Outdoor play – it’s not just FUN, it’s good for your children!!

“I like to play indoors better ‘cause that’s where all the electric outlets are.” 

- A 4th Grader in San Diego, quoted in Last Child in the Woods by Richard Louv 

Many of us remember the phrase, “Go outside and play!” from childhood, but children today spend less time playing outdoors than any previous generation (Clements, 2004; Hofferth and Curtin, 2006). Free play and discretionary time has declined more than 9 hours a week over the last 25 years. A new Nielson Company Report indicates that children ages two-five years old now spend more than 32 hours a week on average in front of a TV screen. According to the Keiser Family Foundation (2010), the amount of screen time only increases with age, with school-aged children spending 7.5 hours a day on electronic media. 

The percentage of preschool children who are overweight more than tripled between 1971 and 2009, exploding from 5.8% in 1971 to 18.4% in 2009 (Odgen et al, 2007; Anderson, 2009). Six out of ten of these preschoolers will continue to be overweight or obese at age 12 (NICHD, 2006). The situation is so severe that this generation of children’s life span is predicted to be shorter than that of their parents. 

Tap into the benefits of outdoor play! 

Encouraging children to get outside, get moving, and connect with the natural world are all ways to reverse childhood obesity rates. But, the benefits don’t stop there. Kids who play outside are happier, healthier, and stronger! 

According to research (Fjortoft 2004; Burdette and Whitaker 2005), children who play outdoors regularly: 

• Become fitter and leaner 
• Develop stronger immune systems 
• Have more active imaginations 
• Have lower stress levels 
• Play more creatively 
• Have greater respect for themselves and others 

Time spent outdoors is also the best way to get vitamin D. According to the journal Pediatrics, 70% of American kids are not getting enough vitamin D, which can lead to a host of health issues. Time spent outdoors is also shown to reduce myopia (near sightedness) in children (Optometry and Vision Science, 2008). 

Outdoor play – it’s not just FUN, it’s good for you!

Infant and Toddler Swimming.Are They Safe and Effective?

When your baby isn’t old enough to walk, it may seem silly to take them to the pool. But there are so many benefits to splashing around and gliding through the water — besides the fact that your little one looks super cute in a bathing suit.

Studies demonstrate that spending time in the pool helps babies become more self-confident and intelligent (yes, really!). Being in the water engages your baby’s tiny body in a completely unique way, creating billions of new neurons as your sweetie kicks, glides, and smacks at the water.

While there are tremendous benefits to taking your baby to a public pool on your own, formal group swim lessons are important, too. Many people believe that infant swim time makes young children too comfortable in the water, thereby increasing drowning risks, but this is simply not true. In children aged 1 to 4, lessons can significantly reduce your child’s risk of drowning for multiple reasons.

Due to delicate immune systems, doctors typically recommend that parents keep their babies from chlorinated pools or lakes until they’re about 6 months old.

But you don’t want to wait too long to introduce your baby to the pool — children who don’t get their feet wet until later tend to be more fearful and negative about swimming. Younger children are also usually less resistant to floating on their backs, a key life-saving strategy that even some babies can master!

Here’s the lowdown on the amazing benefits of infant swim time.

Swimming Improves Cognitive Functioning

Bilateral cross-patterning movements, which use both sides of the body to carry out an action, help your baby’s brain grow.

Cross-patterning movements build neurons throughout the brain, but especially in the corpus callous, which facilitates communication, feedback, and modulation from one side of the brain to another. Down the road, this improves:

• reading skills
• language development
• academic learning
• spatial awareness

When swimming, your baby moves their arms while kicking their legs. And your cutie is doing these actions in water, which means their brain is registering the tactile sensation of water plus its resistance. Swimming is also a unique social experience, which furthers its brain-boosting power.

A four-year study of over 7,000 children by the Griffith University in Australia found that swimming children were more advanced in physical and mental development when compared to their non-swimming peers. Specifically, the 3- to 5-year-old who swam were 11 months ahead of the normal population in verbal skills, six months ahead in math skills, and two months ahead in literacy skills. They were also 17 months ahead in story recall and 20 months ahead in understanding directions!

