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Is My Baby Teething Or Is It Acid Reflux? | Parenting Blog | Babocush

The first few months of a baby’s life are filled with smiles and excitement, but there are also many occasions filled with tears. Two of the most common causes of those tears are teething and acid reflux.

Reflux in newborn babies is an ever-present occurrence after you feed them. At such an early age their oesophagus is not fully developed yet so it is common for some milk to come back up after they have swallowed it, also known as possetting. Acid reflux is a more uncomfortable and more serious form of this, which can lead to vomiting and weight loss. Symptoms include:

• Vomiting regularly especially after feeding
• A persistent cough or wheezing
• Refusal to eat or difficulty eating (your baby may gag when you feed them)
• Heartburn, gas, abdominal pain, or colicky behaviour

Acid reflux symptoms normally start to appear anywhere from 3 months but are often gone by the time your baby turns 1 year old.

Teething is the process whereby teeth push their way up through a baby’s gums. Most babies begin teething around 4 months old, although it can take longer than that for teeth to break through the gums. Teething symptoms include:

•   Extreme discomfort, fussiness, and irritability.
•   Drooling and putting things in their mouth.
•   Nappy rash
•   Hot temperature
•   A nagging cough.

By the time your baby is 7 months old, they are likely to have at least one bottom tooth, with the top two teeth appearing shortly afterwards. Teething can last until a baby is 3 years old, by which time they should have all 20 of their primary teeth.

Unfortunately, teething can often occur while babies have symptoms of acid reflux. When reflux is combined with teething, there may be poor sleep, gagging, congestion, and an excessive amount of drooling. Some of the drool may be swallowed and cause an upset stomach, sour stomach, or more possetting.

The extra possetting and drooling can cause a rash to appear around the mouth, on the chin, and on the neck. Keeping a bib on, changing it often, washing and carefully drying the skin will help reduce the rash, which can appear to look very red and sore.

If your baby has acid reflux and is teething, it may be difficult to decide if they are uncomfortable because of just the reflux, the teething, or both. It is common for the doctor to recommend an over-the-counter pain relief medication, especially if your baby is suffering from a lack of sleep.

Keep in mind that pain relief medication may cause some stomach discomfort, so it is best to try some non-medical teething treatments first.

•         Offer them something cold to chew on like a damp flannel.
•         Rub their gums with a clean, cool finger.
•         Try cold foods like yogurt if they are 6 months and older.
•         Try a teething toy to chew on.

At Babocush we know all about how struggles with reflux in babies can seem very stressful and that is why our babocush cushion is designed to help.

The babocush helps prevent reflux and colic by holding your baby securely just like you do, on their tummy, and has the extra comfort of gentle vibrations and a heartbeat sound for added relaxation. This gives you both the chance to catch your breath because reflux is exhausting for both parent and baby.

Related blogs:

What is reflux in babies?

What to expect when your baby is teething

Common questions about teething at 3 months, answered

Can your baby be teething at 3 months old? While most infants get their first teeth between 4 and 6 months old, it’s still perfectly normal for teeth to erupt sooner. In fact, although rare, babies can actually be born with teeth!

It’s not unusual for teething symptoms to begin at 3 months old. And when it starts, you’ll likely observe the same side effects: excessive drooling, chewing or gnawing on fists or toys, crankiness and lack of sleep (as if that’s not already an issue!). You might even see a little tooth bud weeks or even months before anything erupts. But, what if teeth actually come in at this age?

“If an infant is getting teeth at three months, it is likely due to heredity and what the child may be doing with the mouth,” says Diane Bahr, MS, CCC-SLP, CIMI and author of “Nobody Ever Told Me (or My Mother) That!” For example, “if the child is doing a lot of biting and chewing on fingers and toys, teeth may emerge early,” she adds.

Parents and caregivers dealing with their baby’s new pearly whites often have questions about how that cute new grin can affect things like breastfeeding or starting solid foods. Here are a few answers to ease your concerns:

Is my baby in pain? What can I do to help?

How your little one deals with teething really depends on them. According to Danelle Fisher, MD, pediatrician and vice chair of pediatrics at Providence Saint John’s Health Center in Santa Monica, Calif., “[Teething] can take weeks to months and can cause some babies a great deal of pain where others take it in stride. ” Topical anesthetics are tempting to caregivers who want to help ease the baby’s discomfort, but Dr. Fisher and the American Academy of Pediatrics (AAP) warn this isn’t a good idea.

“Parents should avoid any product such as gel with the ingredient bupivacaine or lidocaine in it, as these can be dangerous for children less than one year of age, causing a blood disorder,” says Dr. Fisher. “[Your] baby can use a teething ring with liquid or gel inside that has been refrigerated (the freezer is too cold). Also, some natural remedies or homeopathic remedies can help.”

Nevertheless, consult your pediatrician if these remedies don’t seem to do the trick.

How will teething affect my breastfeeding?

Some moms’ first inkling that their baby is teething comes with a firm and unexpected clamp down on their breast. Whether it happens when he’s teething at 3 months or later down the road, it will happen eventually. Congrats, you’re officially a teething toy!

A rude awakening, for sure, but your natural reaction is actually the best solution for your little chomper: Take him off the breast with a firm, “Ouch!” or, as Dr. Fisher suggests, “No bite!” before letting him resume feeding. It may happen several times, even before his teeth fully emerge, but it will work. Be sure to use the same words and tone each time so he knows you’re serious. If you continue to experience breastfeeding problems you believe are connected to teething, Bahr suggests seeing a lactation consultant.

If you were planning to breastfeed only until your baby’s teeth erupt, however, speak to your pediatrician about how to wean successfully and what type of formula is best for him.

Does early teething mean early solids?

Although there’s some conflicting research of late, the AAP still suggests starting your baby on solids at no younger than 6 months old. Those early teeth do cause her to chew more, but her little belly isn’t quite ready for solid food. Provide lots of safe toys to nibble on and keep an eye out for signs she’s ready for solids.

Will early teething affect mouth development?

Bahr says, “Parents should take the child to a pediatric dentist to evaluate the health and development of early emerging teeth. ” She cautions that some activities and issues can affect development, too. “Excessive pacifier use and thumb-sucking [that goes beyond 10 months] can inhibit the developmental mouthing and teething process.” Bahr has an extensive interview on her website that delves into mouth development during the baby’s first year and how to avoid common problems.

A special note for parents and caregivers who bottle-feed or use pacifiers: While your baby is teething, keep an eye out for nipple wear. Babies often gnaw on the nipples of their bottle/pacifier, and the tip can become separated and pose a choking hazard. If there is any noticeable wear on either, replace it right away.

This article is for general informational purposes only. It is not intended nor implied to be providing medical advice and is not a substitute for such advice. The reader should always consult a health care provider concerning any medical condition or treatment plan. Neither Care.com nor the author assumes any responsibility or liability with respect to use of any information contained herein.

Oral halitosis – causes and prevention

Halitosis, or halitosis, is bad breath. This is not an independent disease, but only a symptom indicating other pathologies. The main ailment is not necessarily associated with an unhealthy oral cavity – the cause may be various painful conditions that cause the reproduction of anaerobic microflora. The product of their vital activity is sulphurous volatile compounds, which have a characteristic unpleasant odor.
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It should be remembered that masking the smell with mints or chewing gum is not the best way out. It is necessary to identify the exact causes in order to cope with the manifestation and not only eliminate discomfort, but also prevent other complications of the disease.

Causes

Halitosis is general and local. In the first case, it is associated with dysfunction of the internal organs, in the second – with the state of the oral cavity. The main causes of local halitosis include:
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• violation of the rules of oral hygiene, accumulation of bacterial plaque and the formation of hard dental deposits;
• single and multiple caries – superficial, medium, deep;
• stomatitis, periodontitis and periodontal disease;
• pulpitis, glossitis, cheilitis, gingivitis;
• alveolitis, peri-implantitis, pericoronitis, etc.

These are the so-called intraoral causes. For example, braces or orthopedic structures should be carefully maintained to prevent the accumulation of pathogenic microflora.
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General halitosis can be associated with extraoral causes: diseases of the respiratory tract, digestive tract, intestinal dysbacteriosis, diseases of the liver, gallbladder, kidneys. In addition, it occurs with endocrine pathologies – diabetes mellitus, thyrotoxicosis.

Many ailments cause a change in the composition and viscosity of saliva, the volume of its production. Insufficient hydration of the mucous membranes contributes to a decrease in protective functions. If there are no obvious symptoms of dental disease, it is important to see a general practitioner or specialist to find out the cause of bad breath.
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A separate category of reasons is the use of medications that cause changes in the composition of saliva or are accompanied by side effects such as dry mouth.

