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"slug": "does-delaying-kindergarten-benefit-children-academically-and-socially",
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"content": "\u003cp>\u003cem>A version of this post was \u003ca href=\"https://parentingtranslator.substack.com/p/redshirting-should-your-child-delay\" target=\"_blank\" rel=\"noopener\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Redshirting” or choosing to delay kindergarten for a year is a popular topic for parents of young children at this time of year. Increased awareness of redshirting may have roots in Malcolm Gladwell’s bestselling book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Outliers, \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">published in 2008. In the book, Gladwell points to data on the birthdays of Canadian Hockey League players to argue that being relatively older than peers provides an advantage, and he extends this argument to children’s success in school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time that ideas from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Outliers \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">have circulated, kindergarten has become \u003c/span>\u003ca href=\"https://www.chalkbeat.org/2019/1/24/21106584/kindergarten-classes-are-getting-more-academic-new-research-says-the-kids-are-all-right\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">increasingly academic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and rigorous. For parents of children born near the kindergarten cutoff date, the pressure to redshirt feels intense. My oldest child has a late August birthday, which is right around the cutoff date for her school. However, it seemed like all of the children with summer birthdays (and even April/May birthdays) were waiting an additional year to start kindergarten. Granted, she would have entered kindergarten in 2020, and the possibility of remote learning caused many parents to delay school entry that year. Yet in talking to school administrators and teachers and other parents about this decision, the message I heard over and over again was that the choice was obvious. It seemed that everyone I talked to had wholeheartedly accepted that delaying kindergarten was the best choice for all children. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>The research on redshirting\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">So does research actually find that redshirting will provide an academic and/or social advantage for children? The answer may be more complicated than you think.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research on redshirting suggests that it is associated with a \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0885200616300795\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">small academic advantage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (that is, higher academic test scores), and test scores seem to increase \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0272775705000117?casa_token=jkdnhUgcJOgAAAAA:id9bg37cBYG50j6qE3c8HNAIEHXj9CBC7byLiWiJRuJtSizu-NdzHu7HV-ZkUwq-2qsdqnZy\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">at a greater rate in first and second grade.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> However, this effect may \u003c/span>\u003ca href=\"https://www.igi-global.com/chapter/early-school-outcomes-for-children-who-delay-kindergarten-entry/262416\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">begin to fade\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as early as the end of first grade. This research is all correlational, meaning we do not know whether it is redshirting that causes these advantages or if it is simply associated with advantages. The parents that choose to redshirt their children are often different from the parents who do not — most notably \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/10.3102/0162373713482764\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">they are often the families that can afford to make this choice\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some research studies eliminate the problem of parent choice by looking at the impact of age for children within the same grade, such as comparing students with summer birthdays to students in the same grade with fall birthdays. \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.3200/JOER.99.4.212-217\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that students who are relatively older than other children in their grade score higher on math and science tests and, although these differences decrease over the years, they are still present to some extent in eighth grade. Other research finds that children who are relatively older show \u003c/span>\u003ca href=\"https://www.nber.org/system/files/working_papers/w21610/w21610.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">less hyperactivity and inattention\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"http://www2.ne.su.se/paper/wp13_07.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">greater educational attainment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (translation: getting farther in school). However, the impact on educational attainment is greatly reduced when schools do not engage in early tracking (translation: sending children to different schools based on academic abilities in elementary school). Research also shows that children who are older than their classmates are \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2009-04640-022\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more likely to be in gifted education and less likely to be in special education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These positive impacts seem to extend to high school and beyond. Children who are older than their classmates are also \u003c/span>\u003ca href=\"https://www.aeaweb.org/articles?id=10.1257/app.20140323\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">less likely to drop out of high school, less likely to commit a felony\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and less likely to experience a \u003c/span>\u003ca href=\"https://www.nber.org/system/files/working_papers/w13969/w13969.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">teenage pregnancy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Children that are older than their classmates are also \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2009-04640-022\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more likely to attend a four-year college than younger students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet, it is important to note that this line of research only involves associations. Further research is needed in order to conclude that redshirting actually causes any of these positive outcomes. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>When might parents want to avoid redshirting? \u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Are there any situations in which parents might want to avoid redshirting? Research suggests that when your child has an identified disability, a suspected disability or even if you are just concerned that they may need some extra help in school, delaying school entry may be associated with \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0885200616300795\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">worse academic performance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, because it would delay access to free essential services through the public school system, such as speech therapy and learning support. This short delay may have a big\u003c/span> \u003cspan style=\"font-weight: 400\">impact as \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8624.1994.tb00777.x\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that services before age 5 are more effective in improving a child’s long-term outcome than services after age 5. Research also finds a \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0361476X15000442\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">negative impact of redshirting for children with more severe ADHD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and no impact for \u003c/span>\u003ca href=\"https://files.eric.ed.gov/fulltext/EJ865608.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">children with learning disabilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Is redshirting more important for boys than girls? \u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">In any discussion of redshirting, it is commonly assumed that boys in particular benefit from redshirting. Is there any research to back this up? \u003c/span>\u003ca href=\"https://www.brookings.edu/wp-content/uploads/2016/06/0319_school_disadvantage_isaacs.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> does find that girls are more likely to be behaviorally ready for kindergarten than boys. \u003c/span>\u003ca href=\"https://direct.mit.edu/edfp/article/11/3/225/10250/First-in-the-Class-Age-and-the-Education\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also suggests that boys may not do as well as girls with having higher-achieving classmates. Not surprisingly, boys are \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/10.3102/0162373713482764\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more likely to be redshirted\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than girls.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Does this research also apply to repeating a grade or holding children back?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Interestingly, outcomes for children who repeat a grade or are “held back” are very different from those who are redshirted. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://nces.ed.gov/programs/digest/d17/tables/dt17_225.90.asp?referer=raceindicators\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">One million students are held back\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> each year in the United States. This practice particularly impacts ethnic minorities, \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/raceindicators/indicator_rda.asp\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">with retention rates of 2.7% for Black students and 1.9% for Hispanic students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, compared to 1.7% for white students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/279888141_Meta-analysis_of_Grade_Retention_Research_Implications_for_Practice_in_the_21st_Century\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">large body of research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has indicated that \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2006-23116-002\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">holding a child back in school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is associated with \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/233229828_Grade_Retention_of_Students_During_Grades_K-8_Predicts_Reading_Achievement_and_Progress_During_Secondary_Schooling\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">poorer academic outcomes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and little social-emotional benefit. While some studies have found \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2010-02314-011\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">short-term social and academic benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of grade retention, \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S004727271730097X\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">many of these effects fade after a few years\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nber.org/papers/w13514\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Grade retention is also associated\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2002-13996-008\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">an increased likelihood of dropping out of high school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0162373709354334?journalCode=epaa\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a decreased likelihood of finishing college\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Retained students are also \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2007-13838-002\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more likely to be aggressive in adolescence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0162373709354334?journalCode=epaa\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Grade retention after third grade\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> seems to have a more detrimental effect, perhaps because it has a greater impact on self-esteem as children get older.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As with the research on redshirting, these studies only found associations between grade retention and these negative impacts, not causation. Regardless, it is important to discuss this research with redshirting because some parents assume that they can push their child ahead to kindergarten and then repeat a later grade if they are struggling. Yet, research suggests that the cons of this approach may outweigh any potential pros. In addition, \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/232540499_Age_Appropriateness_and_Motivation_Engagement_and_Performance_in_High_School_Effects_of_Age_Within_Cohort_Grade_Retention_and_Delayed_School_Entry\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">redshirting reduces the risk for grade retention\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, suggesting that this may be another benefit for redshirting. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Based on this research, most clinicians and educators advise parents to avoid holding children back in a grade unless there is no other option. If your child’s school is pushing for it, present them with the research and see if you can discuss other possible options. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>But is it fair?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">For most families, delaying kindergarten means paying for full-time child care or delaying a stay-at-home parent from re-entering the workforce for an additional year. This is simply not an option for most families. Redshirting as a practice may also increase the ever-widening gap between students from high-income and low-income families, as only high-income families may be able to afford this option when wanting to give their child an advantage. Yet there is also \u003c/span>\u003ca href=\"https://www.nber.org/papers/w13663\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> showing that having older classmates may actually improve the performance of younger classmates, suggesting that the practice of redshirting is at least not harmful to students who do not make this choice. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>How do you know whether your child is ready for kindergarten? \u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">The following may help you to decide whether your child is actually ready for kindergarten: \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Consider not only their academic skills but also their social-emotional and self-regulation skills.\u003c/b> \u003ca href=\"https://ajph.aphapublications.org/doi/full/10.2105/AJPH.2015.302630\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Social skills when entering kindergarten\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have been found to be related to success as an adult, including the likelihood of graduating college and gaining employment. \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/feduc.2019.00127/full\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">More advanced self-regulation skills allow children to “catch up”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> even if they start behind their peers academically. \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0885200614001045\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Self-regulation is also associated with improved academic performance \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Consult with your child’s preschool teacher or director if possible.\u003c/b>\u003cspan style=\"font-weight: 400\"> Your child’s teacher should have a good idea of how their skills compare to their peers and whether they have the classroom engagement skills necessary for kindergarten. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Speak with your child’s pediatrician.\u003c/b>\u003cspan style=\"font-weight: 400\"> Your child’s pediatrician can give you their expert opinion as to whether your child is developmentally and physically ready for kindergarten. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Visit both possible classroom settings\u003c/b>\u003cspan style=\"font-weight: 400\">. Gain a better understanding of the expectations that will be placed on your child in kindergarten versus the expectations in preschool. Try to determine which setting best fits your child’s current ability level. \u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch3>\u003cb>Overall translation\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Delaying kindergarten for a year may provide a small advantage to children. However, if you suspect your child has special needs or a disability, you may want to avoid redshirting and start school as soon as possible to get them the services they need. Once students enter K-12 schooling, parents may want to avoid holding their children back since the negative impacts may outweigh the positive. Parents may also want to consider that redshirting could increase the ever-widening gap between low-income and high-income children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most importantly, parents should consider their own individual child in this decision. Does your child seem to gravitate more to younger or older children? Does your child tend to compare themselves to their peers and get upset when they fall behind? Does your child seem to benefit from older role models around or do they seem to benefit from serving in a “leader” role for younger children? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents may also want to consider the school environment. Is the school more academic or play-based? Do they require children to sit for longer periods of time or are there movement breaks? Is redshirting typical for children around the cutoff date in this school system? Does the school compare children to others or use a tracking system for gifted education? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes this choice does not involve any of the academic advantages discussed above. In August, I will give birth to my third child with a summer birthday and currently I am planning to redshirt all three of these children (a choice I feel very privileged to have). What is really driving my decision is not the academic benefits but the opportunity to have another year with my children in my home. Whatever choice parents make they should feel confident in doing what feels right for their individual child and family.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003ca href=\"https://parentingtranslator.substack.com/p/redshirting-should-your-child-delay\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>A version of this post was \u003ca href=\"https://parentingtranslator.substack.com/p/redshirting-should-your-child-delay\" target=\"_blank\" rel=\"noopener\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Redshirting” or choosing to delay kindergarten for a year is a popular topic for parents of young children at this time of year. Increased awareness of redshirting may have roots in Malcolm Gladwell’s bestselling book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Outliers, \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">published in 2008. In the book, Gladwell points to data on the birthdays of Canadian Hockey League players to argue that being relatively older than peers provides an advantage, and he extends this argument to children’s success in school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time that ideas from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Outliers \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">have circulated, kindergarten has become \u003c/span>\u003ca href=\"https://www.chalkbeat.org/2019/1/24/21106584/kindergarten-classes-are-getting-more-academic-new-research-says-the-kids-are-all-right\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">increasingly academic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and rigorous. For parents of children born near the kindergarten cutoff date, the pressure to redshirt feels intense. My oldest child has a late August birthday, which is right around the cutoff date for her school. However, it seemed like all of the children with summer birthdays (and even April/May birthdays) were waiting an additional year to start kindergarten. Granted, she would have entered kindergarten in 2020, and the possibility of remote learning caused many parents to delay school entry that year. Yet in talking to school administrators and teachers and other parents about this decision, the message I heard over and over again was that the choice was obvious. It seemed that everyone I talked to had wholeheartedly accepted that delaying kindergarten was the best choice for all children. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>The research on redshirting\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">So does research actually find that redshirting will provide an academic and/or social advantage for children? The answer may be more complicated than you think.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research on redshirting suggests that it is associated with a \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0885200616300795\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">small academic advantage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (that is, higher academic test scores), and test scores seem to increase \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0272775705000117?casa_token=jkdnhUgcJOgAAAAA:id9bg37cBYG50j6qE3c8HNAIEHXj9CBC7byLiWiJRuJtSizu-NdzHu7HV-ZkUwq-2qsdqnZy\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">at a greater rate in first and second grade.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> However, this effect may \u003c/span>\u003ca href=\"https://www.igi-global.com/chapter/early-school-outcomes-for-children-who-delay-kindergarten-entry/262416\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">begin to fade\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as early as the end of first grade. This research is all correlational, meaning we do not know whether it is redshirting that causes these advantages or if it is simply associated with advantages. The parents that choose to redshirt their children are often different from the parents who do not — most notably \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/10.3102/0162373713482764\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">they are often the families that can afford to make this choice\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some research studies eliminate the problem of parent choice by looking at the impact of age for children within the same grade, such as comparing students with summer birthdays to students in the same grade with fall birthdays. \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.3200/JOER.99.4.212-217\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that students who are relatively older than other children in their grade score higher on math and science tests and, although these differences decrease over the years, they are still present to some extent in eighth grade. Other research finds that children who are relatively older show \u003c/span>\u003ca href=\"https://www.nber.org/system/files/working_papers/w21610/w21610.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">less hyperactivity and inattention\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"http://www2.ne.su.se/paper/wp13_07.