During pregnancy, your baby receives DHA from you through the placenta. Transfer of DHA from mom to baby is greatest during the third trimester, a period of rapid development for the brain and nervous system. After birth, breastfed infants continue to receive DHA through their mother’s milk.

The potential benefits of a diet rich in DHA during pregnancy and while breastfeeding have been under investigation for many years. Studies comparing infants born prematurely with full-term infants have found that preterm infants tend to have lower DHA levels as well as delayed visual and cognitive development. Other studies looking at breastfed babies versus formula-fed babies (most formulas do not contain DHA) have found that breast-fed infants tend to have better visual acuity early in life.

DHA supplements are widely available. Some brands though, such as Nutrition for Two’s Vitrel-3, claim their active ingredient is “cervonic acid.” Cervonic acid is simply another name for DHA. These companies use the different name though to charge you twice as much for the same product.

Pregnant and breastfeeding mothers are encouraged to pay special attention to their diets to ensure an adequate consumption of foods rich in DHA. It is never too early to start helping your baby’s eyesight develop properly.

Cold-water fish, such as salmon, herring, mackerel and whitefish, are our best dietary sources of DHA. Indiscriminate consumption of fish, however, is not recommended for pregnant women. This is because many of our streams and oceans are contaminated with mercury, which can be harmful to a developing nervous system. While nearly all fish contain trace amounts of mercury, long-lived, larger fish that feed on other fish accumulate the highest levels and pose the greatest risk to people who eat them regularly. For these reasons, the Food and Drug Administration recommends that pregnant women or those thinking of becoming pregnant avoid shark, swordfish, king mackerel and tilefish. The FDA has determined that up to 12 ounces per week (3 ounces is a normal serving size) of other cooked fish is safe for pregnant and nursing women. A good substitute for women who choose not to eat fish are DHA-enriched eggs now available in many stores.

For the infant, breast milk is an excellent source of essential fatty acids, including DHA. While infant formulas supplemented with DHA and AA have been available for several years in countries throughout Europe, Asia, Africa, Australia and Latin America, they have not been allowed in infant formulas sold in the United States until recently. Currently, there are two brands of infant formula on the market in the United States that are supplemented with DHA and these can cost 10 percent to 20 percent more than regular formulas.

Most people can understand how physical activity can impact not only their child’s physical development but also his social/emotional development. But intellectual development? What could movement possibly have to do with learning? After all, schools – where most of the child’s learning is supposed to take place – are our prime promoters of inactivity. (“Sit still.” “Stop squirming.” “Don’t run.” “Stay in your seat.”) If movement were critical to learning, wouldn’t the schools be employing it?

Certainly, you’d think so. Those of us who’ve understood the connection between moving and learning for a very long time have been waiting just as long for the educational “revolution.” And yet, not only is movement in the classroom a rarity, but also physical education and recess are being eliminated as though they were completely irrelevant to children’s growth and development. Perhaps the revolution will only finally arrive when you, as a parent, become aware of movement’s role in cognitive development and learning and begin to insist the schools do what’s right for children and not merely what the policy makers think they should be doing.

As Einstein so succinctly pointed out, “Learning is experience. Everything else is just information.” Piaget, the noted child development specialist studied by future teachers, labeled this learning sensorimotor and determined it was the child’s earliest form of learning. Since then, brain research has proven them both right.

But the most recent brain research has done much more than that. It’s now understood that, because a child’s earliest learning is based on motor development, so too is much of the knowledge that follows. The cerebellum, the part of the brain previously associated with motor control only, is now known to be, as Eric Jensen, author of numerous books on brain-based learning, puts it, a “virtual switchboard of cognitive activity.” Study after study has demonstrated a connection between the cerebellum and such cognitive functions as memory, spatial orientation, attention, language, and decision making, among others.

Thanks to advances in brain research, we now know that most of the brain is activated during physical activity – much more so than when doing seatwork. In fact, according to Jensen, sitting for more than 10 minutes at a stretch “reduces our awareness of physical and emotional sensations and increases fatigue.” He tells us this results in reduced concentration and, most likely, discipline problems.

Movement, on the other hand, increases blood vessels that allow for the delivery of oxygen, water, and glucose (“brain food”) to the brain. And this can’t help but optimize the brain’s performance!

All of this, of course, contradicts the longstanding and much-loved belief that children learn best when they’re sitting still and listening and working quietly at their desks. It also helps us understand why

• one Canadian study showed academic scores went up when a third of the school day was devoted to physical education. 
• Canadian study demonstrated children participating in five hours of vigorous physical activity a week had stronger academic performance in math, English, natural sciences, and French than did children with only two hours of physical activity per week. 
• study of third-grade children participating in dance activities improved their reading skills by 13 percent over six months, while their peers, who were sedentary, showed a decrease of two percent. 
• in France, children who spent eight hours a week in physical education demonstrated better academic performance, greater independence, and more maturity than students with only 40 minutes of PE a week. 
• children who participate in daily physical education have been shown to perform better academically and to have a better attitude toward school. 
• a study conducted by neurophysiologist Carla Hannaford determined that children who spent an extra hour a day exercising did better on exams than students who didn’t exercise. 
• recent research demonstrates a direct link between fitness and intelligence, particularly in children under 16 and in the elderly.

It is a huge mistake to think the mind and body are separate entities. The truth is that the domains of child development – physical, social, emotional, and cognitive – simply do not mature separately from one another. There’s an overlap and interrelatedness among them. And children do not differentiate among thinking, feeling, and moving. Thus, when a child learns something related to one domain, it impacts the others.

