Thursday, February 13, 2014

Why Does My Baby Cry So Much?

Perhaps the easiest way to think about early crying is to describe the features that parents don't expect. Of course, all babies cry; everyone is willing to say that. But accepting that all babies cry is one thing; accepting that they cry "like this" is another.
The first feature that really frustrates parents is that the amount of crying that happens in a day tends to increase and increase in the first two (or sometimes three) months of life. Then it reaches its highest point, and begins to decrease. This is the basic peak pattern of crying in infants. However, although they all do it, there are lots of differences between one infant and another.
For example, some infants might have their "peak" at 3 weeks of age, while others have it at 8 weeks of age. For some infants, the amount of crying that infants do at the peak might be 1 hour a day; for others, the amount of crying might be 5 hours.
In addition, we often divide overall crying into fussing, crying and inconsolable crying. Inconsolable crying is the most difficult, because (as the name implies) nothing that you do will calm your infant. For some infants, more of the overall crying will be fussing; for other infants, more of the overall crying will be inconsolable. These are all individual differences from one infant to another, and the range is pretty wide. These differences in crying behavior are very similar to differences between infants in height or weight; some are taller or heavier, and some are shorter or lighter.
But why is this crying feature so frustrating? There are two main reasons. The first is that there is probably nothing more frustrating than the fact that it gets worse and worse (as crying does in the first couple of months) when there is nothing that you can do about it; even if it is normal! The second is that most parents do not know that this basic peak pattern will occur. If they knew ahead of time that it would get worse before it gets better, it would be easier to deal with even though it was not much fun while it was getting worse.
The second feature that parents don't expect is that some of these crying times start and stop for no apparent reason at all. They are unrelated to anything the parent does, either to begin the crying or to bring it to an end. Consequently, your baby can be completely happy and content one minute, and then a minute later can be crying out loud for minutes or even hours before it comes to an end. We are all very uncomfortable with behaviors that happen when there is no apparent reason for them happening. We like to have explanations. And we especially like to think we can influence when crying starts or, especially, stops. For many crying times, you can do that; but for some of them in the first few months of life, you can't.
"Your baby can be completely happy and content one minute, and then a minute later
can be crying out loud for minutes or even hours before it comes to an end."
mom settling crying baby
The third frustrating feature is that some of these crying times include crying that is unsoothable, no matter what you do. That isn't true of all crying. But about 10% of the time, the crying can go on and on no matter what you do. If we use the distinction we made before among fussing, crying and unsoothable crying, it helps us to understand why things that you do to soothe your infant can work sometimes, and not at other times. If a baby is fussing (even for half an hour), doing something soothing will often work; but if a baby is in a period of unsoothable crying, then nothing that you do is likely to work. Alternatively, some things (like feeding your baby) may work for a few minutes, but as soon as you are finished, the crying begins again. Here is a general way of thinking about soothing: some things work some of the time, but nothing works every time.
This unsoothability feature of early infant crying is one of the most misunderstood parts of the experience for parents. Understandably, there are all kinds of advice, and sometimes even promises, available to parents that if only you do such and such a soothing method, you will be able to calm your infant. Sometimes advice articles claim that you have to find out what works for your baby, and when you do, you will be able to calm your baby. As you might expect, some of these soothing techniques will work some of the time or, in some babies, even most of the time. It is great when they do. The trouble is that they won't work all of the time, and especially when your baby is having an unsoothable crying time.
But here is the problem: if parents expect that they should be able to soothe their infants, and then the soothing fails, it can be even more frustrating. Consequently, it is very important for parents to realize that, for some of the crying times, they will not be able to soothe their infants. But that is OK; their baby (and they) are still acting normally.
