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You quickly medicate Baby when you notice that she is slightly feverish.
Why you shouldn’t do it: Mild fevers (37.6 deg C to 37.9 deg C) aren’t necessarily a bad thing. It’s the body’s way of fighting an infection.

“Studies have shown that if you suppress the fever a lot, it may take an even longer time to recover from the illness,” explains Dr Dawn Lim, a consultant paediatrician at Kinder Clinic at Paragon Medical Centre.

Do this instead: Simple measures like giving Baby a sponge bath with room-temperature water might be good enough if her temperature is below 38 deg C, says Dr Lim.

If it still goes up, give her paracetamol. If that doesn’t help and her fever continues to spike, consider a dose of ibuprofen if she is not allergic to it, says Dr Lim.

“Don’t just look at the number on the thermometer. Look at the child,” she reminds. “If she looks unwell, my advice would be to see a doctor.”

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You cover your feverish baby in a blanket to let her “sweat it out”.
Why you shouldn’t do it: There’s no scientific proof that this works. In fact, this could make her fever worsen and she might develop a febrile fit, which is usually associated with a spike in body temperature, warns Kang Phaik Gaik, a senior nurse manager and senior lactation consultant at Mount Alvernia Hospital.

Do this instead: Ditch the long-sleeved pyjamas and sweaters. with open windows and an oscillating fan, she says.

Be sure to offer plenty of fluids to keep her hydrated. You’ll find it much harder to bring down fever in a dehydrated baby, says Dr Natalie Epton, specialist paediatrician and neonatologist.

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You give your infant a cold bath when she is running a high fever.
Why you shouldn’t do it: This might sound like a logical solution, but Dr Epton advises against it.

The sudden low temperature will cause the skin’s blood vessels to shut down and redirect the heat to her core.

“Although your little one will feel cold on the outside, she’ll still be just as hot on the inside,” she adds.

Do this instead: Give her a sponge bath or put her in the tub filled with room-temperature water instead, suggests Dr Lim.

When sponging Baby, Phaik Gaik says you should pay attention to the armpits and groin area. Be sure to dry her afterwards.

Monitor her temperature every three to four hours and call the paediatrician if she has symptoms like poor feeding, irritability, drowsiness, tiredness, breathing difficulties, vomiting, diarrhoea and rashes.

 Watch our video below for all the do’s and don’ts.

Source: https://www.youngparents.com.sg/

Career success could be predicted as early as kindergarten, according to a 20-year study recently published in the American Journal of Public Health.
Researchers from Pennsylvania State University and Duke University tracked more than 700 children from across the US between kindergarten and age 25 and found a significant correlation between their social skills as kindergartners and their success as adults two decades later.

IMG 2691In 1991, teachers assessed how the kindergartners interacted with each other socially using a range of criteria like whether they cooperate with their peers without prompting, if they're helpful to others, whether they're good at understanding feelings, and if they can resolve problems on their own.

Researchers then kept track of whether the students went on to graduate high school on time, get a college degree, and find and keep a full-time job by 25. They also monitored the participants' involvement with crime, drug abuse, public assistance, and mental health issues.

The results showed that socially competent children were far more likely to earn a college degree and have a full-time job by 25 than those with limited social skills. Those with limited social skills also had a higher chance of getting arrested, binge drinking, and applying for public housing.

"This study shows that helping children develop social and emotional skills is one of the most important things we can do to prepare them for a healthy future," said Kristin Schubert, program director at the Robert Wood Johnson Foundation, which funded the research, in a release. "From an early age, these skills can determine whether a child goes to college or prison, and whether they end up employed or addicted."

DSC02907The good news, according to Damon Jones, lead author of the study, is that intervention at a young age can help improve social and emotional skills.

"This research by itself doesn't prove that higher social competence can lead to better outcomes later on," he said in a release. "But when combined with other research, it is clear that helping children develop these skills increases their chances of success in school, work, and life."

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Being a kindergartner today is very different from being a kindergartner 20 years ago. In fact it is more like first grade.
Researchers have demonstrated that five-year-olds are spending more time engaged in teacher-led academic learning activities than play-based learning opportunities that facilitate child-initiated investigations and foster social development among peers.

As a former kindergarten teacher, a father of three girls who’ve recently gone through kindergarten, and as researcher and teacher-educator in early childhood education, I have had kindergarten as a part of my adult life for almost 20 years.

As a parent, I have seen how student-led projects, sensory tables (that include sand or water) and dramatic play areas have been replaced with teacher-led instructional time, writing centers and sight words lists that children need to memorize. And as a researcher, I found, along with my colleague Yi Chin Lan, that early childhood teachers expect children to have academic knowledge, social skills and the ability to control themselves when they enter kindergarten.

So, why does this matter?

All work, and almost no play

First, let’s look at what kindergarten looks like today.

As part of my ongoing research, I have been conducting interviews with a range of kindergarten stakeholders – children, teachers, parents – about what they think kindergarten is and what it should be. During the interviews, I share a 23-minute film that I made last spring about a typical day in a public school kindergarten classroom.

The classroom I filmed had 22 kindergartners and one teacher. They were together for almost the entire school day.

