Kris Kasperkiewicz, our lead Sleep Programme developer, recently attended the 2024 IPSA (International Pediatric Sleep Association) congress in Glasgow – here he shares some highlights with our community. 

IPSA 2024 was jam-packed with talks from researchers and leaders in the industry, including some big names such as Jodi Mindel, Paul Gringras, Sarah Blunden and Judith Owens – to name but a few.

There was a fair bit of focus on insomnia, melatonin, narcolepsy and behavioural sleep intervention, in which there is the ongoing debate of efficacy of extinction techniques compared to responsive training.

From research published in 2023, looking at modified and unmodified extinction compared to parental presence in under 1 year olds, the study found improved infant sleep, with no differences in parental sleep, depression or parent-infant bonding.

However, the study has come under some criticism.

Regarding melatonin, targeted, prescribed treatment for neurodivergent children appear to work well, with a low risk profile, but currently we don’t have much data for neurotypical children. The scene in USA is very different, as melatonin is sold as a supplement. This has led to a massive and dangerous sales drive, poor quality, and products such as relaxation drinks, that contain melatonin. Now these type of products are targeting people with no sleep issues (a recent survey of care-givers revealed 24% of those who gave their children melatonin reported no sleep issues).

There were also some nuggets that stood out for me.

Elaine Barry posed the questions “Does your child have a sleep problem or is your child sleep a problem for you”, which is an important part of getting parents to understand what normal looks like.

Perran Boran suggested “Is it sleep training or is it self-soothing?”, and linked this to the difference in children of being able to develop these skills as they grow.

There were some interesting findings on parental cognition, how this affects any sleep intervention, and how individual preferences may go against societal norms, especially in western countries. To me, this suggests sleep interventions need to suit the parents for the best outcomes.

Interested in a career as a Sleep Expert? Our Sleep Practitioner Programme is the perfect first step towards a rewarding career.

To find out more, download our prospectus here.

Bridging the Divide

“Bridging the Divide” is a term coined by Dr Gordon Neufeld, a renowned psychologist and expert in child development and attachment theory. It refers to the process of maintaining and strengthening the emotional connection between parents or caregivers and children during moments of separation. The concept acknowledges that break can be challenging for children, and it seeks to ease this transition by emphasising the importance of the emotional bond.

Critical Principles of Bridging the Divide:

1. Anticipating Reunion: When children are about to experience a separation, such as going to school, Dr. Neufeld encourages parents and caregivers to focus on the upcoming reunion. This shifts the child’s attention from the break itself to the anticipation of reconnecting later in the day.
2. Positive Expectations: Discuss with your child the enjoyable activities you plan to do together when you’re reunited. This could be anything from baking cookies to reading a bedtime story. By creating positive expectations about the return, you reinforce the idea that being apart is temporary and the absolute joy lies in being back together.
3. Emphasizing Connection: Keep the connection alive even when physically apart. Encourage your child to hold onto a symbol of your relationship, such as a locket, a note, or a particular item. This tangible reminder serves as a source of comfort and security throughout the day.
4. Emotional Well-Being: By implementing “Bridging the Divide”, caregivers help children manage their separation anxiety and emotional distress. This approach promotes emotional well-being, resilience, and a positive outlook on separations.

“Bridging the Divide” is a powerful concept introduced by Dr. Gordon Neufeld to support children during separation from their parents or caregivers. By emphasizing the anticipation of reuniting, creating positive expectations, and maintaining the emotional connection, caregivers can help children navigate separations with greater ease and confidence. This approach fosters strong attachment bonds and contributes to children’s emotional and psychological development.

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Attachment and Morning Connection:

Attachment is fundamental to human development, particularly in childhood. It refers to the

emotional bond formed between a child and their primary caregivers, typically parents. This

attachment is a secure base from which children explore the world and develop emotionally. A

secure attachment gives children a sense of safety, trust, and confidence in their caregivers, which in turn helps them build healthy relationships, regulate their emotions, and navigate life’s challenges.

Morning Connection: The morning connection is a crucial component of nurturing a secure

attachment with a child, especially during times of transition like the start of a school day.

