A vacant stare, a sudden loss in concentration, and a five- to 10-second period of unresponsiveness, after which the child promptly resumes activity with full consciousness. Such absence spells are commonly mistaken by parents or teachers as simply a lack of concentration, lack of interest, or even a lack of discipline.
A vacant stare, a sudden loss in concentration, and a five- to 10-second period of unresponsiveness, after which the child promptly resumes activity with full consciousness. Such absence spells are commonly mistaken by parents or teachers as simply a lack of concentration, lack of interest, or even a lack of discipline.
This is one form of epilepsy that may manifest itself in young children. The most commonly known form of epilepsy is the convulsive seizure, in which the person experiences a loss of motor control and their arms and legs jerk vigorously. It may be disturbing to witness and, for the epileptic, traumatic because they have no control over it.
It is estimated that one in 20 people suffers an epileptic fit at one stage or another and epilepsy can develop at any stage in your life.
Why people develop it remains largely unexplained, but it involves some abnormal chemical activity in the brain. The reasons may be hereditary, due to traumatic damage to the brain, or the result of chemical or hormonal imbalances.
As part of the Early Childhood Development (ECD) training courses offered by The Centre for Social Development at Rhodes University, practitioners are taught to look at the child holistically, rather than focus only on teaching. Factors that influence learning are highlighted and discussed with practitioners.
Recently Dr Galpin, from the Settlers Day Clinic, spoke to the centre's staff about epilepsy. This was followed by a workshop with Level 4 ECD practitioners currently attending a contact session at the centre as part of their training. The workshop was facilitated by Heidi van Niekerk, from the Eastern Cape Department of Social Development, who is working closely with the centre through their network of crèches in the Grahamstown area.
Van Niekerk explained how to help a child having a seizure in the classroom, as well as how to help their families in the long-term. She emphasised that for most people with epilepsy, the biggest problem they had to face was other people's attitudes to the illness. It was easily controlled with medication.
What they needed most was understanding and acceptance from the public. The epilepsy workshop was one in a series of health-related sessions presented by the centre in line with their approach of not looking at the child’s education in isolation from their well-being and that of their communities.
Workshops on nutrition and HIV/Aids have formed part of their course-work. The baby and toddler courses are especially helpful for child minders and interested members of the public can contact the centre if they would like to join in.
What to do when someone has a seizure
* Put them in the recovery position (see drawing): The body is three-quarters prone, mouth downward so fluid can drain from their airway; the chin is well up to keep the epiglottis opened. Arms and legs are locked to stabilise their position.
* When a baby has a seizure, hold them on their side, head tilted, as if you were giving them a cuddle, with their head lower than their tummy.
* Take the patient to hospital if the seizures are repetitive, or if the person remains unconscious.
