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Encouraging Communication in Children Who Are Nonverbal

In childhood, you learn that communication is the key to developing satisfying relationships. Communication is also how people express themselves; it’s how they relay thoughts, feelings, fears, needs and wants. So, what happens to communication when a child is nonverbal?
Being nonverbal is often associated with autism, but it’s a condition that can accompany other types of special needs including cerebral palsy, Down syndrome and some learning disabilities. A nonverbal person’s lack of speech can have a significant effect on the way they interact with family, friends and caregivers.

Here are some things to know about how to understand and connect with children and adolescents who are nonverbal.

Nonverbal Communication Is Still Communication

Most children who are nonverbal will learn how to communicate in some way, but it might not always be through spoken language. It’s important to remember that even though a child might not be able to speak, nonverbal communication (such as body language, facial expressions, writing or motioning) is still communication. And because every child is unique, it might take parents, teachers and caregivers a long time to determine which strategies work best for each child who is nonverbal. Some communication strategies include visual supports like picture books and flashcards and assistive technologies.

Some Children Eventually Develop Language

Promoting language development in children who are nonverbal is something parents, teachers and caregivers strive to do each and every day. The good news is, recent research offers a number of effective strategies that are giving hope to families everywhere. The strategies can be complicated and extensive, but below are simplified versions of a few that might be helpful.

1. Use simple language. It’s important to speak in a way that your child can understand. Autism Speaks suggests using the “one up rule.” For example, if your child is completely nonverbal, try using one word at a time. Instead of calling something an “apple tree” simply call it a “tree. ” When playing with a ball, simply say words like “ball” or “roll” as you’re rolling the ball. If your child is able to speak in one word phrases, then you should try two word phrases like “roll ball” or “throw ball.” This strategy helps children who are nonverbal push harder, but at a pace that works for them.
2. Leave space for communication. When you’re speaking with a friend or colleague, and the conversation naturally dies down, do you quickly think of something else to say just to fill the silence? Although it may ease the awkwardness, it’s very important not to do that when communicating with a child who is nonverbal. When you notice your child wants something, or after you ask a question, pause for a bit and look expectantly at the child. Watch for sounds or body movements, and then respond right away. The fact that you responded so quickly to your child’s style of communication will help them understand the back and forth nature of communication.
3. Find simple ways to enjoy your child’s company. Some parents of autistic children or children who are nonverbal find themselves searching for clues as to who their children are, what they need, and how to help them. It’s important to find simple, fun ways to connect with your child and really enjoy their company. When you relax, your child relaxes, and that can go a long way toward making a communication breakthrough. The safer and more comfortable your child feels with you, the easier it will be for them to communicate. Who knows, you might just find answers where you least expect them.

Playtime Is Important

All children, but especially children who are nonverbal, learn a lot through play. Some children even learn a lot of their language skills while playing with other kids. Finding interactive ways for your child to play is a great way to encourage language progression. Again, there are many theories on how to go about this, but here are some we think are worth looking at closely.

1. Focus on activities that encourage social interaction. Activities like singing, dancing, reciting nursery rhymes, physical games and even gentle roughhousing can promote communication. Playing with a variety of toys, like hula hoops, marbles, water beads, play dough, bean bags, Legos and dolls can help prevent the child from fixating on one specific toy.
2. Tactile experiences are important too. Make sure your child has the opportunity to play with a variety of toys like balls, play dough and blocks, all with different textures, shapes and colors. Make playing an interactive, educational experience by using a variety of colors and reviewing the color names as you play. Staying close to your child during play time can help them focus in case their minds start to wander.
3. Try imitation games and cause-and-effect toys. Imitation is a type of social play that isn’t very complex. Asking a child who is nonverbal to engage in imitation play like Simon Says can be a great way for them to socialize and build communication skills. Cause and effect toys are also important because they teach a child that when they do something, it causes a reaction. This helps create a positive sense of self awareness, and helps motivate the child to “cause” the “effect” again and again.

If you are a parent or caregiver struggling to communicate with a child who is nonverbal, be sure to talk with your care provider to see if they might have strategies or suggestions you haven’t tried yet. With any strategy, it is important to remain calm and patient. Children who are nonverbal, especially autistic children, are like sponges, soaking in and subsequently mirroring the emotions and moods of those around them. The more stressed and anxious a parent becomes, the more stressed out the child will be, and the more difficult any type of communication will become. But when parents learn to calm themselves first, it can do wonders for them and the child.

Communicating with a child who is nonverbal takes commitment, flexibility, persistence and patience and it’s important for parents and caregivers to trust their intuition. As parents and caregivers become calmer, their intuitions will start to kick in and help them see how their child is communicating

Nonverbal Communication in Children – Why Body Language Is So Important for Development

We all know the importance of our body language as adults. An eye roll, a shrug, a smile – all of these nonverbal signs play an important part in how we communicate with and understand the feelings of those around us.

One study even reported that up to 93% of all communication is non-verbal! That’s a lot of communicating we’re doing without even opening our mouths.

But have you ever thought about the importance of non-verbal communication in child development?

Nonverbal communication with a child at a young age has a big effect on their relationships with friends and family. It can also play a significant part in their emotional development and sense of self-worth.

Helping your child to develop good nonverbal communication skills is sure to make them a better listener and give them the skills needed to express their own emotions in a clear and mature way.

How can body language improve communication in kids?

So, how can teaching good nonverbal communication, and practicing it as often as possible, improve your kid’s communication skills?

Well, let’s use an example you might encounter quite a lot:

“Please can you tidy your room?”

Have you ever asked this question, only to be ignored? Probably.

But your nonverbal communication in this scenario can play an important part in how your kid responds to you. If you’re already annoyed or frustrated, your child might pick up on this from your body language – and respond badly as a result.

Getting down to your child’s level, making eye contact, smiling, and using a calm tone might just get your child to really listen to what you’re asking them to do – which can work wonders!

Practicing best-practice nonverbal communication with children can, therefore, help you to form a better parent-child relationship.

Good nonverbal communication will show your child that they’re really important to you. By focusing on your child and giving them your full attention, you’ll be improving their sense of self-worth, too.

What’s more, kids always mirror our behavior – so you’ll be helping your child to develop their own nonverbal communication skills as well. This’ll improve their listening skills, emotional intelligence, and empathy – which will help your little one to build meaningful relationships with others as they grow up.

5 nonverbal communication methods

So, what kinds of things count as nonverbal communication? There’s a good chance that you’re already doing a lot of them, without even realizing it!

1.   Body movement

The way we move and carry ourselves can tell our children a lot about how we’re feeling about a situation.

If your kid sees you crossing your arms, slouching, or facing the opposite direction when they’re talking to you, they’ll quickly realize you’re not interested.

Instead, make sure you’re sitting up straight, facing in your child’s direction, or bending down to their level. This shows your child that you’re interested in what they’re doing or showing you and paying them your full attention.

2.   Touch

Physical touch is a nonverbal communication method that children really respond well to.

Hugs and kisses are a big part of how we make our children feel safe and loved. Touch can say a thousand things without actually saying anything.

Sometimes it’s easy to forget how important physical touch actually is – so try and keep it in mind when you’re interacting with your child.

A gentle hand on their arm, a hug when they’re upset, or a kiss to show you appreciate them can make the world of difference.

It’s also a brilliant way to develop your child’s own nonverbal communication. It shows them that gentle touch is the correct way to interact with others. It also teaches that using touch in the wrong way when they’re angry is not acceptable.

3.   Eye contact

Making eye contact with your child when they’re speaking to you is an excellent way to show you’re listening to and engaged in what they’re saying.

Eye contact is also a vital nonverbal communication skill for kids to develop at an early age. It’ll help them to build better relationships with others, connect with friends on a meaningful level, appear more confident, and – as an adult – perform well in interviews and presentations.

Make sure to use eye contact with your child as often and frequently as possible – when you ask them questions, when you talk to them about their day, and especially when they come to you with a problem.

4.   Facial expressions

As adults, we know that facial expressions can provide a lot of insight into what someone is thinking – often even more so than the words they’re saying!

Try to be aware of what your face is saying when you’re interacting with your child. If they’re telling you a story or need some encouragement, smiling and widening your eyes can go a long way.

At the same time, if you’re not happy with something your child is doing – let your face do the talking. Your child will quickly realize when you’re telling them off with a frown.

5.   Space

Space is something that we might not immediately think about when considering our nonverbal communication.

But have you ever felt uncomfortable when someone has invaded your space during a conversation?

Teaching your child how to correctly use space in their nonverbal communication is crucial. Show them the importance of giving people personal space, but also teach them how they can comfort people with a close hug.

Having an understanding of space as a nonverbal communication method plays a big part in your child’s development.

Developing good nonverbal communication in kids is a great way to help them understand their own and others’ emotions

If you’re looking for some additional ways to help your little one understand how they, or the people around them, are feeling, try out our Mood Examples and Worksheets.

It’s also a good idea to teach your child that other children they meet might struggle with their nonverbal communication. Our World Autism Awareness Day Facts & Worksheets are a great starting point when explaining autism to your child.

Non-Verbal Children Up to 6 Years of Age

Mar242020

Many conditions can hinder a child’s speech, including autism, cerebral palsy, dyspraxia, learning difficulties and selective mutism.

Communication is bigger than speech, though. You can help your non-verbal child communicate in many ways, using gestures, signs, assistive technology and words.

Parenting a non-verbal child can be frustrating and distressing but don’t give up hope – many kids do learn how to communicate more clearly and there are some key ways to help at home.

 

Non-Verbal Children up to 6 Years of Age

There’s usually a moment, near a child’s first birthday, when they delight their family by speaking their first clear word. Hearing those goo-goo-ga-ga babbles turn into a recognisable attempt at ‘Mamma’ or ‘Dadda’ is a special moment for many parents.

But what happens when the moment doesn’t come?

At first you probably reminded yourself that children develop at their own pace and some begin speaking later than others. Then, when faced with a non-verbal toddler or non-verbal child, you probably went to see a doctor to find out why. Eventually, you were told that your child has a condition affecting their ability to speak. You may have known about this since they were very young (at birth, even) or you may still be processing the news.

Your child is a wonderful, special person with their own unique personality. They will be trying to communicate in various ways. And there are many ways you can help, which will be explained below. But first, let’s look at the reasons some children may be non-verbal and understand the difference between communication and language.

 

Why Is My Child Non-Verbal?

There are many conditions that can affect a child’s speech. Some common ones are:

• Non-verbal autism or minimally verbal autism, which impairs social interactions
• Verbal dyspraxia, which means a child can’t control their mouth, tongue and jaw movements well enough to speak
• Learning disabilities that affect language development
• Non-verbal learning disorder, a neurological condition that makes it hard to understand information
• Phonological disorders, which make it hard for your child to make speech sounds
• Cerebral palsy, a physical disability affecting movement
• Selective mutism, an anxiety disorder that causes your child not to speak.

 

The Difference Between Communication and Language

We communicate in many different ways and for different purposes. We might use words to communicate or we might use other tools like facial expressions or body language. We might blow a kiss to demonstrate affection, pull a face to express our dislike of cabbage soup, make eye contact to share a private joke, or point to indicate a certain place.

Language, on the other hand, relies on words, whether they’re spoken, written down or signed. Your child may learn how to use some spoken language. Many children with non-verbal autism, for example, do prove capable of speech. One study of over 500 children aged 8-17 with severe language delays due to autism found that nearly half became fluent speakers and two-thirds learned how to speak in simple phrases.

Even if your child doesn’t gain language skills, they can still be helped to communicate using Augmentative and Alternative Communication. This might be aided by software or objects, or might be unaided, relying on tools like eye contact, facial expression, signs and gestures.

 

When is Non-Verbal Autism Diagnosed? Find Out.

How Can I Help My Non-Verbal Child to Communicate?

Think of your child’s communication skills like a staircase. They are not likely to leap from the bottom step to the top. Instead, the goal is to start where they are now and move them up a step at a time. They may not reach the top, but they will have made progress.

Here are some strategies to encourage communication with your non-verbal child. As mentioned above, there are many conditions that can hinder children’s speech. This advice is of a general nature only, but may still be beneficial in the run-up to seeing a speech pathologist.

1. Communicate Non-Verbally

Non-verbal communication may be an end in itself or it may be a bridge to using language. We all rely on non-verbal communication everyday when we wave goodbye, smile at a friend or roll our eyes at a bad joke. These are valuable ways of communicating.

You can encourage your child’s non-verbal communication by modelling it yourself. Use expressive hand gestures, clap to give praise, point to the toy when you say ‘There’s your bear’, shake your head when you say ‘No’ and nod it when you say ‘Yes’.

2. Describe Things and Activities

Talk to your child often. Not an endless stream of pointless chatter but a deliberate effort to use certain simple words and phrases when interacting with your child.

When you’re playing together, add in some descriptive words like, ‘Here is the red duck. Here is the blue duck’. Or play sorting games where you organise things by size (big or little) or colour. You are adding to their language bank each time.

3. The Copycat Game

Imitation may be the sincerest form of flattery but it’s also a great way to interact with a non-verbal child. If your child makes a noise, then copy them and make a new noise of your own. Maybe they’ll copy yours. It’s the beginning of wordless communication using sounds.

4. Pause

In any conversation, people take turns speaking and listening. Because communicating with a non-verbal child can be slow and frustrating, there’s an easy temptation to rush on and fill the gaps for them. Try to take a few deep breaths and wait for their response, whatever it might be. If you’ve asked, ‘Would you like an apple?’ they might, in time, nod or point to the fruit bowl or shake their head and open the fridge to get a yogurt.

5. Make the Most of Technology

One of the wonders of the digital age is the way it enables people with language difficulties to communicate and deepen relationships with others.

Assistive technology may help a non-verbal child express themselves – and you may be surprised at what they know and how much they want to say! Your persistent descriptions, games and non-verbal communications may mean they do in fact know their colours or can reveal a cheeky sense of humour.

If your child has an NDIS Plan, it may include funding for assistive technology. If it doesn’t, and you think it would be beneficial, then you may be able to get it included in next year’s plan.

 

It is a great joy to watch a child learn how to express themselves and connect with others. The main message, really, is not to give up hope. Many children do learn to communicate, whether that’s using speech, assistive technology or other communication methods. We don’t yet know your child’s communication potential but we look forward to helping your family make progress to easier and deeper communication.

Get in contact with the friendly team at SpeechEase Speech Therapy today to discuss the options available for your child.

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Teaching nonverbal autistic children to talk

March 19, 2013

Still among our most popular advice posts, the following article was co-authored by Autism Speaks’s first chief science officer, Geri Dawson, who is now director of the Duke University Center for Autism and Brain Development; and clinical psychologist Lauren Elder.

Researchers published the hopeful findings that, even after age 4, many nonverbal children with autism eventually develop language. 

For good reason, families, teachers and others want to know how they can promote language development in nonverbal children or teenagers with autism. The good news is that research has produced a number of effective strategies.

But before we share our “top tips,” it’s important to remember that each person with autism is unique. Even with tremendous effort, a  strategy that works well with one child or teenager may not work with another. And even though every person with autism can learn to communicate, it’s not always through spoken language. Nonverbal individuals with autism have much to contribute to society and can live fulfilling lives with the help of visual supports and assistive technologies.

Here are our top seven strategies for promoting language development in nonverbal children and adolescents with autism:

1. Encourage play and social interaction.  Children learn through play, and that includes learning language. Interactive play provides enjoyable opportunities for you and your child to communicate. Try a variety of games to find those your child enjoys. Also try playful activities that promote social interaction. Examples include singing, reciting nursery rhymes and gentle roughhousing. During your interactions, position yourself in front of your child and close to eye level – so it’s easier for your child to see and hear you.
2. Imitate your child. Mimicking your child’s sounds and play behaviors will encourage more vocalizing and interaction. It also encourages your child to copy you and take turns. Make sure you imitate how your child is playing – so long as it’s a positive behavior. For example, when your child rolls a car, you roll a car. If he or she crashes the car, you crash yours too. But don’t imitate throwing the car!
3. Focus on nonverbal communication. Gestures and eye contact can build a foundation for language. Encourage your child by modeling and responding these behaviors. Exaggerate your gestures. Use both your body and your voice when communicating – for example, by extending your hand to point when you say “look” and nodding your head when you say “yes.” Use gestures that are easy for your child to imitate. Examples include clapping, opening hands, reaching out arms, etc. Respond to your child’s gestures: When she looks at or points to a toy, hand it to her or take the cue for you to play with it. Similarly, point to a toy you want before picking it up.
4. Leave “space” for your child to talk. It’s natural to feel the urge to fill in language when a child doesn’t immediately respond. But it’s so important to give your child lots of opportunities to communicate, even if he isn’t talking. When you ask a question or see that your child wants something, pause for several seconds while looking at him expectantly. Watch for any sound or body movement and respond promptly. The promptness of your response helps your child feel the power of communication.
5. Simplify your language. Doing so helps your child follow what you’re saying. It also makes it easier for her to imitate your speech. If your child is nonverbal, try speaking mostly in single words. (If she’s playing with a ball, you say “ball” or “roll.”) If your child is speaking single words, up the ante. Speak in short phrases, such as “roll ball” or “throw ball.” Keep following this “one-up” rule: Generally use phrases with one more word than your child is using.

6. Follow your child’s interests. Rather than interrupting your child’s focus, follow along with words. Using the one-up rule, narrate what your child is doing. If he’s playing with a shape sorter, you might say the word “in” when he puts a shape in its slot. You might say “shape” when he holds up the shape and “dump shapes” when he dumps them out to start over. By talking about what engages your child, you’ll help him learn the associated vocabulary.

7. Consider assistive devices and visual supports. Assistive technologies and visual supports can do more than take the place of speech. They can foster its development. Examples include devices and apps with pictures that your child touches to produce words. On a simpler level, visual supports can include pictures and groups of pictures that your child can use to indicate requests and thoughts. For more guidance on using visual supports, see Autism Speaks ATN/AIR-P Visual Supports Tool Kit.

Your child’s therapists are uniquely qualified to help you select and use these and other strategies for encouraging language development. Tell the therapist about your successes as well as any difficulties you’re having. By working with your child’s intervention team, you can help provide the support your child needs to find his or her unique “voice.”

Autism Speaks continues to fund research on therapies that promote language development as well as supports and services that can improve communication and quality of life for nonverbal individuals.  

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Nonverbal communication affect in children

. 1975 Apr;31(4):644-53.

doi: 10. 1037/h0077071.

R Buck

• PMID:

  1159612

• DOI:

  10.1037/h0077071

R Buck.

J Pers Soc Psychol.

1975 Apr.

. 1975 Apr;31(4):644-53.

doi: 10.1037/h0077071.

Author

R Buck

• PMID:

  1159612

• DOI:

  10.1037/h0077071

Abstract

A paradign was tested for measuting the tendency of children to send accurate nonverbal signals to others via spontaneous facial expressions and gestures. This paradign was derived from studies on adults that suggest that women are more accurate nonverbal “sendres” than men in certain situations. Eighteeen male and 11 female preschoolers (aged 4 to 6 years) watched a series of emotionally loaded color slides while they were observed via a hidden television camera by their mothers. Results indicated that significant overall communciation occurred, with large individual differences in “sending ability” between children. There was no evidence of a large sex difference in sending ability in choldren, although on one measure girls were more accurate senders than boys when viewed by undergraduates. Sending ability was positively related to teacher’s ratings of activity level, aggressiveness, impulsiveness, bossiness, sociability, etc., and negatively related ti shyness, cooperation, emotional inhibition and control, etc.

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6 Strategies – Encouraging a Non-Verbal Child to Communicate

As a parent of a child with Autism Spectrum Disorder, one of the biggest challenges you could face relates to one of the most fundamental aspects of being a doting parent: understanding your child’s wants and needs.

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Without knowing when your child is hungry or cold or feeling insecure or frightened, it might feel impossible to be the best parent you can be. For many parents, this is a scary situation that comes with a lot of worry. Having a child with autism makes this difficult enough, but if your child is non-verbal the challenges are compounded. This could easily become something that keeps you up at night.

It was a long held belief that children who remained non-verbal after the age of four would never speak, but a 2013 study published by the American Academy of Pediatrics showed there was reason to hold out hope. The study looked at 500 children and concluded that non-verbal kids can, in fact, learn to speak later in life, with some developing language skills and a surprising level of fluency even in their teenage years.

This means that engaging a non-verbal child doesn’t necessarily mean being resigned to non-verbal methods of communication forever. New breakthroughs have shown that you can actually use non-verbal methods as a way to begin encouraging your child to use words… and in the meantime develop effective strategies for figuring out what they want and need.

It’s always important to remember that no two children with ASD are the same. A strategy that works for one child, might not work for another. But there are some tried and tested techniques parents can use to get through to a non-verbal child, and just as importantly, to help the child convey their needs and desires to parents.

Here you’ll find the six strategies we believe are most effective in fostering communication with a non-verbal child:

1. Nonverbal Communication is a Bridge to Language Development

   While speaking is the goal for many parents, many children can find equally effective ways to communicate nonverbally. In fact, many of these non-verbal communications, like hand gestures and eye contact, are the building blocks for language. So, it’s important to encourage their development as a precursor to speech.

   Be sure to model these behaviors for your child by exaggerating your own hand gestures and making it easy for your child to copy you. When you want your child to pick up a toy, don’t just ask them, but point to the toy with your hand and nod “yes” when they select the right one.

   Clapping, holding out your arms, and opening your hands are universally recognized gestures even a young, non-verbal child is likely to be able to interpret.

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2. Play and Social Interaction Create Lots of Opportunities to Describe Things

   Your child will have plenty of opportunities to learn and interact socially through play. Playing games your child enjoys, especially those involving sorting and matching, are a great option, because they work on visual and motor skills, as well as communication.

   Anything to get your kid using their hands, like play dough, creates lots of opportunities for them to describe the tactile experience, using gestures at first, then eventually words. The connection between physical sensations and being compelled to describe the feeling can be very strong.

   You can even get musical by singing or playing toy instruments. When playing with your child, always be sure to place yourself at eye level so your child can easily see and hear you while you play together and learn from watching what you do.

3. Imitation is a Form of Communicating Mutual Understanding

   Another great strategy for parents of non-verbal children is imitation. The cool thing about imitation is that it can go both ways, just like a conversation!

   You start off by imitating your child, how they sound and play, to encourage them to do more of both. Imitation games are as simple as it sounds: If your child stacks a lego on their tower, you stack a lego on yours. If your child knocks the tower over, you knock yours over too!

   All the basic items found in any toy box, whether balls, legos, cars, dolls, action figures or books, give you an opportunity to engage in games that involve role playing as a way to interact and communicate with gestures and imitation that don’t necessarily require words at first.

4. Let Your Child Set the Pace and the Topic That Holds Their Interest

   It’s important to take your child’s lead. Allowing your child to choose the topic and set the pace is a great way to make sure they don’t lose focus. Follow along with what your child is already doing and narrate their activity using words. So, if your child is sorting shapes, say “square” when they hold up that shape and “in” when they place that piece in its proper basket.

   This way, you are allowing your child to focus on what they are interested in and encouraging your child to connect the words with their chosen activity.

   Choosing your words so that they are easier for your child to understand is a wise idea. You may consider talking to your child using only single words like “take” or “ball” in the beginning. Using a single word makes things very simple for your child to understand and imitate. Then, as your child starts using these words, you can add a word to the phrase, like “take toy” or “roll ball.” You can keep building on the phrases to they are able to convey complete ideas in full sentences.

5. Consider Using Assistive Devices

   There are many types of assistive devices available that are designed to help children and adults with ASD who struggle to communicate, both those who are capable of talking and those that are completely non-verbal. It’s important to understand that these devices are not just meant to take the place of speech; they are designed to be a foundation for communication as well.

   Visual supports also help children to make requests and share thoughts by touching pictures that then produce words. There are many devices available, as well as apps that can be downloaded directly to your phone or tablet.

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6. Avoid the Urge to Respond for Your Child and Give Them Some Space

   Keep in mind that sometimes your child may not respond, or respond fully. And that is okay. You may feel the urge to complete sentences, mouth the responses you’re hoping to hear, or answer questions on their behalf when someone else is asking, but it’s okay to give them the space to answer, even if the answer simply isn’t coming.

   Children with ASD need time and space to think and process. And, sometimes, they aren’t going to answer at all. But you have to keep providing them with the opportunities to respond rather than doing it for them.

   Wait several seconds after you answer a question and look at your child with interest. Watch for any signs of sound or movement. And, if they do offer a response of any kind, be sure to react and respond quickly. Providing this kind of reinforcement can be the most empowering thing you can do for your child.

Tips for Parents – Child Development

According to research, body language accounts for 93% of the information sent. Who would have thought that our facial expressions and pantomimes could speak so loudly?..

Giving children all sorts of instructions, not many parents think about non-verbal ways of communicating with them. And non-verbal communication has a long-term impact on how children listen, behave, absorb information and talk to other people. It also influences how they treat us as parents and how children look in the eyes of other people. Non-verbal communication can have a major impact on how a child will like the people around him and on the opportunities that he will have in the future. Undoubtedly, this type of communication has a huge impact on the fate of children.

It is important for us as parents to remember that children often respond not to our words, but to the way they are presented. We need to carefully model the behavior we want to see in our children. Therefore, we must improve our own non-verbal communication skills so that they can effectively learn from us and improve their social skills. Fortunately, there are many ways to positively impact our children’s comprehension and communication skills. The following are helpful tips for parents.

1. The importance of eye contact

Parents often ignore the importance of eye contact with their children. And in vain, since good eye contact between parents and the child is an important tool for the normal development of the baby. When the child closely follows the expression on the parents’ faces, he receives clues to understand their verbal utterances. At the same time, it is important for the child to focus his attention not only on the face, but also on the movement of the lips. This makes our statement more “readable” and perceptible.

2. Talking at a child’s level

When you lean in and talk to your child at eye level, you are not only friendly and scary, but also make your statement easier and more audible. Educators are often encouraged to teach on the same horizontal plane as children in order to build and strengthen bonds with students.

3. Using an open posture for communication

arms around the shoulders, we demonstrate to children that we are ready to accept what they have to say. This hand position makes children want to communicate with us and listen to us.

4. Positive facial expression

A smile, the corners of the lips turned up, as well as eyes that express interest and are wide open with excited anticipation, influence children’s reactions to our statements. A positive expression on the face of parents encourages them to respond positively. Here it is important to take into account that the emotional experiences of children when communicating with other people shape their reactions throughout their lives.

5. Mutual, joint attention

The joint attention of parents and children to an object (for example, when the parent gets down on the floor with the child to clean up the dirt, instead of ordering the child to clean up the mess himself) is extremely important in attracting the child’s interest in a pressing topic. When we consider and evaluate a topic of conversation with our children, we engage them on a deeper level.

A study was conducted on the development of a child’s vocabulary and joint attention. The results indicate that children who learned words by completing tasks with their parents had a larger vocabulary. If the child does not pay attention to you and your words, approach him or even point out the problem to him. It is to be hoped that next time he will do as you have instructed him.

