Toddlers (1 – 2 years old)

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.

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.

The Healthy Child Programme is designed to offer every family support in making healthy choices. It includes immunisations, health information, developmental reviews, and access to a range of community services and resources.

Pregnancy and the first five years of life are one of the most important stages in life, as this is when the foundations of future health and wellbeing are laid down. The Healthy Child Programme is delivered and supported by Health Visiting teams during this phase.

The Healthy Child Programme continues to be delivered and supported by School Nursing teams once your child starts school.

If you have any worries about your baby’s or toddler’s development talk to your health visitor, even if it is some time since the last regular visit, or some time since you’ve been to a clinic. Health visitors can come to your home to talk through any concerns you have and can put you in touch with the people who can help if there are problems.

Our 0 to 19 health practitioners will get in touch to review your child’s development at around 10 months and 2 years and 3 months

If you are worried about your baby or child’s development or would like to contact our health visiting team, please give us a call on 0300 333 5352 (Monday – Friday 9am to 5pm) or email publichealthnursing.torbay@nhs.net

Being physically active every day is important for the healthy growth and development of babies, toddlers and pre-schoolers.

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.

The baby sleep info source. For parents who wish to make informed choices about infant sleep and night-time care.

Understanding your baby’s weight chart. Your child’s growth will be recorded on centile charts in their personal child health record (PCHR), or red book.

How to help your baby with teething and how to look after their teeth.

A regular teeth-cleaning routine is essential for good dental health. Information, advice and tips to help keep your kids’ teeth decay-free.

https://www.dentalhealth.org/childrens-teeth

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

Watch our ‘Preparing for potty training‘ video to help with this first step:

We are offering appointment only clinics for people who are worried about their baby or child’s development and for those that need to see a health visitor. Please give us a call or email us. Depending on your needs you will receive phone support or been seen face to face.

“Within Torbay there are child health clinics that you can attend and be able to see a member of the health visiting team. Within the team there are Health Visitors, Community Staff Nurses and Community Nursery Nurses.

With these staff you will be able to discuss any aspect of your child’s growth and development or family’s health and well-being.

Within the clinic there is the availability to have your child weighed. The World Health Organisation suggests that healthy babies are weighed at two, three, and four months and at one year.

We are offering appointment only clinics for people who are worried about their baby or child’s development and for those that need to see a health visitor. Please give us a call on 0300 333 5352 (Monday – Friday 9am to 5pm) or email publichealthnursing.torbay@nhs.net

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.

Aged 8 – 12 months

We offer developmental reviews for your baby at around 9 months old. These will usually take place either in your home or at one of our children’s centres by a 0 to19 Family Health Worker.

We will talk to you about how your baby/child is growing and developing. We’ll share information about oral health, healthy eating, vision, hearing, language development and keeping your child safe.

Aged and 2 – 2½ years

You will be offer a developmental review when your child is around 2 years and 3 months olds. We will talk to you about how your baby/child is growing and developing. We’ll share information about oral health, healthy eating, vision, hearing, language development and keeping your child safe.

If you are worried about your baby or child’s development or would like to contact our health visiting team, please give us a call on 0300 333 5352 (Monday – Friday 9am to 5pm) or email publichealthnursing.torbay@nhs.net

The HANDi Paediatric app gives up-to-date advice about common childhood illnesses and how to treat them.

Developed by NHS organisations in Devon, the HANDi Paediatric app is available to download for free onto any Apple or Android smartphone or tablet.

Download the app for Apple devices
Download the app for Android devices

Community pharmacists and pharmacy technicians are qualified healthcare professionals, and are the right people to see if you need clinical advice, reassurance, over the counter medicines and even a private consultation room, should it be requested, to help safely manage a range of minor health concerns. Local pharmacy teams offer fast and convenient clinical support with no appointment needed.

Useful information on common childhood illnesses, wellbeing, and further information.

A parents guide to common childhood illness and wellbeing –common-childhood-illnesses-0-4

Caused by viruses, colds can’t be cured by antibiotics. But you can help relieve the symptoms and support your body as it fights the virus. Sore throats can be caused by both viruses and bacteria but are not usually serious. Dry coughs are caused by inflammation in the throat while chesty coughs are the result of phlegm being produced by the lungs. Mucus cough occurs when the phlegm is extra thick and needs thinning before the coughing action can work properly.

