1 EXAMINEE: Sam Weisinger REPORT DATE: 10/6/2005 AGE: 37 months 20 days ETHNICITY: <Not Specified> DATE OF BIRTH: 8/17/2002 EXAMINER: Maggie Young EXAMINEE ID: Age Adjusted for No Prematurity? GENDER: Male Test Administered: Bayley Scales of Infant and Toddler Development, Third Edition (Bayley III) About the Bayley III Your child was just tested using the Bayley Scales of Infant and Toddler Development, Third Edition (Bayley III). He or she was asked to do a number of activities to see if your child s thinking, language, and moving (sitting, walking) skills are similar to children his or her own age. Some of the activities your child was asked to perform may have seemed very easy while some of the activities may have seemed very hard. No child is expected to do well on every activity. You may also have been asked questions about your child s social skills (such as expressing emotions or talking with others) and behaviors (such as playing with others or dressing). These questions help us find out your child s range of skills. No child is expected to successfully show every skill. What does the Bayley III measure? The Bayley III has three major parts that are tested with the child: Cognitive, Language, and Motor. The Questionnaire that you completed looks at your child s Social-Emotional and Adaptive Behavior development. * The Cognitive Scale (Cog) looks at how your child thinks, reacts, and learns about the world around him or her. * Infants are given tasks that measure their interest in new things, their attention to familiar and unfamiliar objects, and how they play with different kinds of toys. * Toddlers are given items that examine how they explore new toys and experiences, how they solve problems, and their ability to complete puzzles. * Preschool-age children are given items that measure pretend play and activities such as building with blocks, color matching, counting, and solving more complex puzzles. * The Language Scale (Lang) has two parts. Page 1
2 * The Receptive Communication (RC) part looks at how well your child recognizes sounds and how much your child understands spoken words and directions. * Infants are given items that measure his or her recognition of sounds, objects, and people in the environment. * Toddlers are given items that ask them to identify pictures and objects, follow simple directions, and perform social routines such as wave bye-bye or play peek-a-boo. * Preschool age children are asked to follow more complex directions, identify action pictures, and are given items that measure his or her understanding of basic grammar. * The Expressive Communication (EC) part looks at how well your child communicates using sounds, gestures, or words. * Infants are observed throughout the assessment for various forms of non-verbal expressions such as smiling, jabbering expressively, and laughing. * Toddlers are given opportunities to use words by naming objects or pictures and answering questions. * Preschool age children are also given the opportunity to use words and to answer more complex questions. * The Motor Scale (Mot) has two parts. * The Fine Motor (FM) part looks at how well your child can use his or her hands and fingers to make things happen. * Infants are assessed for muscle control such as following movement with their eyes, bringing a hand to their mouth, and reaching and/or grasping an object. * Toddlers are given the opportunity to demonstrate their ability to perform such tasks as stacking blocks, drawing simple shapes, and placing small objects such as coins in a slot. * Preschool age children are asked to draw more complex shapes, build simple structures using blocks, and use scissors to cut paper. * The Gross Motor (GM) part looks at how well your child can move his or her body. Page 2
3 * Infants are assessed for head control and their performance on activities such as rolling from side to side, sitting upright, and crawling motions. * Toddlers are given items that measure their ability to crawl, make stepping motions, support their own weight, stand, and walk without assistance. * Preschoolers age children are given a chance to demonstrate their ability to climb stairs, run, maintain balance, kick a ball, and other activities requiring full body control or coordination. * The Social-Emotional (SE) portion of the Social-Emotional and Adaptive Behavior Questionnaire measures development in infants and young children by identifying social-emotional milestones that are normally achieved by certain ages. * Caregivers of infants are asked to give feedback on their child s level of interest in colorful or bright things, ease of getting the child s attention, ease of calming the child, and how often the child responds to others by making sounds or changing facial expression. * Caregivers of toddlers are asked to respond to items that assess their child