Outcome 1: Positive Social-Emotional Skills Children demonstrate age-appropriate functioning by: Outcome 2: Acquiring and Using Knowledge and Skills Children demonstrate age-appropriate functioning by: Outcome 3: Taking Appropriate Action to Meet Needs Children demonstrate age-appropriate functioning by: Birth - 6 Months Birth - 6 Months Birth - 6 Months Fixating on the human face and tracking or following movements presented at 9 to 12 inches from the face Turning head and eyes in the direction of the parent voice Showing physical excitement when parent comes into view. Infant calms when upset when parent holds and rocks Showing some self-soothing and self-rousing behaviors Anticipating being lifted or fed and moving body toward adult when being approached Smiling spontaneously to human contact, smiling in play, and smiling at self in mirror Vocalizing to initiate social interactions Making sounds of pleasure and displeasure combined with facial expressions to demonstrate emotions Responding with enthusiasm to familiar social games (“Where is your nose?” and “So Big!”) with siblings Responding with enthusiasm to familiar games and routines such as Peekaboo (language production) • Beginning to reach for objects • Observing hands and fingers • Clasping hands together and exploring fingers • Trying to cause things to happen such as kicking a mobile and smiling • Squeezing a rubber toy and shows pleasure • Dropping a ball and observing the fall • Developing more precise imitation skills of facial movements and speech sounds • Securing an object that is partially hidden with a cloth • Repeating arm movements to keep a toy activated, keep mom singing, or other causal event • Demonstrating exploratory behaviors with objects • Varying pitch and intonation • Imitating non-speech sounds • Producing different cries for different reasons • Beginning to reach for objects • Rolling over in one direction • Sitting independently with minimal assistance • Bringing hands together at midline • Rooting reflex; turns mouth toward hand rubbing cheek • Beginning to cooperate when being dressed • Expressing displeasure when clothes are pulled over head • Enjoying bath; keeps eyes open and indicates pleasure when placed in warm water • Walking reflex; when held upright with feet resting on flat surface, lifts feet alternately in walking-like motion • Lifting and rotating head • Holding small objects or toys
• Showing a variety of emotions, including sadness, disgust, worry, fear, and curiosity • Moving away from adult and looking back to “check in” (showing understanding of separateness) • Emotions expand to include surprise, shyness, fear of strangers, and intense concentration during problem solving • Beginning to learn the meaning of “no”. Stops actions briefly then continues • Throwing temper tantrums to get his/her own way • Responding with gesture to “come up” or “want up” • Waving in response to “bye-bye” • Imitating consonant and vowel combinations • Vocalizing with intent frequently • Using a word to call a person • Giving objects upon verbal request • Handing a toy to an adult for assistance • Choosing two familiar objects upon request • Adding sounds to action (“Vroom” for trucks, talks to teddy bears) • Looking at familiar objects and people when named • Understanding simple questions • Identifying two body parts on self • Demonstrating intense attention to adult language 13-24 months 13-24 months 13-24 months • Following single-step directions • Some pretend play directed toward others (at the child’s own initiation). May offer a cup or pretend food Parallel play (plays with same toys, but not with other children • Using toys in pretend actions, relating them to one another in reflection of daily actions • May engage in pretend parallel play. Talks about how other children are feeling • Moving from showing signs of awareness to another’s pain to doing something to help • Showing concern when someone is in distress • Beginning to explore the environment independently • Turning the pages in a book • Looking at, pointing to, and naming pictures in a book • Singing along with a familiar song • Saying “mama” or “dada meaningfully • Responding by looking when directed toward a certain object • Attempting to locate objects when they are discussed by others • Connecting consequences to a specific behavior, but may not understand why the behavior • Beginning to explore the environment independently • Gesturing to indicate toileting needs • Using two word utterances, combined with gestures, to communicate • Walking independently with good quality • Demonstrating more advanced movement and motor skills such as running and climbing • Beginning to pick up cup and take a few swallows when thirsty • Holding spoon, scooping food and bringing to mouth with spilling • Using tools appropriately (wooden hammers,
exhilaration, and joy •Being restless, rebellious and very active at times • Attempting to control others’ (even stranger’s feelings through verbal, physical, or social means. Using words relating to mental strategies • Becoming resistant and dawdling at times • Experimenting with putting things together and taking them apart • Having play preferences and seeking out desired types or play, routines, interactions, foods etc. Wanting to do favorite activities over and over again • Pushing for autonomy and persisting with tasks of moderate difficulty Insisting on some choices • Talking about what they “know” and performing preferred actions independently for several minutes • Insisting on some choices • Seeking and accepting assistance when encountering difficulties • Inventing new uses for everyday materials with assistance (banging on pots and pans, using a box for a house) • Approaching tasks experimentally, adapting as the activity evolves • Displaying understanding of how objects work together (gets the dustpan when adult is sweeping the floor) • Wanting to do things by him/herself such as tearing, unwrapping and putting things together • Adding information to the prior utterance of a communicative partner • Understanding simple possessive forms (daddy’s shirt) • Using the present progressive adding “ing” to verbs • Pointing to smaller parts of the body when asked (chin, elbow) • Understands 500 words, says 200 words • Understanding word association through functional association (“What do you drink with?” “What do you sleep on?” “What do you brush your teeth with?”) • Understanding size differences (little doll, large dog) • Responding to action words by performing the action • Speaking in 2 or 3 word sentences; jargon and echolalia are almost gone • Using morphemes (in, on) • Recounting an event, with assistance • Requesting to hear familiar stories • Changing intonation and tone to communicate meaning • Using non-verbal gestures and body language to express needs and feelings (hugs, hands on hips, etc.) • Addressing listener appropriately to get attention (uses child’s or adult’s name to get attention) • Understanding “one”, “all” (“Give me one block.”) • Matching an object to a picture • Snipping paper with scissor