Diarrhoea and vomiting are common in adults, children and babies. They’re often caused by a stomach bug and should stop in a few days.

The advice is the same if you have diarrhoea and vomiting together or separately.

These are serious life threatening illnesses with many different causes. Anyone of any age can get meningitis or septicaemia.

Sepsis is a life-threatening condition that arises when the body’s response to an infection injures its own tissues and organs.

It occurs when the body’s immune system – which normally helps to protect us and fight infection – goes into overdrive. It can lead to shock, multiple organ failure and sometimes death, especially if not recognised early and treated promptly.

Sepsis is indiscriminate: while it primarily affects very young children and older adults, and is also more common in people with underlying health conditions, it can sometimes be triggered in those who are otherwise fit and healthy.

Sepsis always starts with an infection, and can be triggered by any infection including chest infections and UTIs. It is not known why some people develop sepsis in response to these common infections whereas others don’t.

For more information see:

• Meningitis Research Foundation
• The NHS website – Meningitis
• Sepsis Alliance

View or download these helpful leaflets.

An online health and wellbeing app which can provide you with a range of wellbeing resource this can be found at http://devon.orchahealth.com

You are one click away from hundreds of apps that can help you with your health and wellbeing.

All the apps in your Health App Library have been tested (assessed) by the Organisation for the Review of Care and Health Apps (ORCHA).

Start browsing your Health App Library now by using the search bar at the top. Or click on a category such as sleep, women’s health, men’s health or mental health.

Constipation is a decrease in the frequency of bowel movements; characterized by the passing of hardened stools which may be large and associated with straining and pain.

Normal stool frequency in children: ranges from an average of 4 per day in the first week of life to 2 per day at 1 year of age. Passing between 3 stools per day and 3 per week is usually attained by 4 years of age.

Contributing factors include: Pain, fever, inadequate fluid intake, reduced dietary fibre intake, toilet training issues, the effects of drugs, psychosocial issues, and a family history of constipation.

• Signs of constipation
  Two or more of the following clinical features indicate that a child is constipated:
• Fewer than three complete stools per week (unless exclusively breastfed, when stools may be infrequent).
• Hard stools (see the Bristol stool chart)
  Large stool.
• ‘Rabbit droppings’ stool.
• Overflow soiling in children older than 1 year of age (commonly very loose, smelly stools, which are passed without sensation or awareness).

Watch this animation from ERIC to understand how constipation affects children and how it should be treated:

Useful links
The organisations below can provide more information and support for parents and carers of children and young people with constipation:

ERIC (Education and Resources for Improving Childhood Continence)

You can also go to NHS UK for more information about constipation in children

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.

Our 0 to 19 health practitioners will get in touch to review your child’s development at around 10 months and 2 years and 3 months. We will talk to you about how your baby/child is growing and developing. We’ll share information about oral health, healthy eating, vision, hearing, language development and keeping your child safe.

It’s helpful, where possible, for both parents to attend. This gives you both a chance to ask questions and talk about any concerns you have.

If you are concerned about your child’s development it is important to seek support and advice. You can contact our health team by calling our advice line on 0300 333 5352 or email publichealthnursing.torbay@nhs.net. Our opening hours are 9am-5pm Monday-Friday (excluding bank holidays). A member of our 0 to19 team is able to complete an assessment of your child and refer to other services as needed, including: community paediatrician, speech and language therapy, hearing assessment, and vision assessment.

If your child attends school, nursery or a registered childminder, talk to them about your worries – they will be able to work with you to build your child’s skills and advise on any next steps needed.

Ages and Stages Questionnaires (ASQs) help you and our staff understand how your child is developing, they are just one of the tools we may use during our contact with you – but of course most important of all is what you tell us about your child.

The ASQs are not a measure of how well your child is or isn’t doing, as we know all children develop differently. They are something that we use together to talk about the things your child does easily, to think about any concerns you might have and how we can support you and your child with those. They are split into 5 different areas;

Communication: Your child’s language skills, both what your child understands and what he or she can say – this can be sounds, babbling or talking.

