Outcome 1: Positive Social-Emotional Skills Children demonstrate age-appropriate functioning by: Outcome 2: Acquiring and Using Knowledge and Skills Children demonstrate age-appropriate functioning by: Outcome 3: Taking Appropriate Action to Meet Needs Children demonstrate age-appropriate functioning by: Birth - 6 Months Birth - 6 Months Birth - 6 Months Fixating on the human face and tracking or following movements presented at 9 to 12 inches from the face Turning head and eyes in the direction of the parent voice Showing physical excitement when parent comes into view. Infant calms when upset when parent holds and rocks Showing some self-soothing and self-rousing behaviors Anticipating being lifted or fed and moving body toward adult when being approached Smiling spontaneously to human contact, smiling in play, and smiling at self in mirror Vocalizing to initiate social interactions Making sounds of pleasure and displeasure combined with facial expressions to demonstrate emotions Responding with enthusiasm to familiar social games (“Where is your nose?” and “So Big!”) with siblings Responding with enthusiasm to familiar games and routines such as Peekaboo (language production) • Beginning to reach for objects • Observing hands and fingers • Clasping together and exploring fingers • Trying to things to happen such as kicking a mobile and smiling • Squeezing a rubber toy and pleasure • Dropping a ball and observing the fall • Developing more precise imitation skills of facial movements and speech sounds • Securing an object that is partially hidden with a cloth • Repeating arm movements to keep a toy activated, keep mom singing, or other causal event • Demonstrating exploratory behaviors with objects • Varying pitch and intonation • Imitating non-speech sounds • Producing different cries for different reasons • Beginning to reach for objects • Rolling over in one direction • Sitting independently with minimal assistance • Bringing hands together at midline • Rooting reflex; turns mouth toward hand rubbing cheek • Beginning to cooperate when being dressed • Expressing displeasure when clothes are pulled over head • Enjoying bath; keeps eyes open and indicates pleasure when placed in warm water • Walking reflex; when held upright with feet resting on flat surface, lifts feet alternately in walking-like motion • Lifting and rotating head • Holding small objects or toys 7-12 months 7-12 months 7-12 months • Imitating familiar in turn-taking • Visually attending to an object for five seconds • Pulling self to standing posture next to furniture trial trial
• Moving away from adult and looking back to “check in” (showing understanding of separateness) • Emotions expand to include surprise, shyness, fear of strangers, and intense concentration during problem solving • Beginning to learn the meaning of “no”. Stops actions briefly then continues • Throwing temper tantrums to get his/her own way • Waving in response to “bye-bye” • Imitating consonant and vowel combinations • Vocalizing with intent frequently • Using a word to call a person • Giving objects upon verbal request • Handing a toy to an adult for assistance • Choosing two familiar objects upon request • Adding sounds to action (“Vroom” for trucks, talks to teddy bears) • Looking at familiar objects and people when named • Understanding simple questions • Identifying two body parts on self • Demonstrating intense attention to adult language 13-24 months 13-24 months 13-24 months • Following single-step directions • Some pretend play directed toward others (at the child’s own initiation). May offer a cup or pretend food Parallel play (plays with same toys, but not with other children • Using toys in pretend actions, relating them to one another in reflection of daily actions • May engage in pretend parallel play. Talks about how other children are feeling • Moving from showing signs of awareness to another’s pain to doing something to help • Showing concern when someone is in distress makes offer of support • Physically and verbally shows caring to parent • Beginning to explore the environment independently • Turning the pages in a book • Looking at, pointing to, and naming pictures in a book • Singing along with a familiar song • Saying “mama” or “dada meaningfully • Responding by looking when directed toward a certain object • Attempting to locate objects when they are discussed by others • Connecting consequences to a specific behavior, but may not understand why the behavior warrants the consequence • Beginning to explore the environment independently • Gesturing to indicate toileting needs • Using two word utterances, combined with gestures, to communicate • Walking independently with good quality • Demonstrating more advanced movement and motor skills such as running and climbing • Beginning to pick up cup and take a few swallows when thirsty • Holding spoon, scooping food and bringing to mouth with spilling • Using tools appropriately (wooden hammers, spoon and fork, scissors, crayons, markers, pencils)
• Showing concern toward parent distress • Beginning to respond to other’s feelings • Capable of turn taking • Peer play involving turns escalates • Saying “mama” or “dada” meaningfully • Requesting assistance from an adult • Pushing for autonomy and exploration but still needs to stay in touch with caregiver“ • Looking to adult before doing something” out of bounds” • Resisting change, transitions are difficult • Sharing joint attention on an object • Showing a preference for playing with a peer over a parent • Some cooperative play with large outdoor equipment • Demonstrating functional use of objects such as trying to use a toy car or drinking from a toy cup • Using vocalizations and words during pretend play • Playing alone for short periods • Alternates between clinging and resistance to familiar adults • Sometimes doing the opposite of what is asked of them • Using conscience words (e.g. “no” Don’t’) before doing something out of bounds • Imitating scribbling motions and closer to 24 months making a horizontal and vertical stroke with crayon • Initiating familiar turn-taking routines • Following one-step commands during play • Performing a routine activity upon verbal request • Saying “no!” to adult request • Using concept “mine” to denote possessiveness • Repeating adult phrases • Reciting portions of rhymes/finger plays • Using sound effects for animals, vehicles, etc. in play • Mimicking animal sounds • Pointing to, showing, and giving an object • Identifying six body • Asking “What’s that?” • Recognizing the names and pictures of most common objects • Attempting to repair broken toys • Choosing one object from a group of five upon verbal request • Stacking 4 blocks • Using two word utterances sometimes combined with gestures, to communicate • Using consonants such as “t", ”d” ,"n”, “w” and “h” • Imitating words overheard in conversation • Naming 5 to 7 objects upon request • Using new words regularly (having a vocabulary of 100+ words by 24 months) • Initiating familiar turn-taking routines • Requesting assistance from an adult • Saying “Me-do” when offered assistance by an adult • Trying to wash own hands and face • Demonstrating the functional use of objects • Unscrewing lid on small (1”) jar or bottle • Opening door by turning handle
• Producing complex (but more subtle) facial expressions, depicting doubt, worry, confusion, exhilaration, and joy •Being restless, rebellious and very active at times • Attempting to control others’ (even stranger’s feelings through verbal, physical, or social means. Using words relating to mental strategies • Becoming resistant and dawdling at times • Experimenting with putting things together and taking them apart • Having play preferences and seeking out desired types or play, routines, interactions, foods etc. Wanting to do favorite activities over and over again • Pushing for autonomy and persisting with tasks of moderate difficulty Insisting on some choices • Talking about what they “know” and performing preferred actions independently for several minutes • Insisting on some choices • Seeking and accepting assistance when encountering difficulties • Inventing new uses for everyday materials with assistance (banging on pots and pans, using a box for a house) • Approaching tasks experimentally, adapting as the activity evolves • Displaying understanding of how objects work together (gets the dustpan when adult is sweeping the floor) • Adding information to the prior utterance of a communicative partner • Understanding simple possessive forms (daddy’s shirt) • Using the present progressive adding “ing” to verbs • Pointing to smaller parts of the body when asked (chin, elbow) • Understands 500 words, says 200 words • Understanding word association through functional association (“What do you drink with?” “What do you sleep on?” “What do you brush your teeth with?”) • Understanding size differences (little doll, large dog) • Responding to action by performing the action • Speaking in 2 or 3 word sentences; jargon and echolalia are almost gone • Using morphemes (in, on) • Recounting an event, with assistance • Requesting to hear familiar stories • Changing intonation and tone to communicate meaning • Using non-verbal gestures and body language to express needs and feelings (hugs, hands on hips, etc.) • Addressing listener appropriately to get attention (uses child’s or adult’s name to get attention) • Understanding “one”, “all” (“Give me one block.”) • Matching an object to a picture • Snipping paper with scissor
• Associative play (playing together with same materials, but not with same Imitation is strong motivator • Following rules part of the time • Playing well with two or children in group Associative play predominates • Showing interest in other children • Having difficulty sharing • Displaying affection for caregivers • Separation may still be stressful. Calms with reassurance and distractions • Separating easily from parent or caregiver in familiar environment • Showing facial expressions and behaviors indicating pity, modesty • Expressing feelings such as fear, anger, and affection • Sometimes being restless, rebellious, very active • Throwing tantrums when thwarted or unable to express urgent needs • Objecting to major changes in routines • Imitating adults and playmates • Imitating peers and involving them in activities • Using toys in appropriate ways • Verbalizing play plan for assigned role (“I am mother”, “You be baby”, “I cook”, “You watch TV”) • Verbalizing play plan and using pretend props which are identified for benefit of adult (“This is our house (box)”) • Following rules part of the time • Understanding common verbs and adjectives • Following directions involving common prepositions (in, on, behind, out, • Answering simple “who” and “where” questions about familiar people or things • Relating experiences from recent past • Making negative statements (“Can’t open it,” “Don’t • Beginning to use contractions (can’t, we’ll, won’t) • Beginning to use auxiliary verbs (“I hafta sleep” “Me gonna get it”) • Using some plural forms correctly in speech • Correctly producing phonemes , k, g, ng) • Performing multi-step tasks (takes money, rings cash register, puts money in drawer when playing) • Copying a circle • Matching three colors • Matching objects by color, shape and size • Identifying objects by category • Demonstrating symbolic play, using one object as a signifier for another object • Sorting objects into categories may not be able to label categories • and error to experiment with a variety of solutions • Catching ball (by trapping against body) when playing with adult or peer• Separating easily from mother in familiar environment • Following simple rules • Getting a drink from a fountain • Cutting paper from one side to opposite side • Walking upstairs and downstairs alternating feet without holding on to handrail • Enjoying projects that involve paint, scissors and glue
