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Daycare providers must deal with a wide range of behavioral issues as a part of normal toddler and preschooler development. One such behavioral issue is the proverbial toddler temper tantrum.

We interviewed Dr. Joyce Willard Teal, award-winning teacher and author of Are You Raising the Next Generation of Hoodlums? to find out the best tips for handling temper tantrums in family daycares and preschools.

OwnADaycare: When are temper tantrums a cause for concern?
Dr. Joyce Teal: Temper tantrums are a cause for concern when they occur with greater frequency intensity and duration than is typical.

OwnADaycare: When should children outgrow tantrums?
Dr. Joyce Teal: Since there is a normal developmental course for temper tantrums
(a) One and a half through two:  children at this age will test limits to see how far they can go before the parent or teacher stops the behavior;
(b) Three year olds: the children become less impulsive and can use language to express needs, but because they have learned by this age that a temper tantrum can get them what they want, they continue the tantrums, though they should become less frequent and less severe.
(c) By the age of four: most children have the necessary motor and physical skills to meet many of their own needs without relying so much on an adult. These children also have better language which allows them to articulate what they are angry or frustrated about. They are also at an age where they begin to understand compromise.
(d) By age five: most children will have outgrown temper tantrums, though kindergarten and school aged children can still have temper tantrums when they are faced with new interpersonal situations and/or demanding academic tasks that frustrate them.

OwnADaycare: Do you have any additional comments?
Dr. Joyce Teal: Prevention strategies for teachers and parents include:

• Add structure by establishing traditions and routines.
• When you are taking the child into a new situation, explain to him or her beforehand what the expectations are.
• Provide pre-academic, social and behavioral challenges that are at the child’s developmental level to prevent the frustration that can trigger a temper tantrum.
• If the child is 12 – 18 months of age, pick him/her up and remove the child from the larger group. Stay with the child and speak soothingly to him/her until the child has calmed down. Do not leave the child alone. If the child is two – 3 years of age, he or she still has fairly rudimentary reasoning skills, consequently your explanations will probably be useless.

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Daycare providers must deal with a wide range of behavioral issues as a part of normal toddler and preschooler development. One such behavioral issue is the proverbial toddler temper tantrum.

We interviewed Dr. Joyce Willard Teal, award-winning teacher and author of Are You Raising the Next Generation of Hoodlums? to find out the best tips for handling temper tantrums in family daycares and preschools.

OwnADaycare: What is a temper tantrum and are there different types of them?
Dr. Joyce Teal: A temper tantrum is emotional behavior that can range from whining and crying to screaming, kicking, hitting, and breath holding. They’re equally common in girls and boys and usually occur from age 1 to age 4. There are different types of them since they range from somewhat mild to severe.

OwnADaycare: Why do preschool-aged children throw temper tantrums?
Dr. Joyce Teal: Primarily due to frustration. But children will also throw tantrums when they are tired, hungry, uncomfortable or seeking attention. Consider how your frustration as an adult manifests itself. Perhaps there are times when you have kicked an object, slammed a door or thrown a glass out of frustration. This is an adult version of a temper tantrum. In the process trying to master their world and when they aren’t able to accomplish a task, toddlers sometimes use one of the only tools at their disposal for venting frustration — a temper tantrum.

OwnADaycare: What can preschool teachers do when a child throws a tantrum?
Dr. Joyce Teal: The appropriate response depends upon the age of the preschool child who throws the tantrum. However, some basic rules apply:

The teacher and/or parent should always maintain his or her cool. The child will sense if either becomes frustrated, and this can complicate or escalate the problem
Breathe deeply and think clearly. If this is a recurring situation with a certain child, pay particular attention to what triggers the tantrum.

OwnADaycare: Are there ways to prevent temper tantrums?
Dr. Joyce Teal: Even the most good-natured  toddler has an occasional temper tantrum. Temper tantrums are considered a normal part of development. However, the best way to deal with temper tantrums is to avoid them altogether. The following strategies can help.

