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health for youngsters, babies and adults

Jul 06
Love0
school-shoes

Back to school – shoe shopping with less stress!

By children's health, footwear and feet
by Kim Jackson M.S.S.F.
Klodhoppers, Haywards Heath

Before you know it the summer holidays are almost over and it’s time to get your children ready for their new academic year, or perhaps they’re even starting school for the first time.

Leaving the purchase of their uniform, school shoes and other school essentials until the last minute is not advisable – it’s just too stressful!

Hopefully, lockdowns are a thing of the past and a ‘proper’ pair of school shoes is what’s needed to protect your child’s long-term foot health.

Going to your fully qualified shoe fitter for a professional measure and fit is essential, so throw away those ill-fitting supermarket school shoes and the dodgy sizing gauges you’ve printed off the Internet, and put your children’s feet in our safe hands.

School shoes should be sturdy, durable, comfortable and preferably breathable as it is your child’s main item of footwear for six or seven hours a day, five days a week. It can be a false economy to choose a cheap pair which you may have to replace several times, when you only really need one or two pairs per academic year, depending on your child’s growth.

Due to their growth spurts it’s definitely two pairs of school shoes per year for primary age children – if not, then it’s very likely that they are in the wrong sized shoe. However, it may only be one pair per academic year for older (secondary age) children as their feet start to mature and the rapid growth spurts reduce.

Here are some of the FAQ’s asked by parents who visit Klodhoppers:

When is the best time to buy school shoes for my child?
Shop early is our advice. Our shoes are delivered to us during July, just as the schools are breaking up for the holidays. This is when the collection is strongest and there is the best selection of all the styles and size runs. If you leave it until the last week of the holidays then there isn’t much left to choose from.

My child has specific foot health requirements, so when should I time my school shoe buying?
Again, shop early for a child with specific foot health or size issues. If your child has very wide or narrow feet, hypermobility, or wears orthotic inserts, then ‘early’ is the best time to come and buy – and remember to bring the orthotic inserts with you too! Please make us aware of any special requests beforehand so that we can assist you and your child fully and to the best of our abilities.

My son is autistic and doesn’t like shopping for shoes in crowded spaces with lots of noise. Can you help us?
Yes. At Klodhoppers we specialise in offering appointments for children with autism and other special needs. Depending on these needs we can book you in for a fitting at the beginning or the end of the day, when we are closed to other customers. If your child prefers to be in the shop with the lights or the music off, and minimal members of staff around then we can accommodate this too. Please talk to us and let us know how we can assist you and your child.

I don’t want to buy school shoes early as my child is bound to grow over the summer holidays. What should I do?
This is more of a myth than reality. Occasionally some children will have a growth spurt in the six weeks of the summer break, but it is not a good reason for leaving your school shoe buying until the last minute. When we fit school shoes early in the summer holiday we always fit with this in mind and tend to err on the generous side with our sizing. Buying school shoes on the day before they are due to return to the classroom can mean a fraught time running around looking for the preferred style, size or brand, with limited choice available. Also it won’t allow your child sufficient time to wear them around the house beforehand in order to soften up the leather, which is something we always advise. Furthermore it helps them get used to wearing a structured shoe again – especially if they have been wearing sandals, trainers or flip flops all summer. A fitted shoe may feel ‘tight’ until the leather softens.

My son wants to wear black trainers to school as his school’s uniform policy is very relaxed. I would prefer for him to have a proper shoe. What should I do?
Wearing trainers for school all the time is not advisable for developing feet, especially as it is likely that he will be wearing trainers at the weekend too. Boys’ feet keep growing until they are approximately 18 years old (girls’ feet reach their adult size a little earlier – usually mid-teens.) Trainers may be very comfortable and lightweight but they encourage the feet to spread over time and become flaccid. They are designed for sports and casual wear, and should not be a school shoe substitute. If your son really wants to wear trainers then perhaps you can compromise with him and buy a school shoe that has the look of a trainer but has all the support of a proper shoe.

My child is going to be starting in Reception. Is there any specific advice for the first pair of school shoes?
You may want to consider a style with a ‘toe bumper’ or scuff guard, and certainly avoid buckles or laces. A lot of reception children spend time on their knees on the classroom carpet and the toes of their school shoes tend to wear through more quickly than usual. Or perhaps they have a climbing wall, or like to play football in the playground at break times, or even scoot to school – this extra wear and tear can have a detrimental effect on their school shoes. You could encourage your child to put on her new school socks and shoes and have a good walk around the house (while they are still clean) a few days in the lead up to school starting. If they do this for 10 to 15 minutes each day then it will allow them to get used to the shoes and for the new leather to soften up. This way the shoes won’t feel too ‘stiff’ on the first day.

