Discovering delays in your toddler's milestones at 16 months can be concerning. Join me on my journey as I share insights, challenges, and tips for navigating developmental delays in toddlers. Let's s

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Rolling over, walking, eating with a spoon, first words, stacking blocks, potty training, there is no shortage of milestones. With every new parent email I got I felt anxious. Was Addie doing these activities? Was she on track? I've heard more times than I can count, don't compare your kiddo(s) to other kids. But I couldn't help but notice when she would have play dates she wasn't where some of the other children were. The other kids were running up the stairs and shooting down the slides and Addie seemed to struggle up the steps. I really tried not to compare her progress, but I was really worried.

At Addie's 16 month check up we learned about ASQ-3 Testing. My fears had been confirmed through testing she was a little behind. She had been tested before, but I suppose since there hadn't really been any signs of concern it hadn't been notably mentioned. But at this appointment my mind began racing, What is this? Is there something more serious going wrong? We hadn't even left the parking lot and I was in a google deep dive. Have you heard of Ages & Stages or ASQ Testing? Addie’s school/daycare & Pediatrician have been testing her through various points in her life. School tests 2x a year, and the Pediatrician has a test at every appointment. I was under the impression that this was a standard test that was done. After talking to a few different people, I have learned that many have not heard of this testing. Because of this I decided to share ours and Addie’s experience with Ages & Stages. That could of course be like I was before where no news is good news, or maybe they don't test everywhere. I'm not a medical professional so of course I can only speak to our experience.

What is ASQ-3 testing? It stands for Ages and Stages and the three stands for the third edition. Basically it is a set of questions around their development. It is categorized by age, and each test has similar and different questions.

Initially she had been on track for the most part, but soon after we switched pediatricians she started scoring lower. Then she had slipped behind in communication and fine motor skills. At that testing they didn't seem too worried. Then the next test she scored even more behind and because of those test scores the pediatrician recommended us to first steps. First Steps is a program the goes along with the ASQ-3 as an early intervention system. The next few weeks were a lot of testing and working with providers.

Hearing that she was behind really frightened me. I couldn't help but wonder had I done something wrong as her mother? Was there something more going on? Was it because she was born early? It wasn't long before this point I had actually been diagnosed with postpartum anxiety, and when I say this did not help in anyway put me at ease. I was full blown consumed with worry, and researched until our first meeting with Jessica. She helped explain the process, and really help us feel at ease. First we filled out a test form, answering questions identical or similar to the test at the pediatrician's office. Next we did several zoom meetings to discuss the ins and outs of the program. The cost, what to expect, the test. As far as cost, they had two options insurance or a share plan where you pay based on your annual income. We started the process in February, in March Laura came to do the official test.

The Testing Process

When Laura came she had a large bag of toys. Addie was very excited, we filled out another test, similar but different than the other ones. She asked us questions while she seemingly played with Addie. Some of the things she looked at was placing a block underneath an item and seeing if Addie could figure out how to get it. There was several others involving blocks, cups, and baby dolls. She asked about her communication, play time, eating habits. Even though it sounds daunting, I felt relieved that if anything potential was going on we were addressing it early.

After we got the results back we were matched with Haley who started working with Addie in April. She is a Developmental Interventionist, but they have several others depending on your toddler's need. The only downside I see to the program is it is birth - three years old. There may be another program for children over three but at this time I am not aware of one.

What's on the test?

We are specifically looking at the 16 month quiz. This is the point that we started at but realistically you could start anywhere. The questions are different for the different ages, and if you decide to test your child in these areas, I would recommend doing it more than once, in more than one type of setting and reaching out to your health care professionals if you have any concerns.

The first page is pretty basic and seems to be the same for each test regardless of age, your child’s information, and your information. Pretty straightforward/standard.