The fourth feature is that crying infants look like they are in pain, even when they are not. No wonder this is frustrating to parents. If the infant is in pain because you prick its heel, or if the infant is hungry but not in pain, the crying will look and sound similarly. Of course, if you see the infant being pricked, it is easy to understand that the infant is in pain. But if you don't see the pin prick — which is what happens most of the time — and the infant is just crying, it is very difficult to know the cause. Unfortunately, despite lots of misleading suggestions in the advice literature, there is nothing in the cry sound, in the facial expression or in the baby's activity that lets you know whether or not the infant is in pain.
We will talk more later about why we know the infant is not always in pain when it cries. (Link to Section) For now the important point is to understand that there is nothing "specific" about crying; that is, crying does not always indicate pain. Certainly, infants cry when they are in pain, but they are not always in pain when they cry. They can cry for many reasons.
The fifth feature is that crying can go on and on for long periods of time. In fact, infants cry more and for longer periods in the first three or four months than they ever do again. In one study, the average length of crying times was 35 minutes. However, the “average” includes both very long and very short crying times. In this study, the lengths of crying times were often 5 minutes and sometimes over 2 hours. As with all other features of crying, this can vary a lot between one infant and the other. But in all infants, they are likely to cry more and for longer in the first few months than they ever do again.
"Sometimes my baby cries for hours at a time and it can be so frustrating.
Will this ever come to an end?"
The sixth unexpected feature is that the increased crying tends to happen in the late afternoon and the evening. In fact, any of the features that we have talked about can occur at any time of day or night. Some infants (but not most) have a particular time of day when the increased crying seems to occur; like clockwork. However, for most infants on most days, most of the increased crying will occur in the late afternoon or evening.
"She only cries in the afternoon when you get home!
It must be you. She doesn't cry like this during the day!"
This can be frustrating and misinterpreted by both mothers and fathers. Mothers or fathers may think that it has something to do with coming home from work. Mothers may feel that the infant is getting tired or bored with them; fathers may feel that their infant is doing it "on purpose." But they are not. This occurs whether or not parents work, and whether or not parents are doing everything they can think of that is right for their baby.
These are features of crying that can make parents very frustrated. However, it is worth pointing out that not all parents will experience all of these features. IF they have a relatively "quiet" baby, then they might not notice that the overall amount of crying follows a peak pattern. Some babies cry a lot for one or two days, and then not so much for the next three. Over weeks, it gradually increases, but it does not increase in a straight line. If they are lucky, and their infant only cries for one hour when it reaches its peak, then they may not have noticed the gradual increase before it goes down. They may notice some unsoothable crying, some evening clustering, and some crying that reminds them of pain, but they may not notice the peak or the prolonged crying as much. That's fine. Any one of these features, or any combination of them, can be frustrating if parents do not expect them. The main thing is to understand that they happen, that they differ from infant to infant and that, most of all, having these crying features are a completely normal part of infant behavior in the first few months of life.
Many of you came to this website because you heard about the Period of PURPLE Crying, so this is a good place to connect this phrase to what we have been describing about the crying of normal infants in the first weeks and months of life. The Period of PURPLE Crying is the phrase that the National Center on Shaken Baby syndrome have adopted to help capture for parents what the typical features of crying are in normal infants. As described elsewhere in the website, the letters of the word PURPLE each refer to one of these features:
PURPLE Acronym
The other important word is "period;" because it makes it clear that these crying features do not last forever, and will come to an end after three to five months of age.
We hope and expect that it will be helpful to parents, care givers, relatives, health care professionals…in fact, anyone…to understand that these features of crying are typical parts of the behavior of normal infants growing up.
Source : http://purplecrying.info/sub-pages/crying/why-does-my-baby-cry-so-much.php

