SKILL PROGRESSIONS FOR ESD GOAL 1: Children demonstrate a positive sense of self-identify and self-awareness. Skill progression A. Awareness of self through actions Skill progression B. Awareness of self through emotional expressions and verbalizations Subdomain: Developing a Sense of Self ESD Goal 1: Children demonstrate a positive sense of self-identify and self-awareness. Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Awareness of self through actions Watches own hands Watches own fingers Uses mouthing, kicking, reaching and grasping to explore objects Aware of effects of own actions versus others Moves body to get desired object, and uses goal-directed actions with hands and fingers Experiments with means-ends, actions-reactions, heights and distances, generalization of solutions 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Anticipates the results of actions with familiar toys or people Uses to accomplish a goal (e.g., moves, shifts, rearranges, modifies) Searches for needed objects to accomplish a task (bottle for baby doll) Demonstrates play preferences and seeks out desired types of play, routines, interactions, food, etc. Experiments with putting things together and taking them apart Engages in pretend play, knows what different characters would say or do, understands it is pretend 30-33 months 33-36 months 36- 42 months 42 -48 months 48-54 months 54-60 months Takes turns Chooses challenging tasks and shows final results Self-initiates, plans, and organizes problem solving without assistance Uses imagination and diverse materials to create unique art, costumes, etc. Shows someone how to do something through physical modeling Creates elaborate socio-dramatic play scenarios, songs, stories, etc. error
Subdomain: Developing a Sense of Self ESD Goal 2: Children express positive feelings about themselves and confidence in what they can do. Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Expresses confidence and persistence Stares at faces and surroundings for long periods of time Repeats own pleasurable actions (kicking, waving arm) Repeats newly learned activities Persists to get a desired toy and explores for several minutes to learn characteristics Becomes with objects and pokes, pushes and pulls to get a result Persists to find the means to get the desired result and experiments with different options 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Persists in accomplishing complex tasks with support from adult Pushes for autonomy and persists with tasks of moderate difficulty Sets a standard to evaluate success of actions for self (what is good enough) Looks at books, plays, or performs preferred actions independently for several minutes Talks about what she “knows” and “thinks” about the world Desires to do things by himself such as tearing, unwrapping and putting things together 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Talks about how to solve a problem while doing it (verbal mediation) Prefers challenging tasks Persists to combine things in unique ways to create imaginative representations Self-initiates, plans, and organizes problem solving without assistance Persists to create productions from clay, sand, paper, blocks, etc. Creates own complex play themes, scenarios, and props with great attention to detail directed dramatic
SKILL PROGRESSIONS FOR ESD GOAL 3: Children form relationships and interact positively with familiar adults who are consistent and responsive to their needs. Skill progression A. Attachment Skill progression B. Separation Subdomain: Developing a Sense of Self with Others ESD Goal 3: Children form relationships and interact positively with familiar adults who are consistent and responsive to their needs. Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Attachment Gazes into parent’s eyes; begins to recognize family members Shows physical excitement when parent comes into view Calmed by familiar adult “Woos” adult with sounds, smiles, gestures Plays near adult Explores face and body of adult 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Shares joint attention on an object with an adult and takes turns Physically and verbally shows caring to an adult Constantly demands adult’s attention, especially when the adult is busy Desires to be held or sit on the adult’s lap, clingy at times Actively participates in dressing and other activities of daily living with the adult Demonstrates nurturing, caring, control in dramatic play Shows concern toward adult’s distress 30-33 months 33-36 months 36- 42 months 42 -48 months 48-54 months 54-60 months Attachment established Attachment established Attachment established Attachment established Attachment established Attachment established
Subdomain: Developing a Sense of Self with Others ESD Goal 3: Children form relationships and interact positively with familiar adults who are consistent and responsive to their needs. Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Separation No observable skills No observable skills Differentiates self and adult in mirror by looking and patting Cries if adult leaves or stranger appears Demonstrates separation distress and stranger anxiety Moves away from adult, but maintains eye contact 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Resists control, says, “No.” ”Don’t”; throws temper tantrum to get own way; moves away from adult Separation anxiety peaks, vocalizes to an adult from a distance Pushes for autonomy and exploration of environment, still needs to stay in touch with adult Alternates between clinging and resistance to familiar adult Demonstrates anger or excitement at adult separation and/or upon reunion after separation Resists help; desires to do things independently, such as dressing, eating, etc. 30-33 months 33-36 months 36- 42 months 42 -48 months 48-54 months 54-60 months Separation may still be stressful, calms with reassurance and distractions Dramatic play may reflect separation or conflicts with adult (punishment of doll) Adjusts to separation through interactions with others Demonstrates little separation distress No separation distress Completely independent in self-care, wants to choose all clothing and activities May argue with adult about what he is supposed to do Becomes demanding and resists doing chores
SKILL PROGRESSIONS FOR ESD GOAL 4: Children form relationships and interact positively with other children. Skill progression: Positive social interactions Subdomain: Developing a Sense of Self with Others ESD Goal 4: Children form relationships and interact positively with other children Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Positive social interactions Responds to different facial expressions of others and imitates simple expressions Looks at and touches others Responds with enthusiasm to familiar social games with siblings Attempts to get the attention of other children with vocalizations and actions Approaches other infants Offers a child a toy; toy play becomes the center of social interaction with peers 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Demonstrates parallel object play with another child (plays with same or similar toys, but not with another child) Spontaneously shares toys, food, etc. with others, but conflict over toys is common; imitates peers actions Shows a preference for play with a peer over an adult; demonstrates cooperative play with large outdoor equipment Demonstrates pretend play toward others (at child’s own initiation); may offer cup or pretend food Engages in pretend parallel play; talks about how others feel Demonstrates role of both a leader and a follower with peers; shares toys, helps others, talks to peers, cooperates in games, imitates actions 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Language and actions are increasingly coordinated with joint discussion of actions, descriptions, and regulation of play; words begin to serve as turns in Demonstrates associative play (playing together with same materials, but not with same goals); imitates actions and incorporates Silly boisterous play with peers; demonstrates preference for play partners Preference for same sex peers; engages in cooperative play; forms attachments to specific peers; attempts to solve conflicts independently Establishes special friendships that last over time; demonstrates cooperative, coordinated socio-dramatic play Carries on long conversations with friends related to a wide range of topics; plans complex activities with friends
games others’ ideas in play sequences SKILL PROGRESSIONS FOR ESD GOAL 5: Children demonstrate the social and behavioral skills needed to successfully participate in groups. Skill progression A. Social awareness and conscience Skill progression B. Behavioral regulation Subdomain: Developing a Sense of Self ESD Goal 5: Children demonstrate the social and behavioral skills needed to successfully participate in groups. Social awareness and conscience 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Focuses on faces and stares intently Looks at speaker when spoken to Aware of effects of own actions versus others’ actions Demonstrates intentional communication or turn taking Responds differently to different people Determines what is approved or not safe through social referencing Vocalizes to get attention Desires approval 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Looks to adult before doing something Shows awareness of adult’s wishes and expectations Beginning to respond to others feelings Attempts to control others by telling them what to do Demonstrates roles of both a leader and a follower in different activities Cooperates in games with others 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Imitates peers and involves them in activities Seeks praise for good behavior Participates in small group activities Interacts with friends in a cooperative matter Uses words to try to solve conflicts with friends Feels the importance of being accepted by friends bounds way two-
SKILL PROGRESSIONS FOR ESD GOAL 6: Children identify, manage, and express their feelings. Skill progression A. Emotional expression Skill progression B. Self-control Subdomain: Learning About Feelings ESD Goal 6: Children identify, manage, and express their feelings. Emotional expression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Demonstrates a range of basic emotions, including interest, distress, disgust Smiles with joy in face-to-face interaction Demonstrates emotions by making sounds of pleasure and displeasure combined with facial expressions Demonstrates a variety of emotions, including sadness, anger, disgust, worry, fear, and curiosity Emotions expand to include surprise, shyness, fear of strangers, and intense concentration during problem solving Demonstrates social referencing by looking to adult to see how she should feel Objects when play is interrupted with negative vocalizations and facial expressions Demonstrates anger and wariness 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Demonstrates recognition that his action was not acceptable (showing guilt) Demonstrates exaggerated facial expression as a game to get a response from an adult Demonstrates embarrassment and pride, smiles when engaged in a joint activity with adult Talks about emotions (happy, mad) and states (tired, hungry) Extensive emotional vocabulary, but still may hit or bite to express anger or frustration Produces complex (but subtle) facial expressions, depicting doubt, worry, confusion, exhilaration, and joy 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Talks about the Talks about past Full range of Exhibits jealousy Recognizes that Feelings easily
