Gross motor skills are the abilities usually acquired during infancy and early childhood

as part of a child's motor development. By the time they reach two years of age, almost

all children are able to stand up, walk and run, walk up stairs, etc. These skills are built

upon, improved and better controlled throughout early childhood, and continue in

refinement throughout most of the individual's years of development into adulthood.

These gross movements come from large muscle groups and whole body movement.

These skills develop in a head-to-toe order. The children will typically learn head control,

trunk stability, and then standing up and walking. (Humphrey)

Contents [hide] 

1 Development of posture 2 Learning to walk 3 Infancy Development 4 Development in the second year 5 Development of special needs children 6 Childhood 7 Adolescence and adulthood 8 References 9 External links

Development of posture[edit]

Gross motor skills, as well as many other activities, require postural control. Infants need

to control the heads to stabilize their gaze and to track moving objects. They also must

have strength and balance in their legs to walk.[1] Newborn infants cannot voluntarily

control their posture. Within a few weeks, though, they can hold their heads erect, and

soon they can lift their heads while prone. By 2 months of age, babies can sit while

supported on a lap or an infant seat, but sitting independently is not accomplished until 6

or 7 months of age. Standing also develops gradually across the first year of life. By

about 8 months of age, infants usually learn to pull themselves up and hold on to a chair,

and they often can stand alone by about 10 to 12 months of age.[1]There was a new device

called “Standing Dani” developed to help special needs children with their posture.

(Schoepflin)

Learning to walk[edit]

Walking upright requires being able to stand up and balance position from one foot to the

other. Although infants usually learn to walk around the time of their first birthday, the

neural pathways that control the leg alternation component of walking are in place from a

very early age, possibly even at birth or before.[1] This is shown because 1 to 2 month

olds are given support with their feet in contact with a motorized treadmill, they show

well-coordinated, alternating steps. If it were not for the problem of switching balance

from one foot to the other, babies could walk earlier. Tests were performed on crawling

and walking babies where slopes were placed in front of the path and the babies had to

decide whether or not it was safe. The tests proved that babies who just learned how to

walk did not know what they were capable of and often went down slopes that were not

safe, whereas experienced walkers knew what they could do. Practice has a big part to do

with teaching a child how to walk.[1] Vision does not have an effect on muscle growth but

it could slow down the child’s process of learning to walk. According to the nonprofit

Blind Children Center, “Without special training, fully capable infants who are visually

impaired may not learn to crawl or walk at an appropriate age and gross and fine motor

skills will not properly develop.” When the child is not able to see an object then there is

no motivation for the child to try to reach for it. Therefore they do not want to learn

independently. Learning to walk is usually done by modeling others and watching them.

The babies will imitate others, picking up the skills a lot faster than creating their own

errors. Visually impaired children may need physical therapy to help them learn these

gross motor skills faster. One hour of therapy each week is not enough so parents have to

make sure they are involved in this process. The parent can help by telling the baby the

direction of where the object is and encourage them to get it. You must have patience

because every child has their own developmental schedule and it is even truer for the

children with special needs. Focusing on the progress of your child is better than focusing

on comparing your child to other children. (Humphrey)

Infancy Development[edit]

It has been observed by scientists that motor skills generally develop from the center to

the body outward and head to tail. Babies need to practice their skills; therefore they will

grow and strengthen better. They need space and time to explore in their environment and

use their muscles. “Tummy-time” is a good example of this. At first they are only able to

lay their belly on the floor but by around two months they start to gain muscle to raise

their head and chest off the ground. Some are also able to go on their elbows. They will

also start to kick and bend their legs while lying there, this helps to prepare for crawling.

By four months they are able to start to control their head and hold it steady while sitting

up. Rolling from belly to back movements is started. At about five months the baby will

start to wiggle their limbs to strengthen crawling muscles. Infants can start to sit up by

themselves and put some weight on their legs as they hold onto something for support by

six months. As they enter their first year caregivers needs to be more active. The babies

will want to get into everything so the house needs to become ‘baby proofed’. Babies are

able to start to reach and play with their toys too. It is said that the use of baby walkers or

devices that help to hold the baby upright are said to delay the process of walking.

Research has been found that it delays developing the core torso strength, which can lead

to different issues down in their future. Around ten months they should be able to stand

on their own. Throughout their years of life different motor skills are formed. (Oswalt)

Development in the second year[edit]year of life, toddlers become more motorically skilled and mobile. They are no longer content with being in a playpen and want to move all over the place. Child development experts believe that motor activity during the second year is vital to the child's competent development and that few restrictions, except for safety, should be placed on their motoric adventures.[1] By 13 to 18 months, toddlers can move up and down steps and carry toys. Once they reach the top of the stairs though, they are not able to get back down. They also begin to move from one position to another more smoothly. (Oswalt) By 18 to 24 months, s can move quicker or run for a short distance along with other motor skills. They also start to walk backwards and in circles and begin to run. They can also not only walk up the stairs with their hands and feet but are now able to hold onto the rail to the handrail and walk up. Near the end of their second year, complex gross motor skills begin to develop including throwing and kicking. Their skills become more natural. Peddling a tricycle and jumping in place is acquired. At the end they are very mobile and can go from place to place. It is normal for them to get themselves into small situations that could be dangerous such as walking into the street because their brain can’t send the information fast enough to their feet. Parents need to keep an eye on their children at all times. (Oswalt)

Development of special needs children[edit]

Special needs children as young as seven months can learn to drive a power wheelchair.

This chair may decrease the rate of development of the child’s gross motor skills, but

there are ways to compensate for this. These children usually work with a physical

therapist to help with their leg movements. Walkers and other devices are used to help

aide this process and avoid obstacles. The negative side to this is that they are limited in

their mobility. There is research out to find a device to encourage children to explore

their environment while gaining their gross motor skills. This will also hopefully help

them with their exercise. (Schoepflin)

Childhood[edit]

As a preschooler, the child does not need any help standing alone or moving quickly. At

3 years of age, children enjoy simple movements, such as hopping, jumping, and

runningback and forth, just for the sheer delight of performing these activities.[1] A study

was done to assess motor skill development and the overall rate and level of growth

development. At the preschool age they also develop more goal-directed behaviors. This

plays a big role at this age because their learning focuses around play and physical

activity. It is said that assessment of gross motor skills in children is challenging and

important. Different tests are given to these children to measure their skill level.

(Williams) At age 4, children continue to do the same actions as they did at age 3, but

further their moving. They are beginning to be able to go down the stairs with one foot on

each step. At 5 years of age, they become even more adventurous. During middle and late

childhood, children's motor development becomes much smoother and more coordinated

than it was in early childhood.[1] As they age, children become able to have control over

their bodies and have an increased attention span. Having a child in a sport can help them

with their coordination, as well as some social aspects.[citation needed] Teachers will suggest

that their students may need occupational therapists in different situations. Students could

get frustrated doing writing exercises if they are having difficulties with their writing

skills. It also may affect the teacher because it is illegible. Some children also may have

reports of their “hands getting tired”. There are many occupational therapists out there

today to give students the help they need. These therapists were once used when

something was seriously wrong with your child but now they are used to help children be

the best they can be. (WIlliams)

Adolescence and adulthood[edit]

Between the ages of 7 and 12 there is an increase in running speed and are able to skip.

Jumping is also acquired better and there is an increase in throwing and kicking. They are

able to bat and dribble a ball. (Age) Gross motor skills usually continue improving during

adolescence. The peak of physical performance is before 30, between 18 and 26. Even

though athletes keep getting better than their predecessors—running faster, jumping

higher, and lifting more weight—the age at which they reach their peak performance has

remained virtually the same.[1] After age 30, most functions begin to decline. Older adults

move slower than younger adults. This can be moving from one place to another or

continually moving. Exercising regularly and maintaining a healthy lifestyle can slow this

process. Aging individuals who are active and biologically healthy perform motor skills

at a higher level than their less active, less healthy aging counterparts.[1]

Gross Motor Development 0 to 6 Years

The Development of Gross Motor Skills If you have ever taken your child to be seen be a specialist, you may have been asked, “How old was your child when they rolled, sat & walked?” These questions are called milestones, and are asked because they can assist with determining the level of your child’s development. For the most part, all children learn to do certain things at certain ages. As with any rule, there are always exceptions. Therefore ages associated with the milestones should be used only as general guidelines. Gross motor skills are the skills we use to move our whole body, arms & legs. They include running, jumping, walking & balance. The development of these skills begins when the child is in the womb & continues throughout life. Gross motor skills generally develop in an order and build upon each other. As a result, if a stage of development is missed or delayed, the higher level skills will also be delayed or may never develop at all. Birth to 2 Months Obviously a child will not be running, jumping, or even sitting at this age. However, their gross motor skills are developing and include the manner in which they move their head, trunk, arms & legs. When lying on their back, the newborn’s head will be turned slightly to one side, arms will be against their sides and bent at the elbows and their legs will be pulled up against themselves. When lying on their stomach, the baby will begin to move its head, but their arms will remain under their body & they may occasionally kick their legs. 3 to 5 Months The baby will gain greater control over their head, arms & legs. When lying on their back, their head will be facing forward & when on their stomach they will be able to lift their head & shoulders. The baby will bring their hands together when on their backs and prop up on their forearms when on their tummy. 6 to 8 Months At 6 months, the child will pull themselves up to sitting while lying on their backs & holding onto your fingers. As they approach 8 months, they will progress from sitting while leaning on their hands to sitting without supports. At 8 months they will be able to move from lying on their tummy to sitting on their own, as well as rocking when kneeling on their hands & knees. 9 to 11 Months The child will begin to crawl & pull themselves up on a rail or furniture into standing. They will become able to move from standing to sitting & sit alone for extended periods of time. During this time, the child will progress from crawling to standing independently, and eventually begin to walk. 12 to 14 Months Initially the child will walk while holding onto something (this is called cruising) & with feet wide apart & hands in front of themselves. By 14 months the child will become capable to climbing into a small chair, walk

forwards & backwards. They will also be able to pick up objects from the floor, squat to play, & play with push & pull toys. 15 to 17 Months By this point, the child should be walking forward

ll & be capable of walking backwards & sideways. By 17 months they will be climbing everything including steps & creep backwards down stairs. They should be able to kick a ball, through overhand, straddle & maneuver four wheeled toys, and seldom fall when walking. 18 to 20 Months Around 18 months, the child will be able to walk up & down stairs while holding one hand. By 20 months, they should be able to bend over and look between their legs, climb into an adult chair, carry toys when walking & begin to run & jump. 21 to 23 Months During this period, the child will become able to ascend & descend steps with a railing, jump in place, and run well. They will become capable of pedaling a tricycle & seating themselves at a table.

2 Years

At 2 years of age, the child will start to jump off the ground & from a step with both feet. They will run well without falling & start to walk along a balance beam. When going up or down stairs they will bring both feet to the same step.

2 Years & 6 Months

By 2 ½ years of age, the child will stand on one foot & step on a balance beam with both feet. They will climb stairs with alternating feet & jump in place. The child will be capable of standing on one foot & walking on tip toes.

3 Years

3 years is characterized by refined walking & running skills. The child will be able to climb & descend stairs with alternating feet & run on their toes. They can also hop on one foot, pedal a tricycle well & balance on one foot.

4 Years

In their fourth year, the child should be able to walk on a 3 ½” wide board, skip on alternating feet, and balance on one foot for 10 seconds. In addition, the child will master the tricycle, become capable of catching a 10” ball that is bounced from 5 feet.

5 Years

As the child enters their fifth year, they become proficient at changing between sitting, standing, and squatting. They will be able to sit upright in a chair, jump over 1 foot obstacles & distinguish between right & left.

6 Years

As a child turns 6 years, the ability to bat a ball will emerge, but they will be a better batter than catcher. They will also begin to ride a bicycle & kick a ball from a running start. When the child approaches 7 years, they should be able to throw with accuracy & catch a small ball with one hand.

If you have any concerns regarding your child’s gross motor development, consulting a health care professional such as an Occupational Therapist may help. Occupational Therapists are trained in evaluating growth & development, as well as treating developmental delays.

Infant Developmental Milestones

Fine Motor Skills

“Fine motor” refers to the movements we make with the small muscles of the hands. Children start to use

their hands right at birth to explore their own bodies and the world around them. Their fine motor skills

develop as their whole body starts to move and become more stable.  They also learn to do more things with

their hands as their cognitive and social/emotional skills improve.  

Below are some of the typical developmental milestones for fine motor skills.  After each age group, you can

find some “red flags” that might indicate a problem.

Between the ages of 0-4 months, your baby will: Turn her head toward sounds and voices

Stare at bright objects and follow them with his eyes

Move her arms together and apart

Bring his hands to his mouth, and possibly suck on his own hands or fingers

By 4 months, lift his head and shoulders off the floor when laying on his tummy

Between the ages of 4-8 months, your baby will: Grab onto objects within her reach

Roll over to explore and get to objects

Prop himself up on his arms when laying on his tummy

Sit independently for brief periods

Pass objects from one hand to the other hand

Red Flags for Fine Motor Development (0-8 months)

If you notice some of the following things about your baby by the time she is 6-8 months old, you may want

to talk to your doctor, or to another health professional su ch as an occupational therapist or a

physiotherapist.

She still keeps one or both hands clenched in a fist

His arms seem very stiff

She is not able to prop herself up when laying on his tummy

She is not able to pick up objects within her reach

He is not able to sit by himself for short periods

He is not able to roll over to get objects

Between the ages of 8-12 months, your baby will: Reach, grab, and put objects in her mouth

Pinch small objects (e.g. cheerios) with thumb and pointer finger

Move objects from one hand to the other

Drop and pick up toys

Bang two objects together

Let go of objects on purpose

Put things into containers (with large openings) and take them out again

Bite and chew toys

Hold a spoon (but not yet feed herself)

Hold his own bottle

Hold out an arm or leg to help with dressing

Wave hello or goodbye

Red Flags for Fine Motor Development (12 months)

If you notice some of the following things about your child by the time he is 12 months old, you may want to

talk to your doctor, or to another health professional such as an occupational therapist or a physiotherapist.

He is not able to grasp toys and let them go again

She does not bring toys to her mouth or bang them together

He is not able to bring his hands together at the middle of his body (e.g. clapping)

She is not able to feed herself finger foods, using her thumb and pointer finger to pick up food

His movements seem shaky or stiff

He is not able to move around on the floor to get the toys he wants

She is not able to put objects into a large container

His hands are kept in a fisted position

She is not able to hold her bottle by herself

If you have concerns about your child at any age, please feel free to contact us to speak to a professional.

You can also make a referral to our centre at anytime

Toddler

How to help your toddler develop fine motor skillsReviewed by the BabyCenter Medical Advisory Board

29

When it comes to using gross motor skills — things like walking, jumping, and running — your little dynamo

probably doesn't need much encouragement. But it's equally important that kids work on their fine motor

skills — small, precise thumb, finger, hand, and wrist movements — because they support a host of other

vital physical and mental skills. 

"Stacking blocks, for instance, involves not just picking up the blocks, but knowing what to do with them and

planning out the action," says Gay Girolami, a physical therapist and executive director of the Pathways

Awareness Foundation, a nonprofit organization in Chicago that focuses on physical development.

How can you encourage your child's fine motor skills? 

As any parent who's ever heard "Me do it!" knows, toddlers don't need much prodding to try new things. Of

course, your child won't be able to do everything right away. But with encouragement, support, and lots of

time to learn, he might surprise you. 

So back off and let him try his hand at simple tasks, like getting dressed (he can start looping large buttons

through buttonholes) and making breakfast (hand him a spatula, a slice of toast, and a jar of jam and let him

get busy). 

Variety is the spice of life, so mix things up once in a while. The activities below, for instance, will build on

your child's fine motor skills and encourage new ones.

Filling up and dumping out

As your child's daily wake of destruction has made perfectly clear, emptying a container requires a lot less

precision than filling one...(more)

Dressing and undressing

Putting things on and taking them off is a toddler obsession, which you've doubtless discovered if you've

ever dressed your child in her Sunday best only to find her stark naked ten minutes later...(more)

Drawing and scribbling

Sometime between the ages of 12 and 18 months, your toddler will probably attempt to "write" by making

marks on paper...(more)

Stacking, sorting, and stringing

From carefully balancing one block on top of another to placing colored rings on a pole, stacking (and

knocking down, of course) is a toddler tradition...(more)

Poking and pinching

Toddlers are sensualists above all else — they love to smell, taste, and touch...(more)

Toddler Developmental Milestones

Fine Motor Skills

“Fine motor” refers to the movements we make with the small muscles of the hands. Children start to use

their hands right at birth to explore their own bodies and the world around them. Their fine motor skills

develop as their whole body starts to move and become more stable.  They also learn to do more things with

their hands as their cognitive and social/emotional skills improve.  

Below are some of the typical developmental milestones for fine motor skills. After each age group, you can

find some “red flags” that might indicate a problem.

Between the ages of 12-18 months, your child will: Point to pictures in books

Build a tower using 2 blocks

Use her hands together to hold a toy at the middle of her body

Scribble with a crayon

Point with his pointer finger

Hold her own cup and drink, with some spilling

Feed himself using a spoon, with some spilling

Remove his own socks

Put her hat on her head

Red Flags for Fine Motor Development (18 months)

If you notice some of the following things about your child by the time she is 18 months old, you may want to

talk to your doctor or to another health professional such as an occupational therapist or a physiotherapist.

Your child is not able to use a pincer grasp (thumb and pointer finger) to pick up small objects

Your child does not point at things using his pointer finger (e.g. pictures in a book)

Your child is not able to put things into containers

Your child is not able to use both hands during play (most children do prefer one hand over the other)

Your child’s movements seem shaky or stiff

Between the ages of 18 months and 2 years, your child will: Build a tower with 4-6 blocks

Put 4 rings on a stick

Put large pegs in a pegboard

Turn pages of a book, 2 or 3 at a time

Scribble

Turn knobs

Throw a small ball

Paint on paper using her whole arm to move the paintbrush

Imitate you drawing a vertical line ( l ) and a circle (it may not be accurate)

Begin to string large beads

Feed herself using a fork and spoon

Pull up a large zipper

Start to hold a crayon with her fingers, usually with her hand at the top of the crayon

Put large shapes into a shape sorter

Red Flags for Fine Motor Development (2 years)

If you notice some of the following things about your child by the time she is 2 years old, you may want to

talk to your doctor, or to another health professional such as an occupational therapist or a physiotherapist.

She cannot imitate you drawing a vertical line ( l )

He is still putting lots of toys in his mouth

He is not able to put a simple, large puzzle piece into a wooden puzzle

She is not able to put a simple shape into a shape sorter

She cannot feed herself with a spoon

He cannot stack 2-3 blocks on top of one another

Between the ages of 2-3 years, your child will: Fold paper in half

Draw straight lines and circles

Imitate you drawing a cross

Turn single pages in a book

Snip the edges of paper with scissors (by 30 months)

Hold crayons using the thumb and fingers

Use one hand more often than the other for most activities

Build a tower of up to 9 large blocks

Put together large linking blocks, such as Megablocks

String ½ inch sized beads

Cut across a piece of paper (by 3 years)

Use a fork to eat

Manage large buttons

Put on some items of clothing with supervision

Red Flags for Fine Motor Development (3 years)

If you notice some of the following things about your child by the time he is 3 years old, you may want to talk

to your doctor, or to another health professional such as an occupational therapist.

