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First days of weaning the baby (we are 6 months old)

The first week of weaning: what we ate and why. Baby-Brain.co.uk. Pschology, babies, motherhood

The first week of weaning: what we ate and why

So, we are 6 months old!

I tried to go away for the weekend. The baby did not like it. He wanted to be fed and wanted me there. I had to come back slightly early. Then I realised (slight second baby syndrome related delay about this) that hey he’s 6 months now and so I should think about weaning (also known as “complementary feeding”, CF).

 

When is baby ready for solids?

The NHS writes that:

Every baby is an individual, but there are three clear signs that, together, show your baby is ready for solid foods… It’s very rare for these signs to appear together before your baby is six months old.

1. They can stay in a sitting position and hold their head steady.

2. They can co-ordinate their eyes, hands and mouth so they can look at the food, pick it up and put it in their mouth, all by themselves.

3. They can swallow food. Babies who are not ready will push their food back out with their tongue, so they get more round their face than they do in their mouths.

(http://www.nhs.uk/conditions/pregnancy-and-baby/pages/solid-foods-weaning.aspx)

 

The first week of weaning: what we ate and why. Baby-Brain.co.uk. Pschology, babies, motherhood

What you feedin’ me?

Where to start?

Question: How do you get your child to eat vegetables?

Answer: …feed them vegetables!

Some research suggests introducing vegetables in the first few weeks of weaning. Infants may be more willing to try and like new vegetables if vegetables are offered in the first few weeks of weaning – a variety of vegetables, both bitter and sweet, and trying each one a few times because baby may initially dislike or refuse to taste it (as discussed in this article here by Nicola Slawson, 2015). One study (3) reported that

Early exposure to a rotation of vegetable flavours first added to milk then to cereal increased intake and liking of these vegetables during CF [complementary feeding]

Why start with vegetables? – The first few years of life are important in terms of developing healthy eating habits (1) and new foods are more readily accepted in those early years (2). Once a food habit is established they tend to be quite stable (3). So introducing vegetables at the start of weaning/CF might make it more likely for the child to like and accept vegetables as they grow older

Several studies have now shown that CF with vegetables facilitates liking and intake of vegetables compared to CF with fruit (a, b, cited in Hetherington et al. 2015)

What helps a kid to like vegetables? Hetherington and colleages (3) report on different methods such as “stealth” to disguise vegetables in food, or adding other flavours that the child already likes. However, the most successful strategy in promoting vegetable eating is

Mere or repeated exposure…

 

…Early and repeated experience with vegetables serves to increase acceptance

So basically, giving them the vegetables, again and again, to promote “familiarity” (4) and “learned safety” (5). Vegetable presentation needs to be rotated with daily variety, in addition to the exposure (6). Hetherington et al (3) also report that adding vegetables to familiar and liked foods such as milk and cereal facilitated intake and liking of the vegetable. Adding milk to the vegetable can reduce any bitter or sour tastes due to the sweetness in the milk (both breast and formula milk) and dilution effect of adding it (3).

 

Our first foods

The first week of weaning: what we ate and why. Baby-Brain.co.uk. Pschology, babies, motherhood

Banana in a mesh self feeder

We started with baby rice mixed with his usual milk. In the first week we then moved on to a few spoonfuls of:

  • Cauliflower purée (mixed with his usual milk)

  • Avocado (in a mesh self feeder, see picture)

  • Banana (yeah I know this isn’t a vegetable but it was easy to put in the mesh self feeder)

  • Parsnip purée

 

Future planned foods for week 2:

  • Broccoli

  • Carrots

  • Potato

  • Butternut squash

Cauliflower Puree. The first week of weaning: what we ate and why. Baby-Brain.co.uk. Pschology, babies, motherhood

Cauliflower Purée

 

The weaning plan (read more on this useful sheet here):
  • Offer one vegetable at a time
  • Offer a variety of vegetables (because of issues as discussed above)
  • Repeated exposure, to vegetables! Keep trying and offer the food a good few times even if baby doesn’t seem to like it at first (increases chance that baby will eventually accept the food (7) )

 

 

 

 

References:

