A chromosomal condition, Down syndrome is characterized by an extra copy of genetic material in place on the 21st chromosome. This can be either complete (trisomy 21) or partial (e.g. caused by translocations).

Depending upon chance and genetic history, the effects of the extra copy may vary from person to person.

Caring for a baby or child with Down's syndrome

Generally, Down syndrome manifests at a rate of approximately 1 per 733 births.  Statistically speaking, it is more common for older parents (mothers and fathers) to produce children with Down syndrome because of increased mutagenic exposures. Frequently, people with Down syndrome exhibit some cognitive impairment as well as impairment of physical growth. Additionally, many people with Down syndrome possess a particular set of facial characteristics. The cognitive abilities of people with Down syndrome are often impaired. They may experience disabilities in the mild to moderate range.

With proper family support, enrichment therapies, and tutoring, many children with Down Syndrome have graduated from high school. http://www.nzdsa.org.nz/.  One in a thousand babies born in New Zealand has Down syndrome. That averages out to at least one baby being born with Down syndrome weekly.

While people with Down syndrome may exhibit typical characteristics of the disease, they also bear a family resemblance to their own family members. Of course, there are typical characteristics that are often seen in people with Down syndrome; however, individuals usually only exhibit a few of these. Every person is unique and possesses his or her own appearance, strengths, and abilities. You cannot judge the mental capacity of a child with Down syndrome by the extent to which s/he exhibits the typical physical characteristics.

What possible learning problems could a child with Down syndrome have?

People with Down syndrome are each unique. Their abilities vary greatly; however, there are some typical problems children with Down syndrome may face:

• Trouble translating ideas into words.
• The skill to select words but difficulty saying them aloud.
• Fine motor skills may be limited, and this may cause them to be unable to write by hand; however, they can usually use a computer keyboard.
• Can understand a lot of words but may have problems with retaining and then saying them.
• Trouble learning how to read.

What are the social difficulties that children with Down syndrome must deal with?

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Children who have Down syndrome tend to be very social.

But: Children with Down syndrome might feel socially alone because of their uniqueness.

The majority of them have a hard time keeping up with peers cognitively, emotionally and physically due to social immaturity.

It may be difficult to create relationships with non-Down’s kids.

My little one seems to have a hard time sucking. Is it possible for me to do something about it?

These are a few suggestions:

• Have patience. Babies with Down syndrome may have a protruding tongue and poor muscle tone which can make feeding time difficult and time-consuming.
• Many babies have a hard time coordinating breathing, swallowing, sucking and keeping a tight seal. To assist your child with nursing, lift your infant’s chin up.
• Be sure your baby is awake and alert at feeding time. There are babies who have difficulty eating due to being tired. They must be completely awake prior to eating so they can fully focus on the task.

What positive traits do children with Down syndrome usually have?

Here are some of the strengths children with Down syndrome may exhibit:

• Work and play well with others!
• A very friendly outlook.
• Kindness.
• Generosity.
• Attentiveness to visual stimulation.

Do children with Down Syndrome make friends easily?

In multiple ways, children with Down syndrome are just like other children. They, too, want to enjoy life, play, learn about things, and freely and safely experience emotions and moods. You should present your child with frequent opportunities to have these experiences. Play and interact with your child as you would with any other boy or girl. Assist your child by making new places and people a positive experience.

With early intervention programs, children with Down syndrome can have the best chance of success with social, language, and motor skill development.

Additional Problems with a Down’s syndrome child:

• Short attention spans are common with pupils with Down’s. Provide chunks of learning. Give direct instruction in short periods at intervals to insure successful learning. For the greatest success in learning, you should introduce new materials bit-by-bit in sequential order and measured steps.

• Easily Distracted: Down’s students are often distracted. Here are some strategies you can employ to keep distractions at a minimum:
1. Prevent students from going to the window.
2. Make sure your environment is very structured and orderly.
3. Control noise and keep a peaceful atmosphere.
4. Make your expectations and rules very clear.
5. Establish routines and keep surprises to a minimum.

• Speech and Language: Children with Down’s syndrome typically have problems with articulation and with hearing. Occasionally they will need speech/language assistance and a large amount of direct instruction. Sometimes facilitated or augmented communication techniques will help support clear communication. Utilize patience and model the correct interactions each time.

Dysgraphia is medical terminology that comes from the Greek. The prefix “dys” means ill or difficult. The root word “graph” means writing. The suffix “ia” means condition of.

