Monthly Archives: October 2014

Psychological Research: Does having children make you any happier?

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Research on: does having children make us any happier? 

 

See the full article from the London School of Economics, here

 

In summary:
The birth of a first and a second child briefly increases the level of their parents’ happiness, but a third does not, according to new research from LSE and Western University, Canada

 

“According to the research, published in the journal Demography, parents’ happiness increases in the year before and after the birth of a first child, it then quickly decreases and returns to their ‘pre-child’ level of happiness”

 

“Those who become parents between the ages of 23 -34 have increasing happiness before a first birth, however one to two years after the birth, happiness decreases to baseline or below.”

 

“The arrival of a third child is not associated with an increase in the parents’ happiness, but this is not to suggest they are any less loved than their older siblings. Instead, this may reflect that the experience of parenthood is less novel and exciting by the time the third child is born or that a larger family puts extra pressure on the parents’ resources. Also, the likelihood of a pregnancy being unplanned may increase with the number of children a woman already has – and this brings its own stresses.”
  • So – they’re not saying there’s any link between no increase in happiness and not loving or looking after the child! (phew). I like the idea of it being less novel though, kind of makes sense, or other social/economic factors that could affect the “third child” (or later children in general) such as pressure on resources.

 

  • Baby-Brain thinks: Of course, “happiness”, will depend on what you want it to mean and there are going to be many other “changes” that come with children – positive, not so positive (?!) or just differences to one’s life that come with such a significant thing as having a child!

Practising that pincer grasp and fine motor skill development – with raisins!

developing pincer grasp and fine motor skills by grasping raisins, for baby.

Fine motor skill and pincer grasp practice for baby – with raisins

So we were eating snacks today, and LL (aged just over 10 months) always wants to eat what you’re eating if you eat in front of him. I was eating jaffa cakes and so decided he probably shouldn’t have these because they are covered in chocolate and quite sugary.

I gave him some nice organic raisins instead (still have sugar in them, I suppose, but natural sugars?). I put them in a plastic tub for him to fish out and practice his fine motor skills. This was probably a good activity to help him practice his “pincer grasp” as well. Here’s some pictures. He seemed to like the raisins

 

developing pincer grasp and fine motor skills by grasping raisins, for baby.

Baby enjoying his raisins, pincer grasp and fine motor skill development

 

 

 

 

Treasure Baskets & Heuristic play: Quick guide, Themes and Content ideas

10 treasure basket ideas for baby: ideas for themes, content and how to present them (trays, bucket, basket, treasure shoe box). Treasure baskets & heuristic play - what/why/how - from baby-brain.co.uk

Theme and content ideas for infant Treasure Baskets

I’ve decided to write a new post streamlining the Treasure Baskets and Heuristic Play post – in order to make a kind of:

Quick reference guide on Treasure Baskets: the what, why and how

– oh and with some more pictures of what me and the Little Lovely have been trying out too! Here’s 10 ideas on contents and themes

 

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Treasure basket out of a shoe box. Balls. treasure baskets and heuristic play: what, why & how. baby-brain.co.uk psychology resource perspective babies motherhood & blog

Treasure Chest – make an old shoe box into a treasure basket! I filled this one with balls

The What:

What are treasure baskets? A collection of objects, presented in a basket/container, for infants who are old enough to sit up but not old or mobile enough to get about and explore. Hence – you bring the world to them and let them explore and experience various sensory aspects (touch, sound, sight, taste, smell) through exploring the items in the basket and discovery – alongside developing hand-eye coordination skills.

 

The concept was originally introduced by  Elinor Goldschmied. You can read a bit more about her here in this article from The Guardian where the author describes her as “one of the pioneers of early childhood care and education”.

 

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The How:

Collect a range of items from around the room or house, that are baby safe, mouthable and excite the senses.

The parent/caregiver role is also important. After presenting the Treasure Basket to baby, sit close by, be attentive and available to the child if needed but do not direct the exploration or play; let baby explore at their own pace and make the decisions without giving in to the temptation to go through the basket yourself and show baby each item or demonstrate how to use them.
Resist the urge to impose your own ideas;
        • ⇒ Treasure baskets should be child-led and….
        • They offer very young children an opportunity to actually make decisions about what to play with and how  (an opportunity which they don’t usually get)
For my reflections on how difficult it was to resist, but how I experienced an interesting outcome, see “a personal case study” in the full treasure basket post here

 

Contents and theme ideas: 

Some themes we have tried

Treasure Chest:

  • Made out of a shoe box! (full picture above) – just be mindful of the corner edges, these aren’t soft and round like the baskets. I filled one with balls and LL enjoyed opening and shutting the lid
Treasure basket out of a shoe box. Balls. treasure baskets and heuristic play: what, why & how. baby-brain.co.uk psychology resource perspective babies motherhood & blog

