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https://protectmokids.com/

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Thank you for visiting the Missouri Child Abuse and Neglect Mandated Reporter Training website. If this is your first time visiting and will be taking courses with us, please register below or using the header button. If you are a returning visitor, please login to access your profile and courses.

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https://preventchildabusenc-lms.org

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REGISTER
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PCANC Self-Guided Online Courses – Free prevention training for adults living & working with children in North Carolina

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Prevent Child Abuse North Carolina currently offers two courses that you may take at your own pace. We provide these courses at no charge with support from the North Carolina Division of Social Services and the generosity of our donors.

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https://sesamestreetincommunities.org/wp-content/uploads/2018/07/SW18_SI-Immigration-VolunteerGuide-Release_0718181.pdf

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https://youtu.be/n66r5Y6wguc

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https://youtu.be/KgSJom5f2Qc

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A Child’s Perspective of a Traumatic Experience

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https://youtu.be/2DTaTzO2lLs

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It is easy for parents to identify their child's physical needs: nutritious food, warm clothes when it's cold, bedtime at a reasonable hour. However, a child's mental and emotional needs may not be as obvious. Good mental health allows children to think clearly, develop socially and learn new skills. Additionally, good friends and encouraging words from adults are all important for helping children develop self confidence, high self-esteem, and a healthy emotional outlook on life.

A child's physical and mental health are both important.
Basics for a child's good physical health:

Nutritious food

Adequate shelter and sleep

Exercise

Immunizations

Healthy living environment

Basics for a child's good mental health:

Unconditional love from family

Self-confidence and high self-esteem

The opportunity to play with other children

Encouraging teachers and supportive caretakers

Safe and secure surroundings

Appropriate guidance and discipline

Give children unconditional love.
Love, security and acceptance should be at the heart of family life. Children need to know that your love does not depend on his or her accomplishments.

Mistakes and/or defeats should be expected and accepted. Confidence grows in a home that is full of unconditional love and affection.
Nurture children's confidence and self-esteem.
Make time for play!
Encourage Children to Play
To children, play is just fun. However, playtime is as important to their development as food and good care. Playtime helps children be creative, learn problem-solving skills and learn self-control. Good, hardy play, which includes running and yelling, is not only fun, but helps children to be physically and mentally healthy.
Children Need Playmates
Sometimes it is important for children to have time with their peers. By playing with others, children discover their strengths and weaknesses, develop a sense of belonging, and learn how to get along with others. Consider finding a good children's program through neighbors, local community centers, schools, or your local park and recreation department.
Parents Can be Great Playmates
Join the fun! Playing Monopoly or coloring with a child gives you a great opportunity to share ideas and spend time together in a relaxed setting.
Play for Fun
Winning is not as important as being involved and enjoying the activity. One of the most important questions to ask children is "Did you have fun?'' not "Did you win?"

In our goal-oriented society, we often acknowledge only success and winning. This attitude can be discouraging and frustrating to children who are learning and experimenting with new activities. It's more important for children to participate and enjoy themselves.
TV use should be monitored
Try not to use TV as a "baby-sitter" on a regular basis. Be selective in choosing television shows for children. Some shows can be educational as well as entertaining.
School should be fun!
Starting school is a big event for children. "Playing school" can be a positive way to give them a glimpse of school life.

Try to enroll them in a pre-school, Head Start, or similar community program which provides an opportunity to be with other kids and make new friends. Children can also learn academic basics as well as how to make decisions and cope with problems.
Provide appropriate guidance and instructive discipline
Children need the opportunity to explore and develop new skills and independence. At the same time, children need to learn that certain behaviors are unacceptable and that they are responsible for the consequences of their actions.

As members of a family, children need to learn the rules of the family unit. Offer guidance and discipline that is fair and consistent. They will take these social skills and rules of conduct to school and eventually to the workplace.
Suggestions on Guidance and Discipline

Be firm, but kind and realistic with your expectations. Children's development depends on your love and encouragement.

Set a good example. You cannot expect self-control and self-discipline from a child if you do not practice this behavior.

Criticize the behavior, not the child. It is best to say, "That was a bad thing you did," rather than "You are a bad boy or girl."

Avoid nagging, threats and bribery. Children will learn to ignore nagging, and threats and bribes are seldom effective.

Give children the reasons "why" you are disciplining them and what the potential consequences of their actions might be.

Talk about your feelings. We all lose our temper from time to time. If you do "blow your top," it is important to talk about what happened and why you are angry. Apologize if you were wrong!
Remember, the goal is not to control the child, but for him or her to learn self-control. Provide a safe and secure home.
It's okay for children to feel afraid sometimes. Everyone is afraid of something at some point in their life. Fear and anxiety grow out of experiences that we do not understand.

