Child Milestones Archives

Why Reading to Children Is So Important

Posted on June 20, 2022June 20, 2022 by mks_allc

Does your child have a favorite book they like to hear? Do you enjoy sharing your favorite childhood book with your child? That’s a win-win! Reading to children is important for many reasons including cognitive benefits, stronger social, emotional and character development, decreased levels of aggression, and stronger vocabulary. It strengthens your relationship with your kids and—best of all, helps kids develop a lifelong love of reading.

At just several months of age, an infant can listen to your voice, look at pictures and point to objects on pages. Children learn to love the sound of language before they even notice words on a page. Reading to children stimulates their imagination and expands their understanding of the world. It helps them develop language and listening skills and prepares them to understand written words.

Supported Cognitive Development

Reading to a child has been proven to improve cognitive skills and aid in cognitive development. Cognitive development is the emergence of the ability to understand and think, the construction of thought processes, including remembering, problem solving and decision-making, from childhood through adulthood. How a person perceives his world through areas such as information processing, reasoning, language development, attention span and memory are parts of cognitive development. Reading also stimulates brain cell activity. The more an adult reads to a child, the larger their vocabularies grow, and the more they understand about the world around them.

Better Language Skills

Reading exposes children to new speech patterns and vocabularies. They learn to absorb information on how to form a sentence and use words effectively, helping them develop better communication skills. Reading stimulates the part of the brain that allows children to understand the meaning of language and helps build key language, literacy, and social skills. This is especially important when you consider that, according to the American Academy of Pediatrics, more than one in three children start kindergarten without the skills they need to learn to read. Research has shown that kindergarten children who were read to at least three times a week had a significantly greater phonemic awareness than did children who were read to less often.

Prepare for Academic Success

By helping children to grow their vocabulary skills with exposure to new words and listening skills, they are better positioned for academic success. Studies show that students exposed to reading before preschool are more likely to do better when their reach their period of formal education. By jumpstarting a child’s reading success, they experience stronger growth in the following areas:

–phonemic awareness: being able to hear, identify and play with individual sounds

–phonics: being able to connect letters of written language with sounds of spoken language

–vocabulary: words needed to communicate effectively

–reading comprehension: being able to understand what has been read

–fluency (oral reading): ability to read text accurately and quickly

Reading Helps Children with Special Needs

For children with special needs, looking at faces and body language in a story helps them learn about nonverbal cures of communication. More than just being able to read or write, literacy is a key component of learning, development, communication, and a richer life. It’s not only about being understood, but also about being able to comprehend your world. Developmental delays can affect a child’s motors skills, social-emotional development, daily skills, and cognitive abilities. Reading can augment other learning styles—visual, auditory, tactile, and more. A child can look at an apple, bite it, do an apple puzzle, and read about apples. Looking at picture books can enhance a child’s ability to recognize pictures and what is happening in them, to generalize into his environment.

Literacy helps a child learn about herself and her feelings. When a child is stressed or had an afternoon meltdown but can’t tell you how he’s feeling, reading can often be a comfort. For example, a fun rhyming book about emotions, ending with “how do you feel today?” can offer a child a way to share feelings they might not be able to express otherwise, by allowing them to point to a picture in the book relating to their emotions.

Special Bonding with Your Child

One of the most important things you can do to positively influence a child’s development is spend time with them. Reading to your child provides a wonderful opportunity to have a regular, shared event where you look forward to spending time together. Reading provides invaluable nurturing and reassurance to a child, even as a baby. Young babies love to hear familiar voices and reading is a perfect way to foster this connection. A strong parent/caregiver-child relationship can develop from a child knowing you’ll read together at a predictable, scheduled time that fits into daily routines. Reading aloud together gives you and your child something to talk about, which can also be used to discuss real-life experiences.

Increase Concentration and Improved Creativity

According to earlymoments.com, along with reading comprehension comes a stronger, self-discipline, longer attention spans and better memory retention. Additionally, reading can open doors to new worlds for your child as they use their imaginations to explore people, places, and events beyond their own experiences, shared with them through reading aloud.

