Is bread really the staff of life for all people?    The answer is almost certainly that it might have been once but in our modern times, the preservatives that are used to keep it fresh for longer might be underlying some of the difficult behaviours associated with ADHD.

 These days there is a lot written about how diet affects learning and behaviour.  Some families try to avoid certain foods – sugar and highly coloured foods are examples.  But if you have a child who is struggling with really challenging mood swings, fatigue, defiant attitudes, eczema, asthma, poor progress at school, perhaps you need to look more closely at bread.

 One of the major preservatives in bread is Proprionate.  If you take this post seriously and read the labels on the breads your family eats daily, you’ll see that it is added to virtually all commercially available bread and rolls.  The official name is Calcium Proprionate and it is a mould inhibitor, also found in various cheeses. The food scientists claim that it is harmless and they base this opinion on the fact that it occurs naturally in the human body.  That may be so, but there is limited evidence as to how much is tolerated by our body and how high doses may affect the body.

 Many South African families rely on bread for meals and snacks throughout the day.  Breakfast, school lunches and afternoon snacks are often based on bread.  It is an easy, relatively cheap and quick hunger satisfier.  But this high intake of bread is accompanied by a high intake of proprionate.

 One person who realised the link between proprionate and a myriad of mental and health problems is Sue Dengate.  She is an Australian researcher and writer who spent years trying to understand the underlying reasons for her own children’s extreme behaviour and learning challenges.  Her efforts have resulted in her founding the FAILSAFE eating approach which is widely followed in Australia and elsewhere.  Her website is a font of knowledge about how intolerances to food and food additives – including proprionate – affect both brain and body.

For example, she mentions how some breastfed babies stopped their constant screaming when their mothers switched to preservative-free bread; how children were able to first reduce and then stop their ADHD medication after giving up preserved bread, even how high-functioning adults suffering from chronic fatigue syndrome regained their energy after excluding certain breads.

 Bread preservative may not be the only additive causing problems but this post focuses on it because it is probably the additive eaten most often by people who think they are eating a healthy diet.  So many of us can cope with preservatives, colourants and flavourants but that isn’t an argument for closing our minds to the possibility that the challenging ADHD-type behaviours that we struggle with daily might be caused by or at least worsened by modern foods. The children that we’re focusing on are more vulnerable to many of the potential offenders found in our environment, including foods. The fact that other children are not affected by these things is not an excuse to ignore the possibility that one or many more potential offenders are affecting the brain, immune system and other bodily systems in an ‘ADHD’ child.

 So what bread can be eaten?  I don’t have a list of breads free of Calcium Proprionate but recently found a brand at Pick ‘n Pay that was free of it.  Otherwise, ciabatta is a bread that is proprionate free.  The reason is that the preservative would kill the micro-organisms that produce the gas that form the holes in the bread.   Artisanal breads available at the increasingly popular farmer’s markets may also be free of preservatives but you would be wise to check on this before buying.  Investing in a bread making machine would be another option. 

 For more information about Sue Dengate’s amazing work, and full instructions as to how to follow her FAILSAFE diet, visit her website at www.fedup.com.au

Above image courtesy of Freepik

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.