Little Steps Pediatric Therapy News
Wilmette clinic is OPEN! We are taking referrals :)
1123 Greenleaf Avenue, Wilmette, IL 60091
We will be participating in the Glenview 4th of July Parade with a Dr. Seuess themed float. Any kids that would like to be part of the parade contact Steve - email@example.com (space limited - first come, first serve)
The first, second, and third session are FULL :)
We still have availability for the August 6-10 session! If you are interested please call Steve at 847-707-6744 or email firstname.lastname@example.org
Preschool Readiness Program
Age 2.5-3 year olds
Wilmette - 6/13 9:30-11
Glenview - 6/8 9:30-11
If interested or for more information call 847-707-6744 or email email@example.com
Kid’s Bike Safety
Little Steps Top 7 Safety Tips for Bike Safety
- Choose the proper bike
- Always wear a fitted helmet
- Check the mechanics of the bike often
- Wear bright colors
- Never ride in the dark
- Follow the rules of the road
- Always make eye contact with drivers
Outdoor Learning - Summertime Fun!
By: Marisol Pineda, MS, OTR/L
The warm weather is finally here! Children look forward to summer all year! Playing outdoors provides a vast amount of opportunities to stimulate children’s brain development. Children can work on their fine motor skills, sensory integration, and visual motor skills. Research shows that outdoor play provides children with natural opportunities to be creative, problem solve, and explore nature. (Bento & Dias, 2017). Messy play is typically limited when children play indoors. Playing outdoors provides multiple opportunities for children to engage play with paint, sand, and dirt. More importantly, playing outside has shown to improve regulation and attention levels. A research study recommends at least forty minutes of outdoor play (Bento & Dias, 2017).
The following tables provide a description of each developmental area and activities that can assist to further develop the skills. I hope your family has a fantastic summer. Enjoy!
Speech Sound Development
By: Erica Suennen, MS, CCC-SLP
Speech sound development begins in infancy when children first begin to babble. Consonant sounds are typically produced through jaw movements. As children develop, they begin to refine movements of the jaw, lips, and tongue to produce a variety of phonemes (i.e., speech sounds). As language emerges, children may omit sounds, substitute one phoneme for another (e.g., “cup” “tup”), or inconsistently produce sounds.
This chart indicates the age-range when children typically produce individuals sounds in conversation. The left end indicates the age when 50% of children master the sound. The far right indicates the age when 90% of children master the speech sound. It demonstrates that there is a wide range of development of speech sounds and some sounds are not expected to be produced accurately until children are older. It is important to remember that there is a wide range of development, but if a child is having difficulty communicating with his family, peers, or community speech therapy may be warranted. Also, if a child is beginning to become frustrated because he is not understood by others it may indicate speech-language therapy is needed.
It is expected that a two-year-old be understood by an unfamiliar listener at least 50% of the time, and a three-year-old at least 75% of the time. Omissions of speech sounds in words (e.g., “spider” “pider” or “up” “uh”) have the most significant impact on a child’s intelligibility (i.e., the child’s ability to be understood by others).
If a child is not producing sounds correctly a speech-language pathologist can help the child to correctly move his or her jaw, lips, and tongue to produce these sounds. They can also implement the best approach to improve his or her ability to be understood by family, peers, and others within the community.
Playing with Mud
Bubbles - Speech activity
By: Erica Suennen MS, CCC-SLP
A fun summer activity is bubbles! There are so many ways to include speech and language into bubble play! You can model a variety of words that begin with /b, p/ (e.g., bubble, pop). Also, model basic concepts such as big, small, up, and down! You can provide wait time to encourage spontaneous requests. As well as practice turn-taking!