Mom's Plot

Dyslexia

2008-04-29T06:49:00.000-07:00

By Vanessa Rasmussen, © 2004, All rights reserved.
Website: http://www.startingadaycarecenter.com

Dyslexia is a specific neurological learning disability. Children suffering from dyslexia have difficulties with accurate and / or fluent word recognition and have poor spelling and decoding abilities. They may also have problems in reading comprehension and reduced reading experience that can obstruct growth of vocabulary and background knowledge.

Children may have dyslexia or a learning disability if they have one or more of the following symptoms:

1. Late walking and talking. Children vary a great deal with regard to the age they begin to walk and talk. The normal range is considered anywhere between 12 months - 2 years for walking and anywhere up to three years for talking. There are chances that some dyslexic children may not learn to crawl at all, but shift on their bottoms or move about on their tummies.

2. Ineptness and poor co-ordination. Not all children are blessed with excellent motor skills and may struggle to co-ordinate their steps, feed themselves or hold and play with toys.

3. Difficulty with buttons, laces, learning to ride a bike, swim, or catch a ball. Again a very young child will have trouble acquiring these skills, but usually a non-dyslexic child gradually becomes more adapt. The child with specific learning difficulties however, makes very slow progress and often fails masters some of these skills.

4. Difficulty with speech. As children grow older their speech usually becomes clearer and more distinct and it becomes easier to understand them. The dyslexic child however, often has a speech problem that lasts longer than usual. You might be able to notice prolonged confusion of words such as pospiple for Popsicle and darbie boll for Barbie-doll. They may also substitute words.

5. Problems sequencing. All children love nursery rhymes and songs sung to them. They quickly learn to mimic their elders and start singing for themselves. The dyslexic child will have great difficulty with this. No matter how often they hear the rhyme they will be unable to remember the order of verses or even the lines within the verse. Clapping out a rhythm will also cause problems as will the construction of simple rhymes like cat, mat, sat. It might be difficult for the dyslexic child to remember days of the week, multiplication tables, orders of numbers, etc. when they start school and feel that they lag behind in class.

6. Ambiguity over left and right. It is intriguing that research shows that a large number of dyslexic children tend to be left handed and are often ambidextrous. When linked to other factors, this left handedness or ambidexterity could point towards a problem.

7. Poor listening abilities, limited concentration span and tiring easily. The dyslexic child has poor short term memory which means the child has to concentrate very hard to remember little facts and hence gets tired very easily or stops concentrating altogether. This kind of behavior is often mistaken for hyperactivity as the child seems incapable of sitting still and paying attention for any length of time.

8. Writing and drawing. If your child finds it difficult to hold pencils or crayons and cannot form alphabets and numbers in spite of being shown repeatedly how to write, there is a good chance that he / she is dyslexic. Also, look out for tendency to write or draw from right to left and for letters written backwards.

9. Telling the time. It might be difficult for a dyslexic child to learn how to use a clock to tell time. Slowly, most of them do acquire this skill, but it does take longer for him/her to learn than other children.

10. Family members having dyslexia. Causes for dyslexia are neurological as well as genetic. Individuals inherit the genetic links for dyslexia. If one of the child's parents, grandparents, aunts, or uncles is dyslexic, then there are chances of the child acquiring the disorder.

Copyright 2001, 2004. All rights reserved. Any reproduction of this article in whole or in part without written or verbal permission is strictly prohibited. For information about reprinting this article, contact the copyright owner: Vanessa Rasmussen, Ph.D, Starting a Day Care Center, http://www.startingadaycarecenter.com.

Down Syndrome

2008-04-29T06:41:00.000-07:00

By Vanessa Rasmussen, © 2004, All rights reserved.
Website: http://www.startingadaycarecenter.com

People with down syndrome have an extra chromosome in some or all of their body's cells. This additional genetic material changes the finely tuned balance of the body and results in characteristic physical and intellectual features, usually including slanting eyes, a flat face, a large tongue, and broad hands with little fingers that curve inwards.

There is a wide range of mental retardation and developmental delay noted among children with down syndrome. Some babies are born with heart defects. Some children have associated illnesses such as epilepsy, hypothyroidism or celiac disease, and others don't.

There are three different types of down syndrome. The most common form of down syndrome is called Trisomy 21. This type usually occurs to mothers that are over the age of 35 when giving birth. The reason down syndrome births increase as a woman gets older, is that her eggs she was born with are older and there is more chance of error while chromosomes are combining. The ratio of down syndrome births in women who are age 20 is one in 2000, in women who are age 35 is one in 380 births, in women who are age 40, it is one in 100 births, and in women who are age 45 it is one in 30 births.

