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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.

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Children’s language development and parenting advice - BBC Tiny Happy People

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A chatty child is a happy child, so Tiny Happy People is here to help you develop your child’s communication skills through simple interaction and play.

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Anxiety can affect anyone of any age, background or social group and many anxiety disorders begin in childhood and adolescence. Research suggests that as many as one in six young people will experience anxiety at some point or up to five children in a school class.
Did you know?

13.3% of 16 - 19 year olds and 15.8% of 20 - 24 year olds have experienced anxiety .

1.7% of 16 - 19 year olds and 2.2% of 20 -24 year olds have experienced a depressive episode.

0.9% of 16 - 19 year olds and 1.9% of 20 - 24 year olds have experienced Obsessive Compulsive Disorder (OCD).

What is the best ways to help children overcome anxiety?

Acknowledge their feelings, even if they seem 'over the top' to an adult.

Regulate their physiological responses - using calming techniques.

Relate to them by connecting emotionally.

Reason with them - help them think through their experience and offer guidance.

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Free anxiety resources Supporting others Courses & groups Children and anxiety Anxiety can affect anyone of any age, background or social group and many anxiety disorders begin in childhood and adolescence. Research suggests that as many as one in six young people will experience anxiety at some point or up to five children in a [...]

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We are a mental health charity providing therapeutic services and trauma recovery for children, and teenagers in need of specialist support. We want all children to be able to access the support they need to become healthy adults.

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Talk, Listen, Cuddle, Chelmsford, United Kingdom. 4,427 likes · 9 talking about this · 1 was here. Talk, Listen, Cuddle TLC campaign shares with parents and carers ideas, research and top tips to...

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This support group is run by volunteer parents of ADHD children. As such we would prefer contact to be made via email, however we have provided details for situations where people are unable to contact us via email.

Email Addresses
Please use this as a preferred method of contact.

Stephen Challen
steve@adhdplus.support

Postal Address

ADHD+ Support
66 Church Road
Chelmsford
Essex
CM3 3BW

Telephone
Please use this if the above method's of contact are not available to you. Please leave a message and I will get back to you. Please note that the number provided is a work number, and so don't be put off by the message. Additionally please note that during working hours Stephen may not be able to answer your call immediately, however he will reply to all messages.

Stephen Challen
0786 612 9728

Facebook

Come and visit our Facebook Page, on which we will provide special offers new product news, and much more.

Meetings:

Details of our meetings are on a Diary

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attention deficit and hyperactivity disorder

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This support group is run by volunteer parents of ADHD children. As such we would prefer contact to be made via email, however we have provided details for situations where people are unable to contact us via email. Email Addresses Please use this as a preferred method of contact.

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Demand avoidance in PDA

With PDA, these same types of demands or situations may be avoided for the same reasons.

However, pathological demand avoidance is all-encompassing and has some unique aspects:

many everyday demands are avoided simply because they are demands. Some people explain that it's the expectation (from someone else or yourself) which leads to a feeling of lack of control, then anxiety increases and panic can set in

in addition, there can be an 'irrational quality' to the avoidance - for instance, a seemingly dramatic reaction to a tiny request, or the feeling of hunger inexplicably stopping someone from being able to eat

the avoidance can vary, depending on an individual's capacity for demands at the time, their level of anxiety, their overall health/well-being or the environment (people, places and things).

A PDA profile is also a spectrum and presents differently in different people. Some individuals may have a more externalised or active presentation - where demand avoidance may be overt, physical, aggressive or controlling. Others have more internalised or passive presentations - where demands may be resisted more quietly, anxiety is internalised and difficulties are masked. Many may have a variable presentation, depending on other factors like how well they are managing at the time, the environment, the setting, their age and so on.

PDA demand avoidance isn't a choice and is lifelong - it's seen in infants and remains part of the experience into old age. With understanding, helpful approaches from others and finding self-coping and coping strategies, it can become more manageable.

In this blog post Riko (a PDA adult and parent) shares their personal experience of the differences between autistic demand avoidance and pathological demand avoidance.

What are demands?

Demands in PDA are many and cumulative. It can be helpful to think about some of the different 'types' of demands. Thank you to PDA adult and advocate Julia Daunt for sharing this image with us:

Let's first look at direct demands. Direct demands are requests or questions made by other people or situations - such as 'put your shoes on', 'sit here and wait', 'pay this bill' or 'would you like a drink?'.

