Short arms and legs in a newborn. View full version
Caring for children is both joy and trouble. A rare child is absolutely healthy. They catch ARVI, then an intestinal infection, then bronchitis, then something else. For many parents, the children's clinic is becoming a second home.
Baby legs: uncharacteristic signs
Cold feet in a baby
Some mothers, noticing that the child has cold feet, begin to wrap the baby in blankets and shawls. This should not be done. Cold feet in babies are absolutely normal. The child tolerates cold more easily than heat. If the child is wrapped up, then he will experience more discomfort.
Baby's legs sweat
Children sweat a lot before the age of five due to the fact that their metabolism has not yet returned to normal. If the baby's legs are sweating, you should not panic. You just need to open the crumb a little and let the legs breathe.
Dry legs in babies
In order for the baby's skin to be clean and beautiful, as in commercials, it is necessary not only to take care of its surface, but to monitor the nutrition of the baby. Baby's dry feet may be due to water, so after bathing, lubricate the skin with moisturizing lotions or oils.
Rough legs in a baby
If the mother watches over what she eats and does not allow the child to pull dirty objects into her mouth, she will be able to provide some safety for the child. Rough legs in babies often indicate an allergic reaction that occurs due to drugs or food. In order to get rid of this trouble, you need to adjust the diet and visit a pediatrician.
Spot on the leg of the baby
All mothers want their children to be beautiful and healthy. This is a dream and an ideal to strive for. In real life, allergies, congenital and acquired diseases, and much more appear on the way to this dream. A birthmark on a baby's leg can be removed in specialized centers. However, do not rush, perhaps after a while it will disappear by itself.
Red legs in a baby
In order for the child not to have allergies, it is necessary to monitor not only what the mother and baby eat, but also what the clothes of the child and all those who are in direct contact with the baby are washed in. Red legs in babies are a sign of allergies. Perhaps the skin reacted to the new powder in which the diapers were washed. You need to wash baby clothes only with baby powder or laundry soap.
Folds on the legs of the baby
Plump babies in "dressings" are every woman's dream. Not overfed children, whose eyes are not visible, namely, plump, lively and mobile children. The folds on the legs of the baby indicate normal development. You need to pay attention to them when studying the development of the child's musculoskeletal system. Symmetry should be present in the folds.
Short legs in babies
All children are completely different. However, there are standards that allow doctors to judge whether a baby is developing normally or not. Short legs in a baby should not cause anxiety in the mother. The child's body does not develop proportionally. In adolescence, this disproportion becomes most noticeable. But you should not pay attention to this, because this is how children grow up.
Baby's legs: movement problems
The tone of the legs in the baby
Hypertonicity, hypotonia - parents encounter these incomprehensible words when they have a child. Ideally, the legs of the newborn should unfold like a frog. They should not be too sluggish, but at the same time, they should not shrink. The tone of the legs in the baby should be normal, if there is a deviation, you need to go to the masseur and undergo a massage course.
Baby jerks his leg
In order to be sure of the health of your child, you need to regularly visit a pediatrician. If the baby jerks its leg, it is necessary to show it to a neurologist.
The baby squeezes the legs
The baby's digestive system is not perfect. For the first three months, the gases that form in the intestines cause severe pain. When a child has colic, he cries, sleeps poorly and twists his legs. The baby compresses the legs reflexively, this movement brings him some relief.
The baby stretches the legs
Continuing the topic of colic, we can say that during an attack, the baby not only tightens, but also stretches the legs. The baby stretches the legs and twists them some time after feeding. In order to alleviate this condition, parents must show the baby to the pediatrician, so that he prescribes any drugs that will help get rid of gas and normalize the digestive tract.
The baby's leg is shaking
If the child moves his legs quickly, this is the norm. When a baby's leg is shaking in a calm state, you need to look at the child and understand at what time this happens. To avoid serious consequences, it is necessary to show the baby to a pediatrician or neurologist.
The baby is twisting its legs
All systems of the newborn are underdeveloped. The human baby is the most environmentally unadapted of the entire animal kingdom. The baby is twisting its legs due to the underdevelopment of the digestive system. The gases that bother the baby for the first three months prevent him from sleeping normally and enjoying life.
The human body in different periods of life has different proportions. The head, torso, arms and legs are in constant proportions for each age. Of course, there are individual fluctuations (depending on gender, race, etc.), but the limits of these fluctuations are relatively small, so people of the same age, on average, have the same body proportions. And if this proportionality is violated, then this is perceived by us as a violation of harmony or an aesthetic flaw.
According to the general canons, in a correctly folded human body, the length of the head is 8 times less than the length of the whole body and 3 times less than the length of the body. The length of the arms is 3.25, and the legs are 4.25 of the length of the head. The child's body has completely different proportions. So, in a newborn, the length of the head is only 4 times less than the length of its body, the length of the arms is 1.6, and the length of the legs is 2.5 times the length of the head. By the year these ratios change. The length of the head fits into the length of the body about 5 times, and the length of the arms is equal to the length of the legs. Thus, a child (compared to an adult) is a short-legged and short-armed creature with a large head and large eyes. (As a person grows, from childhood to adulthood, the eyes grow much more slowly than the rest of the body. Therefore, in relation to the proportions of the head in children, the eyes are much larger than in adults.)
This phenomenon is exploited by cartoonists. If they want their character to evoke affection, love and other pleasant emotions, then they portray him with the proportions of a child - a large head, huge eyes with long eyelashes, short legs (or arms and legs). And vice versa - an evil character must be drawn in the proportions of an adult.
Let's move on from proportions to absolute values. After the child is one year old, the pace of his physical development slows down somewhat. His body weight increases on average by only 30-50 g per week.
In a child at the age of one year, the head circumference reaches an average of 46.6 cm, by the age of one and a half, it increases to 48 cm, and in two-year-old babies up to 49 cm.Thus, in the second year of life, the head circumference increases by 2 cm. To determine whether the child is developing correctly, along with the weight and length of the body, determine its proportionality. For example, it is believed that a child's chest circumference is larger than the circumference of the head by as many centimeters as the age of the baby.
The legs grow in length much faster than the arms. While the arms of a newborn are slightly longer than the legs, by one year the limbs become the same length, and in a two-year-old child, the legs are longer than the arms. Consider the skull of a child. It is divided into the facial and brain parts. The cerebral part of the skull is much larger than the facial part, especially in newborns. With age, the entire skull grows, but its facial part grows much faster than the brain. The growth of the lower jaw is of particular importance for the appearance. This bone consists of a bony arch and branches extending from it. The angle formed by the branches and the arc changes with age) from obtuse to straight. At the same time, in women, the shape of the lower jaw (like the entire skull as a whole) in an adult state is very similar to that of a child.
