A child aged 5 - 7 years with or without diabetes
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• Is busy
• Explores
• Wants to play and have fun
• Wants to learn and achieve new skills
• Can be impulsive
• Is learning to get on with others at school and at home
• Becomes more helpful, can help to tidy up toys, makes their bed with guidance
• Can make simple foods like sandwiches
• Copies you
• Is learning to read, which opens up the world!
• Feels more independent but still needs adult supervision. For example, does not understand danger such as being careful around boiling water
• Is easily distracted by peers and environment
• Explores
• Wants to play and have fun
• Wants to learn and achieve new skills
• Can be impulsive
• Is learning to get on with others at school and at home
• Becomes more helpful, can help to tidy up toys, makes their bed with guidance
• Can make simple foods like sandwiches
• Copies you
• Is learning to read, which opens up the world!
• Feels more independent but still needs adult supervision. For example, does not understand danger such as being careful around boiling water
• Is easily distracted by peers and environment
When a
5-7 year old is diagnosed with diabetes
At first your child may:
• Appear to accept it, yet can be sad or angry or concerned for you
• Feel that something they did caused them to have diabetes - "I punched my brother so I got diabetes"
• Show their sadness by being naughty
• Benefit by being supported by you but still need limits set
• Respond and feel better if you show a positive attitude (even though you may feel totally overwhelmed)
• Begin to place greater importance on friendships so diabetes may make them feel different from their friends
• Begin to realise that diabetes won't go away
• Appear to accept it, yet can be sad or angry or concerned for you
• Feel that something they did caused them to have diabetes - "I punched my brother so I got diabetes"
• Show their sadness by being naughty
• Benefit by being supported by you but still need limits set
• Respond and feel better if you show a positive attitude (even though you may feel totally overwhelmed)
• Begin to place greater importance on friendships so diabetes may make them feel different from their friends
• Begin to realise that diabetes won't go away
Living
with diabetes
Your child's responsibility... how much
is too much?
• Children of this age must have adult supervision for diabetes-related tasks
• Try to encourage some responsibility (for example, ask them to go and collect their meter) but ultimately you are responsible. Your child won’t have much concept of time, so you will need to make sure snacks and insulin for instance, are given on time
• You may gradually transfer some tasks to your child. This varies according to their abilities and interest. Sometimes children become over-enthusiastic, then get fed up and want to give back the task!
• Breaking up the tasks into smaller steps rather than learning too much at a time may help your child to feel more confident
• Handling small things such as syringes may be difficult as fine motor coordination is still in the process of development
• Your child is able to cooperate with you by sitting still for a fingerprick and insulin injection. Being able to choose a finger or a site for injection makes them feel as though they're helping and have some control
• Three or four year olds can sometimes recognise a hypo and by the time they reach five, six or seven this is more evident especially if you draw attention to a hypo as it happens and ask them to tell you how they are feeling
• Your child can tell you when they feel hungry though they may be a bit vague in their description of hypo symptoms. They may not say “I’m having a hypo”, they are more likely to say “I feel wobbly, funny etc”
• Children of this age must have adult supervision for diabetes-related tasks
• Try to encourage some responsibility (for example, ask them to go and collect their meter) but ultimately you are responsible. Your child won’t have much concept of time, so you will need to make sure snacks and insulin for instance, are given on time
• You may gradually transfer some tasks to your child. This varies according to their abilities and interest. Sometimes children become over-enthusiastic, then get fed up and want to give back the task!
• Breaking up the tasks into smaller steps rather than learning too much at a time may help your child to feel more confident
• Handling small things such as syringes may be difficult as fine motor coordination is still in the process of development
• Your child is able to cooperate with you by sitting still for a fingerprick and insulin injection. Being able to choose a finger or a site for injection makes them feel as though they're helping and have some control
• Three or four year olds can sometimes recognise a hypo and by the time they reach five, six or seven this is more evident especially if you draw attention to a hypo as it happens and ask them to tell you how they are feeling
• Your child can tell you when they feel hungry though they may be a bit vague in their description of hypo symptoms. They may not say “I’m having a hypo”, they are more likely to say “I feel wobbly, funny etc”
Your child will need the support of
their friends
• Some children may be happy to 'show and tell' about having diabetes. If your child has had diabetes from an early age they may have told everyone - a lot depends on their personality. Other children may be more private in which case your advice as to how to go about telling their friends may be helpful. Together you can practise what to say
• Having a small group of your child's close friends to see how the equipment is used, and directing simple, age-appropriate discussion can help the more sensitive child. Education days or support groups may be organised by your local diabetes centre to help you and your child meet other children with diabetes and their parents
• Camps are invaluable to help you and your child feel less isolated. In some states there are parent/child weekend camps which provide an introduction to the concept of the camping experience. Your child may then graduate to other camps throughout their childhood right up to adolescence. Contact diabetes Australia in your state for information about camps
• Some children may be happy to 'show and tell' about having diabetes. If your child has had diabetes from an early age they may have told everyone - a lot depends on their personality. Other children may be more private in which case your advice as to how to go about telling their friends may be helpful. Together you can practise what to say
• Having a small group of your child's close friends to see how the equipment is used, and directing simple, age-appropriate discussion can help the more sensitive child. Education days or support groups may be organised by your local diabetes centre to help you and your child meet other children with diabetes and their parents
• Camps are invaluable to help you and your child feel less isolated. In some states there are parent/child weekend camps which provide an introduction to the concept of the camping experience. Your child may then graduate to other camps throughout their childhood right up to adolescence. Contact diabetes Australia in your state for information about camps
Coping from day to day
• Use simple terms
• Answer questions simply, as they arise
• Don't overload your child with too much information. Give a step by step introduction to tasks, one task at a time, and when neither of you is too tired!