His movements seem shaky or stiff

His arms or hands seem very weak

She is still holding a crayon with a full fist

He is not able to hold scissors and snip on paper

He is not able to draw straight lines or circles

She cannot stack up several blocks

Fine Motor Skills Developmental Milestones: Early Childhood Activities

Print Collect It!

Email By Loubina Buxamusa|Ann Mahoney Beal Early Childhood Center

Updated on Dec 8, 2010

Activities with Fine Motor Manipulatives

Pre-kindergarteners benefit from experiences that support the development of fine motor

skills in the hands and fingers. Children should have strength and dexterity in their hands

and fingers before being asked to manipulate a pencil on paper. Working on dexterity and

strength first can eliminate the development of an inappropriate pencil grasp, which is

becoming more commonplace as young children are engaged in writing experiences

before their hands are ready. The following activities involve the use of manipulatives

which will support young children's fine motor development, and will help to build the

strength and dexterity necessary to hold a pencil appropriately.

Fine Motor Activities Molding and rolling play dough into balls - using the palms of the hands facing

each other and with fingers curled slightly towards the palm.

Rolling play dough into tiny balls (peas) using only the finger tips.

Using pegs or toothpicks to make designs in play dough.

Cutting play dough with a plastic knife or with a pizza wheel by holding the implement in a diagonal volar grasp. (see attached diagram)

Tearing newspaper into strips and then crumpling them into balls. Use to stuff scarecrow or other art creation.

Scrunching up 1 sheet of newspaper in one hand. This is a super strength builder.

Using a plant sprayer to spray plants, (indoors, outdoors) to spray snow (mix food coloring with water so that the snow can be painted), or melt "monsters". (Draw monster pictures with markers and the colors will run when sprayed.)

Picking up objects using large tweezers such as those found in the "Bedbugs" game. This can be adapted by picking up Cheerios, small cubes, small marshmallows, pennies, etc., in counting games.

Shaking dice by cupping the hands together, forming an empty air space between the palms.

Using small-sized screwdrivers like those found in an erector set.

Lacing and sewing activities such as stringing beads, Cheerios, macaroni, etc.

Using eye droppers to "pick up" colored water for color mixing or to make artistic designs on paper.

Rolling small balls out of tissue paper, then gluing the balls onto construction paper to form pictures or designs.

Turning over cards, coins, checkers, or buttons, without bringing them to the edge of the table.

Making pictures using stickers or self-sticking paper reinforcements.

Playing games with the "puppet fingers" -the thumb, index, and middle fingers. At circle time have each child's puppet fingers tell about what happened over the weekend, or use them in songs and finger plays.

Scissor Activities

When scissors are held correctly, and when they fit a child's hand well, cutting activities

will exercise the very same muscles which are needed to manipulate a pencil in a mature

tripod grasp. The correct scissor position is with the thumb and middle finger in the

handles of the scissors, the index finger on the outside of the handle to stabilize, with

fingers four and five curled into the palm.

Cutting junk mail, particularly the kind of paper used in magazine subscription cards.

Making fringe on the edge of a piece of construction paper.

Cutting play dough with scissors.

Cutting straws or shredded paper.

Fine Motor Skills Developmental Milestones: Early Childhood Activities (page 2)

Print Collect It!

Email By Loubina Buxamusa|Ann Mahoney Beal Early Childhood Center

Updated on Dec 8, 2010 Sensory ActivitiesThe following activities ought to be done frequently to increase

postural muscle strength and endurance. These activities also strengthen the child's awareness of his/her hands.Wheelbarrow walking, crab walking

Clapping games (loud/quiet, on knees together, etc.)

Catching (clapping) bubbles between hands

Pulling off pieces of thera-putty with individual fingers and thumb

Drawing in a tactile medium such as wet sand, salt, rice, or "goop". Make "goop" by adding water to cornstarch until you have a mixture similar in consistency to toothpaste. The "drag" of this mixture provides feedback to the muscle and joint receptors, thus facilitating visual motor control.

Picking out small objects like pegs, beads, coins, etc., from a tray of salt, sand, rice, or putty. Try it with eyes closed too. This helps develop sensory awareness in the hands.

Midline Crossing

Establishment of hand dominance is still developing at this point. The following activities

will facilitate midline crossing:

Encourage reaching across the body for materials with each hand. It may be necessary to engage the other hand in an activity to prevent switching hands at midline.

Refrain specifically from discouraging a child from using the left hand for any activity. Allow for the natural development of hand dominance by presenting activities at midline, and allowing the child to choose freely.

Start making the child aware of the left and right sides of his body through spontaneous comments like, "kick the ball with your right leg." Play imitation posture games like "Simon Says" with across the body movements.

When painting at easel, encourage the child to paint a continuous line across the entire paper- also from diagonal to diagonal. 

Activities To Develop Handwriting Skills

There are significant prerequisites for printing skills that begin in infancy and continue to

emerge through the preschool years. The following activities support and promote fine

motor and visual motor development:

Body Stability

The joints of the body need to be stable before the hands can be free to focus on specific

skilled fine motor tasks.

Wheelbarrow walking, crab walking, and wall push-ups.

Toys: Orbiter, silly putty, and monkey bars on the playground.

Fine Motor Skills Developmental Milestones: Early Childhood Activities (page 3)

Print Collect It!

Email By Loubina Buxamusa|Ann Mahoney Beal Early Childhood Center

Updated on Dec 8, 2010 Fine Motor Skills When a certain amount of body stability has developed, the

hands and fingers begin to work on movements of dexterity and isolation as well as different kinds of grasps. Children will develop fine motor skills best when they work on a VERTICAL or near vertical surface as much as possible. In particular, the wrist must be in extension. (Bent back in the direction of the hand)Attach a large piece of drawing paper to the wall. Have the child use a large marker and try the following exercises to develop visual motor skills:Make an outline of a one at a time. Have the child trace over your line from left to right, or from top to bottom. Trace each figure at least 10 times . Then have the child draw the figure next to your model several times.

Play connect the dots. Again make sure the child's strokes connect dots fromleft to right, and from top to bottom.

Trace around stencils - the non-dominant hand should hold the stencil flat and stable against the paper, while the dominant hand pushes the pencil firmly against the edge of the stencil. The stencil must be held firmly.

Attach a large piece of felt to the wall, or use a felt board. The child can use felt shapes to make pictures. Magnetic boards can be used the same way.

Have the child work on a chalkboard, using chalk instead of a marker. Do the same kinds of tracing and modeling activities as suggested above.

Paint at an easel. Some of the modeling activities as suggested above can be done at the easel.

Magna Doodle- turn it upside down so that the erasing lever is on the top. Experiment making vertical, horizontal, and parallel lines.

Ocular Motor Control

This refers to the ability of the eyes to work together to follow and hold an object in the

line of vision as needed.

Use a flashlight against the ceiling. Have the child lie on his/her back or tummy and visually follow the moving light from left to right, top to bottom, and diagonally.

Find hidden pictures in books. (There are special books for this.)

Maze activities. (You can buy these in bookstores, and Spags.)

Eye-hand Coordination

This involves accuracy in placement, direction, and spatial awareness.

Throw bean bags/koosh balls into a hula hoop placed flat on the floor. Gradually increase the distance.

Play throw and catch with a ball . Start with a large ball and work toward a smaller ball. (Koosh balls are easier to catch than a tennis ball.)

Practice hitting bowling pins with a ball. (You can purchase these games or make your own with soda bottles and a small ball.)

Play "Hit the Balloon" with a medium-sized balloon.

Fingers and Fun: Fine Motor Development in ToddlersTue, 10/11/2011 - 1:30pm -- Jessica Baudin-...

Developing Fine Motor Skills

Between 12-24 months, your toddler is making major leaps in her gross motor development.

Standing, walking, running, and climbing keep her on the go and keep you on your toes.  During

your busy day it can be easy to overlook some of the fine motor skills your toddler is working on

mastering, but if you watch closely you will be amazed at her growth!

By 12 months your toddler has begun using a pincer grasp, picking up objects using his thumb

and index finger. He may bang two blocks together or place them in a container while playing. He

will start voluntarily letting go of an object (as long as you have something more interesting he

wants) and may use his index finger to point to new or desired objects. Over the next 12 months,

he will work on refining these skills further, developing more control and precision.

Coordinating Eyes and Hands

A major developmental milestone during this time is the convergence of your toddler’s eye and

hand movements. The coordination of these two skills will allow her to more easily grasp and

manipulate very small objects. Finger foods and self-feeding continue to provide the opportunity

to practice hand eye coordination.

Other favorite activities may include:

Building towers by stacking blocks or other objects and knocking them down. Covering and uncovering objects with containers or blankets (including herself!). Turning dials or knobs and flicking switches. Turning pages in a book. Simple puzzles, shape sorting toys, or stacking toys.

Spatial Awareness and Left/Right Handedness

While playing games, take the time to talk with your toddler about what he is doing. Using words

like in, out, on, off, under, over, around, and beside will help him increase spatial awareness and

communication skills.

By the end of his second year, your toddler may have developed a preference in using his right or

left hand during play and self-feeding. However, many children do not develop a preference for

several more years or may be ambidextrous, the ability to use either hand equally well. There is

no reason to rush your toddler into right or left-handedness.

Crawling and Tummy Time Supports Fine Motor Development

Don’t forget the importance of gross motor activities such as crawling, hanging, planking, and

climbing to support your toddlers fine motor development. These activities strengthen her upper

body and core muscles, strength that is needed to control small movements in the shoulders,

arms, wrists, hands, and fingers.  These activities also increase the range of motion, flexibility,

and agility of her upper body.

Get down on the floor and play with your toddler daily. Create tunnels and mountains out of

pillows and blankets to crawl over and under. Play with puzzles or scribble on paper while lying

on your tummy holding yourself up by your forearms. Visit the playground and practice climbing

ladders and hanging from the monkey bars.

 All of these activities are not only good for your toddler’s fine motor development but also will

improve your upper body and core strength!

More Fine Motor Fun

Dough Play:

At this age your toddler may not be sculpting masterpieces, but playing with dough is a fun way to

develop hand and finger strength.  Squishing, poking, patting, rolling, and kneading are all fun

ways to exercise the small muscles in growing hands.

Try adding feathers, googly eyes, and popsicle sticks to dough play.  Your toddler will enjoy

making creatures by pushing and pocking these objects into the dough and continue to work on

hand eye coordination and finger dexterity.

Bubble Popping:

Bubbles fascinate toddlers, especially when popping them.  Show your toddler how to use her

index finger to pop a bubble. Using a single finger to pop a bubble requires much more control

and precision then swatting or grasping with the whole hand.

Try singing this song as you model popping the bubbles with your index finger:

(To the tune of Pop Goes the Weasel) 

All around my room, there are some floating bubbles.

I take my pointer finger and

Pop! Goes the bubble!

Sorting Games:

Your toddler will spend much of his second year classifying the world around him. Simple sorting

games allow him to continue developing sorting skills while also working on hand eye

coordination and finger dexterity.

Sorting pom poms, beans, dry pasta, buttons, and other small objects into small containers can

provide your toddler with hours of fun! As he becomes more skilled, increase the challenge by

making the opening of the container smaller. Try re-using yoghurt containers. Start without the lid

on. Once your child has mastered this, try cutting different sizes of holes in the lids to make the

game more challenging. The smaller the opening, the more your toddler will have to control his

movement and use precision. Be sure to supervise your toddler carefully during these games so

small objects do not go into mouths!

tykhg

Developmental milestones: SightReviewed by the BabyCenter Medical Advisory BoardEn español

13In this article

Sight When it develops How it develops Your role When to be concerned

Sight

From the day your baby's born, his eyes will aid his physical, mental, and emotional

development by allowing him to take in information — a little bit at first, and eventually

much more — about the world around him.

When it develops

Unlike a baby's hearing, which is fully mature by the end of his first month outside the

womb, the sense of sight develops gradually over 6 to 8 months, at which point your baby

will see the world almost as well as you do.

While your newborn's eyes are physically capable of seeing just fine at birth, his brain

isn't ready to process all that visual information, so things stay pretty fuzzy for a while.

As his brain develops, so does his ability to see clearly, giving him the tools he needs to

understand and manage his environment. Though your baby starts out life being able to

see only as far as your face when you hold him, his range of clarity grows steadily, month

by month.

How it develops

At first your baby can't focus farther than 8 to 12 inches away — just far enough to make

out the face of the person holding him. He can detect light, shapes, and movement

beyond that, but it's all pretty blurry right now. Appropriately enough, your face is the

most fascinating thing to your baby at this age (followed by high-contrast patterns such as

a checkerboard), so be sure to give him plenty of up-close time.

1 month

At birth your baby didn't know how to use his eyes in tandem, so they may have

wandered randomly or even crossed now and then. This month or next, he'll be able to

consistently focus both eyes and track a moving object. A rattle passed in front of his face

will often transfix him as he explores this newfound ability. He may also enjoy playing

eyes-to-eyes with you: With your face very close to his, move your head slowly from side

to side, with your eyes and his eyes locked.

2 months

Your baby could see color from birth, but he had difficulty distinguishing similar tones,

such as red and orange. That's one reason he preferred black-and-white or high-contrast

patterns. For the next few months, his brain's at work learning to distinguish colors. As a

result, he'll probably begin to show a preference for bright primary colors and more

detailed and complicated designs. Encourage this development by showing him pictures,

photos, books, and toys. For the next couple of months, he'll also be perfecting his object-

tracking skills.

4 months

Your baby's beginning to develop depth perception. Until now, it was tough for him to

locate an object's position, size, and shape, then get a message from his brain to his hand

to reach out and grasp it. At 4 months, he has both the motor development to handle the

task and the maturity in his brain circuitry to coordinate all the moves needed to

accomplish it. You can help him practice by offering him easy-to-grasp toys like rattles

(otherwise he'll go for your easy-to-grasp hair, glasses, or earrings).

5 months

Your baby is getting better at spotting very small items and tracking moving objects. He

may even be able to recognize something after seeing only part of it. This is evidence of

his budding understanding of object permanence (knowing that things exist even when he

can't see them at the moment), which is why he loves to play peekaboo. He can probably

distinguish between similar bold colors and will start working on more subtle differences

in pastels.

8 months

Your baby's vision — between 20/200 and 20/400 at birth — is almost adult in its clarity

and depth perception at this point. Though his attention is more focused on objects that

are close by, his vision is strong enough to recognize people and objects across the room.

His eyes are probably close to their final color, though you may see subtle changes later.

Developmental milestones: SightPage 2 of 3

13

Your role

Make sure the doctor takes a look at your child's eyes at every regularly scheduled well-baby and well-child

visit. The doctor will check the structure and alignment of your child's eyes and his ability to move them

correctly, and look for signs of congenital eye conditions or other problems. Be sure to let your baby's doctor

know if either you or your partner has a strong family history of serious eye problems — particularly

problems that surfaced in childhood.

Once your child is 3 or 4, the doctor can examine how well your child can see (his visual acuity), using

charts with pictures or letters. For more on what to expect when the doctor checks your child's eyes, see our

article on eye exams. If the doctor detects any problems, or if your child's family has a strong history of eye

problems, she may refer you to a pediatric ophthalmologist. It's important to diagnose and treat eye

problems early on because some are difficult or impossible to correct at a later age.

Studies show that babies prefer human faces to all other patterns and images, so let your baby study your

face by keeping it close to his (especially when he's a newborn). At about 1 month, almost anything you

pass in front of your baby's face is likely to fascinate him. The stores are packed with developmental toys,

but you can do just as well with simple toys and everyday household objects. 

Move a rattle or something bright and plastic from side to side in front of his face. Then try moving it up and

down. This should attract his attention, although most babies won't be able to smoothly follow vertical motion

until they're 3 or 4 months old. Also take note of other things that interest your child visually — the ceiling

fan, the birds or fluttering leaves in the yard, or the neighborhood children jumping rope.

Encourage your baby's interest in primary colors and pastels as he gets older. Some great eye-catchers

include primary-colored mobiles (hung out of reach), colorful posters (put one near his changing table), and

visually striking board books.

Developmental milestones: SightPage 3 of 3

13

When to be concerned

The doctor will check your baby's eyes at routine visits, but if you notice something that doesn't seem quite

right, be sure to mention it. For example:

Your baby doesn't track an object (your face or a rattle) with both eyes by the time he's 3 or 4 months old.

Your baby has trouble moving either or both of his eyes in all directions.

Your baby's eyes jiggle and cannot hold still.

Your baby's eyes are crossed most of the time, or one or both of your baby's eyes tend to turn in or out.

One of your baby's pupils appears white.

Your baby's eyes seem sensitive to light and persistently drain or water.

If your baby was born prematurely — especially if he was very premature, had an infection, or needed

treatment with oxygen — he's at greater risk for developing certain eye problems, including astigmatism

(blurred vision), myopia (nearsightedness), retinopathy of prematurity (abnormal blood vessel growth that

can lead to blindness), and strabismus (eye misalignment). Your baby's doctor will take his premature status

into account when evaluating his eyes and making any necessary referrals.

Your Infant's Vision Development

By Gary Heiting, OD

Tweet

One of the greatest moments when having a child is the first time your newborn daughter or son opens their eyes and makes eye contact with you. But don't be concerned if that doesn't happen right away.

The visual system of a newborn infant takes some time to develop. In the first week of

life, babies don't see much detail. Their first view of the world is indistinct and only in

shades of gray.

It takes several months for your child's vision to develop fully. Knowing the milestones

of your baby's vision development (and what you can do to help it along) can insure your

child is seeing properly and enjoying his world to the fullest.

Infant Vision Development Starts During Pregnancy

Your child's vision development begins before birth. How you care for your own body

during your pregnancy is extremely important for the development of your baby's body

and mind, including the eyes and the vision centers in the brain.

Be sure to follow the instructions your OB/GYN doctor gives you regarding proper

nutrition, including supplements, and the proper amount of rest you need during your

pregnancy. Avoid smoking and consuming alcohol or drugs during pregnancy, as these

toxins can cause multiple problems for your baby, including serious vision problems.

Smoking is particularly hazardous during pregnancy, as cigarette smoke contains an

estimated 3,000 different chemicals that can potentially harm humans — including

carbon monoxide, a known fetal toxin.

Even taking common medications like aspirin can be dangerous to your baby when you

are pregnant, increasing the risk of low birth weight and problems during delivery. Low

birth weight has been associated with an increased risk of vision problems in infants.

Always talk to your OB/GYN doctor before taking any medications during your

pregnancy, including over-the-counter medicines, herbal supplements and other non-

prescription remedies.

More Info Keep your baby's eyes clean and healthy with OCuSOFT Baby Eyelid and

Eyelash Cleanser. Save $3! Teens and contact lenses: What every parent should know

Vision Development at Birth

Soon after birth, your doctor will briefly examine your infant's eyes to rule out signs of

congenital cataracts or other serious neonatal eye problems. Though such eye problems

are rare, they must be detected and treated early to minimize their impact on your child's

vision development.

Infant Vision News

Light Exposure During Pregnancy Important to Good Infant Vision Development

January 2013 — Did you know that normal eye development requires light to reach an

infant even while in the womb?

This finding reported in this month's Nature is based on studies of fetal mice. The

researchers discovered that a light-response pathway controls the number of neurons in

the retina. In mice this pathway must be activated during late gestation, about 16 days

into the pregnancy.

The light-response pathway keeps the blood vessels forming in the retina from becoming

too numerous and causing potentially blinding retinopathy of prematurity.

Also, an antibiotic ointment is usually applied to your newborn's eyes to help prevent an

eye infection from bacteria present in the birth canal.

