The Lev Vygotsky Education Approach

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Where some may believe the role is one of the same, there are differences as shown below.

A Nanny is someone who is paid to come into your house and look after your children. They will have set hours in your home and will usually have a routine that they keep to. They will usually only look after your children, no others. A Nanny is generally employed by the parents which allows them certain rights such as annual holiday, maternity leave, and all other benefits an employee has from a company.

A childminder looks after children in their own setting and is paid to look after a few different children at a time. They will have varying age groups but will have a limit on numbers. Some childminders provide all day care whereas others provide wraparound, dropping to schools and picking up from schools.

A childminder’s charges will usually have set days and set hours but sometimes may incur overtime. Due to providing childcare in their own setting, they tend to have regular inspections and be registered with Ofsted. A childminder will usually get the parents of their charges to sign a contract which states certain payment clauses such as paying for their hours even if they are not there.

Since a Nanny is looking after children in the child’s own home, they tend to work in partnership with the family and may happen to do the children’s laundry and prepare their meals. They will also be responsible for cleaning the equipment and rooms they use.  However, they do not undertake general household duties unless previously discussed and agreed that they will. If a child attends nursery, school or extra-curricular activities, a Nanny will be expected to take them to these as well as taking them to other activities to help with their social skills. A Childminder has many responsibilities when it comes to their charges. They must comply with the requirements of the EYFS and the Childcare Register. Like nannies, they have the responsibility of picking the children up or dropping them off at their different settings, however, unlike nannies, they take them back to their own home. They should provide creative and imaginative play as well as giving children plenty of life-learning experiences. Childminders are expected to provide healthy and nutritious meals and snacks and enable their charges to participate in cooking sometimes too. They should also observe their charge’s progress and keep their parents updated in what is going well and what isn’t.

It can be hard to get the balance just right when promoting positive behaviour in children. Here is our guide:

Consider the children’s immediate environment.
Whether at home or in a nursery or other setting to assess how it may impact their behaviour and the quality of your time together. Simple changes can achieve positive outcomes and reduce the time you spend nagging children or managing disruptive behaviour.

Consider changing or adapting the timings of some activities.
Create a schedule that meets the children’s needs and reduces the risk of defiant behaviour or tantrums. Transition times can prove particularly stressful for some children, and their behaviour deteriorates as a consequence.

Be a good role model for children.
Demonstrate the behaviours you would like them to adopt.

Praise children when they are showing constructive behaviours.
For example, being helpful, trying hard to learn a new skill or playing cooperatively with others. Catch them being good!’ Remember to praise positive effort as often and as much as successful results.

Use ‘descriptive praise’ in a sincere tone of voice and in simple language.
Descriptive praise is specific positive feedback for children. For example, tell children that you are happy they said ‘Please’ and ‘Thank you’ at snack time.

Emphasise your descriptive praise.
Lower your body height so you can make eye contact at the child’s level and by using facial expressions such as smiling, along with affirmative body language signals such as nodding and a thumbs up.

Take time to explain to children the rules and boundaries you have applied to help them understand your expectations.
Keep your reasons and the language you use simple and clear. When guiding children towards the behaviours you have identified as appropriate and acceptable, use affirmative statements such as ‘Please put the books back on the bookcase’, rather than ‘Don’t leave books on the floor’.

Express your feelings to the children calmly and precisely.
Trust that they will understand how you feel! This can help them learn how to develop real empathy with others.

Listen to children attentively and show you care using affirmative body language such as nodding.
You can also repeat out loud some of the things they have said to show you acknowledge their feelings. When children feel their opinions and emotions are respected, they feel more secure and comforted, and they are more likely to listen to voices of reason.

Extrinsic rewards are tangible rewards such as stickers and certificates that are commonly used in settings such as schools.
They are used to congratulate children on their positive behaviour such as showing kindness to their friends, or for individual achievements such as progressing to a higher reading level. Extrinsic rewards can be useful when used for specific purposes and in moderation. However, it’s important to remember the importance of incentivising children without the use of extrinsic rewards, for example, by using verbal praise. Our aim is to help children become independent young people who feel intrinsically motivated to do their best on their own learning journey.

Knowing how to deal with children’s behaviour is a real minefield and each situation requires a different approach. Here are our top tips on how to manage those moments.

Choose your battles wisely.
If a child’s behaviour brings immediate risk of harm to the child or to another child or adult, intervention is obligatory. Otherwise, it may be helpful to stop and think before you intervene and ask yourself why the child’s behaviour should be managed, and if so, how it should be managed.

If a child’s behaviour is undesirable or attention-seeking, but not affecting other children in a group, it may best be ignored for the moment.
Sometimes children have their own genuine fears and reasons for avoidance, which to adults might seem illogical, but which nevertheless deserve respect.

Distraction is sometimes a useful behaviour management strategy.
This can be useful if the child’s concentration has waned and he or she is beginning to show careless or destructive actions such as throwing toys or kicking them around.

When you need to remind a child about rules and expectations, use your body language, gestures, facial expressions, and tone of voice to express your disappointment.
Lower yourself so you can make eye contact with the child and talk in calm and serious voice tone about why the behaviour is unacceptable. Keep your message short, simple, and clear.

Remind children about rules and briefly explain your reasons for issuing reprimands.
You may need to be flexible on occasions; however, avoid getting drawn into lengthy explanations or pointless arguments with children about the whys and the wherefores. Set your boundaries and expect the children to comply. 

For repeated misdemeanours, you may need to ensure that a young child has ‘thinking time’ away from other children.
This is sometimes called ‘time out’. Time out can be used as a consequence for a child’s negative behaviour, but it should be used minimally and kept short (a maximum of one minute for each year of the child’s age). Time out should not be implemented as a method to make a child suffer, but as a strategy for diffusing a challenging situation by giving those involved space away from each other and time to think.

A playful approach to teaching young children is almost always guaranteed to capture their attention. Children naturally sit up and take notice when something looks fun! However, once children are engaged, they need to be given challenges too: if a task is too easy, they may quickly get bored; too difficult and they may quickly give up. Thus, the daily challenge for early years practitioners is how to engage children playfully and in ways that stimulate their language learning, creativity, and problem-solving skills.

Types of Play

Unstructured Activities

Unstructured activity is where children receive little or no adult support during their play time. This type of ‘free play’ is useful when children just need to relax and release tension without having to listen attentively to adults or follow adult directives, for example, after being seated for a while at circle time or story time. Free play is beneficial for children’s physical health and mental well-being, allowing them time to run around, explore materials, chat with each other, and create their own rules. However, too much free play may become too chaotic and is best balanced with other types of play to achieve desired learning outcomes.

Child-initiated Activities

When children initiate their own play activities, they are prompted by their own interests and motivations to explore their immediate surroundings and the activities that have been set up for them. Early years educators should make the most of opportunities for children to engage in their own self-initiated play, because the latter is a powerful motivator for learning. When children are deeply involved in their play, they can problem-solve, concentrate for sustained periods of time, and engage their own imaginations.

