Sleep is a complex thing. The sleep patterns we have as adults are composed in part of the sleep patterns of our parents, the sleep patterns we learned and the habits we have adopted.
Children are capable of learning sleep habits from as young as 60 days of life. We encourage them to sleep at regular intervals in infancy and we expect them to extend night sleep and reduce daytime sleep as they grow. Teaching a desirable sleep pattern is fairly easy, however children often pick up sleep associated habits which may be less desirable along the way.
Some professionals talk about "inappropriate sleep associations". What this really means, is that the child has learned that certain things are required to happen before they are comfortable and confident in being able to get themselves to sleep. Sometimes these are things that the child will grow out of. Sometimes one inappropriate association or habit is not eliminated but replaced with another just as inappropriate.
There are "recommended" lengths of sleep for different age groups but, these are not set in tablets of stone, they are guidelines only. Every one of us has a general sleep requirement, but how we have learned to sleep and the effects of previous generations on our genetic make up can, and does have some effect on our sleep pattern and on the sleep patterns of our children.
If your child has shorter sleep than the recommendation for his/her age and stage, look at the amount of sleep the parents need. Does your child generally wake in a positive happy cheerful mood? If so, the chances are that the sleep that they have had has been restful and restorative. A child who sleeps well in generally a child who is happy and copes well with the rest of the day.
Children need routines. These are there to act as touchstones. They help children understand the world and what is expected of them. As they grow these routines change slightly.
Every adult has at least three things which they do every night, regardless of holidays, before they are ready to go to sleep. The last routine of a child's day should consist of three things always completed in the same order, started at the same time of day and finishing in lying down to sleep.
Teaching good sleep habits is every bit as important as teaching good habits in other areas of life.
If you would like some help to teach your child good sleep habits, Contact us at;- info@Dream-Angus.com and we will help you.
Tuesday, 6 March 2012
Tuesday, 21 February 2012
Growing independence.
As children grow and learn to be comfortable in their environment they start to explore more. Although to begin with they will check back to see where mum or dad or their trusted adult is, they gradually extend their range. About this time there is a more defined character forming and they start to express their desires and emotions. Unfortunately some of these emotions are overwhelming and difficult for the child to understand. Lacking a vocabulary they resort to screaming, crying or simply having a full blown tantrum.
You can avoid a great deal of frustration for yourself and your child, if you accept and work with this growing independence. How many choices do you make in a day? How many does your child make?
Children understand "fairness" as a concept, even before they can walk. It must seem terribly unfair that they have so little say in their own lives. Offer your child a choice of things. Only offer two simple things to choose between, things which you can live with no matter what decision your child makes.
It doesn't have to be about big things, it can simply be which shirt or skirt to wear today, whether to brush your teeth or wash your hands first. Offering a choice of two things is less confusing. As your child learns to make these small decisions he/she is learning to take a small level of responsibility for their life. If the child has made several decisions then when you decide something for the child, it seems altogether fairer from the child's perspective.
Practising making small decisions makes taking the bigger step when the time comes, much easier. Your child believes he/she has some control and at the same time learns to live with the consequences of that decision. For example, offered the choice of shoes or boots in the morning, a child that chooses inappropriately learns that in some situations shoes/boots are a better idea. The parents are less likely to be seen as the "bad" guys because the decision was made by the child.
Obviously when using the "choices" approach you need to be ready to follow through. Accept the decision, which is why both choices should be ones you will be happy with. Praise a good decision and don't criticise a poorer one. Your child will quickly learn what works and what doesn't.
You can avoid a great deal of frustration for yourself and your child, if you accept and work with this growing independence. How many choices do you make in a day? How many does your child make?
Children understand "fairness" as a concept, even before they can walk. It must seem terribly unfair that they have so little say in their own lives. Offer your child a choice of things. Only offer two simple things to choose between, things which you can live with no matter what decision your child makes.
It doesn't have to be about big things, it can simply be which shirt or skirt to wear today, whether to brush your teeth or wash your hands first. Offering a choice of two things is less confusing. As your child learns to make these small decisions he/she is learning to take a small level of responsibility for their life. If the child has made several decisions then when you decide something for the child, it seems altogether fairer from the child's perspective.
Practising making small decisions makes taking the bigger step when the time comes, much easier. Your child believes he/she has some control and at the same time learns to live with the consequences of that decision. For example, offered the choice of shoes or boots in the morning, a child that chooses inappropriately learns that in some situations shoes/boots are a better idea. The parents are less likely to be seen as the "bad" guys because the decision was made by the child.
Obviously when using the "choices" approach you need to be ready to follow through. Accept the decision, which is why both choices should be ones you will be happy with. Praise a good decision and don't criticise a poorer one. Your child will quickly learn what works and what doesn't.
Sunday, 8 January 2012
Ten things you can do to help your child to play.
Without play children have difficulties forming healthy relationships, they won't learn to develop and function in the world without positive play experiences. Active children are happy children, they are better adjusted, more co-operative with their peers and more popular because of it.
Parents who actively encourage play and communicate with their children provide excellent opportunities for speech and language development, information sharing and use of imagination. Here are ten ways you can help your child to develop through play. This is not an exhaustive list, merely a starter for parents who are uncertain how to encourage their child to become involved in their environment.
