Unfortunately, there is no evidence of a universal cure for stammering - in other words, there is no approach that works like a magic pill for everyone. This situation is perhaps not so surprising when it is considered that there is still no complete answer to the question, ‘What causes stammering?’ Most experts agree that it is due to a combination of factors - physiological, neurological, psychological and environmental - but the precise ways that these factors operate together is not known, and clearly the combination will be different from one individual to another.

What is clear, then, is that stammering is a complex condition with many characteristics affecting each individual in a unique way. Whilst two people who stammer may sound similar to an outsider, the factors that trigger stammering, and reactions to stammering (both physical and emotional) can be very different. These aspects are highly personal and make it important to consider individual needs in any course of therapy.

Furthermore, while there are techniques which can be extremely helpful, these require ongoing practice to become effective. This is not the same as a ‘cure’ - which implies something administered by an expert which will work for everyone in all situations. People who claim to have found a cure for stammering often passionately believe they have something to offer. Here are some stammer therapy considerations for different age children:

Pre-school aged children

Speech and language therapy has a high success rate in children under five years of age. Therapists carry out an assessment, taking into account many factors including the physiological and parent-child interactions. They may then choose to work in a variety of ways, indirectly or directly. The majority of children can be helped through these approaches and often have no recurring problems. However, it is not appropriate to think of this as a ‘cure’ because many children under 5 years go through a very normal phase of dysfluency anyway, and may just have grown through this phase. It is more accurate to say that these children have been supported at an early stage in a way that has prevented their early dysfluency from developing into a lasting stammer.

School aged children

It is obviously distressing to see your child stammering and, as a result, perhaps struggling with issues of self-consciousness, lack of confidence, teasing and bullying. You may consider ‘anything’ to help your child, ‘no matter what the cost’. However, expectations of a ‘cure’ can lead to even greater difficulties and a sense of failure for both parents and children if it doesn’t work out. The experience may well put you both off trying other approaches in the future.

Most of the courses and therapies which claim a cure are aimed at teenagers and adults, but there may be some practitioners who accept younger children. We strongly recommend parents caution and that you instead seek advice from a qualified speech and language therapist who has experience of stammering. The most important issue at this stage is to help children who stammer develop self acceptance, and self confidence.

General recommendations

I recommend that you consider the following questions before deciding to pay for a private course or private therapy.

1. Is the person leading the course accountable to any registered professional body which is bound by a code of ethics? This is particularly important regarding therapies for children.
2. Does the person hold professional qualifications accredited by a professional body or institution? The Health Professions Council can verify this for you in the case of speech and language therapists - see their website at www.hpc-uk.org. It may well be that a person without professional qualifications can be of help to some people. However, it is important to note that, if you feel that you have been harmed by the treatment offered, either physically or psychologically, there is unlikely to be a professional body to which you can complain.
3. Is the person leading the course basically offering their own personal experience of a method which helped them? Don’t forget that, because of the individual nature of stammering, there is no guarantee that what helps one person will necessarily help another.
4. What is the cost and is it reasonable compared to other courses? What do the costs cover? Are there any financial guarantees? Is there a refund policy?
5. Is follow-up support offered to increase the chance for long term fluency? You are likely to need direct help and ongoing support from your therapist while you practise and phone calls are unlikely to be sufficient. A characteristic of stammering is that it is prone to relapse, so care and ongoing attention needs to be given to this.
6. What emotional support is available for you if you ‘fail’ the course? This can be an issue, especially if the course leader is one who tells you that you must be a failure for ‘failing to be fluent’.

Finally, with any form of therapy, it’s no doubt best, having made the decision to try it, to give it your best shot, rather than do it half-heartedly. If, in the end, it doesn’t work for you, you can at least be assured that it wasn’t for want of trying. All it means is that, at this point of time in your life, it is not the right approach for you. Don’t let anyone tell you otherwise!

