North Carolina Early Learning Network (NC-ELN) | NC Early ...



SKILL PROGRESSIONS FOR ESD GOAL 1: Children demonstrate a positive sense of self-identify and self-awareness.Skill progression A. Awareness of self through actionsSkill progression B. Awareness of self through emotional expressions and verbalizationsSubdomain: Developing a Sense of SelfESD Goal 1: Children demonstrate a positive sense of self-identify and self-awareness.Skill Progression 1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsAwareness of self through actionsWatches own handsWatches own fingersUses mouthing, kicking, reaching and grasping to explore objectsAware of effects of own actions versus othersMoves body to get desired object, and uses goal-directed actions with hands and fingersExperiments with means-ends, actions-reactions, heights and distances, generalization of solutions12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsAnticipates the results of actions with familiar toys or peopleUses trial-and-error 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 apartEngages in pretend play, knows what different characters would say or do, understands it is pretend30-33 months33-36 months36- 42 months42 -48 months48-54 months54-60 monthsTakes turnsChooses challenging tasks and shows final resultsSelf-initiates, plans, and organizes problem solving without assistanceUses imagination and diverse materials to create unique art, costumes, etc.Shows someone how to do something through physical modelingCreates elaborate socio-dramatic play scenarios, songs, stories, etc.Subdomain: Developing a Sense of SelfESD Goal 1: Children demonstrate a positive sense of self-identify and self-awareness.Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsAwareness of self through emotional expressions and verbalizationsCries to express hunger, discomfort, pain or distressSmiles at self in mirrorImitates sounds made by adultResponds to own name by turning to lookMay kiss self in mirrorTries to make adults laugh with antics12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsUses names of family membersUses “my/mine”Recognizes and names self and others in mirrorDescribes self and body partsKnows concept of and uses terms “his/hers”Demonstrates categorical knowledge of self (age, sex, physical characteristics, good or bad behavior, skills)30-33 months33-36 months36- 42 months42 -48 months48-54 months54-60 monthsExpresses feelings such as fear, anger, and affectionKnows own first and last nameUnderstands and uses terms for family relationshipsTalks about rules for “do’s” and “don’ts” for self and othersTeaches someone how to do something with verbal directionsUses language to explain, justify, and argue own actions and beliefsUses pronouns appropriatelySKILL PROGRESSIONS FOR ESD GOAL 2: Children express positive feelings about themselves and confidence in what they can do.Skill progression A. Expresses and seeks out positive emotions about what they can doSkill progression B. Expresses confidence in abilities and persistence toward goalsSubdomain: Developing a Sense of SelfESD Goal 2: Children express positive feelings about themselves and confidence in what they can do.Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsExpresses and seeks out positive emotions about what they can doSmiles at interesting sensory stimuliSmiles at desired object and becomes angry when it is taken awaySmiles at own actions and results Derives pleasure from attaining goals (smiles and laughs)Shows anticipation and excitement when causes expected result to occurChooses toys and people that elicit positive emotions12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsRepeats actions known to get a positive response (i.e., “Shows off”)Seeks adult’s praise when accomplishes a taskCommunicates needs, wishes, feelings with words and gesturesDisplays sense of pride in accomplishment (smiles and shows others, “Me do it”)Talks about own body parts, functions, gender, and what he can doTalks about what she “knows”30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsTells adult she wants to do things herselfPerforms (e.g., songs, finger plays, and rhymes)Describes what he likes about himselfExpresses own beliefs with conviction; states what she wants to “be”Tells others how to do things, gives instructionsBelieves he can do everything wellSubdomain: Developing a Sense of SelfESD Goal 2: Children express positive feelings about themselves and confidence in what they can do.Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsExpresses confidence and persistenceStares at faces and surroundings for long periods of timeRepeats own pleasurable actions (kicking, waving arm)Repeats newly learned activitiesPersists to get a desired toy and explores for several minutes to learn characteristicsBecomes task-directed with objects and pokes, pushes and pulls to get a resultPersists to find the means to get the desired result and experiments with different options12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsPersists in accomplishing complex tasks with support from adultPushes for autonomy and persists with tasks of moderate difficultySets 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 worldDesires to do things by himself such as tearing, unwrapping and putting things together30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsTalks about how to solve a problem while doing it (verbal mediation)Prefers challenging tasksPersists to combine things in unique ways to create imaginative representationsSelf-initiates, plans, and organizes problem solving without assistancePersists to create productions from clay, sand, paper, blocks, etc. Creates own complex socio-dramatic play themes, scenarios, and props with great attention to detailSKILL PROGRESSIONS FOR ESD GOAL 3: Children form relationships and interact positively with familiar adults who are consistent and responsive to their needs. Skill progression A. AttachmentSkill progression B. SeparationSubdomain: Developing a Sense of Self with OthersESD Goal 3: Children form relationships and interact positively with familiar adults who are consistent and responsive to their needs.Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsAttachment Gazes into parent’s eyes; begins to recognize family membersShows physical excitement when parent comes into viewCalmed by familiar adult“Woos” adult with sounds, smiles, gesturesPlays near adultExplores face and body of adult12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsShares joint attention on an object with an adult and takes turnsPhysically and verbally shows caring to an adultConstantly demands adult’s attention, especially when the adult is busyDesires to be held or sit on the adult’s lap, clingy at timesActively participates in dressing and other activities of daily living with the adultDemonstrates nurturing, caring, control in dramatic playShows concern toward adult’s distress30-33 months33-36 months36- 42 months42 -48 months48-54 months54-60 monthsAttachment established Attachment establishedAttachment establishedAttachment establishedAttachment establishedAttachment establishedSubdomain: Developing a Sense of Self with OthersESD Goal 3: Children form relationships and interact positively with familiar adults who are consistent and responsive to their needs.Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsSeparation No observable skillsNo observable skillsDifferentiates self and adult in mirror by looking and pattingCries if adult leaves or stranger appearsDemonstrates separation distress and stranger anxiety Moves away from adult, but maintains eye contact12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsResists control, says, “No.” ”Don’t”; throws temper tantrum to get own way; moves away from adultSeparation anxiety peaks, vocalizes to an adult from a distancePushes for autonomy and exploration of environment, still needs to stay in touch with adultAlternates between clinging and resistance to familiar adultDemonstrates 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 months33-36 months36- 42 months42 -48 months48-54 months54-60 monthsSeparation may still be stressful, calms with reassurance and distractionsDramatic play may reflect separation or conflicts with adult (punishment of doll)Adjusts to separation through interactions with othersDemonstrates little separation distressNo separation distressCompletely independent in self-care, wants to choose all clothing and activitiesMay argue with adult about what he is supposed to doBecomes demanding and resists doing choresSKILL PROGRESSIONS FOR ESD GOAL 4: Children form relationships and interact positively with other children. Skill progression: Positive social interactionsSubdomain: Developing a Sense of Self with OthersESD Goal 4: Children form relationships and interact positively with other childrenSkill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsPositive social interactionsResponds to different facial expressions of others and imitates simple expressionsLooks at and touches others Responds with enthusiasm to familiar social games with siblingsAttempts to get the attention of other children with vocalizations and actionsApproaches other infantsOffers a child a toy; toy play becomes the center of social interaction with peers12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsDemonstrates 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 actionsShows a preference for play with a peer over an adult; demonstrates cooperative play with large outdoor equipmentDemonstrates pretend play directed toward others (at child’s own initiation); may offer cup or pretend foodEngages in pretend parallel play; talks about how others feelDemonstrates role of both a leader and a follower with peers; shares toys, helps others, talks to peers, cooperates in games, imitates actions 30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsLanguage and actions are increasingly coordinated with joint discussion of actions, descriptions, and regulation of play; words begin to serve as turns in gamesDemonstrates associative play (playing together with same materials, but not with same goals); imitates actions and incorporates others’ ideas in play sequencesSilly boisterous play with peers; demonstrates preference for play partnersPreference for same sex peers; engages in cooperative play; forms attachments to specific peers; attempts to solve conflicts independentlyEstablishes 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 friendsSKILL PROGRESSIONS FOR ESD GOAL 5: Children demonstrate the social and behavioral skills needed to successfully participate in groups.Skill progression A. Social awareness and conscienceSkill progression B. Behavioral regulationSubdomain: Developing a Sense of SelfESD Goal 5: Children demonstrate the social and behavioral skills needed to successfully participate in groups.Social awareness and conscience1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsFocuses on faces and stares intentlyLooks at speaker when spoken toAware of effects of own actions versus others’ actionsDemonstrates intentional two-way communication or turn takingResponds differently to different peopleDetermines what is approved or not safe through social referencingVocalizes to get attentionDesires approval12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsLooks to adult before doing something out-of-boundsShows awareness of adult’s wishes and expectationsBeginning to respond to others feelingsAttempts to control others by telling them what to doDemonstrates roles of both a leader and a follower in different activitiesCooperates in games with others30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsImitates peers and involves them in activitiesSeeks praise for good behaviorParticipates in small group activitiesInteracts with friends in a cooperative matterUses words to try to solve conflicts with friendsFeels the importance of being accepted by friendsSubdomain: Developing a Sense of SelfESD Goal 5: Children demonstrate the social and behavioral skills needed to successfully participate in groups.Behavioral regulation1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsResponds positively to the quieting voiceof an adultDemonstrates self-soothing and self-rousing behaviorsStops crying when people talk to himBegins to learn behavioral implications of own and others’ actionsFollows simple commands(“Give me…”)Obeys requestsLooks to adult to see if he is in troubleAware of own actions and implications12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsUnderstands simple “right” and “wrong” Uses conscience-like words (e.g., “no,” “don’t”) before doing something out of boundsFollows single-step directionsDelays gratification for a short timeShows remorseKnows simple rules of the family (e.g.,” pick up toys when done playing”)Shows guilt when reprimandedUses objects to calm self30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsFollows rules part of the timeTries to “right” a “wrong,” or fix a situationShows self-control with wrongdoingGains more control of intense feelings like anger, but still needs adult guidanceRecognizes rules and complies most of the timeDemonstrates a strong sense of right and wrong for self and othersSKILL PROGRESSIONS FOR ESD GOAL 6: Children identify, manage, and express their feelings.Skill progression A. Emotional expressionSkill progression B. Self-control Subdomain: Learning About FeelingsESD Goal 6: Children identify, manage, and express their feelings.Emotional expression 1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsDemonstrates a range of basic emotions, including interest, distress, disgustSmiles with joy in face-to-face interactionDemonstrates emotions by making sounds of pleasure and displeasure combined with facial expressionsDemonstrates a variety of emotions, including sadness, anger, disgust, worry, fear, and curiosityEmotions 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 feelObjects when play is interrupted with negative vocalizations and facial expressions Demonstrates anger and wariness 12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsDemonstrates recognition that his action was not acceptable (showing guilt)Demonstrates exaggerated facial expression as a game to get a response from an adultDemonstrates embarrassment and pride, smiles when engaged in a joint activity with adultTalks about emotions (happy, mad) and states (tired, hungry)Extensive emotional vocabulary, but still may hit or bite to express anger or frustrationProduces complex (but subtle) facial expressions, depicting doubt, worry, confusion, exhilaration, and joy30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsTalks about the emotions of others and the cause of their emotionsTalks about past and future feelings as well as the causes and consequences of feelingsFull range of emotions evident including envy, pity, modesty, and shameExhibits jealousy and anger at others, but also shows silliness to get others to laughRecognizes that all feelings are acceptable, but not all behaviors are acceptableFeelings easily “hurt” by others saying or doing something that offends himSubdomain: Learning About FeelingsESD Goal 6: Children identify, manage, and express their feelings.B. Self-control 1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsCalms with holding, rocking, and adult talking softlyDemonstrates self-calming by sucking on fist or thumbResists unwanted actions or objects with expressions of disgust or angerBeginning to learn meaning of “no”, stops action briefly then continuesLooks to adult when admonished, but continues actions, may crawl to adult for comfortingUnderstands “no” and obeys requests12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsThrows temper tantrums to get own waySeeks out adult for comfort, but beginning to self-calm Recognizes “wrong” and engages in self-tattling (i.e. says “No, no” while doing wrong action)Demonstrates frequent tantrums but tries to self-calmActs out to gain independence from adult’s rules and control, aggression and anger increaseDelays gratification for wants or for reward 30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsAsks for help or redirects self to another activity if frustratedTalks about own needs and emotions as a means of self- controlAccepts the consequences of own actionsInternalizes rules about “do’s” and “don’ts” and “right” and “wrong”Asks permission to use others’ possessionsJudges right and wrong