emotions of others and the cause of their emotions and future feelings as well as the causes and consequences of feelings emotions evident including envy, pity, modesty, and shame and anger at others, but also shows silliness to get others to laugh all feelings are acceptable, but not all behaviors are acceptable “hurt” by others saying or doing something that offends him Subdomain: Learning About Feelings ESD Goal 6: Children identify, manage, and express their feelings. B. Self-control 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Calms with holding, rocking, and adult talking softly Demonstrates by sucking on fist or thumb Resists unwanted actions or objects with expressions of disgust or anger Beginning to learn meaning of “no”, stops action briefly then continues Looks to adult when admonished, but continues actions, may crawl to adult for comforting Understands “no” and obeys requests 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Throws temper tantrums to get own Seeks out adult for comfort, but beginning to Recognizes “wrong” and engages in (i.e. says “No, no” while doing wrong action) Demonstrates frequent tantrums but tries to self-calm Acts out to gain independence from adult’s rules and control, aggression and anger increase Delays gratification for wants or for reward 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Asks for help or redirects self to another activity if frustrated Talks about own needs and emotions as a means of self- control Accepts the consequences of own actions Internalizes rules about “do’s” and “don’ts” and “right” and “wrong” Asks permission to use others’ possessions Judges right and wrong by what gets punished, refrains from actions that get punished
SKILL PROGRESSIONS FOR ESD GOAL 7: Children recognize and respond to the needs and feelings of others. Skill progression: Recognizes and responds to needs and feelings of others Note: Emotional empathy (vicarious experiencing of another’s state) and cognitive empathy are not differentiated in this progression, as they are intertwined and more research is needed in this area Subdomain: Learning About Feelings ESD Goal 7: Children recognize and respond to the needs and feelings of others. Skill progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Recognizes and responds to needs and feelings of others Shows distress at the cry of another infant Responds differently to happy and sad faces Responds to specific facial patterns as a having a specific meaning Understands that adults’ signals (voice and face) together convey information and emotions (behavior changes with adult signals) Social referencing (checks adults cues) used to determine how he should respond to situations Shows initial signs of empathy Facial expressions reflect adult’s emotions Imitates simple expressions Vocalizes to socialize with another Smiles toward and may touch another child Uses self-calming strategies when sees another in distress 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Recognizes others distress and pats, touches them Expresses caring for another vocally and physically Reacts to other’s feelings by commenting and offering an object to make them feel better, Attempts to control others’ (even strangers’) feelings through verbal, physical, or social means Asks about others’ feelings (happy) or states (sleepy) and the causes of their feelings Shows true empathy
demonstrates a broader range of comforting strategies Understands what adult wants and spontaneously offers object Recognizes his actions cause feelings in others Uses words relating to mental state for self and others (e.g., happy, sad, want, like) Differentiates self and own feelings from others
Skill Progression 30-33 months 33-36 months 36- 42 months 42 -48 months 48-54 months 54-60 months Recognizes and responds to needs and feelings of others Hugs familiar playmates to show affection or to comfort Talks about others’ emotions and understand what elicits them Demonstrates awareness of others’ thoughts, feelings, and perceptions (Talks about how others like different things, etc.) Discusses how and why others’ feelings, attitudes, and beliefs are different Asks questions to understand what another person thinks or feels and asks why Compares and negotiates ideas with others in play
Skill Progressions for HPD Goal 4: Children develop the large muscle control and abilities needed to move through and explore their environment. Supine/prone Sitting Standing Locomotion (crawling/walking/running) Jumping/hopping Ball skills Motor activities Subdomain: Motor Development HPD Goal 4: Children develop the large muscle control and abilities needed to move through and explore their environment. Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Supine/prone Supine (on back): Turns head to both sides Supine: Head held in midline and symmetrical Supine: May bring feet to mouth and suck on toes Prone: Controlled reaching with weight on one arm Prone: Reaches from position Prone: Crawls to explore environment Prone (on stomach): Lifts head 45° Supine: Rolls from back to side and shortly after rolls to stomach Supine: May lift head and shoulders Prone: Uses arms and legs to pivot Prone: Moves from hands and knees to sit Supine: Kicks feet Prone: Lifts and maintains head 90° Prone: Increased head, hip and trunk control allows twisting and turning in all directions Prone: May use a modified position, with one foot and one knee on the ground Prone: May extend legs and raise hips Prone: Bears weight on extended arms, may push backward knees
Prone: Rolls from stomach to side and shortly after rolls to back Prone: When suspended in prone, lifts and maintains head vertically Subdomain: Motor Development HPD Goal 4: Children develop the large muscle control and abilities needed to move through and explore their environment. Skill Progression 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Supine/prone Supine/Prone established Supine/Prone established Supine/Prone established Supine/Prone established Supine/Prone established Supine/Prone established 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Supine/Prone established Supine/Prone established Supine/Prone established Supine/Prone established Supine/Prone established Supine/Prone established
Subdomain: Motor Development HPD Goal 4: Children develop the large muscle control and abilities needed to move through and explore their environment. Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months B. Sitting Keeps head erect briefly in upright position, but head still bobs Holds head in line with body when pulled to sit Sits unsupported momentarily; may extend arms forward to catch self or prop on arms Head leads when pulled to sit or stand Sits without support and plays with toys Rotates body to get into sitting position Holds head steady in supported sitting for 10-15 minutes, back firm Moves head freely Pushes up to sit from side or crawl Moves to hands and from sit Reaches for distant objects forward, up, and behind with balance and rotation when sitting on the floor Good balance; sits alone 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Approaches a small, low chair, turns and sits down Climbs into adult chair to sit or stand up Climbs down from adult chair Sits in a variety of floor positions and different types of chairs Transitions easily from one position to another Sitting established 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months
Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months C. Standing No observable skills When put into stand and supported under the arms, extends legs and keeps the body in the same plane from shoulders to feet Takes full weight on legs when supported under the arms; bounces up and down May pull to stand on a support surface May get to stand from half kneel May stand without support briefly Stands with little support Sits down from standing without falling 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Stands, squats, stoops, and then moves back to stand Picks up a toy from the floor while standing by squatting down at the knees, getting the toy, then standing back up Picks up a toy from the floor by bending over at the waist, getting the toy, then standing back up Stands briefly on one foot when dancing Plays standing, such as at a small table (plays and then moves away) Briefly stands on tip toes Rocks from one leg to another when dancing Stands on one foot for several seconds 30-33 months 33-36 months 36- 42 months 42 -48 months 48-54 months 54-60 months Standing established Standing established Standing established Standing established Standing established Standing established forth
Begins to run stiffly, but falls easily Subdomain: Motor Development HPD Goal 4: Children develop the large muscle control and abilities needed to move through and explore their environment. Skill Progression 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months D. Locomotion: Crawling/ walking/ running Walks on tiptoes when dancing or sneaking up on someone Walks and runs well, changes speed and direction Walks downstairs with alternating feet Walks like an adult Begins to hop on one foot and gallop, though may be awkward Skips with coordination (alternate pattern) Begins walking up stairs without holding on Runs on toes Exhibits true running with trunk rotation and arm swing Walks on a curb or balance board without falling Walks on a curb without falling off Runs without falling
Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months F. Ball skills No observable skills No observable skills No observable skills No observable skills No observable skills Throws objects Rolls a ball toward an adult 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Catches ball when rolled between his legs while sitting Throws underhand while sitting Throws a ball into a close box Catches a large ball that is close with arms straight out Throws ball overhead Catches a large ball that is close with arms bent Kicks ball while holding on for support Walks into a ball to try to kick it Tries to kick a ball, but may miss or kick a side of the ball Flings ball toward a target Swings leg to kick a ball Kicks ball forward with either foot 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Catches ball thrown from distance of 5 feet or more with arms straight out Catches a medium ball thrown from distance of 5 feet or more against the body Catches a ball with elbows bent in front of body Begins to dribble a ball Catches small ball by adjusting body position in line with the ball and elbows at sides Rolls a ball in a bowling game Throws a ball 5-7 feet Throws a ball overhanded Uses forward weight shift to throw ball further; throws with some directional accuracy Throws and releases a ball smoothly with accurate directionality Steps forward with same leg as throwing arm
Arm movements Reach/Grasp/Release Manipulation/Tool use Drawing Subdomain: Motor Development HPD Goal 5: Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools. Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Arm movements Supine: Random windmill movements which stop in response to seeing object Supine: Brings hands to midline Supine: Initially both hands reach, elbows extended, hands open - one hand grasps other, joins in midline; later, one arm fully extends with wrist straight and fingers extended - may over reach Prone: Reaches with one arm, with weight on other extended arm Sitting: One arm reaches in direct approach, with wrist and fingers extended Sitting: Rotates hand up or down to orient to object Supine: Initially arms reach from side with elbow, wrist, and hand flexed; later, moves both arms toward object, elbows extended, hands partly open Supine: Moves arms symmetrically Prone: Initially, limited head control, unsuccessful bilateral reaching, hands flexed; later, head lifts, hands partly open, and some weight shifting takes place, so one arm is freed to reach Prone: Initially, hands slide forward, corralling object; later, reaches with one arm while weight is on the other forearm Prone: Weight on chest and flexed arms
Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Reach / Grasp/ Release Reach: Reaches with fist closed Reach: Begins visually directed reaching; keeps object and hand in view when reaching Grasp: Palmer grasp with fingers on top surface of object, object pressed into palm; later, fingers on far side of object press it against the thumb and side of palm Grasp (of tiny object): Initially, rakes object into palm with fingers, thumb bent Grasp (of tiny object): Lateral pincer - Picks up object between thumb and side of index finger Grasp (of tiny object): Initially, pincer grasp- with object between the pads of index finger and thumb, thumb slightly flexed - thumb is in opposition; later, fine pincer fingernails and thumb, with thumb flexed Grasp (of small object): Demonstrates grasp reflex when finger placed in infant’s palm Grasp: If object is contacted, pulls it in and squeezes it against the body or other hand Grasp: held using thumb, index and middle fingers pressing it against the palm; wrist is straight Grasp: grasp-object moves to between thumb and fingertips Grasp: grasp with wrist extended Reach/Grasp/ Release: Stares at objects and own hands Grasp: Three-jaw chuck grasp-object held with thumb and two fingers Grasp: Inferior pincer grasp- between the thumb and pad of index finger; beginning thumb opposition digital
Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Reach / Grasp/ Release Release: No voluntary release Release: Involuntary release after holding Release: Two-stage transfer - one hand holds object, second hand joins hold, first hand releases Release: Releases object with assist against a surface Release: Initially, clumsy release of object above a container with wrist flexed- may miss; later, controlled release, wrist straight Release: Controls release of object into small container Release (of tiny object): Transfers to other hand - initial clumsy release into large container; later becomes controlled Release (of tiny object): Unsuccessful release into small container
Skill Progression 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Reach/ Grasp/ Release Reach: Beginning of two-handed reach, with one hand stabilizing and one hand manipulating Reach: Reaches with lead and assist hands Release: Releases objects according to size and shape of container Grasp: Precise tasks use fingertip grasp Arm movements & Reach/Grasp/ Release: Skills combined into Manipulation/Tool use Arm movements & Reach/Grasp/ Release: Skills combined into Manipulation/ Tool use Grasp: Refined pincer grasp - between tip of thumb to tip of index finger Reach: Alternates reach with first one hand, then the other Grasp: Power tasks use palmer grasp Release (of tiny object): Precise release into small container with wrist extended Grasp: Holds crayon using fisted grasp 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Arm movements & Reach/Grasp/ Release: Skills combined into Manipulation/ Tool use Grasp: Uses effective power grasp on tools, such as a screwdriver Arm movements & Reach/Grasp/ Release: Skills combined into Manipulation/Tool use Grasp: Uses static tripod grasp on pencil Reach/Grasp/ Release: Hand preference established Grasp: Draws with dexterity, using a dynamic tripod grasp (movement comes from fingers rather than arm and hands) Release: Releases a ball with all fingers opening and thrusting
Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Drawing No observable skills No observable skills No observable skills No observable skills No observable skills Tries to imitate adult marks on paper by banging dots or short marks 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Imitates adult’s scribbles Holds crayon using fisted grasp Uses whole arm to make marks Makes large continuous circular scribbles, with occasional straight lines Imitates horizontal stroke May create separated, tight scribble marks Makes dots on paper by banging marker Spontaneously scribbles on paper or other surface Makes marks on paper with no organization Imitates a vertical stroke Experiments with different ways to draw and write, such as “magic” drawing boards, making impressions in sand, drawing on computer app. with finger, etc. Starts adding color to drawings Makes random marks in different directions Experiments with vertical and horizontal straight lines-- alone, next to, or on top of other lines Explains details of drawing Produces writing lines differently than drawing lines
Skill Progression 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Drawing Zigzag scribbles are added to loops Distinguishes writing from drawing Draws a face with features in proximity and understanding of the head (enclosure) Plans what to draw before starting to draw Proximity of features are closer to each other than should be (i.e. facial features) Draws stick figures with head, body, arms, and legs Copies a circle Uses lines and circles in drawings Parts of objects may not be connected (toothbrush may be a stick with separate “bristle” lines) Pictures have many parts and details Enclosures are used to encapsulate features (circle around pupils in eyes) Draws what is known, rather than what is actually seen (four legs on dog) Reports drawings represent familiar things Draws recognizable forms (e.g., face, flower) May draw a person as a head with facial features and arms and legs coming out of the head Parts are connected, such as body and arms, tree trunk and limbs Draws more important things larger (e.g., person larger than the house)
Eating/drinking Tongue moves in and out (suckling) Tongue flat and cupped Opens mouth adaptively; closes lips Helps bring bottle to mouth No longer loses liquid when breast/bottle removed Helps hold cup and spoon Takes two or more sucks before swallowing or taking a breath Jaw, tongue, and lips move together Develops a suck- swallow pattern Takes one or two swallows from a cup Eats ground or junior foods and mashed table foods Decrease in jaw movement in cup drinking Gums solid food Self-feeds soft biscuit with one hand Opens mouth as spoon approaches Grabs spoon in fist May lose liquid from side of mouth Swallows some thicker pureed foods Chewing present Uses upper lip to remove food from spoon Uses graded, controlled bite Ejects food with tongue Uses fingers to self-feed small bites Tips bottle to drink and whole bottle
Skill Progression 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months A. Eating/drinking Holds and drinks from lidded cup using two hands Uses fisted grasp on spoon Tries to pour from small container Unscrews a bottle lid (wrist rotation) Demonstrates taste and texture preferences in food; makes requests Eats the same foods as the rest of the family pattern coordinated during a long drinking sequence Feeds self with spoon, turns in mouth, spilling Handles cup well with two hands Gives up bottle for travel cup with straw Demonstrates oral motor skills to eat foods from all food groups Grasps spoon with fingers Feeds self with fingers Minimal loss of food during chewing Attempts to unwrap food Unwraps food in simple wrapping Uses tongue to clear area between gums and cheek Grades to size of the bite Eats coarsely chopped table foods, including chopped meats Eats most meats and raw vegetables Easy lip closure; no loss of food or drink Holds spoon and keeps it upright Dips spoon in food and brings it to mouth; turns spoon to get contents in mouth Chews with mouth closed Eats a variety of textures Point of spoon enters mouth first Uses diagonal rotary chew Lifts cup to mouth with one hand, may drop Transfers a bolus of food across the midline of the tongue Sweeps tongue to clear lips No longer drools unless teething
Skill Progression 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months A. Eating/drinking Wipes own hands and mouth with napkin Transfers food from side-to-side in mouth Holds and drinks from a cup with one hand Pours from larger jug to cup Holds fork in fingers rather than fist Uses a knife to spread food items Chews with grinding movement Eats well with fork and spoon Uses knife to cut soft foods Stirs, scoops, and pours
Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months onths B. Dressing Body parts easily manipulated for dressing Practices grasping by clutching or pulling at clothing Becomes more active and excited while being dressed Pulls off hat Anticipates adult’s actions and starts to offer arm Pulls off socks Lifts legs for diapering and dressing Pulls off booties Holds foot out for shoe and socks Removes second arm from coat 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Once pants are over bottom, pushes pants off in sitting Tries to put shoes on, usually gets half way “Dresses up” in large size clothes that are easier to get on Takes off shoes if untied Washes self at bath time Tries to put both feet in one leg hole Removes mittens Helps with taking off coat Helps push/pull underpants and pants down/up Pulls elastic-top pants over bottom and down Lifts foot for adult to put on pants or shoe Locates head hole in shirt and pulls it on Unties shoes Locates a large sleeve hole
Skill Progression 30-33 months 33-36 months 36- 42 months 42-48 months 48-54 months 54-60 months D. Toileting Boys and girls seat themselves on the toilet with steps and toilet seat * Responds to routine bathroom times for bowel movements Boys enter bathroom and urinate and have BM independently Dry at night May have occasional night bed-wetting Completely cares for self at toilet* Boys urinate in the toilet when sitting down Unsuccessful at wiping self * Boys urinate while standing up Manages toilet seat, toilet paper, and flushes* Boys wear training pants or underwear Boys stay BM free during the day Boys and girls may tell before having BM Boys tell before having to urinate Girls stay BM free during the day Girls enter bathroom and urinate and have BM independently (may need help with wiping)
Skill Progression 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Understand communication from others Searches for objects named, but not present Identifies objects named in pictures by pointing Understands “what” questions Understands labels for most common objects, animals, etc. Understands vocabulary related to familiar items, people, and routines Follows two-step related directions Finds objects named from a group of different objects Points to at least 3 body parts Understands some pronouns (my/mine, you, me) Understands a variety of action words (e.g., sleep, play, eat, etc.) Understands size (e.g., big, little) Identifies objects by function Understands “where” questions (e.g., “Where is the blankie?”) Follows single step directions Understands some emotions words (happy, sad, mad) Responds to yes/no questions with head nod or shake (e.g., “Do you want juice?” may not nod “yes” until later) Knows smaller body parts Understands that a questioning intonation implies a response is needed Knows amount words (one, all)
Skill Progression 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Understand communication from others Understands basic spatial words (e.g., in, on, out, off)) Understands descriptive words (e.g., hot, dirty, broken, wet) Understands words for shapes, sizes, and position (in front of, behind, top, bottom) Understands opposites (e.g., long/short) Understands vocabulary related to own experiences and culture Understands terms related to a broad range of topics, including environmental features, math and science topics, community components, cultural differences, current events, etc. Identifies colors Understands descriptive terms (e.g., hard, soft, rough, smooth) Understands basic time concepts (e.g., before/after; morning/ afternoon) Understands time concepts related to days, months, holidays, etc. Understands spatial concepts (e.g., under, beside) Follows two-step unrelated directions Understands wide variety of questions, including “when” and “how” questions Understands basic number concepts Understands categories Understands passive declarative sentences (e.g., “The cat was chased by the dog”) Understands “what happens if…?” Understands “why” questions Knows gender SKILL PROGRESSION FOR LDC GOAL 2: Children participate in conversations with peers and adults in one-on-one, small, and larger group
interactions. Skill Progression: Participate in conversations with peers and adults Subdomain: Learning to Communicate LDC Goal 2: Children participate in conversations with peers and adults in one-on-one, small, and larger group interactions. Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Participate in conversations with peers and adults Makes eye contact with parent and smiles Vocalizes to initiate socializing Responds differently to familiar and unfamiliar people Shows desire to be included in social interactions with others Follows point or visual gaze of another person Moves body to engage in social interaction with others Smiles at familiar face Smiles and starts vocal turn taking when adult imitates the infant’s sounds Responds to sounds by making sounds Enjoys playing games such as peek-a-boo and pat-a-cake Points to direct attention of adult “Talks” with others in back and vocalizations Uses voice to express pleasure and displeasure Reacts to emotions of others Initiates interactions by reaching for the adult’s mouth, nose, etc.
