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
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 games Demonstrates associative play (playing together with same materials, but not with same goals); imitates actions and incorporates others’ ideas in play sequences 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
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-
Subdomain: Developing a Sense of Self ESD Goal 5: Children demonstrate the social and behavioral skills needed to successfully participate in groups. Behavioral regulation 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Responds positively to the quieting voice of an adult Demonstrates self-soothing and self-rousing behaviors Stops crying when people talk to him Begins to learn behavioral implications of own and others’ actions Follows simple commands (“Give me…”) Obeys requests Looks to adult to see if he is in trouble Aware of own actions and implications 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Understands simple “right” and “wrong” Uses words (e.g., “no,” “don’t”) before doing something out of Follows directions Delays gratification for a short time Shows remorse Knows simple rules of the family (e.g.,” pick up toys when done playing”) Shows guilt when reprimanded Uses objects to calm self 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Follows rules part of the time Tries to “right” a “wrong,” or fix a situation Shows self-control with wrongdoing Gains more control of intense feelings like anger, but still needs adult guidance Recognizes rules and complies most of the time Demonstrates a strong sense of right and wrong for self and others step
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 emotions of others and the Talks about past and future feelings as well as the Full range of emotions evident including envy, Exhibits jealousy and anger at others, but also Recognizes that all feelings are acceptable, but Feelings easily “hurt” by others saying or doing
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
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 Sitting established Sitting established Sitting established Sitting established Sitting established Sitting established
Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months D. Locomotion: Crawling/ walking/ running No observable skills No observable skills Propels self on tummy with legs, steers with arms, goes backward or forward Crawls, climbs, transitions through many positions May begin to crawl on all fours Still crawls to get somewhere fast Begins cruising, using furniture for support Walks with hand held Climbs up and down from chairs May take steps; if walking independently, uses wide base of support and uneven steps May walk as primary means of locomotion 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Creeps up stairs on hands and knees Walks with legs closer together Walks upstairs while holding on Walks downstairs while holding on Walks upstairs and downstairs alone, both feet on a Walks backwards Takes quick short steps on level surfaces Walks sideways Runs and dances Runs around obstacles Walks while pulling or pushing toys Walks up and down stairs alternating feet with support Walks up stairs with one hand held Rises up onto toes and walks
Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months G. Motor activities 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 Pushes and pulls toys around the house or yard Maneuvers low climbers and baby slides Moves a ride-on toy with both feet together or alternating Rocks from one leg to another when dancing Moves up and down the slide at the park Begins to pedal a tricycle Makes rocking boat “go” Sits and rocks on a rocking horse 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Climbs up and through playground equipment, such as ramps and slides Uses pedals on tricycle alternately Jumps on Steers a tricycle around obstacles Plays tee-ball and basketball with a low hoop Imitates a variety of actions in a game or song Climbs ladders and jungle gyms Pulls and pushes a wagon Hits a stationary ball with a small golf club toward a target Imitates simple gymnastic moves Skates or rides a scooter Imitates bilateral movements like moving arms and legs together in an exercise or dance Drives any pedal car Hits a large plastic ball with a large plastic bat Completes a version of a somersault May ride a bike Skill Progression for HPD Goal 5: Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools. 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 use No observable skills Opens and closes hand to “scratch” material or objects Hand carries object to mouth to suck both object and hand Drops, throws, pushes, and pulls objects Tries to poke object with all fingers extended - may poke with thumb Combines two objects, for example puts one object on another Shakes objects, first with shoulder, then with shoulder and elbow Bangs objects together Puts object into a container Pokes fingers into small holes and explores toys with index finger Retains one object in each hand Manipulates two objects at a time Dumps objects out of container Moves objects from fingers to palm Bangs object on table Manipulates three small toys Imitates use of a tool (e.g., comb, stirring with spoon, etc.) Places puzzle piece Pulls string to get toy Pushes cars, trucks, balls
