Posts Tagged ‘parents’

Procedures
Sling
1. Take a strong cotton cloth, 210 x 90 cm (80 x 36 in). Fold the cloth over one shoulder (if you are right handed over the left shoulder, if you are left handed over the right shoulder), and knot it with a strong knot on the opposite hip.
2. Move the knot onto your back until it is two thirds of the way up the back (in the hollow of your back).
3. Take the baby on the arm on the side where you have knotted the cloth.
4. Place the baby in the cloth with its stomach facing you. Place the baby’s head on the edge of the cloth. Hold your arm under the baby until the baby is lying in the right place. Then move your arm from under the baby and support it with your other arm. Check that the knot oil your back is still in the right place.
5. Raise the baby slightly with the carrying arm, and hold the side of the cloth that is next to the baby’s neck.
6. Fold over the cloth by the neck back over your shoulder. This means that the baby’s weight is distributed over the shoulder, so that carrying it does not put too much pressure on the neck. In addition, it means that the baby’s head is in a slightly higher position.
The first reaction of many parents is that the child is lying on the wrong side of the cloth, and can almost fall out of it. We have opted for this method because it is easier for the baby to get fresh air than with other methods. The danger that the baby will fall out is prevented by folding the cloth back over the shoulder. With this method it is a good idea to give the baby some support with the arm.
When you carry the baby, also look at your own position. Carrying a baby, even a light baby, with a hollow back will soon lead to problems. If the child moves down after being carried for a little, this can be corrected by pulling the cross over part of the cloth down slightly at the front, so that the head is automatically higher up.
Of course there are many other ways of tying a sling. There are baby slings on the market which give clear instructions.
Swaddling
Use a large, non-stretch cotton cloth
1. Fold one point in and place the baby on it, so that the fold in the piece of cloth falls just above the shoulders.
2. Move one arm down, slightly bent along the body, and fold the point of the cloth fairly tightly over the arm to the other side under the baby, so that the cloth is secured.    1
3. Now take the bottom point and place it diagonally across the baby up to the shoulder that has already been swaddled so that the cloth is also secured here. Make sure there is some room for the legs and hips.
4. Finally take hold of the last point and fold it firmly over the bent arm (so that the baby can find its thumb), or over the arm which has been bent down (see point 2) to the opposite side. Secure the cloth with one or more safety pins.
5. Experience has shown that very restless children who are swaddled with one arm pointing up will manage to undo the cloth. In that case it is better to swaddle both arms down.
Never place a swaddled child on his side, but always on his back. Make sure that the baby is not too warm, because a swaddled child will retain his own heat better. In principle, one layer of clothes under the swaddling clothes provide sufficient warmth. Then place the baby, firmly tucked in with a blanket, in a cot or bed.
Camomile cloth for stomach cramps
Sprinkle some camomile oil on a cotton cloth the size of a postcard. Heat the cloth in a plastic bag between two hot water bottles. Also heat up a non-itchy woollen or flannel cloth.
Remove the warm compress from the plastic bag and place it on the stomach, wrapping the cloth around it and wrap the child up warmly. It can be left
wrapping
until the next time the baby is changed.
Walking round with a hot water bottle between yourself and the child, wrapped up in a warm cloth with a compress on her stomach, can also be very helpful.
Lemon wrap for a high fever
Squeeze half a lemon into a bowl of hot water with the palm of your hand. Soak the bandage in the lemon water. Ring out the bandage thoroughly and wrap around the child’s feet and lower legs. The wrap must feel pleasantly warm to the child. Then put some woollen socks on the child.
Make sure that the child’s feet are warm – if necessary, first place a warm hot water bottle at the bottom of the bed, but make sure that it is not overheated.
Product Information
The ingredients used in this book in the recipes for bottle-feeding and porridge are explained below in greater detail for each age.
Bottle-feeding 0-3 months
Full fat cow’s milk
Try to use unhomogenized milk if possible, where the cream rises in the bottle so that there is a creamy layer at the top. Shake the bottle thoroughly or stir it before use.
Water
Do not use water from the boiler or hot water heater, but water from the cold water tap.
White almond paste and lactose
Both lactose and almond paste are available in most health shops.
Bottle-feeding 4-6 months
Types of flour
The types of flour that can be added to the bottle feed at this age are: Rice flour
Organic baby flour from 4 months
Whole rice baby flour
Sweeteners
From five months it is possible to use a different sweetener instead of lactose; unprocessed sugar, baby malt, rice malt syrup or maple syrup.
Bottle-feeding and porridge 6-9 months
Types of flour
The choice depends on the baby’s potential for digestion and pattern of excretion. At this age it is possible to use:
Organic baby flour from 6 months
3 cereals with spelt
wholewheat baby food
Sweetener
Unprocessed sugar, baby malt, rice or barley malt syrup or maple syrup
Oil
Cold-pressed sunflower oil
Porridge made of cereal flakes 6-9 months
Cereal flakes
Buy the flakes in small quantities at a time to make sure that they are fresh. Flakes which are suitable include rice, buckwheat, millet, oats and barley flakes. Oats and barley are the most difficult to digest.
Porridge 9-12 months
Types of flour Wholewheat infant flour

In the development of the teeth, the relationship between magnesium and fluoride plays an important role hatachi lithium ion and charge time . Naturally, the proportion of magnesium is 32 times greater than fluoride in the teeth, which indicates how unbelievably powerful the effect of fluoride is, and explains why too much fluoride is unnatural and therefore not required penicillin for treatment of lymes disease .
These days, attention is paid above all to the hardening substance which inhibits life, fluoride simvastatin or crestor . Because of concern regarding caries, it is understandable that all children are advised to have fluoride wellbutrin long term effectiveness . Fluoride certainly does prevent the appearance of caries, but what else does it do?
On the basis of the relationship described above between enamel (fluoride) and dentine (magnesium), it is understandable that too much flouride in the dentine can actually have a harmful effect because the magnesium should predominate propranolol generic . In fact, one of the side-effects of taking fluoride for years can be damage to the dentine atenolol aternative .
However, fluoride also has an effect on the subtle link between the forces which form and harden the teeth and the development of the thought processes penicillin vk 250mg . By giving fluoride to young children the hardening processes are strengthened and accelerated throughout the whole body side effects of drug altace . This reinforcement of physical hardening also leads to an ac
celeration in the psychological development of the child; it encourages a premature development in the thoughts and feelings low cost ranitidine hcl . One of the consequences of this is that the child is ‘awake’ to the world at an earlier age cleocin topical acne treatment .
