Oh, How We Grow:

Navigating Early
Childhood Development
and Red Flag Behaviors
Presented by:
Janice Friedman, MA

Stacey Ratner, MS, BCBA,

LBA, SBL, SDL
Variety Child Learning Center
www.vclc.org
November 8, 2014

Red Flag Behaviors and

Young Children

No other time in life in which

more growth and development
occur than in the first 5 years

For some children the

development path is smooth and
for some children the path will
have many challenges

Red Flag Behaviors and Young

Children

As early childhood educators it is important

to recognize red flag behaviors and the need
for an evaluation

The earlier children are identified and receive

services, the better the prognosis

Whatever the age of the child, when there is a

concern it is our responsibility to speak up but
to do this in a respectful, confidential, and
responsible manner

IDEA

Individual with Disabilities Education Act

Entitled to a free comprehensive evaluation to

determine eligibility for services

Red Flag Behaviors

A behavior that signals concern

May be the absence of developmental

milestones

May be a behavior or skill that interferes

with learning

Remember

Development is a continuum
Children develop at their own pace
Look for patterns or clusters of
behaviors
Age-appropriate behaviors can turn into
red flag behaviors if the child does not
progress

Child Development

There is a broad range of differences

between children of the same age

Research points to an expected

developmental sequence, markers to
help determine what is normal and
what may be a concern, a red flag

Child Development

In order to better identify what

behavior may be a concern or a
red flag, it is important to
understand the normal sequence
of development.

New Born( birth 4 wks.)

Sleeping
Eating

Sucking, swallowing, will need to be

burped

Reflex movements

Squeeze your finger if you put it in

his/her palm
Turn head toward your finger if you
touch their cheek

1- 3 Months
Motor Development

Raises head and cheek when lying on

tummy
Supports upper body with arms when
lying on tummy
Stretches legs out when lying on
tummy
Opens and shuts hands (months 2-3)
Pushes down on his/her legs when
their feet are placed on a firm surface
(3 months)

1 3 Months
Visual Development

Watches face intently ( 3 months)

Follows moving objects (2 months)

Recognizes familiar people a

greater distances (3 months)

Reaches, discovers hands and feet

1 -3 Months
Speech/Language Development

Smiles at the sound of voice ( 2-3

months)

Cooing noises; vocal play ( 3 months)

Turns head toward a sound

Startles to loud noise

1 3 Months
Social Emotional Development

Social smile begins

Enjoys playing with other people

(smiles when played with)

Imitates some facial expressions

4 7 Months
Motor Development

Pushes up on extended arms when placed on tummy

Pulls to sitting with no head lag

Sits with support ( 5 months)

Sits unsupported short periods (6-8mos.)

Transfers objects hand to hand

Grasps feet

Uses a raking grasp

Roll over, scoot and bounce

4 7 Months
Visual Development

Grasps objects held in front of them

Looks for fallen toys

Tracks moving objects easily

4 - 7 Months
Language Development

Responds to sounds by making sounds

Uses voice to express joy/displeasure

Begins to distinguish emotions by tone

of voice

4- 7 Months
Cognitive Development

Finds objects that are partially hidden

Will reach for objects that are held

further away

Explores with hands and mouth

4 7 Months
Social Emotional Development

Turns head when name is called

Smiles back at another person

Enjoys social play (peek a boo)

Interested in mirror images

8 12 Months
Motor Development

Can sit without assistance

Crawls on belly
Crawls on hands and knees
Can move from sitting to prone
Pulls self to standing
Cruises
Stands without help ( briefly)
Takes a few steps

8 12 Months
Motor Development

Uses pincer grasp

Bangs two small objects together

Takes objects out of containers

Finger feed self

Extend arm or leg to help when

being dressed

8 -12 Months
Cognitive Development

Looks closely at objects

Explores objects ( bang, shakes, drop)
Finds objects that are hidden
Looks at correct picture when picture
image is named
Imitates simple gestures/actions in play

Wave bye-bye, claps hands when you

clap

8 12 Months
Language Development

Responds to no

Makes sounds such a ma & da

mama & dada

Babbles

8 12 Months
Social /Emotional Development

May become shy around strangers

Cries when primary caregiver

leaves

Preferences for certain people

and things

Will repeat sounds/actions for

attention

12 24 Months
Motor Development

Walks alone (by 18 months)

Pulls toys while walking
Carries toys while walking
Begins to run
Climbs onto furniture without
help
Walks up and down stairs holding
on for support

