(Note: This chart is meant to serve as a guide and not to replace the advice of your doctor.)

Source: Baby Center

For more than a decade, the American Academy of Pediatrics (AAP) has recognized both the public health risks and the benefits of mass media for children and adolescents. But the reality is that almost three quarters of infants and toddlers are exposed to TV programs before they turn 2.

A warning for parents
The American Academy of Pediatrics (AAP) says that children under 2 shouldn’t be allowed to watch television. That’s because a child’s brain grows so quickly during the first three years of life. Instead of TV, young children need to spend time with other kids and adults. They need time to play and explore. Watching TV doesn’t give them this chance, experts say.

Babies learn best by interacting with people, says Susan L. Buttross, M.D., a specialist in developmental and behavioral pediatrics in Jackson, Miss. “During the first years of life, a baby’s brain grows very rapidly,” she says.

It’s important for a child to have immediate feedback when learning a new word or a skill begins to develop. Parents can offer this through interactive play, Dr. Buttross says. “If parents are looking for a way to take a break, they should remember that you can place a child in a safe area with blocks, puzzles, and books and he will benefit much more from the visual and tactile stimulation of the activity. Babies can be ‘media free’ and develop wonderfully.”

The real world perspective
The reality of today’s world makes many parents flinch at the AAP’s TV watching guidelines. Older siblings, busy work schedules, and exhausted stay-at-home moms and dads make it difficult to limit TV time. Most parents’ attitudes about television are driven by their own experiences and reflect their parenting values.
Watch with your kids

Experts agree that television watching is ingrained in our everyday lives. But, they say that it’s not merely a matter of watching television or not watching television, but how much and to what type of programs children are exposed. And most important, are parents taking the time to watch with their children?

“There are many talented people developing great programs that can help parents and teachers help their children learn,” says Alan Simpson. Simpson is with the National Association for the Education of Young Children, the nation’s largest organization of early childhood educators dedicated to improving the quality of programs for children from birth through third grade.

“Children are learning from birth, and anything that piques their curiosity can help them learn new things,” Simpson says. “If there is a program or video with quality music, colorful images, and good ideas, and a parent watches and interacts with the child during the program, then it can be a positive experience.” The “harm” can come, he warns, when parents think that the television can be a substitute for human interaction.

“Television, like any other technology, is a tool,” he says. “It can be used wisely, or unwisely. There is always a concern when children are left unattended with a television, especially at such a young age when they really need ongoing exchanges with other people. They need to be responsive and to learn from other people’s responses to them. Television just cannot fulfill those needs.”

Still…less is more
Diane Levin, Ph.D., professor of education at Wheelock College in Boston, Mass., studies the on-going effects of media on young children and wrote the book Remote Control Childhood? Combating the Hazards of Media Culture. Dr. Levin says that allowing a child under age 2 to watch TV for a short time may not result in permanent harm. But she emphasizes that a child that age has many other, better things he or she should be doing.

“Young children are very vulnerable,” says Dr. Levin. “They do not have the cognitive skills to understand and make connections with what they see on television. They have to explore their world in order to make sense of how it works. They need experiences that help them to develop creativity, master their own skills, and learn that they can control their own environment. And they do this through play and self-discovery.” Television, says Dr. Levin, can rarely substitute for this kind of experience. It can even undermine children’s desire and ability to begin quality interaction with their environment.

“Even from a young age children can begin to rely on television images and messages to dictate their agenda if viewing becomes a ritual for them,” she says. Also, the more parents use media as a babysitter, explains Dr. Levin, the more they will need to use it. TV watching is a habit that is difficult to break.

Doing your research
There have been numerous studies and reports on the effects of TV on children. Learning more about the subject makes it easier for parents to make decisions on their children’s TV viewing, says Dr. Levin.

“Parents should reach out to their pediatricians and child care providers for advice on television viewing,” adds Dr. Levin. “They should also talk to the parents of their children’s friends for new and different perspectives and to work out common approaches for dealing with the TV issue.”
Get the most out of TV with your toddler

* Limit television time each day. The AAP recommends that parents should limit children’s viewing to one to two hours a day. Young children need opportunities for a variety of activities throughout the day.

* Watch television with your child. Studies show that television is most helpful for children when a parent or another adult watches with them.

* Participate along with your child. Sing or repeat rhymes with your child during the program. Your participation will show your child that you care and are interested in their interests.

