Typical Child Development

Child Development








What is typical child development?



What can you do if you have concerns?



What is Child Development Screening?







Fortunately there is now considerable research and material available on child development. In the United States , there are also a lot of resources for children with developmental delays and disabilities.







Please read the overview of Child Development and Public Health.







Please click here to discuss







While playing and working with children you will notice certain behaviors as they grown and develop. Many of these are called milestones and you may even have a baby book that your parent put together for you that included such information as when you took your first step or said your first word. There are a lot of these milestones that help us understand how well a child is developing, as well as gives us ideas on things that we can work on with children which are developmentally appropriate.







Let’s look at a few.







Many children will be able to:







By 3 months:



Follow moving objects with eyes



Turn head towards bright colors and lights



Move eyes together in same direction



Recognize breast or bottle



Respond to loud sounds



Make fists with both hands



Grasp rattles or hair



Wiggle and kick with legs and arms



Lift head and chest while on stomach



Smile



Make cooing sounds







By 6 months



Turn towards source of normal sound



Reach for objects and pick them up



Roll from stomach to back



Transfer objects from one hand to other



Play with toes



Help hold bottle during feeding



Recognize familiar faces



Babble



Sit well while leaning on hands







By 8 months



Turn head when name is called



Smile back at another person



Respond to sound with sounds



Enjoy social play (such as peek-a-boo)







By 12 months



Get into sitting position



Pull to a standing position



Crawl on hands and knees



Drink from a cup



Enjoy peek-a-boo and patty cake



Use basic gestures i.e. Wave bye-bye



Hold out arms and legs while being dressed



Put objects into container



Have a 5 to 6 word vocabulary



Walk with help



Make sounds such as “ma,” “pa,” and “da”



Imitate actions in play i.e. clapping







By 18 months



Like to pull, push and dump things



Follow simple directions like “bring the ball”



Pull off shoes, socks and mittens



Like to look at pictures



Feed self



Make marks on paper with crayons



Use 8 to 10 words that are understood



Walk without help



Step off low object and keep balance



Stack 3 blocks



Do simple pretend play i.e. talk on a toy phone



Point to objects s/he thinks are interesting



Look at objects when you point and look at it and say “look”







By 2 years



Use 2 to 4 word phrases



Say names of toys



Recognize familiar pictures



Carry an object while walking



Feed self with spoon



Play alone and independently



Turn 2 or 3 pages at a time



Imitate parents



Identify hair, eyes, ears, and nose by pointing



Build a tower of 5 blocks



Show affection



Follow simple instructions



Show interest in other children







By 3 years



Walk up steps alternating feet



Ride a tricycle



Put on shoes



Open door



Turn one page at a time



Play with other children for a few minutes



Repeat common rhymes



Use 3 to 5 word sentences



Name at least one color correctly



Use the toilet



Show affection for playmates



Imitate playmates i.e. run when other children run



Play make-believe with dolls, animals and/or people i.e. feed a teddy bear or doll







By 4 years



Balance on one foot 4 to 6 seconds



Jump from step (just one step up to the floor below)



Dress and undress with little help



Cut straight with scissors



Wash hands alone



Play simple group games



As questions beginning, “What, Where, Who?”



Give reasonable answers to basic questions



Give first and last names



Show many emotions



Use 5 to 6 word sentences



Follow 3 step commands i.e. “get dressed,” “comb your hair,” and “wash your face”



Cooperate with other children







By 5 years



Skip using feet alternately



Catch a large ball



Bathe self



Dress alone



Speak clearly



Count 5 to 10 objects



Draw a body with at least 5 parts



Print a few letters



Copy familiar shapes (square, circle, and triangle)







Much of the information about these developmental milestones is taken from information at the CDC website.







To discuss, please click here.







You may know some children who are significantly behind (two to three months) for some of these milestones. When that happens there are many options. We’ll talk about resources for parents/guardians and child care providers at the end of this page.







Please view the video at the following website: http://www.cdc.gov/CDCTV/BabySteps





Please also review the following web page on Developmental Stages and Abilities "All children progress through certain developmental stages. These stages identify to a great extent the abilities of the child and the developmental challenges which will contribute the the child's physical, cognitive or operational abilities. Play areas need to be designed to safely meet these developmental stages."





To discuss please click here







The Center for Disease Control and Prevention provides some wonderful additional information on basic child development, positive parenting tips, and child safety. It is arranged specifically by age and can be found at: http://www.cdc.gov/ncbddd/child/default.htm







To discuss please click here







If you have concern about a child’s development and you are not the parent, tactfully and with care speak with the parent. It can be very difficult information for a parent to receive. Questions come up about what they might have done wrong or what might be wrong with themselves. Sometimes parents realize that there may be a problem but it is difficult to face and deal with. It’s much easier if you already have a good relationship with the parent. You would want to have this discussion in private with the parent and ease into it very gently. Share positive things about their child that you have genuinely noticed, before you share concerns. You can also let parents know that you are sharing developmental information with all the parents and print out information you can share.



Another strategy is to connect with your local birth to three program or if you have older children, with your local school district and ask if it is possible to have a screening for all children at your center or home if you have a home based child care. You will need permission from the parents but programs are often willing to go to a child care center and screen children. There are many ways this can be done. Contact information for these resources will also be included below.







You will find good information about Developmental Screenings at: http://www.cdc.gov/ncbddd/child/devtool.htm







Please click here to ask questions or discuss







So, if a child has a developmental delay or disability, why is early intervention important?



When a child is born, if s/he is developing typically, is healthy and has good enriching environment s/he will make 3 billion synaptic connections in his or her brain during the first three years of life. While we continue to learn throughout our lives, unless a disability makes it impossible, we never again learn at this rate. Some things are very difficult or impossible to learn. For example, if a child is born without hearing and gets a cochlear implant at a very early age, s/he will probably develop typical or fairly typical speech. If an adult, who has never been able to hear, gets a cochlear implant; while s/he may be able to hear the sounds s/he will probably never be able to process language.







Don’t wait, early intervention is important.







The following is an optional power point presentation. Please view if able.

Early Intervention, Everyday Learning Activities and Natural Environments





To ask questions or discuss, click here.







Now for some really fun information about brain development please click on the websites below. If you are reading this material for IdahoSTARS hours, please include information from at least one of the neuroscience or brain sites in your overall summary.







Neuroscience For Kids



http://faculty.washington.edu/chudler/dev.html







Though developed specifically to demonstrate the affect of drugs on the brain, this website provides a partial animated view of how the brain works.



http://www.pbs.org/wnet/closetohome/science/html/animations.html







The Animated Brain http://www.brainviews.com/abFiles/AniEmdev.htm







Prenatal Alcohol Exposure and the BRAIN two web sites:



http://www.come-over.to/FAS/FASbrain.htm and



http://www.cdc.gov/ncbddd/fas/







Understanding your Baby’s Vision Development



http://www.bausch.com/en_US/consumer/age/babies_eye_development.aspx



There is some disagreement on baby’s ability to focus at a distance at birth; however it is generally accepted that they do not have good muscle control for focusing.







In Idaho if you have concern about your child’s development you can dial 211. Elsewhere in the United States use the CDC number 1-800-cdc-info (232-4636)







Birth to Three programs throughout the United States are encouraged to provide services in the child’s natural environment, which can include his or her home and/or the child care center. Often a therapist can come either to your home or the child care center and provide support both for you and for the eligible child on a periodic basis.

Additonal information and links: http://collaboration.me.uk/CHILD_DEVELOPMENT.php