Gross Motor: How your child uses their arms and legs for sitting, crawling, walking, running, and other activities.

Fine Motor: How your child uses their hands and fingers – for example scribbling or picking up food.

Problem Solving: How your child plays with toys and solves problems.

Personal-Social: Your child’s self-help skills and how they play and interact with others.

The ASQ that is used is based on the age of your child, but we may decide together that this is not right for your child and decide to use a different age or an alternative assessment tool – this is nothing to worry about – we are just making sure we use the right tool for your child.

Health visiting and school nursing are part of our 0 to 19 Torbay team who focus on the health and development of your child. We will get in touch to review your child’s development at the following key stages:

• At 6-8 weeks
• 9-12 months
• 2.3 years

You can contact the 0 to 19 Torbay team by calling our advice line on 0300 333 5352 or emailing publichealthnursing.torbay@nhs.net. Our opening hours are 9am-5pm Monday-Friday (excluding bank holidays).

Watch this great TED Talk from Molly Wright: How every child can thrive by five

Dressing and undressing skills are very much a part of everyday life for all of us. The act of dressing and undressing oneself completely independently can be a complicated and difficult process and requires a number of pre-requisite skills:

All children learn to undress first. You can help your child to learn to dress by breaking each part of dressing into little steps. Then, as they learn each step, you can let them carry out more steps for themselves.

• Motor skills e.g. balance, co-ordinating movements (gross motor skills) and fine motor skills.
• Sensory skills e.g. track objects with eyes, discriminate differences in size and shape, handle different textures and identify objects by touch only.
• Body scheme e.g. knowing where each body part relates in space, knowing that the body has two sides and a midline

Some children find dressing hard because they have movement or learning difficulties.

Learning to dress independently is an important life skill. Not only does it give the child a sense of achievement to master a new skill but also allows the parent a few precious minutes first thing in the morning! It will really help your child if they can get their coat and shoes on by themselves before they start school. Find out more here.

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.

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.

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.

Visit the Start for Life online hub for other simple tips and activities, or visit your
local Family Hub at The Barn, Brixham, The Beehive, Paignton or Zig Zags or St.Edmunds, Torquay where you can find support, information, advice, groups and new friends.

A weekly session with a rolling programme of development and behaviour support for parents. Each week we focus on a different area of your toddlers development including – General development/Speech, language and communication, Sleep, Toilet training, Managing children’s emotions, Dummy use and/or dental info, Healthy Lifestyles

Playing isn’t just fun: it’s also the best way for young children to learn. By playing, children can practise all the skills they’ll need as they grow up and parents and carers are a baby’s favourite playmate. You don’t need expensive toys – just a few minutes at a time to have fun together.

Your baby or toddler’s favourite playmate is you – so try to spend time playing with your baby or toddler every day. Did you know that playing actually requires a lot of your baby or toddler’s brain and muscle power? You can find some great ideas and activities for baby moves at Start for Life or activities for toddlers.

It helps develop their social, intellectual, language and problem-solving skills – and is one of the main ways they learn about the world.

Play is so important that it is considered a human right for children.

Remember this when playing with little ones.
Bring the play into everyday.

This short video from Watch Me Play shows how parents and carers can feel more confident and closer to their baby or child through play. Find out more about Why Play Matters here.

Why is play important?

Playing with children throughout their baby days and childhood will build strong and lasting bonds. It helps build their self esteem, confidence and gives better life chances.

Play is good for us. Children learn best through play and this learning happens every day through the experiences and the fun they have.

• Get down at your baby’s level. Talk about what they are looking at.
• Describe what they are doing – use short simple sentences ‘you are holding the red car’ and make the noises ‘car goes brumm, brumm’.
• Respond to the sounds and noises your child makes – even if you are not sure what they are saying take a guess – ‘yes that is your duck’ add some extra detail to what you think they are saying/thinking ‘ducks go quack don’t they?’.
• Try action nursery rhymes like ‘row, row your boat’ or ‘wind the bobbin’. The rhythm and repeating words are loved by babies and help them learn in an easy fun way.