• Keep items that are off-limits not only out of the child’s reach, but when possible, out of sight
• Take advantage of the child’s short attention span and distract him/her with something else.
• Give the child plenty of attention to assure that he/she is not “acting out” just to get your attention.
• Offer choices so that your toddler will feel that he/she has some control.
• Compliment the child frequently for appropriate responses.
• Ignore the tantrum (if it is no threat to the child or others) and continue your activity (but do not leave the child alone during this time). Sometimes the tantrum is an attention-getter).
• Be aware of your child’s limits. For example, if you know that your child is tired or hungry, this is not a good time for a visit to the food market.

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How do you know when a child is ready for toilet training?  The age range for potty training readiness varies. Most children are not physiologically ready to be toilet trained until about 18-24 months whereas some may not be ready until 30 months or older. Along with physiological readiness, they must be also show emotional readiness. They should not be fighting the process and showing signs of anxiety and trepidation.

The American Pediatric Association suggests that there are true signs of potty training readiness:

• The child can follow simple instructions
• The child can walk to and from the bathroom and help undress themselves
• The child seems uncomfortable with soiled diapers and asks to be changed
• The child asks to use the toilet or potty
• The child asks to wear big-kid underwear
• The child stays dry at least two hours at a time during the day or is dry after naps
• The child’s bowel movements become regular and predictable
• The child uses facial expressions, posture, or words to show they are about to urinate or have a bowel movement

Once you have determined the child has shown clear signs of potty training readiness, it’s time to get started. Never force or pressure a child to use the potty. Ease them into it. Potty training can be stress free using a few simple strategies:

Reward system: As the child demonstrate steps involved in the potty training process reward him or her. For example, when the child lets you know he or she has to use the potty, sits on the potty on his own, or pulls down his pants alone, give them a small reward. Rewards can range from stickers and honor badges to high fives and praise.

Role Modeling and dramatic play: A doll that wets is an appropriate toilet training model.  The child can sees where the “pee” comes from. Then through dramatic play, the child can act out toilet training steps. He or she can remove the doll’s diapers, place the doll on the potty seat, change the doll’s diapers, empty the toy potty into the toilet, and then flush the toilet.

Bring the potty outside: In the backyard, let the child play without diapers and bring a potty chair outside. Let him or her go pee-pee outside so that they can see where it comes from. When the children feels they have control over their own bodies they are more likely to use the potty.

Potty training learning materials: Use books or videos to introduce the child to the potty training process. This opens the lines of communication. Children can ask questions and see demonstrations of training steps. A great book to try is A Potty for Me: A Lift-the-Flap Instruction Manual by Karen Katz.

Also Consider “Potty Power – For Boys & Girls” a potty training DVD that helps kids say goodbye to diapers.

Above all, relax! Eventually, the child WILL use the potty.

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Learning through Play Photo by James Emery

Directed and undirected play is an important part of learning for children. Daycare jobs include allowing children to play naturally and directing their play as well.  Play helps children learn new concepts and problem-solving skills in a natural, fun way. Gale Kelleher, director of Rainbow Nursery School in New York explains the importance of learning through play. Kelleher describes how play in daycare centers leads to real life learning in various areas of development.

OwnADaycare: What is the importance of learning through play?

Gale Kelleher: Learning through play introduces and teaches new skills with a happy, comfortable and fun approach.

OwnADaycare How does play lead to real life learning in the area of social and emotional learning? What are some examples of play activities in this area?

Gale Kelleher: Play in a classroom leads to real life learning through experiences of sharing, turn -taking, listening, being helpful and kind to others.  It teaches social interaction skills and enhances responsibilities. Example:  Waiting your turn to get on line, answer questions, do a classroom job,   listen and help your friends, clean your place after snack, etc.

OwnADaycare How does play lead to real life learning in the area of cognitive development? What are some examples of play activities preschool teachers can offer in this area?

