Finding Time to Be Active

See if this scenario sounds familiar—your child has come home from school with 2 hours of homework, including studying for a math test the following day. He also needs to start working on a science fair project. And don’t forget the clarinet lesson that’s on his calendar as well. There seems to be barely enough time to fit in dinner and a bath.

No wonder some kids feel that they just don’t have time for physical activity. Their schedules are filled to overflowing, and when they’re overbooked, it’s easy for physical activity to fall by the wayside.

As a parent, you need to intervene to make sure your child has time for all the things that are important. Whether he’s overweight, physical activity needs to be a priority.

Sit down with your child and structure his time after school so he can fit in everything that’s most essential. For example, in planning the following day, you might say something like, “You have a block of after-school time tomorrow. Maybe the time immediately after school isn’t the best time for homework, because it will take up the daylight hours you could be outside playing.Why don’t you think about choosing to play outdoors for 30 minutes or an hour after you get home? Then we’ll go to your clarinet lesson, and once you’ve eaten dinner and it’s dark outside, you can do your homework. The evening is the time when you used to watch TV anyway, so it’s a good time to get your homework done. And let’s think about rescheduling your clarinet lessons for the weekends.”

As a parent, you can help your child find the opportunities to be active. If you’re creative, the time will almost always be there.


Source: A Parent’s Guide to Childhood Obesity: A Road Map to Health (Copyright © 2006 American Academy of Pediatrics). The information contained on this Web site should not be used as a substitute for the medical care and advice of your pediatrician. There may be variations in treatment that your pediatrician may recommend based on individual facts and circumstances.

Choosing Healthy Snacks for Kids

​​While meals make up the majority of a child’s nutritional intake, most children eat at least one snack per day. While many of the most commonly offered kids’ snacks tend to be of lower nutritional value than meals, snacks still can support—or even enhance—your child’s overall healthy eating plan. Here’s how:

  • Use snack times as a way to increase fruits and vegetable intake. Most kids do not eat the recommended amount of fruits and vegetables. Snack times offer a great opportunity to increase access and exposure to these nutrient-dense foods. Consider pairing them up with dairy products or dairy substitutes (such as grapes and cheese) lean proteins (such as celery and peanut butter), or whole-grain cereals and bread (such as banana sandwich on whole grain bread).
  • Keep a range of healthy foods handy at home. It is much easier to make easy, healthy snacks when you keep a few key items stocked at home. Ideas include different types of raw vegetables and fruit, yogurt dip, hummus, and cheese sticks.
  • Avoid processed foods and added sugars. Processed foods (made in a factory and sold in bags and boxes) do not have many nutrients and often have a lot of added sugar and salt. In addition, children may become hungry faster after eating processed foods.
  • Teach your children to eat a rainbow of colors. Arrange your children’s foods to show the beauty of fresh, brightly colored foods. Talk about the farms where food comes from and the farmers who help grow it.

Copyright © 2016 American Academy of Pediatrics. The information contained on this Web site should not be used as a substitute for the medical care and advice of your pediatrician. There may be variations in treatment that your pediatrician may recommend based on individual facts and circumstances.


Choosing a Sports Program

Childhood sports programs have grown significantly in recent years. Millions of boys and girls are now involved in Little League baseball, youth soccer, community basketball leagues, competitive swimming teams, and similar types of activities. Happily, sports programs are becoming increasingly avail­able for girls, whose need for such activities and whose ability to participate is equal to that of boys. If your own child joins one or more of these programs, he will have a won­derful opportunity for fun and fitness. At the same time, however, a youngster poorly matched to a sports team—or who must deal with unrealistic expecta­tions from a parent, a coach, or even himself—can have a very negative sports experience, filled with stress and frustration.

Before your child enters a youth sports program, evaluate his objectives as well as your own. Although both child and parent may fantasize about using this as a stepping-stone toward becoming a professional athlete or an Olympic champion, few participants have the talent and dedication to reach those heights. Even more modest goals are far from guaranteed: Only one in four out­standing elementary school athletes becomes a sports standout in high school. Only one in more than 6,600 high school football players will ever rise to the professional football ranks.

