Healthy skin is important for healthy babies. The skin is one of the most visible signs of the body’s well-being and vitality. It therefore warrants the same attention given to any other aspects of an infant or child’s well-being.
Unfortunately, skin care is one area of infant care that has often been driven by custom rather than by scientific evidence. Let us examine some of the basic principles that will improve skin-care decisions.
Being parents, we want to keep our baby’s skin healthy and smooth. Let us try to understand a bit about baby’s skin.
Baby skin
Skin is a major organ system in the newborn infant; it represents 13% of the total body weight. An infant has a much larger surface area relative to its weight, than an adult.
•  Presence of vernix caseosa
The vernix caseosa is only present at birth. It is a fairly thick film that covers the epidermis and consists mainly of dead cells in combination with lipids (fatty matter) from the epidermis, sebaceous glands, etc. The vernix caseosa helps decrease the removal of water from the surface of the skin (also known as transepidermal water loss) and thus keeps the skin well lubricated as the newborn adjusts to its new environment.

• Functions of the skin
a. Defense:
The skin is the body’s largest organ and protects the delicate organs inside the baby’s body.
b. Protection:

 It acts as a barrier that prevents entry of toxins and organisms into the body that can cause infection and allergies.
c. Temperature Regulation :
It keeps the baby’s body at the correct temperature (by allowing perspiration for cooling and “goose-bumps” for warming).
d. Sensory Experience:

 The skin with its highly sensitive nerve endings puts a baby in touch with the outside world. In fact it is through the skin that they experience the tender and loving touch of their parents.
Baby skin vs. Adult skin

 
The skin of babies has a smooth vulnerable appearance and the features are mainly like adult skin with some variations. It is important that we understand these differences since they contribute to a better understanding as to why a baby’s skin requires special care and develops diverse problems as compared to an adult’s skin.
These differences include:
a. Fragility:
The elastic fibers in baby’s skin (dermis) are not completely developed. So baby skin is very fragile and can break or get damaged very easily.
b. Vulnerability to external irritants:
Infant’s skin is thinner than adult skin.
It absorbs unwanted substances applied on the surface much more easily than adult skin. Also, fatty substances that may be undesirable and cause irritation penetrate through a baby’s skin much more easily. The main cause of rashes in children is contact with external irritants.
c. Susceptibility to sunburn:
The production of melanin (protective pigment) is lower in infants. Therefore the skin can easily burn if exposed to the sun.
d. Lowered ability to control water loss and maintenance of body temperature:

The heat regulation mechanism in infants differs from that in adult skin. The differences are mainly due to variations in the area-to-body volume, ratio of skin vascular reactivity and the tendency of losing heat by sweating, where all of these can lead to more loss of heat in infants after a minor stimuli.
Why is correct skin care important for babies?

 
Shortly after birth, the baby loses its protective covering of vernix and is continuously exposed to various environmental factors and conditions. Therefore, if proper care is not taken during this vulnerable period till the time the skin matures fully, this precious skin can get easily damaged.
As long as the skin of the baby remains intact, it tends to remain healthy. Scientists believe that correct infant skin care can help establish the basis of healthy skin for the rest of the child’s life. By keeping the skin undamaged, it will be best placed to perform all the functions and thereby prevent associated skin problems as well.
Good skin care practices for infants
The infant unlike an adult is exposed to frequent change of nappies, continuous wiping and cleaning of nappy area and area around the mouth and nose, as well as skin friction against diapers / nappy liners. All these situations present several opportunities for skin damage if not handled properly.
Since healthy skin should be kept intact, following are some tips on good skin care practices for children:
a. Avoid exposure to irritating agents like harsh soaps and detergents:
Harsh soap is the most common cause of irritation. Abandon the use of adult soaps and shampoos in favour of mild, gentle, clinically tested baby products. There are special baby shampoos that are as gentle to the eyes as pure water and do not cause any irritation even if they accidentally enter the baby’s eyes while bathing.
b. Reduce contact with Irritants from the environment:
Mainly urine and faeces in the diaper area and the detergent residue on clothes are the primary cause of irritation. You should change nappies frequently and dean the area with a gentle cleansing product.
Also use a product like baby powder in the area. This performs two functions:
 •  Reduces friction between the skin and the clothing (especially in the nappy area).  

