Pre-School (3 – 4 years old)

A guide from the NHS showing common childhood illnesses and advice for when you should keep your child off nursery or school.

Find out about the different types of eczema, treatments and triggers, and download our booklets and factsheets. https://eczema.org/information-and-advice/

Asthma is the most common long-term medical condition in children in the UK, with around 1 in 11 children and young people living with asthma. The UK has some of the highest prevalence, emergency admissions and death rates for childhood asthma in Europe. Outcomes are worse for children and young people living in the most deprived areas.

Click on the link to get to the asthma resource section supporting children, young people, families, and everybody else involved in looking after them.

A parents guide to common childhood illness and wellbeing – 0 to 4 years olds with useful information on common childhood illnesses, wellbeing, and further information.

Information from the NHS about why eye checks are important and how to spot eye problems in children.

Kids need to be physically active for 60 minutes a day, with 30 minutes of that activity taking place outside of school. From our fun 10 Minute Shake Up games to information about active hobbies and sports, here’s everything you need to get your family moving!

Routine hearing tests are offered to newborn babies and children to identify any problems early on in their development.

Head lice infestation is a condition caused by a parasitic insect. Live lice can be found anywhere on the scalp; the eggs are most commonly found behind the ears and at the back of the neck. The severity of infestation varies from a few lice to thousands of lice, but a typical infestation might have about 30 lice per head. Head lice infestation is most common in children 4–11 years of age.

Confirming active infestation of head lice includes systematic combing of wet or dry hair with a head lice detection comb. A live louse must be found in order to confirm active head lice infestation. An itching scalp is not sufficient to diagnose active infestation.

The presence of louse eggs alone, whether hatched (nits) or unhatched, does not indicate active infestation as it is hard to distinguish between dead and live eggs with the naked eye, and eggs may maintain a viable appearance for weeks after death.

All members of the household and close contacts should also be checked for head lice as untreated family members and close contacts may cause re-infestation in the people, who have been treated.

Treatment of head lice
First line treatment is Dimeticone 4% lotion (Hedrin) which is a physical insecticide. This can be purchased over the counter or be given as a prescription. It is rubbed into dry hair and scalp, allowed to dry naturally, shampoo is applied and rinsed off after at least 8 hours (or overnight). A repeat application is needed after 7 days. This prescription can be given by a Health Visitor or a GP.

British Association of Dermatologists
The NHS website – Head lice and nits
Torbay health and care videos – finding and treating headlice

“How much should my child weigh?” is a common question for parents. Children are weighed regularly as babies, but as children grow and develop at different rates it’s not always easy to tell if they are a healthy weight. Find some great advice here.

Potty training: how to start & best age to potty train. Great advice, information and video’s from ERIC, the Children’s bladder & bowel charity

If your child is struggling to sleep it can be exhausting for them and for the whole family. Good sleep is vital for children, teenagers, and families to flourish. Find out more from Sleep Scotland.

Find out how you can help a child to have good mental health, including knowing how to talk to a child about their mental health, and when to spot signs they might be struggling.

Childhood vaccinations – or jabs have been around for over 200 years starting with the first smallpox vaccine.  Different vaccinations are given out at different times across childhood.  But don’t worry if you or your child has missed out you can catch-up.  Vaccines work by teaching your immune system how to create antibodies that protect you from diseases.  Think of antibodies as your body’s defence system.  It’s much safer for your immune system to learn this through vaccination than by catching the diseases and treating them.  Once your immune system knows how to fight a disease, it can often protect you for many years.

Vaccines all have different names depending on what disease they are helping to protect you against.  The diseases they cover may be in their medical term rather than how we know them so whooping cough has the medical term pertussis!  They may also be reduced down as their long name is a bit of a tongue-twister – so Hib stands for Haemophilus Influenzae type b.

They can also be delivered to different sites – thigh, upper arm or into the nostrils.

Below lists the standard routine childhood immunisations with when you should have expected to have them, what they are for and where you will receive them.

Routine Childhood Immunisations poster

Frequently Asked Questions:

I think I’m missing some of my childhood vaccinations – how do I find out?
First step is to find out whether you have a completed red book which includes a section on your vaccination history.- You can also check your vaccination history via the NHS app.

I know I am missing some of my childhood vaccinations – how do I access them?
Contact your GP surgery to find out the best way to book in for your missed vaccinations.

I’m not sure if my child is up to date with their childhood vaccinations – how do I find out?
First step is to check your child’s red book which includes a section on your vaccination history.
If you’re not sure you took this with you to the vaccination or you can’t find it. The next step is the NHS app from here you can also view your child’s vaccination record. If you’re child has not been added to your account, please contact your GP surgery.

I know I my child is missing some of their childhood vaccinations – how do I access them?
Contact your GP surgery

Are vaccines important?
Yes! Vaccines can help prevent you or your child becoming infected. The side-effects of these diseases can cause painful and/or permanent disabilities. Vaccines also help to protect the community, we see less of these nasty infections because of the majority of the population is vaccinated – something referred to as herd immunity. This also helps to protect those who can’t get vaccinated or have low immune systems for example those undergoing cancer treatment.

Some of the vaccines such as the HPV vaccine help to also reduce the risk of cervical cancer later in life.

If you’re a young person and would like to catch up on any vaccines you have missed, these can still protect you as you head into adulthood. They’re not just for when you’re young!

