The end-of-term transition anxiety has kicked in here this week. The dysregulation has moved up several notches. Both the girls are tired. There have been lots of tears and slammed doors and shouting about how terrible we are followed by apologies and more tears and cuddles and a bit more wailing and then calm (more-or-less). Time to break out a few more of my tried and tested sensory activities to see us through to the end of term and into the holidays.

6-sensory-activities-for-summer

Note: this is an update of a post I wrote last summer. This stuff works really well for us, so I’m sharing it again.

Around here, as in many adoptive families, holidays are hard work, especially the first few days of adjustment to the different routines. Joanna (8) and Charlotte (7) both have sensory issues caused by their early experiences: Joanna’s are primarily aural (oversensitivity to sound and a fear of loud noises), while Charlotte’s are mainly oral (she likes to chew things – toys, clothes, books – and is very fussy about food and will not countenance the idea of a raw tomato within five feet of her plate). Both are also quite fidgety and love to fiddle with things – to self-soothe because of attachment-related anxiety.

Enter the list of sensory activities to help them stay regulated, happy little sausages during the holidays. You’ll note that all of these are of the uncomplicated ‘buy it and get on with it’ variety, rather than Pinterest-worthy creations that require you to spend a week crocheting the shoelaces of elves first. The only one that requires any advance preparation is number 4, but that’s just putting some stuff in the freezer overnight. Job done.

1: Beads

The beads are a great calming activity – the sorting and threading and concentrating works beautifully to help them stay regulated. Seriously – it’s amazing. I have rarely seen them so calm! As long as there are enough of each type to go around and sibling rivalry doesn’t kick in, all is well. This particular set was £6.00 from Tesco and has kit for four necklaces with lots of beads left over. I haven’t been able to find it there this year but there are similar kits on Amazon (try the WINOMO Alphabet beads or Melissa and Doug Deluxe Wooden Bead Set).

2: Playdough/Plasticine/FIMO

An oldie but a goodie – give them a supply of dough, cutters and rolling pins and let them do their thing. (All you have to do is watch it get trodden into the carpet.) Nice and tactile for those who enjoy that sensation and/or the creative possibilities. Alternatively, our OT recommends the gloop made by mixing cornflour and water. It’s great for making fingers work harder and giving that feedback their muscles need.

3: Baking

Basically an edible version of the previous idea – adding an extra sensory experience into the mix. Use a simple biscuit recipe and let them go mad with the cutters, or for a treat try my chocolate cake recipe. (This cake is EPIC and also completely foolproof.)

chocolate-cake-small.jpg

4: Frozen archeology

A great idea for hot weather. Take some of their plastic toys and freeze them in a big container of water (with food colouring or a bit of orange squash in to hide the toys if you want), then give them a spoon to perform their archaeological dig! This activity provides new tactile experiences to keep sensory-seekers interested and can be combined with playing in a paddling pool for extra entertainment! Joanna and Charlotte love this.

sensory-activities-for-summer

5: Water

Charlotte completely lights up with joy when she’s in a swimming pool, and it’s a full-on immersive sensory experience, so our girls have a fortnight of swimming lessons every summer. But if that’s not an option, then a middle-of-the-day bath can work, especially if you colour the water with food colouring. In hot weather, the classic run-through-the-sprinkler game reliably produces a lot of shrieking and giggling in our garden. In hot weather we sometimes peg out a tarpaulin on the grass and squirt washing-up liquid or bubble bath on it. We then put the hose at the top end (our garden is on a slight slope). The girls love to slide down the slope and get covered in bubbles, then rinse off in the paddling pool. (Don’t have a tarpaulin? Grab one from camping shops or from Amazon here for under £6.50.)

Our garden bubble-slide.

6: Masking tape racetrack

This one needs a roll of masking tape (washi tape works well too) and some Matchbox-type cars. The first time we did it I designed a course for them myself, but Joanna added her own modifications. I like to include plenty of obstacles to make it more of a sensory experience. We have cushions to drive over, maybe a beanbag mountain, a cardboard tube tunnel, whatever we happen to have in the recycling box at the time. I find that the girls’ attention span increases when they can use the tape themselves after I’ve done the basic layout. They also enjoy using lots of props (e.g. people, trees and buildings from their train set and toy farm).

Racetrack

An early prototype

I hope you find these helpful during the holidays. If you you have other sensory play ideas I’d love to hear about them. Let me know in the comments below or on Twitter, Facebook or Instagram.

