We offer the following services for children: Individual therapy Medication evaluation and management Group therapy Psychological assessments for children Neuropsychological assessment for children Educational assessment for children Educational consulting and advocacy

Children | 3C Family Services

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LIFE STAGES

Children 0-3

From your child’s birth though the age of 3, your child is undergoing rapid and complex development changes (as are you!). Child development is unique to each child, and the age ranges for acquiring a skill can be quite large. Children develop at their own pace and in their own way, but some general guidelines can alert you to possible areas of concern.

By 12 Months By 10‒12 months, your child should respond to his or her name, wave, engage in an interactive game such as “peek-a-boo,” stand, and begin to creep. He or she should also be saying one to two words, imitating sounds, and understand “no-no.” 12‒18 Months Between 1 year and about 18 months, most children undergo some difficulties separating from their primary caregiver. This may happen even when your child is separating to the other parent, a familiar caregiver, and/or a grandparent that they previously enjoyed. At this time, your child will also become interested in their image in a mirror, be able to say several understandable words, begin to feed themselves, and start to creep up the stairs. You may also begin to see your child engaging in temper tantrums and purposefully doing the opposite of what you ask. If a sibling arrives in your home, you will see some resentment and regressive behaviors. By 24 Months By the age of 2, your child will be transitioning to one 1‒2 hour daily nap and be able to sleep through the night for 12 hours. He should be able to run and kick a ball, as well as stack 3‒5 blocks. She should have a vocabulary of approximately 200 words, be able to put two words together, and repeat much of what she hears. 2‒3 Years Between the ages of 2‒3, your child will exhibit strong negative emotions and some aggressive behaviors. She will appear rigid, prefer routines, enjoy giving orders, be possessive about toys, and have a hard time making decisions. Your child may return to having difficulties separating from you, but he should be curious about the world and play alongside other children. Walking and running are now well developed, though they may still be clumsy. She will learn to jump, ride a tricycle, and use crayons. Your child is developing a sense of humor and enjoys playing tricks on you, but he will still have temper tantrums. She should be using short sentences and using language to communicate her wants and needs. It is not unusual for children at this age to stutter. Give them time to speak without correcting them, hurrying them, or telling them to “slow down,” and the stuttering should resolve without intervention.

Any concern you have regarding your child’s development should be taken seriously. Consult a child development specialist (pediatrician, psychologist, speech-language pathologist, etc.). Early intervention can prevent greater difficulties later in your child’s life. Common reasons for seeking treatment: Behavioral problems such as excessive tantrums, aggression, or defiance Separation anxiety Developmental delays Adjustment issues Parenting concerns Pre-school concerns

Children 4-5

Your child at 4 to 5 years old is moving out into the bigger world. He questions, creates, imagines, explores, and expands his world. He does not always recognize his limits, and thus he needs and feels most comfortable with consistent rules, routines, and home structures. He may have a hard time regulating his behavior and requires his parents and caregivers to set limits without shaming or harshness. Your child is beginning to recognize the feelings and needs of others and can sometimes share, take turns, accept not winning, and accept not being first in line (he may need reminders!).

Children between these ages should be free from day time accidents and be able to dress themselves with the exception of some difficult fasteners. They should be engaging in pretend and role playing games, interacting with other children, and organizing games. They may have imaginary playmates, and they may tell stories or lies to please or amuse their caregivers or to avoid consequences. Gross motor skills like running, jumping, climbing, and throwing are continuing to develop and become more refined as are their fine motor skills like threading beads, making representational drawings or marks, and coloring (it does not have to be in the lines). Four to 5 year olds love to ask a lot of questions, and they often unknowingly ask or say embarrassing things. They should engage in conversation about a lot of things, express their ideas, and be able to be understood by most others. Some speech sounds may not be completely clear (“th” for “s” or “w” for “r”). Four and 5 year olds can be quite bossy, have a few tantrums when denied their own way, and be boastful, noisy, and exuberant. They should be able to separate from their parents with little distress, and they should be striving for more independence. Children at these ages are discovering humor and are still learning when it is not OK to laugh. “Potty” language and bathroom humor seem to be hilarious, much to your frustration!

