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Copyright © 2017 by Pearson Education, Inc. All rights reserved.
140
Chapter 7: Physical Development and Health in Early
Childhood
BRIEF DESCRIPTION OF CHAPTER
Chapter 7 highlights research and theory on the development and rate of change in a child’s
brain and, thus, the implications for physical development. These changes within the brain
particularly impact attention span, memory, communication, and executive brain abilities such
as planning, decision making, and self-control. Physical coordination, speed of movement, and
vigor evolve in multiple ways including significant changes in gross and fine motor skills. Risk-
taking, nutritional choices, and play are highlighted as well as types of maltreatment of children
by caretakers.
CHAPTER-AT-A-GLANCE GRID
Chapter Outline Instructor’s Resources Multimedia Resources
7.1 Growth of the
Body and Brain
Learning Objectives 7.1, 7.2, 7.3, 7.4
Thinking About Your Virtual Child: Journal
Prompt Reflection Activities
Pair and Share: Childhood Recollections
Interview on School Curriculum
Writing Exercise: Brain Games
Observing the Dynamic Child 7.1: Executive
Functions in Preschool
The Science of Early
Childhood
Development video
(3:57)
Brain Development of
Young Children video
(4:00)
Experiences Build Brain
Architecture video
(1:57)
Observing the Dynamic
Child 7.1: Executive
Functions in
Preschool video
(3:30)
7.2 Motor
Development
Learning Objectives 7.5, 7.6, 7.7
Observing the Dynamic Child 7.2: Motor
Skills
Observational Activity: Gender Differences in
Motor Skills
Writing Exercise: Hand It Over!
The Dynamic Child in the Classroom: Motor
Development in Early Childhood
Early Childhood Gross
Motor Development
video (1:39)
Early Childhood Fine
Motor Development
video (1:36)
Occuptional Therapy for
Kids video (4:31)
Improving Your Child’s
Fine Motor and Gross
Motor Skills video
(3:50)
Handedness in
Preschoolers video
(2:01)
Observing the Dynamic
Child 7.2: Motor Skills

141
video (4:43)
The Dynamic Child in
the Classroom: Motor
Development in Early
Childhood video
(6:34)
7.3 Children’s
Health and Safety
Learning Objectives 7.8, 7.9, 7.10, 7.11, 7.12
Class Discussion: Raising Healthy Children
Group Discussion: Children and the Media
Observational Activity: The Apple Does Not
Fall Far from the Tree
Interview Professionals About Feeding
Children
What Are Night
Terrors? video (2:12)
Thinking Like a
Preschool Director:
Healthy Eating video
(1:40)
An America Disaster:
The Crisis in Flint
video (7:47)
Flint: It’s Not Just About
the Water video
(4:30)
7.4 Child
Maltreatment and
Neglect
Learning Objectives 7.13, 7.14, 7.15
Shared Writing: Preventing Child
Maltreatment
Application Assignment: Investigate a
Program that Targets Maltreated Children;
Maltreatment and Brain Development
Case Study: Child Maltreatment
Guest Speaker: Child Protective Services
Worker
Thinking About the Whole Child: My Virtual
Child at Ages 3 to 5 Years (Group Activity)
The Impact of Early
Adversity on Child
Development video
(3:54)
The Science of Neglect
video (5:58)
TED MED Talk: How
Childhood Trauma
Affects Health Across
a Lifetime video
(19:00)
INNOVATIVE IDEAS FOR CHAPTER 7
 Bomb in the Brain: Death of Reason—Effects of Childhood Abuse Application Activity
 What Would You Do? Kids on Leashes Video Activity
 Lead-Laced Water in Flint: A Step-by-Step Look at the Makings of a Crisis
 InBrief: The Impact of Early Adversity on Children’s Development
 Your Questions Answered: How to Make Sure Your Tap Water Is Safe
 Thinking About the Whole Child: Observing Preschoolers’ Physical Development
CHAPTER OUTLINE WITH LEARNING OBJECTIVES
Introduction: Young Children at Play
Raising Your Virtual Child: Early Childhood
7.1 Growth of the Body and Brain
Growth of the Body
LO 7.1 Identify factors that influence individual differences in growth rates.
Brain Growth
LO 7.2 Identify which aspects of brain growth are prominent in early childhood.
The Prefrontal Cortex and Executive Functions

142
LO 7.3 Describe how improvements in brain functioning are thought to contribute
to the development of executive functions in early childhood.
Individual Differences in Executive Functions
LO 7.4 Explain which factors influence development of executive functions.
Observing the Dynamic Child 7.1: Executive Functions in Preschool
7.2 Motor Development
Gross Motor Skills
LO 7.5 Explain how gross motor skills improve during early childhood.
Fine Motor Skills
LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Drawing Pictures
Learning to Write
Handedness
LO 7.7 Explain the development of handedness in the first 5 years.
Observing the Dynamic Child 7.2: Motor Skills
The Dynamic Child in the Classroom: Motor Development in Early Childhood
7.3 Children’s Health and Safety
Sleep Patterns and Disturbances
LO 7.8 Describe the factors associated with sleep disturbances.
Nutrition and Malnutrition
LO 7.9 Explain what factors influence children’s developing food preferences.
Illnesses
LO 7.10 Describe the most common illnesses or diseases affecting children, and
note preventative measures.
Injuries
LO 7.11 Discuss how risks from the most common sources of injuries among
young children can be minimized.
Environmental Risk Factors
LO 7.12 Describe two environmental hazards that pose a risk to young children.
Secondhand Smoke
Lead Exposure
7.4 Child Maltreatment and Neglect
Incidence, Types, and Risk Factors for Maltreatment
LO 7.13 Discuss the risk factors for child maltreatment.
Consequences of Maltreatment
LO 7.14 Explain how the consequences of maltreatment can be viewed as
following a developmental cascade within and across domains of development.
Physical Health and Brain Development
Cognitive Development
Emotional Regulation and Perception
Social Relationships
Prevention of Maltreatment
LO 7.15 Describe two strategies that may help prevent maltreatment.
Shared Writing: Preventing Child Maltreatment
Thinking About the Whole Child: My Virtual Child at Ages 3 to 5 Years (Group Activity)
LESSON PLANS
Module 7.1 Growth of the Body and Brain
Introduction/hook to stimulate students’ interest (5 minutes)