BEFORE YOU GO…

  • If you found this post helpful or interesting, please vote for it. Thanks! 🙂
  • You can find me on Twitter, Facebook, Instagram and Pinterest. I love to talk to fellow adopters.
  • You can also sign up here to receive my monthly newsletter. It contains my recent blog posts, my favourite adoption-related blog posts by others, and relevant resources from around the web.
Follow:

How do other adoptive parents juggle all the stuff that we are expected to cope with? How does anyone cope with all the advocacy and admin and energy required for parenting two or more children with additional needs of any kind? This week I am really feeling the resulting headspin. My brain has way too many tabs open – too much stuff pending. Too many forms, and emails, and meetings, and phone calls.

headspin

As we hurtle towards half term (how did that happen? It was only Easter ten minutes ago), here’s what’s going on with us.

SEBD school visit

As I’ve mentioned previously, Joanna’s needs are not being met in her mainstream primary school, and she needs an alternative placement. Following the EHCP review, we visited our first SEBD school. I asked most of my questions. The school was good – lots of evidence of good strategies in place for helping the children with self-regulation, lots of breakout spaces for children to use to calm down, staff whose job it is to track children around the premises and help them to return to where they are supposed to be, that sort of thing. The OT facilities were particularly impressive. We liked the headteacher. But I had an uneasy feeling, and I haven’t quite put my finger on the reason.

The boarding dilemma

Part of it is about boarding. We’ve said we’d like to consider weekly boarding. I’m still torn about the boarding side of things – we need the respite, it means fewer transitions and long car journeys for Joanna, but she is still only eight years old, and I don’t want her to think of it as a rejection. When the person showing us round the school said ‘And here’s where we teach them to do their own laundry’ I had to take some deep breaths as I thought about what is in effect someone else parenting my child during the week and her learning all those little steps towards independence from someone else. Once we’d left the school I may have had a bit of a cry about that. Trying to put my feelings aside and focus on what is in Joanna’s best interests is a bit harder than I thought. Turns out I feel pretty horrible about asking for respite when it means my little girl living somewhere else. I need to get over not being able to meet all her needs myself, however much I’d like to. That’s hard. I don’t understand my own thoughts and feelings about it all. How can I be jealous of someone else getting to do that stuff with her and for her and yet at the same time be asking for respite because I am finding it so hard myself?

So. We still have at least two more schools to visit, but I haven’t booked them yet. There’s so much processing to do; so much else going on; so much psyching myself up for it all needs to happen.

Risk assessment

A few weeks back, as well as scaling a 7-foot wall and escaping from school, there was an incident where (a) Joanna ran away from home, (b) we tackled her to the ground in the park after 40 minutes of not-quite-chasing her; (c) a couple saw us grab her, heard her scream and assumed we were abducting her; (d) said couple called the police; (e) I pre-emptively emailed  school and PAS; and (e) the police came round to talk (supportively) about it all. PAS subsequently came out to do a risk assessment to help move things along in terms of the support they can offer. The idea is that by illustrating the constant need for us to be risk-assessing all the possible moves the girls might make, the CPV, the risk of various types of self-harm and putting themselves in dangerous situations… they can justify providing us with respite and putting pressure on the SEN team to speed up the school placement business.

Occupational Therapy

Meanwhile the OT has started working with Charlotte. (A full year after the OT assessment was done, but let’s leave that rant for another day.) Today she is in school talking to the teachers about both girls. She’s also doing an observation of Joanna as part of her assessment. Said assessment will form part of the paperwork for the EHCP review, which should support our case to get appropriate help for her. Obviously the funding isn’t yet in place for the OT to work with Joanna as well, but apparently PAS are working on it.

CAMHS

Joanna is still on the waiting list – that’s 8 months since her assessment. Charlotte is on the waiting list to get an appointment to be assessed. Not even a date for the initial consultation yet. Don’t hold your breath.

Alternative psychotherapy

Joanna’s previous therapist (whose funding didn’t get renewed in the LA handover debacle) has recommended that Joanna have EMDR therapy which sounds a bit strange at first but seems to get great results. An ASF application for funding went in two months ago. PAS are supposed to be chasing it and/or funding it themselves. Again, no news.