Lessons May Reduce the Risk of Drowning

Lessons reduce the risk of drowning in children over 4. They may reduce the risk in children 1 to 4, but the evidence is not strong enough to say for sure. It’s important to note that they don’t reduce risk in children under 1.

According to the American Academy of Pediatrics (AAP), drowning is a leading cause of death among children and toddlers. Most of these drownings occur in home swimming pools, so if you have a pool, early swim lessons are especially important. Even the youngest babies can be taught important safety skills — like floating on their backs — that can save their lives.

A 2009 study, while small in scope, found an 88 percent reduction in drowning risk in children ages 1 to 4 who had taken swim lessons. A similar study conducted in China found that swim lessons reduced drowning risk by 40 percent. Regardless of the exact numbers, the relationship is clear — lessons give small children important life-saving skills and teach them respect for the water.

Lessons may also be helpful in this regard because parents become more aware of drowning. When a parent is proactively involved in teaching their child to swim, they may be more conscious of drowning risks overall.

Swimming Improves Confidence

Most infant classes include elements like water play, songs, and skin-to-skin contact with parents or caregivers. Children interact with one another and the instructor and begin to learn to function in groups. These elements, plus the fun of learning a new skill, boost your baby’s self-esteem.

In one German study, children who had taken swim lessons from the age of 2 months to 4 years were better adapted to new situations, had more self-confidence, and were more independent than non-swimmers. Another German study reinforced these findings, illustrating that early, year-round swimming lesson participants:

• had greater self-control
• had a stronger desire to succeed
• had better self-esteem
• were more comfortable in social situations than non-swimmers

Drowning Prevention

Newborns and infants should never be left alone while in bathtubs or pools. It’s important to keep in mind that a child can drown in even just 1 inch of water. For children under 1 year of age, it’s best to do “touch supervision.” That means that an adult should be close enough to touch them at all times.

The AAP gives clear guidelines on the possible warning signs of potential drowning. Signs that may indicate that a person is in danger of drowning include:

• head is low in the water, and mouth is at water level
• head is tilted back and mouth is open
• eyes are glassy and empty, or closed
• hyperventilating or gasping
• trying to swim or trying to roll over

The Takeaway

As long as you’re taking all the necessary precautions and giving your baby your undivided attention, swim time can be perfectly safe. Another benefit to infant swimming is that it’s a wonderful parent-child bonding experience. In our hectic, fast-paced world, slowing down to simply enjoy an experience together is rare.

Swim lessons with our babies brings us into the present moment while teaching them important life skills. So grab your swim diaper and wade in!

Diagnosis And Treatment For Children With ADHD

Diagnosis

Many of the symptoms of ADHD occur from time to time in all children. However, children with ADHD display a much greater frequency of the symptoms and their lives are significantly impaired to the extent that their friendships and school work are affected. The impairment needs to occur and be observed in different settings for the symptoms to be classified as ADHD. If a child is over active in the playground, but not anywhere else, the symptoms may not be considered ADHD. If a child has the symptoms of ADHD, but continues to form and keep friendships as well as achieve in school, then it is doubtful if they would be diagnosed with ADHD (American Academy of Child Adolescent Psychiatry 27/6/2009).  

ADHD is considered a psychiatric medical disorder of which the formal diagnosis is made by a qualified professional in that field. The diagnosis is based on a set number of criteria that can be found listed in the Diagnostic and Statistical Manual of Mental Disorders (DSM IV). ADHD may accompany other disorders such as anxiety or depression. This makes diagnosis difficult and can complicate treatment.

Treatment

The treatment and diagnosis of ADHD has caused controversy since the 1970s. Treatment usually involves a combination of medication, behaviour modification, learning coping techniques, lifestyle changes and counselling. Many children with ADHD will also have sensory processing disorders and this can contribute to their inability to pay attention, focus and concentrate. These children will either withdraw from or seek sensory stimulation like movement, touch, light and sound. They may make loud noises and constantly move, touch and fidget in order to get the appropriate stimulation that they seek. Other children with ADHD may withdraw from loud noises, busy rooms, bright light and not engage appropriately in an activity as expected. They will then be considered to be troublesome and badly behaved in school and in other social settings.

