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Hello, Families! My name is Janelle Gamble, and I am thrilled to be your child's preschool senior lead teacher here at Happy Faces Academy. With 11 years of experience in Early Childhood Education (ECE) and Special Education, I am dedicated to providing a nurturing and inclusive learning environment for all children. I began my journey in ECE as a volunteer at Prince George's Developmental Center, which ignited my passion for working with children with exceptional needs. I hold an associate's degree in ECE and Special Education and am currently pursuing my bachelor's degree in ECE. I am committed to fostering a fun and engaging learning environment that sets a foundation for lifelong success.

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General Milestones Chart for Infants and Toddlers 

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General Milestones Chart for Infants and Toddlers 

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Cognitive Milestones:

Birth to 3 months:

Responds to loud sounds.

Follows objects with eyes.

Begins to recognize familiar faces and objects.

4 to 6 months:

Reaches for and grabs objects.

Explores objects with mouth and hands.

Begins to imitate sounds and facial expressions.

7 to 12 months:

Bangs objects together.

Explores objects by shaking, dropping, and throwing.

Shows interest in simple cause-and-effect relationships.

1 to 2 years:

Begins to solve simple problems (e.g., finding hidden objects).

Engages in pretend play (e.g., feeding a doll).

Begins to sort objects by shape and color.

2 to 3 years:

Matches objects by shape and color.

Completes simple puzzles.

Engages in symbolic play (e.g., pretending to talk on the phone).

Physical Milestones:

Birth to 3 months:

Holds head up briefly while lying on stomach.

Kicks legs and waves arms.

Brings hands to mouth.

4 to 6 months:

Rolls from back to stomach and vice versa.

Sits with support.

Grasps objects with whole hand.

7 to 12 months:

Crawls on hands and knees.

Pulls self up to stand.

Begins to walk while holding onto furniture.

1 to 2 years:

Walks independently.

Climbs stairs with assistance.

Scribbles with crayons.

2 to 3 years:

Runs and jumps.

Climbs on playground equipment.

Builds towers with blocks.

Social-Emotional Milestones:

Birth to 3 months:

Smiles in response to caregiver's face.

Shows interest in faces.

Cries to communicate needs.

4 to 6 months:

Begins to show preferences for familiar people.

Engages in reciprocal interactions (e.g., cooing in response to caregiver's voice).

Shows signs of distress when separated from caregiver.

7 to 12 months:

Demonstrates stranger anxiety.

Engages in social games like peek-a-boo.

Shows affection towards familiar caregivers.

1 to 2 years:

Begins to engage in parallel play (playing alongside others).

Shows empathy towards others (e.g., comforting a crying friend).

Begins to assert independence (e.g., saying "no" to adults).

2 to 3 years:

Engages in cooperative play with peers.

Shows understanding of simple emotions (e.g., happy, sad).

Begins to share toys and take turns.

Language Milestones:

Birth to 3 months:

Cries to communicate needs.

Makes cooing sounds.

Responds to familiar voices.

4 to 6 months:

Babbling with consonant-vowel combinations (e.g., "ba-ba").

Begins to respond to own name.

Uses vocalizations to express pleasure and displeasure.

7 to 12 months:

Begins to use gestures (e.g., waving, pointing).

Says first words (e.g., "mama," "dada").

Understands simple commands (e.g., "come here," "give me").

1 to 2 years:

Begins to combine words into simple phrases (e.g., "more milk," "big dog").

Vocabulary expands to 50 or more words.

Begins to use pronouns (e.g., "me," "mine").

2 to 3 years:

Forms simple sentences with subject-verb-object structure.

Uses plurals and past tense verbs.

Engages in simple conversations with adults and peers.

Reference: Centers for Disease Control and Prevention (CDC). (n.d.). Milestones Moments. Retrieved from https://www.cdc.gov/ncbddd/actearly/milestones/index.html

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Developmental Assessment Red Flags for Families 

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Developmental Assessment Red Flags for Families 

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1. Cognitive Development:

Lack of response to familiar faces or objects.

Limited eye contact or failure to track objects with eyes by 3 months.

Lack of interest in toys or difficulty exploring objects by 6 months.

Difficulty imitating sounds or facial expressions by 12 months.

Inability to engage in pretend play or solve simple problems by 2 years.

2. Physical Development:

Persistent floppiness or stiffness in limbs.

Inability to hold head up by 4 months.

Delayed rolling over, sitting, crawling, or walking milestones.

Difficulty grasping objects or using hands for basic tasks.

Noticeable asymmetry in movements or muscle tone.

