Cocentration Problem

Possible causes                                                                                                                        

In younger children, lapses in concentration could be caused by:

 

Lack of sleep

If your child is tired she won't be able to concentrate so put her to bed at a reasonable hour. Aim for her to get about nine hours' sleep a night.

Personal circumstances

Your child will find it easier to concentrate when she is not troubled or anxious about something such as falling out with friends, or is having difficulty getting along with her teacher.

 Motivation and interest

She will be able to concentrate for longer if she's interested in what she's doing.

 Health

A weak immune system, dehydration and bad eating habits could all contribute to poor levels of concentration. Make sure that she takes a multivitamin and mineral supplement every day.

 Surrounding conditions

A lot of activity, noise, or a television that is always on does not contribute to the calm atmosphere that is needed for high levels of concentration.

 Distracted teens

If your teenager's mind is always elsewhere, this could be why:

 Lack of sleep

Encourage teenagers to go to bed and to get up at roughly the same time every day.

 Personal circumstances

Similar to younger children, being anxious or troubled about issues at home or at school, or with friends, could lead to low levels of concentration.

 Lack of motivation

Getting them to be interested in the subject will make a huge difference to their levels of concentration.

 Teacher trouble

When children do not like a teacher or have a problem with a particular teacher, they usually do not perform well.

 Health problems

Concentration could be affected by regular illness due to a lack of medication for a chronic condition such as asthma, or because of a weak immune system and an unhealthy diet.

 Lack of exercise

This could make children lethargic and tired, and they won't be able to concentrate, especially after lunch.

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Language Development in Child

Language Development Index

Age	Language Development Sign....
6-Months	Vocalization with intonation Responds to his name Responds to human voices without visual cues by turning his head and eyes Responds appropriately to friendly and angry tones
12 Months	Uses one or more words with meaning (this may be a fragment of a word) Understands simple instructions, especially if vocal or physical cues are given Practices inflection Is aware of the social value of speech
18 Months	Has vocabulary of approximately 5-20 words Vocabulary made up chiefly of nouns Some echolalia (repeating a word or phrase over and over) Much jargon with emotional content Is able to follow simple commands
24 Months	Can name a number of objects common to his surroundings Is able to use at least two prepositions, usually chosen from the following: in, on, under Combines words into a short sentence-largely noun-verb combinations (mean) length of sentences is given as 1.2 words Approximately 2/3 of what child says should be intelligible Vocabulary of approximately 150-300 words Rhythm and fluency often poor Volume and pitch of voice not yet well-controlled Can use two pronouns correctly: I, me, you, although me and I are often confused My and mine are beginning to emerge Responds to such commands as “show me your eyes (nose, mouth, hair)”
36 Months	Use pronouns I, you, me correctly Is using some plurals and past tenses Knows at least three prepositions, usually in, on, under Knows chief parts of body and should be able to indicate these if not name Handles three word sentences easily Has in the neighborhood of 900-1000 words About 90% of what child says should be intelligible Verbs begin to predominate Understands most simple questions dealing with his environment and activities Relates his experiences so that they can be followed with reason Able to reason out such questions as “what must you do when you are sleepy, hungry, cool, or thirsty?” Should be able to give his sex, name, age Should not be expected to answer all questions even though he understands what is expected
48 Months	Knows names of familiar animals Can use at least four prepositions or can demonstrate his understanding of their meaning when given commands Names common objects in picture books or magazines Knows one or more colors Can repeat 4 digits when they are given slowly Can usually repeat words of four syllables Demonstrates understanding of over and under Has most vowels and diphthongs and the consonants p, b, m, w, n well established Often indulges in make-believe Extensive verbalization as he carries out activities Understands such concepts as longer, larger, when a contrast is presented Readily follows simple commands even thought the stimulus objects are not in sight Much repetition of words, phrases, syllables, and even sounds
60 Months	Can use many descriptive words spontaneously-both adjectives and adverbs Knows common opposites: big-little, hard-soft, heave-light, etc Has number concepts of 4 or more Can count to ten Speech should be completely intelligible, in spite of articulation problems Should have all vowels and the consonants, m,p,b,h,w,k,g,t,d,n,ng,y (yellow) Should be able to repeat sentences as long as nine words Should be able to define common objects in terms of use (hat, shoe, chair) Should be able to follow three commands given without interruptions Should know his age Should have simple time concepts: morning, afternoon, night, day, later, after, while Tomorrow, yesterday, today Should be using fairly long sentences and should use some compound and some complex sentences Speech on the whole should be grammatically correct
6-Years	In addition to the above consonants these should be mastered: f, v, sh, zh, th,1 He should have concepts of 7 Speech should be completely intelligible and socially useful Should be able to tell one a rather connected story about a picture, seeing relationships Between objects and happenings
7- Years	Should have mastered the consonants s-z, r, voiceless th, ch, wh, and the soft g as in George Should handle opposite analogies easily: girl-boy, man-woman, flies-swims, blunt-sharp short-long, sweet-sour, etc Understands such terms as: alike, different, beginning, end, etc Should be able to tell time to quarter hour Should be able to do simple reading and to write or print many words
8-Years	Can relate rather involved accounts of events, many of which occurred at some time in the past Complex and compound sentences should be used easily Should be few lapses in grammatical constrictions-tense, pronouns, plurals All speech sounds, including consonant blends should be established Should be reading with considerable ease and now writing simple compositions Social amenities should be present in his speech in appropriate situations Control of rate, pitch, and volume are generally well and appropriately established Can carry on conversation at rather adult level Follows fairly complex directions with little repetition Has well developed time and number concepts

Reading Problems

Your Child’s Reading Problems:   

Do any of these problems sound like your child?

• She should be able to read in school by now—but she can’t. 
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• It sounds like he reads very well—but he doesn't understand a word of it.
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• She is stressed and sick because she says she hates school or can’t do her work.
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• He says he doesn't care about school, and tries to avoid going, because he can’t keep up.
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• One day she seems to understand what is being taught. The next day, it’s as if she never saw it before.
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• Reading at home is a daily battle between you and your kid . . . arguing, struggling, maybe even yelling.
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• You are scared, concerned and worried about your child’s future if his reading doesn’t improve—fast. 

If you’re worried that your child may be suffering with a Reading problem, it’s time to make an appointment  at Hello Psychologist Child Development Centre Lucknow INDIA.

You can make an appointment with us by calling--9415370790,9369160546