References 1-6 cited in Hetherington et al., 2015:

  1. Cashdan, E. (1994). 1994. A sensitive period for learning about food. Human Nature, 5 (3), pp. 279–291
  2. Lange, M. Visalli, S. Jacob, C. Chabanet, P. Schlich, S. Nicklaus. (2013). Maternal feeding practices during the first year and their impact on infants’ acceptance of complementary food. Food Quality and Preference, 29 (2), pp. 89–98.
  3. Hetherington, M. M., Schwartz, C., Madrelle, J., Croden, F., Nekitsing, C., Vereijken, C.M.J.L. & Weenen, H. (2015). A step-by-step introduction to vegetables at the beginning of complementary feeding: The effects of early and repeated exposureAppetite, 84, pp. 280–290
  4. Zajonc, R.B. (1968). Attitudinal effects of mere exposure. Journal of Personality and Social Psychology, Monograph Supplement 9 (2 Pt. 2), pp. 1–27.
  5. Kalat,J. W. & Rozin, P. (1973). Learned safety” as a mechanism in long-delay taste-aversion learning in rats. Journal of Comparative and Physiological Psychology, 83 (2) (1973), pp. 198–207.
  6. Nicklaus, S. (2011). Children’s acceptance of new foods at weaning. Role of practices of weaning and of food sensory properties. Appetite, 57 (3), pp. 812–815
  7. Maier, A. et al. (2007). Effects of Repeated Exposure on Acceptance of Initially Disliked Vegetables in 7-month Old Infants. Food Quality and Preference 18(8): 1023-1032.

a) Barends, J. de Vries, J. Mojet, C. de Graaf. (2013). Effects of repeated exposure to either vegetables or fruits on infant’s vegetable and fruit acceptance at the beginning of weaning. Food Quality and Preference, 29 (2), pp. 157–165

b) Remy, S. Issanchou, C. Chabanet, S. Nicklaus. (2013.) Repeated exposure of infants at complementary feeding to a vegetable puree increases acceptance as effectively as flavor-flavor learning and more effectively than flavor-nutrient learning. The Journal of Nutrition, pp. 1194–1200

Simple Bottle Shaker Sensory Activity for Babies & Toddlers

Simple Bottle Shaker!

We made this simple sensory DIY toy when my Little Lovely was about 8.5 months old, inspired by the home-made sensory bottles I often came across at baby classes:

 

DIY Simple Bottle Shaker Toy: a great sensory activity for baby! Baby-brain.co.uk

Simple Bottle Shaker Toy for Baby

This was a quick, simple and cheap way to provide baby with something novel and stimulating!

  1. Wash and dry a used drink bottle

  2. Fill with something that will make a noise when shaken – we used tapioca and dried lentils

  3. I fitted the lid back on tightly. You can’t see that well from the picture but the lid is quite big and so hopefully is not a swallowing risk.

 

age: LL was about 8.5 months when we did this but we have also used a bottle shaker when he was a bit younger and i’m sure it will amuse him in the future.

Here’s the Little Lovely enjoying his new toy. He enjoyed shaking and bashing it about, and was quite curious about it, as he usually is with new things!

 

DIY Simple Bottle Shaker Toy: a great sensory activity for baby! Baby-brain.co.uk

Bottle Shake Baby

 

 

A few safety issues: This activity was supervised. The lid is fitted on very tightly so LL will not be able to get it off, chew on it, spill or eat the contents of the bottle, please be careful and decide what, if any, fillings and bottles will be appropriate and safe for your child. Always supervise baby with any activities posted on this blog.

 

 

 

Tactile and Visual Entertainment Tubes – Crafty DIY Infant Entertainment

Tactile and Visual Entertainment Tubes – for babies and infants

 

sensory activity with baby - tactile/vsual entertainment tubes - Baby-Brain.co.uk - Psychology resource and perspective on babies and motherhood

Toilet Roll Fun - Tactile and Visual Entertainment Tubes - home made fun with baby. Ideas from www.baby-brain.co.uk

 

  • What was the idea originally supposed to be? – A baby play station (click on link for what the activity was originally meant to look like). I changed the idea slightly
  • Where did I get the idea/activity from? – This website called Kids Activities Blog 
  • Why did I make it? – I thought it would be a fun, creative thing to, and something that would entertain the Little Lovely and also allow tactile and visual stimulation

The original activity is to make a baby play station using toilet paper rolls, wrapping different fabric/materials around each roll, attaching rolls to a curtain rod and then watching them roll as baby plays/spins them around. I decided to attach them to some string and attach the string to the play gym for the Little Lovely to play with.

