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Gravity feeding baby


Neonatal Gravity Feeding: What Are The Challenges?

Sandy Sunquist Beauman, MSN, RNC-NIC / June 2016

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When giving enteral feeds in the NICU, we have several options. The solution to be fed, use of breast milk, addition of fortifiers, formula, protein additives etc., are determined by the primary provider. Once the determination has been made that a feeding of whatever sort of milk will be given via gavage, the nurse will have to make several choices.

First is the positioning of the feeding tube. It can be placed via the nose or the mouth. To date, we have no clear evidence that one position, nasal or oral, is better than another. Many units have written or unwritten guidance on this issue, so the nurse will usually pick one mode or the other based on usual practice in the unit.

Next, unless specifically ordered (which is not common) the nurse will pick the amount of time to give the feeding over and whether to feed by gravity or on a pump. This too is often influenced by unit culture or perhaps written policy. In several units where I have worked, gravity feeding has been the norm. Over the last several years though, I have noticed that the practice has drifted away from gravity feeds to pump feeds. Why is this?

There is some belief that “drip” feeds help decrease the incidence of reflux. As of a 2014 Cochrane review, no randomized controlled trials were found to support or refute this.1 Another Cochrane review found a total of 5 studies, or 511 subjects, and reviewed outcomes comparing continuous versus intermittent gavage feeding.2 Continuous was consistently defined as being given on a syringe pump but without time definition, and intermittent was defined as a gravity feeding being given over 15 to 40 minutes.2 The studies reviewed found no difference in time to achieve full feeds, growth, or necrotizing enterocolitis rates. One study found a trend toward more apnea with continuous feedings, while another study (only one) suggested improved weight gain in infants < 1250 grams who were fed via the continuous route. 2 Drip feeds can be useful when feeds are first started and volumes may be increasing, but very gradually. This mode of feeding for very premature or sick infants helps keep the gut primed and functioning while feeds cannot be increased much and infants are less likely to tolerate a large bolus.

Another reason I’ve been given for the trend toward more pump feedings, and perhaps the most common, is that nurses don’t have time to stand by the bedside to allow a gravity feeding to go in. Of course, it is important to stay with the baby during the course of the feeding. Depending on the amount, it could be given over anywhere from 5 to 30 minutes. Bottle feedings often take that long. While breastfeeding is done by the mother, the nurse is often available to assist at least periodically during the feeding. Sometimes, these feedings can take much longer. A very small 5 French feeding tube coupled with a fortified (thick) feed can result in a very slow feeding. In past years, nurses would secure the syringe barrel with a rubber band and secure it to the top of the incubator. This way the milk could go in over whatever time period was needed and the nurse could walk away. Of course, we now recognize many issues with this practice. When the feeding tube is secured in that manner, it could possibly be pulled out during the feeding – resulting in aspiration of the feeding or the feed ending up partially in the bed instead of the baby. Also, the baby may move around enough that the milk in the syringe barrel spills onto the bed. Both result in the infant not getting the benefit of that feeding.

Furthermore, in support of gravity feeding from a developmental standpoint, feeding time is a time for interaction between mother and baby, even if it is only holding and being close. Even if being fed via gavage, babies should benefit from this developmental intervention. Again, even if babies cannot be held during the feeding, physical presence of another person can provide the developmental input associated with “social” eating.

Part of the issue with a gravity feeding taking an exceptionally long time is the size of the feeding tube, as mentioned already. If the feeding is fortified, as many breast milk feedings are, and the volume has increased to 20+ mL, giving it through a 5 French feeding tube can be painstakingly slow. This goes back to two other choices the nurse has: route of the gavage tube and size.

Smaller tubes are usually desired when passed via the nose, although even an 8 French gavage tube is smaller than an endotracheal tube or CPAP prongs that both can be or are placed nasally. Any trauma that may occur from placement of a larger tube via the nose comes from forceful passage of the tube (no lubricant, wrong angle) or from the length of time the tube is in place. Changing the tube from one nare to the other every 3 or 7 days with routine changes will prevent any trauma. Additionally, placing a larger tube orally is an option. This route is harder to secure but if feeds are given via gravity, tubes may be placed for the feeding and removed.

I hope this blog provides you with some discussion points or thoughts about gravity feeds for at least some babies. If I haven’t mentioned your reason why gravity feeds aren’t given, or why gravity feeds are given in your unit, please share!

 

References:

1. Richards R, Foster JP, Psaila K. Continuous versus bolus intragastric tube feeding for preterm and low birth weight infants with gastro-oesophageal reflux disease. Cochrane Database of Systematic Reviews 2014, Issue 7. Art. No.: CD009719. DOI: 10.1002/14651858.CD009719.pub2.

