When do babies start eating solids?

When do babies start eating solids?

[mme_highlight] The American Academy of Pediatrics recommends that complimentary foods should be introduced when an infant is 4 to 6 months, being exclusive breastfeeding preferred in the first 6 months; the World Health Organization defends exclusive breastfeeding during the first 6 months of life.[/mme_highlight]

The American Academy of Pediatrics recommends that complimentary foods should be introduced when an infant is 4 to 6 months, being exclusive breastfeeding preferred in the first 6 months; the World Health Organization defends exclusive breastfeeding during the first 6 months of life.
Note that this recommendation is not solely based on age, but on other development milestones that should be met before the introduction of solids, such as sitting and supporting the head. Over time, you will notice your baby develops more refined skills to eat, like grasping, chewing and swallowing food at 8 to 10 months of age.

What’s the problem with introducing solids too early?

Premature introduction of solids, before a child is 4 to 6 months old, may:

  • increase the risk of food allergies;
  • Increase the risk of inhalation, as swallowing and other skills are not fully developed;
  • increase the risk of obesity, although evidence from studies remains unclear;
  • be a frustrating experience for both parents and children, as before 5 months babies still have the extrusion reflex, meaning that if an object – like a spoon – is placed between the lips it will be automatically pushed out.

What’s the problem with introducing solids too late?

On the other hand, the introduction of solids should not be postponed after the 6 months, as at this point the breastfeeding or formula alone may not provide children with the adequate amount of nutrients and calories, potentially leading to decrease in the growth rate, iron deficiency and complications like celiac disease, eczema and asthma.

How to start and progress with solid foods?

The first solid aliments that should be introduced are single-ingredient foods like cereals and puréed meats, as they provide zinc and iron. As these foods are accepted, you can introduce strained or puréed fruits and vegetables. It is recommended that at least one aliment containing C vitamin is given per day, because this vitamin promotes iron absorption, and thus prevents anemia. 
The addition of salt and sugar should be avoided at all costs, as this does not increase the infant’s acceptance. Over time, children develop their motor skills for feeding and their acceptance of foods, so new textures and more complex food can be introduced.

Are there foods to avoid?

There are certain foods that should not be given to an infant prior to 12 months of age: foods that can lead to chocking (like nuts, round candies, grapes and raw carrots) and honey, since there can be an association with botulism. The American Association of Pediatric also recommends avoiding cow’s milk until the child is one year old.

What are the allergenic foods?

Eggs, fish, shellfish, cow’s milk, nuts and peanuts can be highly allergenic aliments and it has been suggested that delaying their introduction until an infant is four to six years old can prevent atopic disease in children who are at high risk – those with a first-degree relative with documented allergic disease. If your child is in this high-risk group, there are some precautions to take introducing the foods cited above:

  • give a first taste of the aliment to the infant at home, which is preferable than a restaurant or a day care;
  • if you cannot see any reaction, introduce the aliment gradually and in increasing amounts;
  • if some reaction occurs or if you see a skin rash after giving the aliment it is recommended to take your child to see a doctor:
  • if previous food allergies have occurred or if the infant has a sibling with food allergy it is recommendable to have an allergy evaluation before introducing those aliments.

Summary and Recommendations

  • AAP recommends start introducing solid foods between 4 to 6 months, while  WHO  puts the recommendation on 6 months to ensure exclusive breastfeeding during these first months.
  • To start solids, there are some motor milestones that should have been attained, like supporting the head and sitting without support.
  • Starting solids too early can increase the odds for allergic reactions, inhalation and obsesity.
  • Starting solids too late can lead to a failure to thrive or anemia due to iron deficiency.
  • Start with cereals and puréed meats; then introduce vegetables and fruits.
  • Do not add sugar or salt to your baby’s food.
  • Avoid in the first year aliments that have a shocking risk, like nuts, round candies and grapes. Also avoid honey because of the danger of botulism.

[mme_references]
References

  • Jonsdottir OH, Thorsdottir I, Hibberd PL, et al. Timing of the introduction of complementary foods in infancy: a randomized controlled trial. Pediatrics 2012; 130:1038.
  • Agostoni C, Decsi T, Fewtrell M, et al. Complementary feeding: a commentary by the ESPGHAN Committee on Nutrition. J Pediatr Gastroenterol Nutr 2008; 46:99.
  • Underwood BA, Hofvander Y. Appropriate timing for complementary feeding of the breast-fed infant. A review. Acta Paediatr Scand Suppl 1982; 294:1.

[/mme_references]

When do Babies start Crawling?

When do Babies start Crawling?

[mme_highlight] Crawling starts at 8, 5 months. Differently from what happens with other milestones in motor development, like sitting and walking, crawling is not absolutely crucial for this progression. Most infants crawl and cruise concurrently for extended periods prior to walking. [mme_highlight]

If you have a baby, you must have thought many times “where do new skills come from?” Well, that is the same question researchers have been answering and asking too. Those who defend a developmental theory, claim that new skills come from the seeds of prior achievements.

[mme_databox]
Main infant’s motor development milestones

  • Sitting, at approximately 6 months.
  • Hands and Knees Crawling, at 8,5 months.
  • Walking, at 12 months.

[mme_databox]

What is the importance of crawling for my baby’s development?

Bear in mind that, differently from what happens with other milestones in motor development, like sitting and walking, crawling is not absolutely crucial for this progression.
Although scientific evidence favors that crawling experience serves as a mediator of cognitive skills and also that crawling experience is important for the development of spatial memory, it is ultimately the way the child discovers and positions in relation to the space that stimulates motor development. And this discovery can occur without crawling as we classically define it (hands and knees crawling) but in several forms, some of them very funny: for instance, with the forearms pulling the rest of the body or even backwards.
Every way is a good way to move and, at last, start walking. To sum up, it is the transition that matters, not so much the way it occurs.

Another form of crawling is belly crawling, which does not always occur, but when it does it occurs prior to crawling on hands and knees. Most infants crawl and cruise concurrently for extended periods prior to walking. After weeks of crawling, children’s judgments become increasingly accurate.

How can I help my baby crawling?

The goal is not to directly encourage your child crawling, but help him/her discovering and feeling increasingly safe moving in the space around – and this can happen through crawling. Walking is what comes next. You can help by putting objects/toys that your child wants easy to see but out of reach – it is simple, but will encourage movement towards the desired object. ?

How can I provide a safe environment for my infant to crawl?

Another important aspect is, indeed, to provide a safe environment for your child to crawl freely. Obviously, do not leave infants without supervision: at this stage they move around quickly and do not stay in the same place as before. Stairs can be harmful: you should always use protections to avoid potentially dangerous falls.
Note that falls are one of the leading causes for accidental injury and death in children under five. Another important point is to protect electric outlets as they are positioned right at the level of the eyes of a child who crawls.

When should I be worried?

