This document discusses atypical early child development, including developmental delays. It provides details on signs of developmental delays in motor skills, speech and language, social/emotional/cognitive development, and sensory integration from birth to age 2. Delays may be seen if a child cannot perform most age-appropriate skills. The document lists many specific milestones and warns signs of possible delays in each area of development for various age groups. It emphasizes that while children develop at different paces, consulting a doctor is important if most skills are not being met.
This document is a final paper for an INTS 3330 course on the topic of how family issues affect child education. The introduction discusses how children learn differently based on various family factors. A literature review explores how family issues like parental education levels, nutrition, and behaviors can impact a child's development and education. The paper proposes using interdisciplinary perspectives from nutrition, child development, and child psychology to better understand how family problems influence learning. An integrative framework is suggested to holistically address the issue by ensuring children's health, development, and mental wellbeing.
The presentation is about stress and anxiety.
As we know children are now fighting with so many stress and anxiety because of many reasons,
we have to take some big steps towards this matter.
Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood disorders characterized by difficulty staying focused and paying attention, difficulty controlling behavior, and hyperactivity. While the exact causes are unknown, genetics and environmental factors likely play a role. ADHD is diagnosed through a comprehensive evaluation by a licensed health professional considering behaviors, development, and environment over several months. Effective treatments include medications and psychotherapy to help manage symptoms.
The document discusses various behavioral and emotional problems in children including disruptive behavior, attention deficit/hyperactivity disorder, oppositional problems, emotional problems, eating/feeding problems, tantrums, lying, anxiety, and aggression. It provides tips for using positive discipline with children through understanding behavior, consistency, giving choices/consequences, and changing environments. Interventions for aggressive toddlers and preschoolers include limiting TV/videos, applying empathy/consequences, teaching social skills, and attending to positive behavior. Consulting medical/mental health professionals can help identify causes such as poor parenting, trauma, genetic issues, health problems, or unstable family situations.
Meeting the needs of children with special needs most update300762487
This document provides a case study and assessment of Shane, a 5-year-old preschooler recently diagnosed with Attention Deficit Disorder (ADD). It discusses Shane's strengths and needs across developmental domains. The family is concerned about Shane's behaviors and the effects of his medication. Recommendations are provided to support Shane's development through appropriate strategies, a supportive environment, collaboration with families, and staff training.
Infants between 0-1 years old reach developmental milestones in skills like smiling, crawling, and walking. During the first year, babies learn vision, exploration, cognition, language, and form bonds with caregivers. Parents can help by talking, singing, reading, praising, cuddling, playing, and ensuring safety.
This document outlines typical gross motor, fine motor, speech/language, and social/emotional development from newborn through 3 years of age. It includes developmental milestones month-by-month. For each area of development, typical skills are described along with potential warning signs of atypical development. The document is part of a training module on early child development.
This document is a final paper for an INTS 3330 course on the topic of how family issues affect child education. The introduction discusses how children learn differently based on various family factors. A literature review explores how family issues like parental education levels, nutrition, and behaviors can impact a child's development and education. The paper proposes using interdisciplinary perspectives from nutrition, child development, and child psychology to better understand how family problems influence learning. An integrative framework is suggested to holistically address the issue by ensuring children's health, development, and mental wellbeing.
The presentation is about stress and anxiety.
As we know children are now fighting with so many stress and anxiety because of many reasons,
we have to take some big steps towards this matter.
Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood disorders characterized by difficulty staying focused and paying attention, difficulty controlling behavior, and hyperactivity. While the exact causes are unknown, genetics and environmental factors likely play a role. ADHD is diagnosed through a comprehensive evaluation by a licensed health professional considering behaviors, development, and environment over several months. Effective treatments include medications and psychotherapy to help manage symptoms.
The document discusses various behavioral and emotional problems in children including disruptive behavior, attention deficit/hyperactivity disorder, oppositional problems, emotional problems, eating/feeding problems, tantrums, lying, anxiety, and aggression. It provides tips for using positive discipline with children through understanding behavior, consistency, giving choices/consequences, and changing environments. Interventions for aggressive toddlers and preschoolers include limiting TV/videos, applying empathy/consequences, teaching social skills, and attending to positive behavior. Consulting medical/mental health professionals can help identify causes such as poor parenting, trauma, genetic issues, health problems, or unstable family situations.
