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"content": "\u003cp>If this were a normal summer, Katy Phinney and her colleagues would be organizing their Pre-K classrooms for the new school year, choosing classroom themes and wall décor. Instead, Phinney is worried about what Pre-K will look like if and when students return to classrooms. “My biggest concern is teachers needing to balance the importance of safety procedures with creating a welcoming and loving environment for our students,” says Phinney, the Pre-K program director in Richardson Independent School District in Texas.\u003c/p>\n\u003cp>Early childhood classrooms are going to look different this year, even if school buildings are open – no desk clusters with kids sharing materials, no cozy circles on the rug, no holding hands on the way to the bathroom. \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/index.html\">CDC guidelines\u003c/a> recommend social distancing, keeping students in one classroom throughout the day, and masks for adults. (In many schools, young children will be encouraged but not required to wear masks.)\u003c/p>\n\u003cp>These measures are necessary to protect everyone’s physical health, but what will be the effects on young children’s social and emotional health? Pre-K and kindergarten are \u003ca href=\"https://www.kqed.org/mindshift/49205/why-preschool-is-the-most-important-year-in-a-childs-development\">pivotal points in a child’s education,\u003c/a> in part because they set the tone for long-term feelings about school. “How are we going to not make this a traumatic experience for our littlest learners?” Phinney wonders.\u003c/p>\n\u003ch2>\u003cstrong>Physically but not emotionally distant \u003c/strong>\u003c/h2>\n\u003cp>Trusting, nurturing relationships are the foundation of a smooth transition to school, and they are more important now than ever. “You want to encourage children to be physically distant but not emotionally distant,” says Angela Searcy, a child development instructor at the Erikson Institute and owner of Simple Solutions Educational Services, which provides consultation to early childhood educators.\u003c/p>\n\u003cp>That will take some creative thinking. For example, circle time and morning meeting will be challenging. Teachers can encourage distancing by asking kids to picture themselves in a giant bubble that will help them monitor whether they’re staying 6 feet apart.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Facial expressions are an important way of communicating and building relationships, so some early childhood educators plan to wear face shields or masks with clear windows around the mouth, “so the kids can see our smiles!,” says Phinney. Searcy suggests teachers take pictures of themselves and students making different facial expressions and then put the photos on keyrings or lanyards so everyone can point to the picture that expresses the emotions they’re feeling.\u003c/p>\n\u003cp>She also recommends “intensifying the use of visuals,” like sign language to complement speech and visual checklists for routines, which many teachers already use. Teachers can draw from the \u003ca href=\"https://www.kqed.org/mindshift/56195/how-students-benefit-from-a-school-reopening-plan-designed-for-those-at-the-margins\">principles of universal design\u003c/a>, incorporating strategies developed for students with disabilities to make learning more accessible to everyone.\u003c/p>\n\u003cp>\u003ca href=\"https://health.oregonstate.edu/people/megan-mcclelland\">Megan McClelland\u003c/a>, director of the Hallie E. Ford Center for Healthy Children and Families at Oregon State University, highlights the importance of building children’s self-regulation skills to help them navigate this time. She has researched how educators can use brief, fun \u003ca href=\"https://health.oregonstate.edu/biblio/stop-think-act-integrating-self-regulation-early-childhood-classroom\">games to build skills like impulse control, emotion regulation, and cognitive flexibility\u003c/a>. The games are adaptable for different situations and contexts, and the researchers find that teachers are accustomed to making those modifications based on the space and time they have. McClelland says that simply “adding a little bit of intentionality to the strategies teachers are already doing to support self-regulation can be really helpful.”\u003c/p>\n\u003ch2>\u003cstrong>The absence of touch \u003c/strong>\u003c/h2>\n\u003cp>Still, the absence of touch will be a loss for young children and their teachers, some experts say. Melissa Ali-Bell, an administrator at Baldwin Hills Elementary School in Los Angeles says, “I think it’s going to be extremely difficult for the little ones to not touch. That’s how they show their love for you and each other.” Positive touch can be reassuring for children who are stressed or who have experienced trauma, according to \u003ca href=\"https://ampersand.gseis.ucla.edu/tunette-powell-creating-a-safe-place-for-black-parents/\">Tunette Powell\u003c/a>, interim director of the UCLA Parent Empowerment Project.\u003c/p>\n\u003cp>Powell urges schools to think about other ways to establish emotional safety for students, such as applying the principles of \u003ca href=\"https://www.kqed.org/mindshift/tag/trauma-informed-teaching\">trauma-informed teaching\u003c/a>, and to be wary of focusing only on physical safety. “You can give everybody masks and testing, and you can go through a whole school year where no one has COVID, but if you didn’t think about safety in terms of love and restoration and care, that wasn’t safe,” she says.\u003c/p>\n\u003cp>Part of creating an emotionally safe environment is \u003cstrong>supporting rather than punishing children when they struggle to follow the health guidelines.\u003c/strong> “It’s important to keep the adult response focused on empathy and teaching,” says Allyson Apsey, principal of Quincy Elementary in Zeeland, Michigan. That includes focusing on “do’s” rather than “don’ts” and using images like emulating superheroes by wearing masks. Teachers and administrators should \u003ca href=\"http://www.educationalleadership-digital.com/educationalleadership/201809/MobilePagedArticle.action?articleId=1419398#articleId1419398\">avoid using behavior charts\u003c/a> and other tactics that shame children.\u003c/p>\n\u003cp>Ali-Bell is concerned that some teachers will send children out of classrooms or even suspend them if they have trouble following the distancing guidelines. This could have lasting negative impacts on children, especially Black children, who are \u003ca href=\"https://www.instituteforchildsuccess.org/wp-content/uploads/2018/12/ICS-2018-PreschoolSuspensionBrief-WEB.pdf\">suspended and expelled from preschool at disproportionate rates,\u003c/a> feeding the \u003ca href=\"https://www.tandfonline.com/doi/full/10.1080/10665684.2014.958965?casa_token=G_peJoPItBsAAAAA%3AkCFjtrP8heiqLARagHHQQLtmPGHxc84atM-1gEfvUfMiL0vhGTUJKbU05YV5Ok0nrDoX7lI3VPhL\">school-to-prison pipeline\u003c/a> at a shockingly early age. Powell, who went into education after speaking out about her sons’ repeated preschool suspensions, cautions that “we’re going to have schools that look a bit more like prison than ever before,” with strict guidelines such as how children walk through the hallways. Educators must do everything they can to make young children feel like school is a positive and loving place, she says.\u003c/p>\n\u003ch2>\u003cstrong>Adults set the tone \u003c/strong>\u003c/h2>\n\u003cp>Following the health guidelines may not be as hard for children as adults fear, say some educators.\u003c/p>\n\u003cp>“A lot of people have said this is going to be so hard on the kids, but it’s actually harder on the adults. The kids are happy and healthy,” says Janna Baasch, a program director at Play Palz 101 in Kankakee, Illinois, which stayed open as an emergency childcare center for essential workers and has recently expanded its capacity. Children at her center do not have trouble sitting several feet apart and have responded well to new curriculum elements about hygiene, she says, adding, “They really get it.”\u003c/p>\n\u003cp>Young children take their cues from adults, reminds teachers and child development specialists. “Children are mirrors of our own emotions,” principal Apsey says. If teachers and parents are calm, children will be, too. That’s not necessarily easy at a time when all of us are stressed and anxious – and when we are stressed, we are more likely to be \u003ca href=\"https://developingchild.harvard.edu/resources/building-core-capabilities-for-life/\">on the alert for perceived threats and to lose our temper or lash out\u003c/a>. To minimize the chance of such counterproductive reactions, Powell advises that “we’re going to have to invest in early childhood educators – not only in paying them more but in superb training and access to mental health services.” That might include opportunities for teachers to talk about their fears and practice calming strategies like \u003ca href=\"https://greatergood.berkeley.edu/article/item/seven_ways_mindfulness_can_help_teachers\">mindfulness.\u003c/a>\u003c/p>\n\u003cp>Educators can also help parents set a calm, reassuring tone with children. Baasch talks frequently with parents on the phone because they aren’t allowed in the center right now. She updates them, listens to their fears, and reassures them about safety protocols. Even though many of the families are new to her center in recent months, she says they and their children already feel strong bonds with the staff.\u003c/p>\n\u003cp>Julie Fatt, who has taught kindergarten through second grade at P.S. 121 in Brooklyn, NY for over 30 years, is also beefing up her family outreach. She says her school has always placed a high priority on family relationships but “we went above and beyond” when schools closed last spring, having regular one-on-one video calls with families to check in and offer support. Fatt and her colleagues are planning an event to help families prepare their children for the hybrid learning model New York City public schools are currently planning to implement.\u003c/p>\n\u003cp>It remains to be seen when classrooms in New York and around the country will actually open, and what they will look like when they do. Fortunately, teachers of young children are used to being creative and adjusting on the fly. Fatt’s motto right now is “be patient, go with the flow, and we’ll figure it out as we go.” That philosophy surely feels normal to many early childhood educators, even at a time when so little else does.\u003c/p>\n\u003cp>\u003cem>Suzanne Bouffard is the author of \"\u003ca href=\"https://www.penguinrandomhouse.com/books/534830/the-most-important-year-by-suzanne-bouffard/\">The Most Important Year: \u003c/a>\u003ca href=\"https://www.penguinrandomhouse.com/books/534830/the-most-important-year-by-suzanne-bouffard/\">Pre-Kindergarten and the Future of our Children\u003c/a>.\" You can follow her at \u003ca href=\"https://twitter.com/SuzanneBouffard\">@SuzanneBouffard\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>This story is part of a MindShift series that explores solutions for returning to school during the COVID19 pandemic, supported in part by the \u003c/i>\u003ca href=\"https://www.schusterman.org/\">\u003cspan class=\"s2\">\u003ci>Charles\u003c/i>\u003c/span>\u003cspan class=\"s3\"> \u003c/span>\u003cspan class=\"s4\">\u003ci>and Lynn Schusterman Family Foundation\u003c/i>\u003c/span>\u003c/a>\u003ci>. MindShift retains sole editorial control over all content. \u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Facial expressions are an important way of communicating and building relationships, so some early childhood educators plan to wear face shields or masks with clear windows around the mouth, “so the kids can see our smiles!,” says Phinney. Searcy suggests teachers take pictures of themselves and students making different facial expressions and then put the photos on keyrings or lanyards so everyone can point to the picture that expresses the emotions they’re feeling.\u003c/p>\n\u003cp>She also recommends “intensifying the use of visuals,” like sign language to complement speech and visual checklists for routines, which many teachers already use. Teachers can draw from the \u003ca href=\"https://www.kqed.org/mindshift/56195/how-students-benefit-from-a-school-reopening-plan-designed-for-those-at-the-margins\">principles of universal design\u003c/a>, incorporating strategies developed for students with disabilities to make learning more accessible to everyone.\u003c/p>\n\u003cp>\u003ca href=\"https://health.oregonstate.edu/people/megan-mcclelland\">Megan McClelland\u003c/a>, director of the Hallie E. Ford Center for Healthy Children and Families at Oregon State University, highlights the importance of building children’s self-regulation skills to help them navigate this time. She has researched how educators can use brief, fun \u003ca href=\"https://health.oregonstate.edu/biblio/stop-think-act-integrating-self-regulation-early-childhood-classroom\">games to build skills like impulse control, emotion regulation, and cognitive flexibility\u003c/a>. The games are adaptable for different situations and contexts, and the researchers find that teachers are accustomed to making those modifications based on the space and time they have. McClelland says that simply “adding a little bit of intentionality to the strategies teachers are already doing to support self-regulation can be really helpful.”\u003c/p>\n\u003ch2>\u003cstrong>The absence of touch \u003c/strong>\u003c/h2>\n\u003cp>Still, the absence of touch will be a loss for young children and their teachers, some experts say. Melissa Ali-Bell, an administrator at Baldwin Hills Elementary School in Los Angeles says, “I think it’s going to be extremely difficult for the little ones to not touch. That’s how they show their love for you and each other.” Positive touch can be reassuring for children who are stressed or who have experienced trauma, according to \u003ca href=\"https://ampersand.gseis.ucla.edu/tunette-powell-creating-a-safe-place-for-black-parents/\">Tunette Powell\u003c/a>, interim director of the UCLA Parent Empowerment Project.\u003c/p>\n\u003cp>Powell urges schools to think about other ways to establish emotional safety for students, such as applying the principles of \u003ca href=\"https://www.kqed.org/mindshift/tag/trauma-informed-teaching\">trauma-informed teaching\u003c/a>, and to be wary of focusing only on physical safety. “You can give everybody masks and testing, and you can go through a whole school year where no one has COVID, but if you didn’t think about safety in terms of love and restoration and care, that wasn’t safe,” she says.\u003c/p>\n\u003cp>Part of creating an emotionally safe environment is \u003cstrong>supporting rather than punishing children when they struggle to follow the health guidelines.\u003c/strong> “It’s important to keep the adult response focused on empathy and teaching,” says Allyson Apsey, principal of Quincy Elementary in Zeeland, Michigan. That includes focusing on “do’s” rather than “don’ts” and using images like emulating superheroes by wearing masks. Teachers and administrators should \u003ca href=\"http://www.educationalleadership-digital.com/educationalleadership/201809/MobilePagedArticle.action?articleId=1419398#articleId1419398\">avoid using behavior charts\u003c/a> and other tactics that shame children.\u003c/p>\n\u003cp>Ali-Bell is concerned that some teachers will send children out of classrooms or even suspend them if they have trouble following the distancing guidelines. This could have lasting negative impacts on children, especially Black children, who are \u003ca href=\"https://www.instituteforchildsuccess.org/wp-content/uploads/2018/12/ICS-2018-PreschoolSuspensionBrief-WEB.pdf\">suspended and expelled from preschool at disproportionate rates,\u003c/a> feeding the \u003ca href=\"https://www.tandfonline.com/doi/full/10.1080/10665684.2014.958965?casa_token=G_peJoPItBsAAAAA%3AkCFjtrP8heiqLARagHHQQLtmPGHxc84atM-1gEfvUfMiL0vhGTUJKbU05YV5Ok0nrDoX7lI3VPhL\">school-to-prison pipeline\u003c/a> at a shockingly early age. Powell, who went into education after speaking out about her sons’ repeated preschool suspensions, cautions that “we’re going to have schools that look a bit more like prison than ever before,” with strict guidelines such as how children walk through the hallways. Educators must do everything they can to make young children feel like school is a positive and loving place, she says.\u003c/p>\n\u003ch2>\u003cstrong>Adults set the tone \u003c/strong>\u003c/h2>\n\u003cp>Following the health guidelines may not be as hard for children as adults fear, say some educators.\u003c/p>\n\u003cp>“A lot of people have said this is going to be so hard on the kids, but it’s actually harder on the adults. The kids are happy and healthy,” says Janna Baasch, a program director at Play Palz 101 in Kankakee, Illinois, which stayed open as an emergency childcare center for essential workers and has recently expanded its capacity. Children at her center do not have trouble sitting several feet apart and have responded well to new curriculum elements about hygiene, she says, adding, “They really get it.”\u003c/p>\n\u003cp>Young children take their cues from adults, reminds teachers and child development specialists. “Children are mirrors of our own emotions,” principal Apsey says. If teachers and parents are calm, children will be, too. That’s not necessarily easy at a time when all of us are stressed and anxious – and when we are stressed, we are more likely to be \u003ca href=\"https://developingchild.harvard.edu/resources/building-core-capabilities-for-life/\">on the alert for perceived threats and to lose our temper or lash out\u003c/a>. To minimize the chance of such counterproductive reactions, Powell advises that “we’re going to have to invest in early childhood educators – not only in paying them more but in superb training and access to mental health services.” That might include opportunities for teachers to talk about their fears and practice calming strategies like \u003ca href=\"https://greatergood.berkeley.edu/article/item/seven_ways_mindfulness_can_help_teachers\">mindfulness.\u003c/a>\u003c/p>\n\u003cp>Educators can also help parents set a calm, reassuring tone with children. Baasch talks frequently with parents on the phone because they aren’t allowed in the center right now. She updates them, listens to their fears, and reassures them about safety protocols. Even though many of the families are new to her center in recent months, she says they and their children already feel strong bonds with the staff.\u003c/p>\n\u003cp>Julie Fatt, who has taught kindergarten through second grade at P.S. 121 in Brooklyn, NY for over 30 years, is also beefing up her family outreach. She says her school has always placed a high priority on family relationships but “we went above and beyond” when schools closed last spring, having regular one-on-one video calls with families to check in and offer support. Fatt and her colleagues are planning an event to help families prepare their children for the hybrid learning model New York City public schools are currently planning to implement.\u003c/p>\n\u003cp>It remains to be seen when classrooms in New York and around the country will actually open, and what they will look like when they do. Fortunately, teachers of young children are used to being creative and adjusting on the fly. Fatt’s motto right now is “be patient, go with the flow, and we’ll figure it out as we go.” That philosophy surely feels normal to many early childhood educators, even at a time when so little else does.\u003c/p>\n\u003cp>\u003cem>Suzanne Bouffard is the author of \"\u003ca href=\"https://www.penguinrandomhouse.com/books/534830/the-most-important-year-by-suzanne-bouffard/\">The Most Important Year: \u003c/a>\u003ca href=\"https://www.penguinrandomhouse.com/books/534830/the-most-important-year-by-suzanne-bouffard/\">Pre-Kindergarten and the Future of our Children\u003c/a>.\" You can follow her at \u003ca href=\"https://twitter.com/SuzanneBouffard\">@SuzanneBouffard\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>This story is part of a MindShift series that explores solutions for returning to school during the COVID19 pandemic, supported in part by the \u003c/i>\u003ca href=\"https://www.schusterman.org/\">\u003cspan class=\"s2\">\u003ci>Charles\u003c/i>\u003c/span>\u003cspan class=\"s3\"> \u003c/span>\u003cspan class=\"s4\">\u003ci>and Lynn Schusterman Family Foundation\u003c/i>\u003c/span>\u003c/a>\u003ci>. MindShift retains sole editorial control over all content. \u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Parents Can Learn From Child Care Centers That Stayed Open During COVID19 Lockdowns",
"title": "What Parents Can Learn From Child Care Centers That Stayed Open During COVID19 Lockdowns",
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"content": "\u003cp>When Arizona schools shut down in mid-March to prevent the spread of the coronavirus, Tatiana Laimit, a nurse in Phoenix, knew she needed a backup plan. Laimit is a single mother of a 6-year-old girl and had recently relocated to the area. She didn't have any friends or family nearby to ask for help.\u003c/p>\n\u003cp>It was past 8 on a Friday night when she shot off an email to her local YMCA to ask if they were providing emergency care for the children of front-line workers. \"And immediately [someone] responded and let me know, 'Yes.' \"\u003c/p>\n\u003cp>Throughout the pandemic, many child care centers have stayed open for the children of front-line workers — everyone from doctors to grocery store clerks. YMCA of the USA and New York City's Department of Education have been caring for, collectively, tens of thousands of children since March, and both tell NPR they have no reports of coronavirus clusters or outbreaks. As school districts sweat over reopening plans, and with just over half of parents \u003ca href=\"https://news.gallup.com/poll/312674/parents-slightly-favor-full-time-person-school-fall.aspx\">telling pollsters\u003c/a> they're comfortable with in-person school this fall, public health and policy experts say education leaders should be discussing and drawing on these real-world child care experiences.\u003c/p>\n\u003cp>The Y says that during the lockdowns it cared for up to 40,000 children between the ages of 1 and 14 at 1,100 separate sites, often in partnership with local and state governments. And in New York City, the pandemic's national epicenter in March and April, the city's Department of Education reports that it cared for more than 10,000 children at 170 sites.\u003c/p>\n\u003cp>Working in early days, and on very short notice, these two organizations followed safety guidance that closely resembles what's now been \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/05/14/856483424/cdc-issues-decision-tools-to-guide-reopening-of-schools-businesses-transit\">officially put out\u003c/a> by the Centers for Disease Control and Prevention. The Y says a few staff members and parents at sites around the country did test positive, but there are no records of having more than one case at a site. This, among a population of essential workers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In a \u003ca href=\"https://docs.google.com/spreadsheets/d/1L45r63t8hpYfGLpT6gWKjYMscu8Wut6jtlxO-1FAW9c/edit#gid=204576280\">separate, unscientific survey\u003c/a> of child care centers, Brown University economist Emily Oster found that, as of Tuesday afternoon, among 916 centers serving more than 20,000 children, just over 1% of staff and 0.16% of children were confirmed infected with the coronavirus.\u003c/p>\n\u003cp>The Y emphasized to NPR that its data is not comprehensive, and the availability of testing has varied across the country. But experts say it's worth taking these low numbers into account.\u003c/p>\n\u003cfigure id=\"attachment_56163\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-56163\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-temp1_custom-f2738490111b426ff8741a02bb9d3570d9bce251.jpe\" alt=\"\" width=\"200\" height=\"129\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-temp1_custom-f2738490111b426ff8741a02bb9d3570d9bce251.jpe 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-temp1_custom-f2738490111b426ff8741a02bb9d3570d9bce251-160x103.jpe 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">A Valley of the Sun YMCA staff member takes the temperature of a child before she enters child care. \u003ccite>(Valley of the Sun YMCA)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"There are almost no recorded cases of child-to-adult transmission of COVID-19,\" says Elliot Haspel, an education policy expert and child care advocate who wrote \u003ca href=\"http://earlylearningnation.com/2020/06/opinion-child-cares-look-safe-its-time-to-act-like-it/\">an op-ed\u003c/a> arguing for reopening full-time child care and schools as soon as possible. \"It's not zero risk, [but] we're acting with a March 2020 understanding of COVID-19 and kids, and not with a June 2020 understanding of COVID-19 and kids.\"\u003c/p>\n\u003cp>\u003cstrong>Pods and \"airplane arms\"\u003c/strong>\u003c/p>\n\u003cp>In March, the CDC had yet to issue its official guidance about how to safely operate schools or group child care. And yet, the protocols that the Y and New York City came up with were strikingly similar to the CDC's May recommendations, as well as guidelines now being considered by states and districts.\u003c/p>\n\u003cp>In order to slow the spread of illness, local YMCAs and New York City grouped \"pods\" of no more than nine children with each adult. Heidi Brasher of the YMCA of the USA says this often meant using spaces such as basketball courts or even boardrooms, taking advantage of buildings that were otherwise closed. \"They were very creative in the way they utilized space,\" Brasher says.\u003c/p>\n\u003cp>Pods didn't mix, but social distancing and use of masks weren't necessarily observed within each pod, especially with very young children — the Y cares for children as young as 1 year old.\u003c/p>\n\u003cp>Brasher says her organization consulted with the CDC to create a \"quick start\" guide for each location around the country to get up and running with emergency child care, going over everything from morning check-in procedures to food prep.\u003c/p>\n\u003cp>They did temperature checks and symptom screenings on each child coming in each day, with staff members wearing masks, gloves and gowns where available. Children with symptoms were urged to stay home.\u003c/p>\n\u003cp>Staff came up with creative ways to reinforce frequent and thorough hand-washing. Libby Corral is chief operating officer of the Valley of the Sun YMCA, which operated nine emergency child care sites across Arizona (this month they expanded to regular camp programming). She says that at the beginning of each 30-minute activity, such as sports or craft time, children get a stamp or marker doodle on their hands, which they have to wash off before moving on to the next activity.