DaDu and Happy Thanksgiving

 

turkeys

 

“DaDu.”

That’s how my oldest used to say “Thank you” when he was about two years old. Now that he is thirteen I find myself still reminding him to say “thank you” when he goes to a friend’s house or to a birthday party or when a friend’s parent drives him to school.

From Two Peds in a Pod®:  We are thankful for our readers, our facebook friends, and our subscribers for continuing to send us ideas and for telling parents around the world about our down-home source of “sound pediatric advice for parents on the go”. We’ll keep writing as long as you all keep reading. 

Today, may you enjoy cramming in folding chairs to your dining room table, the sleepy post Thanksgiving feast lull, and the sight of heaps of children piled onto a tiny couch.

Dadu and Happy Thanksgiving, 

Julie Kardos, MD and Naline Lai, MD
©2012 Two Peds in a Pod®




Gift Ideas by Ages as Well as Stages

 

baby gift cartoonIt’s gift-giving season. Yes, we could write a soppy post about how the best gifts in life are not material. Or that you should donate money to charity in a child’s name. However, sometimes you just want to buy something. To help you find a perfect gift, or at least one a kid will play with this season, we present a review of child development and a corresponding set of gift ideas.

 


0-3 months: Babies this age have perfect hearing and enjoy looking at faces and objects with contrasting colors. Music, mobiles, and bright posters are some age appropriate gift ideas.

 

3-6 months:  Babies start to reach and grab at objects, so they enjoy rattles and toys that are big enough to hold onto and safe enough to put in their mouths- try bright colored teething rings and large plastic “keys.” Because babies learn by mouthing objects, buy your niece some first books made of cloth or vinyl knowing they will be heavily drooled on.

 

6-12 months: Around six months, babies begin to sit alone or sit propped. Intellectually, they begin to understand “cause and effect.” Good choices of gifts include toys with large buttons that make things happen with light pressure.  Toys which make sounds, play music, or cause Elmo to pop up will be a hit. For a nine-month-old old just starting to pull up to standing, a water or sand table will provide hours of entertainment in the upcoming year. Right now you can bring winter inside and fill it with a mound of snow. Buy some inexpensive measuring cups and later in the summer your toddler will enjoy standing outside splashing in the water.

12-18 months: This is the age kids learn to stand and walk. They enjoy things they can push while walking such as bubble blowers, plastic lawn mowers or plastic “poppers” that have little balls inside that pop around when pushed.

 

18-24 months: Kids this age still like to push toys while walking, and although kids can not pedal, they enjoy riding on toys such as big wheels “Fred Flintstone” style. Dexterous enough to drink out of a cup and use a spoon and fork, toddlers can always use another place setting. Toddlers are also able to manipulate shape sorters and toys where they put a plastic ball into the top and the ball goes down a short maze/slide. They also love containers to collect things, dump out, then collect again.

 

2-3 years: To encourage motor skills, offer tricycles, balls, bubbles, boxes to crawl into and out of. Go with crayons over markers because crayons require a child to exert pressure and therefore develop hand strength. Dolls, cars, and sand boxes all foster imagination. Don’t forget those indestructible board books so kids can “read” to themselves.

 

3-4 years: Now kids engage in elaborate imaginary play. They enjoy “dress up” clothes to create characters- super heroes, dancers, princesses, kings, queens, animals. They become adept at pedaling tricycles or even riding small training-wheeled bikes. Other gift ideas include crayons, paint, markers, Play-doh®, or side-walk chalk. Children this age understand rules and turn-taking and can be taught simple card games such as “go fish,” “war,” and “matching.”  Three-year-olds know colors but can’t read- so they can finally play the classic board game Candyland®, and they can rote count in order to play the sequential numbers game Chutes and Ladders®.

 

5-year-olds: Since 5-year-olds can hop on one foot games like Twister® will be fun. Kids this age start to understand time. In our world of digital clocks, get your nephew an analog clock with numbers and a minute hand… they are hard to come by. Five-year-olds also begin to understand charts— a calendar will also cause delight. They can also work jig-saw puzzles with somewhat large pieces.

