At NACD, we emphasize the importance of brain health through nutrition. Research continues to show that high-sugar breakfasts lead to blood sugar spikes, crashes, and difficulties in learning and behavior. While this affects everyone, children with ADHD, autism, and other neurodevelopmental challenges often experience these effects more severely.

Many parents unknowingly fall into the trap of feeding their kids what they assume is a healthy breakfast. But much of what is marketed as a “balanced meal” is anything but.

Why the Standard American Breakfast Fails Kids

Most traditional breakfast foods are built around sugar and refined carbohydrates. Cereal, toast, bagels, waffles, pancakes, and flavored yogurts may seem like normal morning staples, but they spike blood sugar quickly.

When blood sugar rises too fast, kids may seem energetic at first, but soon after, their levels crash. This can lead to:

• Fatigue and sluggishness
• Difficulty focusing in school
• Emotional outbursts and irritability
• Strong cravings for more sugar

For children with special needs, these crashes can be especially problematic. Unstable blood sugar can contribute to hyperactivity, increased anxiety, aggression, and difficulties with emotional regulation.

Beyond the immediate impact, long-term exposure to high blood sugar contributes to inflammation, cognitive decline, and metabolic issues like insulin resistance. A morning blood sugar spike can also make children more prone to cravings throughout the day, setting them up for poor eating habits.

Read more: The Science of a Smart Breakfast

The Best Type of Breakfast for Brain Function and Stability

A well-balanced breakfast should be built around protein, healthy fats, and fiber. This combination helps stabilize blood sugar, sustain energy levels, and improve focus and behavior.

Rethinking Breakfast: It’s Just Another Meal

What we consider “breakfast food” is largely shaped by marketing and cultural history, not nutrition. There is no scientific reason why breakfast needs to include cereal, toast, or pancakes. In fact, many cultures around the world start their day with meals that resemble lunch or dinner—often including meats, vegetables, and healthy fats.

A child could just as easily eat chicken and roasted vegetables in the morning as they would in the evening. What matters most is the nutrient content, not the label of “breakfast food.”

Smart Breakfast Choices

Instead of relying on processed foods, focus on whole, nutrient-dense options.

Great choices include:

• Eggs, which provide high-quality protein and choline to support brain development
• Meat such as chicken, turkey, or beef, offering amino acids essential for neurotransmitter production
• Avocados, rich in healthy fats that support brain health
• Nuts and seeds, a great source of protein, fiber, and minerals
• Leafy greens and other vegetables packed with essential vitamins

For those who want a little sweetness, organic dates are a great alternative. Unlike refined sugars, dates contain fiber, vitamins, and minerals that slow down sugar absorption. They provide a natural sweetness without causing extreme spikes in blood sugar.

Fruit can also be part of a healthy breakfast when eaten alongside protein and fat to help balance blood sugar. A few berries with nuts, or apple slices paired with almond butter, can add flavor and nutrients without the negative effects of a sugar-heavy meal.

The Cereal Myth: How We Got It So Wrong

Many parents grew up believing that breakfast should include grains. That belief wasn’t shaped by science but by decades of cereal industry marketing. Companies spent millions convincing families that cereals, granola bars, and other processed grains were the best way to start the day.

The reality is that most of these products are ultra-processed, stripped of nutrients, and packed with sugar. Even those claiming to be “whole grain” often cause the same rapid spikes and crashes as refined sugar.

Making the Switch to a Healthier Breakfast

Changing a child’s breakfast routine doesn’t have to be difficult. Gradual adjustments help make the transition smoother.

• Start small by replacing one processed item at a time. Swap out cereal for eggs or replace toast with avocado and nuts.
• Focus on protein first. Ensuring kids get high-quality protein at breakfast helps stabilize blood sugar and keep them full longer.
• Reduce sugar gradually. If your child is used to sweet flavors, introduce healthier alternatives like organic dates or berries alongside protein and fats.
• Get kids involved. Let them help with planning and preparing breakfast. Giving them choices—within healthy options—makes them more likely to enjoy their meal and feel empowered.

Some simple meal ideas kids can help prepare:

• Scrambled eggs with spinach and chicken sausage
• Turkey and avocado roll-ups
• Roasted vegetables with shredded chicken
• Hard-boiled eggs with cucumber slices and hummus
• Sautéed greens with beef and olive oil

The Bigger Picture: A Healthier Future for Kids

At NACD, we work with families to develop customized programs that optimize brain function, learning, and development. The right nutrition is a key piece of that puzzle. By shifting away from sugar-heavy, processed breakfasts and embracing whole, nutrient-dense foods, parents can help their children improve focus, energy, and emotional stability—especially those with special needs.

A small change at breakfast can have a huge impact on a child’s ability to learn, regulate emotions, and thrive.

 Learn more about NACD’s approach and how we help families build healthier, stronger futures.

Reprinted by permission of The NACD Foundation, Volume 39 No. 1 , 2025 ©NACD

The post The Truth About Breakfast: Why a Protein-Packed Morning Meal is Essential for Kids—Especially Special Needs Children appeared first on NACD International | The National Association for Child Development.

“All great change in America starts at the dinner table.” 

— Ronald Reagan

If your children are infants, toddlers, of school age, or adults, or somewhere in between, family meals can be incredibly important. Whether our motivation is teaching a skill (such as eating or participating in meal preparation) or fostering family dynamics (such as communicating about the day, participating in discussions, building independent thinking), family meals may not just be the most important meals of the day, but the most important times of the day, or even their lives.

We are all aware that times have changed and that all the changes have not been for the better. Some of the more significant changes involve family, perception of family, and perhaps even the definition of family. There are many family traditions that are being lost in our fast-paced consumption-driven society. One very important piece that has been lost in many families is simply family meals. As a society and for the sake of our children, we need to revisit what has been the norm virtually throughout human history and has been lost to a great extent over just the last 50 years.

In many homes today, family meals are becoming more and more something that is part of family history or perhaps something reserved for special Sundays and holidays. For most families, breakfast is something you grab on the way out the door or something that gets shoved into children before they start the day. Today, rather than someone taking time to prepare a healthy breakfast meal for the family, most people grab the home equivalent of fast food. How about lunch? Lunch is rarely something that is done as a family. Everyone is off doing school, work, or whatever. In most families the best shot at getting the family together for a real meal is dinner. Let’s look at some of the problems being caused by the loss of family meals, as well as the benefits that we can derive from this old foundational family institution.

Over the past number of decades, I have observed an increase in several issues negatively affecting virtually all children that can be associated with missing family meals.

Just last night I had a family dinner with my son, Laird, his lovely wife Sadie, and my grandchildren, 5-year-old Arielle and just-turned-two Lachlan. Lachlan sat across the table and as he typically does, he kept an eye on me throughout the meal. The degree to which he observed me became obvious when he carefully nudged a piece of carrot to the edge of his plate, then onto the table with his fork. I had not had a chance to comment before he looked up at me and did an amazing job of imitating my head tilt and disapproving expression, which resulted in my smiling at him in spite of the fact that I knew I shouldn’t do it. (Lachlan fits “too cute for his own good.”) This was followed by my tilting my head and making different expressions that Lachlan mimicked beautifully. This went on for about 90 seconds, following which he picked the piece of carrot up and put it back on his plate. The degree to which children observe us and learn from us when we are in close proximity is greatly underestimated. Rarely throughout a typical day do these opportunities present themselves as they do during a family meal.

