Milestone school for child development: Milestone School for Child Development in Brooklyn, NY

Опубликовано: August 26, 2022 в 11:12 am

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Developmental Milestones | Virtual Lab School

Objectives

  • Describe the major physical developmental milestones for school-age children.
  • Recognize the changes in a school-age child as a result of puberty.
  • Identify the aspects of brain development in school-age children.

Learn

Know

Developmental milestones are a set of benchmarks consisting of skills and abilities that children reach throughout their lifetime. Educators and pediatricians use these milestones to check a child’s development. Although each milestone corresponds with an age or grade level, it is important to remember that all children develop at their own pace. It is normal for a peer group to reach milestones at a variety of ages, even spanning a few years in either direction.

Physical Developmental Milestones for School-Age Children

School-age children, ranging in age from 5 years to about 12 years of age, will have a vast range in their cognitive development. The same is true for school-age children and their physical development. The information below will give general guidelines for physical-developmental milestones.

The following are characteristics of typical physical developmental milestones for school-age children:

  • School-age children will gain between 4 and 7 pounds each year and continue to have height increases. Increases in height will vary and a 3- to 6-inch height difference in a classroom group is typical.
  • Growth spurts are common in school-age children, as are periods of slow growth. When children are going through a growth spurt, they will usually need an increase in calorie intake. Growth spurts can also lead to body parts being out of proportion. For example, a child could stay the same height while their feet go through a growth spurt. This can lead to school-age children feeling awkward or clumsy. This typically passes once puberty is over.
  • School-age children will begin to see an improvement in their motor skills. They will have better control, coordination and balance.
  • Muscles masses will begin to change in school-age children, which will make them stronger.

Take a look at the chart below for a closer look at how school-age children will develop within their age groups. These milestones should never be considered a checklist to evaluate a child’s development, but as a guide for what to expect.

5 Years
  • Stands on one foot for 10 seconds or longer
  • Hops; may be able to skip
  • Can do a somersault
  • Uses a fork and spoon and sometimes a table knife
  • Can use the toilet on her or his own
  • Swings and climbs
6-8 Years
  • Strong motor skills, but balance and endurance can vary
  • Sense of body image begins to develop
9-12 Years
  • Becomes more aware of his or her body as puberty approaches; body image develops
  • Develops secondary sex characteristics like breasts and body hair

 

Brain Development in School-Age Children

A child’s brain develops rapidly during their first few years of life. Because of rapid changes and growth spurts, there is much focus on children’s brains from birth until five years of age. A school-age child’s brain is still developing as they learn how to do new things and think differently. Jean Piaget theorized about the stages of brain development and the different types of intelligences. School-age children are in the stage of brain development that Piaget called the concrete operational stage. In this stage, children are able to understand logic and concrete information, especially in their own lives. They may still struggle to grasp hypothetical or abstract concepts, especially those that will happen in the long-term future. School-age children will begin to be less egocentric and will be able to think about and understand things from different viewpoints. Other brain functions will begin to improve such as:

  • Concentration:
    School-age children will be able to focus on a task or topic. They will also begin to develop methods of ignoring distractions when they have a task to focus on.
  • Memory:
    Both long- and short-term memory skills will begin to improve in school-age children. They will be able to recall important things from months or even years in the past and remember where they left their jacket after outdoor time.
  • Attention span:
    School-age children will be able to focus on important tasks for longer periods. They will begin to read longer books, stay interested in topics at school, and be able to participate in long-term projects.

Brain development is a form of physical development — it is a part of a child’s body that is growing and changing. The three major brain functions mentioned above allow school-age children to develop their motor skills and participate in sports and other physical activities.

Puberty: What to Expect

This age group will experience body changes that come with the beginning of puberty. This happens when certain hormones become present and begin to create changes to parts of our bodies. Sometimes these changes can be drastic and seem to happen overnight, while other times they happen gradually over a few years. The changes that accompany the onset of puberty can often be confusing and even scary for school-age children. The average age of beginning puberty is around 12; however, children are beginning to show signs of these changes at a much younger age. It is important for you to be aware of what kinds of changes school-age children could be going through. This will help prepare you to answer questions from children or their families and be understanding and sympathetic to the children in your care.