* Talk about what you’ve watched with your child. Spend time talking about what happened on the program, both positive and negative behaviors and actions.

*Do follow-up activities. Repeat some of the pretend play, activities, and songs after the show is over. This reinforces the ideas presented.

Source: Healthline

Teaching kids about hand washing is not just important to keep them healthier in childhood… but all through life. Hand washing is by far the best way to prevent germs from spreading and to keep your kids from getting sick.

The First Line of Defense Against Germs

Germs can be transmitted many ways, including:
- touching dirty hands
- changing dirty diapers
- through contaminated water and food
- through droplets released during a cough or a sneeze
- via contaminated surfaces
- through contact with a sick person’s body fluids

When kids come into contact with germs, they can unknowingly become infected simply by touching their eyes, nose, or mouth. And once they’re infected, it’s usually just a matter of time before the whole family comes down with the same illness.

Good hand washing is the first line of defense against the spread of many illnesses, from the common cold to more serious illnesses such as meningitis, bronchiolitis, influenza, hepatitis A, and most types of infectious diarrhea.

Washing Hands Correctly
Here’s how to scrub those germs away. Demonstrate this routine to your kids — or better yet, wash your hands together often so they learn how important this good habit is:

1. Wash your hands in warm water. Make sure the water isn’t too hot for little hands.
2. Use soap and lather up for about 10 to 15 seconds (antibacterial soap isn’t necessary — any soap will do). Make sure you get in between the fingers and under the nails where uninvited germs like to hang out. And don’t forget the wrists!
3. Rinse and dry well with a clean towel.

To minimize the germs passed around your family, make frequent hand washing a rule for everyone, especially:

- before eating and cooking
- after using the bathroom
- after cleaning around the house
- after touching animals, including family pets
- before and after visiting or taking care of any sick friends or relatives
- after blowing one’s nose, coughing, or sneezing
- after being outside (playing, gardening, walking the dog, etc.)

Child Proofing
Don’t forget to put locks on bathroom cabinets that contain medicines, cleaners, or anything else that could harm a child. Talk to your child about why these areas are off limits and what to do if they find anything dangerous laying about (meds, razor, etc.).

Source: KidsHealth

Hand-foot-mouth disease (HFMD) is a human syndrome caused by intestinal viruses of the Picornaviridae family. The most common strains causing HFMD are Coxsackie A virus and Enterovirus 71 (EV-71).

HFMD usually affects infants and children, and is quite common. It is moderately contagious and is spread through direct contact with the mucus, saliva, or feces of an infected person. It typically occurs in small epidemics in nursery schools or kindergartens, usually during the summer and autumn months. The usual incubation period is 3–7 days.

It is extremely uncommon in adults; however, still a possibility. Most adults have strong enough immune systems to defeat the virus, but those with immune deficiencies are very susceptible. HFMD is not to be confused with foot-and-mouth disease (also called hoof-and-mouth disease), which is a disease affecting sheep, cattle, and swine, and which is unrelated to HFMD (but also caused by a member of the Picornaviridae family).

Symptoms
Like many viral infections, the illness often starts with a feeling of being unwell for a day or so. This might include a high temperature (fever). After this a sore throat commonly occurs, quickly followed by small spots that develop inside the mouth. These soon progress into small mouth ulcers.

In about 3 in 4 cases, spots also develop on the skin. This is typically a day or so after the mouth ulcers develop. The spots are small lumps that are a few millimetres in diameter and usually appear on the hands and feet. Spots sometimes also appear on the buttocks, legs and genitals. They rarely develop on other parts of the body. The spots are similar to chickenpox, but are smaller. Unlike chickenpox, they are not usually itchy but can be quite tender.

Is hand-foot-mouth disease serious?
Usually not. The fever and spots usually clear within a few days. The mouth ulcers can be painful, and may last up to a week. The sore mouth may make a child miserable for a few days. In a very small number of cases, the virus affects the heart, lung or brain to cause a serious inflammation of the heart, lung or brain, which is fatal in some cases. But it has to be stressed – these serious complications are rare.

How is hand-foot-mouth disease treated?

Antibiotics do not help with hand-foot-mouth disease. The important issues are pain relief and plenty of fluids.