As stated above, there is no reason for concerns if your child crawls differently from the classic manner (knees and hands) or even if an infant does not pass though a crawling stage. The evaluation and surveillance of the motor development is part of the routine when you take your child to a general practice doctor or pediatrician. However do not hesitate to search for medical assistance if any concerns arise.
Bear in mind that sudden alterations in coordination and balance or if your children looses any already acquired motor skill – like holding the head, for instance – you should seek medical advice.

Summary and Recommendations

  • Crawling is not a compulsory phase of motor development of children.
  • Crawling can be a transition to the next stage: walking.
  • Babies crawl in different ways, all of them are perfectly ok: either the typical hands-knees or the belly crawling.
  • Ensure the environment is safe for your child, because crawling gives her/him more movement freedom.
  • Take your child to a doctor if she/he looses a skill which had already been acquired or if you notice any sudden change in coordination.

[mme_references]
References

  • Karen EA, Sarah EB, Andrew JL. Developmental Continuity? Crawling, Cruising, and Walking. Dev Sci. 2011 March ; 14(2): 306–318.
  • Frankenburg, WK.; Dodds, J.; Archer, P.; Bresnick, B.; Maschka, P.; Edelman, N., et al. Denver II Sceening Manual. Denver Developmental Materials, Inc.; Denver, CO: 1992.
  • http://www.scientificamerican.com/article.cfm?id=crawling-may-be-unnecessary (Access: 10.04.2013).
  • National Center for Injury Prevention and Control, C. D. C. (2003). Web-based Injury Statistics Query and Reporting System (WISQARS).

[/mme_references]

When do babies roll over?

When do babies roll over?

[mme_highlight] Rolling over is the flipping of your baby from back to tummy, tummy to back or back to side. Babies should start rolling over in one direction at least by the age of 5 months and in both directions by the age of 7 months. [mme_highlight]

Monitoring the milestones development and growth of the baby, as well as accompanying the baby crossing each step of the developmental process is frequently a half solved question for most parents. The time of development of each milestone widely varies among babies and it depends on many factors. Even siblings who grow in the same environmental conditions achieve milestones at different times. Thus, “Rolling over” is not an exception and it is achieved by babies at different times ranging from 2 and a half months to 7 months of age.

What is Rolling over?

Rolling over is the flipping of your baby from back to tummy, tummy to back or back to side. It is a part of the developmental process, which is considered to be a starting step for reaching next milestones like crawling and creeping.

When can you expect your baby to roll over?

As we discussed earlier, rolling over onset greatly varies among babies and on an average they roll over from tummy to back first at the age of 3 to 5 months and later from back to front at around 5 to 8 months. The later requires stronger coordination of neck and shoulder muscles. You should not be worried though, if the roll over occurs in a different sequence.

What happens during roll over?

At 3 months duration neck holding develops. When put on his/her tummy, the baby tries to lift the head, puts weight on shoulders, and the ongoing exercise strengthens the muscles. The coordination of the muscle groups of neck, shoulder, chest and abdomen over a period of time which varies among babies is responsible for him/her to successfully roll over from tummy to back, back to tummy or both sides.

Rolling over can be divided in 4 stages:

  • Tummy to Back
  • Back to Tummy
  • To the side
  • In both directions

As early as baby develops neck holding capacity and strength in the arms to sit with the help of support, it is the time to be alert as the baby can roll over to reach a toy or the mother.

Tummy time for your baby

It’s rolling time for your baby! Spare some “tummy time” during day time, when your baby is alert and awake, to help her/him practice rolling over. The baby should be placed on tummy and then encouraged to roll over by placing a toy or by giving gentle support with your hands. This can be done several times a day and it helps the baby strengthen his/her neck and shoulder muscles. Soon you will see your baby start rolling over. Clapping hands and smiling, when your baby rolls over, is a positive reinforcement you should give your baby.

You should be careful at the same time, as most babies roll over for the first time in an unexpected time. Baby should be always supported and should not be left alone or unattended.

When should I be concerned?

Rolling over is not a mandatory milestone for every baby. It can be missed by some babies and, if it is the case, the next milestones like sitting and crawling can develop bypassing rolling over. You should not be concerned if your baby is active and interested in you and surroundings. In fact, skipping milestones shouldn’t be a reason for you to worry, if the baby reaches the next milestone and is active enough.

If the baby is not flipping over from one side to another even after 6 to 7 months of age, then it is a reason of concern and you should take her/him to be evaluated by a specialist. Fat babies as well as premature babies tend to develop milestones later when compared to other babies and it should also be taken into consideration.

Summary and Recommendations

  • Rolling over involves the flipping of your baby from back to tummy, tummy to back or back to side.
  • This milestone achievement requires strength and coordination of the muscular groups of neck and shoulders. You can help your baby do this by placing her/him on tummy and stimulate her/him with a doll. Then give a positive reinforcement with every little success towards rolling over.
  • Although the moment of rolling over onset can vary, a study conducted by the American Association of Pediatrics, concluded that babies should start rolling over in one direction at least by the age of 5 months and in both directions by the age of 7 months.
  • Fat babies and premature babies tend to develop milestones later.
  • Take your baby to a doctor if she/he does not roll over after 6 to 7 months of age.

[mme_references]
References:

  • Berk, Laura E. (2012). Infants and children: Prenatal through middle childhood. Allyn & Bacon. ISBN 0205011098.
  • Aslin, Richard N. (1993). “Commentary : the strange attractiveness of dynamic systems to development”. In Thelen, Esther; Smith, Linda C. A Dynamic systems approach to development applications. Cambridge, Mass: MIT Press. ISBN 0-585-03867-8. OCLC 42854628.
  • Caring for Your Baby and Young Child: Birth to Age 5; American Academy of Pediatrics.

[/mme_references]

Best toys for 24 to 36 months-old children

What are the right toys for 24 to 36 months-old children?

[mme_highlight] Especially between 30 and 36 months, children show interest in playing with other children and engage in game and pretend play with others. Good toys choices for this age group are: push and pull toys, ride-on toys, balls, construction toys, puzzles, magnetic boards, counting boards, chalk boards, picture dominoes, sandbox tools, dolls, music instruments, drawing materials, large trucks and books.  [/mme_highlight]

Play is essential for children, contributing to the cognitive, physical, social development as well as for their emotional and general well-being. The importance of playing for an optimal development children is reflected in the recognition by the United Nations High Commission for Human Rights of playing as a right of every child.

Parents and Educators aware and promoting the right of children to play, want to choose the right toys for every age, which can be a challenge. Knowing the main developmental milestones and features of each age may be a great help to choose the most appropriate toys. Thus, when choosing a toy, always ensure it meets the general characteristics of a good toy: safety, durability and suitability for the age group. Beware of toys containing small parts because of its inherent chocking risk.