Typical changes for boys
  • The development of the testosterone hormone creates physical changes to the male reproductive organs.
  • Hair growth can begin in the underarms, pubic area, chest and face.
  • Shoulders grow wider.
  • The voice begins to change or deepen. This usually involves a period when the voice “cracks” as it begins to deepen.
Typical changes for girls
  • Hormones begin working together to create estrogen, which prepares a girl’s body to begin menstrual cycles.
  • Hair growth in underarm and pubic areas can begin.
  • Bodies begin to change and become curvier with wider hips and breast development.
Other changes
  • All of the hormonal changes in the body can cause the skin to be oily which can cause acne, or pimples. Pimples can be present anywhere on the body but the most common places are the face, upper back and chest.
  • Body odor is common. New hormones stimulate the glands in the skin, including the sweat glands located under the arms. These sweat glands mix with bacteria to cause body odor.
  • Hormone changes can lead to mood swings and strong emotions. Sometimes, children will feel upset or sad and not be able to explain why. Many times, the reason can be attributed to hormones.
  • These changes can also lead to self-esteem issues as children have difficulty feeling comfortable in their changing bodies. This topic will be discussed in greater detail in Lesson 4 during this course.

Supporting All Learners

There will be times when family members grow concerned about their child’s development. As a school-age staff member, you may also notice a child who doesn’t seem to be developing like his or her peers. It is very important to keep in mind that all children develop at their own pace. This is especially true in school-age children and multi-age environments. If you discover that skills are not emerging or growth is not occurring as it should and if you are concerned about a possible developmental delay, discuss the situation with your administrator or training and curriculum specialist. They will be able to help you better assess the situation and, if necessary, refer the family to programs or services available for their needs.

There are a few key points to remember when supporting all learners in a school-age environment:

  • Children develop at their own paces. Never compare children and their abilities. If a family member compares their child to one of their peers, encourage them not to do so. This can be harmful to a child’s development if they feel that they are “not as smart” as their peers.
  • Most children will catch up and be on pace with their developmental milestones.
  • If you begin to have concerns that a child may not be developing typically, make observations and record the behaviors that cause you concern. Always go to your administrator first before discussing this with a family member.

If a school-age child in your program has a diagnosed need that affects their physical development or physical abilities, they should have an IEP, or individualized education plan. You should work with your administrator or training and curriculum specialist and the family to discuss how your program can help support the child’s development. Attached to this course, you will find an article titled, The Need for Skilled Inclusion in Out-of-School Time Programs: Kids Included Together Responds. This article has helpful information on the importance of including all children in the learning environment.

Influences and Factors Affecting School-Age Growth

There are a variety of outside factors and influences that can affect the development of children. It is important to be sensitive to these factors and influences and to remember that all children will develop at their own paces. The major contributing factors that can affect the development of school-age children are:

Environment: Living and learning in a positive environment where one feels valued, loved, and challenged, both at home and school, will help foster positive growth and self-esteem. Factors such as pollution and a lack of cleanliness can have negative effects on a child’s physical development.

Culture: A child’s culture may be one of the biggest contributing factors to their overall development. For example, a family’s culture or religious views can influence the nutrition, activities, and daily routines of a child.

Nutrition: Malnutrition occurs when certain nutrients are either lacking or in excess in a child’s diet. A child who does not receive enough nutrients can be at risk for delayed or stunted growth. A child who has an excess of specific nutrients or food types can be at risk for obesity. Both types of malnutrition can lead to other risks, diseases, and disorders.

Genetics: Certain physical attributes such as height and body build can be a result of the family’s genetics. Genetics can also be an influence on the onset of puberty and developmental milestones as well as certain diseases, disorders and disabilities.

Socioeconomics: The financial status of a family can affect the types of food that are available as well as the types of activities a child can participate in. Families having financial issues may also not be able to provide proper medical care.

See

Watch this video as it explains some basic information about the physical developmental milestones of school-age children.

Video not availableAn introduction to developmental milestones in school-age children.

In this next video, you will see a variety of ways to incorporate all learners into the planning of physical activities.

Video not availableMethods of supporting all learners in physical activities.

Do

The changes that school-age children go through as they develop and grow can be difficult for children and families to understand. It is important that you provide any resources necessary to answer questions about a child’s development.

  • Recognize that it is normal for all children to develop at their own paces.
  • Support children as they go through changes in their physical appearance.
  • Create an environment that supports all learners.

Explore

View and complete the Scenarios activity. As you work through each scenario, think about how you would respond if this were happening in your program. When you are finished, share your work with your coach, trainer, or administrator.

