One-on-one activities are back-and-forth social interactions that you can engage in with your child. These activities can help foster a sense of safety, trust, and freedom in your child and encourage them to explore the world. Having positive interactions with your child allows them to build a secure bond with you and lays the foundation for healthy social-emotional and cognitive development (Maternal, Infant, & Early Childhood Home Visiting Technical Assistance Resource Center, n.d.). One-on-one time with your child also can expand your child’s vocabulary and contribute to their school readiness (Pempek & Lauricella, 2017). When you spend individual and focused time with your child, you let them know that who they are and what they do matters to you. In addition, spending one-on-one time together provides you with an opportunity to see your child as a unique individual with their own ideas and preferences. During your time together, you can also model positive behaviors, and your child can learn how to handle various situations by watching you. Being consistent and intentional in your personalized interactions with your child lets you and your child form memories together and create a deeper connection with each other.

Benefits of One-on-One Bonding with Your Child

• Builds a trusting relationship between you and your child
• Increases your and your child’s happiness and secure attachment
• Provides the opportunity for you to model positive behaviors
• Teaches your child how to control their body and emotions when bonding through play
• Shows you how your child may handle various social and emotional situations
• Helps your child develop appropriate and desirable social skills
• Offers opportunities for you to learn effective methods to engage, teach, and/or discipline your child
• Fosters an environment in which you can talk to and learn about your child—their interests, challenges, ambitions
• Cultivates opportunities for you to encourage your child’s risky play (e.g., wrestling, climbing, moving fast) while minimizing hazards and, thus, supporting their healthy development
• Decreases the likelihood of your child exhibiting troubled behaviors as they grow older

Bonding with your child allows you to learn about them in the following ways:

• Behavioral and emotional cues (e.g., rubs eyes when tired)
• Interests (e.g., unicorns, dinosaurs, planets, trains)
• Likes and dislikes (e.g., favorite songs, book preferences, what frustrates them)
• Personality traits (e.g., sensitive, persistent, active, cautious)
• Soothing preferences (e.g., hugs, kisses, rocking)
• Temperament (e.g., activity level, adaptability, reactivity)

Types of One-on-One Interactions

Adapted from Take Root Home Visitation Activity Cards, by Clearinghouse for Military Family Readiness at Penn State, (2019, May).

Face-to-Face. These activities encourage you to make eye contact with your child and connect with them through daily activities (e.g., eating, dressing, diapering) or childhood games such as peek-a-boo and patty cake.

Play With Words, Sounds, and Numbers. These activities will help you expand your child’s vocabulary, encourage them to interpret pictures and sounds, and support them as they discover patterns and build math skills.

Pretend Together. These activities will help your child explore their imagination as they seek to understand the world around them.

Quiet and Calm Together. These activities help you and your child learn soothing techniques and make time to slow down and lower your stress levels.

Move Together. These activities help you get physically active with your child. Your child can become aware of their body—how it bends, stretches, and moves—and ultimately, learn how to control their body.

Touch, Taste, Smell, Hear, See. These activities encourage your child to explore their curiosity and identify their preferences. Your child can learn and understand different sensations and bodily cues, and you can ask them questions about objects in their environment.

Lead and Follow; Follow and Lead. These activities can offer opportunities for you to play games that gently guide your child’s behaviors and help them learn to give and/or follow instructions.

Explore Your Community. These activities help you and your child get to know the people, places, organizations, landmarks, recreational centers, clubs, and other “gems” in the neighborhood that offer opportunities for family fun.

One-on-One Activities with Your Infant (Birth to 1 year)

• Administer skin-to-skin contact
• Roll and move across the floor
• Engage in feeding and changing
• Talk to your child
• Read board books
• Take outdoor walks
• Use puppets
• Explore different textures and objects
• Make silly faces
• Play with sensory toys
• Participate in baby yoga
• Engage in mirror play*
• Play hand games (e.g., peekaboo, patty cake)
• Practice crawling, walking, and climbing
• Listen to music
• Play tracking games with lights and sounds
• Catch bubbles
• Dance together

*Note: The activities presented in these lists are only suggestions. If an activity is in opposition to your cultural norms or cultural preferences, please disregard it and consider other age-appropriate activities to complete with your child.

One-on-One Activities with Your Toddler (1 to 3 years)

• Show affection and give attention
• Read books
• Sing songs
• Play outdoors or on the playground
• Play with water
• Play the naming games
• Paint (e.g., finger, water, bath)
• Make chalk art
• Play sand games
• Fish
• Play with balloons
• Play matching games
• Teach to ride a balance bicycle/tricycle
• Build and run obstacle courses
• Play running and jumping games
• Conduct scavenger hunts or treasure hunts
• Go on nature walks
• Garden and pick fruit
• Play with mud

One-on-One Activities with Your Preschooler (3 to 5 years)

• Cook and eat together
• Care for a pet
• Create new traditions
• Go on imaginary adventures or create stories together
• Go to the movies
• Build a fort
• Play instruments
• Have tea parties and picnics
• Go to museums
• Conduct science experiments
• Play memory games
• Play with play dough, slime, clay, kinetic sand
• Do arts and crafts
• Take trips to parks and zoos
• Have a dance party
• Teach a new hobby
• Exercise
• Engage in sports and activities