2. Premji SS, Chessell L. Continuous nasogastric milk feeding versus intermittent bolus milk feeding for premature infants less than 1500 grams. Cochrane Database of Systematic Reviews 2011, Issue 11. Art. No.: CD001819. DOI: 10.1002/14651858.CD001819.pub2.

Sandy Sundquist Beauman has over 30 years of experience in neonatal nursing. In addition to her clinical work, she is very active in the National Association of Neonatal Nurses, has authored or edited several journal articles and book chapters, and speaks nationally on a variety of neonatal topics. She currently works in a research capacity to improve healthcare for neonates. Sandy is also a clinical consultant with Medela. You can find more information about Sandy and her work and interests at https://www.linkedin.com/in/sandy-beauman-0a140710/.

Tube Feeding Using the Gravity Method

Time to Read: About 9 minutes

This information will help teach you how to use the gravity method to feed yourself and take your medications through your percutaneous endoscopic gastrostomy (PEG), gastrostomy tube (GT), or nasogastric tube (NGT).

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About Tube Feeding

Tube feeding is when you get your nutrients through a feeding tube if you aren’t able to get enough through eating and drinking, or if you can’t swallow safely. Nutrients provide energy and help you heal. The gravity method is a type of feeding where formula flows out from your feeding bag and into your feeding tube by the force of gravity pulling the formula in a downward direction. For more information about your feeding tube, including how to manage side effects, read Tube Feeding Troubleshooting Guide.

You may have a feeding tube with a legacy connector or an ENFit connector. In this resource, we’ll show images of both types of connectors.

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Tube Feeding Guidelines

Your clinical dietitian nutritionist will talk with you about your daily nutrition and hydration goals. Follow their recommendations. In addition to your formula, be sure to give yourself the recommended water flushes listed above to meet your fluid needs. If you’re admitted to the hospital, bring your button adapter with you, if you have one.

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Tube Feeding Instructions

Follow the steps in this section during your tube feeding. Read How to Prevent Aspiration before tube feeding to learn how to avoid having your formula go down your airway.

  1. Clean your hands.
    • If you’re washing your hands with soap and water, wet your hands, apply soap, rub them together thoroughly for at least 20 seconds, then rinse. Dry your hands with a towel and use that same towel to turn off the faucet.
    • If you’re using an alcohol-based hand sanitizer, be sure to cover all of your hands with it, rubbing them together until they’re dry.
  2. Gather your supplies in a clean and comfortable place. Don’t set up or do your tube feeding in the bathroom. You’ll need:
    • The amount of formula prescribed by your healthcare provider
    • A gravity feeding bag
    • A cup
    • An IV pole or hook for hanging the feeding bag
    • A clean cloth or paper towel
    • A container of water. You can use tap water as long as it’s safe to drink.
    • A 60 milliliter (mL) legacy catheter tip or ENFit syringe
    • A clean cloth or paper towel
    • Tape
    • A button adapter, if you have one instead of a tube (see Figures 1 and 2)

      Figure 1.
      Button

      Figure 2. Tube with legacy connector (left) and ENFit (right) 

  3. Close the roller clamp on the feeding bag (see Figure 3).

    Figure 3. Close the roller clamp

  4. Wipe the top of the formula can with a clean cloth or paper towel. Pour the prescribed amount of formula into the feeding bag (see Figure 4).

    Figure 4. Fill the feeding bag

  5. Hang the feeding bag 2 to 3 feet (.6 to .9 meters) above you on either an IV pole or hook (see Figure 5). It should be close to a comfortable chair or your bed.

    Figure 5. Hang the feeding bag

  6. Hold the end of the feeding bag tube over a cup. Remove the cap at the end of the tube. Slowly open the roller clamp on the feeding bag tube (see Figure 6). Allow the formula to run through the tubing, then close the clamp. This gets the air out of the tubing.
  7. Open the plug at the end of your feeding tube (see Figure 7). If you have a button, put the adapter into it (see Figure 8).
    • If you’re using a tube without a clamp, pinch the end of the tube to avoid leakage or put the tube in a cup. For the rest of this resource, when we use the words “unclamp” or “reclamp,” you should “unpinch” or “repinch” your feeding tube instead.

      Figure 7. Open plug at end of legacy connector (left) and ENFit (right) 

      Figure 8. Put adapter
      into button

  8. Fill the syringe with the syringe with the amount of water recommended by your healthcare provider. Place the syringe into the end of your feeding tube or button adapter.
  9. Unclamp your feeding tube (see Figure 9). Flush your feeding tube (see Figure 10).

    Figure 9.
    Unclamp your
    feeding tube

    Figure 10. Flush your feeding tube with
    legacy connector (left)
    and ENFit (right)

  10. Reclamp your feeding tube. Disconnect the syringe.
  11. Connect the end of the feeding bag tubing to your feeding tube or button adapter (see Figure 11). Make sure that the end of the tube is placed firmly. You can put a piece of tape over the connection to keep it from separating.