Useful sites:

• Vaccination tips for parents.
• Why Vaccination is safe and important

Spotlight on Measles: This is an infection that can spread easily for example through the sharing of utensils, towels, clothes or bedding. 

It can appear like a cold with symptoms like a high temperature, runny or blocked nose, sneezing and a cough.  It can include red, sore, watery eyes – which means at the first stage you may not know it is measles. 

The rash will appear a few days later. 

Measles can lead to more serious problems such as pneumonia, meningitis, blindness and seizures – this is why the vaccine is key to protect the community. When a child or adult has measles they can’t attend nursery, school or work for at least 4 days after the rash appears.  They need to avoid close contact with babies, people who are pregnant and people with weakened immune systems.  Catching measles in pregnancy can cause miscarriage or still birth, premature birth or having a baby of low birth weight.

It’s the small things you do at home that make the biggest difference to your child.

The more we chat, play and read with our kids, the more we help build their brains. Any time, anywhere, whether at home or out and about, it all adds up. There’s no need to buy lots of toys or have big days out. Wherever you are, simply chatting back and forth, answering your child’s questions and sharing special moments together all help their brain to grow and develop secure and strong connections. Just what they need to get off to the right start at school.

Click here to find information, ideas, recipes and much more to support your child’s home learnings environment.

The Start for Life website is packed with simple ideas from other parents on how to build these little moments into each day. It includes lots of examples of tips and activities for you to do together with your child at different ages, as well as links to find further support in your local area.

A new film has also been released to explain how children’s brains develop during the early years, and the crucial role parents play through all the little moments they spend together with their child. Watch it here.

Teaching your children about money from a young age helps them develop the skills they’ll need as adults. We can show you how to talk to 3- to 11-year-olds about money. This doesn’t need to be complicated – children can learn about money from being involved in everyday activities.

Children’s brains develop fastest and are at their most ‘plastic’ or adaptable in the womb and early years of life. During this time, many millions of neural are made and then pruned. This builds the architecture of the brain upon which other forms of development will rest.

Right from birth, every time you play with your child, use silly voices, or even sing, you’re not just bonding, you’re building their brain. Find brain building tips from the NSPCC here

Building young brains with the Big Little Moments. Babies and toddlers are growing and learning every day and the little moments you share can make a big difference. From morning time to bedtime, waiting for the bus to playing together, every moment is a chance to help build a child’s brain.

The Brain Story is about how experiences shape our brains. It is a story for everyone, as we all depend on those around us for the experiences that build our brain architecture. This forms the foundation on which our future learning, behaviour and health is built. Read more from the Oxford Brain story.

Building a healthy brain. The world in which a young child grows up shapes the way their brain develops. The key to a healthy future, is a healthy start. The world around a child has a significant influence on their development so valuing the role of parents, carers and families is crucial. Find out more from the Royal Foundation, Centre for Early Childhood.

Early experiences affect the development of brain architecture, which provides the foundation for all future learning, behaviour, and health. Just as a weak foundation compromises the quality and strength of a house, adverse experiences early in life can impair brain architecture, with negative effects lasting into adulthood.

Serve & Return Interaction Shapes Brain Circuitry

A serve and return interaction is when an infant or young child babbles, gestures, or cries, and an adult responds appropriately with eye contact, words, or a hug. This responsive interaction builds and strengthens neural connections in the child’s brain that support the development of communication and social skills, as well as lifelong learning, health, and well-being.

Check out this video to learn more about serve and return and dive into the science behind it from the Center on the Developing Child.

5 Steps for Brain-Building Serve and Return

This how-to video from the Center on the Developing Child breaks down serve and return into five simple steps that are easy to do at home, or pretty much anywhere!

Download this flier from your 0 to 19 Torbay team.

Read about baby reviews, teething, potty training, learning and behaviour.

Children develop in their minds, their bodies and their feelings. They all develop at different rates depending upon their genetics, their personality and how they are parented. Your relationship with your child is important to help them to develop mentally, physically and emotionally into adulthood. A baby that experiences regular and sensitive care learns that they are worthy of that care.

The development process involves learning and mastering skills like sitting, walking, talking, skipping, and tying shoes. Children learn these skills, called developmental milestones, during predictable time periods.

Sharing a book with a child is fun! It’s a time for closeness, laughing and talking together – and it can also give children a flying start in life and help them become lifelong readers.

From helping your child learn to talk by chatting, reading and playing together, to encouraging them to be physically active, this section has lots of helpful information.

Learning to look after yourself is an essential life skill. Being able to wash, dress, eat and toilet independently are important milestones in a child’s development.

Not only do you as a parent or carer spend the first few years feeding, cleaning and dressing your child but whilst doing so you should be teaching them to do these activities for themselves.
Click on the links below to find out more.
Potty training
Using a potty is a new skill for your child to learn. It’s best to take it slowly and go at your child’s pace. Being patient with them will help them get it right, even if you sometimes feel frustrated. Children are able to control their bladder and bowels when they’re physically ready and when they want to be dry and clean. Every child is different, so it’s best not to compare your child with others. Bear in mind that most children can control their bowels before their bladder.

• By age one, most babies have stopped doing poos at night.
• By age two, some children will be dry during the day, but this is still quite early.
• By age three, 9 out of 10 children are dry most days – even then, all children have the odd accident, especially when they’re excited, upset, or absorbed in something else.
• By age four, most children are reliably dry during the day.