If your children have fears that will not go away and affect his or her behavior, the first step is to find out what is frightening them. Be loving, patient and reassuring, not critical. Remember: the fear may be very real to the child.

Signs of Fear

Nervous mannerisms, shyness, withdrawal and aggressive behavior may be signs of childhood fears. A change in normal eating and sleeping patterns may also signal an unhealthy fear. Children who "play sick" or feel anxious regularly may have some problems that need attention.

Fear of school can occur following a stressful event such as moving to a new neighborhood, changing schools, or after a bad incident at school.

Children may not want to go to school after a period of being at home because of an illness.
When to seek help
Parents and family members are usually the first to notice if a child has problems with emotions or behavior. Your observations with those of teachers and other caregivers may lead you to seek help for your child. If you suspect a problem or have questions, consult your pediatrician or contact a mental health professional.
Warning Signs
The following signs may indicate the need for professional assistance or evaluation:

Decline in school performance

Poor grades despite strong efforts

Regular worry or anxiety

Repeated refusal to go to school or take part in normal children's activities

Hyperactivity or fidgeting

Persistent nightmares

Persistent disobedience or aggression

Frequent temper tantrums

Depression, sadness or irritability

Learn more about specific mental health conditions and children Where to seek help
Information and referrals regarding the types of services that are available for children may be obtained from:

Mental health organizations, hotlines and libraries

Other professionals such as the child's pediatrician or school counselor

Other families in the community

Family network organizations

Community-based psychiatric care

Crisis outreach teams

Education or special education services

Family resource centers and support groups

Health services

Protection and advocacy groups and organizations

Self-help and support groups

Other Resources

American Academy of Child and Adolescent Psychiatry
www.aacap.org

Federation of Families for Children's Mental Health
Phone: 703-684-7710
www.ffcmh.org

Family Support America
Phone: 312-338-0900

National Association of School Psychologists
Phone 301-657-0270
www.naspweb.org

Sources

"Facts for Families," America Academy of Child and Adolescent Psychiatry
"Children's and Adolescent's Mental Health," US Dept. of Health and Human Services
copyright 1997 revised 2/00

This pamphlet is copyrighted. Permission to reprint must be obtained from Mental Health America. 2/00

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What Every Child Needs For Good Mental Health

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It is easy for parents to identify their child's physical needs: nutritious food, warm clothes when it's cold, bedtime at a reasonable hour. However, a child's mental and emotional needs may not be as obvious. Good mental health allows children to think clearly, develop socially and learn new skills.

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Understanding the Emotional Needs of a Child by Age

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From the day they’re born children have certain strong emotional needs. See what the experts have to say about the emotional needs of a child by age and how we can support them through all ages and stages.

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Centers for Disease Control and Prevention

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How CDC is Promoting Health for Children and Adolescents

Establishing healthy behaviors to prevent chronic disease is easier and more effective during childhood and adolescence than trying to change unhealthy behaviors during adulthood. CDC's National Center for Chronic Disease Prevention and Health Promotion works with parents, early care and education (ECE) facilities, schools, health systems, and communities to keep children healthy.

21.2% OF ADOLESCENTS

aged 12 to 19 have obesity.

2 IN 5 STUDENTS

has a chronic health condition.

23.6% OF HIGH SCHOOL STUDENTS

use at least one tobacco product.

Childhood obesity is a serious national problem. In the United States, over 12% of children aged 2 to 5 years have obesity. Children's health behaviors are shaped by many settings, including their home, ECE facilities, schools, and communities.

ECE settings-which include day care, preschool and pre-K facilities, and care provided in homes-are ideal places to encourage good nutrition and physical activity for early obesity prevention. CDC's Division of Nutrition, Physical Activity, and Obesity funds recipients who work to improve the quality of ECE programs across state and local levels-for example, through standards and licensing, technical assistance networks, and training requirements for providers.

The percentage of obesity is over 20% for children aged 6 to 11 and over 21% for adolescents aged 12 to 19. Children who have obesity are at higher risk of having obesity as adults. School is an ideal setting for children to learn and practice healthy eating.

Most US children attend school for 6 to 7 hours a day and consume as much as half of their daily calories at school. CDC Healthy Schools in the Division of Population Health recommends that schools create an environment that helps students make healthy choices about foods and beverages.

Some examples of CDC-recommended actions to improve nutrition in schools are:

Promote access to and participation in school breakfast and lunch.

Ensure that all foods and drinks sold or served outside of school meal programs are nutritious and appealing.

Offer healthy foods and drinks at school celebrations and events. Use only nonfood items as rewards.

Provide more access to drinking water.

Promote healthy foods and drinks-for example, by pricing them lower than less healthy items.

Teach nutrition in health education classes, throughout the school day, and in after-school programs-for example, through school gardens and farm-to-school activities.

