Fruit Juices

What’s in them and what your children need

Fruit Juices are good for children if given the right types and amounts. They have lots of vitamins and minerals, but are high in calories when compared to whole fruit. 100% fruit juice is best. It has the same amount of calories as other juices but much better nutrient value. No more than 12 ounces of juice should be consumed a day for kids over 6. Nothing beats whole fruit, with more fiber and nutrition than juice, it keeps children healthy with healthy habits.

Calcium in Drinks

Calcium needs other vitamins to be absorbed

Calcium fortified juices are a good alternative to milk, however parents should read labels for accuracy on calcium intake.

Calcium also needs Vitamin K, D and Magnesium to be synthesized so green veggies, almonds, sesame seeds and legumes will help children absorb enough calcium. It has been found that children and teenagers don’t get enough calcium in their diet at a time when they need it most.

Also, soda and cola drinks contain a lot of phosphorous which inhibits the absorbtion of calcium.

Health Intervention

Children need strong support in order to stay healthy

20% of kids ages 6-17 who are considered overweight by the Center for Disease Control and Prevention. A new review of evidence by the journal Health Psychology found that information isn’t enough, children need strong guidance and support.

Using diet, physical activity and behavioral recommendations related to food, gives children “active” support that enables them more success. According to the findings, almost 4 times more success than children who were just given information on the subject.

A large part of a child’s success is dependent on parent participation. If parents bring home take-out or make unhealthy choices when cooking or grocery shopping, children will fail, and use food to comfort themselves.

Class Size and Health

Smaller class sizes may help in reducing health care costs.

Studies have shown that education has an affect on an individual’s health. Some of this is based upon the ability and desire to be informed and the evidence that people with more education end up making more money, meaning they have the resources to take care of themselves before a health crisis develops.

Using computer models, researchers at the Department of Health Policy and Management at Columbia University have concluded that smaller class sizes in elementary school will increase the high school graduation rate. 800,000 adults, 20 years or younger fail to graduate from high school every year.

Studies have found that smaller class sizes increase graduation rates with low income students, and adults with higher levels of education need less assistance from Medicare and Medicaid before age 65.

The researchers at Columbia University believe that smaller elementary class sizes will increase the graduation rate by 72,000 - 140,000 people per year, which would save the country $ 14 - $24 billion.
“At best, we can say that an investment in education is a better outlay for future health than an investment in health insurance is”, says Peter Muennig, M.D., an assistant professor in the Department of Health Policy and Management at Columbia University.

The computer model was based on a Tennessee study begun in 1985 and comprising 12,000 students. The researchers and Columbia University aren’t positive if their conclusion can be reproduced nationwide, however, other experts are interested in how an educational policy change could affect health results for people in the future.

Much of health care and prevention is based changing behavior either to stop smoking or over eating, while the source of the problem may be a lack of education and money as so many studies suggest. The conclusion is to make education assessable to everyone no matter what their parents economic status may be.

Children Have Reasons for Their Behavior

Children have reasons for their behavior? Acting out is a cry for help? Yes, it’s true. Humans are multi-faceted beings; our primary social goal is to feel a sense of belonging, of connection to others. Our primary physiological goal is to regain a sense of equilibrium, or healthy balance. Renowned psychologist Dr. Haim Ginott proposed that when children “feel right, they behave right.” He believed that a child’s acting out behavior is an attempt to reestablish connection, communication or balance. If we, as parents, would simply take a moment to see through the eyes of our children, we might be amazed at the clarity with which we can understand their behavior.

What is a legitimate need?

Most of us would agree that satisfying bodily needs is legitimate. Children who are tired, hungry, ill, afraid, or even hypersensitive act out. Young children are often unable to identify what their body needs; all they know is that something doesn’t feel right. For some, this experience can be incredibly uncomfortable and lead to a meltdown.

Tip: If your child is acting out, take a quick inventory of basic needs. Is she hungry? Tired? Ill?

What about the other, less-acknowledged, legitimate needs, such as the need for attention, to test limits or to gain power?

Children need attention; they are hardwired for it. It is what keeps them safe, gives them valuable social-emotional feedback, and nourishes their being. However, some children seem to need copious amounts of attention. Others have learned that negative attention is better than no attention at all.
Tip: Give proactive attention: Give your child focused time each day, notice when he is using appropriate means to gain attention, catch him “doing it right.”

Children test limits in order to find consistency in their world and to develop competency within themselves. Our response to this innate testing behavior will influence whether or not our child learns to believe the world is safe, friendly and predictable.

