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Share your videos with friends, family, and the world

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Preparing children can help them with saying goodbye. Here are some suggestions to ease your child's anxiety.

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Research shows that early diagnosis of and interventions for autism are more likely to have major long-term positive effects on symptoms and later skills.1,2,3,4,5 Autism spectrum disorder (ASD) can sometimes be diagnosed in children before they are 2 years of age.

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From Babbles to Books: Supporting Language & Literacy Development in Early Childhood

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From Babbles to Books: Supporting Language & Literacy Development in Early Childhood

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Find research-based resources, tips and ideas for families on school readiness.

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Virginia Literacy Partnerships Family Resources

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Virginia Literacy Partnerships Family Resources

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Welcome families! Whether you want to learn about a certain topic or find activities to do at home with your child, we hope you can find what you need here!

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A child's early years are essential in developing a foundation for school success. FCPS works hard to provide programs and services that prepare young children and parents who need extra guidance and support to be ready to start kindergarten feeling confident and ready to learn. Some of the early childhood programs that FCPS offers include:

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A child's early years are essential in developing a foundation for school success. FCPS works hard to provide programs and services that prepare young children and parents who need extra guidance and support to be ready to start kindergarten feeling confident and ready to learn.

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Information and resources for parents enrolling a child into Early Childhood Special Education, PreK, or the Early Head Start program.

Welcome to Early Childhood Registration!

For students in need of special education and related services, Child Find identifies, locates, and evaluates children residing in Fairfax County. Within Child Find, the Early Childhood Special Education Program provides a range of special education services to preschool aged children.

Our PreK Program is for children 3-4 years old whose parents meet income requirements, with priority given to 4 year olds.

Our Early Head Start Program is for infants, toddlers or expectant mothers who meet income requirements.

Community liaisons are available to assist you with the registration process and to answer any questions you may have regarding available community resources.

Our preschool immunization requirements webpage includes information on neighborhood clinics and additional immunization-related resources.

Additional Early Childhood Programs

Additional Resources
This site requires JavaScript to be enabled in order to run.

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Information and resources for parents enrolling a child into Early Childhood Special Education, PreK, or the Early Head Start program.

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Our Early Childhood Identification and Services (ECID&S) program identifies children with potential special education needs and educates the community about child development and the importance of early intervention.

Child Find is the process of identifying children with potential special education needs as well as educating the community about child development and the importance of early intervention. Child Find services are provided for children ages 20 months through 5 years by the FCPS Early Childhood Identification and Services (ECID&S) program.

The FCPS ECID&S program staff members serve as liaisons providing assistance and information to local community preschool, child care, Head Start, and Family and Early Childhood Education Programs (FECEP). ECID&S staff members also perform community outreach to increase public awareness of the importance of early intervention, and to ensure that all members of the Fairfax County community are able to access Child Find services, if needed.

Child Find screenings are free to children ages 20 months to 5 years old who are Fairfax County or Fairfax City residents. To determine the early childhood assessment site to contact please call 571-423-4121.

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Our Early Childhood Identification and Services (ECID&S) program identifies children with potential special education needs and educates the community about child development and the importance of early intervention. Child Find is the process of identifying children with potential special education needs as well as educating the community about child development and the importance of early intervention.

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Learn about the 5-4-3-2-1 Early Childhood Tips for Today - New Tips each month!

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Early Childhood Programs & Services | Neighborhood and Community Services

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Fairfax County, Virginia - The Office for Children is dedicated to the care, education and healthy development of children, from birth through elementary school age. We collaborate with early care and education professionals, families, schools and community partners to help childre

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AART_Alexandria All Sites (English  Spanish)

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The Early Literacy Program is a free interactive, parent and child program. Helping parents become active partners in their child's education.

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Home Instruction for Parents of Preschool Youngsters (HIPPY)

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Home Instruction for Parents of Preschool Youngsters (HIPPY)

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Empowering Parents, Educating Children, Investing in the Future

Home Instruction for Parents of Preschool Youngsters (HIPPY) partners with parents to prepare their children for success in school. With HIPPY, parents build on their capacity to be their child's first teacher and strengthen the parent-child relationship.

HIPPY is a free program for parents of preschoolers who are two, three, or four years old and who want to instruct their children at home. Parents will learn to engage their children in activities related to:

Parents meet with a HIPPY-trained instructor for an hour each week, October through May. Meetings take place with a small group of parents virtually or at a central location.

Parents receive:

Age-appropriate activity packets to use with their children at home

Nine story books

A set of 20 geometric shapes

Other supplies

HIPPY instructors are members of the communities they serve. Their knowledge of the community allows them to connect with parents, understand the challenges they face, and develop a trusting relationship with them.

You may enroll in HIPPY by telephone if:

You reside in Fairfax County.

Your child has celebrated a second, third, or fourth birthday before the start of the program (September 30).

Your child is not already enrolled in Head Start.

FInd out more about Early Childhood opportunities.

This site requires JavaScript to be enabled in order to run.

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Home Instruction for Parents of Preschool Youngsters (HIPPY) Program

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HIPPY is a free program for parents of preschoolers aged 2-4 who want to instruct their children at home.

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Help your child get ready to succeed in school by reading 1,000 books with them before kindergarten! Each book you read counts, including every reread favorite and book you hear in storytime! Studies have shown that families who start reading aloud to their children at birth help strengthen their language skills and build their vocabulary.
How the 1,000 Books Before Kindergarten Program Works

1. Any child who hasn't entered kindergarten yet is eligible for the program, including infants.

2. Go to fairfaxcounty.beanstack.org or visit your local library branch to register for the program. We encourage you to use a paper reading log to include children in the fun. Make sure to display reading logs in a special place so children can see their progress.