Research shows that movement is the young child’s preferred mode of learning – because they best understand concepts when they’re physically experienced. For example, children need to get high and low, small and large, wide and narrow shapes to truly understand these quantitative concepts. They need to act out simple computation problems (demonstrating the nursery rhyme “Three Little Monkeys” to discover three minus one equals two) to comprehend subtraction. They have to take on the straight and curving lines of the letters of the alphabet to fully grasp the way in which the letters should be printed.

Writing in Early Childhood Exchange, developmental and environmental psychologist Anita Rui Olds says: Until children have experiences orienting their bodies in space by going up, on, under, beside, inside, and in front of things, it is possible they will have difficulty dealing with letter identification and the orientation of symbols on a page. The only difference between a small “b” and a small “d,” for example, both of which are composed of a line and a circle, depends upon orientation, i.e., which side of the circle is the line on?

Eric Jensen labels this kind of hands-on learning implicit – like learning to ride a bike. At the opposite end of the spectrum is explicit learning – like being told the capital of Peru. He asks, if you hadn’t ridden a bike in five years, would you still be able to do it? And if you hadn’t heard the capital of Peru for five years, would you still remember what it was? Extrinsic learning may be quicker than learning through exploration and discovery, but the latter has greater meaning for children and stays with them longer. There are plenty of reasons for this, but one of them just may be that intrinsic learning creates more neural networks in the brain. And it’s more fun!

Carla Hannaford, in Smart Moves: Why Learning Is Not All in Your Head, states, “We have spent years and resources struggling to teach people to learn, and yet the standardized achievement test scores go down and illiteracy rises. Could it be that one of the key elements we’ve been missing is simply movement?”

About the Author
Rae Pica is a children’s movement specialist and the author of Your Active Child: How to Boost Physical, Emotional, and Cognitive Development through Age-Appropriate Activity (McGraw-Hill, 2003). Rae speaks to parent and education groups throughout North America. Visit her at www.movingandlearning.com.

(NC)—The first few years of a child’s life are full of new and exciting experiences that are absorbed like a sponge through the five senses: touch, taste, smell, sight and sound. From birth, newborns are bombarded with a busy world that they must learn to master. It is the senses that pave the way for a child’s development throughout his or her life.

“From birth, parents must choose toys and learning tools for their child that are fun and enjoyable to play with and that also foster sensorial growth to ensure a more complete development process,” says Dr. Kathleen Alfano, leading child Researcher and Director of the Fisher-Price Child Research Department.

A baby can start to develop hand-eye coordination, watch moving objects and be able to distinguish color and form within the first few months. Toys that will help develop these skills include the Peek-A-Blocks line from Fisher-Price – a creative and fun alternative to classic building blocks. Different series of these clear, stackable blocks are filled with everything from cute animals to fun shapes and foster the development of different senses. Touch Sensations blocks are made of different textures for baby to explore and Sound Sensations include blocks that ring and squeak.

Finding toys that will stimulate a few senses at a time are also helpful in sensory development, as a child will have to learn that in most situations, combining senses are crucial to perception. The Winnie The Pooh 1, 2, 3 Exploring Tree from Fisher-Price will keep a baby engaged and captivated from the time he/she can sit up to the time he/she can stand. Along the base, basic infant activities nurture hand-eye coordination, while Winnie The Pooh sits atop the tree among a flurry of soft, bright butterflies.

Introducing a baby to sounds, bright colors and action-based toys will make playtime more fun and enjoyable and is a good way to enhance a child’s creative abilities and imagination from an early age, teaching him/her to unlock the wonder and excitement of the world around them by simply making “sense” of it.

- News Canada

About The Author
News Canada provides a wide selection of current, ready-to-use copyright free news stories and ideas for Television, Print, Radio, and the Web. News Canada is a niche service in public relations, offering access to print, radio, television, and now the Internet media, with ready-to-use, editorial “fill” items. Monitoring and analysis are two more of our primary services. The service supplies access to the national media for marketers in the private, the public, and the not-for-profit sectors. Your corporate and product news, consumer tips and information are packaged in a variety of ready-to-use formats and are made available to every Canadian media organization including weekly and daily newspapers, cable and commercial television stations, radio stations, as well as the Web sites Canadians visit most often. Visit News Canada and learn more about the NC services.

Did you know that cooking with your kids is a natural way for them to develop motor skills? If you’ve never looked at cooking that way before, think again. There’s a reason why kids have a universal love for cooking – just like for stacking blocks and banging!

Cooking is especially good for preschoolers and here’s how:

1. Two year olds are developing large muscles in their arms: They will enjoy stirring and stirring and stirring . My two year old is always asking to stir; and her subconscious knows why! At 2 years old, a child naturally imitates circular strokes as part of their normal physical development. So, let them stir at every opportunity.Here are some ways to encourage arm muscle development through cooking:
   • stirring: flour, eggs, pancake batter, gelatin making, etc.
   • scrubbing potatoes and vegetables
   • cleaning the cutting board: Give them a washcloth and some lukewarm water with the cutting board in the sink. They’ll have a blast rubbing the wet washcloth up and down the cutting board to clean it.
   • pouring from large measuring cups into a bowl

    

2. Two year olds are developing the ability to turn pages: Another motor skill developed during the preschool age is the ability to turn pages.So – just pondering here…is it the story they love so much or just turning the pages of the book? Well, actually both. They need the motor development of turning the pages; and the pictures and vocabulary improve their intellectual development.

    

3. Two year olds love “patting” and “pressing”: From being fascinated with “patty-cake” chants at an early age, preschooler’s still love to pat and press.I’m sure you’ll recognize your preschooler doing this at the park: scooping up rocks or sand, piling them up, and patting the top into different shapes.