With today's early therapeutic intervention, children with down syndrome are believed to be capable of much more than they once were. Children with down syndrome can develop and learn throughout their life. They will always be able to go forward in learning, just at a slower pace. Learning does not stop in adulthood as some people have been led to believe. As long as they have an opportunity to learn, they will learn but as stated above, at a slower rate.

There is no cure, but treatment of health problems and support for learning difficulties allows many to live a relatively normal and semi-independent life. Others have to be looked after all of the time.

Physiotherapy, speech therapy, and special educational programs have a great role to play - and specific medical conditions associated with down syndrome are treated as appropriate. Nowadays, many live well into adult years with the average life expectancy being around 60 years.

A person with down syndrome, and his / her family, needs to be supported by a team of professionals throughout their life. This team may include the family GP, pediatricians, health visitors, occupational and speech therapists and physiotherapists. There are also numerous social groups and support networks for people who have down syndrome and their families.

Most children with down syndrome attend mainstream schools, though there are various schooling facilities for children with additional needs or more serious mental or physical disabilities.

Raising a child with down syndrome is a unique and special experience. It may be difficult at times, but the rewards and joy you will receive will be enormous. After all, a child is a child and raising a child is a joyous experience.

Copyright 2001, 2004. All rights reserved. Any reproduction of this article in whole or in part without written or verbal permission is strictly prohibited. For information about reprinting this article, contact the copyright owner: Vanessa Rasmussen, Ph.D, Starting a Day Care Center, http://www.startingadaycarecenter.com.

Child Games

2008-04-18T08:37:00.000-07:00

By Vanessa Rasmussen, © 2004, All rights reserved.
Website: http://www.startingadaycarecenter.com

Following are some of the common and most popular children's games:

* Tag: In games of chase and tag, the object is to tag, or touch, other players who are then out of the game. Usually one player is 'it' and has to chase and tag the other players, one of whom then becomes the new person who is 'it'. All you need is a group of kids and a decent sized backyard. The game continues till the kids are exhausted or bored.·

* Hopscotch: Hopscotch is a wonderful hopping game that can be played on a bare patch of ground or on a floor indoors. Around the world, children have enjoyed drawing grids on the sidewalk or on the ground and then jumping or hopping from one end of the grid to the other. They draw different kinds of grids. Some are like a line of blocks with a circle at the end. Others are round and curl in a circle. Still others are a large square with many small squares inside. Use chalk to draw a hopscotch pattern on the ground or use masking tape on a floor. Create a diagram with 8 sections and number them. Give each player a marker such as a stone, beanbag, bottle cap, shell, button, etc.

* Jump-rope: Rope Jumping is a children's game of physical perseverance. It requires a piece of rope about 7 feet long. Any kind of rope of light material can be used to play this game. Nowadays a commercially manufactured plastic rope with a handle on each end is used. You can buy this kind of rope in most sports stores. The game can be played individually or in groups.

* Ball games: Children love playing games with balls. Playing these games, they not only have a great deal of fun but also learn to handle the ball in different ways and develop special skills. Some of the popular ball games are catch, dodge ball, paddle and ball games, ball tag, kick ball, kings and queens, etc.

* Hide and seek: Hide and seek is a game played by children in which one or more children hide and another child searches for them. In its simplest form, the "seeker" will give the "hiders" some fixed amount of time to scatter throughout the playing area and find hiding spots, and then begin searching; the last hider to remain unfound is considered the winner. There are plenty of variations of this game.

* Paper and card games: Children often like to use pencils, crayons, paints, and paper to invent their own games and toys. They cut out paper dolls and make clothes for them, then happily play with them for hours. School children often invent pencil and paper games that allow them to interact with friends, drawing grids on sheets of paper in order to keep score. Card games also are a favorite with young children.

Copyright 2001, 2004. All rights reserved. Any reproduction of this article in whole or in part without written or verbal permission is strictly prohibited. For information about reprinting this article, contact the copyright owner: Vanessa Rasmussen, Ph.D, Starting a Day Care Center, http://www.startingadaycarecenter.com.

Child Discipline

2008-04-18T08:35:00.000-07:00

By Vanessa Rasmussen, © 2004, All rights reserved.
Website: http://www.startingadaycarecenter.com

Learning how to effectively discipline your child is an important skill for all parents. Children have to be taught discipline. They are not born with it. You must be consistent and must train your child to obey through diligent and careful discipline and precise instruction. The rules cannot be changed from day to day. They have to be the same each and every day. Discipline is not the same as punishment. Instead, discipline has to do more with teaching.

