This document outlines typical developmental milestones for children from 1 month to 5 years of age. It provides examples of skills and abilities children may demonstrate at various ages including holding their head up, sitting, crawling, walking, talking, and developing fine motor skills. The milestones are broken into 3 month or 6 month intervals to track progress in areas like physical, cognitive, communication, and social/emotional development.
Everything we do relies heavily on our ability to balance. Balance is a key skill to help your child progress with their gross motor skills. Learn some exercises to strengthen balance.
Maintaining good postural alignment is essential to becoming and staying pain free. Do these OET stretches daily to improve your posture and life, play, and be pain free.
LICCs are local planning and advisory bodies for the local Early On system, established through the 56 ISDs in Michigan. LICCs mirror the mandated MICC in concept and allow for involvement of parents, agencies, organizations, and individuals necessary to develop and maintain a coordinated early intervention service system. The role of an LICC is to advise and assist the intermediate school district in matters related to Part C of the Individuals with Disabilities Education Act (IDEA), Early Intervention Program for Infants and Toddlers with Disabilities: Final Regulations. In Michigan we call this program Early On. LICC activities include: fostering interagency collaboration and information sharing, disseminating public awareness and other materials that help caregivers identify potential developmental delays and disabilities, promoting parent and family involvement in all community activities, and encouraging community efforts supporting inclusion of children with special needs and their families.
Joining Your Local Interagency Coordinating Council in MichiganEarly On Michigan
In Michigan, There are 56 intermediate school districts (ISDs) in Michigan that provide Early On® services to infants, toddlers, and their families. Each ISD has a Local Interagency Coordinating Council. The LICC advises the intermediate school district in the provision of Early On services to infants, toddlers, and their families. Each LICC meets a minimum of four times per year.
Everything we do relies heavily on our ability to balance. Balance is a key skill to help your child progress with their gross motor skills. Learn some exercises to strengthen balance.
Maintaining good postural alignment is essential to becoming and staying pain free. Do these OET stretches daily to improve your posture and life, play, and be pain free.
LICCs are local planning and advisory bodies for the local Early On system, established through the 56 ISDs in Michigan. LICCs mirror the mandated MICC in concept and allow for involvement of parents, agencies, organizations, and individuals necessary to develop and maintain a coordinated early intervention service system. The role of an LICC is to advise and assist the intermediate school district in matters related to Part C of the Individuals with Disabilities Education Act (IDEA), Early Intervention Program for Infants and Toddlers with Disabilities: Final Regulations. In Michigan we call this program Early On. LICC activities include: fostering interagency collaboration and information sharing, disseminating public awareness and other materials that help caregivers identify potential developmental delays and disabilities, promoting parent and family involvement in all community activities, and encouraging community efforts supporting inclusion of children with special needs and their families.
Joining Your Local Interagency Coordinating Council in MichiganEarly On Michigan
In Michigan, There are 56 intermediate school districts (ISDs) in Michigan that provide Early On® services to infants, toddlers, and their families. Each ISD has a Local Interagency Coordinating Council. The LICC advises the intermediate school district in the provision of Early On services to infants, toddlers, and their families. Each LICC meets a minimum of four times per year.
The theme for this year's conference is, "Everyday Heroes and Quality Practices: The Power of Early Intervention"! For more information about this conference, visit: www.eotta.ccresa.org or to learn about services for infants and toddlers, visit: 1800EarlyOn.org.
Early On Michigan Family Guidebook in Arabic. Early On provides early intervention services for children, ages birth up to age 3, with developmental delay(s) and/or disabilities, and their families.
This brochure (tri-fold) helps to explain a family's rights, otherwise known as procedural safeguards, when they have a child who is receiving services and/or supports through Early On Michigan. For more information visit: 1800EarlyOn.org
This pocket guide is intended for physician's and medical professionals who are referring infants and toddlers, birth up to age 3, to early intervention services through Early On Michigan. For more information visit: 1800EarlyOn.org.
Most parents wonder at times if their child is growing and developing like other children. If you question how your child is developing, "Don't worry. But don't wait." Early On Michigan assists families with infants and toddlers, from birth until 36 months of age, who have a delay in their development or a diagnosed disability.
Michigan Department of Education, Office of Field Services http://www.michigan.gov/ofs provided this presentation, "Giving Something Extra Puts Students on Top" on 2/16/11 at the MI3-Community Learning Forum, "Dispositions and Practices for Facilitated Parent Involvement".
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Developmental Stages
At this age most children will be able to... www.1800EarlyOn.org
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one • Raise head slightly off floor or bed, when lying fifteen • Walk without support
month months
on stomach • Stack 3 blocks
• Hold head up momentarily when supported • Use 5 or 6 words
• Briefly watch and follow objects with eyes • Vocalize – voice up and down like
• Avoid mildly annoying sensations (placement conversation (jargon)
of cloth on face) • Partially feed self with a spoon or fingers
• Make some “noise in throat” sounds • Find a hidden toy under a cover
two • Hold head erect, bobbing when supported in eighteen • Walk well
months months
sitting position • Climb up or down one stair
• Imitate or respond with occasional smile to • Walk backwards pulling a toy
smiling person • Make marks with crayon on paper
• Follow moving person with eyes • Partially feed self with a spoon
• Vocalize • Use 5 to 10 words
two
• Move both legs and arms equally well
three • Lift head and chest when lying on stomach
years
• Kick large ball
• Turn pages of a book
months
• Show vigorous body movement • Imitate housework
• Show improved head control • Ask for items by name
• Recognize breast or bottle • Recognize familiar pictures – know if it is
• Coo – chuckle upside down
four
• Use 2 or 3 words together, such as “more
juice”
three
• Have good head control
months
• Roll from side to side
• Begin reaching • Walk up stairs
years
• Laugh aloud • Stand momentarily on one foot
• Take object, such as a rattle, when held • Jump up with both feet
near hand
• Follow moving object when held in • Feed self
sitting position • Put on a coat with help
• Enjoy play • Verbalize toilet needs
four
• Use comforting when distressed
six • Sit with a little help
years
• Hop in place
• Throw ball over hand
months
• Roll from back to stomach • Catch ball when bounced to him or her
• Support weight; bounce activity • Copy circles
• Babble – more than two sounds • Know own sex, age, last name
• Hold one toy and reach for another • Point to 5 basic colors
nine
• Play with other children
• Use sentences with correct grammar,
• Sit alone – change position without falling
such as “Can I go to the store?”“I want a
months
• Creep or crawl on all fours
big cookie.”
• Express affection
• Wash and dry hands unassisted
five
• Hold 2 objects at the same time
• Say Mama – Dada
• Show fear of strangers • Walk backward toe to heel
twelve years
• Walk on tiptoe
• Print a few capital letters
• Pull self to standing – may step with support
• Recognize own printed name
months
• Pick things up with thumb and one finger
• Play with others
• Put one toy in another
• Identify a penny, nickel, and/or dime
• Give toy on request
• Answer verbally to “Hi” and “How are you?”
• Give affection
• Lace shoes
• Follow simple directions accompanied
by gestures
• Say 2 or 3 words