6. Tone of voice and intonation (paralanguage) when talking to children

It’s no secret that babies and young children love their mother’s language (mother’s high tone of voice). There was a study that found that maternal language helps babies determine where words begin and where they end, and thus recognize sounds, syllables, words, and finally sentences. Children also become more involved in conversations with their parents when they use a high-pitched and varying rhythm of speech.

7. Gestures

Head nodding, thumbs up and hands raised in excitement also have a positive effect on interaction with children. This is how we non-verbally express understanding and support to them.

8. Sounds (uh-huh, mmm, ah)

Parents’ use of vocal responses (not verbal) when talking to a child demonstrates to him that we are interested in what he is saying. These sounds encourage the child, as we show that we are listening very carefully.

9. Closeness between parent and child

When children are small, it is very important that the space (distance) between them and their parents is relatively small (30–60 cm). As children become teenagers, this space naturally expands and requires more parental attention.

10. Movement (movements that parents should/should not make)

In order to show our child our interest in talking to him, our movements should be limited to gestures and facial expressions. Parental walking not only distracts the child, but also disrupts the closeness and bonding with the baby that is essential for effective communication.

It’s amazing how attention to non-verbal communication and a few small adjustments to it can have such a profound effect on our connection with children and how they will interact with the world around them. Use the tips presented in this article, and you will be pleasantly surprised.

Two Minute Action Plan for Parents

Take a moment to reflect on your last conversation with your child.

• Did the child agree with what you said?
• What other non-verbal signals did you send to the child in addition to the spoken words? Has it affected your baby’s reaction to you?
• On average, how many times per day do you show positive gestures, tone of voice and facial expressions?
• How often do you get down to the child’s level and connect with him before you try to correct him?

Parent Long Term Action Plan

• As a first step to improving nonverbal communication skills, parents need to learn to better understand the nonverbal information they send along with their words. Throughout the next week, pay close attention to this aspect of communication with children.
• Then choose one of the tips above and purposefully implement it in your communication. For example, you can methodically learn to use a softer, more open expression in conversation.

Yes, you may feel a little unnatural at first, but the reactions you will see from the children will more than pay off all your efforts!

How to teach communication to a non-verbal child?

10/12/14

Description of the main and most effective approaches to the development of speech in non-verbal children with autism

Translation: Yana Shalimova
Source: I Love ABA

Quite often, children with autism do not speak at all, or they develop speech with a large delay. Sometimes this is due to medical problems such as tongue problems or apraxia. However, much more often this is due to impairments in the areas of motivation and social interaction. Speech delays can also be caused by advanced ear infections, which can lead to hearing loss and hamper speech development at a critical time.

The term “non-verbal” refers to a person who does not use voice to communicate (the clinical term is “non-vocal” because verbal behavior may include communication without sounds, such as sign language). In most cases, instead of language, these children use ineffective or inappropriate ways of communicating. Most of the guys I worked with were non-verbal when we met. Typically, these children communicated by pointing fingers, guiding me to the right place, or (most often) expressing their needs through behavior. In my practice, I have observed several babies who, without saying a word, could get everything they wanted. Parents understood that two shouts meant “turn on the TV”, crying meant “take me in your arms”, and pushing away a brother or sister meant “I don’t want to play”, etc.

When working with non-verbal children, your goal is not to get the child to speak. The main task is to teach the child effective communication . Even verbal children are not always capable of communication. If I teach a five-year-old child to name colors and body parts, but he is not able to tell me that he wants to eat, then this is an example of a child who can speak, but does not use speech to communicate.

It is important to realize that “non-verbal” is not just someone who cannot speak. How does the child communicate? Do you get the impression that he understands a lot more by ear than he can say? Does the child hum to himself, name parts of words, sing songs or melodies? Does the child scream when upset or make mute sounds? I can say from my experience that if a non-verbal child has vocal stereotypes or echolalia (repetition of other people’s words and phrases), then this increases the likelihood that he will become verbal. A child who echoes words, sings, or babbles is more likely to be able to speak.

Behavior work plays a huge role in the development of communication. This has to be repeated over and over again: non-verbal or non-communicative children are characterized by the most problematic and difficult to correct types of behavior. Why is it so? Try to imagine that you are in a society where no one speaks your language. If you speak English, then everyone around you speaks French. If you speak Arabic, then everyone around you speaks German. Now imagine that you are hungry, and you need to somehow convince these people to feed you. And how long can you point and gesticulate before you start pushing people and throwing things?

If a child lacks an innate motivation for social interaction, and the people around him do not additionally motivate him for this, then it will be much easier for him to get his own way with the help of unwanted behavior. A child who is allowed to throw a plate on the floor at the end of a meal, which means “I ate”, has no reason to think about how to put it into words, how to pronounce it and communicate to others.

Encouragement for communication plays a huge role. When a child with autism learns to communicate with other people, you should always have at hand the rewards he desires. You might be thinking, “Why should I encourage my child to speak? Because my older kids just started talking and didn’t get M&M’s for it.” A key feature of autism is qualitative impairments in the field of communication. This may mean that the child does not speak at all, has speech delays, or has a command of the language but no motivation to use it.

There are several approaches to teaching non-verbal children to communicate (and behavioral analysts/counselors often advise using several methods at once):

Methods of teaching communication

Verbal behavioral approach (ABA) There are many directions in the field of applied behavior analysis (ABA) , and the verbal behavioral approach is one of them. This method focuses on the development of functional speech. The starting point in this approach is the internal motivation of the child, who receives rewards to reinforce various types of communication (requests, naming, and so on). In this approach, language is taught just like any other behavior, and each component of speech is divided into small steps. For example, if a child loves ice cream very much, then the first thing they are taught is to pronounce the word “ice cream”. Thus, the child’s desire to get what he wants is used to stimulate his speech. You say ice cream, you get ice cream. The verbal behavioral approach also uses repetition, prompting, and the gradual formation of the desired response. If a child is taught to ask for a ball, then “ma” is accepted as a request first. Over time, with careful data collection and analysis, the criteria become more stringent until the child can clearly say “ball”.

Speech therapy. Of the ten clients I work with, 6-7 usually also visit a speech therapist. Many parents believe that speech therapy is the only way to help a non-verbal child speak. Speech therapists work with problems such as stuttering, articulation disorders, eating/swallowing difficulties, and the like. I know children who have made great strides with the help of a speech therapist, and I have worked with those who have not been affected by these services. They received speech therapy for years, and began to speak after a few months of ABA therapy. As a client, it is important for you to find a speech therapist who has knowledge and experience specifically in the field of autism or behavioral therapy. It is also important to pay attention to the intensity of training. Many of the children I work with only have an hour and a half a week with a speech therapist. For a non-verbal, low-functioning autistic child, such therapy is not enough to make any meaningful changes.

Sign language. When you name the surrounding objects, always accompany them with a gesture, so that when the child hears the word, he simultaneously learns the corresponding gesture. Considering sign language as a form of communication, one should always take into account the age of the child and his fine motor skills. If your child has fine motor skills and is unable to complete a sequence of complex gestures, sign language may not be the best option. Age is important because you need to consider the breadth of your child’s social circle. If he’s two years old and spends all day with his mom and dad, then sign language is probably fine. And if the child is 11 years old, he goes to school, an extended day group, and then to the karate section, then all the people with whom he communicates must understand his gestures. If a child walks up to a teacher on a school playground and gestures for a “red notebook,” will the teacher understand? In the event that children do not receive a prompt response to their gestures, they may simply stop using them. Another common mistake when teaching a child to sign language is getting stuck on the “more” gesture. Many specialists and parents teach the child the “more” gesture, and, unfortunately, he transfers this gesture to all situations. The child begins to approach everyone in a row and repeat the “more” gesture when others have no idea what he wants. “What more? Now imagine how upset a child is when he is not understood. If you decide to teach your child the “more” gesture, then be sure to teach him to use the gesture only in tandem with the name of what he wants.

Communication Picture Exchange System (PECS). With the PECS system, the child learns to exchange photos of the items he wants for the items themselves. PECS images are easy to use, take with you, and can describe in detail everything in the child’s environment. With PECS, you can teach your child to make a request in a whole sentence, ask for several things at once, tell how the day went, just talk, etc. The advantage of PECS over gestures is that pictures or photographs can be understood by anyone. If a child inaccurately shows a gesture, then no one will understand what he wants. With the PECS system, you can use pictures or real photos of the items, whichever suits your child best. Another advantage of PECS compared to gestures is that this system is suitable for communicating with peers. A typical three-year-old child might not understand the “play” gesture, but they will definitely understand that a card with a picture of a doll house means “Do you want to play with a doll house?” Disadvantages of this system that parents have reported to me include the difficulty of constantly adding different photos/pictures, and if the child’s interests change quickly, then the cards have to be changed quickly as well.

Auxiliary communication devices. Using an assistive communication device will allow the child to create speech using a voice synthesizer. The child inserts pictures, types or presses buttons, and the device reproduces the corresponding words using an artificial voice. Since this is a technological device, it is necessary that the child has sufficient intellectual ability to use it independently of adults. However, if you have an iPad, there are excellent communication apps (such as Proloquo 2 Go) that allow non-verbal children to communicate with just a few finger movements. The advantage of such technologies is that they are suitable for people with different physical abilities, as they can be modified and adapted for children who have low vision, cannot type, or are hard of hearing. These apps and devices are easy to take with you and allow your child to quickly communicate what they want, what they think, how they feel about things, and what they need. Some devices can be programmed on an as-needed basis, filling in specific information that cannot be matched with a photo (such as the long knock-knock joke). Other devices are more limited and difficult to program for extended conversations or dialogue.

Language immersion. This method is commonly used in preschools or kindergartens that accept children with special needs. Throughout the day in the group, the child is immersed in an environment that motivates him to speak. Each item is clearly named and each child engages in conversation even if they cannot speak (“David, is my jacket blue? Nod if my jacket is blue”). Teachers work individually with each child, teaching him to play in turn, maintain eye contact and pay attention to the same thing as the other person. In my opinion, such classes are very similar to the Kegel method or training in basic reactions, one of the ABA approaches. The advantage of language immersion, as well as teaching basic communication skills, is that parents can easily use this method with their child. Such techniques focus on those stages of development that usually lead to the first words, such as babbling, distinguishing sounds, imitation, responding to oral instructions, and communicating through gestures. Individual work with a child includes natural communication and encouragement. For example, you can respond to a child’s babble as if it were words and keep the conversation going. Describe your actions and what the child is doing, even if he does not answer you in any way (“We are going up the stairs. Let’s count the steps: 1, 2, 3, 4 …”). When you say this, keep eye contact, build on common interests with your child, and make learning fun.

The sheer variety of programs, books, resources, and clinics that promise to teach autistic children to speak can be confusing for parents. Choose a program very responsibly and trust only those methods that have been researched and approved, as well as those that clearly and clearly describe how this method works and what it includes. If you need to pay for treatment or order a book to figure out how the method works, then this is a reason to be suspicious.

Whatever option you choose to teach your child to communicate will only be effective in different places and with different people if you provide support for the desired behavior. The child must learn that from now on, others will not accept anything other than his communication system. This means that if you taught a child to ask for cookies with a gesture, then he can no longer climb onto the kitchen table to get a jar of cookies from the refrigerator. Make communication with you a requirement, or the child will never communicate.

The child must also understand that communication with people leads to good results. If the child has just learned the request for “juice”, then every time he says “juice”, you need to give him some juice. The child must see that through communication you can quickly get what he needs or wants.

If you have started using a communication system for a child with autism, but the results are not satisfactory, then ask yourself the question: “Is this communication system the only way for the child to get what he wants/needs?” If not, then perhaps this is the reason for the lack of improvement.

** Important tip: It is very important for the learning and development of speech to start the intervention at the earliest stages. If you want to achieve the best results, then you need to start exercising with your child as early as possible. However, research shows that hope is not lost for older non-verbal children with autism. It will be more difficult for an older child to learn to speak, but, nevertheless, it is possible. The most effective methods for working with children over 5 years of age include the use of speech-generating devices (which do not suppress language) and developmental approaches that aim to develop divided attention.

See also:

Autism and alternative communication: what I would like to know much earlier

Notes of an autist. Autism, speech and assistive technology

How to help a non-verbal child to speak?

How to teach a child with autism to make verbal requests?

How to teach a child to use words instead of tantrums?

Three Key Speech Development Strategies

How do you teach a child with autism to make a request with a gesture?

How to choose a communication method for a non-verbal child with autism?

What is divided attention and how can it be developed in children with autism?

We hope that the information on our website will be useful or interesting for you. You can support people with autism in Russia and contribute to the work of the Foundation by clicking on the “Help” button.

ABA Therapy and Behavior, Communication and Speech

Significance of non-verbal communication in infancy for mental development

Year of publication and journal number:

2001, No. 4

1. History of the study

The study of preverbal communication at an early age is a very exciting and exciting activity, as it is connected with the mysterious and touching world of infancy, when the first shoots of the human soul are born. This relatively young direction in developmental psychology is experiencing a real research boom in our time. Not surprisingly, the interests of neuropsychology, developmental psychology, and psycholinguistics are focused in this area of ​​research. On the part of practitioners – psychologists, psychotherapists, psychoanalysts – there is a huge interest in understanding the origins of communication and speech, since it is they who have to deal with the complex, sometimes mysterious, difficult to explain consequences of developmental disorders that occurred at the very beginning of the life path of patients.

The history of this extremely interesting branch of knowledge is divided into several stages. Even at the beginning of the century, the close attention of scientists was riveted to discoveries in the field of embryology and early postnatal development. Early ontogeny was seen as a consequence predetermined by the action of metaphysical forces, such as the vegetative soul, or psychic heat. In this regard, the concept of “critical periods” in behavioral epigenesis arose, according to which events that occur with a child at certain periods of time and are caused by outside interference can subsequently lead to tangible changes in his behavior [13].

For the first time, the decisive significance of early childhood experience for the further mental development of the child was postulated in psychoanalytic theory. Engaged in a retrospective search for traces of childhood experiences, 3. Freud laid the foundation for a new tradition in psychiatry and psychology. The experience experienced by the child during this period began to be regarded as the foundation for further mental development, and it was attributed a decisive role in the emergence of possible neurotic and mental disorders in adult patients. The founders of child psychoanalysis A. Freud, M. Klein, S. Isaacs were the first to move from retrospective analysis in a therapeutic context to direct observation of children. A new impetus to the study of early childhood experiences came from observations of infants brought up in the absence of a mother. This marked the beginning of empirical research in this area. Based on a large number of similar observations, M. Ribble [31] was the first to put forward the idea that the absence of maternal love and care can cause physical and mental disorders, in the most severe cases leading to insanity. Subsequently, many of her hypotheses were empirically proven by data from studies of infants separated from their mothers during the war and orphans from infant shelters [6,10,30,35].

The study of maternal deprivation in animals can be considered the first experimental study of preverbal communication. One group of researchers found that mice and rats learn and develop physically and emotionally more successfully and faster if they receive a certain dose of affectionate tactile contact [37]. Another group of scientists analyzed the influence of specific components of maternal behavior on the mental development of rhesus monkey cubs and investigated how and to what extent it is possible to replace an absent mother [11, 12]. An interesting discovery was made: the absence of a mother has a different effect on different species of monkeys; mothers, fathers and other relatives take an unequal part in caring for offspring.

Even then, in child psychiatry, there was an idea of ​​the exceptional importance of maternal care for the successful mental development of the child. Maternal care was considered indispensable, and the success of the development of the relationship between mother and child was made exclusively dependent on the level of emotional contact in the couple. This theory, first put forward by D. Bowlby [3], then received its further development in psychiatric practice. However, its limitations were as follows: rhesus monkeys provide an acceptable model for studying the development of human behavior. At the same time, the existence of specifically human forms of behavior, different from those observed in primates, was completely ignored. In part, this situation was due to insufficient knowledge at that time of the phylogeny and ontogenesis of human behavior.

From this moment began a vigorous study of the early stages of the development of behavior and preverbal communication. Technological advances have made it possible to make new observations and develop new methods for evaluating data. The relevance and importance of ongoing work in this area predetermined the interdisciplinary nature of research and the growth in the number of scientists employed in it. Psychiatrists and psychotherapists have recognized that an infant’s development can only be seen in the context of its relationship with its mother or other caregivers in its social environment, and that early forms of interaction mean more than mere emotional exchange. They became interested in the possibility of having a preventive therapeutic effect on the parent-child relationship at an early age. The key moment in the history of the issue was the First World Congress on Infant Psychiatry in Cascais (Portugal, 1980), where new theoretical and methodological achievements in the field of preverbal communication were presented, therapeutic possibilities were clarified, and the idea was expressed of the inadmissibility of overdiagnosis of mental disorders at an early age.

2. The infant’s contribution to communication

In contrast to previous ideas about the infant as a passive participant in communication, who has only the simplest emotional reactions, the idea that a newborn, experiencing new experiences, i.e. gaining new experience, he can learn and express his own intentions [5, 16, 17]. A number of studies have confirmed that as early as 4-month-old babies, as a result of gaining new experience, they build their own basic representations (or concepts) and behave further in accordance with them [19].]. The study of the motivation of infantile behavior has clearly shown that it is necessary to take into account the needs of the child not only purely physiological, but also integrative, communicative, in particular, the need to accumulate new experiences, check the relationship between one’s own behavior and its consequences caused in the immediate environment, as well as the need to find their own kind and communicate with them.

To explain the early forms of human behavior and determine its role in evolution, it is necessary to analyze the biological aspects of this behavior. The goal is to discover specific species forms that are unique to humans, in contrast to similar forms of animal behavior. In this regard, the views of scientists were directed to the development of the child even before birth. Video filming of the behavior of the fetus in the womb has shown that a certain genetic program is involved in the early development of motor skills. But it has also been demonstrated that the learning processes and cognitive abilities of the baby are involved in the integration of early experience. This made it possible to clarify the previous idea of ​​the origin (Table 1) and basic tendencies (Table 2) of the process of integrating the experience gained by the child in the early stages of development. It became clear that the world of our experiences and the phylogenetic experience of the human race include certain behavioral tendencies that were selected from a large amount of genetic information in the process of evolution and were transmitted by heredity. In the process of learning, conscious and unconscious components were distinguished for the first time. The role of unconscious learning and thinking became more understandable after the dependence of the course of unconscious processes on the functioning of the hemisphere of the brain, which is dominant in speech, was shown [8,

Table 2. Experience integration. Basic trends Society, study 208 Trendry Form of manifestation Rubing and economy of equity control Coordination Social conformity Reproductive conformity Power Culture and morality

animal world. These include: attention, exploratory instinct, withdrawal, avoidance, and needs closely related to communicative and cognitive development, primarily the need to establish control over changes in the surrounding world or determine the various results of one’s own actions. Communication plays a crucial role in the child’s re-examination of the social conformity of his actions. In this sense, it is important for a person, just like animals, to learn how to receive help from their neighbors, find a partner for procreation and win an optimal position in society.

Human communication is characterized by all the attributes typical of adaptive forms of behavior known in nature: universality, development at an early stage of ontogenesis, co-evolution in accordance with the reinforcing tendencies of the social environment. However, there are significant differences between the motivation and social behavior of humans and animals. These include: 1) the ability to shift the motive to the goal, 2) altruism and morality, 3) high intelligence and highly developed speech apparatus, 4) developed fine motor skills, a close connection with the formation of integrative abilities.

When forming habits related to feeding, satisfying hunger can give way to other motives, as soon as the child understands that his behavior can influence the people around him. Even more often, such a shift in motive is observed during a cry, which can be caused not only by hunger, pain, fear, but also by the requirement to satisfy a cognitive or social need. And then it becomes an important tool that allows the child to manipulate the adults who care for him.

Unlike animals, humans have a developed altruistic need to help others if they need it. In addition, morality, specifically human relations of duty, social conformity, which are absent in the animal community, play an important role in motivating human behavior.

Human communication is a unique phenomenon of nature, providing the highest degree of human adaptation to the environment in comparison with animals. Its prerequisites – high intelligence, the ability for abstract symbolization, voice modulation in a rapidly changing sequence – are not unique natural data, however, in such a complete combination as in humans, they are not found in any animal. So, chimpanzees, who can communicate with humans using gestures, lack a developed speech apparatus for verbal communication. And some tropical birds, despite good imitative abilities that allow them to copy the human voice, never use speech to communicate with each other.

Another distinctive feature of the development of communication between people is the unique combination of verbal abilities with finger and hand movements. As a result of well-developed fine motor skills, a person has also learned to record and accumulate his knowledge in various visual and readable coded forms. The ability to convey information through speech has made the integration of experience more efficient, faster, and more economical. The ability for verbal mediation has opened up unique possibilities that form the basis of culture and, at the same time, has increased the degree of biological fitness of a person.

The main, basic tendencies in behavior are detected already at an early stage of development, others appear simultaneously with the development of speech, or after its completion. Preverbal expressions of infants – vocal, mimic or gestural – are much more important than just an emotional signal. Even K. Buhler [4] emphasized that such signals, along with the expression of one’s own state, also reflect the actual situation of communication and are directed to the partner as a request or demand. Obviously, the development of communication skills from the very beginning is closely connected not only with the emotional state, but also with the development of integrative abilities: thinking and learning abilities. Strong Min. Predictability Max. High Min. Conscious control Min. Weak Max. Sociocultural background Min. Minor Max. Voice transmission Min. Low Max.

3. The contribution of parents to communication

The second component of the interactive process is the participation of parents. A detailed examination of the video recording of parent-child interactions revealed new abilities of parents that remained unnoticed when applying global methods of observation. They manifested themselves especially clearly in behavior that was adopted by children unconsciously and could not be transmitted through speech. These forms of behavior, necessary for mastering early thinking abilities and vocalization, were designated as intuitive parental didactics [25].

How can the content of this concept be determined? Everyday actions of parents in dialogue with their babies exactly correspond to the actual physical state of the child, which is determined by the degree of his wakefulness and attention. With the help of various methods, parents manage to awaken and further maintain the attention of the child, while “dosing” the degree of their intervention in such a way that the baby is able to process the signals coming from them without much effort. The frequent repetition of such parental promptings and the strong, emotional rewards that accompany every small step in the child’s progress reflect the didactic nature of parental behavior. Parents are also receptive to a decrease in attention from the child.

In this case, they increase the intensity of urges, change their behavior, or simply allow the child to rest.

The didactic abilities of parents belong to a special category of biologically determined prerequisites, which are fundamentally different from innate reflexes or rationally controlled forms of behavior. From Table. 3. the difference between three types of behavior is visible: innate, intuitive and rational.

Genetic programs play an important role in the intuitive behavior of parents, which is confirmed by numerous manifestations. So, for example, intuitive didactic abilities are quite universal and do not depend on gender, age and cultural background of educators. They arise as a result of involuntary training [34]. Their constant manifestation is quite consistent with the principle prevailing in nature, according to which, in the course of evolution, adaptive mechanisms vital for survival, specific to each species, are selected. In humans, such adaptive mechanisms are high intelligence and verbal communication. And it is precisely in teaching a child to speak and actions that can be conveyed with the help of speech [21] that intuitive didactic abilities are most clearly manifested, i.e. finely differentiated and didactically meaningful parental support.

Features of didactic behavior are: specific use of eye contact, facial expressions, articulation; determination of the degree of cheerfulness of the baby; compliance with the child’s expectations at the level of actions; the use of a special “children’s speech”; the unconscious use of intonation to communicate emotional state and cognitive information.

Referring people to eye contact is one example of a species-specific encouragement of communication skills. While all other species, including great apes, avoid direct eye contact, which signals threat and possible aggression, in human communication, on the contrary, it is the most necessary and facilitates the exchange of very important signals. Without realizing it, the adult seeks eye contact with the infant by placing his or her face in the child’s field of vision and thereby facilitating his (still limited) visual perception [34]. Adults also reward the baby for every glance received from him with a special, so-called “welcome reaction.”

Parents constantly repeat the sounds and facial expressions of the baby, thereby allowing the child to use their faces as a “biological mirror”, or “biological echo”, and thus develop his ability to perceive himself. Emotionally colored facial expressions of parents serve as confirmation of the desired forms of behavior of the child and rejection of undesirable ones, or they signal to the still inexperienced infant that he can expect from meeting a new person or an unfamiliar situation.

Before entering into a dialogue with a child, an adult first intuitively determines the degree of cheerfulness and attention of the child, trying to open his hands or open his mouth, checking his muscle tone [24]. A sleepy baby does not offer any resistance, while a hungry baby reacts with a search reaction or sucking movements. B. Kestermann [14] demonstrated in his experiments how the language of children’s gestures affects the behavior of parents. So, for example, calm twirling of half-opened hands with fingers signals a quite suitable opportunity to enter into a dialogue, a strong grasping reflex reflects increased tension, reduced muscle tone in the hands indicates fatigue and drowsiness.

For the successful development of self-perception, it is important to give the infant as often as possible the opportunity to respond to someone else’s appeal in such a way that these answers, in turn, are understood by adults. To do this, “sufficiently intuitive parents” often allow the baby to manipulate (in a positive sense) their behavior, i. e. respond to the “moves of the child” as he expects. It’s like they’re playing tricks with him. This creates a feeling in the baby that he is understood and accepted. This reinforces one of the most important integrative processes – recognizing how certain goals can be achieved by changing one’s own behavior.

The most interesting and common examples of intuitive parental support are found in vocal communication between the infant and parents or other adults during the child’s acquisition of speech. Parents demonstrate articulation, adopting which children learn to reproduce various sounds. At first, the baby lacks the ability to hold his breath, which is necessary for calm vocalization. It is even more difficult to produce consonants and syllables. As soon as the breath develops so much that the child learns to control his vocalizations, he can already modulate the melody from the first basic sounds. The gradual development of such steps is supported by the child’s social environment both intentionally and involuntarily. Relatives surrounding the child – from 2-3-year-old brothers and sisters to grandparents – use a manner of communication and speech for this, which is characterized by surprisingly simple melodic units with an increased and extended range and longer, melodious vowels (“infant-directed speach”). “) [26].

Computer analysis of speech addressed to an infant has shown how important a role is played by intonation in a dialogue with an infant. With the help of various melodies, the adult conveys well-differentiated information and the first categorical messages, the processing of which prepares the ground for further verbal messages. At the same time, the melody of the parental manner of speech is extremely saturated with information [27]. Adults caring for the child use in a conversation addressed to him such elements of vocalization that the baby himself discovered during the imitation and modulation of his first vocalizations. In a similar way, further unconscious, but surprisingly systematically performed steps proceed, ultimately leading to the appearance of the first words [28].

For the first time, new data on the different contribution of each of the cerebral hemispheres to the acquisition of speech and fine motor skills of the hands helped to understand the coevolution of child and parental preparedness for learning speech [18]. In the first seven months, the infant practices various techniques and develops abilities related to speech. So, for example, he learns how to produce and modulate sounds, recognize and follow the rules of dialogue, combine vocal manifestations with non-verbal ones, and so on. Such procedural learning begins immediately after birth, while declarative learning (what is called, how abstract concepts can be combined) depends on the maturation of the corresponding brain structures and appears by the end of the first year of life.

