Behavioral Health Clinic

  Over the past three weeks, we have laid the groundwork for understanding how important early experience is relative to a child’s cognitive development. We have stressed the importance of opportunity and ability as foundational for a child to begin and sustain the process of making sense of the world. With those considerations in mind, in the weeks ahead we will discuss the developmental milestones that suggest typical skill development and mastery, with particular emphasis on the emergence of communication skills. Now as it relates to communication skills, it is important to note that a child’s communication skills are highly related to his success in the early elementary grades. Said differently, children that possess and utilize age-appropriate communication skills, by school age, generally do well in kindergarten and beyond. Conversely, if a child does not possess age-appropriate speech and language skills, the risk for school difficulties is increased. Thus, our awareness and...

  Based on our discussion over the previous two weeks, it is instructive to recall that there are two things that are essential for a child to begin the process of making sense of the world. Certainly, one of these relates to the child’s ability to do so. As we noted, anything that restricts a child’s ability can serve as a contributing factor to the presence of developmental delay. Several of these factors were discussed last week. The second issue relates to a child’s early exposure to the world. In that light, if a child has a limited or deficient early experience or is not afforded ample environmental exposure, the potential for developmental delays is increased. This relates to several things, not the least of which is the actual caregiving environment and routine the child is exposed to. It should be kept in mind that children come into the world uniquely predisposed to begin the process of making sense of it. In order for the process to unfold, a child needs auditory, visual...

  Last week,  if you recall , we began this discussion by emphasizing the unbelievable process whereby children enter the world and immediately begin making sense of it. I made the point that children learn more in the first five years of their lives than they do for the rest of their lives. It is an incredibly complex process, and it is dependent on two primary things; first, the opportunities provided for the child; and second, normal ability, from birth, to begin and sustain cognitive development. As such, anything that impedes the child’s ability or inhibits their exposure to the world presents an increased risk for developmental delay. Keep those thoughts in mind as we consider some of the “ability” factors that can impact, in a negative manner, a child’s developmental progress. It is helpful to acknowledge that there are many factors, prior to a child’s birth, that equip a child for typical skill mastery. Now, keep in mind that for the most part, a healthy mother brings ...

  I think you would agree that there are few things more wondrous than observing a newborn child enter the world and soon thereafter begin the process of making sense of it. The simple reality is that our children learn more during the first five years of life than they do the rest of their lives. An amazing process, don’t you think? In that light a simple question arises. What factors contribute to a child’s ability to make sense of the world? Researchers have considered this question for many decades. Their research is consistent in demonstrating that there are two primary factors in considering how children progress from limited ability as a newborn to functioning preschoolers and beyond. These two factors are ability (nature) and opportunity (nurture). If a child possesses good health and is exposed in a profitable manner to the world around it, he will begin and sustain the process of making sense of the world. On the other hand, if anything gets in the way of opportunity or a...