 

8 years old: Kids at this point should be able to perform self help skills such as teeth brushing. Help them out with stocking stuffers such as toothbrushes with timers. They also start to understand the value of money. The kids will appreciate gifts such as a wallet or piggy bank.  Eight-year-olds engage in rough and tumble play and can play outdoor games with rules. Think balls, balls, balls- soccer balls, kickballs, baseballs, tennis balls, footballs. Basic sports equipment of any sort will be a hit.

 

 


10-year-olds:
Fine motor skills are quite developed and intricate arts and crafts such as weaving kits can be manipulated. Also ten-year-olds value organization in their world and want to be more independent. Therefore, a watch makes a good gift at this age. And don’t forget about books: reading skills are more advanced at this age. They can read chapter books or books about subjects of interest to them.

 

 


Tweens
: Your child now has a longer attention span (30-40 minutes) so building projects such as K’nex® models will be of interest to her, as well as puzzles with hundreds of pieces. This is a time when group identity becomes more important. Sleepovers and scouting trips are common at this age so sleeping bags make great gifts. Tweens value their privacy – consider a present of a journal with a lock or a doorbell for her room.

 

 


Teens
:  If you look at factors which build a teen into a resilient adult, you will see that adult involvement in a child’s life is important. Create opportunities for one-on-one interaction by giving gifts such as a day of shopping with her aunt, tickets to a show with her uncle, or two hours at the rock climbing gym with dad. Teens usually have enough “stuff” anyway.

 

 

However, if you want to give “stuff,” here are some suggestions:

 

 

Since it’s best for kids back to carry the weight of school books on two shoulders (see our post about backpack safety), find your teen a cool backpack.

 

 

Encourage physical activity. Sports equipment is always pricey for a teen to purchase- give the fancy sports bag he’s been eying and encourage physical activity with a gym membership.

 

 

Hunched over the computer is not an ergonomically correct way to study.  Prevent your kids from growing into adults with strained necks and backs by getting a key board and chair set which is kind to their bodies.

Happy shopping.

 

 

 

Naline Lai, MD and Julie Kardos, MD

 

©2012 Two Peds in a Pod®




Arsenic and your food

 

arsenic riceA decade ago, we wondered if arsenic was in pressurized wood-containing playground equipment . Then we worried about the toxin turning up in apple juice . Now recent reports say arsenic is in the US rice supply .

Uh oh.

As an Asian-American I often cook rice for my family, so I emailed my toxicologist sister when the reports of arsenic in rice first surfaced.

“It’s okay,” my sister emailed back, “Just wash/rinse the rice several times. It’s not like we’re drinking water in Bangladesh.”

“That’s it?” I thought to myself and decided to call her. After all, I figured she is one of a small number of board certified medical toxicologists and an author of a paper on arsenic.

“What is arsenic anyway?” I asked when I got her on the line.

“It’s a naturally occurring element,” she said. To be more precise, it’s number 33 on the periodic table. Like other elements such as iron, lead or calcium, arsenic is found in the earth’s crust.

Here’s what  I learned about arsenic:

 

Why did my sister reference Bangladesh in her email? In the 1970’s drinking water
was in short supply in Bangladesh. Contamination of water by sewage and
monsoons lead to diarreheal illness and high infant mortality rates.
Hundreds of thousands of wells were drilled in order by well meaning aid
organizations. Unfortunately, unbeknownst to the drillers, Bangladesh
sits over a pocket of arsenic rich soil. As a result, some estimate one
in five of the drilled wells is contaminated with arsenic.

 

How does arsenic affect humans?

Organic arsenic is not toxic and is found in seafood. The inorganic form of arsenic, however, interferes with AdenosineTri- Phosphate (ATP), which is a building block for cellular energy. When a large amount is ingested at one time, the body goes haywire, causing many vital organs in the body to shut down.

Chronic effects of low amounts of poisoning are more subtle. Exposures to low levels over time are linked to some cancers such as bladder and skin cancer.

How does arsenic enter the body?

By eating or drinking of tainted substances. Rarely, arsenic is inhaled. Absorption of arsenic will not occur via touch.

Can I tell if something is tainted?

No. Arsenic is colorless and tasteless when dissolved in water. In fact, arsenic’s nick name is “Inheritance Powder” because it was used to speed up royal inheritances in medieval and renaissance Europe.

Should I run out and have my kids tested?