FASD assessment

We continue to pursue an FASD assessment for Charlotte. The paediatrician has bounced it back to the GP with a permissions form for us to complete. Sounds straightforward, but they expect us to sign to say that we’ll accept the panel’s verdict about what happens next, which could mean Charlotte actually seeing the paediatrician, but could be them sending us on a parenting course. That is one of the options they can prescribe and if we sign the form, we’re saying that’s acceptable, which it isn’t. Obviously. I’m very much up for any course that is FASD-specific, but not as an alternative to actually seeing a medical professional who can make a diagnosis. So we haven’t signed, and the school nurse is having a conversation with the GP about it all. Again, no news for a week or so. I’m expecting a call any day.

The book

After a ridiculously long hiatus which we’ll put down to ‘dealing with life’, I’m resuming work on my self-care book. (Hurrah.) This week I’ve completed a first draft of the first chapter and have sent it to some agents I’m meeting next month. (If I say that quickly it doesn’t sound as scary.) More details will follow, and there will almost certainly be more requests for people to be case studies for various aspects of self-care in the weeks/months to come. Watch this space.

Self-care

I between all this, I have my now annual self-care week – a solo trip to soak up some restorative mountain views, sleep, practise my excruciatingly poor German language skills, shut down a few of those headspin-inducing tabs for a whole, and generally be Hannah, not just mum. That’s coming up in a couple of weeks, or to be precise (not that I’m counting…)

I. Cannot. Wait.

Peace! Sachertorte! Mountains! Strudel! Maybe the occasional yodel… I am so thankful for the airmiles that Pete clocks up with work.

So in the next 24 hours I’ll be sticking my Teach Yourself German cassettes on again (‘Ist der Garten schön? Ja, der Garten ist schön…’) and battening down the hatches for half term. I hope yours is a (relatively) peaceful one.

PS I’m sorry if you’re sick of seeing this on Twitter. But I’d be so grateful if you could spare a minute to vote for me in the #BiBs awards if you like what I have to say about the importance of self-care for adoptive parents. Thanks.


BEFORE YOU GO…

  • If you found this post helpful or interesting, please vote for it. Thanks! 🙂
  • You can find me on Twitter, Facebook, Instagram and Pinterest. I love to talk to fellow adopters.
  • You can also sign up here to receive my monthly newsletter. It contains my recent blog posts, my favourite adoption-related blog posts by others, and relevant resources from around the web.
Follow:

Having started the fight to get Joanna into a specialist school in the last couple of weeks, we’re keen to keep up the momentum and arm ourselves with plenty of first-hand knowledge from Actual Visits so we can make the best possible case to the SEN panel. And here is where it begins: my 30 questions to ask SEBD schools.

They want paperwork, they’re going to get paperwork. I’m going to write a masterpiece comparing and contrasting the various options. Bring it on.

30 Questions To Ask SEBD Schools

To recap: we’re looking for a specialist SEBD (social, emotional and behavioural difficulties) school for our eight-year-old daughter, Joanna. Her current mainstream primary school can’t meet her needs or cope with her dysregulation and violence. We are struggling at home  with both girls’ CPV and fighting each other. (Read more about our CPV experience here.) There have also been a couple of running away incidents lately – one from school and one from home. Arrrgh.

We’ve just had an EHCP review (brought forward after a rash of exclusions for violence last term) and although we had a good argument for a particular school based on a lot of Googling and scouring of websites, we agreed that we also need to visit the three schools under discussion in order to make an even more informed choice.

30 questions to ask SEBD schools

We’re going to see the first school (our current first choice) this week. I’ve been thinking up questions. Here’s my list so far.

The home–school relationship

1) How do you keep in touch with parents?

2) How frequent are communications – not just about academic progress, but behavioural and general comments in what’s going on for her?

3) What does the partnership with parents look like in terms of consistent strategies around behaviour to make sure Joanna receives the same messages at home and school?

Academic issues

4) How does the transition from mainstream work? What would that look like for Joanna?

5) What would the year 4 timetable look like for Joanna?

6) How do you measure academic progress?

Therapy and behavioural issues

7) What therapies are available on site?

8) Are class teachers/TAs trained in issues relating to early trauma?

9) What proportion of the pupils come from a similar background?

10) Would she miss lessons for therapy? How does that work?

11) Is therapy delivered 1:1 or in groups?

12) Joanna has been working happily in class for 90 minutes and is then given a maths question that she can’t immediately work out. Her self-esteem is threatened and she suddenly becomes angry, shouting, throwing a chair at someone and running out of the room. In your school, what happens next?

13) Do you have much sensory OT work incorporated into the classroom?

14) What are your expectations of her? What happens if she fails to met your expectations?

15) What measures do you have in place to stop her running away?

