DOCSLIB.ORG

Is Your Child on Track?

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Is Your Child on Track? Is Your Child on Track? All children develop at individual and different rates, and there is a wide range of “typical” development. If you have any questions about your child’s development, or the rate at which he/she is meeting milestones, call MKSA at 516-731-5588 and our professionals will answer any questions and guide you in your child’s development. Feel free to print this page to share and discuss with your child’s pediatrician. Birth to 3 months 4 to 6 months 7 to 12 months MILESTONES MILESTONES MILESTONES Tracks a slowly moving object 8-12” away Plays with rattle placed in hand Finds hidden objects Brings hand to mouth Purposely drops an object to watch it fall Pokes with index finger Mouths toys Pulls a cloth from face Looks at pictures in a book Turns head toward direction of sound Smiles a lot; can laugh; coos when caregiver Says “ma-ma” and “da-da”; waves bye-bye Startled by loud noises speaks Responds to name; follows simple spoken com- Makes noises other than crying Babbles chains of sounds mand; uses simple gestures, such as shaking Looks at human faces or black and white pat- Responds to own name head for “no” terns Enjoys social play Points to request something Cries, but is comforted when picked up and held Expresses desire to be picked up Shows specific preferences for certain people Begins to develop a social smile Interested in mirror images and toys Swallows liquids with no difficulty Swallows pureed foods Plays simple games Sleeps for 4- to 10-hour intervals Uses tongue to move food in mouth Plays well for short time with two or three chil- Enjoys bath time Closes lips while swallowing dren Raises head briefly when lying on stomach Transfers object from hand to hand Feeds self finger foods; closes mouth on rim of Grasps and shakes hand toys Sits up and stands with support cup; picks up cup and takes 4-5 swallows Moves arms and legs more smoothly Rolls both ways - front to back, back to front Sleeps through the night; takes 1-2 daytime naps Helps with dressing or undressing SUGGESTED ACTIVITIES SUGGESTED ACTIVITIES Crawls on belly; pulls self up to standing position; Present colorful objects for baby to look at Present objects such as rattles, for baby to play walks while holding onto furniture Talk and sing to baby with Uses pincer grasp (between thumb and forefin- Hang mobiles, play music, make animated faces Help baby sit up with support during play time ger); scribbles spontaneously Help baby’s motor development by engaging in and during bath time Moves from back to sitting without help ‘tummy time’ every day Encourage baby to practice ‘tummy time’, roll Give baby plenty of cuddle time and body mas- over, and reach for objects while playing SUGGESTED ACTIVITIES sages Offer toys that allow two-handed exploration Play “peek-a-boo”, puppets, wave bye-bye; en- Encourage baby’s responses by presenting ob- and play courage two-way communication by responding jects with bright colors and faces Talk to baby to encourage language develop- to baby’s noises Talk to baby every day to show that language is ment; baby may begin to babble Establish a regular bedtime with a calming ritual used to communicate Respond with pleasure to baby’s sounds starting one hour prior Communicate with baby; imitate baby’s noises Help baby stand while holding baby’s hands WHEN TO BE CONCERNED and praise him/her when he/she imitates yours Baby-proof baby’s environment Doesn’t respond to loud noises Use gestures such as waving goodbye to help Cannot support head well WHEN TO BE CONCERNED convey meaning; name and describe objects Has trouble moving one or both eyes in all direc- Refuses to cuddle during everyday activities tions Doesn’t show affection for caregiver Use picture books to work on communication Crosses eyes most of the time (occasional cross- Seems very stiff, or very floppy and bonding ing is normal in first few months) Head still flops back when body is pulled to a While standing at sofa, set a toy slightly out of Doesn’t grasp and hold objects sitting position reach to encourage walking while using furniture Doesn’t follow moving objects with eyes Doesn’t respond to sounds around him/her as support Doesn’t smile at people Doesn’t smile, laugh or make squealing sounds Doesn’t babble Has difficulty getting objects to mouth WHEN TO BE CONCERNED Doesn’t push down with legs when feet are Doesn’t roll over in either direction – front to Doesn’t learn to use gestures, such as waving placed on firm surface back, or back to front hand or shaking head Cannot sit with help Drags one side of body while crawling (for over one month); asymmetry between the two sides of body; or body too stiff or too floppy Doesn’t search for objects baby sees being hid- den Doesn’t respond to name or say single words; doesn’t babble Doesn’t point to objects or pictures Can’t stand when supported; can’t sit with help Doesn’t actively reach for objects Doesn’t follow objects with both eyes at near (one foot) and far (six feet) ranges Shows no interest in games of peek-a-boo Is Your Child on Track? 12 to 18 months 19 months to 2 years 2 to 3 years old MILESTONES MILESTONES MILESTONES Looks at picture book with adult Can name 5 or more objects Can tell his/her own age Places objects into cups; dumps out contents Follows 2-step directions (pick up your toy and Understands “one,” “one more,” and “all” Knows what everyday objects are for (brush, put it in the basket) Imitates behavior of others; especially adults and telephone, etc.) Stacks 6-7 blocks older children Points to wanted object Has 20-50 words; begins to imitate 2-word Begins to sort by shapes and colors Can follow 1-step verbal command without ges- sentences Says between 50-200 words; understands tures (i.e. “sit down”); protests by saying “no,” Points and names objects in a book between 500-900 words shaking head or frowning Can point to and name 15 or more pictures of Uses 2-3 word sentences Uses at least 5 words; points to at least 3 body common objects when named Knows difference between boys and girls parts when asked Sings familiar songs Loves picture books Separates easily from caregiver in familiar envi- Listens quietly to story, music or TV Begins make-believe play ronment; may cling in new situations; may have Curious; gets into everything; often defiant; has Is shy around strangers tantrums difficulty sharing; wants caregiver nearby if upset Recognizes when someone else is happy or sad Plays alone for short periods; extends toy to Verbalizes bowel and bladder needs (50% of the Feeds himself with spoon show others time); tries to wash own hands and face Removes shoes, socks, and pants; unzips zipper Enjoys simple make-believe play Begins using fork; uses spoon independently Kicks large ball; jumps in place; stands on tiptoe Chews textured foods; eats finger foods; stirs Puts on simple clothing Uses adult grasp when holding a pencil with spoon; drinks from cup; sips from straw Walks well; walks backward Catches ball, trapping against chest Sleeps through the night; one daytime nap Dances, jumps, runs and kicks; rides tricycle Fusses when diaper needs changing Draws using circular, vertical and horizontal SUGGESTED ACTIVITIES Walks alone; walks backwards, and down stairs strokes Explore the pages in a book each day; point to with help and label pictures Enjoys pushing or pulling toys while walking SUGGESTED ACTIVITIES Play make-believe and dress up Holds crayon with fingers, hand on top, forearm Give your child two choices when possible Allow toddler to play with spoons, cups, pots turned so thumb is directed downward Read to your child; label, describe and talk about pans pictures in the book Label items throughout the day especially when SUGGESTED ACTIVITIES Color with your child and teach him games out in the community Give your child choices whenever possible; ask Teach your child simple clapping games Play outdoors with water or sand box; play in- your child questions to help stimulate decision- Teach your baby what sounds animals make and doors with arts and crafts such as play-doh and making process practice by using an animal picture book paints Offer toys such as ride and pull toys, jack-in-the- Teach your child to throw and catch a ball Sing and dance to music; engage in finger play to box, music toys, and balls Teach your child about dangerous things; conse- rhymes and music Let your child scribble with thick washable cray- quences should be given for dangerous behavior Practice sorting, matching objects around the ons or markers after warnings home such as socks Encourage child to stack blocks and then knock Let your child make choices about food them down Reduce in-between snacks so he/she will be hun- WHEN TO BE CONCERNED Establish consistency with routines like meal- gry at mealtimes Does not make eye contact; does not respond to times and bedtimes name Sing, play music for, and read to your child regu- WHEN TO BE CONCERNED Does not use gestures to communicate such as larly Doesn’t point to objects when named pointing Teach your baby to imitate your actions, includ- Doesn’t spoon-feed and drink from cup inde- Doesn’t follow simple instructions; doesn’t use ing clapping your hands, blowing kisses, and play- pendently two-word sentences; doesn’t imitate actions or ing finger games Doesn’t stack 2-4 objects words Doesn’t copy others Can’t push a wheeled toy WHEN TO BE CONCERNED Doesn’t gain new words Repetitive movements with objects; repetitive Doesn’t point to objects that he wants Cannot walk movements or posturing of body, arms, hands, or Doesn’t spoon-feed and
Load more

Recommended publications
  • Oral Defensiveness
    ORAL DEFENSIVENESS Oral Defensiveness is an aversive response to touch sensations in and around the mouth that may cause extreme sensory, emotional and behavioural responses when eating. Treatment Principles • In all instances, approach oral defensiveness in a fun and playful way. • Rapport must be well established with the child. • Intervention should be carried out at times other than meal times. • Allow the child to be an active participant in therapy as much as possible. • Take turns at playing the games with the child or include siblings. • Slow and steady wins the race. • Establish a routine - Performing the routine the same way in each session helps a child to know the expectations. • Take it one step at a time - For severely orally aversive children you may not even be able to start near their mouth. Work your way from the outer perimeter of the face in toward the mouth, then the outside of the mouth, and gradually work your way into the mouth • Reinforce all positive responses. Give verbal praise and tangible reinforcement Therapy should be directed toward reducing the sensory problems that triggered the food refusal. However, the general strategy is to influence the sensory processing system, not just the mouth. Many of the strategies used in Sensory Integration programs are effective. These include use of vestibular input(movement through space), deep- pressure touch, and proprioceptive input through the joints. Rhythmical, organizing music and sound can also influence the auditory-vestibular system. Most of these strategies can be incorporated in the family routine to prepare. For example, spoon feeding can be introduced while providing vestibular input in a rocking chair, or using specific types of organizing music during the meal.
    [Show full text]
  • ACT Early Milestone Moments
    Milestone Moments Learn the Signs. Act Early. Learn the Signs. Act Early. www.cdc.gov/milestones 1-800-CDC-INFO Adapted from CARING FOR YOUR BABY AND YOUNG CHILD: BIRTH TO AGE 5, Fifth Edition, edited by Steven Shelov and Tanya Remer Altmann © 1991, 1993, 1998, 2004, 2009 by the American Academy of Pediatrics and You can follow your child’s development by watching how he or BRIGHT FUTURES: GUIDELINES FOR HEALTH SUPERVISION OF INFANTS, CHILDREN, AND ADOLESCENTS, Third she plays, learns, speaks, and acts. Edition, edited by Joseph Hagan, Jr., Judith S. Shaw, and Paula M. Duncan, 2008, Elk Grove Village, IL: American Academy of Pediatrics. Special acknowledgements to Susan P. Berger, PhD; Jenny Burt, PhD; Margaret Greco, MD; Katie Green, MPH, Look inside for milestones to watch for in your child and how you CHES; Georgina Peacock, MD, MPH; Lara Robinson, PhD, MPH; Camille Smith, MS, EdS; Julia Whitney, BS; and can help your child learn and grow. Rebecca Wolf, MA. Centers for Disease Centers for Disease Control and Prevention Control and Prevention www.cdc.gov/milestones www.cdc.gov/milestones 1-800-CDC-INFO 1-800-CDC-INFO 220788 Milestone Moments How your child plays, learns, speaks, and acts offers important clues about your child’s development. Developmental milestones are things most children can do by a certain age. The lists that follow have milestones to look for when your child is: 2 Months ............................................................... page 3 – 6 Check the milestones your child has reached at each age. 4 Months ............................................................... page 7 –10 Take this with you and talk with your child’s doctor at every visit about the milestones your child has reached and what to 6 Months ..............................................................
    [Show full text]
  • July Parent and Caregiver Guide
    Big Heart World Parent & Caregiver Guide Friendship Released July 2021 What is Big Heart World? Big Heart World helps families learn together about social and emotional skills — what it means to have a big heart and how to grow one. This means: ● Learning about me (self) ● Learning about you (others) ● Learning about us (relationships) Learning social and emotional skills is always important to children’s development. From the time babies are born, they are learning about who they are, developing confidence, compassion, and a sense of what is right and what is wrong. Parents are particularly concerned about their children’s social and emotional development now due to transitions and school closures brought about by COVID-19. If you’re wondering how to help your child express their feelings, figure out friendships, share, enter a classroom environment, or learn what makes them special, Big Heart World is for you. If you’re feeling overwhelmed by the pandemic and endless change and transition, Big Heart World is for you. If you feel like you can’t handle one more tantrum and you want to know what your child is really trying to tell you when they act out, Big Heart World is for you. This guide walks you through what is available on Big Heart World this month and what you can do with it. Learn more: www.BigHeartWorld.org Big Heart World is produced by Sparkler Learning with support from Noggin, the Walton Family Foundation, and many non-profit partner organizations. 1 Friendship: The Fourth Unit of Big Heart “I learned that a friend may be waiting behind a stranger’s face.” — Maya Angelou “Each new friendship can make you a new person, because it opens up new doors inside of you.” — Kate DiCamillo “Let us be grateful to the people who make us happy; they are the charming gardeners who make our souls blossom.” — Marcel Proust Why have people been writing about friendship forever? It is really important for all people, kids included.
    [Show full text]
  • Your Little Bit Matters
    Your Little Bit Matters Bob Setzer, Jr. Pastor Knollwood Baptist Church Winston Salem, NC www.knollwood.org November 11, 2018 1 Kings 17:8-16; Mark 12:38-44 In his book, All Over but The Shouting, Rick Bragg writes about growing up poor in Alabama. Once when his daddy left again and his brave but heartbroken mama was nearly defeated, there was a knock at the door. It was a little boy, “the color of bourbon. He said his mama had some corn left over and please take it ma’am, we’d like it.” “They knew,” Bragg continues. “They were poor, very poor. Living in unpainted houses that leaned. But for a window in time, they had more than us.” “It may seem like a little biddy thing by 1990s reasoning. (But) this was a time when out of pure meanness, it was routine to take a young black man for a ride and leave him cut, broken, or worse on the side of some pulp wood road, just for sport, for fun. “This was a time of horrors in Birmingham, in the back woods of Mississippi; this was a time when the whole damn world was on fire. That was why it mattered so.” Jesus told the story of a widow who did a little biddy thing. She dared to drop her two copper pennies into the temple treasury while others dropped in their fistfuls of cash. But for Jesus, it wasn’t the size of the widow’s gift that grabbed his attention and stole his heart.
    [Show full text]
  • Child Sex Rings: a Behavioral Analysis for Criminal Justice Professionals Handling Cases of Child Sexual ~ Exploitation
    If you have issues viewing or accessing this file contact us at NCJRS.gov. NATIONAL CENTER FOR MISt.f9IN(. 1~"I"j('lrl'l~I) -----1.---' CHI L D R E N Child Sex Rings: A Behavioral Analysis For Criminal Justice Professionals Handling Cases of Child Sexual ~ Exploitation In cooperation with the Federal Bureau of Investigation ------------------ 149214 U.S. Department of Justice National Institute of Justice This document has been reproduced exactly as received from the person or organization originating it. Points of view or opinions stated in this document are those of the authors and do not necessarily represent the official position or policies of the National Institute of Justice. Permission to reproduce this copyrighted material has been grantedNaElona1 by • center f'or Mlsslng . & Exploited Chi1dren/DOJ/FBI to the National Criminal Justice Reference Service (NCJRS). Further reproduction outside of the NCJRS system requires permission of the copyright owner. Child Sex Rings: A Behavioral Analysis For Criminal Justice Professionals Handling Cases of Child Sexual Exploitation April 1992 Second Edition Kenneth V. Lanning Supervisory Special Agent Behavioral Science Unit Federal Bureau of Investigation FBI Academy Quantico, Virginia © National Center for Missing & Exploited Children Dedication This book is dedicated to the victims of child sex rings and to the memory of two FBI agents who devoted their professional lives to helping sexually exploited children. Leo E. Brunnick FBI Boston, Massachusetts Alan V. MacDonald FBI Boston, Massachusetts Contents Author's Preface v 1. Historical Overview 1 "Stranger Danger" 1 Intrafamilial Child Sexual Abuse 2 Return to "Stranger Danger" 2 The Acquaintance Molester 3 Satanism: A "New" Form of "Stranger Danger" 3 2.
    [Show full text]
  • Your Child's Development
    24 to 30 Months Your Child’s Development This is an exciting time as older toddlers are using their growing language skills to tell you what they are thinking and feeling. They are also building friendships with other children. And their growing physical skills—walking, running, and climbing—help them explore the world in more adventurous ways. What do you find most amazing about your child’s development at this stage? What Your Toddler Can Do What You Can Do I use my body to get me places! Go on a neighborhood walk. Let your child • I can walk up stairs one foot at a time. stop to check out what’s interesting to her. • I can walk backward. Play “island hop.” Line up pieces of paper • I can balance on one foot which helps me climb. on the floor and help your child jump from one to the next. I am using language to tell you what I’m feeling Ask about your child’s ideas: What part of and thinking. the book did you like? • I can make longer sentences: Mama play truck? Acknowledge feelings and teach social skills • My favorite words may be no, me, and mine. at the same time: I know the doll stroller is • I may get overwhelmed by my strong feelings your favorite toy, but Thomas would like a turn and have trouble putting them into words. pushing it. I might need your help to calm down. Help your child recover from a tantrum. Some children respond to being comforted. Others do better with some alone time in a safe, quiet place.
    [Show full text]
  • Helping Your Child Through Early Adolescence (PDF)
    Helping Your Child through Early Adolescence U.S. Department of Education To order copies of this publication in English or Margaret Spellings Spanish write to: Secretary ED Pubs First published in August 2002. Education Publications Center Revised 2005. U.S. Department of Education P.O. Box 1398 This booklet is in the public domain. Jessup, MD 20794–1398 g Authorization to reproduce it in whole Helpin or in part for educational purposes is or fax your request to: 301–470–1244 granted. While permission to reprint this publication is not necessary, the or email your request to: [email protected] citation should be: Your Child or call in your request toll-free: 1–877–433–7827 U.S. Department of Education (1–877–4ED-PUBS). If 877 is not yet available in Office of Communications your area, call 1–800–872–5327 through Early Adolescence and Outreach (1–800–USA–LEARN). Those who use a Helping Your Child through Early Adolescence telecommunications device for the deaf (TDD) or a Washington, D.C., 2005 teletypewriter (TTY), should call 1–800–437–0833. or order on-line at: for parents of children from 10 through 14 www.ed.gov/pubs/edpubs.html. This publication is also available on the Department’s Web site at: www.ed.gov/parents/academic/help/hyc.html On request, this publication is available in alternate formats, such as Braille, large print, audiotape or computer diskette. For more information, please contact the Department’s Alternative Format Center 202–260–9895 or 202–205–0818. Books, magazines and programs are mentioned in U.S.
    [Show full text]
  • Buckle Up: Booster Seats
    Buckle Up: Booster Seats September 2014 What to Know about Booster Seats Booster seats protect children who are too big for a car seat but too small for a seat belt. 56 Seat belts don’t fit children properly until they are at least 57” (4’9”) tall and weigh between 55 80 and 100 pounds. 54 53 Motor vehicle crashes are the of these children second-leading cause of death were riding 52 for children 4 to 10 years old. without a restraint that could have saved 51 340 children this age died in their lives. 50 motor vehicle crashes in 2012. 49 Although seat belts are safer than Booster seats can 48 nothing at all, children who should be in reduce the risk of 47 booster seats but wear only seat belts are serious injury by at risk of severe abdominal, head and 45 percent compared 45% 46 spinal injuries in the event of a crash. to seat belts alone. 45 Safe Kids Worldwide surveyed 1,000 parents of ? 57" 44 4 to 10 year olds. The study found seven in ten parents do not know that a child should be at 43 least 57 inches (4’9”) to ride in a car using a seat 42 belt without a booster seat. 41 The study revealed 9 out of 10 parents move their child from a 39 booster seat to seat belt before their child is big enough. 38 37 One in five parents whose children carpool say they “bend the rules” when driving, letting 36 children ride without seat belts and without the 35 car seat or booster seat they would normally use.
    [Show full text]
  • Pacific Community Center Summer 2017 Day Camps Parent Handbook
    Pacific Community Center Summer 2017 Day Camps Parent Handbook @MyGlendaleParks TAX ID#: 956000714 1 Day Camp Program Info Pacific Community Center (PCC) day camps offer a safe place where children will spend the day with old friends and make new ones in a fun, supervised indoor AND outdoor setting. Games, arts and crafts, music, and sports will be scheduled. Location All camps will be held at Pacific Community Center. Camper sign in/out will take place in the Arts and Science room. Pacific Community Center address is 501 S, Pacific Ave. Glendale, CA 91204. Hours and Days of Operations – NO CAMP ON JULY 4, 2017 Kool Dayz (ages 6-12) Before Care: Monday – Friday 7:00 a.m. – 9:00 a.m. Full Day Camp: Monday – Friday 9:00 a.m. – 4:00 p.m. A.M. 1/2 Day Camp: Monday – Friday 9:00 a.m. – Noon P.M. 1/2 Day Camp: Monday – Friday Noon – 4:00 p.m. After Care: Monday – Friday 4:00 p.m. – 6:00 p.m. Kinder Camp (ages 4-5) Travelin’ Teen Camp (ages 12-14) Monday – Friday 9:00 a.m. – 1:00 p.m. Monday – Friday 9:00 a.m. – 4:00 p.m. Drop Off, Pick Up, and Late Fee Drop-Off Times – Campers can be dropped off on or after the registered camp time. Campers enrolled into Before Care can be droped off as early as 7:00 a.m. Campers enrolled into A.M. 1/2 Day Camp or Full Day Camp can be dropped off as early as 9:00 a.m.
    [Show full text]
  • Reynolds GET-IT Program
    Reynolds GET-IT Program SAGE Program Session 1 Life Reminiscence as a Clinical Tool Insert Picture Adapted By: Maureen Dever-Bumba, DrPH (c); USC Sarah Schumacher, DO; USC Original By: Kay F. McFarland, M.D.; USC Donna R. Rhoades, Ph.D.; USC Ellen Roberts, MPH, Ph.D.; USC Edited By: Maureen Dever-Bumba, DrPH (c); USC Nancy A. Richeson, M.D.; USC Sarah Schumacher, DO; USC Joshua T. Thornhill IV, M.D.; USC Jennifer Heffernan, M.D.; UNTHSC Adapted from the University of South Carolina Senior Mentor Program 11/11 Reynolds GET-IT Program Life Reminiscence CM-IV SAGE Program LIFE REMINISCENCE AS A CLINICAL TOOL Goal: You will understand the benefits of life reminiscence and patient-centered interviewing when assessing psychosocial issues, spiritual beliefs, and health perceptions in older adults Session Competencies: Attitudes The student will be able to: 1. Appreciate when and why life reminiscing may be of value to healthcare professionals and older adults Knowledge The student will be able to: 1. Discuss the role of communication skills in patient-provider satisfaction 2. Describe the psychosocial and developmental stages that are associated with older adults 3. Discuss the role of life reminiscence in treatment of depression in older adults Behaviors and Skills The student will be able to: 1. Take, read and interpret a blood pressure and pulse 2. Communicate effectively using active and reflective listening 3. Utilize patient-centered interviewing to conduct a brief clinical life reminiscence. Equipment/Material to Take to the Interview 1. White coat and nametag 2. Blood Pressure Cuff, Stethoscope 3. Senior Mentor/Client Signature/Blood Pressure Card (SAGE card) 4.
    [Show full text]
  • The Influence of High-Elaborative, Emotion-Rich Reminiscing on Children’S
    The Influence of High-elaborative, Emotion-rich Reminiscing on Children’s Development of Autobiographical Memory and Emotion Knowledge Penny Wareham Submitted in fulfillment of the requirements of the degree of PhD at the School of Psychology, University of New South Wales August 2007 ABSTRACT High elaborative parent-child reminiscing plays a significant role in preschoolers’ development of autobiographical memory, and, given the emotional salience of many past events, may also contribute to the development of emotion knowledge and other socio-cognitive skills. Additionally, whilst research has traditionally focused on reminiscing style, emotional content may also be important for child outcomes. In Study 1, a naturalistic paradigm was employed to examine associations of parents’ reminiscing style and emotion references with children’s emotion knowledge. Twenty-five parent- child dyads each discussed four emotionally salient past events. It was found that high elaborative parents more often discussed emotions causes than did other parents; in turn, a high elaborative style and discussion of emotion causes were each uniquely associated with children’s emotion knowledge. In Study 2 an experimental paradigm was used to examine the impact of emotion- oriented reminiscing on 88 children’s memory for a staged, emotion-rich event. Two days after participating in the event, children reminisced with an experimenter in one of four ways. Emotion-cause, emotion-expression, and no-emotion reminiscing were all high elaborative but differed in emotion content. Minimal reminiscing was low elaborative. Children who participated in emotion-cause reminiscing and, to a lesser extent, emotion- expression reminiscing, recalled significantly more emotional and non-emotional information about the event than did children who participated in no-emotion or minimal reminiscing.
    [Show full text]
  • The Manifesto
    the manifesto www.tiltparenting.com Right now, at this very moment, millions of children are growing up in a world that doesn’t respect, support, or embrace who they inherently are. That’s because millions of children today are neurologically atypical, or what I like to call “differently-wired,” and the world just isn’t ready to accommodate their unique way of moving through life. According to a March 2015 article in Psychology Today by John Elder Robinson, studies suggest that 20 percent of high school students are in some way neurodiverse. “That makes neurodiversity (in total) more common than being six feet tall, or having red hair.” 20 percent of today’s kids. 20 percent struggling to fit in at school and society because their neurological differences—whether it’s ADHD or anxiety or giftedness or Asperger’s or sensory issues or dyslexia or OCD and so on—are treated like deficits; inconveniences; things that need to be fixed, instead of part of the essential fabric that comprises these creative, complicated, awesome beings. If you’re reading this, my hunch is you know exactly what I’m talking about. You yourself are raising a child who is in some way differently-wired. I am too. And I’m on a mission to change the experience we as parents have in raising these kids so that they can go through their lives and interact with the world around them in a way that will help them thrive. The big-picture vision for TILT is to foster a generous online community where parents raising atypical kids can tap into resources that will help them feel informed, inspired, optimistic, and supported.
    [Show full text]