Newsletter1

ENCOURAGING YOUR CHIMolly Balint

"Playtime helps develop a

baby's social, intellectual,

language, and problem-solving

skills," says Marilyn Segal,

PhD, an early childhood

studies program director at

Nova Southeastern University

in Fort Lauderdale.

As busy as your day seem to be,

play time is extremely important

for bonding and building a great

relationship with your little one. A

big part of time is spent teaching,

feeding, bathing and potty training

babies. Even though these

activities are crucial for your baby,

play time is something that is fun

and probably one of the best

experiences with your baby.

Coming into a brand new world,

your curious little bundle of joy,

has eagerness for new experiences

and knowledge. Play time would

provide exactly that!

So with this in mind, here are

some useful tips to encourage

play, throughout the day, with

your baby:

1. Setting up play areas –

Whether you live in an

apartment or a house, your

baby doesn’t need a whole lot

of space initially. So you can

provide a play area for your

baby by creating a small space

where he/she can play with

toys. Chances are that your

GREAT TIPS AND ADVIC

[Pick the date] [Edition 1, Volume 1]

ENCOURAGING YOUR CHILD TO PLAY

baby will start recognizing this

space is he/her own.

Preferably this space should

be on the floor or ground;

with pillows and cushions to

providing a protective and

comfortable surrounding for

your child. My 8 months old

son has the tendency to chase

his colorful football should to

go out of his play area.

Therefore I’d recommend that

the play area should not be on

higher grounds (e.g. a bed)

because it risks the child

falling, should he/she decide

to follow toys outside of the

play area.

2. Developing routines – A

thorough laid out routine is

not practice for your child,

however a loose routine would

allow structure and ensure

play time for your baby.

Routines could be developed

around activities such as nap

time, feeding time etc. So, for

example, after feeding your

baby you can place him/her in

play areas and encourage

playing.

3. Participate in games and

observing your children

reactions – To build bond with

your child, you should also

participate in playtime.

However some parents like to

leave their little one alone to

play with toys; in order to

A GUIDE TO BABY SIGN LANGUAGE.

GREAT TIPS AND ADVICE FOR YOUR BABY!

Welcome to A

to Baby Sign

Language free

newsletter. We have

incorporated some

great tips and advice

to help you in taking

care of your precious

bundle of joy. This

edition includes

articles on:

• Encouraging your

child to play

• First aid essentials for

every househ

• Positive discipline

• Relationship building:

Infants, Toddlers and

2 Year olds

• Colic and how to

help your baby.

E FOR YOUR BABY!

Welcome to A Guide

to Baby Sign

Language free

newsletter. We have

incorporated some

great tips and advice

to help you in taking

care of your precious

bundle of joy. This

edition includes

articles on:

Encouraging your

child to play

First aid essentials for

every household

Positive discipline

Relationship building:

Infants, Toddlers and

2 Year olds

Colic and how to

help your baby.

GREAT TIPS

A G U I D E T O B A B Y S I G N

develop independence. Either

way, it’s best to have a

balance of both styles. At

times you can join-in with your

child and play to develop

bond; and other times you can

leave your child in the play

area and observe his/her

reaction from a distant.

4. Getting your child to

experience the outside world –

It’s amazing to see how your

baby reacts to the outside

world. I’m sure. every child is

different, but whenever I take

my son outside he is

fascinated with cars, airplanes


A G U I D E T O B A B Y S I G N L A N G U A G E .

and even flowers. I’m noticed

that he silently observes

people and everything around

with his curious eyes, probably

wondering at the outside

world. Just taking your baby

out for a walk or a ride can be

close to play time, which

enable him/her to new

experiences and satisfy

curiosity.

5. Involving your family in

playtime – Some of the best

memories that your child can

have would be when the whole

family played together, from

dad, mom and even siblings.

More family members would

mean more fun and enjoyable

for the baby. At infancy, a

child is only recognized the

people around

games would instill a very

positive relationship with the

family members your baby

interacts with on a daily basis.

Also with the complete family

playing together, a family

culture could easily be

established and taught to

children. So go ahea

hide and seek, peek

setup a play scenes in your

living room.

L A N G U A G E .