Common drugs with this effect are antibiotics, antiviral drugs, drugs for the treatment of chemical addictions, drugs to normalize heart rhythm and blood pressure. In this regard, dry mouth and halitosis associated with a change in the composition of saliva are often found in older age groups – older people who constantly take many drugs.
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Types of halitosis

There are the following types of halitosis:

1. True. Such halitosis is felt both by the person himself and by others. There are two subspecies of true halitosis:

• physiological – an unpleasant odor that is observed in the morning, after waking up;
• pathological – occurs regardless of conditions, usually associated with diseases of the oral cavity or internal organs. In accordance with the causes of occurrence, it is divided into oral and extraoral. nine0012

2. Pseudogalitosis. In this case, the person himself feels the smell, which does not cause inconvenience to others, since it is not intense.

3. Halitophobia – an alarming condition of a person about an imaginary smell from the mouth.

Morning bad breath is due to the fact that saliva production decreases at night, microorganisms multiply on the root of the tongue. If after hygiene procedures the smell disappears, this is considered a variant of the norm and does not require treatment.
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Symptoms and manifestations

If halitosis occurs exclusively in the morning and disappears after brushing your teeth, we are talking about the physiological nature of the symptom. At night, saliva production decreases and anaerobic microflora actively reproduces. After waking up and hygiene procedures, the unpleasant odor disappears, and this condition is the norm.

Pathological bad breath is observed, including after brushing your teeth. It can be different, the nature of halitosis is determined by the causes. So, a purulent smell can be observed with periodontal disease and pharyngitis, the smell of acetone – with diabetes mellitus, dehydration, the smell of ammonia – with liver dysfunction and diffuse toxic goiter, a sour smell – with fungal lesions of the mucous membranes of the oropharynx. In addition, it is possible to suggest the cause of the appearance of this symptom by the symptoms that accompany halitosis:
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• bleeding gums – with periodontitis, periodontal disease, aphthous stomatitis, etc.;
• tooth mobility, the appearance of periodontal pockets – with periodontal disease;
• white or yellowish plaque on the oral mucosa – with candidiasis, stomatitis;
• darkening of enamel areas in the area of ​​the gum line – with hard dental deposits;
• an increase in the volume of the gingival papillae between the teeth, looseness of the gums – with gingivitis;

nine0011 pain and swelling of the mucous membrane of the tongue – glossitis, etc.

If there are no other symptoms besides halitosis itself, or non-specific manifestations are present, there is a possibility of systemic pathologies, gastrointestinal diseases or endocrine disorders. Therefore, it is important to visit not only the dentist, but also the general practitioner.

Treatment principles for halitosis

Diagnosis of halitosis necessarily includes an examination by a dentist. This is necessary to confirm or exclude dental pathologies. The dentist-therapist will interview the patient, examine the oral cavity, recommend sanitation, if necessary.
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Today, a halitometer is used to assess the severity of bad breath. This device allows you to measure sulfur compounds, assign an unpleasant odor from 0 to 4 points. The halitometer works on the principle of gas chromatography. For diagnosis, it is enough for the patient to blow into the tube.

Basic principles of treatment:

• Professional cleaning: removal of tartar and soft plaque. The professional hygiene course should also include the removal of subgingival tartar. nine0012
• Treatment of diseases of the oral cavity: treatment of caries, inflammatory diseases of the mucous membranes and gums, extraction of teeth that cannot be restored, etc.
• Elimination of foci of infection, including wisdom teeth in case of difficult, insufficient eruption, even when they still do not cause discomfort.
• Dieting: refusal of specific products, nutrition correction.
• Compliance with hygiene recommendations: selection of a toothbrush of the right stiffness, suitable toothpaste and rinse, training in flossing. It is necessary to learn the methods of carrying out hygiene procedures, including the proper cleaning of the tongue. nine0012

If halitosis does not go away after the measures taken, it is likely that a consultation with a general practitioner and / or other narrow specialists will be required. In good physical health, the patient may be referred to a psychologist or psychiatrist.

Medicines and folk remedies against halitosis

Drug treatment of local halitosis is based on the causes. If foci of infection or carious cavities were the source of an unpleasant odor, then halitosis disappears on its own after sanitation of the oral cavity. You can also cope with the problem with the help of antiseptics, they contribute to the suppression of pathogenic microflora, participate in the prevention of recurrence of inflammatory diseases. Antiseptic rinse solutions are best chosen on the recommendation of a specialist.
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If the cause of the unpleasant odor was infectious diseases of the gums and mucous membranes, the doctor will prescribe local preparations: ointments, gels for application or applications. The dentist will determine the nature of the infection and prescribe a drug with an antibacterial, antiviral or antifungal effect.

Combined products also contain other components – to relieve itching, burning, pain and eliminate halitosis. With severe inflammation, systemic antibiotic therapy may be required: antibiotics, fungicidal drugs, powerful antiviral and immunomodulatory agents.
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In cases where orthodontic and orthopedic constructions contribute to halitosis, the dentist-therapist will refer to a narrow specialist. With the orthodontist, you can discuss the prospects for choosing an alternative method of correcting the bite. A visit to an orthopedic dentist is necessary for the correction of dentures or structures, as well as their replacement.

With periodontal disease, the course of treatment can be complex and rather complicated, including the removal of subgingival dental deposits, splinting and other measures. A periodontist can help you manage the root cause of bad breath and prevent complications.
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Many patients are interested in how to cure halitosis at home. It is important to remember that the use of traditional medicine methods must be agreed with a specialist; dentists do not recommend self-medication.

One of the relatively safe methods include rinsing with infusions of herbs. Decoctions of chamomile, oak bark, sage have an antiseptic effect. Remember: the solution should be warm, in no case should you rinse your mouth with a hot solution, this is fraught with burns.
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As folk remedies, you can resort to the use of certain products that contribute to fresh breath. These include the following:

• apples, carrots, pears;
• watermelon, rosemary;
• fresh herbs – parsley, mint, basil.

Finely grated ginger root is also able to cope with unpleasant odors. Consider allergic reactions when choosing foods – choose your own diet based on preferences and individual characteristics.
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Preventive measures

Prevention can help prevent the development of halitosis: it is important to visit the dentist regularly, treat oral diseases in a timely manner, and undergo professional teeth cleaning twice a year.

Prevention of halitosis also includes following the recommendations of individual oral hygiene. These include the following:

• Selection of a toothbrush with a suitable degree of bristle hardness. People with periodontal disease – with soft, those who are prone to the formation of a large amount of soft plaque – with hard, but only if the enamel is strong, there is no increased sensitivity of the teeth. The middle one suits everyone else. You need to change your toothbrush every 1-3 months. nine0012
• Use of a non-abrasive toothpaste to prevent micro-damage to the enamel and increase the risk of developing dental disease.
• Use of dental floss and mouthwash after each meal.
• Refusal of bad habits – smoking, drinking alcohol, a lot of tea and coffee.
• Drinking enough water – to prevent dry mouth and adequate moisture of the mucous membranes. nine0012

In case of chronic diseases of the internal organs, it is necessary to pay attention to the prevention of complications, to take therapy according to the doctor’s recommendations.

If you have bad breath, you can contact the dentists of the STOMA clinics. The high qualification of our specialists, as well as modern equipment, will help to quickly identify the cause of the symptom and prescribe an effective treatment.

References

• Temkin E. S., Churikova A. S. Halitosis — modern diagnostic methods and their prospects // Volgograd Journal of Medical Scientific Research. – 2018. – No. 3. – S. 15−18.
• Khitrov V. Yu., Zabolotny AI Halitosis is a medical and social problem // Practical Medicine. – 2009. – No. 1 (33). — S. 13−17.
• Suyunova M.Kh. Everything about halitosis: diagnosis, treatment and prevention // Bulletin of the Council of Young Scientists and Specialists of the Chelyabinsk Region. – 2016. – No. 4 (15). — pp. 68–77.

nine0021

drooling in almost 4 years

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11.12.2010 14:47

My son is 3 years old 10 months old, almost constantly drooling – we go to the garden, he speaks beautifully, developed by age, but drooling!!! – it’s just a disaster – constantly wet T-shirts and jackets from them, the child is uncomfortable, and it looks like a 4-year-old is already somehow not very … – what could it be – suddenly someone came across something like this, clarify to whom go with it – were at the pediatrician and the dentist – they say it will pass with time . ..

loving mother

12/11/2010 15:39

We have this… The child is already 4.5 years old 🙁 The speech therapist said something more or less interesting for the first time. inactive tongue and drooling may be related to the problem of the first cervical vertebra Neurologist’s consultation is needed Planned soon

Bruni ***

12/11/2010 15:44

If this is not neurology, then there may be problems with the muscles of the tongue and the small palate. Corrected by exercise. nine0003

MELODY_MAMA **

12.12.2010 00:58

can you tell me the exercises? By the way, you came to us and we liked it very much 🙂 now we have been studying with a speech therapist for 1.5 years, the child started talking, but the drooling has already overcome .. and no one and nothing .. and we are leaving for a long time to another country ..

k_snezhana V. I.P.