3. Track your reading. At the following milestones, return to any Fairfax County Public Library branch to receive a prize.

25 Books | 100 Books | 250 Books | 500 Books | 750 Books | 1,000 Books Need help using Beanstack? Watch our tutorials.
Questions? Email LibEarlyLiteracy@fairfaxcounty.gov.

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FCPL Curated Content: Early Literacy: 1,000 Books Before Kindergarten

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Early literacy is what children know about communication, language-verbal and non-verbal-reading and writing before they can actually read and write.

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Education Begins at Birth

From the time a child is born, he or she is learning and taking in valuable lessons from the environment. In the early years, the child typically learns from parents, family members and other engaged caregivers. From birth to age five, children are exposed to the skills necessary to begin school ready to learn in the classroom. The goal for preschool-aged children is for them to be ready to enter kindergarten. Virginia provides resources to help families, caregivers and communities prepare them for successful entry into kindergarten.
Use the topics below to find information about programs and services for children from birth to age five or use the menu of topics on the right. Both lead to information helpful for understanding how to support Virginia's children for kindergarten success and beyond. Information on these pages also includes resources and strategies for early childhood professionals to help provide Virginia's early learners with high-quality education and experiences. Families may also find these resources helpful.
Ready for Success

School Readiness - acquiring skills for kindergarten

School readiness describes the capabilities of children, families, schools and communities that promote student success in kindergarten and beyond. All four components play an essential role in developing school readiness.

High-Quality Preschool

Preparing children for kindergarten and beyond

Virginia public schools operate certified preschools programs. Virginia also certifies preschool programs operated by accredited private schools. Use this site to find accredited preschools.

In addition, Virginia is working to improve quality and expand access to preschool programs for at-risk, low-income and special-needs children.

More about Preschool Programs

You may also be interested in the curriculum, tools and strategies used by preschool teachers

Children with Disabilities

Meeting each child's unique learning needs

Children with special needs who have experienced support early in life do better in future settings. Programs are available in all Virginia localities for children with disabilities or developmental delays, including:

Early Intervention - birth-age 2,

Children ages 2-5, and

Children as they transition into preschool and on to kindergarten.

More about Special Education and Early Intervention

Quality Child Care

Parents' guide to finding safe, quality child care

The Child Care VA provides information on a variety of child care areas including licensing, laws and regulations, and child care options and guidance.

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For Families | Virginia Department of Education

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From the time a child is born, he or she is learning and taking in valuable lessons from the environment. In the early years, the child typically learns from parents, family members and other engaged caregivers. From birth to age five, children are exposed to the skills necessary to begin school ready to learn in the classroom.

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Teaching, Learning & Assessment " Early Childhood Care & Education

Preparing Children for Kindergarten and Beyond

Quality Preschool Education in Virginia

For young children, preschool is often the first opportunity for observation of school-readiness activities and skills. High-quality preschool programs provide a foundation for learning and prepare students for success in kindergarten and beyond. School-readiness activities in high-quality preschools focus on physical, motor and social and emotional development.

Video: High-Quality Preschool Seen Through the Eyes of a Child

In addition to preschool programs operating through public schools, Virginia certifies preschool programs operated through accredited private schools. Find Virginia certified preschools. Locate Virginia public school divisions and schools.
Virginia provides resources to improve the quality and expand access to preschool programs for at-risk and special-needs children.
Preschool Programs for At-Risk Children

VPI is a program that distributes state funds to schools and community-based organizations to provide high-quality preschool programs for at-risk four-year-olds not served by Head Start. The purpose of the program is to reduce disparities among children entering kindergarten and to reduce or eliminate those risk factors that may lead to early academic failure.

Head Start and Early Head Start are federal programs that promote school readiness for children birth to age five. Head Start is a child-centered, family focused, comprehensive and community-based program providing high quality services to promote academic, physical, social and emotional development for income-eligible children and their families. Local Head Start programs are funded directly by the federal Office of Head Start. Also visit Virginia Head Start Association.

Special Education for Preschool-Aged Children

Early Childhood Special Education provides services for preschool-aged children from age two through five with identified disabilities or developmental delays. Educators, along with the child's family, develop an individualized education program (IEP) with goals and objectives to meet the child's developmental needs.

Additional Resources

Also refer to Early Childhood Standards & Instructional Supports for early childhood professional standards, instruction practices and professional development resources.

Outside Resources

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Preschool | Virginia Department of Education

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Teaching, Learning & Assessment " Early Childhood Care & Education For young children, preschool is often the first opportunity for observation of school-readiness activities and skills . High-quality preschool programs provide a foundation for learning and prepare students for success in kindergarten and beyond.

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Disclaimer

The child care programs in this database have a valid Fairfax County permit or State license on the date of the search. Updates to the database are made when information is made available to the Office of Children. Inclusion in the database does not represent an endorsement by Fairfax County. Screening child care programs and selecting child care is a parental responsibility.

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Disclaimer The child care programs in this database have a valid Fairfax County permit or State license on the date of the search. Updates to the database are made when information is made available to the Office of Children. Inclusion in the database does not represent an endorsement by Fairfax County.

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Fairfax County, Virginia - The Infant & Toddler Connection of Fairfax-Falls Church provides evaluations and early intervention services for infants and toddlers (up to age three) who have a developmental delay or a diagnosis that may lead to developmental delays.