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">greater educational attainment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (translation: getting farther in school). However, the impact on educational attainment is greatly reduced when schools do not engage in early tracking (translation: sending children to different schools based on academic abilities in elementary school). Research also shows that children who are older than their classmates are \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2009-04640-022\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more likely to be in gifted education and less likely to be in special education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These positive impacts seem to extend to high school and beyond. Children who are older than their classmates are also \u003c/span>\u003ca href=\"https://www.aeaweb.org/articles?id=10.1257/app.20140323\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">less likely to drop out of high school, less likely to commit a felony\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and less likely to experience a \u003c/span>\u003ca href=\"https://www.nber.org/system/files/working_papers/w13969/w13969.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">teenage pregnancy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Children that are older than their classmates are also \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2009-04640-022\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more likely to attend a four-year college than younger students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet, it is important to note that this line of research only involves associations. Further research is needed in order to conclude that redshirting actually causes any of these positive outcomes. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>When might parents want to avoid redshirting? \u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Are there any situations in which parents might want to avoid redshirting? Research suggests that when your child has an identified disability, a suspected disability or even if you are just concerned that they may need some extra help in school, delaying school entry may be associated with \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0885200616300795\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">worse academic performance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, because it would delay access to free essential services through the public school system, such as speech therapy and learning support. This short delay may have a big\u003c/span> \u003cspan style=\"font-weight: 400\">impact as \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8624.1994.tb00777.x\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that services before age 5 are more effective in improving a child’s long-term outcome than services after age 5. Research also finds a \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0361476X15000442\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">negative impact of redshirting for children with more severe ADHD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and no impact for \u003c/span>\u003ca href=\"https://files.eric.ed.gov/fulltext/EJ865608.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">children with learning disabilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Is redshirting more important for boys than girls? \u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">In any discussion of redshirting, it is commonly assumed that boys in particular benefit from redshirting. Is there any research to back this up? \u003c/span>\u003ca href=\"https://www.brookings.edu/wp-content/uploads/2016/06/0319_school_disadvantage_isaacs.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> does find that girls are more likely to be behaviorally ready for kindergarten than boys. \u003c/span>\u003ca href=\"https://direct.mit.edu/edfp/article/11/3/225/10250/First-in-the-Class-Age-and-the-Education\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also suggests that boys may not do as well as girls with having higher-achieving classmates. Not surprisingly, boys are \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/10.3102/0162373713482764\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more likely to be redshirted\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than girls.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Does this research also apply to repeating a grade or holding children back?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Interestingly, outcomes for children who repeat a grade or are “held back” are very different from those who are redshirted. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://nces.ed.gov/programs/digest/d17/tables/dt17_225.90.asp?referer=raceindicators\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">One million students are held back\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> each year in the United States. This practice particularly impacts ethnic minorities, \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/raceindicators/indicator_rda.asp\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">with retention rates of 2.7% for Black students and 1.9% for Hispanic students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, compared to 1.7% for white students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/279888141_Meta-analysis_of_Grade_Retention_Research_Implications_for_Practice_in_the_21st_Century\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">large body of research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has indicated that \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2006-23116-002\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">holding a child back in school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is associated with \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/233229828_Grade_Retention_of_Students_During_Grades_K-8_Predicts_Reading_Achievement_and_Progress_During_Secondary_Schooling\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">poorer academic outcomes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and little social-emotional benefit. While some studies have found \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2010-02314-011\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">short-term social and academic benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of grade retention, \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S004727271730097X\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">many of these effects fade after a few years\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nber.org/papers/w13514\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Grade retention is also associated\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2002-13996-008\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">an increased likelihood of dropping out of high school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0162373709354334?journalCode=epaa\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a decreased likelihood of finishing college\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Retained students are also \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2007-13838-002\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more likely to be aggressive in adolescence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0162373709354334?journalCode=epaa\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Grade retention after third grade\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> seems to have a more detrimental effect, perhaps because it has a greater impact on self-esteem as children get older.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As with the research on redshirting, these studies only found associations between grade retention and these negative impacts, not causation. Regardless, it is important to discuss this research with redshirting because some parents assume that they can push their child ahead to kindergarten and then repeat a later grade if they are struggling. Yet, research suggests that the cons of this approach may outweigh any potential pros. In addition, \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/232540499_Age_Appropriateness_and_Motivation_Engagement_and_Performance_in_High_School_Effects_of_Age_Within_Cohort_Grade_Retention_and_Delayed_School_Entry\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">redshirting reduces the risk for grade retention\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, suggesting that this may be another benefit for redshirting. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Based on this research, most clinicians and educators advise parents to avoid holding children back in a grade unless there is no other option. If your child’s school is pushing for it, present them with the research and see if you can discuss other possible options. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>But is it fair?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">For most families, delaying kindergarten means paying for full-time child care or delaying a stay-at-home parent from re-entering the workforce for an additional year. This is simply not an option for most families. Redshirting as a practice may also increase the ever-widening gap between students from high-income and low-income families, as only high-income families may be able to afford this option when wanting to give their child an advantage. Yet there is also \u003c/span>\u003ca href=\"https://www.nber.org/papers/w13663\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> showing that having older classmates may actually improve the performance of younger classmates, suggesting that the practice of redshirting is at least not harmful to students who do not make this choice. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>How do you know whether your child is ready for kindergarten? \u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">The following may help you to decide whether your child is actually ready for kindergarten: \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Consider not only their academic skills but also their social-emotional and self-regulation skills.\u003c/b> \u003ca href=\"https://ajph.aphapublications.org/doi/full/10.2105/AJPH.2015.302630\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Social skills when entering kindergarten\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have been found to be related to success as an adult, including the likelihood of graduating college and gaining employment. \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/feduc.2019.00127/full\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">More advanced self-regulation skills allow children to “catch up”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> even if they start behind their peers academically. \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0885200614001045\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Self-regulation is also associated with improved academic performance \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Consult with your child’s preschool teacher or director if possible.\u003c/b>\u003cspan style=\"font-weight: 400\"> Your child’s teacher should have a good idea of how their skills compare to their peers and whether they have the classroom engagement skills necessary for kindergarten. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Speak with your child’s pediatrician.\u003c/b>\u003cspan style=\"font-weight: 400\"> Your child’s pediatrician can give you their expert opinion as to whether your child is developmentally and physically ready for kindergarten. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Visit both possible classroom settings\u003c/b>\u003cspan style=\"font-weight: 400\">. Gain a better understanding of the expectations that will be placed on your child in kindergarten versus the expectations in preschool. Try to determine which setting best fits your child’s current ability level. \u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch3>\u003cb>Overall translation\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Delaying kindergarten for a year may provide a small advantage to children. However, if you suspect your child has special needs or a disability, you may want to avoid redshirting and start school as soon as possible to get them the services they need. Once students enter K-12 schooling, parents may want to avoid holding their children back since the negative impacts may outweigh the positive. Parents may also want to consider that redshirting could increase the ever-widening gap between low-income and high-income children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most importantly, parents should consider their own individual child in this decision. Does your child seem to gravitate more to younger or older children? Does your child tend to compare themselves to their peers and get upset when they fall behind? Does your child seem to benefit from older role models around or do they seem to benefit from serving in a “leader” role for younger children? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents may also want to consider the school environment. Is the school more academic or play-based? Do they require children to sit for longer periods of time or are there movement breaks? Is redshirting typical for children around the cutoff date in this school system? Does the school compare children to others or use a tracking system for gifted education? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes this choice does not involve any of the academic advantages discussed above. In August, I will give birth to my third child with a summer birthday and currently I am planning to redshirt all three of these children (a choice I feel very privileged to have). What is really driving my decision is not the academic benefits but the opportunity to have another year with my children in my home. Whatever choice parents make they should feel confident in doing what feels right for their individual child and family.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003ca href=\"https://parentingtranslator.substack.com/p/redshirting-should-your-child-delay\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This post was originally published by \u003ca href=\"https://parentingtranslator.substack.com/p/how-do-children-learn-right-from\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>. \u003cem>Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As parents, our short-term goal is to get our children to listen to us and follow the rules and limits we set for our family. Yet, our long-term goal is to raise children who truly understand why we have created these rules and limits and develop an internal motivation to be kind and do the “right” thing. In other words, we want them to follow rules because they care about being a kind, moral person, not just because they are scared they might get in trouble. In research, this is referred to as \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">internalization.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> So how do we make sure we are working towards this long-term goal? Could our short-term discipline strategies be interfering with this long-term goal? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10826-019-01594-3\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> addressed this question. The researchers found that when parents used specific discipline strategies they were more likely to have children who showed early signs of internalization of the rules than parents who used different strategies. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>What strategies helped children to internalize the rules? \u003c/b>\u003c/h3>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Logical consequences instead of punishments. \u003c/b>\u003cspan style=\"font-weight: 400\">Logical consequences are consequences that are related to the child’s actions, such as taking away a toy that your child threw at their sibling, ending meal time because they are playing with their food, making your child clean up a mess that they made or leaving the playground when they aren’t following the rules. These types of consequences are more likely to result in \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1111/sode.12212?casa_token=QjNoqsaqHZwAAAAA:lUPPpwJVhA8BdFAiHPd0RJ1EQpKydgY_QAGep5wpdIU9O69koOVwwmNB_PIc1KZ7CvxLPaL6RN5969c\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">children actually taking responsibility for the problem they created and helping children to understand the importance of the broken rule.\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Practicing “autonomy-supportive” parenting instead of “controlling” parenting.\u003c/b>\u003cspan style=\"font-weight: 400\"> “Autonomy-supportive” parenting includes acknowledging your child’s feelings about a rule or limit, giving them some sort of choice or involvement in the decision-making around rules and limits, and providing the rationale behind the rule or limit. Controlling parenting often involves threats and punishment to make your child behave or trying to induce guilt or fear. Autonomy-supportive parenting helps children to internalize the rules, while controlling parenting makes children more likely to behave to please parents or avoid getting into trouble. \u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch3>\u003cb>How does internalization happen? \u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">This study, along with previous research, finds that, when children feel less anger and more empathy in response to their parents’ rule-setting, they are more likely to find the rule or limit acceptable. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/pdf/10.1177/0165025416681538?casa_token=IOJz4NE9oAUAAAAA:F-esS14WhXDtnMgVCSNFrzcGZ1xhFuXd2qPvD_dLgDNZLB-Mt-bZsqBp-ezYh_duXGm3Yj1d69LZ\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> suggests that the more children accept the rule or limit, the more likely they are to appreciate and internalize the values that underlie the rule or limit. \u003c/span>\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fa0035057\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also suggests that anger in response to a parent’s discipline strategy may interfere with internalization since it makes children think more about how unfair the discipline is rather than the values their parents are trying to teach. \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2010-17955-027\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that any parent discipline strategy that increases empathy is likely to enhance the internalization process. Logical consequences and autonomy-supportive parenting are effective because they help to reduce anger and increase empathy in the context of rule- or limit-setting. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>So how do parents apply this research?\u003c/b>\u003c/h3>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Gently remind your child of a rule or limit before using any type of discipline.\u003c/b>\u003cspan style=\"font-weight: 400\"> For example, if your child is throwing sand at the playground, remind them “We will have to leave the playground if you keep throwing sand” before following through on this logical consequence. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Acknowledge their feelings if they are not happy about the limit you are setting\u003c/b>\u003cspan style=\"font-weight: 400\">. It is so important to remember that you can hold the limit while still acknowledging they might not like it. For example, “I know you don’t like being buckled into your car seat. It feels uncomfortable for you, but it is the only safe way for us to ride in the car.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Use logical consequences instead of punishments when possible.\u003c/b>\u003cspan style=\"font-weight: 400\"> Logical consequences are consequences created by parents that are related to the behavior and make logical sense following from the behavior. For example, if your child hits their brother, you ask them to stop playing to go get him an ice pack. If they make a mess, they have to clean it up instead of watching a movie with the rest of the family. A punishment is a negative consequence that is usually unrelated to the behavior and intended to be aversive to the child so they do not repeat the challenging behavior. For example, taking away screen time when they hit their brother or yelling at a child for making a mess. \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0193397317301247?casa_token=OvD9DeuMvf8AAAAA:m5aF4JOZ-Dk46x_jh-b_FliHoFMzNjNl2vBRWm4qOpRPQUh9hcJF_tcQBtn1GNjvDe2DSQ2G\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that logical consequences are more acceptable to children, which makes them less likely to cause anger and more likely to increase empathy. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Give them a chance to make some type of choice or participate in decision making or problem solving in some way.\u003c/b>\u003cspan style=\"font-weight: 400\"> If your child is having difficulty with a limit or rule you set, give them a chance to make a choice. For example, you can say something like: “We need to leave the playground now, you can either walk or skip to the car.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Explain the rationale behind the limit, focusing on the impact on others when possible\u003c/b>\u003cspan style=\"font-weight: 400\">. Explaining the rationale (translation: giving them the reason for the rule rather than just saying “because I said so”) helps to reduce children’s anger about the rule, which then increases their likelihood of internalizing the rule. In addition, focusing on how the rule impacts others can help to build empathy, which is also key for internalization. For example, you can say something like: “We have to clean up our toys otherwise someone could trip over them and get hurt” or “When you grabbed that toy from your brother’s hands, it hurt his hands and interrupted his play”. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Avoid threats (“If you don’t clean up your toys, I am going to throw them away”) or anything that is meant to induce fear or guilt (“Why are you always so mean to your baby brother?”). \u003c/b>\u003cspan style=\"font-weight: 400\">These approaches might be effective in the moment but can come off as controlling to children and increase anger, which ultimately reduces the chances of internalization. \u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This post was originally published by \u003ca href=\"https://parentingtranslator.substack.com/p/how-do-children-learn-right-from\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>. \u003cem>Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As parents, our short-term goal is to get our children to listen to us and follow the rules and limits we set for our family. Yet, our long-term goal is to raise children who truly understand why we have created these rules and limits and develop an internal motivation to be kind and do the “right” thing. In other words, we want them to follow rules because they care about being a kind, moral person, not just because they are scared they might get in trouble. In research, this is referred to as \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">internalization.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> So how do we make sure we are working towards this long-term goal? Could our short-term discipline strategies be interfering with this long-term goal? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10826-019-01594-3\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> addressed this question. The researchers found that when parents used specific discipline strategies they were more likely to have children who showed early signs of internalization of the rules than parents who used different strategies. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>What strategies helped children to internalize the rules? \u003c/b>\u003c/h3>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Logical consequences instead of punishments. \u003c/b>\u003cspan style=\"font-weight: 400\">Logical consequences are consequences that are related to the child’s actions, such as taking away a toy that your child threw at their sibling, ending meal time because they are playing with their food, making your child clean up a mess that they made or leaving the playground when they aren’t following the rules. These types of consequences are more likely to result in \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1111/sode.12212?casa_token=QjNoqsaqHZwAAAAA:lUPPpwJVhA8BdFAiHPd0RJ1EQpKydgY_QAGep5wpdIU9O69koOVwwmNB_PIc1KZ7CvxLPaL6RN5969c\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">children actually taking responsibility for the problem they created and helping children to understand the importance of the broken rule.