    Figure 11. Connect feeding bag tubing to feeding tube with legacy connector (left) and ENFit (right)

  12. Unclamp your feeding tube and slowly open the roller clamp on the feeding bag tubing (see Figure 12). Allow the formula to drip in over at least 30 minutes. Check the bag every 5 to 10 minutes. If the formula is flowing too fast or too slowly, adjust the roller clamp as needed (see Figure 12). You can also lower or raise the bag to change the flow of the formula. As you do this more and more, you’ll will learn how high to hang the bag.

    Figure 12. Unclamp feeding tube and open roller clamp

  13. When the feeding bag is empty, close the roller clamp on the feeding bag tubing and close the clamp on your feeding tube. Disconnect the feeding bag and set it aside.
  14. Fill the syringe with the amount of water recommended by your healthcare provider. Place the syringe into the end of your feeding tube or button adapter.
  15. Clamp your feeding tube, remove the button adapter (if you’re using one), and cap your feeding tube.
  16. Rinse the feeding bag and syringe with warm water after each feeding. Let your supplies air dry. Use a new feeding bag every 24 to 48 hours (1 to 2 days) to prevent infection.
    • Because of a supply shortage, we recommend using a new feed bag every 48 hours (2 days) to make sure you have enough for the month.
  17. Repeat steps 1 to 16 with each feeding.

 

Important points

  • Always reclamp your feeding tube before removing your legacy catheter tip or ENFit syringe to avoid leakage.
  • Move the clamp to different sections of your feeding tube to avoid permanent kinking the tube.
  • To avoid clogging, always flush your feeding tube with the amount of water recommended by your healthcare provider (usually 60 mL) before and after:
    • Each feeding.
    • Taking each medication.
  • If you aren’t using your feeding tube daily, flush it with 60 mL of water at least once a day.
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Taking Medications Through Your Feeding Tube

Ask your healthcare provider if you can take your medications through your feeding tube. Most medications that you normally take by mouth can be taken through your feeding tube.

Medications must be in liquid form or crushed into a powder to prevent your feeding tube from getting clogged. Many medications come in a liquid form. Ask your healthcare provider about liquid forms if you take pills, tablets, or capsules.

Tablets or capsules that are enteric-coated, extended-release (XR), or slow-release (SR) can’t be taken through your feeding tube. If you take any medications in that form, ask your healthcare provider if you can get the medication in a different form.

Don’t mix different medications together unless instructed by your healthcare provider. If you’re taking more than 1 medication, ask your healthcare provider if you can take any of them together.

Write down your medication schedule and carry it with you. Update it when anything changes. That will make it easy for your family members or caregivers to know your medication schedule. Bring a copy of the schedule to your doctor visits. Your doctor will review your medications at each visit.

Always flush your feeding tube with 60 mL of water before and after you take each medication. This will prevent clogging.

Instructions for taking medications

  1. Clean your hands.
    • If you’re washing your hands with soap and water, wet your hands, apply soap, rub them together thoroughly for at least 20 seconds, then rinse. Dry your hands with a clean towel, and use that same towel to turn off the faucet.
    • If you’re using an alcohol-based hand sanitizer, be sure to cover all of your hands with it, rubbing them together until they’re dry.
  2. Gather your supplies in a clean and comfortable place. Don’t set up or do your tube feeding in the bathroom. You’ll need:
    • A small cup or glass
    • A 60 mL legacy catheter tip or ENFit syringe
    • Medication in liquid or powder form
    • Mortar and pestle or a pill crusher, if needed
    • Water (You can use tap water as long as it’s safe to drink)
    • A spoon
    • A button adapter, if you have one
  3. Flush your feeding tube with 60 mL of water. Clamp your feeding tube.
  4. If your medication is in liquid form:
    • Liquid medications may contain sorbitol. Sorbitol can cause bloating, cramping, diarrhea (loose or watery bowel movements), or all of these symptoms. If you have any of these symptoms, talk with your healthcare provider.
    • Pour the medication into a small cup or measure the exact amount using a small measuring spoon. Unless you’re given other instructions, take each liquid medication separately.
    • Add at least 30 mL of water to the medication. Fill the syringe with the solution.
    • Go to step 5.

If your medication is in tablet or pill form:

  • Tablets and pills must be crushed to a fine powder using a mortar and pestle or a pill crusher. You can buy these at your local pharmacy. Crush each medication separately.
  • Add at least 30 mL of warm water to each medication. Mix it well with the spoon until the medication dissolves.
  • Fill the syringe with the medication. Remember to draw up each medication separately unless your healthcare provider instructs you differently.
  • Go to step 5.

