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Your Baby

New Guidelines To Help Prevent Peanut Allergies

1:45

Peanut allergy is one of the most common food allergies. Even trace amounts can cause a severe reaction in a child that is allergic to the legume. Parents may be able to reduce the chance that their children will develop peanut allergies by introducing the food early on, as young as four to six months of age, experts now say.

The results of several studies on the positive benefits of introducing peanuts into a child’s diet, early in their life, are encouraging new recommendations from allergy experts.

“Guidance regarding when to introduce peanut into the diet of an infant is changing, based on new research that shows that early introduction around 4-6 months of life, after a few other foods have been introduced into the infant’s diet, is associated with a significantly reduced risk of such infants developing peanut allergy,” said Dr. Matthew Greenhawt, a pediatrician and co-director of the Food Challenge and Research Unit at Children’s Hospital Colorado in Aurora, Colorado, who coauthored the update.

“This is an amazing opportunity to help potentially reduce the number of cases of peanut allergy, but this can only be done with the cooperation of parents and healthcare providers,” Greenhawt told Reuters Health.

Research used for the restructured recommendations comes from the Learning Early about Peanut Allergy (LEAP) study. In that trial, infants at high risk for peanut allergies who were exposed to peanuts early were less likely to develop an allergy by the time they reached five years of age. The findings from that study were published last year in The New England Journal of Medicine.

The guidelines offer three approaches to introducing peanuts to infants- depending on their risk of allergy.

-       Infants with severe eczema, egg allergy or both are at high risk for peanut allergy. They should be exposed to peanuts as early as four to six months to reduce the risk of allergy. Beforehand, however, these infants should undergo a skin prick test. If the test yields no welt or a small welt of up to 2mm, parents can introduce peanuts at home. But if the test yields a welt of 3mm or larger, peanuts should be introduced in the doctor’s office - or not at all if the welt is large and an allergist recommends avoidance.

-       Infants with mild to moderate eczema who have already started solid foods should be exposed to peanuts at six months of age.

-       Infants without eczema or any food allergy are at low risk, and parents can introduce peanuts in an age-appropriate form at any time starting at age six months.

Giving an infant a whole peanut is not recommended because they can choke on them. However, there are ways to prepare peanuts that can be introduced safely.

Another coauthor of the new guidelines, Dr. Amal Assa’ad, a pediatrician and director of the FARE Food Allergy Center of Excellence at the Cincinnati Children’s Hospital Medical Center in Ohio, told Reuters Health, “Several appropriate forms of peanut-containing foods are creamy peanut butter that can be made softer or more liquefied by adding warm water and let it cool, or serving corn puffs containing peanut. For older infants, peanut butter can be added to apple sauce or other fruit purees.”

Parents should consult with an allergist or their pediatrician before giving their infant peanuts in any form.

While the news about early peanut allergy intervention has been noted by various medical, media and social networks, reliable strategies for how to determine who should and should not get the therapy and when to start it, have not been available. These new guidelines help answer those questions.

The updated guidelines will be published online in January on the National Institute of Allergy and Infectious Diseases website; in the meantime, the site provides the current 2010 guidelines on peanut and other food allergies.

Story source: Rob Goodler, http://www.reuters.com/article/us-health-allergies-peanuts-idUSKBN1361VW

 

