[合集] 请问如何教会宝宝用手指指东西，挥手，show东西给你看啊？# NextGeneration - 我爱宝宝
l*e
1 楼
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wahaha2013 (娃哈哈啊) 于 (Sun Jul 14 00:29:12 2013, 美东) 提到:
我家宝宝刚满一周岁。不会用手指指东西，不会挥手再见，不会show东西给我看，不会
传东西给我。
请问如何教会啊，我天天教，就是不会啊。我教别的，比如谢谢，挠痒等，很快就会。
就是不会这几样。而这又是最重要的。用什么方法呢？我和儿医说出了我的顾虑，是不
是autism啊？儿医说等18个月再看。
我都等不急了。
真诚请教，怎么教会宝宝啊？急啊急。
拜谢各位！！！
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wahaha2013 (娃哈哈啊) 于 (Sun Jul 14 22:54:04 2013, 美东) 提到:
顶顶啊，没人回复我啊
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snowshine (snowshine) 于 (Sun Jul 14 23:13:25 2013, 美东) 提到:
我怎么觉得谢谢，挠痒比指东西高级呀？！哪儿有那么多自闭呀？多带宝宝和其他宝宝
玩。而且我觉得别跟这么大的宝宝谈学习，他们有他们自己的语言和方式。他们有超乎
我们想象的感受力！你这种担心的情绪反而对他不好。要是有人天天跟我念同样的经很
烦咧。
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xy512 (何守拙) 于 (Sun Jul 14 23:25:54 2013, 美东) 提到:
我们也快一岁了
这个挥手再见，奶奶几乎从第二个月就开始教，抓住胳膊上下晃，前两天才会啊。别的
好像没特意教。指东西用整个手掌。
有一次他吃东西，我让他拿给我吃，并抓住他拿东西的手送自己嘴边，两三次后吃东西
都要给别人吃。
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sunnymai (Sunny) 于 (Mon Jul 15 11:48:32 2013, 美东) 提到:
挠痒什么的难度反而高吧，自闭也不是关这一点判断啊，很多东西宝宝突然就会了，不
需要那么着急
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sedulous (nozuo) 于 (Mon Jul 15 15:57:35 2013, 美东) 提到:
不用着急，宝宝还太小，医生都说等18个月再说，不是每个1岁的小孩都会你说的这些
，会谢谢，挠痒什么的已经很厉害了
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zyjyw (糖糖) 于 (Mon Jul 15 16:30:44 2013, 美东) 提到:
我没记得我教过娃指东西，她是自己会的
现在太小，等等吧。
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angelababy (be happy) 于 (Thu Jul 18 09:28:25 2013, 美东) 提到:
我怎么觉得这些都是自然就会的呀，我从来没有教过他指东西，就是偶尔教他拜拜，他
自己很快就学会了，孩子每天都不一样的，说不定过几天他就会了，淡定点。
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michelleshng (michelle) 于 (Thu Jul 18 15:07:25 2013, 美东) 提到:
看看这些
Cognitive Milestones
By one:
follows moving object with eyes
recognizes differences among people; responds to strangers by crying or
staring
responds to and imitates facial expressions of others
responds to very simple directions
imitates gestures and actions
puts small objects in and out of container with intention
Between one and two:
imitates actions and words of adults
understands and follows simple, familiar directions
responds to words or commands with appropriate action
is able to match two similar objects
looks at storybook pictures with an adult, naming or pointing to
familiar objects on request
recognizes difference between you and me
has very limited attention span
accomplishes primary learning through own exploration
Between two and three:
responds to simple directions
selects and looks at picture books, names pictured objects, and
identifies several objects within one picture
matches and uses associated objects meaningfully
stacks rings on peg in order of size
recognized self in mirror, saying baby, or own name
can talk briefly about what he/she is doing; imitates adult actions
has limited attention span; learning is through exploration and adult
direction
is beginning to understand functional concepts of familiar objects and
part/whole concepts
Between three and four:
recognizes and matches six colors
intentionally stacks blocks or rings in order of size
draws somewhat recognizable picture that is meaningful to child if not
to adult; names and briefly explains picture
asks questions for information: why and how questions requiring simple
answers
knows own age
knows own name
has short attention span; learns through observing and imitating adults
and by adult instruction and explanation; is very easily distracted
has increased understanding of concepts of the functions and grouping of
objects and part/whole
begins to be aware of past and present
Between four and five:
plays with words: creates own rhyming words, says or makes up words
having similar sounds
points and names four to six colors
matches pictures of familiar objects
draws a person with two to six recognizable parts, such as head, arms,
and legs; can name or match drawn parts to own body
draws, names, and describes recognizable pictures
rote counts to five, imitating adult
knows own street and town
has more extended attention span; learns through observing and listening
to adults, as well as through exploration; is easily distracted
has increased understanding of concepts of function, time, part/whole
relationships; function or use of objects may be stated in addition to names
of objects
time concepts are expanding; can talk about yesterday or last week,
about today, and about what will happen tomorrow
Between five and six:
retells story from picture book with reasonable accuracy
names some letters and numerals
rote counts to ten
sorts objects by single characteristics
is beginning to use accurately time concepts of tomorrow and yesterday
uses classroom tools meaningfully and purposefully
begins to relate clock time to daily schedule
attention span increases noticeably; learns through adult instruction;
when interested, can ignore distractions
concepts of function increase as well as understanding of why things happen;
time concepts are expanding into an understanding of the future in terms of
major events
2. The factors influence cognitive development
Biological factors (e.g. birth weight, maternal factors, and environmental
factors.