It usually takes a little longer for children to learn to stay dry throughout the night. Although most learn this between the ages of three and five, up to one in five children aged five sometimes wet the bed.

When to start potty training
Remember, you can’t force your child to use a potty. If they’re not ready, you won’t be able to make them use it. In time, they will want to use one – most children won’t want to go to school in nappies any more than you would want them to. In the meantime, the best thing you can do is to encourage the behaviour you want. Most parents start thinking about potty training when their child is between two and two-and-a-half, but there’s no perfect time. Some people find it easier to start in the summer, when there are fewer clothes to take off and washed clothes dry more quickly. Try potty training when there are no great disruptions or changes to your child’s or your family’s routine. It’s important to stay consistent, so you don’t confuse your child. If you go out, take the potty with you, so your child understands that you’d like them to wee or poo in the potty every time they need to go. Check that any other people who look after your child can help with potty training in the same way as you. You can try to work out when your child is ready. There are a number of signs that your child is starting to develop bladder control:

• They know when they’ve got a wet or dirty nappy.
• They get to know when they’re passing urine and may tell you they’re doing it.
• The gap between wetting is at least an hour (if it’s less, potty training may fail, and at the very least will be extremely hard work for you).
• They show they need to pee by fidgeting or going somewhere quiet or hidden.
• They know when they need to pee and may say so in advance.

Potty training is usually fastest if your child is at the last stage before you start the training. If you start earlier, be prepared for a lot of accidents as your child learns. They also need to be able to sit on the potty and get up from it when they’re done, and follow your instructions.

Getting ready for potty training
Using a potty will be new to your child, so get them used to the idea gradually. It’s usually easier if boys start by sitting on the potty before they switch to standing up later on. Talk about your child’s nappy changes as you do them, so they understand wee and poo and what a wet nappy means. If you always change their nappy in the bathroom when you’re at home, they will learn that’s the place where people go to the loo. Helping you flush the toilet and wash their hands is also a good idea.

Leave a potty where your child can see it and explain what it’s for. Children learn by watching and copying. If you’ve got an older child, your younger child may see them using it, which will be a great help. It helps to let your child see you using the toilet and explain what you’re doing. Using your child’s toys to show what the potty is for can also help. You could see if your child is happy to sit on the potty for a moment, just to get used to it, when you’re changing their nappy, especially when you’re getting them dressed for the day or ready for bed at night.

How to start potty training
Keep the potty in the bathroom. If that’s upstairs, keep another potty downstairs so your child can reach the potty easily wherever they are. The idea is to make sitting on the potty part of everyday life for your child. Encourage your child to sit on the potty after meals, because digesting food often leads to an urge to do a poo. Having a book to look at or toys to play with can help your child sit still on the potty.

If your child regularly does a poo at the same time each day, leave their nappy off and suggest that they go in the potty. If your child is even the slightest bit upset by the idea, just put the nappy back on and leave it a few more weeks before trying again. Encouraging them to use the potty to wee will help build their confidence for when they are ready to use it to poo. As soon as you see that your child knows when they’re going to pee, encourage them to use their potty. If your child slips up, just mop it up and wait for next time. It takes a while for them to get the hang of it.

If you don’t make a fuss when they have an accident, they won’t feel anxious and worried, and are more likely to be successful the next time. Put them in clothes that are easy to change and avoid tights and clothes with zips or lots of buttons.

Your child will be delighted when he or she succeeds. A little praise from you will help a lot. It can be quite tricky to get the balance right between giving praise and making a big deal out of it. Don’t give sweets as a reward, but you could try using a sticker chart.

Potty training pants and pull-ups
Disposable or washable potty training pants (also called pull-ups) can be handy when you start potty training and can give children confidence when it’s time to swap nappies for “grown-up” pants. They don’t soak up wee as well as disposable nappies, so your child will find it easier to tell when they are wet. Training pants should be a step towards normal pants, rather than a replacement for nappies. Encourage your child to keep their training pants dry by using the potty. If your child is not ready to stop wearing nappies and it’s hard for them to know when they’ve done a wee, you can put a piece of folded kitchen paper inside their nappy. It will stay wet and should help your child learn that weeing makes you feel wet.

Night-time potty training
Focus on getting your child potty trained during the day before you start leaving their nappy off at night. If your child’s nappy is dry or only slightly damp when your child wakes for a few mornings in a row, they may be ready for night-time potty training. Ask your child to use the potty last thing before they go to bed and make sure it’s close by, so they can use it if they need to wee in the night. There are bound to be a few accidents, so a waterproof sheet to protect your child’s mattress is a good idea. Just like daytime potty training, it’s important to praise your child for success. If things aren’t going well, stick with nappies at night for a while longer and try again in a few weeks’ time.

Using the toilet instead of the potty
Some children start using the toilet instead of the potty earlier than others. A child’s trainer seat that clips onto the toilet can help make your child feel safer and more confident on the toilet. A step for your child to rest their feet on gets your child in a good position for doing a poo. If you have a boy, you need to make sure they sit on the toilet every day to poo. Once they have started weeing standing up it’s easy to forget about pooing, and this could lead to constipation.