No. Arsenic does not accumulate in the body. It moves in and out quickly. A spot test is not meaningful. Think of eating trace amounts of arsenic like eating the charred part of a piece of steak.

 

To lower arsenic levels or any other potential contaminant on food, wash, wash, wash:

-Wash your hands before you prepare food.

– Wash your child’s hands before she eats.

Wash your produce (meat does not need to be washed).

Also, serve a variety of foods to minimize the chances your family will be exposed to a large quantity of any potential toxin found in one food source.

What about rice cereal? Is it safe for my baby?

The jury is still out. For now, limit the amount of rice cereal you give to your baby. For details and the latest updates www.aap.org

 

Tonight my family will be eating ribs and rice…just hold the arsenic.

Naline Lai, MD with Julie Kardos, MD

With thanks to Melisa Lai Becker, MD, director of medical toxicology of the Cambridge Health Alliance

©2012 Two Peds in a Pod®

 




Learn the signs: how to teach your baby sign language

Before babies gain the ability to say, “Mama, please hand me my cup from that table,” they will point at their cup. In other words, babies naturally use their own sign language to communcate. Today, teacher Kacey Slack writes about teaching American Sign Language as a way to help your child communicate before she masters spoken language.

–Drs. Lai and Kardos

 

Have you ever noticed your baby using hand gestures to express her needs? Most babies will raise their arms when they want to be held, wave goodbye, and point to what they need or want. What if your baby could tell you what she wanted before she learns to speak? Teaching babies to sign is simple and beneficial. According to child developmental psychologists Drs. Linda Acredelo and Susan Goodwyn, in Gaining a window into your baby’s mind, “Using signs with babies reduces tears, tantrums, and frustration, allows babies to express needs and share their worlds, enriches interactions between adults and babies and strengthens the parent-child bond, reveals how smart babies are, and increases parents’ respect for them and helps build babies’ self-confidence and self-esteem.”

 

Teaching signs is easy. You can use this link to learn basic signs. First demonstrate the sign while saying the word. You can also guide your baby’s hands if she will allow you. Praise any approximation of the sign. It will take some time before your baby will understand the sign and perform it. Be consistent and repeat the signs as often as possible. The more your baby sees the sign, the better she will understand it and be able to do it herself.

 

When beginning, choose a few signs that are useful to your baby such as “eat,” “more,” and “all done.” These are signs that babies encounter numerous times each day. Once your baby begins to sign, the possibilities are endless. She may want to learn zoo animals or you may want to teach her safety words in order to express if something is hot or cold or if she is hurt. Signing can also be used while reading books with your child. It is a great way to engage her and allow her to interact with literature.

 

You do not need expensive products or costly classes in order to teach sign. Play groups, however, offer parents the opportunity to receive guidance from an instructor, preferably one with experience signing as well as interacting with young children. Play classes also allow your child to interact with other children and learn from babies who may already know how to sign.

 

Helpful Links: the first link shows how to sign many common words.

http://www.aslpro.com/cgi-bin/aslpro/aslpro.cgi

https://www.babysigns.com/index.cfm?id=120

http://www.babies-and-sign-language.com/index.html

 

[youtube https://www.youtube.com/watch?v=WYbJgw9tOfU&w=560&h=315]


Kacey Slack

Independent Certified Instructor

Kacey Slack holds teaching certifications in elementary and special education. She has taught in various classroom settings and is an adjunct professor at Manor College. A mom of a young signing toddler, Ms. Slack is part of the Baby Signs® Program which helps guide other parents through their signing journey. She can be reached through www.babysignsprogram.com/bykacey.

 

© 2012 Two Peds in a Pod®

Croup’s cropping up

We can tell from this past week at the office that croup season has started. DON’T PANIC! Read on to learn what to look for and what to worry about. Please also listen to our podcast on this same subject.

You wake up in the middle of the night to the sound of a seal barking…inside your house. More specifically, from inside a crib or toddler bed. Unless you actually have a pet seal, that sound is likely the sound of your child with croup.

“Croup” is the lay term for any viral illness causing swelling of the voice box (larynx)  which produces a seal-like cough. The actual medical term is “laryngotracheobronchitis.”  In adults, the same viruses may cause laryngitis and hoarseness, but minimal cough. In children the narrowest part of a child’s airway is his voice box. So not only does the child with croup sound hoarse when he talks and cries, but since he breathes through a much narrower opening, when he forces air out with a cough, he will sound like a barking seal. When a kid with croup breathes in, he may produce a weird guttural noise, called “stridor.”

