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Voorwoord in James McKenna - Veilig slapen met je baby

Voorwoord in James McKenna - Veilig slapen met je baby

This study examined the effect of meals varying in amount, size, and hardness of food pieces on the development of the chewing capabilities of 8-month-old infants. The study also examined changes in shivering, gagging, coughing, choking, and their ability to eat from a spoon. In an in-home setting two groups were given commercially available infant meals and fruits, purees with either less, smaller and softer or more, larger and harder pieces. Both groups were given these foods for 4 weeks and were monitored several times during this period. After the 4-week exposure period infants in both groups were given the same five test foods. Structured questionnaires with questions on eating behavior and the child's development were conducted 6 times in the 4 to 12-month period and video analyses of feedings were conducted 4 times between 8 and 9 months. After the 4-week exposure period, the group that had been exposed to the foods with more, larger and harder pieces showed a significantly higher rating for chewing a piece of carrot and potato for the first time, but not for a piece of banana nor for mashed foods. Shivering, gagging, coughing, choking, and ability to eat from a spoon were not different between the two groups. These results contribute to the insight that exposure to texture is important for young children to learn how to handle texture.Practical applications: (a) The study shows the feasibility of testing the effects of texture interventions on chewing capability and oral responses such as gagging, coughing, and choking in infants. (b) The study contributes to the insight that exposure to food texture to learn how to handle texture is important for infants and showed that exposing children to a higher amount of larger pieces improves their chewing capability for a piece of carrot and potato, at least immediately after the intervention.

Bij één op de drie kinderen is er sprake van een onveilige band tussen ouder en kind. Met het voorkomen van een verstoorde gehechtheidsrelatie is dan ook veel ontwikkelingswinst te behalen. TNO-onderzoek toont aan dat het door kinderpsycholoog Paulien Kuipers ontwikkelde ‘Eéngespreksmodel’ zich goed leent voor het creëren van een veilige band tussen baby en ouders.

De grootte van de stukjes in potjes babyvoeding laat geen verschil zien op de kauwvaardigheid bij geprakt voedsel gedurende de interventieperiode (leeftijd 8-9 maanden) maar beïnvloedde wel de kauwvaardigheid bij een stukje gekookte aardappel en - wortel, als dat voor de eerste keer werd aangeboden op een leeftijd van 9 maanden.

The purpose of this study was a serial assessment of gross motor development of infants at risk is an established procedure in neonatal follow-up clinics. Assessments based on home video recordings could be a relevant addition. In 48 infants (1.5-19 months), the concurrent validity of 2 applications was examined using the Alberta Infant Motor Scale: (1) a home video made by parents and (2) simultaneous observation on-site by a pediatric physical therapist. Parents’ experiences were explored using a questionnaire.

Huilen is de manier waarop een pasgeboren baby communiceert met zijn of haar omgeving. Met inzicht in redenen waarom pasgeborenen huilen, kunnen ouders hun handelen beter leren af te stemmen op de behoeftes van de baby. Het doel van dit artikel is om (1) inzicht te geven in vijf soorten babygeluiden die wijzen naar vijf verschillende fysieke behoeftes van de pasgeborene en om (2) de relatie te beschrijven tussen Dunstan Babytaal, de uitgangspunten van de Hanenmethode en voeding. Dunstan Babytaal onderscheidt in de voorfase van het huilen, voordat het luide ‘gefrustreerde’ huilen losbarst, vijf kenmerkende reflexgeluiden met ieder een heel specifieke betekenis. Er is een geluid voor honger hebben, moe zijn, een boertje moeten laten, darmkrampjes hebben of ongemak hebben aan de huid (bijvoorbeeld een vieze luier, te warm, te koud) en/of overprikkeld zijn. Met behulp van Dunstan Babytaal kunnen de uitgangspunten van de Hanenmethodiek al vanaf de geboorte worden gevolgd; in de allereerste communicatie tussen ouder en kind. Bovendien kunnen ouders met Dunstan Babytaal signalen die hun baby afgeeft wanneer hij honger heeft of juist geen behoefte heeft aan voeding leren herkennen. Hiermee kunnen voedingsproblemen voorkomen worden. Logopedisten kunnen met kennis van Dunstan Babytaal een preventieve rol innemen op het gebied van voeding en interactie en ook kunnen zij betrokken zijn bij de allereerste fase van de communicatieve ontwikkeling.