Skill Progression 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Participate in conversations with peers and adults Imitates actions of others Uses gestures and/or words for social interaction or to tell others what to do (e.g., blows kisses, fingers to lips for shhh, shrugging shoulders) approximately two times per minute Attempts to converse with jargon and real words Takes 1-to-2 turns in conversation Takes 2-3 turns in conversations by adding new information Communicates about previous experiences when adults talk about them and asks questions Makes verbal protests Produces jargon Responds to “what” questions Uses 2 -word phrases to communicate Dependent on the adult to scaffold the conversation Conversations begin to be directed to other children, as well as self and adults Points to request information or an action Repeats words heard in conversations Directs conversation primarily to self and adults Initiates a topic with one or more words Initiates a topic and responds with new information Intentionally communicates five times per minute Begins to cooperate in games, songs, and finger plays Talks about needs, feelings, and past events with adult help
Skill Progression 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Participate in conversations with peers and adults Participates in storytelling and book reading with adult Listens for up to 20 minutes in one-on-one situations with preferred books Follows meaning in conversation among numerous people Takes 4 turns in a true conversation on a topic Raises hand to offer comment in a group Communicates in group activities by taking turns most of the time Follows a narrative and talks about it Interrupts and talks over others to give own ideas in a group Participates in a narrative describing an event Directs conversation primarily to peers and responds to peers’ conversation directed toward him Begins to understand humor; tries to tell jokes or make others laugh with stories Talks to self but begins talking to peers rather than adults Understands meaning, even if indirectly stated (e.g., “I need my shoe” implies “Give me my shoe”) May interrupt in conversations, but beginning to understand taking a turn in a group Talks about another person’s likes, dislikes, and point of view Still seeks out adults for conversations, but prefers peers Seeks out peers for conversations, rather than adults SKILL PROGRESSIONS FOR LDC GOAL 3 Children ask and answer questions in order to seek help, get information, or clarify something that is not understood. Skill Progression A: Answers questions Skill Progression B: Asks questions
Subdomain: Learning to Communicate LDC Goal 3: Children ask and answer questions in order to seek help, get information, or clarify something that is not understood. Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months A. Answers questions No observable skill No observable skill No observable skill No observable skill Vocalizes when asked a question Responds to “Who’s that?” with a word or word approximation (e.g. “mama”) 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Responds to a yes/no question with head movement Responds to requests for clarification (e.g., “huh,” “what?”) Responds to “What is…” questions Answers simple open-ended questions (e.g., “What do you want?”) Points to an object when asked “Which one is…” (a cow, big, etc.) Answers variety of simple questions asked by another accurately Responds to “Where is…” question by pointing to a familiar object or person
Skill Progression 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months A. Answers questions Responds to 33% of questions asked by adults Understands questions about objects, people and basic routines Understands “how many,” “whose,” and “why” questions Answers “when” and “how” questions Answers open- ended questions, such as “What can you tell me about...?” Understands “What happens if...” questions Understands “What…doing” questions (e.g., “What is the baby doing?”) Responds to requests for clarification most of the time
Skill Progression 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months B. Asks questions Asks “What …doing” questions Regularly asks for clarification Regularly requests clarification Asks “why” and “how” Asks questions about how another person feels Asks about another person’s perspective (e.g., “What do you think about…?”) Asks a variety of questions, including “who,” “what,” “where,” “when,” “is,” and “do” Asks what words mean SKILL PROGRESSIONS FOR LDC GOAL 4: Children speak audibly and express thoughts, and feelings, and ideas clearly. Skill Progression A: Articulation/sound production Skill Progression B: Possible sound errors (considered to be developmentally appropriate) Skill Progression C: Language production Subdomain: Learning to Communicate LDC Goal 4: Children speak audibly and express thoughts, and feelings, and ideas clearly. Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months A. Articulation/ sound production Cries to express hunger, discomfort, pain or distress Gurgles and laughs Nasal sounding consonants Consonant-vowel sounds emerging (da, ma) for babbling Produces consonants /m, n, d, b, y, w/ Produces more back vowels, central vowels, and consonants
Vocalizes with non-speech-like burps, grunts, and coughs Coos; moves tongue throughout the mouth to make vowel-like sounds Marginal babbling Imitates sound sequences in one breath Produces a wide variety of sound combinations Imitates others coughs, laughs, funny sounds Makes vowel sounds “ah,” “eh,” ”uh” Vocalizes “ma” or “mu” Babbles with some sounds Beginning of adult speech (starting to develop certain vowels, syllables, diphthongs) Demonstrates intonation contours of the language and uses variegated babbling babbling) (i.e. "dagedagee") Experiments with sounds such as “raspberries,” bubbles Produces consonants /m, n, b, p, t, d/ in babbling Varies volume, pitch and rate of sounds produced
Skill Progression 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months A. Articulation/ sound production Produces consonant sounds /b, m, n, t, d, w/ Attempts to combine consonants and vowels into words Speech may be less than 50% intelligible to unfamiliar persons Speech is at least 50% intelligible to unfamiliar persons Combines noises to make sound effects (e.g., “zoom-zoom,” “Brrring,” “Bang”) Speech is 60% intelligible Produces word approximations (e.g., “muh” for milk) Produces (CVC) combinations, using consonant sounds /p, b, m, n, t, d, h, w/ 85% of children correctly produce the following: Initial sounds: /b, d, h, m, n, p/ Medial sounds: /b, m, n/ Final sounds: /m, p/ Repeats adult’s words and intonation Uses VC (e.g., up), CV (e.g., bye), CVC (e.g., sad), and CVCV (e.g., puppy)
Skill Progression 30-33 months 33-36 months 36- 42 months 42 -48 months 48-54 months 54-60 months A. Articulation/ sound production Conveys ideas using pitch and intonation 75% intelligible May produce all 24 consonants (stops: /p, b, t, d, k, g/; fricatives: /f, v, s, z, h/, sh, th (as in “the” and “this”), zh; affricates: /j, ch/ liquids: /l ,r/; glides: /w, j/; nasals: /m, n, ng/ 80% intelligible 90% intelligible 100% intelligible, though errors on /s, sh, r, l, z, zh, ch, j, th/ may persist 85% of children correctly produce the following: Initial sound: /t, g, k, f, w/ Medial sound: /f, g, k, ng, p, t/ Final sounds: /b, d, g, k, n, t/ 85% of children correctly produce the following: Initial sound: /kw/ Medial sound: /d/ Final sound: /f/ Emerging production of /r, l, s, ch, sh, z, j, v/ 85% of children correctly produce the following: Initial sound: /ch, j, l, s, sh, y, bl/ Medial sound: /ch, j, l, s, sh, z/ Final sound: /l, ng ch, j, s, sh, r, v, z/ Produces all vowels Demonstrates few omissions or substitutions Produces some consonant clusters (e.g., st, sp, bl, fr, sw, etc.)
Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months B. Possible sound errors No observable sound errors 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Often repeats same syllable (“wawa” for water) Reduces consonants (“boo” for “blue”) Additional research needed Additional research needed Additional research needed May delete one consonant from a consonant blend (e.g., “top”/stop) Final consonant deletion evident (“be” for “bed”) Eliminates some initial consonants
Skill Progression 30-33 months 33-36 months 36- 42 months 42 -48 months 48-54 months 54-60 months B. Possible sound errors Cluster reduction, cluster of sounds reduced (e.g., peak/speak) Simplifies words that are multisyllabic to CV or CVCV form (e.g., banana becomes “nana”) May use stopping, or substituting a stop /b, p, d, t, g, k/ for a fricative /s, z, f, v, th, h, sh, zh/ (e.g., moud/mouse) 75% of children: No longer substitute a front sound for a back sound (e.g., tat/cat) 75% of children: No longer substitute sounds for palatal (tongue on palate) sound at the end of a word (e.g., dit/dish) 75% of children: No longer substitute sounds for palatal (tongue on palate) sound at the beginning of a word (e.g., tai/shy) Gliding may occur (substitution of glide /w/ or /y/ for liquid sounds, /r/ or /l/ (e.g., woom/room) Produces substitutions and distortions of consonants May use fronting, produce a consonant in the front of the mouth that should be produced in the back (tar/car) 75% of children: No longer replace an affricative with a continuant or stop (e.g., sip/chip) 75% of children: No longer substitute alveolar (made with tongue near upper teeth ridge) sounds for non- alveolar (e.g., tu/shoe) Stopping /th/ (e.g., dis/this) No longer substitutes a voiced consonant for an unvoiced consonant (e.g., zun/sun) May use cluster reduction (tuck/truck) 75% of children: No longer reduce consonant clusters (e.g., gape/grape) 75% of children: No longer substitute voiceless final consonant for a voiced consonant (e.g., bak/bag)
Skill Progression 30-33 months 33-36 months 36- 42 months 42 -48 months 48-54 months 54-60 months B. Possible sound errors Substitutes /f/ for voiceless /th/ (e.g. fumb/ thumb) 75% of children: No longer delete final consonants (e.g, ba/ball) 75% of children: No longer delete unstressed syllables 75% of children: No longer omit /s/ in an initial position of a cluster (e.g., tep/step) 75% of children: No longer change one sound or syllable in the word to be like another (e.g., goggie/doggie) No longer repeat syllables (e.g., baba/bottle)
Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months C. Language production Vocalizes to parent’s smile Cries differently for pain and hunger Imitates sounds and mouth movements needed for speech Vocalizes to protest “Sings” along with familiar songs May produce first word Says “mama”/ “dada” without meaning Vocalizes during games Uses social gestures Demonstrates pleasure and displeasure by vocalizing Points to known people and objects
Skill Progression 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months C. Language production Unintelligible except for a few words, mostly with sequence Accurately imitates some words Produces language to express refusal; “No” is common Names objects Produces two-and three- word phrases; makes simple statements (e.g., “More juice” “Me do”) and asks questions about objects, people or events (“What that?”) Produces to four-word phrases or sentences (agent + action + object is the most common, along with agent + action + location) Uses social greetings Uses commands (“Stop it” “Don’t”) Produces verbs Produces words more than gestures Uses negative sentences for nonexistence (no cookie), rejection (no nite-nite) and denial (no break) Modifies nouns in an object position (e.g., Daddy is a big man.) Protects own things (“Mine”) Produces two-word phrases or telegraphic speech (words imply a whole sentence) Produces combinations (e.g., agent-action [ball roll], [roll ball], agent-object [me ball], action [ball chair], [my ball]) Produces possessives location vowel