Your Teen

Concussions: Boys and Girls May Have Different Symptoms

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The findings suggest that boys are more likely to report amnesia and confusion/disorientation, whereas girls tend to report drowsiness and greater sensitivity to noise more often.A new study of high school athletes, finds that boys and girls who suffer concussions, may differ in their symptoms. The findings suggest that boys are more likely to report amnesia and confusion/disorientation, whereas girls tend to report drowsiness and greater sensitivity to noise more often. "The take-home message is that coaches, parents, athletic trainers, and physicians must be observant for all signs and symptoms of concussion, and should recognize that young male and female athletes may present with different symptoms," said R. Dawn Comstock, an author of the study and an associate professor of pediatrics at the Ohio State University College of Medicine in Columbus. More than 60,000 brain injuries occur among high school athletes every year, according to the U.S. Centers for Disease Control and Prevention. Although more males than females participate in sports, female athletes are more likely to suffer sports-related concussions, the researchers note. For instance, girls who play high school soccer suffer almost 40 percent more concussions than their male counterparts, according to NATA. The findings suggest that girls who suffer concussions might sometimes go undiagnosed since symptoms such as drowsiness or sensitivity to noise "may be overlooked on sideline assessments or they may be attributed to other conditions," Comstock said. For the study, Comstock and her co-authors at the University of Virginia, Charlottesville, and the University of California, Santa Barbara, examined data from an Internet-based surveillance system for high school sports-related injuries. The researchers looked at concussions involved in interscholastic sports practice or competition in nine sports (boys' football, soccer, basketball, wrestling and baseball and girls' soccer, volleyball, basketball and softball) during the 2005-2006 and 2006-2007 school years at a representative sample of 100 high schools. During that time, 812 concussions (610 in boys and 202 in girls) were reported. During the first year of the study, the surveillance system included only the primary concussion symptom for each athlete. In the second year, high school athletic trainers were able to record all the symptoms reported by the concussed athlete. In both years, headache was the most commonly reported symptom and no difference was noted between the sexes. However, in year one, 13 percent of the males reported confusion/disorientation as their primary symptom versus 6 percent of the girls. Also in the first year, amnesia was the primary symptom of 9 percent of the males but only 3 percent of the females. In the second year, amnesia and confusion/disorientation continued to be more common among males than females. In addition, 31 percent of the concussed females complained of drowsiness versus 20 percent of the males, and 14 percent of the females said they were sensitive to noise, compared with just 5 percent of the males. Concussion researcher Gerard A. Gioia, chief of pediatric neuropsychology at Children's National Medical Center in Washington, D.C., called the findings "relatively subtle" and "at best hypothesis-generating, meaning they are suggestive but in no way conclusive." Gioia said one of the study's limitations is that the reporting system didn't explain about how the injuries occurred. "The presence of increased amnesia and confusion, two early injury characteristics, in the males suggests that the injuries between the males and females may have been different," he said. Future studies will likely address this theory, said Comstock, now that the surveillance system has been expanded to include much more detailed information. Preliminary data suggest, for instance, that football players tend to get hit on the front of the head, while girls who play soccer or basketball often suffer a blow to the side of the head, she said. The findings will also be published in the January issue of the Journal of Athletic Training.

Your Baby

Babies Can Tell the Difference and Sameness of Objects

1:45

How old are we when we begin to learn to tell when objects are alike or different?  Scientists involved in a new study say that with a little training, babies as young as seven months can discern whether objects are similar or not.

Previous studies have shown that toddlers have this ability, but researchers at Northwestern University, wanted to see if children could actually determine the difference at an even earlier age.  The scientists were the first to discover that infants can actually make this remarkable determination – long before they have the language skills to express abstract ideas.

“This suggests that a skill key to human intelligence is present very early in human development, and that language skills are not necessary for learning abstract relations,” said study author, Alissa Ferry, a brain development researcher.

To accomplish this, the scientists started out to see if seven--month-old infants could comprehend sameness and difference between two objects by showing them either two Elmo dolls or an Elmo doll and a toy camel until their observation time ran out.

They then had the infants look longer at pairs that were either the “same” or “different,” including test pairs composed of new items. The team saw infants who had learned the “same” relation looked longer at test pairs showing the “different” relation and vice versa. The team said this indicates the infants had figured out the abstract relation and recognized when the relation changed.

“We found that infants are capable of learning these relations,” Ferry said. “Additionally, infants exhibit the same patterns of learning as older children and adults — relational learning benefits from seeing multiple examples of the relation and is impeded when attention is drawn to the individual objects composing the relation.”

The researchers also believe that because the infants could learn the difference and the sameness of objects before they could speak, that this is a separate skill that humans need and develop early in their existence.

“The infants in our study were able to form an abstract same or different relation after seeing only 6-9 examples,” said study author Dedre Gentner, a professor of psychology at Northwestern. “It appears that relational learning is something that humans, even very young humans, are much better at than other primates.”

Source: Brett Smith, http://www.redorbit.com/news/health/1113398144/infants-can-compare-and-contrast-objects-study-052715/

 

 

Your Teen

HPV Vaccine, Proving Effective in Teenage Girls

2:00

While the controversy over the HPV vaccine may continue in some circles, a new study says the vaccine is proving effective in teenage girls.

The human papillomavirus (HPV) vaccine was introduced 10 years ago and its use immediately became a hot topic. The vaccine is recommended for young girls and boys ages 11 and 12, to protect them from the sexually transmitted virus that can cause cervical as well as anal, penile, mouth and throat cancers. 

The study found that in teenage girls, the virus’s prevalence has been reduced by two-thirds.