\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Practicing “autonomy-supportive” parenting instead of “controlling” parenting.\u003c/b>\u003cspan style=\"font-weight: 400\"> “Autonomy-supportive” parenting includes acknowledging your child’s feelings about a rule or limit, giving them some sort of choice or involvement in the decision-making around rules and limits, and providing the rationale behind the rule or limit. Controlling parenting often involves threats and punishment to make your child behave or trying to induce guilt or fear. Autonomy-supportive parenting helps children to internalize the rules, while controlling parenting makes children more likely to behave to please parents or avoid getting into trouble. \u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch3>\u003cb>How does internalization happen? \u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">This study, along with previous research, finds that, when children feel less anger and more empathy in response to their parents’ rule-setting, they are more likely to find the rule or limit acceptable. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/pdf/10.1177/0165025416681538?casa_token=IOJz4NE9oAUAAAAA:F-esS14WhXDtnMgVCSNFrzcGZ1xhFuXd2qPvD_dLgDNZLB-Mt-bZsqBp-ezYh_duXGm3Yj1d69LZ\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> suggests that the more children accept the rule or limit, the more likely they are to appreciate and internalize the values that underlie the rule or limit. \u003c/span>\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fa0035057\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also suggests that anger in response to a parent’s discipline strategy may interfere with internalization since it makes children think more about how unfair the discipline is rather than the values their parents are trying to teach. \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2010-17955-027\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that any parent discipline strategy that increases empathy is likely to enhance the internalization process. Logical consequences and autonomy-supportive parenting are effective because they help to reduce anger and increase empathy in the context of rule- or limit-setting. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>So how do parents apply this research?\u003c/b>\u003c/h3>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Gently remind your child of a rule or limit before using any type of discipline.\u003c/b>\u003cspan style=\"font-weight: 400\"> For example, if your child is throwing sand at the playground, remind them “We will have to leave the playground if you keep throwing sand” before following through on this logical consequence. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Acknowledge their feelings if they are not happy about the limit you are setting\u003c/b>\u003cspan style=\"font-weight: 400\">. It is so important to remember that you can hold the limit while still acknowledging they might not like it. For example, “I know you don’t like being buckled into your car seat. It feels uncomfortable for you, but it is the only safe way for us to ride in the car.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Use logical consequences instead of punishments when possible.\u003c/b>\u003cspan style=\"font-weight: 400\"> Logical consequences are consequences created by parents that are related to the behavior and make logical sense following from the behavior. For example, if your child hits their brother, you ask them to stop playing to go get him an ice pack. If they make a mess, they have to clean it up instead of watching a movie with the rest of the family. A punishment is a negative consequence that is usually unrelated to the behavior and intended to be aversive to the child so they do not repeat the challenging behavior. For example, taking away screen time when they hit their brother or yelling at a child for making a mess. \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0193397317301247?casa_token=OvD9DeuMvf8AAAAA:m5aF4JOZ-Dk46x_jh-b_FliHoFMzNjNl2vBRWm4qOpRPQUh9hcJF_tcQBtn1GNjvDe2DSQ2G\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that logical consequences are more acceptable to children, which makes them less likely to cause anger and more likely to increase empathy. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Give them a chance to make some type of choice or participate in decision making or problem solving in some way.\u003c/b>\u003cspan style=\"font-weight: 400\"> If your child is having difficulty with a limit or rule you set, give them a chance to make a choice. For example, you can say something like: “We need to leave the playground now, you can either walk or skip to the car.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Explain the rationale behind the limit, focusing on the impact on others when possible\u003c/b>\u003cspan style=\"font-weight: 400\">. Explaining the rationale (translation: giving them the reason for the rule rather than just saying “because I said so”) helps to reduce children’s anger about the rule, which then increases their likelihood of internalizing the rule. In addition, focusing on how the rule impacts others can help to build empathy, which is also key for internalization. For example, you can say something like: “We have to clean up our toys otherwise someone could trip over them and get hurt” or “When you grabbed that toy from your brother’s hands, it hurt his hands and interrupted his play”. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Avoid threats (“If you don’t clean up your toys, I am going to throw them away”) or anything that is meant to induce fear or guilt (“Why are you always so mean to your baby brother?”). \u003c/b>\u003cspan style=\"font-weight: 400\">These approaches might be effective in the moment but can come off as controlling to children and increase anger, which ultimately reduces the chances of internalization. \u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">\u003ci>A version of this story was \u003c/i>\u003ca href=\"https://parentingtranslator.substack.com/p/the-time-out-controversy\" target=\"_blank\" rel=\"noopener\">\u003ci>originally published\u003c/i>\u003c/a>\u003ci> by Parenting Translator. Sign up for \u003c/i>\u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">\u003ci>the newsletter\u003c/i>\u003c/a>\u003ci> and follow Parenting Translator \u003c/i>\u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">\u003ci>on Instagram\u003c/i>\u003c/a>\u003ci>. This post was edited for length.\u003c/i>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a new parent, the gentle parenting movement was very appealing to me. Although my training as a psychologist and researcher did not focus on gentle parenting (since this approach as a whole has not yet been researched), I read books and blogs about gentle parenting and wholeheartedly endorsed the underlying concepts of being empathetic and responsive to our children’s needs and prioritizing the parent-child relationship. Like many parents, I wanted above all else to raise kind and compassionate children, and I hoped that the gentle parenting approach would help me achieve that goal. However, I was surprised to learn that some of the specifics of gentle parenting ran counter to my training as a psychologist. One particularly controversial difference is that gentle parenting tends to oppose timeout — a practice that I had recommended to parents frequently as a psychologist since it is a part of nearly every research-backed parenting program. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In my clinical work, I had seen firsthand that timeout could be a helpful tool for many families. However, as a parent, I was initially unsure about whether timeout would be right for our family. Before having my second child, I felt no need to use timeout. Redirection and emotion coaching were effective for our family. However, after having my second child, I often found myself in the very difficult situation of my 2-year-old being aggressive with her baby brother. Although I knew that this reaction was entirely developmentally normal, these situations were still very upsetting for me as a parent. Someone had just hurt my baby and it didn’t matter that it was my other baby who did it — I was angry. I needed a minute to calm down and tend to the baby before being able to handle the situation with my 2-year-old in a calm and effective way. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I decided to try timeout. After this very brief separation I felt ready to handle my toddler and be the patient parent that I wanted to be. Six years later, I still use timeout to handle sibling fighting in my house. I find that it allows everyone, including me, to calm down and figure out what happened. It prevents me from losing my cool and yelling and allows my children a chance to separate from each other in order to calm down themselves. I now have the confidence to believe it is the right choice for my family but occasionally I see social media or blog posts about timeout that makes me question this approach, even as an experienced parent. \u003c/span>\u003c/p>\n\u003cp>\u003cb>History of timeout\u003c/b>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The concept of timeout was developed by a psychologist named Arthur Staats in the 1960s. It was created as an alternative to spanking and other forms of physical punishment, which were very popular at the time. The idea was that children would be briefly removed from a rewarding or stimulating environment when they showed a particular challenging behavior, like aggression. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Timeout is short for a timeout from positive reinforcement. It is based on the behavioral principle that when you take away positive reinforcement (translation: anything rewarding in the child’s environment such as toys, parents’ and siblings’ attention, or a fun activity), a behavior will occur less frequently. Therefore, this principle can only be applied when the parent provides a positive environment at other times (attention, positive interactions, enriching activities, etc.). This behavioral principle works for adults as well. For example, imagine your phone died when you were waiting at the DMV — it would be boring but tolerable and you would likely be more motivated to charge your phone before the next DMV appointment. Timeout is not meant to cause suffering but just to be very boring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research in the 1970s and 1980s found that timeout was very effective at reducing problematic behavior. In the 1990s and 2000s, timeout was included in many parenting intervention programs (translation: programs designed to improve parenting which would thus improve parent-child relationship and the child’s behavior). As study after study consistently supported the use of timeout, it began to be recommended by nearly all pediatricians and mental health professionals. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is unclear exactly when the opposition to timeout began but it may have originated in 2014, when authors Dan Siegel and Tina Payne Bryson wrote an article for \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Time\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> magazine called “Timeouts Are Hurting Your Child.” In this article, Siegel, a psychiatrist, and Bryson, a licensed clinical social worker, argued that children experience timeouts as rejection. They asserted that misbehavior in children is often a “cry for help calming down” and a “bid for connection.” They also argued that timeouts make children angrier and more dysregulated, which makes it harder for them to reflect on their behavior. Instead, they suggest that parents use “time-in” which involves “sitting with the child and talking or comforting [them].”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Siegel and Bryson used a brain imaging study to back up these claims. They wrote, “In a brain scan, relational pain — that caused by isolation during punishment — can look the same as physical abuse.” However, \u003c/span>\u003ca href=\"https://www.wisebrain.org/papers/RejectionHurt.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">the study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> they are referring to only included adults, and the adults in this study did not experience isolation during punishment but rather they were left out of a virtual ball-throwing game. The researchers found that social exclusion during this video game was associated with activation of the anterior cingulate cortex (a brain region that has been found in previous research to be linked to \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fnint.2014.00035/full\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">physical pain\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but also many, many other functions such as \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S1364661300014832?casa_token=odF2PuoUbp0AAAAA:tRZJ9Y44IajuTCoyvfUBSLCol_m_8QA6-jEd6xGARvYZMkVJiN2Y6fYCLjsUHV7WGH-jrFbp\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">problem-solving and processing of all emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). While these findings are interesting, it is hard to understand how this study might be applied to timeout and they definitely cannot be used to conclude that isolation during punishment causes physical pain for children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Siegel and Bryson later clarified that they were only referring to timeouts which were conducted in harsh or punitive ways. They wrote in \u003c/span>\u003ca href=\"https://drdansiegel.com/you-said-what-about-time-outs/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a follow-up piece\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that they actually support the use of timeout when it is used “infrequently, calmly, and with lots of support and connection and positive support.” They explained that “the ‘appropriate’ use of timeouts calls for brief, infrequent, previously explained breaks from an interaction used as part of a thought-out parenting strategy that is followed by positive feedback and connection with a parent.” They added that “This seems not only reasonable, but it is an overall approach supported by the research as helpful for many children.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet, despite their clarification, the movement against timeout continued and a \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4179870/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research study \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">in 2014 found that 30% of websites on timeout inaccurately claimed the practice was either potentially harmful or ineffective. The researchers also found inconsistent or minimal information on research-backed timeout parameters. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, timeout continues to be recommended by most psychologists and pediatricians, as well as the American Academy of Pediatrics, and the American Academy of Child and Adolescent Psychiatry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So what does the research actually find on timeout? Is timeout an effective discipline strategy or could it be harmful to children? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Does timeout actually improve behavior?\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.researchgate.net/profile/Joe-Olmi/publication/236703899_Time-out_with_Parents_A_Descriptive_Analysis_of_30_Years_of_Research/links/5ecff89445851529451b422b/Time-out-with-Parents-A-Descriptive-Analysis-of-30-Years-of-Research.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Decades of high-quality research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that timeout is effective at addressing challenging behavior in children ages 3 to 7. Timeout is included in nearly every research-backed parenting program, including Triple P, Parent Child Interaction Therapy, The Incredible Years, Helping the Noncompliant Child, and Parent Management Training.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many experimental studies have found that timeout decreases \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/pdf/10.1080/07317107.2018.1487701?casa_token=B7btvBkT8eEAAAAA:XoiI9rWoMOju-qoOttKD9InHWFJ9T4ccTKayEC4FdxMkgnMAUhwPOKQkf1uEceP82hTfC_8WAyQd\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">sibling fighting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, reduces \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/pdf/10.1177/0145445506297725?casa_token=TOwHVzDrVSkAAAAA:poAtl67hU0MiM3s78kDN2syXU2yiHn2X2J4KCJ7SDLkvtaJp3sRbbFX0nx0BB8l47UearYnWaWX7\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">noncompliance and oppositionality (translation: not listening when your parents ask you to do something)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and decreases the frequency of \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0005789404800273\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">aggression and destruction of property among children with ADHD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. More importantly, randomized controlled trials (the gold standard research design) find that timeout is very effective at increasing children’s compliance to demands (translation: listening to what you ask them to do) and reducing fighting and behavior problems like aggression and destruction of property. These randomized controlled trials need to be given significant weight, as they are the highest level of scientific evidence. They go beyond simply showing that two things are correlated and allow us to conclude that parenting programs that include timeout actually \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">cause\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> these positive behavior changes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Taking a break from an emotionally charged situation is an important skill to learn to manage emotions as an adult. A \u003c/span>\u003ca href=\"https://faculty.washington.edu/jdb/345/345%20Articles/bushman(2002).pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">seminal research study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in adults found that sitting quietly reduces anger to a greater extent than expressing it. This is similar to findings in adult relationship and marriage research that shows that when conflict reaches a certain level, more processing or engaging can be counterproductive; instead, evidence-based marriage interventions (such as \u003c/span>\u003ca href=\"https://cdn.gottman.com/wp-content/uploads/Empirical-Basis-for-Gottman-Method-Therapy-May2013.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Gottman method\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">) recommend that each adult take a 20-minute break away from the situation (an adult timeout, if you will). \u003c/span>\u003ca href=\"https://static1.squarespace.com/static/56c0eeaa7c65e465b5050feb/t/56c557ed627c54a999d9f35f/1455773677865/40_FinkelDewallSlotterOatenFoshee2009_JPSP.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that this practice helps adults to stay calm and be less aggressive.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Does timeout cause harm in any way?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, many parents are not worried about only whether timeout improves behavior but also whether it causes emotional harm to their children and how it might impact the parent-child relationship. \u003c/span>\u003ca href=\"https://journals.lww.com/jrnldbp/fulltext/2020/01000/longitudinal_relationship_between_time_out_and.5.aspx?casa_token=J3QpIVPKJloAAAAA:bSl7kEp99of6sbW4nQ5ejvYPNCSGkF9LpZ2KCQX1QPMqqDJPzI4NnN-tSO3KuQVvM7sJLGc84pxIXL7BTPqL3ws\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">A 2020 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> addressed this very question by examining the impact of timeout on children’s long-term social and emotional development. The researchers found in this study that when parents used timeout, their children were \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> more likely to show signs of anxiety or depression, aggression, rule-breaking behavior or difficulties with self-control. Timeout was also not associated with any impact on creativity or differences in how the children interacted with the parents or the parent-child relationship. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/pdf/10.1111/j.1467-8624.2009.01409.x?casa_token=NwguQ_W61BkAAAAA:CMLV4tzNFbHUkJK2jZhyH7ri9iOwTVYn-MktkTDJqUms_nEryXTgti8PeC3gSU3QWO7VSSxCTNRowdk\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Another study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> including families from many different countries found that the frequency of timeout was associated with increases in mother-reported levels of child anxiety but not child-reported anxiety and was not linked to any differences in either mother-reported or child-reported aggression. This finding is hard to interpret but suggests that mothers may be worried about their child’s anxiety if they use timeout but the children are not reporting any changes in their anxiety themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is important to note that in both of these studies, the researchers did not train parents in how to implement timeout or measure whether timeout was used “appropriately.” Therefore, this research suggests that timeout even as implemented by most parents (which is \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> the way recommended by research) is not associated with negative outcomes. It is also striking that very different results were found in both studies for harsh discipline tactics, such as spanking/physical punishment, yelling and expressing disappointment, which were linked to increased aggression in children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, you might be thinking: “These studies are all correlational…how do we know that timeout doesn’t actually \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">cause any\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> emotional harms?” Fortunately, we also have research suggesting that parenting programs that include timeout do not cause harm and often cause positive changes in children’s mental health. Randomized controlled trials of parenting programs that include timeout found that these programs were effective in not only reducing behavioral problems but also improving children’s mental health. Specifically, children who complete these programs show \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamapsychiatry/fullarticle/2494708\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">fewer symptoms of anxiety and depression\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and are \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamapsychiatry/fullarticle/2494708\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">less likely to show emotional problems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamanetworkopen/fullarticle/2795824\">\u003cspan style=\"font-weight: 400\">recent nonrandomized controlled trial\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also found that a parenting program that included timeout improved children’s mental health.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, research that looks at the \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/books/NBK75130/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">different components of these programs found that teaching parents timeout in particular was associated with more positive child and parent outcomes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In other words, programs that included timeout were found to be more effective in improving parent-child interactions than programs that did not. \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0005796712000186?casa_token=V49Q4fBGoroAAAAA:ke3e8U7goWm1vn_h4uWwK9tT218LfhpP_kl7n3PJkT_hXz4X9fG05X8hHVoPzw4zeTVgfMpF\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also finds that parents show less harsh punishments after learning timeout through one of these programs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, it is very important to mention that timeout has rarely been studied outside of the context of these positive parenting programs. Therefore, we do not know if timeout will have these positive outcomes when it is not being used with other positive parenting strategies. This is consistent with the very definition of an evidence-based timeout; all evidence-based programs specify that timeout should only be used when paired with positive parenting strategies.