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Early intervention and Child Development. Mindy DeGeer ECSE Teacher Minnewaska Area Schools. Learning Objectives. Increase your understanding of early intervention Review developmental milestones Learn about “red flags” in development Prepare you to communicate with caregivers.

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early intervention and child development

Early intervention andChild Development

Mindy DeGeer

ECSE Teacher

MinnewaskaArea Schools

learning objectives
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
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 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
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
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 months1
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
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
Typical Development; by 6 months
  • Sensory and Thinking Skills
  • open his mouth for the spoon
  • imitate familiar actions you perform
typical development by 6 months1
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
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
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
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
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 yrs1
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 yrs2
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
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
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
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 yrs1
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 yrs2
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
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
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
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
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
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
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
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


working effectively and building partnerships with caregivers
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
  • 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.