And when it comes to academic abilities, most children, even those who are very bright or high-achieving, have a definite set of strengths and weaknesses. We all do. Think of your own school experiences. Were there classes or subjects that were easier for you – where you felt most comfortable and in your element? How do you learn best? Are you someone who needs to read something to understand it, or do you retain information better when you hear a lecture, or see a picture or a visual presentation? How about your child – does he or she breeze through certain subjects and struggle with others?

Some variation in abilities, including those involved in doing well at school, is normal – a fact that is consistent with many current views on human intelligence. That is, intelligence should be thought of as a group of distinct abilities, rather than a global or general factor that filters down to everything we do. One child may be great at art and reading, but not so great at math or athletics. Another child may be truly creative in the way he views the world or in the way he approaches problem solving, but have a hard time getting his ideas down on paper. In other words, intelligence is not one “thing” that we can point to, and just because you excel in one area doesn’t mean you’ll do as well in others.

For most of us, these differences are no big deal. We get through school and life by working a little harder at the things that don’t come as easily, or we learn to compensate for our weaknesses by using our strengths. If we have a hard time understanding information that we read, we may use pictures or diagrams to help us learn, or we visualize the material in our minds. If our memories are weak, we might learn to take detailed notes, study more often, or develop other strategies to help us recall information. We learn, often unconsciously, to adapt. For some children, however, the differences between their abilities are so great that it is difficult, if not impossible, for them to succeed in school just by working harder or through compensating. These children have a true learning disability – a persistent and obvious block when it comes to learning certain types of material. For some, the problem may involve reading, for others math. Still others may struggle with written or spoken language. These are otherwise capable children who, even though they have had great teachers, help at home, and plenty of opportunity to learn, still don’t seem to “get it.”

What Causes Learning Disabilities?

No one can say for sure, but many experts believe that learning disabilities are the result of a neurologically based difference in the way that the brain processes information. These differences may have to do with the number, arrangement, and efficiency of neurons or neural connections in specific locations of the brain associated with the skills needed for reading, math, or whatever task the child is having problems with.

In some cases, there may be an identifiable cause for such brain-based problems, such as a seizure disorder, birth trauma, or head injury. However, in most cases there is no obvious explanation. It may be that the neurological irregularity was caused by some undetected event during pregnancy, child birth, or infancy, when the rapidly developing brain is particularly susceptible to injury through such things as a lack of sufficient oxygen or the presence of toxins. Alternatively, some learning disabilities may simply be the result of a genetically inherited difference in the way the brain processes information – a “trait” the child was born with. I’ve heard many parents of these children remark, “I was just like that when I was in school.”

What to Look For Some signs that your child may have a learning disability are:

• He appears to be trying his best, but is still struggling in one or more subject areas despite having a skilled teacher and support from you at home.
• He shows a big difference in performance between subject areas – for instance, consistently doing well in reading and writing, but poorly in math.
• There are obvious signs of problems with cognitive skills like attention, memory, understanding or using language, or following directions, and these problems appear to be getting in the way of school success.
• He reverses letters and numbers much more often than others his age, or has a hard time recognizing words that he has seen repeatedly.
• He forgets what he has learned from one day to the next.
• His teachers are concerned about his lack of progress in comparison to other children of the same age or grade, or feel that he is working below his ability.

What You Can Do

If your child is struggling in school and shows one or more of these signs, it’s time to call an individual meeting with the teacher to discuss your concerns. Often, parents and teachers can find solutions together, without having to look any further. A modification of homework assignments, extra tutoring, or a change in ability groups within the classroom are some common solutions.

If you’ve already tried accommodations suggested by your child’s teacher without success, go to the next step and ask for a student study team (SST) meeting (sometimes called a student intervention team (SIT) meeting, a grade level intervention team (GLIT) meeting, a brainstorming meeting, or some similar term). Schools typically hold these meetings when interventions at the classroom level are not working and there is a need to get other opinions about how to best support a child.