143
 Ask students to think about games they played as a child. Did they play alone or with others?
Were the groups the same sex or were they made up of boys and girls? Were they more
likely to climb to the top of the monkey bars or play on the swing set?
 Organizing theme: How children’s physical development influences both body and brain and
how environmental factors impact the rate of this growth and the efficiency of the brain.
LO 7.1 Lecture Notes: Identify factors that influence individual differences in growth rates.
 Inform students that of all the organs, the brain grows most rapidly between the ages of 2 and
5.
 Bodily growth does continue but at a slower pace than in the infant and toddler years, adding
an average of 2 to 3 inches in height and 5 pounds in weight.
 Children begin to lose baby fat and appear taller, slimmer, and more erect.
 The average girl matures faster than the average boy, with girls having greater fine motor
skills.
 The average 5-year-old boy in the United States is 43 inches tall and 40 pounds and the
average girl is 42 ½ inches and 39 pounds.
LO 7.2 Lecture Notes: Identify which aspects of brain growth are prominent in early
childhood.
 Mini-lecture hook: At what age do you believe the brain reaches its adult volume? The human
brain grows to about 80 percent of its adult volume by age 2 and another 10 percent between
2 and 6 years of age (Brown & Jernigan, 2012).
 Synaptogenesis, pruning, and myelination continue to reshape the brain, particularly in
language areas and the prefrontal cortex.
 Gray matter (neuron cell bodies, dendrites, and synapses) grows rapidly in the first two years,
begins to slow in pace, and peaks in late childhood followed by a decline after age 10.
 White matter (myelinated axons) shows rapid increases in infancy followed by a more gradual
increase from age 3 to early adulthood.
Video Link: The Science of Early Childhood Development (3:57)
https://www.youtube.com/watch?v=tLiP4b-TPCA
This video from the Center on the Developing Child at Harvard University
(developingchild.harvard.edu) features Center director Jack P. Shonkoff, M.D., professor at the
Harvard Graduate School of Education, the Harvard School of Public Health, and Harvard
Medical School, addressing basic concepts of early childhood development, established over
decades of neuroscience and behavioral research, that help illustrate why child development—
particularly from birth to 5 years—is a foundation for a prosperous and sustainable society.
Video Link: Brain Development of Young Children (4:00)
https://www.youtube.com/watch?v=EFbnU_O9ZEM
The first years of a child’s life set the foundation for his/her future. This video explains how the
brains of young children develop in the first years of life and why this is so crucial to their future.
Children whose bodies and minds are nourished in their early years go on to hold better jobs,
have more stable families, and contribute to our nation’s economic growth.
LO 7.3 Lecture Notes: Describe how improvements in brain functioning are thought to
contribute to the development of executive functions in early childhood.
 One of the fastest-growing areas in early childhood is the prefrontal cortex.
 The prefrontal cortex is involved in executive functions, which are deliberate, conscious
strategies used in goal attainment, decision making, and problem solving.

144
 Review Figure 7.3: Executive Functions in Early Childhood and review the specific executive
functions involved that go through rapid change in early childhood: working memory,
inhibition, and shifting. Each of these processes is important for school performance.
 Three-year-olds have a difficult time shifting rules in games but by age 4 they were able to
switch between new rules more readily.
Integrating the Information: Thinking About Your Virtual Child: Journal Prompt
7.1a (5 minutes): Did you see any signs of improvement in executive functions (working
memory, inhibition, and shifting mental states) in your virtual child at ages 3, 4, and 5? (This
may be used as an in-class writing assignment or a group discussion. For best results, prime
students to have answers to these journal prompts ready for class discussion.)
LO 7.4 Lecture Notes: Explain which factors influence development of executive functions.
 Biological factors contribute to the development of executive functions.
 Abnormalities in the development of frontal lobe brain circuits may result in disorders of
genetic or prenatal origin such as obsessive-compulsive disorder, Tourette’s syndrome, and
attention deficit hyperactivity disorder (Peterson, Pine, Cohen, & Brook, 2001).
 Environmental factors such as socioeconomic status and culture may also contribute to
differences in executive functions.
 Early results from the Family Life Project reveal a variety of risk factors in working memory,
inhibition, and mental switching at age 3.
 The strongest predictor of executive functioning was cumulative risk, a composite including
factors such as family income, marital status, environmental stress, maternal depression, food
insufficiency, and health problems within the family.
 Parenting quality plays a role: Parents with the highest cumulative risk are more likely to be
low in positive engagement and less likely to provide books and toys.
 Parents help shape executive functions by providing structure and organization.
 Culture may also influence parenting practices, thus impacting the development of executive
functions.
 Executive functions impact school performance, as children need to pay attention, inhibit off-
task behavior, and remember instructions.
Video Link: Experiences Build Brain Architecture (1:57)
https://www.youtube.com/watch?v=VNNsN9IJkws
This video is Part 1 of a three-part series entitled “Three Core Concepts in Early Development”
from the Center on the Developing Child at Harvard University and the National Scientific
Council on the Developing Child. The series depicts how advances in neuroscience, molecular
biology, and genomics now give us a much better understanding of how early experiences are
built into our bodies and brains, for better or for worse. Healthy development in the early years
provides the building blocks for educational achievement, economic productivity, responsible
citizenship, lifelong health, strong communities, and successful parenting of the next generation.
7.1b (5 minutes): Examine your virtual child’s pre-kindergarten assessment and evaluation (at
age 5). To what extent do you think executive functioning was involved in your child’s outcomes
on this assessment? (This may be used as an in-class writing assignment or a group
discussion. For best results, prime students to have answers to these journal prompts ready for
class discussion.)
Pair and Share: Childhood Recollections (10 minutes total)

145
Ask students to discuss the following questions with their seatmates:
1. What specific techniques did your parents use to encourage development of working
memory, inhibition of off-task behaviors, and shifting between tasks?
2. Do you recall any games you played as a young child that may serve to enhance
executive function? If so, what specific games and what aspects of the games do you
believe served to help in executive development functions?
Invite students to share their recollections.
Links to Additional Activities, Demonstrations, and Exercises for this Module
1. Interview on School Curriculum (To be completed outside of class)
Interview a kindergarten teacher or principal at your local elementary school or a lead
teacher at a local daycare center. Inquire as to what aspects of their curriculum and/or
teaching methods help children between ages 2 and 5 develop working memory, inhibition
of off-task behaviors, and mental switching. Ask them to describe specific classroom
activities and/or games played and the learning goals of each.
2. Writing Exercise: Brain Games (Allow at least 15 minutes if completed in class)
This exercise encourages students to think about how their parenting can help or hinder
brain development, particularly in the prefrontal cortex.
Writing Activity Instructions for Students: Imagine you are a parent of a 4-year-old child.
What types of parenting techniques will you use to help your child’s executive function
development? Explain why you will make these particular choices.
Observing the Dynamic Child 7.1: Executive Functions in Preschool
https://mediaplayer.pearsoncmg.com/assets/mypsychlab-2015-manis1e_0134410971-
executive_function_in_preschool
Ask each student to pair up with another student. Present students with a worksheet containing
the following questions and ask them to work in pairs. Show Observing the Dynamic Child 7.1:
Executive Functions in Preschool video (3:30). This can be used as an in-class participation
grade. NOTE: Be sure to remove the * before using this as a handout for students!
1. Some of the child’s errors don’t involve immature executive functioning but rather lack of
knowledge of numbers. An example of the latter would be __________.
a. the child’s mistake in calling “3” five
b. the child’s inability to work on her own with numbers larger than five
c. the child’s difficulty in inhibiting counting beyond the current number
d. the child’s difficulty in keeping in mind the overall goal (to count only the correct
number of spindles into each bin)
e. *a and b
f. c and d
2. Which of the following errors seems to involve one or more aspects of executive
functioning?
a. the child’s mistake in calling “3” five
b. the child’s inability to work on her own with numbers larger than five
c. the child’s difficulty in inhibiting counting beyond the current number
d. the child’s difficulty in keeping in mind the overall goal (to count only the correct
number of spindles into each bin)
e. *c and d
f. b and d
3. The teacher supports the child’s efforts. How would you describe these supporting
efforts using the concept of executive functions?
a. The teacher’s support permanently increases the child’s executive functions.