by what gets punished, refrains from actions that get punishedSKILL 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 areaSubdomain: Learning About FeelingsESD Goal 7: Children recognize and respond to the needs and feelings of others.Skill progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsRecognizes and responds to needs and feelings of othersShows distress at the cry of another infantResponds differently to happy and sad facesResponds to specific facial patterns as a having a specific meaningUnderstands 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 situationsShows initial signs of empathyFacial expressions reflect adult’s emotionsImitates simple expressionsVocalizes to socialize with anotherSmiles toward and may touch another childUses self-calming strategies when sees another in distress12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsRecognizes others distress and pats, touches themExpresses caring for another vocally and physicallyReacts to other’s feelings by commenting and offering an object to make them feel better, demonstrates a broader range of comforting strategiesAttempts to control others’ (even strangers’) feelings through verbal, physical, or social meansAsks about others’ feelings (happy) or states (sleepy) and the causes of their feelingsShows true empathyUnderstands what adult wants and spontaneously offers objectRecognizes his actions cause feelings in othersUses words relating to mental state for self and others (e.g., happy, sad, want, like)Differentiates self and own feelings from othersSkill Progression30-33 months33-36 months36- 42 months42 -48 months48-54 months54-60 monthsRecognizes and responds to needs and feelings of othersHugs familiar playmates to show affection or to comfortTalks about others’ emotions and understand what elicits themDemonstrates 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 differentAsks questions to understand what another person thinks or feels and asks whyCompares and negotiates ideas with others in playSkill Progressions for HPD Goal 4: Children develop the large muscle control and abilities needed to move through and explore their environment.Supine/proneSittingStandingLocomotion (crawling/walking/running)Jumping/hopping Ball skillsMotor activitiesSubdomain: Motor DevelopmentHPD Goal 4: Children develop the large muscle control and abilities needed to move through and explore their environment.Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsSupine/proneSupine (on back): Turns head to both sidesSupine: Head held in midline and symmetricalSupine: May bring feet to mouth and suck on toesProne: Controlled reaching with weight on one armProne: Reaches from hands-and-knees positionProne: Crawls to explore environmentProne (on stomach):Lifts head 45°Supine: Rolls from back to side and shortly after rolls to stomachSupine: May lift head and shouldersProne: Uses arms and legs to pivotProne: Moves from hands and knees to sitSupine: Kicks feetProne: Lifts and maintains head 90°Prone: Increased head, hip and trunk control allows twisting and turning in all directionsProne: May use a modified hands-and-knees position, with one foot and one knee on the groundProne: May extend legs and raise hipsProne: Bears weight on extended arms, may push backwardProne: Rolls from stomach to side and shortly after rolls to backProne: When suspended in prone, lifts and maintains head verticallySubdomain: Motor DevelopmentHPD Goal 4: Children develop the large muscle control and abilities needed to move through and explore their environment.Skill Progression12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsSupine/proneSupine/Prone establishedSupine/Prone establishedSupine/Prone establishedSupine/Prone establishedSupine/Prone establishedSupine/Prone established30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsSupine/Prone establishedSupine/Prone establishedSupine/Prone establishedSupine/Prone establishedSupine/Prone establishedSupine/Prone establishedSubdomain: Motor DevelopmentHPD Goal 4: Children develop the large muscle control and abilities needed to move through and explore their environment.Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsB. SittingKeeps head erect briefly in upright position, but head still bobsHolds head in line with body when pulled to sitSits unsupported momentarily; may extend arms forward to catch self or prop on armsHead leads when pulled to sit or standSits without support and plays with toysRotates body to get into sitting positionHolds head steady in supported sitting for 10-15 minutes, back firmMoves head freelyPushes up to sit from side or crawlMoves to hands and knees from sitReaches for distant objects forward, up, and behind with balance and rotation when sitting onthe floorGood balance; sits alone12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsApproaches a small, low chair, turns and sits downClimbs into adult chair to sit or stand upClimbs down from adult chairSits in a variety of floor positions and different types of chairsTransitions easily from one position to anotherSittingestablished30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsSitting establishedSitting establishedSitting establishedSitting establishedSitting establishedSittingestablishedSkill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsC. StandingNo observable skillsWhen put into stand and supported under the arms, extends legs and keeps the body in the same plane from shoulders to feetTakes full weight on legs when supported under the arms; bounces up and downMay pull to stand on a support surfaceMay get to stand from half kneel May stand without support brieflyStands with little supportSits down from standing without falling12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsStands, squats, stoops, and then moves back to standPicks up a toy from the floor while standing by squatting down at the knees, getting the toy, then standing back upPicks up a toy from the floor by bending over at the waist, getting the toy, then standing back upStands briefly on one foot when dancing Plays standing, such as at a small table (plays and then moves away)Briefly stands on tip toesRocks back-and-forth from one leg to another when dancingStands on one foot for several seconds30-33 months33-36 months36- 42 months42 -48 months48-54 months54-60 monthsStanding establishedStanding establishedStanding establishedStanding establishedStanding establishedStandingestablishedSkill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsD.Locomotion: Crawling/walking/runningNo observable skillsNo observable skillsPropels self on tummy with legs, steers with arms, goes backward or forwardCrawls, climbs, transitions through many positionsMay begin to crawl on all foursStill crawls to get somewhere fastBegins cruising, using furniture for supportWalks with hand heldClimbs up and down from chairs May take steps;if walking independently, uses wide base of support and uneven stepsMay walk as primary means of locomotion12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsCreeps up stairs on hands and kneesWalks with legs closer togetherWalks upstairs while holding on Walks downstairs while holding onWalks upstairs and downstairs alone, both feet on a stepWalks backwardsTakes quick short steps on level surfacesWalks sidewaysRuns and dancesRuns around obstaclesWalks while pulling or pushing toysWalks up and down stairs alternating feet with support Walks up stairs with one hand heldRises up onto toes and walksBegins to run stiffly, but falls easilySubdomain: Motor DevelopmentHPD Goal 4: Children develop the large muscle control and abilities needed to move through and explore their environment.Skill Progression30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsD.Locomotion: Crawling/walking/runningWalks on tiptoes when dancing or sneaking up on someoneWalks and runs well, changes speed and directionWalks downstairs with alternating feetWalks like an adultBegins to hop on one foot and gallop, though may be awkwardSkips with coordination (alternate step-hop pattern)Begins walking up stairs without holding onRuns on toes Exhibits true running with trunk rotation and arm swingWalks on a curb or balance board without fallingWalks on a curb without