Nevertheless, there are other, more important reasons for your child to par­ticipate in organized sports. Sports can contribute to physical fitness and de­velop basic motor skills. Also, participation in the sports activity that best suits your child’s capabilities can develop leadership skills, boost self-confi­dence, teach the importance of teamwork and sportsmanship, and help him deal with both success and failure. In addition, by participating in sports, chil­dren often find exercise enjoyable and are more likely to establish lifelong habits of healthful exercise. However, not all sports meet the requirements for promoting overall fitness. Also, there are many ways for children to be fit and become active without participating in a team sport.

Talk with your child about his interest in youth sports, and what his reasons may be for wanting (or in some cases, not wanting) to participate. His goals may be different from yours. Most children—particularly the younger ones—might say that they simply want to have fun. Others may add that they want to be active and hope to spend time and share experiences with friends. You may have all of these goals, too, along with the desire that your youngster de­velop an appreciation for sports and fitness.

If either you or your child places winning at or near the top of your list of goals—and if you put pressure on your child to win a tournament or kick a goal—your priorities are out of line. Winning certainly adds to the fun and ex­citement of sports, but it should not be a primary goal.


Source: Caring for Your School-Age Child: Ages 5 to 12 (Copyright © 2004 American Academy of Pediatrics). The information contained on this Web site should not be used as a substitute for the medical care and advice of your pediatrician. There may be variations in treatment that your pediatrician may recommend based on individual facts and circumstances.


Signs of Bullying: Important Questions for Parents to Ask

When pediatrician Adiaha Franklin, M.D., M.P.H., FAAP, visits with patients, she asks them three questions about bullying:

  1. Do you ever see kids picking on other kids?
  2. Do kids ever pick on you?
  3. Do you ever pick on kids? (And tell the truth; you’re not in trouble.)

Parents can ask their kids these questions, too.

Bullying is defined as unwanted, aggressive behavior among school-aged children that involves a real or perceived difference in power. The behavior is repeated, or has the potential to be repeated, over time. The difference can be in size, age, political advantage, economic advantage or social advantage.

Bullying is common, happening every seven seconds to a child in the U.S. It reaches victims in school and online via social media apps and programs like Instagram, SnapChat, WhatsApp, Burn Note, Whisper, Yik Yak and YouTube. Some apps are anonymous or enable messages to disappear after a period of time.

Bullying Signs

Kids who bully often learn the behavior at home. The bully’s parents often are absent, abusive, disengaged or overly involved, according to Dr. Franklin, a developmental-behavioral pediatrician. Children who live in violent communities also are at risk.

Bullying takes many forms:

  • Physical bullying: Victim is touched or hit without consent, or his property is destroyed.
  • Verbal bullying: Victim is called names and insulted.
  • Cyberbullying: Victim is targeted online, sometimes anonymously and other times via public humiliation (e.g., a video of the victim posted on YouTube without consent).
  • Social bullying: Bully tries to destroy a victim’s reputation or relationship with another person or organization.
  • Cyber harassment: When an adult bullies a child online.

All forms can cause victims to have physical illness, low self-esteem, anxiety and depression. Some victims become bullies themselves. Others have suicidal thoughts.

Bullying Prevention
If a child is being bullied or is bullying another, what should be done?

The American Academy of Pediatrics supports raising awareness among children, parents, teachers and school administrators. Messages should reach victims, bullies and bystanders.

Victims are advised to seek help from an adult and peer support. Remember that the bully’s behavior is not the child’s fault.

Bullies should receive counseling to address the issue. Individuals who bully often suffer from depression, have conduct disorders or need support with social skills.

Parents should support their kids with consistent discipline and teach them not to join in. They also can urge schools to talk regularly with students and teachers about bullying and its consequences. An environment where students feel like they belong is more effective than punishment.


Author: Trisha Korioth , Staff Writer; AAP News (Copyright © 2015 American Academy of Pediatrics). The information contained on this Web site should not be used as a substitute for the medical care and advice of your pediatrician. There may be variations in treatment that your pediatrician may recommend based on individual facts and circumstances.


Some Back to School Tips for You

​​​The following health and safety tips are from the American Academy of Pediatrics (AAP).