Although at two Lachlan has yet to learn that experimentation has its limits at the dinner table, there are many things he has learned from eating meals with his family and observing, things that many children who are fed by themselves or eat by themselves often do not learn until much later, and some of which are sadly never learned.

Optimally a family meal entails having the whole family together—Mom, Dad and all the kids. The only thing that generally beats this is when the extended family is included, as this grandfather can attest. Although we realistically can’t always, or even often, create the ideal, the closer we can come to it, the better. A parent, or a parent and a sibling, having a meal with a child is preferable to the child just eating alone or being fed, while the parent or caregiver simply attends to getting the food into the child. Part of this equation is delineating between eating as in consuming food vs. sharing a meal together, a learning experience. Eating is a process by which you get food from your hand, a utensil, or some container to your stomach, generally as quickly and as unceremoniously as possible. Having a meal together, sharing a meal, is often the most educational part of the day for children and parents alike. I grew up in the ’50s outside of Philadelphia. In the ’50s most mothers’ job was the family—period. Moms had time to cook and to sit down and share good meals with their family. Sunday dinners and extended family dinners often meant coats and ties for the guys and dresses for the girls. These meals were treated as significant events, even if they were frequent. I recall as a child learning early on that at a meal you talked. There was no TV, you didn’t read at the table, and an effort was made to include everyone in some form or level of discussion. Everyone participated or received some attention. I was in a restaurant recently and was shocked by a large family that was seated near us. You might not define eating at home as “dining,” although one would hope to approximate that as often as possible; but if a family goes to a restaurant and makes that financial and time investment, you might hope that the experience would approximate “dining.” On this particular evening while I was dining with my family, I noticed the large family next to us that consisted of both parents and six children who ranged from about six to sixteen. All sat the entire time staring at their phones. It would have been bad enough if they had answered calls, but not a word was spoken. Throughout the entire time they were in the restaurant, the only words spoken were to the waitress who took their orders. This was not a family sharing a meal together; it was an opportunity missed and lost, and sadly a statement about this family and many others.

Let’s look at our children of various ages and families at different stages and explore the significance of the family meal.

• Part 1 Infants and Toddlers
• Part 2 Three to Five Years
• Part 3 Five to Eighteen +

Part 1

Infants and Toddlers

Learning to chew, self-feeding, eating a variety of nutritional foods, auditory processing and language development

Learning to chew

As part of our program at NACD, which entails working with the whole child, we have families post many videos of their children on our NACD Portal. These videos provide our staff with vital information and insights that help us educate the family and assist in the child’s development. Observing many parents spoon feeding their little ones is often a bit of a painful experience. In these instances, it is very apparent that the obvious goal is to get the food from the bowl to the child’s stomach as quickly as possible. To accomplish this goal, the parent is often using an amazingly large spoon. Not only do we observe food being shoveled into the child’s mouth, but the rate at which the food is shoved in is such that the child has no opportunity to learn how to use their tongue to manipulate the food in the mouth. Learning how to use the tongue is a significant component of a child learning to chew and to speak. In order for the child to progress from purees, to chewable foods, to self-feeding, they need to learn how to chew. Chewing is a very important part of digestion, and children who do not chew well often have digestive issues and constipation. In addition, chewing is the first big piece of oral motor development that establishes the foundation for good articulation. If Johnny was being fed while some of the family was eating, it would be a much slower process with a significantly different goal. The goal would be to assist the child in eating, teaching them how to eat, and interacting, not simply filling their stomach. The children who are fed as previously described often are very slow to learn how to chew because they are not only being deprived of the opportunity to learn how, but deprived of the opportunity to observe Mom, Dad, and big sister chew.

Expanding taste, accepting a variety of foods

A side effect of delayed chewing is the slow introduction of a variety of identifiable foods. Pureed foods all tend to look and feel the same in the mouth and are often all mixed so that the child cannot differentiate between specific flavors and odors. It’s experiencing a wide variety of food, textures, tastes, and smells that develops the acceptance of a wide range of food and teaches the child not only to eat, but enjoy a variety of nutritional foods. Guess what else the child who is fed alone misses? The opportunity to observe what other people eat and enjoy. The nature of the beast is to want what others have; and observing what other family members have and then being offered the same thing contributes to the child’s trying and enjoying different foods and textures. The child who is fed and eats alone is deprived of these very important opportunities that can lead to picky eaters and lifelong rejection of many nutritious foods. The first tastes that a child perceives are sweet and salty. Delaying the introduction of other tastes often leads to the child rejecting the more nutritious foods and craving sweet and salty food.

Self-feeding

As we move from baby to infant to toddler, we want to be teaching the child how to feed themselves, moving from finger foods to utensils. Self-feeding is a very important step toward independence. The more independent a child becomes, the more the child initiates doing more things on their own; and nothing is perhaps more significant to independence than feeding oneself. The longer a child (or adult for that matter) is dependent, the harder it is to foster independence, initiation, change, and progress. The more the child initiates, the faster their global development. There are many other pieces to this, including the child who eats alone and is trained to need a distraction for meals, such as a screen or toys.

Moving along in the child’s development, eating with the family teaches many important things, from how to eat appropriately with utensils, to table manners, to simply sitting at the table until the meal is finished. Children learn how to be civilized from adults who are and who model appropriate behaviors. Eating with your child is an important modeling and teaching opportunity.

Family meals often present one of the most important opportunities for the child to observe and learn. Young children learn visually, by observing. If a child is eating alone and not sitting next to family members who are feeding themselves, they do not even have a mental picture of someone feeding themselves. As a result, they are slow to initiate self-feeding and are content to continue being fed. Conversely, the child who closely observes people eating with utensils learns how to eat with utensils.

One disturbing thing that children who are learning to self-feed, but who are eating by themselves, commonly learn is to throw food or drinks and plates and whatever is within reach. Why not, if they do not have sufficient modeling to show them how to eat and act appropriately or do not have the opportunity to simply observe and interact with other members of the family during a meal? If they are eating with someone else and happen to throw something, someone is there to give them immediate feedback. 

Processing, receptive and expressive language

Young children learn by being in close approximation to other people and observing. They also tend to observe some more than others. The family meal affords them the opportunity to focus and learn from specific family members. The family meal is an ideal time for the child to observe, listen, and begin to understand and process language and produce sounds and language themselves. Auditory processing (the ability to process a word, then phrases, then sentences) is of paramount importance to the development of cognitive function. The child at a family meal is a relatively captive audience who can observe and listen to what is being said and learn.

One of the keys to development is neuroplasticity. The child’s brain develops from specific input being provided with sufficient frequency, intensity, and duration. Children need consistent opportunities to observe, interact, and learn.

Part 2

Three to Five Years

Table manners, expanding taste, attention, processing and language development, chores, responsibility and independence

We often think the goal of meals is simply to eat, to get nourishment; but as already discussed, there are many associated pieces that are extremely important. At each stage of the child’s development, there are important developmental pieces that relate to, and are aided by, family meals.

Table manners—taming the beast

It’s often easy to spot a child who typically eats alone: their table manners are horrific, and it takes longer to clean up the table and the floor after a meal than it was for the child to consume it. Teaching a child appropriate table manners requires first and foremost modeling appropriate table manners and then providing the child with appropriate instruction and feedback. The more often someone else is present and demonstrating appropriate table manners, the more quality input the child receives, and the faster they learn what they should do and how to do it.