More family members would

mean more fun and enjoyable

for the baby. At infancy, a

child is only recognized the

people around him/her and

games would instill a very

positive relationship with the

family members your baby

interacts with on a daily basis.

Also with the complete family

playing together, a family

culture could easily be

established and taught to

children. So go ahead play

hide and seek, peek-a-boo or

setup a play scenes in your

living room.



FIRST AID KIT ESSENTIALS FOR EVERY HOUSE HOLD

This article provides you with some basics that you should keep in your house hold. In

case of an emergency this kid should be ready, as it is much easier to take the first aid

kit to the child than the child to the first aid kit. Keep the box out of the reach of

children, but handy for adults. You don't want to be hunting for your first aid kit when a

child is injured and frightened.

The Essentials

Item: waterproof plasters.

Quantity: selection of different

sizes.

Use: for most minor wounds.

When to use waterproof

plasters: If there is a bleeding

wound that is fairly small, an

adhesive dressing should be

used. If you're preparing food

in the kitchen use a blue plaster so

you will be able to see it if it drops

in the food.

How to use: Minor wounds can

be washed with water and padded

dry, then the adhesive dressing

should be stuck over the top.

Top Tip: A small number of

people are allergic to the adhesive

strip, which could cause irritation.

If you're applying one to a family

member, you may be aware of

this. If it’s someone you don’t

know, ask them first.

Item: sterile eyepads.

Quantity: 2.

Use: for minor eye injuries.

When to use sterile eyepads:

If the wound is small, or the

casualty has a foreign object in

their eye such as dirt or grit, but

it's not embedded, you can apply

an eyepad or small dressing. Use

an eyepad until you can get

medical advice.

How to use it: Place the pad

lightly over the eye and secure

with some bandage around the

head using a knot or with tape.

Item: crepe bandage.

Quantity: 1.

Use: for a sprain or strain.

When to use a crepe

bandage: It's mainly used for a

sprained or strained ankle or

wrist. First treat the injury with

an ice pack to reduce swelling.

After 10-12 minutes, remove the

ice pack for a few minutes then

re-apply. If the swelling does

not go down, it could be a break

and you should seek medical

advice as an X-ray may be needed.

If you think it's just a strain, and

some of the swelling has gone

down as a result of using the ice

pack, apply a crepe bandage for

support.

How to use it: The bandage is

generally applied in a figure of

eight. For example, on an ankle

you would start at the base of the

leg (above the heel), make two

turns, then take the bandage

inside the instep of the foot and

begin the figure of eight. The heel

stays exposed. If the sprain or

strain is to the wrist, you can

simply wrap the bandage around

the wrist. If the bandage came

with clips, secure it with these.

“RESEARCH FROM THE

BRITISH RED CROSS SHOWS

THAT YOU ARE MOST LIKELY

TO USE YOUR FIRST AID

SKILLS ON A RELATIVE OR A

FRIEND.”



Alternatively, you can use tape or

safety pins.

Item: triangular bandages (sling)

Quantity: 4.

Use: to lift a limb.

When to use a triangular

bandage: You can use a

triangular bandage in different

ways: as a sling to lift a limb to

prevent blood loss, to secure a

fractured collarbone or hand, and

also for sprains and strains if a

crepe bandage isn’t available.

How to use it: If there’s an injury

to the lower or upper arm, you can

also make an arm sling, tied at the

neck. Triangular bandages can

also be folded and used as a

supporting bandage if a crepe

bandage isn’t available.

Item: medium sterile dressing

pads.

Quantity: 6.

Use: when a plaster is too small.

When to use medium sterile

dressing pads:

These pads are wound dressings.

When you open them up, there is

a roll of bandage attached so you

can secure them into place. They’ll

cover most common wounds and

should be used whenever a plaster

is too small. The dressing applies

firm pressure on the wound.

How to use them: Make sure the

pad covers the entire wound.

When you wrap the bandage part

of the dressing (which is attached

to the pad) around the wound,

make sure you seal each end of

the pad with it to stop infections

entering the wound, and stop

blood seeping out. The bandage

should be secured by tying in a

knot, above the wound if

possible, which will apply more

pressure.