What are the main developmental milestones between 24 and 36 months?

Between 24 and 36 months, your child explores the world around in all possible ways: running, jumping, climbing, hanging by arms, galloping. They can throw and retrieve objects. Between 30 and 36 months they improve a lot their hands-feet coordination. Children in this age group show interest in object features like color, shape, size and texture. They also begin to develop counting skills.

You will notice their creativity in constructions and drawings. Pretend play and fantasy play are prominent features of this period and children make toys carry out actions on other toys. Especially between 30 and 36 months, children show interest in playing with other children and engage in game and pretend play with others.

They use language to express likes and wishes too. Your 2 to 3-year-old child loves to be read stories from picture books. A desire for independence is noticeable and children show pride in their accomplishments.

What kind of toys to prefer between 24 and 36 months?

Generally, prefer toys that meet your kids’ interests at this age: cooperative and social play, pretend play, action toys (with movement or sounds resulting from child’s action). Children like realistic toys and they pay attention to toys’ qualities. Choose light toys, more easy to carry, and those in bright colors.

What toys to buy between 24 and 36 months?

Buying toys for kids can be as exciting as challenging for parents and family members. In fact, these toys not only should be suitable for their kids’ age group, but they also should present specific characteristics that may help their children’s development.

  • Push and Pull Toys
  • Wagons, doll carriages, vacuum cleaner, shopping cart

  • Ride-on Toys

Find those with realistic looks, like tractors and motorcycles. Small tricycles can be offered from 30- 36 months.

  • Gym equipment (only with adult supervision)
  • Tunnels, climbing structures and swings

  • Balls (diameter larger than 44 mm)
  • Construction Toys
  • Plastic bricks, wooden blocks.

  • Puzzles
  • 4 to 5 pieces for children aged 24 to 30 months
    6 to 12 pieces for children aged 30 to 36 months

  • Magnetic Boards, Counting Boards, Chalk boards
  • Shape Sorters
  • Simple lotto matching pieces
  • Bathtub activities
  • Sandbox tools
  • Soft-bodied and rubber dolls

Children prefer those with a realistic look, talking, with accessories and garments

  • Small hand puppets
  • Music Instruments
  • Rhythm (bell, drums, triangle)
    Horns and whistles (from the age of 30 months)

  • Drawing materials (crayons, sturdy markers, blunt end scissors)
  • Play scenes: farm, airport, garage, castle.
  • Large trucks, cars
  • Books

What toys should be avoided between 24 and 36 months?

Try to avoid projectile toys and toys with small parts which have choking risk.

Are there sex differences concerning toys preferences among 3 year olds?

Studies have demonstrated these differences may be noticeable since young childhood. A cross-sectional study by Serven A et al. investigated toy-choice in 1 to 5-year-old children between 10 different toys (four feminine, four masculine, and two neutral) during a structured play-session, in which children played alone for 7 minutes and then with parent for another 7 minutes.

As indicated in the box below, girls and boys differed significantly in what toy they chose (p<0.01). The ball was still the most popular toy among all children. However, girls chose the doll more often than the boys did, and the boys chose the car more often compared to girls.

[mme_databox]

Proportions for toy choices among 3-year-olds by gender

 BallDollCar
Girls50%39%11%
Boys63%0% 38%

[/mme_databox]

During the play session, girls preferred Barbie and Ken dolls, as well as the beauty set, while boys played more with the bus, construction toys and the garage, as shown in the box below.

[mme_databox]

Analysis of variance for toy choices among 3-year-olds by gender

  • 3-year-old girls played significantly more than the boys with:
  • The Barbie and Ken dolls (t=64, p<0.01 – statistically significant)
    With the beauty set (t=23, p<0.001- statistically significant)

  • 3-year-old boys played significantly more than the girls with:
  • The bus (t=2.16, p<05 – statistically significant)
    The construction toy (t=2.46, p<01 – statistically significant)
    The garage (t=2.75, p<0.01 – statistically significant)

[/mme_databox]

Summary and Recommendations

  • When choosing a toy, always ensure it meets the general characteristics of a good toy: safety, durability and suitability for the age group.
  • 24 to 36-months-old children love to run, jump, climb, hang by arms and gallop. They like pretend play a lot and start showing interest in playing with other children.
  • Prefer toys that promote cooperative and social play, pretend play and action toys with special features.
  • Good toys choices for this age group are: push and pull toys, ride-on toys, balls, construction toys, puzzles, magnetic boards, counting boards, chalk boards, picture dominoes, sandbox tools, dolls, music instruments, drawing materials, large trucks and books.
  • Studies have suggested that sex differences regarding toys preferences can be noticed early in childhood and among 2 to 3-year-olds they are prominent: in a study, girls chose the doll more often than the boys did, and the boys chose the car more often compared to girls.

[mme_references]
References

  • Office of the United Nations High Commissioner for Human Rights. Convention on the Rights of the Child. General Assembly Resolution 44/25 of 20 November 1989.
  • U.S. Consumer Product Safety Commission. Goodson B, Bronson . Which Toy for Which Child: A Consumer’s Guide for Selecting Suitable Toys.
  • Servin ABohlin GBerlin L. Sex differences in 1-, 3-, and 5-year-olds’ toy-choice in a structured play-session. Scand J Psychol. 1999 Mar;40(1):43-8.

[/mme_references]

Best toys for 12 to 24 months-old children

What are the right toys for 12 to 24 months-old children?

[mme_highlight] When choosing toys for children between 12 and 24 months of age, parents and family members should take into account the preferences and exploratory character of children at these ages. Good toys choices in this age group are: action figures, floating toys for bath, musical instruments, dolls and role play materials.  [/mme_highlight]

Play is essential for children, contributing to the cognitive, physical, social development as well as for their emotional and general well-being. The importance of playing for an optimal development children is reflected in the recognition by the United Nations High Commission for Human Rights of playing as a right of every child.
Parents and Educators aware and promoting the right of children to play, want to choose the right toys for every age, which can be a challenge. Knowing the main developmental milestones and features of each age may be a great help to choose the most appropriate toys. Thus, when choosing a toy, always ensure it meets the general characteristics of a good toy: safety, durability and suitability for the age group. Beware of toys containing small parts because of its inherent chocking risk.

What are the main developmental milestones between 12 and 24 months?

Between 12 and 24 months major milestones in children development take place. Your child likes to explore the world around in all possible ways: walking, climbing, running. Near completing 24 months, children can kick and catch the ball. You will also notice she/he likes to play with action toys and puzzles.
In this period children are capable of matching similar objects and identify objects by pointing at them. Playing with water and sand makes for a great funny time for your 1 to 2-year-old child. Children at this age also scribble spontaneously and imitate adult’s tasks and housekeeping activities. Another interesting characteristic is that children at this time prefer to play with an adult rather than with another child. They also love to read and learn songs and nursery rhymes.