With a good diet, fluoride supplementation is unneccessary coumadin food list . Moreover, fluoride influences the movements of the gut in a negative way femara fertility bleeding cd 10 . So we do not recommend supplementing fluoride in toothpaste or otherwise cilostazol for intermittent claudication .
What can you do to prevent caries if you do not want to give fluoride?
Obviously diet (wholemeal products and small quantities of sweet products), learning to chew well, and oral hygiene all play a role the danger of caffeine . When the first teeth appear, it is a good idea to brush them with a soft toothbrush zoloft and heart . Shortly after drinking fruit juice you should not brush your teeth, but clean them with a sip of water lithium crazy facts . In our view, toothpaste is not really necessary (see also p side effects of stop taking cytoxan .78) prilosec otc used for illegal drugs . From the age of two and a half it is advisable to go to the dentist regularly rupture and tendon and cipro xl .
It is important to be aware of the relationship between magnesium and fluoride processes contraindicatons in use of salmeterol . For example, who are generally wide awake and alert, have their small teeth sooner under the influence of fluoride, while children who are rather dreamy often have large teeth as a result of the effect of the magnesium cleocin class of antibiotics . In fact, both types of children can develop caries penicillin a revolution . It may be useful to support the development of the teeth with the help of anthroposophical medication on the advice of an anthroposophical doctor or dentist estradiol norethindrone acetate . The magnesium processes can be reinforced in the diet by giving green vegetables no more than twice a week (because of the nitrate content, see pp losartan and hydrochilorothiazide .74f) strattera dialated pupils .
In summary, it can be said that the development of the teeth is an expression of the whole of the child’s development, and that fluoride plays a role in this, though not the only role cost of methotrexate . Brushing with fluoride toothpaste accelerates the hardening processes sulfur dexamethasone wikpediea .
Vaccinations
As the parent of a newborn child, you will inevitably be confronted with the issue of vaccinations sine off pseudoephedrine . It is possible to vaccinate against a whole range of contagious or infectious diseases vardenafil female . Some of these infectious diseases are also known as the traditional childhood diseases aricept clinical studies . Every parent has a free choice with regard to vaccination aha guideline 2006 warfarin therapy .
The infectious diseases for which there are vaccinations are listed below with a description of the advantages and disadvantages of vaccinating, and what the possible alternatives might be trimethoprim brand names . Because of a lack of space, the information provided here cannot be complete actos risks . However, we hope that a considered choice can be made in consultation
VACCINATIONS 87
with the doctor with regard to vaccinations, oil the basis of the information and the vision given here, and with the recommended additional information estradiol normal level . If your child should catch an infectious disease, always contact your doctor effexor xr and rash . Supportive treatment for different infectious diseases exists in anthroposophical medicine wellbutrin is a tiny pill .
Infectious diseases
In most countries, the immunization programme is comprised of vaccines against the following diseases: diptheria, tetanus, whooping cough (pertussis), polio, haemophilus influenza type B (Hib), as well as maningitis and later measles, mumps and German measles (rubella) nebivolol introduction marketing . The programme varies in different countries and is regularly revised same day viagra . There is an overview on p buy generic soma online .90 lithium evanescence .
Whooping cough, mumps, measles and German measles are known as the traditional childhood diseases diflucan on yeast . We will briefly mention the cause of the disease, the symptoms, the possible complications (which may appear but do not appear in all cases), the possible treatments and the protection provided by the vaccine cheap viagra online at .
Diphtheria
Diphtheria is a bacterial infection transmitted by coughing prednisone for cats . The disease mainly affects the area around the nose, throat and larynx, and can result in loss of breath and even suffocation keflex children . The disease can cause permanent damage to the heart, kidneys and nervous system, and the death rate is very high adalat cc . The diphtheria vaccine provides total protection against this disease carisoprodol bioequivalence study . The vaccination is usually given at 8, 12 and 16 weeks of age as part of a combined DTP or 5-in- l inoculation proper clomiphene dosing .
Whooping cough (pertussis) Whooping cough is an extremely contagious, bacterial, infectious disease, which is transmitted by coughing singulair pros and cons . The coughing fits usually occur at night and continue for about six weeks viagra sales online . After a coughing fit, the child usually goes back to sleep straightaway arimidex weight gain . and may be lively and cheerful during the daytime effexor xr no prescription . However, it can be a very tiring period, particularly for parents childrens motrin case .
In children under the age of one, there may be complications with periods when the child stops breathing, resulting in brain damage effexor xr wiki . The long and forceful coughing can also damage the lungs, an(> lead to middle ear infections enerdel lithium power system . Complications rarely occur in children over the age of one is celecoxib come in a liquid . At an early stage, whooping cough can be treated with antibiotics levaquin generic name . However, at that stage, it is not easy to tell whether the illness is a case of whooping cough or simply a bad cold natural testosterone research results .
The vaccination is usually given at 8, 12 and 16 weeks of age as part of a combined DTP or 5-in-I inoculation discogram metformin . After being vaccinated, some children still get whooping cough, though usually in a milder form zofran patient assistance program applications .
Tetanus (lockjaw)
It is possible to be infected with tetanus as a result of all sorts of injuries, as the tetanus bacteria are found in many places, indoors and outdoors nifedipine er . This disease is characterized by vehement muscular cramps including cramp in the respiratory muscles lithium ion battery development . The disease is difficult to treat and the death rate is very high depakote er migraine market research .
The tetanus vaccine provides complete protection against the disease synthroid retaining water . The vaccination is usually given at 8, 12 and 16 weeks of age as part of a combined DTP or 5-in- I inoculation 10 min viagra .
Polio (infantile paralysis)
Polio is caused by a virus, and is passed on through the faeces of an infected person intravenous terbutaline drip for preterm labor . In general, the disease is fairly harmless, accompanied only by diarrhea, but in a small percentage of people it causes permanent damage to the nervous and motor systems dilantin 1000 . As in the case of other viral infections, there is no regular medication, such as an antibiotic, for polio diltiazem diabetes . The vaccination is usually given at 8, 12 and 16 weeks of age, sometimes as part of a combined 5-in-1 inoculation rivastigmine tartrate .
Hib diseases
These concern serious, fairly common, bacterial infectious diseases, which are particularly prevalent amongst young children paroxetine and thyroid . The Hib bacteria are transmitted by coughing and sneezing and can result in a type of meningitis, swelling of the epiglottis and inflammation of the joints evista fossamax . The disease has acute symptoms and sometimes results in permanent damage, such as deafness, epilepsy and brain damage, though rarely resulting in death spironolactone libido women . The disease can be treated with antibiotics, but as it usually develops very rapidly it is not always possible to treat it adequately why is caffeine used .