Resources

Take a look at this comprehensive list of 100 Books Every Child Should Hear Before Kindergarten. https://files.constantcontact.com/de0ceffa301/83882bd3-3d51-4f8c-a258-132be9314128.pdf

PBS Kids Read! https://www.pbs.org/parents/read

Life is hectic and parents/caregivers are busy. Taking the time to read with your child on a regular basis sends an important message that reading is worthwhile. Go to the bookstore together and let your child select a new book. Go to the library and borrow several books by different authors. Get excited! Help your child grow into an adult who reads easily and frequently whether for business, knowledge or pleasure.

References

www.pacer.org/ec/early-literacy/literacy-opens-the-world.asp

readingrockets.org

www.pbs.org/parents/thrive/why-reading-aloud-to-kids-helps-them-thrive

www.all4kids.org/news/blog/the-importance-of-reading-to-your-children/

Developmental Screenings for Children are Important

Posted on June 25, 2021 by

If you are a parent or guardian of a child, you know the importance of regular doctor visits. In addition to the standard components of a visit, the American Academy of Pediatrics (AAP) recommends that pediatricians talk with families about their child’s development at every well-child visit between birth and 3 years old, and conduct developmental screenings at 9, 18 and 30 months of age.

During the first three years of a child’s life, their brain undergoes a remarkable period of development, and these years are considered the most important in a child’s development. These years are an important time for developmental monitoring and screening. According to Centers for Disease Control and Prevention (CDC), developmental monitoring observes how your child grows and changes over time and whether a child is meeting typical developmental milestones in playing, learning, speaking, behaving, and moving. A milestone checklist such as the one on MKSA’s website is a useful tool for this. All family members can participate in developmental monitoring. If you feel your child is not developing like other children of the same age, speak with your child’s pediatrician. At well-visits, doctors will do developmental monitoring and will ask you questions and will talk and play with your child. Childcare providers can also be a valuable source of information on your child’s development.

Developmental screening is a more in-depth look at your child’s development. Parents will complete a questionnaire about their child and your child may get a brief test. Screenings may be done by a doctor as well as other professionals in healthcare, early childhood education or school settings. Developmental screening is more formal and done less often than monitoring. Your child should be screened if you or your doctor have a concern, but developmental screening is a regular part of some well visits for all children. The AAP recommends developmental and behavioral screening for all children during well visits at the following ages: 9 months, 18 months, and 30 months. AAP also recommends that all children be screened specifically for autism spectrum disorder during well visits at 18 and 24 months. If your child is at a higher risk for developmental problems due to preterm birth, low birthweight, family history or other factors, your doctor may discuss additional screening.

Parents are sometimes hesitant about developmental screenings, believing that doctors are looking for problems. The opposite is often true. Parents—especially first-time parents—often have many questions about their child’s development. All aspects of a child’s development and life are considered, and doctors often reassure parents that behaviors and development are in fact typical. And if there is a concern, early help does make a difference.

If a developmental screening identifies an area of concern, a formal developmental evaluation may be suggested. An evaluation will identify and diagnose developmental delays and conditions and determine if a child is eligible for early intervention services. A developmental delay means a child has not reached age-appropriate milestones in one or more developmental areas. If the delay is significant enough to meet eligibility criteria, early intervention services are available at no out-of-pocket cost. To learn more about this, click here.

Many families have delayed well-child visits due to the pandemic, resulting in missed screenings. Schedules were altered, and ‘getting back to normal’ should include resuming regular checkups for children. Many milestones can only be measured by doctors in person. Parents can also discuss any concerns they may have about their child, and receive guidance, and resources if necessary. If well-visits were missed, now is the time to reconnect with your child’s doctor and discuss any concerns.

If you have any questions about your child’s development, MKSA is here to answer your questions. Please reach out by email at info@mksallc.org or call 516-731-5588.