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Browse our collection of books about Early Childhood here:

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Browse our collection of books about Early Childhood here:

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FRC Book Pack-Getting Ready for Kindergarten

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FRC Book Pack-Getting Ready for Kindergarten

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Webinar-Social Emotional Milestones in Early Childhood

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Webinar-Social Emotional Milestones in Early Childhood

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Social Emotional Milestones in Early Childhood

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Webinar-How Screen Time and Sleep Impact Early Childhood Development

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Webinar-How Screen Time and Sleep Impact Early Childhood Development

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How Screen Time and Sleep Impact Early Childhood Development

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Webinar-Early Childhood Language at Home Making the Most of Daily Routines

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Webinar-Early Childhood Language at Home Making the Most of Daily Routines

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Early Childhood Language at Home  Making the Most of Daily Routines

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Helping Preschoolers Cope with Separation Anxiety

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Helping Preschoolers Cope with Separation Anxiety

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Separation Anxiety in Preschoolers | Parenting Tips & Advice

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Learn more about separation anxiety in preschoolers on PBS KIDS for Parents. Separation anxiety is a normal part of child development, especially during preschool transition.

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Book Recommendation-More than Words: A guide to helping parents promote communication and social skills in children with autism spectrum disorder

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Book Recommendation-More than Words: A guide to helping parents promote communication and social skills in children with autism spectrum disorder

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How to get started? What might we expect?

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How to get started? What might we expect?

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Referral

Your family's journey within Virginia's early intervention system begins with a referral to one of the forty local systems that together form the Infant & Toddler Connection of Virginia. Some families make their own referral to the local system. For other families, the referral is made by a physician or a hospital.

Depending on the size of the system, the first person you speak with might be an intake coordinator, a service coordinator-or even the manager for the entire local system! Whoever you speak to, she or he will know a lot about early intervention and be happy to answer your questions.

Intake

It's very likely that you will schedule your first face-to-face appointment during your referral call. This first face-to-face appointment is called an intake appointment. Most often, the intake appointment will be held at your home (or another place of your choosing). The intake appointment provides an opportunity for you to learn more about the local early intervention system and for the system to learn more about your child and family.

Procedural Safeguards

Parents and caregivers have certain rights when they receive services provided by the Infant & Toddler Connection of Virginia. These rights are referred to as procedural safeguards. You will hear this term often-starting at the intake visit. While there are lots of forms to review, sign and date, and plenty of boxes to check and initial, these safeguards are in place to ensure that you-the child's parent or caregiver-are kept fully involved and informed throughout your family's time in early intervention.

Eligibility

Provided that you've given your permission, the local early intervention system will determine whether or not your child is eligible to receive early intervention supports and services in Virginia.

A child is eligible for early intervention if he or she is developing differently or more slowly than other children or has a health condition that will affect development. Your intake or service coordinator will gather the information and people needed to determine if your child is eligible. Early Intervention services are available for eligible children until their 3rd birthday.

Assessment for Service Planning (ASP) And the Individualized Family Service Plan (IFSP)

If your child and family are eligible to receive services from the Infant & Toddler Connection of Virginia, your service coordinator and a team of professionals will conduct an assessment of your child to identify how she or he is functioning in a number of key developmental areas. This is called assessment for service planning, or ASP. Using the information gathered during the assessment, the team-which includes you as the parent or caregiver-will then develop a plan based on your child's needs and what's important to you. You and your team will decide how everyone will work together to reach your family goals. This plan is called the Individualized Family Service Plan, or IFSP.

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How do we get started? What might we expect? - Infant & Toddler Connection of Virginia

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Your family's journey within Virginia's early intervention system begins with a referral to one of the forty local systems that together form the Infant & Toddler Connection of Virginia. Some families make their own referral to the local system. For other families, the referral is made by a physician or a hospital.

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Planning Your Child's Move from Early Intervention (EI) to Preschool

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Planning Your Child's Move from Early Intervention (EI) to Preschool

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The ARC of Northern Virginia Path Program

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The ARC of Northern Virginia Path Program

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What is New Path?
New Path is a program of The Arc of Virginia. New Path provides understanding and compassionate peer to peer support to empower, educate and connect families through Early Intervention, transition from Part C to Part B or until other services in community have provided support to the family and child(ren).

New Path is a family support network to guide you on this new journey to help your child(ren) meet their developmental milestones. At times, this journey can become overwhelming but we are here to help. New Path is here to provide you with individualized resources and support that may improve your family's quality of life.

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Why New Path?

Our Mission is to help those in need. New Path builds on families' commitment to learn and connect by providing support and resources. We strive to assist families in order to empower them to be the best teacher for their child. We invite you to come join us as you begin your New Path. Click HERE to see our monthly Newsletter.

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Where is New Path located?

We are here for you no matter where you live in Virginia.

In the new world of virtual living, New Path is available to talk by phone, zoom, skype, or any other platform you are most comfortable with. We are also available through texts and emails any time of the day.

If you are thinking of moving to Virginia and need more information about support and resources available, please do not hesitate to reach out.

New Path is a program of:

Promoting and protecting the human rights of people with or at risk of developmental delays/disabilities and supporting their full inclusion and participation in the community.

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What is New Path? New Path is a program of The Arc of Virginia. New Path provides understanding and compassionate peer to peer support to empower, educate and connect families through Early Intervention, transition from Part C to Part B or until other services in community have provided support to the family and child(ren).

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The Care Connection for Children program is part of a state-wide network that helps families coordinate community and education resources with medical expertise to ensure that children with special health care needs can reach their maximum potential.

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Centers for Disease Control and Prevention

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From birth to 5 years, your child should reach milestones in how he plays, learns, speaks, acts and moves. Track your child's development and act early if you have a concern.

Act Early Ambassadors work to integrate LTSAE across the country.

A federal effort to encourage healthy child development.