• Acknowledge your child's feelings especially when they're frustrated, tired and fed up. Setting limits as you would for your other children is very important! It helps them to feel safe
• Children often absorb more than we think - they take in information along the way
• Give your child some relief, share injection chores, perhaps plan to safely eliminate blood glucose monitoring for one day a week - these things are very individual
• Quietly praise your child when they take on any new responsibility
• Try not to expect perfection
• Children can benefit from you directing them to express their frustrations in a positive way
• Be positive and give lots of hugs!
• Use simple terms
• Answer questions simply, as they arise
• Don't overload your child with too much information. Give a step by step introduction to tasks, one task at a time, and when neither of you is too tired!
• Acknowledge your child's feelings especially when they're frustrated, tired and fed up. Setting limits as you would for your other children is very important! It helps them to feel safe
• Children often absorb more than we think - they take in information along the way
• Give your child some relief, share injection chores, perhaps plan to safely eliminate blood glucose monitoring for one day a week - these things are very individual
• Quietly praise your child when they take on any new responsibility
• Try not to expect perfection
• Children can benefit from you directing them to express their frustrations in a positive way
• Be positive and give lots of hugs!
School
• You will probably be very reluctant to let your child out of your sight, but for you and your child's sake it’s a good time to give them a chance to spread their wings (and you a chance to spread yours)
• To take this step you must feel comfortable that your child will be safe as well as happy
• Ask your educator to visit the school to talk to the staff so that they in turn will feel comfortable with the situation. They are usually only too happy to help
• It’s best for your child to remain in class to check their blood glucose level (BGL), rather than walking to the office. Otherwise their BGL will drop even lower and be harder to treat
• It is useful to the school staff if you provide one or two hypo kits for them to store in a prominent place. Remember to restock hypo kits regularly. A photograph of your child placed in the staff room with details of hypo symptoms is also helpful. An emergency action poster next to the photo, as a reminder, is a good idea
• Your child should wear some type of diabetes identifi¬cation chain or bracelet. This habit is a good one to encourage at a young age as they may maintain the habit as they get older
• The staff usually do not mind you going to the school at lunchtime to check your child's BGL especially when newly diagnosed and/or when blood sugars are unstable
• Encourage your child to speak up if feeling unwell
For more information about managing diabetes at school click here.
To care for your child you must care
for yourself
diabetes takes a lot of time and energy so it's normal to feel frustrated and tired from the constant daily demands of management. Your emotions may change and recur (perhaps frequently) - guilt, frustration, helplessness, sadness, anger ... and elation when all goes according to plan! Here are some helpful tips:
• Talk to someone who may understand
• Share your feelings with your partner, a friend or relative, support groups, your doctor, other health professionals such as a social worker or psychologist
• Share diabetes related tasks with your partner
• Keep in touch with your educator as ongoing education can help you and your child at different stages
• Don't be afraid to ask your health professional team for support and guidance.
• Encourage relatives or friends to attend education sessions and/or support groups to learn more about diabetes so that they may in turn give you support
• Find some time for yourself. It's a worthwhile investment for the daily demands of parenting
diabetes takes a lot of time and energy so it's normal to feel frustrated and tired from the constant daily demands of management. Your emotions may change and recur (perhaps frequently) - guilt, frustration, helplessness, sadness, anger ... and elation when all goes according to plan! Here are some helpful tips:
• Talk to someone who may understand
• Share your feelings with your partner, a friend or relative, support groups, your doctor, other health professionals such as a social worker or psychologist
• Share diabetes related tasks with your partner
• Keep in touch with your educator as ongoing education can help you and your child at different stages
• Don't be afraid to ask your health professional team for support and guidance.
