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63 Cards in this Set
- Front
- Back
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Newborn Developmental Overview
Enhancing the sense of touch Beginning listening Interest in rhythm and repetition Awareness of body Regulation and interest in the world Grasping skill ___ dominated |
Reflex
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___ Developmental Overview
Confidence and independence Good sense of self Discrimination Hand/eye coordination Direction following Vocabulary Balance and mobility |
One year old
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___ Developmental Overview
Desire to help Memory recall (mental images) Following directions Increased motor skills Communication Conveys wishes, needs Coordination for increased self help skills |
Two year old
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___ Developmental Overview
Observation Decision making Problem solving Pretend play Animated expressions Ability to reason |
Three year old
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___ Developmental Overview
Recognition of numbers, letters, shapes, and colors Written language Higher level thinking skills Ability to reason and analyze |
Four and Five years old
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The Skills
Reflexes Gross Motor Object Manipulation Fine Motor Self Care Communication Cognition/Social Sensory |
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Newborn -Reflexes
Newborn –Grasping 2 months –Grasp/Release integration 2 months –Walking/Stepping 4 months –ATNR integration 6 months –Landau Reaction 6 months –Protective Reactions forward, side 9 months –Righting Reactions forward, backward |
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Gross Motor Development
___months Moves arms, legs and head independently Developing head and neck control Bearing weight on legs (2 months) Extending trunk while lying on stomach |
0 -3 months
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Gross Motor Development
___ months Symmetrical posture (bringing hands to midline) Propping body on forearms Extending arms and legs (stomach/back) Rolls onto tummy Sits with support |
3 -6 months
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Gross Motor Development
____ months Pushing up Rolls from back to stomach (both sides) Raises upper trunk from surface; shifts weight; reaches with free arm Beginning to move forward with arms while in prone Sits alone while using hands for play (not stability) |
6 -9 months
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Gross Motor Development
___ month Rocks on hands and knees; purposeful creep Scooting; pivoting, pulling to stand Lowers to sitting position w/o falling Pulls to sitting position from lying on back Crawling mastered, standing unsupported (when placed in stand) Begins taking 1-2 independent steps |
9 -12 months
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Gross Motor Development
___ years Stands up from sitting position; squats Kneeling; Crawling; Walking Walking up stairs; Creeping down stairs |
1 -2 years
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Gross Motor Development
___ years Walks backward; sideways Stands on one foot Beginning to ride tricycle Runs well; jumps forward, up and down |
2 -3 years
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Gross Motor Development
___ years Stands and walks on tiptoes Kicks with accuracy Walks up and down stairs with alternating feet Runs fast; jumps hurdles; balance beam Imitating movements Skips and/or Gallops; Jumps rope |
3 -5 years
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Gross Motor Development - Ideas for treatment
Allow children to ___ Place children in variety of ___ Challenge older children with home-made obstacle courses Create an area for running, jumping, climbing, etc. Encourage sports and other age appropriate movement play |
explore
positions |
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Object Manipulation (Ball Skills)
___ years Catches rolled ball during sitting (corrals w/ arms and hands) Rolls ball while sitting Flings/throws ball (arms extended at shoulder) Side sling, Overhand then Underhand Kicks ball |
1 –2 years
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Object Manipulation (Ball Skills)
___ years Catches ball with hands/arms extended Hits target with ball –underhand then overhand Bounces ball Catches bounced ball |
3 –5 years
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Fine Motor Development
____months Uses eyes to scan area and people Beginning to regard hands; mouthing Holds and manipulates rattle |
0 -3 months
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Fine Motor Development
___ months Grasps and releases during play Pulls string with bright toy Hands explore toys (all sides, cubes) |
3 -6 months
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Fine Motor Development
___ months Banging, shaking, grasping, releasing Claps Carries toys in mouth Transferring toys from hand to hand Uses finger rake to pick up small items (pellets) |
6 -9 months
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Fine Motor Development
___ months Uses one finger isolation during play Grasps with pad of finger and thumb Can pick up more than 1 item (2 blocks) Grasping marker w/thumb and index finger toward paper Turns pages of a book Still explores new items with mouth |
9 –12 months
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Fine Motor Development
___years Pokes, opens, stacks Build 6-10 cube tower Place simple shapes in formboard Grasps marker w/thumb and pad of index finger Scribbles with crayon/marker |
1 -2 years
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Fine Motor Development
___ years Unscrew top Snip with scissors String beads Pours liquid from glass to glass |
2 -3 years