Additional Resources

The Thrive Initiative offers a range of programs and resources to empower parents and caregivers of children from birth to 18 years of age. Age-appropriate and developmentally appropriate activities and information on forming connections with your children can be found within each of the four core Thrive Universal Programs:

• Take Root (ages 0 to 3 years)
• Sprout (ages 3 to 5 years)
• Grow (ages 5 to 10 years)
• Branch Out (ages 10 to 18 years)

Playing Games with Your Child
Play is Purposeful!
Moving to Thrive
Cooking to Thrive
Breathe to Thrive

References

American Academy of Pediatrics. (2021) American Academy of Pediatrics offers parents tips: 14 ways to show your child love on Valentine’s Day and every day. https://www.aap.org/en/news-room/news-releases/aap/2021/american-academy-of-pediatrics-offers-parent-tips-14-ways-to-show-your-child-love-on-valentines-day-and-every-day/

Brussoni, M., Olsen, L. L., & Sleet, D. A. (2012, August 30). Risky play and children’s safety: Balancing priorities for optimal child development. International Journal of Environmental Research and Public Health, 9(9), 3134-3138. https://doi.org/10.3390%2Fijerph9093134

Children’s Bureau. (2018, October 12). Bonding activities for parent and child.https://www.all4kids.org/news/blog/bonding-activities-for-parent-and-child/

Maternal, Infant, & Early Childhood Home Visiting Technical Assistance Resource Center. (n.d.). Parent-child interaction and home visiting. Health Resources and Services Administration. https://mchb.hrsa.gov/sites/default/files/mchb/programs-impact/parent-child-interaction.pdf

Milteer, R. M., Ginsburg, K. R., Council on Communication and Media Committee on Psychosocial Aspects of Child and Family Health, Mulligan, D. A., Ameenuddin, N., Brown, A., Christakis, D. A., Cross, C., Falik, H. L., Hill, D. L., Hogan, M. J., Levine, A. E., O’Keeffe, G. S., & Swanson, W. S. (2012). The importance of play in promoting healthy child development and maintaining strong parent-child bond: Focus on children in poverty. Pediatrics, 129 (e204-e213). https://doi.org/10.1542/peds.2011-2953

National Center for Fathering. (n.d.). 3 benefits of one-on-one time. https://fathers.com/blog/involvement/3-benefits-of-one-on-one-time/

Pempek, T. A., & Lauricella, A. R. (2017, July 14). Chapter 3 – The effects of parent-child interaction and media use on cognitive development in infants, toddlers, and preschoolers. Cognitive Development in Digital Contexts. 53-74. https://doi.org/10.1016/B978-0-12-809481-5.00003-1

Pruett, K. (2015, July 15). The value of spending one-on-one time with your children: Forging quality time with each child. Psychology Today. https://www.psychologytoday.com/us/blog/once-upon-child/201507/the-value-spending-one-one-time-your-children-0

Rudick, S., Fields, E., Glisson, R., Butts-Dion, S., Lewis, E. F., Elliott, K., Mackrain, M., & Poes, M. (2020). How home visiting can support parent-child interactions. Education Development Center. https://www.edc.org/sites/default/files/uploads/HVParentBrief.pdf

Stewart-Henry, K., & Friesen, A. (2018). Promoting powerful interactions between parents and children.National Association for the Education of Young Children. https://www.naeyc.org/resources/pubs/tyc/aug2018/promoting-powerful-interactions

Engaging in sports and extracurricular activities offers opportunities for your child(ren) to have fun, learn healthy habits, build developmental skills, and develop social ties with adults and peers in your community. From an early age, you may want your child(ren) to participate in various leagues, teams, and/or clubs as you seek to determine their interests. However, when your child(ren) is(are) engaged in multiple sports and activities, you may have to get creative in determining your level of involvement with each activity. Consider how you will support your child(ren)’s interests while carving out time for other events and activities (e.g., your personal hobbies, family time, work commitments). Building structure into your routine can help you and your child(ren) thrive. The information below can help you explore ways your family can benefit from engaging in sports and activities. The information can also guide you as you develop and implement actionable steps to incorporate time-management strategies into your family’s busy schedule.

Questions to Ask Yourself

Is the activity developmentally appropriate for your child(ren)? Ensure your child(ren) has(have) developed the physical, mental, and social skills to participate in the activity. Your child(ren) may not be ready for organized sports and activities until they are about 6 years old (Healthychildren.org, 2019).

How well does(do) your child(ren) manage their regular responsibilities? Consider the impact of sports and extracurricular activities on your child(ren)’s homework time, household responsibilities, and other commitments.

How involved does(do) your child(ren) want to be in the sport or activity? Learn your child(ren)’s interests by communicating openly with them and observing their behaviors. This will help you understand their motivation to participate in each sport or activity.

How much time are you willing to invest? Ask the organizer(s) and other parents about expectations for the sport or activity. For example, many youth sports and activities require parents to serve as coaches or provide snacks. You may also be required to attend all practices, games, and performances.