Making the First Day Easier

  • Parents should remember that they need not wait until the first day of class to ask for help. Schools are open to address any concerns a parent or child might have, including the specific needs of a child, over the summer. The best time to get help might be one to two weeks before school opens.
  • Many children become nervous about new situations, including changing to a new school, classroom or teacher. This may occur at any age. If your child seems nervous, it can be helpful to rehearse entry into the new situation. Take them to visit the new school or classroom before the first day of school. Remind them that there are probably a lot of students who are uneasy about the first day of school. Teachers know that students are nervous and will make an extra effort to make sure everyone feels as comfortable as possible. If your child seems nervous, ask them what they are worried about and help them problem solve ways to master the new situation.
  • Point out the positive aspects of starting school to create positive anticipation about the first day of class. They will see old friends and meet new ones. Talk with them about positive experiences they may have had in the past at school or with other groups of children.
  • Find another child in the neighborhood with whom your child can walk to school or ride on the bus.
  • If it is a new school for your child, attend any available orientations and take an opportunity to tour the school before the first day. Bring the child to school a few days prior to class to play on the playground and get comfortable in the new environment.
  • If you feel it is needed, drive your child (or walk with her) to school and pick her up on the first day, and get there early on the first day to cut down on unnecessary stress.
  • Make sure to touch base with your child’s new teacher at the beginning or end of the day so the teacher knows how much you want to be supportive of your child’s school experience.
  • Consider starting your child on their school sleep/wake schedule a week or so ahead of time so that time change is not a factor on their first couple of days at school.

Backpack Safety

  • Choose a backpack with wide, padded shoulder straps and a padded back.
  • Pack light. Organize the backpack to use all of its compartments. Pack heavier items closest to the center of the back. The backpack should never weigh more than 10% to 20% of your child’s body weight. Go through the pack with your child weekly, and remove unneeded items to keep it light.
  • Remind your child to always use both shoulder straps. Slinging a backpack over one shoulder can strain muscles.
  • Adjust the pack so that the bottom sits at your child’s waist.
  • If your school allows, consider a rolling backpack. This type of backpack may be a good choice for students who must tote a heavy load. Remember that rolling backpacks still must be carried up stairs, they may be difficult to roll in snow, and they may not fit in some lockers. And review backpack safety with your child.

Eating During the School Day

  • Studies show that children who eat a nutritious breakfast function better. They do better in school, and have better concentration and more energy. Some schools provide breakfast for children; if yours does not, make sure they eat a breakfast that contains some protein
  • Most schools regularly send schedules of cafeteria menus home and/or have them posted on the school’s website. With this advance information, you can plan on packing lunch on the days when the main course is one your child prefers not to eat.
  • Many children qualify for free or reduced price food at school, including breakfast. The forms for these services can be completed at the school office. Hunger will affect a child’s performance in class.
  • Many school districts have plans which allow you to pay for meals through an online account. Your child will get a card to “swipe” at the register. This is a convenient way to handle school meal accounts.
  • Look into what is offered inside and outside of the cafeteria, including vending machines, a la carte, school stores, snack carts and fundraisers held during the school day. All foods sold during the school day must meet nutrition standards established by the US Department of Agriculture (USDA). They should stock healthy choices such as fresh fruit, low-fat dairy products, water and 100% fruit juice. Learn about your child’s school wellness policy and get involved in school groups to put it into effect. Also, consider nutrition if you child will be bringing food to eat during school.
  • Each 12-ounce soft drink contains approximately 10 teaspoons of sugar and 150 calories. Drinking just one can of soda a day increases a child’s risk of obesity by 60%. Choose healthier options (such as water and appropriately sized juice and low-fat dairy products) to send in your child’s lunch.

Before & After School Child Care

  • During early and middle childhood, children need supervision. A responsible adult should be available to get them ready and off to school in the morning and supervise them after school until you return home from work.
  • If a family member will care for your child, communicate the need to follow consistent rules set by the parent regarding schedules, discipline and homework.
  • Children approaching adolescence (11- and 12-year-olds) should not come home to an empty house in the afternoon unless they show unusual maturity for their age.
  • If alternate adult supervision is not available, parents should make special efforts to supervise their children from a distance. Children should have a set time when they are expected to arrive at home and should check in with a neighbor or with a parent by telephone.
  • If you choose an after-school program for your child, inquire about the training of the staff. There should be a high staff-to-child ratio, trained persons to address health issues and emergencies, and the rooms and the playground should be safe.

