You don’t need “The Luck of the Irish” to take some St. Patricks Day photos and make them spectacular.  All you need are some cute little subjects (which you’ve already got) and a few inexpensive props (that you can easily and inexpensively obtain at your local party store.)   Couple those with a bright sunny day and, possibly, a field of grass or clovers, and you’ll have the perfect equation for some high quality, memory-made prints of your wee lads and lassies.

Here are some ideas for some creative St. Paddy’s portrait keepsakes:

• Balloons:  A simple bunch of green balloons is a unique way to draw attention to the picture.   Sometimes one big green balloon will add a little bit of uniqueness to your photo, too.  Against a stunning blue sky, on a bright sunny day, you are bound to create a setting that everyone will dote on.

• Hats: Local party supply stores have a lot of different styles;  Derby hats, green glittery top hats, a striped stove hat, or a charming plaid Gatsby style topper.   Add one of these hats to your baby, toddler, or older child’s precious little head, and you will definitely capture a fun mood in your shot.

• Green Feather Boa: This fun prop can be wrapped around your sleeping baby or wrapped around your diaper clad infant or toddler.  It adds texture and color, all-the-while capturing that winning photo.

While adding props to your portrait scene can really make your prints interesting and entertaining, there are a few things to remember and do that will make a good picture, a phenomenal picture.

• Lay the kids down, with their heads touching, and shoot from above.  This perspective is fun!

• Follow the “rule of thirds” by place your subjects on one of the imaginary lines that make up three vertical and horizontal columns/rows.   This rule produces an image that is very aesthetically pleasing.

• Seek motion in your picture by letting your subjects move freely while you shoot.  Sometimes this type of photography will produce that accidental image that you will treasure always.

“May your pockets be heavy and your heart be light,
May good luck pursue you each morning and night.”
~Irish Blessing

One of the most exciting parts of the second trimester is feeling your baby move. Women, both new and repeat moms-to-be, wait anxiously for the first movements that they feel in their belly, coming from their baby. These first movements are often referred to as quickening.

In actuality, your baby begins wiggling and moving by the 8th or 9th week of pregnancy. However, he is too small for you to feel at this point. However as he gets bigger he starts to kick the walls of your uterus as he moves around. This can happen as early as the 14th week of pregnancy, normally for women in their second pregnancy or beyond, and as late as the 26th week of pregnancy for women who are in their first pregnancy or might be a little overweight.

Quickening is often explained away as gas bubbles, especially by first time moms who aren’t sure what it should feel like. Quickening may also feel like a woman has butterflies in her stomach, flying around, or someone inside, tapping on their uterus. Eventually however the kicks, punches, and elbows will become obvious to even first time moms-to-be, and the movements will start to come with more regularity than they have in the past.

Remember that once you feel the quickening, you will probably be able to feel it everyday, however some days it may not be as often or as strong as others. If you want to get your baby active, it is often suggested that you drink a big glass of orange juice and lay down to wait for your baby to move. When you are up moving around, it often rocks your baby to sleep, so when you stop moving, he is able to wake up and start moving on his own.

If you start to feel what you think is quickening, but has a definite pattern, like a tap every five to ten seconds, it could be that your baby has the hiccups! Hiccups, like the quickening are a sure sign that your baby is growing and is healthy inside your belly.

When you are pregnant, your baby starts moving around as early as six weeks, into the pregnancy, about the time the heart starts beating. As the legs, arms, hands and feet are formed, you can actually see this movement during an ultrasound long before you can feel it in your body.

There is no set rule as to when you will first feel your baby move. The first movements that a woman can feel are generally referred to as fluttering. Some women say it feels like butterflies in their stomach. Others say it feels like gas. In reality it can be hard to tell if this fluttering is in fact your baby moving.

Some women claim that they can feel this fluttering as early as 12 weeks. Other women don’t feel anything until 20 weeks or even later. There are many reasons for this wide timespan.

Women who are very thin, or have had previous pregnancies, often start to feel their baby earlier than women in their first pregnancy. If a woman is overweight, the extra pounds around her belly could shield some of the movements as well.

Another thing to consider is the position of the placenta. If the placenta is positioned in the front of her uterus, it functions as a pad as the baby kicks. It will take longer for the mother to feel her baby kick. The baby will have to get bigger and stronger in order for his movements to penetrate through the placenta.