Skill Progression 30-33 months 33-36 months 36- 42 months 42 -48 months 48-54 months 54-60 months C. Language production Converses about people, places, and objects that are not present Produces declaratives, negatives, questions, and imperatives Connected speech intelligible Produces complex sentences with prepositional phrases (e.g., “The dog is behind his house”), “wh” clauses (e.g., “I went where the horse lives”), simple infinitives (“I want to go to bed”) Describes how to do something in detail Produces 4-8 word (or longer) sentences Demonstrates awareness that sentences need noun and verb phrases Produces complex sentences Produces pronouns appropriately Retells stories and events in sequence Produces full range of sentence types Produces utterances that describe physical characteristics (“big doggie”) Produces spatial, comparative, and temporal concepts in discussion Uses word order to understand communication Creates songs and rhymes Produces imperative implying “you” Produces and, but, and because to combine sentences Produces negative before a verb (“no go”) as well as “no,” “not,” “can’t,” “don’t” SKILL PROGRESSIONS FOR LDC GOAL 5: Children describe familiar people, places, things, and events. Skill Progression: Use of narrative skills to describe
Subdomain: Learning to Communicate LDC Goal 5: Children describe familiar people, places, things, and events. Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Use of narrative skills to describe No observable skills No observable skills No observable skills No observable skills No observable skills Imitates behaviors such as washing and feeding the baby 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Cares for a doll or stuffed animal, covering it and taking it for a walk in a stroller; begins to vocalize toward the doll or stuffed animal or adult in play Pretends to sleep, eat, etc. with actions directed toward self Starts to construct actions and events by searching for needed props (e.g., spoon for bowl, driver for car) Directs conversation in dramatic play toward self, dolls or stuffed animals, and an adult Plays house and acts out going to bed, cooking, eating, and other daily routines Demonstrates fantasy play, acting out a story or pretending to be an animal or a character seen on television or a movie Incorporates familiar objects that adults have used into play (e.g., phone, comb, wash cloth, etc.) Repeats same events multiple times (cooking, serving) Responds to adult’s suggestions for expansions of play Produces vague stories about something that happened (“I falled”)
Skill Progression 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Use of narrative skills to describe Acts out multiple action sequences with dolls or action figures; talks to or for the dolls or figures Dresses up to represent characters and uses props in dramatic play Plays with miniatures, such as a doll-house, garage, school house, etc. to act out familiar sequences; provides a narrative to actions Cooperates in coordinated dramatic play, creating a narrative with a complex theme or story Creates stories with drawings, constructions of sand, clay, blocks, etc. Creates elaborate stories with peers for dramatic play Talks about how characters feel Talks about a theme, with objects or actions mentioned relating to the theme (e.g., “Baby eating. Baby likes apples.”) Acts out several familiar events in dramatic play (feeding the baby, reading to baby, putting baby to bed) with complex commentary Discusses what props are needed and what should happen next in the play; dialogue is interactive Builds structures with blocks and adds props to act out stories or scenes Negotiates roles in dramatic play and may switch roles to play different parts Performs plays for adults Talks using a series of unrelated sentences Includes peers in play Spontaneously builds on another’s dialogue and actions Dictates stories in appropriate narrative sequence, with characters, unorganized plot, and dialogue Produces dialogue in narrative dramatic play, with the sentences building upon each other
Skill Progression 30-33 months 33-36 months 36- 42 months 42 -48 months 48-54 months 54-60 months Use most grammatical constructions of home language well Produces the following morphemes: Irregular past tense (e.g., “came,” “went”) Regular past tense (e.g., “jumped”) Produces the following morphemes: Uncontractible copula (“Who’s here? I am.”) Produces the following morphemes: Articles (a, the) Third person regular verbs (“he goes”, “she eats”) Contractible copula use of is (“here’s the ball”) Uncontractible auxiliary (“He is” in response to question, “Who is…?”) Produces the following morphemes: Articles Irregular past tense Regular past tense Third person regular verbs Contracted copula Irregular third person singular verbs (“she has” “she does”) Produces the following morphemes: Contractible auxiliary verbs (“they’re coming”) Produces indefinite negatives, including nothing, nobody, and no one Starts a sentence with and, because or so (e.g., “And I runned.”) Produces complex sentences (combines independent clause and dependent clause) such as “I have the game that you gave me.” Produces all types of simple and complex sentences Uses to as a preposition to indicate direction toward (“giving it to the baby”) Produces compound sentences (two or more independent clauses or simple sentences combined by and, but, or) such as “I ate and I went to bed.”
Skill Progression 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Respond to and use a growing vocabulary Uses referential naming (word refers to specific thing): (e.g., The child’s cup, blanky, “Dada,” “Mama”) Produces mostly nouns, including different types of labels (e.g., names of objects, family members, pets, activities, etc.) Produces the following: Agents (e.g., mama) Actions (e.g., run) Objects (e.g., cup) Recurrence (e.g., more) Cessation (e.g., stop) Disappearance (e.g., all gone) Asks for name of object or of object (“What’s that?” “Where Daddy?”) Produces number words: Knows numbers one and two, and knows “one more” Knows first three count or number words Uses social words: (e.g., Says “Hi,” “Bye”; uses a version of “Thank you”) Generalizes nouns to other similar objects Uses relational words to relate one word to another object or person to something else: Existence (this, more, all gone) Action relational (up, down, Location relational (where object is located) Possession relational (mine) Names parts of objects (e.g., body parts or wheels of car) Understands and uses comparative words (e.g., big, little) Uses at least one color description word Produces possessive my, mine Produces a few verbs (e.g., kiss, kick, open, sleep) Uses categorical vocabulary (e.g., trees, animals, toys, people) Uses pronouns (e.g., he, me) and possessives within a statement (e.g., that mine, your hat) Uses over extension (uses one word too broadly) (e.g., all animals with four legs are dogs)
Skill Progression 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Respond to and use a growing vocabulary Uses some descriptive words (e.g., cold, full, all gone, broken, some, more) Produces mostly concrete nouns (i.e., defined by pointing or acting out) Expands use of relational words (in, on, under) Uses positional words (e.g., down, up) Understands over 300 words (Less than 50 words at 2 years is a red flag for delay) Uses action/event terms (e.g., bring, take/ snack, lunch)
Skill Progression 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Respond to and use a growing vocabulary Says own first and last name Uses “wh” questions (e.g., what, where, who) Uses descriptive vocabulary: Names shapes (circle, square, triangle); names several colors; names sizes; names textures; uses kinship words (sister, grandma) Names all primary colors Uses comparative terms (e.g., longer, shorter) Uses comparative terms: Compares weight (e.g., lighter, heavier); names a broad range of colors and compares shades (e.g., lighter/darker); compares amounts (e.g., uses equal, less, fewer, more than) Uses gender words Knows counting words to 10 (may be inaccurate) Infers meaning of words from illustrations in a book Names examples in a category (e.g., animals, fruits, vegetables, jobs, etc.) Uses terms related to time (e.g., day/night, before/after, early/late, summer/winter, etc.) Uses complex directional and time relational words (e.g., then, first, next, forward, backward) Knows directional words (e.g., up, down, out, in); uses differently than location of object Names a circle when asked “What shape is this?” Uses environmental context to figure out meanings of words Knows more complex relational words (e.g., in front of, behind, beside) Uses word “money” and may know a few coins Names the category when examples are given (e.g., apple, pear, grape)
Skill Progression 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Respond to and use a growing vocabulary Knows all possessives (yours, ours) Uses pronouns as subjects and objects (I, you, he she, it, we, they; me, you, him, her, it, us, them) Acquires “verbally defined” (i.e., explained by an adult) words that are more abstract (e.g., think, weather, wonderful) Asks adult to define word meanings Uses counting words to 20 Uses expanded number words and concepts: Knows counting words up to 100 and names coins Uses descriptive words (e.g., bad, sleepy, heavy) Learns 3-6 words a day depending on exposure and experiences Knows days of the week, some names of months, and some holidays (though may be inaccurate) Approximately 70% of vocabulary is concrete Produces metalinguistic language (Anna begins with “A”) Infers meaning from context of sentence SKILL PROGRESSIONS LDC Goal 8: Children develop interest in books and motivation to read. Skill progression: Develop interest in books and motivation to read Subdomain: Foundations for Reading LDC Goal 8: Children develop interest in books and motivation to read. Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
Develop interest in books and motivation to read Examines contrasting patterns Touches pictures Recognizes familiar objects and people Brings book to mouth to chew Reaches for books to hold Turns pages (maybe more than one at a time) Stares intently at pictures Holds book in both hands Examines pictures when items are pointed to Helps adult turn pages by pushing them to the left, after the adult has separated a page Gestures to indicate desire to read a book again Pulls books off shelf Sits on adult’s lap and attends to several books in a row
Skill Progression 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Develop interest in books and motivation to read Turns inverted book upright Carries a book around while walking Points to pictures and says, “What’s that?” Engages in reading behavior by verbalizing while looking at pictures Protests when adult misreads a word in a familiar book; offers correct word Recites text from a familiar predictable book Sustains interest in named pictures for 2-5 minutes Holds a book open to look at it independently Manipulates a variety of interactive books Searches for favorite pictures in a book Gets a book and gives it to an adult to read “Reads” a book independently for several minutes May use books as a transitional object Recites whole phrases from favorite stories Requests adult read the same book repeatedly Uses “book babble” (jargon sounds like reading) 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Tells what the story is about based on the pictures Asks questions about the pictures, vocabulary, and story Tells story when looking at a familiar book Understands relationship between related pictures Discusses favorite books with peers Asks adult to buy or check out specific topics, books, or authors Coordinates text read (words) with pictures (e.g., finds aspects of text in the pictures) Listens to longer stories Sequences events in stories Asks questions and comments on a book indicating understanding and interest in a topic or event Demonstrates preferences in types of books to read (e.g. story, humorous, nonfiction, science, poetry, etc.) Discusses actions in pictures
SKILL PROGRESSIONS FOR LDC Goal 9: Children comprehend and use information presented in books and other print media. Skill progression: Comprehend and use information presented in books and other print media Subdomain: Foundations for Reading LDC Goal 9: Children comprehend and use information presented in books and other print media. Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Comprehend and use information presented in books and other print media Stares at black and white patterns Examines more complicated patterns and colors Examines pictures of people Listens to the adult while looking at pictures in a book Vocalizes while looking at pictures in a book, catalog, newspaper, greeting card, etc. Points to individual pictures when named by adult Pats pictures Exhibits - listens then vocalizes during the adult’s pause Pats pictures and vocalizes Laughs at familiar pictures or adult’s sound effects