During that time, they engaged in about 15 different academic activities, which included decoding word drills, practicing sight words, reading to themselves and then to a buddy, counting up to 100 by 1’s, 5’s and 10’s, practicing simple addition, counting money, completing science activities about living things and writing in journals on multiple occasions. Recess did not occur until last hour of the day, and that too for about 15 minutes.

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For children between the ages of five and six, this is tremendous amount of work. Teachers too are under pressure to cover the material.
When I asked the teacher, who I interviewed for the short film, why she covered so much material in a few hours, she stated: There’s pressure on me and the kids to perform at a higher level academically.

So even though the teacher admitted that the workload on kindergartners was an awful lot, she also said she was unable to do anything about changing it.

She was required to assess her students continuously, not only for her own instruction, but also for multiple assessments such as quarterly report cards, school-based reading assessments, district-based literacy and math assessments, as well as state-mandated literacy assessments.

In turn, when I asked the kindergartners what they were learning, their replies reflected two things: one, they were learning to follow rules; two, learning was for the sake of getting to the next grade and eventually to find a job. Almost all of them said to me that they wanted more time to play. One boy said:

I wish we had more recess.

These findings mirror the findings of researchers Daphna Bassok, Scott Latham and Anna Rorem that kindergarten now focuses on literacy and math instruction. They also echo the statements of other kindergarten teachers that kids are being prepared for high-stakes tests as early as kindergarten.

Here’s how play helps children

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Research has consistently shown classrooms that offer children the opportunities to engage in play-based and child-centered learning activities help children grow academically, socially and emotionally. Furthermore, recess in particular helps children restore their attention for learning in the classroom.
Focus on rules can diminish children’s willingness to take academic risks and curiosity as well as impede their self-confidence and motivation as learners – all of which can negatively impact their performance in school and in later life.

Giving children a chance to play and engage in hands-on learning activities helps them internalize new information as well as compare and contrast what they’re learning with what they already know. It also provides them with the chance to interact with their peers in a more natural setting and to solve problems on their own. Lastly, it allows kindergartners to make sense of their emotional experiences in and out of school.

So children asking for more time to play are not trying to get out of work. They know they have to work in school. Rather, they’re asking for a chance to recharge as well as be themselves.

As another kindergarten boy in my study told me, We learn about stuff we need to learn, because if we don’t learn stuff, then we don’t know anything.

Learning by exploring

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So what can we do to help kindergartners?
I am not advocating for the elimination of academics in kindergarten. All of the stakeholders I’ve talked with up to this point, even the children, know and recognize that kindergartners need to learn academic skills so that they can succeed in school.

However, it is the free exploration that is missing. As a kindergarten teacher I filmed noted,

Free and exploratory learning has been replaced with sit, focus, learn, get it done and maybe you can have time to play later.

Policymakers, schools systems and schools need to recognize that the standards and tests they mandate have altered the kindergarten classroom in significant ways. Families need to be more proactive as well. They can help their children’s teachers by being their advocates for a more balanced approach to instruction.

Kindergartners deserve learning experiences in school that nurtures their development as well as their desire to learn and interact with others. Doing so will assist them in seeing school as a place that will help them and their friends be better people.

Source: Business Insider

Hugging provides many benefits to people, but it is particularly important in child development. Let’s discover the science behind the benefits of hugging.

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Hugging makes us feel good, no doubt.

When we are sad or disappointed, a big warm cuddle can alleviate some of the pain. When we are happy, we want to share the joy by giving others a bear hug. So we intuitively know that hugs are good.

But there are other benefits besides feeling warm and fuzzy.

Turns out there are important scientific reasons why hugs are good for you and your child. A 20 second hug can help your kid grow smarter, healthier, happier, more resilient and closer to you.

Let’s look at the science of hugging.

Benefits of Hugging and the Science Behind Hugs

1. Hugs Help Kids Grow Smarter

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Hugs create smarter kids is one of the many benefits of hugs
Human touches are essential to brain growth.

A young child needs a lot of different sensory stimulation for normal development. Skin contact, or physical touch such as hugging, is one of the most important stimulation required to grow a healthy brain and a strong body?1?.

In Eastern European orphanages, infants are rarely handled or touched. They often spend 22 to 23 hours of the days in their cribs. Propped bottles are used to feed them and care is routinized with minimal human interaction. These children often face many issues including impaired cognitive development?2? and delayed motor skills development?3?.

In a study published in the Genetic Psychology Monographs, researchers found that institutionalized infants who received hugs for an additional 20 min of tactile stimulation (touch) per day for 10 weeks scored higher in developmental assessments than those who didn’t?4?. They also found that not all types of touch were beneficial. Only a nurturing touch such as gentle hugging can provide the type of positive stimulation a young brain needs to grow healthily?5,6?.

2. Hugs Help Kids Grow
Physical contact is also essential to a child’s physical growth.

Physicians have found that when children are deprived of physical contact, their bodies stop growing despite normal intake of nutrients. This condition is called failure-to-thrive.

Failure-to-thrive is a type of growth deficiency. The health of children who suffer from failure-to-thrive can be improved when nurturing touches and hugs are provided?7–9?.