How to teach your child to read

Be warned: learning to read, like learning to walk or talk, seems to make parents tense, anxious and determined to compare their little progeny favourably with yours. So before you start trying to teach your child to read there are some key facts (as a little preliminary tension-deflater) you should know from the off...
  • There's learning to love books and there's learning to read books. If you can get the first one sorted, the second will follow much more easily.
  • There are many different methods for teaching a child to read – and just as many controversies over which method is best.
  • Reading readiness varies enormously from child to child. Some children can read fluently before they even start school; others take much longer. But, by and large, they all get there in the end and, a couple of years down the line, you'd be hard pressed to tell which children in any group were the early readers.
  • Content is everything. Many a child is put off reading by content that is boring or inappropriate.
Laying the foundation: reading to your baby/toddler

If you have been sharing books with your child from babyhood, she will already know that the same pictures or sounds can be visited again and again within a book. She will also know that it feels good to sit in a loving embrace and to have the enjoyment doubled by sharing a book. For her, looking at books is never a chore or a forced activity. This child has a head start.

You don't need to stick to the text (such as it is) when you're reading books with your baby (which is just as well or you'd both die of boredom). Feel free to go 'off piste' and warble on about the pictures you're looking at ("Look at that cat! Big, black cat! Just like Granny's cat. Big, furry, cuddly cat.") At this stage, it's all about the sing-song sound of your voice and the connection between books and pictures and sounds and fun.

Make sure at least some of your baby books are accessible, preferably in a toybox with other sources of fun, so your child can look at (and suck and chew) them whenever the whim strikes. Chew-friendly cloth books are the best bet here – look for ones with different textures to touch, feel and crackle or squeakers to press and shiny 'mirrors to stare in and giggle at.
As your child gets older and her understanding grows, you can move on to slightly more complicated picture books, with a tad more text to read (hurrah!) and even the outline of a little story. Look for simple, colourful illustrations and toddler-friendly subjects – mainly animals, vehicles, animals doing toddler-type stuff, vehicles doing toddler-type stuff and, of course, toddlers doing toddler-type stuff!
"Before you even think of buying or borrowing a new book for your toddler, you need to repetition-proof it very, very carefully. This is the age of 'Again, again!' If the book's a hit, you will be reading it over and over and over and, exhaustingly, over." Porpoise
Oh, and intricately designed pop-up books are all very lovely but they will stay rip-free and sticky-fingerprint-less for about ten nanoseconds; wipe-clean board books really are the way to go for now.
Moving on: pre-reading skills for a preschooler
Don't be tempted to get the flashcards out. However keen your child is on books, however keen you are to get your child reading for herself (and there really is no rush, remember), there are some 'pre-reading skills' your child really needs to grasp first. 
By now, she should have 'got' that books have a front and a back, and that a book progresses page by page. Next on the agenda is understanding that words on the page are read from left to right, and that the different shapes of the letters inside these words are what helps you figure out what to say as you read the book aloud to her.
Of course, you don't actually need to teach her this; she'll just absorb it if you...
"... keep sharing books with her. Point to the words as you read them, moving your finger along the line. Look at the pictures and try to work out what the story may be about. And during or after reading, talk about what the story was about, what she liked and didn't like and so on. These are all very important pre reading skills." Hulababy
Look for books with bright, funny illustrations and clear, uncomplicated text. Stories with strong rhymes are especially good: they help your child absorb the rhythm and structure of sentences and sharpen up the listening skills she'll soon need to pick up on different initial letter sounds. Rhymes also encourage anticipation – a key pre-reading skill; try stopping before you finish the rhyme to see if she can fill it in for you ("Rain, rain, go away. Come again another ??").
Sounds and letters

If you feel your child is ready, you could also start talking to her about the letter sounds – building on what she's probably already starting to learn at preschool. Find a nice ABC book and look at some of the letters together. Start with the letter her name begins with, and take it from there – let your child dictate the pace you go at (or not!).
And pronounce them phonetically: "a" rather than "ay" and "buh" rather than "bee", as this is the way she will learn them at preschool and school (if you're not sure how to pronounce them, download the DFES guide to Letters and Sounds).
"You could also try putting magnetic letters on the fridge door or buying foam letters to float about in the bath." NorksBride
Once she knows some letter sounds well, you can 'spot' the letters when you see them on street signs and food labels, as well as in books ("Look, yuh for yoghurt.") You could also think up some other letter-sound games to play together, from good old I Spy to more modern, splashy stuff...
"We 'fish' those foam letters with a small net out of the bath: it's a great game. I put about ten letters in, and say, 'Where is m?' and DS1 fishes it out. We also play I Spy and this game where I say, 'This word starts with the 'a', and it's a fruit, it's red and crunchy' and he has to guess what it is. I don't really want him to read before he starts school, but I would like him to 'want' to learn to read and have an interest in letters and sounds and numbers." BlueberryPancake

