Early intervention and Child Development

Early intervention andChild Development Mindy DeGeer ECSE Teacher MinnewaskaArea Schools

Learning Objectives • Increase your understanding of early intervention • Review developmental milestones • Learn about “red flags” in development • Prepare you to communicate with caregivers

Early Intervention • System of services that helps babies and toddlers with developmental delays or disabilities. Early intervention focuses on helping eligible babies and toddlers learn the basic and brand-new skills that typically develop during the first three years of life, such as: • physical (reaching, rolling, crawling, and walking); • cognitive (thinking, learning, solving problems); • communication (talking, listening, understanding); • social/emotional (playing, feeling secure and happy); and • self-help (eating, dressing).

early intervention services • Early Childhood Special Education Teacher • Often is the service coordinator • Assistive technology (devices a child might need) • Audiology or hearing services • Counseling and training for a family • Medical services • Nursing services • Nutrition services • Occupational therapy • Physical therapy • Psychological services • Speech and language services

Typical Development; by 3 months • Motor Skills • lift head when held at your shoulder • lift head and chest when lying on his stomach • turn head from side to side when lying on his stomach • follow a moving object or person with his eyes • grasp rattle when given to her • wiggle and kick with arms and legs

Typical Development; 3 months • Sensory and Thinking Skills • turn head toward bright colors and lights • turn toward the sound of a human voice • recognize bottle or breast • respond to your shaking a rattle or bell

Typical Development; 3 months • Language and Social Skills • make cooing, gurgling sounds • smile when smiled at • communicate hunger, fear, discomfort (through crying or facial expression) • usually quiet down at the sound of a soothing voice or when held

Typical Development; 6 months • Motor Skills • hold head steady when sitting with your help • reach for and grasp objects • play with his toes • help hold the bottle during feeding • explore by mouthing and banging objects • move toys from one hand to another • pull up to a sitting position on her own if you grasp her hands • sit with only a little support • roll over • bounce when held in a standing position

Typical Development; by 6 months • Sensory and Thinking Skills • open his mouth for the spoon • imitate familiar actions you perform

Typical Development; by 6 months • Language and Social Skills • babble, making almost sing-song sounds • know familiar faces • laugh and squeal with delight • scream if annoyed • smile at herself in a mirror

Typical development; by 12 months • Motor Skills • drink from a cup with help • feed herself finger food like raisins • grasp small objects by using her thumb and index or forefinger • use his first finger to poke or point • put small blocks in and take them out of a container • knock two blocks together • sit well without support • crawl on hands and knees • pull himself to stand or take steps holding onto furniture • stand alone momentarily • walk with one hand held

Typical development; by12 months • Sensory and Thinking Skills • copy sounds and actions you make • respond to music with body motion • try to accomplish simple goals (seeing and then crawling to a toy) • look for an object she watched fall out of sight (such as a spoon that falls under the table)

Typical development; 12 months • Language and Social Skills • babble, but it sometimes “sounds like” talking • say his first word • recognize family members’ names • try to “talk” with you • respond to another’s distress by showing distress or crying • show affection to familiar adults • show apprehension about strangers • raise her arms when she wants to be picked up • understand simple commands

Typical Development ages 1-2 yrs. • Motor Skills • walks alone • pulls toys behind when walking • begins to run • squats to floor and returns to stand • throw a ball forward • removes simple clothing • can pick up small objects with finger tips • build a 6 block tower • washes and dries hands independently

Typical Development ages 1-2 yrs. • Sensory and thinking skills • finds hidden objects • sorts by shape and color • plays make-believe • complete 5 piece knob puzzle • initate social games and maintain interaction • show pride in accomplishments

Typical Development ages 1-2 yrs. • Language and Social Skills • imitates behavior of others • aware of herself as separate from others • enthusiastic about company of other children • parallel play • points to 3 body parts • understands 50 words • follow 1-2 step commands • 2 word phrases- “up daddy”, “go bye-bye” • uses words to express needs