The child's body weight changes. During this period, it increases by about 200-250 g per month, which is about 2.5-3 kg per year. And growth increases by 12 cm, and it slows down every month. Sometimes it can even stop and remain unchanged for 1-3 months. This can be influenced by diet, environment and other factors. However, both height and body weight are more dependent on heredity.
Between one year and 18 months, four premolars usually appear. And between the 16th and 24th months, fangs erupt. The order of teething can be disrupted, but on average, by the 25th month of life, a child should have 20 milk teeth.
Sometimes teething can be accompanied by local pain, salivation, irritability, and decreased appetite.
Despite the fact that a child aged from one to one and a half years already stands well and walks, the structure of his body does not yet fully correspond to the function of bipedal locomotion, which distinguishes man from higher animals.
The fact is that the feet of its short legs are still very small, and the head is large and heavy. The muscles of the neck, back, legs are not yet strong. All this makes it difficult to maintain balance. In addition, the vestibular apparatus of the child is not yet sufficiently developed.
The spine of an adult has several physiological curves that make it easier to stand and walk. These bends are called lordosis and kyphosis. Lordosis is an anterior bend. Kyphosis - posteriorly. An adult has cervical lordosis, thoracic kyphosis, lumbar lordosis, and sacrococcygeal kyphosis. Physiological bends serve as a kind of shock absorbers that soften body shaking when walking, running and jumping.
In children, especially small children, the spine does not have all these bends. In addition, he is not yet strong, his ligamentous apparatus is not fully formed and begins to ossify only by the end of preschool age. And the bends of the spine are formed and fixed on average by 13-15 years. Moreover, their formation is proceeding consistently. In a newborn, the spine has the shape of an almost straight column. When the baby begins to hold his head and the cervical muscles are involved in the work, cervical lordosis begins to form. Later, when the child begins to sit, thoracic kyphosis appears. And after the child begins to stand and walk, lumbar lordosis is formed. But even at this time, when the child lies down, his spine straightens again, since it has not yet reached the required degree of ossification.
In general, the bones of a child reach full maturity only by puberty. Prior to this, the surface layer of the child's bone - the periosteum - is much thicker than that of adults. This is why green branch fractures are very common in children. Have you ever broken green young shoots of bushes? Remember how it happened: the inside of the stem is broken, but outside the thick juicy peel holds it and is almost intact. Such are subperiosteal fractures in children. In addition, the bones of the hand and foot have a cartilaginous basis for a long time and ossify at a certain time.
The cardiovascular, respiratory and digestive systems during these six months (from a year to one and a half years) do not undergo noticeable changes. So, the heart rate remains at about 120 per minute, the respiratory rate is at least 30 breaths per minute. As for the gastrointestinal tract, it continues to work the same way, unless, of course, you have introduced kebabs, barbecue, lard with garlic and other meat products not provided for this age into the child's diet.
If parents notice that their child has short arms, then they should read this article.
Often parents are concerned about the proportions of the baby's body, sometimes it seems to them that the child has too short arms or legs, or that the baby's head is too big. It should be noted that a large head and relatively short and weak limbs are the normal proportion for a child.
Why does the child have short arms
If, nevertheless, the parents conclude that the child's limbs are shorter than those of his peers, then in this case there may also be several options.
First of all, this may be a genetic predisposition if close relatives of the child experience the same shortening of the limbs as the baby. When your child seems to have short arms or legs, a pediatrician should be consulted. If the doctor agrees with the opinion of the parents and considers that the baby is disproportionately difficult, he will refer the child to a consultation with an orthopedist and a neurologist to identify a possible cause, of which there may be several.
Average human proportions
In the average - statistical adult, the length of the arm is equal to three lengths of the head. In babies, the proportions are different. A child approaches the proportions of an adult only after fifteen years. If there is a noticeable disproportionate addition of the child, then, most likely, this will be noticed even in the hospital and will give the mother the necessary recommendations.
If the child's short legs and arms became noticeable in a later period, then one can assume deficiencies in the child's nutrition and the lack of vitamin D and calcium in the baby's body. In some genetic diseases, a disproportionate structure of the child is also noted, expressed against the background of a general developmental delay.
Violation of the proportions of the child can be associated with hypothyroidism, most often with its extreme form - criticism. In any of these cases, the child will be registered with a pediatrician, orthopedist and neurologist, who will try to correct the situation as far as possible.
Structural pathologies
It is extremely rare that there is a violation in the proportions of the baby, when the length of the arms of the child is much shorter than the norm, which occurs due to intrauterine injuries, when, when laying the limbs, any unfavorable factor caused a failure. In this case, the child will experience certain difficulties in learning to crawl and walk. Congenital pathology is practically irreparable, although it is likely that the orthopedist will advise any treatment that can correct the situation, or significantly improve it.
Conclusion
Quite often, when one limb is shorter than the other, such disproportion is usually visible to the naked eye. In this case, the child is registered with an orthopedic surgeon, who constantly conducts corrective treatment, physiotherapy exercises with special exercises and constantly monitors the dynamics of treatment results.
They are common, especially congenital malformations of the limbs. The most severe form of this anomaly is the complete absence of a limb - amelia. Ectromelia is the complete absence of one or more limbs. Hemimelia is an underdevelopment of the distal parts of one or more extremities. Phocomelia is the absence of proximal parts of one or more limbs. With this defect, the hands or feet are directly connected to the body. The most common anomalies are from the fingers and toes. Ectrodactyly is the absence or underdevelopment of the fingers. Sometimes this defect is combined with cleft hands (peruchirus). Polydactyly (more than five fingers) is relatively common. Sometimes polydactyly is one of the signs of the so-called. Laurens-Moon-Bardet-Biedl syndrome, which is accompanied by adipositas, retinitis pigmentosa and oligophrenia.
Treatment of pure polydactyly is prompt and can be carried out even in the first year of life.
Syndactyly- fusion of one or more fingers together - also surgically removable deformity. Surgical treatment should not be undertaken until 5-6 years of age, as relapses are possible. Syndactyly of the hands, in which the hand resembles a spoon, acrocephaly, or scaphocephaly (boat-shaped skull), hypertelorism (wide-set eyes), a wide base of the nose, a high palate, sometimes atrophy of the optic nerve, etc., are characteristic of Apert-Eugen syndrome.
Hexadactyly- double thumb or toe is also a congenital defect that can be eliminated promptly.
Bradidactyly- short fingers, often seen in hypothyroidism.