Here you'll find the agency to contact in your state if you have a concern about your young child's development.

See how others help their communities "Learn the Signs." and "Act Early."

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free materials to track child development

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free materials for early care and education

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"Learn the Signs. Act Early." has FREE child development tools

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Use CDC's "Learn the Signs. Act Early." tools to track and celebrate children's developmental milestones from 2 months to 5 years and learn what to do if you ever have a concern.

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Concerned About Development? How to Get Help for Your Child

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Concerned About Development? How to Get Help for Your Child

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Helping Your Pre-Kindergartner Get Ready for Kindergarten

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Helping Your Pre-Kindergartner Get Ready for Kindergarten

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Moving from Preschool to Kindergarten from the Autism Society

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Moving from Preschool to Kindergarten from the Autism Society

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Walking away when your child doesn't want you to go feels terrible. Kids make it pretty clear that they don't like it, either. Their tears, pleas and clinging hands stay with you even after you've said your goodbyes.

A clingy phase is something many parents face in the early years. It's a typical stage of development that tends to start when kids are still babies, around age one, says Stephanie Schwartz, PsyD, a clinical psychologist at the Child Mind Institute. "It really reflects the fact that babies have developed strong attachments with their caregivers," Dr. Schwartz explains. "These are the people who feed them and bathe them and play with them, so they notice when they're handed off to an extended family member, babysitter or friend. And it's normal that they're alarmed by that."

Kids experiencing panic when they're in new situations or with new people is sometimes called stranger anxiety, and it can last for a couple of years. It does tend to fade as kids get older, but Dr. Schwartz says it's common for toddlers and school-age children to still face some difficulty with separation.

Crying, clinging and tantrums can all be pretty typical reactions to separating from parents. Most kids will start to get comfortable after an adjustment period. Time spent "warming up" to get used to the new place or person helps, especially if kids are doing something fun. Repeated exposure helps, too.

Prepare your child. Before a separation is going to happen, let your child know what to expect. Highlighting things that you think your child will enjoy about the situation - like getting to play with friends or eat birthday cake - can help put a positive spin on things.

Dr. Schwartz also recommends being as transparent as possible about when you'll be coming back. "Don't say you're going to be back in five minutes if it's going to be five hours," says Dr. Schwartz. "I think it's important to build that trust - a child learns to trust a parent when they say what a situation is going to be and then they follow through with that."

Have a goodbye ritual. Rituals are reassuring, to kids and adults alike. Dr. Schwartz recommends getting kids involved in creating the routine, because it can make it more fun for them. But she stresses that any goodbye ritual should be short. "Try to keep the moment of separation as brief as possible. Dragging it out tends to make it more difficult." A good routine might be something simple like a kiss and a hug and saying, "Have a great day!"

Practice separating. Like anything else, kids will get better at separating with practice. What this looks like can depend on what makes your child anxious. If your child doesn't like when you leave the house, you can help them practice separating by going to check the mail or taking the garbage out. You can work up to running an errand like going to the drug store while a friend watches them, suggests Dr. Schwartz. "Gradually practicing separating in small doses can help your child build up the feeling of being able to accomplish it. Starting small can be a very useful tactic," she advises.

Validate how they feel. Having a caretaker leave can feel genuinely scary to kids, so you don't want to downplay that. Instead, try to let your child know that you can see and appreciate how they are feeling. You can pair your validation with some encouragement. "At the same time you want to communicate confidence in their ability to do hard things," Dr. Schwartz says. So you might say something like, "I hear that you're really scared about going back to school tomorrow and I totally get it. But I also know you can do it even though it's really hard for you."

Reinforce bravery with rewards. You can help motivate your child by setting a goal and letting them know that they will get a reward for accomplishing that goal. For example, maybe your child could get a reward for doing their goodbye ritual and going into the classroom calmly and quickly. Rewards can be tangible or intangible - and they don't have to be something over the top, like actually giving kids ice cream for dinner. Think about what's motivating to your child - it might be something as simple as a sticker. A good intangible reward might be earning a privilege they don't normally have or doing something special with a parent or sibling.

Enlist help. Teachers or babysitters can play a role in helping kids adjust to their new situation. They might say something motivating like, "I have a surprise for you in my pocket as soon as you say goodbye to your mom," or, "There's something special I need you to help me with as soon as we get inside the classroom."

Setting a clear boundary about what is and isn't a parent space can be helpful, too. Some schools expect parents to say goodbye to their kids at the entrance or just outside the classroom. This lets kids (and parents) know what to expect, which can make the transition a little easier.

Some kids struggle with separating from a parent at home - and it might be just one of their parents. "It's pretty common for kids to be more clingy with one parent," says Dr. Schwartz. "There often is a primary caregiver and sometimes kids cling to that caregiver and sometimes they cling to the other." This obviously might cause some hurt feelings, but it can help to remember it's a phase that lots of kids go through.

It's important for both parents to be on the same page about how to respond. So if a child is saying, "I only want Mommy for bath time," Dad might say, "I know that you want Mom, but she can't do bath time tonight. Dad is doing bath time tonight." And then Mom needs to back that up - "I know you want me but tonight it's going to be Dad."

The asked-for parent might feel guilty saying no - especially if they technically could be helping out at bath time - but giving kids practice separating is important, and so is setting aside special time for your child to just be with their other parent.

Some kids continue to have serious trouble separating from their caregivers, even after they've had plenty of time to adjust. These kids might have something called separation anxiety disorder, which is the most common anxiety disorder in young kids.

When psychologists are diagnosing separation anxiety disorder, they look at three main things:

Intensity: How severe is the child's anxiety? Kids with separation anxiety disorder experience anxiety that is much more intense than is typical. For example, instead of just crying during a goodbye they might be hysterical and screaming.