• Encourage relatives or friends to attend education sessions and/or support groups to learn more about diabetes so that they may in turn give you support
• Find some time for yourself. It's a worthwhile investment for the daily demands of parenting
What does
any child do with food at this age?
Explores and 'tries out' different
foods.
Unlike the toddler, the young school-aged child wants to fit into the world around them. At the same time they feel more independent and peer pressure begins to shape their behaviour. Children start to explore their environment more, at home and at school. This includes food choices.
Unlike the toddler, the young school-aged child wants to fit into the world around them. At the same time they feel more independent and peer pressure begins to shape their behaviour. Children start to explore their environment more, at home and at school. This includes food choices.
It's good for parents to continue to offer healthy foods and encourage
acceptable eating behaviour but balance this with giving their child freedom of
choice. For example parental guidance is necessary to avoid your child eating
six packets of chips all in one day!
Although there will be fewer fights about food, peer pressure will have
an impact, especially with foods. Foods that are heavily advertised will be
favourites and more often than not will be high in fat, salt or sugar. These
types of foods are suitable from time to time as special occasion treats.
Low fat alternatives such as reduced fat milk and low fat cooking
methods are appropriate at this age. The food choices of your child should be
the same as the rest of the family - generally low in fat (especially saturated
fats) and high in fibre. This keeps your body and your child's body healthy and
reduces the risk of long term health problems.
Eats meals away from home
At this age your child begins to eat more meals away from the family home. This includes school lunches. This is when you may encounter things like swapped lunches (the grass is greener ... in a friend's lunch box) and missed meals (not enough time to eat and play!).
At this age your child begins to eat more meals away from the family home. This includes school lunches. This is when you may encounter things like swapped lunches (the grass is greener ... in a friend's lunch box) and missed meals (not enough time to eat and play!).
Helpful hints:
• Prepare a lunch that looks good and is quick to eat
• Pack up snacks and lunches in different wraps or containers which makes the food easy for your child to determine which food package is for which meal
• Freeze sandwiches and other freezable items the night before so that lunch tastes and looks fresh
• Children at this age like to learn new skills and can make simple items like sandwiches. Lunch may be eaten more frequently if it's been made by the child themselves
• Prepare a lunch that looks good and is quick to eat
• Pack up snacks and lunches in different wraps or containers which makes the food easy for your child to determine which food package is for which meal
• Freeze sandwiches and other freezable items the night before so that lunch tastes and looks fresh
• Children at this age like to learn new skills and can make simple items like sandwiches. Lunch may be eaten more frequently if it's been made by the child themselves
Lunch ideas:
• Sandwich fingers or triangles with or without crusts
• Crackers and cheese
• Rolls, bagels or wraps
• Small containers of pasta or rice salad
• Sandwich fingers or triangles with or without crusts
• Crackers and cheese
• Rolls, bagels or wraps
• Small containers of pasta or rice salad
Snack ideas:• Fresh, dried or frozen fruit pieces
• Yoghurt or dairy desserts
• Canned fruit snack packs
• Scones or fruit bread
• Crispbread eg. Vitaweets
• Pretzels or rice crackers
• Pikelets
• Homemade muffins
• Muesli bar or Breakfast Bar
• Include a frozen drink to keep lunch cold.
If demands for ‘junk foods’ increase (such as crisps and chocolate)
"because that's what everyone else gets", it's best to compromise by
including treats for special occasions. The same applies with buying lunch at
the canteen, this can add to variety, but is not recommended every day. Taking
a balanced approach helps to teach your child about the difference between
‘everyday’ and ‘special occasion’ foods.
Riding
the food merry-go-round... of diabetes
Varying appetite - varying insulin dose
A child's appetite varies during this time, usually indicating the body's need for food. Growth spurts or periods of lots of activity are times when they will usually eat more. To cater for these changes, insulin dosage may need to be adjusted. This does not mean their diabetes is worsening as is sometimes believed. It's an inevitable part of the growing process. Talk to your doctor or diabetes educator about these adjustments. Frequent reviews (at least once a year) of meal plans by a dietitian is essential to ensure normal growth.
A child's appetite varies during this time, usually indicating the body's need for food. Growth spurts or periods of lots of activity are times when they will usually eat more. To cater for these changes, insulin dosage may need to be adjusted. This does not mean their diabetes is worsening as is sometimes believed. It's an inevitable part of the growing process. Talk to your doctor or diabetes educator about these adjustments. Frequent reviews (at least once a year) of meal plans by a dietitian is essential to ensure normal growth.