146
b. The teacher effectively serves as the child’s working memory, reminding her of the
overall goal.
c. The teacher supports the functions of planning, inhibiting, and shifting rules (for
example, four involves counting one more spindle than three) when the child’s efforts
fall short.
d. The teacher points out when the child makes an error in identifying a number.
e. *b and c
f. b and d
To encourage additional critical thinking following the Observing the Dynamic Child video,
ask students to address this question:
Turning things on their head, why might it be adaptive for cognitive and motor
development for children to have immature executive functioning? Hint (if some students
are stymied): This means that the child might “play around” with objects, rather than only
doing the procedure demonstrated by the teacher.
One answer is that playing around allows children to discover new and interesting
activities or properties of objects. For example, the child might discover that lifting
several sticks at a time and dropping the appropriate number in a bin is a faster and
more efficient way of filling the bins than moving the sticks one at a time. Or the child
might discover some property of the sticks that is unrelated to the counting activity, such
as that they can be used to make musical rhythms or other sounds.
Module 7.2 Motor Development
 Organizing theme: How important is recess or play time for young children’s development?
 What sorts of activities beyond recess and play time support the development of motor skills?
 Inform students that we will explore and differentiate between fine and gross motor skills.
LO 7.5 Lecture Notes: Explain how gross motor skills improve during early childhood.
 By age 2 to 2 ½ years, children learn to walk efficiently. Once walking is learned, they begin
to develop fundamental movement skills, which include running, hopping, skipping,
climbing, throwing, catching, and kicking.
 Figure 7.4: Four Stages of Kicking. Share the four stages with students and describe the
behaviors and skills in each stage.
 Formal movement education can teach children fundamental movement skills more rapidly
than traditional physical education or free play programs (Goodway & Branta, 2003).
 Recall from Chapter 4 the discussion of the dynamic systems theory: Motor development
requires knowledge beyond mastery of movement. It requires perception of movement,
relative location of object in motion, balance, and kinesthetic awareness of object relative to
self.
 Practice and motivation are also essential in motor development, such as encouragement
from parents and siblings.
Video Link: Early Childhood Gross Motor Development (1:39)
https://www.youtube.com/watch?v=W0697717ZdU
This video demonstrates children between ages 2 and 5 years engaged in various outdoor and
indoor activities such as climbing, sliding, swinging, running, going down stairs, kicking a ball,
hopping on one foot, and playing organized games, all designed to enhance gross motor skills.

147
7.2a (5 minutes): Explain how certain activities your virtual child has engaged in might provide
practice in fundamental movement skills. (This may be used as an in-class writing assignment
or a group discussion. For best results, prime students to have answers to these journal
prompts ready for class discussion.)
LO 7.6 Lecture Notes: Describe how the fine motor skills of drawing and writing develop.
 Between ages 2 ½ and 5, fine motor skills develop as children become skillful and precise
with hand motion via activities such as writing, drawing, fastening buttons, and tying
shoelaces.
 As early as 18 months, children learn to hold a pencil or crayon in a power grip. Practice
determines increased dexterity but by about age 6 they progress to the tripod grip. Refer to
Figure 7.5: Power Versus Tripod Grip.
 By age 4, many children can write their own name and produce legible representations of the
26 letters of the alphabet.
 Children’s ability to draw pictures provides insight into how advances in motor, cognitive, and
socioemotional aspects of development occur simultaneously.
 Review Figure 7.6: Stages in Children’s Drawings. Research reveals ages 3 to 4 is pivotal for
the development of the use of a vocabulary of symbols such as a circle, square, triangle, and
diagonal line (Machón, 2013).
 Children progress through stages of drawing depending on environmental factors such as
availability of drawing materials and cultural influences.
 Evidence suggests that providing correct practice with a pencil beginning at age 2 ½ can lead
to earlier and more accurate letter writing when children begin school (Callaghan & Rankin,
2002).
 Rule and Stewart (2002) found children had an easier time learning to write with a pencil if
they had prior experience with using a paint brush, stringing beads, and scissors.
 Practicing gross and fine motor skills helps the motor and somatosensory regions of the brain
prune down for efficiency and, thus, smoother movements.
Video Link: Early Childhood Fine Motor Development (1:36)
https://www.youtube.com/watch?v=6hBFcH2UyhQ
This video demonstrates children between ages 2 and 5 years engaged in various activities
such as using a spoon, manipulating puzzles, and using markers, all designed to enhance fine
motor skills.
7.2b (5 minutes): How do you think the development of your virtual child’s fine motor skills
might affect kindergarten/first grade success? (This may be used as an in-class writing
assignment or a group discussion. For best results, prime students to have answers to these
journal prompts ready for class discussion.)
Video Link: Occupational Therapy for Kids (4:31)
https://www.youtube.com/watch?v=37qPEWQMQa4
This video describes the service offered by the Greenwich Children's Occupational Therapy
team in England to children and young people who have difficulties carrying out everyday
activities. Here, students can observe what types of interventions are used when children face
challenges in meeting fine and gross motor skill milestones.
Video Link: Improving Your Child’s Fine Motor and Gross Motor Skills (3:50)