Child care tips Dysgraphia

Dysgraphia is termed a neurological disorder affecting handwriting by the International Dyslexia Association. This is different from the classifications used by other organizations. Nonetheless, dysgraphia is usually thought of as a neurological disorder affecting the fine motor skills in general. Affected are the ability to recognize and understand the relationship between letters and sounds, letters themselves, written words and spoken words. Therefore, constructing words and spelling will be quite difficult.

Writing Disabilities and their Affects: Naturally, if a person has a writing disability, this will negatively impact his or her ability to write in a linear and tidy fashion. Handwriting might look strange and letter, numbers and signs might be wrong or mixed up. People with Dysgraphia may have problems with punctuation. This can cause confusion and difficulty in writing well and expressively.

A person with Dysgraphia might have problems explaining and translating ideas into writing. Similarly, since Dysgraphia is a processing disorder, it may also involve problems with the processing of all kinds of visual information, such as symbols and graphs. A person with Dysgraphia might experience problems ordering such information.

Dysgraphia is not linked to intelligence level. A person may be very intelligent and still have Dysgraphia. Be that as it may, Dysgraphia is a writing disability that can exist along with other learning disabilities. Being a neurological condition, Dysgraphia may manifest as a learning disability of mild to moderate proportions.

Dysgraphia

Children and Writing Disabilities: During the course of a person’s life, the level of difficulty experienced with this processing disorder may vary. Throughout the normal development stages of the life of a person with Dysgraphia, the level and severity of the disorder may fluctuate.

Dysgraphia is usually noticed in children when they begin learning how to write. It will generally persist throughout the school years. Even with specialized and focused tutoring, a person with Dysgraphia may have problems creating letters all of a similar size and spaced correctly. Handwriting may be messed up and unorganized, with misspelling or simply incorrect words.

Fortunately, because dysgraphia is a learning disability, there are alternate teaching methods that can offer strategies that enable the student to work around the problem. Each person with Dysgraphia needs a specialized program because the disorder can affect different people in different ways. Some may have problems with writing, some with fine motor skills in general, still others might have problems remembering the shapes of letters and how they work together to form words.

Nonetheless, for both instances, the technique of special needs support must be carried out every day to obtain good results. In a few situations, more specialized classroom help can be given through a learning aid. Some possibilities are computer use instead of handwriting, the use of Dictaphones, and for reading, raised or color coded text.

10 Tips For Positive Child Care

Child care tips

1. Encourage The Child When a child does something right or well, give praise straight away. Your encouragement will show them that you believe they can do it – and give them more confidence. Did you know that if a child gets a negative message, it takes nine positive ones to wipe out the single negative?

2. Teach Them By Example Children are continually watching and learning behaviors. They take particular notice of what adults are doing and saying. Are you behaving in a way that you wish the child to emulate? Take time out to check your own behavior.

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3. Role Play Do you get mad when your child copies the bad behaviour of a playmate? Children learn their social skills through play – so teach them! Let the child take the lead and gently correct them if needed. Don’t tell them they’re doing something ‘wrong’ – it crushes self esteem.

4. Don’t Give Up!

Caring for children is exhausting, worrying and often seems like a thankless task. There is no ‘perfect babysitter’ or ‘perfect parent’. Do the best you can with what you’ve got. Accept that everyone makes mistakes sometimes and don’t be afraid to ask for help.

5. Set boundaries and stick with them Children feel much safer if they have limits and boundaries. They will constantly test them, to make sure that they are still there. Keeping those limits reassures the child that you love them and that they are safe.

6. Be Strong For The Child If the child tells you something bad that has happened – don’t react negatively or with anger. Work together to find a way through any problem. That way, the child will continue to trust you with their worries – and there will be many!

7. Stay Calm Learn not to react to negative or ‘bad’ behaviour. If you’re angry, let the discipline wait. Take a little time out to regain control. This will help you to work on an appropriate reaction.

8. Don’t Bribe…reward! Bribing sends the child a message that they only have to behave badly to get what they want. Reward good behaviour with a non-material treat such as reading the child a favorite story.

9. Prevent Boredom If children get bored, they start to look for mischief! Give them things to do and eventually they will be able to find their own amusement. Don’t over-do it though – kids need their own space, just like you!

10. Don’t be afraid of discipline Discipline is not shouting, smacking, or threatening punishments. It’s a quiet, calm way to teach, reinforce and show consistent behaviour. Your ‘time out’ strategy will get rid of anger and frustration allowing the discipline to be carried out in a firm, yet loving way.