B. Language/Communication Development
1. typical and atypical communication language development in children 0-8
Expressive and receptive abilities
By age one
Milestones
Recognizes name
Says 2-3 words besides "mama" and "dada"
Imitates familiar words
Understands simple instructions
Recognizes words as symbols for objects: Car - points to garage, cat -
meows
Activities to encourage your child's language
Respond to your child's coos, gurgles, and babbling
Talk to your child as you care for him or her throughout the day
Read colorful books to your child every day
Tell nursery rhymes and sing songs
Teach your child the names of everyday items and familiar people
Take your child with you to new places and situations
Play simple games with your child such as "peek-a-boo" and "pat-a-cake"
Between one and two
Milestones
Understands "no"
Uses 10 to 20 words, including names
Combines two words such as "daddy bye-bye"
Waves good-bye and plays pat-a-cake
Makes the "sounds" of familiar animals
Gives a toy when asked
Uses words such as "more" to make wants known
Points to his or her toes, eyes, and nose
Brings object from another room when asked
Activities to encourage your child's language
Reward and encourage early efforts at saying new words
Talk to your baby about everything you're doing while you're with him
Talk simply, clearly, and slowly to your child
Talk about new situations before you go, while you're there, and again
when you are home
Look at your child when he or she talks to you
Describe what your child is doing, feeling, hearing
Let your child listen to children's records and tapes
Praise your child's efforts to communicate
Between two and three
Milestones
Identifies body parts
Carries on 'conversation' with self and dolls
Asks "what's that?" And "where's my?"
Uses 2-word negative phrases such as "no want".
Forms some plurals by adding "s"; book, books
Has a 450 word vocabulary
Gives first name, holds up fingers to tell age
Combines nouns and verbs "mommy go"
Understands simple time concepts: "last night", "tomorrow"
Refers to self as "me" rather than by name
Tries to get adult attention: "watch me"
Likes to hear same story repeated
May say "no" when means "yes"
Talks to other children as well as adults
Solves problems by talking instead of hitting or crying
Answers "where" questions
Names common pictures and things
Uses short sentences like "me want more" or "me want cookie"
Matches 3-4 colors, knows big and little
Activities to encourage your child's language
Repeat new words over and over
Help your child listen and follow instructions by playing games: "pick
up the ball," "Touch Daddy's s nose"
Take your child on trips and talk about what you see before, during and
after the trip
Let your child tell you answers to simple questions
Read books every day, perhaps as part of the bedtime routine
Listen attentively as your child talks to you
Describe what you are doing, planning, thinking
Have the child deliver simple messages for you (Mommy needs you, Daddy )
Carry on conversations with the child, preferably when the two of you
have some quiet time together
Ask questions to get your child to think and talk
Show the child you understand what he or she says by answering, smiling,
and nodding your head
Expand what the; child says. If he or she says, "more juice," you say, "
Adam wants more juice."
Between three and four
Milestones
Can tell a story
Has a sentence length of 4-5 words
Has a vocabulary of nearly 1000 words
Names at least one color
Understands "yesterday," "summer", "lunchtime", "tonight", "little-big"
Begins to obey requests like "put the block under the chair"
Knows his or her last name, name of street on which he/she lives and
several nursery rhymes
Activities to encourage your child's language
Talk about how objects are the same or different
Help your child to tell stories using books and pictures
Let your child play with other children
Read longer stories to your child
Pay attention to your child when he's talking
Talk about places you've been or will be going
Between four and five
Milestones
Has sentence length of 4-5 words
Uses past tense correctly
Has a vocabulary of nearly 1500 words
Points to colors red, blue, yellow and green
Identifies triangles, circles and squares
Understands "In the morning" , "next", "noontime"
Can speak of imaginary conditions such as "I hope"
Asks many questions, asks "who?" And "why?"