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>So should I use timeout?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">As with all parenting decisions, you can use the research as a guide but ultimately you as a parent are the only one who knows what is best for your child and your family. Timeout is an effective tool that parents may or may not choose to use. This decision should not be based on fear or misinformation, but rather guided by your intuition, values, and knowledge of your specific child and family. If it does not feel right to you as a parent to use timeout, then it is important to know that the research does not indicate that you \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">must \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">use timeout in order to be an effective parent.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even in light of the research finding no harms of timeout, it is important to remember the limitations of timeout. Timeout does not teach your child what to do instead of the challenging behavior and does not teach them about their emotions. Therefore, timeout should only be used in the context of other positive parenting skills, such as emotional coaching (talking to our children about their emotions and the emotions of others), teaching coping strategies and other appropriate skills, and focusing on a positive relationship between parent and child. We also need more research on timeout, including further research examining the long-term impacts of timeout.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you are using these positive parenting skills and you would like to also use timeout occasionally, you can add timeout to your parenting toolkit without any guilt. \u003c/span>\u003ca href=\"https://www.rch.org.au/uploadedFiles/Main/Content/ccch/Risk_factors_for_childhood_mental_health_symptoms_Bayer.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> consistently finds that harsh discipline tactics, such as yelling or physical punishment, are associated with increased mental health symptoms in children. If timeout gives you and your child a chance to calm down before you resort to these strategies, it might make sense. You can also use timeout and still use gentle parenting strategies that are backed by research such as emotional validation, empathy and positive attention. Despite how it is depicted on social media, parenting is not black-and-white and it is really up to you to determine what is right for your child and your family.\u003c/span>\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003c/i>\u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">\u003ci>Parenting Translator\u003c/i>\u003c/a>\u003ci>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>All Parenting Translator newsletters are reviewed by experts in the topic to make sure that they are as helpful and as accurate for parents as possible. This post was reviewed by Jenna Elgin and Shanna Alvarez, who are licensed psychologists and the founders of Helping Families Thrive (HFT). The mission at HFT is to bring parenting science to the everyday parent via easily-accessible, modern parenting resources (including \u003ca href=\"http://www.instagram.com/helpingfamiliesthrive\" rel=\"\">social media\u003c/a>, podcasts, \u003ca href=\"http://www.helpingfamiliesthrive.com/blog\" target=\"_blank\" rel=\"noopener\">blogging\u003c/a>, \u003ca href=\"https://helpingfamiliesthrive.com/courses/parenting-essentials/\" target=\"_blank\" rel=\"noopener\">digital courses\u003c/a> and \u003ca href=\"https://helpingfamiliesthrive.com/workshops/\" target=\"_blank\" rel=\"noopener\">workshops\u003c/a>). They also provide direct clinical work with families and conduct trainings for schools and professional organizations. Get their free emotion regulation guide \u003ca href=\"https://view.flodesk.com/pages/623398a4e4da3a4464c30979\" target=\"_blank\" rel=\"noopener\">here\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">\u003ci>A version of this story was \u003c/i>\u003ca href=\"https://parentingtranslator.substack.com/p/the-time-out-controversy\" target=\"_blank\" rel=\"noopener\">\u003ci>originally published\u003c/i>\u003c/a>\u003ci> by Parenting Translator. Sign up for \u003c/i>\u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">\u003ci>the newsletter\u003c/i>\u003c/a>\u003ci> and follow Parenting Translator \u003c/i>\u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">\u003ci>on Instagram\u003c/i>\u003c/a>\u003ci>. This post was edited for length.\u003c/i>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a new parent, the gentle parenting movement was very appealing to me. Although my training as a psychologist and researcher did not focus on gentle parenting (since this approach as a whole has not yet been researched), I read books and blogs about gentle parenting and wholeheartedly endorsed the underlying concepts of being empathetic and responsive to our children’s needs and prioritizing the parent-child relationship. Like many parents, I wanted above all else to raise kind and compassionate children, and I hoped that the gentle parenting approach would help me achieve that goal. However, I was surprised to learn that some of the specifics of gentle parenting ran counter to my training as a psychologist. One particularly controversial difference is that gentle parenting tends to oppose timeout — a practice that I had recommended to parents frequently as a psychologist since it is a part of nearly every research-backed parenting program. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In my clinical work, I had seen firsthand that timeout could be a helpful tool for many families. However, as a parent, I was initially unsure about whether timeout would be right for our family. Before having my second child, I felt no need to use timeout. Redirection and emotion coaching were effective for our family. However, after having my second child, I often found myself in the very difficult situation of my 2-year-old being aggressive with her baby brother. Although I knew that this reaction was entirely developmentally normal, these situations were still very upsetting for me as a parent. Someone had just hurt my baby and it didn’t matter that it was my other baby who did it — I was angry. I needed a minute to calm down and tend to the baby before being able to handle the situation with my 2-year-old in a calm and effective way. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I decided to try timeout. After this very brief separation I felt ready to handle my toddler and be the patient parent that I wanted to be. Six years later, I still use timeout to handle sibling fighting in my house. I find that it allows everyone, including me, to calm down and figure out what happened. It prevents me from losing my cool and yelling and allows my children a chance to separate from each other in order to calm down themselves. I now have the confidence to believe it is the right choice for my family but occasionally I see social media or blog posts about timeout that makes me question this approach, even as an experienced parent. \u003c/span>\u003c/p>\n\u003cp>\u003cb>History of timeout\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The concept of timeout was developed by a psychologist named Arthur Staats in the 1960s. It was created as an alternative to spanking and other forms of physical punishment, which were very popular at the time. The idea was that children would be briefly removed from a rewarding or stimulating environment when they showed a particular challenging behavior, like aggression. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Timeout is short for a timeout from positive reinforcement. It is based on the behavioral principle that when you take away positive reinforcement (translation: anything rewarding in the child’s environment such as toys, parents’ and siblings’ attention, or a fun activity), a behavior will occur less frequently. Therefore, this principle can only be applied when the parent provides a positive environment at other times (attention, positive interactions, enriching activities, etc.). This behavioral principle works for adults as well. For example, imagine your phone died when you were waiting at the DMV — it would be boring but tolerable and you would likely be more motivated to charge your phone before the next DMV appointment. Timeout is not meant to cause suffering but just to be very boring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research in the 1970s and 1980s found that timeout was very effective at reducing problematic behavior. In the 1990s and 2000s, timeout was included in many parenting intervention programs (translation: programs designed to improve parenting which would thus improve parent-child relationship and the child’s behavior). As study after study consistently supported the use of timeout, it began to be recommended by nearly all pediatricians and mental health professionals. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is unclear exactly when the opposition to timeout began but it may have originated in 2014, when authors Dan Siegel and Tina Payne Bryson wrote an article for \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Time\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> magazine called “Timeouts Are Hurting Your Child.” In this article, Siegel, a psychiatrist, and Bryson, a licensed clinical social worker, argued that children experience timeouts as rejection. They asserted that misbehavior in children is often a “cry for help calming down” and a “bid for connection.” They also argued that timeouts make children angrier and more dysregulated, which makes it harder for them to reflect on their behavior. Instead, they suggest that parents use “time-in” which involves “sitting with the child and talking or comforting [them].”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Siegel and Bryson used a brain imaging study to back up these claims. They wrote, “In a brain scan, relational pain — that caused by isolation during punishment — can look the same as physical abuse.” However, \u003c/span>\u003ca href=\"https://www.wisebrain.org/papers/RejectionHurt.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">the study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> they are referring to only included adults, and the adults in this study did not experience isolation during punishment but rather they were left out of a virtual ball-throwing game. The researchers found that social exclusion during this video game was associated with activation of the anterior cingulate cortex (a brain region that has been found in previous research to be linked to \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fnint.2014.00035/full\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">physical pain\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but also many, many other functions such as \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S1364661300014832?casa_token=odF2PuoUbp0AAAAA:tRZJ9Y44IajuTCoyvfUBSLCol_m_8QA6-jEd6xGARvYZMkVJiN2Y6fYCLjsUHV7WGH-jrFbp\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">problem-solving and processing of all emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). While these findings are interesting, it is hard to understand how this study might be applied to timeout and they definitely cannot be used to conclude that isolation during punishment causes physical pain for children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Siegel and Bryson later clarified that they were only referring to timeouts which were conducted in harsh or punitive ways. They wrote in \u003c/span>\u003ca href=\"https://drdansiegel.com/you-said-what-about-time-outs/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a follow-up piece\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that they actually support the use of timeout when it is used “infrequently, calmly, and with lots of support and connection and positive support.” They explained that “the ‘appropriate’ use of timeouts calls for brief, infrequent, previously explained breaks from an interaction used as part of a thought-out parenting strategy that is followed by positive feedback and connection with a parent.” They added that “This seems not only reasonable, but it is an overall approach supported by the research as helpful for many children.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet, despite their clarification, the movement against timeout continued and a \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4179870/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research study \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">in 2014 found that 30% of websites on timeout inaccurately claimed the practice was either potentially harmful or ineffective. The researchers also found inconsistent or minimal information on research-backed timeout parameters. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, timeout continues to be recommended by most psychologists and pediatricians, as well as the American Academy of Pediatrics, and the American Academy of Child and Adolescent Psychiatry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So what does the research actually find on timeout? Is timeout an effective discipline strategy or could it be harmful to children? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Does timeout actually improve behavior?\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.researchgate.net/profile/Joe-Olmi/publication/236703899_Time-out_with_Parents_A_Descriptive_Analysis_of_30_Years_of_Research/links/5ecff89445851529451b422b/Time-out-with-Parents-A-Descriptive-Analysis-of-30-Years-of-Research.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Decades of high-quality research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that timeout is effective at addressing challenging behavior in children ages 3 to 7. Timeout is included in nearly every research-backed parenting program, including Triple P, Parent Child Interaction Therapy, The Incredible Years, Helping the Noncompliant Child, and Parent Management Training.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many experimental studies have found that timeout decreases \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/pdf/10.1080/07317107.2018.1487701?casa_token=B7btvBkT8eEAAAAA:XoiI9rWoMOju-qoOttKD9InHWFJ9T4ccTKayEC4FdxMkgnMAUhwPOKQkf1uEceP82hTfC_8WAyQd\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">sibling fighting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, reduces \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/pdf/10.1177/0145445506297725?casa_token=TOwHVzDrVSkAAAAA:poAtl67hU0MiM3s78kDN2syXU2yiHn2X2J4KCJ7SDLkvtaJp3sRbbFX0nx0BB8l47UearYnWaWX7\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">noncompliance and oppositionality (translation: not listening when your parents ask you to do something)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and decreases the frequency of \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0005789404800273\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">aggression and destruction of property among children with ADHD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. More importantly, randomized controlled trials (the gold standard research design) find that timeout is very effective at increasing children’s compliance to demands (translation: listening to what you ask them to do) and reducing fighting and behavior problems like aggression and destruction of property. These randomized controlled trials need to be given significant weight, as they are the highest level of scientific evidence. They go beyond simply showing that two things are correlated and allow us to conclude that parenting programs that include timeout actually \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">cause\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> these positive behavior changes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Taking a break from an emotionally charged situation is an important skill to learn to manage emotions as an adult. A \u003c/span>\u003ca href=\"https://faculty.washington.edu/jdb/345/345%20Articles/bushman(2002).pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">seminal research study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in adults found that sitting quietly reduces anger to a greater extent than expressing it. This is similar to findings in adult relationship and marriage research that shows that when conflict reaches a certain level, more processing or engaging can be counterproductive; instead, evidence-based marriage interventions (such as \u003c/span>\u003ca href=\"https://cdn.gottman.com/wp-content/uploads/Empirical-Basis-for-Gottman-Method-Therapy-May2013.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Gottman method\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">) recommend that each adult take a 20-minute break away from the situation (an adult timeout, if you will). \u003c/span>\u003ca href=\"https://static1.squarespace.com/static/56c0eeaa7c65e465b5050feb/t/56c557ed627c54a999d9f35f/1455773677865/40_FinkelDewallSlotterOatenFoshee2009_JPSP.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that this practice helps adults to stay calm and be less aggressive.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Does timeout cause harm in any way?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, many parents are not worried about only whether timeout improves behavior but also whether it causes emotional harm to their children and how it might impact the parent-child relationship. \u003c/span>\u003ca href=\"https://journals.lww.com/jrnldbp/fulltext/2020/01000/longitudinal_relationship_between_time_out_and.5.aspx?casa_token=J3QpIVPKJloAAAAA:bSl7kEp99of6sbW4nQ5ejvYPNCSGkF9LpZ2KCQX1QPMqqDJPzI4NnN-tSO3KuQVvM7sJLGc84pxIXL7BTPqL3ws\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">A 2020 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> addressed this very question by examining the impact of timeout on children’s long-term social and emotional development. The researchers found in this study that when parents used timeout, their children were \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> more likely to show signs of anxiety or depression, aggression, rule-breaking behavior or difficulties with self-control. Timeout was also not associated with any impact on creativity or differences in how the children interacted with the parents or the parent-child relationship. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/pdf/10.1111/j.1467-8624.2009.01409.x?casa_token=NwguQ_W61BkAAAAA:CMLV4tzNFbHUkJK2jZhyH7ri9iOwTVYn-MktkTDJqUms_nEryXTgti8PeC3gSU3QWO7VSSxCTNRowdk\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Another study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> including families from many different countries found that the frequency of timeout was associated with increases in mother-reported levels of child anxiety but not child-reported anxiety and was not linked to any differences in either mother-reported or child-reported aggression. This finding is hard to interpret but suggests that mothers may be worried about their child’s anxiety if they use timeout but the children are not reporting any changes in their anxiety themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is important to note that in both of these studies, the researchers did not train parents in how to implement timeout or measure whether timeout was used “appropriately.” Therefore, this research suggests that timeout even as implemented by most parents (which is \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> the way recommended by research) is not associated with negative outcomes. It is also striking that very different results were found in both studies for harsh discipline tactics, such as spanking/physical punishment, yelling and expressing disappointment, which were linked to increased aggression in children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, you might be thinking: “These studies are all correlational…how do we know that timeout doesn’t actually \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">cause any\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> emotional harms?” Fortunately, we also have research suggesting that parenting programs that include timeout do not cause harm and often cause positive changes in children’s mental health. Randomized controlled trials of parenting programs that include timeout found that these programs were effective in not only reducing behavioral problems but also improving children’s mental health. Specifically, children who complete these programs show \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamapsychiatry/fullarticle/2494708\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">fewer symptoms of anxiety and depression\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and are \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamapsychiatry/fullarticle/2494708\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">less likely to show emotional problems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamanetworkopen/fullarticle/2795824\">\u003cspan style=\"font-weight: 400\">recent nonrandomized controlled trial\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also found that a parenting program that included timeout improved children’s mental health.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, research that looks at the \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/books/NBK75130/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">different components of these programs found that teaching parents timeout in particular was associated with more positive child and parent outcomes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In other words, programs that included timeout were found to be more effective in improving parent-child interactions than programs that did not. \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0005796712000186?casa_token=V49Q4fBGoroAAAAA:ke3e8U7goWm1vn_h4uWwK9tT218LfhpP_kl7n3PJkT_hXz4X9fG05X8hHVoPzw4zeTVgfMpF\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also finds that parents show less harsh punishments after learning timeout through one of these programs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, it is very important to mention that timeout has rarely been studied outside of the context of these positive parenting programs. Therefore, we do not know if timeout will have these positive outcomes when it is not being used with other positive parenting strategies. This is consistent with the very definition of an evidence-based timeout; all evidence-based programs specify that timeout should only be used when paired with positive parenting strategies.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>So should I use timeout?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">As with all parenting decisions, you can use the research as a guide but ultimately you as a parent are the only one who knows what is best for your child and your family. Timeout is an effective tool that parents may or may not choose to use. This decision should not be based on fear or misinformation, but rather guided by your intuition, values, and knowledge of your specific child and family. If it does not feel right to you as a parent to use timeout, then it is important to know that the research does not indicate that you \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">must \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">use timeout in order to be an effective parent.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even in light of the research finding no harms of timeout, it is important to remember the limitations of timeout. Timeout does not teach your child what to do instead of the challenging behavior and does not teach them about their emotions. Therefore, timeout should only be used in the context of other positive parenting skills, such as emotional coaching (talking to our children about their emotions and the emotions of others), teaching coping strategies and other appropriate skills, and focusing on a positive relationship between parent and child. We also need more research on timeout, including further research examining the long-term impacts of timeout.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you are using these positive parenting skills and you would like to also use timeout occasionally, you can add timeout to your parenting toolkit without any guilt. \u003c/span>\u003ca href=\"https://www.rch.org.au/uploadedFiles/Main/Content/ccch/Risk_factors_for_childhood_mental_health_symptoms_Bayer.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> consistently finds that harsh discipline tactics, such as yelling or physical punishment, are associated with increased mental health symptoms in children. If timeout gives you and your child a chance to calm down before you resort to these strategies, it might make sense. You can also use timeout and still use gentle parenting strategies that are backed by research such as emotional validation, empathy and positive attention. Despite how it is depicted on social media, parenting is not black-and-white and it is really up to you to determine what is right for your child and your family.\u003c/span>\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003c/i>\u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">\u003ci>Parenting Translator\u003c/i>\u003c/a>\u003ci>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>All Parenting Translator newsletters are reviewed by experts in the topic to make sure that they are as helpful and as accurate for parents as possible. This post was reviewed by Jenna Elgin and Shanna Alvarez, who are licensed psychologists and the founders of Helping Families Thrive (HFT). The mission at HFT is to bring parenting science to the everyday parent via easily-accessible, modern parenting resources (including \u003ca href=\"http://www.instagram.com/helpingfamiliesthrive\" rel=\"\">social media\u003c/a>, podcasts, \u003ca href=\"http://www.helpingfamiliesthrive.com/blog\" target=\"_blank\" rel=\"noopener\">blogging\u003c/a>, \u003ca href=\"https://helpingfamiliesthrive.com/courses/parenting-essentials/\" target=\"_blank\" rel=\"noopener\">digital courses\u003c/a> and \u003ca href=\"https://helpingfamiliesthrive.com/workshops/\" target=\"_blank\" rel=\"noopener\">workshops\u003c/a>). They also provide direct clinical work with families and conduct trainings for schools and professional organizations. Get their free emotion regulation guide \u003ca href=\"https://view.flodesk.com/pages/623398a4e4da3a4464c30979\" target=\"_blank\" rel=\"noopener\">here\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "are-the-pandemic-babies-and-kids-ok",