Tags: stammer cure, stammer, stuttering therapy, stop stuttering, speech therapy, stutter, children stammering therapy, speech stamer, stammering in toddlers, stammering in children, stutter stammer, toddler stammer

3 to 6 Months

Read a book:

photo credit: Chiceaux
Chernoff and other doctors begin handing books out to their patients at 6 months of age through Reach Out And Read, a national early literacy campaign. Of course, it can’t hurt to introduce reading sooner — just don’t be discouraged if you don’t get much of a reaction, says Chernoff. “Some kids are interested and some aren’t, but you’re also communicating something about reading books that they’re picking up on,” she says, adding that she’d avoid putting baby in front of a TV as entertainment. When you’re reading, be sure to label things — “this is a dog, this is a cat, this is a baby” — to get baby primed for learning such words later, says Wallace. At this age books with simple pictures are best, she says.

Practice batting and grasping:
Since babies are now learning to reach for objects, give them plenty to grab for. Wallace recommends blowing bubbles in baby’s direction and letting her “catch” them. In the early weeks of this time period baby will probably be batting at things rather than picking them up. It’s a good time for mobiles and other hanging or floating objects that are fun for swatting. A little later, when baby starts to pick things up, place toys of different shapes and textures within reach or slightly out of reach to encourage baby to pick them up.

Peek-a-boo:
Baby won’t begin to develop “object permanence” — the idea that something doesn’t cease to exist when it is out of sight — just yet, but you can start to introduce the concept now. Try peek-a-boo: put a blanket over your face and then remove it for baby to see that you’re still there. The bonus: babies at this age and a little older will delight in your antics. You can also play peek-a-boo with toys or other objects. Eventually baby will get the hang of it and begin playing it herself.

Let baby play alone:
Although you’re a crucial part of baby’s development, helping baby may sometimes involve just letting her play by herself for a while. “Children learn a great deal from playing on their own and from exploring the world in the way that they feel driven to,” says Wallace. For example, “if the child is exploring a piece of dust that is floating in the air she’s learning how things fall,” Wallace explains.

6 to 9 Months

Practice passing:
At this age babies are getting good at picking things up, have probably developed the ability to “rake” objects with their hands, and are beginning to transfer things from hand to hand. Fine forefinger or thumb control won’t be developed until about 9 months, but you can get baby started by letting her try to feed herself (finger foods, not those that require a fork or spoon). Be forewarned: it’s a messy proposition and you’ll need to supervise her closely in case she begins to choke.

Let her taste her world:
At this age babies experience things primarily through their mouths, so it’s great to give her a variety of toys that she can gum or chew. Since she can probably sit up now, an activity saucer (like a walker, but without wheels) can be a good place for baby to sit and explore toys.

Explore cause and effect:
Your baby is probably gaining a growing interest in cause and effect — “I push this button and I hear a sound.” Offer her an array of toys that cater to this new interest.

Practice standing:

photo credit: Avery Zoe
By 9 months baby may be pulling herself up to stand or may stand with assistance from you or a stationary object. Help her do this by providing a sturdy toy — a play shopping cart or activity cart — but make sure your house is baby-proofed, that stairs are gated and all objects she might pull up on are well anchored.

Share your world:
“If you’re excited about something, your child is going to learn about it and be excited about it,” says Chernoff. Talk to your child about the things you like to do and involve her whenever possible. “This is especially true for dads, who are sometimes a little awkward with babies,” she says. “You don’t have to figure out what baby likes; you can share what you like.” If you enjoy hiking, take baby with you. Not only will it help you continue to do the things you enjoy, but it will also give you something the two of you can enjoy together.

Make music:
Even though baby probably has a room full of fun toys, she’ll most likely get a big kick out of banging on a pot, pan or plasticware dish with a plastic spoon or knocking down a plasticware tower, says Wallace. Babies are also developing better control of their fingers so toy pianos and toy phones are usually a big hit and a developmental boon.

Explore emotions:
Your singing can take on a new element now that baby is ready to start learning about emotions. Try singing “If You’re Happy and You Know It” — you’ll not only introduce the concept of happiness, but you’ll also be helping to develop body awareness and fine motor skills, says Wallace.

Swim:
Baby might not be ready for the breaststroke yet, but swimming “classes” offer a good opportunity to get baby used to the water and to experience the sense of floating while at the same time bonding with you and building dexterity. Plus, you’ll get a kick out of seeing baby explore water for the first time. Music and gymnastics classes are also good.

