Lesson Three
Title:
Life With A New Baby
Theme(s):
The Postpartum Period
Postnatal Care For Mothers And Babies
Adjustment To Parenthood
Community Resources For The Postpartum Period
Time:
90 minutes
Materials:
Prior to the lesson:
● The Postpartum Period - Teacher Guide (pages # 22-25)
● Breastfeeding - Teacher Guide (pages # 18-21)
Activity One:
● After Your Baby Is Born - Healthy Babies, Healthy Children
www.peelregion.ca/health/family-health/baby-first-year/index.htm
Activity Two:
● Postpartum Scenarios (pages # 153-160)
● Postpartum Scenario - Student Handout For Group Work
(pages # 161-162)
● Community Resources for Parents of Young Children Pamphlet
● Postpartum Community Resources Chart (pages # 163-164)
Activity Three:
● Postpartum Scenarios (pages # 153-160)
● Postpartum Scenario - Student Handout For Group Work
(pages # 161-162)
Activity Four:
● Evaluation Of Community Resources - Homework Assignment
(pages # 165-167)
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Lesson Three
Objectives
● to increase the level of student-understanding regarding the changes families
experience following the birth of a baby
● to summarise the lifestyle and relationship changes that parents experience when
raising children
● to promote prenatal and parenting education as a means to increase confidence and
improve health outcomes for both baby and parent(s)
● to emphasise that breastfeeding is the best choice for babies, mothers and families
● to highlight the importance of a strong support network for new parents
● to identify and evaluate the resources available for parents and children in the Region
of Peel
● to teach students about Postpartum Mood Disorders (PPMD) and the resources that
are available to help mothers cope
● to learn that the support children receive to encourage positive growth, particularly
from conception to age six, will shape their brain development, learning behaviour and
health for the rest of their lives
● to outline how it is vital to baby’s health and brain development that s/he bonds and
attaches with parents and caregivers
Curriculum Expectations
11p1 - describe factors that contribute to the healthy development of children before
and during birth, and in the first few months after birth;
11p5 - demonstrate an understanding of how new parents can become capable and
confident in making choices that are in the best interests of their children before
and during birth, and in the first few months after birth;
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11p6 - evaluate prenatal and postnatal care/support programs available for parents in
the community (e.g., prenatal classes; breastfeeding clinics; Healthy Babies
Healthy Children Program);
11p8 - explain how development from conception to three years of age affects and is
crucial for development later in life;
11p9 - analyse behaviours, conditions, and environments that influence positive or
negative growth and development of the foetus, infant, and young child
(e.g., breast-feeding, bonding, infant stimulation; violence, addictions, neglect);
11p25 - demonstrate an understanding of factors that influence the parenting process
(e.g., delayed parenthood, strong parenting partnerships, a love and
understanding of children);
11p26 - identify and describe the responsibilities parents have for children of different
ages (e.g., meeting their needs, teaching them skills, encouraging their
independence);
11p27 - summarise the lifestyle and relationship changes that parents experience when
raising children;
11p44 - demonstrate an understanding of the challenges facing parents throughout the
early childhood years;
11p48 - demonstrate an understanding of the challenges faced by parents of young
children in today’s rapidly changing society (e.g., balancing work and family,
finding quality child care, divorce, poverty);
11p58 - identify community social programs and agencies that provide family support
(e.g., YMCA/YWCA, Big Brothers/Sisters, LifeSpin, Crimestoppers, Child Help
Line) and identify some of the barriers parents face in accessing that support
(e.g., language, culture, literacy, education levels);
11p64 - identify effective methods for collecting information from a variety of sources
(e.g., textbooks, “how to” books, magazines, electronic sources, everyday
experience);
11p72 - effectively communicate the results of their inquiries, using a variety of methods
and forms (e.g., written reports, seminars, visual or multimedia presentations,
group presentations).
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Lesson Three
4MAT Quadrants
2R: Analytic Learning, Formulating and Thinking Through Ideas
Procedure
This lesson focuses on the postpartum period and all the changes that accompany it.