Remember that school shoes are NOT indestructible! Children will always find a way to damage or destroy them!

Also, with younger children especially, they are not intended to last a full school academic year without having them checked for growth spurts.

So here’s to a stress-free ‘back to school’ shoe season to you all. Your child only has one pair of feet to see them through life – make sure they are looked after with great care.

Remember to look for the Society of Shoe Fitters logo and/or the Children’s Foot Health Register to ensure you are putting their foot health in the best qualified hands.

Kim Jackson M.S.S.F (Member of the Society of Shoe Fitters & Children’s Foot Health Register accredited) Klodhoppers, Haywards Heath.

www.klodhoppers.com

Jul 06
Love0

Why swimming should be the top priority for your child after lockdown

By children's health, family, fun for children, Mental health, swimming
by Eri Coles
Sports Generation

The recent lockdowns have resulted in a significant decrease in physical activity levels among children. Sport England’s latest study shows that 31.3% of children and young people in England do less than an average 30 minutes a day of sport or physical activity. That is an increase of 2.4% from the previous year, bringing the total number of less active children to 2.3 million. There are countless activities children can get back to after lockdown, but we strongly believe swimming should take priority over other extra-curricular activities for every child. Read on to find out our reasons.

1. Swimming can save lives
Drowning is the third leading cause of unintentional injury death worldwide with the highest rates of drowning among children of one to four years, followed by children of five to nine years. Therefore, swimming is a life skill that everyone should acquire from a young age. Even before the pandemic, 23% of children were leaving primary school unable to swim 25 metres unaided and one in five cannot self-rescue, despite swimming being on the national curriculum. With regular swimming lessons, children learn how to stay safe in and around water – something you cannot learn by reading a book or watching YouTube!

2. Swimming helps to build a stronger body
Swimming is a perfect sport for improving overall health and fitness as you move most of your muscle groups against the resistance of water. Because it is full-body workout, it helps to tone muscles and build core strengths far more effectively than any other sports. Swimming increases heart rates without putting stress on the body, therefore it is also beneficial for building cardiovascular strength. In addition, swimming helps to expand lung capacity and improve breathing control which is valuable for everyone but especially for asthma sufferers. These are reasons why many children who swim regularly tend to be good at other sports as well.

3. Swimming is a mood booster
There is increasing concern about the impact of the COVID-19 pandemic on children and young people’s mental health. Data now conclusively indicates a substantial overall worsening of mental health in children and young people during the pandemic compared to previous years, according to the APPG’s latest report. Some children find it more difficult to express their emotions or share their thoughts verbally with others and therefore it is important to keep them active and provide enjoyment whilst doing so. So, how can swimming improve your child’s mental health? Swimming naturally reduces the stress hormones cortisol and adrenaline whilst simultaneously creating endorphins, the hormones that make you feel happy and increase positivity. The breathing patterns and rhythmic movements created with swimming can be meditative. Another study shows that swimming can reverse damage to the brain from stress through a process called hippocampal neurogenesis. We have seen time after time anxious or fidgety children leave swimming lessons calmer and more relaxed.

4. Swimming can make your child smarter
Studies carried out by Fusion Lifestyle and Griffith University reveal regular swimmers are lengths ahead in school than non-swimmers. When it comes to classroom-based subjects such as maths, English and science, children who frequently take swimming lessons are more likely to perform above average:
• Children who have taken swimming lessons enjoy reading more and are more likely to read outside of school.
• Children can better recite their times tables, with 39% of swimmers able to recite their five times table vs only 28% of non-swimmers.

This is down to several factors:
• A child who swims after school has busy weeks, meaning they are disciplined with their time. It is natural they would apply this time-management to their studies.
• It develops focus in children, showing you must work hard and consistently to achieve your goals.

We all find it that little bit easier to work hard when we have something positive to look forward to – like swimming in a warm pool!

5. Swimming builds self-confidence
Swim England’s research has revealed that seven to 16-year-olds who swim rated a higher feeling of life being worthwhile compared to those who don’t. Swimmers are, on average, 2.5% more confident than non-swimmers. Girls who swim have considerably higher increases in wellbeing, health and self-confidence compared to boys.

As you can see, swimming is one of the best and most valuable activities out there for your children, and with this skill it would open doors
to other opportunities later in their lives. It is a true worthwhile investment for your children.

Sports Generation offer swimming lessons to children from age two years and above with up to two children per class to maximise learning potential. Lessons, taught by highly experienced coaches, are engaging, confidence building and results-based. If you want your child to get back into swimming, email contact@sportsgeneration.co.uk or call 0208 940 9431 to find out more.

