Theodor Geisel, an American author and cartoonist, published over sixty children’s books during his lifetime, most notably Green Eggs and Ham, The Cat in the Hat, One Fish, Two Fish, Red Fish, Blue Fish, Horton Hears a Who!, and How The Grinch Stole Christmas!.  Not only did he publish under the name of Dr. Seuss but also under the names of Rosetta Stone and Theo. LeSieg (his name spelled backwards and used for books that he wrote that were illustrated by others).  And, like most authors, Dr. Seuss didn’t get published any easier than other famous writers, in fact, it took him 27 submissions before having his first book published.

Theodor Geisel was a cartoonist for many years but also worked as an illustrator for many advertising campaings including Flit and Standard Oil.  He also enjoyed work as a political cartoonisht for PM, a newpaper in New York City. As a member of the U.S. Army, Dr. Seuss worked in the animation department where he wrote Design for Death which later became a film that won the 1947 Academy Award for Documentary Feature.

Although Theodor Geisel had no children of his own, he spent his life creating for their pleasure, education and entertainment.  Few people are aware of his role in increasing literacy among our youth based on a report that was published in Life magazine in May 1954 outlining the illiteracy rate among school children in America.  The study reflected that children were not learning to read because the general opinion was that their books were quite boring.  In accordance with the study, William Ellsworth Spaulding of Houghton Mifflin completed a list of 348 words that he felt were important for children in the first grade to recognize (sight words).  This list was presented to Geisel who was asked to condense the list even further reducing the total word count to 250 and to prepare a book using only these words.  After nine months of laborious work on the part of Geisel, using 236 of the words on the condensed list, The Cat in the Hat was born.   Geisel had risen to the challenge presented him and created books that children literally couldn’t put down.  The books were a tremendous international success then and remain enormously popular today.

Theodor Seuss Geisel aka Dr. Seuss passed away on September 24, 1991 from throat cancer, being recognized as one of the most popular children’s book authors of all time.  His successes include selling over 222 million copies and his books which have been translated into more than 15 different languages.  In fact, in the year 2000, Publishers Weekly compiled a list of best-selling children’s books ever written and of the top 100 hardcover books written, 16 on the list were written by Geisel including within the top 13, Green Eggs and Ham, The Cat in the Hat! and One Fish Two Fish Red Fish Blue Fish.

Since Dr. Seuss’ death, based on his sketches and notes, additional books have been published including Hooray for Diffendoofer Day! and Daisy-Head Mayzie.  As a tribute to his phenomenal contributions, four years after his death, the University of California San Diego, University Library was renamed Geisel Library in honor of Geisel and his wife, Audrey, for their contributions toward and devotion to improving literacy among our youth.  Additionally,  the National Education Association established Read Across America which is observed in the United States on March 2 in celebration of Dr. Seuss, Theodor Seuss Geisel’s birthday.

For additional information on the life of Theodor Seuss Geisel, aka Dr. Seuss, including book titles, television and theatrical adaptations of his work, please visit the link below.
http://en.wikipedia.org/wiki/List_of_Dr._Seuss_television_adaptations#Television_adaptations

As a parent or caregiver, we must engage our toddler in activities that will encourage and teach safe movement skills as well as providing opportunities for learning through communication.  Simply allowing your toddler to entertain him/herself might lead to more lethargic entertainment and infrequent interaction with others.  Engaging your toddler in planned activities that encourage not just physical but social interaction will benefit both you and your child in terms of parent-child bonding, language development and opportunities to learn and grow both emotionally and socially.

Children, believe it or not, can become bored sometimes leading to irrational and even destructive behaviors.  This type of behavior can lead to other inappropriate behaviors more difficult to reverse and which could even be harmful to your developing child.  Planning time for structured activities interspersed with spontaneous activities offers your child a balance between opportunities to learn and learning opportunities.

As a parent that wants only the best for your child, taking time to research and plan activities to engage your toddler’s sense of adventure and his/her desire to learn is paramount to raising grounded children.  Many communities offer programs specifically geared to providing toddlers and children learning experiences.  By contacting your local or regional library, school system or simply reviewing your telephone book, you’ll be surprised at the number of resources available to you for activities you can participate with your child.  Additionally, there are many online search engines and books providing invaluable information on this subject.

