Toddlers and Furniture Tip-Over Risk

The combination of toddlers and furniture such as dressers and bookshelves that are not properly secured can make for a particularly concerning and potentially dangerous combination. That’s why I was more than happy to share some parenting and “toddler brain” insights with Consumer Reports’ Rachel Rabkin Peachman about this very important safety topic.

Nov 5, 2018 by Rachel Rabkin Peachman

After her 2-year-old son, Shane, died from a furniture tip-over in 2011, Lisa Siefert started attending health fairs and other events to hand out furniture wall anchor kits – delicate-looking hardware packaged like picture hooks that are meant to secure furniture to walls.

She was tormented by the idea that families with small children didn’t know about this hidden tip-over danger in their homes. So spreading the word became her life’s work. Now, six years after……(read more)

School-Readiness: Send Kindergarteners to School with These Key Social and Emotional Skills

Originally posted on my US News & World Report parenting blog (Aug 3)

FOR ALL PARENTS OF soon-to-be kindergarteners, by now, you’re well-acquainted with all the work that goes into preparing a child for school. Kindergarten readiness has long been associated with the ABCs and 123s, and understandably so. Mastering skills such as being able to count and recite the alphabet, and knowing one’s shapes and colors all serve to lay a strong foundation for reading, writing and arithmetic.

That said, it’s worth noting that an ability to develop and maintain relationships has recently been added to this list of so-called IQ skills. Its addition makes clear that social and emotional skills, along with several other skills often misleadingly described as “soft” and “non-cognitive,” are now being acknowledged as critical when it comes to school readiness.

Honing the ability to focus and pay attention, be a good listener, share, take turns and play nice with others may seem like common sense. Yet these types of “other” skills are now collectively being recognized to be of equal, if not greater importance, than IQ skills by everyone from educators, pediatricians and neuroscientists to economists, entrepreneurs and business leaders.

With that in mind, it’s important as the new school year begins that parents integrate teaching kids what I like to refer to as QI (think positive “life force”) skills as well, while helping them develop as students. This is something that you’ll want to do, of course, not just before their first day, but as they continue to grow and develop, both in the classroom and outside of it. Here’s a breakdown of QI skills – which I’ve also outlined in my book “The Toddler Brain” and my children’s book, “Jumping Into Kindergarten you’ll want to be sure to encourage and cultivate: ….

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Taking Baby Brain Science to the Streets

There certainly seems to be a lot of encouraging activity taking place in the world of early childhood these days – from campaigns such as Let’s Move to efforts dedicated to identifying high quality child care and insuring that it is both accessible and affordable for all. As a pediatrician trained in the so-called “hard” sciences, one of the most intriguing aspects of this activity, in my opinion, is the movement to effectively and impactfully take early brain science to the streets.

Before jumping ahead to some of the exciting and innovative work that’s now being done, it’s worth reviewing (in admittedly oversimplified terms) how we got here. The 1990’s were characterized by a “concerted effort to enhance public awareness of the benefits to be derived from brain research,” earning it its recognition as the “decade of the brain.” In 2000, the IOM released a galvanizing consensus report on the science of early childhood development – representing both a rallying cry and a very big next step in the brain-building movement. Aptly titled From Neurons to Neighborhoods, it served as a broad and firm, evidence-informed foundation for what we are increasingly seeing: direct connections being forged between the burgeoning brain science and what’s being done to directly promote healthy experiences and environments for all young children…on our “streets” and in our neighborhoods, our communities and across the country.

I have found that on the brain science side of the equation, nowhere is the large and growing body of early brain-based research more accessible, compelling and clearly articulated than Harvard University’s Center on the Developing Child, under the leadership of Neurons to Neighborhoods editor, Dr. Jack Shonkoff. Based on a firm believe that the science of early childhood – right down to the developing brain architecture – can be used to develop more effective policies and services focused on building resilience, developing executive function and self regulation skills, and ultimately preventing the potentially neurotoxic effects of poverty, adversity and toxic stress for those most at risk.