\u003c/p>\n\u003cp>\"We were teaching them not just 'rinse your hands,' but 'scrub them.' And instead of having to dread washing their hands, they were able to get excited and laugh and have fun while they were doing that.\"\u003c/p>\n\u003cp>They also reinforce social distancing by having the kids make \"airplane arms\" when they're standing in line or moving from place to place. And children get their own materials, such as art supplies, to use from day to day, rather than sharing. Having individual materials worked so well, says Corral, that they plan to make it a policy in the future.\u003c/p>\n\u003cfigure id=\"attachment_56164\" class=\"wp-caption alignnone\" style=\"max-width: 1221px\">\u003cimg class=\"size-full wp-image-56164\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d.jpe\" alt=\"\" width=\"1221\" height=\"916\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d.jpe 1221w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d-800x600.jpe 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d-1020x765.jpe 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d-160x120.jpe 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d-768x576.jpe 768w\" sizes=\"(max-width: 1221px) 100vw, 1221px\">\u003cfigcaption class=\"wp-caption-text\">A Valley of the Sun YMCA staff member poses with children after a craft project that involved making face masks. \u003ccite>(Valley of the Sun YMCA)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Of course, running things this way is expensive. Even after emergency state aid, her YMCA locations ran at a deficit, Corral says.\u003c/p>\n\u003cp>In New York, which is still operating its city-run child care centers, the rules are similar, and in some ways stricter. Face coverings are mandatory for all, whereas children at YMCA sites aren't required to wear them. Social distancing is maintained as much as possible by everyone inside the building, reinforced with 6-foot-long posters of animals like sea turtles. And daily temperature checks of everyone coming in the building are done by school nurses, according to New York City Department of Education spokeswoman Katie O'Hanlon.\u003c/p>\n\u003cp>Officials with both organizations say they don't know of any clusters of cases associated with a site. Corral, in Arizona, says she knows of one case in which a staff member, who didn't work directly with children, tested positive, and another case in which a parent called in and volunteered to self-quarantine after an exposure.\u003c/p>\n\u003cp>Laimit, the nurse in Phoenix, credits the Valley of the Sun YMCA with \"really great communication,\" both about health practices and her daughter's social and emotional needs.\u003c/p>\n\u003cp>\"It takes a weight off of me as a parent, because when I'm at work, especially providing care for others — and it's absolutely chaotic right now, Arizona is on the rise with their COVID cases — not having to worry about my daughter and her safety ... it's a savior for me. It's a weight off of my shoulders.\"\u003c/p>\n\u003cp>\u003cstrong>\"There are ways to substantially reduce the risks\"\u003c/strong>\u003c/p>\n\u003cp>Should parents across the country stop worrying about sending their kids off to camp and school, as long as a version of these guidelines is followed?\u003c/p>\n\u003cp>Dr. Joshua Sharfstein at the Johns Hopkins School of Public Health says we can learn from the YMCA and New York City examples, but we shouldn't overgeneralize.\u003c/p>\n\u003cp>\"These experiences illustrate that it's possible to bring kids together without a guarantee of an outbreak or a serious situation developing,\" he explains. On the other hand, they don't guarantee the opposite.\u003c/p>\n\u003cp>Sharfstein agrees it's OK to extrapolate — not only from essential worker child care in the U.S., but from the experiences of countries around the world where schools have already opened up. \"There are ways to substantially reduce the risks when kids get together,\" he says.\u003c/p>\n\u003cp>He also agrees with Haspel, the child care advocate, in saying that \"there is converging evidence that the coronavirus doesn't transmit among children like the flu — that it's a lower risk.\"\u003c/p>\n\u003cp>There are two related reasons for this, Sharfstein explains: One is that children \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/06/20/880983822/coronavirus-mystery-are-kids-less-likely-to-catch-it-than-adults-are\">seem to be less likely to get infected\u003c/a>, and the second is that when they \u003cem>are \u003c/em>infected they are much more likely to be mildly symptomatic or asymptomatic. If they're not coughing or sneezing, it's harder for them to spread the virus to others. \u003cem>The New Yorker\u003c/em> \u003ca href=\"https://www.newyorker.com/magazine/2020/06/08/how-iceland-beat-the-coronavirus\">reported\u003c/a> that Iceland, which did extensive contact tracing, found only two examples of child-to-parent transmission.\u003c/p>\n\u003cp>\u003cstrong>A question of priorities\u003c/strong>\u003c/p>\n\u003cp>Sharfstein says there are still some really important things we don't know — and that we'd like to know — as group child care and schools start to open up. He cites a \u003ca href=\"https://www.centerforhealthsecurity.org/our-work/publications/2020/filling-in-the-blanks-national-research-needs-to-guide-decisions-about-reopening-schools-in-the-united-states\">May report\u003c/a> from the Johns Hopkins Center for Health Security. It calls for a national research agenda to quickly address the outstanding questions about children and the coronavirus. Among them, says the report:\u003c/p>\n\u003cblockquote>\u003cp>\"How vulnerable to severe illness are students who have underlying health conditions, such as asthma, diabetes, or severe obesity? How safe is it for adults who themselves have serious underlying health conditions? ... How safe is it for teachers, administrators, and other school staff? ... Are certain school communities at greater risk than others relative to exposure, and should each school community be evaluated independently to determine level of risk?\"\u003c/p>\u003c/blockquote>\n\u003cp>And then there's the question of priorities. Among all the steps organizations are taking — hand-washing, masks, temperature checks, pods, social distancing, and guidelines about staying home if sick — which are the most important?\u003c/p>\n\u003cp>And crucially, how important is group size? The recommendation to keep groups of children small and separate imposes a particular burden on school districts. In most places, reducing class sizes means reducing in-person class time, staggering schedules and continuing remote learning in parallel with in-class instruction. That requires resources that not all students and schools have access to.\u003c/p>\n\u003cp>Right now, Sharfstein says, we just don't know how important it is to limit group size. \"I think it's a failure that we haven't prioritized opening schools.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Prioritizing schools, he adds, means doing lots of research on children and the coronavirus as soon as possible to inform the right policies to put in place.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+Parents+Can+Learn+From+Child+Care+Centers+That+Stayed+Open+During+Lockdowns&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Arizona schools shut down in mid-March to prevent the spread of the coronavirus, Tatiana Laimit, a nurse in Phoenix, knew she needed a backup plan. Laimit is a single mother of a 6-year-old girl and had recently relocated to the area. She didn't have any friends or family nearby to ask for help.\u003c/p>\n\u003cp>It was past 8 on a Friday night when she shot off an email to her local YMCA to ask if they were providing emergency care for the children of front-line workers. \"And immediately [someone] responded and let me know, 'Yes.' \"\u003c/p>\n\u003cp>Throughout the pandemic, many child care centers have stayed open for the children of front-line workers — everyone from doctors to grocery store clerks. YMCA of the USA and New York City's Department of Education have been caring for, collectively, tens of thousands of children since March, and both tell NPR they have no reports of coronavirus clusters or outbreaks. As school districts sweat over reopening plans, and with just over half of parents \u003ca href=\"https://news.gallup.com/poll/312674/parents-slightly-favor-full-time-person-school-fall.aspx\">telling pollsters\u003c/a> they're comfortable with in-person school this fall, public health and policy experts say education leaders should be discussing and drawing on these real-world child care experiences.\u003c/p>\n\u003cp>The Y says that during the lockdowns it cared for up to 40,000 children between the ages of 1 and 14 at 1,100 separate sites, often in partnership with local and state governments. And in New York City, the pandemic's national epicenter in March and April, the city's Department of Education reports that it cared for more than 10,000 children at 170 sites.\u003c/p>\n\u003cp>Working in early days, and on very short notice, these two organizations followed safety guidance that closely resembles what's now been \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/05/14/856483424/cdc-issues-decision-tools-to-guide-reopening-of-schools-businesses-transit\">officially put out\u003c/a> by the Centers for Disease Control and Prevention. The Y says a few staff members and parents at sites around the country did test positive, but there are no records of having more than one case at a site. This, among a population of essential workers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In a \u003ca href=\"https://docs.google.com/spreadsheets/d/1L45r63t8hpYfGLpT6gWKjYMscu8Wut6jtlxO-1FAW9c/edit#gid=204576280\">separate, unscientific survey\u003c/a> of child care centers, Brown University economist Emily Oster found that, as of Tuesday afternoon, among 916 centers serving more than 20,000 children, just over 1% of staff and 0.16% of children were confirmed infected with the coronavirus.\u003c/p>\n\u003cp>The Y emphasized to NPR that its data is not comprehensive, and the availability of testing has varied across the country. But experts say it's worth taking these low numbers into account.\u003c/p>\n\u003cfigure id=\"attachment_56163\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-56163\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-temp1_custom-f2738490111b426ff8741a02bb9d3570d9bce251.jpe\" alt=\"\" width=\"200\" height=\"129\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-temp1_custom-f2738490111b426ff8741a02bb9d3570d9bce251.jpe 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-temp1_custom-f2738490111b426ff8741a02bb9d3570d9bce251-160x103.jpe 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">A Valley of the Sun YMCA staff member takes the temperature of a child before she enters child care. \u003ccite>(Valley of the Sun YMCA)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"There are almost no recorded cases of child-to-adult transmission of COVID-19,\" says Elliot Haspel, an education policy expert and child care advocate who wrote \u003ca href=\"http://earlylearningnation.com/2020/06/opinion-child-cares-look-safe-its-time-to-act-like-it/\">an op-ed\u003c/a> arguing for reopening full-time child care and schools as soon as possible. \"It's not zero risk, [but] we're acting with a March 2020 understanding of COVID-19 and kids, and not with a June 2020 understanding of COVID-19 and kids.\"\u003c/p>\n\u003cp>\u003cstrong>Pods and \"airplane arms\"\u003c/strong>\u003c/p>\n\u003cp>In March, the CDC had yet to issue its official guidance about how to safely operate schools or group child care. And yet, the protocols that the Y and New York City came up with were strikingly similar to the CDC's May recommendations, as well as guidelines now being considered by states and districts.\u003c/p>\n\u003cp>In order to slow the spread of illness, local YMCAs and New York City grouped \"pods\" of no more than nine children with each adult. Heidi Brasher of the YMCA of the USA says this often meant using spaces such as basketball courts or even boardrooms, taking advantage of buildings that were otherwise closed. \"They were very creative in the way they utilized space,\" Brasher says.\u003c/p>\n\u003cp>Pods didn't mix, but social distancing and use of masks weren't necessarily observed within each pod, especially with very young children — the Y cares for children as young as 1 year old.\u003c/p>\n\u003cp>Brasher says her organization consulted with the CDC to create a \"quick start\" guide for each location around the country to get up and running with emergency child care, going over everything from morning check-in procedures to food prep.\u003c/p>\n\u003cp>They did temperature checks and symptom screenings on each child coming in each day, with staff members wearing masks, gloves and gowns where available. Children with symptoms were urged to stay home.\u003c/p>\n\u003cp>Staff came up with creative ways to reinforce frequent and thorough hand-washing. Libby Corral is chief operating officer of the Valley of the Sun YMCA, which operated nine emergency child care sites across Arizona (this month they expanded to regular camp programming). She says that at the beginning of each 30-minute activity, such as sports or craft time, children get a stamp or marker doodle on their hands, which they have to wash off before moving on to the next activity.\u003c/p>\n\u003cp>\"We were teaching them not just 'rinse your hands,' but 'scrub them.' And instead of having to dread washing their hands, they were able to get excited and laugh and have fun while they were doing that.\"\u003c/p>\n\u003cp>They also reinforce social distancing by having the kids make \"airplane arms\" when they're standing in line or moving from place to place. And children get their own materials, such as art supplies, to use from day to day, rather than sharing. Having individual materials worked so well, says Corral, that they plan to make it a policy in the future.\u003c/p>\n\u003cfigure id=\"attachment_56164\" class=\"wp-caption alignnone\" style=\"max-width: 1221px\">\u003cimg class=\"size-full wp-image-56164\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d.jpe\" alt=\"\" width=\"1221\" height=\"916\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d.jpe 1221w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d-800x600.jpe 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d-1020x765.jpe 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d-160x120.jpe 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d-768x576.jpe 768w\" sizes=\"(max-width: 1221px) 100vw, 1221px\">\u003cfigcaption class=\"wp-caption-text\">A Valley of the Sun YMCA staff member poses with children after a craft project that involved making face masks. \u003ccite>(Valley of the Sun YMCA)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Of course, running things this way is expensive. Even after emergency state aid, her YMCA locations ran at a deficit, Corral says.\u003c/p>\n\u003cp>In New York, which is still operating its city-run child care centers, the rules are similar, and in some ways stricter. Face coverings are mandatory for all, whereas children at YMCA sites aren't required to wear them. Social distancing is maintained as much as possible by everyone inside the building, reinforced with 6-foot-long posters of animals like sea turtles. And daily temperature checks of everyone coming in the building are done by school nurses, according to New York City Department of Education spokeswoman Katie O'Hanlon.\u003c/p>\n\u003cp>Officials with both organizations say they don't know of any clusters of cases associated with a site. Corral, in Arizona, says she knows of one case in which a staff member, who didn't work directly with children, tested positive, and another case in which a parent called in and volunteered to self-quarantine after an exposure.\u003c/p>\n\u003cp>Laimit, the nurse in Phoenix, credits the Valley of the Sun YMCA with \"really great communication,\" both about health practices and her daughter's social and emotional needs.\u003c/p>\n\u003cp>\"It takes a weight off of me as a parent, because when I'm at work, especially providing care for others — and it's absolutely chaotic right now, Arizona is on the rise with their COVID cases — not having to worry about my daughter and her safety ... it's a savior for me. It's a weight off of my shoulders.\"\u003c/p>\n\u003cp>\u003cstrong>\"There are ways to substantially reduce the risks\"\u003c/strong>\u003c/p>\n\u003cp>Should parents across the country stop worrying about sending their kids off to camp and school, as long as a version of these guidelines is followed?\u003c/p>\n\u003cp>Dr. Joshua Sharfstein at the Johns Hopkins School of Public Health says we can learn from the YMCA and New York City examples, but we shouldn't overgeneralize.\u003c/p>\n\u003cp>\"These experiences illustrate that it's possible to bring kids together without a guarantee of an outbreak or a serious situation developing,\" he explains. On the other hand, they don't guarantee the opposite.\u003c/p>\n\u003cp>Sharfstein agrees it's OK to extrapolate — not only from essential worker child care in the U.S., but from the experiences of countries around the world where schools have already opened up. \"There are ways to substantially reduce the risks when kids get together,\" he says.\u003c/p>\n\u003cp>He also agrees with Haspel, the child care advocate, in saying that \"there is converging evidence that the coronavirus doesn't transmit among children like the flu — that it's a lower risk.\"\u003c/p>\n\u003cp>There are two related reasons for this, Sharfstein explains: One is that children \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/06/20/880983822/coronavirus-mystery-are-kids-less-likely-to-catch-it-than-adults-are\">seem to be less likely to get infected\u003c/a>, and the second is that when they \u003cem>are \u003c/em>infected they are much more likely to be mildly symptomatic or asymptomatic. If they're not coughing or sneezing, it's harder for them to spread the virus to others. \u003cem>The New Yorker\u003c/em> \u003ca href=\"https://www.newyorker.com/magazine/2020/06/08/how-iceland-beat-the-coronavirus\">reported\u003c/a> that Iceland, which did extensive contact tracing, found only two examples of child-to-parent transmission.\u003c/p>\n\u003cp>\u003cstrong>A question of priorities\u003c/strong>\u003c/p>\n\u003cp>Sharfstein says there are still some really important things we don't know — and that we'd like to know — as group child care and schools start to open up. He cites a \u003ca href=\"https://www.centerforhealthsecurity.org/our-work/publications/2020/filling-in-the-blanks-national-research-needs-to-guide-decisions-about-reopening-schools-in-the-united-states\">May report\u003c/a> from the Johns Hopkins Center for Health Security. It calls for a national research agenda to quickly address the outstanding questions about children and the coronavirus. Among them, says the report:\u003c/p>\n\u003cblockquote>\u003cp>\"How vulnerable to severe illness are students who have underlying health conditions, such as asthma, diabetes, or severe obesity? How safe is it for adults who themselves have serious underlying health conditions? ... How safe is it for teachers, administrators, and other school staff? ... Are certain school communities at greater risk than others relative to exposure, and should each school community be evaluated independently to determine level of risk?\"\u003c/p>\u003c/blockquote>\n\u003cp>And then there's the question of priorities. Among all the steps organizations are taking — hand-washing, masks, temperature checks, pods, social distancing, and guidelines about staying home if sick — which are the most important?\u003c/p>\n\u003cp>And crucially, how important is group size? The recommendation to keep groups of children small and separate imposes a particular burden on school districts. In most places, reducing class sizes means reducing in-person class time, staggering schedules and continuing remote learning in parallel with in-class instruction. That requires resources that not all students and schools have access to.\u003c/p>\n\u003cp>Right now, Sharfstein says, we just don't know how important it is to limit group size. \"I think it's a failure that we haven't prioritized opening schools.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Prioritizing schools, he adds, means doing lots of research on children and the coronavirus as soon as possible to inform the right policies to put in place.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+Parents+Can+Learn+From+Child+Care+Centers+That+Stayed+Open+During+Lockdowns&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Child care providers around the country have been hit hard by the coronavirus pandemic, with many facing closure even as others struggle to stay open.\u003c/p>\n\u003cp>At least\u003ca href=\"http://www.hunt-institute.org/covid-19-resources/state-child-care-actions-covid-19/\"> 12 states have shuttered\u003c/a> all child care except for essential workers, according to The Hunt Institute, an education nonprofit. In California, the decision is up to each provider, who must balance the needs of families with the health and safety of workers and children.\u003c/p>\n\u003cp>\"The bottom line is we need our child care facilities, our daycare centers to operate, to absorb the magnitude of the impacts of the school closures,\" California Gov. Gavin Newsom said at a March \u003ca href=\"https://twitter.com/CAgovernor/status/1240059717897973762\">press conference\u003c/a>.\u003c/p>\n\u003cp>At ABC Little School in Los Angeles, parents now drop off their children at the gates. Staff are advised to travel only between their homes and the school. And the center is closed on Fridays for deep cleaning.\u003c/p>\n\u003cp>Director Stephanie Ortega says it falls on her to implement policies to ensure the safety of her employees and the students, who range in age from 18 months to 6 years old.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I have parents that are upset that I'm open, and I have parents that are in need of me being open,\" Ortega says.\u003c/p>\n\u003cp>The state agency that licenses child care \u003ca href=\"https://www.documentcloud.org/documents/6812024-3-16-20-Provider-Information-Notice.html\">recommends\u003c/a> facilities screen staff and students for respiratory illnesses and create contingency plans for an outbreak of COVID-19. Ortega and other providers say they're not getting enough guidance.\u003c/p>\n\u003cp>\"We're kind of on our own here,\" Ortega says. \"[If] we continue to stay open and the situation does worsen, I'm putting not only my teachers at risk, I'm putting the children at risk.\"\u003c/p>\n\u003cp>California is trying to ensure that \u003ca href=\"https://laist.com/latest/post/20200320/what-you-can-do-under-stay-at-home\">\"essential\" workers\u003c/a> have access to care. For the first time ever, the state's Department of Social Services issued a waiver that would allow employers to set up emergency child care. Existing centers are also changing to meet these families' needs.\u003c/p>\n\u003cp>The Child Development Center at Fairplex in Pomona is just up the street from a hospital and a coronavirus quarantine center.\u003c/p>\n\u003cp>\"There's a tremendous amount of hand washing going on,\" says Executive Director Holly Reynolds.\u003c/p>\n\u003cp>Classrooms are limited to 10 people at a time, there's an extra seat in between each kid at lunch and new students will be kept separate from existing ones. All this aligns with \u003ca href=\"https://www.documentcloud.org/documents/6821514-LA-County-GuidanceEarlyChildhoodEducation.html\">county health department guidelines\u003c/a>.\u003c/p>\n\u003cp>Reynolds says the center is prioritizing care for children of essential workers, like pharmacy employees, doctors and first responders.\u003c/p>\n\u003cp>\"We're providing an essential service so that these families can go out and save lives,\" she says.\u003c/p>\n\u003cp>Still, it's been a challenge as less than a quarter of the usual kids show up each day.\u003c/p>\n\u003cp>California's Department of Social Services reported 36% of Los Angeles County's preschools and day care centers have closed as of March 23, the most recent numbers available.\u003c/p>\n\u003cfigure id=\"attachment_55666\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55666\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/12.12.19-sarah-soriano-executive-director-b2da1da8193a55e0cb371b6aaa0c3494f893b9e3-1-e1585726329300.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">\"We did everything we could up to the moment that we couldn't,\" says Sarah Soriano, executive director of Young Horizons Child Development Centers, which has closed amid the coronavirus pandemic. \u003ccite>(Mariana Dale/KPCC)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That includes Young Horizons Child Development Centers in Long Beach.\u003c/p>\n\u003cp>\"The fear of spreading the virus was huge,\" says executive director Sarah Soriano. She says many recommendations, like keeping everyone six feet apart, were impossible to implement in a center with dozens of children from infancy to preschool.\u003c/p>\n\u003cp>\"Children naturally want to play together, they want to build things together, they want to color and paint,\" Soriano says. \"If we have little ones you have to hold them, you have to feed them. How do you practice social distancing? You don't.\"\u003c/p>\n\u003cp>On top of that, neither her regular suppliers nor nearby stores had \u003ca href=\"https://laist.com/2020/03/17/when-will-everything-be-back-in-stores-toilet-paper-medicine-food.php\">basics like bread and cleaning supplies.\u003c/a>\u003c/p>\n\u003cp>\"We did everything we could up to the moment that we couldn't,\" Soriano says.\u003c/p>\n\u003cp>Across town in North Hollywood, Kim Martin became extra vigilant about the health of the dozen or so kids usually in her care at her home. As two children arrived in March she asked if they had a fever or had been sick.\u003c/p>\n\u003cp>\"I personally am not going to close unless they tell me, but part of me wants them to tell me to close because I'm a little nervous, too,\" Martin said when I first reached her.\u003c/p>\n\u003cp>Martin has been a home child care provider for 23 years. But she recently turned 66, making her part of the population more likely to get seriously ill from the coronavirus. And after California ordered all nonessential workers to stay home, there were few kids left to watch.