References: Sports England: Active Lives Children and Young People Survey. Academic Year 2019/20, January 2021 World Health Organization: Drowning, April 2021 Swim England: Value of Swimming, 2019 All-Party Parliamentary Group: The covid generation: a mental health pandemic in the making. April 2021 PsychCentral: How Swimming Reduces Depression,2010 Griffith Institute for Educational Research, at Griffith University, 2013.

Mar 28
Love0

Five basic but often overlooked habits your child should adopt

By children's health, Education, family, Mental health, play, Playing, Relationships

Children inherit more than just genes from their parents. Your manners, habits and overall view of life tend to influence the person your child will become. It is important to introduce certain habits into your child’s routine from a young age to maximise the chances of them carrying it through into adulthood.

Here, Richard Dwyer from UK Flair Gym shares five basic but often overlooked habits your child should adopt:
1. Making the bed – It has been suggested that making your bed in the morning can improve productivity levels which, in turn, boosts your mood. Not only will your child’s room look tidier, but they will be more likely to achieve their daily goals.

2. Eating breakfast – If your child skips breakfast from an early age, it is likely they will carry this bad trait with them for the rest of their lives. Teach them that eating breakfast helps kick start their metabolism and will energise them for the day – giving them both brain and body power!

3. Daily exercise – Whether you encourage your child to join a sports team or simply go for a bike ride, making sure they exercise for at least thirty minutes a day is a great habit to form. Aside from the physical aspect, daily physical activity will boost mental wellbeing and help make your child look at life more positively.

4. Make new friends – This is a skill that your child will require throughout their entire life. Knowing how to confidently build relationships with new people will not only enhance their social life but also their professional one.

5. Reading – Although weaved into their school life, it is encouraged that children should read at home for leisure. Not only will this make them a more confident communicator, but it will also enhance their writing and comprehension skills which are invaluable in later life. Try incorporating reading into their bedtime routine!

Since his childhood, Richard Dwyer has been passionate about his own fitness. With experience as a stuntman for countless films and TV shows, Richard decided to put his full energy into building gymnastics clubs to allow children (and their parents) to benefit from physical activity. Now, he builds children’s confidence through gymnastics that teach valuable life skills. Richard does this through three separate businesses: www.ukflair.com/ www.gymclassroom.com/ www.kidzimpact.co.uk

Mar 28
Love0
thumb sucking solution

Why, when and how we should encourage our children to break the thumb sucking habit

By family, Food & Eating, Health, teeth and dental care
by Dr Chaw-Su Kyi
Orthodontist

Thumb sucking is a natural and soothing habit that many babies start while they are in the womb. Studies have shown that foetuses can start thumb sucking as early as the 10th week of gestation! From birth, the habit often naturally continues, until the age of three or four. Most often, children will stop at around this age as a result of learning other ways of expressing themselves like speaking.

For older children who continue to be thumb suckers, peer pressure at school can often end the habit. However, according to the British Orthodontic Society one in every eight children (aged 7-11) have a prolonged digit sucking habit. Girls are more likely to be prolonged digit suckers than boys.

Why stop thumb sucking?
Thumb (or finger) sucking is probably one of the most common habits infants have, and for the majority of us, we often stop in our early years. However, it can prove to be a difficult habit to break. Research has shown that there can be a number of problems associated with thumb or finger sucking in children. If the act of digit sucking is performed vigorously over a prolonged period of time, this may cause issues with the growth of the mouth and the alignment of child’s teeth. Because thumb sucking affects the development of the teeth, jaw and palate, the habit can also change how children eat and speak. Thumb sucking may cause lisping and other speech impediments, including an inability to pronounce hard consonant sounds like ‘D’ and ‘T’.

If your child is still sucking their thumb once the permanent teeth begin to erupt, it can begin to impact the adult teeth. If the thumb (or finger) is placed in the mouth for prolonged periods of time, the thumb itself begins to act like a brace – pushing the upper front teeth forwards and the lower front teeth back. As the thumb is resting in-between the upper and lower teeth, it can also prevent the normal eruption of the front teeth, causing an open bite and the front teeth not to meet.

When we should look to stop the habit?
The sooner a child can be encouraged to stop thumb sucking, the greater the probability no lasting impact will be experienced to the teeth.

If your child’s teeth have begun to move as a result of thumb sucking, there is still a possibility, if the habit is stopped early enough, the teeth can start to return to their normal positions as children are going through their growth and development. This may mean they do not require orthodontic treatment to correct any misalignment of their teeth caused by their thumb sucking.