Huilen is de manier waarop een pasgeboren baby communiceert met zijn of haar omgeving. Met inzicht in redenen waarom pasgeborenen huilen, kunnen ouders hun handelen beter leren af te stemmen op de behoeftes van de baby. Het doel van dit artikel is om (1) inzicht te geven in vijf soorten babygeluiden die wijzen naar vijf verschillende fysieke behoeftes van de pasgeborene en om (2) de relatie te beschrijven tussen Dunstan Babytaal, de uitgangspunten van de Hanenmethode en voeding. Dunstan Babytaal onderscheidt in de voorfase van het huilen, voordat het luide ‘gefrustreerde’ huilen losbarst, vijf kenmerkende reflexgeluiden met ieder een heel specifieke betekenis. Er is een geluid voor honger hebben, moe zijn, een boertje moeten laten, darmkrampjes hebben of ongemak hebben aan de huid (bijvoorbeeld een vieze luier, te warm, te koud) en/of overprikkeld zijn. Met behulp van Dunstan Babytaal kunnen de uitgangspunten van de Hanenmethodiek al vanaf de geboorte worden gevolgd; in de allereerste communicatie tussen ouder en kind. Bovendien kunnen ouders met Dunstan Babytaal signalen die hun baby afgeeft wanneer hij honger heeft of juist geen behoefte heeft aan voeding leren herkennen. Hiermee kunnen voedingsproblemen voorkomen worden. Logopedisten kunnen met kennis van Dunstan Babytaal een preventieve rol innemen op het gebied van voeding en interactie en ook kunnen zij betrokken zijn bij de allereerste fase van de communicatieve ontwikkeling.

Baby’s die groente als eerste vast voedsel krijgen, eten hier als ze twee zijn, niet meer van dan andere kinderen. Op korte termijn zorgt gewenning wel voor meer groenteconsumptie. Dit concludeert Coraline Barends in haar proefschrift dat ze dinsdag 30 juni 2015 verdedigde.

De grootte van de stukjes in potjes babyvoeding laat geen verschil zien op de kauwvaardigheid bij geprakt voedsel gedurende de interventieperiode (leeftijd 8-9 maanden) maar beïnvloedde wel de kauwvaardigheid bij een stukje gekookte aardappel en - wortel, als dat voor de eerste keer werd aangeboden op een leeftijd van 9 maanden.

Inzicht in aanwezigheid en aard van relatie tussen zuig- en slikproblemen en ontwikkeling op kinderleeftijd Kennis van belang voor betrokken behandelaars Opstellen en uitvoeren behandelplan Vaststellen van mogelijke vroegtijdige interventies om gevolgen van zuigproblematiek op latere leeftijd te verkomen of verminderen.

Baby’s die groente als eerste vast voedsel krijgen, eten hier als ze twee zijn, niet meer van dan andere kinderen. Op korte termijn zorgt gewenning wel voor meer groenteconsumptie. Dit concludeert Coraline Barends in haar proefschrift dat ze dinsdag 30 juni 2015 verdedigde.