Activities to encourage your child's language
Help your child sort objects and things (ex. things you eat, animals. . )
Teach your child how to use the telephone
Let your child help you plan activities such as what you will make for
Thanksgiving dinner
Continue talking with him about his interests
Read longer stories to him
Let her tell and make up stories for you
Show your pleasure when she comes to talk with you
Between five and six
Milestones
Has a sentence length of 5-6 words
Has a vocabulary of around 2000 words
Defines objects by their use (you eat with a fork) and can tell what
objects are made of
Knows spatial relations like "on top", "behind", "far" and "near"
Knows her address
Identifies a penny, nickel and dime
Knows common opposites like "big/little"
Understands "same" and "different"
Counts ten objects
Asks questions for information
Distinguished left and right hand in herself
Uses all types of sentences, for example "let's go to the store after we
eat"
Activities to encourage your child's language
Praise your child when she talks about her feelings, thoughts, hopes and
fears
Comment on what you did or how you think your child feels
Sing songs, rhymes with your child
Continue to read longer stories
Talk with him as you would an adult
Look at family photos and talk to him about your family history
Listen to her when she talks to you.
C. Physical Development
Gross/fine motor, jumping, hopping, throwing/catching, drawing, stacking,
etc.
Motor Skills Milestones
There are two categories within the area of motor skills: gross motor and
fine motor. Gross motor skills deals with large muscle groups such as
walking. Fine motor incorporate the small muscles such as writing.
By age one
Gross Motor
sits without support
crawls
pulls self to standing position and stands unaided
walks with aid
rolls a ball in imitation of adult
Fine Motor
reaches, grasps, puts object in mouth
picks things up with pincer grasp (thumb and one finger)
transfers object from one hand to the other
drops and picks up toy
Between ages one and two
Gross Motor
walks alone
walks backwards
picks up toys from floor without falling
pulls toys, pushes toys
seats self in child size chair
walks up and down stairs with hand held
moves to music
Fine Motor
builds tower of three small blocks
puts four rings on stick
places five pegs in pegboard
turns pages two or three at a time
scribbles
turns knobs
throws small ball
paints with whole arm movement, shifts hands, makes strokes
Between ages two and three
Gross Motor
runs forward well
jumps in place with two feet together
stands on one foot (with aid)
walks on tiptoe
kicks a ball forward
Fine Motor
strings four large beads
turns single pages
snips with scissors
holds crayon with thumb and fingers (not fist)
uses one hand consistently in most activities
imitates circular, vertical, horizontal strokes
paints with some wrist action; makes dots, lines, circular strokes
rolls, pounds, squeezes, and pulls clay
Between ages three and four
Gross Motor
runs around obstacles
walks on a line
balances on one foot for five to ten seconds
hops on one foot
pushes, pulls, steers wheeled toys
rides tricycle
uses slide independently
jumps over six inch high object and lands on both feet together
throws ball overhead
catches a bounce ball
Fine Motor
builds tower of nine small blocks
drives nails and pegs
copies circle
imitates cross
manipulates clay material (rolls balls, snakes, cookies)
Between ages four and five
Gross Motor
walks backward toe-heel
jumps forward 10 times without falling
walks up and down stair independently, alternating feet
turns somersault
Fine Motor
cuts on line continuously
copies cross
copies square
prints some capital letters
Between ages five and six
Gross Motor
runs lightly on toes
walks on balance beam
can cover 2 meters hopping
skips on alternate feet
jumps rope
skates
Fine Motor
cuts out simple shapes
copies triangle
traces diamond
copies first name
prints numerals 1 to 5
colors within lines
has adult grasp of pencil
had handedness well established
pastes and glues appropriately.
Social Skills Milestones
By one:
smiles spontaneously
responds differently to strangers than to familiar people
pays attention to own name
responds to no
copies simple actions of others
Between ages one and two:
recognizes self in mirror or picture
refers to self by name
plays by self; initiates own play
imitates adult behaviors in play
helps put things away
Between ages two and three:
plays near other children
watches other children; joins briefly in their play
defends own possessions
begins to play house
symbolically uses objects, self in play
participates in simple group activity
knows gender identity
Between ages three and four:
joins in play with other children; begins to interact
shares toys; takes turns with assistance
begins dramatic play, acting out whole scenes
Between ages four and five:
plays and interacts with other children
dramatic play is closer to reality, with attention paid to detail, time,
and space
plays dress-up
shows interest in exploring sex differences
Between ages five and six:
chooses own friends
plays simple table games
plays competitive games
engages in cooperative play with other children involving group decisions,
role assignments, fair play.
E. Adaptive Development
Dressing, eating, washing, etc.
Adaptive Milestones
Adaptive skills incorporate the area of self-help skills such as eating,
drinking and dressing.