The student study team is often made up of the child’s general education teacher, other experienced teachers at the school, the principal, and sometimes a special education teacher or school psychologist. The team will listen to your concerns, discuss your child’s strengths and weaknesses, and come up with recommendations that can be put into action by the general education teacher. These recommendations might include additional services during or after school, a change in the way your child is grouped for instruction, or enrollment in a structured remedial program designed to help your child catch up on the skills he or she is missing.

The kinds of remedial programs available to general education students vary from district to district, and often from school to school. Some schools have a general education learning specialist or special programs and materials available for students who need extra support. And some allow general education students to receive informal or “school based” support from special education teachers on campus. In these programs, general education students who need extra help are grouped with formally identified special education students for instruction in the areas where the support is needed. The instruction may take place in the general education classroom, or children may be pulled out once or more a week for instruction in a special “resource” room. If your child is still not succeeding despite the best efforts of the teacher and the school team, and you or your child’s teacher still believe that a learning disability may be present, consider requesting testing for formal special education services.

By law, schools have a certain number of days after receiving a parent’s written request for testing to respond assessment plan, outlining what types of tests will be used. The type of tests chosen will likely be determined by a review of your child’s records, observation, teacher comments, and information you provide.

If your child is being tested, be sure to let the school psychologist know what you think the underlying problem might be. For example, if your child is showing signs of a memory problem or a short attention span, speak up now. The psychologist may only test in areas where a deficit is suspected, and your insight will help identify where that problem may lie. Once the assessment plan is signed and received by the school district, the assessment team (which usually includes a school psychologist, a special education teacher, and sometimes other specialists depending on the child’s needs) has a limited amount of time – typically about two months – to complete the testing and hold a meeting with the parent to go over the results and determine whether the child qualifies for special education services.

Side Bar Material: “Is my child “dyslexic?” This is a common question heard by teachers and school psychologists. Dyslexia is an often-used term that many parents associate with a reading disorder caused by a visual perceptual problem in which a child reverses letters and words. For many educators, however, the term dyslexia has come to simply mean a learning disability in the area of reading. In the same way, dysgraphia means a learning disability in the area of writing, and dyscalculia means a learning disability in the area of math. Such learning disabilities may be caused by a visual perceptual problem, but they may also be caused by deficits in other areas such as attention or memory skills.

Side Bar Material: Special education law is often complex, and there is some variation in the way states and individual districts run their programs. Special education terminology and acronyms can also vary from district to district. If your child is being tested, you should be given a copy of the current special education laws and parent rights pertaining to your state in language that you can understand. Look this information over carefully and don’t be afraid to ask questions. Your most basic right is that you have input into any decision that is made regarding your child’s education. You are considered an important member of the school team, not just an observer. The assessment team needs your input in order to do a thorough evaluation and be a better advocate for your child. For a more complete review of special education law and services in your state, go to your State Department of Education web site and follow the links to the area dealing with special education – or do a web search using the search terms “special education law” and the name of your state.

Source:www.brainy-child.com

But how do schools go about identifying who to test and who needs gifted program services in order to flourish? Not all bright children are gifted, and not all gifted children are so different from their peers that they need special support. For this reason, nearly all districts have developed a systematic way to screen students for such programs.

There is no federal law that mandates how school districts identify gifted children, and there is no universal agreement as to what constitutes intelligence or “giftedness.” Still, many districts use an individually administered IQ test as at least part of their screening process – and those that do often use the IQ score as the primary condition of placement. However flawed or controversial these tests may be, they are arguably the best tool we have to find kids who learn differently.

IQ tests measure such things as problem solving skills, memory, and the ability to understand and use language – some of the same skills that are used in the classroom. It follows, then, that those who score unusually well on these tests will likely be unusual learners who need a program that is different than that provided in the most classrooms.

But which kids should the schools test? One obstacle involves trying to distinguish bright, high-achieving students who may be best served in a traditional classroom from those who have such advanced abilities, and learn so differently, that they need a different kind of school experience to succeed.

This distinction would be easy if all gifted children acted the same. But, of course, they don’t. In fact, they are often more different from one another than they are from many of their average-ability peers.