 

Here’s the steps I took to make it:

material/paper scraps: sensory activity with baby - Baby-Brain.co.uk - Psychology resource and perspective on babies and motherhood
Step 1: I found some materials to use that were visually stimulating and/or tactile . I used old wallpaper scraps that were bumpy and had a nice texture, and some shiny material.

sensory activity with baby - tactile/vsual entertainment tubes - Baby-Brain.co.uk - Psychology resource and perspective on babies and motherhood

Step 2: I carefully cut to size and glued the paper/material scraps onto toilet paper rolls, folding any excess fabric or paper into the inside of the roll.
sensory activity with baby - tactile/vsual entertainment tubes - Baby-Brain.co.uk - Psychology resource and perspective on babies and motherhood  Step 3: Leave to dry
Step 4: I threaded the tactile and sensory rolls onto thick string but you could attach to a rod as in the original idea, or something safe for your infant to play with. I then attached mine to hang between two poles of the play gym. 

 

….and voilà! Here are some pictures of LL enjoying his new toy

 

Toilet Roll Fun - Tactile and Visual Entertainment Tubes - home made fun with baby. Ideas from www.baby-brain.co.ukToilet Roll Fun - Tactile and Visual Entertainment Tubes - home made fun with baby. Ideas from www.baby-brain.co.ukToilet Roll Fun - Tactile and Visual Entertainment Tubes - home made fun with baby. Ideas from www.baby-brain.co.uk

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Safety first:

  • be careful of choking hazards when choosing materials and don’t chose things to wrap around the rolls that have little parts that could fall off or be pulled off easily.  I supervised play to ensure safety and the rolls were tied up so that LL could not get them down or his mouth around them easily
  • I am wary of using string with babies because of any risks they could get caught up it in. Therefore, always attach safely so that there is no string or materials free for infant to injure self on and only allow play in your presence and under adult supervision. Take the string down after use and put away safely. Do not copy random pages/blogs on the internet. I bought some child-friendly white craft glue for this activity, however all of the glue remains under the paper/material and so does not directly touch little hands or mouths.

Baby’s first words and speech development


Baby talk - how to support infant speech & language development, typical developments at 0-12 months. Baby-Brain.co.uk

What was your child’s first word? What words are “normal”?

This article discusses: first words – speech development at 6-12 months and 0-6 months, tips to support and encourage development at 12 months, the importance of talking to and around infants

 

Just came across this list of first words with examples from a number of children, and the story behind them. Here are a few:
  • Oscar – Oscar is the cat next door. When Oscar comes in to the house, he always says ‘hello’ to the baby
  • Pop – When a balloon she was holding burst she copied the word pop
  • Book – As her parents used to look through books with her and repeatedly tell her what they were
  • Duck
  • Quack quack– baby started saying quack quack when her parents played with her rubber duck in the bath. Now she gets very excited whenever she sees ducks or chicks in books
  • Hat – As she loved putting on hats
  • Bear – As mum’s old bear was always on her bed
  • Fish – He loved watching fish in his friend’s aquarium
  • Samich (sandwich)-  His mother was standing at the kitchen counter right beside him when baby reached up and said “samich”

 

So looks like first words can really vary. I think that the Little Lovely might have said “dada” first, but also he was saying a few other things like “kiss”, and “fish” because we went to an aquarium and I kept saying look at the fish, the fish, a lot. By the end of it, he was saying fish. Quack was also an early favourite.
Monitoring and encouraging first words
Baby’s First Word – an initiative from the National Literacy Trust (see the Words for Life website) – you can download a pack from here that has a series of templates to monitor first words and more information. The pack includes:
Everything you need to get involved in Baby’s First Word, including a step-by-step guide, poster and hand-out for parents.