Note: The information in this article is for informational purposes only. It is not an attempt to diagnose or treat any medical condition. Always consult your child’s pediatrician with any specific medical questions. MKSA is also available to answer questions about child development. Contact us at 516-731-5588 or www.mksallc.com.

Sources:

https://cdc.gov Developmental Monitoring and Screening

https://aap.org Developmental Screening

Are You and Your Children Washing Your Hands Properly?

Posted on October 4, 2018 by

Kids are back to school, cold weather is coming and we’ll be spending more time indoors. It seems like a perfect time to review handwashing practices to keep everyone clean and healthy. Did you know that frequent handwashing is one of the best ways to protect yourself, your family and others from getting sick?

While it seems simple enough, there are some dos and donts for washing your hands, including how and how often. If you’re not washing properly, you’re missing out on its benefits. Did you know the Centers for Disease Control and Prevention calls handwashing a “do-it-yourself” vaccine? Studies show that frequent handwashing helps prevent the spread of certain illnesses, including stomach bugs, strep and the flu. With most children picking up 6-10 colds each year, handwashing is an easy preventive measure.

Some handwashing facts:
-For every 15 seconds of handwashing, 10 times more bacteria are removed.
-A research study showed that school children who washed their hands had 51% fewer sick days due to stomach bugs and 24% fewer sick days due to colds.
-Compared to dry hands, damp hands are 1,000 times more likely to spread bacteria.
-Hands spread approximately 80% of common infectious diseases.
-Only 1 out of 5 people wash their hands before preparing food.
-95% of people either don’t wash their hands, or don’t wash properly after using a public restroom.

It’s also worth noting that antibacterial soaps, such as those containing triclosan, are no more effective at killing germs than is regular soap, and they may lead to antimicrobial-resistant bacteria. As of 2016, liquid, foam and gel hand soaps, bar soaps and body washes containing antibacterial ingredients can no longer be marketed to consumers. If you or your child are not near running water, hand sanitizer can be used in a pinch. Be sure the sanitizer contains at least 60% alcohol and is used properly: apply gel to the palm of one hand, rub your hands together, covering all surfaces, until hands are dry. Be sure to supervise young children using sanitizer; swallowing these products can cause alcohol poisoning.

When should you wash your hands?

Always wash:
–Before, during and after preparing food, especially raw meat, poultry or fish
–Before eating food
–Before treating wounds or caring for a sick person
–Before inserting or removing contact lenses
–After using the bathroom
–After changing diapers or helping a child use the bathroom
–After contact with bodily fluids
–After treating a cut or wound
–After touching an animal, animal food or treats, animal cages or animal feces
–After touching garbage or outdoor garbage pails
–After blowing your nose, coughing or sneezing (try to cough or sneeze into your elbow or shoulder)

It’s also a good habit to teach children to wash hands when they come home from school. This is especially important if they are going to eat a snack as soon as they come home. You can teach children to Wet-Lather-Scrub-Rinse-and-Dry. Those five simple steps are all it takes.

How to wash your hands properly:
-Turn on water and wet your hands, preferably with warm water.
-Apply soap and lather well.
-Rub hands together, palm to palm; clean all surfaces including fronts and backs of hands, wrists, fingers, between fingers and under fingernails.
-Scrub your hands for at least 20 seconds. You can hum the “Happy Birthday” song from beginning to end twice, and that about covers it.
-Rinse your hands well under clean, running water.
-Dry your hands with a clean towel or paper towel and use the towel to turn off the faucet.
-If you’re in a public place, use the paper towel to open the (dirty!) bathroom door as well.

It’s important to teach children how to wash their hands, and to encourage them to wash frequently. If a child can’t reach the sink, explore keeping a step stool handy. Make handwashing an important and fun part of your day to keep you and your family as healthy as possible! For more resources, including handwashing videos, and some additional hygiene tips, read more here.