So remember parents, being a parent is just like being a teacher.  Although teachers are college educated and trained to provide learning opportunities and experiences for children of all ages, there should be no difference in your level of preparation.  Teachers don’t simply wake up in the morning, walk into their classrooms and “wing it” and neither should we.  Teachers research, prepare and plan using every resource available to them.  When parenting a toddler or any aged child for that matter, moms, dads and caregivers should be equally prepared and enthusiastic in order to provide quality learning opportunities and experiences for and with your child.  Young children are like sponges, eager and willing to absorb anything presented to them.  We should take every opportunity given us to “teach” our children and insure that experience as many things during this stage of developmental in their lives because as many of us have learned, as the child gets older, suddenly he/she knows it all.

All Rights Reserved.  Use of any part of this article without prior written consent of the author, Randa Williamson Maloy is an infringement of the copyright law.  Permission to print or republish must be granted by the author in writing.

Learning to communicate and interact with your new baby will be done daily through some of the simplest activities such as the basics like feeding your child, changing his/her diapers, bathing and putting the child down for naps or at bedtime (if there really is such a thing with an infant).  While doing these necessary tasks you can engage in simple play.  Infants like toddlers, adolescents and teenagers need daily parental interaction.

Let’s begin with some basics.

Birth to Three Months:

During the first three months of your child’s life, things will be new to both of you.  Your child is attempting to adapt to life outside the womb where it was always warm, he/she received nutrients without any effort on their part and basically “life was good”.  On the outside, they will become fussy in an effort to communicate their most basic needs to you.  In fact, the first three months you’ll experience the most fussy behavior of all.  Understanding this simple fact will help you recognize the need for you to maintain your composure and not allow the “learning process” to agitate you.  Your child will sense your frustration which can lead to more fussy behavior.    You little baby will begin developing into a “little person” very quickly and will be demonstrative of the attainment of developmental milestones.    At this point in their development, human interactions such as body awareness and verbal communication are important.

• Talking to your Baby.  When you were pregnant you probably spoke to your baby, at least I did.  I had regular conversations as if he was being held in my arms.  Talking to your infant should be no different.  It doesn’t matter what you say as long as you are engaging.  Your baby finds comfort in your voice.  By communicating regularly with your baby, even before he/she can respond using words, you are modeling verbal communication which will one day elicit words from your child.  Establishing eye contact while talking is very important as your child will know that you are speaking directly to him/her.  Be yourself.  Your child doesn’t care if you’re talking about washing dishes or feeding the dog.  He/she will show delight in just hearing your voice and feeling your touch.
• Sing to your Baby.  Okay, moms and dads, this isn’t American Idol auditions we’re talking about.  Who cares if you can sing or not.  Your baby will “light up” hearing you sing to him/her.  Singing to your child accomplishes several things.  For starters, if you sing when your child is calm it can have a calming effect on them when they are not.  Secondly, by singing songs to your child he/she will eventually learn the lyrics and will be able to sing along with you.  Additionally it has been suggested that your child will more likely sing to his/her children one day as well.
• Dance with your Baby.  Babies enjoy being cuddled as much as they delight in movement.  Playing music and gently moving about with your baby will provide a wonderful bonding experience.  Children enjoy music from most genres.  However, I’d recommend something that is soft and comforting vs. rock and roll in the early months.  While dancing, provide support for his/her neck and avoid any jerking movements that could startle and injure your child.

Infants grow quickly, in fact so quickly that you’ll probably get very little use of the adorable infant clothes that your purchased or received as gifts.  However, this growth isn’t just physical in nature.  A child’s brain is also growing rapidly as you’ll notice as he/she reaches developmental milestones.  Let’s look at what you can expect of your child from four to six months of age.

Four to Six Months:

During the first three months of your child’s life a lot of learning took place.  Perhaps you were able to recognize a lot of it, perhaps you were not.  The next three months, however, will certainly provide developmental milestones that you will recognize and delight in yourself.  During the months four through six of your child’s life, he/she will develop social, motor, visual and language skills.  Encouraging this growth through play and interacting with your baby is very important.  This is also a great time to encourage sibling’s participating on a higher scale than the first three months.  At this point your child will be able to roll over with little effort, some will be attempting to sit up, and he/she will be grabbing for and capable of holding toys and things that they enjoy.

