The skeletal system is fascinating! We can feel many of its components on the outside. Our bones are obvious indicators that we are growing and changing. A child’s first identification with their physical body is probably through this system.

Our bones, joints (hinged, ball and socket, fixed), our teeth and our skull make up the skeletal system. They give the body its form and make it possible for us to move around. The bones, such as the skull and ribs, protect and support the various organs. The spine bones protect the spinal nerves and enable us to stand upright, and to twist and bend. Bones also manufacture blood cells and store minerals our bodies need.

How many bones are there? We are born with about 300, but as we grow, some fuse, giving us 206 at maturity. We have 32 teeth when we are grown. The longest bone is the femur, or thigh bone, and the smallest bones are found in the ears

Bones are composed several layers. The outside is a thin, dense membrane called the periosteum containing nerves and blood vessels which feed the bones. Next is compact bone, which is hard and smooth. It is made up of calcium and other minerals. Inside compact bone is the cansellus which is several layers of hard spongy material. At the very center of the bone is the marrow, a thick, jelly-like substance that makes blood cells.

Teaching your child about the skeletal system can be done quite naturally, in stages, as your child grows. Knowing what our bones are made of and what they do for our bodies will help your child know how to care for this marvelous body system when they are grown.

Preschool – Grade 3

Your baby’s bones will not be “set” when they are born- and for good reason. In order to accommodate the squeeze through the birth canal, bones must be pliable. Even the skull is somewhat soft and must be protected when your baby is young. Eventually the bones harden as the softer material we call cartilage slowly turns to bone. Cartilage does remain in the parts of our bodies that will always require flexibility, such as our nose and ears and our joints.

Young children’s bones need to be softer for another reason. Learning to crawl, walk, climb, jump and run involves many falls. Bones hardening slowly is a safeguard against early bone breaks.

Your child will compare their hands and feet to yours. Seeing the difference in the size of these bones, and how they change through the years is a way of gauging growth. When your child needs larger shoes, bigger clothes- when their favorite things no longer fit, your child will become acutely aware of their own growth.

In order to assure your youngster is developing good, strong bones, take care that they are consuming enough calcium rich foods. Cheese, milk, cottage cheese and yogurt are good dairy sources and indeed the best sources of calcium. Dark leafy greens like chard, kale and spinach can supplement dairy sources. Recent research indicates fruits and vegetables also contribute to strong, healthy bones. If your child’s diet does not include dairy, get the advice of a nutritionist or medical doctor.

Other minerals are helpful to bone growth and strength, such as phosphorus, vitamins A and D, and magnesium. Your bones also need high quality protein to grow. At this age, your child needs you to choose foods rich in calcium and these additional nutrients for him or her, as they will not have the will or understanding to consistently choose these vital foods. Making sure your child’s diet provides for bone health will help them develop bones that will stay strong and healthy.

Fresh air, sunshine and exercise are needed to grow strong bones and keep them doing their job. Make sure your child gets outside everyday to run and play. Weight-bearing activity is essential for building and maintaining bone mass. Working and playing outside is good for your child!

Should you suspect your child has broken a bone, get to the doctor quickly as young bones heal speedily, and you need to make sure they mend correctly, in the right alignment.

Main points to address:

• Bones at birth are not yet set.
• Your child needs a calcium-rich diet- everyday.
• Talk to your doctor or nutritionist if your child does not eat dairy.
• Your child needs to get plenty of sunshine and exercise.
• If you suspect a broken bone, get medical attention quickly.

Grades 3-6th

Older school age children will have learned about their skeletal system in school, but they will still need some monitoring of their diet to make sure they are taking in sufficient calcium. The blood will take calcium from the bones if calcium intake does not support the calcium balance needed in the blood.

Teach your child to pack a lunch that includes at least one calcium rich food. Cheese sticks, yogurt, and of course milk are favorites. At this age they will need 3-4 servings of dairy each day. Calcium supplementation is an option, but should be monitored by a doctor. The benefits of supplements stop when supplementation is discontinued.

Some sports can be pretty rough on the bones. If your child skateboards, bicycles, skates or plays field sports such as soccer or American football, make sure they are using shin and arm guards and in the case of skateboarding, biking and football, helmets.

If your child should suffer a broken bone, they will heal relatively quickly, but they must get medical attention quickly and follow doctor’s orders during the healing period.

Your child’s frame may grow in spurts, giving a somewhat awkward appearance at times. Reassure him or her that their body is growing and that things will even out eventually. As your child grows, they may indeed experience “growing pains”. A warm bath and a cup of chamomile tea may help, but if the pains are severe, recurring, or interfere with sleep, see your doctor.

Main points to address:

• Teach your child to pack at least one calcium-rich food in their lunch.
• Kids need protective gear for many sports. Make sure they use them!
• Outside play and work remains important at this age.
• Bones heal quickly at this age.
• If your child has severe “growing pains”, see your doctor.

Resources
Resources that can help you in your venture include:

KidsHealth: For kids – http://kidshealth.org/kid/htbw/bones.html

KidsHealth: For parents: Broken bones- how to know, what to do – http://kidshealth.org/parent/general/aches/broken_bones.html

National Institute of Health: Guide for parents on bone health (excellent) – http://www.niams.nih.gov/Health_Info/Bone/Bone_Health/Juvenile/default.asp

There are basically two kinds of muscles- voluntary muscles, that we consciously and willfully use, and involuntary or smooth muscles that work without our conscious awareness to maintain basic body functions.

Voluntary muscles help you do what you want to do- pick up a fork, ride a bike, hug your pet. Many are attached to bone and, along with messages from your brain, help you move.

Involuntary muscles don’t need your brain to tell them when and how to function. They know what needs to be done and do their job automatically. Your heart beating, your stomach digesting, and the muscles that move waste through and out of your body are examples.

Muscles move by contracting (bunching together or shortening) and relaxing (or lengthening and thinning) and always work in pairs. They can only pull; they cannot push, which is why they must work in pairs. One contracts while the other relaxes and the brain coordinates the process so that movement can take place.

Muscles operate with the aid of electro-chemical impulses. Inside each muscle are nerves which carry messages to and from the brain, and blood vessels which bring food to the muscle and carry waste out. Muscles burn a lot of energy (glucose) while they work and give off carbon dioxide as waste. Muscles warm up when they are working because they are burning energy.

Teaching your child early how to feed and care for their muscles will help them stay healthy and strong throughout their lives.

Preschool

You don’t have to convince a preschooler to use their muscles. They are on the go- jumping and running, climbing, falling and getting up again. This is a time of fast muscle growth and one of the reasons toddlers need a diet full of high-quality energy.