Potty training with a disabled child
Some children with a long-term illness or disability find it more difficult to learn to use a potty or toilet. This can be challenging for them and for you, but it’s important not to avoid potty training for too long. Contact a Family have a parents’ guide on potty training with a disabled child. Visit the Contact a Family website for further support and ways of getting in touch with other parents with a disabled child.

More information and support
You can contact ERIC, The Children’s Bowel & Bladder Charity, for information on potty training. You can also call the ERIC helpline on 0845 370 8008 from Monday to Thursday 10am to 2pm, or email a question to helpline@eric.org.uk.

ERIC’s guide to potty training

Institute of Health Visiting parent tips: toilet training Talk to your GP or health visitor to get some guidance. They may refer you to a clinic for expert help.

Potty training tips

Cognitive Development
This is the child’s ability to learn and solve problems. For example, this includes a two-month-old baby learning to explore the environment with hands or eyes or a five-year-old learning how to do simple math problems.

Social and Emotional Development
This is the child’s ability to interact with others, including helping themselves and self-control. Examples of this type of development would include: a six-week-old baby smiling, a ten-month-old baby waving bye-bye, or a five-year-old boy knowing how to take turns in games at school.

Speech and Language Development
This is the child’s ability to both understand and use language. For example, this includes a 12-month-old baby saying his first words, a two-year-old naming parts of her body, or a five-year-old learning to say “feet” instead of “foots”.

Fine motor skill development
This is the child’s ability to use small muscles, specifically their hands and fingers, to pick up small objects, hold a spoon, turn pages in a book, or use a crayon to draw. Find out more in our physical development section.

When your baby picks things up between his finger and thumb, or wriggles his toes in the sand, he’s using his fine motor skills. But it’s not just about fingers and toes; when your baby uses his lips and tongue to taste and feel objects he’s using fine motor skills, too.

When your baby is newborn, his brain is not mature enough to control skilled movement. Development starts at his head, and then moves down his body. So your newborn baby can control his mouth, face, lips and tongue, with the rest following in time.

Your baby learns to control his neck before his shoulders, and his shoulders before his back. Your baby can control his arms before his hands, and control his hands before his fingers.

In any area of your baby’s body, his gross motor skills develop before his fine motor skills. So he’ll be able to bring his arms together before he learns how to pass a toy from hand to hand.

Gross motor skill development
This is the child’s ability to use large muscles. For example, a six-month-old baby learns how to sit up with some support, a 12-month-old baby learns to pull up to a stand holding onto furniture, and a five-year-old learns to skip.

Your baby will still be getting to grips with sitting as they reach six months so lots of ‘sitting practise’ on the floor will help them build their muscles. Your baby will enjoy playing with their feet too!

• Spending time on the floor is still one of the best ways for your baby to develop their physical skills. In time they will like to pull up to a stand.
• Try and be sock free if it is warm enough at home. They can ‘explore’ their toes and it also helps them with the crawling action.
• When your baby gets frustrated because they can’t quite get to where they want (they often go backwards when they want to got forwards!) be close by to reassure and encourage.

How can I help my child’s fine and gross motor skills?

For your baby to really do things for himself, he’ll need to use gross and fine skills together. He’ll gradually get better at this as he grows into toddlerhood.

For example, by the time your child reaches two years old he’ll be able to use a shape-sorting toy. He’ll use gross motor skills to hold his body steady enough to grasp the shapes firmly. He will then use fine motor skills to twist or turn each shape to fit the right slot.

You can encourage your baby’s development by playing games that challenge him a little. When he can sit well unsupported, put his favourite toy just out of reach. This will mean he must balance as he makes a grab for his toy. Watch for any changes in how he uses his legs, arms and fingers.

Download or view our physical development booklet here.

Ages zero to three are the most important for lifelong mental health and well-being. Find out more here

A car seat is probably one of the most important purchases you will make for your child, but with so many types and models of car seat on the market, it can be difficult to know where to start and which one to choose.

You’ll need to buy a baby car seat before your baby is born. It’s important to buy one that fits your car and is suitable for a newborn. The NHS website has information on choosing a baby car seat.
Find out more about choosing and fitting a car seat here.

NHS advice about choosing a car seat

Car seats and the law

ROSPA’s guide to choosing and fitting the right car seat and your other questions.

Child accident prevention trust guide to in car safety.

Understanding online safety is tricky for all ages. We have advice to help you learn about staying safe online as a family.

A practical guide for parents and carers on how to keep children safe online.

Babies and young children can become ill during very hot weather. Try these tips for keeping your child happy and healthy in the heat.

Support and tips to help you keep children safe. From advice on children’s mental health to staying safe online, support for parents and what to do if you’re worried about a child.

Road and pedestrian safety, fact sheets and more information and advice from the Child Accident prevention Trust

Prevention is key, so get down to your child’s level to check what they can see and reach. You’ll also need to do this when you visit new places. The Child Accident Prevention Trust (CAPT) has information on garden sfaety, preventing burns, button batteries, poisioning and lots more

Provides information, advice, resources and training, and is actively involved in the promotion of safety in all areas of life – at work, in the home, and on the roads, in schools, at leisure and on or near water.

What do if your child has an accident and the latest safety advice.

Information and advice on how to become a registered childminder in Torbay.

We are pleased to be able to share with you the upcoming Winter/Christmas holiday provision available to children and young people who are eligible for benefit related Free School Meals in term time (and our EHE cohort of course).