Provide students enough time (at least 20 minutes) once they are seated to enjoy their meal.

CDC funds state departments of education to increase the number of students who consume nutritious foods and drinks.

About one-fourth of adolescents get the recommended 60 minutes a day of physical activity. CDC Healthy Schools recommends that schools offer students multiple ways to be physically active, which will help them build healthy habits for a lifetime.

Schools are encouraged to:

Offer physical education to increase students' knowledge, skills, and confidence to be physically active. Physical education can also help improve academic outcomes, like grades and standardized test scores, and classroom behavior.

Offer recess at all grade levels to encourage students to be physically active and engaged with their peers in activities of their choice.

Integrate physical activity into classroom instruction.

Promote before- and after-school opportunities to be physically active, through walking or biking programs, physical activity clubs, intramural programs, and competitive sports.

Provide equal opportunities for students with disabilities to be physically active.

CDC funds state departments of education to increase the number of students who participate in daily physical education and physical activity.

Nearly 9 in 10 adults who smoke cigarettes in the United States first tried a cigarette before age 18. Every day, about 1,600 young people under 18 try their first cigarette, and nearly 200 end up smoking cigarettes daily. About 7 of every 100 middle school students and about 24 of every 100 high school students report current use of some type of tobacco product.

Any tobacco use among young people-whether smoked, smokeless, or electronic-is unsafe because nicotine is addictive and can harm the developing brain. Nicotine exposure during adolescence affects learning, memory, and attention and primes the brain for addiction.

CDC's Office on Smoking and Health is at the forefront of the nation's efforts to reduce deaths and prevent chronic diseases that result from commercial* tobacco use. CDC's activities include:

Monitoring youth tobacco use through the National Youth Tobacco Survey, which focuses on use, beliefs, and knowledge about tobacco among middle and high school students.

Funding 50 states and the District of Columbia, 8 US territories and freely associated states, 26 tribes, 8 national networks, and several other partners to support their efforts to prevent youth tobacco use and reduce tobacco-related disease and death.

Helping parents, educators, health care providers, and other youth influencers understand and talk to young people about the risks of tobacco products by developing easy-to-understand materials.

* When CDC references tobacco on this web page, we are referring to the use of commercial tobacco and not the sacred and traditional use of tobacco by some American Indian communities.

About 2 in 5 US students aged 6 to 17 has a chronic health condition such as asthma, diabetes, or epilepsy. Managing students' chronic health conditions can be a challenge for school personnel. A coordinated effort that involves family members, community groups, social service agencies, and medical providers working with teachers, school nurses, and staff is crucial.

The health care needs of children with chronic health conditions can be complex and continuous and include both daily management and potential emergencies. Ensuring that students have the health services they need to manage their chronic conditions while at school is important in helping them stay healthy and ready to learn.

CDC funds state education agencies to improve the delivery of health services in schools and increase the number of students who can effectively manage their chronic health conditions.

Social and emotional learning can help children and adolescents develop the skills they need to recognize and manage emotions, set and achieve positive goals, appreciate the perspectives of others, establish and maintain positive relationships, and make responsible decisions. A positive social and emotional climate at school enables students to develop these skills.

CDC supports school policies and practices for social and emotional learning and creating a positive social and emotional climate to improve students' overall health and academic achievement.

Dental sealants are protective coatings applied to the chewing surfaces of the back teeth, where most cavities start. Although use of sealants has increased, this effective intervention remains underused. Less than half of children aged 6 to 11 have dental sealants. The use of dental sealants also varies among racial and ethnic groups, as does the prevalence of treated and untreated cavities. Children from lower-income households are twice as likely to have untreated cavities as those from higher-income households. They are also less likely to have dental sealants.

School sealant programs provide dental sealants at no charge to children who are less likely to receive private dental care. These programs provide sealants to students at school using mobile dental equipment. Providing these services at school is especially effective at reaching children at risk of developing cavities.

Programs funded by CDC's Division of Oral Health focus on schools that serve children at high risk of cavities. CDC provides guidance to state and community programs to help them plan, set up, and evaluate school sealant programs and to complement services provided by private dentists. An online data collection tool called SEALS allows programs to evaluate the cost-effectiveness of their efforts.

Sleep is increasingly recognized as a component of good health. Children who don't get enough sleep are at increased risk for obesity, type 2 diabetes, attention and behavior problems, poor mental health, and injuries. Children aged 6 to 12 need 9 to 12 hours of sleep a night. Teens aged 13 to 18 need 8 to 10 hours of sleep a night.

CDC works to increase parents' awareness about their children's need for good sleep and how they can help their children get enough-for example, by setting the same bed and wake-up times each day, including on the weekends, and by modeling good sleep behaviors.