Scenarios

Challenge yourself to support the physical development of school-age children

Required: Complete and review this document with your trainer, supervisor, or administrator

Apply

View and complete the Planning with BAM activity. When finished, share your work with your coach, trainer, or administrator. 

Planning with BAM

Plan activities using the Body and Mind (BAM) website from the CDC

Glossary

Concrete operational stage:
The stage of cognitive or brain development that occurs roughly between the ages of 7 and 11

Egocentric:
When one’s outlook is limited to his or her own needs, wants, and activities

Jean Piaget:
Developmental psychologist whose theories on cognitive development are widely respected and accepted

Motor skills:
Muscular coordination. Gross-motor skills are actions that use the large muscles in our bodies, like our arms and legs, for skills such as walking, running or jumping. Fine-motor skills are actions that use the smaller muscles in our bodies, like those in our fingers and toes for skills such as writing, or using tools

Puberty:
The process of development when a child’s body matures into an adult body

Demonstrate

Finish this statement. School-age children may sometimes feel awkward or clumsy because…

they are teased by their peers.

their families compare their development to other school-age children.

Growth spurts can lead to body parts being out of proportion until puberty is over.

Maria’s mom mentions that she has noticed that Maria’s coordination and balance have improved. You respond by saying:

You have been working with Maria during free time and the extra practice has really paid off.

Maria has been slow to develop motor skills and you are relieved that there is improvement.

School-age children such as Maria typically have improved coordination, balance, and control over time.

Which of the following are NOT changes that usually accompany puberty?

Body odor, acne, and mood swings

Hair growth in the under arm area, pubic area, face and chest

Suicidal thoughts, increased use of foul language, and physical confrontations

Boys’ voices begin to change; girls’ hips widen and breasts develop.

References & Resources

The American Academy of Pediatrics. (2004). Caring for Your School-Age Child. New York: Bantam Books.

The Centers for Disease Control and Prevention. (2013). BAM! Body and Mind. Retrieved from http://www.cdc.gov/bam/

National Center on the Sexual Behavior of Youth (2013). CHILDHOOD SEXUAL DEVELOPMENT. Retrieved from http://www.ncsby.org/content/childhood-sexual-development

Milestone Academy Child Development Center

Milestone Academy Child Development Center – Care. com Grain Valley, MO Child Care Center

 

Costimate™

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Milestone Academy Child Development Center located at 1401 South Buckner Tarsney Road, Grain Valley, Missouri, offers basic childcare and learning services. The center operates from 6 a. m. to 6 p.m., Mondays through Fridays. It offers programs for infants, toddlers, early preschool and kindergarten prep. It offers before- and after- school programs, including summer camps and winter breaks.
State licensed and state subsidy accepted.

In business since: 2006

Total Employees: 11-50

Awards & Accreditations

Owners both have Master’s degrees in education fields and have been in education since 1994.

State license status: Licensed
(Care.com verified on 9/16/2022)

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  • Maintaining a minimum caregiver-to-child ratio
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Monday :

6:00AM – 6:00PM

Tuesday :

6:00AM – 6:00PM

Wednesday :

6:00AM – 6:00PM

Thursday :

6:00AM – 6:00PM

Friday :

6:00AM – 6:00PM

Saturday :

Closed

Sunday :

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Type

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Philosophy

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Teacher/Student Ratio:

1:4, 1:8, 1:10

Program Capacity:

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Montessori Day School Blue Springs

1505 NW MOCK AVE
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Libby Lane Early Childhood Center

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A-Zanipolo Childcare Learning Center

2407 S. 291 Highway
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Independence,
MO
64057

DUNCAN ACADEMY, INC.

1405 Nw Persimmon Dr
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MO
64029

BLS Education Center

636 W Jefferson
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MO
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Physical Developmental Milestones: School-Age | Virtual Lab School

Objectives

  • Describe the major physical developmental milestones for school-age children.
  • Recognize the changes in a school-age child as a result of puberty.
  • Identify the aspects of brain development in school-age children.

Learn

Know

Developmental milestones are a set of benchmarks consisting of skills and abilities that children reach throughout their lifetimes. Educators and health-care providers use these milestones to check a child’s development. Although each milestone corresponds with an age or grade level, it is important to remember that all children develop at their own pace. It is normal for members of a peer group to reach milestones at a variety of ages, even spanning a few years in either direction.