In addition to these more obvious direct demands, there's a whole raft of indirect and internal demands, including:

Time - time is an additional demand on top of the demand itself

Plans - advance planning may lead to increased anxiety as the time/date for 'the plan' nears, but equally the intolerance of uncertainty that is a key factor in PDA may make 'spur of the moment' activities tricky ...

Questions - the expectation of being required to respond to a direct question can be disabling

Decisions - sometimes knowing a decision has to be made makes it a demand, or 'options paralysis' may set in if there are too many possibilities

Internal bodily demands - such as thirst or needing the bathroom

Thoughts/desires - internal feelings

Uncertainty - research from Newcastle University showed that intolerance of uncertainty is a significant factor in PDA, with PDA autistics needing to know and feel in control of what's going on

Praise - this carries the implied expectation that the action will be carried out again or improved on next time, and so may not achieve the positive reinforcement that may be intended

Transitions - the demand to stop and switch what you're doing and also the uncertainty around what may come next

Expectations - from others and of yourself

Sensory overload & sensory integration difficulties

Other people's 'energy' and presence

Things we want to do - like hobbies, seeing friends or special occasions - so not just the things we might not want to do like housework or homework.

Then there are demands within demands - the smaller implied demands within larger demands (for example, within the demand of going to the cinema are the demands of remaining seated, responding appropriately, sitting next to other people you don't know, being quiet etc. etc.).

And there are the many "I ought to" demands of daily life - getting up, washing, brushing teeth, getting dressed, eating, cooking, chores, learning, working, sleeping ... the list goes on.

Demands will be perceived differently by different individuals, and response to demands may also be variable (please see helpful approaches for children and self-help & coping strategies for adult PDAers for more on balancing demands and tolerance for demands). But once you begin to look at life in terms of demands you can see how all pervasive they are and how difficult things might be for someone with a PDA profile of autism.

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What is demand avoidance? 'Demand avoidance' involves not being able to do certain things at certain times, either for yourself or others, and also refers to the things we do in order to avoid demands. It's a natural human trait - avoiding demands is something we all do to

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Support For Children In Foster Care | The FCA

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Are you happy to receive regular fostering news from us? * The company takes the requirements of GDPR seriously in ensuring the privacy and lawful processing of personal data provided to us by you. Please view our privacy notice which explains how the company will manage and use your personal data.

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Support for Parents from Action For Children

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It can be helpful to understand certain terms that your child may use when talking about gender identity. They may ask you to use some of these to better reflect who they are.

Pronouns are how you would refer to someone - for example, she, he, they or them. If your child has come out to you, you might want to ask them what pronoun they would like you to use. Try to follow their wishes. It may take some time for you to get used to this, and mistakes will happen.

Don't worry if you get it wrong - correct yourself and move on. If you feel you need to you can apologise to your child, but don't make it into a big issue.

Other useful terms related to gender identity include:

Cisgender/cis - someone whose gender identity matches the sex they were assigned at birth.

Transgender/trans - someone who's gender identity doesn't align with the sex they were given at birth.

Non-binary - those whose gender identity doesn't sit comfortably with boy, girl, man or woman.

Gender fluid - the idea that a person's gender identity or expression is not permanent and can change. For some people, being gender fluid is their gender identity.

Transmasculine - a trans person who identifies with a masculine gender identity more than with a female gender identity.

Transfeminine - a trans person who identifies with a feminine gender identity more than with a masculine gender identity.

Gender non-conforming - anyone who doesn't conform to gender norms or stereotypes.

Dead name - the birth name of a transgender person who has changed their name as part of their gender transition.

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How can I support my child with their gender identity? - Support for Parents from Action For Children

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It can be helpful to understand certain terms that your child may use when talking about gender identity. They may ask you to use some of these to better reflect who they are. Pronouns are how you would refer to someone - for example, she, he, they or them.

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Children and young people's mental health services (CYPMHS) is used as a term for all services that work with children and young people who have difficulties with their mental health or wellbeing.
You may also see the term children and adolescent mental health services (CAMHS) used. This is an older term for the main specialist NHS community service within the wider CYPMHS that may be available locally.

Local areas have a number of different support services available.

These NHS-funded services, together with some local authority services, might be from the statutory, voluntary or school-based sector. For example, an NHS trust, local authority, school or charitable organisation.

Children and young people may need help with a wide range of issues at different points in their lives.

Parents and carers may also need help and advice to deal with behavioural or other problems their child is experiencing.

