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DOCUMENT RESUME
ED 434 765 PS 028 016
TITLE On the Threshold: How Your Child Develops. Birth to FiveYears.
INSTITUTION Alaska State Dept. of Education, Juneau.PUB DATE 1998-00-00NOTE 45p.
PUB TYPE Guides Non-Classroom (055)EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS *Child Behavior; *Child Development; *Developmental Stages;
*Infant Behavior; Infant Care; Infants; Parent ChildRelationship; Parent Materials; Prenatal Care; PreschoolChildren; Preschool Education; Toddlers
IDENTIFIERS Brain Development
ABSTRACTThis booklet from the Alaska Department of Education
describes stages in babies' and young children's growth and development andsuggests ways parents can support their children's development process. Theinformation is divided into the following age ranges: (1) prenatal; (2) birthto 4 weeks; (3) 1 to 3 months; (4) 3 to 6 months; (5) 6 to 9 months; (6) 9 to12 months; (7) 12 to 18 months; (8) 18 to 24 months; (9) 2 to 3 years; (10) 3
to 4 years; and (11) 4 to 5 years. For each age range, a summary paragraphintroduces the information, followed by a listing, with explanation, ofbehaviors parents can expect from their child at that age. Sidebars contain"Tips and Things To Watch For" and "Notes on Brain Development." (EV)
********************************************************************************
Reproductions supplied by EDRS are the best that can be madefrom the original document.
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U.S
. DE
PA
RT
ME
NT
OF
ED
UC
AT
ION
Offi
ce o
f Edu
catio
nal R
esea
rch
and
Impr
ovem
ent
ED
UC
AT
ION
AL
RE
SO
UR
CE
S IN
FO
RM
AT
ION
CE
NT
ER
(E
RIC
)T
his
docu
men
t has
bee
n re
prod
uced
as
rece
ived
from
the
pers
on o
r or
gani
zatio
ni
orig
inat
ing
it
0 M
inor
cha
nges
hav
e be
en m
ade
toim
prov
e re
prod
uctio
n qu
ality
Poi
nts
of v
iew
or
opin
ions
sta
ted
in th
isdo
cum
ent d
o no
t nec
essa
rily
repr
esen
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l OE
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on o
r po
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E Y
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OD
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E A
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E T
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Y
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OR
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77
( 1F
1FE
ES
f N
ER
yz-
7-7
Chi
ldre
n le
arn
abou
t the
mse
lves
, the
ir w
orld
, the
ir la
ngua
ge/a
nd/th
eir
cultu
re lo
ng b
efor
e th
ey g
o to
scho
ol. T
hey
lear
n th
ese
thin
gs f
rom
thei
r pa
rent
s, g
rand
pare
nts,
aun
ts, u
ncle
s, b
roth
ers,
sis
ters
and
othe
rs w
ho ta
ke c
are
of th
em. T
hese
peo
ple
are
child
ren'
s fi
rst t
each
ers.
We
now
kno
w th
at a
chi
ld's
ear
ly e
xper
ienc
es f
rom
bir
th to
age
fiv
e pr
ovid
e th
e fo
unda
tion
for
futu
rele
arni
ng. S
afe,
sup
port
ive
hom
es a
nd lo
ving
fam
ilies
and
car
egiv
ers
mak
e th
at f
ound
atio
n so
lid a
ndpo
sitiv
e, g
ivin
g th
e ch
ild th
e m
enta
l, ph
ysic
al a
nd e
mot
iona
l too
ls n
eede
d fo
r su
cces
s in
sch
ool a
nd in
late
r lif
e.
Thi
s bo
okle
t, O
n th
e T
hres
hold
, des
crib
es s
ome
of th
e th
ings
chi
ldre
n do
and
des
crib
es w
ays
you
can
supp
ort t
heir
gro
wth
and
deve
lopm
ent.
The
boo
klet
incl
udes
a f
ew n
otes
on
the
deve
lopm
ent o
f th
e br
ain,
bec
ause
of
the
impo
rtan
ce o
f br
ain
deve
lopm
ent d
urin
g th
e fi
rst f
ive
year
s of
life
. The
pos
itive
exp
erie
nces
and
love
and
car
e yo
u sh
ow y
our
child
in th
eea
rly
year
s su
ppor
t hea
lthy
brai
n de
velo
pmen
t. T
his
will
ulti
mat
ely
cont
ribu
te to
you
r ch
ild d
oing
wel
l in
scho
ol a
ndla
ter
in li
fe.
Sinc
erel
y,
7
A(1
A/
Ric
hard
S. C
ross
Ala
ska
Com
mis
sion
er o
f E
duca
tion
4in
tsJa
skoa
Edu
catio
n
Impo
rtan
t Not
e
Not
all
child
ren
grow
and
dev
elop
in e
xact
ly th
e sa
me
way
or
at th
e sa
me
rate
. You
r ch
ild m
ay d
o so
me
thin
gs s
oone
r or
late
r th
an w
hat i
s lis
ted
inth
is b
ookl
et. R
emem
ber
to tr
ust y
our
inst
inct
s an
d fe
elin
gs. S
ee a
hea
lthpr
ofes
sion
al if
you
hav
e an
y qu
estio
ns a
bout
you
r ch
ild's
gro
wth
,de
velo
pmen
t or
heal
th. Y
ou c
an w
rite
dow
n im
port
ant t
elep
hone
num
bers
for
your
nur
se, c
linic
, doc
tor
or o
ther
hea
lth p
rofe
ssio
nals
in th
e pl
ace
prov
ided
in th
e ba
ck o
f th
is b
ookl
et.
6
A c
hild
's p
erso
nalit
y, b
ehav
ior,
and
abi
lity
to le
arn
begi
n to
dev
elop
long
bef
ore
birt
h. F
rom
the
begi
nnin
g of
the
preg
nanc
y, e
very
thin
gth
at a
ffec
ts th
e m
othe
r m
ay h
ave
an e
ffec
t on
the
deve
lopi
ng b
aby.
ecau
se o
f th
is, i
t is
impo
rtan
t to
do th
ese
thin
gs if
you
are
expe
ctin
g a
baby
:
Go
to th
e cl
inic
, nur
se, d
octo
r, m
idw
ife, o
r ot
her
heal
th c
are
prof
essi
onal
as
soon
as
you
thin
kyo
u m
ight
be
preg
nant
.
Avo
id a
ll al
coho
l, to
bacc
o, a
nd d
rugs
that
cou
ldda
mag
e th
e de
velo
ping
bab
y. A
void
sec
ond-
hand
smok
e.
Eat
a v
arie
ty o
f foo
ds fr
om th
e ba
sic
food
grou
ps. T
ry to
mai
ntai
n a
heal
thy
bala
nced
die
t.
Try
to s
tay
calm
and
hap
py a
nd a
void
em
otio
nal
upse
ts a
s m
uch
as y
ou c
an.
Res
t whe
n yo
u fe
el ti
red.
Sle
ep a
t lea
st 8
hou
rsa
nigh
t.
If yo
u ha
ve o
ther
chi
ldre
n, h
elp
them
get
rea
dyfo
r th
e ne
w b
aby.
Tal
k ab
out t
he n
ew b
aby,
the
kind
s of
thin
gs th
e ba
by w
ill d
o, a
nd w
hat t
heba
by m
ight
look
like
. Mak
e su
re o
ther
chi
ldre
nin
the
fam
ily k
now
how
impo
rtan
t it i
s to
be
care
ful w
ith th
e ba
by. T
ell t
hem
som
e th
ings
they
will
be
able
to d
o to
hel
p th
e ne
w b
aby
and
you,
onc
e th
e ne
w b
aby
com
es. L
et th
em h
elp
you
get t
hing
s re
ady
for
the
new
bab
y.
If yo
u w
ill b
e rid
ing
in a
car
, mak
e su
re y
ou h
ave
a ca
r se
at fo
r br
ingi
ng th
e ne
w b
aby
hom
e. If
you
will
be
trav
elin
g by
boa
t, sn
owm
achi
ne, o
rA
P/,
mak
e pl
ans
for
how
to tr
avel
saf
ely
with
atin
y ba
by.
Enj
oy th
inki
ng a
bout
and
pla
nnin
g fo
r yo
ur n
ewba
by -
and
don
't fo
rget
to ta
ke c
are
of y
ours
elf,
too!
7
8
The
'hew
born
bab
y sp
ends
mos
t of
his
or h
er ti
me
slee
ping
. At f
irst
, he
seem
s sm
all a
ndhe
lpie
sse
At
one
mon
th, h
e ha
s be
tter
mus
cle
tone
, but
nee
ds h
is h
ead
supp
orte
d w
hen
he is
lift
ed, h
eld
or c
arri
ed. V
isio
n de
velo
ps e
arly
, so
prov
ide
lots
of
vari
ety
a d
new
thin
gs to
look
ate
He
will
kno
w h
is p
aren
ts b
y th
eir
smel
l and
the
soun
ds o
f th
eir
voic
es.
It is
impo
rtan
t to
star
t tal
king
, rea
di g
, and
sin
ging
to h
im r
ight
fro
m th
e st
art.
Slee
ps a
lot.
Mak
e su
re b
aby
is o
n hi
s ba
ck o
n a
firm
mat
tres
s or
surf
ace
to s
leep
. Doc
tors
hav
e fo
und
that
this
hel
pske
ep b
abie
s sa
fe f
rom
SID
S (c
rib
deat
h.)
Whe
n aw
ake
and
plac
ed o
n hi
s tu
mm
y, h
eca
n ju
st b
arel
y lif
t his
nos
e to
turn
his
fac
efr
om s
ide
to s
ide.
Cha
nge
baby
's p
ositi
on f
rom
tim
e to
tim
e w
hen
he is
awak
e so
his
vie
w o
f th
e w
orld
cha
nges
and
he
has
oppo
rtun
ities
to d
evel
op h
is m
uscl
es.
Not
es O
n B
rain
Dev
elop
men
tT
he f
irst
thre
e ye
ars
of b
rain
dev
elop
men
tse
t the
sta
ge f
or th
e re
st o
f yo
ur b
aby'
slif
e.
Bab
ies'
bra
ins
are
very
sof
t. Sh
akin
gba
bies
can
dam
age
thei
r br
ains
and
cau
sebl
indn
ess,
dea
fnes
s, m
enta
l ret
arda
tion,
or
deat
h.
Wav
es, k
icks
, and
squ
irm
s.Pl
ace
on f
irm
mat
or
fold
ed b
lank
et o
n th
e fl
oor
togi
ve b
aby
time
to p
ract
ice
kick
ing
and
mov
ing
his
arm
s.
At t
imes
see
ms
unco
mfo
rtab
le a
nd g
ets
fuss
yif
left
in o
ne p
ositi
on f
or to
o lo
ng.
Play
sof
t mus
ic a
nd r
ock
him
or
danc
e ar
ound
with
him
to th
e rh
ythm
of
the
mus
ic. R
ock
and
talk
or
sing
to h
im.
Suck
s an
d sw
allo
ws,
turn
s to
war
d fi
nger
,ni
pple
, or
bottl
e w
hen
chee
k is
touc
hed.
Sque
ezes
you
r fi
nger
in h
is p
alm
.
Mak
es s
mal
l, th
roat
y no
ises
, coo
s.C
ries
whe
n hu
ngry
, unh
appy
, or
in p
ain.
Go
to y
our
baby
whe
n he
cri
es. C
heck
to s
ee if
he
need
s to
be
chan
ged,
fed
, or
held
and
cud
dled
. You
won
't sp
oil h
im b
y lo
ving
him
and
car
ing
for
him
.
Nee
ds c
omfo
rtin
g, c
uddl
ing,
and
han
dlin
g.
Lik
es to
be
touc
hed
and
talk
ed to
.H
andl
e ba
by ju
st e
noug
h. T
oo m
uch
hand
ling
can
mak
e ba
bies
tens
e, to
o lit
tle c
an m
ake
them
list
less
.
Hav
e "c
onve
rsat
ions
" w
ith y
our
baby
. Eve
n th
ough
he c
an't
talk
, he
take
s hi
s tu
rn in
the
conv
ersa
tion
by m
ovin
g or
mak
ing
face
s.
Use
dia
peri
ng a
nd b
ath
time
as a
tim
e to
talk
. Use
gent
le a
ctio
ns, s
mile
, and
pro
vide
thin
gs f
or h
im to
hold
, loo
k at
, and
list
en to
.
Sudd
en lo
ud n
oise
s m
ay s
tart
le h
im a
ndm
ake
him
cry
. He
may
look
up
to s
ee w
ho is
talk
ing.
Loo
ks a
t fac
es.
Loo
k at
bab
y, a
nd h
old
your
fac
e 5
18 in
ches
aw
ayfr
om h
is e
yes.
Follo
ws
brig
ht o
r co
lorf
ul o
bjec
ts w
ith h
isey
es.
Prov
ide
a va
riet
y of
thin
gs f
or b
aby
to lo
ok a
t,in
clud
ing
inte
rest
ing
patte
rns
such
as
chec
kerb
oard
sof
ligh
t and
dar
k co
lors
, and
thin
gs th
at m
ove,
suc
has
mob
iles.
9
Bab
ies
are
born
with
ove
r 10
0 bi
llion
bra
ince
lls a
nd w
ill n
ot g
row
mor
e of
them
. Eac
hbr
ain
cell
is c
onne
cted
to th
ousa
nds
ofot
her
brai
n ce
lls.
The
exp
erie
nces
you
r ba
by h
as a
fter
he
isbo
rn m
ake
mor
e co
nnec
tions
am
ong
brai
nce
lls. T
hese
con
nect
ions
hel
p de
term
ine
how
you
r ba
by le
arns
thro
ugho
ut h
is li
fe.
You
r ba
by's
bra
in is
not
a s
mal
ler
vers
ion
of a
n ad
ult b
rain
. It c
hang
es c
onst
antly
as th
e ba
by h
as e
xper
ienc
es w
ith p
eopl
ean
d th
ings
.
Hol
ding
, cud
dlin
g, a
nd s
trok
ing
your
bab
ym
akes
bot
h of
you
fee
l goo
d. T
hese
thin
gsar
e al
so n
eede
d fo
r ba
by's
hea
lthy
brai
ngr
owth
and
dev
elop
men
t.
You
r ba
by's
bra
in is
"w
ired
" to
lear
n. O
ver
the
next
ten
year
s, it
will
be
far
mor
eac
tive
than
an
adul
t's b
rain
.
Mak
e su
re h
e ha
s lo
ts o
f po
sitiv
e an
din
tere
stin
g ex
peri
ence
s.
AN
D H
ING
ST
O W
AT
CH
FO
RIf
your
bab
y is
fuss
y, c
ryin
g or
won
't se
ttle
dow
n, tr
y th
is: t
urn
dow
n th
e no
ise,
turn
dow
n th
e lig
hts,
and
beco
me
as c
alm
as
you
can.
Hol
d yo
ur b
aby
and
rock
or
wal
k. S
ing
or ta
lk s
oftly
to h
im.
Som
etim
es, w
rapp
ing
a ba
by s
nugg
ly in
a b
lank
et h
elps
to s
ettle
him
.
NE
VE
R S
HA
KE
A B
AB
Y a
s th
is c
an c
ause
ser
ious
bra
in d
amag
e re
sulti
ng in
blin
dnes
s, r
etar
datio
n, o
r ev
ende
ath.
BA
CK
TO
SLE
EP
: Mak
e su
re y
ou p
ut y
our
baby
dow
n on
his
or
her
back
, on
a fir
m m
attr
ess,
to s
leep
.
If yo
ur b
aby
seem
s to
hav
e di
fficu
lty s
ucki
ng o
r sw
allo
win
g, ta
lk to
you
r cl
inic
, nur
se o
r do
ctor
.
Alw
ays
use
your
bab
y's
car
seat
whe
n he
is in
the
car,
and
mak
e su
re y
ou h
ave
the
stra
ps o
n rig
ht. B
esu
re h
e is
saf
e, s
ecur
e an
d w
arm
, and
driv
e ca
refu
lly if
you
trav
el o
n a
snow
mac
hine
or
in a
boa
t. A
lway
sus
e lif
e ja
cket
s fo
r hi
m a
nd y
ou w
hen
you
are
in a
boa
t.
If yo
u ar
e br
east
feed
ing,
avo
id a
lcoh
ol, d
rugs
and
cig
aret
tes.
Kee
p ba
by a
way
from
sec
ond-
hand
sm
oke.
Che
ck th
e ba
tterie
s in
the
smok
e de
tect
ors
in y
our
hom
e. If
you
don
't ha
ve s
mok
e de
tect
ors,
get
them
.
t" Ask
you
r cl
inic
,nu
rse,
or
doct
or if
your
chi
ld n
eeds
any
imm
uniz
atio
ns(s
hots
) at
this
time.
11
Bab
y sm
iles
for
the
firs
t tim
e. S
he w
ill s
mile
ove
r an
d ov
er a
nd o
ver
agai
n. H
erhe
arin
g is
qui
te g
ood.
At f
irst
she
will
be
star
tled
by a
ll so
unds
, lat
er o
nly
new
soun
ds w
ill s
tart
le h
er. S
he s
eem
s to
be
expl
orin
g ev
eryt
hing
with
her
eye
s,m
outh
, and
han
ds, a
nd r
eact
s w
ith lo
ts o
f m
ovem
ent o
f he
r ar
ms
and
legs
. She
need
s to
hea
r lo
ts o
f la
ngua
ge -
rea
ding
, sin
ging
, and
talk
ing,
and
con
tin i
es to
deve
lop
her
conv
ersa
tiona
l ski
lls.
Wob
bly
whe
n su
ppor
ted
in a
sitt
ing
posi
tion.
Lif
ts h
ead
regu
larl
y w
hen
on tu
mm
y.T
alk
to h
ersh
e'll
pick
up
her
head
and
list
en. T
his
help
s he
r de
velo
p he
ad c
ontr
ol.
Put c
olor
ful t
oys
in f
ront
of
her
so s
he s
ees
them
whe
n sh
e ho
lds
her
head
up.
Hol
d to
ys n
ear
her
hand
and
enc
oura
ge h
er to
rea
chfo
r th
em.
Lea
rns
to s
uck
wel
l, an
d co
ordi
nate
s su
ckin
gan
d br
eath
ing.
Mov
es a
rms
and
legs
with
bet
ter
cont
rol o
fth
e m
ovem
ent.
Aft
er 6
wee
ks o
ld, u
se b
ath
time,
or
any
quie
t tim
e,to
gen
tly m
ove
her
arm
s an
d le
gs to
str
engt
hen
her
bend
ing
and
stre
tchi
ng m
uscl
es.
Wig
gles
thum
bs, o
pens
and
clo
ses
fist
,12
wat
ches
her
han
ds m
ove.
Suc
ks h
and,
thum
bor
fin
gers
.
Wat
ches
peo
ple
mov
e.Pu
t you
r ba
by w
here
she
can
wat
ch p
eopl
e an
d th
eir
activ
ities
.
Rec
ogni
zes
fam
ily m
embe
rs o
r ca
regi
vers
.
Smile
s at
any
thin
g th
at lo
oks
like
a fa
ce.
Play
pee
k-a-
boo
with
you
r ha
nds
or a
bla
nket
or
was
hclo
th.
Star
es a
t thi
ngs
or p
eopl
e fo
r lo
ng p
erio
ds o
ftim
e.
Star
tles
and
crie
s at
loud
, sud
den
nois
es.
Stop
s m
ovin
g an
d lis
tens
to n
ew s
ound
s.G
ive
her
toys
that
mak
e no
ise
bells
, squ
eaky
toys
,an
d ra
ttles
.
Play
soo
thin
g or
inte
rest
ing
mus
ic.
Beg
ins
to r
ecog
nize
and
res
pond
to f
amili
arso
unds
.R
ead
pict
ure
book
s, e
spec
ially
boo
ks w
ith b
righ
tco
lors
. Sho
w th
e pi
ctur
es to
you
r ba
by, a
nd ta
lkab
out t
hem
. Rer
ead
the
sam
e bo
oks
ofte
n so
she
can
get u
sed
to th
e so
unds
of
wor
ds.
Mak
es s
ound
s th
at s
ound
like
par
ts o
f w
ords
:"a
h,"
"eh,
" "i
h,"
"uh.
"
Mak
es s
ound
s w
hen
it is
her
turn
to "
talk
" in
a co
nver
satio
n w
ith y
ou.
Tal
k to
her
in y
our
hom
e la
ngua
ge if
it is
not
Eng
lish,
as
wel
l as
in E
nglis
h. I
f yo
u ca
n fi
nd th
em,
read
boo
ks in
you
r ho
me
lang
uage
to h
er. O
r, ta
lk to
her
in y
our
hom
e la
ngua
ge a
bout
the
pict
ures
inpi
ctur
e bo
oks.
Use
s di
ffer
ent c
ries
for
dif
fere
nt n
eeds
.
Not
es O
n B
rain
Dev
elop
men
tM
ake
sure
you
r ba
by h
as lo
ts o
f op
port
uni-
ties
to s
ee, h
ear,
tast
e, to
uch
and
smel
ldi
ffer
ent t
hing
s so
dif
fere
nt p
arts
of
her
brai
n de
velo
p an
d st
ay a
ctiv
e.
The
bra
in c
ell c
onne
ctio
ns th
at y
our
baby
deve
lops
whi
le m
ovin
g he
r he
ad, a
rms,
and
legs
now
will
hel
p w
ith la
ter
coor
dina
tion
and
mus
cle
cont
rol.
13
A F
i TH
ING
ST
WA
TC
H F
OR
BA
CK
TO
SLE
EP
: Mak
e su
re y
ou p
ut y
our
baby
dow
n on
his
or
her
back
, on
a fir
m m
attr
ess,
to s
teep
.
NE
VE
R S
HA
KE
A B
AB
Y a
s th
is c
an c
ause
ser
ious
bra
in d
amag
e re
sulti
ng in
blin
dnes
s, d
eafn
ess,
reta
rdat
ion,
or
deat
h.
Hol
d yo
ur b
aby
whi
te s
he is
bei
ng fe
d. A
pro
pped
up
bottl
e ca
n ca
use
drai
nage
into
her
ear
s an
dda
mag
e he
r he
arin
g. W
hen
she
gets
teet
h, it
can
coa
t her
teet
h in
milk
or
juic
e an
d m
ake
them
get
cavi
ties
or r
ot a
way
. Hol
d, a
nd s
nugg
le y
our
baby
whi
le y
ou fe
ed h
er.
If yo
ur b
aby
does
n't s
eem
to h
ear
your
voi
ce o
r ot
her
soun
ds, a
sk y
our
clin
ic, n
urse
or
doct
or to
che
ckhe
r he
arin
g.
Bab
ies
can
lear
n th
e so
unds
of m
ore
than
one
lang
uage
at o
nce.
Don
't w
orry
abo
ut c
onfu
sing
her
if s
hehe
ars
mor
e th
an o
ne la
ngua
ge fr
om fa
mily
mem
bers
or
care
give
rs. H
earin
g th
ese
soun
ds n
ow w
ill h
elp
her
lear
n bo
th la
ngua
ges
late
r.
If yo
u ar
e br
east
feed
ing,
avo
id a
lcoh
ol, d
rugs
and
cig
aret
tes.
Kee
p ba
by a
way
from
sec
ond-
hand
smok
e.
14
At t
his
age,
ther
e is
a lo
t of
activ
ity in
the
part
of
the
baby
's b
rain
whe
re v
isio
n is
proc
esse
d. B
e su
re s
he h
as lo
ts o
f in
tere
st-
ing
thin
gs to
look
at.
Ask
you
r cl
inic
, nur
se o
r do
ctor
to c
heck
her
eyes
. Som
e ba
bies
are
bor
n w
ith e
yepr
oble
ms
that
nee
d to
be
fixe
d w
hile
they
are
still
bab
ies.
Bab
ies
need
to b
e ab
le to
see
wel
l so
that
the
visi
on p
art o
f th
eir
brai
n ca
n de
velo
p.
Whe
n a
baby
hea
rs s
omet
hing
ove
r an
d ov
erag
ain,
she
dev
elop
s br
ain
cell
conn
ectio
nsfo
r th
at s
ound
in th
e pa
rt o
f he
r br
ain
whe
reso
und
is p
roce
ssed
. Thi
s is
impo
rtan
t for
the
soun
ds o
f la
ngua
ge a
s w
ell a
s ot
her
soun
ds.
At t
hree
mon
ths,
you
r ba
by c
an r
ecog
nize
seve
ral h
undr
ed s
poke
n so
unds
-m
ore
than
are
in a
ny o
ne la
ngua
ge. S
he w
ill b
abbl
eus
ing
"uni
vers
al"
baby
sou
nds
at th
is a
ge.
At o
ne y
ear
old,
she
will
bab
ble
usin
g on
lyth
e so
unds
mad
e in
the
lang
uage
or
lang
uage
s he
r fa
mily
or
care
give
rs s
peak
.T
his
babb
ling
crea
tes
the
brai
n co
nnec
tions
that
will
hel
p he
r le
arn
her
lang
uage
or
lang
uage
s la
ter.
11,2 C1C
Ask
you
r cl
inic
,nu
rse,
or
doct
or if
your
chi
ld n
eeds
any
imm
uniz
atio
ns(s
hots
) at
this
time.
15
//-T
h)
-9-.
s x
NT
I-Y
V(A
yY
our
baby
beg
ins
to la
ugh.
He
beco
mes
tick
lish.
He
play
s w
ith h
is f
inge
rs a
ndto
es, a
nd p
uts
them
and
oth
er th
ings
in h
is m
outh
. He
likes
pla
ying
hid
e an
dfi
nd g
ames
and
enj
oys
lots
of
atte
ntio
n.
Rol
ls f
rom
bac
k to
sid
e, s
tom
ach
to b
ack,
and
back
to s
tom
ach.
Plac
e ba
by in
dif
fere
nt p
ositi
ons
with
spa
ce to
mov
ein
cri
b, o
n a
blan
ket o
n th
e fl
oor.
Sits
with
som
e su
ppor
t. L
ikes
to b
e pr
oppe
dup
to s
it.H
old
baby
in a
sitt
ing
posi
tion.
Pro
p hi
m u
p w
ithpi
llow
s so
he
can
mov
e hi
s he
ad a
nd lo
ok a
roun
d.
Not
es O
n B
rain
Dev
elop
men
tY
our
baby
's b
rain
is d
evel
opin
g ra
pidl
y. N
ewth
ings
to s
ee, h
ear,
touc
h, ta
ste
and
smel
lhe
lps
diff
eren
t are
as o
f th
e br
ain
deve
lop.
Fam
iliar
rou
tines
, a s
afe
hom
e w
ithou
tvi
olen
ce, a
nd a
dults
who
car
e fo
r hi
msu
ppor
t hea
lthy
deve
lopm
ent o
f th
e pa
rt o
fth
e br
ain
that
con
trol
s em
otio
ns a
ndm
emor
y.
The
bra
ins
of b
abie
s w
ho li
ve in
a s
ecur
e,lo
ving
, saf
e en
viro
nmen
t dev
elop
in h
ealth
yw
ays
that
hel
p th
em d
eal w
ith a
nger
and
othe
r em
otio
ns, a
nd f
orm
hea
lthy
rela
tion-
ship
s as
they
gro
w u
p.
Mov
es h
is a
rms
and
legs
like
he
is s
wim
min
gw
hen
he is
on
his
tum
my.
Tri
es to
get
you
to k
eep
play
ing
gam
es b
ym
akin
g so
unds
or
incr
easi
ng h
is m
ovem
ents
.
Unc
over
s an
obj
ect t
hat i
s pa
rtly
hid
den.
Part
ly h
ide
toys
und
er a
bla
nket
or
was
hclo
th s
o he
can
find
them
. Tal
k ab
out w
hat's
hap
peni
ng in
thes
ega
mes
, "O
ops,
whe
re d
id th
e te
ddy
go?"
"T
here
it is
!Y
ou f
ound
the
tedd
y un
der
the
blan
ket."
Bat
s at
obj
ects
and
trie
s to
gra
b th
em.
Giv
e hi
m to
ys th
at h
e ca
n ho
ld, t
oss,
and
ban
gto
geth
er.
Smile
s at
him
self
in th
e m
irro
r.H
old
baby
in f
ront
of
the
mir
ror
so h
e ca
n se
ehi
mse
lf.
Dis
cove
rs h
is o
wn
voic
e an
d lik
es to
talk
tohi
mse
lf a
fter
wak
ing
up, w
hen
eatin
g, a
ndw
hile
mov
ing.
Giv
e hi
m ti
me
to p
ract
ice
mak
ing
soun
ds o
n hi
s ow
n.
Play
s w
ith s
ound
s an
d m
akes
sou
nds
that
alm
ost s
ound
like
wor
ds: "
ga,"
"bu
h,"
"da.
"
Lis
tens
and
wat
ches
you
r m
outh
whe
n yo
uta
lk. M
akes
sou
nds
back
to c
omm
unic
ate
- lik
ea
conv
ersa
tion.
Rea
d bo
oks
and
talk
abo
ut th
ings
you
sho
w h
im. T
his
help
s hi
m le
arn
to li
sten
, and
to le
arn
abou
t lan
guag
e.
Tri
es to
get
atte
ntio
n, la
ughs
, and
res
pond
s to
faci
al e
xpre
ssio
ns.
Don
't hu
rry
whe
n yo
u fe
ed, d
ress
, or
bath
e yo
ur b
aby.
Thi
s is
a ti
me
to p
lay,
to b
uild
trus
t and
fee
lings
of
secu
rity
, and
to s
how
him
you
love
him
.
Smile
s at
the
soun
d of
a h
appy
voi
ce, c
ries
or
look
s un
happ
y at
the
soun
d of
an
angr
y vo
ice.
Mak
e in
tere
stin
g fa
ces
and
soun
ds. C
lick
your
tong
ue,
mak
e fu
nny
nois
es, p
lay
patty
cak
e, s
ay "
uh-o
h,"
"gon
na g
et y
ou,"
or
othe
r th
ings
you
can
use
ove
r an
dov
er.
Beg
ins
teet
hing
. May
be
fuss
y, d
rool
mor
e7
than
usu
al, w
ake
up a
t nig
ht c
ryin
g, o
r ru
b hi
s'ey
es, e
ars,
or
jaw
.C
heck
for
sw
olle
n or
red
gum
s. G
ive
baby
a c
ool,
clea
nw
et c
loth
, or
a ru
bber
teet
hing
rin
g to
che
w o
n.
Thi
s is
stil
l a v
ery
activ
e tim
e of
dev
elop
-m
ent f
or th
e vi
sual
are
a of
the
brai
n.
The
par
t of
the
brai
n th
at c
ontr
ols
emot
ions
also
con
trol
s lo
ng te
rm m
emor
y. W
hen
babi
es h
ave
good
exp
erie
nces
with
boo
ks,
they
are
bui
ldin
g m
emor
ies
that
will
hel
pth
em h
ave
good
fee
lings
abo
ut le
arni
ng to
read
late
r on
.
Exp
erie
nces
that
are
ver
y em
otio
nal
scar
y,hu
rtfu
l, lo
ving
, hap
pycr
eate
str
ong
mem
orie
s.
Hea
ring
the
sam
e w
ords
ove
r tim
e he
lps
babi
es d
evel
op b
rain
cel
l con
nect
ions
for
the
soun
ds o
f th
e la
ngua
ge.
Res
earc
hers
hav
e ne
w to
ols
to s
ee w
hich
area
s of
a b
aby'
s br
ain
are
deve
lopi
ng a
tce
rtai
n tim
es. T
hey
have
fou
nd th
at m
ost
type
s of
bra
in d
evel
opm
ent o
ccur
muc
hea
rlie
r th
an w
as th
ough
t bef
ore.
TO
WA
TC
H F
RR
emem
ber:
NE
VE
R S
HA
KE
A B
AB
Y
ST
OP
BO
TT
LE M
OU
TH
: If y
ou g
ive
your
bab
y a
bottl
e to
hel
p hi
m g
o to
sle
ep, f
ill it
with
pla
in w
ater
.D
on't
use
juic
e, m
ilk, p
op, o
r su
gar
wat
er. A
ll ca
use
bottl
e m
outh
if th
e ba
by g
oes
to s
leep
with
the
bottl
e.
If yo
u ar
e br
east
feed
ing,
avo
id c
igar
ette
s, d
rugs
and
alc
ohol
. Kee
p ba
by a
way
from
sec
ond-
hand
smok
e.
If yo
ur c
hild
is u
nabl
e to
focu
s hi
s ey
es o
n th
ings
, has
a w
ande
ring
eye
mov
emen
t, or
one
or
both
eye
sap
pear
dro
opy
or c
ross
ed, t
ell y
our
clin
ic, n
urse
or
doct
or.
If yo
ur b
aby
has
not m
ade
cooi
ng o
r ba
bblin
g so
unds
or
sudd
enly
qui
ts b
abbl
ing,
tell
your
clin
ic, n
urse
or d
octo
r.
Mak
e su
re b
aby
can'
t rea
ch h
ouse
pla
nts,
sm
all o
bjec
ts th
at c
ould
be
swal
low
ed, o
r ot
her
thin
gs th
atco
uld
be h
arm
ful.
EA
sk y
our
clin
ic,
nurs
e, o
r do
ctor
ifyo
ur c
hild
nee
dsan
y im
mun
izat
ions
(sho
ts)
at th
istim
e.
19
She'
s a
liste
ner!
She
turn
s he
r he
ad, l
ooks
up,
or
trie
s to
com
e w
hen
her
nam
eis
cal
led,
mov
es a
roun
d w
ith a
rms
for
pow
er, a
nd tr
ies
to u
se h
er le
gs f
orcr
awlin
g ev
en if
she
isn'
t up
on h
er k
nees
yet
. She
's le
arni
ng b
y re
achi
ng,
hold
ing,
ban
ging
, pas
sing
obj
ects
fro
ion
e ha
nd to
the
othe
r, a
nd p
uttin
gE
VE
RY
TH
ING
in h
er m
outh
. She
enj
oys
hear
ing
and
seei
ng n
ew p
ictu
re b
ooks
,an
d re
spon
ds w
hen
you
rere
ad f
amili
ar f
avor
ites.
Nap
s 1
- 4
hour
s a
day.
Prov
ide
a qu
iet p
lace
for
reg
ular
nap
ping
, abo
ut th
esa
me
time
ever
y da
y.
Cre
eps,
cra
wls
, sco
ots
or m
oves
aro
und
inso
me
way
. Not
all
babi
es c
raw
l, bu
t mos
tfi
nd a
way
to m
ove
arou
nd.
Put y
our
baby
in a
saf
e, o
pen
plac
e w
here
she
can
prac
tice
rolli
ng, r
ocki
ng b
ack
and
fort
h, p
ullin
gw
ith h
er a
rms,
kic
king
, and
tryi
ng to
cra
wl.
Loo
k fo
r an
d pu
t aw
ay a
nyth
ing
that
mig
ht h
urt
her
if s
he g
ot it
or
pulle
d it
dow
n on
her
self
.
Pref
ers
to s
it up
rat
her
than
lie
dow
n w
hen
she
is a
wak
e.H
elp
your
bab
y le
arn
to s
it up
. Gen
tly p
ush
her
over
from
the
side
so
she
can
prac
tice
reac
hing
out
toba
lanc
e he
rsel
f.
Play
s w
hen
lyin
g on
her
sid
e, c
ruis
es a
roun
din
her
cri
b, p
lays
with
her
fee
t.
Und
erst
ands
a n
umbe
r of
wor
ds, i
nclu
ding
"no"
and
"by
e by
e."
Mak
es m
ovem
ents
, sou
nds,
or
faci
alex
pres
sion
s in
res
pons
e to
oth
er c
hild
ren'
sm
ovem
ents
or
soun
ds.
Pats
her
imag
e in
mir
ror.
Rec
ogni
zes
othe
rsin
mir
ror.
Spen
d tim
e to
uchi
ng, p
layi
ng a
nd ta
lkin
g w
ith y
our
child
in f
ront
of
a m
irro
r. P
oint
to a
nd n
ame
part
s of
her
face
whi
le s
he w
atch
es in
the
mir
ror.
Mak
es b
abbl
ing
soun
ds s
uch
as "
ma,
" "g
a,"
"ehe
h,"
"bab
a,"
"goo
goo,
" "d
idi."
Play
pee
k-a-
boo,
this
littl
e pi
ggy,
and
pat
ty-c
ake
orsi
mila
r ga
mes
. Mak
e fu
nny
soun
ds a
nd s
ay s
hort
rhym
es a
nd s
illy
sayi
ngs.
Imita
tes
coug
h, to
ngue
clic
king
, bye
-bye
,ha
nd c
lapp
ing.
Use
s di
ffer
ent c
ries
and
bab
bles
for
hun
ger,
ange
r, d
isco
mfo
rt, p
ain.
Try
to u
nder
stan
d w
hat h
er c
ries
mea
n. U
se s
impl
ew
ords
and
phr
ases
to d
escr
ibe
her
need
s: "
I kn
owyo
u're
hun
gry,
" "O
w, t
hat h
urt!
"
Not
es O
n B
rain
Dev
elop
men
tM
ost p
arts
of
the
brai
n ar
e ac
tivel
y de
velo
p-in
g du
ring
this
per
iod.
Get
ting
enou
gh s
leep
is im
port
ant f
or h
ealth
ybr
ain
deve
lopm
ent.
The
sam
e pa
rt o
f th
e br
ain
cont
rols
bot
h th
eem
otio
ns a
nd lo
ng te
rm m
emor
y. A
saf
e,lo
ving
hom
e he
lps
crea
te p
ositi
ve m
emor
ies
and
a go
od f
eelin
g ab
out t
hem
selv
es, o
ther
peop
le, a
nd th
e w
orld
. The
se e
arly
mem
orie
sca
n af
fect
a p
erso
n th
roug
hout
her
or
his
life.
May
fus
s if
han
ded
to p
eopl
e sh
e do
esn'
tkn
ow, o
r w
hen
her
pare
nts
leav
e th
e ro
om.
Hol
d he
r or
let h
er s
tay
by y
ou a
nd li
sten
as
you
talk
with
new
peo
ple.
Be
patie
nt a
nd c
alm
if s
he is
fuss
y. S
he w
ill n
eed
time
to w
atch
and
get
use
d to
new
peo
ple
in h
er o
wn
way
.
Loo
ks a
nd li
sten
s w
hen
peop
le ta
lk. L
ooks
up w
hen
peop
le s
ay h
er n
ame.
Loo
ks a
tth
ings
you
nam
e or
poi
nt a
t.H
old
her
in y
our
lap
and
read
to h
er. P
oint
to th
epi
ctur
es a
s yo
u re
ad.
Tal
k w
ith y
our
baby
abo
ut w
hat y
ou a
re d
oing
.N
ame
obje
cts
and
peop
le.
Rem
embe
r: N
EV
ER
SH
AK
E A
BA
BY
She
is b
egin
ning
to m
ove
arou
nd, a
nd m
ay r
oll,
cree
p or
fall
off a
bed
or
couc
h. B
e su
re th
ere
aren
'tth
ings
she
can
pul
l ove
r on
her
self
- ta
mps
, car
ts, g
uns
or g
un r
acks
, sm
all t
able
s, fi
rew
ood,
aqua
rium
s. M
ake
sure
that
she
can
't ge
t to
the
woo
dsto
ve, h
eate
rs, o
r fa
ns.
If he
r he
ad is
stil
t flo
ppy
at 9
mon
ths,
if s
he s
eem
s to
hav
e di
fficu
lty m
ovin
g it
from
sid
e to
sid
e, o
rif
she
is n
ot tr
ying
to s
it, r
oll o
r cr
eep,
tell
your
clin
ic, n
urse
or
doct
or.
Thi
s is
a g
ood
age
to c
heck
out
you
r ba
by's
mou
th fo
r ne
w te
eth,
red
gum
s, o
r de
cay.
Ask
you
r cl
inic
,nu
rse,
doc
tor,
or
dent
ist h
ow to
take
car
e of
you
r ba
by's
new
teet
h as
they
com
e in
.
If yo
u gi
ve y
our
baby
a b
ottle
to h
elp
him
go
to s
teep
, fill
it w
ith p
lain
wat
er. D
on't
use
juic
e, m
ilk,
pop,
or
suga
r w
ater
. All
caus
e bo
ttle
mou
th if
the
baby
goe
s to
sle
ep w
ith th
e bo
ttle.
Be
sure
that
eve
ryon
e in
you
r ho
me
know
s th
at k
eepi
ng s
mal
l toy
s an
d ob
ject
s, a
nd p
oiso
ns, o
ut o
fhe
r re
ach
is a
life
and
dea
th m
atte
r.
If yo
ur c
hild
has
not
bee
n do
ing
man
y of
the
thin
gs li
sted
so
far,
you
sho
uld
take
her
or
him
to th
ecl
inic
, nur
se o
r do
ctor
for
a ch
eck-
up. M
ake
a lis
t of y
our
conc
erns
bef
ore
you
go. I
f you
(ba
by's
mom
,da
d, o
r ca
regi
ver)
are
feel
ing
depr
esse
d, a
dd th
is to
you
r lis
t of t
hing
s to
talk
abo
ut w
ith th
e cl
inic
,nu
rse
or d
octo
r.
22
It is
ver
y im
port
ant f
or y
our
baby
to c
ontin
ueto
lear
n ho
w to
hav
e "c
onve
rsat
ions
" w
ithyo
u. T
his
help
s ba
bies
dev
elop
lang
uage
,th
inki
ng, a
nd e
mot
iona
l con
nect
ions
.
Hap
py, h
ealth
y m
oms
and
dads
hav
e a
posi
tive
effe
ct o
n th
eir
babi
es' b
rain
dev
elop
-m
ent.
The
vis
ion
area
of
the
brai
n is
stil
l ver
y bu
syat
this
age
.
At 6
mon
ths,
bab
ies'
bra
ins
have
dif
fere
nces
base
d on
whe
ther
Eng
lish,
Spa
nish
, Tlin
git,
Rus
sian
, Yup
ik, o
r ot
her
lang
uage
s ar
esp
oken
in th
eir
hom
es. I
f m
ore
than
one
lang
uage
is s
poke
n at
hom
e, th
e br
ain
deve
lops
con
nect
ions
for
eac
h la
ngua
ge.
The
mor
e ex
posu
re a
n in
fant
has
to w
ords
,th
e fa
ster
she
lear
ns h
er la
ngua
ge a
nd b
uild
she
r vo
cabu
lary
.
EC
Ask
you
r cl
inic
,nu
rse,
or
doct
or if
your
chi
ld n
eeds
any
imm
uniz
atio
ns(s
hots
) at
this
time.
23
24
,P11
7,
,k`
He'
s an
act
ive
expl
orer
of
his
envi
ronm
ent.
He'
s in
to e
very
thin
g-
pulls
thin
gs o
ut a
ndsp
read
s th
em a
roun
d. W
hen
he's
not
bus
y m
ovin
g th
ings
aro
und,
he
lear
ns b
y ju
stst
arin
g at
peo
ple,
toys
, pet
s, o
r ev
ents
out
side
the
win
dow
. Thi
s is
a go
od ti
me
for
you
to n
ame
thin
gs a
nd ta
lk a
bout
wha
t he'
s se
eing
in s
impl
e w
ords
and
sen
tenc
es.
Cra
wls
, pul
ls h
imse
lf u
p fr
om k
neel
ing
tost
andi
ng u
sing
one
leg
at a
tim
e an
d m
oves
arou
nd h
oldi
ng o
nto
furn
iture
or
som
eone
'sha
nd.
Prov
ide
safe
are
as f
or m
ovin
g ar
ound
and
the
falls
that
com
e w
ith le
arni
ng.
Mak
e su
re th
at ta
bles
and
oth
er th
ings
are
sta
ble
sohe
can
't pu
ll th
em o
ver
onto
him
self
. Blo
ck s
tair
sw
ith a
gat
e. T
ake
tabl
eclo
ths
off
tabl
es if
he
can
reac
h th
em. B
lock
off
the
woo
dsto
ve.
Stop
s ac
tivity
, fro
wns
, or
crie
s w
hen
adul
tsa
ys "
no-n
o."
Attr
act h
is a
ttent
ion
to a
n ob
ject
, sou
nd, o
r m
usic
toav
oid
havi
ng to
say
"no
-no"
as
ofte
n.
Show
you
r ch
ild w
hat i
s ok
ay to
do.
Whe
n he
get
s in
to a
"no
-no,
" gi
ve h
im s
omet
hing
else
to d
o.
Get
s ot
her
peop
le to
com
e to
him
by
reac
hing
out o
r m
akin
g no
ises
. Mov
es to
mus
ic, s
mile
sto
sho
w e
njoy
men
t.
Tur
ns h
is h
ead
whe
n hi
s na
me
is s
aid.
Stop
s dr
oolin
g.
Lik
es a
nd d
islik
es s
ome
food
s an
d m
ay w
ant
to tr
y to
fee
d hi
mse
lf.
Allo
w h
im to
hol
d hi
s sp
oon
for
part
of
his
mea
l.
Giv
e hi
m th
ings
he
can
pick
up
with
his
fin
gers
for
part
of
his
mea
l.
Sque
ezes
dol
ls o
r sq
ueak
toys
to m
ake
nois
e,ro
lls b
alls
, lik
es to
pla
y w
ith p
aper
and
boo
ks,
and
thin
gs h
e ca
n ta
ke a
part
and
put
bac
k,lik
e a
box
with
a li
d.L
et h
im s
ee a
nd p
lay
with
sim
ple
mec
hani
cal t
hing
ssu
ch a
s po
p-up
toys
(ja
ck in
the
box)
, pla
stic
mar
ga-
rine
or
yogu
rt c
onta
iner
s, th
ings
that
ope
n an
d cl
ose,
boxe
s, a
nd p
ush
toys
.
Loo
ks in
the
righ
t pla
ce f
or a
toy
that
rol
ls o
utof
sig
ht. D
rops
thin
gs ju
st to
wat
ch th
em f
all.
Play
with
you
r ch
ild b
y pu
tting
thin
gs in
, und
er, o
rbe
hind
a b
ox, b
lank
et, o
r so
met
hing
els
e. P
lay
"Uh-
oh!
Whe
re d
id th
e (t
eddy
, bal
l, sh
oe)
go?"
Tri
es to
nam
e fa
mili
ar o
bjec
ts w
hen
he s
ees
them
, poi
nts
to b
ody
part
s w
hen
you
nam
eth
em, m
ay b
egin
to s
ay "
uh-o
h" "
oops
," o
r"n
o no
."A
s yo
u do
thin
gs o
r in
tera
ct w
ith o
ther
s, c
lear
lyna
me
and
talk
abo
ut th
e th
ings
and
peo
ple:
mom
my,
dadd
y, g
rand
pa, p
uppy
, sho
e, b
all,
cook
ie, j
uice
, etc
.T
his
help
s hi
m le
arn
the
nam
es o
f pe
ople
and
thin
gs.
Whe
n re
adin
g fa
vori
te s
tori
es, p
oint
out
and
nam
epi
ctur
es o
f ch
arac
ters
, thi
ngs
and
plac
es.
If h
e tr
ies
to n
ame
som
ethi
ng, s
ay th
e na
me
so h
ehe
ars
it.If
he
says
"ba
" yo
u sa
y, "
yes,
bal
l," if
he
says
"pa
," y
ou s
ay, "
The
re's
the
pupp
y."
If h
e he
ars
thes
e th
ings
in m
ore
than
one
lang
uage
, it w
ill h
elp
him
lear
n bo
th la
ngua
ges.
Pick
s th
ings
up
and
look
s th
em o
ver.
Puts
few
er th
ings
in h
is m
outh
.
Push
es to
y tr
ains
or
cars
aro
und.
25
Bab
bles
and
jabb
ers
with
man
y di
ffer
ent
soun
ds a
nd to
nes
of v
oice
that
sou
nd li
ke h
isfa
mily
's la
ngua
ge.
Says
two
unre
late
d sy
llabl
es to
geth
er, l
ike
"da-
ba,"
or
"ma-
ba."
May
say
his
fir
st w
ords
,"d
ada,
" "m
ama.
"
T W
AT
CH
F R
If he
stil
l dro
ols
a lo
t, or
if it
is h
ard
for
him
to c
lose
his
lips
on
a cu
p or
to ta
ke fo
od fr
oma
spoo
n,te
ll yo
ur c
linic
, nur
se o
r do
ctor
.
If he
kee
ps h
is le
gs s
tiff w
hen
he p
ulls
him
self
up to
sta
nd, o
r if
he is
n't t
ryin
g to
pul
l him
self
up,
tell
your
clin
ic, n
urse
or
doct
or.
If yo
u gi
ve y
our
baby
a b
ottle
to h
elp
him
go
to s
leep
, fill
it w
ith p
lain
wat
er. D
on't
use
juic
e, m
ilk,
pop,
or
suga
r w
ater
. All
caus
e bo
ttle
mou
th if
the
baby
goe
s to
sle
ep w
ith th
e bo
ttle.
Rem
embe
r to
kee
p yo
ur b
aby'
s te
eth
clea
n. A
sk th
e cl
inic
, nur
se, d
octo
r, o
r de
ntis
t to
show
you
how
to c
lean
them
.
Avo
id fo
ods
that
you
r ba
by m
ight
cho
ke o
n or
that
mig
ht s
tick
to h
is te
eth:
pop
corn
, nut
s, h
otdo
gs,
grap
es, r
aisi
ns, h
ard
or s
ticky
can
dy.
If yo
u ar
e br
east
feed
ing,
avo
id a
lcoh
ol, c
igar
ette
s, a
nd d
rugs
. Kee
p ba
by a
way
from
sec
ond-
hand
smok
e.
Rem
embe
r: N
EV
ER
SH
AK
E A
BA
BY
26
Not
es O
n B
rain
Dev
elop
men
tT
he p
lann
ing
and
rehe
arsa
l par
t of
the
brai
nis
ver
y bu
sy a
t thi
s tim
e. I
t is
also
con
nect
edto
the
emot
ions
cen
ters
in th
e br
ain.
Res
pond
ing
to y
our
baby
whe
n he
rea
ches
for
you
stre
ngth
ens
his
sens
e of
sec
urity
and
atta
chm
ent,
both
of
whi
ch a
re c
ritic
al to
lear
ning
and
em
otio
nal s
tabi
lity.
Goo
d nu
triti
on is
impo
rtan
t to
brai
n de
velo
p-m
ent.
Mak
e m
ealti
mes
enj
oyab
le a
nd p
rovi
dea
vari
ety
of n
utri
tious
foo
ds.
If a
you
ng c
hild
can
't he
ar w
ell,
the
area
s of
his
brai
n th
at p
roce
ss s
ound
s w
on't
deve
lop
prop
erly
. He
may
hav
e di
ffic
ulty
lear
ning
tosp
eak
and
read
. Be
sure
to h
ave
his
hear
ing
chec
ked
if y
ou th
ink
he c
an't
hear
wel
l.
Opp
ortu
nitie
s to
"m
ess
arou
nd w
ith s
tuff
"to
mov
e th
ings
aro
und,
and
see
wha
t the
y do
- ha
s be
en s
how
n to
hav
e a
posi
tive
effe
ct o
nbr
ain
grow
th.
4%,
ICR
CA
sk y
our
clin
ic,
nurs
e, o
r do
ctor
ifyo
ur c
hild
nee
dsan
y im
mun
izat
ions
(sho
ts)
at th
istim
e.
27
You
r to
ddle
r lo
oks,
fee
ls, p
uts
thin
gs in
a d
o ou
t of
plac
es, b
angs
, sha
kes,
and
tear
s th
ings
up.
She
spe
nds
lots
of
time
prac
ticin
g w
alki
ng, c
limbi
ng,
scri
bblin
g, p
ullin
g an
d du
mpi
ng th
ings
. She
doe
sn't
have
the
skill
or
atte
ntio
n sp
an to
pic
k ev
eryt
hing
up
and
put i
t aw
ay. S
he h
as f
avor
ite s
tori
esan
d bo
oks
and
wan
ts to
hea
r th
em o
ver
and
over
.
Lea
rns
to w
alk
with
out h
elp,
sit
dow
n an
d ge
tup
aga
in, k
neel
, and
clim
b ov
er, u
nder
, ont
oan
d in
to th
ings
.E
ncou
rage
her
whe
n sh
e tr
ies
thin
gs"g
ood
try,
""o
opsy
," a
nd "
try
agai
n" e
ncou
rage
her
to k
eep
tryi
ngth
ings
.
Ben
ds o
ver
to lo
ok th
roug
h he
r le
gs. S
he w
illre
peat
this
and
oth
er a
ctio
ns to
get
laug
hs o
rat
tent
ion.
Thr
ows
a ba
ll w
ith tw
o ha
nds.
Ben
ds d
own
topi
ck u
p ite
ms.
Giv
e he
r so
ft b
alls
or
clot
h bl
ocks
to th
row
and
cat
ch.
Use
s bo
th h
ands
at o
nce
to h
old
and
play
with
thin
gs.
Hel
p he
r to
dev
elop
mus
cles
and
coo
rdin
atio
n by
givi
ng h
er th
ings
to b
ang,
thro
w, a
nd s
quee
ze.
Fix
a dr
awer
or
low
cup
boar
d in
the
kitc
hen
for
her
kitc
hen
toys
. She
will
pla
y w
ith p
last
ic c
onta
iner
s,th
ings
with
lids
, mea
suri
ng c
ups,
a c
up a
nd s
poon
,an
d pa
ns w
ith li
ds.
Poin
ts a
t pic
ture
s in
fam
iliar
boo
ks. W
hen
you
ask
her
to, s
he c
an p
oint
to th
ings
on
the
page
.L
ook
at o
ld m
agaz
ines
toge
ther
and
poi
nt o
ut th
ings
she
know
s- b
abie
s, p
uppi
es, c
ooki
es, m
ilk, b
ooks
,te
ddie
s.
May
bri
ng f
avor
ite b
ooks
to y
ou to
rea
d.R
ead
to h
er e
very
day
, mor
e th
an o
nce
a da
y w
hen
you
can.
Let
her
hel
p ho
ld th
e bo
ok a
nd tu
rn p
ages
.R
e-re
ad h
er f
avor
ites
ofte
n.
Use
s cr
ayon
s or
mar
kers
for
scr
ibbl
ing
and
pret
end
wri
ting.
Giv
e he
r w
ritin
g an
d dr
awin
g m
ater
ials
.
Und
erst
ands
man
y w
ords
: milk
, spo
on, c
up,
blan
ket,
bed,
bot
tle, h
at, t
eeth
, nos
e, w
here
isth
e, g
oge
t the
,sh
ow m
e, le
t's g
o,op
en/c
lose
.W
hen
she
trie
s to
say
som
ethi
ng, h
elp
her
by u
sing
the
wor
ds b
ack
to h
er: "
Oh,
you
wan
t som
e m
ilk,"
or
"Yes
,th
at's
a d
oggy
." T
his
give
s he
r a
chan
ce to
hea
r th
ew
ords
she
may
be
tryi
ng to
say
.
Act
s w
ithou
t thi
nkin
g, h
as tr
oubl
e re
mem
-be
ring
rul
es, c
an't
pay
atte
ntio
n to
one
thin
gfo
r lo
ng, w
ould
rat
her
mov
e ar
ound
and
hand
le th
ings
than
sit
still
.W
hen
you
are
read
ing
to h
er a
nd s
he g
ets
rest
less
,st
op r
eadi
ng. T
alk
abou
t the
pic
ture
s an
d le
t her
poin
t to
them
. If
she
is s
till r
estle
ss, l
et h
er d
oso
met
hing
els
e fo
r a
whi
le.
Lik
es to
sta
ck b
lock
s or
oth
er th
ings
.
Not
es O
n B
rain
Dev
elop
men
tB
abie
s' b
rain
s ar
e ve
ry a
ctiv
e, c
reat
ing
new
brai
n ce
ll co
nnec
tions
all
the
time.
Thi
sac
tivity
slo
ws
dow
n as
bab
ies
geto
lder
, and
whe
n th
ey a
re a
bout
10
year
s ol
d, th
enu
mbe
r of
con
nect
ions
beg
ins
to d
ecre
ase.
Onl
y th
e co
nnec
tions
that
the
child
stil
l nee
dsan
d us
es a
re k
ept a
nd th
e ot
her
conn
ectio
nsfa
de a
way
.
29
She
may
eat
less
, or
refu
se f
ood
at ti
mes
.
Beg
ins
to f
igur
e ou
t how
to u
se a
spo
on a
ndca
n ho
ld a
cup
. Stil
l a m
essy
eat
er.
Nap
s 1
- 3
hour
s in
the
afte
rnoo
n.
Lik
es r
outin
es in
her
day
.T
ry to
hav
e a
rout
ine
for
mea
ls, n
aps,
bat
hs, c
lean
ing
her
teet
h, a
nd b
edtim
e. I
nclu
de s
tori
es, c
onve
rsat
ion,
and
wor
d pl
ay in
thes
e ro
utin
es.
Wan
ts to
hel
p ad
ults
with
cho
res.
Let
her
hel
p yo
u w
ith c
hore
s by
giv
ing
her
a lit
tleth
ing
to d
o- c
arry
ing
som
ethi
ng, p
icki
ng th
ings
up,
putti
ng h
er to
ys in
the
toy
box.
Pats
at p
ictu
res
and
help
s tu
rn p
ages
in a
stor
yboo
k.R
eadi
ng a
sto
rybo
ok to
her
for
a f
ew m
inut
es w
hen
she
goes
to b
ed is
a g
ood
rout
ine
to s
tart
whi
le s
he is
youn
g.
TO
.. W
AT
CH
FO
If yo
ur b
aby
isn'
t wal
king
by
hers
elf a
t 15
mon
ths,
tell
your
clin
ic, n
urse
or
doct
or.
Spe
ech
and
lang
uage
dev
elop
men
t may
seem
to s
low
dow
n w
hile
she
is le
arni
ngto
wal
k.
Kee
p do
ors,
cab
inet
s, a
nd e
lect
rical
outle
ts s
ecur
e w
ith c
hild
proo
f dev
ices
.B
lock
off
woo
dsto
ves,
hea
ters
, and
fans
.
Nev
er le
ave
your
bab
y un
atte
nded
in th
eba
th o
r an
ywhe
re n
ear
wat
er, i
nclu
ding
larg
e pu
ddle
s.
Rem
embe
r: N
EV
ER
SH
AK
E A
CH
ILD
30
Jabb
ers,
and
imita
tes
wor
ds a
nd s
ound
s. T
ries
to te
ll yo
u he
r fe
elin
gs. C
an s
ay a
few
wor
ds.
Rem
embe
r to
talk
with
her
as
you
do th
ings
thro
ugh-
out t
he d
ay. W
hen
you
are
was
hing
her
or
givi
ng h
er a
bath
, you
can
hel
p he
r le
arn
the
nam
es o
f he
r bo
dypa
rts
by n
amin
g th
em a
s yo
u w
ash.
Whe
n sh
e is
getti
ng d
ress
ed, n
ame
the
piec
es o
f cl
othi
ng a
s yo
upu
t the
m o
n he
r. S
he is
lear
ning
new
wor
ds a
ll th
etim
e.
Follo
ws
sim
ple
one-
step
dir
ectio
ns: s
it do
wn,
stan
d up
, bri
ng it
to m
e, p
ut it
dow
n.
Let
s yo
u kn
ow w
hat s
he w
ants
by
mak
ing
soun
ds, p
oint
ing,
tugg
ing
on y
ou o
r as
king
.
Let
s yo
u kn
ow w
hat s
he d
oesn
't w
ant b
ysh
rugg
ing
away
, sha
king
her
hea
d.
Giv
es h
ugs
and
kiss
es to
fam
ily.
Poin
ts to
her
self
or
othe
rs w
hen
aske
d,"W
here
's
Enj
oys
play
ing
in w
ater
.
Hel
ps w
ith d
ress
ing
hers
elf.
1%2 2C
Ask
you
r cl
inic
,nu
rse,
or
doct
or if
your
chi
ld n
eeds
any
imm
uniz
atio
ns(s
hots
) at
this
time.
Safe
hom
es a
nd lo
ving
adu
lts h
elp
babi
esde
velo
p br
ain
cell
conn
ectio
ns th
at a
llow
them
to g
row
up
feel
ing
secu
re, p
ositi
veab
out t
hem
selv
es a
nd th
e w
orld
, and
abl
e to
cont
rol t
hem
selv
es a
nd th
eir
emot
ions
. The
seco
nnec
tions
hel
p th
em s
olve
pro
blem
s an
dco
pe w
ell w
ith d
iffi
culti
es.
The
par
ts o
f th
e br
ain
that
con
trol
vis
ion,
prob
lem
sol
ving
, pla
nnin
g, a
nd e
mot
ions
are
very
act
ive
at th
is a
ge. Y
our
baby
is b
usy
figu
ring
out
how
to c
ontr
ol h
er e
mot
ions
and
how
to m
ake
thin
gs h
appe
n in
her
wor
ld.
The
par
t of
the
brai
n th
at is
invo
lved
with
mak
ing
soun
ds a
nd c
ontr
ollin
g th
e m
outh
and
tong
ue to
hel
p cr
eate
thes
e so
unds
als
ois
invo
lved
with
pro
blem
sol
ving
and
thin
k-in
g. E
ncou
ragi
ng y
our
baby
to p
ract
ice
mak
ing
soun
ds m
ay h
elp
her
deve
lop
thin
king
ski
lls la
ter.
Mov
ing
arou
nd in
a v
arie
ty o
f w
ays
can
help
babi
es d
evel
op b
rain
cel
l con
nect
ions
for
coor
dina
tion
and
mus
cle
cont
rol.
r
31
Thi
s is
a v
ery
activ
e tim
e fo
r a
todd
ler.
Par
ents
may
not
be
used
to a
ll th
is e
nerg
y an
dm
ovem
ent.
He
will
get
into
eve
ryth
ing,
act
qui
ckly
, and
ove
from
one
thin
g to
ano
ther
to s
atis
fy h
is c
urio
sity
for
touc
hing
, lis
teni
ng to
, and
see
ing
ever
ythi
g in
his
envi
ronm
ent.
He
wan
ts to
try
to d
o ev
eryt
hing
yo
do.
Mov
es, p
ushe
s, p
ulls
and
rid
es o
n to
ys w
ith-
out p
edal
s, la
rge
toys
, car
dboa
rd b
oxes
.Pr
ovid
e 4
whe
el c
arts
or
wag
ons
for
him
to s
it in
and
mov
e. A
llow
spa
ce f
or ju
mpi
ng o
r bo
unci
ng o
nto
soft
cush
ions
.
Enj
oys
roug
h an
d tu
mbl
e pl
ay. P
lays
bes
t nex
tto
rat
her
than
with
oth
er c
hild
ren.
Set a
side
tim
e an
d a
plac
e fo
r hi
m to
exp
lore
and
play
inde
pend
ently
.
Will
be
very
act
ive,
then
vol
unta
rily
rel
ax f
orbr
ief
peri
ods
befo
re h
is n
ext b
urst
of
ener
gy.
Rec
ogni
ze a
nd e
ncou
rage
his
new
phy
sica
l ski
lls a
she
pra
ctic
es b
alan
ce a
nd c
oord
inat
ion.
Lik
es to
dan
ce a
nd m
ove
to m
usic
.Pl
ay a
var
iety
of
kind
s of
mus
ic a
nd e
ncou
rage
him
to m
ove
to it
's r
hyth
m.
Show
s je
alou
sy o
f at
tent
ion
give
n to
oth
ers,
espe
cial
ly o
ther
fam
ily m
embe
rs.
Sok
Des
ires
to c
ontr
ol o
ther
s -
disa
gree
s, o
rder
s,ha
s ta
ntru
ms
if th
ings
go
wro
ng.
Red
irec
t his
atte
ntio
n w
hen
he g
ets
into
thin
gs h
esh
ould
n't h
ave.
Oft
en s
ays
"no"
to b
edtim
e, c
erta
in f
oods
,an
d si
mpl
e re
ques
ts. D
elay
s sl
eep
by d
eman
d-in
g th
ings
.Pr
ovid
e ch
oice
s: "
bana
na o
r cr
acke
r?"
"the
far
m b
ook
or th
e be
ar b
ook?
" to
giv
e hi
m a
sen
se o
f co
ntro
l and
choi
ce.
Be
cons
iste
nt in
set
ting
limits
.
Giv
es u
p th
e bo
ttle
and
drin
ks f
rom
cup
.
Kno
ws
the
diff
eren
ce b
etw
een
food
and
thin
gs th
at a
ren'
t mad
e to
eat
.
Han
ds e
mpt
y di
sh to
adu
lt, u
nwra
ps lo
osel
yw
rapp
ed f
ood.
Giv
e yo
ur c
hild
a c
hild
-siz
ed s
poon
and
cup
. Pro
vide
him
with
a v
arie
ty o
f fo
ods
and
limit
swee
ts a
ndhi
gh-f
at f
oods
. Be
patie
nt if
he
spill
s th
ings
.
Nam
es p
ictu
res,
atte
mpt
s to
sin
g so
ngs
or s
ayrh
ymes
, lis
tens
to s
tory
for
at l
east
fiv
em
inut
es. C
an p
oint
to 3
or
4 bo
dy p
arts
on
requ
est.
Sing
son
gs, s
ay r
hym
es, a
nd p
lay
wor
d ga
mes
thro
ugho
ut th
e da
y.
Lik
es to
hel
p tu
rn p
ages
.M
ake
time
for
read
ing
pict
ure
book
s2
or 3
tim
es a
day
if p
ossi
ble.
Play
s w
ith to
y or
oth
er o
bjec
t for
at l
east
5 m
inut
es w
ithou
t bre
akin
g it.
Enj
oys
play
with
com
mon
hou
seho
ld it
ems.
Show
you
r to
ddle
r ho
w th
ings
wor
k an
d de
scri
beth
em to
him
: bat
htub
plu
gs "
go in
the
hole
and
kee
pth
e w
ater
in,"
ref
rige
rato
rs "
keep
milk
col
d" a
ndco
ats
"kee
p us
war
m."
Tur
ns k
nobs
on
win
d-up
toys
, rec
ogni
zes
self
and
fam
ily m
embe
rs in
pho
togr
aphs
, can
put
circ
les
and
squa
re p
iece
s in
to e
asy
puzz
les.
Mak
e su
re y
our
child
has
som
e th
ings
of
his
own
and
A_
a pl
ace
to k
eep
them
.3
ThE
7C
y(/
Thi
s is
a ti
me
of b
ecom
ing
inde
pend
ent y
et w
antin
g to
be
held
, cud
dled
and
car
edfo
r by
you
. You
r to
ddle
r m
ay f
ind
it of
gre
at im
port
ance
to b
e in
cha
rge,
or
have
ate
mpe
r ta
ntru
m. S
hell
expl
ore
and
try
to g
ain
som
e co
ntro
l of
the
wor
ld a
roun
d he
r.H
er v
ocab
ular
y w
ill g
row
at a
n am
azin
g ra
te-
but s
till n
ot f
ast e
noug
h to
kee
p he
rfr
om b
ecom
ing
frus
trat
ed w
hen
you
don'
t und
erst
and
her.
Can
wal
k on
tipt
oes,
run
s w
ell,
avoi
dsob
stac
les,
can
jum
p up
and
dow
n, c
limb
asm
all l
adde
r, a
nd b
egin
s to
use
the
peda
ls o
na
tric
ycle
.Pl
an ti
me
to p
lay
outs
ide
or a
t pla
ygro
unds
to a
llow
your
chi
ld to
run
and
clim
b an
d pl
ay o
n th
ings
.
May
sho
w s
ome
inte
rest
in th
e to
ilet.
Nap
ping
may
dec
reas
e, b
ut s
he w
ill s
till h
ave
rest
less
, tir
ed p
erio
ds.
If y
our
child
no
long
er n
aps,
con
tinue
to p
rovi
de a
quie
t res
ting
time
and
mak
e su
re s
he h
as s
turd
ybo
oks
to lo
ok a
t whi
le s
he r
ests
.
Part
icip
ates
in d
ress
ing
hers
elf.
Obj
ects
to c
hang
es in
dai
ly r
outin
es.
Beh
avio
r se
ems
to g
o fr
om o
ne e
xtre
me
toth
e ot
her.
May
hav
e ta
ntru
ms.
3 2S
et c
lear
lim
its a
nd b
e co
nsis
tent
this
hel
ps y
our
child
fee
l mor
e se
cure
. She
is n
ot a
ble
to li
sten
tolo
ng e
xpla
natio
ns a
bout
why
she
can
't do
thin
gs.
Kee
p yo
ur w
ords
bri
ef a
nd s
how
her
wha
t is
okay
and
wha
t isn
't w
ith y
our
expr
essi
ons,
sim
ple
wor
dsof
pra
ise
or c
orre
ctio
n, a
nd e
ncou
ragi
ng to
uche
s.
Can
sin
g pa
rts
of s
ongs
, say
her
fir
st n
ame,
and
repe
at p
arts
of
nurs
ery
rhym
es o
r fi
nger
play
s.
Enj
oys
wor
d ga
mes
, rhy
mes
, and
son
gs th
atin
volv
e ac
tions
.
Ans
wer
s si
mpl
e w
hat a
nd w
here
que
stio
ns.
Tal
k ab
out t
hing
s th
at h
appe
n du
ring
the
day,
thin
gsyo
u di
d to
geth
er, a
nd w
hat w
ill b
e ha
ppen
ing.
Use
s "w
hy"
ques
tions
to k
eep
a co
nver
satio
ngo
ing.
Enj
oys
liste
ning
to s
tori
es f
or 5
to 1
0m
inut
es a
t a ti
me.
Rea
d to
her
and
als
o fi
nd ti
mes
whe
n yo
u ca
n re
adyo
ur b
ook
and
she
can
"rea
d" h
ers.
Pla
n tim
es w
hen
the
who
le f
amily
rea
ds s
ilent
ly f
or a
few
min
utes
.
Tak
e tr
ips
to th
e lib
rary
for
boo
ks, r
ecor
ds, a
nd to
part
icip
ate
in s
tory
times
.
Mak
e up
sto
ries
with
her
and
her
toys
or
fam
ily p
ets
as c
hara
cter
s.
AN
D H
ING
ST
O W
AT
CH
FO
RB
e aw
are
that
you
r ch
ild w
ill r
epea
t cer
tain
actio
ns o
r ac
tiviti
es ti
me
and
agai
n un
til h
e"g
ets
it" -
ope
ning
cup
boar
d do
ors,
bou
ncin
ga
ball,
turn
ing
page
s in
a m
agaz
ine,
pou
ring,
scoo
ping
, and
just
"m
essi
ng a
roun
d" w
ithst
uff.
You
r ch
ild w
ill e
njoy
mov
emen
t. H
owev
er,
if he
doe
sn't'
pla
y w
ith to
ys o
r ot
her
peop
lean
d fr
eque
ntly
pre
fers
to s
pin
or r
ock
back
and
fort
h, w
alks
onl
y on
his
tipt
oes,
or
bang
s hi
s he
ad r
epea
tedl
y, te
ll yo
ur c
linic
,nu
rse
or d
octo
r.
If yo
ur c
hild
has
n't s
aid
a fe
w w
ords
by
the
time
he o
r sh
e is
2, t
ell y
our
clin
ic, n
urse
or
doct
or.
Be
sure
you
r ch
ild is
in a
car
sea
t whe
n rid
ing
in th
e ca
r, a
nd th
at h
e is
saf
e an
d se
cure
whe
n rid
ing
in b
oats
or
on s
now
mac
hine
s.
Rem
embe
r: N
EV
ER
SH
AK
E A
CH
ILD
17co
llEC
icve
kA
sk y
our
clin
ic,
nurs
e, o
r do
ctor
ifyo
ur c
hild
nee
ds a
nyim
mun
izat
ions
(sho
ts)
at th
is ti
me.
32
Part
ially
was
hes
and
drie
s ha
nds.
Let
him
pra
ctic
e w
ashi
ng h
is h
ands
, fee
ding
him
self
,un
wra
ppin
g th
ings
.
Use
s in
telli
gibl
e w
ords
ove
r ha
lf th
e tim
e.H
as a
ppro
xim
atel
y 50
wor
ds b
y ag
e 2
and
com
bine
s 2
- 4
wor
ds in
to s
impl
e ph
rase
s.T
alk
abou
t wha
t he
and
you
are
doin
g an
d en
cour
age
him
to tr
y ne
w th
ings
.
Tel
ls e
xper
ienc
es, m
akes
req
uest
s, a
nd a
sks
and
answ
ers
ques
tions
usi
ng "
baby
talk
" -
"Whe
re k
itty?
" "G
o by
e-by
e,"
"mor
e co
okie
,""a
h go
ne,"
"m
y m
omm
y."
As
you
talk
with
you
r to
ddle
r, n
ame
actio
ns a
ndob
ject
s, d
escr
ibe
thin
gs a
s th
ey h
appe
n, a
sk h
imqu
estio
ns h
e ca
n an
swer
with
one
or
two
wor
ds o
rco
mbi
natio
n of
wor
ds a
nd a
ctio
ns.
Plan
tim
e an
d sp
ace
for
wat
er a
nd s
and
play
with
ava
riet
y of
con
tain
ers,
cup
s, b
ottle
s, th
ings
that
flo
atan
d th
at s
ink.
Let
him
sco
op, p
our
and
dig.
Prov
ide
balls
of
diff
eren
t sha
pes
and
size
s; p
lay
"rol
lan
d ca
tch"
with
him
.
Beg
ins
inte
rest
in p
rete
nd p
lay:
put
ting
dolly
to b
ed, p
ouri
ng ju
ice,
mak
ing
pret
end
phon
eca
lls.
Prov
ide
thin
gs y
our
child
can
use
in p
rete
nd p
lay
unbr
eaka
ble
hous
ehol
d ite
ms
wor
k fi
ne.
Not
es O
n B
rain
Dev
elop
men
tR
esea
rche
rs h
ave
foun
d m
usic
and
mus
icle
sson
s he
lp y
oung
chi
ldre
n's
brai
ns d
evel
op.
Chi
ldre
n ne
ed to
hav
e lo
ts o
f ex
peri
ence
sw
ith p
eopl
e an
d th
ings
, and
lots
of
posi
tive
atte
ntio
n fr
om a
dults
. Thi
s he
lps
thei
r br
ains
deve
lop
and
give
s th
em o
ppor
tuni
ties
tole
arn
abou
t the
ir w
orld
.
Bab
ies
are
born
with
thei
r ow
n un
ique
bra
in,
but t
heir
abi
lity
to le
arn
and
get a
long
inth
e w
orld
can
be
help
ed b
y th
eir
earl
yex
peri
ence
s in
a s
afe,
lovi
ng h
ome.
Act
ivity
in th
e pa
rt o
f th
e br
ain
whi
chpr
oces
ses
hear
ing
and
spee
ch in
crea
ses
atth
is a
ge. T
alki
ng w
ith y
our
todd
ler
supp
orts
this
dev
elop
men
t.
The
are
as o
f th
e br
ain
that
pro
cess
info
rma-
tion
from
the
sens
essi
ght,
hear
ing,
touc
h,ta
ste,
sm
ell a
nd m
ovem
ent,
cont
inue
tode
velo
p ra
pidl
y. L
ots
of e
xper
ienc
es, "
mes
s-in
g ar
ound
with
stu
ff"
and
expe
rim
entin
gw
ith h
is o
wn
mov
emen
ts s
uppo
rts
this
deve
lopm
ent.
33
Play
s w
ith o
ther
chi
ldre
n fo
r sh
ort p
erio
ds o
ftim
e. T
here
is li
ttle
shar
ing
of to
ys.
Use
s 20
0 or
mor
e w
ords
and
2 o
r 3
wor
dse
nten
ces.
Und
erst
ands
fro
m 5
00 to
900
wor
ds.
Plan
dai
ly w
alks
, tri
ps to
the
park
, sto
re, o
r lib
rary
.Y
our
child
will
lear
n m
ore
and
mor
e ea
ch ti
me
you
repe
at th
ese
expe
rien
ces
and
talk
abo
ut th
em.
Lis
ten
to a
nd ta
lk w
ith y
our
child
in s
impl
e se
n-te
nces
and
dir
ect w
ords
. Avo
id r
ushi
ng h
er w
hen
she
is s
peak
ing.
Ans
wer
the
endl
ess
ques
tions
she
has
with
sim
ple,
cle
ar a
nsw
ers.
Exp
erim
ents
with
talk
ing,
and
may
bec
ome
frus
trat
ed if
mis
unde
rsto
od.
If y
ou d
on't
unde
rsta
nd, s
ay, "
Show
me,
" or
sto
opdo
wn
to h
er le
vel a
nd s
ay, "
I di
dn't
hear
you
, now
tell
me.
"
AN
D R
ING
ST
O W
AT
CH
FO
R
Thi
s ch
art i
s on
ly a
gui
delin
e. C
hild
ren
deve
lop
in m
any
diffe
rent
way
s. B
ut, i
fyo
ur c
hild
is n
ot d
oing
man
y of
the
thin
gs li
sted
in th
is c
hart
, rep
ort t
his
to y
our
clin
ic, n
urse
or
doct
or. K
eep
alis
t of y
our
conc
erns
so
you
don'
tfo
rget
any
thin
g.
If yo
u ha
ven'
t alre
ady
take
n yo
ur c
hild
to th
e cl
inic
, nur
se, o
r do
ctor
for
age
nera
l phy
sica
l and
to h
ave
his
or h
erea
rs a
nd e
yes
test
ed, t
his
is a
goo
dtim
e to
do
it.
Rem
embe
r: N
EV
ER
SH
AK
E A
CH
ILD
34
Kno
ws
the
mea
ning
of
"in,
" "o
n,"
and
"und
er,"
and
can
poi
nt to
thin
gs th
at a
re"b
ig"
and
"litt
le."
Do
actio
n so
ngs
and
gam
es th
at h
elp
her
lear
n he
rbo
dy p
arts
, up
and
dow
n, o
ver
and
unde
r, a
roun
dan
d be
hind
.
Scri
bblin
g st
arts
to lo
ok m
ore
like
wri
ting.
Mat
ches
col
ored
obj
ects
, can
poi
nt to
mor
eth
an 5
bod
y pa
rts,
fill
s an
d em
ptie
s bo
xes
and
pails
rep
eate
dly
duri
ng s
and
or w
ater
play
.H
ave
her
choo
se th
e cu
p th
at is
the
sam
e co
lor
ashe
r sh
irt o
r th
e cr
ayon
that
is th
e sa
me
colo
r as
her
favo
rite
toy.
Whe
n yo
u pl
ay w
ith y
our
child
, ask
and
tell
how
thin
gs f
eel:
soft
, fur
ry, c
old.
Poi
nt to
, nam
e an
dde
scri
be th
ings
that
are
in/o
ut, b
ig/li
ttle,
dir
ty/
clea
n, e
tc.
ap41
3141
trt
4174
14co
ili C
AP
v.+
Ask
you
r cl
inic
,nu
rse,
or
doct
or if
your
chi
ld n
eeds
any
imm
uniz
atio
ns(s
hots
) at
this
time.
Not
es O
n B
rain
Dev
elop
men
tB
y th
e ag
e of
thre
e, b
abie
s' b
rain
s w
eigh
thre
e tim
es a
s m
uch
as th
ey d
id a
t bir
th, a
ndar
e tw
ice
as a
ctiv
e as
adu
lt br
ains
.
Stud
ies
have
sho
wn
that
a h
ome
envi
ronm
ent
rich
in la
ngua
ge, s
enso
ry e
xper
ienc
es, a
ndca
ring
adu
lts s
uppo
rts
brai
n de
velo
pmen
t for
all c
hild
ren.
You
ng c
hild
ren
still
nee
d to
be
held
and
cudd
led.
Dev
elop
ing
stro
ng c
onne
ctio
ns a
mon
g th
ehe
arin
g, s
peak
ing,
em
otio
n, v
isio
n, m
emor
y,an
d la
ngua
ge c
ente
rs o
f th
e br
ain
prov
ides
aso
lid b
ase
for
late
r lit
erac
y de
velo
pmen
t.T
alki
ng, s
ingi
ng, r
hym
ing
gam
es, p
layi
ngw
ith th
e so
unds
of
wor
ds, a
nd r
eadi
ng a
ndre
read
ing
favo
rite
sto
ries
pro
vide
s th
eex
peri
ence
s th
at b
uild
thes
e co
nnec
tions
inth
e br
ain.
All
area
s of
you
r ch
ild's
bra
in a
re v
ery
activ
eat
this
age
. The
vis
ion,
hea
ring
, spe
ech
and
lang
uage
, tou
ch, p
lann
ing,
reh
ears
ing,
emot
ions
, cri
tical
thin
king
and
pro
blem
solv
ing
part
s of
the
brai
n ar
e al
l act
ive.
The
firs
t thr
ee y
ears
of
brai
n de
velo
pmen
t set
the
stag
e fo
r th
e re
st o
f he
r lif
e.
35
X14
1=Z
E%
Ert
/7 /7
urt /
E a
sW
hat a
per
sona
lity!
So
plea
sed
with
wha
t he
canA
lo a
nd a
lway
s w
illin
g to
sho
w o
ffne
wab
ilitie
s. H
e ca
n st
ay w
ith o
ne a
ctiv
ity f
or a
lmos
t 10
min
utes
. His
voc
abul
ary
grow
s to
abo
ut10
00 w
ords
. He
begi
ns to
sha
re a
nd ta
ke tu
rns,
and
is b
ecom
ing
mor
e in
depe
nden
t with
goin
g to
the
bath
room
, eat
ing,
and
dre
ssin
g.
Cra
wls
thro
ugh
tunn
els,
bal
ance
s fo
r fi
vese
cond
s on
one
foo
t, si
ts w
ith f
eet c
ross
ed a
tan
kle,
can
han
g on
and
bal
ance
on
swin
g,pu
shes
and
lift
s ob
ject
s of
mod
erat
e w
eigh
t,us
es tw
o ar
ms
to c
atch
and
toss
a b
all.
Play
gam
es s
uch
as h
ide
and
seek
. Pro
vide
a s
afe
plac
efo
r ac
tive
kick
ing,
run
ning
, and
rol
ling
on th
e fl
oor
orgr
ound
. Tri
ps to
pla
ygro
unds
or
park
s pr
ovid
e ch
al-
leng
es a
nd o
ppor
tuni
ties
to p
lay
with
oth
er c
hild
ren.
Can
pic
k up
one
inch
obj
ects
and
put
them
insm
all-
mou
thed
con
tain
ers,
bui
lds
bloc
k to
wer
s,en
joys
sim
ple
woo
d pu
zzle
s an
d m
atch
ing
card
s.Pr
ovid
e a
vari
ety
of m
ater
ials
and
tim
e to
use
them
ina
spec
ific
are
a -
clay
, pla
y-do
ugh,
pap
er to
tear
and
glue
, 35
piec
e pu
zzle
s, b
ooks
with
act
ion
pict
ures
,cr
ayon
s, m
arke
rs, a
nd u
nlin
ed p
aper
for
dra
win
g an
dpr
eten
d w
ritin
g.
Adj
usts
to n
ew s
ituat
ions
and
peo
ple
with
Q p
exp
lana
tion
and/
or th
e tim
e to
ant
icip
ate
wha
t is
happ
enin
g ne
xt.
Hel
p pr
epar
e yo
ur c
hild
for
new
eve
nts
by ta
lkin
gab
out w
hat c
omes
nex
t. Pr
epar
e fo
r m
ajor
eve
nts
byta
lkin
g, p
ract
icin
g, a
nd p
lann
ing
toge
ther
. Be
brie
f,cl
ear
and
reas
suri
ng.
Will
atte
nd to
a s
tory
or
sing
le a
ctiv
ity f
orm
ore
than
5 -
15
min
utes
.
Ret
ells
par
ts o
f fa
mili
ar s
tori
es, t
ries
tofo
llow
pri
nted
wor
ds d
urin
g st
oryt
ime.
Rea
d st
orie
s, s
ing
song
s, r
ecite
poe
ms,
talk
as
you
dota
sks
or r
ide
in th
e ca
r. E
xpan
d an
d re
act t
o w
hat
your
chi
ld s
ays.
Enc
oura
ge h
im to
tell
abou
t his
activ
ities
or
thin
gs h
e ha
s dr
awn.
Wri
te d
own
wha
tyo
ur c
hild
say
s on
his
dra
win
gs o
r pa
per
to m
ake
abo
ok.
Cap
able
of
resp
ondi
ng to
com
man
ds in
volv
-in
g 3
actio
ns: "
Stan
d up
, jum
p, a
nd c
lap
your
hand
s."
Use
s 80
0 -
1500
wor
ds, c
ompr
ehen
ds o
ver
2000
.Sh
ow h
im th
e le
tters
in h
is n
ame
and
use
alph
abet
mag
nets
or
bloc
ks to
spe
ll ou
t his
nam
e an
d ot
her
wor
ds.
Lis
tens
car
eful
ly to
eac
h w
ord;
kno
ws
and
uses
opp
osite
s an
d de
scri
ptio
ns: "
dog
big,
""l
ittle
car
," "
Bob
by s
ad,"
and
use
s po
sitio
nal
wor
ds w
ith a
ccur
acy:
in, o
n to
p, b
ehin
d, o
ff.
Ask
s m
any
ques
tions
, use
s 4
or m
ore
wor
dse
nten
ces,
rec
ites
nurs
ery
rhym
es, c
anw
hisp
er.
Ans
wer
his
que
stio
ns q
uick
ly, u
sing
sim
ple
deta
ils.
Can
dra
w c
ircl
es, c
ross
es, a
nd s
ome
lette
rsan
d en
joys
wri
ting
lette
r-lik
e sy
mbo
ls o
npa
per.
Prov
ide
time
for
trac
ing
in s
and,
sal
t, or
fin
gerp
aint
,an
d to
use
cra
yons
, mar
kers
, bru
shes
and
pen
cils
.
Cou
nts
3 ob
ject
s, p
oint
s to
eac
h; k
now
s fr
ont
and
back
; rec
ogni
zes
and
nam
es a
t lea
st o
neco
lor.
Res
pond
to q
uest
ions
abo
ut w
hat i
s w
ritte
n on
sig
nsas
you
dri
ve o
r w
alk.
Use
boo
ks th
at h
ave
clea
r pr
int
and
a fe
w w
ords
or
sent
ence
s on
eac
h pa
ge. E
ncou
r-ag
e yo
ur c
hild
to r
etel
l and
/or
follo
w y
our
read
ing
with
his
eye
s. P
oint
to w
ords
as
you
read
, and
talk
abou
t let
ters
, sou
nds,
and
wor
ds. M
ake
sure
you
rch
ild h
as p
ictu
re b
ooks
, sto
rybo
oks,
nur
sery
rhy
me
and
alph
abet
boo
ks, p
oetr
y, f
anta
sy, a
nd b
ooks
3 7
abou
t rea
l lif
e.
Seek
s at
tent
ion
and
appr
oval
, boa
sts
of w
hat
he c
an d
o. F
ollo
ws
rule
s by
imita
ting
actio
nsof
oth
er c
hild
ren.
If y
ou c
an't
atte
nd to
him
, let
him
kno
w th
at y
ou w
illin
a f
ew m
inut
es, a
nd th
en c
arry
thro
ugh.
Thi
s he
lps
him
lear
n to
wai
t and
bui
lds
trus
t.
Spen
d so
me
time
with
just
the
two
of y
ou. D
escr
ibe
your
fee
lings
and
sho
w h
im b
y yo
ur a
ctio
ns h
ow to
deal
with
his
. Sho
w a
nd te
ll hi
m w
hat h
e ca
n do
, not
just
wha
t he
can'
t do.
Sugg
ests
turn
-tak
ing,
but
is o
ften
bos
syto
war
d ot
hers
.
Is s
tart
ing
to p
lay
coop
erat
ivel
y w
ith o
ne o
rtw
o ot
her
child
ren,
but
stil
l enj
oys
play
ing
alon
e. N
eeds
less
adu
lt he
lp in
sol
ving
conf
licts
with
oth
er c
hild
ren.
Prov
ide
times
for
him
to p
lay
with
oth
er c
hild
ren:
dres
s up
, san
d an
d w
ater
pla
y, a
nd p
uppe
t pla
y.
AN
D 'T
]HN
GT
O W
AT
CH
FO
R
Chi
ldre
n de
velo
p in
divi
dual
pre
fere
nces
-so
me
are
bette
r at
clim
bing
and
jum
ping
whi
le o
ther
s ar
e be
tter
at d
raw
ing
and
sing
ing.
But
chi
ldre
n sh
ould
hav
e an
dto
lera
te a
wid
e va
riety
of e
xper
ienc
es.
If yo
u th
ink
your
chi
ld is
clu
msy
, fal
ls a
lot o
r lo
ses
his
bala
nce,
doe
sn't
talk
or
play
with
oth
ers
or e
njoy
mov
emen
t -yo
u m
ay w
ant t
o ha
ve h
im c
heck
ed b
yyo
ur c
linic
, nur
se o
r do
ctor
.
Rem
embe
r: N
EV
ER
SH
AK
E A
CH
ILD
38
UW
:2ya
cxA
sk y
our
clin
ic,
nurs
e, o
r do
ctor
ifyo
ur c
hild
nee
dsan
y im
mun
izat
ions
(sho
ts)
at th
istim
e.
Not
es O
n B
rain
Dev
elop
men
tR
esea
rche
rs h
ave
show
n th
at th
e en
viro
nmen
tis
not
a n
eutr
al p
lace
. A c
hild
's e
xper
ienc
es in
his
envi
ronm
ent a
ffec
t the
phy
sica
l dev
elop
-m
ent o
f hi
s br
ain
and
the
conn
ectio
ns w
ithin
the
brai
n. T
his
brai
n de
velo
pmen
t aff
ects
his
capa
city
for
lear
ning
, em
otio
nal a
ttach
men
t,so
cial
ski
lls, a
nd p
erso
nalit
y th
roug
hout
his
life.
Ric
h, c
ompl
ex e
nvir
onm
ents
sup
port
bra
inde
velo
pmen
t.
A r
ich,
com
plex
env
iron
men
t is
one
whi
chin
clud
es th
e fo
llow
ing:
posi
tive
emot
iona
l sup
port
and
one
or
mor
e ca
ring
adu
ltsva
riet
y in
thin
gs to
see
, hea
r, to
uch,
sm
ell,
and
tast
ese
nsor
y st
imul
atio
nch
alle
ngin
g ac
tiviti
es th
at a
re n
eith
er to
oea
sy (
bori
ng)
nor
too
hard
(st
ress
ful a
ndfr
ustr
atin
g)pr
ovid
es o
ppor
tuni
ties
for
inte
ract
ion
with
adul
ts a
nd o
ther
chi
ldre
nco
nsid
ers
all a
reas
of
the
child
's d
evel
op-
men
t phy
sica
l, m
enta
l, em
otio
nal,
soci
al,
and
aest
hetic
prov
ides
cho
ices
and
opp
ortu
nitie
s to
pla
nac
tiviti
es, a
nden
cour
ages
act
ive
part
icip
atio
n.
Em
otio
ns p
lay
an im
port
ant r
ole
in le
arni
ngre
mem
ber
the
sam
e ar
ea o
f th
e br
ain
is th
ece
nter
of
both
em
otio
n an
d lo
ng te
rm m
emor
y.Fo
rcin
g a
child
to s
it fo
r to
o lo
ng, d
o re
petit
ive
or b
orin
g ta
sks,
or
try
thin
gs th
at a
re to
odi
ffic
ult a
nd c
ause
fru
stra
tion
mak
e it
hard
for
him
to le
arn.
It a
lso
may
cre
ate
long
term
mem
orie
s th
at in
terf
ere
with
late
r le
arni
ng.
The
bra
in is
, by
natu
re, c
urio
us, a
nd tr
ies
tom
ake
mea
ning
of
the
wor
ld. O
ppor
tuni
ties
tom
ake
conn
ectio
ns b
etw
een
wha
t is
new
and
wha
t is
know
n su
ppor
t lea
rnin
g. W
hen
you
talk
toge
ther
abo
ut s
tori
es a
nd th
ings
in th
emth
at a
re li
ke th
ings
in h
is li
fe, o
r le
t him
ret
ell
favo
rite
par
ts o
f a
stor
y yo
u ar
e he
lpin
g bu
ildth
ese
conn
ectio
ns.
39
She
asks
MA
NY
que
stio
ns a
nd is
mor
e in
tere
sted
in h
ow a
nsw
ers
fit h
er o
wn
thou
ghts
than
in th
e ex
plan
atio
n. S
he e
njoy
s an
d-ta
kes
prid
e in
pla
nnin
g an
d m
akin
g de
cisi
ons
with
the
fam
ily. S
he li
kes
to te
ll an
d m
ake
up s
tori
es, p
aint
, cut
and
pas
te.
She
is le
arni
ng c
olor
s, n
umbe
rs, l
ette
rs, l
ette
r so
unds
, and
how
to d
ress
and
use
the
toile
t by
hers
elf.
Wal
ks a
nd r
uns
wel
l, m
aint
aini
ng b
alan
cew
hen
quic
kly
chan
ging
dir
ectio
n an
d sp
eed,
does
som
ersa
ults
and
rol
ls, b
egin
s to
ski
p or
hop,
see
ks m
any
chal
leng
es o
n pl
aygr
ound
equi
pmen
t.T
ake
her
to p
arks
and
pla
ygro
unds
so
she
can
safe
lyde
velo
p he
r cl
imbi
ng, s
win
ging
, and
run
ning
ski
llsan
d pl
ay w
ith o
ther
chi
ldre
n.
Dre
sses
com
plet
ely,
zip
s, b
utto
ns, t
ies
shoe
lace
s, c
ombs
hai
r.Pr
aise
her
for
her
atte
mpt
s to
be
inde
pend
ent e
ven
ifsh
e bu
ttons
une
venl
y or
her
col
ors
don'
t mat
ch.
Was
hes
face
and
han
ds w
ithou
t hel
p.
Can
use
the
toile
t by
hers
elf.
Serv
es h
erse
lf a
t the
tabl
e, u
ses
fork
, spo
on,
and
som
etim
es a
kni
fe.
Still
nee
ds r
outin
es a
nd a
dequ
ate
slee
p.Se
t up
a ro
utin
e fo
r yo
ur c
hild
to c
are
for
hers
elf
and
her
hom
e by
giv
ing
her
sim
ple
chor
es. L
et h
er p
ick
out t
he c
loth
es s
he w
ants
to w
ear
for
the
day.
Und
erst
ands
that
wor
ds c
an h
ave
mor
e th
anon
e m
eani
ngdu
ck c
an m
ean
"loo
k ou
t" o
rit
can
be a
kin
d of
bir
d.
Mat
ches
and
nam
es c
olor
s, s
hape
s (c
ircl
es,
squa
res,
tria
ngle
s); c
an g
ive
or ta
ke u
p to
5of
som
ethi
ng; g
ains
fam
iliar
ity w
ith le
tters
,nu
mbe
rs, c
olor
s, a
nd w
ords
.Po
int o
ut a
nd n
ame
colo
rs a
s sh
e se
es th
em. U
seco
lore
d ob
ject
s an
d na
me
them
by
colo
r -g
reen
cup
,bl
ue d
ress
.
Play
mat
chin
g, c
ount
ing,
and
wor
d ga
mes
like
"G
oFi
sh,"
lotto
or
child
's b
ingo
. She
will
be
liste
ning
,fo
llow
ing
rule
s, c
ount
ing,
mat
chin
g, a
nd th
inki
ng.
Scri
bble
s an
d at
tem
pts
to w
rite
ow
n na
me
and
othe
r w
ords
. Is
inte
rest
ed in
wha
tle
tters
, num
bers
, and
wor
ds s
ay. M
ay b
egin
usin
g kn
own
lette
rs to
try
to s
pell
wor
ds.
Rea
d an
d ta
lk a
bout
the
lette
rs a
nd w
ords
she
see
son
foo
d la
bels
, str
eet s
igns
, in
book
s, a
nd in
nam
es.
Enc
oura
ge h
er in
tere
st in
dra
win
g an
d w
ritin
gac
tiviti
es. S
how
her
how
her
nam
e lo
oks
whe
npr
inte
d. O
nly
capi
taliz
e th
e fi
rst l
ette
r of
her
nam
e. 4
iPr
aise
her
atte
mpt
s to
cop
y an
d w
rite
it.
Play
s w
ith o
ther
chi
ldre
n an
d ca
n ag
ree
toru
les
for
gam
es. L
ikes
to s
ing,
dan
ce, a
nd a
ct.
Show
s m
ore
inde
pend
ence
, may
vis
itne
ighb
ors
by h
erse
lf.
Pref
ers
to p
lay
in s
mal
l gro
ups
of 2
or
3ch
ildre
n.H
elp
her
lear
n to
get
alo
ng w
ith o
ther
s by
the
way
you
deal
with
her
and
oth
ers
in th
e fa
mily
.
AN
HIN
GE
TO
WA
TC
H F
OR
Mak
e su
re y
our
child
lear
ns h
ow to
use
the
regu
lar
seat
bel
t in
the
car
as s
oon
as s
heor
he
is o
ld e
noug
h an
d bi
g en
ough
toqu
it us
ing
the
child
car
sea
t. A
lway
s ch
eck
to b
e su
re h
e or
she
is b
elte
d in
cor
rect
lybe
fore
driv
ing.
Rem
embe
r: N
EV
ER
SH
AK
E A
CH
ILD
ioSi
i ZA
Tet
n4S
PC
RE
C,k
`fi
kA
sk y
our
clin
ic,
nurs
e, o
r do
ctor
ifyo
ur c
hild
nee
dsan
y im
mun
izat
ions
(sho
ts)
at th
istim
e. 42
Beg
ins
to e
xpla
in h
er b
ehav
ior
rath
er th
anlo
se c
ontr
ol. O
beys
rul
es if
she
kno
ws
them
in a
dvan
ce.
Dev
elop
s m
ore
of a
n un
ders
tand
ing
of ti
me
such
as
"yes
terd
ay,"
"to
mor
row
," "
next
sum
mer
," a
nd "
whe
n yo
u go
to s
choo
l." S
heca
n re
call
even
ts a
nd f
acts
, sor
t obj
ects
by
type
, siz
e, o
r co
lor,
and
tell
wha
t is
mis
sing
from
a s
et o
f fa
mili
ar o
bjec
ts.
Hel
p he
r an
ticip
ate
wha
t com
es n
ext a
nd w
hat t
oex
pect
. Tel
l her
a f
ew m
inut
es b
efor
e sh
e ne
eds
topu
t her
toys
aw
ay. S
how
her
how
to te
ll w
hen
it is
bedt
ime
by th
e ha
nds
on th
e cl
ock.
Tel
ls lo
nger
sto
ries
; use
s fu
ll se
nten
ces;
say
sna
me
and
addr
ess.
Ask
s w
hat w
ords
mea
n;as
ks lo
ts o
f w
hy, w
hat,
how
, and
whe
nqu
estio
ns.
Tal
k ab
out e
vent
s an
d ac
tiviti
es; t
alk
abou
t thi
ngs
asbe
ing
firs
t, ne
xt, l
ast.
Exp
ress
you
r th
ough
ts a
ndfe
elin
gs, a
llow
ing
time
to li
sten
to h
ers,
too.
Use
hum
or a
nd s
how
enj
oym
ent w
hen
talk
ing
with
her
.A
nsw
er h
er q
uest
ions
, and
ask
que
stio
ns s
he c
anan
swer
.
Go
to th
e lib
rary
to g
et b
ooks
and
to e
njoy
stor
ytim
es.
Be
sure
she
see
s ot
her
fam
ily m
embe
rs r
eadi
ng,
wri
ting,
and
enj
oyin
g bo
oks.
Tur
n of
f th
e T
V f
or a
quie
t fam
ily r
eadi
ng ti
me
each
day
. Rea
d al
oud
tohe
r at
leas
t onc
e a
day.
Can
car
ry o
ut a
ser
ies
of 3
req
uest
s"M
ove
the
trik
e, c
lose
the
door
, and
bri
ngth
e bo
ok."
Enj
oys
and
can
part
icip
ate
in r
hym
ing
gam
es.
Can
tell
if w
ords
rhy
me
or n
ot.
Says
num
bers
fro
m 1
- 1
0.H
ave
fun
with
num
bers
and
cou
ntin
g. C
ount
out
spoo
ns f
or d
esse
rt, r
ead
num
bers
on
peop
le's
hou
ses,
coun
t thi
ngs
whe
n dr
ivin
g or
wal
king
blue
car
s,ye
llow
sig
ns, b
row
n do
gs.
Ref
er to
the
cloc
k an
d ta
lk a
bout
tim
es. D
raw
tim
esfo
r ge
tting
up,
mea
ls, e
tc.,
and
enco
urag
e he
r to
use
the
cloc
k.
Not
es O
n B
rain
Dev
elop
men
tH
elp
prot
ect y
our
child
fro
m b
rain
inju
ry b
ym
akin
g su
re s
he w
ears
a h
elm
et w
hen
ridi
nga
bicy
cle,
a s
eat b
elt w
hen
ridi
ng in
a c
ar,
and
avoi
ds u
nsaf
e pl
ay a
reas
.
Lon
g-te
rm m
emor
ies
are
stre
ngth
ened
dur
ing
slee
p as
the
brai
n us
es th
is ti
me
tore
cons
truc
t the
con
nect
ions
and
net
wor
ksre
late
d to
the
expe
rien
ces
of th
e da
y.T
oo li
ttle
slee
p m
ay in
terf
ere
with
this
mem
ory
proc
ess,
as
wel
l as
resu
lting
in a
cran
ky o
r w
hiny
chi
ld.
Car
ing
adul
ts a
nd a
saf
e an
d lo
ving
envi
ronm
ent h
elp
child
ren
over
com
e m
any
othe
r di
ffic
ultie
s an
d pr
omot
e br
ain
deve
lopm
ent a
t any
age
.
You
ng c
hild
ren
are
"wir
ed"
to le
arn
lang
uage
. Chi
ldre
n w
ho le
arn
lang
uage
s as
youn
g ch
ildre
n sp
eak
them
with
out a
notic
eabl
e ac
cent
. Ado
lesc
ents
and
adu
ltsra
rely
lear
n a
seco
nd la
ngua
ge a
s w
ell a
s a
youn
g ch
ild c
an.
Bra
in d
evel
opm
ent i
s co
nsta
nt a
nd r
apid
from
bir
th to
the
age
of 1
0. T
here
are
man
ycr
itica
l per
iods
for
dev
elop
men
t of
spec
ific
skill
s an
d ab
ilitie
svi
sion
, lan
guag
e, m
otor
skill
s, s
ocia
l ski
lls, a
nd e
mot
iona
l atta
ch-
men
ts.
43
-10
IMPO
RT
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ON
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RS
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NC
Y:
CL
INIC
:
rD
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TO
R:
HO
SPIT
AL
:
The
Ala
ska
Dep
artm
ent o
f E
duca
tion
ackn
owle
dges
the
Ari
zona
Sta
te D
epar
tmen
t of
Edu
catio
n, w
hose
pub
licat
ion
Eve
ry S
tep
Cou
nts
prov
ided
the
fram
ewor
k an
d m
uch
of th
eba
ckgr
ound
info
rmat
ion
for
this
doc
umen
t, an
d R
ima
Shor
e, a
utho
r of
the
Fam
ilies
and
Wor
kIn
stitu
te p
ublic
atio
n R
ethi
nkin
g th
e B
rain
: New
Ins
ight
s in
to E
arly
Dev
elop
men
t, w
hose
wor
kse
rved
as
the
prim
ary
reso
urce
for
the
brai
n de
velo
pmen
t inf
orm
atio
n.
Fron
t Cov
er P
hoto
: Len
ora
Arn
old,
Low
er K
usko
kwim
Sch
ool D
istr
ict
Thi
s pu
blic
atio
n w
as r
elea
sed
by th
e D
epar
tmen
t of
Edu
catio
n, a
nd p
rodu
ced
at a
cos
t of
$0.7
4 ce
nts
per
copy
in J
unea
u, A
lask
a. T
his
publ
icat
ion
ispr
ovid
ed a
s a
reso
urce
to A
lask
ans
wor
king
tow
ard
the
Stat
e of
Ala
ska'
s go
alof
mak
ing
ever
y ch
ild a
n in
depe
nden
t rea
der
by th
e en
d of
the
thir
d gr
ade.
Mor
e in
form
atio
n: 4
65-2
800.
U.S. Department of EducationOffice of Educational Research and Improvement (OERI)
National Library of Education (NLE)Educational Resources Information Center (ERIC)
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