Poor Eating In Infants And Children From 0 to 36 Months

Poor Eating In Infants And Children From 0 to 36 Months

 Many children go through phases in which refuse certain foods or even any kind of food, that is, who have bad eating. This phenomenon is particularly common in children up to age 5 years, but can occur at any age. Sometimes having a bad eating is a way to show their desire for independence and is part of their maturation process and normal growth.

Although much can worry parents, children often suffer complications if not eat enough for a short time. They may need less than you think. Discuss this issue with other parents who have gone through the same situation with your child can help.

If the problem does not improve and you are concerned about your child's growth both in size and weight, you can discuss it with your doctor or dietitian.

What can I do?

• Provide meals and snacks or snacks regularly. This is better than letting the child go "itching" all day.
• If possible, eat at the same time the child as well learn from you.
• Try to make mealtimes pleasant and sociable.That are fun
• Try eating in a quiet and relaxing place, no television because children are easily distracted.
• Sit at the table and use attractive and colored plates and cups.
• Do not hurry to meals as some children are a little slow, however the food should not drag on, half an hour would be a proper time to eat.

A Guide for Families

• Never force a child to eat

He/she indicates that the child has had enough:

When the head rotates.

When pushing the plate or the bowl away, even on the floor!

When shouts.

When constantly you spit food.

When you are holding the food in your mouth and refuses to swallow.

• Try not to show you are worried or bothered by the fact that the child does not eat. Although it is difficult to do, because he does not eat, it is advisable to remove the food from the table without comment.
• It is a good idea for children to use your fingers to play with food, do not worry about soiling.
• If your child stops eating for a meal, try to encourage once again to drink. If this is successful, show him that you are happy (say "good boy, well done") and smile at.
• Offering an award as a walk or a special game time together. Do not give a prize to be food.
• What foods should I give and when?
• Offer small portions of food at meals. If the ends, offering more. You must not remove the food and offer a different if the child rejects the first you've offered.
• The refreshing, milk shakes and drinks can fill a child, in the same way that the chips, cookies, pasta, etc. It is best to avoid these foods give your child about mealtimes or dinner.
• When the child spends one season and shown picky food or rejects the food, it is better not to offer new foods. We must try to eat let alone providing small pieces that may take.
• Try to give small snacks, sandwiches, sausages, pieces of soft cheese, potatoes, strips of vegetables and fruit pieces.
• Milk is a nutritious drink, the child must take half a liter a day. But milk should not replace meals. You must monitor the child does not take too much milk during the day or night.

Dairy foods

Try the child take a pint of milk a day.

Try cheeses, yogurts, puddings, rice pudding or custard milkshakes and other sources of calcium.

Meat or alternative

You can take all kinds of meat, watching fat intake.

You can also take various types of fish.

Children enjoy easy meat to chew, such as minced, sausage, chicken, fish sticks and fish sauce.

Also legumes (lentils, chickpeas, etc.) are good substitutes for meat and fish.

Starches

Children should eat these foods at each meal. For most children like breakfast cereals and bread or toast. It also includes potatoes, rice, pasta and other grain products.

Breakfast

A small bowl of cereal with milk or toast with butter / margarine and jam. <br>

Milk to drink.

Appetizers or snacks

Small snack or sandwich with lean ham or cheese.

Yogurt or cheese.

Fruit juice or fruit.

Main meals

Pasta, rice, potatoes.

Easy to eat and digest meat, fish, eggs or vegetables.

Whole or chopped fresh fruit or fruit juice.

Night

Milk.

Fruits and vegetables

Both two servings a day of fruits and vegetables are needed. If you can choose, it is better fresh, but you can also use canned or frozen fruit.

Greases

Children need a certain amount of oil, butter or margarine for growth.

Sugar and sweets

Sugar and sweet foods can be part of feeding your child, but do not consume too much, and above all, avoid that take between meals.

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Educational future: children more creative, less boring and stressed

If the most important qualities were those intelligence tests are able to evaluate, our civilization would never have developed as it has. " Ken Robinson

The emerging industrial revolution educational systems subject children to endless examinations where mathematics and language predominate over other materials.

Many of the things that our fathers told us no longer apply. The model "studies, get a job and climb within the company" is obsolete. In addition, this model happiness of individuals does not matter at all. So my message today is this: let the children play Let me explain why. Our society has changed greatly in the last fifty years. The economic model is being transformed from a production-industrial paradigm to a model based on business services, information, and knowledge. Therefore, it stands to reason that the qualities required of individuals in the future also change. 

