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THE Top 10 Daycares in Auburn, IN

Daycares in Auburn, IN

Description:

Kid’s Alley Day Care is a child care facility located at 407 Hawthorne Pl. Auburn, IN. Their establishment opened in the year 2003. The school provides age-appropriate and challenging activities that aim toenhance the physical, social and intellectual development of children….

Mildred Creech

2830 County Road 36, Auburn, IN 46706

Costimate: $192/wk

Description:

Mildred Creech has been serving the community around Auburn, Indiana since 1996. She runs a childcare facility that caters to children of all ages in a safe, secure and nurturing environment. Mildred Creechalso provides engaging activities that are fun as well as educational, which also help in the development of children’s physical skills, mental sharpness and physical abilities….

Description:

Creative Play School is a part-time enrichment program that is offered to children ages two to five years old. This program is available from September through May and provides lessons in music, art, Spanish,chapel, library and kindergarten readiness skills. Creative Play School is a ministry of County Line Church in Auburn, Indiana….

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FAQs for finding daycares near you in Auburn, IN

What are the benefits of daycare near me in Auburn, IN?

Daycare centers near you in Auburn, IN offer a number of benefits to both children and their parents or guardians. For the kids, daycare is an opportunity to learn coping and social skills, explore the world, and form relationships with other children – all while staying active and stimulating their minds with educational activities. For parents and guardians, daycare often provides peace of mind that their children are supervised in a safe and nurturing environment with skilled professionals on board to tackle responsibilities such as discipline, problem solving strategies, and nutrition. All in all, daycare is a valuable resource for families by providing quality childcare and early childhood education services.

What services do daycare centers offer near me in Auburn, IN?

Daycares near you in Auburn, IN provide a range of services that allow children to grow and develop in safe, secure environments. Daycare centers are staffed by qualified professionals who create a caring atmosphere that teach kids lessons fundamental to their well-being, and typically include activities such as playtime, meals, and learning opportunities designed to prepare young minds for the world ahead.

What should I look for in a daycare center near me in Auburn, IN?

Finding the right daycare center near you in Auburn, IN for your child can be an overwhelming experience, but the process can be streamlined with a clear understanding of what to look for. It’s important to consider factors such as certification and accreditation, as well as any health and safety protocols that are in place. Factors such as cost, accessibility, and the quality of care provided are sure to be top of mind as well, and ultimately, selecting the best daycare center will depend on finding one that meets your expectations and your child’s specific needs.

What questions should I ask when looking for a daycare for my child near me in Auburn, IN?

Some questions you might consider asking daycare centers near you in Auburn, IN include: What are the teacher-to-child ratios? What types of activities do you plan as part of the daily program? Is there an outdoor play area and what safety regulations are in place regarding that space? How often is communication provided to parents regarding their child’s progress or issues that arise? Be sure to ask specifics about any policies related to enrollment fees, tuition payments, health and vaccination requirements and anything else that is important to you and your family as well.

Child Care Centers and Preschools in Auburn IN

Child development centers in Auburn vary in size as well as in scope. While some offer progressive curriculums and the latest advancements for preschools, others are more intimate daycare centers that take a more relaxed approach to childcare.
Whatever your priorities, finding the right daycare center for your child is important. We’ve made the seemingly overwhelming task easier by collecting basic information such as size, location, and licensing information for child development centers in Auburn into a single location.
Simply click on the links below to learn more about Auburn childcare centers that are dedicated to providing families with safe, quality childcare.
You can also read reviews about various childcare providers to learn more about which is the right choice for your family. We always welcome comments and corrections, to better the browsing experience on our site.

You may also want to check out 2 family child care providers and group home daycare in Auburn Home Daycare.

TLC Preschool

Auburn, IN 46706 | (260) 925-6544

TLC Early Learning is a Reggio-inspired, play-based program that incorporates the standards established by the Indiana Early Childhood Foundations. We encourage children to be independent and take a vital role in making choices about their learning. …

YMCA of DeKalb Co Early Learning Center

Auburn, IN 46716 | (260) 333-0533

YMCA of DeKalb Co Early Learning Center is a Licensed Center in Auburn IN, with a maximum capacity of 76 children. This child care center helps with children in the age range of Infant; Toddler; Two-Six. The provider does not participate in a subsid …

James R Watson Elementary Preschool

Auburn, IN 46706 | (260) 920-1014

James R Watson Elementary Preschool is a Unlicensed CCDF Certified Center/School in Auburn IN. The provider does not participate in a subsidized child care program.

McKenney Harrison Elementary Preschool

Auburn, IN 46706 | (260) 920-1015

McKenney Harrison Elementary Preschool is a Unlicensed CCDF Certified Center/School in Auburn IN. The provider does not participate in a subsidized child care program.

Early Learning Ministry

Auburn, IN 46706 | (260) 925-2006

Early Learning Ministry is a Unlicensed Registered Ministry in Auburn IN. The provider does not participate in a subsidized child care program.

First United Methodist School of Early Learning

Auburn, IN 46706 | (260) 925-0885

First United Methodist School of Early Learning is a Unlicensed Registered Ministry in Auburn IN. The provider does not participate in a subsidized child care program.

School Age Childcare at the YMCA of DeKalb Co.

Auburn, IN 46706 | (260) 333-0533

School Age Childcare at the YMCA of DeKalb Co. is a Unlicensed Registered Ministry in Auburn IN. The provider does not participate in a subsidized child care program.

St. Mark’s Early Learners Montessori School

Auburn, IN 46706 | (260) 925-3882

St. Mark’s Early Learners Montessori School is a Unlicensed Registered Ministry in Auburn IN. The provider does not participate in a subsidized child care program.

Thank you for using ChildCareCenter.us. We are constantly enhancing our website to better service you.
Please check back frequently for more updates. If you have any suggestions, please contact us.
We appreciate your business and feedback very much.

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Indiana Resource Center – American Liver Foundation

Our Mission

ALF promotes education, advocacy, support services, and research for the prevention, treatment, and cure of liver disease. ALF Heartland provides a wide range of these services, including information and referrals, educational programs, support groups, exciting fundraising events, and many volunteering opportunities.

For assistance with liver disease, please contact our Help Center using Live Chat at the bottom of your browser window or call us at (800) 465-4837 Monday through Friday 9:5 AM ET or email info@liverfoundation. org .

Covid-19.

IN.gov Novel Coronavirus (COVID-19)

Support Groups

Support groups provide a place for people affected by a similar illness or circumstance to give and receive support and share their experiences.

Not all support groups are served by health professionals. Some support groups are supported by third parties and individuals in this region.

ALF has also identified virtual online support groups that you can access by visiting this page.

Golden Chestnut

Hip on Hep C

1316 East 7th Street
Meeting Room
Auburn, IN 46706

Answers: Third Friday of the month 6:06
Tel: (260-515-5130)
Website: https://www.facebook.com/Hip-on-Hep-C-Support-Group -125742274180781/info/
Email: [email protected]

Contact Christy Souper for more information.

