Typical Child Development

2011-05-25T18:47:00.000-07:00

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

Brain and Vision Development, Neuroscience and FAS

2009-01-16T20:27:00.001-08:00

To ask questions or discuss any of these issues click below.

Developmental delay or disability

2009-01-16T19:59:00.001-08:00

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 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.

Developmental Screenings

2009-01-16T19:57:00.000-08:00

To ask questions or make comments please click in the comments section below.

The Center for Disease Control and Prevention

2009-01-16T19:56:00.000-08:00

The Center for Disease Control and Prevention provides some wonderful additional information on basic child development, positive parenting tips, and child safety.
To ask questions or discuss click in the comments section below.

Baby Steps

2009-01-16T19:49:00.000-08:00

Developmental Milestones

2009-01-16T19:45:00.001-08:00

Please click in the comments section to ask question or make comments.

Child Development and Public Health

2009-01-16T19:41:00.000-08:00

Please make comments or ask questions in the comments section below.

Typical Child Development and Concerns