In the early stages of a child’s development, communication plays a twofold role. On the one hand, it is a necessary condition for the development of speech, on the other hand, it offers many opportunities for working out and automating basic integrative processes. In the absence of such opportunities in a child, not only speech, but also mental development in general is at risk [23]. This fact was confirmed experimentally by observational data on the development of twins, each of whom receives half as much attention from their parents as an only child [2].

4. Communication disorders at an early age and their therapy

The universality of the prerequisites for integrative and communicative behavior in children and their caregivers does not mean, however, that they always manifest themselves automatically and in an undisturbed form. Rather, it is about behavioral readiness, which can have a variety of forms of manifestation. From the primary, universal set for all, a completely original mosaic picture of child-parent interaction arises. Separate actions are gradually worked out, synchronized and coordinated among themselves in the course of mutual interactions specific to each couple.

The development and flow of communication under the influence of a large number of adverse factors is delayed or disrupted [22]. So, for example, a violation of intuitive parental behavior may arise as a result of unresolved psychosocial problems and conflicts in partnership, really conditioned or neurotic fears associated with the child, due to overwork or mental illness of the parents [1, 32]. Of particular importance is also the presence of adverse experiences of their own childhood experiences of parents. In such cases, they may be so busy resolving their problems that they hardly perceive or even ignore the signals coming from the child, neglect his needs and avoid play contact. Another form of violation: adults, on the contrary, are excessively precautionary in their manifestations or stimulate the child too much, to the point that he ceases to understand parental signals, endures them with difficulty, and eventually rejects them altogether. Refusal to communicate on the part of the child can also occur when a woman does not feel like a mother and rejects the baby [15, 38].

Parenting disorders are most pronounced when the child belongs to the category of so-called “difficult children” [36], “noisy children” [7] or other risk groups. It does not necessarily have congenital deafness, blindness, cerebral movement disorders or Down syndrome. Often, even mild changes in coordination, hypotension, a lowered threshold of excitability, and similar symptoms of nonspecific disorders [33] lead to the fact that the signals coming from the child are difficult to recognize and interpret, and the infant himself is too passive if an adult does not attract him attention. Such children may avoid social contact or react to it with excitement and increased crying. In such cases, the “difficult” behavior of the child causes the parents to feel that their parental competence is being excessively demanded. This often leads to the emergence of a parental rejection syndrome characterized by powerlessness and guilt [29]. In this case, communication acquires a permanent decompensating effect on the child [20]. The danger of this situation lies in the fact that in the most severe cases, communication violations are amplified, fixed and lead to neglect and/or abuse of children.

Currently, there is still a shortage of reliable and easy-to-use methods for recognizing early violations of preverbal communication. At the same time, in practice it has been repeatedly confirmed that the signs of possible subsequent violations in a child are: excessive passivity; avoidance of contact; irritability and frequent crying; insufficient development of differentiated forms of communication; refusal to eat; sleep disturbances not due to organic causes; severe anxiety or pronounced defensive reactions when faced with a new situation or a stranger. In the behavior of parents, such harbingers are: ignoring a relaxed, relaxed dialogue with the baby at those moments when he expresses his readiness for communication; lack of game elements; ignoring or slow response to children’s signals; inadequate “dosing” of motives in relation to the child; overly rational, “conductor” interference; insufficient efforts to maintain dialogue, play, keep the child’s attention, or lack of incentives to communicate.

Currently, there are many different, often overlapping, therapeutic methods for correcting parent-child relationships in the early stages of development. Often these programs, which involve intervention in the process of communication, ignore the main feature of intuitive parental behavior: a slight ability to control it consciously, rationally and voluntarily. When working with parents in the programs of the Institute of Social Pediatrics at the Ludwig-Maximilian University in Munich, the main principles are: 1) relieving psychophysical stress in parents; 2) facilitating the implementation and therapeutic support of intuitive parenting; 3) development of effective forms of intuitive parenting in naturally occurring everyday learning situations [29]. It seems important to direct therapeutic efforts to ensure that parents fully follow the pace and level of development of their child and allow themselves in their own intuitive behavior to follow the preferences of the infant, his spontaneously emerging interests and dynamics, and also rely on their intuitive readiness for a joint dialogue or game. with a baby. The use of such psychotherapy in conjunction with drug treatment of primary organic disorders can prevent or interrupt the vicious circle of disturbed interactions that threatens decompensation, activate existing healing forces and awaken new ones. Our experience shows that once experienced, even the most modest success can significantly affect further motivation to achieve new results.

References:

1. Bastick T. Intuition // How we think and act. N.Y.: Wiley and Sons, 1982.

2. Bornstein M.H. How infant and mother jointly contribute to developing cognitive competence in the child // Proceedings of the National Academy of Sciences. 1985. V. 82. P. 7470-7473.

3. Bowlby J. Maternal care and mental health: WHO Monographies. 1952. No. 2.

4. Buhler K. Sprachtheorie. Jena: Fischer, 1934.

5. Dornes M. Der kompetente Saugling. Frankfurt am Main: Fischer Taschenbuch Verlag, 1993.

6. Freud A. Infants without families. N.Y. : Int. Univ. Press, 1945.

7. Frodi A. Variations in parental and nonparental response to early infant communication // The psychobiology of attachment separation / Eds M. Reite, T. Field. N.Y.: Academic Press, 1985. P. 351-367.

8. Gaddes H. Lemstorungen und Hirnfunktion. Eine neuropsychologische Betrachtung. Berlin: Springer Verlag, 1991.

9. Gazzaniga M. The social brain. Discovering the networks of the mind. N.Y.: Basic, 1985.

10. Goldfarb W. Psychological privation in infancy and subsequent adjustment // Amer. J. of Orthopsychiatry. 1945.V.15. P.247-255.

11. Harlow H.F. Total social isolation: Effects on Macaque monkey behavior // Science. 1965. V. 3670.

12. Harlow H.F., Harlow M.K. Social deprivation in monkeys // Scientific American. 1962. V. 207. P. 137-146.

13. Hess E. Pragung // Die fruhkindliche Entwicklung von Verhaltensmustern bei Tier und Menschen. Minchen: Kindler, 1975.

14. Kestermann G. Geslik von Saauglingen: Ihre kommuni-kative Bedeutung fur erfahrene und unerfahrene Bezug-spersonen: Dissertation. Universitat Bielefeld, 1982.

15. MucCurthy O., Booth EM. Parental rejection and stunting of growth // J. of Psychosomatic Research. 1970. V. 14, P. 259-265.

16. Papousek H. Experimental studies of appetitional behavior in human newborns infants // Early behavior: Comparative developmental approaches / Eds H.W. Stevenson, E.H. Hess, H.L. Rheingold. N.Y.: Wiley, 1967. P.249-277.

17. Papousek H. Entwicklung der Lemfahigkeit im Sauglingsalter // Intelligenz, Lernen und Lernstorungen // Hrsg. G. Nissen. Berlin: Springer Verlag, 1977, pp. 89-107.

18. Papousek H. Toward hemispheric specialization during infancy: Manual skills versus acquisition of speech // Theory and research in behavioral pediatrics / Eds H.E. Fitzgerald, B.M. Lester, M.V. Yogman. N.Y.: Plenum, 1991. V. 5. P. 209-215.

19. Papousek H., Bernstein P. The functions of conditioning stimulation in human neonates and infants // Stimulation in early infancy / Ed. A. Ambrose. L.: Academic Press, 1969. P.229-252.

20. Papousek //., Papousek M. Die Rolle der sozialen Interaktion in der psychischen Entwicklung und Pathogenese von Entwicklungsstorungen im Sauglingsalter // Psychi-atric des Sauglings- und des friihen Kleinkindalters / Hrsg. G. Nissen, Bern: Huber, 1982, pp. 69-74.

21. Papousek H., Papousek M. Intuitive parenting: A dialectic counterpart to the infant’s integrative competence // Handbook of infant development (2. Ausgabe) / Ed. Y. Osofsky. N.Y.: Wiley, 1987. S. 669-720.

22. Papousek H., Papousek. M. Friihe menschliche Kommunikation: Biologisches Erbe und Entwicklungspotential // Therapie. Anspruch und Widerspruch / Hrsg. H. Viebrock., U. Holste. Bremen: Bremische Evangelische Kirche, 1991. S.70-83.

23. Papousek H., Papousek M. Early integrative and communicative development: Pointers to humanity // Integrative biological psychiatry / Hrsg. H.M. Emrich, C.M. Wiegand. Berlin: Springer Verlag, 1992, pp. 45-60.

24. Papousek M., Papousek H. Neue Wege der Verhaltensbeobachtung und Verhaltensmikroanalyse // Sozialpadiatrie in Praxis und Klinik. 1981. V. 3. S. 20-22.

25. Papousek M., Papousek H. Intuitives elterliches Verhalten im Zwiegesprach mit dem Neugeborenen // Sozialpadiatrie in Praxis und Klinik. 1981. V. 3. S. 229-238.

26. Papousek M., Papousek H. Musical elements in the infant’s vocalization: Their significance for communication, cognition, and creativity // Advances in infancy research / Ed. L.P. Lipsitt. N.Y.: Ablex, Norwood, 1981. V.l.P. 163-224.

27. Papousek M., Papousek H., Bornstein M.H. The naturalistic vocal environment of young infants: On the significance of homogeneity and variability in parental speech // Social perception in infants / Eds T. Fiels, N. Fox. N.Y.: Ablex, Norwood, 1985. P. 269-297

28. Papousek M., Papousek H. Stimmliche Kommunikation im fruhen Sauglingsalter als Wegbereiter der Sprachentwicklung // Handbuch der Kleinkindforschung / Hrsg. H. Keller. Berlin: Springer Verlag, 1989, pp. 465-489.

29. Papousek M., Papousek H. Intuitive eiterliche Friiherziehung in der vorsprachlichen Kommunikation 11: Fruherkennung von Storungen und therapeutische An-satze // Sozialpadiatrie in Praxis und Klinik. 1990. V. 12. S.579-583.

30. Provence S., Lipton R.C. Infants in institutions. N.Y.: Int. Universities, 1962.

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What is non-verbal learning disorder and how can you help your child?

Many people think that the term “learning disorder” only covers problems with verbal skills, like reading or writing. But what if your child has good verbal skills and a large vocabulary but doesn’t understand when someone is being sarcastic? What if he reads at an advanced level but can’t identify key parts of the story?

These are the classic signs of Nonverbal Learning Disorder (NVLD / NLD).

Nonverbal learning disorder (NVLD) affects skills such as abstract thinking and organization. NRA affects your child’s learning ability, but creates even more problems when it comes to communication. Learn more about NRA and how to help your child.

What is Nonverbal Learning Disorder?

Learning and attention disorders create difficulties in communication. The NRA affects the child’s social skills, but not their speech or writing skills.

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Children with non-verbal learning disorder tend to talk a lot, but they don’t always manage to do it in acceptable ways. They often miss important information, don’t understand sign language, so it’s hard for them to make friends, and there can often be misunderstandings with teachers, parents, and other adults.

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In contrast to children with learning disorders related to speech and writing (dyslexia, dysgraphia), children with NDE have difficulty understanding non-verbal communication. This includes body language, intonation, and facial expressions.

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When a classmate says something sarcastic, a child with non-verbal learning disorder may take it literally. He may laugh at something serious because the speaker is smiling. Due to the fact that the child does not understand the non-verbal subtext to words, it is difficult for him to make friends.

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In order to better understand what NLR is, it is necessary to learn more about learning disorders based on speech development problems. Children with these problems have difficulty reading, writing, and speaking. Their speech and language skills are weak and they have difficulty with accuracy and processing speed.

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Some children with NDE have good language skills but have difficulty analyzing information and understanding hidden meanings. They may not have problems with written or spoken language, but they take information literally without understanding the subtext.

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The exact cause of NRO is not yet clear, but researchers believe that this is due to a lack of coordination in different brain processes located in the left and right areas of the brain.

Despite growing awareness of this disorder, nonverbal learning disorder is controversial in medical circles. It does not appear in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), the most recent update of the manual used by therapists to diagnose learning disorders.

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Non-verbal learning disorder may cause learning difficulties, but this does not mean that a child with NVD is not smart. Like most children with learning disabilities, children with LLD usually have average or above average intelligence.

It is also important to know that non-verbal learning disorder is not the same as Asperger’s or autism, although they can also affect social skills and social interaction.

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How common is non-verbal learning disorder?

It is difficult to know exactly how many children an NRA has. This is because there is no clear definition of what this category of learning disorder includes. Studies show that the NRA may have 1% of children in the United States. This applies equally to boys and girls. Apparently, NRO is not inherited, as, for example, problems with concentration and dyslexia.

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Non-verbal learning disorder often occurs in people with Asperger’s syndrome. In fact, studies show that up to 80% of children with Asperger’s have symptoms associated with NRO. People with ADHD may also experience symptoms of NRO, although there are no statistical data on this yet.

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What causes NRA?

Experts don’t know the exact cause of NRA symptoms. But they are exploring a number of theories related to differences in important brain processes and functions in the left and right sides of the brain.

There is no consensus among experts as to whether non-verbal learning disorder exists and what are the underlying causes of NLD symptoms. For example, some experts believe that problems may be caused by damage or developmental features of the part of the brain that coordinates the work of the two hemispheres. Others believe that the problems may be related to the frontal lobe of the brain, which is responsible for executive function skills such as working memory, organization and planning.

Help your child overcome learning difficulties quickly and permanently!

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What are the symptoms of NRA?

The main symptoms of non-verbal learning disorder include poor social skills, but NVE can manifest itself in other ways. For example, children with NDE may have difficulty with math, reading comprehension, writing, and/or physical coordination. Here are some of the symptoms you may find in your child with NRO:

• Remembers information but does not know why it is important;

• Communicates in socially unacceptable ways;

• Pays attention to details but does not see the big picture;

• Has difficulty reading;

• Has difficulty with mathematics, especially with problems;

• Physically awkward and clumsy;

• Poor handwriting;

• Takes information literally;

• Does not understand intonation, body language, facial expressions;

• Poor social skills;

• violates the personal boundaries of others – may stand too close to the interlocutor;

• Pays no attention to other people’s reactions;

• Changes subject abruptly;

• Too dependent on parents;

• Afraid to be in an unusual situation;

• Has difficulty adjusting to change.

Children with ADHD are often misunderstood because of their behavior. Peers and adults may find them strange or immature. Not knowing that the child has NRO, the teacher may think that he is inattentive or cocky.

Symptoms may change with age.

Young children with non-verbal learning disorder may appear bright and precocious because they have good verbal skills. They, like little professors, ask adults a lot of questions and spew out the information received like a fountain.

Despite their good memory, they may find it difficult to interpret and draw conclusions from what they read.

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As children get older, the symptoms of NRO may become more obvious and cause more problems. Children understand that they perceive social situations differently than their peers, but do not know what to do with it. Some develop anxiety that can lead to compulsive behavior, such as touching a doorknob a certain number of times before opening the door.

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The sooner you know about your child’s problems, the sooner you can find treatments and strategies to improve social skills and relieve anxiety.

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What skills are affected by non-verbal learning disorder?

NLL does not affect all children equally, but for most children NLL affects the following skills:

• Conceptual Skills: Difficulties with problem solving, understanding big concepts and cause and effect relationships.

• Motor skills: problems with coordination and movement. This includes gross motor skills (such as running), fine motor skills (such as writing), and balance (such as cycling).

• Visual-spatial skills: problems with visual images, visual processing and spatial relationships. The child may remember what he heard, but not what he saw.

• Social skills: Difficulty sharing information in a socially acceptable way. The child may not understand sarcasm or facial expressions, may interrupt the interlocutor in the middle of a conversation.

• Abstract and critical thinking: problem with reading comprehension and understanding the “big picture”. A child may be good at remembering details but not understanding the larger concepts behind them. You may also have trouble organizing your thoughts.

How to recognize NRA?

Since there is no universally accepted test for HRO, the diagnostic process involves several steps:

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Step 1: Get a medical examination. Your child’s doctor probably isn’t an expert on learning disorders, but you can talk to them about your concerns and find out if a medical condition might be causing your child’s symptoms. Your doctor can help you find a specialist, such as a neurologist, for further evaluation.

Step 2: Get a referral to a mental health professional. Once the medical causes are corrected, your child’s doctor will likely refer you to a mental health professional such as a neurologist. The specialist will talk to you and your child about your concerns. He will then administer various tests to assess your child’s ability in the following areas:

• Speech and language: Development of speech in young children; verbal skills, understanding of abstract ideas and context in older children.

• Visuospatial Organization: The ability to draw a parallel between visual information and abstract concepts, such as reading a map or telling time by a clock.

• Motor skills: Fine motor skills such as drawing and writing and gross motor skills such as the ability to throw and catch objects.

The specialist will look at your child’s performance in these skills and ask you about the symptoms you have noticed in your child.

Step 3: Analyze the received information. After collecting all the information, the specialist will look for the strengths and weaknesses that are characteristic of children with ADHD. This will help determine if your child has a disability.

General strengths:

• The level of intelligence is average or above average;

• Good verbal skills;

• Early speech development;

• Good memory and ability to repeat what was said;

• Learns better what he heard than what he saw.

General weaknesses:

• Social skills;

• Balance, coordination, handwriting;

• Understanding cause and effect;

• Visualization of information;

• Activity level (higher at a young age, decreases with age).

What disorders are associated with NRO?

Nonverbal learning disorder is the disorder most closely associated with problems with social skills. However, there are several other disorders that prevent children from making friends. These disorders are not related, but they may occur together with NMR:

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• ADHD: Children with ADHD may initially be misdiagnosed with ADHD. Both deviations have similar symptoms, such as excessive talkativeness, poor coordination and the habit of interrupting the interlocutor. But ADHD is not a learning disorder. This is a brain disorder that makes it difficult for children to concentrate, think about consequences, and control impulses.

• Speech development disorders: these are problems with speech (expressive speech development disorder) and language understanding (receptive speech development disorder). Children with these disabilities find it difficult to understand and use sign language, follow directions, and carry on a conversation. NRO may also resemble some of the symptoms of social communication disorder.

• Asperger’s Syndrome: This is a developmental disorder that affects a child’s ability to socialize and communicate with others. This is a mild form of autism. Many of the symptoms of Asperger’s Syndrome and NRO overlap, and researchers suggest that about 80% of children with Asperger’s Syndrome also have NRO. But these are two separate disorders.

“We have the potential to help children who are lagging behind reach the norm and even exceed it!”

Watch part of Dr. Michael Merzenich’s TED talk in 2004 where he talks about brain plasticity-based techniques to correct the workings of a child’s brain to increase their ability to recognize speech, speak, read and learn successfully.

How can professionals help with NRA?

There are a number of treatments and educational strategies that can help your child cope with the symptoms of NRO. These include:

• Social skills training groups where children are taught how to behave in social situations, such as how to greet a friend, join a conversation, and recognize and respond to teasing.

• Parental counseling is needed to help parents learn how to cooperate with teachers and help children improve their social skills.

• Occupational therapy helps reduce fear of the unknown, improve coordination and improve fine motor skills.

• Cognitive therapy helps to cope with anxiety and other types of mental disorders.

• Talk to teachers about how to help your child do well in school.

What can you do at home?

Parenting a child with ADHD can be challenging, but there are many things you can do at home to help your child cope with symptoms and learn social skills. You can also try some of the behavior experts’ strategies. These steps can help you make positive changes in your child’s life and in your family life:

• Think about how you speak. Remember that children with NRA are not good at understanding sarcasm and intonation, and they are likely to take what you say literally. For example, if you say, “If I see that thing in your hands again…,” he may continue to play with the prohibited item, turning away so that you cannot see him. Give clear instructions such as, “Please don’t touch this thing.”

• Help with transitions. Children with NRO tend to dislike change because it is difficult for them to understand it. They may not have the abstract thinking skills needed to imagine what’s next. You can prepare your child for routine changes by using logical explanations. Instead of saying, “We’re going to have dinner with grandma soon,” try, “We’re going to have lunch at grandma’s house tonight because it’s her birthday. We leave in an hour.”

• Watch your child. A child with NRO may be shocked by sudden external stimuli such as noise, smells, sounds, and temperature. Try to avoid situations that may trigger shock reactions in your child.

• Arrange meetings with friends. Help your child find friends with similar interests, whether it’s a love of comics or cooking. Invite friends over for a social experience in a familiar environment. Think about what the children will do, offer them games so that they do not sit idle. It is also best to invite guests at times of the day when the child is usually well-behaved.

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Practice neurological online Fast ForWord method. It is also called “Brain Fitness”. By studying Fast ForWord at home, your child will train brain areas responsible for key executive functions, reading, speech skills, concentration skills, develop memory and other important cognitive skills necessary for successful learning and socialization. Thanks to these activities, more than 3 million children in the world have left special education. classes!

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What can make learning easier?

There are many ways to support your child with NRO:

• Take notes. Monitor the child’s behaviors and symptoms, when and where they occur. Your observations will be valuable information for professionals who can help your child.

• Tell your child’s doctor about your findings to discuss possible next steps. This may include a referral to a psychologist who can conduct a comprehensive assessment and develop a treatment plan.

• Talk to your child’s teacher to find out what problems your child is having at school. Ask what methods of assistance have been used and which ones are most effective. Discuss with teachers if the child needs special education.

• Contact other parents. Discuss your observations with parents who have experienced similar problems, perhaps they can share their successful experience with you.

Nonverbal learning disorder can cause both social and academic problems for your child and there is no proven cure. But there are many approaches, treatments, and strategies that can help your child develop social skills and overcome adversity. By learning as much as possible, you can better help your child.

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Non-verbal communication in children and adolescents

Important steps in human development occur during childhood. From early childhood, the child needs communication. Children with developmental disabilities develop in communication, their main task is the formation and development of means of communication and communication skills.

In adolescence, a number of changes occur in development, in the psyche, new needs and requirements appear. What was attractive yesterday is not interesting today. Losing interests, the child loses contact with the social environment, others and feel lonely.

The child’s body requires an increased expenditure of resources, which, combined with a change of interests, leads to a decrease in school performance. It is in adolescence that interest in his personality appears, he is busy with himself, his appearance and the opinions of others about him.

Development of non-verbal communication in children

Communication is one of the basic human needs. It allows him to exchange information with other people, make decisions and feel accepted in society. The main task of parents and teachers is to develop non-verbal communication skills in children, students.

In the preschool period there is an active formation of the child’s personality and personal mechanisms of behavior. Systematic work on the development of non-verbals improves psychomotor functions, teaches children self-control, and contributes to the successful development of non-verbal communication with peers.

A preschool child is increasingly interested in other children, the need to communicate with peers becomes one of the main ones. Their communication has significant features that distinguish them from communication with adults.

Particular attention should be paid to the non-verbal communication of preschool children. The development of non-verbal skills creates additional opportunities for establishing interpersonal contacts, allows you to understand the true feelings of the interlocutor. Preschool children need to be taught non-verbal means of communication, this process includes:

• Development of facial and body muscles;
• Acquaintance with the basic emotional states and their expression through gestures, facial expressions, postures;
• Expression of emotions in play activities;
• Use of non-verbal means in independent communicative activity.

Note 1

Work on the development of non-verbal means improves the psychomotor functions of children, teaches them to control bodily manifestations, understand the language of emotions, bodies.

Emotional manifestations of children will become bright and expressive, children will learn to express emotions, to be attentive to each other.

Sign language of children and adolescents

The use of non-verbal means of communication, namely gestures, among children and adolescents is a means of marking, i.e. a symbol of a person’s belonging to a certain group. Consider some gestures:

1. Greeting – hug and kiss among girls; among boys – a handshake with game elements (with elements of arm wrestling).
2. Request – fingers extended, palms joined, hands pressed to the chest – accompanied by the word “please” and shaking of the joined palms, which means a request for help, for example, during a test in a lesson.
3. Delight, joy – a sharp movement of the arm bent at the elbow, raised up, when the hand is clenched into a fist, when the hand moves down, the hand is at chest level, accompanied by the word “yes!”.
4. “Stay away from me!” – crossed index and middle fingers, which means “do not touch me, I have nothing to do with it. ”

Note 2

The sign language of children and adolescents is an evolving phenomenon influenced by the social environment.

Informal associations of adolescents

Forming adolescent associations, children use a kind of slang or slang – these are words used by certain groups. Teenage speech can contain either a lot of slang words, or only 5-7 words. For children, it is important that these words are present in the group, in their communication, they are their achievement, a crime of the norms of everyday life, a means of emancipation in communication.

In addition to verbal means, non-verbal means stand out – gestures, facial expressions and postures – aggressive, narrowing the distance. Non-verbal communication of adolescents is a kind of protest to adults. Children often tease each other, show their tongue, fist, “fig”, gesture “fuck”, twist their fingers at the temple.

A common gesture in many countries is the gesture of teasing, attracting attention and provocation – showing the tongue.

Showing the fist is a gesture of threat and rage. Adolescents emotionally demonstrate aggression, which is accompanied by anger.

A “figa” is considered a rude and aggressive gesture – a contemptuous mockery, refusal, mockery of someone.

The “fuck” gesture is considered an insulting sign, interpreted as an obscene swear word.

Twisting a finger at the temple means that a person does not have enough intelligence, this shows a disregard for the mental abilities of some other person.

In non-verbal communication, the social environment in which the teenager is located, as well as his position in relation to non-normative gestures, plays an important role.

Diagnosis of non-verbal communication of adolescents

One of the discussed problems is the problem of selection and development of methods to determine the level of development of the child’s mental abilities. In the field of diagnosing developmental disorders (primary intellectual defects, secondary underdevelopment), this problem is most acute. Many researchers agree that non-verbal tests are one of the means of solving the problem.

The need for them is great in cases of difficulty in verbal communication, low level of speech development, as well as in cases of revealing the level of intelligence development.

Non-verbal tests (“action tests”) do not require a verbal response from the subject, which reflects the intellectual development of the child. The significance of non-verbal indicators increases when compared with verbal indicators.

Teaching non-verbal children communication skills. ~ Autism | ABA

Many people with autism may have disabilities or
functional communication difficulties.
Sometimes it is associated with diseases such as pathology of language development or
apraxia. However, the most common reason is a significant deficiency
developing skills in motivation, speech processing and social
interactions. Speech delay can also be caused by severe ear problems.
infections that could lead to hearing loss or adversely affect
speech processing at the most important stages of mental development.

In their practice, ABA professionals often encounter
nonverbal children. The term “pre-verbal” or “non-verbal” means that
the individual does not use vocal communication in a functional manner on a consistent basis
basis (the term “non-vocal” or “non-speaking” from a professional point of view
is preferred because verbal behavior may include
into oneself and non-expressive communication, such as sign language). Most
cases, instead of typical speech, such people use communication inefficiently
or in an inappropriate way (echolalia, etc.). They often communicate using
pointing gestures, directing the actions of others, and mainly through
own behaviour. Almost every therapist has experienced
when a small child, without uttering a word, controls the life of the whole family in
according to your desires. The parents of such a child usually know
that two screams mean “turn on the TV”, a cranky cry means
“take me in your arms”, and the brother’s push means “I don’t want to play”, etc.

It is important that when working with non-verbal children the goal is to
not only in teaching “speaking”. The goal should be effective communication
child. Even verbal children do not always communicate effectively. The situation when
a five-year-old child is taught to distinguish between colors and body parts while he
cannot tell an adult that he is hungry, an example illustrates well
a child who can talk but does not use his speech to communicate.