Fort Wayne

Alpha-1 Foundation Support Group

The Alpha-1 Foundation has over 80 national support groups for liver and lung alpha patients. Please call for more information, including dates and times for support groups, or check www.alpha1.org

Tel: 515-745-2043 (260-450-7911)
Website: www.alpha1.org
Email Email: [email protected]

Contact Tom Corron and Orlan Holmes (Support Leaders) for more information, http://www.alpha1.org/Alphas-Friends-Family/Support/Support- Groups

Indianapolis

Alpha-1 Foundation Support Group

The Alpha-1 Foundation has over 80 national support groups for liver and lung alpha patients. Please call for more information, including dates and times for support groups, or check www.alpha1.org

Tel: 317-616-6468 (317-215-4377)
Website: www. alpha1.org
Email Email: [email protected]

Contact Rosanne Reed and Debbie Bookout (Support Team Leaders) for more information, http://www.alpha1.org/Alphas-Friends-Family/Support/Support- Groups

Indiana University Health Transplant Support Group

Indiana University Health University Hospital
iuhealth.org/transplant
Indianapolis, IN

This group is a virtual meeting place for patients, families and caregivers at any stage before and after transplantation. The group meets for education, emotional support and exchange of information related to organ transplantation. Meetings are hosted by members of the IU Health Transplant Behavioral Health Team to help provide information on:

• Transplant study
• Personal adjustment experience for patients
• Meeting the needs of carers
• Stress management strategies for patients and families

Meetings are free, no registration required. All families and patients who have had/are planning an organ transplant are welcome.

Answer: 12 – 1 pm

• Thursday 1st – General Support Group: Patients, Families & Carers
• 2nd Thursday – Caregivers Support Group
• Thursday 3rd – General Support Group: Patients, Families and Carers

Tel: (317) 944-7320

Contact Pat Wilkins (Administrative Assistant Transplant Psychology) for more information. A link to join an online Teams meeting will be emailed to you.

Alpha-1 Foundation support group

The Alpha-1 Foundation has over 80 national support groups for liver and lung alpha patients. Please call for more information, including dates and times for support groups, or check www.alpha1.org

Tel: 219-765-7801
Website: www.alpha1.org
Email Email: [email protected]

Contact Sarah Wolk (Support Team Leader) for more information, http://www. alpha1.org/Alphas-Friends-Family/Support/Support-Groups

Related Links

Liver Diseases

Government Organizations

Liver Disease Diets

Liver transplant

Medical terminology

Patient organizations

Professional organizations

Progression of liver disease

Student resources

In addition to the resources listed above in your state or county, ALF provides these resources that are available no matter where you are. Explore them now…

Last updated: March 3, 2023 11:44 AM.

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Child care expenses are ‘crippling,’ say Boston.com readers

Readers Say

Many readers support Sen. Elizabeth Warren’s Childcare for Every Community Act.

Amy McCoy serves lunch to preschoolers at her Forever Young Daycare facility, Monday, Oct. 25, 2021, in Mountlake Terrace, Wash. The Associated Press

By Kristi Palma

March 2, 2023

Boston.com readers are stressed over child care costs, according to a Boston.com poll. A recently filed federal proposal led by Sen. Elizabeth Warren, called the Child Care for Every Community Act, could provide Bay State families relief.

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The proposal would fully subsidize child care expenses for families making less than 75% of their state’s median income and cap child care expenses for high-income families at 7% of their household income.

A Mass. family making $130,125 would pay $200 a month under the proposal, according to Warren, rather than the current average of $3,128 a month. More than half of American families would pay just $10 a day for child care.

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Of the 291 readers who responded to our poll, 71% pay for daycare, 11% pay for pre-K, and 7% pay for a nanny. Most said the costs were too high for their family.

“It’s inconceivable that the cost of child care is nearly equal to one parent’s monthly salary (and that salaries for child care workers are so low, but that’s another issue),” wrote A.R. from Ashland. “My partner and I both have good, well-paying jobs, but once we enroll in child care, we will have little to no disposable income, and our salaries will go entirely to our mortgage, utilities, and child care.”

What type of child care do you use?

Daycare

“We pay $2,000 per month per child and $3,000 per month for our infant,” wrote Michael from Burlington. “Two kids and one infant come to $7,000 per month that we are paying. It is outrageous and most days it doesn’t seem worth working for.”

Many Boston.com readers support Warren’s proposal. Ahead, Boston.com readers share their thoughts about it.

Responses have been lightly edited for clarity.

‘It would drastically help my family’

“I work from home so I don’t have any other option but to put my 18-month-old into daycare so I can work to pay for daycare and keep our health insurance for the family. With this proposal, it would drastically help my family be able to pay off other debts and live more comfortably financially.” — Kerry from Billerica, who pays $2,050 per month

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“Warren’s proposal is MUCH needed! The cost of childcare is crippling. We pay $72,000 per year for twin infants.” — Greg W. from Hyde Park, who pays $6,000 per month

“We pay $90 a day, 4 days a week. If our son is home sick, we still pay. This would be life-changing for us, especially if we are lucky enough to have another baby. While we are incredibly blessed with our son, the cost of daycare is equivalent to a second mortgage.” — Chris from Holden, who pays $1,500 per month

“I would love Senator Warren’s proposal, or something similar, to pass. We are having to take equity out of our home to pay for two kids in daycare. It is important that child care workers are paid a fair wage, but the current system is not sustainable for most people.” — Chris from Stoneham, who pays $3,700 per month

“Anything that can be done to curb these rising child care costs would be a welcome relief.” — Sean E. from Natick, who pays $4,700 per month

“While both my husband and I make good money, child care still takes over 12% of our pre-tax income. There aren’t many cheaper options, and long waiting lists make any comparison shopping a challenge. I work in healthcare and having a reliable daycare for the past few years has been essential to allow me to go to work. We feel lucky to have a spot in a great daycare (now pre-school and pre-K) for our child and that we are able to pay. However, we can’t reasonably afford a second child at these rates. I support the proposal. If you want a thriving, vibrant economy you need adults at work. In order for them to work, there needs to be affordable child care and affordable for those making less than $150,000 a year as a household.” — B. from Newton, who pays $2,210 per month (which will increase to $2,300 next year)

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“I am currently paying $16,000 per year in daycare/child care costs and that’s at only four days a week. As a single mother on a single income, this means I am unable to save money for my son for the future. I am lucky to have a stable, management-level corporate career but I still feel the financial burden of child care costs every day. I think Warren’s proposal is amazing — it would allow me to save money for my son’s future/college or have money for emergencies with my house, etc. ” — Jessica L. from Franklin, who pays $1,350 per month

“This would be absolutely life-changing for my family. We are going to welcome our second child in the summer, and I am facing the reality of spending literally 100% of my take-home pay (as a professional engineer) on child care for both children. My oldest son is a September baby, so I will have to wait an entire extra school year before he is eligible for public school. We made an intentional effort to time the birth of our second child for August, just so we would be eligible for public school one year sooner.” — Stefanie from Somerville, who pays $2,040 per month

“Paying for child care has been extremely stressful for my husband and I since we started our family. It keeps us from doing so many other things and we live paycheck to paycheck despite being contracted public workers for over a decade. If this plan passes it would relieve so much stress for my family and literally change our lives for the better, financially, physically, and mentally. ” Angela K. from North Andover, who pays $2,908 per month