Parents, carers and young people can receive direct support through CYPMHS.

What are specialist CYPMHS?

Specialist CYPMHS are NHS mental health services that focus on the needs of children and young people.

They're multidisciplinary teams that often consist of:

psychiatrists

psychologists

social workers

nurses

support workers

occupational therapists

psychological therapists - this may include child psychotherapists, family psychotherapists, play therapists and creative art therapists

primary mental health workers

education mental health practitioners - who work in mental health support teams in schools and colleges

children's wellbeing practitioners

specialist substance misuse workers

Check out YoungMinds' list of who's who in CYPMHS and the MindEd e-session on people working in child mental health.

How do I get help from specialist CYPMHS?

Getting help from a specialist CYPMHS is different depending on where you live. Waiting times can vary too.

Most CYPMHS have their own website, which will have information about access, referrals and more, including phone numbers, so you can get in touch directly for detailed advice.

You can also look at your local integrated care board (ICB) website and search for children and young people's mental health.

You may also find it helpful to speak to:

your GP

someone you trust at school or college - for example, a teacher, pastoral lead, school nurse or special educational needs co-ordinator (SENCO)

health visitors

children's centres

If you or your child is being supported by social services or the youth offending team, your key worker will be able to refer your child for an appointment with someone in specialist CYPMHS.

There are many services to go to for help without having to ask for a referral, including crisis helplines that anyone can call.

Read about where to get urgent help for mental health.

Read about voluntary community-based youth information services - which often have drop-in sessions for advice and professional help.

When is the transition from specialist CYPMHS to adult services?

The age children and young people move to another service can vary, although most services transition at 18. A few services transition at 16, or there may be some flexibility.

Transition planning should start around 3 to 6 months before the transition.

Transition between services can be a scary time for young people as the teams they know and are used to working with change.

It's important everyone involved understands the process and feels supported and prepared to try to ensure the transition is as smooth as possible.

The CYPMHS team should work to help support the transition. For example, a joint meeting might be arranged with the current team and the new adult mental health services.

The Anna Freud National Centre for Children and Families website has information about moving on from CYPMHS.

What can I expect from my CYPMHS appointment?

Knowing what to expect when you're going to CYPMHS will help you feel more in control of what's happening.

Rethink has a guide that offers tips about what to expect and ask during your first CYPMHS appointment and beyond.

CYPMHS are made up of teams of different professionals, such as psychologists, social workers, nurses and therapists.

You may be asked a lot of questions and team members might want to talk to your family.

This is because the team you see will want to listen to you get a good understanding of the problem in your own words.

Once they have a good sense of who you are and what you want, they'll suggest different things that can help and you'll decide what to do next together.

The Anna Freud National Centre for Children and Families website has information and a video about how young people receive support from mental health services.

CYPMHS resources

A lot of organisations have helpful information about what CYPMHS services offer.

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Children and young people's mental health services (CYPMHS)

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Children and young people's mental health services (CYPMHS) is used as a term for all services that work with children and young people who have difficulties with their mental health or wellbeing. You may also see the term children and adolescent mental health services (CAMHS) used.

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We can support you if you’re under 18 and care for someone in your family.

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Find Children's Clubs Near Me - Kids Classes - Club Hub UK App

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Find Kids clubs near me with Club Hub, an app and website. Home of the UKs largest directory of Childrens Clubs and Classes. Dance Lessons, Martial Arts and

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Children's & Young People's Provision

Our multi-sports sessions for children and young people are delivered in the school holidays in partnership with Essex Short Breaks . The sessions are run by a qualified coach and supported by a health professional from the Sport for Confidence team, who will contribute specialist knowledge and advice regarding the delivery of the sport activities.

Sessions will be delivered by an Occupational Therapist and a Specialist Sports Coach, which will be accessible, adaptive, active and most importantly fun!

We strive to achieve inclusion; the session spaces will be available for a child with a unique ID number and spaces will be available for a child without an ID number.

Booking in advance is essential - via email ONLY.

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Children's & Young People's Provision Our multi-sports sessions for children and young people are delivered in the school holidays in partnership with Essex Short Breaks . The sessions are run by a qualified coach and supported by a health professional from the Sport for Confidence team, who will contribute specialist knowledge and advice regarding the delivery of the sport activities.

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Short Breaks for disabled children in Essex

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Short Breaks can help you with your caring responsibilities, have time away, find clubs and more.