Arachnodactyly- long fingers, like the tentacles of a spider. If the anomaly is combined with "shoemaker's chest", kyphosis or scoliosis, congenital heart disease, dislocation of the lens with tremors, etc. at a later age, you should think about Marfan syndrome.
Kyphosis the entire spine or its individual parts is very rare.
Scoliosis are much more common. They are formed when the fetus is abnormal in the fetus or when the individual vertebrae are not symmetrically located.
Funnel chest- a shoemaker's chest (pectus excavatum). It is a funnel-shaped retraction of the sternum and adjacent sections of the ribs. This anomaly is observed even during the neonatal period and progressively increases over time. The assumption that this anomaly develops as a result of the fusion of the diaphragm with the posterior surface of the sternum is not always confirmed, since even after the operative elimination of the fusion, the retraction does not decrease.
Bone defects of the skull... These defects vary in size and shape. When localizing bone defects in the parietal region, they can be mistaken for a fontanelle (false fontanelle). With increased intracranial pressure, the presence of bone defects can cause the formation of meningocele, etc.
Craniostenosis are the result of premature ossification of the cranial sutures. This birth defect is sometimes familial. When all the sutures are overgrown, microcephaly develops from the compressed brain, when the coronal suture is overgrown, oxycephaly, and when the sagittal suture is overgrown, dolichocephaly or scaphocephaly. Unilateral closure of the coronal suture is accompanied by plagiocephaly, in which the corresponding eye is displaced upward and laterally. Trigocephaly (triangular skull) develops as a result of premature intrauterine infection of the frontal suture. Pyrgocephalus (tower skull) develops as a result of early infection of the coronary suture.
Defects in the development of the skeleton include congenital dislocations, but they are very rare. With dislocation of the radius, supination is difficult.
With a dislocated knee, the patella is usually absent. For such a dislocation, as a rule, significant hyperextension is characteristic, in which the thigh and lower leg can touch.
Contractures various joints (hip, knee, ankle, etc.) with limited mobility are also found in newborns and can be ankylosis.
Treatment of all joint contractures is primarily orthopedic and early treatment.
Luxatio coxae congenita... In practice, they matter the most. Girls suffer more often. Dislocation in most cases is unilateral, rarely bilateral. In newborns, subluxation predominates due to dysplasia of the acetabulum. There is also a well-known family predisposition. In case of unilateral subluxation or dislocation, the affected limb is shorter than normal, is in a position of slight flexion, rotated outward, abduction is incomplete, adduction is incorrect. Mobility in the affected joint is increased, with the exception of abduction. The skin fold under the buttock is located higher. There are additional skin folds in the front of the thigh. The asymmetry of the inguinal, gluteal and adductor folds is not an absolutely convincing sign. The asymmetry of the folds on the inner thigh can also be observed in healthy children. If newborns have asymmetric pudendal lips and especially Ortolani symptom - a slight crunching or noise during internal rotation, hip abduction and hip flexion, subluxation can be considered. With bent hip and knee joints, the patella is located lower on the subluxation side. At the slightest suspicion, they resort to radiography, which during the neonatal period has no special diagnostic value. At this age, all articular parts are made of cartilage. The bone core of caput femoris develops only after 2-7 months of life. A consultation with an orthopedist is absolutely essential. Early diagnosis and early treatment improve the prognosis. The goal of treatment is to create maximum hip abduction with inward rotation with hip flexion. Thus, the joint is gradually relieved and the head of the femur easily enters the acetabulum, the arch of the joint takes on a normal configuration. Very good results are achieved when using special anti-slip panties.
Prevention. Immediately after birth, children should be swaddled freely, without tightening, so that the hip joint is not in extension, but flexed in the flexion position. A folded diaper should be placed between the legs and special extension pants (Windelspreishosen) should be put on on top.
Chondrodystrophy... We are talking about a general generalized symmetric skeletal lesion, in which enchondral ossification is impaired. This disease begins in the early embryonic period and predominantly affects the long bones. Periosteal osteogenesis proceeds normally. The essence of suffering is the violation of epiphyseal ossification due to cartilage dystrophy.
There are 3 forms of chondrodystrophy: I. Chondrodystrophia hypoplastic and, in which the cartilage is underdeveloped. 2. Сhondrodystrophiamalacis with softening of cartilage and focal bone softening. 3. Chondrodysrtrophia hyperplastic with irregular and irregular growth of cartilage and the formation of thick, wide, sponge-like thickenings in the area of short diaphysis.
The etiology is not fully understood. The disease is most likely the result of severe compression by a very narrow amnion (Murk Jansen). There are other theories: 1. Endocrine theory of pituitary dysfunction. 2. The theory of intrauterine infections with selective damage to the cartilage.
Most of the sick children die in utero. In living beings, signs are clearly expressed immediately after birth. The child has short, shapelessly thickened upper and lower limbs (micromelia), normal body length, and a large head (macrocephaly). The nose is saddle-shaped, the neck is short, the expression on the face is dull, the tongue is thickened. Often there are other developmental defects (polydactyly, heart disease, umbilical hernia, etc.). The arms are so short that they often barely reach the trohunters. The elbow joints are difficult to unbend. Shortening of the limbs is more pronounced in the proximal regions. The upper arm and upper leg are shorter than the upper arm and lower leg. Soft tissues and skin develop normally, but are layered in excess and therefore form many folds. The arms are fleshy and massive. Toes from the second to the fifth are almost the same length (isodactyly). A characteristic feature is the shape of the hand in the form of a trident (a large distance between the third and fourth fingers).
The genitals are developed normally. Often, the mothers of such children have symptoms of hypothyroidism. On radiography, the bones are short, dense, with a strongly pronounced cortical layer. Children suffering from chondrodystrophy may subsequently develop quite normally mentally, but remain dwarfs (disproportionate).
There is no cure. If the sella turcica is very small, the anterior pituitary can be treated later.
Osteogenesis imperfecta... The disease is very rare. The most important clinical sign is increased bone fragility, which manifests itself even during intrauterine development. It is caused by osteoblast hypofunction. Osteoid tissue is very small, so thin, osteoporotic bones are formed with a thin cortical layer, like an egg shell, which predisposes to multiple fractures, but not to rickety curvatures. Osteoblast activity is not disturbed, ossification proceeds normally. Often, a child is born with healed fractures and with the resulting callus. The disease is characterized by micromelia, which exists without fractures. This micromelia resembles chondrodystrophy. The limbs are of normal proportion and the bones of the skull are soft like rubber (rubber head). The skull is large, the face is small. The sclera are blue. The eardrum of the middle ear can also be blue. In children, there is a general weakness of the connective tissue, weakness of the ligamentous apparatus, instability of the joints, increased flexibility, muscle hypotension. Occasionally combined with pachymeningosis haemorragica interna. Mineral metabolism and the function of the endocrine glands, as a rule, are not impaired. It is assumed that there is only a known dysfunction of the thyroid gland. X-ray shows multiple transverse shadows in the form of stripes, the cortical layer of bones is very thin, the bones are thin, osteoporotic, the structure of the spongy layer is smoothed, traces of callus are visible.