It’s often difficult to know whether your child’s development is normal or if your child’s behavior requires intervention. General guidelines can give you information about expected age ranges for the development of certain skills, but development is very individualized and often uneven between areas. You should definitely have your child checked if he or she loses skills or understanding they previously had, seems uninterested in their surroundings and in other people, constantly asks for things to be repeated, does not speak clearly enough for others to understand, appears to be behind other same aged children’s development in some areas, squints or has pupils that do not always look in the same direction, has tantrums frequently lasting for more than 30 minutes, or has excessive fears, worries, or continued difficulties separating from their caregiver. Common reasons for seeking treatment: Developmental delays Social skills deficits or difficulty with peer relationships Cognitive difficulties Behavioral problems, such as aggression or tantrums frequently lasting for more than half an hour Excessive fears, worries, or continued difficulties separating from caregivers Depression School problems Parenting issues Adjustment concerns If you have any concerns or just a “feeling” that something is not as it should be, it is worth getting consultation from a development professional (psychologist, pediatrician, speech-language pathologist, nurse practitioner etc.).

Children 6-12

Children grow upward and outward during middle childhood. They hatch from the cocoon of family and home to explore new places, new people, and new things. As they develop their skills and sense of self through relationships and experiences within and outside of their family, they become more independent and confident in their abilities. By the end of middle childhood and the onset of adolescence, children are expected to:

Complete activities of daily living independently (e.g., homework, brush teeth, get dressed, etc.)
Understand and abide by social rules
Take the perspectives of others
Spend more time away from home with peers and in extracurricular activities
Succeed academically
Desire and value time spent alone
Self-soothe (regulate and manage their emotions)
Demonstrate self-control

Social/Emotional Development While 6 to 7 year olds will still have an occasional meltdown or tantrum when they are upset and/or rely heavily on their parents to help them calm down, the frequency and intensity of emotional distress should be decreasing as they develop and learn emotion coping skills (e.g., walking away from conflict, saying, “Oh well,” focusing on solutions rather than the problem). This is motivated in part by the growing realization that kids do not like to be friends with kids whose emotional outbursts interfere with play or who hurt their feelings. In contrast to when they were younger, when friends were peers who liked to do the same things as you, friendships in middle childhood are defined by loyalty and supportive behaviors. As they start to realize they can rely on their friends, friends become more important to them. Middle childhood is when you start to see children’s first best friends and enemies. Behavioral Development During middle childhood, children start to better understand and think through the consequences of their actions. This ability is related to both their capacity to take the perspectives of others and by the increasing value friendships play in their well-being. By the end of middle childhood, they understand that their social standing with friendships and peer groups depends on their ability to follow rules, behave like their peers, do well in school, and treat others kindly. At home, they strive to comply with rules/parental requests and complete chores and homework because of the sense of pride and accomplishment they feel when they are able to do things well. They feel good when they can say “I did this.” Academic Development As children progress through elementary school, academic performance and achievement plays an ever-increasing role in how they feel about themselves (self-esteem) and how they are received by their peers. Children who do well in school make friends with classmates who also get good grades, feel good about themselves, and have good social skills. The more they interact and spend time together, the better their grades, self-esteem, and social skills will be. Personal Development As they develop an awareness of others, children also develop a sense of self and begin to compare themselves to others to evaluate their own skills. They ask themselves, “Am I as good as Jimmy at sports?” If so, they might conclude, “I must be good at sports.” By the time they enter adolescence, they start to integrate their skills into their sense of identity. So, “I must be good at sports” evolves into “I’m a sports person.”

It is important to remember that children develop at different rates during middle childhood and do not necessarily demonstrate the same level of skill across all areas. How they are functioning also depends on their experiences at home, at school, and with their friends, and can fluctuate daily. It is not uncommon for children and their parents to experience some degree of stress and emotional unrest in the wake of all of these changes. However, when a child is experiencing frequent and intense problems that do not seem to improve with parent or teacher intervention, it may be time to seek professional help. Signs that suggest an evaluation is needed: Decline in school performance or failure to perform at the level of functioning Excessive worry or anxiety that limits or prevents your child from participating in activities with friends, going to school, or going to sleep at night Frequent and intense meltdowns, tantrums, or mood swings Hyperactivity, fidgety/wriggly, constantly moving, or difficulty concentrating Difficulty demonstrating independence in completing daily activities at the level of most of his or her peers Failure to make and/or keep the number of friends they wish they had

LIFE STAGES

Children 0-3

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Children 4-5

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Children 6-12

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LIFE STAGES

Children 0-3

GROWTH

CONCERNS

SERVICES

Children 4-5

GROWTH

CONCERNS

SERVICES

Children 6-12

GROWTH

CONCERNS

SERVICES

We can help. Let's Talk

QUICK LINKS

We can help.
Let's Talk