Skill Progression 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months use Uses tools such as a spoon, fork, comb, wash cloth, etc. Small objects transferred from hand to hand, rather than palm to fingers Beginning to string large beads or put chips in a slot Grasps crayon in palm and turns hand thumb up or down Lines up objects, such as blocks or dolls Makes random snips with scissors on paper with no forward movement of scissors Increasing strength and differentiation of use of both sides of the hand allows use of tools, such as a mallet Turns pages of a book Moves one or two objects from palm to fingers Stacks 8-10 small items Stacks small items 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Strings beads Manipulates clay to make a snake, small balls, pancake Strings small beads Rotates pencil or marker into writing position Puts key in lock and opens it Completes 10+ interlocking piece puzzles Snips with scissors on a line across a 1 inch strip of heavy paper Completes simple puzzles (separate pieces or interlocking) Uses scissors, snipping with alternating extension and flexion; holds paper and scissors in thumbs up position Begins cutting on straight line with greater control, producing a smoother cut Begins to cut simple curves and angles Uses scissors to cut out shapes
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)
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 B. Dressing Pulls laces tight on shoes Puts on coat independently Puts socks on with correct heel orientation Puts loose fitting boots on Distinguishes front and back, inside out Puts shoes on the correct feet Unties laces and takes off shoes Opens and closes snaps and Velcro closures Puts on pull over garment Puts on open front shirt Orients pants correctly and puts on Threads belt through loops Puts on own shoes, but may be on wrong feet Pulls a zipper up and down Unbuckles belt or shoes Independent with Velcro fastenings on shoes Fastens and zips front fastening zippers Undresses independently Buttons several large buttons Buckles belt or shoes Chooses weather- appropriate clothing Opens front buttons Buttons and unbuttons most sizes of buttons Puts on shirt, socks, coat
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 PROGRESSIONS FOR LDC GOAL 1: Children understand communications from others. Skill Progression: Understand communication from others Subdomain: Learning to Communicate LDC Goal 1: Children understand communications from others. Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Understand communication from others Distinguishes between parents’ voices and other sounds Discriminates between familiar and unfamiliar voices Searches for sounds/voices with eyes Distinguishes friendly and angry talking Follows simple requests paired with gestures Recognizes and responds to up to 50 words in addition to sounds and gestures Discriminates native language from a foreign language Responds to own name with head turn, eye contact, or smile Understands some frequently used words Responds to “no” Responds to “where is..?”
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 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 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months B. Asks questions No observable skill No observable skill No observable skill No observable skill Requests actions (e.g., “Up” with arms) and/or requests objects (e.g., reaches toward adult) Gives objects to another to request an action (e.g., hands toy to adult to activate) Asks for help from adult with gesture or vocalization 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Uses rising intonation to request information Points to request actions or information Occasionally requests clarification (“Huh?”) Requests information with gestures and words (points to and uses “questioning” expression) Asks “What that” questions for information Starts to ask “who” and “where” questions Uses single words with intonation to request actions (e.g., “up”) Makes statements with rising intonation to ask a question (“Mommy go Uses three types of sentence structure: 1) Word + intonation (e.g., “Drink?”); 2) What + noun phrase (e.g., “What doggie (doing)?;” 3) Where + noun (“Where blanky?”)