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About SENDIASS SENDIASS stands for Special Educational Needs and Disabilities Information Advice and Support Service. It's a free, impartial, and confidential service offering information to young people with special educational...

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Autism Support | PACT For Autism | England

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PACT for Autism is a charity providing support for families and carers of individuals within the autism spectrum and similar conditions. We support people with or without a diagnosis.

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SNAP - Special Needs And Parents. Registered charity (No.1077787)

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If you have a child between 0-25 years who has any special need or disability and you live under Essex County Council, Thurrock or Southend then we are here for you and your family.

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nasen House
4/5 Amber Business Village
Amber Close
Amington
Tamworth
Staffordshire
B77 4RP

Tel: 01827 311500
Email: welcome@nasen.org.uk

Opening Hours:
Monday to Thursday 09:00 - 17:00
Friday 09:00 - 16:00

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nasen House 4/5 Amber Business Village Amber Close Amington Tamworth Staffordshire B77 4RP Tel: 01827 311500 Email: welcome@nasen.org.uk Opening Hours: Monday to Thursday 09:00 - 17:00 Friday 09:00 - 16:00

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Calling all Norrie families - join us for our first Norrie Disease conference on 2nd December 2023 - a unique hybrid event combining research findings and next steps on Norrie disease hearing loss treatment with family activities. The Norrie Disease conference is an exciting collaborative event brought to the Norrie Disease community, families and medical professionals by the Norrie Disease Foundation (NDF) and research group at the University College London Great Ormond Street Institute of Child Health (UCL GOSICH) and Great Ormond Street Hospital (GOSH). This will be a hybrid event and will be held in London. UCL GOS Institute of Child Health for in-person attendees and via Microsoft Teams for virtual attendees. This event is open to patients and their families, researchers and medical professionals. https://www.eventbrite.com/e/uk-norrie-disease-conference-2023-tickets-679307716667 Full programme to be confirmed.

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natsip sensory impairment partnership visual auditory deafness hi vi msi screening tools rousseau

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NatSIP - The National Sensory Impairment Partnership

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The Dyslexia-SpLD-Trust, or the Trust, is a collaboration of voluntary and community organisations with funding from the Department for Education to provide reliable information to parents, teachers, schools and the wider sector. It acts as the important communication channel between government, leading dyslexia organisations, parents, schools, colleges, teachers and the sector.

For specific information and guidance on how to support children and young people with dyslexia-SpLD please feel free to contact us.

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Speech and Language UK: Changing young lives

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The Communication Consortium is a membership body made up of more than 35 community and voluntary sector (not for profit) organisations which support children's speech and language development. This can be either for all children or children with particular speech, language and communication needs.

The purpose of the Consortium is to:

Share information, insight and intelligence concerning developments in the speech, language and communication sector

Share examples of best practice amongst Members at Consortium meetings

Work together to make submissions to government or sector consultations when it is felt a sector-wide response would be beneficial

Work together to present a sector voice when it is felt necessary or beneficial to do so

The Consortium Members normally meet three times per year. A Consortium Chair is elected by the Members for a period of two years to facilitate the meetings, and the Consortium is administered by Speech and Language UK. An Advisory Group provides advice and support to the Speech and Language UK Chief Executive for the strategic development of the Consortium, made up of The Consortium Chair, a Speech and Language UK speech and language expert and three Chief Executives or Directors of Member organisations who are elected to serve a three-year term each.

Where felt appropriate, Consortium members are encouraged to explore with each other funding opportunities. Where any funding opportunities for the work of the Consortium itself are identified, this will be shared with the Members for discussion and exploration.
Communication Consortium grant programme
During the three-year period, April 2020 to March 2023, a grant-giving programme is available for Consortium members, administered by Speech and Language UJ and subject to funding. Only Consortium Members who have been active for at least 12 months will be eligible to apply for these grants.

Details about year 2 of the grant programme is available here

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The Communication Consortium is a membership body made up of more than 35 community and voluntary sector (not for profit) organisations which support children's speech and language development. This can be either for all children or children with particular speech, language and communication needs.

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Since 2016, this group of young people, ages 15-25, have shared their voices and lived experiences to steer, influence and advise the work we do. As well as advising on AET materials and strategy, Panel members speak at events, co-deliver training and support autism education networks.

Find out how this group of young people are supporting, co-producing and advising the AET.