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Tips for Toddler Tantrums

People who haven’t got kids often look on in horror as they see overwrought parents getting angry with an out-of-control toddler. That poor child! Run the same scene in a few years time and those same onlookers (now parents themselves) would find all of their sympathy with the parent!

Toddler tantrums are horrible. Period.

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Child experts say that tantrums are not usually caused to push parent’s to their last limit – although they often do! They are apparently a normal part of growing up. A toddler having a tantrum is learning control and independence. So it’s important that a person in charge of a complete brat takes the lead and teaches the right way to achieve that control and independence. The situation needs to be managed to reduce the stress on everyone involved – including the toddler.

Begin by simply observing when the child’s behaviour is usually best – and worst! Keep a ‘tantrum’ chart for a couple of weeks and note down obvious triggers such as feeling hungry or tired, bored or over stimulated or frustrated. See if a pattern emerges. Knowing when, where and why will help you (and anyone else who is caring for your child) to develop avoidance strategies.

Keep the chart going once you start to implement your coping strategy to identify what works and what doesn’t.

If you are a babysitter, ask the parents about tantrums, prior to taking the job. If the child has them – how are they commonly triggered and how does the parent usually deal with it?

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Once a behaviour pattern has been identified, try and avoid ‘triggers’ such as grocery shopping, during the child’s ‘bad’ times. Listen hard to your toddler and appreciate that often, a tantrum is due to a feeling or need that the child is trying to communicate to you – and sheer frustration that you’re not getting it! This could be something really simple like being hungry, thirsty or needing the bathroom.

Avoid buying a child’s good behaviour with a bribe as they will soon learn to manipulate that and it will only prolong bad behaviour.

Instead, heap praise on good behaviour and reward it in a non-materialistic way – such as reading them a favorite story or a trip to the park. Food and drink rewards can set up bad habits for later life.

Once you have set out your ‘terms’ don’t ever back down. If this means leaving the store without your groceries then so be it. If the behaviour magically rectifies by the time you reach the car – you still get in and drive home. The child needs to know that you will carry through.

The good news is that tantrums do pass. They usually diminish as the child’s ability to communicate grows. Before you know it, they’ll be onto the next stage which will bring its own new problems! Getting a handle on their behaviour as early as possible lays good foundations for making life easier in the future. Good luck!

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I’m Scared Of The Dark! Helping A Child To Overcome Night Fears

It’s very common for children to be scared of the dark. They may have always been scared – or they may have no fear for a long time and then suddenly, inexplicably develop one. Child experts believe that some children are just naturally prone to suffering from night fears. Or an experience may have created a new fear which then manifests itself as a sudden fear of the dark.

Looking For Reasons

Have there been any changes to the child’s life recently? Any of these events can trigger new fears in a child:

Death of a member of the family, friend or pet
New baby in the family
House move
New child care provider
Different pre-school schedule or a change to an existing one
Change in family status due to redundancy or similar
Have they been significantly upset by a scary story or TV program or cartoon

How To Help The Child

Don’t try to make a joke of the fear. It’s real to the child and that’s what matters. You may think you’re making light of their fear by poking fun at it, dismissing it or teasing them about it – but this is known to be unhelpful. It can make the fear last longer and worse, affect the child’s trust in you.

However small the child’s fear seems to you, always listen to them with patience and sympathy. Avoid becoming exasperated or annoyed at the child. You are there to be supportive and work towards a solution. Any sign of derision will be counter-productive.

Give the child something to ‘fight back with’. Create some form of ‘protection’ for them. This could be a superhero toy or special anti-monster potion (water in a simple spray bottle) or a cartoon character flashlight. This will give the child back some of the power that the fear takes away.

Don’t insist that the child sleeps in the dark. If you were scared of spiders, how would you like to be forced to have a tarantula on your hand?

Nightlights (timed and continuous) are available. Leave a small bedside light on until you go to bed. Give the child a flashlight to use whenever they want. The need for light usually only lasts for a short time so allow the child this simple request. Try and play it down so that the child doesn’t become totally dependent on it.

Try and avoid having the child sleep with you. This is a difficult habit to break so it’s best not to start it. If they come to you, saying they’re scared, simply take them back to bed. Check the room out and reassure them that they are quite safe. If necessary, stay until the child settles.