1) Allow yourself time to play with your child. We all lead busy lives, so we need to recognise the importance of playing with our children.
2) Have a couple of "treasure boxes" for children to explore. Natural materials, pine cones, leaves,shells,a short chain, a wooden spoon, keys, simple household objects can allow exploration of colour and texture and the developing of hand eye co-ordination. A dressing up box for toddlers, with a variety of old clothes of different materials are good starting boxes.
3) Communicate effectively by using facial expressions, eye contact and a positive tone of voice.
4) Use music to encourage your child to dance and to move more in their play.
5) Encourage messy play using jelly, spaghetti, Playdoh and sand.
6) Provide opportunity for water play with different containers, hose pipes and moulds.
7) Even when the weather is inclement, pull on warm waterproof clothing and get out to the park or beach.
8) Read or look through books with your child and encourage them to tell a story or extend the story that they are familiar with.
9) Observe your child playing and comment appropriately, this will help them develop vocabulary.
10) Allow your inner child to have some fun too!
Parents who actively encourage play and communicate with their children provide excellent opportunities for speech and language development, information sharing and use of imagination. Here are ten ways you can help your child to develop through play. This is not an exhaustive list, merely a starter for parents who are uncertain how to encourage their child to become involved in their environment.
1) Allow yourself time to play with your child. We all lead busy lives, so we need to recognise the importance of playing with our children.
2) Have a couple of "treasure boxes" for children to explore. Natural materials, pine cones, leaves,shells,a short chain, a wooden spoon, keys, simple household objects can allow exploration of colour and texture and the developing of hand eye co-ordination. A dressing up box for toddlers, with a variety of old clothes of different materials are good starting boxes.
3) Communicate effectively by using facial expressions, eye contact and a positive tone of voice.
4) Use music to encourage your child to dance and to move more in their play.
5) Encourage messy play using jelly, spaghetti, Playdoh and sand.
6) Provide opportunity for water play with different containers, hose pipes and moulds.
7) Even when the weather is inclement, pull on warm waterproof clothing and get out to the park or beach.
8) Read or look through books with your child and encourage them to tell a story or extend the story that they are familiar with.
9) Observe your child playing and comment appropriately, this will help them develop vocabulary.
10) Allow your inner child to have some fun too!
Tuesday, 3 January 2012
Monsters in the bedroom?
It can be difficult for young children to differentiate between real life and imagination. Characters like Kermit and Big Bird are very real to pre school children. As a child's imagination develops, more imaginary characters can become real. When these characters are more threatening it can be worrying, and some children develop a real fear of being alone in their room. Parents need to recognise that although they know the environment is completely safe, in the mind of a child, monsters are very real indeed.
When young children "create" these characters they don't always understand how to banish them. Sometimes, they can become a little like imaginary friends and a relationship can develop which adults may find perplexing. If the child can talk about the character they "see" , and if the parent accepts this as the child's reality then a variety of techniques can be offered to calm, banish or kill the "monster".
Telling a child that there is nothing there and nothing to be afraid of, is logical to adults, but not always acceptable to the child. Some parents use "monster spray" a simple spray of water sprayed in the corners of the room, under the bed or wherever the child thinks the "monster" is lurking, can be effective. Sometimes it is better to create something the child can use by themselves. Praising their bravery in facing the scary helps the child to manage their own fear. There is usually something that your child can tell you that the monster will not like, it may be a torch, monster spray, a dream catcher, a ray gun or a simple "incantation" some noise or rhythm which "monster" doesn't like.
What scares you and how do you manage that fear?
If your child starts to talk about scary things and is reluctant to go to bed because of this it is time to review the media the child is exposed to and to ask more. Treating your child's fears as reasonable, will help your child to have more faith in you as being someone to confide in. Together you can find a way to conquer these simple fears and help your child to become more confident in his/her abilities as well as your own as a parent
When young children "create" these characters they don't always understand how to banish them. Sometimes, they can become a little like imaginary friends and a relationship can develop which adults may find perplexing. If the child can talk about the character they "see" , and if the parent accepts this as the child's reality then a variety of techniques can be offered to calm, banish or kill the "monster".
Telling a child that there is nothing there and nothing to be afraid of, is logical to adults, but not always acceptable to the child. Some parents use "monster spray" a simple spray of water sprayed in the corners of the room, under the bed or wherever the child thinks the "monster" is lurking, can be effective. Sometimes it is better to create something the child can use by themselves. Praising their bravery in facing the scary helps the child to manage their own fear. There is usually something that your child can tell you that the monster will not like, it may be a torch, monster spray, a dream catcher, a ray gun or a simple "incantation" some noise or rhythm which "monster" doesn't like.
What scares you and how do you manage that fear?
If your child starts to talk about scary things and is reluctant to go to bed because of this it is time to review the media the child is exposed to and to ask more. Treating your child's fears as reasonable, will help your child to have more faith in you as being someone to confide in. Together you can find a way to conquer these simple fears and help your child to become more confident in his/her abilities as well as your own as a parent
Sunday, 20 November 2011
Vitamin D Supplement or not?
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.
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, 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.
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