Sometimes it is really necessary that a child be prescribed antibiotics.  Some, however, may develop some tummy problems during or after completing the course.  Can probiotics help?  Dr Christine Hurtado gives the following advice:

Antibiotics can kill both good and bad bacteria in your child’s gut. This may throw your child’s gut microbiome out of balance. The microbiome is composed of the microscopic organisms—bacteria, fungi, viruses and parasites—that live in our bodies. That’s why it’s important to only use antibiotics when they’re really needed.

Signs that your child’s microbiome is off-balance include: 

  • Diarrhea
  • Tummy cramps
  • Nausea
  • Gas
  • Vomiting

If your child’s gut microbiome is disrupted from antibiotics, your doctor may recommend boosting the probiotics in their diet.

Probiotics are made up of the good bacteria that live in our bodies. After your child has been on antibiotics, probiotics can help get the gut microbiome back to a healthy balance by putting beneficial bacteria back in. Studies also suggest that probiotics may help relieve the diarrhea, gas, and cramping caused by antibiotics.

There are hundreds of bacteria that are considered to be probiotics. A few of the most commonly used strains are Lactobacillus, Bifidobacterium, and Saccharomyces.

Many fermented foods have probiotics in them. Examples include:

  • Yoghurt (natural, unsweetened thick yoghurt)
  • Kefir (fermented in either water or milk)
  • Sauerkraut and pickles (raw and refrigerated – not pickled in vinegar)
  • Kimchi (made from fermented cabbage)
  • Tempeh and miso (made from fermented soybeans)
  • Buttermilk
  • Sourdough bread

You also may have heard of prebiotics. These foods or supplements contain complex carbohydrates, which can’t be digested. The carbs ferment in the digestive system, feeding the good bacteria in the gut and helping them grow and thrive. Prebiotics are like fertilizer for the microbiome.

Prebiotics are found in many foods, especially those with a high fibre content, like vegetables. Examples include:

  • Asparagus
  • Snow peas
  • Whole grains
  • Bananas
  • Onions
  • Soybeans
  • Garlic

Probiotics and prebiotics are also sold as supplements, in capsule, tablet, powder and liquid form. But keep in mind that these supplements are not controlled by food authorities before being sold and there aren’t any official guidelines on how much to take or for how long. Rather talk to your doctor before giving your child any supplement, including probiotics or prebiotics.

Probiotics are also found in kombucha, a carbonated drink made with fermented sweetened tea that has become a news item lately. But drinking kombucha can be risky for kids because it may contain alcohol. Children shouldn’t drink home-brewed kombucha because it may contain harmful bacteria. This is especially true if your child has a health condition that weakens their immune system. Ask your doctor if you have questions about kombucha.

Your child’s microbiome should recover on its own after taking antibiotics, as long as your child is eating healthy foods. You can add foods with prebiotics or probiotics to help get that balance back, too.

Worried about overdoing it? When you have prebiotics in your diet, the bacteria consume the amount they need to stay healthy and active and the rest passes through the digestive system into the stool. The same goes for probiotics. If you get too many, there’s nowhere for them to go, so they also pass into the stool.

 

 

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.