To start, during the second trimester, normally around your 23rd week of pregnancy your doctor will give you a blood test to determine your blood glucose level. This number is what tells the doctor if you have gestational diabetes or not. Gestational diabetes is caused by your body not being able to create and use all the insulin it needs for the pregnancy. Without insulin, glucose can not leave the body and it builds up to high levels. This is called hyperglycemia.

The risk to your baby from gestational diabetes is not as severe as the risk to your baby if you have diabetes prior to getting pregnant. Because your baby is done forming by the time gestational diabetes begins, birth defects are not probable, but there are other problems that may occur. As glucose can go through the placenta to the baby it gives an excess energy supply to your baby. Since your baby doesn’t need the extra energy, the energy from the glucose is changed into fat, which results in a large birth weight for your baby. Having an overweight baby at birth can lead to problems when it travels down the birth canal, including possible shoulder injuries, and breathing problems. It can also lead to overweight children, and children who develop type 2 diabetes as adults.

If your doctor tells you that you have gestational diabetes you should start treatment immediately. Treatment includes a special diet and meal plans designed to keep the sugar levels down. It also includes exercise and physical activity. Treatment helps you to avoid a c-section because of a too-large baby, while it also gives you a chance for a healthy pregnancy and birth, and a healthy baby.

Happily, gestational diabetes appears during pregnancy and normally goes away after you deliver your baby. However, once you develop gestational diabetes, you have a very good chance of getting it again in subsequent pregnancies. Having gestational diabetes can also lead to the possibility of your having type 2 diabetes later in life. There are certain things you may be able to do to help avoid either of these conditions.

• Lose weight
• Get Regular exercise
• Maintain a healthy nutrition

If your doctor tells you that you have gestational diabetes, don’t panic! With early diagnosis, you’ll be able to make changes to your diet and lifestyle, and properly take care of yourself and your unborn baby.

Most people can understand how physical activity can impact not only their child’s physical development but also his social/emotional development. But intellectual development? What could movement possibly have to do with learning? After all, schools – where most of the child’s learning is supposed to take place – are our prime promoters of inactivity. (“Sit still.” “Stop squirming.” “Don’t run.” “Stay in your seat.”) If movement were critical to learning, wouldn’t the schools be employing it?

Certainly, you’d think so. Those of us who’ve understood the connection between moving and learning for a very long time have been waiting just as long for the educational “revolution.” And yet, not only is movement in the classroom a rarity, but also physical education and recess are being eliminated as though they were completely irrelevant to children’s growth and development. Perhaps the revolution will only finally arrive when you, as a parent, become aware of movement’s role in cognitive development and learning and begin to insist the schools do what’s right for children and not merely what the policy makers think they should be doing.

As Einstein so succinctly pointed out, “Learning is experience. Everything else is just information.” Piaget, the noted child development specialist studied by future teachers, labeled this learning sensorimotor and determined it was the child’s earliest form of learning. Since then, brain research has proven them both right.

But the most recent brain research has done much more than that. It’s now understood that, because a child’s earliest learning is based on motor development, so too is much of the knowledge that follows. The cerebellum, the part of the brain previously associated with motor control only, is now known to be, as Eric Jensen, author of numerous books on brain-based learning, puts it, a “virtual switchboard of cognitive activity.” Study after study has demonstrated a connection between the cerebellum and such cognitive functions as memory, spatial orientation, attention, language, and decision making, among others.

Thanks to advances in brain research, we now know that most of the brain is activated during physical activity – much more so than when doing seatwork. In fact, according to Jensen, sitting for more than 10 minutes at a stretch “reduces our awareness of physical and emotional sensations and increases fatigue.” He tells us this results in reduced concentration and, most likely, discipline problems.

Movement, on the other hand, increases blood vessels that allow for the delivery of oxygen, water, and glucose (“brain food”) to the brain. And this can’t help but optimize the brain’s performance!

All of this, of course, contradicts the longstanding and much-loved belief that children learn best when they’re sitting still and listening and working quietly at their desks. It also helps us understand why

• one Canadian study showed academic scores went up when a third of the school day was devoted to physical education. 
• Canadian study demonstrated children participating in five hours of vigorous physical activity a week had stronger academic performance in math, English, natural sciences, and French than did children with only two hours of physical activity per week. 
• study of third-grade children participating in dance activities improved their reading skills by 13 percent over six months, while their peers, who were sedentary, showed a decrease of two percent. 
• in France, children who spent eight hours a week in physical education demonstrated better academic performance, greater independence, and more maturity than students with only 40 minutes of PE a week. 
• children who participate in daily physical education have been shown to perform better academically and to have a better attitude toward school. 
• a study conducted by neurophysiologist Carla Hannaford determined that children who spent an extra hour a day exercising did better on exams than students who didn’t exercise. 
• recent research demonstrates a direct link between fitness and intelligence, particularly in children under 16 and in the elderly.

It is a huge mistake to think the mind and body are separate entities. The truth is that the domains of child development – physical, social, emotional, and cognitive – simply do not mature separately from one another. There’s an overlap and interrelatedness among them. And children do not differentiate among thinking, feeling, and moving. Thus, when a child learns something related to one domain, it impacts the others.