Following are the goals of discipline:

* Teaching your child right from wrong
* How to respect the rights of others
* Which behaviors are acceptable and which are not; setting limits and correcting misbehavior
* With a goal of helping to develop a child who feels secure and loved, is self-confident, self-disciplined and knows how to control his impulses
* To raise a child who does not get overly frustrated with the normal stresses of everyday life.

Firmly enforce boundaries indicating what behavior is acceptable and what is not. Children and adolescents may anger parents but parents need to practice self-control when they are angry. Do not let your child get away for his misdemeanor without letting him know that it is unacceptable and he must be suitably punished for it. When they disobey they need to know that there are consequences to their wrongdoing.

Parents should always acknowledge and offer positive reinforcement and support when their child follows the rules. Never spank, hit or slap a child of any age. Children do not need to be hit in order to learn how to behave. Spanking can teach children to be afraid and make children stop misbehaving, but probably only when you are watching. Good discipline teaches children to respect the adult in charge. Besides, children need to learn to control their own behavior even when you are not around to watch them.

Children are keen observers. When they see you doing things a certain way, they are going to imitate you. Be a role model for your child, and your child will follow your actions and attitudes.

Here are some tips to help you discipline your kids efficiently and effectively:

* Be firm and specific when you are laying out rules and limits for your children. Explain why you want these restrictions in a way that your children understand it. Do not lay out just the rules.

* Do not be aggressive or disrespectful towards your child. Also do not resort to yelling or name-calling as it will do more harm than any good.

* Don't let your child be intimidated and terrified of you. Your child might resort to lying and cheating.

* Avoid physical punishment.

* Always praise and reward your child for good behavior. However, avoid too much praise and too much criticism.

Discipline is how adults teach children to grow to be happy, safe, and well-adjusted members of society. If a child's life starts with clear, concise and consistent discipline things should stay smoother. The patience of parents, along with help from caring professionals, when necessary, will help ease the way for children to learn and enjoy what society expects of them and what they can expect from themselves.

Copyright 2001, 2004. All rights reserved. Any reproduction of this article in whole or in part without written or verbal permission is strictly prohibited. For information about reprinting this article, contact the copyright owner: Vanessa Rasmussen, Ph.D, Starting a Day Care Center, http://www.startingadaycarecenter.com.

Child Development

2008-04-18T08:30:00.000-07:00

By Vanessa Rasmussen, © 2004, All rights reserved.
Website: http://www.startingadaycarecenter.com

These guidelines can be helpful to parents in knowing what to expect from their children when they are growing and maturing. However, it should be noted that these are general milestones. Some children may take longer to achieve these than others.

* During the time-span between child-birth to 1 month, a child gets a basic idea of the senses like vision, hearing, smelling, pain, tasting and temperature. A child is totally dependent on the mother at this time.

* When a child is about 2-3 months old, he/she is capable of crying as well as smiling when they see a face.

* After 4 to 6 months, a child enjoys being cuddled, can recognize the mother and can distinguish between familiar people and strangers.

* Between 7 to 9 months, a child can stand, crawl and sit on his/her own and shows specific emotional attachment to the mother.

* Between 10 to 12 months, a child can control his/her legs and take a few steps. A child can also speak one or two simple words and can imitate sounds. Moreover, a child fears strangers, and displays emotions such as anger, and affection. He/she start responding to their own names and enjoy games like "peek-a-boo".

* Between 1 and 1½ years, a child creeps up the stairs and can walk for about 10 to 20 minutes. He/she tends to obey a few easy commands and repeat a few words. Children at this age are interested in their own image and can feed themselves.

* Between 1½ years to 2 years, a child scribbles on paper using crayons, develops a vocabulary of more than 200 words and throws temper tantrums. He can also run and kick a ball.

* Between 2 to 3 years, children can jump of a stair and ride a tricycle. They have fear of separation and also get possessive about their toys. They start using short sentences and might briefly stutter.

* Between 3 and 4 years, children can stand on one leg and jump up and down. They can draw different shapes like circle, cross, etc. and can get self sufficient in many of their daily routines. They get affectionate towards their parents and also like to share things. They play co-operatively with other children at the nursery school and imitate teachers and parents. They might even have an imaginary friend.

* Between 4 and 5 years, can dress himself/herself up. Children at this age, generally talk clearly with very few grammatical mistakes and can also narrate a story to others. Children feel pride on accomplishing things and like it when people appreciate their work. At this point, a child also prefers playing with other children, who, generally are of same age group. This builds a feeling of healthy competition amongst children.