Physical Developmental Milestones for School-Age Children

School-age children, ranging in age from 5 years to about 12 years of age, will have a vast range in their cognitive development. The same is true for their physical development. Below are general guidelines for physical developmental milestones for school-age children:

  • School-age children will gain between four and seven pounds each year and continue to have height increases. Increases in height will vary, and a three- to six-inch height difference in an age group is typical.
  • Growth spurts are common in school-age children, as are periods of slow growth. Children in a growth spurt usually need an increase in calorie intake. Growth spurts can also lead to body parts being out of proportion. For example, a child could stay at one height while his or her feet keep growing. This can lead to school-age children feeling awkward or clumsy. This feeling of awkwardness or clumsiness typically passes once puberty is over.
  • School-age children will begin to see an improvement in their motor skills. They will have better control, coordination, and balance.
  • Muscle mass increases in school-age children, making them stronger.

Take a look at the chart below for a closer look at how school-age children develop within their age groups. These milestones should never be considered a checklist to evaluate a child, instead use them as a guide for what to expect in typical development.

Brain Development in School-Age Children

A child’s brain develops rapidly during the first few years of life. Because of rapid changes and growth spurts, there is much focus on children’s brains from birth until 5 years of age. A school-age child’s brain is still developing as they learn how to do new things and think differently. School age children are able to understand logic and concrete information, especially in their own lives. They may still struggle to grasp abstract concepts, especially events that will happen in the long-term future. School-age children begin to be less egocentric and can think about and understand different viewpoints. Other brain functions begin to improve such as:

  • Concentration: School-age children are able to focus on a task or topic. They also begin to develop methods of ignoring distractions when they have a task to focus on.
  • Memory: Both long- and short-term memory skills improve in school-age children. They can recall important things from months or even years in the past and remember where they left their jacket after outdoor time.
  • Attention span: School-age children can focus on important tasks for longer periods. They begin to read longer books, stay interested in topics at school, and may participate in long-term projects.

Brain development is a form of physical development—it is a part of a child’s body that is growing and changing. The three major brain functions mentioned above allow school-age children to develop their motor skills and participate in sports and other physical activities.

Puberty: What to Expect

This age group will experience body changes that come with the beginning of puberty. This happens when certain hormones become present and begin to create changes to parts of our bodies. Sometimes these changes can be drastic and seem to happen overnight, while other times they happen gradually over a few years. The changes that accompany the onset of puberty can often be confusing and even scary for school-age children. The average age of beginning puberty is around 12; however, children are beginning to show signs of these changes at a much younger age. It is important for you to be aware of what kinds of changes school-age children could be going through. This will help prepare you to answer questions from children or their families and be understanding and sympathetic to the children in your care.

Typical changes for boys
  • The development of the testosterone hormone creates physical changes to the male reproductive organs.
  • Hair growth can begin in the underarms, pubic area, chest and face.
  • Shoulders grow wider.
  • The voice begins to change or deepen. This usually involves a period when the voice “cracks” as it begins to deepen.
Typical changes for girls
  • Hormones begin working together to create estrogen, which prepares a girl’s body to begin menstrual cycles.
  • Hair growth in underarm and pubic areas can begin.
  • Bodies begin to change and become curvier with wider hips and breast development.
Other changes
  • All of the hormonal changes in the body can cause the skin to be oily, which can cause acne, or pimples. Pimples can be present anywhere on the body, but the most common places are the face, upper back and chest.
  • Body odor is common. New hormones stimulate the glands in the skin, including the sweat glands located under the arms. These sweat glands mix with bacteria to cause body odor.
  • Hormone changes can lead to mood swings and strong emotions. Sometimes, children will feel upset or sad and not be able to explain why. Many times, the reason can be attributed to hormones.

These changes can also lead to self-esteem issues as children have difficulty feeling comfortable in their changing bodies.

Supporting All Learners

There will be times when family members grow concerned about their child’s development. As a family child care provider, you may also notice a child who doesn’t seem to be developing like his or her peers. It is very important to keep in mind that all children develop at their own pace. This is especially true in school-age children and multi-age environments. If you discover that motor skills are not emerging or growth is not occurring as it should, first discuss your concerns with the child’s family.

The family may have information about their child’s development to share with you. School staff members and health-care providers have resources about school-age children’s physical growth. Keep information available about local community resources (e.g., counseling center, park programs, fine arts programs) so you can refer parents to them.