One of the best ways to teach your youngster about the muscular system is to use yours by exercising regularly. By observing the movement and tone of your skeletal muscles, they will learn a lot about how healthy muscles function.

They will also watch how you feed your muscles as you model good nutrition, a key component of muscle health. Remember that we are also feeding our involuntary muscles when we eat and that they are just as susceptible to the bad effects of a junk food diet as voluntary muscles are. High quality protein, fresh fruits and vegetables, whole grains and lots of water, along with daily exercise will keep your muscles at their best. Although genetics largely determine the shape and size of a person’s muscles, you can maximize a muscle’s potential with nutrition and load-bearing work.

When your little one shows you how strong they are by “making a muscle” show them their other muscles. Tell them they have 30 muscles that help them smile and over 640 muscles altogether!

Main points to address:

• Caring for your own body by exercising and eating right will teach your child how to care for theirs.
• Toddlers need adequate nutrition, hydration, activity and rest to develop strong muscles.

Grades K-3rd

Young school age children may or may not learn about the muscular system in school. Some schools teach body systems in science or health. Others may in physical education classes. Kids should begin to recognize the names of major muscle groups as parts of their body. You can help with this by learning them yourself.

Children this age are just beginning to understand how things work together to perform a job. We commonly call these groups of things “systems”. Muscles are a good example of this. You can correlate this to people in a community working together for the good of all; or the parts of a car designed to work together to move and carry a load across a distance. Muscles are much the same- designed to work together to perform a job.

Children often play so hard they experience muscle fatigue and soreness due to lactic acid buildup. Soaking in a warm tub and massaging the muscles will help move waste out of the muscle fibers, thus reducing soreness. Taking in a bit more water than usual will help also. This is a good time to explain how the muscles burn food energy when they are working and create wastes that must be carried away.

A child this age is usually not aware of the differences in muscle size among their peers. Helping them to appreciate their body and take good care of it will prepare them for the coming years when they may be comparing themselves to the shapes, sizes and strength of others.

Main points to address:

• Teach your child the proper names of the major muscle groups if they do not learn them in school.
• Children may have muscle aches after playing hard. Soaking in the tub and massaging muscles may help.
• Muscles need lots of water to clear waste products.
• Help your child appreciate their body the way it is.

Grades 3-6th

Older school age child will add more sophisticated material to what they know about body systems at school.

Puberty brings greater bone growth, both in length and mass which requires a corresponding growth of muscle length and mass. They will need proper nutrition to support muscle growth. That’s one of the reasons preteens and teens eat so much!

Making sure your preteen gets enough exercise is important. Health depends on all body systems functioning at their best. Some kids tend to “veg-out” at this age. Try to keep them involved in a sport or other physical activity so that they are getting some form of daily exercise. Muscle condition affects metabolism and keeping muscles strong and busy will lessen the chances of your youngster being an overweight adult. Make family outings fun so that your child will want to join in. Biking, hiking and swimming are all excellent activities.

Children this age begin to compare themselves to others. Girls want to appear trim and stylish, while boys are beginning to be conscious of the size and shape of their muscles. As mentioned before, genetics play a large part in potential muscle distribution, size, shape and strength. Let your child know they are wonderful the way they are. As long as they are getting proper nutrition and regular exercise, their muscles will grow as they grow. Remind them that most men are not fully grown and fully muscled until age 25.

Main points to address:

• Puberty spurs new muscle growth.
• Make sure your child continues to get regular exercise.
• Make family outings fun. Try biking, hiking or swimming.
• Most men are not fully muscled until age 25.

Resources:
Resources that can help you in your venture include:

• Discovery Kids: Yuckiest site – muscular system for kids – http://yucky.discovery.com/noflash/body/pg000123.html
• Kids Only: Healthy muscles – http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=152&id=2457#1
• Project SWOLE: Exercise ideas for kids of every age group – http://www.projectswole.com/healthy-lifestyle/summer-fitness-exercise-ideas-for-the-kids/

The digestive system consists of the nose, mouth, esophagus, stomach, small intestine, pancreas, liver, gall bladder, and colon (large intestine). Each of these highly specialized organs has its own job to do. Working together, they beak down food so that it can be used by the body.

The nose is included here because our sense of smell cues our brains and other organs to get ready for the food that is soon to be eaten. Powerful chemicals are released even before food touches our mouths! To a certain extent, our eyes do the same thing.

The mouth is far more complex than one might think. Digestion truly starts when food touches the mouth. Chewing mechanically breaks food down, while saliva begins the chemical process of digestion.

After swallowing, food travels through the esophagus where peristalsis (muscular contractions move the food to the stomach. There food is mixed with enzymes that further break down the food. When the food is broken down enough, it is no longer recognizable as food, but has great value, as it is ready to be further processed and absorbed in the small intestine.

The small intestine is over twenty feet long and consists of three segments- the duodenum, jejunum, and ileum. By the action called peristalsis and the addition of enzymes from the liver and pancreas, food is broken down until it is ready to be absorbed. The duodenum does most of the breaking down, while the ileum and jejunum absorb the nutrients that will be used by the body.

The liver is a multi-purpose organ, but its function during digestion is to process the nutrients in the small intestine by secreting bile into the small intestine. The liver also helps with the digestion of fats and takes nutrients and turns them into important chemicals needed for other parts of the body to function.

The gallbladder stores bile and sends it to the duodenum when needed to help break down and absorb fats.

The pancreas also secretes enzymes into the duodenum where proteins, fats and carbohydrates are broken down. The pancreas also makes and releases insulin which metabolizes sugar in the blood stream.

The colon, or large intestine, is about six feet long. It connects the small intestine to the rectum and processes waste, or what’s left over after digestion. Wastes enter the colon in liquid form consisting of bacteria and food debris. Water is extracted and waste becomes more concentrated, forming a stool, or what we call feces. The colon empties the stool into the rectum when it becomes full and goes from the rectum to the anus and is expelled. What goes in must come out!

Preschool

The process of digestion is quite fancy and would be a bit much for a very young child to take in. They do need to know that it’s important to chew food well so that it is properly broken down and that sometimes what we eat gives us a stomach ache. Young children instinctively know that what we expel when we go to the bathroom comes from the food and drink we consume.

What you can teach them about digestion at this age is that our bodies need good foods and plenty of water in order to work right and give us the energy we need for work and play. Encouraging your child to eat nutrient and fiber rich foods will help the whole process of digestion work more smoothly. Learning the basics of nutrition can start as soon as your youngster can sit up in a high chair!

Your child will no doubt come up with some questions about the workings of their body. Knowing the basics yourself will prepare you to give a simple but accurate explanation.

