{"id":21671,"date":"2025-05-13T06:41:20","date_gmt":"2025-05-13T05:41:20","guid":{"rendered":"https:\/\/childandfamilyblog.com\/?p=21671"},"modified":"2025-07-15T13:23:16","modified_gmt":"2025-07-15T12:23:16","slug":"busy-bodies-busy-minds","status":"publish","type":"post","link":"https:\/\/childandfamilyblog.com\/busy-bodies-busy-minds\/","title":{"rendered":"Busy bodies, busy minds"},"content":{"rendered":"<div>\n<p><span style=\"color: #000080;\">Based on research originally published as: Tamis-LeMonda, C. S., &amp; Masek, L. R. (2023). <span style=\"color: #00ccff;\"><a style=\"color: #00ccff;\" href=\"https:\/\/doi.org\/10.1177\/09637214231178731\">Embodied and embedded learning: child, caregiver, and context.<\/a><\/span> <i>Current Directions in Psychological Science<\/i>, <i>32<\/i>(5), 369\u2013378.<\/span><\/p>\n<\/div>\n<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_79_2 counter-hierarchy ez-toc-counter ez-toc-custom ez-toc-container-direction\">\n<div class=\"ez-toc-title-container\">\n<p class=\"ez-toc-title ez-toc-toggle\" style=\"cursor:pointer\">Table of Contents<\/p>\n<span class=\"ez-toc-title-toggle\"><a href=\"#\" class=\"ez-toc-pull-right ez-toc-btn ez-toc-btn-xs ez-toc-btn-default ez-toc-toggle\" aria-label=\"Toggle Table of Content\"><span class=\"ez-toc-js-icon-con\"><span class=\"\"><span class=\"eztoc-hide\" style=\"display:none;\">Toggle<\/span><span class=\"ez-toc-icon-toggle-span\"><svg style=\"fill: #121c4e;color:#121c4e\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #121c4e;color:#121c4e\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/span><\/span><\/a><\/span><\/div>\n<nav><ul class='ez-toc-list ez-toc-list-level-1 ' ><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/childandfamilyblog.com\/busy-bodies-busy-minds\/#Key_takeaways_for_caregivers\" >Key takeaways for caregivers<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/childandfamilyblog.com\/busy-bodies-busy-minds\/#Babies_natural_curriculum\" >Babies\u2019 natural curriculum<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/childandfamilyblog.com\/busy-bodies-busy-minds\/#Babies_learn_from_themselves\" >Babies learn from themselves<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/childandfamilyblog.com\/busy-bodies-busy-minds\/#Babies_learn_from_people_around_them\" >Babies learn from people around them<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"https:\/\/childandfamilyblog.com\/busy-bodies-busy-minds\/#Babies_learn_from_their_environment\" >Babies learn from their environment<\/a><\/li><\/ul><\/nav><\/div>\n<h2><span class=\"ez-toc-section\" id=\"Key_takeaways_for_caregivers\"><\/span>Key takeaways for caregivers<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<ul>\n<li><strong>Appreciate busy babies:<\/strong> Through their grabbing, swinging, walking, jumping, babbling, and cooing, babies learn about the world around them and their own place in it. Caregivers should take a moment to watch as their babies gather information and figure it all out. Babies are always learning.<\/li>\n<li><strong>Join in on babies\u2019 exuberant behaviors:<\/strong> Caregivers should sit with their babies as they play or move with them as the babies explore new spaces. As adults join in, they can find opportunities to <a href=\"https:\/\/childandfamilyblog.com\/how-parents-can-support-learning-at-home\/\">support their babies\u2019 learning<\/a> by talking about what baby is doing, where they are going, and how they got there. When babies talk to their caregivers \u2013 or coo or babble or wave \u2013 adults should talk right back. Babies may not use words, but they are learning a lot about what it means to communicate.<\/li>\n<li><strong>Structure an environment for learning<\/strong>: Caregivers should provide babies with a range of objects and spaces to explore while keeping safety in mind. Adults need to keep small objects that could be a choking hazard away from babies and remain vigilant as babies explore high places. They should also try to structure days and spaces around predictable routines to support their babies\u2019 learning.