We’ve known for a long time that food can cause us problems.  The well-known adage ‘One man’s meat is another man’s poison’ was reportedly said by Herodotus in 460 BC.  Later, Hippocrates identified that stomach and skin complaints could be caused by drinking milk.  Yet the link between the food we consume and children’s problems remains stubbornly ignored by many.  Inattention is seen to be the result of ‘unbalanced brain chemicals’ or a symptom of a mental disorder (ADHD).  This is in spite of much evidence that attention and other typical challenges (can’t complete tasks; loses focus; is aggressive; can’t follow instructions  etc) may well be linked to brain function that is disrupted by food substances.

There’s a difference between a food allergy and an intolerance.  A food allergy means any immediate adverse immune reaction to any substance inhaled or eaten or coming into direct contact with the skin.  The reaction (swollen lips and tongue, asthma attack, rash) is immediate and so can usually be traced back to a particular cause.  Peanut and shellfish allergies are perhaps the best known.

Food intolerance is the name for reactions that show up to 72 hours after exposure, making the trigger food or substance much more difficult to identify. While the reactions may not be life-threatening, as in the case of an allergy, they can certainly impact badly on the general health and functioning of the child.  Symptoms of food intolerances can be divided into two broad categories: physical (especially digestive) and mental/emotional/behavioural.

It is much easier to understand the link between what a child eats and what happens in his digestive system than to see the relationship between his food and his feelings, behaviours and learning. Nevertheless, we have known for decades that reactions to foods can cause, amongst others, hyperactivity, nervousness, learning problems, depression, hostility, aggression, periods of confusion, irritability, mood swings and clumsiness. 

Partly clouding the issue is that the distinction between allergy and intolerance is still not recognized.  This means the absence of an immediate negative reaction to a food is seldom thought of as a possible cause of emotional/emotional/behavioural issues.

Dr William Philpott, a psychiatrist and an author of an interesting book titled Brain allergies, reported that intolerant reactions to foods and pollutants often trigger violent behaviour. This rings true to ILT practitioners, who have had experience of children as young as 3-years-old being expelled from their nursery schools for violent outbursts.  On careful analysis, the causes were food additives – such as colourants, preservatives and flavouring. 

Another case[1] involved a 5-year old boy with poor speech development.  The child showed an abnormal EEG (brain scan showing abnormal brainwave patterns) and a temper that was out of control.  The boy was found to be intolerant to chocolate, milk and cola, which were then eliminated from his diet for over seven months.  The EEG was repeated and found to be normal, and his behaviour was much improved.  When the culprit foods were then reintroduced, his EEG was once again abnormal and his behaviour worsened.

Common food intolerances

Many foods may be the triggers to adverse reactions but to help alert you to the most likely culprits in childhood, here are the top five usual suspects:

  1. Cow’s milk products
  2. Food additives and colourings
  3. Gluten grains (wheat, oats, rye, barley)
  4. Sugar
  5. Yeast

In addition, sometimes the clue to a culprit food may be the food that a child craves and insists on eating all the time.  Eating too much of the same food too often can lead to a food intolerance which then becomes a craving for that food.  Yet another reason to try and ensure that your family has a varied diet.

It is difficult to test reliably for a possible food intolerance and some tests are also expensive.  One method that can be done without expense at home is an elimination diet. 

Elimination diet

As the name suggests, this approach means that you withhold the suspected food to see if symptoms improve. This means being very strict and ensuring that the suspected food is totally absent from the diet.  For example, you may be withholding milk but the child is eating other foods containing milk, for example, baked products, cheese and so on. 

If the symptoms do seem to abate, after a while you add the food back to see if symptoms reappear.  Don’t be in too much of a hurry.  If food tolerance is the cause of the symptoms, it might take up to several weeks to see improvements – especially if the symptom is related to a health condition.  On the other hand, children sometimes show remarkably quick improvement.  An example of this is a young girl who showed mood problems, low energy levels, ‘foggy head’, sore muscles and some digestive problems.  We suspected wheat as her diet was particularly high in this, being part of nearly every meal.  After cutting out all wheat and wheat-containing products (read the labels!), she felt very much better after only a month. In the first few days, she had felt worse, which is a well-known sign of withdrawal from a biochemical addiction. This was a confirmation that the approach was correct and luckily passed after only a short while.

If there are multiple food intolerances, identifying them may be a long and difficult process. Symptoms may not improve even if one suspected food is avoided because other culprit foods may be contributing to the symptoms.  In this case, it would be better to consider a test, for which you should consult a medical doctor with specific knowledge of allergies and intolerances.

Is there a cure for food intolerances?

There is no simple remedy for a condition that is a manifestation of the body’s inability to adapt to certain things, not least eating too much of the same foods too often.  The only real way to deal with a food intolerance is to avoid the food so as to reduce or eliminate the symptoms.

[1] Haynes, A J & Savill, A. 2005. The food intolerance bible. HarperThorsons: Berwick upon Tweed

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.