Try not to worry too much about the fear. It is normal and happens to a lot of children. If you deal with it calmly and in a helpful way, it should pass within a few weeks or months.
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Kanner's or Classical Autistic Disorder

Kanner’s or Classical Autistic Disorder

This is the most familiar type of autism. The Diagnostic and Statistical Manual of Mental Disorders Fourth Edition Text Revision (American Psychiatric Association, 2000) states that, at this range, children with autism may experience mild to profound mental retardation. Here are the DSM-IV manual criteria for the diagnosis of Classical Autistic Disorder.

In order to be diagnosed with autism, a person must exhibit at least six symptoms from these 3 categories. Furthermore, these symptoms must be divided as follows: two symptoms from Section 1, a minimum of one symptom from Section 2, a minimum of one symptom from Section 3.

Section 1: Social Interaction (A minimum of two)

1. Difficulties with  non-verbal cues (e.g. eye contact and facial expression).
2. Difficulty conversing with people the same age.
3. Difficulty having shared interests with the same age group.
4. Lack of ability to display reciprocity socially or emotionally.

Section 2: Communication (A minimum of one)

1. Spoken language skills that are not normally developed.
2. A pronounced lack of conversational skills (unable to start or maintain conversations).
3. Repetitious language (e.g. constant repetition of a line from a song or movie or other phrase).

Kanner's or Classical Autistic Disorder

4. Repetitious and unvarying play.

Section 3: Repetition (A minimum of one)

1. Preoccupation with at least one interest in which the amount of concentration or focus is abnormally intense.
2. Is inflexible with routines.
3. Hand wringing, hand or finger flapping and other repetitious motor movements.
4. A constant obsession with specific items.

Additionally, the child exhibits delay in one or more of these areas:
• Creative play
• Social involvement
• Practical and spontaneous use of language.

What are the Physical Characteristics of People with Autism?

In his book, “Educating Exceptional Children: An Introduction to Special Education,” Mangal states that it is often not immediately apparent that a child is autistic based on physical appearance. This author maintains that autistic children do not differ physically from their non-disabled peers. Children with autism may exhibit very strong behavioral signs; however, they may simultaneously show no physical manifestations of the condition.

Per Thomas L. Whitman, who wrote: “The Development of Autism – A Self-Regulatory Perspective,” autistic children are quite often unusually attractive. However, there are children with autism who have some small variations in their physical characteristics and physique.

Large Head Size

One distinguishing feature of children with autism is a large head size. Children with autism may have a normal-sized head when born; however, it may increase in size at a rapid rate later on. According to research, autistic children typically possess a head measurement that is ten percent greater than that of their non-disabled peers

Kanner's or Classical Autistic Disorder

.

Excessive Hand Gestures

Children with autism may exhibit more hand gestures than normal. It is speculated that this may be because of a lack of verbal skills. Children with autism often use physical prompts such as pointing and gesturing rather than vocalizing their needs. Often they may act out with tantrums due to frustration at being unable to verbalize thoughts and needs.

Extremes in Activity Levels

Children with autism may exhibit extremes of activity levels from excessive activity to very low levels of activity. In her book, “Scientists Reveal that Autism and Hyperactivity have the Same Cause,” Dr. Angelica Ronald states that one-third of children with autism are hyperactive and inattentive.
In “Autism Is Not a Life Sentence,” by Lynley Summers and Jessica Summers, we learn that children with autism may experience periods of very low activity. It is quite common to observe a child with autism pacing, running to and fro, or running in circles for hours on end followed by hours of sitting still and staring.

Inconsistency in Motor Skills

Some children with autism are unable to perform simple tasks such as getting dressed, using eating utensils, balancing or hopping on one leg. Simultaneously, these children may also have talents such as playing music, drawing, or simply arranging their toys in a very complex manner that seem to be in the gifted range. There is no specific developmental pattern that can be applied to the development of motor skills in children with autism. They may perform at an extremely high level in some areas while being completely incapable of normal performance in other areas.

Additional Physical Characteristics

The physical characteristics of children with autism include:

• An apparent lack of interest in people
• Avoidance of eye contact
• An apparent lack of interest in toys
• Over-sized eyes and ears
• Pale skin tone
• Repetitious behavior such as head shaking and/or banging and hand-flapping
• Low muscle tone and an uneven gait
• Emotional outbursts and aggression

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Sudden Infant Death Syndrome or SIDS kills more than 2,000 babies in the US each year and around 45 babies in New Zealand. They are most commonly aged between 2 and 4 months and die in their sleep. The cause has always remained a mystery. Parents and Babysitters alike must read this article, and also the

However, recent breakthrough findings reported in the Journal of the American Medical Association show that SIDS is a disease. Even so, there are ways of minimizing the risk. Reading this could save a life.