9 Months to 1 Year

Learn the language:
As we mentioned above, language skills won’t really take off until year two, but baby is already starting to realize her ability to make sounds. By 6 months of age she was probably practicing vowel sounds and now may be combining vowels and consonants. Help her progress by repeating what she says and offering new combinations for her to try — ba ba, ma ma, da da — says Chernoff. For now they’re just sounds; eventually baby will figure out that mama applies to mom and dada applies to dad.

Crawl and walk:
Baby will probably crawl, cruise and possibly walk during this period. You can help encourage movement by placing interesting objects just out of reach, says Wallace. Or, spice things up by creating a cardboard-box tunnel for baby to crawl through. “That encourages them to crawl but also helps them develop spacial relationships,” she says.

Stack, squeeze and snap:
At this age babies will enjoy putting objects into other objects, fitting objects together and stacking them. Blocks and plasticware are a baby’s best friend now. You can also cut a sponge into different shapes and let baby stick them to the side of the tub. Now is a good time to introduce zippers and snaps, although baby won’t be able to master the technique for some time to come.

Keep in mind that all babies develop at their own pace and that what may be normal for one will not be for another. Your goal in helping baby to grown and learn is not to develop a “superbaby,” but rather to help your child develop to her full potential. “As parents we feel tremendous pressure to do all the right things,” says Wallace. “But what’s most important is to help them connect to people and relate effectively to their environment.” And anyhow, your baby will always be a superbaby to you.

Tags: child development stages, baby growth, child care development, child development education, early child development, development of child, fetal development, infant development, Baby grow, 1 year baby grow, baby development, 3 months baby grow

photo credit: creativesam

“Babies need more than just food to develop normally,” says Meri Wallace, a child and family therapist and author of Birth Order Blues and Keys to Parenting Your Four Year Old. “Everything you do that is responsive and affectionate and loving is supporting the baby’s development. The baby who is not getting that, even if she is being fed and having her diaper changed regularly, is not going to thrive or develop normally.”

According to Dr. Robin Chernoff, director of the Family/Behavior Clinic at Johns Hopkins Children’s Center, the first year will be marked by developments in fine motor skills — picking things up, moving objects from hand to hand — and gross motor skills such as crawling and walking. Although your baby will be cooing, babbling and possibly even saying a few choice words (like mama and dada) during the first year of life, language skills don’t really take off until the second year. However, you’ll be laying the foundation for these skills, and others, from the day baby is born.

Wallace said parent’s role in helping baby develop is vital. While you probably can’t speed the developmental process a great deal — baby will walk when baby is ready to walk — you can certainly slow it down by failing to help baby develop. “If you keep your baby in a crib all the time she’s still going to learn to walk eventually but she may do it later than she would otherwise,” says Wallace. “So we know there are things we can do to make it harder for a child to develop.”

Below are some activities Wallace and Chernoff suggest for helping baby develop. Although we know baby can be either a he or a she, we’ll refer to baby by the feminine to make things simple. Keep in mind that many of the activities below are ones you’ll start doing early on and will continue, possibly with adjustments, as baby grows.

Birth to 6 Weeks

Snuggle up:
At this age, you need not worry about holding baby too much, says Chernoff. “You really can’t spoil a child in the first six months,” she says. “You need to respond to her cues, pick her up and hold her because that’s when she’s developing her attachments and discovering that the world is a safe place.” Of course, keep the stimulation to a minimum at night, so that baby will learn the difference between night and day — and so that you’ll get some sleep.

Develop her senses:
In the first six weeks of life, baby’s eyesight is not nearly as good as her hearing, so you’ll need to keep objects close to baby’s face — eight to 12 inches away. Fortunately for you, your baby is most interested in the human face, so merely holding your face close to hers can provide stimulation and entertainment. To help develop her ability to “track” or follow objects, try holding a toy in front of or above her and moving it in an arc. You can also begin introducing textures by touching her skin with different objects — a feather, a piece of material, a soft toy, suggests Wallace.

Introduce baby to herself:

photo credit: Mish Mish
Hold baby in front of a mirror and point out her eyes, nose, ears and mouth. She won’t understand for a while, but labeling baby’s world for her will help her later.