How to stop thumb or finger sucking?
Thumb sucking can be a tricky habit for children to break. It’s one of those things, as adults that we often shy away from encouraging our children to stop doing as we know it may be difficult and stressful to try and stop. We first have to start with the child – if he or she is determined to stop the habit, it will happen, but having a habit breaker has shown to aid in the cessation of the habit.

All habit breakers work by acting as a reminder – letting your child know that ‘their digits are in the mouth and to take it out’. There are varnishes which you can paint onto the nails which are designed to be extremely unpleasant tasting. Some parents turn to thumb or finger guards, that can be worn at all times, and prompt children to remove their digits as the feel of the fabric in the mouth is less pleasant or comforting.

If these remedies do not work, there are other options that have been shown to be effective at stopping thumb sucking. As well as straightening the teeth orthodontists, commonly see and treat patients to help stop thumb-sucking. They are able to fit a type of brace to act as a permanent habit-breaker. The brace is often fixed with a little ‘gate’ on the palate which acts as the ‘reminder’ to remove the thumb.

These devises tend to be fitted for around three months before they are removed, typically the habit is broken within a month, and the device is left in situ for at least two months after the habit has stopped to ensure it’s ceased.

It is important that the digit sucking habit is stopped at a young age to allow the teeth to ‘recover’. If the habit is continued through to adolescence, it may have severe consequences on the developing dentition – particularly their alignment. Often brace treatment with fixed braces will be needed and possibly removing teeth to allow space for the teeth to be moved back into their correct alignment to attain a
good overbite.

If you would like some advice on stopping a thumb-sucking habit from Dr Chaw-Su Kyi please visit

Mar 20
Love0

Outdoor adventure is the key to happier, healthier children

By Education, environment, family, fun for children, Green, Health, Playing, Relationships

Spending time outdoors is the key to happier, healthier and more confident children. However, only one in five of them regularly play outside, says leading youth charity YHA (England and Wales).

The charity says that the opportunity to have adventures in the outdoors is vitally important to developing young people’s confidence, resilience and ambition for the future. Studies also show that just five minutes of ‘green exercise’ can improve a child’s mental wellbeing.

To help more young people benefit from the transformational power of travel and adventure, YHA has launched a campaign – The Adventure Effect. It hopes the campaign will inspire young people and their families to get outdoors.

Karen Pine, Professor of Developmental Psychology at the University of Hertfordshire, who has supported YHA with the development of The Adventure Effect, said: “If we want to raise children to be healthy physically, mentally, socially and emotionally, we must look at the experiences they’re having during childhood. Outside, spontaneous experiences in nature are critical to their development.”

She explained: “Being unable to get outside for a prolonged period can lead to stress and depression, which sadly besets many people
in our society today. Time outdoors spent having adventures in nature helps to build resilience – which is our ability to bounce back in life. This is an incredibly important skill.” Highlighting the impact of people not having the opportunity to access travel and the outdoors, YHA confined the professional adventurer and author Alastair Humphreys to a room for three days. In contrast, the film also follows five young people during their first trip to the Lake District and demonstrates their personal transformation during that time.

The thought-provoking social experiment has been documented in The Adventure Effect film. Watch the film and learn more about The Adventure Effect at www.yha.org.uk/adventureeffect

The film charts Alastair’s increasing frustration and unhappiness at having the opportunity for adventure removed from him. On day
two of the experiment he admits to ‘feeling low’.

Commenting on the social experiment, Alastair said: “I am delighted to support YHA’s Adventure Effect campaign. Being inside the room was a big learning experience for me. Three days seems like nothing but when the ability to go outside whenever you want, and the mental stimulation that goes with it, is taken away from you it is a huge shock. I was really surprised to discover I use my phone too much and use it to fill in any quieter times during the day. I also realised that I take my ability to have adventures – big and small, for granted.”

He added: “Adventure is as much about your attitude as anything else. Be curious and seize the opportunities that are available to you. YHA makes it easy, cheap and accessible for everyone to get their adventure started.”

As part of YHA’s Adventure Effect campaign, adventurer Alastair Humphreys has shared his five tips for people to get their adventure started:
1. Don’t just talk about it. Do it.
2. Do something simple and small, like going for a walk in your local woods or head up a hill.
3. Make sure you’re warm and prepared for bad weather with suitable waterproof clothing.
4. Take friends or family with you so you can share the experience and encourage each other.
5. Making the most of the outdoors shouldn’t be about pushing yourself and feeling miserable. Go at your own pace and have fun.

Mar 18
Love0

Supporting families in the early years

By children's health, Education, family, fun for children, Health, Mental health
by Dr. Amanda Gummer
www.goodplayguide.com

There is clearly some great work being done, but the issue is that there’s no overarching strategy and a lack of cohesion so the examples of best practice in supporting young families are not replicated and often under-funded.