Background This study evaluated the Dutch Mothers Inform Mothers (MIM) programme. In that programme a visiting mother meets with a first-time mother in her home on a monthly basis to discuss the caring and rearing of her infant. The first-time mothers went also to the well-baby clinics in their locality where they discussed topics in the areas of psychosocial, cognitive and physical development, language, play and safety. The programme lasted for 18 months.Aim/objectives To evaluate the MIM programme with the view to:- provide information and, where appropriate, recommendations concerning the positioning of the programme in the Dutch public infant health services;- integrate appropriate theoretical perspectives into the MIM programme;- determine outcomes in relation to maternal mental health, maternal and infant general health, maternal competence with parenting and satisfaction with the well-baby clinic.Study design/ A literature review on parenting support programme focused on infant health.Instruments A cohort-study using a pre-test - post-test design with one experimental and two control groups. This was used to develop and test a model for the programme and to determine its effects. The mothers' progress was followed for 15 months, which covers the period of infancy. (After 15 months is the toddler period). Validated instruments were used to gather information.- An infant food consumption survey using 24 hour recall and questions on feeding practices (breast feeding or feeding bottle). For maternal fat consumption a popular questionnaire of the National Food Centre was used.Timing The pre-tests for mental health, social support and breastfeeding were administrated when the infants were approximately 6 weeks old (T1). Infant temperament, maternal and infant general health, maternal competence with parenting and satisfaction with the well-baby clinic were measured at 10 months, as was the nutritional survey. The post-tests were administrated when the infants were approximately 15 months old (T3).- A qualitative study was carried out to gain insights in the way MIM co-ordinators perceive visiting mothers and visa versa.Study population Total number of mothers was 346. In control group 1 (no MIM but using thesame well-baby clinics as the experimental mothers) N = 221, control group II (no MIM and not the same well-baby clinics), experimental group (MIM plus attending well-baby clinic) N = 42.Results The visiting mothers visit on average two first-time mothers. This is very not enough for developing expertise as a visiting mother. The workload of co-ordinators was on average 25 visiting mothers / 50% FTE. Some mothers needing the programme were not accommodated due to illness of the programme's co-ordinator, absence of MIM co-ordinator, or because the caseload of visiting mothers are the co-ordinator were felt to be to high.A first attempt was made to develop a theoretical framework for the MIM using maternal and infant characteristics together with social support factors. The boundaries of the model were set by Bronfenbrenner's theory on human ecology. Social support and infant temperament are important factors when caring and rearing a child. These factors are present in the maternal and infant health and maternal competence models. Partners' support with caring and household activities is especially important when a baby arrives. The factor lack of support is also present on numerous occasions.Unexpected was the importance of the factor life events during pregnancy and complicated delivery, which remained so in the development of maternal general health, even after 15 months.MIM had no impact on maternal mental and general health, although maternal general health scores of the experimental mothers increased over time and those of the control mothers decreased. MIM also had no impact on infant general health. The administration of the last inoculation of the Mumps, Measles and Rubella vaccines coincided with the post-test. This may have influenced the infant health score. MIM had a significant impact on maternal competence with parenting. The lower score for maternal competence for MIM mothers measured at baseline had disappeared by T3 relative to the two control groups. The most important influence on maternal competence with parenting seems to be infant temperament. Satisfaction with the well-baby clinic increased over time for all groups. Participation in the MIM programme was not significant in the final longitudinal model, but was significant at baseline and T3. This means that there was no further deterioration in satisfaction with the well-baby clinic of MIM mothers relative to the other two groups in the last six months of the study.Given that lack of support has an important relationship with maternal mental health in T1, T3 and longitudinal regression models, it means that the factors identified by this regression indirectly contribute to the mother's state of mind.Conclusions The evaluation has shown positive programme effects, but these effects need to be improved for the programme to be cost-effective. The programme is instrumental in enhancing the quality of health promotion activities of well-baby clinic members; it plays a role in the quality assurance process and it has an effect on enhancing mothers' competence with parenting. There are no indications that MIM had an influence on the mediating variables. This may be influenced by the fact that variables not included in the study, such as maternal attitudes, locus of control, or self-efficacy, play a role in the theoretical MIM model. Making healthy choices the easy choices through MIM is a strategy for helping people to accept responsibility for healthiness of their own lives, recognising health as a resource to be protected and actively enhanced. In line with the nurses' scope of practice their role as facilitator and coach could be strengthened, giving more responsibilities to the visiting mothers and making MIM a truly community based and community-led programme.

Background: Children with Down Syndrome, Autism and Cleft Lip and Palate are at risk for communication problems. The new screening instrument EPVs: Lists for Evaluation of Pragmatic Skills (Cocquyt & Zink, 2010) was used to investigate the differences between these three specific target groups and typically developing children.Method: EPV1 was used to compare the pragmatic skills of 8 children with Down Syndrome (age: 24 to 43 months; language age: 10 to 15 months) with those of 22 typically developing children (age: 10 to 15 months). EPV2 was used to compare the pragmatic skills of 15 children with Autism (age: 22 to 94 months; developmental age: 16 to 30 months) with those of 24 typically developing children (age: 16 to 30 months). EPV2 was also used to compare the pragmatic skills of 8 children with (non syndrome) Cleft Lip and Palate (age: 24 months), with those of 24 typically developing children with the same age.Results: Children with Down Syndrome follow the same development as typically developing children but the switch to verbal communication emerges later than in typically developing children. Children with Autism showed several significant differences. Most striking differences are of a qualitative nature. Children with Cleft Lip and Palate show more difficulties in starting up and participating in conversations.Conclusion / take home message: Using the EPVs seems to be very valuable for measuring the pragmatic skills of children with developmental problems. The information from answers about contexts, makes differential diagnosis easier and provides useful information for refining the intervention plan.