•  It acts as a protective barrier that helps prevent the penetration of irritating substances through the skin.
c. Maintaining the right level of moisture in the skin:

 Maintaining the right moisture level for infant’s skin is very important to ensure that the skin remains healthy. There can be two kinds of problems related to moisture levels:
d. Loss of moisture or dehydration:

The effect of this is dry and cracked skin which will allow a lot of irritants to pass through, leading to skin rashes. The following tips are recommended to minimize this loss of moisture:
• Control the temperature and humidity at home.
• Protect the child from Wind, especially while traveling.
• Have a gentle skin care routine. Clean the baby with the gentlest of soaps and shampoos. The lipids (fatty matter) seem to play an important role in maintaining the moisture content of the skin. So the soaps and shampoos used on children should not wash away these important lipids. Use of a gentle and safe baby soap and baby shampoo all help in a gentle cleaning routine.
The baby requires frequent cleansing to remove irritating urine and saliva. Also removal of encrusted food and faeces from the skin must be done very carefully. A product like baby oil is very useful for removing caked-on material because it will not take-away the natural lipids of the skin while cleansing.
Finally application of baby cream and baby lotion reduces the moisture loss from the outer layers of the skin by almost 50 to 60%. They contain ingredients that are recognized for their ability to hinder water loss from the skin. Therefore they help in maintaining the moisture levels of the skin by not allowing it to escape from the surface.
• to minimize friction and irritation.
e. Avoid sunburn :

 In addition to being a potential cause of skin cancer, sunburn is very harmful especially for children because it causes dehydration and results in breakage! Cracks in infant skin. Children are at a greater risk because their skin contains lesser melanin as compared to adults and this results in a higher risk of sunburn.
Some tips to keep them safe from sunburn :

• Avoid exposure to sun especially between 10 am and 3 pm when the sun is the strongest.
Other practical measures are:
 Dress them with hats to shield their face from direct sunlight.
Dress them in loose, protective clothing like long-sleeved shirts! Dresses, long pants, etc. basically keep them comfortable and covered.

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What can I do to make sure my child is eating healthy?

 It is easy to make sure that your pre-schooler is eating healthy because you’re responsible for all of their meals and snacks.  The difficulty begins when your child starts school, and you no longer have control over what they are eating and when. If you start teaching your child how to make healthy food choices from an early age, you are setting your child up for a lifetime of healthy eating habits. 

Keep plenty of fruits and vegetables on hand for healthy snacking, and restrict refined sugar as much as possible from day one.

How should I deal with a picky eater?

Young children will frequently become picky eaters, or go through phases where they want to eat only specific types of foods. This is really nothing to be concerned about. These phases tend to come and go and unless they last for an extended period of time there is little chance of them becoming problematic. As long as your child is healthy overall and is within a normal weight and height range, your pediatrician will most likely tell you to just wait out the phase and not worry.  Pay attention to what your child is eating over the course of a week or month, and you are likely to discover that she is eating a healthy diet in the long run.

How do I decide whether to give my child vitamins?

A good multi-vitamin is a smart choice for children and adults.  Many of the vitamins and minerals our bodies need are not easily absorbed from the foods we eat. So supplementing is a good idea. There are many different varieties, containing different combinations. You should opt for a children’s formula, and consider asking your pediatrician for a recommendation. 

How should I deal with a child who will not eat three meals a day?

Understanding and patience are your best allies in this situation. As any pediatrician will tell you, it is very common for young children to eat only one or two full meals over the course of a day. Instead of eating the rest of their food in sit down meals, they often tend to “graze” on smaller portions throughout the day.  This may be because your child does not need as much food as you’re assuming. The average toddler only needs a few tablespoons at each meal. To make sure your child is getting enough to eat, help her to make healthy choices throughout the day by keeping on hand baskets of fresh fruits, cut up vegetables and other healthy snacks in portioned containers.

How can I get my child to try new foods?