Here’s why it matters:

1. Reaffirming Security: During the night, a child experiences a temporary separation as they sleep. When they wake up, they first need to re-establish a sense of security and connection. Greeting them warmly in the morning reassures them that you are there and that they are safe.
2. Emotional Resonance: Expressing delight at seeing your child in the morning communicates your emotional availability and reinforces the positive connection between you and your child. This sets a positive emotional tone for the day.
3. Affirming Importance: By acknowledging that you checked on them during the night and showing physical affection, such as cuddling or ruffling their hair, you convey that they are loved and cherished. This reaffirmation of their significance boosts their self-esteem and self-worth.
4. Preserving Connection: The morning rush can be hectic, and it’s common for parents to feel stressed. However, preserving the connection with your child even during the chaos sends a powerful message. It shows that your love and emotional connection remain intact, even when dealing with practical tasks like getting ready for school.

Nurturing a secure attachment through morning connections and emotional availability is a simple ritual and a powerful way to provide your child with a strong foundation for emotional well-being and healthy development. It reinforces their sense of security, importance, and the knowledge that they can always turn to you and their caregivers for support and love, no matter their challenges.

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As caregivers, educators, and professionals, we have the responsibility of nurturing the emotional well-being of children.

To achieve this, it is essential for us to develop emotional awareness and practice regulating our nervous system.

Why is this crucial?

Because, as caregivers, our emotional state can significantly impact the children we care for.

Children are incredibly perceptive and attuned to the emotional cues of the adults around them. If we, as caregivers are stressed, anxious, or overwhelmed, our nervous system can inadvertently transmit these emotions to the children we care for. This phenomenon is known as emotional contagion, where a child’s nervous system can synchronise with the emotional state of a caregiver.

Therefore, we need to work on our emotional awareness and regulation. By cultivating self-awareness, we can recognise our emotional triggers and responses, allowing us to respond to children’s emotional needs from a place of calm and compassion.

Practising self-care and stress management techniques is another vital aspect of nurturing our emotional well-being. Engaging in activities that help us reduce stress, such as mindfulness practices, exercise, or time in nature, can enhance our capacity to remain within our own Window of Tolerance. When we are centred and emotionally regulated, we are better equipped to provide the supportive presence children need to thrive.

Furthermore, seeking professional support, like counselling or therapy, can benefit caregivers who have experienced past traumas or challenging emotional circumstances. Taking care of our emotional health enables us to model healthy emotional regulation for the children in our care, inspiring them to develop their emotional resilience.

In conclusion, as professionals working with children, our journey of supporting emotional well-being doesn’t solely revolve around understanding the Window of Tolerance. It also involves tending to our emotional landscape. By nurturing our emotional awareness and regulating our nervous system, we create a positive and nurturing environment for the children we care for. As caregivers, we can lead by example, showing children the importance of emotional self-care and resilience as they embark on their own emotional growth and development path.

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Understanding Neuroception

“Neuroception,” a term coined by Dr Stephen Porges in 2004, refers to our subconscious perception of situations, people, and interactions as safe, dangerous, or life-threatening. It’s that intuitive feeling when you walk into a room and sense the atmosphere or when you meet someone new, and an immediate connection or unease is felt.

Safety assessment happens on subconscious level, where factors such as tone of voice, body language and demeanour influence the process. Additionally, internal sensations like hunger or discomfort can trigger automatic stress responses in a child, preparing their body for adaptive reactions such as fight, flight, or freeze.

As caregivers and professionals, it is crucial for us to be both self-aware and attuned to the behaviour of the children we care for. Instead of labelling their actions as “bad,” it is essential to recognise them as a form of communication. Our focus should be on understanding the underlying reasons behind their behaviour.

Children’s behaviour is rarely manipulative or intentional; rather, it is intuitive and reflective of their autonomic nervous system state. When we observe challenging behaviour, it often indicates that their autonomic nervous system is in an alert state. This is where a relational approach, rather than a purely behavioural one, can make a significant difference.

By prioritising building a positive and supportive relationship with the child, we can help them regulate their emotions and achieve a sense of calm. Once the child is in a calm state, we can address the behaviour in a more constructive manner, focusing on teaching and guiding them towards positive alternatives.

Our approach as caregivers and professionals should be rooted in empathy, understanding, and creating a safe environment for children to express themselves. This way, we can nurture their emotional well-being and support them in their overall development.

Here are some neuroception tips for fostering a safe and nurturing environment:

1. Create a Safe and Predictable Environment: Children thrive in routine and predictability. Establishing clear expectations, a set schedule, consistent language, and appropriate boundaries can help children feel safe and secure.

2. Pay Attention to Nonverbal Cues: As children may not always express their feelings verbally, being attentive to their body language can provide valuable insights into their emotional state. Responding appropriately to nonverbal cues fosters a sense of safety and trust.