falling offRuns without fallingSkill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsE.Jumping/ hoppingNo observable skillsNo observable skillsNo observable skillsNo observable skillsNo observable skillsNo observable skills12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsNo observable skillsNo observable skillsAttempts to jump without feet leaving the floorJumps off floorJumps off bottom stepJumps down from a step or small chairJumps forward3 inchesBends knees and jumps backward several inches30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsJumps over a sidewalk crackJumps with both feet togetherHops on one footJumps over an object and lands with both feet togetherJumps forward numerous times without fallingJumps forward 36 inchesJumps forward 8-14 inchesSits on a hopping ball and hopsHops on alternating feetJumps up and turns around180 inchesJumps over something10 inches offthe groundMay try jumping ropeSkill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsF. Ball skillsNo observable skillsNo observable skillsNo observable skillsNo observable skillsNo observable skillsThrows objectsRolls a ball toward an adult12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsCatches ball when rolled between his legs while sittingThrows underhand while sittingThrows a ball into a close boxCatches a large ball that is close with arms straight outThrows ball overheadCatches a large ball that is close with arms bentKicks ball while holding on for supportWalks into a ball to try to kick itTries to kick a ball, but may miss or kick a side of the ballFlings ball toward a targetSwings leg to kick a ballKicks ball forward with either foot30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsCatches medium-sized ball thrown from distance of 5 feet or more with arms straight outCatches a medium ball thrown from distance of 5 feet or more against the bodyCatches a ball with elbows bent in front of bodyBegins to dribble a ballCatches small ball by adjusting body position in line with the ball and elbows at sidesRolls a ball in a bowling gameThrows a ball 5-7 feetThrows a ball overhandedUses forward weight shift to throw ball further; throws with some directional accuracyThrows and releases a ball smoothly with accurate directionalitySteps forward with same leg as throwing armSkill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsG.Motor activitiesNo observable skillsNo observable skillsNo observable skillsNo observable skillsNo observable skillsNo observable skills12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsPushes and pulls toys around the house or yardManeuvers low climbers and baby slidesMoves a ride-on toy with both feet together or alternatingRocks back-and-forth from one leg to another when dancingMoves up and down the slide at the parkBegins to pedal a tricycleMakes rocking boat “go”Sits and rocks on a rocking horse30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsClimbs up and through playground equipment, such as ramps and slidesUses pedals on tricycle alternatelyJumps on mini-trampolineSteers a tricycle around obstaclesPlays tee-ball and basketball with a low hoopImitates a variety of actions in a game or songClimbs ladders and jungle gymsPulls and pushesa wagonHits a stationary ball with a small golf club toward a targetImitates simple gymnastic movesSkates or rides a scooterImitates bilateral movements like moving armsand legs together in an exerciseor danceDrives any pedal carHits a large plastic ball with a large plastic batCompletes a version of a somersaultMay ride a two-wheel bikeSkill Progression for HPD Goal 5: Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.Arm movementsReach/Grasp/ReleaseManipulation/Tool useDrawingSubdomain: Motor DevelopmentHPD Goal 5: Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsArm movementsSupine: Random windmill movements which stop in response to seeing objectSupine: 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 reachProne: Reaches with one arm, with weight on other extended armSitting: One arm reaches in direct approach, with wrist and fingers extendedSitting: Rotates hand up or down to orient to objectSupine: Initially arms reach from side with elbow, wrist, and hand flexed; later, moves both arms toward object, elbows extended, hands partly openSupine: Moves arms symmetricallyProne: 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 reachProne: Initially, hands slide forward, corralling object; later, reaches with one arm while weight is on the other forearmProne: Weight on chest and flexed armsSkill Progression12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsArm movementsArm movements: Skills combined into Reach/Grasp/Release30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsArm movements: Skills combined into Reach/Grasp/ReleaseSkill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsReach / Grasp/ ReleaseReach: Reaches with fist closedReach: Begins visually directed reaching; keeps object and hand in view when reachingGrasp: 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 sideof palmGrasp (of tiny object): Initially, rakes object into palm with fingers, thumb bentGrasp (of tiny object): Lateral pincer - Picks up object between thumb and side of index fingerGrasp (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 grasp-between fingernails and thumb, with thumb flexedGrasp (of small object): Demonstrates grasp reflex when finger placed in infant’s palmGrasp: If object is contacted, pulls it in and squeezes it against the body or other handGrasp: Radial-palmar grasp-object held using thumb, index and middle fingers pressing it against the palm; wrist is straightGrasp: Radial-digital grasp-object moves to between thumb and fingertips Grasp: Radial-digital grasp with wrist extended Reach/Grasp/ Release: Stares at objects and own handsGrasp: Three-jaw chuck grasp-object held with thumb and two fingersGrasp: Inferior pincer grasp- between the thumb and pad of index finger; beginning thumb oppositionSkill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsReach / Grasp/ ReleaseRelease: No voluntary releaseRelease: Involuntary release after holdingRelease: Two-stage transfer - one hand holds object, second hand joins hold, first hand releasesRelease: Releases object with assist against a surfaceRelease: Initially, clumsy release of object above a container with wrist flexed- may miss; later, controlled release, wrist straightRelease: Controls release of object into small containerRelease (of tiny object): Transfers to other hand - initial clumsy release into large container; later becomes controlled Release (of tiny object): Unsuccessful release into small containerSkill Progression12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsReach/ Grasp/ ReleaseReach: Beginning of two-handed reach, with one hand stabilizing and one hand manipulating Reach: Reaches with lead and assist handsRelease: Releases objects according to size and shape of containerGrasp: Precise tasks use fingertip graspArm movements & Reach/Grasp/ Release: Skills combined into Manipulation/Tool useArm movements & Reach/Grasp/ Release: Skills combined into Manipulation/ Tool useGrasp: Refined pincer grasp - between tip of thumb to tip of index fingerReach: Alternates reach with first one hand, then the otherGrasp: Power tasks use palmer graspRelease (of tiny object): Precise release into small container with wrist extended Grasp: Holds crayon using fisted grasp30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsArm movements & Reach/Grasp/ Release: Skills combined into Manipulation/ Tool useGrasp: Uses effective power grasp on tools, such as a screwdriverArm movements & Reach/Grasp/ Release: Skills combined into Manipulation/Tool useGrasp: Uses static tripod grasp on pencilReach/Grasp/ Release: Hand preference establishedGrasp: 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 thrustingSkill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsManipulation/Tool useNo observable skillsOpens and closes hand to “scratch” material or objectsHand carries object to mouth to suck both object and handDrops, throws, pushes, and pulls objectsTries to poke object with all fingers extended - may poke with thumbCombines two objects, for example puts one