The Barbie Doll Perspective

By: Christine Cox, The Choosy Mommy

“I weigh 41 pounds!” exclaims my soon to be 4 year old Capri from the bathroom scale. Her dad laughs. “You are getting so big.” And I think to myself, she has no idea what 41 pounds really means, besides it being a number that randomly pops up on the scale. But when will this number matter to her? She is so innocent about her body image and those around her, although she thinks it is fabulous that both of her grandfathers look like Santa Claus with their big bellies (and for all she knows, that is what grandfathers are supposed to look like)! But at this age, many little girls are starting to play with dolls, especially Barbie, that portray a body image that can’t be physically achieved and isn’t realistically healthy. When does the Barbie doll perspective start to do more harm than good for girls?

It seems in today’s world, girls, even pre-school aged girls, are influenced more and more by celebrities, characters, brands, toys, shows, etc. The power that these influencers hold can seem like it is beyond a parent’s power to educate. But here is the thing, when specifically talking about Barbie, I believe it is solely up to the parents to teach their children what is best about this toy…she can be anything she wants to be and to not take her shape and looks into consideration. Essentially, girl power! Let’s talk a bit more in depth about Barbie’s image though, the thing that seems to effect girls the most.

Managing a healthy lifestyle starts at home at a young age. Parents do have the power to guide children in the right direction as far as what is and is not healthy for their growing bodies. This doesn’t mean girls shouldn’t play with Barbie (or boys shouldn’t play with superheroes for that matter) because Barbie doesn’t set realistic body image goals for them, but instead means the parent should use Barbie as a teaching tool for what a girl could achieve in the world.

In my home, Barbie represents the many careers a woman can have and when you work hard, you can have the luxuries that Barbie has (the cars, homes, boats, clothes, etc.). I have heard Capri say that her Barbie is a mommy, a doctor, nurse, vet, teacher, works at the grocery store and post office, etc. And that is because I actively engage with her during Barbie playtime. We learn about the different jobs Barbie has and never once has she even mentioned that Barbie is “skinny” or “pretty” or “tall”. And now the “curvy” Barbies are a hot commodity but she hasn’t ever noticed their difference in the store.

I was truly a Barbie girl. Through and through it was the thing I asked for most for birthdays and holidays. My mother recently expressed to me that she never told me when she thought I was gaining too much weight. Those pre-teens years were stressful enough and she didn’t want to be a negative person. Instead she educated me on what was healthy for my body and helped me find activities to do that secretly burned calories (because I thought we were just having fun). But she does remember a time that I yelled at her for not telling me that I was gaining too much weight. Puberty! But was I comparing myself to my favorite toy, Barbie? No. I was comparing myself to my peers.

So back to my original question of when does the Barbie doll perspective start to do more harm than good for young girls? Studies show girls as young as 4-6 years old start to worry about their weight and could possibly look to Barbie as a body image role model because she is trendy and a popular toy among their age group. However, I feel that this can all be reversed when parents are involved in active playtime, pretend time and properly communicate about a healthy lifestyle with their children and beyond into their teen years. When parents are the role model, girls won’t need to look to a doll for how they should aspire to look.

This wonderful toy should be looked at as just that…a toy. I don’t feel the Barbie doll perspective could have an effect upon young girls if the parents educate them on what a healthy body is and that people come in all shapes and sizes. The earlier we educate children on this, the better the chances are that they will ultimately be comfortable with the beautiful bodies that belong just to them, and that they will prefer to live a healthy lifestyle.

About the Author: Christine Cox is the blog master for Choosy Kids. She has always had a passion for writing and is honored to contribute her work to this blog. Most of her writing inspiration comes from her daughter, Capri, who is fun-loving and full of energy, and son Cam, who is learning new things everyday. Click here to learn more about Christine.

Balance and Strength - Critical Movement Skills of Infants

By: Steve Sanders, Author of “Moving Matters” and Professor at University of South Florida

When a new baby comes into the home parents naturally ask questions related to the physical development of their infant. Why should my baby be physically active? What types of and how much physical activity should I do with my baby? Infants go through the greatest rate of physical development during the first year of life, and being physically active every day is important for healthy growth and development.

During the first five years of life movement plays an important part in all of a child’s learning. Children learn about the world around them through movement. Those who are more efficient at moving are better able to explore and learn about their environment. Playing with and being physically active with an infant every day will help develop critical movement skills.

Infant Reflexes

When a child is born he does not know how to move and has to learn about and develop physical skills. Movement is first initiated through reflexes. From reflexes children learn to reach, grasp objects, pull and push, and move the head and other body parts. Each time a reflex moves infant muscles a message is sent to the brain and the brain sends messages back to the muscles. This initial process helps the infant to learn how the body can move.

Developing Balance and Strength 

At about 6-8 weeks of age emphasis on activity turns from reflexes to strengthening of muscles and development of balance. Parents should be encouraged to create a stimulating activity environment for their infant that includes a daily activity routine, space for movement, daily tummy time, and lots of appropriate equipment to manipulate.

The future development of all physical skills is based on early learning of balance skills. One of baby’s greatest accomplishments during first year is to stand up and walk. Although walking is all about having the strength and coordination to stand up and move the feet forward, the most important ingredient is balance. Balance comes from the vestibular system located in the inner ear. As fluid in the inner ear moves back and forth a signal is sent telling the brain where the head is and if it is upright. The brain then sends signals to the child’s eyes, muscles and bones to work together to make adjustments to keep the body balanced. The system helps the child to remain steady and upright.

Although muscular strength is not a physical skill, to develop physical skills an infant must develop muscular strength to move his body and body parts. Strengthening muscles does not happen overnight. For example, it typically takes about three months for an infant to have the strength to hold his head up on his own.

A great introductory balance and strength activity for infants is to use a large exercise ball or beach ball (about 24-30 inches in diameter). You can begin this activity at three to four months of age. Place the infant on his back or stomach on the ball. Hold infant with your hands around the child’s middle. Gently and slowly at first, rock back and forth, from side to side, and round and round. Start with slow and steady movements. Do two to three minutes at first, then increase time as baby gets older or increases interest. Learning balance does not happen overnight. The maturation of the balance process is not generally achieved by children until about age 12.

For more information reflexes, balance, and development of strength in infants please read Encouraging Physical Activity in Infants from Gryphon House Publishers.

About the Author: Steve is a professor at the University of South Florida where he is currently involved with the preparation of physical education teachers along with conducting research related to curriculum and instruction in early childhood physical activity.  His most recent project is the book series “Moving Matters” in which he outlines for parents of infants, toddlers, and preschoolers a variety of fun physical activity experiences to assist children in developing the needed physical skills to become physically active and healthy throughout life.