3. Prioritize Your Own Emotional Well-being: As childcarers, taking care of our emotional health is essential to handle the challenges of working with children effectively. Ensuring sufficient sleep, maintaining a healthy diet, and nurturing positive friendships contribute to our overall well-being, allowing us to provide the best care for the children in our care.

4. Build Positive Relationships with Children: Nurturing positive connections with caring adults significantly impacts a child’s sense of safety and security. Cultivating strong relationships helps children feel valued, supported, and emotionally connected.

Understanding and applying the concept of neuroception is a powerful tool in our work with children. By creating safe environments, being attentive to nonverbal cues, employing calming strategies, and building positive relationships, we can empower children to feel secure as they navigate their world. Through neuroception, we lay the foundation for a brighter future, fostering safety and facilitating meaningful connections with the children we care for.

NCFE CACHE LEVEL 2 AWARD – INTRODUCTION TO NEUROSCIENCE IN EARLY YEARS

This course is designed to provide an introduction to neuroscience, focusing on the early years from birth to 7 years old.
The qualification comprises of 6 modules, spanning 2 mandatory units. Students are expected to complete the training and submit their assignments within 13 weeks of starting.

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As professionals, caregivers, and educators, we know each child has a unique emotional landscape. Children’s emotions can be incredibly dynamic, influenced by various factors such as their developmental stage, experiences, and environment. Understanding and responding to their emotions with sensitivity is crucial in supporting their well-being and healthy development.

The Window of Tolerance, developed by Dr Dan Siegel, provides a valuable framework for comprehending a child’s emotional regulation. It portrays a child’s emotional state along a continuum encompassing three zones: green, red, and blue.

In the green zone, a child is in optimal emotional balance. They feel safe, secure and can effectively cope with challenges and stressors. In this state, a child is more open to learning, social interaction, and exploration, fostering their overall growth and development.

However, there are times when children move outside of the green zone, entering the zone of reaction or the red zone. In this hyper-aroused state, children may experience intense emotions like anger, frustration, or anxiety. When in the red zone, they might struggle to self-regulate and display behaviours such as aggression, impulsivity, or emotional outbursts. As professionals, our role is to recognise signs of hyper-arousal and provide appropriate support to help them return to their green zone.

On the other end of the continuum lies the blue zone, representing a hypo-aroused state. In this zone, children may feel overwhelmed or shut down emotionally. They might withdraw from social interactions, appear disinterested, or experience feelings of sadness and hopelessness. As caregivers, understanding the blue zone allows us to respond with empathy and provide a nurturing environment to support their emotional needs.

Empowering children to expand their green zone is crucial to our work. Helping them build emotional resilience, coping skills, and self-awareness enables them to navigate life’s challenges and transitions better. Strategies like sensory play, mindfulness exercises, and emotional validation can aid in expanding the green zone, creating a stronger foundation for their emotional well-being.

It is important to recognise that some children may struggle to remain within their green zone due to past trauma or mental health circumstances. In such cases, seeking professional guidance, like play therapy or talking therapy, can be beneficial. These therapies allow children to explore and process their emotions, understand their Window of Tolerance, and develop healthier coping mechanisms.

In conclusion, the Window of Tolerance is a powerful tool that provides insight into a child’s emotional responses. By recognizing the signs of hyper- and hypo-arousal, we can respond with compassion and provide appropriate support, helping children return to their green zone and thrive emotionally. As professionals working with children, our understanding and application of the Window of Tolerance can create a positive and nurturing environment that fosters emotional growth and resilience, paving the way for brighter futures for the young minds in our care.

For more information on Emotional Coaching, see below

I recently attended the Nutrition Society Summer conference 2023 and I was fortunate enough to hear about the very new SACN report on feeding young children aged 1 to 5.

This follows on from the prior report on feeding infants from 0 to 1, published in 2018

First off, who is SACN?

SACN, the Scientific Advisory Committee on Nutrition, advises the Office for Health Improvements and Disparities and other UK government organisations. Their remit is focussed on

• Nutrient content of individual foods and on diet as a whole
• Nutritional status of people in the UK
• Nutritional issues affecting wider public health policy
• Nutrition of vulnerable groups and health inequality issues

This latest report that was published on 4th July 2023, is a comprehensive review of the scientific basis of current dietary recommendations for feeding young children aged 1 to 5 years.

SACN reports are primarily based on evidence from Systematic reviews – these are summaries of findings across a set of studies, all based on the same areas of research. So you can think of the SACN report as a summary of summaries.

This is one of the biggest reports produced by SACN, at 450 pages, with 600 pages of further appendices, and 5 years in the making.

So what were the key findings?