12.12.2010 09:21

Exercises are selected depending on the condition of the muscles of the tongue. Ask your current speech therapist about exercises to strengthen the small palate, she should show. Good luck with the move! nine0003

MELODY_MAMA **

12/16/2010 14:54

Thank you! the speech therapist showed a place under the chin and said to massage counterclockwise or under the tongue (which is unlikely for me to succeed 🙂 but, however, she said that for the first time she hears that this can get rid of saliva 🙂

k_snezhana V.I.P.

12/11/2010 18:00

3 years and 3 months – the same problems. The speech therapist sent me to a neurologist, the neurologist to the ENT (she didn’t see any problems, she suggested that there might be adenoids). I will look for another neurologist, because. I believe that the dog is buried there. On the other hand, drugs will most likely be prescribed, but we would not want this … In general, we are in the process. nine0003

Musyachos V.I.P.

16.12.2010 16:35

is entitled to this “problem” on average, passes by 5 years.

Sorcerer-Baba C.S.

12/17/2010 09:17

wondering why he has the right to be up to five years??? And where does she come from? Are you from your own experience Ali so7 ??? I also heard enough here, and then I took my head, because. they don’t get through. Because because of saliva and muscle weakness, the first is problems with speech therapy, full porridge in the mouth. I immediately found a speech therapist and a neurologist. nine0003

Nicole V.I.P.

12/17/2010 14:56

Peculiarities of differences between children and adults. Children begin to chew qualitatively from the age of 4. And it is easier for them to inhale a foreign object. Therefore, most of the recommendations regarding certain products that require high-quality chewing and are easily inhaled, small details, and the course of the disease are based on the age of 4-5 years. Have you been to the ENT, did you have an endoscopy? What about the dentist? Here is first of all.

Sorcerer-Baba C.S. nine0003

17.12.2010 18:15

we visited ENTs and dentists. And also everyone thought, then teeth, then snot. And lived to dysarthria. Did you have a child under 5 years of drooling, and then suddenly disappeared??? Or where did you read such a vague theory?

Nicole V.I.P.

12/16/2010 20:29

worms

Anonymous

12/17/2010 14:39

Homeopaths treat such a problem as an individual feature of a person. I know a man who, when he relaxes and forgets, at 36 almost also drools. He controls himself in public. Relaxes only in the circle of close people. nine0003

Annie *

12.12.2010 15:01

Girls, thank you all – now it became clear who we still need to visit – a speech therapist and a neurologist. We live in Moscow Region (Dmitrov) – we have a very bad situation with children’s specialists – please advise, please, good, trusted doctors in Moscow. Thanks in advance.

Author

12.12.2010 15:23

Eliseev is a good neurologist in Semashko.

MELODY_MAMA**

12/17/2010 09:14

In neuromed – Zaitsev. Itself here searched half a year ago for the good neurologist. Let’s go for the second time, I don’t want to go anywhere else. And saliva is the weak muscles of the tongue, strengthened by exercises. Our speech therapist quickly removed them. And this is neurology, because. weak muscles are the same.

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Duty department. New Year’s children’s surprise with toxic consequences

News. Duty department. New Year’s children’s surprise with toxic consequences

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A New Year’s surprise for children can lead to very serious consequences, because toxic toys are at risk under the tree.

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because a lot is going on at this age. When your child is wandering all over the
place, that means they’re learning and discovering new things every day. We’ll
help them explore their interests (and find new ones!) as they play and learn.

Discovery Preschool Programs (2–3 Years)

This age is filled with so much wonder and curiosity. That’s why we offer a ton
of books and toys and bring artwork down to kids eye level. Children in
discovery preschool also begin to learn how we all work together in a
classroom. Simple math and science, pretend play, and group play help them
get used to a more structured school setting.

Preschool Programs (3–4 Years)

This age is all about expression, when kids really start to form their own ideas
about what they want to play and how they want to create. Every day in our
preschool classroom, your child will explore science experiments, create
artwork, and play pretend—all the skills needed for their big next step:
kindergarten!

Prekindergarten Programs (4–5 Years)

When you walk into one of our pre-K classrooms, you’ll see artwork and
writing displayed around the room. Labels are everywhere to help kids connect
letters with words. You’ll also see pictures on the walls that reflect the families
in our community. Your child will also deepen their knowledge in language,
math, science, Spanish, and social skills.

Before- and After-School Programs (5–12 Years)

You can count on us to provide reliable care for your school-ager while you’re
at work, with safe transportation from our center to your child’s school and
back! Whether your child wants to start a drama club, build a volcano, or
create a comic book, they will have a place to follow their dreams. Your child
will start and end the day with a whole lot of fun!

School Break Programs (preschool, prekindergarten, and school-age)

Winter break, spring break, summer break—when school’s out (but you still need to work), you
can count on KinderCare to provide a safe and supportive learning environment that’s focused
on fun. We welcome children ages 5–12 during school break times and make sure they have a
sensational, screen-free experience they won’t forget.

Participating Child Care Aware Center

KinderCare partners with Child Care Aware® of America to offer fee assistance for
Active Duty military families and flexible support to fit their needs when care at a Child
Development Center on the installation is not available.

Learning Adventures – Enrichment Program

Cooking Academy™ (3 – 12 Years)

In Cooking Academy, kids learn new recipes from cultures around the world and
develop a healthy relationship with food. They’ll whip up everything from Southwest
rainbow lettuce wraps to pumpkin muffins, building their skills in STEM, communication,
and more along the way. And yes—little chefs get to eat their culinary creations!

Music Explorers™ (2 – 4 Years)

KinderCare families are already giving a standing ovation to our newest Learning
Adventures program: Music Explorers! Kids will learn to sing, move, listen, play
instruments, and even create their own tunes. Our original curriculum blends math,
science, social studies, literacy, and mindfulness (think yoga!) for a uniquely KinderCare
way of learning the foundations of music.

Phonics Adventures® (2 – 4 Years)

Learning how to read is a whole lot of fun at KinderCare! We help kids grow to love
books and words (and get ready for kindergarten) in our Phonics Adventures program.
From discovering the basics of vowels to practicing poetry, kids learn all about letters
and sounds in small-group lessons made just for their age group. (Bonus: Kids who
attend our phonics program are more prepared than their peers for school—and we
have the data to prove it.)

After School Tutoring

Our Teachers

We’re the only company in early childhood education to select teachers based on natural talent. Being a great educator isn’t enough though.
KinderCare teachers are also amazing listeners, nurturers, boo-boo fixers, and smile-makers. Put more simply,
we love our teachers and your child will, too.

Meet just a few of our amazing KinderCare teachers!

A KINDERCARE TEACHER WITH

An Artist’s Heart

“My classroom is full of art!” says Mary Annthipie-Bane, an award-winning early childhood educator at KinderCare. Art and creative expression, she says, help children discover who they really are.

We put our best-in-class teachers in a best-in-class workplace. We’re so proud to have been named one of Gallup’s 37 winners of the Great Workplace Award.
When you put great teachers in an engaging center, your children will experience
an amazing place to learn and grow.

Family Stories

Don’t take our word for it. Hear what our families have to say about our amazing center!

• I have trusted my son to Westcreek KinderCare since he was six months old. He is now five years old and ready to begin school. I have happily watched him grow and learn so much over the last four years. In the fall, he will be entering a dual language program in our local school district. I have no doubts that he will excel thanks to the academic foundation he has built with KinderCare’s help. Thank you to Tara Bell (his current teacher) and the many other teachers who have contributed to his growth and success over the last few years.

  Dianna – KinderCare Parent

• I stayed at home with my daughter for the first two years of her life and I was always so scared to put her in child care. I was still very nervous until I saw how wonderful her current teacher, Miss Vickie, is with her. My daughter used to just cry and cry when she knew I had to leave her and it was very difficult for both of us. Once Vickie became her teacher, my daughter began running into her class to see her. She talks about Vickie when we go home, sings songs that she is taught, and even talks about her friends. I love how Vickie will hold and hug my daughter and tell her that she is special and that she loves her. I feel so comfortable leaving my daughter in her care!