s ability to take action to get their needs met, ability to imitate others in play, the child s use of imagination in play, and how the child uses words to communicate. * Caregivers of preschool children are asked about their child s interactions with peers and adults, ability to explain what they need and why, ability to describe how they feel, and ability to use emotions in an interactive, purposeful manner. * The Adaptive Behavior portion of the Questionnaire asks caregivers to respond to items that assess their child s ability to adapt to various demands of normal daily living. Depending on the child s age, children are measured on some or all of the following areas: * Communication (Com): speech, language, listening, and nonverbal communication skills * Functional Pre-Academics (FA): skills such as letter recognition and counting * Self-Direction (SD): skills such as self-control, following directions, and making choices * Leisure (LS): activities such as playing and following rules * Social (Soc): getting along with other people, including skills such as using manners, assisting others, and recognizing emotions Page 3
4 * Community Use (CU): interest in activities outside the home * Home Living (HL): helping adults with household tasks and taking care of personal possessions * Health and Safety (HS): knowledge of basic health activities (wearing coat when cold outside) and physical dangers (hot stove) * Self-Care (SC): activities such as eating, toileting, and bathing * Motor (MO): locomotion and manipulation of objects Your Child s Test Results The scores indicate how well your child performed compared to a group of children within the same age range from across the United States. * The highest possible score on a subtest is 19, and the lowest possible score is 1. * Scores from 8 to 12 are considered average. Although the Bayley III is a test of development, a child s scores on this test can also be influenced by motivation, attention, interests, and opportunities for learning. Please keep in mind that a few test scores cannot assess all of the skills that your child might be capable of using. The scores from the Bayley III help the assessment specialist decide if your child is progressing well or if your child is having difficulties in certain skill areas or with certain activities. Together with the assessment specialist, you will use this and other information to decide whether your child needs further assessment and how best to enrich your child s development and encourage your child s growth. Page 4
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6 Activities for You and Your Child Cognitive Skill Development Early Cognitive Skills Provide toys and bright, colorful objects for your baby to look at and touch. Let your baby experience different surroundings by taking him or her for walks and visiting new places. Allow your infant to explore different textures and sensations (keeping in mind your child s safety). Encourage your child to play and explore banging pots and pans can be a learning experience. Knowing Concepts * Use concept words (such as big, little, heavy, soft) often in daily conversations. Concept books can be found at your local library. * Play games that involve naming opposites (hot cold, up down, empty full). * Compare objects to show opposites (fast slow, wet dry). * Practice sorting shapes and objects in your home by size. * Compare objects in your home for length (short or long; long, longer, longest). * Melt ice to show the concepts of liquid and solid. * Have your child move (fast slow, lightly heavily, forwards backwards). * Weigh objects on your home scales to see if they are heavy or light. * Discuss objects by use (shovel outside, plate inside). * Discuss objects by where they may be found (land, sea, sky; library, home, school, store). Building Memory Skills * Review the events of the day with your child at bedtime. * Repeat a simple nursery rhyme daily until your child can say it with you. Page 6
7 * Ask your child what he or she did yesterday. * Show your child four objects on a tray; cover the tray and remove one object; uncover the tray and ask what is missing. * Play a concentration game with cards (Pick five sets of matching cards and turn them face down. Try to turn up two cards that match. Increase the number of cards when the child is ready.). * Read predictable books and have your child tell the story back to you. Developing Critical Thinking Skills * Whenever possible, ask questions that have many answers. * Set up choices that involve your child in making decisions. * Lead your child to discover other ways of performing a task. * Ask your child s opinions about things and then ask them why they think that way. Language Skill Development Birth to Two Years * Maintain eye contact and talk to your baby using different patterns and emphasis. For example, raise the pitch of your voice to indicate a question. * Imitate your baby s laughter and facial expressions. * Teach your baby to imitate your actions, including clapping your hands, throwing kisses, and playing finger games such as pat-a-cake, peek-a-boo, and the itsy-bitsy-spider. * Talk as you bathe, feed, and dress your baby. Talk about what you are doing, where you are going, what you will do when you arrive, and who and what you will see. * Identify colors. * Count items while your child watches. * Use gestures such as waving goodbye to help convey meaning. * Introduce animal sounds to associate a sound with a specific meaning: The doggie says woof-woof. Page 7