3. Social-Emotional Development:

Lack of social smiling or responsiveness to caregiver's face by 3 months.

Failure to show interest in faces or engage in reciprocal interactions by 6 months.

Persistent stranger anxiety or limited affection towards familiar caregivers.

Lack of interest in playing with peers or limited engagement in social games by 2 years.

Difficulty understanding or expressing emotions appropriately.

4. Language Development:

Absence of cooing or babbling sounds by 6 months.

Failure to respond to own name or make attempts to communicate through gestures by 12 months.

Limited vocabulary development or inability to combine words into simple phrases by 2 years.

Difficulty following simple commands or understanding basic instructions.

Lack of interest in communicating or interacting verbally with others.

The Child Center of NY. (n.d.). Developmental Red Flags. Retrieved from https://www.tclny.org/developmental-red-flags

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Risk Factors for Children with Exceptional Needs 

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Risk Factors for Children with Exceptional Needs 

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1. Biological Factors:

Genetic conditions or chromosomal abnormalities, such as Down syndrome or Fragile X syndrome.

Preterm birth or low birth weight, which can increase the risk of developmental delays or disabilities.

Prenatal exposure to substances like alcohol, drugs, or tobacco, leading to developmental disorders such as Fetal Alcohol Spectrum Disorders (FASDs).

Birth complications or medical conditions affecting the brain's development, such as hypoxia or neonatal infections.

2. Environmental Factors:

Lack of access to prenatal care or inadequate maternal health during pregnancy.

Poverty and socioeconomic disadvantage, which can limit access to resources and support services.

Exposure to environmental toxins or pollutants, including lead, pesticides, or air pollution, which can impact neurological development.

Limited access to quality early childhood education or healthcare services.

Family stressors, such as parental mental health issues, substance abuse, or domestic violence, which can affect the child's well-being and development.

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Centers for Disease Control and Prevention

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Facts About Developmental Disabilities | CDC

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Developmental disabilities are a group of conditions due to an impairment in physical, learning, language, or behavior areas. Learn more.

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1. Autism Spectrum Disorder (ASD): A developmental disorder that affects communication, social interaction, and behavior.

2. Specific Learning Disability (SLD): A neurological disorder that affects the brain's ability to receive, process, store, or respond to information, leading to difficulties in reading, writing, or mathematics.

3. Intellectual Disability (ID): Characterized by significant limitations in intellectual functioning and adaptive behavior, impacting conceptual, social, and practical skills.

4. Emotional Disturbance (ED): A condition characterized by persistent emotional or behavioral challenges that significantly impact academic and social functioning.

5. Speech or Language Impairment: Difficulty with speech articulation, fluency, or language comprehension and expression.

6. Orthopedic Impairment: Physical disability that affects movement, coordination, or physical abilities, such as cerebral palsy or muscular dystrophy.

7. Visual Impairment: Partial or total loss of vision that affects educational performance, including conditions like blindness or low vision.

8. Hearing Impairment: Partial or total loss of hearing, including conditions like deafness or hearing loss.

9. Traumatic Brain Injury (TBI): Acquired brain injury caused by external force or trauma, resulting in cognitive, physical, or psychosocial impairments.

10. Other Health Impairment (OHI): Chronic health condition that affects learning, such as attention-deficit/hyperactivity disorder (ADHD), epilepsy, or diabetes.

U.S. Department of Education. (2004). A Guide to the Individualized Education Program. Retrieved from https://sites.ed.gov/idea/

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Effects of a Child with Disabilities on Family 

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Effects of a Child with Disabilities on Family 

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A disabled child can have a significant, beneficial, and challenging influence on a family. Positively, a child like this frequently helps the family develop patience, resilience, and empathy. Parents may feel closer to their child as a result of sharing struggles and victories, and siblings may get a deeper appreciation for diversity and compassion. Families also frequently take on the role of activists for inclusion and disability rights, which helps to shift society. The trip can be difficult, though, as it calls for large time, money, and emotional investments. Common obstacles include strain on family connections, weariness from caregiving duties, and navigating intricate healthcare and educational systems. However, in conquering these challenges, families often find strength and unity, and in the process, their child enriches their lives with his or her unique experiences and viewpoints.

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Developing a broad strategy that prioritizes active participation, relationship-building, and communication is how I intend to encourage family engagement. First, to keep families updated on the center events and initiatives, I'll set up frequent communication channels including newsletters, emails, and social media posts. In addition, in order to facilitate in-person communication and the development of relationships, I will plan family-oriented activities like family dinners, parent-teacher conferences, and open homes. I'll create an adaptable system where families can sign up for different positions according to their availability and interests in order to encourage volunteering and chaperoning. In the end, I hope to improve the relationship between families and the school by promoting an inclusive and cooperative culture that will help children social and intellectual growth.