Meeting the needs of children with special needs most update300762487
This document provides a case study and assessment of Shane, a 5-year-old preschooler recently diagnosed with Attention Deficit Disorder (ADD). It discusses Shane's strengths and needs across developmental domains. The family is concerned about Shane's behaviors and the effects of his medication. Recommendations are provided to support Shane's development through appropriate strategies, a supportive environment, collaboration with families, and staff training.
Infants between 0-1 years old reach developmental milestones in skills like smiling, crawling, and walking. During the first year, babies learn vision, exploration, cognition, language, and form bonds with caregivers. Parents can help by talking, singing, reading, praising, cuddling, playing, and ensuring safety.
This document outlines typical gross motor, fine motor, speech/language, and social/emotional development from newborn through 3 years of age. It includes developmental milestones month-by-month. For each area of development, typical skills are described along with potential warning signs of atypical development. The document is part of a training module on early child development.
The document outlines typical developmental milestones for children from birth to 4 years of age. It discusses milestones in areas such as motor skills, language, social/emotional development, and more. Milestones are grouped by age ranges including months, years, and some specific ages. The document cautions that children reach milestones at different times and notes signs that could indicate developmental delays.
Child development –redflags2015a foritl5633Engle1017
This document provides information about red flags in child development and signs of potential developmental delays or disabilities. It discusses monitoring children's development across physical, cognitive, language, social, and behavioral domains. Parents and caregivers are encouraged to track children's developmental milestones and seek further assessment if milestones are significantly delayed compared to peers. Early intervention can help address delays and improve outcomes for children. The document also provides specific examples of red flags in different developmental areas for various age groups.
This document provides an overview of autism including:
- Definitions and classifications of autism spectrum disorder.
- Early signs and screening methods like the M-CHAT screening tool.
- Associated genetic syndromes like tuberous sclerosis, fragile X syndrome, and Rett syndrome.
- Medical evaluations and testing to consider when evaluating a child for autism.
- Proposed severity levels for autism spectrum disorder in the DSM-V.
This document outlines motor development milestones from birth to 6 years of age. It provides descriptions of physical skills infants and toddlers should meet at various ages, such as raising the head, grasping objects, sitting up, crawling, walking, running and jumping. It also lists visual and auditory milestones. For each age range, it identifies signs that could indicate developmental delays and recommends consulting a pediatrician if any of these signs are present. The milestones provide parents with a general guide to monitor children's progress but also emphasize each child develops at their own pace.
This document summarizes key physical, cognitive, social, and motor milestones in infant and toddler development from birth through 3 years of age. It outlines changes in growth, teething, motor skills, language, social behaviors, and play preferences at different months. Safety guidelines for infants are also provided.
This document summarizes key physical, cognitive, social, and emotional milestones in infant and child development from birth through adolescence. It covers stages from newborn reflexes and growth to toddler walking and language development to school-aged skills and puberty. Safety concerns at different ages and common issues parents may face, like toilet training difficulties or bullying, are also outlined.
Disability evaluation in intellectual disability and in specificSeema Rai
1. The document discusses intellectual disability and specific learning disorder, outlining their definitions, diagnostic criteria, and assessment process.
2. It describes assessing adaptive and intellectual functioning to diagnose intellectual disability, and using specific psychometric tests to identify learning deficits for specific learning disorder.
3. The certification process involves evaluations by medical and psychological professionals to determine the diagnosis and issue certificates of disability.
Autism is a complex developmental condition that typically appears during early childhood and is characterised by difficulties in social interaction, communication, restricted and repetitive interests and behaviours, and sensory sensitivities. It is called a ‘developmental’ condition because symptoms of autism generally appear in the first two years of a child’s life. It is called a ‘spectrum’ disorder because it is most influenced by different combinations of genetic and environmental factors and affects people differently and to varying degrees. Each autistic person has a set of strengths and challenges that are distinct from any other autistic person and the way (s)he/she learns, thinks or solves problems can range from highly skilled to severely challenged. ASD may occur in persons across all ethnic, racial, and economic groups.