They might have difficulty separating at home, too. Dr. Schwartz says, "A lot of times kids with separation anxiety disorder seek out their parents to sleep with them or need a parent to sit with them at least while they fall asleep. Or maybe they won't go upstairs to get something they forgot from their room while their parent is downstairs."

Frequency: Does it happen every time? If a child has the same panicked reaction pretty much every time and it doesn't get better after several weeks, that could be a sign. Dr. Schwartz notes that kids with separation anxiety disorder may also have a reemergence of symptoms throughout the day, even after having calmed down previously, because they're still thinking about their caregiver.

Impairment: How is their anxiety getting in the way? If a child is so anxious that their fears are stopping them from doing the things they need or want to do, that's a big sign they need help.

For parents one of the hardest parts of having a kid who doesn't want to separate is dealing with your own guilt and worry that you're causing your child pain. Dr. Schwartz likes to tell parents that "Feeling anxious in and of itself isn't dangerous or harmful, it just feels uncomfortable. We are building up their coping skills and their ability to tolerate challenging moments."

Finally, if you notice you're having a hard time managing your own anxiety, this is a good time to fall back on your own set of coping skills.

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How to Separate From Clingy Kids - Child Mind Institute

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It's normal for young children to get upset when they have to separate from caregivers. Here's how to help them cope with anxiety and make goodbyes easier.

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Virginia Breastfeeding Friendly Early Care Recognition

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Book Recommendation: The Invisible String

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Book Recommendation: The Invisible String

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HIPPY and Early Literacy Programs-Korean

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Educational resources to support our youngest learners, from birth to five Explore strategies, recommendations, and professional development resources to help you promote children's development. Check out the latest update EXPLORE THE SITE Foster Core Skills Explore what children's skills look like, and learn ways you can support them with your everyday interactions see the core [...]

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Signs of hearing loss in children, youth and adults.

Find a Professional Through ASHA ProFind

Children

Lack of attention to sounds (birth-1 year)

Does not respond when you call his/her name (7 months-1 year)

Does not follow simple directions (1-2 years)

Shows delays in speech and language development (birth-3 years)

Pulls or scratches at his/her ears

Difficulty achieving academically, especially in reading and math

Socially isolated and unhappy in school

Persistent ear discomfort after exposure to loud noise (regular and constant listening to electronics at high volumes)

What Parents Can Do

See an audiologist if your child did not pass the newborn hearing screening

See an audiologist if you have any concerns about your child's hearing (some hearing losses can begin months or years after birth)

Ask your audiologist about the need for hearing aids or cochlear implants

Adults

Inattentiveness

Buzzing or ringing in their ears

Failure to respond to spoken words

Persistent ear discomfort after exposure to loud noise (regular and constant listening to electronics at high volumes)

Muffled hearing

Constant frustration hearing speech and other sounds

Avoids conversation

Social isolation

Depression

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Signs of Hearing Loss - Identify The Signs

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Know the Signs of Hearing Loss Signs of hearing loss in children, youth and adults. Children Lack of attention to sounds (birth-1 year) Does not respond when you call his/her name (7 months-1 year) Does not follow simple directions (1-2 years) Shows delays in speech and language development (birth-3 years) Pulls or scratches at his/her...

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Signs of common speech and language disorders in adults and in children from birth to 4 years of age, an important stage in early detection of communication disorders.

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Children: Signs of a Language Disorder

Does not smile or interact with others (birth and older)

Does not babble (4-6 months)

Makes only a few sounds or gestures, like reaching (7-9 months)

Does not understand what others say (10 months - 2 years)

Says only a few words (19 months - 2 years)

Does not put words together to make sentences (19 months - 3 years)

Speaks using words that are not easily understood by others (3-4 years)

Has trouble with early reading skills, like pretending to read or finding the front of a book (4-5 years)

What Parents/Caregivers Can Do

Listen and respond to your child.

Talk, read, and play with your child.

Talk with your child in the language you are most comfortable using.

Know that it is good to teach your child to speak a second language.

Talk about what you are doing and what your child is doing.

Use a lot of different words with your child.

Use longer sentences as your child gets older.

Have your child play with other children.

Children: Signs of a Speech Sound Disorder

What Parents/Caregivers Can Do

Say the sounds correctly when you talk-and know that it is okay if your child makes some mistakes with sounds.

Avoid correcting your child's speech sounds-it is more important to let your child keep talking.

Children: Signs of Stuttering (Disfluency)

Repeats first sounds of words-"b-b-b-ball" for "ball"

Stretches sounds out-"ffffff-farm" for "farm"

Shows frustration when trying to get words out

What Parents/Caregivers Can Do

Give your child time to talk.

Avoid interrupting, stopping, or telling your child to slow down while they are speaking.

See an ASHA-certified speech-language pathologist (SLP) if you are concerned.

Children: Signs of a Voice Disorder

Loss of voice

Uses a hoarse or breathy voice

Speaks with strain and effort

What Parents/Caregivers Can Do

See a doctor if your child sounds hoarse or breathy.

Tell your child to avoid shouting and screaming.

Make sure that your child drinks water throughout the day.

Include quiet time/voice rest during the day.

Adults: Signs of Speech and Language Disorders
Note: If you or someone you know are experiencing any of these signs, especially for the first time, seek out the services of your medical provider and an ASHA-certified speech-language pathologist.