• Communication with your Baby.  Did you know that your child has a fully developed sense of sight at this point?  He/she can recognize you, certain toys that they enjoy, their pacifier, bottle or other individuals with whom they’ve had repeated contact.  Playing with your child at this point emphasizing visual stimulation is a great way to teach your child as well as entertain him/her.  Some parents even begin teaching Baby Sign Language to their children as a form of communication.  Due to the enormous capability of your child to learn and process information at this age, take advantage of every opportunity to present new things to your baby.  Reading books to your child to enhance his/her listening skills will lead to the development of his/her verbal skills.  Books with pictures will stimulate your child’s sense of curiosity and will entertain.
• Outside Activities with your Baby.  Remember to participate in outdoor activities with your baby.  Babies enjoy the outdoors, perhaps not if it is 50 degrees or below, unless they are well dressed for this type of weather.  But, a baby finds delight in the sights, sounds and smells that they are exposed to while being pushed in a stroller.  Hearing a dog barking, spotting a butterfly or a bird flying above or smelling the fragrances of certain trees or plants is a wonderful type of exposure for your baby.  Rocking your baby on the porch, or holding your child while you swing gently on a porch swing will provide an enjoyable experience for you and your baby.
• Play Music for your Baby.  Babies will wiggle to the rhythm of music; they will coo to the sounds and giggle too.  Music is good for the soul – even for the baby’s soul.  I regularly played classical and soft jazz music for my sons from pre-birth until they were ages four and six consecutively.  It was part of my nap-time and bedtime ritual.  They enjoyed the music, would clap their hands or tap their toes, roll around on the floor, bounce up and down and all types of physical activities.  Not only were they delighted when playing to it, it was quite soothing and comforting to them when it was time for a nap or bedtime.  I rarely had issues trying to encourage their rest.   It also made traveling with an infant a much more pleasant experience.  Exposing your baby to all types of music is a good thing, although exercising good judgment on the volume should be taken.

Whether you like it or not, your baby is on his/her way to becoming an independent thinker and toddler.  Although you’re probably describing him/her as a sixteen week old to persons that inquire, the inevitable is occurring.  Your baby is growing up.  The next few months will be full of developmental milestones.  Some that you’ll graciously welcome while others you may not.  Let’s take a look at what you can expect and ways to interact with your child.

Seven to Nine Months:

Between month’s seven and nine, your child will begin to develop attachments to certain objects.  This is not to say that your child desires these flashy gadgets over your company and interactions so please don’t plop your child down with a bunch of toys thinking that this is the type of stimulation your child prefers.  Your child is still learning from his/her daily experiences and exposures to various stimuli.  At this point in development, your child may even be able to engage in “chants or songs” that you began introducing during the first three months of his/her life.  Now is the time to really engage your child in activities requiring physical and social opportunities for growth!

• Social engagements.  This is a good time to introduce your baby to socializing with other children who are close in age.  This will allow your child to begin learning socialization skills with someone other than you and your immediate family.  Socialization needs to be encouraged as it will provide an opportunity for your child to share, interact and engage in “child babble” with other children.  These experiences will often provide your child with modeling of behaviors that other children can provide.  Obviously close supervision and interaction by an adult is best as leaving two or three babies unsupervised could be dangerous.
• Providing age-appropriate manipulatives.  At this stage of development your baby will be fine-tuning his/her small motor skills such as his/her ability to pinch objects between their fingers.  Providing objects that will encourage this skill such as plastic puzzle pieces that they can attempt to put together, or objects shaped like squares, balls or rectangles that they can manipulate into spaces of the same shape are great for encouraging physical skills and cognitive learning opportunities as well.
• Large Motor-Skill Activities.  Children will be crawling, attempting to stand by pulling him/herself up using objects within his/her reach.  Encouraging these movements by participating with him/her will strengthen your child’s muscles while providing a wonderful opportunity for you and your “soon to be” toddler to play.  Tossing a soft foam ball to your child to encourage him/her to catch it and toss it back to you is a lot of fun.  Holding your child’s hands to provide stability while he/she squats and stands or even attempts to jump up and down is also a great activity that you can enjoy together.  At this point your child will be more than capable of letting you know what he/she likes and dislikes.  Your child may even be able to talk at this point with vocabulary large enough to “cue” you to what he/she desires.

It’s happening parents.  Your baby is finally nearing his/her first birthday.  Wow!  Time sure flies.  Your child is probably communicating verbally at this point, perhaps with only a few recognizable words.  If you taught your child Baby Sign Language, he/she is definitely utilizing it to communicate his/her needs.  No doubt your baby is capable of crawling quicker than you’d ever have imagined and probably beginning to take “baby steps” toward becoming an independent walker.  Let’s review activities that you and your baby can enjoy at this new stage in development.