Adult-led Activities

When an activity is initiated and led by an adult, children may well be eager to join in, but they will somehow know that this is not play in its truest sense. However, adult-led activities are important because they can help extend learning, such as by the introduction of a new topic or new vocabulary, or by providing fresh opportunities to practise skills.

How Can Adults Support Children’s Play?

When children are deeply involved in their own child-initiated play, we may feel reluctant to rush into their imaginative world and disturb the flow of their ideas. However, children are often happy to welcome adults as co-players. Therefore, we should aim to respectfully accept their invitation, but to do so mindfully and avoid ‘jumping with both feet’ into the play situation and effectively squashing the children’s ideas! The following suggestions may achieve a more cautious integration to maintain the flow of play, the children’s deep involvement and the momentum of learning:

• Observe and listen to the children to see what is happening in the play situation.
• Consider any reasons why you should participate, for example, to offer fresh ideas, extra resources, or new vocabulary, or to support another child who feels shy about joining in.
• With young children, you could join in by copying their actions, which gives a clear signal that you are having fun and cooperating with their ideas.
• Let the children propose the terms of the play, for example, by adopting the role they suggest for you.
• Avoid asking closed questions that do not prompt further conversations and discussions because they only require simple or one-word answers such as ‘Yes’ or ‘No’. For example, avoid asking simplistic questions about size and colour, such as ‘Is it big? or ‘What colour is it?’
• Once you have tuned into the quality of the children’s play and you understand the language and concepts they are using, you can begin to gently model new ideas to help extend the play without overwhelming the children’s own plans.

Four of the most commonly-known parenting styles are labeled as authoritarian, authoritative, permissive, and uninvolved. How children are affected by each of these different parenting styles, either positively or negatively, is, of course, a topic of great debate among parents and educators.

Although it’s likely that many parents will demonstrate a mix of parenting styles towards their offspring, it’s useful to recognise how each style in its extreme may either help or hinder child development outcomes such as emotional stability, self-reliance, academic achievement and self-esteem.

Authoritarian Parenting

Authoritarian parents apply rules in an extremely strict way and are unlikely to allow room for much negotiation with their children. There is an emphasis on discipline, obedience, and punishments, rather than cooperation, behavior management, and rewards. As such, children with authoritarian parents may develop tactics such as secrecy and deceit to avoid their parents’ anger at any mistakes or misdemeanors. Children may also lack confidence in themselves and experience outbursts of anger, frustration, and resentment because their opinions are constantly ignored.

Authoritative Parenting

Authoritative parents also apply rules and consequences, but they also try to enable a more positive approach by reinforcing and rewarding positive behaviors, enabling negotiation, and letting children voice their own opinions. Because their views and feelings are validated, it’s likely that children whose parents are authoritative may grow up to become thoughtful adults who feel secure enough to take responsibility and make their own rational decisions.

Permissive Parenting

Parents who are permissive tend to show leniency rather than authority towards their children, perhaps believing that children thrive best in an environment where there is minimum parental control. Rules may be set, but they are less likely to be enforced, and therefore, children receive little guidance on the decisions they make or the behaviors they choose. One might assume that permissive parenting will help children gain positive traits such as independence and self-reliance more quickly, but in reality, children who are raised by permissive parents are more likely to struggle with academic learning and may even succumb to behavioral problems. Health problems like obesity and tooth decay may also be an issue due to the absence of parental monitoring of junk food intake and of guidance towards good habits of dental hygiene.

Uninvolved Parenting

Children whose parents demonstrate a clear lack of involvement will receive little attention, guidance, and emotional support. Uninvolved parents may spend little time with their children, and on occasions they may not know where their children are. Some uninvolved parents may even leave children to their own devices to the point where the latter experience neglect of their basic needs, such as food and health care. Parental neglect of children may be unintentional due to problems such as mental health issues or substance abuse, or it may develop gradually over time because parents are overburdened with long working hours. Uninvolved parenting can produce long-term negative consequences for children’s academic performance and self-esteem.

 

Of equal significance to the parenting style (or styles) adopted within a family unit are the day-to-day habits and practices that take place, which can influence children’s happiness, health, and development. For example, some basic, positive indicators are routines that ensure children eat regular, nutritious meals, get sufficient amounts of exercise and sleep, maintain good hygiene standards such as brushing their teeth and enjoy a balance of academic, social, and leisure time pursuits.

 

Our latest blog gives an invaluable insight into the work of one of our fantastic trainers, Katherine, who is an infant care specialist and sleep and behavior consultant.  We are sure a lot of you will find this useful.  Enjoy!

The Return to Work

It’s been nice to see pictures of friends on social media starting to meet up again after so long in isolation. While it will be lovely to start to get back to school and work for many, some people might not be feeling quite so enthusiastic.    I recently answered a call for help from Eleanor, a mum of two who is dreading returning to work. The family welcomed their daughter, Louise, into their world just before the first lockdown.  Louise’s routine was fit around the family as it was easier to let her go to bed when they did and sleep in in the morning and have long naps so they could get some work done.   Their other daughter, Emily, has been home since her nursery closed and she has become more and more out of routine. Fortunately for Eleanor, she was on maternity leave during the lockdowns so was able to take care of the girls whilst her husband, Mick, was able to work upstairs without too much disturbance.   The problem is now, that both girls sleep in until about 10 o’clock, have a long nap in the afternoon and then bounce around all evening.  Whilst this suited Eleanor and Mick during the lockdown, there is now a growing concern of how they will be able to leave for work by 8 o’clock in the mornings.  

So What Can Eleanor Do? 

I suggested that she starts by introducing a bedtime routine so that the girls receive cues that it’s time to sleep. The girls should be bathed at 9 pm, get dressed and have a short story read to them so they are in bed by 9.40 pm. As they’ve been falling asleep around 10 pm this should work well.   The next day the girls should be woken up twenty minutes earlier than usual in the morning, at 9.40 am. Then the whole day’s routine can be brought forward, breakfast, lunch, nap etc so that she can start the same bedtime routine at 8.40 pm. They should be in bed by 9.20 to (hopefully) fall asleep at 9.40 pm.    If there is plenty of time before starting back at work then it can be more successful to do two or three days at the new time. Then start waking them twenty minutes earlier again to 9.20 and repeat the process, until the family has got back into a more manageable routine with a wake-up time that enables them to get out of the door in the morning on schedule.   Fortunately, Eleanor has a few more weeks before returning to work so she is able to approach things in gentle stages.    Some families might have to rush the process. The key will be the day’s start time so even if bedtime is still quite late, waking the children earlier and shifting the day forwards to match will help them adjust.    

Contact Katherine

If you have a particular issue that you would like to talk to Katherine about, please email her at katherinebabysleepcare@outlook.com

Please note: these blogs are intended to inform parents and childcarers. The advice is generalized and does replace a personal consultation with a practitioner of your choice who will look in detail at your child’s particular needs.

 

We Would Love to Hear From You!

If you would like to share your day with us and be part of our blog, please contact us at info@childcarestudies.co.uk

Jean Piaget: A Pioneer in Early Years Education

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Our latest blog gives an invaluable insight into the work of one of our fantastic trainers, Katherine, who is an infant care specialist and sleep and behavior consultant.  We are sure a lot of you will find this useful.  Enjoy!