 Every parent dreams of having a child who is willing to eat just about anything. However, most wake up to the nightmare of children who are quite restrictive in the foods that they will eat without an argument.  The solution starts with the first foods that you feed your infant, and continues throughout your child’s early years.  Some parents will have a rule that their children must try one bite of every food being served.  Other parents concentrate on providing a large variety of tasty foods, hoping that their children will start to try new things.  Either route is a good idea, it really just depends on whether you are bothered by a picky child. The other alternative is to wait it out, knowing that in most cases, a picky child will grow up to be an adult who is willing to eat most foods.

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Most of the parents get worried on any kind of rash, boils or pigmentation appearing on the skin of the child. We try to give you the details of few common skin conditions that most of you have faced or will have to see.
Dry skin

 
Often hereditary and sometimes associated with eczema, baby’s skin can be tough, dry and scaly and the drier the skin, the less effective it is at protecting against harmful effects. It may appear to be cracked or dry or pigmented. In severe cases the skin may also show small cuts.
In such cases, it is best to avoid the use of drying soaps and the following measures can be adopted:

• Control the temperature and humidity in your home. 
•  Protect your baby from the wind. 
•  Keep your baby’s skin well moisturized to prevent dryness and maintain correct skin hydration by using a baby lotion or oil. Generally. The best way to apply moisturizer is on wet skin. Water forms a thin layer over the oil and helps the moisturizer to act better and for a longer time.

Chafing

There is friction between the baby’s clothing and skin or where areas of the skin rub together such as the armpits or folds of a baby’s bottom which causes chafing.  Dry your baby thoroughly after a bath, paying special attention to the folds and creases.

• Avoid rough, coarse and tight fabrics. 
•  Use baby powder or cream on the skin to decrease friction and keep your baby comfortable. These areas may also show superadded fungal infection and application of anti fungal powder helps the child to heal faster.
•  Try to clean these areas frequently and well and not leave oil there.

Cradle Cap

 
Overactive glands in your baby’s scalp

• To prevent, cradle cap, wash baby’s scalp with a product that is specially formulated to be mild and gentle enough for use on the baby’s scalp. 
•  Rinse thoroughly to remove all soap residue. 
•  If it does occur, gently rub baby oil on your baby’s scalp and leave overnight to loosen crusty patches in order to remove easily.

Remember to consult your doctor if this is too much as it may signify the presence of allergy in your child.
Rashes

Babies are constantly exposed to a variety of illnesses and irritants that can cause a rash. The common rashes that you will encounter in infants are:
• Prickly heat which occurs due to hot or moist weather and comes in crops of small, red, pointed, raised and mildly painful spots.
• Atopic dermatitis,  also  called  eczema
(Inflammatory disease of the skin), is a common hereditary dermatitis that causes an itchy rash primarily on the cheeks, face, trunk, and the arms and legs.
It usually develops in infancy, but can also occur in early childhood.
What are the reasons for atopic dermatitis?
The reasons are unclear, but it seems to have a genetic basis.
Can atopic dermatitis be managed?

There is no cure for atopic dermatitis, but 80% to 90% of cases clear by adolescence. The condition can be controlled with good skin care and environmental measures.

• Bathing and Shampooing: The number of baths per week should be limited (at times, to only one per week), depending on the severity of the condition. Soaking time should also be limited to less than 5 minutes, because prolonged soaking tends to dry the skin and exacerbate the symptoms of atopic dermatitis. Only mild skin cleansers and tepid water should be used because hot water acts as an irritant. A mild shampoo that is specially formulated for babies is recommended. The skin should be patted dry with a towel.
• Steroids: Topical steroids are used to control inflammation. A thin film of steroid cream or ointment should be applied to the affected areas two times a day, but only under the direction of a doctor.
• Moisturizers: A moisturizer should be applied one hour after the steroid. Immediate application will dilute the steroid and compromise its efficacy. The moisturizer should be applied thickly to the entire face and body.
• Antihistamines: Antihistamines may be used to decrease itching and can help increase the comfort of a child at night. A doctor should be consulted before using antihistamines on children below the age of 6.
• Additional recommendations: Children should wear cotton clothing to minimize scratching and itching. Wool, feathers (including those in feather pillows) or other harsh materials should be avoided. Fuzzy toys, stuffed animals and pets such as cats and dogs should also be avoided, since they can worsen atopic dermatitis. Air conditioners or fans in summer and humidifiers or vaporizers in winter can make a child feel more comfortable.
  • Urticaria (hives, pittha, seerus) is caused by an allergic reaction of the body to a food item or sometimes even a medication. They appear as numerous, flat or raised reddish rashes, which may be small or large in size and accompanied by intense itching. After treating with appropriate antiallergic medication, the hives disappear within a few days.

