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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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.

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Starfish & Mittens: Helping Teach Our Children Kindness and Empathy

As you are probably well aware, my focus is and always has been on kids, parenting, and families. Quite often – whether in the books I write or at my childcare center – this translates into helping parents better understand, educate, and guide children towards happier, healthier futures.

Today is no different. In fact, I was halfway done writing my Live Well Nebraska blog in honor of National Children’s Dental Health Month, a topic I truly believe should be hugely important for all parents – perhaps more so than many are even aware.

As is often the case when I’ve promised myself I’m not going to be distracted while writing, however, I’ve found myself distracted. As soon as I opened my web browser with what I swear was for work purposes only, I saw a top-of-the-page CNN video entitled Children of the Trash Dump. These kind of titles always lure me in, and I’ve never been able to keep from clicking on the links and watching the videos. When I do, it inevitably solidifies my desire to do more to improve the lives of children and their families. Today, my conviction was made stronger than ever.

You see, I’m fresh on the heels of a very powerful trip to S. Africa, during which I had the opportunity to tour the makeshift shantytown of Dunoon just outside of Cape Town, where I witnessed firsthand both the terrible poverty and incredible resilience of its women and children. I left there more determined than ever to do something. I imagine watching CNN’s story about the plight of Vietnamese children living on a trash dump and at great risk of falling prey to child trafficking may have nearly the same effect on some of you.

The question that often arises, however, is what can one really do to tackle such a huge problem or even make a dent in such desperate situations as poverty, child trafficking or illiteracy. In the case of S. Africa, I joined about fifteen other members of the Global Hygiene Council to see firsthand the incredible power of teaching basic handwashing. Sure, I talk about handwashing all the time, and yes – we teach the students at my childcare center this basic life skill on a daily basis. But calling it a “life skill” has a way of taking on a very different meaning when one is teaching handwashing in a community with little running water and barely able to scrape together the dollar per week it costs to buy one’s family a bar of soap.

The hopeful news in Dunoon is that the four-year handwashing study conducted in the face of both poverty and health illiteracy yielded very promising results – on the order of reducing diarrheal illness by 30-50 percent! Those results would be great even here in Omaha, where parents inevitably are plagued by diarrheal illness and fret over the accompanying need to keep their children from becoming dehydrated. Now consider the fact that diarrheal disease worldwide is one of the leading causes of death for children . That’s why I’m now dead serious about finding a way to donate to the Dunoon community as much soap as I can get my hands on (along with books and beads). If you’re interested in helping me make this happen, by all means let me know.

But back to the children in Vietnam. The “hope” part of the story promised in the video’s promo is based on one woman’s vision to set up a non-profit to fight trafficking in Vietnam. This small organization is currently educating 200 of these poorest-of-the poor girls in hopes of giving them a chance for a better future and a better likelihood of avoiding predatory child traffickers. The visionary founder interviewed in the segment not only refers to the hugely important focus on “saving” girls through education, but also touches on the importance of improving the community’s reported illiteracy level from it’s staggering 99+ percent.

Let me just say that I couldn’t be more touched, or more in agreement. I thoroughly agree that education and literacy is fundamentally important and the key to helping people out of poverty and lead more successful lives. I’ve also become increasingly convinced with the notion that the education and empowerment of girls is absolutely key to solving not only poverty, but quite honestly – a good many of the world’s problems.

If you don’t believe me, then maybe you’ll believe Oprah. Or Hillary or Bill Clinton. Or pretty much anyone who has ever read Nicholas Kristof’s powerful book Half the Sky. Those who read it are likely to be permanently changed in the way they view the importance of girls, ready to join this global movement, and all but insist that everyone needs to read this book.

And finally – I am a huge believer in the power of doing something over nothing. You may have heard the anecdote of the boy and the starfish. It goes like this: a man and a boy are walking on a beach littered with washed-up starfish. Boy picks up starfish and throws it back in the ocean. Man sees this and applies the all-too-common viewpoint when he tells the boy that there are far too many washed up starfish to possibly save them all. Boy responds, “Well, I made a huge difference to that one.”  I love this story. I try to live by it. Clearly, so do the people whose far nobler efforts are recounted in Kristof’s book and CNN’s poignant video. The point is, every human being counts, and each and every one of us can do something to help those less fortunate than ourselves.