 

How does speech develop?

Talking Point, a site that gives some good information and resources on children’s communication writes that children develop skills at their own pace but some general things that you might see between 6 months and 1 year are that children will:

  • Listen carefully, and turn to someone talking on the other side of the room.
  • Look at you when you speak and when their name is called.
  • Babble strings of sounds, like ‘no-no’ and ‘go-go’.
  • Make noises, point and look at you to get your attention.
  • Smile at people who are smiling at them.
  • Start to understand words like ‘bye-bye’ and ‘up’ especially when a gesture is used at the same time.
  • Recognise the names of familiar objects, things like ‘car’ and ‘daddy’.
  • Enjoy action songs and rhymes and get excited when sung to.
  • Take turns in conversations, babbling back to an adult.

 

How to encourage and support your child 12 months:

encourage your child at this stage:

  • Make different sounds to interest your child. This can be the sound of your voice or things like a rattle or squeaky toy.
  • Pointing to sounds will help develop your child’s listening skills. This will also help their awareness of the world around them.
  • Encourage your child to look at you during activities. This could be dressing, feeding or nappy changing. This will help your child’s attention and communication skills.
  • Talk about everyday activities, like getting dressed, eating and bathing.
  • Copy your baby when they are babbling. This is a very good way to show how to take turns in communication. This will encourage them to make even more sounds.
  • Use actions with words. Try waving as you say ‘bye-bye’ or picking up their cup as you say ‘drink’. This will help your child to relate what they see and do with language.
  • Sing action songs and play games like ‘peek-a-boo’ to encourage communication and attention skills.
  • Have some special time with your child each day to play with toys and picture books.
Why talking to babies is important - the psychology of it. Science, brought to you by Baby-Brain.co.uk

Why talking to babies is important

Talking about everyday activities with babies is important.

Research (1) has also shown that while reading to baby and showing them pictures did contribute to cognitive development in terms of increasing scores on problem-solving and communication scales of a test, more substantial effects were found for:

the more informal activity of frequently talking to the infant while doing other things; and this was observed for both communication and problem-solving.

Reading was shown to increase both problem-solving and communication, showing pictures only had a positive effect on communication scores, but talking had a more substantial effect than both reading and picture showing.

 

But will baby understand when I talk to them?
Babies at 6 months have been shown to understand that concept of speech (2) – i.e. that speech is used to communicate information (rather than random, interesting sounds that come out of our mouths). They also prefer speech over other sounds (3)

 

Younger babies 

How children develop speech and language between 0 and 6 months (quote from talking point)


by 6 months, usually children will:

 

  • Turn towards a sound when they hear it.
  • Be startled by loud noises.
  • Watch your face when you talk to them.
  • Recognise your voice.
  • Smile and laugh when other people smile and laugh.
  • Make sounds to themselves, like cooing, gurgling and babbling.
  • Make noises, like coos or squeals, to get your attention.
  • Have different cries for different needs. For example one cry for hunger, another when they are tired.

How to support the child at this stage:

  • Mirror/copy the sounds baby makes – it’s the start of a conversation and will encourage more sound making
  • Ensure baby can see your face clearly when you talk to them. Newborn visual range is not that great and vision is developing the first months, so maybe move a little closer to talk to them. Eye contact is important for language development.
  • As with 12 month olds, talking to baby about what you are doing is important as they will hear and start to learn words.
    • I didn’t even know my Little Lovely was paying attention until one day he copied a word that I had been saying, or I was talking about brushing my hair and then he made a motion on his own head like he was brushing his hair. He was listening to me, all along but with no verbal feedback from him before that point, I didn’t realise  just how much he was taking in.
  • Talking point suggests using a “sing-song” voice with baby to keep them interested in what you are saying. An article on music and child development that baby-brain wrote recently also highlighted the usefulness of singing with baby:
    • Singing is important for vocabulary development: “Singing songs teaches children about how language is constructed. When you sing, words and phrases are slowed down and can be better understood by your baby. Singing regularly will help your baby to build up a vocabulary of sounds and words long before they can understand the meaning”, according to this article from the BBC.