Has problems saying sounds correctly

Uses slurred or slowed rate of speech

Has problems coordinating mouth or speech movements

Has difficulty imitating speech sounds

Struggles to get out sounds or words

Repeats sounds, words, or parts of words

Experiences changes in voice (e.g., hoarse, raspy, breathy, nasal, or low-volume voice)

Has trouble thinking of the words they want to say

Has problems expressing what they want or need

Speaks in short, fragmented phrases

Says words in the wrong order

Has trouble following directions or conversations

Has difficulty understanding what others say

Has new trouble reading, writing, spelling, or using numbers

What Communication Partners Can Do

Give the person time to communicate (rather than guessing or trying to finish their sentences).

Focus on understanding a person's message rather than stopping conversation to correct a word or pronunciation.

Ask the person or their care partner how they best communicate.

Ask the person if they want help communicating before giving that help.

Use other forms of communication when needed (e.g., gestures, pen and paper, text to talk, augmentative and alternative communication devices).

Let the person know when you have trouble understanding them. Avoid pretending to understand.

If you still don't understand, ask yes or no questions. Or ask them to point or write/draw.

Talk in quiet areas with no distractions.

Keep information short and simple but adult. Don't "talk down" to the person.

Break down directions into small steps. Repeat directions or key information as needed.

Using written words or pictures to help. For example, post pictures or write down the steps for how to prepare a simple meal.

Give choices instead of asking an open-ended question. For example, "Do you want coffee or juice?" instead of "What do you want to drink?"

Pause to let the other person think about what you've said.

Check with the person to make sure that they understand you.

Keep your voice at a normal level. You do not need to speak louder unless the person asks you to.

Help the person seek out the services of an ASHA-certified speech-language pathologist.

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Signs of Speech and Language Disorders - Identify The Signs

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Know the Signs of Speech and Language Disorders Signs of common speech and language disorders in adults and in children from birth to 4 years of age, an important stage in early detection of communication disorders. Children: Signs of a Language Disorder Does not smile or interact with others (birth and older) Does not babble...

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Dyslexia in Preschool: 4 Signs You Might See

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Dyslexia in Preschool: 4 Signs You Might See

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Even before kids start reading, you may be able to spot signs of dyslexia. That's because dyslexia can affect language skills that are the building blocks for reading. Here's what you might see in preschool-age kids.

1. Speaking like a younger child

Delayed language development is often one of the first signs of dyslexia. Your child may mispronounce a lot of words, like saying "aminal" instead of "animal." At school, your child may not talk as much or may not know as many words as other kids do.

2. Calling things by the wrong name

Dyslexia affects the way the brain processes language, including trouble coming up with the right word. Your child may hand you a spoon when you ask for a fork. At school, your child may struggle with learning and naming numbers, colors, and the letters of the alphabet.

Your child may have trouble filling in the rhyming word in nursery rhymes (like "One Two, Buckle My ____") and may have even more trouble making up new rhymes. At school, your child may not recognize rhyming words like dog, log, and hog.

4. Not following directions

Kids with dyslexia often have trouble following directions that have multiple steps. They may only "hear" the first or last few words. You may ask your child to put on shoes and a jacket, but your child only gets a jacket. At school, your child might need to be reminded a lot about classroom rules and routines.

About the author

About the author

The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

Sheldon H. Horowitz, EdD is senior director of learning resources and research at the National Center for Learning Disabilities.

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Dyslexia in preschool: 4 signs you might see

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What does dyslexia look like in preschool and pre-K children? Here are dyslexia signs you might see in 4-year-olds.

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How to support your child's communication skills

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How to support your child's communication skills

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How to Support Your Child’s Communication Skills

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Strategies to help parents and caregivers understand baby communication and support communication skills in young children.

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Transition for Early Intervention to Early Childhood Special Education Services

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Transition for Early Intervention to Early Childhood Special Education Services

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10 Basics of the Special Education Process

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10 Basics of the Special Education Process

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AAC Communication Consideration Flow Chart

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AAC Communication Consideration Flow Chart

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Assistive Technology for Infants, Toddlers, and Young Children with Disabilities

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Assistive Technology for Infants, Toddlers, and Young Children with Disabilities

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Young Children with Disabilities

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Is My Child Eligible for Special Education and Related Services?

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Is My Child Eligible for Special Education and Related Services?

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RELATED SERVICES?

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The Virginia Family's Guide to Special Education

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The Virginia Family's Guide to Special Education

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Requesting an Evaluation for Special Education Eligibility

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Requesting an Evaluation for Special Education Eligibility

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Basics of the Early Intervention Process

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Basics of the Early Intervention Process

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"Strategies Are The Secret To Learning" Tony Robbins
There are many ways to teach speech and language but we think it is important to remember that the goal should be to teach spontaneous language. So all the strategies we discuss will be part of a responsive conversational style and be real or authentic to conversation. They will be for the facilitator (most often the adult) to use. There should be a purpose or strategy applied to each and every thing we communicate or 'say' when teaching language. This extra 'dose' of language facilitation is what transitions ordinary talking or language stimulation to specific language teaching/ or speech-language intervention.

Recasts serve to add or correct information without obstructing the natural flow of communication. Recasting is another form of modelling. The recast occurs when the facilitator modifies a learners utterance by adding new or different grammar (syntactic) or word meaning information (semantic) information. Think of it as the facilitator repeating the 'Right Thing' or a 'New Thing'.

How to use Recasts
Use them Frequently
Emphasize with loudness and pause time the corrected or new information Do Not Make the learner repeat (repetition may happen naturally but repetition is not a
requirement of this strategy and should not be expected)

"want cookie"

"I love cookies, my favorite are chocolate chips" OR"I want the cookie please"

"he walket in"

"yes,he WALKED in"

"boy are playing"

"wow, the boy is playing ball"

I want read.