Sources:
Centers for Disease Control and Prevention Handwashing
Mayo Clinic Handwashing Dos and Donts
Duquesne University School of Nursing Proper Handwashing Techniques and Hygiene Tips: Guide for Teachers and Parents
Fastmed Back to School Checklist: A Handwashing Lesson

How to Handle Common Sleep Problems In Children

Posted on March 19, 2018March 19, 2018 by

Sleep. Glorious, restful, quiet sleep. For many, it’s the holy grail of parenting. If only your child would sleep for, what, 6 hours straight? Even 5—or 4!–would be, well, wonderful. Is good sleep just a pipe dream?

For parents of babies, sleep is one of the most commonly discussed aspects of childhood. Among myriad other issues to plan for, think about and figure out, sleep is one of the big ones. Sleep is an important component of child development, and lack of quality sleep can affect the entire family. Babies and children that don’t sleep well can experience increased irritability, more frustration and difficulty controlling emotions. Families, including parents and older children (that presumably sleep well) can be affected as well when their sleep is disrupted on a regular basis.

The good news is that by starting off with good habits, or making some modifications to routines, many sleep issues can be eliminated. We’ve put together a list of common sleep issues and suggestions. As always, if you have any questions about your child’s sleep habits, we suggest your speak with your child’s pediatrician first.

Start Your Infant Off With Good Sleep Habits
Infants – to about 4 months – cry because of physical needs. They can’t be “spoiled” at this age, so when your infant cries, pick him up and give comfort by rocking and cuddling. When your infant wakes up at night, take care of him quickly and matter-of-factly, without much social contact or play. Then put him back in the crib and leave the room, to discourage waking up for the rewards of play and attention.

If Your Baby Wakes In The Middle of the Night
Many older babies wake up at night for the privilege of sleeping in the parents’ bed. This desire often continues throughout childhood. Unless you believe in the family bed, avoid this attractive response to nighttime waking at all costs!

Tips for Helping Baby Sleep
Establish daytime routines, including consistent waking times. Regular meal and activity times promote regular sleeping times. Develop bedtime rituals (a story or song, bath); routines make it easier for a child to “wind down.” Provide an environment that promotes sleep. A cool, dark, quiet room is best. Discourage excess evening fluids. Be consistent!

SIDS And Steps Toward Prevention
According to the Center for Disease Control, Sudden Infant Death Syndrome (SIDS) is the sudden death during sleep of a seemingly healthy baby. Although there is no known cause of SIDS, there are things that parents can do to help with prevention:

-always place babies on their backs to sleep for every sleep

-use a firm sleep surface, such as a mattress in a safety-approved crib, with a fitted sheet

-have the baby share your room, but not your bed; your baby should not sleep in an adult bed, on a couch, or on a chair alone, with you or with anyone else

-keep soft objects, such as pillows and loose bedding out of your baby’s sleep area

-prevent exposure to smoking during pregnancy and after birth as these are important risk factors for SIDS; the risk of SIDS is even stronger when a baby shares a bed with a smoker

Don’t Postpone Bedtime
Don’t postpone bedtime in the hope that a tired child will be easier to put to bed. When an overtired child loses self-control, it can be almost impossible to meet the child’s needs and the child can’t fall asleep comfortably.

How To Put Your Older Baby To Sleep
The older baby (4 months and older) must learn to relax and fall asleep without help. After the rituals of bathing, quiet play and feeding, put your older baby into the crib while he is still awake. Your baby will become better at relaxing and drifting off to sleep without help, which will also help when he wakes up in the middle of the night.

If Your Preschooler Won’t Go To Sleep
If your older preschooler resists going to sleep, try allowing the child to stay awake-but only in his bedroom-as long as the child wants, but without the stimulation of television or other screens. Your child feels somewhat in control, while you maintain a define bedroom time. There’s little reason to stay awake once the child realizes that further contact with the family is unlikely, and the child is likely to drift off the sleep—perhaps while playing on the floor. Eventually, the child will find that a soft bed is a better place to spend the night.

