My Child: 0 to 2 Years Expert Advice for Every Step
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Views of Parents' About Taking Human Milk of Premature Infants
A L J O A T U N R I N R A E L P Research Article P L E R A Perinatal Journal 2013;21(2):77-84 I N N R A U T A L J O Views of parents’ about taking human milk of premature infants Fatma Tafl Arslan1, Elanur Yeniterzi2 1Department of Pediatric Nursery, Faculty of Health Sciences, Selçuk University, Konya, Turkey 2Neonatal Intensive Care Unit, Faculty Hospital, Meram Faculty of Medicine, Necmettin Erbakan University, Konya, Turkey Abstract Prematüre bebeklerin anne sütü al›m› ve ebeveynlerinin görüflleri Objective: This descriptive study aims to determine the views of Amaç: Araflt›rma, 32-37 haftal›k prematüre bebe¤e sahip ebeveyn- parents that have 32-37 weeks premature babies about babies’ lerin, bebeklerinin anne sütü almas› konusundaki görüfllerini belir- breast feeding. lemek amac›yla tan›mlay›c› türde yap›ld›. Methods: The research was conducted in Newborn Intensive Yöntem: Araflt›rma; 1 Temmuz - 30 Kas›m 2011 tarihleri aras›n- Care Units in totally six hospitals including one private hospital, da, Konya ili merkezinde yer alan bir özel hastane, üç devlet has- two university hospitals, and three state hospitals in Konya city tanesi, iki t›p fakültesi olmak üzere toplam alt› hastanenin Yenido- center between July 1 and November 30, 2011. Data were ¤an Yo¤un Bak›m Ünitelerinde yap›ld›. Veriler anket yöntemiyle obtained from 100 parents by face to face interviews or by phone. 100 anne ve babadan yüz yüze veya telefonla görüflülerek toplan- Percentage and chi-square tests were used for statistical analysis. -
Pediatric Dysphagia: Who’S Ready, Who’S at Risk, and How to Approach
Pediatric Dysphagia: Who’s Ready, Who’s at Risk, and How to Approach Maria McElmeel, MA, CCC-SLP Laura Sayers, MA, CCC-SLP Megan Schmuckel, MA, CCC-SLP Erica Wisnosky, MA, CCC-SLP University of Michigan Mott Children’s Hospital Disclosure Statement We have no relevant financial or nonfinancial relationships to disclose. 2 Objectives Participants will be able to: • Identify at least one strategy to utilize with children exhibiting food refusal behaviors. • Identify safe and appropriate technique for feeding infant with cleft lip and palate. • Identify the four goals for a successful feeding in the NICU population. • Identify various feeding difficulties associated with cardiac and airway anomalies. 3 NICU Feeding Who’s Ready? • Increased early opportunities for oral feeding can lead to full oral feedings sooner (McCain & Gartside, 2002). • Gestational age = 32-34 weeks – Preterm infants unable to coordinate suck- swallow-breathe prior to 32 weeks (Mizuno & Ueda, 2003). – Often not fully organized until 34 weeks. • Behaviors or cues can be better indicators than age. • Growing body of research correlates cue-based feeding and decreased time to full oral feedings in healthy preterm infants. 5 What are the cues? • Physiological cues • Behavioral cues – Tolerates full enteral – Roots in response to feeds touch around the – Has a stable mouth respiratory system – Places hands to – Tolerates gentle mouth handling – Lip smacking – Able to transition to – Tongue protrusion an alert state – Searches for nipple – Has the ability to lick, when placed to nuzzle or suck non- breast nutritively 6 Cue-Based Feeding • A cue-based feeding model is an alternative to traditional medical models for feeding. -
Growing, Moving, Learning – Infant Toddler Toolkit
Growing, Moving, Learning Infant Toddler Toolkit May 2011 NOTICE: The University of Delaware does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies and to serve as the overall campus coordinator for purposes of Title IX compliance: Name and Title: Becki Fogerty Director, Office of Equity and Inclusion Address: 305 Hullihen Hall University of Delaware Newark, DE 19716 Telephone No.: (302) 831-8063 The following person has been designed to handle inquiries regarding the non-discrimination policies as those policies apply to the University’s Division of Intercollegiate Athletics and Recreation Services: Name and Title: Jennifer W. Davis Vice President for Finance and Administration Address: 220 Hullihen Hall University of Delaware Newark, DE 19716 Telephone: (302) 831-2769 Inquiries concerning the application of Title IX may be referred to the appropriate Title IX coordinator or to the Office for Civil Rights, United States Department of Education. For further information on notice of non-discrimination, visit http://wdcrobcolp01.ed.gov/CFAPPS/OCR/contactus.cfm for the address and phone number of the U.S. Department of Education office that serves your areas, or call (800) 421-3481. Acknowledgements We would like to acknowledge Penny Deiner, Ph.D., Professor Emerita and past Chair of the Department of Human Development and Family Studies, at the University of Delaware as the original author of the Infant Toddler Toolkit for Healthy Eating and Physical Activity. Dr. Deiner developed and piloted the original activities jointly with Nemours Health and Prevention Services. -