Page last reviewed:

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national center for chronic disease prevention and health promotion

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Promoting Health for Children and Adolescents

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Establishing healthy behaviors to prevent chronic disease is easier and more effective during childhood and adolescence than trying to change unhealthy behaviors during adulthood.

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Childhood is a critical period of growth and development - and a child's experiences, behaviors, and health problems can have long-term impacts. Healthy People 2030 focuses on ways to directly and indirectly improve children's health, safety, and well-being.

Making sure children get timely developmental screenings and recommended health care services is key to finding health problems early, when they're usually easier to treat. In addition, positive health behaviors - like getting enough sleep and eating healthy - can help prevent diseases and injuries in children. But there are important racial/ethnic and income disparities in these healthy behaviors and related health outcomes.

Safe, stable, and supportive relationships are critical for children's health, development, and well-being. Family-level interventions can help keep children safe and healthy. Strategies focused on children's health and safety in early childhood education programs, at school, and in their neighborhoods can also help improve health outcomes for children.

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Healthy People 2030 includes objectives focused on directly and indirectly improving children's health, safety, and well-being. Learn more about promoting a healthy childhood.

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Center for Health Promotion and Disease Prevention

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Children's Health - Center for Health Promotion and Disease Prevention

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Current Projects Better Together Carolina Hunger Initiative (CHI) Enhancing Equity in Child Health and Development through Go NAPSACC Farm Fresh Foods for Healthy Kids: Innovative Community Supported Agriculture Cost-Offset Intervention to Prevent Childhood Obesity and Strengthen Local Agricultural Economies Go ... Continued

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Emergency Information for Faculty

Classroom emergency preparedness is a necessary function of our overall campus readiness. Students, even in higher education settings, look to the instructor for guidance and definitive action during an emergency. Faculty is presented with a unique challenge in emergency planning as they travel between buildings and classrooms delivering lectures and guiding lab activities.

Suggestion: Take a few minutes at the start of each quarter to familiarize students with basic evacuation and emergency procedures. This will ensure that your students are better prepared for an emergency.

The following information is intended to serve as a quick reference during emergencies.

What Should I Do as the Instructor?

Clearly cover the basic emergency procedures for the class during the first week of class. (10 minutes of pre-planning can save lives)

Know how to report an emergency from the classroom.

Communicate the evacuation route and assembly area outside the building in case of emergency.

Ask students if they have emergency training such as CPR or first aid and be prepared to call on them in an emergency.

Evacuate the classroom if a medical emergency occurs to allow emergency responders to access the victim.

Persons with disabilities, who self-identify, should be able to provide information on special assistance needs if an emergency occurs. Persons with disabilities may need assistance leaving the building during an evacuation.

Most importantly: Provide leadership if an emergency arises and follow emergency procedures for all building alarms and emergencies.

How Do I Report an Emergency?

1. Dialing 585-395-2222.(Program this number into your cell phone), if the classroom has a phone, dial 2222.

2. State the nature of emergency.

3. Remaining on the line until you have been advised that it is okay to hang up.

What Should I Carry with Me to Class?

Class roster

Cell phone

List of important telephone numbers (i.e. department leadership, supervisors, or lab managers, if applicable)

How Do I Evacuate the classroom?

Know the evacuation routes for your classroom. Evacuation routes are posted on building walls at main entrances. Use the nearest available exit. Look for illuminated EXIT signs in larger classrooms to determine primary and secondary exits. All fire alarms are mandatory evacuation.

How Do I Handle a Person with a Disability?

1. All persons (including those who are disabled) should proceed toward the nearest safe emergency exit and exit the building with the help of others, if necessary. Those with physical disabilities, which make exiting by stairs impossible (e.g., wheelchair), should exit into the stairwell landing. Stairwell landings in all buildings are considered the AREA of REFUGE, as these areas have additional fire protection due to building codes and emergency responders are trained to check all stairwells first as part of their rescue procedures.

2. If PREVIOUS ARRANGEMENTS HAVE NOT BEEN MADE a disabled person should request help from others in the area in order to exit the building. If this is not successful, proceed to an AREA of REFUGE which should be a fire exit stairwell or an otherwise designated location. It is best to know, ahead of time, where an AREA of REFUGE is located. It is strongly recommended to have some form of communication to the outside world from an AREA of REFUGE cell phone, emergency phone, etc., or let someone else know so this information can be provided to emergency responders. Close all fire doors behind you.

3. If you have a phone available, call 395-2222 or ext. 2222 (on campus phone) and give your name and location OR let someone know where you will be, beforehand, so they can relay the information to emergency responders. Do not call 911 from your cell phone, as it may delay response by campus police.

4. Students with disabilities should fill out a self-disclosure form from the Student Accessibility Services Office. The Coordinator of Student Accessibility Services will meet with students needing assistance to discuss a plan of action. The Assistant Director of Human Resources/Affirmative Action Officer will meet with faculty and staff needing assistance to discuss a plan of action.

