Doc McStuffins: The Cartoon Character That Encourages Healthy Behaviors

Disney: You either love it or you hate it. Personally, I love Disney. I grew up with Disney princesses and Disney Channel movies (currently watching High School Musical), and I am a strong believer that the shows and movies promote prosocial behavior and are a big benefit to children. There are some people who believe that Disney promotes bad habits, but a recent study looking at the Disney Junior Show Doc McStuffins. The show features a child named Dottie, nicknamed, "Doc," who's dream is to become a doctor like her mother. In the meantime, she is a doctor to her toys, who come to life when she presses the button on her stethoscope. A study titled, "How Healthy is the Doc? A Content Analysis of the Doc Mcstuffins Show," done by Lisa Grace-Leitch, viewed and analyzed 300 minutes of the show to see if it created healthy behaviors (focusing on nutrition and physical fitness) in children. Their hypothesis was that there would be positive cues to healthy behaviors in every episode. The analysis showed that 100% of the episodes had cues to healthy behaviors, and included cues to both nutrition and physical fitness. Their second hypothesis was that the show would only cue healthy behaviors. Their analysis showed that 76% of the cues were positive, 23% were negative, and 1% were neutral. The examples of negative behaviors included characters who were being the "bad" example, like sitting out instead of playing, and once Doc asked for whipped cream on her smoothie, the article says.

Overall, Doc McStuffins encouraged healthy behaviors. Childhood obesity is a huge problem in America, and if children are going to be watching television shows, it is good to have one with a healthy main character that also normalizes going to the doctor. Below is the link to the full journal article if you would like to read the entire study.

How Healthy is the Doc?

Guide to Educational Apps for the Classroom

This post highlights the top three apps for your classroom iPads. The games I have chosen are high quality and appropriate for a variety of ages, and will nicely supplement the material you are already learning in class.

Endless ABC:
The first app, Endless ABC, is a highly popular app that teaches vocabulary and letter sounds. The user spells words by dragging the letter to the appropriate spot (like a puzzle). As the user drags the letter, the letter speaks the letter sound in a goofy voice. The letter "L" says, "la-la-la-la," and the vowels change their sound based on how they are used in the word, so the letter "E" could say, "eee," or "eh-eh-eh." Once the user spells the letter, a short animation, featuring cute monsters, is played that teaches the definition of the word. The word, "courageous," for example, shows a monster jumping out of a plane with a parachute. The kids I have worked with have all LOVED this game and crack up at the funny letter sounds. We have even been using it to help my niece make correct letter sounds, as she has been making a T sound instead of a K or hard C sound. It is helping her learn the difference between the letters. Highly recommended.

Inspire Pro:
Inspire Pro is an art app where the user can draw using a finger or a stylus. There is a wide variety of colors and tools to choose from, and the user that create simple scribbles or detailed drawings. This can even be used as a fun way to practice writing letters and words. It is easy to work once you know where are the tools are located, and kids like being able to draw whatever they like even when a pad of paper is not available. If all your students have a school iPad, then this is an app they can use quietly if they finish their work early.

Pocket Pons
The Pocket Pons app, which features an interactive Koi pond with fish, lily pads, and dragonflies, doesn't appear outwardly educational, but I have found this app is extremely useful for many kids I work with. When children are upset, the Koi pond provides a calming environment right at their finger tips. The children can splash the water, feed the fish, and organize lily pads until they calm down. For children who have frequent meltdowns, this app can be an invaluable tool to keep them in the classroom.

Best Low-Tech and High-Tech Items for the Classroom

I will be featuring two low-tech items and two high-tech items, all of which would make a great addition to the classroom. They all foster learning in different ways, but the main goal of any technology is to keep the child engaged so learning can take place.