If your medication is a capsule:

  • Capsules must be opened so that the powder inside can dissolve. Open the prescribed number of capsule(s).
  • Add at least 30 mL of warm water to the medication. Mix it well with the spoon until the medication dissolves.
  • Fill the syringe with the medication.
  • Go to step 5.
  1. Attach the syringe to your feeding tube or button adapter, if you’re using one. Unclamp the tube and gently push in the medication. Reclamp the tube.
  2. Attach the syringe filled with 60 mL of water to your feeding tube. Unclamp the tube and flush it thoroughly. Reclamp it before removing the syringe. Repeat the flushing if the water moves too slowly through the tube.
  3. Close the plug or reattach the cap at the end of your feeding tube. Remove the button adapter, if you’re using one.
  4. After taking the medication(s), pull the syringe apart and wash all of the equipment with warm water. Let your supplies air dry.
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Ordering Supplies

Your case manager will check with your insurance company about your insurance coverage. If your insurance covers tube feedings, we’ll refer you to a home care provider. They’ll supply you with formula and equipment.

If your insurance doesn’t cover your formula or supplies, you can buy that brand or a generic substitute at a local pharmacy, grocery store, or online. Always reorder formula and equipment when you have at least 10 days of supplies at home so you never run out of formula.

If you’re no longer having tube feedings, you can donate your leftover supplies. Contact the Oley Foundation by calling 518-262-5079 or visit their website at www.oley.org

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Storing Formula

  • Check the expiration date of your formula. Unopened cans of formula can be stored at room temperature for long periods of time.
  • Cover open cans of formula and store them in the refrigerator between feedings. Throw away any open, unused cans of formula after 24 hours.
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When to Call Your Healthcare Provider

Call your healthcare provider if you:

  • See any of the following at your insertion site:
    • Bleeding that soaks a small gauze pad
    • Pus or drainage that smells bad
    • Redness
    • Swelling
    • Increased pain that doesn’t go away with medication
  • Have any of the following changes to your bowel function:
    • Haven’t had a bowel movement (pooped) in 2 days
    • Have hard and dry bowel movements
    • Have any changes in your bowel movement, such as in the color, consistency, frequency, or amount.
  • Have any changes in your urine (pee), such as in the color, frequency, or amount.
  • Have changes in your weight, such as:
    • Gain more than 5 pounds (2.3 kilograms) per week
    • Lose more than 2 pounds (0. 90 kilograms) per week
  • Feel too full after feedings
  • Have swelling in your abdomen (belly), feet, legs, hands, or face
  • Have nausea (feeling like you’re going to throw up)
  • Are vomiting (throwing up)
  • Have bloating, stomach cramps, or diarrhea
  • Have a fever of 100.4° F (38° C) or higher
  • Have chills
  • Are dizzy
  • Have trouble breathing

 

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Contact Information

If you have any questions or concerns, call the Nutrition Service office at 212-639-6984 and ask for the outpatient APP. You can reach the office Monday through Friday from to After , during weekend, and on holidays, call 212-639-2000 and ask for the gastrointestinal (GI) fellow on call.

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Last Updated

03. Breastfeeding of an infant (not less than 2 years old) is an absolute condition for its healthy development and incarnation in love and fortitude.

A dog named Irma lived in my neighbor's house for many years. The first thing that strikes at the sight of her muzzle is a deep, reproaching people, sad look. But that's not what's amazing. Once Irma dug up a puppy with broken legs thrown out by people somewhere from under the snow. She brought the puppy in her teeth home, and the hostess Galya decided to see what would come of it. From morning to evening, Irma motherly licked his wounds. And the puppy was more and more often applied to her nipples. And a miracle happened! Irma got milk in her nipples! Gradually, the baby came to life, got to his feet and went on the mend. As a result, a “hero” grew out of him, twice as tall as his adoptive mother! An example of divine motherly love. And love not only for your biological child, but for all weak defenseless "children".

People have noticed since ancient times: if a child of an animal is not fed by its mother's breast, then in the future its parental instinct may fade forever.

The same can be observed in humans. It was believed that the child must certainly be fed by the mother's breast. And even if the mother died in childbirth, the grandmother put the baby to her breast and her great love, in the end, led to the production of full-fledged women's milk.

But what will happen to a mother's feelings of love if doctors in maternity hospitals forcibly begin to isolate a newborn from the mother's breast for 36 hours? It was this practice that was introduced in many countries of the world back in the 30s of the twentieth century. And how many "scientific" theories have been proposed to substantiate all this sabotage! How many generations of medical students have been fooled by "scientists" in medical schools about this. Here is the fact that during childbirth the baby went through a difficult “path” and he needs to “take a break”! Here is the fact that the mother should take a break from difficult childbirth, etc. etc.

The fact that mother's milk cannot be replaced by any other food has been proved by the history of peoples, incl. fundamental scientific works (see "Encyclopedia of breastfeeding in Orthodox Rus'.", 2006, Author E.M. Fateeva et al.).