Main points to address:

• Preschoolers can understand the basics of digestion put in simple terms they can relate to.
• Teaching your child to eat nutrient dense and fiber rich foods will help them maintain good digestion.

Grades K-3rd

Young school age children understand the role digestion plays in giving us energy and keeping us well. They may not know the name and function of each organ in the digestive system, but they have a greater handle on cause and effect in general, and in the body in particular.

What your toddler took for granted as natural bodily functions have now become occasions for uproarious humor. Burping, pooping and passing gas are opportunities to amuse and amaze. Although this stage is normal and marks the beginning of greater understanding, it can be annoying!

Besides the humorous quality of digestive events, children this age are beginning to see how the parts of a system work together to accomplish a goal. The sure and steady teamwork of the digestive organs are indicative of the order and predictability of life.

Around this age children begin to notice the correlation between their emotions and disturbances in digestion. If they are nervous before a game, they may not want to eat. After suffering trauma or upset children this age may have an upset stomach or even throw up. This is a good time to teach your child how to relax and calm themselves. Persistent stomach or bowel upsets can signal anxiety in a child and the need to attend to their emotional health.

You may need to remind your child how important water is to the process of digestion. Constipation is never pleasant and can usually be avoided by eating enough fiber and drinking plenty of water throughout the day. Studies have been done on brain function and amount of water needed to avoid “brain fog”. Your child will do better in school and during play if they are eating nutritious food and drinking enough water to stay hydrated.

Main points to address:

• Young school age children are beginning to understand how organs work together.
• Using bodily functions as a source of humor is normal at this age.
• Make sure your child gets 3-5 glasses of water each day.

Grades 4-6th

Older children will likely learn the specific names and functions of their digestive organs in school. This may cause some embarrassment, which again is a normal developmental stage as your youngster starts to become more modest about their body. They may want to keep you out of the bathroom all of a sudden and become horrified if someone forgets to flush. This shows their growing awareness of the difference between their private self and their public self. Taking ownership of you body is a step to independence and self-reliance.

Junk food is everywhere and because active kids are always hungry, you may want to pack some healthy snacks for them to put in their pack. High fat and sugary foods will begin to take their toll in the form of overweight or poor complexion. Buy the healthiest foods you can afford and stress the importance of proper nutrition. As your child enters their preteen and teen years, hormonal changes may cause havoc if they are continually taxing their digestive system. They are old enough to understand the meaning of “You are what you eat.”

In summary, teaching your child about the functions of the digestive organs may save them a lifetime of trouble and poor health. Knowing the intricacy of the digestive system may help them realize the important job it does in keeping us energized and healthy.

Main points to address:

• Children this age become more private about their bodily functions.
• Buy the best foods and snack items you can afford.
• Teaching your child about digestion may have positive long term effects on their health and well-being.

Resources
Resources that can help you in your venture include:

• KidsHealth: The digestive system – http://kidshealth.org/kid/htbw/digestive_system.html
• Kid Info: Human body (directory of resources) -
  http://www.kidinfo.com/Health/Human_Body.html
• Parents: Your baby’s digestive health (article for moms and dads) – http://www.parents.com/baby/care/diapers/baby-digestive-health/?page=1
• Disney Family: Diet and nutrition articles – http://family.go.com/tagsearch/diet–nutrition/

The brain and nervous system can be compared to a very fancy computer with the nervous system being the highly sophisticated relay network to and from the various parts of the body. We are not our brain, but we would be nothing without it.

The brain is a mysterious organ. We do know at least the basics of how it works to support life, how it helps us learn and communicate, and how it impacts humanity and the rest of the world for better or worse.

Imparting a very basic understanding of the anatomy of the brain and nervous system here might be helpful. The nervous system consists of the brain, the spinal cord and the network of nerves that extend to every part of the body. The brain weighs about three pounds; there are about 45 miles of nerves in the human body.

The brain has five major parts: the cerebrum, cerebellum, brain stem, pituitary gland and the hypothalamus. The cerebrum has two halves, the right and left, and is the largest part. It is responsible for thinking, reasoning, memory (both short and long term), and for voluntary muscle movement. The right side of the cerebrum controls the left side of the body and is related to abstract thought- colors, shapes, music and creative endeavors. The left side of the cerebrum controls the right side of the body and is associated with logical, analytical and mathematical thought, and speech.

The pituitary gland is a pea-size structure in the center of the brain under the cerebrum which controls hormone production, metabolism and growth.

The hypothalamus is a very small structure also under the cerebrum, which controls the body’s temperature and helps it respond to the environment by shivering or sweating in order to maintain a steady body temperature.

The cerebellum is smaller than the cerebrum and located below it at the back of the brain. It controls balance, movement and coordination. We could not move around without it.

The brain stem is at the back of the brain and connects the brain to the spinal cord. It regulates involuntary movement such as breathing, digestion, and blood circulation. It also sorts out millions of messages going back and forth to the rest of the body. Big job!

The spinal cord is about 18 inches long and three-quarters of an inch wide and acts as a conduit for all impulses to and from every body part and the brain. It is protected from harm by the bones of the spinal column.

Our nerves are intimately linked with our senses and our emotions, which are also seated in the brain. They relay information to and from the brain so that it can function as “executive”, controlling responses to stimuli and keeping things going.

Damage to the brain can result in altered functioning. Because the brain is so complex, it is sometimes impossible to determine cause and effect accurately. Human traits like mood, preferences, and character are somewhat of a mystery, probably due to the relationship of our spiritual selves with the physical, social and emotional.

Preschool

You really do not have to formally teach your preschooler about the brain and the nervous system. Answering their questions as they arise (“How do we see?” “Why does my foot fall asleep?” “Why can’t Grandma hear very well?”) will help them make a connection between the brain and the body and give them the language they need for more questions. As they grow, their questions may require finding answers together. Using a children’s book of anatomy and the Internet should provide more than enough information.

What can you do to help your child’s brain development? A healthy pregnancy and good prenatal care is the best foundation. Your baby’s brain will do ninety percent of its growing by age five or six. Maximizing your child’s brain potential is as simple as providing loving attention and nurturing combined with a balance between rich learning opportunities and rest and relaxation. Talking to and with your child, reading, drawing, spending time in natural environments so that your child can safely explore the world will provide the stimulus your child needs.

As your child grows, he or she will begin to notice the differences between humans and other creatures and between one person and the next. This will provide a chance to talk about the function of the brain and the nervous system and how this system works to make us the unique individuals we, and they, are.

Main points to address:

• Use your child’s natural questioning as opportunities to teach them about their brain and nervous system.
• Use examples from the animal kingdom to speak to individual traits and the brain’s role in making us unique.