The test we have has 5 categories they test in. ✨Communication ✨Gross Motor ✨Fine Motor ✨Problem Solving ✨Personal-Social

Followed by an overall question section and then the scoring guide. The answers are 3 categories (yes, sometimes, and not yet)

Communication 1. Does your toddler point to, pat or try to pick up pictures in a book? 2. Does your toddler say four or more words in addition to “Mama” and “Dada”? 3. When your toddler wants something, does she tell you by pointing at it? 4. When you ask your toddler to, does he/she go into another room to find a familiar to or object? ( You might ask, “Where is your ball?” Or say, “Bring me your coat,” or “Go get your blanket.” 5. Does your toddler imitate a two-word sentence? For example, when you say a two-word phrase, such as “Mama eat.” “Daddy play,” “Go home,” or “What’s this?” Does your toddler say both words back to you? (Mark “yes” even if her words are difficult to understand.” 6. Does your toddler say eight or more words in addition to “Mama” and “Dada.” I want to add I was told for words they don’t have to be the typical words as we think of words. If your toddler refers to milk as something other than the word milk (for example: ba) but they are doing it consistently. Pointing to a bottle or cup of milk and saying "ba" instead of milk/cup/bottle, then that counts as a word, per my pediatrician. Yours or another professional may not agree with that, but that was what I was told. In addition, I had a mom with a toddler going through a similar situation as Addie tell me that the speech therapist they are using said that some children struggle with the wh sound when you are asking them questions, so if they seem to struggle to answer when you are saying things like “What’s this?” “Where is your ball? Then maybe try re-framing the question. "Could you get your ball? Is this your ball? Is your ball in your room?" Are all examples of re-framing the questions without changing the information.

Try this first words book Question 1: Does your toddler point to, pat, or try to pick up pictures in a book? This question refers to a toddler's ability to interact with pictures in a book. At around 12-16 months, many children start showing an interest in books and may try to touch or point to pictures. It is a positive sign of engagement and early literacy skills.

Why is this important? What is the benefit of them doing this?

Pointing and patting may seem simple enough, but it can hep with language development, cognitive development, fine motor skills, and bonding and interaction. Overall it is indicative of your child developing those literacy skills and and overall expanding their vocabulary.

Tips for encouraging this if they are not yet doing this include:

First try putting a cheerio in front of them at meal time. Point to it and see if they imitate you. They may use their whole hand to 'point' before pointing with only one finger.

When reading with them be sure to show them pointing and talking about different things in the book.

When picking books try selecting age appropriate sturdy board books that may have textures such as Ocean Friends, Under the sea, Outer Space, Sea Touch Feel, Touch Feel Weather. A Busy Board Book is also a great option. Another way to model this behavior is to point out and label items throughout your day. Don't force them to imitate you, they may not be ready just yet.

Question 2: Does your toddler say four or more words in addition to "Mama" and "Dada"?

This one is a little more self explanatory. In general they are looking to gauge how many words your child currently has. The standard is that they words can include common objects, people or actions in their immediate environment. Specifically our pediatrician included non word words. Now by this I mean, specifically using the example she gave us; if there is a common object your child calls the wrong name. Such as a bottle, but instead of saying bottle/drink/cup/ect they say ba when referring to it consistently then that would count. Of course I am not an expert, just a fellow mom. Listen to your health care providers and ultimately do what you feel is right for you and your child above all else. No one knows your child as well as you.

Some common words they may say include: Mama, Dada, Ball, Dog, Cat, Bye-bye, Hi/Hello, No, Baby, Milk, Eat, More, Up, Book, Car, Shoe, Banana, All done, Bird, or Juice.

It's important to note that every toddler's development is unique, and some children may say different words based on their individual experiences and interests. Additionally, the timing of when a child says their first words can vary. If you have concerns about your child's speech and language development, it's always a good idea to consult with a speech-language pathologist or healthcare professional for guidance.

Tips for encouraging this if they are not yet doing this include: reading together, labeling common items throughout the day, face your child and show them how to form the words by saying to words slowly and on every level with your toddler.

Question 3: When your toddler wants something, does she tell you by pointing at it?

Pointing is an important early communication skill. By 14 months, children often start using guestures to draw attention to objections they want as a first sign of communication development.

It is a great non-verbal first step to developing communication.

Why is this important? What is the benefit of them doing this?

Pointing can began promoting that sense of indolence and empowerment. It can also reduce frustration by allowing them to making choices known.

Tips for encouraging this if they are not yet doing this are similar to the tips listen in number 1.