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“Our daycare in Metrowest costs more than our mortgage, and it’s not even close. We’ve had to reduce our savings per month, reduce our 401k contributions, eliminate the savings for our children’s college funds, and put many other items on hold until the kids are out of daycare…just to pay for both our mortgage and our daycare. If this proposal goes through, we could finally start preparing for our future, our children’s future, and actually have money left over at the end of the month. It would change our lives.” — Eric J. of Framingham, who pays $3,935 per month

“We’re expecting our second child any day now. We currently have one child in daycare and we’re just skating by. However, we will not be able to afford the cost of care for two children. We’ve made the difficult decision that one of us is going to have to give up our career to take care of our children due to the extravagant expense of daycare. This is not an ideal situation either as our income will be cut in half. This proposal would be a godsend.” — Kristen from Weymouth, who pays $1,500 per month

“I was recently paying over $40,000 per year for two children in a center-based daycare program. They have a good program, and certainly are preparing my children for elementary school, but the costs are absurd. I support proposals for limiting and controlling costs for families, but I also know that the staff are not well compensated and this is very important to improve as well.” — Anonymous from Franklin, who pays $2,000 per month

Against the proposal

“Against it. The proposal does not fix the underlying issue. Increase child care tax credit. Those that pay more in child care receive a bigger tax credit.” — George from Boston, who pays $3,500 per month

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“Foolish, another way to pass along tax burdens. If you can’t afford to support your kids don’t look for another free federal ride. Where/ who do I contact to get my refund for my years of daycare expenses? Let’s offer them all free education and college as well.” Stephen S. from Watertown, who pays $1,800 per month

“Warren’s proposal is just completely unrealistic for daycares to operate on and pay their teachers fairly. My child is in daycare for more hours in the day than I’m at work. His daycare provides 2 meals and a snack for what I pay for. The teachers are engaged in caring for my child and teaching him. Warren’s proposal would jeopardize the level of care and safety for children.” — P.L. from Acton, who pays $2,080 per month

“Instead of just throwing entitlement spending at the problem, I’d prefer that she worked to understand the fundamental issues that make child care more expensive in this state than others to make it more affordable for everyone.” — Heath from Charlestown, who pays $3,300 per month

“People who have children should be responsible and fund the care of those children. My husband and I make decent incomes and therefore can afford daycare. Those who cannot should reconsider having children. Why do taxpayers need to foot the bill for others’ personal problems?” — Kat from Cohasset, who pays $1,400 per month

‘Sounds too good to be true’

“This sounds like a dream, but where is the funding coming from, and what does this do to the quality of child care and child care providers?” — Anonymous from Boston who pays $5,500 per month

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“Sounds too good to be true. Where will the money come from and how will it ensure appropriate pay for child care workers? Of course, I’d love to pay less! I just want to understand the details and also be sure the child care workers I trust with my child will be paid a living wage commensurate with their skills and experience.” — Tiffany K. from Boston, who pays $2,000 per month

“What Warren is proposing sounds great, but too good to be true. What is the catch? $200 per month is almost too drastic. I feel this is going to incentivize families to work less to stay under the $130k cap to get this significantly reduced cost. Will there be requirements that both parents need to work full time?” — Colleen from Westford, who pays $3,500 per month

“Yes, the price of child care feels ridiculous. You are basically paying college tuition prices for toddler care. And as a result of those prices, it is easy to see why families choose to have a parent stay home. I mean, at the prices we pay around Boston, if you have two kids in child care you need to make at least $70k in pre-tax income just to break even. So in that sense, the idea of capping the expense seems like a good idea. But, like many Warren proposals, I have concerns about the practicality. Daycares are already having a hard enough time keeping and retaining staff so how are they going to remain whole? Do we really think the companies that run these daycares are going to be ok with making less money? If there is a government subsidy who is paying for that? I have serious doubts. ” — James from Canton

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Boston.com occasionally interacts with readers by conducting informal polls and surveys. These results should be read as an unscientific gauge of readers’ opinion.

What is the Average Cost of Daycare & How To Help Pay for It

Childcare can help parents pursue their professional goals while ensuring the well-being of their children. Many parents, however, often struggle to afford the cost of childcare, according to the 10th annual Care.com “Cost of Care Report.”  For the 10th year in a row, daycare costs are on the rise^.1 As a result, parents may downsize other areas of their budgets — like vacations, leisure activities, or groceries — while they look for financial assistance and ways to get creative with their childcare budgeting and options. 

How much are parents paying for daycare, and how can they help ease their financial burden? Here are some answers. 

How much does daycare cost?

The cost of daycare can take up a sizeable portion of the family budget. In fact, U.S. families are spending an average of 27 percent of their income on childcare.¹

Of course, costs can vary depending on a child’s age. Weekly daycare cost for infants averages $284¹, while the weekly cost for daycare for a toddler is averages $268¹. Daycare costs also vary with your location, and the size and type of daycare you choose. A small daycare in the suburbs will likely cost less than a larger daycare in a big city.  

Can you get financial assistance for daycare? 

From tax credits to workplace assistance, there are a variety of financial assistance options available to help ease the financial burden of the cost of daycare, including: 

Workplace benefits 

Some workplaces offer childcare benefits, stipends, partnerships with local daycares or in-office childcare programs. Check your benefits package or ask an HR representative to see what options are available.  

Some employers also offer dependent care flexible spending accounts (DC-FSAs). These let you put a portion of your paycheck into a pre-tax spending account to use on dependent care expenses, including daycare. Putting money toward your child’s daycare expenses tax-free can help save you money in the long-term. 

If you become unable to work due to an illness or injury, there are other benefits that can help you cover the cost of childcare. For example, supplemental health benefits can provide a lumpsum payment to use as you see fit, including childcare. Disability insurance can also help protect your income as payments can be put toward childcare expenses. 

Government programs 

The federal government finances statewide programs to help offset childcare costs. Each state has its own subsidy program that manages and distributes financial assistance to parents. However, these programs tend to have strict income guidelines and vary by state, so check with your state’s guidelines for specific details and requirements. 

School subsidies 

Many colleges and universities offer subsidies to students who are parents and need childcare, with some offering childcare centers right on campus to further support their students.  

Tax credits 

In addition to workplace, government, and school programs, there are three tax credits you may be eligible for that could help subsidize the cost of child care.² 

• Child and Dependent Care tax credit: Working parents can itemize up to $3,000 in childcare expenses per child (with a $6,000 limit) using an IRS Form 2441.²  However, it’s important to note that families who use a dependent care FSA — which has a $5,000 cap — can’t claim those same expenses. They can only claim an additional $1,000 with this tax credit.³
•  Child tax credit: Eligible parents can claim a child tax credit per child. This applies to all children under 17 years of age.⁴
•  Earned Income tax credit (EITC): Low- to moderate-income parents may be eligible for the EITC, which varies depending on your income, filing status, and family size.⁵ 

Military daycare

Active service members may be eligible for military-sponsored, on-base childcare options. These options are based on a sliding fee scale, meaning the cost is adjusted based on your income. If you can’t find a military-sponsored daycare that fits your family’s needs — whether because of the distance, waitlists, or program itself — you can also apply for childcare fee assistance then put the money toward a daycare option that’s right for you. 