By one:
feeds self cracker
holds cup with two hands; drinks with assistance
holds out arms and legs while being dressed
Between ages one and two:
uses spoon, spilling little
drinks form cup with one hand, unassisted\d
chews food
unzips large zipper
indicates toilet needs
removes shoes, socks, pants, sweater
Between ages two and three:
uses spoon, little spilling
gets drink form fountain or faucet independently
opens door by turning handle
takes off coat
puts on coat with assistance
washes and dries hands with assistance
Between ages three and four:
pours well form small pitcher
spreads soft butter with knife
buttons and unbuttons large buttons
washes hands independently
blows nose when reminded
uses toilet independently
Between ages four and five:
Cuts easy foods with a knife
laces shoes
Between ages five and six:
dresses self completely
ties bow
brushes teeth independently
crosses streets safely.
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michelleshng (michelle) 于 (Thu Jul 18 15:08:24 2013, 美东) 提到:
刚好在复习专业考试，就顺便考来给大家看看
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wahaha2013 (娃哈哈啊) 于 (Fri Jul 19 22:08:17 2013, 美东) 提到:
谢谢ls各位关注。再等等吧！指东西真得很重要哎 希望我娃早点指点江山。
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winebaby (Let\\\'s get smart) 于 (Fri Jul 19 22:12:51 2013, 美东) 提到:
要教吗？自然就会的啊。不要着急啊。每个娃都不一样。
会指东西，会挥手再见，会把她正在玩的东西给我。目前快10个月大。
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wahaha2013 (娃哈哈啊) 于 (Fri Jul 19 22:39:53 2013, 美东) 提到:
真羡慕
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winebaby (Let\\\'s get smart) 于 (Fri Jul 19 23:15:35 2013, 美东) 提到:
记不住，每次俺就google "Denver II milestone",会有个图表出来。
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crab789 (土豆) 于 (Fri Jul 19 23:20:49 2013, 美东) 提到:
不用教了
我啥都没教过娃，娃这些自己都会了。最令我奇怪的是，这家伙说：西西 （谢谢的意
思），竟然还点头哈腰的。
不要着急了。到了该会的时候，娃就都会了。你想啊，小朋友长牙的时间都一样了，那
自然会这些的时间也不一样了
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longbao (longbao) 于 (Sat Jul 20 11:47:18 2013, 美东) 提到:
谢谢mm。
re lz，我家娃娃快13个月了，还不会把食指单独搞出来指东西。我试图把她的小手捏
起来做指的姿势教她，不干，坚决不干，也没有办法啊。当时12个月check的时候儿医
问会不会指东西，我立马就冒汗了。问儿医要不要紧，儿医也说这么小不好说，要再大
一点观察。去daycare跟老师反映，下午去接的时候老师说特地观察了，会有意识地指
东西。这都是两个星期前的事了，现在在家里我还是搞不定她指东西这个事情，就算是
用手掌指我也不觉得她有指东西的动作。不过我相信娃娃的老师，很有经验的一个老太
太。可能我们的标准不一样吧。
大部分时间是我们做妈妈的过度紧张了。不过，我觉得带小孩有点紧张小心点挺好的，
呵呵。
or
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wahaha2013 (娃哈哈啊) 于 (Sat Jul 20 23:22:47 2013, 美东) 提到:
谢谢 希望和长牙一样啊
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xrhinoceros (elegant rhino) 于 (Sat Jul 20 23:23:20 2013, 美东) 提到:
会的
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wahaha2013 (娃哈哈啊) 于 (Sat Jul 20 23:23:55 2013, 美东) 提到:
谢谢mm
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peng800 (韩湘子) 于 (Sat Jul 20 23:26:38 2013, 美东) 提到:
BSO?
