Common Concerns

● Left-handedness

As soon as your child develops his motor skills, you will begin to see signs of hand dominance (normally by around age three). Handedness simply reflects the wiring of the individual brain, i.e., right or leftbrain dominance.

If your child is naturally left-handed, don’t try to force them into using their right hand. Attempts to harshly “correct” handedness will only create confusion and frustration, which may eventually lead to delays in milestones.

That being said, your left-hander is likely to face small challenges along the way which you would not have thought of otherwise, from learning to write, and tie their shoelaces, to using right-handed tools and implements. Fortunately, parents can help significantly with the right guidance, patience and encouragement. There are now also many tools and school supplies designed specifically for left-handers.

● Thumb sucking

Thumb sucking is a perfectly normal reflex that often starts as early as in the womb and carries on into early childhood. Kids suck their thumbs because it’s comforting and calming. It’s a means for them to self-soothe when overwhelmed or sad, to calm themselves at the end of the day or before sleep, to show contentment, or even sometimes if they’re just hungry or bored!

What you can do:

• Don’t worry too much. Dentists say most children can safely suck their thumb – without damaging the alignment of their teeth or jaws – until their permanent teeth begin to appear (at around age six).
• Let it go. Pushing or forcing your child to stop thumb sucking likely does more harm than good, especially as children do it to calm themselves, and often may not even realise they are doing it.
• Try to wait it out. Children usually give up thumb-sucking when they find other ways to calm and comfort themselves and can compare their own behaviour with that of other children.

* Many other problematic childhood habits, such as nail biting, or nose picking, stem from the same place – they are usually tension-relieving activities. The key is to notice when and where these actions occur and try to divert the child’s attention with another activity.

● Bed-wetting

Generally, bed-wetting, also known as night-time incontinence or nocturnal enuresis, before age six or seven isn’t a concern – it’s a normal part of development. At this age, your child may still be developing night-time bladder control.

If bed-wetting continues beyond age seven, treat the problem with patience and understanding, not punishment. Occasional or accidental wetting is normally a symtom of stress (perhaps a new school), and can be addressed by calmly talking to your child about it.

For older kids, encouragement and behavioural changes can play a big role in achieving night time dryness. Limit the amount of fluids that kids drink before bedtime, and if necessary, wake them once during the night to go to the bathroom.

● Emotional and Behavioural Problems

Every child faces emotional difficulties from time to time, as do adults. Feelings of sadness, loss, or emotional extremes are part of growing up. Such problems can be more common in times of change, such as the death of a grandparent or family member, a new sibling, a new school, or a move.

Emotional disturbances can result in a range of negative behaviours, ranging from attention-seeking behaviours (whining, fussing, tantrums), to more severe conduct problems, such as hyperactivity (short attention span, impulsiveness); aggresion or self-injurious behaviour (acting out, fighting); and withdrawal (not interacting socially with others, excessive fear or anxiety).

Parents play a critical role in promoting young children’s social and emotional competence, helping them to develop the resilience to cope with whatever life throws at them and grow into well-rounded, healthy adults.

What you can do:

• Create an environment in which children feel safe to talk and express their emotions.
• Emphatise with your child and validate their feelings.
• Set clear limits and expectations on what is and isn’t allowed.
• eparate emotions from actions, i.e., “it’s okay to be angry, but we don’t hit someone when we are angry”.
• Encourage and reinforce postive social skills, such as greeting others and taking turns.
• Create opportunities for children to solve simple problems on their own.

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