What kind of toys to prefer between 12 and 24 months?

When choosing toys for children between 12 and 24 months of age, parents and family members should take into account the preferences and exploratory character of children at these ages. They love action toys, especially those which make movements or sounds as a result of child’s action. Between 1 and 2 years of age, children present imitative behavior.
Movement skills develop fast, both at a gross level – by running and climbing – as well as at a fine motor level – they love making constructions.

What toys to buy between 12 and 24 months?

It is exciting for the family members to buy the toys for children, but it can be a bit of a challenge too as the toys not only should be suitable for their kids’ age group, but they also should present specific characteristics that may help their children’s development.

  • Action figures
  • Prefer those which are light and have bright colors and a realistic appearance. Children love figures with special noises and action effects.

  • Doll carriages
  • From 18 months on.

  • Small Rocking Horses
  • Prefer those with stout handles and confirm adequate height.

  • Ride on toys
  • Prefer those with four or more wheels which need to be pulled with feet; avoid pedals. Children love ride-on toys with storage bins and that look like animals.

  • Gym Equipment
  • Choose soft platforms and tunnels for crawling. All this kind of equipment needs adult supervision.

  • Swings
  • The appropriate swings must have curved seats, a restraining strap and should be made of energy absorbing material.

  • Construction Toys
  • Before 18 months the interlocking mechanism may be difficult for children. After 18 months, provide 20 to 40 solid wooden blocks. The ideal blocks’ size is between 50 and 100 mm.

  • Puzzles
  • Start with 2 to 3 pieces puzzles and then, from around 18 months, you can offer 5 piece puzzles.

  • Pop-up toys (mechanism operated by pushing)
  • Shape sorters
  • Activity boxes (eg., with a dial and key to turn)
  • Simple number/counting boards (1 to 5, with large pegs)
  • Balls (diameter larger than 44 mm)
  • Floating toys for bath
  • Musical Instruments
  • Instruments operated by shacking
    From 18 months, xylophones, drums, cymbals.

  • Crayons and large paper
  • Dolls(soft-bodied or all-rubber dolls)
  • Simple doll clothes and large accessories
  • Puppets

Operated by an adult and, from 18 months, small hand puppets for child’s hand.

  • Role Play materials
  • Telephone, mirror, household equipment, carriage for dolls.

  • Books
  • What toys should be avoided between 12 and 24 months?

    Projectile toys and games are not suitable for this age group.

    Are there sex differences concerning toy preferences between 12 and 24 months?

    Studies have came to the conclusion that sex differences regarding toys preferences can start to be noticeable before 9 months. Jadva V et al. studied toy preferences in toys, in infants at ages 12, 18, and 24 months.

    As shown in the box below, girls showed a significant preference for the doll over the car at 12 and 18 months, with the same tendency at 24 months.

    The time spent looking at individual toys was analyzed; note that for this experiment, the toys shown to children were colorless, in order to avoid confusion inserted by color.

    [mme_databox]

    Mean proportion of looking time for individual colorless toy by sex and age

     GirlsBoys
    12 months18 months24 months12 months18 months24 months
    Doll57.3%50.4%50.7%58.8%44.5%45.5%
    Car42.7%49.6%49.3%41.2%55.5%54.5%

    [/mme_databox]

    As shown in the box below, girls showed a significant preference for the doll over the car at 12 and 18 months, with the same tendency at 24 months. Nevertheless, boys also showed a significant preference for the doll over the car at 12months. However, this tendency inverted at 18 and 24months.

    [mme_databox]

    Mean proportion of composite scores regarding toy preferences by sex and age

     GirlsBoys
    12 months18 months24 months12 months18 months24 months
    Doll57.3%50.4%50.7%58.8%44.5%45.5%
    Car42.7%49.6%49.3%41.2%55.5%54.5%

    [/mme_databox]

    Summary and Recommendations

    • When choosing a toy, always ensure it meets the general characteristics of a good toy: safety, durability and suitability for the age group.
    • Between 12 and 24 months, babies love to explore the world around, match objects, scribble and play with water and sand, so choose toys that appeal to these activities.
    • Prefer toys with movement and sound resulting from child’s action as well as well as toys that demand construction or allow children to imitate adults.
    • Good toys choices in this age group are: action figures, floating toys for bath, musical instruments, dolls and role play materials.
    • Studies have suggested that sex differences regarding toys preferences are present since early childhood – in experiments, girls seem to prefer dolls and boys prefer trucks.

    [mme_references]
    References

    • Office of the United Nations High Commissioner for Human Rights. Convention on the Rights of the Child. General Assembly Resolution 44/25 of 20 November 1989.
    • U.S. Consumer Product Safety Commission. Goodson B, Bronson . Which Toy for Which Child: A Consumer’s Guide for Selecting Suitable Toys.
    • Jadva V, Hines M, Golombok S. Infants’ preferences for toys, colors, and shapes: sex differences and similarities. Arch Sex Behav. 2010 Dec;39(6):1261-73.

    [/mme_references]

    Best toys for 6 to 12 months-old infants

    Best toys for 6 to 12 months-old infants?

    [mme_highlight] Good toys choices for this age group are: Cars to push and pull, Soft / Rubber Blocks, Teethers, Keys on Ring, Rattles, Puzzles, Balls, Floating toys for bath, Soft Dolls, Soft Hand Puppets, Music Box Animals, cardboard and plastic books. Infants in this age group love to insert, drop, shake, squeeze, fitting one object into other, push balls and cars. [mme_highlight]

    Play is essential for children, contributing to the cognitive, physical, social development as well as for their emotional and general well-being. The importance of playing for an optimal development children is reflected in the recognition by the United Nations High Commission for Human Rights of playing as a right of every child.
    Parents and Educators aware and promoting the right of children to play, want to choose the right toys for every age, which can be a challenge. Knowing the main developmental milestones and features of each age may be a great help to choose the most appropriate toys. Thus, when choosing a toy, always ensure it meets the general characteristics of a good toy: safety, durability and suitability for the age group. Beware of toys containing small parts because of its inherent chocking risk.

    What are the main developmental milestones between 6 and 12 months?

    Between 6 and 12 months, infants start sitting alone and dominate crawling and cruising. Some start walking in this period.  They develop as well the pincer grasp and can hold objects with one hand while manipulating them with the other hand. A prominent milestone at a cognitive level is the notion of object permanence, hence they like see things appearing and disappearing. 
    Children at this age love to explore the world around them and they like activities as bath play, pushing and pulling, opening and shutting. They start being interested in picture books as well. Parents and caretakers will notice children in this period develop stranger anxiety but also interest in social games. They love peek-a-boo and wave bye-bye. Language development is fast at this phase: infants babble and imitate sounds; they recognize their own name and are capable of pointing to named objects. Children can follow simple commands.

    What kind of toys to prefer between 6 and 12 months?

