Tuesday, July 16, 2013

My Preemie Baby Development Tracker

Ok first of all, the twins remind me of these two:
Tinkerbell and Periwinkle.  Fraternal Twin.  Image source, http://dfairies.wikia.com/wiki/Disney_Fairies_Wiki.

Ok seriously, that's not why I am writing today. 

Today's entry is more of a sticky note for me, to track the milestones of my prem babies.  Why is there even a need?  Sebab... Mommy ni one of those mommies yang suka risau, adakah anak- anak kecik Mommy ni on track?  Susah lah nak tau.  Plus, yeah, I am the type that worries a lot. 
The twins, were born at 31 weeks, right.  D.O.B was 8 March, 2013.  However their development should be monitored according to their corrected age.  What is corrected age?  Boleh baca kat sini.  Z and A, will be monitored based on my EDD, which was supposed to be 10 May, 2013.  Kiranya corrected age sekarang ialah 2 bulan lah...

Anyway kat sini I tabulate kan the info for my ease of reference.  Original source adalah kat sini.
Tapi walau macamana pun, yes, Mommy knows that development varies for babies and toddlers.  Therefore it isn't fair for Mommy to compare with others, even among the two of them pon Mommy takleh compare.  For info, development diorang berdua memang sangat sangat ketara berbeza. 

Ahh also one important note before seeing the milestones, selalu nye by age of 2 years old anak maybe dah catch up dengan rakan- rakan sebaya.  So masa tu mungkin dah kurang keperluan untuk monitor too closely. 

The milestones, to be used as a guideline (only) should be as follows,
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2 Months (8 weeks)
  •  Moves hands and legs actively 
  •  Keeps hands open most of the time
  •  Lifts head and chest when lying on tummy
  •  Controls head a little, but may still need support
  •  Holds objects in hands

  •  Responds to sounds (for example, turns when hears voices and rattles)
  •  Makes cooing noises like “aaaah” and “ooooh
  •  Cries when needs something

  • Fixes eyes on a person or object (a mobile, for example) and follows its movement
  •  Has different cries for different needs

  •  Makes eye contact and smiles
  •  Recognizes and enjoys interactions with mother or primary caregiver

At 4 Months (16 Weeks)

  • Brings hands together, or to mouth
  •  Lifts head and pushes on arms when on tummy
  •  Reaches for objects
  •  Turns or makes crawling movement when on tummy

  •  Turns head to follow familiar voices
  •  Laughs and squeals
  •  Combines sounds more often (for example, “aaah-oooh”, “gaaa-gooo”)

  •  Grasps more and reaches for objects
  •  Brings objects to mouth
  •  Increases activity when sees a toy

  • Is increasingly interactive and comfortable with parents and caregivers
  •  Shows interest in mirrors, smiles and is playful
  •  Is able to comfort himself

At 6 Months
  •  Puts weight on feet when held standing up
  •  Sits by himself
  •  Bangs and shakes objects
  •  Transfers objects from one hand to another
  •  Holds 2 objects at a time, one in each hand
  •  Rolls over from tummy to back

  •  Responds to her name, turns and looks
  •  Babbles, making sounds like “da”, “ga”, “ba”, “ka

  • Pays attention to what toys can do (make music and light up, for example)
  •  Looks towards object that drops out of sight

  •  Social/Emotional
  •  Is becoming more aware of surroundings
  •  Notices if parents are present (or not)
  •  Reacts differently to strangers
  •  Expresses excitement, happiness and unhappiness

At 9 Months
  • Picks up small objects with thumb and finger
  • Moves more easily (crawls, moves along furniture, walks when hand is held)
  • Pulls to a stand

  • Recognizes familiar words (her name and phrases such as “time for bath” and “go bye-bye”)
  • Babbles with combination of vowel and consonant sounds (for example, “dada”, “baba”, “mama”)
  • Imitates sounds and movements

  • Explores objects carefully (turns them upside down, puts hands inside openings)
  • Is more involved in feedings (tries to hold bottle or pick up finger foods)
  • Resists toy being taken away

  • Plays peek-a-boo and claps hands with excitement
  • May show anxiety around strangers

At 12 Months (One Year)