Insect bite reactions appear as rounded, whitish blisters or bumps which are not red, but “are very itchy. Though harmless in the long run, these rashes tend to reappear time and again for many months. Treatment includes protection against mosquitoes by covering the child with full¬sleeved tops and long pants and using insect repellant creams.

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Here is too much confusion in he word ‘learning disabilities ‘ and is being used by  general public and most of the medical fraternity alike. 

Various terms such as Slow Learners, Differently abled, Learning Differences and Academically Challenged are used without really understanding these terms.
We forget that all of us have learning disability in some field but it does not hamper our living in any ways. There are many of us who cannot do fine tasks such as needlework or embroidery, others cannot put things together, some others cannot change a tyre or use a wrench or hammer with ease, others cannot cook. Most of us do not know how to handle the electronic gadgets. There are people who have no direction sense. Some of us on the other hand excel at these tasks. We all have different abilities and competencies. The bottom line is that in life we all learn to do some things well and with others we take help. Our life goes on unhampered.
It is the same with academics. Some perform better at certain tasks than we do at others. For instance, some people find mathematics very difficult. They are able to perform rudimentary mathematical processes, but cannot do higher algebra and geometry. It does not interfere with job functions as housewife, grandparent, special educator and education consultant.
Learning disability in a student can come in any form which hampers him from grasping or doing things that children of his age are expected to be doing. It may be more in some and to a lesser degree in some. It becomes important to treat this to preserve the self esteem and confidence in a child.
Remember, every child is different. Every child has different problems. Therefore, treatment will be different for each child. It will also differ in intensity and duration.
What is a Learning Disability?

A Learning Disability is the inborn lifelong inability by a person of Average or Above Average intelligence to perform effectively in one or more of the following academic areas;

• Listening Comprehension 
•  Written Expression 
•  Spelling 
•  Oral Expression 
•  Reading 
•  Reading Comprehension 
•  Mathematical Logic and Reasoning

Let us look at the key words in this basic definition.
A Learning Disability is inborn. Therefore, this means it is present at birth and it is not acquired later in life. It is something that is inherent. Though a learning disability may be noticed when a child goes to school, it does not mean that the learning disability has occurred at that point of time. The learning disability has been there since birth but may not have been noticed earlier.
A Learning Disability is lifelong. It will not go away with age or with maturity. It will remain. However, the good news is that a person having a Learning Disability can be helped by being taught compensatory techniques to overcome or cope with or circumvent these learning disabilities.
How does a Learning Disability Occur?

 
No one knows for sure, research is still going on to try and pinpoint what exactly causes a learning disability. Research has shown that learning disabilities run in the family and are probably hereditary.
Defining Learning Disabilities by Exclusion A Learning Disability is:
• NOT a Physical Disability; NOT a Hearing Impairment; NOT a Visual Impairment.
• NOT Mental Retardation; the IQ is average or above average for people with a Learning Disability.
• NOT a disease; there is no cure for it.
• NOT an Environmental Deficiency i.e. NOT due to a lack of exposure to academics or to learning situations.
• NOT due to low economic-status; it is found in all socio-economic classes.
• NOT an Emotional Disorder.
• NOT a Psychological Disorder.
• NOT laziness; efforts are being made.
• NOT because of trying hard enough; it is just that is difficult for the academic task to be performed.
Is a learning disability some kind of psychological disorder?