Adding to our increasingly deep and detailed understanding of the baby brain is interdisciplinary research being done at places like the University of Washington’s Institute for Learning & Brain Sciences (I-LABS). Headed up by renowned baby brain researchers Patricia Kuhl and Andy Meltzoff, I-LABS is using intriguing modes of dynamic neuro-imaging such as MEG (magnetoencephalography) to not only provide compelling new insights, data and images about the connecting of neurons and the mechanisms for early learning, but also collaborating with people and organizations who can quickly translate this work into real-world applications.

With respect to these “real-world” applications, The First 1000 Days author Roger Thurow captures the importance of translating this science when he states, “If we want to shape the future…we have 1000 days to do it, mother by mother, child by child.” For anyone dedicated to doing just that, it’s heartening to see just how wide a range of brain-building efforts there are now in place across the country – all dedicated to helping all children reach their full potential by directly offering parents and caregivers evidence-based brain-building information, activities and support. Whether bringing the message to families where they live – on their phones, in their inboxes, on their screens or on their doorsteps – the following are a sampling of these brain-building efforts.

Vroom. Vroom’s brain-building message is clear: Shared everyday moments, from mealtime to bathtime, can easily be turned into brain building moments, and that parents have what it takes to become master brain builders. Suggestions for fun, everyday age-specific activities meant to “spark connections” are made easily available via the free Vroom app, along with practical tips, videos and even badges of encouragement. As for future efforts, watch for everyday brain-building messages to make their way on to the packaging of trusted brands. Supported by the Bezos Family Foundation, one look at the Brain Trust behind Vroom and it leaves no doubt that the best in early brain science is at its core.

Thirty Million Words Initiative. With a name based on the 1995 landmark findings of Hart & Risley, who found that preschoolers from families on welfare were exposed to a full 30 million fewer words than their high-income counterparts, Thirty Million Words Initiative is a Chicago-based, parent-directed program that employs the power of home visitation, one-on-one and group interactions, social media, and the use of the LENA word pedometer to study, build relationships, educate and support powerful parent-child interactions and children’s early language development.

Too Small To Fail. Given the foundational importance of early language development and exposure to words, Too Small’s to Fail’s parent-directed Talking is Teaching efforts include direct-to-parent tips and resources focused on talking, reading and singing with young children that are delivered via email and also available on Twitter (@TooSmallToFail). This is a partnership between the Clinton Foundation and The Opportunity Institute meant to improve the health & well-being of America’s children ages 0 to 5 years.

Text4Baby. Text4baby is a free mobile messaging service provided by Zero to Three – an organization dedicated to advancing the proven power of early connections – in partnership with Voxiva. Text4baby provides personalized, evidence-based health information in the form of text messages for moms and babies throughout the critical period of pregnancy and the first year.

Sesame Street. That’s right…when it comes to taking early brain science – complete with its implications for both cognitive and social emotional development – “to the street,” one needs look no further than the beloved Sesame Street. Founded on helping reach all children with life-changing opportunities to learn, a Sesame Workshop – RWJF collaboration is allowing the Sesame Workshop team to study how best to create and directly deliver the brain-building resources we now know are so fundamentally important for young children’s healthy cognitive and social-emotional development. If you aren’t familiar with past contributions of Sesame to this realm, just take a look at what they can endearingly do with key concepts such as self-control (a core component of executive functions skill development) and empathy.

Biting: What To Do When Toddlers Bite

Originally posted on my US News & World Report parenting blog (Dec 11)

A CONCERNED MOTHER recently reached out to a large virtual support group of fellow moms to seek advice regarding a distressing incident involving her young child. She described all sorts of challenges that commonly face working moms today, from the adjustment involved in heading back to work to all-important considerations regarding child care. But at the heart of this particular discussion was a subject that I have long found to be of universal interest to parents and others who take care of young kids: biting.