When A Child Should Move Into A Bed
Generally, a bed is introduced at about age 2-1/2 or 3, when the child can get in and out of it easily. The American Academy of Pediatrics advises switching to a bed when a child is 35 inches tall. Other signs of readiness include if your child starts climbing out of the crib, or if he sleeps through the night and adheres to a regular bedtime routine. Some popular choices with regard to selecting a bed include:

-A junior bed is made for young children. It is low to the ground and has guardrails. However, as it uses a crib-size mattress, it will be good only until your child reaches age 5 or so.

-A twin-size bed will work, but push one side against the wall and use a guardrail on the other.

Be sure to keep the bed away from windows, and as your child will be mobile, remember to keep door and entrances to off-limit areas closed and locked, and install a safety gate at the top of stairs.

If Your Child Wets The Bed
This is a common problem for many young children. They often are very sound sleepers and have small bladders that can’t hold all of the urine made during the night. Suggestions include:

-limit the amount of liquids your child drinks 2 hours before bedtime

-have your child try to use the toilet just before going to bed and as soon as he wakes up

-cover the child’s mattress with a rubber pad

-praise him when he stays dry

-respond gently when he does have an accident; getting angry doesn’t help either of you

-tell him to use the toilet if he wakes up in the middle of the night; remind him he can come and get you for help

How Medication Affects Sleep
Medications can affect a child’s sleep. Many medications—over the counter and prescription-can cause or add to a sleep problem. Always check with your child’s pediatrician before administering medications of any kind.

How Much Sleep Children Need
As children grow, their need for sleep changes. Below is a guideline for the amount of sleep children need at various ages. The amount listed includes naps and sleep.

Age Amount of Sleep

0-3 months 14-20 hours

3-6 months 14-16 hours

6-12 months 13-15 hours

12-14 months 12-14 hours

2-4 years 11-13 hours

4-7 years 10-12 hours

7-11 years 10+ hours

Making small changes can reap huge rewards. When babies get into poor sleep habits, it can be trying to change routines. With a calm approach and consistent new routines, change is possible! If you have any questions about your child’s development, MKSA’s professionals are happy to speak with you. You can reach us at 516-731-5588 or email us today.

Be Sure Your Kids Are Playing!

Posted on December 12, 2017 by

“Just go play!” “Why don’t you play with your toys?” “Let the baby just play with a toy for a while.” If you’ve ever said any of these things, good for you! From the time a child is born, throughout his/her childhood, play is an important—and necessary—component of development. We’ve put together some play pointers to further elaborate on the ages and stages of play and why it is so important.

Why is play important?
Babies play at every stage of development. Infants learn about how the world works by looking at their own hands, grabbing rattles or hitting objects. Toddlers use play more creatively. Encouraging more complex play helps children with important thinking skills and with the social understanding of what they can do and how competent they are.

How do babies play differently than toddlers?
As soon as babies can grasp with their hands, they explore toys by putting them into their mouths. By 9 months, mouthing toys is not as much fun as banging, shaking, and dumping things. By age 1, babies are putting objects into containers, and they understand that pushing a button or pulling a string can make things happen. It’s exciting to watch how an 18-month-old uses objects to act out familiar activities like eating, drinking and telephoning. By age 2, children are able to use pretend objects in place of real ones. Learning how to pretend is the beginning of dramatic play and is an important first step in learning how to play pretend games with other children.

What are the usual stages of children’s play?
Solitary play – this is the first kind of play where children play alone with their own toys or activities and do not try to make contact with nearby children. Examples include banging, shaking, filling and dumping.
Parallel play – children play independently but near each other. Examples include manipulating a doll to do common things, and doing a series of pretend activities, such as pouring and drinking pretend milk.
Associative play – children play with the same toy but not together. Examples include building separate structures with blocks or playing with play-doh without exchanging tools.
Cooperative play – Children play with the same toy together. Examples include board games or using Legos to build one structure.

What can I do to encourage play?
Babies need you to talk and sing to them and provide many kinds of toys and materials for them to explore. When the baby is tired and no longer want to play, it is time to stop. Toddlers need you to play with them in games they choose. You can help by giving suggestions; withdraw from the play when your child can handle the activities alone.