Expanding taste—nutrition

Children who eat meals alone tend to learn to want the same things at every meal. Breakfast and even lunch is often the same every day. It is often easy for parents, once they discover what the child will eat for breakfast and lunch, to give the child the same thing every day; and unfortunately the child learns to want the same thing. So they both establish a pattern that neither is motivated to change. Eating the same thing daily is not nutritious, particularly if we look at what the children typically get for breakfast and lunch. Often the only opportunity the child has to learn about different foods is at dinner, assuming that the child is eating with the rest of the family. Healthy foods are rarely a child’s preferred foods, which again tend to be sweet and salty foods, which are often followed by grains. Gluten is becoming of greater concern in regard to allergies and intolerances. Children eating cereals, breads, and pastas often become addicted to these foods and reject what they should be eating. The taste for a variety of foods needs to be developed for the child to not only learn to eat, but enjoy the variety of meats, fruits, and vegetables that contribute to a healthy diet. The greater variety of foods we can introduce, and the earlier, often the better.

One good example of children learning to eat more sophisticated foods if exposed to them from an early age is what I observed in southern California in the ’80s. The first couple of times I saw this I was honestly a bit shocked; but it occurred so often that it became almost the norm in southern California. The snack food of choice of these families for their children under five and often as young as eighteen months was sushi. And the kids loved it! It was a great demonstration of how rapidly taste can be developed if given the opportunity.

Processing—cognition

Young children, when seated at a table with family members, attend to those family members. If they are not offered distractions like the TV, iPads, crayons and toys, they pay attention to what the other members of the family are doing and saying. Hopefully the family members try to engage these little ones during the meal. This process of attending without distractions helps build the child’s processing and attention span, which is a key to learning.

Perhaps the most important thing that drives the development of receptive and expressive language, cognition, and global development is the development of sequential processing. Building sequential processing develops short-term memory, then working memory and executive function, the pieces that determine our level of function even more so than innate intelligence. The primary thing that pushes processing is specific targeted auditory and visual input. One of the things that most children do well is let you know whether what you are saying to them, showing them, or doing with them is targeted to them or not. The test is their attention to it. If you are hitting the nail on the head, the child attends; if not, they don’t. Children sitting at a table with family members can be relied on to give the rest of the family feedback as to whether they are being included or not. The children tend to shape the family’s behavior. The more targeted the input, particularly from a family member, the faster the development of these vital processing abilities that will influence how the child ultimately learns, thinks, and functions.

Language development

Teaching a foreign language is not an easy task. It’s important for parents to understand that any language is a foreign language to a child learning their first language. The best way to teach any language is through immersion. Immersion simply means that you are living with the language and learning from your observations and involvement and out of need. Throughout the course of the day, the child has an opportunity to observe and interact and start to learn the language; but throughout most of the day there are many things going on, and it’s difficult to isolate words and their meanings. The family meal gives the child an excellent opportunity to isolate, observe, model, and learn to understand and then use language. It’s not a shock that one of the first words that a child learns is “more” and that one of their first word combinations is “Mom more,” followed by the phrase “Mom more please,” to using full sentences. The family meal should be a focal time in the day for relevant talk that contributes to the child learning the structure of the language and developing their own receptive language abilities. The language function of most children in this age group is a direct reflection of the targeted interaction between the child, parents, and siblings who naturally expand their use of language to fit the child they are speaking to. No one is better suited to this job than the people who know the child best; and no time may be better suited to this development than the family meal.

Chores, responsibility, and independence

I have written several articles talking about the importance of teaching a child to do, be responsible for, and to own chores. Most parents grossly underestimate their child’s capabilities and the global importance of their children learning to be capable, contributing, and independent and “owning” chores. The best initial chores to teach a child to own are those that are associated with specific events that occur daily. The first such event is simply getting up in the morning, but following that are meals, and again, particularly family meals. It is important to separate “helping” from “owning” a chore or job. Many children learn to follow specific helping directions and prompts even before the age of three and can be helpers. This period between three and five years, however, is an ideal time to teach your child not only how to do chores, but to own them. In response to the questions asking what chores children have, I often hear such things as “Johnny takes his dish to the sink.” My response to that is often, “If Johnny is capable of taking his dish to the sink, why not everyone else’s, and how about him completely cleaning the table?” Sadly, the parents’ response to that is often that Johnny eats alone, and if not, the parents do not even perceive that Johnny could do it if taught. They totally miss the understanding of the huge benefits Johnny would derive from doing it.

Unless children learn otherwise, they are egocentric, believing that the world revolves around them. Unfortunately, egocentric children can become narcissist adults. At three or even before, most children are ready to learn and own jobs and to learn that they can contribute; and they will learn to welcome and seek other ways to serve and contribute.

Ownership of a chore or job means that the child owns a particular task and preferably that they alone do it, so if they don’t do it, it doesn’t get done, which creates a problem. One of the first meal-associated jobs is teaching the child how to put silverware away from the dishwasher. Most children enjoy doing this job and can see that they are contributing and like it. Other meal—associated jobs that children in the 3-5 year range can do includes setting the table, cleaning the table, cleaning the floor under the table (even three year olds can learn to use a dust buster well), moving into washing dishes, loading, and unloading a dishwasher and even initial food preparation. Family meals can provide consistent opportunities for children to learn that they can be capable, contributing, members of the family. The earlier our children learn to happily and competently contribute, the sooner they start on the path of learning to be responsible, altruistic and selfless, self-reliant, contributing members of the family and society. Learning to be responsible with definitive chores helps children understand intention, which generalizes to other things including academics.

The more our children learn to do independently, particularly things that go beyond their own needs, the more they perceive what they could do, and the more things they initiate doing on their own, creating attributes that will serve them well in everything they do.

Part 3

Five Years to Eighteen Years +

Language development and social skills, processing (short-term memory, working memory and executive function), communication between parents and children, education, learning family values and history, learning critical thought and expression, becoming highly capable.

Theoretically a child moving from five years through adolescence to eighteen year of age is taking a young child and creating an adult. Unfortunately, there are not many eighteen-year-olds who we can confidently consider adults today; and that number appears to be shrinking every year. If you have a child five years of age, it’s not too early to remind you that your job is to put together the pieces to turn that child into a functional adult, who is equipped to go off to college or trade school by themselves, seek full time employment, start a business, join the military, or explore other adult options. These years pass at an amazing speed, and the target needs to be kept within the sights. This job requires putting together a lot of pieces. At NACD we know the need to work with the whole individual and the need to have someone at the helm steering the ship. No one knows a child as well as the parent. Teachers, relatives, coaches, clergy, and friends do not know as many pieces of the child as do actively involved parents. I have built several houses which have all come out well. Each one required my vision and design, the help of an architect, an engineer, a head contractor, and sub-contractors. The vision for the houses were mine, and I needed and used the various folks to help put the projects/visions together; but the houses were my babies and from concept to completion they were my responsibility. If they had not turned out as I envisioned, it was my fault and no one else’s. Building a house, even a large, complex house, is nothing compared to helping to assist a child in becoming a happy, successful, capable adult. And the need for attention to detail and ongoing participation cannot be overstated. One needs not to look too hard at society in general to see and hopefully understand the need to have actively involved parents steering the ship.