When you think of a “verbal” child, you need to think
not only about “speaking”. How does the child communicate? Does he have a good
receptive speech, even if he does not speak? Does the child have verbal
stimulation, cooing, does he hum songs or melodies? Does the child cry when
frustrated, or does he make noise without saying a word? Relying on your own
experience, some ABA professionals say that verbal stimulation, frequent
babble, demonstration of social consciousness or attention (for example, a child
stares at your face when you sing to it) are good
indicators that a non-verbal child will begin to speak. Children,
producing echo responses, singing songs without words and “playing” with speech sounds often
achieve rapid success with intensive speech intervention.

Behavior is a significant part of communication.
It is believed that children who do not know how to communicate or are
non-verbal, the most persistent and complex behavioral problems are observed.
Why? Imagine that you are in an environment where no one is speaking.
in your language. You are very hungry and you are trying to convince these people to feed you.
How long will you use gestures before you start pushing someone
or throw things?

If a child lacks intrinsic motivation to
communication, and there is no external need for communication, then from the point of view of such a child
it is much easier to participate in behavior than in communication. The child who
allow you to drop your plate on the floor during dinner to indicate that
he is full, has zero incentive to select words, form sounds and
speaking.

Gain is also of great importance. To
child with autism
learned to communicate, you need the presence of encouragement. Many parents think
« Why should we encourage the child to speak? Other kids are just
start talking and they don’t need M&M’s for that.”
One of the characteristics of autism spectrum disorders is
quality disruption of communication. This may mean that the child does not own
speech, developmental delay, or lack of motivation
to use their available speech
skills.

There are many options for teaching non-verbal
children’s communication skills,
and often BCBA specialists or ABA consultants recommend
use several approaches at the same time. Let’s talk about different teaching methods
communications.

Verbal behavioral approach . There are many
various ways of applying Applied Behavior Analysis, and verbal
behavior is one of the offshoots of ABA therapy. verbal behavior is
functional speech orientation. Verbal behavioral approach
involves picking up and building intrinsic motivation, as well as
using rewards to enhance communication through verbal
actions (mand / request, tact / name
objects and actions, etc. ). Speech is viewed and taught as
behavior, broken down into components. If a child loves ice cream, one of
the first words he learns to say will be “ice cream”. That is,
the child’s motivation to obtain the desired object is used to form
speech: said “ice cream” – got ice cream. Within this approach, for
Repetition, prompting and procedure are also used to obtain the desired responses.
reaction formation. Initially, the “me” response is seen as acceptable.
to ask for the ball. Over time (and with careful analysis
data) the criteria for the reaction become more and more stringent until
the child will not learn to say “ball”.

Speech Therapy/Speech Therapy . As a rule, out of 10 children, with
where an ABA therapist works, about 6-7 children also receive speech therapy.
Many parents believe that speech therapy is the only way to teach
non-verbal child to talk. Speech therapists often work with
conditions such as stuttering, speech impairment, etc. For some children speech
therapy is very effective, while others with its help do not achieve
significant results. It is very important that when looking for specialists,
working with speech defects, parents were guided by speech therapists who
have experience with autism or problem behavior . It is also necessary
pay attention to the intensity of the services offered. Many children receiving
speech therapy, are engaged with a speech therapist for only 15-45 minutes a week. For
non-verbal, low-functioning child with autism, this may be
insufficient to achieve significant goals. If the child receives speech
therapy and at the same time demonstrates serious progress, there is a high probability that
that his team and the ABA and speech therapist work closely together.
Cooperation between all team members is of utmost importance.

Sign language . Should always combine oral
the name of the object with sign language, so that the child can simultaneously not only
learn gesture, but also heard the necessary word. When considering such
variant of communication, like sign language, the question usually immediately arises about
the age of the child, and also about the level of development of fine motor skills
him. If the child has poor fine motor skills and cannot
reproduce various complex gestures for communication, in which case the language
gestures is not the best choice (although you can still train him
approximate reactions). Age is of great importance in this case. If a
the child is only 2 years old, and he spends all his time at home with mom and dad,
then sign language is a good option. However, if the child is 11 years old and
goes to school, and then stays for circles and attends the karate section, then everything
those people with whom he regularly contacts will also need to understand
child gestures. If such a child approaches his teacher at recess and
will show a “red notebook” with gestures, will the teacher understand him? If children do not receive
quick reaction to sign language, they stop using it. Besides,
one very common mistake is initially teaching a child
gesture “more”, which is subsequently generalized. Children are “stuck” on this gesture,
asking adults for “more”, although often adults simply do not know
what is this about. If you still teach your child the “more” gesture, be sure to
associate it with the specific item it is asking for.

Communication system PECS (Picture Exchange Communication System). C
PECS communication system
child learns to communicate by exchanging picture cards
items/objects to obtain those items or objects. The PECS system is easy to use,
can be applied in various environmental conditions, and in the process it can
improve and complicate. You can teach your child to build complete
sentences, asking for several things at once, describing your day,
talk to people, etc. Unlike sign language, the advantage of PECS
is that the cards and photographs are accessible to the understanding of any person. AT
this system can use pictures or photographs of objects, in
depending on what works best for each individual child.
Another advantage of the PECS system
is communication between peers. The average three year old may not
recognize the gesture that means the word “play”, but he will understand that the photo
dollhouse means “Do you want to play dollhouse?”. Disadvantages of PECS include
the difficulty of maintaining a full range of cards/photos, as well as the rapid
changing interests in the child, which may require very frequent updating of the kit
cards.

Auxiliary communication devices . Auxiliary
communication devices recreate a child’s speech using a simulated
voice. The child inserts cards or presses buttons, and the mechanism speaks.
Since we are talking about technical equipment, it is assumed that the child
has the cognitive ability to use it independently
equipment. However, if the family has an iPad, there are many applications for
communications that are available to non-verbal children and allow them to
communicate with just a few finger taps. advantage
auxiliary communication systems is
that they can be used by people with different physical
limitations as they can be modified and adapted for children,
having problems with vision, hearing, typing, etc. Such devices
are portable and allow the child to quickly express their desires, thoughts,
needs and personal opinion in almost any setting.

Speech immersion . This method is usually
used in kindergartens and other preschool institutions where
work with children with special needs. During the day, the child is immersed in
language environment in order to create a stimulating atmosphere conducive to
the formation and development of speech. All items are clearly marked with photographs and
words, children are engaged in conversation, even if they cannot speak (“David,
is my coat blue? Nod your head if my coat is blue!”) and the teachers
work individually with each child on playing skills in turn, establishing
eye contact, joint attention, etc. Several such groups
reminiscent of the technique of teaching support skills. The advantage of the speech immersion method is the ease with which
This method can be used by parents with their child. This approach
focuses on major development milestones that are a prerequisite for
the appearance of the first words, for example, babble, recognition of distant sounds,
imitation of actions, reaction to instructions and communication using gestures.
1:1 work with a child also involves an abundance of rewards and a natural
way of interaction. For example, the instructor may act as if babbling
child – these are words, and engage in a conversation with the child. Describe your actions
and the actions of the child, even if he does not respond to you (“We are now climbing
steps. Let’s count the steps: 1,2,3,4…”). During the story
try to establish eye contact with the child, build interaction
on the basis of common interests, keep a lively expression, etc.

Parenting advice . A wide range of programs, books, resources
and institutions promising to teach language skills to autistic children may be
somewhat frightening and incomprehensible to parents. Be Critical Consumers
and select proven methods with research
rationale that clearly explains
how the treatment works and what it includes. Ask a lot of questions! Before
pay for treatment or buy a book, let the specialist explain to you exactly how
it works.

No matter what approach you choose to teach
child with autism communication skills,
it must include behavior control in order to be
efficient and consistent under various environmental conditions and with
by various people. The child must learn that is nothing but the system
communications will no longer work. This means that if you teach a child
using sign language to ask for cookies, he can no longer
allow climbing on the kitchen table and taking a box of cookies from the top shelf
closet. Make communication with you a requirement, otherwise
the child will not communicate.

The child must also understand that interacting with people leads to
positive consequences. If a child has just learned to ask for “juice”, then
the first step is to get a sip of juice every time he says “juice”.
The child must see that communication with people promptly satisfies him.
needs and desires. If you have developed and implemented a communication system for
child with autism and the results of your efforts are inconsistent, ask yourself: “Is
Is this communication system the only way for a child to get what
does he want or what does he need? If the answer is no, then maybe
that’s why you don’t see progress.

THE Top 10 Daycares in Overland Park, KS | Affordable Prices

Daycares in Overland Park, KS

Description:

What matters to us at La Petite Academy is simple: Your child. Here, exceptionally strong, sound social and educational foundations are formed. Here, children learn to respect one another. Learn together. Learnto work together. Learn to have fun constructively. And discover how enjoyable learning can be. It all starts by design. The free-flowing, open concept design of our facilities inspires a nurturing, interactive, and collaborative environment in which your child can thrive. Our schools and classrooms are designed to give children room to grow, room to share and room to be themselves. At La Petite Academy, open spaces and open concepts promote open minds….

Description:

From preschool through kindergarten, we make early education and daycare joyful, engaging, and fun so children are happy to learn, play and grow.For nearly 40 years,The Learning Experience has been positivelyimpacting the lives of children ages 6 weeks to six years by developing and implementing ground-breaking childcare and early education programs. Our L.E.A.P. (Learning Experience Academic Program) Curriculum uses fun, hands-on activities throughout early education to help children develop intellectually, socially, and cognitively. All-inclusive enrichment programs include yoga, music, fitness, science, soccer and more….

Description:

Get set for a thrill-filled summer! Our age-specific, kid-approved camps add up to a season of discovery and fun for preschool to school-age children. This year, our 12 weeks of camps fall into six greatthemes: Mighty Bodies, Bendy Brains; Awesome Art; Gravity Galore and More; The Wondrous World of Food; Wild about Water; and Featured Creatures.
We’re in session when your local public schools are on break and you’ll find our flexible scheduling works for your busy family. See why our summer (and winter and spring) break camps are the place to be when school’s out….

Description:

Get set for a thrill-filled summer! Our age-specific, kid-approved camps add up to a season of discovery and fun for preschool to school-age children. This year, our 12 weeks of camps fall into six greatthemes: Mighty Bodies, Bendy Brains; Awesome Art; Gravity Galore and More; The Wondrous World of Food; Wild about Water; and Featured Creatures.
We’re in session when your local public schools are on break and you’ll find our flexible scheduling works for your busy family. See why our summer (and winter and spring) break camps are the place to be when school’s out….

Description:

Get set for a thrill-filled summer! Our age-specific, kid-approved camps add up to a season of discovery and fun for preschool to school-age children. This year, our 12 weeks of camps fall into six greatthemes: Mighty Bodies, Bendy Brains; Awesome Art; Gravity Galore and More; The Wondrous World of Food; Wild about Water; and Featured Creatures.
We’re in session when your local public schools are on break and you’ll find our flexible scheduling works for your busy family. See why our summer (and winter and spring) break camps are the place to be when school’s out. …

Description:

Get set for a thrill-filled summer! Our age-specific, kid-approved camps add up to a season of discovery and fun for preschool to school-age children. This year, our 12 weeks of camps fall into six greatthemes: Mighty Bodies, Bendy Brains; Awesome Art; Gravity Galore and More; The Wondrous World of Food; Wild about Water; and Featured Creatures.
We’re in session when your local public schools are on break and you’ll find our flexible scheduling works for your busy family. See why our summer (and winter and spring) break camps are the place to be when school’s out….

Description:

Get set for a thrill-filled summer! Our age-specific, kid-approved camps add up to a season of discovery and fun for preschool to school-age children. This year, our 12 weeks of camps fall into six greatthemes: Mighty Bodies, Bendy Brains; Awesome Art; Gravity Galore and More; The Wondrous World of Food; Wild about Water; and Featured Creatures.
We’re in session when your local public schools are on break and you’ll find our flexible scheduling works for your busy family. See why our summer (and winter and spring) break camps are the place to be when school’s out….

Description:

What matters to us at La Petite Academy is simple: Your child. Here, exceptionally strong, sound social and educational foundations are formed. Here, children learn to respect one another. Learn together. Learnto work together. Learn to have fun constructively. And discover how enjoyable learning can be. It all starts by design. The free-flowing, open concept design of our facilities inspires a nurturing, interactive, and collaborative environment in which your child can thrive. Our schools and classrooms are designed to give children room to grow, room to share and room to be themselves. At La Petite Academy, open spaces and open concepts promote open minds….

Description:

Growing Futures Early Education Center is a child care facility located at 8155 Santa Fe Dr. Overland Park, KS. Their facility provides services for children from 12 months to 5 years of age. They offercompetitive rates for a supportive and high quality education for children….

Camp Systole

8918 Hardy Street, Overland Park, KS 66212

Tykes & Totz Inc

3404 E 39th St, Kansas City, MO 64128

Starting at $120/day

Description:

Now Enrolling children, ages 2 years old and up, no infants. State childcare is accepted. Easy access on the metro bus, get off on 39th St and Indiana. I am a former caseworker with FSD. I love helping people.I have a Bachelor of Science degree from the University of Southern Mississippi. I am a wife and mother of 3 sons, ages 10, 8, and 4. Your child will learn and grow here. Potty training and ABC Mouse is used in the teaching curriculum. Breakfast, lunch,and an afternoon snack is provided. I have 11 full-time slots left and 1 part-time slots left. I have a French lesson once a week through Academie Lafayette.
Tykes & Totz Inc, 3404 E 39th St. , Kansas City, MO, 64128.
816-982-9228. M-F, 6am-6pm.
Saeda C Jones, Owner/Director….

Description:

What matters to us at La Petite Academy is simple: Your child. Here, exceptionally strong, sound social and educational foundations are formed. Here, children learn to respect one another. Learn together. Learnto work together. Learn to have fun constructively. And discover how enjoyable learning can be. It all starts by design. The free-flowing, open concept design of our facilities inspires a nurturing, interactive, and collaborative environment in which your child can thrive. Our schools and classrooms are designed to give children room to grow, room to share and room to be themselves. At La Petite Academy, open spaces and open concepts promote open minds….

Recent Review:

Fantastic care! They truly love enriching the lives of the kids there. Covid has made things difficult at times but they have done a stellar job navigating it. There were no issues with cases or closings at alluntil Nov 2021. With kids that touch EVERYTHING I was amazed they did so well. You have camera access to look in at your child at any point in the day. There’s also an app you can send messages to staff and they are quick to respond. We will miss them when we start elementary….

Reviewed by Megan M

Description:

What matters to us at La Petite Academy is simple: Your child. Here, exceptionally strong, sound social and educational foundations are formed. Here, children learn to respect one another. Learn together. Learnto work together. Learn to have fun constructively. And discover how enjoyable learning can be. It all starts by design. The free-flowing, open concept design of our facilities inspires a nurturing, interactive, and collaborative environment in which your child can thrive. Our schools and classrooms are designed to give children room to grow, room to share and room to be themselves. At La Petite Academy, open spaces and open concepts promote open minds….

Description:

Our philosophy here is much like the old African adage,  it takes a village to raise a child Auntie’s House nurtures and loves your child as their own. We want our children to feel safe and loved whenthey come to Auntie s House, just like at home. We pride ourselves on being a safe, engaging, instructive, environment designed to help nurture their growth into well rounded individuals. We look forward to working with your little one….

Quality Day Care

3943 Paseo Blvd, Kansas City, MO 64110

Costimate: $129/day

Description:

Quality Day Care believes early childhood should be a time of fun, warmth, security, exploring and discovery. Preschool children are receptive and creative. The center’s goal is to nurture and encourage thesequalities in the children who attend…

Recent Review:

We absolutely love Ms Cyn and the girls!!! They are clean, respectful, playful and very down to earth. I love the home atmosphere they offer to the children. My sons loves to eat all their food also. They havehelped me raise two of my babies and they love to come back and see her. …

Reviewed by Lala S

Description:

Purple Dragon Day Care in Kansas City, Missouri is a Child Care provider that can accommodate up to 40 children from two years to six years of age. Their curriculum seeks to provide a high quality, nurturing,fun and safe learning environment that is appropriate for the child’s overall growth and development….

Description:

St. Peter’s Day School located in Kansas City, MO is a ministry of St. Peter & All Saints’ Episcopal Church serving children ages two to five years old. The school provides high-quality education withdevelopmentally appropriate care in a warm and stimulating environment….

Description:

Happy Day Preschool provides a caring and flexible educational program emphasizing a child-centered approach. The educational philosophy is to educate the whole person and promote personal responsibility andaccountability. The unique and robust curriculum integrates traditional academic subjects with music, theater, art and outdoor education. …

Description:

Berkley Child & Family Development Center in Kansas, MO is a child care establishment that started in 1993. An interdisciplinary team of experts and the UMKC’s School work together in developing astate-of-the-art school. They are part of the UMKC’s School of Education and is serving as a learning laboratory. They aim to build an equal relationship between teacher, family, and the children….

Rainbow School

7850 Holmes Rd, Kansas City, MO 64131

Costimate: $189/day

Description:

Located in Kansas City, Missouri, Rainbow School is a part of the ministries of South-Broadland Presbyterian Church. It provides early childhood education for children ages two months up to five years old. Itgives age-appropriate learning experiences through a developmental curriculum. The School offers infants, toddlers, and preschool programs. Additionally, it offers a full-time summer care program for school-age children. …

Showing 1 – 20 of 123

FAQs for finding daycares in Overland Park

In 2022 what type of daycare can I find near me in Overland Park, KS?

There are a variety of daycares in Overland Park, KS providing full time and part-time care. Some daycares are facility-based and some are in-home daycares operated out of a person’s home. They can also vary in the degree of education and curriculum they offer. Additionally, some daycares offer bilingual programs for parents that want to immerse their children in multiple languages.

How can I find a daycare near me in Overland Park, KS?

If you are looking for daycare options near you, start several months in advance of when you need care for your child. Care.com has 700 in Overland Park, KS as of September 2022 and you can filter daycares by distance from Overland Park or your zip code. From there, you can then compare daycare rates, parent reviews, view their specific services, see their hours of operation and contact them through the website for further information or to request an appointment.

What questions should I ask a daycare provider before signing up?

As you visit daycare facilities in Overland Park, KS, you should ask the providers what their hours are so you can be prepared to adjust your schedule for drop-off and pick-up. Ask what items you are responsible for bringing for your child and what items you may be required to provide that will be shared among other children or the daycare staff. Also, make sure to check directly with the business for information about their local licensing and credentials in Overland Park, KS.

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11 Results

La Petite Academy of Overland Park

Shannon Valley Estates

Overland Park, KS

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La Petite Academy of Overland Park

Sylvan Grove

Overland Park, KS

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Guidepost Montessori at Leawood

Overland Park, KS

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Overland Park KinderCare

College Village

Overland Park, KS

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Kids ‘R’ Kids Learning Academy of Blue Valley

Blue Valley

Overland Park, KS

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Overland Park South KinderCare

Rolling View Acres

Overland Park, KS

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Little Sunshine’s Playhouse and Preschool of Overland Park

Hy-vee Business Park

Overland Park, KS

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Canterbury Schools

Overland Park, KS

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Vivvi In-Home Childcare

5. 0

Overland Park, KS

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La Petite Academy of Stanley

Rolling View Acres

Overland Park, KS

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• Day Care Centers in Overland Park, KS
• Bilingual Preschools in Overland Park, KS
• Montessori Preschools in Overland Park, KS
• Spanish Daycares in Overland Park, KS
• Drop-In Daycares in Overland Park, KS
• Before School Care in Overland Park, KS
• After School Care in Overland Park, KS
• Weekend Daycares in Overland Park, KS
• Part Time Daycares in Overland Park, KS
• School-Age Childcare in Overland Park, KS
• Emergency Childcare in Overland Park, KS

Nearby Daycare

• Daycares in Kansas City
• Daycares in Olathe
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• Daycares in Shawnee
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Nearby Preschool

• Preschools in Kansas City
• Preschools in Olathe
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• Preschools in Shawnee
• Preschools in Leawood

Overland Park Kansas Daycare Listings

(Kansas State Childcare Regulations)

DRC’S SUPER DELUXE MEMBER LISTINGS

Little Learner’s Preschool, Inc.        12724 Flint St., Overland Park, KS 66213

Owner: Leah Ruchotzke Phone: 913-696-0211 Age Groups: 2 1/2 – 6 License Number: 0067127-007 Type of Center: Preschool Hours: 8:30 – 4:30

Member Since: 3/25/2013                      Email: [email protected]

**VIEW PROVIDERS RATINGS**

www.littlelearnerspreschool.org/

Tikes and Tots        10555 Long ST., Overland Park, KS 66215

Owner: Rebecca and William Mandry Phone: 913-563-0582 Age Groups: 18 months to 12 years License Number: 0501170 Type of Center: Group Home Daycare Hours: M-F 7:00am – 4:30pm Later Pick-Up May Be Arranged

Member Since: 3/15/2017                        Email: cmandry913@gmail. com

http://www.daycareresource.com/deluxelistings/tikesandtots.html

Your Partner in Child Care        Overland Park, KS 66207

Owner/Provider: Rose Grimes Phone: 913-649-9149 Age Groups: infants to 4 years License Number: 0004554 Type of Center: Family Home Daycare Hours: 7:30 am 5:30 pm

Member Since: 8/29/2013                       Email Address: [email protected]

www.yourpartnerinchildcare.com

DRC’S DELUXE MEMBER LISTINGS

Adventure Arts Academy        12806 Bond St. , Overland Park, KS 66213

Owner: Alicia Mock Phone: 913-269-4070 Age Groups: 2 1/2 – 5 years License Number: 0500310001 Type of Center: Family Home Daycare Hours: 7:30-5:30

Member Since: 5/27/2014                       Email: [email protected]

**VIEW PROVIDERS RATINGS**                             **FACEBOOK**

www.adventureartsacademy.com

Edu-Care                   5700 W 86th Terrace, Overland Park, KS 66207

Owner: Angela van Dieren Hankins Phone: (913) 341-5230 Age Groups: Infant – pre-K License Number: 0011270-012 Type of Center: Family home daycare Hours: 8:30am-4:45pm

Member Since:11/12/2013             Email Address: educarekinderhuis@gmail. com

www.daycareresource.com/deluxelistings/educaree.html

ENHANCED MEMBER LISTINGS

ABC Kids Daycare        Overland Park, KS 66210

Owner: Shelly Gattis Phone: (913) 661-1733 Age Groups: 6 weeks to school age License Number: 0058049-002 Type of Center: Family Home Daycare Hours: 7:00 to 5:30

Member Since: 8/25/10                          Email: [email protected]

www.abckidsdaycare.com

BASIC MEMBER LISTINGS

Pat’s Daycare        116th & Quivira, Overland Park, KS 66210

Owner: Pat Carter Phone: (913) 469-6782 Age Groups: Newborn to 3 Years License Number: available Type of Center: Home Daycare Hours: 7am to 6pm

Member Since: 1/9/11                             Email: patcartersdaycare@yahoo. com

Gayle’s Home Daycare        Overland Park, KS 66207

Owner: Gayle Pucci Phone: 913-341-0379 Age Groups: Newborn-5 Years License Number: 6017-007 Type of Center: Home Daycare Hours: 7:30 am- 5:30 pm

Member Since: 9/17/2015                         Email:[email protected]

Tobi’s Tots        11615 Lucille, Overland Park, Kansas 66210

Owner: Tobi Holmes Phone: 913-626-6264 Age Groups: Newborn-3 Years License Number: 0009049-011 Type of Center: Home Daycare Hours: 7:30-5:00

Member Since: 7/1/2016                          Email:barryholmes@sbcglobal. net

**VIEW PROVIDERS RATINGS**

Three Peas in a Pod Infant Care        11751 Oakmont St. Overland Park, KS 66210

Owner: Monique Dunn Phone: 913-322-3251 Age Groups: Newborn-3 Years License Number: 0004172-012 Type of Center: Infant Home Daycare Hours: 8:00 a.m. – 5:30 p.m.

Member Since:12/17/2017                        Email:[email protected]

NON MEMBER LISTINGS

La Petite Academy (913) 469-1006
11114 Antioch Rd
Overland Park, KS

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All Around Child, Center for Exploration & Development (913) 239-9798
9205 W 133rd St
Overland Park, KS

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Kiddi Kollege (913) 814-7770
15020 Antioch Rd
Overland Park, KS

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Kids At Heart Inc (913) 648-8577
7401 W 97th St
Shawnee Mission, KS

upgrade your listing

---

Apple of God’s Eye Childcare (913) 383-2767
6920 W 82nd St
Overland Park, KS

upgrade your listing

---

Special Beginnings Early Learning Center (913) 894-0131
10216 Pflumm Rd
Lenexa, KS

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Knox Child Development Center (913) 888-0089
9595 W 95th St
Overland Park, KS

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daycare listing resource site. We suggest you check your state and local
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Childrens Village Child Care (2022-23 Profile)

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• 8900 W 95TH TER
  OVERLAND PARK, KS

  $290,000

  • 4 Beds | 2.5 Baths
  • (1.23 miles from school)

• 9201 OUTLOOK DR
  OVERLAND PARK, KS

  $449,900

  • 5 Beds | 3 Baths
  • (2.56 miles from school)

• 8205 DEARBORN DR
  PRAIRIE VILLAGE, KS

  $459,900

  • 4 Beds | 2.5 Baths
  • (2.68 miles from school)

• 9036 W 113TH ST
  OVERLAND PARK, KS

  $445,000

  • 5 Beds | 3.5 Baths
  • (3.17 miles from school)

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September 07, 2022

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The average private school tuition in Johnson County, KS is $9,564 for elementary schools and $12,742 for high schools (read more about average private school tuition across the country).