Sibling discounts 

Some daycares offer discounts for siblings to attend. Some daycares offer discounts for siblings to attend, which is a financial win for both the families and the daycare facilities. If you find a daycare that fits your family’s needs and has space for all of your daycare-aged children, this may be a good fit for you!  

What are some daycare alternatives?  

Traditional daycare isn’t your only childcare option. There are many forms of childcare available, and often, it’s just a matter of getting creative. Here are some options for when traditional daycare doesn’t fit your family’s needs or budget.

Guide to childcare choices – BabyCentre UK

In this article

• What is a day nursery?
• What is a childminder?
• What does a nanny do?
• What does an au pair do?
• Could I use a relative for childcare?

If you’re returning to work after parental leave, you’ll need to sort childcare for your little one.

We’ve made a list of childcare choices to help you start your search.

What is a day nursery?

Day nurseries care for children from birth to five years old, though the exact ages may vary. For example, not all nurseries will have the facilities to care for newborns.

Nursery staff are trained to create a safe and stimulating environment. Children are usually grouped by age, so your child will join in with activities suitable for them. They’ll be given a keyworker, who is responsible for keeping you up to date on how your child’s getting on.

Nurseries must meet certain national standards and teach a curriculum designed for young children. This means there’s a structure for your child’s learning and care.

Day nurseries must be registered with and inspected by the appropriate authority for their country:

• England: Ofsted (Office for Standards in Education, Children’s Services and Skills)
• Scotland: Care Inspectorate
• Wales: Estyn (HM Inspectorate for Education and Training in Wales)
• Northern Ireland: Early Years Teams within Health and Social Care (HSC) Trusts

Many day nurseries are open from 7am to 7pm, for parents with a long working day or commute. You’ll find most day nurseries are open all year round, apart from bank holidays and over Christmas. Some may close for staff training but will give parents lots of advanced warning.

Day nurseries are different from nursery schools. Nursery schools, or preschools, are often attached to a primary school. They’re for children aged from three years to five years, and usually open during school term times only.

What is a childminder?

A childminder tends to work independently and cares for your child in their home. Many childminders are parents themselves and may also have their own children to care for.

Childminders can care for up to six children at a time, including their own. No more than three children should be younger than five, and of these three, only one can be under a year old. This means a childminder will be able to give your child plenty of attention and one-to-one care.

Most childminders work on weekdays between 8am and 6pm, but some work longer hours or at weekends. You’ll need to find a childminder with working hours that fit in with yours.

Like day nurseries, childminders must be registered with the appropriate authority for their country. They have to complete a pre-registration course that covers topics such as child nutrition, food hygiene, and health and safety.

Many childminders study for more qualifications, such as a diploma or degree in childcare. Some also take a course in first-aid.

Childminders will provide toys and activities to help your child to learn new things. As part of their registration, they must prove that they can support your child’s development.

What does a nanny do?

A nanny is employed by you to care for your child in your own home. Depending on what you agree and the age of your child, a nanny may be responsible for:

• planning activities to suit your child’s age
• feeding, bathing and dressing them
• changing nappies, or helping them use the potty or toilet
• preparing meals for your child
• cleaning their room
• washing and ironing their clothes and bedclothes

A nanny should also help with the physical, emotional, intellectual and social development of your child. This means doing things such as taking them swimming, reading to them, taking them to playgroups, or supporting them in reaching developmental milestones.

Although nannies don’t have to hold a qualification in childcare, most do some kind of formal training or study.

In Scotland, nanny agencies must register with Social Care and Social Work Improvement Scotland (SCSWIS). Elsewhere in the UK, a nanny can choose to register with the relevant authority:

• England: Ofsted (Office for Standards in Education, Children’s Services and Skills)
• Wales: The Approval of Home Childcare Providers (Wales) Scheme
• Northern Ireland: Home Childcarer Approval Scheme (only if they care for children from more than two families)

Your nanny has a lot of responsibility in caring for your child. So make sure you find a carer you trust, and who your child is comfortable with.

If hiring a nanny is too much for your budget, it may help to know that some families share a nanny, splitting the costs and legal responsibilities.

What does an au pair do?

An au pair is a young person from abroad who has come to the UK to learn English.

Typical responsibilities of an au pair include babysitting in the evenings, helping with light housework, and looking after your child during the day when needed.

An au pair will stay in your home, as part of your family. You’ll need to pay them a small fee and provide meals and a bedroom.

Most au pairs are not trained in childcare, although some may have done a bit of babysitting or looked after young siblings. For this reason, many agencies suggest that au pairs are best suited to parents who have preschool or school-aged children.

Could I use a relative for childcare?

Yes. Many parents ask a grandparent or other relative to look after their children.

Informal arrangements with relatives make up most childcare arrangements. It’s low-cost and flexible, and it means your child will be looked after by someone they know well, in a familiar environment.

Relative care works best if you have a good relationship with the relative, and if they’re willing and able to help. They’ll need to be happy to do things your way, so you may need to set out some ground rules.

If you’re nervous about setting ground rules, you could ask your relative whether they’d like to sign up for BabyCentre emails. This may be a good way to raise some parenting topics for discussion.

Still not sure which option will work best for you? Find out more about the cost of childcare.

6 Key Components of Group Care for Infants and Toddlers

• February 8, 2010

Out-of-home child care for infants and toddlers, if done well, can enrich children’s early experience. It can also be a therapeutic component of services to at-risk children, providing a safe and consistent base for protection, prevention, and treatment.

There are six key components of early group care experiences.

How the components of group care are addressed determines, to a large extent, the opportunities for responsive caregiving and caring relationships in infant/toddler child care.

Out-of-home child care for infants and toddlers, if done well, can enrich children’s early experiences. It can also be a therapeutic component of services to at-risk children, providing a safe and consistent base for protection, prevention, and treatment.

Unfortunately, although more and more children in this country are moving into group care at younger ages and for longer periods of time, we are missing opportunities to provide quality care. Indeed, current practices in many infant/ toddler child care settings actually hinder caregivers, children, and parents from forming and sustaining the deep, responsive, and respectful relationships that are the hallmark of quality.

The process of forming a strong positive identity should occur in a setting that offers security, protection, and intimacy. It doesn’t happen in “school”; it happens in a continuing relationship with a caregiver.

In the day-to-day give and take of good infant/ toddler child care, children and their caregivers relate in a way that looks much like a dance, with the child leading, the caregiver picking up the rhythm and following. When a caregiver reads and responds to the young child’s messages with sensitivity, the child’s hunger to be understood is satisfied. The conviction that “I am someone who is paid attention to” becomes part of the infant or toddler’s identity.

In order to create and sustain intimacy in group child care, we must address six key components of early group experience: group size; quality of the physical environment; primary caregiving assignments; continuity of care; cultural and familial continuity; and meeting the needs of the individual within the group context.

Group Size

We create chaos and confusion when we put too many infants or toddlers in one group, even with an appropriate number of adult caregivers. As the number of infants in a group goes up, so do noise level, stimulation, and general confusion. The group’s intimacy is gone. Children look lost and wander aimlessly, not quite knowing what to do. When there are too many children, shared experiences and discovery through play are inhibited. Smaller groups mean fewer distractions and children’s activities that are more focused. In small groups, very young children are able to make connections, form caring relationships, and learn to understand other children.