How Did They Make This Discovery?

Researchers studied the brains of 31 babies who had died from SIDS and 10 who had died for other reasons. They focused on the medulla of the brain which controls involuntary actions, including breathing, controlling blood pressure and heart rate.

The medullas of SIDS babies were much more likely to have abnormalities in the nerve cells which respond to serotonin. Serotonin is a chemical that plays a major part in the regulation of breathing and sleeping.

They also found that there were more abnormalities in the SIDS boys than girls – which would help to explain why boys are twice as likely to die of SIDS.

What Does This Mean for SIDS?

It’s a huge breakthrough and may bring researchers nearer to developing a test to identify at-risk babies. At the moment, such a test is still a long way off as no early warning for SIDS has been pinpointed yet – so no-one knows what to test for yet.

But there are known methods of minimizing the risk of SIDS. These are methods that everyone caring for a baby at any time should be aware of and follow.

Back to Sleep

The Back to Sleep campaign, started in 1992 has cut deaths from SIDS by 50%. However, their safety recommendations still need spreading far and wide.

Of the 31 deceased babies examined in the recent SIDS study, a worrying 77% had been sleeping on their stomach or side, or sharing a bed with an adult – or both.

Top Recommendations For Safe Sleeping

1. Always, always place the baby on his/her back for every sleep. This applies to night time sleeping and naps and every time the baby sleeps.

2. Make sure the baby is sleeping on a firm mattress which is covered by a tight fitted sheet. Never let a baby sleep on pillows, quilts, sheepskins or anything soft.

3. Keep the entire sleeping area clear of soft toys or objects, pillows, blankets, quilts, sheepskins and pillow-style bumpers. The baby can sleep quite happily in a ‘onesie’.

4. Don’t have the baby sleep with you (or with others) in a bed, on a couch or in an armchair. If you breastfeed the baby in your bed – put him/her back into their own sleeping area once you’re done.

How Can These Help?

Put simply, SIDS babies don’t seem able to sense if oxygen is low and rouse themselves. Following the recommendations can literally save a baby’s life.

Make sure that everyone who cares for the baby follows them at every sleep.
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They Won’t Let Me Babysit! How To Break The Child / Parent Deadlock

OK kids, let’s start with you. You want to babysit. You want it more than anything and your parents just won’t let you. It seems so unfair, right? They don’t get that you can be mature and responsible. They’re treating you like a baby and you’ve had enough!

Hey Mom and Dad – it’s a scary time, isn’t it? You little baby is getting so grown-up in some ways. But in many other areas they still have a loooong way to go! They don’t seem to get what a responsible job babysitting is and you’re frightened for them. What if they hit a situation they can’t deal with? There’s no way you’re going to put them in that position…yet.

Time Out!

Everyone has to give and take here so that a solution may be reached. Let’s look at this from both sides.

Child / Teen

If you want your parents to agree to what you’re asking for – you have to know their needs first. Why are they saying ‘no’ – did you ever ask them without throwing a fit? The chances are that they are worried for you. They understand how much responsibility a babysitter takes on. Are you ready for that responsibility? Really?

OK – How would you deal with the following babysitting situations?

A child won’t stop crying
A child gets sick and needs a bath and their soiled bed changing
A child cuts himself and needs sutures. His siblings are asleep upstairs…
A child starts to choke on a peanut

See – this is why your parents worry. If you’re not able to deal with all of those…and more, then you’re not ready.

So What Can I Do To Learn These Things

Show your parents that you understand the job by wanting to learn how to do it properly. There are DVD courses available – ask them to buy you one for Christmas or a birthday.

In the meantime…

You won’t get anywhere without communicating properly. Slamming doors is not the way to impress them that you’re mature enough to babysit.

You know those chores they keep asking you to do? Do them – demonstrate that you can be disciplined and work. And then do them without being asked – that shows initiative. It might be dull but so is a lot of work – do you want this or not?

Parents

Make time to discuss why you are saying ‘no’. It won’t stop your child wanting to babysit – it just makes them crazy. If they know why you’re refusing, it gives them a chance to do something about it. Kids can reason if they know what they’re up against.

Communication is key. Kids do want to talk to you, despite the way they behave. Take the time to get to know your kids and let them know you – relationships are two-way.