8 * Encourage your baby to make vowel-like sounds and consonant-vowel sounds such as ma, da, and ba. Acknowledge attempts to communicate. * Expand on single words your baby uses: Here is Mama. Mama loves you. Where is baby? Here is baby. * Read to your child. Sometimes reading is simply describing the pictures in a book without following the written words. Choose books that are sturdy and have large colorful pictures that are not too detailed. * Ask your child, What s this? and encourage naming and pointing to familiar objects in a book. Two to Four Years * Use speech that is clear and simple for your child to copy. * Repeat what your child says, indicating that you understand. Build and expand on what was said: Want juice? I have juice. I have apple juice. Do you want apple juice? * Make a scrapbook of favorite or familiar things by cutting out pictures. Group them into categories, such as things to ride on, things to eat, things for dessert, fruits, and things to play with. * Create silly pictures by mixing and matching pictures. Glue a picture of a dog behind the wheel of a car. Talk about what is wrong with the picture and ways to fix it. * Help the child count items pictured in a book. * Help your child understand and ask questions. Play the yes no game by asking questions: Are you a boy? Can a pig fly? Encourage your child to make up questions and try to fool you. * Ask questions that require a choice: Do you want an apple or an orange? Do you want to wear your red or blue shirt? * Expand vocabulary. Name body parts, and identify what you do with them. This is my nose. I can smell flowers, brownies, popcorn, and soap. * Sing simple songs and recite nursery rhymes to show the rhythm and pattern of speech. Page 8
9 * Place familiar objects in a container. Have your child remove the object and tell you what it is called and how to use it: This is my ball. I bounce it. I play with it. * Use photographs of familiar people and places, and retell what happened or make up a new story. Fine Motor Skill Development * Have the child roll modeling clay into big balls using the palms of the hands facing each other and with fingers curled slightly towards the palm or roll clay into tiny balls (peas) using only the fingertips. * Have the child use pegs or toothpicks to make designs in modeling clay. * Make a pile of objects such as cereal, small marshmallows, or pennies. Give the child a set of large tweezers and have him or her move the objects one by one to a different pile. * Show the child how to lace or thread objects such as beads, cereal, or macaroni onto string. * Play games with the puppet fingers the thumb, index, and middle fingers. * Use a flashlight against the ceiling. Have the child lie on his or her back or tummy and visually follow the moving light. Gross Motor Skill Development * Place your baby in different positions to encourage kicking, stretching, and head movement. Arrange outdoor and indoor play spaces for gross motor activities. * Activities to promote gross motor development include climbing jungle gyms, going up and down a slide, kicking or throwing a ball, and playing catch. * Objects to push, pull, jump off, and jump over, and toys the child can ride on also promote gross motor development. * Indoors, there are several safe toys for gross motor play such as large boxes to push, pull, crawl through, and sit in; large pillows to jump on; and safe objects to practice throwing and catching. Social-Emotional Skill Development Page 9