From the systematic reviews

1. Higher free sugar intake is associated with increased dental carries
2. Higher sugar sweetened beverage (SSB) consumption in children aged 1 to 5 is associated with a greater odds of overweight or obesity in childhood
3. Higher child BMI or weight status at age 1 to 5 is associated with higher adult BMI or risk of overweight or obesity

From the dietary surveys, young children are

1. consuming more than the recommended amounts of
   1. Calories
   2. Free sugars
   3. Saturated fats
   4. Protein
2. consuming less than the recommended amounts of
   1. Dietary fibre
3. eating too much salt
   1. 76% of 18-47 month old, and 47% of 48 to 60 month olds
4. may be at risk of not getting enough zinc, iron, vitamin A and D
   1. Specifically from lower socio-economic households and some ethnic groups

In addition, the report highlighted that when it comes to fruit and vegetable consumption, there are no agreed portion sizes so it is not possible to determine adequacy, but children across all age groups ate more fruit than vegetables and the consumption of both declined with increasing deprivation.

The report then highlighted the high levels of consumption across the whole age group of foods that are energy dense and high in saturated fat, salt or free sugars. This includes grain based deserts such as buns, cakes and pastries, dairy desserts, sweets, sweet spreads, crisps, savoury snacks, pizza, salted nuts, sugar sweetened beverages, flavoured milks, ice cream and high sugar breakfast cereals – all the kinds of foods that we know are very appealing to children and adults alike.

This group of foods contributed to as much as a third of total energy consumption, with the biggest contributor being buns, cakes and pastries.

Another concerning outcome was in relation to follow on milks. It was found that over a third of infants in the 12 to 18 month age group consumed follow on milks, and these contributed 50% of free sugar intake.

Consumption of sweetened drinks and fruit juices was found in 20-40% of children in the 1 to 5 age range, and fruit juices in particular were a large contributor of free sugars.

What does this mean for public health policy?

In the report, SACN conclude with a series of recommendations. These include:

1. Current UK dietary guidelines( as depicted in the Eatwell Guide) should now apply to children from age 2, wiht the following exceptions:
   1. Free sugar recommendation (<5% total energy) should apply from 1 year
   2. Milk and water should be the main contributor of drinks
   3. Semi-skimmed or whole milk can be given as main drink from age 1 year
   4. Sugar-sweetened beverages should not be given to children aged 1 to 5
2. Reiteration that formula milks are not required for children aged 1 to 5
3. Foods that are energy dense, high in saturated fats, salt or free sugars should be limited in children aged 1 to 5
4. Commercially manufactured foods and drinks marketed specifically for infants and young children are not needed to meet their nutritional requirements.
5. Promoting an energy appropriate and diverse diet that meets nutritional requirements
6. Consideration of strategies to reduce consumption of free sugars, excess protein, energy dense foods high in saturated fats, salt or free sugars, and sugar sweetened beverages

SACN also raise the need to develop age-appropriate portion sizing as this is currently lacking for this age group.

And to provide support to the parents and ongoing monitoring of children who follow a vegetarian, vegan or plant based diet.

Hopefully, a lot of this will filter through into policy changes, such as the example below, an excerpt from of a guide that Public Health England put together to help Early Years settings with meal planning, and in time will improve the health status of our youngest children and set them up for a more healthful future.

Behind the Scenes of Becoming a Professional Sleep Practitioner

10 things to consider before becoming a Sleep Practitioner

When starting any business of your own, you have choices and decisions about who your audience will be—in this case, who you will care for.

A significant deciding factor for childminders is the hours they would like to work and the age of the children they feel most comfortable with.

Early Years Childcare Register

If you feel you would like to grow your childminding business around children of preschool age and wish to keep your space open throughout the day and during school holidays, this may be the best option for you.

Caring for children who are aged from birth to 5, means you will need to be on the Early Years Register.

If you choose this register, you will need to meet all the safeguarding requirements and show you have an excellent understanding of the development requirements outlined in the Early Years Foundation Stage Framework.

In your pre-registration Ofsted visit, you will be asked about activities you may plan for different areas of the EYFS Framework and key safeguarding knowledge such as who to report an incident to and the types of abuse children may experience and how to look out for them.

It costs £35 annually to register for this register and you should expect an Ofsted inspection within the first 30 months of your setting opening. Once you have had this inspection, you will be inspected every 6 years if you achieve a grade of ‘Good’ or higher.

As a childminder caring for children under school age, you have a responsibility to be aware of and promote their educational development and will be expected to know the next steps for the children you care for.