<\/li>\n<\/ul>\n<h2><span class=\"ez-toc-section\" id=\"Babies_natural_curriculum\"><\/span><strong>Babies\u2019 natural curriculum<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>Babies are busy. From the moment they open their eyes in the morning, most babies are kicking, scooting, crawling, jumping, grabbing, mouthing, banging, crying, laughing, cooing, babbling, and so on. In a single day, babies interact with dozens of <a href=\"https:\/\/doi.org\/10.1111\/cdev.13669\">objects<\/a>, take thousands of <a href=\"https:\/\/doi.org\/10.1177\/0956797612446346\">steps<\/a>, and produce hundreds of <a href=\"https:\/\/doi.org\/10.1177\/0956797615586796\">vocalizations<\/a>.<\/p>\n<blockquote><p>Caregivers should not misinterpret babies\u2019 actions as misbehavior or inattention, but as part of learning.<\/p><\/blockquote>\n<p>In our <a href=\"https:\/\/doi.org\/10.1177\/09637214231178731\">recent article<\/a>, we explained that this whirl of activity creates an ideal curriculum for learning how to use objects, walk, and talk. Drawing on our own and colleagues\u2019 published research across cultures and communities, we summarize how babies \u2013 children under the age of three \u2013 learn about all three topics (i.e., how to use objects, walk, and talk) from three sources: (1) themselves, (2) the people around them, and (3) their environment.<\/p>\n<h2><span class=\"ez-toc-section\" id=\"Babies_learn_from_themselves\"><\/span><strong>Babies learn from themselves<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>Babies learn as they interact with objects around them, move through spaces and rooms, and produce sounds.<\/p>\n<h3><strong><em>Exploring how to use objects<\/em><\/strong><\/h3>\n<p>When babies bang a rattle on the ground, they learn that the rattle makes noise, that different noises are made when they bang the rattle on tile versus on carpet, and critically, that they control these effects. Each object in their environment offers unique lessons, so babies need a lot of practice interacting with those objects in a variety of ways to learn the objects\u2019 functions: Before babies learn how to use objects as designed \u2013 for example, zipping, twisting, stirring \u2013 they engage in a lot of <a href=\"https:\/\/doi.org\/10.1037\/xge0000631\">exploration<\/a> in the form of banging, mouthing, and even throwing. <span data-olk-copy-source=\"MessageBody\">Therefore, caregivers should not interpret babies\u2019 actions as misbehavior or inattention, but as part of learning<\/span>.<\/p>\n<h3><strong><em>Practicing body movements<\/em><\/strong><\/h3>\n<p>When babies scoot, then crawl, then cruise, then take steps, they learn how to support and balance their weight by adjusting their ever-changing bodies to accommodate their environment. Babies learn to adapt their movements on different surfaces \u2013 such as wood, carpet, grass, and even puddles. They learn to climb up hills and get down from couches. As babies begin to run, jump, skip, and move in other ways, their knowledge about themselves and their environment <a href=\"https:\/\/doi.org\/10.1111\/j.1467-8721.2008.00577.x\">grows<\/a>.<\/p>\n<div id=\"attachment_21744\" style=\"width: 2570px\" class=\"wp-caption aligncenter\"><img decoding=\"async\" aria-describedby=\"caption-attachment-21744\" class=\"size-full wp-image-21744\" src=\"https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2025\/01\/pexels-adrie-molco-1575393-3026858-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2025\/01\/pexels-adrie-molco-1575393-3026858-scaled.jpg 2560w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2025\/01\/pexels-adrie-molco-1575393-3026858-300x200.jpg 300w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2025\/01\/pexels-adrie-molco-1575393-3026858-1024x683.jpg 1024w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2025\/01\/pexels-adrie-molco-1575393-3026858-768x512.jpg 768w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2025\/01\/pexels-adrie-molco-1575393-3026858-1536x1024.jpg 1536w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2025\/01\/pexels-adrie-molco-1575393-3026858-2048x1365.jpg 2048w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2025\/01\/pexels-adrie-molco-1575393-3026858-356x237.jpg 356w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2025\/01\/pexels-adrie-molco-1575393-3026858-700x467.jpg 700w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2025\/01\/pexels-adrie-molco-1575393-3026858-50x33.jpg 50w\" sizes=\"(max-width: 2560px) 100vw, 2560px\" \/><p id=\"caption-attachment-21744\" class=\"wp-caption-text\">Photo by <a href=\"https:\/\/www.pexels.com\/photo\/photo-of-baby-smiling-3026858\/\">Adrie Molco<\/a> on Pexels<\/p><\/div>\n<p><span style=\"font-size: 16px;\">Caregivers need to recognize that endlessly moving babies are practicing the motor skills needed to effectively interact with their environment \u2013 in essence, they are engaged in baby workouts! Of course, babies\u2019 never-ending motivation to try new things and use their bodies in new ways means that one- to two-year olds are prone to injuries, so adults need to be sure to create a safe environment. Because new walkers <\/span><u style=\"font-size: 16px;\">will<\/u><span style=\"font-size: 16px;\"> plunge down steps, gates or vigilant monitoring are essential.