Copyright 2001, 2004. All rights reserved. Any reproduction of this article in whole or in part without written or verbal permission is strictly prohibited. For information about reprinting this article, contact the copyright owner: Vanessa Rasmussen, Ph.D, Starting a Day Care Center, http://www.startingadaycarecenter.com.

Bullying

2008-04-18T08:26:00.000-07:00

By Vanessa Rasmussen, © 2004, All rights reserved.
Website: http://www.startingadaycarecenter.com

Bullying can be defined as repeated and systematic harassment and attacks on others considered weaker. It is any behavior which intends to hurt another person physically or emotionally. It includes not only the more obvious actions like punching, kicking, name-calling and teasing, but also spreading rumors, pointing out physical handicaps, shouting racial taunts, excluding victims from groups, and humiliating.

Children who are intimidated, threatened, or harmed by bullies often experience low self-esteem and depression, whereas those bullying may go on to engage in more serious antisocial behaviors as adults. Bullies often have been the victims of bullying or other mistreatment themselves.

Young children are more likely to tell parents or caretakers about them being bullied than older children. If you suspect that your child is a victim of bullying, look out for the following signs:

* Reluctance or refusal to go to school
* Starts bullying younger siblings or children of relatives and friends
* Becomes aggressive, rude or disobedient
* Becomes withdrawn and shuts himself up in his room
* Difficulty in sleeping, bedwetting
* Comes home with physical injuries
* Stops eating
* Poor academic performance, seems distracted

Remember, bullying occurs without the knowledge of teachers and parents, and that most victims are extremely reluctant to talk to adults about their problems. They may be ashamed and afraid that their parents and teachers may end up making the situation worse.

There is no 'right' time for you to talk with your child about bullying. Ask the child directly if he/she is being bullied. The child might deny it initially, but with patience he/she would surely relent. Provide practical solutions on how to find a way around it. Plan out ways with your child to avoid the situations where the bullying occurs. One of the biggest mistakes parents make is to teach their kids to physically fight back. This can only make things worse. Work with the school immediately to make sure your child is safe, that effective measures are undertaken to stop the bully, and that monitoring at school is adequate.

Bullies often target lonely and timid children. Encourage your child to socialize and make friends. This will also make them feel confident. Focus on the child's strengths and interests and motivate the child to enhance his/her capabilities.

If your child is the bully, take the situation very seriously. Talk with your child and tell him that this kind of behavior will not be acceptable. Try to find the underlying cause of your child's behavior. Seek help from a school psychologist, social worker, or children's mental health centre in the community if you would like support in working with your child.

Copyright 2001, 2004. All rights reserved. Any reproduction of this article in whole or in part without written or verbal permission is strictly prohibited. For information about reprinting this article, contact the copyright owner: Vanessa Rasmussen, Ph.D, Starting a Day Care Center, http://www.startingadaycarecenter.com.

Alphabet

2008-04-18T08:21:00.000-07:00

By Vanessa Rasmussen, © 2004, All rights reserved.
Website: http://www.startingadaycarecenter.com

Teaching children to read should be done without any kind of pressure or expectation. Simple methods and techniques should be used so that the child learns to read with a sense of pleasure. Various methods can be used for teaching a child different alphabets.

Following tips can make it easier for the child and parents to start school:

* Prepare Alphabet Soup using Alphabet pasta which is easily available in the market. Apart from alphabet soup, alphabet biscuits can also be used as an alternative. This will make both, eating and learning, fun.

* Decorate the walls of the rooms which the child visits often, such as the child's play area or bedroom, with alphabets by hand-painting them or by the use of stencils.

* Singing Alphabet songs in different tunes and adding rhyming two-liners at the end of the songs can also make learning fun. The most common Alphabet song is ABCDEFG…HIJKLMNOP…QRS…TUV…WX…YZ… Now I know my ABC…Won't you come and sing with me.

* Different kids of Alphabet Games can also be played. Games such as arranging the alphabet cards in proper sequence or arranging them in sequence and remove one alphabet from it and ask the child to find out the missing alphabet, and so on can make learning joyful.

* A child can play different games with Alphabet blocks, like making new words, arranging them in proper sequence, unscrambling words, arranging them in reverse order, or sorting out the vowels and consonants. Alphabet blocks also help in improving hand and mind co-ordination.

* When a child is taught to write alphabets, it is advisable and reasonable to use wide-lined paper. Use of special paper initially helps in improving the child's performance.