  •  Stands alone
  •  Takes first steps
  •  Turns pages of a book few at a time
  •  Puts small objects in container
  • Combines movements with sounds (reaches for an object and uses voice at same time)
  • Pauses or stops when told not to do something
  • Associates “mama” or “dada” with parents
  • Uses one word again and again
  • Hands you an object when asked

  •  Is better able to feed herself (tries to drink from cup)
  •  Helps with dressing

  •  Prefers to be with parents and caregivers
  •  Plays with other children

At 15 Months (1 1/4 Years)

  • Walks without help
  •  Climbs on chairs and other furniture

  • Language
  •  Uses 2 words besides “mama” and “dada”
  •  Asks for food or drink with sounds or words
  •  Shows what he wants by pulling, pointing or grunting

  • Feeds self with spoon, often insisting on feeding self

  •  Gives kisses
  •  Greets people with “hi”
  •  Listens to a story

At 18 Months (1 1/2 Years)

  •  Scribbles
  •  Walks without help and can sometimes run
  •  Kicks ball forward
  •  Pulls a toy along the ground

  • Follows simple directions, such as “give it to daddy”
  •  Says an increasing number of simple words (at least 5-10)
  •  Points to nose, mouth, eyes, ears, hands and feet
  •  Enjoys eating by himself, but is messy
  •  Shows how objects work in “pretend” play (feeds a doll, pours tea into cup, brushes hair)
  •  Sometimes says no when interfered with
  •  Can separate from parent more easily, but happy when sees parent again
At 24 – 30 Months (2 – 2 1/2 Years)

  • Scribbles in circular motion and can draw vertical lines
  •  Runs well, seldom falls
  •  Walks up and down stairs alone
  •  Stands on one foot without support
  •  Turns single pages in a book

  •  Talks in 2-3 word sentences
  •  Follows 2-part instructions
  •  Uses at least 20 words (including pronouns he, she, I)

  •  Reads books by turning pages and looking at pictures
  •  Opens door by turning knob
  •  Washes and dries hands
  •  Feeds himself with little mess

  •  Helps with simple household tasks
  •  Usually responds to a correction by stopping

At 2 1/2 – 3 Years

  •  Pedals tricycle
  •  Cuts with small scissors
  •  Draws or copies a complete circle
  •  Jumps in place, balances on one foot
  • Talks clearly (is understandable most of the time)
  •  Understands prepositions like “in”, “on”, “under”, “beside”
  •  Combines sentences using and, or, but

  •  Activities of Daily Living
  •  Is toilet trained and washes face and hands
  •  Gets dressed with help

  • Gives direction to other children
  •  Plays a role in pretend games (mom, dad, teacher)

At 3 1/2 Years
  •  Hops briefly on one foot
  •  Cuts paper with scissors

  •  Identifies 4 colors correctly
  •  Knows concept of size, shape, number
  •  Counts 5 or more objects when asked “how many?”
  •  Washes face without help
  •  Dresses and undresses without help, except for shoelaces
  •  Plays cooperatively with little conflict and supervision
  •  Pretend play is well developed
At 4 Years

  • Hops on one foot repeatedly for a few seconds
  •  Skips or makes running broad jumps
  •  Draws recognizable pictures
  •  Draws a person with at least 3 parts (head, eyes, nose)

  • Follows a series of 3 simple instructions
  •  Reads a few letters
  •  Speaks in full sentences and is easily understood
  •  Makes conversation and tells stories of daily life

  •  Buttons one or more buttons
  •  Usually looks both ways before crossing street

  •  Is protective toward younger children
  •  Follows simple rules in board or card games

At 5 Years

  •  Swings on swing by herself
  •  Prints first name
  •  Tells meaning of familiar words
  •  Recognizes most letters of the alphabet

  • Goes to the toilet without any help
  • Shows leadership among other children
  •  Plays dress-up and make-believe

At School Age
Ongoing Issues Your Child May Face
As premature babies get older, some of them may face ongoing physical problems (for example, asthma or cerebral palsy). They may also face developmental challenges (for example, difficulties paying attention or lack of motor control). This may be especially true for babies who were very small at birth.
Once your child reaches school age, it will be important for you to work closely with his teacher and other school staff to identify any areas of concern. They can also help you find the right resources for help. If the school does not have the resources necessary for your child, his teachers can help you find local groups or programs to help him do well in school. You are not alone – your child’s teachers and healthcare providers are dedicated to helping you meet all of his health and educational needs.


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