Integrated Learning Therapy places great value on a healthy digestive system.  Our knowledge about the importance of nutrition for brain health naturally evolved into a concern for the state of our clients’ guts. More specifically, for the contents of their guts.  There is little doubt that having a gut stocked with healthy bacteria and other beneficial organisms (collectively called the microbiome) puts a child at an advantage when it comes to school success.  The question is: if you suspect that gut problems are present in your child, how can you try to improve matters? How can you help him or her grow a healthy gut garden?  This article is summarized from the book ‘Follow your gut’ by Rob Knight (A TED Book published by Simon and Schuster).

As with any garden, it is necessary to nurture the existing plants by feeding them or preparing the ground for new plants by digging in nutrients.  This is where prebiotics come in.  There isn’t a universal definition for prebiotics but according to the International Scientific Association for Probiotics and Prebiotics, prebiotics are “nondigestible substances that provide a beneficial physiological effect for the host by selectively stimulating the favorable growth or activity of a limited number of indigenous bacteria.”[1]  In simpler language, prebiotics are largely soluble fibres that occur naturally in some fruits and vegetables.  They provide nutrition for the cells that line our intestines and also produce some of the benefits of natural high-fibre diets. One of the major benefits is that they stimulate the growth of health-promoting microbes.   It is logical then to assume that children who struggle to eat enough fruits and vegetables might lack these fibres and so also lack a healthy microbiome.

There are as yet no clear guidelines as to what you should do to improve matters if your child resists fibrous vegetables but at the very least, it can do no harm to provide a prebiotic supplement.

Secondly, once you’ve dug in some compost, you need to put healthy plants into your garden.  These are the probiotics that play such an important role our physical and mental health.

They are mainly bacteria that are found naturally occurring in the human gut or in fermented foods (such as yoghurt, naturally fermented sauerkraut and kimchi).  Probiotics are defined as live microorganisms that, when administered in sufficient quantities, benefit health.  Briefly, they are the ‘good’ or ‘helpful’ or ‘beneficial’ bacteria.  If you suspect that gut health is compromised by a lack of these good bacteria, or if your child has had a course of antibiotics that will effective destroy the entire crop that might have been present before an illness, you may consider trying to replace them with supplements, yoghurts, fermented foods and even suppositories.

The problem is that probiotic products have not been formally approved nor have health claims been accepted by official food and drug organisations. This means that you have to be very careful of the product you choose to buy.

There has been huge interest in probiotics in recent years – especially in view of new insights to the significance of gut health for so many different medical conditions. These range from depression to autism with a myriad of other health conditions along the way, including Crohn’s disease, constipation, insulin resistance and autoimmune diseases like Multiple Sclerosis, Rheumatoid Arthritis and even ADHD.  Several clinical trials have been done with plenty more in the pipeline.  But there is a big problem.

The problem is that currently, there’s a lot more hype than solid research to give concrete evidence to what strains of probiotics are effective for what conditions and which manufacturers can be trusted.  If you visit your Health Shop or pharmacist, you’ll see lots of bottles filled with probiotics that are advertised as guaranteed to make your garden flourish.  The downside is the lack of real evidence that any of them will work and no insight to which strains will work for you.  In addition, you won’t know whether or not the product contains any live organisms after being freeze-dried and shipped long distances to sit on a shelf.  Those in the know will tell you that microorganisms need very specific conditions to survive.

Once you try to overcome these hurdles, you will be faced with the biggest problem. This is that many people assume that any probiotic will do.  It’s like saying that you took a drug because you weren’t feeling well without being able to specify what drug or why you chose it.  Having a friend recommend a probiotic or a pharmacy assistant hand you one casually might lead to very limited results.  The best you can do is to ask your doctor or pharmacist for a brand that has some good results (randomized, controlled trial data) supporting its effectiveness. Better still, try to find one that has proved success in treating the specific problem you identify and describe to the pharmacist.

Failing that, live, unsweetened, plain yoghurt is unlikely to hurt.  If your child dislikes yoghurt, blend some fruit into it to make a smoothie.  Don’t buy the yoghurt containing fruit.  That isn’t a food – it’s a sweet dessert with no particular nutritional value.

So choosing a probiotic is not an easy thing to do.  It is, however, worthwhile persevering because from our own experience, ILT practitioners have seen notable improvements in children whose gut gardens have been tended and begin to flourish.

Image supplied by Freepik.

 

 

[1] www.worldgastroenterology.org/assets/downloads/en/pdf/guidelines/19_probiotics_prebiotics.pdf

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.