• Some are highly excitable and outgoing, while others are quiet and introspective
• Some excel academically, while others are underachievers
• Some appear extremely focused in the classroom, while others appear highly inattentive
• Some are model students, never getting into any trouble at school, while others always seem to test the rules

Using a limited approach to identification, such as teacher recommendation or a review of grades or achievement test scores, just won’t work. High-achieving children may be identified this way, but not the intellectually gifted. For this reason, most districts use a multifaceted approach to identification, basing the selection of children on a variety of screening methods. Each district will have a specific person or team who determines what criteria to use. Some may rate children on a point scale in several areas, including how they score on an individual IQ test, and then offer gifted program services to those receiving a certain number of points. Others use multiple screening methods largely to select children for an individual IQ test and then use the score on that test as the final criterion on which selection is made.

Here are some selection criteria that many districts commonly use when selecting for gifted programs.

Rating Scales: The rater will be asked to compare the child to a list of characteristics that are typically associated with gifted students.

Formal Observation: Once a child has been nominated by a teacher or a parent, someone from the school or district may do a formal observation in the classroom as a way to gather further information and get an objective second opinion regarding the recommendation

Input From Past Teachers: Previous teachers may be interviewed or asked to complete a rating scale, to get their perspective on the child’s learning needs

A Review of Past Grades or Test Scores: The child’s current and past grades, scores on state achievement tests, and any other class or school-wide achievement testing will be reviewed. The district may require that a student’s grades and test scores meet a certain standard for the screening process to continue.

Parent Interest: At some point in the screening process a district representative will ask parents if they are interested in having their child participate in the program.

Student Interest and Attitudes: A child who is being considered for a gifted program may be interviewed or asked to complete an interest survey.

Placement Trials: Students may be placed on a trial basis in a classroom or group where the teacher uses the same type of learning strategies that are used by the school’s gifted program teachers.

Portfolio Review: Part of the process of screening for a gifted education program may include a review of the student’s work samples collected over time in such portfolios. The student’s work may be evaluated against the work of others for such characteristics as quality, depth, effort, and ability.

Group IQ Tests: Districts will often screen large groups of children – sometimes entire grades – with a group IQ test at a predetermined time each year. For example, every October all second graders in a district will be administered a group IQ test by their teachers. Many gifted kids don’t shine in school – their abilities may be masked by boredom, frustration, disorganization, or other common traits of giftedness. Group tests are often used as an objective way to identify children for further screening who may have been overlooked.

Group test scores are not considered to be as reliable as individually administered IQ test scores. For this reason, a child’s performance on a group test is usually not the main factor on which a gifted program placement is made. More likely, a child’s score on these tests will be used in conjunction with other criteria when determining eligibility. Or the group test score will be used to determine whether a child is a good candidate to be tested with an individually administered IQ test.

Your Child and the Screening Process

Using the strategies outlined in this chapter, schools should be able to identify most students who would benefit from a gifted education placement, so you may not need to do anything to ensure that your child is being fairly evaluated by “the system.”

Yet, there may be times when you feel that the school is missing something about your child, and you’d like to be sure that he or she is being given the same consideration and opportunities as others.

Maybe you’ve heard from other parents that their children are being screened for the district’s program, and you’re thinking, “What about my kid? I know she’s just as smart!” Or you find out that your child was being considered but did not “make the cut” for some reason. While you don’t want to be perceived as overly protective or pushy, you also want to make sure that those making the decisions have all the information they need to truly understand your child.

Some gifted children are not identified because their potential is masked by personality traits – such as shyness, low frustration tolerance, or an overly easy-going nature. Giftedness may also be hidden by a child’s social and language background, or by a specific learning disability (yes, kids can be both gifted and learning disabled – these are sometimes called twice exceptional or “2E” kids). If you believe this is true in your child’s case, you may want to talk with the teacher and share your thoughts.

Parents and teachers are a child’s most important allies and they need to keep each other informed and up to date. Each sees the child from a different perspective and each has a particular insight into a child’s learning needs.

As a parent, you’ve watched your child’s development since birth. You’ve seen him at home, at play, with friends, and with family. You’re in a good position to truly understand his specific interests, temperament, unique gifts, strengths, and limitations.