Language development and social skills

One of the most important jobs as parents is simply to talk to our children. In our busy lives meals are often the best, if not the only, regular opportunities parents have to get and hold the attention of their five-to eighteen-year-old and speak with them. A parent innately knows how to speak to a specific child. You innately use sentences of a length they can process and language they can understand. You have a pretty good idea as to what your child knows and doesn’t know, so you know if they have a frame of reference for a topic or not. A parent with the knowledge of their whole child is better suited to provide this invaluable input than anyone else. We call this targeted input. This targeted input and verbal interaction creates the building blocks of language and much more. If we are verbally interacting with our children throughout the day, it is often language that is directing them to do something or stop doing something; and although there may be opportunities throughout the day, particularly for families who are home educating their children, to really talk and communicate, the family meal can and should be perceived as a daily unique opportunity to have Dad, siblings, and even extended family participate. Language development occurs most rapidly when verbal interaction is of interest to the child, meaning you are talking about things your child has a frame of reference for, knowledge and interest in, and when the actual language being used is targeted to them. Parents almost universally use language that their children can understand and process, and constantly, even though they are rarely aware of it, they use language that is always just a notch above their child’s, which helps develop their language skills. This targeted interaction can be tremendously more efficient in building the child’s language structure and vocabulary than most group classroom instruction or interaction between children. Such group or child-to-child interaction is either not targeted to an individual or, as in the case of verbal interaction between children, they are modeling sentence structure and language that is not developmentally advantageous and perhaps not even acceptable. Children often speak to each other in abbreviated code, economizing on words and using vocabulary that Webster would scratch his head over. That’s not exactly conducive to proper language development.

Verbal interaction during a family meal is also an opportunity for parents to model and guide their children in proper table manners and acceptable ways to have a discussion, to agree or disagree appropriately. We all have many patterns of behavior that affect virtually all aspects of our lives. Children interacting with other children without the benefit of quality targeted parental modeling and feedback can lead to negative patterns of behavior, which can be difficult to modify or develop.

Processing (short-term memory, working memory, and executive function)

A major key to global development and function is processing power. Most children today have better visual than auditory processing power as a reflection of opportunity or lack of such. Children generally develop visual processing before auditory simply because until they can understand language, they learn and understand their world based on what they see.

As children develop, we need to provide as much targeted auditory language input as possible to balance these critical pieces. Ultimately, auditory processing is the more significant piece relative to cognitive development. Auditory processing facilitates thinking in words, and as it develops, so does the complexity of thought, language, maturity, behavior, attention span, and so on. The importance of auditory processing cannot be overstated. And what builds auditory processing? Targeted language input. Targeted language input is that which builds auditory processing. I believe that over the past decades as we have seen the increase in mothers working outside of the home, we have seen a corresponding increase in attention disorders, which are largely a reflection of auditory processing issues. You attend to what you can process, and the more and better you can process, the longer you attend. Parents talking to children is hugely important to the development of processing and its associated pieces. To learn more about processing, please read the associated article.

Communication between parents and children

If you are aware of a problem, have a misunderstanding or a question or just feel out of touch with someone you work with or a friend, your first thought should be to talk about it.

As important as it is to establish this relationship and open and maintain the avenues of communication, this often does not exist between many parents and their children. Ongoing, regular family meals do, again, provide rather special opportunities to establish this open communication. Parents can throughout the course of busy daily interaction with their children throw out questions in an attempt to find out what is happening with their children, but often this is not sufficient to facilitate good responses and open good lines of communication. As a case in point, ask the majority of kids upon their return from school about what they did at school and most parents get the same response—“nothing.”

Family meals can be used to open these critical lines of communication. If families simply talk during meals, the meal becomes this regular time to talk and communicate, and a question like “What did you do at school today?” is much more likely to produce a very different answer and open the door to further exploration, teaching the child how to express feelings and problems and to share their lives with their siblings and parents.

Education 

Most parents miss the boat when it comes to taking advantage of their unique position in helping, if not taking the lead, in their child’s education.

To understand how significant the parent’s role can be in education, let’s start by separating “what was taught” from “what was learned.” Schools and most curriculums are packed full of tons of “stuff,” and we tend to confuse all of this “stuff” that was “taught” with what was learned. If you learned something, you know it. If you don’t know it, you didn’t learn it. Pick a subject, any subject, from the explorers, to anatomy and physiology, trigonometry, astronomy, chemistry, or whatever you were “taught” and today write down everything you remember about that subject. This might not take long. Some of these things you might have been “taught” for years, and what do you remember? Perhaps not much, and certainly the more years that have passed since you were “taught” these things, the less you remember. But what you remember is very important and significant.

We tend to remember the more important pieces, the pieces that were reviewed over time, that were practical, interesting, or relevant to you—knowledge and information that helps you make connections between what you learned and understanding your life and the world today. These gems should be shared with your children, before, during and after they have been “taught” these things as part of their curriculum. “Did you know that…”. “Would you believe…” “That reminds me of…” are all phrases you can use at these family meals to introduce subjects; and over the course of a few meals, you can plant seeds, create interest and relevance, or even provide an entire foundation so that when these gems are part of your child’s curriculum they have more relevance and significance; and perhaps because of your meal discussions, your children will learn more of what is “taught.”

Talking at meals is different for your child than when you are sitting down to “teach.” Topics at dinner are presented in a more relaxed manner and are felt to be more like sharing than “teaching.” For this reason they are generally more welcome and have a greater impact. Another great benefit of sharing your knowledge at meals is that you get to pick and choose the topics. There is nothing wrong and everything right about first teaching your children about your interests, interests that you hope would be shared by your children and lead to lifelong shared interests and sources for ongoing interaction between you and your children. It’s often more important for your child to learn about your family business, your favorite sport, or any other of your interests and things that bring you joy and that you can possibly share with them for the rest of your lives than many of the subjects taught in school.

Family values and history

I recently had two visits from family members who I haven’t seen for many years. I live in Utah and most of my family still lives in the greater Philadelphia area where I’m from. It was great seeing them and reconnecting. A lot of our time together was spent sharing memories and getting confirmation of our joint recollections. The foundation of many of our memories came from recollections of extended family meals that generally occurred around holidays. These events were always opportunities to explore family history and values and to connect as a family. Family history offers perspective, perspective that is often missing from our lives. One of my visitors was a cousin whom I was very close to as a child and who I haven’t seen for about forty years. His short visit offered an opportunity to get him and his wife together with my extended Utah family and explore family history together over dinner. As it happened, my cousin, a recently retired judge, had done some searching and discovered that both our fathers had lived as children with their parents and grandfather in a very modest 700 square foot row home in Philadelphia. His father became a physical therapist and mine a physician. Both were innovators, and their service made great contributions to the treatment of brain injured children and others, and all from their very humble beginnings. Our families’ histories are rarely documented, and if not for the verbal communication of our families’ legacies that often only gets communicated at family meals, most of it gets lost; and our children and grandchildren are deprived of the history and perspective that helps give meaning to their lives and has the power to influence their futures.

Learning critical thought and expression

We want to create a safe welcoming environment around our family meals that produces a safe place for the exchange of ideas and views. Today more than ever, our children are exposed and often bombarded with a plethora of opinions and views that they have difficulty sifting through. Without a safe place to communicate what they have heard and a forum to openly discuss these views, they are often left with simply accepting what they hear at face value and following the latest and loudest voice.

Family meals can provide our children with the forum they need to safely talk about what they have seen and heard and learn how to speak of it and, with help, to critically evaluate it, form their own opinions, and learn how to appropriately express those opinions. Through healthy discourse with people they love and trust, they can also learn how to respect and value other opinions and learn not to be threatened by differing opinions. As parents, at family meals we need to understand that we are models, and how we react and what we say, and how we say it will teach our children how to think critically and express their views and listen to others. Often our softly spoken, non-confrontive words provide the food for thought that our children can later digest.