Newborn Care 2 Table of Contents
Newborn Care 2 Table of Contents Your Newborn ............................................ 4 Baby Basics ............................................... 16 Preparing for Your Baby ................................. 4 Stools ................................................................. 16 What to Expect in the Hospital ....................... 4 Wet Diapers ..................................................... 16 Your Newborn ................................................... 5 Diapering .......................................................... 16 Bathing .............................................................. 17 Comfort and Bonding ............................ 7 Skin Care .......................................................... 17 Handling Your Baby ......................................... 7 Fingernail Care ................................................ 17 Interacting with Your Baby ............................. 7 Umbilical Cord Care ....................................... 17 Crying and Comfort ......................................... 7 Circumcision Care .......................................... 17 Bonding with Baby ............................................ 9 Infant Development ........................................ 10 Health and Safety ................................. 18 Baby Wearing .................................................. 11 Sleep Safety ....................................................... 18 SUID and SIDS ................................................ 18 Sleep.............................................................. -
Pediatric Respiratory Rates Age Rate (Breaths Per Minute)
Pediatric Respiratory Rates Age Rate (breaths per minute) Infant (birth–1 year) 30–60 Toddler (1–3 years) 24–40 Preschooler (3–6 years) 22–34 School-age (6–12 years) 18–30 Adolescent (12–18 years) 12–16 Pediatric Pulse Rates Age Low High Infant (birth–1 year) 100 160 Toddler (1–3 years) 90 150 Preschooler (3–6 years) 80 140 School-age (6–12 years) 70 120 Adolescent (12–18 years) 60 100 Pulse rates for a child who is sleeping may be 10 percent lower than the low rate listed. Low-Normal Pediatric Systolic Blood Pressure Age* Low Normal Infant (birth–1 year) greater than 60* Toddler (1–3 years) greater than 70* Preschooler (3–6 years) greater than 75 School-age (6–12 years) greater than 80 Adolescent (12–18 years) greater than 90 *Note: In infants and children aged three years or younger, the presence of a strong central pulse should be substituted for a blood pressure reading. Pediatric CUPS Assessment Category Assessment Actions Example Critical Absent airway, Perform rapid initial Severe traumatic injury breathing, or interventions and transport with respiratory arrest or circulation simultaneously cardiac arrest Unstable Compromised airway, Perform rapid initial Significant injury with breathing, or interventions and transport respiratory distress, circulation with simultaneously active bleeding, shock; altered mental status near-drowning; unresponsiveness Potentially Normal airway, Perform initial assessment Minor fractures; unstable breathing, circulation, with interventions; transport pedestrian struck by car and mental status BUT -
ACT Early Milestone Moments
Milestone Moments Learn the Signs. Act Early. Learn the Signs. Act Early. www.cdc.gov/milestones 1-800-CDC-INFO Adapted from CARING FOR YOUR BABY AND YOUNG CHILD: BIRTH TO AGE 5, Fifth Edition, edited by Steven Shelov and Tanya Remer Altmann © 1991, 1993, 1998, 2004, 2009 by the American Academy of Pediatrics and You can follow your child’s development by watching how he or BRIGHT FUTURES: GUIDELINES FOR HEALTH SUPERVISION OF INFANTS, CHILDREN, AND ADOLESCENTS, Third she plays, learns, speaks, and acts. Edition, edited by Joseph Hagan, Jr., Judith S. Shaw, and Paula M. Duncan, 2008, Elk Grove Village, IL: American Academy of Pediatrics. Special acknowledgements to Susan P. Berger, PhD; Jenny Burt, PhD; Margaret Greco, MD; Katie Green, MPH, Look inside for milestones to watch for in your child and how you CHES; Georgina Peacock, MD, MPH; Lara Robinson, PhD, MPH; Camille Smith, MS, EdS; Julia Whitney, BS; and can help your child learn and grow. Rebecca Wolf, MA. Centers for Disease Centers for Disease Control and Prevention Control and Prevention www.cdc.gov/milestones www.cdc.gov/milestones 1-800-CDC-INFO 1-800-CDC-INFO 220788 Milestone Moments How your child plays, learns, speaks, and acts offers important clues about your child’s development. Developmental milestones are things most children can do by a certain age. The lists that follow have milestones to look for when your child is: 2 Months ............................................................... page 3 – 6 Check the milestones your child has reached at each age. 4 Months ............................................................... page 7 –10 Take this with you and talk with your child’s doctor at every visit about the milestones your child has reached and what to 6 Months .............................................................. -