    Infants in this age group love to insert, drop, shake, squeeze, putting in and out and fitting one object into other. They also like a lot to push balls and cars and to operate simple machines. When choosing a toy, take these preferences into account.

    Which toys to buy between 6 and 12 months?

    It is exciting for parents and family members to buy toys for infants. However, it can be sometimes a bit of a challenge as the toys not only should be suitable for their infants’ age group, but they also should present specific characteristics that may help their children’s development.

    • Cars to push and pull
    • Soft / Rubber Blocks
    • Teethers
    • Keys on Ring
    • Rattles
    • Puzzles
    • Only if they have large robust pieces

    • Balls
    • Balls should be larger than 44 mm in diameter.

    • Floating toys for bath
    • Soft Dolls
    • Soft Hand Puppets
    • Music Box Animals, CDs
    • Books
    • prefer cardboard books or plastic books which can also be present in the bath

    What toys should be avoided between birth and 6 months?

    Try to avoid ride on toys and projectiles.

    Which colors and shapes do infants prefer?

    Jadva V et al. studied color and shape preferences in toys, in infants at ages 12, 18, and 24 months. Stimuli presented to children in the study and used to examine shape preferences were: angular triangle, squares, angular star vs. rounded triangle, circles and rounded star. As for studying color preferences, four pairs of stimuli were used.
    The time spent by children looking at the different color and shape stimuli was analyzed, and statistical results (p<0.01) were found regardless of age and sex.

    As shown in the box below, concerning the red/pale blue pairing, 12-month-olds looked significantly longer at red compared to 24-month-olds, suggesting a significant main effect of age in toys color preferences. For the four color stimuli combined, infants looked longer at pink/red than blue/pale blue, as presented in the table below.

    [mme_databox]

    Mean proportion of time spent looking at color stimuli by infants

    ColorProportion of time spent looking at color
    Red55.9%
    Blue44.41%
    Pink44.41%
    pale Blue47.9%

    (Statistically significant results (p<0.01) are shown in bold.)
    [/mme_databox]

    The same study revealed also that infants may prefer round shapes over angular ones.

    [mme_databox]

    Mean proportion of time spent looking at shape stimuli by infants

    ShapeProportion of time spent looking at color
    Circles59.63%
    Squares40.38%
    Rounded star50.84%
    Angular star49.15%
    Rounded triangle57.44%
    Triangle42.57%

    (Statistically significant results (p<0.01) are shown in bold.)
    [/mme_databox]

    [mme_databox]

    Color and Shape preferences for toys in infants

    • Red/pale blue pairing: 12-month-olds looking significantly longer at red compared to 24-month-olds
    • (f=94, p<0.01)

    • Four color stimuli combined: infants looked longer at pink/red than blue/pale
    • blue
      (f=5.67, p<0.01)

    • Four Shapes combined: infants looked longer at rounded than angular images
    • (f =14, p<0.001)

    (Values of f and p result from the analysis of variance – statistical test)
    [/mme_databox]

    Summary and Recommendations

    • When choosing a toy, always ensure it meets the general characteristics of a good toy: safety, durability and suitability for the age group.
    • Between 6 and 12 months,
    • When buying a toy for your infant remember that at this age she/he to insert, drop, shake, squeeze, putting in and out , fitting one object into other, push balls and cars and to operate simple machines.
    • Good toys choices for this age group are: Cars to push and pull, Soft / Rubber Blocks, Teethers, Keys on Ring, Rattles, Puzzles, Balls, Floating toys for bath, Soft Dolls, Soft Hand Puppets, Music Box Animals, cardboard and plastic books.
    • Some studies shown that apparently there is a main effect of age in toys color and shape preferences: infants show a preference for red and rounded shaped toys.

    [mme_references]
    References

    • Office of the United Nations High Commissioner for Human Rights. Convention on the Rights of the Child. General Assembly Resolution 44/25 of 20 November 1989.
    • U.S. Consumer Product Safety Commission. Goodson B, Bronson . Which Toy for Which Child: A Consumer’s Guide for Selecting Suitable Toys.
    • Jadva VHines M, Golombok S. Infants’ preferences for toys, colors, and shapes: sex differences and similarities. Arch Sex Behav. 2010 Dec;39(6):1261-73.

    [/mme_references]

    Best toys for 0 to 6 months-old infants

    Best toys for 0 to 6 months-old infants

    [mme_highlight] Good toys choices in this age group are: mobiles, soft blocks, soft dolls, soft squeeze balls, keys on a ring, rattles, plush animals, soft hand puppets and mirrors. Prefer toys with bright primary colors, simple designs, bull’s eye pattern and whose noises are not too loud. [mme_highlight]

    Play is essential for children, contributing to the cognitive, physical, social development as well as for their emotional and general well-being. The importance of playing for an optimal development children is reflected in the recognition by the United Nations High Commission for Human Rights of playing as a right of every child.
    Parents and Educators aware and promoting the right of children to play, want to choose the right toys for every age, which can be a challenge. Knowing the main developmental milestones and features of each age may be a great help to choose the most appropriate toys. Thus, when choosing a toy, always ensure it meets the general characteristics of a good toy: safety, durability and suitability for the age group. Beware of toys containing small parts because of its inherent chocking risk.

    What are the main developmental milestones between birth and 6 months?

    Between birth and 6 months, babies’ visual focus improves and they can follow objects with their eyes. In addition, babies can turn head towards a sound. Infants at this age make progresses regarding control of feet, so you will see them putting feet to mouth. Of relevance, during this period babies start sitting with support.
    At a cognitive level, they recognize familiar faces and shows object preferences. The mentioned skills reflect at a social level: babies smile, show interest in faces and contact with people and, importantly, they start babbling and imitating sounds.

    What kind of toys to prefer between birth and 6 months?

    Generally, prefer toys that meet your baby’s interests at this age: looking, listening, sucking and touching.

    As for looking, prefer toys with bright primary colors, simple designs and bull’s eye pattern (babies follow with eyes as you move the bull’s eye). It appears that both male and female infants between the ages of 3 and 5 months like red most and green least, so you can take this in account when choosing toys for your baby. Regarding the sound features of toys, you can choose toys which make noises, but not too loud. Also, remember that infants like toys in which they can produce effects with their action.

    What toys to buy between birth and 6 months?

    It is exciting for the family members to buy the first toys for babies. However, these not only should be suitable for their babies’ age group, but they also should present specific characteristics that may help their children’s development. Studies have proven that babies as young as 3months can see color.

    • Mobiles
    • Mobiles make both an enjoyable toy but also a beautiful decoration piece for your baby’s nursery room. Moving objects attract baby’s attention and stimulate interaction. They should be suspended 20 to 36 cm from the baby’s eyes, out of reach but angled towards baby’s eyes.