  Chelsea – KinderCare Parent

Share Your Story


If you have a story about your experience at KinderCare,

please share your story with us
.

Who Are KinderCare Families?

They hail from hundreds of cities across the country from countless backgrounds, and proudly represent every walk in life. What our families have in common,
though, is the want to give their children the best start in life. We are so proud to be their partner in parenting.

Hear from just a few of our amazing KinderCare families.

A Globe-Trotting Family Finds A

Home in Houston

Four young children, four different passports, two languages, two full-time jobs…oh, and a few triathlons thrown in for good measure.
Meet the globe-trotting Colettas—a family on the go.

Frequently Asked Questions

What accreditations does KinderCare have?

We are your trusted caregiver. Our centers are state-licensed and regularly inspected to make sure everything meets or exceeds standards, including child-to-teacher ratios and safe facilities. Our centers aren’t just licensed—most are accredited, too! Find out more.

Do you offer part-time schedules at Westcreek KinderCare?

Everybody’s schedule is different. We’re happy to offer quality, affordable part-time and full-time childcare. Drop-in care may also be available. Reach out to your Center Director to learn more.

How does naptime work at Westcreek KinderCare?

Our teachers meet every child’s needs during naptime. Our teachers know how to get babies to nap. In fact, they are pros at getting children of any age to nap. Visit our article on “10 Ways We Help Kids Get a Great Daycare Nap” to learn more.

Do you support alternative diets?

We strive to be as inclusive as possible. To that point, we provide a vegetarian option at mealtime, take care to not serve common allergens and can adapt menus based on your child’s food sensitivities. If your child has additional needs, we’ll work with you to figure out a plan.

Are meals included in tuition? Can I choose to send my child with lunch?

We provide nutritious meals and snacks developed by a registered dietician to meet the needs of rapidly growing bodies and minds. If your child has special dietary requirements and you would prefer to bring in their lunch, please make arrangements with the center director.

Does my child need to be potty-trained?

Every child begins toilet learning at a different age. Until your child shows an interest in toilet learning, we’ll provide diaper changes on an as-needed basis. When your child shows an interest, we’ll discuss how to work together to encourage toilet learning.

Westcreek KinderCare (2023 Profile) – Fort Worth, TX

Overview
Student Body
Tuition and Acceptance Rate
School Notes
Frequently Asked Questions
Nearby Private Schools
School Reviews
Edit School Profile

School Overview

Student Body

Tuition and Acceptance Rate

School Notes

• Welcome to Westcreek Kindercare in Fort Worth.  We are very
  excited to meet you and your family.  We believe in
  developing the whole child with an emphasis on assisting your
  child’s growth and social, emotional, cognitive, physical,
  creative, and language development.
   
  Here at Westcreek KinderCare we believe it takes a team of quality
  professionals to raise a child.  Our parents consider us an
  extention of their family!  Your child will have a safe,
  secure, homelike learning environment with caring teachers to guide
  them.
• At Kindercare Learning Center, your child’s safety is one of our
  top priorities.  Not only are all our outer perimeter doors
  locked to ensure security but all our playgrounds are fenced with
  locked gates.  In addition, the front door has a coded entry
  where only autherized family members will have a code to
  enter.  We have a health and safety cordinator who
  completes daily, weekly and monthly tasks to ensure the health and
  safety of every child enrolled.  Every teacher has completed
  first aid and CPR training.  We strive to keep children safe
  and healthy every day at Westcreek KinderCare.
• Hours Of Operation: 6:00 AM to 6:30 PM, M-F
• Languages Spoken: American_sign_langugage, Spanish
• NACCRRA, Child Care Associates, ECI (Early Learning Intervention),
  parents go through the military or state or county No subsidy
  accepted for infants

Source: National Center for Education Statistics (NCES)

REQUEST FREE INFORMATION

Frequently Asked Questions

When is the application deadline for Westcreek KinderCare?

The application deadline for Westcreek KinderCare is rolling (applications are reviewed as they are received year-round).

School Reviews

Endorse Westcreek KinderCare. Endorsements should be a few sentences in length. Please include any comments on:

• Quality of academic programs, teachers, and facilities
• Availability of music, art, sports and other extracurricular activities
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February 13, 2023

Designing Assignments In The ChatGPT Era

AI (Artificial Intelligence), specifically ChatGPT, poses some serious challenges for teachers. We explore the importance of teaching students how to attribute the work and ideas of others.

January 16, 2023

ChatGPT: A Tool Or A Problem?

ChatGPT is fascinating and alarming educational professionals. So, I asked ChatGPT to explain itself.

December 22, 2022

How To Find The School You Want

Finding the right school for your child is a major project. However, if you tackle it methodically, you will get good results. Here’s a roadmap to finding the school you want.

The average private school tuition in Fort Worth, TX is $11,028 for elementary schools and $12,582 for high schools (read more about average private school tuition across the country).

The average acceptance rate in Fort Worth, TX is 86% (read more about average acceptance rates across the country).

5 Reasons Why You Might Change Schools

Admissions 101

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The sky was glowing pink Better pink than red, Al reminded us when we got scared again. As our grandfather liked to repeat, “the sun is red in the morning – the sailor is not to his liking; the sun is red in the evening – the sailor has nothing to fear. The cold wind picked up. Tears streamed down Al’s face, and I couldn’t stop shaking.

We held hands and walked towards the smell of the sea until the rows of high-rise buildings merged into one huge gloomy house where the killers of children lived. We didn’t see or hear anyone, as if we were back in the Land of Mirrors. Frightened, but unharmed.

Meanwhile, the smell of the sea grew stronger. The harbor smelled of grease, fuel oil, metal and salt. Seagulls woke up and crowed like roosters. We stopped near a dark wooden warehouse. In front of him were a crane from which a hook dangled from rusty chains, and a rocky slope that disappeared under the water.

The tide has come – the only time when you can go to the open sea.

El tightened her grip on my hand, and we looked around at the round buoys bobbing on the waves, the long pontoons, the white yachts with rattling iron masts, and the tanker on the horizon. Nothing suitable. We didn’t come here for this.

I rummaged through my backpack, took out my mother’s compact and dabbed Al’s cheeks.

“Your eyes are red,” I whispered.

“And you’re bleeding,” my sister reminded me in a hoarse voice, although I screamed more that night.

– What are you girls doing here in the middle of the night? In the blinding light of the lantern stood a stranger who looked exactly as Mom said: wrinkled, jagged, with a gray, shaggy beard. Old sea wolf.

“I am Ellis,” El said, and dug her nails into my arm, though her voice was as calm as harbor water. “This is my twin sister, Catherine.

– Yes, well?

The old man staggered closer and smelled of rum. I squared my shoulders bravely, trying to ignore my heart beating out of my chest.

– We are looking for a pirate ship – we want to join the team.

The stranger cursed – grandfather also used this word, although he preferred other expressions – and recoiled. His eyes were wide open, like on the ritual mask of the Grebo tribe from Côte d’Ivoire, in West Africa. We saw one in Grandpa’s encyclopedia.

– Stay here, don’t go anywhere!

– Is the ship sailing soon? El called after him, but he had already disappeared into the shadows of the warehouse.

The door creaked and slammed shut. El looked at me, coughed, and let go of my hand.

– Oh, Kat, we completely forgot about your sweater!

I was so frightened that I stopped breathing. Dropping her backpack, she threw off her coat and, with El’s help, she hurriedly pulled her sweater over her head, as if it were crawling with spiders. A wet rag fell on the stony ground, and I smelled a sour, warm smell.

– What are we going to do? El asked anxiously. – He’ll be back soon!

Sister ran around the warehouse, found a rusty mooring ring and began to tie a sweater to it, tightening the sleeves with sea knots. I rushed to help, although my frozen fingers almost did not obey. Throwing our cargo further into the turbulent waters of the harbor, El and I climbed the rocky slope, barely catching our breath and doing our best not to cry.

Suddenly the wind changed and pushed us off the edge. I smelled blood again, sour and dark.

“An experienced sailor will not leave the port on Friday,” I whispered.

– Today is Saturday, you fool! Al reminded me, squeezing my hand tightly.

But I knew that she was just as scared as I was, and I also wanted to return.

– Think we can handle it, Al?