148
https://www.youtube.com/watch?v=yuVkkhpiHTA
This video demonstrates several engaging ways caregivers can work with their child on his or
her fine motor skills and gross motor skills. In this video, physical therapist Kendra
VanWasshenova from the University of Michigan’s Milestones pediatric rehabilitation program
shows us a few activities that can be done with materials most have at home.
LO 7.7 Lecture Notes: Explain the development of handedness in the first 5 years.
 Mini-lecture hook: Ask students to write a short sentence with their dominant hand and then
with their nondominant hand. Then ask how many are left-handed, right-handed, or
ambidextrous. When and how does handedness develop?
 In North America, 88 percent show right-handed preferences and 12 percent left-handed.
 Some cultures with a right-handed bias may have left-handedness as low as 1 to 2 percent,
suggesting an environmental influence on handedness.
 Research reveals handedness is polygenic, or influenced by more than one gene (Francks et
al., 2002; Ocklenburg, Beste, & Güntürkün, 2013).
 Recent research points to a theory of development for handedness that includes bidirectional
interactions of brain development, behavior, and experience (Michel, 2014; Michel et al.,
2013) and hence is an example of a developmental systems theory.
 Eighty-five percent of infants adopt a position in the womb that makes it easier for right arm
movements, which indicates that a tendency toward handedness can begin in the womb.
 Newborns have a preferred head and arm orientation (either right or left) that correlates with
their prenatal orientation (Michel & Goodwin, 1979).
 Some infants may switch hand preference after 6 months of age. Refer to Figure 7.8: The
Development of Hand Preference in Infancy, which indicates hand preferences between 6
and 14 months: 38 percent had a stable right-hand preference; 14 percent a stable left-hand
preference; 48 percent began using either hand but steadily increased preference for right
hand.
 There is brain plasticity for hand preference in the first 2 years of life.
 Social experience influences handedness, with mothers showing unconscious behaviors
indicating bias in movements that stimulate the child’s hand preference.
Video Link: Handedness in Preschoolers (2:01)
handedness_in_preschool
Invite students to take on the role of a researcher. Have them watch the video Handedness in
Preschoolers. Can you tell easily which hand each child prefers? Is there evidence that the
children are actually more skilled with one hand than the other (apart from simply having a
preference)? What uses do the children make of the nondominant hand?
7.2c (5 minutes): Based on small to moderate genetic and shared environmental contributions
to handedness, is your virtual child likely to be left- or right-handed? (This may be used as an in-
class writing assignment or a group discussion. For best results, prime students to have
answers to these journal prompts ready for class discussion.)
Observing the Dynamic Child 7.2: Motor Skills
motor_skills
Ask each student to pair up with another student. Present students with a worksheet containing
the following questions and ask them to work in pairs. Show the Observing the Dynamic Child

149
7.2: Motor Skills video (4:43). This can be used as an in-class participation grade. NOTE: Be
sure to remove the * before using this as a handout for students!
1. Which of the following activities in the video seems to provide an excellent opportunity
for fine motor skill practice?
a. Eating snacks
b. Playing outside
c. Yoga/dance class
d. Cleaning up
e. a and c
f. *a and d
2. Which of the following activities in the video seems to provide an excellent opportunity
for gross motor skill practice?
a. eating snacks
b. yoga/dance class
c. drawing/painting
d. playing outside
e. *b and d
f. c and d
3. Watch the portions of the video where children are in yoga/dance class and playing
outside. Which of the following might be considered fundamental movement skills?
a. jumping off a ledge
b. balancing on two feet before jumping off a ledge
c. moving one arm up and down
d. moving the upper body and arms at the same time
e. *b and c
f. a and c
To encourage additional critical thinking following the Observing the Dynamic Child video,
ask students to watch the video again and find two additional examples of fundamental
movement skills and an action in which two or more fundamental movement skills are
coordinated. Share some examples with the class and discuss whether they were correctly
identified or not, and why.
1. Observational Activity: Gender Differences in Motor Skills (To be completed outside
of class)
Visit a local playground, park, or other area where children ages 2 to 5 congregate, such as
a restaurant with an indoor play space. Observe and make notes of the following behaviors:
running, hopping, skipping, climbing, throwing, catching, and kicking. Look for additional
actions that are identified as fine motor skills: drawing, writing, picking up a stick, collecting
rocks, playing with pebbles, playing with cups or shovels—things generally done using the
fingers and hands. Is there any difference in the incidences of these behaviors between
boys and girls? Explain. What specific gross motor activities do you observe? What specific
fine motor skills do you observe? Do you note any differences between a 2-year-old and a
5-year-old in how they approach the same activity? Explain.
2. Writing Exercise: “Hand It Over!” (Allow at least 10 minutes for activity and
discussion)
This exercise encourages students to think about the challenges left-handed children may
face in a right-hand-biased world.
Writing Activity Instructions for Students: Ask students to take out a piece of paper and
write their name, date (day/month/year), and the following sentence: “One fish, two fish,

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red fish, blue fish” at the top right corner. Then, ask them to use their other hand and
rewrite the same information on the top left corner of the paper. Discuss how it felt to use
the nondominant hand. What challenges did students have performing the task using
their nondominant hand? Ask any left-handed students to describe specific challenges
they face in day-to-day existence that the right-handed majority may take for granted. If
the writing activity was already used as a lecture hook, make this activity about asking
left-handed students to discuss specific experiences and challenges they faced growing
up as a left-hander and functioning on a daily basis in the world as a left-hander. Are
there any students who switched hand dominance or learned a skill with the
nondominant hand after the sensitive period (first 5 years or so)? If so, how difficult was
it to acquire the skill? Good examples include sports skills such as swinging a bat or a
tennis racquet, or musical skills such as playing a stringed instrument or the piano.
The Dynamic Child in the Classroom: Motor Development in Early Childhood
motor_development_in_early_childhood
Overview
The Chapter 7 video (6:34) allows students to make direct comparisons between the gross and
fine motor skills of toddlers and preschoolers at a large Montessori center. Specifically, students
should compare fine motor coordination and the coordination of movement, as well as skills in
running, balancing, and walking. Onscreen questions help guide the students in observing the
children in the video.
Discussion Questions from the Video
1. What similarities and differences do you observe between the toddlers and the
preschoolers in terms of both gross motor and fine motor skills?
The toddlers tend to reach for bubbles with their whole hands. They are not as
secure at standing and walking. The preschoolers use the index finger or two fingers to
try to catch bubbles, and they are able to jump up in the air without losing their balance.
2. What similarities and differences do you notice between toddlers and preschoolers in
fine motor coordination as they eat?
The toddlers are able to use their thumb and one or more fingers to grasp food, and
can hold food in two hands, just as the preschoolers do. The preschoolers are able to
drink from open glasses (rather than sippy cups), though they use two hands to do so.
The preschoolers are also able to use utensils to eat from bowls rather than only eating
with their hands.
3. What differences do you notice in the movements of toddlers and preschoolers?
The toddlers’ movements are slower, less forceful, and do not extend over as great a
distance (as in moving the arms up and down or to the side). Most of them cannot
imitate the adult actions very accurately. They are also less flexible in terms of spreading
their legs and bending side to side, and have less developed balance in movements of
the arms and torso.
4. Do you notice any differences in balancing, walking, or running?
Toddlers use the bars to walk up and down a ramp in order to maintain balance.
They are able to walk and hold objects and to slide. One toddler is able to run in a
shuffling gait. Preschoolers run faster, picking up their knees and kicking their legs back.
Preschoolers are able to climb up and balance on a low wall and jump down without
falling. Preschoolers are able to hop two-legged.
Module 7.3 Children’s Health and Safety