Summer Seems to Have Arrived…

Even if it has bought a few thunderstorms with it!

The sun wakes up nice and early, the birds start to sing happily and tired parents up and down the country put their faces under the covers and try to sleep just a little bit longer. 

Morag is not one of those parents. Her twins are waking up at five o’clock every morning and Morag’s days feel very, very long.

Morag feels guilty of complaining as her twins, Ben and Jake, do sleep from six in the evening, so they are sleeping for eleven hours. This is great compared to others in their friendship group who are still having disturbed nights.

Morag does not want to go to bed whilst it’s still light outside as her and her husband understandably want a little bit of time to themselves.  And they deserve it!  After all, it’s hard for them to get any time to talk during the day as the boys take a lot of supervising and they are into everything at the moment.

What Can be Done to Encourage Ben and Jake to Stay in Bed a Bit Longer in the Mornings?

I suggested to Morag that she shifts the day by 20 minutes, so in the morning delay everything; bottles, breakfast, naps, activities, meals, all by 20 minutes. Then at the end of the day push the bedtime routine back by 20 minutes so the boys go to sleep at 6.20.  Hopefully, they will then start to sleep an extra 20 minutes in the morning. Even if they don’t, stick to the new timings.

Keep this new routine going for a few days and, once progress has been made, delay everything by another 20 minutes, beginning in the morning. Maintain this for a few days and then shift again.

Within a few weeks, the routine can be gradually moved so that the boys wake up at a time that suits Morag better. 

Did it Work?

Morag has had a lot of success! In addition to the new timings, she has also made sure that the boys are out in the sunlight as much as possible to boost their melatonin as this will also help them sleep longer and to let them run around and tire themselves out.

The result?  The boys are now going to sleep at seven o’clock and not waking until six-thirty in the morning which works perfectly for her family.

 

Contact Katherine

If you have a particular issue that you would like to talk to Katherine about, please email her at katherinebabysleepcare@outlook.com

Please note: these blogs are intended to inform parents and childcarers. The advice is generalized and does replace a personal consultation with a practitioner of your choice who will look in detail at your child’s particular needs.

 

We Would Love to Hear From You!

If you would like to share your day with us and be part of our blog, please contact us at info@childcarestudies.co.uk

Margaret McMillan

Who Was She?

What Was Her Educational Theory?

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Reggio Emilia education is an educational philosophy which focuses on preschool and primary education. It is a student-centred approach and uses self-directed, experiential learning. The Reggio Emilia approach is based on the principles of respect, responsibility, and community and these are learned through play, discovery, and exploration.

About Reggio Emilia Education

Having started in the villages around Reggio Emilia, this educational program is a vital part of the community in the area and has a high level of financial support.

The approach is a real-life example of ‘it takes a village to raise a child’ as it believes that the parents and wider community have a collective responsibility for children. It sees children, parents, and the community as all being essential components of the child’s learning process.

Where Reggio Emilia Comes From

This educational approach was developed in 1945 after World War II had finally ended by a psychologist and pedagogist named Loris Malaguzzi, alongside parents in the villages around Reggio Emilia in Italy, hence the name. The approach was influenced by the ideas and theories of many people including Montessori.

They believed that children would benefit from a new way of learning. This was the first-time people in Italy had established a non-religious school with children and was a break from the popular Catholic church educational system.

The Reggio Emilia Philosophy

The core of this philosophy assumes that children are able to form their own personality during their early years of development and are able to express these ideas through the mediums of art and drama, among others. The aim is to teach their students how to use these mediums in their everyday lives. The natural development of children plus the close relationships they share are at the centre of this philosophy.

There are a few principles upon which the philosophy is based.

·        Children must have some control over their learning direction and are capable to construct their own learning

·        They must be able to learn through experiences including observation, listening, moving, and touching – they learn through interaction with their community.

·        They must have a relationship with other children and material items that they are allowed to explore

·        There must be endless opportunities and ways for the children to express themselves – they should be encouraged to express themselves in whatever way they can.

How To Utilise The Reggio Emilia Approach At Home

If you are looking for ways to implement the Reggio Emilia approach at home, there are a few ways that you can do this.

Observe the activities that your child engages with without any prompting on your behalf. Also consider what new materials could be offered that correspond with these interests and watch as their fine motor skills develop.  Give them plenty of opportunities to try out new activities and observe which ones they show most interest in.

Reggio Emilia teaches respect, responsibility, and community so it is also important to help your child with their social and emotional development. Encourage discussion and taking turns with materials and allow your children space if they need it.

Exploration is also an important part of the Reggio Emilia approach. Designate a room where nothing is out of bounds so they can explore and engage with their environment in a safe manner. Also spend time with them outside in nature too. Allowing them to try new things is so important. These are all great ways to implement this educational approach at home.

Waldorf education, sometimes also known as Steiner education, is an educational philosophy which seeks to cultivate pupils’ imagination and creativity in ways that help to serve their developmental needs.

This educational philosophy has existed for over a century at the time of writing.

About Waldorf-Steiner Education

This educational approach is based on the educational philosophy of Rudolf Steiner who also founded Anthroposophy, another philosophy. The first Waldorf school opened in 1919 in Stuttgart in Germany and since then has become the largest independent school movement in the world with locations in over 75 countries.

The school was opened in response to the owner and manager of the Waldorf-Astoria Cigarette Company, Emil Molt, which is where the Waldorf name for the approach comes from. It was the first comprehensive school which educated children, no matter their social class, gender, or ability.

Where Waldorf-Steiner Comes From

After the first school was opened, many followed with Waldorf education becoming more popular in Britain in 1922 after Steiner gave lectures at Oxford University, followed by teacher training courses in following years. The first school in England was opened in 1925 with the USA following a few years after.

Classes tend to remain together throughout their years, developing together.

The Waldorf-Steiner Philosophy

The philosophy of this educational approach is to provide an education which helps children to become free human beings.

The theory is that there are three distinct developmental stages for children – early childhood, elementary education, and secondary education. These all last for approximately seven years and each has its own unique learning strategies for this approach.

The theory believes that in early childhood, children learn best from experiential education where they learn by example and are encouraged to utilise their imagination when playing. You would expect to see a Waldorf preschool encouraging free play, art time, practical tasks, and circle time for their students. Elementary education does see the introduction of certain academic disciplines including reading and writing which isn’t introduced in early years education. This academic work is shown to them through drama, music, art and more. Secondary education sees students have specialist teachers for each subject and a bigger focus on academic topics however students are still encouraged to continue with music, art and other similar topics and are supposed to learn through their own thinking and judgement.

How To Utilise The Waldorf-Steiner Approach At Home

This philosophy can certainly be implemented at home. It is a developmental approach to learning which can easily be covered at home. If you are already home schooling, start where you are and you can learn as you go. However if you are looking to implement it for the first time, then there are a few steps you can take to start utilising it. Embrace the rhythm – daily, this means meals, lessons, chores, bedtime and weekly might mean different activities on specific days. Keep it simple and enjoy it and get outdoors as much as you can as time in nature is great. You should also read stories every day as stories often form the foundations of lessons and incorporate the arts into your child’s education – painting, drama and music are some of the arts you should be including.