We looked at the harbour, at the little island of Inchkit, at the tanker on the horizon. Shivering from the cold, they held hands and stood so close that they could hear the beating of each other’s hearts, and the sun slowly rose over the North Sea, flooding the sky with crimson. There was a wide, terrible smile on my sister’s face, which she held back as we wandered through the endless empty streets in the dark. Neither the siren, nor the creaking and slamming of the warehouse door could erase it. El continued to smile as if nothing had happened.

– We will never leave each other. Repeat!

“Never,” I whispered.

– As long as we are alive!

Footsteps were heard, someone swore loudly. The light of the lantern blinded us, and we no longer saw the harbor, only each other. El squeezed my hand even tighter and I swallowed nervously as I watched her smile harden and fade.

“We’ll take care of you,” another man assured, not the Old Sea Dog.

A woman with kind eyes and a less blinding flashlight stepped towards us, holding out her hand.

– Now everything will be fine!

* * *

That day our second life began.

PART I

Chapter 1

When my sister died, I was not with her.

Ross called, left a dozen voice messages, one more desperate than the other. I listened to a familiar voice that hadn’t changed a bit over the years, and I barely understood what he was talking about.

The tedious seven-hour wait at John F. Kennedy Airport is driving me crazy, and I turn on my laptop. I sit in a noisy bistro, forgetting my cheeseburger, and scroll through three reports on the BBC news site for Edinburgh, Fife and East Scotland. I guess I should be ashamed that the first thing I look at is a photo of Ross and only then at the bold headline: “Anxiety for missing woman from Leith grows.”

The first photo is captioned: “Day one, third of April”, although it is already night. The shot shows Ross striding along the low stone wall of the harbor between two silvery lampposts. He is clearly agitated: his shoulders are hunched, his fists are clenched. The photographer managed to capture the bright lights of the orange-and-blue rescue boat, Ross’s face turned to the frozen, furious wave crashing against the pier. In his messages, he mentioned that shortly after the disappearance of El, a storm broke out … You would think that I did not answer calls only because I did not know this terrible detail!

Pat Andrea – frwiki.

wiki

For the article of the same name, see Andrea.

Pat Andrea , born in The Hague on 25 June 1942 , is a Dutch painter and sculptor .

Summary

• 1 Biography
  • 1.1 Training
  • 1.2 Course
  • 1.3 Difference
• 2 exhibitions
• 3 Notes and references
• 4 applications
  • 4.1 Bibliography
  • 4.2 External links

biography

Pat Andrea (video screenshot from Audiovisual Encyclopedia of Contemporary Art ).

Education

From 1960 to 1965 Pat Andrea studied at the Royal Academy of Fine Arts in The Hague.

Route

In 1977, Jean Clair invited him to the exhibition “New Subjectivity” at the Autumn Festival in Paris, among others with Jim Dine, David Hockney, China, Raymond Mason, Olivier O. Olivier.

He went to Latin America and stayed in Buenos Aires where he stayed for several years.

Since 1989 he created his first bronze sculptures.

Pat Andrea teaches at the National School of Fine Arts in Paris.

Positioning himself “between Bacon and Balthus”, a friend of Pierre Desson, he developed a figurative picture, creating an ambiguous and gloomy universe.

Difference

In 2002 he was elected correspondent of the Institut de France Academy of Fine Arts.

Exhibitions

• 2003: “ Painting in Progress” , House of Arts and Culture, Créteil, with his workshop.
• 2007:
  • Het nieuwe verhaal , Puchri Studio, The Hague, group exhibition with Nazanin Pouyande, Jean-Philippe Paty, Ghasem Hajizade, Simon Pasieka, Leopold Rabus.
  • 48 canvases illustrating the work of Lewis Carroll (June to September) at the Château de Chenonceau, editorial collaboration with Éditions Diane de Selliers.
    

Lady Di Daycare South | CLIO MI CHILD CARE CENTER

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About the Provider

Description: LADY DI DAYCARE SOUTH is a CHILD CARE CENTER in CLIO MI, with a maximum capacity of 57 children. The provider does not participate in a subsidized child care program.

Program and Licensing Details

• License Number:
  DC250384231
• Capacity:
  57
• Enrolled in Subsidized Child Care Program:
  No
• Type of Care:
  Full Day Program. Food service, Infant/toddler, Preschool, School age
• Current License Issue Date:
  Oct 18, 2021
• Current License Expiration Date:
  Oct 17, 2023

Location Map

Inspection/Report History

Pinnacle Pointe Daycare Academy – Union City GA Child Care Learning Center

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Lady Di Daycare & Preschool

Lady Di Daycare & Preschool – Care.com Clio, MI Child Care Center

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The life and death of Lady Di: 10 facts about the Princess of Wales

She studied poorly

Until the age of nine, Diana was homeschooled. Then she was assigned to the West Hill Special School for Girls, but she could not study there. At the age of 16, Diana failed several exams at once, after which her father sent her to a school in Switzerland, but very soon she returned home to England.

Worked as an educator and cleaner

On her 18th birthday, her parents gave Diana a luxurious apartment in London, where she lived with her friends. At this time, Diana, who always loved children, got a job in a kindergarten and worked as a cleaner. nine0005

Wanted to be a ballerina

Diana had an excellent musical ear and loved ballet. She attended dance classes, and after becoming a princess, she supported the English National Ballet. Diana also swam well, played tennis and skied.

Her sister was the first to date Prince Charles

Diana was 16 years old when she first met Prince Charles, who was then dating her older sister Sarah. Only three years later, Charles drew attention to Diana. They got married when Diana was 20 and Charles was 32. nine0005

Chose an engagement ring from the catalog

Royal brides have always made wedding rings to order. Diana chose a ring from the catalog of the jewelry house Garrard . The ring was adorned with a 12 carat sapphire and 14 diamonds. Now this ring is worn by the wife of the eldest son of Diana William, the Duchess of Cambridge, Kate Middleton.

Messed up the groom’s name at the altar

The wedding of the century took place on July 29, 1981. 3.5 thousand people gathered in St. Paul’s Cathedral, another 750 million watched the ceremony on TV. At the altar, Diana mixed up the order of the prince’s names, calling him Philip Charles Arthur George. Also in her oath, for the first time in the history of the royal family, she did not use the word “obey”, which became a sensation in society. nine0005

Her son became the first royal heir to be born in a hospital

Diana and Charles’ first son was born in 1982, and Prince William was the first royal heir to be born in a hospital, having previously been born in a palace. Two years later, the couple’s second child, Prince Harry, was born in the same hospital. From that moment on, the royal marriage began to fall apart. By the way, Diana tried to give her sons an experience that was not accepted in the royal family: for example, she fired the nanny, she took the boys to Disneyland herself, they even went to McDonald’s. nine0005

I was afraid to ride and fell in love with the instructor

As a child, Diana fell off her horse and has been afraid to ride ever since. Riding instructor James Hewitt was originally brought in to train William and Harry, but he also helped Diana overcome her fear of horses. Later, a romance began between them. The marriage of Diana and Charles broke up in the early 1990s, it became a worldwide sensation. In an interview, the ex-spouses accused each other of cheating, while Charles publicly spoke about his long-standing romance with Camilla Parker-Bowles. nine0005

Wanted to be the “queen of hearts”

Diana said that her only talent was the ability to take care of other people. It was her charity work that made her so popular not only in the UK, but throughout the world. Diana became one of the first dignitaries who drew public attention to the problem of AIDS. She publicly shook hands with infected people, trying to change the world’s perception of this disease. Diana worked in palliative care, oversaw a leper colony, helped the homeless, and was a patron of several hospitals. She has supported over 100 charitable foundations. During her visit to Moscow, Diana visited an elementary school, the Tushino Children’s Hospital and opened a branch of a fund to help disabled children. nine0005

Was buried on the island

Diana died in a car accident in 1997, she was 36 years old. In the car, she was with her lover, millionaire Dodi Al-Fayed. There are several versions of the causes of the accident, ranging from the drunkenness of the driver and the lovers’ attempt to hide from the paparazzi to conspiracy theories of a planned murder. During the investigation, it was reported that no one in the car was wearing seat belts. The broadcast of the funeral of the “people’s” princess was watched by 2.5 billion people. Diana was buried in the family estate of the Earl Spencer family on a small island. nine0005

Photo: Fox Photos / Stringer / Getty Images, Princess Diana Archive / Stringer / Getty Images, Tim Graham (x2) / Contributor / Getty Images, Anwar Hussein / Contributor / Getty Images, Tim Graham (x3) / Contributor / Getty Images, Ralf-Finn Hestoft / Contributor / Getty Images

Princess Diana | Biography Lady Diana | Photo | Personal life

Biography of Princess Diana

In childhood, the life of the future lady Diana was more like a fairy tale: Diana spent all the years before her marriage in Sendrigem, the Spencer-Fermoy family castle. Her parents were Viscount and Viscountess Aldtrop, Edward and Francis Spencer. nine0005

But only outwardly such a childhood could be envied. When Diana was only six years old, her parents realized that they could no longer live together, this was followed by a painful and so ignoble for the whole family process of divorce. The father and mother were more concerned with their differences than with the upbringing of their children; most often there were nannies nearby. All this together was perceived by Diana, as well as her brothers and sisters, with inexpressible bitterness.