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Helping you support autistic children and young people since 2007

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Fortunately, specific behavioral changes and adjustments to the sleep environment will help most children with insomnia. We've compiled the top tips that are proven to help kids sleep. The recommendations outlined here are best suited for toddlers through early adolescence. Both babies and teens will have specific considerations of their own.

These lists may seem long, but you don't need to implement them all at once. It's better to focus on trying a few small changes, giving them time to work, and then adjusting your approach based on how your child responds.

Keep in mind that every child's sleep needs will vary based on their age, genetics, and cultural differences. Therefore, not all approaches will work equally well for all children, and there can be an element of trial and error. However, your patience will be rewarded in time as your little one learns to fall asleep quickly on their own and keep sleeping soundly through the night.

Sleep hygiene - a collection of habits and behaviors that promote good sleep - is vital for children. Many sleep struggles are caused or made worse by poor sleep hygiene. When practicing sleep hygiene, remember that consistency is key. Sleep strategies take time and repetition to be effective.

Create a Routine: Humans are creatures of habit. A lets your child's body and mind know that it's time to settle down and prepare for sleep. The actual routine can be specific to your child, but it should last around 20 minutes and consist of three to four quiet, soothing activities such as putting on PJs, brushing teeth, a warm bath, and reading. Bedtime routines provide children with a sense of familiarity and comfort, which acts in direct opposition to the uncertainty of insomnia.

Set a Bedtime: A sleep schedule works with your child's natural biological clock to promote dozing off with regularity. Bedtimes are most useful when they're consistent, so try to keep the same bedtime on weekends as on school nights. Altering bedtimes during the weekend will make it more difficult for kids to maintain their normal weekday schedules.

Implement a Screen Curfew: The ubiquity of screens makes this rule hard to implement, but it's well worth it. Mobile devices, TVs, and tablets emit a type of blue light that suppresses melatonin, a hormone that promotes sleep. Children may be to the effects of light from screens. Screen time also stimulates the brain, making it harder to wind down for sleep. Electronic devices should be kept out of the bedroom and ideally not used within one hour of bedtime. Consider using the created by the American Academy of Pediatrics.

Get Exercise: Physical activity is proven to help people of all ages . Most children need at least of exercise per day. Just make sure to avoid vigorous activity within two hours of bedtime. Otherwise, your child may feel wound-up and find it harder to fall asleep.

Avoid Scary or Violent Content: Feeling scared or worried is a common reason kids can't sleep. So it's no wonder that scary or violent movies, TV, video games, and even books in the evening are in children. If your kiddo likes the gory or spooky stuff, save it for the daytime.

Nix Caffeine: This is a no brainer. Caffeine is a stimulant that can both make it harder to fall asleep and reduce the quality of sleep. In addition to the usual suspects like soda, coffee, and energy drinks, watch out for more discreet sources like tea, decaf coffee (which still has trace amounts of caffeine) and chocolate. Even small amounts of caffeine can have a in a little body. Don't let your child consume caffeine , or preferably, avoid it all together.

Don't Sleep With a Pet: While it's tempting for tots to snuggle Fido in bed, a pet's movements and noises during the night can awaken them from a peaceful slumber. Try having your furry family member sleep outside of your child's bedroom for a few nights to see if that helps. To make the transition easier, include saying goodnight to pets in the bedtime routine.

Optimizing your child's bedroom is an integral part of inducing quick and seamless shuteye. People with insomnia are more likely to be distracted by an uncomfortable bedroom National Library of Medicine, Biotech Information The National Center for Biotechnology Information advances science and health by providing access to biomedical and genomic information. View Source , which makes sleep even harder. These tips can help you create the perfect sleep setup for your little one:

Room Temperature: The body and brain both in preparation for sleep, and this can be disrupted by a stuffy bedroom. To avoid this, try to keep the thermostat around 65 degrees.

Noise: Research suggests that even mild sound disturbances can , even if the sleeper never awakens. Consider noise-blocking curtains to cut down on street noise. You can also use a fan or white noise machine to drown out unpredictable or distracting sounds.

Light Level: Start dimming indoor lights as bedtime approaches, and keep your child's bedroom as dark as possible. This and . If your child is afraid of the dark, a small nightlight is okay.

Soothing smells: Calming scents like can have mild sedative effects. You might try using essential oils, a room diffuser, or dried potpourri sachet to provide a soothing, sleep-inducing smell.