The arguments in support of providing high quality services and facilities for young families have been well-researched and include economic arguments. The work of Professor James J. Heckman shows how much better for the economy the preventative interventions are in the longer term, and in respect to health – the demand and strain on physical and mental health services is reduced if families are able to engage actively with their community. Not only does this reduce isolation and increase parents’ support networks, but engaging in activities within the community promotes healthy activity levels and encourages general wellbeing in both parents and children. Educational outcomes are also improved when sufficient support is provided in the early years and the longer-term benefits lead to reductions in school exclusions and a positive impact on children’s mental health.

One of the key areas of contention in this area is the split between universal and targeted interventions. Universal provision is available to all families and, when done properly, is sufficient for most families to help them manage and hopefully thrive. Targeted support focuses on supporting particularly vulnerable families who often have multiple challenges. The targeted support can be expensive and vulnerable families may not engage with health visitors and social workers as they are afraid of being judged, and the possibility of having their children taken into care.

The accepted wisdom is that there is no magic money tree and difficult decisions need to be made. I disagree. I believe that by thinking more strategically, and using examples that are already working well – such as the play streets initiative and befriending services, empowering parents who have benefitted from this support to give back once their children are older, we will be able to quickly see the benefits across all of the above areas. It soon becomes a ‘no-brainer’ to fund initiatives that more than pay for themselves in the long run.

It is my firm belief that by taking a play-based approach to supporting families through community play groups, well-designed and maintained play spaces and parent and toddler play clubs, we will go a long way to improving physical and mental health so children will be more active and social, and importantly, parents will not feel so isolated.

Parents and carers can help make their families more playful by giving children a ‘balanced play diet’ – making sure they get plenty of opportunity for active, social, imaginative play (the super-foods of the play diet) and limiting their solitary, sedentary, passive play time – in the same way you would limit their intake of sweets and treats.

Five tips to help balance your child’s play diet:
• Active, social, child-led play is the superfood of the play diet. So try, where you can, to make this a big part of your daily routine.
• Balance inside and outside activity and choose toys that can be used inside to promote active play even when the children can’t go outside.
• Don’t forbid screen time or tech play. Engage with it but don’t use it as a babysitter
• Mix and match playmates – children play differently with different people so involve other family members, older and younger children as well as peers (bearing in mind of course any social distance guidance!)
• Do your research before buying toys, tech or apps for children to make sure they’re going to get maximum benefit from it. Our Good Play Guide has a host of recommended games, all independently reviewed as a great starting point.

The abilities to control the playfulness of your child’s play diet and the different stimuli they interact with is at the core of promoting a healthy family life that ideally connects them with other parents. It is important too that parents consider their own welfare to help them overcome high-stress levels and their own health and wellbeing for their own benefit but also to set any example for their children who will look to them as role models and begin to copy them. A parent-centred approach to family life can help to achieve this by giving parents the ability to meet their own needs, in turn providing their children with a healthy model of adulthood to copy and learn from.

Whilst the latest report from the Royal Commission has done a great deal to re-focus the attention within mass media, it is important that it does not become another talking shop moment and that decisive action is taken in to create an overall strategy to support parents and children in their early years.

Dr. Amanda Gummer – making the world more playful. Amanda has a PhD in Neuropsychology and over 20 years’ experience working with children and families. She is a media friendly, go-to expert on play, toys and child development. She can be regularly seen in the media including BBC News, Sky News and The Daily Mail offering advice on the news stories which matter most to families and issues surrounding child development. Founder of Dr. Gummer’s Good Play Guide (www.goodplayguide.com) home of and The Good App Guide she is dedicated to ensuring every child can develop the skills they need to thrive and
enjoy a happy, healthy childhood.

Mar 17
Love0

Should you be talking about mental health with your primary aged child?

By children's health, Education, family, Health, Mental health
by Helen Spiers
Head of Child and Adolescent Counselling, Mable Therapy

It can be hard to accept when our children are struggling with their mental health. Childhood is often seen as a stress-free time of fun and frolics, but for some children this can be far from true. There are several factors that can contribute to poor mental health. Our relationships, sense of identity and the world around us have a massive impact, so it’s hardly surprising that the events of 2020 have seen some children in emotional crisis. Many children have thrived in the pandemic, relishing the chance to spend more time at home with the family, but for others the disruption and uncertainty has left them anxious and overwhelmed.