Many viruses  cause croup, including  flu (influenza) viruses. Therefore, a flu vaccine can protect against croup. While no antibiotic or other medicine can kill the croup causing viruses, here are some ways to help your child feel better.

What to do when your child has croup:

Stay calm. The noisy breathing and barky cough frighten children and their parents alike. It’s easier for the child to breathe when he is calm rather than anxious and crying. So, even if you are scared, try to act calmly since children take their cues from their parents.

Try steam. Run the shower high and hot, close the bathroom door and sit down on the bathroom rug with your child and sing a song or read a book or just rock him gently. The steam in the bathroom can help shrink the swelling in your child’s voice box and calm his breathing.

Go outside. For some reason, cool air also helps croup. The more misty the better. In fact, many a parent in the middle of the night has herded their barking, noisy breathing  child outside and into the cold car to drive to the hospital. Once in the emergency room, the parents are surprised to find a happily sleeping, or  wide awake, chatty child, “cured” by the cold night ride.

Run a humidifier. A cool-mist humidifier running in your child’s room will also help. Make her room feel like a rain forest, or the weather on a  really bad hair day, and often the croupy cough will subside. Cool-mist humidifiers in the child’s room are safer than hot air vaporizers because vaporizers pose a burn risk. It’s the mist that helps, not the temperature of the mist.

Offer ibuprofen or acetaminophen. Your child may cough, and then cry, because her throat is sore. Pain relief will make her more comfortable and allow her to get back to sleep.

Who needs further treatment?

Most kids, more than 95%, who come down with croup, get better on their own at home. Typically, croup causes up to three nights of misery punctuated by trips into the cold night air or steam treatments. During the day, kids can seem quite well, with perhaps a slightly hoarse voice as the only reminder of the night’s tribulations. Why croup is worse at night and much better during the daytime hours remains a medical mystery. One theory is, just like ankles swell after one is upright all day, swelling in the voice box increases when people lie down. After the three nights, your child usually just exhibits typical cold symptoms with runny nose, a regular sounding cough, watery eyes, and a possible ear infection at the end. Then brace yourself for next time—kids predisposed to croup tend to get croup the next time a croup causing virus blows into town. But take heart, most kids outgrow the disposition for croup around six years of age.

Some kids do develop severe breathing difficulties. If your child shows any of these symptoms, get emergency medical care:

Turns pale or blue with coughing. Turning red in the face with coughing is not as dangerous.

Seems unable to swallow/unable to stop drooling.

Breathing fails to improve after steam, cool air, humidity, or breathing seems labored– nostrils flare with every breath or chest heaves with every breath—pull up their night shirts to check for this. See this link for an example of labored breathing.

Mental state is altered: your child does not recognize you or becomes inconsolable.

Child is unimmunized and has a high fever and drooling along with his croup symptoms: he may not have croup but rather epiglottitis, most commonly caused by a vaccine-preventable bacteria. This is a separate illness that can be fatal and requires airway management as well as antibiotics in a hospital.

We searched the internet for a good example of what the “seal bark” cough of croup. The best imitation we found is actually the sound of a sea lion. We will have to ask a veterinarian sometime if seals and sea lions get croup. If so, what do they sound like?

Julie Kardos, MD and Naline Lai, MD
©2012 Two Peds in a Pod®

 




A glimpse into the world of childhood mental illness

The cut of mental illness can be  sharper than any surgeon’s knife. What happens when a child’s emotional turmoil escalates beyond a family’s control?  In the  newly released book Suicide by Security Blanket, and Other Stories from the Child Psychiatry Emergency Service: What Happens to Children with Acute Mental Illness, Drs. Laura Prager and Abigail Donovan bring us behind the scenes of the Massachusetts General Hospital psychiatric emergency room. Although the discussion can be somewhat technical, the real-life stories are poignant and are fascinating not only for healthcare professionals, but for anyone interested in child mental health.

In this excerpt, a dialogue occurs between Dr. E, a child psychiatrist, and Tommy, a depressed fourth grader who has just tried to strangle himself:

“I hate myself. I want to die.” Tommy’s voice lacked any inflection.