What toys and playthings are recommended?
For babies, it’s good to have toys that you and the baby can look at together. Talking about and playing with toes, fingers and body parts is just as wonderful as having rattles or soft animals to touch, chew on or shake. After the first few months of life, give toys that your child can use to make something happen, rather than just watch or listen to. A toy that pops back up when pushed over is better than a stuffed animal. For toddlers, manipulatives such as ring stackers and blocks are a great addition to cause-and-effect toys.

What is sensory exploratory play?
We all learn from our senses – from seeing, hearing, tasting, smelling and touching. We also learn from the sensation of movement. Your play—and your child’s—should include all of these sensations.

How can I help my child use the senses to explore and learn?
Birth to age 1 – Hang mobiles across the crib to provide new sights. Babies enjoy sound games as they approach their first birthdays. Hide musical toys so you child can locate them.
The 1-year-old explores by touching. In a special drawer, keep objects that are safe to touch and play with, such as a wooden spoon, funnel and old pan. A flashlight is another toy for this age. Sand and water play is fun too.
The 2-year-old touches and tastes everything, so keep electrical outlets protected and cords out of reach. He is able to match textures and likes to play “name that smell” game with soap, coffee and other familiar smells.
The 3-year-old is learning more about the world. Imitation is how they act out this understanding: they “bake” mud pies, “drive” a car, and “sweep” the floor. He enjoys blowing bubbles, splashing in water, and playing in sand.
The 4-year-old loves to run and chase, and to kick a ball. He loves to pretend to be someone else and enjoys dressing up. He can roll sections of play dough and form people.
The 5-year-old can climb up steps to a slide, ride a bicycle and use a monkey bar. He can learn to swim, skate, ski, dance and use a trampoline. He adds details to drawings, and may print his name.

Encourage play, play with your child(ren) and enjoy this very special part of childhood development!

If you have any questions or concerns about your child’s development, MKSA is here for you. Our caring professionals will answer your questions in confidence. You can reach us at 516-731-5588.

10 Things You Must Know About Babies and Sleep

Posted on August 29, 2016 by

Sleep. To a parent of a newborn or young child, it’s a magical word. It can also be one of the things of which nightmares are made if you have a little one that does not sleep well. Newborns sleep 16 hours or more per day, but usually in stretches of only a few hours at a time. After a few months, babies usually sleep 5 hours at a time, with most babies sleeping through 10 hours during their first year. But getting through the process makes for very sleepy parents or caregivers! Below are some answers to common questions about babies and sleep:

1. How can I start my infant off with good sleep habits?
Infants – to about 4 months – cry because of physical needs. They can’t be “spoiled” at this age, so when your infant cries, pick him up and give comfort by rocking and cuddling. When your infant wakes up at night, take care of him quickly and matter-of-factly, without much social contact or play. Then put him back in the crib and leave the room, to discourage waking up for the rewards of play and attention.

2. How can I put my older baby to sleep?
The older baby (4 months and older) must learn to relax and fall asleep without help. After the rituals of bathing, quiet play and feeding, put your older baby into the crib while he is still awake. Your baby will become better at relaxing and drifting off to sleep without help, which will also help when he wakes up in the middle of the night.

3. What is SIDS and can it be prevented?
According to the Centers for Disease Control, Sudden Infant Death Syndrome (SIDS) is the sudden death of a seemingly healthy baby younger than 1 year of age. Although there is no known cause of SIDS, there are things that parents can do to help with prevention:
-always place babies on their backs to sleep for every sleep
-use a firm sleep surface, such as a mattress in a safety-approved crib, with a fitted sheet
-have the baby share your room, not your bed; your baby should not sleep in an adult bed, on a couch, or on a chair alone, with you or with anyone else
-keep soft objects, such as pillows and loosed bedding out of your baby’s sleep area
-prevent exposure to smoking during pregnancy and after birth as these are important risk factors for SIDS; the risk of SIDS is even stronger when a baby shares a bed with a smoker

4. What should I do if my baby wakes in the middle of the night?
Many older babies wake up at night for the privilege of sleeping in the parents’ bed. This desire often continues throughout childhood. Unless you believe in the family bed, avoid this attractive response to nighttime waking at all costs!