How flexible is your personal schedule? Consider your day-to-day life, and determine how your work responsibilities, errands, and/or household tasks could impact your ability to support your child(ren)’s sports and activities.

Who will transport your child(ren) to and from practices, games, and performances? Devise a plan with your coparent, if applicable, or with the other members of your support network. Perhaps the parents of your child’s teammates would be willing to share transportation responsibilities with you, especially if you experience a scheduling conflict.

Have you explored the activity’s associated costs? Review your budget to determine if you can afford the associated and necessary fees and equipment.

How will your child(ren)’s free time or rest/leisure time with friends and family be impacted? Know your limits and your child(ren)’s limits, and prioritize your family. For example, you may decide that it is necessary to allow your child(ren) to miss practice sometimes. Be sure to observe your child(ren)’s behavior(s) for signs of burnout such as decreased interest or enthusiasm. If your child(ren) exhibit(s) imminent or present burnout, it may be time to reevaluate their participation (Brenner & Watson, 2024).

What will the effect be on your family’s plans for vacations and other family endeavors? Having quality time as a family is important to strengthen relationships between family members. Schedule time, at home and away from home, to connect with your family. Do your best to honor the time dedicated to being together. Discuss, as a family, if an important event or activity interferes with your planned family time, and decide on a solution.

Tips for Being a Supportive and Involved Parent

• Diversify your child(ren)’s options for sports and activities when/if possible.
• Communicate openly with and actively listen to your child(ren).
• Allow your children to gravitate to the sports and/or activities of their choice, and follow their lead when they show preference(s).
• Lead by example, and show respect to your child(ren)’s coaches and instructors. In doing so, your child(ren) will learn how to appropriately engage in their chosen sport and/or activity.
• Avoid criticism or blame with regard to your child(ren)’s abilities and/or performance, and help your child(ren) learn from mistakes or losses.
• Help your child(ren) build skills, and do not focus on wins and losses.
• Refrain from pushing your child(ren) beyond their capabilities and expecting perfection.
• Resist the urge to relive your “glory days” or your aspirations through your child(ren).

Tips for Managing Your Family’s Time and Schedules

• Develop ground rules and expectations as a family (e.g., seasonal activities, transportation, practices).
• Outline estimated times for each family member’s activities (e.g., homework, practice, chores).
• Create a shared family calendar or master schedule.
• Determine which games or performances are important to your child(ren), and ensure those instances are prioritized.
• Decide, as a family, which family and/or community activities are important to you (e.g., family vacations, worship services, charitable events), and prioritize them.
• Develop “rules” for adding new activities to the schedule, and commit to them.
• Be intentional about scheduling rest and downtime for you and your child(ren).
• Pay attention to your child(ren)’s behavior(s), and set limits as needed.
• Share the load with other parents (e.g., snacks, carpool), and don’t be afraid to ask for help.
• “Tag-team” and split responsibilities with your coparenting partner if applicable.
• Store equipment in a consistent location (e.g., tote, shelf) to minimize or avoid the stress associated with attempting to find equipment at the last minute.
• Develop a plan for meals and snacks that your child(ren) may require between practices and performances.

Additional Resources

Moving to Thrive

Physical Activity Guidelines for Americans, 2nd Edition

Establishing an After-School Routine (blog)

Choosing the Best Sports for Your Child (blog)

References

Anzilotti, A. W. (2019, February). Signing kids up for sports. Nemours KidsHealth. https://kidshealth.org/en/parents/signing-sports.html

Borelli, S. (2024, February 6). 70% of kids drop out of youth sports by age 13. Here’s why and how to fix it, per AAP. USA Today. https://www.usatoday.com/story/sports/2024/01/22/70-of-kids-drop-out-of-youth-sports-by-13-new-aap-study-reveals-why/72310189007/  

Brenner, J. S., & Watson, D. (2024, January 22). Burnout in young athletes: How to keep the fun in sports. https://www.healthychildren.org/English/health-issues/injuries-emergencies/sports-injuries/Pages/Too-Much-Too-Soon-Overtraining.aspx  

Folsom, J. (2020, January 2). Your kid isn’t going pro: The working mom’s sanity check on youth sports. MSNBC. https://www.msnbc.com/know-your-value/your-kid-isn-t-going-pro-working-mom-s-sanity-n1108956  

Gavin, M. L. (2021, January). Fitness for kids who don’t like sports. Nemours KidsHealth. https://app.nemours.org/kh-article/en/parents/hate-sports.html  

Greater Philadelphia YMCA. (2023, September 27). How to choose a youth sport for your child.  https://www.philaymca.org/news/tips-for-choosing-the-right-youth-sports-program-for-your-kids  

Healthychildren.org. (2019, October 8). Is your child ready for sports? https://www.healthychildren.org/English/healthy-living/sports/Pages/Is-Your-Child-Ready-for-Sports

Healthychildren.org. (2020, December 30). 11 ways to encourage your child to be physically active. https://www.healthychildren.org/English/healthy-living/fitness/Pages/Encouraging-Your-Child-to-be-Physically-Active.aspx  