At birth, your baby sees only in black and white and shades of gray. Nerve cells in their

retina and brain that control vision are not fully developed. Also, a newborn infant's eyes

don't have the ability to accommodate (focus on near objects). So don't be concerned if

your baby doesn't seem to be "focusing" on objects, including your face. It just takes

time.

Despite these visual limitations, studies show that within a few days after birth, infants

prefer looking at an image of their mother's face to that of a stranger.

Researchers believe this preference depends on large, high-contrast stimuli, like the

boundary of the mother's hairline to her face. (In studies, if these boundaries were

masked with a scarf or bathing cap, the infants' preference of looking at their mother's

face went away.)

So to encourage visual interaction with your newborn child, keep your hair style the

same, and avoid altering your appearance.

One thing you may notice about your newborn son or daughter is how large their eyes

are. This is because normal infant development proceeds from the head down. At birth,

your baby's eyes are already 65 percent of their adult size!

Your Baby's Eyes in the First Month

Your baby's eyes are not very sensitive to light in the first month of life. In fact, the

amount of light required for a 1-month-old infant to be aware that light is present (called

the light detection threshold) is 50 times higher than that of an adult.

Keeping your appearance consistent helps your baby recognize and interact with you after birth.

So it's OK to leave some lights on in the nursery — it won't affect their ability to sleep —

and it may help keep you from stubbing your toes on furniture when you go in to check

on them!

Infants start to develop the ability to see in colors very quickly. At one week after birth,

they can see red, orange, yellow and green. But it takes a little longer for them to be able

to see blue and violet. This is because blue light has shorter wavelengths, and fewer color

receptors exist in the human retina for blue light.

Don't be too concerned if your baby's eyes sometimes don't appear to be working together

as a team early on. One eye may occasionally drift inward or outward from proper

alignment. This is normal. But if you see a large and constant misalignment of their eyes,

notify your eye care practitioner right away.

Tips: To help stimulate your infant's vision, decorate their room with bright, cheerful

colors. Include artwork and furnishings with contrasting colors and shapes. Also hang a

brightly colored mobile above or near their crib. Make sure it has a variety of colors and

shapes.

Vision Development: Months 2 and 3

Many advances in vision development take place in months two and three. Infants

develop sharper visual acuity during this period, and their eyes are beginning to move

better as a team. Your child should be following moving objects at this stage and starting

to reach for things he sees.

A bright, cheerful room with many colors and shapes helps stimulate your infant's vision development.

Also, infants at this stage of development are learning how to shift their gaze from one

object to another without having to move their head. And their eyes are becoming more

sensitive to light: at three months, an infant's light detection threshold is only 10 times

that of an adult. So you may want to dim the lights a bit more for naps and bedtime.

Tips: To help stimulate your 2- to 3-month-old child's vision development, the American

Optometric Association (AOA) has these recommendations:

Add new items to their room or frequently change the location of their crib or existing items in the room.

Talk to your baby as you walk around the room. Keep a night light on to provide visual stimulation when they are awake in their

crib. While infants should be placed on their backs for sleep to decrease the risk of

sudden infant death syndrome (SIDS), put them on their stomachs when they are awake and you can supervise them. This provides important visual and motor experiences.

Infant Eye Exams

Many Infants Don't Receive an Eye Exam in Their First Year

Only 18 percent of parents reported that their infant had received a comprehensive eye

exam before age 1, in a survey conducted by the American Optometric Association

(AOA) in 2011.

The survey, which included responses from 1,000 American adults, also found that 61

percent were aware that lazy eye and 63 percent were aware that crossed eyes could be

found in infants. But fewer than one-third knew that cancer, farsightedness and

nearsightedness could also be found in an infant eye exam.

It's important to begin treatment of such problems as early as possible, to prevent

developmental delays and permanent vision problems, as well as life-threatening risks

from eye cancers.

This is why the AOA recommends that all infants receive a comprehensive eye exam by

6 months of age.

Please click here for more information on children's eye exams.

Vision Development: Months 4 to 6

How quickly they grow!

By age 6 months, significant advances have taken place in the vision centers of the brain,

allowing your infant to see more distinctly and move his eyes quicker and more

accurately to follow moving objects.

Visual acuity improves from about 20/400 at birth to approximately 20/25 at 6 months of

age. Color vision should be similar to that of an adult as well, enabling your child to see

all the colors of the rainbow.

Babies also have better eye-hand coordination at 4 to 6 months of age, allowing them to

quickly locate and pick up objects and accurately direct a bottle (and many other things!)

to their mouth.

Six months of age also is an important milestone because this is when your child should

have his first children's eye exam.

Even though your baby doesn't know the letters on a wall chart, your eye doctor can

perform non-verbal testing to assess his visual acuity, detect nearsightedness,

farsightedness and astigmatism, and evaluate his eye teaming and alignment.

At this exam, your eye care practitioner will also check the health of your baby's eyes and

look for anything that might interfere with normal and continuing vision development.

For the most thorough eye exam for your 6-month-old, you may want to seek the services

of an eye doctor who specializes in children's vision and vision development.

Vision Development: Months 7 to 12

Your child is now mobile, crawling about and covering more distance than you could

ever have imagined. He is better at judging distances and more accurate at grasping and

throwing objects. (Look out!)

This is an important developmental period for your child. At this stage, infants are

developing a better awareness of their overall body and are learning how to coordinate

their vision with their body movements.

It's also a time that requires greater diligence on your part to keep your baby from harm.

Bumps, bruises, eye injuries and other serious injuries can occur as he begins to

physically explore his environment. In particular, keep cabinets that contain cleaning

supplies locked, and put barriers in front of stairwells.

Don't be concerned if your infant's eyes are beginning to change color. Most babies are

born with blue eyes because darker pigments in the iris aren't completely developed at

birth. Over time, more dark pigment is produced in the iris, which will often change your

child's eye color from blue to brown, green, gray or a mixture of colors.

Tips: To stimulate the development of your child's eye-hand-body coordination, get

down on the floor with him and encourage him to crawl to objects. Place a favorite toy on

the floor just out of his reach and encourage him to get it. Also provide plenty of objects

and toys that he can take apart and put together.

Eye Alignment Problems

Be sure to pay close attention to how well your baby's eyes work together as a team.

Strabismus is the term for a misalignment of the eyes, and it is important that it is

detected and treated early so the vision in both eyes develops properly. Left untreated,

strabismus can lead to amblyopia or "lazy eye."

Though it takes a few months for an infant's eyes to develop eye teaming skills, if you

feel one of your baby's eyes is misaligned constantly or does not move in synch with the

other eye, contact your pediatrician or eye doctor as soon as possible.

Vision Problems of Premature Babies

The average length of a normal pregnancy is approximately 40 weeks (280 days).

According to the World Health Organization, babies born before 37 weeks of gestation

are considered premature.

Developmental milestones: sightApproved by the BabyCentre Medical Advisory BoardLast reviewed: June 2011 Show references

Highlights How will my baby's sight develop? Will my baby's sight need testing? How will I know if my baby has vision problems?

Your baby can see from birth, but her vision is quite blurry at first. Her sight will develop gradually over her first year. By the time your baby is a year old she'll see the world almost as well as you do.

As your baby grows, her eyes will take in huge amounts of information about the world around her. Her developing eyesight will help her learn to grasp, sit, roll over, crawl and walk.

How will my baby's sight develop?Your baby's sight will develop gradually from birth:

Newborn

At birth, your baby's vision is pretty fuzzy, though she can make out light, shapes and movement. Your baby will turn her eyes towards a window or another source of light. She'll blink in response to sudden bright lights. You may notice your newborn's eyes wandering, as she hasn't yet learned that she can fix both eyes

on an object.

During your baby's first month, she can focus only about 20cm to 30cm away. That's just far enough to clearly make out the face of the person holding her. If you hold her close, she will find your face and expressions fascinating.

One month

Your baby can't see far but that doesn't matter, as your face is the most interesting thing to her anyway. And, the chances are you'll be staying close to her in the first few weeks. When you cuddle her make eye contact and give her time to study your features.

By the time your baby is one month or two months old she'll have learned to focus both eyes. This means she can follow the progress of a moving object. If you pass a rattle in front of her face it will transfix her. Or you can play eyes-to-eyes by moving very close to her face and slowly moving your head from side to side. Your baby's eyes will lock onto yours.

Your baby can see colour, but she can't tell the difference between similar tones such as red and orange. Have a look for black and white or high-contrast coloured toys to capture her attention.

Two months

Colour differences are becoming clearer to your baby, and she starts to distinguish between similar shades. Your baby may prefer bright primary colours and more detailed and complicated designs and shapes. Encourage your baby by showing her bright pictures, photos, books, and toys.

Four months

Around now your baby will begin to tell how far away something is from her. This is called depth perception. Your baby will also be gaining better control over her arms, so this visual development helps her grab for things such as hair and toys.

Five months

Your baby will be getting better at examining objects closely and spotting small things. She may also be able to recognise an object after seeing only part of it. You could see if your baby will enjoy hide and seek games. Partially conceal her favourite teddy bear behind something nearby and ask her where teddy could be hiding. If she spots him, she may coo and point in delight.

Your baby may also mimic your facial expressions, so puff your cheeks or stick out your tongue to see if she'll copy you.

Eight months

Your baby's vision is much clearer now, almost like an adult's, and she can see longer distances. Though her short-range sight is still better than her long-range sight, her vision is good enough to recognise people and objects across a room.

Nine months

Your baby's eyes will also probably be close to their final colour, though you may see subtle changes in the coming months. Her vision is becoming sharper and she can pick out an object the size of a crumb. Your baby will probably be able to point at and demand objects nearby.

12 months

By now your baby's vision is rapidly becoming as sharp as a normal adult's. At 12 months your baby has depth perception and can tell the difference between near and far. She will be able to recognise people she knows approaching from a distance.

Will my baby's sight need testing?Your baby's sight is fully developed when she's still very young. It's important to have her sight checked regularly so any possible problems can be nipped in the bud. If you have worries about your baby's sight at any time, mention it to your doctor or health visitor. Eye tests are free for children under 16.

How will I know if my baby has vision problems?Your baby's eyes will be examined before she leaves hospital, as part of her newborn check. Your GP will also examine your baby's eyes at your postnatal check, when your baby is between six and eight weeks old.

At birth it's normal for your baby's eyes to roll away from each other occasionally. But if your baby is squinting all, or a lot of the time, tell your doctor or health visitor. They can refer you to a child vision specialist, called an orthoptist or ophthalmologist.

Let your doctor or health visitor know if: any vision problems run in the family your baby has trouble moving one or both of her eyes in all directions your baby's eyes are crossed most of the time one or both of your baby's eyes tend to turn out or wander your baby can't track an object with both eyes by the time of your postnatal check

Babies born prematurely and babies born with a low birth weight are more likely to have vision problems. This is because the eyes don't finish developing at the end of pregnancy.

If your baby was born early or with a low birth weight she will be screened for a condition called retinopathy of prematurity. This condition happens when the blood vessels that supply the eyes with oxygen and nutrients haven't fully developed. This condition is fully treatable if it is noticed early.

If you're worried about your baby's eyesight as she grows up, talk to your doctor. Many eye problems can be treated successfully if they're spotted early.

http://www.babycentre.co.uk/a6508/developmental-milestones-sight#ixzz2hEDCLLHB

Developmental milestones: sightApproved by the BabyCentre Medical Advisory BoardLast reviewed: June 2011 Show references

Highlights How will my baby's sight develop? Will my baby's sight need testing? How will I know if my baby has vision problems?

Your baby can see from birth, but her vision is quite blurry at first. Her sight will develop gradually over her first year. By the time your baby is a year old she'll see the world almost as well as you do.

As your baby grows, her eyes will take in huge amounts of information about the world around her. Her developing eyesight will help her learn to grasp, sit, roll over, crawl and walk.

How will my baby's sight develop?Your baby's sight will develop gradually from birth:

Newborn

At birth, your baby's vision is pretty fuzzy, though she can make out light, shapes and movement. Your baby will turn her eyes towards a window or another source of light. She'll blink in response to sudden bright lights. You may notice your newborn's eyes wandering, as she hasn't yet learned that she can fix both eyes on an object.

During your baby's first month, she can focus only about 20cm to 30cm away. That's just far enough to clearly make out the face of the person holding her. If you hold her close, she will find your face and expressions fascinating.

One month

Your baby can't see far but that doesn't matter, as your face is the most interesting thing to her anyway. And, the chances are you'll be staying close to her in the first few weeks. When you cuddle her make eye contact and give her time to study your features.

By the time your baby is one month or two months old she'll have learned to focus both eyes. This means she can follow the progress of a moving object. If you pass a rattle in front of her face it will transfix her. Or you can play eyes-to-eyes by moving very close to her face and slowly moving your head from side to side. Your baby's eyes will lock onto yours.

Your baby can see colour, but she can't tell the difference between similar tones such as red and orange. Have a look for black and white or high-contrast coloured toys to capture her attention.

Two months

Colour differences are becoming clearer to your baby, and she starts to distinguish between similar shades. Your baby may prefer bright primary colours and more detailed and complicated designs and shapes. Encourage your baby by showing her bright pictures, photos, books, and toys.

Four months

Around now your baby will begin to tell how far away something is from her. This is called depth perception. Your baby will also be gaining better control over her arms, so this visual development helps her grab for things such as hair and toys.

Five months

Your baby will be getting better at examining objects closely and spotting small things. She may also be able to recognise an object after seeing only part of it. You could see if your baby will enjoy hide and seek games. Partially conceal her favourite teddy bear behind something nearby and ask her where teddy could be hiding. If she spots him, she may coo and point in delight.

Your baby may also mimic your facial expressions, so puff your cheeks or stick out your tongue to see if she'll copy you.

Eight months

Your baby's vision is much clearer now, almost like an adult's, and she can see longer distances. Though her short-range sight is still better than her long-range sight, her vision is good enough to recognise people and objects across a room.

Nine months

Your baby's eyes will also probably be close to their final colour, though you may see subtle changes in the coming months. Her vision is becoming sharper and she can pick out an object the size of a crumb. Your baby will probably be able to point at and demand objects nearby.

12 months

By now your baby's vision is rapidly becoming as sharp as a normal adult's. At 12 months your baby has depth perception and can tell the difference between near and far. She will be able to recognise people she knows approaching from a distance.

Will my baby's sight need testing?Your baby's sight is fully developed when she's still very young. It's important to have her sight checked regularly so any possible problems can be nipped in the bud. If you have worries about your baby's sight at any time, mention it to your doctor or health visitor. Eye tests are free for children under 16.

How will I know if my baby has vision problems?Your baby's eyes will be examined before she leaves hospital, as part of her newborn check. Your GP will also examine your baby's eyes at your postnatal check, when your baby is between six and eight weeks old.

At birth it's normal for your baby's eyes to roll away from each other occasionally. But if your baby is squinting all, or a lot of the time, tell your doctor or health visitor. They can refer you to a child vision specialist, called an orthoptist or ophthalmologist.

Let your doctor or health visitor know if: any vision problems run in the family your baby has trouble moving one or both of her eyes in all directions your baby's eyes are crossed most of the time one or both of your baby's eyes tend to turn out or wander your baby can't track an object with both eyes by the time of your postnatal check

Babies born prematurely and babies born with a low birth weight are more likely to have vision problems. This is because the eyes don't finish developing at the end of pregnancy.

If your baby was born early or with a low birth weight she will be screened for a condition called retinopathy of prematurity. This condition happens when the blood vessels that supply the eyes with oxygen and nutrients haven't fully developed. This condition is fully treatable if it is noticed early.

If you're worried about your baby's eyesight as she grows up, talk to your doctor. Many eye problems can be treated successfully if they're spotted early. Show references

Infant Vision: Birth to 24 Months of Age

Infant's Vision

Steps in Infant Vision Development

Signs of Eye and Vision Problems

What Parents Can do to Help With Visual Development

Baby's First Eye Exam

Babies learn to see over a period of time, much like they learn to walk and talk. They are not

born with all the visual abilities they need in life. The ability to focus their eyes, move them

accurately, and use them together as a team must be learned. Also, they need to learn how

to use the visual information the eyes send to their brain in order to understand the world

around them and interact with it appropriately.

Vision, and how the brain uses visual information, are learned skills.

From birth, babies begin exploring the wonders in the world with their eyes. Even before they

learn to reach and grab with their hands or crawl and sit-up, their eyes are providing

information and stimulation important for their development.

Healthy eyes and good vision play a critical role in how infants and children learn to see. Eye

and vision problems in infants can cause developmental delays. It is important to detect any

problems early to ensure babies have the opportunity to develop the visual abilities they

need to grow and learn.

Parents play an important role in helping to assure their child's eyes and vision can develop

properly. Steps that any parent should take include:

Watching for signs of eye and vision problems.

Seeking professional eye care starting with the first comprehensive vision

assessment at about 6 months of age.

Helping their child develop his or her vision by engaging in age-appropriate activities.

Steps in Infant Vision DevelopmentAt birth, babies can't see as well as older children or adults. Their eyes and visual system

aren't fully developed. But significant improvement occurs during the first few months of life.

The following are some milestones to watch for in vision and child development. It is

important to remember that not every child is the same and some may reach certain

milestones at different ages.

Birth to four months

Up to about 3 months of age, babies' eyes do not focus on objects more than 8 to 10 inches

from their faces.

At birth, babies' vision is abuzz with all kinds of visual stimulation. While they may

look intently at a highly contrasted target, babies have not yet developed the ability to easily

tell the difference between two targets or move their eyes between the two images. Their

primary focus is on objects 8 to 10 inches from their face or the distance to parent's face.

During the first months of life, the eyes start working together and vision rapidly

improves. Eye-hand coordination begins to develop as the infant starts tracking moving

objects with his or her eyes and reaching for them. By eight weeks, babies begin to more

easily focus their eyes on the faces of a parent or other person near them.

For the first two months of life, an infant's eyes are not well coordinated and may

appear to wander or to be crossed. This is usually normal. However, if an eye appears to

turn in or out constantly, an evaluation is warranted.

Babies should begin to follow moving objects with their eyes and reach for things at

around three months of age.

Five to eight months

During these months, control of eye movements and eye-body coordination skills

continue to improve.

Depth perception, which is the ability to judge if objects are nearer or farther away

than other objects, is not present at birth. It is not until around the fifth month that the eyes

are capable of working together to form a three-dimensional view of the world and begin to

see in depth.

Although an infant's color vision is not as sensitive as an adult's, it is generally

believed that babies have good color vision by five months of age.

Most babies start crawling at about 8 months old, which helps further develop eye-

hand-foot-body coordination. Early walkers who did minimal crawling may not learn to use

their eyes together as well as babies who crawl a lot.

Nine to twelve months

By the age of nine to twelve months, babies should be using their eyes and hands together.

At around 9 months of age, babies begin to pull themselves up to a standing position.

By 10 months of age, a baby should be able to grasp objects with thumb and forefinger.

By twelve months of age, most babies will be crawling and trying to walk. Parents

should encourage crawling rather than early walking to help the child develop better eye-

hand coordination.

Babies can now judge distances fairly well and throw things with precision.

One to two years old

By two years of age, a child's eye-hand coordination and depth perception should be

well developed.

Children this age are highly interested in exploring their environment and in looking

and listening. They recognize familiar objects and pictures in books and can scribble with

crayon or pencil.