Grades K-3rd

Children become acutely aware of individual differences and varying abilities when they enter school. Topics such as intelligence, athletic ability and physical disabilities may arise in their discussions with you. The role the brain plays in who we are and what we can do, how we feel and respond to life, can be discussed as part of your explanations.

At this age, what kids understand about their minds and bodies will be augmented by what they learn in school. They may not, however, be taught specifically how humans learn, remember and process information and how this impacts their lives, or about human emotions and behavior. They will probably be ready for more complex, abstract discussions at about 8 or 9.

Helping your child develop his or her brain power can be done by providing a healthy diet, reading with them, communicating often, listening to their concerns and helping them discover and develop their natural talents and gifts. Keeping your youngster connected with the natural world will help them make the connections that boost brain power.

Main points to address:

• Use discussions about individual differences and abilities to teach your child about the mysteries of the brain.
• Children are ready for more abstract thinking at about age 8 or 9.
• Continue to read with your child, develop emotional closeness and keep your child connected to the natural world.
• Help them recognize and develop their natural bent.

Grades 3-6th

Older school age children will have learned the functions of the different parts of the brain and start to understand how they work together to keep our bodies and minds running. Be available to answer their questions and listen to their pondering while this is being taught.

They will also become more aware of disorders of the brain- epilepsy, dementia, emotional and behavioral disorders, addictions, cerebral palsy, autism to name a few. Help them gain understanding by researching these topics together.

If your child shows a real interest in the brain and nervous system, find a good website, like one listed below, or a webquest dealing with the nervous system so they can add to what they know. Fashioning a clay model of the brain and nervous system would make a fun science project. There are many children’s books written for students this age that will fascinate your child. Who knows- perhaps your child will discover the key to the human brain and unlock its mysteries!

This is a good time to teach your child how to keep the brain and nervous system healthy. Knowing these things can have long term positive consequences. Some tips include:

• Refrain from alcohol and illegal drugs
• Eat a diet rich in anti-oxidants with lots of fruits and vegetables, but low in fats and cholesterol.
• Get daily exercise- outside is best!
• Remain socially active.
• Have a hobby that you enjoy and keeps your brain active.
• Enjoy music and art.
• Appreciate the beauty of the natural world.
• Try to keep emotions in balance.
• Get counseling when you need it.

Making these practices part of your family’s daily routine will help your child carry them over into adulthood and will ultimately carry more weight than formal learning. Teaching your child how the brain works and how to keep their nervous system healthy will help them live a happy, productive and less stressed life.

Main points to address:

• Children this age are more aware of the importance of healthy brain function, as well as disorders of the brain.
• Incorporate healthy lifestyle choices to maximize the brain function of your family members.
• Make learning materials available if your child shows a strong interest in the brain and nervous system.

Resources
Resources that can help you in your venture include:

• PBS: For parents and older children – videos and developmental info – http://www.pbs.org/wnet/brain/
• KidsHealth: The brain and nervous system – http://kidshealth.org/kid/htbw/htbw_main_page.html
• Indianapolis Public Library: Just for kids directory of resources – http://www.imcpl.org/kids/guides/health/nervoussystem.html

You don’t need to be a physician or science teacher to teach your child body basics! Your child will simply need to know a system’s parts, their functions, how the parts work together, and how to take care of that system. What you find here may help.

The Basics:

The respiratory system consists of the nasal cavity, the mouth, larynx, pharynx, trachea, bronchial tubes, lungs, and diaphragm. These parts are well protected by the facial bones, ribs, and tough cartilage. The respiratory system works very closely with all the other organ systems, particularly the circulatory system.

We generally think of respiration as breathing, or taking in air by inhaling and expelling air by exhaling. The act of breathing is called external respiration and makes supplying your body with the oxygen necessary for the other kind of respiration, internal respiration, to take place.

What is internal respiration? Simply put- internal or cellular respiration is the process by which glucose and other substances in the cell are given the oxygen they need to produce energy and sustain the life of the cell. Carbon dioxide is the by-product of this process and must be carried through the blood stream to the lungs and out of the body. In essence, breathing makes it possible to feed and clean our cells.

The mechanism of breathing is wonderfully simple. Air passes through the nasal passages and mouth, past the larynx through the trachea and into the lungs where the oxygen in the air you breathed in is exchanged for carbon dioxide. This exchange takes place in the alveoli membrane of the lungs.

You can add to this basic description by visiting your local library or one of the excellent sites on the Web, a few of which are listed below.

Preschool

Babies and toddlers instinctively know how important breathing is. They resist anything that restricts the free flow of air to and from the lungs. A child with a stuffy nose is miserable for this reason!

You will not need to teach your very young child much except for the names of the parts involved in external respiration- the nose, the mouth and the lungs.

Four and five year olds are ready for more specific information. Have them hold their hand a few inches from their mouth and nose and deliberately breath in and then out. As they feel the breath hit their hand you can simply explain the process of exchanging clean air for used air. They may want to know why we need to do that. You can then explain that all our body parts need fresh air.

When your preschooler is running and breathing hard, he is bringing in the extra oxygen he needs to feed and clean his body during exertion. When he sleeps, his breathing is slower as the need for oxygen during rest is much lower.

If your child has asthma and allergies that interfere with breathing, you probably have already explained how the lungs work and why we need air. Your doctor can provide you with additional information.

Main points to address:

• Preschoolers only need to be aware of the process and necessity of breathing.
• Observing their own body at this age gives a young child lots of information.
• You can broaden your child’s awareness by adding the names of body parts and explaining that the parts work together to keep them healthy.
• Become educated about your child’s asthma or allergies.

Grades K-3rd

School age children will learn how the blood carries oxygen to all the cells in the body and that all body systems rely on oxygen to work. They will also begin to learn to take care of their bodies to maintain health. By third grade they should be learning the names of the organs that are involved in respiration and their basic functions.

Most kids will learn about the hazards of smoking at this time. You can reinforce this at home by discussing the dangers with them. Let your child know that the body cannot handle the poisons in cigarettes and about the breathing difficulties that come with smoking.

Ask your child if it would be wise to stand in front of a fire and breathe in its smoke. They will begin to understand that smoking does not make good sense.

Children also need to know that proper posture will help them breathe more easily as the lungs have more room to expand when standing or sitting straight. Encouraging your child to breathe into their belly will prevent them from shallow breathing when they are older. Sitting for meditation is a good time to teach them to practice proper breathing.

Stressing how hard the respiratory system works to keep us alive and healthy will create a willingness to develop healthy habits and avoid harmful ones.

Main points to address:

• Children will learn about the respiratory system in school.
• Encourage good posture and belly breathing.
• Reinforce the dangers of smoking.

