Preschool skills needed for children

   In self help:

§  Toilet training

§   Hand washing

§   Nose care

§  Self feeding: by finger, by use of utensils

§  Opening/Closing water bottle

§  Opening/ Closing lunch box

§  Opening/ closing school bag and pencil boxes

§  Picking up toys

§  Pouring liquids into cups

§  Passing out papers

§  Watering plants

§  Washing and cleaning tables

§  Arranging things

§  Cleaning cages

In Preacademic occupations :

§  Fine motor skills 

§  Pencil and paper tasks: forming letters and numbers

§  Coloring

§  Cutting

§  Attention to tasks

§  Sitting in a group

§  Taking turns/ Waiting 

§  Following directions

§  Asking for help

§  Sharing and helping others

§  Completing tasks

§  Sensorimotor play

§  Constructional play

Play materials and games for infants and toddler

Play materials and games for infants and toddler

                 Age :  0-4 months

Ø Colourful mobile items

Ø Dangling  toys

Ø Music carousals

Ø Finger play

Ø Rattles

Ø Rubber or plastic rings

                    4-8 Months

Ø Plastic spoons

Ø Pots and pans

Ø Cereals for finger feeding

Ø Non breakable mirrors

Ø Colourful plastic cups

Ø Textured balls

Ø  Squeeze toys

Ø Balls

Ø Stacking toys

Ø Water play

Ø Peek-a-boo-type games

                  9-12 months

Ø Soft toys

Ø Bathtub play with toys that float

Ø Large beads and spools for stringing

Ø Cloth or cardboard books

Ø Beanbags

Ø Playground exploration

                  1-2 years

Ø Chasing and hiding games

Ø Imitation play

Ø Play phone

Ø Soft toys

Ø Bathroom play with squeezing and pouring toys

Ø Toys to hammer

Ø Pull toys

Ø Wooden and large cardboard blocks

Ø Toys with screw tops or plastic nuts and bolts

Ø Shape toys or disks to drop through slot in box

Ø Low sliding boards

Ø Sand play

Ø Water play

Ø Large crayons

Ø Books

Ø Sound producing toys ( horns, drums, recorded player etc)

                 2-3 years

Ø Toy materials for imaginative and imitative play

Ø Dolls

Ø Dress-up clothes

Ø Household toys (e.g., small  brooms, toy kitchen, common using items realistic moving toys etc.).

Ø Water play with sponges, containers, doll clothes, soap , straws, or bubble blowers

Ø Modelling clay

Ø Paints, finger paints, blow paints etc.

Ø Simple shape puzzle

Ø Little toys (e.g., cars, trains, animals, people etc)

Ø Children’s  scissors top cut with

Ø Playground for climbing

Ø Large balls to kick and throw 

Ø Wagons and wheelbarrows

Ø Wheel toys with pedals (e.g., tricycles, cars)

Ø Sand play, with sand toys and shovels

Ø Walking on balance beams

Ø Rough house play

Ø Short field trips (e.g., zoo, carnival)

Neuropsychological profiles and assessment tools

Neuropsychological profiles and assessment tools

Neuropsychological domain	Relative strengths	Relative weaknesses	Assessment tools
Intelligence	Performance IQ, Visuospatial subtests, Rote Memory subtests	Verbal IQ, Verbal Comprehension, Verbal Abstract Concept Formation, Visual/Verbal Sequencing	Wechsler Intelligence Scales (WISC III, WPPSI-R, WAIS III, WASI), Leiter – R, Stanford Binet, Differential Abilities Scale (DAS), Mullen Scales of Early Learning, Bayley Infant Development Scales
Academic achievement	Reading: phonics and decoding Arithmetic: calculations	Reading: comprehension Arithmetic: math concepts	Woodcock Johnson – III Tests of Achievement, Psychoeducational Profile – Revised (PEP-R), Wechsler Individual Achievement Test (WIAT)
Attention	Sustained Attention Focusing	Selective Attention Orienting, Shifting,	Conners’ Continuous Performance Test (CPT), Matching Familiar Figures Test, Symbol Digits Modalities Test (SDMT)
Executive functioning	Inhibition High Functioning Individuals: Planning and Set Shifting, Working Memory	Working Memory Cognitive Flexibility Low Functioning Individuals: Set Shifting, Planning, Organization	Category Test, Design Fluency Test, Stroop Test, Wisconsin Card Sorting Test, Tower of Hanoi/London, NEPSY Tower subtest, Trail Making Test
Memory and learning	Auditory Rote Memory Immediate/Delayed Visual Memory Paired Associative Learning, Discriminative Learning, Operant Learning	Long-Term Memory Meta memory Skills Declarative Memory Sequential Memory	California Verbal Learning Test, Wide Range Assessment of Memory and Learning, Test of Memory and Learning, NEPSY Memory subtests, Rey Complex Figure Test, Auditory Consonant Trigrams, Benton Visual Retention Test, Wechsler Memory Scale
Language	Phonology Syntax	Pragmatics, Prosody, Comprehension of Complex Material, Expressive and Receptive Language Skills	Preschool Language Scale, Clinical evaluation of Language Fundamentals, Expressive One-Word Picture Vocabulary Test, Peabody Picture Vocabulary Test, Controlled Oral Word Association, Multilingual Aphasia Examination, Token Test
Visual processing	Problem-solving Visual Matching, Visuo-spatial	Visual–Motor Integration	Developmental Test of Visual-Motor Integration, Developmental Test of Visual Processing, Block Design, Wide Range Assessment of Visual Motor Abilities, Test of Visual-Perceptual Skills
Motor skills	Inconsistent findings of relative strengths in gross motor skills	Fine Motor, Eye–Hand Coordination, Visual–Motor Integration	Grooved Pegboard Test, Developmental Test of Motor Coordination, Finger Tapping Test
Adaptive functioning	Motor skills and daily living skills	Adaptive communication and social skills	Vineland Adaptive Behavior Scales, Scales of Independent Behavior – Revised (SIB-R)