Red Flags at 1 year • Does not crawl or drags one side while crawling. • Says no single words. • No or little eye contact • Sensory issues • Does not learn to use gestures, such as waving or head shaking

Red Flags at 18-24 months • Does not walk by 18 months or walks exclusively on the toes. • Does not speak at least 15 words • Does not seem to know the function of common household objects like telephones and eating utensils. • Does not imitate actions or words or follow simple instructions. • Cannot push a wheeled toy

Typical Development; 3-4 yrs. • Motor Skills • climbs well • walks up and down stairs, alternating feet • kicks ball • runs easily • pedals tricycle • bends over without falling

Typical Development; 3-4 yrs. • Sensory and Thinking Skills • matches an object in hand to picture in book • sorts objects by shape and color • completes 3 - 4 piece interlocking puzzles • understands concept of “two” • can work toys with buttons, levers, and moving parts • plays make-believe with dolls, animals, and people • copies a circle with pencil or crayon • turns book pages one at a time • builds towers of more than 6 blocks • screws and unscrews jar lids or turns door handle

Typical Development; 3-4 yrs. • Language and Social Skills • imitates adults and playmates • show affection for familiar playmates • can take turns in games • understands “mine” and “his / hers” • Follows instructions with 2 or 3 steps • Can name most familiar things • Understands words like “in,” “on,” and “under” • Says first name, age, and sex • Names a friend • Says words like “I,” “me,” “we,” and “you” and some plurals (cars, dogs, cats) • Talks well enough for strangers to understand most of the time • Carries on a conversation using 2 to 3 sentences

Red Flags at 3 years • Falls frequently or has difficulty using stairs. • Difficulty manipulating small objects • Is unable to communicate in short phrases or understand simple instructions. • No interested in “pretend” play • Separation anxieties.

Red Flags at 4 years • Does not respond to people outside the family. • Unable to communicate appropriately. • Shows no interest in interactive games or fantasy play. • Resists dressing, sleeping, or using the toilet. • No self-control when angry or upset

Red Flags at any age • Slipping backwards in any area is of major concern. • Loss of language skills and/or social skills at any age is a significant red flag. • Children who are no longer able to communicate or interact socially at levels they once could.

RED FLAGS: Cause for Action, Not Alarm • Developmental milestones. • Each child develops in his/her own particular manner. • Signs can be related to physical development or motor skills, vision and hearing, emotional reactions, behavioral and other issues

Behavior Problems • “ A rule of thumb for social and behavior problems is that a child’s social and emotional development correlates with language development.” Raymond Tervo, MD, (Tervo, R. (2009), “Red Flags and Rules of Thumb: Sorting Out Developmental Delay”. A Pediatric Perspective, Gillette Children’s Specialty Healthcare, Vol 18, No. 2. Aggressi

Aggressive behaviors • May demonstrate developmental sequence as a younger typical child • May have reduced language during play • More isolated play • Less associative and cooperative play • Lack of problem solving skills during play • Lack of curiosity in play • Lack of social rules through peer confrontation

If there is a concern… • For any child age 0-5 years connect with Help Me Grow on their website: www.helpmegrowmn.org, call 1-866-693-GROW, or contact your local school district: Minnewaska Area Schools Early Intervention Starbuck Early Childhood Center 320-239-1403

Working effectively and building partnerships with caregivers • Begin discussion by expressing concern for the child. • Let parents know that your goal is to help the child and you want to work together. • Ask parent have s/he noticed similar situations

References • National Dissemination Center for Children with Disabilities • Center for Disease Control • Raymond Tervo, MD, (Tervo, R. (2009), “Red Flags and Rules of Thumb: Sorting Out Developmental Delay”. A Pediatric Perspective, Gillette Children’s Specialty Healthcare, Vol 18, No. 2.

Early intervention and Child Development