Grades 4-6th

Older children will learn about the human body and its systems in greater detail in school. By sixth grade they should understand the processes of internal and external breathing. They will refer to the body parts by their correct names.

Older children should also have a good handle on how each organ system depends on the respiratory system to sustain its functioning.

Years ago, when families still hunted and butchered, children, being part of these activities had a chance to see first hand the internal parts of an animal’s body that corresponded with their own. If you have an opportunity to take part in either hunting or butchering, you may want to include your child.

A substitute for this is dissecting animals that breathe oxygen like we do. Many schools provide an opportunity to dissect an animal. If your school does not, there are many good books that are suitable for this age on anatomy and physiology. The Internet is also great for visual teaching material.

At this age, it is even more important to educate your child about the dangers of cigarettes and other inhaled drugs. They need to know what smoke and the chemicals in cigarettes can do to their lungs. This is a good time to talk about other harmful substances- marijuana, cocaine, crack and glue, all of which work to destroy the mucus membranes in the nose and mouth and the delicate alveoli membrane in the lungs.

Your matter of fact explanation will let them know the reality of inhaling smoke and other harmful substances. Let them know how addicting these substances are and remind them periodically as they enter their teens.

Teaching your child about the respiratory system will help him or her develop greater awareness of how their body works. Self-care depends on body awareness and being well-informed. Taking the time to teach your child will hopefully pay off in health and vitality.

Main points to address:

• By sixth grade, your child should know the names of their body parts and how they work.
• If you can, let your child witness cleaning and butchering of animals and fish.
• Add street drugs, specifically by name, to the list of substances harmful to the respiratory system.
• Remind them periodically as they grow into their teens.

Resources
Resources that can help you in your venture include:

• KidsHealth: The respiratory system
  - http://kidshealth.org/kid/htbw/lungs.html
• Discovery Kids: The respiratory system
  - http://yucky.discovery.com/noflash/body/pg000138.html
• American Lung Association: Info for parents on lung health, asthma and allergies
  - http://www.lungusa.org/

Electricity seeks to find the shortest route to the ground and will go through anything that will conduct it, including you. Remembering this one fact is the basis of all safety rules involving electrical energy.

The Tennessee Valley Authority lists these rules for electrical safety on their excellent website:

Indoor Safety:

Never turn on a light switch or electrical appliance while you are wet or while you are in the bathtub.
Be careful not to leave electrical cords where people might step on them. Wear and tear on the cord can cause it to become unsafe.
Check electrical cords for exposed wiring before plugging anything in. If you see a worn-looking cord, point it out to an adult.
Never put any object other than a plug designed for that purpose into an electrical outlet. If you have questions about whether a plug is safe to use, ask your parent or a teacher.
Never touch electrical outlets with your fingers or with objects.
Ask an adult to help you change light bulbs. Always turn lamps and other light fixtures off before changing a bulb.
In case of an electrical fire at home get out of the house, then call the fire department and an adult.
Never use water to try to put out an electrical fire—you could be electrocuted.

Outdoor Safety:

Never climb utility poles, transmission towers, or fences around electrical plants or substations (which house equipment that reduces high voltage electricity so it can be used by consumers). If you see other people doing these things, tell an adult you trust right away.
Stay away from areas or buildings marked with signs that read “Danger: High Voltage.”
If you enjoy climbing trees, avoid trees that are near electrical power lines.
Never, ever touch an outdoor electrical pole or wire that has fallen to the ground. It could kill you!
Stay away from and never touch transformers (usually large metal boxes attached to utility poles or on the ground) or substations. They contain high-voltage equipment that can hurt or kill you.
Come inside during a thunderstorm (or even occasional flashes of lightning with no rain). Many people around the world are struck by lightning each year. Nearly all are badly injured and some are killed.
Call 911 if you see a person who has been or is being electrocuted. Do not touch the person because they could be carrying the flow of electricity.
Never swim during storms. As soon as you hear thunder or see lightning, get out of the water.

These rules are listed in their entirety because every one is crucial- your child will likely run into one or more of these safety situations at least once before they are grown up.

Preschool

Very young children are not ready for detailed descriptions and explanations about the dangers of electricity. Using strong, consistent language can let them know you mean business when they approach an electrical danger.

Little fingers are strongly tempted by electrical outlets. Use outlet covers cheaply obtained at any dry goods or hardware store on every outlet.

Make sure wires are in good repair and that they are not where your child can get caught in them.

Be extremely careful with electrical appliances such as irons, mixers, blenders, blow dryers and curling irons. Make sure to unplug and properly store these items after each use. The same goes for power tools and other workshop equipment.

Because preschoolers love to model after Mom and Dad, think out loud while you are deliberately taking safety precautions. They will learn a lot listening to you and watching how you safely handle electricity.

Older preschoolers can begin to understand the power and danger of electricity, as well as its usefulness. What you teach them will begin to make sense. However- never take their understanding for granted!

Main points to address:

• Use strong, consistent language to teach very young children about electrical danger.
• Use outlet covers on every outlet.
• Always put away electrical appliances and power tools immediately after use.
• Never take their understanding and compliance for granted.

Grades K-3rd

Young school age children are beginning to understand the uses and dangers of electrical power. Letting them plug in and use lamps and certain electrical appliances and tools is fine as long as they are in good repair. By this time they should know the basic rules of safety listed above.

Don’t leave safety instruction to your child’s school, however. They may or may not include electrical safety in their curriculum. Explicit teaching is necessary. If your young child is a risk-taker, make sure you closely monitor them around sources of electrical power. Better safe than sorry!

At this age children become fascinated with all sources of power. This is a good time to help them learn about the history of electricity, the various ways electricity is produced, and about ways to conserve electricity. Finding ways to save energy can become a fun family project!

Main points to address:

• Explicit instruction on electrical safety is necessary. Don’t wait for your child’s school to do it.
• Monitor your child’s use of electricity.
• Help them learn how electricity is produced and how to conserve it.

Grades 4-6th

Older school age children generally recognize electrical dangers and know what to do to avoid them. The outdoor safety tips listed above are particularly important at this age.

Your child must also be able to resist the temptations they may encounter when playing with other children and when out of your direct supervision. Teach them to say “No” to friends and to report any dangerous situations to an adult.

This is a great age to teach your child about alternate energy sources and about “green living”. Using energy wisely has become a necessity. Let your child help find additional ways to ensure safety in the home and to save energy. Being energy safe and savvy is cool!

Main points to address:

• Outdoor safety tips need to be reinforced at this time.
• Teach your child to resist temptations presented by peers.
• Teach your child how to deal with and report dangerous situations.
• Help your child learn about alternate energy sources.