The prognosis is bad. Children die in the first two years of life from intercurrent diseases, most often from bronchopneumonia. Sometimes babies are born dead.
There is no specific treatment. They recommend small doses of thyroidin twice a day, 0.005, vit. C and D.
Osteopsathyrosis... This disease is a late form of osteogenesis imperfecta. Fractures usually appear after the second year of life, when the child is already walking and often falls. Over time, the tendency to fracture gradually decreases. The disease is accompanied by blue staining of the sclera and otosclerosis - van der Hieve syndrome. Despite the fragility of bones, they do not lag behind in growth. All three signs do not always exist.
The forecast is much better.
Treatment is reduced to the appointment of vitamins C and D. Anabolic drugs (Dianabol, Nerobol, etc.) are prescribed at 0.1 mg per kg of body weight per day for a month. The course can be repeated in 1-2 months.
Morbus Langdon Down occurs predominantly in children born to older mothers. Usually one disease occurs in 500-600 births. This is a chromosomal aberration. Cells contain one additional acrocentric chromosome in pair 21 (trisomy). Instead of the normal 46, there are 47 chromosomes, with 2x22: 1 autosomes and XX or XXV sex chromosomes.
Clinical signs are characterized primarily by a typical facial expression: oblique location of the palpebral fissure (outside upwards, inside downwards), an additional skin fold at the inner corner of the eyes. The bridge of the nose is flattened and wide, so the distance between the eyes is increased (hypertelorism). The auricles are flaccid and irregular, the lips are slightly thickened, the tongue is long and often uneven (lingua scrotalis). The mouth is half open and the tongue protrudes outward. The head is brachycephalic. The disease is also characterized by short and thick hands with a fifth finger curved inward (clinodactyly), a four-finger or monkey groove on the palms of the hand, which starts from the second and ends at the fifth finger, general hypotension, etc.
Often, the disease is combined with other congenital malformations, mainly with congenital heart defects.
The diagnosis can be made by an experienced physician immediately after birth.
Translocation types do not differ clinically from the standard type. With them, there are mutations of the 22nd and 15th pairs of chromosomes. The total number of chromosomes is 46. This type is found in children born to very young mothers, and is observed in other members of the family, which indicates hereditary transmission.
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This brochure, created by educators at the Downside Up Early Care Center, provides an overview of the motor development of a toddler with Down Syndrome.
You will learn what gross and fine motor skills are, exactly how the motor skills necessary for every person in everyday life are formed, and you will also get acquainted with simple and effective ways of helping to support the development of your baby.
DEVELOPMENT OF LARGE MOTOR.
LARGE MOTOR DEVELOPMENT Is the process by which a child learns to move around using large muscle groups in the legs, back, abdomen and arms. Why is gross motor development so important? The fact is that this area of development is not only closely related to all the others, but is also the basis for general development, since it provides the child with the opportunity to independently explore and learn the world around him. Without the independence that physical activity provides, your child will depend on you for everything, which will slow down his learning and lead to problems in behavior. Without a solid foundation in gross motor skills, it will be much more difficult for your child to master basic fine motor skills, such as writing, self-care, dressing, or eating.
LARGE MOTOR DEVELOPMENT COMPONENTS
- Muscle strength: the ability of the muscular apparatus to hold the body in the desired
position. - Coordination: the ability to control movement.
- Proprioception: awareness of one's position in space.
- Balance: the ability to maintain various postures despite strength
gravity.
CURRENT MOTOR SKILL DEVELOPMENT SEQUENCE
Sequence refers to the general order in which basic motor skills arise. The sequence may be slightly out of order for different children, so the skills are grouped by phase. In most cases, the skills of one phase are developed in the indicated order, and the child moves on to the next phase, only having mastered all the skills of the previous one. The age limits for the acquisition of motor skills in children with Down syndrome are wider than in ordinary babies, but the order of formation of these skills is the same for everyone.
First phase.
· Moves his head
Flips from belly to back and back
· Is sitting
Crawls
Second phase.
Stands up with the help of an adult
Moves on all fours
Sits down from a standing position
· Walks
Climbs stairs
Third phase.
Squatting down to lift an object off the floor
Stands on one leg
Climbs and descends stairs with the help of an adult
Throw the ball and hit the ball
Fourth phase.
Runs
Climbs
Bounces on the spot
Carries toys on wheels
Rides a tricycle
The following table summarizes the results of studies showing the age at which basic motor skills are acquired by ordinary children and children with Down syndrome.
It is important to remember that this is a general guideline only, meaning your child may learn these skills faster or slower than indicated in the table. Everyone develops in their own way, depending on the abilities, inclinations, strengths and weaknesses.
BASIC PRINCIPLES OF MOTOR DEVELOPMENT
1. Motor development starts from the head and moves from top to bottom (ie, the child learns to control the movements of the head before controlling the movements of the trunk).
2. It starts with large muscle groups (shoulders, hips), then moves on to smaller groups (fingers), i.e. fine motor skills develop on the basis of large ones.
3. Each acquired skill is the basis for the following.
Be careful not to encourage your child to complete tasks for which he is not yet ready. Overwhelming tasks can develop inappropriate motor habits, and frequent setbacks can shatter his self-confidence. It is important to understand that basic gross motor skills are acquired in sequence. Mastering the next "milestone" in motor development, the child lays the foundation for the next steps of development.
FEATURES DIFFICULT MOTOR DEVELOPMENT.
In Down syndrome, there are a number of physical features that slow down motor development:
Hypotension.
Decreased muscle tone, which causes muscle strength to build more slowly. Lack of strength makes it difficult to develop coordination and body balance.
Muscle strength is required for a child in order to overcome gravity: to raise his head, arms and legs, to take toys, and subsequently - in order, despite the force of gravity, to keep the body in an upright position while sitting and standing. There is only one way to train muscles: active movements. Use whatever means — favorite toys, treats, praise, etc. — to encourage your child to move as much as possible. At first, if your little one is very weak, you can help him by physically supporting him with your hands or offering small and light toys for the task.