• Taking in games • Understanding concepts of “mine” and “his/hers” • Playing interactive games • Listening and participating in group activities with adult supervision • Enjoying participation in small group activities • Enjoying opportunities for pretend play and creating things • Pretending and using imagination during play • Altering behavior based on a past event and building on it (“This didn’t work, so I will try this.”) • Relating an experience today to one that happened in the past (brushing teeth before bed, washing hands before eating a meal) Saying “please” and “thank you” when reminded • Talking about past and future feelings and the causes and consequences of feelings • Self initiating, planning, and organizing problem solving without assistance • Stating whether they are a boy or a girl. Having categorical knowledge of self (age, sex, physical characteristics, good or bad behavior, and skills 37-48 months 37-48 months 37-48 months • Demonstrating body spatial awareness in relationship to stationary objects • Participating in movement games such as “Red Light, Green Light,” “Ring Around the Rosie,” “Follow the Leader,” “Freeze Tag,” where children can run and stop or change direction while in motion • Drawing a person with head and three additional features • Relaying simple messages • Using multiple strategies to solve problems • Asking for help from other sources when solving social and/or cognitive problems • Using the toilet with some help (many boys may not be ready for toilet learning until 3 ½) • Sleeping through most nights without wetting the bed (occasional accidents are still quite common) • Exploring a variety of movements (pulling, crawling, catching balls, throwing bean bags, waving scarves, kicking balls)
• Communicating emotions to peers in an appropriate manner • Describing self, several basic characteristics (first and last name, gender, age, family, talents) • Generally obeying adult requests • Understanding another’s perspective • Accepting suggestions and following simple directions • Managing transitions • Connecting consequences to a specific behavior, but may not understand why the behavior warrants the consequence • Accepting the consequences of one’s own actions • Using multiple strategies to solve problems • Asking for help from other sources when solving social and/or cognitive problems • Following routines independently and completing familiar routines • Focusing on tasks of interest to him/her • Remaining engaged in an activity for at least 5 to 10 minutes • Completing favorite tasks and activities over and over again • Preferring challenging tasks • persistent in trying to complete tasks when previous attempts have not been successful (completing a puzzle, building a tower or structure, dressing self) • Participating in meal times with minimal distractions • Inventing new activities or games • Carrying out three simple commands given at one time • Following three step commands given in a complex sentence • Comprehending congruent and incongruent tasks (“Can you stand up and sit down at the same time?”) • Understanding and using common prepositions (under, in front of, behind) • Understanding common adjectives of color, size, and shape • Understanding temporal terms (before and after) • Understanding time terms “now, soon, later” • Understanding prepositions in temporal expressions (in a week, after a while) • Understanding concept of more • Recognizing everyday sounds • Selecting specific details in a story and repeats them • Responding to questions with appropriate answers • Gaining information through listening • Using an average sentence length of four words • Consistently using complete sentences • Dictating a story for adult to write out • Engaging in adult-like dialogue • Correctly producing phonemes (-s, f, -f, y) • Telling gender when asked • Drawing face from a model
• Using imagination to create a variety of ideas • Creating acceptable rules for group activities • Engaging in extensive pretend play (playing dinosaurs, fireman) • Representing things in environment with available materials, moving from simple to complex representations (building a bridge, structure or road from blocks) • Thinking out loud and talking through a situation • Talking about rules for “dos” and “don’ts” for self and others • Using his/her imagination and diverse materials to create unique art, costumes • Using his/her imagination and diverse materials to create unique art, costumes, etc. • Working out problems mentally rather than through and error • Having internalized rules about “dos” and don’ts and “right” and “wrong” • Accepting suggestions and following simple directions • Speaking clearly enough so that 75 to 80 percent of speech is understandable to the unfamiliar listener • Stumbling over words at times • negative phrases other than “No” (“Don’t do that!”) • Naming four colors • Using prepositions in phrases (“The box is behind the couch”) • Correctly producing phonemes (s, -l, -g, er) • Beginning to use the articles “the” and “a” • Responding correctly to questions (who, when, where) • Using “ed” on verbs to include past tense (petted, walked, cooked) • Using imperatives (“Do it!”) • Enjoys singing a simple tune • Recounting some details of a recent event • Telling a short make-believe story with assistance • Participating in conversations about a variety of topics • Counting by rote to five and counting five objects • Understanding the concept of the number three (“Give me three.”) • Matching objects that have the same function (comb and brush) • Telling own age and gender • Beginning to recall parts of a previously heard story • Recognizing first and last name in print • Rote counting objects to ten
• Creating by folding, cutting, drawing, models of circles, squares, triangles and rectangles using various materials • Understanding that most natural events occur in consistent patterns • Describing patterns of structure and function in living things • Describing how different technologies affect people’s lives (telephone, computer, TV) • Using more abstract, logical thinking • Sequencing a story using four or more pictures • Demonstrating knowledge of numerous finger plays • Following complex directions given at one time that may be carried out over time • Pointing to and naming hip, waist, toenails, chest, eyebrows, jaw, stomach, fingernails, back, wrist, cheek • Sorting pictures/objects with multiple elements • Telling own/city, state, months, current year • Telling address, phone number, birthday, days of week • Maintaining conversations multiple verbal turn-taking • Explaining rules of game or activity • Using expanded length (more than six words) and complex sentences • Using irregular verbs and comparative forms of words • Using he, she, our, they, during conversation • Using irregular plurals (sheep, leaves, mice)