151
 Organizing theme: At what age do you first remember learning about healthy behaviors?
 Are children born with the innate ability to discern between healthy food choices and
unhealthy food choices? Do children know how to self-regulate their sleep time?
LO 7.8 Lecture Notes: Describe the factors associated with sleep disturbances.
 Toddlers ages 1 to 2 tend to sleep about 12 to 14 hours a day with one nap of 1 to 3 hours,
whereas 3- to 5-year-olds sleep less (Hoban, 2004; National Sleep Foundation, 2011).
 Sleep difficulties begin to appear between 2 and 5 years of age and as noted in Figure 7.9:
National Sleep Foundation Survey Results, the most common is stalling before bedtime.
 One way to address sleep disturbances is to adhere to a regular bedtime routine including
reading a story, listening to music, taking a soft toy to bed, or turning on a night-light.
 Nightmares and sleep terrors appear to have genetic and environmental origins.
 Children with frequent nightmares tend to show an anxious or fussy temperament at 17
months and had more conflict with parents during the day.
 In one longitudinal study, sleep terrors occurred in about 20 percent of children and seem to
have both a strong genetic component and level of daily stress influence.
Video Link: What Are Night Terrors? (2:12)
https://www.youtube.com/watch?v=_GLVWTU3P-c
Dr. Haviva Veler, director of the Pediatric Sleep Center at Weill Cornell, discusses the
symptoms of night terrors, how parents can help their child with night terrors, and when to seek
help from an expert.
LO 7.9 Lecture Notes: Explain what factors influence children’s developing food preferences.
 Between 2 and 5 years of age, children exercise more choice over food options than in
infancy and prefer foods high in sugar, salt, protein, and fat. Is this environmentally inspired or
evolutionary in nature?
 About 9 percent of children ages 2 to 5 were obese in 2011–2012 (Ogden, Carroll, Kit, &
Flegal, 2014).
 How can parents teach children to make healthy food choices? Effective methods include
offering children the same food repeatedly. Children tend to prefer what they are exposed to
most often. Ask students if they have experienced this with an initially unfamiliar food within
the past few years.
 Another effective technique involves offering healthy foods in pleasant surroundings.
 Less than 1 percent of children in the United States are malnourished.
 Some children may experience food insecurity, irregular servings of nutritious food needed
to provide for normal activity and health, with the rate of food insecurity in the United States
estimated at 10 percent in 2013.
 Not getting consistent healthy foods is associated with poorer health and school achievement
and increased risk of obesity.
7.3a (5 minutes): How might the research on children’s food preferences influence your
approach to your virtual child’s meals? (This may be used as an in-class writing assignment or a
group discussion. For best results, prime students to have answers to these journal prompts
ready for class discussion.)
Video Activity: Thinking Like a Preschool Director: Healthy Eating (5 minutes)

152
healthy_eating_2
Watch the video Thinking Like a Preschool Director: Healthy Eating (1:40). Recall the video
interview of the nutritionist in Chapter 2 of the PowerPoint presentation. Ask students if they can
identify any similarities between the preschool director’s approach at school and the
nutritionist’s advice for healthy eating at home.
LO 7.10 Lecture Notes: Describe the most common illnesses or diseases affecting children,
and note preventative measures.
 Health recommendations for young children include regular medical checkups, continued
immunizations, and beginning self-care with the teeth.
 Regular medical checkups require access to affordable medical care. Approximately 3
percent of children in the United States have no usual source of medical care (Martinez &
Cohen, 2015).
 Children experience an average of seven to 10 colds per year, with higher rates in children
attending child care centers or preschool. Middle ear infections result in more complications
and may create temporary problems with hearing.
 Although few children die of infectious diseases in the United States, worldwide the most
frequent killer of infants are preterm birth and asphyxia, while pneumonia and diarrhea kill
young children most often, followed by malaria and other infections.
Class Discussion: Raising Healthy Children (5–10 minutes)
Although access to medical care is important at all ages, why would it be especially important
for a society to make medical care accessible for young children? Note: Students may have
different political views of the Affordable Care Act given the many years of controversy over
“Obamacare.” There is more than one way for societies to provide near-universal care for young
children. Try to get them to think outside the box and take the point of view of a society wanting
to raise healthy children, or not to be encumbered with excessive numbers of sick individuals
when the disease or illness was preventable or more treatable early in development.
LO 7.11 Lecture Notes: Discuss how risks from the most common sources of injuries among
young children can be minimized.
 In the United States and other industrialized countries, accidents are the most common
source of injuries or death among children 11 years and younger, and occur more often in
children under age 5.
 Fatal injuries are rare and most commonly involve accidents followed by birth defects and
homicide at ages 1 to 4.
 Looking at Figure 7.10, students can review the most common Reasons for Emergency Room
Visits, 2009–2010, for children ages 1 to 4 and 5 to 14. What is the most common reason for
emergency room visits for children between 1 and 4 years of age?
 Boys are more likely than girls to be injured or killed (Safe Kids, 2008). Why?
 Young children may have underdeveloped ability to control attention and inhibit undesirable
actions.
 Children with ADD or hyperactivity are more likely to have physical accidents than other
children (Schwebel et al., 2004).
 Parental instruction in safety rules and parental oversight in the home help reduce rates of
injuries and accidental death.
 Low compliance with parental rules and lack of direct parental supervision are strong
predictors of injury rates in 4- to 6-year-olds (Morrongiello, Midgett, & Shields, 2001).

