Are you weak at Fiction and Science? Then Learn Science from your Babies

There are various everyday opportunities for exploring science along with your kid. For example, your kid is learning concerning the fundamental properties of sunshine once he notices the scale and form of his shadow change because the sun seems to move across the sky. Seeing his reflection during a mirror, window, or pool of water tells him more about how light behaves. Similarly, you'll be able to use common everyday objects like balloons and paper airplanes to assist your kid explore the properties of air. And any of these experiences can happen indoors or out, day and night. Make the foremost of your daily experiences with these everyday concepts for science with babies and toddlers.

Meet your shadow: Young kids are typically surprised once they initial encounter their own shadows! Sometimes kids can notice these themselves, but often they will need to be introduced to their shadows and the language of shadows by you. At associate degree opportune moment, point the shadow out to your child: “There’s your shadow! It seems to stay on this side of you. What happens when you try to step on the shadow?” What do you see? Mirrors offer their own brand of excitement.

When children are new to mirrors it takes some time for them to realize who it is they are seeing. Encourage your fry to seem at herself within the mirror to expertise reflection. As she will, act as a “narrator,” by asking a question like “What do you see?” or “Do you see your eyes?” or creating an announcement like “When I look within the mirror I will see my ears!” terribly young kids like several experiences with mirrors so as to urge a way of what a mirror will do, and therefore the narration will facilitate them to associate language with what they see. These early experiences with mirrors will provide an important foundation for later investigations into reflection.

EFFECTIVENESS OF EDUCATIONAL INTERVENTION FOR PEDIATRIC MALNUTRITION

Childhood malnutrition remains a widespread problem in the developing world. Over 50-million children under the age of 5 years in the developing world were wasted, 27% of children were underweight and 32% were stunted. Malnutrition is associated with childhood deaths, diseases and infections, as well as children’s delayed mental and motor development.

In most developing countries, childhood malnutrition rates rose significantly at 6 months of age when complementary foods starts being introduced. Inappropriate complementary feeding practices such as poor quality and insufficient quantity of complementary foods have been identified as the major causes of malnutrition in young children. The problematic complementary feeding practices are associated with caretakers’ poor knowledge, lack of information and being restricted by traditional beliefs. It is essential to give caregivers necessary knowledge and information to alter their inappropriate feeding behaviours. Nutrition education, therefore, is a critical strategy of intervention to improve child complementary feeding practices.

The findings from five randomized controlled trials (RCTs) revealed an increase in infant total energy intake (65–300 kcal day⁻¹) and improvements in growth (0.04–0.46 SD). Most of the intervention programs produced positive impacts on caregivers’ feeding practices and children’s dietary intake and growth. During the past decade, a number of educational intervention programs have been published and added new evidence for the effects of educational intervention on children’s growth and nutritional status. The purpose of this review was to provide evidence from published studies since 1998 on the effectiveness of educational intervention programs on improving complementary feeding practices in the developing world.