Montessori is a style of education which focuses on emphasising independence in young children and which helps them to use their own initiative and learn in a supportive environment. There are many reasons why a parent might choose a Montessori education for their child.

About Montessori Education

This method of education was developed by an Italian physician, Maria Montessori in the early 1900’s. Some conventional measures of achievement such as tests or grades are discouraged and not used in a Montessori setting.

The Montessori method has been used in many parts of the world, in both public and private schools since this time. The method fosters self-motivated growth in children in all aspects of their development whilst also helping nurture their natural desire for knowledge and understanding. The method takes the view that knowledge is to be gained from experiences and doing things rather than sitting down and listening to what someone is teaching them.

Each child is valued as their own unique self – the Montessori method recognises that children have different ways and speeds of learning. Students in a Montessori setting will also develop coordination, concentration, independence, and order skills to help support the student’s self-regulation. Students can also enjoy some freedom within certain limits and are part of a close community. They are given the support to question things, to learn and to become confident self-directed learners who can work both alone and, in a group.

Where Montessori Comes From

Maria Montessori developed her educational methods through attending courses in Rome and learning educational theory. She also took the time to visit the city’s mental asylums and saw that the children confined in these asylums needed more stimulation from their environment. This eventually led her to open her first classroom where her work was based on observing the children experimenting with what was available to them including the environment and various materials.

During this time period, she also met a couple. Alice and Leopoldo Franchetti, whose work held many similar theories to Maria’s – they helped her to refine her methodology, even going so far as to release a book, and within a few years, Montessori education had become extremely well known and had even spread to the United States of America.

The Montessori Philosophy

A human has four ‘planes’ of development, Maria Montessori observed and these planes are from birth to 6 years, 6 to 12 years, 12 to 18 years and 18 to 24 years. Each has different characteristics and learning modes and thus this requires specific educational approaches for each particular plane.

The philosophy of the Montessori method is an emphasis on freedom (within limits), independence and respect for a child’s natural development. Children start their Montessori journey learning through the use of materials and are guided step by step by their teacher, helping them to reach their full potential. With children reaching milestones at different times, a multi-age grouping is generally used with the older children able to both guide the younger children and also act as role models. Montessori students can choose an activity from a range of options, prepared by their teachers.

How To Utilise the Montessori Approach At Home

If you are looking to utilise Montessori principles at home, there are a few things to consider. Firstly, you will want to prepare your environment beforehand as encouraging order, independence and self-motivation is vital for the Montessori approach. Ensure that everything has a place but that it is also child friendly so your child can find what they need and also know where to put things.

It is also a good idea to provide open shelves for your child to choose from and limit toy choices to avoid overwhelming them. You can swap these toys out if your child shows signs of being bored of them. Ensure their bedrooms are free of clutter and that they can also access the kitchen to help with meal preparation or clearing up.

To help your child whilst doing the approach at home, observe them, invite them to help and practice those new skills they have learnt, engage, adapt, and nurture them. By expressing these actions to your child, you will help them to learn a motivation that they can carry with them throughout their life.

For young children, art activities should be planned as a process that captures interest and ensures enjoyment, rather than for the creation of a specific end product. When children engage with the process of art, they apply all their senses to manipulate materials and explore concepts such as colour, texture, pattern and form. We should encourage children’s sensory exploration as it is fundamental to learning (except for the sense of taste, as eating art materials is not usually recommended!)

Collecting materials

An outdoor excursion such as a walk in the woods is ideal for collecting natural resources for children’s artwork. During your woodland wander you can encourage children to engage their senses to notice things, such as the feel of a fresh breeze on their faces, the sound of rustling leaves and the soft twitter of birdsong. Collect some small sticks and other interesting natural materials that are found on the ground, such as leaves, feathers, catkins, sprigs of grass and commonly-found flowers like dandelions and daisies but discourage children from uprooting plants or picking flowers that might be rare or protected for scientific interest. Follow the countryside code, which urges people to ‘Take only photographs and leave only footprints’.

Making the paintbrushes

Break the sticks into lengths that are about equal to that of a child’s paintbrush. Wrap an elastic band around each stick about one to two centimetres from the end of the stick. Slide the stems of your selected pieces of grass, flowers and leaves etc. underneath each elastic band, using enough of the plant material so that it forms a soft ‘paintbrush’ shape at the top of the stick.

Experimenting with brushstrokes

(This type of painting activity could become very messy so it’s best to prepare an area well in advance for the big wash-up/clean-up time needed at the end.) Spread a large sheet of paper on the floor, along with coloured paints, water and sponges. Then let the children explore mark-making using their homemade paintbrushes to see what effects they can make from a variety of painting actions such as scraping, dabbing, sweeping and swirling. What happens when the paint is watery? What happens when it is thick? Let the children notice how the paint feels on their fingers and see how the colours merge and blend into different shades. Keep the activity unhurried and allow your little ones to enjoy every fleeting moment of observation, reflection and discovery.

With the arrival of spring and warmer days, we can all feel encouraged to get outside more with our children. If we’re lucky enough to have a garden, springtime also gives opportunities for kids to learn about plants and what they need to grow and thrive. Whilst planting seeds and seedlings is educational and enjoyable in itself, an added bonus comes in the form of any deliciously edible produce! So why not let kids begin their gardening adventure with a simple strawberry plot that can bring these summer fruits to your table year after year?

Where to plant strawberries

If you have a sunny spot, then you can grow strawberries! If you opt to sow seeds, bear in mind they may require more protection and attention than seedlings, and they take longer to grow. Therefore planting seedlings is probably a better option for eager junior gardeners as they will be able to see results more quickly. If you have a small outside space, you could grow strawberries in containers, and if you don’t have a garden at all, you can also plant them in a window box placed outside on a window ledge. And planting strawberries in hanging baskets can help to reduce any damage caused by slugs and snails.

How to plant strawberry seedlings

The best time to plant is between the months of April and May. Prepare the planting area by digging in some general-purpose compost and a suitable fertiliser. Gently ease the strawberry plants from their pots. Measure out planting holes that are about 35 cm apart, and if you are planting in rows, leave a space of about 75 cm between each row. Make a hole for each plant and then insert each one, making sure the plant’s crown (the section where the leaves emerge) is level with the soil. Gently press down to firm the soil and sprinkle water over the seedlings.

Taking care of strawberry plants

Fruits may not arrive in the first year of planting, but when your children see the little white flowers appear in the summer, they can rest assured strawberries will be on the menu for the following year. In the meantime, you can foster a sense of responsibility among your children by drawing up a rota and letting them take turns to carry out simple gardening jobs, such watering the strawberry plants a little each day. A weekly feed of high potash fertiliser (such as tomato feed) is also a good option. When the fruits begin to appear, you may need to place a net over them as protection from hungry birds. Also, place some straw underneath the fruits to prevent them from rotting if they sit for too long on wet soil. Remove dead leaves once they appear and pick your ripe strawberries as soon as they turn bright red.