If your child's still keen for more (and, again, there's no rush), you could find some simple letter-sound colouring/puzzle sheets online...
"Have a look at some of the printable resources on sparklebox.co.uk" Hulababy
... or have a go at helping her blend letter sounds together to make a simple vowel-consonant word: so, "a" and "t" makes "at" or "o" and "n" makes "on". 
"Say 'a' and 't', then say it again, faster and faster, until the sounds run together and the penny, in theory, drops." Porpoise
Starting school: pleasure not pain
Once your child starts school, she will be taught not only the basic letter sounds (each one usually with its own rather snigger-worthy accompanying action) but also the more complicated ones, such as "sh" and "ch" and "ai" and "oi". She'll bring (sometimes crashingly boring) reading books home, along with, at some point, a set of "key words" to learn by heart.
She may take to this all like a duck to water or she may need stacks and stacks of your help and encouragement not to lose heart. It can be hard for those who see their (often months older) classmates outstrip them fast – especially if there are a few who have come into school already able to read.
"My son's a summer-born and was only just four when he started school. He was definitely slower than most of the others at 'getting' the whole idea of reading. I started to think he was destined to be bottom of the pile for ever – it was quite hard not to get a bit worried about it." JuliaB
The key thing to holding your nerve here (and therefore helping your child hold hers, too) is remembering that no two children learn to read at the same speed and pace. Some zoom off from (literally) the word go and then slow down; some plod along gradually; some stutter at first and then speed up – with all sorts of variations in between. And, whatever Smug Mum of Speedy-From-The-Off Reader may imply, there's no great connection between speed of learning to read and speed of brain cells in general.
"As a teacher, I can say neither early reading nor late reading has a bearing on the general intelligence of a child." Hulababy
"Two years on, he's flying through books and, looking at his class as a whole now, you really wouldn't know who was an early reader and who struggled." JuliaB
That said, there are, of course, loads of things you can do to help nudge your little bookworm-to-be onto a slighter faster learning-to-read track...
  • Learn what she's learning. Many teachers do a little talk (or write a letter) to explain to parents the method(s) they're using to teach children to read. (If your child's teacher doesn't do this, ask her for some pointers.) The favoured method du jour is (some form of) Phonics – decoding words by sounding out all the different letter sounds they contain. Try to bear this in mind when listening to your child read at home: if she gets stuck on the word "dog", for example, it's probably more helpful to say, "Let's sound it out: d-o-g" than "It begins with d and sounds like frog".
  • Look at the cover first. Because, odds on, it'll have a picture on it that sets the scene ("Oh, it's a book about a dog"). And, more than likely, the title will contain the most difficult word in the book ("This book's called My Dog Wellington"). Prepped with that information, anyone would find the book easier to read.
  • Give her time to look at the pictures. Ever since she was a baby, your child has known that there are clues to the story in the pictures. So, let her have a good old look at them before she tackles the words for herself.
  • Talk about the 'plot. (Such as it is.) Check she's understanding what she's reading, rather than parrotting off the sounds she can decode. Ask her what she thinks might happen next and, at the end, if she liked it or not – and why.
  • Don't diss a good guess. Say the sentence is "I have a flannel to wash my face". And your child reads, "I have a flannel to clean my face". That may be wrong but it's a good guess because your child is clearly thinking about the meaning of the sentence. (And you can just gently say, "Nearly. But does clean begin with 'w'?) A child who guesses "I have a flannel to watch my face" may have followed the letter-sound clues slightly better but he's not thinking about the meaning at all.
  • Time it right. Keep the reading sessions short (ten minutes at most) and don't even think about starting one if she's hungry, tired or upset.
  • Help her learn her key words. Some words, like "he", "she" and "what", just don't decode well with Phonics. But they're so common, they just need to be learnt by hear.
  • Make it fun. School reading books are usually a weird old mixture of really good, new, Phonics-based texts and rather dire, old, death-by-repetition ones. If your child has the misfortune to keep bringing home books of the "The hat is red. The hat is green. The hat is yellow" variety, you may want to search out some less dull alternatives to keep at home.
  • Keep reading to her. And choose books about things that'll really catch her interest or make her laugh. Get right away from those ploddy reading primers into riddles and rhymes, rude poems and silly plots. Read her ripping yarns, fevered fantasies and fluffy fairy tales. Fill her imagination with the sort of wonderful stuff that keeps reinforcing the link between reading and pleasure. Every child deserves to discover that there's a whole world of bookish pleasures out there; all you have to do as a parent is open the gateway to let her through.
Source : http://www.mumsnet.com/books/teach-your-child-to-read

Baby and H1N1 - signs-and-symptoms

Indicators of swine flu are not unlike those for regular old run-of-the-mill flu. What makes this virus different from typical flu is that more serious complications, like pneumonia, might occur more often. Also, says Dr. Bocchini, this is a new strain of flu, and only people who have already contracted swine flu would be expected to be immune. Your job is to know how to spot the signs. If you or your child is experiencing any of the following, call your doctor.