To grow and develop, children need time and attention from someone who’s happy to play with them.

Children learn from everything they do and everything that’s going on around them.

When you’re washing up, let your child join in – for example, by washing the saucepan lids. When you cook, show them what you’re doing and talk to them as you’re working.

Getting them involved in the things you do will teach them about taking turns to help and being independent. They’ll also learn by copying what you do.

Sometimes things have to happen at certain times, and it’s important that your child learns this. But when you’re together, try not to have a strict timetable. Your child is unlikely to fit in with it and you’ll both get frustrated.

There’s no rule that says clearing up has to be done before you go to the playground, especially if the sun’s shining and your child’s bursting with energy.

As far as you can, move things around to suit both your and your child’s mood.

• Every time you give your baby attention, chat and smile, or let them know you are there for them when they are upset, they are learning to trust you.
• Every time you talk, sing and read to your child you are helping them learn the words that they need to communicate their thoughts and feelings.
• Every time you help your child to learn a new skill or understand a new experience, you are helping them feel good about themselves and make sense of their world.

The National Literacy Trust have great activities from playing Peek a boo to having a mini beast exploration.

Leaflets to view or download from your 0 to 19 Torbay and Family Hub teams.

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.

Emotional development 1 to 2 years :

Your baby is now a year old and may be a lot more mobile. Parenting can start to become demanding in a different way. You now need to think about safety and appropriate boundaries as well as caring for your baby.

Some parents miss their tiny baby and others are pleased that their baby has a little more independence. Remember as this independence grows your baby will still need you.

Between the ages of one to two years old there will be lots of changes as your child moves away from babyhood to being a toddler. Your child will want to to explore their surroundings as this is their safe space to learn new skills.

There are new things to learn like beginning to walk and developing speech and language. They are also learning how to deal with lots of different emotions. Children take their lead from parents and carers as their main role models.

Children will continue to return to you for reassurance that things are ok. This is all part of your child’s rapid brain development. Whether things go well or not they need you to help them feel safe and secure. Use a soothing and calm tone of voice and give gentle reassurance that all is ok if they seem worried. Show your pride and excitement when they try new things and manage new skills.

Emotional development 2 to 5 years :
Between the ages of two to five years old there will be lots of changes as your child moves away from babyhood to being able to manage a lot more on their own. Your child may be spending a lot more of their time with other people, going to preschool and nursery. This is a big change for young children.

There are new skills to learn like potty training and speech and language. These new skills will be learnt through play.

Enjoy this special time together – remember you are your child’s first teacher!

Does your child constantly line toys up, or insist on filling boxes and bags?

Do they love to hide under the table, or paint their arms instead of a picture?

These repeated behaviours can be completely normal and may mean they are experiencing a ‘schema’.

It’s actually all part of their essential brain development and is called a schema.

• Schemas are patterns of play that children show whilst they are learning how things work.
• Children may ‘test out’ a schema on different objects, to see how it affects things. Children cannot be taught a schema, but may not always have the same schema.
• When they are involved in a schema it might seem like they are “obsessed” with doing things a certain way.
• There are several types of schemas and ways you can help your child whilst they are learning.

Find out more from Pacey or talk to ne of our early years team at the children’s centre.

Playing with children throughout their baby days and childhood will build strong and lasting bonds. It helps build their self esteem, confidence and gives better life chances.

Play is good for us. Children learn best through play and this learning happens every day through the experiences and the fun they have.

To grow and develop, children need time and attention from someone who’s happy to play with them.

Children learn from everything they do and everything that’s going on around them.

When you’re washing up, let your child join in – for example, by washing the saucepan lids. When you cook, show them what you’re doing and talk to them as you’re working.

Getting them involved in the things you do will teach them about taking turns to help and being independent. They’ll also learn by copying what you do.

Sometimes things have to happen at certain times, and it’s important that your child learns this. But when you’re together, try not to have a strict timetable. Your child is unlikely to fit in with it and you’ll both get frustrated.

There’s no rule that says clearing up has to be done before you go to the playground, especially if the sun’s shining and your child’s bursting with energy.

As far as you can, move things around to suit both your and your child’s mood.