Encourage them to point by putting a cheerio, toy or other object in front of them. Mimick the desired behavior of pointing. Ask them questions about the item. Alternatively you can walk around your house or other areas you can visit and point familiar common objects. Pointing and naming them will help both with their pointing/ fine motor, and communication skills.

Question 4: When you ask your toddler to, does he/she go into another room to find a familiar to or object? ( You might ask, “Where is your ball?” Or say, “Bring me your coat,” or “Go get your blanket.”

This is an important skill because it can demonstrate their communication and comprehension skills.

Tips for encouraging this if they are not yet doing this include: show your child the object such as ball, hold the ball, say ball, hand them the ball, say ball, put the ball slightly out of view and ask, "where's the ball?" Repeat this often and with other objects besides a ball. When going through your normal routine label everyday items as you go. Try to establish designated places for everyday items. Start with objects in the same room before expanding to objects in another room.

Question 5: Does your child imitate a two-word sentence? For example, when you say a two-word phrase, such as “Mama eat.” “Daddy play,” “Go home,” or “What’s this?” Does your child say both words back to you? (Mark “yes” even if her words are difficult to understand.”

Tips for encouraging this if they are not yet doing this include: Label objects, actions, and emotions to help expand their vocabulary. Engage in back-and-forth interactions with your child. Encourage them to take turns by imitating their sounds or words and waiting for their response. When your child attempts to say a word or phrase, expand on it by adding one or two words. For example, if your child says "car," you can respond with "blue car" or "fast car."

Question 6: Does your child say eight or more words in addition to “Mama” and “Dada.”

This is similar to two but just expanded from four to eight. This is important in establishing where they are in terms of how many words they are currently able to say.

Any books for reading with your little one are great; but here a couple of my favorite first word books:

Board Book Sets: My First Library : Boxset of 10 Board Books for Kids, Baby Einstein, Pete the Cat 12-Book Phonics Fun!

First 100 Word Books: First 100 Words, Nature Words, First Spooky Words, First Words of Love, First 100 Christmas Words, First Farm Words.

Our Favorite Sign Language Book: My First Book of Baby Signs

Gross Motor

1. Does your child stand up in the middle of the floor by themselves and take several steps forward?

2. Does your child climb onto furniture or other large objects, such as large climbing blocks?

3. Does your child bend over or squat to pick up an object from the floor and then stand up again without any support?

4. Does your child move around by walking, rather than crawling on their hand and knees?

5. Does your child walk well and seldom fall?

6. Does your child climb on an object, such as a chair, to reach something they want (for example, to get a toy on a counter to to "help" you in the kitchen)?

Question 1: Does your child stand up in the middle of the floor by themselves and take several steps forward?

I'll never forget the first time Addie took her first steps. Many children begin with cautious steps to more confident strides. While Addie started around her first birthday, many children do not start walking till later and both are ok.

Independent walking is a skill that enhances their physical abilities, strengthens leg muscles, improves coordination, and fosters better balance. Moreover, achieving independent walking boosts a child's self-esteem and confidence, empowering them to explore their environment and take on new challenges. To help your child improve their walking skills, provide a stable environment for practice, hold their hands gently during early attempts, and offer supportive and comfortable footwear. Encourage them to cruise along furniture or use push toys to build confidence and stability. Celebrate each step forward and allow them to explore at their pace.

If your child is not yet there though don't feel discouraged. 10 - 11 is considered average, if your child is not standing and walking by 18 months be sure to let your pediatrician know.

Question 2: Does your child climb onto furniture or other large objects, such as large climbing blocks?

We got Addie a nugget to provide a safe space for her to climb, but the tips from one are really the best place to start with time and practice.

Climbing and exploring are essential activities for toddlers, promoting gross motor skill development and enhancing their overall growth. Climbing on furniture or play structures engages various muscle groups, improving strength, balance, and coordination. It also fosters spatial awareness and problem-solving skills, as children learn to navigate their environment safely. Climbing builds a child's self-confidence and independence, as they successfully conquer new challenges. However, safety is paramount during these explorations. To encourage climbing in a secure manner, provide age-appropriate climbing toys or indoor play structures. Supervise your child during climbing activities, and ensure the environment is free from hazards. Engaging in physical play together, such as obstacle courses or playfully crawling through tunnels, can also enhance their climbing abilities and encourage social interaction.