10 * Lean in close to your baby and talk about his or her sparkly eyes, round cheeks, or big smile. Keep your face animated and your voice lively as you slowly move from right to left in order to capture your baby s attention. * While sitting with your child in a rocking chair or during quiet times when the baby is lying on his or her back, soothingly touch your baby by stroking his or her arms, legs, tummy, back, feet, and hands to help the child relax. * Entice your baby into breaking into a big smile or other pleased facial expression. Use lively words and/or funny actions to get your child to respond happily. * Create a problem involving your child s favorite toy that he or she needs your help to solve. For example, place the toy on a shelf just out of the child s reach, or place a rattle or noisy toy inside a small box that is difficult to open. * Start by copying your child s sounds and gestures and slowly entice him or her to begin copying your facial expressions, sounds, and movements. Adaptive Behavior Skill Development Allow your child to make simple decisions: Do you want to play inside or outside? Let your child attempt to complete a task by himself or herself, such as dressing in the morning. Try to have consistent rules for hygiene and cleanliness (wash hands before meals; brush teeth after eating; put away toys before going outside to play). Let preschool-age children help with completing simple chores around the house. Where Can I Get More Information? Building Healthy Minds (1999) by Stanley I. Greenspan, M.D., and Nancy Breslau Lewis. Cambridge, MA: Perseus Publishing. Childhood Speech, Language, and Listening Problems: What Every Parent Should Know 2 nd Edition (2001) by Patricia McAleer Hamaguchi. John Wiley & Sons Inc. Page 10
11 Parenting to Make a Difference: Your One- to Four-year-old Child (1992) by Brenda Hussey-Gardner, PhD. Palo Alto, CA: VORT. Touchpoints: Your Child s Emotional and Behavioral Development (1994) by T. Berry Brazelton, M.D. Cambridge, MA: Da Capo Press. Page 11
Purpose: To develop physical and motor skills and promote health and well-being The physical and motor development domain includes the physical and motor skills and abilities that emerge during the infant
EVERY DAY IS A GREAT DAY FOR YOUR CHILD TO LEARN Simple things you can do to help your child grow, develop and learn. An introduction to the Minnesota Early Childhood Indicators of Progress....p.3...p.4...p.5
A Child s Developmental Listens attentively to sounds and voices (by 1 month) Makes some sounds other than crying (by 2 Cries deliberately for assistance (by 1 month) Begins cooing one syllable (by 3 Coordinates
Purpose: To acquire language and the ability to communicate successfully with others The language development and communication domain involves the development of the ability to use language to communicate
Infant Development: The First Year of Life Your child's first few years are critical in the development of his or her temperament, learning style and pattern of growth. You are your child's first and most
Ages & Stages Questionnaires 10 9 months 0 days through 10 months 30 days Month Questionnaire Please provide the following information. Use black or blue ink only and print legibly when completing this
0 3 Months Sensory Motor Checklist Enjoys playful face-to-face interaction with people Coos in response to playful interaction Notices and responds to sounds Moves legs and arms off of surface when excited
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Assessment Alignment of Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten with Alignment of the School Readiness Goals for Infants and in Head Start and Early Head
Ages & Stages Questionnaires 12 11 months 0 days through 12 months 30 days Month Questionnaire Please provide the following information. Use black or blue ink only and print legibly when completing this
MODULE 4: Communication Materials Flipchart paper, pens, toffees (or other chewy sweets), empty crisp packets, other items with different textures or sounds such as rattles, squeaky toys, ball, doll, cell
Four Areas of Development: Infancy to Toddler Copyright Copyright Texas Education Agency, 2012. These Materials are copyrighted and trademarked as the property of the Texas Education Agency (TEA) and may
At Home Activities for Families The following activities are focused on cognitive development (math sorting and sequencing; counting; measuring; and subtraction) and language and literacy development (songs
Normal and Abnormal Development in the Infant and Pre-School Child Steven Bachrach, M.D. Co-Director, Cerebral Palsy Program A.I. dupont Hospital for Children Development in the Infant and Child A newborn
Communication Your baby now has many different sounds and a lot to say. She likes to play with sounds such as ba ba ba and is learning that some sounds mean special people, such as dada. She understands
Ages & Stages Questionnaires 18 17 months 0 days through 18 months 30 days Month Questionnaire Please provide the following information. Use black or blue ink only and print legibly when completing this
AUDITION WEEK 1 Shows awareness of sound when directed by parent Environmental sounds Voice The first step in bringing your child to spoken language through audition is to teach him that there is sound.
Ages & Stages Questionnaires 6 5 months 0 days through 6 months 30 days Month Questionnaire Please provide the following information. Use black or blue ink only and print legibly when completing this form.