Boarding

16) What is in place for keeping in touch with Joanna during the week? Can she call us?

17) What routines are in place in the mornings and evenings?

18) Who would be looking after Joanna in the mornings and evenings? Can we meet them?

19) What happens if she’s ill?

20) Can we see what the rooms are like?

Social skills

21) What help is available to Joanna for developing social skills, building friendships, etc?

22) What are the male/female ratios in her year group? In the school overall?

23) Are there any extra-curricular activities available (eg football, chess, drama)?

24) Joanna really struggles with transitions. What do you have in place to help with different types of transitions (on a daily basis, between school years, and from primary to secondary)?

25) What behavioural issues is she likely to learn from other pupils? What are the main issues they face?

Securing a place

26) If we really want Joanna to come here, what are the arguments you’d recommend us putting to the LA in the EHCP review paperwork?

27) What’s your relationship like with the LA’s SEND team?

28) Do you have any other advice for navigating the system?

29) How competitive is your admissions process?

30) What do you think is the school’s best selling point?

More questions

These 30 questions are just a starting point. I’d love to hear other people’s, especially if you’ve navigated this process already or are doing it at the moment. Is there anything you think I’ve missed? Let me know in the comments or on social media (see below).


BEFORE YOU GO…

  • If you found this post helpful or interesting, please vote for it. Thanks! 🙂
  • You can find me on Twitter, Facebook, Instagram and Pinterest. I love to talk to fellow adopters.
  • You can also sign up here to receive my monthly newsletter. It contains my recent blog posts, my favourite adoption-related blog posts by others, and relevant resources from around the web.
Follow:

Charlotte (age 7) is struggling with eye contact. And therefore so are we. Is it an attachment issue, FASD, or even autism? How concerned should I be? And should I be starting the fight for yet another assessment? Where do I start to find out? What information is there about eye contact in adopted children? Here’s what I found out.

Eye Contact In Adopted Children: Attachment, FASD Or Autism


Not today, thank you

It’s hard to know what Charlotte wants at any given time, as she changes her mind a lot. Sometimes she demands that we look at her, other times she screams at us not to look at her. Sometimes she wants to look at us, other times she refuses to. On extreme days, our children even scream at us for looking in the car’s rear-view mirror while driving. Not because we are looking at them, just because we’re using it to drive safely! Argh.

Possible diagnoses

I’d like to find out what this problem is about so that I can respond appropriately. Is it primarily an attachment issue? Is it part of FASD? Could it even be a sign of autism? Without a diagnosis it’s hard to know where to start. Is the advice for dealing with eye contact within each of these diagnoses the same or different? I did a bit of research to find out.

(Disclaimer: I’m not a medical professional. What follows is based only on my own experience as a parent and a bit of Googling.)

Eye contact in attachment disorders

John Bowlby (Mr Attachment Theory himself) lists eye contact as one of the critical factors in healthy attachment. His view is summarised by Psychology Today:

‘If the caregiver is responsive to the child’s signals and interacts with sensitivity, a secure attachment will be formed, reinforcing the child’s own positive emotional states and teaching him or her to modulate negative states. Deprived of the mother’s gaze, the area of the brain that coordinates social communication, empathic attunement, emotional regulation, and stimulus appraisal (the establishment of value and meaning) will be faulty. Such children are likely to develop “insecure attachment” along with all sorts of subsequent losses in self-esteem and feelings of belonging.’

So for Charlotte, whose birth mum wasn’t able to provide this for her, attachment looks like a possible contender. She probably didn’t have consistent doses of eye contact in her first few months of life. As a consequence, it may just be too threatening for her now.

Side note: though we were taught as prospective adopters that attachment theory is basically gospel truth, I am increasingly hearing of respected professionals calling it into question. I’m hoping to cover that in a future post.

Eye contact in FASD

It was harder than I expected to find good information about eye contact in FASD. One helpful resource is produced by psychology students at McMasters University in Hamilton, Ontario. They have a blog, ‘Live and Learn with FASD‘. There’s also an associated YouTube channel on which they have a series of videos for young people with FASD to help them improve their eye contact. They say:

‘It has been shown that some children with FASD experience problems with maintaining eye contact, and will typically look elsewhere on someone’s face when they speak. Their amygdalas, which play a role in processing emotions in the brain, tend to be less dense than in children without FASD. … While individuals [with FASD] tend to look at the centre of a picture of a face that is not moving, when a person’s face who is talking appears they tend to look at the mouth instead. This is because when the mouth is not moving, the eyes are more of a stimulus than the mouth in general, but when the mouth is moving, the mouth is a more important stimulus for the proposed pathway along which the information is processed’.

