Early Stimulation and
Development Activities
35CHAPTER
301
On the next pages are activities to help young children’s development. They are
especially valuable for children who are mentally and physically delayed. They are also
useful for children who are mentally normal but whose physical disabilities make both
physical and mental development slow or difficult.
In this chapter we describe activities for early skills in the order in which they usually
develop. So we start with head control, then progress to more advanced levels: reaching,
grasping, sitting and balance, scooting or crawling, standing and walking, and language.
(Self-care activities including eating, dressing, and toilet training are discussed in later
chapters.)
In any area of development, such as head control
or use of the hands, a child also advances through
different stages of ability. For example, in
developing grip, first a child can grasp only with
the whole hand, later with thumb and finger.
To decide which activities to begin with, start by using the charts on pages 292 and
293 to determine the developmental level of your child. Then look through pages 302
to 316 and pick those activities that are next in line for your child. After she learns
these activities, go on to the next.
A child advances in many areas of development at once. Try to help her in several
areas at the same time. In each area, pick activities that help her to do better what
she already does, and then to take the next step.
Often an activity that helps a child to develop in one area
also helps in others.
For example, we put the activity with this picture under
“head control.” But the activity also helps to develop use
of the senses (eyes, touch, sound), hand control, eye-hand
coordination, balance while sitting, and flexibility of the
body (twisting to one side). If done in a friendly way, with
praise, it can develop confidence and ability to relate to other
people. And if father talks to the child as they play, naming
each object and action, it also prepares the child for learning
language.
When helping your child with these learning activities, remember to introduce new
skills in small steps that the child can easily learn. Praise her each time she succeeds,
or tries hard. Follow the suggestions on pages 296 to 299 for helping the child develop
these new skills.
CAUTION: Many activities in this chapter are useful for children with cerebral palsy
or other physical disabilities. However, some must be changed or adapted. Read the
chapters that apply to your child’s disability. Above all: USE YOUR HEAD.
OBSERVE HOW YOUR CHILD RESPONDS. NOTICE HOW AN ACTIVITY
HELPS—OR HINDERS—THE CHILD’S WHOLE DEVELOPMENT. DO NOT
SIMPLY FOLLOW THE INSTRUCTIONS. ADAPT OR INVENT ACTIVITIES TO
MEET YOUR CHILD’S NEEDS.
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