Becoming highly capable

Several years ago, I was a keynote speaker at the Washington State Conference on the Gifted and Talented and had the opportunity to help the educators see the correlation between cognitive processing and creating higher functioning students. At that conference they were using a new term, replacing “gifted and talented” with the term “highly capable.” I liked the term and have since redefined it and now use it more globally to mean essentially an individual who knows how to function in their world independently and competently. As I see it, helping our children become highly capable adults means that we are teaching them from an early age how to be independent in all aspects of their daily lives, understand responsibility, and develop qualities that will permit them to be confident, capable, and successful adults.

Relative to the discussion at hand of family meals, we can start the process of creating highly capable adults when our children are 5 years old. Hopefully by 18 we have succeeded in helping our child well down the road of becoming highly capable. As mentioned in the previous 3–5-year section, we can start teaching chores that the children own associated with meals. As we proceed in the development of our children, we want to continue to build on this by progressively adding to these pieces. By the time our children are 18, they should know how to plan meals, shop intelligently, understand budgets, prepare meals from A-Z, and clean-up and much more; but we can use the family meals as the foundation.

I had one of our NACD graduates who chose to go off to start her college career in England from her home in the U.S. An 18-year-old with the guts to go off to college in another country says something about confidence and capability. Shortly after beginning life in her new dorm, she made a discovery that most of the other students were lost. They had kitchens in the dorms, but the other students didn’t know how to cook or even buy food for that matter and couldn’t budget. The result was that they ate out and burned through their monthly allowance halfway through the month and had to beg Mom and Dad to send more money. As our highly capable young lady discovered, these other students also didn’t know how to clean or take care of their rooms or wash and iron their clothes. They also didn’t know how to be responsible for organizing their time, getting up in the morning on time, studying, and doing class assignments. She ended up holding classes for her dorm-mates to teach them how to take care of themselves and how to become more capable. Learning the pieces involved, learning to be responsible for all these pieces surrounding planning and seeing a meal accomplished from concept to fruition can be a significant piece that fosters the confidence and independence that can help turn a helpless child into a highly capable adult. Independence produces initiation, which in turn creates the impetus to learn more and assume more and more responsibilities.

Use family meals as the foundation to start building an adult. Do not underestimate what your children are capable of doing if given the opportunity and the responsibility. They will rise to your level of expectation.

Adults

The fabric that largely defines and holds our society together is the family. The fabric that is the family is woven together, built, and reinforced by the threads of our ongoing connection and interactions as a family. This connection needs to be reinforced and built upon on a regular basis. Sadly, for many, the connection between family members often only consists of short calls or text messages. The need for real connection is perhaps greater today than ever before, as we all shift though the bombardment of media that on a daily basis questions and even attacks many of the basic tenets that have formed the foundations of our beliefs.

Speak with most any adult about their close family times and recollections growing up and they will often speak of family meals, particularly meals with the extended family.

Speak with seniors and you will discover that past family meals are memories that last when others have long faded away. You will also discover that if such family meals are now available with children, grandchildren, and extended family that these events don’t just keep them connected to family, but to themselves.

Our sense of self, our identity, who we are and continue to be is woven into the fabric of the family.

The family meal is the foundation upon which our family is built and upon which we learn to know and maintain ourselves.

What’s for dinner?

Family Conversations App

If you’re looking for questions to get the conversation started, we built something for that: Family Conversations

Reprinted by permission of The NACD Foundation, Volume 35 No. 3 , 2022 ©NACD

The post The Most Important Meal of the Day is Not Breakfast, It’s the Meal(s) the Family Has Together appeared first on NACD International | The National Association for Child Development.

Most of us have no idea what creatures of habit and patterns we are, nor how stuck we can be in these behavior patterns. I have three dogs that keep reminding me of what a creature of habit I am. If I’m watching TV in the evening and pick up the TV remote, my dogs notice; and if I turn off the TV, they all jump up ready to go. Which way they go is determined by the direction of my first step when I stand up. In the morning if I pick up my cup from the coffee machine and if I turn left, my dogs run down to my office. If I turn right, they go about their business because there are too many options as to what I might do. You probably put the same foot into your pant leg first most every day. The point is that we humans create hundreds of behavior patterns, most of which we are oblivious to.

When dealing with children, particularly children with developmental issues, the connection between the child and the parents and caregivers is amazing. This connection leads to each learning each other’s patterns. Patterns can become ruts, ruts that both parent and child can get stuck in.

One very common pattern or rut that creates problems involves what children will eat. In a very significant percentage of children who come to us, ranging from severely involved children to those who are gifted, a common problem is picky eaters. Back in the early ‘70s when we created a program specifically for children with autism, I worked with a teenage girl who had eaten no food other than apples for virtually her entire life. To compound the mystery of this child, she also had pica—she would put most anything in her mouth and eat it. This included everything from dirt to bugs and her dog’s feces from the yard, but not food. The issue with her eating a greater variety of foods was obviously not an issue with taste or smell, although this can be an issue for many children, particularly those on the spectrum. It was simply a matter of an established pattern, a habit. It should be noted that food cravings that come from eating a lot of some specific foods can also be a contributing issue. Kids are not simple.

In a previous article (Independence and the Developmentally Challenged Child) I discussed how important and vital independence is for the overall development of the child or young adult. The child’s and the parent’s patterns and habits often have a very negative impact on the development of independence.

An example of a common pattern that slows down the development of independence in many children is helping them dress themselves. Most parents who assist their child in dressing and undressing assist in virtually the exact same way every time, and the child participates, or does not participate, in exactly the same way. As an example: Mom approaches Johnny with a T-shirt. Johnny sees it and waits for Mom to put it over his head, at which point he lifts his arms and she helps put his arms in the sleeves. Then she pulls the shirt down. Every day they follow the same pattern. If Mom doesn’t do something to change her pattern, the odds are great that Johnny doesn’t either; and Johnny’s development of independence in dressing himself goes nowhere. Parents need to become acutely aware of the hundreds of such patterns, habits that have been created by them and their children, and consciously work to break them.

It’s helpful when trying to grasp the significance of patterns to see how differently children perform with different people and in different places. Children who work with their parents, caregivers, therapists, and teachers are often going to react and perform differently with each person, or in each place, because patterns and habits are created together and are often person and place specific. Each adult establishes a new pattern, and to some extent the physical space helps establish a new mental picture and a new pattern as well. Most children on the spectrum are strong visualizers, creating mental pictures and videos associated with many aspects of their lives. For these visualizers anything that changes their picture (or habit) can lead to them becoming upset, with the net result being that family members and caregivers avoid upsetting the apple cart and work hard to maintain and reinforce the habits.

One of the most devastating and pervasive problems associated with patterns negatively impacting many of our children with developmental issues is prompt dependency. Prompt dependence is actually taught through creating a patten by which the child is prompted, generally verbally through virtually every step of what they are being instructed to do. Some children, after years of such instruction, develop such a strong pattern that they will do almost nothing without a prompt, requiring someone to guide them through most everything they do, creating greater dependency and stifling independence.

Referring back to the picky eater problem, parents often discover that their child will eat foods at the grandparent’s house that they won’t eat at home, or in a restaurant, or even outside. This is because a new place helps change the pattern.