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Top 20 Best Private Daycares & Preschools in Kansas (2022-23)

School

Location

Grades

Students

The Goddard School

Daycare / Preschool

Add to Compare

21820 W. 115th Terrace
Olathe, KS 66061
(913) 768-4499

Grades: NS-K

| n/a students

Ascension School

(Catholic)

Add to Compare

9510 W 127th St Ste 200
Overland Park, KS 66213
(913) 851-2531

Grades: PK-8

| 544 students

Bible Christian Academy

(Christian)

Add to Compare

1404 E. Mary
Garden City, KS 67846
(620) 275-2816

Grades: PK-6

| 73 students

Blessed Sacrament Catholic School

(Catholic)

Add to Compare

125 N Quentin St
Wichita, KS 67208
(316) 684-3752

Grades: PK-8

| 440 students

Cair Paravel Latin School

(Christian)

Add to Compare

(1)

635 SW Clay Street
Topeka, KS 66606
(785) 232-3878

Grades: PK-12

| 446 students

Central Christian Academy

(Christian)

Add to Compare

2900 N Rock Road
Wichita, KS 67226
(316) 688-1161

Grades: PK-8

| 594 students

Cure’ Of Ars Catholic School

(Catholic)

Add to Compare

9403 Mission Rd
Leawood, KS 66206
(913) 648-2620

Grades: PK-8

| 673 students

Good Shepherd School

(Catholic)

Add to Compare

12800 W 75th St
Shawnee, KS 66216
(913) 631-0400

Grades: PK-8

| 326 students

Heritage Christian Academy

(Christian)

Add to Compare

9333 W. 159th Street
Overland Park, KS 66221
(913) 681-7622

Grades: NS-12

| 698 students

Heritage Christian School

(Christian)

Add to Compare

(1)

2000 NW Clay St
Topeka, KS 66608
(785) 286-0427

Grades: PK-12

| 178 students

Holy Family Elementary School

(Catholic)

Add to Compare

1800 Milner
Hays, KS 67601
(785) 625-3131

Grades: NS-6

| 395 students

Holy Spirit School

(Catholic)

Add to Compare

11300 W 103rd St
Overland Park, KS 66214
(913) 492-2582

Grades: PK-8

| 436 students

The Independent School

Add to Compare

(1)

8317 E Douglas Ave
Wichita, KS 67207
(316) 686-0152

Grades: NS-12

| 560 students

Magdalen Catholic School

(Catholic)

Add to Compare

2221 N 127th St E
Wichita, KS 67226
(316) 634-1572

Grades: PK-8

| 511 students

Maranatha Christian Academy

(Christian)

Add to Compare

(11)

6826 Lackman Road
Shawnee, KS 66217
(913) 631-0637

Grades: PK-12

| 451 students

Monarch Montessori School

Montessori School

Add to Compare

(2)

7600 W 75th St
Overland Park, KS 66204
(913) 649-4114

Grades: PK-K

| n/a students

Nativity Parish School

Alternative School (Catholic)

Add to Compare

3700 W 119th St
Leawood, KS 66209
(913) 338-4330

Grades: PK-8

| 450 students

Raintree Montessori School

Montessori School

Add to Compare

(2)

4601 Clinton Pkwy
Lawrence, KS 66047
(785) 843-6800

Grades: PK-K

| 456 students

Resurrection Catholic School

(Catholic)

Add to Compare

(5)

425 N 15th St
Kansas City, KS 66102
(913) 371-8101

Grades: PK-8

| 306 students

Sacred Heart Cathedral School

(Catholic)

Add to Compare

905 Central Avenue
Dodge City, KS 67801
(620) 227-6532

Grades: PK-8

| 186 students

St. Agnes Catholic Elementary School

(Catholic)

Add to Compare

(1)

5130 Mission Rd
Mission, KS 66205
(913) 262-1686

Grades: PK-8

| 349 students

St. Ann School

(Catholic)

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7241 Mission Rd
Prairie Village, KS 66208
(913) 660-1101

Grades: NS-8

| 425 students

St. Elizabeth Ann Seton Catholic School

(Catholic)

Add to Compare

645 N 119th St W
Wichita, KS 67235
(316) 721-5693

Grades: PK-8

| 585 students

St. Francis Of Assisi School

(Catholic)

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853 N Socora St
Wichita, KS 67212
(316) 722-5171

Grades: PK-8

| 688 students

St. Francis Xavier Catholic School

(Catholic)

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(5)

200 N Washington Street
Junction City, KS 66441
(785) 238-2841

Grades: PK-12

| 135 students

St. John Catholic School

(Catholic)

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1208 Kentucky St
Lawrence, KS 66044
(785) 843-9511

Grades: PK-8

| 356 students

St. Joseph Catholic School

(Catholic)

Add to Compare

139 S Millwood St
Wichita, KS 67213
(316) 261-5801

Grades: PK-8

| 129 students

St. Mary Catholic School

(Catholic)

Add to Compare

101 E 9th St
Newton, KS 67114
(316) 282-1974

Grades: PK-8

| 199 students

St. Mary Queen Of The Universe Grade School

(Catholic)

Add to Compare

304 E Cloud St
Salina, KS 67401
(785) 827-4200

Grades: NS-6

| 370 students

St. Mary’s Elementary School

(Catholic)

Add to Compare

301 E 9th St
Pittsburg, KS 66762
(620) 231-6941

Grades: NS-7

| 375 students

St. Patrick Catholic School

(Catholic)

Add to Compare

(2)

1066 N 94th St
Kansas City, KS 66112
(913) 299-8131

Grades: PK-8

| 322 students

St. Patrick Catholic School

(Catholic)

Add to Compare

1831 Stevens Ave
Parsons, KS 67357
(620) 421-0710

Grades: PK-8

| 129 students

St. Paul Lutheran School

(Lutheran Church Missouri Synod)

Add to Compare

(9)

320 N 7th Street
Leavenworth, KS 66048
(913) 682-5553

Grades: PK-8

| 121 students

St. Peter Catholic School

(Catholic)

Add to Compare

11010 Southwest Blvd
Wichita, KS 67215
(316) 524-6585

Grades: PK-8

| 356 students

St. Thomas Aquinas Catholic School

(Catholic)

Add to Compare

(1)

1215 N Stratford Ln
Wichita, KS 67206
(316) 684-9201

Grades: PK-8

| 608 students

Show 100 more private schools in Kansas (out of 154 total schools)

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Overland Park, KS (Childcare & Programs)

There are 87 Daycares in Overland Park, Kansas, serving a population of 186,147 people in an area of 76 square miles. There is 1 Daycare per 2,139 people, and 1 Daycare per square mile.

In Kansas, Overland Park is ranked 169th of 750 cities in Daycares per capita, and 92nd of 750 cities in Daycares per square mile.

List of Overland Park Daycares

Find Overland Park, Kansas daycares and preschools.

All Around Child

9205 West 133rd Street

Overland Park,
KS

All Around Child Elementary Extension Center

9201 West 133rd Street

Overland Park,
KS

Beth Shalom Early Childhood Education Center

14200 Lamar Avenue

Overland Park,
KS

Bethany Lutheran Church

9101 Lamar Avenue

Overland Park,
KS

Blue Valley Montessori School

11100 West 135th Street

Overland Park,
KS

Bnai Jehudah Learning Center Preschool

12320 Nall Avenue

Overland Park,
KS

Brookridge Day School

9555 Hadley Drive

Overland Park,
KS

Childrens Cottage

6725 West 76th Street

Overland Park,
KS

Childrens Village Montessori School

10026 West 88th Street

Overland Park,
KS

Christ Lutheran Early Education Center

11720 Nieman Road

Overland Park,
KS

Colonial Presbyterian Child Development Center

12501 West 137th Street

Overland Park,
KS

Gan Chabad Preschool

6201 Indian Creek Drive

Overland Park,
KS

Grace Covenant Child Care Center

11100 College Boulevard

Overland Park,
KS

Grace Garden Preschool

10201 West 127th Street

Overland Park,
KS

Head Start Of Shawnee Mission

8155 Santa Fe Drive

Overland Park,
KS

Heritage Preschool

12850 Quivira Road

Overland Park,
KS

Hiersteiner Child Development Center

12345 College Boulevard

Overland Park,
KS

Hillcrest Christian Child Development Center

11411 Quivira Road

Overland Park,
KS

Holy Cross Early Education Center

7917 West 95th Street

Overland Park,
KS

Holy Spirit Extended Daycare

11300 West 103rd Street

Overland Park,
KS

Indian Heights United Methodist Preschool & Parents Day Out

10211 Nall Avenue

Overland Park,
KS

John Diemer Elementary School Age Program

9600 Lamar Avenue

Overland Park,
KS

John Paul Ii Preschool/Child Care Center

6915 West 71st Street

Overland Park,
KS

Johnson County Montessori Preschool D C

6800 West 80th Street

Overland Park,
KS

Kansas City Christian School Oxford Park Campus

13200 Nall Avenue

Overland Park,
KS

Kiddi Kollege Overland Park Ccc #6

9921 West 86th Street

Overland Park,
KS

Kids At Heart Inc

7401 West 97th Street

Overland Park,
KS

Kindercare Learning Center

7600 West 150th Street

Overland Park,
KS

Kindercare Learning Center

13455 Switzer Road

Overland Park,
KS

Kindercare Learning Center

12521 Antioch Road

Overland Park,
KS

Kindercare Learning Center

11842 West 112th Street

Overland Park,
KS

Kindercare Learning Center

10456 Mastin Street

Overland Park,
KS

Knox Presbyterian Church Child Development Center

9595 West 95th Street

Overland Park,
KS

La Petite Academy

15012 Newton Drive

Overland Park,
KS

La Petite Academy

11114 Antioch Road

Overland Park,
KS

La Petite Academy

8621 West 96th Street

Overland Park,
KS

Lee Ann Britain Infant Development Ctr

9120 West 75th Street

Overland Park,
KS

Legacy Christian Preschool & Childcare Center

10150 Antioch Road

Overland Park,
KS

Little Hearts Preschool

12011 West 127th Street

Overland Park,
KS

Little Saints

11411 Pflumm Road

Overland Park,
KS

New Beginnings Church

14800 Metcalf Avenue

Overland Park,
KS

Oak Park After School Program

10000 Nieman Road

Overland Park,
KS

Overland Christian Preschool And Child Care Center

7016 West 74th Street

Overland Park,
KS

Overland Park Christian Church Parents Day Out And Cooperative Preschool

7600 West 75th Street

Overland Park,
KS

Pioneer Preschool Child Care Center

11100 College Boulevard

Overland Park,
KS

Presbyterian Church Of Stanley Ps Mdo

14895 Antioch Road

Overland Park,
KS

Primrose School Of Leawood

4820 West 137th Street

Overland Park,
KS

Rolling Hills United Presbyterian Ps Mdo

9300 Nall Avenue

Overland Park,
KS

Saint Mark Preschool And Parents Day Out

6422 Santa Fe Drive

Overland Park,
KS

Shawanoe Elementary After School Program

11230 West 75th Street

Overland Park,
KS

Daycares near Overland Park

• Use My Location
• Leawood
• Olathe
• Prairie Village
• Lenexa
• Stilwell
• Merriam
• Grandview
• Mission Hills
• Mission
• Fairway
• Belton
• Roeland Park
• Shawnee
• Westwood
• Lake Quivira
• Spring Hill
• Raymore
• Gardner

Other Overland Park Offices

• Animal Hospitals
• Animal Shelters
• Charities & Non Profits
• Daycares
• Food Stamp Offices
• Goodwill Stores
• Salvation Army Stores
• Veterans Affairs Departments

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Richard R.
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Caring for educated worldly nice women in a very nice home with the support of a devoted family. I’m looking for a long-term partnership God willing. Become a part of our family and you will always be a family….
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Gina K.
Nanny needed for 5 year old boy and 8 year old girl.

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Nanny/au pair for 2 girls

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Kimberly I.
Nanny job offer in Kansas City USA

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Megan S.

Baby sitter full time

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Maria D.
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10 BEST CITIES TO BRING A FAMILY

If family is your priority, it makes sense to want to live in a place known for its friendly atmosphere, doesn’t it? Whether you’re planning a family in the future – or you already have kids and are about to move – you might be wondering what are the best options.

A recent report from WalletHub examined the 150 most populous cities in the US and grouped them into 5 categories—family fun, health and safety, education and childcare, affordability, and socioeconomic status—to determine the best cities to start a family. You can view the interactive scorecard below or read the full report here.

New York, as you can see, ranks 57th – 3rd in the nation for family fun, but 146th out of 150 for affordability – while Los Angeles ranks 92nd overall but ranks first. for family holidays.

If all this information has just made you more interested in the most popular cities, here’s what you need to know…

spiritual meaning 711

1. Overland Park, Kansas

Outstanding Stats: Overland Park ranks #1 in affordability, with low poverty rates and high median wages.

Things To Do: Overland Park is home to and close to Kansas City, Missouri nearby) lots of activities for kids like indoor skydiving, family nights at bowling alley, botanical garden and arboretum, and also several interesting museums. Find out more at Visit Overland Park.

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2. Madison, Wisconsin

Outstanding Stats: Madison ranks #1 in the nation for education and childcare and is in the top 10 for affordability, ranking #7.

Things To Do: Families in Madison will enjoy an educational trip to the state capital, not to mention the Madison Children’s Museum and the Henry Vilas Zoo (one of the few zoos in the country where admission is free). It is also home to the country’s largest farmers’ market, which is open only to growers. Find out more at Visit Madison.

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3. Plano, TX

Outstanding Stats: In three of the five categories (Accessibility, Socioeconomics, Health and Safety), Plano ranks solidly in second place.

Things to Do: Plano is home to some interesting museums and attractions, such as the Dallas Aquarium and Rainforest, and the Heard Natural Science Museum and Wildlife Sanctuary. Learn more at Visit Plano.

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4. Seattle, Washington

Outstanding Stats: Of the top five cities, Seattle ranks #1 for family entertainment, ranking 10th nationwide.

Things to Do: Seattle has many family-friendly attractions: the Pop Museum, the Aviation Museum, the Seattle Children’s Museum, the Pacific Science Center, and many more. Learn more at Visit Seattle.

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5. Fremont, CA

Outstanding Stats: Fremont won two categories, placing first in both socioeconomic and health and safety.

Things to Do: Fremont is home to many parks, not to mention the Fremont Skate Park for kids who love to skateboard. The city also has an Aqua Adventure water park. Find out more at Fremont’s official website.

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6. Minneapolis, Minnesota

Outstanding Stats: Minneapolis ranks in the top five for family vacations and is ranked fourth nationwide.

Things to Do: Find things to do in Minneapolis with attractions such as escape rooms, water parks, nature centers and more. Plus, it’s close to the annual Minnesota State Fair and other famous festivals. Find out more at the Minneapolis Official Website.

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7. Virginia Beach, VA

Outstanding Stats: Virginia Beach is ranked 15th in education and childcare and 4th in health and safety.

Things to Do: In addition to the beach, a summer vacation destination, Virginia Beach offers plenty of fun for the whole family, like the Virginia Aquarium, First Landing State Park and, not surprisingly, tons of water activities. Learn more at Visit Virginia Beach.

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8. Sioux Falls, South Dakota

Outstanding Stats: Sioux Falls is more accessible than most cities and ranks 6th in affordability overall.

Things to Do: Families will love the Kirby Science Center, Wild Water West, Butterfly House and Aquarium, Thunder Road Family Fun Park and more in Sioux Falls. Learn more at Visit Sioux Falls.

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9. Irvine, California.

Outstanding Stats: Irvine ranks 3rd in two categories: socio-economic and health and safety.

Things to Do: Irvine is home to Orange County Grand Park, Adventure Playground, Pretend City Children’s Museum, Harvard Skate Park, many bowling lanes and more. Learn more at Destination Irvine.

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10. Lincoln, Nevada

Outstanding Stats: The Lincoln is also known for its affordability, ranking 8th in its category.

Things to Do: Lincoln has plenty to offer for the whole family – from the Adventure Golf Center and Abbott Motocross Park to the Champions Fun Center and the Nebraska Arboretum, there is plenty to see and do. Find out more at Lincoln’s official website.

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More from WalletHub: The best and worst places to start a family in 2017

Brittney Morgan

Author

Brittney is an Associate Lifestyle Editor at Apartment Therapy and an avid tweeter with a passion for carbohydrates and lipstick. She believes in mermaids and has too many throw pillows.

°WYNDHAM GARDEN OVERLAND PARK OVERLAND PARK, KS 4* (USA)

Wyndham Garden Overland Park – Overland Park

38.^{3,
-94.666926}

• overland park,
  USA
• |
• +1-855-260-7038

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address

7000 7000 7000 7000 7000 7000 7000 7000 7000 7000 7000 7000 7000 7000 7000 7000 7000 7000 7000 7000 7000 7000 7000 7000 7000 7000 7000 7000 7000 7000
overland park,
kansas,
USA,
Kansas

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Description

Wyndham Garden Overland Park is a 4-star hotel in Overland Park that features a sauna, indoor pool and jacuzzi. This hotel is about 3.9km from the 9/11 Memorial.

Location

It is located 4 km from Yi Lan Park. IFLY is also located near the hotel.

Rooms

Rooms at the Wyndham Garden Overland Park feature carpeted floors.

Dining

Guests can enjoy their breakfast at the bar. Guests can relax at the on-site snack bar. Grab a bite to eat at a restaurant such as Hooters, a 5-minute walk from the hotel.

Leisure and business

Babysitting services and highchairs for children are also available. This hotel has a gym.

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Amenities

Most Popular Amenities

Paid WiFi

Parking

Paid parking service

Luggage storage

24-hour service

Late check-in

24-hour reception

Food/ Drinks

Pool bar

Cafe

Canteen

Transfer

Airport transfer

Gym / Fitness

Gym

Pool

Outdoor pool

Indoor pool

General

• Paid Wi-Fi
• Parking lot
• Luggage storage
• 24 hour service
• Food/ Drinks
• Transfer
• Gym / Fitness
• Pool

Sports and fitness

• Gym

Services

• Airport transfer
• Paid parking service
• Room service
• Car rental
• Laundry
• Corridor / Doorman

Catering

• Air-conditioned restaurant
• Cafe
• Pool bar

Work

• Business Center
• Projector
• Printers
• Fax/photocopy

For children

• High chairs
• Nanny/child care

Leisure

• Indoor pool
• Outdoor swimming pool
• Chaise lounges
• Spa
• Sauna
• Turkish bath
• Jacuzzi
• Massage

Amenities in the room

• Canteen
• Clothes dryer

Kitchenware

• Kettle

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overland park,
kansas,
USA,
Kansas

• Famous places in the city
• Nearby
• Restaurants

Hall of solemn events

Overland Park Convention Center

710 m

11551 Ash St

Park Place

2. 1
km

Park

Park Rho

2.4
km

11900 Lowell Ave

Korean War Veterans Memorial

2.9
km

9300 Indian Creek Pkwy

Corporate Forest North Park

2.9
km

3951 W 119th St

Tomahawk Park

3.5
km

12401 Hemlock St

September 11 Memorial in Overland Park

3.9
km

Museum

Johnson County Museum

4.1
km

8788 Metcalf Ave

Johnson County Arts and Heritage Center

4.1
km

Amusement Park

South Lake Park

4.1
km

12601 Nall Ave

I-Lan Park

4.0
km

10601 Lee Blvd

city park Leawood

4.1
km

8788 Metcalf Ave Overland Park

1950s All-Electric House

4.1
km

Lake Overland Park South

4.1
km

Roe Ave & Somerset Dr

Franklin Park

4.7
km

Gallery

Museum of Contemporary Art Nermanov

5. 7
km

Museum

Museum in Prairefire

6.1
km

10975 Metcalf Ave

iFLY

470 m

10586 Metcalf Ave

Carrabba’s Italian Grill

360 м

10800 Metcalf Ave

Starbucks

400 м

10800 Metcalf Ave Overland Park Marriott

Epicure

400 м

11000 Metcalf Ave

Applebee’s

530 м

11022 Metcalf Avenue

Panera Bread

570 m

7070 W 105th St

D’bronx Deli & Pizzeria

600 m

6860 W 105th St

Touch of Asia 9 60002 Touch of Asia 9 600020007

7016 W 105TH ST

The Basha Cuisine

660 m

7030 W 105TH ST

BUFFALO WILD WINGS

670 m

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Need transfer? Need transfer?

You can book your transfer after you have completed your booking at the hotel.

Reviews

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FAQ

What airport is Wyndham Garden Overland Park near?

Wyndham Garden Overland Park is located 30 km from Kansas City Downtown Airport.

Will Wyndham Garden Overland Park provide me with an airport transfer?

Yes, one of the Wyndham Garden Overland Park services is an airport shuttle. Please notify the hotel representatives of the need for this service.

Is Wyndham Garden Overland Park suitable for business trips and meetings?

Yes, Wyndham Garden Overland Park offers printers and copiers.

Is Wyndham Garden Overland Park Kansas City suitable for families with children?

Wyndham Garden Overland Park Kansas City offers babysitting services and highchairs for the youngest guests.

Are the rooms cleaned at Wyndham Garden Overland Park Kansas City?

Yes, the Wyndham Garden Overland Park Kansas City provides housekeeping and laundry services.

Where to go near Wyndham Garden Overland Park Kansas City?

Just a short distance from the Wyndham Garden Overland Park Kansas City is iFLY.

Are there restaurants near Wyndham Garden Overland Park?

Popular eateries in the area include Hooters and Epicure. It is a 5 minute walk from the Wyndham Garden Overland Park Hotel.

Can I park my car at Wyndham Garden Overland Park?

Yes, Wyndham Garden Overland Park has parking.

Address

7000 West 108Th Street,Overland Park,Kansas 66211,United States,
overland park,
kansas,
USA,
Kansas

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Important Information

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Transportation

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Need a transfer?

You can book your transfer after you have completed your booking at the hotel.

Tip: Consider free cancellation options. This will allow you to remain flexible should you need to cancel your trip due to the spread of COVID-19.

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Contents

Baby’s first month. Newborn care

Having crossed the threshold of the house with a precious sniffing bundle in your arms, you are left alone with your baby.

The first 28 days of his life are considered the most responsible in the life of a newborn. And it is these days that he is mastered in the outside world and requires close attention. Not a single trifle in his state of health or behavior should go unnoticed. From this depends its further development and health. The child must be clean, fed and dry. We will talk today about what kind of care a baby needs in the first month of life.

Newborn’s morning toilet

Newborn’s morning toilet begins with the treatment of the umbilical wound. Before treating the umbilical wound, you must thoroughly wash your hands with soap and only then you can proceed to the treatment of the umbilical wound. First, you need to carefully spread the edges of the umbilical wound and lubricate with a cotton swab moistened with a solution of 3% hydrogen peroxide.

If there is a lot of discharge and the stick is saturated with it, then a new stick is taken for further processing. If there are hydrogen peroxide residues in the wound, they are removed with a clean, dry cotton swab. At the final stage, the wound is smeared with a brilliant green solution. The next step in the newborn’s morning toilet is the baby’s peephole toilet. For these purposes, use cotton pads moistened with boiled water at room temperature. With a wet disk (separate for each eye), you gently draw from the outer corner of the eye to the baby’s nose. If the eyes fester, then a decoction of chamomile can be used to wash them. Washing the eyes is carried out twice a day: in the morning immediately after waking up the crumbs and before bedtime. Nasal openings are cleaned with cotton flagella dipped in boiled water. To remove the crusts that sometimes form in the baby’s nose, first, saline solution is instilled into each nostril, which can be easily purchased at any pharmacy, and after 10-15 minutes the nose is cleaned with cotton flagella.

The cotton flagellum is inserted into the nasal cavity no more than 1 cm, with careful helical movements, while with one hand you “wield” the flagellum, and with the other you hold the baby’s head so as not to inadvertently harm the baby. Next, wash the face, neck and hands of the child with boiled water using a cotton pad. The washed parts of the body are dried with a clean soft towel, gently touching the skin of the child, with blotting movements. The morning toilet is completed by washing the baby with warm boiled water under running water. Girls are washed from front to back so as not to introduce an infection into the urinary organs. Dried skin folds are smeared with a baby moisturizer, if necessary, they are powdered with baby powder or talc. This is the end of the morning toilet.

During the day, after each diaper change (once every 3 hours) or bowel movements, the baby must be washed. Mommy performs all hygiene procedures with clean, thoroughly washed hands, having previously freed them from rings and watches.

Keep your nails short and your skin free of burrs.

Bathing a newborn

Daily bathing of newborns is started 1 day after the umbilical cord falls off, when the umbilical wound heals. Bathing water is not boiled, the air temperature in the room is maintained at 22-23 degrees Celsius. Fill the bath so that the child can be immersed in water up to the shoulders. In water, you can add decoctions of herbs (chamomile, celandine), a weak solution of potassium permanganate. Bathing water temperature should be no more than 37.2. A small bathtub is convenient for bathing. Before each bath, the bath is washed with a brush and soap. The water temperature is measured with a special thermometer. With soap, the baby is bathed once or twice a week. It is necessary to ensure that water does not get into the eyes, ears of the baby. The duration of the bath is about 5 minutes. It is advisable to bathe the baby before the last feeding.

The article was prepared by the head of the pediatric

department, pediatrician Varenik V. M.

Knowledge, skills and abilities of the child: the first month of life

In the first month of life, children sleep a lot – almost 20 hours a day. Waking periods are very short. But parents can help their child keep their muscles in good shape by doing gymnastics for newborns with them. Some babies, by the end of the first month of life, can raise their heads while lying on their stomachs. It will take a few more months before the child sufficiently “masters” his body so that it becomes his assistant in the knowledge of the world around him.

You can learn about how a baby develops in the first week of life by reading an article from the Child Development Calendar cycle on the I am a parent portal.

Feelings and emotions of a child of the first month of life

Do not think that newborn babies cannot feel and experience emotions. Some scientists believe that in the first month of his life, the child is able to subtly feel the mood of his parents, especially his mother, because he has not lost that close connection with her that existed between them during the nine months of gestation. Recognizing family members, the baby may react differently to their presence in the room. So, he will meet the approach of his mother with a smile, and for example, when an older brother appears, who once scared him with a sharp cry or movement, a newborn may well cry.

Hearing and its importance for the development of a child in the first month of life

It has been proven that classical music has a beneficial effect on the development of newborns. However, do not overdo it, monotonous compositions can bother anyone, not to mention the baby. Sing songs to your baby and talk to him while he is awake, and soon you will notice that he is trying to answer you: squeak, babble and snort funny. Another recommendation for parents: do not forget about the meaning of lullabies for a child. They help him not only relax and fall asleep. Listening to the mother’s voice, the child feels that he is loved and safe. Some child psychologists believe that lullabies help a child grow up to be a calm, balanced and benevolent person.

Educational games in the first month of a child’s life

In the first month of a child’s life, any new sounds are interesting, so toys that can make this or that sound (rattles, squeakers, bells, pipes, tumblers) will come in handy. One of your baby’s first toys during this period can be a mobile (a hanging structure with moving parts and sound that is attached above the baby’s bed). Mobiles are usually made in bright eye-catching colors and have music players.

Watch this video tutorial to learn how to choose toys for a child under one year of age. Recommendations are given by the president of the Association of Children’s Goods Industry Enterprises, psychologist Antonina Tsitsulina.

How to take care of a baby from birth to one month: 8 tips for parents

1. Take care of a newborn

   Practice with your child no more than five to seven minutes a day, using every opportunity for this;

2. Turn baby over

   Periodically change the position of the infant’s body when he is awake.

   Let the child lie on his stomach for a while, then on his back or on his side. Being in different positions, he will quickly learn to move his arms and legs;

3. Pick up the baby

   Don’t be afraid to take your baby in your arms to massage, cradle and talk to him. The more touches the baby feels to his body, the more actively his psycho-emotional sphere develops. According to psychologists, parental hugs trigger positive emotional experiences in the baby and give a feeling of security and comfort. Some babies get nervous and irritated when they are touched too often or held for too long. But if the child is rarely held, he can become lethargic and lethargic. That is why normally developed and emotionally healthy children love to “cuddle” with their parents so much.

4. Focus your child’s eyes

   Starting from the first week, conduct classes on focusing the child’s gaze. To do this, you need a large bright toy.

   
   Let your child focus on an object and slowly move it from side to side. Make sure your child’s eyes follow the toy. If he begins to briefly “grab” the object with his eyes, encourage him to focus on the object for a longer time. Thus, the cognitive abilities of the baby are laid.