There is no specific treatment for hand, foot and mouth disease. Individual symptoms, such as fever and pain from the sores, may be eased with the use of medication. HFMD is a viral disease that has to run its course; many doctors do not issue medicine for this illness, unless the infection is severe. Infection in older children, adolescents, and adults is normally very mild and lasts around 1 week or sometimes more. Fever reducers will help to control high temperatures. Luke-warm baths will also help bring temperature down.

Only a very small minority of sufferers require hospital admission, mainly as a result of neurological complications (encephalitis, meningitis, or acute flaccid paralysis) or pulmonary edema/pulmonary hemorrhage.

What parents can do

Certain foods and beverages may irritate blisters on the tongue or in the mouth or throat. Try these tips to help make blister soreness less bothersome and eating and drinking more tolerable:

- Offer plenty of drinks. Avoid drinks like orange juice, which is acidic and can cause pain if the mouth has ulcers. Your child may prefer cold drinks, including cold milk drinks, or ice blocks (these can be made with milk). It does not matter if children do not eat for a day or so if they are having some drinks.
- Eat ice cream or sherbet
- Drink cold beverages, such as milk or ice water
- Avoid acidic foods and beverages, such as citrus fruits, fruit drinks and soda
- Avoid salty or spicy foods
- Eat soft foods that don’t require much chewing
- Rinse your mouth with warm water after meals
- See your doctor if your child is unwell, or has a bad headache that persists, or a high fever.
- Allow blisters to dry naturally.
- There is no immunisation against hand, foot and mouth disease.

If your child is able to rinse without swallowing, rinsing the inside of his or her mouth with warm salt water may be soothing. Mix 1/2 teaspoon (2.5 milliliters) of salt with 1 cup (240 milliliters) of warm water. Have your child rinse with this solution several times a day, or as often as needed to help reduce the pain and inflammation of mouth and throat sores caused by hand-foot-and-mouth disease.

Sources: Wikipedia
Sources: MayoClinic
Sources: DrGreene

Safety Issue
In a 2005 policy statement, the American Academy of Pediatrics (AAP) warned that bed-sharing was associated with an increase in sudden infant death syndrome (SIDS) and strongly recommended against the practice. “There is no evidence that co-sleeping can be done safely,” adds John Kattwinkel, M.D., chairperson of the AAP’s Task Force on SIDS.

James McKenna, Ph.D., an anthropologist whose research shows SIDS rates to be lower in countries where co-sleeping is the norm, and the parenting theories of Babytalk contributing editor William Sears, M.D. Both experts believe parents can and must co-sleep safely.

Sleeping safely with your baby

Use an Arm’s Reach® Co-Sleeper® Bassinet.
An alternative to sleeping with baby in your bed is the Arm’s Reach® Co-Sleeper®. This crib-like bed fits safely and snuggly adjacent to parent’s bed. The co-sleeper® arrangement gives parents and baby their own separate sleeping spaces yet, keeps baby within arm’s reach for easy nighttime care. To learn more about the Arm’s Reach® Co-Sleeper® Bassinet visit www.armsreach.com.

Take precautions to prevent baby from rolling out of bed.
Take precautions to prevent baby from rolling out of bed, even though it is unlikely when baby is sleeping next to mother. Like heat-seeking missiles, babies automatically gravitate toward a warm body. Yet, to be safe, place baby between mother and a guardrail or push the mattress flush against the wall and position baby between mother and the wall. Guardrails enclosed with plastic mesh are safer than those with slats, which can entrap baby’s limbs or head. Be sure the guardrail is flush against the mattress so there is no crevice that baby could sink into.

Place baby adjacent to mother, rather than between mother and father.
Mothers we have interviewed on the subject of sharing sleep feel they are so physically and mentally aware of their baby’s presence even while sleeping, that it’s extremely unlikely they would roll over onto their baby. Some fathers, on the other hand, may not enjoy the same sensitivity of baby’s presence while asleep; so it is possible they might roll over on or throw out an arm onto baby. After a few months of sleep-sharing, most dads seem to develop a keen awareness of their baby’s presence.

Place baby to sleep on his back.

Use a large bed.
Preferably a queen-size or king-size. A king-size bed may wind up being your most useful piece of “baby furniture.” If you only have a cozy double bed, use the money that you would ordinarily spend on a fancy crib and other less necessary baby furniture and treat yourselves to a safe and comfortable king-size bed.

Some parents and babies sleep better if baby is still in touching and hearing distance, but not in the same bed. For them, a bedside co-sleeper is a safe option.