At Primrose, my teachers have t-shirts that state, “No matter how big or small, we all stand to make a difference in the world.” My husband and I were convinced to move to Omaha nine years ago in large part because we believe that here in Omaha, we are not alone in our belief that teaching even our youngest children to be involved in the community and help others is fundamental. And our Helping Hands curriculum isn’t just about the actual dollar amount the kids raise to donate, or about how many mittens, books or cans of food they collect “for kids who don’t have them” (although I’ll tell you that I couldn’t be more proud of the students for their selfless and impressive accomplishments). It’s that they’re learning the lifelong lesson that we really can make a difference if we all just take whatever opportunity we have to throw starfish back into the ocean.

With that said, I hope all of you will consider what you might do. Start big or start small. Think globally or act locally. Get your kids involved and I promise, the world will be a better place for it.

On that note, I’ll get back to writing about getting kids to brush their teeth. After all, teeth are really important too. And even pink princess toothbrushes can play a part in the grand scheme of oral health promotion.

Originally posted on Omaha World Herald’s Live Well Nebraska

Childhood By the Numbers: Helping Parents Count on Fostering Their Children’s Healthy Development

I admit that I sometimes (often) sit down to my computer to get work done while at the same time leaving the TV playing in the background. It was in this context that I recently overheard a discussion on one of the national morning news shows about how numbers can define women – most notably numbers that pertain to one’s age and weight. Without paying too much additional attention to the ensuing conversation, the idea nevertheless spurred me to write a blog on the subject. In part, that’s because I think it’s a fairly sad statement on our society when someone’s weight and waistline does more to define them than their skills and accomplishments. But that’s a topic for another day.

For now, I thought I’d take this interesting concept and take a closer (and hopefully more uplifting and lighthearted) look at how various numbers have a way of defining several stage of childhood.

Newborns by the numbers. Even the instant newborns make their appearance in the outside world, many run the risk of being defined by the number of hours of labor they subjected their mothers to. That said, newborns also start out being largely defined by their birth weight – which is more often than not included in announcing a baby’s arrival. I feel compelled to note that the accompanying but often-neglected length and head circumference measurements may seem of less immediate interest to proud parents, but they’re actually of equal importance.

And then, of course, there’s the number of diapers, the numbers of hours of sleep (or lack thereof), and the numbers of daily feedings that make up the bulk of a new baby’s day. These numbers are unarguably important, but I like to remind new parents that it’s good to make sure that these numbers don’t count for more than they’re worth. After all, getting to know and love your newborn goes well beyond a singular focus on numbers.

First year figures. What often wins out in the most noticeable numbers category for infants is simply the number of times you’re likely to call and/or visit your doctor, if for no other reason than the first colds, first fevers, and first (and many subsequent) shots that typically take place during this first fun-filled year. That said, don’t let these numbers scare you. Having numerous questions is to be expected, it’s a great time to take advantage of the frequent contact to establish a healthy relationship with your pediatrician, and the five to seven well-visits (along with their associated vaccinations) and any necessary sick-visits will all serve as an integral part of insuring your child’s health and well-being , not to mention your confidence as a parent.

Toddlerhood by numbers. Toddlerhood is all about numbers. Numbers of words, number of steps, numbers of teeth, and making the celebrated association between one’s age and one’s finger count as evidenced by the skill of holding up two finger to proudly answer the commonly asked question, “How many years (or fingers) are you?” Of course this age may also unfortunately give rise to keeping count of how many times one bites ones friends before learning to curb this normal but socially unacceptable impulse. While it can be painful to live through for everyone involved, toddlers usually overcome this impulse within a matter of weeks to months.

Keeping Count for Preschoolers. Number one and number two come immediately to mind, as three is the typical age at which children master the life skill of putting their pee (number one) and poop (number two) in the potty. While using the potty is a frequent focus of the age, this is also a time when children start to figure out (please note that as the owner of a child care center as well as a pediatrician, I said start, not necessarily master) social skills involved with interacting with, playing with, and negotiating with an increasing number of friends.