The virtual response this mom got to her tale of woe was impressive: Hundreds of other moms weighed in, sharing their own biting experiences, insights and frustrations. As I’ve found over several decades interacting with young children and their caregivers, biting can become the bane of a parent’s existence – whether you’re upset your child has been bitten, or the frustrated parent of a biter.

To tackle this issue, I’ve found it most useful for everyone involved to step away from the particular situation at hand – at least for a moment – and start with a clear understanding of what biting does, and doesn’t, represent.

The best way I’ve found to explain it is that biting happens to be the least socially acceptable of all of the predictable and developmentally normal behaviors of early childhood. The thought of one child trying to take a bite out of another child has come to be perceived as far more distasteful than, say, hitting, pinching, pushing, kicking, shrieking or any of a whole host of less-than-desirable toddler behaviors. There’s something about the discovery of a human bite mark on one’s child that parents find especially disturbing. However, a young child’s predilection to bite both friends and foes isn’t abnormal.

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Books and Young Children – 5 Reasons You Should Read Aloud to Your Kids

Originally posted on my US News & World Report parenting blog (Aug 17)

WHAT IF I WERE TO START this blog post with the phrase, “In a great green room…,” ask you what the brown bear sees, or simply inquire as to what very hungry caterpillars eat? I’m willing to bet that most of you, as parents (not to mention grandparents, child care providers and early educators), would be able to finish the sentence and answer the questions without pause.

I imagine that for many of you, these ever-so-simple references would likely also conjure up the colorful images and happy memories that tend to go hand in hand with reading such beloved children’s books as Margaret Wise Brown’s, “Goodnight Moon;” or “Brown Bear, Brown Bear” written by Bill Martin, Jr. and illustrated by Eric Carle; and “The Very Hungry Caterpillar,” written and illustrated by Carle. Yet all too often, I find that discussions about early literacy move away from what we all know and love about the experience of reading aloud with young children, and towards the more literal, academic advantages. That includes getting kids familiar with “sight words” – or commonly used words kids are encouraged to memorize, or know on sight; teaching them the sounds of letters; and all of the various other nuts and bolts of learning to read.

That’s not to say efforts focused on promoting early literacy and helping young children make the necessary connections between sounds, letters and words are without benefit. After all, learning to read affords children the ability to spend the rest of their lives reading to learn. There is no question that reading aloud with young children can facilitate their learning their ABCs and help set them up for reading and life success.

Read more….

Parenting & TED: Key Parenting Takeaways From the TED2017 Conference

Originally posted on my US News & World Report parenting blog (May 5, 2017)

AS ONE OF ONLY A FEW pediatricians at last week’s TED2017 conference in Vancouver, British Columbia, I want to let you in on a little secret I’m fairly sure most parents and conference attendees don’t know: The TED conference is actually a parentingconference.

Sure, influential people from around the globe gather to hear thought-provoking talks delivered on “the world’s largest stage.” But when you get right down to it, the 90-plus carefully curated talks collectively paint a picture of the world in which our children will live.

It is this glimpse into what the future holds for our kids that makes TED especially relevant to parents. Whether you’re the world’s greatest female athlete sharing thoughts on becoming a parent (as Serena Williams did), or a parent on the go, what unites us is our shared hopes and dreams for our children. The legacy we leave will depend on how well we prepare our children to live healthy, meaningful and productive lives in a rapidly changing, complex world. This makes parents the people most in need of knowing the direction in which the world is headed. Ironically, we are also the least likely to have enough spare time to watch a 15-minute video online. That’s why I’m so compelled to share a handful of key parenting takeaways from TED2017…

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Taking a Page from the Preschool Playbook

As an author myself, I have always had a very healthy respect for the fact that people not only judge books by their covers, but that coming up with just the right title can make or break a book. Much like the marketing slogans you simply can’t get out of your head (think “where’s the beef?” or “yo quiero, Taco Bell”), a really great book title can convey the essence of a book long after the details contained within are all but forgotten.