   Well, here’s some suggestions to bring the “patting” inside:

   • packing down brown sugar in the measuring cup
   • gently pressing a fork on top of peanut butter cookie dough on the cookie sheet
   • patting to level off the top of a cup of sugar
   • patting and pressing on pizza dough
   • pressing down with a cookie cutter on rolled sugar cookie dough

    

4. Two year olds love to dip – and this develops arm muscles skills too!: it takes a lot of coordination to dip! Getting the food in the dip, then moving the arm and somehow getting it into your mouth. If it wasn’t difficult, they wouldn’t get food all over their face! So, unless your 2 year old always has a clean face when he or she is done eating, here’s some dipping opportunities:
   • carrots in salad dressing
   • french fries in catsup
   • dipping a spoon in the emptied batter bowl to clean out the goodies
   • dipping fruit in a fruit dip or chocolate (like frozen bananas or strawberries)
   • dipping chicken or fish in a batter for you to cook
   • dipping the bread in French toast mix

    

So, instead of “shooing” your preschoolers and 2 year olds out of the kitchen, let them dive in with these simple tasks that not only give them great pleasure, but help them develop their age appropriate motor skills.

About The Author
Laura Bankston is author of Internationally selling Cooking with Kids Curriculum: “Homeschool Cooking in a Box” and the “Homeschool Cookbook”. She currently home schools her three children, maintains home school support websites, and manages their family-owned service business. For information on her curriculum and free home school support services, please visit www.homeschoolcookbook.com.  laura@homeschoolcookbook.com

If a child is having fun while moving, that child is far more likely to want to keep moving. What he doesn’t realize is that he’s also practicing his movement skills!

Following are activities that help promote the development of locomotor (traveling) skills:

• In and Around. There’s nothing like an obstacle course to provide practice with any number of skills, including crawling, creeping, walking, and jumping. Additionally, an obstacle course will offer your child valuable experience with prepositions such as over, under, around, and through. Depending on your child’s level of development (you can even use obstacle courses with babies who are only creeping), set up a course using large empty boxes to move through, chairs or other pieces of furniture big enough to move under, jump ropes to move over, or small items to move around. Then lead your child through the maze. Every time you play this game, you can arrange the objects differently and even give them different purposes. For instance, if the jump rope was originally lying on the floor for leaping or jumping over, you can later suspend it between two pieces of furniture for creeping under.
• Chasing Bubbles. Want to give children a reason to run and jump? Take them outside and invite them to catch the bubbles you blow! They’ll let you know when they’re tired – but until then, keep on blowing.
• Jump! Place your child on the bottom of a set of steps – or on the edge of a low sandbox or a curb, for instance – and stand facing her. Hold out your arms and encourage her to jump. Repeat the process as long as she stays interested. When she’s ready for something a bit higher, use sturdy plastic crate or something similar.
• Ring-around-the-Rosy. If there are at least three people available (two children and an adult), play this traditional game for practice with sliding – and sitting. It also offers experience with the spatial concepts of around and down.
• Follow the Leader. This game offers a great opportunity for practice of various motor skills. Even if it’s just you and your child, the game is plenty of fun. Just lead the way around the living room or backyard, performing as many different locomotor skills as you know your child can replicate. Don’t’ forget to vary your movements with the elements of movement, changing direction, level, pathway, speed, force, and body shape. And you can incorporate both bound flow and nonlocomotor skills into the game by occasionally stopping and performing, say, a stretch, bend, twist, or shake.
• Traffic Lights. For this game you’ll need three large pieces of paper or cardboard – one red, one green, and one yellow. When you hold up the green paper, the children walk. (You can play this game with one or several children.) When you hold up the yellow, they walk in place. At the sight of the red, they stop and wait. Start with walking until they get the hang of it. Then play it with any other locomotor skills they can perform.
• In and Out. Place one plastic hoop per child on the floor or ground. Then invite the children to jump in and out of the hoop, all the way around. When the children are able to hop, invite them to hop in and out. (The best way to help your child learn to hop is to hold her hand and hop right alongside her.)
• Tag with a Twist. A game of tag is a great way to get children to practice both running and dodging. To be sure the latter is involved, gradually reduce the available area in which the children can play!

About the Author
Rae Pica is a children’s movement specialist and author of Your Active Child: How to Promote Physical, Emotional, and Cognitive Development through Age-Appropriate Activity (McGraw-Hill, 2003). Rae speaks to parent and education groups throughout North America. You can visit her and read more articles at www.movingandlearning.com.

When it comes to buying items, including toys and clothes, for your grandchild, one of the first steps that you should take is speak with your son or daughter. When it comes to new babies, many parents are overrun with toys, gifts, and clothes. In fact, did you know that many newborns don’t even have the chance to wear all of their new clothes? This is just one of the many reasons why you may want to ask before you buy. This is unless, of course, your purchases are intended to be surprises.

Seeking a list of needed items for your new grandchild is ideal, especially if your purchases will be sent home with them. With that in mind, you will find that you have a little bit more freedom with items that will be staying in your own home. Perhaps, it is first important to cover the necessity bases. These are items that you will need to have in your home, should your grandchild regularly visit for extended periods of time. Items that all newborns and infants need include diapers, baby wipes, food, an extra bottle or sippy cup, and a few changes of clothes.

Once you have purchased the items that will be, without a doubt, needed for when your grandchild comes for a visit, you may want to focus on the extras. These are items, such as toys, that you don’t necessarily need to own, but can benefit from having on hand. It is always a good idea to purchase a number of toys for your grandchild. These toys do not have to be large in size or expensive in price. Traditional building blocks and stacking toys are great for newborns and infants, as well as board books, which are strong and durable.

The above mentioned items are just a few of the many that you will want to look into buying for your new grandchild. As a reminder, unless you will be taking on the role of childcare provider, a simple drawer full of clothes, toys, and other needed supplies should be enough items to have for your grandchild at your home.