Originated in the industrial revolution education systems, they have capitalized teaching to this day. Its main purpose: to prepare people to enter the productive sector. They are characterized, therefore, by several things, although we seem obvious, it might not be so: to separate children by age, according to his facility with mathematics and language, strictly distinguish between "science" and "letters" (giving more value to the first) and very important: pressure on young people to decide as soon as possible, where they want to direct their professional future and the educational-industrial system born from the need to prepare workers.qualified so they could work in factories and conduct mechanical work. The system also assumed, therefore, the need for standardization and gave a high value on repetition and memorization of data. In other words, what mattered (and still important) are the results, the productive potential of the individual. Needs and potential "hidden" from students spend in the educational production system into the background.Consequence: many children are bored in class, they get frustrated, they feel excluded. However, according to some studies, non-curricular talents (creativity, intuition, flexibility, spontaneity, empathy, intercultural skills or organizational capacity) will be much more important in the future. The reasons: the aforementioned change of business model but also career models (linear and before long - now changing and multitasking).

Scientists: intuition, passion, and curiosity

Edwards O. Wilson, a professor at Harvard University biology professor and winner of two Pulitzer prizes, note: "I've met a lot of students who did not dare to venture into scientific careers for fear of mathematics. But, after all, in the vast majority of scientific disciplines, passion and intuition are more important than math. " In his book Letters to a young scientist, Wilson is even more explicit: "Many scientists worldwide are successful, from a mathematical point of view, little more than semi-literate". And it gives perhaps the key: first, passion, then preparation and in some cases, the preparation is given the wrong way.

So how should educate children?

The productive-industrial model raised this in response to another question: what would you be more (doctor, mechanic, plumber)?Therefore, the proposed model "to study, work, produce".

It is possible that the educational model of the future, as career models will be very different (non-linear, multiple jobs, multitasking), as well as the (creativity, empathy, communication) skills needed, try to answer other questions: What do you like to do, they make you feel good (writing, traveling, compose, analyze, order)?

All this may sound very abstract when thinking about an educational model, so let me give an example of what I try to explain: the other day I was talking with the director of a science museum. His main concern was to ensure that the museum would appeal not only to adults but also to children. In the end, he concluded that the best museum would be one that would allow children to play and run freely ultimately play.

And it is that seeing every day my five-year-old daughter play, invent, communicate, associate with others, find creative solutions, ask questions, I am convinced now of something my mother told me many years ago: let the kids play. What a beautiful idea: maybe one of the keys of the future of education is to give the children a little more air time to learn to play and being more themselves, and probably happier. This may be achieved, as some argue, relying on e-learning or more practical and less theoretical care classes. 

 

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How to motivate children at the end of the school year?

The end of the school year is approaching, and all parents and children are with the right forces and looking forward to the holidays. But this is no time for slacking off, we are in the final stretch and many students have a big stake, as tests remain to be done, deliver jobs and a lot to learn. Following these guidelines to secure this end of the course will be more bearable for everyone:

• Brand objectives to be met, no time to study. What the child sees that if the goal is to learn a lesson, when already know it, you will have free time to play. People, including children, function better working by objectives that time.
• Goals should be realistic and tailored to the potential and development of the child. For example, if the child takes bad mathematics throughout the course, we can not expect that in June kick outstanding. Thus only not feel able to achieve the goal.
• The idea is to work from the intrinsic or internal motivation, ie do things because I want to, because it makes me feel good. However, when children are young, many times this type of motivation has not yet been developed, and we have to work from the extrinsic or external motivation, that is, do things to get something we want, for example, see a time television, playing a few minutes to the tablet, play something that you feel like a lot ... will be crucial that the child knows the rewards that you will have to study. For example, playing a few minutes on the computer ...
• Once the child has served its purpose of study or work, we can ask what is it like, if you are happy for having done it. In this way we will think about how when we fulfill our obligations we feel good because this is the best booster medium and long term.
• Do not forget that the main source of a child's learning is modeling, ie children copy their adult reference they are mainly parents. Therefore, it is important that parents, despite the fatigue, the heat, and warm weather, to remain, model, of effort and perseverance in the child.