If you haven’t felt your baby move, do not worry. As long as your doctor says all is fine at your appointments, and you hear the heartbeat, you know all is ok. By the time you get to the third trimester the baby will be moving, kicking, tossing and turning so much that it may sometimes be painful, and you will be asking him to settle down and go to sleep!

by Rae Pica

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.

by Rae Pica

Besides the fact that they were built to do so, there are a great many reasons why infants need to move. The truth is, even though their movement capabilities are extremely limited when compared with even those of a toddler, movement experiences may be more important for infants than for children of any other age group. And it’s not all about motor development either.

Thanks to new insights in brain research, we now know that early movement experiences are considered essential to the neural stimulation (the “use-it-or-lose-it” principle involved in the keeping or pruning of brain cells ) needed for healthy brain development.

Not long ago, neuroscientists believed that the structure of a human brain was genetically determined at birth. They now realize that although the main “circuits” are “prewired” (for such functions as breathing and the heartbeat), the experiences that fill each child’s days are what actually determine the brain’s ultimate design and the nature and extent of that child’s adult capabilities.

An infant’s brain, it turns out, is chock-full of brain cells (neurons) at birth. (In fact, a one-pound fetus already has 100 billion of them!) Over time, each of these brain cells can form as many as 15,000 connections (synapses) with other brain cells. And it is during the first three years of life that most of these connections are made. Synapses not used often enough are eliminated. On the other hand, those synapses that have been activated by repeated early experiences tend to become permanent. And it appears that physical activity and play during early childhood have a vital role in the sensory and physiological stimulation that results in more synapses.

Neurophysiologist Carla Hannaford, in her excellent book, Smart Moves: Why Learning Is Not All in Your Head, states: “Physical movement, from earliest infancy and throughout our lives, plays an important role in the creation of nerve cell networks which are actually the essence of learning.”

She then goes on to relate how movement, because it activates the neural wiring throughout the body, makes the entire body — not just the brain — the instrument of learning.

Gross and fine motor skills are learned through repetition as well — both by virtue of being practiced and because repetition lays down patterns in the brain. Although it hasn’t been clearly determined that such early movements as kicking, waving the arms, and rocking on hands and knees are “practice” for later, more advanced motor skills, it’s believed that they are indeed part of a process of neurological maturation needed for the control of motor skills. In other words, these spontaneous actions prepare the child – physically and neurologically – to later perform more complex, voluntary actions.

Then, once the child is performing voluntary actions (for example, rolling over, creeping, and walking), the circle completes itself, as these skills provide both glucose (the brain’s primary source of energy) and blood flow (“food”) to the brain, in all likelihood increasing neuronal connections.

According to Rebecca Anne Bailey and Elsie Carter Burton, authors of The Dynamic Self: Activities to Enhance Infant Development, whenever babies move any part of their bodies, there exists the potential for two different kinds of learning to occur: learning to move and moving to learn.

Still, recent evidence indicates that infants are spending upward of 60 waking hours a week in things – high chairs, carriers, car seats, and the like!

The reasons for this trend are varied. Part of the problem is that more and more infants are being placed in childcare centers, where there may not be enough space to let babies roam the floor. Or, given the number of infants enrolled, there may be little opportunity for caregivers to spend one-on-one time with each baby. This means, in the morning, an infant is typically fed, dressed, and then carried to the automobile, where she’s placed in a car seat. She’s then carried into the childcare center, where she may spend much of her time in a crib or playpen. At the end of the day, she’s picked up, placed again into the car seat, and carried back into the house, where she’s fed, bathed, and put to bed.

Even when parents are home with baby, they seem to be busier than ever these days. Who has time to get on the floor and creep around with a child? Besides, with today’s emphasis on being productive, playing with a baby would seem almost a guilty pleasure! And if the baby seems happy and safe in a seat placed conveniently in front of the TV, in a bouncer hung in a doorway, or cruising about in a walker, then what’s the harm? It’s a win/win situation, isn’t it?

In fact, it isn’t. Being confined (as one colleague says: “containerized”) affects a baby’s personality; they need to be held. It may also have serious consequences for the child’s motor – and cognitive – development.

Other trends in today’s society having an impact on infants’ opportunities to move are the inclination to restrict, rather than encourage, freedom of movement and the misguided belief that early academic instruction will result in superbabies. (In 1999, 770,000 copies of infant software – “lapware” – were sold!)

Humans are meant to move and play. The inclination – the need – is hardwired into them. Babies, in fact, spend nearly half of their waking time – 40% – doing things like kicking, bouncing, and waving their arms. And while it may appear all this activity is just for the sake of moving, it’s important to realize a baby is never “just moving” or “just playing.” Every action extends the child’s development in some way.

About the Author:
Rae Pica is a children’s movement specialist and 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 and read more articles at www.movingandlearning.com.