This document provides a comprehensive overview of infant and toddler development across physical, cognitive, and psychosocial domains. It describes key milestones in each domain from birth through age 3, including developing motor skills, exploring their environment, following directions, expressing emotions, and interacting with others. Safety considerations are also discussed.
The document provides information about typical development in babies at various ages from 2 months to 9 months. It includes milestones for social/emotional development, language/communication, cognitive development, and movement/physical development. It also suggests activities parents can do with their babies at each age to help support learning and development. Checklists are included for parents to track the milestones their baby has reached at 2, 4, 6, and 9 months.
Socio emotional development of infants and toddlersShanelou Pading Ü
The document discusses socio-emotional development from infancy through early childhood. It describes the key milestones in socio-emotional development that most children reach between birth and 4 years old, including developing the ability to recognize and express basic emotions, engage in social interactions, gain self-awareness and self-regulation skills, and explore pretend play and independent activities. The caregiver's role in properly responding to an infant's needs and cues is also emphasized as important for healthy socio-emotional growth.
This document provides information about Attention Deficit Hyperactivity Disorder (ADHD), including its symptoms, diagnosis, and treatment. It describes the three main types of ADHD (predominantly hyperactive-impulsive, predominantly inattentive, and combined), and the behaviors associated with inattention, hyperactivity, and impulsivity. The diagnostic process involves ruling out other potential causes, gathering information from parents, teachers, and observations of the child, and determining if behaviors meet criteria for the diagnosis as defined in the DSM-IV-TR. Specialists qualified to diagnose ADHD include psychiatrists, psychologists, pediatricians, and neurologists.
This document discusses the approach to developmental delay. It begins by outlining normal child development and milestones in gross motor, fine motor, language, and social skills. It then describes transient versus persistent developmental delay. Screening tools used in India to identify developmental delay are mentioned. Formal developmental assessments including the Bayley Scales and IQ tests are also discussed. The document provides guidance on evaluating a child with delay, including obtaining a thorough history and physical exam. Key areas to assess and developmental red flags at different ages are outlined.
This presentation was developed for a staff training day for Rainbow Nursery, Tel Aviv to support staff in developing their understanding of working with children with special and additional needs. It is appropriate for anyone working in early years and delivering the EYFS
Growth and development in children and adolescents covers physical, cognitive, emotional, social, and language development from conception through early adulthood. This document discusses development in infants and toddlers specifically. It provides details on the typical physical, motor, sensory, cognitive, language, social, and emotional development that occurs month by month during infancy from birth to 12 months. It also discusses the characteristics and behaviors of toddlers from 1 to 3 years old, including their curiosity, independence, and emerging language skills during this stage of development.
A developmental delay is when a child does not reach expected developmental milestones. Common types of delays include speech, motor, cognitive, vision, and social/emotional skills. Signs of delays include lack of babbling, grasping, following objects, walking, and interacting with others by certain ages. If suspected, parents should speak to their pediatrician who may screen the child and refer them for early intervention services to address any delays.
The Ohio Chapter, American Academy of Pediatrics, hosted a webinar to talk about the importance of autism screening. The project was conducted as part of the Concerned About Development Learning Collaborative (CADLC), which is part of the Autism Diagnosis Education Pilot Project, (ADEPP), a program funded through the Ohio Department of Health.
Developmental problems in Pre School and School going.pptUzzwal009
The document discusses developmental problems in pre-school and school-aged children. It covers typical developmental milestones from infancy through adolescence. Common issues discussed include head banging, thumb sucking, temper tantrums, stuttering, pica, poor school achievement, learning disabilities like dyslexia, and attention deficit hyperactivity disorder. The causes, signs, symptoms and management of these problems are described. Overall, the document provides an overview of normal child development and some frequent developmental issues encountered in early childhood.