    • Soft Blocks
    • Soft blocks can be given to children from the age of 4 months.

    • Keys on Ring
    • Keys on a ring can be given from about 4 months.

    • Soft squeeze balls
    • Soft squeeze balls can be given to a baby 6 to 8 weeks after birth. These should be larger than 44 mm in diameter.

    • Rattle
    • Rattles, light and squeeze toys are ideal for babies to touch and use grasping.

    • Soft Dolls
    • Plush Animals
    • Soft Hand Puppets
    • Music Box Animals, CDs
    • Mirrors (if large and unbreakable)
    • Books

    Infants at this age like to be read stories from a book.

    What toys should be avoided between birth and 6 months?

    Try to avoid push and pull toys, ride on toys, puzzles, projectiles and mobile instruments.

    Are there sex differences concerning toys preferences between birth and 6 months?

    Studies suggest the answer is yes. Alexander GM et al. studied the eye-movements in 3 to 8 months old infants during the simultaneous presentation of a doll and toy truck and their results showed that sex differences in interest in some model objects are present before 9 months of age, as demonstrated in the box below.

    [mme_databox]

    Medium looking times at doll and truck in infant boys and girls

     GirlsBoys
    Doll4.13 seconds ± 2.07 3.45 seconds ± 2.46
    Truck2.47 seconds ± 1.63 3.62 seconds ± 1.92

    [/mme_databox]

    In fact, girls showed a visual preference for the doll over the truck and boys fixated their eyes more times on the truck, with the statistically significant results shown in the box below.

    [mme_databox]

    Sex differences in interest in infant girls and boys

    • Infant girls fixated more on the doll compared to the toy truck
    • (d = 1.27, p<0.01)

    • Infant boys fixated more on the truck compared to the doll
    • (d = 0.78, p<0.05)
      [/mme_databox]

      Summary and Recommendations

      • When choosing a toy, always ensure it meets the general characteristics of a good toy: safety, durability and suitability for the age group.
      • Between birth and 6 months, babies love to look, listen, suck and touch, so choose toys that appeal to these activities.
      • Prefer toys with bright primary colors, simple designs, bull’s eye pattern and whose noises are not too loud.
      • Babies love to see toys with special features resulting from their action on it.
      • Good toys choices in this age group are: mobiles, soft blocks, soft dolls, soft squeeze balls, keys on a ring, rattles, plush animals, soft hand puppets and mirrors.
      • Studies have suggested that sex differences regarding toys preferences can start to be noticeable before 9 months.

      [mme_references]
      References

      • Office of the United Nations High Commissioner for Human Rights. Convention on the Rights of the Child. General Assembly Resolution 44/25 of 20 November 1989.
      • Adams, R. J. (1987). An evaluation of color preference in early infancy. Infant Behavior and Development, 10, 143–150.
      • U.S. Consumer Product Safety Commission. Goodson B, Bronson . Which Toy for Which Child: A Consumer’s Guide for Selecting Suitable Toys.
      • Alexander GM, Wilcox T, Woods R. Sex differences in infants’ visual interest in toys. Arch Sex Behav. 2009 Jun;38(3):427-33.

      [/mme_references]

    What are the father and mother differences in infant interaction?

    What are the father and mother differences in infant interaction?

    [mme_highlight] Parent-infant interaction plays a fundamental role in the socioemotional development of infants. Parent positive affect has proven to be a key element. It is well established that fathers express positive affect less often than mothers but, on the other hand, spend more time engaging in physical playing with their infants. [mme_highlight]

    Parent-infant interaction plays a fundamental role in the socioemotional development of infants and recent scientific research has proven so. In fact, regardless of any differences in the father-infant or mother-infant interactions, it should be emphasized that parent positive affect has a unique role in promoting infant positive affect too, which has important implications for later social and emotional adjustment of children.

    How does parental affect influence babies?

    Parent positive affect has proven to be a key element to the emotional and social development of infants. For instance, the work of Cohn and Elmore has elicited that if mothers show a still-face or contingent in response to their infant’s smile, infants tend to look away. In addition, if mothers maintain a still face for a long period or simulate depression, babies’ smiles become attenuated and, again, they tend to look away. Parental depression is known to be a risk factor for affective psychopathology in children and the face to face interaction with parents can mediate, at least in part, this risk.

    What are the father and mother differences in infant interaction?

    It is well established that fathers express positive affect less often than mothers but, on the other hand, spend more time engaging in physical playing with their infants. Interpreting the functionalist perspective of Campos and colleagues, parents’ positive affect and physical play

    may have a similar function as both may promote infant positive affect. Taking this point of view, then fathers’ physical play could compensate for their lower positive affect in comparison to mothers and thus infant positive affect would occur in similar frequency in response to the interaction with mothers and fathers.

    A study conducted by Forbes EE and colleagues examined infants’ positive and negative affect by observing behavior during normal and still-face conditions occurring during mother-infant and father-infant interaction at ages 3 and 6 months, supporting the findings stated in the topic above, as shown in the box below.

    [mme_databox]
    Correlations between Infants’ Positive and Negative Affect and Mothers’ and Fathers’ Positive Affect and Physical Play

    • Mothers displayed more positive affect with infants than did fathers

    – F = 7.58 (coefficient obtained after analysis of variance), p < 0.01(statistically significant)

     

    • Fathers were more likely to exhibit physical play than were mothers

    – χ2 = 9.03 (coefficient obtained after categorical modeling analyses), p < 0.01(statistically significant)

     

    • Parents were more likely to exhibit physical play with infants at 3 months than at 6 month

    – χ2 = 5.21 (coefficient obtained after categorical modeling analyses), p < .05(statistically significant)
    [/mme_databox]

    Are there differences in mother and father behavior in skin-to-skin contact with their baby

    Skin to skin contact between mother and infant must occur as immediate as possible after birth as this induces a biological program that promotes a breast seeking behavior and the whole relationship between baby and parents. This is also true regarding fathers, as it is established that fathers who have skin to skin contact with their newborn after birth reduce infants’ cry and fathers also feel satisfied knowing they can offer similar care as mothers. In addition, tactile contact by parents with their newborn is absolutely crucial as this makes the baby feel loved and cared; tactile contact may also help fathers to understand their newborns behavior.

    A study by Velandia M et al. compared mothers’ and fathers’ interaction with their newborn immediately after birth by watching behaviors like touching, kissing and speaking. Importantly, both fathers and mothers showed spontaneous behavior of affection towards their newborn; they smiled and kissed the newborn, which has an obvious impact for bonding.