Research shows that movement is the young child’s preferred mode of learning – because they best understand concepts when they’re physically experienced. For example, children need to get high and low, small and large, wide and narrow shapes to truly understand these quantitative concepts. They need to act out simple computation problems (demonstrating the nursery rhyme “Three Little Monkeys” to discover three minus one equals two) to comprehend subtraction. They have to take on the straight and curving lines of the letters of the alphabet to fully grasp the way in which the letters should be printed.

Writing in Early Childhood Exchange, developmental and environmental psychologist Anita Rui Olds says: Until children have experiences orienting their bodies in space by going up, on, under, beside, inside, and in front of things, it is possible they will have difficulty dealing with letter identification and the orientation of symbols on a page. The only difference between a small “b” and a small “d,” for example, both of which are composed of a line and a circle, depends upon orientation, i.e., which side of the circle is the line on?

Eric Jensen labels this kind of hands-on learning implicit – like learning to ride a bike. At the opposite end of the spectrum is explicit learning – like being told the capital of Peru. He asks, if you hadn’t ridden a bike in five years, would you still be able to do it? And if you hadn’t heard the capital of Peru for five years, would you still remember what it was? Extrinsic learning may be quicker than learning through exploration and discovery, but the latter has greater meaning for children and stays with them longer. There are plenty of reasons for this, but one of them just may be that intrinsic learning creates more neural networks in the brain. And it’s more fun!

Carla Hannaford, in Smart Moves: Why Learning Is Not All in Your Head, states, “We have spent years and resources struggling to teach people to learn, and yet the standardized achievement test scores go down and illiteracy rises. Could it be that one of the key elements we’ve been missing is simply movement?”

About the Author
Rae Pica is a children’s movement specialist and the author of Your Active Child: How to Boost Physical, Emotional, and Cognitive Development through Age-Appropriate Activity (McGraw-Hill, 2003). Rae speaks to parent and education groups throughout North America. Visit her at www.movingandlearning.com.

1. Cuddling
   Cuddling is perhaps the activity preferred the most by newborns and infants. It is also one that grandparents like you, love. Cuddling with your new grandchild will give you the opportunity to bond, as well as provide them with much needed love and comfort.
2. Singing
   Singing is another fun activity that is ideal for newborns and infants. In all honesty, it doesn’t matter what you are signing, your grandchild will likely enjoy hearing your voice.
3. Dancing
   In addition to signing with your grandchild, you will want to dance with them. In the newborn and infant stages, it is important that you take slow, smooth steps.
4. Reading
   Reading to your grandchild is not only a fun activity that they will enjoy, but reading at a young age also has an unlimited number of benefits, in terms of education. When reading to your grandchild, you may want to use fun, character voices. Do so and watch your grandchild’s eyes light up with excitement.
5. Floor Play
   Floor play in general is a great activity for newborns and toddlers. What is nice about floor play is that you can do nothing but lay or sit on the floor with your grandchild or you can play with fun, educational toys. Toys great for floor play include building blocks and stacking toys.
6. Puppet Play
   Playing with puppets is a fun activity that children of all ages love, especially newborns and infants. You can easily purchase pre-made puppets or make your own. When playing with puppets, be sure to use funny voices.
7. Watching DVDs
   Watching DVDs is an activity that you and your grandchild can enjoy at home. It is advised that you watch DVDs, as opposed to television, as you have more options. There are DVDs that are designed for newborns and infants. These are often intriguing and educational in nature.
8. Walking
   Walking is a great activity for you and your grandchild to enjoy together. Outdoor walking is best, but you may also enjoy placing your grandchild in their stroller and taking a walk around your local shopping mall. Watch your grandchild light up with excitement as they enjoy the world around them.
9. Shopping
   Shopping with your grandchild is another fun filled activity that they will like. You can purchase a treat for your grandchild, like a new toy, book, or outfit, but honestly, you will find that no purchases are needed. Shopping is a great way to show your grandchild the world that awaits them, while completing a few errands yourself.
10. Take a Trip to the Zoo
    Visiting a zoo or even just a petting zoo is a fun filled activity that is great for both you and your grandchild. Encouraging a love of animals and learning has a number of benefits. Even if your grandchild is unable to comprehend what they see, you may be surprised how exciting the zoo is to them.

What It Means The APGAR score is a measurement of a newborn’s response to birth and life outside the womb. It was named for its creator, pediatrician Virginia Apgar (1909-1974), who introduced the system in 1952. Ratings are based on the following factors:

Appearance (color)
0 for blue or pale
1 for pink with blue extremities
2 for pink overall 

Pulse (heartbeat)
0 for absent (no pulse)
1 for under 100 bpm
2 for over 100 bpm

Grimace (reflex)
0 for non-responsive
1 for grimace
2 for cough or sneeze

Activity (muscle tone)
0 for limp
1 for some reflex
2 for active movement

Respiration (breathing)
0 for absent
1 for slow, irregular
2 for good crying

As you can see, for each factor, there is a score of 0 (poorest), 1 or 2 (best) which may be given. The score is taken at one and five minutes (sometimes also 10 minutes) after birth, the total high score being 10 and the lowest score being 0. The American Academy of Pediatrics made a statement in 1996 regarding the use, and abuse, of the scoring system as anything other than a newborn assessment tool: “APGAR scores are useful in assessing the condition of the infant at birth. Their use in other settings, such as collection of a child’s Apgar score at entry to school, is inappropriate.”