Develop a Sleep Routine

  • Getting enough sleep is critical for a child to be successful in school. Children who do not get enough sleep have difficulty concentrating and learning as well as they can.
  • Set a consistent bedtime for your child and stick with it every night. Having a bedtime routine that is consistent will help your child settle down and fall asleep. Components of a calming pre-bedtime routine may involve a bath/shower, reading with them, and tucking them in and saying good-night to them.
  • Have your child turn off electronic devices well before bedtime.
  • Try to have the home as quiet and calm as possible when younger children are trying to fall asleep.
  • Insufficient sleep is associated with lower academic achievement in middle school, high school and college, as well as higher rates of absenteeism and tardiness. The optimal amount of sleep for most younger children is 10-12 hours per night and for adolescents (13-18 year of age) is in the range of 8-10 hours per night.

Developing Good Homework & Study Habits

  • Create an environment that is conducive to doing homework starting at a young age. Children need a consistent work space in their bedroom or another part of the home that is quiet, without distractions, and promotes study.
  • Schedule ample time for homework; build this time into choices about participation in after school activities.
  • Establish a household rule that the TV and other electronic distractions stay off during homework time.
  • Supervise computer and Internet use.
  • By high school, it’s not uncommon for teachers to ask students to submit homework electronically and perform other tasks on a computer. If your child doesn’t have access to a computer or the internet at home, work with teachers and school administration to develop appropriate accommodations.
  • Be available to answer questions and offer assistance, but never do a child’s homework for her.
  • Take steps to help alleviate eye fatigue, neck fatigue and brain fatigue while studying. It may be helpful to close the books for a few minutes, stretch, and take a break periodically when it will not be too disruptive.
  • If your child is struggling with a particular subject, speak with your child’s teacher for recommendations on how you or another person can help your child at home or at school. If you have concerns about the assignments your child is receiving, talk with their teacher.
  • If your child is having difficulty focusing on or completing homework, discuss this with your child’s teacher, school counselor, or health care provider.
  • For general homework problems that cannot be worked out with the teacher, a tutor may be considered.
  • Some children need extra help organizing their homework. Checklists, timers, and parental supervision can help overcome homework problems.
  • Some children may need help remembering their assignments. Work with your child and their teacher to develop an appropriate way to keep track of their assignments – such as an assignment notebook.

The information contained on this Web site should not be used as a substitute for the medical care and advice of your pediatrician. There may be variations in treatment that your pediatrician may recommend based on individual facts and circumstances.


The Link Between School Attendance and Good Health

In a recent edition of PEDIATRICS, the official journal of the American Academy of Pediatrics, Council on School Health members Mandy Allison and Elliott Attisha discussed The Link Between School Attendance and Good Health, explaining that:

“More than 6.5 million children in the United States, approximately 13% of all students, miss 15 or more days of school each year. The rates of chronic absenteeism vary between states, communities, and schools, with significant disparities based on income, race, and ethnicity. Chronic school absenteeism, starting as early as preschool and kindergarten, puts students at risk for poor school performance and school dropout, which in turn, put them at risk for unhealthy behaviors as adolescents and young adults as well as poor long-term health outcomes.”

CLICK HERE to learn more about chronic absenteeism, why it matters, what causes it, and what parents, teachers and pediatricians can do to help.


Allison MA, Attisha E, AAP COUNCIL ON SCHOOL HEALTH. The Link Between School Attendance and Good Health.Pediatrics. 2019;143(2):e20183648


Helping Children Handle Stress

How can we help our children handle the stresses of everyday life?

In middle childhood, pressures may come from a number of sources-from within the child herself, as well as from parents, teachers, peers and the larger society in which the child lives. Pressure can take many forms that challenge children and to which they must respond and, often, adapt. Whether these are events of lasting consequence like the divorce of their parents, or merely a minor hassle like losing their homework, these demands or stresses are a part of children’s daily existence.