• fever (above 100.4 for babies 3 months and under and 101.1 for everyone else), plus 
• cough 
• sore throat 
• intense body aches
• headache 
• chills 
• fatigue

Some people have reported diarrhea and vomiting, too.

Pregnant women are at extra risk for complications even with regular flu, according to Dr. Bocchini, and small children have a higher rate of hospitalization. Both expectant women and moms of kids under 2 should be extra careful about taking action quickly.

When to Head to the ER
If your child demonstrates any of the following symptoms, it's time to seek emergency care:

• Fast or troubled breathing
• Bluish skin color
• Refusal to drink fluids
• Difficulty waking up and/or interacting
• Being so irritable that the child does not want to be held
• Flu-like symptoms improve but then return with fever and worse cough
• Fever with a rash, especially one that does not blanch

In adults, the following symptoms deserve an ER trip as well:

• Difficulty breathing or shortness of breath
• Pain or pressure in the chest
• Abdominal pain
• Sudden dizziness
• Confusion
• Severe or persistent vomiting

Source : http://www.parenting.com/health-guide/h1n1-swine-flu/signs-and-symptoms

Anak demam dan Madu Kelulut

Last week my baby berumur 1 year and 5 months demam. Siang ok, malam panas, berlarutan selama seminggu. Ubat demam, paracetamol, ubat b*nt*t pun dah bagi. Tapi bila tiba malam jer panas, kami pun agak risau dengan keadaan tu. Adakah disebabkan demam viral yang sedang melanda negara sekarang ni atau ada kene kacau dengan bende2 halus... erm wallahualam...

Malam kami suami isteri tak lena tido, bila anak merengek jer kami akan terus check suhu badan... erm mostly dicatatkan 38 darjah celcius ke atas... terus bagi ubat, kami tak lena tidur memikirkannya...

Cari dalam google apa yang patut dibuat, macam2 cara ada dalam google, takkan kami nak try satu-satu kot... kesian budak tu kecik lagi...

Tup tup tiba2 terjumpa satu artikel yang mengatakan madu adalah antibiotik terbaik di dunia... wife seorang yang particular bab2 ni... dia order madu kelulut dari makcik... bila dah dapat rasa nak try...erm sedap gak...

Berbalik pada anak demam tadi...demam masih tak surut2... nak bawak hospital sure kene tahan wad. Bila kene tahan wad, maklumlah kene cucuk sana kene cucuk sini... test sana test sini... kesian anak...

Then kami cuba bagi madu kelulut tu kat anak, campur dalam air suam dan bagi anak minum...kene kerap bagi pasal sekarang ni pun musim demam dan panas...

1 hari, takder aper perubahan, demam masih ada... kami teruskan bagi...
2 hari... nampak perubahan...jarak demam dah jauh... kami stopkan makan ubat demam...
3 hari... anak dah berlari lari dan aktif, demam pun alhamdulillah dah takder... kami tersenyum kesyukuran...

Apa yang nak kami sampaikan kat sini, seperti yang semua orang tau penawar bagi penyakit dah dinyatakan dalam Al-Quran... Madu adalah penawar bagi segala penyakit. Tawakkal pada Allah, In Sha Allah.....

Baby & Fever

When your baby or infant has a feverEmail this page to a friendShare on facebookShare on twitterBookmark & SharePrinter-friendly version
The first fever in a baby or an infant is often a scary moment for parents. Fortunately, most fevers are harmless and are caused by a mild infection or even over bundling a child.

Regardless, you should report any fever in a newborn that is higher than 100.4 °F, taken rectally, to the child's health care provider.

Fever is an important part of the body's defense against infection. Many older infants develop high fevers with even minor illnesses.

Febrile seizures are another fear of parents and do occur in some children. However, most febrile seizures are over quickly, do not mean your child has epilepsy, and do not cause any permanent harm.