The vaccine protects the child against all Hib diseases, but not against other forms of meningitis such as meningitis C (see below) barbara schmidt caffeine american . The vaccination is usually given at 8, 12 and 16 weeks of age, sometimes as part of a combined 5-in-1 inoculation atenolol and slow hearbeat .
Pneuynococci
As with Hib, this type of meningitis apperars most frequently in the first few months of life clomid infertility drug . As well as meningitis, pneumococci can also cause middle ear infections and pneumonia lithiums 2 natural state . The strain of pneumoccocus often varies from country to country and so vaccines tend to be country-specific cheap soma 32 . The vaccination is usually given at 8, 12 and 16 weeks of age effects of paxil on pregnancy .
Meningitis C
Many people carry this bacteria without any ill effects does cymbalta cause sore eyes . In rare cases it may lead to meningitis and septicaemia alternative health caffeine . First indications are similar to symptoms of flu but it quickly develops into a serious illness with high fever, and can lead to disorientation and lethargy side affects of diltiazem . Other symptoms
VACCINATIONS 89
include headaches, stiffness of the neck, severe headache at the front of the head and possibly a small, pimply rash amitriptyline hcl side effects . If symptoms appear, seek immediate medical advice tizanidine brand name .
The vaccination is usually given at 12 and 16 weeks of age bupropion qoclick .
Mumps
Mumps is a viral disease and is transmitted by coughing lithium and voltage delay . Mumps is accompanied by an inflammation of the salivary gland, located below each ear history of bayer asprin . Some rare and, in general, harmless complications include meningitis and inflammation of the pancreas withdrawing cymbalta . If this disease occurs after puberty, this occasionally has an effect on the testicles in boys, and the ovaries in girls, leading to problems with fertility in very rare cases drunk erection viagra . Deafness is another fairly rare complication paroxetine par .
The mumps vaccine provides almost complete protection against the mumps, and is often given from the age of 12 months onwards as part of the 3-in- I MMR vaccine allopurinol substitute .
Measles
Measles is a viral disease and is transmitted by coughing and sneezing tenta gel minocycline . In the initial stages, the disease is like a sort of flu with coughing and the symptoms of a cold wellbutrin sexual side effect . After that the measles really take hold and the child will feel very ill how much caffeine in chocolate . Some of the complications that can be treated include middle ear infection and pneumonia tadalafil cipla german . A low level of resistance, and giving fever suppressants, can increase the chance of these complications physiological response to intake of caffeine . The complication of encephalitis can cause serious permanent damage or even be fatal, although this is extremely rare lithium battery protector . The vaccine provides complete protection against the disease, and is often given from the age of 12 months onwards as part of the 3-in-1 MMR vaccine alcohol increase testosterone .
German measles (rubella)
German measles is a viral disease, which is fairly harmless in children pseudophedrine products . The symptoms include a red rash, swollen glands in the neck and a raised temperature drug study of diclofenac . German measles can cause defects in an unborn child, especially during the first few months of pregnancy pravachol intolerance .
The vaccine provides virtually complete protection against the disease, and is often given from the age of 12 months onwards as part of the 3-in-1 MMR vaccine neurontin libido .
Other vaccinations
There are also a number of vaccinations which are only given in special cases; for example, to specific at-risk groups owing to family history, country of origin or in instances of chronic disease lithium sources . These include vaccinations against tuberculosis and flu male menopause testosterone .
In time, the general range of vaccinations will probably be extended even further buy tramadol online cod cash . At the moment, research is being carried out into the possibilities of vaccinating against
VACCINATIONS 91
certain types of meningitis (other than those caused by the Hib bacteria) prolab caffeine .
Most countries do not vaccinate against illnesses such as chicken pox (apart from the USA and Canada), because they are very mild and there are few complications estrace breasts sore .
Most vaccination programmes include vaccines against diseases which hardy occur anymore in the developed world low dose cialis . The reason for keeping these vaccines in use is the belief that they will certainly return if no vaccinations are given against these diseases a drug called celebrex .
The principle of inoculation
The vaccines used to inoculate children contain traces of the disease concerned esomeprazole drugs . However, these traces have been altered in a laboratory, and have either been killed or weakened so that they can no longer give rise to all the symptoms of the disease ibuprofen gels . Therefore, the inoculated child receives the disease in a very weak, almost unnoticed form lithium production in nevada . This encourages the immune system to create antibodies against the disease for which the child was inoculated clemastine fumarate tablets .
If the child then comes into contact with the disease at a later date, the immune system can deal with the infection straightaway so that the child will not catch the natural form of the disease generics for buspar .
Are the vaccinations compulsory?
Although many people think vaccinations are compulsory for children, this is not the case prescription for macrobid . However, some childcare centres for children require vaccinations as a condition for enrolment why does caffeine dehydrate you . It is advisable to ask for information about this in good time accutane usage with other medications .
Side effects of vaccination
Just as there are complications with the infectious diseases described here, there can also be side effects resulting from the different vaccines cefuroxime pi . In the first place, there are harmless side effects, such as a slightly raised temperature, feeling unwell and redness in the place where the child was inoculated rimonabant has anyone lost weight . In addition, some vaccines can lead to more violent reactions lasix eye surgery in ocala florida . There may be a high temperature, vomiting, long periods of crying, listlessness, irritability, fainting and convulsions chewable zyrtec . However, these symptoms are not considered to be a reason not to vaccinate the child concerned again, since the damage is not permanent celexa change .
However, some parents have also told stories about children who were never ill until they were vaccinated, and who then struggled with constant fevers and colds levitra qu es . An association which has carried out some critical research into vaccinations, particularly the side effects, has come to some different conclusions than the officials do, but is difficult
to prove scientifically sumatriptan 85 mg rt . Ultimately, it is about parental choice pharmacy tech resume buy tramadol now .
If you want to make a considered choice with regard to vaccinations, we advise parents to read the vaccination booklets which are available from any health centre, as well as reading as widely as possible new mesalamine drug . The book, Vaccination: A Guide for Making Personal Choices, by Studer and Douch contains further information on this subject ribavirin respiratory tract infection . A Guide to Child Health by Glockler and Goebel has a thorough discussion on the pros and cons of each vaccine (see bibliography on p when should tricor be taken .117) dexamethasone acetate injection .
Practical tips
You should not let your child be inoculated if he has a fever or if you suspect that he is sickening for something accutane lawyer jacksonville . In principle, the common cold is not a reason not to have an inoculation air condition with lithium bromide .