Even for women in their early 20s, a group with lower vaccination rates, the most dangerous strains of HPV have still been reduced by more than a third.

“We’re seeing the impact of the vaccine as it marches down the line for age groups, and that’s incredibly exciting,” said Dr. Amy B. Middleman, the chief of adolescent medicine at the University of Oklahoma Health Sciences Center, who was not involved in the study. “A minority of females in this country have been immunized, but we’re seeing a public health impact that is quite expansive.”

HPV vaccinations rates, in young girls and boys, have slowly been increasing, since the vaccine was introduced, but 4 out of 10 adolescent girls and 6 out of 10 adolescent boys have not started the recommended HPV vaccine series, leaving them vulnerable to cancers caused by HPV infections.

That is partly because of the implicit association of the vaccine with adolescent sexual activity, rather than with its explicit purpose: cancer prevention. Only Virginia, Rhode Island and the District of Columbia require the HPV vaccine.

The latest research examined HPV immunization and infection rates through 2012, but just in girls. The recommendation to vaccinate boys became widespread only in 2011; they will be included in subsequent studies.

Using data from a survey by the Center for Disease Control and Prevention (CDC), the study examined the prevalence of the virus in women and girls of different age groups during the pre-vaccine years of 2003 through 2006. (The vaccine was recommended for girls later in 2006.) Researchers then looked at the prevalence in the same age groups between 2009 and 2012.

By those later years, the prevalence of the four strains of HPV covered by the vaccine had decreased by 64 percent in girls ages 14 to 19. Among women ages 20 to 24, the prevalence of those strains had declined 34 percent. The rates of HPV in women 25 and older had not fallen.

“The vaccine is more effective than we thought,” said Debbie Saslow, a public health expert in HPV vaccination and cervical cancer at the American Cancer Society. As vaccinated teenagers become sexually active, they are not spreading the virus, so “they also protect the people who haven’t been vaccinated,” she said.

Many doctors are pressing for primary care providers to strongly recommend the HPV vaccine in tandem with the other two that preteen children now typically receive.

Many health experts are hoping that the positive results from this study will encourage more pediatricians and primary care physicians to discuss getting the vaccine with parents of young children.

The study was published in the online journal Pediatrics.

Source: Jan Hofman, http://www.nytimes.com/2016/02/22/health/vaccine-has-sharply-reduced-hpv-in-teenage-girls-study-says.html?ref=health

Your Child

Are You Making Your Child More Anxious?

2.00 to read

When a child shows that he or she is anxious or in distress, a natural response is for a parent to want to remove whatever is causing the discomfort. However, according to a new study, it may not be the best reaction for your child in the long run.

Researchers call it the “protection trap.” Basically it means smothering children with too much attention or making the menace go away.

The research showed that certain parental coddling behaviors might actually boost anxiety in a child, although the study doesn't prove a cause-and-effect relationship.

"We found evidence that when parents try to help their anxious children they do a lot of things," said study co-author Armando Pina, an associate professor of child developmental psychology at Arizona State University. "Some of them are good, like promoting courage with warmth and kindness. Others are less helpful, like promoting avoidance by overprotecting, which many times leads to more anxiety."

Other experts have also weighed in on this topic.

"Left untreated, anxiety disorders in youth are associated with greater risk for other psychological problems such as depression and substance use problems," said Donna Pincus, director of research at the Child and Adolescent Fear and Anxiety Treatment Program at Boston University. Anxiety problems can also disrupt families and cause kids to perform worse in school, she added.

So what should a parent do or not do?

"When children are in distress or upset they need parental comfort, reassurance and extra love. This is good," said study lead author Lindsay Holly, a graduate student at Arizona State University. "Sometimes, however, parents end up providing excessive reassurance and doing things for the child, like making excuses for why a child who is anxious in social situations won't go to a birthday party or talking for the child by ordering at restaurants."

Here’s how the study was conducted.

Researchers examined the results of a survey of 70 kids aged 6 to 16 who were treated for anxiety and/or depression at a clinic. The kids were equally divided among boys and girls and among whites and Hispanic/Latinos.

The investigators found that some kids were more likely to have anxiety and depression symptoms if their parents reinforced or punished their anxiety through various approaches. Among the two ethnic groups, "the only difference was that Latino parents seemed to attend more frequently to their children's anxiety," Holly said.

Pina noted that previous research has indicated that a certain kind of therapy can help kids become less anxious and more resilient by teaching the importance of facing fears. One of the goals of the therapy is to teach parents how to promote courage in the kids through a combination of warmth and kindness, Pina said.