Occupational therapists are able to provide therapy programmes that will address the sensory processing difficulties and help the child to attend and learn by adapting the environment and activities. There are several programmes and activities that occupational therapists may use to provide the child with tools and coping techniques for use within school , home and other social environments.   

The Alert Program

This is also called "How Does Your Engine Run" and was created by Mary Sue Williams and Sherry Shellenberger as a means of helping children to learn self regulation. The programme works well with children who have sensory processing difficulties as it teaches the child that their brains are like "engines" that are sometimes running fast and sometimes running slow. The goal is to make the engine run just right. The child learns this by engaging in activities that bring their engine up or down according to their needs at any particular time. Fast engines can be slowed by squeezing balls, dimming lights and listening to relaxing music. Slow/sleepy engines can be perked up with fast music, tickles, dancing and bright lights.

Sensory Diets

 Occupational therapists design individual Sensory Diets to provide a child with the type of stimulation that they need to remain focused and able to learn throughout the school day. The diet may include movement activities such as jumping on a trampoline during break time, carrying heavy objects such as books, chairs and heavy school bags. Other sensory activities include squeezing putty, wearing weighted vests for short periods of time, using a scooter board or playing tug of war. These are incorporated into the school day to ensure the child remains alert and focused for learning. The therapist reviews the activities to determine which ones help the child's brain to become more organised at different times of the day.

Brain Gym 

Some occupational therapists use movements from the Brain Gym programme which was created by Paul E. Dennison. Ph.D. The aim of the programme is to improve communication between the left and the right side of the brain using whole body movements such as drawing giant sized infinity signs on a board or touching the left foot with the right hand and the right foot with the left hand whilst hopping. The basis of the Brain Gym theory is that improved communication between the two sides of the brain will decrease hyperactivity and increase focus.

Other tools such as Visual Perceptual programmes, teaching strategies and classroom adaptations are facilitated by the occupational therapist who will work closely with teachers and parents. Small tips often work, such as asking a child to repeat the sentence when giving instructions. Keeping classroom materials clearly labeled and in the same place can make a big difference to a child with ADHD when they are trying to organise their thoughts and environment. There are many other strategies that are beneficial to a child with ADHD. The occupational therapist can individually assesses and determin the most suitable ones for the individual child.

ADHD - Attention Deficit Hyperactivity Disorder

Definition

Attention-deficit/hyperactivity disorder (ADHD) is a brain disorder marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development.

• Inattention means a person wanders off task, lacks persistence, has difficulty sustaining focus, and is disorganized; and these problems are not due to defiance or lack of comprehension.
• Hyperactivity means a person seems to move about constantly, including situations in which it is not appropriate when it is not appropriate, excessively fidgets, taps, or talks. In adults, it may be extreme restlessness or wearing others out with their activity.
• Impulsivity means a person makes hasty actions that occur in the moment without first thinking about them and that may have high potential for harm; or a desire for immediate rewards or inability to delay gratification. An impulsive person may be socially intrusive and excessively interrupt others or make important decisions without considering the long-term consequences.

Signs and Symptoms

Inattention and hyperactivity/impulsivity are the key behaviors of ADHD. Some people with ADHD only have problems with one of the behaviors, while others have both inattention and hyperactivity-impulsivity.Most children have the combined type of ADHD.

In preschool, the most common ADHD symptom is hyperactivity.

It is normal to have some inattention, unfocused motor activity and impulsivity, but for people with ADHD, these behaviors:

• are more severe
• occur more often
• interfere with or reduce the quality of how they functions socially, at school, or in a job

Inattention

People with symptoms of inattention may often:

• Overlook or miss details, make careless mistakes in schoolwork, at work, or during other activities
• Have problems sustaining attention in tasks or play, including conversations, lectures, or lengthy reading
• Not seem to listen when spoken to directly
• Not follow through on instructions and fail to finish schoolwork, chores, or duties in the workplace or start tasks but quickly lose focus and get easily sidetracked
• Have problems organizing tasks and activities, such as what to do in sequence, keeping materials and belongings in order, having messy work and poor time management, and failing to meet deadlines
• Avoid or dislike tasks that require sustained mental effort, such as schoolwork or homework, or for teens and older adults, preparing reports, completing forms or reviewing lengthy papers
• Lose things necessary for tasks or activities, such as school supplies, pencils, books, tools, wallets, keys, paperwork, eyeglasses, and cell phones
• Be easily distracted by unrelated thoughts or stimuli
• Be forgetful in daily activities, such as chores, errands, returning calls, and keeping appointments