5. If a disabled person is visiting a department, it is that department's responsibility to assign sufficient employees or students to assist in evacuation when necessary and to alert University Police, EHS, and/or emergency responders. The Brockport Fire Department takes control of the building in any fire situation they need to be alerted to any instance where assistance is required to evacuate the building.

Where do I go after Evacuation?

Designate an emergency assembly area for your class outside of the building in case of evacuation. Ensure that your class knows the location and use it to account for students during an evacuation. As your class is evacuating the classroom, ensure that everyone is leaving the building.

What if there is Violence or an Active Shooter?

1. Dial 585-395-2222 from a cell phone or 2222 from a classroom phone.

2. Secure the classroom by locking the doors and windows.

3. Block the door with desks, chairs, or tables.

4. Move people away from windows and behind items that protect them (desk, chairs, tables).

5. Have everyone turn off or silence their cell phones.

6. Treat the injured using basic first aid ( apply pressure to wounds and elevate bleeding arms or legs).

Last Updated 3/11/22

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Classroom emergency preparedness is a necessary function of our overall campus readiness. Students, even in higher education settings, look to the instructor for guidance and definitive action during an emergency. Faculty is presented with a unique challenge in emergency planning as they travel between buildings and classrooms delivering lectures and guiding lab activities.

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Faculty and Teaching Assistants (TA's) should have a plan for emergencies and be ready to implement it at any time. Your students will look to you for leadership and advice. Share your plan with your students at least once, preferably at the beginning of the semester.

Have a list of all students in the class.

Identify emergency exits and evacuation routes and make them known at the beginning of the semester.

Always evacuate during fire alarms.

Identify a meeting location near the building and account for all evacuated occupants. Report anyone who is missing to public safety officials as soon as possible.

For a dangerous situation that requires you to get far away quickly-e.g., an active shooter-identify a second meeting location that is far from the building. You can also instruct students to scatter or return to their colleges, schools, or home.

Advise students who need assistance evacuating-whether they have a permanent or temporary special need-to review the Special Needs Guidelines and develop an emergency plan.

Explain shelter-in-place procedures at least once during the semester.

If your classroom is not a good place to shelter in place, identify other more suitable spaces nearby.

Yale ALERT

Save the Yale ALERT number (203-432-5830) into your phone and assign a special ringtone so it can be easily recognized.

If you ask your students to turn off their phones during class, make sure that at least yours is accessible to receive Yale ALERT messages; remember that updates will be provided regularly via Yale ALERT and emergency.yale.edu.

During an Emergency

Call 911 or the Yale Police at 203-432-4400. Do not assume someone else has called.

Follow instructions provided to you via Yale Alert and Public Safety officials.

Try to remain calm and give clear instructions to help students quickly and quietly assist in responding to the emergency.

Use your judgment when determining the course of action.

Print and Post: Emergency Response at Yale

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Faculty and Teaching Assistants (TA's) should have a plan for emergencies and be ready to implement it at any time. Your students will look to you for leadership and advice. Share your plan with your students at least once, preferably at the beginning of the semester.

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What nutrients does your child need now?

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See the current children's nutrition recommendations for protein, carbohydrates, more.

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Teach kids about healthy eating with games, coloring books, and MyPlate materials. Parents can find tips and tools for healthy meals, weight management, and more.

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Healthy eating in childhood and adolescence is important for proper growth and development and to prevent various health conditions. 1,2 The Dietary Guidelines for Americans, 2020-2025 recommend that people aged 2 years or older follow a healthy eating pattern that includes the following ²:

A variety of fruits and vegetables.

Whole grains.

Fat-free and low-fat dairy products.

A variety of protein foods.

Oils.

These guidelines also recommend that individuals limit calories from solid fats (major sources of saturated and trans fatty acids) and added sugars, and reduce sodium intake. ² Unfortunately, most children and adolescents do not follow the recommendations set forth in the Dietary Guidelines for Americans. ²⁻⁴

Healthy eating can help individuals achieve and maintain a healthy body weight, consume important nutrients, and reduce the risk of developing health conditions such as 1,2

High blood pressure.

Heart disease.

Type 2 diabetes.

Cancer.

Osteoporosis.

Iron deficiency.

Dental caries (cavities).

The US Department of Agriculture provides healthy eating plans through MyPlate.gov.