"oh you want TO read." ORWhat do you want to read?"

*If you want practice, think of your own examples. The more we think and plan our language facilitation strategies, the easier they are to use.

**Keep in mind it does not matter HOW a learner says the message- The message can be through spoken speech, No Tech Symbols, AAC devices/apps

The Sum of Language facilitation Strategies Works Best and We Can Keep Adding More:

Resources to Learn More About Language Facilitation Strategies

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RECASTING: A LANGUAGE FACILITATION STRATEGY

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"Strategies Are The Secret To Learning" Tony Robbins There are many ways to teach speech and language but we think it is important to remember that the goal should be to teach spontaneous language. So all the strategies we discuss will be part of a responsive conversational style and be real or authentic to conversation.

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Why Use AAC for Toddlers or Children? - Speech And Language Kids

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Why Use AAC for Toddlers or Children? AAC devices are augmentative/alternative communication systems that allow a person to communicate with those around them without speaking. There are many different types of AAC but the most common are high-tech AAC Devices that allow a person to push a button to speak a message.

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What is AAC?

Augmentative and alternative communication (AAC) includes all forms of communication (other than speech) that are used to express thoughts, needs, wants, and ideas. When we communicate we often use methods to either augment (add to) our message or as an alternative to speaking. Facial expressions, gestures, symbols, pictures, and writing are everyday examples of AAC forms.

Individuals with complex communication needs may rely on many forms of AAC. AAC can supplement existing speech or be a primary mode of communication. Using AAC may increase social interactions, participation in educational settings, community and work settings and overall expression and independence. AAC ranges from no tech to high tech supports and can be accessed in a variety of ways.

Downloadable version of AAC Continuum

"My daughter learned, from experience with well-intentioned professionals and us as her parents, that AAC is how we tell her what to say when we want her to say it. ... It wasn't until we modeled a core word vocabulary across the day, echoing back to her what she was telling us (You are telling me to STOP. You are saying you're FINISHED. I can see you LIKE that!) that she began to believe that AAC could be HER voice, not mine."

Erin, Mom to Maggie with Angelman Syndrome, CVI and more, age 10

There are many myths around AAC, the truth is that AAC can be used by anyone at any age to support communication. To learn more about some of the common myths related to AAC, check out this 2-minute video, 5 Common AAC Myths, by Life Skills 2 Learn.

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effective strategies for students with learning and behavior problems

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positive behavioral interventions and supports

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AAC - Virginia's Assistive Technology Priority Project

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Virginia Department of Education is committed to providing all students the best possible education, in collaboration with the Training and Technical Assistance Center at Old Dominion University, we have developed a series of modules that relate to 25 strategies of proven effectiveness. Each module contains precise information on the use of a specific strategy.

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The VCU-ACE Just the Basics course is designed to help early childhood educators learn more about best practices, the characteristics of Autism Spectrum Disorder, strategies designed to support young learners with ASD, and how to assess strengths and needs in order to design a personalized learning path for your professional development.

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Helping Children with Disability Learn skills: Practical Strategies

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Helping Children with Disability Learn skills: Practical Strategies

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Helping children with disability develop skills

This article takes you through 3 practical strategies for teaching skills to children with disability:

instructions: teaching by telling

modelling: teaching by showing

teaching step by step.

Teaching skills to children with disability is an important job, and getting support can help you feel confident about it. The professionals who work with your child will probably have great ideas and strategies for helping your child learn.

Choosing skills to teach to children with disability

If you choose appropriate skills to teach to your child, it can motivate your child, build their confidence and make it more likely that they'll learn successfully.

Appropriate skills are skills that your child:

is physically and intellectually capable of learning

wants to learn

will benefit from - for example, skills that will help them be more independent.

When you work out what skills to teach your child, you can choose the right strategy to help them learn.

Your child is likely to learn more successfully if you focus on teaching only one thing at a time. For example, a child with cerebral palsy might use a lot of physical and mental energy just to sit upright in a chair, so it can be hard for them to learn anything else while sitting.

Instructions: teaching by telling

This is helping your child learn by explaining what to do or how to do it. This strategy works best if you plan the learning before you start.
Before you start

Think about how long your child can concentrate for and whether they can do the task in that time.

Make a simple plan of the task you want your child to learn. If the task involves several parts, break down your instructions into a series of simple steps.

Think about how to explain exactly what you want your child to do. For example, say, 'Clean your teeth, and then get dressed for school', rather than 'Get ready for school'. Try starting with 1-2 specific instructions, and then add more steps.

If your child has trouble understanding words, you could use a poster or pictures to explain what you want your child to do.

As you go

Make sure you've got your child's attention.

If your child can make eye contact, encourage your child to look at you while you speak.

Use language that your child understands. Keep your sentences short and simple, and keep checking that your child has understood.

Tell your child exactly what you want them to do. For example, 'Put your clothes in the hamper' is clearer than 'Don't leave your clothes on the floor'.

Aim for a calm and positive tone of voice. Your child can be distracted if you sound frustrated or upset.

Allow plenty of time (up to one minute) for your child to respond, and then give plenty of praise when your child follows your instruction. Say exactly what your child did right.

As your child learns, give fewer instructions and prompts, until you can phase these out completely.

When instructions aren't working
Children might not follow instructions for many reasons. For example, they might not understand. They might need more opportunities to practise before they can do what you're asking them to do. They might be tired or distracted. Or they just might not want to do what you're asking.

You can try watching your child to work out why they're not following an instruction and whether you could change things to help them. For example, is it a practical task that you could model for your child? Is it a complex task that needs to be broken down into smaller steps? Or could you try again in a few days or at a different time of day?