Support them – if they really want this, help them to learn what they need to know.
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An orofacial cleft is a birth defect in which an opening is present in the lip and/or roof of the mouth (palate). This condition is due to incomplete development during the early formation of the fetus.
In the US, one or two in every thousand babies are born with cleft lip or cleft palate every year. It is a very common birth defect. The rate of clefts’ occurrence is higher in children of Asian, Latino, or Native American descent.

Hints for childcare workers and parents

The positive side is that both the cleft lip and cleft palate can be treated. Usually, a child born with cleft lip or palate can successfully have corrective surgery within the first year and a half of his or her life.

What you should know about oral clefting: During the first trimester of pregnancy, the palate and/or lip of the fetus may fail to fuse completely. This is the cause of an orofacial cleft. A cleft lip might look like a tiny nick in the edge of the lip only or go all the way to the nose. It can possibly go to the gums.

There are variations in the degree of cleft palate. It may consist of a soft palate defect only, or it may extend as a cleft through the hard palate. Palate and lip develop separately; therefore, a child may be born with one or the other cleft or both.

There are three general categories of cleft defects:
1/ Cleft lip alone.
2/ Cleft palate alone.
3/ A combination of cleft lip and cleft palate.

Clefts may be one-sided (unilateral) or two-sided (bilateral). Boys will more typically have cleft lip without cleft palate. Girls will more typically have cleft palate without cleft lip.

Generally speaking, it is much easier to identify a cleft lip because it can be seen; whereas, a cleft palate cannot. Cleft lips are normally found during a prenatal ultrasound, but it is more difficult to discover a cleft palate, since it may not show up in an ultrasound.

Cleft condition may be identified in-utero; however, it cannot be treated until after the baby is born and a physician has examined and diagnosed the condition.

Infants who have only a cleft lip will generally have fewer problems eating than those who have a cleft palate. A newly born infant may have feeding difficulty if it suffers from a cleft palate. Usually, the palate keeps food and liquids from going into the nose. When a baby has a cleft palate that has not been repaired, it can cause problems sucking on a standard nipple. In this case, it is necessary to provide a special nipple and bottle and position the baby properly for feeding. The caregiver learns how to feed the baby using these techniques before going home from the hospital. The child’s physician will keep a close eye on how much the child weighs.

The typical age period for repair of a cleft lip is between three and six months. If a child has a very wide cleft in the lip, s/he may need a procedure known as lip adhesion or it may be necessary to utilize a device known as a molding plate, which will draw the parts of the lip closer so that they can be repaired. When a child has a cleft lip that has been repaired, there will be a scar on the lip beneath the nose. Surgery is completed while under general anesthesia and in a hospital.

The normal age at which a cleft palate is repaired is in the range of nine months to one year. In repairing the palate, soft palate muscles on either side are connected. This creates the normal barrier between the nose and the mouth. The patient is hospitalized for two nights after cleft palate surgery, which is done using general anesthesia.

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Congenital talipes equinovarus (CTEV), also known as club foot, [1] is a congenital deformity in which one or both feet are affected. [2] The affected foot appears to be rotated inward at the ankle. There are two different classifications of TEV: Postural TEV or Structural TEV.

for both Dysgraphia and Club Foot Article

If left untreated, a person with this condition will look like they are walking on their ankles, or on the sides of their feet. It is not an unusual birth defect, happening in almost one in each 1,000 live births. About half of the people have bilateral clubfoot. In the majority of situations, it is an isolated dysmelia. This afflicts men more frequently than women by a ratio of 2:1. Animals, especially horses, are afflicted with a condition with an identical name.

Clubfoot cases are classified according to the cause of the problem. Genetic factors, like Edwards syndrome, in which three copies of chromosome 18 are present, are what cause structural cTEV. Other causes of Structural cTEV include growth arrests at approximately 9 weeks and compartment syndrome of the affected limb. The influence of genetics is significantly greater when there is a family history. In the past, it was thought that postural cTEV could be brought on by external factors in the last trimester, such as intrauterine compression from oligohydramnios or from amniotic band syndrome.

However, this is in direct opposition to findings that cTEV does not occur more often than normal when there is restricted intrauterine space. [4] In addition, another known cause is breech presentation. [citation required] cTEV is seen fairly regularly in those with Ehlers Danlos Syndrome as well as some other connective tissue disorders, like Loeys-Dietz Syndrome (see www.loeys-dietzsyndromecanada.org). TEV might be linked with additional birth defects like spina bifida cystica.