Schools are in a unique position to provide students with opportunities to learn about and practice healthy eating behaviors.¹⁵

Eating a healthy breakfast is associated with improved cognitive function (especially memory), reduced absenteeism, and improved mood.¹⁶⁻¹⁸

Adequate hydration may also improve cognitive function in children and adolescents, which is important for learning.¹⁹⁻²³

Between 2001 and 2010, consumption of sugar-sweetened beverages among children and adolescents decreased, but still accounts for 10% of total caloric intake.¹⁰

Between 2003 and 2010, total fruit intake and whole fruit intake among children and adolescents increased. However, most youth still do not meet fruit and vegetable recommendations.11,12

Empty calories from added sugars and solid fats contribute to 40% of daily calories for children and adolescents age 2-18 years-affecting the overall quality of their diets. Approximately half of these empty calories come from six sources: soda, fruit drinks, dairy desserts, grain desserts, pizza, and whole milk.4 Most youth do not consume the recommended amount of total water.¹³

1. Dietary Guidelines Advisory Committee. Scientific Report of the 2015 Dietary Guidelines Advisory Committee: Advisory Report to the Secretary Health and Human Services and the Secretary of Agriculture. Washington, DC: US Department of Health and Human Services; 2015.

2. US Department of Health and Human Services and US Department of Agriculture. 2015-2020 Dietary Guidelines for Americans. 8th Edition. December 2015. Available at http://health.gov/dietaryguidelines/2015/guidelines/.

3. Krebs-Smith SM, Guenther PM, Subar AF, et al. Americans do not meet federal dietary recommendations. Journal of Nutrition. 2010;140:1832-1838.

4. Reedy J, Krebs-Smith SM. Dietary Sources of Energy, Solid fats, and added sugars among children and adolescents in the united States. Journal of the American Dietetic Association. 2010;110:1477-1484.

5. Institute of Medicine. Preventing Childhood Obesity: Health in the Balance. Washington, DC: The National Academies Press; 2004.

6. Kushi LH, Byers T, Doyle C, et al. American Cancer Society guidelines on nutrition and physical activity for cancer prevention: Reducing the risk of cancer with healthy food choices and physical activity. A Cancer Journal for Clinicians 2006;56:254-281.

7. Kaiser LL, Townsend MS. Food insecurity among US children: Implications for nutrition and health. Topics in Clinical Nutrition. 2005;20:313-320.

8. Alaimo K, Olson CM, Frongillo EA. Food insufficiency and American school-aged children's cognitive, academic and psychosocial developments. Pediatrics ,2001;108:44-53.

9. Kleinman RE, Murphy JM, Little M, et al. Hunger in children in the United States: Potential behavioral and emotional correlates. Pediatrics, 1998;101:1-6.

10. Mesirow MA, Welsh JA. Changing beverage consumption patterns have resulted in fewer liquid calories in the diets of US children: National health and nutrition examination survey 2001-2010. Journal of the Academy of Nutrition and Dietetics. 2015;115(4):559-66.

11. Kim SA, Moore LV, Galuska D, et al. Vital Signs: Fruit and vegetable intake among children-United States, 2003-2010. MMWR. 2014; 63(No. RR-31):671-6.

12. Drewnowski A, Rehm CD. Socioeconomic gradient in consumption of whole fruit and 100% fruit juice among US children and adults. Nutr J. 2015;14:3.

13. Drewnowski A, Rehm CD, Constant F. Water and beverage consumption among children age 4-13 years in the United States: Analyses of 2005-2010 NHANES data. Nutr J. 2013;12(1):85.

14. US Department of Agriculture. MyPlate.gov.

15. Centers for Disease Control and Prevention. School health guidelines to promote healthy eating and physical activity. MMWR. 2011;60(RR05):1-76.

16. Taras HL. Nutrition and student performance at school. Journal of School Health. 2005;75:199-213.

17. Rampersaud GC, Pereira MA, Girard BL, et al. Breakfast habits, nutritional status, body weight, and academic performance in children and adolescents. Journal of the American Dietetic Association. 2005;105:743-760.

18. Hoyland A, Dye L, Lawton CL. A systematic review of the effect of breakfast on the cognitive performance of children and adolescents. Nutrition Research Reviews. 2009;22:220-243.

19. Popkin BM, D'Anci KE, Rosenberg IH. Water, hydration, and health. Nutrition Reviews. 2010;68(8):439-458.

20. Kempton MJ, Ettinger U, Foster R, et al. Dehydration affects brain structure and function in healthy adolescents. Human Brain Mapping. 2011;32:71-79.

21. Edmonds CJ, Jeffes B. Does having a drink help you think? 6 to 7-year-old children show improvements in cognitive performance from baseline to test after having a drink of water. Appetite. 2009;53:469-472.

22. Edmonds CJ, Burford D. Should children drink more water? The effects of drinking water on cognition in children. Appetite. 2009;52:776-779.

23. Benton D, Burgess N. The effect of the consumption of water on the memory and attention of children. Appetite. 2009;53:143-146.