National Academy of Athletics. (n.d.). Parent’s role in youth sports. https://nationalacademyofathletics.com/parents-role-in-youth-sports/  

Porter, K. (2003). Do’s and don’ts for parents of young athletes. Association of Applied Sports Psychology.  https://appliedsportpsych.org/resources/resources-for-parents/dos-and-donts-for-parents-of-young-athletes/  

Stricker, P. R. (2019, May 20). Parenting an athlete. Healthychildren.org. https://www.healthychildren.org/English/healthy-living/sports/Pages/Parenting-an-Athlete.aspx  

U.S. All-Star Federation. (2021, September 27). Back to school and sports: Time management for parents and young athletes. https://blog.usasf.net/thisisallstar/back-to-school-and-sports-time-management-for-parents-and-young-athletes  

YMCA of Greater Brandywine. (n.d.). 10 ways to be a great youth sports parent. https://ymcagbw.org/blog/10-ways-be-great-youth-sports-parent  

Children of all ages can benefit from participating in sports and engaging in physical activity. As a parent, you may want to consider your child’s age, personality, interests, and abilities when signing them up to participate in sports and activities. It may be useful to implement a phased approach with your child for sports participation—start with non-competitive, free-play activities and gradually move to more competitive, organized sports. For example, for toddlers and preschoolers (ages 2 to 5 years), sports should be less structured and competitive and focused on having fun and helping your child develop their social skills while being active. As your child grows and advances in their skill level, they may develop the physical, mental, and social skills required for organized sports, and they may gravitate towards a specific team (e.g., basketball) and/or individual sports activities (e.g., swimming). Consider the information below as you evaluate your child’s readiness for a sports program and choose a suitable sport activity.

Benefits of Sports

• Promotes healthy behaviors.
• Teaches new skills that contribute to your child’s overall development.
• Encourages social play, teamwork, and sportsmanship.
• Expands the family’s circle of support.
• Improves physical and mental health.
• Develops relationships with parents and other authority figures.
• Helps children maintain focus.
• Offers opportunities for fun and exploration.
• Encourages children to build friendships.
• Develops leadership skills.
• Boosts your child’s self-esteem and self-confidence.
• Helps teach the value of balancing successes and failures.

“First” Sports

Instead of choosing sports that emphasize competition, choose sports geared toward having fun and being active. Some good sport activities for children to learn first are activities such as running, tumbling, and swimming because the focus is basic skill development through active play, and these activities do not require organized rules (Healthychildren.org, 2019). These activities can improve your child’s coordination, help your child develop body awareness, increase social skills if your child plays and interacts with others, and teach your child skills that can prepare them for more organized activities. First sports also offer your child an opportunity to have fun with the entire family.

Physical Activity Based on Your Child’s Age and Development

Age	Child’s Behaviors	Activity Characteristics	Example Sports and Activities
Birth to 1 year	Developing motor skills Awareness of sights and sounds Requires hands-on support Stranger and separation anxiety	Practice basic skill development Requires hands-on parental guidance Child-led Unstructured Developed during daily routines Pretend play	Tummy time Roll over Sit up Kick Bounce Crawl Pull up Walk Jump
2 to 5 years	Basic motor skills Developing balance Short attention span Sharp vision	Follow a show-and-tell format Noncompetitive Limited instruction Feels like playtime	Running Swimming Tumbling Throwing Playing catch T-ball
6 to 9 years	Mature motor skills Developing hand-eye coordination Developing understanding of teamwork and rules of the game	Simple and organized Flexible rules Teaching new skills Less focus on winning Modified game times and equipment	Soccer Baseball/Softball Tennis Gymnastics Martial arts Skiing Surfing Rock climbing
10 to 12 years	Advanced motor skills High visual and mental sharpness Understanding of strategy and teamwork Starting puberty	Complex sports Focus on skill development Promotes teamwork Comparable to your child’s physical size and ability	Basketball Hockey Football Volleyball Skateboarding Wrestling Track & Field Cheerleading Rowing

How to Choose the “Right” Sport for Your Child

• Understand your child’s age, interests, and abilities, and seek compatible activities.
• Pay attention to skills your child has mastered and those they continue to develop.
• Consider enrolling your child in a variety of team sports (e.g., field hockey, lacrosse, softball) and individual sports (e.g., karate, fencing, dancing).
• Discuss your child’s interests with them and plan together for their participation in the sports of their choice.
• Monitor your child’s sports participation and take action if it becomes a negative experience.
• Ensure your child is enjoying the game and not developing a “win at all costs” mentality.
• Avoid coaches and sports environments that are hostile and/or abusive toward your child.

Is Your Child Not Interested in Organized Sports?

Your child may not be interested in organized sports; this is fine, and there are many ways they can become and stay physically fit and active. You may want to encourage your child to explore activities such as bicycling, jogging, hiking, riding bikes, yoga, exercising at the gym, or playing tag with family and friends. Many of these activities (e.g., jogging, hiking) can involve your child and one parent, a friend, or multiple family members.