Aspergers Disorder is a lifelong condition that is usually not diagnosed until a child attends school. Usually the child does not exhibit a cognitive delay of any kind and can actually have above normal intelligence. This is the primary reason that a child remains undiagnosed until he or she attends school and is expected to socialize. Social inadequacy characterizes this disorder, as opposed to mental retardation, which is present in other kinds of autism.

Aspergers Disorder

The following criteria are utilized in order to make the diagnosis of Asperger’s Disorder, per the Diagnostic and Statistical Manual of Mental Disorders Fourth Edition Text Revision (American Psychiatric Association, 2000):

Social Interaction Impairment (A minimum of two):

1. Inability to understand non-verbal cues, such as facial expressions, or maintaining eye contact.
2. Difficulty in establishing social relationships with others of the same age.
3. Lack of ability to enjoy interests that others of the same age enjoy.
4. Lack of ability to demonstrate social or emotional reciprocity.

Repetition (A minimum of one):

1. An intense involvement with one or more interests, the focus or concentration of which is not normal.
2. Is inflexible when it comes to routines.
3. Repetitive motor movements, such as hand or finger flapping and hand wringing.
4. Continual involvement with certain items.

Social, academic, or occupational dysfunction can occur as a result of this disorder. Language and cognitive abilities are not delayed, and self help skills develop normally.

Child Disintegrative Disorder

Info about Aspergers Disorder in Children

Severe mental retardation is present with this kind of autism, and up to age of two, the child develops normally. The child exhibits age-appropriate development in such areas as verbal communication, non-verbal communication, social relationships, play, and adaptive behavior (American Psychiatric Association, 2000).

Prior to the age of 10, the child will exhibit a loss of these developed areas in a minimum of two of the following areas:

1. Language that is meaningful or friendly
2. Social Skills
3. Toilet control (bladder and bowels)
4. Play
5. Motor Skills

In addition, the child will exhibit impairment in a minimum of two of the following areas:

1. Social Interactions (for example with nonverbal behaviors)
2. Communication (for example with spoken language)
3. Repetitive behavior (interests and motor gestures that are limited in scope)

This kind of autism is less prevalent than Classical Autistic Disorder and is noted more frequently in males (American Psychiatric Association, 2000).

All infomation for this article gathered By Tessa Bishop Invercargill New Zealand

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A number of abilities are affected by cerebral palsy, which is why this condition is sometimes described as a group of disorders. The constellation of symptoms it presents may affect thinking, seeing, hearing, learning, movement, and other brain and nervous system functions.

Bunnie in a cup, babysitter graphic

Spastic,  ataxic,  dyskinetic, hypotonic, and mixed are among the possible varieties of cerebral palsy.

Both injuries and abnormalities of the brain can result in cerebral palsy. The majority of these issues manifest as the baby develops in the uterus, but they can occur at any time before a child turns two, a time during which the child’s brain is still developing.

Some people with cerebral palsy have low levels of oxygen (hypoxia) in some parts of the brain. The reason that this happens is unknown.

Babies born prematurely are slightly more likely to develop cerebral palsy.

There are several conditions that may cause the onset of cerebral palsy in early infancy. They include:
• Severe jaundice
• Head injury
• Bleeding in the brain
• Infections in the mother during pregnancy (e.g. rubella)
• Brain infections, such as encephalitis, meningitis, herpes simplex infections

Sometimes the cause of cerebral palsy remains a mystery.

People with cerebral palsy may exhibit a variety of symptoms, and each case is different.

Symptoms Vary
• They may be quite mild or severe
• They might involve only one side of the body or both
• It is possible for symptoms to be more pronounced in either the arms or legs.

Alternately, symptoms may involve both the arms and legs. It is typical for symptoms to be seen before a child reaches the age of two. Sometimes symptoms manifest as early as 3 months. Developmental stages such as rolling, sitting, crawling and walking may be delayed, and this may give parents a clue to problems. Cerebral palsy can take many forms. Occasionally, a patient will present with multiple symptoms.

In the most common type of cerebral palsy (spastic type), the muscles are quite tight and incapable of stretching. Additional tightening may occur over time.