Routine and boundaries play a huge part in reducing anxiety, so cancelled activities, school closures and continuously changing government guidelines have done nothing to support young people’s mental wellbeing. At our children’s counselling service we wondered whether the new school year would see referral rates drop. Would the increase in structure and purpose help to combat the tsunami of mental health issues? Sadly not. Since September our referrals have gone up, in both our schools and private service. For those directly impacted by Covid-19 it’s been devastating, but even for those seemingly unaffected, prolonged feelings of fear and dread have led to toxic levels of stress and anxiety. We’ve also noticed an increase in younger referrals, as parents struggle to reassure their children about future uncertainty. So how can we support our children with their mental health, without burdening them with adult worries? What are the signs that our children might be struggling? And how do we support them to develop the resilience to face the new normal?

Stay alert
Spotting mental health issues can be tricky. Many parents come to me feeling helpless, seeking my expertise. I tell them that when it comes to their children, they’re the experts. If instinct is telling you there’s an issue then you’re probably right. Changes in behaviour are a strong indicator, so if your child has become uncharacteristically withdrawn, aggressive or anxious then they may be struggling. If they’ve lost interest in themselves or their relationships, this could also be a sign of a change in their mental health. Whether it’s bullying, anxiety, or stress about school or friendships, identifying that there’s a problem is the first step in supporting them.

Find the positives
When the pandemic first hit, even counsellors struggled. How do we reassure young people, when we don’t know what’s happening ourselves? This was a huge warning sign that we hadn’t dealt with our own anxieties. Dedicate time to exploring your own emotional state and seek support from those around you. Only then can you model the calm reassurance that children need to develop their resilience.

Once we’re in a positive place it’s easier to promote a sense of optimism and self-esteem, which is key to building resilience. We want children to see the world as a safe place where problems are temporary and challenges can be overcome. Give your child space to talk about their worries, but try to steer conversations in a positive way: ‘It’s really sad to think your football might be cancelled again, but we got through it last time so we can do it again.’

To promote children’s resilience, the last few years have seen many schools adopt a ‘growth mindset’ approach to learning. It focuses on modelling positive language. Saying ‘this is hard, but with practice I’ll get there’ will make children more likely to persevere than ‘I’m terrible at this’. Praising persistence over results is a great way parents can help with this. Avoid comparing children to their peers and instead focus on their effort levels and improving their own ‘personal bests’.

Be open
The stigma surrounding mental health is thankfully on the decline, but for some children they’re still learning that difficult emotions are shameful and not to be discussed. I often work with children who have never learnt to recognise or talk about their emotions, and this becomes the biggest part of our work. If children have no outlet to discuss their anger, sadness or fear, then they hold the feelings inside. These internalised feelings will always find a way to come out, whether it’s through disruptive behaviour, tantrums or anxiety.

By modelling that these feelings are okay, we’re letting children know they’re normal. For young people keen to fit in, this will come as a huge relief! If your child does share their feelings with you it’s important to listen carefully without interrupting, respond in a calm, non-judgemental way and don’t dismiss their worries. You don’t need to problem solve. By letting them know you’ve heard them and understood them, you’ll be validating their feelings and reducing their anxiety.

Make real connections
For many parents, screens and social media were a real lifesaver during lockdown. It allowed our children to stay in touch with their friends and acted as childcare when deadlines were looming. Screen-time limits were loosened and monitoring our children’s online activity became even trickier. When they are back at school, it can be hard to get the genie back in the bottle and return to the pre-lockdown rules.

However, we all know the negative impact screens can have. Development, academic results and mental health are all impacted by excessive screen-time and that’s before we consider the content being viewed and the need for ‘likes’ at any cost.

Restricting screen-time can lead to conflict and resentment, but handled correctly it could be the key to improved mental health. Board games, baking or crafts may feel like a big ask at the end of a long day, but they could be the key to an improvement in your child’s wellbeing.

If you’ve tried these strategies and your child still seems low, don’t be afraid to ask for help. Seeking support shouldn’t be seen as a last resort; it doesn’t need to be the mental health equivalent of going to A&E. Good mental health is a lifelong pursuit, so it’s more like taking your emotions to the gym.

www.mabletherapy.com

Mar 11
Love0

Talk Talk! Knock, knock. Who’s there? Kanga. Kanga who? No, it’s kangaroo!

By children's health, Education, environment, Language, numeracy skills, reading

Jokes often narrowly miss the mark, but children love them. In amongst the less serious context of joking and any play on words, is a more complex business which plays a much bigger role in our children’s early development than we could ever believe.