You’ll also need to complete key documentation such as the Two Year Check. It is your responsibility to plan and prepare programmes of play-based activities, which engage and progress the children. 

Since Ofsted has asked for a reduction in paperwork, this planning does not need to mean reams of paper and time. Most childminders have similar tracking of the children they care for in a Nursery or Day Care setting.

Having young children and babies can be very rewarding as the steps they make as they progress are huge and you will inevitably become a large part of the family’s life.

Bonds will be made and the relationships you form can last a lifetime. However, caring for young children can be very tiring and hard work. Childminders in these settings can work for very long days, as they open their setting for the children to be dropped off on the parents’ way to work and remain open until parents return from work and pick up the kids on their way home.

You will be part of the children’s journey as they go through developmental steps such as weening, teething and toilet training, which although rewarding once achieved, can be very testing and difficult to train.

Keeping your setting under the recommended child-to-professional ratio is also vital and this means as a childminder working on your own, you can only care for one child under the age of one and three under the age of five.  These ratios include your own children so this also needs to be considered.

Many childminders also choose to be on the Childcare Register alongside the Early Years Register as it doesn’t require them to pay an additional fee. This means you can also care for children over the age of 5 and perhaps have these children before and after school.

Consideration needs to be made if you choose to care for older children as inevitably this does mean your younger children will need to come on school drop-offs and collections.

Carry systems will be required to accommodate all the younger children and important parts of their day like their nap times may be disturbed. However, having some older children can be financially very helpful and also be a refreshing addition to the environment.

Wrap-around care and the Childcare Register.

‘Wrap Around’ childcare provides care for a child outside of normal school hours. This usually involves breakfast clubs and after-school clubs.

Some wrap-around providers open full time in the school holidays whilst some choose to close—this is your decision as a business owner.

Most childminders who run a wraparound setting are both on the Childcare Register, which enables them to care for children aged 5 to 8, and the Voluntary Register, which covers childminders caring for children over 8.

If you wish to only be on these registers and not the Early Years Register, it will cost £103 annually. If, however, you choose to also be on the Early Years Register, meaning you can also look after younger children, it is reduced to £35 a year.

Unlike the Early Years Register, if you choose to only be on the Childcare Register, you are not responsible for the children’s educational development—of course, you’ll inevitably enrich it.

You must still have a clear understanding of all safeguarding requirements and this will form the majority of both your pre-inspection and all future Ofsted inspections. 

Unlike the Early Years Register, Ofsted will only inspect 10% of settings registered on the Childcare Register per year. While these are randomly chosen, factors such as how long your setting has been open, an increase in illnesses reported in your environment, and any complaints against the setting may increase the chances of you being selected.

If you are only on the Childcare Register, you can look after children who are aged 5 after the 31st of August following their birthday. In a school setting, this means children in Year 1 and above.

Choosing to run a wrap-around care business does mean you will have more time in the day owing to your working hours only being at the start and end of the day.

This can be beneficial for people who also run another business alongside their childminding one and those who ideally would like part-time work. 

To remain in the ratio, you are allowed to care for six children under the age of eight. Although there is no restriction on the number of children you care for after the age of eight, you must be able to show you can adequately accommodate all the children and that the presence of the older children does not impact the younger ones negatively.

Your insurance company will also have an exact amount of children you are allowed to childmind at one time on your own and this must be adhered to. 

Wrap-around care gives you a lot of flexibility during the day should you need to attend appointments or wish to carry out activities such as going on school trips with your own child.

It is almost certainly less tiring as you are only working for a few hours each day. However, dealing with older children can at times be complex and the children may have varying interests and ideas of what activities they would like to engage in your home.

Any issues at school may be brought into the setting and will need to be discussed.

Once again wonderful relationships can be formed and you will become a very important part of the child’s life. It can be very rewarding to nurture the children through their Primary education and prepare them for Secondary School.

Thinking about the care you would like to provide is very important and what will work for you both financially and emotionally needs serious consideration. Once your setting is open however you will become a great part of these families’ lives and no matter what age group you choose to care for, you have the ability to make rewarding progress with the children.

Most parents have engaged in a battle with their children at one time or another to get them to do their chores.

Now, new information has emerged that parents can use to convince the young ones that doing their chores is going to be good for them. 

A recent study, led by PhD candidate Deanna Tepper and published in Australian Occupational Therapy, found that regular chores were associated with better executive functions—planning, self-regulation, switching between tasks and remembering instructions.