[back to top]

Signs of Eye and Vision ProblemsThe presence of eye and vision problems in infants is rare. Most babies begin life with

healthy eyes and start to develop the visual abilities they will need throughout life without

difficulty. But occasionally, eye health and vision problems can develop. Parents need to look

for the following signs that may be indications of eye and vision problems:

Excessive tearing - this may indicate blocked tear ducts

Red or encrusted eye lids - this could be a sign of an eye infection

Constant eye turning - this may signal a problem with eye muscle control

Extreme sensitivity to light - this may indicate an elevated pressure in the eye

Appearance of a white pupil - this may indicate the presence of an eye cancer

The appearance of any of these signs should require immediate attention by your

pediatrician or optometrist.

[back to top]

What Parents Can do to Help With Visual DevelopmentThere are many things parents can do to help their baby's vision develop properly. The

following are some examples of age-appropriate activities that can assist an infant's visual

development.

Birth to four months

Use a nightlight or other dim lamp in your baby's room.

Change the crib's position frequently and change your child's position in it.

Keep reach-and-touch toys within your baby's focus, about eight to twelve inches.

Talk to your baby as you walk around the room.

Alternate right and left sides with each feeding.

Toys like building blocks can help boost fine motor skills and small muscle development.

Five to eight months

Hang a mobile, crib gym or various objects across the crib for the baby to grab, pull

and kick.

Give the baby plenty of time to play and explore on the floor.

Provide plastic or wooden blocks that can be held in the hands.

Play patty cake and other games, moving the baby's hands through the motions

while saying the words aloud.

Nine to twelve months

Play hide and seek games with toys or your face to help the baby develop visual

memory.

Name objects when talking to encourage the baby's word association and vocabulary

development skills.

Encourage crawling and creeping.

One to two years

Roll a ball back and forth to help the child track objects with the eyes visually.

Give the child building blocks and balls of all shapes and sizes to play with to boost

fine motor skills and small muscle development.

Read or tell stories to stimulate the child's ability to visualize and pave the way for

learning and reading skills.

[back to top]

Baby's First Eye Exam

An infant should receive his or her first eye exam between the ages of 6 and 12 months.

Even if no eye or vision problems are apparent, at about age 6 months, you should take

your baby to your doctor of optometry for his or her first thorough eye examination.

Things that the optometrist will test for include:

excessive or unequal amounts of nearsightedness, farsightedness, or astigmatism

eye movement ability

eye health problems.

These problems are not common, but it is important to identify children who have them at

this young age. Vision development and eye health problems are easier to correct if

treatment begins early.

InfantSEE® is the American Optometric Association's public health program designed to

ensure that eye and vision care becomes an integral part of infant wellness care to improve

a child's quality of life. Under this program, participating optometrists provide a

comprehensive infant eye assessment between 6 and 12 months of age as a no-cost public

service. Click here to learn more and locate a doctor in your area who can provide the free

infant assessment.

Infant visionFrom Wikipedia, the free encyclopediaJump to: navigation, search

Unlike many other sensory systems, the visual system – components from the eye to

neural circuits – develops largely after birth, especially in the first few years of life. At

birth, visual structures are fully present yet immature in their potentials. From the first

moment of life, there are a few innate components of an infant's visual system. Newborns

can detect changes in brightness, distinguish between stationary and kinetic objects, as

well as follow kinetic objects in their visual fields. However, many of these areas are

very poorly developed. With physical improvements such as increased distances between

the cornea and retina, increased pupil dimensions, and strengthened cones and rods, an

infant's visual ability improves drastically. The neuro- pathway and physical changes that

underlie these improvements in vision remains a strong focus in research. Because of an

infant's inability to verbally express their visual field, growing research in this field relays

heavy on non-verbal cues including an infants perceived ability to detect patterns and

visual changes. The major components of the visual system can be broken up into visual

acuity, depth perception, color sensitivity, and light sensitivity.

By providing a better understanding of the visual system, future medical treatments for

infant and pediatric ophthalmology can be established. By additionally creating a timeline

on visual perception development in "normal" newborns and infants, research can shed

some light on abnormalities that often arise and interfere with ideal sensory growth and

change.

Contents [hide] 

1 Development o 1.1 Acuity

1.1.1 Faceso 1.2 Depth perception

1.2.1 Cueso 1.3 Color sensitivityo 1.4 Light sensitivity

2 Vision abnormalities in infants o 2.1 Critical warning signso 2.2 Vision problems

3 See also 4 References 5 External links

Development[edit]

Acuity[edit]

Infants' eyes develop significantly after birth. The muscles of the eye such as ciliary muscles – become stronger after two months of age, allowing infants to focus on particular objects through contraction and relaxation. Their retinal images are also smaller compared to adults due to shorter distances from the retina to the cornea of the infants' eye.[1] A newborn's pupil grows from approximately 2.2 mm to an adult length of 3.3 mm.[2]

Visual acuity, the sharpness of the eye to fine detail, is a major component of a human’s

visual system. It requires not only the muscles of the eye – the muscles of orbit and the

ciliary muscles – to be able to focus on a particular object through contraction and

relaxation, but other parts of the retina such of the fovea to project a clear image on the

retina. The muscles that initiate movement start to strengthen from birth to 2 months, at

which point infants have control of their eye. However, images still appear unclear at two

months due to other components of the visual system like the fovea and retina and the

brain circuitry that are still in their developmental stages. This means that even though an

infant is able to focus on a clear image on the retina, the fovea and other visual parts of

the brain are too immature to transmit a clear image. Visual acuity in newborns is very

limited as well compared to adults – being 12 to 25 times worse than that of a normal

adult.[3] It is important to note that the distance from the cornea at the front of the infant’s

eye to the retina which is at the back of eye is 16–17 mm at birth, 20 to 21 mm at one

year, and 23–25 mm in adolescence and adulthood.[1] This results in smaller retinal

images for infants. The vision of infants under one month of age ranges from 20/800 to

20/200.[4] By two months, visual acuity improves to 20/150. By four months, acuity

improves by a factor of 2 – calculated to be 20/60 vision. As the infant grows, the acuity

reaches the healthy adult standard of 20/20 at six months.[5]

One major method used to measure visual acuity during infancy is by testing an infant’s

sensitivity to visual details such as a set of black strip lines in a pictorial image. Studies

have shown that most one week old infants can discriminate a gray field from a fine black

stripped field at a distance of one foot away.[6] This means that most infants will look

longer at patterned visual stimuli instead of a plain, pattern-less stimuli.[7] Gradually,

infants develop the ability to distinguish strips of line that are closer together. Therefore,

by measuring the width of the strips and their distance from an infant’s eye, visual acuity

can be estimated, with detection of finer strips indicating better acuity. When examining

an infants preferred visual stimuli, it was found that one month-old infants often gazed

mostly at prominent, sharp features of an object – whether it is a strong defined curve or

an edge.[8] Beginning at two month-old, infants begin to direct their saccades to the

interior of the object, but still focusing on strong features.[9][10] Additionally, infants

starting from one month of age have been found to prefer visual stimuli that are in motion

rather stationary.[11]

Faces[edit]

Newborns are exceptionally capable of face discrimination and recognition shortly after

birth.[12][13] Therefore it is not surprising that infants develop strong facial recognition of

their mother. Studies have shown that newborns have a preference for their mothers' faces

two weeks after birth. At this stage weeks, infants would focus their visual attention on

pictures of their own mother for a period larger than a picture of complete strangers.[14]

Studies have shown that infants even as early as four days old look longer at their

mothers’ face than at those of strangers only when the mother is not wearing a head scarf.

This may suggest that hairline and outer perimeter of the face play an integral part in the

newborn’s face recognition.[15] According to Maurer and Salapateck, a one month-old

baby scans the outer contour of the face, with strong focus on the eyes, while a two

month-old scans more broadly and focuses on the features of the face, including the eyes

and mouth.[10]

When comparing facial features across species, it was found that infants of six months

were better at distinguishing facial information of both humans and monkeys than older

infants and adults. They found that both nine month olds and adults could discriminate

between pictures of human faces; however, neither infants nor adults had the same

capabilities when it came to pictures of monkeys. On the other hand, six month old

infants were able to discriminate both facial features on human faces and on monkey

faces. This suggests that there is a narrowing in face processing, as a result of neural

network changes in early cognition. Another explanation is that infants likely have no

experience with monkey faces and relatively little experience with human faces. This

may result into in a more broadly tuned face recognition system and, in turn, an

advantage in recognizing facial identity in general (i.e., regardless of species). In contrast,

healthy adults due to their interaction with people on a frequent basis have fined tuned

their sensitivity to facial information of humans – which has led to cortical specialization.[16]

Depth perception[edit]

To perceive depth, infants as well as adults rely on several signals such as distances and

kinetics. For instance, the fact that objects closer to the observer fill more space in our

visual field than farther objects provides some cues into depth perception for infants.

Evidence has shown that newborns' eyes do not work in the same fashion as older

children or adults – mainly due to poor coordination of the eyes. Newborn’s eyes move in

the same direction only about half of the time.[17] Strength of eye muscle control is

positively correlated to achieve depth perception. Human eyes are formed in such a way

that each eye reflects a stimulus at a slightly different angle thereby producing two

images that are processed in the brain. These images provide the essential visual

important regarding 3D features of the external world. Therefore, an infant’s ability to

control his eye movement and converge on one object is critical for developing depth

perception. Infants who are cross eyes, an innate condition called convergent strabismus,

fail to produce proper depth perception if their condition is not surgically fixed with

surgery.

One of the important discoveries of infant depth perception is thanks to researchers

Eleanor J. Gibson and R.D. Walk.[18] Gibson and Walk developed an apparatus called the

visual cliff that could be used to investigate visual depth perception in infants. In short,

infants were placed on a centerboard to one side which contained an illusory steep drop

(“deep side”) and another which contained a platform of the centerboard (“shallow

side”). In reality, both sides, covered in glass, was safe for infants to trek. From their

experiment, Gibson and Walk found that a majority of infants ranging from 6–14 months-

old would not cross from the shallow side to the deep side due to their innate sense of

fear to heights. From this experiment, Gibson and Walk concluded that by six months an

infant has developed a sense of depth. However, this experiment was limited to infants

that could independently crawl or walk.[18] To overcome the limitations of testing non-

locomotive infants, Campos and his colleges devised an experiment that was dependent

on heart rate reactions of infants when placed in environments that reflected different

depth scenarios. Campos and his colleagues placed six week-old infants on the “deep

end” of the visual cliff, the six week-old infants' heart rate decreased and a sense of

fascination was seen in the infants. However, when seven month-old infants were

lowered down on the same “deep end” illusion, their heart rates accelerated rapidly and

they started to whimper. Gibson and Walk concluded that infants had developed a sense

of visual depth prior to beginning locomotion. Therefore, it could be concluded that

sometime at the spark of crawling around 4–5 months, depth perception begins to

strongly present itself.[19]

Cues[edit]

From an infant's standpoint, depth perception can be inferred using three means:

binocular, static, and kinetic cues. As mentioned previous, humans are binocular and each

eye views the external world with a different angle – providing essential information into

depth. The convergence of each eye on a particular object and the stereopsis, also known

as the retinal disparity among two objects, provides some information for infants older

than ten weeks. With binocular vision development, infants between four to five months

also develop a sense of size and shape constancy objects, regardless of the objects

location and orientation in space.[20] From static cues based upon monocular vision,

infants older of five month of age have the ability to predict depth perception from

pictorial position of objects.[21] In other words, edges of closer objects overlap objects in

the distance.[22] Lastly, kinetic cues are another factor in depth perception for humans,

especially young infants. Infants ranging from three to five months are able to move

when an object approaches them in the intent to hit them – implying that infants have

depth perception.[20]

Color sensitivity[edit]

Infants are often attracted to shiny bright objects with strong contrast and bold colors.

Color sensitivity improves steadily over the first year of life for humans due to

strengthening of the cones of the eyes. Like adults, infants have chromatic discrimination

using three photoreceptor types: long-, mid- and short-wavelength cones. These cones

recombine in the precortical visual processing to form a luminance channel and two

chromatic channels that help an infant to see color and brightness. The particular pathway

used for color discrimination is the parvocellular pathway.[23] There is a general debate

among researchers with regards to the exact age that infants can detect different

colors/chromatic stimuli due to important color factors such as brightness/luminance,

saturation, and hue. Regardless of the exact timeline for when infants start to see

particular colors, it is understood among researcher that infants' color sensitivity

improves with age.

It is generally accepted across all current research that infants prefer high contrast and

bold colors at their earlier stages of infancy, rather than saturated colors.[24] One study

found that newborn infants looked longer at checkered patterns of white and colored

stimuli (including red, green, yellow) than they did at a uniform white color. However,

infants failed to discriminate blue from white checkered patterns.[25] Another study –

recording the fixation time of infants to blue, green, yellow, red, and gray at two

difference luminance levels – found that infants and adults differed in their color

preference. Newborns and one month did not show any preference among the colored

stimuli. It was found that three month old infants preferred the longer wavelength (red

and yellow) to the short-wavelength (blue and green) stimuli, while adults had the

opposite. However, both adults and infants preferred colored stimuli over non-colored

stimuli. According this study, it was suggest that infants had a general preference for

colored stimuli over non-colored stimuli at birth; however, infants were not able to

distinguish between the different colored stimuli until after three months of age.[26]

Research into the development of color vision using infant monkeys indicates that color

experience is critical for normal vision development. Infant monkeys were placed in a

room with monochromatic lighting limiting their access to normal spectrum of colors for

a one-month period. After a one year period, the monkey’s ability to distinguish colors

was poorer than that of normal monkey exposed to full spectrum of colors. Although this

result directly pertains to infant monkeys and not humans, they strongly suggest that

visual experience with color is critical for proper, healthy vision development in humans

as well.[27]

Light sensitivity[edit]

The threshold for light sensitivity is much higher in infants compared to adults. From

birth, the pupils of an infant remain constricted to limit the amount of entering light. In

regards to pupil dimensions, newborn's pupil grow from approximately 2.2 mm to an

adult length of 3.3 mm.[2] A one month old infant can detect light thresholds only when it

is approximately 50 times greater than that of an adult. By two months, the threshold

decreases measurably to about ten times greater than that of an adult. The increase in

sensitivity is the result of lengthening of the photoreceptors and further development of

the retina. Therefore, postnatal maturation of the retinal structures has led to strong light

adaptations for infants.[28]

ToddlerFrom Wikipedia, the free encyclopediaJump to: navigation, search

This article may be in need of reorganization to comply with Wikipedia's layout guidelines. Please help by editing the article to make improvements to the overall structure. (April 2013)

This article's lead section may not adequately summarize key points of its contents. Please consider expanding the lead to provide an accessible overview of all important aspects of the article. (April 2013)

Toddlers on a kibbutz

Look up toddle in Wiktionary, the free dictionary.

A toddler is a child between the ages of one and three.[1][2] The toddler years are a time of

great cognitive, emotional and social development.

Contents [hide] 

1 Developmental milestones 2 One year old

o 2.1 Physical and motor skillso 2.2 Sensory and cognitive development

3 Two years old 4 Two and half years old 5 Motor development

o 5.1 14 monthso 5.2 18 monthso 5.3 2 years

6 Vocalization and socialization o 6.1 15 monthso 6.2 18 monthso 6.3 2 yearso 6.4 2½ years

7 Major learning events o 7.1 Toilet trainingo 7.2 Play (parallel play)

8 Squatting 9 Language 10 Emotions and self-image

11 Overview 12 See also 13 References

Developmental milestones

Learning to walk pushing a wheeled toy

Toddler development can be broken into a number

of interrelated areas.[4] There is reasonable

consensus about what these include:

Physical: Refers to growth or an increase in size.

Gross motor: Refers to the control of large muscles, which enable walking, running,

jumping and climbing.

Fine motor: Refers to the ability to control small muscles, enabling the toddler to feed

themselves, draw and manipulate objects.

Vision: Refers to the ability to see near and far and interpret what is seen.

Hearing and speech: Hearing is the ability to hear and receive information and listen

(interpret). Speech is the ability to understand and learn language and use it to

communicate effectively.

Social: Refers to the ability to interact with the world through playing with others, taking

turns and fantasy play.

Although it is useful to chart defined periods of development, it is also necessary to

recognise that development exists on a continuum, with considerable individual

Normal vital parameters of toddlersBlood Pressure(mmHg)

Systolic 80-110[3]

Diastolic 50-80[3]

Heart rate (BPM) 90-140[3]

Respiratory rate 20-40[3]

differences between children. There is a wide range of what may be considered 'normal'

development.

One year old

Toddler sitting in a bucket

At one year of age, the typical toddler will be able to display the following skills:[5]

Physical and motor skills

Triple the birth weightGrow to a height of 50% over birth lengthHave a head circumference equal to that of the chestHave one to eight teethPull to standWalk with help or aloneSit down without helpBang two blocks togetherTurn through the pages of a book by flipping many pages at a timeHave a pincer graspSleep 8 - 10 hours a night and take one to two naps

Sensory and cognitive development

Learning to eat independentlyFollows a fast moving objectCan respond to soundsResponds to his or her nameUnderstands several wordsCan say mamma, papa, and at least one or two other wordsUnderstands simple commandsTries to imitate animal soundsConnects names with objectsUnderstands that objects continue to exist, even when they are not seen (object constancy)Points to objects with index fingerWaves bye byeMay develop attachment to a toy or objectExperiences separation anxiety and may cling to parentsMay make brief journeys away from parents to explore in familiar settings

Two years old Weight: about 11–13 kg Height: about 80–82 cm

Teeth: 12 temporary

Two and half years old

Learning to ride a toy car Teeth: full set of 20 temporary Decreased need for naps

Motor development

Running and falling

14 months

Walks well alone with wide based gait Creeps upstairs Builds of two blocks Drinks from a cup, uses spoon Enjoys throwing objects and picking them up

18 months

Walks sideways and backwards, runs well, falls easily Climbs stairs or up on furnitures Scribbles vigorously, attempting a straight line Drinks well from a cup, still spills with a spoon

2 years

Gross motor skills quite well refined, can walk up and down stairs on both feet, one step at a time while holding on to a rail

Builds tower of five cubes Control of spoon well-developed Toilet trained during day time

Vocalization and socialization

15 months

Can use 10-15 words Says "no" (see holophrasis) Indicates when diaper is wet

18 months

Uses phrases composed of adjectives and nouns Begins to have temper tantrums Very ritualistic, has favorite toy or blanket, thumb-sucking may be at peak

2 years

Vocabulary of about 350 words Obey simple commands Helps undress self and put on simple clothes Shows sign of increased autonomy and individuality Does not share possessions, everything "mine"

2½ years

Begins to see self as separate individual; still sees other children as "objects"

Major learning events

Toilet training

1. Psychological readiness2. Process training3. Parental response

Play (parallel play)

This section does not cite any references or sources. Please help improve this section by adding citations to reliable sources. Unsourced material may be challenged and removed. (December 2010)

Child plays alongside other children but not with them Mostly free and spontaneous, no rules or regulations Attention span very short and change of toys occurs at frequent intervals Imitation and make-believe play begins by end of the second year

Games: throwing and retrieving objects

Suggested toys:

Play furniture, dishes, cooking utensils, play telephone, puzzles with large pieces, pedal propelled toys, rocking horse, clay crayons, finger paints, pounding toys, blocks, push-pull toys, balls

SquattingMain article: Squatting position

Young child playing at ease in a squatting position

Young children squat instinctively as a continuous movement from standing up whenever

they want to lower themselves to ground level. One and two year olds can commonly be

seen playing in a stable squatting position, with feet wide apart and bottom not quite

touching the floor, although at first they need to hold onto something to stand up again.[6]

Language

Talking is the next milestone of which parents are typically aware. A toddler's first word

most often occurs around 12 months, but again this is only an average. The child will

then continue to steadily add to his or her vocabulary until around the age of 18 months

when language increases rapidly. He or she may learn as many as 7-9 new words a day.

