Parents Corner

toym_888DEVELOPMENTAL & LEARNING MILESTONES CHECKLIST

gear-to-twoThe first five years of a child’s life are very important. It is during this time that the child learns to move about, communicate, and interact with the environment around them. They develop learning styles and personalities as well as patterns of behavior they will carry into adulthood.

Some children have difficulties with learning and development which can be detected early. Observation and development models are tools that can help a parent evaluate their child’s progress. Early childhood screening can detect problems as well.

Look at the general developmental models for 3, 4, and 5 year old children. Keep in mind, not all children develop at the same rate but the following check lists will enable parents to “keep an eye out” for areas of concern. If your child has trouble with any of the listed items and you are uneasy, we can help you assess whether your child may need special help.

At TTT, we can give you and your child professional guidance, while recommending the best routes for therapy so that your child can start to develop properly.

 

DO YOU SUSPECT YOUR CHILD TO HAVE SENSORY PROCESSING PROBLEMS?

 

WHAT IF’S???

What If my child is younger than 3?

If your child is younger than 3 years old and you suspect that he/she is not meeting the proper developmental milestones for his/her age, then your child might qualify for the early intervention program. This program is offered through Tiny Tots Therapy and may be covered by your insurance. Please verify the insurance plans currently accepted by TTT.

What If I suspect my child may have a learning disability?

The school district is required by law to identify and screen all children who may need special education services by age five.

The process of screening involves checking your child’s vision, hearing, speech, thinking, and movement. Specialists will talk with you about your child’s history and development. Screening usually takes about 15 minutes and could also be conducted by Tiny Tots Therapy staff. Evaluations normally take 45 minutes to an hour.

What If I would like to arrange a screening for my child?

TTT offers Complimentary Screening. We will walk you through the screening process and perform additional testing if necessary. Screens take approximately  15-20 minutes and assesses if an evaluation is needed.  Call to set-up a free screen TODAY.

Comprehensive Evaluations:  One test is usually not enough to accurately assess motor, sensory, or language.  Evaluations can last 30-60 minutes or in multiple therapy sessions and a large part of our evaluation process caregiver interviews.  Tiny Tots Therapy provides a written report at no additional cost; however a comprehensive evaluation report can be provides at a minimal fee.

For more information on screenings and appointments, please contact Tiny Tots Therapy.

What If A Screening Indicates Something?

If a screening result suggests that there is a concern, you will be given specific guidelines and recommendations particular to your child.

Sometimes the results are indicative of an issue that may not require additional testing. If that is the case, then our staff will communicate and guide you to work with your child and ensure progress in such focus points.

  1. Age 3
    ♥  Run without falling very often
    ♥  Walk up & down stairs
    ♥  Imitate drawing a circle (even if it is not quite rounded or closed)
    ♥  Build a tower of at least 8 blocks
    ♥  Point to the following 6 parts of the body when asked:  hair, nose, eyes, feet, hands, &  mouth
    ♥  Name several objects such as a table or chair
    ♥  Follow simple directions
    ♥  Count to 3
    ♥  Repeat simple songs or rhymes
    ♥  Match colors & shapes
    ♥ Put on some clothes without help
    ♥  Speak to most adults & be understood
  2. Age 4
    ♥  Stand on one foot for a few seconds without falling
    ♥  Catch & throw a ball
    ♥  Cut with scissors
    ♥  Hold crayons with fingers (not fists)
    ♥  Ask “how” and “why” questions
    ♥  Answer questions such as, “What do you do when you are thirsty?”
    ♥  Speak in a sentence of about 5 words
    ♥  Recognize and name at least 3 colors
    ♥  Enjoy playing with other children
    ♥  Dress themselves completely (with some help on pullover shirts)
    ♥  Count to 5
  3. Age 5
    ♥  Climb a ladder to a slide
    ♥  Hop on one foot for a short distance
    ♥  Draw a simple house or person
    ♥  Cut with scissors on a straight line
    ♥  Count five objects
    ♥  Copy a picture of a square
    ♥  Explain what objects are used for, for example, a knife is used for cutting
    ♥  Understand the concept of “today”, “yesterday”, and “tomorrow”
    ♥  Understand words like “on”, “under”, and “behind”
    ♥  Match colors & shapes
    ♥  Go to the bathroom without help
  4. Signs of Possible Problems
    • Rubbing eyes or complaints that eyes hurt
    • Holding things close to see them
    • Bumps into objects/people
    • Turned or tilted head when looking at things
    • Trouble or not seeing things that are far away
    • Appears clumsy
    • Having lots of ear aches
    • Puts inedible objects in mouth
    • Talking very loud or very soft
    • Talking very loud or very soft
    • Seems sad or cries for no reason
    • Destroys objects without reason
    • Purposely hurts others or self

[top]

PEDIATRIC DEVELOPMENTAL MILESTONES

Download (PDF, 729KB)

TIPS

gear light guyTips to Avoid Sensory Overload at School
Help your child’s teacher recognize what “overloaded behaviors” look like and how to avoid it. Simple accommodations in class can help a child with sensory issues.

Seating: Front of the classroom, close to the teacher, away from distractions such as direct sunlight and vents and noisy radiators; away from seeing out the door or windows, or next to a wall for a sense of security.

Circle Time: Using an inflatable cushion hat allows kids to wiggle a bit while remaining seated on a chair or the floor; Had fidgets that keep hands busy; A “Time Timer” can help students “keep it together” by giving them a visual cue about how much longer they are expected to be quiet or focus on a given task; A weighted lap pad or weighted vest to provide calming sensory input as well as a physical cue to stay in place.

Lining up for transitions: Always be at the front or end of the line so the child isn’t disturbed by other children crowding around or bumping.

Prepare for surprises: Warn children in advance about fire drills, trips, or any surprising events and be permitted to wear earplugs or sound blocking ear muffs.

Test accommodations: Child may need to take tests in a separate room with fewer children around (to reduce distractions), be given extended time (if he/she processes information slowly), and be allowed to record answers in any manner (for example, answers may be typed or dictated to someone else).

*Always talk to your therapist in school, teacher, and private therapist so all can be on the same page.

Hand Dominance and Crossing the Midline
This article integrates activities to stimulate your child’s midline orientation, handwriting skills, shoulder to fingers strength, and fine motor coordination.

How exercise- and Dance Partners- boost kid’s brain power“- by Jennifer Abbasi.

Article published on Parent & Child Magazine, describing the benefits of exercise for learning in schools, and ways to get involved and make a difference.

[top]