• Communicate!  At this point, your child is probably capable of saying a few very crucial words.  “Mommy, Daddy, Eat, Hold me” are probably something you can recognize or some deviation of the same.  Talking to, singing with and encouraging the use of words is an important activity at this age.  Teaching your child words to effectively communicate his/her desire to eat, drink or get down in order to reduce the “whiny” behaviors typical at this age in an effort to get what he/she wants is critical unless you want this type of behavior to continue.  If you taught Baby Sign Language to your child, encouraging your child to begin using the spoken word along with the sign symbol(s) would also be a good idea.
• Play Games.  Playing games which have a more educational tone is a great way to stimulate your child’s cognitive skills.  For example, using objects or shapes to create a row of patterns for him/her to duplicate; stacking blocks and counting them as they are being stacked; identifying colors and specific shapes all add up and can be done in a way that your child doesn’t even know he/she is learning.  To them, its just play.
• Take Field Trips.  Taking your child on mini-excursions can be a lot of fun and a teachable experience too.  By visiting a zoo or aquarium you are sharing the wonders of the world with your child.  Experiences such as these can stimulate and promote your child’s interests providing you countless opportunities to teach your child.  Your field trips can be as basic as visiting your garden in your own back yard too.  Remember, every experience you provide your child will be new to him/her.

Engaging with your newborn is vital to his/her overall development.  Play is the primary way in which an infant builds a strong bond between mother and child.  It provides the necessary stimulation that teaches your baby how to move, communicate, socialize and understand his/her surroundings.  Babies, even though you may think incapable of learning, are ready to learn about the world around them.  Providing every opportunity for your child to learn through your interactions will lead to a happy, secure and capable toddler.

All Rights Reserved.  Use of any part of this article without prior written consent of the author, Randa Williamson Maloy is an infringement of the copyright law.  Permission to print or republish must be granted by the author in writing.

While compiling research for this article, I discovered many blogs and articles regarding what is considered to be the appropriate age for teaching children to read.  Some felt that Kindergarten might be appropriate while others preferred first grade and above.  Why is it necessary to put an age limit or requirement on teaching a child anything intellectual in nature?

In my recent article, Interacting with your Newborn, I addressed the different stages of development up until age one and encouraged specific interactions that stimulate and encourage different forms of learning.  I identified the fact that children begin learning at a very early age and can be taught many things without even realizing they are learning from our interactions with them.

Teaching your child to read should be no different.  For instance, teaching a baby to use sign language to communicate his/her needs and desires until the child is capable of communicating verbally is one step toward language development, just like singing songs, reading stories and coloring pictures to tell a story are used to encourage language development and reading skills.

When I began teaching, I had the opportunity to choose my internships of which I had “four” specific semester long opportunities.  I elected to teach in a Headstart Program with four year olds, followed by Kindergarten, first and then second grades respectively.  I did this because I wanted to experience first-hand the developmental levels and milestones attained at each academic level.  It allowed me to follow a group of children and learn from them while instructing reading and language arts from age four to age seven.  It was an eye opening experience and provided me an exceptional foundation in which to formulate my ideas and philosophy about teaching children how to read.

What I discovered through my internships is that children who had been read to and stimulated intellectually as infants and toddlers came into the classroom willing, able and excited to read while those who perhaps weren’t engaged to the same degree as their classmates were equally willing, less able and often lacked the confidence found in the students already possessing a solid language foundation.

After entering my own classroom(s) which began with teaching Kindergarten, I decided that teaching children to read at the earliest possible age was key to providing children every opportunity available to them in life.  My motto is, “If you can read you can do anything.”  I shared my philosophy with each group of students and the parents of every child I ever had the pleasure of instructing and these words inspired and motivated my students in ways beyond words.

Teaching a child to read doesn’t begin with letter recognition and sounds as some people will have you believe.  It begins at a much more basic level and begins upon a child’s birth.  Below, I will identify the Different Stages of Development for children Birth to Age 6 as well as the literacy milestones attained at each stage.  Keep in mind that no two children will acquire reading literacy at the same rate, but this guideline should assist you in recognizing the importance of teaching the fundamentals.

Pre-Reading Stage (Birth to Three)

Children will emulate their parents, caregivers and teachers during each stage of development.