"title": "Are the Pandemic Babies and Kids OK?",
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"headTitle": "Are the Pandemic Babies and Kids OK? | KQED",
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"content": "\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">A version of this story was \u003c/span>\u003c/i>\u003ca href=\"https://parentingtranslator.substack.com/p/are-the-pandemic-babies-and-kids\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">originally published\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> by Parenting Translator. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">the newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and follow Parenting Translator \u003c/span>\u003c/i>\u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">on Instagram\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">. This post was edited for length.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since the beginning of the pandemic, many parents and experts have raised concerns that the pandemic (and all of its terrible side effects) would also impact the development of children. Slowly, a body of research is coming out that can address these concerns. So what is the research telling us? Did the pandemic cause subtle changes in development that children will eventually compensate for \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">or\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> did it cause serious developmental delays that may ultimately result in more children meeting criteria for developmental disabilities? \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Are the pandemic kids OK? Research on the impact of the pandemic on child development\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">First, let’s examine the research on the infants born during the pandemic. The largest study that we have on the impact of the pandemic on child development is a \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamanetworkopen/fullarticle/2797911\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">meta-analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (a study that combines data from all previous relevant studies) that included 11,438 infants born during the pandemic and 9,981 infants born before the pandemic. When the data was combined across studies, there were \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">no overall differences\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> in development in the first year of life, meaning there was no increased risk for a developmental disability in the children that lived through the pandemic. However, the infants born during the pandemic did show an increased risk for delayed communication skills. Yet, no differences were found between babies born before versus during the pandemic in terms of motor development, social-emotional development, and problem-solving. It is clear that there is a great deal of variation in the outcomes of children born during the pandemic (meaning some children thrived during the pandemic and some were severely impacted). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The meta-analysis also found that infants who were potentially exposed to COVID-19 in the womb (meaning their mother contracted COVID-19 during pregnancy) showed no overall differences in development and no increased risk for developmental disability. Yet, they did show increased risk for an impairment in fine motor skills. However, since the placenta seems to protect most babies from COVID-19, it is possible that this finding reflects other differences between mothers who were and were not infected by COVID-19, such as being an essential worker during the pandemic. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://adc.bmj.com/content/108/1/20.abstract\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has also examined specific developmental milestones in social communication and found that infants born during the pandemic showed impaired social communication skills at 12 months. Specifically, when compared to 12-month-olds born before the pandemic, fewer 12-month-olds born during the pandemic had spoken their first word, pointed or waved goodbye. However, babies born during the pandemic showed some signs of advanced gross motor development with more babies born during the pandemic crawling at 12 months. No differences were found for other developmental milestones including standing alone, stacking blocks, feeding themselves, responding to their name and using a pincer grasp. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/infa.12511\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Another study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> looked at the duration of the infant’s first year lived during the pandemic and found no relationship between how long they experienced the pandemic and child development (including language and socioemotional development) \u003c/span>\u003cspan style=\"font-weight: 400\">or maternal mental health or stress at 12 or 24 months\u003c/span>\u003cspan style=\"font-weight: 400\">. They even found no relationship between disruptive life events related to the pandemic and child development. However, more disruptive life events during the pandemic \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">was\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> associated with more anxiety and depression in mothers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School-age children were also impacted by the pandemic. A \u003c/span>\u003ca href=\"https://www.nature.com/articles/s41562-022-01506-4\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">meta-analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of 42 studies across 15 countries\u003c/span> \u003cspan style=\"font-weight: 400\">found that school-age children lost about 1/3 of a school year’s learning during the pandemic on average and they have not seemed to recover from these losses even two years later. These learning deficits are particularly significant for children from lower income families. Research also finds that the learning losses seem to be greater in math than reading. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.bpsgos.org/article/S2667-1743(22)00142-2/fulltext\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that adolescents who lived through the pandemic showed not only increased depression and anxiety but also “advanced brain age.” This phenomenon is \u003c/span>\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fbul0000270\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">common in children who have experienced violence, neglect or other traumatic experiences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In other words, the stress of the pandemic may have unnaturally sped up their brain development \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/32709738/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also found a pattern of worsening mental health and increased behavioral problems during the pandemic across all children 18 years and younger. This was particularly true for \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/32764151/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">families that experienced more hardships during the pandemic.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TRANSLATION: Overall, babies and toddlers did not show significant global developmental delays during the pandemic, yet there is some evidence for delayed social and communication development. The data on babies and toddlers indicates a wide range of variation in outcomes – some children seemed unaffected by the pandemic and some children seemed severely impacted. Older children also showed evidence for learning loss and differences in brain development as a result of the pandemic. Children of all ages showed increased mental health and behavioral problems.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Why did this happen? \u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many possible reasons the COVID-19 pandemic could have negatively impacted children. Some of the most likely explanations include: \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Parent mental health:\u003c/b>\u003cspan style=\"font-weight: 400\"> The COVID-19 pandemic caused financial strain, social isolation, and decreased family support, which in turn increased parental mental health problems. Specifically, research found that anxiety and depression in new mothers was \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022395621000595?casa_token=iuivWX6lHTUAAAAA:WwFVNX_Pas03C2713yKgc8_J1Kfqz2ge5cbO8wtSpQiwt7zBYhMPVNVkj0XgLNHgy7BZbZ43\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">dramatically higher during the pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – 61% of new mothers experienced anxiety and 43% of new mothers experienced depression, compared to 14% and 16% of mothers pre-pandemic. Not surprisingly, mothers who experienced more negative events related to the pandemic were \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S2215036621000742?casa_token=ZPTPZsL9yYAAAAAA:feX8O-UQ2UuCuCId8l6VNKcbgyec3IMxLIJ5ilrOgQNe9yM5BiymI4a_swHhfYprRiI_G07R\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more likely to experience mental health issues\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Mental health issues in parents can contribute to less sensitive and responsive parenting which then negatively impacts child development. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Lack of access to health care, child care, and school:\u003c/b>\u003cspan style=\"font-weight: 400\"> The pandemic closed many child care centers and schools, which undoubtedly reduced learning opportunities for children. The pandemic also made it more difficult for parents to access necessary health care and other services such as speech-language therapy, physical therapy, and parent education groups. The loss of any external support for parents may have also negatively impacted child development. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Job and income loss\u003c/b>\u003cspan style=\"font-weight: 400\">: Job loss and income loss during the pandemic were associated with \u003ca href=\"https://bfi.uchicago.edu/wp-content/uploads/2020/10/BFI_WP_2020143.pdf\" target=\"_blank\" rel=\"noopener\">less positive interactions\u003c/a> between parents and children. Women from lower income families also experienced \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S2666915321000500\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more symptoms of anxiety and depression during the pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Severe COVID-19 infections and deaths were also \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamanetworkopen/fullarticle/2775732\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more common in lower income and ethnic minority families\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Lack of routine and structure and quality parent-child time:\u003c/b>\u003cspan style=\"font-weight: 400\"> Children thrive on routine and structure and the pandemic disrupted a lot of family routines for children. \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/33532520/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that practicing family routines during the pandemic predicted better mental health, even when controlling for income and mother’s depression and anxiety. This disruption of routine often resulted in parents replacing quality parent-child interactions (such as reading) with less quality interactions (such as screen time). \u003c/span>\u003ca href=\"https://pure.mpg.de/rest/items/item_3292449_4/component/file_3365986/content\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that parents who read less to their children and had more passive screen time during lockdown had children who showed impaired language development during this time. \u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch3>\u003cb>Limitations of this research\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is very important to note that the research from the pandemic may be limited for several reasons. First, most of the data on children’s development during the pandemic is based on parent report. Parents’ reporting of their children may be more negative because they may have a belief that something as extreme as a pandemic would \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">have\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to be negative for children. It could also be that parents were spending more time with their children during the pandemic which allowed them to notice more developmental problems or be more concerned about their child’s development more generally. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Second, even studies that did not involve parent report may be biased. In these studies, they were comparing children assessed in normal conditions before the pandemic to children assessed during the pandemic with researchers wearing masks, staying behind plexiglass windows, and/or taking other precautionary measures that may have confused or distracted the children enough to result in lower scores during the pandemic. In addition, the people who were willing to come in during a pandemic may be more worried about their children’s development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Third, the data clearly reveals that there was a great deal of variation in the outcomes for children. Some children flourished during the pandemic and some children experienced delays. We cannot assume that an entire generation of children is delayed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finally, the differences found during the pandemic could be a temporary decline and, in a few years, we could see no differences between the two groups. However, it is important that we take action now to correct the developmental course of these children, rather than just assuming children are resilient. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>What to do if you are concerned about your child\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Children were less likely to see their primary care physician during the pandemic, which likely resulted in fewer referrals to early intervention. It is very important that the children who were “missed” during the pandemic are now identified and referred to early intervention. In order to reverse the impact of the pandemic, we likely need to go above and beyond to help these children and actively work to make up for lost time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the United States, early intervention services provide free evaluations for children 0 to 36 months and, if your child meets criteria for a developmental delay or disability, they will provide free services, usually in your home. If your child is over 3 years old, you can request a free evaluation from the public school system. You do not need a referral from your pediatrician but can seek out these services on your own. It can be scary to seek out an evaluation but it is important to remember that, at best, an evaluation will put your mind at rest and, at worst, it will get their child the services that will help them.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Three ways parents can advance development\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you are concerned about your child’s development, you should always seek help from professionals. However, if your child does not meet criteria for services or if you have to wait for an evaluation or services, here are three ways you can help to advance your child’s development: \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Increase the language\u003c/b>\u003cspan style=\"font-weight: 400\">: \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/pdf/10.1177/0956797613488145?casa_token=3VtzqEnQzFcAAAAA:JaWebGPQyhu836lXrwP0WK2Y4hwdi5RmXvzElGcYrEKb1IFOfvGMaTQ4OJMO5xVbIr8MskHDjw4I\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> consistently finds that the more you talk to your child, the more advanced language skills they will develop. In particular, \u003c/span>\u003ca href=\"https://static1.squarespace.com/static/5731ee0840261d67c7155483/t/576c4eaa893fc0c13dd9d7cf/1466715820040/Zimmerman_Teaching+by+Listening%2C+The+Importance+of+Adult-Child+Conversations+to+Language+Development_2009.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> suggests that you should focus on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57373/why-we-need-to-pay-more-attention-to-the-youngest-children-right-now-and-their-parents\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">back-and-forth conversations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with your child, even if their response is only a babble or some type of movement. You don’t have to practice language in formal lessons or using flashcards – just work more language into your everyday routines. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Read to your child\u003c/b>\u003cspan style=\"font-weight: 400\">: \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0193397305001073?casa_token=mTRV20PCU4oAAAAA:ayBwpHx80l_O3j4ujHOaxZ5rNZztfDFKVKQWrU4MOw62_ZtaR5TWhMKrAN3Ro_E73-P--pQd\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> suggests that reading to your child is associated with improved language and academic skills. Create a routine in which you read to your child at least once per day. Make sure you are not just reading the words but talking to your child about the book and allowing them to make comments or ask questions. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Play, play, play\u003c/b>\u003cspan style=\"font-weight: 400\">: Get on the floor and play with your child whenever you have a chance. Follow their lead in play and allow them to choose the activity and how the play goes. \u003c/span>\u003ca href=\"https://publications.aap.org/pediatrics/article/119/1/182/70699/The-Importance-of-Play-in-Promoting-Healthy-Child?autologincheck=redirected?nfToken=00000000-0000-0000-0000-000000000000\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that this type of child-directed play helps to advance cognitive, physical, social and emotional development.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003c/span>\u003c/i>\u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Parenting Translator\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">All Parenting Translator newsletters are reviewed by experts in the topic to make sure that they are as helpful and as accurate for parents as possible. This post was reviewed by Rebecca Berlin, PhD. Berlin received her PhD from the University of Virginia School of Education and has served as a special education teacher, home visitor, child assessor, autism specialist and school administrator. She has conducted research on the teacher-child interactions, as well as play and story based interventions for improving social skills and classroom quality. She currently serves as the Executive Director for the Parenting Translator Foundation.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">A version of this story was \u003c/span>\u003c/i>\u003ca href=\"https://parentingtranslator.substack.com/p/are-the-pandemic-babies-and-kids\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">originally published\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> by Parenting Translator. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">the newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and follow Parenting Translator \u003c/span>\u003c/i>\u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">on Instagram\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">. This post was edited for length.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since the beginning of the pandemic, many parents and experts have raised concerns that the pandemic (and all of its terrible side effects) would also impact the development of children. Slowly, a body of research is coming out that can address these concerns. So what is the research telling us? Did the pandemic cause subtle changes in development that children will eventually compensate for \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">or\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> did it cause serious developmental delays that may ultimately result in more children meeting criteria for developmental disabilities? \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Are the pandemic kids OK? Research on the impact of the pandemic on child development\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">First, let’s examine the research on the infants born during the pandemic. The largest study that we have on the impact of the pandemic on child development is a \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamanetworkopen/fullarticle/2797911\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">meta-analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (a study that combines data from all previous relevant studies) that included 11,438 infants born during the pandemic and 9,981 infants born before the pandemic. When the data was combined across studies, there were \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">no overall differences\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> in development in the first year of life, meaning there was no increased risk for a developmental disability in the children that lived through the pandemic. However, the infants born during the pandemic did show an increased risk for delayed communication skills. Yet, no differences were found between babies born before versus during the pandemic in terms of motor development, social-emotional development, and problem-solving. It is clear that there is a great deal of variation in the outcomes of children born during the pandemic (meaning some children thrived during the pandemic and some were severely impacted). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The meta-analysis also found that infants who were potentially exposed to COVID-19 in the womb (meaning their mother contracted COVID-19 during pregnancy) showed no overall differences in development and no increased risk for developmental disability. Yet, they did show increased risk for an impairment in fine motor skills. However, since the placenta seems to protect most babies from COVID-19, it is possible that this finding reflects other differences between mothers who were and were not infected by COVID-19, such as being an essential worker during the pandemic. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://adc.bmj.com/content/108/1/20.abstract\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has also examined specific developmental milestones in social communication and found that infants born during the pandemic showed impaired social communication skills at 12 months. Specifically, when compared to 12-month-olds born before the pandemic, fewer 12-month-olds born during the pandemic had spoken their first word, pointed or waved goodbye. However, babies born during the pandemic showed some signs of advanced gross motor development with more babies born during the pandemic crawling at 12 months. No differences were found for other developmental milestones including standing alone, stacking blocks, feeding themselves, responding to their name and using a pincer grasp. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/infa.12511\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Another study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> looked at the duration of the infant’s first year lived during the pandemic and found no relationship between how long they experienced the pandemic and child development (including language and socioemotional development) \u003c/span>\u003cspan style=\"font-weight: 400\">or maternal mental health or stress at 12 or 24 months\u003c/span>\u003cspan style=\"font-weight: 400\">. They even found no relationship between disruptive life events related to the pandemic and child development. However, more disruptive life events during the pandemic \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">was\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> associated with more anxiety and depression in mothers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School-age children were also impacted by the pandemic. A \u003c/span>\u003ca href=\"https://www.nature.com/articles/s41562-022-01506-4\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">meta-analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of 42 studies across 15 countries\u003c/span> \u003cspan style=\"font-weight: 400\">found that school-age children lost about 1/3 of a school year’s learning during the pandemic on average and they have not seemed to recover from these losses even two years later. These learning deficits are particularly significant for children from lower income families. Research also finds that the learning losses seem to be greater in math than reading. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.bpsgos.org/article/S2667-1743(22)00142-2/fulltext\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that adolescents who lived through the pandemic showed not only increased depression and anxiety but also “advanced brain age.” This phenomenon is \u003c/span>\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fbul0000270\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">common in children who have experienced violence, neglect or other traumatic experiences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In other words, the stress of the pandemic may have unnaturally sped up their brain development \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/32709738/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also found a pattern of worsening mental health and increased behavioral problems during the pandemic across all children 18 years and younger. This was particularly true for \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/32764151/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">families that experienced more hardships during the pandemic.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TRANSLATION: Overall, babies and toddlers did not show significant global developmental delays during the pandemic, yet there is some evidence for delayed social and communication development. The data on babies and toddlers indicates a wide range of variation in outcomes – some children seemed unaffected by the pandemic and some children seemed severely impacted. Older children also showed evidence for learning loss and differences in brain development as a result of the pandemic. Children of all ages showed increased mental health and behavioral problems.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Why did this happen? \u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many possible reasons the COVID-19 pandemic could have negatively impacted children. Some of the most likely explanations include: \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Parent mental health:\u003c/b>\u003cspan style=\"font-weight: 400\"> The COVID-19 pandemic caused financial strain, social isolation, and decreased family support, which in turn increased parental mental health problems. Specifically, research found that anxiety and depression in new mothers was \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022395621000595?casa_token=iuivWX6lHTUAAAAA:WwFVNX_Pas03C2713yKgc8_J1Kfqz2ge5cbO8wtSpQiwt7zBYhMPVNVkj0XgLNHgy7BZbZ43\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">dramatically higher during the pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – 61% of new mothers experienced anxiety and 43% of new mothers experienced depression, compared to 14% and 16% of mothers pre-pandemic. Not surprisingly, mothers who experienced more negative events related to the pandemic were \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S2215036621000742?casa_token=ZPTPZsL9yYAAAAAA:feX8O-UQ2UuCuCId8l6VNKcbgyec3IMxLIJ5ilrOgQNe9yM5BiymI4a_swHhfYprRiI_G07R\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more likely to experience mental health issues\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Mental health issues in parents can contribute to less sensitive and responsive parenting which then negatively impacts child development. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Lack of access to health care, child care, and school:\u003c/b>\u003cspan style=\"font-weight: 400\"> The pandemic closed many child care centers and schools, which undoubtedly reduced learning opportunities for children. The pandemic also made it more difficult for parents to access necessary health care and other services such as speech-language therapy, physical therapy, and parent education groups. The loss of any external support for parents may have also negatively impacted child development. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Job and income loss\u003c/b>\u003cspan style=\"font-weight: 400\">: Job loss and income loss during the pandemic were associated with \u003ca href=\"https://bfi.uchicago.edu/wp-content/uploads/2020/10/BFI_WP_2020143.pdf\" target=\"_blank\" rel=\"noopener\">less positive interactions\u003c/a> between parents and children. Women from lower income families also experienced \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S2666915321000500\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more symptoms of anxiety and depression during the pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Severe COVID-19 infections and deaths were also \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamanetworkopen/fullarticle/2775732\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more common in lower income and ethnic minority families\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Lack of routine and structure and quality parent-child time:\u003c/b>\u003cspan style=\"font-weight: 400\"> Children thrive on routine and structure and the pandemic disrupted a lot of family routines for children. \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/33532520/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that practicing family routines during the pandemic predicted better mental health, even when controlling for income and mother’s depression and anxiety. This disruption of routine often resulted in parents replacing quality parent-child interactions (such as reading) with less quality interactions (such as screen time). \u003c/span>\u003ca href=\"https://pure.mpg.de/rest/items/item_3292449_4/component/file_3365986/content\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that parents who read less to their children and had more passive screen time during lockdown had children who showed impaired language development during this time. \u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch3>\u003cb>Limitations of this research\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is very important to note that the research from the pandemic may be limited for several reasons. First, most of the data on children’s development during the pandemic is based on parent report. Parents’ reporting of their children may be more negative because they may have a belief that something as extreme as a pandemic would \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">have\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to be negative for children. It could also be that parents were spending more time with their children during the pandemic which allowed them to notice more developmental problems or be more concerned about their child’s development more generally. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Second, even studies that did not involve parent report may be biased. In these studies, they were comparing children assessed in normal conditions before the pandemic to children assessed during the pandemic with researchers wearing masks, staying behind plexiglass windows, and/or taking other precautionary measures that may have confused or distracted the children enough to result in lower scores during the pandemic. In addition, the people who were willing to come in during a pandemic may be more worried about their children’s development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Third, the data clearly reveals that there was a great deal of variation in the outcomes for children. Some children flourished during the pandemic and some children experienced delays. We cannot assume that an entire generation of children is delayed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finally, the differences found during the pandemic could be a temporary decline and, in a few years, we could see no differences between the two groups. However, it is important that we take action now to correct the developmental course of these children, rather than just assuming children are resilient. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>What to do if you are concerned about your child\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Children were less likely to see their primary care physician during the pandemic, which likely resulted in fewer referrals to early intervention. It is very important that the children who were “missed” during the pandemic are now identified and referred to early intervention. In order to reverse the impact of the pandemic, we likely need to go above and beyond to help these children and actively work to make up for lost time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the United States, early intervention services provide free evaluations for children 0 to 36 months and, if your child meets criteria for a developmental delay or disability, they will provide free services, usually in your home. If your child is over 3 years old, you can request a free evaluation from the public school system. You do not need a referral from your pediatrician but can seek out these services on your own. It can be scary to seek out an evaluation but it is important to remember that, at best, an evaluation will put your mind at rest and, at worst, it will get their child the services that will help them.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Three ways parents can advance development\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you are concerned about your child’s development, you should always seek help from professionals. However, if your child does not meet criteria for services or if you have to wait for an evaluation or services, here are three ways you can help to advance your child’s development: \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Increase the language\u003c/b>\u003cspan style=\"font-weight: 400\">: \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/pdf/10.1177/0956797613488145?casa_token=3VtzqEnQzFcAAAAA:JaWebGPQyhu836lXrwP0WK2Y4hwdi5RmXvzElGcYrEKb1IFOfvGMaTQ4OJMO5xVbIr8MskHDjw4I\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> consistently finds that the more you talk to your child, the more advanced language skills they will develop. In particular, \u003c/span>\u003ca href=\"https://static1.squarespace.com/static/5731ee0840261d67c7155483/t/576c4eaa893fc0c13dd9d7cf/1466715820040/Zimmerman_Teaching+by+Listening%2C+The+Importance+of+Adult-Child+Conversations+to+Language+Development_2009.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> suggests that you should focus on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57373/why-we-need-to-pay-more-attention-to-the-youngest-children-right-now-and-their-parents\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">back-and-forth conversations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with your child, even if their response is only a babble or some type of movement. You don’t have to practice language in formal lessons or using flashcards – just work more language into your everyday routines. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Read to your child\u003c/b>\u003cspan style=\"font-weight: 400\">: \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0193397305001073?casa_token=mTRV20PCU4oAAAAA:ayBwpHx80l_O3j4ujHOaxZ5rNZztfDFKVKQWrU4MOw62_ZtaR5TWhMKrAN3Ro_E73-P--pQd\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> suggests that reading to your child is associated with improved language and academic skills. Create a routine in which you read to your child at least once per day. Make sure you are not just reading the words but talking to your child about the book and allowing them to make comments or ask questions. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Play, play, play\u003c/b>\u003cspan style=\"font-weight: 400\">: Get on the floor and play with your child whenever you have a chance. Follow their lead in play and allow them to choose the activity and how the play goes. \u003c/span>\u003ca href=\"https://publications.aap.org/pediatrics/article/119/1/182/70699/The-Importance-of-Play-in-Promoting-Healthy-Child?autologincheck=redirected?nfToken=00000000-0000-0000-0000-000000000000\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that this type of child-directed play helps to advance cognitive, physical, social and emotional development.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003c/span>\u003c/i>\u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Parenting Translator\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">All Parenting Translator newsletters are reviewed by experts in the topic to make sure that they are as helpful and as accurate for parents as possible. This post was reviewed by Rebecca Berlin, PhD. Berlin received her PhD from the University of Virginia School of Education and has served as a special education teacher, home visitor, child assessor, autism specialist and school administrator. She has conducted research on the teacher-child interactions, as well as play and story based interventions for improving social skills and classroom quality. She currently serves as the Executive Director for the Parenting Translator Foundation.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "can-babies-learn-from-ms-rachel-and-other-baby-tv-shows",
"title": "Can Babies Learn From \"Ms. Rachel\" and Other Baby TV Shows?",
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"headTitle": "Can Babies Learn From “Ms. Rachel” and Other Baby TV Shows? | KQED",
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"content": "\u003cp>\u003cem>This story was \u003ca href=\"https://parentingtranslator.substack.com/p/can-babies-learn-from-ms-rachel-and\" target=\"_blank\" rel=\"canonical noopener\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>. \u003c/em>\u003cem>An audio version of this post \u003ca href=\"https://parentingtranslator.substack.com/p/can-babies-learn-from-ms-rachel-and-4b6#details\" target=\"_blank\" rel=\"noopener\">can be heard here\u003c/a>. \u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Ms. Rachel” has become a household name for nearly every parent with a baby or toddler. Her YouTube channel, \u003c/span>\u003cem>\u003ca href=\"https://www.youtube.com/channel/UCG2CL6EUjG8TVT1Tpl9nJdg\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Songs for Littles – Toddler Learning Videos,\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\"> has over 3 million subscribers and her videos have hundreds of millions of views. The woman behind Ms. Rachel is Rachel Griffin Accurso, a preschool teacher and mother living in New York City. Her husband is a Broadway composer who helps to produce her YouTube channel. As she explained in a recent \u003c/span>\u003ca href=\"https://www.today.com/parents/family/who-is-ms-rachel-rcna60194\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">interview on the \u003cem>Today\u003c/em> show,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> she started the YouTube channel because her son did not speak his first word until nearly 3 years old and she could not find a television show that targeted language development to help him. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her YouTube channel description\u003c/span>\u003cspan style=\"font-weight: 400\"> claims that her videos “help children learn to talk, learn letters, numbers, colors, animal sounds and more!” On her website, she also states that her team works with speech language pathologists to “provide speech practice techniques on video for toddlers!” and she has a quote from a speech language pathologist saying that she uses “all of the right techniques.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ms. Rachel isn’t alone in creating “educational” shows for babies on YouTube. \u003cem>Little Baby Bum\u003c/em> has 40.8 million subscribers and claims to “support cognitive development” in its show description. A similar channel called \u003cem>Super Simple Songs\u003c/em> has over 37 million subscribers and is described as being “created by a team of educators.” \u003cem>Hey Bear Sensory\u003c/em> has 1.57 million subscribers and seems geared towards very young babies, as it features black-and-white and contrasting colors\u003c/span>\u003ca href=\"https://www.science.org/doi/pdf/10.1126/science.140.3564.296\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> which are known to hold the attention of newborns.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So is the marketing on these shows accurate? Can babies actually learn from a television show?\u003c/span>\u003c/p>\n\u003ch3 class=\"x_header-with-anchor-widget\">\u003cstrong>Is Ms. Rachel the New “Baby Einstein”?\u003c/strong>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">There has yet to be any published research on Ms. Rachel’s show or any of the more recent trends in baby shows described above. Research is very slow and can take years to catch up with popular trends. However, we \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">do\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> have a very large body of research on “baby media,” that is, media designed for infants and toddlers.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most notably, there was a popular DVD series in the 1990’s and early 2000’s referred to as \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which claimed to be educational and advance the development of infants and toddlers. Interestingly, the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> series is oddly similar to Ms. Rachel’s YouTube channel. Just like Ms. Rachel, it was founded by a woman who was a mother and teacher and was hoping to boost her own child’s development. Both shows involve music, a slow pace, labeling of objects, sign language, and puppets. Both have claims of teaching infants and toddlers through their videos, with many endorsements and testimonials from parents on their websites seeming to back up these claims. Finally, just like Ms. Rachel, \u003cem>Baby Einstein\u003c/em> was widely popular among parents at the time. The Kaiser Family Foundation even reported in 2003 that \u003c/span>\u003ca href=\"https://www.nytimes.com/2003/10/29/us/a-growing-number-of-video-viewers-watch-from-crib.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">32% of families with babies in the United States owned a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> DVD.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2007, a research study was published that raised serious doubts about \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and other baby media. This \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022347607004477?casa_token=zNMatlcg8RoAAAAA:vi9IxShbnkWRDwFPCOjxj-TlUMFAfexFsaFul-6nbn_q0WRE95SjSs6bIaxdQG0doeWkpiXS\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> reported that, for every hour of baby media such as \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, that an infant from 8 to 16 months watches, the child knows six to eight \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">fewer\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> words. This effect was very significant with each hour of baby media being associated with a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">17-point decrease\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> on the language measure they used (for comparison reading to your child every day was associated with a seven-point increase). However, this study was only correlational and a more recent \u003c/span>\u003ca href=\"https://www.christopherjferguson.com/Baby%20Videos.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">reanalysis of this data questioned the accuracy of these findings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several experimental studies also directly examined the impact of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and baby media. First, a \u003c/span>\u003ca href=\"https://bpspsychub.onlinelibrary.wiley.com/doi/pdf/10.1348/026151008X320156?casa_token=PVRDwq-LR8EAAAAA:qUjgUJT7iS94NdQhdw6a1VMHS31ECyrYuwDRwpiI0Wf4MJU95ckiwQwx-SOItuwoOIdyMbdKu7kM_kP2\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> examined learning in 12- to 15-month-old infants after regularly watching \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. This study focused on the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">“Baby Wordsworth” DVD, which was designed to teach babies language by presenting objects and labeling them with a voice-over as well as showing the word in American Sign Language. This DVD also included live footage of parents and children interacting and short puppet skits. The 12- to 15-month-old children in this study watched the video 15 times over six weeks. The researchers found that the infants who watched the video did not show \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">any\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> language learning from watching the video (that is, no difference was found between the group that was randomly assigned to watch the video and the group that did not watch the video on any of the words presented in the video). A \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/articlepdf/383151/poa05011_432_437.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">follow-up study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> combined this sample with a group of older children and examined whether 12- to 25-month-old children can learn from the Baby Wordsworth video. The older children also watched the video 15 times over six weeks. The researchers again found no evidence of learning from the video even for the older children. The researchers also found that the age at which a child first watched a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> video was related to lower overall language scores (while the age at which they first watched a DVD more generally was unrelated to language development). However, these findings were correlational, meaning watching \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">videos was simply associated with lower language scores and we do not have evidence that watching these videos \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">causes \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">lower scores.