Additional Resources

The United States Department of Health and Human Services developed the Physical Activity Guidelines for Americans, 2^nd edition to provide information that helps families make healthy choices. The guidelines can be found here: https://health.gov/sites/default/files/2019-09/Physical_Activity_Guidelines_2nd_edition.pdf

Nemours KidsHealth offers practical tips for families with children who are not interested in traditional sports at: https://kidshealth.org/en/parents/hate-sports.html

Find physical activity recommendations and resources from the Centers for Disease Control and Prevention at: https://www.cdc.gov/physicalactivity/basics/children/index.htm

Care.com offers sports and activity ideas for children of all ages. Find a list of activities in the following resources:

• The Best Sports for Kids—And How to Find the Right One for Your Child at https://www.care.com/c/the-top-20-sports-for-kids/
• 101 Outdoor Activities and Games for Kids at https://www.care.com/c/101-outdoor-activities-and-games-for-kids/

Related Blog Posts:

• Exercising Intelligence: How Physical Activity Nurtures Brain Development in Children https://thrive.psu.edu/blog/exercising-intelligence-how-physical-activity-nurtures-brain-development-in-children/
• Summertime Family Physical Activity https://thrive.psu.edu/blog/summertime-family-physical-activity/

References

Anzilotti, A.W. (2019, February). Signing kids up for sports. Nemours KidsHealth. https://kidshealth.org/en/parents/signing-sports.html

Centers for Disease Control and Prevention. (2023, September 26). Developmental milestones matter. https://www.cdc.gov/ncbddd/actearly/features/developmental-milestones-matter.html

Healthychildren.org. (2019, October 8). Is your child ready for sports? https://www.healthychildren.org/English/healthy-living/sports/Pages/Is-Your-Child-Ready-for-Sports.

James, W.S. (2023, June 22). What is the best first sport for kids? Healthychildren.org. https://www.healthychildren.org/English/tips-tools/ask-the-pediatrician/Pages/what-is-the-best-first-sport-for-kids.aspx

Stricker, P. R. (2019, October 7). Sports physiology. Healthychildren.org. https://www.healthychildren.org/English/healthy-living/sports/Pages/Sports-Physiology.aspx

While many parents and caregivers acknowledge that being physically active can produce significant health advantages for children, the full impact of engaging in physical activity on learning and one’s overall well-being might not be entirely evident. Motor-skill development can have a profound effect on children’s social, cognitive, and psychological domains. Below are some examples of how motor-skill development can intertwine with cognitive growth.

Neurological Connection: Neural pathways in the brain connect motor and cognitive functions. When children participate in activities that challenge their motor skills, such as balancing or coordination exercises, they activate brain regions that are responsible for cognitive processes like planning, decision-making, and problem-solving (Best, 2010; Shi et al., 2022; Veldman et al., 2019).

• What we see: Dale is learning to rollerblade. He moves his arms and legs to maintain balance, move forward, and make adaptations, so he can stay upright as the contours of the sidewalk change.
• What we don’t see: Dale’s brain is forming connections between the cerebellum and prefrontal cortex—key regions for motor and cognitive functions (Shi et al., 2022). As he encounters environmental cues like bumps and obstacles, his brain swiftly adjusts to maintain balance. This activity improves Dale’s agility, coordination, and cardiovascular fitness and strengthens his cognitive processes, such as attentiveness and perception.

Cognitive Engagement: Cognition is the mental process of acquiring, processing, and storing information, which includes perception, memory, thinking, and imagination (Shi et al., 2022). Acquiring and developing cognitive abilities are essential for survival and development. When children participate in motor activities that require coordination, precision, and goal-directed action, they refine their cognitive skills as they plan, strategize, and adjust their movements to achieve desired outcomes (Gibb et al., 2021; Pesce et al., 2016).

• What we see: Ella and Nellie are playing a game of “Red Light, Green Light.” Ella moves forward when Nellie says, “green light,” and she stops when Nellie says “red light.” Occasionally, Nellie tries to deceive Ella by saying similar-sounding words.
• What we don’t see: Ella’s brain is actively involved in various cognitive
  processes, such as comprehending instructions, responding to verbal cues, and suppressing impulsive reactions. Beyond refining her physical coordination, Ella’s brain is exercising her working memory, inhibitory control, and flexibility as she strategically plans and executes actions in pursuit of specific objectives.

Whole-Body Integration: Motor activities often involve the integration of various sensory inputs and whole-body movements. When children engage in activities that require coordination of multiple sensory systems, such as balancing or spatial-awareness tasks, they can refine their attention and concentration skills (Beck, 2022; Bergland, 2015; Cook et al., 2019).

• What we see: A group of children are playing a game of Hide and Seek. They run, sneak, crawl, hide, and navigate through various hiding spots. Simultaneously, they monitor their surroundings and the movements of other players.
• What we don’t see: As the children maneuver, they integrate their sensory inputs—vision, hearing, and proprioception (awareness of body position)—to coordinate their movements effectively. Their heightened awareness of the environment and anticipation of others’ actions helps them to adjust and refine their physical coordination, agility, attention, and spatial awareness. In addition, they develop multitasking skills as they simultaneously keep track of various elements.

