Have you ever noticed how some young children love to roll in the mud and others refuse to finger paint? Some children are terrified of loud noises like fireworks and others do not seem to be affected by them. Does your child love to receive bear hugs or does she refuse to let you touch her? All of these reactions stem from how the child takes in sensory information. Jean Piaget, a developmental theorist, believed that young children learn by exploring and taking in sensory information. You can see this in action when you watch a young toddler chew on a toy or touch everything that he can reach. We know that our five basic senses are vision, hearing, smell, taste and touch. In sensory processing, the brain takes that information and interprets it to help the body react. Research has shown us that there are three other supplementary sense systems:
Although everyone shows some of these sensory preferences, there can be a concern if a child’s sensory-seeking behaviors or sensory-defensive behaviors begin to limit his or her ability to participate in normal childhood activities. Some children may significantly struggle with loud noises, the feeling of a type of clothing, changes in routine, or someone accidently brushing up against them in the classroom. If a child’s sensory preferences does not allow him or her to participate in normal childhood activities, then it may be time to speak with your pediatrician or seek an evaluation from an occupational therapist. Occupational therapists can work with the child to keep these impulses under control so that he or she can participate in normal home and classroom activities just like other children the same age.
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There are many benefits when your toddler begins to dress himself. Self-dressing is a key step in the potty training process. Also, this type of achievement can have a huge impact on your child’s self-esteem and feelings of self-confidence. Undressing skills typically emerge between the ages of 13-24 months of age. Once a child learns how to undress, it is not unusual to find your child completely naked when you walk in to greet him/her in the crib each morning. These are skills that the child will want to duplicate again and again for the sake of mastery! She may be able to put on loose-fitting clothing as early as 24 months, but it may be a few additional months before she can put on something as snug fit as a t-shirt. It is essential at this stage of development to dress your child in clothing that is easy for him/her to manage independently. Two-piece outfits with elastic waistbands are the best outfits with which to learn to dress and undress. One piece outfits, overalls, and belts can make it very challenging for a child to master these new skills. Beginning at the age of three or older, a child may be able to dress and undress independently.
What is Involved in Dressing? Gross Motor Skills (Large Muscle Movements): Moving both arms and legs with coordination, Balancing on one foot while stepping in and out of clothing Fine Motor Skills (Small Muscle Movements & Hand-Eye Coordination): Finger coordination for zippers, buttons, etc. Progression of Clothing Difficulty
Cognitive Skills: Understanding sequencing (what comes first, second, etc.), What clothing is weather appropriate, and what colors match When You First Begin
Children thrive in a structured and predictable environment. Routines like drop-off and pick-up, meals, naps, and diapering/toileting need to occur at regular intervals each day and be handled the same by each caregiver. This structure can create a sense of safety and security for each young child in the classroom. Parents and childcare providers both need to understand that, even when a schedule is established, working with young children can mean that the schedule must change based on the needs of the child. This means that each classroom schedule needs to be structured yet flexible.
In order to establish daily routines, most early childhood classrooms follow a basic daily schedule. The schedule can help to ensure the consistency that young children need and also help teachers encourage all areas of development by planning a wide range of activities. It's helpful to think of a daily schedule as a guide which is responsive to children and teachers. Flexible schedules still give the classroom an opportunity to focus on moments when children discover something that interests them. When a teacher creates a beneficial schedule, it should find a balance for children, between group times and individual play, quiet and energetic play, and indoor and outdoor play. Transition times can create the difference between a calm and coherent classroom compared to a chaotic group of children running throughout the room. Well-planned transition periods are successful when teachers plan enough time for the children to transition from one activity to another and the new activity is prepared for the children. Some children require additional preparation for a transition, so it can be helpful for the teacher to offer several reminders as the transition approaches. Children are much more likely to cooperate during a transition if they have time to complete their activity first. Teachers can also make the transition process smoother by encouraging children who are doing what is asked of them and using positive language to describe the new activity. Schedules benefit young children in several different ways:
While every child learns to speak at his or her own pace, general milestones can serve as a guide to normal speech and language development. These milestones can also be a guide for parents, teachers, doctors, and therapist to identify delays as early as possible.
By the end of three months, a child might:
By the end of six months, a child might:
By the end of 12 months, a child might:
By the end of 18 months, a child might:
By the end of 24 months, a child might:
When to check with the doctor or seek an evaluation with a speech pathologist Parents should speak with the child's doctor if he or she hasn't mastered most of the speech and language development milestones for his or her age or if the family is concerned about any aspect of the child's development. The sooner a child receives early intervention services (like speech pathology), the quicker the delay can be resolved. This typically leads to shorter time periods that speech therapy is needed. Speech delays occur for many reasons, including hearing loss and developmental disorders. A speech pathologists will be able to do a full evaluation of your child’s language skills; however, many insurance companies will require a doctor referral and/or a hearing test to see if there is a medical reason behind the delayed speech. When you are with the child, take every possible opportunity to talk to him. Explain to her what you are doing and where you are going. Ask questions about his day, even if he may not understand all of the vocabulary yet. Sing songs and read together. Teach the child to imitate actions, such as clapping, and to say animal sounds. Practice counting. Show the child that you're pleased when he or she speaks. Listen the child's sounds and repeat them back to him or her. These steps can encourage speech and language development. When families sit down to discuss school readiness, the focus always goes straight to academic skills. When will my child be able to read? When should she be able to write her name? When should he be able to count to 10, 20 or 100? Although academic skills are important, they are really only about 20% of the skill set that a child needs to be successful in Kindergarten. In fact, most Kindergarten teachers will tell you that they can teach academic skills if they are not in place; however, the entire class is at a disadvantage if the other skills missing. Here is a brief list of skills that young children should have in place to be successful in Kindergarten:
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AuthorDr. Sarah Vanover has been working in the field of early childhood education for over 22 years and has had the opportunity to be a teacher, a director, and a trainer for other early childhood educators. She has a passion for making sure that children with special needs receive high-quality early care and education. Archives
September 2017
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