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Fine Motor Development
___ years Hand dominance Prewriting strokes; copying shapes Cut paper in half; cut-out circle; cut-out square Lacing; connecting dots Uses a template (crossing midline) Draws a person with 5 body parts Colors a picture w/ minimal error Can touch each finger in succession with thumb |
3 -5 years
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Fine Motor Development - Ideas for treatment
Provide a variety of size and shape toys Allow children to ___ with fingers or spoon Introduce “tool use” early Encourage children to assist in daily routines Tuck toys and food into small spaces (ice cube trays) Shape puzzles, books, string toys Paper dolls, cut-outs |
self feed
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Self-Care
___ months Gums solid foods; feeds self crackers Holds own bottle; drinks from cup held by adult Picks up small pieces of cereal to eat Stirs with a spoon Holds cup and drinks with some spills |
8 –12 months
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Self-Care
___ months Feeds self w/spoon (spills) Learns to take off hat, socks, and shoes without laces Learns to unzip large zippers |
15 -24 months
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Self-Care
___ months Drinks from a small cup, holding it with one hand Bites well through food Brings spoon to mouth with the palm facing up Can pull pants down with assistance Anticipates the need to use the toilet Still needs help to complete dressing (shirts, pants, socks, shoes) |
24 -30 months
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Self-Care
___ months Puts on items such as shoes, socks, pants, shirts and jackets Pulls pants up Undresses and dresses with adult help Still needs help with tying Pours from a small cup Begins to use a fork to spear food Can spread with a dull butter knife |
30 -36 months
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Self-Care
___ years Uses toilet with adult help; has daytime toilet control Learns to undo fasteners, such as snaps and laces Distinguishes between the front and back of clothes Zips front-opening clothes; jackets with help starting Still needs adult help with dressing Puts on socks, may need help with heel placement Puts shoes on, may have trouble telling which feet Unbuttoning (42 months); Buttoning (48 months); shoes Washes & dries hands independently Blows & wipes nose, covers mouth upon request |
3-4 years
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Self-Care
___ years (continued) Obtains and pours drink independently Remains dry throughout the night Begins using fork more than spoon Holds spoon in fingers with palm down Learns to cut soft foods with the edge of fork Learns to prepare a bowl of dry cereal with milk Uses napkin Serves self at table with little spilling |
3-4 years
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Self-Care
___ years Puts on socks with heel placement Puts on shoes with some adult help Buckles shoes; puts belts in loops and buckles Put shirts on correctly Some can put shoes on correct feet and tie laces Dresses self (not difficult fastenings) Washes & dries face independently Brushes teeth independently Serves self Toilets self 6 years Ties own shoes |
4 -5 years
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Communication Development
___ months Different cries for different meanings Moves head, eyes in response to noise |
0 -3 months
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Communication Development
___ months Begins babbling Uses word-like expressions (vocalizes emotions) Differentiated crying Uses noise to get attention |
3 -6 months
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Communication Development
___ months Imitates sounds (consonant) Orients to spoken name Inhibits activity in response to “no” Looks at familiar objects/persons when named Waves “bye”, gives “high 5s” |
9 -12 months
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Communication Development
___ years Imitates words Uses 2 words meaningfully Points to indicate a want/need (gestures) Follows simple directions |
1 -2 years
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Communication Development
___years Points to 4 pictures Names 3 familiar objects Imitates new sounds Uses 2+ words together |
2 -3 years
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Communication Development
___ years Uses different sentence types Uses future tense Intelligible and complete sentences Knows body parts/functions Counts/ labels familiar objects Tells imaginary stories |
3 -5 years
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Communication Development - Ideas for treatment
“Words are Power” Talk or sing to children (a lot)! ___ to children every day Encourage speech or attempts at speech Respond to sounds, words, and non-verbal communication children use Sing or chant songs during other activities (gross motor, sensory) Write a short story with the child (let children express ideas, interests) |
Read
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Cognitive/Social Development
___ months Quiets/calms when picked up Shows interest in person/object for ~1minutes Maintains eye contact during feeding |
0 -3 months
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Cognitive/Social Development
___ months Mouths objects Watches adult walk across room Reaches to familiar people Smiles at image in mirror Plays with hands and feet Laughs aloud often |
3 -6 months
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Cognitive/Social Development
___ month Prefers to be with people Plays 2-3 minutes with a single toy Looks to floor when something falls Plays peek-a-boo; pat-a-cake Reaches for self in mirror Explores features of familiar person Offers toy |
6 -9 months
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Cognitive/Social Development
