Maine Musings: April 28
One of the hardest things for a family to go through is a child’s extended illness. It does not matter how old the child is, or how severe the illness, when your kid is not well, the world seems to be off its axis.
The longer the illness lingers and the more severe it is can bring great stress to the primary caregiver, family relationships, and the ability to rationalize. All you want is for the pain to stop, the medications to do their job, and the smile on your child’s face to return. Time seems to move more slowly and days and nights become one.
If the child needs to be hospitalized it can be a difficult time for him or her no matter their age. Illness and hospital stays are both stressful. They disrupt a child’s life and can interfere with normal development.
While they are in the hospital, children may miss their friends and family. They may be bored, and they may be afraid. They may not understand why they are in the hospital, or they may have false beliefs about what is happening to them.
Many hospitals now have on staff as part of their multi-disciplinary health care team someone who is known as a Child Life Specialist. I first heard of this position when a former intern asked me to write a recommendation to include with her application to the program.
Since then, I have seen the amazing work they do while Spidey has been in and out of Boston Children’s Hospital the last four months due to complications from a perforated appendix. I also have high praise and much admiration for the doctors, nurses, and other members of his medical team. His care has been extraordinary. He will overcome this and flag football, fishing, and Fisher Cats games will be back on our agenda.
I hope that you never have to spend a prolonged amount of time in a hospital with your child or grandchild, but if you do, please be sure to ask for the Child Life Specialist to pay a visit.
Here is information about the Child Life Specialist at Boston Children’s Hospital:
Child Life Specialists enhance a patient’s emotional, social and cognitive growth during a hospital stay, giving special consideration to each child’s family, culture and stage of development.
Using developmental interventions and play, they help patients and families adjust to and understand the hospital and their medical situation.
Child Life Specialists:
- Help patients develop ways to cope with fear, anxiety, separation and adjustment to the hospital experience
- Provide consultation to the health care team regarding developmental and psycho-social issues
- Provide preparation and individualized support before and after medical procedures
- Facilitate developmentally appropriate play, including medical play, at the bedside, in activity rooms and in clinic areas
- Initiate tutoring services
As professionals trained to work with children in medical settings, each Specialist holds a bachelor’s or master’s degree in the areas of child life, child development, special education or recreational therapy. Many Child Life Specialists are also professionally certified and affiliated with the National Child Life Council.
Child Life Specialists are also available to help families with questions that may arise about a child’s behavior and adjustment to home or school after they have been in the hospital. We offer:
- “Back-to-school” programs, on referral, following a patient’s extended hospital stay
- Resources tailored to meet your child’s needs
- Suggestions to ease transition and recovery
Visit Activities for Patients for more information about activities provided by Child Life Specialists.
Have you seen those bumper stickers that say, Read Aloud to a Child Every Day? Does reading aloud to a child really matter?
And here is why:
Reading aloud helps children acquire early language skills.
- Reading aloud is widely recognized as the single most important activity leading to literacy acquisition. Among other things, reading aloud builds word-sound awareness in children, a potent predictor of reading success.
- “Children who fall seriously behind in the growth of critical early reading skills have fewer opportunities to practice reading. Evidence suggests that these lost practice opportunities make it extremely difficult for children who remain poor readers during the first three years of elementary school to ever acquire average levels of reading fluency.” Torgeson, J. Avoiding the Devastating Downward Spiral, American Educator. (2004)
- Reading aloud to young children is not only one of the best activities to stimulate language and cognitive skills; it also builds motivation, curiosity, and memory. Bardige, B. Talk to Me, Baby! (2009), Paul H Brookes Pub Co.
- Reading aloud stimulates language development even before a child can talk. Bardige, B. Talk to Me, Baby! (2009), Paul H Brookes Pub Co.
- Research shows that the more words parents use when speaking to an 8-month-old infant, the greater the size of their child’s vocabulary at age 3. The landmark Hart-Risley study on language developmentdocumented that children from low-income families hear as many as 30 million fewer words than their more affluent peers before the age of 4. Hart, B. Risley, T. Meaningful Differences in the Everyday Experiences of Young American Children (1995), Paul H. Brookes Publishing Co.
Reading aloud helps children develop positive associations with books and reading.
- The nurturing and one-on-one attention from parents during reading aloud encourages children to form a positive association with books and reading later in life.
- Reading aloud is a proven technique to help children cope during times of stress or tragedy.
- Reading aloud is a good way to help a child acclimate to new experiences. As your child approaches a major developmental milestone or a potentially stressful experience, sharing a relevant story is a great way to help ease the transition. For instance, if your little one is nervous about starting preschool, reading a story dealing with this topic shows her that her anxiety is normal.
Reading aloud helps children build a stronger foundation for school success.
- “What happens during the first months and years of life matters, a lot, not because this period of development provides an indelible blueprint for adult well-being, but because it sets either a sturdy or fragile stage for what follows.” J.S. Shonkoff & D. Phillips, Eds., From Neurons to Neighborhoods: The Science of Early Childhood Development (2000), Washington D.C.; National Research Council & The Institute of Medicine, National Academy Press.
- Once children start school, difficulty with reading contributes to school failure, which can increase the risk of absenteeism, leaving school, juvenile delinquency, substance abuse, and teenage pregnancy – all of which can perpetuate the cycles of poverty and dependency.
- Reading aloud in the early years exposes children to story and print knowledge as well as rare words and ideas not often found in day-to-day conversations or screen time.
- Reading aloud gives children the opportunity to practice listening – a crucial skill for kindergarten and beyond.
- Reading aloud to a child gives them the basics of how to read a book. Children aren’t born with an innate knowledge that text is read from left to right, or that the words on a page are separate from the images. Essential pre-reading skills like these are among the major benefits of early reading.
- Reading aloud helps them develop more logical thinking skills. Another illustration of the importance of reading to children is their ability to grasp abstract concepts, apply logic in various scenarios, recognize cause and effect, and utilize good judgment. As your toddler or preschooler begins to relate the scenarios in books to what’s happening in his own world, he’ll become more excited about the stories you share.
Reading aloud is, according to the landmark 1985 report “Becoming a Nation of Readers,” “the single most important activity for building the knowledge required for eventual success in reading.”
Despite this advice, however, some educators and many parents don’t read aloud to children from a young age and thus fail to nurture avid and skilled readers. Indeed, this is especially true for children in low-income families. According to the Federal Interagency Forum on Child and Family Statistics, only 48 percent of families below the poverty level read to their preschoolers each day, compared with 64 percent of families whose incomes were at or above the poverty level. Children from low-income families are also less likely to have exposure to print materials.
So now that Spring is in the air and Summer is right around the corner have some fun, free time with your child. Visit the library and get some books.
Then in addition to the usual reading places—a couch, an overstuffed armchair, a child’s bed—consider less traditional ones:
- Outside under a shady tree, in a sandbox or a hammock, or at a nearby park.
- Toss a sheet over a clothesline or table to create a reading hideaway.
- Keep a book in the glove compartment of your car for long road trips or traffic delays.
- Spread a blanket on the floor for an indoor reading picnic.
- Use your imagination. Almost every room in your house offers exciting reading possibilities.