Around this time, toddlers generally know about 50 words. At 21 months is when

toddlers begin to incorporate two word phrases into their vocabulary, such as "I go",

"mama give", and "baby play". Before going to sleep they often engage in a monologue

called crib talk in which they practice conversational skills. At this age, children are

becoming very proficient at conveying their wants and needs to their parents in a verbal

fashion.

Emotions and self-image

There are several other important milestones that are achieved in this time period that

parents tend to not emphasize as much as walking and talking. Gaining the ability to

point at whatever it is the child wants you to see shows huge psychological gains in a

toddler. This generally happens before a child's first birthday.

This age is sometimes referred to as 'the terrible twos',[7][8] because of the temper tantrums

for which they are famous. This stage can begin as early as nine months old depending on

the child and environment. Toddlers tend to have temper tantrums because they have

such strong emotions but do not know how to express themselves the way that older

children and adults do.[citation needed] They also throw tantrums to let others know that they

are free and can do what they want.[citation needed] The toddler is discovering that they are a

separate being from their parent and are testing their boundaries in learning the way the

world around them works. Although the toddler is in their exploratory phase, it is also

important to understand that the methods used by the parents for communicating with the

toddler can either set off a tantrum or calm the situation.[9] This time between the ages of

two and five when they are reaching for independence repeats itself during adolescence.[citation needed]

Self-awareness is another milestone that helps parents understand how a toddler is

reacting. Around 18 months of age, a child will begin to recognize himself or herself as a

separate physical being with his/her own thoughts and actions. A parent can test if this

milestone has been reached by noticing if the toddler recognizes that their reflection in a

mirror is in fact themselves. One way to test this is to put lipstick on the child's forehead

and show them their own reflection. Upon seeing the out-of-the-ordinary mark, if the

child reaches to her own forehead, the child has achieved this important milestone. Along

with self recognition comes feelings of embarrassment and pride that the child had not

previously experienced.

Overview

The toddler developmental timeline shows what an average toddler can do at what age.

Times vary greatly from child to child. It is common for some toddlers to master certain

skills (such as walking) well before other skills (like talking). Even close siblings can

vary greatly in the time taken to achieve each key milestone.

Age Physical Mental Emotional

12–14 months

Walk alone well. Drink from a cup

(poorly). Turn pages in a

book (a few at a time).

Play ball by rolling or tossing it.

Uses one or two syllable words such as "ball" or "cookie"

Can follow a simple command with an associated gesture, such as: bringing a cup to you when you point at it and say "Please bring me the cup".

Use gestures or words to convey objects, such as: Pointing at a book, raising arms to be picked up, or saying "cup".

Mimic actions such as covering eyes while playing Peekaboo.

15–18 months

Hold a crayon well enough to scribble.

Lift cup up to mouth for drinking.

Climb onto furniture.

Uses 10–20 words. May be able to

follow a command without a gesture.

Stack two blocks.

Address others with greetings.

Mimic parental activities such as cleaning up or talking on a telephone.

19–24 months

Feed self with a spoon.

Run. Climb into a small

chair. Walk up steps.

Helps with dressing: Likes to dress and undress self.

Speaks 20–50 words; understands many more

Stack six blocks Understands non-

physical relationships such as turning on lights or pushing buttons.

Sorting toys. Searching for

hidden objects.

Problem solving through experimentation.

Wants to be independent at times. Will throw a tantrum or possibly say no.

Mimics social behavior such as hugging a teddy bear or feeding a doll.

Self recognition. Displays

attachment. Separation anxiety. Can play turn-

taking games.

Begins to be ready for toilet learning

25–36 months

Advanced mobility and climbing skills.

Increased dexterity with small objects, puzzles.

Able to dress oneself.

Speaking in sentences.

Ability to be independent to primary care giver.

Easily learns new words, places and people's names.

Anticipates routines.

Toilet learning continues

Plays with toys in imaginative ways.

Attempts to sing in-time with songs.

Knows boys from girls.

Shows preferences, such as clothes and entertainment.

Knows how to play different games.

See also

Wikimedia Commons has media related to Toddlers.

Baby walker Child development stages

Normal Vision Development in Babies and Children

 

 

Eye HealthLifestyle Topics Preventing Eye Injuries

Healthy Eyes During Pregnancy

Computer Usage & Eye Strain

Maintaining Your Sight with Diabetes

Sports and Eye Protection

Eyesight Risks for Smokers

Veterans & Eye Health

More Lifestyle Topics >

EyeSmart Tips

Are You Fit at 40?

A baseline eye exam is recommended at age 40, when the signs of disease and change in vision may start

to occur.

Eye Protection at Home

Every household should have at least one pair of ANSI-approved protective eyewear for risky activities.

"No Rub" a No Go

To prevent infection, use the "rub and rinse" method to clean your contacts, even with "no rub" solutions.

Jumping a Battery

Take precautions to prevent eye injury. Never lean over the battery and always wear safety goggles.

Eye Makeup

Throw out eye makeup after three months to prevent infection. If you get an eye infection, replace makeup

immediately.

Don't Look Now

Never look directly at the sun, even when squinting or wearing sunglasses. Doing so can permanently

damage your vision.

Know Your Eye Care Team

Make sure you are seeing the right eye care provider for your condition or treatment.

Are You Fit at 40?

A baseline eye exam is recommended at age 40, when the signs of disease and change in vision may start

to occur.

Eye Protection at Home

Every household should have at least one pair of ANSI-approved protective eyewear for risky activities.

Follow Us

Vision Development in Babies

Babies’ vision goes through many changes in the first months after birth.

Focus and Tracking: Newborn babies have peripheral vision (the ability to see to the sides) and in the first

weeks of life gradually develop the ability to focus on an object or point in front of them. At one month, a

baby can focus briefly on objects up to three feet away.

By two months, infants are also able to track (follow) moving objects, as their visual coordination and depth

perception improves. By three months they also have the hand/arm control needed to bat at nearby moving

objects. If a baby’s eyes are not working together to focus and track objects by three months of age, a

pediatrician should be consulted.

Distance vision continues to develop in the early months. By four months a baby may

smile when they see a parent across a room, and they can see objects outside when

looking through a window.

Light and Images: At birth, babies are very sensitive to bright light, so their pupils remain constricted to limit

the light coming into the eyes. After about two weeks, the pupils begin to enlarge and babies can see a

range of shades of light and dark. As the retinas (the light-sensitive tissue inside the eye) develop, the ability

to see and recognize patterns improves. High contrast images like black-and-white pictures, bull’s eyes or

very simple face shapes are most likely to attract babies’ attention in the early weeks.

The human face is always babies’ favorite image. When someone holds a baby, he or she will look intently

at the person’s face, especially the eyes. As the baby’s visual span increases in the first month, he/she will

be able to see the person’s whole face and will be much more responsive to facial expressions.

Color Vision: Babies’ color vision matures at about the same rate as the other visual abilities. At one

month, they are sensitive to the brightness or intensity of color and will look longer at bold colors and

contrasting patterns than at lighter tones. By about four months babies can differentiate and respond to the

full range and shades of colors.

Vision Development in Preschool and School-aged Children

Focus, tracking, depth perception, and other aspects of vision continue to develop throughout early and

middle childhood. Convergence, the ability of both eyes to focus on an object simultaneously, becomes

more fully developed by about age seven; this is one reason any problems a child has with focusing or eye

alignment should be treated before that age.

Most children are naturally somewhat farsighted (hyperopic) but can see well at other distances. More

pronounced myopia (nearsightedness) and astigmatism are thought to be inherited. There is some evidence

from recent studies in the United States and Australia that the amount of time school-aged children spend

outdoors, in natural light, may have some impact on whether they develop mild myopia.Skip Navigation

KidsHealth

from Nemours

for Parents

for Kids

for Teens

Parents Home

General Health

Growth & Development

Infections

Diseases & Conditions

Pregnancy & Baby

Nutrition & Fitness

Emotions & Behavior

School & Family Life

First Aid & Safety

Doctors & Hospitals

Q&A

Recipes

En Español

Teachers - Looking for Health Lessons? Visit KidsHealth in the Classroom

What Other Parents Are Reading

Q&A: ObamacareFinding Affordable Health CareEating Well & Staying Fit

Flu Vaccine: How Many Doses?Connect With Us: Social Media Pregnant? Your Baby's Growth

KidsHealth> Parents> Growth & Development> Communication> Delayed Speech or Language Development

Print

AAA

Text Size

What's in this article? (click to view)

 

Listen Your son is 2 years old and still isn't talking. He says a few

words, but compared with his peers you think he's way behind. You remember that his

sister could put whole sentences together at the same age. Hoping he will catch up, you

postpone seeking professional advice. Some kids are early walkers and some are early

talkers, you tell yourself. Nothing to worry about...This scenario is common among

parents of kids who are slow to speak. Unless they observe other areas of "slowness"

during early development, parents may hesitate to seek advice. Some may excuse the

lack of talking by reassuring themselves that "he'll outgrow it" or "she's just more

interested in physical things."Knowing what's "normal" and what's not in speech and

language development can help you figure out if you should be concerned or if your child

is right on schedule.Normal Speech & Language DevelopmentIt's

important to discuss early speech and language development, as well as other

developmental concerns, with your doctor at every routine well-child visit. It can be

difficult to tell whether a child is just immature in his or her ability to communicate or has

a problem that requires professional attention.These developmental norms may provide

clues:Before 12 MonthsIt's important for kids this age to be watched for signs that

they're using their voices to relate to their environment. Cooing and babbling are early

stages of speech development. As babies get older (often around 9 months), they begin

to string sounds together, incorporate the different tones of speech, and say words like

"mama" and "dada" (without really understanding what those words mean).Before 12

months of age, babies also should be attentive to sound and begin to recognize names of

common objects (bottle, binky, etc.). Babies who watch intently but don't react to sound

may be showing signs of hearing loss.By 12 to 15 MonthsKids this age should have a

wide range of speech sounds in their babbling (like p, b, m, d, or n), begin to imitate and

approximate sounds and words modeled by family members, and typically say one or

more words (not including "mama" and "dada") spontaneously. Nouns usually come first,

like "baby" and "ball." Your child also should be able to understand and follow simple one-

step directions ("Please give me the toy," etc.).From 18 to 24 MonthsThough there is a

lot of variability, most toddlers are saying about 20 words by 18 months and 50 or more

words by the time they turn 2. By age 2, kids are starting to combine two words to make

simple sentences, such as "baby crying" or "Daddy big." A 2-year-old should be able to

identify common objects (in person and in pictures), points to eyes, ears, or nose when

asked, and follow two-step commands ("Please pick up the toy and give it to me," for

example).From 2 to 3 YearsParents often see huge gains in their child's speech. Your

toddler's vocabulary should increase (to too many words to count) and he or she should

routinely combine three or more words into sentences.Comprehension also should

increase — by 3 years of age, a child should begin to understand what it means to "put it

on the table" or "put it under the bed." Your child also should begin to identify colors and

comprehend descriptive concepts (big versus little, for example) tinueSpeech and Language Developmental MilestonesOn this page:How do speech

and language develop?

← What are the milestones for speech and language development?

← What is the difference between a speech disorder and a language disorder?

← Your baby's hearing and communicative development checklist

← What should I do if my child’s speech or language appears to be delayed?

← What research is being conducted on developmental speech and language problems?

← Where can I get more information?

How do speech and language develop?

The first 3 years of life, when the brain is developing and maturing, is the most intensive

period for acquiring speech and language skills. These skills develop best in a world that is rich

with sounds, sights, and consistent exposure to the speech and language of others.

There appear to be critical periods for speech and language development in infants and young

children when the brain is best able to absorb language. If these critical periods are allowed to

pass without exposure to language, it will be more difficult to learn.Top

What are the milestones for speech and language development?

The first signs of communication occur when an infant learns that a cry will bring food,

comfort, and companionship. Newborns also begin to recognize important sounds in their

environment, such as the voice of their mother or primary caretaker. As they grow, babies

begin to sort out the speech sounds that compose the words of their language. By 6 months of

age, most babies recognize the basic sounds of their native language.

Children vary in their development of speech and language skills. However, they follow a

natural progression or timetable for mastering the skills of language. A checklist of milestones

for the normal development of speech and language skills in children from birth to 5 years of

age is included on the following pages. These milestones help doctors and other health

professionals determine if a child is on track or if he or she may need extra help. Sometimes a

delay may be caused by hearing loss, while other times it may be due to a speech or language

disorder.Top

What is the difference between a speech disorder and a language disorder?

Children who have trouble understanding what others say (receptive language) or difficulty

sharing their thoughts (expressive language) may have a language disorder. Specific language

impairment (SLI) is a language disorder that delays the mastery of language skills. Some

children with SLI may not begin to talk until their third or fourth year.

Children who have trouble producing speech sounds correctly or who hesitate or stutter when

talking may have a speech disorder. Apraxia of speech is a speech disorder that makes it

difficult to put sounds and syllables together in the correct order to form words.

What are voice, speech, and language?

Voice, speech, and language are the tools we use to communicate with each other.

Voice is the sound we make as air from our lungs is pushed between vocal folds in our larynx,

causing them to vibrate.

Speech is talking, which is one way to express language. It involves the precisely coordinated

muscle actions of the tongue, lips, jaw, and vocal tract to produce the recognizable sounds

that make up language.

Language is a set of shared rules that allow people to express their ideas in a meaningful

way. Language may be expressed verbally or by writing, signing, or making other gestures,

such as eye blinking or mouth movements.Top

Your baby’s hearing and communicative development checklist

Birth to 3 MonthsReacts to loud sounds

YES NO Calms down or smiles when spoken to

YES NO Recognizes your voice and calms down if crying

YES NO When feeding, starts or stops sucking in response to sound

YES NO Coos and makes pleasure sounds

YES NO Has a special way of crying for different needs

YES NO Smiles when he or she sees you

YES NO

4 to 6 MonthsFollows sounds with his or her eyes

YES NO Responds to changes in the tone of your voice

YES NO Notices toys that make sounds

YES NO Pays attention to music

YES NO Babbles in a speech-like way and uses many different sounds, including sounds that begin with

p, b, and m

YES NO Laughs

YES NO Babbles when excited or unhappy

YES NO Makes gurgling sounds when alone or playing

with you

YES NO

7 Months to 1 YearEnjoys playing peek-a-boo and pat-a-cake

YES NO Turns and looks in the direction of sounds

YES NO Listens when spoken to

YES NO Understands words for common items such as “cup,” “shoe,” or “juice”

YES NO Responds to requests (“Come here” or “Want more?”)

YES NO Babbles using long and short groups of sounds (“tata, upup, bibibi”)

YES NO Babbles to get and keep attention

YES NO Communicates using gestures such as waving or holding up arms

YES NO Imitates different speech sounds

YES NO Has one or two words (“Hi,” “dog,” “Dada,” or “Mama”) by first birthday

YES NO

1 to 2 Years

Knows a few parts of the body and can point to them when asked

YES NO Follows simple commands (“Roll the ball”) and understands simple questions (“Where’s your

shoe?”)

YES NO Enjoys simple stories, songs, and rhymes

YES NO Points to pictures, when named, in books

YES NO Acquires new words on a regular basis

YES NO Uses some one- or two-word questions (“Where kitty?” or “Go bye-bye?”)

YES NO Puts two words together (“More cookie” or “No juice”)

YES NO Uses many different consonant sounds at the beginning of words

YES NO

2 to 3 YearsHas a word for almost everything

YES NO Uses two- or three-word phrases to talk about and ask for things

YES NO Uses k, g, f, t, d, and n sounds

YES NO Speaks in a way that is understood by family members and friends

YES NO Names objects to ask for them or to direct attention to them

YES NO

3 to 4 YearsHears you when you call from another room

YES NO Hears the television or radio at the same sound level as other

family members

YES NO Answers simple “Who?” “What?” “Where?” and “Why?” questions

YES NO Talks about activities at daycare, preschool, or friends’ homes

YES NO Uses sentences with four or more words

YES NO Speaks easily without having to repeat syllables or words

YES NO

This checklist is based upon How Does Your Child Hear and Talk?, courtesy of the American

Speech–Language–Hearing Association.Top

What should I do if my child’s speech or language appears to be delayed?

Talk to your child’s doctor if you have any concerns. Your doctor may refer you to a speech-

language pathologist, who is a health professional trained to evaluate and treat people with

speech or language disorders. The speech-language pathologist will talk to you about your

child’s communication and general development. He or she will also use special spoken tests

to evaluate your child. A hearing test is often included in the evaluation because a hearing

problem can affect speech and language development. Depending on the result of the

evaluation, the speech-language pathologist may suggest activities you can do at home to

stimulate your child’s development. They might also recommend group or individual therapy

or suggest further evaluation by an audiologist (a health care professional trained to identify

and measure hearing loss), or a developmental psychologist (a health care professional with

special expertise in the psychological development of infants and children).Top

What research is being conducted on developmental speech and language problems?

The National Institute on Deafness and Other Communication Disorders (NIDCD) sponsors a

broad range of research to better understand the development of speech and language

disorders, improve diagnostic capabilities, and fine-tune more effective treatments. An ongoing

area of study is the search for better ways to diagnose and differentiate among the various

types of speech delay. A large study following approximately 4,000 children is gathering data

as the children grow to establish reliable signs and symptoms for specific speech disorders,

which can then be used to develop accurate diagnostic tests. Additional genetic studies are

looking for matches between different genetic variations and specific speech deficits.

Researchers sponsored by the NIDCD have discovered one genetic variant, in particular, that is

linked to SLI, a disorder that delays children’s use of words and slows their mastery of

language skills throughout their school years. The finding is the first to tie the presence of a

distinct genetic mutation to any kind of inherited language impairment. Further research is

exploring the role this genetic variant may also play in dyslexia, autism, and speech-sound

disorders.

A long-term study looking at how deafness impacts the brain is exploring how the brain

“rewires” itself to accommodate deafness. So far, the research has shown that adults who are

deaf react faster and more accurately than hearing adults when they observe objects in

motion. This ongoing research continues to explore the concept of “brain plasticity”—the ways

in which the brain is influenced by health conditions or life experiences—and how it can be

used to develop learning strategies that encourage healthy language and speech development

in early childhood.

A recent workshop convened by the NIDCD drew together a group of experts to explore issues

related to a subgroup of children with autism spectrum disorders who do not have functional

verbal language by the age of 5. Because these children are so different from one another,

with no set of defining characteristics or patterns of cognitive strengths or weaknesses,

development of standard assessment tests or effective treatments has been difficult. The

workshop featured a series of presentations to familiarize participants with the challenges

facing these children and helped them to identify a number of research gaps and opportunities

that could be addressed in future research studies.Top

What Is Language? What Is Speech?

[en Español]

Kelly's 4-year-old son, Tommy, has speech and language problems.

Friends and family have a hard time understanding what he is saying. He

speaks softly, and his sounds are not clear.

Jane had a stroke. She can only speak in one- to two-word sentences and

cannot explain what she needs and wants. She also has trouble following

simple directions.

Language is different from speech.