The teenage girl with autism I met had her eating problem largely resolved within the week she and her family spent with us. Guess what we did to fix it? Almost nothing. The child had spent her whole life at home, eating by herself in the same kitchen at the same table and given the same food—apples—because her family been convinced that she wouldn’t eat anything else, and had established a very strong behavior pattern. When the family flew across the county, stayed in a hotel and at our offices, and ate at restaurants together, they broke the pattern. My little suggestion was to not have any apples nor bring apples to the restaurant and to simply order her the same food the parents were eating and tell her they didn’t have apples. She ate the food and within the week established a new behavior pattern, which was to eat what the family ate.

Patterns and habits affect all of our lives to amazing degrees. Having healthy diets for most people means establishing a new behavior pattern or habit. Exercising regularly for most people requires establishing a new behavior pattern or habit. Many people realize how difficult it can be to break an old pattern and create a new one and realize it doesn’t just happen. You have to very consciously work to create that new behavior pattern; and the longer a pattern exists, the tougher it is to change it, whether it is a good or a bad habit.

Typically developing children are neurologically changing rapidly, and that neurological change pushes them to do new things; and in the process it tends to break many previously established patterns of behavior. Typical children and their parents can certainly fall victim to habits. But when you slow down the developmental process, life tends to become just a series of pattens that essentially rule the child and the family’s life and can significantly and often dramatically inhibit change, development, and expectations. These patterns can affect all areas of development and function. An example is children learning patterns of communication. If whining works to get attention, and Mom interprets that as the child wanting something and becomes trained to start offering the child options until the whining stops, then the odds are good that the child will maintain that pattern of communication even though they neurologically are ready to start verbally communicating. In a similar vein there are children who develop a functional vocabulary of only a few words, who may go years without expanding that vocabulary. It becomes their pattern, and if the expectation is that it’s all he or she can do, then it becomes the perception of what can be, and it is accepted. A child who has a vocabulary of three words is demonstrating that they have the cognitive ability and the oral motor ability to think in words and produce words, why not ten words or twenty words or a thousand words?

If a child lacks mobility, the ability to move either through crawling, creeping, or walking to get to something, and learns to simply lay on the floor and space out, cry for attention, or whine until someone brings something to them, then often these become patterns and the child has no perception that they could move to go somewhere or get something. These children may have the cognitive and physical pieces that would permit them to move, but they are stuck in a pattern.

Looking at pieces of the child in isolation makes it very difficult at best to determine what is a reflection of the child being stuck in a pattern vs. what can, could, and should be. The perception of what can be is then easily limited to what has been, and doors are closed not based on the innate potential of the child, but rather on what patterns have been and are in place.

If, however, we view the “whole child,” the gestalt of the child, we can then see what could be and what pieces need to be put together to break the habits or patterns and move forward.

For example, one vital piece of the “whole child” is cognitive function. If we have understanding, auditory sequential processing, that says the child mentally has the ability to use language functionally and put two or three words together, as well as adequate oral motor skills for speech, but they only use a few words, then we know we have a child who today could be speaking much more, if not for being stuck in a pattern. If, however, we have the cognition, but not the needed oral motor function, then we know we need to work on the oral motor function hard, as well as working behaviorally to create the internal need to communicate. Conversely, if the child has sufficient oral motor function, but not the cognitive function, then the primary focus becomes the cognition.

Looking at a child as their isolated pieces and not understanding their patterns and habits can produce misdirected efforts and priorities, and more often than not turn the focus toward alternatives that lead to poor, low, or limited expectations that can negatively impact the child’s ultimate potential.

Not understanding the “whole child” or the impact of patterns can lead to pursuit of poor alternatives. For the child with limited language, the alternative may be an augmentative communication device that for the vast majority of children fails. If full mobility is deemed to be improbable, then putting the necessary developmental pieces together gets scrapped, and the therapy gets directed toward a child who will spend the rest of their life in a wheelchair. Or a child with unresolved behavior issues ends up being medicated, rather than having his pieces put together and patterns broken.

Habits and patterns impact all of our lives. For our children with developmental problems, these habits and patterns, both theirs and ours, can have devastating consequences. Every child needs to be viewed through the lens of the “whole child” and seen as a creature of habit if we are going to begin to provide them with a real opportunity to realize their innate potential.

Lack of function needs not and should not be viewed as a prognosis or predictor of potential.

Reprinted by permission of The NACD Foundation, Volume 34 No.5, 2021 ©NACD

The post How Patterns of Behavior Affect Your Developmentally Challenged Child appeared first on NACD International | The National Association for Child Development.

by Bob Doman

Developmentally, behaviorally and educationally children tend to get stuck. The younger the child, the lower the child’s processing or the slower the child’s development, the easier it is for them to get stuck.

To understand why these children tend to get stuck, we need to understand how they think. Virtually all young children or low processing children are visualizers. This simply means that if you have low auditory processing and only have the means to think in a few words, that you rely on your ability to think in pictures to function. As they have said, a picture is worth a thousand words and for these children, more often than not, there are not enough words to change a picture.

Many things for young children are place and person specific. For example, my little 20-month-old granddaughter has different rituals and behavior patterns for most of the adults in her life and different rituals and patterns for these individuals in different environments. If I go over to my son’s house and pick up little Ari, she immediately reaches in my shirt pocket for my phone so that I will play some apps with her. She doesn’t do that with anyone else. However, when she comes to my house and I pick her up she is asking for my dogs or pointing to the pantry where the special Ari crackers are. These specific people and situational patterns exist for all of the adults in her life. Most of these patterns got started with a single event, an event that created a mental picture of that certain person in that certain place. As soon as she sees that person in that place, it triggers the visual memory and pattern of what is expected. A child’s ability to modify the picture and to not get upset about a change is generally related to their auditory processing and their ability to think their way out of a pattern and get unstuck.

For many behavior patterns, particularly for low auditory processing children, you can only change the behavior pattern by changing the picture. Issues around eating illustrate many different aspects of this.

Lets start by looking at children with a limited list of foods that they will eat. To some degree, what they want and what they refuse to eat is related to familiar tastes, textures, odors and cravings, but to a large extent it depends on the picture and pattern. If a child is given the same food or foods in the same form (pureed, mashed, small chunks, etc.) in a particular place such as their highchair in the kitchen, that creates a little mental video. The more times the event is replicated the stronger becomes the video. The stronger the video the stronger the behavior pattern and the more difficult it becomes for the child to accept something that doesn’t fit the picture. These pictures can quickly generalize, which means the pattern becomes strong enough that it continues in other places and if permitted to generalize to a second place its easier for it to generalize to a third and so on and so forth. However, often the way to change the video is to change the set. Many parents discover that their picky eaters will eat something at Grandma’s house that they won’t eat at home, or a restaurant, or a picnic, or a friend’s house—someplace with a different picture. A different person, even at home, can create a new picture.

The greater the variety of foods, food consistencies and places where a child eats and whom the child eats with, the easier it is to avoid negative patterns. If for example, Mom is the only one who feeds the child and Mom sings while feeding and the feeding is always in the same spot and the food is the same and the food looks the same and smells the same, you are well on the way to creating a very strong specific picture/video and pattern that is going to be very difficult to break.

The next piece of this puzzle involves children eating with parents or family and children being fed alone. If a child is fed alone, what is the picture that is being created? What the child does and doesn’t eat or do is the picture. It’s a really short movie without a lot of characters or sets. In my experience little children who have their highchair at the table and who eat with the family learn quickly to accept a much broader range of foods, consistencies of food and learn to finger feed and then eat with utensils much faster than children who are fed alone. What models, what pictures do children who are fed alone have other than the one they create? A child eating with the family sees what everyone else is eating and how they are eating and smells what they are eating and hopefully shares what they are eating. This creates a very different educational picture and generally a very different outcome.