Gale Kelleher: Concrete learning and problem solving through play enhances higher thinking skills.  Example:  Role playing, teaching basic steps to learn a specific task and modeling an activity.

OwnADaycare How does play lead to real life learning in the area of language and literacy development? What are some examples of play activities preschool teachers can offer in this area?

Gale Kelleher: Through play skills the children learn to develop their vocabulary.  They learn the meaning of new words and develop and sharpen their thought process.  This is through receptive and expressive language.

OwnADaycare How does play lead to real life learning in the area of physical development? What are some examples of play activities preschool teachers can offer in this area?

Gale Kelleher: The children improve their physical development through play.  Such activities include skipping, jumping, hopping, ball throwing, swinging on swings sand box play and slides.  These are some activities that develop their gross motor skills.  Fine motor skills are developed through activities such as cutting, coloring, play dough, puzzles and drawing.

OwnADaycare What are examples of good verbal cues that preschool teachers can use to enhance learning through play?

Gale Kelleher: Some verbal cues might be: “Use your words, look at your friends and talk to them.  Wait your turn, be nice, share and express your wants and needs”.

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In part two of our interview with Jan Z. Olsen, Olsen discusses how learning through play leads to real life learning in physical and cognitive development and offers examples of activities that a daycare provider can easily implement.

OwnADaycare: How does play lead to real life learning in the area of physical development? What are some examples of play activities preschool teachers can offer in this area?

Olsen: It is important that children practice gross and fine motor skills, and coordination.  Dance with your children, give them a ball to kick around and help them at the playground to better encourage gross motor skills and coordination.  To encourage the fine motor skills needed for handwriting and keyboarding, sing songs that use their fingers, like the “Itsy Bitsy Spider”, and “The Crayon Song” on the Get Set for School™ Sing-Along CD.  To further encourage proper fine motor skills for handwriting, give young drawers broken pieces of chalk or crayons to use.  The small size encourages correct grips. You can offer children, even ones as young as 9 months, to pick up tiny pieces of food, like Cheerios, with their fingers, and older children can do crafts involving small, age-appropriate objects, to develop writing muscles and good coordination.

OwnADaycare: How does play lead to real life learning in the area of cognitive development? What are some examples of play activities preschool teachers can offer in this area?

Olsen: Here is how play with Capital Letter Cards can develop thinking, memory and sequencing skills.  The child has a capital R card.  The task is to put real wood pieces on top of the R.  What pieces? He needs to plan what to get – a big line, a little curve and a little line. He has to remember what he needs and go get the right pieces. Then he has to place them in the right order. The teacher helps him, but he’s thinking and planning.

Here is how a finger play song builds number concepts.  Children learn the “Five Fingers Play” activity. After individual finger verses, they raise one hand high and say “five fingers here” and then raise the next hand high to say “five fingers there.”  With 10 fingers in the air they say, “Ten fingers to wash my hair.”  It’s simple, but it builds a cognitive sense of number quantities in a very personal way.

The “Animal Legs” activity does the same. Children learn:  two legs in the front, two legs in the back, the cow has four legs I know that. Though play children develop observation and number skills.

OwnADaycare: What are examples of good verbal cues that preschool teachers can use to enhance learning through play?

Olsen:

• Say position words, “top, middle, and bottom” while having children imitate you as you and they hold a big line at the top, middle or bottom.
• Say go up like a helicopter or down like a helicopter for vertical lines.
• Say slide down for a diagonal line.
• Teach number words when talking about letter parts. Say that a capital E has one big line and three little lines.
• Teach sequence words. Say, first you need a big line.  Then you need a little line at the top.
• Describe what’s happening on the playground with words: You are climbing up. You are sitting down. Now, you’re ready to slide down.

OwnADaycare: Any additional comments?