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winebaby (Let\\\'s get smart) 于 (Sun Jul 21 00:38:10 2013, 美东) 提到:
这有啥好BSO的，每个娃都不一样。
俺们背后付出多少就不说了，比如换个尿布的空，俺还指着墙上的tigger给她看，嘴里
还拼t-I-g-g-e-r:-)
每周有两天的白天和比她大三个月的表姐一起玩。基本上每周出去吃饭两次，逛街一次
，游泳一次，已经报了个三个月的每周一次的游泳班好让娃和娃妈有更多的social。每
周日下午足球比赛看一场。娃妈有空就拉小提琴给娃听。娃妈自己会编歌唱歌给娃听。
被她妈和外婆带到达拉斯玩了两天刚回到家。有个娃，真的好忙啊，无数的事情，不是
吃饱喝足就算了的。
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peng800 (韩湘子) 于 (Sun Jul 21 10:13:49 2013, 美东) 提到:
你早这样说就好了！
关键是楼主发帖子的原因是担心自家的宝宝。你像前面那样回复的话，楼主不是更担心
了吗？
不过男娃女娃的发育快慢不一，楼主放心就好。
wahaha2013 (娃哈哈啊) 于 (Sun Jul 14 00:29:12 2013, 美东) 提到:
我家宝宝刚满一周岁。不会用手指指东西，不会挥手再见，不会show东西给我看，不会
传东西给我。
请问如何教会啊，我天天教，就是不会啊。我教别的，比如谢谢，挠痒等，很快就会。
就是不会这几样。而这又是最重要的。用什么方法呢？我和儿医说出了我的顾虑，是不
是autism啊？儿医说等18个月再看。
我都等不急了。
真诚请教，怎么教会宝宝啊？急啊急。
拜谢各位！！！
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wahaha2013 (娃哈哈啊) 于 (Sun Jul 14 22:54:04 2013, 美东) 提到:
顶顶啊，没人回复我啊
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snowshine (snowshine) 于 (Sun Jul 14 23:13:25 2013, 美东) 提到:
我怎么觉得谢谢，挠痒比指东西高级呀？！哪儿有那么多自闭呀？多带宝宝和其他宝宝
玩。而且我觉得别跟这么大的宝宝谈学习，他们有他们自己的语言和方式。他们有超乎
我们想象的感受力！你这种担心的情绪反而对他不好。要是有人天天跟我念同样的经很
烦咧。
☆─────────────────────────────────────☆
xy512 (何守拙) 于 (Sun Jul 14 23:25:54 2013, 美东) 提到:
我们也快一岁了
这个挥手再见，奶奶几乎从第二个月就开始教，抓住胳膊上下晃，前两天才会啊。别的
好像没特意教。指东西用整个手掌。
有一次他吃东西，我让他拿给我吃，并抓住他拿东西的手送自己嘴边，两三次后吃东西
都要给别人吃。
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sunnymai (Sunny) 于 (Mon Jul 15 11:48:32 2013, 美东) 提到:
挠痒什么的难度反而高吧，自闭也不是关这一点判断啊，很多东西宝宝突然就会了，不
需要那么着急
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sedulous (nozuo) 于 (Mon Jul 15 15:57:35 2013, 美东) 提到:
不用着急，宝宝还太小，医生都说等18个月再说，不是每个1岁的小孩都会你说的这些
，会谢谢，挠痒什么的已经很厉害了
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zyjyw (糖糖) 于 (Mon Jul 15 16:30:44 2013, 美东) 提到:
我没记得我教过娃指东西，她是自己会的
现在太小，等等吧。
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angelababy (be happy) 于 (Thu Jul 18 09:28:25 2013, 美东) 提到:
我怎么觉得这些都是自然就会的呀，我从来没有教过他指东西，就是偶尔教他拜拜，他
自己很快就学会了，孩子每天都不一样的，说不定过几天他就会了，淡定点。
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michelleshng (michelle) 于 (Thu Jul 18 15:07:25 2013, 美东) 提到:
看看这些
Cognitive Milestones
By one:
follows moving object with eyes
recognizes differences among people; responds to strangers by crying or
staring
responds to and imitates facial expressions of others
responds to very simple directions
imitates gestures and actions
puts small objects in and out of container with intention
Between one and two:
imitates actions and words of adults
understands and follows simple, familiar directions
responds to words or commands with appropriate action
is able to match two similar objects
looks at storybook pictures with an adult, naming or pointing to
familiar objects on request
recognizes difference between you and me
has very limited attention span
accomplishes primary learning through own exploration
Between two and three:
responds to simple directions
selects and looks at picture books, names pictured objects, and
identifies several objects within one picture
matches and uses associated objects meaningfully
stacks rings on peg in order of size
recognized self in mirror, saying baby, or own name
can talk briefly about what he/she is doing; imitates adult actions
has limited attention span; learning is through exploration and adult
direction
is beginning to understand functional concepts of familiar objects and
part/whole concepts
Between three and four:
recognizes and matches six colors
intentionally stacks blocks or rings in order of size
draws somewhat recognizable picture that is meaningful to child if not
to adult; names and briefly explains picture
asks questions for information: why and how questions requiring simple
answers
knows own age
knows own name
has short attention span; learns through observing and imitating adults
and by adult instruction and explanation; is very easily distracted
has increased understanding of concepts of the functions and grouping of
objects and part/whole
begins to be aware of past and present
Between four and five:
plays with words: creates own rhyming words, says or makes up words
having similar sounds
points and names four to six colors
matches pictures of familiar objects
draws a person with two to six recognizable parts, such as head, arms,
and legs; can name or match drawn parts to own body
draws, names, and describes recognizable pictures
rote counts to five, imitating adult
knows own street and town
has more extended attention span; learns through observing and listening
to adults, as well as through exploration; is easily distracted
has increased understanding of concepts of function, time, part/whole
relationships; function or use of objects may be stated in addition to names
of objects
time concepts are expanding; can talk about yesterday or last week,
about today, and about what will happen tomorrow
Between five and six:
retells story from picture book with reasonable accuracy
names some letters and numerals
rote counts to ten
sorts objects by single characteristics
is beginning to use accurately time concepts of tomorrow and yesterday
uses classroom tools meaningfully and purposefully
begins to relate clock time to daily schedule
attention span increases noticeably; learns through adult instruction;
when interested, can ignore distractions
concepts of function increase as well as understanding of why things happen;
time concepts are expanding into an understanding of the future in terms of
major events
2. The factors influence cognitive development
Biological factors (e.g. birth weight, maternal factors, and environmental
factors.