Sing a song:
Singing is not only soothing but it also helps baby develop a sensitivity to sound. As baby gets older you can get her involved physically by moving her legs and hands in time to the music, says Wallace.

Build muscles:
As baby grows her neck muscles will strengthen, although she won’t gain head control until she is about 4 months old. Help baby build neck muscles by lying down on your back, putting baby face down on your chest with her toes pointing toward your toes, and lifting your head up slightly. She’ll attempt to look at your face, which will encourage her to lift her head, strengthening those baby neck muscles.

Offer a varied view:
Give baby a taste of different environments by changing her view throughout the day. Take her with you as you move from room to room. If she enjoys sitting in a swing, be sure to face it in different directions so she can look at new things.

6 Weeks to 3 Months

Encourage tummy time:
Since babies spend all night on their backs (to reduce the risk of Sudden Infant Death Syndrome) it’s important to put them face down during the day, while you are closely supervising them. This “tummy time” will help them develop their neck and upper body muscles.

Stimulate rolling over:
Babies usually roll over somewhere between 4 and 6 months of age, but you can start encouraging her to roll over before then. Try lying baby on her side on your lap and then putting a toy a few inches away, says Wallace. Make sure her arms are free so that she can roll without having them pinned to her side. Another method: lie baby on an activity mat with one arm straight down by her side. Then roll her over on that side.

Develop body awareness:
Help baby develop awareness of her hands by singing “Pat-A-Cake,” “The Itsy Bitsy Spider” or other songs that involve hand movements (you can make them up too). Don’t forget to get baby’s feet involved. Sock rattles can also help her become aware of her feet. Babies at this age are also beginning to develop recognition of facial characteristics, so keep pointing out facial features in the mirror. Some parents use flash cards with features pictured and labeled. And take advantage of bath-time fun to help baby label body parts too.

Sound identification:
Record the sounds of normal activities — a dog barking, a door opening, footsteps — and play them back for baby while explaining what they are, suggests Wallace. Baby will also probably get a kick out of hearing his own laughter played back. A hand-held tape recorder is ideal for this purpose.

Keep in mind that all babies develop at their own pace and that what may be normal for one will not be for another. Your goal in helping baby to grown and learn is not to develop a “superbaby,” but rather to help your child develop to her full potential. Tomorrow we will learn what we can do to help 3 Months – 1 year baby growing.

Tags: Child development, baby growth, child development education, early child development, fetal development, development of child, child development centre, child care development, child development stages, baby development, infant development

Some manufacturers have come out with new alternatives, sometimes called stationary walkers. These allow the baby to be in that upright position, but they have a wide, secure base and do not actually roll. However, for several reasons, most child development specialists do not recommend even these. First of all, parents sometimes use walkers because they believe that exercising the legs in that upright position will help the baby learn to walk. Actually, walkers do not help–and even may delay–independent walking. Babies learn to walk best by being allowed to play on the floor, scooting, crawling, pulling up on furniture, “cruising” around low tables and couches, and finally taking those first independent steps. Walkers may interfere with that progression. Also, while the old walkers are dangerous, the new walkers are usually quite expensive and offer very little value for the dollar.

So that answers your question about walkers, but it doesn’t solve your dilemma about how to get your chores done. Babies do indeed need almost constant care and attention. So, for now, accept all the help you can get from friends and family, trade childcare with another parent to buy yourself some time, and perhaps relax your standards a bit in terms of household chores. Before you know it, your baby will be heading off to school, and you may find yourself longing for these good old days.

For some children, it will be like turning on a light switch and they will wake up and never use a diaper again. For others, it may take a month or two for them to fully transition out of diapers. Whatever you do you must be consistent. If you work hard for a week and only see minimal progress, do not give up.

Some of the signs a child may be ready to be potty trained is if they are ale to stay dry for over two hours at a time. If they have regular bowel movements throughout the day. If your child comes up and tells you they need a diaper change.

Using a potty chair or a toilet ring is up to you, but if you find one method is not working as well, don’t be afraid to try the other.