For these young or low processing children to change a pattern when they become stuck requires changing the picture.

Many of our families doing NACD TDI programs are working on improving their child’s processing ability with the understanding that with increased processing power comes higher receptive and expressive language, level of cognition, maturity, problem solving, etc. Essentially the child becomes more educable and easier to work with and live with. It’s a bit ironic that for these young or low processing children the thing that is going to help move then forward is one of the more difficult things to change, because we need to change the picture or motivate the child to move beyond their comfort level and change their own picture or behavior pattern. For example, if your child can do an auditory object sequence of 3 (they listen to you say the names of three objects and they then repeat the sequence) and has been at that level for a long time, you very possibly are having a hard time breaking that pattern and getting to a four. How do you get them unstuck?

Breaking a pattern and getting them unstuck requires creating a new picture. Perhaps a new place or new people will work. If that doesn’t work, you need a different strategy. Understanding that if their picture is them doing a 3, the odds are pretty good that as soon as you say a fourth number you have broken the picture and they have shut down. Hear a 4 and shut down—broken pattern, broken picture. One of the things we encourage parents to do in general to partially avoid this issue, is to give the child a variety of different levels of sequences to avoid creating too strong a pattern or picture. Rather than saying a lot of 3’s and trying to throw in a 4, you give them a 2, then a 3 then a 4, a 3 a 4 a 2, etc. We are hopefully having the child be successful (an important part of the script) and we are avoiding establishing a strong pattern of 3’s (trying to keep it off the script). Once a pattern has been established, or if we need to ease into a higher level, we can make the transition easier by doing what we call bridging. Bridging is done by cheating a bit. Rather than giving the child a real 4, which is four words said in the same tone at one second intervals, we cheat by either repeating the third word (cat, monkey, horse, horse) or we chunk (cat, monkey—horse, dog) by chunking the first two words by saying them together then a space and another chunk of two words. After we are successful at bridging 4’s, we add some legitimate 4’s. We are slowly changing the pattern and the picture in small increments.

Another way to get unstuck is to add some intensity. You might want to exchange the word intensity with reward to understand this unstuck procedure. Rewards can add sufficient intensity to move a child forward. A child gets stuck because it works for them. Having things stay in a familiar pattern keeps the child in their comfort zone and every time an event fits their picture, they get a little endorphin rush and take another step toward becoming addicted to the pattern and the outcome. So, if maintaining the picture is in the child’s best interests and has them stuck, we often need to provide something stronger that is in the child’s better interests. The stronger the pattern to be broken, the bigger the carrot needs to be to get them unstuck.

Having watched thousands of people do activities like processing, sadly its often difficult to tell from the reaction the child gets as to whether the child got a sequence correct or not. Often the result of getting one right is the honor to do another and another. It is surprising how often there is no feedback whatsoever. The quality and specificity of the feedback is really important and if you are trying to get unstuck, look for really big rewards to change the picture. “Give me just one 4 and we’ll get a pizza!” When they get the 4 and the family immediately goes and gets a pizza, guess what that creates? A new and better picture. You can screw this up by not changing the new picture really fast. If you did this a few days in a row and Johnny got a pizza for every 4, guess what? You have created an amazing pizza video—could be a tough one to delete. So, you use the big gun to break the old picture and then you lower the power and use sustainable rewards. But, if you get stuck again when you are going for the fives, change the picture and bring out the pizza.

So, we have a number of tools to get us unstuck, we can get unstuck by creating new pictures by doing things in new places, with new people, in new different ways and with strong rewards. What else? How about new videos to replace old videos?

We have been having parents create therapeutic videos for many decades. Often the best way to put a picture into a child’s mind is with a picture. We have used therapeutic videos to show a child how to do everything from produce a “B” sound to how to make their bed, to modeling getting a 4 and seeing someone get rewarded for it, to putting down a toilet seat. Not too tough and the child is much better for watching and learning from new therapeutic videos than watching that YouTube video for the thousandth time.

If you don’t like the picture give your child a new one.

Reprinted by permission of The NACD Foundation, Volume 31 No. 5, 2018 ©NACD

The post Getting Unstuck – Changing the Picture for Your Child appeared first on NACD International | The National Association for Child Development.

Researchers at the University of Montreal and its affiliated Saint-Justine Mother and Child University Hospital reported that each weekly hour of TV watched by 2.5- to 4.5-year olds had statistically significant effect correlation to athletic ability and waist size by the second and fourth grade, respectively, for those children. Parents of 1,314 children reported how many weekly hours of television their children watched at ages 2.5 and 4.5 years. Trained examiners measured distance performed on the standing long jump test for each child by the second grade, and then measured the waist circumferences of the children during the fourth grade. After controlling for other potential child and family variables, the research found a 1 centimeter decrease in the standing long jump for about every 3 hours of weekly television watched at 2.5 years of age; and they found fourth graders had about a 1-millimeter increase of the waistline for every 2 hours they had increased weekly television watching from 2.5 years of age to 4.5 years.

The researchers reported increased exposure to fast food commercials targeted for children is one way that watching television likely contributes to increased fat storage. The effects of these advertisements on children’s food choices and future dietary lifestyle have been documented in earlier research (Borzekowski & Robinson, 2001; Miller et al., 2008).

NACD understands that television is a powerful educational tool. Children can and will learn things they are exposed to on the TV. Therefore, besides limiting the amount of time children are exposed to television, NACD strongly encourages parents to turn on appropriate educational shows when their children are going to watch TV.

Sources

1. Borzekowski, D.G., & Robinson, T.N. (2001) The 30-second effect: An experiment revealing the impact of television commercials on food preferences of preschoolers. Journal of American Diet Association, 101, 42-46.
2. Fitzpatrick, C., Pagani, L., & Barneb, T. A. (2012). Early childhood television viewing predicts explosive leg strength and waist circumference by middle childhood. International Journal of Behavioral Nutrition and Physical Activity, 9, 87. http://www.ijbnpa.org/content/9/1/87.
3. Miller, S., et al. (2008). Association between television viewing and poor diet quality in young children. International Journal of Pediatric Obesity, 3, 168-176.

The post Science Corner Vol. 10 – How Watching Television Can Affect Your Child’s Health appeared first on NACD International | The National Association for Child Development.

At NACD, we work with children that have every imaginable developmental issue in addition to typical and gifted children. Our families deal with a broad range health and related developmental issues. Each year it has become more and more evident that our environment as well as what we consume is incredibly important. Toxins that we all live with are being seen as the underlying cause of many of our health and developmental issues. Eating the proper foods, getting the necessary nutrients and avoiding toxic chemicals is becoming not just important, but vital for most of us.

Our professional staff has reviewed and put together a list of products that are worth your consideration. One of the things we have learned at NACD is that there is close relationship between our physiology and our neurology, meaning what affects our health affects how our brain works. And, the less efficiently our brains work, as with those with developmental problems the more significant becomes our health and nutrition.

NACD receives a small commission if you use our Amazon referral link to buy our recommended products. The funds collected will go directly into a scholarship fund for our NACD families. NACD also receives a small commission for everything else you buy that is in your cart when you buy our recommended products. If you are going to purchase items based on our suggestions please use our referral link to help our incredible dedicated families.