Question 3: Does your child bend over or squat to pick up an object from the floor and then stand up again without any support?

Bending to squat and pick up objects continues to promote independence. As it strengthens leg and core muscles, improving overall gross motor skills and stability. Allowing children to retrieve toys or items they want to play with. Offer age-appropriate toys that motivate them to squat and reach for items at their level. You can try setting up a mini obstacle course, with small toys for them to pick up along the way, or sing a song and dance. We love to sing wheels on the bus, and during the portion where "people on the bus go up and down" we squat. Addie loves this so much and usually mimicks us. Provide toys and objects that motivate your child to squat. For instance, toys that need to be picked up from the floor or low tables that require squatting to access them. While any low toy should work for this, one that Addie loves is the VTech Pop-a-Balls Pop and Surprise Ball Center. Another one of Addie's Favorite is this Melissa & Doug Sunny Patch Giddy Buggy Crawl-Through Tunnel. My Favorite thing about this tunnel is it can fold up and store away flat so it takes up a small amount of space when not in use. The goal is to make squatting a natural part of your child's play and daily routine. By providing a supportive and enjoyable environment, your child will gradually improve their squatting abilities and gain the confidence to explore and interact with their surroundings more effectively.

Question 4: Does your child move around by walking, rather than crawling on their hands and knees?

By 16 months, most toddlers have transitioned from crawling to walking as their primary mode of transportation. Walking is a fundamental skill that sets the stage for further gross motor development. Encouraging walking provides ample opportunities for them to practice their newfound skill, enhancing their coordination, strength, and balance. Offer a supportive and safe environment for independent walking, and avoid excessive assistance. Allow your child to explore and practice walking on their own, which will boost their self-confidence and independence. Celebrate each step they take and provide positive reinforcement to motivate their progress.

Question 5: Does your child walk well and seldom fall?

As toddlers gain confidence in walking, they demonstrate improved balance and fewer falls. Personally I'm a fan of encouraging this barefoot, but if you are out or don't want to do that. Look at shoes that are both supportive and comfortable.When encouraging walking stick to short 10-15 sessions once a day or every other day so that they have regular practice sessions for walking but keep them enjoyable to prevent frustration. With Addie we started with holding her hands, and just working on standing. Once she become more confident in standing we transitioned to encouraging cruising. Which is simply when they use furniture as a guide to move along the house. For us this is an a soft ottoman we have in the living room. We put her on one end of the ottoman and placed a favorite toy, or stood on the other end to encourage her to come to us. With each achievement whether it's simply standing, making a few steps, or actually walking we celebrated each achievement clapping and praising her. Our goal is to continue to boost her self-assurance, and encourage her to continue working towards her goals. Supervise their walking activities to ensure safety and offer gentle support when needed. As with any skill, patience and consistent encouragement are essential for your child's walking progress.

Question 6: Does your child climb on an object, such as a chair, to reach something they want?

Toddlers are natural explorers and will eagerly climb on objects to reach items of interest. While this behavior is a part of their curiosity and independence, it's crucial to ensure their safety during these explorations. To support their vertical reach and exploration, create a safe environment by removing any potential hazards. We got Addie a nugget (foam couch) to explore, but creating a soft place with pillows, or just keeping a close eye when they are climbing is also ok. You don't have to spend money for your child to learn and grow. They important thing is to supervise your child closely when they attempt to climb on furniture or objects, and provide gentle guidance to ensure they do so safely. Encourage their curiosity while ensuring their physical safety. As an anxious mom, I am always so nervous when she climbs on anything

Remember, each child develops at their own pace, and fostering their gross motor development requires patience, support, and encouragement. Engaging in physical play together, offering a safe environment, and celebrating their achievements will help them thrive physically and emotionally.Gross

Fine Motor

1. Does your child help turn the pages of a book? (You may lift a page for them to grasp.)

2. Does your child throw small ball with a forward arm motion? (If they simply drop it, mark not yet)

3. Does your child stack a small block on top of another? (We use wooden blocks but you can use any toy roughly 1 inch in size, small cardboard boxes or even spools of thread.)