In actuality, infant development experts have discovered that your behavior – how you interact and respond to your baby – is the key to stimulating your infant’s emotional and intellectual growth. During his first years, your baby’s brain will develop billions of pathways. Everything that your infant sees, hears, or touches during his earliest years of life will strengthen these pathways. As the pathways mature in your baby’s brain, they will enable your baby to think, learn and eventually talk.

To stimulate growth, infants don’t require expensive toys; they learn by doing. In addition to loving, nurturing care, what they most need are new things to try. Therefore, if you want to provide nourishment for your infant’s mind, offer experiences that stimulate your baby’s senses, as well as encourage his interaction with his surroundings. For example, holding, cuddling, playing, talking and other similar kinds of nurturing activities all stimulate brain development. And they are all free!

Here are six simple ways you can support your baby’s healthy development:

Language
Talk to your baby to help him develop language skills. Long before babies begin to form words, they are learning language and creating “conversations.” Encourage your baby’s vocabulary to grow by repeating the sounds he makes back to him. Play a face-to-face game as you interact. Enunciate each word clearly so he can see how your mouth moves. Imitate your baby’s sounds and gestures, and add to them. When he makes a certain sound, tell him actual words that start with that sound. Then, pause for a moment and give him a chance to respond.

Touch
Touch is one of your baby’s most effective methods for exploring and learning about the world around her. Your baby’s hands are her first tools, and she will be fascinated by what they can do. Not only will she use her hands to explore new and interesting objects, she will use them to become aware of the boundaries of her own body. Let your baby touch and handle a variety of textured and smooth objects, as long as they are nontoxic and safe. Try materials that are gentle to the touch, such as velvet, fur, silk, or terry cloth. Wooden building blocks, plastic balls, rubber squeak toys, cloth books, or crumpled paper can also provide another set of interesting textures.

Scents
Introduce scents to your baby since pleasant aromas will enhance his sensory awareness. Try lotions, perfumes or after shave—any mild pleasing scents. Use everyday activities to explore the discovery of scents. For example, while you are cooking, let him smell the cinnamon, then the vanilla, or cut up pieces of fragrant fruit or fresh herbs and hold them under his nose. When you are outdoors, introduce him to the scents of nature. Let him feel the soft petals and smell the fragrance of fresh blossoms or cut grass.

Play!
Floor games offer a wide variety of play options, as well as the opportunity for your baby to perfect her new motor skills. Since babies are fascinated by objects that move, use brightly colored balls for bouncing and rolling fun. As your baby gains better physical control, try placing one or two colorful toys just out of her reach. Give her a few minutes, and see if she wiggles or scoots forward while trying to reach the toys.

Rhyme Time!
Recite nursery rhymes. Rhymes and poems that demonstrate an up-and-down rhythm and tone emphasize the musical characteristics of language. Rhymes will help your infant link certain words with certain actions. In combination with gestures, rhymes will also aid in improving your child’s memory and anticipation skills. As your child grows older, these familiar nursery rhymes will also help in the beginning phases of reading. So, build a repertoire of songs and rhymes, and sing, say, or play them frequently.

Get Silly!
Silly face games are great fun for you and your baby. Different facial expressions and sounds help develop your baby’s vision and hearing. Sing a song and use exaggerated facial movements and gestures. Smile wide, act surprised, blink your eyes, or wiggle your nose. Make different sounds—pop air through your cheeks, yawn, or sneeze. You can even make peek-a-boo toys out of cardboard toilet paper tubes and paper towel cylinders. The more animated you act the more delighted your baby will be.

Always celebrate and praise each little step your baby achieves as he develops. By recognizing his behavior, he will learn that his actions matter. Acknowledge his attempts as well as his accomplishments, since both are equally important. As you consistently validate his achievements, you will also help him to establish a positive self-image, which is critical to the development of his personality. If you give your baby the opportunity to develop this positive awareness of himself right from the earliest stages of his life, his feelings of success will further his incentive to achieve.

About the Author:
Susan Stelfox, mother of one, is the author of Baby Be Loved: Growing and Learning Together During the First 24 Weeks. To learn more about infant bonding and play visit http://www.BabyBeLoved.com

Babies love music, and music is good for their development. If you can’t carry a tune, don’t fret. There are lots of ways to bring music into your baby’s life.

Learn about it
For hundreds of years, mothers have crooned their babies to sleep with lullabies, fathers have sung nursery rhymes to their toddlers, and families have made folk music a part of everyday life. Why? Because music is calming, music facilitates language development, and most of all, music is enjoyable for both parents and children. Recent studies have even indicated that exposure to classical music might even increase a baby’s intelligence ¾ the “Mozart Effect.” Regardless, it is clear that the more music your baby hears and the more “musical” connections her brain makes, the more music will play a role in her later life.

Music and your baby
Studies have shown that even within the womb, a baby responds to music and melody. Hearing is fully developed by the third trimester, and when a fetus hears a tune over and over again, she will recognize ¾ and feel comforted by ¾ that tune after her birth. If classical music is played for premature babies, their heart rates slow down and their breathing steadies, showing that the music helps to relieve stress. For your upset baby, music can serve the very practical purpose of calming her down. Your baby doesn’t care whether you are completely tone deaf or an opera star, as long as she hears the comforting sound of your voice. Here are some ideas for how to introduce your newborn to singing and music:

When your baby is upset, hold her close to you, sing to her, and dance and sway with the music. The combination of close body contact, movement, and music can do wonders to soothe a crying baby.

Try singing and listening to a variety of different types of music to see how your baby reacts. When she is upset or sleepy, she may respond to lullabies. When she is cheerful, she may love to dance to your favorite pop song with you. When she is quiet and alert, she may like to listen to classical music.

Sing the songs or lullabies you remember from your childhood; you may find yourself tearing up as you do. If you don’t remember the words to the songs, check out a book from the library ¾ or, even better, ask your mother or father. Recorded music has its place, of course, but be sure to also give your baby the gift of your own experience with music.