This time frame is very important because parents must begin the task of reorganising
and changing roles and relationships in order to include the new baby into their family.
In addition, they will need to know how to help their babies grow in the healthiest ways
possible. How children are cared for, from conception to age six, and the treatment
they receive, influences brain development, learning behaviour and health for life.
Teaching high school students about the postpartum period can help make their
transition to parenthood easier. If you can instil in teens the importance of encouraging
optimal growth and development in babies, they can start thinking about good parenting
long before they actually become parents. This includes informing teens about the
resources available to new mothers and fathers. Research shows that while many
parents want to learn about good parenting, many are not aware of the community
resources available to them. Providing your students with this kind of preparation will
likely benefit them and their children, if they choose to become parents.
Before beginning this lesson, you may want to read through the Teacher Guides for
Lesson Three: The Postpartum Period, on pages # 22-25 and Breastfeeding on pages
# 18-21. As well, the Region of Peel pamphlet entitled, Community Resources for
Parents of Young Children and a Postpartum Community Resources Chart (pages
# 163-164) have been included to highlight some of the most widely-used agencies in
Peel. The list is by no means exhaustive, but provides students with a snapshot of what
is available in their communities.
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Lesson Three
Activity One: The Postpartum Period - 20 minutes
Begin this lesson with an overview of the postpartum period and the changes a mother
and family experience during this time. Have the students answer the following
questions.
1. How long does the postpartum period last?
The immediate postpartum period begins after the birth of a baby and continues for six
weeks, as the mother and family adapt to the changes a new baby brings. Although
many of the adjustments happen in these early weeks, we generally think of the
long-term postpartum period as the first year following the birth of a baby.
2. What feelings do new parents experience when they welcome baby home?
Parents normally experience a range of new emotions including:
•
A sense of joy and empowerment
•
Intense love for the new baby
•
Extreme fatigue as they complete new tasks with little sleep
•
Stress over changes in their routines
•
Anxiety that they may not be good parents
•
Being overwhelmed by the constant demands of an infant
•
Physical discomfort and/or pain from delivery
•
Isolation from family, friends and work colleagues
•
Concern regarding finances
All of these feelings are perfectly natural following the birth of a new baby.
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Lesson Three
3. What are “the baby blues”?
During the immediate postpartum period, particularly on Day 3 to 5 after baby’s arrival,
approximately eighty percent of moms experience temporary emotional distress called
“the baby blues”. This is caused by feelings of tiredness, pain and a drastic, rapid
change of hormone levels.
4. What is the difference between “the baby blues” and postpartum depression?
Postpartum depression can happen before or after birth, or later during the baby’s first
year. It lasts longer than the baby blues and it is more serious. Approximately one in
five women will suffer from some degree of postpartum depression or other Postpartum
Mood Disorders (PMD) after the birth of a baby.
The symptoms of PMD are very similar to those experienced by most new mothers such
as extreme fatigue, stress, anxiety, pain or isolation (please see list on page # 147).
The difference is that these symptoms last longer and are more severe in cases of
PMD. If the symptoms continue for more than two weeks, the mother should seek help
from her family doctor or another health care provider as soon as possible.
A very rare form of postpartum depression which poses the greatest risk to mother and
baby is postpartum psychosis. Mothers experiencing postpartum psychosis may have
thoughts about harming themselves or their baby. Only one or two percent of mothers
suffer from this condition, and it requires emergency care and hospitalization.
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5. How can parents bond with their babies in the postpartum period?
The most important factor that influences healthy brain development in babies and
infants is a secure relationship with a primary caregiver such as a mother, father,
adoptive or foster parent. To encourage attachment, parents need to interact with the
baby and learn how to:
•
Care for the baby – feed, diaper, bathe and comfort
•
Respond to baby’s cries – console, cuddle and offer reassurance
•
Set up flexible daily routines – mealtimes, playtime, naptime and bedtime
•
Participate in stimulating activities – appropriate to baby’s developmental stage
•
Create a safe environment – protecting baby from harm, accidents and violence
•
Play with baby – clapping, singing, reading and smiling
One of the best and most beneficial ways for a mother to bond and develop lasting
connections with her baby is through breastfeeding. It helps mothers show affection to,
interact with and learn about the needs of her child. Additionally, breast milk is the most
nutritional food source and transfers the mother’s immunity to the child.