* Phonetics and Phonology deal with sounds in language and to tacit rules governing pronunciation. They help the learners to identify the sounds and also learn to pronounce according to their native language. These should be taught at an early age.

Copyright 2001, 2004. All rights reserved. Any reproduction of this article in whole or in part without written or verbal permission is strictly prohibited. For information about reprinting this article, contact the copyright owner: Vanessa Rasmussen, Ph.D, Starting a Day Care Center, http://www.startingadaycarecenter.com.

Aggression and Child

2008-04-17T06:57:00.000-07:00

By Vanessa Rasmussen, © 2004, All rights reserved.
Website: http://www.startingadaycarecenter.com

All people have aggressive feelings. As adults, we learn how to control these feelings. Children, however, are often physically aggressive – they hit, bite and scratch others. Many different situations and emotions can trigger children’s fighting. There may be underlying psychological motives, or there may not. Parents often struggle over how to manage their child's aggressive and/or destructive behavior.

Sibling rivalry is a normal part of life in families with more than one child. Brothers and sisters do fight, but parents don’t have to stay and listen to them! Kids should be allowed to work out their problems on their own, and parents should intervene only if the battles get physically or verbally abusive.

Families can establish rules for getting along with others, such as no name calling, hitting or teasing. Parents can set an example through their own behavior but should remember that it’s normal for siblings to fight. If children are fighting merely to get attention from parents, don’t give them the motivation. Don’t get too involved and let kids to sort out their issues. If two kids are fighting over the toy, and you want to resolve the issue, they would both want you on their side.

What to do when children fight?

* Be proactive, not reactive. Teach children to handle conflicts before they arise. Parents can explain how they handle conflict and should praise kids when they cooperate with each other.
* While you can have a rule against fighting in your home and yard, you can't control what goes on in the neighborhood or school. Some parents teach their children self-defense, which is fighting fair. But make sure that your child understands the difference between bullying or picking up the fight on any whim and fighting to protect himself from any harm.
* Another option is to teach your child to say, "I don't believe in fighting," and to walk away from aggressors. Sometimes it's better to be smart than to be brave. Most disagreements can be settled with words, and most bullies can be ignored.
* If your child is fighting, teach the child to express angry feelings by using words or drawing pictures. Your ultimate goal is to teach self control.
* When kids hit, stop the hurting behavior and demand an apology.
* Praise your child and offer positive reinforcement when he/she uses the appropriate behavior and does not fight.
* Do not hit a child if he or she is hitting others. This teaches the child that it is okay to use aggressive behavior.
* Do not force a child to immediately have good feelings for the other child with whom he/she has picked up a fight. Let the children resolve their differences on their own and be on their own for a little while. Chances are they will be friends sooner than you thought.
* Intervene at the initial stage of fighting. Separate the children without questioning the children. Send both to time-out in separate rooms or separate corners. Another option is to send one child outside. If it is a toy they are fighting about, remove it until calmness prevails.

If a child has a persistent problem with fighting or aggressive behavior, parents should seek professional assistance from a child and adolescent psychiatrist or other mental health professional who specializes in the evaluation and treatment of behavior problems in children.

Copyright 2001, 2004. All rights reserved. Any reproduction of this article in whole or in part without written or verbal permission is strictly prohibited. For information about reprinting this article, contact the copyright owner: Vanessa Rasmussen, Ph.D, Starting a Day Care Center, http://www.startingadaycarecenter.com.

Aspergers Syndrome

2008-04-16T07:20:00.000-07:00

By Vanessa Rasmussen, © 2004, All rights reserved.
Website: http://www.startingadaycarecenter.com

Asperger Syndrome or (Asperger's Disorder) is a neurobiological disorder named after a Viennese physician, Hans Asperger. Hans, in 1944 published a paper which described a pattern of behavior in several young boys who had normal intelligence and language development, and at the same time also exhibited autistic-like behavior and marked deficiencies in social and communication skills. It is linked to autism spectrum disorder, and includes autistic-like behavior and marked deficiencies in social and communication skills.