Excessive elasticity of the ligaments.
Ligaments provide stability to the joints. Ligaments that are too elastic make it difficult for children with Down syndrome to control movement, because their joints are too mobile, and it is difficult for such babies to keep them in the right position.
Impaired sense of balance.
A well-developed sense of balance is the key to successful advancement in gross motor skills. Since children with Down syndrome have a weakened sense of balance, they need to constantly exercise it. The development of a sense of balance begins with the head. First, the baby needs an adult to support his head and neck, then he learns to do it himself. When a child learns to sit, you first support him by the shoulders, and then, gradually, lower your arms, encouraging him to use his own muscles and sense of balance in order to sit up straight. You can also swing the baby on your knees or tilt in different directions, since such games intensively train balance reactions.
Short arms and legs.
Children with Down syndrome have short arms and legs compared to their torso, making it more difficult for them to master certain skills. It is more difficult for them than for ordinary children, for example, to climb stairs or step over obstacles.
Health problems
In addition, the development of gross motor skills is influenced by medical problems that are quite common in babies with Down syndrome: cardiac abnormalities, problems with vision, hearing and the functioning of the thyroid gland. These problems are amenable to medical treatment and should not be overlooked, as they may otherwise inhibit the development of the child.
ABOUT BREATH
Any person begins life in this world with the first breath. We are so used to breathing that we do not notice it at all.
What could be more natural than breathing!
However, one should not forget that not only the general state of his health depends on how the child breathes, but also the ability to reveal his natural motor potential.
From an early age, when the baby is just beginning his life and development, it is very important to remember that proper breathing promotes voice formation, reduces the frequency of respiratory diseases, and also trains the body, increasing its ability to endure physical activity.
WHAT YOU SHOULD KNOW ABOUT THE BREATHING PROCESS
Breathing is provided by the coordinated work of certain muscles. Normal breathing occurs through the nasal cavity. The breathing process also involves the pharynx, larynx, trachea, bronchi, and lungs. The main muscle that, along with the muscles in the chest and abdomen, allows us to breathe deeply is called the diaphragm.
When we breathe in, air passes through the nasopharynx, then enters the larynx, then through the trachea and bronchi - into the lungs. When you exhale, everything happens in the reverse order.
The larynx in our body performs a double function - it is a respiratory tube, and a complexly organized apparatus, thanks to which we have a voice.
BREATH TYPES
Depending on the depth of inhalation, there are:
Costal breathing
- diaphragmatic breathing.
With costal breathing, the chest is actively involved in the process, which expands when inhaling and descends when exhaling. In this case, the so-called "resting inhalation and resting exhalation" occurs, when on inhalation the intercostal respiratory muscles contract simultaneously, raising the ribs and expanding the volume of the chest cavity, and, in addition, the diaphragm is partly included in the breathing process, with the help of which the volume of the chest cavity increases in the vertical direction. When you exhale at rest, the intercostal muscles and the muscles of the diaphragm relax, the chest reduces volume, "squeezing" a certain amount of exhaust air out of itself.
The second type of breathing - diaphragmatic breathing - involves the deepest inhalation and exhalation, while all parts of the respiratory system are included in the work, that is, the intercostal muscles, the muscles of the diaphragm and some muscles of the chest and shoulder girdle contract, and the articulatory apparatus begins to operate. If you look at a person who breathes in this way, it is clearly noticeable that when inhaling, the chest expands significantly and the stomach protrudes forward, and when exhaling, the stomach is pulled up, the abdominal muscles push the diaphragm up, and the person makes a deep long exhalation. This can be felt very clearly when singing or shouting.
WHAT IS SPEECH BREATHING
The sounds of a person's speech are associated not only with the vibration of the vocal cords, during a conversation we pass the exhaled air through the oral and nasal cavities, changing the position of the tongue, lips, and lower jaw. When we speak, the diaphragm on exhalation "pushes" the air and it, passing through the upper respiratory tract and causing the vocal cords to vibrate, allows us to make the necessary sounds. If at the same time the air does not meet any obstacles in its path, except for the vocal cords, we pronounce vowel sounds, and if it has to overcome the resistance of other articulatory organs, then consonants appear.
Consonant sounds are oral and nasal, depending on which cavity the air passes through as you exhale. Normally, only two sounds are nasal: "M" and "H", but in the presence of an inflammatory process or structural features of the nasal cavity, other sounds can also take on a nasal tint. If the child does not have a deep breath and, accordingly, exhalation, then his voice is almost inaudible, the sounds are difficult to distinguish, indistinct. Sometimes we are faced with the fact that the child is trying to speak while inhaling, and then he simply does not have enough air in order to pronounce several words or even sounds in a row.
Thus, in order to learn to speak, a toddler with Down syndrome needs to learn how to breathe correctly. Since children with Down syndrome have decreased muscle tone, they do not always succeed. In addition, the normal breathing process can complicate diseases of the nose and throat. From the first months of a child's life, you should pay attention to how he breathes. There are simple and effective exercises to help your baby breathe deeply that a motor development specialist can tell you about.
HOW TO HELP YOUR CHILD?
For the successful development of motor skills, a child with Down syndrome needs help to stimulate motor activity. How to promote motor development correctly? To know how to help your child in the learning process, you definitely need to have an understanding of the characteristics of children with Down syndrome.
There are many ways to help, but the most important rule is this: A CHILD SHOULD DO EVERYTHING FOR THIS MOMENT.
Your task is to provide him with the minimum of assistance that is necessary for the successful completion of the assignment. It is very good if you can find an opportunity to discuss this with a motor development specialist.
Various provisions.
In order for the child to be able to be in different positions, he needs to use different muscles and balance reactions. This is why it is very important to give the child the opportunity and encourage him to play in a variety of positions. When, for example, a child lies on his stomach, he strains the muscles of the back and neck, and when lifting up on his arms, he strains the muscles of the arms. Lying on his back and jerking his legs, he exercises the abdominal and thigh muscles, and playing with toys - the muscles of the chest and arms. Sitting trains the sense of balance (and here it is very important how and with what strength you support the child); the baby uses the muscles in the back and abdomen to sit up straight and the muscles in the arms to reach and play with the toys.
Transitional positions of the body.