object on anotherShakes objects, first with shoulder, then with shoulder and elbowBangs objects togetherPuts object into a containerPokes fingers into small holes and explores toys with index fingerRetains one object in each handManipulates two objects at a timeDumps objects out of containerMoves objects from fingers to palmBangs object on tableManipulates three small toysImitates use of a tool (e.g., comb, stirring with spoon, etc.)Places puzzle piecePulls string to get toyPushes cars, trucks, ballsSkill Progression12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsManipulation/Tool useUses tools such as a spoon, fork, comb, wash cloth, etc.Small objects transferred from hand to hand, rather than palm to fingersBeginning to string large beads or put chips in a slotGrasps crayon in palm and turns hand thumb up or downLines up objects, such as blocks or dollsMakes random snips with scissors on paper with no forward movement of scissorsIncreasing strength and differentiation of use of both sides of the hand allows use of tools, such as a malletTurns pages of a bookMoves one or two objects from palm to fingersStacks 8-10 small itemsStacks small items30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsStrings beadsManipulates clay to make a snake, small balls, pancake Strings small beadsRotates pencil or marker into writing positionPuts key in lock and opens itCompletes 10+ interlocking piece puzzlesSnips with scissors on a line across a 1 inch strip of heavy paperCompletes simple puzzles (separate pieces or interlocking)Uses scissors, snipping with alternating full-finger extension and flexion; holds paper and scissors in thumbs up positionBegins cutting on straight line with greater control, producing a smoother cutBegins to cut simple curves and anglesUses scissors to cut out shapesSkill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsDrawingNo observable skillsNo observable skillsNo observable skillsNo observable skillsNo observable skillsTries to imitate adult marks on paper by banging dots or short marks12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsImitates adult’s scribbles Holds crayon using fisted graspUses whole arm to make marks Makes large continuous circular scribbles, with occasional straight linesImitates horizontal strokeMay create separated, tight scribble marks Makes dots on paper by banging markerSpontaneously scribbles on paper or other surface Makes marks on paper with no organizationImitates a vertical strokeExperiments 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 drawingsMakes random marks in different directionsExperiments with vertical and horizontal straight lines-- alone, next to, or on top of other linesExplains details of drawingProduces writing lines differently than drawing linesSkill Progression30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsDrawingZigzag scribbles are added to loopsDistinguishes writing from drawingDraws a face with features in proximity and understanding of the head (enclosure)Plans what to draw before starting to drawProximity of features are closer to each other than should be (i.e. facial features) Draws stick figures with head, body, arms, and legsCopies 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 detailsEnclosures 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 thingsDraws recognizable forms (e.g., face, flower) May draw a person as a head with facial features and arms and legs coming out of the headParts are connected, such as body and arms, tree trunk and limbsDraws more important things larger (e.g., person larger than the house)Skill Progression30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsDrawingImitates a crossSeparation of different parts of the picture that are not connectedDrawings are colorful, rhythmic, balanced, and expressive of feelings; may represent people, objects, actions, or events and begin to tell a storyHorizontal and vertical coordinates used to display relationships (facial and body features, etc.), shows spatial understandingSkill Progressions for HPD GOAL 7: Children develop independence in caring for themselves and their environment.Eating/drinkingDressingSelf-careToiletingNote: Dressing skills are influenced by family expectations and clothing selection. For example, children who have only elastic-waist pants or pull-over shirts may not learn buttoning, snapping, and zipping as early as children who wear clothing with these fasteners.*Note: Toileting is dependent on family expectations and background, and cultural differences. Type of diaper used also impacts feeling of wetness, so children who wear pull-ups may not feel wet.The following readiness skills are documented in the literature as being important prerequisites for beginning toilet training. They do not preclude toilet training ability, but should be taken into consideration for modified expectations.Toileting Readiness Skills: Desire to please (likes to get gifts, enjoys praise)Desire for independence (takes pride in new abilities, wants to “do it myself”)Imitates adults and older childrenLanguage skills adequate to communicate needs, and understand words about the toileting processMotor skills adequate to walk to the toilet, pull down pants, and get onBowel movements occur on a fairly predictable scheduleLonger periods with a dry diaper indicates child's bladder is able to store urine. (Example: The child wakes up from a nap dry, or stays dry for2 or more hours)Able to follow simple, one-step verbal instructionsShows an interest in imitating other family members or friends in the bathroomThrough words, facial expressions or a change in activity, child indicates when bladder is full or when a bowel movement is about to occurMore on readiness from the American Academy of Pediatrics.Subdomain: Motor DevelopmentHPD Goal 7: Children develop independence in caring for themselves and their environment.Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsEating/drinkingTongue moves in and out (suckling)Tongue flat and cuppedOpens mouth adaptively; closes lips Helps bring bottle to mouthNo longer loses liquid when breast/bottle removedHelps hold cup and spoonTakes two or more sucks before swallowing or taking a breath Jaw, tongue, and lips move togetherDevelops a suck- swallow patternTakes one or two swallows from a cupEats ground or junior foods and mashed table foodsDecrease in up-and-down jaw movement in cup drinking Gums solid food Self-feeds soft biscuit with one handOpens mouth as spoon approachesGrabs spoon in fistMay lose liquid from side of mouthSwallows some thicker pureed foods Chewing presentUses upper lip to remove food from spoon Uses graded, controlled biteEjects food with tongueUses fingers to self-feed small bitesTips bottle to drink and self-feeds whole bottleSkill Progression12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsA. Eating/drinkingHolds and drinks from lidded cup using two handsUses fisted grasp on spoonTries to pour from small containerUnscrews a bottle lid (wrist rotation)Demonstrates taste and texture preferences in food; makes requests Eats the same foods as the rest of the familySuck-swallow-breathe pattern coordinated during a long drinking sequenceFeeds self with spoon, turns in mouth, spillingHandles cup well with two handsGives up bottle for travel cup with strawDemonstrates oral motor skills to eat foods from all food groupsGrasps spoon with fingersFeeds self with fingersMinimal loss of food during chewingAttempts to unwrap foodUnwraps food in simple wrappingUses tongue to clear area between gums and cheekGrades mouth-opening to size of the biteEats coarsely chopped table foods, including chopped meatsEats most meats and raw vegetablesEasy lip closure; no loss of food or drinkHolds spoon and keeps it uprightDips spoon in food and brings it to mouth; turns spoon to get contents in mouthChews with mouth closedEats a variety of texturesPoint of spoon enters mouth firstUses well-coordinated diagonal rotary chewLifts cup to mouth with one hand, may dropTransfers a bolus of food across the midline of the tongueSweeps tongue to clear lipsNo longer drools unless teethingSkill Progression30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsA. Eating/drinkingWipes own hands and mouth with