• Abnormal walk (gait): arms tucked in toward the sides, knees crossed or touching, legs make “scissors” movements, walk on the toes
• Joints are tight and do not open up all the way (called joint contracture)
• Muscle weakness or loss of movement in a group of muscles (paralysis)
• The symptoms may affect one arm or leg, one side of the body, both legs, or both arms and legs

The following symptoms may occur in other types of cerebral palsy:
• Abnormal movements (twisting, jerking, or writhing) of the hands, feet, arms, or legs while awake, which gets worse during periods of stress
• Tremors
• Unsteady gait
• Loss of coordination
• Floppy muscles, particularly at rest, and joints that move around too much

Other brain and nervous system symptoms:
• Reduced intelligence or learning disabilities are common; however, intelligence can be normal
• Speech problems (dysarthria)
• Hearing or vision problems
• Seizures
• Pain, especially in adults (which can be difficult to manage)

Eating and digestive symptoms:
• Difficulty sucking or feeding in infants, or chewing and swallowing in older children and adults
• Problems swallowing (at all ages)
• Vomiting or constipation

Other symptoms:
• Increased drooling
• Slower than normal growth
• Irregular breathing
• Urinary incontinence

Complications:
• Bone thinning or osteoporosis
• Bowel obstruction
• Hip dislocation and arthritis in the hip joint
• Injuries from falls
• Joint contractures
• Pneumonia caused by choking
• Poor nutrition
• Decreased communication skills (sometimes)
• Decreased intellect (sometimes)
• Scoliosis
• Seizures (in about fifty percent of patients)
• Social stigma

10 Tips For Positive Child Care

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1. Encourage The Child

When a child does something right or well, give praise straight away. Your encouragement will show them that you believe they can do it – and give them more confidence. Did you know that if a child gets a negative message, it takes nine positive ones to wipe out the single negative?

2. Teach Them By Example

Children are continually watching and learning behaviors. They take particular notice of what adults are doing and saying. Are you behaving in a way that you wish the child to emulate? Take time out to check your own behavior.

3. Role Play

Do you get mad when your child copies the bad behaviour of a playmate? Children learn their social skills through play – so teach them! Let the child take the lead and gently correct them if needed. Don’t tell them they’re doing something ‘wrong’ – it crushes self esteem.

4. Don’t Give Up!

Caring for children is exhausting, worrying and often seems like a thankless task. There is no ‘perfect babysitter’ or ‘perfect parent’. Do the best you can with what you’ve got. Accept that everyone makes mistakes sometimes and don’t be afraid to ask for help.

5. Set boundaries and stick with them

Children feel much safer if they have limits and boundaries. They will constantly test them, to make sure that they are still there. Keeping those limits reassures the child that you love them and that they are safe.

6. Be Strong For The Child

If the child tells you something bad that has happened – don’t react negatively or with anger. Work together to find a way through any problem. That way, the child will continue to trust you with their worries – and there will be many!

7. Stay Calm

Learn not to react to negative or ‘bad’ behaviour. If you’re angry, let the discipline wait. Take a little time out to regain control. This will help you to work on an appropriate reaction.

8. Don’t Bribe…reward!

Bribing sends the child a message that they only have to behave badly to get what they want. Reward good behaviour with a non-material treat such as reading the child a favorite story.

9. Prevent Boredom

If children get bored, they start to look for mischief! Give them things to do and eventually they will be able to find their own amusement. Don’t over-do it though – kids need their own space, just like you!

10. Don’t be afraid of discipline

Discipline is not shouting, smacking, or threatening punishments. It’s a quiet, calm way to teach, reinforce and show consistent behaviour. Your ‘time out’ strategy will get rid of anger and frustration allowing the discipline to be carried out in a firm, yet loving way.
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It is safe to say that infants are the most confusing children when it comes to babysitting. Since they cannot walk or talk (or if they can, they cannot do it well), they cannot communicate their needs to you. It can be quite tiring because they need a lot more care than older children. Most likely you will not be asked to babysit a child who is younger than three months old, so this article will encompass babies who are between three and twelve months of age. I will discuss their abilities and how you should take care of them.

Three Month old Babies

Three-month-old babies are able to smile and they enjoy doing it. Some of them are able to hold up their heads, but others cannot, so when you pick them up, be very careful. Since their hearing, language, and smell are developing, you should talk to the baby. They like the sound of the human voice. Do not feel silly because you think they do not understand you. I have found that babies are less likely to cry if you talk to them. Usually they must eat every 3-4 hours. The parents will let you know when the baby should be fed.

Four Month Old Babies

Babies who are 4 months old are not eating as often any more. Since they like to watch other people, if you are doing something with older children, put the baby in a location where it can see you. Although they can normally sit up by themselves for one or two seconds, stay right beside them. Do not walk away and leave them sitting up. They will fall and then, of course, they will cry. Most babies make many sounds at this stage, so you will have to learn to recognize happy sounds as well as those that indicate that the baby is unhappy.

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