Utah s Early Learning Guidelines Birth to Age Three Early Childhood Indicators of Progress Adopted with permission from the Minnesota s Early Childhood Indicators of Progress Utah s Early Learning Guidelines
Language Development learning to talk birth to preschool 0 to 6 weeks Turns toward parents voices Cries in different ways to show different needs 1 ½ to 3 months Turns in the general direction of sounds
Ages & Stages Questionnaires 8 7 months 0 days through 8 months 30 days Month Questionnaire Please provide the following information. Use black or blue ink only and print legibly when completing this form.
EVERY DAY IS A GREAT DAY FOR YOUR CHILD TO LEARN Simple things you can do to help get your child ready for kindergarten. An introduction to the Minnesota Early Childhood Indicators of Progress....p.3...p.4...p.5...p.6
0 3 Months Your baby was born relationship ready and in her first three months of life is actively trying to make sense of her world. Before she can even speak, your baby is communicating with her facial
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27 Ages & Stages Questionnaires 25 months 16 days through 28 months 15 days Month Questionnaire Please provide the following information. Use black or blue ink only and print legibly when completing this
AGES AND STAGES: BREASTFEEDING DURING YOUR BABY S FIRST YEAR Adapted from Ages and Stages: What to Expect During Breastfeeding by Vicki Schmidt, RN, IBCLC BREASTFEEDING YOUR 1-2 MONTH OLD 2» Turn his head
Preschool Development Assessment Child s Name: DOB: Completed by: Date began: This document may be copied for classroom use only. Not to be sold or used on any other website. Property of www.re-teach.com.
Ages & Stages Questionnaires 4 3 months 0 days through 4 months 30 days Month Questionnaire Please provide the following information. Use black or blue ink only and print legibly when completing this form.
36 Ages & Stages Questionnaires 34 months 16 days through 38 months 30 days Month Questionnaire Please provide the following information. Use black or blue ink only and print legibly when completing this
Parent Handouts: Language Intervention Activities 12 Preverbal-Preintentional General Language Strategies Learning to Talk Children learn to talk by hearing others talk to them. You can help your child
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PA Early Learning Standards Infants- Toddlers Parents as Teachers Foundational Curriculum & PAT Approach Social and Emotional Development Goals for Infants and Toddlers General Developmental Information
24 Ages & Stages Questionnaires 23 months 0 days through 25 months 15 days Month Questionnaire Please provide the following information. Use black or blue ink only and print legibly when completing this
Early Child Development Kit: A Treasure Box of Activities Activity Guide UNICEF ECD Unit July 2009 Working Draft Acknowledgments This prototype document* was prepared by the ECD Unit with the help of Cassie
60 Ages & Stages Questionnaires 57 months 0 days through 66 months 0 days Month Questionnaire Please provide the following information. Use black or blue ink only and print legibly when completing this
EARLY CHILDHOOD MENTAL HEALTH CONSULTATION Introduction Your baby s first year is an exciting time filled with wonderful new experiences.your interactions today are crucial to his/her long-term physical,
Arkansas Early Childhood Education Framework BRIGANCE Diagnostic Inventory of Early Development II (IED II) CURRICULUM ASSOCIATES, Inc. Arkansas Early Childhood Education Framework DEVELOPMENTAL LEARNING
SCREENING FOR ABNORMAL CHILD DEVELOPMENT Low Poh Sim Contents Areas of child development Normal developmental patterns in the first 5 years Who is at risk of abnormal development When to refer for further
Healthy Beginnings: Supporting Development and Learning Birth through Three Years of In order for individually developed comprehensive curricula for infants and toddlers to be considered for acceptance
Presented By: Tymothy Smith Early Care and Education Training and Consulting (214) 796-1220 Daily Schedule Daily schedule Balance with activities considering the child s total experience Both written and
60 Ages & Stages Questionnaires 57 months 0 days through 66 months 0 days Month Questionnaire Please provide the following information. Use black or blue ink only and print legibly when completing this
Publisher Website for information Cost Age range Purpose Summary Information: The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition (CCITSN; 2004) Brookes Publishing www.brookespublishing.com
An Hour a Day to Play Infant Activities #Good4Growth good4growth.com Fun & Engaging Activities for Kids of All Ages Presented is a list to help kids of all ages through the following: Physical Well Being
Modified Checklist for Autism in Toddlers (M-CHAT) Follow-Up Interview **May be used for research or clinical purposes, but please do not cite or distribute** Acknowledgement: We thank Joaquin Fuentes,
icommuni cate SPEECH & COMMUNICATION THERAPY Milestones of speech, language and communication development 0-12 Months The rate of children's speech and language development can vary, depending on the child.