Whether I’m interacting with business leaders or functioning in my role as a pediatrician, early educator, or parent – the book title that keeps coming to my mind is Robert Fulghum’s All I Need to Know I Learned in Kindergarten. This was certainly true when I sat down to catch up on the morning’s national news and saw the lead story about Rutgers University’s head basketball coach “behaving badly.”

My first reaction to the videos, which if you didn’t see them can be summarized as a whole lot of yelling, kicking, shoving, name calling (in the form of homophobic slurs) was to find them quite disturbing. My immediate thought was that perhaps the coach – who was reportedly instructed to get some remedial sensitivity training – had missed learning a few really important lessons in early childhood. What would clearly have served him well was simply to take a page or two from what I call the “Preschool Playbook.”

Having clearly recognized many years ago that what we teach children in early childhood is immensely important to their future life success, my strong belief that what happens in Preschool does not stay in preschool, but rather impacts children’s social, emotional, and cognitive competency for life. This belief is now being supported by everyone from the top brain scientists and academic institutions in the world to the military, the juvenile justice system, and the business community.

With respect to the representative viral video footage released by ESPN on Tuesday, let me just share with you a few fundamentally important lessons we routinely teach from said preschool playbook, and let you be the judge of just how important they are for future life success.

  1. Keep your hands to yourself. The fact of the matter is that children are not born with the ability to control their impulses. While this leads predictably to a certain amount of predictable hitting, biting, throwing and other socially undesirable behaviors, the ability to overcome these urges is unquestionably important for future life success. That said, most children who get proper encouragement and teaching of this important life skill, can be expected to master the impulse to push, grab, throw and/or shove sometime between the age of three or four.
  2. Use your words. Early childhood language development isn’t simply a matter of how early and many words a child can master for the sake of parental bragging rights, but rather how many words a child has at their disposal so that they can better communicate and interact with others. Every parent and child care provider knows the challenge of having a toddler who knows what they want, but has yet to develop the language skills to communicate it. The predictable result? A short fuse, frequent and unexplained “meltdowns,” temper tantrums, and all of the other behaviors so common during toddlerhood and what has long been referred to as “the terrible twos.” By age three, however, children can be expected to reach such fundamentally important developmental milestones as following instructions with 2 or 3 steps, carry on conversations using at least 2 to 3 word sentences, and talk well enough for strangers to understand them most of the time.
  3. If you can’t say something nice…. I’m willing to bet that the second half of these useful words to live by goes without saying. Preschool is all but defined as a time when children are learning and testing out social dynamics. They may (and often do) say some hurtful things to each other, but usually to test them out and see what happens when they say them. When in the care of adults who help them learn what is and isn’t socially acceptable, children soon learn necessary skills such as empathy and the awareness of how what they say effects others. As the parent of a teenage athlete, I’ve often wondered if the “old school” (loosely translated = belittling) coaches perhaps either missed this lesson or simply forgot it.
  4. Use your indoor voice. Sure, this phrase is often applied in preschool to the goal of keeping the decibel level down to a manageable level in closed spaces. But it is also a very important skill to remember when dealing with conflict and disagreement. In fact, whenever I help parents or teachers learn to instruct children more effectively, I routinely remind them that no one – child, adult, or college basketball player – responds well to being screamed or yelled at.

While the Rutgers basketball coach happens to be the story of the day, it is my sincere hope that the public interest fueled by social media isn’t just a flash-in-the-pan. Unless we want to raise a generation of adults who push, shove, belittle and have little-to-no impulse control, can’t control their reactions under stress, and whose overall behavior we find equally as disturbing as what we’ve just witnessed by the Rutgers basketball coach, we need to permanently raise our collective awareness of just how important early childhood education and stop discounting the importance of the preschool playbook.

Originally posted on Omaha World Herald’s Live Well Nebraska

Arming teachers with what they really need…pencils, books, and healthy, school-ready children!

There’s no ignoring it. The topic is everywhere. Our country is engaged in a national debate about gun control, and in many cases, whether or not we should arm our teachers. I certainly have concerns about putting guns in closer proximity to our children, since the absence of guns from their homes and communities has been proven the most effective way of preventing firearm-related injuries within this age group. And while the conversation about gun control is long overdue, I feel compelled to point out that there is a more important discussion when it comes to arming teachers.