There are 19 holiday clubs in total – 9 in Torquay, 7 in Paignton and 3 in Brixham. There are 600 paid places, but we always hope to reach more children and young people. Several of the holiday clubs are hoping to have Father Christmas visit them, and some will be providing hampers and/or activity packs.

The ‘Healthy Holidays’ activities commissioned for the Winter/Christmas period are detailed on the word document attached to this email and can also be found via the Healthy Holidays page of the Torbay Council website Holiday Activity and Food Programme – Torbay Council or https://www.torbay.gov.uk/children-and-families/early-years/healthy-holidays/

The information outlines what is being offered in each town, who will be delivering this, the times and dates of the activities and the instructions for parents/carers on how to book places.

We would very much appreciate your engagement in promoting these activities and where possible ensuring that parents/carers that may require some additional assistance to book their children on to these activities are supported where possible.

For children and young people who might live in Devon but go to school in Torbay, please see the Devon HAF Programme. They will contact us in Torbay to check the FSM eligibility status, but will look to offer a space where it is closer to the home address; HAF providers map -Education and Families (devon.gov.uk) or https://www.devon.gov.uk/educationandfamilies/haf-map/

Help and advice on finding, choosing and the types of childcare available in Torbay.

Childcare is available in Torbay through a variety of providers including childminders, pre-schools and out of school care such as breakfast clubs, afterschool clubs and holiday play schemes. Here you will find information on different types available.

Help and advice on finding, choosing and the types of childcare available in Torbay.

Find out about free childcare for 2, 3 and 4 year olds

Advice and activities to support children and parents with their mental health and emotional wellbeing.

“If you’re being bullied, whether it’s online or at school, university or work, it can be really difficult and leave you feeling hurt – but you are not alone. Advice on how you can tell someone and get help.

Bullying can happen anywhere and be about anything. We’ve got advice about different types of bullying, and how you can get help and support.”

During bereavement, it can help a child to talk about the person who’s died, whether it was a grandparent, parent, brother, sister or friend. Direct, honest and open communication is more helpful than trying to protect your child by hiding the truth.

Information and advice on supporting a bereaved child

Relationships can make you feel amazing. But they can also leave you feeling stressed out and upset. Get advice if you’re having problems with relationships. 

Advice and activities to support children and parents with their mental health and emotional wellbeing.

Your online mental wellbeing community, free, safe and anonymous support

We give straightforward support for problems that young people might be facing.

Practical ideas for supporting young children’s wellbeing

It’s important that all the adults in a child’s life are able to promote that child’s mental health and wellbeing. Information, advice and links from the NSPCC

Sharing Big Little Moments every day. How do the Big Little Moments work?

Children’s brains are made of many different strands. Three of these strands are how they learn to talk, how they feel, and how they make friends. Every time you talk to a child, or respond to them, you’re helping these strands grow strong. And the stronger each strand is, the stronger their brain will be.

All these little moments you share add up to something much bigger. Giving children the skills they need to develop into healthy, bright adults.

Here’s one of the Big Little Moments videos about sharing a story. Find out about Big Little Moments and find more videos here.

Sharing a book with a child is fun! It’s a time for closeness, laughing and talking together – and it can also give children a flying start in life and help them become lifelong readers.

Remember, not all children develop at the same rate but during this time I will:

• use up to 300 words and use different types of words to do different things; to describe what things look like (‘big’, ‘soft’) where they are (‘under’, ‘on’) what they are for (‘eating’, ‘playing’) and to describe how many (‘lots’)
• refer to something that has happened in the past
• put 4 or 5 words together to make short sentences, such as “me want more juice”, “him want his coat”
• ask lots of questions
• have clearer speech, although I will still have some things I don’t get quite right. I might say things like ‘pider’ instead of ‘spider’. However, people who know me can mostly understand me
• listen to and remember simple stories with pictures
• understand longer instructions, such as “put on your coat and get your bag” or “where’s mummy’s coat?”
• understand simple ‘who’, ‘what’ and ‘where’ questions
• play more with other children and join in with play
• play more complex imaginative games
• be able to have a proper conversation, though I may flit around the topic a bit and be difficult to follow at times
• be able to recognise how other people feel and will try to do something about it (e.g. “Ah, Josie sad. She need a hug.”)

My parents might want to speak to a Health Visitor or GP if:

• I’m not doing some of the things a younger child would (see previous age boxes)
• I don’t regularly use words to express myself
• I don’t follow simple, everyday instructions
• I can’t settle and play with activity that I choose myself even for a very short time
• I don’t show any response when somebody talks to me
• I don’t show any interest in communicating
• I am not using sentences with 2 words
• I seem to have stopped making progress with my talking
• I use gesture to get what I want rather than using the words
• My parents can’t understand what I say
• I rely on being shown what to do rather than on understanding the words people say.