Five to Thrive Easy workouts for babies and toddlers Morning Sing along Sing along to your favourite song or your child s favourite nursery rhyme. If your baby isn t speaking yet, copy their sounds, facial
HighScope s Child Observation Record COR Advantage Aligned With HighScope s Key Developmental Indicators (KDIs) The following chart shows how items from HighScope s Child Observation Record COR Advantage
Child Development 1-2 Years child development 1-2 years The time between one and two is one of rapid change. Your baby is on the move and discovering the world. Parenting becomes demanding in a different
GENERAL OBJECTIVES OF THE SUBJECT At the end of the course, Individuals will analyze the elements of the communication and will explain the basic principles of this course. 1. HUMAN GROWTH & DEVELOPMENT
DAYC-2 Developmental Assessment of Young Children 2 nd Edition Holli Ford, M. Ed., BCBA email@example.com. al.us New Edition in 2012 The DAYC-2 is a comprehensive tool for infants and young children.
How we support babies development (0 18 months) The table below shows how our practitioners support babies (0-18 months) development through their practice and through the provision of an effective learning
IDAHO EARLY LEARNING EGUJDELINES Sus-DOMAIN: MOTOR DEVELOPMENT Goal 17: Goal 18: Goal19: Children demonstrate strength and coordination of large motor muscles. Children demonstrate strength and coordination
GROWING HEALTHY A Guide for Head Start Health Managers and Families about Healthy Active Living for Young Children STAFF NOTES START TODAY HELP YOUR YOUNG CHILDREN STAY AT A HEALTHY WEIGHT FOR LIFE Why
Growth and Development of Your Child As a parent, you notice many changes as your child grows. Each stage of development is based on the success of the previous stage. Research has shown that during the
54 Ages & Stages Questionnaires 51 months 0 days through 56 months 30 days Month Questionnaire Please provide the following information. Use black or blue ink only and print legibly when completing this
everyday s a learning day Birth to 3 years Health and Wellbeing, Literacy and Numeracy Give your Child a Great Start Every Day s a Learning Day Page 2 c SThis book for parents and carers of children aged
Developmental milestones Chart of early childhood development IMM 5738 Subject Instructions for evaluating and reporting of developmental milestones of infants as well as children and completing of the
Purpose: To approach the world with a sense of trust and emotional security The social and emotional domain includes the development of trust and emotional security, self-awareness, self-regulation and
FIT Child Development Audio Conference Journal Date: March 10, 2010 Topic: 24 30 months Participants: 6 New information: ~ In the area of gross motor/movement development, babies are, with support, walking
Discovering Feelings Funded by the Office of Head Start/ACF, DHHS (#90YD0268) ...Happy Place pictures of children who appear to be HAPPY in the space provided on this page. ...Happy D I S C U S S I O N
Babies From Birth to 12 Months: Becoming Aware of the World Around Them 2004, ZERO TO THREE. All rights reserved. Contact ZERO TO THREE for all uses: www.zerotothree.org Key Ideas Look for toys and games
Jump Around: Motor Development for Babies and Toddlers Danielle King: Branch Manager Lauren Mathur: Branch Librarian Debra Winslow: Youth Program Specialist Overview The Orange County Library System created
Ages & Stages Questionnaires : A Parent-Completed, Child-Monitoring System Second Edition By Diane Bricker and Jane Squires with assistance from Linda Mounts, LaWanda Potter, Robert Nickel, Elizabeth Twombly,
Providing Support for Special Needs Children By The U.S. Department of Education, Office of Educational Research and Improvement. Posted June 1998. All children can succeed with the right support. Being
A Summary Guide to Appropriate Arts Activities The following chart offers information about children s developmental stages from birth to age eight, and includes examples of arts activities that children
Patient and Family Education Brachial Plexus Palsy A Therapy Guide for Your Baby Brachial Plexus Palsy is caused by trauma to the nerves of the arm. This trauma may have caused muscle weakness, lack of
Social and Emotional Development Social Relationships Sense of Self Self Regulation One of the primary goals of a quality program for infants and toddlers is to foster social and emotional development.