5. Talk to your baby

   Try to find time to communicate with the newborn. Talk to the baby as if he understands everything. If mom and dad talk to the child a lot, then soon they will hear from him the first voice reactions – cooing. This is a very important indicator that makes it clear that the child’s speech development is normal;

6. Develop your baby’s hearing

   For the development of hearing, simple games with sounding objects (rattle, maracas, bell) are suitable. The sound should be soft and not sharp. You can make sounds by shaking the toy first in your baby’s field of vision, and then to the side of him, watching if he begins to look for the source of the sound.

7. Try to understand the newborn

   Try to understand the baby’s wants and needs. If you give him enough attention when he needs something, the child will not annoy you once again.

8. Keep a development diary

   Keep a diary of achievements and note the successes of your child in it. Reading these entries will give you pleasant memories in the future and exciting experiences in the present.

Take the test on the I am a parent portal and find out if you are ready to become parents.

What kind of parents will you be?

Reminder for new parents | OBUZ “Maternity Hospital No. 4”

Memo on paperwork for a newborn

Guide for new parents . The Information Memo is issued against signature upon discharge of mothers with children from maternity wards and parents with young children.

WHAT NOT TO DO!

1. Feed lying down. Put your baby to bed with you.

Never put a baby of the first 6 months of life next to you on your bed when feeding or putting to bed at night! Falling asleep next to him, you run the risk of crushing the child with your body and creating an obstacle to his breathing, which can lead to tragic consequences – asphyxia (suffocation) of the baby.

2. Leave a child alone to prevent accidents.

However, if you involuntarily have to go away for a short time and leave the baby alone for at least a few minutes, you must follow a number of simple rules.

A child who cannot even roll over should not be left alone at a height (changing table, sofa, bed) for a second: put him in a crib or on the floor. The best option is to lay the child on its side. At the same time, make sure that the head is turned to the side, and periodically change its position to the left and right. You can not put the baby on his back for the first six months, because during this period regurgitation is possible, and the position on the back becomes really dangerous.

Baby cots should be free of soft mattresses and pillows. A dense mattress without a pillow completely eliminates the possibility of suffocation during sleep. Most babies under three months of age do not attempt to free themselves by squeezing their nostrils. In this case, breathing stops for 10-15 seconds. Mucus crusts that block the nasal passages can also lead to respiratory arrest. That is why doctors strongly recommend not to put children in soft lush beds and in rooms with warm (above 23 degrees) and dry air.

Do not leave them to sleep with the window open, even if it is blocked by a mosquito net, limit yourself to an open window: even small children can fall out of the window!

3. When bathing, do not leave the child without support by hand, do not be distracted and leave him alone! The water level in the bath should be no more than 10-15 cm, so that after immersion, the upper part of the chest and the head of the child are above the surface of the water.

4. Leave electrical outlets unprotected.

Cover electrical outlets with plugs or buy outlets that only turn on when the cover is turned. Access to sockets that include household appliances and electrical wires must be blocked. It is best to hide them behind heavy furniture.

5. Turn on household heaters without protective screens.

6. Carrying a child in a car without special restraints.

7. Leave a child unattended near open and artificial water bodies.

8. Talk to your child while eating.

9. Leave one child alone with animals. The most good-natured and intelligent dog is unlikely to endure if a small child checks whether his eyes are taken out and whether his nose can be torn off.

10. Leaving a child unattended on landings and flights of stairs.

11. Cross the road in unauthorized places, cross in places specially designated for this, making sure that traffic is safe.

12. To play with small, piercing, cutting objects, plastic bags, keep them out of the child’s reach. Small objects can be pushed up the nose or windpipe, which can lead to suffocation.

13. Staying near the stove and cooking with your baby in your arms: he can get burned by the steam, as it will be difficult for you to ensure the cooking process, your own safety and the safety of the child at the same time. Do not pour hot liquids into dishes when you are near your baby.

Other tips

• Keep medicines and chemicals out of reach of children.
• Fix heavy items at height (mezzanine, TV, etc. ).
• Older children, who already know how to crawl, wean them from approaching the stove, window sills, each time warning: “Danger!”.
• Sharp corners on furniture should be covered with special protective caps sold in stores.
• Raise all dangerous substances capable of causing poisoning to a height of at least 1.5 m, and it is best to keep medicines, vitamins, vinegar, cosmetics, household chemicals, etc. under lock and key.
• Remove tablecloths and oilcloths whose edges are loose or hanging down – pulling on them, the baby can drop dishes, books or a flower pot.
• Hide baby-attractive glass jars, ceramic dishes, vases, carafes and anything else that could break and injure your baby. Under the open sun, walk with your child for a short time, using a hat and observing the drinking regimen.

Baby’s nervous system

The problem of children’s health has always been one of the main priorities in the state system. Its versatility consists not only in the birth of a healthy child, but also in the creation of favorable conditions for its growth and development. Great importance is attached to the development of a system for the prevention and treatment of sick children, including children with congenital pathology.

In this regard, special attention is paid to disorders that occur in the antenatal and perinatal periods of development. It should be noted that the technical capabilities of diagnostic medicine (including DNA diagnostics), fetal imaging methods have significantly expanded, and therefore early diagnosis of diseases and malformations has become possible. The pathology of early childhood and especially newborns is an increased complexity for the diagnostic process. To a greater extent, this applies to neurological examination. At this age, the general symptoms associated with the immaturity of the central nervous system come to the fore. Morphological immaturity of the central nervous system is manifested by the peculiarity of its functioning, which is characterized by an undifferentiated response to various stimuli, the lack of stability of neurological reactions and their rapid exhaustion.

When evaluating the data obtained, it is necessary to take into account the state of the mother both during pregnancy and during childbirth.

Violations in the health of the mother can lead to depression of the general condition of the child, weakening of motor activity, inhibition or weakening of conditioned or unconditioned reflexes.

The state of the newborn may change significantly with intrauterine growth retardation. In addition, when examining a child, it is necessary to take into account the state of the environment: lighting, noise, room air temperature, etc. For the final diagnosis, a repeated examination is carried out, since the neurological symptoms detected for the first time may disappear during a second examination, or, symptoms , regarded for the first time as mild signs of a CNS disorder, may become more significant in the future. Assessment of the neurological status of children in the first year of life, including newborns, has a number of features. Thus, there is a predominance of general reactions, regardless of the nature of the irritating factors, and some symptoms, regarded in older children and adults as unconditionally pathological, are the norm in newborns and infants, reflecting the degree of maturity of certain structures of the nervous system and the stages of functional morphogenesis. The examination begins with visual observation of the child. Pay attention to the position of the head, torso, limbs. Spontaneous movements of the arms and legs are assessed, the child’s posture is determined, and the volume of active and passive movements is analyzed. A newborn baby’s arms and legs are in constant motion. Spontaneous locomotor activity and crying increase before feeding and weaken after it. The newborn sucks and swallows well.

With cerebral disorders, there is a sharp decrease in spontaneous motor activity. Sucking and swallowing reflexes are sharply reduced or absent. Low-amplitude high-frequency tremor of the chin, arms during a cry or an excited state of a newborn refers to physiological manifestations. A newborn full-term baby and an infant of the first months of life holds a predominantly flexor posture of the limbs, i.e. muscle tone in the flexors of the limbs prevails over the tone in the extensors, and the tone in the arms is higher than in the legs and it is symmetrical. Changes in muscle tone are manifested by muscle hypotension, dystonia, and hypertension.

Muscular hypotension is one of the most frequently diagnosed syndromes in newborns. It can be expressed from birth and be diffuse or limited, depending on the nature of the pathological process. It occurs in: congenital forms of neuromuscular diseases, asphyxia, intracranial and spinal birth trauma, damage to the peripheral nervous system, chromosomal syndromes, hereditary metabolic disorders, as well as in preterm infants. Since muscle hypotension is often combined with other neurological disorders (convulsions, hydrocephalus, cranial nerve paresis, etc.), the latter can modify the nature of developmental delay. It should also be noted that the quality of the hypotension syndrome itself and its impact on developmental delay will vary depending on the disease. Children with reduced excitability, with hypotension syndrome, suck sluggishly, often spit up.

Muscular hypertension syndrome is characterized by increased resistance to passive movements, limitation of spontaneous and voluntary motor activity. With the syndrome of muscular hypertension, some effort should be made to open the fists or straighten the limbs. Moreover, children quite often react to this by crying. Hypertonicity syndrome occurs with: increased intracranial pressure, purulent meningitis, biliary encephalopathy, intrauterine infection with CNS damage, after intracranial hemorrhage. Children with hypertonicity often have difficulty feeding, as the acts of sucking and swallowing are uncoordinated. Regurgitation and aerophagia are noted. However, it should be noted that physiological hypertension is observed in children during the first months of life. It arises due to the absence of the inhibitory effect of the pyramidal system on the spinal reflex arcs. But, if, as the baby grows older, there is an increase in muscle hypertension and the appearance of unilateral symptoms, then this should alert in terms of the possible development of cerebral palsy. The syndrome of movement disorders in newborns may be accompanied by muscular dystonia (a state of alternating tones – muscular hypotension alternates with muscular hypertension). Dystonia – a passing increase in muscle tone in the flexors, then in the extensor. At rest, these children with passive movements expressed general muscular dystonia. When you try to perform any movement, with positive or emotional reactions, muscle tone increases dramatically. Such conditions are called dystonic attacks. The syndrome of mild transient muscular dystonia does not significantly affect the age-related motor development of the child. Only a doctor, a pediatrician and a neuropathologist can assess the state of muscle tone, so parents should remember that timely access to a doctor, dynamic observation of a child by specialists, necessary examinations carried out on time, and compliance with the appointments of the attending physician can prevent the development of any serious disorders from the side of CNS. When assessing the neurological status in children after examining muscle tone, it is necessary to examine the head, measure its circumference and compare its size with the size of the chest.

Hydrocephalus is characterized by an increase in the size of the head, which is associated with the expansion of the ventricular systems of the brain and subarochnoid spaces due to an excess amount of cerebrospinal fluid.

Macrocephaly is an increase in the size of the head, accompanied by an increase in the mass and size of the brain. May be a congenital malformation of the brain, occurs in children with famacoses, storage diseases, may be a family feature. Microcephaly is a reduction in the size of the head due to the small size of the brain. Congenital microcephaly is observed in genetic diseases, occurs with intrauterine neuroinfection, alcoholic fetopathy, brain malformations and other diseases.

Microcrania – reduction in the size of the head due to slow growth of the skull bones and their rapid ossification, with early closure of the sutures and fontanelles. Often, microcrania is a hereditary-constitutional feature. Craniostenosis is a congenital malformation of the skull, which leads to the formation of an irregular shape of the head with a change in its size, characterized by fusion of the sutures, a violation of the growth of individual bones of the skull. Craniostenosis is detected already in the first year of life and is manifested by various deformities of the skull – tower, navicular, triangular, etc. It is very important to assess the condition of the fontanelles. At birth, the anterior (large) and posterior (small) fontanelles are determined. The size of the fontanel is individual and ranges from 1 to 3 cm. A large fontanel closes, as a rule, by 1.5 years. The delay in the closure of the fontanel may be associated with high intracranial pressure, features of the ontogeny of the skull. Pay attention also to the presence of hematomas, swelling of the tissues of the head, the state of the subcutaneous venous network. Often, in children of the first day of life, palpation reveals swelling of the soft tissues of the head (birth tumor), which is not limited to one bone and reflects the physiological trauma of the skin and subcutaneous tissue during childbirth.

Cephalhematoma – hemorrhage under the periosteum, which is always located within one bone. Large cephalohematomas are removed, small ones resolve themselves.

Expanded subcutaneous venous network on the head indicates increased intracranial pressure both due to the CSF component and due to impaired venous outflow. The presence or absence of the above symptoms can only be assessed by a doctor (pediatrician or neuropathologist), after a thorough examination. In case of changes found by him, the child may be prescribed the necessary examination (NSG, EEG, Doppler examination of cerebral vessels, etc.), as well as treatment. After a general examination of a newborn child, an assessment of his consciousness, motor activity, muscle tone, the condition of the bones of the skull and soft tissues of the head, the pediatrician and neuropathologist assess the condition of the cranial nerves, unconditioned and tendon reflexes. The state of the cranial nerves in a newborn can be judged by the peculiarities of his facial expressions, crying, the act of sucking and swallowing, and the reaction to sound. Particular attention is paid to the organ of vision, since external changes in the eyes in some cases make it possible to suspect the presence of a congenital or hereditary disease, hypoxic or traumatic damage to the central nervous system. Specialist doctors (pediatrician, neurologist, ophthalmologist), when assessing the organ of vision, pay attention to the size and symmetry of the palpebral fissures, the condition of the iris, the presence of hemorrhage, the shape of the pupil, the presence of exophthalmos, nystagmus, ptosis and strabismus. The condition of the deeper structures of the eye (crystalline lens, vitreous body, retina) can only be assessed by an ophthalmologist. Therefore, it is so important that already in the first month of life the child be examined not only by a pediatrician and a neurologist, but also by an ophthalmologist.

Thus, in order to diagnose in time and prevent serious disorders of the central nervous system in the future, parents must follow a number of rules: regular examinations by a neurologist: at 1 month, 3 months and a year; if the need arises, then more often.

Consultations with an ophthalmologist at 1 month, 3 months and 1 year, if necessary, more often. Carrying out a screening study of the central nervous system (neurosonography) and other studies, if there is an indication for this. Strict adherence to the appointments of doctors observing the child.

Rational feeding.

Compliance with the sanitary and hygienic regime.

Physical education (massage, gymnastics, hardening).

Influenza in a newborn | www.mrd1-74.ru

Influenza is an acute viral illness that usually occurs between November and March. The infection mainly affects the upper respiratory tract and is accompanied by severe intoxication. Influenza in newborns sometimes provokes complications in the form of acute otitis media, pneumonia, damage to the cardiovascular and nervous systems. Influenza in young children Influenza is an extremely contagious disease. The disease spreads rapidly and in some cases reaches epidemic proportions. At first, adults mainly get sick, then cases of influenza begin to be recorded among children.

Influenza in small children sometimes forces to close groups in kindergarten, nursery, school classes for quarantine. Epidemics are associated with the fact that in winter people spend a long time indoors, communicate in large groups, and receive little vitamins from food. In winter, viruses spread especially quickly, as cold weather and short daylight hours contribute to their active reproduction. Influenza affects children of all ages. Most often, the disease is fixed after 2-3 years of age.

Influenza in newborns is somewhat less common, although such situations are quite possible during epidemics. Influenza in the first month of life The neonatal period is four weeks after birth. This time is a difficult test for the baby, as the child adapts to an independent existence outside the mother’s body. Influenza in a newborn is possible in two ways, depending on whether infection occurred before or after birth. Congenital influenza occurs in those children whose mothers fell ill shortly before birth. The child is born weakened, he has subfebrile temperature, swelling of the nasopharyngeal mucosa. Such children are lethargic, eat poorly, and are prone to respiratory disorders. Influenza in a newborn with a congenital form is often complicated by a bacterial infection, which leads to inflammation of the lungs. The severe course of the disease requires hospitalization in the intensive care unit for infants. Influenza in a newborn can also occur when infected after birth. In this case, the baby is born healthy, but later becomes infected with the flu from others. Symptoms of the disease increase gradually. In the first days the temperature rises slightly, but the child loses his appetite, becomes lethargic, sleepy. Moderate catarrhal phenomena are manifested in the form of a slight runny nose, swelling of the nasopharynx, cough. The child’s breathing changes. The baby is snoring, trying to breathe through his mouth.

Prevention and treatment of influenza in newborns Influenza in a newborn occurs after direct contact with sick adults or other children. To avoid infection, it is necessary to protect the child from excessive communication. Similar measures are reflected in the folk tradition: you can’t show a baby up to a month to anyone except the closest family members. If someone close to the baby is sick, then the child should be tried to isolate within the apartment. Ventilate the room more often, carry out wet cleaning, wear medical masks. Prevention of influenza in newborns is possible with the help of medicines. Use human interferon preparations at the correct dose as recommended by your pediatrician. It is most convenient to choose drops or rectal suppositories. The main prevention of influenza in young children is breast milk. Even if the mother herself is sick, then she should not stop breastfeeding. With women’s milk, the baby receives the protection of maternal immunity. In general, the flu in a newborn is fairly easy if the baby was born at term and is breastfed. Often the baby does not even get sick, although other family members carry the flu. If the child is sick, then you need to seek medical help. Call your doctor immediately if your body temperature is over 38 degrees. Influenza in newborns is treated with antiviral drugs, antipyretics. In some cases, hospitalization is required. Influenza in a one-year-old child One-year-old children get the flu more often than newborns. The disease always proceeds in an acute form. The temperature rises above 38.5 degrees, there are chills, cough, severe weakness, appetite disappears. Influenza in a one-year-old child lasts about 5-7 days. The baby needs to provide bed rest, give plenty of fluids and light food. If the temperature is high, give the child antipyretic drugs and call the doctor at home. Influenza in young children requires special attention and treatment. Strictly follow medical advice. This will help to avoid serious complications and favorably recover from the disease.

How to care for the skin of a newborn.

After discharge from the hospital, mother and baby gradually get used to the daily routine. The child should eat well and be warm – this is the first on the list. No less important is the care of the skin of the baby, which is very delicate and sensitive to external stimuli. To adapt to the new environment, the baby needs time and care of parents. Chemicals, fragrances, dyes in clothes, and detergents cause redness, diaper rash, or a rash. How to properly care for the skin of a newborn to protect the child from contact dermatitis, allergies, and other rashes?

Bathing

The baby is born with a protective coating. During this period, there is no need to bathe the baby or use baby lotions and creams.

A full bath is normal from the first days of a baby’s life, the main thing is to follow the rules:

– bathe your baby in a warm room.

– water should be at body temperature: 36-37 degrees to the touch.

– make sure that the necessary items for the procedure are within reach. Remove jewelry that may scratch the child.

– hold the newborn firmly by raising his head above the water.

– Do not use Q-tip to clean nose and ears.

– To wash your baby’s face, use water without soap.

– never leave your child unattended while bathing, even for a moment.

— For the first 2-3 months after birth, give up shampoo and soap, which can cause an allergic reaction in the baby.

– if you do use baby bath products, make sure they are soft, suitable for babies and odorless.

– then carefully wrap the baby in a cotton towel or a special corner robe for newborns.

– the room in which the baby will be after the bath should be warm, and air conditioners and fans should be turned off to prevent colds.

Umbilical cord care

By the time you are discharged from the hospital, this organ, which connected mother and baby during all 9 months of pregnancy, will begin to dry out. Gradually, the umbilical cord atrophies and falls off within 1-2 weeks. Until then, the place of its attachment to the belly of the newborn must be kept clean and dry. All you need is plain water. You can not pull the keratinized part, even if it begins to fall off. The process will end by itself. To protect your baby’s delicate skin, buy diapers for newborns that have a notch in the waistband for the unhealed navel. If you are using regular diapers, fold the edge so that the fabric does not rub against the tummy. In some cases, the child may need a doctor. Contact your pediatrician if your child has a fever of 38°C or more along with changes in the navel: the area is red and swollen; oozing yellow pus; there is an unpleasant smell. Many mothers are worried about the appearance of small specks of blood on the baby’s undershirt or diaper, the child’s bed. A little bleeding is normal.

Diapers and diapers

Change diapers more often as soon as you notice that they are wet or dirty. If left for too long, it can cause infections. For newborn hygiene, thoroughly clean the genital area after every diaper change. Wash your baby under warm, running water to prevent irritation. Allow a few minutes for the skin to air dry, or gently pat dry with a soft towel. Use baby wipes less often to care for your newborn’s skin. Perfume and alcohol in them can cause irritation, cause a rash. Make sure you buy diapers in a size that fits your baby. If the baby’s skin in the diaper area is irritated, choose a different brand or stop using them for a while. . Wash reusable diapers and diapers with a mild, unscented detergent or clean, hot water. Most diaper rashes on a newborn’s skin are not dangerous, but some can be a sign of an infection and need to be looked after. If the baby’s skin is very reddened, itchy, or causes pain, contact your pediatrician immediately.

What to do in case of skin problems

In the first months after birth, the baby may develop a rash, irritation, diaper rash, which seem unusual to parents.

Most of the newborn skin problems do not need treatment:

– baby acne – a small red rash on the face. As a rule, it disappears over time without intervention.

Milia are tiny whiteheads on a child’s face.

– erythema is a common patchy rash that can affect newborns. Some appear as yellow or white bumps surrounded by a red halo. The rash tends to migrate to different parts of the body. It is most common on the second day of life, but may appear at birth or within the first two weeks. There is no cure – erythema gradually disappears on its own.

Eczema

This rash appears as red bumps that may fester. It usually appears on the forehead, cheeks, or scalp, and sometimes spreads to other parts of the body. The risk group includes infants who suffer from allergies from birth or have a genetic predisposition to the disease. In case of pathology, it is recommended to use special moisturizers: ointments, creams, oils. Do not bathe the baby for a long time with this disease. When an allergic rash appears, a consultation with a pediatrician is required.

Diaper rash

Reasons for occurrence:

– untimely diaper change. Urine or stool in a diaper irritates a newborn’s skin, causing red weeping spots.

– bacterial or yeast infection. Taking antibiotics can cause the growth of fungi of the genus Candida. It usually appears around the genitals and buttocks of an infant. It looks like red spots with a whitish coating.

How to take care of your skin to prevent diaper rash:

– don’t use reusable diapers too often.

– Avoid talcum powder: it dries out the skin of a newborn.

– air baths for half an hour. Heat rash is caused by overheating of the body. It is usually visible in the folds of the baby’s skin. Hot, humid weather is a favorable time for prickly heat. To avoid rashes, keep your newborn cool by dressing him in loose cotton clothing.

Contact dermatitis

This disease develops when the baby’s skin comes into contact with an irritant. The rash appears at the points of contact with the allergen: metal latches on T-shirts; dyes in clothes; washing powder; inappropriate soap, shampoo; allergic to the oil used. Parents need to trace, after which rashes appear, and eliminate the irritant. To bathe the baby, you need to use shampoo and soap that do not cause allergies in the newborn; iron baby clothes before putting them on. For washing, special powders or gels are used that do not contain fragrances and dyes, the child’s clothes, bed linen and blankets are washed separately from the family’s wardrobe items.

Developmental classes for a newborn up to 1 month old

How to conduct developmental sessions with a newborn baby up to 1 month old? During this brief period, your baby is trying to adjust to life outside of the mother’s body. While he is not yet able to move independently, eat, but he can cry and smile about his feelings. Crying indicates discomfort or pain, and a smile usually appears after feeding or during sleep and means that the baby is calm.

Newborns differ from each other in terms of their level of physical activity. Some children are inactive and passive when lying on their back. Very active babies can reflexively roll over from their stomach to their back.

Different in babies and the level of muscle tone. Some children are more relaxed: they have weak muscle tone in the arms and legs. Other newborns are more tense: their arms are tightly pressed to the body, their knees are constantly bent, and their fingers are tightly clenched into fists.

The newborn is mostly asleep, periods of wakefulness are rare and short-lived. Therefore, use the time of feeding, bathing, dressing and rest for the development of the baby.

Useful activities with newborns

• While feeding, touch the baby, stroke his head, shoulders, arms, talk to him affectionately. These touches soothe the child.
• While bathing, talk gently to your baby, lightly stroke his body with your hand or a piece of soft cloth. After bathing, while the child is in a good mood, gently massage his shoulders, arms, legs, back, stomach.
• When dressing or undressing the baby, changing diapers, gently touch the fingers on the arms and legs.
• Take the child in your arms, gently rocking him, change the position of the body. Do not leave the baby in the same position when he lies on the bed: lay him not only on his back, but also on his side. This is very useful for the child: he will learn to move his arms and legs.
• Change your tone, smile and laugh when you look at your baby. In the near future, he will help him understand your emotions and express joy.
• Stimulate the development of the organs of vision. Pass a glowing toy or flashlight with a red or yellow light from side to side in front of the child.
• Hang some sounding toys above the crib: a bell or a rattle would be great. Touch them so that the baby hears the sounds.
• Gently shake a rattle or other sounding toy to the right and then to the left of the baby. After a while, the baby will begin to understand where the sound comes from.
• Instead of a rattle, you can use various iron jars, plastic bottles, plastic boxes filled with cereals.
• If you put a finger or a wooden stick in the child’s hand, he will wrap his fingers around them. This is useful for developing tactile sensitivity.
• Sing songs to your baby and rock him. Dance while holding your baby. Work with a newborn and give him the joy of communication from the first month of life!

Svetlana Tsyplakova
Especially for https://inteltoys. ru
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Tummy time and its meaning for your child

As a parent of a newborn, you have probably heard the term “tummy time” and perhaps thought that it’s just a game with your child. Yes, it is, but it is also an opportunity to help your child gain strength and work on motor development.

Read on to learn more about the benefits of tummy time, how to give your baby tummy time, and how you can make tummy time fun for your little one.

What is belly time?

Your baby’s tummy time involves laying an awake baby on their stomach for short periods of time while you watch them carefully. This exercise is important for your child’s development as it helps strengthen the neck and shoulder muscles as well as improve motor skills.

Just remember that your baby should always be supervised during tummy time.

Watch this video for 101 belly times:

Icon / Player @ 2xCreated with Sketch.

What is the use of tummy time?

Giving your baby tummy time every day has a number of benefits:

• Promotes physical development. Tummy time helps to strengthen your child’s neck, arms, back and legs, and helps them gain flexibility and muscle control. The motor skills and strength she develops will be required to roll over and sit, and then crawl and walk.

• Offers a new way of looking at the world. This gives your child the opportunity to observe and explore the environment in a different way than when he is lying on his back. Lying on her stomach, she has to raise her head to look around. This not only helps her strengthen her back and neck muscles, but also gives her a new perspective on the world.

• Helps relieve torticollis and avoid flat head syndrome. Tummy time can be helpful for children with torticollis, a condition that causes neck muscles to tighten. Tummy time, as well as exercises prescribed by a doctor, can help relax a child’s tense neck muscles. Spending time on your stomach while awake can also help avoid flat spots on the back of your baby’s head, known as flat head syndrome.

• Adds new textures. It exposes your child to different textures as the skin on different parts of his body comes into contact with the surface he is on.

When to start giving time to the tummy?

You can start tummy time while you and your newborn are still in the hospital, or as soon as your newborn comes home from the hospital.

It is recommended to start early so that the child can get used to the activities. Keep in mind that you do not need to worry about the stump of the umbilical cord when you start doing time for the abdomen – the stump will be fine.

To get started at this early stage, place the baby on your chest or stomach while you are reclined in a chair, bed, or floor. Take time to interact with your child, make eye contact, talk animatedly, and make exaggerated facial expressions. This is a great way to bond with your newborn!

Tummy Time

Tummy time can vary slightly for newborns and older children. Read on to learn more about specific methods for doing tummy time.

Tummy time for newborns

As your baby is just starting to develop head and neck control, follow these guidelines for tummy time for newborns 0-3 months old:

1. Lay your newborn on their stomach with their stomach down. chest or kneeling while she is awake.

2. To help her feel more comfortable, interact with her by making eye contact, smiling broadly, and talking to her in a happy voice while singing songs.