For more information or if you have concerns
Talk to your health visitor, call the advice line 0300 333 5352 (Monday – Friday 9am to 5pm)
GP or talk to your pre school practitioner

Child and Family Health Devon All age Advice line 0333 321 9448 (Mon-Fri 2pm-4.30pm)

Let’s Get Chatting campaign, Together for Devon Padlet promoting the following messages:

• Key things parents can do to support their child’s speech, language and communication development
  • Typical SLC development
  • When to be concerned
  • Who to talk to about concerns
  • Local offers for Devon, Plymouth and Torbay
  Let’s Get Chatting for 3 to 5 year olds

Information on what to expect, activities to try and some videos of parents talking about their experiences and demonstrating strategies and games

• Children’s language development and parenting advice – BBC Tiny Happy People
• Learning to talk | 3 to 5 years | Start for Life (www.nhs.uk)
• Learning to Talk DVD on Vimeo
• Chatter Matters DVD on Vimeo
• Resources for parents (speechandlanguage.org.uk)
• early_voices_parent_leaflet.pdf (speechandlanguage.org.uk)

Information about the development of speech, language and communication – what to expect:

• Ages and stages (speechandlanguage.org.uk)
• Universally Speaking birth-5yrs
• Child’s progress checker (speechandlanguage.org.uk)

The most fundamental life skill is the ability to communicate. Speech, language and communication needs is the term used to describe difficulties with:

• producing speech sounds accurately
• stammering
• voice problems, such as hoarseness and loss of voice
• understanding language (making sense of what people say)
• using language (words and sentences)
• interacting with others, for example, difficulties understanding and using the non-verbal rules of good communication, using language in different ways to question, clarify or describe things or taking into account other people’s perspectives.

Some difficulties are short-term but others will be more permanent and remain throughout childhood and adult life. 

Everyone with SLCN is different and may have difficulty with one, some or all of the different aspects of speech, language or communication at different times of their lives.

Find out more about the common features of SLCN.

Speech and Language UK ‘Talk Together’ guides are available in a range of languages below. They are designed to help parents help their children learn to talk.

•  Talk Together (Arabic)
• Talk Together (Turkish)
• Talk Together (Czech)
• Talk Together (Polish)
• Talk Together (French)
• Talk Together (Punjabi)
• Talk Together (Somali)
• Talk Together (Urdu)
• Talk Together (Hungarian)
• Talk Together (Nepali)
• Talk Together (Roma)
• Talk Together (Slovak)
• Talk Together (Spanish)
• Talk Together (Welsh)

Makaton is a unique language programme that uses symbols, signs and speech to enable people to communicate. It supports the development of essential communication skills such as attention and listening, comprehension, memory, recall and organisation of language and expression. Find out more about Makaton here.

https://www.bbc.co.uk/cbeebies/joinin/something-special-what-is-makaton

Find a library and opening hours, join the library, renew and reserve items and see what’s on.

Information, advice, helpful websites and videos to support your 4 year olds communication skills.

Remember, not all children develop at the same rate but during this time I will:

ask lots of questions using words like ‘what’, ‘where’ and ‘why’

• be able to answer questions about ‘why’ something has happened
• use longer sentences and link sentences together, E.g. “I had pizza for tea and then I played in the garden”
• describe events that have already happened, E.g. “We got dressed up and we went to the hall and singed songs. All the mummies and daddies did watch”
• have mostly clear speech, though will continue to have difficulties with a small number of sounds – for example ‘r’ – as in ‘rabbit’, ‘l’ – as in ‘letter’, ‘th’ as in ‘thumb’, ‘sh’ as in ‘show’, and ‘j’ as in ‘jam’
• listen to longer stories and answer questions about a story they have just heard, for example, simple questions such as “Who did Cinderella dance with at the ball?”, “Were Cinderella’s sisters kind?”
• understand and often use colour, number and time related words, for example, ‘red’ car, ‘three’ fingers
• enjoy make-believe play
• start to like simple jokes – though often their own jokes make little sense
• start to be able to plan games with others

My parents might want to speak to a Health Visitor or GP if:

• I’m not doing some of the things a younger child would (see previous age boxes)
• I don’t use sentences with 3 words or more
• I don’t understand simple commands
• Close relatives can’t understand me most of the time
• I struggle to turn ideas into sentences
• My words are often jumbled, and my ideas are difficult to follow

Tiny Happy People is here to help you develop your child’s language skills. Explore our simple activities and play ideas and find out about babies and toddlers’ amazing early development.

Bookstart aims to encourage a love of books, stories and rhymes in children from as young an age as possible. Whether you’re a family wanting to find out what Bookstart can offer you, or an early years partner involved in delivering Bookstart, you’ll find all the information you need right here.

Here you’ll find hints and tips on how you can have fun sharing stories with your child, more information about BookTrust’s Early Years offers, and further activities and book recommendations to continue your reading adventure.

Children and Family Health Devon have a number of toolkits (concentrating & listening, play, understanding words, using words and sentences, sensory processing, sounds and speech, social and emotional development, stammering) to help support you and your child.

They also offer regular virtual drop in sessions for parents of 0 – 3 year olds and professionals. Find out more here.

Children and Family Health Devon advice and guidance on development Early Years Toolkit – expected development and how to help (birth- 4 yrs)

Children and Family Health Devon advice and guidance on development
Early Years Toolkit – expected development and how to help (birth- 4 yrs)

Children and Family Health Devon Facebook page Visit Site

Children and Family Health Devon videos for parents/carers/professionals –

• what is communication and how to support your child
• Ways to support communication and provide opportunities to communicate
• How to adapt your language to help your child understand
• How to use visuals to support understanding

From brushing their first tooth to their first trip to the dentist, here’s how to take care of your children’s teeth.