What is autism?

According to Child Autism UK, we can describe autism as ‘a condition which affects the way a person responds to the world around them’ (https://www.childautism.org.uk/about-autism/what-is-autism-symptoms-of-autism/). Autism is known as a ‘spectrum condition’ because its symptoms are so varied, differing greatly from person to person and ranging from mild to severe.

Autism in the early years

For a young child, autism may present itself through behaviours that suggest impairments within the areas of social interaction, social communication and social imagination. Examples of possible symptoms include extreme wariness of unfamiliar people; slow speech development, little communicative eye contact; a preference to play alone; distress at the slightest change of familiar routines and a lack of empathy and imaginative play.

Some facts and figures

• Approximately 1 in 100 children are affected by autism.
• Boys are four times more likely than girls to receive a diagnosis of autism.
• For autism to be diagnosed, symptoms must have begun to show before the age of three years.*

*( https://www.childautism.org.uk/about-autism/what-is-autism-symptoms-of-autism/)

• In 2019, the DfE recorded 143,500 children who had autism stated as their primary education need.**

**(https://www.beyondautism.org.uk/about-autism/understanding-autism/statistics/)

• Exclusion from school is three times more likely for autistic children.
• Over 80% of young people with autism have felt concerned about their own mental health.***

***( https://www.autism.org.uk/get-involved/raise-money/world-autism-awareness-week/waaw-schools)

World Autism Awareness Week 2021

World Autism Awareness Week is organised by the National Autistic Society (www.autism.org.uk), with the purpose of informing people about autism and raising funds for autism support and services. This year, it will be held from 29^th March to 4^th April.

Events and Activities

There are many activities suggested on the National Autistic Society website pages, with just a few of them listed below:

Super 7 Challenge

The Super 7 Challenge is being promoted by Christine McGuinness, a British model who has three autistic children and is ambassador for the National Autistic Society. Suggested activities for this challenge include running, walking or cycling 7k; organising a 7-round quiz, or singing or playing 7 songs. To take part in this fundraising event, you need to register, which costs £12 and includes a fundraising pack and T-shirt, and a medal and certificate upon completion of the challenge.

World Autism Awareness Week in schools

Resources for schools have been developed in conjunction with National Curriculum guidelines and endorsed by TV presenter and naturalist, Chris Packham, who is also a National Autistic Society ambassador. For example, the characters Daisy and Ollie feature in a special episode, along with the character Theo, who is autistic. The episode explores ideas about differences and commonalities: ‘how we are all different, but, at the same time, there is much that makes us the same’. Resources for Early Years, Primary and Secondary children can all be obtained by signing up for the newsletter on the Society’s website.

World Autism Awareness Week at work

There is a guide available for those wishing to sign up their workplace for a fundraising event in respect of Autism Awareness Week. Free downloadable resources include a World Autism Awareness Week background that can be used for your workplace Microsoft Teams or Zoom video conferences, a Chris Packham ‘Autism Awareness’ poster and ideas for an online quiz.

The key to enjoying craft activities with children is to be organised! Firstly, cover a big table with a wipe-clean cloth and gather together all the items you need for each activity, so they are within close reach. Then make sure the children wear suitable aprons to protect their clothes. Remember to prepare an area that’s ready for clean-up time, so that children can easily access soap and water after the activities. Young children are naturally very keen to get started on craft activities, especially when they catch sight of colourful and tactile resources such as paints, glue, collage materials and scissors. Therefore it’s a good idea for you to be just as fully prepared for any crafting session as the children are to get stuck into it!

Crafting can provide opportunities for children to relax and become more mindful, perhaps after a hectic morning of buzzing around, both mentally and physically. Therefore, the simplest of tasks, with easy instructions are often the most rewarding, so that children can slow down and let their imaginations wander. Activities that involve cutting, sticking, drawing and painting, along with rolling and kneading dough help children develop hand-eye coordination skills and manual dexterity. Language development can also be supported because as the children play with the materials, they often enjoy chatting to an interested adult about their work or any other topics that come to mind. Some children may prefer to remain more taciturn, perhaps because they like to fully focus on the task, and of course, their need for quiet must also be respected.

Some of the following activities might not be suitable for very young children because of a choking hazard from any small parts; however, children of all ages should always receive adult supervision during craft sessions and especially when using sharp tools such as scissors.

Easter Egg Painted Pebbles

Materials required:

• Pebbles (preferably white)
• Acrylic paints
• Paintbrushes of different widths
• Decorative gems
• Ribbon bows  
• Pieces of ribbon
• PVA glue
• Glue sticks
• Scissors

Instructions:

1. Paint one side of the pebbles in your preferred colours and let them dry, then turn them over and paint the other side.  Leave to dry.
2. Using a thin paintbrush and your choice of colours, paint horizontal patterns such as zig-zags, wavy lines and straight lines onto one side of the pebbles. Leave to dry. Once dry, paint patterns onto the reverse side if preferred and leave to dry.
3. Decorate the pebbles by sticking on little gems, ribbon bows and pieces of ribbon.
4. The ‘Easter egg’ pebbles can be used as decoration by arranging them in a shallow dish or place them onto the soil of a plant in a pot.

Bunny and Chick Wooden Spoon Puppets

Materials required:

• Wooden spoons
• Acrylic paint
• Paintbrushes
• Self-adhesive wiggly eyes
• Pieces of felt
• Ribbon bows
• Small, coloured feathers
• Wiggly eyes
• Felt tip pens
• Scissors
• PVA glue
• Glue sticks

Instructions:

1. Paint each side of the wooden spoons and leave to dry. You can use traditional colours such as pink for the ‘Easter Bunny’ and yellow for the chick or let the children’s imaginations run wild! Why not a ‘Rainbow-Coloured Easter Bunny’?
2. Cut two bunny ear shapes from coloured felt (e.g. pink) and then two slightly smaller bunny ear shapes from a different colour of felt (e.g. white). Glue a smaller ear shape onto each of the larger ear shapes.
3. Glue the ears to the back of the bunny spoon.
4. Glue on wiggly eyes, a felt triangle-shaped nose and draw the mouth shape using a felt tip pen.
5. Glue a ribbon bow onto the neck area of the bunny spoon to represent a bow tie.
6. For the chick, glue on wiggly eyes and an orange triangle-shaped nose. Glue some yellow feathers to the back of the wooden spoon.
7. Encourage the children to give their spoon puppets ‘voices’ and to make up little stories for mini puppet shows.