\u003c/p>\n\u003cp>Now Martin is making calls to defer her car payment and negotiate her student loans and rent in order to make ends meet\u003c/p>\n\u003cp>Nationwide, child care workers \u003ca href=\"https://www.bls.gov/oes/2017/may/oes399011.htm\">earn an average of $11 an hour\u003c/a>. Home providers are self-employed and don't typically qualify for unemployment. Martin does plan to apply for expanded benefits under the \u003ca href=\"https://www.npr.org/2020/03/26/821457551/whats-inside-the-senate-s-2-trillion-coronavirus-aid-package\">federal relief plan\u003c/a>.\u003c/p>\n\u003cp>\"We've always lived paycheck to paycheck, and sometimes we've had no money,\" Martin says. \"We know how to eat cheese and crackers for dinner.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Martin is confident her child care business will survive. But as the pandemic stretches from weeks to months, it's not clear how many providers who've had to close will ever reopen.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 KPCC. To see more, visit \u003ca href=\"http://www.kpcc.org/\">KPCC\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Essential%27+Child+Care+Workers+Struggle+To+Balance+Family+Needs%2C+Safety&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Child care providers around the country have been hit hard by the coronavirus pandemic, with many facing closure even as others struggle to stay open.\u003c/p>\n\u003cp>At least\u003ca href=\"http://www.hunt-institute.org/covid-19-resources/state-child-care-actions-covid-19/\"> 12 states have shuttered\u003c/a> all child care except for essential workers, according to The Hunt Institute, an education nonprofit. In California, the decision is up to each provider, who must balance the needs of families with the health and safety of workers and children.\u003c/p>\n\u003cp>\"The bottom line is we need our child care facilities, our daycare centers to operate, to absorb the magnitude of the impacts of the school closures,\" California Gov. Gavin Newsom said at a March \u003ca href=\"https://twitter.com/CAgovernor/status/1240059717897973762\">press conference\u003c/a>.\u003c/p>\n\u003cp>At ABC Little School in Los Angeles, parents now drop off their children at the gates. Staff are advised to travel only between their homes and the school. And the center is closed on Fridays for deep cleaning.\u003c/p>\n\u003cp>Director Stephanie Ortega says it falls on her to implement policies to ensure the safety of her employees and the students, who range in age from 18 months to 6 years old.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I have parents that are upset that I'm open, and I have parents that are in need of me being open,\" Ortega says.\u003c/p>\n\u003cp>The state agency that licenses child care \u003ca href=\"https://www.documentcloud.org/documents/6812024-3-16-20-Provider-Information-Notice.html\">recommends\u003c/a> facilities screen staff and students for respiratory illnesses and create contingency plans for an outbreak of COVID-19. Ortega and other providers say they're not getting enough guidance.\u003c/p>\n\u003cp>\"We're kind of on our own here,\" Ortega says. \"[If] we continue to stay open and the situation does worsen, I'm putting not only my teachers at risk, I'm putting the children at risk.\"\u003c/p>\n\u003cp>California is trying to ensure that \u003ca href=\"https://laist.com/latest/post/20200320/what-you-can-do-under-stay-at-home\">\"essential\" workers\u003c/a> have access to care. For the first time ever, the state's Department of Social Services issued a waiver that would allow employers to set up emergency child care. Existing centers are also changing to meet these families' needs.\u003c/p>\n\u003cp>The Child Development Center at Fairplex in Pomona is just up the street from a hospital and a coronavirus quarantine center.\u003c/p>\n\u003cp>\"There's a tremendous amount of hand washing going on,\" says Executive Director Holly Reynolds.\u003c/p>\n\u003cp>Classrooms are limited to 10 people at a time, there's an extra seat in between each kid at lunch and new students will be kept separate from existing ones. All this aligns with \u003ca href=\"https://www.documentcloud.org/documents/6821514-LA-County-GuidanceEarlyChildhoodEducation.html\">county health department guidelines\u003c/a>.\u003c/p>\n\u003cp>Reynolds says the center is prioritizing care for children of essential workers, like pharmacy employees, doctors and first responders.\u003c/p>\n\u003cp>\"We're providing an essential service so that these families can go out and save lives,\" she says.\u003c/p>\n\u003cp>Still, it's been a challenge as less than a quarter of the usual kids show up each day.\u003c/p>\n\u003cp>California's Department of Social Services reported 36% of Los Angeles County's preschools and day care centers have closed as of March 23, the most recent numbers available.\u003c/p>\n\u003cfigure id=\"attachment_55666\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55666\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/12.12.19-sarah-soriano-executive-director-b2da1da8193a55e0cb371b6aaa0c3494f893b9e3-1-e1585726329300.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">\"We did everything we could up to the moment that we couldn't,\" says Sarah Soriano, executive director of Young Horizons Child Development Centers, which has closed amid the coronavirus pandemic. \u003ccite>(Mariana Dale/KPCC)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That includes Young Horizons Child Development Centers in Long Beach.\u003c/p>\n\u003cp>\"The fear of spreading the virus was huge,\" says executive director Sarah Soriano. She says many recommendations, like keeping everyone six feet apart, were impossible to implement in a center with dozens of children from infancy to preschool.\u003c/p>\n\u003cp>\"Children naturally want to play together, they want to build things together, they want to color and paint,\" Soriano says. \"If we have little ones you have to hold them, you have to feed them. How do you practice social distancing? You don't.\"\u003c/p>\n\u003cp>On top of that, neither her regular suppliers nor nearby stores had \u003ca href=\"https://laist.com/2020/03/17/when-will-everything-be-back-in-stores-toilet-paper-medicine-food.php\">basics like bread and cleaning supplies.\u003c/a>\u003c/p>\n\u003cp>\"We did everything we could up to the moment that we couldn't,\" Soriano says.\u003c/p>\n\u003cp>Across town in North Hollywood, Kim Martin became extra vigilant about the health of the dozen or so kids usually in her care at her home. As two children arrived in March she asked if they had a fever or had been sick.\u003c/p>\n\u003cp>\"I personally am not going to close unless they tell me, but part of me wants them to tell me to close because I'm a little nervous, too,\" Martin said when I first reached her.\u003c/p>\n\u003cp>Martin has been a home child care provider for 23 years. But she recently turned 66, making her part of the population more likely to get seriously ill from the coronavirus. And after California ordered all nonessential workers to stay home, there were few kids left to watch.\u003c/p>\n\u003cp>Now Martin is making calls to defer her car payment and negotiate her student loans and rent in order to make ends meet\u003c/p>\n\u003cp>Nationwide, child care workers \u003ca href=\"https://www.bls.gov/oes/2017/may/oes399011.htm\">earn an average of $11 an hour\u003c/a>. Home providers are self-employed and don't typically qualify for unemployment. Martin does plan to apply for expanded benefits under the \u003ca href=\"https://www.npr.org/2020/03/26/821457551/whats-inside-the-senate-s-2-trillion-coronavirus-aid-package\">federal relief plan\u003c/a>.\u003c/p>\n\u003cp>\"We've always lived paycheck to paycheck, and sometimes we've had no money,\" Martin says. \"We know how to eat cheese and crackers for dinner.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Martin is confident her child care business will survive. But as the pandemic stretches from weeks to months, it's not clear how many providers who've had to close will ever reopen.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 KPCC. To see more, visit \u003ca href=\"http://www.kpcc.org/\">KPCC\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Essential%27+Child+Care+Workers+Struggle+To+Balance+Family+Needs%2C+Safety&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Researchers Link Autism To A System That Insulates Brain Wiring",
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"content": "\u003cp>Scientists have found a clue to how autism spectrum disorder disrupts the brain's information highways.\u003c/p>\n\u003cp>The problem involves cells that help keep the traffic of signals moving smoothly through brain circuits, a team \u003ca href=\"https://www.nature.com/articles/s41593-019-0578-x\">reported\u003c/a> Monday in the journal \u003cem>Nature Neuroscience\u003c/em>.\u003c/p>\n\u003cp>The team found that in both mouse and human brains affected by autism, there's an abnormality in cells that produce a substance called myelin.\u003c/p>\n\u003cp>That's a problem because myelin provides the \"insulation\" for brain circuits, allowing them to quickly and reliably carry electrical signals from one area to another. And having either too little or too much of this myelin coating can result in a wide range of neurological problems.\u003c/p>\n\u003cp>For example, \u003ca href=\"https://www.nationalmssociety.org/What-is-MS/MS-FAQ-s\">multiple sclerosis\u003c/a> occurs when the myelin around nerve fibers is damaged. The results, which vary from person to person, can affect not only the signals that control muscles, but also the ones involved in learning and thinking.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The finding could help explain why autism spectrum disorders include such a wide range of social and behavioral features, says \u003ca href=\"https://www.libd.org/team/brady-maher\">Brady Maher\u003c/a>, a lead investigator at the Lieber Institute for Brain Development and an associate professor in the psychiatry department at Johns Hopkins School of Medicine.\u003c/p>\n\u003cp>\"Myelination could be a problem that ties all of these autism spectrum disorders together,\" Maher says. And if that's true, he says, it might be possible to prevent or even reverse the symptoms using drugs that affect myelination.\u003c/p>\n\u003cp>\"If we get to these kids really early, we might be able to change their developmental trajectory and improve their outcomes,\" Maher says.\u003c/p>\n\u003cp>\"It's possible to make these cells healthier,\" adds \u003ca href=\"https://www.libd.org/team/Daniel-Weinberger/\">Dr. Daniel Weinberger\u003c/a>, director of the Lieber Institute and a professor at Johns Hopkins. \"And it's never been a target of treatment in autism.\"\u003c/p>\n\u003cp>The study adds to the evidence that myelination problems are present in \"several developmental disorders and in particular in autism,\" says \u003ca href=\"https://medicine.yale.edu/profile/flora_vaccarino/\">Dr. Flora Vaccarino\u003c/a>, a professor in the neuroscience department at Yale who was not involved in the research.\u003c/p>\n\u003cp>It also shows how one faulty regulatory system in the brain can lead to either too much myelination and too little, she says. And that may help explain why people with autism spectrum disorders may have brains that are either unusually large or unusually small.\u003c/p>\n\u003cp>Researchers involved in the study came upon the myelination problem while looking for something else.\u003c/p>\n\u003cp>They were studying brain cells in mice with a gene mutation that causes \u003ca href=\"https://ghr.nlm.nih.gov/condition/pitt-hopkins-syndrome\">Pitt-Hopkins syndrome\u003c/a>, which can include features of autism spectrum disorder. \"We saw a signature that suggested there might be something wrong with myelination,\" Maher says. \"So that was pretty surprising to us.\"\u003c/p>\n\u003cp>More experiments confirmed that \"there was a clear deficit,\" in the cells that control myelination, which are called oligodendrocytes, he says. This was true not only in mice with the Pitt-Hopkins syndrome, but in other mouse models of autism, too.\u003c/p>\n\u003cp>Next, a biostatistics expert named \u003ca href=\"https://www.libd.org/team/andrew-jaffe/\">Andrew Jaffe\u003c/a> looked at a genetic analysis of brain tissue from people with autism who had died. And that experiment also found problems with the system that controls myelination.\u003c/p>\n\u003cp>To fully understand what's going on though, the problem needs to be studied in developing brain tissue, Vaccarino says.\u003c/p>\n\u003cp>That should be possible, she says, using tiny clusters of human brain cells called \u003ca href=\"https://www.npr.org/sections/health-shots/2017/04/26/525705550/minibrains-in-a-dish-shed-a-little-light-on-autism-and-epilepsy\">brain organoids\u003c/a>, which can be grown in a petri dish. Vaccarino's lab has created brain organoids from the cells of people with autism spectrum disorder, which might reveal how the myelination problems begin, she says.\u003c/p>\n\u003cp>Brain myelination \"really does not start in earnest until the first year or two of life,\" Weinberger says. \"And this is around the time that autism is first apparent.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>That might eventually mean a treatment that corrected a problem with myelination could help children who are diagnosed early in life, he says. Several such treatments are being developed to treat people with multiple sclerosis, a disease that erodes myelin.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Researchers+Link+Autism+To+A+System+That+Insulates+Brain+Wiring&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Scientists have found a clue to how autism spectrum disorder disrupts the brain's information highways.\u003c/p>\n\u003cp>The problem involves cells that help keep the traffic of signals moving smoothly through brain circuits, a team \u003ca href=\"https://www.nature.com/articles/s41593-019-0578-x\">reported\u003c/a> Monday in the journal \u003cem>Nature Neuroscience\u003c/em>.\u003c/p>\n\u003cp>The team found that in both mouse and human brains affected by autism, there's an abnormality in cells that produce a substance called myelin.\u003c/p>\n\u003cp>That's a problem because myelin provides the \"insulation\" for brain circuits, allowing them to quickly and reliably carry electrical signals from one area to another. And having either too little or too much of this myelin coating can result in a wide range of neurological problems.\u003c/p>\n\u003cp>For example, \u003ca href=\"https://www.nationalmssociety.org/What-is-MS/MS-FAQ-s\">multiple sclerosis\u003c/a> occurs when the myelin around nerve fibers is damaged. The results, which vary from person to person, can affect not only the signals that control muscles, but also the ones involved in learning and thinking.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The finding could help explain why autism spectrum disorders include such a wide range of social and behavioral features, says \u003ca href=\"https://www.libd.org/team/brady-maher\">Brady Maher\u003c/a>, a lead investigator at the Lieber Institute for Brain Development and an associate professor in the psychiatry department at Johns Hopkins School of Medicine.\u003c/p>\n\u003cp>\"Myelination could be a problem that ties all of these autism spectrum disorders together,\" Maher says. And if that's true, he says, it might be possible to prevent or even reverse the symptoms using drugs that affect myelination.\u003c/p>\n\u003cp>\"If we get to these kids really early, we might be able to change their developmental trajectory and improve their outcomes,\" Maher says.\u003c/p>\n\u003cp>\"It's possible to make these cells healthier,\" adds \u003ca href=\"https://www.libd.org/team/Daniel-Weinberger/\">Dr. Daniel Weinberger\u003c/a>, director of the Lieber Institute and a professor at Johns Hopkins. \"And it's never been a target of treatment in autism.\"\u003c/p>\n\u003cp>The study adds to the evidence that myelination problems are present in \"several developmental disorders and in particular in autism,\" says \u003ca href=\"https://medicine.yale.edu/profile/flora_vaccarino/\">Dr. Flora Vaccarino\u003c/a>, a professor in the neuroscience department at Yale who was not involved in the research.\u003c/p>\n\u003cp>It also shows how one faulty regulatory system in the brain can lead to either too much myelination and too little, she says. And that may help explain why people with autism spectrum disorders may have brains that are either unusually large or unusually small.\u003c/p>\n\u003cp>Researchers involved in the study came upon the myelination problem while looking for something else.\u003c/p>\n\u003cp>They were studying brain cells in mice with a gene mutation that causes \u003ca href=\"https://ghr.nlm.nih.gov/condition/pitt-hopkins-syndrome\">Pitt-Hopkins syndrome\u003c/a>, which can include features of autism spectrum disorder. \"We saw a signature that suggested there might be something wrong with myelination,\" Maher says. \"So that was pretty surprising to us.\"\u003c/p>\n\u003cp>More experiments confirmed that \"there was a clear deficit,\" in the cells that control myelination, which are called oligodendrocytes, he says. This was true not only in mice with the Pitt-Hopkins syndrome, but in other mouse models of autism, too.\u003c/p>\n\u003cp>Next, a biostatistics expert named \u003ca href=\"https://www.libd.org/team/andrew-jaffe/\">Andrew Jaffe\u003c/a> looked at a genetic analysis of brain tissue from people with autism who had died. And that experiment also found problems with the system that controls myelination.\u003c/p>\n\u003cp>To fully understand what's going on though, the problem needs to be studied in developing brain tissue, Vaccarino says.\u003c/p>\n\u003cp>That should be possible, she says, using tiny clusters of human brain cells called \u003ca href=\"https://www.npr.org/sections/health-shots/2017/04/26/525705550/minibrains-in-a-dish-shed-a-little-light-on-autism-and-epilepsy\">brain organoids\u003c/a>, which can be grown in a petri dish. Vaccarino's lab has created brain organoids from the cells of people with autism spectrum disorder, which might reveal how the myelination problems begin, she says.\u003c/p>\n\u003cp>Brain myelination \"really does not start in earnest until the first year or two of life,\" Weinberger says. \"And this is around the time that autism is first apparent.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>That might eventually mean a treatment that corrected a problem with myelination could help children who are diagnosed early in life, he says. Several such treatments are being developed to treat people with multiple sclerosis, a disease that erodes myelin.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Researchers+Link+Autism+To+A+System+That+Insulates+Brain+Wiring&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Queue Up Your Preschool Playlist, 'Peppa Pig' Has Just Dropped 'My First Album'",
"title": "Queue Up Your Preschool Playlist, 'Peppa Pig' Has Just Dropped 'My First Album'",
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"content": "\u003cp>Fun fact: The 17-year-old voice actor who plays the beloved cartoon character Peppa Pig actually lives on a farm \u003cem>and\u003c/em> has her own pigs who are (of course) named Peppa and George. \"They're very cheeky,\" says Harley Bird. \"There was one time when I went in to feed them in the morning and they started eating my Wellies whilst I was still wearing them.\"\u003c/p>\n\u003cp>Bird and her family live in Tring, a village about 40 miles northeast of London. She travels to the city to record the award-winning British cartoon, then returns home to feed the chickens.\u003c/p>\n\u003cp>In the show, the 4-year-old pig shares sweet adventures with her little brother George, Mommy Pig, Daddy Pig and her animal friends. \u003cem>Peppa Pig \u003c/em>airs in more than 180 countries — she's starred in movies and stage shows, and has her own \u003ca href=\"https://www.youtube.com/channel/UCAOtE1V7Ots4DjM8JLlrYgg\">YouTube channel\u003c/a>. There are Peppa Pig games and toys, and even a theme park in England. And now, Peppa has dropped her first album, titled simply: \u003ca href=\"https://eone.ffm.to/myfirstalbum\">\"My First Album.\"\u003c/a>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=vJj3Ch79tNs\u003c/p>\n\u003cp>Bird, who has voiced Peppa for nearly 13 years, is visiting the U.S. with her mom, and her younger siblings Olivia and Rosco. They're on vacation, but she's also promoting Peppa's album, in which she sings about friendship, balloon rides and her favorite pastime — jumping in muddy puddles (wearing her boots, of course). The album includes songs such as \u003ca href=\"https://www.youtube.com/watch?v=vJj3Ch79tNs\">\"Bing Bong Zoo,\"\u003c/a> \u003ca href=\"https://www.youtube.com/watch?v=fogpMbJLouo\">\"The Class of Madame Gazelle\"\u003c/a> and \"Peppa's Party Time.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>Peppa Pig\u003c/em> debuted in the U.K. and Australia in 2004, and has been on Nick Jr. in the U.S. for the past eight years. The cartoon was voiced by two other actors before the producers found Harley Bird (that's her stage name).\u003c/p>\n\u003cfigure id=\"attachment_54028\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-54028\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/07/peppa3_custom-8339eb1715bd5bacaa4afb957014b8ef0769a7ba.jpg\" alt=\"\" width=\"200\" height=\"264\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/07/peppa3_custom-8339eb1715bd5bacaa4afb957014b8ef0769a7ba.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2019/07/peppa3_custom-8339eb1715bd5bacaa4afb957014b8ef0769a7ba-160x211.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Harley Bird, now 17, landed the role of Peppa Pig at her first ever audition, when she was 5 years old. \u003ccite>(Mandalit del Barco/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Gill Riley, Bird's mom, realized her daughter had a dramatic flair, so she found an agent for her. \"She was just a little quirky, little bit different and she definitely had something about her,\" Riley explains.\u003c/p>\n\u003cp>Bird was just 5 when she landed the role in her first-ever audition. \"I just sounded like a pig — that's it,\" says Bird. \"I couldn't really read at all — I mean, I was five.\"\u003c/p>\n\u003cp>Along the way, she learned to read ... and to snort like a piggy. (\u003ca href=\"https://twitter.com/Radioactive22/status/1156566381246083072\">Click here to see her switch into her Peppa voice.\u003c/a>) More than a decade later, she now has to change her voice to sound younger, higher and more kid-like. She says it's getting to be more of a struggle, and at some point she probably won't be able to keep it up. \"My voice still is changing,\" she says. \"There probably will be a point when I'm going to have to pass the pig.\"\u003c/p>\n\u003cp>In addition to playing Peppa, Bird has some other notable entries on her resume: She has a black belt in kickboxing, she works at the village pub and Prince William once waved to her. She's studying for her A levels to get into university, and would like to become a casting director. Bird acted in the 2013 movie \u003cem>How I Live Now,\u003c/em> had a small part on TV's \u003cem>Doctor Who\u003c/em> and starred in the Disney series \u003cem>So Sammy.\u003c/em> As Peppa, she won a prestigious BAFTA Award when she was just 9.\u003c/p>\n\u003cp>She seems surprised to learn that some critics \u003ca href=\"https://www.huffpost.com/entry/is-peppa-pig-fat-shaming_n_586d158ce4b0d9a5945d505c\">call out the show for fat-shaming Daddy Pig\u003c/a>. And she's only heard bits and bobs about the news that Peppa Pig is \u003ca href=\"https://www.nytimes.com/2018/05/01/world/asia/peppa-pig-china-censors.html\">considered a subversive symbol in China\u003c/a>.\u003c/p>\n\u003cp>\"I don't really have anything to say about it,\" says Bird, adding that Peppa is \"such an innocent thing, that for it to be made into anything more is a tiny bit ridiculous.\"\u003c/p>\n\u003cp>Bird doesn't take her singing too seriously either, and jokes about performing at Coachella as Peppa Pig. She's super excited about \u003ca href=\"https://twitter.com/LilNasX/status/1153377578725625856\">a shoutout she got\u003c/a> from rapper Little Nas X. \"He was tweeting something about doing a collab,\" she gushes. \"I am so in with that. Definitely. I mean, I'm in America. Find me. Let's collab!\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Peppa Pig's album dropped the same day as Iggy Azalea's, \u003ca href=\"https://twitter.com/IGGYAZALEA/status/1151060798929821696\">prompting the rapper to tweet\u003c/a> \"It's over for me now.\" Peppa \u003ca href=\"https://twitter.com/peppapig/status/1151175779876790272\">tweeted back\u003c/a>: \"Peppa's so fancy, you already know.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Queue+Up+Your+Preschool+Playlist%2C+%27Peppa+Pig%27+Has+Just+Dropped+%27My+First+Album%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "Peppa is a 4-year-old, cartoon pig whose award-winning TV show airs in more than 180 countries. For the last 13 years she's been played by Harley Bird, who got the part when she was only 5 years old.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Fun fact: The 17-year-old voice actor who plays the beloved cartoon character Peppa Pig actually lives on a farm \u003cem>and\u003c/em> has her own pigs who are (of course) named Peppa and George. \"They're very cheeky,\" says Harley Bird. \"There was one time when I went in to feed them in the morning and they started eating my Wellies whilst I was still wearing them.\"\u003c/p>\n\u003cp>Bird and her family live in Tring, a village about 40 miles northeast of London. She travels to the city to record the award-winning British cartoon, then returns home to feed the chickens.\u003c/p>\n\u003cp>In the show, the 4-year-old pig shares sweet adventures with her little brother George, Mommy Pig, Daddy Pig and her animal friends. \u003cem>Peppa Pig \u003c/em>airs in more than 180 countries — she's starred in movies and stage shows, and has her own \u003ca href=\"https://www.youtube.com/channel/UCAOtE1V7Ots4DjM8JLlrYgg\">YouTube channel\u003c/a>. There are Peppa Pig games and toys, and even a theme park in England. And now, Peppa has dropped her first album, titled simply: \u003ca href=\"https://eone.ffm.to/myfirstalbum\">\"My First Album.\"\u003c/a>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/vJj3Ch79tNs'\n title='//www.youtube.com/embed/vJj3Ch79tNs'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Bird, who has voiced Peppa for nearly 13 years, is visiting the U.S. with her mom, and her younger siblings Olivia and Rosco. They're on vacation, but she's also promoting Peppa's album, in which she sings about friendship, balloon rides and her favorite pastime — jumping in muddy puddles (wearing her boots, of course). The album includes songs such as \u003ca href=\"https://www.youtube.com/watch?v=vJj3Ch79tNs\">\"Bing Bong Zoo,\"\u003c/a> \u003ca href=\"https://www.youtube.com/watch?v=fogpMbJLouo\">\"The Class of Madame Gazelle\"\u003c/a> and \"Peppa's Party Time.