The teacher, on the other hand, has had an opportunity to evaluate your child’s learning style, academic skills, and social and cognitive development in comparison to a large number of other children of the same age. It doesn’t take long for most experienced teachers to develop an intuitive sense of their students’ strengths and needs – to evaluate how quickly they learn, the type of instruction they respond to best, and their attitudes toward school. The teacher may also help you to better understand the district’s gifted education program and how it is different than what your child is already receiving.

Together, you should be able to get a more complete, objective view than either of you had on your own. Maybe you’ll come to realize that your child would be better off in a general education program since his learning style would not mesh with the type of curriculum being used in the district’s gifted program. On the other hand, the teacher may consider taking a second look at your child in light of the extra information you have given her.

Most importantly, stay focused on working together as a team to come up with ideas and solutions that will work for your child.

Source:www.brainy-child.com

*Nearly all pest problems can be solved without the use of toxic pesticides. Alternatives include the use of nontoxic products and substances to kill or repel pests, and also the use of techniques that prevent pest problems. These range from companion planting in the garden, to sealing cracks and crevices in the home where pests may enter. Many of these can be found in a variety of books that detail specific nontoxic products, remedies and methods. Do not use pesticides in your home or garden unless all other alternatives have been exhausted. Then try to use least toxic pesticides.

* Make sure your child’s school has policies in place that emphasize the least use of toxic chemicals, including pesticides. Many communities have adopted Integrated Pest Management techniques to minimize pesticide use. Parent involvement has often been the catalyst to reassess the need for using toxic chemicals in the school environment. See if such a group exists in your area as part of the national Healthy Schools Network. In order to protect your child from exposure when pesticides are used, inform the school that you, as a parent, want to be
notified if and when pesticides need to be applied.

* Give your kids a varied diet, buying organic fruits and vegetables and other foods whenever possible. Peeling and/or washing can in some instances remove surface residues of contaminants. Buying organic also helps support the growers and distributors of organic foods, who are contributing to the creation of an overall healthier and cleaner environment.

2) Reducing Risks from Lead

* Have your child screened by your pediatrician or family physician for lead.

* If you live in a home built and painted prior to 1978, it is likely to have leaded interior paint. The paint should be tested by a professional, especially if it is peeling. When possible, lead paint should be removed, but only by trained personnel, since removal can create even more problems when not done properly. When lead paint cannot be removed, surfaces and floors should be wiped regularly with a damp cloth, and children’s hands and toys should be frequently washed. It may also be possible to cover lead-painted surfaces with wallpaper, tiles, paneling or other materials.

* Check product labels for the presence of lead, and avoid the use of products such as hair dyes and lipsticks that may contain lead.

* Run tap water for a minute or two in the morning to discharge water that may be contaminated from leaded solder (used for sealing joints until 1986, and still commonly used in taps and water coolers).

3) Reducing Risks from Chemicals that Accumulate in Food

* Eating low on the food chain (more fruits and vegetables; less meat, dairy, fish and poultry) is an effective way to reduce your intake of the persistent chemicals that accumulate in animals that are high on the food chain or long-lived. These chemicals also accumulate over many years in humans, and are passed from mother to fetus during the most sensitive period of brain development. Fetal exposures are therefore best prevented by lifelong dietary habits that minimize your intake of these pollutants.

* Since these “bio-accumulating” chemicals are found mainly in animal fat, reducing your intake of animal fat reduces toxic threats as well as risks for heart disease. Animal fats are found in dairy products (especially cheese), processed foods, meat, fish, and chicken. You can lower your fat intake by consuming only low fat animal products, such as nonfat milk, and lean meat, poultry and fish, and by cutting away any fat that can be trimmed before cooking.

* Mercury, unlike other bio-accumulating chemicals, resides in the muscle of the fish, not the fat. Therefore, high-mercury fish should be avoided. Fish of concern include swordfish, shark, and freshwater fish in contaminated regions (commonly found throughout the US). Tuna, which is moderately high in mercury, should be limited to about 6 oz/wk5 (for a woman of average weight). [Read the articles about the harmful impact of mercury in fish: "Too much tuna could harm babies" and "FDA to review its do-not-eat list of fish".]

Before and during pregnancy and lactation, high and moderately-high-mercury fish should be avoided in favor of fish which are lower in mercury and other bio-accumulating pollutants, such as cod.