As they get older, children may be able to stay up later on some nights
(such as the weekend). At times like this, it may be appropriate to give them a
second supper to prevent hypos. Check their blood glucose levels (BGLs) to help
to decide if this is necessary.
Sharing decisions about food choices
Along with their growing responsibilities for day-to-day tasks come the responsibilities of diabetes. A child at this stage is usually co-operative, willing to learn new tasks and responds to encouragement.
Along with their growing responsibilities for day-to-day tasks come the responsibilities of diabetes. A child at this stage is usually co-operative, willing to learn new tasks and responds to encouragement.
Learning about healthy food choices and understanding which foods
(carbohydrates) affect their BGLs is appropriate and possible. Helping out with
cooking and making food choices in the supermarket are practical and fun ways
for your child to learn.
Hypos and exercise
Carrying quick absorbed carbohydrate (jellybeans and/or a fruit juice popper) at all times is another task to be learned by the child with diabetes to increase their sense of independence. Exercise and sport may become more active, prolonged and routine, especially if played after school. Insulin doses may need to be adjusted and you may need to experiment with the amount and types of food to learn what suits your child's needs. For example dried fruit and crackers are quick to eat. Reminding your child to have BGLs checked before and after the activity, as well as topping up with carbohydrate foods is important. Talking to your dietitian and/or diabetes educator often helps.
Carrying quick absorbed carbohydrate (jellybeans and/or a fruit juice popper) at all times is another task to be learned by the child with diabetes to increase their sense of independence. Exercise and sport may become more active, prolonged and routine, especially if played after school. Insulin doses may need to be adjusted and you may need to experiment with the amount and types of food to learn what suits your child's needs. For example dried fruit and crackers are quick to eat. Reminding your child to have BGLs checked before and after the activity, as well as topping up with carbohydrate foods is important. Talking to your dietitian and/or diabetes educator often helps.
Hypos at school
Although hypo symptoms are individual, mid-morning sleepiness, poor attention just before morning recess, or headaches, are common signs of low BGLs. It's important to give a supply of fruit juice or jellybeans and crackers or biscuits to your child and your child's school teacher for treating hypos. These items could be kept in a separate lunch box in your child's bag as well as in the class room and/or office.
Although hypo symptoms are individual, mid-morning sleepiness, poor attention just before morning recess, or headaches, are common signs of low BGLs. It's important to give a supply of fruit juice or jellybeans and crackers or biscuits to your child and your child's school teacher for treating hypos. These items could be kept in a separate lunch box in your child's bag as well as in the class room and/or office.
It is vital for teachers to understand the need for your child to
sometimes eat a snack during class time to treat a hypo. This is best explained
to them by you or your child’s diabetes educator.
Initially, fitting diabetes into the school day can be a balancing act.
Check the time between breakfast and morning recess to see if it's more than
three hours, if so a before school snack may be necessary to prevent a hypo. At
the same time, preventing your child from feeling different from other school
children by ensuring meals (such as recesses and lunch) are at the same time as
the other children is essential.
Teachers may also be able to pick up the signs of a hypo and treat early
if they are well informed. They also need to be aware of avoiding delays in
meal times and most importantly when treating hypos. Packing snacks for your
child to eat during the school day is one way to ensure they have enough food
to eat to prevent hypos. This is particularly relevant if there's a school day
with extra activity planned such as sports day.
Birthday parties
Parties are social events often involving a lot of activity and a lot of eating! Despite this, hypos may still occur when enormous amounts of energy are burnt up through games and excitement. Making sure your child gets enough carbohydrate (every three hours or so) to prevent hypos is the main concern. Your child should be allowed to enjoy the foods offered at the party, including snack foods and birthday cake. Diet soft drinks or cordials can be provided for all the children to enjoy. If you are not at the party, provide your host or another adult with simple instructions about hypo management and make sure that your child knows what to do if they have a hypo. It’s also important to be aware that the extra activity at parties can lead to delayed hypos so extra supper may be needed.
Parties are social events often involving a lot of activity and a lot of eating! Despite this, hypos may still occur when enormous amounts of energy are burnt up through games and excitement. Making sure your child gets enough carbohydrate (every three hours or so) to prevent hypos is the main concern. Your child should be allowed to enjoy the foods offered at the party, including snack foods and birthday cake. Diet soft drinks or cordials can be provided for all the children to enjoy. If you are not at the party, provide your host or another adult with simple instructions about hypo management and make sure that your child knows what to do if they have a hypo. It’s also important to be aware that the extra activity at parties can lead to delayed hypos so extra supper may be needed.
Birthdays may seem to occur every week but they are not an everyday
event and are important in the development of your child’s social skills. So
it’s important to let your child join in and have fun!
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