There are a few key points to remember when supporting all learners in a school-age environment:

  • Children develop at their own pace. Never compare children and their abilities. If a family member compares their child to one of their peers, encourage them not to do so. This can be harmful to a child’s development if they feel that they are “not as smart” as their peers.
  • Most children will catch up and be on pace with developmental milestones.
  • If you begin to have concerns that a child may not be developing typically, make observations and record the behaviors that cause you concern. Always share your observations with the child’s parents.

If a school-age child in your program has a diagnosed need that affects physical development or physical abilities, she or he should have an individualized education plan, or IEP. You should work with the child’s family to discuss how best to support the child’s development.

In this video, you will see a variety of ways to incorporate all learners into the planning of physical activities.

Video not availableMethods of supporting all learners in physical activities.

Influences and Factors Affecting School-Age Growth

There are a variety of outside factors and influences that can affect the development of children. It is important to be sensitive to these factors and influences and to remember that all children will develop at their own pace. The major contributing factors that can affect the development of school-age children are:

Environment: Living and learning in a positive environment where one feels valued, loved, and challenged, both at home and school, will help foster positive growth and self-esteem. Factors such as environmental pollution and a lack of cleanliness can have negative effects on a child’s physical development.

Culture: A child’s culture may be one of the biggest contributing factors to overall development. A family’s culture or religious views can influence the nutrition, activities, and daily routines of a child.

Nutrition: Malnutrition occurs when certain nutrients are either lacking or in excess in a child’s diet. A child who does not receive enough nutrients can be at risk for delayed or stunted growth. A child who has an excess of specific nutrients or food types can be at risk for obesity. Both types of malnutrition can lead to other risks, diseases, and disorders. 

Genetics: Certain physical attributes such as height and body build can be a result of the family’s genetics. Genetics can also be an influence on the onset of puberty and developmental milestones, as well as certain diseases, disorders, and special needs.

Socioeconomics: The financial status of a family can affect the types of food that are available as well as the types of activities a child can participate in. Families having financial issues may also not be able to provide proper medical care.

See

Watch this video as it explains some basic information about the physical developmental milestones of school-age children.

Video not availableAn introduction to developmental milestones in school-age children.

Do

The changes that school-age children go through as they develop and grow can be difficult for children and families to understand. It is important that you provide any resources necessary to answer questions about a child’s development.

  • Recognize that it is normal for all children to develop at their own pace.
  • Support children as they go through changes in their physical appearance.
  • Create an environment that supports all learners.

Explore

Children’s brains continue to develop while their bodies undergo rapid change during the school-age years. For children, this can be an exciting, and yet sometimes awkward, age. To think about how best to support school-agers in your care, read and review the Explore: Scenarios activity. As you work through each scenario, think about how you would respond if this were happening in your family child care setting. When you are finished, share your work with your trainer, coach or family child care administrator.

Explore: Scenarios

Develop ways to connect ideas about the benefits of physical activity with the children in your family child care home

Required: Complete and review this document with your trainer, supervisor, or administrator

Apply

Explore the Center for Disease and Control and Prevention’s BAM Body and Mind website. This website is designed just for youth and is a great resource to share with school-age children and their families.
Visit http://www. cdc.gov/bam/ and answer the questions in the Planning with BAM! Body and Mind attachment. When finished, share your work with your trainer, coach or family child care administrator.

Planning with BAM Body and Mind

Develop physical activity plans

Glossary

Motor skills:
Muscular coordination that includes gross-motor skills, or actions that use the large muscles in our bodies, like our arms and legs, for skills such as walking, running or jumping, and fine-motor skills, or actions that use the smaller muscles in our bodies, like those in our fingers and toes, for skills such as writing, or using tools

Egocentric:
When one’s outlook is limited to his or her own needs, wants, and activities

Puberty:
The process of development when a child’s body matures into an adult body

Demonstrate

Finish this statement: School-age children may sometimes feel awkward or clumsy because…

they are teased by their peers.

their families compare their development to other school-age children.

Growth spurts can lead to body parts being out of proportion until puberty is over.

Maria’s mom mentions that she has noticed that Maria’s coordination and balance have improved. You respond by saying:

You have been working with Maria during free time and the extra practice has really paid off.

Maria has been slow to develop motor skills and you are relieved that there is improvement.