Resources

Resources that can help you in your venture:

• Switched On Kids: Safety with electricity (kid’s online activities) http://www.switchedonkids.org.uk/
• Safe Electricity: Educational site with activities (excellent) http://www.safeelectricity.org/esw_v1_1/index.html
• Electrical Safety World: Dangers of electricity http://www.cl-p.com/electricsafetyworld/index.html
• tva kids.com: Tennessee Valley Authority’s excellent site on electricity http://www.tvakids.com/index.htm

All humans need certain nutrients in adequate amounts to stay alive. Each nutrient has a special function in the body and works together with other nutrients to maintain the growth and repair of the body’s cells and tissues. Lack any one of the required nutrients and health is risked. Without proper nutrition we cannot function at our best.

In some areas of the world, it is nearly impossible to obtain needed nutrients in proper amounts. Unfortunately the people who live in these areas provide proof that maintaining a healthy body is dependent on having the nutrients the body requires.

What exactly are nutrients? Nutrients are substances we get from the foods we eat that create healthy bodies. There are forty nutrients in all, divided into six groups:

• Carbohydrates, which contain energy
• Protein, for building and repairing the body
• Fats, which also provide energy, but in a concentrated form
• Water, which cleans and hydrates the body, and regulates body temperature
• Vitamins, which regulate bodily functions
• Minerals, performing many functions in the body

Nutrients come to us from foods and liquids we consume, and are broken down into usable form by digestion. Whatever we don’t need is eliminated through the digestive system or the skin.

Vitamins can be broken down into groups: A, B, C, D, E and F. Each has a special set of jobs it does for the body. Vitamins work in balance with each other and with other nutrients. If you are deficient in any one nutrient, the body suffers in some way.

Most packaged and prepared foods now consumed come labeled with very detailed nutritional information. Take some time to look at the labels on foods to see what they do or don’t provide.

A good way to learn about nutrients and how much we need of each is to look at the New Food Pyramid designed by the U. S. Department of Agriculture. Generally, fresh and raw foods provide higher concentrations of usable nutrients. Eating a wide variety of foods will ensure you and your child are receiving an adequate amount of nutrients.

Teaching your child about nutrients will equip them with the knowledge to make good food choices. They will enjoy examining labels and selecting nutrient-packed foods.

Preschool

Even very young children like to be involved in choosing and preparing foods. Take them to the grocery store and make it an exciting game to pick the freshest most colorful fruits and vegetables. When you pick out cereals and breads go for the whole grains. Let your child know meats and dairy foods will make them strong! Shopping can be an adventure.

If you prepare healthy foods from the start they will likely gravitate toward those foods. Recognizing foods that are poor choices is just as important as knowing those that are good for them. Save the poorer choices for the occasional holiday or party celebration and be sure to serve healthy foods before and after.

Making sure your baby and toddler get enough water is tricky. Parents many times feel that water will fill their child up so that they will not eat other foods. But their bodies need at least 2-3 cups of water per day besides other drinks they consume. Sometimes having a fancy water bottle or special water cup can get them excited about drinking it.

Tell your little one “Good choice!” when they pick a healthy snack. Make sure to make nutrient dense foods available for snacking.

Main points to address:

• Involve your child in food choices.
• Serve the freshest and most colorful foods you can afford.
• Make sure your preschooler gets enough water.

Grades K-3rd

Children learn about nutrients and healthy eating in school, but many times school cafeterias do not provide many fresh or whole grain food choices. Packing a lunch with your child might be a fun way to include more healthy foods in their day.

As soon as your child can read show them food labels. Make it a game to find the better choice. They will be more eager to eat it if they found it! Let them cook with you. See how colorful you can make it.

This age child is old enough to understand the food pyramid. Make sure you use the pyramid labeled “new”, as this depiction takes into account the differing food needs people have.

Main points to address:

• Pack lunches with your child. Include high-nutrient choices.
• If your child can read, involve them in finding the best food choices.
• Use the “New Food Pyramid” to show the relative value of foods.

Grades 4-6th

Older children should know quite a bit about nutrition, but your child may need a refresher course. Having them teach a younger child about specific nutrients is a good way for them to review.

You may want to try allowing your child to plan a menu once or twice a week. Let them shop for the items that will be prepared and make all or part of the meal with you. They will be proud to serve a meal packed with nutrients.

Older children can pack their own lunches. Provide the best lunch foods you can and let them combine them. Having them prepare a healthy snack for their siblings and friends when they get home from school or play will give them an investment in eating right.

Main points to address:

• Older children may need more specific information on nutrients.
• Allow your child to plan and prepare a healthy meal with your assistance.
• If older children prepare their own lunches and snacks, they may have a larger investment in eating healthy.

Resources

Resources that can help you in your venture include:

• St. Louis Children’s Hospital: Tips for parents on healthy nutrition for kids – Teaching Kids to Like Good Food
• Nutrition Café: Games and information for kids – http://exhibits.pacsci.org/nutrition/noflash_nutrition.html
• U. S. Department of Agriculture: The New Food Pyramid – http://www.mypyramid.gov/kids/index.html

Children need something meaningful to invest their creative energies in. They often are able to find solutions to real life problems that adult thinkers have missed. Exploring ways to help the environment, conserve natural resources and energy, and make the Earth a safer place to live may bring about workable solutions.

What can you teach your child about caring for the environment? And how is it best taught? Hopefully the ideas below will give you an idea of where to start.

Preschool

Little ones have a natural affinity for nature. Encouraging young children to be thoughtful of how we use natural resources will instill “green thinking”.

We don’t always have a choice about what products we consume, but often we do. For many things we need on a daily basis, there is an alternative. Living green means looking for, finding and using products that are less harmful to the environment to 1) make, 2) use and 3) assimilate back into the Earth.

Using cloth diapers most or all the time saves hundreds of trees and keeps tons of plastic and harmful chemicals from filling landfills. Organic cotton diapers used with reusable and washable rubber or plastic pants is less expensive and worth the inconvenience of washing them. Letting them air dry is another savings in energy.

Using regular china or glass plates and saving paper or plastic plates for rare occasions is an easy way to save trees and keep mounds of plastic that will sit around for centuries. Washing those glass plates in biodegradable “green” dish cleaner keeps harmful chemicals from entering our water supplies.

Your preschooler can understand why you are making greener choices if you explain the cycle natural resources go through to become goods for us, and then return to the Earth after being used. Young children seem to have a natural knowing regarding our role as stewards of the Earth. Your explanations will make sense to them.

Your preschooler will love planting trees, helping in a family garden and being considerate of the animals and plants around them. Your role is simply to tell the truth and provide a helpful example.