4. Does your child stack three or more blocks or toys on top of each other by themselves?

5. Does your child make a mark on the paper with the tip of a crayon, pen or pencil when trying to draw?

6. Does your child turn the pages of a book by themselves? (They may turn more than one page at a time.)

Question 1: Does your child help turn the pages of a book? (You may lift a page for them to grasp.)

Turning the pages of a book is a vital fine motor skill that paves the way for a lifelong love of reading and learning. As your child grasps and flips the pages, they strengthen their finger and hand muscles, improving their dexterity and coordination. This activity also enhances their hand-eye coordination and fosters a sense of independence as they explore the pages of a story on their own.

Tips for Improving this skill:

To encourage this skill, choose sturdy board books with large, colorful illustrations that captivate their attention. Sit with your child during storytime, and when they show interest in turning the pages, guide their hand gently to build confidence. Celebrate their efforts, even if they need assistance, and over time, they'll master this skill with enthusiasm.

Sturdy Board books for this: Nursery Rhymes Board Book, Pete the Cat: Meet Pete, Chicka Chicka Boom Boom, Trucks - Touch and Feel Board Book, Dinosaur Dance!

Any good sturdy board book will work, so if none of these interest look around for one you think your child will like. You can also check your local library.

Question 2: Does your child throw a small ball with a forward arm motion? (If they simply drop it, mark not yet)

Throwing a small ball with a forward arm motion may seem like child's play, but it's a crucial fine motor milestone that helps enhance their hand-eye coordination, muscle control, and spatial awareness. By mastering this skill, your child learns to engage their arm muscles and release the ball with precision, improving their aim and accuracy. To support their development, provide soft and lightweight balls suitable for their little hands. Encourage them to throw the ball to you or at a target, making the activity fun and interactive. Offer positive reinforcement and avoid putting pressure on achieving perfect throws—remember, it's all about the joy of practicing and learning together.

I personally really struggled with encouraging my little one to throw objects, we started with balled up socks, and soft dog toys. We tried multiple objects before she got the hang of it. The balls that come with the pop toys, and a small light up ball were toy I believe she really enjoyed.

This is the one she has : VTech Pop a Ball - Pop & Suprise Center

Small Toys: B. toys by Battat Baby Ball

Not a ball but some more favorites: Pull Toy, Hedgehog.

Question 3: Does your child stack a small block on top of another? (We use wooden blocks, but you can use any toy roughly 1 inch in size, small cardboard boxes, or even spools of thread.)

Stacking small blocks is an exciting way for your child to explore their creativity and fine motor skills. As they place one block on top of another, they learn about balance, stability, and hand control. This activity also boosts their cognitive development and spatial reasoning as they experiment with different stacking patterns and create their structures. Offer a variety of building materials, such as wooden blocks, soft foam blocks, or even small cardboard boxes and spools of thread. Play alongside them and model different stacking techniques, encouraging them to build their structures independently. Celebrate their architectural masterpieces, no matter how simple, and watch their confidence soar.

ABC Wooden Building, Soft Stacking Blocks

Question 4: Does your child stack three or more blocks or toys on top of each other by themselves?

As your child progresses to stacking three or more blocks or toys on top of each other independently, they're taking their fine motor skills to the next level. This milestone signifies their growing hand strength, focus, and problem-solving abilities. By building taller structures, they refine their coordination and learn to overcome challenges as they encounter balance issues. Provide an assortment of building materials in different shapes and sizes to spark their creativity. Encourage them to experiment with various combinations and celebrate their achievements, no matter how precarious their towers may seem. The joy of stacking and knocking down towers repeatedly is an essential part of the learning process.

Melissa & Doug Wooden Building Set

Question 5: Does your child make a mark on the paper with the tip of a crayon, pen, or pencil when trying to draw?

Making marks on paper with crayons, pens, or pencils is an exciting exploration of creativity and self-expression for your child. This fine motor skill helps them develop the precision and control required for writing and drawing. By allowing your child to experiment with different writing tools, you nurture their interest in artistic expression and build their confidence in using them. Offer large sheets of paper and let them scribble freely, giving them the freedom to explore without boundaries. As they grow more comfortable, encourage them to trace lines or simple shapes. Remember, it's the process of creating that matters most, so praise their efforts and display their artwork proudly.