<\/span><\/p>\n<h3><strong><em>Testing their vocal instruments<\/em><\/strong><\/h3>\n<p>When babies babble, they learn how to move their tongue, lips, and mouth to create different sounds. As babies hear their own vocalizations, they refine their mouth movements and practice sounds that eventually will be combined into words.<\/p>\n<p>Each \u201cba ba ba,\u201d shriek, or playful \u201craspberry\u201d teaches infants how to make sounds and communicate with others. Therefore, caregivers need to recognize that all these noises pave the way to future conversations and embrace the joy of watching babies figure out how to communicate.<\/p>\n<h2><span class=\"ez-toc-section\" id=\"Babies_learn_from_people_around_them\"><\/span><strong>Babies learn from people around them<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>Babies learn as parents and caregivers respond to their exuberant play, movements, and vocalizations.<\/p>\n<h3><strong><em>Exploring objects together<\/em><\/strong><\/h3>\n<p>When caregivers join in on babies\u2019 interactions with objects \u2013 by talking, pointing, and engaging with their babies \u2013 they support learning. Babies learn words when caregivers talk about what babies are doing. For example, saying \u201cred wagon\u201d as baby pulls a wagon <a href=\"https:\/\/doi.org\/10.1111\/lang.12512\">helps babies learn<\/a> these words.<\/p>\n<p>Joining in on babies\u2019 play with objects also <a href=\"https:\/\/doi.org\/10.1111\/desc.13239\">encourages babies<\/a> to sustain their play for longer amounts of time and to engage in more complex play. A baby who is alone may bang a block on the ground, but with a caregiver, the baby may attempt to stack it or fit it into a shape sorter. As babies explore the objects around them, caregivers should join in by talking about the objects of their babies\u2019 attention and playing along.<\/p>\n<h3><strong><em>Making babies\u2019 movements into a partner dance<\/em><\/strong><\/h3>\n<p>When caregivers join in on babies\u2019 big body movements \u2013 by talking and repositioning their own bodies \u2013 they help their babies learn about actions. Moving their own bodies in coordination with their babies\u2019 creates proximity. Proximity allows for more learning moments because it is easier for caregivers to talk to and interact with their babies when they are nearby.<\/p>\n<blockquote><p>When caregivers join in on babies\u2019 interactions with objects \u2013 by talking, pointing, and engaging with their babies \u2013 they support learning.<\/p><\/blockquote>\n<p><a href=\"https:\/\/doi.org\/10.1037\/dev0001285\">Describing babies\u2019 behaviour<\/a> \u2013 such as saying \u201cjump jump\u201d as baby jumps \u2013 helps babies learn the words for their actions. As babies move around, caregivers should move with them to create proximity and talk about what they are doing. Adults can also support their babies\u2019 safety by supporting their developing motor skills, for example, by teaching baby to back down off the couch.<\/p>\n<h3><strong><em>Building babies\u2019 vocalizations into a duet<\/em><\/strong><\/h3>\n<p>When caregivers join in on babies\u2019 babbles and words \u2013 by verbally responding \u2013 they teach their babies that vocalizations are a way to communicate. Repeating a baby\u2019s babbles may seem silly, but an adult\u2019s babble contains sounds that more closely approximate the sounds that comprise words. As babies hear a more refined version of their own babble repeated back to them, they <a href=\"https:\/\/doi.org\/10.1111\/j.1467-9280.2008.02117.x\">modify their babbles<\/a> to become closer to the sounds of real speech.<\/p>\n<p>Responding to babies\u2019 early communications also helps babies understand how communication works: \u201cI say something, then you say something in return.\u201d This may seem rudimentary, but turn-taking is fundamental to effective communication.