The document provides information on physical development during an infant's first year. It discusses how infants develop motor skills from head to toe and near to far over the year. Key milestones include lifting the head, sitting, crawling, standing, and beginning to walk. It also covers growth in weight, height, vision, hearing, voice, teething and nutrition including introducing solids and self-feeding. The document provides tips for bathing, dressing, diapering and establishing sleep routines for infants.
AUTISM SPECTRUM SCREENING CHECKLIST FOR EARLY CHILDHOOD(ASSCEC)KUNNAMPALLILGEJOJOHN
The ASSCEC is designed to screen for Autism Spectrum Disorder in early childhood (over the age of 14 months and ideally over the age of 20 months). A parent can complete this screening checklist independently. ASSCEC developed by Kunnampallil Gejo John, Speech Language Therapist.
The document outlines typical developmental milestones for children from birth to 4 years of age. It discusses milestones in areas such as motor skills, language, social/emotional development, and more. Milestones are grouped by age ranges including months, years, and some specific ages. The document cautions that children reach milestones at different times and notes signs that could indicate developmental delays.
Child development –redflags2015a foritl5633Engle1017
This document provides information about red flags in child development and signs of potential developmental delays or disabilities. It discusses monitoring children's development across physical, cognitive, language, social, and behavioral domains. Parents and caregivers are encouraged to track children's developmental milestones and seek further assessment if milestones are significantly delayed compared to peers. Early intervention can help address delays and improve outcomes for children. The document also provides specific examples of red flags in different developmental areas for various age groups.
This document provides an overview of autism including:
- Definitions and classifications of autism spectrum disorder.
- Early signs and screening methods like the M-CHAT screening tool.
- Associated genetic syndromes like tuberous sclerosis, fragile X syndrome, and Rett syndrome.
- Medical evaluations and testing to consider when evaluating a child for autism.
- Proposed severity levels for autism spectrum disorder in the DSM-V.
This document outlines motor development milestones from birth to 6 years of age. It provides descriptions of physical skills infants and toddlers should meet at various ages, such as raising the head, grasping objects, sitting up, crawling, walking, running and jumping. It also lists visual and auditory milestones. For each age range, it identifies signs that could indicate developmental delays and recommends consulting a pediatrician if any of these signs are present. The milestones provide parents with a general guide to monitor children's progress but also emphasize each child develops at their own pace.
This document summarizes key physical, cognitive, social, and motor milestones in infant and toddler development from birth through 3 years of age. It outlines changes in growth, teething, motor skills, language, social behaviors, and play preferences at different months. Safety guidelines for infants are also provided.
This document summarizes key physical, cognitive, social, and emotional milestones in infant and child development from birth through adolescence. It covers stages from newborn reflexes and growth to toddler walking and language development to school-aged skills and puberty. Safety concerns at different ages and common issues parents may face, like toilet training difficulties or bullying, are also outlined.
Disability evaluation in intellectual disability and in specificSeema Rai
1. The document discusses intellectual disability and specific learning disorder, outlining their definitions, diagnostic criteria, and assessment process.
2. It describes assessing adaptive and intellectual functioning to diagnose intellectual disability, and using specific psychometric tests to identify learning deficits for specific learning disorder.
3. The certification process involves evaluations by medical and psychological professionals to determine the diagnosis and issue certificates of disability.
Autism is a complex developmental condition that typically appears during early childhood and is characterised by difficulties in social interaction, communication, restricted and repetitive interests and behaviours, and sensory sensitivities. It is called a ‘developmental’ condition because symptoms of autism generally appear in the first two years of a child’s life. It is called a ‘spectrum’ disorder because it is most influenced by different combinations of genetic and environmental factors and affects people differently and to varying degrees. Each autistic person has a set of strengths and challenges that are distinct from any other autistic person and the way (s)he/she learns, thinks or solves problems can range from highly skilled to severely challenged. ASD may occur in persons across all ethnic, racial, and economic groups.
This document provides a comprehensive overview of infant and toddler development across physical, cognitive, and psychosocial domains. It describes key milestones in each domain from birth through age 3, including developing motor skills, exploring their environment, following directions, expressing emotions, and interacting with others. Safety considerations are also discussed.