How do I brush my child’s teeth? (6 months to 7 years)

The NHS website – How to find an NHS dentist

Teeth grinding (also called bruxism) is often related to stress or anxiety. There are things you can do to help and treatments available from a dentist or GP. Find out more from this NHS website

Ideally little ones should visit the dentist by aged one – then visit every six months or as advised by your dentist. If your child hasn’t visited the dentist yet, then make an appointment as soon as you can. If you do not have an NHS dentist you can find out how to register here.

Regular Brushing
Your child should be brushing their teeth twice a day. Try using star charts to remind and encourage them. You will need to supervise and give your child a hand to brush until they are around seven.

Help your child to;

Use a pea sized blob of fluoride toothpaste once they are 3 years old (just a smear is needed before this).

Use the ‘spit don’t rinse’ rule. This keeps the fluoride on the teeth as long as possible.

Brush for two minutes – you can use timers or play songs to help keep to time. Have a look at the BrushDJ app.

Make sure your child sees their carers taking care of their teeth too. Being a good role model makes a big difference.

Toddlers
Use a small headed, soft bristled toothbrush.

Allowing your child to choose their own toothbrush may encourage them to be involved in regular brushing.

Older children
Children will still need help and supervision with tooth brushing until they are at least 7 years old.

Avoid using an electric toothbrush until a good brushing technique has been learnt.

Toothbrushes should be replaced about every 2 to 3 months – or before, if they begin to look worn.

The most important thing to think about when choosing toothpaste is that it contains fluoride. This is written on the back of the tube or box.

Fluoride is a mineral that plays an important role in preventing tooth decay. When children use toothpaste from an early age it is harder for plaque to stick to the tooth enamel and decay is reduced.

Toothpaste should contain a fluoride level of 1350ppm (parts per million). Family or adult toothpaste is completely safe for children of all ages. Children’s toothpastes have become more popular but you do not need to use them.

If using children’s toothpaste makes brushing easier and it contains no less that 1000ppm fluoride, then it is fine to use. Just ensure you switch to family toothpaste as soon as possible.

Dentists can apply a ’fluoride varnish’ to your child’s teeth which protect them even more.

It is important that children are helped to make tooth friendly choices;

As a family try and eat ‘lower sugar’ foods. Visit NHS Healthier Families for information on healthy eating.

Drink tap water or milk – using an open cup not a bottle or a beaker with a valve.

Always brushing teeth before bed and one other time every day.

There are a few easy things you can do to help protect your child’s teeth and gums and reduce the risk of tooth decay.

Reduce the amount of sugar in your child’s food and drink. Every time we have something sugary, the bacteria in the dental plaque in the mouth will produce acid that will attack the teeth. The more often we have sugary foods and drinks, the more ‘acid attacks’ we will have and this causes teeth to decay.

As soon as you see that first little tooth appear, brush twice a day:

Use a fluoride toothpaste containing 1350-1500ppm fluoride (you can find this on the side of the tube)
If your child is under 3 years, just use a smear of toothpaste, but if they are 3-6 years use a pea sized amount of toothpaste
Brush their teeth or supervise them brushing their own until they are at least 7 years old to make sure that they’re doing it well
All the surfaces need to be cleaned, making sure that the gum line is cleaned as this is where a lot of the plaque forms
Choose a toothbrush with a small head and medium texture bristles
Brush for at least 2 minutes
When you’ve finished brushing, encourage them to spit out the toothpaste, but don’t rinse with water, as this will rinse away the fluoride
Always brush your child’s teeth at bedtime as this will protect their teeth while they’re sleeping
Start taking your little one to the dentist as early as possible! Take them along with you for your check-ups to get them used to the experience and environment so that it’s familiar to them. Once their first tooth has appeared, take them to see the dentist and then take them every 6 months. When your child is 3, you can ask your dentist about a fluoride varnish, which is a coating that can be applied to protect their teeth. Remember, dental treatment is free for children (and mothers from the start of pregnancy until your child is one year old).

Quite simply, too much sugar is the main culprit of tooth decay. Some foods naturally have a high amount of sugar in them. The sugars that are in unsweetened fruit juices, honey and syrups and the sugars that are added to food and drinks are sometimes called ‘free sugars’. Children aged 4-6 should not have more than 19g per day.

Don’t give your child drinks sweetened with sugar such as squash, fizzy drinks and juice drinks
Limit unsweetened fruit juice or smoothies to only one glass (150mls) a day as even unsweetened fruit juice/smoothies are sugary
Always serve sweet drinks and any sweet foods, such as dried fruit, with a meal as this can help to reduce the risk of tooth decay
Avoid adding sugar or honey to any drinks or food
If your child is unwell and needs medicine, you can ask to have this sugar free
Never give sugary drinks or food just before bedtime
Sugar is also hidden in lots of shop-bought foods, including savoury foods, to make them taste nicer. Check food labels as items such as pasta sauces, ready meals and ketchup can have a lot of sugar and salt added to them
Regardless of whether sugar is brown, white, unrefined or in the form of honey, sugar is sugar and no one type is ‘healthy’
Find out more

Visit Better Health food swaps to see what healthy foods you could swap sugary foods for.

Download the ‘Change4Life Food Scanner’ app and find out how much sugar shop-bought foods contain. You’ll find it at the bottom of the Better Health Food Facts webpage.