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Peppa Pig\u003c/em> debuted in the U.K. and Australia in 2004, and has been on Nick Jr. in the U.S. for the past eight years. The cartoon was voiced by two other actors before the producers found Harley Bird (that's her stage name).\u003c/p>\n\u003cfigure id=\"attachment_54028\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-54028\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/07/peppa3_custom-8339eb1715bd5bacaa4afb957014b8ef0769a7ba.jpg\" alt=\"\" width=\"200\" height=\"264\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/07/peppa3_custom-8339eb1715bd5bacaa4afb957014b8ef0769a7ba.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2019/07/peppa3_custom-8339eb1715bd5bacaa4afb957014b8ef0769a7ba-160x211.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Harley Bird, now 17, landed the role of Peppa Pig at her first ever audition, when she was 5 years old. \u003ccite>(Mandalit del Barco/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Gill Riley, Bird's mom, realized her daughter had a dramatic flair, so she found an agent for her. \"She was just a little quirky, little bit different and she definitely had something about her,\" Riley explains.\u003c/p>\n\u003cp>Bird was just 5 when she landed the role in her first-ever audition. \"I just sounded like a pig — that's it,\" says Bird. \"I couldn't really read at all — I mean, I was five.\"\u003c/p>\n\u003cp>Along the way, she learned to read ... and to snort like a piggy. (\u003ca href=\"https://twitter.com/Radioactive22/status/1156566381246083072\">Click here to see her switch into her Peppa voice.\u003c/a>) More than a decade later, she now has to change her voice to sound younger, higher and more kid-like. She says it's getting to be more of a struggle, and at some point she probably won't be able to keep it up. \"My voice still is changing,\" she says. \"There probably will be a point when I'm going to have to pass the pig.\"\u003c/p>\n\u003cp>In addition to playing Peppa, Bird has some other notable entries on her resume: She has a black belt in kickboxing, she works at the village pub and Prince William once waved to her. She's studying for her A levels to get into university, and would like to become a casting director. Bird acted in the 2013 movie \u003cem>How I Live Now,\u003c/em> had a small part on TV's \u003cem>Doctor Who\u003c/em> and starred in the Disney series \u003cem>So Sammy.\u003c/em> As Peppa, she won a prestigious BAFTA Award when she was just 9.\u003c/p>\n\u003cp>She seems surprised to learn that some critics \u003ca href=\"https://www.huffpost.com/entry/is-peppa-pig-fat-shaming_n_586d158ce4b0d9a5945d505c\">call out the show for fat-shaming Daddy Pig\u003c/a>. And she's only heard bits and bobs about the news that Peppa Pig is \u003ca href=\"https://www.nytimes.com/2018/05/01/world/asia/peppa-pig-china-censors.html\">considered a subversive symbol in China\u003c/a>.\u003c/p>\n\u003cp>\"I don't really have anything to say about it,\" says Bird, adding that Peppa is \"such an innocent thing, that for it to be made into anything more is a tiny bit ridiculous.\"\u003c/p>\n\u003cp>Bird doesn't take her singing too seriously either, and jokes about performing at Coachella as Peppa Pig. She's super excited about \u003ca href=\"https://twitter.com/LilNasX/status/1153377578725625856\">a shoutout she got\u003c/a> from rapper Little Nas X. \"He was tweeting something about doing a collab,\" she gushes. \"I am so in with that. Definitely. I mean, I'm in America. Find me. Let's collab!\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Peppa Pig's album dropped the same day as Iggy Azalea's, \u003ca href=\"https://twitter.com/IGGYAZALEA/status/1151060798929821696\">prompting the rapper to tweet\u003c/a> \"It's over for me now.\" Peppa \u003ca href=\"https://twitter.com/peppapig/status/1151175779876790272\">tweeted back\u003c/a>: \"Peppa's so fancy, you already know.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Queue+Up+Your+Preschool+Playlist%2C+%27Peppa+Pig%27+Has+Just+Dropped+%27My+First+Album%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Kindness Vs. Cruelty: Helping Kids Hear The Better Angels Of Their Nature",
"title": "Kindness Vs. Cruelty: Helping Kids Hear The Better Angels Of Their Nature",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cstrong>\u003cem>This story was adapted from an episode from a Life Kit podcast,\u003c/em>\u003c/strong> \u003ca href=\"https://www.npr.org/podcasts/510344/raising-awesome-kids\">\u003cstrong>Parenting: Raising Awesome Kids\u003c/strong>\u003c/a>\u003cstrong>. \u003c/strong>\u003c/p>\n\u003cp>Are humans born kind?\u003c/p>\n\u003cp>We both assumed, as parents of young children, that kindness is just something our kids would pick up by osmosis, because we love them. It's a common assumption.\u003c/p>\n\u003cp>\"We often just expect people to be kind without talking about it,\" says Jennifer Kotler, vice president of research and evaluation at Sesame Workshop. \"We think, 'Oh, you're a good kid. You're gonna be kind.' \"\u003c/p>\n\u003cp>Now, that's not entirely wrong. Humans are certainly born with a capacity to be kind — even \u003cem>leaning\u003c/em> toward kindness in many situations.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>We have neurons in our brains, called mirror neurons, and they respond in the same way when we experience pain, say by being pricked with a needle, as they do when we see someone else experience the same thing.\u003c/p>\n\u003cp>We also see signs of what is called empathic distress even in babies, says Thomas Lickona, a psychologist and author of \u003cem>How to Raise Kind Kids\u003c/em>.\u003c/p>\n\u003cp>\"Soon after birth, children will be more likely to cry as a result of hearing another child cry than in response to any other sort of noise,\" says Lickona.\u003c/p>\n\u003cp>But kindness is about more than sensing someone else's pain. It's also about wanting to do something about it — and then actually being helpful. Lickona says kids show an early preference for helping, too.\u003c/p>\n\u003cp>In \u003ca href=\"https://science.sciencemag.org/content/311/5765/1301.full\">one study\u003c/a>, when toddlers observed an adult appear to accidentally drop something, nearly every one of them responded by helping, usually within seconds, Lickona says. \"And they did this without any request from the adult and without even being thanked by the adult. And it didn't matter whether or not the parent was in the room.\"\u003c/p>\n\u003cp>In fact, this preference for helping shows up even earlier. Kiley Hamlin is an associate professor of psychology at the University of British Columbia, and she has used puppets to \u003ca href=\"https://www.nature.com/articles/nature06288#article-info\">test this preference\u003c/a> in babies.\u003c/p>\n\u003cp>Hamlin had infants watch as a puppet looked longingly up a hill it wanted to climb. When the puppet tried, though, one of two things happened: Either a helper puppet gave the climber a boost up the hill or, once at the top, the climber puppet got bumped back down by a hinderer puppet. Hamlin then put the helper and hinderer in front of the babies and waited to see which one they preferred.\u003c/p>\n\u003cp>\"The surprising thing was the sheer number of babies who were showing this preference for the helper,\" says Hamlin.\u003c/p>\n\u003cfigure id=\"attachment_53928\" class=\"wp-caption alignnone\" style=\"max-width: 500px\">\u003cimg class=\"wp-image-53928\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/07/nature06288-s1-helper.gif\" alt=\"\" width=\"500\" height=\"376\">\u003cfigcaption class=\"wp-caption-text\">The Climber (red circle) fails to get up the hill on its own and is boosted to the top by the Helper (yellow triangle). \u003ccite>(Courtesy of Nature)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp> \u003c/p>\n\u003cfigure id=\"attachment_53931\" class=\"wp-caption alignnone\" style=\"max-width: 500px\">\u003cimg class=\"wp-image-53931\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/07/nature06288-s6-hinderer-1.gif\" alt=\"\" width=\"500\" height=\"375\">\u003cfigcaption class=\"wp-caption-text\">The red circle rests at the top of the hill before being pushed down to the bottom by the yellow triangle. \u003ccite>(Courtesy of Nature)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://apps.npr.org/dailygraphics/graphics/kindness-20190611?mode=childlink&utm_source=nprnews&utm_medium=app&utm_campaign=storyredirect\">\u003cem>\u003cstrong>Don't see the graphic above? Click here.\u003c/strong>\u003c/em>\u003c/a>\u003c/p>\n\u003cp>Between 75% and 100% of babies in these studies tend to reach for, or look longer at, the helper puppet rather than the meanie, Hamlin says. This suggests that even babies are picking up on \"who has goals that need help, who did what to whom, who's a good guy, who's a bad guy, and that they're using this understanding in order to structure sort of their own social preferences.\"\u003c/p>\n\u003cp>As we said, in some ways, kids are born kind.\u003c/p>\n\u003cp>But there are also big barriers to kindness. For example, in one \u003ca href=\"https://www.jstor.org/stable/1129406?read-now=1&seq=7#page_scan_tab_contents\">small study\u003c/a>, children who were roughly 2 years old witnessed other kids in distress. Perhaps a fellow child fell on the playground, though not necessarily someone they knew. In only a third of these situations did the bystander children respond with altruism — going over to the child, offering a hug, or calling for an adult.\u003c/p>\n\u003cp>What gets in the way of kindness? Lots of things. For one, young kids are naturally self-centered. The ability to take others' perspective is something they have to develop through experience.\u003c/p>\n\u003cp>There's also temperament. Some kids really can't handle other kids' pain. Or maybe they're shy, or not sure what to do, and they wait for someone else to step up.\u003c/p>\n\u003cp>But there's another, more disturbing barrier to kindness: Tribalism. Not just a preference for those who look and act like us but even a desire to see those not like us treated badly.\u003c/p>\n\u003cp>In a \u003ca href=\"https://www.utoronto.ca/news/racial-bias-may-begin-babies-six-months-u-t-research-reveals\">University of Toronto study\u003c/a>, infants as young as six months old showed a preference for members of their own race and against members of different races. And this us vs. them mentality extends beyond physical differences.\u003c/p>\n\u003cp>Hamlin, at the University of British Columbia, introduced a new variable to her puppet shows. When the puppet and baby liked different snacks, the baby wasn't just less kind. She often wanted the puppet that did not share her snack preference \u003cem>punished\u003c/em>.\u003c/p>\n\u003cp>\"Babies did seem to care more about who was like them than they cared about niceness and meanness,\" says Hamlin.\u003c/p>\n\u003cp>\"So here's a real forerunner, evident as early as six months of age, of what becomes ugly prejudice, discrimination and so on later on,\" says Tom Lickona.\u003c/p>\n\u003cp>No surprise, much of the hard work of cultivating a more consistent kindness in children — especially toward people who aren't like them — falls to parents, teachers, and the rest of us grown-ups.\u003c/p>\n\u003cp>Remember that study of the kids who observed fellow children in distress? The ones who were most likely to help had mothers who were warm and nurturing but also gave direct and firm moral instruction. (The study only examined mothers). These mothers took it very seriously when their child harmed another child. Lickona says they gave clear correction, and did so with feeling. For example, \"You \u003cem>hurt\u003c/em> Amy. Pulling hair hurts. \u003cem>Never \u003c/em>pull hair\u003cem>.\" \u003c/em>\u003c/p>\n\u003cp>The message? Hurting is a big deal.\u003c/p>\n\u003cp>\"As a result, the child was more likely to take it seriously later on and respond compassionately when she saw another child crying on the playground,\" Lickona says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Turns out, kindness is complicated. We're born with the wiring for both kindness and cruelty, so altruism is not inevitable. It's a skill and a habit that we have the power — and responsibility — to foster, one good deed at a time.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Kindness+Vs.+Cruelty%3A+Helping+Kids+Hear+The+Better+Angels+Of+Their+Nature&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>\u003cem>This story was adapted from an episode from a Life Kit podcast,\u003c/em>\u003c/strong> \u003ca href=\"https://www.npr.org/podcasts/510344/raising-awesome-kids\">\u003cstrong>Parenting: Raising Awesome Kids\u003c/strong>\u003c/a>\u003cstrong>. \u003c/strong>\u003c/p>\n\u003cp>Are humans born kind?\u003c/p>\n\u003cp>We both assumed, as parents of young children, that kindness is just something our kids would pick up by osmosis, because we love them. It's a common assumption.\u003c/p>\n\u003cp>\"We often just expect people to be kind without talking about it,\" says Jennifer Kotler, vice president of research and evaluation at Sesame Workshop. \"We think, 'Oh, you're a good kid. You're gonna be kind.' \"\u003c/p>\n\u003cp>Now, that's not entirely wrong. Humans are certainly born with a capacity to be kind — even \u003cem>leaning\u003c/em> toward kindness in many situations.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>We have neurons in our brains, called mirror neurons, and they respond in the same way when we experience pain, say by being pricked with a needle, as they do when we see someone else experience the same thing.\u003c/p>\n\u003cp>We also see signs of what is called empathic distress even in babies, says Thomas Lickona, a psychologist and author of \u003cem>How to Raise Kind Kids\u003c/em>.\u003c/p>\n\u003cp>\"Soon after birth, children will be more likely to cry as a result of hearing another child cry than in response to any other sort of noise,\" says Lickona.\u003c/p>\n\u003cp>But kindness is about more than sensing someone else's pain. It's also about wanting to do something about it — and then actually being helpful. Lickona says kids show an early preference for helping, too.\u003c/p>\n\u003cp>In \u003ca href=\"https://science.sciencemag.org/content/311/5765/1301.full\">one study\u003c/a>, when toddlers observed an adult appear to accidentally drop something, nearly every one of them responded by helping, usually within seconds, Lickona says. \"And they did this without any request from the adult and without even being thanked by the adult. And it didn't matter whether or not the parent was in the room.\"\u003c/p>\n\u003cp>In fact, this preference for helping shows up even earlier. Kiley Hamlin is an associate professor of psychology at the University of British Columbia, and she has used puppets to \u003ca href=\"https://www.nature.com/articles/nature06288#article-info\">test this preference\u003c/a> in babies.\u003c/p>\n\u003cp>Hamlin had infants watch as a puppet looked longingly up a hill it wanted to climb. When the puppet tried, though, one of two things happened: Either a helper puppet gave the climber a boost up the hill or, once at the top, the climber puppet got bumped back down by a hinderer puppet. Hamlin then put the helper and hinderer in front of the babies and waited to see which one they preferred.\u003c/p>\n\u003cp>\"The surprising thing was the sheer number of babies who were showing this preference for the helper,\" says Hamlin.\u003c/p>\n\u003cfigure id=\"attachment_53928\" class=\"wp-caption alignnone\" style=\"max-width: 500px\">\u003cimg class=\"wp-image-53928\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/07/nature06288-s1-helper.gif\" alt=\"\" width=\"500\" height=\"376\">\u003cfigcaption class=\"wp-caption-text\">The Climber (red circle) fails to get up the hill on its own and is boosted to the top by the Helper (yellow triangle). \u003ccite>(Courtesy of Nature)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp> \u003c/p>\n\u003cfigure id=\"attachment_53931\" class=\"wp-caption alignnone\" style=\"max-width: 500px\">\u003cimg class=\"wp-image-53931\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/07/nature06288-s6-hinderer-1.gif\" alt=\"\" width=\"500\" height=\"375\">\u003cfigcaption class=\"wp-caption-text\">The red circle rests at the top of the hill before being pushed down to the bottom by the yellow triangle. \u003ccite>(Courtesy of Nature)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://apps.npr.org/dailygraphics/graphics/kindness-20190611?mode=childlink&utm_source=nprnews&utm_medium=app&utm_campaign=storyredirect\">\u003cem>\u003cstrong>Don't see the graphic above? Click here.\u003c/strong>\u003c/em>\u003c/a>\u003c/p>\n\u003cp>Between 75% and 100% of babies in these studies tend to reach for, or look longer at, the helper puppet rather than the meanie, Hamlin says. This suggests that even babies are picking up on \"who has goals that need help, who did what to whom, who's a good guy, who's a bad guy, and that they're using this understanding in order to structure sort of their own social preferences.\"\u003c/p>\n\u003cp>As we said, in some ways, kids are born kind.\u003c/p>\n\u003cp>But there are also big barriers to kindness. For example, in one \u003ca href=\"https://www.jstor.org/stable/1129406?read-now=1&seq=7#page_scan_tab_contents\">small study\u003c/a>, children who were roughly 2 years old witnessed other kids in distress. Perhaps a fellow child fell on the playground, though not necessarily someone they knew. In only a third of these situations did the bystander children respond with altruism — going over to the child, offering a hug, or calling for an adult.\u003c/p>\n\u003cp>What gets in the way of kindness? Lots of things. For one, young kids are naturally self-centered. The ability to take others' perspective is something they have to develop through experience.\u003c/p>\n\u003cp>There's also temperament. Some kids really can't handle other kids' pain. Or maybe they're shy, or not sure what to do, and they wait for someone else to step up.\u003c/p>\n\u003cp>But there's another, more disturbing barrier to kindness: Tribalism. Not just a preference for those who look and act like us but even a desire to see those not like us treated badly.\u003c/p>\n\u003cp>In a \u003ca href=\"https://www.utoronto.ca/news/racial-bias-may-begin-babies-six-months-u-t-research-reveals\">University of Toronto study\u003c/a>, infants as young as six months old showed a preference for members of their own race and against members of different races. And this us vs. them mentality extends beyond physical differences.\u003c/p>\n\u003cp>Hamlin, at the University of British Columbia, introduced a new variable to her puppet shows. When the puppet and baby liked different snacks, the baby wasn't just less kind. She often wanted the puppet that did not share her snack preference \u003cem>punished\u003c/em>.\u003c/p>\n\u003cp>\"Babies did seem to care more about who was like them than they cared about niceness and meanness,\" says Hamlin.\u003c/p>\n\u003cp>\"So here's a real forerunner, evident as early as six months of age, of what becomes ugly prejudice, discrimination and so on later on,\" says Tom Lickona.\u003c/p>\n\u003cp>No surprise, much of the hard work of cultivating a more consistent kindness in children — especially toward people who aren't like them — falls to parents, teachers, and the rest of us grown-ups.\u003c/p>\n\u003cp>Remember that study of the kids who observed fellow children in distress? The ones who were most likely to help had mothers who were warm and nurturing but also gave direct and firm moral instruction. (The study only examined mothers). These mothers took it very seriously when their child harmed another child. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Turns out, kindness is complicated. We're born with the wiring for both kindness and cruelty, so altruism is not inevitable. It's a skill and a habit that we have the power — and responsibility — to foster, one good deed at a time.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Kindness+Vs.+Cruelty%3A+Helping+Kids+Hear+The+Better+Angels+Of+Their+Nature&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>At my baby's six-month appointment a few months back, I got a one-pager from the pediatrician titled \"Starting Solid Foods.\"\u003c/p>\n\u003cp>\"It is critical that the baby develop a taste for rice cereal at the beginning, to offset the loss of iron from formula or breast milk,\" it reads.\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/books/titles/716411090/cribsheet-a-data-driven-guide-to-better-more-relaxed-parenting-from-birth-to-pre\">\u003cimg class=\"alignright size-full wp-image-53503\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/9780525559252_custom-a72e42df64d6fe191b3e7ca1fe182379c4a68be0-s200-c85.jpg\" alt=\"\" width=\"200\" height=\"302\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/04/9780525559252_custom-a72e42df64d6fe191b3e7ca1fe182379c4a68be0-s200-c85.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/9780525559252_custom-a72e42df64d6fe191b3e7ca1fe182379c4a68be0-s200-c85-160x242.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>Sounds serious. Then come the all caps: \"THE FIRST TWO WEEKS OF FEEDING GIVE RICE CEREAL ONLY.\" That is followed by advice to introduce pureed vegetables before fruits so the baby doesn't develop a sweet tooth.\u003c/p>\n\u003cp>I obediently went out and bought some sand-textured baby cereal. (Organic, of course.)\u003c/p>\n\u003cp>\"Oh no, we're not doing that.\" My spouse pointed me to a parenting book we had on the shelf.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"There's no need for cereals alone; they are bland and bulky and their iron benefits are overstated,\" \u003ca href=\"https://www.harpercollins.com/9780060535483/the-new-basics/\">it reads\u003c/a>. \"The idea that you should introduce vegetables before fruits to avoid creating a sweet tooth is just an unfounded myth. A carrot has virtually the same amount of sugar as an apple.\"\u003c/p>\n\u003cp>Welcome to early parenthood's barrage of contradictory advice. It tends to be detailed, with convincing internal logic. \"Studies\" are often invoked. And the stakes feel so high — like, if I do this wrong, will my baby be malnourished or end up a picky eater or not succeed in life somehow?\u003c/p>\n\u003cp>Enter Brown University economics professor \u003ca href=\"https://www.brown.edu/research/projects/oster/\">Emily Oster\u003c/a> and her new book, \u003cem>Cribsheet: A Data-Driven Guide to Better, More Relaxed Parenting, From Birth to Preschool.\u003c/em> It's the follow-up to her first book, \u003cem>Expecting Better, \u003c/em>a deep look at the data behind pregnancy advice, which has a bit of a cult following. (I am in this cult.)\u003c/p>\n\u003cp>In her new book, Oster ticks through big and small parenting dilemmas. She uses her training as an economist to look at the relevant research for each of them and to assess how much stock we should put in the findings.\u003c/p>\n\u003cp>\"What I do in the book is actually try to comb through these studies and figure out which of them are giving us the best information,\" Oster says. \"So then you can make these choices having the best information, not just the first thing that comes up when you Google it at 3 o'clock in the morning.\"\u003c/p>\n\u003cp>OK, so what about my solid-food dilemma? Yea or nay on rice cereal? Veggies first?\u003c/p>\n\u003cp>\"It turns out there isn't any evidence to suggest that is a particularly important way to introduce foods or not,\" she says.\u003c/p>\n\u003cp>The answer to this one: You do you. Keep the food mushy, and don't stress about it too much.\u003c/p>\n\u003cp>This wasn't my only point of confusion that this book cleared up, even though I'm nearly four years into parenthood. Here are a few of my personal takeaways.\u003c/p>\n\u003cul>\n\u003cli>Nipple confusion is not a thing — you don't need to wait three weeks after birth to give a pacifier or bottle. (This makes me feel better about giving my firstborn a pacifier on day two.)\u003c/li>\n\u003cli>Baby milestones have a wide normal range, so don't obsess. (Still vaguely worried that by nine months my baby should be clapping.)\u003c/li>\n\u003cli>Breastfeeding does not help mom lose weight. (Crushed.)\u003c/li>\n\u003c/ul>\n\u003cp>A lot of the other takeaways are kind of nuanced. They don't give you a clear-cut answer, so much as information to help you make your own decision. One reason for that is designing a good study of the risks and benefits of a parenting decision is really hard.\u003c/p>\n\u003cp>Take, for example, Chapter 4: \"Breast Is Best? Breast Is Better? Breast Is About the Same?\" Oster provides a path through the maze of conflicting advice by sifting out the convincing studies from the questionable ones.\u003c/p>\n\u003cp>\"Most of the studies on this are done by comparing the kids whose moms breastfeed to the kids whose moms don't,\" Oster says. \"The issue with that is that the kind of moms who breastfeed are different than the moms who don't, on average. So, in the U.S. in particular, moms who breastfeed tend to be better educated, higher income, more likely to be married.\"\u003c/p>\n\u003cp>(It's unclear why that demographic breastfeeds more, Oster says, but the timing for the trend is connected to the public health push away from formula that began in the 1970s.)\u003c/p>\n\u003cp>Now, let's say you want to find out the impact of breastfeeding — and not of these demographic differences — on things like IQ and obesity.\u003c/p>\n\u003cp>\"When we narrow in on some studies that are better — like, for example, studies that compare siblings, where one sibling is breastfed and one sibling is not — those studies do not show the same kinds of impacts on long-term things like obesity or IQ,\" Oster says.\u003c/p>\n\u003cp>For the record, she found that there are some health benefits to breastfeeding, but they're more limited than the hype. If it works for you and your family, Oster concludes, great; if not, formula is a good option.\u003c/p>\n\u003cp>So, even if you've made a decision about how to introduce solids and whether to breastfeed or bottle-feed, there are so many other ones to make! What about baby nap schedules, how to potty train or the financial impact of choosing a nanny versus day care versus staying at home?\u003c/p>\n\u003cp>As an economist, Oster advocates for taking some of the angst out of it.