For children not yet mobile, ZERO TO THREE (1992) recommends that group sizes should be no larger than six; the caregiver/infant ratio should be no more than 1:3. Children crawling and up to 18 months, the group size should be no more than nine, ratios no more than 1:3 (explorers are active and need a watchful eye). Children 18 months to three years should have a group size of no more than 12, ratios, 1:4. Centers, group homes, and family day care homes with mixed age groupings should never have more than two children under two years of age in a single group.

Infants and toddlers with disabilities who do not require special medical support can easily be included in environments with this suggested ratio and group size. Children with disabilities are children first; the care they need is often exactly the same as the care typically developing children need.

Group Care Environment

The physical environment—indoors and out—can promote or impede intimate, satisfying relationships. Carollee Howes discovered that in family day care homes in which dangerous objects and fragile prized possessions had been removed from the area in which infants and toddlers played, caregivers smiled more, encouraged exploration, and gave fewer negative comments (“Don’t touch that!”) to infants and toddlers. In an infant/toddler center, a hammock invites a caregiver to cuddle one or two babies.

The environment affects caregiver/parent relationships. A comfortable place for adults within the children’s environment can encourage parents to visit throughout the day and can also be used to encourage continued breastfeeding with infants. A place for parents to sit comfortably for a moment at the end of the day acknowledges the parent’s needs and encourages conversation.

When dangerous objects and fragile prized possessions were removed from the area in which infants and toddlers played, caregivers smiled more, encouraged exploration, and gave fewer negative comments to infants and toddlers.

The environment affects relationships between children as well. Considering the amount and arrangement of space and the choice and abundance of play materials can either increase the chances that young children will interact positively with each other or increase the likelihood of biting, toy pulling, and dazed wandering.

A caregiving environment can encourage or impede flexible, individualized care in a group setting. With easy access to the outdoors, the daily rhythms of infants and toddlers can be accommodated. In too many centers, however, infant/toddler time on the playground is rigidly scheduled and subordinated to the schedules of groups of older children. Infants and toddlers need small amounts of food and drink throughout the day to support their emotional, social, and physical well-being. A child who is thirsty or hungry cannot interact successfully with other children or adults. A small refrigerator and modest equipment for warming food will allow caregivers to feed infants on demand and offer snacks to toddlers frequently. But too often in child care settings, feeding routines accommodate the kitchen rather than the child.

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Primary Caregiving Assignments

The assignment of a primary caregiver to every child in group care means that when a child moves into care, the child’s parents know, the director of the program knows, and the caregiver knows who the person is who is principally responsible for that child. Primary caregiving does not mean that one person cares for an infant or toddler exclusively, all of the time—there has to be teaming. Rather, primary caregiving implies the infant or toddler has someone special with whom to build an intimate relationship. Primary caregiving assignments are an excellent example of program policy that takes the encouragement of relationships seriously.

Two vignettes adapted from ZERO TO THREE ’s Heart Start: The Emotional Foundations of School Readiness (1992), illustrate the difference a special relationship can make to a young child’s experience in child care.

The way it shouldn’t be.

Tim stood just inside the entrance to the playroom. He was sturdy for one-and-a-half, but short. The noise was jarring, and he looked around for the woman his mother talked to when they came in. She had said to his mother, “He’ll be fine—I’ll get him started,” and she had taken his hand. But now, just as fast, she was gone. It scared him as much as the other time. This was not a good place to be. He wanted his mother and he wanted to go home. A boy bumped him hard, and Tim fell. He crawled over to that woman. He sat down and fingered some colored blocks on the floor. A big boy came and grabbed one and stepped on his hand. Tim yelped and cried and looked around. He held his hurt hand in the other and the tears ran down his cheeks. No one saw.

Two weeks later: Tim stood just inside the entrance to the playroom. It was very noisy. A boy ran past him and bumped him. Tim lunged for him and pushed him down. The boy cried, and Tim walked over to the blocks. He picked some up, and a bigger boy came and grabbed them. Tim gave them up quickly and then turned and saw a smaller boy who had some. He pulled them away from him. The boy cried. Tim looked at the blocks. He couldn’t remember what he’d been going to do with them, so he threw them down. They made a very satisfying sound. He picked up several other toys nearby and threw them. Suddenly one of the women was there yelling at him and holding his arm very hard. She was saying lots of things to him, and now she said, “time out,” and scrunched him on a stool. He tried to get up but she wouldn’t let him. She waved a finger in his face. He thought about biting it. She went away. He didn’t like this place. He wanted his mother. He wanted to go home.

What Tim is learning in this child “care” center is almost everything we would not want him to. He is important to no one here and must fend for himself, as must others. For some it’s like home—for others it’s newly terrible. For all, it is a potentially damaging experience.

The way it should be.

Tim and his mother had visited the center twice in the last week. They had spent time with Mindy, who told them she would be Tim’s primary caregiver. Both Tim and his mother felt comfortable with Mindy. She was interested in them, wanted to talk regularly about Tim’s progress, and seemed to understand how Tim’s mother felt about leaving Tim to go to work. 

When it was time for her to go, Tim’s mother reminded him she was leaving today. He looked surprised and climbed off the horse. Mindy picked him up and said, “Let’s go to the door and say good-bye to your mother.” Tim wanted to go with his mother. But his mother really seemed to be going to leave him, so he clung closer to Mindy, who cuddled him and talked quietly. Then his mother was gone. It was like everyone in the world was holding their breath at the same time, but Mindy held him and patted him and talked quietly, and then everyone began to breathe again. Tim could see the toys and children, but mostly he liked hearing Mindy’s voice. Ten minutes later, ‘Tim was on his horse. He wasn’t as wholly confident as 20 minutes before, but he could still ride, and Mindy was close by and always noticed when he looked at her.

Two weeks later: After his mother kissed him, Tim waved good-bye and then he said, “Hi” again to Mindy, who ruffled his hair. Tim made a beeline for the block area, but when he got there Wong Chen had corralled all of the red blocks Tim wanted. Tim squatted down and watched Wong Chen. In a minute, Mindy came over and squatted down too, and they both watched him. Then Mindy said, “Tim likes those blocks too, Wong Chen; would you let him play?” 

…Later, Tim started to build a big car with red blocks, a car like his mother’s red car. His mother was working. She would come later. “Mommy later,” Tim said. Mindy heard him. “She will, Tim,” said Mindy. “She’ll come after your nap.“ “After nap,” said Tim, and then he said, “See my car?”

Tim is learning a lot in this center, mostly very good things. He feels important. He feels heard and understood. He feels protected, and his primary caregiver helps him negotiate the difficult things with other children. He is learning to cooperate and to pay attention to what other children need and want. There is enough space, there are enough providers, just enough children, and abundant affection for everyone.

Continuity of Care

Having one caregiver over an extended period of time rather than switching every 6 to 9 months or so is important to the expansion of a child’s development. Switching from one caregiver to another takes its toll. The child has to build trust all over again. When a very young child loses a caregiver, he really loses part of his sense of himself and the way the world operates: The things that the child knows how to do, and the ways that he knows to be simply don’t work any more. Too many changes in caregivers can lead to a child’s reluctance to form new relationships.