<\/p>\n<p>As babies go from cooing to babbling to using words, the responses of their caregivers will change from repeating babies\u2019 vocalizations and offering words to building on the words babies say to expand their knowledge. So even before babies use words, adults can start a conversation by responding in turn.<\/p>\n<h2><span class=\"ez-toc-section\" id=\"Babies_learn_from_their_environment\"><\/span><strong>Babies learn from their environment<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>Babies learn about the objects, spaces, and routines of everyday life as they navigate their environments. Caregivers can help create environments filled with opportunities for learning.<\/p>\n<h3><strong><em>Make a variety of objects available to babies<\/em><\/strong><\/h3>\n<p>Balls provide opportunities to throw and bounce. Blocks allow for stacking and building. And dolls give babies the chance to snuggle and change diapers. But babies do not need toys to play. They can shake bottles, fit lids onto pots, pick flowers, and stack rocks.<\/p>\n<div id=\"attachment_21675\" style=\"width: 2570px\" class=\"wp-caption aligncenter\"><img decoding=\"async\" aria-describedby=\"caption-attachment-21675\" class=\"wp-image-21675 size-full\" src=\"https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/12\/pexels-karolina-grabowska-4964360-scaled.jpg\" alt=\"A baby plays with blocks on the floor.\" width=\"2560\" height=\"1707\" srcset=\"https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/12\/pexels-karolina-grabowska-4964360-scaled.jpg 2560w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/12\/pexels-karolina-grabowska-4964360-300x200.jpg 300w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/12\/pexels-karolina-grabowska-4964360-1024x683.jpg 1024w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/12\/pexels-karolina-grabowska-4964360-768x512.jpg 768w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/12\/pexels-karolina-grabowska-4964360-1536x1024.jpg 1536w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/12\/pexels-karolina-grabowska-4964360-2048x1365.jpg 2048w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/12\/pexels-karolina-grabowska-4964360-356x237.jpg 356w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/12\/pexels-karolina-grabowska-4964360-700x467.jpg 700w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/12\/pexels-karolina-grabowska-4964360-50x33.jpg 50w\" sizes=\"(max-width: 2560px) 100vw, 2560px\" \/><p id=\"caption-attachment-21675\" class=\"wp-caption-text\">Photo by <a href=\"https:\/\/www.pexels.com\/photo\/baby-sitting-on-carpet-playing-with-wooden-toy-blocks-4964360\/\">Photo By: Kaboompics.com<\/a> on Pexels<\/p><\/div>\n<p>Caregivers should allow their babies to <a href=\"https:\/\/doi.org\/10.1111\/cdev.13669\">interact with a variety of safe objects <\/a>\u00a0\u2013 from pots and pans to books and toys \u2013 so they can learn to use the wide variety of objects in their environment. As babies learn to use objects as they were designed (figuring out, for example, that shoes go on feet, a spoon is used for eating, or a box can be opened and closed), caregivers should provide their babies a safe time and space to explore these objects and join in the exploration.<\/p>\n<h3><strong><em>Expose babies to a variety of spaces<\/em><\/strong><\/h3>\n<p>The spaces available to babies offer opportunities to learn about how to effectively move around. Couches and stairs allow for climbing, slopes and slides provide opportunities for descending, and walls and trees give space for navigation. Similarly, moving on tile, concrete, grass, and carpet provides babies with opportunities to adapt their movements to different surfaces.<\/p>\n<blockquote><p>Playgrounds provide rich opportunities for babies to practice moving on a variety of surfaces and in a variety of ways.<\/p><\/blockquote>\n<p>Caregivers should allow their babies to explore a variety of safe places, including outdoors. Playgrounds provide rich opportunities for babies to practice moving on a variety of surfaces and in a variety of ways. Of course, adults need to be mindful of babies\u2019 motor abilities and the demands of the play space, and monitor accordingly. Babies are not aware of what their bodies can and cannot do, especially as they learn new motor skills.