Eating and Drinking
Your child should drink plenty of fluids.

Do not give your child too much fruit or apple juice. Dilute these drinks by making them one half water and one half juice.
Popsicles or gelatin (Jello) are good choices, especially if the child is vomiting.
Your child can eat foods while having a fever, but do not force the child to eat.

Children who are ill usually tolerate bland foods better. A bland diet is made up of foods that are soft, not very spicy, and low in fiber. You may try:

Guys, go get yourself a bottle of #Betadine - it's really effective for sore throats. You heard it first from me! http://my.sharings.cc/p/6yBps


Breads, crackers, and pasta made with refined white flour
Refined hot cereals, such as oatmeal and cream of wheat
Treating Your Child's Fever
Do NOT bundle up a child with blankets or extra clothes, even if your child has the chills. This may keep their fever from coming down, or make it higher.

Try one layer of lightweight clothing, and one lightweight blanket for sleep.
The room should be comfortable, not too hot or too cool. If the room is hot or stuffy, a fan may help.
Acetaminophen (Tylenol) and ibuprofen (Advil, Motrin) help lower fever in children. Sometimes doctors advise you to use both types of medicine.

In children under 3 months of age, call your doctor first before giving medicines.
Know how much your child weighs, then always check the instructions on the package.
Take acetaminophen every 4 - 6 hours.
Take ibuprofen every 6 - 8 hours. Do NOT use ibuprofen in children younger than 6 months old.
Do NOT give aspirin to children unless your child's doctor tells you to use it.
A fever does not need to come all the way down to normal. Most children will feel better when the temperature drops by even one degree.

A lukewarm bath or sponge bath may help cool a fever.

It works better if the child also receives medicine -- otherwise the temperature might bounce right back up.
Do NOT use cold baths, ice, or alcohol rubs. These often make the situation worse by causing shivering.
When to Call the Doctor
Talk to your child's doctor or go to the emergency room when:

Your child does not act alert or more comfortable when their fever goes down
Fever symptoms come back after they had gone away
There are no tears when they're crying
Their diapers are not wet, or they have not urinated for the last 8 hours
Your child:
Is younger than age 3 months and has a rectal temperature of 100.4 °F (38 °C) or higher
Is age 3 - 12 months and has a fever of 102.2 °F (39 °C) or higher
Is under age 2 and has a fever that lasts longer than 24 - 48 hours
Has a fever over 105 °F (40.5 °C), unless the fever comes down readily with treatment and the child is comfortable.
Has been having fevers come and go for up to a week or more, even if they are not very high.
Your child has other symptoms that suggest an illness may need to be treated, such as a sore throat, earache, diarrhea, nausea or vomiting, or a cough.
Your child has a serious medical illness, such as a heart problem, sickle cell anemia, diabetes, or cystic fibrosis.
Your child recently had an immunization.
Call 911 if your child has a fever and:

Is crying and cannot be calmed down (children)
Cannot be awakened easily or at all
Seems confused
Cannot walk
Has difficulty breathing, even after their nose is cleared
Has blue lips, tongue, or nails
Has a very bad headache
Has a stiff neck
Refuses to move an arm or leg (children)
Has a seizure
Has a new rash or bruises appear
Alternate Names
Fever - infant; Fever - baby

References
Mick NW. Pediatric fever. In: Marx JA, ed. Rosen's Emergency Medicine: Concepts and Clinical Practice. 7th ed. Philadelphia, Pa: Mosby Elsevier;2009:chap 165.

Update Date: 5/16/2012
Updated by: Neil K. Kaneshiro, MD, MHA, Clinical Assistant Professor of Pediatrics, University of Washington School of Medicine. Also reviewed by David Zieve, MD, MHA, Medical Director, A.D.A.M. Health Solutions, Ebix, Inc.
Source : http://www.nlm.nih.gov/medlineplus/ency/patientinstructions/000319.htm

Friday, January 13, 2012

Laman www.diskaun.my semakin hangat!

Laman www.diskaun.my semakin hangat dengan pengguna2 dan peniaga yang beriklan di dalam nya. Layarilah http://www.diskaun.my sekarang! Barang-barang bayi juga banyak di situ.