From the day of the inoculation, and for a few days afterwards, the child may cry a lot, be unwell or ill and have a fever up to 40°C (104°F) lexapro side effects geriatric . The body has to assimilate the inoculation what is mirtazapine . Any extra rushing about, excitement, watching TV, going on a visit or on a trip etc, is not advisable during the days after a vaccination, nor is playing in bright sunlight actonel bad side effects . All this can be too much for the child testosterone cypionate vs testosterone enanthanate forum .
If the place around the inoculation is red and painful, a piece of cloth soaked in cold water or with some curds can provide some re-lief exelon address . It is also possible to put some arnica 20% (Weleda) in the water to reduce swelling study of adhd wellbutrin adult .
Immunity
When a child suffers from a number of the diseases described here he usually builds up a lifelong immunity feedback on use of testosterone gel . This applies particularly for the traditional childhood diseases, such as whooping cough, mumps, measles and German measles amitriptyline research .
As a result of a vaccination, the child is given immunity against the disease for which he was inoculated diltiazem intraveneous to oral . The question is whether there is a significant difference between the immunity acquired as a result of having the disease, and the immunity acquired as result of a vaccination seroquel drug interaction . In our opinion, this question deserves attention and further research glucophage fertility .
The question of the effects which inoculations have on the child’s health in the longer term, is also raised increasingly frequently vicodin motrin . There are indications that inoculating weakens, rather than strengthens, natural immunity, and it is not inconceivable that nature will create new manifestations of the disease if childhood diseases are otherwise eradicated ultram . The many unidentified rashes and allergies which a large number of children suffer from nowadays point in this direction i ranitidine hcl . The new variations may be worse than the original illness testosterone contraindicated . It is possible to see the emergence of the
many new allergic diseases in this light and possibly also the auto-immune diseases in which the body forms antibodies against parts of its own body can caffeine kill sperm .
The consequences of not vaccinating
When they progress normally, the diseases mentioned here are acute infectious diseases with a beginning, a peak and an end, which usually leave the child with lifelong immunity oral methotrexate . With all childhood diseases, some children will be very ill, while others are hardly ill at all teenager taking viagra . It is also possible to acquire immunity without appearing to have the illness hypoglycemia and celexa . It can happen that all the children in the family get a particular childhood disease, except for one child who does not catch it afrin compared to pseudoephedrine .
With all the diseases mentioned here, there can be complications, which mean that they do not progress in the normal way topamax for mood stabilization . The chances of this vary a great deal between the various childhood diseases zocor medication . It is not possible to predict which child will suffer these abnormalities warfarin atherosclerosis . This is what makes the decision about vaccinating so difficult cymbalta withdrawal causing arthritis symptoms .
Children who are not vaccinated still have a fairly high chance of catching certain childhood diseases clindamycin phosphate topical solution usp . It is only when the child has caught one of these diseases that the consequences of not vaccinating become apparent claritin d low back pain . This brings a confrontation between feelings of guilt and the re-marks and prejudices of other people flomax ocas . The consequences can be far-reaching; for example, the child can infect an adult, whose vaccination is no longer effective finasteride use in teen boys . It is impossible to anticipate all the consequences in advance plantar warts valtrex . Is this then a reason to vaccinate? Or is it a reason not to vaccinate? There are not many situations in which you take decisions without being able to oversee all the consequences clindamycin inhalation . On the basis of the information available at the moment, the examples you have seen around you, the practical considerations or the fear which you feel, you will make a decision and you cannot know how this will feel a month or a year later prograf hair loss .
Perhaps it helps to know that a decision which has been taken with a great deal of thought gives support and confidence, and contributes to the future of the child in a positive way mexico prozac without prescription . And a decision taken consciously makes it more possible to deal with any disappointments resulting from that decision drug interaction xanex and zoloft .
Alternative vaccination schedules
If you wish to change the time/age at which your child is vaccinated, there are other possibilities prozac being over presribed .
The chance of complications with whooping cough are greatest in the first year, and very slight afterwards canine testosterone after neutering . If you wish to vaccinate against whooping cough, it is thus advisable to do so in accordance
with the usual schedule nexium prevent ulcers gastric bypass . The same applies for the Hib vaccination, as this relatively rare disease is most common during the first year drinking alcohol and norvasc .
If you choose not to vaccinate against whooping cough, it may be possible to start with individual vaccinations against diptheria, tetanus and polio later led with lithium light . In this case, the fist vaccinations would be given at 12 months, the second 4-6 weeks later, and a third one six months after that, at around 19 to 20 months soma center new jersey . Altogether there would be one less booster because the immune system has developed much further spironolactone breasts .
It is also quite possible not to vaccinate against certain illnesses until after the childhood diseases, that is, between the ages of 12 and 14 for measles, mumps and German measles wechselwirkung cialis und propecia . This is because the possible complications of measles are more serious after the age of ten years cialis side effects eye .
Whatever you decide, it is important to discuss it thoroughly with your doctor lo ndose naltrexone . He or she will have to monitor your child when he is ill leg cramps and prednisone .
The purpose of illness and fever
The childhood diseases mentioned here are all accompanied by fever hyzaar sideeffects . A fever is the natural weapon of the organism to fight against germs amoxycillin plus clavulanic acid . It is well known that viruses and bacteria cannot multiply very easily at temperatures over 39°C (102°F) cat amoxicillin dosage . A fever activates the immune system so that it will also be able to respond to germs appropriately in the future naltrexone lupus . In this sense, a fever helps the organism to develop a good immune system dr cohen avelox .
People are afraid of fever and often try to find ways to bring the fever down as quickly as possible lexapro adhd . In our view, this fear of fever is unjustified, and by suppressing the fever, you prevent the organism from having a chance to build up a healthy resistance cymbalta for ptsd treatment . Thus we see fever as a friend, rather than as a foe reglan antidote . On p acs mi perindopril .97, we look at practical ways of dealing with fever cv side effects ibuprofen .
In general, it may be said that there are two sides to being ill can boniva cause tooth pain . On the one hand, illness is a disturbing factor; it interrupts the normal course of events in life, causes pain, discomfort, SOITOW, suffering, pressure on others, absenteeism and incurs costs iv amiodarone protocols and australia .
On the other hand, you can also say that illness leads somewhere clonidine otc . Looking back at an illness, you often see that it did not appear out of nowhere, but that this was a decisive moment in life gemfibrozil uric acid . In small ways, this can occur when you are exhausted, or in bigger ways, for example, when you have to make an important decision about your life desyrel overdose . Sometimes, the actual illness can help to reveal a new path effexor paxil .