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Judy-Deloache/publication/247750845_Babies_and_Baby_Media/links/558edf4308ae47a3490d90e4/Babies-and-Baby-Media.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">study from a different research group\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> compared learning from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> videos to learning from live interactions with parents in 12-to 18-month-old children. The infants in this study watched Baby Einstein videos several times a week for 4 weeks. In this study, the researchers compared three conditions: 1) watching the video alone, 2) watching the video with a parent and 3) not watching the video and the parent being asked to teach the words from the video during normal interactions. They found that children who watched the video (even those who watched it with their parents) did not learn any words from the video (they found no significant differences between children who watched the video and children who did not). However, in the condition where parents were instructed to teach the words over the course of normal interactions, the children did learn the words. Interestingly, parents were not great reporters of their children’s learning. Some parents reported that their children learned a lot of words but in actuality their performance was no better after watching the video. Instead the parents’ belief about how much their children learned was related to their liking of the video — parents who liked the video were more likely to think their children learned a lot from it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Interestingly, the Walt Disney company (which bought \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> in 2001) was asked by the Federal Trade Commission to remove the word “educational” from their marketing in 2006. Disney then issued a refund policy for all videos bought between 2004 and 2009 based on this research. To parents at the time, this seemed like an acknowledgement that the videos actually were not educational for babies. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TRANSLATION: Despite the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> videos being designed to teach babies language, research consistently finds that children up to 25 months do \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> seem to learn language from these videos. Instead, babies only seem to learn language when taught by a parent in “real life.” Yet, parents who were fans of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> still reported that their children learned language from these videos. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong style=\"font-size: 22px\">But Can Babies and Toddlers Learn from Any Type of TV Show?\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You might be thinking at this point — but \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is just one show. How do we know that babies can’t learn from any type of baby media? A long line of research has consistently found that infants and toddlers do not learn as well from video as from “real life” interactions. This phenomenon is referred to as the “video deficit” (\u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022096522001837#b0005\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Anderson & Pempek, 2005\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). The video deficit\u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/pdfdirect/10.1111/cdev.13429?casa_token=wMMjMv8OcF4AAAAA:LkHSWwGnD5MmvGprda4uNX5x4b3op-ZSwqih9ACT68qTEuLzJ8bKd8TO7VCBTW25qvYK-deT20d4Ozg\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> seems to last until about age 3, although it very gradually becomes less severe with age.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> A classic example of the video deficit is the inability of infants to learn foreign language from video. In one \u003c/span>\u003ca href=\"https://www.pnas.org/doi/full/10.1073/pnas.1532872100\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, researchers exposed English-speaking 9-month-old infants to Mandarin Chinese through one of three methods: 1) a live speaker, 2) the same speaker on a video or 3) an audio recording. The infants show no evidence of learning from either the video or audio recording, but only from the live speaker.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The video deficit occurs for both language learning and other types of learning. For example, \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1111/1467-7687.00280?casa_token=uMzCqki1Pc8AAAAA:5A1I7tnvmwekjwjckW-GYCIGCJWVFSwvkizYPx7BZVKiKSZdGjhrzMvlxSlfo__58B9zWxA_iaDlfNM\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a two-year old child cannot find an object in a room after they watch an experimenter hide it on a live video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> yet they can easily find the object when they watch the experimenter hide it in “real life.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In terms of language learning, research finds that \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/pdfdirect/10.1111/j.1467-8624.2009.01338.x?casa_token=xpb5dLwch98AAAAA:BqWzZGNa_nHk4h20iL7qzqnb5_QSkfLr6XFEDH-cPehTaXM-0TiemzdFG_wdiC0reSvIl1nROcfzgDg\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">children younger than 36 months show no evidence of learning new words from video alone\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2018.02195/full#B16.\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">This occurs even when the speaker seems to be responsive to the child\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as saying their name and waiting for the child to pay attention before speaking and pausing if they become distracted.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TRANSLATION: A long line of research shows that babies and toddlers do not learn language from video, even when the speaker seems to be interacting with the child. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong style=\"font-size: 22px\">But Is Ms. Rachel Different? \u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents at this point who are fans of Ms. Rachel might be thinking “But Ms. Rachel is different than these other ‘baby shows’ — she talks directly to children and uses more interactive strategies to help them learn language.” And I think most experts would agree that Ms. Rachel uses a lot of techniques that we know help to enhance language learning during real-life interactions, such as Parentese (translation: the slightly annoying voice we naturally use to talk to babies), gestures (translation: pointing and using hand movements), pausing to allow responses and social referencing (translation: using eye movements and gestures to show what you are referring to). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, we do not have sufficient evidence that these strategies work on video, and the research we \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">do\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> have suggests that these strategies may not be enough to help children to overcome the video deficit. For example, research suggests that the strategies Ms. Rachel uses, such as making eye contact with children, smiling at the audience and pausing before speaking, may \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0022096517304587\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">make children more likely to respond to the video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but not effectively learn from the video. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">is\u003c/span>\u003c/i> \u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1111/desc.12430?casa_token=ghgTZY5uP9IAAAAA:3HlBivhGZj0HGrgXHnlG8S6Yqp6R8tCEQDG2BVqSnBvGNsapNwVGbQEsaiOq4FUcMe41PXBxO3n5GG8\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">some evidence that children learn more from screen time that is truly interactive and responsive, such as video chat or FaceTime\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. So, based on this research, parents may assume that young children will be easily “tricked” into thinking that an interactive video like Ms. Rachel is the same as FaceTime. However, young children are actually very sensitive to how responsive and interactive a video is, and \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Daniel-Stahl-3/publication/38140157_Sensitivity_to_interpersonal_timing_at_3_and_6_months_of_age/links/09e415064337db2725000000/Sensitivity-to-interpersonal-timing-at-3-and-6-months-of-age.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">even 3-month-old infants can tell when there is even a one-second delay in responding.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, more recent research suggests that there may be a subtle video deficit even with video chat/FaceTime (see \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/pdfdirect/10.1111/cdev.13429?casa_token=GP-CQnwSkjkAAAAA:Tj7HSDIANDjwQvlGzUTaDHxXuSVHnFPesU_w2nR_6gKU1FG7THNqQ7u0cdKng1fxN0GbikB5aDrlHw8\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for review). \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022096517304587?casa_token=gk0y04eTTLMAAAAA:lmDolC8OpiXo9Vz53OAdHSH6TAZt_HERpvjB8cIDYwxgSOjFauzpbw1QsPg8n1J6RmKC1O4R\">\u003cspan style=\"font-weight: 400\">One study \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">involving 30-month-olds found no evidence for word learning when a researcher used a very similar approach to Ms. Rachel (singing songs, asking questions and pausing for response). The video deficit was even present when the researcher was on video chat and thus being more responsive to the toddler than any TV show could be. The toddlers only learned when their parents modeled how to respond to the video. (This research also suggests that you should FaceTime or Zoom with your toddler to help them understand even this more interactive screen time). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another reason that parents believe that Ms Rachel is a higher quality show is because of the slower pace of her show. Yet, the research is mixed as to whether the pace of a television show really matters. More recent research involving preschoolers (about 3 to 4 years old) finds no impact of fast-paced shows on\u003c/span>\u003ca href=\"https://eprints.staffs.ac.uk/6832/3/Watching_TV_in_a_home_environment.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> children’s ability to concentrate or learn from the show\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://psycnet.apa.org/manuscript/2015-13571-001.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">executive functioning.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TRANSLATION: We have no evidence that the techniques that Ms. Rachel uses are enough to overcome the video deficit and allow young children to learn from her videos. \u003c/span>\u003c/p>\n\u003ch3 class=\"x_header-with-anchor-widget\">\u003cstrong>Why Does It Seem Like My Child Has Learned Words From Watching Ms. Rachel or Other “Educational” Shows? \u003c/strong>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, it is possible that your child has learned new words from Ms. Rachel. Research is always imperfect and, even in the best case scenario, usually only tells us what we can expect for the average child. However, it is also very common for infants and toddlers to experience\u003c/span>\u003ca href=\"http://media06.euv-frankfurt-o.de/Literatur/Goldfield_1990%5B1%5D.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> leaps or “growth spurts” in language development when they seem to learn a lot of words at once\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These leaps or growth spots may just happen to coincide with watching a particular show and your child may be experiencing a growth spurt in language that is unrelated to screen time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, research suggests that, even if children seem to learn a word from a television show, they are also less likely to be able to generalize it to a different situation (see \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/pdfdirect/10.1111/cdev.12166?casa_token=M3oTt2z0idMAAAAA:E8Yst3X190g0Nak76Ks5MjmFae8Fr4muwHXT0RfE6h4Mb30XJhtE_5gytlOn9TmLSRNOhk5GJEn4xrk\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/pdf/10.1080/15213260903562917?casa_token=fGNIdq3IzdMAAAAA:1frnAO_ztaXCsHovLwAlXc0_uNyGcyTDYFA2WIorW5Oi0FmXINRjTLMJ7P6AXxH3YiTihwNmdw0a\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">), meaning they may not actually be able to use the word to communicate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TRANSLATION: Your child’s language growth may be unrelated to screen time and, even if your child is repeating the words that they hear on TV shows, it doesn’t mean that they will be able to use that word to communicate in different situations. \u003c/span>\u003c/p>\n\u003ch3 class=\"x_header-with-anchor-widget\">\u003cstrong>Is There Anything I Can Do To Enhance Learning? \u003c/strong>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">We all live in the real world and occasionally may need to use baby media. So is there anything parents can do to enhance learning? What may matter more than anything for young children may be \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">what parents are doing\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> while their children watch a screen. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First, parents can talk to their child while they are watching (asking questions, labeling items and having back-and forth conversations about what they see). Research finds that infants pay more attention to the screen \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1080/15250000701779378?casa_token=aFjAqxaVrcQAAAAA:UnXKmEn9NzTnPR-wzW7e8TrJVC0ISYjzlP4kCaqRr9Kq9tLQccv2qPn1XReVGxN2LVgUxN7EwGPBYnM\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">when parents ask questions and label what they see \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">or \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1532-7078.2009.00013.x?casa_token=CiJ86Hw72mEAAAAA:8FEvXsc33AYGGIkaP7qjph3jHWfCHIuNRtQg-wVjYR21jCiUWF-NDTjgO8VK49H0cD2p-N5CSJc5_Dg\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">have back-and-forth conversations about what they see on the screen.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another strategy that can help children to overcome the video deficit is modeling responses to the person on the screen, as \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022096517304587?casa_token=gk0y04eTTLMAAAAA:lmDolC8OpiXo9Vz53OAdHSH6TAZt_HERpvjB8cIDYwxgSOjFauzpbw1QsPg8n1J6RmKC1O4R\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">suggests that when parents model how to respond to the video, 30-month-olds can learn words from the video. For example, if Ms. Rachel asks a question, respond to it yourself, or when she says “clap,” then model clapping. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, it is important to remember that simply watching with your child may not be enough to overcome the video deficit. Rather, parents may need to engage in active teaching to help children to overcome it. \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1002/icd.713?casa_token=VdCWM-M6OCkAAAAA:7GOYRuc9K5V2Joh5Fb8-H8_hsyoWrBuEHTSJxeNd7JMed8WDpHfWKzUT2UtKCczcEciOIQ8juPN80b4\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that infants and toddlers may only learn words when the parents are actively focused on frequent teaching opportunities during viewing, such as labeling most items on the screen and highlighting the language their child doesn’t know yet.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, this is not a perfect solution and infants will likely learn more from real life interactions. Also, as parents, we often use screens at times when we need our children to be occupied so we can do an important task or simply take a break. Therefore, actively teaching during screen time may not be possible. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TRANSLATION: Interacting with your child and the person on the screen may help your child to learn more from screen time. \u003c/span>\u003c/p>\n\u003ch3 class=\"x_header-with-anchor-widget\">\u003cstrong>Overall Translation\u003c/strong>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most parents occasionally use baby media and there is no reason to feel guilty about this occasional use. We have no evidence that occasional use of baby media has any negative impacts on your child’s brain development. The real problem with baby media is not this type of occasional use, but when it is marketed as a method for promoting development when we have evidence that babies and toddlers do not learn from video. For example, \u003c/span>\u003ca href=\"https://www.today.com/parents/family/who-is-ms-rachel-rcna60194\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Ms. Rachel suggesting on the “Today” show\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that her shows may help a child with a language delay is a serious cause for concern, since parents may choose the easier route of turning on her show over the approaches that are actually effective for addressing a language delay, such as speech-language therapy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you need to keep your infant or toddler safe and occupied for a few minutes, such as while you care for another child or make dinner, Ms. Rachel and other baby media might be a good choice for you. I remember turning on “Little Baby Bum” for my children in the car when they were screaming their heads off and I was worried I would get into an accident trying to soothe them. However, it is important to keep in mind that Ms. Rachel or other baby media is unlikely to advance your child’s language or development in any way. In other words, there is nothing wrong with parents seeking occasional distraction or entertainment for their infants, but parents should not view television shows as ways to improve language or teach children new skills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you are concerned about your child’s language development, seek out your local early intervention services or speech-language pathologist. These providers should be able to provide an evaluation to determine whether your child’s speech is delayed and, if needed, evidence-based services to improve your child’s language.\u003c/span>\u003c/p>\n\u003cp>\u003cem>Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>All Parenting Translator newsletters are reviewed by experts in the topic to make sure that they are as helpful and as accurate for parents as possible. This post was reviewed by Jacqueline Nesi, PhD, a clinical psychologist and professor of psychiatry at Brown University. Nesi is the author of \u003ca href=\"https://technosapiens.substack.com/\" target=\"_blank\" rel=\"noopener\">Techno Sapiens\u003c/a>, a weekly newsletter with research-backed tips for living and parenting in the digital age.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://parentingtranslator.substack.com/p/can-babies-learn-from-ms-rachel-and\" target=\"_blank\" rel=\"canonical noopener\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>. \u003c/em>\u003cem>An audio version of this post \u003ca href=\"https://parentingtranslator.substack.com/p/can-babies-learn-from-ms-rachel-and-4b6#details\" target=\"_blank\" rel=\"noopener\">can be heard here\u003c/a>. \u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Ms. Rachel” has become a household name for nearly every parent with a baby or toddler. Her YouTube channel, \u003c/span>\u003cem>\u003ca href=\"https://www.youtube.com/channel/UCG2CL6EUjG8TVT1Tpl9nJdg\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Songs for Littles – Toddler Learning Videos,\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\"> has over 3 million subscribers and her videos have hundreds of millions of views. The woman behind Ms. Rachel is Rachel Griffin Accurso, a preschool teacher and mother living in New York City. Her husband is a Broadway composer who helps to produce her YouTube channel. As she explained in a recent \u003c/span>\u003ca href=\"https://www.today.com/parents/family/who-is-ms-rachel-rcna60194\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">interview on the \u003cem>Today\u003c/em> show,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> she started the YouTube channel because her son did not speak his first word until nearly 3 years old and she could not find a television show that targeted language development to help him. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her YouTube channel description\u003c/span>\u003cspan style=\"font-weight: 400\"> claims that her videos “help children learn to talk, learn letters, numbers, colors, animal sounds and more!” On her website, she also states that her team works with speech language pathologists to “provide speech practice techniques on video for toddlers!” and she has a quote from a speech language pathologist saying that she uses “all of the right techniques.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ms. Rachel isn’t alone in creating “educational” shows for babies on YouTube. \u003cem>Little Baby Bum\u003c/em> has 40.8 million subscribers and claims to “support cognitive development” in its show description. A similar channel called \u003cem>Super Simple Songs\u003c/em> has over 37 million subscribers and is described as being “created by a team of educators.” \u003cem>Hey Bear Sensory\u003c/em> has 1.57 million subscribers and seems geared towards very young babies, as it features black-and-white and contrasting colors\u003c/span>\u003ca href=\"https://www.science.org/doi/pdf/10.1126/science.140.3564.296\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> which are known to hold the attention of newborns.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So is the marketing on these shows accurate? Can babies actually learn from a television show?\u003c/span>\u003c/p>\n\u003ch3 class=\"x_header-with-anchor-widget\">\u003cstrong>Is Ms. Rachel the New “Baby Einstein”?\u003c/strong>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">There has yet to be any published research on Ms. Rachel’s show or any of the more recent trends in baby shows described above. Research is very slow and can take years to catch up with popular trends. However, we \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">do\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> have a very large body of research on “baby media,” that is, media designed for infants and toddlers.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most notably, there was a popular DVD series in the 1990’s and early 2000’s referred to as \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which claimed to be educational and advance the development of infants and toddlers. Interestingly, the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> series is oddly similar to Ms. Rachel’s YouTube channel. Just like Ms. Rachel, it was founded by a woman who was a mother and teacher and was hoping to boost her own child’s development. Both shows involve music, a slow pace, labeling of objects, sign language, and puppets. Both have claims of teaching infants and toddlers through their videos, with many endorsements and testimonials from parents on their websites seeming to back up these claims. Finally, just like Ms. Rachel, \u003cem>Baby Einstein\u003c/em> was widely popular among parents at the time. The Kaiser Family Foundation even reported in 2003 that \u003c/span>\u003ca href=\"https://www.nytimes.com/2003/10/29/us/a-growing-number-of-video-viewers-watch-from-crib.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">32% of families with babies in the United States owned a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> DVD.