<\/p>\n<h3><strong><em>Use daily routines to support language learning<\/em><\/strong><\/h3>\n<p>The different spaces of home are where babies engage in their everyday routines \u2013 such as mealtime in the kitchen and story time in the bedroom. Thus, the <a href=\"https:\/\/doi.org\/10.1111\/cdev.13089\">routines of daily life<\/a> provide predictability for babies in ways that support learning words.<\/p>\n<p>As babies eat lunch in the kitchen, they are exposed to the names of foods and utensils. As they get dressed in the bathroom, they are exposed to the names of body parts and clothing. And as they play and <a href=\"https:\/\/childandfamilyblog.com\/shared-book-reading\/\">read books<\/a> in their bedroom, they hear the names of animals, vehicles, colors, and more.<\/p>\n<div id=\"attachment_21676\" style=\"width: 2570px\" class=\"wp-caption aligncenter\"><img decoding=\"async\" aria-describedby=\"caption-attachment-21676\" class=\"wp-image-21676 size-full\" src=\"https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/12\/pexels-olly-3820120-scaled.jpg\" alt=\"A mother and father feed their child whilst having a conversation.\" width=\"2560\" height=\"1707\" srcset=\"https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/12\/pexels-olly-3820120-scaled.jpg 2560w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/12\/pexels-olly-3820120-300x200.jpg 300w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/12\/pexels-olly-3820120-1024x683.jpg 1024w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/12\/pexels-olly-3820120-768x512.jpg 768w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/12\/pexels-olly-3820120-1536x1024.jpg 1536w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/12\/pexels-olly-3820120-2048x1365.jpg 2048w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/12\/pexels-olly-3820120-356x237.jpg 356w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/12\/pexels-olly-3820120-700x467.jpg 700w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2024\/12\/pexels-olly-3820120-50x33.jpg 50w\" sizes=\"(max-width: 2560px) 100vw, 2560px\" \/><p id=\"caption-attachment-21676\" class=\"wp-caption-text\">Photo by <a href=\"https:\/\/www.pexels.com\/photo\/photo-of-woman-feeding-her-child-3820120\/\">Andrea Piacquadio<\/a> on Pexels<\/p><\/div>\n<p>Caregivers can capitalize on these routines by naming the objects that are a part of daily activities with their babies instead of using too many pronouns. For example, when helping an infant dress, instead of saying \u201cPut it on,\u201d the adult might say, \u201cPut the sock on your foot.\u201d Similarly, at lunchtime, instead of telling a baby to \u201ceat them,\u201d the caregiver might say, \u201cEat the peas.\u201d Such language-rich responses help babies understand and learn.<\/p>\n<p>Babies learn from their own exuberant activity, so caregivers do not have to be involved every minute. They should allow their babies the freedom to explore and make mistakes while also structuring the environment to facilitate safe exploration.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Based on research originally published as: Tamis-LeMonda, C. S., &amp; Masek, L. R. (2023). Embodied and embedded learning: child, caregiver, and context. Current Directions in Psychological Science, 32(5), 369\u2013378. Key takeaways for caregivers Appreciate busy babies: Through their grabbing, swinging, walking, jumping, babbling, and cooing, babies learn about the world around them and their own [&hellip;]<\/p>\n","protected":false},"author":316,"featured_media":21677,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_uf_show_specific_survey":0,"_uf_disable_surveys":false,"footnotes":""},"categories":[5770],"tags":[],"acf":[],"_links":{"self":[{"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/posts\/21671"}],"collection":[{"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/users\/316"}],"replies":[{"embeddable":true,"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/comments?post=21671"}],"version-history":[{"count":7,"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/posts\/21671\/revisions"}],"predecessor-version":[{"id":22232,"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/posts\/21671\/revisions\/22232"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/media\/21677"}],"wp:attachment":[{"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/media?parent=21671"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/categories?post=21671"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/tags?post=21671"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}