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centers for disease control and prevention

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Schools are in a unique position to provide students with opportunities to learn about and practice healthy eating behaviors.15 Eating a healthy breakfast is associated with improved cognitive function (especially memory), reduced absenteeism, and improved mood.

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Learn how play helps your child develop a variety of social, emotional, physical, creative, cognitive, and communication skills

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10 Things Every Parent Should Know About Play

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Oftentimes, children's play is more than what meets the eye. Read this article for ten great facts about your child and play!

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Coteachers Marissa and Kate are out for a walk around the block with a small group of 18- to 30-month-olds. The sky is a brilliant blue and there are bright green grass shoots and spring leaves to touch and smell. Two-and-a-half-year-old Aisha approaches Marissa, eyes shining, clutching a treasured object in her hand. She uncurls her fingers to reveal an acorn. "Look!" she says. "What dis?"

"Wow! That's an acorn. It fell from the tree last fall," Marissa answers. "If you plant it in the ground, it will grow into a big tree."

Aisha discovers two more acorns and shares them with Brady, who is 2 years old. Kate offers Aisha and Brady small bags they can use to collect more acorns and other interesting objects they find during the walk. The group's progress around the block is slow as the children find twigs, old brown leaves, new green leaves, and more acorns to bring back to the center.

It can be challenging to take young children outside-from naps to mealtimes and sunscreen to mittens, a trip outdoors might feel like too much hassle. Additionally, play outside may seem unruly, overwhelming, or lacking in learning opportunities. But outdoor play is worth the time and effort.

What are the benefits of outdoor play?

1. It invites children to learn science

As seen in the opening vignette, you don't have to plan for science lessons when you take young children outside. Children are natural explorers and discoverers, and you can bring whatever interests them back to your early childhood setting for further exploration. By turning their questions into group inquiry projects, you'll soon have several starting points for emergent curriculum. An acorn won't grow quickly enough to satisfy a curious child-it takes two months for the first shoots to appear! But there are faster-growing seeds (peas, green beans, corn) perfect for classroom experiments. Picture books like The Carrot Seed, by Ruth Krauss, and Growing Vegetable Soup, by Lois Ehlert, add early literacy to the mix while building children's vocabulary and knowledge.

2. It creates opportunities for social interaction and collaboration

One-on-one interactions, like the conversation between Aisha and Marissa in the vignette, help build a foundation for future teacher relationships that will occur when children enter school. Marissa's interest and delight in Aisha's discovery reinforce Aisha's knowledge that she's important and her ideas matter. Outdoor play also provides a chance to practice social and emotional skills with other children, including problem solving, turn taking, encouragement, self-control, safe risk taking, and following the rules of a game. And outdoor play provides opportunities to develop empathy; for example, imagine one child encouraging another to try the slide or a child comforting another who has fallen down while running.

3. It promotes physical health

The obesity rate for US children ages 2 to 5 is 14 percent, and it rises to over 40 percent for middle-aged adults, leading to an increased risk of health problems like diabetes and heart disease (Hales et al. 2017). That's one reason why the American Academy of Pediatrics recommends a "prescription for play" at every well-child visit through age 2 (Yogman et al. 2018, 10) and Nemours Health and Prevention Services recommends daily, supervised outdoor time for children from birth to age 5 (Hughes 2009). Specifically, Nemours calls for toddlers to have at least 30 minutes of structured (adult-led) physical activity and at least 60 minutes of unstructured (child-led) physical activity each day. Outdoor play is a great way to model the joy of physical activity. When children run, jump, climb, throw and kick balls, and ride toys that require balance, they also build gross motor skills and start developing a habit of being active.

4. It invites new contexts for learning

You can use outdoor spaces to create intentional learning activities that are difficult to execute inside. There's great value in looking at books about nature in the shade of a tree, pouring (and splashing!) water at an outdoor water table, building extra large structures in the sandbox or mud, collecting leaves, watching a parade of ants, and playing pretend on a playground structure. To make the most of your outdoor time, think about creative, joyful, engaging activities that capitalize on children's need to move and enthusiasm for doing so, while also achieving other curricular goals. For example, you might create a sorting game in which children have to find all the yellow balls and all the red balls hidden on the playground, then sort them into two groups.

5. It promotes better sleep

A study of 2- to 5-year-olds showed that children who play outdoors sleep better at night (Deziel 2017). This may be due to the physical activity, stress reduction, and exposure to natural light that come with playing outdoors (Coyle 2011). You may want to share this information with families-a tired, happy child is one who sleeps well!

6. It gives children a chance to take appropriate risks

Toddlers are all about challenging themselves to do new and difficult things-pet a dog, climb some stairs, venture a little farther away from a caregiver and then return. Playing outside provides opportunities to run faster, climb higher, jump farther, and more-all under the watchful eye of a caring adult.