The founders of scientific family and tribal education B.P. and E.A. Nikitins are the bearers of true folk educational values. That is why I highly recommend every family expecting a baby to read the writings of this unique and invaluable experience.

Research carried out under our supervision only allows us to add, in general, to what is known and proven before us, the following few strokes. Breastfeeding is a special genetically necessary act of sensual and spiritual unity between mother and child. This is the foundation that unites and mutually enriches mother and child with spiritual love and peace.

For a child, this is an act of neutralizing all fears and stresses that fall on immature sensory systems.

At the same time, for him it is also:

a) an act of development of a basic voluntary-volitional (sucking) rhythm, subsumed under the basis of the development of the entire biorhythmic vegetative and mental sphere;

b) the act of development and rooting of the tone of the sympathetic nervous system;

c) an act of development of the respiratory organs;

d) speech muscle development act;

e) an act of development of the cardiovascular system, etc. etc.

But if only for a moment young mothers would feel everything that is played out in the soul of an infant who is prematurely weaned! This is an inexpressible feeling of pain, fear and resentment due to undeserved excommunication and actual "expulsion" from the sensual all-preserving maternal "paradise". Such children quickly and often forever plunge into mental pathology: autism, depression, feelings of loneliness and doom. And often such rejection by the mother is experienced by the child with deep pain and resentment and is imprinted according to the laws of imprinting for the rest of his life. Often such children, subconsciously, will never be able to forgive their mothers for those sufferings that have “settled” forever in the souls of babies. Experience convinces: children fed by an insensitively cold bottle-bottle "stepmother" will forever remain cold in the depths both to the mothers themselves and to their future children.

Hearing this, many mothers will begin to justify themselves in their own eyes: they say that the child himself refused her breast. Yes, indeed, it happens when the children of mothers who become pregnant by accident (along with sex) refuse the breasts of such mothers. And they take the breasts of other people's mothers, whose dominant feelings were "aimed" at the unborn child. It happens that children refuse the breasts of "smoky" mothers. They refuse the breasts of mothers who have consumed beer, drugs, etc.

But this, in the final analysis, is not the main thing. The main thing is that many "modern" mothers subconsciously want the child to refuse her breast! For such mothers, the sex appeal of her breasts is more important than the baby itself!

And here's the opposite. In Sergiev Posad, there is a group of young mothers whose milk has “disappeared” in the maternity hospital. After our deep sincere conversation with such mothers, milk appeared in their breasts at home, and they successfully breastfed a baby up to 2-3 years! That is why a special responsibility for the disappearance of mother's milk lies with us - people in white coats.

Below we present the actual data obtained on the basis of joint (with Ph.D. N. Kazachkova) scientific research carried out in the 80s on the basis of the Research Institute of Medical Problems of the North of the Siberian Branch of the Russian Academy of Medical Sciences. To identify stable patterns, children living in the middle latitudes of the Russian Federation (Krasnoyarsk) and in the Far North (Norilsk) were examined. For this purpose, in the city of Norilsk, 60 preschool children fed (up to a year) by the mother's breast and 58 preschool children fed artificial nutrition were studied. In Krasnoyarsk, 59breastfed preschoolers and 57 formula fed preschoolers. Age of children: 4-4.5 years.

1) The development of children with different types of feeding, living in the northern region of the Russian Federation

The performed studies found that the type of feeding had a fundamental impact on the quality of development of the higher integrating, coordinating and reflective functions of the CNS. In particular, it was found that the level of functional capabilities of the central nervous system (FW CNS) among children fed artificial nutrition was at a lower level compared to children fed by mothers (1.9versus 2.23 c.u., p < 0.05).

Among children who were not breastfed, 2.3 times more often met with instability in the Romberg position and 2.2 times more often with a tendency to muscle-convulsive reactions, incl. in the process of performing finely coordinated voluntary efforts in space (Fig. 4).

Analysis of Ashner's test data revealed that the quality of vegetative reactivity in artificers was also at a lower level. In particular, on the variation curve reflecting the distribution of Ashner's test indicators in the group of artificial children, a large number of children with a perverted and zero reaction is noted (Fig. 5).

Fig. 4. Children who are not breastfed are more prone to embryonic muscle-convulsive reactions.

Ashner test Fig. 5. The structure of autonomic reactivity of preschoolers with different types of feeding in the infant period (Norilsk, %).

These data indicate that formula-fed children had more frequent and deeper disturbances in the central and autonomic nervous systems, as basic life support systems.

The data obtained reveal that among those prematurely alienated from the mother's breast and fed by artificial nutrition, the most fundamental systems that ensure the systemic reactive integrity of the child, incl. his coordination skills.

Of course, such a situation could not but affect the functional state of all systems of the developing child, incl. on the development of his voluntary-coordinating, and, ultimately, higher psychomotor and spiritual-psychic functions. Let's consider these positions on the example of the visual analyzer.