B. Language/Communication Development
1. typical and atypical communication language development in children 0-8
Expressive and receptive abilities
By age one
Milestones
Recognizes name
Says 2-3 words besides "mama" and "dada"
Imitates familiar words
Understands simple instructions
Recognizes words as symbols for objects: Car - points to garage, cat -
meows
Activities to encourage your child's language
Respond to your child's coos, gurgles, and babbling
Talk to your child as you care for him or her throughout the day
Read colorful books to your child every day
Tell nursery rhymes and sing songs
Teach your child the names of everyday items and familiar people
Take your child with you to new places and situations
Play simple games with your child such as "peek-a-boo" and "pat-a-cake"
Between one and two
Milestones
Understands "no"
Uses 10 to 20 words, including names
Combines two words such as "daddy bye-bye"
Waves good-bye and plays pat-a-cake
Makes the "sounds" of familiar animals
Gives a toy when asked
Uses words such as "more" to make wants known
Points to his or her toes, eyes, and nose
Brings object from another room when asked
Activities to encourage your child's language
Reward and encourage early efforts at saying new words
Talk to your baby about everything you're doing while you're with him
Talk simply, clearly, and slowly to your child
Talk about new situations before you go, while you're there, and again
when you are home
Look at your child when he or she talks to you
Describe what your child is doing, feeling, hearing
Let your child listen to children's records and tapes
Praise your child's efforts to communicate
Between two and three
Milestones
Identifies body parts
Carries on 'conversation' with self and dolls
Asks "what's that?" And "where's my?"
Uses 2-word negative phrases such as "no want".
Forms some plurals by adding "s"; book, books
Has a 450 word vocabulary
Gives first name, holds up fingers to tell age
Combines nouns and verbs "mommy go"
Understands simple time concepts: "last night", "tomorrow"
Refers to self as "me" rather than by name
Tries to get adult attention: "watch me"
Likes to hear same story repeated
May say "no" when means "yes"
Talks to other children as well as adults
Solves problems by talking instead of hitting or crying
Answers "where" questions
Names common pictures and things
Uses short sentences like "me want more" or "me want cookie"
Matches 3-4 colors, knows big and little
Activities to encourage your child's language
Repeat new words over and over
Help your child listen and follow instructions by playing games: "pick
up the ball," "Touch Daddy's s nose"
Take your child on trips and talk about what you see before, during and
after the trip
Let your child tell you answers to simple questions
Read books every day, perhaps as part of the bedtime routine
Listen attentively as your child talks to you
Describe what you are doing, planning, thinking
Have the child deliver simple messages for you (Mommy needs you, Daddy )
Carry on conversations with the child, preferably when the two of you
have some quiet time together
Ask questions to get your child to think and talk
Show the child you understand what he or she says by answering, smiling,
and nodding your head
Expand what the; child says. If he or she says, "more juice," you say, "
Adam wants more juice."
Between three and four
Milestones
Can tell a story
Has a sentence length of 4-5 words
Has a vocabulary of nearly 1000 words
Names at least one color
Understands "yesterday," "summer", "lunchtime", "tonight", "little-big"
Begins to obey requests like "put the block under the chair"
Knows his or her last name, name of street on which he/she lives and
several nursery rhymes
Activities to encourage your child's language
Talk about how objects are the same or different
Help your child to tell stories using books and pictures
Let your child play with other children
Read longer stories to your child
Pay attention to your child when he's talking
Talk about places you've been or will be going
Between four and five
Milestones
Has sentence length of 4-5 words
Uses past tense correctly
Has a vocabulary of nearly 1500 words
Points to colors red, blue, yellow and green
Identifies triangles, circles and squares
Understands "In the morning" , "next", "noontime"
Can speak of imaginary conditions such as "I hope"
Asks many questions, asks "who?" And "why?"