Main points to address:

• Choose Earth-friendly products if there is a choice.
• Save paper or plastic plates for rare occasions.
• Plan a family garden and make it organic. Plant some trees!
• Tell your child where products come from and if and how they go back to the Earth.

Grades K-3rd

Young school age children love to help Mom and Dad shop. This is a wonderful time to share what you know about product safety and how certain toxic substance can be dangerous. The aim is not to scare your child (although it is scary) but to tell them what you know to be true.

Take a heavy cloth bag for each of you so that you don’t have to take your groceries and other items home in plastic or paper bags. Buy organic fruits and vegetable if they are available. Explain that many fruits and vegetables are grown with fertilizers and sprayed with pesticides. Many stores now offer organic meats and dairy products as well as whole grains and cereal products.

When selecting cleaners, look for the symbol that indicates they are “green” or safe for the environment. If you need to buy plastic bags, choose recycled ones. This goes for plastic cups and plates, too. Try to buy items with 5 or fewer ingredients. If a food item has words you can’t read or identify, you probably shouldn’t serve it!

You cannot always control what your child eats when away from you. Packing a healthy and safe lunch will give you more control over what they consume and help them know living greener is really a choice.

This is a good age for your child to participate in a neighborhood cleanup or recycling drive. Kids love working for a cause. Get together with 2 or 3 other families and beautify an area that has been neglected. Perhaps an overgrown empty lot could be transformed into a community garden or playground. Roadsides are often littered with cans, bottles and garbage. Adopt a section of road to keep clean and recycle the cans and bottles you find. There is always something that needs to be done to clean up the planet!

Main points to address:

• Shop “green” as much as possible. Use cloth bags instead of plastic and paper bags.
• Try to buy food items with five or fewer ingredients listed. If you can’t pronounce an ingredient, you probably shouldn’t eat it.
• Kids will feel good about helping to cleanup a neglected area.

Grades 4-6th

Older children also love to be part of a cause. Get them involved in your efforts to live greener. Plant a garden to share with a soup kitchen or shelter. Research methods of organic fertilizing and safe pesticides. Let them help you if you freeze or preserve foods.

Science project due? Encourage your child to research alternative and renewable energy sources such as wind, sun and vegetable fuels. Or perhaps your child could try to come up with ways to deal with or reverse global warming.

If your child is an animal lover, get them involved in helping to protect endangered species. There are many groups with websites which advocate for endangered animals. Encourage your child to get involved by writing letters to government agencies or making informational posters.

Becoming a green family means making a few changes in lifestyle and buying habits. Our children will inherit the Earth and the challenge of healing the damage previous generations have caused. Your concern for the planet will influence their thinking and encourage them to look for solutions to difficult problems. Thought precedes action and action is empowering. Empower your children by becoming part of the solution!

Resources

Resources that can help you in your venture include:

• American Museum of Natural History: Biodiversity for Kids -
  http://www.amnh.org/ology/biodiversity/index.html
• EkoKids: Canadian environmental club for kids -
  ttp://www.ecokids.ca/pub/index.cfm
• YesGoGreen: Practical ideas for helping the environment – http://www.yesgogreen.com/index.htm
• Go Green: Green products guide – http://www.greenchoices.com/

Teaching your child about bicycle safety may not guarantee their safety, but it can prevent needless mishaps and even serious injury.

Children do not always think in terms of safety. They may not realize how much harm can be done by not knowing or following safety rules. When your child starts asking for a “real bike” it is time to begin teaching them about bicycle safety. Share these rules with your child:

Rule Number 1: Always wear a helmet. The helmet must meet safety standards and fit properly. Helmets need to be worn level and should cover the forehead. Many children wear their helmets tipped back, but this is not correct. Make sure the strap is fastened. Letting the straps hang down will not give your head any protection when and if it needs it.

Rule Number 2: Make sure your bike is the right size for you and is in good repair. Straddle your bike with both feet touching the ground. There should be about 1 to 3 inches between you and the bar. Check the wheels for air pressure and the brakes to make sure they work. The chain should be oiled regularly. Handle bars and seat need to be checked to make sure they are not loose.

Rule Number 3: Dress for safety. Wear bright clothes so you can be seen by motorists. Put reflectors on the wheels, and in the front and rear of your bike. Your shoes should have closed toes. Never wear sandals or shoes with high heels, And never go barefoot. Make sure nothing is loose or long enough to reach the wheels or get in your way, such as skirts, pant legs or shoelaces. You need to be able to hear sounds around you including car horns so never use headphones or earpods when riding.

Rule Number 4: Ride only where it is safe. Make sure your parents know where you will be. Never go farther than the limits they have set for you. Avoid areas that are bumpy or slippery. Gravelly areas can make you lose control, causing wipeouts. If a hill is too steep to go down safely, get off to walk your bike until the slope levels out. Be careful of curbs and drainage ditches. If you are unsure of the surface you are on, slow down.

Rule Number 5: Know the Rules of the Road and always follow them. Stop and check for traffic at all crossings. Look both ways twice. Don’t take chances. It is safer to wait. Keep your hands on the bars. Never do any stunt riding while on the road. Cross at street crossings only. If an intersection is very busy, get off to walk your bike until on the other side. If bike lanes are available, use them. Stay away from parked cars. Pass people and other bikers on their left. Warn them by calling out, ”On your left”. No one under 10 should ride on a road or street without a parent.

Rule Number 6: Learn and use proper hand signals. Left turns require the left hand pointing straight out from your side. Right hand turns can be made 2 ways, either by pointing the left hand up at a right angle to your body parallel to the ground or by using the right arm pointing straight out to the right. To signal a stop, use the left hand pointing down with the arm bent at a ninety degree angle. Motorists must respect your signals, so use them well in advance of the turn.

These rules are universal and will help your child ride safely. Considerations more specific to your child’s age and development follow.

Preschool

All young children want to ride a bike! Starting your toddler out on a tricycle will prepare them for a two-wheeler when they are bigger.

Preschoolers need helmets too. They come in many different designs and colors. Let your little one pick out their helmet. They will be more enthusiastic about wearing it if they have chosen it.

Always walk alongside your child when they are riding. Stick to the sidewalk or park trail. Make sure your child can hear you and that they are in the habit of listening to your warnings should you need to get them to stop in a hurry.

Never allow your child to coast or freewheel down a steep embankment. They may have seen stunts on the television and do not yet know the dangers of gravity!

Main points to address:

• Your child needs a well-fitting helmet, even on their tricycle.
• Supervise your preschooler when they ride. Stay close.
• Use the sidewalk, never the road.
• Be careful of embankments. Never let your child freewheel down a hill.