Addies Favorite: Mess Free Markers - Bluey

Question 6: Does your child turn the pages of a book by themselves? (They may turn more than one page at a time.)

Independently turning the pages of a book is a significant milestone that enhances your child's fine motor skills and fosters a love for reading. As they turn the pages on their own, they gain a sense of accomplishment and autonomy. To support this skill, provide age-appropriate books with engaging stories and vibrant illustrations. Encourage your child to explore books independently, even if they turn multiple pages at once—this curiosity is a part of their learning journey. Be patient and offer gentle guidance as needed, allowing them to navigate through the pages at their pace. Reading together and fostering a positive association with books will contribute to their overall language and cognitive development.

Problem Solving

1. After you scribble back and forth on a paper does your child copy you by scribbling? If they can already scribble on their own mark, yes.

2. Can your child drop a crumb or cheerio into a small, clear bottle?

3. Does your child drop several small toys, one after another, into a container like a bowl or box?

(you can show them how to do it)

4. After you have shown your child how, do they try to get a small toy that is slight out of reach

5. Without showing them, can your child scribble back and forth when you give them a crayon, pen or pencil?

6. After a crumb or Cheerio is dropped into a small, clear bottle, does your child turn the bottle upside down to dump it out? (You can show them how.)

Question 1: After you scribble back and forth on a paper, does your toddler copy you by scribbling? If they can already scribble on their own mark, yes.

The ability to imitate scribbling is an essential aspect of a child's early problem-solving skills and fine motor development. It demonstrates their ability to observe and replicate actions, which is a crucial step in learning and understanding cause-and-effect relationships. Encouraging this skill can foster creativity and cognitive growth, as they experiment with different scribbles and explore their artistic abilities. To support your child's scribbling development, provide ample opportunities for drawing and coloring activities. Offer a variety of writing tools such as crayons, pens, or pencils, and let them explore freely. Praise their efforts and celebrate their creations, no matter how abstract, as it boosts their confidence and enthusiasm for problem-solving through art.

Question 2: Can your toddler drop a crumb or Cheerio into a small, clear bottle?

The ability to drop objects into a container is an essential problem-solving skill that helps children develop hand-eye coordination and spatial awareness. It also allows them to understand the concept of object permanence, where an object exists even when it's out of sight. Dropping a crumb or Cheerio into a small, clear bottle provides a visual feedback loop that aids in their understanding of cause and effect. To help your child improve this skill, provide them with various containers and small objects to drop inside. Start with larger openings and gradually move to smaller ones, challenging their precision and dexterity. Be patient and offer encouragement as they learn to control their movements and successfully drop objects into containers.

Question 3: Does your toddler drop several small toys, one after another, into a container like a bowl or box? (You can show them how to do it.)

Dropping several small toys into a container builds on the problem-solving foundation laid in the previous question. This activity promotes cognitive development and helps children learn about quantity and sequencing. It also enhances their hand-eye coordination and fine motor skills as they aim and release objects into the container. As a parent, you can demonstrate this activity by dropping toys yourself and inviting them to join in the fun. Use playful language and make it an enjoyable game to keep them engaged. Provide a variety of toys with different shapes and sizes to add excitement and complexity to the task. Celebrate their achievements as they successfully drop objects one after another, fostering their confidence and problem-solving abilities.

Question 4: After you have shown your toddler how, do they try to get a small toy that is slightly out of reach?

The desire to reach for and retrieve a small toy that is slightly out of reach demonstrates problem-solving and persistence. It shows their developing understanding of spatial relationships and their determination to overcome obstacles to achieve their goals. Encourage this problem-solving behavior by offering toys just beyond their grasp and praising their efforts to retrieve them. Avoid immediately providing the toy when they struggle, as this allows them to explore different strategies and problem-solving techniques. Create a safe environment for exploration, where they can experiment and learn without undue frustration. By nurturing their persistence and problem-solving skills, you are helping them build the resilience needed to face challenges in the future.