Activities to encourage your child's language
Help your child sort objects and things (ex. things you eat, animals. . )
Teach your child how to use the telephone
Let your child help you plan activities such as what you will make for
Thanksgiving dinner
Continue talking with him about his interests
Read longer stories to him
Let her tell and make up stories for you
Show your pleasure when she comes to talk with you
Between five and six
Milestones
Has a sentence length of 5-6 words
Has a vocabulary of around 2000 words
Defines objects by their use (you eat with a fork) and can tell what
objects are made of
Knows spatial relations like "on top", "behind", "far" and "near"
Knows her address
Identifies a penny, nickel and dime
Knows common opposites like "big/little"
Understands "same" and "different"
Counts ten objects
Asks questions for information
Distinguished left and right hand in herself
Uses all types of sentences, for example "let's go to the store after we
eat"
Activities to encourage your child's language
Praise your child when she talks about her feelings, thoughts, hopes and
fears
Comment on what you did or how you think your child feels
Sing songs, rhymes with your child
Continue to read longer stories
Talk with him as you would an adult
Look at family photos and talk to him about your family history
Listen to her when she talks to you.
C. Physical Development
Gross/fine motor, jumping, hopping, throwing/catching, drawing, stacking,
etc.
Motor Skills Milestones
There are two categories within the area of motor skills: gross motor and
fine motor. Gross motor skills deals with large muscle groups such as
walking. Fine motor incorporate the small muscles such as writing.
By age one
Gross Motor
sits without support
crawls
pulls self to standing position and stands unaided
walks with aid
rolls a ball in imitation of adult
Fine Motor
reaches, grasps, puts object in mouth
picks things up with pincer grasp (thumb and one finger)
transfers object from one hand to the other
drops and picks up toy
Between ages one and two
Gross Motor
walks alone
walks backwards
picks up toys from floor without falling
pulls toys, pushes toys
seats self in child size chair
walks up and down stairs with hand held
moves to music
Fine Motor
builds tower of three small blocks
puts four rings on stick
places five pegs in pegboard
turns pages two or three at a time
scribbles
turns knobs
throws small ball
paints with whole arm movement, shifts hands, makes strokes
Between ages two and three
Gross Motor
runs forward well
jumps in place with two feet together
stands on one foot (with aid)
walks on tiptoe
kicks a ball forward
Fine Motor
strings four large beads
turns single pages
snips with scissors
holds crayon with thumb and fingers (not fist)
uses one hand consistently in most activities
imitates circular, vertical, horizontal strokes
paints with some wrist action; makes dots, lines, circular strokes
rolls, pounds, squeezes, and pulls clay
Between ages three and four
Gross Motor
runs around obstacles
walks on a line
balances on one foot for five to ten seconds
hops on one foot
pushes, pulls, steers wheeled toys
rides tricycle
uses slide independently
jumps over six inch high object and lands on both feet together
throws ball overhead
catches a bounce ball
Fine Motor
builds tower of nine small blocks
drives nails and pegs
copies circle
imitates cross
manipulates clay material (rolls balls, snakes, cookies)
Between ages four and five
Gross Motor
walks backward toe-heel
jumps forward 10 times without falling
walks up and down stair independently, alternating feet
turns somersault
Fine Motor
cuts on line continuously
copies cross
copies square
prints some capital letters
Between ages five and six
Gross Motor
runs lightly on toes
walks on balance beam
can cover 2 meters hopping
skips on alternate feet
jumps rope
skates
Fine Motor
cuts out simple shapes
copies triangle
traces diamond
copies first name
prints numerals 1 to 5
colors within lines
has adult grasp of pencil
had handedness well established
pastes and glues appropriately.
Social Skills Milestones
By one:
smiles spontaneously
responds differently to strangers than to familiar people
pays attention to own name
responds to no
copies simple actions of others
Between ages one and two:
recognizes self in mirror or picture
refers to self by name
plays by self; initiates own play
imitates adult behaviors in play
helps put things away
Between ages two and three:
plays near other children
watches other children; joins briefly in their play
defends own possessions
begins to play house
symbolically uses objects, self in play
participates in simple group activity
knows gender identity
Between ages three and four:
joins in play with other children; begins to interact
shares toys; takes turns with assistance
begins dramatic play, acting out whole scenes
Between ages four and five:
plays and interacts with other children
dramatic play is closer to reality, with attention paid to detail, time,
and space
plays dress-up
shows interest in exploring sex differences
Between ages five and six:
chooses own friends
plays simple table games
plays competitive games
engages in cooperative play with other children involving group decisions,
role assignments, fair play.
E. Adaptive Development
Dressing, eating, washing, etc.
Adaptive Milestones
Adaptive skills incorporate the area of self-help skills such as eating,
drinking and dressing.