4) Reducing Risks from Household Products

* Use less toxic or nontoxic cleaning products. Commercial brands are available, or you can make simple cleaning solutions with substances such as baking soda, soap, and vinegar. The use of scrubbing pads and brushes can also eliminate the need for chemical cleaning agents. Modern household and bathroom deodorant products (e.g., toilet bowl deodorizers, air fresheners, surface disinfectants) and some cleaning products may contain solvents, suspected endocrine-disrupting chemicals, and sometimes pesticides.

5) Reducing Risks from Building Materials, Construction and
Furnishings

* Toxic fumes and dust are commonly present during demolition and new construction. Pregnant women and young children should avoid
exposure to home renovations and construction areas.

* Bonded wood products (plywood, chipboard), carpeting and furniture may contain and off-gas volatile organic chemicals and other toxic fumes. Purchase nontoxic or less toxic furnishings and building materials when possible, such as solid woods.

* Installed carpets may be reservoirs for toxic pollutants (including lead, pesticides and dust). They should be vacuumed frequently with a rotary brush, fine-filter vacuum, or eliminated when possible. Removing shoes when entering the house can reduce carpet contamination by chemicals brought in from outdoors (e.g. lead, pesticides). Natural fiber area rugs are constructed without chemicals, and, in contrast to installed rugs, do not require gluing with solvents. Like installed carpets, area rugs may also be reservoirs for pollutants and should be vacuumed or shaken outdoors frequently.

6) Avoiding Solvents

* Numerous hobbies (e.g. painting, model building, furniture refinishing) and any activity using degreasers (e.g. automobile repair) or non-water-based glues are likely to involve exposure to solvents. Pregnant and breast-feeding women should completely avoid such exposures. Others should minimize solvent exposure by using these products only in very well ventilated areas, and avoiding skin contact.

* Avoid chemical dry cleaning whenever possible. Air out freshly dry cleaned clothes outdoors before wearing or storing them indoors. Leave windows open in the car when transporting newly-cleaned clothes. If you live above or near a dry cleaner, have your home tested for perchloroethylene contamination. Women who are pregnant, trying to become pregnant, or nursing should avoid any exposure to dry cleaning, including recently dry-cleaned clothes.

* Alternatives to traditional solvent-based dry cleaning are available. Wet cleaning processes using soaps and controlled application of water have been found to be extremely effective, and well received by consumers. Urge your local dry cleaner to switch to safer cleaning methods.

7) Breast-feeding

* Breast-feeding is recommended for a period of at least one year, since it provides a broad spectrum of important, proven health benefits to the infant.9 These benefits include reduced risks for life threatening diseases as well as mild illnesses. For example breast-fed infants have less pneumonia, ear infections, diarrhea, and meningitis in infancy, and later in life, appear less likely to develop asthma, obesity and diabetes. Mothers who breast-feed return to their pre-pregnant weight more quickly, and have improved bone remineralization and reduced risk of hip fractures in later life.

* While breast milk is contaminated by environmental chemicals, these exposures, unlike those of the fetus, have not been shown to cause harmful effects. Since the chemicals in breast milk, however, do increase the chemical body burdens in infants, it is prudent to decrease breast milk contamination. This can be accomplished by reducing consumption of animal fats, which are high in cheese, processed foods, and non-lean meat and fish. Since persistent chemicals build up in the body over decades, these dietary habits should extend from infancy through the
reproductive years. A diet low in animal fat prevents not only breast milk contamination, but more importantly prevents the fetal exposures that have been shown to cause adverse effects.

* Breast milk contamination should be prevented at its source. The
margin of safety in breast feeding, and in fetal development, should be protected by reducing or eliminating the production of these contaminants. For more detailed information, see What About Breast-Feeding? on this site.

Alcohol and Tobacco

* Children whose mothers smoked in pregnancy, or who were exposed
to second hand smoke, are at risk for impairments in learning and
intelligence. Pregnant women should not smoke or be near others
who are smoking.

Source:brainy-child.com

It is usually appears within the first few weeks of life and disappears suddenly before the age of four months old. Parents can worry about the disease of child. They can become discouraged, depressed and frustrated.