Here are some things to avoid:

Do not sleep with your baby if:
1. You are under the influence of any drug (such as alcohol or tranquilizing medications) that diminishes your sensitivity to your baby’s presence. If you are drunk or drugged, these chemicals lessen your arousability from sleep.

2. You are extremely obese. Obesity itself may cause sleep apnea in the mother, in addition to the smothering danger of pendulous breasts and large fat rolls.

3. You are exhausted from sleep deprivation. This lessens your awareness of your baby and your arousability from sleep.

4. You are breastfeeding a baby on a cushiony surface, such as a waterbed or couch. An exhausted mother could fall asleep breastfeeding and roll over on the baby.

5. You are the child’s baby-sitter. A baby-sitter’s awareness and arousability is unlikely to be as acute as a mother’s.

Don’t allow older siblings to sleep with a baby under nine months.
Sleeping children do not have the same awareness of tiny babies as do parents, and too small or too crowded a bed space is an unsafe sleeping arrangement for a tiny baby.

Don’t fall asleep with baby on a couch.
Baby may get wedged between the back of the couch and the larger person’s body, or baby’s head may become buried in cushion crevices or soft cushions.

Do not sleep with baby on a free-floating, wavy waterbed or similar “sinky” surface in which baby could suffocate.

Don’t overheat or overbundle baby.
Be particularly aware of overbundling if baby is sleeping with a parent. Other warm bodies are an added heat source.

Don’t wear lingerie with string ties longer than eight inches.
Ditto for dangling jewelry. Baby may get caught in these entrapments.

Avoid pungent hair sprays, deodorants, and perfumes.
Not only will these camouflage the natural maternal smells that baby is used to and attracted to, but foreign odors may irritate and clog baby’s tiny nasal passages. Reserve these enticements for sleeping alone with your spouse.

During my pregnancy, I swore that i wouldn’t co-sleep but now spends every night in bed with my 18-month-old daughter. Children set their own schedules, you’ll never understood that having a baby means giving up complete control.

Source: askdrsears

Huggies Little Swimmer Swimpants

Jezebelle posing in Huggies Little Swimmer Swimpants

Jezebelle looks good in Huggies Little Swimmer Swimpants

Coincidentally, Huggies Little Swimmer Swimpants matches Jezebelle’s swimsuit

Overall, the verdict? Huggies Little Swimmer is quick and convenient like any other disposable swim nappy. It is more expensive than regular disposable nappies. However, it can easily retain water compared to reusable swim nappy. Still, it is better than for your babies to wear regular disposable nappy to swim. (Compare Reusable Swimming Nappy vs Disposable Swimming Nappy)

Huggies Little Swimmer Swimpants is available exclusively at Mercato Supermarket, Pavilion KL.

Children are born with the potential to be creative. They deserve to be given the chance to develop their creativity to the fullest extent possible. Parents play an important role in encouraging this. Although creativity can’t be taught, parents can nonetheless create an environment that can encourage creativity in your children.

Ways for parents to encourage creativity

Allow them to play and express their ideas.
Play is an important part of learning which helps develop creative thinking in children. It allows then to experience creativity through their five senses – sight, hearing, taste, smell and touch. Parents can attempt to simulate imagination and creativity through make-believe and imaginative play.

Provide an environment that encourages creativity.
This can range from making sure that the child is comfortable in expressing ideas without fear of being rejected to making sure that his/her safety is being taken care of so that he or she can focus on exploring the world with little or no disruption.

Ask great questions and do not limit their questions.
It is also important for parents to be flexible with their children’s answers or responses. Even when it is wrong, they need not scold the child. Rather, take the opportunity to teach the child to find the right answers. Problem solving is a vital component of creative thinking.

Stimulate creative thinking with age-related activities.
There are many activities that parents can engage their children in, including arts, music, sports and cooking, Others such as reading books and watching educational television and multimedia programmes may also help cultivate creativity in children.

Benefits of Creativity
Children can benefit from being creative in many ways. They make more use of their imagination, are willing to explore different things, and develop self-expression and ope-ended thinking. Along the way, they may also develop traits such as perseverance, self-confidence, independence, tolerance of ambiguity, and perhaps, a good sense of humor.