Infants:

• Cooing, babbling sounds as form of communication and expression of happiness.
• Make sounds that imitate the tones and rhythms that adults use when communicating with them even completing words.
• Respond to facial gestures and expressions.
• Begin understanding the meaning of spoken words and can associate words with objects, i.e. people, foods, etc…
• Playing games such as “peek-a-boo” & “pat-a-cake” which is demonstrative of games involving taking turns, repetition and song.
• Develop new ways to express basic needs, desires & feelings such as screaming, laughing, grunting and physical gestures like facial expressions and hand signals.

Toddlers:

• Learn to handle objects such as books (best if soft in composition) and blocks.
• Begin to recognize books by their covers and enjoy flipping through the pages reciting memorized stories, or creating their own stories as they point to words and/or pictures (pretending to read).
• Enjoys being read too & may even have a favorite book or two.
• Understand how to handle books.
• Will be able to name some objects or characters within a book.
• Will learn to identify pictures in books and make the connection that they are symbols for real things.
• Are capable of identifying specific letters found in the text.
• Begin scribbling with a purpose in an effort to draw or write something.
• May begin to draw specific shapes and letters, i.e. the first letter of their name which they will also be able to identify in forms of print.

Preschooler (Ages 3 to 4):

• Enjoys listening to and talking about books.
• Understand that words in books are relaying meaning.
• Will attempt to read and write independently and with assistance, perhaps by reading to a doll or a pet.
• Able to recognize environmental print, i.e. restaurant signs, stop signs, candy wrappers and cereal boxes.
• Enjoy participating in rhyming games such as songs, games, nursery rhymes.
• Will be able to identify some, if not all, of the letters of the alphabet and might be able to produce the sounds of many.
• May be able to recognize and/or write own name.
• Some children may be able to write or attempt to write known letters to represent written language such as mom, dad, pet’s names, their siblings names, etc…

Kindergarten:

By Kindergarten, many children will already be able to recite the alphabet, recognize the written letters and even identify many letter sounds.  Some children will already be capable of writing their own name(s) as well as other various words.

• Enjoys being read to by others.
• Uses expressions in their voice when reading or pretending to read aloud and to others.
• Can retell stories including characters and setting.
• Uses picture clues in an effort to read books.
• Will be able to use descriptive language to explain or ask questions pertaining to stories.
• Recognize the letters of the alphabet (both upper and lower case) and be able to identify the corresponding sounds.
• Capable of identifying and producing rhyming words.
• Able to demonstrate that print is read left to right, and top to bottom.
• Begin to match spoken words with written text.
• Will be able to recognize and read “high frequency” words used in text such as a, the, but, that, are, etc…
• Capable of writing letters of the alphabet and words.
• Will begin to write their own stories.

First/Second Grade(s):

Reading / Decoding will become substantially more noticeable at this age meaning that children will be able to associate letters with their corresponding sounds using phonics to decode written words.  There are a variety of reading methodologies that are used to teach reading another form being “sight” vocabulary which is recognizing “whole words” based upon context, pictures and word shape.  It isn’t uncommon for children at this age to focus on individual words often resulting in loss of the larger meaning of the story or sentence.  Often at this stage in development children will be able to:

• Implement strategies to read unknown words (letter/sound relationships, context and word families.
• Easily decode phonetically.
• Able to identify a minimum of 100 high frequency words.
• Is capable of “self-correcting” mistakes made when reading aloud.
• Will be able to make reasonable predictions about stories that are unfamiliar based on story-plot, book titles and pictures.
• Are able to read and understand both fiction and non-fiction material.
• Should be able to retell a story including character names, description of the setting(s) and be able to identify problem(s) and solution(s) identified in the plot of the story.
• Will be capable of identifying the number of syllables in words.
• Can segment and blend sounds (individual phonemes) and “break” them to create other words.
• Be able to substitute, add or delete phonemes in words to make new words.

I have provided you the typical stages of development and developmental milestones that are associated within the age groups above.  Please do not think that your child MUST be able to demonstrate each characteristic identified above nor should you believe that your child cannot exceed the capabilities as outlined.

Children are individuals and like snowflakes, each will be different including the ease at which they learn to read.  It is a process and one that will occur naturally as they mature and development.  By providing your child the stimulation that he/she desires and needs from infancy throughout their developmental years, you will influence your child’s rate of development in many ways.  Case and point:   My children received the same degree of stimulation as infants, however, my older son began speaking in ten word phrases and was capable of putting together complete sentences by the time he was six months of age.  My younger son, although just as capable, had most of his needs communicated for him by his older brother and therefore he didn’t choose to use his words until he was closer to ten months of age.  Today, both are excellent readers and have been reading since before Kindergarten.  One son is a phonetic speller and can spell words that most adults struggle with spelling while the other reads for meaning and cannot spell some of the simplest words without assistance.