One of the most essential low-tech toys is the band in a box! This is a great item for circle time, because it gives the children the ability to participate while still remaining in their spots. The musical instruments get the wiggles out without too much wiggling. They can be used to teach rhythm, patterns, and taking turns. The picture shows a Melissa and Doug band in a box, and includes a tambourine, maracas, a triangle, symbols, a rhythm stick, and a clapper.

The next low-tech item is a paper roll dispenser. This dispenser holds blank paper and can be cut off in small pieces for individual projects or in a long strip for group coloring activities. The dispenser is a lovely feature because it can be left out on the table without worrying about the roll of paper falling, tearing, or getting bent. 

My first high-tech item is an interactive globe. Geography can be a hard concept for children to grasp, because they are born with an egocentric nature. An interactive globe teaches them about the world around them in a fun and engaging way. The "smart pen" allows children to explore the globe and learn fun facts about each country.

The second high-tech item is the Math Mat Challenge electronic game, and can help foster a child's math skills as well as gross motor skills and listening skills. You can choose a counting game, an addition game, and a subtraction game. The game will ask a question, such as, "what is 3 + 2?" The child then has to tap, slap, or jump on the correct number within a certain amount of time. The game speeds up as the child answers questions correctly to keep the child challenged and engaged. This would be a good game for a small group time with the help of an assistant teacher. Math is a hard subject for a lot of children, so adding movement can help engage children who don't like math.

Technology for the Classroom: Leap Start Interactive Learning System

I recently created a handout about introducing a new technology to my classroom: The Leap Start Interactive Learning System. It talks about the Leap Start system and how I would introduce it to my classroom. I liked the idea of the Leap Start System because there is no screen involved-- It's just a device with interchangeable books on a wide variety of subjects! The device fosters independent learning because the device talks the user through the pages. Take a look at my handout and see if it would be something you would include in your classroom. The device itself costs $39.99 and each book costs $12.99.

Newest Media Guidelines From The American Academy of Pediatrics

In November, the American Academy of Pediatrics came out with their newest guidelines on properly using digital media with young children. Previously, the AAP recommended that children under the age of two do not view any digital media, and that children 2-5 should be limited to an hour a day. Now that technology is making its way through every aspect of our daily lives, the AAP has updated their recommendations to accommodate the constant presence of technology. It is now recommended that children under the age of eighteen months should not be exposed to any digital media, with the exception of video-chatting friends and family members. The AAP highlighted the value of video-chatting because it is a social activity and it can help the infant connect with family and friends wherever they are. From age eighteen months to two years, families can start introducing digital media slowly. This digital media should be high quality and most importantly, should be co-viewed, meaning that parents and children should view the digital media together. The AAP focused heavily on the idea that digital media should not serve as an electronic babysitter. Even children age 2-5, who can view up to an hour of digital media daily, should not be left alone with technology. The AAP acknowledges that technology is becoming a major part of our lives, but they say that it is important that the digital media that children view should be high quality and co-viewed. I like the new recommendations. How about you? Below is a link to the full article from the AAP about their updated guidelines.
AAP Media and Young Minds

Technology For a Safer Night's Sleep: Owlet Baby Care

Sudden Infant Death Syndrome, or SIDS, is the death of an infant that is unexplained even after being investigated. This typically happens to children under the age of one, and is a major cause of worry for new parents. The Owlet Baby Monitor is worn on the baby's foot like a sock, and monitors the infant's heart rate and blood oxygen levels. The monitor sends information to the parent's phone via bluetooth, and will alert you if your child stops breathing. Owlet uses the same technology used in hospitals, and has gone through over 100,000 hours of testing to ensure that the technology is accurate and helpful. This can even be used without a smart phone, as the base (which would be located in the parent's room) can also alert the parents if the child stops breathing. This technology can be extremely helpful in giving parents peace of mind, knowing that if something is wrong with their child, the Owlet will alert them. Other than using the Owlet baby monitor, placing the child on their back to sleep, keeping the child cool, and leaving stuffed animals, blankets, and pillows, out of the crib can also greatly reduce your child's risk of SIDS. The Owlet costs $249 and can be purchased on their website, Target, and Amazon. Below is a link to the website so you can further investigate this interesting technology.
Owlet Baby Monitor