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How to play with children 3 to 6 years

 3-6 years is an exciting age in this evolutionary period is characterized by children achieve different developments:

• They are able to spend more quiet time.
• They can be strung, remove buttons, zippers open, handle books, using pencil, scissors, comb, toothbrush ...
• Build their self-concept, are recognized as people from the rest.
• You can do small jobs and need to feel important to the people around them.
• They move from an egocentric thinking (meet immediate needs) to understand different views to theirs.

It is also important to remember that from 2-6/7 years are for symbolic play, whereby situations, personal and real objects that are not present at that time are represented develops: play kitchenettes if mom or dad to make pretend play doctor ... That will be the star at this stage.

At this age, to play is as important as taking care of children who have the right environment. Before present the games that we bring you today, we want to give you some tips to help you play:

• Providing spaces to play.
• Have toys at your fingertips, sorted / classified.
• Select toys with care: age, security, non-violent or sexist, to stimulate their imagination, simple and unsophisticated.
• They have time to play.
• They go home to play with other children and invite friends to yours.
• When you, Mom or Dad, play with them, get carried away by your imagination, if you always try to guide and create an educational activity, you lose interest.

GAMES TO DO WITH CHILDREN FROM 3 TO 6 YEARS:

• A road home: With tape, we will make a road on the floor, with curves and passing under a chair or stool. Along with sheets, dice, or small light objects, a traditional race will veneers.
• Mysterious corner: a large carton cutting and decorating with paint you can create a fun hideout. Another option is to perform a cache between chairs, pillows, sheets, towels ...
• We play to be doctors: Look for old clothes or dress shirts for all different professions. Then we can represent them.
• Concert at home: Together we can do different instruments, household things, like a drum with a can and bucket, macaroni or rice in a pot, plates in a plate ... We may also collect toy instruments or truth we have and among all we give a concert.
• The disjointed words: Select 5 words that have nothing to do with each other and the other will create a little story that has all the words. We will be changing shifts, we can involve more family members.
• Bottle game: Fill water bottles half-liter to about half (depending on the space we have if we see that the ball comes with great force, the fill more), we place as a bowling and play with a tennis ball or the like in turns.                       Depending on whether the children are closer to six years, we can make a small home competition.

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The benefits of outdoor play for children and babies

  Since the baby is a newborn, you need to spend at least a little while outside experts as being in open spaces increases the power of imagination and creativity in children.

Both pediatricians and child psychologists emphasize how important it is for children to spend time outdoors, even since only a newborn. This is more complicated for city kids because of lack of time parents and abuse of sedentary activities we add the lack of green spaces such as parks and recreation areas.

It nevertheless recommended that children and babies spend at least 1 hour per day in open spaces , and the reward you get the little worth.

The outdoors is good for the baby

According to experts, the outdoors is good for the baby from the moment they are born . From the beginning you can get away with small walk, which stimulates your senses and mind. However, we must take a number of precautions: rides in winter should be during daylight hours and with good baby warm, whereas in summer should leave only little less warm and light clothing hour.

Sunlight is beneficial for the baby, and that she receives synthesizing vitamin D through the skin. This vitamin is necessary as it strengthens the immune system, promotes blood clotting and makes your little bones better assimilate calcium among other things. However, to expose small sun must take great care in summer and prevent direct incidence of receive beams.

                       Benefits of open spaces for children

Being outdoors, especially in nature or in a park, it is good for the children in many ways. These are some of the most important:

- Autonomy: The different textures that the child receives just walking or crawling through the grass, as well as the feelings that give different sounds, smells and even the temperature increases and stimulates their abilities giving you a greater understanding of the world. As a result, while developing its own games increase their autonomy.

- Creativity: Outdoor activities encourage children to think creatively, besides increasing their curiosity and fire his imagination to be in a very different from home or other premises environment.This is because the closed spaces always have a set of "rules" and a more or less fixed that does not exist in nature organization.

- Social relations: The parks give the little opportunity to interact with other children their age, leaving you start having social relationships. This is especially important in the case of only children, because dealing with other children makes little more independent and sociable.

- Exercise : Physical activity outdoors is usually much greater than the child or baby can do at home because of the larger space. This helps to prevent overweight, a problem that is affecting Spain and 1 in 4 children according to recent studies. It also releases endorphins, improve your mood and making the accumulated fatigue can sleep better at night.

We have already seen to be in open spaces is very beneficial for small, but nevertheless the hours outdoors small scarce globally. The ideal is to combine activities inside and outside for children to develop their abilities in the right way and stay healthy both physically and psychologically.

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