Top Tip: If the wound is severe,

apply the dressing and seek

medical advice. If blood soaks

through the dressing, don’t

remove it or clotting (which will

have started) will be disturbed.

Instead, take a large dressing and

apply it over the top as a second

layer.

Item: large sterile dressing pads.

Quantity: 2.

Use: for dressing large wounds.

When to use large sterile

dressing pads: These pads are

large wound dressings. When you

open them up, there is a roll of

bandage attached so you can

secure them into place. They’ll

cover most common wounds and

should be used whenever a plaster

or medium dressing pad is too

small. It applies firm pressure to

the wound.

How to use them: Make sure the

pad covers the wound and that the

bandage part of the dressing seals

each end of the pad. If the wound

is severe, put the dressing on and

seek medical advice.

Item: sterile gloves.

Quantity: 1 pair.

Use: to protect the casualty and

first aider.

When to use vinyl gloves:

These protect the casualty if the

first aider’s hands are dirty, and

they protect the first aider if the

casualty is bleeding.

Top Tip: Gloves are usually

available in small, medium, large

and extra large. Make sure you

have the right size to fit you in

your first aid kit.

Item: tough cut scissors.

Quantity: 1 pair.

Use: to safely cut clothing off.

When to use tough cut

scissors: These are used for

cutting clothing to get at a wound

or the site of a fracture. They are

safety scissors so you can’t jab

them into somebody’s leg by

accident – there is no danger of

cutting the skin.

How to use: Only use if you need

to expose the site of an injury. If

the wound is on the arm or leg,

cut along the seam of the trouser

leg or shirt, and on a side away

from the wound.

Top tip: Always tell someone you

are going to cut their clothing

before you do it.

Item: alcohol-free wipes.

Quantity: 6.



Use: to clean grazes if water is not

available.

When to use alcohol-free

wipes: These are used to clean

grazes and minor wounds when

water is not available.

How to use: Wipe the wound

once, then dispose of the wipe.

Take another one and repeat.

Wipe away from the wound, to

avoid introducing an infection.

Top Tip: Tap water is the best

thing to clean a wound, but if

there's no water available, an

alcohol-free wipe is better than

nothing.

Item: safety pins.

Quantity: 6.

Use: to secure a bandage or

sling.

When to use safety pins: Safety

pins can be used to secure a crepe

bandage, or for securing a sling on



the elbow.

Take a First Aid Course

Why is it important to learn

first aid? Research from the

British Red Cross shows that you

are most likely to use your first aid

skills on a relative or a

friend. Wouldn’t you want to help

a friend who was choking, or help

a relative who had burned

themselves? It’s quick and easy to

learn and having first aid skills can

make a real difference.

Find a first aid course being

provided in your community and

take the time to take it. It could

save the life of your loved one.

SHOPPING LIST

Here's a shopping list for a

basic first aid kit:

• 2 sterile eyepads

• 1 crepe bandage

• 4 triangular bandages

• 6 medium sterile dressing pads

• 2 large sterile dressing pads

• assorted waterproof plasters

• 2 pairs of sterile gloves

• 1 pair of paramedic scissors

• 6 alcohol

• 6 safety pins

• tape

L A N G U A G E .

2 large sterile dressing pads

assorted waterproof plasters

2 pairs of sterile gloves

1 pair of paramedic scissors

6 alcohol-free wipes

6 safety pins

tape



POSITIVE DISCIPLINE

Nelsen, Jane (ED.D) Erwin, Cheryl (MA) Duffy, Roslyn Ann Positive Discipline the First

Three Years. 2007.

The concept of positive discipline has evolved with time. In many traditions discipline has been associated with

punishment. However the word discipline comes from the Latin root disciplina, which means “teaching; learning”.

Therefore positive disciple is more about teaching, understanding, encouraging and communicating rather than

about punishing.

Positive discipline technique can be implemented with your child from birth to three years. Since much of what an

infant does in early years of development has more to do with emotional, physical, and cognitive development;

babies that are provided with non-punitive disciple enhance their development. Discipline has more to do with the

parent deciding what you will do about your child’s behavior rather than expecting your child to behave in a

certain manner. Some of the basic principles, laid out in this article, with enable parents to build a relationship of

love and respect with their young ones and will help live and solve problems together for many years to come.