It has been established that artificial feeding contributed to the disorganization in the development of systems with fine conjugated structures, in this case refractive optical-physiological systems of the eye. This was manifested in the accelerated (by 1.4 times) formation of a stronger refractive power of the eye (0.82 diopters versus 0.59, rice. 6). In addition, formula-fed children are characterized by an increase in various disorders in the metric conjugation of the optical-physiological system of the eye (anisometropia, various types of astigmatism, p < 0.05).

Analysis of the variational distribution of spherical (harmonic) refraction indices in the compared groups also reveals significant differences. So, for a group of children with artificial feeding, a “cut” flat curve is characteristic with a pronounced positive asymmetry (0.85) and a positive kurtosis (1.59).

For the group of children who were on natural breastfeeding, a single-peak curve with slight positive asymmetry (0.15) and negative kurtosis (-0.51) is typical.

These data indicate that during breastfeeding, the graphical distribution of indicators approaches the normal (harmonious) binomial curve.

Differences in refraction indices depending on the sex of the child were revealed in this age interval. In particular, in the group of girls fed by artificial feeding, compared with boys, there was a tendency to a decrease (by 1.4 times) in the proportion of refraction that is harmonious for a given age (hypermetropia) and the prevalence of enhanced refraction, in this case emmetropia (p < 0.05 ). In the opposite group of girls, there was also a tendency towards a decrease in harmonic refraction (by 1.2 times). It turns out that with artificial feeding, the process of organogenesis in girls turned out to be somewhat more vulnerable than in boys.

6. The structure of conjugation of the symmetry of refraction and visual acuity of preschoolers who were under different types of feeding (Norilsk).

RIZ-ZA - refraction isometropic (commensurate) and asymmetric visual acuity;

RIZ-ZS - isometropic refraction and symmetrical visual acuity.

A special characteristic of the development of a sense of space reflects such an indicator as deep vision. At the same time, among breastfed children, it turned out to be significantly higher (1.3 vs. 1.7 cm).

In preschool children brought up on artificial feeding, the index of functional retinal mobility (FMS) was 39.33 degrees lower than with natural feeding (p < 0.001; Fig. 7).

In formula-fed babies, this curve is shifted towards lower values.

- natural mother feeding

- artificial feeding

7. The state of the functions of the visual system of preschool children with different types of feeding (Norilsk).

SOS - symmetrical (between the eyes) visual acuity;

ASOS - asymmetric visual acuity;

FMS - functional mobility of the retina;

ZRK - hand-eye coordination.

Given the integrity of the body, there is every reason to assert that such an “imbalance” in the structural and morphogenetic organization is systemic and manifests itself in various “insignificant” at first glance “microanomalies”, which obstetricians and micropediatricians have practically not paid attention to for a long time no attention.

.09 c.u.). Among these children, 1.9 times more often met with instability in the Romberg position and 1.8 times more often - with a tendency to muscle-convulsive reactions, incl. in the process of writing. At a significantly lower level, they also had hand-eye coordination.

Analysis of the average values ​​of the decrease in heart rate during the Ashner test revealed that children raised with artificial feeding are characterized by reduced vegetative reactivity (p0 < 0.001) and increased with breastfeeding, consistent with the nature of children (Fig. 8). More often perverted reactions are common among artificers.

- natural mother feeding

- artificial feeding

8. The structure of autonomic reactivity in preschool children with different types of feeding (Krasnoyarsk, %)

In addition, artificial children also showed an imbalance of systems with finely coupled morphogenetic architectonics. In particular, in children fed artificial nutrition, 1.3 times more often there was a different refractive power (refraction) between the right and left eye (anisometropia), as well as 1.3 times more different refractive power in different meridians (astigmatism) - within each eye (Fig. 9).

As well as in the northern region (although to a lesser extent) in children with artificial feeding, the age-related increase in refraction was more intense, which reflects the imbalance of epigenomic processes of morphogenesis (the canalized nature of epigenetic trajectories, according to C.H. Waddington. 1970).

Analysis of various indicators of visual acuity (VA) revealed that among artificially fed children, there are 16.7% more children with VA below 1.0 (p < 0.05). In the group of children with breastfeeding, there were predominantly children with VA equal to 1.0 and even exceeding it (by 11.1% and 5.6%, respectively, p < 0.05). Moreover, when breastfeeding, high gradations of visual acuity by 4–4. 5 years were already detected in 41.1%. With artificial feeding, these did not exceed 15-20%. The latter indicates that in the group of children with artificial feeding there is a delay in the systemic development of the basic visual sense and its functions.

9. The structure of refraction symmetry conjugation and visual acuity of preschoolers who were under different types of feeding (Krasnoyarsk).

RIZ-ZA - isometropic refraction (commensurate) and asymmetric visual acuity;

RIZ-ZS – refraction isometropic and symmetrical visual acuity

0.001).