Children who are taught about the complexities of the English language through language-rich conversations with their parents or siblings are the same children who get ahead of their peers. As a child soaks in the rich talk at home, they become more adept at sensing intonation, playing with tone, using words in the right context and increasing their chances for a vocabulary advantage in their school. In the last ten years, there has been extensive research about language quality and early talking and how they significantly impact each other. The quality of a child’s language environment has a huge impact on their relationship building, their early reading skills and therefore their access to the curriculum.

“Yes, yes” we hear you say, “but how can we help?” we hear you say. Before they even step through the school gates, some children have been exposed to five times as many words as some of their peers. There are many reasons for this, and we could analyse the amount of time a parent/carer spends on their devices whilst ‘humouring’ a child, or how long a child plays on a device, or plays alone. However, analysing is not the vital thing here, talking is! So significant is this issue that the government have launched an initiative on helping to close the vocabulary gap. Helping every child to have the early advantage of successful language development is likely the best educational priority we can select.

So, what can we do about ensuring every child sees the benefit of the early vocabulary advantage? The remedy is actually so much simpler than you might think. You simply cannot talk too much to your children. I used to explain it as a running commentary when asked what I meant about lots of talk. As breakfast is being prepared, a commentary on the routine will expose your child to the most commonly used vocabulary and when you later go for a walk and see all the natural things around you, your vocabulary may become more complex with new words starting to penetrate their sponge-like brain. For example, “Look Louis, the deer are rutting and making extraordinary noises. Can you see how their antlers can be used to warn away the other male deer? They are called stags.”
This introduces more infrequent words, helping their vocabulary grow more quickly.

There are many activities that you can do with your children in order to help them with their vocabulary:
• Turn-taking.
The quality of our talk is obviously crucial and balanced turn-taking is vital to not only holding the attention of young children, but seeing them develop their language.
• Expanding and modelling.
When your daughter/son says “It’s big car” – you can expand upon it and model the grammar a little too, “Yes – it is a big, red car – isn’t it enormous?”
• Extending and explaining.
Explaining events, such as what is going to happen at the shops, or what happened on holiday last year, is the type of extended talk and language that has a positive impact on a child’s vocabulary developing successfully.

For many of us this is a normal part of parenting life, but for some of us we realise all too quickly the times when we are not talking or even more importantly, actively listening to our children. A really useful tool is using picture books as a stimulus or prompt. Story structure, pace, prediction and vocabulary are all useful spin-offs to a picture book. How often have we as parents flicked through a story at bedtime, our eyes almost closed, skipping pages so that we finish earlier. We have all done it. But, some of those conversations are vital to that ever-growing vocabulary sponge in every child and it is our job to water it. There is no such thing as too much talk.

Tracey Chong is Head at Surbiton High Boys’ Preparatory School, an academic independent IAPS School. www.surbitonhigh.com

Mar 10
Love0

33 is the age when we finally admit that mother did know best!

By family, Health, Mental health, Relationships

A recent nationwide poll revealed that after years of kicking back against our parents, it is not until the age of 33, that we finally admit they were right about everything. And by the age of 36, most of us agree, we have turned into our parents, with 37 the average age men turn into their dads and the nation’s women claim they start behaving like their mothers by the average age of 35.

The survey also revealed nine in 10 say it was not until they were a parent themselves that they gained true respect and appreciation for their own mum and dad. As many as 82% of the parents polled find themselves saying the very things to their children that were said to them as a child.

And the data unveiled a host of ‘mumisms’, we eventually find ourselves saying, with “carrots will make you see in the dark”, “don’t eat that, you’ll spoil your dinner” and “because I said so”, emerging as top phrases we swore we would never say, but end up saying.“Do you think I’m made of money”, “life isn’t fair” and “you have until the count of three” also featured.

The nationwide survey of 2,000 parents revealed, it is not until the age of 28 that we are mature enough to have our first child. In fact, almost three-quarters (73%) of the nation’s mums and dads claim they had no idea what parenting would entail before embarking on family life. And only 14% said they were fully prepared for the demands of becoming a parent.

The study, by Petits Filous, also found 40% claim they are not as strict with their kids as their own parents were with them, while a further 40% said they feed their children a healthier diet. However, more than a third (36 %) of parents believe they have it much easier than their own mum and dad did, with modern technology helping to make modern child-rearing less challenging. And we do still look up to the older generation, as 76% of those polled said their most valuable parenting advice came from their mums and dads.

A spokesperson for Petits Filous who commissioned the survey said, “This new research shows that truly nothing can prepare you for the reality of being a parent. Although there are plenty of challenges along the way, the poll also reveals that there is nothing any of us would change about having children.Whether it is contending with the kids, battling for snacks all day every day or sorting out the same familiar argument over screen time, being a parent isn’t easy.”