\u003c/p>\n\u003cp>When making a parenting decision, she says, \"Step one is to kind of really figure out what the best evidence says about the choice.\" Look for randomized studies and big sample sizes.\u003c/p>\n\u003cp>\"But then there's a really important second step, which is to combine that with what is going to work for your family,\" she says.\u003c/p>\n\u003cp>For instance, when she first brought her baby daughter home, she knew the American Academy of Pediatrics recommends that your baby sleep in your room, ideally for the whole first year, as part of its \u003ca href=\"https://pediatrics.aappublications.org/content/138/5/e20162938\">safe infant sleeping environment guidance\u003c/a>.\u003c/p>\n\u003cp>\"My husband did one day with our older daughter, and he was like, 'I can't believe it's making those noises.' He just couldn't do it. He wouldn't sleep,\" she says. Room sharing for a full year was just not workable for her family.\u003c/p>\n\u003cp>With \u003cem>Cribsheet,\u003c/em> Oster is trying to make parents less confused, more confident in their choices and less judgmental of other parents who make different choices. Reading the book makes that feel surprisingly achievable. Laying out the research really strips these decisions of their drama, and you end up wondering why it all felt so overwhelming in the first place.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>When the time came to break out the solid foods with my baby, we did mashed sweet potato. A few months into it, emboldened by Oster's book, we've gotten adventurous: This weekend at our Seder, baby even had a bit of brisket smushed up with horseradish.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Drowning+In+Parenting+Advice%3F+Here%27s+Some+Advice+For+That&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>At my baby's six-month appointment a few months back, I got a one-pager from the pediatrician titled \"Starting Solid Foods.\"\u003c/p>\n\u003cp>\"It is critical that the baby develop a taste for rice cereal at the beginning, to offset the loss of iron from formula or breast milk,\" it reads.\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/books/titles/716411090/cribsheet-a-data-driven-guide-to-better-more-relaxed-parenting-from-birth-to-pre\">\u003cimg class=\"alignright size-full wp-image-53503\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/9780525559252_custom-a72e42df64d6fe191b3e7ca1fe182379c4a68be0-s200-c85.jpg\" alt=\"\" width=\"200\" height=\"302\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/04/9780525559252_custom-a72e42df64d6fe191b3e7ca1fe182379c4a68be0-s200-c85.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/9780525559252_custom-a72e42df64d6fe191b3e7ca1fe182379c4a68be0-s200-c85-160x242.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>Sounds serious. Then come the all caps: \"THE FIRST TWO WEEKS OF FEEDING GIVE RICE CEREAL ONLY.\" That is followed by advice to introduce pureed vegetables before fruits so the baby doesn't develop a sweet tooth.\u003c/p>\n\u003cp>I obediently went out and bought some sand-textured baby cereal. (Organic, of course.)\u003c/p>\n\u003cp>\"Oh no, we're not doing that.\" My spouse pointed me to a parenting book we had on the shelf.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"There's no need for cereals alone; they are bland and bulky and their iron benefits are overstated,\" \u003ca href=\"https://www.harpercollins.com/9780060535483/the-new-basics/\">it reads\u003c/a>. \"The idea that you should introduce vegetables before fruits to avoid creating a sweet tooth is just an unfounded myth. A carrot has virtually the same amount of sugar as an apple.\"\u003c/p>\n\u003cp>Welcome to early parenthood's barrage of contradictory advice. It tends to be detailed, with convincing internal logic. \"Studies\" are often invoked. And the stakes feel so high — like, if I do this wrong, will my baby be malnourished or end up a picky eater or not succeed in life somehow?\u003c/p>\n\u003cp>Enter Brown University economics professor \u003ca href=\"https://www.brown.edu/research/projects/oster/\">Emily Oster\u003c/a> and her new book, \u003cem>Cribsheet: A Data-Driven Guide to Better, More Relaxed Parenting, From Birth to Preschool.\u003c/em> It's the follow-up to her first book, \u003cem>Expecting Better, \u003c/em>a deep look at the data behind pregnancy advice, which has a bit of a cult following. (I am in this cult.)\u003c/p>\n\u003cp>In her new book, Oster ticks through big and small parenting dilemmas. She uses her training as an economist to look at the relevant research for each of them and to assess how much stock we should put in the findings.\u003c/p>\n\u003cp>\"What I do in the book is actually try to comb through these studies and figure out which of them are giving us the best information,\" Oster says. \"So then you can make these choices having the best information, not just the first thing that comes up when you Google it at 3 o'clock in the morning.\"\u003c/p>\n\u003cp>OK, so what about my solid-food dilemma? Yea or nay on rice cereal? Veggies first?\u003c/p>\n\u003cp>\"It turns out there isn't any evidence to suggest that is a particularly important way to introduce foods or not,\" she says.\u003c/p>\n\u003cp>The answer to this one: You do you. Keep the food mushy, and don't stress about it too much.\u003c/p>\n\u003cp>This wasn't my only point of confusion that this book cleared up, even though I'm nearly four years into parenthood. Here are a few of my personal takeaways.\u003c/p>\n\u003cul>\n\u003cli>Nipple confusion is not a thing — you don't need to wait three weeks after birth to give a pacifier or bottle. (This makes me feel better about giving my firstborn a pacifier on day two.)\u003c/li>\n\u003cli>Baby milestones have a wide normal range, so don't obsess. (Still vaguely worried that by nine months my baby should be clapping.)\u003c/li>\n\u003cli>Breastfeeding does not help mom lose weight. (Crushed.)\u003c/li>\n\u003c/ul>\n\u003cp>A lot of the other takeaways are kind of nuanced. They don't give you a clear-cut answer, so much as information to help you make your own decision. One reason for that is designing a good study of the risks and benefits of a parenting decision is really hard.\u003c/p>\n\u003cp>Take, for example, Chapter 4: \"Breast Is Best? Breast Is Better? Breast Is About the Same?\" Oster provides a path through the maze of conflicting advice by sifting out the convincing studies from the questionable ones.\u003c/p>\n\u003cp>\"Most of the studies on this are done by comparing the kids whose moms breastfeed to the kids whose moms don't,\" Oster says. \"The issue with that is that the kind of moms who breastfeed are different than the moms who don't, on average. So, in the U.S. in particular, moms who breastfeed tend to be better educated, higher income, more likely to be married.\"\u003c/p>\n\u003cp>(It's unclear why that demographic breastfeeds more, Oster says, but the timing for the trend is connected to the public health push away from formula that began in the 1970s.)\u003c/p>\n\u003cp>Now, let's say you want to find out the impact of breastfeeding — and not of these demographic differences — on things like IQ and obesity.\u003c/p>\n\u003cp>\"When we narrow in on some studies that are better — like, for example, studies that compare siblings, where one sibling is breastfed and one sibling is not — those studies do not show the same kinds of impacts on long-term things like obesity or IQ,\" Oster says.\u003c/p>\n\u003cp>For the record, she found that there are some health benefits to breastfeeding, but they're more limited than the hype. If it works for you and your family, Oster concludes, great; if not, formula is a good option.\u003c/p>\n\u003cp>So, even if you've made a decision about how to introduce solids and whether to breastfeed or bottle-feed, there are so many other ones to make! What about baby nap schedules, how to potty train or the financial impact of choosing a nanny versus day care versus staying at home?\u003c/p>\n\u003cp>As an economist, Oster advocates for taking some of the angst out of it.\u003c/p>\n\u003cp>When making a parenting decision, she says, \"Step one is to kind of really figure out what the best evidence says about the choice.\" Look for randomized studies and big sample sizes.\u003c/p>\n\u003cp>\"But then there's a really important second step, which is to combine that with what is going to work for your family,\" she says.\u003c/p>\n\u003cp>For instance, when she first brought her baby daughter home, she knew the American Academy of Pediatrics recommends that your baby sleep in your room, ideally for the whole first year, as part of its \u003ca href=\"https://pediatrics.aappublications.org/content/138/5/e20162938\">safe infant sleeping environment guidance\u003c/a>.\u003c/p>\n\u003cp>\"My husband did one day with our older daughter, and he was like, 'I can't believe it's making those noises.' He just couldn't do it. He wouldn't sleep,\" she says. Room sharing for a full year was just not workable for her family.\u003c/p>\n\u003cp>With \u003cem>Cribsheet,\u003c/em> Oster is trying to make parents less confused, more confident in their choices and less judgmental of other parents who make different choices. Reading the book makes that feel surprisingly achievable. Laying out the research really strips these decisions of their drama, and you end up wondering why it all felt so overwhelming in the first place.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When the time came to break out the solid foods with my baby, we did mashed sweet potato. A few months into it, emboldened by Oster's book, we've gotten adventurous: This weekend at our Seder, baby even had a bit of brisket smushed up with horseradish.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Drowning+In+Parenting+Advice%3F+Here%27s+Some+Advice+For+That&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Sparkle Unicorns And Fart Ninjas: What Parents Can Do About Gendered Toys",
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"content": "\u003cp>With Rainbow Butterfly Unicorn Kitty on one side and bulbous-headed Fart Ninjas on the other, the gender divide was impossible to avoid at the North American International Toy Fair in New York City back in February.\u003c/p>\n\u003cp>The light-up Barbie mermaids vying for space with Gatling-style foam-dart blasters in Manhattan's Javits Center raised a question: Have toys really progressed since our grandparents' days? And how do the toys we play with shape the people we grow up to be?\u003c/p>\n\u003cp>We set out to answer these and related questions in our latest episode of \u003ca href=\"https://www.npr.org/podcasts/510334/parenting-difficult-conversations\">Life Kit's podcast Parenting: Difficult Conversations\u003c/a>, with help from Sesame Workshop.\u003c/p>\n\u003cp>\u003cstrong>Toys are getting more gendered \u003c/strong>\u003c/p>\n\u003cp>Researcher Elizabeth Sweet studied toy catalogs and ads over time and found that toys are actually \u003ca href=\"https://www.theatlantic.com/business/archive/2014/12/toys-are-more-divided-by-gender-now-than-they-were-50-years-ago/383556/\">more gender divided\u003c/a> than they were half a century ago.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Rebecca Hains, a professor at Salem State University in Massachusetts, has written \u003ca href=\"http://rebeccahains.com\">a book about it: \u003cem>The Princess Problem\u003c/em>\u003c/a>\u003cem>: Guiding Our Girls Through The Princess-Obsessed Years.\u003c/em>\u003c/p>\n\u003cp>Disney characters, she points out, used to be more diverse: There was Cinderella, sure, but also Pinocchio and Bambi. When 1989's \u003cem>The Little Mermaid \u003c/em>made a splash, Hains says, \"Disney realized profitability in girls.\" Enter the juggernaut Disney Princess brand. Plus, marketers now cloak even gender-neutral toys like blocks in both primary and pastel shades in the hope of selling more sets.\u003c/p>\n\u003cp>Even with several women vying to be the United States' next president, and even with a greater awareness of the spectrum of gender identity than we've ever had in our culture, Hains says, \"it's almost like kids are subject to stereotypes that we've evolved out of elsewhere.\"\u003c/p>\n\u003cp>And these stereotypes can stick.\u003c/p>\n\u003cp>In a 2013 study of undergraduate women, one-third identified themselves as \"princesses.\" They placed a higher value on the physical attractiveness of a mate, were less likely to want to join the workforce after college and were more likely to say they wanted to marry a breadwinner. And when all the women were given puzzles to solve, the \"princesses\" quit faster.\u003c/p>\n\u003cp>(This study, a conference paper, \u003ca href=\"https://www.researchgate.net/profile/Eric_Rasmussen3/publication/304071159_Pretty_as_a_Princess_Longitudinal_Effects_of_Engagement_With_Disney_Princesses_on_Gender_Stereotypes_Body_Esteem_and_Prosocial_Behavior_in_Children/links/577eb13708ae5f367d33db21/Pretty-as-a-Princess-Longitudinal-Effects-of-Engagement-With-Disney-Princesses-on-Gender-Stereotypes-Body-Esteem-and-Prosocial-Behavior-in-Children.pdf\">is described and cited in this paper\u003c/a>, co-authored by Sarah Coyne, which similarly showed that girls who preferred playing princesses showed more gender-stereotyped behavior a full year later.)\u003c/p>\n\u003cp>Researchers haven't proved that all little girls who like tutus will grow up to be entitled quitters. But play does prepare children for life, so boys and girls both need broad options, says Rosemarie Truglio, a developmental psychologist and vice president of education and research for Sesame Workshop.\u003c/p>\n\u003cp>\"It's OK for me to like pink things and pretty things and frilly things, but it shouldn't define who I am and shouldn't define what I will be in the future,\" Truglio says. \"Anyone who is singly defined doesn't make a really interesting person.\"\u003c/p>\n\u003cp>Here are our takeaways for how to handle toy problems.\u003c/p>\n\u003cp>\u003cstrong>1. Bans will backfire — no pun intended. \u003c/strong>\u003c/p>\n\u003cp>You can certainly outlaw a toy that makes you uncomfortable, but consider this:\u003c/p>\n\u003cp>\"I don't think banning anything is the answer,\" Truglio says. She found this out the hard way as a mom herself. At first \"we had the rule: No [toy] guns in our home,\" she says. But she realized that all her young son's friends were playing with them, typically in the hallway of their apartment building.\u003c/p>\n\u003cp>Group play and the friendship that comes with it are so important for kids, Truglio believes, that she decided to allow the toy gun, with conditions. Besides, if you say no, the odds are that the toy will become even more coveted, she says.\u003c/p>\n\u003cp>\u003cstrong>2. How they play is more important than what they play with.\u003c/strong>\u003c/p>\n\u003cp>No toy is inherently good or wicked, says Lisa Dinella, a gender studies professor at Monmouth University and co-author of the aforementioned 2013 princess study. With a gun, \"you can be really, really aggressive, or you can just be shooting targets.\" Equally, a princess game could be all about being pretty, or it could have a sophisticated plot.\u003c/p>\n\u003cp>One red flag, Truglio says, is when there's no variety to a child's play. For example, if your child wants to play with only toy guns, and the play is always aggressive, then that could be a sign for you, as a parent, to step in and find out what's really troubling the child.\u003c/p>\n\u003cp>\u003cstrong>3. Parents can counter sexist messages.\u003c/strong>\u003c/p>\n\u003cp>Dinella says kids start learning gender stereotypes before they're out of diapers. \"Between 18 months and 2 years is the first time we're starting to see their awareness.\"\u003c/p>\n\u003cp>They learn by watching us. Studies show that \u003ca href=\"http://blogs.fortlewis.edu/jdcannon2/files/2015/02/Eye-of-the-Beholder-Revisited.pdf\">parents perceive newborn girls\u003c/a> as more delicate and newborn boys as being stronger. On the playground,\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022096500925724\"> mothers intervene with girls\u003c/a>, seeing physical risks, more often.\u003c/p>\n\u003cp>\"So it's really hard to separate out toy preference from gender socialization that is so insidious,\" Hains says.\u003c/p>\n\u003cp>Dinella has done several experiments on how heavy gender branding influences kids' toy choices. In one, she and her team painted a bunch of toys white. Without color cues, both boys and girls gravitated toward neutral playthings like Play-Doh and the Etch A Sketch.\u003c/p>\n\u003cp>In another experiment, titled \"Pink Gives Girls Permission,\" Dinella and her co-authors flipped the traditional color patterns: pink trucks and camouflage-clad baby dolls. She found that \"there's a bigger barrier to boys playing with girl things and acting like girls than for girls to be able to venture into some of these cross-gender plays.\"\u003c/p>\n\u003cp>Dinella says you can see this inequity in how hard our culture still comes down on the little boys who love princesses and sparkly things.\u003c/p>\n\u003cp>This is too bad, she says, because toys can teach important and sometimes unexpected skills. Dolls prepare boys for future roles as fathers and help them practice empathy. Acting out a tea party can help children learn \"cognitive sequencing of events: the beginning, the middle and the end of a task.\" In other words, a tea set can introduce one of the foundations of computer coding.\u003c/p>\n\u003cp>So Dinella suggests that, when toy shopping, strive for gender balanced as well as gender neutral. Try saying something like, \"You have four dolls already, so how about ... also getting a truck?\"\u003c/p>\n\u003cp>Or, \"Can we get it in the white version so that all of the kids, when they come to our house, can play with it, instead of just the pink version?\"\u003c/p>\n\u003cp>\u003cstrong>4. Talk to your kids directly, and share your values around toys.\u003c/strong>\u003c/p>\n\u003cp>Dinella is also a mother, and she didn't ban toy guns either. But she does let her children know that she's not wild about them. \"I'm never going to say, 'Hey, we haven't played with the Nerf guns a lot lately! Let's get those out!' \"\u003c/p>\n\u003cp>In other cases, she says, you can be more direct. \"You can say, 'This dress-up toy that was given to you, although it's really sparkly ... it does really talk to you about being pretty. And I would rather you spend time trying to get smart.\"\u003c/p>\n\u003cp>\u003cstrong>5: Join in your child's play to further expand the possibilities. \u003c/strong>\u003c/p>\n\u003cp>If a foam-dart shootout is getting out of hand, ordering the combatants to timeout isn't all that effective, says Truglio. Instead, \"maybe you take on a character role ... who is going to stop this type of aggression.\"\u003c/p>\n\u003cp>Hains tells the story of a father who played princesses with his daughter — but would get out the firetruck and send the princesses out on rescue missions.\u003c/p>\n\u003cp>The good news is that we may be getting a little more help these days from pop culture. Characters like the powerful Elsa, the adventurous Moana, Wonder Woman and the new Captain Marvel, played by Brie Larson, are pushing the envelope for female heroines.\u003c/p>\n\u003cp>Another of Dinella's studies suggests that they are having an impact. She asked preschoolers — both boys and girls — to describe themselves and also to describe what they knew about princesses. Not surprisingly, they described princesses as the typical girly girl who needs to be rescued.\u003c/p>\n\u003cp>Researchers then showed the children video clips of more recent princesses, like Merida from \u003cem>Brave,\u003c/em> taking action and being powerful. Then they asked the same questions again.\u003c/p>\n\u003cp>Watching those images changed the children's perceptions of princesses, and, Dinella says, it changed kids' own self-descriptions too.\u003c/p>\n\u003cp>After seeing princesses being powerful, both the girls and the boys described themselves as more multidimensional: \"They [would] say: 'I am strong. I am powerful. I am a leader.' But also, 'I am caring, and I share.' \"\u003c/p>\n\u003cp>In other words, when kids anywhere on the gender spectrum spend time with characters who are more complex, it can change the way they see themselves.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Truglio sums it up this way. \"Kids play what they see. If you can see it, you can play it — then one day you can be it.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Sparkle+Unicorns+And+Fart+Ninjas%3A+What+Parents+Can+Do+About+Gendered+Toys&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>With Rainbow Butterfly Unicorn Kitty on one side and bulbous-headed Fart Ninjas on the other, the gender divide was impossible to avoid at the North American International Toy Fair in New York City back in February.\u003c/p>\n\u003cp>The light-up Barbie mermaids vying for space with Gatling-style foam-dart blasters in Manhattan's Javits Center raised a question: Have toys really progressed since our grandparents' days? And how do the toys we play with shape the people we grow up to be?\u003c/p>\n\u003cp>We set out to answer these and related questions in our latest episode of \u003ca href=\"https://www.npr.org/podcasts/510334/parenting-difficult-conversations\">Life Kit's podcast Parenting: Difficult Conversations\u003c/a>, with help from Sesame Workshop.\u003c/p>\n\u003cp>\u003cstrong>Toys are getting more gendered \u003c/strong>\u003c/p>\n\u003cp>Researcher Elizabeth Sweet studied toy catalogs and ads over time and found that toys are actually \u003ca href=\"https://www.theatlantic.com/business/archive/2014/12/toys-are-more-divided-by-gender-now-than-they-were-50-years-ago/383556/\">more gender divided\u003c/a> than they were half a century ago.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Rebecca Hains, a professor at Salem State University in Massachusetts, has written \u003ca href=\"http://rebeccahains.com\">a book about it: \u003cem>The Princess Problem\u003c/em>\u003c/a>\u003cem>: Guiding Our Girls Through The Princess-Obsessed Years.\u003c/em>\u003c/p>\n\u003cp>Disney characters, she points out, used to be more diverse: There was Cinderella, sure, but also Pinocchio and Bambi. When 1989's \u003cem>The Little Mermaid \u003c/em>made a splash, Hains says, \"Disney realized profitability in girls.\" Enter the juggernaut Disney Princess brand. Plus, marketers now cloak even gender-neutral toys like blocks in both primary and pastel shades in the hope of selling more sets.\u003c/p>\n\u003cp>Even with several women vying to be the United States' next president, and even with a greater awareness of the spectrum of gender identity than we've ever had in our culture, Hains says, \"it's almost like kids are subject to stereotypes that we've evolved out of elsewhere.\"\u003c/p>\n\u003cp>And these stereotypes can stick.\u003c/p>\n\u003cp>In a 2013 study of undergraduate women, one-third identified themselves as \"princesses.\" They placed a higher value on the physical attractiveness of a mate, were less likely to want to join the workforce after college and were more likely to say they wanted to marry a breadwinner. And when all the women were given puzzles to solve, the \"princesses\" quit faster.\u003c/p>\n\u003cp>(This study, a conference paper, \u003ca href=\"https://www.researchgate.net/profile/Eric_Rasmussen3/publication/304071159_Pretty_as_a_Princess_Longitudinal_Effects_of_Engagement_With_Disney_Princesses_on_Gender_Stereotypes_Body_Esteem_and_Prosocial_Behavior_in_Children/links/577eb13708ae5f367d33db21/Pretty-as-a-Princess-Longitudinal-Effects-of-Engagement-With-Disney-Princesses-on-Gender-Stereotypes-Body-Esteem-and-Prosocial-Behavior-in-Children.pdf\">is described and cited in this paper\u003c/a>, co-authored by Sarah Coyne, which similarly showed that girls who preferred playing princesses showed more gender-stereotyped behavior a full year later.)\u003c/p>\n\u003cp>Researchers haven't proved that all little girls who like tutus will grow up to be entitled quitters. But play does prepare children for life, so boys and girls both need broad options, says Rosemarie Truglio, a developmental psychologist and vice president of education and research for Sesame Workshop.\u003c/p>\n\u003cp>\"It's OK for me to like pink things and pretty things and frilly things, but it shouldn't define who I am and shouldn't define what I will be in the future,\" Truglio says. \"Anyone who is singly defined doesn't make a really interesting person.\"\u003c/p>\n\u003cp>Here are our takeaways for how to handle toy problems.\u003c/p>\n\u003cp>\u003cstrong>1. Bans will backfire — no pun intended. \u003c/strong>\u003c/p>\n\u003cp>You can certainly outlaw a toy that makes you uncomfortable, but consider this:\u003c/p>\n\u003cp>\"I don't think banning anything is the answer,\" Truglio says. She found this out the hard way as a mom herself. At first \"we had the rule: No [toy] guns in our home,\" she says. But she realized that all her young son's friends were playing with them, typically in the hallway of their apartment building.\u003c/p>\n\u003cp>Group play and the friendship that comes with it are so important for kids, Truglio believes, that she decided to allow the toy gun, with conditions. Besides, if you say no, the odds are that the toy will become even more coveted, she says.\u003c/p>\n\u003cp>\u003cstrong>2. How they play is more important than what they play with.\u003c/strong>\u003c/p>\n\u003cp>No toy is inherently good or wicked, says Lisa Dinella, a gender studies professor at Monmouth University and co-author of the aforementioned 2013 princess study. With a gun, \"you can be really, really aggressive, or you can just be shooting targets.\" Equally, a princess game could be all about being pretty, or it could have a sophisticated plot.\u003c/p>\n\u003cp>One red flag, Truglio says, is when there's no variety to a child's play. For example, if your child wants to play with only toy guns, and the play is always aggressive, then that could be a sign for you, as a parent, to step in and find out what's really troubling the child.\u003c/p>\n\u003cp>\u003cstrong>3. Parents can counter sexist messages.\u003c/strong>\u003c/p>\n\u003cp>Dinella says kids start learning gender stereotypes before they're out of diapers. \"Between 18 months and 2 years is the first time we're starting to see their awareness.\"\u003c/p>\n\u003cp>They learn by watching us. Studies show that \u003ca href=\"http://blogs.fortlewis.edu/jdcannon2/files/2015/02/Eye-of-the-Beholder-Revisited.pdf\">parents perceive newborn girls\u003c/a> as more delicate and newborn boys as being stronger. On the playground,\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022096500925724\"> mothers intervene with girls\u003c/a>, seeing physical risks, more often.