3. At this stage, try to keep your tummy short for three to five minutes at a time. You can gradually increase the length when you see that she enjoys this activity. Give your baby tummy time about two to three times a day. After a diaper change or an afternoon nap, this can be a great time to do so.

Although your baby may have more head control and stronger neck muscles by the end of the first month, you still need to support his head when you hold him. She won’t be able to hold her head on her own until she’s 4 months old.

Tummy Time for Older Babies

Here’s how to give your older child tummy time between 4 and 7 months of age:

1. Lay your baby belly down on a spot on the floor covered with a blanket or towel. , or play mat.

2. Play with and interact with her by lying on the floor with her and even swinging a toy in front of her.

3. Offer a tummy session of three to five minutes at a time, which will eventually increase once you see that she enjoys the activity. You can spend time two or three times a day, for example, after a diaper change or feeding.

Around this time, your baby is likely to be able to fully raise his head while on his tummy, and he may also begin to raise himself on his hands, arch his back, and lift his chest. This newly gained upper body strength will help her eventually learn to sit.

You may also notice that she is rocking on her stomach, kicking or “floating” with her hands when she is lying on her stomach. This often happens around 5 months and indicates she is developing the strength and skills needed to to roll over and maybe even crawl.

How often should you spend time on your tummy?

It is recommended to spend time on the abdomen two to three times a day. As your child gets used to this activity, you can do it more often or for longer sessions.

Where is the best place to spend time on your tummy?

In the newborn stage (0 to 3 months), you can start spending time on your stomach by placing your baby on your stomach or on your lap.

Later, the best place to rest on your stomach is on a low, safe surface, such as a clean floor or a floor covered with a play mat or blanket. Just make sure the blanket doesn’t slip when your baby moves.

You might be wondering if you can spend time on your stomach on another surface. Don’t spend time on your stomach on a sofa, bed, or any other elevated or soft surface. In such places, the child may suffocate or suddenly roll and fall. Also, don’t spend time on your stomach on pillows or other soft surfaces.

Ways to transform your tummy while playing

Tummy time is a great opportunity to play with your baby. Here are four ideas:

1. Place a favorite toy out of your child’s reach and encourage him to reach for the toy. Or, instead of a toy, you can also sit low and out of your child’s reach so that he can raise his head and try to reach your face.

2. Place the toys in various places around the child. This will encourage him to reach out to different points and, as a result, help develop the muscles he will need to roll over, move, and eventually crawl.

3. Instead of placing your baby on the surface on your tummy, you can place your baby on your lap or chest. It is especially recommended for newborns up to 3 months. While on your knees, simultaneously raise and lower your legs; then, for a change, move the child from side to side. On your chest, your baby will try to raise his head and arms to look at you. During these workouts, keep talking to your baby to soothe and reassure him.

4. If you have a baby or small child in the house, have him play with your baby while he rests on his tummy. This can be a good time for siblings to bond.

What to do if your child hates tummy time?

Your baby may not like being on her tummy at first – after all, this is the position she is trying for the first time.

Here are some strategies you can try:

• Have a colorful toy within reach to keep him busy.

• Stand alone on the floor within his sight and entertain him with a toy or singing for him.

• If he is still not having fun, ask someone to entertain him.

• Try lying on your side. In this “tummy” style, you lay the baby on its side. If necessary, roll up a towel to support his back and fold a clean washcloth under his head. The child’s arms should be placed forward, the legs should be in front of his hips, and the knees bent. Your baby may prefer to rest on their tummy this way.

Eventually, your child will learn this new activity, and they may like it.

Tummy time can be fun for both you and your baby as it is a great opportunity to bond. It is also a chance for your child to develop the muscle control needed for all future successes such as sitting, crawling and eventually walking. Daily tummy time exercises will bring many benefits in terms of your baby’s ongoing development.

Speaking of rewards, have you already had the opportunity to download the Pampers Club app? If not, don’t delay because the Pampers products you buy can be turned into gifts, coupons, cashback and more.

How we wrote this article
The information in this article is based on expert advice found in trusted medical and government sources such as the American Academy of Pediatrics and the American College of Obstetricians and Gynecologists. You can find the full list of sources used for this article below.
The content of this page should not replace professional medical advice. Always consult with medical professionals for a complete diagnosis and treatment.

Newborn Development: 0-1 Months – Children’s Health Orange County

How old will my baby be?

In the first month of life, babies usually catch up with and exceed their birth weight, and then gradually continue to gain weight. A weight loss of up to 10 percent of birth weight is normal in the first two to three days after birth. However, the baby should get this back and reach their birth weight in about two weeks. While all babies may grow at different rates, below are the averages for boys and girls under 1 month of age:

• Weight: Should gain about 1 ounce each day after the first two weeks
• Average birth length: 20 inches for boys, 19 3/4 inches for girls
• Average body length at one month: 21 1/2 inches for boys, 21 inches for girls
• Head size: by the end of the first month increases to just under 1 inch larger than at birth

What can my baby do at this age?

Although a newborn sleeps about 16 hours a day, the baby’s waking hours can be busy. Most of the movements and activities of a newborn are reflexes or involuntary – the baby does not make these movements purposefully. As the nervous system begins to mature, these reflexes give way to purposeful behavior.

Newborn reflexes include:

• Root reflex. This reflex occurs when the corner of the child’s mouth is touched. The baby turns its head and opens its mouth to follow and “root” in the direction of the stroke. The root reflex helps the baby find the breast or bottle.

• Sucking reflex. When the palate touches the breast or the nipple of the bottle, he begins to suck. This reflex begins before about the 32nd week of pregnancy and is fully developed until about the 36th week. Premature babies may have a weak or immature sucking ability because they were born before this reflex developed. Babies also have a handshake reflex that accompanies rooting and sucking, and may also suck fingers or hands.

• Moro reflex. The Moro reflex is often referred to as the startle reflex because it usually occurs when a child is frightened by a loud sound or movement. In response to the sound, the child throws back his head, throws out his arms and legs, cries, and then draws his arms and legs back. Sometimes the child’s own cry can frighten him or her, initiating this reflex. The Moro reflex persists until the child is 5-6 months old.

• Tonic neck reflex. When the baby’s head is turned to one side, the arm on that side is extended and the opposite arm is bent at the elbow. This is often referred to as the “fencing” position. The tonic neck reflex persists until the baby is 6-7 months old.

• Grasping reflex. In the grasp reflex, stroking the child’s palm causes the child to close the fingers in the grip. The grasp reflex lasts only a couple of months and is stronger in premature babies.

• Babinski reflex. In the Babinski reflex, when the sole of the foot is firmly stroked, the big toe bends back towards the top of the foot, and the other toes diverge to the sides. This is a normal reflex until the child is about 2 years old.

• Step reflex. This reflex is also called the walking or dancing reflex because the baby appears to be stepping or dancing when held upright with his or her feet touching a hard surface.

Newborns not only have unique reflexes, but also exhibit a range of physical characteristics and behaviors, including the following:

• Head sags when raised, requires support
• Turns head from side to side when lying on stomach
• Eyes sometimes uncoordinated, may appear cross-eyed
• Initially fixes gaze on face or light, then begins to follow moving object
• Begins to raise head while lying on stomach
• Jerky, erratic movements
• Brings hands to mouth

What can my child say?

At this early age, crying is the child’s only form of communication. At first, all children’s cries sound the same, but soon parents learn different types of cries of hunger, discomfort, frustration, fatigue, and even loneliness. Sometimes it’s easy to respond to a baby’s crying by feeding or changing a diaper. In other cases, the cause of the crying may be a mystery, and the crying stops as quickly as it starts. Whatever the reason, responding to a baby’s cry with comforting touches and words is essential in helping the baby learn to trust and rely on you for love and safety. You can also use warmth and rocking to soothe the baby.

What does my child understand?

You may find that your child reacts in a variety of ways, including:

• Strikes with loud noise
• Looks at faces and images with contrasting black and white images
• Pays attention to voices, can turn into sound
• Hints of smile, especially when sleeping

How can I help my child develop and improve his emotional security?

Young children need parental protection and they understand the confidence and comfort of your voice, tone, and emotions. Consider the following ways to increase your newborn’s emotional safety:

• Hold the child face to face.
• Speak in a soothing tone and let your baby hear your sweet and friendly voice.
• Sing to your baby.
• Walk your baby in a sling, carrier or stroller.
• Swaddle your baby in a soft blanket to help him or her feel secure and prevent him or her from flinching at his own movements.
• Rock your baby in rhythmic, gentle motions.
• Respond quickly to a crying baby.

One-month-old baby care

Welcome your baby into the family has probably changed your life. Every day passes in a blur, and it will be difficult to find time for anything other than taking care of your child’s needs.

At 1 month of age, babies still want to feed frequently and their sleep patterns are unpredictable. Many of them are still quite sleepy and, except for short periods of wakefulness after feeding and being awake, sleep at least a couple of hours between feedings.

Feeding

Expect your baby to need at least 6 meals/24 hours at 1 month of age. If they are breastfeeding, this can increase up to 12 times. Try not to control feeding times too much and let your baby decide how much and how often he wants to feed. If they don’t get sick or have a premature baby, they will be able to tell when they need to feed and be satisfied with the amount of milk in their stomach.

Sleeping

Give your child plenty of opportunities to sleep and be sensitive to his sleep signals. The novelty of the birth of a child in the house, probably, has not yet passed. It is easy to overdo things with small babies, which, although done with the best of intentions, can lead to overworking them. Even at this early stage, try to put your baby to bed when he is tired and not already asleep. Sometimes it will be easier than others. Most young children fall asleep shortly after feeding, and their “sleep window” can be very short.

Follow SIDS instructions every time you put your baby in the crib. Check Red Nose for specific information.

Behavior

You may see the first smiles when your baby is 1 month old, but this is most likely due to his reflexes, not reactions. By six weeks, your baby is likely to smile genuinely at you. Many babies develop colic by 1 month of age and discover their lungs. This can alarm parents who have been lulled into thinking their child is quite passive and calm.

Crying hurts parents and their babies. Visit the sleep section of the Huggies website for specific information on how to soothe your baby and help them calm down. What calms them down one day may not be as effective the next. Develop a range of comforting responses and try them all. Remember that there is no right or wrong way to calm a child. As long as you are gentle and kind, your child will respond to your efforts. However, the time it takes to respond depends on many factors.

Developmental milestones

Your child can now follow with his eyes and follow moving objects. First of all, they will look at your face and make eye contact with you for a couple of minutes. Babies are wired to look for their parents’ faces, listen to their voices, and turn in the direction of human sound. Early interactive experiences with you and others will help your child’s brain grow and explore the world. Although they are extremely vulnerable and dependent on you for all their needs, they are also built to seek stimuli.

Height

Your baby should be well over her birth weight by now. Most babies regain their birth weight within the first 2 weeks after birth. The average weight gain at this age is 150-200 grams per week. If your child is not gaining weight or growing, there is a reason and it is important to check with your doctor.

Excess fat will show up on your child’s thighs, belly and face. They may have more fat deposits in their necks and forearms. Don’t worry about your child gaining too much weight at this age. Breastfed babies usually gain a lot of weight in the first few months of life and then plateau or even stop gaining weight. Formula-fed babies tend to gain weight at a more stable and consistent rate.

Well

Your child will have their first vaccinations in a month, so explore your options for where you decide to get it. Most councils offer free immunization services and open clinics on certain days and hours. Alternatively, you can go to your GP, but you will likely be charged for the consultation.

Try to minimize your child’s contact with an unhealthy person. It makes sense to reduce any possible exposure to infections, and while you can’t completely isolate your child, you’ll be doing him a favor by taking reasonable precautions.

Handwashing is the number one method for fighting infections and minimizing exposure. After changing a diaper and before feeding, wash your hands and dry them well. You may find that your hands dry out more than usual, so apply a quality hand cream as often as possible.

Safety

Get in the habit of lifting the sides of your baby’s crib before leaving. Although it’s still a couple of months before your child starts riding, it’s a good habit to get into. Similarly, when your baby is on the changing table, on the couch, or any other surface, make sure you hold him with one hand at all times. Active babies can squirm and squirm and should be supervised especially carefully.

It is important that you always fasten your child to their stroller and rocker. Use seat belts, even if they seem incredibly large and unwieldy. They are designed to keep your child safe. If your stroller has a wrist strap, make sure you are using it as intended.

Getting used to baby equipment and furniture takes time and a lot of practice. Don’t miss the opportunity to try this when you don’t have time. Holding a crying baby in one hand and fighting with a folding baby carriage while trying to read the instructions is a situation best avoided.

Play and interaction

Give your baby daily tummy time. This will help them develop neck and upper body strength. They can only tolerate this for a short period of time, but don’t let that stop you from proposing.
Turn on the music and try not to disturb your child’s world. While it may be tempting to tiptoe around the house when your baby is sleeping, this can lead to him becoming sensitive to environmental noise. Babies who enter families with many young children seem oblivious to the noise of the house and learn to adjust because they have to.

What about mother?

Your emotions

Expect to be weary and crying now. Your initial energy reserves after pregnancy are likely to decrease and there will be times when you will feel very tired. The usual advice to sleep when the baby is sleeping is sound. Try not to view bedtime as an opportunity to get a lot of work done. It will only tire you out and exhaust you even more.

Self care

Try not to neglect the basics. Showering, changing into clean clothes, brushing your teeth, combing your hair will make you feel much better. There are times when you just need to let the baby cry while you take care of your needs. This is a fact of life for many mothers. If you leave it for a short time in a safe place, such as a crib, your baby will not be harmed. By taking a break and doing something for yourself, you can significantly change your outlook and give you new energy to invest in your child.

You need to sleep

Even if you have never slept during the day, learn how to do it. However, sleep is not necessarily everything and the end. Resting, lifting your legs, reading a magazine, or just doing nothing can save energy. Expect your night’s sleep to be disturbed, this is normal for early parenting. Your child does not know and does not appreciate your need for long uninterrupted sleep at night, so expecting more from him will be unrealistic.

Your relationship

It will be a busy time and you will have few opportunities to work on your relationship. Try to prioritize what’s important and not feel guilty if you don’t have time to invest in your partner or friends. Most sensible adults understand that young children absorb a huge amount of their parents’ attention and energy.

Developmental milestones from newborn to 1 month old

In the first month of your baby’s life, don’t be surprised if he is full of food, sleep, pooping and crying . At this age, infants have very little control over their voluntary muscles and instead rely mainly on reflex actions such as sucking, yawning, sneezing, crying and burping . The opening of the hand is an important moment, and even more so when your child realizes that this hand controls him. Crawling, walking and even running will start sooner than you think, but they start when your child discovers his body and the world around him.

At birth before one month, most babies will:

• Jerky, uncoordinated kicks to arms and legs.
• Suck confidently at the breast or bottle.
• Writhing and writhing in your lap or in your crib.
• Raise your hands to your mouth or eyes.
• Frightened by sudden movements or noises.
• Turn their heads when you touch their cheeks.
• Crying, screaming, gurgling, sneezing, blinking and other natural reflexes.
• Waking up many times during the night (every 2-3 hours) to feed.
• Reflexively grasp an object or a finger in your hand.
• Clench your hands into fists.

At birth up to one month, some babies may:

• Attempt to raise the head while lying on the stomach.
• Begin to open arms at rest.

At birth up to one month, they can:

• Attempt to rise while lying on the stomach.
• Begin to swing their arms and legs in a more coordinated rather than abrupt manner.
• Follow you through their eyes as you walk across the room.

More in milestones:

Takeaways

• Newborn babies cannot fully control their bodies.
• The baby must confidently suckle at the breast or bottle.
• Newborns have a natural tendency to squirm and squirm even when held by their parents.

1 month old baby – newborn care, feeding, sleep patterns and more

Halfpoint Images / Getty Images

Hey mom, guess what? You’re doing it! You’re starting to figure out what to do with a newborn and slowly but surely approaching the one-month mark. You’ve managed to get through those first few sleepless weeks with a tiny, sometimes screaming, always pooping human that you’re not quite used to yet.

Now that you’ve had a little more time to adjust (and hopefully, if you’re lucky, you can sleep somewhere for a few hours), you’re probably wondering what’s next. Here’s what you need to know about the typical developmental milestones and milestones of a one-month-old baby.

Milestones for your one month old baby

How much should a one month old baby weigh?

You will probably worry more about your baby’s weight in the first month than you can imagine, even if your pediatrician tells you that everything is going according to plan. However, this is understandable, since most children lose weight (between 5 and 10 percent) in the first five to seven days of life – and it can be frustrating to hear this at the first examination of the child.

The good news is that by now the baby should have gained this weight if he was not premature and had no health problems. According to the World Health Organization, the average monthly baby weighs 9.2 pounds for girls and 9.9 pounds for boys. If your baby falls outside this range, it doesn’t necessarily mean there’s a problem. Babies come in all shapes and sizes! In general, you just want your child to gain weight at a healthy rate.

How much do you feed a month old baby?

This brings us to the next question: how much do you feed a month old baby? If they must gain weight, then you must feed them, right? If you’re breastfeeding, it’s hard to put a number on it—as any breastfeeding mom will tell you, sometimes you have a baby who tends to camp on her breast. Typically, you’ll know a baby has had enough when they either tear their face off or, in the classic newborn trick, pass out.

If you are formula feeding, a one-month-old baby will typically take three to four ounces per feeding every three to four hours (for breastfeeding moms, the frequency of feedings is probably a little closer—say, two to three hours apart).

How much sleep should a month old baby?

On the one hand, you may have noticed that newborns sleep a lot. On the other hand, you probably complain that they sleep a lot in short bursts – and these short bursts tend to shorten your REM cycle at night. This is especially true if your one-month-old has developed “day/night confusion,” as it sounds like.

Per Stanford Children’s Health, however, a one-month-old baby should get about 15.5 hours of sleep, which is seven hours during the day and eight to nine hours at night. Your baby may sleep 19-20 hours, or perhaps less than 14 hours. But, as practice shows, newborns need from 14 to 17 hours.

Can a one month old baby do tummy time?

You know your baby needs tummy time. This helps prevent a flat spot on the head – known as positional plagiocephaly – due to frequent lying on the back. It also helps the child to strengthen the head, neck and upper body. But with the blurring of the new baby chaos, you might be a little unsure about when tummy time should start. Or if your one-month-old baby may even spend time on his tummy.

Well, you have the green light! Tummy time can start shortly after birth, starting with one to two increments a day. Over time, you can create spells that last between 20 and 30 minutes. At first, you can put the baby on your lap on your tummy. As they grow, you can lay out a blanket (or rug) in an empty space and let the child lie down there. Just make sure both you and the baby are awake and that you stay close while the baby is in the tummy for their safety.

Your one month old’s physical, social and cognitive milestones

What can a one month old baby see and smell?

The world becomes more and more interesting for your little one every day. Their eyes start to work together, although at this stage they are not always coordinated. So, if the child’s eyes cross or seem to wander, don’t dial the pediatric optometrist just yet – if the child’s eye doesn’t turn all the time or twists all the time, sometimes crossing is normal. And this does not bother them too much, since now they can see objects at a distance of eight to 12 inches and focus on them. While they love looking at black and white patterns as well as contrasting colors, you are probably their favorite activity with their cute little eyes.

Like a child’s vision, the sense of smell continues to develop. She probably doesn’t like anything that smells bitter or sour, but she likes things that smell sweet. Same thing baby Same as .

Hey, anything is possible. Your womb could be like the Palace of Solitude, sculpting and shaping a little Superman (or Supergirl). However, while some newborns roll over on their side while sleeping in the early days after birth, most babies usually don’t roll over until they’re a little older. Still, keep doing this tummy time! This will help the child only when he decides that he is ready for rock and roll.

Can a 1-month-old baby stand on its own?

When a baby is born, you should keep a close eye on his head, thanks to the neck of the noodles. You know what’s up – if your little one’s head isn’t secured, it tends to fall off. Fortunately, in these first few weeks, the baby begins to gain strength in the neck and head, and by the age of one month, he will probably be able to raise his head briefly. Some may even raise their head 45 degrees while on their stomach.

If your child has not yet reached this milestone, again, there is no need to panic. Babies develop at different rates. If you’re really concerned, call your pediatrician.

How often should poop be used at 1 month of age?

If you ever doubted that you could use every box of diapers you received during a baby shower, you probably doubt it a lot less now. For starters, your little one’s tiny bladder could mean she’s burning through four to six wet diapers a day. Poopy diapers aren’t that easy to predict. Most babies have a bowel movement at least once a day. But part of being a new parent is experiencing the popocalypse from time to time, too — it’s the explosion that ends a child’s no-poop streak. You won’t live this new parenting life until you’ve gone through half a pack of wet wipes trying to wipe poop off your back, legs, arms, everywhere .

The health of your one-month-old baby

What happens when a baby is examined at 1 month?

Your reluctance to visit another doctor’s office so soon after giving birth – and hey, those weekly prenatal trips – is understandable. his health and development.

So what happens during your child’s monthly checkup? The pediatrician will perform a physical exam to check the newborn’s reflexes, check his tongue movements, and examine the umbilical region (by now the stump is probably gone and the spot should be healing in the cute little navel that you’ll be hung up on for years to come) . The place of circumcision can also be examined on boys. The doctor will also want to know and possibly test some of the child’s newfound skills, such as lifting the head briefly and bringing the hands to the face. And finally, pull yourself together, mom … because there will be injections.

RELATED to : Considering circumcision? What you need to know about circumcision care

What vaccinations does a one-month-old baby get?

At 1-2 months of age, the Centers for Disease Control and Prevention (CDC) recommends that your baby be vaccinated against hepatitis B. Since your baby most likely received the first dose of HepB immunization shortly after birth, this may be the second dose.

How do I know if my 1 month old is healthy?

Parental intuition is strong, so follow your intuition if you feel something is wrong. But since babies are new, and their bodies are aware of the whole essence of life outside the womb, you should be aware of common health problems (which are usually harmless). These include constipation, congestion, gas, cradle cap, regurgitation, and baby acne.

If your baby has a bowel movement disorder, vomiting or spitting up with excessive crying, call your doctor to rule out underlying problems.

By Julie Sprankles.

Learn more:

Two Month Baby – Newborn Care, Feeding, Sleeping & More

Your 1 Week Baby’s Growth & Milestones

Your 2 Week Baby’s Growth & Milestones

Your 3 Week Baby’s Development & Milestones

Development and milestones of your 4 week old baby

FEEDING YOUR 0-2 MONTHS | Pediatric partners | Overland Park, KS

Your baby only needs breast milk or iron-fortified infant formula for the first 4-6 months of life. Most formula-fed babies will eat every 2-4 hours, and breastfed babies every 2-3 hours. To learn how to decide what kind of milk to feed your baby, read How to choose what to feed.

Recommendations:

Breast milk or infant formula
0-1 month	18-24 oz. in 24 hours
1-2 months	22 – 28 oz. in 24 hours
2-3 months	25-32 oz. in 24 hours
3-4 months	28 – 36 oz. in 24 hours

Intake may also vary depending on the weight of the infant. Larger children will eat more.

Feeding Tips:

• Your baby is likely to eat enough if he has 6 to 8 wet diapers a day.
• Breastfed babies may need to eat more frequently than formula-fed babies. This is fine. Breast milk is digested faster and babies will go hungry sooner than if they were formula fed.
• Babies need only breast milk or formula for the first 4 months of life. Do not give your baby juice or food (including cereal) until at least 4 months of age (unless your doctor recommends it).
• Juice is not recommended before the age of 1 year.
• Do not add cereal to the bottle unless directed to do so by a physician. It does not make babies sleep longer.
• Do not put your baby to bed with a bottle of formula. This can lead to cavities and ear infections.
• Hold baby upright while feeding. Putting a baby on the floor to drink from a bottle can cause choking or an ear infection.
• Do not force your baby to finish the bottle. When your baby is full, he will turn his head and push the nipple out of his mouth or fall asleep.
• Not only is your baby hungry, but he may cry because he is bored, lonely or needs a diaper change.
• Hold baby close to you and hug him while feeding.
• Look at your child and let him look at you while he eats.
• Carefully try to burp the baby during feedings and at the end of each feeding.
• Vials do not need to be sterilized before use. Wash with warm soapy water and rinse well.
• Use cold tap water or baby bottle water to prepare formula, then heat it in warm water instead of microwave. Warm tap water contains more minerals, so it should not be drunk.
• The American Academy of Pediatrics recommends that all breastfed infants start taking iron and vitamin D supplements. Infant vitamins are available at your pharmacy in the vitamin section.
• Vitamin D is not found in breast milk. Each 8.3 oz of formula contains 100 IU. Infants under 1 year of age are recommended to take 400 IU per day. If your child receives less than 33 ounces of formula per day, a supplement is recommended. The skin can do this if exposed to sunlight, but no one knows how perfect this is and the risk of too much sun is high. Find out more on our Vitamin D page.
• Iron is found in breast milk and full-term babies are born with liver iron stores for up to 4-6 months, but many babies are deficient. Because iron deficiency can cause problems with growth and development, prevention is worth the effort.

Crying baby – up to 3 months

Is this a symptom of your baby?

• Baby under 3 months old crying and you don’t know why
• Crying is the only symptom
• A type of frequent crying called colic is included
• If crying is accompanied by an illness or other symptom, please follow this care guide

Causes of unexplained crying

• Hungry baby. Most often, babies cry because they are hungry. They stop crying as soon as they start feeding. By the end of feeding they are happy.
• Sleepy baby. The second reason babies cry is because they need sleep. They need a parent to make them comfortable. It can also be swaddled on the back. Then they fuss a little and fall asleep.
• Too much food. Some babies cry due to bloating from overeating. Unlike gas, too much milk can cause short-term discomfort.
• Caffeine. Caffeine is a stimulant that can cause increased crying and trouble falling asleep. Breastfeeding mothers should limit their caffeine intake.
• Clothing. When it’s too hot or too cold, the baby may cry. As well as too tight clothing.
• Dirty diaper. Stool is very irritating to the skin. If not washed off, it can cause pain and burning.
• Colic. Colic is the main cause of intermittent crying in the first months of life. All babies have normal fussy crying every day. When this happens more than 3 hours a day, it is called colic. When they don’t cry, they are happy.
• Pain (severe). Painful causes include earache, mouth ulcers or diaper rash. An ulcer at the tip of the penis can also cause pain and crying. These babies cry a lot and are unhappy when they don’t cry. They need to see a doctor for a diagnosis. Fever in this age group is a serious condition until proven otherwise. Shaken Baby Syndrome Is Anxious

Myths about the reasons for crying

• Not because of gas. Gas passing through a normal bowel does not cause pain or crying. All crying babies give off a lot of gases. Their stomachs also give off a lot of gas. The gas comes from the swallowed air. Gas is ok. It doesn’t get stuck or hurt. That’s why burping a baby doesn’t help crying. The accusation of gas is a myth.
• Not from regurgitation. Regurgitation occurs in half of children and is normal. Does not cause crying or colic. Heartburn medicines do not help crying babies. They also have side effects.