    [mme_databox]
    Parental behavior in skin-to-skin contact with their baby – touching

    • Mothers in touched their infants significantly more than fathers
    • df = 1, F = 14.138 (after analysis of variance), p = 0.001(statistically significant)
    • Mothers touched newborn girls for a mean of 7.59 minutes (95% CI 2.955–12.225)
    • Mothers newborn boys for a mean of 14.5 minutes (95% CI 6.81–22.19)
    • Mothers touched girls significantly less than boys
    • df = 1, F = 5.152 (after analysis of variance), p = 0.038 (statistically significant)

    [/mme_databox]

    Interestingly, mothers’ physical approach to their newborn was firstly by finger tipping, whereas the father more commonly touched the infant with the palm of his hand.

    Regarding speaking, mothers length of directed speech towards the newborn girls and boys did not differ. In opposite, fathers directed significantly less speech towards their newborn girls in comparison to boys as the box below shows.

    [mme_databox]
    Parental behavior in skin-to-skin contact with their baby – Speaking

    • Mothers length of directed speech towards the newborn girls: 2.68 min (mean; 95% CI 0.24–5.125);
    • Mothers length of directed speech towards the newborn boys: 2.76 min (mean; 95% CI 1-6.5).
    • Fathers length of directed speech towards the newborn girls: 2.5 min (mean; 95% CI 1.055–3.835)
    • Fathers length of directed speech towards the newborn boys: 5.6 min (95% CI 1.67–9.53)

    [/mme_databox]

    Summary and Recommendations

    • The interaction between parents and infants plays a fundamental role in the socioemotional development.
    • The expressions of affection in parents’ faces as well as their simulation of depression have been proved to affect infants affect response too.
    • Fathers express positive affect less often than mothers but, on the other hand, spend more time engaging in physical playing with their infants. These between mother and father differences may compensate and the result, overall, may be similar.
    • Skin to skin contact between newborns and mothers and fathers must occur as soon as possible as it strongly influences the breast seeking behavior of the newborn and the relationship between newborn and parents.
    • It appears that, concerning the tactile approach of a newborn, mothers used finger tipping more, whereas fathers touched the infant more frequently with the palm of his hand.

    [mme_references]
    References

    [/mme_references]

    Potty Training in children – what should you know about it?

    Potty Training in children – what should you know about it?

    [mme_highlight] Emotional, physical and psychological growth is an important determinant that helps parents in training their children. Healthcare providers suggest that after the second birthday, a child is normally mature enough to understand and tell his parents about his bowel movements. The normal range suggested to start potty training is between 22 and 30 months. [mme_highlight]

    Potty training is an important milestone in the life of a child as well as of their parents’ and care-takers’. Most parents want to potty train their child before starting nursery or pre-schools; however, every child is different and the age at which a child learns to hold his bowel movements varies significantly. It is indicated by healthcare providers to start the process long before the schooling age to prevent future problems.

    Research conducted by Thi Hoa Duong (3) suggests that children who are potty- trained earlier achieve early bladder coordination of detrusor muscles suggesting that potty training significantly influences micturition reflex as well. Duong also found the data below.

    [mme_databox]
    Date of beginning of potty training (according to a study conducted in Vietnamese children)

    • 70% of mothers begin potty training their baby as early as 3 month of age;
    • 82% of mothers by 6 months;
    • 91% mothers by 9 months;
    • Almost 100% have begun potty training by 12 months.

    [/mme_databox]

    Parents initiate potty training at different ages in different parts of the world; however, research suggests that very early potty training does not improve the outcome.

    When is a perfect time to start potty training?

    Emotional, physical and psychological growth is an important determinant that helps parents in training their children. Healthcare providers suggest that after the second birthday, a child is normally mature enough to understand and tell his parents about his bowel movements. The normal range suggested to start potty training is between 22 and 30 months. Research study conducted with children who were between 22 and 30 months have shown the age at which potty training is completed.

    [mme_databox]
    Age of completion of potty training

    • 85 to 95% boys get fully potty trained at the age of 38 months;
    • 85 to 95% girls get potty trained by 36 months;
    • Children continue needing help in cleaning until the age of 4 to 5 years.

    [/mme_databox]

    What are the signs that suggest your child is ready for potty training?

    It is necessary that the child has successfully passed cognitive and motor developmental milestones specific for the age before starting potty training to avoid overt frustration.

    • The child can control his bladder and bowel muscles (suggested by regular bowel movements at one time of the day and dry nappies at night or after naps)
    • The child is willing to work with you in the training process by indicating with signs and words that he needs to go to bathroom.

    R.M. Foxx (1) conducted a study on 34 children who were experiencing trouble in potty training. Foxx devised an 8-step program that mainly dealt with maintenance of a distraction free environment, negative reinforcement of accidents and positive reinforcement when a learning goal is achieved. He was able to train all 34 children within 4 hours, suggesting that in the presence of a functional strategy, potty training is not a difficult task. He further concluded that:

    • All the children who are above 26 months of age require an average of 2 hour potty training to achieve fruitful results
    • Children as young as 20 months can be trained within hours.

    A recent study conducted by Nathan J. Blum (2) suggests otherwise. According to Nathan, if intensive potty training is initiated at an earlier age, results can be achieved earlier; however, if potty training is initiated at an age earlier than 27 months, no additional benefit is achieved. Nathan conducted his study on 406 children younger than 17 months. Telephone interviews were then conducted periodically while children were being toilet trained by parents in domestic setting. Nathan identified that:

    • The biggest fear of parents (and of the researchers too) that early potty training is associated with a more than normal risk of stool toileting refusal, constipation and stool withholding is not true.
    • Age of initiation of toilet training is inversely proportional to the total time taken to train kids.

    When should a parent seek medical assistance for the child who is not potty trained?

    Potty training is dependent on a number of factors that include:

    • History of developmental milestones. Most babies who are in the normal range of their developmental history are likely to get potty trained earlier.
    • Risk factors like single parents or if both parents are working full time, which greatly influences the bowel habits of children.
    • Children who are verbally or physically abused usually take longer to achieve developmental milestones, among which is potty training.

    A recent survey conducted by keepkidshealthy.com suggested that 26% of all  children were not potty trained even after their 4th birthday.

    Accidents once in a while are okay, but you should seek the help of a healthcare provider if:

    • Your child never achieved the ability to hold his bowel movements by his 4th birthday;
    • If your child was once potty- trained but has suddenly experiencing frequent episodes of soiling his pants – it may be necessary to rule out a physiological or psychological stressor or medical conditions like urinary tract infection.

    Summary and Recommendations

    • Potty training should be initiated between 22 and 30 months.
    • The majority of girls are fully potty trained by 36 months and boys by 38 months.
    • Even after potty training is completed, children still need help in cleaning between 4 and 5 years old.
    • A child is ready to initiate potty training when she shows willing to and controlling sphincters.
    • Initiating potty training too early may not be beneficial.
    • You should take your child to a doctor if she/he cannot hold sphincters by 4 years of age or if your child looses a potty training skill which had been previously acquired.