Unfortunately, childhood anxiety is steadily rising Centers for Disease Control and Prevention (CDC) As the nation's health protection agency, CDC saves lives and protects people from health threats. known to disrupt sleep Anxiety and Depression Association of America (ADAA) ADAA's mission focuses on improving quality of life for those with anxiety, depression, OCD, PTSD, and co-occurring disorders through education, practice, and research. View Source . Stress is View Source in all ages, so anything that can reduce worrying before bed is helpful. Help your child learn to manage their concerns with these tactics:

Write In a Journal: Encourage your child to get their anxious thoughts out of their head and onto paper. It can also help for them to write about the good things that happened in the day. Focusing on the positive will help children feel more secure.

Mindfulness Exercises: Mindfulness exercises like meditation are proven to . There are many kid-friendly meditations that parents and children can do together. These often consist of simple breathing techniques, body awareness, or guided imagery. Look to books, tapes, and even smartphone apps for ideas.

Create a Worry Time: It's okay to discuss worries, just not at bedtime. Set aside a specific time during the day for your children to discuss their concerns and how to cope with them. This can free children of the need to dwell on worries before bed.

It's normal for even the best little sleepers to awaken from slumber and ask for a parent. When your child cries out for you, it's okay to tend to them. However, you should do so with intention. This is not the time to give in to demands, as doing so can increase stimulation and make it harder to fall asleep. Fulfilling your child's every request can also reinforce an unhelpful pattern of relying on parental assistance for sleep.

Instead, keep the checks short and simple. The point is to provide your child with reassurance that they're safe and cared for, while still fostering their ability to self-soothe and sleep on their own. Some parents may even wait a few seconds before answering a call so that their child has the opportunity to fall back asleep on their own.

If you have any doubt over whether your child's nighttime checks are appropriate, consult your child's doctor for guidance.

If your child continues to have trouble sleeping despite your best efforts, it may be time to check in with their pediatrician. Although uncommon, there can be more serious causes of childhood insomnia, such as childhood sleep apnea or restless leg syndrome.

Any of these reasons are cause to involve a doctor:

Significant daytime sleepiness

Frequent or severe snoring or other abnormal breathing during sleep

Suspected psychological or developmental condition

Considering medications or supplements to aid in sleep

For a couple of weeks before the doctor appointment, it can help to keep a sleep diary. This is a nightly recording of your child's bed time, nap times, sleep length, and activities. A sleep diary helps to identify patterns and possible problems to address.

Learn more about our Editorial Team

References

1. Esparham, A. (2020, January 2). Melatonin and Children's Sleep. HealthyChildren.Org.
https://www.healthychildren.org/English/healthy-living/sleep/Pages/Melatonin-and-Childrens-Sleep.aspx

2. Mindell, J. A., Li, A. M., Sadeh, A., Kwon, R., & Goh, D. Y. (2015). Bedtime routines for young children: a dose-dependent association with sleep outcomes. Sleep, 38(5), 717-722.
https://pubmed.ncbi.nlm.nih.gov/25325483/

3. LeBourgeois, M. K., Hale, L., Chang, A. M., Akacem, L. D., Montgomery-Downs, H. E., & Buxton, O. M. (2017). Digital media and sleep in childhood and adolescence. Pediatrics, 140(Suppl 2), S92-S96.
https://pubmed.ncbi.nlm.nih.gov/29093040/

4. Family Media Use Plan. (n.d.)., Retrieved September 23, 2020, from
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5. A.D.A.M. Medical Encyclopedia. (2017, August 30). Benefits of Exercise., Retrieved August 30, 2020, from
https://medlineplus.gov/benefitsofexercise.html

6. A.D.A.M. Medical Encyclopedia. (2017, August 30). How Much Exercise Do I Need?., Retrieved August 30, 2020, from
https://medlineplus.gov/howmuchexercisedoineed.html

7. Garrison, M. M., Liekweg, K., & Christakis, D. A. (2011). Media use and child sleep: the impact of content, timing, and environment. Pediatrics, 128(1), 29-35.
https://pubmed.ncbi.nlm.nih.gov/21708803/

8. Temple J. L. (2019). Review: Trends, Safety, and Recommendations for Caffeine Use in Children and Adolescents. Journal of the American Academy of Child and Adolescent Psychiatry, 58(1), 36-45.
https://linkinghub.elsevier.com/retrieve/pii/S0890856718318847