Hyperactivity-Impulsivity

People with symptoms of hyperactivity-impulsivity may often:

• Fidget and squirm in their seats
• Leave their seats in situations when staying seated is expected, such as in the classroom or in the office
• Run or dash around or climb in situations where it is inappropriate or, in teens and adults, often feel restless
• Be unable to play or engage in hobbies quietly
• Be constantly in motion or “on the go,” or act as if “driven by a motor”
• Talk nonstop
• Blurt out an answer before a question has been completed, finish other people’s sentences, or speak without waiting for a turn in conversation
• Have trouble waiting his or her turn
• Interrupt or intrude on others, for example in conversations, games, or activities

Diagnosis of ADHD requires a comprehensive evaluation by a licensed clinician, such as a pediatrician, psychologist, or psychiatrist with expertise in ADHD. For a person to receive a diagnosis of ADHD, the symptoms of inattention and/or hyperactivity-impulsivity must be chronic or long-lasting, impair the person’s functioning, and cause the person to fall behind normal development for his or her age. The doctor will also ensure that any ADHD symptoms are not due to another medical or psychiatric condition. Most children with ADHD receive a diagnosis during the elementary school years. For an adolescent or adult to receive a diagnosis of ADHD, the symptoms need to have been present prior to age 12.

ADHD symptoms can appear as early as between the ages of 3 and 6 and can continue through adolescence and adulthood. Symptoms of ADHD can be mistaken for emotional or disciplinary problems or missed entirely in quiet, well-behaved children, leading to a delay in diagnosis. Adults with undiagnosed ADHD may have a history of poor academic performance, problems at work, or difficult or failed relationships.

ADHD symptoms can change over time as a person ages. In young children with ADHD, hyperactivity-impulsivity is the most predominant symptom. As a child reaches elementary school, the symptom of inattention may become more prominent and cause the child to struggle academically. In adolescence, hyperactivity seems to lessen and may show more often as feelings of restlessness or fidgeting, but inattention and impulsivity may remain. Many adolescents with ADHD also struggle with relationships and antisocial behaviors. Inattention, restlessness, and impulsivity tend to persist into adulthood.

Risk Factors

Scientists are not sure what causes ADHD. Like many other illnesses, a number of factors can contribute to ADHD, such as:

• Genes
• Cigarette smoking, alcohol use, or drug use during pregnancy
• Exposure to environmental toxins during pregnancy
• Exposure to environmental toxins, such as high levels of lead, at a young age
• Low birth weight
• Brain injuries

ADHD is more common in males than females, and females with ADHD are more likely to have problems primarily with inattention. Other conditions, such as learning disabilities, anxiety disorder, conduct disorder, depression, and substance abuse, are common in people with ADHD.

Treatment and Therapies

While there is no cure for ADHD, currently available treatments can help reduce symptoms and improve functioning. Treatments include medication, psychotherapy, education or training, or a combination of treatments.

Medication

For many people, ADHD medications reduce hyperactivity and impulsivity and improve their ability to focus, work, and learn. Medication also may improve physical coordination. Sometimes several different medications or dosages must be tried before finding the right one that works for a particular person. Anyone taking medications must be monitored closely and carefully by their prescribing doctor.

Stimulants. The most common type of medication used for treating ADHD is called a “stimulant.” Although it may seem unusual to treat ADHD with a medication that is considered a stimulant, it works because it increases the brain chemicals dopamine and norepinephrine, which play essential roles in thinking and attention.

Under medical supervision, stimulant medications are considered safe. However, there are risks and side effects, especially when misused or taken in excess of the prescribed dose.For example, stimulants can raise blood pressure and heart rate and increase anxiety. Therefore, a person with other health problems, including high blood pressure, seizures, heart disease, glaucoma, liver or kidney disease, or an anxiety disorder should tell their doctor before taking a stimulant.