153
 Injury and fatality rates are highest among American Indian/Alaska Native and African
American children and lowest among Asian/Pacific Islanders, with white and Hispanic children
falling in between (Safe Kids, 2008).
7.3b (5 minutes): Based on the risk factors described above, is your virtual child at high,
medium, or low risk for a physical injury, and how does this change with age? (This may be
used as an in-class writing assignment or a group discussion. For best results, prime students
to have answers to these journal prompts ready for class discussion.)
Group Discussion: Children and the Media (10 minutes)
Break into groups of three or four students. Discuss the types of television programs, movies,
and video games frequently viewed by young children. Ask students to discuss whether those
media sources may influence risky behavior in young children. Is it possible for young children
to want to copy the actions of their favorite television or movie characters? In other words, does
exposure to images of risky behavior cause risky behavior? Why, or why not?
LO 7.12 Lecture Notes: Describe two environmental hazards that pose a risk to young
children.
 Children may be more vulnerable to the dangers of environmental hazards than adults
because they lack knowledge about how to identify and avoid such dangers.
 Estimates suggest 9 percent of young children are exposed to significant levels of
secondhand smoke (Federal Interagency Forum on Child and Family Statistics, 2013).
 Children exposed to secondhand smoke have increased incidence of infections in the lower
respiratory tract, bronchitis, pneumonia, middle ear disease, sudden infant death syndrome
(SIDS), and respiratory symptoms.
 Small amounts of lead in the bloodstream are associated in young children with nervous
system damage; deficits on IQ, memory, and problem-solving tests; and attentional and
behavioral difficulties that can persist into adulthood.
 Lead appears to cause permanent harm in the brain and is compounded by poverty and poor
diet.
 About 3 percent of American children as a whole and 6 percent of African American children
had dangerously high levels of lead in their blood in surveys conducted in 2007 and 2010
(Federal Interagency Forum on Child and Family Statistics, 2013).
Video Link: An American Disaster: The Crisis in Flint (7:47)
https://www.youtube.com/watch?v=Zm8Dh133wY8
NBC News’s Stephanie Gosk reports on how lead poisoning has taken a catastrophic toll on
Flint, Michigan’s children. Plus: Rachel Maddow and panel discuss the dearth of resources in
Flint for the city’s children, and how to solve that problem.
Video Link: Flint: It’s Not Just About the Water (4:30)
http://www.cnn.com/2016/03/06/us/flint-problems-unemployment-poverty-crime/index.html
CNN reports on the chronic, underlying factors contributing to the water crisis in Flint, Michigan.
Discuss how poverty, unemployment, and crime impact communities such as Flint.
1. Observational Activity: The Apple Does Not Fall Far from the Tree (To be completed
outside of class)

154
This activity is designed to help highlight the level of nutritional guidance provided by
parents. Children often indicate preferences by throwing a tantrum if they don’t get what
they want—and parents often give in. It can be challenging for parents to encourage
children to select healthy food. However, sometimes children follow the unhealthy choices
demonstrated by their parents.
Writing Activity Instructions for Students: Visit a local restaurant where you can observe
families of preschool-age children. You might wish to purchase a food item so that you
can comfortably sit near a family in order to observe more directly. (A mall food court is
an excellent environment in which to observe multiple families and a wide variety of food
choices.) Select at least three families. Note the approximate age and gender of the
family members. Make notations of the following as accurately as possible: What parent
is accompanying the child? Does the parent select the food for the child or is the child
allowed to select? If the child is given the option to select, is it from the whole menu or
does the parent provide a choice from a list of pre-determined options? Do the child and
parent or other family members appear to be within a normal weight range? (This may
be difficult to discern since weights may vary between children of the same age.)
Note any conflict you see between parent and child. Is the child eating all of the food
or is s/he picking only certain food items? Does the parent allow the child to get dessert
before finishing the entrée or does the child get dessert only if the entrée is finished?
What other details did you notice in your observations? Be as concrete and descriptive
as possible with your observations.
2. Interview Professionals About Feeding Children (To be completed outside of class)
Schools and child care facilities provide a great source of real-world information. Interview
the supervisor of cafeteria foods or the meal preparation specialist at your local school or
child care center. The focus of this interview is to identify and record the types of processes
that go into the planning, preparation, and service of snacks and meals for children during
the school and/or child care day. Who plans the menu? Is it monthly or weekly? What sorts
of regulations guide the menu items? How much fresh food is offered compared to prepared
foods such as pizza? What do food specialists do to encourage children to make healthy
choices?
Writing Activity Instructions for Students: Students will interview one school food
specialist and one child care specialist, both working primarily with children ages 2 to 5
years.
Students are required to write a four- to five-page paper summarizing their findings
and integrating course concepts that serve to highlight their findings.
Most professionals will agree to a brief interview (15 to 30 minutes), either on the
phone or in person. Be sure to arrange a suitable meeting time with your interviewee.
Instructors may need to inform the students on how to conduct an effective interview.
Students should be prepared with a basic list of questions, centered on the topic of
emotional competence, to guide the interview (prepare five to 10 questions in advance).
Students will need to decide on a recording mechanism, typically a written accounting of
questions and responses. However, if using a voice recorder, students should be
instructed to get permission from the interviewee before making a voice recording.
Students should be instructed to conclude the interviews by thanking the professionals
for their time and insightful expertise. Instructors should encourage students to send
written thank-you notes to the professionals after conducting the interviews.
Students will then write a four- to five-page paper summarizing the interview results,
including the questions asked, and elaborating on how the professional responses
corroborated or conflicted with concepts learned in class. Instructors should provide
expectations of paper formatting, font, cover page, and reference page.

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Swedish Cousin

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Title: Our Little Swedish Cousin
Author: Claire Martha Coburn
Illustrator: L. J. Bridgman
R. C. Woodberry
Release date: September 4, 2013 [eBook #43638]
Most recently updated: October 23, 2024
Language: English
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produced from images made available by the HathiTrust
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*** START OF THE PROJECT GUTENBERG EBOOK OUR LITTLE
SWEDISH COUSIN ***

Our Little Swedish Cousin
The Little Cousin Series
Each volume illustrated with six or more full-page plates
in tint. Cloth, 12mo, with decorative cover,
per volume, 60 cents.
LIST OF TITLES
By Mary Hazelton Wade (unless otherwise indicated)
Our Little African Cousin
Our Little Armenian Cousin
Our Little Brown Cousin
Our Little Canadian Cousin
By Elizabeth R. Macdonald
Our Little Chinese Cousin
By Isaac Taylor Headland
Our Little Cuban Cousin
Our Little Dutch Cousin
By Blanche McManus
Our Little English Cousin
By Blanche McManus
Our Little Eskimo Cousin

Our Little French Cousin
By Blanche McManus
Our Little German Cousin
Our Little Hawaiian Cousin
Our Little Indian Cousin
Our Little Irish Cousin
Our Little Italian Cousin
Our Little Japanese Cousin
Our Little Jewish Cousin
Our Little Korean Cousin
By H. Lee M. Pike
Our Little Mexican Cousin
By Edward C. Butler
Our Little Norwegian Cousin
Our Little Panama Cousin
By H. Lee M. Pike
Our Little Philippine Cousin
Our Little Porto Rican Cousin
Our Little Russian Cousin
Our Little Scotch Cousin
By Blanche McManus
Our Little Siamese Cousin
Our Little Spanish Cousin
By Mary F. Nixon-Roulet
By Claire M. Coburn
Our Little Swiss Cousin
Our Little Turkish Cousin
L. C. PAGE & COMPANY
New England Building, Boston, Mass.

