What are common developmental delays in 3 year olds?
968678
"Developmental Delays" is a very broad subject and it's difficult to answer without specific information.  But generally...\nA developmental delay exists if the child cannot do something that is expected at that age.  In 3 year olds, you would be looking for the child to be able to speak in full sentences (not perfectly).  If they could not, they may be developmentally delayed.  For example, if a child just pointed, or only used 1 word at a time.  If they have social delays, they may not show any interest in playing with other children and may appear to "be in their own world."   This could also mean that they are an only child, though and have not had experience playing with other kids.  A 3 year old could be developmentally delayed in his/her motor skills as well.  They may not be able to hold a crayon and color.  They may not be able to cut.  Most 3 year olds do not have great fine motor control, so an "average" 3 year old wouldn't be able to do those tasks perfectly, but they'd be able to make some marks on the paper and make some effort at cutting.  A child who has delays in gross motor control, may not be able to run, or jump.
1184818
THE PRE- OPERATIONAL STAGE 2-7 years. \nThis is the stage at which language develops. also it is the time in which a child decentre's (to take another persons point of view. The child also has a tendency towards Centration (focusing on the Central part of the problem, and ignoring other factors that may be involved).
308343
Yeah, I have a child in my class with it - it's normally found in kids and has to do with their co-ordination and movement. Dyspraxia is a difficulty with thinking out, planning and carrying out sensory / motor tasks. Children with dyspraxia can be of average or above average intelligence but are often behaviourally immature. They try hard to fit in to socially accepted behaviour when at school but often throw tantrums when at home. They may find it difficult to understand logic and reason.
434235
Are these two separate questions, or do you want to know what are the common characteristics, or what?\n\nAutism:\n"All people with autism have difficulty with social interactions and relationships. Parents often describe their child with autism as preferring to play alone and making little eye contact with other people. Other symptoms of autism include:\n\nDifficulties with verbal and nonverbal communication. Language development in children with autism is almost always delayed. \nLimited, repetitive, and overused (stereotyped) patterns of behavior, interests, and play. Many typical behaviors—such as repetitive body rocking, unusual attachments to objects, and holding fast to routines and rituals—are driven by the need for sameness and resistance to change. \nThere is no “typical” person with autism. Although autism is defined by the above characteristics, people with autism can have many different combinations of behaviors in mild to severe forms."\n\nMental Retardation:\n\n"There are many signs of mental retardation. For example, children with mental retardation may: \n\nsit up, crawl, or walk later than other children; \nlearn to talk later, or have trouble speaking, \nfind it hard to remember things, \nnot understand how to pay for things, \nhave trouble understanding social rules, \nhave trouble seeing the consequences of their actions, \nhave trouble solving problems, and/or \nhave trouble thinking logically. \n\n\nAbout 87% of people with mental retardation will only be a little slower than average in learning new information and skills. When they are children, their limitations may not be obvious. They may not even be diagnosed as having mental retardation until they get to school. As they become adults, many people with mild retardation can live independently. Other people may not even consider them as having mental retardation.\n\nThe remaining 13% of people with mental retardation score below 50 on IQ tests. These people will have more difficulty in school, at home, and in the community. A person with more severe retardation will need more intensive support his or her entire life. Every child with mental retardation is able to learn, develop, and grow. With help, all children with mental retardation can live a satisfying life."
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Kids mature in three domains of growth: cognitive, physical and socio-emotional.\n\nThe cognitive domain includes intellectual and academic skills, such as math, language and science; the physical domain involves factors such as dexterity and being comfortable with one's body as it changes and matures; and the socio-emotional domain is the realm of emotions, psychology and social skills.\n\nTraditional educational environments tend to focus almost exclusively on the cognitive domain, paying less attention to the other two, but it's important that your program take a "whole child" approach, incorporating age-appropriate learning in all three domains. For example, if you are doing a project on dance, don't just study it in books or watch a video—get the kids up and moving. For the socio-emotional domain, try having them talk about how they danced in a way that reinforces positive interaction. \n\nOne of the many reasons we are advocates for inquiry-based learning is that it is better at incorporating the whole child approach.\n\nDifferent age groups reach milestones in each domain at different times. Most physical competencies are achieved in the early ages, and most of the basic "hardwiring" of adult logic and thinking skills begin to appear around age 12. Match your skills components accordingly. One particular challenge for youth workers in underserved communities is that children may be lagging in one or more domains. Observe your children with an open mind and see where their specific needs and strengths lie. Also remember that other factors, such as gender, nutrition and home environment, influence the age at which kids master certain skills.\n\n Although it's important to get a complete picture of each child's strengths, challenges and competencies in each domain, avoid thinking in terms of buzz words and pop psychology. Labels can become self-fulfilling prophecies. Even if kids never hear you say words like "at risk" or "ADD," they'll respond to how you treat them and the expectations you show. \nhttp://www.youthlearn.org/learning/planning/ages.asp
602213
Very common\ngive it 3 days.
