Présentation de l'éditeur
1. Parents of developmentally delayed children
2. Educators in general and especially
3. Preschool teachers and aids
4. Elementary school teachers and aids
Some experts believe that as many as 30% of American children show signs of developmental delay.
Delays in walking, talking and eating skills can be overcome as a child continues to grow and mature.
However, some delays may mark the presence of mild or serious developmental disabilities. In turn, these delays can limit a child’s ability to develop the skills needed to function in society.
Children whose delays go undetected and untreated are at risk to experience a variety of problems that may persist a lifetime.
Conversely, children whose delays are identified and treated early have an increased chance to master or gain more control over their disabilities.
Therefore, early identification and treatment are very important factors in determining the long-term potential for developmental delayed children.
It is important, however, to sound a note of caution!
Some professionals rightfully warn that it may be detrimental to place too much pressure on preschool children to perform in certain ways at certain ages. After all, children develop at different rates and have differing levels of ability.
Because a child is not functioning at an expected level of performance does not necessarily mean that he or she is developmentally delayed. There may be other reasons for the lag in development.
Nonetheless, parents, educators, health and childcare professionals need some parameters by which to identify the potential for a developmental delay. It is sometimes wiser to err on the side of caution than to ignore or deny the possibility that a child’s functioning may be handicapped.
There are certain symptoms that may indicate developmental delays in early childhood. For example:
• A three-month-old infant should react to sudden noises
• A one-year-old should be able to say mama and dada and
• A two-year-old should be able to name common objects like milk or water.
Children who cannot perform these tasks by an appropriate age may be developmentally delayed.
The intervention of a professional may help to determine whether a child is developmentally delayed and, if so, the cause of developmental delay and how to treat it.
Current theory emphasizes involvement of the child’s family in helping to identify, monitor and treat developmental delay.
This concise publication provides important information about how to identify and help developmentally delayed babies, toddlers and preschoolers. It provides the answers to 21 revealing questions, including
• What are some common causes of developmental delay?
• How early can developmental delay be detected?
• What children are at risk to be developmentally delayed?
• Why do some parents refuse to believe their child is developmentally delayed?
• How can early intervention programs help the developmentally delayed child?
• How can the potential for developmental delay be reduced or prevented?
• What are the possible outcomes for developmentally delayed children?
There is also a list of the Distribution of Developmental Delay within the At-Risk Youth Population.
Five lists provide additional information about developmentally delayed kids, including
1. Factors that can put children at risk for developmental delay
2. Symptoms of developmental delays at different ages
3. A guide to identification and treatment of developmental delay
4. A guide to successful parental adjustment to developmental delay
5. Agencies and professionals to contact about developmental delay
If you’re searching for insightful information about developmentally delayed infants, toddlers a