Does this also apply to the infectious diseases in childhood’? From an anthroposophical point of view,
VACCINATIONS 95
these diseases are essential helpers in the development of the child lipitor europe . How can this be explained?
Every child inherits certain physical characteristics from his parents lotensin vs anapril in animals . This is like a sort of home in which he will live throughout his life information on prescription drug meloxicam . During the first years of childhood, it is important to move into this ‘home’ fully, and make it his own, as it were viagra burnout .
Sometimes, certain aspects of this physicality do not appear to fit very well mp flomax 10 . The child can make use of the infectious diseases to transform or rebuild these aspects can you lose weight using flomax . They help him to transform his physicality in such a way that he ‘fits’ better bleeding on clomid . Obviously, this is a better starting position for exploring the world from one’s own ‘house’ later on alcoholism naltrexone treatment naltrexone . In this way every infectious disease during childhood makes it possible to carry out a particular aspect of the ‘conversion prilosec and dizzy .’ Parents often observe that after having had one of the childhood diseases, their children really have become ‘better’ and have not really returned to their old selves escitalopram lexapro for depression .
Therefore, an infectious disease gives a child the opportunity of conquering a particular developmental barrier at the physical level diltiazem 240mg . Barriers which are not conquered have to be crossed in a different way after childhood, for example, through a process of self-education, and that is by no means always easy sustained release forms of clopidogrel .

Care
Boundaries
Birth is an immense change for the baby. Her whole physiology changes fundamentally and she experiences a completely new environment. The boundaries of the womb are left behind and she enters a ‘boundless’ world. In the womb, the child was able to grow harmoniously, protected from the world.
This reveals that everything that is developing requires a protective environment. With a newborn baby, and actually throughout childhood, this protective environment is constantly provided to establish firm foundations for later life. Unconsciously, the child is constantly reminded of the situation in the womb, which is related to an experience of security, safety, protection and fundamental confidence.
Warmth
The womb not only protects the embryo from the world; it also surrounds it with an even temperature of 37°C (98.6°F). A ‘warm environment’ is provided in the best possible way.
After birth, a child has to learn to maintain her own body temperature at a constant level, at first with the help of adults. She must interrelate the warm and cold parts of the body. This is achieved by means of a sensitive metabolic process which generates heat.
Normal growth and the development of the normal physical processes are also dependent on this metabolism. All the heat which the baby does not have to produce herself in order to maintain her temperature at the right level will benefit growth.
It takes the child a long time to regulate her own temperature; the normal difference of PC (2°F). between the body temperature during the night and the day is achieved by most children between their fifth and ninth months. Up to that time they are extremely dependent on the extra warmth provided in the form of good physical care, clothes, and hot water bottles used to warm the cradle before they are placed in it.
The ability to distinguish whether something is hot or cold is learnt during the initial period. The better this ability has been developed by providing sufficient warmth in childhood, the better the child can use it at a later age.
Cold feet are an important sign that extra attention should be devoted to regulating the child’s temperature. A baby should have warm feet, warm legs, a warm body and warm arms.
Special attention to warmth also has another significance. A warm environment helps the child to ‘warm up’ for life on earth. However, our motto is not ‘the warmer, the better,’ because always being dressed in too many clothes or being covered up can actually make a child either drowsy or very restless, and overheating can be very dangerous. Detailed research has revealed that there is a relationship between overheating and cot death. Duvets and synthetic materials can especially cause overheating. Therefore we certainly advise against using these.
In our view, the important thing is to learn to observe the needs of the child with regard to warmth, and to read the signs when more or less warmth needs to be provided in the form of clothes, bedding or ambient heating. The body temperature of the child is the most important thermometer, and in a healthy baby, this fluctuates around 37°C (98.6°F). You can learn to take the baby’s temperature with your hands so that you can literally feel how the child is regulating its own temperature. In the first week or two after birth, take the baby’s temperature every day, as well as feeling how warm she is. Then start testing yourself: feel how warm the baby is, then predict her temperature and check with the thermometer for a few days. If your predictions are correct, you will only have to take the baby’s temperature when you are doubtful or if she is sick.
Impressions
Everything we do, feel and think around the child is assimilated by the child. She is still completely open and has a boundless trust in the environment. The buffer which
we have between ourselves and the world as adults is formed by recognising and understanding that world. A small child is not yet able to do this. Up to about the third year, the child identifies with the environment in which she is living in a very natural way. This is followed by a stage in which thinking gradually assumes set patterns, and the child leans to distinguish herself from the outside world. For the first time, she makes a distinction between her own individuality and the world which is perceived. In this light it is understandable that first memories only go back to the third year, and there are no, or very few, memories before this.
The child is one big sensory organ. Up to the third year, all impressions are assimilated in an uninhibited way and disappear into the subconscious. There they are combined with other physical processes, and a sort of print is made; it is as though the child models the influences of the environment in its own `clay.’ Therefore, it is important that we are aware of what ‘goes into’ the child — also for later on.
Example. A child in a boat on the water, experiences the swell, feels the sunlight on her skin and the wind in her hair, smells the odour of water and fish, is taking in healthy impressions which build up the whole organism. The situation is quite different for a child at a department store who is placed in a rotating ship, which goes round and round when a coin is placed in the machine. The child will enjoy both these experiences, but they affect the organism in significantly different ways. The ‘boat on the water’ situation sounds idyllic; this is usually a vacation experience. However, there are also impressions closer to home, which can be constructive and have the above-mentioned character
Positive, constructive impressions are those impressions in which the natural origin of materials, sounds etc, can be perceived by the child. For hearing, these are the sounds of people and animals, and natural sounds such as the rustling of the wind. For sight, they are natural colours. For the sense of touch, they are materials such as wool, cotton, silk, wood, sand and water.
Many domestic appliances such as vacuum cleaners, washing machines, radio, television and plastic toys were created as a result of human technical ingenuity. For children, these are actually an abstraction, lacking in natural connection.
Radio, television and plastic toys are things you can consciously choose to have or not to have in a small child’s immediate environment. With household appliances, you can take care to minimize the sound in the baby’s immediate environment. So-called ‘white noise’
from household appliances is not a good idea for the young child as it blocks out normal impressions. Autistic children can also become obsessed by white noise. Playing a lyre, humming or singing are better background sounds for the child.
Simple actions such as washing hands, or sweeping up with a dustpan and brush in the child’s presence show how things are done. These actions are enjoyable and you can invite children to imitate them.