napkinTransfers food from side-to-side in mouthHolds and drinks from a cup with one hand Pours from larger jug to cupHolds fork in fingers rather than fistUses a knife to spread food itemsChews with grinding movementEats well with fork and spoonUses knife to cut soft foodsStirs, scoops, and poursSkill Progression1-2 months2-4 months4-6 months6-8 months8-10 monthsonthsB. DressingBody parts easily manipulated for dressingPractices grasping by clutching or pulling at clothingBecomes more active and excited while being dressedPulls off hatAnticipates adult’s actions and starts to offer armPulls off socksLifts legs for diapering and dressingPulls off bootiesHolds foot out for shoe and socksRemoves second arm from coat12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsOnce pants are over bottom, pushes pants off in sittingTries to put shoes on, usually gets half way “Dresses up” in large size clothes that are easier to get onTakes off shoes if untiedWashes self at bath timeTries to put both feet in one leg holeRemoves mittensHelps with taking off coatHelps push/pull underpants and pants down/upPulls elastic-top pants over bottom and downLifts foot for adult to put on pants or shoeLocates head hole in shirt and pulls it onUnties shoesLocates a large sleeve holeSkill Progression30-33 months33-36 months36- 42 months42-48 months48-54 months54-60 monthsB. DressingPulls laces tight on shoesPuts on coat independentlyPuts socks on with correct heel orientationPuts loose fitting boots onDistinguishes front and back, inside outPuts shoes on the correct feetUnties laces and takes off shoesOpens and closes snaps and Velcro closuresPuts on pull over garmentPuts on open front shirtOrients pants correctly and puts onThreads belt through loopsPuts on own shoes, but may be on wrong feetPulls a zipper up and downUnbuckles belt or shoesIndependent with Velcro fastenings on shoesFastens and zips front fastening zippersUndresses independentlyButtons several large buttonsBuckles belt or shoesChooses weather- appropriate clothingOpens front buttonsButtons and unbuttons most sizes of buttonsPuts on shirt, socks, coatSkill Progression1-2 months2-4 months4-6 months6-8 months8-10 monthsonthsC. Self-careNo observable skills No observable skillsNo observable skillsNo observable skillsNo observable skillsThrows clothesin hamper witha promptCleans face and hands withdamp cloth12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsOpens mouth for teeth to be brushedHolds toothbrush with helpMoves toothbrush independentlyAttempts to blow noseCleans up spillsAdequately blows and wipes nose upon requestHolds out hands to be washed and driedWashes hands with soap with help and directionNeeds help with toothpastePuts trash in trash canTurns faucet on and offPuts pajamas and other folded clothing in a drawerWashes and dries own handsHolds head in position for combingDries hands with helpAllows wiping of noseBrings comb to hair30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsHelps make bedBlows and wipes own nose with some helpWipes nose without requestCompletes all steps in brushing teeth independentlySets table and clears own dishesShowers independently, but may need help with washing hairChooses clothing for the weatherWashes down front of bodyBrushes own hair with supervisionWashes and dries hands thoroughlySoaps cloth for washingHelps set the table with promptingThoroughly brushes teethSubdomain: Motor DevelopmentHPD Goal 7: Children develop independence in caring for themselves and their environment.Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsD. Toileting-654054184015*Note:Toileting is dependent on family expectations and background, and cultural differences. Type of diaper used also impacts feeling of wetness, so children who wear pull‐ups may not feel wet.00*Note:Toileting is dependent on family expectations and background, and cultural differences. Type of diaper used also impacts feeling of wetness, so children who wear pull‐ups may not feel wet.No observable skillsNo observable skillsNo observable skillsNo observable skillsNo observable skillsNo observable skills12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsUses facial expressions, squatting to indicate need to eliminateIndicates wetness by actionsIndicates need for toilet with actions or words, but often too late *Practices getting on and off the toilet, pulling pants down and back upDemonstrates a pattern of toileting needs (i.e. when and how often) Girls ask to urinate in the toiletSits on toilet for one minute when placed and supervised (May like sitting on the potty chair fully clothed)Indicates discomfort when soiledSits on the toilet and occasionally urinates(Note: Average age elimination muscles are mature is 18 months)May be bladder trained during the day if adults and children are both motivated*Girls wear training pants or underwearSits on the toilet for one minute alone *Visits the bathroom with adults and watches themPlays with toilet paper, flushing, and washing handsSkill Progression30-33 months33-36 months36- 42 months42-48 months48-54 months54-60 monthsD. ToiletingBoys and girls seat themselves on the toilet with steps and toilet seat *Responds to routine bathroom times for bowel movementsBoys enter bathroom and urinate and have BM independentlyDry at nightMay have occasional night bed-wettingCompletely cares for self at toilet*Boys urinate in the toilet when sitting downUnsuccessful at wiping self *Boys urinate while standing upManages toilet seat, toilet paper, and flushes*Boys wear training pants or underwearBoys stay BM free during the day Boys and girls may tell before having BMBoys tell before having to urinateGirls stay BM free during the dayGirls enter bathroom and urinate and have BM independently (may need help with wiping)86995152400*Note:Toileting is dependent on family expectations and background, and cultural differences. Type of diaper used also impacts feeling of wetness, so children who wear pull‐ups may not feel wet.00*Note:Toileting is dependent on family expectations and background, and cultural differences. Type of diaper used also impacts feeling of wetness, so children who wear pull‐ups may not feel wet.SKILL PROGRESSIONS FOR LDC GOAL 1: Children understand communications from others.Skill Progression: Understand communication from othersSubdomain: Learning to CommunicateLDC Goal 1: Children understand communications from others.Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsUnderstand communication from othersDistinguishes between parents’ voices and other soundsDiscriminates between familiar and unfamiliar voicesSearches for sounds/voices with eyesDistinguishes friendly and angry talkingFollows simple requests paired with gesturesRecognizes and responds to up to 50 words in addition to sounds and gesturesDiscriminates native language from a foreign languageResponds to own name with head turn, eye contact, or smileUnderstands some frequently used wordsResponds to “no”Responds to “where is..?”Skill Progression12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsUnderstand communication from othersSearches for objects named, but not presentIdentifies objects named in pictures by pointingUnderstands “what” questionsUnderstands labels for most common objects, animals, etc. Understands vocabulary related to familiar items, people, and routinesFollows two-step related directions Finds objects named from a group of different objectsPoints to at least 3 body partsUnderstands 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 functionUnderstands “where” questions (e.g., “Where is the blankie?”)Follows single step directionsUnderstands 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 partsUnderstands that a questioning intonation implies a response is neededKnows amount words (one, all)Skill Progression30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsUnderstand communication from othersUnderstands 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 cultureUnderstands 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” questionsUnderstands basic number conceptsUnderstands categoriesUnderstands passive declarative sentences (e.g., “The cat was chased by the dog”)Understands “what happens if…?”Understands “why” questionsKnows genderSKILL 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 adultsSubdomain: Learning to CommunicateLDC Goal 2: Children participate in conversations with peers and adults in one-on-one, small, and larger group interactions.Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsParticipate in conversations with peers and adultsMakes eye contact with parent and smiles Vocalizes to initiate socializingResponds differently to familiar and unfamiliar peopleShows desire to be included in social interactions with othersFollows point or visual gaze of another personMoves body to engage in social interaction with othersSmiles at familiar faceSmiles and starts vocal turn taking when adult imitates the infant’s soundsResponds to sounds by making sounds Enjoys playing games such as peek-a-boo and pat-a-cakePoints to direct attention of adult“Talks” with others in back and forth vocalizationsUses voice to express pleasure and displeasureReacts to emotions of othersInitiates interactions by reaching for the adult’s mouth, nose, etc.Skill Progression12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsParticipate in conversations with peers and adultsImitates actions of othersUses 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 minuteAttempts to converse with jargon and real wordsTakes 1-to-2 turns in conversation Takes 2-3 turns in conversations by adding new informationCommunicates about previous experiences when adults talk about them and asks questionsMakes verbal protestsProduces jargonResponds to “what” questionsUses 2 -word phrases to communicateDependent on the adult to scaffold the conversationConversations begin to be directed to other children, as well as self and adultsPoints to request information or an actionRepeats words heard in conversationsDirects conversation primarily to self and adultsInitiates a topic with one or more wordsInitiates a topic and responds with new information Intentionally communicates five times per minuteBegins to cooperate in games, songs, and finger playsTalks about needs, feelings, and past events with adult helpSkill Progression30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsParticipate in conversations with peers and adultsParticipates in storytelling and book reading with adultListens for up to 20 minutes in one-on-one situations with preferred booksFollows meaning in conversation among numerous peopleTakes 4 turns in a true conversation on a topicRaises hand to offer comment in a groupCommunicates in group activities by taking turns most of the time Follows a narrative and talks about itInterrupts and talks over others to give own ideas in a groupParticipates in a narrative describing an eventDirects conversation primarily to peers and responds to peers’ conversation directed toward himBegins to understand humor; tries to tell jokes or make others laugh with storiesTalks to self but begins talking to peers rather than adultsUnderstands meaning, even if indirectly stated (e.g., “I need my shoe” implies “Give me my shoe”)May interrupt in conversations, but beginning to understand taking a turn in a groupTalks about another person’s likes, dislikes, and point of viewStill seeks out adults for conversations, but prefers peersSeeks out peers for conversations, rather than adultsSKILL PROGRESSIONS FOR LDC GOAL 3 Children ask and answer questions in order to seek help, get information, or clarify something that is not understood.Skill Progression A: Answers questionsSkill Progression B: Asks questionsSubdomain: Learning to CommunicateLDC Goal 3: Children ask and answer questions in order to seek help, get information, or clarify something that is not understood.Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsA. Answers questionsNo observable skillNo observable skillNo observable skillNo observable skillVocalizes when asked a questionResponds to “Who’s that?” with a word or word approximation (e.g. “mama”)12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsResponds to a yes/no question with head movementResponds to requests for clarification (e.g., “huh,” “what?”)Responds to “What is…” questionsAnswers simple open-ended questions (e.g., “What do you want?”)Points to an object when asked “Which one is…” (a cow, big, etc.)Answers variety of simple questions asked by another accuratelyResponds to “Where is…” question by pointing to a familiar object or personSkill Progression30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsA. Answers questionsResponds to 33% of questions asked by adultsUnderstands questions about objects, people and basic routinesUnderstands “how many,” “whose,” and “why” questionsAnswers “when” and “how” questionsAnswers open- ended questions, such as “What can you tell me about...?”Understands “What happens if...” questionsUnderstands “What…doing” questions (e.g., “What is the baby doing?”)Responds to requests for clarification most of the timeSkill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsB. Asks questionsNo observable skillNo observable skillNo observable skillNo observable skillRequests 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 vocalization12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsUses rising intonation to request informationPoints to request actions or informationOccasionally requests clarification (“Huh?”)Requests information with gestures and words (points to and uses “questioning” expression)Asks “What that” questions for informationStarts to ask “who” and “where” questionsUses single words with intonation to request actions (e.g., “up”)Makes statements with rising intonation to ask a question (“Mommy go bye-bye?”)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?”)Skill Progression30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsB. Asks questionsAsks “What …doing” questionsRegularly asks for clarification Regularly requests clarificationAsks “why” and “how”Asks questions about how another person feelsAsks about another person’s perspective (e.g., “What do you think about…?”)Asks a variety of questions, including “who,” “what,” “where,” “when,” “is,” and “do”Asks what words meanSKILL PROGRESSIONS FOR LDC GOAL 4: Children speak audibly and express thoughts, and feelings, and ideas clearly.Skill Progression A: Articulation/sound productionSkill Progression B: Possible sound errors (considered to be developmentally appropriate)Skill Progression C: Language productionSubdomain: Learning to CommunicateLDC Goal 4: Children speak audibly and express thoughts, and feelings, and ideas clearly.Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsA. Articulation/ sound productionCries to express hunger, discomfort, pain or distressGurgles and laughsNasal sounding consonants Consonant-vowel sounds emerging (da, ma) for babblingProduces consonants /m, n, d, b, y, w/Produces more back vowels, central vowels, and consonantsVocalizes with non-speech-like burps, grunts, and coughsCoos; moves tongue throughout the mouth to make vowel-like soundsMarginal babblingImitates sound sequences in one breathProduces a wide variety of sound combinationsImitates others coughs, laughs, funny soundsMakes vowel sounds “ah,” “eh,” ”uh”Vocalizes “ma” or “mu” Babbles with some consonant-vowel soundsBeginning of adult speech (starting to develop certain vowels, syllables, diphthongs)Demonstrates intonation contours of the language and uses variegated babbling (non-reduplicative) babbling) (i.e. "dagedagee")Experiments with sounds such as “raspberries,” bubblesProduces consonants /m, n, b, p, t, d/ in babblingVaries volume, pitch and rate of sounds producedSkill Progression12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsA. Articulation/ sound productionProduces consonant sounds /b, m, n, t, d, w/Attempts to combine consonants and vowels into wordsSpeech may be less than 50% intelligible to unfamiliar personsSpeech is at least 50% intelligible to unfamiliar personsCombines noises to make sound effects (e.g., “zoom-zoom,” “Brrring,” “Bang”)Speech is 60% intelligibleProduces word approximations (e.g., “muh” for milk)Produces consonant-vowel-consonant (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 intonationUses VC (e.g., up), CV (e.g., bye), CVC (e.g., sad), and CVCV (e.g., puppy)Skill Progression30-33 months33-36 