Question 5: Without showing them, can your toddler scribble back and forth when you give them a crayon, pen, or pencil?

The ability to scribble back and forth without direct instruction showcases a child's developing problem-solving skills and independence. It signifies their growing confidence in their abilities and their increasing understanding of how to use writing tools. This skill contributes to their cognitive development and fine motor coordination. To encourage independent scribbling, provide a variety of writing materials and let them explore freely. Offer unstructured opportunities for creativity and expression through drawing and coloring. Avoid correcting or guiding their scribbles, as this may hinder their self-expression and problem-solving capabilities. Instead, celebrate their artistic exploration and support their growing independence in artistic endeavors.

Question 6: After a crumb or Cheerio is dropped into a small, clear bottle, does your toddler turn the bottle upside down to dump it out? (You can show them how.)

The action of turning a bottle upside down to dump out a crumb or Cheerio reflects a child's problem-solving ability to understand cause and effect. It demonstrates their capacity to manipulate objects and anticipate outcomes based on their actions. Encourage this problem-solving skill by demonstrating how to turn the bottle upside down and then allowing your child to try it themselves. Offer verbal cues and positive reinforcement to guide them in the process. This activity also enhances their hand-eye coordination and fine motor skills as they maneuver the bottle. Make the activity enjoyable and engaging, as children learn best through playful exploration. Celebrate their successes as they master this problem-solving task, fostering their confidence and sense of accomplishment.

In nurturing your child's problem-solving skills, remember to be patient and allow them the space to explore and learn at their own pace. Provide a safe and supportive environment that encourages their curiosity and creativity. Celebrate their efforts, no matter how small, as each step in their problem-solving journey is a valuable building block for their cognitive and emotional growth.

Personal- Social

1. Does your child feed themselves with a spoon, even though they may spill some food?

2. Does your child help undress themselves by taking of clothes like socks, hats, shoes or mittens?

3. Does your child play with a doll or stuffed animal by hugging it?

4. While looking at themself in the mirror, does our child offer a toy to their own image?

5. Does your child get your attention to try to show you something by pulling on your hand or clothes?

6. Does your child come to you when they need help, such as with winding up a toy or unscrewing a lid from a jar?

Question 1: Does your toddler feed themselves with a spoon, even though they may spill some food?

Feeding themselves with a spoon is an essential milestone in a child's personal-social development. It demonstrates their growing independence and self-help skills, fostering a sense of autonomy and confidence. Allowing children to feed themselves encourages them to explore different textures and tastes, promoting healthy eating habits. Although spills are expected during this learning process, it's crucial to celebrate their efforts and avoid excessive correction. To help your child improve their self-feeding skills, provide age-appropriate utensils and foods that are easy to scoop with a spoon. Offer praise and positive reinforcement for their attempts, as this motivates them to continue practicing. Ensure a safe and supportive eating environment, and allow them to learn at their own pace, building their self-esteem and self-reliance.

Question 2: Does your toddler help undress themselves by taking off clothes like socks, hats, shoes, or mittens?

The ability to help undress themselves is an important aspect of a child's personal-social development as it promotes self-sufficiency and self-awareness. Encouraging this skill enables them to gain a sense of control over their environment and develop a positive self-image. To support your child in improving their dressing and undressing skills, choose clothes that are easy to take off and put on. Provide verbal prompts and gentle guidance, allowing them to practice and learn independently. Avoid rushing or taking over the task, as this might discourage them from attempting to do it themselves. Celebrate their achievements and offer encouragement to build their confidence and willingness to take on more self-care responsibilities.

Question 3: Does your toddler play with a doll or stuffed animal by hugging it?

Playing with a doll or stuffed animal by hugging it is a significant aspect of a child's personal-social development, showcasing their growing capacity for empathy and emotional expression. Through this imaginative play, children learn to care for others and develop their nurturing instincts. It also allows them to process their emotions and feelings, fostering emotional intelligence. Encourage this type of play by providing dolls or stuffed animals that resonate with your child. Engage in play together, demonstrating hugging and comforting actions, and invite them to follow suit. Encouraging emotional expression and empathy in their playtime nurtures their ability to form healthy relationships and understand the feelings of others.