Preschool children brought up on artificial feeding also had lower indicators of functional retinal mobility (p < 0.01, Fig. 10).

- natural mother feeding

- artificial feeding

10. The state of the functions of the visual system of preschool children with different types of feeding (Krasnoyarsk).

SOS - symmetrical (between the eyes) visual acuity;

ASOS - asymmetric visual acuity;

FMS - functional mobility of the retina;

ZRK - hand-eye coordination.

In addition, in such children, the manifestations of symptoms of autism, fears, aggression, impulsive reactions were 3.7 times more frequent than in breastfed children.

The obtained data convinces: as long as there is a person, nothing can ever replace natural breastfeeding for an infant and its constant bodily contact with the mother's breast. But how many millions of people have already been brought up on artificial feeding! Raised by mothers who can no longer live physically or spiritually without work. Mothers for whom being with a child often is no longer only boredom, but also depression.

We are already paying a heavy price for such “equal” motherhood with men. Autism, fear, depression, aggression, underdevelopment of those prematurely rejected from the mother's breast (and, in fact, from mother's love) are inexorably increasing in new generations. Family breakdown is on the rise. The army of homeless children is growing. The critical mass of the spiritual decay of loving hearts is inexorably growing. Let's think!

The development of children with different types of feeding living in middle latitudes - Studopedia

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As in the Northern region, formula-fed children tend to have lower characteristics of the CNS functionality (1.82 versus 2.09 c.u.). Among these children, 1.9 times more often met with instability in the Romberg position and 1.8 times more often - with a tendency to muscle-convulsive reactions, incl. in the process of writing. At a significantly lower level, they also had hand-eye coordination.

Analysis of the average values ​​of the decrease in heart rate during the Ashner test revealed that children brought up with artificial feeding are characterized by reduced vegetative reactivity (p0 < 0.001) and increased with breastfeeding, consistent with the nature of children (Fig. 8). More often perverted reactions are common among artificers.

- natural mother feeding

- artificial feeding

Fig. 8. The structure of autonomic reactivity in preschool children with different types of feeding (Krasnoyarsk, %)

In addition, the imbalance of systems with finely conjugated morphogenetic architectonics was also observed in artificial children. In particular, in children fed artificial nutrition, 1.3 times more often there was a different refractive power (refraction) between the right and left eye (anisometropia), as well as 1.3 times more different refractive power in different meridians (astigmatism) - within each eye (Fig. 9).

As well as in the northern region (although to a lesser extent), in children with artificial feeding, the age-related increase in refraction was more intense, which reflects the imbalance of epigenomic processes of morphogenesis (the canalized nature of epigenetic trajectories, according to C.H. Waddington. 1970) .

Analysis of various indicators of visual acuity (VA) revealed that among artificially fed children, there are 16.7% more children with VA below 1. 0 (p < 0.05). In the group of children with breastfeeding, there were predominantly children with VA equal to 1.0 and even exceeding it (by 11.1% and 5.6%, respectively, p < 0.05). Moreover, when breastfeeding, high gradations of visual acuity by 4–4.5 years were already detected in 41.1%. With artificial feeding, these did not exceed 15-20%. The latter indicates that in the group of children with artificial feeding there is a delay in the systemic development of the basic visual sense and its functions.

9. The structure of refraction symmetry conjugation and visual acuity of preschoolers who were under different types of feeding (Krasnoyarsk).

RIZ-ZA - isometropic refraction (commensurate) and asymmetric visual acuity;

RIZ-ZS – refraction, isometropic and symmetrical visual acuity

In the compared groups, deep vision acuity (HD) in formula-fed children was 1.13 cm, and with natural feeding it was 0.33 higher (p < 0.001) .

Preschool children brought up on artificial feeding also had lower indicators of functional retinal mobility (p < 0. 01, Fig. 10).

- natural mother feeding

- artificial feeding

10. The state of the functions of the visual system of preschool children with different types of feeding (Krasnoyarsk).

SOS - symmetrical (between the eyes) visual acuity;

ASOS - asymmetric visual acuity;

FMS - functional mobility of the retina;

ZRK - hand-eye coordination.

In addition, in such children, manifestations of symptoms of autism, fears, aggression, impulsive reactions were 3.7 times more frequent than in breastfed children.

The obtained data convinces: as long as there is a person, nothing can ever replace natural breastfeeding for an infant and its constant bodily contact with the mother's breast. But how many millions of people have already been brought up on artificial feeding! Raised by mothers who can no longer live physically or spiritually without work. Mothers for whom being with a child often is no longer only boredom, but also depression.

We are already paying a heavy price for such “equal” motherhood with men. Autism, fear, depression, aggression, underdevelopment of those prematurely rejected from the mother's breast (and, in fact, from mother's love) are inexorably increasing in new generations. Family breakdown is on the rise. The army of homeless children is growing. The critical mass of the spiritual decay of loving hearts is inexorably growing. Let's think!