Salt Dough Hanging Egg Decorations

Materials:

• Salt dough (made from flour, salt and water)
• Rolling pin
• Egg-shaped cutter
• A straw
• Acrylic paint or paint pens
• Paintbrushes
• PVA glue
• Twine or thin ribbon

Instructions

1. Make the salt dough by mixing together 1 cup of flour with ½ cup of salt and ½ cup of water.
2. Roll out the dough to the thickness of about 3 mm.
3. Cut out egg shapes.
4. Place the shapes on a baking tray lined with baking parchment.
5. Use the tip of the straw to make a hole in the top of each shape.
6. Bake on a low heat for about 2 hours.
7. Remove from the oven, allow to cool and then decorate the Easter egg shapes using paint or paint pens. Once one side is dry, paint the reverse side of each shape.
8. When the paint is dry, brush over each egg shape with a thin coat of PVA glue. Allow to dry thoroughly on one side before brushing it over the other side.
9. Thread twine or ribbon through the hole at the top of each shape ready for hanging on your Easter mini twig tree or to decorate other places of your choice.

Chores. A topic that strikes fear into any parent’s heart as every family has their own take on them. Some believe that ‘kids should be kids’ and shouldn’t be asked to do anything around the house whereas others think they are an essential part of growing up and that they help children to show responsibility. Some choose age-appropriate chores with younger kids avoiding doing certain tasks whereas others think age should not matter. Some offer incentives whereas others expect their children to do them without one. Whatever your thoughts are on them, there is no denying the fact that the subject is a contentious one.

But what if I were to tell you that science has shown what effect chores can have on children, especially when they grow up? There have been many studies over the years that look into the idea of personal success and how this is achieved. There have also been studies trying to identify the true meaning of happiness.

Do Chores Benefit Children?

The Harvard Grant Study is a study that has run for many, many years. It has identified two things people need in order to be happy and successful. The first is love and the second is work ethic. Many would say chores help to develop such a work ethic and many people who were part of the study believe or believed so too.

Many adults who have gone on to have professional success actually used to do chores as a kid and various studies have shown this to be true with even a dean from Stanford University admitting so in a TED talk that she held. Whilst children will often whinge and moan about doing chores, there is a correlation between those who muck in – even when they really do not want to – and those who do not.

Those who give it a go, even if it is unpleasant, show a good mindset which will follow them into adulthood and perhaps even help them achieve their own personal successes easier.

It is interesting that this happens, and we do not even really notice it. The brain is wonderful and whilst we may not directly equate our experience doing chores with our good work ethic, it is clear to see that science does equate the two of them.

Will My Child Do Them?

The only problem with chores is actually getting the child to do them. Whilst some will eventually just muck in with little to no argument, the stark reality is that many children, especially teenagers, will argue back and refuse to do what you have asked.

Sometimes they may do it but do it half-heartedly. This is still a major achievement as it will still teach them the value of doing things for themselves and set them up for adulthood and everything life has to throw at them.

The way the brain works is truly an amazing thing and it is incredible what science can show us about our brains and our bodies.

How does ‘secure’ or ‘insecure’ childhood attachment to mum affect the quality of our adult relationships?

What is ‘attachment’?

Attachment can be described as an emotional bond forming between infant and primary caregiver – who is often, but not always, the birth mum. This relationship starts to develop upon birth and progresses throughout each and every day by way of the regular daily routines of caring for a newborn. The infant’s immediate needs are, of course, mostly physical (e.g. hunger, tiredness, discomfort), but reliable and appropriate responses to a baby’s demands supports not only physical growth but the development of secure emotional attachment. Thus, the attachment process may occur naturally and in due course, as new mums often instinctively nurture emotional security through their loving responses to baby’s physical needs. In doing so, the infant begins to learn that mum can be trusted. Simultaneously, the emotional bond is strengthened by means of communication, both non-verbal and verbal, for example, when mums cradle their babies, hold them close, stroke their faces or gently rub their backs, and when they look into their baby’s eyes, all the while smiling, talking and singing.  

Why is attachment so important?

Attachment theorists John Bowlby and Mary Ainsworth pioneered research into the importance of secure attachment, explaining that it helps children develop emotional resilience, optimism, confidence and self-esteem, personality traits which support the future development of relationships that are both fulfilling and constructive. Conversely, if secure attachment is not achieved during childhood, children may go on to develop negative behaviour traits that persist into adolescence and adulthood, and which may jeopardise their ability to build stable and meaningful connections with people in their lives.

Is ‘secure attachment’ the same as ‘attachment parenting’?

Child-rearing practices that correspond to a style known as ‘attachment parenting’ as advocated by Dr William Sears suggest that parents observe seven ‘Baby Bs’: birth bonding, breast feeding, baby-wearing, bedding close to the baby, belief in the baby’s cry, balance and boundaries and beware of baby trainers *. While each of these seven practices may help to create an emotional bond between infant and caregiver, we should remember that rigid adherence to the seven ‘Baby Bs’ does not guarantee secure attachment. It’s also important that a new mum doesn’t feel as though she has failed if she is unable to observe the full set of attachment parenting guidelines. For example, a mum who is hoping for a home birth with few medical interventions but ends up having an emergency c-section may feel she has missed out on the birth bonding process of a normal delivery. Or if she becomes unable to continue breastfeeding she may feel disappointed with herself by giving the baby formula milk instead.

A ‘good-enough’ mum

A loving, capable mum doesn’t have to be perfect; however, she does need to be kind to herself as well as to her baby and remember that the development of secure attachment is not dependent upon strict adherence to the attachment parenting style. When mums become highly anxious and self-critical about their own competence, it can have a negative effect on their self-esteem, which in turn, snatches away any precious moments of joy and wonder that can be found amid the exhaustion of caring for a newborn.

Furthermore, anxiety and lack of self-esteem might also reduce a mum’s confidence in her ability to ‘read’ her baby’s communication cues; a continual failure to acknowledge the infant’s signals could lead to insecure attachment. However, a ‘good enough’ mum is one who is responsive enough: she is sufficiently attuned to her infant’s needs so that the occasional minor misinterpretations of baby’s communication cues remain insignificant to their strengthening bond.

How does insecure attachment affect adult relationships?

Insecure attachment can be described according to three categories: ambivalent, avoidant-dismissive and disorganised.

Ambivalent attachment

Adults who demonstrate ambivalent attachment (also known as ‘anxious attachment’ ‘anxious-preoccupied’ or ‘ambivalent anxious’) may seem needy, anxious and indecisive, lacking confidence and self-esteem. They strive for emotional connection and a sense of belonging but are continually fearful of being rejected by others.

Those who show signs of ambivalent attachment may have been raised by a mum whose parenting approach was inconsistent, sometimes responding attentively and at other times becoming distracted and disengaged. Inconsistent responses to the child may lead to an adult who feels anxious as to whether his or her feelings or needs will be valued or understood.

Avoidant-dismissive attachment

Unlike ambivalent attachment, those with avoidant-dismissive attachment do not crave closeness. Instead they avoid all intimacy, dependence on others and being depended upon.

The possible reasons for avoidant-dismissive attachment suggest a mum who was absent (physically or emotionally) or who showed an attitude of rejection towards her infant. As a result, the child learns to self-soothe and to maintain emotional distance from others, and he or she may remain wary and avoid any close relationships during adulthood, too.

Disorganised attachment

Adults who display behaviours associated with disorganised attachment (sometimes known as fearful-avoidant attachment) may have experienced some kind of trauma, neglect or abuse during childhood. As a consequence, the world may seem a frightening place where no one can be trusted. Sadly, insecure attachment of this kind also leads people to believe they do not deserve to receive love or to feel any emotional connection with others.