Every time you give your baby attention, chat and smile, or let them know you are there for them when they are upset, they are learning to trust you.

Every time you talk, sing and read to your child you are helping them learn the words that they need to communicate their thoughts and feelings.

Every time you help your child to learn a new skill or understand a new experience, you are helping them feel good about themselves and make sense of their world.

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

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.

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

• Make talking noises – babble strings of sounds, like ‘ma-ma-ma’, ‘ba-ba-ba’
• Make noises, point to things, and look at you to get your attention
• Start to say sounds that will become my first words and use gestures
• Start to understand words like ‘bye-bye’ and ‘up,’ especially when a gesture is used at the same time
• Recognize the names of familiar objects, things like ‘cup’ and ‘bowl,’ ‘teddy’ and ‘mummy’
• Look at you when you speak or when I hear my name called
• Take turns in ‘conversations,’ babbling back to an adult

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

• I have not made any babbling or other sounds by 6 months
• I don’t point by 12 months
• I don’t try to get your attention (this might be by making noises, eye contact, facial expressions, reaching, throwing toys from my buggy or highchair)

BBC Tiny Happy people have some great advice and tools for talking here.

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

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

• begin talking! I will be able to say around 20 words. These are usually things I hear a lot at home or in my early years setting – such as ‘milk’, ‘dog’, ‘hurrah’, ‘bye-bye’, ‘more’, ‘no’
• say words in a baby way, but the words usually sound the same each time I say them
• understand some simple words and short phrases. These are usually things I hear a lot during the day, such as ‘coat on’, ‘drink’, ‘shoes’, ‘bus’, ‘in your buggy’, ‘dinner time’, ‘all gone’
• recognise and point to familiar objects when you ask me
• enjoy games like ‘peek-a-boo’ and ‘patacake’ and toys that make a noise – I still like the comfort of a familiar adult nearby
• be exploring my world and starting to enjoy simple pretend play, like pretending to talk on the phone

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 show enjoyment of being with a familiar adult
• I don’t look towards familiar people or objects when their names are said
• I don’t bring objects to an adult to show or to share.
• I don’t follow simple instructions
• I don’t look for or go to a familiar adult for comfort when I am scared, upset or hurt.
• I don’t try to show you things by pointing at them and looking back at you.
• I don’t use gestures like nodding or shaking my head, waving, putting my hands out in a ‘where’s it gone?’ gesture.

To contact the 0 to 19 Torbay health visiting team, please call us on 0300 333 5352 (Monday – Friday 9am to 5pm) or email: publichealthnursing.torbay@nhs.net

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

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.

Find out more about -information about ages and stages, resources for parents and a progress tracker. 

• Resources for parents, downloads provide information and advice to help you help your child learn to talk and support any speech, language and communication needs
• Ages and stages
• Useful information and a progress tracker that can support discussions with parents in relation to their child’s development.  Progress tracker  

Early voices parent leaflet

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.

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

• use over 50 single words like ‘juice’, ‘car’, ‘biscuit’
• be starting to put short sentences together with two to three words, such as “more juice” or “bye-bye daddy”
• be asking simple questions such as “what that?”, “who that?”. They might do this quite a lot!
• understand between 200 and 500 words
• understand simple questions and instructions like “where’s baby”, “go and get your coat”, “mummy’s turn”
• enjoy pretend play with their toys, such as feeding dolly or pretending to drive a car, usually making noises and talking while playing
• become very frustrated when they cannot get their message across. This is one reason for toddler tantrums

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 play with objects by pretending? – e.g. give teddy a drink; using a box as a doll’s bed; pretend talk on the phone

For more information or if you have concerns, talk to your Health Visitor

• 2 – 3 year Early Years Progress check
• 2 – 2.5 year Health Visiting developmental review

To contact the 0 to 19 Torbay health visiting team, please call us on 0300 333 5352 (Monday – Friday 9am to 5pm) or email: publichealthnursing.torbay@nhs.net

Films narrated through the voice of the child by comedian Kathy Burke, These films are full of useful advice on how parents can encourage their child to talk and interact with them:

Babies and young children love it when you chat, play and read with them, even if you think they’re too young to understand. You can turn almost anything into a game. And every little thing you do together will help set them up nicely for the day they start school. Find some great top tips here

Talk to your Early Years Setting or Health Visitor at the

• 2 – 3 year Early Years Progress check
• 2 – 2.3 year Health Visiting developmental review. call the 0 to 19 Torbay advice line on 0300 333 5352 (Monday – Friday 9am to 5pm) or Email: publichealthnursing.torbay@nhs.net

Or you can talk to one of the early years team at any of our family hubs.