Top ‘mumisms’ we swore we would never say
(but end up saying)
1. Money does not grow on trees (64%)
2. Wash your hands (54%)
3. Because I said so, that is why (53%)
4. Shut that door, were you born in a barn? (47%)
5. Have you brushed your teeth? (47%)
6. Do not eat that, you will spoil your dinner (45%)
7. Do not slam the door (45%)
8. Do you think I am made of money? (42%)
9. Go to your room (38%)
10. Who do you think you are talking to? (37%)
11. What part of no do you not understand? (36%)
12. I am not your slave (34%)
13. I do not care what XXX’s parents let them do (34%)
14. You have to the count of three (33%)
15. Did you flush the loo? (33%)
16. If you can’t say something nice, don’t say anything at all (30%)
17. Life is not fair (29%)
18. As long as you live under my roof you will do as I say (28%)
19. When you have children, you will understand (28%)
20. Don’t put your coat on inside or you won’t feel the benefit (27%)
21. Eat your greens (27%)
22. Go and play outside it is a lovely day (27%)
23. You are too close to the screen (27%)
24. Don’t pull that face or the wind will change and you will stay like that (26%)
25. I just want what is best for you (24%)
26. Carrots will make you see in the dark (24%)
27. It will end in tears (24%)
28. Remember your Ps and Qs (18%)
29. The apple does not fall far from the tree (16%)
30. If you do not eat your crusts your hair will not go curly (14%)

Mar 09
Love0
Music and babies

Benefits of musical toys for babies and how to make your own

By dance & Art, fun for children, Mental health, Music and singing, play
by Ellie Mckinsey
www.knowyourinstrument.com

If you recall your childhood years, you may remember that nearly any object – anything at all – can become a toy. A ruler or a rod can suddenly become an enchanted sword or a magic wand, a comb transforms into a guitar, a piece of paper when crumpled enough and tied with string becomes a puppet, even a pet. The possibilities are endless as a child learns to develop creativity and let their imagination soar.

Indeed, the best toys don’t even have to come from a store. A child may leave an expensive stacking toy in favor of crinkly paper, and that’s fine. Anything that sparks imagination, engages the senses and encourages social interaction can be considered a toy. Objects that let children explore new shapes, textures, sounds and colours are great for developing minds and bodies.

Here we’re taking a look at musical toys and what babies can get from playing with them. We’ll also share with you some tips on making your own musical toys for your babies to play with, using stuff you may already have at home. Let’s get started!

Importance of musical toys for your baby
In the first four months of a baby’s life, their emotional, sensory and motor experiences help prepare them for further developmental achievements. At this early stage, babies benefit from sensory toys that involve bright, contrasting colors, textures and pleasant sounds.

Moreover, by four months, babies can already bring their hands together in the middle of their bodies and use their eyes to co-ordinate hand movement. Musical, easy-to-grasp toys such as rattles help build grip and tactile stimulation while stimulating hearing.

By their sixth month, babies can now sit and hold objects with their hands. They start manipulating objects with more controlled movement patterns. At this phase, babies benefit from toys that roll or move and make sounds when touched. This further enhances gross motor skills and sense of hearing, and prepares babies for crawling (watching a baby crawl after a rolling egg shaker is super adorable).

Musical toys that encourage movement also give babies a sense of accomplishment and gratification that would inspire them to create the sounds again and again. It’s like they’re already making their own music! Soon, babies would develop a sense of rhythm, a more refined sense of hearing and more control over their movement.

This mix of motor control and sensory awareness is crucial for your baby’s overall development. The ability to fine-tune movements and notice differences in sounds is important for learning to communicate and later on, play an instrument such as a guitar, piano, viola or the drums.

Tips for making your own musical toys
So, are you ready to get crafty and make your own musical toys? Here are some fantastic ideas to get you started.
• Old or unused pots, pans, large tin cans and plastic bowls are great for beat-making and can be played with or without an object to hit them with (like a wooden spoon).
• Make your own rolling shaker or rattle using empty plastic water bottles. Put small raw pasta shells, marbles or pebbles inside and glue the cap shut.
• Give your baby a tactile and sensory feast by making scrunchy, noisy socks. Remember those socks that have lost their partners? They’re perfect for this project – simply put crinkly wrapping paper in them and close off the ends with a secure and tidy knot. Let your baby scrunch the socks with delight.
• Got an empty tissue box and extra elastic bands lying around? Fashion a string instrument with them!

When making your DIY musical toys, remember to watch out for any potential hazards like small parts, sharp corners or edges, loose strings and toxic materials. Make sure the materials you use are clean and baby-safe. Give your toys a test run before letting your child play with them, and always keep an eye on your baby during playtime. Have fun! –

 

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