Asperger's Syndrome is more common in boys than in girls. It is not usually recognized before the age or three or even later. The syndrome can be classified using the categories below:

Speech: Children with Asperger's Syndrome generally talk at the age expected of typical children. Grammar is acquired at a typical age or a bit later; however there may be a tendency to use "you" or "he/she" instead of "I". In general the form of language is typical but the content is not. Children may talk at length about a favorite subject or repeat a word or phrase over and over again.
Non-verbal communication: People with Asperger's Syndrome may have few facial expressions apart from anger or misery. Their voice may be monotone and droning or exaggerated. It is also difficult for them to comprehend the facial expressions of others. Additionally, gestures may be clumsy and exaggerated.
Social Interaction: The impairment of two-way interaction is perhaps the most obvious characteristic of the person with the syndrome.
Repetitive Activities and Resistance to Change: Children with Asperger's Syndrome may spin and watch spinning objects for long periods or time. They often are obsessively attached to particular possessions.
Motor Coordination: Gross motor movements are usually clumsy and uncoordinated. About 90% are poor at sports. Some may have difficulty writing and drawing.
Skills and Interests: Most people with Asperger's Syndrome have excellent rote memory and become intensely interested in one or two subjects (sometimes to the exclusion of other topics).
Experiences at School: The impairment of social interaction and communication, in particular, work against the child with Asperger's Syndrome. The children are often targets of teasing and bullying at school. Many will be acutely aware that they are different, and can become over-sensitive to criticism, especially as teens.

Often overly sensitive to sounds, tastes, smells, and sights, the child with AS may prefer soft clothing, certain foods, and be bothered by sounds or lights no one else seems to hear or see. It's important to remember that the person with AS perceives the world very differently. Therefore, many behavioral traits that seem odd or unusual are due to those neurological differences and not the result of intentional rudeness, bad behavior, and most certainly not the result of "improper parenting".

Understandably, AS individuals encounter enormous difficulties during their transition into adolescence, and later into adult life, since they have not completed the requisite developmental tasks or moved beyond early stages in language, cognitive and social skills. They frequently remain emotionally dependent on parents or family members, and suffer from separation anxiety and insecurity when trying to live on their own. Friendship with peers, romantic relationships, marriage and parenting, and entry into the work world are usually beyond their capacity.

Copyright 2001, 2004. All rights reserved. Any reproduction of this article in whole or in part without written or verbal permission is strictly prohibited. For information about reprinting this article, contact the copyright owner: Vanessa Rasmussen, Ph.D, Starting a Day Care Center, http://www.startingadaycarecenter.com.

Blind Child

2008-04-16T07:17:00.000-07:00

By Vanessa Rasmussen, © 2004, All rights reserved.
Website: http://www.startingadaycarecenter.com

Visual impairment or blindness can be classified into the following categories:

Partially sighted: Even when wearing regular corrective lenses, partially sighted children cannot read standard newsprint, or see expressions on a person's face.
Low vision: This generally refers to a severe visual impairment, not necessarily limited to distance vision. Those suffering from low vision are unable to read the newspaper at a normal viewing distance, even with the aid of eyeglasses or contact lenses. They use a combination of vision and other senses to learn, although they may require adaptations in lighting or the size of print, and, sometimes, Braille. Children have significant vision loss that can not be corrected medically or surgically.
Legally blind: This indicates that a child has less than 20/200 vision in the better eye or a very limited field of vision (20 degrees at its widest point)
Totally blind: These children cannot see at all and must learn via Braille or other non-visual media.

The effect of visual problems on a child's development depends on the gravity, type of loss, age at which the condition appears, and overall functioning level of the child. Many children who have multiple disabilities may also have visual impairments resulting in motor, cognitive, and/or social developmental delays.

Children with visual impairments should be assessed early to benefit from early intervention programs, when applicable. Technology in the form of computers and low-vision optical and video aids enable many partially sighted, low vision and blind children to participate in regular class activities. Large print materials, books on tape, and Braille books are available.

If you feel your child might have vision problems, look out for the following symptoms:

Physical symptoms:

Eyes shake or wander erratically
Eyes are not able to follow parent's face
Pupils of the eyes are either extremely large or too small
Pupils of the eyes are not black and they appear to have a milky layer on them
Eyes do not appear to be evenly lined up; they cross or turn outward Young children don't have any verbal way to show their frustration.

Physical Behavioral symptoms:

Rubs eyes frequently
Unable to focus with central vision
Cannot concentrate on details without turning or tilting head
Covers or closes an eye when looking at something
Avoids meticulous work or becomes tired after such work
Complains of not being able to see at night
Eyes appear tired
Squints eyes at all times
Sits very close to the television or reads a book by putting it too close to the eyes
Has difficulty walking and running; appears clumsy and un-coordinated.

Copyright 2001, 2004. All rights reserved. Any reproduction of this article in whole or in part without written or verbal permission is strictly prohibited. For information about reprinting this article, contact the copyright owner: Vanessa Rasmussen, Ph.D, Starting a Day Care Center, http://www.startingadaycarecenter.com.