Children welcome some events and are able to adapt to them with relative ease. They perceive other events as threats to their own or the family’s daily routines or general sense of well-being, and these stresses are more troublesome. Most stress faced by children is in the middle, neither welcomed nor seriously harmful, but rather a part of accomplishing the tasks of childhood and learning about themselves.

Youngsters may also worry about making friends, succeeding in school, combating peer pressure or overcoming a physical impairment. Whatever its form, if stress is too intense or long-lasting, it can sometimes take a toll on children. Clusters of stressful events seem to predispose children to illness. Major events, especially those that forever change a child’s family, like the death of a parent, can have lasting effects on children’s psychological health and well-being. Minor daily stresses can also have consequences. They can contribute to loss of sleep or appetite. Children may become angry or irritable or their school grades may suffer. Their behavior and their willingness to cooperate may change.

How different children cope with stress

Children’s temperaments vary and thus they are quite different in their ability to cope with stress and daily hassles. Some are easygoing by nature and adjust easily to events and new situations. Others are thrown off balance by changes in their lives. All children improve in their ability to handle stress if they previously have succeeded in managing challenges and if they feel they have the ability and the emotional support of family and friends. Children who have a clear sense of personal competence, and who feel loved and supported, generally do well.

Certainly, a child’s age and development will help determine how stressful a given situation may be. Changing teachers at midyear may be a major event for a child in the first grade and merely an annoyance for a sixth-grader. Being short may be a minor issue for a 5- or 6-year-old boy but a source of daily embarrassment for an adolescent. How a child perceives and responds to stress depends in part on development, in part on experience, and in part on a child’s individual temperament.

Ironically, many parents believe that their school-age children are unaware of the stresses around them and are somehow immune to them. After all, their children not only have all their basic needs met, but perhaps they also have a roomful of toys, friends to share them with, plenty of playtime, and a full schedule of extracurricular activities.

Yet children are very sensitive to the changes around them, especially to the feelings and reactions of their parents, even if those feelings are not communicated directly in words. If a parent loses a job, children will have to adjust to their family’s financial crisis; they must deal not only with the obvious family budgetary changes but also with the changes in their parents’ emotional states. Children may have to cope with a bully on the playground, a move to a new neighborhood, a parent’s serious illness or the disappointment of a poor sports performance. They might feel a constant, nagging pressure to dress the “right” way, or to achieve the high grades that can put them on the fast track toward the “right” college.

Stress and today’s middle-years child

Some psychologists believe that today’s middle-years youngsters actually are faced with more stress than the children of previous generations were and have fewer social supports available. The change in family structure from the large, supportive, extended families (including both parents, aunts, uncles and grandparents) of previous generations, to the present high incidence of divorced families, single-parent families and stepfamilies has drastically altered the experience of childhood. Millions of youngsters must adjust to such changes.

Even in intact and stable families, the growing number of households with two working parents often forces children to spend more time in after-school programs or at home alone. For some children this loss of time with their parents is quite stressful. So, too, is the responsibility for caring for themselves and the family home and sometimes for overseeing a younger sibling after school.

Many children and their families are stressed by the multiple activities that fill children’s “free time.” Overscheduled children with inadequate “down time” can become exhausted.

Today’s children are also being raised in an era in which they are exposed to violence and peer pressure about sexual activity and drug use and are warned to be cautious about kidnapping, sexual abuse and other crimes. This sense that they are living in an unsafe world is a constant source of stress for some children. In short, today’s youngsters are regularly confronted with challenges to their coping skills and often are expected to grow up too fast.

Good and bad stress

Not all stress is bad. Moderate amounts of pressure imposed by a teacher or a coach, for example, can motivate a child to keep her grades up in school or to participate more fully in athletic activities. Successfully managing stressful situations or events enhances a child’s ability to cope in the future.

When the stress is continuous or particularly intense, it takes a toll on both the psyche and the body. Sudden stressful events will accelerate your child’s breathing and heartbeat, constrict her blood vessels, increase her blood pressure and muscle tension and perhaps cause stomach upset and headaches. As stress persists, she might be more susceptible to illness and experience fatigue, nightmares, teeth-grinding, insomnia, tantrums, depression and school failure.