Language is made up of socially shared rules that include the following:

What words mean (e.g., "star" can refer to a bright object in the night sky or a

celebrity)

How to make new words (e.g., friend, friendly, unfriendly)

How to put words together (e.g., "Peg walked to the new store" rather than "Peg walk

store new")

What word combinations are best in what situations ("Would you mind moving your

foot?" could quickly change to "Get off my foot, please!" if the first request did not produce

results)

Speech is the verbal means of communicating. Speech consists of the following:

Articulation

How speech sounds are made (e.g., children must learn how to produce the "r" sound

in order to say "rabbit" instead of "wabbit").

Voice

Use of the vocal folds and breathing to produce sound (e.g., the voice can be abused

from overuse or misuse and can lead to hoarseness or loss of voice).

Fluency

The rhythm of speech (e.g., hesitations or stuttering can affect fluency).

When a person has trouble understanding others (receptive language), or sharing

thoughts, ideas, and feelings completely (expressive language), then he or she has a

language disorder.

When a person is unable to produce speech sounds correctly or fluently, or has

problems with his or her voice, then he or she has a speech disorder.

In our example, Tommy has a speech disorder that makes him hard to understand. If

his lips, tongue, and mouth are not moved at the right time, then what he says will not

sound right. Children who stutter, and people whose voices sound hoarse or nasal have

speech problems as well.

Jane has a receptive and expressive language disorder . She does not have a

good understanding of the meaning of words and how and when to use them. Because

of this, she has trouble following directions and speaking in long sentences. Many

others, including adults with aphasia and children with learning disabilities, have

language problems.

Language and speech disorders can exist together or by themselves. The problem can

be mild or severe. In any case, a comprehensive evaluation by a speech-language

pathologist (SLP) certified by the American Speech-Language-Hearing Association

(ASHA) is the first step to improving language and speech problems.

How Does Your Child Hear and Talk?

[en Español]

 The development of communication skills begins in infancy, before the emergence of the first

word. Any speech or language problem is likely to have a significant effect on the child's social

and academic skills and behavior. The earlier a child's speech and language problems are

identified and treated, the less likely it is that problems will persist or get worse. Early speech

and language intervention can help children be more successful with reading, writing,

schoolwork, and interpersonal relationships.

Birth to One Year

One to Two Years

Two to Three Years

Three to Four Years

Four to Five Years

This information represents, on average, the age by which most monolingual speaking

children will accomplish the listed milestones. Children typically do not master all items in a

category until they reach the upper age in each age range. Just because your child has not

accomplished one skill within an age range does not mean the child has a disorder. However, if

you have answered no to the majority of items in an age range, seek the advice of an ASHA-

certified speech-language pathologist or audiologist .

What should I do if I think that

Birth to One Year

[en Español]

How Does Your Child Hear and Talk? | One to Two Years | Two to Three Years |

Three to Four Years | Four to Five Years | Learning Two Languages |

What should I do if I think my child has a problem?

What should my child be able to do?

Hearing and Understanding Talking

Birth-3 Months

Startles to loud sounds

Quiets or smiles when spoken to

Seems to recognize your voice and

quiets if crying

Increases or decreases sucking

behavior in response to sound

Birth-3 Months

Makes pleasure sounds (cooing,

gooing)

Cries differently for different needs

Smiles when sees you

4-6 Months

Moves eyes in direction of sounds

Responds to changes in tone of your

voice

Notices toys that make sounds

Pays attention to music

4-6 Months

Babbling sounds more speech-like

with many different sounds, including p, b

and m

Chuckles and laughs

Vocalizes excitement and displeasure

Makes gurgling sounds when left alone

and when playing with you

7 Months-1 Year

Enjoys games like peek-a-boo and pat-

a-cake

Turns and looks in direction of sounds

Listens when spoken to

Recognizes words for common items

like "cup", "shoe", "book", or "juice"

Begins to respond to requests (e.g.

"Come here" or "Want more?")

7 Months-1 Year

Babbling has both long and short

groups of sounds such as "tata upup

bibibibi"

Uses speech or noncrying sounds to

get and keep attention

Uses gestures to communication

(waving, holding arms to be picked up)

Imitates different speech sounds

Has one or two words (hi, dog,dada,

mama) around first birthday, although

sounds may not be clear

What can I do to help?

Check your child's ability to hear, and pay attention to ear problems and infections,

especially when they keep occurring.

Reinforce your baby's communication attempts by looking at him or her, speaking, and

imitating his or her vocalizations.

Repeat his or her laughter and facial expressions.

Teach your baby to imitate actions, such as peekaboo, clapping, blowing kisses, pat-a-

cake, itsy bitsy spider, and waving bye-bye. These games teach turn taking that is needed

for conversation.

Talk while you are doing things, such as dressing, bathing, and feeding (e.g., "Mommy

is washing Sam's hair"; "Sam is eating carrots"; "Oh, these carrots are good!").

Talk about where you are going, what you will do once you get there, and who and

what you'll see (e.g., "Sam is going to Grandma's house. Grandma has a dog. Sam will pet

the dog.").

Talk about colors (e.g., "Sam's hat is red").

Practice counting. Count toes and fingers.

Count steps as you go up and down them.

Teach animal sounds (e.g., "A cow says 'moo'").

One to Two Years

[en Español]

How Does Your Child Hear and Talk? | Birth to One Year | Two to Three Years

Three to Four Years | Four to Five Years | Learning Two Languages

What should I do if I think my child has a problem?

What should my child be able to do?

Hearing and Understanding Talking

Points to a few body parts when

asked.

Follows simple commands and

understands simple questions ("Roll the

ball," "Kiss the baby," "Where's your

shoe?").

Listens to simple stories, songs, and

Says more words every month.

Uses some one- or two- word

questions ("Where kitty?" "Go bye-bye?"

"What's that?").

Puts two words together ("more

cookie," "no juice," "mommy book").

rhymes.

Points to pictures in a book when

named.

Uses many different consonant

sounds at the beginning of words.

What can I do to help?

Talk while doing things and going places. When taking a walk in the stroller, for

example, point to familiar objects (e.g., cars, trees, and birds) and say their names. "I see a

dog. The dog says 'woof.' This is a big dog. This dog is brown."

Use simple but grammatical speech that is easy for your child to imitate.

Take a sound walk around your house or in the baby's room. Introduce him/her to

Timmy Clock, who says "t-t-t-t." Listen to the clock as it ticks. Find Mad Kitty Cat who bites

her lip and says "f-f-f-f" or Vinnie Airplane who bites his lip, turns his voice motor on and

says "v-v-v-v." These sounds will be old friends when your child is introduced to phonics in

preschool and kindergarten.

Make bath time "sound playtime" as well. You are eye-level with your child. Play with

Peter Tugboat, who says "p-p-p-p." Let your child feel the air of sounds as you make them.

Blow bubbles and make the sound "b-b-b-b." Feel the motor in your throat on this sound.

Engines on toys can make a wonderful "rrr-rrr-rrr" sound.

Expand on words. For example, if your child says "car," you respond by saying, "You're

right! That is a big red car."

Continue to find time to read to your child every day. Try to find books with large

pictures and one or two words or a simple phrase or sentence on each page. When reading

to your child, take time to name and describe the pictures on each page.

Have your child point to pictures that you name.

Ask your child to name pictures. He or she may not respond to your naming requests

at first. Just name the pictures for him or her. One day, he or she will surprise you by coming

out with the picture's name.

Return to Top

ShareThis

Share This Page

Print This Page

ADVERTISEMENT

Advertise With Us

Developmental milestones: talkingLast reviewed: November 2012 Show references

Highlights How did my baby's speech develop in her first year? How will my toddler learn to talk? How can I encourage my toddler to talk? How will I know if my toddler is having trouble learning to talk?

VIDEOThrough the eyes of a child

Speech from your little one's perspective.Your toddler will gradually understand how she can use words to describe what she sees, hears, feels and thinks. Even before she uttered her first word, she was listening to and learning from everyone around her.

How did my baby's speech develop in her first year?From the moment your baby arrived in the world, she was learning how to communicate. Her first form of communication was crying. She cried when she was hungry, uncomfortable or tired.

From around three months, your baby may have started to babble to herself and make sounds back when you talked to her. She may have begun to recognise her name, and even responded when you said it from across the room.

From around six months, you may have noticed your baby favouring certain sounds, such as "ba" or "ma", as these were easier to pronounce. She may have repeated them over and over because she liked the way they sounded.

How will my toddler learn to talk?12 to 17 months From around her first birthday, your toddler may begin to use one or more words and know what they mean. Her first words could well be a variation of "mummum" or "dada".

By around 15 months, your toddler will probably raise her voice at the end of a question. She may make hand gestures to emphasise what she's saying, such as pointing and waving.

Your toddler may be able to understand and follow simple or routine instructions, such as "Pick up your teddy" or "Come to the table".

18 to 24 months By 18 months your toddler may use between six and 20 simple words. By two, your toddler may be using 50 or more single words.

She may be able to put two words together, making basic sentences such as "Carry me". When you sing a nursery rhyme, she'll attempt to sing along with you. So if you sing "twinkle twinkle little..." and pause, your toddler may add in "star."

She will chatter to herself as she plays. Enjoy listening to your toddler as she creates her own little world. It doesn't matter if what she says doesn't make sense. The rhythm will sound like real speech.

Pronouns such as 'I','she', and 'it' may confuse your toddler. These labels for things and people are a little too abstract for her just yet. You may catch her avoiding pronouns, saying "Baby throw" instead of "I throw". There's no need to worry if your toddler's speech doesn't sound clear yet. Every toddler learns different sounds at different stages.

25 to 36 months Your excitable toddler may struggle not to shout when she's expressing herself. She doesn't yet understand how she can change her voice to find the right volume when talking.

Your toddler will start to get the hang of pronouns, such as 'I', 'me', and 'you'. She will also be using the word "no" a lot. This is her way of asserting her independence from you!

Between the ages of two and three, your toddler's vocabulary will increase to about 300 words. She will string naming words and action words together to form complete, though simple, sentences such as "I go now".

Your toddler may ask you simple questions, such as "What?", "Where?" and "Who?" a lot. Get ready to be patient as your curious toddler wants to know the answer to everything!

By the time she turns three, your toddler will be able to have a simple conversation with you about what's she doing now or something she's done in the recent past.

But don't be surprised if your toddler gets the tense wrong when she's telling you about something that's happened. For example, she may tell you that she "swimmed", when she means that she "swam" . Try not to tell your toddler that she got the word wrong. Instead, answer her with the correct tense. So tell her, "yes, we swam yesterday."

By now your toddler may be able to tell you her full name and gender, and perhaps even her age.

How can I encourage my toddler to talk?Talk to your toddler as much as possible as you go about your daily routine and when you are out and about. The more you talk to your toddler, the more new words she'll learn, and the better she'll get at talking.

Chat to your toddler as you change her nappy, feed, or bathe her, and give her time to respond with a smile or eye-to-eye contact. Use everyday activities to help your toddler to make connections between actions and objects and the words that represent them. Point out things you see when you're out and about.

Simplify your speech when you talk to your toddler. Use short sentences and emphasise key words. This will help your toddler to focus on the important information.

Try talking to your toddler from time to time in sentences that are about one word longer than the sentences she is using. So if your child uses two-word sentences, use lots of three-word and four-word sentences when talking back to her. For example, if your toddler says "a fish", you could say, "yes, a big fish."

You can increase your child's vocabulary by giving her choices, such as "Do you want an orange or an apple?". You could even show your child both an apple and an orange. This helps your toddler to store a picture of the word in her mind.

It will help your toddler to learn how to talk if you make time to sit in front of her and talk to her. You could even sit in front of her when you read a book, rather than have her on your lap, so she can watch you talking.

Look at books with your toddler regularly. Even if you don't follow the story as it unfolds, your toddler will learn by listening to you talk about the pictures.

How will I know if my toddler is having trouble learning to talk?There's no simple test that can tell you whether your toddler is having problems learning to talk.

If you're worried, have a chat to your health visitor. She will most likely be able to reassure you that your child's speech is developing normally, or refer you to a speech and language therapist for assessment.

http://www.babycentre.co.uk/a6573/developmental-milestones-talking#ixzz2hEICBz7v

Ages and Stages Summary - Language Development 0-5 years Created on Wednesday, 09 November 2011 08:54

Updated on Friday, 30 August 2013 11:18

Cite this article as:

Bowen, C. (1998). Ages and Stages Summary - Language Development 0-5 years. Retrieved

from http://www.speech-language-therapy.com/ on [insert the date that you retrieved the file

here].

Receptive LanguageLearning to Listen, and to Understand Language

 

 

Birth

Language learning starts at birth. Even new babies are aware of the sounds in the environment.

They listen to the speech of those close to them, and startle or cry if there is an unexpected

noise. Loud noises wake them, and they become "still" in response to new sounds.

0-3 months

Astoundingly, between 0-3 months babies learn to turn to you when you speak, and smile when

they hear your voice. In fact, they seem to recognise your familiar voice, and will quieten at the

sound of it if they are crying. Tiny babies under three months will also stop their activity and

attend closely to the sound of an unfamiliar voice. They will often respond to comforting tones

whether the voice is familiar or not.

 

4-6 months

Then, some time between 4 to 6 months babies respond to the word "no". They are also

responsive to changes in your tone of voice, and to sounds other than speech. For example, they

can be fascinated by toys and other objects that make sounds, enjoy music and rhythm, and look

in an interested or apprehensive way for the source of all sorts of new sounds such as the

toaster, birdsong, the clip-clop of horses' hooves or the whirr of machines.

7-12 months

 

The 7 to 12 months timeframe is exciting and fun as the baby now obviously listens when spoken

to, turns and looks at your face when called by name, and discovers the fun of games like: "round

and round the garden", "peep-oh", "I see" and "pat-a-cake" (These simple games and finger plays

have regional names and variants). 

It is in this period that you realise that he or she recognises the names of familiar objects

("Daddy", "car", "eyes", "phone", "key") and begins to respond to requests ("Give it to Granny")

and questions ("More juice?").

 

1-2 years

Now your child points to pictures in a book when you name them, and can point to a few body

parts when asked (nose, eyes, tummy).

He or she can also follow simple commands ("Push the bus!", "Don't touch; it's hot!") and

understand simple questions ("Where's the bunny?", "Who likes Miffy?", "What's in your purse?").

Your toddler now likes listening to simple stories and enjoys it when you sing songs or say

rhymes.

This is a stage in which he or she will want the same story, rhyme or game repeated many times.

2-3 years

By now your toddler will understand two stage commands ("Get your socks and put them in the

basket") and understand contrasting concepts or meanings like hot / cold, stop / go, in / on and

nice / yuccy. He or she notices sounds like the telephone or doorbell ringing and may point or

become excited, get you to answer, or attempt to answer themselves.

3-4 years

Your three or four year old understands simple "Who?", "What?" and "Where?" questions, and

can hear you when you call from another room. This is an age where hearing difficulties may

become evident. If you are in doubt about your child's hearing, see a clinical audiologist.

4-5 years

Children in this age range enjoy stories and can answer simple questions about them. He or she

hears and understands nearly everything that is said (within reason) at home or at pre-school or

day care.

Your child's ability to hear properly all the time should not be in doubt. If you are in doubt about

your child's hearing, see a clinical audiologist. If you are in doubt about language comprehension,

see a speech-language pathologist / speech and language therapist.

 

 

Expressive Language

Learning to Speak and Use Language

Birth

Newborn babies make sounds that let others know that they are experiencing pleasure or pain.

0-3 months

Your baby smiles at you when you come into view. He or she repeats the same sound a lot and

"coos and goos" when content. Cries "differentiate". That means, the baby uses a different cry for

different situations. For example, one cry says "I'm hungry" and another says "I have a pain".

4-6 months

Gurgling sounds or "vocal play" occur while you are playing with your baby or when they are

occupying themselves happily.

Babbling really gets going in this age range, and your baby will sometimes sound as though he or

she is "talking".

This "speech-like" babbling includes many sounds including the bilabial (two lip) sounds "p", "b",

"w" and "m".

Your baby can tell you, using sounds or gestures that they want something, or want you to do

something. He or she can make very "urgent" noises to spur you into action.

7-12 months

The sound of your baby's babbling changes. This is because it now includes more consonants, as

well as long and short vowels. He or she uses speech or other sounds (i.e., other than crying) in

order to get your attention and hold on to it. And your baby's first words (probably not spoken very

clearly) have appeared! ("MaMa", "Doggie", "Night Night", "Bye Bye", "No")

1-2 years

Now your baby is accumulating more words as each month passes. He or she will even ask 2-

word questions like "Where ball?" "What's that?" "More chippies?" "What that?", and combine two

words in other ways to make the Stage 1 Sentence Types ("Birdie go", "No doggie", "More

push"). Words are becoming clearer as more initial consonants are used.

2-3 years

 

Your two or three year old's vocabulary is exploding!

He or she seems to have a word for almost everything. Utterances are usually one, two or three

words long and family members can usually understand them.

Your toddler may ask for, or draw your attention to something by naming it ("Elephant") or one of

its attributes ("Big!") or by commenting ("Wow!").

 

 

3-4 years

Sentences are becoming longer as your child can combine four or more words. He or she talks

about things that have happened away from home, and is interested in talking about pre-school,

friends, outings and interesting experiences. Speech is usually fluent and clear and "other

people" can understand what your child is saying most of the time. In fact, sometimes "other

people" hear things you wish they had not!

Overheard on a London bus on April 6, 2011 (the variety of English was RP):Little Sister (3): It’s not fair mummy, my nose won’t blow.

Big Brother (4): Why won’t Fissy’s nose blow, mummy? My nose is a snot factory.

Stutterng and hoarsenessIf stuttering (as opposed to normal non-fluency) occurs, see a speech-language pathologist.

Stuttering is not a normal part of learning to talk, and neither is persistent hoarseness.

4-5 years

 

Your child speaks clearly and fluently in an easy-to-listen-to voice.

He or she can construct long and detailed sentences ("We went to the zoo but we had to come

home early because Sally wasn't feeling well"; "I want to have a horse of my own like Evan, and

Daddy says when he wins the lottery he'll buy me one.").

He or she can tell a long, involved imaginative story sticking to the topic, and using "adult-like"

grammar.

Most sounds are pronounced correctly, though he or she may be lisping as a four year old, or, at

five, still have difficulty with "r", "v" and "th".

Your child can communicate easily with familiar adults and with other children.

Your child may tell fantastic, dramatic, inventive, "tall stories" (sometimes even scaring

themselves!) and engage strangers in conversation when you are out together.

 

 

Developmental milestones: hearingApproved by the BabyCentre Medical Advisory BoardLast reviewed: June 2011 Show references

Highlights When will my baby be able to hear properly? How will my baby's hearing develop? How can I encourage my baby's ability to listen? How will I know if my baby has hearing problems?

Your baby has been able to hear clearly from birth. She could even hear your voice and other noises when she was tucked up in your uterus (womb). As your baby grows, she'll use her hearing to take in huge amounts of information about the world around her.

When will my baby be able to hear properly?Your baby's hearing will be fully developed by the end of her first month. But it may take a little longer for your baby to respond to, and understand, all the things she's listening to.

How will my baby's hearing develop?Your baby's hearing is good at birth. Watch her changing reaction to sounds as she grows:

Newborn

From birth your baby will pay close attention to sounds and voices, especially high-pitched ones. She will also respond to familiar noises, such as your voice or a lullaby you play or sing her often. She may startle at loud or unexpected sounds.