Diana’s school years began with such experiences, but in the future she showed herself as an addicted girl – she went in for dancing, sports, and drawing. At 16, Diana first met Prince Charles, who at that time was courting Sarah Spencer, her older sister. nine0005

Personal life Lady Diana

When she came of age, Diana received an apartment in London from her father, in which she settled for an independent adult life. She worked as a teacher in a kindergarten, as a nanny and even as an apartment cleaner.

In November 1979, Diana was invited to hunt with representatives of the royal family, where Prince Charles paid special attention to her – it was then that she became his chosen one.

In February 1981, the Prince proposed to Lady Diana, which, as you might guess, was accepted. nine0005

On July 29, 1981, the wedding took place, which is rightfully considered the wedding of the century: at a ceremony in St. Paul’s Cathedral, Lady Diana became a member of the royal family and the lawful wife of Prince Charles. The marriage was happy at first, in 1982 Princess Diana gave birth to a son, William, two years later, Prince Harry was born.

By 1990, disagreements began in the relationship between Diana and Charles – the princess was surrounded by people’s love, which Charles did not use on such a scale. He, in turn, resumed a relationship with his longtime and secret love, Camilla Parker-Bowles, which in the following years led to erratic romances in Diana’s personal life. nine0005

Since 1992, the bonds of marriage hardly connected Diana and Charles – they officially began to live separately. In 1995, a divorce followed, after which Diana did not lose the title of Princess of Wales.

After Diana’s death, journalists got access to her personal video diaries, in which Diana complains about the unbearable situation of her deceived wife. Dirty evidence of her husband’s infidelities leaked into the press every now and then: transcripts of slippery telephone conversations, paparazzi photos. However, the prince got away with his betrayal. nine0005

Throughout her life, Lady Diana struggled with a hereditary disease – bulimia (an eating disorder), and against the background of nervous experiences and stress, it was torture to restrain herself.

Princess Di’s activities

After the divorce, Diana took up charity work in earnest, and she really managed to change the world for the better. She directed her efforts to the fight against AIDS, cancer, turned her help to children with heart defects. Her charity work was so versatile that Diana was even able to raise the issue of the use of anti-personnel mines and their danger. Diana could respond to any request for help and often answered letters from ordinary people who told her about their troubles. nine0005

But the selfless desire to help could not change her own fate – on August 31, 1997, together with her new lover, the son of the Egyptian billionaire Dodi al-Fayed, Diana ended up in Paris, where they both had a car accident while driving through the Alma tunnel. According to the official version, Diana’s driver was unable to taxi out of a sharp turn in the tunnel, escaping from the paparazzi chase.

Language development: children 0-8 years

Language development in children: what you need to know

Language development is an important part of child development.

It supports your child’s ability to communicate. It also supports your child’s ability to:

• express and understand feelings
• think and learn
• solve problems
• develop and maintain relationships.

Learning to understand, use and enjoy language is the first step in literacy, and the basis for learning to read and write.

In their first few years, children develop many of the oral language skills that help them to learn to read when they go to school. And they keep developing language skills throughout childhood and adolescence.

How to encourage early language development in children

The best way to encourage your child’s language development is to do a lot of talking together about things that interest your child. It’s all about following your child’s lead as they show you what they’re interested in by waving, babbling or using words.

Talking with your child
From birth, talk with your child and treat them as a talker. The key is to use many different words in different contexts. For example, you can talk to your child about an orange ball and about cutting up an orange for lunch. This helps your child learn what words mean and how words work.

When you finish talking, pause and give your child a turn to respond.

As your child starts coo, gurgle, wave and point, you can respond to your child’s attempts to communicate. For example, if your baby coos and gurgles, you can coo back to them. Or if your toddler points to a toy, respond as if your child is saying, ‘Can I have that?’ For example, you could say ‘Do you want the block?’

When your child starts using words, you can repeat and build on what your child says. For example, if your child says, ‘Apple,’ you can say, ‘You want a red apple?’

And it’s the same when your child starts making sentences. You can respond and encourage your child to expand their sentences. For example, your toddler might say ‘I go shop’. You might respond, ‘And what did you do at the shop?’

When you pay attention and respond to your child in these ways, it encourages them to keep communicating and developing their language skills.

Reading with your child
Reading and sharing books about plenty of different topics lets your child hear words used in many different ways.

Linking what’s in the book to what’s happening in your child’s life is a good way to get your child talking. For example, you could say, ‘We went to the playground today, just like the boy in this book. What do you like to do at the playground?’ You can also encourage talking by chatting about interesting pictures in the books you read with your child.

When you read aloud with your child, you can point to words as you say them. This shows your child the link between spoken and written words, and helps your child learn that words are distinct parts of language. These are important concepts for developing literacy.

Your local library or mobile library is a great source of books.

If your family speaks two languages, you can encourage your child’s language development in both languages – for example, English and Spanish. Bilingual children often have language skills similar to their peers by the time they’re in primary school.

Language development: the first eight years

Here are just a few of the important things your child might achieve in language development between three months and eight years.

3-12 months
At three months, your baby will most likely coo, smile and laugh. As they grow, your baby will begin to play with sounds and communicate with gestures like waving and pointing.

At around 4-6 months, your baby will probably start babbling. Baby will make single-syllable sounds like ‘ba’ first, before repeating them – ‘ba ba ba’.

Babbling is followed by the ‘jargon phase’ where your child might sound like they’re telling you something, but their ‘speech’ won’t sound like recognisable words. First words with meaning often start at around 12 months or so.

If your baby isn’t babbling and isn’t using gestures by 12 months, talk to your GP or child and family health nurse.

Find out more about language development from 3-12 months.

12-18 months
At this age, children often say their first words with meaning. For example, when your child says ‘Dada’, your child is actually calling for dad. In the next few months, your child’s vocabulary will grow. Your child can understand more than they can say. They can also follow simple instructions like ‘Sit down’.

18 months to 2 years
Most children will start to put two words together into short ‘sentences’. Your child will understand much of what you say, and you can understand most of what your child says to you. Unfamiliar people will understand about half of what your child says.

If your child doesn’t have some words by around 18 months, talk to your GP or child and family health nurse or another health professional.

Find out more about language development from 1-2 years.

2-3 years
Your child most likely speaks in sentences of 3-4 words and is getting better at saying words correctly. Your child might play and talk at the same time. Strangers can probably understand about three-quarters of what your child says by the time your child is three.

Find out more about language development from 2-3 years.

3-5 years
You can expect longer, more complex conversations about your child’s thoughts and feelings. Your child might also ask about things, people and places that aren’t in front of them. For example, ‘Is it raining at grandma’s house, too?’

Your child will probably also want to talk about a wide range of topics, and their vocabulary will keep growing. Your child might show understanding of basic grammar and start using sentences with words like ‘because’, ‘if’, ‘so’ or ‘when’. And you can look forward to some entertaining stories too.

Find out more about language development from 3-4 years and language development from 4-5 years.

5-8 years
During the early school years, your child will learn more words and start to understand how the sounds within language work together. Your child will also become a better storyteller, as they learn to put words together in different ways and build different types of sentences. These skills also let your child share ideas and opinions. By eight years, your child will be able to have adult-like conversations.

Find out more about language development from 5-8 years.

When to get help for language development

You know your child best. If you have any concerns about your child’s language development, ask your child and family health nurse, GP or paediatrician. They might refer you to a speech pathologist.

Early Childhood Language Development | Key Strategies

Speech, language, and communication are critical areas of development for children. They play a vital role throughout our lives, helping us to understand what is going on around us, communicate our basic needs and feelings, hold conversations, think and learn, develop relationships, solve problems, and more. They also support many other aspects of development, including cognitive, social, and literacy development.

Research has found, however, that in some areas, more than 50% of children entering reception have language levels below what is expected for their age. Since the beginning of the COVID-19 pandemic, this statistic has likely worsened as language development has regressed for many children, leaving them behind their peers.