Far less controversial and already proven “arms” exist, and we actually know a lot about what works when it comes to ensuring our children stay safe and healthy while at school. Here are a few ideas.

Books. Helping children grow up with a love of reading in a literacy-rich environment is crucial for their future success and well being. Every educator and pediatrician I’ve met agrees – children must spend their first few years of school learning to read in order to spend the rest of their lives reading to learn. The sad fact is that far too many child care settings and elementary schools lack the books (or the budget) needed to make this happen. And Omaha is not immune to this problem.

Breakfast. As the co-author of Food Fights, a book that offers solutions to kid-related nutritional challenges, it should come as no surprise that I believe that good nutrition (all day every day) is essential for kids (and adults, for that matter). It’s needed for good physical health, concentration and the ability to learn. The fact of the matter is, hungry children simply don’t learn as well as others. So it’s time to ask the tough questions: How do we provide all children, especially those who are disadvantaged, with a nutritious breakfast?

School nurses and other health professionals. Our health and ability to learn are inextricably intertwined, especially in our children’s earliest years. Unfortunately, budget cuts often leave our schools with little, if any, access to a school nurse or other health professional. Even fewer child care centers have this much-needed access, despite the existence of clear justification for these health consultants.

Vaccines and other germ-fighting tools. Making sure children and teachers are fully vaccinated is so important. This also means insuring measures are in place to limit the spread of infection and missed school days. We need to arm our teachers not only with the paper and pencils, but with vaccinated children, cleaning supplies and disinfecting procedures. Access to hand washing sinks, soap, hand sanitizer, bleach water and/or disinfecting wipes are small investments that can yield big returns.

Children who are ready-to-learn. Key words here: when they enter kindergarten. We have irrefutable evidence that proves investing in early childhood and a strong foundation is hugely important for safety, health and lifelong well being. We also know this foundation must be laid in the earliest years of a child’s life – well before he or she enters kindergarten. That’s why efforts such as First Five Nebraska and Educare are so crucial.

Originally posted on Omaha World Herald’s Live Well Nebraska

Tending to Tummy Time Troubles & Going Back to Sleep

Back-sleeping and tummy time are common phrases in today’s parenting lexicon. Yet that hasn’t always been the case.

The Back to Sleep Campaign – primarily responsible for the switch to back-sleeping babies and related recommendations for tummy time while awake — was launched in the mid-1990s to educate parents, caregivers and health care providers about ways to reduce the risk for Sudden Infant Death Syndrome (SIDS).

At the time, this represented a big parenting shift. Before this public education campaign, parents had little reason to think twice about putting babies to sleep on their bellies. Generations of parents routinely did so. But with compelling evidence to support the Back to Sleep campaign’s primary message — that placing babies to sleep on their backs reduces the risk for SIDS (sometimes referred to as “crib death”) – great progress was made in helping babies sleep safer.

Just how much progress? It is estimated that since the campaign started, the percentage of infants place on their backs increased dramatically while at the same time, overall SIDS rates decreased by more than half.  As far as public health campaigns go, the Back to Sleep campaign is a hands-down success, and the benefits of raising back-sleeping babies and creating safe sleep environments are as clear as ever.

What isn’t always so clear, however, is how parents and caregivers should go about compensating for all this additional time that babies spend sleeping on their backs. By compensating, I mean tummy time. Encouraging back-sleeping babies to spend awake time on their bellies can help stave off the dreaded “positional plagiocephaly,” more understandably referred to as a flat head.

This all might sound fairly straightforward, but I am routinely asked about, interviewed on, and pressed on the subject of tummy time (and the challenges it seems to pose). How much time should babies spend on their tummies? What can one do to encourage tummy time? Is there a certain position babies should be put in? What if they don’t like it?