Olsen: Because young children are naturally curious, active, and eager to try new things, the preschool years are the ideal time to lay the foundation for learning. However, preschoolers are not yet ready for seat work or formal teaching.   Play-based, multi-sensory informal learning is actually more personal and more effective for learning (tactile, auditory, visual, acoustic, etc.).

The Get Set for School program accommodates the active and rapidly changing child with a variety of playful learning experiences. The key is balancing the needs of the whole child: emotional, physical, and developmental.  Through personal interaction and well designed play opportunities children gain social maturity, develop strength and coordination, language and literacy skills. They make a smooth transition to the world of school, into school routines and they’re ready for symbols, reading, writing and using numbers.

Jan Z. Olsen, OTR, is one of the creators of The Get Set for School™ readiness program that uses play and music to help very young children build a solid foundation for lifelong learning. Ms. Olsen is also the founder and creator of Handwriting Without Tears^®. For more information, visit www.getsetforschool.com.

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Children learn through both direct and indirect play. Child day care providers can take advantage of opportunities for social and emotional learning through play activities.

In our interview with expert Jan Z. Olsen, OTR, co-creator of The Get Set for School™ readiness program and founder and creator of Handwriting Without Tears^®, explains the importance of learning through play.

OwnADaycare: What is the importance of learning through play?

Olsen: Children are naturally curious, active, and eager to learn and try new things.  To keep them that way, preschoolers need a readiness curriculum that encourages “playful learning.”   A strong preschool curriculum builds learning opportunities directly into  play so that learning keeps pace with the growing child.

• Singing, with movement: Develops memory and language, social participation and imitation, rhythm, rhyme and body awareness
• Playing  encourages social skills, such as cooperation, taking turns and following instructions
• Hands on Letter Play: Builds pre-writing skill. The teacher shows how to make letters with dough, wood pieces, or magnetic stamps. They learn letters (and numbers) in multi-sensory active play.
• Coloring  and Drawing : Small crayons  help children develop a good pencil grip and developmentally appropriate pages make for easy coloring and drawing. Building people and simple shapes with wood pieces leads naturally to drawing success. .

OwnADaycare: How does play lead to real life learning in the area of social and emotional learning? What are some examples of play-based activities in this area?

Olsen: Social and emotional skills are essential for school success and personal well being. We use play-based activities to promote not just cognitive learning, but emotional and social learning. Here are three examples:

“Show and Tell.” can be as scary for children as public speaking is for adults.  Instead of that, we use a play-based song activity to develop social confidence. All the child has to do is take a toy animal from a basket and hold it. The teacher leads a song about counting legs and the child turns the animal to show “two legs in the front, two legs in the back.…”  The children like choosing animals for the song. They naturally develop poise in front of a group, so they’ll be ready for “Show and Tell.”

Another example is polishing wood pieces. Children sit together on the floor to polish, four basic wood pieces. As they do this activity, they naturally learn to talk, trade, pass, and share.

A favorite group activity is building the Mat Man™ character on the floor. Each child has one of Mat Man’s body parts. The teacher leads the Mat Man song and as each part is named, the child with that part places it. Children learn how to pay attention, wait and to take a turn. At the same time, they learn the social value of working together and belonging to a group.

Learning to take turns, following directions, and activities that teach interaction with others are important for the overall social and emotional growth of young children and can easily be incorporated into play.  Involving children in a group activity, such as collaborating to put together the Mat Man™ character, will help teach body awareness, counting and sequencing.  Sharing the pieces to build things can help children learn these important social and emotional lessons.

OwnADaycare: How does play lead to real life learning in the area of language and literacy development? What are some examples of play activities preschool teachers can offer in this area?

Olsen: Play can bolster language and literacy in two ways.  The first way is simply having a language rich environment so that play includes lots of talking, reading and singing.

The second, but very effective was to boost literacy is to use consistent language for teaching. Take playing with wood pieces as an example.  We always use the same names for wood pieces: big line or little line, big curve or little curve. So how do we build capital D? With one big line, and one big curve! How do we make capital B? With one big line and two little curves.

