We are all aware of the dangers presented to children by being allergic to certain foods or other substances.  Schools take great care to note if learners have to avoid these allergens.

But when is a child allergic to a food and when do they have a food intolerance? These terms are not interchangeable.  Jennifer Koplin and Desalegn Shifti discusss this in The Conversation.

What is an allergy?

A food allergy happens when the body’s immune system mistakenly reacts to certain foods as if they were dangerous. The most common foods that trigger allergies include eggs, peanuts and other nuts, milk, shellfish, fish, soy and wheat.

Mild to moderate signs of food allergy include a swollen face, lips or eyes; hives or welts on your skin; or vomiting. A severe allergic reaction (called anaphylaxis) can cause trouble breathing, persistent dizziness or collapse.

What is an intolerance?

Food intolerances (sometimes called non-allergic reactions) are also reactions to food, but they don’t involve your immune system.

For example, lactose (a type of sugar) intolerance is a metabolic condition that happens when the body doesn’t produce enough lactase. This enzyme is needed to break down the lactose in dairy products.

Food intolerances can also include reactions to natural chemicals in foods (such as salicylates, found in some fruits, vegetables, herbs and spices) and problems with artificial preservatives or flavour enhancers.

Symptoms of food intolerances can include an upset stomach, headaches and fatigue, among others.

Food intolerances don’t cause life-threatening reactions (anaphylaxis), so are less dangerous than allergies in the short term, although they can cause problems in the longer term, such as malnutrition.

We don’t know a lot about how common food intolerances are, but they appear to be more commonly reported than allergies. They can develop at any age.

It can be confusing

Some foods, such as peanuts and tree nuts, are more often associated with allergies. Other foods or ingredients, such as caffeine, are more often associated with intolerance.

Certain foods, such as cow’s milk and gluten (a protein found in wheat, rye and barley), can cause both allergic and non-allergic reactions in different people. But these reactions, even when they’re caused by the same foods, are quite different.

For example, children with a cow’s milk allergy can react to very small amounts of milk, and serious reactions (such as throat swelling or difficulty breathing) can happen within minutes. Conversely, many people with lactose intolerance can tolerate small amounts of lactose without symptoms.

There are other differences too. Cow’s milk allergy is more common in children, though many infants will grow out of this allergy during childhood.

Lactose intolerance is more common in adults, but can also sometimes be temporary. One type of lactose intolerancesecondary lactase deficiency, can be caused by damage to the gut after infection or with medication use (such as antibiotics or cancer treatment). This can go away by itself when the underlying condition resolves or the person stops using the relevant medication.

Whether an allergy or intolerance is likely to be lifelong depends on the food and the reason that the child or adult is reacting to it.

Allergies to some foods, such as milk, egg, wheat and soy, often resolve during childhood, whereas allergies to nuts, fish or shellfish, often (but not always) persist into adulthood. We don’t know much about how likely children are to grow out of different types of food intolerances.

How do you find out what’s wrong?

Allergy tests help doctors find out which foods might be causing your allergic reactions (but can’t diagnose food intolerances). There are two common types: skin prick tests and blood tests.

In a skin prick test, doctors put tiny amounts of allergens (the things that can cause allergies) on your skin and make small pricks to see if your body reacts.

A blood test checks for allergen-specific immunoglobulin E (IgE) antibodies in your blood that show if you might be allergic to a particular food.

Food intolerances can be tricky to figure out because the symptoms depend on what foods you eat and how much.  

A temporary elimination diet, where you stop eating certain foods, can also help to work out which foods you might be intolerant to. But this should only be done with the help of a doctor or dietitian, because eliminating particular foods can lead to nutritional deficiencies, especially in children.

Is there a cure?

There’s currently no cure for food allergies or intolerances. For allergies in particular, it’s important to strictly avoid allergens. This means reading food labels carefully and being vigilant when eating out.

However, researchers are studying a treatment called oral immunotherapy, which may help some people with food allergies become less sensitive to certain foods.

Martin Doherty, writing for The Conversation, says that at the age of about four, children reach important milestones in brain development.

One of these is a huge improvement in understanding others’ thoughts and feelings. This is the start of empathy.  Another is in spatial thinking—understanding how objects are positioned and related. This is the beginning of the ability to read maps.

Martin and his colleague, Catherine Sayer, conducted a study with 175 two to five-year-olds to explore how children are able to use scale models to figure out where something is in the real world. At about four, children are able to use a scale model of a room to work out where something is. We thought that this might result from children’s understanding of how one thing can represent something else. But we actually found that four-year-olds’ ability to use scale models came from their spatial abilities.

At the same age, children start to understand that someone’s behaviour is due to what that person believes, not necessarily what is really the case. This has interesting consequences.

If you’ve played hide-and-seek with young children, you may have noticed that they aren’t always very good at it. They love the ritual of looking in all the wrong places first, but beforehand they may tell you where they are going to hide, hide in the same place every time, or not be especially hidden.

After their fourth birthday, they get much better at hide and seek. They understand that the seeker looks in the wrong places because they don’t know where the hider is.

At about three to four children also start to tell lies. They realize they can make someone believe something that isn’t true.

Understanding symbols

Martin’s earlier research with fellow psychologist Josef Perner suggests that four-year-olds don’t just start to understand how others’ minds work. Figuring this out is part of the development of an understanding of “representation”—that symbols, like thoughts, words, or pictures, can be used to stand for something else.

Children start to think about how words relate to objects. This means, for instance, knowing that “animal” can refer to something you already have a name for, such as “rabbit”. This might help children learn the new word.

Their ability to use a understand the components of pictures also improves around this age. Very young children use a lot of trial and error to complete a jigsaw, picking up random pieces to see if they fit. By the time they are about four years old, they start to use the picture as a guide, trying to connect lines and match bits of colour, while checking the guide picture on the box lid.

Developmental experiments

Another ability children develop at around four is using scale models. A classic set of developmental experiments involved a model of a regular household room. The real room had typical furniture—sofa, table, cupboard and so on—and the model had miniature versions laid out in the same way.

Children were shown where something was hidden in the model and told to find an object hidden in “the same place” in the room. Children of around four can find the object using the identical layouts. If shown a sticker under a particular chair in the model room, for example, they can go straight to the “same” chair in the other room. This is the fundamental understanding required to read maps.

Adults see scale models and maps as representations. Maps represent a town or a country. A scale model of, say, the Eiffel Tower represents the real thing. At first, Martin suspected children’s ability to use scale models is more evidence of understanding representation at this age.

He was wrong. Instead, the researchers found that this ability is based on a development in children’s spatial abilities that also occurs at about four. This is the ability to think about spaces and where objects are within them. Spatial abilities help with maths skills, and good spatial ability is linked to an interest in science, technology, engineering and mathematics.

Their experiment was simple. They compared the model room task with a test of understanding how representation works. The two abilities develop around the same age, but they found they were not related. Children who could do one task couldn’t necessarily do the other.

They also had a test of purely spatial ability. Children who passed the model room task also passed the spatial task. So it looks like the model room task relied on children‘s spatial thinking.

They don’t yet know why two important but apparently unrelated abilities arise at the same time. Perhaps it’s related to changes in the growing brain at this  interesting age.

Provided by The Conversation

Image supplied by Freepik.