The study also showed that in addition to keeping the rooms tidy and the house running smoothly, children who do chores experience improvements in executive function and their self-regulatory skills as they switch between tasks and recall what instructions they’ve been given.  

Before this study, there weren’t many studies on how executive functions can develop in children and how they are improved in children who are doing household tasks. This particular study involved children aged between 5 and 13. Their parents were asked to answer questions about how their children engaged with household chores and their executive functions.

The term executive function is an umbrella term that embraces many cognitive processes associated with goal-directed and self-regulatory behaviour such as:

Working memory: This is the ability to manipulate and monitor temporary information—something every parent would love in their youngster!

Inhibition:  This is the ability to control an automatic response or ignore any irrelevant information so they can concentrate on what they’re doing—sounds a bit of a tall order!

Shifting:  This is the ability to move from one task to another—multi-tasking in the pre-teens would be something worth seeing!

The chores assessed in this study mostly involved self-care. This included things like making themselves or somebody else a meal, showing significant working memory as well as inhibition after controls were applied for gender age and disability status. 

Parents of children who had pets in their household reported no significant connection between a child engaging in pet care chores and their executive functioning skills. 

Both the children and the adults who took part in this study were given a wide range of tasks to do including cleaning and preparing food. The study found that completing these types of chores in the house had benefits other than achieving managing simple day-to-day living.  

It seems that children who are given chores appropriate to their age benefit by feeling greater control, which in turn, will improve their social behaviour and give them greater life satisfaction—all from taking the rubbish out and boiling the odd egg!  

This study did take into account the fact that parents taking part would very likely have different expectations of their children, which could influence the results of their reports.  

The study concluded that more research needed to be done to establish the exact link between executive function and chores in children in the age group tested.  Parents were told that they might be able to help their children develop their executive function by encouraging them to participate in household chores.

For a lot of parents, this would be a no-brainer and something that they had been trying to achieve for a long time with their youngsters.  Now they have science on their side!

With the warm weather, many parents and care providers encourage their children to spend time near or splashing around in the water. Whilst this is an excellent way for them to cool down, there are some associated dangers.

The main one is drowning. 

You will know what drowning is and how to prevent that from occurring. However, do you know what dry drowning is?

What is dry drowning?

When someone takes in a small amount of water through their nose or mouth, their airway can sometimes go into a spasm. This means that their airway is likely to close up. This can happen soon after they have exited the water. Secondary drowning or dry drowning is when this occurs as much as 24 hours after the initial incident.  

Dry drowning is not hugely common. However, it can be serious if it is not identified at the time.  

The good news is that there are a few signs of dry drowning that you can look out for, which can help toddlers, babies and children from further injuries or issues developing.

The main signs of dry drowning

No matter how small, any child involved in a drowning incident can be at risk of dry drowning, even if they seemed fine at the time. This means you want to speak to an expert if this has happened to your child or a child under your care.  

A child suffering from dry drowning often appears to be working harder to breathe than they usually would. Their breath is rapid and shallow, and their nostrils will be flaring too.  

You may also see a persistent cough in a case of dry drowning. This is not always the case, however.

Another sign of dry drowning is behavioural change. Is the child sleepier than they normally would be at that time of day? If they are, this could be a case of dry drowning (although a day spent at the pool can also result in this).  

They may also become more forgetful, which means that their oxygen levels are dipping. This can also cause them to feel dizzy or nauseous. They may even begin to be sick.

What can I do?

If you spot any of these signs in your child, you must seek medical advice as soon as possible. Any case of dry drowning will need to be adequately treated as this can help stop the development of symptoms and minimise the chance that they may have further issues.  

The treatment for a suspected case of dry drowning will differ depending on the symptoms and severity of the child. Some children will only need to be observed. However, others may be sent for an X-ray or even suggested that they are put on an oxygen machine.  

Whatever they do, you will feel glad that you picked up on the issue and you got the help that your child needed at that time.

Whether you’re a parent or childcare professional, learning new skills that benefit your baby and help build a stronger bond is important. One activity that can make a big difference to health and wellbeing is a baby massage. 

What is Baby Massage?

Baby massage was introduced to the West around 30 years ago but it has been a traditional practice in many other parts of the world since ancient times. Indeed, there’s evidence of infant massage being used as far back as 2760 BC in China.

It involves gently stroking your baby’s body soothingly and calmly from the toes up to the head. It’s a brilliant way to make a baby feel safe and secure and build a stronger bond.

What are the Benefits of Baby Massage?