 

Some links to other resources

Talking Point website

Talk to you baby – from the Words for Life website

More tips here, from the NHS on “helping your child’s speech”.

A video from the NHS on “how can I help my child to start talking? (12 to 30 months)”

 

References:

  1. Murrary, A., & Egan, S. (2014). Does Reading to Infants Benefit their Cognitive Development at 9-months-old? An Investigation using a Large Birth Cohort Survey. Child Language Teaching and Therapy, Vol. 30, No. 3, October 2014, pp.303-315
  2. Vouloumanos, A., Martin, A., & Onishi, K. H. (2014). Do 6-month-olds understand that speech can communicate? Developmental Science, pp 1–8
  3. Vouloumanos, A., & Werker, J.F. (2004). Tuned to the signal:the privileged status of speech for young infants. Develop-mental Science.  7 (3), 270-276

DIY Montessori Inspired Object Permanence Box for baby & infants

 

Do-it-yourself Object Permanence Box for infants: Inspired by Montessori materials.

  • This is practically free to make. You just need some cardboard, glue or tape, and a ball

 

DIY Montessori inspired object permanence box for baby/infants. Costs practically nothing to make. baby-brain.co.uk

 

DIY Montessori inspired object permanence box for baby/infants. Costs practically nothing to make, so many learning benefits. baby-brain.co.uk

How we made the box

Inspired by Montessori materials and activities, I’d always wanted an object permanence box but didn’t really want to spend £40 or so on the wooden box. So – I decided to try and make one out of cardboard and old boxes and it seemed to work. My Little Lovely (LL) really enjoys using it, putting the ball and other items in the top, exploring the box and seeing what happens if he puts the ball in the other hole.
Aims of the object permanence box: The infant has to drop a ball into the hole in the top of the box. The ball is then not visible for a moment but rolls out of the box onto the tray. The child therefore experiences a lesson in “object permanence” because they see that the ball didn’t just disappear out of existence – even though they couldn’t see it for a second, it still exists
Other learning benefits of the box: encourages curiosity, cause and effect, hand movements and fine motor skills (dropping the ball into the hole, etc), achieving a goal independently with repeated practice.
When to use the box: From when babies are old enough to sit up without support.
Here’s a short video of what the real deal looks like, as used by a 9 month old, and another of a child at nearly 1 year

 

Psychology & Object Permanence: Object Permanence is an awareness that children develop where “out of sight” does not mean “out of mind”. Initially, when something is removed from view of the baby then from their understanding it ceases to exist – they can’t see it, so it doesn’t exist. Understanding that something exists even when you can’t see it is an important developmental stage, according to the Stages of Cognitive Development as posed by Jean Piaget, an eminent and Swiss psychologist. It is posed as a stage in development because it requires the child to form a “schema”, or mental representation of the object. Infants develop this skill by the end of the “sensorimotor stage”. It was thought to develop around 8-12 months, although there is research to suggest it can develop earlier, and the psychological research does not seem to agree on exact age.

 

How to make the box:

DIY Montessori inspired object permanence box for baby/infants. Costs practically nothing to make, so many learning benefits. baby-brain.co.uk

1: I found a long cardboard box and cut some of the sides down so that I had a long, not too deep tray for the ball to run into and be contained.
2: An old tea box looked good for the little box to house the ball. I cut a hole in the top and on the front for the ball to run out of.
3: The ball needed a bit of help rolling out of the tea box and onto the cardboard tray so I made a little ramp (otherwise the ball just sat in the box after being dropped in and didn’t roll out). This was actually part of the lid from the tea box and was already slanted so I didn’t need to do much to it.
I then slotted the ramp into the tea box and glued the tea box onto the long box. You might be able to see in picture 2, there are some little flaps on the bottom of the box on each side. This was quite helpful and I put the glue on these flaps then pressed it down onto the long cardboard tray.