Consistent language means that teachers use the same words that children know. It makes it easy for children to understand the teacher and follow directions. In addition to size and shape words, we also teach position words through play.  Children imitate the teacher to put wood pieces up and down, under and over, in and out, in front or in back.  It’s fun to move the pieces and while the children play, they learn important position words, the prepositions – which are tricky for some children.

Another play activity to boost literacy is “play reading” on the back of letter cards. Children match letters or pictures on cards in a top to bottom, left to right order, just as if they’re reading the card. We use songs and movement to encourage children to get in the habit of going from top to bottom and left to right, a foundation skill for both reading and writing.

Other studies have shown that children who draw often, write better.  A hands-on, playful approach to learning—at home or in school—is the natural and easy way to develop pencil grip, focus, posture, and other skills necessary for good handwriting. Activities such as building letters with wood pieces, forming letters out of dough with Roll-A-Dough Letters™, and singing songs about letters and sequencing introduces children to important concepts in fun ways.

Part 2 of this interview can be found here.

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Developmental screening is a procedure designed to identify children who should receive more intensive assessment or diagnosis for potential developmental delays. Developmental screening allows daycare providers and parents the ability to receive a snapshot of a child’s development.

Our interview with Dr. Pio Andreotti, NYS Licensed Psychologist, discusses the importance of developmental screening in the daycare centers and preschools:

OwnADaycare: Why do preschoolers undergo developmental screening? Are all children screened? At what age are they screened?

Dr. Andreotti: A preschooler will undergo a screening when there is some concern regarding their development.  Typically, parents notice that their child is not walking by a certain age or that their language is not developing appropriately.  Also, many times, schools and daycares will recommend to a parent that their child be screened due to concerns about language, behavior, or socialization.  Not all children are evaluated.  A child is referred for a developmental screening only when there is a concern regarding a delay in development.  Preschool evaluations typically occur when a child is between 3 and 5 years of age.

OwnADaycare: Can you describe the tests? What types of tests do they take and what do they measure?

Dr. Andreotti: There are many different methods of evaluation.  Most commonly, a child will receive a measure of cognitive functioning (i.e., an IQ test).  This attempts to provide a general description of how a child will perform on certain types of verbal and non-verbal tasks.  An IQ test may look at vocabulary skills, block building skills, conceptual thinking and problem solving. Children are also given tests of language development (word usage and understanding), learning and academics (letters, colors, numbers, etc), memory, organization and planning, fine motor skills, sensory-integration (how they tolerate sensory information), and gross-motor skills. All of these tests compare a child to other children in their age range.  The parents are then provided with scores describing their child’s performance.  So, for example, if your child’s score was at the 50^th percentile, that means they are functioning above 50% of the children in their age range.  Parents are also asked to complete forms.  These forms attempt to determine a child’s level of adaptive functioning (i.e., self-care, communication, socialization skills).  There are also forms that assess specific behaviors such as attention and hyperactivity, social language and behavior, as well as organization and self-regulation skills.  Sometimes, the current daycare or child-care provider is also asked to complete these forms.  All of this information is compiled and an educational plan is generated (if necessary).

OwnADaycare: What special services might a child need or what type of intervention is necessary if a child is at risk for developmental delays?

Dr. Andreotti: Under the Individuals with Disabilities Education Act (IDEA), children who are identified as having a delay in a developmental domain typically qualify for special education services.  These services vary and are determined by the child’s Individualized Educational Program (IEP).  Services can range from no services, to “Related Services Only” (i.e., no special class placement but the child receives speech/ occupational/ physical/ play therapy), to placement in a special class.  A child will be provided a  therapist to address any specific need that they may have (i.e., Speech-Language Pathologist for language difficulties, Occupational therapist for fine-motor and/or sensory-integration issues, etc.).

OwnADaycare: Are there any resources you might suggest for more information?