School-age children such as Maria typically have improved coordination, balance, and control over time.

Which of the following are not changes that usually accompany puberty?

Body odor, acne, and mood swings

Hair growth in the underarm area, pubic area, face, and chest

Suicidal thoughts, increased use of foul language, and physical confrontations

Boys’ voices begin to change; girls’ hips widen and breasts develop.

References & Resources

The American Academy of Pediatrics. (2004). Caring for Your School-Age Child. New York: Bantam Books.

The Centers for Disease Control and Prevention. (2013). BAM! Body and Mind. Retrieved from http://www.cdc.gov/bam/

National Center on the Sexual Behavior of Youth (2013). CHILDHOOD SEXUAL DEVELOPMENT.
Retrieved from http://www.ncsby.org/content/childhood-sexual-development

Early Care and Education Programs

CDC’s milestones and parent tips have been updated and new checklist ages have been added (15 and 30 months). For more information about the recent updates to CDC’s developmental milestones, please review the Pediatrics journal article and these important key points.

As an early care and education provider, you are a valuable resource to parents! They look to you for information on their child, and they trust you. CDC’s “Learn the Signs. Act Early.” has FREE research-based, parent-friendly resources on child development to help you boost family engagement and your own professional development. Read on to learn more!

Using CDC’s “Learn the Signs. Act Early.” can…

  • Help you track and celebrate each child’s developmental milestones
  • Help you communicate with parents about development
  • Provide guidance on discussing developmental concerns
  • Help parents know what milestones to expect next
  • Complement and support developmental screening
  • Provide professional development with CDC’s FREE CEU training, Watch Me! Celebrating Milestones and Sharing Concerns
  • Aid in early identification of the 1 in 6 children with a developmental delay or disability

“Learn the Signs. Act Early.”
One Director’s Story

Early care and education providers can ensure children with developmental delays and disabilities receive the help they need by…

  1. Learning how to monitor each child’s development with CDC’s FREE 1-hour online training, Watch Me! Celebrating Milestones and Sharing Concerns
  2. Regularly using CDC’s milestone checklists in your classroom to
      • Track each child’s development progress;
      • Guide your conversation and support your observations when raising concerns with parents; and
      • Complement developmental screening by engaging families in monitoring milestones.
  3. Encouraging families to use CDC’s milestone checklists [4 MB, 24 Pages, 508] or Milestone Moments booklet [3 MB, 60 Pages, 508] at home to monitor their children’s development
  4. Helping parents to act on developmental concerns by encouraging them to talk with their child’s healthcare provider and call their state’s early intervention program. Support them by sharing CDC’s How to Get Help for Your Child [727 KB, 2 Pages, 508] tip sheet.
  • Promote CDC’s FREE Milestone Tracker app for families by printing a poster for your classroom [617 KB, 1 Page, 508] and encouraging them to download.

Increase Parent Engagement
with LTSAE

A recent study suggests that parents who use LTSAE resources are more aware of developmental milestones and are more engaged in conversations about their child’s development.

Collaborating with Healthcare Providers

This video from AAP shows how sharing developmental information with healthcare providers and others can improve early identification.

Share Materials with Families

Most materials are available in English and Spanish, many in simplified Chinese, Vietnamese and Korean, some in other languages. Customize these resources by adding your center’s logo and contact information. Request customizable files from [email protected] and print them.

  • FREE materials: print or order (in limited quantities) in English and Spanish.
  • Promote CDC’s FREE Milestone Tracker app for families by printing a poster for your classroom [617 KB, 1 Page, 508] and encouraging them to download.
  • Use a web button to link your center’s website to “Learn the Signs. Act Early.”
  • Show parents photo and video examples of milestones using the Milestones in Action image library.
  • Click to learn how materials have been integrated into early care and education settings.

Resources for Early Educators

Milestones
Learn more about the milestones that children should reach from 2 months to 5 years of age, plus interactive tools for parents and staff to help keep track of them. Print out milestone checklists for parents or your staff to complete.