 

DIY Montessori inspired object permanence box for baby/infants. Costs practically nothing to make, so many learning benefits. baby-brain.co.uk
4: I realised that the box was looking a bit DIY so for some reason I decided to make it look more hideous by adding some wrapping paper.
5: et voilà – here is the finished box (not particularly Montessori style with the wrapping paper)

 

  • If you would like to make your box look more hideous with wrapping paper like I did, I would not recommend anything too busy like the one I used. Maybe just some plain, nice calming colours?
  • If I made it again I would also probably find a slightly bigger box for the ball to drop into. The tea box was ok but the ball rolled out of it pretty quickly, so maybe something a bit bigger might have held the ball out of sight for slightly longer. The tray is also slightly long, but I was using materials just hanging around the house that were waiting to go for recycling so I had to make do with what was available.

 

How to use the box with baby: 

I quote from a Montessori site:

Presentation of the Montessori Object Permanence Box

1. Put the work mat in place and put the object permanence box on the work mat so it will be in front of the child. Encourage the child to help.

2. Sit facing the child with the work mat between you.

3. Name the box and the ball: “This is the box. This is the ball.”

4. Slowly and deliberately place the ball in the hole.

5. When the ball rolls to a stop in the tray, smile and pick it up.

6. Repeat the action.

7. Invite the child to place the ball in the hole.

8. Once the child begins putting the ball in the hole, quietly move aside and allow her to work undisturbed.

9. When finished, invite the child to put the materials away on a low shelf so she may work with them again when she wishes.

 

And here we are experiencing the box:

(age 12 months)

DIY Montessori inspired object permanence box for baby/infants. Costs practically nothing to make, so many learning benefits. baby-brain.co.uk

Baby using the object permanence box

 

Apologies to Montessori enthusiasts – I know that you value natural materials like wood, but i’m not a carpenter and couldn’t make a box out of wood. I also know that adding wrapping paper doesn’t make it look too natural. But, hopefully I’ve captured the essence of the box, the principles and learning benefits for the child, and made an accessible and cheap alternative that can be put together easily at home.

Baby painting sensory activity, with one ingredient and step

Baby painting with one step & ingredient. Safe and edible and sensory play fun! From baby-brain.co.uk

The other month we had some fun with a “painting” sensory activity. We were sitting there one afternoon and I realised that we had some old cardboard, large pieces of packing paper and some yoghurt in the fridge. So we made it into a fun game.

 

I’m calling it “paint” because we used the yoghurt like paint. It’s also safe and edible for baby (although, of course check ingredients and make your own decision as to whether the product is safe for your child). To replicate this you can use:
  • Baby painting with one step & ingredient. Safe and edible and sensory play fun! From baby-brain.co.uk

    How we set up our yoghurt painting experience

    Yoghurt as the “paint”. If you want to make colours I suppose you could add natural colouring by mixing in crushed up fruits (e.g. raspberries, blueberries), or food colouring if you don’t mind baby tasting it.

    • A large piece of cardboard or something to protect the floor like a plastic sheet or old sheet. It also makes it easy to clean up because you can just wipe it off after

    • Paper to “paint” on. We used old packaging paper

 

 

 

The Little Lovely really enjoyed this. It was something novel for him. He liked smearing the yoghurt and feeling the sensation of it. He tried a little taste as well but looked like it was a bit sour for him! (natural yoghurt). Afterwards he was quite messy, but fortunately the overall had taken some of the yoghurt. Here’s some more pictures of what we did:

 

Yoghurt is presented to LL. He gets stuck in and has a feel. I needed to put a bit of paint on the paper and swish it about a bit to start him off and model what to do. Then, he was able to start “painting” by himself.

Baby painting with one step & ingredient. Safe and edible and sensory play fun! From baby-brain.co.uk

 

What does the paint feel like? LL decided it was quite fun (middle picture), and continued to swish it about the paper. This became more of a sensory/fun/swishing game rather than a fine art project!

 

Baby painting with one step & ingredient. Safe and edible and sensory play fun! From baby-brain.co.uk

We ran out of yoghurt so I got another load in a plastic container this time. LL wanted to taste it. Looks like it was a bit sour. He got progressively messier!

 

Baby painting with one step & ingredient. Safe and edible and sensory play fun! From baby-brain.co.uk

 

Safety first: be mindful of any allergies (e.g. to fruits, colours, yoghurts, cow’s milk, etc, and be mindful of baby’s age and if they can have cow’s milk should they decide to taste the yoghurt).

