Melissa Nguyen

ISM – Period 7

“Toddler Reading Milestones.” PBS, Public Broadcasting Service, 25 May 2012,

www.pbs.org/parents/education/reading-language/reading-milestones/toddler-language-

development-milestones/toddler-reading/. Accessed 18 Mar. 2019.

• When an infant reaches their toddler stage, it would be helpful if parents read to their
toddler.
• Books have many interesting and new vocabularies and pictures that would help them
explore.
• Kids who have parents reading to them will eventually invite their peers to read with
them as well.
• Parents assist with educating their kids when they read the story and point out and
describe the pictures.
• Rereading a book is helpful for toddlers.
• Narrating the story over and over again would allow kids to relate and connect what they
hear to the words on the pages.
• It would be beneficial if reading is incorporated into everyday routines.
• Consistent reading helps the toddlers builds their focus and interests.
• As a result of constant observation of the printed words from the books, older toddlers
will eventually recognize names, signs, and labels.
• Other than learning through books, children can acquire knowledge through parents
pointing out signs and other forms of writing that is used in the environment.
• By observing the environment, kids could build an understanding of the usage of writing
and develop a foundation for reading.
• When parents stop to talk about the items and labels that may appear on the page, they
are promoting and increasing their child’s auditory and visual development.
• Children may adopt a “storybook language” as a result of consistent reading.
• They may incorporate phrases from their books into their everyday conversations.
• They could learn to read their books to their stuff animals as fantasy play.
• Through observing different various levels and genres of books, toddlers can catch on the
basic structures necessary for a book.
• They can acquire knowledge of a setting, characters, series of problems, and solutions to
those problems.
• Reading alphabet books does not really have the sole purpose of teaching the little ones
the alphabet.
• Instead, alphabet books are for getting them to familiarize themselves with the letters,
their sounds, and their shapes.

This article assist parents since it provides information that will be beneficial to building their
toddlers’ vocabulary, comprehension, imagination and creativity.
 Melissa Nguyen
ISM – Period 7

Miller, Susan, et. al. “Ages & Stages: How Children Develop Motor Skills.” Scholastic,

www.scholastic.com/teachers/articles/teaching-content/ages-stages-how-children-develop-

motor-skills/. Accessed 18 Mar. 2019.

• From the ages of 0 to 2-years-old, babies learn to reach and move.

• Spending time on the floor or a flat surface can help a child develop their balance, muscle
strength, and body coordination.
• By the time the baby reaches their many weeks of practicing, they are now able to reach
and grasp objects, roll over, and support themselves much easier than when they started
to learn before.
• When an infant starts to do tummy time and/or crawl by pulling themselves towards the
direction they want to go, locomotion starts to develop.
• The child is now independently transporting themselves from one place to another.
• When they sit and reach, their back muscles are now strong enough to support their body.
• By the time a toddler learns how to walk, they need to be assured that an adult is nearby
to help them if they struggle and/or fall.
• The environment plays a major role in helping a child develop their motor skills.
• It is necessary to have a wide range of open spaces so infants can easily maneuver around
without harming themselves.
• It would help so that it will guarantee their safety and learning ability.
• However, a few objects that would firmly support the child’s weight should be placed in
an area as well.
• Carpeted steps, short inclines, and sturdy chairs would give the toddlers an opportunity to
learn about spatial relationships as well as moving in certain directions.
• Parents can play games that involve chasing in order to increase movement, provide
music to assist with listening skills, and make their kids obstacle courses that would help
with letting the child walk around.
• From the ages of 3 to 4, children learn to show their independence off to their parents and
to those around them.
• Through mimicking their older siblings and/r parents, toddlers develop skills that would
correlate to certain activities such as kicking the soccer ball in the net to score a point.
• Even though children need to hone and master the basic skills for learning, it is important
to not tire or frustrate the child with activities that require too much hand-eye
coordination and intense concentration.
• As the kids develop their fine motor skills, they would be able to have a wide range of
physical manipulation.
• Their activities would include, drawing a variety of shapes while holding a crayon as an
adult would, creating simple works, molding with paly dough and sand, and many more.
• With 5 to 6-years-old, kids learn to flaunt their skills to their peers or family since now
they know how to appreciate and accept praise and acknowledgement.

Miller and her co-writers’ article helped me understand the reasonings of why children perform
certain activities when they reach the correlated age range.
 Melissa Nguyen
ISM – Period 7

Grohol, John. “Child and Developmental Disorders.” Psych Central, 28 Mar. 2018,

psychcentral.com/childhood/. Accessed 28 Mar. 2019.

• Developmental delays or learning disorders often occur when children reach the stage
where they could enroll for school.
• A diagnosis for their disorders could take place when they reach a school-age as well,
• Reading Disorder
o The essential symptom that shows for a delay in reading is when children fail to
meet the expectations of the reading standards.
o A child that scores lower than the expectations despite their correlated age and
age-appropriate education is a key factor in knowing whether the child is
experiencing a reading disorder.
o Reading accuracy and comprehension plays a part in finding if the little one has
the disorder.
o The delay could impact their academics and daily living if reading skills are
necessary.
• Stuttering
o A key symptom that would identify if a child has the issue of stuttering is if their
fluency and time patterning of speech does not correlate well with their age.
o May not be aware but could sense that there is something wrong and fear for the
problem to develop more in the future.
o As a result, they would try to avoid situations where they would stutter such as
speaking on the phone, making and forming certain words, and public speaking.
o Studies have shown that stress and low self-esteem worsened the stuttering.
o Some symptoms of stuttering are broken/ pauses within words, monosyllabic
whole-word repetitions, and/or words formed with physical tension.
o Stuttering would negatively affect the child’s academic, occupation, and social
communications if not helped.
• Disruptive Mood Dysregulation Disorder (DMDD)
o In children, it is a persistent, severe, and chronic irritability.
o Often shown through frequent temper tantrums or outbursts and is constantly
irritable when they are not having a temper tantrum.
o It was coined in 2013 with a goal to replace the problem that was known as
childhood bipolar disorder.
o Though it is not prevalence, it has been expected to be within a range of 2 to 5
percent in children.
o Some of the symptoms for the disorder are verbal temper outbursts, frustrated/
irritated actions that do not correlate with their age, and the temperamental mood
is persistently present.

I learned from this article about the specific developmental disorders or delays associated with
pediatric mental growth and the symptoms that would help parents know what signs to look for
in their child if they are suspicious of their behavior.