Some experts believe that by exposing children to anxious situations in a controlled, supportive environment, they can learn how to handle their anxiety better.

Holly suggests that parents encourage their children "to do brave things that are small and manageable." A child who's afraid of speaking in public, for instance, might be urged to answer a question about whether they want fries with their meal at a restaurant.

While every child is going to be anxious at one time or another, a more difficult situation is when children suffer from an anxiety disorder. That is a more serious problem where someone experiences fear, nervousness, and shyness so much so that they start to avoid places and activities.

According to the Anxiety and Depression Association of America, anxiety disorders affect one in eight children. Research shows that untreated children with anxiety disorders are at higher risk to perform poorly in school, miss out on important social experiences, and engage in substance abuse. Anxiety disorder often shows up alongside other disorders such as depression, eating disorders, and ADHD.

The good news is that with treatment and support, a child can learn how to successfully manage the symptoms and live a normal childhood.

The study conducted at Arizona State University, looked at typical child anxieties and how parent’s interactions either helped or prolonged the anxiousness.

The study was published recently in the journal Child Psychiatry and Human Development.

Sources: http://www.cbsnews.com/news/overprotective-parenting-could-worsen-kids-anxiety/

http://www.adaa.org/living-with-anxiety/children/childhood-anxiety-disorders

Daily Dose

Acetaminophen & Vaccines

1:30 to read

A recent article in Lancet was quite thought provoking as it studied the common practice of giving infants a dose of acetaminophen (Tylenol) with their routine immunizations.

Many parents and some pediatricians routinely dose their infants with acetaminophen prior to receiving their vaccines at two, four and six months of age. In the study of 459 infants from 10 different centers in the Czech Republic, patients were randomized to either receive three doses of acetaminophen every six to eight hours at the time of vaccination or no acetaminophen. The researchers then looked at both the reduction of febrile reactions post vaccination and at antibody titers among the two groups. Interestingly, there were both some expected and some not so expected results. Not surprisingly, the group that received acetaminophen had a lower incidence of fever post immunization. Of those that received acetaminophen 94 out of 226 (42 percent) developed a fever, compared to 154 out of 233 (66 percent) in the non-treated group after their primary immunization series. After booster vaccination 64 out of 178 (36 percent) in the treated group and 100 out of 172 (58 percent) developed fever. So the widespread perception by both many parents and doctors that routine acetaminophen use with vaccination does reduce the incidence of fever was supported.

The most interesting result of this study was the vaccine antibody response in the acetaminophen treated group. Surprisingly, antibody responses to several of the routinely administered vaccines (including tetanus, diphtheria, h. flu, and pneumococcal serotypes) were lower in the group who received routine acetaminophen. This was also seen after booster doses of the same vaccines between 15 to 18 months of age. The hypothesis is that acetaminophen may reduce the inflammatory response and that this may also induce less of an immune response. So, it would seem prudent to no longer encourage routine use of acetaminophen with vaccines unless a baby develops significant fever, or is at risk for fever and febrile seizures. As a parent you are always trying to “protect” you child, and this would include any pain or fever that might develop with vaccination. Now we have science to show how this may actually provide less protection, against disease. Thought provoking!

That’s your daily dose, we’ll chat again tomorrow.

Your Teen

Schools Start Too Early, Teens Sleep Deprived

2:00

It’s a battle that is picking up steam, whether to start school a little later so teenagers can get the sleep they need or keeping schedules as they are for the sake of planning before and after school activities.

Research from the American Academy of Pediatrics (AAP) found that teenagers are biologically programmed to go to bed later than most adults and sleep later in the morning.

Last year, the AAP issued a set of guidelines recommending that school schedules are modified across the U.S. to start at 8.30 a.m. This way, children and teens would be able to meet the recommended sleep hours per night during school days.

Fewer than one in five middle and high schools in the United States start at 8:30 am or later, as recommended, according to data from the U.S. Centers for Disease Control and Prevention (CDC).

The same recommendations suggested that indeed, the biological rhythm of teenagers particularly is very different than that of adults. While they need 8 and a half to nine and a half hours of sleep per night, their circadian rhythm doesn’t allow them to go to sleep before midnight or a little after.

School nights are particularly difficult for adolescents because in order to get the rest they need, they have to go to bed earlier than their minds and bodies are set to fall asleep.