The document provides information about typical development in babies at various ages from 2 months to 9 months. It includes milestones for social/emotional development, language/communication, cognitive development, and movement/physical development. It also suggests activities parents can do with their babies at each age to help support learning and development. Checklists are included for parents to track the milestones their baby has reached at 2, 4, 6, and 9 months.
Socio emotional development of infants and toddlersShanelou Pading Ü
The document discusses socio-emotional development from infancy through early childhood. It describes the key milestones in socio-emotional development that most children reach between birth and 4 years old, including developing the ability to recognize and express basic emotions, engage in social interactions, gain self-awareness and self-regulation skills, and explore pretend play and independent activities. The caregiver's role in properly responding to an infant's needs and cues is also emphasized as important for healthy socio-emotional growth.
This document provides information about Attention Deficit Hyperactivity Disorder (ADHD), including its symptoms, diagnosis, and treatment. It describes the three main types of ADHD (predominantly hyperactive-impulsive, predominantly inattentive, and combined), and the behaviors associated with inattention, hyperactivity, and impulsivity. The diagnostic process involves ruling out other potential causes, gathering information from parents, teachers, and observations of the child, and determining if behaviors meet criteria for the diagnosis as defined in the DSM-IV-TR. Specialists qualified to diagnose ADHD include psychiatrists, psychologists, pediatricians, and neurologists.
This document discusses the approach to developmental delay. It begins by outlining normal child development and milestones in gross motor, fine motor, language, and social skills. It then describes transient versus persistent developmental delay. Screening tools used in India to identify developmental delay are mentioned. Formal developmental assessments including the Bayley Scales and IQ tests are also discussed. The document provides guidance on evaluating a child with delay, including obtaining a thorough history and physical exam. Key areas to assess and developmental red flags at different ages are outlined.
This presentation was developed for a staff training day for Rainbow Nursery, Tel Aviv to support staff in developing their understanding of working with children with special and additional needs. It is appropriate for anyone working in early years and delivering the EYFS
Growth and development in children and adolescents covers physical, cognitive, emotional, social, and language development from conception through early adulthood. This document discusses development in infants and toddlers specifically. It provides details on the typical physical, motor, sensory, cognitive, language, social, and emotional development that occurs month by month during infancy from birth to 12 months. It also discusses the characteristics and behaviors of toddlers from 1 to 3 years old, including their curiosity, independence, and emerging language skills during this stage of development.
A developmental delay is when a child does not reach expected developmental milestones. Common types of delays include speech, motor, cognitive, vision, and social/emotional skills. Signs of delays include lack of babbling, grasping, following objects, walking, and interacting with others by certain ages. If suspected, parents should speak to their pediatrician who may screen the child and refer them for early intervention services to address any delays.
The Ohio Chapter, American Academy of Pediatrics, hosted a webinar to talk about the importance of autism screening. The project was conducted as part of the Concerned About Development Learning Collaborative (CADLC), which is part of the Autism Diagnosis Education Pilot Project, (ADEPP), a program funded through the Ohio Department of Health.
Developmental problems in Pre School and School going.pptUzzwal009
The document discusses developmental problems in pre-school and school-aged children. It covers typical developmental milestones from infancy through adolescence. Common issues discussed include head banging, thumb sucking, temper tantrums, stuttering, pica, poor school achievement, learning disabilities like dyslexia, and attention deficit hyperactivity disorder. The causes, signs, symptoms and management of these problems are described. Overall, the document provides an overview of normal child development and some frequent developmental issues encountered in early childhood.
The document provides information on physical development during an infant's first year. It discusses how infants develop motor skills from head to toe and near to far over the year. Key milestones include lifting the head, sitting, crawling, standing, and beginning to walk. It also covers growth in weight, height, vision, hearing, voice, teething and nutrition including introducing solids and self-feeding. The document provides tips for bathing, dressing, diapering and establishing sleep routines for infants.
AUTISM SPECTRUM SCREENING CHECKLIST FOR EARLY CHILDHOOD(ASSCEC)KUNNAMPALLILGEJOJOHN
The ASSCEC is designed to screen for Autism Spectrum Disorder in early childhood (over the age of 14 months and ideally over the age of 20 months). A parent can complete this screening checklist independently. ASSCEC developed by Kunnampallil Gejo John, Speech Language Therapist.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
4. MedVETSUPPORT
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2.2.1 DEVELOPMENTAL DELAY
Babies grow and develop at different rates.