Grades K-3rd

Young school age children are very eager to start riding a two-wheeler. Getting the first real bike has become a milestone for many cultures! Most kids are not ready to ride a bicycle until they are 6 or 7. At this time they are beginning to be able to manage balancing while pumping hard enough to move the bike forward and steering at the same time. Learning to use the brakes is a challenge, too. There are a lot of things to coordinate all at once while learning.

Some parents teach their children to ride a bicycle by attaching training wheels to the bike. This provides some stability while they are learning to keep balance. But many children around the world learn without them.

As soon as your child is up and fairly stable, they will be able to ride in a safe area such as a park, driveway, or a sidewalk in good repair. They still need your supervision.

Once they are able to stay up with ease, use the brakes without trouble, and can manage hand signals while riding, you can go out together in a safe area. Ride behind your child but within earshot. Make sure you have developed a system of communication should you need to warn your child of danger.

You may be able to find a bike safety class or “bike rodeo” in your area. This is a good time to learn bike safety rules.

Main points to address:

• Most kids are ready for a two-wheeler by age 6 or 7.
• Make sure your child can balance and stop before venturing out.
• Ride in a safe area with a smooth surface and no traffic.
• Develop a system of communication when you are riding together.
• This is the best time to learn bike safety rules.

Grades 4-6th

Older children have probably ridden enough to consider themselves pros! They still need reminders to ride safely and to use common sense. Depending on where you live, your neighborhood may have a safe area for your child. Most children this age are not ready to ride away from their immediate neighborhoods.

Kids love to practice stunts on their bikes. Building a small ramp or creating a trail for them to ride on will keep them from more dangerous activities. If your child truly loves biking, you may want to find a kid’s biking club for them to join.

Biking as a family can provide enjoyment for everyone. Many cities have bike paths or trails where riding is safe. Each biker needs a helmet. Take along a water bottle and stop every now and then to appreciate the scenery.

Sharing bicycle safety rules with your child can save him or her from serious injury or worse. Knowing you have done your job will help you relax as they venture out on two wheels.

Main points to address:

• Children this age still need safe places to ride.
• Build a simple ramp or series of them on a trail so your older child can do stunts safely.
• Biking as a family can provide hours of enjoyment on wheels.

Resources
Resources that can help you in your venture include:

• Active Learning Resources: pdf Bike Safety – http://www.activelivingresources.org/assets/parents_pamphlet.pdf
• Family Biking – http://www.sfbike.org/?kids
• Ride Your Bike: Specialty biking equipment -
  http://www.rideyourbike.com/kids.html

The New Food Pyramid, introduced in 2005, is organized around different principles than the original food pyramid. It recognizes that people vary in their nutritional needs depending on their age, level of activity and health. For example, an active 12 year old may eat more of certain foods than an elderly diabetic who is sedentary.

The pyramid also allows for cultural differences that may dictate food preferences and availability.

What does the pyramid look like? You can view it at the U.S. Department of Agriculture (USDA) website listed below in the Resource section. The concept is fully explained there. Briefly, the pyramid is organized this way:

• Orange = grains
• Green = vegetables
• Red = fruits
• Yellow = fats and oils
• Blue = milk and dairy products
• Purple = meat, beans, fish, nuts

You will notice the pyramid’s sections are now vertical and thinner at the top than on the bottom. That is because not all foods in a category are created equal. For example, cherry pie would be on the top of the fruit strip as it has less nutrition than fresh cherries, which would be on the bottom of the fruit strip. In terms of volume, you can eat more fresh fruit than its cooked and sweetened form.

There is a children’s version of the pyramid featuring a girl climbing up the side of the pyramid, representing the need for exercise and play- the complements to healthy eating habits.

Preschool

Preschoolers love to be in the kitchen with you. Take these opportunities to teach them about nutrient dense foods, such as fruits and vegetables. By preparing and serving balanced, colorful meals together, your young child will become accustomed to eating that way.

One way to get your older baby or toddler to eat from all food groups in the pyramid is to serve “finger foods” from each group throughout the day as snacks. When you travel with your child, take along bite size pieces of cheese, fruit and vegetables, and some whole grain crackers.

As your child grows, reinforce the idea that all foods can be eaten, but some foods are better at building health and helping them grow strong.

Main points to address:

• Serve a variety of nutritious and colorful foods.
• Let your preschooler help with food preparation. Teach as you go!
• Travel with healthy finger foods.

Grades K-3rd

Young school age children have already developed preferences for certain foods. As long as they are getting a variety from each food group, it is best not to force any one food item on them. If your child does not like milk, they may like yogurt.

Early elementary children are actively learning things that will prove useful as they continue to grow. Most schools teach basic nutrition which will back up your efforts to teach your child about healthy eating. The visual representation of the food groups as a pyramid will appeal to your child and bring home the intended message.

If your child’s school provides lunch, they will most likely be using the New Food Pyramid as a guideline for preparing and serving food. Most schools post the pyramid in their cafeterias.

If your child takes a bagged lunch, let them help you pack it. This is a good time to check which food groups you have included and which ones you may need to add.

Main points to address:

• Children this age are enthusiastic learners and will understand the visual representation of food groups in the pyramid.
• Don’t worry if your child refuses specific foods. Make substitutions from the same food group.
• Packing a healthy lunch together can be a learning experience.

Grade 4-6th

The New Food Pyramid is designed to guide people of all ages and differing nutritional needs. The built-in flexibility will appeal to this age group. Older children may have a better understanding of the adaptability of the food pyramid for special needs.

If your child likes to cook and bake, you may have fun adapting recipes to make them more nutritious. Substituting whole wheat flour for half of the flour in a cookie recipe will make a healthier cookie. Using half a cup of applesauce in a muffin recipe to replace half the oil or butter will lower the fat content.

As your child grows, they will be eating a greater volume of food. Have healthy snacks ready to eat so they will not be tempted to choose foods that are not as healthy. Celery and peanut butter, berries, nuts, cheese sticks and whole grain bread sticks will hold them over until mealtime.

If your child has been taught that their body requires high quality foods to look and feel their best, they will save foods on the top of the pyramid meant to be eaten rarely or in small amounts for holidays and parties.

Helping your child to eat what will keep them healthy may have just gotten easier!

Main Points to Address:

• The New Food Pyramid addresses special needs.
• Have fun substituting healthy ingredients for less healthy ones.
• Keep healthy snacks ready to prevent unhealthy food choices.
• Save high calorie and high fat foods for rare occasions.

Resources
Resources that can help you in your venture include:

• USDA: My Food Pyramid- Video and interactive game for kids – http://www.mypyramid.gov/
• KidsHealth: Food Pyramid Facts for Kids – http://kidshealth.org/kid/stay_healthy/food/pyramid.html