Sometimes, babies may experience discomfort for intestinal gas. Some babies are not tolerant of foods in the mother’s diets. Some babies cry due to hunger. Sometimes, frustration, excitement or fear can lead to colic.

Almost babies may cry more and more, in case of people around them are anxious, worried and depressed. About 20% of babies affected from colic. It can be developed about six weeks of age and gone at the age of twelve weeks old.

Causes

The cause of colic is unknown. It is found in 20 to 30 percent of all babies.

Signs and symptoms of Colic

Colic begins at many times every day. The belly distended and the legs may be drawn up. The symptoms may last for few minutes. In the evening, the fussiness after feeding is the most common expression of colic for most infants. It mainly winds down when stool or gas is passed and when the baby is exhausted. Infants with colic do not have diarrhea, poor growth, vomiting or persistent abdominal distention.

Diagnosis

Physical examination will be performed by the health care providers to diagnose the disease. Physical exam will be used to be sure that the baby does not have a hair tourniquet, intussusception, a hair in the eye and another medical diseases. It is mainly determined by the parent’s description of the crying about baby.

Treatment

Patients may eliminate the possible triggers such as foods, medicine and feeding for the colic.

Triggers

Medicine: specific medicines are also lead to crying.

Formula: Switching formulas is very necessary for some babies, but it is not effective for almost babies.

Foods: People should avoid chocolate and caffeine. Avoid nuts and diary products, because they are also caused allergic reactions in children. Babies must avoid foods

which irritate them.

Feeding: Babies should take bottle feeding for more minutes. Mothers must avoid feeding too rapidly or overfeeding the infant.

Tips for comforting the baby

• Holding a baby in as right position. This aids decreases heartburn and movement of gas. Always use warm water bottle or warm towel on the abdomen.

• During a feeding, changes in the concentration of breast milk may help.

• In some cases, stronger medicines will be prescribed by the health care providers for colic.

Prevention

Good burping, early identification of allergies reaction in the infants or good feeding techniques is very helpful to prevent the disease.

When to seek medical advice

If parents see signs and symptoms of colic in their babies, consult the doctor as soon as possible. When colic is associated with vomiting, other abnormal activity, fever, bloody stools and diarrhea, call the health care provider immediately. In case of changes in crying pattern suddenly, parents must call the doctor.

Source:Tenderbabycare.com

The main reason for the women having underweight babies in India , Bangladesh and even in South Africa and South Asia is malnutrition.

In South Asia , when the women are sick, no one takes care of them. As a result, 60 percent of women in India and Bangladesh become underweight and undernourished and delivers underweight babies. The percentage of women having underweight babies in sub-Saharan Africa is about 20 percent.

The women delivering underweight babies suffer from great risk such as health, personal and mental aspects.

Eighty percent of underweight babies survive but later on they suffer from various health problems in their life. The ratio of babies born in Cleveland whose weight is less than 2 pounds at the birth time is 220.

Underweight babies suffer from the number of health problems like illness, disorders, emotional problems, visual problems, hearing problems, learning problems.

Many more serious problems can also occur such as they can feel difficulty in washing, talking, walking, functioning of the child etc. So, the women are advised to take a proper balanced diet, do exercises daily and have a regular checkup. In this way, we can help the women from having underweight babies.

The studies have shown that taking zinc supplements can lower the ratio of underweight babies. The zinc can strengthen the immune system of the babies and protect them from various diseases. Various tests have been conducted by Sunil Sazawal and Dr Robert Black from Johns Hopkins University in India on underweight babies.

The babies who are underweight, they are given zinc supplements and other nutrients so that they can survive. It was estimated that if zinc is added to the diet of the babies then it can reduce the risk of having 25 percent of diarrhea and 41 percent of pneumonia.

It is seen that about 60 percent of babies which are born in developing countries are underweight. The underweight babies are given five milligrams of zinc per day.

The women who go for a dental X-rays can have more chances of having underweight babies. The studies have also shown that women who are suffering from periodontal disease will have underweight babies.

Source:tenderbabycare

If the mother is unable to breast feed the baby then certain problems arises like inverted nipples, sore nipples, flat nipples are used and swelling can also be developed. These problems can be prevented if proper care is done before the pregnancy.