Here are some different methods to try:

The timer method:
Set a kitchen or other timer for 20 minute intervals. Every time the time goes off, take your child to the potty and have them sit there. If they use it, great! If not, that’s fine too. Just set the timer again and keep trying. But be consistent.

The reward method:
Some parent have had success creating a little chart where the child can put stickers on it if they go potty. After a certain number of stickers are put on the chart the child gets a prize

The example method:
Yes, I know it can be a bit embarrassing, but letting the child watch you use the bathroom can be a fantastic way to show them how and encourage them to be a “big kid.”

The book method:
You local library will likely have several books on potty training. Some of these will be written specifically for kids. Check these out and read them to your child several times to help encourage them.

The trial and error method:
Some children just have a harder time than others, so it may take trying several or all the different methods until you find one that works.

Whatever method you try, just remember to make potty training a fun stress-free time for your child.

Tags: potty training tips, potty training

Music is many things. It makes us happy, annoyed, melancholic, afraid and mad. Music is also for every one. It invades almost anything and everything. Different milieus have their own music to recollect. Various races and continents also enjoy distinctive music. Young and old alike take pleasure in it.

In every stages of life there will always be music for it is perpetual. In fact, there are unique types of music that caters to specific group of individuals. Rock and metal music cater to hyperactive music enthusiasts. Love, acoustic and pop songs blend well with lovers and emotional persons. For kids there is the children’s music.

Children’s music can give kids a magical experience. They can play roles with it. For a moment, they can be a pretty princess with a castle or a dashing knight in shining armor. They can simultaneously play musical instruments. They can dance and sing.

Music is entertaining most especially to children. Thus, even at the very young age they must be exposed to music. By doing so, kids develop their sense of adventure and discovery.

Aside from that, they can be knowledgeable about children’s music lyrics. They can also develop the basic languages.

Children’s music can also be treated as therapy. Application of children’s music can treat some physiological and psychosocial elements of illness. Treatment is aimed for the acquisition of non-musical behavior by virtue of systematic musical methods.

Studies have proven that children with developmental delays and learning disabilities like Down’s syndrome respond to music. Thus, exposure to music can boost response and expression. As a result, individual expressions and talents like singing and dancing can be discovered.

Children’s music treats developmental delays and learning disabilities by drawing out movements. The latter develops self-awareness which can easily be manifested. Examples of these movements are gripping the beater, tapping a triangle, playing cymbals and drums and the likes.

The relationship between children’s music and movement cannot be overemphasized. The rhythm of music creates the ideal stimulus that results to coordinated movements. These movements lead to repetition which is a mode of child learning.

Aside from entertainment and therapy, children’s music is also a special kind of education. It develops the cognitive skills of children. Exposure to music stimulates learning about colors, numbers, shapes and parts of the body. As a consequence, though may not be the primary goal, it increases the child’s intelligence.

Stimulation of cognitive abilities leads to multi-sensory development. The latter contributes to the ability of a child to retail information and be attentive to detail. As a result, the child becomes confident and clever.

Children’s music can also develop the child’s social skills. Usually, musical experiences are done in groups. Participants can sing in unison or one after the other. With this process, every one is encouraged to participate thus participants eventually become closer.

Children’s music can be so powerful that it can develop both the intrapersonal and interpersonal aspects of a child. It simultaneously augments functional abilities at the same time the expressive and creative capacities of a child.

Tags: music for children, free sheet music for children, to us a child of royal birth sheet music

Babies don’t just wake up one day and start walking. There’s a natural progression from rolling over, to sitting up, to scooting, to crawling, to pulling up to walking. Teaching your baby to walk easily depends on her mastering those first steps.

When your baby starts to become mobile, it’s important to make sure that your home is a safe environment. Inspect your home to prevent your child from getting hurt on sharp corners, ledges, and stairs while your teaching your baby to walk.

You may also be tempted to head to the store and purchase a walker. However, when you’re teaching your baby to walk it’s important not to use a walker. They can be dangerous and can cause accidents and injuries.

When you’re teaching your baby to walk, you may want to rush out and buy the perfect pair of shoes. However, recent research suggests that babies actually learn to walk better when they’re not wearing shoes.