Box of Balls (Treasure Box)

Kitchen set:

  • Lemon, orange, lime (smelly fruits), safe utensils from different materials like metal, wood (plastic if you are not being traditional)
     Kitchen themed treasure baskets and heuristic play: what, why & how. baby-brain.co.uk psychology resource perspective babies motherhood & blog

Baskets of Round and Circle shapes, and a basket of Assorted Shapes (in wood)

  • LL loves taking all of these shapes out of the basket, throwing, waving and bashing them around (9.5 months)

Assorted wooden shapes. treasure baskets and heuristic play: what, why & how. baby-brain.co.uk psychology resource perspective babies motherhood & blog

Round and circle shapes. treasure baskets and heuristic play: what, why & how. baby-brain.co.uk psychology resource perspective babies motherhood & blog

 

Treasure Tin: Mixed Circles

  • More shapes again

treasure baskets & heuristic play: how, why, what. mixed circles. baby-brain.co.uk

 

Treasure Tin of mixed colour fabrics

Treasure Bucket of different textured fabrics

  • Silky ribbon, thick fishnet, netting type material, cotton, and so on. LL enjoyed feeling all the various textures, the depth of the bucket (sticking his hand right in the the bottom and pulling the fabrics out), and the clatter of the tin and tin lid when the fabrics were presented in this.
treasure tin, mixed fabrics. Treasure Baskets: what, why & how. baby-brain.co.uk psychology resource perspective babies motherhood & blog
treasure bucket, mixed fabric textures. Treasure Baskets:  what, why & how. baby-brain.co.uk psychology resource perspective babies motherhood & blog

Wooden – or try grouping other materials, like metal

  • This set included some wooden kitchen bits such as a spoon, brush, a wooden rattle, baby hairbrush (soft goat hair), large coloured counters

    treasure baskets & heuristic play: how, why, what. Wooden.  baby-brain.co.uk

Colours

  • A basket of mixed green items

treasure baskets & heuristic play: how, why, what. The colour green.  baby-brain.co.uk

Noisy treasure basket- musical treasure box 

  • A little box of noisy toys, including a shaker, rattle, tambourine, cage bell

treasure baskets & heuristic play: how, why, what. Music box.  baby-brain.co.uk

In general – we have used different materials and ways to present the Treasure Basket contents, including

  • tins

  • baskets

  • shoe boxes

  • trays (e.g. baking tray)

  • buckets

LL has enjoyed the noises he can make with different materials, like the sound the tin box makes when banging the lid against the box, and the kitchen implements against the metal baking tray. He experimented with reaching into the bottom of the bucket and pulling fabric pieces out.

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The Why:

For development (senses, physical, emotional, and more), for exploring, for play, for fun….

Heuristic Play:
This is about discovery play–  used to described the activity of toddlers when they play with objects, how they experiment with objects and the environment. It’s called “experimental” because the child is interested in discovering what they can do with the objects. Treasure baskets are relevant here because they allow baby the opportunity to handle and mouth objects (sensory motor skills) so that they can find out more about them, and they offer new sensory experiences that allow the brain to grow and become more active (2). The term Heuristic Play is more relevant to children of toddler age, and Treasure Baskets to babies.

 

References

  1. Gascoyne, S. (2012). Treasure Baskets & Beyond: Realizing the Potential of Sensory-rich Play. McGraw-Hill. (access the introductory chapter to this book here, and read a more about sensory, heuristic play and Treasure Baskets)
  2. Hughes, A. M. (2010). Developing Play for the Under 3s: The Treasure Basket and Heuristic Play. Routledge

 

Other references influencing this post:

  • Goldschmied, E. & Jackson, S. (1994) People under Three. Young Children in Day Care. Routledge (see chapter 6 – The Treasure Basket)

Reading with baby – what, why, and how to

 

How to read with baby? just read to them right? Yes mostly. And enjoy it.

  • But here’s some more information and tips on how to read with baby from the first few months onwards.

→ → → For the full story on reading, see the more detailed page here

 

Age 0-3 months (and 3-6 months)

  • Baby will love hearing the sound of your voice. They may recognise voices from the womb so it’s not too early to start reading to them

  • Baby’s eyes are developing still, obviously, but they can see stark, high contrasting colours and images, such as the ones below. I bought some high contrasting flash cards for the Little Lovely to look at, see more about that here, but you can easily make or download these. I knocked up a few below, available as a PDF.

  • Simple squares might be ones to start with. Print off and cut out. Stick onto card, make into a mobile, or just show on paper. Alternatively, make your own flash card book.

