Newborn Reflexes and Piaget's Stages

A child who has been diagnosed with a medical condition that significantly increases the likelihood of developmental delays. Examples include premature birth, Down syndrome, and hearing loss.

A child who may be more susceptible to developmental delays due to factors like family history or environment. Signs of developmental delays might appear later in life.

Gestures used to point out or direct attention to specific objects, events, or locations. These gestures are used to request or express interest.

Gestures that represent specific meanings or actions, often visually resembling the object or action being depicted.

Conventional gestures with established meanings within a culture. They are often learned through social interaction.

Emphasis on certain parts of a message using changes in voice pitch, volume, or speed to highlight important information.

Using hand movements, facial expressions, and body language to convey meaning, especially important for toddlers with developmental disabilities.

The stage of communication where infants begin to intentionally use gestures and vocalizations to express their needs and desires, often combined with eye gaze.

Communication relying entirely on non-verbal cues like cooing, babbling, gestures, and facial expressions. Precedes the development of spoken language.

Communication using spoken or signed language, beginning with first words and progressing to complex sentences.

The baby turns its head towards a touch on its cheek, helping with feeding.

The baby reflexively sucks when something touches the roof of its mouth.

The baby extends arms, arches back, and brings arms together in response to a sudden noise or movement.

The baby stretches out the arm on the same side as its turned head, while the opposite arm bends. Looks like a fencing position.

The baby closes its hand around an object placed in its palm.

The baby's big toe moves upwards, and the other toes fan out when the sole of the foot is stroked.

Children use symbols like words and images, but they lack logical reasoning.

Children develop logical thinking, grasp the idea of conservation, and understand classification.

The ability to understand spoken language.

The ability to express oneself through language, including speaking, writing, and signing.

A baby makes small, throaty noises, like gurgling or cooing.

A baby quiets down when they hear a familiar voice.

A baby makes vowel sounds like "ah" or "oo"

A baby turns their head towards sounds and watches the speaker's face.

A baby can say several consonant sounds with different pitches.

A baby can follow simple directions with gestures.

A baby understands 'no' and stops an action when told.

A baby babbles using consonant-vowel combinations, such as 'ba' or 'ma'.

Professionals from various disciplines work independently, focusing on their specific expertise without significant collaboration.

Professionals collaborate on common goals, integrating their expertise while maintaining distinct roles.

Team members share responsibilities, often with one primary provider implementing strategies across disciplines.

A comprehensive assessment tool used for children from birth to 5 years, evaluating their development in areas like cognition, communication, social-emotional skills, motor skills, and adaptive behavior.

Assessing children in different environments like home or school to understand their communication in various contexts.

Involving families in the assessment process to help identify their priorities and concerns for their child.

Gathering a wide range of information through standardized tools, caregiver interviews, and natural observations.

Using standardized assessments along with observations during play and daily activities to evaluate a child's progress.

Measures language development in children from birth to 7 years, evaluating auditory comprehension and expressive communication, focusing on preverbal behaviors to advanced language abilities.

Evaluates developmental milestones in children from birth to 7 years across five domains: adaptive, personal-social, communication, motor, and cognitive skills. Often used for early intervention and developmental screenings.

Strategies that follow the child's lead, providing natural responses to their communication attempts. Example: Responding to a child's babble with similar sounds or expanding on their gestures.

Strategies that are structured and adult-led, targeting specific language goals. Example: Using flash cards to teach new words or practicing specific sounds.

Combines responsive and directive strategies to balance structure with child-led interactions. Example: Starting with a familiar routine and then introducing a new word or concept within that routine.

Encourages turn-taking during play and conversation. Example: Taking turns rolling a ball and saying the animal's name or asking a question and waiting for the child to respond.

Use simplified, repetitive language to support comprehension. Example: Using short sentences with simple words and repeating key phrases.

Create a language-rich environment that supports development. Example: Using pictures, books, and songs, and providing opportunities for the child to explore and interact with their environment.