The feelings of people around the child also have an effect. It is obvious that a child will thrive best in a genuine atmosphere of joy and warmth. This has a positive effect. But there is not a parent in the world that is always cheerful and relaxed at every moment of the day (and night). It is worth aiming to achieve these qualities, but at times when you do not succeed, you must take them for what they are — also real human emotions. In every family there are days when everything goes pear-shaped and the ideal image of a happy family seems a long way off. Humour is always a good remedy. It can be a relief if you can laugh about yourself and the situation.
The needs which were mentioned above — that is, the need for boundaries, warmth and positive impressions — make great demands on the environment. It means that parents must have clear insight and a good level of empathy to get things right: too cold or too warm, too many im-pressions or too quiet, well-protected or not enough room to breathe?
From this point of view, we would like to discuss a number of practical aspects of childcare.
Clothes
Clothes are like a second skin, which support the functions of the skin. The skin helps to regulate body temperature and protects us from infections. In addition, the skin is a sensory organ with which we perceive the environment. These three functions are most effectively supported with clothes made of wool, silk, cotton or hemp. These fibres are preferable as they provide sense impressions from a natural source via the skin, which help the child to build up its body. Other fibres are more alien, and even viscose, which is made from cotton or wood, is processed quite strongly, in a way which is now known to be quite polluting.
Wool
Sheep’s wool protects the sheep from heat and cold, rain and toxic waste. The curls trap the warm air around the sheep’s skin. The wool keeps out the rain, and waste products are absorbed and emitted through the wool via perspiration.
All these qualities are found in woollen clothes. The warmth of the wool protects the child from cooling down too quickly and supports her unstable heat regulation system which cannot yet retain body heat.
Its absorbent capacity (30 to 40%) ensures that the child remains comfortably dry. The quality of the wool depends on the age of the sheep, the animal’s diet and health, as well as the way in which the wool was turned into clothing.
Finely knitted woollen vests are available, which forma soft, flexible outer skin. Woollen jumpers and cardigans should be loose fitting so that they are easy to put on and take off. Woollen pants are wonderful to use over cotton nappies. They can be knitted easily, preferably from slightly greasy sheep’s wool, and are ideal for absorbing moisture and neutralizing the waste products in urine.
A woollen shawl will keep the baby warm when there are fluctuations in temperature. Woollen socks will also keep the feet nice and warm. Furthermore, wool does not attract dirt, and therefore woollen clothes do not have to washed as often as cotton clothes, though they do have to be aired regularly.
Silk
The silkworm spins its cocoon of silk thread, in which the worm is sealed off from any negative external influences. The silk is made under the influence of sunlight — at sunset, the silkworm stops spinning, and at sunrise, it starts work again.
If you use silk in clothes, you will feel its enclosing qualities. Furthermore, silk can absorb 30% of its weight in moisture without feeling damp. In addition, silk retains heat when it is cold and releases heat when it is warm. That is why silk is worn especially in summer. Silk and, in particular, knitted silk is an excellent basic material for vests, but it is advisable to put a woollen vest over the silk vest as well.
Children who are sensitive to wool against the skin, and children who are very sensitive to impressions and consequently become restless, will benefit from wearing a silk vest.
Cotton
Cotton is widely used nowadays for children’s clothes, especially as this material can be washed so easily in the washing machine. At the same time, it should be said that it actually has to be washed often because it attracts dirt easily. Cotton can absorb 20% of its own weight in moisture.
As cotton cannot absorb heat, this passes easily through the material to the outside air. Consequently, this material is not the best choice for a child’s underclothes throughout the year. Furthermore, the way in which cotton is grown is not particularly environmentally friendly, and chemical products are often used in the treatment of the material. Fortunately, there are several eco-cotton projects which now promote its environmentally-friendly cultivation and processing, and eco-cotton is becoming increasingly available in shops and over the internet.
We suggest dressing the baby in at least two layers of clothing, covering the whole body, including the arms, legs and feet. This produces a layer of air between the two layers which retains heat. In a temperate climate, a long-sleeved woollen vest — or a vest of wool and silk — can be worn for most of the year.
In practice, we regularly find that babies are not dressed warmly enough, and they are often restless and troubled by stomach cramps, or they are constantly crying. The simple remedy of dressing the child more warmly, in better fitting clothes, will do wonders for this.
Bonnets
Unfortunately, bonnets are no longer in fashion. In comparison with the rest of their bodies, little babies often have an enormous — and sometimes rather bald — head. The head is constantly losing heat, which should really be retained for the development of the brain and organs. On the one hand, a silk bonnet will retain the baby’s heat, and oil the other hand, it protects the head and the open fontanel from a restless environment. It is important for the forehead to be free, because this part of the body acts as a sort of thermostat for regulating body heat. Where it is often windy, it may also be necessary for the baby to wear a second bonnet made of wool. There are wonderful bonnets on sale, or they can be knitted in material which is so soft that it is like a second skin.

Bonnets can be removed when the child is in the cot as long as the baby is well protected.
Wraps and swaddling
Because of the need for boundaries, it is understandable why many babies, as well as older children, calm down and fall asleep easily when they are firmly tucked in, or if they are wrapped up or swaddled.
Usually, babies have a flannel sheet wrapped around them, during the postnatal period, but this often disappears, to be replaced by a babygro/sleepsuit. We recommend continning to use a swaddling cloth and wrapping it firmly around the babygro/sleepsuit before putting the baby to bed (see illustration). As the baby still lies with its arms and legs bent, it should be swaddled in this position, to increase the sense of security. The baby can now relax and will fall asleep warm and snug. However, you must make sure that the baby is not wrapped up too warmly (see p.25).
The woollen wrap can serve as a blanket outside the cot for when the baby is fed. When the woollen cloth is no longer sufficient, use a (woollen) baby sleeping bag for in bed.

Children who remain restless and have difficulty falling asleep despite being wrapped up, as well as babies who do not establish a good rhythm of drinking/sleeping, may benefit from the old-fashioned method of swaddling in which the arms are also wrapped up so that the child cannot flail about. Flailing is often a response to crying, cramps or fright, but because it is involuntary, it can cause new restlessness. Swaddling can help to break this vicious circle.
Many parents find it difficult to restrict their baby in this way; in our age of boundless freedom, it is not so easily accepted. However, parents usually overcome their resistance when they see how the baby responds to swaddling. For most babies, it results in a much greater sense of peace, and consequently they sleep well and establish a pattern of sleeping and feeding every few hours. Nowadays, two methods of swaddling are recommended: either ready-made swaddling blankets or swaddling wraps, or using the method shown at the back of this book (see p.108). (See also Blom, Crying and Restlessness in Babies.)
