Suggestions for families and staff - KidsMatter

Olderfbabiesf(sixfmonthsftofaroundfonefyear)fBabies of this age are usually eating somesolid food, trying out their arms and legsby learning to sit up, crawl and then standand perhaps walk. Soon after six monthsthey learn that things still exist when theycannot see them, including parents andcarers. Babies of this age become worriedwhen they can’t see their parent or carerand might cry at bedtime or other timeswhen they are separated. This is a normalpart of developing and realising that theirsignificant caregivers are really important tothem and keep them safe. They might alsobe afraid of strangers, and sometimes evenpeople they know. Many babies still wakeat night but can be quickly comforted byknowing a parent is with them.Somefsignsfthatfanfolderfbabyfmightfneedfmorefsupport:It would be appropriate to seek theadvice of a health professional if ababy:ffcannot settle to sleep even whentheir parent or carer is with themffdoes not look into the parent’sor carer’s eyesffdoes not enjoy little interactivegames with their parent or carerffcannot be comforted by theirparent or carer when cryingffis withdrawn, not interestedin playing and toysffis not making lots of little voicesoundsffstiffens and arches back whenbeing heldffdoes not turn to you whenyou say their nameffis not starting to move around (forexample, at least trying to crawl)ffdoes not look for things whenthey drop themffdoes not seem to especially wantto be with their parent or carer.Toddlersf(onefyearftofaroundfthreefyears)Toddlers are learning about being separate people and wanting to use theirindependence and say ‘No’. They do not yet have good control of their feelingsand are likely to have a tantrum if they are frustrated (for example, whensomething does not go how they want it to). They need lots of support fromtheir parents and carers, as they move between being independent and needingsupport and comfort. They also like to have their world predictable as this helpsthem feel safe with all the new things they are learning, (for example, they areoften very particular about what foods they like and do not want to try newthings). They also may like to do things the same way each time (for example,reading the same bedtime story or getting very upset if someone changes theway they do things). They find playing with other toddlers hard and need lots ofadult support. They find it hard to share, take turns and make choices, althoughthey want to try. If they have a dummy or other comfort toy they need it whenthey feel stressed or are separated from their carers (for example, at bedtime).Somefsignsfthatfaftoddlerfmightfneedfmorefsupport:It would be appropriate to seek the advice of a health professional if atoddler:ffhas tantrums many times a day, or is not able to be comforted at theend of the tantrumffis continually biting other childrenffdoes not have any words by 18 months, or signs for wordsffdoes not put two words together by two yearsffdoes not look at things when you point at them, and does not point atthingsffdoes not enjoy playing interactive games with parents or carersffdoes not playffdoes not smile and enjoy being with well-known adultsffmay use toys repetitively, doing the same thing over and over such asspinning a wheelffdoes not prefer to be with special parents or carersffdoes not seem to notice when hurtffdoes not imitate household tasks by age twoffdoes not like to be near other childrenffis equally friendly to everyone, not favouring parents or carersffis not comforted by parents or carers when upset.2 Supporting children’s mental health: Suggestions for families and staffKidsMatter Early Childhood – www.kidsmatter.edu.au

Supporting children with mental health difficultiesAfter an assessment has been completed, the mental health professional willdiscuss with parents or carers (and early childhood staff where appropriate)what their child’s difficulties are and how they can use the child’s strengths torespond to these concerns. The mental health professional will work closelywith parents and carers in the care of their child during this time. Sometimesthis will involve visits to the mental health professional (either with or withoutyour child), visits to your home or to the early childcare service that your childattends.Parents and carers may have specific questions they would like to ask such as:ffWhat is the evidence to support the success of this method for respondingto my child?ffWhat other options are available?ffHow will I be involved in responding to my child?ffHow can I inform early childhood staff about the best ways to respond tomy child?ffHow will I know if what I am doing is working?ffHow long should it take before I see an improvement?Responding to children with mental health difficulties requires them to learnnew skills and new patterns of relating to others. This takes time and practice.Children will often have to practise new skills and patterns at home and at theearly childhood service. Regular discussions between parents, carers, earlychildhood staff and mental health professionals can help make sure that thechild is being supported in the most effective way.Keep in mind thata service which hasworked well for onechild may not bethe best fit for adifferent child witha similar difficulty,as each child hasindividual and uniqueneeds based on theirexperiences.Supporting children’s mental health: Suggestions for families and staff5Information for early childhood staff and families Component 4 – Helping children who are experiencing mental health difficulties