The baby can do some of these developmental steps a little early and some a little late. But if
(s)he can't do most of it, then a doctor should be consulted.
It may be useful to make an assessment to look at the skills.
4
5. MedVETSUPPORT
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2.2.1.1 MOTOR DEVELOPMENT
0-3 Months
Seldom moves on both extremities; seems rigid
Looks excessively loose or droopy in the limbs
Feeding goes slowly or the baby is not sucking the mother
normally
The baby can’t support her/his head well at month three
The baby doesn’t reach for and grasp objects by three to four
months
The baby doesn’t grasp and hold things at month three
5
6. MedVETSUPPORT
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2.2.1.1 MOTOR DEVELOPMENT
4-6 Months
The baby doesn't bring objects in the mouth for up to four months
There is still tonic neck reflex in four to five months
The baby doesn't push the legs down when the feet are placed on a solid surface up to four
months
The baby has trouble moving a single eye or both eyes in all directions
It is normal for the eyes to be cut occasionally in the first months but if the baby crosses the
eyes often, there will be a problem
6
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SIGNS OF DEVELOPMENTAL DELAY
7 Months
Looks very rigid and strict muscles and very droopy
The head will still slide back if the body is pulled into a sitting position
Approaches with only one hand
Has difficulty getting things into his mouth
Can't sit with help up to six months
Doesn’t actually approach objects between six-seven months
Doesn’t carry some weight on lower extremities up to seven months
7
9. MedVETSUPPORT
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SIGNS OF DEVELOPMENTAL DELAY
2 Years Old
Cannot walk up to 18 months
After walking for a few months, the baby can’t accomplish a heel-toe walking pattern
A toy with wheels cannot be pu(s)hed up to the age of two
9
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2.2.1.2 SPEECH AND LANGUAGE DEVELOPMENT
SIGNS OF DEVELOPMENTAL DELAY
0-3 Months
Doesn’t prattle up to three to four months
4-6 Months
(s)he starts babbling but doesn't try to mimic your voices up to four months
7 Months
Doesn't smile or creak for up to six months
Doesn’t prattle up to eight months
10
11. MedVETSUPPORT
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SIGNS OF DEVELOPMENTAL DELAY
8-12 Months
Doesn’t say a single word
2 Years Old
Doesn’t speak a minimum of 15-20 words up to 18 months
Doesn’t make two-word sentences up to two years old
Doesn’t mimic actions or words
11
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7-9 MONTH WARNING SIGNS
Communication
Has no interest in interacting with others
Doesn’t pursue eye contact along playful interaction
Doesn’t respond to sounds or voices
Doesn’t babble
Has no respondse to the own name
14
17. MedVETSUPPORT
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2.2.1.3 SOCIAL AND EMOTIONAL,
COGNITIVE DEVELOPMENT
0-3 Months
Has no reply to loud sounds
Won't blink when a bright light is shown
Doesn’t concentrate and pursue a nearby collateral moving object
The lower jaw constantly vibrates even when he is not crying or thrilled
4-6 Months
Isn’t interested in new faces or looks very afraid of new faces
17
18. MedVETSUPPORT
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SIGNS OF DEVELOPMENTAL DELAY
7 Months
Rejects to cuddle
Shows no connection to the caregiver
Looks like the baby doesn't like being around people
One eye or both of them constantly turn in or out
Insistent crying or susceptibility to light
Has no response to sounds around her
Isn’t turning the head to spot voices up to four months
18
19. MedVETSUPPORT
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SIGNS OF DEVELOPMENTAL DELAY
7 Months
Doesn’t roll in both directions up to five months
Seems that (s)he cannot be comforted at night after five months
Isn’t smiling by her/himself up to five months
Doesn’t pursue objects with both eyes at close and distant ranges up to seven
months
Does not try to attract attention through actions up to seven months
Shows no attention in games up to eight months
19
20. MedVETSUPPORT
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SIGNS OF DEVELOPMENTAL DELAY
8-12 Months
Doesn't search for hidden objects
