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Spanish

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English

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September Parents' Pages

Tips to support your child's reading at home, information on Preparedness Month and more in the September Parents' Pages!
Read More

August Parents' Pages

First day of VPK tips, information on developmental screenings and more in the August Parents' Pages!
Read More

July Parents' Pages

Playful learning activities, brain development tips, and more in the July Parents' Pages!
Read More

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September Parents' Pages Tips to support your child's reading at home, information on Preparedness Month and more in the September Parents' Pages! Read More August Parents' Pages First day of VPK tips, information on developmental screenings and more in the August Parents' Pages!

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Center for Autism and Related Disorders

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Center for Autism and Related Disorders (CARD®)

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Home - Center for Autism and Related Disorders (CARD®)

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Leading the Way in the Successful Treatment of Autism The Center for Autism and Related Disorders (CARD®) is the nation's leading treatment provider with over 30 years of experience. GET STARTED Understanding Autism Autism spectrum disorder (ASD) is a developmental disorder marked by impaired social interaction, limited communication, behavioral challenges, and a limited range of [...]

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2 year old

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4 year old

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Early Learning Coalition of North Florida

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Early Learning Coalition of North Florida

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Putnam, Baker, Bradford, St. Johns, Clay, Nassau

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Welcome to the Early Learning Coalition of North Florida

We serve the counties of Baker, Bradford, Clay, Nassau, Putnam and St. Johns.

If you are a parent, caregiver or educator of a child ages birth-pre-kindergarten in our counties, we can assist you.

We manage and evaluate early child care and education programs through a quality school readiness delivery system.

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Early Learning Coalition of North Florida

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We serve the counties of Baker, Bradford, Clay, Nassau, Putnam and St. Johns. If you are a parent, caregiver or educator of a child ages birth-pre-kindergarten in our counties, we can assist you. We manage and evaluate early child care and education programs through a quality school readiness delivery system.

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Early Learning Coalition for Voluisa and Flagler County

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Early Learning Coalition for Voluisa and Flagler County

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Early Learning Coalition of Flagler & Volusia

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Home - Early Learning Coalition of Flagler & Volusia

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Our Mission To enhance children's school readiness by providing opportunities for quality early learning, while strengthening family stability for a healthy community.

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Early Learning Coalition for Union County

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Early Learning Coalition for Union County

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The Early Learning Coalition of Florida's Gateway ELC-FG is a non-profit organization that provides Child Care Resource and Referral and Early Learning services (School Readiness and Voluntary Pre-kindergarten - VPK) in Columbia, Hamilton, Lafayette, Suwannee and Union counties.

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The Children's Forum provides leadership and advocacy to achieve high-quality and accessible early care and education and after school services for children. ..

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Technical Assistance And Training System (TATS)

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Technical Assistance And Training System (TATS)

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Early Childhood Resources

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Technical Assistance and Training System -

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TATS is a statewide project which supports programs serving prekindergarten children with disabilities by providing technical assistance and training. This support promotes high quality programs leading to positive outcomes for children and their families. Learn more about the TATS program

Topics include instructional activities and addressing needs.

Florida Transition Project: Indicator 12, and family resources

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Welcome to TATS - Technical Assistance and Training System

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TATS is a statewide project which supports programs serving prekindergarten children with disabilities by providing technical assistance and training. This support promotes high quality programs leading to positive outcomes for children and their families. Learn more about the TATS program Curriculum & Instruction Topics include instructional activities and addressing needs.

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Early Steps services for Birth - 3 years old

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Early Steps services for Birth - 3 years old

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Children's Medical Services - Early Steps

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Early Steps services are based on Early Steps evaluations and your family's concerns, resources, and goals. Early Steps uses a Team Based Primary Service Provider approach which aims to empower each eligible family by providing a comprehensive team of professionals from the beginning of services through transition.

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Ages zero to three are the most important for lifelong mental health and well-being.

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Florida School for the Deaf and the Blind Parent Infant Program

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Florida School for the Deaf and the Blind Parent Infant Program

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The first years of a child's life provide the foundation for later learning. Research suggests that the period between birth and five years of age is a critical window for development. Young children with hearing or vision loss have the same needs as other young children. The impact of hearing or vision loss, however, can create unique development needs.