The CDC released a new study supporting the recommendations of the AAP. According to the findings, 83 percent of U.S. schools still start before 8:30 a.m. On average, the starting time was calculated at 8:03 a.m., based on data collected from 39,700 combined schools, middle schools, and high schools between 2011-2012.

Depriving teens of that sleep could wreak havoc on their academic performance, the CDC said in its Morbidity and Mortality Weekly Report.

"Getting enough sleep is important for students' health, safety, and academic performance," said Anne Wheaton, lead author and epidemiologist in CDC's Division of Population Health.

"Early school start times, however, are preventing many adolescents from getting the sleep they need."

The issue is driving a heated debate between supporters of later school start times and school administrators.

Safwan Badr, former president of the American Academy of Sleep Medicine stated:

“It makes absolutely no sense. You’re asking kids to learn math at a time their brains are not even awake”.

On the other hand, Daniel Domenech, the executive director of the School Superintendents Association stated with regards to changing school starting time:

“It’s a logistical nightmare. This has been going on forever, and kids have been graduation from school and going to college. It certainly doesn’t seem to have hurt them all these years”.

Some experts note that the long-term consequence of sleep deprivation is hurting our teens and has been for quite some time.

Judith Owens, the director of sleep medicine at Boston’s Children Hospital suggests that chronically sleep deprivation characterizes the majority of today’s teens. This results in increased risk of onset depression, substance abuse, unhealthy BMIs. Long-term effects of sleep deprivation result in type 2 diabetes or heart diseases.

There are things that parents can do to help their teens at least rest better if they can’t fall asleep earlier. The first and foremost agitator for sleep is viewing or being on a computer or smartphone right before bed.

Recent studies have shown that the use of any electronic device in the hour before bedtime was associated with an increased risk of taking longer than 60 minutes to fall asleep. In particular, the use of a computer, smartphone or MP3 player in the hour before bedtime was strongly linked with taking longer to fall asleep.

Make your teen’s bedroom a quiet place that can be a retreat at night from busy schedules and social media.

Your teen can take a hot bath or shower before bed to boost deep sleep. Then keep his or her room cool (about 68 F) to cool down the body. One study showed that sleep happens when the body cools. Wakefulness occurs when the body temperature warms up.

Aromatherapy helps some people fall off to sleep. Certain scents are shown to be relaxing such as orange blossom, marjoram, chamomile, and lavender. You can apply these oils before bed or put them on pillows, sheets or in potpourri. If candles are used, make sure they are put out before getting in bed. 

Having a regular schedule can help the body adjust. Going to bed at the same time each night can assist in adjusting the body’s circadian rhythm.  

More high schools are considering changing their schedules to a later start time, but currently most schools are keeping with the typical earlier schedules. You may not be able to convince the school board to start school at little later, but you can help your teen find what works for them at night to help them get the amount of sleep they need to function at their best.

Sources: Bonnie Gleason, http://www.trinitynewsdaily.com/chronically-sleep-deprived-teens-need-schools-starting-time-changed/3209/

http://www.ctvnews.ca/health/u-s-teens-start-school-too-early-need-more-sleep-study-1.2506322

http://teens.webmd.com/features/8-ezzz-sleep-tips-teens

 

 

 

Your Baby

Should You Let Your Baby Cry Itself to Sleep?

1:30

As any parent of an infant will tell you- sleep is a precious thing. So, what’s the best way to get your baby to sleep through the night? There are many ways to help baby drop off to dreamland, but two of the most common had researchers wondering if there might be long-term harm resulting from these techniques.

Turns out, they was nothing to worry about.

The study tested two methods; graduated extinction and bedtime fading.

Graduated extinction is more commonly known as controlled-crying or letting baby cry his or herself to sleep while learning how to self-soothe without parental involvement

Bedtime fading is keeping baby awake longer to help them drop of more quickly.

Researchers discovered that both techniques work and neither had any long-term negative effects.

The graduated extinction approach also showed babies waking up fewer times during the night.

Parents worry about the controlled-crying method, in particular, according to study leader Michael Gradisar, a clinical psychologist at Flinders University, in Adelaide, Australia.

With that technique, parents resist the urge to immediately respond to their baby’s nighttime cries, so he or she can learn to self-soothe. Some parents worry that will damage their baby emotionally, and possibly cause "attachment" problems or other issues in the long run, Gradisar explained.

But, he said, his team found no evidence that was the case.

For the study, the researchers randomly assigned parents of 43 babies to one of three groups: one that started practicing controlled crying; one that took up bedtime fading; and a third, "control" group that was just given information on healthy sleep.