Definition of colic

• Heavy crying once or twice a day
• Usually comforted by being held and comforted
• Behaving normally (happy, contented) between bouts of crying
• Child gets enough food and feels good. not hungry
• Child not ill
• Onset most often before 2 weeks of age
• Usually resolves by 3 months (sometimes up to 4 months)

When to call a crying baby – up to 3 months

Call 911 now

• Not moving or very weak
• You think your baby is in a life-threatening situation

Call a doctor or seek medical attention now

• Less than 1 month old, looks or behaves abnormally
• Fever in baby under 12 weeks old. Caution: DO NOT give baby any medicine for fever until she has been examined.
• Bulging or swollen soft spot
• Swelling of scrotum or groin
• Vomiting
• Crying when you touch, move, or hold baby
• May be traumatic
• Crying continuously for more than 2 hours. Your child cannot be comforted by this care advice.
• Will not drink or drinks very little for more than 8 hours
• You are afraid that someone might hurt or shake your child
• High-risk child (such as heart or brain disease)
• Your child looks or behaves very ill
• You think your child needs to be examined and the problem is urgent

See a doctor within 24 hours

• Not gaining weight or feeling hungry
• More crying, but your baby can be comforted. Your baby will stop crying, but the reason for the crying is unclear.
• You are tired of all the crying
• You think your baby needs to be examined but the problem is not urgent

See a doctor during business hours

• Your baby has never been tested for excessive crying
• Crying started after 1 month
• Crying 3 or more times a day
• Do you have other questions or problems

Home self-care

• Normal crying for all babies
• Colic (Excessive crying in a healthy baby that can be comforted)

Seattle Children’s Emergency Rooms

If your baby’s illness or injury is life-threatening, call 911.

colic

1. What to know about crying:
   • Normal crying: All babies cry when they are hungry. In addition, a normal baby has 1 to 2 hours of unexplained crying every day. It is scattered throughout the day. It’s okay if they’re happy and content when they’re not crying.
   • Colic: Some babies are very difficult to comfort. Some babies also cry a lot (more than 3 hours a day). With normal growth and a normal physical examination, crying is called colic. Remind yourself that colic is caused by your baby’s temperament. It has nothing to do with your upbringing or any illness.
   • Here are some care tips that should help both types of crying.
2. Feeding:
   • For formula-fed babies, feed if more than 2 hours have passed since the last feeding. Breastfeeding children should be fed if more than one and a half hours have passed since the last feeding.
   • Be careful not to feed your baby every time he cries. Some babies cry due to bloating from overfeeding. Let your baby decide when he has enough milk. (For example, she turns away.) Do not encourage the child to finish what is in the bottle.
   • Caffeine. If you are breastfeeding, reduce your caffeine intake. Limit coffee, tea, and energy drinks to 2 servings per day. This is 2 cups or 16 oz (480 ml).
3. Hold and comfort while crying:
   • Hold and try to soothe your baby when he cries for no reason. Keep your baby steady so he can relax and fall asleep.
   • Rock your baby in a rocking chair, in a carrycot or while standing. Many babies are best soothed by quick, tiny movements, such as vibrations.
   • Place on a swing or vibrating chair.
   • Take a stroll outside or indoors.
   • Do whatever you think will comfort you. Examples: pacifier, massage or warm bath.
4. Swaddling your baby in a crying blanket:
   • Swaddling is the most useful method of calming crying babies. It also prevents your baby from waking up with a startle reflex.
   • Use a large square blanket and the burrito wrap technique:
   • Step 1: Keep your arms inside and straight at your sides.
   • Step 2: Pull the left side of the blanket over your upper body and tuck in.
   • Step 3: Fold the bottom up with your knees slightly bent. The secure swaddle keeps the legs in a sitting position.
   • Step 4: Pull right side over upper body and tuck in.
   • Caution: do not cover the child’s head and do not overheat the child.
   • Caution: Stop swaddling when your baby shows signs of rolling over. Age limit: 2 months. The startle reflex usually goes away by this age. At 2 months, transfer to a sleeping bag with arms raised.
   • Read the book (or watch the DVD) The Happiest Child in the House. The author of both products is Dr. Harvey Karp. This is the best resource on how to calm fussy toddlers.
5. White noise for crying:
   • Swaddling works even better when combined with low white noise. Examples: CD, vacuum cleaner, fan or other constant sound.
   • Be careful not to make too much white noise. Cause: Risk of hearing damage.
   • Do not turn off white noise when the baby is crying.
   • When your baby isn’t sleeping or crying, keep him unfolded. Turn off white noise. Reason: so she can get used to the normal sounds of your house. For more information, watch Dr. Karp’s DVD.
6. Falling asleep on their own:
   • Babies often cry because they need to sleep. If more than 2 hours have passed since the last sleep, this is probably the reason.
   • You have tried various ways to comfort your child. You recently fed him. Nothing you do seems to help your child relax. So now it’s time to get out of the way.
   • Swaddle your baby. Lay him on his back in the crib. Play white noise or soothing music. Then exit the room.
   • Let your baby run around until he falls asleep.
   • For some overworked babies, this is the only answer.
7. Encourage nighttime sleep (rather than daytime sleep):
   • Try not to let your child sleep too much during the daytime.
   • If your child has been sleeping for 2 hours or more, gently wake him up. Play or feed the child depending on his needs. This will shorten the amount of time your child is awake at night.
8. Warning: never shake the baby
   • This can cause bleeding in the brain. Serious brain damage can occur within seconds.
   • Never leave a child with an immature person or with a bad temper.
   • If you are upset, put your child in a safe place.
   • Call or ask a friend or relative for help.
   • Take a break until you calm down.
9. What to expect:
   • Proper technique should help reduce crying. You may need to try a few things before finding the best method.
   • Crying should start to decrease to about 1 hour a day.
   • Colic peaks after 4-6 weeks. Colic disappears after 2 months of life. Most often it passes by 3 months.
10. Call your doctor if:
    • Your baby begins to look or act abnormal0004
    • Your child is getting worse

And remember, call your doctor if your child develops any of the Call Your Doctor symptoms.

Disclaimer: This medical information is for educational purposes only. You, the reader, are solely responsible for how you choose to use it.

Last revised: 29.

Kevin Yoder

Kevin Wayne Yoder (born January 8, 1976) is an American politician who served in the United States House of Representatives for Kansas’ 3rd congressional district from 2011 to 2019. A Republican, Yoder was the Kansas State Representative for the 20th district from 2003 to 2011.

In his bid for re-election in 2018, he was defeated by Democrat Sharis Davids.

Contents

• 1 Early life and education
• 2 Legal career
• 3 Kansas House of Representatives
  • 3. 1 tasks of committees
• 4 House of representatives of the USA
  • 4.1 Possession
  • 4.2 Tasks of Committees
  • 4.3 Membership in meetings
• 5 Elections
• 6 Political Positions
  9000
  • 6.1.2 Child care
  • 6.1.3 Financial regulations
• 6.2 Internal affairs
  • 6.2.1 Immigration
  • 6.2.2 Health care
  • 6.2.3 Scientific research
  • 6.2.4 Technologies
  • 6.2.5 Help for natural disasters
  • 6.2.6 Wednesday

6.3 Social problems

• 6.3.1 Abortion
• 6.3.2 Cannabis
• 6.3 6.3 6.3 6.3 .3 Problems of LGBT

7 Personal life

8 Electoral history

9 a small farming town outside of Hutchinson. He is the son of Susan Elizabeth Peck (née Alexander) and Wayne E. Yoder. His ancestry includes Northern Irish, Germans and English. ^[2]

Yoder graduated from Hutchinson High School and in 1999 from the University of Kansas with a dual major in English and Political Science. He has served as President of the KU Student Body, President of the Board of Directors of the Kansas Union Memorial Corporation, and Board Member of KU Athletics Corporation. He was a member of the Lambda Chi Alpha fraternity, served as president, and received the 2012 Lambda Chi Alpha Lifetime Achievement Award. ^[3] While at KU, Yoder interned in the Kansas State Legislature. He received his law degree from the University of Kansas School of Law in 2002, where he served for two years as president of the student bar association. ^[4] Yoder served on the Board of Governors of KU Law School. He was the 2007 graduate of Leadership Kansas.

Legal career

Yoder worked as a clerk for Payne and Jones from 2000 to 2001, then as a special assistant with the US Department of Defense Drug Enforcement Administration in 2001. ^[5] He joined Speer and Holliday LLP, a small Olathe law firm, as an associate and became a partner in 2005.

Yoder is a member of the American Council of Young Political Leaders and the Kansas Bar and served on the Board of Directors of the Johnson County Bar.

Kansas House of Representatives

Yoder was first elected to the Kansas House of Representatives (20th District) on January 13, 2003. ^[6] He took over from Jerry Ray. ^[7] He was subsequently re-elected to this position three times. ^[4] The area includes parts of Overland Park and Leawood.

As chairman of the Kansas State Committee on Housing Appropriations, he was responsible for balancing the budget, cutting government spending, resisting tax increases, and allocating more than $13 billion in public revenue to public schools, universities, prisons, social services, and highways. In March 2010, the committee presented its budget plan. ^[8] The proposed plan was defeated by a bipartisan group of moderate Republicans and Democrats in May 2010. ^[9] Yoder also served on the Judicial Committee from 2003 to 2011. ^[4]

Committees

• Assigating (Chairman)
• Legislative budget (chairman)
• Judicial power
• The Comites of Congress in Library

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political parties. ^[14] In 2017, two representatives wrote a guest column about staying united with CNN in response to the 2017 Congressional Baseball Shooting which resulted in Steve Scalise being critically injured. ^[10]

In May 2018, Yoder became chairman of the Homeland Security Subcommittee. ^[15]

Committee tasks

112th Congress

• Assiguing
  • subcommittee of 9000 military construction, veterans affairs and related departments

113th Congress

• The Assiguration Committee
  • Subcommittee for financial services and public administration for agriculture, development of rural areas, and the management of the Products and Medicines and Metests and Plane Control and Plane Control and Plane Control Vice Chairman)
  • Subcommittee on Government, Foreign Operations and Related Programs

114th Congress

• Appropriations Committee
  • Subcommittee on Financial Services and Public Administration
  • Subcommittee on Agriculture, Rural Development, the Food and Drug Administration, and Related Institutions
  • United States Subcommittee on Appropriations, Transportation, housing and urban development and related agencies
• Republican Research Committee ^[16]

115th Congress

• The Assiguing Committee
  • Subcommittee of internal security ^[15] 9000 Agriculture, Rural Development, Food and Drug Administration and related agencies
• Republican Research Committee ^[16]
• Republican partnership on the main street ^[17]

Membership in collections

• International Correspondence of the US Congress ^[18]
• Veterin Medicine [19) [19]
• Group on climatic decisions ^[20]
• American-Japanese Assembly ^[21]

Elections

2010

Main article: Elections to the House of US Representatives 3*

On December 15, 2009, Yoder announced his intention to run for an open seat in the US Congress. ^[22] On August 3, 2010, he won the Republican primary with 45% of the vote, running against former State Representative Patricia Lightner, Dave King, Harry R. Klotz, Daniel Giliit, Jerry M. Malone, Craig McPherson, John Risawi, and Jean Ann Uvodich.

He received approval Kansas City Star which said, “He believes that government spending needs to be controlled and best used when it stimulates economic growth, which is a good position in restoring unemployment. His experience as the House of Kansas Appropriations Committee will stand him in good stead in Congress.” ^[23] Yoder also received an endorsement from Kansans For Life. ^[24] and the National Rifle Association. ^[25]

During the general campaign, Yoder created the website stephenemoore.com in the name of Stephen Moore, his Democratic opponent and wife of Dennis Moore, a retiring congressman. Yoder used the site to ask questions about her campaign and voice political positions. ^[26] Moore’s campaign filed a complaint with the FEC about the website on the basis that an “unauthorized committee” is not allowed to use a candidate’s name in the title of a special project or message if it “clearly and unambiguously” expresses opposition to the named candidate. The FEC dismissed the complaint against Yoder in a 3-2 party-line vote, with Republican commissioners voting for Yoder and Democratic commissioners voting for Moore. ^[27] In the general election, with 59% of the vote, Yoder defeated the Democratic candidate. midwife Stephen Moore and libertarian candidate Jasmine Talbert. ^[28]

2012

Main article: 2012 U.S. House of Representatives Election Kansas County § 3

In the 2012 election, Yoder ran for re-election. He ran unopposed in the 2012 primary election. ^[29] Yoder was approved in the general election Kansas City Star , ^[30] and ran into Libertarian candidate Joel Balam, a college professor. Yoder won with 68% of the vote. ^[31]

2014

Main article: 2014 U.S. House of Representatives election for the District of Kansas § 3

In the 2014 election, Yoder ran for a second term again. He ran unopposed in the 2014 primary election. In the general election, Yoder faced Democratic nominee Kelly Kultala, a former member of the Kansas Senate. Yoder won with 60% of the vote. ^[32] In the 2014 election cycle, Securities and Investments was the number one industry contributing to Yoder’s campaign committee and PAC leadership. ^[33] According to the Center for Responsive Politics, Yoder received $53,257 from the payday loan industry in the 2014 election cycle. ^[34]

2016

Main article: 2016 U.S. House of Representatives Election Kansas County § 3

In May 2016, Yoder endorsed Donald Trump in the 2016 presidential race. ^[35]

Yoder was challenged by a retiree in the 2016 Republican primary. US Army Lieutenant Colonel Greg Good from Louisbourg, who fled to the far right of the platform. ^{[36] [37]} Yoder defeated Good by 64-36%. ^[36] As of June 2016, Yoder has raised far more money in campaign contributions than his main Republican opponent or his Democratic rival. ^[37]

Yoder faced the Democratic candidate in the November general election. Jay Sidi from Mission Woods. ^[36] According to an October 19, 2016 poll commissioned by the Democratic Congressional Campaign Committee, Sidi was four points behind Yoder. ^[38] Yoder defeated Sidi by 10 points, with 51% of the vote to Sidi’s 41%. ^[39]

2018

0007

In three quarters of 2017, Yoder raised more money than any other congressional candidate in Kansas history up to this point in the election cycle. ^[40] In the November 2018 general election, he was defeated by a Democrat. Sharice Davids who raised nearly $1 million more than Yoder. ^[41] Davids received 53.3% of the vote to Yoder’s 44.2%, while Libertarian Chris Clemmons received the remaining 2.5%. ^[42]

Political positions

Per McClatchy By July 2018, Yoder voted with Trump 92 percent of the time. ^[43]

Economics

Taxes

In December 2017, Yoder voted in favor of the Tax Cuts and Jobs Act of 2017. ^[44]

Childcare

During the tax debate, Yoder focused his efforts on reducing childcare costs as the lead sponsor of the Affordable Childcare for All Act with a Democrat. Stephanie Murphy Florida. ^[45] Both representatives met privately with a presidential adviser. Ivanka Trump, who also focused her efforts on childcare during October’s tax debate, to propose her legislation for inclusion in the Tax Cuts and Jobs Act. ^[46] Although the bill was ultimately not included in the final draft of the tax reform, Yoder fought with members of the House Methods and Resources Committee to retain the childcare tax credit and expense flexibility in the new tax code. ^{[47] [48]}

Fiscal Rules

Yoder was responsible for the so-called “push” provision included in the 2014 spending law, which critics claim was written by Citigroup. Yoder denied the claim, arguing that the amendment was based on bipartisan legislation called the Improved Swap Regulation Act, which passed the House of Representatives in 2013 with a vote of 70 Democrats. ^[49] The Yoder Amendment and the 2013 law repealed section 716 of the Dodd–Frank Wall Street Reform and Consumer Protection Act of 2010 on derivatives, credit default swaps and other instruments (which some say helped fuel the financial crisis of 2007-08 gg.) uninsured by taxpayers if they have gone bad. ^{[50] [51]} Yoder said the move was necessary to prevent small regional and local banks from being completely squeezed out of the swap derivatives market. ^{[52] [53] [54]} In a editorial, Kansas City Star wrote that Yoder “played an unfortunate role in raucous government funding. ” ^[55]

Domestic

Immigration

As Chairman of the Homeland Security Appropriations Committee in 2018, Yoder provided $5 billion to build a new 200-mile border barrier in the Rio Grande Valley region on the southern border, where the cartels currently transport most of the $64 billion worth of drugs and people annually. to the United States. ^[56] Yoder’s bill also provided funding for 400 new ICE agents, 375 new CBP agents, nearly 4,000 new beds, money for opioid detection, and other border controls. ^[57] President Donald Trump subsequently tweeted that Yoder “totally and completely approves” of re-election, saying he is “strong on crime, strong on the frontier.” ^[58] Having lost his 2018 re-election bid, the congressman is likely to play an important role in securing the eventual transition to border wall funding, which could affect the president’s legacy, as well as in determining the congressman’s political future. ^[59]

Yoder has spoken out against sanctuary cities, which are jurisdictions that do not strictly enforce federal immigration laws, and has put forward legislation to withhold national security funds from those jurisdictions. ^[60]

Yoder has sponsored the Highly Skilled Immigrant Equity Act, which will remove the cap on the number of employment-based green cards that the Cato Institute estimates that between 230,000 and 2 million Indian citizens remain in the system, forcing them wait for a green card from 50 to 250 years. ^[61] The text of the bill was successfully incorporated into Yoder’s mandatory National Security Appropriations Bill in July. ^[62]

Health

Yoder opposed the Affordable Care Act (Obamacare). ^[63] On May 4, 2017, he voted to repeal the law and pass the American Public Health Act. ^{[64] [65]}

In March 2017, ProPublica reported that Yoder said the quality of health care in the country had declined due to the Affordable Care Act, claiming that ProPublica found without evidence and contradicts some evidence. ^[66]

Research

Yoder advocates for more funding for biomedical research. In 2016, Yoder tried to convince “the most ardent and ardent conservatives in the House of Representatives to accept research” as a financially and morally responsible thing to fund. More than 100 House Republicans, including conservative members such as Dave Brat, signed their letter to leadership House of Representatives demanding a $3 billion increase in revenue. ^[67] After all, Congress provided the biggest increase in research funding in 12 years. ^[68] Late that year, he wrote a guest column for Fox News arguing that drug support for diseases and federal funding for medical research could be a problem for holding a divided country together after the 2016 presidential election. ^[69]

In 2017, Yoder openly opposed the Trump administration’s proposed budget cuts for the National Institutes of Health. ^[70] Instead, Yoder worked with colleagues on the House Appropriations Committee to secure another $2 billion in NIH funding increases for FY2017. ^[71]

Technology

In 2017, Yoder voted for a Congressional Revision Act resolution to repeal the Obama-era FCC rule regarding online privacy. Yoder stepped out of the ranks, joining 190 Democrats (and 14 Republicans) when he voted against ISPs tracking users and selling their personal online history. ^[72]

In 2013, Yoder along with the Democrat. Jared Polis (D-CO) introduced the Email Privacy Act which prevents law enforcement officers from accessing email without a warrant. ^[73] Congress passed it in 2016 by 419 votes to 0, and in 2017 again unanimously. ^{[74] [75]}

Yoder also re-introduced the Kelsey Smith Act, legislation that required cell phone operators to provide location information to authorities in situations involving “risk of death or serious bodily injury.” ^[76] In May 2016, the bill did not receive the two-thirds majority required. the House of Representatives to pass a procedural hurdle due to privacy concerns. ^[77]

Disaster Relief

In September 2017, Yoder voted against a bipartisan deal to raise the debt ceiling and also provided relief to communities affected by Hurricane Harvey. ^[78]

Wednesday

On climate change, Yoder said in 2015: “Global warming is an issue that should be discussed, but most of the proposals require huge American sacrifices that have little or no effect on global temperature, and we must oppose it at every turn.” ^[79]

Yoder supported President Trump’s departure from the Paris Climate Agreement, saying the cost of the agreement outweighs the benefits. ^[80]

Social issues

Abortion

Yoder has 100% of the votes from the National Right to Life Committee for his vote on abortion. ^[81]

Cannabis

Yoder is rated “D” by NORML for his voting history regarding cannabis-related causes. Yoder opposes veterans having access to medical marijuana if their Veterans Health Administration is a physician and if it is legal for medical purposes in their country of residence. ^[82]

LGBT issues

In 2017, Yoder broke up with President Trump over his announced ban on open military service for transgender people. ^[83]

Yoder has a zero rating from the Human Rights Campaign for his vote for LGBT rights. Yoder opposed same-sex marriage and believed that it was an excessive effort by the federal government to legalize it nationally. ^[81]

Personal life

Yoder and his wife Brooke live in Overland Park with their two daughters. ^[84] They are members of the Church of the Resurrection of Christ in Leawood.

In February 2009, Yoder was pulled over for speeding on a highway. K-10 speed. After passing a field sobriety test, Yoder declined the officer’s request to pull over to the side of the road. Breathalyzer test. The officer cited Yoder for speeding and for refusing to take a breathalyzer test, and then allowed Yoder to drive home. In a plea agreement, the speeding charge was dropped. Yoder pleaded guilty to law enforcement refusing to perform a breath test and paid a $165 fine. ^{[85] [86] [87] [88]}

study tour to Israel with other members of Congress. According to the report, about 20 of the trip’s 30 participants joined, and Yoder swam. nude. Yoder apologized to his constituents and said in a statement that “it was dark outside with only a few feet of visibility” and said he was in the water for about 10 seconds before getting out. ^[89] Yoder continued: “I made this decision at that moment partly because there really was no one around to see me,” he said. “I dived in, jumped back in, got dressed and despite that, it still wasn’t the kind of behavior that people expected from their congressman.” The FBI investigated the case, but neither Yoder nor any of his employees were questioned. Then-House Majority Leader Eric Kantor in attendance reprimanded Yoder for the incident. ^[90]

Electoral history

2002 Elections to the state legislative body

Kevin Yoder (R) 55% Kirk Peruka (D) 45%

2004 Elections to the state legislative body

Kevin Yoder (R) 67% of 67% Max Skidmore (D) 33%

2006 State Election ‘

Kevin Yoder (R) 58% Alex Holsinger (R) 42%

2008 State Election

Kevin Iodder (right) 65% Gary Glaberman (right) 35%

Elections of 2010 in the House of Representatives of the USA

Elections to the House of Representatives of the United States, 2010: Kansassky District 3

Party Candidate Candidate		Candidate Voices	%	± %
	Republican	Kevin Yoder	136,246	58
919LA Kansas Election Results: Third House District. New York Times . November 6, 2018. received November 9, 2018. 7 External link Kevin Yoder in Kerley The appearance on the C-SPAN Biography on Biographical Handbook of the US Congress Profile in Golosuy Madame Financial Information (Federal Office) to the Federal Election Commission Legislation sponsored by the Library of Congress	Senate: P. Roberts • J. Moran	Residential building: L. Jenkins • T. Pompeo • K. Yoder
113494	P. Roberts • J. Moran	residential: L. Jenkins • T. Huelskamp • M. Pompeo • C. Yoder
114th	Senate: P. J. Roberts4 Moran	residential: L. Jenkins • T. Huelskamp • M. Pompeo • K. Yoder
115th	Senate: P. Roberts • J. Moran	residential: • L. Jenkins • M. Pompeo • R. Yoder (until Jan. 2017) Marshall • R. Estes (since April 2017)

FDA suspends coronavirus vaccinations for children under 5 | Covid-19

The country’s 18 million children under the age of 5 are the only age group not yet eligible for vaccination.

COVID-19 shots for children under 5 were delayed another month on Friday as U.S. regulators abruptly halted their efforts to expedite review of vaccines Pfizer is testing for children.

The Food and Drug Administration, concerned about the detrimental effects of the micromicron variant on children, took the extraordinary step of persuading Pfizer to apply for approval of the ultra-low dose of the vaccine before it became clear whether the babies needed two injections or three. The agency’s plan could have allowed vaccinations to begin within a few weeks.

But on Friday, the FDA reversed course and said it was clear the agency needed to wait for data on how well the third shot works in the youngest age group. Pfizer said in a statement that data is expected by early April.

The FDA’s head of vaccines, Dr. Peter Marks, said he hoped parents would understand that the agency’s decision was part of its careful scientific review of the evidence presented by Pfizer.

This information “made us realize that we need to see data on the third dose of the ongoing trial in order to make a decision,” Marks told reporters. “We take our responsibility to review these vaccines very seriously because we are parents too.”

The country’s 18 million children under the age of 5 are the only age group not yet eligible for vaccination.

Rachel Perera, mother of an 8-month-old baby from Los Angeles, said that after Friday’s news, “it was like the carpet was kicked out from under me.”

After consulting with her pediatrician, Perera hoped a vaccine would be available this winter or early 2022 at the latest. An education policy researcher and her husband take care of their child to avoid the unpredictability and risks of caring for a child during a pandemic.

But that means she’ll be working on her PhD thesis while her baby is sleeping. On top of that, daily risk calculations, she said, led to “decision fatigue.”

“I’m just tired and wondering when will this end?” Perera said. “It feels like the people around us are living their lives while we are left behind.”

Vaccine experts have been concerned about the sudden race to evaluate Pfizer’s vaccine and are now wondering what parents will do about this exchange.

“I think they made the right decision to be careful and wait for the data on the third dose,” said Dr. Jesse Goodman of Georgetown University, former FDA head of vaccines.

“It was nice to hear that there might be some promising data on two doses, but it turned out to be, ‘Hi everyone, you can expect a vaccine in a few weeks’,” he added. “I think this messaging is very confusing for people.”

This is not the first delay. Pfizer originally expected to find out by the end of December whether ultra-low doses worked for children under 5 years of age, but faced disappointing setbacks.

Preliminary results of the study indicated that two injections were safe and strong enough to provide good protection to children 6 months of age and older. But once the babies reached preschool age — 2 to 4 years old — two doses weren’t protective enough, prompting a third to be added to the study.

So it was a surprise when a few weeks ago the FDA called on Pfizer and its partner BioNTech to apply. Next week, the agency’s independent scientific consultants were scheduled to publicly discuss whether two shots could be started on babies before there was evidence that a third would give them the extra protection they needed – a highly unusual move.

On Friday, the FDA abruptly canceled this meeting, promising to hold it as soon as Pfizer provides evidence of a third dose. Even if Pfizer applies by early April, it will take several weeks for the FDA and other health authorities to review and publicly verify the data.

Earlier this week, the FDA’s Marks promised the agency would not cut corners, but also noted how quickly the pandemic is changing. Until Thanksgiving, no one had heard of omicrons; by last month, pediatric cases of COVID-19 infectionreached an all-time high and now the number of cases is dropping fast as the last mutant is burned.

How long to wait for new vaccine data and how long it takes is a difficult balance for the FDA. He is caught between the need to act more proactively on a rapidly changing virus and the risk that acting too hastily could deter families already on the verge of having their children vaccinated.

Pfizer aims to give children 6 months of age and older vaccines containing one-tenth the adult dose—two shots three weeks apart, followed by a third shot at least two months later.

This is a lower dose than children aged 5 to 11 receive, i.e. one third of the adult dose.

Vaccination rates among children were lower than in other age groups. Only 22% of children aged 5 to 11 and just over half of children aged 12 to 17 were fully vaccinated in the past week, according to the American Academy of Pediatrics.