Note: Validation (for research purposes) and development of a scoring system for the AHEMD-IS is currently in progress. However, the instrument in its current form is quite useful for individual home assessment.
Singing and Motions inging simple songs to and with your child can help her learn and remember words. Pick a simple child s song and sing it to your child throughout the day and week. Sing it slowly and
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Unit 1 Look at me! Key language Focus language fingers nose tummy toes eyes ears one three blue Concept: big/small Recycled language Hello Bye-bye Main receptive language We love you! A kiss for you What
FS-633 BRIGHT BEGINNINGS #9 Supporting Physical Growth and Development in Young Children Sean Brotherson Family Science Specialist NDSU Extension Service Parents and caregivers have many ways to enrich
16 Ages & Stages Questionnaires 15 months 0 days through 16 months 30 days Month Questionnaire Please provide the following information. Use black or blue ink only and print legibly when completing this
Developmental Checklists Birth to Five the early childhood direction center 2006 If you are concerned about your child's development, please contact the WNY ECDC for information. Early Childhood Direction
Early Stimulation and Development Activities CHAPTER 35 301 On the next pages are activities to help young children s development. They are especially valuable for children who are mentally and physically
A Workshop for Teachers of Young Children Body Talk in Rhyme Making word, sound, and number associations through movement and songs By Sharon MacDonald 11920 N. Deerclover Lane, Tucson AZ 85737 Phone (520)
Modified Checklist for Autism in Toddlers, Revised with Follow-Up (M-CHAT-R/F) TM Acknowledgement: We thank Joaquin Fuentes, M.D. for his work in developing the flow chart format used in this document.
Potty Time Listen to your body When it s time to go potty Every day you re growing And all the signs are showing It s Potty time You can do it Just stick to it You re gonna get through it just fine Come
Sharing Knowledge with Infant Toddler Teachers and Home Visitors Series This booklet describes development, attachement, and exploration for infants from 8 to 18 months, and may be used by Staff members
Home Activities to Improve Fine Motor Skill Development Young children learning to write benefit from experiences that support the development of fine motor skills in the hands and fingers. Children should
Funded by Early Years Developmental Journal Child s name: Date of birth: The Developmental Profile Enter the date in the corresponding box when you have filled out the more detailed charts in the Journal
Reading aloud, singing, doing fingerplays and engaging young children in conversation are all ways that parents and caregivers lay the foundation for young children to become successful readers and writers.
How Early Can Autism Spectrum Disorder Be Diagnosed and Where To Focus Treatment for My Toddler Tessa VanKirk, MS, BCBA Stormi Pulver White, PsyD What is Autism Spectrum Disorder (ASD)? Focus on 2 areas:
Teaching Students with Epilepsy: Children with epilepsy often experience learning issues as a result of their seizures. These may include ongoing problems with motor skills or cognitive functions, as well
L O U I S I A N A D E P A R T M E N T O F E D U C A T I O N PAUL G. PASTOREK STATE SUPERINTENDENT ; ; LOUISIANA S KINDERGARTEN READINESS DEFINITION To ensure that all Louisiana s children enter kindergarten