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 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 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 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
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 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 Holds crayon in writing position with fingers and thumb directed toward the paper Imitates drawing a circle Copies models of horizontal and vertical lines and a circle As likely to start at the right side of a page as the left when "writing" Holds a crayon with an adult grasp Writes some upper and lower case letters, but may mix them together Makes up and down movement needed to make a V, though shaky Imitates drawing a cross Traces around the edge of a basic shape template Rotates a piece of paper and writes down the side rather than go back to the left and start a new line Writes large letters Writes left to right and top to bottom of page Traces on a horizontal line without going off too much Attempts to write one or more letters in own name Strings letters or mock letters together, then asks what it says Copies a square from a model Puts spaces between some writing to represent words, but may run other words together
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 1: Children use their senses to construct knowledge about the world around them. Skill progression: Constructs knowledge Subdomain: Thinking and Reasoning CD Goal 1: Children use their senses to construct knowledge about the world around them Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Constructs knowledge Tracks objects and faces Uses mouthing, reaching, grasping, and kicking to explore objects Uses fingers to explore and grasp Examines things from different perspectives to explore size, shape, texture, sound, etc. Uses hands and fingers to try to put things together Uses both fine and gross motor skills to explore and experiment with dropping, throwing, and other cause-and effect actions 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Puts objects on top of each other Uses a variety of objects together in different ways in trial-and-error Uses real and pretend objects together functionally Uses tools to solve a problem (a fork to stab a bite, a hammer to pound, sifter, funnel) Experiments with putting things together and taking them apart Investigates how to manipulate things by tearing, stretching, unwrapping, etc. 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Interconnects parts to construct a simple 4-5 piece puzzle, nest objects, etc. Uses household objects (pillows, blankets, boxes) to create spaces to explore Constructs enclosures of different sizes in dramatic play Combines blocks and 8-12 puzzle pieces to make a representation Attends to more than one characteristic (shape and color, color and size, texture and color, etc.) Understands orientation of objects, letters, pictures as an important characteristic 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
Names pictures in books Reflects thinking in problem solving with toys Play begins to reflect thoughts and feelings Verbally describes basic emotions and desires Uses the word “pretend” when doing dramatic play Uses the words “think,” and “know” to express understanding of something 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Talks to self about how to solve a problem Attends to key aspects of an object or situation to figure out how to work it or solve the problem Asks about how things work and why things are done in a specific way Describes how and why things work or are done Describes reasons for feelings and beliefs Describes her plan, and what she is going to do in a logical sequence
Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Art Attends to contours and contrasts Sees color Attends to internal aspects, not just contours Inspects objects for a long time Watches others draw Looks at pictures for up to 1 minute 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Sustains interest in pictures for 2 to 5 minutes Pays attention to details of objects and people Moves, shifts, and combines objects in different ways Prefers using a tool with materials like play dough Experiments with materials, objects, and instruments Attends to more than one characteristic of objects at a time (visual and sensory) 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Tells adults what to draw Remembers and looks for specific photos or illustrations in books (i.e. favorite pictures) Recognizes emotions in pictures Examines art and envisions what it could represent Examines different types of art and explains why she likes or dislikes it Examines art and sees similarities and differences across artists SKILL PROGRESSIONS FOR 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 A. Music/Dance Skill progression B. Art Skill progression C. Drama
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 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 FOR CD GOAL 7: Children recognize that they are members of different groups (e.g., family, preschool class, cultural group). Skill Progression: Recognize they are members of different groups Subdomain: Social Connections CD Goal 7: Children recognize that they are members of different groups (e.g., family, preschool class, cultural groups). Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Recognize they are members of different groups Stares at faces, particularly eyes and contours Responds differently to other family members and strangers Distinguishes photos of family members from those of strangers May show distress when strangers are near Plays near familiar adult Demonstrates separation distress Demonstrates stranger anxiety Gender stereotyping not evident in toy preferences 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Participates with parent doing household routines (washing plastic dishes, wiping high chair table, etc.) Uses words “mama” and “dada” and maybe names of family members Moves away from parents Demonstrates prosocial behaviors with everyone Knows cultural expectations for behaviors within the family Plays with others in a small group of children (even if parallel play) Seeks play with siblings, peers, or other familiar persons Stares longer at persons of another race (recognizes difference) Play and toys may be gender stereotyped Recognizes and names self, family, and friends in photos Play may be highly gender stereotyped
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
