Vitamin D is available in very small amounts from dietary sources such as oily fish, fish oils, and egg yolk. Our bodies make this important "vitamin" in our skin, using sunlight.
The amount of UVB radiation required to meet the body's requirement depends on your skin colour. Fair skinned people need only one tenth of that required by people with darker skins.
For many years we have been told that if we take a good and varied diet, we should not need to take supplements. Now, new research shows how much we need this vital hormone.
Use of sunscreens, and traditional and religious traditions which encourage women to wear all-covering clothing reduces sun exposure and the body's ability to create this.
Regardless of skin colour and other factors it is impossible for anyone living within the UK to achieve sufficient sun exposure, in fact, from October to March, anyone living beyond 52 degrees north, must draw on reserves or take a supplement to avoid a deficiency.
The impact of this deficit is already being demonstrated in hospitals and Doctors surgeries, with the return of Rickets and other deficiency diseases which were considered the long-gone problems of the Victorian era.
Supplementation is now recommended by the Department of Health for all children aged 6 months to 5 years. Early studies show that with a Vitamin D supplement, the incidence of Rickets is reduced and so is the incidence of seasonal influenza.
Vitamin D influences almost every tissue in the body and does far more than simply maintain a healthy skeleton. There is increasing evidence that milder degrees of Vitamin D deficiency may predispose to a range of longer term problems such as diabetes, lung disease and, even some cancers.
There is still a lot of research ongoing. So far, the argument on favour of supplementing the diet, particularly of children, with Vitamin D is overwhelmingly in favour.
Towards the end of 2012 Health Professionals are expecting a further update on this important topic.
Sunday 20 November 2011
Sunday 16 October 2011
Most common food Allergies
Allergies are different from intolerances. An allergic reaction triggers an immune response and this shows in the bloodstream. Intolerance may make life uncomfortable in the short term, but does not provoke an immune response and therefore cannot be identified from blood samples.
Parents often have concerns about their children being allergic to a foodstuff. The list below starts with the foodstuffs which are least likely to provoke an allergy. As you go down this list the risk of allergy grows with the most common allergic reactions being demonstrated in at the end of this list.
1) Baby rice
2) Puréed potatoes and mashed carrots
3) Swedes, turnip, green beans
4) Parsnips, cabbage, broccoli
5) Cauliflower
6) Puréed apple, pear,banana
7) Oats, wheat, (rusks, biscuits, cereals)
8) Chicken, Turkey,
9) Beef,lamb,pork
10) Fish
11) Tomatoes and citrus fruits
12) Strawberries, raspberries
13) Marmite, honey
14) Cows milk, goats milk, cheese, yoghurt, eggs, shellfish, kiwi fruit, peanuts and tree nuts.
When introducing semi solid diet to an infant it makes sense to make these introductions slowly. Baby's taste buds are immature and only recognise sweet, sour and salt to begin with. Adding extra sugar or salt to any baby food is not recommended as too much sugar makes for an early sugar addiction, and salt is difficult for baby's kidneys to cope with, particularly in large amounts.
If you would like more information about starting your infant on semi solids ;- Contact Dream-Angus.com
Parents often have concerns about their children being allergic to a foodstuff. The list below starts with the foodstuffs which are least likely to provoke an allergy. As you go down this list the risk of allergy grows with the most common allergic reactions being demonstrated in at the end of this list.
1) Baby rice
2) Puréed potatoes and mashed carrots
3) Swedes, turnip, green beans
4) Parsnips, cabbage, broccoli
5) Cauliflower
6) Puréed apple, pear,banana
7) Oats, wheat, (rusks, biscuits, cereals)
8) Chicken, Turkey,
9) Beef,lamb,pork
10) Fish
11) Tomatoes and citrus fruits
12) Strawberries, raspberries
13) Marmite, honey
14) Cows milk, goats milk, cheese, yoghurt, eggs, shellfish, kiwi fruit, peanuts and tree nuts.
When introducing semi solid diet to an infant it makes sense to make these introductions slowly. Baby's taste buds are immature and only recognise sweet, sour and salt to begin with. Adding extra sugar or salt to any baby food is not recommended as too much sugar makes for an early sugar addiction, and salt is difficult for baby's kidneys to cope with, particularly in large amounts.
If you would like more information about starting your infant on semi solids ;- Contact Dream-Angus.com
Monday 26 September 2011
Preventing Cot Death and using baby car seats safely.
A neonatal nurse recently developed "Best practice" guidelines for the prevention of Cot Death while travelling and using car safety seats.Michelle Clark, neonatal unit sister at Doncaster Royal Infirmary, produced information to raise parents’ awareness of the risk of car seat cot death, due to a dearth of materials in this area. She spent two years researching the subject, studying findings from various sources, including New Zealand and the Foundation for Sudden Infant Death. Now Ms Clark has developed guidance for parents to help minimise the risk of car seat cot death and her work has been recognised by the national special care baby charity Bliss, which is publishing it on its website and in its information booklet for parents.
Key findings from Ms Clark’s work include:
Young babies may experience respiratory (breathing) problems if placed in a sitting position or car seat. A newborn baby’s reflex to keep its head held up is not fully developed, meaning the head flops down and restricts the airway. It is always best to keep a young baby on their back wherever possible.