Source: Assoc Prof Dr Teoh Hsien-Jin, Consultant Clinical Psychologist

Child’s Age	Mastered Skills (most kids can do)	Emerging Skills (half of kids can do)	Advanced Skills (a few kids can do)
25 and 26 months	• Stacks six blocks • Walks with smooth heel-to-toe motion	• Uses pronouns (e.g., I, me, you) • Washes and dries own hands	• Speaks clearly most of the time • Draws a vertical line
27 and 28 months	• Jumps with both feet • Opens doors	• Understands descriptions (e.g., big, soft) • Draws a vertical line	• Starts to recognize ABCs • Balances on one foot
29 and 30 months	• Brushes teeth with help • Washes and dries own hands • Draws a vertical line	• Draws a circle • Balances on one foot	• Puts on a T-shirt • Names one color • Names one friend

Source: BabyCenter

Toddlers will play with whatever is available to them. They need raw material to explore and experiment with, but they do not (yet) care whether it comes from a toyshop, is passed on by a friend or is assembled from junk materials. It is impossible to generalise about which of the thousands of available toys your child should have because it depends what she already has, and chooses to spend time on. But there are various types of plaything that every child will enjoy and learn from in one form or another during this age period.
Natural materials

If your child is to understand the world and how it works, she needs to know which materials are natural and where they come from. If you live in a flat and don’t have a garden, your child won’t acquire that knowledge automatically. It’s up to you to make sure she realises that concrete is artificial and that not all water or milk comes out of taps, bottles or cartons. And it’s important to give her different materials to explore, and to tolerate messy play, so she can discover how they behave.

Water play
Play with plain, bubbly, coloured, warm or cold water will teach your toddler that it pours, splashes, runs, soaks and feels cold in the end even if it’s warm to start with. If she blows, it bubbles. Some things she puts in it float, some sink and some dissolve. It can be carried in things with no holes, but it leaks through a sieve or cupped hands and seeps through fabrics. The child will play in scale with the quantity you provide, so while a paddling pool is glorious and a bath is obvious, a washing-up bowl on lots of newspaper, with small containers to fill and empty, and extras such as ice cubes, food colouring or a whisk, is good, too.

Earth and clay
Natural versions of these materials are so messy that children are usually given playdoughs, instead. However, part of the unique value of clay lies in its brown messiness. Your child needs to discover — and be able to enjoy without shuddering – the way it squidges gloriously in the hands yet can be rolled and pounded, shaped and moulded. Soon she’ll realise that more water makes it sticky, less makes it too hard to handle, and drying out changes it into a solid.

Shop-bought or home-made play-dough is a superb play material, but children really need to have it as well as, rather than instead of, clay.

Sand play
“Washed” or “silver” (not builders’ sand which might contain cement) links water and clay or dough play because wet sand behaves rather like dough but with interesting differences, while dry sand behaves like water but is different again. A solid that is not solid and a liquid-like substance that is not liquid. Again, scale matters more than quantity. A beach is heaven and a sandpit (with a cat-proof lid) is an excellent buy for the garden, but a couple of kilos of sand on a tray in the garage or even in the kitchen can light up a winter day. Failing sand, a kilo of rice is sometimes a worthwhile gift. Provide spoons and containers in scale and encourage play “cooking” — the first steps towards interest in the real thing.

Stones and leaves
Playing with these won’t teach geology or botany; your toddler is not ready for that. But she is ready to observe that shiny stones dull as they dry, green twigs bend but later snap, and the world is full of fascinating shapes, textures and creatures.
Useful toys

Blocks
Building blocks will be part of her play for several years and she needs at least 60. Different colours are fun, but different shapes are more important. They must all be in scale so that tiny ones are quarters and small ones are halves. Tip them and they are higgledy-piggledy; put them end to end and make a line that may be a train or a fence or a pattern; pile them with the smallest underneath and they fall, build on the largest and they stand.

Fitting and stacking toys
Different versions of these help her discover — and prove to herself — that round balls will not go into square holes; big things will not fit smaller ones; complex shapes only fit together if the angle is right. There is scope here for making as well as buying. Your child will use a first “post box” made by cutting block-and-ball-sized holes in a cardboard carton, weeks before she can manage the simplest one from a toy shop. Plastic beakers that will build up or fit inside each other as well as being used in the bath are a cheap and easy version of many stacking toys. Many kinds of “play people” that fit into holes on vehicles and playground equipment have a long and varied play life.