5. What tips can you offer for helping my baby sleep?
Establish daytime routines, including consistent waking times. Regular meal and activity times promote regular sleeping times. Develop bedtime rituals (a story or song, bath); routines make it easier for a child to “wind down.” Provide an environment that promotes sleep. A cool, dark, quiet room is best. Discourage excess evening fluids. Be consistent!

6. If I wait a while, will bedtime be easier?
Don’t postpone bedtime in the hope that a tired child will be easier to put to bed. When an overtired child loses self-control, it can be almost impossible to meet the child’s needs and the child can’t fall asleep comfortably.

7. What if my preschooler won’t go to sleep?
If your older preschooler resists going to sleep, try allowing the child to stay awake–but only in his bedroom–as long as the child wants, but without the stimulation of television or other screens. Your child feels somewhat in control, while you maintain a defined bedtime. There’s little reason to stay awake once the child realizes that further contact with the family is unlikely, and the child is likely to drift off the sleep—perhaps while playing on the floor. Eventually, the child will find that a soft bed is a better place to spend the night.

8. What is an example of a bedtime ritual?
Following a nightly routine makes bedtime easier because children (even young babies) learn what to expect. Routines encourage relaxation, which leads to sleep. Begin by establishing a consistent bedtime. Begin the transition to sleep a half-hour to an hour before bedtime. This transition can include things such as a giving your baby a warm bath, brushing his/her teeth (even older babies need their teeth brushed!), giving your baby a last drink of water, changing baby’s diaper, and reading a story. Then—and here’s the big one—put your baby in his/her crib while still awake and say good night. He/she must get used to falling asleep alone so that baby can do it again if he/she wakes in the night!

9. When should my child move into a bed?
Generally, a bed is introduced at about age 2-1/2 or 3, when the child can get in and out of it easily. The American Academy of Pediatrics advises switching to a bed when a child is 35 inches tall. Other signs of readiness include if your child starts climbing out of the crib, or if he sleeps through the night and adheres to a regular bedtime routine. Some popular choices with regard to selecting a bed include:
-A junior bed is made for young children. It is low to the ground and has guardrails. However, as it uses a crib-size mattress, it will be good only until your child reaches age 5 or so.
-A twin-size bed will work, but push one side against the wall and use a guardrail on the other.
Be sure to keep the bed away from windows, and as your child will be mobile, remember to keep doors and entrances to off-limit areas closed and locked, and install a safety gate at the top of stairs.

10. My child is on medication. Does that affect sleep?
Medications definitely can affect a child’s sleep. Many times, unbeknownst to parents, medications—over the counter and prescription–can cause or add to a sleep problem. Always check with your child’s pediatrician before administering medications of any kind.

The bottom line is each child is different and in most cases eventually develops an acceptable sleep routine. Adhering to consistent bedtime rituals and nighttime waking strategies are important for parents and caregivers, and babies alike. Patience goes a long way too! As with any concerns, speak with your child’s pediatrician first. MKSA is always available to answer questions and make appropriate referrals. For more information about MKSA’s services, click here.

Answers to 5 Common Speech and Language Concerns in Children

Posted on August 8, 2016 by

One of the most common concerns among parents and caregivers of young children is speech and language development. This post’s contributing author is Betty Aboff, an MKSA Speech-Language Pathologist with 25 years’ experience in evaluating and providing therapy for children.

Is your child developing speech and language skills like other children? Is your child at age level? Children develop these skills at different ages, and there is a wide range of normal development. Let’s learn more about children’s speech milestones and when one should be concerned.