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12 Great Healthy Living Gift Ideas for Holidays, Birthdays & Special Occasions

Melatonin

Melatonin is a natural hormone that your body produces that helps you maintain your walk/sleep cycle. Many things can negatively impact a child’s sleep cycle including light. It is advisable to consult your physician before starting Melatonin and for dosage recommendations.—Bob

Melatonin Time Release 3 mg.

Melatonin Liquid

Easy to administer and easy to adjust dosage.

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Merax Whole Body Vibrating Platform Exercise Fitness Machine

We have found that vibrating platforms can be helpful for building strength and tone or reducing /breaking up high tone. Helps with balance, tactility, proprioception and circulation.—Bob

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Puracy Natural All Purpose Cleaner

The Best Household Multi Surface Spray, Streak Free on Glass and Stainless Steel, Child and Pet Safe

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Ozone Cleaning

I love cleaning with ozone because it destroys bacteria, viruses and funguses without any chemicals. These machines can also be used to freshen air by actually cleaning the air, not covering it up with odors. Use it in rooms, closets and cars—especially cars! Ozone water can also remove stains from fabrics and clothes because the stain attaches to the ozone molecule and it releases from the fabric. Even old stains. —Laird

Ozone Generator machine Food Water Air Sterilizer Vegetable Fruit Fresher Ozonator

Robolife Air Purifier Ozone Disinfector Fruits Vegetables Sterilization US Plug

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Vita-Mix

Dr. Julian Neil, a highly respected health professional, once told me that there are 2 items every household seeking to improve health should have. At the top of his list was a Vitamix. Shortly thereafter I purchased my own and have been so very thankful for those words of wisdom. Here are a few models to choose from. —Lyn
[amazon_link asins=’B01688AFFC,B0758JHZM3,B008H4SLV6,B00LBFUKIA,0062407201,1537760637′ template=’ProductGrid’ store=’nacd0d-20′ marketplace=’US’ link_id=’010db34f-d495-11e7-92f9-01ab7d460f0d’]
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Premium MCT Oil

If you are looking for a great way to increase the benefits of healthy fats, MCT oil can be a good addition. I use it in my coffee each morning and can tell that it has made a difference in energy levels and softer skin. See the link for additional benefits. —Lyn

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Infrared Sauna

Of all of the different healthy living products I have ever used, this on is the real gem! Today’s world is so full of toxicity and what better way to decrease the effect that they can have on your health than to pull them out through the skin rather than crucial organs that do not regenerate as easily. Here is a great price on one made with non-toxic components. —Lyn

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Reverse Osmosis Water Filter

Just turning on the tap makes me nervous when I think about the “allowed” contaminants. Here is Amazon’s Choice for a top selling Under-the-couter Reverse Osmosis System. —Lyn

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Countertop Water Distiller

This water distiller is housed in a stainless steel unit and dispensed into a glass container so that the water never touches plastic. Many health benefits are believed to be achieved by periods of time consuming distilled water. This is the distiller I use myself and it is backed up by a good number of positive reviews:

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Researchers from the University of Pennsylvania School of Nursing reported that children who ate breakfast more often had significantly higher IQ scores on the full scale, verbal, and performance tests. The study included 1,269 six-year-old children. After controlling for seven potential sociodemographic variables, the study found children who ate breakfast on a near-daily basis scored 4.6 points higher on the total IQ test, 5.58 points higher on the verbal, and 2.50 points higher on the performance part compared to children who frequently skipped eating their breakfast. Therefore, eating breakfast every morning appears to have immediate vital implications for the cognitive function of children. This research adds to other research reporting long-term implications such as smoking, alcohol use, and infrequent exercise all being associated with a lifestyle of not eating breakfast regularly.

The researchers also report that breakfast eating has nutritional and social aspects that both likely play a role. Children commonly eat breakfast with their parents, which allows for some additional one-on-one interaction during the day. NACD understands that it’s these times of one-on-one interaction with an adult that are vital to expanding a child’s cognitive abilities. Furthermore, breakfast literally means to “break a fast” of not eating all night long, and this is important to refuel the brain. However, NACD stresses that it is not just eating breakfast that is important; what your child eats is perhaps even more important!

Eating breakfasts high in sugar and artificial sugars, such as Pop-Tarts or Captain Crunch, are usually detrimental for a child’s cognitive function. Therefore, aim for breakfasts high in protein, such as eggs, nuts, and lean meats, with plenty of fruits and vegetables. Be wary of dairy, wheat, and other grains, which are common sources of food sensitivities. Food sensitivities may be a problem for your child if three or more of the following apply to your child: sometimes congested; history of ear infections; frequent ups and downs in behavior; poor attention span at times; night or morning coughing spells; variable hearing that is sometimes good and sometimes poor; post-nasal drip; headaches; digestive issues; or periods of restlessness.

For more information on food sensitivities please read our article here.

Source

• Can breakfast make kids smarter? (2013) Science in Action. University of Pennsylvania School of Nursing. http://www.nursing.upenn.edu/sia/Pages/Can-Breakfast-Make-tiids-Smarter.aspx

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When purchasing raw goat milk it is imperative that you check out the farm and their methodology: i.e. are the goats organically fed; how are they milked and how is the milk stored; do they milk when the goats are being de-wormed; do they use any hormones or antibiotics; etc. Also, only use raw goat milk when breast milk is not available, and you know the integrity of the farm. If you are desiring it for health benefits you can get even more benefits from raw goat yogurt. Otherwise you can make nut milks.

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Buffalo Milk Vs. Cow Milk

No difference in nutritive value: There is practically no difference in the nutritive value and digestibility of milk and milk products obtained from cow and buffalo milks.

Lower cholesterol content: Significantly, cholesterol content of buffalo milk is 0.65 mg/g as compared to the corresponding value of 3.14 mg/g for cow milk.

More proteins: Animal bioassays have shown the Protein Efficiency Ratio (PER) value of buffalo milk proteins to be 2.74 and that of cow milk as 2.49. It will be seen that buffalo milk has about 11.42 per cent higher protein than cow milk.

More important minerals: Buffalo milk is also superior to cow milk in terms of important minerals, namely calcium, iron and phosphorus which are higher by 92 per cent, 37.7 per cent and 118 per cent respectively than those present in cow milk.

More vitamin A: Buffalo metabolizes all the carotene into vitamin A, which is passed on to milk as such.

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Symptoms ranging from “feeling bad all over,” to allergy-like symptoms and symptoms mimicking those of hypothyroidism and hypoglycemia. Other symptoms include: abdominal discomfort, anxiety, arthritis pain, bloating, canker sores, colitis, constipation, coughs, depression, diarrhea, dizzy spells, enteritis, fatigue, food intolerance, headaches, heartburn, hiatial hernia, impotence, insomnia, irritability, joint pain, menstrual and sex problems including loss of interest, muscle pain, nasal congestion, numbness, pelvic pain, poor memory, premenstrual tension, prostatitis, environmental sensitivities, sinusitis, sterility, tingling, urinary infection, and vaginitis, among others.

Major sources in food are milk sugars and wheat products. The bacteria feeds on sugars, and yeast containing foods like bread, processed grains, cake, cheese, candy, soft drinks, beer, wine, syrup, honey, root beer, cider, ketchup, processed meats, canned or frozen fruit, and fruit juices—even fruits in general—smoked meats, dried fruits, coffee, tea, melons, buttermilk, sour cream, and all processed foods.

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