___ month Attains completely hidden object Imitates facial movements (inexactly) Rotates a bottle to drink Enjoys looking at pictures in a book Initiates ball play or social games Responds to “no” |
9 -12 months
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Cognitive/Social Development
___ years Repeatedly finds toy when hidden Uses a stick to attain an object out of reach Imitates body action on a doll Plays near other children Showing strong independence Picks up and puts away toys (on request) Varies play with toys Explores everything in home environment |
1 -2 years
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Cognitive/Social Development
___ years Independently chooses toy/begins play Matches two sets of objects by color; colored cubes Identifies three objects by their use (car, penny, bottle) Anticipates path of rolling ball Assembles 3 piece body puzzle Pretends Discriminates between boys/girls Identifies self in mirror Engages in active (sports, tag, etc.) and sedentary games (puzzles) |
2 -3 years
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Cognitive/Social Development
___ years Parallel and pretend play Separates from familiar person in strange environment (5min) Identifies own sex Imitate block designs (bridge) Shares toy with adult prompts Asks questions to gain knowledge/shows interest in school or learning Names objects through tactile recognition Points to bigger, smaller, longer, taller, shorter Math –seriates items WH? questions |
3 -5 years
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Cognitive/Social Development - Ideas for treatment
Provide opportunities to be around other children Encourage exploration and independence in tasks Encourage children to think about activities Allow children to make ___ when learning Encourage children to be a part of daily routines (cooking is a great activity) Use daily routine activities to teach and encourage creativity Play word games –categorize, organize |
mistakes
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Sensory Processing
___ months Uses tactile (touch) input to calm and bond with mother Movements are controlled by reflexes |
0 -3 months
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Sensory Processing
___months Sensory systems are matured enough to allow the child to explore Can move voluntarily, not controlled by reflexes |
4 -6 months
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Sensory Processing
___ months Ability to move independently helps form body scheme and spatial perception |
6 –12 months
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Sensory Processing
___ years Increase balance, positional control, and ability to try new motor tasks Desires to be independent in motor actions Engages in goal oriented play |
1 -2 years
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Sensory Processing
___ years Considered crucial in sensory processing development (up to age 7) Skills are refined and preferred |
3 -5 years
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Body Awareness
Tie bells or colorful ribbons on shoes, wrists, to enhance awareness (left/right ___) Hokey Pokey, Simon Says, If You’re Happy, Follow the Leader; Animal Imitation… Jungle Gym or Obstacle Course –climbing, swinging, crawling, bouncing requires knowledge of one’s own body Mr/Ms Potato Head; Paper Dolls |
discrimination
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Eye-Hand Coordination
___ (blocks, cups, various size objects) Balloons –inflate and keep them flying Stringing beads/blocks Ball skills Pegs and Pegboards Ring Toss or Bean Bag Toss Dot to Dot; Mazes; Driving Game (draw road with chalk and keep car on the road) |
Stacking
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Right-Left Directionality
___; Simon Says; Director Use large cutout arrows to practice Trace hands, color, cut out and then mix them up –tell which is which Use words such as under, over, away, toward, left and right Navigator to Pilot Game |
Twister
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Visual Perception
Puzzles; Sorting tasks; Matching Treasure Hunt; Find hidden pictures Snowmen –use clay and make three sized balls, organize large to small Stacking from large to small; colors Slap Jack –card games Going Fishing –paper clips and magnets on strings |
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Sensory Diet
Specific sensory experiences influence function, organization, adaptation… Some sensations can be very powerful, so present all activities slowly and with care |
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Suggested Supplies
Therapy ball Beanbag chairs Sandpaper, carpet samples, felt (variety of textures) Bolsters Mirrors Vibrating pens Clothespins, paper clips, medicine droppers, tweezers, Chop Sticks |
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Suggested Supplies
Crazy foam; Shaving cream; Whipping cream; Pudding; Hand cream; Gak; Finger paints (hands and feet)! Rice, cornmeal, beans, jacks, balls, bubble wrap, small toys Tactile bin Flashlights; Incandescent lamps |
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Suggested Supplies
Office Chair Swings Rocking Chairs Tilt Boards Items to climb on Items to bounce on |
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Suggested Supplies
Chewing Gum Chewy Candy Sour Candy Pretzels Bagels Pudding Vinegar/salt Potato Chips |
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Suggested Supplies
Pillows (all sizes) Bean bag chairs Blankets Padding |
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Final Words…
Provide opportunities for young children to experience the world through all of their senses Allow children to get ___ during mealtime or play time when appropriate Encourage both active and sedentary play Help children express any difficulties he/she may be having with sensory experiences |
messy
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