Kindergarten counts. At this age, the number of new crayons in the box (with the more the better) and the number of wheels on ones bike (the fewer the better) endearingly add up to quite a lot in the world view of a kindergartener (and more than a few early elementary age children as well!).

I could keep counting, but for the sake of space and time I won’t, except to fast forward to the age at which children start middle school. I can tell you from recent parental personal experience that an impressive amount of effort (and sometimes anxiety) is directed towards remembering the numbers associated with ones newly assigned locker combination, as well as the added challenge of finding ones way to a larger number of classes in a larger number of classrooms.

There are obviously plenty more numbers that relate to each of the ages and stages of early childhood. I’m just glad that for the most part, they all generally add up to fun, meaningful, and important aspects of an healthy childhood.

Originally posted on Omaha World Herald’s Live Well Nebraska

The Importance of Early Literacy: Why We Need to Commit to Closing Nebraska’s Reading Gap

I recently learned the results of Nebraska’s first statewide reading assessment. I must admit that the test itself didn’t actually catch my attention until I received my own children’s scores in the mail. As a long-standing early literacy advocate and someone who read literally tens of thousands of pages aloud to my children even before they could read for themselves, I am proud to report that all three scored very well.

Unfortunately, I find it difficult to celebrate my own children’s reading success in light of how the rest of our state’s children scored. Sure, results released in August revealed that nearly 70 percent of Nebraska’s third through eighth grade and 11th grade public school students scored in a range that met or exceeded expectations, but that 70 percent doesn’t tell the whole story.

Last Friday, Joe Dejka and Paul Goodsell shared the rest of the story with Omaha World Herald readers in their article, Reading gap called troubling. In it, they paint a much more dismal picture, simply by offering a more detailed look at the test results: Fewer than half of Nebraska’s Hispanic, black and American Indian students can read proficiently – a number that is in stark contrast to the three out of four white students taking the same test. When poverty was factored into the equation, low-income students also were found to have scored significantly lower than their more well-to-do classmates (on the order of 53 percent compared to 80 percent, respectively).

So why should you or I find the results of Nebraska’s first statewide reading assessment so distressing? In addition to the obvious racial, ethnic and socio-economic disparities, the fact of the matter is that the ability to read matters. A lot. Learning to read, learning to love to read, and the ability to read well all play a fundamentally key role in children’s future school and life success. In fact, it is often said that children spend the first several years learning to read, and the rest of their lives reading to learn. Yet Nebraska is not the only state with a reading gap, as an estimated 34% of American children enter kindergarten without even the basic language skills needed to learn to read, and fewer than half of parents read to their young children daily.

Now for the good news: we already know what works when it comes to preparing America’s youngest children to succeed in school, thanks in no small part to the efforts of Reach Out and Read. By partnering with doctors who prescribe developmentally-appropriate books, encourage families to read together beginning at birth, and advise parents about the importance of reading aloud – this national non-profit organization now offers us all an effective, evidence-based model that reaches nearly 4 million children each year, with a particular focus on those living in poverty.

As a pediatrician who had the good fortune to train with one of the founders of Reach Out and Read nearly two decades ago and has championed the cause ever since, I hope you’ll not only commit to helping your own children learn to love to read, but also commit to helping close Nebraska’s reading gap.

The following are a few simple but important Reach Out and Read tips to help get all children started on the path to lifelong learning and success:

  • Host a book-themed baby shower.
  • Make reading books to your child a part of your daily routine.
  • Make reading fun: hold your child on your lap when you read stories together, point to the pictures, let your toddler fill in the ends of your sentences, and be willing to read the same book (or page) over and over again.
  • Ask your two-year old questions about the story.
  • Relate what you read to your child’s own experiences.
  • Visit reachoutandread.org to find out more about the developmental milestones of early literacy, recommended book lists, and information about Reach Out and Read programs right here in Nebraska.
  • Consider supporting organizations such as Reach Out and Read and play a role in helping all children reach their full potential.           

Originally posted on Omaha World Herald’s Live Well Nebraska