Watch Me! Celebrating Milestones and Sharing Concerns
This FREE, one-hour, online training course for early care and education providers,  shares tools and best practices for monitoring the development of children in your care and talking about it with their parents. FREE Continuing Education is available.
Take the training in English | Take the training in Spanish

Note: In centers that conduct developmental screening, these materials support and complement, but do not replace, developmental screening. Learn more about developmental monitoring and screening. [657 KB, 2 Pages, Print Only]

Tips for Talking with Parents about Developmental Concerns
This tip sheet provides information on how to regularly talk with parents about their child’s development and also provides tips for talking to parents when you have concerns.
English [370 KB, 2 Pages, 508] | Spanish [132 KB, 2 Pages, Print Only]

Early Care and Education Primer
This one page handout highlights the benefits of integrating “Learn the Signs. Act Early.” resources within early care and education settings and provides information on how to access materials. The primer provides tips on using “Learn the Signs. Act Early.” materials in classrooms; tips for using “Learn the Signs. Act Early.” to boost family engagement; resources for discussing developmental concerns with parents; and ways to support providers’ professional development.
Primer in English [2 MB, 2 Pages, 508] | Primer in Spanish [1 MB, 2 Pages, 508]

Child Care Development Fund Primer
This primer for Child Care Development Fund (CCDF) grantees, highlights the different CCDF requirements that “Learn the Signs. Act Early.” can help providers meet such as the CCDF health and safety training requirements, professional development requirements, and consumer and provider education provisions on family engagement. In addition, resources for discussing developmental concerns with parents and ways to support professional development are also included.
Primer in English [2 MB, 2 Pages, 508] | Primer in Spanish [2 MB, 2 Pages, 508]

Home Visiting Primer
This primer highlights the benefits of integrating “Learn the Signs. Act Early.” materials within home visiting programs, shares an example of one state’s successful model for integration, and provides information on how “Learn the Signs. Act Early.” materials can help home visitors strengthen family engagement and better support children.
Primer in English [1 MB, 2 Pages, 508] | Primer in Spanish [791 KB, 2 Pages, 508]

Developmental Screening Passport
“Learn the Signs. Act Early.” materials promote developmental monitoring and can also be used to complement and support developmental screening efforts. The American Academy of Pediatrics recommends both developmental monitoring (surveillance) and screening for all children. Download this resource from Birth to 5: Watch Me Thrive! to track a child’s screening history and share results with parents and providers.

English [2 MB, 2 Pages, 508] | English Print Version [2 MB, 2 Pages, Print Only]

Spanish [2 MB, 2 Pages, Print Only]

Empowering Developmental Monitoring Webinar
Click here to view a webinar that features a parent, healthcare provider, and an early care and education provider discussing the importance of tracking developmental milestones and working together to effectively monitor child development.

Milestones Matter with CDC and Vroom!
Use this poster to encourage families to track their child’s development and try brain building tips to promote their child’s development. Download, print, and display the poster in your childcare setting. English [4 MB, 1 Page, 508] | Spanish [4 MB, 1 Page, 508]

Brazelton Touchpoints Development is a Journey Roadmap
This roadmap is designed for early care educators to facilitate  conversations if there are developmental concerns and/or after developmental screening using seven short and simple steps to actively engage parents and other caregivers in planning for their child’s developmental needs and enhance the provider-parent partnership.
Development is a Journey conversation roadmap PDF | Roadmap Background and Guidance

Links to Early Childhood Websites

Birth to 5: Watch Me Thrive!
Birth to 5: Watch Me Thrive! is a coordinated federal effort to encourage healthy child development, universal developmental and behavioral screening for children, and support for the families and providers who care for them.

Click here to learn more on standardized, validated screening tools.

National Association for the Education of Young Children (NAEYC)
NAEYC provides accreditation for schools that meet certain standards, as well as resources, tools, and information for families and childcare providers.

Early Childhood Technical Assistance Center (ECTA)
The Early Childhood Technical Assistance Center (ECTA) works to strengthen the systems that provide early childhood services under the Individuals with Disabilities Education Act (IDEA). The center’s mission is to ensure that children with disabilities (birth through 5) and their families receive and benefit from high-quality, culturally appropriate, and family-centered supports and services.

Zero to Three
Provides professionals working with very young children and their families an extensive collection of resources aimed at supporting the work of professionals in a variety of early childhood settings.

Child Care Aware
Child Care Aware is a program of Child Care Aware® of America and helps families learn more about the elements of quality child care and how to locate programs in their communities. Child Care Aware also offers resources for families and for child care providers.

  • Developmental Disabilities
  • Child Development
  • Positive Parenting Tips
  • National Center on Birth Defects and Developmental Disabilities

Milestone School For Child Development 15 Hanover Pl, Brooklyn, NY 11201

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