Car seats should only be used to transport babies in cars, and other sitting baby equipment should only be used once the baby is strong enough to support their own head. (usually about 6/7 months)
Car seats are designed to keep babies safe while travelling, not as a main sleeping place. The research recommends that frequent breaks are taken on long journeys to get the baby out of the seat, even if this involves waking the baby up.
The same applies when bringing the baby into the home if they have fallen asleep in the car seat. The baby’s warm outdoor clothing should be taken off, even if this involves waking the baby.
If the baby is due a sleep, they should be taken out of the car seat and put into a cot or crib; the safest place for a baby to sleep is on a firm, flat mattress - a car seat does not meet this requirement. Worryingly, it has been found that some babies were spending hour after hour in car seats, ie during the journey, transferring the car seat in a travel system pram, and once home allowing the baby to continue sleeping in the car seat rather than waking the baby up and placing in them in a cot or crib.
All the advice suggests that babies should not spend longer than possible in a car seat, especially whilst sleeping.
1) So, stop your baby from scrunching up and over, keep an eye on their neckline.
2) Make sure the car seat you buy is age appropriate and correctly fitted.
3) Be sure grandparents and carers know how to fit the car seat and watch them practice.
4) When ever possible, babies travelling in a car seat should be observable by a responsible adult.
5) If you are a lone driver driving a significant distance use service stations to stop and check on your baby.
6) Babies find it difficult to regulate their temperature and quickly overheat. When in the car, remove any headgear the baby is wearing as they lose excess heat through their head.
7) Think about what baby is wearing, for example, thick snowsuits. It may be cold outside, but cars can heat up quickly. Natural materials will help the baby’s body with heat rather than nylon, polyester, and other man-made fabrics.
Key findings from Ms Clark’s work include:
Young babies may experience respiratory (breathing) problems if placed in a sitting position or car seat. A newborn baby’s reflex to keep its head held up is not fully developed, meaning the head flops down and restricts the airway. It is always best to keep a young baby on their back wherever possible.
Car seats should only be used to transport babies in cars, and other sitting baby equipment should only be used once the baby is strong enough to support their own head. (usually about 6/7 months)
Car seats are designed to keep babies safe while travelling, not as a main sleeping place. The research recommends that frequent breaks are taken on long journeys to get the baby out of the seat, even if this involves waking the baby up.
The same applies when bringing the baby into the home if they have fallen asleep in the car seat. The baby’s warm outdoor clothing should be taken off, even if this involves waking the baby.
If the baby is due a sleep, they should be taken out of the car seat and put into a cot or crib; the safest place for a baby to sleep is on a firm, flat mattress - a car seat does not meet this requirement. Worryingly, it has been found that some babies were spending hour after hour in car seats, ie during the journey, transferring the car seat in a travel system pram, and once home allowing the baby to continue sleeping in the car seat rather than waking the baby up and placing in them in a cot or crib.
All the advice suggests that babies should not spend longer than possible in a car seat, especially whilst sleeping.
1) So, stop your baby from scrunching up and over, keep an eye on their neckline.
2) Make sure the car seat you buy is age appropriate and correctly fitted.
3) Be sure grandparents and carers know how to fit the car seat and watch them practice.
4) When ever possible, babies travelling in a car seat should be observable by a responsible adult.
5) If you are a lone driver driving a significant distance use service stations to stop and check on your baby.
6) Babies find it difficult to regulate their temperature and quickly overheat. When in the car, remove any headgear the baby is wearing as they lose excess heat through their head.
7) Think about what baby is wearing, for example, thick snowsuits. It may be cold outside, but cars can heat up quickly. Natural materials will help the baby’s body with heat rather than nylon, polyester, and other man-made fabrics.
Sunday 29 May 2011
Infant Colic
In medical terms "colic" is defined as "persistent inconsolable paroxysmal crying in otherwise healthy infants aged two to sixteen weeks old." It is presumed to be as a result of abdominal pain. There is an associated "rule of three" which gives the following criteria;-
Infantile colic is considered to be a self limiting condition which resolves in 90% of children within the first four months. 95% of cases resolve by six months. There are many theories about the cause of colic. The most commonly held beliefs are that colic is caused by;-
If you think your child has colic take breaks by using a baby sitter or extended family. Respond quickly to your child's cry as infants take in large amounts of air when left to cry. Sooth your infant, offer a comforter or dummy as a soothing mechanism. Skin to skin contact can also be soothing and reassuring. Some infants benefit from rocking. There are over the counter solutions which work well for some infants.
- Spasms of crying lasting up to three hours.
- Occurring up to 3 days every week.
- For Three weeks
Infantile colic is considered to be a self limiting condition which resolves in 90% of children within the first four months. 95% of cases resolve by six months. There are many theories about the cause of colic. The most commonly held beliefs are that colic is caused by;-
- Excessive wind or gas
- Lactose intolerance
- Reflux
- That it is behavioural and a result of inadequate parent infant interaction which may be due to a difficult maternal experience or a temperamental infant.