Skill Transfer: Skills acquired through motor activities can benefit an individual’s cognitive abilities. When children engage in activities like balancing or climbing, they use spatial awareness and planning skills, and these skills can transfer to cognitive tasks such as problem-solving (Bergland, 2015; Shi et al., 2022).

• What we see: Rajan and Ian are exploring a playground climber. They are pretending the ground is covered with lava and must navigate the climber without touching the ground. They climb up the slide tunnel, grab and travel along the monkey bars, run across a swinging bridge, and slide down a curvy pole.
• What we don’t see: As Rajan and Ian encounter various obstacles, they challenge their brains to problem-solve in real time. As they balance and coordinate their movements, they utilize spatial reasoning, which enables them to overcome challenges and reach their goal. This process enhances their physical abilities, sharpens their cognitive skills, and fosters adaptability and decision-making. Further, their imaginative play adds an element of creativity and exploration to their experience.

Social Interaction: Participating in physical activities can create opportunities for children to interact with peers and practice social skills, like cooperation. These experiences may promote teamwork and communication skills and can help strengthen bonds and friendships among children (Khan et al., 2023; Shi et al., 2022).

• What we see: LaShante is playing a game of basketball. As she runs up and down the court, she communicates with her teammates about offense strategies and defense tactics.
• What we don’t see: LaShante’s involvement in physical activity facilitates her connection with peers. She is developing teamwork skills and learning to coordinate and collaborate within a group. When the team faces challenges, they do so together, which instills respect for each other’s contributions and creates a network of support. Even in defeat, the team’s unity can strengthen, which nurtures a sense of belonging and camaraderie.

Psychological Benefits: Motor development can impact a child’s sense of self-esteem and self-confidence as they master new skills and overcome challenges (Fong Yan et al., 2024). Physical activities trigger the release of endorphins and other neurotransmitters that are associated with positive emotions. Positivity can contribute to stress reduction and improved mental health (Li et al., 2022; Martín-Rodríguez et al., 2024).

• What we see: Feliks is participating in gymnastics after school. He somersaults and cartwheels on the mat, pulls himself up on the rings, swings on the bars, and performs choreographed routines on a padded floor.
• What we don’t see: Feliks has found an avenue for self-expression and is able to channel his energy and enthusiasm into dynamic movement. As he immerses himself in different activities, he encounters a shift in neural activity, which leads to a surge of positivity that permeates his psyche. Furthermore, each new skill he learns becomes a source of pride and accomplishment. When he shares his triumphs with his family and friends, he builds confidence and nurtures a strong belief in his capabilities.

Encouraging physical activity and motor-skill development through purposeful play can support children’s physical and cognitive growth. When children engage in activities that challenge their motor skills, these activities can promote growth across a variety of learning domains. For further information and suggestions on integrating physical activity into your child’s daily schedule, please refer to the additional resources below.

Additional Resources

Moving to Thrive

5210: Definitions and recommendations

5210: Quick physical activity breaks

Physical Activity Guidelines for Americans

References

Beck, C. (2022, June 11). Tag games to develop motor skills. The OT Toolbox. https://www.theottoolbox.com/tag-games/#:~:text=When%20kids%20are%20running%20around,Proprioception

Bergland, C. (2015, July). Want to improve your cognitive abilities? Go climb a tree! Psychology Today. https://www.psychologytoday.com/us/blog/the-athletes-way/201507/want-improve-your-cognitive-abilities-go-climb-tree

Best, J. (2010, December). Effects of physical activity on children’s executive function: Contributions of experimental research on aerobic exercise. Developmental Review, 30(4), 331-351. https://doi.org/10.1016/j.dr.2010.08.001

Cook, C. J., Howard, S. J., Scerif, G., Twine, R., Kahn, K., Norris, S. A., & Draper, C. E. (2019, September). Associations of physical activity and gross motor skills with executive function in preschool children from low-income South African settings. Developmental Science, 22, e12820. https://doi.org/10.1111/desc.12820

Fong Yan, A., Nicholson, L. L., Ward, R. E., Hiller, C. E., Dovey, K., Parker, H. M., Low, L., Moyle, G., & Chan, C.(2024, January). The effectiveness of dance interventions on psychological and cognitive health outcomes compared with other forms of physical activity: A systematic review with meta-analysis. Sports Medicine. https://doi.org/10.1007/s40279-023-01990-2

Gibb, R., Coelho, L., Van Rootselaar, N. A., Halliwell, C., MacKinnon, M., Plomp, I., & Gonzalez, C. L. R. (2021, December). Promoting executive function skills in preschoolers using a play-based program. Frontiers in Psychology, 12, 720225. https://doi.org/10.3389/fpsyg.2021.720225

Khan, A., Werner-Seidler, A., Hidajat, T., Feng, J., Huang, W., & Rosenbaum, S. (2023, December). Association between sports participation and psychosocial wellbeing of Australian children: An 8-year longitudinal study. Journal of Adolescent Health, 73(6), 1117-1124. https://doi.org/10.1016/j.jadohealth.2023.07.011