Use music to let your baby know what is happening and to establish comforting routines:

A growing body of scientific evidence shows that the way babies are cared for by their mothers will determine not only their emotional development, but the biological development of the child’s brain and central nervous system as well. The nature of love, and how the capacity to love develops, has become the subject of scientific study over the last decade. New data is emerging from a multitude of disciplines including neurology, psychology, biology, ethology, anthropology and neurocardiology. Something scientific disciplines find in common when putting love under the microscope is that in addition to shaping the brains of infants, mother’s love acts as a template for love itself and has far reaching effects on her child’s ability to love throughout life.

To mothers holding their newborn babies it will come as little surprise that the ‘decade of the brain’ has lead science to the wisdom of the mother’s heart.

According to Alan Schore, assistant clinical professor in the department of psychiatry and biobehavioral sciences at UCLA School of Medicine, a major conclusion of the last decade of developmental neuroscience research is that the infant brain is designed to be molded by the environment it encounters.1 In other words, babies are born with a certain set of genetics, but they must be activated by early experience and interaction. Schore believes the most crucial component of these earliest interactions is the primary caregiver – the mother. “The child’s first relationship, the one with the mother, acts as a template, as it permanently molds the individual’s capacities to enter into all later emotional relationships.” Others agree. The first months of an infant’s life constitute what is known as a critical period – a time when events are imprinted in the nervous system.

“Hugs and kisses during these critical periods make those neurons grow and connect properly with other neurons.” Says Dr. Arthur Janov, in his book Biology of Love. “You can kiss that brain into maturity.”

Hormones, The Language of Love
In his beautiful book, The Scientification of Love, French obstetrician Michel Odent explains how Oxytocin, a hormone released by the pituitary gland stimulates the release of chemical messengers in the heart. Oxytocin, which is essential during birth, stimulating contractions, and during lactation, stimulating the ‘milk ejection reflex’, is also involved in other ‘loving behaviors’. “It is noticeable that whatever the facet of love we consider, oxytocin is involved.’ Says Odent. “During intercourse both partners – female and male – release oxytocin.” One study even shows that the simple act of sharing a meal with other people increases our levels of this ‘love hormone’.2

The altruistic oxytocin is part of a complex hormonal balance. A sudden release of Oxytocin creates an urge toward loving which can be directed in different ways depending on the presence of other hormones, which is why there are different types of love. For example, with a high level of prolactin, a well-known mothering hormone, the urge to love is directed toward babies.

While Oxytocin is an altruistic hormone and prolactin a mothering hormone, endorphins represent our ‘reward system’. “Each time we mammals do something that benefits the survival of the species, we are rewarded by the secretion of these morphine-like substances.” Says Odent.

During birth there is also an increase in the level of endorphins in the fetus so that in the moments following birth both mother and baby are under the effects of opiates. The role of these hormones is to encourage dependency, which ensures a strong attachment between mother and infant. In situations of failed affectional bonding between mother and baby there will be a deficiency of the appropriate hormones, which could leave a child susceptible to substance abuse in later life as the system continually attempts to right itself.3 You can say no to drugs, but not to neurobiology. Human brains have evolved from earlier mammals. The first portion of our brain that evolved on top of its reptilian heritage is the limbic system, the seat of emotion. It is this portion of the brain that permits mothers and their babies to bond. Mothers and babies are hardwired for the experience of togetherness. The habits of breastfeeding, co-sleeping, and babywearing practiced by the majority of! mothers in non-industrialized cultures, and more and more in our own, facilitate two of the main components needed for optimal mother/child bonding: proximity and touch.

PROXIMITY, Between Mammals, the Nature of Love is Heart to Heart
In many ways it’s obvious why a helpless newborn would require continuous close proximity to a caregiver; they’re helpless and unable to provide for themselves. But science is unveiling other less obvious benefits of holding baby close. Mother/child bonding isn’t just for brains, but is also an affair of the heart. In his 1992 work, Evolution’s End, Joseph Chilton Pearce describes the dual role of the heart cell, saying that it not only contracts and expands rhythmically to pump blood, it communicates with its fellow cells. “If you isolate a cell from the heart, keep it alive and examine it through a microscope, you will see it lose it’s synchronous rhythm and begin to fibrillate until it dies. If you put another isolated heart cell on that microscopic slide it will also fibrillate . If you move the two cells within a certain proximity, however , they synchronize and beat in unison.” Perhaps this is why most mothers instinctively place their babies to their left breast, keep! ing those hearts in proximity. The heart produces the hormone, ANF that dramatically affects every major system of the body. “All evidence indicates that the mother’s developed heart stimulates the newborn heart, thereby activating a dialogue between the infant’s brain-mind and heart.” says Pearce who believes this heart to heart communication activates intelligences in the mother also. “On holding her infant in the left-breast position with its corresponding heart contact, a major block of dormant intelligences is activated in the mother, causing precise shifts of brain function and permanent behavior changes.” In this beautiful dynamic the infant’s system is activated by being held closely; and this proximity also stimulates a new intelligence in the mother, which helps her to respond to and nurture her infant. Pretty nifty plan – and another good reason to aim for a natural birth. If nature is handing out intelligence to help us in our role as mothers we want to be awake ! and alert!