If you think your child has colic take breaks by using a baby sitter or extended family. Respond quickly to your child's cry as infants take in large amounts of air when left to cry. Sooth your infant, offer a comforter or dummy as a soothing mechanism. Skin to skin contact can also be soothing and reassuring. Some infants benefit from rocking. There are over the counter solutions which work well for some infants.
Allergy and Intolerance
Food allergy is when the body reacts to certain foods by an abnormal immune system reaction. Some reactions such as "hives" or a red skin rash, swelling of the tongue or lips, happens very quickly.
Other reactions include eczema, vomiting or constipation may be delayed. Reactions can range from mild to severe and there may be overlap between fast and delayed reactions.
Food intolerance happens in a more delayed way, often occurring hours or even days after eating certain foods.The immune system is not involved in this reaction, therefore it is not life threatening and cannot cause anaphylactic shock. Typical symptoms include diarrhoea and vomiting.
Avoiding or reducing the intake of allergenic foods during pregnancy and breast feeding is not proven to prevent an infant from developing food allergies.
The ideal time for starting to introduce solid foods to an infant is after 17 weeks,(4 months) and before 26 weeks (6 months) based on the needs of the mother and child.
Less hypersensitivity has been demonstrated in infants who are weaned before 6 months but there is no ideal time on which all "experts" are agreed.
Other reactions include eczema, vomiting or constipation may be delayed. Reactions can range from mild to severe and there may be overlap between fast and delayed reactions.
Food intolerance happens in a more delayed way, often occurring hours or even days after eating certain foods.The immune system is not involved in this reaction, therefore it is not life threatening and cannot cause anaphylactic shock. Typical symptoms include diarrhoea and vomiting.
Avoiding or reducing the intake of allergenic foods during pregnancy and breast feeding is not proven to prevent an infant from developing food allergies.
The ideal time for starting to introduce solid foods to an infant is after 17 weeks,(4 months) and before 26 weeks (6 months) based on the needs of the mother and child.
Less hypersensitivity has been demonstrated in infants who are weaned before 6 months but there is no ideal time on which all "experts" are agreed.
The Importance of play
Play is the way children learn. In the past many generations lived together, either under one roof or close together in the community and there were many opportunities for play. Now parents want their children to play at home so playing opportunities with others are fewer.
Children with access to a wide variety of toys are more likely to be intellectually stimulated and challenged. They reach higher levels of intellectual development regardless of age, sex, racial or social class.
Toys that stimulate mental development are appropriate to the child's abilities, responsive to the child's movements and give feedback when manipulated.Whether playing alone or with others, quietly or with enthusiasm play is the way that children explore their world and use their imaginations.
A baby's first toys are important in teaching about size, shape, colour and texture. The availability of toys in infancy is strongly related to the child's IQ at 3 years of age. In the first year babies respond to bright colours and gentle sounds.
Musical toys and mobiles are ideal. At first babies cannot co-ordinate their hand and eye movements so all shape and feel is learned about through mouthing the object.
As they gain co-ordination an activity mat is good for exploring textures and shapes.
Half the waking hours of a toddler are devoted to play so toys that move, and stimulate the imagination, such as play sets, toy vehicles, soft toys and puppets are popular.
An active toddler needs toys for physical play, toys they can sit on, push or pull. Toys that are responsive to movements hold the child's attention. Increasing the attention span is important for reading.
Pretend play is important for 3-5 year olds. This is how new skills are developed, language being one of these. As children gain confidence and social skills they enjoy play with other children.
This is when role playing and fantasy games help because these are the things which help social and emotional development.
Realistic toys such as dolls, action figures, household items, things which resemble everyday people and objects help children to understand the world.
Active play on swings, slides and climbing frames encourages physical development, co-ordination and balance. As they develop logic and are able to concentrate for longer games with rules like "lotto" matching games and memory games become more interesting.
One of the joys of being a parent or grandparent is the opportunity to play with children. It is the ideal setting for getting to know each other while providing a foundation for the child's future, raising the child's self esteem and happiness. While playing adults are both teachers and learners. At all times they are role models. Shared playtime is an opportunity for mutual enjoyment and discovery.
Have you played with your child today?
Children with access to a wide variety of toys are more likely to be intellectually stimulated and challenged. They reach higher levels of intellectual development regardless of age, sex, racial or social class.
Toys that stimulate mental development are appropriate to the child's abilities, responsive to the child's movements and give feedback when manipulated.Whether playing alone or with others, quietly or with enthusiasm play is the way that children explore their world and use their imaginations.
A baby's first toys are important in teaching about size, shape, colour and texture. The availability of toys in infancy is strongly related to the child's IQ at 3 years of age. In the first year babies respond to bright colours and gentle sounds.
Musical toys and mobiles are ideal. At first babies cannot co-ordinate their hand and eye movements so all shape and feel is learned about through mouthing the object.
As they gain co-ordination an activity mat is good for exploring textures and shapes.
Half the waking hours of a toddler are devoted to play so toys that move, and stimulate the imagination, such as play sets, toy vehicles, soft toys and puppets are popular.
An active toddler needs toys for physical play, toys they can sit on, push or pull. Toys that are responsive to movements hold the child's attention. Increasing the attention span is important for reading.