Continuity of care—or the lack of it—in a child care program has important implications for the group experience. A child with a new caregiver has to work hard to get her messages across. The caregiver can only guess at what she wants. There is confusion and stress for both child and caregiver. If a child deals with change by acting out his frustration, this will have an impact on the entire group. With a caregiver who knows him, however, a child can express need less dramatically. The better somebody knows a child, the more subtle the cues are that will inform that person of what it is that the child needs.

Too many changes in caregivers can lead to a child’s reluctance to form new relationships.

Continuity of care is important for caregivers and parents as well as for children. When infants and toddlers are moved to a new room as they reach a new developmental stage, caregivers don’t get to see the fruition of their work. Parents often experience tremendous grief when they first place their infants in child care. Trust in the caregiver builds slowly, as they realize that the caregiver is attached to their child, loves their child, and supports the special parent-child bond. With a change in caregivers, not only the child, but parents as well will grieve and have to build trust all over again.

At the Creative Pre-School directed by Dr. Phelps, one caregiver cares for three infants. Caregivers are trained to use every moment of the day to build trust with the infant and the family. Each infant is on his or her own schedule for feeding, diapering, sleeping, and playing. This schedule is documented for the family on an individual daily schedule form.

As infants begin to exhibit the need for more stimulation, usually around 12 months, the caregiver will begin to take them to visit the practicing toddler group. These children are between 14 and 24 months old. Visiting can be done with all three infants or with one or two at a time. (Because each infant is on his or her own schedule, there is much time for individual attention.) The adults in the practicing toddler area visit the infant room often, with the focus on building relationships over time with the infants who will one day be toddlers. The transition is flexible and centers around each child’s building a relationship with the next caregiver. The infant caregiver may move with the infants into the practicing toddler group, or, if the children are comfortable with the new caregiver, she may move back to receive a new group of infants. This same slow process, focusing on each child’s adjustment to a new environment, takes place throughout the age groups, including the movement of older toddlers (young threes) to the preschool program.

Cultural and Familial Continuity

If there is no one in a child care setting who speaks the child’s home language, or validates the childrearing values and beliefs of the family, the early development of the self is threatened. Particularly for infants, what they sense from their caregivers is incorporated into their definition of self. If infants get subtle messages that their way of communicating should change or that they are hard to understand, both their sense of rightness about where they come from and their feelings of personal potency are shaken. Child care should be in harmony with what goes on at home, following the form and style of what is familiar to the child.

Self-reflection is key to culturally sensitive care, and caregivers should be schooled in it. By exploring their own backgrounds, they can see the roots of some of their most basic child care practices. No matter what routine is being carried out, the caregiver’s values about it are shaped by her childhood, her child care training, and other cultural influences. It is essential to recognize these values and understand that they are being transmitted to the children.

We need to look at our backgrounds, our philosophy, and why we are in the work we are in. We need to be honest, with ourselves and with families. It is not helpful to pretend to be interested in the parent’s point of view—saying “Tell me about why Mei Ling cries and you pick her up immediately,” as we are thinking, “This parent is spoiling this child.” Rather, we must uncover the values that underlie our own beliefs, become aware of multiple perspectives on childrearing, be open to the parent’s point of view, and be willing to change some of our practices.

To provide cultural and familial continuity, child care centers should employ staff who are of the same culture and who speak the same language as the children served. Culturally representative staff should be included in decision-making positions. Using small groups is key. It allows caregivers to have a manageable number of cultures to relate to. They can get to know the families and be more responsive to their concerns.

We must uncover the values that underlie our own beliefs, become aware of multiple perspectives on childrearing, be open to the parent’s point of view when there are differences, and be willing to change some of our practices.

Meeting Individual Needs in Group Care

In an intimate setting, flexible scheduling is possible. Babies sleep when they want to sleep and where they want to sleep. They eat when they are hungry, and are fed with food that meets their individual needs. They play when they want to play, with plenty of opportunities to explore a variety of toys and materials, and to play alone, with other children, and with adults. Since babies’ rhythms are individual, this means that a caregiver can expect to be keeping an eye on one sleeping infant, watching another who is absorbed in her own play, and actively engaging a third. An intimate setting recognizes toddlers’ individual needs to explore, assert autonomy, and periodically reconnect with the secure base their caregiver provides. Nutritious snacks are available (often the focus of spontaneous socializing), potty training occurs as the individual child is ready, and ways are found for the toddler to re-visit her old crib if that is important.

In an intimate setting, a child who requires additional support can be accommodated. At the Creative Preschool, for example, a toddler with a serious medical condition requires frequent cat-naps. A beanbag chair in the room allows him to stay with his play group during the day, yet go to the chair for a 10- or 15-minute nap as he needs one. When he wakes up, he is near his caregiver and friends, and can immediately rejoin the day’s activities.

In Conclusion

The care of young children in groups is a profession. It includes both science and art. As a society, we need to make it possible for people to study the science and practice the art of caregiving. We need to release caregivers to provide the kinds of responsive care they know how to do or can be trained how to do, and to develop deep relationships with parents, children, and other caregivers.

High quality care for infants and toddlers must be in small groups, with appropriate ratios. There must be time for relationships to be established. There must be time for caregivers to learn and practice the different ways they will need to relate to children in the first three years of life—being very available in the earliest months, then helping children to “find their wings” as development proceeds.

Group care can be a place where infants and toddlers, with and without disabilities, can feel their potency. Group care can be a place where all children, caregivers, and parents form deep, meaningful, and satisfying relationships that support both the family and the full development of the children. We need to make it happen.

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A Relationship-Based Approach to Professional Development in the Early Childhood Educational Setting: The Role of Relationships in Collaboration and Implementation

Carla Barron and Beverly Weathington, Merrill Palmer Skillman Institute, Wayne State University Shameika Powell and Sherry Bell, Matrix Human Services, Detroit, Michigan Ann M. Stacks, Merrill Palmer Skillman Institute, Wayne State University Abstract Hearts and Minds on Babies (HMB) is an innovative, attachment-based training for Early Head Start (EHS) staff and parents, developed through a collaboration between university-based researchers and […]

Baby 6 months old ✔️ What a baby should be able to do

The child is six months old! This is a date that parents perceive in a special way. The baby does not grow as rapidly as in the previous months of life, but the development of a child at 6 months shows how much a six-month-old baby differs from a completely helpless newborn. He begins to demonstrate new skills that just one or two months ago were not even a hint.

Young mothers and fathers, comparing their son or daughter with other children, naturally ask themselves questions about what a child should be able to do in the sixth month of life, and whether their baby meets developmental standards. While each baby is, of course, individual, you can compare your child’s development to the average standards that pediatricians are guided by.

Content:

• Physical development
  • Differences between boys and girls
  • Physical ability
• What a baby should be able to do at 6 months
  • Basic skills
  • Motor activity, motor skills, reflexes
  • Intellectual development
  • Psychological development
  • Sense organs
  • Speech
• Sleep, nutrition and daily routine
• Games and toys
• Baby care at 6 months
• Opinion of Komarovsky
• Common problems and solutions
• How to help the baby develop?