\u003c/p>\n\u003cp>\"So it's really hard to separate out toy preference from gender socialization that is so insidious,\" Hains says.\u003c/p>\n\u003cp>Dinella has done several experiments on how heavy gender branding influences kids' toy choices. In one, she and her team painted a bunch of toys white. Without color cues, both boys and girls gravitated toward neutral playthings like Play-Doh and the Etch A Sketch.\u003c/p>\n\u003cp>In another experiment, titled \"Pink Gives Girls Permission,\" Dinella and her co-authors flipped the traditional color patterns: pink trucks and camouflage-clad baby dolls. She found that \"there's a bigger barrier to boys playing with girl things and acting like girls than for girls to be able to venture into some of these cross-gender plays.\"\u003c/p>\n\u003cp>Dinella says you can see this inequity in how hard our culture still comes down on the little boys who love princesses and sparkly things.\u003c/p>\n\u003cp>This is too bad, she says, because toys can teach important and sometimes unexpected skills. Dolls prepare boys for future roles as fathers and help them practice empathy. Acting out a tea party can help children learn \"cognitive sequencing of events: the beginning, the middle and the end of a task.\" In other words, a tea set can introduce one of the foundations of computer coding.\u003c/p>\n\u003cp>So Dinella suggests that, when toy shopping, strive for gender balanced as well as gender neutral. Try saying something like, \"You have four dolls already, so how about ... also getting a truck?\"\u003c/p>\n\u003cp>Or, \"Can we get it in the white version so that all of the kids, when they come to our house, can play with it, instead of just the pink version?\"\u003c/p>\n\u003cp>\u003cstrong>4. Talk to your kids directly, and share your values around toys.\u003c/strong>\u003c/p>\n\u003cp>Dinella is also a mother, and she didn't ban toy guns either. But she does let her children know that she's not wild about them. \"I'm never going to say, 'Hey, we haven't played with the Nerf guns a lot lately! Let's get those out!' \"\u003c/p>\n\u003cp>In other cases, she says, you can be more direct. \"You can say, 'This dress-up toy that was given to you, although it's really sparkly ... it does really talk to you about being pretty. And I would rather you spend time trying to get smart.\"\u003c/p>\n\u003cp>\u003cstrong>5: Join in your child's play to further expand the possibilities. \u003c/strong>\u003c/p>\n\u003cp>If a foam-dart shootout is getting out of hand, ordering the combatants to timeout isn't all that effective, says Truglio. Instead, \"maybe you take on a character role ... who is going to stop this type of aggression.\"\u003c/p>\n\u003cp>Hains tells the story of a father who played princesses with his daughter — but would get out the firetruck and send the princesses out on rescue missions.\u003c/p>\n\u003cp>The good news is that we may be getting a little more help these days from pop culture. Characters like the powerful Elsa, the adventurous Moana, Wonder Woman and the new Captain Marvel, played by Brie Larson, are pushing the envelope for female heroines.\u003c/p>\n\u003cp>Another of Dinella's studies suggests that they are having an impact. She asked preschoolers — both boys and girls — to describe themselves and also to describe what they knew about princesses. Not surprisingly, they described princesses as the typical girly girl who needs to be rescued.\u003c/p>\n\u003cp>Researchers then showed the children video clips of more recent princesses, like Merida from \u003cem>Brave,\u003c/em> taking action and being powerful. Then they asked the same questions again.\u003c/p>\n\u003cp>Watching those images changed the children's perceptions of princesses, and, Dinella says, it changed kids' own self-descriptions too.\u003c/p>\n\u003cp>After seeing princesses being powerful, both the girls and the boys described themselves as more multidimensional: \"They [would] say: 'I am strong. I am powerful. I am a leader.' But also, 'I am caring, and I share.' \"\u003c/p>\n\u003cp>In other words, when kids anywhere on the gender spectrum spend time with characters who are more complex, it can change the way they see themselves.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Truglio sums it up this way. \"Kids play what they see. If you can see it, you can play it — then one day you can be it.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Sparkle+Unicorns+And+Fart+Ninjas%3A+What+Parents+Can+Do+About+Gendered+Toys&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Six months ago, I found myself preparing for battle.\u003c/p>\n\u003cp>I was lying in bed at 5:30 a.m., going over in my head how to handle the next encounter with my 3-year-old daughter, Rosy.\u003c/p>\n\u003cp>Goodness knows, I love her so much. But there's a fire in that little belly. And to be honest, I have no idea how to handle all the anger — the tantrums, the screaming and, most of all, the hitting.\u003c/p>\n\u003cp>When she's angry and I pick her up, she has a habit of slapping me across the face. Sometimes it really hurts. I've even started ducking like a boxer when I lift her up.\u003c/p>\n\u003cp>At first, I reacted as my parents did, with bluster and sternness. That only backfired. All she did was arch her back and fall on the ground.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Then I consulted Dr. Google and decided calm and firm was the \"correct way.\" But Rosy could tell I was still upset and trying to control her.\u003c/p>\n\u003cp>Slowly, a wall was rising up between Rosy and me. And I began dreading our time together. Ugh.\u003c/p>\n\u003cp>Then back in early December, I had an opportunity of a lifetime. I traveled to the Canadian Arctic to \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2019/03/13/685533353/a-playful-way-to-teach-kids-to-control-their-anger\">report \u003c/a>on a story about the Inuit and their remarkable ability to regulate anger. During the trip, I got the chance to hear advice from arguably the calmest, coolest moms in the world: Inuit moms.\u003c/p>\n\u003cp>It was like these moms had handed me the manual on how to communicate with small children. And their advice completely shifted how I discipline.\u003c/p>\n\u003cp>\u003cstrong>She's not 'pushing your buttons'\u003c/strong>\u003c/p>\n\u003cp>For thousands of years, the Inuit have raised children in one of the harshest places on Earth. During that time, they've developed a suite of powerful parenting tools to teach children emotional intelligence, especially when it comes to anger.\u003c/p>\n\u003cp>At the center of these tools is a major tenet: Never shout at small children.\u003c/p>\n\u003cp>\"Yelling? There was no yelling at kids [in traditional Inuit culture],\" says Martha Tikivik, 83, who was born in an igloo and has six children.\u003c/p>\n\u003cp>In fact, there's no reason for a parent to get angry at a small child, Tikivik says: \"Anger has no purpose. It's not going to solve your problem. It only stops communication between the child and the mom.\"\u003c/p>\n\u003cp>When a child is misbehaving or having a tantrum, the child is too upset to learn, says 89-year-old Eenoapik Sageatook, whose family was forced to settle in a town when she was a little girl. So there's no reason to scold or shout during these moments.\u003c/p>\n\u003cp>\"You have to remain calm and wait for the child to calm down,\" she says. \"Then you can teach the child.\"\u003c/p>\n\u003cp>In other words, cool your jets, Mama Doucleff. Stop blowing your fuse. Stop taking the toddler's behavior personally. And stop thinking that Rosy is \"pushing your buttons,\" says Inuit mom and radio producer Lisa Ipeelie.\u003c/p>\n\u003cp>\"You think little kids are mad at you,\" she says. \"That's not what's going on. They're upset about something, and you have to figure out what it is.\"\u003c/p>\n\u003cp>OK. I admit that following this advice was really hard. I mean \u003cem>really, really\u003c/em> hard. It took weeks of practice (and another \u003ca href=\"https://www.npr.org/sections/health-shots/2019/01/28/688180879/got-anger-try-naming-it-to-tame-it\">trick \u003c/a>I learned about anger). At first, I just stopped saying anything to Rosy when she had a tantrum or hit me. I knew that if I opened my mouth, the words would be tinged in anger. So I would just close my eyes to calm myself down and then wait for Rosy to calm down herself.\u003c/p>\n\u003cp>Once I learned not to be angry with Rosy, I began trying to help her with her own anger by loving her. I'd ask if she needed a hug, or I'd hold her really tightly.\u003c/p>\n\u003cp>Then after she calmed down, I took inspiration from the Inuit moms and turned discipline into fantasy and theater.\u003c/p>\n\u003cp>\u003cstrong>Tell a story \u003c/strong>\u003c/p>\n\u003cp>Instead of yelling or telling kids what to do, Inuit parents traditionally discipline through storytelling, says Goota Jaw, who teaches an Inuit parenting class at Nunavut Arctic College in Iqaluit, Canada.\u003c/p>\n\u003cp>For example, she says, to get kids to stay away from the dangerous ocean, parents tell them about a sea monster that lives in the water. If you go too close to the water, the parents say, the monster will put you in his pouch, drag you down to the ocean and adopt you out to another family.\u003c/p>\n\u003cp>There are stories to get kids to listen to adults, wear hats in the winter, not take food without asking and go to bed on time.\u003c/p>\n\u003cp>At first, these types of stories sounded too scary for a 3-year-old. Then a few weeks after returning from the Arctic, I flipped my opinion 180 degrees.\u003c/p>\n\u003cp>One afternoon, Rosy and I were in the kitchen, preparing dinner. I was trying to get her to close the refrigerator door. I deployed my typical strategy: adult logic followed by nagging. I explained several times how she is wasting energy.\u003c/p>\n\u003cp>It was like I was talking to a wall.\u003c/p>\n\u003cp>After a few minutes, I found myself in the all-too common predicament of arguing with a proto-human. I was ready to blow a fuse when my thoughts turned to Goota Jaw and the sea monster. So I said, with a half-serious, half-playful tone, \"You know? There's a monster inside the refrigerator, and if he warms up, he's going to get bigger and bigger and come get you.\"\u003c/p>\n\u003cp>Then I pointed into the refrigerator and exclaimed, \"Oh my goodness. There he is!\"\u003c/p>\n\u003cp>Holy moly! You should have seen the look on Rosy's face. She closed the door lightning fast, turned around and said, \"Mama, tell me more about the monster in there.\"\u003c/p>\n\u003cp>Since that moment, storytelling has become a go-to parenting tool in our home. Rosy can't get enough of these stories and even asks me to make them scarier.\u003c/p>\n\u003cp>Here are a few popular ones right now:\u003c/p>\n\u003cp>\u003cstrong>1. Sharing Monster:\u003c/strong> Living up in a tree outside the kitchen window, the sharing monster grows bigger and bigger when little kids aren't sharing. At some point, he could come up, snatch you and take you up in the tree.\u003c/p>\n\u003cp>\u003cstrong>2. Yelling Monster:\u003c/strong> He lives in the ceiling and comes down to snatch little kids who yell and are demanding.\u003c/p>\n\u003cp>\u003cstrong>3. Shoe Monster:\u003c/strong> She makes sure kids get their shoes on in the morning — quickly — or else she'll take you down into the heating vent.\u003c/p>\n\u003cp>\u003cstrong>4. Dress Spiders: \u003c/strong>Back in January, Rosy wore the same pink dress day and night for about five days. I couldn't get her to take it off. I tried talking logically: \"Rosy, if we wash it tonight, it won't have stains on it for school tomorrow.\" She looked at me as if I were speaking French.\u003c/p>\n\u003cp>Finally, I got close to her and whispered, \"If the dress gets too dirty, spiders will start to grow in it.\"\u003c/p>\n\u003cp>Rosy didn't say a word and slowly slipped the dress off. When I pulled the dress out of the dryer, I held it up and exclaimed, \"See? So nice and clean!\"\u003c/p>\n\u003cp>Rosy didn't miss a beat. \"And no spiders,\" she emphasized.\u003c/p>\n\u003cp>Overall, storytelling has opened up a huge communication channel between Rosy and me. I feel like I'm finally speaking her language. She couldn't care less about kilowatts of power or stains on the dress. But a monster that grows and spiders that crawl — those ideas she can wrap her head around.\u003c/p>\n\u003cp>\u003cstrong>Put on a play\u003c/strong>\u003c/p>\n\u003cp>Storytelling has definitely decreased the yelling, nagging and blown fuses in our home. But the stories didn't stop the hitting. For that, I needed inspiration from another Inuit strategy, which anthropologist Jean Briggs \u003ca href=\"https://yalebooks.yale.edu/book/9780300080643/inuit-morality-play\">studied \u003c/a>for more than 30 years ago.\u003c/p>\n\u003cp>In a nutshell, here's how the approach works:\u003c/p>\n\u003cp>When a child misbehaves — hits someone or has a tantrum — there's no punishment. Instead, the parent waits for a calm moment and then acts out what happened during the misbehavior.\u003c/p>\n\u003cp>Typically the performance starts with the parent tempting the child to misbehave. For example, \"Why don't you hit me?\"\u003c/p>\n\u003cp>Then the child has to think: \"What should I do?\" If the child takes the bait and hits, the parent doesn't scold or yell but instead acts out the consequences. \"Ow, that hurts!\" Mom or Dad might exclaim, to show that hitting hurts.\u003c/p>\n\u003cp>Briggs documented that the parent continues to emphasize the consequences by asking follow-up questions such as \"Don't you like me?\" or \"Are you a baby?\"\u003c/p>\n\u003cp>The goal is to give the child a chance to practice the proper behavior at a time when the child is open to learning and not emotionally charged. Throughout the drama, the parent keeps a playful tone and a wink in the eye.\u003c/p>\n\u003cp>With Rosy and her hitting, I definitely had not been reacting in a playful way. Just the opposite: I was stern and serious. So with a hefty dose of skepticism, I abandoned that strategy and gave this playful approach a try.\u003c/p>\n\u003cp>Each time Rosy hit me, no matter how hard she slapped and how infuriated I was, I didn't get angry. Instead, I said in a dramatic way, \"Ooo, that hurts! Goodness that hurts!\" to show that hitting hurt me physically and emotionally.\u003c/p>\n\u003cp>Then I asked her this one question, with an exaggerated sense of pain and suffering: \"Don't you like me?\" (To hear what I sound like, take a listen to the \u003ca href=\"https://www.npr.org/2019/03/10/701987119/teaching-kids-to-control-their-anger\">radio story\u003c/a>).\u003c/p>\n\u003cp>Immediately, this fun tone changed Rosy's behavior. The tension between us melted away, and the hitting decreased. I could see the little gears in her brain churning. \"Wait! Am I hurting Mom's feelings?\" she seemed to be thinking. (And I could see that Ipeelie was right. Rosy wasn't pushing my buttons. She cared about my feelings.)\u003c/p>\n\u003cp>So I thought I'd try putting on a little drama by asking her, \"Why don't you hit me?\" The first few tries were rough. She would wallop me. But I stuck to the script, and slowly I could see her \u003cem>thinking \u003c/em>before she struck. She started to play-hit me or stopped mid-swing. After about a month, a tiny miracle occurred.\u003c/p>\n\u003cp>We were in the kitchen, having a snack, and I said, \"Rosy, why don't you hit me?\"\u003c/p>\n\u003cp>\"No,\" Rosy responded.\u003c/p>\n\u003cp>\"No? Why not?\" I asked.\u003c/p>\n\u003cp>\"Because I love you,\" she whispered.\u003c/p>\n\u003cp>\"Because you love me?\" I said, in complete shock. \"That's very nice.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Nice — and a testimony to teaching kids through stories, play and practice.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Can+Inuit+Moms+Help+Me+Tame+My+3-Year-Old%27s+Anger%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Then I consulted Dr. Google and decided calm and firm was the \"correct way.\" But Rosy could tell I was still upset and trying to control her.\u003c/p>\n\u003cp>Slowly, a wall was rising up between Rosy and me. And I began dreading our time together. Ugh.\u003c/p>\n\u003cp>Then back in early December, I had an opportunity of a lifetime. I traveled to the Canadian Arctic to \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2019/03/13/685533353/a-playful-way-to-teach-kids-to-control-their-anger\">report \u003c/a>on a story about the Inuit and their remarkable ability to regulate anger. During the trip, I got the chance to hear advice from arguably the calmest, coolest moms in the world: Inuit moms.\u003c/p>\n\u003cp>It was like these moms had handed me the manual on how to communicate with small children. And their advice completely shifted how I discipline.\u003c/p>\n\u003cp>\u003cstrong>She's not 'pushing your buttons'\u003c/strong>\u003c/p>\n\u003cp>For thousands of years, the Inuit have raised children in one of the harshest places on Earth. During that time, they've developed a suite of powerful parenting tools to teach children emotional intelligence, especially when it comes to anger.\u003c/p>\n\u003cp>At the center of these tools is a major tenet: Never shout at small children.\u003c/p>\n\u003cp>\"Yelling? There was no yelling at kids [in traditional Inuit culture],\" says Martha Tikivik, 83, who was born in an igloo and has six children.\u003c/p>\n\u003cp>In fact, there's no reason for a parent to get angry at a small child, Tikivik says: \"Anger has no purpose. It's not going to solve your problem. It only stops communication between the child and the mom.\"\u003c/p>\n\u003cp>When a child is misbehaving or having a tantrum, the child is too upset to learn, says 89-year-old Eenoapik Sageatook, whose family was forced to settle in a town when she was a little girl. So there's no reason to scold or shout during these moments.\u003c/p>\n\u003cp>\"You have to remain calm and wait for the child to calm down,\" she says. \"Then you can teach the child.\"\u003c/p>\n\u003cp>In other words, cool your jets, Mama Doucleff. Stop blowing your fuse. Stop taking the toddler's behavior personally. And stop thinking that Rosy is \"pushing your buttons,\" says Inuit mom and radio producer Lisa Ipeelie.\u003c/p>\n\u003cp>\"You think little kids are mad at you,\" she says. \"That's not what's going on. They're upset about something, and you have to figure out what it is.\"\u003c/p>\n\u003cp>OK. I admit that following this advice was really hard. I mean \u003cem>really, really\u003c/em> hard. It took weeks of practice (and another \u003ca href=\"https://www.npr.org/sections/health-shots/2019/01/28/688180879/got-anger-try-naming-it-to-tame-it\">trick \u003c/a>I learned about anger). At first, I just stopped saying anything to Rosy when she had a tantrum or hit me. I knew that if I opened my mouth, the words would be tinged in anger. So I would just close my eyes to calm myself down and then wait for Rosy to calm down herself.\u003c/p>\n\u003cp>Once I learned not to be angry with Rosy, I began trying to help her with her own anger by loving her. I'd ask if she needed a hug, or I'd hold her really tightly.\u003c/p>\n\u003cp>Then after she calmed down, I took inspiration from the Inuit moms and turned discipline into fantasy and theater.\u003c/p>\n\u003cp>\u003cstrong>Tell a story \u003c/strong>\u003c/p>\n\u003cp>Instead of yelling or telling kids what to do, Inuit parents traditionally discipline through storytelling, says Goota Jaw, who teaches an Inuit parenting class at Nunavut Arctic College in Iqaluit, Canada.\u003c/p>\n\u003cp>For example, she says, to get kids to stay away from the dangerous ocean, parents tell them about a sea monster that lives in the water. If you go too close to the water, the parents say, the monster will put you in his pouch, drag you down to the ocean and adopt you out to another family.\u003c/p>\n\u003cp>There are stories to get kids to listen to adults, wear hats in the winter, not take food without asking and go to bed on time.\u003c/p>\n\u003cp>At first, these types of stories sounded too scary for a 3-year-old. Then a few weeks after returning from the Arctic, I flipped my opinion 180 degrees.\u003c/p>\n\u003cp>One afternoon, Rosy and I were in the kitchen, preparing dinner. I was trying to get her to close the refrigerator door. I deployed my typical strategy: adult logic followed by nagging. I explained several times how she is wasting energy.\u003c/p>\n\u003cp>It was like I was talking to a wall.\u003c/p>\n\u003cp>After a few minutes, I found myself in the all-too common predicament of arguing with a proto-human. I was ready to blow a fuse when my thoughts turned to Goota Jaw and the sea monster. So I said, with a half-serious, half-playful tone, \"You know? There's a monster inside the refrigerator, and if he warms up, he's going to get bigger and bigger and come get you.\"\u003c/p>\n\u003cp>Then I pointed into the refrigerator and exclaimed, \"Oh my goodness. There he is!\"\u003c/p>\n\u003cp>Holy moly! You should have seen the look on Rosy's face. She closed the door lightning fast, turned around and said, \"Mama, tell me more about the monster in there.\"\u003c/p>\n\u003cp>Since that moment, storytelling has become a go-to parenting tool in our home. Rosy can't get enough of these stories and even asks me to make them scarier.\u003c/p>\n\u003cp>Here are a few popular ones right now:\u003c/p>\n\u003cp>\u003cstrong>1. Sharing Monster:\u003c/strong> Living up in a tree outside the kitchen window, the sharing monster grows bigger and bigger when little kids aren't sharing. At some point, he could come up, snatch you and take you up in the tree.\u003c/p>\n\u003cp>\u003cstrong>2. Yelling Monster:\u003c/strong> He lives in the ceiling and comes down to snatch little kids who yell and are demanding.\u003c/p>\n\u003cp>\u003cstrong>3. Shoe Monster:\u003c/strong> She makes sure kids get their shoes on in the morning — quickly — or else she'll take you down into the heating vent.\u003c/p>\n\u003cp>\u003cstrong>4. Dress Spiders: \u003c/strong>Back in January, Rosy wore the same pink dress day and night for about five days. I couldn't get her to take it off. I tried talking logically: \"Rosy, if we wash it tonight, it won't have stains on it for school tomorrow.\" She looked at me as if I were speaking French.\u003c/p>\n\u003cp>Finally, I got close to her and whispered, \"If the dress gets too dirty, spiders will start to grow in it.\"\u003c/p>\n\u003cp>Rosy didn't say a word and slowly slipped the dress off. When I pulled the dress out of the dryer, I held it up and exclaimed, \"See? So nice and clean!\"\u003c/p>\n\u003cp>Rosy didn't miss a beat. \"And no spiders,\" she emphasized.\u003c/p>\n\u003cp>Overall, storytelling has opened up a huge communication channel between Rosy and me. I feel like I'm finally speaking her language. She couldn't care less about kilowatts of power or stains on the dress. But a monster that grows and spiders that crawl — those ideas she can wrap her head around.\u003c/p>\n\u003cp>\u003cstrong>Put on a play\u003c/strong>\u003c/p>\n\u003cp>Storytelling has definitely decreased the yelling, nagging and blown fuses in our home. But the stories didn't stop the hitting. For that, I needed inspiration from another Inuit strategy, which anthropologist Jean Briggs \u003ca href=\"https://yalebooks.yale.edu/book/9780300080643/inuit-morality-play\">studied \u003c/a>for more than 30 years ago.\u003c/p>\n\u003cp>In a nutshell, here's how the approach works:\u003c/p>\n\u003cp>When a child misbehaves — hits someone or has a tantrum — there's no punishment. Instead, the parent waits for a calm moment and then acts out what happened during the misbehavior.\u003c/p>\n\u003cp>Typically the performance starts with the parent tempting the child to misbehave. For example, \"Why don't you hit me?\"\u003c/p>\n\u003cp>Then the child has to think: \"What should I do?\" If the child takes the bait and hits, the parent doesn't scold or yell but instead acts out the consequences. \"Ow, that hurts!\" Mom or Dad might exclaim, to show that hitting hurts.\u003c/p>\n\u003cp>Briggs documented that the parent continues to emphasize the consequences by asking follow-up questions such as \"Don't you like me?\" or \"Are you a baby?\"\u003c/p>\n\u003cp>The goal is to give the child a chance to practice the proper behavior at a time when the child is open to learning and not emotionally charged. Throughout the drama, the parent keeps a playful tone and a wink in the eye.\u003c/p>\n\u003cp>With Rosy and her hitting, I definitely had not been reacting in a playful way. Just the opposite: I was stern and serious. So with a hefty dose of skepticism, I abandoned that strategy and gave this playful approach a try.\u003c/p>\n\u003cp>Each time Rosy hit me, no matter how hard she slapped and how infuriated I was, I didn't get angry. Instead, I said in a dramatic way, \"Ooo, that hurts! Goodness that hurts!\" to show that hitting hurt me physically and emotionally.\u003c/p>\n\u003cp>Then I asked her this one question, with an exaggerated sense of pain and suffering: \"Don't you like me?\" (To hear what I sound like, take a listen to the \u003ca href=\"https://www.npr.org/2019/03/10/701987119/teaching-kids-to-control-their-anger\">radio story\u003c/a>).\u003c/p>\n\u003cp>Immediately, this fun tone changed Rosy's behavior. The tension between us melted away, and the hitting decreased. I could see the little gears in her brain churning. \"Wait! Am I hurting Mom's feelings?\" she seemed to be thinking. (And I could see that Ipeelie was right. Rosy wasn't pushing my buttons. She cared about my feelings.)\u003c/p>\n\u003cp>So I thought I'd try putting on a little drama by asking her, \"Why don't you hit me?\" The first few tries were rough. She would wallop me. But I stuck to the script, and slowly I could see her \u003cem>thinking \u003c/em>before she struck. She started to play-hit me or stopped mid-swing. After about a month, a tiny miracle occurred.\u003c/p>\n\u003cp>We were in the kitchen, having a snack, and I said, \"Rosy, why don't you hit me?\"\u003c/p>\n\u003cp>\"No,\" Rosy responded.\u003c/p>\n\u003cp>\"No? Why not?\" I asked.\u003c/p>\n\u003cp>\"Because I love you,\" she whispered.\u003c/p>\n\u003cp>\"Because you love me?\" I said, in complete shock. \"That's very nice.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Nice — and a testimony to teaching kids through stories, play and practice.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Can+Inuit+Moms+Help+Me+Tame+My+3-Year-Old%27s+Anger%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "More Green Spaces in Childhood Associated With Happier Adulthood",