Our Little Swedish
Cousin
By
Claire M. Coburn
Illustrated by
L. J. Bridgman and R. C. Woodberry
Boston
L. C. Page & Company
MDCCCCVI
Copyright, 1906
By L. C. Page & Company
(INCORPORATED)
All rights reserved
First Impression, July, 1906

COLONIAL PRESS
Electrotyped and Printed by C. H. Simonds & Co.
Boston, U. S. A.

Preface
For more than five thousand years, the ancestors of our little
Swedish cousin have dwelt in the Scandinavian peninsula. No
wonder she loves the stories of the Vikings, the old legends,
customs, and fête-days. They are her priceless heritage from the
days of long ago.
The snow and glaciers on the extreme north cut off this long
tongue of land, so that it is as separate from the rest of Europe as
an island. In the olden days, almost every Swede tilled the soil and
lived remote from his neighbour. Villages were few, so that each
family created its own little world of work and pleasure. Even the
children must be very industrious and ingenious to help supply the
needs of the family. Whether she lives in the city or the country,
every little Swedish girl to-day is taught this same thrift and industry.
Because the winter months, when the sun shows his face but a
few hours each day, are long and dreary, our northern relatives fairly
revel in their short summers. The whole nation lives out-of-doors
and rejoices in the merry sunshine. All day excursions, picnics, and
water trips are crowded into the brief season.
The peasant still owns his little red cottage and the well-to-do
farmer and the nobleman live in their old homesteads. The cities
continue to be small in number and in size, but slowly, slowly, the
great throbbing life of the outside world is creeping in to steal away
much of the picturesqueness of this old nation.
You will be surprised to learn in how many ways the life of our
little Swedish cousin is similar to that of American children. But she
is such a very hospitable and polite little maid, I am sure she will
give you a hearty welcome if you visit her and see her for yourself at
work and at play.

Contents
CHAPTER PAGE
I.The Skating Carnival 1
II.The Knitting Lesson 14
III.Yule-tide 29
IV.At Grandmother's 45
V.Midsummer's Eve 57
VI.A Visit to Skansen 68
VII.Through the Göta Canal 80
VIII.The Name-day 93

List of Illustrations
PAGE
Sigrid Frontispiece
Brita and Her Foot-pusher 6
"A sheaf of grain is fastened up in the yard of every country
home"
38
Baking Rye Bread at Grandmother's 52
"In a twinkling, the children . . . were dancing around the
pole"
62
The Göta Canal 86

CHAPTER I.
THE SKATING CARNIVAL
"Sigrid, Sigrid, hurry and get your skates. The ice is at last safe,
and mother says that we may go to the park with Miss Eklund, this
afternoon."
Erik thrust his head through the nursery door to announce the
good news to his sister, who was poring over her lessons for the
next day.
"Oh!" cried the little girl as she quickly slipped out of her seat at
the long table, "I am so glad, for I thought I should never have a
chance to wear the new skates that father gave me on my birthday."
In a trice, she had gathered up all her books, packed them neatly
away, and was off to put on her warm furs. She was a flaxen-haired
little maid, with very blue eyes, and plump rosy cheeks as round as
an apple, because she lived out-of-doors a great deal and romped
with her brothers.
In just no time at all, she had put on her warm blue coat, lined
with gray squirrel, and a little cap to match, with the fur also on the
inside. She quickly fastened on her rubber overshoes, which had a
border of fur around the top and down the front. When she had
found her white woolen mittens with a quaint red and blue pattern
knitted right across the back, she was ready to join her brothers Erik
and Anders.
They were a jolly little party of merry-makers, for it was the first
skate of the season. Our Swedish cousins who live in the city may
not go skating whenever they like. They must wait till some wise

person appointed by the government says the ice is quite thick and
firm.
"I will beat you running down-stairs to the porter's door," called
Sigrid, who was bubbling over with good spirits. Away she flew,
down the long flight of stone steps, and stood dancing up and down
on one foot, waiting for the others.
Sigrid's father was an officer in the king's army, and in the winter-
time, she and her big brother Erik and her little brother Anders lived
with their parents and their governess, Miss Eklund, in a large
apartment house in Stockholm. All the city people in Sweden live in
these houses, plain and substantial on the outside, but comfortable
inside, and not so very unlike American houses. In the centre of
every house is a great stone stairway, and at the entrance sits a
doorkeeper behind a tiny port-hole window. Every one who came to
call on Sigrid's mother, who was a very hospitable lady, and had
many guests, must ring the porter's bell. Then up would bob his
head before the little window to see if he should let them in. He
peered through the window so quickly after any one rang the bell
that he always reminded Sigrid of a Jack-in-the-box.
"Gerda and Per are coming too," said little Anders as he walked
by Miss Eklund's side. He had just learned to skate, so that he felt
quite grown-up to be allowed to go at all. Everybody can skate in
Sweden, so that the children learn when they are very young.
The merry group crossed the street to the left side, instead of to
the right as we should go, and started off briskly. Every few steps,
Sigrid would make a little bobbing courtesy as she met some older
friend. Such a funny little bow it was, made by quickly bending the
knee without stopping her walk.
"Brita has such a beautiful new foot-pusher that her father has
bought her," exclaimed Sigrid. They had reached the open country
near the skating-park, and a couple of children rapidly skimmed past

them on these strange sleds. "Don't you think that I am old enough
to have a foot-pusher now, Miss Eklund?"
Christmas was very near and the air was already full of secrets,
so Miss Eklund smiled to herself and replied, "Perhaps you might ask
the good father at home what he thinks about it."
I don't believe that you know what a "foot-pusher" or "kicker" is. I
am sure I don't know why you should. Picture to yourself the
framework of an ordinary sled with two wooden rods fastened at
right angles to each runner. In the front part of this odd-looking
object, Brita had strapped her skates to a low narrow seat. She
stood on one runner, grasped these rods, and gave a quick little kick
with the other foot, which hastened the sled along at a lively pace.
Soon the gleaming sheet
of ice spread out before
them. Already it was quite
dark with people who were
gliding merrily about.
"Oh, Sigrid, the band has
begun to blow," cried Erik
gleefully, for a Swedish ice
carnival is never complete
without a band "to blow,"
as they say.
"When I came home
from school this noon,"
continued Erik, "I saw them
thrusting the little
evergreen trees into the
snow around the seats."
Fir-trees and clumps of
old beeches grew on the
snow-clad hills about the