The information contained on this Web site should not be used as a substitute for the medical care and advice of your pediatrician. There may be variations in treatment that your pediatrician may recommend based on individual facts and circumstances.


Organized Sports – For the Fun of It

The American Academy of Pediatrics encourages organized sports – for the fun of it. Experts recommend finding ways to include all kids in organized sports, no matter the skill level, in an updated clinical report.

When children have fun playing sports, they are more likely to remain involved in athletic programs and stay physically active throughout childhood, realizing lifelong health benefits for the developing body, brain and self-worth.

That is the message from the American Academy of Pediatrics (AAP), which has updated recommendations for families and communities that urge an emphasis on enjoyment of sports — instead of winning — as the ultimate goal.

The clinical report, “Organized Sports for Children, Preadolescents, and Adolescents,” published in the June 2019 issue of Pediatrics, details ways to include more children and teens in sports and suggests how pediatricians can help through their conversations with families.

“If we offer children a variety of sports for all skill levels, they are more likely to try new activities and stick with the ones they enjoy,” said Kelsey Logan, MD, FAAP, an author of the clinical report by the AAP Council on Sports Medicine and Fitness. “The interest should start with the child, not the parent.”

Most children are ready to play organized sports at about age 6, according to AAP. Before that, young children should spend an ample amount of time daily in free play. Running, leaping and climbing are examples of free play that help children develop motor skills needed for organized sports participation.
AAP also recommends:

  • Preschools and elementary schools can positively influence long-term participation in organized sports, physical activity and cardiovascular health.
  • Junior high and high schools should offer multiple levels of sports play, which will help retain athletes who cannot or do not want to compete at very high levels.
  • Children from lower socioeconomic backgrounds may face obstacles such as a lack of transportation to participate in activities. Community groups can help by identifying those needs and finding ways to support families and provide sports opportunities.
  • Parent support should be general and positive. Forcing sports participation is not likely to help the child achieve long-term benefits.
  • Parents are encouraged to ask questions about sports programs to ensure a safe environment, including questions about hiring procedures, codes of conduct and communication between coach and athlete.
  • Coaches who view organized sports with a respectful, development- and fun-focused approach are more likely to have athletes who enjoy and stay in sports.

“Young athletes typically learn skills and values that they can use in everyday life,” said Steven Cuff, MD, FAAP, co-author of the report. “The camaraderie and teamwork needed on a playing field offers lasting lessons on personal responsibility, sportsmanship, goal-setting and emotional control.”

Sports participation can improve well-being in some youth who are medically at risk, and it also has been associated with improved mental health.

“Families can help by encouraging children to ‘sample’ sports, so they can figure out what they find enjoyable,” Dr. Logan said. “Ideally, there is an activity for everyone, with the focus on having fun.”


From the American Academy of Pediatrics


Physical Activity = Better Health

Pediatricians continue to be disturbed by the trends they’re seeing in the levels of physical activity of children, which appear to be headed in the wrong direction. One survey concluded that less than 25% of children in grades 4 through 12 participate in 20 minutes of vigorous activity or 30 minutes of any physical activity per day. Particularly with weight management as a goal, those numbers aren’t good enough.

Not only will regular physical activity help your child lose weight and maintain that weight loss, but it has many other benefits. For example, if your child exercises regularly, he’ll have

  • Stronger bones and joints
  • Greater muscle strength
  • A decrease in body fat
  • Improved flexibility
  • A healthier cardiovascular system (thus reducing his risk of developing heart disease and high blood pressure)
  • A reduced likelihood of developing diabetes
  • More energy
  • A greater ability to handle stress
  • Improvements in self-confidence and self-esteem
  • Greater social acceptance by physically active peers
  • Opportunities to make new friends
  • Better concentration at school

Getting Started

You should have a clear picture of your child’s activity level—and whether he needs to change course. Is he watching too much TV? Is he spending too little time playing outdoors after school or on weekends?

As a parent, you need to help your overweight child get moving. To repeat, he should be doing some physical activity every day. In fact, it should become as routine a part of his life as brushing his teeth and sleeping.