Bed Wetting

2008-04-16T07:13:00.000-07:00

By Vanessa Rasmussen, © 2004, All rights reserved.
Website: http://www.startingadaycarecenter.com

The medical name for bedwetting is Enuresis, which means 'the involuntary voiding of urine beyond the age of anticipated control'. This is a common condition prevalent in children. While most children are toilet trained by the time they are three to four years old, wetting the bed at night is still a familiar problem for many six to eight year old children. Statistics show that it affects about 8% of eight year olds. It is more common in boys and in families in which one or both parents wet the bed as a child.

Bedwetting is defined into two categories, primary in which children who have never had dry nights, and secondary where children who have recently started wetting the bed, but who had previously been dry for 3-6 months.

Some of the common reasons why a child wets bed at night are:

His / Her bladder is not yet developed enough to hold urine for a full night, or an unknown substance is offered, teach your child to refuse it.
He / She is not yet able to recognize when his bladder is full, wake up, and use the toilet.

Very rarely is bedwetting caused by a disease or physical problem. If your child wets the bed after having been dry at night in the past, your doctor should do an evaluation. Bed-wetting may be a sign that stress is causing the problem.

Most young children get embarrassed by their condition and tend to withdraw and feel isolated. They do not participate in social activities that require them to sleep outside their home, like overnight picnics or sleeping over at a friend's place. Children often suffer from low self-image. Parents may also feel frustrated, embarrassed and annoyed at their children's bedwetting problem. Their attitude might have an adverse effect on the children. As a parent, you can help your child reduce negative feelings about his/her bed-wetting condition and speed up the process of overcoming it, by offering positive support, understanding and encouragement.

About fifteen percent of children who wet the bed will mature out of this problem every year, but until your child does, here are some steps you can take to try and increase the number of dry nights that he/she has:

Do not let your child drink large quantities of fluid two hours before bedtime.
Make sure that your child goes to the toilet before retiring for the night.
There are bedwetting alarm devices available, which you can use if your child is 7 or 8 years old and has not yet developed bladder control. These devices set off an alarm if it senses wetness so that your child can wake up and use the toilet.
Protect the bed with a plastic cover between the sheets and mattress.
Let your child help change the wet sheets. However, not as a punishment, but out of sense of responsibility. It also saves him/her from embarrassment from having family members know every time he/she wets the bed.
Some recommend practicing bladder stretching exercises. With these, your child gradually increases the time between daytime urinations so that the bladder can slowly stretch to hold more urine.
Wake up your child at night, during specific intervals so that he/she can go and empty the bladder.

Asthma

2008-04-16T07:04:00.000-07:00

By Vanessa Rasmussen, © 2004, All rights reserved.
Website: http://www.startingadaycarecenter.com

Asthma is the most common serious chronic disease of childhood, affecting nearly five million children in the United States. Asthma is a chronic inflammatory disorder of the airways characterized by an obstruction of airflow, which may be completely or partially reversed with or without specific therapy. The mucous membranes in the small branches of the airways (bronchi) swell up; consequently the circular muscles contract. More mucus is produced in the already restricted airways, which makes breathing a struggle. This usually produces a wheezing sound when breathing out.

Up to 80% of children with asthma develop symptoms before age five. Following are some of the symptoms of asthma:

A wheezing sound when exhaling
Prolonged coughing without a cold
Fast breathing or panting without exercise or any physical exertion
Irregular breathing patterns
Recurrent colds from which it takes a long time to recover
Flaring of the nostrils as the child attempts to get more air
Noisy and/or difficult breathing
Unexplained fatigue or inactiveness
Areas or spaces in the ribs that sink in as the child inhales
Sometimes a child might feel like air is trapped in his/her lungs and he/she can't get it out

Chronic asthma is the most frequent long-term children's disease. About 1 to 2 per cent of all children get chronic asthma during their childhood. Approximately 15 to 20 per cent of all children will have symptoms of wheeze without having chronic asthma.

For children, asthma symptoms can hold up many school and extracurricular activities. Parents may notice their child has less energy during play than his or her peers, or they may notice the child trying to limit or avoid physical activities to prevent coughing or wheezing.

There is no cure for asthma, but with the right management, your Pediatrician can help to get your child's asthma under control, minimize symptoms, avoid missed days from school, and avoid visits to the emergency room or hospitalizations. With good control, your child's asthma should not limit his activities or slow him down and he should be able to participate in physical activities and sports and keep up with the other children.