Transitional positions allow the child to change the position of the body, thereby increasing his independence. It often happens that the child already knows how, for example, to sit, but no one teaches him to sit down and lie back on his own. For example, the baby is tired of sitting and would like to lie on his tummy, but cannot! In such cases, he is forced to sit until they put him down, and this is very unpleasant. It is more difficult for a child with Down syndrome than for an ordinary child to master transitional positions, because when the posture is changed, the equilibrium position of the body is disturbed, and the child has to make efforts to, after completing the necessary sequence of movements, establish a new balanced posture. The kid is afraid to change the position himself, preferring to sit in a stable position and scream until his mother comes and puts him to bed. This is why the child needs to be taught transitional positions and constantly encouraged to use such movements, gradually decreasing his help and support. A motor development specialist can teach you special techniques to encourage your child to change their body position correctly. However, do not forget that you know your own child best and, based on the recommendations of a specialist, you yourself will be able to find the most optimal ways of learning.
Motor planning.
The child's ability to perform a series of movements in the correct sequence necessary to perform a complex motor task. Children with Down syndrome, due to hypotension and cognitive impairment, have difficulty in natural planning of motor activity. At first, they just need to memorize the sequence of actions. When learning, sometimes it is necessary to split the task into several small ones so that the child masters them sequentially, and then can complete the entire action.
COMPONENTS TO SUCCESSFULLY PROMOTING MOTOR DEVELOPMENT
Patience is the hardest part! It is always easier and faster to do something yourself than to wait for a child to do it. But remember: if you do not allow the child to act on his own, he will remain dependent on you, he will never learn to control his body and will not become stronger. If the child is upset about failure, help him, but try to get him to do the best he can!
Task analysis
If your toddler is unable to complete a difficult action, break the task up into several easily overcome parts. Give your child a chance to master these small pieces and then piece them together.
Praise.
Do not spare praise! Nothing cheers up a baby better than sincere approval, joy and love that he sees on the face of a loved one, better than simple, emotionally spoken words of approval: "Well done!", Or "Great!", "You did it!" etc. Praise your baby not only for the result, but also for the efforts that he put into trying to complete the next task. It is extremely important for a child to receive confirmation that he is successful, and he can only receive such confirmation from an adult.
Physical assistance.
The necessary physical assistance from an adult encourages the child to complete a new, still difficult task for him, and provides him with sensory information about how to do it. It is very important not to provide excessive physical support and not to rush the baby! Be attentive to the child, respect his right to independence!
Demonstration and imitation.
All children learn by observing other people. For children with Down syndrome, this teaching method is very effective, because, as a rule, they have a fairly good ability to imitate, and in addition, the ability to imitate the actions of an adult gives the child the opportunity to complete the task more independently than in the case when he is provided with physical assistance. Try to demonstrate to your child exactly what needs to be done.
Multiple repetition.
The more opportunities a child has for training any skill, the sooner he will remember what is required of him and learn to apply the new skill in different situations. It is very important to make sure that the baby does not get tired of repeating the same thing. It all depends on you: be creative and figure out how to make old tasks new and interesting, how to integrate them into different everyday and game situations.
"Scoring".
Be sure to comment aloud on your actions by speaking the words clearly and loudly enough. For example, if you are helping a baby to sit down, try to name the action "Vanechka sits down" or "Let's sit down, my dear!" etc. When the child grows up, when performing some action, it is very useful to ask him leading questions, for example: "Now what?", "What's next?" or "What have you forgotten?" Of course, if the baby finds it difficult to complete or name what exactly to do next, you need to patiently, calmly and friendly help him until he masters what is required. Thus, you encourage the child to talk while completing difficult tasks. An additional sensory (sound) stimulus reinforces the mastery of the skill and develops speech.
DEVELOPMENT OF FINE MOTOR SKILLS IN CHILDREN WITH DOWN'S SYNDROME.
WHY IT IS IMPORTANT TO DEVELOP FINE MOTOR SKILLS
Because the entire further life of a child will require the use of small muscles of the face, mouth, pharynx, as well as precise, coordinated movements of the hands and fingers, which are necessary to dress, draw and write, as well as perform many different household and educational activities.
WHAT FEATURES INFLUENCE FINE MOTOR SKILLS
Anatomical features of the structure of the oral cavity, hand and wrist
Decreased muscle tone
Excessive joint mobility due to excessive elasticity of the ligaments
Vision problems that interfere with the development of hand-eye coordination
Insufficient body stability associated with a weakened sense of balance
DEVELOPMENT OF SMALL MUSCLES OF THE FACE AND MOUTH
AND FORMATION OF THE SKILLS OF CORRECT Eating
Children with Down syndrome often have difficulty sucking, chewing and biting, which are associated with decreased muscle tone of the tongue, lips and throat, as well as a protruding lower jaw. In addition, the process of eating is supported by the same muscles as speech.
SUCKING (when bottle feeding)
If your baby's sucking movements are weak, this indicates a lack of coordination of movements of all the muscles involved in this process. The nipple easily slips out of the baby's mouth, he gets tired quickly, and the feeding process is delayed.
How can I help my baby?
· Make sure the baby is dry, warm, and rested before feeding;
· If necessary, support the lower jaw so that the lips encircle the nipple;
· Try to offer your baby nipples of different shapes and sizes; softer nipples (you should not widen the hole in the nipple!);
· Cuddle the baby and talk to him lovingly while feeding.
SOME BREASTFEEDING TIPS
Because babies with Down syndrome tend to have decreased muscle tone, it can be difficult for babies to take and hold the nipple in their mouth. The movements that provide sucking, swallowing and breathing in some children may be insufficiently coordinated. Toddlers spend too much effort and get tired quickly. By itself, breastfeeding can increase muscle tone.
How do you get your baby to suckle?
Lightly stroke the baby's face around the mouth and cheeks,
With a clean finger, circle the lips of the child, put your finger in his mouth and take out, gently stroke his tongue, prompting him to suck your finger,
· Place your clean finger in the child's mouth and gently stroke the gums and palate towards the throat.
· Gently stroke the baby's throat from top to bottom to encourage the baby to swallow.
Developing good sucking movements is an important step towards developing speech.
CHEWING
It takes a long time for a baby with Down syndrome to learn to chew. This is due to low muscle tone and decreased mouth sensitivity. It can be difficult for a child to feel food of a certain consistency, and, therefore, to start chewing. Low tone can cause muscle fatigue quickly. Children with Down syndrome often prefer highly flavored foods, which provide them with additional sensory information, which, in turn, improves motor chewing function. They will love to eat crispbread because their texture enhances the sensation of food in their mouth. This, in turn, improves the motor function of chewing.
What techniques can be used to improve chewing movements?
· When you teach your child to chew, accompany the movements of his mouth with singing. Singing to the beat of the jaw movements up and down, combined with a light pat on the shoulder or on the table, helps a lot.