Watch the Parent Infant Program Overview video:

The Parent Infant Programs (PIP) at the Florida School for the Deaf and the Blind (FSDB) offer early intervention, family-centered programs for children ages 0-5 who are deaf/hard of hearing or blind/visually impaired, free of charge. Services are provided in the family's home and during daily routines, in the child's natural environment.

Families are paired with a certified Parent Advisor (PA) who has received specialized training in working with families who have infants and young children who are deaf/hard of hearing or blind/visually impaired. Through regular visits, the PA addresses family concerns and helps to determine goals and priorities. Together families, caregivers, and PAs share information, discuss ideas and adaptations, and monitor the child's progress. This program enhances the family's ability to assist their child in becoming a participating family member and a part of the larger community.

One of our two PIP tracks, designed for children who are blind/visually impaired, focuses on learning through the senses, orientation and mobility, communication skills, developmental skills, and transitioning into a school system. The program uses the VIISA curriculum which includes acquiring a wide range of skills and concepts that work for the child and family, as well as information about resources and support services.

For more information, contact:

Kim Carr
Coordinator, Parent Infant Program-Blind/Visually Impaired
904.827.2232

One of our two PIP tracks, designed for children who are deaf/hard of hearing, focuses on language development, communication options, understanding hearing aids/cochlear implants, child development, and transitioning into a school system. The program uses the internationally known SKI-HI curriculum, which supports families by offering unbiased information. FSDB programs respect and support any communication methods that work for the child and family.

For more information, contact:

Jennifer Cato
Coordinator, Parent Infant Program-Deaf/Hard of Hearing
904.827.2437
904.201.4581 VP

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The first years of a child's life provide the foundation for later learning. Research suggests that the period between birth and five years of age is a critical window for development. Young children with hearing or vision loss have the same needs as other young children.

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Centers for Disease Control and Prevention

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CDC's milestones and parent tips have been updated and new checklist ages have been added (15 and 30 months). For more information about the recent updates to CDC's developmental milestones, please review the Pediatrics journal article and these important key points.

How your child plays, learns, speaks, acts, and moves offers important clues about your child's development. Developmental milestones are things most children (75% or more) can do by a certain age.

Check the milestones your child has reached by 3 years by completing a checklist with CDC's free Milestone Tracker mobile app, for iOS and Android devices, using the Digital Online Checklist, or by printing the checklist [1 MB, 2 Pages, Print Only] below.
"Learn the Signs. Act Early." materials are not a substitute for standardized, validated developmental screening tools.
What most children do by this age:

Social/Emotional Milestones

Calms down within 10 minutes after you leave her, like at a childcare drop off

Language/Communication Milestones

Cognitive Milestones (learning, thinking, problem-solving)

Movement/Physical Development Milestones

Strings items together, like large beads or macaroni

Puts on some clothes by himself, like loose pants or a jacket

Uses a fork

Other important things to share with the doctor...

What are some things you and your baby do together?

What are some things your baby likes to do?

Is there anything your baby does or does not do that concerns you?

Has your baby lost any skills he/she once had?

Does your baby have any special healthcare needs or was he/she born prematurely?

Concerned About Your Child's Development?
Act Early.

You know your child best. Don't wait. If your child is not meeting one or more milestones, has lost skills he or she once had, or you have other concerns, act early. Talk with your child's doctor, share your concerns, and ask about developmental screening.
If you or the doctor are still concerned:

1. Ask for a referral to a specialist who can evaluate your child more; and

2. Call your state or territory's early intervention program to find out if your child can get services to help. Learn more and find the number at cdc.gov/FindEI.

For more on how to help your child, visit cdc.gov/Concerned.

As your child's first teacher, you can help his or her learning and brain development. Try these simple tips and activities in a safe way. Talk with your child's doctor and teachers if you have questions or for more ideas on how to help your child's development.

Encourage your child to solve her own problems with your support. Ask questions to help her understand the problem. Help her think of solutions, try one out, and try more if needed.