Pretend play is important for 3-5 year olds. This is how new skills are developed, language being one of these. As children gain confidence and social skills they enjoy play with other children.
This is when role playing and fantasy games help because these are the things which help social and emotional development.
Realistic toys such as dolls, action figures, household items, things which resemble everyday people and objects help children to understand the world.
Active play on swings, slides and climbing frames encourages physical development, co-ordination and balance. As they develop logic and are able to concentrate for longer games with rules like "lotto" matching games and memory games become more interesting.
One of the joys of being a parent or grandparent is the opportunity to play with children. It is the ideal setting for getting to know each other while providing a foundation for the child's future, raising the child's self esteem and happiness. While playing adults are both teachers and learners. At all times they are role models. Shared playtime is an opportunity for mutual enjoyment and discovery.
Have you played with your child today?
Sunday 10 April 2011
Successful Napping
All children, up to the age of 4 years, should have daytime sleep as well as night sleep. Daytime sleep is as important to small children as night sleep.
Every child has a sleep requirement which we can calculate by looking at the age and stage of the child and the parents own sleep requirements. This is true because sleep is partly genetic and partly learned.
Newborn babies sleep an average of 18 to 20 hours a day. As they grow and develop they have periods when they can be happily awake, aware of their surroundings and interested in the stimulation this provides.
At 3-4 months babies can usually cope with 1-1.5 hours of alert wakefulness. As they get to the end of this concentrated stimulation they become restless and signal a need for sleep. To achieve a sucessful nap parents have a very small window of opportunity to get baby settled in a warm and comfortable place so that the baby will use the nap opportunity and sleep.
What are the basic requirements for successful naps?
1) Daytime sleep in normal ambient daylight; Obviously direct sunlight on baby's face may be too strong to allow the baby to go to sleep, other than shading baby's face no attempt need be made to completely darken the room.
2) Keep houshold noise at normal daytime levels; Baby has heard noise all the time inside mum. Silence is more concerning and makes sudden loud noises more startling.
3) Recognise your baby's sleepy signals and act quickly to give your baby the opportunity to relax and sleep.
4) Ensure that the room baby naps in is a comfortable temperature and that baby's temperature can be comfortable too. When we sleep our temperature naturally drops a degree or two. Sleep is more easily accomplished when we are comfortably warm and out body temperature can be maintained.
5) Offer regular opportunities for naps. Space them according to the age and stage of your child and make them part of the daily routine.
6) Do not try and eliminate naps in order to improve night sleep. This does not work and will leave you holding a very cranky baby.
Children who do not have enough sleep are irritable and confrontational. They can go into "overdrive" as they get beyond tired and struggle to remain awake. Although every child, just like the adults, have slightly different sleep requirements, the minimum length of time for a nap should be 45 minutes as this allows completion of 5 stages of sleep.
Naps shorter than 45 minutes are "catch up" sleep. A short "catch up" in the car or stroller should not interfere with the normal sleep routine.
If you miss the opportunity to get your child down for a nap, or if they resist your attempts, don't persist longer than 30 to 45 minutes. If you have been trying for 30 minutes or longer to settle your child for a nap, abandon that nap time and offer another opportunity later.
Most children will settle within 5-20 minutes. If this doesn't happen it is usually because there was too great a delay or the opportunity was offered too early.
If you struggle to get your child to nap contact us here at; Dream-Angus.com We will be happy to help support you in improving your child's sleep.
Thursday 10 March 2011
Constipation in children
The biggest difficulty for some children, during toilet training, is learning to "poo in the potty". While many children achieve this without any great difficulty there are a few who, for a variety of reasons are reluctant to part with solid matter. This may be related to a fear of the toilet or to discomfort at something weighted dropping away. Refusing to "poo", over a prolonged period, can cause constipation.
Children who have had difficulty in passing a bowel movement may have passed a hard stool which has resulted in a tiny tear in the anus. This can be painful and sting, consequently the child is reluctant to repeat the experience. Again, this leads to further difficulty and can compound the problem.
While it is important to have a good amount of fiber in the diet to help with the elimination of waste from the body, it is also important not to give children a diet too high in fiber as this may cause other problems. Children who are constipated may complain of abdominal pain, they may soil their nappy/underpants and may even have diarrhea as a symptom. This happens because the hard impacted stool blocks the bowel and some of the waste above this blockage is passed as fluid.
Encouraging the child to drink more water and eat more fresh fruit and vegetables, or drink more smoothies made with fresh ingredients, will certainly help alleviate this condition. Some children may require medication from the family doctor to soften the stool and allow this to be passed.
Prevention is definitely better than cure. Ensure that your child is encouraged to drink plenty of water and to eat more fresh fruit and vegetables will help in making elimination a lot easier. Praise your child when he/she uses the toilet. Encourage good toilet behaviour. Avoid allowing children to postpone toilet visits. If the child needs to go, they need to go.
Sunday 13 February 2011
Toilet Training (Getting ready)
Here are some things you should consider when you are thinking about starting to potty train your child;-
• Get the right equipment. Getting the right equipment for potty training is always a good start. A child-sized potty or a special seat to attach to your regular toilet is a must. Whichever you choose, make sure your child can sit comfortably.