04. Hanging cradle - as a universal man-made mechanism that provides a balanced adaptation of the baby to the gravitational rhythms of the earth.

Even before the "roll-up" of technical civilization, Russians, Ukrainians, Belarusians, Chuvashs, Bashkirs, Tatars, mountaineers, peoples of Komi, Chukchi, Khanty, Mansi, Nganasane, Dolgans and others - in the far north, Khakasses and Mongols - in Central Asia, as well as the Egyptians, Moroccans, Ethiopians and other peoples in Africa, the Chinese, Vietnamese, Koreans, Cambodians and others in Southeast Asia, and so throughout the earth raised a baby in a hanging swinging cradle. This means that the stay of a child in the infancy period in a suspended swinging cradle bears in itself a kind of unconscious by us, consistent with the nature of the child, developed over thousands of years, the culture of his incarnation. And, paradoxically, science not only did not study this method of culture, but, like many other things that were in folk educational pedagogy, it simply rejected it. But the truth here literally lies on the surface.

It is known that the 9-month period of intrauterine development of a child in terms of biological (genetic) time is much longer than the entire subsequent life. It is during these 9 months that a ready-made little man is formed from 2 cells. And this entire stage of development takes place in a liquid medium. An environment that supports the child's development process in virtually zero gravity. Now imagine: from weightlessness, a child suddenly finds himself in an environment of enormous gravitational pressure, incl. "heavy" (in terms of pressure drops) gravitational rhythms.

That is why a baby that has emerged from the mother's womb is characterized by generalized tension spread over the body, muscle stiffness and convulsive movements. And it will be removed only when the body rhythms are attuned, incl. arbitrary-volitional with earthly rhythms (gravitational). But such attunement requires a long period of time and man-made help.

Suspended cradle just translates the vector of static gravitational pressure into an oscillatory-wave gravitational rhythm. In the process of rocking, the baby in a rhythmic mode experiences peculiar moments of weightlessness (when the cradle reaches its maximum height and, as it were, “freezes” for a moment) and moments of exposure to the highest gravitational forces (when the cradle passes through the lowest point to the ground). Consequently, with the help of a suspended swinging cradle, the vector of a unidirectional gravitational press "unfolds" into a gravitational life-giving wave adaptive to earth conditions.

Moreover, it turned out that the whole human life is a hierarchy of mutually subordinate, mutually synchronized (in terms of multiplicity) algorithms: from super high genetic rhythms to super low – meaningful volitional actions. The suspension cradle is a special technology that is absolutely necessary for the gradual, effective, non-traumatic entry and adaptation of the child to the gravitational environment of the earth, incl. to run the gravitational rhythms of life.

In the 80s of the 20th century, under our leadership, the following experiment was carried out (N. F. Kazachkova) on the basis of the Research Institute of Medical Problems of the North of the Siberian Branch of the Russian Academy of Medical Sciences. One group of mothers raised their babies in a hanging cradle, the other in a regular crib. At the same time, it was found that babies from the first group slept better, cried less, sucked their mother's breasts better. They began to relax the gravitational-muscular tension compressing the body faster, and muscle spasms decreased. Eye nystagmus was noticeably less pronounced. As a result, their eyes began to fix objects faster; they quickly began to appear a meaningful look.

On average, 2-3 months earlier they had cooing and the first articulate words. Less such children had stiffness and fear. At 1.5 - 2 months earlier, the children began to stand on their feet and walk on the ground. With the development of purposeful manual actions, they showed less muscle stiffness (convulsiveness).

The formalization of the internal gravitational rhythm is the formalization not only of internal vegetative rhythms, but also of the spiritual stance, the formalization of their resistance to various adverse environmental factors.

The positive effect of the hanging cradle affected almost all subsequent stages of ontogenesis. For example, later such children had less internal tension when writing. As a result, they leaned less over the notebook while writing (Fig. 11). In addition, they had better handwriting, drawing, and even an ear for music! Their speech was freer and more meaningful. Less such children had fear. At a higher level, these children had neuropsychic resistance to stress.

- children were brought up in a hanging cradle

- children were brought up in a rocking chair or a crib

Fig. 11. The average visual-working distance for students in grades 1-2, who were brought up in a suspended cradle and without it.

Therefore, the disappearance of hanging cradles from the educational arsenal led to a deterioration in the development of bodily-coordinating abilities in children, various voluntary motor functions, incl. speech and manual. It led to a decrease in the functionality of the basic life support systems (cardiovascular, respiratory, gastrointestinal tract, excretion, etc. - Fig. 12).

12. Variation distribution of cardiointervals among students in grades 1-2.

A - children brought up in a hanging cradle;

B - children brought up in a rocking chair or a crib.

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