Dr. Andreotti: These evaluations can be done through your local school district or by private providers. Most school districts provide these evaluations at not cost to the parent.  Private evaluations are conducted by independently licensed professionals and are usually on a fee-for-service basis.  Depending on the age of the child and the type of coverage, medical insurance will sometimes cover the cost of a private evaluation.  Parents should consult with their local school district, local disabilities organization or with national centers such as the Learning Disabilities Association of American (http://www.ldanatl.org/) for information about providers in their area.

OwnADaycare: Do you have any additional comments?

Dr. Andreotti: If you feel that your child has a delay, it is important that you seek assistance.  Research suggests that the earlier an intervention can be implemented, the greater the benefit. Parents should contact their local school district to receive information regarding evaluation centers in the area.

Bio:

Dr. Pio Andreotti is a NYS Licensed Psychologist experienced in working with diverse populations of all ages. He is a Neuropsychologist in private practice and the Clinical Supervisor for the Stanley S. Lamm Institute Preschool at Long Island College Hospital. In addition to his clinical experience, Dr. Andreotti has given national trainings and symposiums. He is frequently interviewed by the media, and has appeared nation-wide in media outlets such as the ABC network, CW network, and Forbes.com.

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Thumb sucking: Is it a true issue for young children? An interview with Dr. Michele Saysan, a Riley Hospital for Children pediatrician, answers questions about thumb sucking that are common among parents and licensed daycare providers.

Q: Is thumb sucking harmful for children?

A: Thumb sucking can be bad for children. Children who continue to suck their thumb may have dental problems.  Their teeth may be pushed outward or be poorly aligned which is called malocclusion.  The longer thumb sucking persists, the greater likelihood the child will need orthodontic treatment to fix the teeth.  Some children may have difficulty talking who have prolonged thumb sucking.  Some children may get skin infections of their thumb from thumb sucking.

Q: Are there any benefits to thumb sucking?

A: Thumb sucking helps babies soothe and comfort themselves when they are tired, scared, hungry, or even bored.

Q: How can I get my child to stop sucking his or her thumb?

A: After age 4-5 years old, it’s appropriate for parents to set limits about thumb sucking such when and where children are allowed to suck their thumb.

• Show your child in a mirror what she looks like when she sucks her thumb.
• Offer ways to distract your child during the day to keep his hands busy like doing crafts, drawing, coloring, or puzzles.
• Praise your child for not sucking her thumb! Setting up a sticker chart or other reward system for not thumb-sucking can be beneficial.

• Putting a bandage on the thumb can also help make the child stop sucking his thumb

Q: What about pacifiers? Are they harmful or beneficial and when should a child stop using a pacifier?

A: Pacifier use like thumb sucking also is beneficial helping babies soothe themselves.  Pacifier use has also been shown to reduce the risk of Sudden Infant Death Syndrome.   However, pacifier use is linked to an increase risk of ear infections and continued use can cause dental problems such as malocclusion which is seen with thumb sucking as well.

Q: What can parents do to help wean a child off of their pacifier once they become too old for it?

A: Initially limit the pacifier to naps, bedtime, and stressful situations.  Then limit the pacifier to only in bed.  Then get rid of it completely!  (This is usually the toughest step!!)  Parents need to be ready to put up with a struggle and a crying child for a few nights with this.  Usually a few nights is all it takes.  When parents start this, they should make sure they collect all the pacifiers around the house.  Sometimes kids hide them in toys and various places so parents shouldn’t be surprised if they find their child with a pacifier while playing later!

These tips should work well at home and at child daycare centers.

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Parent-teacher conferences are important in the daycare and preschool environment. Child care providers should be the experts in Early Childhood Development and have the ability to direct parents so that children have the proper developmental foundation.

What is the purpose of a parent-teacher concert in the daycare or child care setting?  A large part of jobs in child care center around supporting the child’s development socially, emotionally, physically and academically.