By one:
feeds self cracker
holds cup with two hands; drinks with assistance
holds out arms and legs while being dressed
Between ages one and two:
uses spoon, spilling little
drinks form cup with one hand, unassisted\d
chews food
unzips large zipper
indicates toilet needs
removes shoes, socks, pants, sweater
Between ages two and three:
uses spoon, little spilling
gets drink form fountain or faucet independently
opens door by turning handle
takes off coat
puts on coat with assistance
washes and dries hands with assistance
Between ages three and four:
pours well form small pitcher
spreads soft butter with knife
buttons and unbuttons large buttons
washes hands independently
blows nose when reminded
uses toilet independently
Between ages four and five:
Cuts easy foods with a knife
laces shoes
Between ages five and six:
dresses self completely
ties bow
brushes teeth independently
crosses streets safely.
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michelleshng (michelle) 于 (Thu Jul 18 15:08:24 2013, 美东) 提到:
刚好在复习专业考试，就顺便考来给大家看看
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wahaha2013 (娃哈哈啊) 于 (Fri Jul 19 22:08:17 2013, 美东) 提到:
谢谢ls各位关注。再等等吧！指东西真得很重要哎 希望我娃早点指点江山。
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winebaby (Let\\\'s get smart) 于 (Fri Jul 19 22:12:51 2013, 美东) 提到:
要教吗？自然就会的啊。不要着急啊。每个娃都不一样。
会指东西，会挥手再见，会把她正在玩的东西给我。目前快10个月大。
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wahaha2013 (娃哈哈啊) 于 (Fri Jul 19 22:39:53 2013, 美东) 提到:
真羡慕
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winebaby (Let\\\'s get smart) 于 (Fri Jul 19 23:15:35 2013, 美东) 提到:
记不住，每次俺就google "Denver II milestone",会有个图表出来。
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crab789 (土豆) 于 (Fri Jul 19 23:20:49 2013, 美东) 提到:
不用教了
我啥都没教过娃，娃这些自己都会了。最令我奇怪的是，这家伙说：西西 （谢谢的意
思），竟然还点头哈腰的。
不要着急了。到了该会的时候，娃就都会了。你想啊，小朋友长牙的时间都一样了，那
自然会这些的时间也不一样了
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longbao (longbao) 于 (Sat Jul 20 11:47:18 2013, 美东) 提到:
谢谢mm。
re lz，我家娃娃快13个月了，还不会把食指单独搞出来指东西。我试图把她的小手捏
起来做指的姿势教她，不干，坚决不干，也没有办法啊。当时12个月check的时候儿医
问会不会指东西，我立马就冒汗了。问儿医要不要紧，儿医也说这么小不好说，要再大
一点观察。去daycare跟老师反映，下午去接的时候老师说特地观察了，会有意识地指
东西。这都是两个星期前的事了，现在在家里我还是搞不定她指东西这个事情，就算是
用手掌指我也不觉得她有指东西的动作。不过我相信娃娃的老师，很有经验的一个老太
太。可能我们的标准不一样吧。
大部分时间是我们做妈妈的过度紧张了。不过，我觉得带小孩有点紧张小心点挺好的，
呵呵。
or
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wahaha2013 (娃哈哈啊) 于 (Sat Jul 20 23:22:47 2013, 美东) 提到:
谢谢 希望和长牙一样啊
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xrhinoceros (elegant rhino) 于 (Sat Jul 20 23:23:20 2013, 美东) 提到:
会的
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wahaha2013 (娃哈哈啊) 于 (Sat Jul 20 23:23:55 2013, 美东) 提到:
谢谢mm
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peng800 (韩湘子) 于 (Sat Jul 20 23:26:38 2013, 美东) 提到:
BSO?
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winebaby (Let\\\'s get smart) 于 (Sun Jul 21 00:38:10 2013, 美东) 提到:
这有啥好BSO的，每个娃都不一样。
俺们背后付出多少就不说了，比如换个尿布的空，俺还指着墙上的tigger给她看，嘴里
还拼t-I-g-g-e-r:-)
每周有两天的白天和比她大三个月的表姐一起玩。基本上每周出去吃饭两次，逛街一次
，游泳一次，已经报了个三个月的每周一次的游泳班好让娃和娃妈有更多的social。每
周日下午足球比赛看一场。娃妈有空就拉小提琴给娃听。娃妈自己会编歌唱歌给娃听。
被她妈和外婆带到达拉斯玩了两天刚回到家。有个娃，真的好忙啊，无数的事情，不是
吃饱喝足就算了的。
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peng800 (韩湘子) 于 (Sun Jul 21 10:13:49 2013, 美东) 提到:
你早这样说就好了！
关键是楼主发帖子的原因是担心自家的宝宝。你像前面那样回复的话，楼主不是更担心
了吗？
不过男娃女娃的发育快慢不一，楼主放心就好。