Three months

By three months the part of your baby's brain which helps with hearing, language and smell will be more receptive and active. This part of your baby's brain is called the temporal lobe. When your baby hears your voice, she may look directly at you and gurgle in an attempt to talk back.

Babbling and listening can be hard work for your baby at three months. If she looks the other way or loses concentration while you talk or read to her, it's not necessarily because she can't hear you. She may just have had enough stimulation.

Four months

From four months your baby will react excitedly to sounds, and she may smile when she hears your voice. She may start watching your mouth intently when you speak, and try to copy you and utter consonant sounds such as "m" and "b".

Six months

At six months or seven months your baby will realise where sounds come from, and she'll turn quickly towards new ones. She'll also be able to respond to very quiet noises, as long as she's not distracted.

12 months

By the time your baby is a year old, she'll be able to recognise her favourite songs, and will try to join in.

How can I encourage my baby's ability to listen?You can do plenty of things to help your baby get used to and learn new sounds. Try singing nursery rhymes or playing music.

Your baby will be delighted by lots of sounds and music, so you don't have to restrict her to children's songs. Share your own favourite music with your little one.

You will notice how your baby seems to enjoy to one selection more than another as she begins to develop her own tastes. The sound of wind chimes or a ticking clock may also amuse your baby.

Reading to your baby, no matter how young she is, will pay off, too. Hearing you talk will help your baby's language skills.

Try varying the pitch of your voice or singing as you read to her to make it more fun. The more you talk and read to her, the more sounds and words she will learn as she gets ready to talk.

How will I know if my baby has hearing problems?You baby will be able to sleep right through the telephone ringing and the dog barking. This is normal, she needs her sleep.

When your baby is awake and alert, she should startle at loud, sudden noises. She will turn to you when she hears your voice, and seem to react normally to sounds around her. Bear in mind if she has a cold or ear infection, this may temporarily affect her hearing.

Your baby will be offered a hearing test shortly after birth, either in hospital, a community clinic or at home. It's called the automated otoacoustic emission (AOAE) test. It only takes a few minutes and won't be uncomfortable for your baby.

If the test doesn't show a clear result, you may be asked to come back for another test. This doesn't necessarily mean that there's a problem. Your baby may have been unsettled at the time of the test, or there may be fluid or a temporary blockage in her ear. Or there may have been background noise during the screening.

If the test shows that there could be a problem with your baby's hearing, you'll be invited to a follow-up assessment.

If your baby's hearing tests show no problems but you're still worried, ask your doctor or health visitor to check her hearing again.

It's rare for babies to have hearing problems, but occasionally it can happen, particularly if: a baby had to spend time in a neonatal unit after birth a mum had rubella during pregnancy there is a family history of hearing loss or deafness

Find out more about checking your baby's hearing.

http://www.babycentre.co.uk/a6509/developmental-milestones-hearing#ixzz2hEIZJFz0

Developmental milestones: HearingReviewed by the BabyCenter Medical Advisory BoardEn español

In this article Hearing When hearing develops How hearing develops What's next Your role When to be concerned

Hearing

Babies use their ears to take in massive amounts of information about the world around them. Hearing also

enables them to learn language and stimulates brain development. That's why it's so important to identify

and address hearing problems as soon as possible.

Your baby should receive a hearing screening test shortly after birth. From then on, the doctor should do a

hearing check at every well-baby exam.

When hearing develops

The inner ear is fully developed by the time the mother is about 20 weeks pregnant, and babies are born

with fully developed hearing – so your baby is ready to listen and learn from the get-go.

How hearing develops

From birth, babies pay close attention to voices, especially high-pitched ones. Your baby will respond to

familiar sounds (like you or your partner talking) and probably startle at loud or unexpected noises.

How your baby responds to sounds depends in part on temperament. A more sensitive baby may jump at

every little noise, for example, while a calmer baby may take more sounds in stride.

By around 2 months, most babies get quiet when they hear familiar voices and make vowel sounds like ohh.

Don't worry if your baby sometimes looks away while you're talking or reading to her, but do tell her doctor if

she doesn't seem to respond to your voice at all or doesn't startle at sounds in the environment.

At about 4 months, babies start to look for the source of a sound, and by 6 months they try to imitate

sounds. By 8 months, they babble and respond to changes in tone of voice. By your baby's first birthday,

she'll probably say single words like "ma-ma" and "da-da" and respond to her own name.

What's next

Your baby will continue to use hearing to make sense of the world and to learn to communicate.

Even though the sense of hearing is up and running at birth, the portions of the brain that respond to

complex sounds and attach meaning to what is heard continue to develop until about age 12.

Your Baby's Hearing and Communicative Development Checklist

On this page:

Your baby’s hearing and communicative development checklist

Talk to your doctor

Where can I get more information?

Some babies are born with hearing problems. Other children are born with normal hearing and

begin to have hearing problems as they grow older.

It’s important to know what to expect as your baby grows, because hearing problems can

delay the development of voice, speech, and language skills. The checklist below presents the

average age by which most babies accomplish a variety of early speech and language skills.

Typically, a child may not accomplish all the items in an age category until he or she reaches

the upper age in the age range. Find your child’s age range in the checklist. Check “yes” or

“no” for each item. After you complete the checklist, if any of the items are checked “no,”

show it to your child’s doctor. Top

Your baby’s hearing and communicative development checklist

Birth to 3 MonthsReacts to loud sounds

YES NO Calms down or smiles when spoken to

YES NO Recognizes your voice and calms down if crying

YES NO

When feeding, starts or stops sucking in response to sound

YES NO Coos and makes pleasure sounds

YES NO Has a special way of crying for different needs

YES NO Smiles when he or she sees you

YES NO

4 to 6 MonthsFollows sounds with his or her eyes

YES NO Responds to changes in the tone of your voice

YES NO Notices toys that make sounds

YES NO Pays attention to music

YES NO Babbles in a speech-like way and uses many different sounds, including sounds that begin with

p, b, and m

YES NO Laughs

YES NO Babbles when excited or unhappy

YES NO Makes gurgling sounds when alone or playing

with you

YES NO

7 Months to 1 YearEnjoys playing peek-a-boo and pat-a-cake

YES NO Turns and looks in the direction of sounds

YES NO Listens when spoken to

YES NO Understands words for common items such as “cup,” “shoe,” or “juice”

YES NO Responds to requests (“Come here” or “Want more?”)

YES NO Babbles using long and short groups of sounds (“tata, upup, bibibi”)

YES NO Babbles to get and keep attention

YES NO Communicates using gestures such as waving or holding up arms

YES NO Imitates different speech sounds

YES NO Has one or two words (“Hi,” “dog,” “Dada,” or “Mama”) by first birthday

YES NO

1 to 2 YearsKnows a few parts of the body and can point to them when asked

YES NO Follows simple commands (“Roll the ball”) and understands simple questions (“Where’s your

shoe?”)

YES NO Enjoys simple stories, songs, and rhymes

YES NO Points to pictures, when named, in books

YES NO Acquires new words on a regular basis

YES NO Uses some one- or two-word questions (“Where kitty?” or “Go bye-bye?”)

YES NO Puts two words together (“More cookie” or “No juice”)

YES NO Uses many different consonant sounds at the beginning of words

YES NO

2 to 3 YearsHas a word for almost everything

YES NO Uses two- or three-word phrases to talk about and ask for things

YES NO Uses k, g, f, t, d, and n sounds

YES NO Speaks in a way that is understood by family members and friends

YES NO Names objects to ask for them or to direct attention to them

YES NO

3 to 4 YearsHears you when you call from another room

YES NO

Hears the television or radio at the same sound level as otherfamily members

YES NO Answers simple “Who?” “What?” “Where?” and “Why?” questions

YES NO Talks about activities at daycare, preschool, or friends’ homes

YES NO Uses sentences with four or more words

YES NO Speaks easily without having to repeat syllables or words

YES NO

4 to 5 YearsPays attention to a short story and answers simple questions about it

YES NO Hears and understands most of what is said at home and in school

YES NO Uses sentences that give many details

YES NO Tells stories that stay on topic

YES NO Communicates easily with other children and adults

YES NO Says most sounds correctly except for a few (l, s, r, v, z, ch, sh, and th)

YES NO Uses rhyming words

YES NO Names some letters and numbers

YES NO Uses adult grammar

YES NO This checklist is based upon How Does Your Child Hear and Talk?, courtesy of the American Speech–

Language–Hearing Association.

Top

Talk to your doctor

A 4- to 6-month-old baby with normal hearing development will follow sounds with his or her eyes.

If you think your child may have a hearing problem, here are some things that your doctor

might ask you about:

← Do others in the family, including brothers or sisters, have a hearing problem?

← Did the child’s mother have medical problems in pregnancy or delivery (experienced a serious illness or injury or needed drugs or medications)?

← Was the child born early?

← How much did the child weigh at birth?

← Did the child have physical problems at birth?

← Does the child rub or pull on his or her ear(s) often?

← Has the child ever had scarlet fever?

← Has the child ever had meningitis?

← How many ear infections has the child had in the past year?

← How often does the child have colds, allergic symptoms, or ear infections?

Some words the doctor may use are:

← Audiogram: a chart that shows how well you can hear.

← Audiologist: a person who tests and measures hearing.

← Earache: pain deep inside the ear.

← Otitis media: middle ear infection.

← Otolaryngologist: a doctor who treats diseases and problems of the ear, nose, and throat.

← Otologist: a doctor who treats diseases of the ear.

← Pediatrician: a doctor who takes care of infants and children and who treats their diseases.

← Speech-language pathologist: a health professional trained to evaluate and treat people with speech or language disorders.

What are voice, speech, and language?

Voice, speech, and language are the tools we use to communicate with each other.

Voice is the sound we make as air from our lungs is pushed between vocal folds in our larynx,

causing them to vibrate.

Speech is talking, which is one way to express language. It involves the precisely coordinated

muscle actions of the tongue, lips, jaw, and vocal tract to produce the recognizable sounds

that make up language.

Language is a set of shared rules that allow people to express their ideas in a meaningful

way. Language may be expressed verbally or by writing, signing, or making other gestures,

such as eye blinking or mouth movements.Top

Where can I get more information?

Baby Hearing Development - Step-by-Step Development from Newborn to Five Months

Eisla R. Sebastian, Yahoo Contributor Network

Oct 15, 2009 "Share your voice on Yahoo websites. Start Here." MORE: Newborns Newborn Baby Care

Flag ClosePost a comment

Hearing is a sense that is important to a baby's understanding of their world. It

allows them to identify who is in the room with them, if there is danger

approaching, if it is day or night and it is used to develop communication skills.

Since hearing plays such an important role in child development it is important

to monitor how your baby's hearing is developing, especially during his first

year of life.

Newborn Hearing

At birth a baby can hear, however, their hearing is not mature. It will take about

a month before hearing is fully mature. During this first month your baby will

respond to the sounds that are the easiest for them to hear, namely high pitched

sounds and voices. This is why many newborns will respond more to their

mother's voice as opposed to their father's voice, which will tend to be lower. As

the baby learns the sounds in her environment she will start to recognize

common sounds like your voice, the sound of the dishwasher or the sound of the

family dog.

Three Months

At three months a baby is actively processing new sounds and categorizing

familiar sounds. At this age their temporal lobe, which is the part of the brain

that is responsible for hearing and language processing, becomes much more

active. As a result your baby will start to link specific sounds, particular speech,

with communication. This is a new skill that is difficult to learn, so baby's can

become overwhelmed when bombarded with lots of voices or new sounds. When

they become overwhelmed it is common for the baby to turn away from a sound

as opposed to turning towards the sound.

Five Months

At the age of five months your baby will respond to new sounds by turning

towards them. They will also be able to recognize a lot of the sounds in their

world. They will be able to connect specific sounds with specific people or

objects. They will also be able to recognize their name and will turn towards you

when you call their name.

Baby Hearing Problems

A baby's hearing is nearly perfect at birth. However, it takes a while for the

baby to figure out how to decode the information that they are taking in through

their ears. If your baby has a hearing problem then you may notice that they are

not responding appropriately to sounds, or that they are not responding at all to

sounds. If you suspect that your baby may have a hearing problem then you

need to get their hearing screened as soon as possible. A baby's hearing

problems can be treated if caught early, and the results will be better if they can

be caught before the baby turns three months old.

References

Your Child's Hearing Development Checklist

1. Anatomy of an Ear Infection Slideshow Pictures

2. Ear Infection Quiz: Test Your Medical IQ

3. Tinnitus (Ringing of the Ears) Slideshow Pictures

Share this Article:

Facebook Twitter Email Print

Infants and young children with hearing problems can have difficulty developing speech and

language.

Some babies are born with hearing problems. Other children are born with normal hearing

and begin to have hearing problems as they grow older.

You can help your child's doctor to decide if your child's hearing needs to be tested. Hearing

problems can be temporary or permanent. Hearing problems can happen because of ear

infections, injuries, or diseases.

If your child doesn't hear well or speak clearly, take action.

Read the hearing checklist. Find your child's age. Check yes or no for every item. After you complete

the checklist, show it to your child's doctor. Ask the doctor questions. Talk about the items checked

no. If you think your child has trouble hearing, tell the doctor right away.

Your Baby's Hearing Checklist

Birth to 3 Months

Reacts to loud sounds.YES

NO

Is soothed by your voice. YES NO

Turns head to you when you speak. YES NO

Is awakened by loud voices and sounds. YES NO

Smiles when spoken to. YES NO

Seems to know your voice and quiets down if crying. YES NO

3 to 6 Months

Looks upward or turns toward a new sound YES NO

Responds to "no" and changes in tone of voice. YES NO

Imitates his/her own voice. YES NO

Enjoys rattles and other toys that make sounds. YES NO

Begins to repeat sounds (such as ohh, ahh, and ba-ba) YES NO

Becomes scared by a loud voice. YES NO

6 to 10 Months

Responds to his/her own name, telephone ringing, someone's voice, even when not loud.

YES NO

Knows words for common things (cup, shoe) and sayings ("bye-bye")

YES NO

Makes babbling sounds, even when alone. YES NO

Starts to respond to requests such as "come here." YES NO

Looks at things or pictures when someone talks about them. YES NO

10 to 15 Months

Plays with own voice, enjoying the sound and feel of it. YES NO

Points to or looks at familiar objects or people when asked to do so. YES NO

Imitates simple words and sounds; may use a few single words meaningfully.

YES NO

Enjoys games like peak-a-boo and pat-a-cake. YES NO

15 to 18 Months

Follows simple directions, such as "give me the ball." YES NO

Uses words he/she has learned often. YES NO

Uses 2-3 word sentences to talk about and ask for things. YES NO

Knows 10 to 20 words. YES NO

18 to 24 Months

Understands simple "yes-no" questions (Are you hungry?). YES NO

Understands simple phrases ("in the cup," on the table"). YES NO

Enjoys being read to. YES NO

Points to pictures when asked. YES NO

24 to 36 Months

Understands "not now" and "no more." YES NO

Chooses things by size (big, little). YES NO

Follows simple directions such as "get your shoes" and "drink your milk."

YES NO

Understands may action words (run, jump). YES NO

When to talk to your doctor

Talk to your doctor if you think your child has a hearing problem. YES NO

Do others in the family, including brothers or sisters have a hearing problem?

YES NO

The child's mother had medical problems in pregnancy or delivery (serious illness or injury, drugs or medications).

YES NO

The baby was born early (premature). Weight at birth was: _________________________

YES NO

The baby had physical problems at birth. YES NO

The child rubs or pulls on the ear(s) often. YES NO

The child had meningitis. YES NO

The child had _______ ear infections in the past year. YES NO

The child has colds, allergies, and ear infections, once a month ________more often________.

YES NO

1

2

Next

infant social development

Infants are quite remarkable in that they demonstrate more potential and ability at birth thananyone ever thought possible. Infants, like adults, learn by taking information in through their senses. The primary senses are taste, smell, touch, hearing, but there are many moresensory input sources as well. You might want to check out an article on this website undersensory integration to learn more about these senses. The primary sense used by infantsis sight, followed by hearing, and touch.

Once the infant begins taking in information through the senses, s/he must begin the processof interpreting and giving meaning to that information. This is called perceptual development andthe four primary concepts used to describe the information in a visual sense are contours,patterns, forms, and configurations.

A contour is a transition in brightness or hue. A pattern is any visual field with contours.

Formsare those aspects of a pattern or object that remain constant during transformation. Finally,configurations are arrangements of contours, patterns, and forms into some perceptual hole.

One of the first patterns or objects that becomes the focus of interest, and thus, an instrumentin learning is the human face. Infants are fascinated with human faces and before the infantcan even understand language or the environment, s/he begins to understand the meaningof certain expressions on the primary caregiver's face. These visual social cues give the infantinformation about how s/he should be perceiving the world, whether it be with laughter, fear, apprehension, or another human emotion that is being expressed by the caregiver.

During the second year of life, these perceptions of objects and patterns in the world beginto solidify into mental representations that are stored for later use in interpreting new objects of interest.

Up until recently, most child development specialists did not take infant social and emotional needs seriously, taking a "wait and see" approach. But there are milestones in an infant's social/emotional development that are important to recognize. Some of these include:

One to Two Months of Age:

During the first 3 months, an infant's socialization is based around activities of feeding, sleeping, elimination, and body positioning. The infant also begins early stages of learning to self-regulate. In other words, to tune out when there is too much stimulus and the arouse when something of interest comes about.

The infant will do such things as react to paper being put over his or her face and show recognition to mother or other familiar and favorite caregivers.

Three to Four Months of Age:

Reaches for familiar people. Identifying self in mirror. Plays actively with small toy. Plays by pulling something over face (peek-a-boo). Plays while propped with toys for 10-15 minutes.

Five to Six Months of Age:

Sometime between 4-6 months, the infant begins exchanging interactions with the caregiver. The child may smile in response to being smiled at, as well as begin to play simple back and forth games, such as peek-a-boo. The infant also begins cooperating with spoon feeding, dressing, and other daily activities. Common behaviors you might see include:

Smiles at self in mirror. Discriminates strangers from familiar people. Works for toy out of reach. Reaches for self in mirror.

Seven to Nine Months of Age:

During the 7-9 month time period, the infant begins to initiate activities. The infant will work to gain the caregiver's attention, will strain to reach an object out of reach on the floor, and to perform other behaviors to manipulate the environment. Some common behaviors include:

Clings to familiar people and hides face. Plays with or reaches for self or object in mirror by 12 months. Cooperates with adult in games. Bites and chews toys.

Ten to Twelve Months of Age:

During the ten to twelve month period, the infant begins checking self need against caregiver availability. In other words, the infant will look to the primary caregiver and cry when hungry, or look for the caregiver to comfort a hurt or when bored. Common behaviors at this age include:

Recognizes familiar people from a distance of 20 feet. Beginning to demand independence. Demands personal attention. Mouthing toys and items less.

Remember, no two infants develop exactly the same, but infants do tend to follow a fairly predictable course of social development.

When to Be Concerned:

You might be concerned about your child's development if your child does not:

Show alarm or startle in response to loud noises. Suck and swallow with ease. Show gains in height or weight and head circumference. Grasp with equal strength in both hands. Make eye-to-eye contact when awake and being held. Quiet soon after being picked up. Roll head from side to side when placed on stomach.

Infant Social Development & Attachment Activitiesby Samantha Hanly, Demand Media

Playing with babies encourages their social and emotional development.