“Why?”

“I’m bad. The world is bad. No one likes me. No one wants me as a friend.”

“No one?”

“I’m a loser. No one wants to be friends with a loser. They all hate me.”

“Why are you a loser?”

“I’m fat. I can’t do anything right. I got in to trouble at school.”

“What happened at school?”

“Nothing.”

“Nothing?”

“I wrote bad stuff.”

“Bad stuff?”

“This one kid farts all the time and I wrote ‘fart’ on his notebook.”

“Then what happened?”

“The teacher made me apologize.”

“That’s it?”

“My parents get mad when I do stuff like that.”

“Were they mad this time?”

“I don’t know. I always get in trouble. No one in my family likes me, either. They won’t care if I’m dead.”

…Tommy’s voice got just a bit louder. “After school, I was really mad. I went down to the playroom and I tried to strangle myself. I didn’t have any rope, so I used my scarf. I also thought about going upstairs and trying to jump out a window.”

Did you hurt yourself when you tied the scarf around your neck?”

“No, I couldn’t get it that tight.”

“Did you think that you could kill yourself that way?”

“If I pulled hard enough.”

“So what happened then?”

“My mother came downstairs and found me.”

“I guess it was lucky that your mother was keeping an eye on you. Do you know why she came down?”

“I don’t know. She took the scarf and called the doctor. Here’s the scarf.” Tommy pushed the sheet away from him. He was wearing maroon hospital PJ’s that were slightly too big for him. Around his neck hung a dirty grey-colored knit scarf that looked as if it might once have been another color, perhaps light blue. It had remnants of fringe hanging from each end. The scarf hung loosely, and the ends tumbled into his lap. As he spoke, Tommy absentmindedly started stroking the tattered fringe on one end.

Dr. E tried to regroup. How could the nurses have let this kid sit in a bay with a scarf around his neck when apparently he had just tried to strangle himself with that very scarf?

“Is this the same scarf?”

“Yes. I just told you that. I had it with me.”

“Is this scarf your security blanket? Do you sleep with it?” Dr. E hoped she didn’t sound quite as incredulous as she felt.

“Well, I don’t take it to school, usually. It usually stays on my bed during the day.” He paused before adding, “I had it with me today. It was in my backpack. It used to be light blue. I’ve had it for as long as I can remember. I think my father gave it to my mother but she didn’t like it.”

“You tried to strangle yourself with the scarf you have held on to forever?”

Tommy was silent.

Dr. E fell silent, too.


Reprinted with permission. Courtesy of Praeger Publishers/ABC-Clio, 2012. Available on Amazon.com

Naline Lai, MD and Julie Kardos, MD
©2012 Two Peds in a Pod®




Beth: a story of life and hope

 

At this time of the Jewish High Holy Days, Dr. Kardos offers us a glimpse into lessons learned as a doctor in training. This is a true story she wrote years after meeting Beth and until now, had only shared with a few close friends.

Tonight starts Yom Kippur and my two youngest children are asleep in their beds. As my oldest sits in the rocker next to my desk reading the last book in the Lord of the Rings series, my husband relaxes playing a computer adventure game. The Jewish High Holy Days are a time for reflection about the past year. But my mind goes back to a Yom Kippur Eve when I was working as a resident in the Pediatric Intensive Care Unit (PICU) as part of my pediatric training.

Residents work through most holidays, even ones they consider important. This night, I wished I had off, but I consoled myself with knowing that I would be off on Thanksgiving. Luckily I was partnered with Amy, the lead physician in the PICU.

The sickest patient that night was twelve-year-old Beth. She had leukemia and had just started chemotherapy. Because her immune system was weak, Beth was very ill with a bacterial infection in her blood. Despite powerful antibiotics, the infection raised havoc in her body. She developed such difficulty breathing that a tube from a mechanical ventilator was placed down her throat to force air into her lungs. Even the comfort of sleep escaped her. Beth was afraid of what was happening to her body. She refused to accept medicine that could help her sleep because she was so afraid that she would never wake up.

That night, despite her incredibly ill state, she got her period. Usually when a girl’s body is stressed, the body preserves all blood and the periods stop. But hers came, and because her blood cells were so abnormal from a toxic combination of infection, chemotherapy, and leukemia, she began bleeding to death. We transfused her with bag after bag of blood to keep her alive.