Children will let you know if they are ready to read through their actions and emotions.  By acting upon your child’s desire to “learn” things you can actually encourage them at a rate more developmentally appropriate.  One-size does not fit all when it comes to learning and therefore operating as though it does can be detrimental to the developmental capabilities of your children.  Do what you feel comfortable doing in an effort to stimulate your child as long as the child responds in a positive manner.  In other words, just because you would desire your child to be reading upon entrance to preschool and/or kindergarten does not justify making your child frustrated to attain the goal that you deem necessary and appropriate.

So remember parents, one day your child will learn to read.  He/She may even take the lead.   But for now the process may be slow.  Just encourage them and watch them grow.

In a study conducted by Northwestern University Feinberg School of medicine, parents of more than 38,000 children were surveyed about whether their children had been diagnosed by a physician with any type of food allergy or if they had one or more symptoms such as anaphylaxis; swelling of the lips, eyes, or face, and/or skin rashes or hives.

Of those studied and confirmed to have allergies, approximately 39% were reported as having severe reactions as a result of allergies, and 30% of the children were confirmed to have more than one food allergy.

Of those children reported to have food allergies, three allergens topped the list:

• Peanuts (25% of the children had this allergy);
• Milk (an incredible 21% were allergic to dairy products);
• Shellfish (17% reflected allergies to this type of seafood).

The most severe reactions occured in children who were allergic to tree nuts (more than 50%); and fin fish resulted in 40%.  Pretty astonishing results if you’re unaware of what to do in this situation.  The reactions occurred most often in children ages 14 to 17 compared to those in infants to 2 year olds, and most often in children who had multiple food allergies.

If you have a child(ren) who has allergic reactions to foods, here is some helpful or at least potentially promising information.

• Most children who have allergies to milk, eggs, wheat, and soy will outgrow these allergies by the time they are 5 years of age.
• Only 20% of people (children) with peanut allergies and about 10% of children with tree nut allergies will outgrow their allergies.
• Fish and shellfish allergies typically present themselves later in life and most individuals will unlikely outgrow them.

If you think that your child may have food allergies, consult with your pediatrician for a proper diagnosis and appropriate manner in which to treat or handle the allergy and its symptoms.  And remember, not every food allergy symptom is indicative that a food allergy is present in your child.  You’ll want to consult with a dietician and/or pediatrician before eliminating any major food groups from your child’s diet.

If, however, your child does have food allergies, please remember to include some type of “warning” so that individuals who are responsible for your child will be aware of the allergy.  A simple bracelet, necklace, or even a button will help prevent unintended consumption of foods that may result in severe reactions and/or death.

In the past twelve years, it has been reported that the number of children diagnosed with ADHD has increased by 33%.  Why?  Partly due to the fact that doctors and parents are becoming better at detecting cases when a child frequently demonstrates the behaviors referenced above.  Are all cases of ADHD truly the disorder or are there cases where parents cannot control their children’s behavior therefore they seek medical assistance and medication?  No doubt!  I’ve seen it in my classroom.   Children who were well-behaved for me each and every day were holy terrors at home with their parents.  When asked to complete the paperwork required for the medical practitioners, I answered the questions based upon my observations of the child in the classroom – NOT what I was often asked to state on the forms by parents looking for an easy way out.

Attention-deficit hyperactivity disorder cannot be prevented because no one truly knows what causes it.  Experts suggest that it is a combination of factors including genetics, environmental toxins, and nutritional habits.  Since we cannot change genetics, let’s look at a few other suspected contributors that we can modify and control:

• Secondhand Smoke:  Even to have to mention this to readers is frustrating as it is highly publicized that secondhand smoke is toxic.  Studies have been conducted over the years and the results have suggested that pregnant women who smoke while they are pregnant run an increased risk of giving birth to children with ADHD.  Now studies indicate that children exposed to secondhand smoke are at a 50% increased risk of developing two or more behavioral and learning disorders, including ADHD.  Although studies aren’t conclusive whether tobacco smoke harms children’s brains, it has been discovered that kids may be vulnerable to the effects of cigarettes.
• Pesticides:  Researchers from both Canada and the United States have found a connection between exposure to organosphsphate pesticides which are those nmost often used on commercially produced produce and the presence of ADHD symptoms in children (and adults).  Now before you go and jump the gun, it isn’t suggesting that children immediately stop eating fruits and vegetables, it means that parents may want to shop more wisely.  In other words, purchasing fruits and vegetables that are organic when possible or from local farmers markets who can prove that they’ve harvested chemically-free is the way to go.  As with any fruit or vegetable, you’ll want to insure that you scrub and rinse your produce carefully to remove any toxic residues, but remember, certain toxins are absorbed into the produce so you’ll want to discover which vegetables and fruits are less affected than others.

Attention-deficit hyperactivity disorder is serious business.  It can affect both children and adults in many ways.  Although I, nor my two children have the disorder, I have several relatives that do.  It has made everyday activities and interactions with others quite difficult.  Additionally, it can impact different aspects of life from interpersonal relationships and social interactions, to physical limitations on the job.  Because it affects everyone to a different degree, medications must be closely monitored.  Medications can help with controlling the symptoms as can other remedies such as monitoring a child’s dietary consumption, a good exercise regime, and adequate rest.  Most important is learning about and teaching children effective strategies to use both at home and school for children who exhibit ADHD. It can make all the difference in the world.

NOTE:  Brain Anatomy:  In a study conducted on the brains of thirteen (13) preschoolers diagnosed with ADHD symptoms and thirteen (13) without, scientists in Baltimore reviewed the results of the MRI’s and found that the region of the brain important for cognitive and motor control was smaller in the children with ADHD.  Although the study was conclusive in terms of the results, determining how to alter the contributors affect on the brain have not been discovered yet. (The red area within the yellow section reflects cognitive learning taking place within the brain.)

What is a concussion?

A concussion is a mild traumatic brain injury (MTBI), induced by mechanical forces that immediately disrupt the normal functioning of the brain.

• Concussion is the most common type of brain injury sustained in sports.
• An athlete does not have to lose consciousness to have sustained a concussion.
• Once an athlete has sustained a concussion, that athlete is at greater risk of sustaining additional concussions.
• Multiple concussions can have cumulative and long lasting consequences.

How do you know if you have a concussion?

There are many signs and symptoms associated with concussions although they may be slight and in fact, may be hardly noticeable at first. However, once they appear, they can last for days, weeks or even longer. If you suspect that your child may be suffering with a concussion, watch for the following early signs:

Signs & Symptoms of a Concussion:

Early Signs:(typically noticeable within minutes to hours):

• Lack of Awareness of surroundings
• Headache
• Dizziness
• Nausea and Vomitting

Late Signs or Symptoms:(may take up to a couple of days or weeks to appear)

• Headaches
• Feeling Light-Headed
• Inability to Concentrate
• Difficulty with Memory
• Irritability
• Fatigue
• Increased sensitivity to bright lights
• Increased sensitivity to loud noises
• Anxiety and/or depression
• Sleep disturbances

Concussions are serious business and anyone feeling as though they might be suffering from one should immediately seek medical attention – it can be that critical especially if you’ve recently suffered a concussion and have been subjected to another blow.  This incidence is referred to as Second Impact Syndrome (SIS).

Second Impact Syndrome (SIS) is a rare condition in which the brain swells rapidly and catastrophically after a person suffers a second concussion before symptoms from an earlier one have subsided.  As a mother, I always recommend medical evaluations of your child so that you’ve allowed the necessary healing to take place BEFORE something drastic occurs.

“It’s Better to Miss One Game Than the Whole Season”
To help ensure the health and safety of young athletes, the CDC developed the “Heads Up:  Concussion in Youth Sports initiative to provide information about concussions to coaches, parents and athletes that includes prevention of, recognizing symptoms and responding to a concussion in an effort to increase awareness.

So, what can you do to increase your awareness and actually know whether or not your child has suffered a concussion?

The first step is to obtain a pre-season baseline assessment.  This is cutting edge technology that helps to ensure a safe and timely recovery of young athletes should they sustain a concussion.  It is advisable for athletes involved in sports such as football, soccer, basketball, Rugby, baseball or other “contact” sports.  It is a short computerized test administered prior to the beginning of the sport(s) season that measures pre-selected brain processes and scores the test for each individual athlete.  The results from these tests can then be compared to tests taken in the event the child has suffered a concussion and will help to assess the severity and extent of the injury.  What is the advantage of this test?  Being able to determine when the athlete’s brain functions have returned to the original baseline scores indicating it is safe for the athlete to return to sports or activity.