So save your money and teach your baby to walk without the little tennies. If you want your child to wear shoes, that’s okay, too. Just be aware that they won’t make it easier for your baby to walk.

If you’re going to buy shoes, follow a few simple rules of thumb. When you teach your baby to walk, you must make sure that his shoes are going to help instead of hurt. Look for shoes with flexible soles and flat bottoms. Pass up the high-tops and go for a shoe that allows your baby’s ankle to move.

Also check your baby’s shoe size frequently to make sure he hasn’t outgrown them.

One of the most important things you can do to teach your baby to walk is encourage her to get a lot of exercise. Help her to develop coordination and balance by playing physical games and toys that promote dexterity.

Toys that allow your baby to push or pull are excellent to teach your baby to walk. You can also play by kicking and throwing balls. These little activities will promote eye-hand coordination and balance.

Don’t forget to have fun! You don’t need to push your baby too hard, just enjoy the process while you teach your baby to walk

Tags: baby begining to walk, baby walk treadmill, baby trying to walk, baby sign language to walk

• What is the best way to introduce more than one language to my baby ?

• If introducing my baby to two languages already, how do I incorporate baby sign language into this process ?

In today’s multi-cultural society, many children are exposed to more than one language from birth. Parents approach this differently but there are two predominant schools of thought on how to raise a bilingual baby:

• The first is to separate the language by person

• The second is to separate the language by place

The first approach is also known as the “one parent one language” approach and is where one parent or caregiver uses one language while the other parent or caregiver uses another language.

The second approach is where one language is used in the home, the “family language”, and the other language is used outside the home or in the community.

So how can parents then incorporate baby sign language into this environment?

The way to incorporate baby sign language into your baby’s life will depend on which school of thought you are using above.

If you are separating the language by person, it is important that both parents also use the basic signs when they say the word in their language. For example if you speak English and your partner speaks Spanish, when introducing a word such as “milk” you would say the word “milk” in English and introduce the sign for that word. Your partner would introduce the word “milk” in Spanish (“leche”) while signing the word “milk”.

If you are separating the language by place, it is important to use one language with your baby sign language consistently in the home but whenever outside the home (or in the community) that the second language is always used in conjunction with baby sign language. For example, home may be where you would speak Spanish and sign the word and then anywhere outside the home, you would use English and sign language. For this approach, you could also try to include family and friends in the process by encouraging them to sign some basic words to your baby ensuring that they use one language inside the home and the second language outside the home. After all, the more your baby sees the signs, the quicker your baby will understand what it is you are trying to communicate.

While oral communication is difficult for your baby at six months of age, baby sign language is the tool that can help close the gap of communication until your baby can physically speak in one of the other languages you maybe introducing them to.

Happy Signing!

Tags: bilingual environtment, baby sign, language, bilingual, oral communication, communicate, multi-cultural society

photo credit: marcuzzo

Avoid allowing your baby to fall asleep in your arms every night. This is the first step if you want your baby to sleep independently. The baby’s cot or bed is the best place for your baby to fall asleep. This gives the baby an opportunity to fall asleep without unnecessary fuss. Also, remember to put your baby down awake, but sleepy.

The next step is to create a sleeping routine so that your baby goes to sleep at the same time every night. Be consistent and soon baby will establish a sleeping routine. Be persistent in this method and your baby will soon learn how to fall asleep independently. After 2 months of age, you may start to encourage baby to fall asleep without your help.

Tempting as it is, do not allow your baby to sleep in your bed. Babies who become accustomed to sleeping with their parents will quickly become used to it and not want to sleep in their own beds. If you do choose to sleep in the same bed with your baby, care should be taken to avoid using soft sleep surfaces. This is to avoid something accidently obstructing the babies breathing.

Something you should be aware of when training your baby to sleep on his or her own is Sudden Infant Death Syndrome or cot death. It is the leading cause of death among babies under twelve months old. Sudden Infant Death Syndrome is unforeseen and unexpected even in a seemingly healthy baby. It is also known as crib death. It is sometimes recommended that you put baby on it’s back when putting it down to sleep. Sleeping on it’s back instead of on it’s side when you put your baby to bed could help. It could provide one of the best safeguards against Sudden Infant Death Syndrome. However if your baby has reflux or if for any other reason what so ever, you are concerned, have your physician recommend the best sleeping posture for your baby.