For a person with disorganised attachment, it’s possible that during childhood, the mum neglected her infant’s needs or behaved in erratic or chaotic ways. It’s also possible that the mum’s behaviour was at times comforting and then frightening; this confusing incongruity bewilders the child and may lead to lifelong confusion about relationships during adulthood.

*https://www.askdrsears.com/topics/parenting/attachment-parenting/attachment-parenting-babies

It’s common for parents to have occasional worries about their children’s eating habits and preferences. Are they eating the right foods, or enough food? Are they having too much sugar? Are they eating too many snacks in a day, or too few snacks?

Enough on their plates?

Advice from the NHS website is that children should have a well-balanced diet containing foods from the following four groups:

1. Protein (e.g. meat, fish, beans)
2. Carbohydrates (e.g. bread, pasta)
3. Dairy products (e.g. milk, cheese) or dairy alternatives
4. Fruits and vegetables

(https://www.nhs.uk/conditions/baby/weaning-and-feeding/what-to-feed-young-children/.)

Therefore, if children eat a variety of foods from these four groups during the week, have lots of energy and are developing normally, it’s likely their overall nutrition is sufficiently well-balanced. However, even if a child enjoys a varied diet, parents may still be concerned if there is a refusal to eat certain foods, and more so if there is rejection of an entire food group.

Why are some children fussy eaters?

We should first understand some logical reasons why children can be picky about the foods they eat, explains Dr Gwen Dewar in an article on the Parenting Science website (https://www.parentingscience.com/picky-eaters.html).

• Unlike adults, children are naturally sensitive to sour or bitter flavours; consequently, their uninitiated palates may reject certain foods that to an adult, taste delicious. Indeed, bitter flavours (for example, those found in some vegetables like kale and broccoli) may signal toxicity to a child’s developing taste buds even though the rejected foods are nutritious and non-toxic. As Dr Dewar explains, adults will already be familiar with a variety of flavours, whereas children’s taste buds have not yet had time to experience and accept such a range.
• Evolutionary processes may have ensured that children opt for sweet-tasting foods, because these often provide a rich source of energy for little ones who are rapidly developing and always ‘on the go’. And because children have a relatively smaller digestive tract in comparison to that of an adult, they prefer foods that are not only calorie-rich, but also non-bulky and easy to digest.
• Researchers Julia Mennella and her colleagues (2008) found that some children possess an inborn, heightened sensitivity towards bitter-tasting foods (Variety is the spice of life: Strategies for promoting fruit and vegetable acceptance in infants. ). There is also evidence that some children are genetically predisposed to avoid new foods, too.
• Other factors such as prenatal taste experiences (i.e. those experienced by the foetus and defined by a pregnant mum’s food choices) and a newborn’s taste experiences (i.e. those encountered via breastmilk) may affect the infant’s subsequent childhood food preferences.

Should we worry about fussy eating?

Now we are aware that it’s normal for infants and toddlers to be suspicious of unfamiliar tastes, we can feel more relaxed if new foods are initially rejected. As a consequence, we can continue to offer a variety of foods to children without turning mealtimes into a battle or stressful event. As children grow and develop, their tastes change, and one day, the food that was rejected on Monday might then be enjoyed on Thursday! The NHS advice on fussy eating is to offer your child smaller portions of the same food you provide for the rest of the family and to dine together in a calm and enjoyable way (https://www.nhs.uk/conditions/baby/weaning-and-feeding/fussy-eaters/). Further advice is to let children have enough time to eat (they are often slower than adults) and avoid using food as a reward (e.g. avoid coaxes such as ‘if you eat your greens, you can have a chocolate bar’).

What is ‘sensory food aversion’?

While fussy eating is fairly typical among infants, toddlers and young children, a refusal to eat any foods from an entire food group is of greater concern because it risks nutritional deficiency. For example, an aversion to all fruits and vegetables may suggest a diet that is deficient in vitamin C, while an aversion to all dairy produce could lead to calcium deficiency.

Children who have developed sensory food aversions may display severe sensory reactions to certain foods or whole food groups. These reactions can range from scowling when the food is placed in front of them to choking, spitting out the food or vomiting. Children may detest a food and reject it for a number of reasons, including its taste, texture, smell, appearance, or even the temperature at which it is served.

As explained by Dr Irene Chatoor (https://doctorchatoor.com/sfa), sensory food aversion may develop after a child’s previous traumatic encounter with a particular food which is then generalised to include all foods within that group. For example, if a child has previously gagged when eating some spinach, he or she might fear a repeat of the unpleasant experience, and the subsequent ‘feeling memories’ may provoke a rejection of all green foods.

Dr Chatoor recommends that parents avoid disciplining or trying to persuade children who display symptoms of sensory food aversion. Instead, she recommends that parents model the desired behaviours of exploration and enjoyment of new foods by having meals with their children at a table laid with a variety of different foods throughout the week. Wary children are more likely to try new foods through gradual exposure when they see their parents enjoying them and if they can choose by themselves when and if they wish to taste the food. On the other hand, nagging and cajoling children may provoke them to become more stubborn about their limited food choices.

When to seek help

You should always seek help and advice from a professional such as your GP if your child’s continued fussy eating behaviours are causing you concern. It’s likely that you will receive welcome reassurance that your child is healthy, well-nourished and developing at a rate that is typical for his or her age. However, if your GP suspects that your child’s feeding disorder may require more exploration then you may be referred to a specialist such as a paediatrician or a dietitian who can give you the advice and support you need.

Did you enjoy reading this blog? If you want to learn more about how to help children develop better eating habits, take a look at our Fussy Eating Course.

Overtiredness is something that most of us will suffer in our lifetime. We can become overtired for a number of reasons such as broken sleep, overstimulation and illness.

It can happen a lot in childhood where a child is refusing to go to sleep and eventually the overtiredness kicks in which makes it even harder for them to go to sleep. But what impact can it have and what can we do to avoid it?

What is overtiredness?

Overtiredness can be experienced after just a single day of not enough sleep or it could be chronic because people have missed out on enough adequate sleep for a long stretch of time. It can also be described as sleep deprivation. Some people will suffer the effects more than others – some can go for quite a few days before the effects hit them whereas others will be affected pretty quickly.

Overtiredness has a range of symptoms including a lack of clear thinking, changes in mood, fatigue and restlessness among others.

When it comes to children, symptoms can be less obvious than those in adults as children tend to require more sleep each day. Just missing a nap or going to bed later than they usually do can cause overtiredness as well as broken sleep from waking through the night. Adults can easily verbalise what they are feeling whereas children find it harder to let people know they feel which is why it is important to know the signs and keep your eyes out for them.

The problem with overtiredness is that once you are overtired, it can be incredibly difficult to fall asleep – and even if you do fall asleep, it can be hard to stay asleep for the whole time you actually need to.

What effects can sleep deprivation have on children?