My first child was born right around the time that the Back to Sleep Campaign was really taking hold. As a pediatrician-in-training, I was well aware of the recommendations, and my daughter didn’t seem to have any problem following them as she established herself as a very good back sleeper. The problem was that I was far more comfortable with the recommendation for her to spend plenty of time on her tummy while awake than she was. Every time I put her on her belly, she’d squawk, cry, push off with her feet, and convince most everyone around her that she was in great distress. I managed to convince myself that her tummy time displays weren’t truly those of a distressed child, so she did get in a sufficient amount of tummy time. I find, though, many parents find tummy time troubling.

Try the following tummy time tips and tricks to help take the pressure off of you as well as your baby!

  • Tummy timing: The key here is quite simple. Just remember back while sleeping and tummy while awake. Despite what you may have been led to believe, there are actually very few rules about how much time a baby needs to spend on his tummy. There’s no need to set a timer, mark your calendar or otherwise formalize what essentially boils down to a simple concept. Just make sure your baby sleeps on his back, and then I commit to trying to make tummy time your baby’s default for hours when he’s awake.
  • Make tummy time a habit. I’m well aware that this may sound like stating the obvious, but it has been my experience – both in dealing with parents and with child care providers – that laying a baby down on her back seems to be somewhat of a force of habit. That’s great if you’re talking about a baby who’s going to sleep. But if it’s on the floor or a playmat, for example, it can take a conscious  effort to switch to the routine of placing an awake baby on her tummy.
  • Understand the benefits. There’s no magic to tummy time. Simply put, until they  learn to roll, sit and crawl, babies generally spend an impressive amount of their time laying down. If all of this down time is spent with pressure being put on the same spot(s) on the back of their skull while it’s still somewhat soft and not fully formed, it’s bound to make an impression. Tummy time not only takes the pressure off, but also allows babies the ability to strengthen their head and neck muscles.
  • Tummy time entertainment. Not all babies need to be entertained in order to be coaxed into spending time on their tummies. Some are perfectly content to lay there and look around. Feel free, however, to help your baby enjoy this new view of the world by placing toys in front of him, help him prop himself up a bit on his elbows, and even lay down facing him so you can look at, talk to, and even sing face-to-face.
  • Tummy time dissenters. If your baby is a tummy time squawker, as mine was, then don’t be discouraged. Make sure you ask yourself whether your baby’s squawks truly count as cries of distress or rather of effort. While my daughter’s cries certainly had my mother-in-law distressed, in reality my squawking little newborn really wasn’t truly upset, she managed to keep her perfect little round head and build up her tolerance for tummy time while all the while mastering the skill of scooting long before she could even roll, and I have some impressive baby videos to prove it.

Originally posted on Omaha World Herald’s Live Well Nebraska

Parenting News Flash: TV Under 2 isn’t exactly educational

Recent advice from the country’s largest advocacy group for children leaves me concerned that what I’m about to write is going to be met with poor reception. Following extensive review of more than 50 research studies, the American Academy of Pediatrics released its October 2011 Policy Statement: Media Use by Children Younger Than 2 Years. I would like to think that all parents of young children tuned in, but for those of you who missed it – here are some of the highlights.

First, let’s start with a few facts about the current state of our children’s media diet. A full 90 percent of parents report (admit?) that their children under the age of 2 watch some form of electronic media – on average consuming 1 to 2 hours of television a day. For 1 in 7 of these young children, we’re talking 2 or more hours a day of media. By age 3, nearly one-third of our nation’s youngest have televisions in their own bedrooms. While these numbers may not be entirely surprising, given the ubiquitous nature of ipads, iphones, ipods, computers, laptops and TVs, they should nevertheless be disturbing given what we know about the potential effects of screen time for babies and toddlers.

There are several important questions we all should now be asking before taking even one more baby step towards the TV set.

  • Are infant- and toddler-directed programs educational?
  • Is there any harm in letting babies and toddlers watch TV (and other screens)?
  • What is “secondhand TV” and why should I care?