Safe Sleep Slings, Baby Carriers and Backpacks
Information Statement Safe Sleep Slings, Baby Carriers and Backpacks Red Nose recommends six key steps to reduce the risk of sudden unexpected deaths in infancy (SUDI) including SIDS and fatal sleeping accidents: • Always place baby on their back to sleep, not on • Sleep baby in their own safe cot in the same the tummy or side room as their parent/adult caregiver for the • Keep baby’s face and head uncovered first 6-12 months • Keep baby smoke free before birth and after • Breastfeed baby • Provide a safe sleeping environment night and day Introduction including: infant hip dysplasia (15), falls, and infant death related to suffocation 1, 10, 16, 17, 18, 19, 20. Baby slings, carriers and backpacks are products that allow a caregiver to ‘wear’ a baby. Babywearing has been practised • Babies younger than four months, born premature or for centuries around the world. In industrialised societies, low birth weight, or who have breathing difficulties are carrying a baby in a baby sling or carrier has increased in at a higher risk of injury and/or adverse outcomes when 1, 16, 21 popularity in recent decades with growing evidence of in a baby sling or carrier if not used correctly . the benefits of close mother-baby interaction which are • Framed baby carriers are not recommended for babies 1-5 associated with optimal infant development . less than four-months old due to their limited head Caregivers should follow the T.I.C.K.S. Principles for the control which may impair their ability to protect their 1,16. safe use of baby slings and carriers at all times. -
Special Feature
special feature ur world is becoming increasingly violent. Social and political initiatives everywhere are seeking to counteract escalating trends of suicide, aggres- sion, crime, destruction of the environment and ultimately, war. Groundbreaking research has uncovered the source of why we as a species are either brutal and fearful, or peaceful and loving. This research produced the term SomatoSensory Affectional Deprivation Syndrome (SSADS), which describes a complex pattern of depression, violence, and fear created within the brain from the lack of affectional bonding between infant and mother and deprivation of bodily pleasure. Prams, cots, bottlefeeding, circumcision, medicalised births, early day care and sexual repression are just a few of the cul- turally supported facets of separation that contribute to vary- ing degrees of failed bonding, leading ultimately to the explod- ing rates of depression, violence, suicide and sexual abuse in Western countries today. Until the source is acknowledged, initiatives towards peace and justice are rendered fruitless, as world history affirms. The Origins of Love Featuring How Culture Shapes the Developing Brain and the Future of Humanity By James W. Prescott, Ph.D. Institute of Humanistic Science And Bonding: the Origin of Love by Merryn Callander Photo by Gabrielle Gawne-Kelnar special feature How Culture Shapes the Developing Brain and the Future of Humanity By James W. Prescott, Ph.D. Institute of Humanistic Science The greatest terror a child can have is that he is not loved, and rejection is the hell he fears. I think everyone in the world to a large or small extent has felt rejection. And with rejection comes anger, and with anger some kind of crime in revenge for the rejection, and with the crime guilt — and there is the story of mankind. -
Arnot Health Pregnancy Guide
ARNOT HEALTH PREGNANCY GUIDE REV. 11/2020 ArnotHealth --- It's what we do Table of Contents Welcome! ............................................................................................................................................................................ 4 Obstetrics Team ............................................................. ... ................................................. .............................................. 6 Resource List. ............................................................... ..................................................................................................... 7 Reading List. ...................................................................................................................................................................... 8 Welcome to the Fi rst Trimester .................................................................................................................................. 9 Taking Care of Yourself While You Are Pregnant... ............................................................................................ 12 Healthy Eating During Pregnancy ...........................................................................................................................13 Medications During Pregnancy ................................................................................................ ........ ........................ 27 Avoiding Keepsake lmages ........................ ..... ...........................................................................................................31 -