12 24 Months
Motor Development

Scribbles

Turns containers over to pour out

what is inside

Can build block towers 4 or more

blocks

Points

12 24 Months
Language Development

Points to interesting objects

Points to a picture named
Says several single words ( 15 -18
months)
Uses two word sentences ( 18 24
months)
Follows simple one step directions
Repeats words heard in
conversations

12- 24 Months
Cognitive Development

Finds hidden objects

Begins to sort by color or shape

Begins simple pretend play

Understands words/ideas

Experiments with things

12 24 Months
Social Development

Imitates behavior of others

Enjoys being around other children

Increasingly independent

Begins to show defiant behavior

Two-Year-Olds

Begins to see self as a separate

individual with power

Attempts to gain as much control of his

world as possible

Period of rapid development in all areas

Language Milestones
2-Year-Olds

Expressive Language

Receptive Language

50-250 words
Beginning to ask questions
Responds to name and speech of others
Understands 500-900 words

Communicative Competence

Uses socialized greeting routines

Uses language to make things happen

Language
Red Flag Behaviors
2-Year-Olds

Excessive drooling

Does not respond to name

Repeats non-communicative phrases

Excessive use of jargon

Typically silent for long periods of time

Play Milestones
2-Year-Olds

Parallel play
Engages in simple pretend play
Enjoys company of other children but
may fight over toys (no sharing)
Completes simple puzzles
Observes others to see how to do things

Play
Red Flag Behaviors
2-Year-Olds

Displays no interest in age appropriate

toys
Shows little or no interest in exploring
environment
Engages in perseverative activities
Resists adults attempts to play or teach

Social Development Milestones

2-Year-Olds

Comfortable with routines

Seems to understand what behaviors are
right or wrong
Uses any familiar adult as a resource
Uses affective expressions to influence
caregivers
Engages in simple pretend play

Social Development
Red Flag Behaviors
2-Year-Olds

Unaware of others

Cannot calm down after a tantrum

Excessively aggressive

Shows no awareness when intruded

upon

No joint attention

Cognitive Development
Milestones
2-Year-Olds

Points to and names some body parts

Shows interest in books

Can listen to a story for 5 minutes

Learns from failure and attempts new

strategies

Cognitive Development
Red Flag Behaviors
2-Year-Olds
Shows little or no interest in exploring
environment
Does not respond to name
Stares blankly
Does not establish or maintain eye
contact
Engages in perseverative activities

Three-Year-Olds

Exaggerated sense of importance

Experiments with different roles in play
Competitive, but cant tolerate losing
Increased ability to care for daily needs
Beginning to develop a conscience
Strives for independence
Asks endless questions
Extremely active imagination

Language Milestones
3-Year-Olds

Increased receptive & expressive

vocabulary
Begins, maintains and ends a
conversation
Follows more than 1 two-step direction
Dysfluency or stuttering is normal

3 Year old Language

Milestones

Uses 5- 6 word sentences

Asks questions

Tells stories

Speaks clearly

Language
Red Flag Behaviors
3-Year-Olds

Talks to self with no intent to communicate

Persistent use of fixed topics or themes in

conversation

Takes a long time to respond when spoken to

Unresponsive when spoken to

Persistent unintelligibility more than 25% of the

time

Seems confused by long sentences or directions

Play Milestones
3-Year-Olds

Begins to share

Takes turns

Plays interactively with another child

Role plays

Play Milestones 3 year olds

Uses riding toys

Uses dolls, animals , people in make

believe play

Richer pretend/imaginative play

Play
Red Flag Behaviors
3-Year-Olds

Disrupts or destroys another childs play

activities

Play is repetitive and lacks creativity

Social Development Milestones

3-Year-Olds

Increasingly independent

Beginning to problem solve

Shows remorse for unacceptable

behavior

Responds well to praise

May have an imaginary friend

Social Development
Red Flag Behaviors
3-Year-Olds

No eye contact

Self-stimulates

Disregard for limits or rules

Unprovoked physical aggression

Cognitive Development
Milestones
3-Year-Olds

Puts together 7 piece interlocking

puzzle

Identifies basic shapes

Sorts or categorizes objects

Discriminates same/different

Can count by rote

Can recall and understand past

experiences

Cognitive Development
Red Flag Behaviors
3-Year-Olds

Unresponsive to age-appropriate
materials
Resists change
Resists adults attempt to teach
Does not focus or attend
Does not transition well from one
activity to another
Unable to participate in a group
activity