Characteristics of ADHD and SI problems

characteristics	problems	For ADHD child	For SI child
Level of Activity: amount of movement (e.g., during sleeping, eating, playing)	Level of Activity: amount of movement (e.g., during sleeping, eating, playing)	Restless, wriggling, or exaggerated movements; Constantly runs around; messy	Quickly tires or is never tired; wound up or dull; looks for stimuli or tries to reduce stimulation; always wants to move or does not want to move
Rhythm: regularity in body functions (e.g., hunger, sleeping, elimination)	Rhythm diverges from what is considered appropriate to The age; a child’s physical and sensory condition can influence rhythm	Eating or sleeping problems; being obstinate	Irregular sleep/wake cycles; obstinacy; delay in learning meaningful words
Approachability/ reserve: nature of the first reaction to new stimuli (e.g., new  situations, people, places, food, toys, procedures)	Social problems are created in reaction to new stimuli	Anxious, bashful, shy	Avoiding eye contact; not noticing if other people come into room
Adaptability: ease with which someone can relate to new stimuli	Environment is dominated by the child’s wishes	Always wants control over the situation, quickly overwrought by changes in the  environment	Overwrought if something changes with personal hygiene rituals (e.g. washing hair, brushing teeth)
Intensity of reactions: amount of energy used irrespective of the situation	Child has no control over the energy expended in his or her reactions	Impulsive, wound up; slumped shoulders; moody; cries easily or without provocation; oversensitivity to criticism; quickly over-stimulated	Emotional; aggressive reaction to sensory stimuli (e.g., light or touch); moody; frustrated when something does not work; self-directed anger and shyness
Humor: behavior that is pleasant and friendly or unpleasant and unfriendly	Child cannot always analyze a situation correctly (e.g., may feel threatened when no threat is present)	Sudden, drastic change of humor; moody	Exaggeratedly affectionate or attached; cannot express emotions; no sense of humor; Exaggeratedly sensitive; exaggerated reactions
Follow-through potential: being able to complete one activity	The child cannot satisfy the demands of his or her environment	No matter what child is doing, he or she cannot stop an activity	Gives up quickly; difficult to motivate; attempts tasks in an illogical order and is angry if efforts do not work
Distractibility: effect of internal and external stimuli on what one is attempting to do	Child cannot concentrate on the job at hand	Tries to complete things quickly and still is distracted; cannot pay attention for long enough to complete tasks (e.g., at home, at school, or when playing)	Seems to shut down in a busy environment; seeks stimulation or is distracted By light, sound, or sudden touch
Stimuli threshold: amount of stimuli (e.g., light and sound) needed to provoke a reaction	Child’s reaction to stimuli is disturbing to him or her and to everyone in the surroundings	Oversensitive to stimuli, even as a baby; reacts too much or Too little to stimuli in The environment	Negative behavioral reactions to loud sounds (e.g., holds hands over ears); does not care for strong odors or continually notices them; sensitive to certain fabrics and materials; has a different perception of pain and temperature; reacts too little or too much to touch or movement; has a negative reaction to certain types of food (e.g., grainy, raw, fine, hard, soft)