· You can use verbal instructions, accompanied by tactile prompts - touching the face. For example, you say, "Chew," while simultaneously touching the right cheek, then the left, prompting the baby to move the food in his mouth from side to side. You can also place your hand under the child's chin with verbal instructions.
· Give your baby food that is easy to bite, such as crackers. Even if the baby spits a piece out of his mouth, biting will be beneficial as it improves the ability to control the jaw.
Eating with your hands
Children with Down syndrome can start eating solid foods with their hands at the age of 10-12 months.
Using a spoon
At about 12-18 months, your baby will be ready to spoon-feed on her own. First, let him just tap the table with a spoon. When you notice that your toddler is showing interest in using a spoon, start gradually teaching him to scoop up sticky food and bring it to his mouth. Reduce your help gradually.
What kind of dishes to choose?
· It is best to start with a small spoon with a comfortable grip. Now you can buy a special spoon with a curved handle, which makes the process easier, since it does not require a difficult rotation of the wrist for the child.
· It is best to use a small bowl, the sides of which will help the child to scoop up food.
HOW TO FEED A CHILD?
· When feeding your baby, gently place a spoonful of food in the middle of his tongue and apply gentle pressure. Give your baby time to lift food off the spoon with his upper lip. Do not "scrape" food off the spoon by rubbing it over the baby's upper gum and lip.
Sometimes your baby may need your help: if necessary, gently support his lower jaw and / or close your lips.
· Be sure to consult with a specialist in what sequence to introduce food of different consistency into the diet.
· The child should sit firmly at the table, the head is tilted slightly forward, the forearms are on the table, the feet are on a firm surface, the hips and knees are bent at a 90-degree angle.
· Keep your baby's mouth closed before eating or drinking. He only opens it at the sight of food.
SEQUENCE OF DEVELOPMENT OF FINE HAND MOTOR SKILLS
The newborn baby focuses on the toy hanging in front of him, then reaches out and hits it. Then the time comes when he begins to grab the toy of interest to him with his hand. From this point on, we can talk about the beginning of the development of fine motor skills. The development of gripping, holding and manipulating objects goes through a number of successive stages from gripping with the cam to accurately gripping small objects with the thumb and forefinger.
FROM BIRTH TO TWO YEARS
At this time, the baby gradually learns to sit, get up and take the first steps. He begins to actively explore the world around him, pick up various objects, and perform simple actions. For example, during this period, the child learns to take small light objects and put them in a box, draw small scribbles, take solid food with his hands and put it in his mouth, take off his socks or a hat.
FROM TWO TO FOUR YEARS
The skills acquired at the previous stage are gradually improved. Children at this age gradually learn to put an object in a specific place. If at the previous stage the child predominantly grasped and held the object with his palm, now he begins to use his fingers more actively. At this time, he learns to draw lines, circles, begins to cut paper with scissors, take off and put on loose clothes.
FROM FIVE TO EIGHT YEARS
At this age, children learn to use acquired fine motor skills in daily activities (such as eating and dressing). In addition, it is the turn of learning activities that require more coordinated work of the small muscles and joints of the hands, fingers and wrists, in particular, writing. At this age, children learn to turn their wrist, opening screw caps, bathroom taps, dress themselves, buttoning and tying shoelaces, hold a pencil or pen with three fingers (pinch). They already confidently use a spoon, a fork, gradually learn to write large letters, draw simple pictures, cut paper with scissors along the drawn line.
STAGES OF CAPTURE DEVELOPMENT
Palmar grip - the child grabs the object and releases it, acting with the whole brush
· Pinch grip - the child takes an object, holds it and manipulates it using the thumb, middle and forefinger.
· Gripping with "tweezers" - the child performs actions with a small object, pinching it between the thumb and forefinger
COORDINATION OF FINGER MOVEMENT
To perform precise actions with small objects, the fingers of the hand must act in a coordinated and coordinated manner: the thumb, index and middle fingers perform coordinated actions, and the ring and little fingers provide the necessary stable position of the hand.
WRIST STABILITY
When we perform precise actions, the wrists, making the necessary movements in different planes, adjust the position of our hands. It is difficult for a small child to twist and rotate the wrist, so he replaces these movements with movements of the entire arm from the shoulder. In order for small movements to be more accurate and economical, so that they do not require excessive expenditure of energy from the child, he needs to gradually master the different movements of the wrist.
WHAT GAMES HELP TO DEVELOP FINE HAND MOTOR SKILLS
For the development of wrist movements, the baby can play nice, you can pour shampoo into the palms of the child, pour cereals. Modeling of plasticine or clay, drawing with small round shapes, turning door handles and unscrewing lids is good for training the movements of the wrist and fingers. After three years, you can teach your baby to use scissors, as well as learn simple finger games with him.
You can come up with tons of fun games and activities that will help you develop fine motor skills and hand-eye coordination. It is only important to choose suitable, feasible activities and organize the game so that it is interesting for both the child and you!
DEVELOPMENT OF SKILLS PRIOR TO WRITING
A child's cognitive (cognitive) abilities develop in parallel with fine motor skills. Each new stage of development presupposes more precise and subtle movements of the hand and fingers.
For a child with Down syndrome to learn to write, he must first be taught, sitting at a table, how to hold a pencil correctly and draw simple lines and geometric shapes.
What should a toddler learn before learning to write? What skills play a role in the process of mastering writing?
Ability to maintain body balance.
In order to begin mastering the skills that precede writing, the child must learn to sit independently. Until he learns this, his body will need to be supported in a sitting position with the help of additional devices, for example:
Pillows or rolled up towels, or put on a special chair that fixes the position of the baby's body. For the baby to be able to manipulate a pencil or crayon, his hands must be free, and not pressed to the body.
Ability to control the forearm.
The child needs to learn how to move the forearm so that he can move the hand from the palm down position to the so-called neutral position, or the middle position, which we use when we write.
Wrist stability.
The wrist holds the hand in a position that allows you to control the fingers. If the wrist is unstable, it is difficult for a child to control precise finger movements.
Capture.
The ability to hold a crayon, pencil or pen is a prerequisite for developing accurate writing skills. To hold a pencil or pen in your hand, the finger grip must be strong enough, but not excessive, as this can restrict freedom of movement.
Using both hands: leading and helping.
It is important to teach the baby to use both hands at the same time so that one hand directly performs the action, and the other helps her. In the process of writing, one hand holds a pen and writes directly, and the other hand holds the paper. If the child is unable to use both hands at the same time, it is necessary to fix the sheet of paper by attaching it to the table.
Coordination of hand and eye movements.
Learning to draw and write requires the ability to coordinate eye movements with delicate hand movements.