Question 4: While looking at themselves in the mirror, does your toddler offer a toy to their own image?

When a child offers a toy to their own reflection in the mirror, it is a sign of emerging self-recognition and self-awareness. This personal-social skill is crucial for a child's developing sense of identity and understanding of themselves as individuals. Encourage this behavior by providing age-appropriate toys and mirrors at their level for exploration. Engage with your child during mirror play, showing them how to offer a toy to their reflection and narrating the experience. This fosters their cognitive and emotional development, allowing them to recognize themselves as separate beings and engage in self-exploration through play.

Question 5: Does your toddler get your attention to try to show you something by pulling on your hand or clothes?

Seeking attention and sharing experiences with caregivers are vital aspects of a child's personal-social development. When a child tries to show you something by pulling on your hand or clothes, it demonstrates their desire for social interaction and communication. Encourage this behavior by actively responding to their cues and showing genuine interest in what they want to share. Offer verbal encouragement and engage in reciprocal communication, acknowledging their efforts to communicate with you. This fosters a sense of security and trust in their relationship with you, leading to positive social development and effective communication skills.

Question 6: Does your toddler come to you when they need help, such as with winding up a toy or unscrewing a lid from a jar?

A child's ability to seek help from caregivers when they encounter challenges is a crucial personal-social skill that promotes a secure attachment and a sense of support. When children feel comfortable seeking assistance, it enhances their problem-solving abilities and encourages open communication. To support this behavior, create a nurturing and approachable environment where your child feels safe to come to you for help. Be responsive to their needs and provide guidance and support when they request it. Avoid dismissing their requests or taking over tasks entirely, as this might discourage them from seeking help in the future. By offering assistance when needed and empowering them to solve problems with your support, you nurture their independence and social confidence.

For grading the test, I mentioned each question is yes, sometimes or not yet. So for every yes you get 10 points, for every sometimes 5 points and not yet is 0 points.

Then once you have the totals for each category you will add up the points for each.

The ideal range is the white area so for communication 30 ish to 60, gross motor is about 50 to 60, fine motor is 45-60, problem solving is 45-60, and personal - social is 40 -60. You can see from the graphs these are not hard numbers the lines move which is why it's important that if you have concerns you reach out to a medical professional. But having the test and knowing what to look for is important in my opinion.

So just going over where my toddler was in her milestones when we first did this test,

1. Does your child point to, pat or try to pick up pictures in a book? Yes 2. Does your child say four or more words in addition to “Mama” and “Dada”? yes 3. When your child wants something, does she tell you by pointing at it? sometimes 4. When you ask your child to, does he/she go into another room to find a familiar to or object? ( You might ask, “Where is your ball?” Or say, “Bring me your coat,” or “Go get your blanket.” not yet 5. Does your child imitate a two-word sentence? For example, when you say a two-word phrase, such as “Mama eat.” “Daddy play,” “Go home,” or “What’s this?” Does your child say both words back to you? not yet (Mark “yes” even if her words are difficult to understand.” 6. Does your child say eight or more words in addition to “Mama” and “Dada.” not yet

So she scored a 15 at the time. The grey area is where they want you to start doing more intervening activities and the black is when they refer you to a specialist. While this test is for 16 months and Addie is now 19 almost 20 months if she were to take it today she would score a 60. She has said more than 8 words. The last time I counted, I think we were at 20 or more. She doesn't use a lot of two word sentences but she does say them. She points, pulls, tugs, climbs, all of the things. She still prefers to do it herself versus asking for help but I think that is just her nature over anything else.

She was retested at 18 months which went mostly well showing improvements. Overall we utilized the tips above to really work with her in the areas we felt she needed improvement. The hard thing for me to accept is children all develop at different paces. But when they are behind we can still put in the work to help them develop. This can easily just look like everyday activities such as; singing, playing, showing them how to squat, dance, stack blocks, ect. You don't have to spend a ton of money and you don't have to over think it. Just get out there and have some fun.

If your family is going through a similar situation, and you have any tips to share, please message me. I’d love to learn more about any suggestions that have worked for your family.

Thank you so much for reading and supporting my blog. If you'd like to read more about ages and stages at a different age or activities let me know.