7. It may lead to better learning outcomes once children return to other activities

Research shows that older children are more attentive and productive in the classroom when recess-indoors or outdoors-is part of the school day (Council on School Health 2013). If older children need a brain break, it follows that younger ones do too.

8. It supports STEM skills

Remember making mud pies and forts when you were a child? The outdoors is the perfect place for big (and messy) projects that support STEM (science, technology, engineering, and mathematics) skills, such as building, sand and water play, and investigations of the natural world. Almost any indoor activity can be brought outside for further exploration.

9. It anchors children to the real world

Talking with a child about an illustration of a bird in a picture book is good, but sharing the book and the experience in the real world is even better: "I wonder what that robin is looking for in the grass? Oh, look! It got a worm!" Children develop more comprehensive knowledge about their world when they have a chance to watch, observe, predict, and learn in the moment.

Conclusion

Playing outdoors has benefits for both young children and educators. It's a refreshing pause in the day's schedule-time set aside to look and listen, explore and observe, move and let loose. Time spent outside can lead to better physical and mental health, improved sleep, and cognitive, social, and emotional gains for young children. Ensuring that outdoor play is an integral part of your child care and education setting's daily schedule supports early learning across all domains and unleashes a whole lot of joy-for you and for children!

Think about it

Reflect on your feelings about being outside. What do you enjoy or dislike about being outdoors?

What are your goals for outdoor play? (These can differ from day to day, depending on children's needs, the season, and the spaces and materials you have access to for structured versus unstructured activities.)

What routines can you create that will assist you in getting children outdoors? (Some programs have outdoor time at the beginning and end of every day so they don't have to deal with coats and hats in the middle of the day.)

What classroom/programmatic roadblocks exist that may make it harder to get children outdoors? How might you tackle them?

How can you share children's outdoor activities and accomplishments with their families?

Mix it up: provide a balance of structured play (in which you choose the goals and initiate activities that will meet them) and unstructured play.

When the weather outside is frightful . . . dress appropriately and make it part of the adventure! For example, observe the sound and smell of rain, the splashes boots make in puddles, and the way rainwater collects on leaves. (If possible, have some extra outdoor gear on hand for children who are not adequately dressed for the conditions.)

The world is your canvas! Try drawing on the sidewalk with chalk, or use rollers or big brushes to paint with water.

Start a collection: have children collect specific objects-leaves, pinecones, rocks, or whatever interests them. Use these items for sorting activities when you return to the classroom. Items can be organized by shape, color, or texture.

Document discoveries: snap photos or take video of children's discoveries and experiments in the outdoor "classroom." Post photos or videos in a place where children and their families can see them. Create a classroom book that shows what children are doing and learning outside.

References

Council on School Health. 2013. "The Crucial Role of Recess in School." Policy statement. Pediatrics 131 (1). http://pediatrics.aappublications.org/content/131/1/183.

Coyle, K.J. 2011. Green Time for Sleep Time: Three Ways Nature and Outdoor Time Improve Your Child's Sleep: A Guide for Parents and Caregivers. Reston, VA: National Wildlife Federation. www.nwf.org/~/media/PDFs/Be%20Out%20There/BeOutThere_GreenTimeforSleepTi....

Deziel, S. 2017. "5 Reasons Why Every Kid Should Play Outside." Today's Parent. www.todaysparent.com/kids/kids-health/unexpected-benefits-of-outdoor-play/.

Hales, C.M., M.D. Carroll, C.D. Fryar, & C.L. Ogden. 2017. "Prevalence of Obesity Among Adults and Youth: United States, 2015-2016." NCHS Data Brief #288. Hyattsville, MD: National Center for Health Statistics (NCHS). www.cdc.gov/nchs/data/databriefs/db288.pdf.

Hughes, D. 2009. Best Practices for Physical Activity: A Guide to Help Children Grow Up Healthy for Organizations Serving Children and Youth. Newark, DE: Nemours Health and Prevention Services. www.nemours.org/content/dam/nemours/www/filebox/service/preventive/nhps/paguidelines.pdf.

Yogman, M., A. Garner, J. Hutchinson, K. Hirsh-Pasek, & R.M. Golinkoff. 2018. "The Power of Play: A Pediatric Role in Enhancing Development." Clinical Report. Pediatrics 142 (3): 1-18. http://pediatrics.aappublications.org/content/pediatrics/142/3/e20182058....

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Rocking and Rolling. Fresh Air, Fun, and Exploration: Why Outdoor Play Is Essential for Healthy Development

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Ensuring that outdoor play is an integral part of your child care and education setting's daily schedule supports early learning across all domains and unleashes a whole lot of joy-for you and for children!

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Top 5 benefits of children playing outside

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From physical and emotional gains to developmental and social skills, learn the top five benefits of having your children playing outside.