The cradle
The cradle is an important successor of the smallest home in which the baby lived before birth. You can opt for a basket cradle (Moses basket), a wooden (rocking) cradle or
a cot. For safety considerations, the baby’s feet should always be placed at the end of a cot, with its head halfway down. Tuck in the blanket in such a way that the head is free and the shoulders are covered. A hood or canopy over the cradle or cot makes the space more intimate, so that the child is not distracted by the environment and can sleep more peacefully.
For the canopy, it is best to use plain materials in soft colours. A canopy made of light blue silk combined with a layer of pink silk gives a very subtle calming colour.
The mattress must be absolutely flat, providing good support, and it must be well-ventilated and warm. Our preference is for a mattress of kapok, cotton or another natural material. A sheep’s fleece can be placed on the mattress. The fleece is soft and gives a beneficial warmth so that the newborn baby is protected from cooling down too quickly. Make sure that the fleece is not too large and lies on the mattress without any folds. Cover the fleece with a sheet. The bedding should be made of cotton and wool. Do not use synthetic materials. The sheets and blankets should be big enough to tuck the baby in quite firmly. The fleece and the mattress should be regularly aired. If you use a woollen wrap there are likely to be patches of damp under the mattress. If necessary, use a waterproof sheet. There are cotton sheets available that are impregnated with rubber and do not feel clammy. We do not recommend the use of duvets, even those made of wool, because of the risk of suffocation.
If the cradle is next to the window, watch out for overheating in the sun. A baby can easily become too hot in a heated room when the sun shines through the window.
The playpen
Up to the age of four months, it is not really necessary to have a playpen. Nevertheless, when the baby is downstairs, it is a good idea to have a safe place to place it. A wicker basket with a soft cover, or the bed of a pram, are quite suitable.
We do not recommend the frequent use of a baby seat or recliner, as the baby is stimulated by the ac-
tion of sitting in an upright position at a stage when he is still physically immature. The baby can only lie passively in a baby seat, which does not matter for a short period, but is harmful to physical development in the long term.
This objection does not apply so much to the use of a recliner, but there are other objections; when the baby discovers that he can bounce the recliner with one leg, he often finds it difficult to stop, even when he gets tired of the mechanical movement.
When the baby starts to reach out for things and becomes more active in its motor development, it is time for a playpen. Quite apart from the fact that this provides a safe place for the child to learn to sit and stand, it is often a favourite place for being quiet and for playing undisturbed. A cloth cover, like a curtain, along three sides of the playpen will increase the sense of security, and is not to be confused with cot bumpers, which are not recommended as they pose a suffocation risk for the young child. For motor development, it is important that the floor of the playpen is sturdy and not too smooth (for example, a cloth folded double), so that the child can roll over and can put pressure on it.
Walkers and baby bouncers
We emphatically advise against the use of walkers and baby bouncers. These are ‘aids’ which speed up the child’s motor development in an unnatural way. Children certainly like to use these things — especially if they can move around in them quickly — and want to use them more and more. However, it is much better for a child to learn to stand and walk at his own pace. In this sense, walkers and baby bouncers do not help healthy development in any way, and are actually more of a deterrent to healthy development.
Prams and baby carriers (slings)
The pram can be a safe and sheltered place in which the baby can sleep outside during the first few months. For walking, a baby carrier is often a better alternative because it means
that the baby moves in time with the pace at which the adult is walking, and is not shaken about so much as in a pram, as it goes up and down the pavement. The child is carried in a natural position in a baby carrier (sling), (see the illustration on p. 106).
However, at this point a warning should be given. It has been shown that babies can become too hot and stuffy, particularly if carried under a coat. Unfortunately, there are even a few cases, which resulted in a baby’s death. We recommend that you keep a careful eye on a baby in a baby carrier, and if possible carry it on top of a coat rather than underneath, with, if necessary, a woollen cloth around the baby.
The disadvantage of a baby carrier in which the baby is in a vertical position is that the baby did not take up this position itself. In this sense, the baby carrier is not for babies until they reach the age of nine months. A sling is preferable, as the whole back and head are supported, although it might be tiring for the mother to carry.
When a baby has reached the age for a pram, the best model is one in which the baby faces the parent. In this way, the baby constantly has the comforting face of its father or mother in front of it, and can find out from that face what is happening in the big wide world. A traditional pram has the advantage that the child lies flat, as at this age the baby’s head is still relatively heavy and the neck cannot keep the head in a stable position. We recommend a buggy only from the age when the child is able to sit unassisted.

General Points of View
In this section we describe a number of points of view which serve as a guideline for the way we view, and relate to, young children.
The child’s development and care, sleeping and waking, play and toys, safety and feeding are subjects which will be tackled in this section in terms of content. A practical approach to these subjects can be found under the advice for every stage (see Chapters 3-6).
The child’s development
From the moment the child is born, the parents have the important task of monitoring his or her development. This gives rise to many questions. How can we best prepare for the child’s future? Should we, or should we not, familiarize the child with elements of adult life at an early stage, so that she will be prepared for this later on? The answers to these questions will depend on your view of the child’s developmental stages.
We proceed on the assumption that the more successfully a child is able to fully develop at a particular stage, the more harmonious the development will be. This also applies for future development.
Fora baby and young child, this means that we must create the conditions in which a baby can most successfully be a baby, and a young child can most successfully be a young child.
The first developmental stage after birth is strongly centred on the child’s physical and motor development. Growth is quite exceptional during the first year of life, and is still rather like the growth of the embryo. The development and growth, which takes place outside the womb in humans, takes place completely inside the womb in other mammals. When the child is one year old, the development has reached a level comparable to the birth level of other mammals.
For the baby’s development, it is good if the conditions after birth are still quite similar to the situation in the womb. This particularly concerns the protective cocoon around the child. Warmth, a sense of security and some protection against environmental influences promote the baby’s health. It is extremely important for the baby’s physical development for her to have physical contact — rocking, cuddling or simply holding the baby in your arms. Children who lack this physical contact do not develop well, even if they have ‘the best feeding.’ These babies immediately start to grow again when attention and care is devoted to physical contact. Satisfying the need for physical contact gives the child a basis for the rest of his or her life.
Nevertheless, in humans, a good environment alone does not guarantee development. Every person has his own rate of development and his own way of developing. For example, there are babies who develop motor skills very quickly, sit up at an early stage, roll over, stand and walk. On the other hand, other children appear to ’stand still’ in their development fora long time, then seem to miss out a few stages and can suddenly walk, even though they never crawled. Some children start to develop speech very early, while others remain unintelligible for a long time.