Talk about your child's emotions and give him words to help him explain how he's feeling. Help your child manage stressful feelings by teaching him to take deep breaths, hug a favorite toy, or go to a quiet, safe place when he is upset.

Set a few simple and clear rules that your child can follow, such as use gentle hands when playing. If he breaks a rule, show him what to do instead. Later, if your child follows the rule, recognize and congratulate him.

Click here for more tips and activities

Read with your child. Ask questions, such as "What is happening in the picture?" and/or "What do you think will happen next?" When she gives you an answer, ask for more details.

Play counting games. Count body parts, stairs, and other things you use or see every day. Children this age are starting to learn about numbers and counting.

Help your child develop his language skills by speaking to him in longer sentences than his, using real words. Repeat what he says, for example, "need nana," and then show how to use more "grown-up" words by saying, "I want a banana."

Let your child help with making meals. Give him simple tasks, such as washing fruits and vegetables or stirring.

Give your child instructions with 2 or 3 steps. For example, "Go to your room and get your shoes and coat."

Limit screen time (TV, tablets, phones, etc.) to no more than 1 hour per day of a children's program with an adult present. Don't put any screens in your child's bedroom. Children learn by talking, playing, and interacting with others.

Teach your child simple songs and rhymes, such as "Itsy Bitsy Spider" or "Twinkle, Twinkle, Little Star."

Give your child an "activity box" with paper, crayons, and coloring books. Color and draw lines and shapes with your child.

Encourage your child to play with other children. This helps him learn the value of friendship and how to get along with others.

Let your child play with playdough by squishing it, pressing it, pinching it, and making balls in different colors. This builds her hand and finger muscles for writing, buttoning, and cutting.

Give your child simple, healthy food choices. For example, at snack time ask, "Do you want carrots or an apple?"

Play games to teach opposites. Get down low and say, "I am small." Then stand up and say, "I am big." Do the same thing for fast/slow, quiet/loud.

Play matching games. Ask your child to find objects in books or around the house that are the same.

Play outside with your child. Go to the park or a walking trail. Allow your child plenty of time to choose what and how she wants to play. Join her and follow her lead.

Help your child be ready for new places and meeting new people. For example, you can read stories or role play (pretend play) about new places or things to help him feel more comfortable.

Encourage your child to tell you her name and age.

Special acknowledgments to the subject matter experts and others who contributed to the review of data and selection of developmental milestones, especially Paul H. Lipkin, MD, Michelle M. Macias, MD, Julie F. Pajek, PhD, Judith S. Shaw, EdD, MPH, RN, Karnesha Slaughter, MPH, Jane K. Squires, Sincere gratitude to Natalia Benza, MD and José O. Rodríguez, MD, MBA for their thoughtful review of the Spanish-language translation of these milestones. PhD, Toni M. Whitaker, MD, Lisa D. Wiggins, PhD, and Jennifer M. Zubler, MD.

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What developmental milestones is your 3-year-old reaching?

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Check the milestones your child has reached by the end of 3 yearss. Take this checklist with you and talk with your child's doctor at every visit about the milestones your child has reached and what to expect next.

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Centers for Disease Control and Prevention

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CDC's milestones and parent tips have been updated and new checklist ages have been added (15 and 30 months). For more information about the recent updates to CDC's developmental milestones, please review the Pediatrics journal article and these important key points.

How your child plays, learns, speaks, acts, and moves offers important clues about your child's development. Developmental milestones are things most children (75% or more) can do by a certain age.

Check the milestones your child has reached by 3 years by completing a checklist with CDC's free Milestone Tracker mobile app, for iOS and Android devices, using the Digital Online Checklist, or by printing the checklist [1 MB, 2 Pages, Print Only] below.
"Learn the Signs. Act Early." materials are not a substitute for standardized, validated developmental screening tools.
What most children do by this age:

Social/Emotional Milestones

Calms down within 10 minutes after you leave her, like at a childcare drop off

Language/Communication Milestones

Cognitive Milestones (learning, thinking, problem-solving)

Movement/Physical Development Milestones

Strings items together, like large beads or macaroni

Puts on some clothes by himself, like loose pants or a jacket

Uses a fork

Other important things to share with the doctor...