In the middle of the night, Beth’s blood pressure suddenly plummeted so we added even more medication. Because my mentor Amy was not certain that Beth would survive the night, we called her family at the hotel near the hospital where they were staying and told them come to Beth’s side. And through it all, Beth refused to sleep. Her eyes always opened in terror whenever we approached her bed. Her face was gray. Her chest rose and fell to the rhythm of the mechanical ventilator, and you could smell the fear all around her.

I stood with Amy just outside Beth’s room as Amy reviewed a checklist for Beth’s care. It went something like: “Ok, we just called blood bank for more blood; we called her family; we called the lab; we called the pharmacy. We are currently attending to all of her problems, we now just have to wait for her body to respond.” She paused,” But you know what?”

“What?” I asked her.

“We need to address her spiritual needs as well. Do we know what religion her family is? They may want a clergy member with them.”

I was startled. In the midst of all the tubes and wires of technology, Amy remembered to summon the human factor in medicine. We looked in her medical chart under “religious preference” and there it was: Jewish.

“Amy,” I said, “of all nights. Tonight is Yom Kippur…the holiest night of the Jewish year.”

I knew that the hospital had a Rabbi “on call” just like they had priests, nuns, ministers, and other spiritual leaders. But that night I was sure that every rabbi in Philadelphia would be at synagogue for Kol Nidre, the declaration chanted at the beginning of the Yom Kippur evening service. We were unlikely to track down a Rabbi.

Despite this, we asked her mother if they wanted us to call a Rabbi for them. She shook her head no. I remember feeling relieved, then guilty that I felt relieved. Amy left to check on another patient. Beth’s mom, dad, and older sister stood together watching Beth. Her sister’s hand lay on her mother’s arm. Her mother’s eyes darted from me to Beth to the mechanical ventilator next to the bed. Beth’s eyes were closed and it was difficult to know if she even knew we were there.

Her family walked out into the hall to talk. Beth at that moment opened her eyes and started tapping on the bed with her foot to get my attention. She couldn’t talk because of the tube down her throat and her hands were taped down with IVs. Yet she reached out with one hand as best she could.

I walked close to her bed so she could touch me and I asked, what is it, Beth?

Her lips formed the words around the breathing tube very deliberately, her body tensing. “Am I going to die?”

All in a split second I am thinking to myself: How do I know/it could very well happen/how can I lie to her/how can I tell her the truth of what I fear could very well happen/how am I going to answer this child?

What I answered was, “Not tonight, Beth.”

She relaxed into her pillow but kept her eyes on mine. I waited to see if she would say anything else, but the effort to ask that one question had exhausted her. I stood, holding her hand, until her family came back into the room. Her eyes followed them to her bed and I left so they could be together.

Beth did survive the night and in fact survived a month in the PICU. She became well enough to be transferred to a regular hospital floor. By this time I was working in a different part of the hospital, but one of the oncologists pointed her out to me.

I don’t know what happened to her in the long term.

So now I tell my oldest child it’s time for him to stop reading and go to sleep, and I walk him to his room to say goodnight. My husband and I decide what time we’ll attend Yom Kippur services tomorrow. Part of me feels joined with Jews everywhere who will also be spending the next day reflecting, praying and celebrating a new year. But mostly, like every year at this time, I remember the sounds and the smells and the fear in the PICU where sickness doesn’t care who your God is or what your intentions are. I remember Amy caring enough to think about a dying child’s family religion, and always, I remember Beth.

Originally posted in fall, 2010

Julie Kardos, MD
© 2012 Two Peds in a Pod ®

 

 




Join us at the Bucks County Children’s Museum

bucks county children's museumWondering about preschool and toddler discipline? sleep? potty training ? emotional well being?

In the Bucks County PA area in October?

We’ll be holding a question and answer session Thursday Oct 11, 10:00am to 10:45 am as part of the first Bucks County Children’s Museum parent outreach series.

The following week on Thursday Oct 18, 10:00am to 10:45am  Emergency Department physician  Jennifer White, MD, answers the question: When should you take your child to the ER?

Sessions are free for adults. Discounted child price of $5. Children museum members free. Child-friendly arts and crafts provided. Baby sitting not available. To register, call the museum directly at 215-693-1290. The museum is located at 500 Union Square, New Hope, PA.