It is important to be aware of a child’s own way of developing. There may be a tendency to a certain one-sidedness. This sort of one-sidedness — for example, the slow development of speech — can be regarded as the child’s own way of developing. It is only when this one-sidedness is particularly strong that it may be seen as a developmental disorder.
Thus, the first year of the child’s development can be seen as a continuation of the embryonic stage.
During this first year of life, the body matures to the extent that the child becomes able to control it for herself. A one-year-old child can stand and go where she likes and move about freely in space. It is as though she is taking charge of her own physical body. This stage of development depends on healthy physical growth and development. Illness and malnutrition will immediately delay the process. Development at this stage is mainly influenced by the physical organism and the care of this organism.
The basis for the later development of speech is laid during the first year of life. Talk to, and with, the baby, and play with her. She sees the gestures which accompany words, and hears the songs. All this contributes to the child becoming increasingly familiar with human language. The clearest sign of this is contented baby talk by the end of the first year of life.
After the first year, the child depends on being able to imitate what she has heard. She will start to copy the words herself, first words of one syllable and then words of several syllables. She then begins to combine words, and finally produces short sentences. In this way, the child enters a second area in which she can move about freely — the field of language. By mastering speech and language, the child takes part in social life in her own way, and becomes able to express herself through the spoken word.

The next stage of development is the time at which the child starts to say ‘U Prior to that stage the child called herself by her own name. This can be seen as an expression of the fact that the child was not yet deeply connected with her own body; thus in a sense the child saw herself from outside, as other people see her.
When she becomes more closely connected with her own body, the first, still primitive, sense of self-consciousness emerges and the child experiences a sense of self; she starts to say ‘F and experiences herself as a centre. As a result of this process, the child may also feel cut off from the world around her.
By the age of three or four, the child has gone through a sort of first cycle of development. By learning to stand and walk, she has achieved a certain degree of freedom in space. By learning to speak and understand, she can develop socially and communicate with others. With the deeper connection of the self and the body, self-consciousness emerges for the first time, and this is expressed when the child uses the word ‘I’ to talk about herself.
Learning to use language independently is an important psychological development, as is developing a sense of individuality. However, healthy physical development is always a prerequisite for this. Motor development is particularly important for the development of psychological functions later on. Playing
THE CHILD’S DEVELOPMENT    21
with bricks, simple ball games, finger games, circle games — in short, everything we do with the physical organism of the child as the point of contact — will have a positive influence on development.
The behaviour of the people in the child’s direct environment is very important for development. A small child learns and develops by imitating what she sees, hears, feels and so on. In this way the child learns to walk, speak and think, and during this first learning process carefully assimilates all the details — particularly during the first three years. This once again underlines the importance of being conscious of our own behaviour as well as the material environment of the child (see also Impressions, p.25).
Admittedly, the aspects of child development described here are very general, but they can still provide a direction for the way in which we behave with the child. The care for the physical processes of growth and development are of central importance. We can measure and weigh growth, while we can assess development from the development of the motor system, the mastery of language, and the birth of the ’self’ when the child starts to say ‘F.
Sleeping and waking
During the course of life a person’s need for sleep undergoes great changes. A newborn baby often sleeps for between eighteen and twenty hours out of every twenty-four. A one-year-old can sleep for fourteen hours, while an adult needs between six and eight hours of sleep. Therefore, in the first year of life, the child should spend a great deal of the time asleep.
We have seen that there are two important things in this first year — growth (a baby’s weight triples in the first year) and development. Growth takes place particularly during sleep, while development is stimulated during the waking hours. The various organs ‘learn’ to operate in a sense, with the use of the body during, the daytime (by eating, moving, etc.). What the organs ‘learn’ during the day continues to have an effect while the baby sleeps, and is assimilated in the body’s growth activity.
A one-sided predominance of growth and excessive stimulation to develop both have a negative effect. There should be a healthy balance between the two processes; an alternation between waking and sleeping which is suitable for each stage. When the child is about one year old, this balance will have become established in the operation of the organs, in a particular day/night rhythm — the biological clock.
For good health and for the child to be able to make use of his physical capabilities properly, it is essential for this day/night rhythm to become well established. Therefore, it is literally of vital importance for a small child to establish a steady pattern during the day with regard to sleeping, eating and waking.

A steady pattern of set times in the life of a child promotes growth and development and helps to establish a healthy rhythm of sleeping and waking. Too much stimulation during the day may prevent the child from falling asleep; however, a completely unstimulating environment, without healthy challenges for the child, can also lead to problems with sleep because the child is not sufficiently tired. A healthy routine in the day, alternating challenges and periods of quiet, being together and being alone, can help to correct sleeping problems. Rituals for going to sleep can also be helpful — rocking, singing lullabies, the use of musical boxes or a prayer for the child are methods used by many families.
Sleeping well means that the child must be able to surrender and ‘let go.’ This is not as easy for some children as for others. It is helpful to give the child a sense of security, for example, in the enclosed space of the cradle (possibly with a hood) or lying against the mother. Warmth promotes a sense of comfort and relaxation; a bonnet, a sleeping bag, some drops of lavender water on the pillow, or a hot water bottle can sometimes help babies who find it difficult to fall asleep. Hot water bottles should always be removed before the baby is placed in the warm cradle. A light silk bonnet is appropriate for indoor use, but be aware of the risk of overheating. Wrapping the child up firmly pro-
SLEEPING AND WAKING    23
vides a sense of security as well as a feeling of warmth.
However, there are babies who assimilate everything that happens around them so greedily that they actively seem to suppress their feelings of tiredness and the need for sleep. The more stimulation they are given, the hungrier they seen to be. They are unable to set their own boundaries. Increasingly, we see babies who spend many hours of the day — and sometimes the night —awake, constantly asking for attention from the environment. For these children, the parents must learn to see when they show signs of being sleepy. The fact that this is quite an art is clear from the many stories told about this problem. If you miss the right moment, the child appears to go past his sleepiness and will keep going for many hours. Signs of sleepiness are restlessness or agitation, looking away, rubbing the eyes and face, warm hands and red ears, grizzling and crying. By responding to these signs of sleep immediately and consistently, by placing the baby in his cot, it is possible to create a healthy need for sleep. By not responding straightaway every time the baby cries, he will learn to resolve minor discomfort for himself. It is important to realize that any attention wakes the baby up. All the extra attention and special behaviour associated with going to sleep often achieve quite the opposite of what the parents hope to achieve.