    [mme_references]
    References

    • Foxx, R. M., & Azrin, N. H. (1973). Dry pants: A rapid method of toilet training children. Behaviour research and therapy11(4), 435-442.
    • Blum, N. J., Taubman, B., & Nemeth, N. (2003). Relationship between age at initiation of toilet training and duration of training: a prospective study. Pediatrics, 111(4), 810-814.
    • Duong, T. H., Jansson, U. B., Holmdahl, G., Sillén, U., & Hellstrom, A. L. (2010). Development of bladder control in the first year of life in children who are potty trained early. Journal of pediatric urology, 6(5), 501-505.

    [mme_references]

    How to teach play skills to young children with autism?

    How to teach play skills to young children with autism?

    [mme_highlight] Children with autism are less likely to develop play skills at the same pace as their peers. Modeling has been proved to be an effective way to teach play skills to young children with autism, which can be acquired and generalized fast. [mme_highlight]

    Autism is a developmental disability which significantly affects many aspects of children’s life, including education and socialization. Children with this developmental disease tend to show repetitive behaviors and to resist to changes in the environment showing difficulty to socialize. Consequently, children with autism are less likely to develop play skills at the same pace as their peers.
    It is well known that play is essential for children, contributing to the cognitive, physical, social development as well as for their emotional and general well-being. Parents of children with autism often find difficulties to help promoting their children’s socialization and play skills.

    How should parents teach their autistic children to play?

    There are many levels or playing that should be promoted progressively.

    Solitary Play

    When children play by themselves.

    The focus is on toy manipulation, firstly with one step and then with two steps. One example is to balance a baby doll and then put it to sleep on a bed. It is very likely that the child will memorize the actions you show, so try to show different actions for each toy.

    Parallel Play

    When two children are next to each other playing with similar objects.

    Try parallel play with an adult first – for instance, you can sit with your child coloring a book. Then, introduce parallel play with another child, a good start could be a sand box with lots of different tools.

    Associative Play

    Associative play implies toy sharing between children. To prepare your child for this level, it is important to make good basis on solitary play first, specially reinforcing turn taking. A way to begin teaching turn taking is to seat near to your child and then push a car in his/her direction, then he/she has to push it back to you.
    Give a positive reinforcement to your child for trying. An appropriate setting for associative play would be to integrate your child in a group of children playing with cubes to build a tower, even if they are building their own towers, they have to interact by sharing cubes.

    Cooperative Play

    Cooperative play demands a high level of socialization, occurring when two or more children are playing, sharing thoughts on a toy, rules and defining roles. Give positive reinforcement as progresses regarding social skills are attained. Also, remember to propose activities you find your child may like and start with 2 children and few minutes of playing, gradually increasing both number of children and playing time. One good example to promote cooperative play is organizing a circus.
    First, this gives opportunity for children to cooperate in the manual work needed (design advertisements, tickets, choose costumes…). Then it is time for the circus to start and children must show coordination: one is selling the tickets, other checking them at the entrance, other presents the show and others may rehearsal a funny number.

    How to organize playdates?

    Playdates do not have to be a headache for parents of children with a diagnosis of autism, but generally they cause much anxiety that can be felt by children. Playdates are very important for children, as this promotes imagination, cooperation, sharing and comprehension skills.

    Before your child is ready for playdates it can be of great help to take him/her repeatedly to public spaces where other kids are, to promote proximity with peers and increase the comfort in this gradually. Teach your child with patience and in advance how to ask a playmate for a toy and how to play with the different toys.
    It can useful if you teach your child rules of a social game or to sing a song. It is also important to make a certain selection for play mates: a child with patience, able to show understanding and kindness will help the odds for success of the play date and thus reinforce positively your child about socialization.

    How can autistic children learn from observation?

    Modeling has been proved to be an effective way to teach play skills to young children with autism, which can be acquired and generalized fast. In fact, learning through observation of peers is essential for all children and in a particular way in those with a diagnosis of autism. Charlop-Christy Le and Freeman suggested video modeling as more effective than in-vivo modeling.
    Through videos intentionally created to present modeling interventions an autistic child can watch typically developing peers or adults, over and over again, which is an advantage, as after a repeated exposure to the video, the child will ideally try to imitate the skills shown. Another advantage of this strategy is that it is cost-effective and the video can be edited in order to highlight a particular behavior.

    Mansfield R and colleagues conducted a study to investigate the effect of such videos to promote play skills in autistic children. Scripted play scenarios involving various verbalizations and play actions with adults as models were videotaped.
    Two children with autism were each paired with a typically developing child and the results are surprising, as shown in the boxes below. After watching the videos, children with autism showed an increase in the mean number of verbalizations as well as reciprocal verbal interactions and cooperative play.

    [mme_databox]

    Scripted verbalizations and actions at baseline and after watching the video

     Scripted verbalizationsScripted actions
    BaselineAfter videoBaselineAfter video
    Autistic child 10.33/session14/session4.67/session13.5/session
    Autistic child 20/session12/session4.67/session13.6/session

    [/mme_databox]

    [mme_databox]

    Cooperative Play

     Airport play settingZoo play settingZoo play setting
    BaselineAfter videoBaselineAfter videoBaselineAfter video
    Autistic child 117%87%0.06%0.5%15%90%
    Autistic child 26%78%0.5%74.5%90%67%

    [/mme_databox]

    [mme_databox]

    Mean Duration of reciprocal verbal interaction

     Airport play settingZoo play settingZoo play setting
    BaselineAfter videoBaselineAfter videoBaselineAfter video
    Autistic child 10s8.7s1.5s10s1.5s7s
    Autistic child 20s20s0s8.5s0s8.7s

    (s-seconds)
    [/mme_databox]

    Summary and Recommendations

    • Autism is a developmental disability; autistic children have more difficult in developing socialization skills.
    • Playing is vital for children and contributes to improve social skills in autistic children, but cooperative play may not be easy to accomplish.
    • There are strategies parents should adopt to promote play with their autistic children, from solitary play to parallel, associative and cooperative play. Seeing repeatedly the way to manipulate a toy or behave in a situation can be of great help for children with autism.
    • Play dates can be great to help enhance imagination, social skills and confidence in children with autism, but prior to organize one, let your child have the time to increase proximity with other children and get acquainted with toys and games.
    • Studies have shown that modeling is an effective way to teach play skills to children with autism, particularly if using videos.

    [mme_references]
    References

    • ErinoakKids – center for treatment and development. A Parent’s Guide: Teaching Play Skills to Children with Autism. 2012.
    • MacDonald R, Sacramone S, Mansfield R. et al. Using video modeling toteach reciprocal pretend play to children with autism. J Appl Behav Anal. 2009 Spring;42(1):43-55.
    • Dannenberg, L M., Video modeling and matrix training to teach pretend play in children with autism spectrum disorder (2010). Applied Behavioral Analysis Master’s Theses. Paper 20.

    [/mme_references]