What are some things you and your baby do together?

What are some things your baby likes to do?

Is there anything your baby does or does not do that concerns you?

Has your baby lost any skills he/she once had?

Does your baby have any special healthcare needs or was he/she born prematurely?

Concerned About Your Child's Development?
Act Early.

You know your child best. Don't wait. If your child is not meeting one or more milestones, has lost skills he or she once had, or you have other concerns, act early. Talk with your child's doctor, share your concerns, and ask about developmental screening.
If you or the doctor are still concerned:

1. Ask for a referral to a specialist who can evaluate your child more; and

2. Call your state or territory's early intervention program to find out if your child can get services to help. Learn more and find the number at cdc.gov/FindEI.

For more on how to help your child, visit cdc.gov/Concerned.

As your child's first teacher, you can help his or her learning and brain development. Try these simple tips and activities in a safe way. Talk with your child's doctor and teachers if you have questions or for more ideas on how to help your child's development.

Encourage your child to solve her own problems with your support. Ask questions to help her understand the problem. Help her think of solutions, try one out, and try more if needed.

Talk about your child's emotions and give him words to help him explain how he's feeling. Help your child manage stressful feelings by teaching him to take deep breaths, hug a favorite toy, or go to a quiet, safe place when he is upset.

Set a few simple and clear rules that your child can follow, such as use gentle hands when playing. If he breaks a rule, show him what to do instead. Later, if your child follows the rule, recognize and congratulate him.

Click here for more tips and activities

Read with your child. Ask questions, such as "What is happening in the picture?" and/or "What do you think will happen next?" When she gives you an answer, ask for more details.

Play counting games. Count body parts, stairs, and other things you use or see every day. Children this age are starting to learn about numbers and counting.

Help your child develop his language skills by speaking to him in longer sentences than his, using real words. Repeat what he says, for example, "need nana," and then show how to use more "grown-up" words by saying, "I want a banana."

Let your child help with making meals. Give him simple tasks, such as washing fruits and vegetables or stirring.

Give your child instructions with 2 or 3 steps. For example, "Go to your room and get your shoes and coat."

Limit screen time (TV, tablets, phones, etc.) to no more than 1 hour per day of a children's program with an adult present. Don't put any screens in your child's bedroom. Children learn by talking, playing, and interacting with others.

Teach your child simple songs and rhymes, such as "Itsy Bitsy Spider" or "Twinkle, Twinkle, Little Star."

Give your child an "activity box" with paper, crayons, and coloring books. Color and draw lines and shapes with your child.

Encourage your child to play with other children. This helps him learn the value of friendship and how to get along with others.

Let your child play with playdough by squishing it, pressing it, pinching it, and making balls in different colors. This builds her hand and finger muscles for writing, buttoning, and cutting.

Give your child simple, healthy food choices. For example, at snack time ask, "Do you want carrots or an apple?"

Play games to teach opposites. Get down low and say, "I am small." Then stand up and say, "I am big." Do the same thing for fast/slow, quiet/loud.

Play matching games. Ask your child to find objects in books or around the house that are the same.

Play outside with your child. Go to the park or a walking trail. Allow your child plenty of time to choose what and how she wants to play. Join her and follow her lead.

Help your child be ready for new places and meeting new people. For example, you can read stories or role play (pretend play) about new places or things to help him feel more comfortable.

Encourage your child to tell you her name and age.

Special acknowledgments to the subject matter experts and others who contributed to the review of data and selection of developmental milestones, especially Paul H. Lipkin, MD, Michelle M. Macias, MD, Julie F. Pajek, PhD, Judith S. Shaw, EdD, MPH, RN, Karnesha Slaughter, MPH, Jane K. Squires, Sincere gratitude to Natalia Benza, MD and José O. Rodríguez, MD, MBA for their thoughtful review of the Spanish-language translation of these milestones. PhD, Toni M. Whitaker, MD, Lisa D. Wiggins, PhD, and Jennifer M. Zubler, MD.