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Supporting Child Development at Home: Tips for Families 

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Supporting Child Development at Home: Tips for Families 

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1. Read Together: Set aside time each day to read with your child. Encourage them to ask questions, discuss the story, and make connections to their own experiences.

2. Play-based Learning: Engage in activities that promote learning through play, such as building blocks, puzzles, or imaginative play. This helps develop creativity, problem-solving skills, and social interaction.

3. Communicate Regularly: Create opportunities for open communication with your child. Listen actively, ask about their day, and engage in meaningful conversations to help them develop language and communication skills.

4. Encourage Exploration: Foster curiosity by providing opportunities for exploration and discovery. Take nature walks, visit museums, or conduct simple science experiments at home to encourage a love for learning.

5. Practice Patience and Encouragement: Be patient and supportive as your child learns new skills. Offer praise and encouragement for their efforts, even if they make mistakes along the way.

6. Set Routines: Establishing predictable routines helps children feel secure and confident. Create a daily schedule that includes time for learning, play, meals, and rest.

7. Limit Screen Time: While technology can be educational, it's important to limit screen time and encourage more hands-on activities. Set boundaries around device use and prioritize activities that promote active engagement and interaction.

8. Model Positive Behavior: Children learn by example, so model positive behaviors such as kindness, empathy, and problem-solving. Show them how to manage emotions and resolve conflicts in constructive ways.

9. Involve Them in Daily Tasks: Involve your child in age-appropriate household chores and activities. This helps them develop practical skills, independence, and a sense of responsibility.

10. Celebrate Milestones: Celebrate your child's achievements and milestones, no matter how small. This builds confidence and reinforces their sense of accomplishment.

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1. Right to Free Appropriate Public Education (FAPE): Children with disabilities have the right to receive a free and appropriate public education tailored to their individual needs.

2. Right to Individualized Education Program (IEP): Families have the right to participate in the development of their child's Individualized Education Program, which outlines the specific educational goals, services, and accommodations to support the child's learning.

3. Right to Parental Involvement: Parents have the right to be involved in all aspects of their child's education, including decision-making processes, evaluations, and placement decisions.

4. Right to Evaluation: Families have the right to request evaluations to determine their child's eligibility for special education services and to ensure ongoing assessments of their child's progress.

5. Right to Due Process: If there is a disagreement between the family and the school district regarding the child's education, families have the right to pursue due process procedures, including mediation and impartial hearings.

6. Right to Confidentiality: Families have the right to confidentiality of their child's educational records and information, with access to review and amend records as needed.

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Individuals with Disabilities Education Act

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Individuals with Disabilities Education Act (IDEA)

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The U.S. Department of Education’s Individuals with Disabilities Education Act website brings together department and grantee IDEA information and resources. The IDEA makes available a free appropriate public education to and ensures special education and related services to eligible children with disabilities.

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List of Organizations for Families in Maryland

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List of Organizations for Families in Maryland

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Local Organizations:

1. The Arc Prince George's County: Provides support and advocacy for individuals with intellectual and developmental disabilities and their families. Website: https://thearcofpgc.org/

2. Prince George's County Department of Social Services: Offers a range of social services and support programs for families in need. Website: https://dhs.maryland.gov/local-offices/prince-georges-county/

3. Prince George's Child Resource Center: Provides resources and support for families with young children, including parenting classes, childcare referrals, and family events. Website: https://www.pgcrcenter.org/

4. Largo-Kettering Branch Library: Offers educational programs, workshops, and access to resources for families, including children's books and activities. Website: https://www.pgcmls.info/locations/07/

National Organizations:

1. National Parent Teacher Association (PTA): Provides resources and support for parents and families to engage in their children's education and advocate for quality education. Website: https://www.pta.org/

2. National Alliance on Mental Illness (NAMI): Offers education, support, and advocacy for individuals and families affected by mental illness. Website: https://www.nami.org/

3. Parent Advocacy Coalition for Educational Rights (PACER) Center: Provides resources and support for families of children with disabilities, including workshops, publications, and individual assistance. Website: https://www.pacer.org/

4. Family Voices: Advocates for healthcare policies that benefit children with special healthcare needs and provides resources and support for families navigating the healthcare system. Website: https://www.familyvoices.org/