A person with a Learning Disability may have an emotional or psychological disorder but that is not the reason for the Learning Disability. It may exist side by side with the Learning Disability, but is not the cause for it. As said earlier, as yet there is no known reason as to why a Learning Disability occurs.
The profile for a person with a Learning Disability is scattered. This means that performance in one or more academic areas may be better than performance in other academic areas. For instance, a child may be very good at mathematics, but not be able to spell. Or a child may not be able to read but may be able to do science experiments very well. The way a child functions in different subjects is different.
Learning Disabilities vary in degree, intensity and areas of learning. No two individuals have the same variety and difficulty of Learning Disabilities. A person can have one Learning Disability, or maybe two or more Learning Disabilities running together. In each of these areas of learning problems, the intensity differs from child to child. No two children are alike in their types of Learning Disabilities and their intensity. This has to be remembered and at all costs comparisons should be avoided to other children with Learning Disabilities and also to children without Learning Disabilities.
What is dyslexia?

The most commonly known Learning Disability is Dyslexia; in this Learning Disability a child finds it difficult to read, to sequence sounds and letters together to construct meaningful words. Reading comprehension is also a problem, since the child has difficulty reading (decoding) the words.
What is dysgraphia?

Another form of Learning Disabilities is Dysgraphia. Dysgraphia means the child has difficulty in written expression. The handwriting is poor. The thoughts expressed are disjointed, sequencing of ideas is difficult, and sentences are short and simple and lack details. Words are misspelled and punctuation is not adhered to. The child does not enjoy any writing tasks and avoids doing written work.
What is dyscalculia?

Dyscalculia is another Learning Disability. In this, the child finds it difficult to understand numbers and to work with numbers. The ability to understand how numbers are related to each other is difficult for a child with dyscalculia. Mathematical concepts and principles are not easy to understand.
What are the behavioral characteristics associated with Learning Disabilities?

• Hyperactivity; this child is always restless and unable to keep still.
• Distractibility; this child is easily distracted by things.
• Short attention span; this child cannot concentrate for a long time and needs breaks.
• Impulsiveness; this child does not stop to think, but says things impulsively.
• Perseverance; this child finds it difficult to stop doing whatever is being done and start doing something else.
Some terms used to describe these behavioral characteristics are ADD and ADHD. ADD stand for Attention deficit Disorder. ADHD stand for Attention Deficit Hyperactive Disorder. This does not mean that every person with a Learning Disability has ADD (Attention Deficit Disorder) or ADHD (Attention Deficit Hyperactive Disorder).

Does it mean that every person with ADD or ADHD has a Learning Disability?

You will have to take your child to your doctor if you feel that any of these things are happening to him. The child needs to be assessed. A psycho-educational assessment is best. It gives a global picture of a child’s areas of strengths and areas of needs. It shows a child’s cognitive and academic functioning. However, this assessment must be done in conjunction with observation made by teachers and parents together. After assessment is done remediation needs to take place.
What is Remediation?

 
Remediation is finding out where the problem lies and addressing that particular problem. It uses a child’s interests and areas of strength to build up the areas of need.
Planned remediation can help in overcoming specific learning problems to enhance learning abilities to make successful people. Remediation is different from tuition. Remediation is NOT tuition. Tuition deals merely with coping with homework and does not address any specific learning problems such as sequencing problems.
If the assessment shows that a child has a Learning Disability, then it is up to you as parents to advocate for your child in school. Share the findings with the Principal and with the class teacher. Ask for their help. Some schools are becoming aware of what a Learning Disability is and are willing to help. Other schools are not. In that case, it is best to find schools that will help your child get what he needs.
Sensitivity on the part of administrators, teachers and caregivers is required when dealing with a learning Disability: A child with a learning Disability has the intelligence to know that s/he is not performing at par with his peers. The child should be constantly praised for his other talents and given encouragement always. Just because a child cannot perform to academic standards does not mean that the child does not have other qualities, which need to be acknowledged and appreciated. Many children who have a Learning Disability have other remarkable talents. Often they are good dancers, artists, sculptors, athletes and musicians.
Self-Esteem goes hand in hand with motivation. When a child is appreciated for what he is, when the effort put in is appreciated, when talents are acknowledged and encouraged, self-esteem is built. When self-esteem is built, a child is motivated to keep trying and to do challenging work. The relationship between self-esteem and motivation often goes unmissed.
One must remember that If a child is not learning, it is not because he is lazy, it is because he cannot.
The fault lies in our teaching, not in the child. Therefore, it is very important for parents and teachers to be aware of the learning style of a child. This learning style should be used in the teaching- learning situation. In fact, the more modalities and channels of sensory input that are used, the better will learning take place. Teaching should be multi-sensorial and hands-on experiential, using as many channels as can be used in a lesson.
Children need to be told about their Learning Disability in a very matter-of-fact manner. If a person can’t see, he needs glasses. If a person cannot walk, he needs a walking stick. Similarly, if a person has a Learning Disability, s/he needs remediation. It is nothing to be ashamed of and the family should treat the child with a Learning Disability the same as any other.
No differences should be made. Children also need to be informed of the many famous people, including Albert Einstein who have a Learning Disability and yet go on to do wonderful things in life.