Eye contact in autism

Eye contact is well-known as a symptom of autism. An article from the charity Autism Speaks, ‘Why is it so hard for someone with autism to make eye contact?’ explains:

‘The act of making eye contact is extremely stressful for some people affected by autism. There are many books and articles written by adults with autism who describe the terrible stress they felt when well-meaning parents and teachers tried to force them to make eye contact during conversations. In many cases, they describe being further distracted and unable to focus on the conversation because of this insistence.’

This does sort of sound like Charlotte at the times she screams ‘STOP LOOKING AT ME!’ She has a few other behaviours that I’ve seen described as autistic traits, too. She loves pretending to be a dog, she likes lining things up, and she has sensory issues, especially around food, which can lead to massive meltdowns. Tomato on her plate? Salad leaves? She’ll scream, push the plate away, and either hide under the table or leave the room, slamming the door behind her and shouting. However, there is also a lot of overlap between FASD and autism, which leads to the question…

Which is it?

This helpful printable chart summarising the overlapping behavioural characteristics in FASD and other diagnoses indicated that FASD and autism are both possibilities. (I took this to our GP and it was a really useful tool to discuss it.) As Charlotte’s behaviour ticks all the boxes for FASD, I think it highly likely that she has it. Autism, though? Though I occasionally wonder about it when she exhibits certain behaviours, I don’t think so. This chart from MOFAS (below) is helpful in explaining the differences.

Differences Between Fetal Alcohol Spectrum Disorders and Autism

Source: Dan Dubovsky MSW SAMHSA, FASD Center for Excellence

FASD Autism
Occurs as often in males as in females Occurs in males 4 times as often as in females
Able to relate to others Difficult or impossible to relate to others in a meaningful way
Restricted patterns are not commonly seen Restricted patterns of behavior, interests, and activities as a core area
Verbal communication may be slow to develop but is not commonly significantly impaired Difficulty in verbal and non-verbal communication
Difficulties begin at birth Difficulties may begin after a period of normal growth
Difficulty in verbal receptive language; expressive language is more intact as the person ages Difficulty in both expressive and receptive language
Spoken language is typical Some do not develop spoken language
Spontaneously talkative Robotic, formal speech
Echolalia not common Echolalia-repeating words or phrases
Stereotyped movements not seen Stereotyped movements
Ritualistic behaviors not commonly seen Ritualistic behaviors
Repetitive body movements not seen; may have fine and gross motor coordination and/or balance problems Repetitive body movements e.g., hand flapping, and/or abnormal posture e.g., toe walking
Social and outgoing Remaining aloof; preferring to be alone
Difficulty with change and transitions Inflexibility related to routines and rituals
Can share enjoyment and laughter Lack of spontaneous sharing of enjoyment
Can express a range of emotion Restricted in emotional expression
Funny; good sense of humor Difficulty expressing humor
Microcephaly more common Macrocephaly more common
Considered a medical disorder in the ICD.  Not in the DSM-IV Considered a mental disorder in the DSM-IV

I’ve added colour to indicate where Charlotte’s behaviours fall definitively on one side – and that is mainly on the FASD side. She does have some language issues, such as becoming non-verbal at times of stress, using a made-up language and babble, and often preferring to communicate through grunts. (Some might say that sounds like a typical teenager.) But in other areas her social skills are generally OK. Yes, her level of empathy is a bit lower than I’d like. But she certainly prefers to play with others rather than alone, and she is very, very talkative. She also has a fully-functioning GSOH. Hmmm.

Conclusion

Problems with eye contact in adopted children are not desperately unusual. People have discussed the topic in a couple of threads on the Adoption UK forums, for example. It could ‘just’ be a consequence of early neglect. I’m aware that neglect in the first 18 months of a child’s life has a massive impact. (This was the age at which Charlotte was taken into care.) But my gut feeling is that it’s more than that. This is partly because I have Charlotte’s sister Joanna to compare her to.

Joanna was in the same birth family for even longer (nearly 3 years). Eye contact is occasionally an issue for her, but not to the same extent, and with Joanna it is almost always shame-related. Charlotte’s seems to be fuelled by something else: I get the sense it comes from overwhelm of some kind.