9. Drake, C., Roehrs, T., Shambroom, J., & Roth, T. (2013). Caffeine effects on sleep taken 0, 3, or 6 hours before going to bed. Journal of clinical sleep medicine : JCSM : official publication of the American Academy of Sleep Medicine, 9(11), 1195-1200.
https://pubmed.ncbi.nlm.nih.gov/24235903/

10. Narisawa H. (2013). Anxiety and its related factors at bedtime are associated with difficulty in falling asleep. The Tohoku journal of experimental medicine, 231(1), 37-43.
https://www.jstage.jst.go.jp/article/tjem/231/1/231_37/_article

11. Harding, E. C., Franks, N. P., & Wisden, W. (2019). The temperature dependence of sleep. Frontiers in Neuroscience, 13, 336.
https://pubmed.ncbi.nlm.nih.gov/31105512/

12. Van Der Werf, Y. D., Altena, E., Schoonheim, M. M., Sanz-Arigita, E. J., Vis, J. C., De Rijke, W., & Van Someren, E. J. (2009). Sleep benefits subsequent hippocampal functioning. Nature neuroscience, 12(2), 122-123.
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13. Burgess, H. J., & Molina, T. A. (2014). Home lighting before usual bedtime impacts circadian timing: a field study. Photochemistry and photobiology, 90(3), 723-726.
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Sleep Strategies for Children | Sleep Foundation

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Wondering about sleep aids for kids? These proven sleep tips will help children learn to fall asleep quickly and stay asleep.

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Supporting individuals and families affected by dyspraxia/DCD

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Books for children

When someone has a very serious illness: children can learn to cope with loss and change (1991) by Marge Heegaard (Woodland Press)

A book that was created to help children understand the changes when someone in their family has a serious illness. Each section of text has a blank space underneath for children to illustrate and show their own feelings about what's happened.

Muddles, Puddles and Sunshine: Your Activity Book to Help When Someone Has Died (Early Years) (2001) by Diana Crossley and Kate Sheppard (Hawthorn Press)

Offering practical and sensitive support for bereaved children, this book suggests a helpful series of activities and exercises accompanied by the friendly characters of Bee and Bear.

When someone very special dies: children can learn to cope with grief (1988) by Marge Heegaard (Woodland Press)

This book helps children come to terms with their grief by drawing what they're feeling.

What Does Dead Mean?: A Book for Young Children to Help Explain Death and Dying (2012)by Caroline Jay and Jenni Thomas (Jessica Kingsley Publishers)

This book guides children through questions they often ask about death and dying. It's suitable for children aged four and above and is an ideal book for parents and carers to read with their children. It's also suitable for teachers, therapists and counsellors working with young children.

Gentle Willow: A Story for Children about Dying (2003) by Joyce C. Mills (Magination Press)

Written for children who may not survive their illness or for the children who know them, this tale helps address feelings of disbelief, anger, and sadness, along with love and compassion. Amanda and Little Tree discover that their friend Gentle Willow isn't feeling very well.

Michael Rosen's Sad Book (2011) by Michael Rosen and Quentin Blake (Walker Books)

This chronicles Michael's grief at the death of his son Eddie from meningitis at the age of 19. A moving combination of sincerity and simplicity, it acknowledges that sadness is not always avoidable or reasonable and explains complicated feelings in simple terms.

Overcoming Loss by Julia Sorensen (2008) (Jessica Kingsley Publishers)

This book is full of creative and play-based activities to help children understand and come to terms with different emotions including shame, anger and jealousy.

Badger's parting gifts (1984) by Susan Varley (Anderson Press)

Many families have found this book useful when helping children to come to terms with the death of someone close. It tells the story of Badger's peaceful death and his friends remembering what Badger taught them while he was alive.

The coat I wear (2014) by Mel Maxwell and Michelle Stewart (I Am Somewhat Ltd)

A story which follows the grief of a child after their sibling dies. They describe their grief like wearing a heavy, uncomfortable coat, which over time becomes easier to wear.

The invisible string (2000) by Patrice Karst and Geoff Stevenson (DeVorss and Co)

The Invisible String looks at how to cope with loneliness and separation from someone you love. Suitable for ages three and above.

The memory tree (2013) by Britta Teckentrup (Hachette Children's Group)

A book which teaches children to celebrate the memories of someone who's died. When Fox lies down in the woods and falls asleep forever, his friends gather round to tell stories about his life.