• Extra help. You may also want to buy a picture book or video all about potty training that you can look over with your child. That way, you’ll both be prepared for the training ahead.
• Time it right. Pick a period when you have plenty of time on your hands and be consistent – don’t chop and change from nappies to underpants during the day. If your child’s just about to start nursery, you’ve just moved house, you’re going on holiday, you’ve just had another baby or you’re going through any other upset it’s probably best to leave potty training until things are less hectic.
• Let your child one set the pace. If you know when your child is likely to want to use the potty, encourage them to sit down. But make sure he/she feels that they’ve made the choice – you’ll know by now that your child likes to feel in control.
• Create a routine. Try sitting your tot fully clothed on the potty seat once a day – after breakfast, before bath time, or whenever else suits you both. This will allow your tot to get used to the potty and accept it as part of the daily routine. If he or she doesn't want to sit on the potty, that's okay. Don’t force the matter. Put the potty away for now and try again in a month’s time.
• Be prepared… If you live in a two storey house, keep a potty upstairs and one downstairs. Be sure to have a potty with you when you’re out and about. It’s a good idea to keep one in the car too and to take a set of spare clothes out with you.
• Be prepared… for accidents! Lots of accidents are par for the course at first. If your tot has an accident, change him or her straight away and calmly encourage use of the potty or toilet next time. Your child may start having accidents again, after a period of thinking you had it sorted, if he or she is tired or busy. Just deal with it calmly as before.
• Encourage your little one with praise. As always, praise is your child’s best teacher so say something like ‘Well done’, ‘You were a big boy or girl to use the potty’ when your child uses the pot. But don’t make too big a thing of it. For example, don’t reward your tot with food or toys. Ignore the odd lapse and never tell your child off for failing to use the potty or having an accident.
• Don’t hang about. At first, when you child needs to go they need to go now, so don’t ignore it when the call comes. As your tot gets older, he or she will be able to wait longer.
• Make it easy on yourself. The summer months can be an easier time to try potty training, as your little one can run around without nappies. Make a note of when your child goes to the toilet so you can pick the best times of day to suggest using it.
• Get the clothes right. You don’t want to spend ages changing your toddler’s clothes, so make sure what he or she is wearing is easy to remove. You can try using training pants. Some toddlers like them, while others just think of them as a different type of nappy (which is confusing). Most toddlers are encouraged by having real underwear instead: it makes them feel grown up.
• Get the right equipment. Getting the right equipment for potty training is always a good start. A child-sized potty or a special seat to attach to your regular toilet is a must. Whichever you choose, make sure your child can sit comfortably.
• Extra help. You may also want to buy a picture book or video all about potty training that you can look over with your child. That way, you’ll both be prepared for the training ahead.
• Time it right. Pick a period when you have plenty of time on your hands and be consistent – don’t chop and change from nappies to underpants during the day. If your child’s just about to start nursery, you’ve just moved house, you’re going on holiday, you’ve just had another baby or you’re going through any other upset it’s probably best to leave potty training until things are less hectic.
• Let your child one set the pace. If you know when your child is likely to want to use the potty, encourage them to sit down. But make sure he/she feels that they’ve made the choice – you’ll know by now that your child likes to feel in control.
• Create a routine. Try sitting your tot fully clothed on the potty seat once a day – after breakfast, before bath time, or whenever else suits you both. This will allow your tot to get used to the potty and accept it as part of the daily routine. If he or she doesn't want to sit on the potty, that's okay. Don’t force the matter. Put the potty away for now and try again in a month’s time.
• Be prepared… If you live in a two storey house, keep a potty upstairs and one downstairs. Be sure to have a potty with you when you’re out and about. It’s a good idea to keep one in the car too and to take a set of spare clothes out with you.
• Be prepared… for accidents! Lots of accidents are par for the course at first. If your tot has an accident, change him or her straight away and calmly encourage use of the potty or toilet next time. Your child may start having accidents again, after a period of thinking you had it sorted, if he or she is tired or busy. Just deal with it calmly as before.
• Encourage your little one with praise. As always, praise is your child’s best teacher so say something like ‘Well done’, ‘You were a big boy or girl to use the potty’ when your child uses the pot. But don’t make too big a thing of it. For example, don’t reward your tot with food or toys. Ignore the odd lapse and never tell your child off for failing to use the potty or having an accident.
• Don’t hang about. At first, when you child needs to go they need to go now, so don’t ignore it when the call comes. As your tot gets older, he or she will be able to wait longer.
• Make it easy on yourself. The summer months can be an easier time to try potty training, as your little one can run around without nappies. Make a note of when your child goes to the toilet so you can pick the best times of day to suggest using it.
• Get the clothes right. You don’t want to spend ages changing your toddler’s clothes, so make sure what he or she is wearing is easy to remove. You can try using training pants. Some toddlers like them, while others just think of them as a different type of nappy (which is confusing). Most toddlers are encouraged by having real underwear instead: it makes them feel grown up.
If you would like help or have questions please contact us at Dream-Angus.com
Toilet Training (Basic Principals)
Toilet training can begin when your toddler demonstrates an interest in the process. This is usually somewhere between 24 and 27 months.