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To a baby or a young child, the entire world is a classroom and each day is filled with tiny but important lessons. It is true that a child’s ability to master life’s lessons is determined to a great extent by the mental capacity he is born with, his environment and the toys he plays with also influences his learning ability. At all ages and stages parents should give their child parental gifts such as stimulation, encouragement, praise and a freedom to explore.
Toys for 0 - 3 months

 
A baby can hear while in the womb and after birth quickly recognizes his mother’s voice. A newborn’s vision at first is fuzzy and will fix on things that are 8 to 10 inches from his eyes. He is drawn to human faces and can recognize faces at about one month. The following are the toys that a baby can play with:
1. Rattle and hand held toys:

The baby’s hand is held in a tight fist from birth and grasps by reflex anything put into it. By about two months he can open his hand and by three months he begins to make random swipes at objects held within his reach.
2. A crib mobile:
A crib mobile should have contrast colours, patterns and soft music. Most babies love the music. It should be attached to the crib rail to the right side as infants at this age look to the right side almost 80% of the time.
3. Tape player:
One of the best ways to soothe and entertain your baby is the through music. Most babies will like the sound of his parent singing. It does not matter on what song but lullabies and nursery rhymes remain favourites.
4. Soft books:
 Babies love to see soft books i.e. high contract patterns like black and white, red and blue, yellow and black. These books have a squeaky noise, which attracts them further.
5. Unbreakable mirror:
Babies find their own reflections very amusing. Fasten a mirror to the side of his crib or hang it near the changing table.
6. Sensory Toys:
A soft toy that tweets when pressed pleases the baby. An accidental squeak will also help him in becoming aware of what his hand is doing. When a baby begins to make more purposeful movements with his hands, he will be fascinated, when he touches an objects and it makes a sound. A game he can play, to help him to find the source of a noise is musical mittens. Take a bright coloured mitten and sew a little bell on each. He will soon discover that when he waves his hand it makes a noise.
Toys for 3 - 12 months

 
During this period, the baby is intensely curious and wants to touch, hold, put into his mouth, feel and explore everything around him. Parents need to provide a steady flow of fresh things to play that will interest and stimulate him from rattles to soft toys etc.
1. Light weight rattles:
Babies love making noise, they enjoy music. Give him a rattle and watch him shake it up. Rattles are very satisfying toys as he will continue to enjoy them as he learns to explore the different possibilities that some of them offer. Try to choose rattles that have a small enough part to fit comfortably in your baby’s hand.
2. Teething rings:
 The babies enjoy gnawing on a soft plastic ring when their gums are sore. Some of these contain finds that freeze softly when you store them in a freezer. It helps in giving cold relief to the baby.
3. Ball:
For a child playing with a ball is fun at any age especially soft and brightly coloured ones. As a baby’s grip becomes stronger, he will be able to hold a wider variety of things and experience the difference between a large ball, a heavy ball, a soft and a hard one. By the time he is 11 months old, he would have developed fine skills in picking up objects, with his thumb and forefinger in an accurate way.
4. Toy telephone:
 Toy telephone is another very popular toy. Initially, he will enjoy just removing and replacing the receiver and pulling the phone around by the receiver cord. Later he will learn to press the buttons; finally he will learn to dial. One must use a non-toxic plastic telephone, which is sturdy enough to stand up to the wear and tear they get, as a good telephone is played with for several years.
5. Activity bars and activity centers:
Activity bars are hung with dangling squeaky plastic toys that fit across the car seat or stroller. An activity center is basically a rock that comes with laughing toys.
6. Pop up toys:
Babies always enjoy peek-a-boo, hence they have a thrill with pop up toys too. Babies of this age often enjoy toys which pop up and surprise them. A pop up clown in a cone, a jack in the box gets a baby really surprised and thrilled. If your child is afraid, put the toy away for a week and try it again when he is a little older.
7. Squeaky rubber toys:
 Anything a baby can grip and squeak is usually popular with this age group. These toys are perfect for the tub.
8. Block:
 Most babies under one are only just learning to develop their skills to use them; it is the right time to introduce a shape sorter and set of stacking cups. Initially, he may enjoy emptying the shapes out, but if he is shown how the shapes fit or how the cup nest inside each other, it won’t be long before he starts to enjoy pushing them down.
9. Musical games:
 As a baby gets older, he will increasingly enjoy musical songs and games. At first, he may just chuckle and laugh, but soon he will start to anticipate what’s coming next. He may learn to make other actions fit in with the song, or to clap his hands. A drum to bang, a piano to play or maracas to shake are lots of fun and make instant noise that stops when the action stops.
10. Books:
When a child is about eight or nine months old he will respond to his name. He understands words long before he can talk to himself. It is very essential to start reading very early to them. The more he is read to, he will begin to recognize the pictures and link them to the object they represent. Board books are good at first. Rag books can also be useful; they are good for chewing as well as looking at and are virtually indestructible.
Toys for 1 - 2 years