As part of an effective asthma management plan, the child's physician may prescribe specific medications and devices. These can include a peak flow meter to measure ease of breathing, metered dose inhalers, spacers that attach to inhalers, nebulizer that deliver medication in a mist, dry powder inhalers, or oral (tablet) medications. The physician should not only prescribe these medications and devices, but should teach children and parents how to use them correctly.

Autism

2008-04-16T06:47:00.000-07:00

By Vanessa Rasmussen, © 2004, All rights reserved.
Website: http://www.startingadaycarecenter.com

Autism is not a disease, but a developmental disorder of brain function. It is usually identified by the time a child is anywhere from 30 months old to three years of age. More often than not, it is discovered when parents become concerned that their child does not appear to be normal like other children. Most common concerns are that the child may be deaf, is not yet talking, resists cuddling, and avoids interaction with others.

The various syndromes of autism have been called infantile autism, autistic disorder, pervasive developmental disorder and childhood psychosis. The basic criteria for the autistic syndromes are as follows:

1. Early onset (before 3-5 years of age)
2. Severe abnormality of reciprocal social relatedness
3. Severe abnormality of communication development
4. Restricted, repetitive and stereotyped patterns of behavior, interests, activities, and Imagination; and possibly
5. Abnormal responses to sensory stimuli.

Many areas can be affected by autism, such as:

Communication: Language develops slowly or not at all; uses meaningless words or words that mean something else in that particular reference; gesticulates instead of verbally talking; possesses short attention span.

Social Interaction: Child is often a loner; is not interested in making friends; less responsive to social etiquettes such as eye contact or smiles.

Sensory Impairment: Child may have sensitivities in the areas of sight, hearing, touch, smell, and taste to a greater or lesser degree.

Play: A lack of spontaneous or imaginative plays; does not mimic others' actions; does not initiate pretend games.

Behaviors: Child may be hyper-active or very passive; throws tantrums for no apparent reason; excessively perseverant (shows an obsessive interest in a single item, idea, activity or person); perceptible lack of common sense; aggressive behavior; can't easily adapt to a different routine or environment.

The cause of autism remains unknown, although current theories indicate a problem with the function or structure of the central nervous system. However, autism is not transferred genetically from parents to their children.

While there is no cure for autism, appropriate treatment can have a positive impact on the child's development and produce an overall reduction in disruptive behaviors and symptoms.

ADHD / Attention Deficit Hyperactivity Disorder

2008-04-16T06:43:00.000-07:00

By Vanessa Rasmussen, © 2004, All rights reserved.
Website: http://www.startingadaycarecenter.com

It is estimated that from 3 to 10 percent of the population has a condition known as Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD). This disorder is thought to affect between 3 and 5% of the school age population. In general ADHD is estimated to be 3 or 4 times more common in boys. For some the condition improves as they grow older and reach puberty but for others the condition, if untreated, continues to impair their adult life.

Symptoms of ADHD

In Infants

extreme restlessness, crying, poor sleep patterns
difficult to feed
constant thirst
frequent tantrums, head banging and rocking the cot

In older children

poor concentration and short attention span
hyper-activity
spontaneous behavior
takes undue risks and are not afraid of consequences
lack of co-ordination
inadequate short term memory
stubbornness
lacks self esteem
sleep and appetite problems
normal or high IQ but often under-perform at school

Not all infants and children with ADHD have all the features of the condition and there are different degrees of severity. There is no formal test to diagnose ADHD, so the collection of information, observations and evaluations from parents, teachers, physicians, mental-health professionals and the child is vital.

Part of a child's treatment may mean parenting and teaching styles. Performance evaluation should be adapted to assist the child in compensating for weaknesses. Selective use of medication therapy is another avenue of treatment. Expectations, limitations and potential side effects of the specific medication should be presented. Remember, medication will not cause miracles and completely cure this disorder.

Research shows that some children with ADD/ADHD will eventually improve their ability to pay attention and concentrate whether they receive treatment or not. Their ability for self-control also improves and often children will require less medication as they get older. This may mean that the brain gradually is able to produce more of the needed neurotransmitters on its own without the help of medicine. However, there is some difficulty with academic achievement as well since in higher grades children are required to possess better skills of organization and planning which they don’t have. It is not possible to predict how a child’s Attention Deficit Disorder will progress, it is important that children who have difficulties with attention, concentration and impulse control, receive early intervention.

Copyright 2001, 2004. All rights reserved. Any reproduction of this article in whole or in part without written or verbal permission is strictly prohibited. For information about reprinting this article, contact the copyright owner: Vanessa Rasmussen, Ph.D, Starting a Day Care Center, http://www.startingadaycarecenter.com.