Series presented in conjunction with Doylestown Hospital, Doylestown, PA and The Bucks County Children’s Museum.

Hope to see you there!

Julie Kardos, MD and Naline Lai, MD

©2012 Two Peds in a Pod®





The building blocks of learning


toddler toysOften parents ask us how to encourage learning in their toddlers. Everyday experiences with parents and toys are more valuable than flashcards or television. To help understand how simple toys enrich toddler development, we bring you an excerpt from occupational therapist Barbara A. Smith’s award winning  book From Rattles to Writing, A parent’s guide to Hand skills. We appreciated how the book gives tips on making your own toys, and lists very specific “to dos” to encourage not only fine motor development, but visual motor and sensory processing skills at different ages.


Drs. Lai and Kardos


Why are building blocks one of the most universal and time-honored occupations of young children? For one thing, blocks or other objects that stack (i.e., juice packs, scraps of wood, or rocks) are readily available all over the world. Blocks stack easily because they are flat, and the symmetrical cube shape enables children to align them vertically or horizontally.


Stacking helps to develop the perceptual skills and depth perception required to place one block on top of another and the coordination to release the block at the correct time. Children typically learn to stack two and then three common one-inch blocks between the ages of twelve and eighteen months. These blocks are large enough to be easily grasped yet small enough to be stacked using one hand.


Your child’s arms will grow strong as he steadies his shoulders to place the block in just the right position for stacking. After the blocks fall over, he will learn that mistakes are okay, and it is easy to build another tower, and another, and another. Blocks are basic important learning tools to teach concepts, such as tall and short, counting, and color identification. In fact, they are the “building blocks” that will help your child learn to read and write eventually.


The toy industry has capitalized on our love of blocks and has created magnetic blocks, snap-together blocks, blocks that open up to hold a toy, and blocks with sound effects. However, simple, basic blocks are great. They allow for imagination and creativity in a world where many toys are overly complex and require batteries. Whether homemade or purchased, plastic or wooden, soft or hard, titanium or cloth, your child will enjoy many hours of learning with blocks. Blocks are a must for all children.


Barbara A. Smith, MS, OTR/L


An occupational therapist for over twenty years, Ms. Smith received her master’s degree from Tufts’ Boston School of Occupational Therapy, and went on to receive certifications in sensory integration and hippotherapy. Her website is www.barbarasmithoccupationaltherapist.com. Her book, quoted above, won  2012 National Parenting Publications Award, and can be purchased on Amazon.com.


©2012 Two Peds in a Pod®




It’s a nailbiter…paronychia infections

finger infection

Ouch! This kid’s index finger has a finger nail infection called a paronychia. Often seen in nail biters and cuticle pickers, this infection occurs in the skin around fingernails. Although most kids are not dexterous enough to bite their toenails, infection can also occur in toes. Bacteria which normally live on skin (Staphylococcus or Streptococcus) find an opportunity to enter the body through openings in broken skin.

The area at the periphery of the nail bed is red, swollen, and painful. At times pus drains from under the nail bed.

Caught early, warm, soapy soaks several times a day may be enough to soften the tense skin and encourage germ-fighting cells to migrate to the infection. After soaking, apply topical antibiotic, such as Bacitracin, to the area.  Often the infection improves after 2-3 days of diligent soaking.

Sometimes the infection persists and oral antibiotics are needed to treat the bacteria. In this photo, the redness of the child’s paronychia is spreading beyond the area immediately next to her nail. Besides increased redness, other worrisome signs of worsening infection include red streaks up the affected digit (a sign that the germs are trying to make it up to the heart),  increasing pain, or fever. Your child’s pediatrician will make the call after examining your child.

Although I do not keep formal track, I do seem to see more of these infections at the start of the school year when kids at their desks begin to bite or pick their nails and cuticles. To prevent infection, remind your kids to wash their hands. If you have a biter/picker, have her substitute a different habit such as picking at a hair scrunchie or Silly Bandz. A more expensive and time consuming option, which Dr. Lai has seen work—offer a fancy manicure.  Kids rarely want to ruin beautifully painted nails by chewing on them.

 

Julie Kardos, MD and Naline Lai, MD
©2012 Two Peds in a Pod®