Catering To Students With Special Needs: Technology for Physical Development

This is the fourth and final installment in the series about catering to students with special needs. This section focuses on physical development, which can mean anything from standing, walking, holding a pencil, or feeding oneself. I have personally used both of these tools to help a child learn to stand and walk independently. When I first starting working with him, he couldn't even sit up on his own, and with the help of these tools, he can walk mostly independently (while using the tools) and is getting better at standing without support as well.

Nimbo Rehab Lightweight Posterior Posture Walker 

http://www.drivemedical.com/index.php/nimbo-lightweight-gait-trainer-841.html

How it should be introduced to and used by the child in need:

We introduced the Nimbo walker to the child in need firstly by calling it a fun name. We called it his “car” and made cute “vroom” sounds when it was used. This put a positive association with the walker. We started by picking him up and positioning his body and hands where they needed to be to use the walker. We held his hands in place and pushed the walker while singing his “walking song,” while he moved his legs. We praised him any time he tried to move the walker by himself. This walker can be used forwards only, or you can allow the child to walk forwards and backwards. The child in need should be supervised while using the walker to ensure their safety.

How it should be introduced to other children:

Other children should know that the child in need is using the walker to learn how to walk. It is always good to remind the other children that they love to walk and run and play, and the child in need wants to learn how to do all those things as well. I personally avoid using the comparison, “like a baby learning to walk,” because it can make the child in need seem like he is not a peer to the other children.

Goals for the child’s use of technology:

The goal of a walker is to help strengthen the child’s leg muscles and core muscles. We want the walker to strengthen his muscles enough to where the child can walk unassisted if the child’s conditions allow it. The walker is a tool and if it’s possible, we would like the child to eventually walk without it.

How the child’s development will be assessed:

I would assess the child’s development by rating how the child is progressing in their physical development on and off the walker. I would make notes of how long the child can walk using the walker, how their muscles are developing, and what the child can do off the walker. If it seems that the walker is contributing to the child’s increased muscle strength and overall sense of independence, then we would conclude that the walker is helping the child and continue using it as part of the child’s treatment.

Ankle and Foot Orthotics (AFOs)

http://www.cerebralpalsy.org/information/mobility/orthotics

How it should be introduced to and used by the child in need:

I personally have introduced AFOs to a child, and they can be hard to adjust too. I recommend only having the child wear the AFOs for short periods of time at first. We put the AFOs on while the child watched a television show or played on the iPad, and we took them off when the show or game time was done. The child I nannied for would then only wear them during his therapies so he could have increased stability and reduced muscle weakness. We then transitioned to having him wear the AFOs during preschool as well. He learned to be comfortable with the AFOs because they helped him balance better and allowed him to move more independently. 

How it should be introduced to other children:

The AFOs are often covered with long pants, but when the child was wearing shorts, we did our best not to draw attention to them. If other children asked about the AFOs, we would tell them that the AFOs were helping him to learn to walk so he can be just like you (other children). Children are very accepting of the AFOs because they like to walk and run and play.

Goals for the child’s use of technology:

Some of the goals for children who use AFOs outlined on the cerebral palsy website include having an increased range of motion, stronger muscles, more endurance, better coordination, and an overall increased sense of independence. 

How the child’s development will be assessed:

We can assess how the child’s development is progressing by looking at the overall goals of using AFOs and rating how quickly the child is meeting those goals. I would rate the child’s muscle strength, endurance, etc; before using AFOs, after a week or a month using AFOs, and so on. This will help me keep track of how the AFOs are helping the child in need.

(Picture shows a child I worked with who uses both AFOS and the Nimbo walker with much success. He is able to walk mostly independently as long as someone is close behind him to occasional help him steer. Picture was taken and used with his mother's permission.)