Simple signs to look for;-
1. Your child may tell you they’ve done a wee or a poo. At first this may be after, rather than before, the event! But never mind – it’s a sign they are becoming aware of their bowel and bladder movements.
2. The child's nappy needs less frequent changes as there are longer periods between wet nappies. They have a wet or dirty nappy after a meal or drink and then can be dry for a few hours.
3. They demonstrate awareness of bodily functions. They imitate you going to the toilet or show some other sign that they are aware of what’s going on inside their body, such as stopping what they are doing, grunting or holding their nappy.
4. You notice they’re becoming more independent in other areas of life. For example, they are feeding themselves and can follow simple instructions
You may be able to recognise your child's need to toilet and then encourage them to sit on the potty, or an adapted toilet seat. When they are successful, praise them, but don't make a big issue of mistakes. This is a learning process and it takes time. Some children manage this more quickly than others.
Note the times when your child is most likely to need to toilet and encourage the use of the potty at these times. Some children will happily potty before or after a meal. You should be able to read your child's signals and act upon them. If your child is not ready for this then don't push them to accept a toileting routine. This is more likely to exhaust and frustrate you and upset your child.
If your child follows you into the toilet do not become upset and push them away. Children can become confused about the use of the potty or toilet if we demonstrate upset about being seen, accompanied or surprised there.
There are a variety of training pants and diapers which can be useful in teaching your child how to use the potty. There are some books which you may find helpful to read to your toddler which explain what is involved. These too can boost the child's self awareness and be an aid to successful potty training.
Simple signs to look for;-
1. Your child may tell you they’ve done a wee or a poo. At first this may be after, rather than before, the event! But never mind – it’s a sign they are becoming aware of their bowel and bladder movements.
2. The child's nappy needs less frequent changes as there are longer periods between wet nappies. They have a wet or dirty nappy after a meal or drink and then can be dry for a few hours.
3. They demonstrate awareness of bodily functions. They imitate you going to the toilet or show some other sign that they are aware of what’s going on inside their body, such as stopping what they are doing, grunting or holding their nappy.
4. You notice they’re becoming more independent in other areas of life. For example, they are feeding themselves and can follow simple instructions
You may be able to recognise your child's need to toilet and then encourage them to sit on the potty, or an adapted toilet seat. When they are successful, praise them, but don't make a big issue of mistakes. This is a learning process and it takes time. Some children manage this more quickly than others.
Note the times when your child is most likely to need to toilet and encourage the use of the potty at these times. Some children will happily potty before or after a meal. You should be able to read your child's signals and act upon them. If your child is not ready for this then don't push them to accept a toileting routine. This is more likely to exhaust and frustrate you and upset your child.
If your child follows you into the toilet do not become upset and push them away. Children can become confused about the use of the potty or toilet if we demonstrate upset about being seen, accompanied or surprised there.
There are a variety of training pants and diapers which can be useful in teaching your child how to use the potty. There are some books which you may find helpful to read to your toddler which explain what is involved. These too can boost the child's self awareness and be an aid to successful potty training.
If you would like some help with potty training, Contact Dream-Angus.com
Monday 7 February 2011
Transitional Objects
Transitional objects are usually soft toys. They are chosen to help a child cope with separation from the parents, situations which may be unfamiliar and to provide a level of reassurance. Some children become very attached to a soft toy that has been with them since they were babes in arms.
Sometimes these objects are chosen by the parents and sometimes they are chosen by the child. Some children never need a "transition object", they have enough confidence to master any social situation without recourse to a soft toy that reassures them with it's presence.
Transition objects should be small and washable, but do remember that it is not just the shape and form of the object, the texture and the smell of the object also matter.
For this reason some children may reject the object of their affection immediately after it has been washed. Parents are concerned that the toy is dirty, smelly and sticky, the child is unperturbed. Certainly for reasons of infection prevention, and basic hyigene it is important to be able to clean the toy.
For this reason some children may reject the object of their affection immediately after it has been washed. Parents are concerned that the toy is dirty, smelly and sticky, the child is unperturbed. Certainly for reasons of infection prevention, and basic hyigene it is important to be able to clean the toy.
These much loved toys travel with the child and can help in settling a child to sleep.
These toys are important for a particular stage in a child's life. They will grow out of their attachment, but, while it lasts, having a particular cuddly toy is very important and can be a positive support to a less confident child.
Positive Reinforcement/Praise
How often do you praise your child/children?
Parents spend a lot of time and energy trying to get their children to behave well and appropriately in social and domestic situations. Children want to please their parents and look for a reaction to their actions. Too often they are met with critisism. "why did you do that?" "you shouldn't do that!" etc..
Yet, when they are playing quietly with friends or relatives parents seldom think to tell the children "I'm so proud of you, you are doing x so well!" A little positive reinforcement builds a child's confidence in themselves and pride in accomplishments.