Both parents and early years workers could play a significant role in helping to improve children’s language development and outcomes. To aid you in doing this, in this article we will cover the stages of normal language development, why it is so important, how to recognise potential speech problems, and what you can do to support young children’s language.

The contents of this article are as follows:

• What Does Normal Language Development in Early Childhood Look Like?
• Why is Speech and Language Development Important?
• How Do I Recognise Speech Disorders in Children?
• Strategies to Support Language Development

What Does Normal Language Development in Early Childhood Look Like?

Speech and language development involves four main components:

• Phonetics and phonology: learning to pronounce speech sounds, as well as understanding the rules about which sound sequences occur in the language.
• Semantics: learning vocabulary and understanding how concepts map onto words – for example, does ‘dad’ mean any man? Or any man with a beard? Or just one particular man?
• Syntax and morphology: the rules for how to arrange words in sentences (for example, a verb normally comes second, rather than last), and how to change things like tense, voice, or number – for example, is the plural of ‘sheep’ ‘sheeps’?
• Pragmatics: learning social rules for using language, including adapting your language for who you’re talking to, taking it in turns to speak, and staying on topic. This also includes learning non-verbal communication – including facial expressions, gestures, and tone of voice – and how this interacts with the words we’re saying.

As you can see, learning how to communicate is quite complicated. The good news is that children are programmed to be able to do it, but they do need lots of input from adults to be able to kickstart this process. This also needs to be direct, face-to-face input from a real human being; children can’t learn language effectively from TV or computer games, even if they are ‘educational’ (Kuhl, 2007 and others). As a result, the more you talk to a child (or baby) and support their language, the more progress they will make.

We use milestones to get a sense of what normal language development looks like – this is a more accurate way of measuring than attempting to compare one child with another, because all children are different. Understanding each milestone of development will help you to choose the right strategies to support a child with their speech and language.

Ages and Stages of Language Development

Babies start learning to recognise language even while they’re in the womb. Research has shown that they remember stories that they were read while they were in utero, as well as recognising their mother’s voice (DeCasper and Fifer, 1980, 1986; Kisilevsky et al., 2003).

Once they’re born, their development tends to progress through the following stages:

Age	Characteristics of Stage
3-12 months	Cooing, smiling, and laughing Playing with sounds – babbling (e.g. da, da, da) Communicating with gestures like waving and pointing Sounding like they’re talking, but not using recognisable words
12-18 months	Saying their first words with meaning – for example, saying ‘mama’ to call for their mum Understanding many more words than they can say, including instructions like ‘sit down’ Mostly using nouns in their speech, such as ‘car’ or ‘duck’ By 18 months, using between 50 to 150 words
18 months to 2 years	Combining words in telegraphic speech (e. g. ‘me go’, ‘dada throw ball’) Using simple pronouns (‘me’, ‘I’, and ‘you’), but often confusing ‘me’ and ‘I’ Naming objects that they see regularly Responding to simple commands like ‘pick up your coat’
2-3 years	Beginning to say longer sentences of three or four words Using some plurals and past tenses Talking about what they’re doing as they do it Conversation skills improve – they respond to you more often
3-4 years	Speaking more clearly – strangers can mostly understand them Asking ‘who’, ‘what’, and ‘why’ questions
4-5 years	Using more complex sentences with words like ‘because’, ‘if’, ‘and’, or ‘when’ Telling stories and simple jokes Being able to answer questions about stories Being able to follow requests

We have only mentioned a few aspects of each stage here – for a more detailed list, see our article ‘Why is Child Development So Important in Early Years?’ or take our course on Supporting Speech and Language Development in Early Years.

Communication and Language in the EYFS

If you are an early years worker, you can also use the Early Years Foundation Stages (EYFS) to measure a child or baby’s development. The early learning goals for communication and language are:

• Listening and attention – including the ability to discriminate sounds and maintain and monitor attention in a shared context, and being able to anticipate key events in stories.
• Understanding – first words in context, then phrases, and gradually more complex sentences, as well as questions like ‘how’ and ‘why’.
• Speaking – being able to express their feelings, needs, wants, thoughts, ideas, past experiences, and pretend play events.

Children are expected to achieve these goals when they have turned five years old. Ofsted inspectors will check to see whether early years practitioners are using adequate strategies to help children develop their communication and language skills. We will provide some ideas of strategies you can use later in this article.

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Why is Speech and Language Development Important?

We have already mentioned that speech and language development is vital in a child’s life, but a more detailed list of the benefits associated with it includes:

• Providing a foundation that they can build on at school. Children need to develop their speech and language before they can learn to read, and language is the main way that information is transferred from teachers to students, learnt, and understood.
• As a result of the above, children’s early vocabulary is a predictor of their later educational outcomes, particularly reading comprehension and decoding (e.g. Bleses, Makransky, Dale, Højen, & Ari, 2016). Smaller vocabulary sizes in the early years lead to worse academic performance later on.
• Language development is hugely important for children’s overall development – for example, it supports cognitive advancement.
• It helps children to form friendships. Using language facilitates them having meaningful interactions with those around them.
• It enables them to communicate their needs better, reducing frustration (and, in turn, tantrums or outbursts).
• Children are able to make more sense of the world around them. Language is tied to our thoughts and the way we perceive the world – when we are able to describe what is going on around us in words, this helps us to understand it.

As a result, it is important to do whatever you can to help the children and babies in your care to improve their communication and language skills.

Want to learn more?

Our course on Supporting Speech and Language Development in Early Years explains what typical development in this area looks like, discussing a range of support strategies approved by speech and language therapists, and going into detail about speech, language, and communication needs – including what causes them, warning signs, and how to help children who you know or suspect might have them. Have a look at our course library to see this and other courses that we offer.

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How Do I Recognise Speech Disorders in Children?

As with all types of development, things can go wrong when children are learning to communicate. This could be due to difficulties with learning, cognition, hearing, or sight, or a poor learning environment with little interaction with adults. In this section, we will describe the different types of language problems, their symptoms, and what you should do if you suspect a problem.

Types of Language Problems

Children might experience any of the following issues:

• Language delay – where they are developing along the normal lines, but are slightly behind the average in achieving each milestone. This is the most common developmental delay in children, and more than half of language delays in children under three resolve themselves.
• Developmental Language Disorder – where they have problems either understanding language (receptive language delay) and/or using words themselves (expressive language delay). This might be misdiagnosed as poor behaviour, poor listening, or inattention.
• Speech sound problems – where children find it difficult to produce a certain sound – for example saying ‘wadio’ instead of ‘radio’ (articulation disorder) – or they make a pattern of sound mistakes, such as consistently saying only one syllable in a word, like ‘bay’ for ‘baby’, or changing certain consonants in lots of different words, such as ‘tat’ for ‘cat’ and ‘toffee’ for ‘coffee’ (phonological process disorder).
• Fluency – where children stutter or stammer. This might happen at the beginning of a word, such as ‘li-li-like’, could involve speech having to completely stop, or could be the repeated interruption of speech with ‘um’ or ‘uh’. Children under five quite often stutter as they’re learning to speak, and this comes and goes. However, one in five children have a stutter that is more severe.
• Attention and listening problems – where children are unable to concentrate on speech and filter out background noise effectively, leading to them ignoring speech, interrupting, or being easily distracted.

Being aware of the different types of language problems will help you to communicate the problem to a professional, if necessary, as well as giving you an idea of how you can help in the meantime.

Symptoms of Language Problems

Symptoms that could indicate a language problem include:

• Lack of attention when being spoken to – easily distracted.
• Failing to carry out simple tasks or instructions (when old enough to understand these instructions).
• Poor eye contact.
• Speech that is extremely difficult to understand – only comprehensible 50% of the time.
• Uninterested in being read to.
• Repeating the same thing over and over again.
• Avoiding conversations.
• Consistently making speech sound errors over a long period of time.
• Not speaking at all by 18 months of age, or not understanding speech by this age.
• Not recognising or labelling common objects.
• Difficulty learning nursery rhymes or simple songs.

It is not always a problem if children do not meet milestones ‘on time’ – there is a huge range within normal development. However, if you are worried that a child is behind where they should be, making a list of when they do achieve each milestone will help you see whether there is a pattern.

Be aware that language development will be slightly different for English as an Additional Language (EAL) children. Having less exposure to English will mean that they develop more slowly – they are not necessarily delayed, they just haven’t heard enough of the language to learn it yet.

What Should I Do if I Suspect a Problem?