GENERAL SEQUENCE OF FORMATION OF SKILLS PRIOR TO WRITING
First of all, it should be borne in mind that different children can master them in different ways and at different times!
1. Takes crayons or pens in his mouth, wrinkles paper.
2. Strikes with a crayon or a pen on paper.
3. Draws doodles.
4. Spontaneously (accidentally) moves the chalk or pencil in horizontal and / or vertical directions.
5. Spontaneously (accidentally) moves a chalk or pencil in a circle.
6. Mimicking an adult, moves a chalk or pencil in horizontal / vertical / directions or makes circular movements.
7. Mimicking an adult, draws horizontal / vertical / circular lines.
8. Copies the drawn horizontal / vertical / lines.
9. Copies the drawn circle and imitates drawing a cross after an adult.
10. Copies the drawn cross and imitates, following the adult, drawing a diagonal from right to left.
11.Copy the diagonal drawn from right to left and imitate drawing a square after an adult.
12. Copies the drawn square and imitates, following the adult, drawing a diagonal from left to right.
13.Copy the diagonal drawn from left to right and simulates drawing an oblique cross.
14.Copy the oblique cross and simulates drawing a triangle.
15. Copies the triangle and simulates a rhombus.
16. Copies the rhombus.
Activities to promote pinch grabbing:
Most children first learn to hold a pencil in a fist, gripping it with their entire palm. From about three and a half years old, you can offer the baby exercises that will help him later hold the pencil with a pinch.
HOW TO HELP YOUR CHILD TO GET WRITING SKILLS
1. Encourage the child to pick up small objects with the tips of two fingers (tweezers) and release them by folding them into a container.
2. To make it easier for your child to learn to hold a pencil with a pinch, give him the opportunity to use 7 cm thick crayons or pieces of chalk. It is inconvenient to hold such crayons in a fist, and the baby is more likely to take it as needed for writing. You can also use thick markers.
3. Children with Down syndrome must be SHOWED how to hold a pencil in a "new way".
4. For the child to write comfortably, it is not at all necessary that he holds the pencil with three fingers absolutely correctly. If your child, before a certain age, cannot master the pinch grip and control the movements of the small muscles of the arm, do not worry. It just takes time and practice.
Here are some activities that develop fine motor skills and help train individual finger movements:
Have your child roll small pieces of clay or putty, holding them with the tips of their thumb and forefinger, or thumb and middle finger. You can play with loose clothespins, fold paper or take napkins out of a pack, unscrew the caps from tubes of toothpaste with your thumb, index, and (sometimes) middle fingers, move flat objects (such as a key) from palm to fingertips without helping yourself with the other hand.
In addition, you can offer your child:
1. draw lines and copy geometric shapes with shaving cream, finger paints, draw them with your finger on the sand;
2. Draw pictures of people, houses, trees, cars or animals with the help of a teacher or parents;
3. Draw simple pictures by connecting the dots.
FORMATION OF DRESSING SKILLS
Self-care skills, particularly dressing skills, are essential in everyday life. Mastering these skills will help the child feel confident and successfully be in kindergarten and school. Please note that it is easier for a child to learn to take off clothes than to put them on, and that later on, a child may learn to unfasten buttons, zippers, buttons and tie shoelaces.
WHAT SHOULD A CHILD BE ABLE TO GET THE SKILLS OF DRESSING?
· Be able to maintain a stable posture, own a sufficiently large range of movements;
· Have an idea of your own body and its parts;
· Be able to act with both hands at the same time, either performing synchronous actions, or using one hand as a leading one and the other as helping;
· Be able to perform a number of specific movements required for dressing: reaching forward, upward, putting your hands behind your back, behind your head, etc.;
· Possess the necessary volume of small movements of hands and fingers: the child must have a pinch and tweezers grip.
DRESSING SKILL SEQUENCE
· Takes off hat and mittens;
· Takes off socks and boots;
· Puts on a hat;
· Takes off the jacket unbuttoned by an adult;
· Lowers and takes off his pants;
· Pulls off a sweater, a T-shirt over his head;
· Finishes zipping and unzipping (zipper lock connects adult);
· Takes off loose pajamas (blouse and pants);
· Inserts legs into trousers and pulls on trousers;
· Inserts his hands into the sleeves of a jumper or T-shirt, after being helped to put them over his head;
· Puts on shoes, boots, slippers, without buttoning them;
· Puts on socks;
· Pushes his head into the collar, and his hands into the sleeves of a jumper or T-shirt;
· Puts on a jacket without buttoning it;
· Puts on a shirt without buttoning it;
· Fastens clothes with buttons;
· Fastens a detachable zipper, having previously connected the lock;
· Ties boots and laces.
This list will help you navigate the sequence in which children learn to dress. At the same time, one should not forget that a child can learn several skills at the same time.
HOW CAN YOU HELP YOUR CHILD MAKE THE SKILLS OF DRESSING?
There are many ways to help: it is very important to place the baby in a suitable position, you can do the action together with your hands on top of the baby's hands, it is good to encourage him to imitate your actions, or give clear step-by-step instructions. It is important to remember that you are providing temporary assistance and the extent to which you are directly involved in the skill acquisition process. Your goal is to teach your child to act independently!
BASIC PRINCIPLES OF TEACHING A CHILD IN DRESSING
»The child must be in the correct, stable position so that he can focus directly on dressing, and not spend unnecessary effort on maintaining balance.
· Each action should be broken down into a few simple steps. In the process of learning a new skill, you follow all the steps, giving the child the opportunity to complete the last step on their own. The number of independent steps gradually increases until the child has mastered the entire chain of actions and begins to complete it without your participation. Some children prefer not to finish the sequence on their own, but rather start it. In this case, you need to “start at the other end”, helping the child complete the chain of actions and gradually increasing his independent participation. Keep in mind that mastering each step can take a long time.
· Be sure to praise your baby for any, even the smallest, success.
· Choose the right time to practice. It is important that you are in no rush and that the child has an incentive to get dressed. For example, getting ready for a walk or getting ready for bed works well for learning how to dress and undress.
· Help the child by placing your hands on top of his hands and guiding his movements until he can complete the action on his own.
· Make active use of the child's ability to imitate the actions of others. If you have other children, your little one will be happy to do difficult things for him with his brother or sister.
· Gradually move from direct physical assistance to verbal instruction, and then start simply reminding him of the sequence of actions using a pointing gesture.
· If the child goes to kindergarten, take care of suitable clothing so as not to create unnecessary difficulties for him when dressing and undressing. Until your child learns to dress confidently, use clothes that are easy to take off and put on.