Living with Infants, Toddlers, and Children Who Have Been Prenatally Exposed to Alcohol
Living with Infants, Toddlers, and Children who have been Prenatally Exposed to Alcohol This section includes practical information about what to look for and how to successfully deal with your infant, toddler, or child who has been affected by prenatal alcohol exposure. Much of the information comes directly from parent experiences. Also included is information that we encourage you to copy and share with your child's teachers and other caregivers. It is crucial for everyone involved in the care and education of a child with disabilities to remember that they are first a child and second, a child with a disability. Children with FAS or ARND, like all children, will move through various stages of normal development. They may not move as quickly or as distinctly, but they will move and grow. With growth come struggles and challenges. A typically developing child may demonstrate some of the behaviors described in this section, but because he or she does not present a disability, their behavior is dealt with and accepted as a normal part of growing up. Conversely, children with disabilities often display appropriate or typically challenging behaviors for a child at their developmental level, but because they have a disability, their behavior becomes amplified by those who are working with and caring for them. Because this happens so frequently and unconsciously, readers are urged to balance their perceptions of their child's behavior with their knowledge and experience of normal/typical child development and behavior. � How Parents Can Help -
Typical Child Development
TYPICAL CHILD DEVELOPMENT ADOLESCENTS Physical • Rapid growth, maturity of sexual organs, development of secondary sexual characteristics • Girls generally physically mature before boys • Learning to accept changes in their bodies and adapt their behavior based on these changes Cognitive • Begin to think hypothetically and see different points of view • During middle and late adolescents the ability to see multiple perspectives is refined Social • Group values guide individual behavior. In early adolescence most peer groups are still same sex • Become interested in sexual relationships but most contact is through groups. May begin to experiment in sexual behavior • In early adolescence social roles still largely defined by external sources • During middle and late adolescence • Choose friends based on personal characteristics and mutual interest. Peer group declines in interest. • Experiment with social roles and explore options for career choices Emotional • Depend upon peers for emotional stability, support and to help mold their emerging identities • Self-esteem greatly affected by acceptance of peers • Early adolescents are moody, dramatic and very vulnerable to emotional stress • Middle and late adolescence, identity is more individualized and a sense of self develops and stabilizes • Self- esteem in middle and late adolescence is influenced by his/her ability to live up to internalized standards for behavior SCHOOL AGE Physical • The ability to sit still and attend increases as they move through this stage • Practice, refine, and -
Popularization of Attachment Theory, Attachment Parenting & Privilege
~ 1 ~ ‘Natural Mothering’ Deconstructed: Popularization of Attachment Theory, Attachment Parenting & Privilege Julia Fuller-Kling September 2010 – May 2011 Division III Project ~ 2 ~ Table of Contents 1 Introduction 2 Our First Relationship Context of the Mother-Infant Relationship 3 Attachment Theory Mother-Infant Attachment Relationship Qualities and their Consequences on Adulthood Secure Attachment Insecure Avoidant Attachment Insecure Ambivalent Attachment 4 Attachment Theory Popularized Attachment Theory Popularized: Parenting Advice for Secure Mother-Infant Attachment Breastfeeding Babywearing Co-Sleeping (‘The Family Bed’) 5 Attachment Parenting and Privilege 6 Criticism of Attachment Parenting 7 Conclusion 8 Appendix 9 References ~ 3 ~ 1 Introduction The purpose of this analysis is to examine the importance of the quality of relationship between mother and baby, and the parenting advice that it is offered to mothers about how to foster a secure attachment relationship with their baby. I chose this topic for analysis for personal reasons. For the past four years, I have immersed myself in studying child psychology, parenting, and the mother-infant relationship, and cared for babies and young children as a nanny, and in childcare centers and parent-child classes. As a nanny, I cared for a 6-month-old baby whose mother was struggling with post- partum depression, social isolation, lack of emotional and practical support, a childhood history of abuse, and a fear that her baby didn‘t love her and wasn‘t ‗attached‘ to her. As a nanny I also cared for three young children of a mother who practiced attachment parenting – it was the first time that I had encountered Babywearing, co-sleeping, and extended on-demand breastfeeding, and I was intrigued.