So where should you begin? How much time does your child need to spend being active and how intense does this activity need to be?

The answers to these questions may be different for your child than it is for another boy or girl. If your overweight youngster has been completely sedentary, with no PE classes at school, no outdoor play, no extracurricular physical activities, and hours of TV watching every day, his starting point should be different than that of a fairly active youngster. There are plenty of activities that he can choose from, and he should begin to slowly and gradually pick up the pace.

Let’s say that your child decides to try getting his physical activity by taking walks or hikes with an older sibling through a nearby park. If he is really out of shape or if he has trouble imagining doing any walking at all, encourage him to set a goal of walking for only 1 minute at a time (“Can you walk for just 60 seconds?”). Once he realizes that 1 minute is an attainable target, have him increase his walking sessions progressively, to 2 minutes each time, then 3 minutes, and so on, until he’s walking for 30 minutes or more. If your youngster is already in better shape, he may want to start with a 15-minute walk and then increase it in 5-minute increments to 20 minutes, 25 minutes, and beyond. The ultimate goal is to have him spend an hour being active each day.

To most of us, a minute or two of walking doesn’t sound like much. In fact, many adolescents and adults think that exercise doesn’t really count unless it’s intense and even hurts (as the cliché goes, “No pain, no gain”). But for a child trying to lose weight, every little bit of activity helps, whether it’s a short walk to the school bus stop or a climb up a flight of stairs at school. Ultimately, once your child gets into better shape, you can encourage him to increase the duration and intensity of his activity, but the most important thing is that he just get moving and do it regularly.


Source: A Parent’s Guide to Childhood Obesity: A Road Map to Health (Copyright © 2006 American Academy of Pediatrics). The information contained on this Web site should not be used as a substitute for the medical care and advice of your pediatrician. There may be variations in treatment that your pediatrician may recommend based on individual facts and circumstances.


How to Get Your Child to Eat More Fruits & Veggies


We all know that eating fruits and vegetables is important. But how do you get kids to eat more of these foods?

Tips for Parents:

  • Provide fruits and vegetables as snacks. Keep fruit washed, cut up and in plain sight in the refrigerator.
  • Serve salads more often. Get prewashed, bagged salad at the grocery store. Teach your child what an appropriate amount of salad dressing is and how it can be ordered on the side at restaurants.
  • Try out vegetarian recipes for spaghetti, lasagna, chili, or other foods using vegetables instead of meat.
  • Include at least one leafy green or yellow vegetable for vitamin A such as spinach, broccoli, winter squash, greens, or carrots each day.
  • Include at least one vitamin C–rich fruit or vegetable, such as oranges, grapefruit, strawberries, melon, tomato, and broccoli each day.
  • Add a fruit or vegetable as part of every meal or snack. For example, you could put fruit on cereal, add a piece of fruit or small salad to your child’s lunch, use vegetables and dip for an after-school snack, or add a vegetable or two you want to try to the family’s dinner.
  • Be a role model — eat more fruits and vegetables yourself.

​More Things You Can Do:

  • Be sure your child is getting the recommended amount of fruits and vegetables each day. Visit choosemyplate.gov​ to find out how much of each food group your child should be getting.
  • When shopping for food, start in the area of the store where they keep fresh fruits and vegetables. Stock up. That way you know you always have some on hand to serve your child.
  • Avoid buying high-calorie foods such as chips, cookies, and candy bars. Your child may not ask for these treats if they are not in sight.
  • Limit or eliminate how much fruit juice you give your child and make sure it is 100% juice, not juice “drinks.”
  • Eat a​s a family whenever possible. Research shows that kids eat more vegetables and fruits and less fried foods and sugary drinks when they eat with the entire family.

Remember…By choosing health-promoting foods, you can establish good nutritional habits in your child that will last for the rest of his or her life.


Adapted from Pediatric Obesity: Prevention, Intervention, and Treatment Strategies for Primary Care (Copyright © 2014 American Academy of Pediatrics). The information contained on this Web site should not be used as a substitute for the medical care and advice of your pediatrician. There may be variations in treatment that your pediatrician may recommend based on individual facts and circumstances.