  • I bought a small baby board book from a charity shop (about 50p I think), and cut out and attached one image to each one of the pages. The high contrast images were covering the original book, but it was cheap and not that interesting so I didn’t mind. It was much simplier than trying to make my own board book from scratch!

simple square high contrast flash cards - visual stimulation - baby-brain.co.uk

High contrast flash cards for baby – simple square designs – available to print

⇒ Click link to download: High contrast images for baby –  visual stimulation – simple square images

 

 

 

 

3-6 months

  • High contrast images might still be interesting for baby to look at

  • Reading early on with baby gets both you and them into good reading habits and pattern of behaviour – for example, a recent study found that reading with 4 month old children was related to shared book reading when the child was 8 months old – and reading at 8 months old was found to be related to language skills at 12  and 16 months, so earlier book reading promoted later book reading and skills

  • Read with expression – don’t forget about facial expression and mirroring baby’s expression also – babies are fascinated by faces. 

  • Describe and name the pictures, describe what is happening – children’s books at this age might not have much text, but make the most out of the pictures. what’s going on? what are the colours? is there something relevant to your life and baby such as the little boy in the story likes a red car, and you have a toy red car? What sound does the car make? And so on.

 

 

6-12 months

  • Continue to read with expression, different voices, faces

  • Now that baby has more attention they can sit through a short story book

  • Now that baby has more control of their hands and increased motor skills – try some interactive and lift the flap books. At 9 months the Little Lovely is very curious (and was in the months before this) and likes interactive books where he can flip things back and forth, feel different textures and some books that also play sounds. He can’t always press all of the buttons hard enough to make the sound yet though.

    • Interactive books will help baby learn about cause and effect, and increase their sense of their own control and direction over their actions

  • As before, describe and name the pictures, describe what is happening – There might be more text in the story now than in 3-6 month old books. But still, make the most out of the pictures, link the text to the pictures, point and describe. What’s going on? what are the colours? is there something relevant to your life and baby?

  • What sound do things in the book make? Baby will be able to imitate some sounds now – they might love blowing raspberries, making certain sounds like dadada, bababa, mamama (at 9 months, LL likes to shout DADADA very loudly, can’t remember exactly when he started on the dada, maybe 7 or 8 months, followed by baba, then mama) – so can you link this to characters or things in the book so baby can learn more about the meanings of those words/sounds?

    • We attach meaning to words as guided by parents and those who teach us – e.g. “cat” just means a random collection of sounds unless we learn to associate it with what a cat is.

    • So, can you start to associate the sounds and words with what they actually mean and increase your baby’s understanding of these words?

 

 


References:
  1. Lariviere & Rennick (2011). Parent picture-book reading to infants in the neonatal intensive care unit as an intervention supporting parent-infant interaction and later book reading. Journal of Developmental & Behavioral Pediatrics, 32 (2),  pp 146-152.
  2. Karras, J. & Braungart-Rieker, J. (2005). Effects of shared parent-infant book reading on early language acquisition. Applied Developmental Psychology, 26, 133-148.
  3. Brémond-Gignac D., Copin H., Lapillonne A., Milazzo S. (2011). Visual development in infants: physiological and pathological mechanismsCurr. Opin. Ophthalmol. 22, S1–S8.
  4. Decasper AJ, Fifer WP. Of human bonding: newborns prefer their mothers’ voice. Science. 1980;208:1174 –1176.
Other references influencing this page:
  • High P, Lagasse L, Becker S, Algren L, Gardner A. Literacy promotion in primary care pediatrics: can we make a difference? Pediatrics. 2000;105:927–934.

 

 

Psychological research: “baby brain” and changes in brain during pregnancy

An interesting study on changes in the brain during pregnancy:

Pregnant women show increased activity in the area of the brain related to emotional skills as they prepare to bond with their babies,

according to a new study by scientists at Royal Holloway, University of London.

The research  found that pregnant women use the right side of their brain more than new mothers do when they look at faces with emotive expressions.

“Our findings give us a significant insight into the ‘baby brain’ phenomenon that makes a woman more sensitive during the child bearing process”, said Dr Victoria Bourne, from the Department of Psychology at Royal Holloway. “The results suggest that during pregnancy, there are changes in how the brain processes facial emotions that ensure that mothers are neurologically prepared to bond with their babies at birth.”

Researcher examined the neuropsychological activity of 39 pregnant women and new mothers as they looked at images of adult and baby faces with either positive or negative expressions. The results showed that pregnant women used the right side of their brain more than new mothers, particularly when processing positive emotions.

The study used the chimeric faces test, which uses images made of one half of a neutral face combined with one half of an emotive face to see which side of the participants’ brain is used to process positive and negative emotions.

Dr Bourne said: “We know from previous research that pregnant women and new mothers are more sensitive to emotional expressions, particularly when looking at babies’ faces. We also know that new mothers who demonstrate symptoms of post-natal depression sometimes interpret their baby’s emotional expressions as more negative than they really are.

“Discovering the neuropsychological processes that may underpin these changes is a key step towards understanding how they might influence a mother’s bonding with her baby.”