Related Articles

Social Development Activities for Babies

Parenting Styles & Infant Attachment Toddler Activities to Enhance Social Development Activities to Support Social Development of Toddlers in Child Care Activities for Children's Emotional and Social Development Social Activities for Young Infants in Child Care Centers

Babies naturally attach to their caregivers. Attachment happens in response to the babies'

needs being taken care of. They get to know the voices and faces of the adults who care for

them. Parents and caregivers may encourage social and emotional development in infants

with simple games, music and interaction with the babies.

Sponsored Link

3rd Grade MathPrimary, Secondary(K-12) Education. US Education for Expats, Nationalswww.K12.com

Babbling

Babbling is a sign of normal infant development. Babies "talk" by repeating sounds with

different consonants, such as "ba ba ba" and "ma ma ma." Experts at the Center for Early

Literacy Learning encourage parents to sit with their babies face to face, and repeat babbling

sounds. Parents may also ask the baby questions, such as "how are you?" and "can you say

hello to me?" The question itself does not matter; the engagement and interaction fosters

both attachment and early vocal communication.

Lap Games and Songs

Babies typically love music. Singing to your baby encourages attachment, communication

and even literacy. Hold your baby on your lap and sing a short song, such as "The Noble

Duke of York," or any song you are familiar with. Bounce the baby gently to the beat while

you look in her eyes and sing. When she looks back at you, smiles and laughs or coos, you

know she is enjoying the game and enjoying the social interaction.

Reading Together

Your baby is never too young to enjoy a story. Hold baby on your lap or lie down on the rug

next to him. Soft plastic or cloth baby books are better than board books at this young age

because baby can hurt himself with a heavy board book. Look at the bright pictures together

and say words on the page. Follow your child's lead as to how long to spend on each page.

The back and forth interaction encourages both attachment and early literacy.

Finger Plays

Finger plays are short, repetitive finger and hand motions performed to song. A good

example is "The Itsy Bitsy Spider." Babies usually look forward to mom or dad singing a

favorite finger play, and will coo and giggle in response. Watch your baby to learn which

finger play she enjoys the most. Finger plays teach babies that social interaction is fun.

Infancy Emotional and Social

Development: Social Connections

Angela Oswalt, MSW

Closely related to infants' emotional development is their social development; it's through

relationships with caregivers and other people that children learn how to apply and use

their emotions, expressions, and emotional understanding. During infancy, healthy social

growth is mostly about creating attachments with caregivers. Babies in Erickson's trust

versus mistrust stage (usually occurring between ages 0 to 12 months) will develop trust

and love for their caregivers because they are given adequate love and nurturing from

their environment or will develop mistrust and indifference for people and the world

because they aren't given those resources. There are degrees of trust and mistrust,

however. These degrees of attachment have been further refined in other theories,

including most centrally, John Bowlby's Attachment Theory (Theory and John Bowlby)

According to Bowlby, there are four phases of attachment during infancy: preattachment

phase, attachment-in-making phase, clear-cut attachment phase, and formations of

reciprocal relationships phase.

In the preattachment phase, which spans from birth to about age 6 weeks, babies'

automatic reflexes, and activities such as grasping, crying, and rooting, will cause

caregivers to want to attach to babies. Caregivers will feel needed and want to meet all

their babies' needs. However, at this time, babies are not yet attached to any one

caregiver, and they do not care if they're held or cared for by strangers. However, some

research suggests that babies know their mothers' voice and unique scent from birth and

recognize their mother that way. During this phase, babies may sometimes respond to

social interaction from caregivers; at other times, babies may not readily respond at all.

Babies can smile automatically in response to voice and touch from birth to about age 2

months, which encourages caregivers to interact with them. This interaction will increase

their mental, emotional, and social growth and learning.

During the attachment-in-making phase, which spans from about age 6 weeks to about 6

to 8 months, babies begin to react differently and more quickly to primary caregivers than

strangers, and they start building trust in caregivers to fulfill needs. They are slowly

starting to count on their caregivers to take care of them. However, infants at this stage

are still not distressed at being separated from particular caregivers. During this stage,

they continue to make gestures and actions that help encourage caregivers to bond with

them. Babies begin making eye contact around age 2 months, and can smile intentionally

between ages 3 to 5 months. They start reaching for familiar people and caregivers, as

well.

Next, during the clear-cut attachment phase from about age 6 to 8 months to age 18 to 24

months, babies become solidly attached to their caregivers and separation anxiety

emerges. Babies want to maintain contact with main caregivers and they will express

their displeasure in ways such as clinging to Mom, following Grandma around to the

door, or crying when Dad leaves. During this phase, babies are also beginning to develop

social skills and interactions beyond just attachment. Babies can start playing simple

social games like "Pat-a-Cake" around 9 to 11 months. They also like to participate in

social rituals like saying hello and goodbye, and chiming in at social functions such as

family dinnertime. Babies will also begin social referencing, looking for social cues from

other peoples' emotional and physical reactions to new stimuli in order to know how they

should respond. For example, they will watch how their caregivers react to hugs from

friends or a knock on the door.

The final phase of attachment, the formation of reciprocal relationships, spans from about

age 18 months to 24 months and beyond, is a time when babies start negotiating with

caregivers to meet their needs and to keep them feeling safe and attached. They'll express

their needs and desires in order to keep feeling satisfied. Also during this time, babies

start to understand "no" and other boundaries that make certain objects and activities off-

limits. They may try to "cover up" when caught doing something wrong in order not to

get in trouble. Social interactions continue to mature as they observe family routines and

start to participate in them. They also begin "to and fro" play with caregivers and other

peers. While this isn't quite interactive play yet, they start realizing they can include other

people in their fun and play.

Environmental and personal complications can impede social and emotional

development. For example, symptoms of pervasive developmental disorders such as

autism or Asperger's may be first noticed during this time. While the causes of these

diseases have not been found to date, the symptoms have been identified and best-

practice treatments have been defined. Children with pervasive developmental disorders

experience a wide range of difficulties, including problems relating to others. They are

often unable to or have extreme difficulty interpreting other people's feelings or language

and understanding how people relate, interact, and communicate in society. In infancy,

this sort of problem often first manifests as a child who does not mimic parents' behavior

and communication normally despite having normal sensory abilities such as hearing and

vision. Caregivers should consult their pediatrician if they suspect their child may have a

developmental disorder.

Other environmental conditions can affect babies' social and emotional development as

well. As stated earlier, infants and young children need consistent interaction and

provision of basic needs and nurturing in order to develop well and robustly. Children

who are deprived of consistent love and affection, from consistent caregivers, may not

develop the ability to bond properly, both socially and emotionally. Children who grow

up in orphanages or who spend their early years in different foster homes probably will

not have the opportunity to bond to a caregiver who will meet their emotional needs.

Even if these children are adopted into a loving family in middle childhood, they may

have difficulties learning to trust, bond, and show affection and empathy toward that

family. Nevertheless, children with the most bleak and traumatic early years are

sometimes able to heal and slowly develop those emotional regulation and attachment

abilities when provided with long-term, consistent, and intense nurturing.

Social Development

Social Development - Toddlers Eager to do what they see others do, your young toddler may start to copy or help with simple household chores, especially if you have child-size versions of everyday things such as brooms, dishes and shovels. Toddlers will begin to play on their own for short periods, but they will still need to have you close by. Eyes on and hands near are good practices to follow when parenting toddlers.Around the age of 2, toddlers like to be with other children.

Toddler Property LawsIf I like it, it's mine.If it's in my hand, it's mine.If I can take it away from you, it's mine.If I had it a little while ago, it's mine.If it's mine, it must never appear to be yours in any way.If we are building something together, all of the pieces are mine.If it looks just like mine, it's mine.If I think it's mine, it's mine.If I give it to you, and change my mind later, it's mine.If it's broken, it's yours!-Author Unknown

Encouraging Play with OthersYoung toddlers play by themselves, with their parents and other family adults. When they are with other children, toddlers like to watch and often copy what they see. Toddlers will play beside one another, but usually not together. This is a normal stage for toddlers and is called "parallel" play.

As they grow and become more experienced at play, they'll learn to play with other children. This is called "cooperative" play, and usually happens after age 3.

In cooperative play, children learn to work and solve problems together, and develop their social skills. They will learn to share, take turns, and be part of a team or group.

This type of play becomes more organized as children become preschoolers and newschoolers.

SharingToddlers are just figuring out who they are. They define themselves by what belongs to them (such as my arm, my eyes, my books, and my teddy). At times you may feel your toddler thinks everything belongs to her! Your toddler needs to learn ownership first. Once she is comfortable with who she is and what belongs to her, she can then learn to share.

You can help your child learn to share by:

Giving her the chance to be with other children Sitting nearby on the floor when toddlers are playing together so you

can step in quickly if needed. Teaching and modeling sharing, but don't expect it. Putting special toys away when friends come to visit.not able to share.

Learning Social SkillsSocial skills don't develop naturally; they need to be learned. Because each child is unique, some may struggle more than others to learn positive behaviour and how to get along with others.

No is Normal

Saying “NO!” doesn't mean your toddler is defiant. It may just be his way of telling you he wants to do things by himself. For example, if you say, “Let’s get your coat on,” and he blurts out, “NO!” it could be he wants to do it on his own.

Sometimes when you say “NO!” less, your child will too. If your child asks to go outside to play, you can say “Sure, as soon as we are done lunch.” Or if your toddler wants to touch a special ornament, you could say (as you put it out of reach and give him a non-breakable one), “That one can break, but you can play with this one.”

Children Learn What They Live

You help your child learn to cooperate when you are positive, cooperative, polite, and pay attention.

Toddlers may have challenging moments, but for the most part, they like to please you. All children need their parents’ attention. If they only get it when they do something wrong, they learn to misbehave to get the attention they need. If parents give their children attention when they are behaving in ways they like (with smiles, hugs, please, thank you and comments on what they are doing), they learn positive ways to connect. Encouragement and positive attention help your child learn how to behave.

Help your child learn positive behaviour by:

Teaching him about respect and treating him with respect Solving problems with nonviolent solutions Setting a good example.

Let them do what they can

Toddlers learn by doing. They want to try everything, but not everything is safe. Know what your little one can do and encourage him to try what he can. When you stay close by, you can quickly help if needed.

Giving toddlers choices helps them feel like they have a bit of control in their life. Limit the choice to two things, as long as you can accept both options. For example, you can give the choice of wearing a red hat or a blue hat (as long as both are available), or reading a book or singing a song before bed.

Not all things have a choice, such as staying in his car seat, brushing his teeth or going to childcare. When no choice exists, don't give one. Rather than asking “Do you want to go to bed now?” simply say, “It’s time for bed.”

Setting Limits

Dealing with your children's behaviour is one of parenting's toughest jobs. Children seldom misbehave to annoy their parents.

There are many reasons that can lead them to behave the way they do:

They are actively exploring everything around them. For example, they want to know what's in the cereal box and will happily dump the contents on the floor in order to find out.

They're figuring out what they can and can't do - testing the limits. They have yet to learn the difference between acceptable and

unacceptable behaviour. They think it is a game and that you find it as much fun as they do

(when you say no, and they wait until you look, and do it again.) They're tired, lonely, bored, over-excited, ill, frustrated, hungry, or

thirsty.

As a parent, you teach your child by setting limits on what he can and cannot do, and this includes his behaviour. Use simple language your child can understand and follow these steps:

Tell your child what your limits are and why they are important. Be very clear about what you expect. 

When your child stays inside your limits, tell him you are pleased with your words, actions, face and tone of voice. 

When your child goes over the limit you have set, tell him what he did and why he can't do it, and what you want him to do instead (for example, “No pulling the cat’s tail. It hurts her. Pat her nicely, like this.”)

Be kind and firm. Your child needs to understand why he must not behave in a certain way and what he can do instead. Consider your child’s age and abilities to see if your expectations are realistic.

Solving problems

Toddlers are too young to learn all the skills of problem solving, but you can help show her problems can be solved. If she spills her mashed peas on the floor, you can say, “Oh-oh, we have a problem. What do we need to do? We have to clean it up with a cloth,” as you clean it up. When your child helps you solve the problem, she begins to learn that when she’s made a mistake or has a problem, she can solve it.

Making it easier to behaveYou can avoid many problems with your children if you make it easier for them to behave in ways you want. How you communicate and how you set up your home can prevent many problems before they start and create a more peaceful setting.

Communicating

Toddlers are more likely to be cooperative when they are approached positively. Try to limit how many times you say no—try to find other ways to get around it.

Tone of voice, body language, listening, eye contact, paying attention, giving attention and the way we talk to our children are all parts of how we communicate.

Communication can either build or breakdown a relationship. Some communication skills that can help you build your relationship with your toddler, include: 

Keep it simple. Young children need simple rules and limits suited to their age. Keep information short and simple in words your child can understand. 

Get down to her level. If you want to get your child’s attention, get down to his level. Squat down so your eyes are level and tell him what he needs to know. For example, if he has run out into the street, tell her “Cars cannot see you and you can get run over.” Don't assume he knows these things.

Match tone to concern. If you are concerned, sound concerned. If you want your child to stop throwing his carrots, say it firmly, but without yelling. 

Show pleasure. Share your pleasure and happiness with your toddlers when he acts in acceptable ways or learns new things. When you are happy, match your voice to your mood. 

Actively listen. When your child talks to you, turn and face him. Listen to what he is saying and the thoughts and feelings that he is trying to express.

Time to change. Toddlers like and thrive on routine. Let them know if there is something coming up that is different. Toddlers find it hard to stop doing things they enjoy. Give them time to change to a different activity

Make your child at home

Your child’s surroundings affect his behaviour. To make your child feel safe and welcome, make your home:

Child proof. Remove and/or lock up anything that could harm your child.

Child friendly. Make his surroundings interesting and accessible. Use a solid stepstool to help him reach the sink. Have coat hooks where he can reach them. Create a special place for books and toys. Put his things at his level. He is more likely to put his books away if he can reach the shelf.

What you can do: Encouraging Cooperation

Have reasonable expectations. Know what toddlers can and cannot do. 

Have fun. Toddlers like to please and be with you.  Be positive. Positive requests are more effective than negative

commands. For example, your child is more likely to respond to, “Please use your spoon,” than “Don't eat with your fingers.”

Give limited choices—between two things (both options you can live with) whenever you can.

Keep it interesting. Rotate toys and books every week or so. You don't need to spend a lot of money on toys and books. Check out your local public library or toy lending library. 

Prepare for what’s coming. Give your child a five-minute warning when you want her to change activities. “In five minutes, we have to go. It’s time to start cleaning up.” 

Build the routine. Make cleanup fun with a special song. If you do it every time playtime is over, your child comes to expect cleanup is part of play.

Distract. If you don't like what your child is doing, give her something else to do. This is an easy and effective way to deal with your toddler. It avoids conflict and constantly having to say, “No!” or “Don't do that!”

Redirect. Sometimes what your child is doing isn't wrong, but she’s doing it in the wrong place or with the wrong things. Maybe she’s decided to paint the bathroom floor or give your plants a glass of milk. You can change the place or the things and explain why.

Change the Setting

Before things get out of control, end them. When a play date is not going well, or you are in a store and your toddler is not cooperating, leave. Sometimes just changing your child’s surroundings changes her behaviour. You may need to leave the grocery store before you have everything on your list and take him to a playground to burn off some energy.

Leaving may frustrate you if you are not ready to leave, but the lesson is too important to ignore. Tell your child you are not able to stay when he chooses not to cooperate (for example he needs to play without hitting or stay with you in the store).

Resist the urge to punish. Be kind and firm. Let him know he can try again another day. Have patience. Your child learns with experience and as he grows older.

A New Baby in the HouseToddlers will be more enthusiastic about a new baby's arrival if you have prepared them in advance.

Before your baby is born, tell your toddler what to expect: that new babies need a lot of special care and attention. Use a doll to show him what caring for a baby looks like. Let him know that babies can't do things (like run and play and climb and read books) like toddlers can.

It can be a big adjustment for toddlers when a new baby suddenly takes attention away from them. Toddlers need your attention (as do all children), and when they see that a baby gets a lot of attention, they may start to act like a baby too. Let your child continue to act this way without drawing attention to it. At the same time, look for ways to give him positive support for being a toddler.

You can let your toddler know he is secure and loved – and make him feel loved and good about himself – by spending some time alone with him each day. Look for little ways that he can help by getting you a diaper or singing a song to the baby. This approach quickly helps toddlers realize being an older brother or sister is special too.

Make sure your toddler can't hurt your new baby, even accidentally. Toddlers often express their feelings physically and don't realize that their actions can be harmful. Never leave a toddler alone with a baby.

Be patient. Just as it will take you time to get used to your new baby, it will take time for siblings to adjust to one another.

Toddler Activities to Enhance Social Developmentby Jaimie Zinski, Demand Media

Enhance your toddler's social development through free play.

Related Articles

Toddler Development Activities

Activities to Support Social Development of Toddlers in Child Care The Effects on the Social Development of Toddlers in Daycare Early Childhood Activities for Social Development Activities for Children's Emotional and Social Development Social & Emotional Activities for Toddlers Using Shapes

The toddler years are a time when children rapidly develop socially through interactions with

their caregivers and peers. Even pretend play with favorite toys and stuffed animals helps

children develop their social skills. There are many ways you can enhance your child's social

development through play, activities and interactions with other children. According to the

National Center for Infants, Toddlers and Families, social interactions help toddlers develop

such things as empathy, language, friendship and how to resolve conflicts.

Sponsored Link3rd Grade MathCITA Accredited School with an Award-Winning Curriculum.www.K12.com

Play Dates

Schedule a play date with your toddler and a small group of his friends or children from his

daycare, if he attends one. Janell Griswold, a social worker with the Itasca, Illinois School

District, recommends sticking around for a few minutes while your toddler breaks the ice with

his peers before stepping away. If the play date is in your home, provide the children with

interactive toys, such as blocks, puzzles and crayons. Put your toddler's favorite toys away

to avoid conflict. Provide snacks to avoid hunger-related meltdowns and try to intervene as

little as possible – unless there's a physical altercation. Don't hesitate to separate the kids if

the play date becomes too rowdy. Griswold also recommends providing a clear time frame

for the play date and plenty of notice that playtime is coming to an end.

Friendship Scrapbook

Create a friendship scrapbook with your toddler and fill it with pictures and lists of favorite

toys and activities of your toddler and his friends. The National Center for Infants, Toddlers

and Families suggests parents take photos of your toddler's friends, then paste each photo

onto an individual sheet of construction paper. Ask your toddler to tell you about his friends'

favorite toys, foods and activities and add them to the page in words and pictures. If you're

familiar with the child, feel free to add his best traits, such as an amazing ability to share or a

great smile. Assemble the book together and pull it out before a play date or another

meeting. Share the passages with your toddler while you laugh and talk about his best

friends.

Art Activities

Use crayons and paper to encourage your toddler to interact with his peers. On a play date,

or whenever your toddler is interacting with other children, offer each of them some paper

and crayons. Encourage the children to interact with one another by asking them questions

about their artwork. For example, ask one toddler if he likes the color “Jimmy” used, or the

way “Sally” draws a smile on her sun. Have the children describe their pictures to each other

while they are drawing. After the toddlers are finished, display the artwork and praise each

child for playing together nicely.

Music and Dance

Use music to encourage social interactions. For example, bring a group of toddlers together

to dance while singing favorite tunes, such as “Ring Around the Rosie” or “London Bridge.”

Turn on age-appropriate music and encourage the toddlers to sing, dance and laugh with

one another. Teach the children a song about friendship and encourage them to hold hands

while they happily sing the tune. Help your toddler create her own special or silly song to

share with her friends.