Use a firm sleeping surface such as a safety approved crib mattress covered with fitted bed sheet. Remove any unnecessary blankets, soft toys and other items. Keep your new baby’s bedroom close to yours but separate from where you and other family members sleep. It is a good idea to have a sleep monitor close by so that you can hear anything unusual and attend to your new baby if necessary.

Establish good and firm routines and pay attention to sensible safety protocols especially in the first few months, parents can slowly teach babies good sleep patterns and to sleep on their own. Babies will assume good sleeping habits and parents will eventually regain a good night’s sleep.

Tags: crib death, baby sleep, sleeping routine, baby sleep patern, SIDS

These days many parents have not had a lot of experience with babies until their first baby comes along. If you are one of these parents you will probably find you have many questions about this new person who has come into your life and who is so small and helpless. It can be overwhelming and scary when you realize your baby is so dependent on you for everything, especially if you feel you don’t know a lot about babies. Understanding what babies are like may help to make it easier to care for your baby.

Birth to 4 months
At this time babies are adjusting to life in the world. Most of each day will be spent sleeping but with increasing periods of time awake. Babies are totally dependent on you for their basic needs. As babies grow and spend more time awake they become more alert to what is happening around them. At this stage, crying is a normal and natural way that babies communicate their needs.

Between birth and 4 months your baby is learning to:

• Focus for longer periods
• Observe surroundings and follow a person or object with their eyes
• Enjoy close visual and verbal stimulation
• Recognize and turn head to familiar voices
• Coo and make sounds
• Watch and clasp hands
• Play with fingers and bring hands to mouth
• Hit dangling objects with hands or feet
• Hold head up when lying on tummy
• Show pleasure by wriggling body and smiling
• Respond to sound that are louder than normal

4 to 8 months
Babies are now becoming their own person. They are very excited about the world. Everything they see is of interest and they are developing curiosity about their surroundings. At this time babies like to be in places they know with people they know.

Between 4 months and 8 months your baby is learning to:

• Recognize name by turning when name is spoken
• Roll over
• Bring hands together to play and grasp
• Bring objects to mouth to explore
• Transfer objects from one hand to the other
• Lift head and chest using forearms for support
• Prop on one hand or elbow while reaching for a toy with the other
• Pull feet to mouth
• Sit without support
• Show the need for attention and affection
• Mix different sounds, squeal and laugh
• Listen with interest and turn head to loud sounds
• Be aware of being separated from mother or father
• Cope with the introduction of pureed food, moving on to more lumpy textures.

8 to 12 months
Babies are becoming more excited and intensely curious about the world as they become more independently mobile. They are now on the move and are getting into everything, but will keep an eye on the people around them. They like to have mother/carer close by.

Between 8 months and 12 months your baby is learning to:

• Point, gesture and make sounds to indicate what they want and need
• Show anger by stiffening body and screaming
• Jabber and babble expressively
• Uses voices to attract attention
• Enjoy simple and repetitive games
• Repeat actions and sounds that they enjoy making
• Crawl
• Pull up onto furniture and cruise around the furniture
• Stand briefly by themselves
• Pick up small objects with thumb and index finger
• Intentionally drop objects to have them picked up
• Show anxiety around unfamiliar people
• Eat food with fingers
• Watch an adult walking across the room
• Look for objects hidden from view
• Turn head to sounds that are at the side or below

12 to 18 months
Children are now walking and pleased to be out with the big kids, but they still need constant care and attention. Seemingly independent, they venture out alone, but keep an eye on those around them. They can watch, listen and take part in the social life of the family, and be an active listener.