Tip: See testing behavior for what it is: Your child’s attempt to define her relationship to the world. Be consistent and patient. Help your child to learn safe and appropriate ways to explore her world.
Children need to have power in their lives. What? Shouldn’t children be obedient? Isn’t it our job as parents to have the power and authority in their lives? Well, yes and no. If a child doesn’t have opportunities to exercise power, to develop self-determination in the safety of her own home, how is she going to grow into an autonomous adult?

Tip: Give your child age-appropriate opportunities to have power, to make choices. Talk about choices often so that he develops a sense of self responsibility.

Change
Children thrive when there is rhythm in their lives. They need structure, routine and consistency. A child who is acting out may be responding to change, to a feeling of life being out of rhythm. Perhaps there is a new baby, a new job, visitors, or even a divorce. Maybe the change is internal. Sometimes children’s behavior becomes disorganized and chaotic when they enter a growth spurt, hit a developmental milestone, or even just before they lose a tooth. Although some children are, by nature, flexible and adaptable, others struggle with change.

Tip: Communicate with your child about upcoming change (i.e. read stories about having a new baby, etc.) Include your child in planning for it. Be patient. Accept and honor your child’s feelings.

Unrealistic Expectations
The third reason children act out puts the responsibility on the adults in their lives: unrealistic expectations. When parents are informed about developmental milestones and understand their child’s individual temperament, they are more likely to have realistic behavioral expectations. These parents are less likely to put themselves and their child in situations that would be an inappropriate match between their child’s development and needs and the inherent expectations. Would you take a toddler to a nice restaurant and expect her to sit quietly, eat neatly, and be patient? Would you take a high energy 5 year old into an art gallery?

Tip: Read about ages and stages. Become knowledgeable about where children of certain ages are, developmentally. Become very familiar with your own child’s temperament and individual differences. Build an accurate profile (look at energy, mood, sensitivity, adaptability, etc.) so that you can have realistic expectations.

Many acting out behaviors can be shifted with an accurate diagnosis and remedy. Looking beneath the behavior to the underlying cause gives valuable information. When parents approach their children’s behavior with curiosity and open mindedness, a whole new vision of family harmony develops.

Christina Cowell, M.A., is a mother of three. She has been helping families find harmony in their homes for 20 years as a Teacher, Counselor, Parent Educator and Autism Consultant. Harmonyworksmaui.com

Ask Karen and Mary

Q. My 2nd grade daughter appears to be falling behind in her reading ability. She is starting to turn away from anything that requires reading. Can you offer me some guidance?

A.You are on the right track because you recognize there might be a problem and you are addressing it early. We recommend you set up a conference with her teacher to discuss your concerns.
Keep these discussion topics in mind. 1) How accurately does she read? Are phonic skills taught. 2) How does her teacher teach fluency, a critical component of successful reading. 3) Are vocabulary skills a part of the curriculum? If not, add vocabulary at home. 4) As a final point, does your daughter comprehend what she reads? If you and her teacher work together, your daughter will be on the road to better reading development. If need be, tests can be administered to see where she specifically needs help.

Q. My 4th grade son has difficulty keeping assignments in order. His backpack and desk are in disarray. He consistently forgets to bring the right books and supplies to and from school. How can I help him get organized?

A.Communicate to your son that you’re going to help him get organized and ready for his future dream career.

Teachers and parents need to provide support and teach organizational skills. Ask his teacher to provide your son with two sets of books and supplies; one for at home and one for school so there is less to remember.

Provide a place for everything. A basket for school supplies, a holder for CD’s, a shelf for books, a bulletin board, and an under-bed box for old artwork and papers. Color-code books and supplies by subject. For example, use blue for all math book covers, notebooks, dividers and folders. Use red for everything related to history, and so on. Have fun with the process.

Q. I have a boy in kindergarten, age 5, who is extremely shy. He is a child of few words, even among family members. Should I be concerned?

A. It is not "out of the ordinary" for young children to be less vocal when they are starting to make their way in the world. When your son is at home or with one friend, does he have "give and take" conversation? It could be cause for concern if you never hear him conversing. Is he happy for the most part? Has his teacher noticed anything in the classroom?

If your son has anxiety in social situations it might be a good idea to communicate this to his teachers, and maybe a school psychologist. I’m sure they have educational games (therapeutic play) and ideas for helping young children be comfortable in social situations.

Some children just prefer to be quieter and tend to be very observant. This is normal. It might be a good time, while he is young, to have his speech and hearing tested by a professional.

Email Karen and Mary with you educational questions and concerns at: kaderabek001@hawaii.rr.com