Li, J., Huang, Z., Si, W., & Shao, T. (2022, November). The effects of physical activity on positive emotions in children and adolescents: A systematic review and meta-analysis. International Journal of Environmental Research and Public Health, 19(21). https://doi.org/10.3390/ijerph192114185

Martín-Rodríguez, A., Gostian-Ropotin, L. A., Beltrán-Velasco, A. I., Belando-Pedreño, N., Simón, J. A., López-Mora, C., Navarro-Jiménez, E., Tornero-Aguilera, J. F., & Clemente-Suárez, V. J. (2024, January). Sporting mind: The interplay of physical activity and psychological health. Sports (Basel), 12(1), 37. https://doi.org/10.3390/sports12010037

Pesce, C., Masci, I., Marchetti, R., Vazou, S., Sääkslahti, A., & Tomporowski, P. D. (2016, March 10). Deliberate play and preparation jointly benefit motor and cognitive development: Mediated and moderated effects. Frontiers in Psychology, 7, 349. https://doi.org/10.3389/fpsyg.2016.00349

Shi, P., & Feng, X. (2022, November 20). Motor skills and cognitive benefits in children and adolescents: Relationship, mechanism and perspectives. Frontiers in Psychology, 13, 1017825. https://doi.org/10.3389/fpsyg.2022.1017825

Veldman, S., Santos, R., Jones, R., Sousa-Sa, E., & Okely, A. (2019, May). Associations between gross motor skills and cognitive development in toddlers. Early Human Development, 132, 39-44. https://doi.org/10.1016/j.earlhumdev.2019.04.005

Welcoming a new baby into the home can be an exciting time that is probably filled with novel experiences, but it can also be a time that is filled with challenges, like adjusting to a new schedule and a parenting lifestyle. As you embark on your new parenting journey, remember to allow yourself time to restore and maintain your physical energy and replenish your mental and emotional resources by engaging in self-care strategies, such as eating healthy foods, exercising regularly, and thinking positively. The following video illustrates how incorporating self-care strategies into your daily life can improve your overall well-being and your ability to effectively care for your baby. Engaging in self-care strategies can also offer you opportunities to bond with your baby, connect with friends, or sustain a hobby or skill.

To learn more, watch the Taking Care of You mini-booster module video, below, that was developed by Thrive!

The universal Thrive parent-education programs (i.e., Take Root, Sprout, Grow, and Branch Out), supplemental modules, and mini-booster video modules are available at no cost to parents and caregivers at https://thrive.psu.edu.

As cold weather arrives each year, many parents worry that their children may be at a higher risk for becoming ill. Worries are compounded as parents of toddlers and preschoolers struggle to convince children to keep hats, mittens, and jackets on their bodies while they’re outside. In addition, parents of school-age children and teens may fret about children who refuse to wear a coat or insist on wearing shorts in frigid temperatures. Are these concerns warranted? If so, what can parents do?

The Facts

A new study published by researchers at Northeastern University in the Journal of Allergy and Clinical Immunologyhas determined that cold weather may, in fact, play a role in how likely you and your child are to succumb to sickness (Thomsen, 2022). However, this tendency may not really be due to exposed heads, arms, or legs. The researchers found that inhaling cool air (<40° Fahrenheit) through the nose in the winter season may impair the nose’s antiviral immune response function (Huang et al., 2022). This impairment makes individuals more susceptible to respiratory viruses such as Respiratory Syncytial Virus (RSV), influenza, and the common cold. Therefore, ensuring that your child keeps their nose warm may be the battle you must win.

In cold temperatures, the body loses heat faster than it can produce heat, which can lead to other serious health problems, such as frostbite and hypothermia. When temperatures fall below 0° Fahrenheit, areas of the body that are prone to frostbite – nose, ears, toes, cheeks, chin, and fingers – should remain covered in warm, dry clothing. Avoid spending time outdoors in temperatures or wind chills below -15° Fahrenheit (American Academy of Pediatrics [AAP], 2022).

Risks of frostbite and hypothermia may be prevented by limiting time spent outdoors in freezing temperatures; however, contracting respiratory illnesses may be more challenging to avoid. According to the Centers for Disease Control and Prevention (CDC; CDC, 2022), there have been at least 15 million illnesses in the United States during the 2022 cold and flu season. Consider taking the following precautions to lower your family’s chances of contracting respiratory infections this winter.

Ways to Protect Your Family from Illness This Winter

Dress the Part. Wearing layers when outside in cold weather can help prevent physiological conditions that can increase the chance of contracting viruses or more severe illnesses and cold-weather-related conditions. Appropriate outdoor clothing may include wearing layers of light, warm clothing and the following: windproof coats, mittens, hats, scarves, and waterproof boots.

Some children may need extra convincing to wear appropriate cold-weather attire. The Cleveland Clinic offers suggestions for parents of teens. Additional winter-safety tips to keep children warm are available from the AAP. Safety tips include using wearable blankets for infants during sleep time, ensuring children come indoors to “warm-up” during outside winter play, and dressing infants and children in layers rather than thick coats when traveling in vehicles.