219566
In children with the regressive form of Autism (signs and symptoms appearing betweed 18-24 months) there appears to be a genetic defect in the G protein (or G-alpha), which is a cellular protein that either upgrades or downgrades signals in the sensory organs. This would certainly explain the number of kids, with Autism, that have Sensory Integration issues.\n\nOther proteins that appear to be affected, in people with Autism, are metallothionein MT protein,DVL proteins, FMRP, gluten, and casein.  Check out the sites for additional info. Best of luck!
1179744
I don't know about the LONGEST, but it took my little girl about 3 weeks.
1171508
Symptoms of  will appear over the course of many months, often with the symptoms of impulsiveness and hyperactivity preceding those of inattention, which may not emerge for a year or more. Different symptoms may appear in different settings, depending on the demands the situation may pose for the child's self-control. A child who "can't sit still" or is otherwise disruptive will be noticeable in school, but the inattentive daydreamer may be overlooked. The impulsive child who acts before thinking may be considered just a "discipline problem," while the child who is passive or sluggish may be viewed as merely unmotivated. Yet both may have different types of ADD. All children are sometimes restless, sometimes act without thinking, sometimes daydream the time away. When the child's hyperactivity, distractibility, poor concentration, or impulsivity begin to affect performance in school, social relationships with other children, or behavior at home, ADD may be suspected. But because the symptoms vary so much across settings, ADD is not easy to diagnose. This is especially true when inattentiveness is the primary symptom.\n\nAccording to the most recent version of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR), there are three patterns of behavior that indicate ADD. People with ADD may show several signs of being consistently inattentive. They may have a pattern of being hyperactive and impulsive far more than others of their age. Or they may show all three types of behavior. This means that there are three subtypes of ADD recognized by professionals. These are the predominantly hyperactive-impulsive type (that does not show significant inattention); the predominantly inattentive type (that does not show significant hyperactive-impulsive behavior) sometimes called ADDÂ—an outdated term for this entire disorder; and the combined type (that displays both inattentive and hyperactive-impulsive symptoms).\n\nHyperactivity-Impulsivity\nHyperactive children always seem to be "on the go" or constantly in motion. They dash around touching or playing with whatever is in sight, or talk incessantly. Sitting still at dinner or during a school lesson or story can be a difficult task. They squirm and fidget in their seats or roam around the room. Or they may wiggle their feet, touch everything, or noisily tap their pencil. Hyperactive teenagers or adults may feel internally restless. They often report needing to stay busy and may try to do several things at once.\n\nImpulsive children seem unable to curb their immediate reactions or think before they act. They will often blurt out inappropriate comments, display their emotions without restraint, and act without regard for the later consequences of their conduct. Their impulsivity may make it hard for them to wait for things they want or to take their turn in games. They may grab a toy from another child or hit when they're upset. Even as teenagers or adults, they may impulsively choose to do things that have an immediate but small payoff rather than engage in activities that may take more effort yet provide much greater but delayed rewards.\n\nSome signs of hyperactivity-impulsivity are:\n\nFeeling restless, often fidgeting with hands or feet, or squirming while seated \nRunning, climbing, or leaving a seat in situations where sitting or quiet behavior is expected \nBlurting out answers before hearing the whole question \nHaving difficulty waiting in line or taking turns. \nInattention\nChildren who are inattentive have a hard time keeping their minds on any one thing and may get bored with a task after only a few minutes. If they are doing something they really enjoy, they have no trouble paying attention. But focusing deliberate, conscious attention to organizing and completing a task or learning something new is difficult.\n\nHomework is particularly hard for these children. They will forget to write down an assignment, or
899652
Autism is classified as a neurodevelopmental disorder that manifests in delays of "social interaction, language as used in social communication, or symbolic or imaginative play," with "onset prior to age 3 years," according to the Diagnostic and Statistical Manual of Mental Disorders. The ICD-10 also requires symptoms to be "manifest before the age of three years." Autism is often not physiologically obvious, in that outward appearance may not indicate a disorder, and diagnosis typically comes from a complete physical and neurological evaluation.\n\nDown syndrome or trisomy 21 (British Down's syndrome) is a genetic condition resulting from the presence of all or part of an extra 21st chromosome. Down syndrome is characterized by a combination of major and minor abnormalities of body structure and function. Among features present in nearly all cases are impairment of learning and physical growth, and a recognizable facial appearance usually identified at birth.