Talk with a doctor if you see any of these side effects while taking stimulants:

• decreased appetite
• sleep problems
• tics (sudden, repetitive movements or sounds);
• personality changes
• increased anxiety and irritability
• stomachaches
• headaches

Non-stimulants. A few other ADHD medications are non-stimulants. These medications take longer to start working than stimulants, but can also improve focus, attention, and impulsivity in a person with ADHD. Doctors may prescribe a non-stimulant: when a person has bothersome side effects from stimulants; when a stimulant was not effective; or in combination with a stimulant to increase effectiveness.

Although not approved by the U.S. Food and Drug Administration (FDA) specifically for the treatment of ADHD, some antidepressants are sometimes used alone or in combination with a stimulant to treat ADHD. Antidepressants may help all of the symptoms of ADHD and can be prescribed if a patient has bothersome side effects from stimulants. Antidepressants can be helpful in combination with stimulants if a patient also has another condition, such as an anxiety disorder, depression, or another mood disorder.

Psychotherapy

Adding psychotherapy to treat ADHD can help patients and their families to better cope with everyday problems.

Behavioral therapy is a type of psychotherapy that aims to help a person change his or her behavior. It might involve practical assistance, such as help organizing tasks or completing schoolwork, or working through emotionally difficult events. Behavioral therapy also teaches a person how to:

• monitor his or her own behavior
• give oneself praise or rewards for acting in a desired way, such as controlling anger or thinking before acting

Parents, teachers, and family members also can give positive or negative feedback for certain behaviors and help establish clear rules, chore lists, and other structured routines to help a person control his or her behavior. Therapists may also teach children social skills, such as how to wait their turn, share toys, ask for help, or respond to teasing. Learning to read facial expressions and the tone of voice in others, and how to respond appropriately can also be part of social skills training.

Cognitive behavioral therapy can also teach a person mindfulness techniques, or meditation. A person learns how to be aware and accepting of one’s own thoughts and feelings to improve focus and concentration. The therapist also encourages the person with ADHD to adjust to the life changes that come with treatment, such as thinking before acting, or resisting the urge to take unnecessary risks.

Family and marital therapy can help family members and spouses find better ways to handle disruptive behaviors, to encourage behavior changes, and improve interactions with the patient.

For more information on psychotherapy, see the Psychotherapies webpage on the NIMH website.

Education and Training

Children and adults with ADHD need guidance and understanding from their parents, families, and teachers to reach their full potential and to succeed. For school-age children, frustration, blame, and anger may have built up within a family before a child is diagnosed. Parents and children may need special help to overcome negative feelings. Mental health professionals can educate parents about ADHD and how it affects a family. They also will help the child and his or her parents develop new skills, attitudes, and ways of relating to each other.

Parenting skills training (behavioral parent management training)teaches parents the skills they need to encourage and reward positive behaviors in their children. It helps parents learn how to use a system of rewards and consequences to change a child’s behavior. Parents are taught to give immediate and positive feedback for behaviors they want to encourage, and ignore or redirect behaviors that they want to discourage. They may also learn to structure situations in ways that support desired behavior.

Stress management techniques can benefit parents of children with ADHD by increasing their ability to deal with frustration so that they can respond calmly to their child’s behavior.

Support groups can help parents and families connect with others who have similar problems and concerns. Groups often meet regularly to share frustrations and successes, to exchange information about recommended specialists and strategies, and to talk with experts.

For Kids:

Parents and teachers can help kids with ADHD stay organized and follow directions with tools such as:

• Keeping a routine and a schedule. Keep the same routine every day, from wake-up time to bedtime. Include times for homework, outdoor play, and indoor activities. Keep the schedule on the refrigerator or on a bulletin board in the kitchen. Write changes on the schedule as far in advance as possible.
• Organizing everyday items. Have a place for everything, and keep everything in its place. This includes clothing, backpacks, and toys.
• Using homework and notebook organizers. Use organizers for school material and supplies. Stress to your child the importance of writing down assignments and bringing home the necessary books.
• Being clear and consistent. Children with ADHD need consistent rules they can understand and follow.
• Giving praise or rewards when rules are followed. Children with ADHD often receive and expect criticism. Look for good behavior, and praise it.