All too often we see how noisy adults can be when they are angry. Yet, when they are happy and things are going well, people keep very quiet about it. One powerful antidote to our unfortunate orientation in this regard, is to give positive verbal reinforcement. Praise should be given early and often. It should be genuine, or it will fail to achieve the objective. Positive interactions with children should outnumber the negative by about three to one. Unexpected praise can be very powerful for a child. Praise in front of other people is also a really powerful way to demonstrate to your child that you appreciate their efforts.
Children up to the age of five or six respond very well to almost any kind of encouragement. As they get older, and they better understand how well or how poorly they are doing, they are much more aware of when praise is fake or genuine. Praise should be tailored to your child. Becoming more aware of your child's acheivements, and praising them as they do their best to impress you and to push their own limits, can improve the relationship you have.
The child who lives with critism learns to condem. The child who is praised, tries harder and has more self confidence.
Parents spend a lot of time and energy trying to get their children to behave well and appropriately in social and domestic situations. Children want to please their parents and look for a reaction to their actions. Too often they are met with critisism. "why did you do that?" "you shouldn't do that!" etc..
Yet, when they are playing quietly with friends or relatives parents seldom think to tell the children "I'm so proud of you, you are doing x so well!" A little positive reinforcement builds a child's confidence in themselves and pride in accomplishments.
All too often we see how noisy adults can be when they are angry. Yet, when they are happy and things are going well, people keep very quiet about it. One powerful antidote to our unfortunate orientation in this regard, is to give positive verbal reinforcement. Praise should be given early and often. It should be genuine, or it will fail to achieve the objective. Positive interactions with children should outnumber the negative by about three to one. Unexpected praise can be very powerful for a child. Praise in front of other people is also a really powerful way to demonstrate to your child that you appreciate their efforts.
Children up to the age of five or six respond very well to almost any kind of encouragement. As they get older, and they better understand how well or how poorly they are doing, they are much more aware of when praise is fake or genuine. Praise should be tailored to your child. Becoming more aware of your child's acheivements, and praising them as they do their best to impress you and to push their own limits, can improve the relationship you have.
The child who lives with critism learns to condem. The child who is praised, tries harder and has more self confidence.
While you think about this, also think about how often you praise your spouse. Think of all the little acts of kindness and support that you receive. How much more difficult life would be without these supports.
Praise more, thank more, smile more. It is surprising how much you receive in return.
Monday 31 January 2011
Altering a sleep pattern
While most children manage to soothe themselves to sleep, and to sleep through the night without the need for any intervention, there are a number of children who take a long time to learn to do this.
Some children have never learned to put themselves to sleep. They rely on a parent holding them, rocking them, feeding them or simply being with them until they fall asleep. These children come to believe that this is the only way to get to sleep and the parents are often very tired and frustrated. There is no time left to be an individual, to maintain a healthy relationship with a partner. Every evening is spent with the child, just as the day has been. There is no quiet time, no time to exchange comments about the day and often no private time between parents at night. Someone must remain with the child so that the child will sleep.
Altering a child's sleep pattern is possible. It requires an understanding of exactly what has happened to cause the difficulty. A sleep history helps clarify this.
What is the pre bed routine like, how do the parents react to the difficulty and what priorities do the parents have in mind when they want things to change? Sleep diaries illustrate exactly where the difficulties are, and completing these throughout the work to change things can also show what is working, and what is not.
Once the issues have been clearly identified, and the parents priorities decided, it is possible to work using graded techniques to improve the child's sleep. Cry it Out, a method that allows a child to cry with a parent checking at extending intervals, has long been discredited by sleep professionals.
This method does work but it teaches the child that being upset is not going to be met with comfort. The child learns to suppress such emotions and this is not healthy. Cortisol, the stress hormone, floods the body systems of parents and child so neither are happy with the situation. The parents may have been told that this is the way it has to be, but this is not so.
There are other ways to support a child who is afraid, who lacks confidence in their ability to fall asleep or remain asleep without mum or dad being nearby.
Altering a sleep pattern can be really hard work for both parent and child. It requires consistent repetition and demonstration of behaviour and consequenses so that things can and do improve. Most sleep difficulties can be resolved within a few weeks. Perseverance, persistance and calm confidence are atributes which are vital to success.
Once a child has learned to sleep and to remain asleep, their appetite and mood imnprove and parents find things so much easier.
If you would like help to improve your child's sleep, Contact Dream-Angus.com
Some children have never learned to put themselves to sleep. They rely on a parent holding them, rocking them, feeding them or simply being with them until they fall asleep. These children come to believe that this is the only way to get to sleep and the parents are often very tired and frustrated. There is no time left to be an individual, to maintain a healthy relationship with a partner. Every evening is spent with the child, just as the day has been. There is no quiet time, no time to exchange comments about the day and often no private time between parents at night. Someone must remain with the child so that the child will sleep.
Altering a child's sleep pattern is possible. It requires an understanding of exactly what has happened to cause the difficulty. A sleep history helps clarify this.
What is the pre bed routine like, how do the parents react to the difficulty and what priorities do the parents have in mind when they want things to change? Sleep diaries illustrate exactly where the difficulties are, and completing these throughout the work to change things can also show what is working, and what is not.
Once the issues have been clearly identified, and the parents priorities decided, it is possible to work using graded techniques to improve the child's sleep. Cry it Out, a method that allows a child to cry with a parent checking at extending intervals, has long been discredited by sleep professionals.
