisen, Roghman, & Demierre; Sun Safety Alliance, 2005).

Health care experts recommend that parents take precautions to protect their toddlers, preschoolers, and older children from too much sun.

• Keep children out of the sun between the hours of 10 or 11 a.m. and 4 p.m. when the sun is strongest.
  
  
• Dress children in clothing that covers them up--a long sleeved shirt, pants, and a wide brimmed hat that shades the face, scalp, ears and neck. In hotter climates like Florida’s, a tee shirt, beach cover up and long shorts are also good choices (CDC, 2000), when combined with plenty of sunscreen and staying in the shade as much as possible. Special sun protection clothing can also be purchased that shields children from UV ray exposure (Maguire-Eisen).
  
  
• Provide sunglasses that protect your child’s eyes from UV rays. Look for “broad spectrum” protection that blocks close to 100% of UVB and UVA rays, absorbs UV light, and wraps around the eyes (CDC, 2000; Maguire-Eisen).
  
  
• Use plenty of sunscreen with an SPF of at least 15, every time your child goes outside. Apply it at least 30 minutes before heading out and use it even on cloudy days. Make sure to apply a thick dose and remember to cover the backs of knees, ears, under the eyes, and the neck and scalp. Don’t forget to reply every two hours, or more after swimming or heavy perspiration. Even in cool and cloudy weather, children need protection.
  
  
• If your child looks even a “little pink” get her or him out of the sun to prevent further burning. It can take up to 12 hours for skin to show the effects of sun exposure (CDC, 2000).
  
  
• Keep sunscreen handy, in your car, bag, or child’s backpack. Fun things to do outdoors do come up, so be prepared.

Parents, you are a role model for your child, so protect your own skin as well. Many parents take the steps to protect their children but not themselves (Dermatology Nursing, 2005). Your children learn basic health habits from you, including sun safety.

References

American Academy of Pediatrics. (2006). Summer safety tips part I. Retrieved May 30, 2006 from

Centers for Disease Control. (2000). Play it safe in the sun: A guide for parents. Retrieved May 30, 2006.

Centers for Disease Control (1999). Preventing skin cancer. Atlanta, GA: CDC [Online version]. Retrieved May 31, 2006

Dermatology Nursing. (2005). Skin cancer news: Survey finds parents aren’t using proper sun protection. Dermatology Nursing, 17, 387.

Health Canada. (n.d.). A parent’s guide to sun protection. Retrieved May 30, 2006.

Maguire-Eisen, M., Rothman, K., & Demierre, M. F. (2005). The ABCs of sun protection for children. Dermatology Nursing, 17, 419-433.

Sun Safety Alliance (2005). Sunscreen use down and skin cancer rates increase. Press Release from June 6, 2005. Retrieved May 30, 2006

Sun Safety Alliance (n.d.). The facts about getting too much sun. Retrieved May 31, 2006.

Sun Safety for Kids (2001). Sun safety for kids. Retrieved May 31, 2006.

sunburn, sunscreen, sun safety, babies, children, toddlers

Written by: Suzanna Smith

Reviewed by: Donna Davis

Few new parents gaze into their baby’s crib and
imagine getting their newborn ready for school. That seems ages away! However, learning actually begins when a baby first opens her or his eyes. “Research shows that children are born ready to learn” (Zero to Three). The natural curiosity and trying to make sense of the world around them in infants show readiness for learning.

Here are some ways to help excite children about learning, even as babies and toddlers:

• Talk together. Copy your baby’s sounds and encourage your baby to imitate you.


• Point out and name the things around you. For instance, as you peel a potato, show it to your baby, say what it is, and let her or him touch it.
  


• Give your child things or toys they can touch, bang, and shake, so they learn
  how things work. http://www.zerotothree.org/schoolreadiness/


• Use math games in your daily routines. Count stairs as you climb, or peas on the plate.
  


• Give choices, based on the child’s age. For instance, young children may be able to decide between two books to read before bed.


• Let your child be the problem solver, figuring out a solution herself or himself.


• Read together. It’s never too early to start! And when you read together, let your child hold the book and point to the pictures as you read—even if they hold the book upside down!
  

Young children “learn best through their everyday experiences with the people they love and when learning is fun.” (Zero to Three, Pointers for Parents).

Listening, learning and living together, it’s the science of life. “Family Album” is a co-production of University of Florida, IFAS Extension, the Department of Family, Youth and Community Sciences and WUFT-FM.

Information Sources:

Positive Parenting Tips Birth to age 1 from the CDC/Department of Health and Human Services.

http://www.cdc.gov/ncbddd/child/infants.htm

Zero to Three. (n.d.) Pointers for Parents: Smart Ways to Help Children Learn.

Parlakian, R. (2003). Before the ABCs: Promoting school readiness in infants and toddlers. Washington, DC: Zero to Three

Zero to Three. (n.d.) Getting ready for school begins at birth. Retrieved January 25, 2006 from
http://www.zerotothree.org/schoolreadiness/

Written by:Suzanna Smith
Reviewed by: Donna Davis

Playing with your baby is a very important way that you can nurture your child’s development.

From birth to 12 months, babies begin to play by using all their senses. Their eyes, ears, nose, hands and mouth are their tools. By the time they are 9 months, most babies can understand cause and effect—for example, they push the button on the toy and music plays. They can also understand that things still exist that they can’t see. When the ball rolls behind the couch, the baby will hunt for it.

Parents are their baby’s favorite toy, and can help their baby learn and have fun by trying some of these playtime games. Go back and forth by imitating your baby’s sounds and waiting for her or him to respond. “Encourage” your baby “to copy you, too.” (Zero to Three).

Play peek-a-boo.

Sing and dance for your baby, even if you don’t have the greatest voice or moves.

Listen to different types of music to see what your baby likes best.

Sing lullabies at bedtime, or favorite family songs in the car or as you go for a walk.

These simple games will bring a sparkle to your baby’s eyes while also teaching important concepts like cause and effect, communication skills, and eye hand coordination. They also show that he or she is important through the joy you express from playing with your baby.

Information Sources:

Positive Parenting Tips

Birth to age 1 from the CDC/Department of Health and Human Services. http://www.cdc.gov/ncbddd/child/infants.htm

Zero to Three. (n.d.).The power of play.
Washington, DC: Claire Lerner, L.C.S.W. and Sharon Greenip, M.Ed.; ZERO TO THREE 2004
Segal, Marilyn, 1998. (2nd Edition). Your Child at Play: Birth to One Year; Discovering the Senses and Learning
About the World.

Segal, Marilyn, 1998. (2nd Edition).Your Child at Play: One to Two Years; Exploring, Learning, Making Friends and Pretending.

Segal, Marilyn, 1998. (2nd Edition). Your Child at Play: Two to Three Years; Growing Up, Language, and the Imagination

Listening, learning and living together, it’s the science of life. “Family Album” is a co-production of University of Florida, IFAS Extension, the Department of Family,Youth and Community Sciences and WUFT-FM. If you’d like to learn more, please visit our website at Family Album Radio.