Counting Although research exists for documenting number sense in the first year of life. These are laboratory studies that cannot be replicated in home visits or centers. For this reason, skills the first year of life have been omitted. 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Says numbers, 1,2 but with no meaning Knows a few random numbers Uses one-to-one correspondence when counting two objects Counts to two Counts first three count words Counts 4 items in a collection Recites numbers with no meaning Demonstrates basic understanding of one-to-one correspondence, by putting one or more items into separate compartments Counts using several number words, but not necessarily in order Demonstrates one-to-one correspondence (give one to each person), but doesn’t know amount Understands the concept of one
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
Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Composing and decomposing number Although research exists for documenting number sense in the first year of life. These are laboratory studies that cannot be replicated in home visits or centers. For this reason, skills the first year of life have been omitted. 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months No observable skills. 30-33 months 33-36 months 36- 42 months 42 -48 months 48-54 months 54-60 months Examines a group of up to four items and creates another group of the same amount Combines or takes away from a set to make a set of up to three objects Uses graphics to add small numbers by drawing pictures, then counting up to 3 items Adds two sets of objects up to 5 Counts all in two number sets by adding on from the first set Breaks up a total number of objects in many different combinations to make the whole set (up to 10) Mentally thinks that if you give him one more he’ll have two; and if he has two items and you take one away he’ll have one left Uses graphics to add and subtract small numbers Adds the total of two same or different sets of objects up to as high as the child can count Writes numbers Compares sets of objects to find the difference in amount Solves take-away problems by separating a set of concrete objects from the total amount and counting the remainder Finds how many objects need to be added to a set to get a specific total
SKILL PROGRESSIONS FOR CD GOAL 11: Children compare, sort, group, organize and measure objects and create patterns in their everyday environment. Skill progression A. Comparing and ordering Skill progression B. Measuring Skill progression C. Patterning Skill progression D. Classifying 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 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Comparing and Ordering Scans eyes and contours of faces if in close proximity and within view; prefers looking at faces to objects Discriminates people, preferred objects, tastes, smells, textures Uses shape, size and color to tell the difference between objects Starts differentiating between each and both; and between one and more than one (picks up the larger amount) Matches two blocks as being the same Nests smaller container in a larger one 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Nests 3 round containers Stacks three or four blocks Nests 4 nesting blocks or bowls Examines a small group of objects and knows which has more if there is a big discrepancy in amount Correctly nests four or more small square boxes Uses words for a characteristic such as big/little, tall/short, heavy/light, but may not yet compare to objects 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 confused if objects are of different sizes) Identifies and uses ordinal numbers from 1st to 10th Recites the days of the week Puts items in serial order of size from one to six units
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 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 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 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Spatial understanding Follows moving object with eyes (within close distance) Reacts to disappearance of moving object by staring at the place object disappeared Recognizes objects even when seen from different perspectives Finds a hidden object if observes it being hidden Finds a hidden object, even if it was previously hidden elsewhere Adjusts grasp and reach to size and distance Distinguishes near and far objects (reaches for near) Examines things upside down Aware of vertical space, drops things Puts things on and in/out Finds partially hidden object Aware of vertical space, fears heights Unwraps and finds hidden toys under and in cloths, continues to search if not found the first try 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months Makes a detour to get to an object Uses spatial concepts up/down Knows locations (there, here) and puts things where they belong Stacks 6 small blocks (interested in stacking many so they won’t fall) Lines blocks up to make a train Begins building vertically and horizontally together with blocks Shifts body weight to walk on sloped surface Gets an object from another room Stacks 4 small blocks (interest in building tall tower) Imitates drawing horizontal, vertical lines, and circular shapes in sand, etc. Identifies where the rooms are at home Knows words indicating spatial understanding (outdoors, upstairs) Turns a familiar picture or book right-side-up Knows directional words (e.g., up, down, out, in, over, under) with regard to movement
Skill Progression 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 months Spatial understanding Attempts to imitate building a bridge with blocks Finds objects based on the location of landmarks (e.g., your hat is on the kitchen chair) Builds with blocks in all directions with the intent of making a representation of something Learns a simple route from a map placed in direct relation to the child’s space Uses positional words (behind, in front of, beside) to describe the location of an object Creates a map using toy objects to recreate a space such as the classroom Knows near/far and uses question, “Where is…” SKILL PROGRESSIONS FOR CD GOAL 14: Children observe and describe characteristics of living things and the physical world. Skill Progression: Observe and describe characteristics of living things and the physical world Subdomain: Scientific Exploration and Knowledge CD Goal 14: Children observe and describe characteristics of living things and the physical world. Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months Observe and describe characteristics of living things and the physical world Studies faces and objects within close visual range Distinguishes animate (moving) from inanimate Uses shape, size, and color to tell the difference between objects Examines things upside down to compare perspectives Aware of vertical space Explores materials indoors and outside to compare characteristics Uses body to cause things to happen such as batting at object to make it move Anticipates what will happen next in the environment Experiments with cause-and-effect (e.g., dropping objects) Uses names for objects
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