Some basic differences between the way parents discipline their children can be found in the questions parents

ask themselves. Below is a comparison between punitive style of parenting and positive discipline:

Punitive style Positive Discipline

• How do I make my child mind? • How do I help my child learn respect, cooperation

and problem solving skills?

• How do I make my child understand "no"? • How do I help my child feel capable?

• How do I get my child to listen to me? • How do I help my child feel belonging and

significance?

• How do I make this problem go away? • How do I get into my child's world and understand

his developmental process?

• How can I use problems as opportunities for

learning - for my child and for me?

These questions are focused towards long-term thinking and if you are

able to ask the right questions you will be able to find solutions with

your baby that would last a long time. By this technique the short-term

questions will be resolved automatically.

So the building blocks of Positive discipline includes:

• Mutual respect – As a parent, firmness can be demonstrated

respecting yourself and the needs of the situation. On the other

hand kindness can be demonstrated by respecting the needs and

humanity of the child.

• Understanding the belief behind behavior – Children demonstrate

behaviors based upon beliefs that they establish while growing up.

Believes are developed within a child of three years of age or



younger. You can be far more effective with your child by changing the belief that is

Also close attention should be given to the development abilities and needs of the child.

• Understanding child development and age

beyond his/her comprehension and

• Effective communication – This is extremely important throughout the upbringing of your child. Parent and

children (even at a very young age) can learn to listen and use respectful words for what they need.

• Discipline that teaches – Effective di

nor punitive. This is also best method of instilling in your child the social and life skills necessary for later on

in life.

• Focusing on solution rather than punishment

shame and pain. Therefore to resolve problems you should decide on how to approach challenges with your

child. As time progresses, together, you should make a conscious effort to find solutions that are

and helpful to both.

• Encouragement – This helps develop self

celebrating effort and improvement in the relationship.

• Children “do” better when they “feel” better

and offer affection and respect when they feel encouraged, connected and loved. Where did the idea come

from that in order to “make” a child behave, we should make them feel shame, humiliation or even pain? It

never works with adults let alone with kids.

Some methods to avoid will ensure better cooperation and development. If you are screaming, shouting, yelling,

lecturing or spanking, stop immediately. All these actions would do is encourage doubt, shame, guilt and (in

some case) rebellion. Also threats and warnings would not produce cooperation or any positive effect from your

child. There are plenty of studies that show punishment ultimately results in misbehavior. True discipline guides,

teaches and invites healthy choices.

From the earliest moments in a child’s life there are essentially four basic needs that should be met:

• A sense of belonging and significance

becomes a place of peace, respect and

• Perceptions of capability – Capability comes from experiences of accomplishments and self

provide an environment for your child the enables him/her to accomplish tasks suitable to his/her abilities.

• Personal power and independence

the earliest development tasks your child will show. And while parents may not exactly like it, even the

youngest child has personal power and quickly learns how to use it.

• Social and life skill – Teaching your toddler skills

fall asleep, how to feed and dress

practical life skills never goes away.



younger. You can be far more effective with your child by changing the belief that is


Understanding child development and age-appropriation – It is unfair to expect from a child things that are

beyond his/her comprehension and abilities.

This is extremely important throughout the upbringing of your child. Parent and


Effective discipline teaches valuable skills and attitudes, and is neither permissive


Focusing on solution rather than punishment – Blaming a child will only develop negativity in him/her such as


child. As time progresses, together, you should make a conscious effort to find solutions that are

This helps develop self-esteem and confidence in children. Encourage is a way of

celebrating effort and improvement in the relationship.

Children “do” better when they “feel” better – Children are more motivated to cooperate, learn new skills,



rks with adults let alone with kids.






A sense of belonging and significance – When you create a sense of belonging and significance, your home

becomes a place of peace, respect and safety.

Capability comes from experiences of accomplishments and self


Personal power and independence – You will notice that developing independence and initiative are among


youngest child has personal power and quickly learns how to use it.

Teaching your toddler skills – how to get along with other children and adults, how to

fall asleep, how to feed and dress - will occupy most of your parenting hours. But the need for social and

practical life skills never goes away.