# data[].attributes.attachment_link.title
What developmental milestones is your 3-year-old reaching?

# data[].attributes.attachment_link.description
Check the milestones your child has reached by the end of 3 yearss. Take this checklist with you and talk with your child's doctor at every visit about the milestones your child has reached and what to expect next.

# data[].attributes.attachment_link.provider_name
Centers for Disease Control and Prevention

# data[].attributes.attachment_link.readable_text
CDC's milestones and parent tips have been updated and new checklist ages have been added (15 and 30 months). For more information about the recent updates to CDC's developmental milestones, please review the Pediatrics journal article and these important key points.

How your child plays, learns, speaks, acts, and moves offers important clues about your child's development. Developmental milestones are things most children (75% or more) can do by a certain age.

Check the milestones your child has reached by 5 years by completing a checklist with CDC's free Milestone Tracker mobile app, for iOS and Android devices, using the Digital Online Checklist, or by printing the checklist [1 MB, 2 Pages, Print Only] below.
"Learn the Signs. Act Early." materials are not a substitute for standardized, validated developmental screening tools.
What most children do by this age:

Social/Emotional Milestones

Follows rules or takes turns when playing games with other children

Does simple chores at home, like matching socks or clearing the table after eating

Language/Communication Milestones

Cognitive Milestones (learning, thinking, problem-solving)

Movement/Physical Development Milestones

Hops on one foot

Other important things to share with the doctor...

What are some things you and your baby do together?

What are some things your baby likes to do?

Is there anything your baby does or does not do that concerns you?

Has your baby lost any skills he/she once had?

Does your baby have any special healthcare needs or was he/she born prematurely?

Concerned About Your Child's Development?
Act Early.

You know your child best. Don't wait. If your child is not meeting one or more milestones, has lost skills he or she once had, or you have other concerns, act early. Talk with your child's doctor, share your concerns, and ask about developmental screening.
If you or the doctor are still concerned:

1. Ask for a referral to a specialist who can evaluate your child more; and

2. Call your state or territory's early intervention program to find out if your child can get services to help. Learn more and find the number at cdc.gov/FindEI.

For more on how to help your child, visit cdc.gov/Concerned.

As your child's first teacher, you can help his or her learning and brain development. Try these simple tips and activities in a safe way. Talk with your child's doctor and teachers if you have questions or for more ideas on how to help your child's development.

Your child might start to "talk back" in order to feel independent and test what happens. Limit the attention you give to the negative words. Find alternative activities for her to do that allow her to take the lead and be independent. Make a point of noticing good behavior. "You stayed calm when I told you it's bedtime."

Ask your child what she is playing. Help her expand her answers by asking "Why?" and "How?" For example, say "That's a nice bridge you're building. Why did you put it there?"

Play with toys that encourage your child to put things together, such as puzzles and building blocks.

Click here for more tips and activities

Use words to help your child begin to understand time. For example, sing songs about the days of the week and let him know what day it is. Use words about time, such as today, tomorrow, and yesterday.

Let your child do things for himself, even if he doesn't do it perfectly. For example, let him make his bed, button his shirt, or pour water into a cup. Celebrate when he does it and try not to "fix" anything you don't have to.

Talk about and label your child's and your own feelings. Read books and talk about the feelings characters have and why they have them.

Play rhyming games. For example, say "What rhymes with cat?"

Teach your child to follow rules in games. For example, play simple board games, card games, or Simon Says.

Create a spot in your home for your child to go to when he's upset. Stay nearby so your child knows he is safe and can come to you for help calming as needed.

Set limits for screen time (TV, tablets, phones, etc.) for your child, to no more than 1 hour per day. Make a media use plan for your family.

Eat meals with your child and enjoy family time talking together. Give the same meal to everyone. Avoid screen time (TV, tablets, phones, etc.) during mealtime. Let your child help prepare the healthy foods and enjoy them together.

Encourage your child to "read" by looking at the pictures and telling the story.

Play games that help with memory and attention. For example, play card games, Tic Tac Toe, I Spy, or Hot and Cold.

Let your child play with other children, such as at a park or library. Ask about local play groups and pre-school programs. Playing with others helps your child learn the value of sharing and friendship.