However, should your child suffer a concussion and perhaps you’ve not received the Baseline Test(s) referenced above, you’ll still want to treat the symptoms accordingly.

Managing Concussions:

First and foremost, if you are treating the symptoms At-Home you’ll want to know a few specifics:

• Bleeding under the scalp, but outside the skull will result in a “goose egg” or a large bruise at the site of the head injury.  This type of injury is common and will go away  in its own time, however, using ice to reduce the swelling immediately after the trauma occurs will help to decrease its size and provideimmediate pain relief.  When applying ice, it should NEVER be applied directly to the skin – using a cloth will provide a barrier so as not to harm the skin.  QUICK TIP:  A BAG OF FROZEN VEGETABLES OR A BAG OF RICE MAKES A FANTASTIC ICE PACK AS IT CONFORMS TO THE SHAPE OF THE AREA NEEDING ICE.   Ice should be applied 20 – 30 minutes at a time and should be repeated every two to four hours as needed.  After 24 hours, there is little benefit of icing.
• If your child falls onto a carpeted floor, it is unlikely that the injuries are life threatening although you’ll still want to monitor your child and any symptoms that result.  If there is unconsciousness, the injury should be handled differently including seeking medical attention.
• Should you be the victim, do NOT attempt to drive yourself to the hospital.
• With concussions comes the risk of seizures.  You’ll want to insure that the individual who has suffered the concussion is not left alone for a period of 24 hours following the incident.
• If you experience “pain in the neck” following a fall, whether a concussion resulted or not, you’ll want to seek medical attention.
• Additionally, if you experienced dizziness or heart palpitations accompanying the fall, again seek medical attention.
• If the individual suffering the concussion takes blood thinners, even a mild concussion can be a serious injury and should be treated medically.
• Aspirin or ibuprofen may make bruising worse – use at your discretion.  However, please note that Acetaminophen is preferred.

Medical Treatment:

Treating a concussion may require professional medical attention.  Here are a few basic treatments that you can expect:

• Bed rest, drinking plenty of fluids and a mild pain reliever like Tylenol (acetaminophen) will more than likely be recommended.
• Ice will be applied to the injured area to provide pain relief and reduce the swelling that is sure to follow.
• Cuts will be numbed, usually via Lidocaine, either applied topically or injected at the injured site.  Cuts will be cleansed and then closed either with stitches (sutures), skin staples or skin glue.
• If symptoms suggest a more serious injury,  a CT scan of the head may be recommended.

One of the most important elements that parents, coaches, and athletes should be aware of is the medical recommendation that should an athlete lose consciousness, he/she should NOT participate in sports for a minimum of (3) months.  Why?  Studies have linked the possibility of serious brain injuries and death occurring when a subsequent concussion occurs during the healing process.

Concussions are serious business.  So, if you or someone you know has suffered a head/neck/bodily injury and exhibits any of the symptoms frequently known to be common in concussions, please treat the injury seriously instead of simply shrugging it off.  Pupil dilation is a common method of determining if an individual has sustained a concussion and can certainly assist one in ascertaining the severity of the injury.

To all of you moms (and dads) out there – I feel your anxiety and pain.  I have two sons, one plays football and the other soccer and wanting to protect them is normal.  We’ve got to let them spread their wings and fly, a lesson I’ve found very difficult to learn.  However, having said that, we should also make certain that they are protected via equipment that fits them properly and that will offer them an extra layer of protection from harm.  Check the “fit” on any equipment that your child wears as well as the rating(s) of the equipment your child is using.  Knowledge is power!  Use the power that you’ve been provided to insure that you’ve done everything possible to keep your child safe in the activities he/she has chosen to engage.

Good Luck!

For additional information, I’ve attached a link which includes a video feed about the brain and what occurs or can occur when concussions and unconsciousness result from a fall, blow to the head, etc…. Please take the time to review as it might provide you information that is vital to your child’s health & well-being. 

Video:  Learn about Mild Traumatic Brain Injury and Concussions.
http://www.concussiontreatment.com/learnabout_mtbic.html

Thank you for your patience and understanding.  I look forward to bringing you interesting articles, relevant information, and tips and suggestions on parenting issues as soon as possible.

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