Doesn’t learn how to use gestures
Doesn’t indicate objects
2 Years Old
Doesn't know the use of everyday items by fifteen months
Doens’t follw easy rules up to age of two
20
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2.2.1.4 SENSORY INTEGRATION
Opposes to cuddling
When somebody tries to hold the baby, (s)he weeps
Troubled by diaper changes
Troubled by baths and/or water splashing on her/him
Doesn’t have a proper sleep pattern
Weeps extremely all day
Doesn’t laugh frequently, most of the time feels upset and
disturbed
Abstains from eye contact, hardly concentrates on objects or
pursuing with eyes
Feels troubled when suddenly being transferred
21
22. MedVETSUPPORT
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2.2.1.4 SENSORY INTEGRATION
Feels troubled by swinging motions
Feels troubled when thrown up in the air
Looks like (s)he doesn't respond to her name or familiar voice
Whatever the parent tries, the parent can't calm her/him
Challenging breastfeeding and such actions like sucking, chewing, or swallowing
Doesn’t endure new eatables nicely
Consumes a limited number of nutrients, heaves or vomits in different foods.
Often an infection develops in the ear
Is sensitive to outside sounds
Does not play games mutually with acquaintances
22
23. MedVETSUPPORT
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2.2.1.4 SENSORY INTEGRATION
Can't feel whether the diaper is wet or dirty
Cries inevitably when changing the diaper
Doesn’t want to wear clothes
Strong separation anxiety
Being very angry several times in a day
Feels troubled by bright lights
Feels troubled in public places
Has no fun while playing regular interactive games
Doesn’t realize new toys
23
24. MedVETSUPPORT
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2.2.1.4 SENSORY INTEGRATION
(s)He cannot change activities or participate in daily routines without any problems when
switching from one to the other.
Baby is incomprehensible and often irritated
The baby often hits with the head, bites, squeezes or harms her/himself or others
Shatters toys often
Doesn’t act gently to animals
Doesn't seem coordinated, and often hits things
Can’t concentrate on a game, parents or toy for long enough to play
Extravagates purposeless or interacts in non-excessive activities
24
25. MedVETSUPPORT
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2.2.1.4 SENSORY INTEGRATION
Only uses one hand to manipulate and explore toys and/or can't switch from hand to hand
Uses only one hand to move and explore toys and can’t change it between two hands
Can’t pair up toys
Makes the hands fist and often keeps them closed
Gets disturbed when the hands or face are unclean
Tenses up and cries when staying with less familiar people
Has trouble starting to eat solid foods
25
26. MedVETSUPPORT
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0-3 MONTHS WARNING SIGNS
Sensory
Makes a fist and hands remain like this often
Doesn’t concentrate on an object with the eyes
Doesn’t like varied movements
Often reluctates being carried
26
27. MedVETSUPPORT
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4-6 MONTHS WARNING SIGNS
Sensory
Doesn’t give it a shot to reach out and take toys
Doesn't take the own hand or a toy into the mouth
Baby often gets angry for no obvious reason
Baby doesn’t monitor moving things
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28. MedVETSUPPORT
2017-1-TR01-KA202-045932
7-9 MONTHS WARNING SIGNS
Sensory
Doesn't like playing with toys with different tissue
Is displeased by playing with musical toys
Is not interested in playing with objects of different colours
Doesn't move to explore the surrounding area while on the ground
Isn’t interested in different types of movement like swinging
Seems to be afraid of daily sounds
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30. MedVETSUPPORT
2017-1-TR01-KA202-045932
13-18 MONTHS WARNING SIGNS
Sensory
Feels disconcerted in reaction to movement
Is sensitive to excessive noise and different surfaces or does not react at all
Cuddling or holding by someone is not a joyful activity
Doesn't like to touch different tissues
Is very afraid when the feet are lifted from the ground and embraced
30
33. MedVETSUPPORT
2017-1-TR01-KA202-045932
https://medvet-project.eu/
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