It’s important to act if you suspect a language problem, because delayed language development can cause frustration for you and the child, as well as difficulties learning and making friends, and behavioural problems. On the other hand, early intervention can be extremely helpful and mitigate any effects of the delay or disorder.

If you are worried about a child’s language development, the first step is to talk to your GP – if you are not the child’s parent, you may wish to tell the parents your concerns and suggest that they book an appointment. You don’t need to try and diagnose the problem that the child is experiencing, but giving the GP or parents an idea of the symptoms would be useful.

The GP will refer the child to a speech and language therapist, if necessary. The speech and language therapist can decide what can be done to help, and what the potential for change is (their speech therapy goals). They might give parents exercises to do with the child, or have one-to-one sessions with them.

There are often long waiting times for intervention, so in the meantime it’s important that you use all the strategies we will list in the next section to ensure that the child has as much support as they possibly can. Try to understand the problem thoroughly so that you can be empathic and make it easier for the child.

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Strategies to Support Language Development

We have put together eight strategies that you can use to encourage children to develop their language. You may already use some of these strategies, or may need to change what you are doing slightly to maximise the learning opportunities you give to the children and babies around you. Whatever you can do will be helpful in giving them the best outcomes possible.

1. Be a Good Role Model

Since children often learn by observing and copying adults, you need to ensure that you are modelling good speech and language skills as much as possible, including:

• Speaking slowly, so that children have time to process the information you give them, as well as clearly and calmly.
• Using short sentences so that they aren’t overwhelmed with language
• Making eye contact, getting down to the child’s level if necessary.
• Modelling the right pronunciation and sentence structure, making sure to enunciate each word and sound – for example, it helps children learning to speak if you say ‘going to’ rather than ‘gonna’.
• Not using ‘baby words’ – children will need to learn the adult version from somewhere, and if you model it for them, they’ll learn it more quickly.
• Labelling objects and actions around you to teach them more vocabulary – for example, ‘look at that dog!’.
• Listening carefully when children are talking to you – give them your full attention.
• Not interrupting when they are speaking.
• Giving them opportunities to respond by leaving pauses after your sentences – this helps them learn turn-taking in conversations, but also gives them time to think and anticipate your next sentence.
• Making signs, gestures, or actions as you speak to help convey your meaning.
• Using expressive language to discuss objects, actions, and emotions – for example, ‘that’s a beautiful picture!’, ‘look at that tall tower!’. This will help children to expand their vocabularies.

Being a good role model only requires you to adapt your behaviour slightly, and can have extremely rewarding results.

2. Read to Them

Reading in early years is extremely effective for language development – it also has many other benefits, as you can find out in our article ‘Why is Reading Important for Children?’. Try to read books every day if you can – it is even useful for babies under six months, but is particularly effective as they get older.

When you read, point to the words as you say them. This helps the children link the spoken word to the written word, and will aid their literacy development later on. Talk about each page to encourage the child to speak – for example, you could say ‘that’s a lot of food – what’s your favourite food?’.

Engage them in the book by using intonation, pointing to pictures, and letting the child guess what will happen next. Toddlers might want you to read them the same book over and over again – this is great for getting them to really absorb the language, and testing whether they can finish the sentences for you. Alongside their favourites, read children books on different topics, particularly as they get older, so that they broaden their vocabularies. Talk about words that they aren’t familiar with, asking them if they know what it means, and explaining it if not.

3. Talk Together

Naturally, talking to a child as much as you can will assist their language development. It’s important to talk to them even when they can’t talk to you – from birth, you should chat about what you’re doing and ask them questions, responding to any gestures or noises they make as if they’ve spoken a sentence. This teaches them how conversations work, and exposes them to lots of vocabulary and sentence structures to become familiar with.

To make your conversations even more impactful, think about:

• Talking to infants in a singsong, high-pitched voice. They are more likely to tune into this and listen to what you’re saying, thus accelerating their language development.
• Addressing them by name to get their attention before you speak (and teach them their name!).
• Expanding what children say by repeating and building on it. For example, if they say ‘car’, you could say ‘yes, look at that red car over there’. Giving the child complete sentences helps them to learn more about grammar.
• Using parallel talk and self-talk. Parallel talk involves talking about what the child is doing – for example, ‘you are wearing a nice blue dress today’ or ‘you are playing with the toy giraffe’. Self-talk involves talking about what you are doing, such as ‘I am tidying up the toys because it’s almost time to go home’. This helps teach children to pay attention to cues and predict what will happen next.
• Being positive. If children make an error with their language, you should still say ‘well done’ or ‘yes’ – it takes a lot of effort to learn to talk, and they will need lots of encouragement. You can then repeat what they said, correcting the error; they will learn gradually by hearing you produce the correct forms. For example, if a child says ‘her got dog’, you could say ‘yes, she has a dog’.
• Choosing topics to work on each half-term. Some vocabulary will come up naturally in conversation, but by choosing a topic (such as daily routines, animals, body parts, food and drink, or colours) you could teach children even more words! The repetition of the same topic over a number of weeks will also make it more memorable.

4. Sing with Them

Singing is particularly important for babies and younger children – it can really help their language development by supporting them in differentiating sounds, recognising rhymes, improving their memories, and broadening their vocabularies. Just as with reading, pause before the end of a song line, getting the children to fill in the gap – for example, ‘twinkle, twinkle, little… (star)’.

You could make up your own songs, or ask older children to do so. If they’re silly, the children might enjoy and remember them even more!

5. Play Describing, Guessing, and Turn-Taking Games

Games are great language activities that you can try out. You could try:

• Getting the children to feel a hidden object and describe it so that the others can guess what it is.
• Playing ‘what am I?’, where you describe an object and the children have to guess it – for example, ‘I have four legs and I’m a pet, I like to bark’.
• Playing I Spy.
• Sitting in a circle and taking it in turns to pass something around, only speaking when it’s your turn. You could get everyone to answer a question (such as ‘what is your favourite food?’) this way. It also helps to build attention and listening skills, which are vital to good communication.
• Asking children to wait until you say ‘go’ to do something, such as knock down a tower or make lots of noise. Again, this improves their attention and listening skills.

There are also lots of other games that could be just as fun as these suggestions – see what you can come up with!

6.

Encourage Pretend Play

Pretend play helps children to broaden their vocabularies – you could get them to dress up as characters from their favourite book, make up their own stories, or try role-play using some simple props.

During the play, encourage the child to name the objects that they’re using and ask them questions like ‘what are you doing now?’, ‘where’s teddy’s hat?’. You could give them simple instructions within the play, such as ‘put teddy down’, making them more complicated for older children (‘make your dolly sit on the chair’).

7. Explore Rhymes

Rhymes are key for language development, just like singing. In addition to helping children to differentiate sounds and learn more words, rhymes increase phonological awareness skills and prepare children for learning to read.

You could play games – such as coming up with a word that the children have to find lots of rhymes with – or make up poems together. Reading rhyming stories is another good way to incorporate it into everyday life.

8. Create a Language-Rich Environment

To maximise opportunities for language development, ensure that the environment around you is conducive to good communication. This means:

• Keeping it organised and uncluttered. Research has shown that tidy rooms help children to learn better.
• Having displays on the walls that are colourful, include words, and are interesting to look at (but not overwhelming). This is useful for older children who might be beginning to match the spoken word with the written word.
• Having plenty of books available that are age-appropriate and appealing.
• Ensuring it isn’t too noisy or there are ‘quiet spaces’ available. To develop communication skills, children need to be able to hear properly – you could use tents or dens to create areas where children could talk to each other, as well as making sure the general volume isn’t too high when you have conversations.

We hope that these eight strategies will give you a good starting point for supporting language development.

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Language development in the early years is crucial for children’s outcomes later on – by using supportive language strategies and learning to recognise potential problems, you can help them to achieve the best outcomes possible. We hope you have found this article helpful!

Further Resources:

• Supporting Speech & Language Development In Early Years Course
• Why is Reading Important for Children?
• Education Training Courses
• Child Development in Early Years

How to support the development of speech in a child with autism?

02/25/13

Five principles to help parents develop their child’s speech on their own

yourself in one of these parents. You suspect that your child has a speech delay. He’s on a six-month waiting list to see a specialist, but you want to help him now. Or your child has already been diagnosed with a speech delay, but you do not want to be limited to classes with a specialist and are looking for an opportunity to help him at home. Here are some strategies that can be used at home to help develop your child’s speech: take the child’s initiative, take turns, act according to your child’s level, wait for his answer, be attentive to any attempts to communicate.