Some of the problems depend on the shape and size of the nipple. There are various types of nipples provided and they are:-

• Inverted nipple – The nipple does not become erect and if it goes inside the breast then it is known as inverted nipple. This nipple becomes protractile and normal.
• Sore nipples – It means the feeding in the incorrect position and attachment of the baby at the breast. If this is done regularly then it can lead to breast abscess and cracked nipple.
• Flat nipple – This nipple is used to show where the baby will position the breast.
• Long nipple – This nipple is very long and the baby does not get breast tissue from this nipple. So, in order to take breast tissue the baby is brought closer to the breast.

During breast feeding, if the mother feels pain then firstly she should wait when the baby releases the breast and then again breast feed the baby in the correct position, this will not cause pain to the mother.

The treatment for cracked nipples is:-

• Washing the nipple daily with water
• Exposure of nipple to air and sun
• Feeding in correct position

Medicatedcreams should not be used by the mother as it will affect the soreness.

Fullness and engorgement of the breast – This is one of the major problems which exist in breast feeding. In this problem continuous milk production is there and if removal of enough milk is not done then this problem arises. The engorged breast appears to be shiny, painful and tight. Some of the causes are:-

• Long intervals between feeds
• Other feeds given before starting breast feeding
• Bottle feeding and any other restrictions on breastfeeding

If breast is engorged the baby is unable to take the feed. So, expression ofbreast milk is done to reduce the pain of the mother.

Blocked duct – If the baby does not suck the breast in a proper position the blocking of the milk duct is there which will cause pain and swelling can also be occurred.

Swelling of the breast – If the blocked duct and engorgement continues then the infection is carried to the mother’s body and causing harm to the baby. The breast appears to be red, swollen and hot and it can cause fever also.

Source:tenderbabycare

Sponge bathing

Firstly, give sponge bathe baby as they do not get so much dirty. For sponge bath, select a clean area for bathing. During the baby bath, switch off the phone because you have to attend the carefully the baby for a moment. For perfect bath, there are lots of objects to maintain such as baby shampoo, two wash cloths, cotton balls, mild soap, soft towel, diapers and neat or clean baby clothes.

Before baby bathing, remove all baby clothes and hold baby on the lap with bath kit on an adjacent table. At starting, wash baby face with lukewarm water and bath baby until baby’s skin is dirty, oily or sweaty.

Tub bathing

Baby tub bathing is easy to use and safe for babies. For tub bathing, there are lots of baby tubs in different size and shapes available in the market. Firstly, parents should make sure about Luke warm water in bath tub. Now the clean the baby’s skin that get the most sweaty, dirty or oily.

Parents can bath the baby three-four times a week in summer, but in the winter, they can bath their babies at least twice a week. Parents should use mild soap with fragrances, anti-microbials and abrasives for baby bath because babies have sensitive skin. Use soap only when the oily or sweaty skins are not easily removed with water.

Earlier, people are used perfumed talcum after every baby bath. There is no need to use oils and powders, as they may be harmful and irritating.

Important tips for baby bathing:

• Always put the baby on a towel after bath.
• During the bath, do not leave baby unattended.
• Firstly, wash the baby face and then wash other parts of the body.
• Do not left soap on the skin, it can be irritating.
• After the bath, apply lotion recommended by the health care provider.

It is good to begin breast feeding after the few minutes of birth and immediately. Breast feed may offer by a mother to her baby for four to six months. After this, she can introduce the solid food to the infant.

Storage equipment

Storage equipments include bottles or bags for milk storage. There are available packs of disposable storage bags for storing the breast milk.

Breast pumps

There are three types of breast pump such as electric pump, manual pumps and battery operated pumps. These pumps must be comfortable, easy to use, easy to clean and efficient.

Electric pumps

Electric pumps are available in different sizes. These are beneficial for a mother where the milk supply is augmented due to the infant has not been established at breast. It may rental in case of baby hospitalization.

Manual pumps

Manual pumps may mainly use for special milk expression. It can be used with the help of hand to pump the lever.