There are several advantages to giving a baby a regular massage:

• It is a simple and effective way to bond and create interaction between you and your baby.
• It’s a great activity for all the family to learn and, if you’re a childcare professional, it’s a useful skill to develop.
• Baby massage is very soothing and can help an infant relax and fall asleep.
• It affects the baby positively by releasing hormones that reduce stress. It’s, therefore, a good activity if they are crying or they are suffering from colic. Many parents also find it a useful activity when their baby starts teething.

When to Give a Baby Massage

The best time to give a baby massage is between feeds. Ideally, they should be awake but reasonably settled. How often you give the baby a massage is up to you. One of the best times is just before bedtime and before their last feed of the evening or after a bath.

It’s a good idea to make sure you have a warm room with no draughts and no distractions. You might want to put on some relaxing music and find a comfortable area to sit. Position baby on your lap and you can then begin the massage.

Examples of Baby Massage

The key to a baby massage is to be gentle and soothing rather than too firm. You might, for example, start with the feet, stroking from the heel to the toes and then individually massaging each toe in turn. From there you can move to the legs, bending the knees towards the chest and gently straightening them while stroking the skin. You can talk or sing to the baby while you are doing this.

It’s important to monitor your baby’s mood. If they seem relaxed and are enjoying the massage you can continue. If they are more fidgety and seem distracted it may help to wait for a bit and find something else to do.

Should I Use Oil?

It’s not advised to use oil if your baby is less than a month old. If you do then decide to introduce an oil make sure that it is odourless and edible. You should avoid scented lotions and anything that may contain nuts.

Where Can I Learn Baby Massage?

Baby massage is a great new skill to learn and, at the London School of Childcare Studies, we’ve got the perfect short course for mums, dads, grandparents and childcare professionals. The course includes using massage to relieve problems such as teething and colic or just a little fractiousness. 

The courses are held at The Wesley in London or you can join in with one of our virtual classes.

Find out more about our baby massage course here.

Babies love new experiences and one way to build strong bones and muscles is by gently manipulating and massaging their bodies using a form of yoga. This is not what we traditionally think of as yoga but uses various poses and beneficial stretching to improve flexibility.

It can be used by parents and grandparents, as well as childcare professionals, and has a wide range of benefits.

What is Baby Yoga?

The movements in baby yoga are very slow and gentle and they are designed to help the baby’s general wellness and healthy development. It is often combined with baby massage and is a skill that has been traditionally handed down for centuries through generations in areas like Asia and India.

It’s a more modern development in the West but has gained popularity in recent years and there is increasing research evidence for its health benefits. If you want a great way to bond with your baby, it’s a useful skill to learn.

The Benefits of Baby Yoga

There are several benefits for both parents and infants:

• The gentle movements and stretches are thought to play an important role in the physical and emotional development of a baby.
• It can give a new mum and dad more confidence in handling their baby.
• It helps breathing and digestion and can begin to help the baby develop fine motor control much earlier.
• It creates a stronger bond between parent and baby through the use of gentle touch, manipulation and eye contact.
• Combined with massage, baby yoga can be used to help with problems such as teething and colic and is ideal if your child is feeling fractious.

When to Use Baby Yoga

Baby yoga is usually begun when your child is over 6 weeks old – by this age, they are starting to get better control of their neck muscles and are more stable.

It’s important to have a warm room without any draughts and few distractions. You may want to put some music on to accompany the yoga session. For relatively new babies, the moves and manipulations are generally slow and very, very gentle.

Combining Baby Yoga with Baby Massage

Learning baby massage at the same time as baby yoga makes sense as they are often used interchangeably. You can stroke the baby’s legs, for instance, and then gently bend them at the knee towards the chest.

As the baby gets older, this sort of practice can help encourage activities such as rolling and crawling earlier. It’s also great for stimulating baby’s awareness of their own body and what he or she is capable of.

Register For Our Baby Massage Course Today

Learning baby massage and yoga and using it regularly is very fulfilling and has many health and wellbeing benefits. Our short baby massage course is for childcare professionals as well as mums and dads and includes simple yoga techniques that are excellent for development.

We offer in-person courses through the London School of Childcare which are usually held at The Wesley Hotel near Euston Station. For those further afield, we also run virtual classes online where you can learn all the techniques for baby massage and yoga that you need.

Would you like to find out more? Check out our baby massage course today.

There were many pioneers of Early Years education. We will be sharing the stories of a number of influential figures in our next few newsletters. Today we are looking at Mihaly Csikszentmihalyi.

Who Was He?

Mihaly Csikszentmihalyi is a Hungarian-American psychologist. He is most well known for his work in the study of happiness and creativity. He has authored many books and hundreds of articles. He created the concept of flow.