For Adults:

A professional counselor or therapist can help an adult with ADHD learn how to organize his or her life with tools such as:

• Keeping routines
• Making lists for different tasks and activities
• Using a calendar for scheduling events
• Using reminder notes
• Assigning a special place for keys, bills, and paperwork
• Breaking down large tasks into more manageable, smaller steps so that completing each part of the task provides a sense of accomplishment.
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• (Sources from National Institute of Metal Health)

Know The Plastic That Safe For Your Kid's

C CHEMICAL

Know Your Plastics

KNOW YOUR PLASTICS

Plastics are everywhere – in food containers and toys, in cosmetics packaging and household utensils. While some plastics are eco-friendly and may be safe for kids, others contain harmful chemicals or cause dangerous pollution during manufacturing.

It’s just about impossible to avoid plastics altogether, but you can look for plastics that are safer for your family and the environment. So get to know the recycling codes imprinted on the underside of plastic products.

Look for these numbers before you buy:

• Safer choices are coded 1, 2, 4 and 5.
• Avoid 3, 6 and most plastics labeled 7.

Here’s what you should know about each code:

CODE 1: PET OR PETE (NYLON)

Qualities: Thin, clear

Common usage: Bottles for water, cooking oil, peanut butter, soda 

Studies indicate that this plastic is safe for one-time use. As a precaution, however, these bottles should not be reused or heated. This plastic can be recycled once into new secondary products such as fabric, carpet or plastic lumber.

CODE 2: HDPE (HIGH-DENSITY POLYETHYLENE)

Qualities: Thick, opaque

Common usage: Milk and water jugs, juice bottles, containers for detergent, shampoo and motor oil, and toys

Limit how often you refill containers made of HDPE. It can be recycled one time into products similar to those made of recycled Code 1 plastic.

CODE 3: PVC (POLYVINYL CHLORIDE)

Qualities: May be rigid or flexible

Common usage: Bibs, mattress covers and commercial-grade plastic wrap, as well as a few types of food and detergent containers

Avoid it. The manufacture of PVC creates dioxin, a potent carcinogen that contaminates humans, animals and the environment. PVC may also contain phthalates to soften it. These hormone disrupting chemicals have been linked to male reproductive problems and birth defects. PVC is not easily recycled, but some recycling plants may accept it.

CODE 4: LDPE (LOW-DENSITY POLYETHYLENE)

Qualities: Soft, flexible

Common usage: Grocery store bags, plastic wrap for household use and garbage bags

LDPE is one of the safer plastics, but recycle it – and limit waste by bringing reusable bags when you’re shopping.

CODE 5: PP (POLYPROPYLENE)

Qualities: Hard but flexible

Common usage: Ice cream and yogurt containers, drinking straws, syrup bottles, salad bar containers and diapers

PP is one of the safer plastics, but be sure to recycle wherever possible.

CODE 6: PS (POLYSTYRENE)

Qualities: Rigid

Common usage: Styrofoam coffee cups and meat trays; opaque plastic spoons and forks

Avoid it. PS can leach styrene, a known neurotoxin with other harmful health effects.

CODE 7: OTHER (INCLUDING POLYCARBONATE, BIOPLASTIC AND ACRYLIC)

Code 7 is a grab bag. It includes polycarbonate, a plastic made from BPA, a harmful synthetic estrogen. Manufacturers use polycarbonate to make five-gallon water bottles, sports bottles, clear plastic cutlery or thelining of metal food cans. New plastic alternatives to polycarbonate, such as co-polyesters, are marked Code 7 as well.

This code also includes some new, compostable green plastics, such as those made from corn, potatoes, rice or tapioca. Bio-based plastics hold promise for reducing waste, but you must put them in regular trash or your city’s compost containers, not in standard recycling bins. Bio-based plastics cause huge problems if they enter the normal plastic recycling stream.

Investigate #7 and avoid polycarbonate. Don’t heat or reuse bio-plastics unless they are expressly designed for that.

Remember: Whatever plastics you choose, never heat them in the microwave or subject them to other extreme stresses, like being kept in a hot car. Always recycle or throw away containers once they start to crack or break down.

To learn more common sense guidelines for plastics and how to cut down on your use, visit Reduce Your Use of Plastics.