The babies ranged in age from 6 months to 16 months. All had a "sleep problem," according to their parents.

Parents in the controlled-crying group were given a basic plan: When their baby woke up crying during the night, they had to wait a couple of minutes before responding. They could then go comfort, but not pick up, the baby.

Over time, parents gradually let their baby cry for longer periods before responding.

Bedtime fading is a "gentler" approach, according to Gradisar: The aim is to help babies fall asleep more quickly by putting them down later.

Parents in that study group were told to delay their baby's bedtime for a few nights -- to 7:15 p.m. instead of 7 p.m., for instance. If the baby was still having trouble falling asleep, bedtime could be pushed back another 15 minutes.

After three months, the researchers found, babies in both sleep-training groups were falling asleep faster when their parents put them down -- between 10 and 13 minutes faster, on average. On the other hand, there was little change in the control group.

A year after the study's start, children in the three groups had similar rates of behavioral and emotional issues. They were also similar in their "attachment" to their parents -- which was gauged during standard tests at the research center.

Experts say that infants are usually able to sleep longer through the night, as they get a little older. By the age of 6 months, 80 percent of infants sleep all night. By 9 months, about 90 percent do.

If your baby doesn’t seem to be able to sleep through the night by those ages, contact your pediatrician to see if your little one may have a problem that needs checking out.

Story source: Amy Norton, http://www.webmd.com/parenting/baby/news/20160524/what-really-works-to-help-baby-sleep

 

Your Child

The Benefits of Being Bilingual

2.00 to read

Do children who speak more than one language score higher on cognitive tests? Yes, according to a new Canadian study. Researchers say that bilingual students develop a deeper understanding of the structure of language, an important skill in learning to read and write.

Cognitive tests study the mental processes that allow us to perform daily functions such as paying attention, solving problems, producing and understanding language appropriately and making decisions.

Does being bilingual make a child smarter? Not necessarily, but previous studies have shown that children who learn two languages from birth are able to concentrate on the meaning of words better than monolingual children and have an advantage in developing multi-tasking skills.

In the Canadian study, researchers compared 104 six-year olds to measure their cognitive development. Some children were English speaking only. Others were Chinese-English bilinguals, French-English bilinguals, and Spanish-English bilinguals.

The experiments investigated the effects of language similarity, cultural background and educational experience on verbal and non-verbal abilities.

The children did a battery of tests that measured verbal development and one non-verbal task that measured executive control, in this case, the ability to focus attention where necessary without being distracted and then shift attention when required. The bilingual children demonstrated a superior ability to switch tasks.

"The results endorse the conclusion that bilingualism itself is responsible for the increased levels of executive control previously reported," the study's authors wrote.

To acquire language, bilingualism where the languages are similar in origin may have slight advantages, the researchers found. For example, Spanish-English bilinguals outperformed Chinese-English bilinguals and monolinguals on a test of awareness of the sound structure of spoken English.

Dr. Ellen Bialystok, one of the world's foremost experts on bilingualism among children, led the group of researchers from York University in analyzing the effects of bilingualism. Summarizing the results, Dr. Bialystok commented, "Our research has shown that reading progress amongst all bilingual children is improved" over monolingual children. In a separate statement, she said, "I think there's a lot of worry out there about other languages conflicting with a child's ability to learn to read in English, but that's absolutely not the case. Parents should not hesitate to share their native tongue with their children—it's a gift."

Because bilingualism is often tied to other factors such as culture, socioeconomic status, immigration history and language, the researchers partly took those into account by enrolling participants who all attended public schools and came from similar socio-economic backgrounds.

During the study, the children learned to read in both languages at the same time. Dr. Bialystok and her team thought that the additional time spent learning two languages might give the children an advantage. But, results showed that the advantages garnered by the children were independent of the instruction time in the other language.

Researchers noted in the online issue of the journal Child Development that "People always ask if the languages themselves matter and now we can definitively say no," study co-author, Dr. Bialystok, said in a release.

Learning a second language teaches children more about their first language. They understand the intricacies of grammar and acquire an additional awareness of how language is used to express thoughts.

The Canadian study was published in the February 8th, online issue of the journal Child DevelopmentThe study was funded by the U.S. National Institutes of Health.

Sources: http://www.cbc.ca/news/health/story/2012/02/08/bilingual-children-brain....

http://www.early-advantage.com/articles/learningtoread.aspx

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