Skill Progression 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Comprehend and use information presented in books and other print media Relates an object in a picture to something or someone in the real world Shows familiarity with text by saying words associated with a picture Shows empathy for characters or situations depicted in books Relates pictures in stories to own experiences “Reads” to dolls, stuffed animals or self Recites text from a familiar, predictable book Makes animal sounds when looking at animal pictures Chooses books for adult to read by recognizing the picture on cover Makes associations across books Performs an action shown or mentioned in a book Discusses characters and events in books in ways that show understanding of the story Answers simple questions about the pictures in the book Names familiar objects in a book Recites parts of well-known stories, rhymes, and songs Fills in words in the text when the reader pauses, says the next word before the reader does, or reads along with the reader when a predictable, familiar book is read Recognizes and identifies almost all common objects and pictures Identifies objects in pictures
No observable skills No observable skills Notices print rather than just pictures in a book; may point to labels under pictures Distinguishes print from (e.g., picture or drawing) Points to and labels pictures on billboards, cereal boxes, etc. in the environment Recognizes some familiar environmental signs or symbols 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Moves finger or hand across a line of print in a favorite book and verbalizes text exactly or accurately paraphrased Notices print in the environment and asks what it “says” Understands what print is Asks what specific words are in text Mixes print-like letters, real letters, and drawings in “writings” Differentiates, identifies, and reproduces letters in the alphabet (at least in approximations) Recognizes familiar print in the local environment Asks about print conventions like spelling, spacing, and where to write Attempts to incorporate print conventions such as spacing, alignment, and punctuation (though inaccurately) SKILL PROGRESSIONS FOR LDC Goal 11: Children develop phonological awareness. Skill progressions: Develop phonological awareness Subdomain: Foundations for Reading LDC Goal 11: Children develop phonological awareness. Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months No observable skills 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months
Develop phonological awareness No observable skills Imitates animal sounds Listens to songs and nursery rhymes and imitates words Imitates rhyming words (loo-loo, goo-goo) and makes up nonsense words Listens with interest to books with alliteration (uses same sounds in beginning and other parts of words) Claps with a drumbeat Repeats the alliterative words with these sounds more easily /w, p, b, d, t, m, n, h, y/ Understands the difference between words with similar phonemes such as “pat” and “path”
Develop knowledge of the alphabet and the alphabetic principle No observable skills No observable skills No observable skills No observable skills No observable skills No observable skills 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months No observable skills No observable skills No observable skills No observable skills No observable skills No observable skills 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months No observable skills Recognizes A-B-C song and sings it, but without knowing what letters are Knows some letters in own name Recognizes own name in print Identifies initial letters and sounds of familiar names and some words Recognizes a few sight words (e.g., words in familiar books, stores, etc.) Points out words that rhyme in songs, poems, and predictable books Identifies 5-10 alphabet letters, especially those in own name Identifies parts of words that rhyme Comments about words that have the same sounds Matches upper case letters Segments words into syllables Knows that alphabet letters make words Makes matches of a few letters SKILL PROGRESSIONS FOR LDC Goal 13: Children use writing and other symbols to record information and communicate for a variety of purposes. Skill progressions: Use writing and other symbols to record information and communicate for a variety of purposes Subdomain: Foundations for Writing LDC Goal 13: Children use writing and other symbols to record information and communicate for a variety of purposes. Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
Use writing and other symbols to record information and communicate for a variety of purposes No observable skills No observable skills No observable skills No observable skills No observable skills Attempts to imitate adult marks on paper by banging dots or making short marks 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Imitates adult’s scribbles Spontaneously scribbles on paper (or other surface)- no understanding of true writing Makes marks on paper with no organization Makes large continuous circular scribbles, with occasional straight lines Imitates horizontal stroke Creates separated, tight scribble marks Experiments with vertical and horizontal straight lines - alone, next to, or on top of other lines Imitates vertical strokes Experiments with different ways to draw and write, such as “magic” drawing boards, making impressions in sand, drawing on computer app. with finger, etc. Produces writing lines differently than drawing line
Skill Progression 30-33 months 33-36 months 36- 42 months 42 -48 months 48-54 months 54-60 months Use writing and other symbols to record information and communicate for a variety of purposes Zigzag scribbles are added to loops Distinguishes writing from drawing Organizes messages or stories written with scribble writing with adult assistance Memorizes the letters in own name and tries to write them Differentiates between letters and numbers Imitates drawing a triangle Copies a circle Draws recognizable forms (e.g., face, flower) Dictates words for adults to write down Copies a square Replaces scribbles with letter approximations and actual letters in a message or story Demonstrates understanding of the uses and formats of writing; scribbles and calls the result a note or letter Imitates a cross Uses 3 fingers to hold pencil to write Demonstrates awareness of uses for writing, and uses writing for these functions Draws a person with a head and at least 6 features Writing formats differ for different purposes Engages in scribble writing Draws circle spontaneously Draws simple pictures to tell a story May reverse letters when writing Makes marks to create writing, explains what the writing “says” Uses drawing to stand for writing to communicate a message Attempts to write letter-like forms in a sequence to write a message Attempts to make first letter of own name, but the appearance is unconventional SKILL PROGRESSIONS FOR LDC Goal 14: Children use knowledge of letters in their attempts to write.
Skill progression: Use knowledge of letters in attempts to write Subdomain: Foundations for Writing LDC Goal 14: Children use knowledge of letters in attempts to write. Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Use knowledge of letters in attempts to write No observable skills No observable skills No observable skills No observable skills No observable skills No observable skills 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months No observable skills No observable skills No observable skills No observable skills No observable skills No observable skills 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months No observable skills Attempts to make first letter of own name, but the appearance is unconventional Scribbles begin to resemble designs (mock letters), uses scribbles frequently Begins to write the letters of own name; marks begin to resemble actual letters in the child’s name Writes letter-like forms along with scribbles to represent writing Replaces scribbles with letter approximations and actual letters Knows letters are made of lines and curves, combines lines and curves in creative ways to represent letters Draws known letters in unique ways, using segments and sequences of marks Organizes marks that serve as writing “words” in a linear fashion, and in rows Asks about spelling, spacing of words Writes a few words correctly from memory Writes at least the most commonly first-learned letters: B, D, S, T, O, A, H, K, M, and C Writes simple words SKILL PROGRESSIONS FOR LDC Goal 15: Children use writing skills and writing conventions. Skill progression: Use writing skill and writing conventions
Subdomain: Foundations for Writing LDC Goal 15: Children use writing skills and writing conventions. Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Use writing skills and writing conventions No observable skills No observable skills No observable skills No observable skills No observable skills No observable skills 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Scribbles vigorously Holds crayon in fist Uses whole arm to make marks Holds crayon with thumb and several fingers Imitates drawing a horizontal line Draws different strokes, dots, and circular shapes Imitates adult’s scribbles Scribbles include horizontal and vertical movements Scribbles without going off of the paper Includes curved marks in writing Explains what he has drawn and what different colors convey Imitates drawing a vertical line Indicates writing with small “chicken scratches”
Skill Progression 30-33 months 33-36 months 36- 42 months 42-48 months 48-54 months 54-60 months Use writing skills and writing conventions Makes marks that look like letter shapes Starts to copy simple horizontal and vertical letters, like E, F, L, H, T; letters with angles (K, N, M, Y) are more difficult Tries to imitate the letters in her name and some family member’s names Replaces scribbles with letter approximations and actual letters May make letters in segments, for example a line for the I in T, then two short lines emanating from each side of the top of the line Includes a combination of letters and symbols in writing Asks how to write specific words Writes in organized and segmented rows, though placement may not be in the correct order
SKILL PROGRESSIONS FOR CD GOAL 2: Children recall information and use it for new situations and problems Skill progression: Recalls and uses information for problem solving Subdomain: Construction of Knowledge: Thinking and Reasoning CD Goal 2: Children recall information and use it for new situations and problems Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Recalls and uses information Stares longer at familiar faces than objects Shows physical excitement at familiar faces and events (feeding) Remembers how to activate familiar toys Recognizes people and objects based on sensory characteristics (favored blanket, toy) Remembers simple games (peek-a-boo, patty cake) and actions to apply to a toy or object Remembers a strategy that worked on one object and tries it on another Remembers label for an object without the object being present 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Performs deferred imitation of actions of others (adults, siblings peers) Recognizes and identifies familiar places and pictures of objects and people by pointing Attempts to tell about remembered experiences using words, jargon, and gestures Demonstrates long-term memory for experiences up to six months previous Recognizes familiar signs, books Fills in missing words in familiar books, songs, rhymes, etc. Remembers action sequences with objects Dramatizes remembered events