Early information about a child’s development can lead to early intervention. Preschool teachers can recognize speech issues, fine and gross motor development, social appropriateness and basic learning styles. If parents have an objective understanding of how their child is developing they can go forward and make better choices for their child’s future.

Parents and teachers should have at least two scheduled conferences: One in the fall and one in the spring. Daycare providers should make themselves available to meet with parents at any time necessary. Conferences should at least a half an hour per child and both parents should attend even if they don’t live together if possible so that parents are on the same page when it comes to their child’s development. If meetings occur separately, so much can be lost in translation.

Prior to the first conference, daycare providers should distribute a questionnaire for parents which asks them what their expectations are for their child. The child’s social, emotional, physical and academic development should be discussed and suggestions for home should be made. For example, parents may want to receive ideas about outside activities, reading suggestions, reducing television hours, proper discipline, etc. These answers can be used as a template for the entire year.
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Tips for parent teacher conferences:

Parents should take and keep notes and be prepared to listen more than talk. This is the daycare provider’s chance to tell parents their very well thought out experience with the child. Only when we are quiet can we truly hear what is being said.

Parents should be completely honest with home daycare providers and not hide things from caregivers. Whatever goes on at home will affect the child at and school, so it is important to keep the lines of communication must be open.

Be open and willing to cooperate. If the childcare providers or teacher suggests therapy to help strengthen the child’s gross motor skills take the suggestion seriously. If they see that your child is lethargic and tired during the day, and suggest that you put your child to bed at an earlier time, heed the advice. The childcare provider is the professional and should be treated as such.

Parent-teacher conferences are a vital part of early childhood education. Child care center staff and parents are collaborative partners and it is imperative that they work together.

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Does your daycare center participate in developmental screening? Screening is the process by which a brief, well-validated, standardized tool is administered among young children to aid in the identification of children who may be at risk of a delay or disorder. Most screening tools take only 10-20 minutes to administer per child.

A child in your daycare center will undergo screening if there is some concern about their development. Typically, parents notice developmental problems. For example, they may notice their child is not walking by a certain age or that there are language development issues. Preschools and daycare centers may also recommend to a parent that their child be screened due to concerns about behavior, language or socialization.

Not all children are evaluated. A child is referred for a developmental screening only when there is a concern regarding a delay in development. Preschool evaluations typically occur when a child is between 3 and 5 years of age.

There are many different methods of evaluation. Usually, a child will is measured for cognitive functioning such as an IQ test to measure how a child will perform on certain types of verbal and non-verbal tasks. An IQ test evaluates such things as vocabulary skills, conceptual thinking, block building skills, and problem solving. Language development tests are also given. This evaluates word usage and understanding, along with learning and academics (letters, colors, numbers, etc), sensory-integration, memory, organization and planning, and fine and gross-motor skills.

The tests will compare the child to other children in their particular age range. Next, the parents are given scores which describe their child’s performance. So, for example, if your child’s score was at the 40^th percentile, that means they are functioning above 40% of the children in their age range.

Parents may also be asked to complete forms. The parent or guardian of each child will fill in and submit a child enrollment form which contain basic demographic information and also asks if the parent or guardian has any concerns about the child’s health, learning and other issues. The parent is also asked if the child has been diagnosed (and if so with what), and if there is an Individualized Education Plan (IEP).

Special Services for Developmental Delay

There are many special services and intervention for children based on their diagnoses. Positive screening results call for referral to the local school district, a medical provider, or other intervention center. Then the child is provided with resources, recommendations or further referrals.

Some examples of special services/intervention could include:

Speech and Language development support: A speech therapist may be called to work on the child’s language development or pronunciation.

Sensory Needs Support: An occupational therapist may work with an autistic child to help him or her process various sensations in a way that does not agitate him/her.

Medical Support: If a child is has severe asthma, he or she might be referred to a primary care physician to receive appropriate services and medication.

Home daycare providers or family daycare providers can suggest developmental screening if they notice apparent developmental delay in the children they care for.

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