1. Why can’t my 2-1/2-year-old child say “s” and “th” sounds?
A child at age 2½ is only expected to be approximately 65-70% intelligible when speaking. We are not concerned with difficulties in articulation (the production of certain sounds) until a child is at least 3 years old unless it’s severe. Even at age 3, it depends upon which sounds the child is having difficulty with. At age 3, a child should be able to say sounds produced using his lips, including “b,” “p,” “m,” and the tongue, including “t,” “d,” and “n.” At age 4, a child should say the “r” sound and “back sounds” such as “k,” and “g”. At age 4 ½, the “s,” “sh,” and “ch” sounds should be produced. At age 6-7 a child should say “later sounds” including: “v,” “th,” “j,” “z” and blends (2 consonants together).

2. Why does my 3-1/2-year-old child stutter a lot?
Stuttering among children ages 2½-5, when they are still learning how to speak, is very common and is not a cause for concern. This is called “developmental dysfluency,” which appears in about 25% of all children at that stage and will usually disappear if left alone over time. As therapists we don’t address it and we discourage parents from telling their child to “slow down” or “think about what you want to say.” We don’t want to call attention to the dysfluencies. Never finish a child’s sentences for him. Act as if you have plenty of time to hear what your child has to say. Model slower speech for your child. When at home, insert extra pauses, simplify your own language and maintain normal eye contact with your child. Reassure your child that talking can sometimes be hard for everyone. If your child develops what are called “secondary characteristics” such as eye-blinking, foot stamping or facial grimaces, or if the stuttering gets worse, the dysfluencies should be addressed by a speech therapist.

3. Why does my 2-year-old child only say a few words?
Normal speech and language development in children can proceed at very different rates. It is common for many 2-year-olds to have a 40-50 word vocabulary and to be just starting to put 2 words together. Other children develop language skills faster, and can manage to conduct a conversation at that age. However, if a 2-year-old child only has a few words, isn’t imitating words, and is having trouble understanding language and commands addressed to him I would suggest having the child’s hearing tested, and a speech and language evaluation is recommended.

4. Why must my 4-year-old child be told something multiple times before he follows directions? He also has trouble with answering questions and repeats what you ask rather than giving you a response.
If he has not been already, your child should be tested for auditory processing (the ability to understand spoken language) difficulties as part of a complete audiological evaluation, to discover if the source of the difficulty is behavioral, processing or a combination of both. In the meantime, before giving your child directions, make sure you have gained his complete attention. Speak slowly and clearly, but don’t over-exaggerate your speech. Your directions should be simple and brief. Try to use visual aids such as pictures or actual objects and written instructions to supplement your spoken words. While speaking to your child, emphasize key words, and ask him to repeat your instructions back to you to make sure that he understood what you told him. Next year in Kindergarten he will be expected to follow directions and answer questions. If he has auditory processing difficulties, it will become more apparent in the classroom setting. This is the time to work try to give him compensatory strategies in order to function better in the classroom setting.

5. I have three children under the age of 5. Can you give me tips for helping them develop their language skills?
Below are some recommended techniques:
Expansion: Expand what your child says. If your child says “mommy,” you say, “Where is mommy’s car?”
Modeling: Provide a good model for the child to follow. If your child says, “baby hurt,” you say, “put a band-aid on it.”
Parallel talk: Comment on the actions of yourself or your child, with the hope that your child will begin to do the same.
Imitation: Have your child imitate your words after you, to hopefully begin to use them spontaneously.
Association: When a child comes across a new experience or word, supply additional vocabulary words. If your child says “car,” you say, “It is a car and it has wheels like daddy’s car.”
Repetition: Repeat the same new words over again in front of your child in many different contexts; eventually your child will begin to use the words himself.

Try these techniques at home and keep praising your child each time he tries to use a new word. Encourage him to want to learn new words and use them.

As with any concerns, speak with your child’s pediatrician first. MKSA is always available to answer questions and make appropriate referrals. For more information about MKSA’s services including speech-language therapy, click here.

Category: Child Milestones

Developmental Screenings for Children are Important

Are You and Your Children Washing Your Hands Properly?

How to Handle Common Sleep Problems In Children

Top 9 Potty Training Questions and Answers

10 Things You Must Know About Babies and Sleep

Answers to 5 Common Speech and Language Concerns in Children