BRITA AND HER FOOT-PUSHER pond, but this wreath of
evergreen trees on the rim
of the ice, was to shelter the older people who sat wrapped in furs
to watch the sport.
"Those boys look like great white birds," said Sigrid, who was
already fastening on her skates. She stopped a minute to watch a
group of three boys who were skating with sails attached to their
backs,—big white sails shaped like a capital A with the top cut off.
"Now for a race," cried Anders, and away they glided over the ice
to find Gerda and Per, who lived in the same big apartment house.
Though it was only three o'clock in the afternoon, the sun had
already set, for you will remember that in Stockholm the winter days
are very short, and in the middle of the winter the lazy sun does not
get up till after nine o'clock in the morning. But the twilight lingers
for a long time, so that it does not get dark for a couple of hours
after sundown.
All too soon, it was time to start for home, but none of the
children thought of teasing to stay longer, for Swedish children are
taught to obey without asking why.
Already a couple of huge bonfires flamed up along the shore. Just
as they were leaving the edge of the pond, a dozen dark figures with
blazing torches passed them. So silently and swiftly did the little
procession twinkle by, that you might have thought them will-o'-the-
wisp lights. But the children knew they were expert ski-runners, who
were bound for the smooth hillside.
The long white slope was just the best place for the ski-lobing,
and it was quite alive with people, for no winter sport is more wildly
exciting. Every one wore narrow strips of wood, sometimes twelve
feet long, turned up at the front, to the centre of which the foot was
firmly secured. At a given signal, they placed their feet together, and
down the hillside they shot, as though they had wings.

"I never see ski-lobing without thinking of the olden times when
the fleet-footed peasants on skis were our only postmen," said Miss
Eklund.
"They can go over frozen rivers and hills as straight as a bird
flies," said Erik.
"Yes," said Miss Eklund, "when we had no post, the only way a
message could be sent in winter, was by these ski-runners. The
swiftest runner in a hamlet would start for the nearest village. There
he would give the message to another runner to carry on to the next
hamlet. It is wonderful how soon they could arouse the whole
country.
"Instead of a letter, they carried staffs of wood. If this stick was
burned at one end, it meant that a forest was afire. But if a red rag
was attached, then the enemy had invaded the land and men were
called to arms."
They were almost home now, and as they turned a corner a
rough shed appeared in the corner of a park. Several people were
just coming out. "Please, Miss Eklund, may we stop just a minute to
see the ice figures?" exclaimed all the children at once.
"You must be quick or we shall be late to supper," replied Miss
Eklund, who always enjoyed these beautiful snow pictures as much
as the children.
Inside the low shed, was the figure of a young mother, with a sad
but lovely face, who held a wee baby close in her arms. A fierce
wind seemed to swirl her draperies, and she was trying to shelter
the tiny creature at her breast, while a little boy was weeping bitterly
against her skirts. The group was made of snow and ice, yet so
wonderfully moulded were the figures, they looked like pure white
marble.
As they went out the door, Miss Eklund slipped a coin into a little
box which was placed there to receive money for the poor at

Christmas.
"Elsa and Karl must have been out in the country to see their
grandmother," said Sigrid, as a sleigh jingled past. The mother and
two children were cosily packed in front. The driver stood on a little
platform built in the rear. A white net with a wide border of tassels
covered the back of the horse and the dasher of the sleigh.
"Father," burst out Erik, as he came in from the cold, "we did
have the best time. Little Anders can skate as well as the rest of us
now."
"Well," replied Major Lund, "you certainly look as though you had
enjoyed yourself. But somebody will lose his porridge if he is not
ready for supper soon."
The family gathered about the table. Before they began, the
father turned to his oldest child and said,
"Erik, I believe it is your turn to say grace to-night. Sigrid said it
yesterday."
Every one stood while the boy solemnly bowed his head and said
the simple words.
Oh, they were so hungry! Didn't their supper of rice porridge, flat
rye bread, pancakes and milk taste good! The three children sat very
quietly at the table and ate all the food that was served them. Not a
spoonful of porridge or a crumb of rye bread was left.
Perhaps you never saw Swedish flat bread. Even the king's family
eat these big brown cakes, which are as much as a foot across, and
look like a thin, crisp cookie. They have a large hole in the centre. In
the farmers' houses, they run a long pole through this hole, and
hang their bread from the ceiling.
When the meal was over, each child rose and shook hands with
the father and mother and said, "Tack för matin," or as we should
say, "Thanks for food." Then the parents thanked each other. So

many thanks may seem very strange to you, but it is an old and
beautiful custom in Sweden.
"I am glad my little girl had such a happy afternoon," said Mrs.
Lund as she sat embroidering with her daughter beside her. "But
there will be very little time for skating, during the next few days.
Christmas will be here before we know it, and you can help me
about many small things."
"Mother, may I go with you to the Christmas market this year?
You know I was sick and could not go last year," said Sigrid.
"I remember, Sigrid," replied her mother. "You must go to bed
now, and we will plan about it in the morning."

CHAPTER II.
THE KNITTING LESSON
"Won't mother be surprised, Miss Eklund, when she finds out how
fast I have learned to knit?" said Sigrid.
"Yes, I am sure she will be much pleased," replied Miss Eklund.
Sigrid was very soberly knitting a red worsted square, while her
governess sat near to help her when the little steel needles behaved
badly. It was Sigrid's first piece of knitting, so she was flushed and
eager over her task.
The morning sun poured through the window on a pretty picture.
Against the heavy dark wooden chair, Sigrid's pale gold hair shone
and glistened. It was brushed back very tight and trim, for that is
the way Swedish mothers think little girls should wear their hair. The
two smooth braids were fastened with a broad blue ribbon. Over her
plain dark blue woolen dress, she wore a blue and white checked
gingham apron. Except for the aprons which she always wore,
Sigrid's dresses were much like those of her little American cousin,
only they were very plain and simple. She did not have any rings, or
bracelets or necklaces. That was not because she did not love the
pretty trinkets. Oh, no. But she must wait till she is older.
The nursery where they were sitting was a large comfortable
room with a huge porcelain stove which filled all one corner of the
room and reached way to the ceiling. It was made of shiny green
tiles, the colour of the walls of the room, and down in the front were
two large brass doors, behind which was the fire. This was the only
kind of stove that Sigrid had ever seen, so she never thought that it
was queer.

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