This method does work but it teaches the child that being upset is not going to be met with comfort. The child learns to suppress such emotions and this is not healthy. Cortisol, the stress hormone, floods the body systems of parents and child so neither are happy with the situation. The parents may have been told that this is the way it has to be, but this is not so.
There are other ways to support a child who is afraid, who lacks confidence in their ability to fall asleep or remain asleep without mum or dad being nearby.
Altering a sleep pattern can be really hard work for both parent and child. It requires consistent repetition and demonstration of behaviour and consequenses so that things can and do improve. Most sleep difficulties can be resolved within a few weeks. Perseverance, persistance and calm confidence are atributes which are vital to success.
Once a child has learned to sleep and to remain asleep, their appetite and mood imnprove and parents find things so much easier.
If you would like help to improve your child's sleep, Contact Dream-Angus.com
Monday 24 January 2011
Teaching our children
I am often asked if resolving one sleep issue, means that there will be other issues to be worked on later.
Most pre school children who have a difficulty in getting to sleep, or staying asleep, and who then learn to sleep and to remain asleep have no further difficulties. Learning to sleep independently is a gift for life. Children who have difficulties and do not have them resolved often continue to have difficulties with sleeping.
Most pre school children who have a difficulty in getting to sleep, or staying asleep, and who then learn to sleep and to remain asleep have no further difficulties. Learning to sleep independently is a gift for life. Children who have difficulties and do not have them resolved often continue to have difficulties with sleeping.
Do children "grow out" of sleep difficulties?
Sometimes, but this depends on the reason for the difficulty. Children whose imagination is particularly active, and who cannot differentiate between dreams and reality may "grow out" of sleep difficulties if this is the cause. For many children the causes are multi factorial. Sometimes there is an obvious reason, and sometimes there is no obvious cause of the child's difficulty.
We teach our children many things, and teaching them to sleep is often done without being conscious of it. If we always allow a child to fall asleep on the couch in front of the television, then move them into a bed, that child comes to believe that this is what he or she needs in order to relax and fall asleep. Teaching this child that they can, and should fall asleep in their own room, in their own bed can take some time and perseverance. However, once the child has learned a new behaviour and repeated it on successive occasions it becomes the new norm. This is what altering sleep behaviour is about. It is about altering the perceived needs and demonstrating a better way to achieving a good nights sleep.
There are many ways to alter children's behaviour. Sometimes this is about giving the child confidence in ourselves as parents. Sometimes it is about giving confidence in the child's independence or in the child's ability to cope in new situations. Often the pace of change has to be slowed or hastened depending on how well the child copes with the changes.
Just as every adult is an individual, so is every child. What works well for one may not be as effective for another. Your child has to grow up within your home, living with your ideas and this has to be taken into account. No one knows your child as well as you do. Professionals can indicate good practice and direct your efforts.
The biggest single thing that parents need to identify is the difference between what your child needs and what your child wants. Children's needs should always be met unconditionally. This gives children a secure base, a belief in their parents ability to nurture and protect. We all want our children to have faith in our abilities to protect and care for them.
We all have "wants". Children who are secure can cope with wants not always being met as long as their needs are addressed. In the wider world we do not always get what we want, we hope we always get what we need. This is a difficult lesson for children and often it is difficult for parents to identify when something is needed, and when another thing is desired.
Sometimes, but this depends on the reason for the difficulty. Children whose imagination is particularly active, and who cannot differentiate between dreams and reality may "grow out" of sleep difficulties if this is the cause. For many children the causes are multi factorial. Sometimes there is an obvious reason, and sometimes there is no obvious cause of the child's difficulty.
We teach our children many things, and teaching them to sleep is often done without being conscious of it. If we always allow a child to fall asleep on the couch in front of the television, then move them into a bed, that child comes to believe that this is what he or she needs in order to relax and fall asleep. Teaching this child that they can, and should fall asleep in their own room, in their own bed can take some time and perseverance. However, once the child has learned a new behaviour and repeated it on successive occasions it becomes the new norm. This is what altering sleep behaviour is about. It is about altering the perceived needs and demonstrating a better way to achieving a good nights sleep.
There are many ways to alter children's behaviour. Sometimes this is about giving the child confidence in ourselves as parents. Sometimes it is about giving confidence in the child's independence or in the child's ability to cope in new situations. Often the pace of change has to be slowed or hastened depending on how well the child copes with the changes.
Just as every adult is an individual, so is every child. What works well for one may not be as effective for another. Your child has to grow up within your home, living with your ideas and this has to be taken into account. No one knows your child as well as you do. Professionals can indicate good practice and direct your efforts.
The biggest single thing that parents need to identify is the difference between what your child needs and what your child wants. Children's needs should always be met unconditionally. This gives children a secure base, a belief in their parents ability to nurture and protect. We all want our children to have faith in our abilities to protect and care for them.
We all have "wants". Children who are secure can cope with wants not always being met as long as their needs are addressed. In the wider world we do not always get what we want, we hope we always get what we need. This is a difficult lesson for children and often it is difficult for parents to identify when something is needed, and when another thing is desired.
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