L A N G U A G E .

younger. You can be far more effective with your child by changing the belief that is behind his/her behavior.


It is unfair to expect from a child things that are

This is extremely important throughout the upbringing of your child. Parent and


scipline teaches valuable skills and attitudes, and is neither permissive


child will only develop negativity in him/her such as


child. As time progresses, together, you should make a conscious effort to find solutions that are respectful

esteem and confidence in children. Encourage is a way of

vated to cooperate, learn new skills,








When you create a sense of belonging and significance, your home

Capability comes from experiences of accomplishments and self-sufficiency. So


You will notice that developing independence and initiative are among


how to get along with other children and adults, how to

will occupy most of your parenting hours. But the need for social and



RELATIONSHIP BUILDING: INF

TODDLERS AND 2-YEAR

McGaha, Cindy G.

HTTP://ECRP.UIUC.EDU/V13N1/MCGAHA.HTML, 2011.

In 2011, a research study was

conducted at Appalachian State

University by Cindy G. McGaha,

Rebekah Cummings, Barbara

Lippard and Karen Dallas, on

relationships between children

during infancy. Since a lot of

emphasis has been on infants’

relationship with adults, the

purpose of this study was to pay

attention to relationships between

children. Also adults are often

fearful of the interactions between

a toddler and an older child,

primarily due to concern that the

older child may harm an infant.

This study explored what happens

when infants are given the

opportunity to interact with older

children.

Teachers and administrators in a

classroom carefully examined the

relationships between children.

The study which was conducted

over the course of a year and

focused on building relationships

between the infants and the

toddlers/2-year-olds. Findings

support the idea that these

children, with support, can be

quite capable in interacting with

each other.

The study was conducted with

children between ages of 6 weeks

and 3 years. Infants and toddlers

were located in the same large

room, with transparent barriers.

The barriers were gated children

who were mobile were often able

to open barriers and cross into the

other sections of the room. Bare in

mind, that the study room was

staffed with qualified full-time

teachers and caregivers.



ONSHIP BUILDING: INFANTS,

YEAR-OLDS

, 2011.

During the beginning of

research mutual interests

were explored between

children and it was noted

that children expressed

curiosity about each other

by gazing across

transparent barriers in classroom.

Children also showed the desire to

visit each other’s areas of

classroom. Over the course of a

year, it was observed how

relationships evolved between

infants and the older children and

how these relations could be best

supported. Also changes were

made to children’s environment

and schedule; with introduction of

new experiences through infant

materials, playing with dolls and

opportunity to assist in care giving.

Further both planned and

spontaneous social interactions

where provided.

Environmental Arrangement

Mealtime was used as an

opportunity to provide children to

see and interact with one another.

One obvious behavior between

children was that as they saw one

another the interest and curiosity

to interact increased. Older

children were interested in feeding

infants (even during bottle

feeding). This showed that older

children can and should be given

the opportunity to assist in

frequent routines such as

diapering, feeding, hand washing

etc. For families that have older

children they can engage them in

care giving activities toward

infants.

Also, since the classrooms

provided transparent barriers

between older children and

toddlers, both spend time at the

barriers observing one another.

Infants frequently observed the

play of older children and vice

versa. Th

signify strong connection between

them; and results shows exchange

of smiles, laughs, touches and toys

through barriers.

Care giving

Older children showed great

interest to provide care giving

assistance which included

comforting children who were

crying, holding infants (with adult

support), bringing toys or other

material to infants, assisting with

feeding or with diapering and

rubbing backs for children who

were going to sleep. Some children

would seek out care giving

opportunities on their own, while

others would spontaneously offer

to help when they observed adults

engaged in such activities.

Spontaneous Interactions

As time went on, children started

to spontaneously interacting with

one another with minimal adult

suppor

offer words and interpretations of

actions; older children started

L A N G U A G E .

Also, since the classrooms

provided transparent barriers

between older children and

toddlers, both spend time at the

barriers observing one another.

Infants frequently observed the

play of older children and vice

versa. This mutual observation

signify strong connection between

them; and results shows exchange

of smiles, laughs, touches and toys

through barriers.