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

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

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

learning to talk 2 to 3 years Start for Life
Tips for talking to your baby and young child | National Literacy Trust

Watch a number of videos on Learning to Talk from Speech and Language UK

Introducing a range of Chatter Matters from Speech and Language UK

Information and resources to support parents

• 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)

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.

Your midwife and health visitor will talk to you about how to sleep your baby safely when you are pregnant and after your baby is born. This is to reduce the risk of Sudden Infant Death Syndrome (SIDS). We follow Lullaby Trust guidelines:

• For the first 6 months your baby should sleep in your bedroom, in their own cot/crib or moses basket next to your bed.
• Your baby should be laid down on their back with their feet at the foot of the sleeping space.
• Your baby should not wear a hat indoors as this may cause them to overheat.
• The mattress should be new, firm, flat and waterproof.
• Babies don’t need bedding, pillows or other items (like teddies, cot bumpers, sleep pods) around them as these could cover their face.
• The recommended room temperature is between 16 – 20 degrees celsius, if you’re worried about maintaining the room temperature, you can talk to your health visitor.
• Do not sleep with your baby on a sofa or chair as this is very dangerous.
• Breastfeeding can help lower the risk of SIDS.

Co-sleeping :

Some families choose to co-sleep with their babies. This means they share a bed with their baby during the night, not just to feed or comfort. We do not recommend co-sleeping:

• If either you or your partner smokes.
• If either you or your partner has drunk alcohol or taken drugs.
• If either you or your partner has taken prescribed medication that might make you feel drowsy.
• You are extremely tired.
• Your baby was premature (born at 37 weeks or earlier).
• Your baby had a low birth rate (5 1/2 pounds or less).
• Read more about safer sleep

Find out more about co-sleeping from The Lullaby Trust here.

The Lullaby Trust can give you safer sleep advice, information, fact sheets and some videos on

• Room tempreture
• Safer sleep in winter
• Covid and caring for your baby
• Sleep postition
• Car seats and SIDs
• Mattress and bedding
• Swaddling and slings
• Safer sleep for babies away from home or in emergency situations
• Dummies
• Baby Check App
• What is sudden infant death syndrome (SIDS)?
• Room sharing
• Coping with sleep deprivation as a new parent
• A clear cot
• Breastfeeding
• Twins
• Immunisations and SIDS
• Smoking
• Dads zone

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

Co-sleeping with your baby. Some parents choose to share a bed or other sleep surface (also known as co-sleeping) with their babies. Advice on how to co-sleep more safely.

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

If you are worried about a child please call the Torbay Multi-Agency Safeguarding Hub on 01803 208100 or email mash@torbay.gov.uk

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

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

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

As you start weaning your baby, they may be at risk of choking. Find out what to look for and what to do.

Working parents of three and four year olds are potentially eligible for an additional 15 hours a week childcare which is known as the 30 Hours Free Childcare.

Free entitlement to childcare is available for all 3 and 4 year olds. It allows access to free, good quality, flexible early education or childcare.

Early learning is good for children. Its fun, safe and can help with children’s talking and listening skills. Your child may be eligible for free childcare of up to 15 hours per week, for 38 weeks of the year (or an equivalent amount) from the term after their 2nd birthday.

Childcare Choices is a dedicated site for childcare and the options available for the free entitlements and any help or support with paying for childcare.

It is sometimes hard to know what to do and where to go to support your Mental health and Emotional Wellbeing. Click here for Information, advice and useful self-help resources for parents, carers, co-parents, fathers who are experiencing perinatal mental health concerns during pregnancy or in the two years following the birth of a child.

For Information, advice, support, groups and recommended resources to support parent infant relationships, click here.