Prostock-studio/Shutterstock. com

Physical development

In accordance with the average indicators at the age of six months, a child:

• can confidently roll over from one side to another, from back to stomach and vice versa;
• leans on his hands for a long time from a prone position;
• begins to make the first movements, reminiscent of crawling.

These skills – turning over, resting on hands, attempts to crawl – indicate the normal development of the child at the sixth month of life.

If your child seems to have poor body control, such as not being able to roll over or being able to support their weight with their hands when lying on their stomach, film the scenes that are embarrassing to you and show the video to the doctor.

Other indicators, such as height, weight, ability to sit, depend on the characteristics of a particular baby.

Prostock-studio/Shutterstock.com

The table below shows the average height, weight, head circumference and chest circumference for boys and girls at six months:

Height (in cm) and weight (in kg) ) boys	Height (in cm) and weight (in kg) of girls	Boys head circumference (in cm)	Head circumference of girls (in cm)	Boys chest circumference (in cm)	Girls chest circumference (in cm)
63. 5-72 cm; 6.7-8.5 kg	62-70 cm; 6.5-8.5 kg	41-44	40-44	41-48	41-46

⠀

The parameters are indicative, and if your baby was already noticeably larger or smaller than other newborns at birth, you can calculate his weight norm using the formula: weight at discharge from the hospital + 800×6 . You will get the approximate weight that the child should correspond to in six months.

The calendar of development of physical indicators in the first year of life is uneven: the most active growth and weight gain occurs in the first four months. By the sixth month of life, the baby adds 600-700 grams of weight from the previous indicator, grows by two to three centimeters, the head circumference becomes one centimeter larger, the chest circumference – by one or two centimeters.

At six months, many children erupt their first tooth. Although it is not uncommon for a tooth to appear earlier, at 3-4 months, or later, at 8-10 months. Pediatricians consider the eruption of the first tooth to be the norm until the end of the first year of life.

Differences between boys and girls

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Six-month-old babies of different sexes do not differ much from each other: boys and girls have approximately the same height and weight, similar skills. Doctors note that usually girls begin to sit steadily and try to stand at the support earlier than boys. The remaining parameters of the development of children at six months are on average the same, regardless of gender.

Pediatricians recommend not to speed up the process of learning to sit independently when it comes to girls. If the girl does not want to sit down on her own and sit for a long time, do not seat her. So you will not allow a traumatic load on the spine and genitourinary system of your daughter.

Physical abilities

What a child can do at six months – physical development:

• deftly turns over, easily leans on his hands while lying on his stomach;
• muscle hypertonicity completely or almost completely disappears, the baby controls the limbs well;
• lies on the stomach for a long time and with pleasure;
• the sucking reflex decreases – the child can learn to eat from a spoon;
• the baby abruptly pushes off with his feet from any surface when an adult holds him under his armpits.

What a baby should be able to do at 6 months

Prostock-studio/Shutterstock.com

At the age of six months, a baby develops new skills and develops existing ones. The regime changes, often six-month-old children are introduced to complementary foods. The child perceives games and toys in a new way, and even caring for a baby becomes different.

Basic skills

Skills and abilities that a six-month-old baby knows quite well:

• is interested in all objects that fall into the field of view, tries to grab them and study them;
• tries to sit up on his own and sits steadily if he succeeded in sitting down or if an adult helped him into a sitting position;
• tries to stand at the support, if possible – can raise one arm from this position, maintaining balance;
• makes the first attempts to crawl, making characteristic movements from a prone position. Some children can get on all fours;
• expresses affection not only for the mother, but also for other close people.

Motor activity, motor skills, reflexes

Prostock-studio/Shutterstock.com

Motor activity and motor skills of a six-month-old baby, which assess whether the development of the baby meets the norms: , holds firmly in one or both hands, shifts from hand to hand;

consciously uses his hands – for example, he understands that a fallen toy needs to be picked up;

does not get tired when lying on his stomach and sitting for a short time due to strengthened back muscles, he tends to change positions himself.

At six months, the baby retains the reflex of automatic walking and support, which is inherent in children from birth to 8 months: the child straightens his legs, if you help him take a standing position, steps over his feet, as if imitating walking.

A new, more complex reflex appears – the straightening reflex of the body: when the head is turned to the side, the baby turns the body and pelvis in the same direction.

Intellectual development

Prostock-studio/Shutterstock.com

A 6-month-old baby shows a noticeable jump in intellectual development compared to the previous period of life. A healthy baby:

• is so interested in surrounding objects that he can enthusiastically examine and feel one toy for 10-20 minutes without attracting the attention of parents;
• distinguishes familiar and unfamiliar people well, at the sight of strangers expresses alertness, fear;
• understands that his purposeful actions cause certain consequences: for example, he knows that if you press on a sound toy, it will start playing music;
• knows his name, responds to his own name;
• distinguishes the mood of the surrounding people and the intonation of their speech: reacts with a smile or tears, depending on the circumstances;
• one of the important methods of researching the world remains the “tooth test” of objects of interest.

Psychological development: emotions and mood

The main manifestations of emotions and mood in a six-month-old baby:

• stays in a good mood for a long time when carried away by toys;
• stops using crying as a means of getting attention. Cries if hungry or otherwise uncomfortable;
• expresses a variety of emotions well with the help of facial expressions and voice: surprise, joy, fear, chagrin;
• mood is often associated with the mood of close people, especially mothers: if mother is in a good mood, the baby is also in a good mood, if mother is upset, she starts to act up.

Sense organs: perception of the surrounding world

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At six months, a child’s sense organs are not as well developed as in adults and older children, but much better than in newborns. A six-month-old baby already knows how to focus his eyes on a certain object, distinguishes bright colors well.

Taste buds are also developing: the child feels sweet, bitter, salty tastes. The ability to distinguish all shades of taste will be formed later – approximately by the time the baby goes to school.

Increased pain sensitivity. The child feels pain more acutely compared to the period when he was just born.

Hearing, smell and touch are already well developed in newborns, and remain at the same level at the age of six months.

Speech

A 6-month-old baby, of course, still does not speak meaningfully. But the sounds he makes change: the child does not coo, but babbles, trying to turn the sounds into syllables. Gradually, the baby begins to pronounce separate, audible syllables, tries to repeat sounds after adults.

Sleep, nutrition and daily routine

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Growing up, children sleep less, but, to the relief of parents, much more soundly than before. A six-month-old baby sleeps two to three times a day, often sleeping continuously at night, especially if he is bottle-fed. The duration of sleep is different, depending on the characteristics of the child and the daily routine. Daytime sleep can take from 30 minutes to 2-3 hours, at night the baby is able to sleep up to 9-10 hours without waking up.

Six months is the age when complementary foods should be introduced, if you haven’t already. If you continue to feed your baby only with breast milk or formula, the risk of allergies to new products will increase significantly in the future.

Food safe for first feeding:

• gluten-free dairy-free cereals;
• one-component fruit and vegetable baby purees;
• children’s cottage cheese.