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"content": "\u003cp>The experience of natural spaces, brimming with greenish light, the smells of soil and the quiet fluttering of leaves in the breeze can calm our frenetic modern lives. It's as though our very cells can exhale when surrounded by nature, relaxing our bodies and minds.\u003c/p>\n\u003cp>Some people seek to maximize the purported therapeutic effects of contact with the unbuilt environment by embarking on sessions of \u003ca href=\"https://www.npr.org/sections/health-shots/2017/07/17/536676954/forest-bathing-a-retreat-to-nature-can-boost-immunity-and-mood\">forest bathing\u003c/a>, slowing down and becoming mindfully immersed in nature.\u003c/p>\n\u003cp>But in a rapidly urbanizing world, green spaces are shrinking as our cities grow out and up. Scientists are working to understand how green spaces, or lack of them, can affect our mental health.\u003c/p>\n\u003cp>A study \u003ca href=\"https://www.pnas.org/content/early/2019/02/19/1807504116\">published \u003c/a>Monday in the journal \u003cem>PNAS\u003c/em> details what the scientists say is the largest investigation of the association between green spaces and mental health.\u003c/p>\n\u003cp>Researchers from Aarhus University in Denmark found that growing up near vegetation is associated with an up to 55 percent lower risk of mental health disorders in adulthood. \u003ca href=\"http://pure.au.dk/portal/en/persons/kristine-engemann(3dbd45ee-ff79-42bb-b2f7-5f2d2a3caa62).html\">Kristine Engemann\u003c/a>, the biologist who led the study, combined decades of satellite imagery with extensive health and demographic data of the Danish population to investigate the mental health effects of growing up near greenery.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The scale of this study is quite something,\" says \u003ca href=\"https://www.kellylambertlab.com/about\">Kelly Lambert\u003c/a>, a neuroscientist at the University of Richmond who studies the psychological effects of natural spaces. Smaller studies have hinted that lack of green space increases the risk of \u003ca href=\"https://www.nature.com/articles/srep28551\">mood disorders\u003c/a> and \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/29573946\">schizophrenia\u003c/a> and can even affect \u003ca href=\"https://www.pnas.org/content/112/26/7937\">cognitive development\u003c/a>.\u003c/p>\n\u003cp>But more practical factors, like socioeconomic status, family history of mental illness, and urbanization can also have large effects on mental health. Wealthier families, for instance, might be able to afford to live in neighborhoods with more access to nature and also have access to other wealth-related resources that could enhance childhood development.\u003c/p>\n\u003cp>To isolate the effects of nature from so many potential confounding factors requires a large and rich data set. The Danish Civil Registration System is just that.\u003c/p>\n\u003cp>Created in 1968, the system assigns a personal identification number to every Danish citizen and records gender, place of birth and parents' PINs. A PIN links individuals across multiple databases, including mental health records, and is updated with changes of residence. \"It's an incredibly rich source of data,\" says Engemann. The researchers' final data set comprised nearly 1 million Danes who were born between 1985 and 2003 and for whom they had longitudinal records of mental health, socioeconomic status and place of residence.\u003c/p>\n\u003cp>Satellite data extending back to 1985 allowed the researchers to calculate vegetation density around each residence. Unfortunately these data can't distinguish an old-growth forest from an overgrown field, but in general the more greenery that is packed into a plot of land, the higher the vegetation density.\u003c/p>\n\u003cp>Armed with these data, the researchers compared the risk of developing 16 different mental health disorders in adulthood with how much green space surrounded each child's residence. And because they had yearly income, work history and education level, they could weigh the relative contribution of green space against socioeconomics of the parents and neighborhood.\u003c/p>\n\u003cp>After accounting for those potential confounding factors, the researchers found that growing up near green space was associated with a lower risk of developing psychiatric illness in adulthood by anywhere from 15 percent to 55 percent, depending on the specific illness. For example, alcoholism was most strongly associated with lack of green space growing up, and risk of developing an intellectual disability was not associated with green space.\u003c/p>\n\u003cp>The strength of the association between green space and risk of psychiatric disorder was similar to other factors known to influence mental health, like socioeconomic status. According to Engemann, it is estimated that about 20 percent of the adult Danish population will suffer from poor psychiatric health within any given year, making these slight changes in risk potentially important.\u003c/p>\n\u003cp>\"Green space seemed to have an association that was similar in strength to other known influences on mental health, like history of mental health disorders in the family, or socioeconomic status,\" says Engemann. What's more, the effect of green space was \"dosage dependent\" — the more of one's childhood spent close to greenery, the lower the risk of mental health problems in adulthood.\u003c/p>\n\u003cp>Engemann cautions that the study does have limitations: \"It's purely correlational, so we can't definitively say that growing up near green space reduces risk of mental illness.\" Establishing cause and effect for variables like these is incredibly difficult, according to Engemann.\u003c/p>\n\u003cp>Still, the breadth and depth of data used for this analysis add to the circumstantial evidence linking green space and mental health. \"The effect is remarkable,\" says Lambert. \"If we were talking about a new medicine that had this kind of effect the buzz would be huge, but these results suggest that being able to go for a walk in the park as a kid is just as impactful.\"\u003c/p>\n\u003cp>The greenery association with better mental health held across both rural and urban areas of Denmark. \"You could grow up in very urban areas but still have reduced risk if you're surrounded by green spaces,\" says Engemann.\u003c/p>\n\u003cp>The study also can't address how different kinds of green space — and how people use it — affect mental health. Are forests more impactful than sparer park spaces? Do you need to actively use these spaces, or is simply growing up near greenery enough? These are questions Engemann hopes future studies can answer.\u003c/p>\n\u003cp>One large question remains: Why? What is it about growing up near trees, shrubs and grass that seems to boost resilience against developing mental health problems?\u003c/p>\n\u003cp>Lambert suggests the explanation might run deep, evolutionarily speaking. She says we evolved surrounded by green space, and something about being exposed to our \"native\" environment might have powerful physiological and psychological effects.\u003c/p>\n\u003cp>Additionally, more green space might simply encourage more social interaction, exercise, or decrease air and noise pollution, all of which are known to impact mental health. Even exposure to a wider diversity of microbes in childhood could play a role.\u003c/p>\n\u003cp>\"There are a lot of potential mechanisms to follow up on, but generally I think this study is tremendously important,\" says Lambert. \"It suggests that something as simple as better city planning could have profound impacts on the mental health and well-being of all of us.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Jonathan Lambert is an intern on NPR's Science Desk. You can follow him on Twitter: \u003c/em>\u003ca href=\"https://twitter.com/evolambert\">@evolambert\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Greener+Childhood+Associated+With+Happier+Adulthood&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The experience of natural spaces, brimming with greenish light, the smells of soil and the quiet fluttering of leaves in the breeze can calm our frenetic modern lives. It's as though our very cells can exhale when surrounded by nature, relaxing our bodies and minds.\u003c/p>\n\u003cp>Some people seek to maximize the purported therapeutic effects of contact with the unbuilt environment by embarking on sessions of \u003ca href=\"https://www.npr.org/sections/health-shots/2017/07/17/536676954/forest-bathing-a-retreat-to-nature-can-boost-immunity-and-mood\">forest bathing\u003c/a>, slowing down and becoming mindfully immersed in nature.\u003c/p>\n\u003cp>But in a rapidly urbanizing world, green spaces are shrinking as our cities grow out and up. Scientists are working to understand how green spaces, or lack of them, can affect our mental health.\u003c/p>\n\u003cp>A study \u003ca href=\"https://www.pnas.org/content/early/2019/02/19/1807504116\">published \u003c/a>Monday in the journal \u003cem>PNAS\u003c/em> details what the scientists say is the largest investigation of the association between green spaces and mental health.\u003c/p>\n\u003cp>Researchers from Aarhus University in Denmark found that growing up near vegetation is associated with an up to 55 percent lower risk of mental health disorders in adulthood. \u003ca href=\"http://pure.au.dk/portal/en/persons/kristine-engemann(3dbd45ee-ff79-42bb-b2f7-5f2d2a3caa62).html\">Kristine Engemann\u003c/a>, the biologist who led the study, combined decades of satellite imagery with extensive health and demographic data of the Danish population to investigate the mental health effects of growing up near greenery.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The scale of this study is quite something,\" says \u003ca href=\"https://www.kellylambertlab.com/about\">Kelly Lambert\u003c/a>, a neuroscientist at the University of Richmond who studies the psychological effects of natural spaces. Smaller studies have hinted that lack of green space increases the risk of \u003ca href=\"https://www.nature.com/articles/srep28551\">mood disorders\u003c/a> and \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/29573946\">schizophrenia\u003c/a> and can even affect \u003ca href=\"https://www.pnas.org/content/112/26/7937\">cognitive development\u003c/a>.\u003c/p>\n\u003cp>But more practical factors, like socioeconomic status, family history of mental illness, and urbanization can also have large effects on mental health. Wealthier families, for instance, might be able to afford to live in neighborhoods with more access to nature and also have access to other wealth-related resources that could enhance childhood development.\u003c/p>\n\u003cp>To isolate the effects of nature from so many potential confounding factors requires a large and rich data set. The Danish Civil Registration System is just that.\u003c/p>\n\u003cp>Created in 1968, the system assigns a personal identification number to every Danish citizen and records gender, place of birth and parents' PINs. A PIN links individuals across multiple databases, including mental health records, and is updated with changes of residence. \"It's an incredibly rich source of data,\" says Engemann. The researchers' final data set comprised nearly 1 million Danes who were born between 1985 and 2003 and for whom they had longitudinal records of mental health, socioeconomic status and place of residence.\u003c/p>\n\u003cp>Satellite data extending back to 1985 allowed the researchers to calculate vegetation density around each residence. Unfortunately these data can't distinguish an old-growth forest from an overgrown field, but in general the more greenery that is packed into a plot of land, the higher the vegetation density.\u003c/p>\n\u003cp>Armed with these data, the researchers compared the risk of developing 16 different mental health disorders in adulthood with how much green space surrounded each child's residence. And because they had yearly income, work history and education level, they could weigh the relative contribution of green space against socioeconomics of the parents and neighborhood.\u003c/p>\n\u003cp>After accounting for those potential confounding factors, the researchers found that growing up near green space was associated with a lower risk of developing psychiatric illness in adulthood by anywhere from 15 percent to 55 percent, depending on the specific illness. For example, alcoholism was most strongly associated with lack of green space growing up, and risk of developing an intellectual disability was not associated with green space.\u003c/p>\n\u003cp>The strength of the association between green space and risk of psychiatric disorder was similar to other factors known to influence mental health, like socioeconomic status. According to Engemann, it is estimated that about 20 percent of the adult Danish population will suffer from poor psychiatric health within any given year, making these slight changes in risk potentially important.\u003c/p>\n\u003cp>\"Green space seemed to have an association that was similar in strength to other known influences on mental health, like history of mental health disorders in the family, or socioeconomic status,\" says Engemann. What's more, the effect of green space was \"dosage dependent\" — the more of one's childhood spent close to greenery, the lower the risk of mental health problems in adulthood.\u003c/p>\n\u003cp>Engemann cautions that the study does have limitations: \"It's purely correlational, so we can't definitively say that growing up near green space reduces risk of mental illness.\" Establishing cause and effect for variables like these is incredibly difficult, according to Engemann.\u003c/p>\n\u003cp>Still, the breadth and depth of data used for this analysis add to the circumstantial evidence linking green space and mental health. \"The effect is remarkable,\" says Lambert. \"If we were talking about a new medicine that had this kind of effect the buzz would be huge, but these results suggest that being able to go for a walk in the park as a kid is just as impactful.\"\u003c/p>\n\u003cp>The greenery association with better mental health held across both rural and urban areas of Denmark. \"You could grow up in very urban areas but still have reduced risk if you're surrounded by green spaces,\" says Engemann.\u003c/p>\n\u003cp>The study also can't address how different kinds of green space — and how people use it — affect mental health. Are forests more impactful than sparer park spaces? Do you need to actively use these spaces, or is simply growing up near greenery enough? These are questions Engemann hopes future studies can answer.\u003c/p>\n\u003cp>One large question remains: Why? What is it about growing up near trees, shrubs and grass that seems to boost resilience against developing mental health problems?\u003c/p>\n\u003cp>Lambert suggests the explanation might run deep, evolutionarily speaking. She says we evolved surrounded by green space, and something about being exposed to our \"native\" environment might have powerful physiological and psychological effects.\u003c/p>\n\u003cp>Additionally, more green space might simply encourage more social interaction, exercise, or decrease air and noise pollution, all of which are known to impact mental health. Even exposure to a wider diversity of microbes in childhood could play a role.\u003c/p>\n\u003cp>\"There are a lot of potential mechanisms to follow up on, but generally I think this study is tremendously important,\" says Lambert. \"It suggests that something as simple as better city planning could have profound impacts on the mental health and well-being of all of us.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Jonathan Lambert is an intern on NPR's Science Desk. You can follow him on Twitter: \u003c/em>\u003ca href=\"https://twitter.com/evolambert\">@evolambert\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Greener+Childhood+Associated+With+Happier+Adulthood&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Dr. Seuss Books Can Be Racist, But Students Keep Reading Them",
"title": "Dr. Seuss Books Can Be Racist, But Students Keep Reading Them",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>This week, millions of students and teachers are taking part in \u003ca href=\"http://www.nea.org/grants/886.htm\">Read Across America\u003c/a>, a national literacy program celebrated annually around the birthday of Theodor Geisel, better known as Dr. Seuss. For over 20 years, teachers and students have donned costumes — often the Cat in the Hat's iconic red and white striped hat — and devoured books like\u003cem> Green Eggs and Ham\u003c/em>.\u003c/p>\n\u003cp>But some of Seuss' classics have been criticized for the way they portray people of color. In \u003cem>And To Think That I Saw It On Mulberry Street,\u003c/em> for example, a character described as Chinese has two lines for eyes, carries chopsticks and a bowl of rice, and wears traditional Japanese-style shoes. In \u003cem>If I Ran the Zoo,\u003c/em> two men said to be from Africa are shown shirtless, shoeless and wearing grass skirts as they carry an exotic animal. Outside of his books, the author's personal legacy has come into question, too — Seuss wrote an entire minstrel show in college and performed as the main character in full blackface.\u003c/p>\n\u003cp>In light of this, the National Education Association rebranded Read Across America in 2017, \u003ca href=\"https://www.edweek.org/ew/articles/2017/10/04/is-ithe-cat-in-the-hati-racist.html\">backing away from Seuss' books\u003c/a> and Seuss-themed activities. It introduced a new theme of \"celebrating a nation of diverse readers.\" Its website now \u003ca href=\"https://www.readacrossamerica.org/\">highlights\u003c/a> works by and about people of color.\u003c/p>\n\u003cp>But in many schools and libraries, the week is still synonymous with all things Seuss. Classrooms are decorated in colorful red and blue fish and children dress up as their favorite iconic characters, like Thing 1 and Thing 2, dreaming of the places they'll go.\u003c/p>\n\u003cp>That tension between Seuss and Seuss-free classrooms is emblematic of a bigger debate playing out across the country — should we continue to teach classic books that may be problematic, or eschew them in favor of works that more positively represent of people of color?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Part of the reason this debate is so complicated is the staying power of classic books. Think back to the works lining your school bookshelves. In \u003cem>Adventures of Huckleberry Finn\u003c/em>, the N-word appears more than 200 times. But for generations, people have argued that the book is vital to understanding race relations in America in the late 1800s. And the trope of Jews as greedy and money-hungry is pretty clear in \u003cem>The Merchant of Venice. \u003c/em>Yet Shakespeare is hailed for his keen understanding of human nature that continues to be relevant today.\u003c/p>\n\u003cp>Jaya Saxena, a writer whose work examines inclusivity in young adult literature, is in favor of revamping the canon. But she understands why teachers might continue to teach it. She says when she was in high school, her teachers used the classics to teach literary devices and styles of writing, not necessarily to prioritize certain narratives or worldviews. \u003cem>The Merchant of Venice, \u003c/em>for example, is a prime example of allegory.\u003c/p>\n\u003cp>\"The point was, here's what this book does well,\" Saxena says. \"Maybe they weren't everybody's favorite books, but they were good examples of ... the craft of writing.\"\u003c/p>\n\u003cp>And when planning lessons from year to year, it's easier for teachers to prioritize books they're already familiar with. But when these books include offensive stereotypes, teachers have to decide whether to continue teaching them and how.\u003c/p>\n\u003cp>\"Not engaging [with problematic texts] at all runs too great a risk of not learning or understanding where the problems lie,\" says Larissa Pahomov, who teaches English at a high school in Philadelphia. \"I believe there is a way to look at material that is stereotypical [and] racist and identify it for what it is, and then hopefully, in doing so, neutralize its effect.\"\u003c/p>\n\u003cp>When Pahomov read \u003cem>One Flew Over the Cuckoo's Nest\u003c/em> with her seniors last fall, she was careful to teach students how to read the work through a critical lens that took the author's background into account. In class discussions, she made sure to emphasize that context to her students as they examined the work.\u003c/p>\n\u003cp>\"What resources did he draw from to write this book, and this character? What has been the Native American reaction to this book specifically? What was the reaction of the psychiatric treatment community? How do we look at it now? What's the treatment of women? There were so many angles to discussing it,\" she says.\u003c/p>\n\u003cp>Pahomov notes that because her students are teenagers, having these conversations is possible. But books geared toward younger kids? Those discussions can get a lot more complicated.\u003c/p>\n\u003cp>Which brings us back to Dr. Seuss.\u003c/p>\n\u003cp>In a \u003ca href=\"https://sophia.stkate.edu/cgi/viewcontent.cgi?article=1050&context=rdyl\">study published earlier this month\u003c/a> in \u003cem>Research on Diversity in Youth Literature,\u003c/em> researchers Katie Ishizuka and Ramon Stephens found that only 2 percent of the human characters in Seuss' books were people of color. And \u003cem>all\u003c/em> of those characters, they say, were \"depicted through racist caricatures.\"\u003c/p>\n\u003cp>Those caricatures have a potent effect, even at an early age. Research \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1111/j.1467-9280.2005.01664.x\">shows\u003c/a> that even at the age of 3, children begin to form racial biases, and by the age of 7, those biases become fixed.\u003c/p>\n\u003cp>\"One of the reasons for that is the images and experiences that they're exposed to regarding marginalized groups and people of color,\" Stephens says. \"And so [Seuss' books] being mainstream, and being spread out all over the world, has large implications.\"\u003c/p>\n\u003cp>If kids open books and \"the images they see [of themselves] are distorted, negative [or] laughable, they learn a powerful lesson about how they are devalued in the society in which they are a part,\" Rudine Sims Bishop, a scholar of children's literature, wrote in a 1990 \u003ca href=\"https://scenicregional.org/wp-content/uploads/2017/08/Mirrors-Windows-and-Sliding-Glass-Doors.pdf\">article\u003c/a>.\u003c/p>\n\u003cp>But when they see themselves represented in a positive way, it can have a similarly powerful effect.\u003c/p>\n\u003cp>That's one of the reasons first-grade teacher Emily Petersen says she won't be reading Dr. Seuss with her students this week, or ever.\u003c/p>\n\u003cp>\"If I'm looking at a 6-year-old and choosing what story [I'm] going to teach them how to read through, I'm definitely going to choose the one that affirms and celebrates identities in a new way,\" she says.\u003c/p>\n\u003cp>For other teachers who want to help students affirm their identities, the NEA is offering grants and resources to \u003ca href=\"https://www.readacrossamerica.org/life-changing-educators/\">help schools highlight literary works by and about people of color. \u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>But the forces that have kept Dr. Seuss on the bookshelf for decades are strong. Often, schools plan their Read Across America events months in advance. Costumes, books and activities from previous years are ready to go. It can be difficult for teachers to deviate from these plans, especially when they have celebrated in the same way year after year after year. And with over 650 million of his books in circulation worldwide, just like his infamous cat, it looks like Dr. Seuss will keep coming back.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Dr.+Seuss+Books+Can+Be+Racist%2C+But+Students+Keep+Reading+Them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>This week, millions of students and teachers are taking part in \u003ca href=\"http://www.nea.org/grants/886.htm\">Read Across America\u003c/a>, a national literacy program celebrated annually around the birthday of Theodor Geisel, better known as Dr. Seuss. For over 20 years, teachers and students have donned costumes — often the Cat in the Hat's iconic red and white striped hat — and devoured books like\u003cem> Green Eggs and Ham\u003c/em>.\u003c/p>\n\u003cp>But some of Seuss' classics have been criticized for the way they portray people of color. In \u003cem>And To Think That I Saw It On Mulberry Street,\u003c/em> for example, a character described as Chinese has two lines for eyes, carries chopsticks and a bowl of rice, and wears traditional Japanese-style shoes. In \u003cem>If I Ran the Zoo,\u003c/em> two men said to be from Africa are shown shirtless, shoeless and wearing grass skirts as they carry an exotic animal. Outside of his books, the author's personal legacy has come into question, too — Seuss wrote an entire minstrel show in college and performed as the main character in full blackface.\u003c/p>\n\u003cp>In light of this, the National Education Association rebranded Read Across America in 2017, \u003ca href=\"https://www.edweek.org/ew/articles/2017/10/04/is-ithe-cat-in-the-hati-racist.html\">backing away from Seuss' books\u003c/a> and Seuss-themed activities. It introduced a new theme of \"celebrating a nation of diverse readers.\" Its website now \u003ca href=\"https://www.readacrossamerica.org/\">highlights\u003c/a> works by and about people of color.\u003c/p>\n\u003cp>But in many schools and libraries, the week is still synonymous with all things Seuss. Classrooms are decorated in colorful red and blue fish and children dress up as their favorite iconic characters, like Thing 1 and Thing 2, dreaming of the places they'll go.\u003c/p>\n\u003cp>That tension between Seuss and Seuss-free classrooms is emblematic of a bigger debate playing out across the country — should we continue to teach classic books that may be problematic, or eschew them in favor of works that more positively represent of people of color?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Part of the reason this debate is so complicated is the staying power of classic books. Think back to the works lining your school bookshelves. In \u003cem>Adventures of Huckleberry Finn\u003c/em>, the N-word appears more than 200 times. But for generations, people have argued that the book is vital to understanding race relations in America in the late 1800s. And the trope of Jews as greedy and money-hungry is pretty clear in \u003cem>The Merchant of Venice. \u003c/em>Yet Shakespeare is hailed for his keen understanding of human nature that continues to be relevant today.