Teach your children about safe touch, such as hugging when both people want to and touches that help keep children healthy (touches from doctors or parents). Unsafe touches are touches that might make a child feel hurt, uncomfortable, scared, or confused. Teach your children that they are in charge of who touches them. Help them practice saying 'no' to unwanted or unsafe touch and let them know there are adults they can turn to for help.

Teach your child to look for "helpers" if she is lost or needs help, such as parents with children, a store clerk with a badge, or a police officer. Teach your child her name and your name (first and last names).

Encourage your child to pretend play. Help your child find items she can use to play dress up, school, or house.

Keep a box of crayons, paper, paint, child scissors, and glue for creative play. Encourage your child to draw and make art projects with different supplies.

Take your child to the playground. Teach her how to pump her legs back and forth on a swing and help her play on the monkey bars.

Create a calm, quiet bedtime routine. Avoid any screen time (TV, tablets, phones, etc.) for 1 to 2 hours before bed and don't put any screens in your child's bedroom. Children this age need 10 to 13 hours of sleep a day (including naps). Consistent sleep times make it easier!

Read to your child. Ask questions, such as "What is happening in the picture?" and "What do you think will happen next?"

Explore things your child likes. For example, if he loves animals, get some library books about animals, look for birds and squirrels in a park, or visit a zoo to learn about animals.

Try to make time for active play each day. Your child will have more fun if she can choose the activity. For example, give her choices, such as playing music and dancing together, playing outside, or taking a walk together.

Your child might start to talk back or use profanity (swear words) as a way to feel independent. Do not give a lot of attention to this talk, other than a brief time out. Instead, praise your child when he asks for things nicely and calmly takes "no" for an answer.

Help your child be ready for new places and meeting new people. For example, you can read stories or role play (pretend play) to help her get ready for Kindergarten.

Special acknowledgments to the subject matter experts and others who contributed to the review of data and selection of developmental milestones, especially Paul H. Lipkin, MD, Michelle M. Macias, MD, Julie F. Pajek, PhD, Judith S. Shaw, EdD, MPH, RN, Karnesha Slaughter, MPH, Jane K. Squires, Sincere gratitude to Natalia Benza, MD and José O. Rodríguez, MD, MBA for their thoughtful review of the Spanish-language translation of these milestones. PhD, Toni M. Whitaker, MD, Lisa D. Wiggins, PhD, and Jennifer M. Zubler, MD.

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What developmental milestones is your 5-year-old reaching?

# data[].attributes.attachment_link.description
Check the milestones your child has reached by the end of 5 years. Take this checklist with you and talk with your child's doctor at every visit about the milestones your child has reached and what to expect next.

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Voluntary Prekindergarten (VPK) Program Provider Kindergarten Readiness Rate

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Voluntary Prekindergarten (VPK) Program Provider Kindergarten Readiness Rate

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VPK Provider Kindergarten Readiness Rate Website - Home

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Center for Parent Information and Resources

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Center for Parent Information and Resources

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Meetings to write, review, or revise a child's IEP typically bring together a team of people who meet in person at least once a year. Now, because of coronavirus, school closures, and social distancing, IEP teams are meeting , either in conference calls or via the Internet. This collection of tip sheets on planning for and participating in virtual meetings was developed collaboratively by six OSEP-funded technical assistance centers, and includes an infographic about virtual IEP meetings (available in English and Spanish); a sample agenda (also available in English and Spanish); technology tips for all participants; suggestions for hosting a virtual meeting; and tips for those participating in a virtual meeting. Read more about (and download) the tip sheets here.

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Center for Parent Information and Resources | Your Central Hub for Parent Centers Serving Families of Children With Disabilities

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Meetings to write, review, or revise a child's IEP typically bring together a team of people who meet in person at least once a year. Now, because of coronavirus, school closures, and social distancing, IEP teams are meeting , either in conference calls or via the Internet.

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In an effort to better serve our families, providers and visitors, the Office of Children's Medical Services Managed Care Plan (CMS Plan) has moved to its own dedicated website.