 

Let’s go shopping

So the last few days we have been shopping for a sofa and other furniture. There are far too many sofa choices and it’s difficult with a nearly 7 month old. I also didn’t plan/time things well (as I usually find) when out and ended up having to feed him on a sofa in one of the furniture shops. At least it meant I got a good feel for the sofa though. Fortunately, the place was empty apart from me (not many sofa-shoppers around on a Friday afternoon, suppose they must all be at work and come out at the weekends, which is why I wanted to get to the shops before the hoards descended on the weekend).

Back to feeding for a moment though, this is a problem i’ve found with feeding “on demand”; it makes it difficult to plan and have a consistent schedule because you don’t know exactly when you will be required. That said, from monitoring the Little Lovely (LL) there are some patterns to his eating and sleeping so it is possible to predict his hunger and tiredness somewhat. I’m also trying to get more consistent “breakfast”, “lunch” and “dinner” time feeds in because we have started to introduce solids. I’m not replacing any milk feeds with a solid feed yet but I am trying to introduce a more solid lunch meal by giving LL some food after his lunch time milk feed. So far he has tried various fruits and vegetables including banana, carrot, pear, apple (puréed and mushed up) and baby rice (it’s a bit like instant porridge). He also quite likes rice cakes, however, these are meant for 7 month and older babies (he is almost 7 months and has 6 teeth) (please consult your health care professional and make up your own mind about whether your baby is ready for a particular solid food)

  • note to self – write about our weaning experiences – “weaning tales”
baby-brain.co.uk sofa shopping with baby in tow

How to occupy a baby while sofa shopping?

Anyway, back to sofa shopping. It wasn’t that easy with a small child in tow. Fortunately, there were lots of faux living room “set ups” in the shop with sofas and a nice rug so I put him down on the rug with some toys (making sure there was no coffee table for him to bang his head on) whilst I tried out the seating options. It worked somewhat; he was safe on the rug and meant that I didn’t have to keep picking him up and flopping down on a sofa with him.

We were able to go shopping because one of our regular baby classes has finished. A lot of classes seem to stop for summer and run during school term dates. I’m not sure how relevant this is to babies as they do not have “summer term” because they are not at school. I also have no other children, so I don’t have any children at home on summer break that I need to stay home to look after so I don’t really understand why so many classes stop for the summer. It’s very annoying and disappointing because LL and I still need activities and events to entertain ourselves with. I keep meaning to write something on the psychological aspects and maybe benefits of these classes. This would include benefits for the parent as well because it gives you something to do, get out the house, is social, active, gives you ideas and tips for baby related activities, and many other things that I’m sure are connected to good mental health of mothers (and fathers too).

  • note to self – write about the benefits, or relevant psychological aspects of attending baby/toddler classes.

Anyway, after all his patience and visiting a department store to look at yet more furniture, I treated LL to a stroll into the toy department where he enjoyed some puppets and soft toys.

baby-brain.co.uk psychology resource and perspective on motherhood - entertain baby after shopping trip with toys & puppets

Reward – toy & puppet fun

Tooth’s Company

Ok so as I thought might happen The Little Lovely does have a second Upper Lateral Incisor coming in, to the left of his upper front teeth. Yay. Tooth for the price of one, again. At least he is being efficient with his teething, but seeing as this has happened 3 times now (two teeth coming in within a day or two of each other) maybe this is normal?!

Teeth and Other Developments – Crawling, Teeth and Talking

What? I like to sit with my legs like this | baby development teeth and talking - Baby-Brain.co.uk psychology resource, perspective & blog on motherhood

What? I like to sit with my legs like this

The Little Lovely is now 6 months and 3 weeks. I discovered he has another new tooth today, on the top to the right of his newish front teeth (his Upper Lateral Incisors, apparently). He’s following the appropriate “tooth appearance in babies order” again, although this time I can’t see a second tooth coming through on the other side. Maybe it will turn up in a day or two, like what happened with his other teeth (see the tooth for the price of one posts here and here about his bottom and upper front teeth).