6. How can parents deal with the isolation they may experience in the
postpartum period?
It is important for new moms and dads to develop support networks with other parents.
Parents could meet up with friends who have young children, take a walk to the park or
the library, visit the Ontario Early Years Centres or have family members visit them at
home. Taking classes (“Mommy and Me Yoga”, swimming, etc.) at a local community
centre can help fight isolation by connecting new parents who are experiencing similar
life changes.
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Lesson Three
Ideas For Classroom Use
You might ask students to research the location of the closest Ontario Early Years
Centre to your secondary school. They could make a list of activities that are
available to new parents at this centre.
Activity Two: Postpartum Scenario Group Work - 25 minutes
Ask students to get into groups of four. Distribute one of each of the following to each
group: a postpartum scenario (one of pages # 153-160), a student handout for group
work (pages # 161-162) and the Postpartum Community Resources Chart (pages
# 163-164).
Tell the students they will be reading about a parent who is experiencing a problem in
the first eight weeks after the birth of their baby. The group members are to identify the
problem(s) faced by the main characters in the scenarios and develop a number of
ways this person could resolve his/her problem(s).
Have students number themselves; group member number one, two, three and four.
Member number one will read the scenario aloud. Group member number two will write
down all ideas the group develops in their brainstorming session. This can be
completed on scrap paper. Member number three will record the final responses on the
handout. Finally, the fourth group member will present the group’s findings to the class.
Instruct students to write their answers on the Student Handout for Group Work (pages
# 161-162). The basic guidelines are included on the assignment, as are the evaluation
criteria.
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Lesson Three
Activity Three: The Postpartum Scenario Class Presentations - 40 minutes
When all groups have completed the activity, begin the presentations. You might want
to read the scenario aloud and then have the presenter share the group’s solutions. If
you have time, you could discuss the possible positive and negative consequences
related to the solutions provided.
Activity Four: Community Agency Evaluation Homework Assignment - 5 minutes
For homework, each student will be asked to complete an individual assessment of a
Community Resource that was not listed on the chart provided to them. This exercise is
meant to encourage students to investigate and evaluate resources for new parents in
their communities. Please see pages # 165-167 for further detail.
Possible Extensions
You might consider having students use role-play during this lesson. When using the
laminated postpartum scenario cards, students could act out the scenarios and/or the
solutions to the problem encountered by the character. This would allow for students to
practise their communication skills.
Another way to get students thinking about the breadth of community resources
available is to have them research multiple agencies that deal with the same issue. For
instance, have them look into Woman Abuse Resources including a telephone service,
a website and a local clinic.
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Lesson Three
Possible Assessment
This lesson lends itself to multiple forms of assessment. The students can receive a
group mark for their responses provided on the handout (pages # 161-162). Group
members could also evaluate themselves and/or each other in terms of their
participation. Alternatively, the presentations could be marked on the merit of the
group’s solution(s). Finally, the homework assignment (pages # 165-167) includes a
rubric outlining the required criteria of the written response.
Resources
Agnew T, Gilmore J, and Sullivan P. (1997). A Multicultural Perspective of
Breastfeeding in Canada. Ottawa: Minister of Public Works and Government
Services Canada.
Best Start. Postpartum Mood Disorders. www.lifewithnewbaby.ca/index_eng.htm
KFL & A Health Unit. (2003). Evaluation of the KFL and A Health Unit Prenatal
Education Program. Kingston: Author.
Nichols, F & Zwelling, E. (1997). Maternal-Newborn Nursing Theory and Practise.
Toronto: W.B. Saunders Co.
Peel Public Health. (2004). Healthy Start Teen Prenatal Supper Club Curriculum.
Brampton: Author.
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