Four-Year-Olds

Good sense of self

Very social and fickle

Tests rules and limits

Very imaginative

Knows personal information about self

and family members

Language Milestones
4-Year-Olds

Increased receptive and expressive

vocabulary
Describes past and future experiences
in logical order
Asks and answers wh questions
Should be intelligible 75 100% of the
time

Language Milestones
4 - year - olds

Recalls parts of a story

Speaks in sentences

Uses future tense

Language
Red Flag Behaviors
4-Year-Olds

Expresses anger or frustration

because child cannot adequately
express himself
Displays a limited range of intentions
Has difficulty participating in a group
activity
Uses non-specific language
Unintelligible more than 25% of the
time

Play Milestones
4-Year-Olds

Prefers playing with children to playing

alone

Chooses and maintains a friendship

Negotiates compromises with other

children

Gender differences in play emerge

Play
Red Flag Behaviors
4-Year-Olds

Avoids interacting with another

child, even when approached by
another child
Tries to control the play of others
Impulsive
Demands constant adult supervision
Shy, withdrawn child who cannot be
eased into a social experience with 1
or 2 other children

Social Development Milestones

4-Year-Olds

Conforms to established routines and

rules
Seems to understand family
relationships
Begins, maintains and ends a social
interaction
Demonstrates empathy towards others
Imitates roles of adults outside of the
home
Complies with directions given by any
adult authority

Social Development
Red Flag Behaviors
4-Year-Olds

Shows inappropriate affect when

someone is hurt
Demonstrates unprovoked physical
aggression or verbal abuse toward
familiar adults
Indiscriminately shows all adults
affection

Cognitive Development
Milestones
4-Year-Olds

Understands time concepts

Categorizes common objects

Retells facts sequentially

Clearly distinguishes fact and fantasy

Cognitive Development
Red Flag Behaviors
4-Year-Olds

Consistently fails to complete

tasks

Has difficulty tolerating transitions

and interruptions

Has difficulty tolerating changes in

daily classroom routines

Slow to process information

5- 8 - year- olds
Social Emotional
Development

More independence from parents and

family
Stronger sense of right and wrong
Beginning awareness of the future
More attention to friendships and team
work
Growing desire to be liked and accepted
by friends

5- 8 -year-olds

Self care skills ( feeding, dressing, washing,

toileting)
Follows directions and rules
Able to work independently for short periods
Easily make changes and accept adult supervision
Begins to share with others- increases with
practice and age
Listens to stories without interrupting
Looks at pictures and can tell stories
Begins to control himself or herself

5- 8 year olds

Able to play in small groups with other

children

Speaks clearly, talks in complete

sentences

Can tell a simple story

Engages in make-believe and dress-up

play, child can assume a specific role
and sustain the play

5- 8- year- olds

Rapid mental development

Counting, adding simple amounts
Writing, reading (at least basic sight
words)
Can draw a person with 6 body parts
Has learned some specific sport/skills

Red Flags

Hyperactivity which interferes with

school performance
Inability to get along with peers or
siblings
Lack of friends
Bed wetting or soiling
Recurrent nightmares
Tics
Aggressive behavior
Unable to separate from caregiver

Red Flag Behaviors

Across Ages and
Development
Lack of eye contact
Short attention span
Easily distracted
Low frustration tolerance
Poor focus
Impulsivity
Limited Language ( expressive,
receptive, communicative competence)

Child Development
IMPORTANT TO REMEMBER

A red flag behavior in isolation is not

necessarily a concern; look at a patterns
or clusters of behaviors

Putting Pieces Together

Observe the child

Chart behaviors
Is the child struggling to get through the
day?
Do they stand out as different from
their peers, consistently across people
and settings?

Gather the ABCs

Target Behavior:
Time & Activity

Antecedent

Behavior

Consequence

Comments

Your Role

Your role is to observe

Your role is to gather information

Your role is to inform, to share your

concerns

Remember, that parents wont always

agree and do what you think is best

Making the Decision to

Evaluate or Wait and See

Ask yourself 3 important questions

When left to his own devices, how does the

child get through the day when compared to
peers?
Does the child stand out as different or
more needy as compared to peers on a fairly
consistent basis?
Does this child seem to need more support
than I can comfortably give or qualified to
give?

If It Seems Likely That the Path

Leads to an Evaluation, Follow
These Steps

Log behavior

Identify the behavior

When is it most likely to occur, least likely

What immediately preceded the behavior

What followed the behavior

Thank you for your

attention

Contact Information: jfriedman@vclc.org

sratner@vclc.org
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