163059
Get thee to a pediatrician!  Three months?!
584219
Being a foster child myself, I can honestly say that while the psychological transition plays a role- but is strongly outweighed by the need for discipline. Since no one method works for everyone, I would be out of boundaries to suggest any one way to handle this. Since the children are relatively young, the NEW preferred method has been time-outs, in a corner or facing a wall (1 min for each year of age, 3yrs.=3 min.)You would more than likely get a better response if you ask at babycenter.com(excellent place for parents to ask, answer, and vent)good luck! I hope I have been helpful\nIn my class we like to use a (childs name here)-(make sure child is looking at you,by kneeling down to their level)-it makes me feel(emotion here)when you(behavior disapproved of here)method.Also other formats of the same method are perfectly o.k. (disliked behavior here)can lead to (cosequence here) keep in mind,there are natural and preset cosequences for every action. e.g. child refuses to wear shoes while playing in yard, you choose a consequence....and the NATURAL consequence is - they step on a sticker. while the natural consequence is not always this dramatic and I am sure you wouldn't let a 3 or 4 year old out in the yard w/out shoes or flip-flops, its just an example.
738835
I don't know if i would be much help to you but i am a psychologist for intellectually delayed children and the general steps is obviously to first find the cause of the delay as you probably know there are numerous - then using the IPA; the symbols are divided into three categories: letters, diacritics, and suprasegmentals (symbols that indicate such things as the tone and inflection of a spoken utterance). These categories are then divided into smaller sections. For example, letters are divided into vowels and consonants, and diacritics and suprasegmentals are divided according to whether they indicate articulation, phonation, tone, intonation, or stress.\nSo starting from the cause and working with the child slowly until they grasp every step of the IPA is usually the best way
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Well, Autism's SYMPTOMS include: impairment in communication skills/social interactions and restricted, repetitive and stereotyped patterns of behavior.\n\nSmall children will seem non-responsive, not be very "chatty", will focus on one object for an unusually long amount of time.\n\n\nYou can read more about Autism below.
113002
she isn't ready. to make her would be a bad idea    have patience    she will do it in her own time when she is ready. also depends on how old she is  over 3 is to old to not be trained.
96706
Learning disability and developmental handicap are different things, though easily confused.\n\nIn referring to a child it generally means the child is significantly delayed in one or more areas of development - language, fine motor skills, gross motor skills, self help skills, etc.  In some places the term is used until a child is about 8 years of age when the reason for the delay, and the potential degree of the delay, is uncertain or unknown.   The thinking is that by 8 years of age or so the child would have either "caught up", or the reason for the delay would be identified and we would know whether the chiid has a mental handicap, autism, Down syndrome, etc.  \n\nMy understanding of "developmentally handicapped" is that it is often used as a kinder way of saying mentally handicapped. \n\nA quick way to explain learning disability  is that the individual is usually of average intelligence but for whatever reason has had difficutly with some skills, usually reading, spelling, writing or math.\n\nI hope this is of some help.
813689
We need a little more information in order to help you.  What is the nature of the special need?  For example, does the child have a hearing impairment, or a learning disability, or a physical disability?  How you do the adaptation depends on the disability and the child's strengths and needs.  Possibly if you can add details you may get several good suggestions.