At the age of 16, he had the opportunity to hear Carl Jung speak which left a big impression on him.

He was the Distinguished Professor of Psychology and Management at Claremont Graduate University but was he was previously the head of the Department of Psychology at the University of Chicago and of the department of sociology and anthropology at Lake Forest College.

What Was His Educational Theory?

Csikszentmihalyi’s theory was the flow theory. He described it as ‘a state in which people are so involved in an activity that nothing else seems to matter; the experience is so enjoyable that people will continue to do it even at great cost, for the sheer sake of doing it.”

He believed that creativity is the central source of meaning in our lives. It becomes a landmark in memory of what life should be like.

Implemented in education, the flow theory believes that skill and challenge need to be evenly matched. If the challenge is higher than the skill, then it can cause children to become anxious. If the skill is higher, then children can become easily bored.

His flow theory believes that flow will be achieved when:

• There are clear goals
• The task is achievable
• Full concentration is on the task with no distractions
• There is immediate feedback and/or praise
• The skill and challenge levels are equally balanced

He believed that should flow be achieved, the person achieving it would feel involved, a sense of control and no fear of failure as well as a loss of sense of time.

What Was His Contribution To Early Years Education?

Whilst Mihaly Csikszentmihalyi did not cater his works towards early years education, many of his ideas can, in fact, be linked to it. Children often become deeply involved in their play which many construe to be deep learning and this is what flow also suggests.

The people that Csikszentmihalyi studied were all interested in the things that produced a state of flow – early years education also believes ad advocates that learning should begin with a child’s interests.

Uninterrupted play offers the best change of the flow theory working – a time for young children to be completely involved in what they are doing and learning from it too.

What Legacy Does He Leave?

The legacy that he leaves is suitable for both early years education and further afield. The idea that happiness is simply achieving a state of flow and being fully engrossed is one that many have worked with over the years.

Flow is most often achieved in extracurricular activities for older children. There are a number of schools and education settings that have succeeded in promoting and using the flow theory, including the Key Learning Community in Indianapolis.

The Donald Winnicott Approach

There were many pioneers of Early Years education. We have been sharing the stories of a number of influential figures and today we are looking at Magda Gerber.

Who Was She?

Magda Gerber was an early childhood educator from the United States.  Born in Hungary, she was educated at the Sorbonne in Paris and eventually emigrated to the United States. She is best known for teaching both parents and caregivers how to understand babies and how to interact with them from birth.

She coined the terms Educaring® and Educarer® which refers to a parent or another caregiver and how they should both educate and care for the children they were looking after. Gerber was passionate about the care of infants and believed they should be guided to help them reach their full potential.

Many people originally dismissed her approach but gradually those in child development began to turn around to her way of thinking.

What Was Her Educational Theory?

Magda Gerber believed that babies are complete and competent beings from birth and should be treated as such. She believed that parents and caregivers should demonstrate their respect for the child in all interactions and treat them as human beings and not objects.

In the 1970’s, Gerber and Thomas Forrest co-founded the organisation Resources for Infant Educarers® (RIE®) in Los Angeles. The organisation is still around today and follows the principles of her approach. The RIE philosophy sees respect as a large component which stems from Emmi Pickler’s original methodology – someone who impressed Gerber and who she truly admired.

There are some basic principles to Gerber’s educational theory. These are:

• A basic trust in the child to initiate, explore and self-learn
• A physically safe, challenging and emotionally nurturing environment
• Time for uninterrupted play
• Freedom for exploration and interaction with other children
• Involving the child in all care-giving activities and letting them participate
• Observation of the child to better understand their needs
• Consistency and limits and expectations so that the child can develop discipline

She believed that the goal should be to have an authentic child who feels secure and appreciated. Trust in the infant’s competence and allowing them to explore safely were all important parts of the theory.

What Was Her Contribution To Early Years Education?

Magda Gerber’s training tools are still used to educate infant teachers and Early Head Start teachers in the US to this day.  The RIE organisation has offered teacher training and teaching materials for many years, enabling families with infants and toddlers to benefit from her approach.

What Legacy Does She Leave?

The legacy she left is absolutely incredible. The RIE continues to offer classes for parents and their children, and the approach is now used all around the world with plenty of associates teaching and practicing across a number of continents.

Her work has been used in many professional journals and videos and she has plenty of published work that can be explored too.

The approach is still used to this day as it offers a kinder and gentler way of parenting than some other approaches and it enables teachers and other caregivers to care and educate too.