\u003c/p>\n\u003cp>Jaya Saxena, a writer whose work examines inclusivity in young adult literature, is in favor of revamping the canon. But she understands why teachers might continue to teach it. She says when she was in high school, her teachers used the classics to teach literary devices and styles of writing, not necessarily to prioritize certain narratives or worldviews. \u003cem>The Merchant of Venice, \u003c/em>for example, is a prime example of allegory.\u003c/p>\n\u003cp>\"The point was, here's what this book does well,\" Saxena says. \"Maybe they weren't everybody's favorite books, but they were good examples of ... the craft of writing.\"\u003c/p>\n\u003cp>And when planning lessons from year to year, it's easier for teachers to prioritize books they're already familiar with. But when these books include offensive stereotypes, teachers have to decide whether to continue teaching them and how.\u003c/p>\n\u003cp>\"Not engaging [with problematic texts] at all runs too great a risk of not learning or understanding where the problems lie,\" says Larissa Pahomov, who teaches English at a high school in Philadelphia. \"I believe there is a way to look at material that is stereotypical [and] racist and identify it for what it is, and then hopefully, in doing so, neutralize its effect.\"\u003c/p>\n\u003cp>When Pahomov read \u003cem>One Flew Over the Cuckoo's Nest\u003c/em> with her seniors last fall, she was careful to teach students how to read the work through a critical lens that took the author's background into account. In class discussions, she made sure to emphasize that context to her students as they examined the work.\u003c/p>\n\u003cp>\"What resources did he draw from to write this book, and this character? What has been the Native American reaction to this book specifically? What was the reaction of the psychiatric treatment community? How do we look at it now? What's the treatment of women? There were so many angles to discussing it,\" she says.\u003c/p>\n\u003cp>Pahomov notes that because her students are teenagers, having these conversations is possible. But books geared toward younger kids? Those discussions can get a lot more complicated.\u003c/p>\n\u003cp>Which brings us back to Dr. Seuss.\u003c/p>\n\u003cp>In a \u003ca href=\"https://sophia.stkate.edu/cgi/viewcontent.cgi?article=1050&context=rdyl\">study published earlier this month\u003c/a> in \u003cem>Research on Diversity in Youth Literature,\u003c/em> researchers Katie Ishizuka and Ramon Stephens found that only 2 percent of the human characters in Seuss' books were people of color. And \u003cem>all\u003c/em> of those characters, they say, were \"depicted through racist caricatures.\"\u003c/p>\n\u003cp>Those caricatures have a potent effect, even at an early age. Research \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1111/j.1467-9280.2005.01664.x\">shows\u003c/a> that even at the age of 3, children begin to form racial biases, and by the age of 7, those biases become fixed.\u003c/p>\n\u003cp>\"One of the reasons for that is the images and experiences that they're exposed to regarding marginalized groups and people of color,\" Stephens says. \"And so [Seuss' books] being mainstream, and being spread out all over the world, has large implications.\"\u003c/p>\n\u003cp>If kids open books and \"the images they see [of themselves] are distorted, negative [or] laughable, they learn a powerful lesson about how they are devalued in the society in which they are a part,\" Rudine Sims Bishop, a scholar of children's literature, wrote in a 1990 \u003ca href=\"https://scenicregional.org/wp-content/uploads/2017/08/Mirrors-Windows-and-Sliding-Glass-Doors.pdf\">article\u003c/a>.\u003c/p>\n\u003cp>But when they see themselves represented in a positive way, it can have a similarly powerful effect.\u003c/p>\n\u003cp>That's one of the reasons first-grade teacher Emily Petersen says she won't be reading Dr. Seuss with her students this week, or ever.\u003c/p>\n\u003cp>\"If I'm looking at a 6-year-old and choosing what story [I'm] going to teach them how to read through, I'm definitely going to choose the one that affirms and celebrates identities in a new way,\" she says.\u003c/p>\n\u003cp>For other teachers who want to help students affirm their identities, the NEA is offering grants and resources to \u003ca href=\"https://www.readacrossamerica.org/life-changing-educators/\">help schools highlight literary works by and about people of color. \u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But the forces that have kept Dr. Seuss on the bookshelf for decades are strong. Often, schools plan their Read Across America events months in advance. Costumes, books and activities from previous years are ready to go. It can be difficult for teachers to deviate from these plans, especially when they have celebrated in the same way year after year after year. And with over 650 million of his books in circulation worldwide, just like his infamous cat, it looks like Dr. Seuss will keep coming back.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Dr.+Seuss+Books+Can+Be+Racist%2C+But+Students+Keep+Reading+Them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Angry?! How Naming and Understanding the Different Kinds of Anger Can Help",
"title": "Angry?! How Naming and Understanding the Different Kinds of Anger Can Help",
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"content": "\u003cp>Over the past three years, I've had one major goal in my personal life: To stop being so angry.\u003c/p>\n\u003cp>Anger has been my emotional currency. I grew up in an angry home. Door slamming and phone throwing were basic means of communication.\u003c/p>\n\u003cp>I brought these skills to my 20-year marriage. \"Why are you yelling?\" my husband would say.\u003c/p>\n\u003cp>\"I'm not,\" I'd retort. Oh wait. On second thought: \"You're right. I am yelling.\"\u003c/p>\n\u003cp>Then three years ago, an earthquake hit our home: We had a baby girl. And all I wanted was the opposite. I wanted her to grow up in a peaceful environment — to learn other ways of handling uncomfortable situations.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>So I went to therapy. I kept cognitive behavioral therapy worksheets. I took deep breaths, counted to 10 and walked out of rooms. And I even meditated at night.\u003c/p>\n\u003cp>These strategies helped me manage the anger, but they never really decreased it. It was like keeping a feral horse in a barn. I was contained, but not really domesticated.\u003c/p>\n\u003cp>Then, six months ago, I was talking with \u003ca href=\"https://lisafeldmanbarrett.com/\">Lisa Feldman Barrett\u003c/a>, a psychologist at Northeastern University. Right at the end of the hour-long interview, she tossed out this suggestion: \"You could increase your emotional granularity.\"\u003c/p>\n\u003cp>My \u003cem>emotional \u003c/em>what?\u003c/p>\n\u003cp>\"Go learn more emotion words and emotion concepts from your culture and other cultures,\" she added.\u003c/p>\n\u003cp>Over the past 30 years, Feldman Barrett has found evidence that anger isn't one emotion but rather a whole family of emotions. And learning to identify different members of the family is a powerful tool for regulating your anger, studies have \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0963721414550708\">shown\u003c/a>.\u003c/p>\n\u003cp>Or better yet, as I found, go and make up your own anger categories and start using them.\u003c/p>\n\u003cp>\u003cstrong>What is anger?\u003c/strong>\u003c/p>\n\u003cp>There's a common theory about anger. You'll find it in text books, scientific papers, news reports — even here at NPR. And some scientists support the theory, says Feldman Barrett.\u003c/p>\n\u003cp>The idea is that anger is one of several \"basic emotions\" that are universal, Feldman Barrett says. It's almost like a reflex — hard-wired in the brain. When something unjust or unfair happens to you, \"your blood pressure often goes up. Your heart rate will go up. Maybe you'll breathe heavily or you'll have a reddening of your skin,\" she says. \"Then you'll have an urge ... to punch or yell at someone. That's the stereotype of what anger is,\" Feldman Barrett says.\u003c/p>\n\u003cp>But it's not the full story.\u003c/p>\n\u003cp>\u003cstrong>Anger around the world\u003c/strong>\u003c/p>\n\u003cp>What you feel when you're angry depends on the situation, what your past experiences are and how your culture has taught you to respond, she says.\u003c/p>\n\u003cp>As a result, there is actually enormous variation in the types of anger in the U.S., like exuberant anger when you're getting pumped up to compete in sports, or sad anger when your spouse or boss doesn't appreciate you.\u003c/p>\n\u003cp>When you look at other cultures, the variation explodes.\u003c/p>\n\u003cp>Germans have a word that roughly means \"a face in need of a slap,\"or \u003cem>backpfeifengesicht\u003c/em>. \"It's like you're so furious with someone that you look at their face, and it's as if their face is urging you to punch them,\" Feldman Barrett says. \"It's a great emotion.\"\u003c/p>\n\u003cp>Ancient Greeks differentiated between a short-term anger that doesn't stick around (ὀργή or \u003cem>orge\u003c/em> ) with a long-lasting anger that's permanent (μῆνις or \u003cem>menin\u003c/em>).\u003c/p>\n\u003cp>Mandarin Chinese has a specific word for anger directed toward yourself, 悔恨 or \u003cem>huǐhèn\u003c/em>. It's literally a combination of regret and hate, says linguist \u003ca href=\"http://www.cbs.polyu.edu.hk/staff-en/yao-yao.php?&output=p\">Yao Yao\u003c/a> at Hong Kong Polytechnic University. \"You regret something you did so much, that you're angry at yourself,\" she says.\u003c/p>\n\u003cp>Thais have, at least, seven degrees of anger, says linguist \u003ca href=\"http://ipll.manoa.hawaii.edu/thai/staff-2/\">Yuphaphann Hoonchamlong\u003c/a> at the University of Hawaii. \"We don't walk around saying 'I'm angry.' That's too broad,\" she says. \"We may start with 'I'm displeased' and 'I'm dissatisfied' and then increase the intensity,\" she says.\u003c/p>\n\u003cp>And India is a treasure trove of angers.\u003c/p>\n\u003cp>\"There's a common form of anger which means like 'when eggplant hits the hot oil,' \" says \u003ca href=\"https://catalog.middlebury.edu/resources/view/catalog/catalog%2FMCUG/term/term%2F201590/resource/resource%2Fperson%2Fbca74017dbfc5f5ceedb449d9ab30780\">Abhijeet Paul\u003c/a>, who teaches South Asian literature at Middlebury College.\u003c/p>\n\u003cp>\"You suddenly become, like, really angry at hearing something shocking or learning something that you really, really dislike,\" Paul says.\u003c/p>\n\u003cp>Indians also differentiate between political anger, which you have for the ruling class or \"boss man,\" and personal angers, which you have for a friend, family or neighbor. You would never mix the two and express political anger in a personal relationship, Paul says.\u003c/p>\n\u003cp>\"There's also a very interesting anger that is a loving anger,\" Paul says. You express this emotion toward a spouse when your spouse has angered you but you can't help them, only love them, he says. \"It's a mixed bag of love, grief, sorrow and anger.\"\u003c/p>\n\u003cp>\u003cstrong>Personalize anger to help regulate it\u003c/strong>\u003c/p>\n\u003cp>So in many ways, anger is like wine. There are these major varieties — such as chardonnay and pinot noir — but each vintage has its own unique combination of aromas, flavors and potency. The more practice you have at detecting — and naming — these nuances, the better you understand wine.\u003c/p>\n\u003cp>And if you learn to detect all the various flavors and nuances of anger and label them, you can start to handle your anger better, says psychologist \u003ca href=\"https://psychology.yale.edu/people/maria-gendron\">Maria Gendron\u003c/a> at Yale University.\u003c/p>\n\u003cp>\"There's definitely emerging evidence that just the act of putting a label on your feelings is a really powerful tool for regulation,\" Gendron says. It can keep the anger from overwhelming you. It can offer clues about what to do in response to the anger. And sometimes, it can make the anger go away.\u003c/p>\n\u003cp>The idea is to take a statement that's broad and general, such as, \"I'm so angry,\" and make it more precise. Take the Thai: \"I'm displeased,\" or the German \"Backpfeifengesicht!\"\u003c/p>\n\u003cp>Psychologists call this strategy \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0963721414550708\">emotional granularity\u003c/a>. Studies show that the more emotional granularity a person has, the less likely they are to\u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/22023359\"> shout or hit\u003c/a> someone who has hurt them. They are also less like to \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0956797610379863\">binge drink \u003c/a>when stressed. On the other hand, people diagnosed with major \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/23070307\">depressive disorder\u003c/a> are more likely to have low emotional granularity compared to healthy adults.\u003c/p>\n\u003cp>\"There's a whole arm of research showing how functional it is to have finely tuned categories for our experiences,\" Gendron says.\u003c/p>\n\u003cp>Emotional granularity is like watching HDTV versus regular TV. It lets you see your anger with higher resolution, Gendron says. \"It gives you more information about what that anger means, whether you value that experience and choices about what to do next,\" she says.\u003c/p>\n\u003cp>This last part is key: Being granular with you anger helps you figure out what's the best way to handle the situation — or whether you should do anything at all.\u003c/p>\n\u003cp>For instance, if you are feeling a quick burst of anger, which you know will fade rapidly, then maybe doing nothing is the best strategy.\u003c/p>\n\u003cp>And you don't have to limit yourself to the labels that already exist, Gendron says. Be creative. Analyze what's causing your various angers, give them specific names and start using the terms with family and coworkers.\u003c/p>\n\u003cp>\"If you're making a practice in your family of coming up with words and then using them together, that actually can regulate physiology,\" she says. \"That can resolve the kind of ambiguity about the situation.\"\u003c/p>\n\u003cp>Personally, I found this strategy the most helpful. I started paying attention to what typically triggers my anger at work and at home. And I found three major types, which I named.\u003c/p>\n\u003cp>\u003cstrong>Illogical anger\u003c/strong>: This emotions happens when somebody at work makes a decision that seems completely illogical. Once I labeled this anger and started tracking what happens afterwards, I quickly realized that trying to convince an illogical person of logic is often futile – and a waste of time.\u003c/p>\n\u003cp>\u003cstrong>Hurry-up anger:\u003c/strong> This is the anger I feel when someone else is not doing something fast enough — yes, I'm talking about the driver of the gray Prius at the stoplight this morning or the 3-year-old who will not put her shoes on fast enough. Once I labeled it, I realized that cars, people and toddlers eventually move. Huffing and puffing doesn't make it faster.\u003c/p>\n\u003cp>\u003cstrong>Disonophous anger:\u003c/strong> This is my favorite anger. And has the biggest impact on my life.\u003c/p>\n\u003cp>I wanted to figure out how to decrease yelling at our house. So I started paying attention to what often occurred right before the screaming began. It was super obvious: The dog was barking and the toddler was screaming. Basically two loud sounds simultaneously.\u003c/p>\n\u003cp>So my husband and I made up \u003cem>disonophous\u003c/em> anger from the Latin for \"two sounds.\"\u003c/p>\n\u003cp>Now when my husband says, \"I have disonophous anger, Michaeleen ...\" we know exactly what to do: Put the dog on the porch and pick up the baby.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And I know he's not angry at me. He just wants some peace and quiet.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Got+Anger%3F+Try+Naming+It+To+Tame+It&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Over the past three years, I've had one major goal in my personal life: To stop being so angry.\u003c/p>\n\u003cp>Anger has been my emotional currency. I grew up in an angry home. Door slamming and phone throwing were basic means of communication.\u003c/p>\n\u003cp>I brought these skills to my 20-year marriage. \"Why are you yelling?\" my husband would say.\u003c/p>\n\u003cp>\"I'm not,\" I'd retort. Oh wait. On second thought: \"You're right. I am yelling.\"\u003c/p>\n\u003cp>Then three years ago, an earthquake hit our home: We had a baby girl. And all I wanted was the opposite. I wanted her to grow up in a peaceful environment — to learn other ways of handling uncomfortable situations.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So I went to therapy. I kept cognitive behavioral therapy worksheets. I took deep breaths, counted to 10 and walked out of rooms. And I even meditated at night.\u003c/p>\n\u003cp>These strategies helped me manage the anger, but they never really decreased it. It was like keeping a feral horse in a barn. I was contained, but not really domesticated.\u003c/p>\n\u003cp>Then, six months ago, I was talking with \u003ca href=\"https://lisafeldmanbarrett.com/\">Lisa Feldman Barrett\u003c/a>, a psychologist at Northeastern University. Right at the end of the hour-long interview, she tossed out this suggestion: \"You could increase your emotional granularity.\"\u003c/p>\n\u003cp>My \u003cem>emotional \u003c/em>what?\u003c/p>\n\u003cp>\"Go learn more emotion words and emotion concepts from your culture and other cultures,\" she added.\u003c/p>\n\u003cp>Over the past 30 years, Feldman Barrett has found evidence that anger isn't one emotion but rather a whole family of emotions. And learning to identify different members of the family is a powerful tool for regulating your anger, studies have \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0963721414550708\">shown\u003c/a>.\u003c/p>\n\u003cp>Or better yet, as I found, go and make up your own anger categories and start using them.\u003c/p>\n\u003cp>\u003cstrong>What is anger?\u003c/strong>\u003c/p>\n\u003cp>There's a common theory about anger. You'll find it in text books, scientific papers, news reports — even here at NPR. And some scientists support the theory, says Feldman Barrett.\u003c/p>\n\u003cp>The idea is that anger is one of several \"basic emotions\" that are universal, Feldman Barrett says. It's almost like a reflex — hard-wired in the brain. When something unjust or unfair happens to you, \"your blood pressure often goes up. Your heart rate will go up. Maybe you'll breathe heavily or you'll have a reddening of your skin,\" she says. \"Then you'll have an urge ... to punch or yell at someone. That's the stereotype of what anger is,\" Feldman Barrett says.\u003c/p>\n\u003cp>But it's not the full story.\u003c/p>\n\u003cp>\u003cstrong>Anger around the world\u003c/strong>\u003c/p>\n\u003cp>What you feel when you're angry depends on the situation, what your past experiences are and how your culture has taught you to respond, she says.\u003c/p>\n\u003cp>As a result, there is actually enormous variation in the types of anger in the U.S., like exuberant anger when you're getting pumped up to compete in sports, or sad anger when your spouse or boss doesn't appreciate you.\u003c/p>\n\u003cp>When you look at other cultures, the variation explodes.\u003c/p>\n\u003cp>Germans have a word that roughly means \"a face in need of a slap,\"or \u003cem>backpfeifengesicht\u003c/em>. \"It's like you're so furious with someone that you look at their face, and it's as if their face is urging you to punch them,\" Feldman Barrett says. \"It's a great emotion.\"\u003c/p>\n\u003cp>Ancient Greeks differentiated between a short-term anger that doesn't stick around (ὀργή or \u003cem>orge\u003c/em> ) with a long-lasting anger that's permanent (μῆνις or \u003cem>menin\u003c/em>).\u003c/p>\n\u003cp>Mandarin Chinese has a specific word for anger directed toward yourself, 悔恨 or \u003cem>huǐhèn\u003c/em>. It's literally a combination of regret and hate, says linguist \u003ca href=\"http://www.cbs.polyu.edu.hk/staff-en/yao-yao.php?&output=p\">Yao Yao\u003c/a> at Hong Kong Polytechnic University. \"You regret something you did so much, that you're angry at yourself,\" she says.\u003c/p>\n\u003cp>Thais have, at least, seven degrees of anger, says linguist \u003ca href=\"http://ipll.manoa.hawaii.edu/thai/staff-2/\">Yuphaphann Hoonchamlong\u003c/a> at the University of Hawaii. \"We don't walk around saying 'I'm angry.' That's too broad,\" she says. \"We may start with 'I'm displeased' and 'I'm dissatisfied' and then increase the intensity,\" she says.\u003c/p>\n\u003cp>And India is a treasure trove of angers.\u003c/p>\n\u003cp>\"There's a common form of anger which means like 'when eggplant hits the hot oil,' \" says \u003ca href=\"https://catalog.middlebury.edu/resources/view/catalog/catalog%2FMCUG/term/term%2F201590/resource/resource%2Fperson%2Fbca74017dbfc5f5ceedb449d9ab30780\">Abhijeet Paul\u003c/a>, who teaches South Asian literature at Middlebury College.\u003c/p>\n\u003cp>\"You suddenly become, like, really angry at hearing something shocking or learning something that you really, really dislike,\" Paul says.\u003c/p>\n\u003cp>Indians also differentiate between political anger, which you have for the ruling class or \"boss man,\" and personal angers, which you have for a friend, family or neighbor. You would never mix the two and express political anger in a personal relationship, Paul says.\u003c/p>\n\u003cp>\"There's also a very interesting anger that is a loving anger,\" Paul says. You express this emotion toward a spouse when your spouse has angered you but you can't help them, only love them, he says. \"It's a mixed bag of love, grief, sorrow and anger.\"\u003c/p>\n\u003cp>\u003cstrong>Personalize anger to help regulate it\u003c/strong>\u003c/p>\n\u003cp>So in many ways, anger is like wine. There are these major varieties — such as chardonnay and pinot noir — but each vintage has its own unique combination of aromas, flavors and potency. The more practice you have at detecting — and naming — these nuances, the better you understand wine.\u003c/p>\n\u003cp>And if you learn to detect all the various flavors and nuances of anger and label them, you can start to handle your anger better, says psychologist \u003ca href=\"https://psychology.yale.edu/people/maria-gendron\">Maria Gendron\u003c/a> at Yale University.\u003c/p>\n\u003cp>\"There's definitely emerging evidence that just the act of putting a label on your feelings is a really powerful tool for regulation,\" Gendron says. It can keep the anger from overwhelming you. It can offer clues about what to do in response to the anger. And sometimes, it can make the anger go away.\u003c/p>\n\u003cp>The idea is to take a statement that's broad and general, such as, \"I'm so angry,\" and make it more precise. Take the Thai: \"I'm displeased,\" or the German \"Backpfeifengesicht!\"\u003c/p>\n\u003cp>Psychologists call this strategy \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0963721414550708\">emotional granularity\u003c/a>. Studies show that the more emotional granularity a person has, the less likely they are to\u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/22023359\"> shout or hit\u003c/a> someone who has hurt them. They are also less like to \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0956797610379863\">binge drink \u003c/a>when stressed. On the other hand, people diagnosed with major \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/23070307\">depressive disorder\u003c/a> are more likely to have low emotional granularity compared to healthy adults.\u003c/p>\n\u003cp>\"There's a whole arm of research showing how functional it is to have finely tuned categories for our experiences,\" Gendron says.\u003c/p>\n\u003cp>Emotional granularity is like watching HDTV versus regular TV. It lets you see your anger with higher resolution, Gendron says. \"It gives you more information about what that anger means, whether you value that experience and choices about what to do next,\" she says.\u003c/p>\n\u003cp>This last part is key: Being granular with you anger helps you figure out what's the best way to handle the situation — or whether you should do anything at all.\u003c/p>\n\u003cp>For instance, if you are feeling a quick burst of anger, which you know will fade rapidly, then maybe doing nothing is the best strategy.\u003c/p>\n\u003cp>And you don't have to limit yourself to the labels that already exist, Gendron says. Be creative. Analyze what's causing your various angers, give them specific names and start using the terms with family and coworkers.\u003c/p>\n\u003cp>\"If you're making a practice in your family of coming up with words and then using them together, that actually can regulate physiology,\" she says. \"That can resolve the kind of ambiguity about the situation.\"\u003c/p>\n\u003cp>Personally, I found this strategy the most helpful. I started paying attention to what typically triggers my anger at work and at home. And I found three major types, which I named.\u003c/p>\n\u003cp>\u003cstrong>Illogical anger\u003c/strong>: This emotions happens when somebody at work makes a decision that seems completely illogical. Once I labeled this anger and started tracking what happens afterwards, I quickly realized that trying to convince an illogical person of logic is often futile – and a waste of time.\u003c/p>\n\u003cp>\u003cstrong>Hurry-up anger:\u003c/strong> This is the anger I feel when someone else is not doing something fast enough — yes, I'm talking about the driver of the gray Prius at the stoplight this morning or the 3-year-old who will not put her shoes on fast enough. Once I labeled it, I realized that cars, people and toddlers eventually move. Huffing and puffing doesn't make it faster.\u003c/p>\n\u003cp>\u003cstrong>Disonophous anger:\u003c/strong> This is my favorite anger. And has the biggest impact on my life.\u003c/p>\n\u003cp>I wanted to figure out how to decrease yelling at our house. So I started paying attention to what often occurred right before the screaming began. It was super obvious: The dog was barking and the toddler was screaming. Basically two loud sounds simultaneously.\u003c/p>\n\u003cp>So my husband and I made up \u003cem>disonophous\u003c/em> anger from the Latin for \"two sounds.\"\u003c/p>\n\u003cp>Now when my husband says, \"I have disonophous anger, Michaeleen ...\" we know exactly what to do: Put the dog on the porch and pick up the baby.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And I know he's not angry at me. He just wants some peace and quiet.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Got+Anger%3F+Try+Naming+It+To+Tame+It&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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