One of the reasons why hugging is associated with physical growth is that it triggers the release of oxytocin, also known as the love hormone.

This feel-good hormone has many important effects on our bodies. One of them is growth stimulation.

Studies show that hugging can instantly boost the level of oxytocin. When oxytocin is increased, several growth hormones, such as insulin-like growth factor-I (IGF-1) and nerve growth factor (NGF), are increased as well?10?. As a result, the nurturing touch of a hug enhances a child’s growth?11,12?.

3. Hugs Keep Kids Healthy

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There are many health benefits of hugging. Hugs can promote our health and help us heal.

Oxytocin, released when hugging, is a hormone that has amazing power and provides many benefits to our bodies.

For example, the increased level of oxytocin can strengthen our immune systems by lowering the plasma levels of thyroid hormones and decreasing inflammation?13? causing wounds to heal faster?14?. Oxytocin also facilitates social support improving the outcomes of a variety of health related conditions.

4. Hugs Stop Temper Tantrums
Hugs are good for a child’s emotional health. Nothing can calm a tantrum-throwing toddler faster than a great big hug from the parent.

Many parents worry that hugging a tantrum-throwing child is rewarding bad behavior with attention. But it is not.

Hugging a child is not the same as giving in (which does encourage bad behavior).

Hugging without giving in is helping a child learn to self- regulate. Regulating one’s emotion is like driving a car. In our body, there are two separate mechanisms that control our emotions. The arousal branch in our nervous system speeds up our emotion, while the calming branch can put a brake to our arousal.

Emotion dysregulation happens the arousal branch is overactive and the calming branch is underactive. That means the gas pedal is pressed all the way down while the brake is broken. So, when a child cries intensely, they are driving an emotional runaway car.

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A child driving a real runaway car needs to be saved, not ignored or punished by being let to crash. Similarly, a child in an emotion runaway car needs to be saved first.

Hugging can save a child from having en emotional crash. Oxytocin calms down the arousal branch to reduce stress?15? and relieve anxiety. It also activates the calming branch by creating an anti-anxiety effect?16,17?.

5. Hugs Build Resilience
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At birth, a child’s nervous system is not mature enough to regulate big emotions by themselves. Toddlers having intense emotions have a hard time stopping because of this. They are not being stubborn or defiant.

During distress, high level of cortisol is released circulating through the body and the brain. When left for a prolonged period of time due to a young child’s inability to regulate, this toxic level of stress hormone will impact the child’s health, both physically and mentally. This is why we should not just let a child go into an emotional crash.

Studies show that excessive exposure to stress hormone can compromise a child’s immune system resulting in more illness. Excessive stress affects memory and verbal reasoning capabilities later in life. It can also lead to depression when the child grows up?18?.

Hugging a dysregulated child not only helps them regulate, but it also allows them to experience their emotions being regulated. This crucial early life experience is how a child learns to develop self-regulation skills and build resilience?19?.

Hugging also helps children become more resilient by reducing the negative impact of conflicts.

In one study, researchers from Carnegie Mellon University examined the impact of hugging on conflict exposure. 404 people were interviewed every night for 14 consecutive days about their conflicts and hugs received. They found that when exposed to conflicts, individuals who had more hugs were less upset?20?. Hugs apparently were able to facilitate positive adaptation to these conflicts. The ability to positively adapt to challenges is an important element in building resilience in children.

6. Hugs Make Happy Kids
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Hugs enhance a person’s psychological resources.

Psychological resources, such as optimism, mastery, and self-esteem, refer to individual differences that are directly predictive of physical and psychological health?21?.

Optimism refers to the extent to which people hold favorable expectations about the future. Mastery involves the belief that one can determine one’s own behavior, influence one’s environment, and bring about desired outcomes. Self-esteem refers to a person’s overall evaluation of self-worth.

These three resources are closely interrelated and can buffer the effects of stressful life events. Oxytocin released during hugging bolsters theses resources making a child feel loved?22? and happy in life.

7. Hugs Help Child and Parents Bond
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Hugs increase trust?22?. Trust is indispensable in building a strong interpersonal relationship.

Oxytocin increases one’s willingness to reduce fear, accept risk and trust the others to improve relationships. It also increase a child’s attachment security, leading to secure attachment and improved parent-child bonding?23–25?.

Final Thoughts
Hugging has all kinds of benefits. But body autonomy is also important. Teaching kids how to kindly refuse a hug and handle uncomfortable situations is a good lesson for the child, too.

Next time, give your child a big gentle cuddle, with permission of course, and give them the amazing benefits of hugging.

Sources: parentingforbrain.com


Dear Parents,


Back to school schedule for kindergarten students in HCM city

Ho Chi Minh City People's Committee has just issued a document on the schedule for kindergarten students to come back to school as follows:

  • May 18: Kindergarten 2 class (5-year-old children) begin to return to school.
  • May 25: Kindergarten 1 and Nursery classes begin to return to school.
  • June 01: the remaining pre-school classes begin to return to school.

The remained paid tuition fee will be calculated from the day your child class scheduled to start as stated above.


Sincerely yours,

Stamford Grammar.

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