 
During this stage the baby will change immensely becoming more mobile and developing greater understanding and communication skills. The baby can express his feelings explicitly. His curiosity is unbounded and needs careful handling to ensure that he has plenty of opportunities to learn and explore. As the control of his hands improves, he needs toys to build, fit together and sort. He needs toys that test his physical abilities and increase his confidence. He needs a wide variety of experiences. During this stage, the baby is ready for more elaborate toys but safety is a very important factor. Toddlers like to imitate elders, so it is necessary to give him toys that imitate daily life. Here are some of the toys for them.
1. Ride on toys:
A ride on toys adds a new dimension to a toddler’s mobility. He soon learns to push himself along. Any such toy should have castors, which will take pressure in any direction. These toys also help to gain confidence and improve his balancing skills.
2. Push toys and Pull along toys:
Push toys are very popular. Pull along toys help develop a toddlers imaginative play. It increases a child’s co-ordination and balance as the child looks behind him as he walks along. It will help him steady his feet. However, a pull along toy should be stable or else it can frustrate him.
3. Dolls:

This is an excellent pretend play toy. The child makes the toy come to life, making it walk, talk. Doll is a vital prop; it enhances a child’s imitative and imaginative skills.
4. Stacking toys: At this stage a toddler enjoys stacking and sorting toys. He experiences how different shapes and sizes fit together, how larger objects work best at bottom, with smaller ones on top. Toys that stack or nest encourage a child to use both hands and co-ordinate his hand movement with his eyes. He also starts to be aware of differences in size and shape, large and small.
5. Sorting toys: A toddler at this age loves sorting an apple from oranges, dark clothes from light ones. Sorting objects gives a child experience in handling things with different shapes and textures. By this age, a simple shape sorter may be more understandable to him. He will gain a sense of achievement, especially if he is praised for doing well. Some sorters are on colour coding, so the blue shape will fit in the blue slot, etc.
6. Puzzles: Puzzle enhances his memory skills. The first to introduce are the simple play trays with the basic colour and shapes, later on one can introduce different kinds of play trays i.e. farm animals, transport, parts of body, etc.
7. Books: A real appreciation of looks begins to show itself at this age, particularly if parents spend time reading with their children. By looking at books from an early age a child learns to link the pictures in the book with familiar objects around him. A book at bedtime is a traditional and wonderful way to unwind at the end of the day and spend some warm and comfortable moments.
Toys for 2 - 3 years