When the child gets used to the first food and you make sure that the products do not cause allergies, gradually add new dishes to the menu:

• milk porridge;
• multi-component fruit and vegetable purees;
• meat puree.

Baby continues to breastfeed at six months on demand. If the child is bottle-fed, give him a bottle of formula only after he has eaten other foods (porridge, mashed potatoes, cottage cheese).

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Food unsafe for 6 month olds:

• whole milk;
• any food not ground to a puree consistency;
• not suitable for age: for example, juices, on the packages of which it is indicated that the drink is intended for nutrition of children from three years of age.

A daily routine without gross violations is useful for children: they sleep better and are less capricious. Try to stick to roughly the same daily routine until the baby is 8-10 months old, when the time for sleep will decrease again.

The daily routine can be as follows:

• 7.00 – awakening, hygiene procedures, feeding;
• 8.30 – daytime sleep;
• 10.30 – awakening, feeding, games;
• 12.00 – walk;
• 14.00 – feeding upon returning home;
• 14.30 – games, developing activities;
• 16.00 – a walk combined with daytime sleep;
• 17.30 – feeding at home;
• 18.00 – games with toys, classes with parents;
• 20.30 – hygiene procedures, feeding;
• 21.00 – the approximate beginning of a night’s sleep.

Games and toys

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A six-month-old baby is no longer afraid of new sounds. On the contrary, sound toys are of increased interest. Buy your baby a “singing” soft toy or children’s musical instruments – he will surely play with these items for a long time and with pleasure.

The child still likes to experience new tactile sensations: let him play with toys made from a variety of materials. Thanks to the development of vision, the crumbs will also like any toys of bright colors.

A six-month-old baby is interested in finger games, as well as children of an earlier age: for example, the well-known “Ladushki” and “Magpie-white-sided”. You can try to teach a child to assemble a pyramid: however, most children only remove rings at six months, but with regular games they master the principle of collecting and disassembling a pyramid in a few weeks.

Play a simplified version of hide-and-seek with your son or daughter – hide the toy in front of your child and ask him to find it. Over time, the child will begin to look for the toy, even if he did not see where you hid it.

Baby Care at 6 Months

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Basic Baby Care for 6 Months:

• washing and rinsing;
• keeping hair, nails, ears, nose clean;
• brushing teeth – mandatory after a visit to a pediatric dentist and in accordance with his recommendations;
• tempering procedures: sunbathing and air bathing;
• bathing – once every two days or more often if necessary;
• light massage.

Read also How to increase immunity at home: the rules and principles of hardening children.

Komarovsky’s opinion

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Evgeny Olegovich Komarovsky, a well-known Russian pediatrician, advises anxious parents to reduce their anxiety. The doctor assures that there is no single norm for all children and you should not force the baby to develop faster if he lags behind his peers in some way.

Thus, Komarovsky believes that there is no need to teach a six-month-old child to sit and crawl if he himself does not strive for these movements – the baby will certainly sit down and crawl, but a little later.

Evgeny Olegovich also dispels the myth that active salivation is a harbinger of teething. According to the doctor’s observations, many babies over three months of age drool profusely, and the process of salivation is in no way connected with the appearance of the first tooth.

Common problems and solutions

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Moms and dads of six-month-old babies often have the same problems that are easy to fix with the right approach:

1. The child does not sleep well at night, often wakes up

Do not worry if the baby wakes up only for feeding – at half a year such awakenings are quite natural. But if the baby refuses the breast or bottle, is naughty, or is just awake at night, try to improve sleep: put the baby to bed not too early. Before going to bed, you can take a bath.

2. Frequent injuries

The baby becomes much more active than before, and it is really difficult to keep track of him. Secure the space where the child spends the most time to the maximum: remove traumatic objects and small objects that you can choke on by negligence.

3. Crying and whining during teething

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If your child is having a very hard time getting their first teeth, such as fever or digestive problems, contact your pediatrician. The doctor will prescribe a drug to relieve the symptoms of teething, or suggest other ways to solve the problem.

Parents often worry if their baby does not fully meet the developmental standards set by pediatricians. In most cases, you should not worry, but there are several serious reasons to consult a specialist:

• the child does not try to change the position of the body;
• cannot keep his gaze on the same object for a long time, the baby’s gaze is as if “wandering”;
• indifferently perceives other people, even the mother;
• , prolonged monotonous movements are observed – for example, swinging arms without interruption for several minutes.

How can I help my child develop?

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Ways parents can help their six-month-old baby thrive:

1. Set up a safe place to play, such as a playpen. The child will get used to some isolation, and the natural separation from the mother will be easier.
2. In the playpen or on a baby rug on the floor, lay out colorful and vociferous toys. The baby will reach for interesting objects, preparing the body for crawling.
3. Choose toys that are age-appropriate: the child should not find it difficult to play with them. If this is a musical toy, pay attention to the fact that the music is played when lightly pressed.
4. Buy your baby the first book – always made of dense material.
5. Communicate regularly with your baby so that he learns speech faster. You can read nursery rhymes, poems, short stories to your son or daughter, or just talk about any abstract topics.

Six months is a wonderful age. Sleepless nights are left behind (or almost behind), the first teeth appear, the baby shows love and tenderness for loved ones. Play with your child, help him develop – and let most of the problems bypass you!

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what boys and girls “should” know

03/11/2021

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16

Child development

3-6 months 6-9 months

Author of the article

BabySleep team

BabySleep team

Sleep consultants, doctors, psychologists, breastfeeding consultants

Six months – you could say the first round date for your baby. By this time, he was strong and about twice as heavy since birth. Together you have already gone through several developmental leaps, grown the first teeth (but this is not certain), and mastered new motor skills. Further more! And where further and what more – now we will tell.

Baby’s crisis calendar

Contents

In this article:

Height and weight of the baby at 6 months
Skillful hands: developing hand skills at 6 months
Physical development of the baby at 6 months
Mentally e development of the child at 6 months
Massage / gymnastics at 6 months
Speech development
How to play with a baby at 6 months
How sleep and development mutually influence each other

All children are different. Even twins often have different rates of development. Any tables and norms can only serve as a guide. Hardly anyone can feel a child better than a mother and know what and when he needs.

Height and weight at 6 months

In 2005, the World Health Organization (WHO) issued the Child Development Standards. They are based on a large-scale study of the height and weight of almost 9,000 full-term boys and girls from around the world who were breastfed for at least 6 months and their mothers did not smoke. Unlike the old standards, the new norms allow parents to track the development of the child, taking into account his individual characteristics.

Child’s height at 6 months

Babies grow an average of 1.7 cm in their sixth month. Perhaps this month you will decide to move your baby from the cradle, if you have used it, to a larger crib.

Natalia Trofimova

Senior sleep consultant, pediatrician

Children’s height and weight standards are very wide, depending on the term of delivery and birth weight, type of feeding. It is optimal when the height and weight indicators are in the same column-corridor (“medium”, “low”, “above average”, etc.) or in neighboring ones. The attention of the pediatrician is required when both indicators are in the extreme columns, or the difference between the corridors of values ​​is 3 or more (for example, weight and height in the first percentile corridor is “very low” or weight in the first is “very low”, and height in the fifth is “higher than average”). 9More than a dream