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The goal of the Center for Early Literacy Learning (CELL) is to promote the adoption and sustained use of evidence-based early literacy learning practices. This site has resources for early childhood intervention practitioners, parents, and other caregivers of children, birth to five years of age, with identified disabilities, developmental delays, and those at-risk for poor outcomes. Watch a brief video introduction to the Center for Early Literacy Learning.

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Center for Early literacy Learning : CELL

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The goal of the Center for Early Literacy Learning (CELL) is to promote the adoption and sustained use of evidence-based early literacy learning practices. This site has resources for early childhood intervention practitioners, parents, and other caregivers of children, birth to five years of age, with identified disabilities, developmental delays, and those at-risk for poor outcomes.

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Short video addressing visual supports for parents.

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Centers for Disease Control and Prevention

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Hearing Loss in Children

Hearing loss can affect a child's ability to develop speech, language, and social skills. The earlier children with hearing loss start getting services, the more likely they are to reach their full potential. If you think that a child might have hearing loss, ask the child's doctor for a hearing screening as soon as possible. Don't wait!

What is Hearing Loss?

A hearing loss can happen when any part of the ear is not working in the usual way. This includes the outer ear, middle ear, inner ear, hearing ( acoustic) nerve, and auditory system.

Signs and Symptoms

The signs and symptoms of hearing loss are different for each child. If you think that your child might have hearing loss, ask the child's doctor for a hearing screening as soon as possible. Don't wait!

Even if a child has passed a hearing screening before, it is important to look out for the following signs.

Signs in Babies

Does not startle at loud noises.

Does not turn to the source of a sound after 6 months of age.

Does not say single words, such as "dada" or "mama" by 1 year of age.

Turns head when he or she sees you but not if you only call out his or her name. This sometimes is mistaken for not paying attention or just ignoring, but could be the result of a partial or complete hearing loss.

Seems to hear some sounds but not others.

Signs in Children

Speech is delayed.

Speech is not clear.

Does not follow directions. This sometimes is mistaken for not paying attention or just ignoring, but could be the result of a partial or complete hearing loss.

Often says, "Huh?"

Turns the TV volume up too high.

Babies and children should reach milestones in how they play, learn, communicate and act. A delay in any of these milestones could be a sign of hearing loss or other developmental problem. Visit our web page to see milestones that children should reach from 2 months to 5 years of age.

Screening and Diagnosis

Hearing screening can tell if a child might have hearing loss. Hearing screening is easy and is not painful. In fact, babies are often asleep while being screened. It takes a very short time - usually only a few minutes.

Babies

All babies should have a hearing screening no later than 1 month of age. Most babies have their hearing screened while still in the hospital. If a baby does not pass a hearing screening, it's very important to get a full hearing test as soon as possible, but no later than 3 months of age.

Children

Children should have their hearing tested before they enter school or any time there is a concern about the child's hearing. Children who do not pass the hearing screening need to get a full hearing test as soon as possible.
Learn more about screening and diagnosis "
Treatments and Intervention Services

No single treatment or intervention is the answer for every person or family. Good treatment plans will include close monitoring, follow-ups and any changes needed along the way. There are many different types of communication options for children with hearing loss and for their families. Some of these options include:

Learning other ways to communicate, such as sign language

Technology to help with communication, such as hearing aids and cochlear implants

Medicine and surgery to correct some types of hearing loss

Family support services

Learn more about treatments and intervention services "
Causes and Risk Factors

Hearing loss can happen any time during life - from before birth to adulthood.

Following are some of the things that can increase the chance that a child will have hearing loss:

A genetic cause: About 1 out of 2 cases of hearing loss in babies is due to genetic causes. Some babies with a genetic cause for their hearing loss might have family members who also have a hearing loss. About 1 out of 3 babies with genetic hearing loss have a "syndrome." This means they have other conditions in addition to the hearing loss, such as Down syndrome or Usher syndrome. Learn more about the genetics of hearing loss "

1 out of 4 cases of hearing loss in babies is due to maternal infections during pregnancy, complications after birth, and head trauma. For example, the child:

Was exposed to infection, such as , before birth

Spent 5 days or more in a hospital neonatal intensive care unit (NICU) or had complications while in the NICU

Needed a special procedure like a blood transfusion to treat bad jaundice

Has head, face or ears shaped or formed in a different way than usual

Has a condition like a neurological disorder that may be associated with hearing loss

Had an infection around the brain and spinal cord called meningitis

Received a bad injury to the head that required a hospital stay

Prevention

Following are tips for parents to help prevent hearing loss in their children:

Get Help!