Care giving Assistance

Older children showed great

interest to provide care giving

assistance which included

orting children who were

crying, holding infants (with adult

support), bringing toys or other

material to infants, assisting with

feeding or with diapering and

rubbing backs for children who

were going to sleep. Some children

would seek out care giving

ortunities on their own, while

others would spontaneously offer

to help when they observed adults

engaged in such activities.

Spontaneous Interactions

As time went on, children started

to spontaneously interacting with

one another with minimal adult

support. Even though adults would

offer words and interpretations of

actions; older children started



approaching non-mobile infants

and communicated by gazing,

touching or talking. If an infant

“lost” a toy, for example, an older

child would pick it up and return it

to the infant.

It was also observed, that older

children not only imitated

behaviors of the caregivers, they

also spontaneously expanded on

those behaviors. For example,

when caregivers did not swaddle

any of the infants, but the toddlers

were repeatedly observed

swaddling dolls while playing.

The study conducted at

Appalachian State University,

teaches many lessons about older

children. With proper guidance and

supervision older children can

express caring and helpful

behavior towards younger ones.

By no means should older children

be left with infant unsupervised;

however they can be taught on

how to take care of younger

babies. It helps us reflect and

better understand the barriers

between ourselves and other, and

the ways in which our expectations

color our interactions with others.

By being open to new possibilities

and appreciating what each person

brings, we are able to experience

richer interactions and

relationships that defy our

expectations.



COLIC AND HOW

TO HELP YOUR

BABY Davie, Kim. The Handbook

of natural baby and

childcare. 2009.

Colic is stomach ache that is

experienced by one in five babies.

It can start in two to four weeks

old babies and can last up to four

months. When babies cry for long

periods of time without any

obvious cause it could because of

colic. Usually this happens at the

same time each day (could be later

afternoon or evenings). Babies

may also pass wind and have

challenges passing stool. The

cause of colic is not known

precisely, even though there are

many theories about this subject.

It could be because of a reaction

to milk (in case of cow milk) or to

the mother’s diet (in case of

breastfed babies). Colic could also

be a reaction of your baby’s

sensitivity to the stimulation

received during the day from

various activities.

Some tips which can help you and

your baby deal with colic:

• Swaddling your baby in light

blanket or shawl. Many

hospitals advise against

swaddling at night because of

the risk of overheating, but

wrapping can be very soothing

when you are awake and keep

an eye on your baby.

• Apply colic hold –

support the baby’s crotch with

you hand while the tummy

rests on your forearm and the

head is near you elbow. (See

picture).

• Gently swing the baby in your

arms.

• Allow your baby to suck on a

pacifier or finger. However

with using a pacifies please

keep these tips in your mind:

• Never

• Don’t use a string or ribbon to

tie the pacifier around the

baby.

• Don’t use a pacifier in the first

six weeks if you are breast

feeding.

• Don’t give your baby a pacifier

whenever he/she is upset (it

will become a hard

habit)

• Restrict use to sleep times and

colic.

• Wash and sterilize pacifiers

between each use.

• If pacifier shows signs of

damage, replace it.

• To prevent wind and help with

reflux, feed in an upright

position and make sure you

burp after every feed. If you

are

expert to check your

technique. If bottle

try using a teat with bigger

holes; if they are too small,

your baby may be swallowing

lots of air with milk.

L A N G U A G E .

Gently swing the baby in your

arms.

Allow your baby to suck on a

pacifier or finger. However

with using a pacifies please

keep these tips in your mind:

Never it in sugar or honey.

Don’t use a string or ribbon to

tie the pacifier around the

baby.

Don’t use a pacifier in the first

six weeks if you are breast

feeding.

Don’t give your baby a pacifier

whenever he/she is upset (it

will become a hard-to-break

habit).

Restrict use to sleep times and

colic.

Wash and sterilize pacifiers

between each use.

If pacifier shows signs of

damage, replace it.

To prevent wind and help with

reflux, feed in an upright

position and make sure you

burp after every feed. If you

are breastfeeding, get an

expert to check your

technique. If bottle-feeding,

try using a teat with bigger

holes; if they are too small,

your baby may be swallowing

lots of air with milk.

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