Let’s start with the question of educational value. In the words of my pediatric colleague (and the lead author of the policy statement) Dr. Ari Brown, the phrase “educational TV/videos for children under two” is an oxymoron. That’s because in order for anything to be educational, children need to “get it.” This inherently involves understanding both the content and the context. Given that young children have been shown to fundamentally lack the ability to distinguish between programs shown backwards from those shown forwards, one would be hard pressed to suggest educational benefit from watching. Sure these TV-viewing infants and toddlers laughed at viewings in both directions – suggesting some entertainment value – but entertainment does not equal education.

That’s not to say that there’s no such thing as educational television, or that educational television can’t be entertaining. Studies have actually shown proven educational benefit for children over the age of two from quality shows such as Sesame Street. It’s just that if you happen to be one of the majority of parents who have been led to believe (most likely by extensive explicit and/or implicit marketing) that TV programs and/or videos are going to enhance your baby or toddler’s intellect, you need to tune into the fact that it’s simply not.

Okay, so screen time isn’t the answer to making your baby smarter. What about those parents who readily admit they use the TV (and various other screens) as a sure-fire reprieve from entertaining their babies/toddlers just long enough to make dinner, take a shower, make a phone call….you know – all those things that just about all parents of young children struggle to find time to do in the day. I get that, and readily admit that TV did, on occasion, get used as a babysitter in my own household.

But the fact of the matter is that there are several key concerns regarding the time toddler and infants spend in front of screens, not the least of which involve language development. We already see expressive language delays in the short term. And the fact that we don’t yet know for sure about screen time’s long-term effects on language should not rule it out. In the meantime, there is a valid concern that screen time interferes with “talk time” – especially given findings such as the fact that 84 percent of parents talk less when the TV is on, and 74 percent use fewer new words. This is huge, considering that we’re talking about the most crucial time for language development.

There’s also reason to worry about the quality of sleep our children are getting. While most studies thus far have looked at media effects on older children, we know that healthy sleep habits impact just about every other aspect of all children’s health. Remember that a reported 30 percent of kids under 3 have TVs in their bedrooms. We clearly need to tune in to the possibility that their sleep may be suffering as a result.

Even during our children’s waking hours, the time that babies and toddlers spend in front of screens may simply not be time well spent. Not if it ends up displacing reading, playing, and entertaining oneself. We know that free play is hugely important for young children’s development, as are 3-dimensional, real world interactions with parents and other caregivers.

I would imagine with all of that, many of you may now be tempted to adjust your child’s media diet just a bit – and that’s great. But before you simply commit to eliminating an episode or two of toddler TV from your child’s daily viewing schedule or limit how often your baby watches his admittedly captivating video, don’t forget to take into account your own viewing schedule. That’s right – the evidence presented by the AAP is equally worthy of your attention when it comes to having your own shows on in the background. In other words, as parents we also need to take into account what is now being referred to as “secondhand TV” – an unintended exposure that is occurring in an estimated 40 to 60 percent of households across America. While parents may report “the TV is on but no-one is watching,” the fact of the matter is that someone is watching. Someone, as in our children. One study found that young children playing in a room shifted their gaze to the television that was left on in the background three times every minute!

So with that news flash, what’s a parent to do? Pediatricians fully understand that screens are everywhere, and it is entirely unrealistic to avoid exposing young children 100% of the time. But it is well worth your time to acknowledge that in many instances, there are better things for them to do to help them learn and develop. The AAP recommends the following strategies for making this happen.

  • Set media limits for children under two, bearing in mind that the AAP discourages media use for this age child.
  • Opt for supervised independent play rather than screen time to occupy your child when you aren’t able to sit down and actively engage in play. A simple set of nesting plastic cups on the floor can work wonders for engaging toddlers while their parents prepare dinner.
  • Keep TVs out of all children’s bedrooms
  • Recognize that your own media use can have a negative effect on your children. Help your child avoid secondhand TV exposure.

Originally posted on Omaha World Herald’s Live Well Nebraska