Battery operated pump

These are available attached with battery operated motor. This is very easy to use and do best work for mother.

Nipple protection

During breastfeeding, nipple protectors are important to prevent cracked nipples. It is cover of breast and help to reduce the milk flow. Mothers should use it as a short-term period. Healing ointment like kamillosan, can be applied to soothe cracked nipples after breastfeeding.

Source:tenderbabycare

People should select the clothes that are easy to put on and change or remove. Choose only those clothes that have a wide neck and stretch. Parents should avoid tight fitting clothes for their children. Nappies that are open around the crotch are easier.

Cotton is the best natural fibre. It is soft and comfortable on the skin. People should use cotton to make baby clothes.

Baby clothes that do not need ironing and have not rough stitching are best. People may not buy too much clothes because babies grow out quickly. People may need the following for a newborn baby:

• Minimum two nightgowns, they are easy to put on and take off and more comfortable.
• Three pairs of socks.
• At least three cardigans
• Light jacket and sunhat during summer
• Snow suit and warm hat during winter
• Four sleeveless vest with poppers to prevent riding up.

Shopping for babies clothes and babies gifts has something for everyone. Babies’ clothes including sweatshirts, jerseys, various types of T-shirt and hoodies are available according to sizes. Babies’ clothes shop contains baby and toddler T-shirts, creepers, baby bibs, matching pillow and teddy bears.

There are various designs and pictures available on the babies clothing. People can match and mix them to create unique gift sets for children. Most of the pictures and designs come from animated fairy tales and stories, therefore babies can wear Sweatshirts and T-shirts while watching fun babies’s stories.

Parents can find various baby clothes and unique children’s clothing in many special shop sections. Parents can select babies clothing that says “I Love My Family” and “I Love My Kids”.

People can select babies clothing that have written alphabet “A, B, C…” this type of clothes to make learning fun. There are many alphabets such as animals’ alphabet and many alphabets that can teach the babies.

SELECTION OF CLOTH

CLOTHES OF BRAND

There are lots of brands available for babies’ clothes such as Antik Denim, Ave Blu, Alphabet, Babi Kini Swimsuits, Charlie Rocket, Danica and Dylan, Deux Par Deux, Fig, Haute Stuff, Indygo Artwear, Jean Bourget, Kid Rascal etc.

CLOTHES BY SIZES

Parents should select clothes according to babies size. There are various clothes of size available in the shop.

CLOTHES OF CATEGORY

There are many types of clothes of category such as Tops of girls, Pants for boys, Baby T-shirt, Swimwear, Capri pants and Sets, coats, Jackets, Sweaters, etc.

Source:tenderbabycare

The compounds and hormones available in the breast milk enhance the growth and development of the baby.

So, breast feeding is the god’s gift which every mother has got. But there are some situations where mother is unable to breast feed the baby and then the problem of donating breastmilk arises.

If mother is unable to breast feed the baby with milk, then to reduce the problems donating breast milk is the best option available for the mother.

In this way, the mother can breast feed the baby which contains growth and hormonal factors and various immune properties. The quantity of milk given by the donor is about 30ml to 100ml per day.

When the donor gives the first donation, it has to be made around six months of the starting of breast feeding. If the donor is taking contraceptive pills then it is advised to take only progesterone.

The donor who is donating milk should be advised not to take alcoholic drinks, not to smoke and do not use asthma inhalers. If the donor develops any major disease then they should not donate the breast milk as it can affect the health of the baby.

The breast milk is useful to fight against the infectious diseases, pneumonia and cardiac problems. This milk can be easily digested by the baby and it will also strengthen the immune system.

If the breast milk is provided to the baby for the first three months then the baby is protected from the respiratory illness. Donating breast milk has saved thousands of babies from dying.

In order to survive, babies who have metabolic defects, infectious diseases, immunologic deficiencies rely on donating breast milk. If the babies are not given the milk then they can die.

Donating breast milk is very much in demand and requires about 500 ounces per week. If the baby is in need for milk then the mother can also contact the Milk Bank.

Milk Bank is a bank where milk is collected, screening is done, milk is pasteurized and then it is given to the baby. There are five breast milk banks available in U.S and one is in Canada .