Form-boards and jigsaw puzzles
You can create first “form-boards” by cutting out dough shapes and helping your child put them back in the holes. She will probably also like a first jigsaw where whole figures lift out by a knob. Soon she’ll be ready to tackle standard jigsaws with a few large pieces.

Hook-on and threading toys
Any hook and ring will join together; two hooks will too — but two rings will not. Why? Your toddler may hook a plastic quoit with your umbrella or experiment with a train with simple couplings. Closed rings are fun to thread on anything long and thinner. Threading rings on a rod is fun; so is discovering the threading order that makes them a pyramid. Eventually she will enjoy threading curtain rings or cotton reels onto a piece of wool or a shoelace.
Play activities
Your child has to learn how things work and how to make them work; discover principles that seem obvious to us, and perfect fine manipulations that we don’t even have to think about.

Filling and emptying
Filling cups with water or sand, paper bags with oranges or your handbag with small toys, and then emptying them out again, is an early step towards more sophisticated manipulative play. Along with useful manual skills your child learns how much water fills or overflows which cup; how many blocks fit into that box, and what happens when the containers are overturned. She needs lots of interesting objects, varied containers and patience from caring adults.

Sorting and classifying
Noticing the similarities and differences between things and learning to group them in her head, is one of your toddler’s most important thinking-tasks. Grouping things with her hands helps her do it with her brain. Watch carefully and you will see your child beginning to identify all her cars as distinct from any other toys; later you will see oranges separated from potatoes. Later still, you may see her considering universal dilemmas, such as whether the apple goes with the ball because they are both round, or with the biscuit because they are both edible. Your child will sort and group whatever comes to hand but it’s fun to have large collections of natural objects with less definite differences, such as stones or shells.

Manipulating objects
When your child builds on all those skills and learns to manipulate things, toys really come into their own. They must be well-made, though, so that once she discovers how two objects fit together, they do actually fit.

Source: Baby Center

An individual with ADHD finds it much more difficult to focus on something without being distracted. He has greater difficulty in controlling what he is doing or saying and is less able to control how much physical activity is appropriate for a particular situation compared to somebody without ADHD. In other words, a person with ADHD is much more impulsive and restless.

Health care professionals may use any of the following terms when describing a child (or an older person) who is overactive and has difficulty concentrating – attention deficit, attention deficit hyperactivity disorder, hyperkinetic disorder, hyperactivity.

Three types of ADHD
According to the CDC, there are three types of ADHD. They are defined according to which symptoms stand out the most.

1. Predominantly Inattentive Type
The person finds it very difficult to organize or finish a task. They find it hard to pay attention to details and find it difficult to follow instructions or conversations.

2. Predominantly Hyperactive-Impulsive Type
The person finds it hard to keep still – they fidget and talk a lot. A smaller child may be continually jumping, running or climbing. They are restless and impulsive – interrupting others, grabbing things and speaking at inappropriate times. They have difficulty waiting their turn and find it hard to listen to directions. A person with this type of ADHD will have more injuries and/or accidents than others.

3. Combined Type
A person whose symptoms include all those of 1 and 2, and whose symptoms are equally predominant. In other words, all the symptoms in 1 and 2 stand out equally.

What are the general signs of ADHD in children?
* restless, overactive, fidgety
* constantly chattering
* continuously interrupting people
* cannot concentrate for long on specific tasks
* inattentive
* the child finds it hard to wait his/her turn in play, conversations or standing in line (queue)

The above signs may be observed in children frequently and usually do not mean the child has ADHD. It is when these signs become significantly more pronounced in one child, compared to other children of the same age, and when his/her behavior undermines his/her school and social life, that the child may have ADHD.

How do I know if I, my child, spouse or relative has ADHD?
ADHD cannot be diagnosed physically, i.e. with a blood test, urine test, brain scan or a physical check up. As most children have problems with self-control anyway, a proper diagnosis can be quite challenging.

An ADHD diagnosis has to be carried out by a specialist – usually a psychiatrist, psychologist or pediatrician. The specialist will observe the child and recognize behavior patterns. Data regarding the child’s behavior at home and at school will also be studied. Only a specialist will be able to accurately detect whether other problems and/or conditions are resulting in ADHD-like behavioral characteristics.

Instituting a positive reward system and focusing on acceptable behavior rather than adopting a punitive process can be helpful for toddlers with ADHD. In addition, all children with ADHD tend to thrive in a structured environment. Setting up a daily routine can help.

Source: Medical News Today