If you think that your child might have hearing loss, ask the child's doctor for a hearing screening as soon as possible. Don't wait!

If your child does not pass a hearing screening, ask the child's doctor for a full hearing test as soon as possible.

If your child has hearing loss, talk to the child's doctor about treatment and intervention services.

Hearing loss can affect a child's ability to develop speech, language, and social skills. The earlier children with hearing loss start getting services, the more likely they are to reach their full potential. If you are a parent and you suspect your child has hearing loss, trust your instincts and speak with your child's doctor.

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Hearing loss can affect a child's ability to develop speech, language, and social skills. The earlier children with hearing loss start getting services, the more likely they are to reach their full potential.

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1. Create a special workspace and schedule daily quiet time for your child to do his/her homework from school. Be sure this is a time you are available to help if needed. 2. Schedule 15 minutes of special time everyday to read with your child. Take turns reading a page at a time.

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Reading Begins at Home

Strong parental involvement is a key component of the Just Read, Florida! initiative. Other than helping your children to grow up happy and healthy, the most important thing that you can do for them is help them develop their reading skills.

Babies

Read to your baby for short periods several times a day. As you read, point out things in the pictures. Name them as you point to them. Cardboard or cloth books with large simple pictures of things with which babies are familiar are the best books to begin with.

Children Ages 1-4

Talk with your child as you read together. Point to pictures and name what is in them. When he is ready, ask him to do the same. Ask him about his favorite parts of the story, and answer his questions about events or characters.

Wherever you are with your child, point out individual letters in signs, billboards, posters and books. When he is 3 to 4 years old, ask him to begin finding and naming some letters.

Children, Kindergarten

Read predictable books to your child. Teach him to hear and say repeating words, such as names for colors, numbers, letters and animals. Predictable books help children to understand how stories progress. A child easily learns familiar phrases and repeats them, pretending to read.

Practice the sounds of language by reading books with rhymes and playing simple word games (i.e., How many words can you make up that sound like the word "bat"?)

Children, First Grade

Point out the letter-sound relationships your child is learning on labels, boxes, newspapers and magazines.

Listen to your child read words and books from school. Be patient and listen as he practices. Let him know you are proud of his reading.

Children, Second & Third Grade

Build reading accuracy by having your child read aloud and point out words he missed and help him read words correctly. If you stop to focus on a word, have your child reread the whole sentence to be sure he understands the meaning.

*Taken from the U.S. Department of Education "Helping Your Child Become A Reader" and The Partnership for Reading "Put Reading First" publications.

Other Great Sources for Parents:

A Parent's Guide to the Multi-Tiered System of Support (MTSS)

Parent Tips (PDF)
Suggestions and tips for parents of school age students.

Sunrise Skill Builders
Guidelines for physical, language, intellectual and other milestones for ages birth to 5 years.

Helping Your Child Become a Reader
A guidebook on how to promote reading at home.

Summer Reading Activities Kit (PDF)
Great tips for reading this summer!

A Guide for Parents - En Español (PDF)
How Do I Know a Good Early Reading Program When I See One?

Florida Public Libraries

Reading Intervention Curriculum (PDF)
Whether reading mentors or classroom teachers, this curriculum is a great guide that includes an overview of current reading research and weekly lessons for intermediate struggling readers.

325 West Gaines Street, Suite 1432
Tallahassee, FL 32399-0400
Phone: 850-245-0503
Fax: 850-245-5105

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Strong parental involvement is a key component of the Just Read, Florida! initiative. Other than helping your children to grow up happy and healthy, the most important thing that you can do for them is help them develop their reading skills. Read to your baby for short periods several times a day.