You can help your child learn successfully by reducing distractions and making sure that the environment is set up for your child to learn. It's also important to keep an eye out for when your child is losing interest or getting tired.

Modelling: teaching by showing

Teaching your child by showing them what to do is called modelling. For example, you're more likely to 'show' rather than 'tell' your child how to pack toys away, wash up a cup or feed a pet.

You can also use modelling to help your child learn how to interact with others - for example, asking a teacher for help, or introducing yourself to another person. And modelling is a great way to teach skills that are hard to explain in words, like body language and tone of voice.

Modelling might also be a good option if your child finds it hard to follow verbal instructions or make eye contact with you. Modelling means your child can watch your actions and behaviour as you show them what to do, rather than your face as you tell them.

Modelling might work for your child if they can see and imitate what others are doing.
Before you start

Make sure you've got your child's attention.

Get your child to watch first, and then move slowly so that your child can clearly see what you're doing.

If your child struggles to copy your actions while facing you, let your child sit alongside you, or copy you while watching from behind.

As you go

Break down the task if it's complicated. Start with the easiest part and give your child time to try it before you move onto the next part.

Point out the important parts of what you're doing. For example, 'See how I'm ...'.

Use 'thinking aloud' comments. For example, 'That wasn't quite right - I think I'll try that again'.

Give your child the chance to practise after watching you, and give them prompts to remind them of the steps.

When the task is finished

Repeat the modelling if needed.

Praise and encourage your child.

Give your child plenty of opportunities to practise the skill, including in new places or situations.

It's important not to model behaviour that you don't want your child to learn - for example, giving up when it's hard, or raising your voice when you're angry. You might like to try our ideas for managing stress.

Teaching step by step

Some tasks or activities are complicated or need to happen in a specific order. For these, you can break the task down into smaller steps, and teach your child one step at a time.

For example, here's how you might break down getting dressed:

Get clothes out.

Put on underpants.

Put on socks.

Put on shirt.

Put on pants.

Put on a jumper.

Each of these steps can be broken down into parts as well. For example, you could explain 'Put on a jumper' like this:

Face the jumper the right way.

Pull the jumper over your head.

Put one arm through.

Put the other arm through.

Pull the jumper down.

The idea of step-by-step teaching is to teach one step at a time. When your child has learned the first step, you teach the next step, then the next, and so on. You keep going until your child can do the whole task by themselves. You can use instructions and modelling to help your child learn each step.

A poster or picture cards showing each of the steps can help too.

Teaching with backwards steps
It's often a good idea to teach a complicated task like getting dressed by starting with the last step, rather than the first. This is called backwards teaching.

For example, if you want to use backwards teaching for putting on a jumper, you might help your child put the jumper over their head and put their arms in. Then get your child to do the last step - that is, pulling the jumper down.

Once your child can pull the jumper down, get your child to put their arms through and then pull the jumper down. Go on like this until your child has mastered each step of the task and can do the whole thing.

Most of the time, it's better to teach the last step first. This is because often the most rewarding thing about a job or task is getting it finished. Also, there's more likely to be a natural reward for finishing the last step - for example, 'I finished putting on my shoes, so I can play now'. These natural rewards keep your child motivated.

Helping your child complete the steps
You might help your child by gesturing, reminding them of the next step, or helping physically - for example, putting your hands over your child's hands and guiding them through the movements. You can gradually phase out your help as your child learns the new skill.

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Helping children with disability learn skills: practical strategies

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Practical strategies for helping children with disability learn skills include teaching by telling, teaching by showing, and teaching step by step. Read more.

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Webinar-Social Emotional Wellness: Considerations for Early Learners

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Webinar-Social Emotional Wellness: Considerations for Early Learners

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Social Emotional Wellness: Considerations for Early Learners

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Choosing Caregivers for Children with Special Needs

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Choosing Caregivers for Children with Special Needs

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Social Emotional Wellness: Considerations for Early Learners

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Social Emotional Wellness: Considerations for Early Learners

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Early Childhood Technical Assistance Center

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Early Childhood Technical Assistance Center

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ECTA Center: Practice Guides for Families

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What Parents and Caregivers Can Ask and Do to Help Children Thrive at School

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What Parents and Caregivers Can Ask and Do to Help Children Thrive at School

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Building a lifelong love of learning.

The kindergarten program is designed to encourage and support children's social, emotional, physical and intellectual development. Children are involved in daily learning experiences with speaking, reading, writing, mathematics, social sciences, science, technology, health, music, movement, and art. Kindergarten is offered in all schools and is a full day program. This video provides an overview of the FCPS Kindergarten program.

In helping children learn at home, the parents' primary role is one of encouragement and reinforcement. Parents can provide a variety of "hands-on" learning experiences that allow their children to learn through discovery, support their educational progress, and develop a love of learning. Research indicates that children are more successful in school when their parents are consistently involved in their school lives.

The kindergarten program:

Focuses on daily learning experiences that help children to communicate orally, interact with others, participate in problem-solving activities, and think critically.

Provides opportunities for children to interact with books, identify sounds, rhyme words, and develop letter-sound relationships.

Promotes writing development.

Encourages children to demonstrate mathematical understanding by using real objects as they discuss, investigate, question, and verify.

Enables children to acquire knowledge about themselves as individuals, and as members of a family, a community, and the world.

Offers opportunities for children to observe, explore, experiment, and investigate the world around them.

Utilizes a variety of learning centers and stations to reinforce skills.

Encourages children's creativity and higher-level thinking.

Provides for use of computers and appropriate software.

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Inspiring young learners in the basics of math, reading, writing, health, and the arts.

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Tips for Families