Information on eating healthily for the whole family, the benefits of healthy diets, feeding and eating habits, and managing difficulties with these. Links to local and national supporting videos, information, advice, and support groups.

During pregnancy, throughout breastfeeding, and whilst raising your child, a healthy diet and lifestyle is important for you and your family. Living a healthy lifestyle and eating well will make you and your family feel better and reduce your chances of getting both short and long term health complications such as obesity, diabetes type II, heart disease and cancer. Healthy eating and exercise as a family will help demonstrate the importance of a healthy lifestyle to your child.

A healthy, balanced diet will provide your child with the vitamins, minerals and nutrition they need to grow and develop their minds and their bodies, to be able to concentrate in their lessons and to be physically active.

There’s lots of information available on healthy eating and nutrition, but the main things to remember are plenty of fruit and vegetables, some proteins such as meat, fish, eggs and milk, and lots of water. You don’t have to buy fresh; tinned fruit and veg is also fine, and buying food in season means it not only tastes better but is cheaper too.

NHS Eatwell Guide: nhs.uk/live-well/eat-well/the-eatwell-guide

NHS Change4Life website: nhs.uk/change4life

Feeding your family
Food banks – The health visiting service works closely with the Torbay Food Alliance and dispense vouchers to families in need. Please email bromh.dutyhvbromley@nhs.net leaving your telephone number and a Health Visitor will call you back.

Healthy Start vouchers – If you are pregnant or have a child under four years old you could get Healthy Start vouchers to help buy some basic foods. This important means-tested scheme provides vouchers to spend with local retailers. Pregnant women and children over one and under four years old can get one £3.10 voucher per week. Children under one year old can get two £3.10 vouchers (£6.20) per week. Find out more at: healthystart.nhs.uk/healthy-start-vouchers/how-to-apply

Fussy eaters
Some children may be referred to as ‘fussy eaters’, in other words they are very particular about what, or when, they eat.

Some children might occasionally refuse to eat, or only eat in certain environments, whereas others can be limited in their tastes or be reluctant to try new things.

Fussy eating might seem alarming or difficult to deal with as a parent but you can be reassured that it is quite common, particularly in younger children. Children with restricted diets can still eat a balanced and healthy range of foods.

What’s Causing Fussy Eating In My Child?
This depends on their age. In toddlers, refusal of foods that they have previously eaten is normal. At this stage, they might not eat a piece of fruit if it has a different appearance than usual or refuse a biscuit if it is broken. Most children grow out of this stage, but for some it can take longer than others.

It’s important to remember that everyone is affected differently by sensory information, such as taste or smell. Something that tastes or smells good to you might not to your child, and vice versa.

Some children might even be hypersensitive (oversensitive) to sensory information, and this might make it more difficult for them to eat certain foods. They could reject food due to its taste, texture, smell or appearance. Some environments might even cause some children with sensory hypersensitivity to lose their appetites, such as eating in a kitchen where there can be an overpowering range of smells.

There could be a medical reason for your child’s fussy eating, such as a sore throat or tooth pain, particularly if there is a sudden onset of food refusal. If you are not sure, it’s often best to speak to a GP. Appetite may also be affected by stress, such as an upcoming maths test or starting a new school.

How To Manage Fussy Eating

DO:

• Make sure mealtimes are relaxing and judgement-free environments when your child is trying new food. You can also help to reduce any worries they may be experiencing by letting them know that they are allowed to leave a new food if they do not enjoy it.
• Ensure your child is enjoying mealtimes by talking as a family whilst eating.
• Let your child see that you enjoy eating healthy foods; they may be more likely to try foods that they have seen you eating.
• Provide your child with foods from the four main food groups:
  Fruit and vegetables; Potatoes, bread, rice, pasta, and other starchy carbohydrates; Dairy or dairy alternatives; Beans, pulses, fish, eggs, meat, and other proteins. The NHS has a food scanner app that you can use to find healthy food alternatives.
• Be patient if your child is a slow eater.
• Keep mealtimes to a set time period.

DON’T:

• Encourage them to finish what is on their plate if they do not want to, this can make the problem worse.
• Leave your child to go hungry. Ensure that they also have other foods they enjoy when you’re trying to introduce something new.
• Use food as a reward, your child might then associate foods such as sweets or chocolate as good and fruit and vegetables as bad.
• Give your child a portion size that is too large for them. The amount of food a child needs depends on their age, body size, and the amount of exercise they are doing, but one portion is roughly the amount that they can fit into the palm of their hand.

Here’s a handy video guide to portion sizes:

USEFUL LINKS
ChildFeedingGuide– An app developed by Loughborough University giving parents support and tips on promoting healthy eating.

NHS- Change4Life

Getting more active
Young children love to be active and explore their surroundings.

By the time children can walk they should be physically active for about 3 hours a day. This should include a mixture of different activities.

Playing with our children is great fun and allows us to build a special bond with them. At the same time you will be building healthy habits that can last a lifetime.

Physical activity and exercise are a really important part of every child’s development. There are national guidelines on how active our children should be:
Under 5 Years
Being active every day is important for the healthy growth and development of babies, toddlers and preschoolers. Activity of any intensity should be encouraged. Download these factsheets for further information; infants who are not walking, or infants who are capable of walking.

These simple food swap ideas can help cut down on sugar, salt and fat in your and your family’s diet, plus discover easy ways to make a swap when you next shop.