Water bugs and dragonflies: explaining death to young children (1982) by Doris Stickney (The Pilgrim Press)

A storybook which helps to answer some of the questions children might have about death, by telling the story of a water bug who turns into a dragonfly.

When dinosaurs die: a guide to understanding death (1996) by Laurie Krasny Brown and Marc Brown (Little, Brown books for young readers)

A book which helps answer the questions children might have about death using simple language.

Where are you Lydie? by Emma Poore, 2019 (Emma Poore)

A picture book for children aged three to seven. It is a guide for young children and their parents to explore death and bereavement together. It can help to start difficult conversations or explore the questions that may come up after someone dies.

Books for adults (about children)

As big as it gets: supporting a child when a parent is seriously ill (1997) by Julie A. Stokes (Winston's Wish)

Provides a range of ideas for parents and carers so that they feel able to involve their children in what is happening. The book also includes some suggestions about what parents might say to children and how to offer support.

A child's grief: supporting a child when someone in their family has died (2009) by Di Stubbs (Winston's Wish)

This book covers a variety of issues that may affect a child when a person close to them dies, both immediately and in the longer term. It also has practical suggestions and ideas for activities to do together.

Healing children's grief: surviving a parent's death from cancer by Grace H Christ (2000) (Oxford University Inc)

This book will help adults better understand how children process grief. The author uses academic research methods to study the mourning process in different age groups, including their changing interactions with family and friends and their support needs.

Grief in children: a handbook for adults by Atle Dyregrov (1991) (Jessica Kingsley Publishers)

Similar to the previous book, this helps adults understand the different physical and psychological reactions in children when someone dies.

Never too young to know: death in children's lives by Phyllis Silverman (1999) (Oxford University, Press Inc)

Silverman's book includes children's stories of how they've coped with death, but is intended for an adult audience.

We also have suggestions on books for adults about grief.

External websites

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When someone has a very serious illness: children can learn to cope with loss and change (1991) by Marge Heegaard (Woodland Press) A book that was created to help children understand the changes when someone in their family has a serious illness.

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Winston's Wish is the UK's childhood bereavement charity. We support children and their families after the death of someone important.

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We're Scope, the disability equality charity in England and Wales

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Mental Health Resources For Children and Young People

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Free mental health resources, posters, lesson plans and activity sheets for primary and secondary school staff, and mental health professionals working with children and young people.

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Read about anxiety disorders in children and teenagers, with links to other useful resources.

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Welcome to Maylandsea SEND Padlet. Here you will find all the important information linked to SEND.

Our SENDCo is Mrs Robinson who works Monday-Thursday.

If you have any questions or would like to disucss anything please contact Mrs Robinson on 01621 742251 or senco@maylandsea.essex.sch.uk.

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Essex County Council: Special Educational Needs and Disabilities (SEND) | Essex Local Offer

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Shocking new figures reveal almost one in five school-aged children are lagging behind in their ability to talk and understand words.

And many teachers say they don't have the adequate training to support those pupils who need extra help.

@tessa5news | @Julian5News | #5News

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Shocking new figures reveal almost one in five school-aged children are lagging behind in their ability to talk and understand words.

And many teachers say they don't have the adequate training to support those pupils who need extra help.

@tessa5news | @Julian5News | #5News https://t.co/dgbNFTWcBX

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Shocking new figures reveal almost one in five school-aged children are lagging behind in their ability to talk and understand words.

And many teachers say they don't have the adequate training to support those pupils who need extra help.@tessa5news | @Julian5News | #5News pic.twitter.com/dgbNFTWcBX
— Channel 5 News (@5_News) October 12, 2022

# data[].attributes.attachment_link.metadata.attachment_props_source.data.text
Shocking new figures reveal almost one in five school-aged children are lagging behind in their ability to talk and understand words.

And many teachers say they don't have the adequate training to support those pupils who need extra help.

@tessa5news | @Julian5News | #5News https://t.co/dgbNFTWcBX

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Shocking new figures reveal almost one in five school-aged children are lagging behind in their ability to talk and understand words.

And many teachers say they don't have the adequate training to support those pupils who need extra help.

@tessa5news | @Julian5News | #5News https://t.co/dgbNFTWcBX

# data[].attributes.attachment_link.metadata.attachment_props.text
Shocking new figures reveal almost one in five school-aged children are lagging behind in their ability to talk and understand words.

And many teachers say they don't have the adequate training to support those pupils who need extra help.

@tessa5news | @Julian5News | #5News