 
During this year the toddler becomes more sociable articulate and better coordinated. He needs toys and games that complement and extend his skills, and enable him to understand his world. The bewildering variety of toys in the market, together with claims to special education advantages, make choosing good toys a difficult task.
1. Musical toy instruments: Music is always going to be the all time favourite of young toddlers, be it a piano, violin or guitar.
2. Pretend toys : They love toys that let him pretend to be a grown up be it a doctor set, tea sets, play houses, doll houses, full equipped kitchen props for make believe game, etc. Playing these games encourages him to speak and use his rapidly expanding vocabulary. Puppets are also fascinating toys that come to life and are particularly good for encouraging a child to speak. It is excellent for speech development.
3. Ball: Playing with a ball will be an all time favourite, even more as he can throw better. A beach ball or under inflated ball, may be easier for a two year old to throw, hit or bat. As his skills develop, a heavier and smaller ball can be used.
4. Puzzle: Puzzles help a child to understand how things are grouped. It can be very absorbing. A child may study each piece carefully, working out visually where it fits into the whole. Initially, it is advisable to start off with five to six piece jigsaw puzzles. If more pieces are there, he may get tired, frustrated and finally be disinterested. By doing a smaller puzzle, he would be very satisfied at completing it.
5. Painting, Art and Craft: By this age, a child can probably handle a short brush and make cleaner strokes. At this stage a child has a very short concentration span. Sometimes he may paint two lines and give up. He may enjoy sticking and cutting too. It is not easy for him to use a scissor, cotton, wool, tea leaves, pasta, and feathers.
6. Outdoor activities: By his third birthday, he will be ready for more challenging toys. As he really starts to grow into his physical skills, he will love toys that let him test his new found abilities like swings, sports equipments like cricket bat and ball, badminton, etc.
7. Board games: Toddlers brain development will benefit from learning how to playa simple board game such as Ludo, Snakes and Ladders, etc.
Toys for 3 - 6 years

 
Playing with toys can go a very long way in shaping a wholesome and healthy personality. A child acquires the fundamental self esteem, necessary for a good life. One of the main advantages of play is that it encourages a child’s cognitive development.
1. Imaginative play: Between the ages of three to five years your child’s imagination really takes off. Children transform everyday effects, for use in their imaginary worlds for e.g. A blanket draped over chairs makes a house or castle. A bed can be a boat, dolls and teddies and other stuff toys become playmates. Dressing-up clothes and a few props can add to the fun of imaginative games. Old toys may be rediscovered and used in new or different ways.
2. Building houses, vehicles and other structures: Wooden building blocks or train sets can be incorporated into his imaginative games. As parents, if you talk about what he is building, his vocabulary and understanding can be stretched. More complex shape words like cylinder, cube and pyramid can be used and understood.
3. Puzzles and jigsaws: At this stage, your child may be ready for more advanced puzzles, which encourage him to plan ahead and think things through. His problem solving abilities are also taxed by jigsaws.
4. Making models: Clay is a lot of fun at this age (between 3 - 5 years). Your child may now begin to use these materials, to make a greater variety of different shapes, animals, a person or a car.
5. Cooking: Your child will love being included, in helping you with cooking or baking. You can make buns or cakes and let your child help you with measuring the ingredients, kneading or rolling the dough.
6. Cutting and making collages: At the age of five years your child will be able to make collages cut outs and more adventurous kinds of pictures. One can use old birthday cards or New Year cards. He can use dry flowers, etc. Children love making cards; he can make simple cards, by cutting out balloons or animals and sticking them down.
7. Painting: As he gets older, your child could enjoy new painting techniques. He can mix different colours of paint together, to make a different range of other distinct colours.
8. Board games: By the age of four, most children like to play simple board or card games like snakes and ladders, ludo, etc. Board games can help your child to recognize numbers and learn to count.
9. Books: As your child grows, his taste in books will grow and change to. He will now be interested in more than just pictures; he will want to know the fairy tales which are still very popular at this stage. There are many books available that help to develop pre-reading skills.
10. Physical games: Physical games, indoors and outdoors are vital for developing your child’s co-ordination and strength. Between ages of 3 - 5 years, children can use the slides, seesaw, etc. At about the age of three years, he may learn to pedal a tricycle, when he out grows his tricycle he can progress to a small bicycle with training wheels. Swimming too is a splendid outdoor activity. By three or four years of age, he may be able to swim by himself.

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