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2007, a research study was published that raised serious doubts about \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and other baby media. This \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022347607004477?casa_token=zNMatlcg8RoAAAAA:vi9IxShbnkWRDwFPCOjxj-TlUMFAfexFsaFul-6nbn_q0WRE95SjSs6bIaxdQG0doeWkpiXS\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> reported that, for every hour of baby media such as \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, that an infant from 8 to 16 months watches, the child knows six to eight \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">fewer\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> words. This effect was very significant with each hour of baby media being associated with a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">17-point decrease\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> on the language measure they used (for comparison reading to your child every day was associated with a seven-point increase). However, this study was only correlational and a more recent \u003c/span>\u003ca href=\"https://www.christopherjferguson.com/Baby%20Videos.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">reanalysis of this data questioned the accuracy of these findings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several experimental studies also directly examined the impact of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and baby media. First, a \u003c/span>\u003ca href=\"https://bpspsychub.onlinelibrary.wiley.com/doi/pdf/10.1348/026151008X320156?casa_token=PVRDwq-LR8EAAAAA:qUjgUJT7iS94NdQhdw6a1VMHS31ECyrYuwDRwpiI0Wf4MJU95ckiwQwx-SOItuwoOIdyMbdKu7kM_kP2\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> examined learning in 12- to 15-month-old infants after regularly watching \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. This study focused on the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">“Baby Wordsworth” DVD, which was designed to teach babies language by presenting objects and labeling them with a voice-over as well as showing the word in American Sign Language. This DVD also included live footage of parents and children interacting and short puppet skits. The 12- to 15-month-old children in this study watched the video 15 times over six weeks. The researchers found that the infants who watched the video did not show \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">any\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> language learning from watching the video (that is, no difference was found between the group that was randomly assigned to watch the video and the group that did not watch the video on any of the words presented in the video). A \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/articlepdf/383151/poa05011_432_437.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">follow-up study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> combined this sample with a group of older children and examined whether 12- to 25-month-old children can learn from the Baby Wordsworth video. The older children also watched the video 15 times over six weeks. The researchers again found no evidence of learning from the video even for the older children. The researchers also found that the age at which a child first watched a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> video was related to lower overall language scores (while the age at which they first watched a DVD more generally was unrelated to language development). However, these findings were correlational, meaning watching \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">videos was simply associated with lower language scores and we do not have evidence that watching these videos \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">causes \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">lower scores.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Judy-Deloache/publication/247750845_Babies_and_Baby_Media/links/558edf4308ae47a3490d90e4/Babies-and-Baby-Media.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">study from a different research group\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> compared learning from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> videos to learning from live interactions with parents in 12-to 18-month-old children. The infants in this study watched Baby Einstein videos several times a week for 4 weeks. In this study, the researchers compared three conditions: 1) watching the video alone, 2) watching the video with a parent and 3) not watching the video and the parent being asked to teach the words from the video during normal interactions. They found that children who watched the video (even those who watched it with their parents) did not learn any words from the video (they found no significant differences between children who watched the video and children who did not). However, in the condition where parents were instructed to teach the words over the course of normal interactions, the children did learn the words. Interestingly, parents were not great reporters of their children’s learning. Some parents reported that their children learned a lot of words but in actuality their performance was no better after watching the video. Instead the parents’ belief about how much their children learned was related to their liking of the video — parents who liked the video were more likely to think their children learned a lot from it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Interestingly, the Walt Disney company (which bought \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> in 2001) was asked by the Federal Trade Commission to remove the word “educational” from their marketing in 2006. Disney then issued a refund policy for all videos bought between 2004 and 2009 based on this research. To parents at the time, this seemed like an acknowledgement that the videos actually were not educational for babies. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TRANSLATION: Despite the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> videos being designed to teach babies language, research consistently finds that children up to 25 months do \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> seem to learn language from these videos. Instead, babies only seem to learn language when taught by a parent in “real life.” Yet, parents who were fans of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> still reported that their children learned language from these videos. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong style=\"font-size: 22px\">But Can Babies and Toddlers Learn from Any Type of TV Show?\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You might be thinking at this point — but \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is just one show. How do we know that babies can’t learn from any type of baby media? A long line of research has consistently found that infants and toddlers do not learn as well from video as from “real life” interactions. This phenomenon is referred to as the “video deficit” (\u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022096522001837#b0005\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Anderson & Pempek, 2005\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). The video deficit\u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/pdfdirect/10.1111/cdev.13429?casa_token=wMMjMv8OcF4AAAAA:LkHSWwGnD5MmvGprda4uNX5x4b3op-ZSwqih9ACT68qTEuLzJ8bKd8TO7VCBTW25qvYK-deT20d4Ozg\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> seems to last until about age 3, although it very gradually becomes less severe with age.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> A classic example of the video deficit is the inability of infants to learn foreign language from video. In one \u003c/span>\u003ca href=\"https://www.pnas.org/doi/full/10.1073/pnas.1532872100\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, researchers exposed English-speaking 9-month-old infants to Mandarin Chinese through one of three methods: 1) a live speaker, 2) the same speaker on a video or 3) an audio recording. The infants show no evidence of learning from either the video or audio recording, but only from the live speaker.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The video deficit occurs for both language learning and other types of learning. For example, \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1111/1467-7687.00280?casa_token=uMzCqki1Pc8AAAAA:5A1I7tnvmwekjwjckW-GYCIGCJWVFSwvkizYPx7BZVKiKSZdGjhrzMvlxSlfo__58B9zWxA_iaDlfNM\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a two-year old child cannot find an object in a room after they watch an experimenter hide it on a live video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> yet they can easily find the object when they watch the experimenter hide it in “real life.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In terms of language learning, research finds that \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/pdfdirect/10.1111/j.1467-8624.2009.01338.x?casa_token=xpb5dLwch98AAAAA:BqWzZGNa_nHk4h20iL7qzqnb5_QSkfLr6XFEDH-cPehTaXM-0TiemzdFG_wdiC0reSvIl1nROcfzgDg\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">children younger than 36 months show no evidence of learning new words from video alone\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2018.02195/full#B16.\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">This occurs even when the speaker seems to be responsive to the child\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as saying their name and waiting for the child to pay attention before speaking and pausing if they become distracted.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TRANSLATION: A long line of research shows that babies and toddlers do not learn language from video, even when the speaker seems to be interacting with the child. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong style=\"font-size: 22px\">But Is Ms. Rachel Different? \u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents at this point who are fans of Ms. Rachel might be thinking “But Ms. Rachel is different than these other ‘baby shows’ — she talks directly to children and uses more interactive strategies to help them learn language.” And I think most experts would agree that Ms. Rachel uses a lot of techniques that we know help to enhance language learning during real-life interactions, such as Parentese (translation: the slightly annoying voice we naturally use to talk to babies), gestures (translation: pointing and using hand movements), pausing to allow responses and social referencing (translation: using eye movements and gestures to show what you are referring to). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, we do not have sufficient evidence that these strategies work on video, and the research we \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">do\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> have suggests that these strategies may not be enough to help children to overcome the video deficit. For example, research suggests that the strategies Ms. Rachel uses, such as making eye contact with children, smiling at the audience and pausing before speaking, may \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0022096517304587\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">make children more likely to respond to the video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but not effectively learn from the video. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">is\u003c/span>\u003c/i> \u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1111/desc.12430?casa_token=ghgTZY5uP9IAAAAA:3HlBivhGZj0HGrgXHnlG8S6Yqp6R8tCEQDG2BVqSnBvGNsapNwVGbQEsaiOq4FUcMe41PXBxO3n5GG8\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">some evidence that children learn more from screen time that is truly interactive and responsive, such as video chat or FaceTime\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. So, based on this research, parents may assume that young children will be easily “tricked” into thinking that an interactive video like Ms. Rachel is the same as FaceTime. However, young children are actually very sensitive to how responsive and interactive a video is, and \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Daniel-Stahl-3/publication/38140157_Sensitivity_to_interpersonal_timing_at_3_and_6_months_of_age/links/09e415064337db2725000000/Sensitivity-to-interpersonal-timing-at-3-and-6-months-of-age.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">even 3-month-old infants can tell when there is even a one-second delay in responding.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, more recent research suggests that there may be a subtle video deficit even with video chat/FaceTime (see \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/pdfdirect/10.1111/cdev.13429?casa_token=GP-CQnwSkjkAAAAA:Tj7HSDIANDjwQvlGzUTaDHxXuSVHnFPesU_w2nR_6gKU1FG7THNqQ7u0cdKng1fxN0GbikB5aDrlHw8\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for review). \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022096517304587?casa_token=gk0y04eTTLMAAAAA:lmDolC8OpiXo9Vz53OAdHSH6TAZt_HERpvjB8cIDYwxgSOjFauzpbw1QsPg8n1J6RmKC1O4R\">\u003cspan style=\"font-weight: 400\">One study \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">involving 30-month-olds found no evidence for word learning when a researcher used a very similar approach to Ms. Rachel (singing songs, asking questions and pausing for response). The video deficit was even present when the researcher was on video chat and thus being more responsive to the toddler than any TV show could be. The toddlers only learned when their parents modeled how to respond to the video. (This research also suggests that you should FaceTime or Zoom with your toddler to help them understand even this more interactive screen time). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another reason that parents believe that Ms Rachel is a higher quality show is because of the slower pace of her show. Yet, the research is mixed as to whether the pace of a television show really matters. More recent research involving preschoolers (about 3 to 4 years old) finds no impact of fast-paced shows on\u003c/span>\u003ca href=\"https://eprints.staffs.ac.uk/6832/3/Watching_TV_in_a_home_environment.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> children’s ability to concentrate or learn from the show\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://psycnet.apa.org/manuscript/2015-13571-001.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">executive functioning.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TRANSLATION: We have no evidence that the techniques that Ms. Rachel uses are enough to overcome the video deficit and allow young children to learn from her videos. \u003c/span>\u003c/p>\n\u003ch3 class=\"x_header-with-anchor-widget\">\u003cstrong>Why Does It Seem Like My Child Has Learned Words From Watching Ms. Rachel or Other “Educational” Shows? \u003c/strong>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, it is possible that your child has learned new words from Ms. Rachel. Research is always imperfect and, even in the best case scenario, usually only tells us what we can expect for the average child. However, it is also very common for infants and toddlers to experience\u003c/span>\u003ca href=\"http://media06.euv-frankfurt-o.de/Literatur/Goldfield_1990%5B1%5D.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> leaps or “growth spurts” in language development when they seem to learn a lot of words at once\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These leaps or growth spots may just happen to coincide with watching a particular show and your child may be experiencing a growth spurt in language that is unrelated to screen time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, research suggests that, even if children seem to learn a word from a television show, they are also less likely to be able to generalize it to a different situation (see \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/pdfdirect/10.1111/cdev.12166?casa_token=M3oTt2z0idMAAAAA:E8Yst3X190g0Nak76Ks5MjmFae8Fr4muwHXT0RfE6h4Mb30XJhtE_5gytlOn9TmLSRNOhk5GJEn4xrk\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/pdf/10.1080/15213260903562917?casa_token=fGNIdq3IzdMAAAAA:1frnAO_ztaXCsHovLwAlXc0_uNyGcyTDYFA2WIorW5Oi0FmXINRjTLMJ7P6AXxH3YiTihwNmdw0a\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">), meaning they may not actually be able to use the word to communicate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TRANSLATION: Your child’s language growth may be unrelated to screen time and, even if your child is repeating the words that they hear on TV shows, it doesn’t mean that they will be able to use that word to communicate in different situations. \u003c/span>\u003c/p>\n\u003ch3 class=\"x_header-with-anchor-widget\">\u003cstrong>Is There Anything I Can Do To Enhance Learning? \u003c/strong>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">We all live in the real world and occasionally may need to use baby media. So is there anything parents can do to enhance learning? What may matter more than anything for young children may be \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">what parents are doing\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> while their children watch a screen. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First, parents can talk to their child while they are watching (asking questions, labeling items and having back-and forth conversations about what they see). Research finds that infants pay more attention to the screen \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1080/15250000701779378?casa_token=aFjAqxaVrcQAAAAA:UnXKmEn9NzTnPR-wzW7e8TrJVC0ISYjzlP4kCaqRr9Kq9tLQccv2qPn1XReVGxN2LVgUxN7EwGPBYnM\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">when parents ask questions and label what they see \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">or \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1532-7078.2009.00013.x?casa_token=CiJ86Hw72mEAAAAA:8FEvXsc33AYGGIkaP7qjph3jHWfCHIuNRtQg-wVjYR21jCiUWF-NDTjgO8VK49H0cD2p-N5CSJc5_Dg\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">have back-and-forth conversations about what they see on the screen.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another strategy that can help children to overcome the video deficit is modeling responses to the person on the screen, as \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022096517304587?casa_token=gk0y04eTTLMAAAAA:lmDolC8OpiXo9Vz53OAdHSH6TAZt_HERpvjB8cIDYwxgSOjFauzpbw1QsPg8n1J6RmKC1O4R\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">suggests that when parents model how to respond to the video, 30-month-olds can learn words from the video. For example, if Ms. Rachel asks a question, respond to it yourself, or when she says “clap,” then model clapping. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, it is important to remember that simply watching with your child may not be enough to overcome the video deficit. Rather, parents may need to engage in active teaching to help children to overcome it. \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1002/icd.713?casa_token=VdCWM-M6OCkAAAAA:7GOYRuc9K5V2Joh5Fb8-H8_hsyoWrBuEHTSJxeNd7JMed8WDpHfWKzUT2UtKCczcEciOIQ8juPN80b4\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that infants and toddlers may only learn words when the parents are actively focused on frequent teaching opportunities during viewing, such as labeling most items on the screen and highlighting the language their child doesn’t know yet.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, this is not a perfect solution and infants will likely learn more from real life interactions. Also, as parents, we often use screens at times when we need our children to be occupied so we can do an important task or simply take a break. Therefore, actively teaching during screen time may not be possible. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TRANSLATION: Interacting with your child and the person on the screen may help your child to learn more from screen time. \u003c/span>\u003c/p>\n\u003ch3 class=\"x_header-with-anchor-widget\">\u003cstrong>Overall Translation\u003c/strong>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most parents occasionally use baby media and there is no reason to feel guilty about this occasional use. We have no evidence that occasional use of baby media has any negative impacts on your child’s brain development. The real problem with baby media is not this type of occasional use, but when it is marketed as a method for promoting development when we have evidence that babies and toddlers do not learn from video. For example, \u003c/span>\u003ca href=\"https://www.today.com/parents/family/who-is-ms-rachel-rcna60194\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Ms. Rachel suggesting on the “Today” show\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that her shows may help a child with a language delay is a serious cause for concern, since parents may choose the easier route of turning on her show over the approaches that are actually effective for addressing a language delay, such as speech-language therapy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you need to keep your infant or toddler safe and occupied for a few minutes, such as while you care for another child or make dinner, Ms. Rachel and other baby media might be a good choice for you. I remember turning on “Little Baby Bum” for my children in the car when they were screaming their heads off and I was worried I would get into an accident trying to soothe them. However, it is important to keep in mind that Ms. Rachel or other baby media is unlikely to advance your child’s language or development in any way. In other words, there is nothing wrong with parents seeking occasional distraction or entertainment for their infants, but parents should not view television shows as ways to improve language or teach children new skills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you are concerned about your child’s language development, seek out your local early intervention services or speech-language pathologist. These providers should be able to provide an evaluation to determine whether your child’s speech is delayed and, if needed, evidence-based services to improve your child’s language.\u003c/span>\u003c/p>\n\u003cp>\u003cem>Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>All Parenting Translator newsletters are reviewed by experts in the topic to make sure that they are as helpful and as accurate for parents as possible. This post was reviewed by Jacqueline Nesi, PhD, a clinical psychologist and professor of psychiatry at Brown University. Nesi is the author of \u003ca href=\"https://technosapiens.substack.com/\" target=\"_blank\" rel=\"noopener\">Techno Sapiens\u003c/a>, a weekly newsletter with research-backed tips for living and parenting in the digital age.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"order": 9
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"id": "fresh-air",
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"airtime": "SUN 7:30pm-8pm",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"order": 15
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"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"order": 18
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
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"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"source": "American Public Media"
},
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"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
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"meta": {
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"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
"id": "morning-edition",
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"order": 11
},
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"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
"link": "/radio/program/on-the-media",
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},
"pbs-newshour": {
"id": "pbs-newshour",
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"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
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},
"perspectives": {
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"order": 14
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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},
"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
"link": "/podcasts/politicalbreakdown",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
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