Touch
“The easiest and quickest way to induce depression and alienation in an infant or child is not to touch it, hold it, or carry it on your body.” – James W. Prescott, PhD

Research in neuroscience has shown that touch is necessary for human development and that a lack of touch damages not only individuals, but our whole society. Human touch and love is essential to health. A lack of stimulus and touch very early on causes the stress hormone, cortisol to be released which creates a toxic brain environment and can damage certain brain structures. According to James W. Prescott, PhD, of the Institute of Humanistic Science, and former research scientist at the National Institute of Child Health and Human Development, sensory deprivation results in behavioral abnormalities such as depression, impulse dyscontrol, violence, substance abuse, and in impaired immunological functioning in mother deprived infants.4 For over a million years babies have enjoyed almost constant in-arms contact with their mothers or other caregivers, usually members of an extended family, receiving constant touch for the first year or so of life. “In nature’s nativity scene, ! mother’s arms have always been baby’s bed, breakfast, transportation, even entertainment, and, for most of the world’s babies, they still are.” says developmental psychologist, Sharon Heller in, The Vital Touch: How Intimate Contact With Your Baby Leads to Happier, Healthier Development.5

To babies,touch = love and fully loved babies develop healthy brains. During the critical period of development following birth the infant brain is undergoing a massive growth of neural connections. Synaptic connections in the cortex continue to proliferate for about two years, when they peak. During this period one of the most crucial things to survival and healthy development is touch. All mammal mothers seem to know this instinctively, and, if allowed to bond successfully with their babies they will provide continuous loving touch.

Touch deprivation in infant monkeys is so traumatic their whole system goes haywire, with an increase of stress hormones, increased heart rate, compromised immune system and sleep disturbances.6

With only 25% of our adult brain size, we are the least mature at birth of any mammal. Anthropologist, Ashley Montagu concluded that given our upright position and large brains, human infants are born prematurely while our heads can still fit through the birth canal, and that brain development must therefore extend into postnatal life. He believed the human gestation period to actually be eighteen months long – nine in the womb and another nine outside it, and that touch is absolutely vital to this time of “exterogestation.”7

Newborns are born expecting to be held, handled, cuddled, rubbed, kissed, and maybe even licked! All mammals lick their newborns vigorously, off and on, during the first hours and days after birth in order to activate their sensory nerve endings, which are involved in motor movements, spatial, and visual orientation. These nerve endings cannot be activated until after birth due to the insulation of the watery womb environment and the coating of vernix casseus on the baby’s skin.

Recall Dr. Janov’s claim that you can kiss a brain into maturity. Janov believes that very early touch is central to developing a healthy brain. “Irrespective of the neurojuices involved, it is clear that lack of love changes the chemicals in the brain and can eventually change the structure of that brain.”

Breastfeeding: Liquid Love
Breastfeeding neatly brings together nourishment for baby with the need for closeness shared by mother and child; and is another crucial way that mother’s love helps shape baby’s brain. Research shows that breastmilk is the perfect “brain food”, essential for normal brain development, particularly, those brain processes associated with depression, violence, and social and sexual behaviors.8

Mother’s milk, a living liquid, contains just the right amount of fatty acids, lactose, water, and amino acids for human digestion, brain development, and growth. It also contains many immunities a baby needs in early life while her own immune system is maturing. One more instance of mother extending her own power, (love) to her developing child.

Limbic Regulation: The Loop of Love
Another key to understanding how a mother’s love shapes the emerging capacities of her infant is what doctors Thomas Lewis, Fari Amini, and Richard Lannon , authors of A General Theory of Love, call limbic regulation; a mutually synchronizing hormonal exchange between mother and child which serves to regulate vital rhythms.

Human physiology, they say, does not direct all of its own functions; it is interdependent. It must be steadied by the physical presence of another to maintain both physical and emotional health. “Limbic regulation mandates interdependence for social mammals of all ages.” says Lewis, “But young mammals are in special need of it’s guidance: their neural systems are not only immature but also growing and changing. One of the physiologic processes that limbic regulation directs, in other words, is the development of the brain itself – and that means attachment determines the ultimate nature of a child’s mind.” A baby’s physiology is maximally open-loop: without limbic regulation, vital rhythms collapse posing great danger, even death.

The regulatory information required by infants can alter hormone levels, cardiovascular function, sleep rhythms, immune function, and more. Lewis, et al contend that , the steady piston of mother’s heart along with the regularity of her breathing coordinate the ebb and flow of an infant’s young internal rhythms. They believe sleep to be an intricate brain rhythm which the neurally immature infant must first borrow from parents. “Although it sounds outlandish to some American ears, exposure to parents can keep a sleeping baby alive.”

The Myth of Independence
This interdependence mandated by limbic regulation is vital during infancy, but it’s also something we need throughout the rest of childhood and on into adulthood. In many ways, humans cannot be stable on their own-we require others to survive. Recall that our nervous systems are not self-contained; they link with those of the people close to us in a silent rhythm that helps regulate our physiology. This is not a popular notion in a culture that values independence over interdependence. However, as a society that cherishes individual freedoms more than any other, we must respect the process whereby autonomy develops.

Children require ongoing neural synchrony from parents in order for their natural capacity for self-directedness to emerge. A mother’s love is a continuous shaping force throughout childhood and requires an adequate stage of dependency. The work of Mary Ainsworth has shown that maternal responsiveness and close bodily contact lead to the unfolding of self-reliance and self confidence.9 Because our culture does not sufficiently value interpersonal relationships, the mother/child bond is not recognized and supported as it could be.

The ability of a mother to read the emotional state of her child is older than our own species, and is essential to our survival, health and happiness. We are reminded of this each time a hurt child changes from sad/scared/angry to peaceful in our loving embrace. Warm human contact generates the internal release of opiates, making mother’s love a powerful anodyne. Even teenagers who sometimes behave as if they are ‘so over’ the need for a mother’s affection must be kept in the limbic loop. Children at this age might be at special risk for falling through the emotional cracks. If they don’t get the emotional regulation that family relationships are designed to provide, their hungry brains may seek ineffectual substitutes like drugs and alcohol.