Meanwhile, we’re pressing on with trying to obtain an FASD diagnosis, and I’ll ask these questions when I’m finally face-to-face with someone who knows about this stuff. And as I find out more, I’ll update this post. If you have other sources of information on this topic, please leave them in the comments.

Further reading

I recommend these two books about FASD, both of which contain very practical advice and strategies, including a bit about eye contact.

You might also like to visit:


Have you experienced eye contact issues in your child? What are your thoughts? Please let me know in the comments.


Before you go…

  • If you found this post helpful or interesting, please vote for it. Thanks! 🙂
  • You can find me on Twitter, Facebook, Instagram and Pinterest. I love to talk to fellow adopters.
  • You can also sign up here to receive my newsletter, containing my recent blog posts, my favourite adoption-related blog posts by others, and relevant resources from around the web.
Follow:

When you mention that your child is a chewer and a world-class fidgeter (in polite company, a ‘sensory seeker’), there are a lot of people queuing up to advise you how to handle that.

So this post isn’t that. It’s just a list of the things we use around here to help the girls (mainly Charlotte, age 7) with their sensory issues, with links to places to get hold of them if you’d like to try them yourself.

(1) Some parents and OTs talk about the Chewbuddy as though it is magic. It’s a silicone chew that comes with a lanyard so it can be worn around the neck. We tried it, but Charlotte doesn’t like the texture of it all that much. I don’t blame her. It’s basically like a dog toy, very rubbery and not satisfying to get your chops around. It squeaks on your teeth which might disturb people who are bothered by that kind of thing. You can do a fun trick with it though: tuck the legs inside the head and wait for it to uncurl and jump in the air. It’s strangely compelling.

(2) The Cubebot is a fidget toy which we thought might help the girls to concentrate on whatever it was they were supposed to be doing in class. Um, no. He is very fun to play with, and I quite like having him on my desk when I’m writing, but I think he was thrown in the classroom and was generally not a welcome addition at school.

(3) The Tangle toy is available in a variety of colours and textures and is another great fidget. It’s probably not recommended for chewing because it breaks into sections and pieces could be swallowed. I suspect Charlotte sucks on it more than chewing it – I haven’t yet found any bite marks! It’s very fun and tactile, and another one we’ve sent in to school with her. Again, I like playing with it too if it finds its way onto my desk.

(4) When Charlotte had her sensory assessment, the occupational therapist suggested a body sock would help to provide the proprioceptic feedback that Charlotte needs. You can buy them online, but we made ours (thanks, Mum) from Lycra fabric and elastic. It’s probably a bit bigger than is ideal, but she loves it. We call it the calming-down bag. She gets in and we call out the names of objects and she makes their shape – banana, tree, football, star, etc. We encourage her to hold the large shapes which require her to stretch against the resistance of the bag for a count of ten.


(There is a child in there somewhere.)

(5) Not a sensory-specific toy, but one that has a a texture that Charlotte enjoys using. We used to call them Sticklebricks when I was a child, but these Bristle Blocks, along with Lego, encourage fine motor skills and visual planning.


(6) Another chew toy – this bracelet is a slightly more discreet wearable option. The disadvantages are that they can flick saliva at people sitting nearby (ask me how I know), and that they are very easily dropped on the floor and then put straight back in the mouth (nice).

(7) A solution we use most days at the moment is this combination of a safety lanyard and hard plastic chew. I should make very clear that these chews are intended to be sewn inside fabric toys, not to be used on their own as we do. However, we examine them frequently (every day or two) and replace them as soon as they are starting to reach a point where small bits of plastic might come off and be ingested. Use this with caution and take note of the safety warnings.

(8) In an attempt to make the cuffs of her school uniform less attractive as a chewing option, we gave Charlotte a box of cotton hankies for Christmas. They have her initial embroidered with flowers on one corner, which she loves, and they’re much cheaper to replace than school jumpers, can travel with her to school or live under her pillow at night, be sprayed with my perfume if required, and generally provide a soft chewing option.

(9) This teething chew has been a long-lasting favourite. I found ours in Sainsbury’s but you can also get them on Amazon. It provides several different textures and is one of Charlotte’s favourites (she likes the squishy green section best).

Do you use any of the same toys, or do you have more recommendations? I’d love to hear your comments.


You can find me on Twitter, Facebook, Instagram and Pinterest. You can also sign up here to receive my monthly newsletter, containing my recent blog posts, my favourite adoption-related blog posts by others, and relevant resources from around the web.


You Baby Me Mummy

 

Follow: