Departmentof Childrenand FamilyServicesMissiondcfs.lacounty.gov/edu/docs/DM_Manual_Inside_Eng.pdf · Departmentof Childrenand FamilyServicesMission The Department will, ... and turn

Department ofChildren and

Family Services Mission

The Department will, with our

community partners, provide a

comprehensive child protection

system of prevention, preservation,

and permanency to ensure that

children grow up safe, physically

and emotionally healthy, educated,

and in permanent homes.

DM_Manual_Inside:713 DM_Manual_Inside Eng 1/20/09 3:16 PM Page 3

The Department of Children and Family Services(Department) has developed this Developmental MilestonesGuide in its efforts to protect and serve children and families.The Guide assists with ensuring that children under theDepartment’s supervision receive the appropriate servicesneeded to grow up healthy. Children’s Social Workers andcaregivers should use the Guide to keep track of a child’sdevelopment. The information presented is “user-friendly” andcan easily be used to check if a child is developingappropriately.

This Developmental Milestones Guide is not intended totake the place of developmental assessments conducted by amedical or mental health professional. This is generalinformation only. Only a medical practitioner or mental healthprofessional may assess a child for physical, social andemotional health.

It is important to keep in mind that the time framespresented in the Guide are averages, and some children mayachieve various developmental milestones earlier or later thanthe average. This information is presented to assist Children’sSocial Workers and caregivers understand what to expect interms of a child’s development. Any questions about a child’sdevelopment should be shared with the child’s doctor. Allchildren grow and develop at different rates. Some childrenare “early bloomers” and others may be delayed insome areas but still within the normal range ofdevelopment.

Child DevelopmentA child’s physical development is commonly presented asdevelopmental milestones. Developmental milestones aredefined as, “age-related averages which are computed torepresent typical development.” These milestones are generallyorganized into categories, such as:

2 Developmental Milestones Guide

Introduction


Physical/Motor Milestones: refers to child’s controlover his/her muscles and the physical changes that a childgoes through from birth. Milestones are often age-related torepresent typical development for healthy children. Thesemilestones provide a guide, stating what to expect and whento expect it. Children develop from head to toe. The firstmajor milestone is control of the head, followed by control ofthe body, the arms, the trunk, and then the legs.

Emotional and Social Milestones: refers to how achild starts showing emotions and how s/he starts relating toothers. Children learn how to communicate their social andemotional needs from birth. Newborns communicate pain,fear, discomfort, or loneliness through crying.

Intellectual Milestones: refers to the child’s ability toexperience and interpret the world. Infants explore objectswith their mouths, and turn their heads toward bright colorsand lights. Children recognize faces, voices and theenvironment at a very early age.

Other topics to consider are how to help the child reach themilestones, how to know when to be concerned with thechild’s growth and development, and when to consult with adoctor. These topics are highlighted as follows:

Red Flag Alerts: refers to behavioral indicators thatshow that a child is not developing at a normal range. Thesebehaviors are areas of concern when they are seenconsistently over a period of time.

Activities to stimulate grow and development:refers to all interactions with, or between, the primary caregiverand the child that provide opportunities for the child to learn,acquire new skills, and develop according to his/her age.

Introduction 3


ResourcesIf there is any concern regarding a child’s development, the firstperson to consult is the child’s pediatrician. Children’s SocialWorkers and caregivers should work as a team to identify thebest resource(s) for the child.

Other resources are:

Martin Luther King/Drew Medical Center-Southwest Area Children’s HubThe Southwest Area Children’s Hub is a comprehensiveMultidisciplinary Health Care Assessment and Services Center.Jaron J. Gammons Center1721 E. 120th St.Los Angeles, CA90059(310) 668-6401

Childrens Hospital General PediatricsBehavioral and Development ProgramThis program provides developmental assessments.Typically, there is a waiting list.4650 Sunset Blvd., MS#38Los Angeles, CA 90027(323) 660-2450 Ext. # 4977

Regional CentersRegional Centers provide diagnosis and coordination ofresources, such as education, health, welfare, rehabilitation, andrecreation for residents with developmental disabilitiesthroughout the State of California.

Eastern Los Angeles Regional Center1000 S. Fremont Ave.Alhambra, CA 91802(626) 299-4700



Westside Regional Center5901 Green Valley Circle, Suite #320Culver City, CA 90230(310) 258-4000

North Los Angeles County Regional Center15400 Sherman Way, Suite 170Van Nuys, CA 91406(818) 778-1900

San Gabriel/Pomona Regional Center761 Corporate Center DrivePomona, CA 91768(909) 620-7722

South Central Los Angeles Regional Center2160 West Adams Blvd.Los Angeles, CA 90018(213) 764-7800

Harbor Regional Center21231 Hawthorne Blvd.Torrance, CA 90503(310) 540-1711

Frank D. Lanterman Regional Center3303 Wilshire Blvd. Suite #700Los Angeles, CA 90010(213) 383-1300

Introduction 5


Head Start ProgramsThe Head Start Programs provide early childhood education,day care, developmental assessments, screening for specialneeds, etc. To locate a Head Start Program in your area,call (323) 869-5800.



Birth to One Month 7

Birth to One MonthPhysical/Motor

Sleeps: 16-20 hours dailyMay lift head briefly when proneResponds to soundsStares at facesMoves all extremitiesCan grasp fingers as a reflex (not willingly)

Emotional and SocialAlert to stimuliMay recognize caregiver’s voice or make eye-to-eye contactCries to show discomfort or fatigue

IntellectualResponds to voicesMakes small throaty sounds

Red Flag AlertsFailure to gain weightNo eye contactFailure to hold head upFailure to hold on with handsFailure to show anticipatory behavior at feedingExcessive spitting

Activities to Stimulate Growth and DevelopmentTalk to the childHold the child in your arms close to your bodyDo not shake the child


A8 Developmental Milestones Guide

What are the advantage of enrollingchildren in child care?Several studies have demonstrated how important it is to getchildren ages 0-5 in high quality early care and educationsettings. In Los Angeles County, programs such as Head Start,and Early Head Start, (for infants and toddlers) as well as LosAngeles Universal Pre-School, State funded pre-school andquality center based and licensed family day care environmentsare some of the setting where children can learn and thrive.These resources can be accessed through the Child CareResource and Referral Agencies listed on page 44.

Long term studies have shown the tremendous benefits thatindividuals have gained by attending pre-schools as opposed tothose who did not attend a quality early care and educationprogram.

According to the Perry Pre-school study, children whoparticipated in a quality childcare or pre-school programachieved much more in school that children who did notenroll.

By age five, 67% of child care recipients had an IQ of at least90, while only 28% of the children who did not attend an earlychildhood program achieved that IQ score.

Child care recipients are also 20% more likely to graduatefrom High School.

At age forty they earn 25% more than those who did not benefitfrom childcare.


Physical/MotorWeight gain between 1 lb. to 2 lbs.Height gain of 2 inchesSmiles in response to othersLifts head 45 degrees when on stomachListens to others talk, and responds with sounds,movements, facial expressionsCan locate soundsMay begin to roll overHands are frequently openDecreased flexion of the extremities while on stomach

Emotional and SocialWill respond to cuddling and strokingDisplays different moodsSmiles in response to stimuliMakes vocal response to familiar voices

IntellectualSearches to locate soundsCrying is different for different reasons/causesBegins to visually fix on close objects

Red Flag AlertsChild’s eyes do not follow objectsDoes not smile or change of expressionDoes not seem interested in new facesDoes not gain weight

Two Months 9

Two Months


A

Activities to Stimulate Growth and DevelopmentTalk face–to–face to the child, engaging the child withdifferent sounds and facial expressionsRoom should be bright with pictures and mirrorsUse rattles and wind chimesExpose the child to auditory stimuli outside those of the homeDo not shake the child



Physical/MotorWeight: 10-18 lbs.Height: 23-27 inchesSleeps: 14-17 hours dailyCan roll from back to sideLifts head and chest when lying on stomachSits with supportFollows a moving object or person with eyesTries to reach for objects with handsControls head wellHas improved coordinationCries lessHolds objects in his/her handsBrings his/her hands to the mouthEyes should be aligned and able to focus on one objectinstead of twoCan discriminate sweet, sour, bitter, and salty tastesWill open and close hands and bring them to mouth

Emotional and SocialLaughs while playing and may cry if playtime is interruptedTries to get parent’s attention by banging rattle or cryingMay recognize primary caregiver in a group of peopleSqueals, waves arms and breathes heavily when excitedCoos and gurgles when talked toBegins to sort out who is who in his/her lifeMay prefer certain peopleCan communicate hunger, fear, discomfortReacts to “peek-a-boo” gamesSmiles or laughs during physical playFocuses on human facesBecomes comfortable with caregiver interaction; for instance,child knows, “when I cry, mom comes to pick me up”

Four Months 11

Four Months


IntellectualShows curiosity when inspecting rattleLinks sounds with objectsMay respond to mirror images by smilingBegins to use hands and eyes in coordinationRecognizes bottleResponds to caregiver shaking a rattle or bellWill show obvious signs of curiosity and interest in what ishappening around him/her

Red Flag AlertsTight muscles or muscles appear stiffFinds it difficult to get objects to mouthLack of interest in social stimuliHyperactivity and hyper responsivenessCannot support headNo response to loud soundsDoes not follow moving objectsDoes not grasp or reach for toysDoes not bring hands togetherStiff or floppy legsPushes back with head

Activities to Stimulate Growth and DevelopmentSmile and mimic his/her coos and gurgles to engagein “conversation”Talk to child frequently, asking questions as though youexpect an answerUse the same words oftenUse shorter, simpler sentences. Use gestures alongwith simple languageSing songs



Four Months 13

Play soft musicEngage child in face-to-face talk. Mimic his/her soundsto show interestObserve child’s gesture to know when s/he has had“too much” stimulationDo not shake the child




Physical/MotorSits with supportGrasps objects and explores them with mouthVocalizes sounds, such as “ba,” “da,” “ma”Anticipates feeding, dressing, and bathingReaches for, and holds bottleReaches out when sitting, often in a rocking motionMay move forward on stomach, pushing with legsPlays with his/her toesBounces when held in a standing positionStarts to chewBrings cookies to mouth, and holds, sucks, bites them

Emotional and SocialLikes physical playVoices pleasure or displeasureCries when left alone or put downMay fear strangersOpens his/her mouth for the spoonHolds out his/her arms to be picked up

IntellectualMay perceive cause and effectLearns to make new sounds by changing shape of mouthDiscovers that object exists even when they are out of sightListens to own voice

Six Months 15

Six Months


Red Flag AlertsDoes not smileCannot roll overHead lags when pulled to a sitting positionDoes not gain weightStiff crossed legsRounded back

Activities to Stimulate Grow and DevelopmentPraise the child and respond enthusiastically whenever s/hetries to communicateProvides toys/item that the baby can grasp easilyDo not shake the child



Physical/MotorWeight should increase by 2 lb. 4 oz. to 3 lb. 12 oz.Learns how to bend knees and sit down after standingIncreased use of index fingerCan stand for short time holding onto supportCopies soundsAble to hit two objects together on his/her ownDrinks from a cupCan go from sitting to crawling positionTrue eye color is establishedReaches for cup or spoon when being fed

Emotional and SocialMay respond to his/her nameMay say, “ma-ma” and “da-da”May reject confinement in crib or playpenResponds to “no”Performs for social attentionEnjoys “peek-a-boo”Shows a desire to please parents

IntellectualNotices when someone leaves room and anticipates returnUnderstands simple wordsMay be afraid of being left aloneFollows simple instructionsUnderstands that object exists even when it’s not in viewUnderstands that other people have minds of their own

Nine Months 17

Nine Months


Red Flag AlertsLack of affectApathyLow socialization. Child does not respond to social interactionLimitation of simple sounds, gestures, or facial expressionsDoes not look at people who talk to him/herDoes not look at caregiver for social cues or comfortDoes not sit without supportNot able to put object in and out of a boxNot able to say single words, such as “mom” or “dad”Does not reach and grasp objectsDoes not gain weightDifficult to get arms forwardPoor use of armsArched back, stiff legs

Activities to Stimulate Grow and DevelopmentPlace on floor in a safe area to provide opportunity tostrengthen large musclesRead and tell stories to the child every dayProvide books that are safe to touch and tasteProvide large toys that can be pushed to encourage walking.Toys should be big enough so that child cannot swallow themAllow child to feed self with his/her fingersDo not shake the child



Physical and MotorWeight should have tripled since birth; weight: 17-27 lbs.Length: 27-32 inchesSleeps: 11-13 hours at nightMay have 6-8 teethSome children will stop taking a morning nap; others willcontinue both morning and afternoon napsBegins to refuse bottleNeeds 3 meals a day, with snacks in betweenWaves “bye-bye”Can play “patty cake”Creeps on hands and kneesPulls self up to a standing position and can walk with supportAble to sit alone without supportCrawls wellPoints at desired objectsPuts objects in mouthFinger-feeds him/herself

Emotional and SocialDisplays social smileImitates adult actions, such as drinking from a cup,talking on phoneResponds to nameChild will talk to himself/herself in front of a mirrorResponds to “no”Tests caregiver responses to his/her behaviorGets angry and frustrated when needs (for example,being fed, having diapers changed, being held) are notmet in a reasonable amount of timeEye contact begins to replace some of the physical contactthat younger child seeksBegins to learn what is, and is not allowed

Twelve Months 19

Twelve Months


Emotional and Social continuedBegins to fear strangersBegins to fear being left by caregiversBuries head in a caregiver’s shoulder when meeting peopleShows preference for one toy over anotherMay become attached to a favorite toy or blanketLaughs aloud in play with adult

IntellectualSays first wordSays “da-da,” “ma-ma,” “oh-oh” or equivalent“Dances” or bounces to musicInterested in picture booksPays attention to conversationsClaps hands, waves bye, if promptedLikes to place objects inside one anotherSearches for hidden objectsLooks at correct picture when the image is namedImitates gesturesBegins to use objects correctly (for example, drinking fromcup, brushing hair, dialing phone, listening to receiver)

Red Flag AlertsDoes not crawlDrags one side of body while crawling (for over one month)Cannot stand when supportedDoes not search for objects that are hiddenwhile s/he watchesSays no single words (for example, “mama” or “dada”)Does not learn to use gestures, such as wavingor shaking headDoes not point to objects or pictures



Activities to Stimulate Growth and DevelopmentAllow the child to feed self with his/her fingersLet child be part of family activitiesPlay peek-a-boo or other games in which you disappearand reappearGive child a safe place where s/he can crawl, creep,and pull himself/herself upRoll a ball or place a toy where child has to reachor crawl for itProvide toys that squeakProvide teething toysRead aloud books that have large pictures andnot much writingAllow to go grocery shopping with youTeach to imitate the sounds you makeAllow other children to play with child at home- Supervise closelyTeach to talk into a toy telephonePoint to your eyes, nose or mouth and havehim/her point to his/hersCall child by nameLet child fill containers with objects and then dump them outChange toys often when child gets bored with themProvide large toys that can be pushed to encourage walkingBegin to teach what is allowed and what is not allowedWhen child indicates that s/he wants help, provide itRock and hold child when s/he is upsetDo not leave child unattended in the bathroomDo not shake the child

Twelve Months 21




Physical and MotorGrowth slows, but child becomes stronger andmore coordinatedWalks without assistanceCrawls upstairsPicks up objects without fallingSeats self in child’s chairAble to take off some clothing itemsAble to jump in placeCan build a tower of 3 to 4 blocksCan turn pages in a book, two or three pages at a timePushes/pulls light objectsBegins to run with a lack of coordinationHolds crayon and scribbles on paperUses spoon

Emotional and SocialLoves picture books and colorful magazinesLikes televisionEnjoys playing with kitchen utensils and cardboard boxesLoves to talk a lot, but frequently is hard to understandCries or fusses for short period when caregivers are absentShows little understanding of rules and warnings, but smileswhen praised, and cries when scoldedThrows tantrums (and objects) when angry

Eighteen Months 23

Eighteen Months



IntellectualFollows smile commands, such as “Give me the ball”Uses first spontaneous wordsCan say 10 or more wordsEchoes sounds and rhythms, such as “patty cake”Will frequently point or babble to show what s/he wantsRecognizes shapes in a puzzle boardCan point to own body parts

Red Flag AlertsNo speechChild does not say more than a few words clearlyExcessive body rockingOut of the ordinary playWithholding and other bowel problemsSleep disturbanceRetarded development or persistent regression

Activities to Stimulate Growth and DevelopmentUse action words: go, stop, hop, rollEncourage and provide the necessary spacefor physical activityProvide safe replicas of adult tools and equipment forthe child to play withEncourage play that involves building and creativityRead and sing to the child often, especially nursery rhymesMatch words with objects and actions to reinforcethe connectionsPlay records and radio music for child oftenCarefully select television programs for child to watchto stimulate visual perception. One or tow hoursof television per day (accompanied by an adult)


Play ball with childAllow child to walk as much as possibleContinue talking to child often in a way thatencourages answersGive child simple directions; praise and hug when followedPraise the child’s efforts to communicateDo not leave the child’s unattended in the bathroomDo not shake the child

Eighteen Months 25



PULL

PUSH


Two Years 27

Two YearsPhysical and Motor

Walks aloneCan walk with good balanceCan easily climb up stairs and walk down while holding onSeats self in child’s chairCan play tagUses a cup and spoonCan stand and pick up a ball or pick up an objectwithout fallingThrows a ballCan build a tower of 6-7 cubesBegins to runPulls toys behind while walkingHolds crayon and scribbles on paperCan turn a doorknobRemoves all clothes without helpProceeds with toilet training

Emotional and SocialShows affectionCries or fusses for short periods when caregivers are absentPlays alone for extended period of timeShows intense positive and negative reactionsBecomes easily frustratedTantrums are very frequentShows pride in actionsPays attention to other childrenUsually enjoys being around peopleLoves to tumble; may start dancing to a musical beatand hopping around on one footLoves chores (for example, may want to help setthe table for meals)


PULL

PUSH

IntellectualAsks questionsUnderstands “no”Uses 10 to 20 words, including namesCan carry out simple directions; may refuse to follow themImitates actions and words of adultsLooks at storybook pictures with an adult, naming or pointingto familiar objects on requestVocabulary has increased to about 300 wordsIncreased attention spanAble to communicate needs, such as thirst, hunger, need touse the restroomAccomplishes primary learning through own explorationMay be psychologically ready for toilet trainingFinds objects even when hidden under two or three coversBegins “make believe” play

Red Flag AlertsNo speechExcessive body rockingOut of the ordinary playWithholding and other bowel problemsSleep disturbanceRetarded development or persistent regression



Two Years 29

Activities to Stimulate Growth and DevelopmentEncourage and provide the necessary space forphysical activityProvide safe replicas of adult tools and equipmentAllow the child to help around the house and participate inthe daily responsibilities of the familyEncourage play that involves building and creativityKeep naming things, but don’t pressure the child to speak;responding to crying, babbles and child’s body languagemay actually encourage verbal developmentReward and encourage early efforts at saying new wordsPraise the child’s efforts to communicateTalk simply, clearly, and slowlyLook at the child when s/he talks to youDescribe what the child is doing, feeling, hearingLet the child listen to children’s records and tapesDo not leave the child unattended in the bathroomDo not shake the child




Three Years 31

Three YearsPhysical and Motor

Weight gain of about 6 lbs. during 3rd yearUsually a height gain of about 3 inchesImproved balanceCan jump in placeClimbs wellWalks up and down stairs alternating feetKicks ballRuns easilyPedals tricycleBends over easily without fallingTurns book pages one at a timeBuilds a tower of more than four blocksHolds a pencil in a writing positionScrews and unscrews jar lids, nuts and boltsTurns rotation handlesRolls, pounds, squeezes, pulls clay materialPuts on/takes off coatButtons and unbuttons larger buttonsAble to completely clothe selfFeeds self without difficulty

Emotional and SocialImitates adults and playmatesSpontaneously shows affection for familiar playmatesEnjoys helping and participatingCan take turns in gamesUnderstands concept of “mine” and “his/hers”Defends own possessionsExpresses affection openlyExpresses a wide range of emotionsSeparates easily from caregiversObjects to major changes in routine


Emotional and Social continuedIdentifies objects by use (for example, stove to cook on, ashoe to wear)Engages in “make believe” play

IntellectualAttention span increasingVocabulary has increased to over 900 wordsComposes sentences 3-4 words in lengthFollows a 2 or 3 words commandUnderstands most sentencesFrequently asks questionsChild constantly speaks whether or not another personis presentUnderstands physical relationships(for example, on, in, under)Knows own name and sexUses pronouns (for example, you, me, I, we, they)and some pluralsStrangers can understand most of his/her wordsby the end of this periodMakes mechanical toys workMatches an object to its pictureSorts objects by shape and colorCompletes puzzles with three or four piecesCan make vertical, horizontal and circular strokes witha pencil or crayonMakes dots, lines, circular strokesBeginning to grasp the concept of twoDecrease in separation anxiety for short periods of time



Three Years 33

Red Flag AlertsFrequent falling and difficulty with stairsPersistent drooling or very unclear speechInability to build a tower of more than four blocksDifficulty manipulating small objectsInability to communicate in short phrasesNo involvement in “pretend” playLittle interest in other children

Activities to Stimulate Growth and DevelopmentName child’s body parts as you bathe him/herName each piece of clothing and its color as you dressand undress childPlay the “silence game” by telling child to be quiet, listen,and name what s/he hearsFrequently say and sing nursery rhymesRead togetherMonitor both the time and content of television viewingEncourage child to help you set the tableShow child a color and let him/her find another objectthe same colorDevelop conversation with the child by asking questionsand encouraging answersExpose child to different stimuli by visiting localareas of interestIntroduce toys that help develop new skillsToys with switches, buttons and knobs have special appealDo not leave child unattended in the bathroom




Physical and MotorWeight gain of about 6 lbs. during 4th yearThe height of the child during the 4th year shouldbe double the length at birthCan skip and hopButtons and unbuttons clothes; however, may need helpWalks backwardDresses and undresses self without an adult’s helpCatches a thrown ballDraws stick figuresCuts out a circle and other simple shapesCan build more detailed buildings with large blocksCan and will jump off bottom stepEnjoys swinging, climbing and slidingCan help to bathe selfCan wash hands and facePours well from pitcherCleans nose when remindedUses toilet independently

Emotional and SocialPrefers play with other childrenEnjoys telling storiesBecomes increasingly sociable with other childrenLearns to be sensitive to your feelings; may show first signsof sympathy; will try to comfort you when you’re sadCalls attention to own performanceInterested in new experienceIncreasingly inventive in fantasy playNegotiates solutions to conflictsMore independentImagines that many unfamiliar images may be “monsters”

Four Years 35

Four Years


IntellectualCan sing a songCan count to 3 and name one or more colorsKnows ageGives first and last nameKnows day and nightAsks “how” questionsVocabulary has increased to over 1,500 wordsMay use words outside his/her comprehensionMatches and names four primary colorsNames three objects from memoryUnderstands the concepts of similarity and differenceRemembers and tells storiesAnswers questions about a story being readDraws a cross and squarePrints a few capital lettersTime concepts are expanding; can talk about yesterdayor last week, about today, and about what willhappen tomorrowSpeaks clearly enough for strangers to understandTells stories

Red Flag AlertsCannot throw a ball overhandCannot jump in placeCannot grasp a crayon between thumb and fingerHas difficulty scribblingShows no interest in interactive gamesIgnores other childrenResists dressing, sleeping, using the toiletDoes not use sentences of more than three wordsCannot copy a circle



Red Flag Alerts continuedDoes not use word “me” appropriatelyLashes out with no self control whenever angry or upsetDoes not engage in fantasy play

Activities to Stimulate Growth and DevelopmentHelp child to draw circles, squares, and trianglesAllow child to use water paintsHelp child to cut paper with blunt-end of children’s scissorsEncourage child to learn to lace a shoeUse large and small balls to play kick ball and catchHelp child to ride a tricycleLet child play with simple in–laid puzzlesTeach child to count using objectsBegin to teach child the colors, one at a timeEncourage child to speak in complete sentencesTeach child opposites in play activities: boy-girl, up-down,cry-laugh, full-empty, hot-cold, hard-softDo not leave child unattended in the bathroom

Four Years 37




Five Years 39

Five YearsPhysical and Motor

First permanent teeth may begin to erupt althoughthe majority of children do not get their firstpermanent teeth until age 6Increased coordinationCan draw a picture of a personDresses selfSkips, jumps and skates with good balanceWalks full length of balance beam without fallingAble to tie own shoelacesIncreased skill with simple tools and writing utensilsKicks rolling ball toward targetCatches a thrown ballWalks on tiptoes for 10 feetCuts along a line continuouslyBrushes teeth unassisted

Emotional and SocialEnjoys telling storiesChooses another child to play withTalks about familyPrefers to be with peers rather than adultsControls emotions and expresses them in acceptable waysParticipates in play that tells a story; frequently based onrealities in the child’s daily life; play involves a lesserdegree of fantasyPlays competitive gamesCurious about sexual organsSometimes demanding, sometimes eagerly cooperative



IntellectualVocabulary has increased to over 2,100 wordsReadily composes sentences of 6 to 8 wordsCan compose sentences with all parts of speechMatches and names four primary colorsIncreased mathematical skillsKnows own city/streetFollows instruction given to groupArranges pictures in order of occurrenceCan draw a picture of a personCan identify names of coinsCan tell a storyAnswers questions about a story being readNames three objects from memoryChooses own categories for sortingCarries out series of three unrelated commandsUses “no” and “not” appropriatelyDecreased aggressivenessSome fears from earlier childhood are disappearingDoes not hesitate to question others, including caregiversBuilds complex structures with blocksAsks “how” questionsTells about something using past and future tenseBetter understands the concept of timeKnows about things used everyday in the homeIncreasingly responsibleThere is a strong identification with the caregiverof the same sex


Five Years 41

Red Flag AlertsExtremely fearful or timidExtremely aggressiveEasily distracted and unable to concentrate on a singleactivity for more than five minutesShows little interest in playing with other childrenRefuses to respond to people in generalRarely uses fantasy or imitation playSeverely unhappy or sad much of the timeCannot differentiate between fantasy and realitySeems unusually passiveCannot talk about daily activitiesHas trouble taking off clothingCannot wash and dry his/her hands

Activities to Stimulate Growth and DevelopmentEncourage and provide the necessary spacefor physical activityInstruct the child how to participate in, and learn therules of sporting activitiesThe child should be encouraged to play with other childrenin the neighborhood to help develop their socialization skillsEncourage creative playRead togetherGo for walks in parks, or in your neighborhoodOffer simple puzzlesExpose the child to different stimuli by visits to localareas of interest



Reference SourcesThe following sources were consulted in the production of the Guide:

BookletsGrowing up healthy. Child Health and Disability PreventionProgram. August 1997.

Developmental and Socio-Emotional/Behavioral Assessmentand Anticipatory Guidance. Department of Health Services,Primary Care and Family Health Division, Children’s MedicalServices Branch. February 1997.

From the Cradle to the Classroom. Developmental Activities-Home Instruction for Parents. Distributed by CreativeDevelopmental Program. INC

ArticlesBrooks, Mary and Engmann, Deedra. Speech and Language Ofthe One Year Old. H & H Enterprises. Inc. Lawrence, 1976

Lopes, Marilyn. Intellectual Development of Toddlers.www.nncc.org

Nuttall, Paul. Infant Development. www.nn.cc.orgOesterrecih, Lesia. Ages & Stages – 12 to 18 months.www.nncc.org

Powell, Joyce. Developmental Milestones: A Guide for Parentsthe First Year. www.nncc.org

Wilber, Donna. Activities for Infants. www.nncc.orgLakeshore. Infant/preschool Developmental Profile.Curriculum Materials. 1990


Reference Sources 43

MagazineYour Child Birth to Three. Special Edition, Fall/Winter 2000.Newsweek Magazine

Websiteswww.americanbaby.comwww.babycenter.comwww.babysdoc.comwww.childdevelopmentinfo.comwww.drkoop.comwww.family.go.comwww.findarticles.comwww.indianparenting.comwww.keepkidshealthy.comwww.keepkidshealthy.comwww.kidsource.comwww.medem.comwww.medlineplus.nlm.nih.govwww.nncc.orgwww.pbs.orgwww.pbs.orgwww.psy.pdx.eduwww.shakenbaby.comwww.zerotothree.org



Child Care Resources – (888) 92 CHILDThe agencies listed below can assist with helpingfinding licensed child care providers.

Child Care Resource Center 818-717-1000(San Fernando Valley, Antelope Valley)

Pathways 213-427-2700(Central LA, Hollywood, Silver Lake, Beverly Hills)

Connections for Children 310-452-3202(Western LA Co., Beach Cities, Culver City, Westchester)

Crystal Stairs 323-421-1029(Inglewood, Hawthorne. Gardema. Watts. South Central LA)

Center for Comunity and Family Services 310-217-2935(Carson, Compton, Downey, Harbor City, Lomita, 888-421-4247Lynwood, Palos Verdes, Paramount, South Gate, Torrance)

Child Care Information Services 626-449-8221(La Canada, Pasadena, San Marino, Monrovia)

Mexican-American Opportunity Foundation 323-890-9600(Monterey Park, Commerce, Bell, Sante Fe Springs)

Children’s Home Society of CA 562-256-7400(Norwalk, Bellflower, Cerritos, Lakewood, Long Beach,San Pedro)

Pomona Unified School District 909-397-4740(Pomona)

Options 626-856-5900(Baldwin Park, San Gabriel Valley, El Monte, Whittier)

LA County DCFS Child Care Program 562-345-6629

LA County Centralized Eligibility List 213-974-4519

LA County Child Care STEP Program 213-974-4103

DCFS Hot Line 1-800-540-4000(To report suspected child abuse or neglect)


Documents

Departmentof Childrenand FamilyServicesMissiondcfs.lacounty.gov/edu/docs/DM_Manual_Inside_Eng.pdf · Departmentof Childrenand FamilyServicesMission The Department will, ... and turn