Between 12 to 18 months your child is learning to:

• Use words e.g. “mum”, “dad”, “ball”, “water”, “more”
• Shake and nod their head for “yes” and “no”
• Use long strings of sounds that often sound like another language
• Understand more and more words and can follow simple directions e.g. “get your bottle”, “show me your nose”
• Move and dance to music
• Walk alone with wobbly steps
• Push and pull large toys
• Walk upstairs holding a hand or rail
• Climb
• Be more assertive and independent
• Enjoy banging and stacking blocks and putting thins into containers
• Be very curious and into everything
• Constantly look for new activities although attention span can be short
• Stop and pick up object they have dropped
• Turn head to sounds that are above or below

Growing and learning in the family
The first and most important learning in a child’s life happens within the family. Children learn from the way people treat them and from what they see, hear and experience as soon as they are born. Children are natural learners. Between birth and five years, and especially to three years, children grow and learn at the fastest rate of their lifetime. It is easy to see the enormous opportunity parents, and those who care for children, have in these early years to help shape children’s learning before they start school.

Just like adults, all babies deal with pain differently. As a result, some will have an easier time with teething than others. However, most babies will have grouchy and irritable periods!

The first signs of teething usually begin a few months before the first tooth appears, so you will need to look for particular symptoms to ensure that the symptoms you notice are truly teething-related. While most parents generally agree that some or all of the symptoms below occurred around the time of teething, it is still recommended that you check with your pediatrician to rule out other possible causes for the symptoms, especially if you’re baby is running a fever (temperature above 39C [102F]) and/ or appears lethargic and unwell.

• Irritability: As the new tooth rises closer to the surface your baby’s gums may become increasingly more sore and painful, leading to fussiness and crying.

• Drooling: From three to four months of age you may see your baby start drooling more often than normal. Teething stimulates drooling, which may be worse with some babies than others.

• Coughing: The increase in saliva can cause your baby to occasionally cough or gag. As long as your baby shows no signs of a cold or flu and does not run a high fever, this is noting to worry about.

• Chin rash: If your baby is a heavy drooler, the constant contact with saliva may cause the skin around the chin and mouth to become irritated. Gently wipe your baby’s mouth and chin periodically throughout the day to help prevent chapped skin and rashes.

• Biting & gnawing: A teething baby will gnaw and gum down on anything. The counter pressure from biting helps relieve the pressure from under the gums and temporarily numbs the pain. Teething aids designed specifically for babies are safe and effective.

• Cheek rubbing and ear pulling: Pain in the gums may spread to the ears and cheeks particularly when the back molars begin coming in. This is why you may see your baby rubbing their cheeks or pulling at their ears. However, keep in mind that pulling at an ear can also be a sign of an ear infection, especially when accompanied by a fever.

• Diarrhea: Most parents usually notice slightly looser bowel movements when a baby is teething. A recent study done by the Children’s Hospital in Australia found this to be the most common symptom of teething, yet many doctors still disagree and discount diarrhea as a symptom of teething. The most likely cause of diarrhea during teething is the extra saliva swallowed, which then loosens the stool. Report any diarrhea that lasts for more than three bowel movements to your doctor.

• Low-grade fever: A fever is another symptom that doctors are sometimes hesitant to directly link with teething. Many parents however find their baby gets a low-grade fever while teething. Notify your doctor if the temperature rises above 39C (102F) or if the temperature remains elevated for more than 2 days.

• Not sleeping well: You may find your child wakes more often at night. Most parents agree that night waking occurs more frequently when the molars are coming in.

• Cold like symptoms (runny nose, etc.): Some parents find that their baby displays cold-like symptoms when teething. Runny noses, coughing and general cold symptoms are believed to be a result of frequent hand-to-mouth movements in an attempt to alleviate the pain. Notify your doctor if cold-like symptoms occur for more than 3 days and do not improve on their own.

The process of teething frequently follows hereditary patterns, so if the mother and father teethed early or late, your baby may follow the same pattern. On average the first tooth comes in during the seventh month, although it can arrive as early as three months, as late as a year, or in rare cases even earlier or later.

In total there are twenty primary (first) teeth. The full, adult set of teeth comprises of thirty-two permanent teeth. Most children have a full set of primary teeth by the time they are around two or three years old. These primary teeth usually last until about the age of six, when the teeth that were first to appear become loose and fall out as the second teeth begin to push through the gums. The primary teeth continue falling out until roughly the age of twelve. Again, these ages mentioned above are only averages and your child may follow an earlier or later pattern.

Tags: baby teething, baby development, baby teething signs, signs of teething