Children left too long under the electronic stewardship of television, video games, etc., are not receiving the steady limbic connection with a resonant parent. Without this a child cannot internalize emotional balance properly.

Our hearts and brains are hardwired for love, and from infancy to old age our health and happiness depend on receiving it.

As the research keeps coming in and we gain a gradually expanding vision of how mother love shapes our species, we see an obvious need to take steps to protect and provide for the mother/child bond. We can take heart knowing that all the while we carry in our genes over a million years of evolutionary refinements equipping us for our role as mothers. The answers sought by science beat steadily within our own hearts.

About The Author
Cori Young has been researching human development for nearly a decade, and is currently working on a book about birth and bonding. She is also an herbalist, and publisher of www.HerbalRemediesInfo.com
cori@herbalremediesinfo.com

From birth to one year your baby will go from crying to cooing to talking. Those are amazing milestones for your baby to accomplishment in such a short period of time as he develops his speech and language skills.

Keep in mind that these stages of your baby’s development are broad and that no baby will fall exactly within the timeframe of these expected milestones.

One month: Your baby will understand speech long before he begins to speak. From birth he will look at your face and listen to your voice. He will make a small range of noises that will start to mean something to you, such as his way of exhibiting hunger or pain. These noises will include crying and certain sounds that your baby makes while he is breathing. When your baby is feeding he will make sucking noises and sound of contentment.

Your baby’s cry is an important way for him to communicate. Crying lays the foundation for speech as your baby learns to control the air that comes from his lungs and learns how to use his vocal cords. Crying is your baby’s way of telling you that he is hungry, upset, or cold. By listening carefully to your baby and responding to his cries you are letting him know that he is important. This is how your baby first learns to communicate with you.

Two months: Your two-month old baby is starting to pay more and more attention to his world. He will be fascinated by the sound of your voice and will follow it around the room with great concentration. The different tones of you voice will keep him interested for short periods of time.

Your baby will respond with a variety of cooing sounds, vowel-like sounds, and sometimes some consonant sounds such as a “k”. You will find that your baby has quite a collection of cooing sounds that she uses to communicate with you as well as discover how to use the sound of her own voice.

Talk to your baby as much as possible to encourage her cooing response. Look directly into your baby’s eyes to show that you are listening. This helps to establish signals of communication between the two of you.

Three months: Your baby will recognize your voice and will turn towards you when he hears you talking. He will be starting to laugh out loud and will often startle himself until he learns that he is the one making the sound. Your baby will be making sounds such as “ahhhh gooo”. He will squeal when he is happy and content, again often startling himself as he learns his own abilities.

Continue to talk to your baby as much as possible, as well as sing to him and read him stories. The more you communicate with him and let him know that you are listening the more he will attempt to communicate with you.

Four months: Your baby is learning more and more ways to communicate with you. He will be smiling spontaneously at everything around him. His soft babbling will have an almost singsong sound to it, often ranging into a high pitch that delights him as he learns to like the sound of his own voice. There will be lots of repetition to the sounds that your baby makes.

Make sure that you respond to your baby’s “oohs” and “ahhs” with your own voice tones. This is your “chat time” with your baby and you should take advantage of these chatty times as he learns what conversation is all about. Your baby may also be starting to let you know when he’s not in the mood for talking with you. He will turn his head in the other direction and may put his arm over his face. He may be showing signs of anger or frustration by crying out, especially if something is taken away from him.

Five months: Your baby is becoming better at communicating. He may start to mimic sounds and gestures which allows him to express his needs. He’ll be able to let you know if he’s happy or sad. When your baby wants attention he’ll start to babble until you respond to him. If you respond to his cooing, laughing sounds he’ll repeat his noises often because he knows that he can get your attention this way.

Your baby will now be watching your mouth when you talk. If you talk to him from across the room he’ll be able to locate you easily. He is learning to control his vocal sounds as watches your response to his sounds.

Six months: Your baby is now using consonant-vowel combinations. He has discovered his image in the mirror and is probably having conversations with his new “playmate”. Your baby’s language is becoming much more precise. There are several ways that you can help him to continue to develop his language skills by:

• Speaking clearly, slowly, and accurately.�
   
• Identify objects as you say their names.�
   
• Use short sentences.�
   
• Use repetition when singing songs and nursery rhymes; the repetition will help him to learn.
• Read as often as you can to your baby, asking questions about the pictures in the books so that your baby is interacting with you.�
   
• Never talk “at” your baby, let him respond in his own way.

Seven months: Your baby continues to learn how to use his language skills. He has learned how to wave goodbye and may accompany his wave with babbling sounds. He can say “mama” or “dada”.

Eight months: Your baby is playing games such as pat a cake and peek-a-boo. Even though he can’t speak the words that belong to these games, he can babble and talk to himself. Your baby understands the word “no” means, even though he doesn’t like hearing them?

Nine months: Continue to play lots of games with your baby, especially those games that involve singing. Your baby is responding to small sentences, such as “Take mommy’s hand.”

Ten months: Your baby’s language skills continue to develop. He is using his own gibberish language to interact with you and have a conversation.

Eleven months: Your baby can now say short, one syllable words such as “bye” and continues to talk in his conversational gibberish language. There are several ways that you can help your baby as he learns and practices his language skills:

• Talk often to your baby using simple words to identify objects in his life. Name trees, numbers, colors, and animals as you take your baby for a walk. Use your baby’s name as often as you can so he starts to recognize it.
• Be patient and listen when your baby talks to you. Respond to his talk in a positive way, often repeating one or two of the words he has used correctly.�
   
• Introduce concepts to your baby, such as the “big” dog or the “little” mouse.�
   
• Give your baby time to get his words out; don’t be tempted to complete sentences for him.�
   
• Continue to read to your baby as much as possible. Reading should be part of your daily routine.