Wash Hands Often. Germs are easily spread by handling or using community items (e.g., writing utensils, soap dispensers) and touching high-traffic surfaces (e.g., doorknobs, light switches) and, then, touching one’s eyes, nose, or mouth. To help protect against the spread of germs, individuals should wash their hands regularly by scrubbing their hands for at least 20 seconds using soap and water. Hand sanitizer can be used when soap and water are not available.

Get a Vaccine. According to the CDC, an annual flu vaccine may be the best way to protect against the seasonal flu (CDC, 2022). Receiving vaccinations can help your body repel infections and ease symptoms for those who do get vaccinated but still get sick with the flu. The CDC recommends that most people ages 6 months and older get a flu vaccine annually.

Get Outside. Viruses can spread more easily through dry air. This is due to fewer water molecules being available to interfere with the droplets expelled through a sneeze or cough (Northwestern Medicine, 2022). The air inside homes tends to be dry in the winter because of heating, and this condition can increase one’s likelihood of contracting a virus. Therefore, take the whole family outside, and get fresh air. Time spent outdoors may also help maintain Vitamin D levels, which is important for overall immune system health (Aranow, 2011). When preparing to go outdoors with your child, check wind chill temperatures because these temperatures reflect actual “feels like” temperatures, and dress yourself and your child appropriately.

Wear a Mask. Masks can help prevent respiratory droplets from reaching other people, which is one of the ways germs are spread. A mask or other face covering can also keep the nose warm, which may help the nose to maintain its germ-fighting ability when exposed to cold air.

More enjoyable winter seasons can happen with your child by taking the appropriate steps! You may be able to prevent you and your child from catching and spreading viruses or experiencing more severe cold-weather-related health conditions – remember, keep your noses warm!

Additional Resources:

Centers for Disease Control and Prevention – Flu Activity & Surveillance

Need to Convince Your Teen to Wear a Coat? Here’s How

Stay Safe and Healthy in Winter

Tips to Keep Kids Warm All Winter

When and How to Wash Your Hands

References:

American Academy of Pediatrics. (2022, January 13). Cold weather safety for children. Healthy Children. https://www.healthychildren.org/English/safety-prevention/at-play/Pages/Cold-Weather-Safety.aspx

Aranow C. (2011). Vitamin D and the immune system. Journal of Investigative Medicine, 59(6), 881-886. https://doi.org/10.2310/JIM.0b013e31821b8755

Centers for Disease Control and Prevention. (2022, December 16). Weekly U.S. influenza surveillance report. FLUView. https://www.cdc.gov/flu/weekly/index.htm

Huang, D., Taha, M., Nocera, A., Workman, A., Amiji, M., & Bleier, B. (2022, December 6). Cold exposure impairs extracellular vesicle swarm–mediated nasal antiviral immunity. Journal of Allergy and Clinical Immunology, Advance online publication.  https://doi.org/10.1016/j.jaci.2022.09.037

Northwestern Medicine. (2022). Can winter make you sick?. Healthy Tips. https://www.nm.org/healthbeat/healthy-tips/can-winter-make-you-sick#:~:text=%22As%20the%20temperature%20starts%20to,Rajendram%2C%20MD

Thomsen, I. (2022, December 6). Northeastern researcher finds new way to prevent the common cold (and maybe Covid-19). News@Northeastern. https://news.northeastern.edu/2022/12/06/why-are-colds-more-common-in-winter/

When it’s cold outside, many families find themselves spending more time indoors. Identifying outdoor winter activities for children can sometimes be challenging. Winter sports, like skiing, ice skating, or hockey, take skill and practice and are sometimes cost-prohibitive for families.

Because of the added equipment outdoor winter sports can be more expensive than those during summer. Before financially committing to signing your child up for a winter sport, find videos or websites to help gauge their interest level. Once you’ve identified a sport your child is excited about, encourage their participation and perseverance.

Participating in outdoor winter sports can also be fun adventures to explore as a family. Take skiing or ice skating, for example. Getting away for the day to visit a ski slope or community ice rink is a great way to spend time together and to see if your child shows interest in these types of activities.

If your child isn’t interested in participating in a cold-weather sport, remember some organized winter sports take place inside, for example, gymnastics, wrestling, dance, or basketball. These types of activities may be offered at no cost through public school systems, or available as a community opportunity.

Organized Sports
Indoor		Outdoor
Snow Shoeing	Snowboarding	Hockey	Basketball
Skiing	Cross-country Skiing	Figure Skating	Soccer
		Dance	Fencing
		Wrestling	Swimming
		Gymnastics

 

Family and Community Activities
Sledding	Public Ice Skating	Winter Fun Fairs
Building a Snowman	Skiing	Snow Tubing
Hiking	Cross-country Skiing	Bowling

It can be easy for children to become sedentary during the winter months. Getting them interested in activities during winter helps to increase enthusiasm and maintain an optimal level of fitness. Participating in organized winter competition sports may also increase your child’s confidence, discipline, positive self-image, and teamwork skills.