Skill Progression 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Recalls and uses information Remembers visual landmarks and anticipates the intended destination Remembers finger plays and acts out sequences in dramatic play Dramatizes favorite stories and events Recalls 1-2 characters and events in a story that was recently read Recalls 3-4 elements of a story without prompts Gives detailed descriptions of past events, stories, movies, etc. Remembers events up to 18 months in the past Remembers one of several objects shown and then hidden Describes familiar objects without seeing them Determines what is missing from pictures, puzzles, and toys Remembers sequences of words and numbers SKILL PROGRESSIONS FOR CD GOAL 3: Children demonstrate the ability to think about their own thinking: reasoning, taking perspectives, and making decisions Skill progression A. Thinking and reasoning Skill progression B. Taking perspectives Skill progression C. Making decisions Subdomain: Construction of Knowledge: Thinking and Reasoning CD Goal 3: Children demonstrate the ability to think about their own thinking: reasoning, taking perspectives, and making decisions Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Thinking and reasoning Repeats pleasurable actions Begins play with sound toys Displays laughter in social play, particularly with physical stimulation Inspects objects for a long time Sustains interest in looking at pictures Knows how to get objects to do what he wants 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months
Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Taking perspectives Studies faces Tries to imitate adult mouth movements Shows interest in others’ facial expressions Tries to get adults to laugh Follows what someone points to Participates in games of and turn-taking Shows objects to others Imitates others actions and sounds 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Watches adults and anticipates their actions Represents self and others in dramatic play Follows the lead of others, doing what they do or following their directions Knows what will make others laugh and shares humor Dramatizes roles in familiar routines using props to remember actions performed by others in real life situations Incorporates others into dramatic play and understands their intentions Knows what adult wants them to do 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Ascribes thoughts and feelings to dolls and action figures Tries alternatives if first attempt at problem solving doesn’t work; may then ask for help Describes own feelings and is aware of other peoples’ feelings and perspectives Discusses how others’ feelings, attitudes, and beliefs are different from his own Knows what to do to please others and takes steps to do so Compares and negotiates her ideas with others in play
Music Calms to rhythmic movement, sounds, and music Listens to sounds and begins to differentiate Comforted by soft, rhythmic melodious sounds, music and movement (stops crying) Reacts differently to different musical patterns Listens attentively to sounds and words Bounces to rhythm while standing Watches and tries to imitate movements 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Shows intense interest in speech sounds and music Imitate sounds, words, and movements Remembers short action sequences Identifies preference in instrumental music Increases activity level with fast rhythms Attends to more than one characteristic of objects at a time (sound and movement)
Skill Progression 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Music Remembers finger plays, dance moves, songs Names or sings favorite songs, finger plays, etc. Imbues music, dances with emotion Enjoys group singing and dance Begins to be aware of musical syntax and to understand and use musical phrases Capable of learning some basic musical concepts such as pitch (high/low), duration (long/short), tempo (fast/slow), and loudness (soft/loud) Attention span for listening to music increases in length and interests expand to various types of music Sense of pitch, rhythm, and melody emerging
Subdomain: Creative Expression CD Goal 5: Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, drama, and dance. Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Music/dance Calms to rhythmic movement, sounds, and music Produces vocalizations and shakes sound toys Makes sounds and early consonants Babbles rhythmically Produces jargon with intonation Vocalizes to music and tries to sing Bangs toys Body moves to rhythm “Dances” to music in sitting or standing Bounces to rhythm while standing 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Actually dances with not just bouncing Dances in different directions and in circles Listens to music, sings and dances Rocks and sings to dolls Engages in “music babble” as he sings and dances Experiments with different types of movements Discriminates loud and soft sounds Makes wild swings and kicks with arms and legs to tempo (fast/slow); dances on toes
Skill Progression 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Music/dance Remembers songs and finger plays Pretends to be something with movements, such as falling leaf, snow flake, cloud, flower, etc. Dances and sings to familiar music Creates silly songs and dances Dances and sings for others Dance movements are precise and coordinated Imitates adult’s actions and movements Spontaneously creates rhythms Tries to imitate rhythms Combines movements to create a novel dance Includes music and dance in dramatic play or performance
Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Art No observable skills No observable skills No observable skills No observable skills Makes marks on paper Makes random scribbles with crayon or marker using fisted grasp 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Makes random scribbles with crayon or marker using fisted grasp Makes random scribbles with crayon or marker, begins to use fingers in grasp some of the time Makes circular marks on paper Names scribbles as representing something Makes circles inside of circles, radiating lines from circles, and repetitive line formations Experiments with making marks on all different surfaces to see results (walls, table, floor) Uses stamps to make a picture Tries to imitate adult’s drawing strokes, but without representational intent Combines sand, water for tactile play Engages in sensory art such as play dough, finger paint, etc. Squeezes, flattens, and puts chunks of play dough together and takes them apart Snips with scissors
Skill Progression 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Art Tries to draw lines, angles, zigzags Constructs structures or items for dramatic play (makes a box into a car) Asks adults to show how to draw or create something Uses tools with play dough (cookie cutters, rollers, scissors) Creates representations with paper, clay, sand, etc. Uses a variety of tools, scissors, markers and fasteners to create scenes, props, etc. Draws circles to represent everything Creates pictures with fingers in writing position Makes collages with all kinds of materials, glues things together Uses glue, sparkly materials to make art projects Makes art projects with a variety of tactile materials and fasteners Artwork shows novel ideas or methods of expression Draws squares and rectangular shapes Draws faces Draws people Draws whole scene
Skill Progression 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Recognize they are members of different groups Demonstrates preferences for play partners Knows gender when asked Prefers peer interactions to adult interactions Plays group games without constant supervision Responsible for chores within the home/school Names special friends in the classroom Follows classroom rules part of the time Participates in circle time for 15-20 minutes Responds appropriately to instructions given in a small group Converses with people outside of the family and asks them questions Modifies language and interactions when playing with younger children Preference for same sex peers Knows the rules of the household and classroom Demonstrates a good understanding of how to behave in different environments Knows the rules for home, school, and community May participate in community structured group sports or activities Group rough and tumble play; more prevalent for boys Plays simple board or card games with several children SKILL PROGRESSIONS FOR CD GOAL 8: Children identify and demonstrate acceptance of similarities and differences between themselves and others. Skill Progression: Identify and demonstrate acceptance of similarities and differences
Subdomain: Social Connections CD Goal 8: Children identify and demonstrate acceptance of similarities and differences between themselves and others Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Identify and demonstrate acceptance of similarities and differences Prefers people to objects Knows difference between mom, dad, and siblings Stares longer at faces of persons from another race Consistently makes the sounds of the parent’s language Demonstrates separation distress, resistance to strangers Identifies with the same gender (recognizes similarity) Discriminates between voices and people Reads emotional expressions of same race better than other races 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Shares toys with family, friends, and siblings Approaches other children (recognizes similarity in size, faces, preferences) Recognizes own clothing, toys, and personal belongings Girls may withdraw from rough house play of boys Prefers play with peers to that of adults Notices and talks about differences in people’s size, eye color, skin color, hair, etc. Knows all family members and friends, cautious with strangers Dresses up like the same gender parent Notices obvious disabilities and points or makes comments
Skill Progression 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Counting Verbally counts to 10 with some one-to-one correspondence, but when counting objects loses track of the one-to-one or the next number Counts using fingers, but loses track of numbers Keeps one-to-one correspondence of 3 to 5 items, but doesn’t know “how many in total” Counts up to 10 and knows “how many” up to 5 Writes or draws to represent 1 through 10 Counts accurately to 10 Rote counts 1-10 consistently Understands that the last number stated is the total Counts structured arrangement up to 9 and knows “how many” Recognizes errors in counting Counts 1-5 items with one-to-one correspondence Counts on from a number if they count up to that number first Counts 1-30 with emphasis on the counting pattern (e.g., Twenty-one, with parallel to 1,2,3) Counts backward from 10 “Counts on” from a given number without starting at 1 Knows the number before and the number after a number but has to count from 1 to figure it out Counts to 100 by 1’s (with emphasis on the pattern)
Skill Progression 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Recognizing number and subitizing Instantly tells how many with groups of 1-3 items Visually identifies “same” or “more” (may be wrong) Compares amounts in two groups up to six items by matching with one-to-one correspondence (i.e., gives each toy animal a block for hay) Instantly recognizes amount up to four and names the amount Understands “same number as” Uses counting to compare amounts in sets even if items are different sizes Understands concept of “all” or “none” relating to number of objects May be confused by amount if one set of items is physically larger Compares amounts in each of two sets by counting (up to 5 items) Recognizes the written numbers 1-9 Visually structures and verbally labels two visual amounts and identifies the total amount (up to 10) Examines a small group of objects and knows which has more if there is a big discrepancy Recognizes several written numbers Keeps track of number counted even when not in a structured arrangement Starts to recognize written numbers Writes and draws to represent 1 to 10 and 20 and 30
based on the characteristics Places one block on top of another Explores and identifies objects that are big or small, heavy or light, and tall or short, with assistance Orders several objects on the basis of one characteristic through trial and (e.g., stacking rings ordered by size) Stacks five circular rings in correct size order Subdomain: Mathematical Thinking and Expression CD GOAL 11: Children compare, sort, group, organize and measure objects and create patterns in their everyday environment. Skill Progression 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Comparing and ordering Points to smaller/ larger of two objects Identifies more, and the same in two groups of items (1-4 items) if the groups are organized differently Understands largest/smallest Identifies amounts of dissimilar items (small numbers) Talks about past, present, future Meaningfully uses words equal, more, less, and fewer Points to short/long Knows empty/full; small/smaller; large/larger Compares pictures, colors, shapes to do simple puzzles Matches related items and determines if they are the same number Matches unrelated items and determines if they are the same amount Knows to count and compare regardless of the attributes in the set Knows to count to compare small amounts if only one attribute is involved (may be Identifies and uses ordinal numbers from 1st to 10th
Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Measuring No observable skills No observable skills Distance: Aware of distance and reaches for something that moves in front of a barrier, but not behind it No observable skills Time: Shows awareness of consistent daily routines Puts as many small objects in a cup as possible, showing interest in adding more 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Dumps and fills Size: Compares sizes Size: Nests objects (relates sizes) Explores using measuring tools for emptying and filling Size: Recognizes size differences (big, little) Size: Knows size words (big, little), but may not be able to tell which of two things is bigger Amount: Knows just one Time: Aware certain events follow each other (nap, drink) Time: Associates objects with events that occur (coat on is followed by going out) Amount: Knows more; believes that a cracker broken in several pieces is more Time: Understands now, today, in a minute; understands and talks about sequence of events in the day Height: Recognizes taller on the height chart Weight: Knows heavy Time: Uses words implying past, present and future; uses morning, afternoon, night, tomorrow
Skill Progression 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Measuring Size: Points to smaller/larger of two objects Length/Height: Produces labels for measuring, such as tall and long Length/Height: Uses the terms longer/taller functionally in play or daily routines Length: Compares length or height of three objects by placing them side-by-side Size: Compares size (area) by placing one on another Length: Compares lengths using another object Length: Points to short/long Time: Knows today, tonight, last night Amount: Knows larger container holds more Time: knows today/tomorrow, day/night Weight: Compares weight (light, heavy) Length: Compares the length of two objects using an object with standard units Time: Knows yesterday, tomorrow Time: Knows the time of day for daily activities Time: Knows morning, afternoon Size: Orders six objects from smallest to largest Time: Knows parts of the day when specific activities take place Time: Knows day before yesterday, day after tomorrow; learns days of the week and seasons
Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Patterning Prefers large, bold patterns to plain pictures Prefers patterns with finer details Anticipates movement patterns Recognizes objects and people based on sensory characteristics Begins to perceive emotional expressions as meaningful patterns Determines what the whole image is based on seeing part of the image Sensitive to strong contrast Begins to perceive overall pattern structure Responds to rhythmic music Recognizes meaning of familiar patterns (faces) Recognizes objects by the shape pattern (bottle, cup, ball) 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Aware of time sequences or activity sequences (i.e. night followed by day; socks on before shoes) Imitates patterns of movement and singing Copies patterns using sounds or physical movements, with adult prompting and guidance Notices attributes and calls them a “pattern” even if not a pattern Tries to imitate songs and finger plays, dance moves, and rhythms with instruments Makes up simple non-repeating patterns with blocks, beads of different shapes or colors Notices patterns in carpets, shirts, etc. with pointing or words
Skill Progression 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Patterning Makes spatial designs with blocks or shapes Notices simple repeat patterns (short, long, short long) in block set Compares shapes and makes patterns Copies simple repeating patterns Recognizes a simple pattern (three different attributes) Extends a simple pattern by adding a new pattern set Recognizes a simple pattern with one different attribute Recognizes simple pictures made with shapes (square and triangle look like a house) Recognizes a simple pattern (two different attributes) Duplicates simple patterns seen at a distance Recognizes that adding “1” is a pattern and adding “2” is a another pattern, whether with objects or numbers Knows sequence of daily events Duplicates an ABAB pattern, but may need to create it next to the original Creates original patterns in art work Fills in a missing element of a pattern Extends a pattern (ABBAABBA)
Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Classifying Scans contours Scans internal details Explores with hands and fingers to determine properties of objects Uses shape, sound, color, and texture to identify object Uses haptic (touch) exploration to determine size, hardness, shape, temperature, and texture Uses cross-modal (vision, taste, touch, sound, etc.) approaches to determine object’s properties Recognizes sounds of parents’ voices Starts to categorize and distinguish objects with similar appearance Categorizes and distinguishes objects by function or behavior 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Places objects into categories (blocks, animals, food) Matches objects Makes collections of things that are alike in some way (toys with wheels) Demonstrates knowledge of basic-level categories (plants, animals, people) Beginning to think about how things in the world are alike (rocks, trees, flowers, etc.) Thinks many things are alive that are not, but beginning to understand alive and not alive Selects, discriminates, compares and sorts by color and shape or another feature (incorrect at times) Knows body parts Matches familiar objects (picks out socks from shirts) Compares and matches form, size, color Knows clothing for different occasions Names at least one color Sorts objects into one group Groups objects into two groups Knows big and little hands on the clock and the position of the hands on the clock for specific activities (or numbers) Matches animal sounds to animals
Skill Progression 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months D. Classifying Matches pictures of similar objects Sorts colors Classifies by shape, size, color individually (not two characteristics) Names examples of objects, animals, foods, etc. in a class (e.g., fruits) Classifies by characteristics of people (hair color, eye, color, etc.); classifies objects or events by abstract characteristics (transportation, holidays, etc.) Identifies the class, when items are named (apple, banana, grape) Matches colors (red, blue, green, yellow) Combines new and previous experience to sort objects by size, type, color, or shape Matches colors (orange, purple, brown, black pink gray, white) Matches a wide range of colors Knows penny, nickel, dime (but not their worth) Makes inferences about which category an item fits into Knows holidays and related weather or season Classifies toys, tools, numbers, letters, people, objects by function Knows how to classify, label, and sort familiar objects by a specific category (e.g., hard v. soft, large v. small, heavy v. light) SKILL PROGRESSIONS FOR CD GOAL 12: Children identify and use common shapes and concepts about position during play and other activities. Skill progression A. Recognizes geometric shapes
Skill progression B. Composes geometric shapes Skill progression C. Spatial understanding Subdomain: Mathematical Thinking and Expression CD Goal 12: Children identify and use common shapes and concepts about position during play and other activities. Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Recognizes geometric shapes No observable skills 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Places circle in puzzle Places square in a puzzle With prompting and guidance, begins to slide, rotate, and flip objects to make them fit Matches forms with the same size and orientation Matches basic shapes of different sizes Matches basic shape blocks with different orientation Stacks rings, though may not be in right order Places circle, square, triangle in puzzle 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Stacks rings (or other objects in the correct order) Sorts basic shapes Matches familiar shapes of different sizes and orientation Recognizes and names variations of the circle, square, triangle, and rectangle Sorts a wide variety of shapes Recreates a picture or pattern using shapes Identifies familiar objects by feel Recognizes and names typical circle, square, triangle Matches rectangles Matches combinations of shapes to each other May not differentiate sides and corners , for example in puzzles and shapes Recognizes a wide range of rectangular shapes, with varying sizes and orientations
Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Composes geometric shapes No observable skills 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Matches blocks to build a tower of 3-4 blocks Puts together a simple inset puzzle when pieces show whole objects beneath the piece Puts together two pieces to form a whole geometric figure Puts together a jigsaw puzzle of 2-3 pieces, demonstrating understanding of combining segments to make a picture Experiments with combining shapes in different configurations Prefers whole items, does not recognize pieces make a whole (gets upset if a cookie is broken) 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Manipulates individual shapes and randomly arranges them, but can’t combine them to make a larger shape Creates a picture using one shape (snowman from circles) Builds structures using one type of item (e.g., a cube) and/or multiple types of items (e.g., a rectangular prism, cube and arches) Combines two or more shapes to create a new shape or to represent an object in the environment Constructs 2-D and 3-D constructions with symmetry Completes a shape or figure puzzle requiring combining pieces to make a shape or figure (8-10 pieces) Builds, copies, and describes a shape Recreates a picture composed of shapes or tangrams Takes shapes apart Creates a shape from toothpicks or similar items Breaks apart simple shapes that have obvious clues for breaking them apart Decomposes or takes apart shapes to make smaller shapes Finds shapes "hidden" in arrangements in which the shapes overlap, but are not embedded inside one another
Skill Progression 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Observe and describe characteristics of living things and the physical world Shows categorization of function (object use) Explores the characteristics of animals, plants (pets the cat) Locates objects that are alike (rocks, flowers) and makes collections of objects that are alike in some way (leaves, grass, flowers) Demonstrates knowledge of basic-level categories (plants, animals, people) Observes and reacts to living things in the environment (chases butterflies) and explores surfaces (rolls in grass) Makes simple predictions about what will happen (drop rock in water) Places objects in categories (animals, food, plants) Varies behaviors to see what the results will be (splashes in water) Points to and names many body parts on self and animals Uses tools to explore the environment (shovel in the sand)
Skill Progression 30-33 months 33-36 months 36- 42 months 42 -48 months 48-54 months 54-60 months Observe and describe characteristics of living things and the physical world Provides descriptions of observations in nature (e.g., squirrel is climbing the tree) Intentionally repeats actions to see if results will differ (walking on ledge, waving bubbles) Asks questions about nature Notices patterns, similarities, and differences in nature (bark on trees, veins in leaves) Demonstrates an understanding of the differences between living and nonliving things Describes characteristics of living things Makes observations about creatures and plants in nature Makes simple predictions (how far a stone can be thrown) Understands the differences between habitats for people and animals Talks about the similarities and differences among different animals, insects, and plants Uses nature vocabulary Differentiates between manmade and natural materials Knows weather requires different clothing Notes the physical properties of different aspects of the environment