Twelve months: At the one year mark your baby’s language skills are continuing to progress as he discovers more and more about the world around him. Before you know it your baby will be talking non-stop as he masters his language and vocal skills.

About the Author:
For More Honest Parenting Advice, Information, Tips, and Product Reviews go to www.babytownsite.com today!

• No two baby brains are alike and there is no such a thing as a set of right answers for enhancing the baby’s intelligence. Be aware of the baby’s interests and motivation and help s/he to act upon the objects.
• The observation of the baby’s brain still difficult to do and it is not yet available to use in real-life situations. So, to know what is happening inside you baby brain we would need to use different kinds of computerized or caps of electrodes to display its structure. So… what we have left in order to enhance the baby’s intelligence? – A combination of behavioral observation and good educational research to help us to get every act we experience with our babies right! This we can perform!
• Don’t be afraid! Mix your personal experience, research results, and observe educational practices, and you will not have a chance to do it wrong with your baby!
• Remember that your baby is always constructing his knowledge of the world, and the more s/he uses his/her body to leave, the better s/he shapes the power of his/her neural connections. The more s/he uses his/her functions, s/he access a dynamic process where his/her neurons communicate through electrical and chemical signaling, leading to creation of complex physical connections, that are all together what will become the structures of the brain. Remember – “Use it and you will have it!” This -phrase works for the babies, the ones who have the brain quality to shape itself every other minute in life!
• So, how to get every act we experience with the baby right? How to increase the baby’s neural connection, increasing the Baby brain development?
• Give them good nutrition – yes, we all already know it is important!
• Pay attention to their rest – we all know babies need sleeping schedules! But, do not impose it to the baby. It’s hers/his own necessity that counts;
• Care for their emotional stability! – This is a factor that makes all the difference. Care for it!
• Promote them time to play! – Playing for the baby brain equals exercise and the experimentation of the relationships of movements, space and body. The baby needs to feel the world by going around places, seeing things, sensing spaces, listening and understanding sounds.
• Promote time to read – I am not talking about reading to the baby. I am talking about time for them to read! Giving the baby the opportunity to be exposed and to using symbols and signs that represents the culture and the thoughts that maintains the culture, are the most valuable experience for him/her. And it is right to learn to read! Even if the culture yet do not accept it!
• But take time! Wait for the baby’s own rhythmic development to have enough time to do their own mental growing. The baby will do the magic! How? Observe the baby’s inner motivation, and go with him towards his/her own interests. Time to learn all about cats? Dogs? Flowers? Family members? Girls? Boys? Toys? Give them all the time they to play and learn about them! Give them all the information they are affected to, attended to, interested in. Give them the opportunity to be observing, exploring the surroundings.
• Let him/her repeat what s/he is doing, how many times s/he needs to.
• Make games to promote problem solving (Ex: Where are we going? What color is the cat?… Keep talking to the baby all the time you can!…)
• Motivate with different colors; when talking to the baby add adjectives to objects, nouns and subjects. (Ex: Book?…Red book. Shirt? White shirt, etc…)

• Brains respond to novelties better than to anything else. So, show the baby the uniqueness of everyday life. Show colors, forms, temperature, animals, fits, cars, words in public places, people of different ages, birds, and wild animals, etc…

All these activities will aid in healthy Baby brain development!

About this Author:
Dr. Eliane Leao is a native of Brazil, South America. She has a background in Education from Purdue University (Masters) and a PhD in the Dept of Educational Psychology from the State University of Campinas (UNICAMP)/Purdue University (Ph.D.). Visit our website for Free Articles and a Free Ebook on the subject of Babies and Reading at www.baby-can-read.com.

It is truly amazing the development that a baby experiences in the first year of life. Every week seems to bring another milestone for parents as well as baby! The primary way a baby learns is through play and baby games, it is how they start to make sense of their world. By providing a nurturing and safe environment for our babies we help to promote this learning that aids their early development.

The main groups for baby development in the first year are

1. Cognitive- relating to learning and problem solving
2. Social-relating to language and interacting with others
3. Motor Skills-both fine and gross motor skills. Learning to crawl and walk as well as pick up small objects.

In the early months babies love their hands and are endlessly occupied just playing with them and putting them into their mouths. Once they start being able to efficiently grasp at objects they will enjoy being given new toys to explore with hands and mouth. Make sure these objects are baby friendly, there is a wide range of baby specific toys to promote learning and exploration at different ages.

Once a baby is able to sit and roll the world takes on a whole new appearance. She is now able to see her surrounding as others do, and rather than passively laying on her back she can move towards something if it interests her. She has gained control of her head and neck and can visually track an object before grabbing for it.

Around this time rosy cheeks may appear as the first teeth start coming through. Some babies sail through teething while others do not cope well at all. Provide plenty of different textures and shapes for chewing. Sugar free icy poles are available which you can hold for your youngster or portions of watermelon or other cool fruits that he will not choke on.

After the first six months babies become much more social, enjoying many more games, particularly those that involve clapping, singing or tickling. Very early in life babies are able to recognise games of anticipation and seem to love knowing that they are going to be tickled, as much as the tickle itself! They will love story time and enjoy the process of turning pages and exploring the textures found in many books. You will find them smiling and playing with those they know but often quite reserved around strangers.

The culmination of all these ‘baby steps’ in development is that by the time your child turns one he will be close to saying his first words and possibly pulling himself up in preparation for walking. Your once helpless and tiny baby is almost a toddler!

Enjoy the pleasure your baby gets from his play and enjoy your time spent playing with him. Your reactions and words of encouragement mean more than any milestone he may pass.

About the Author:
The place to go for all your games needs for 0-6 year olds is Kids Fun and Games. Educational baby and toddler games, party games, crafts, indoor and outdoor games, festivals and more.