Studies have shown that sleep deprivation can have some awful effects on children. These include a poor immune system, stunted growth and potentially having more excess weight than those who don’t suffer from it. Sleep loss causes an increase in ghrelin levels and a decrease in leptin levels which may cause overeating. It can also increase the risk of depression later in life, a misdiagnosis of ADHD and other disorders and much more.

You may also notice that children suffering from overtiredness have difficulty with their emotional control and difficulty concentrating. Have you ever noticed that when a child is overtired, they can have a massive tantrum, seemingly over nothing? They may also be quite irritable.

How common is overtiredness?

It is actually a very common sleep problem in children with many sleep professionals claiming that the majority of their work is related to overtired children. The cycle can be incredibly hard to break – it becomes a vicious circle of finding it hard to fall asleep and stay asleep which in turn means becoming even more overtired.

It is also quite a big problem in adults too due to various reasons such as over-stimulation from spending a lot of time on their phones or watching TV. Adults find it quite difficult to switch off, sometimes even more so than children.

How much sleep should children be getting in early childhood?

The WHO guidelines provide recommendations for the amount of time in a 24 hour day that a child under 5 years of age should spend being physically active or sleeping for their health and wellbeing.

The recommendation for infants less than one year old is anywhere between 14 and 17 hours sleep between 0-3 months and 12 and 16 hours between 4-11 months. Those children who are between 1-2 years of age should be getting 11 and 14 hours of good quality sleep and 3-4 year olds should be getting between 10 and 13 hours.

How can you help a child to overcome tiredness?

It may seem like an impossible task to help a child overcome overtiredness but there are a few ways you can help them to overcome it. It can be hard to settle them ready for bedtime but making sure they are calm beforehand is super important.

Some ways you can do this include:

• Avoid stimulating activities prior to bedtime – this includes watching TV, tablet time or games consoles.
• Keep the room quiet and cool – Avoid having any overstimulating items in the child’s bedroom. Keep it cool and quiet and then also dark when it comes to bedtime.
• Have a routine – A bedtime routine is so important. Younger children may have a bath, feed, story and bed whilst older children might just have the bath and the story but knowing they have this everyday can make it a lot easier to fall asleep.
• Alleviate any fears – A reason many children struggle at bedtime is because of anxiety. Trying to help them to overcome their fears can definitely help with getting them to actually fall asleep.

If your child is already suffering from overtiredness then look for signs of tiredness from them so you can determine their perfect sleep schedule and if the child is older, make sure they avoid unnecessary naps to avoid difficulty sleeping at bedtime.

With the difficulties that overtiredness can cause, it is important to seek help where possible. The London School of Childcare Studies are passionate about healthy sleep and supporting sleep in children. Their wonderful Sleep Programme course is a great way to learn the best ways to help children through their sleep difficulties. Armed with the techniques and knowledge to help support parents with their baby or child’s sleeping, you can help find the solution to their individual needs.

Overtiredness can be awful but there are ways to get through it.

Did you enjoy reading this blog? If you want to learn more about helping children with sleep, take a look at our Sleep Practitioner Course.

As a carer, the routine kindness and support you give others may bring feelings of fulfilment and enhanced meaning to your life. However, if your selfless, caregiving work entails long hours or perhaps even a 24/7 schedule, you may feel increasingly drained, both physically and mentally, with pent-up emotions teetering on the brink of meltdown. Especially so if you juggle caregiving work with other commitments such as another job or looking after your own young family.

It’s clear that the stress and fatigue of caregiving could lead to more serious health problems such as depression and high blood pressure if you do not take enough time to look after yourself and respond to your own health needs. Therefore, redressing the balance with some self-care routines that nourish mind, body and soul can help keep you on an even keel.

Doesn’t self-love equate to selfishness?

You might wonder how you can find time for the TLC you deserve, especially if you attend to the needs of a sick or vulnerable loved one who may require habitual reassurance of your presence. And how can you justify taking time for yourself without feeling guilty? The simple answers are you may just have to accept that little inner voice accusing you of being selfish and indulgent. However, acceptance does not presume agreement! Rather, try pausing for a moment to think rationally and not just emotionally; you will realise that loving yourself is of paramount importance to your work as an effective, loving caregiver. Fundamentally, self-care is not selfish and indulgent, because in the long run, it will help you stay healthy, resilient and better enabled to give others the care they need.

The greatest love of all

History tells us that around the year 270 AD, a holy priest named Valentine ignored the Roman emperor’s orders banning marriages and continued to perform them in secret. Once his actions were disclosed, Valentine was executed and thus became a martyr for his cause. In modern times, Saint Valentine’s Day is celebrated not for acts of martyrdom, but in order to show appreciation for a loved one such as a partner or spouse, perhaps offering them a card or gift, or enjoying a meal out together in a nice restaurant. While demonstrating love for others can certainly make us feel good, we should also remember that self-love is the greatest love, and our greatest ally towards overall physical health and mental well-being.

Essential tool kit for self-care: eat-move-rest-connect

1. Eat. True love for yourself starts with giving your body the nutrients it craves and deserves. Forget fad diets and so-called ‘superfoods’ – there’s no cutting corners on this – you need optimum nutrition: fruits, vegetables, wholegrains, lean protein, low-fat dairy (or vegan substitutes) and healthy fats. A good place to start is with the Eatwell Plate: https://www.nhs.uk/live-well/eat-well/the-eatwell-guide/.

2. Move. Exercise benefits health, but if you don’t like ‘exercise’ per se, then don’t call it that! You really don’t have to don lycra, join a gym, follow Joe Wickes or subscribe to Davina McCall (unless you really want to!) And if you find the gym environment soulless and depressing (and honestly, you’re not alone) then just aim to move your body – a little bit, every day, and if possible, outside. Or just use any odd moments you may have in the day to dance along to some upbeat music. It might only be for a few minutes at a time, but it will make a world of difference to your mood and your levels of fitness and energy. According to the NHS: ‘Adults should do some type of physical activity every day. Any type of activity is good for you’. Along with specific aerobic hobbies such as cycling and swimming, everyday tasks such as housework and gardening are beneficial, too. Remember the mantra… ‘Any activity is better than none’:

(https://www.nhs.uk/live-well/exercise/)

3. Rest. Obviously, a good night’s sleep helps refresh a jaded mind and revive a weary body; but rest is about more than sleep. Regular breaks during your working schedule will also help you cope with the rigour of caregiving. A break of about 20 minutes can lift your spirits and enable you to fully re-focus your attention on providing first class, compassionate care. Your rest might consist of a power nap, reading a chapter of a book, browsing a magazine or simply chatting with a friend. However, to gain the most from your rest period or ‘time out’, it’s important to let your mind engage with activities and topics that are distinct from your caregiving role.

4. Connect. Supportive family and friends are people you can fully trust; they accept you as you are, listen to your fears and love you unconditionally, wrapping you with kindness when you feel down. A support system of like-minded carers who understand your specific dilemmas and concerns may also be able to help and advise you. However, choose your support groups wisely as they should include people who are concerned about your own overall well-being in addition to the specific care needs of your clients or loved one.