This might explain why he had some poor sleep during the week and wanted to get up at 5:30am on a couple of days. I’m afraid 5:30am is not “morning”, it is not a time that should exist where I should be up in the “morning”. But, I had to because LL didn’t want to sleep any more. He used to want to get up at about 8:30am. This then changed to 6:30am and then down to 5:30 amand even 5:10am last week. I’m starting to feel sorry for the lady I spoke about in the Sleep Lady post where her baby slept through the night but wanted to get up at 5am every day. I previously didn’t have much sympathy because her child slept through the night and at least she got uninterrupted sleep for several hours. Don’t worry, LL is still not sleeping through the night, but I can now appreciate the woman’s complaint a little more (although I’d still rather LL slept through the night and woke up at 5am than wake several times during the night and get up later at 8:30am).

Ok, and so other than teeth and sleep, what else is LL up to? He is mostly crawling backwards, and has been for some time now, but can now bring a hand off the ground when in a crawling position and do something with it like hit the floor or hold a ball now. He can stretch out and lunge forward a bit. He can’t crawl forward traditionally but will do a strange improvised-movement-thingy where he sits, moves onto all fours and a crawling position, stretches, then goes back into a sitting position but will be sitting a bit further forward than he was to start with, so over time he can actually shuffle himself across the floor.

And...push! (baby mini pushups) baby development teeth and talking - Baby-Brain.co.uk psychology resource, perspective & blog on motherhood

And…push! (baby mini pushups)

We also witnessed him pushing himself up today onto his feet for a few seconds, although can’t stand at all. He was also doing some massive push ups a few weeks ago (baby push up; picture on right), and now sits with his legs in an odd position as seen in the picture above. Maybe this is for more stability?

 

baby development crawling, teeth and talking - Baby-Brain.co.uk psychology resource, perspective & blog on motherhood

Sit..shuffle into crawl…crawl and shuffle a bit… now i’m further forwards!

He’s also started to get more vocal; I think his first words might be dadada as he is making similar sounds now. This has developed in the last few days. Of course, there’s the issue about whether it’s a proper “word” or language if the speaker does not consciously assign any meaning to it (dadada is just a sound he makes because he is developmentally able and ready to make it – it doesn’t mean he is saying daddy or means dad). Meaning comes a bit later, apparently at about 1 year old, according to this article about talking from the baby center. I found this article from the Child Development Club on “is my baby trying to talk to me” (written by a Speech-Language Pathologist specialising in early intervention for infants and toddlers) to be quite interesting on this topic. She writes that:

The difference between babbling and talking hinges on intent and meaning. 

And so if a child is actually using a word they are using them intentionally with the purpose of communicating with you. However, adults and parents assist the child in developing meaning behind their communications by reflecting meaning back and reinforcing and confirming communications. For example, the article writes that the development of a child’s communication can depend on how you react. If your baby smiles when you pick them up and swing them around, he might be smiling because he likes it and it feels nice. Baby might not be intentionally trying to communicate his happiness and feelings to you. However, we see the smile and because we are insightful and experienced adults, we interpret that to mean that he is a happy baby and likes it when you swing him. You therefore continue to swing him and baby learns that a smile lets you know that he likes something or wants more of it.

The author outlines that in a similar vein, when babies smile, babble something or wave their arms about like they are waving “hello”, they are probably not intentionally communicating something to us at first, but after a while these babbles, smiles and waving become more intentional because of the way we react to them. It’s similar with verbal communications such as a general dadada babble, where we might respond and confirm by saying “yes daddy, da da da” – and point to daddy, or play a game of “where’s daddy” or something – dadada then becomes daddy and baby begins to understand that his sounds can be meaningful. So, from what I understand, it looks like parents construct meaning with their children. At least until the child mixes more socially and picks stuff up from others. And so, the article finishes with this:

And remember, treat your baby’s vocalizations as if they are meaningful and your baby will begin to understand the power of speech.

Thank you for reading – Teeth and Other Developments – Crawling, Teeth and Talking – Baby-brain.co.uk –  psychology resource, perspective & blog on motherhood 

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