months36- 42 months42 -48 months48-54 months54-60 monthsA. Articulation/ sound productionConveys ideas using pitch and intonation75% intelligible May produce all 24 consonants (stops: /p, b, t, d, k, g/; fricatives: /f, v, s, z, h/, sh, th (as in “the” and “this”), zh; affricates: /j, ch/ liquids: /l ,r/; glides: /w, j/; nasals: /m, n, ng/80% intelligible90% intelligible100% intelligible, though errors on /s, sh, r, l, z, zh, ch, j, th/ may persist85% of children correctly produce the following:Initial sound:/t, g, k, f, w/Medial sound:/f, g, k, ng, p, t/Final sounds:/b, d, g, k, n, t/85% of children correctly produce the following:Initial sound:/kw/Medial sound:/d/ Final sound: /f/Emerging production of /r, l, s, ch, sh, z, j, v/85% of children correctly produce the following:Initial sound: /ch, j, l, s, sh, y, bl/Medial sound: /ch, j, l, s, sh, z/Final sound: /l, ng ch, j, s, sh, r, v, z/Produces all vowelsDemonstrates few omissions or substitutionsProduces some consonant clusters (e.g., st, sp, bl, fr, sw, etc.)Skill Progression30-33 months33-36 months36- 42 months42 -48 months48-54 months54-60 monthsA. Articulation/ sound productionProduces the following syllable structures: CV, VC, CCV (sky), CCVC (stop), CVCC, (dogs), and VCC (eggs)Awareness of and ability to rhyme emergesSkill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsB. Possible sound errorsNo observable sound errors12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsOften repeats same syllable (“wawa” for water)Reduces consonants (“boo” for “blue”)Additional research neededAdditional research neededAdditional research neededMay delete one consonant from a consonant blend (e.g., “top”/stop)Final consonant deletion evident (“be” for “bed”)Eliminates some initial consonantsSkill Progression30-33 months33-36 months36- 42 months42 -48 months48-54 months54-60 monthsB. Possible sound errorsCluster 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 aback sound(e.g., tat/cat)75% of children:No longer substitute non-palatal sounds for palatal (tongue on palate) sound at the end of a word (e.g., dit/dish)75% of children:No longer substitute non-palatal 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 consonantsMay 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 Progression30-33 months33-36 months36- 42 months42 -48 months48-54 months54-60 monthsB. Possible sound errorsSubstitutes /f/ for voiceless /th/ (e.g. fumb/thumb)75% of children:No longer delete final consonants (e.g, ba/ball)75% of children: No longer delete unstressed syllables75% of children:No longer omit /s/ in an initial position of a cluster (e.g., tep/step)75% of children:No longer change one sound or syllable in the word to be like another (e.g., goggie/doggie)No longer repeat syllables (e.g., baba/bottle)Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsC. Language productionVocalizes to parent’s smileCries differently for pain and hungerImitates sounds and mouth movements needed for speechVocalizes to protest“Sings” along with familiar songsMay produce first wordSays “mama”/ “dada” without meaningVocalizes during gamesUses social gestures (“bye-bye”)Demonstrates pleasure and displeasure by vocalizingPoints to known people and objectsSkill Progression12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsC. Language productionUnintelligible except for a few words, mostly with consonant-vowel sequence Accurately imitates some wordsProduces language to express refusal; “No” is commonNames objectsProduces 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 two- to four-word phrases or sentences (agent + action + object is the most common, along with agent + action + location)Uses social greetingsUses commands (“Stop it” “Don’t”)Produces verbsProduces words more than gesturesUses 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 two-word combinations (e.g., agent-action [ball roll], action-object [roll ball], agent-object [me ball], action –location [ball chair], possessor-possession[my ball])Produces possessivesSkill Progression30-33 months33-36 months36- 42 months42 -48 months48-54 months54-60 monthsC. Language productionConverses about people, places, and objects that are not presentProduces declaratives, negatives, questions, and imperativesConnected speech intelligibleProduces 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 detailProduces 4-8 word (or longer) sentencesDemonstrates awareness that sentences need noun and verb phrasesProduces complex sentences Produces pronouns appropriatelyRetells stories and events in sequenceProduces full range of sentence typesProduces utterances that describe physical characteristics (“big doggie”)Produces spatial, comparative, and temporal concepts in discussionUses word order to understand communicationCreates songs and rhymesProduces imperative implying “you”Produces and, but, and because to combine sentencesProduces 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 describeSubdomain: Learning to CommunicateLDC Goal 5: Children describe familiar people, places, things, and events. Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsUse of narrative skills to describeNo observable skills No observable skillsNo observable skillsNo observable skillsNo observable skillsImitates behaviors such as washing and feeding the baby12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsCares for a doll or stuffed animal, covering it and taking it for a walk in a stroller; begins to vocalize toward the dollor stuffed animal or adult in dramatic playPretends to sleep, eat, etc. with actions directed toward selfStarts 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, andan adultPlays house and acts out going to bed, cooking, eating, and other daily routinesDemonstrates fantasy play, acting out a story or pretending to be an animal or a character seen on television or a movieIncorporates familiar objects that adults have used into play (e.g., phone, comb, washcloth, etc.)Repeats same events multiple times (cooking, serving)Responds to adult’s suggestions for expansions of playProduces vague stories about something that happened(“I falled”)Skill Progression30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsUse of narrative skills to describeActs out multiple action sequences with dolls or action figures; talks to or for the dolls or figuresDresses 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 actionsCooperates in coordinated dramatic play, creating a narrative with a complex theme or storyCreates stories with drawings, constructionsof sand, clay, blocks, etc. Creates elaborate stories with peers for dramatic play Talks about how characters feelTalks 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 interactiveBuilds structures with blocks and adds props to act out stories or scenesNegotiates roles in dramatic play and may switch roles to play different partsPerforms playsfor adultsTalks using a series of unrelated sentencesIncludes peersin playSpontaneously builds on another’s dialogue and actionsDictates stories in appropriate narrative sequence, with characters, unorganized plot, and dialogueProduces dialogue in narrative dramatic play, with the sentences building upon each otherSKILL PROGRESSIONS FOR LDC Goal 6: Children use most grammatical constructions of their home language well.Skill Progression: Use most grammatical constructions of home language wellSubdomain: Learning to CommunicateLDC Goal 6: Children use most grammatical constructions of their home language well.Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsUse most grammatical constructionsof home language wellNo observable skills12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsNo observable skillsProduces primarily nounsOmits grammatical markers, such as “a” or “the”Produces pronounsProduces regular possessives (e.g., mommy’s) emergeProduces have and do as auxiliary verbs (“Do you like apples?”)Produces holophrastic speech (i.e., one word may mean many things)Produces two-word utterances; produces telegraphic speech, using only key words (e.g., “Car go”)Understandsand uses:Agents (e.g., mama)Actions (e.g., run)Objects (e.g., cup)Recurrence(e.g., more)Cessation(e.g., stop)Disappearance (e.g., all gone)Combines 2-3 words Produces infinitive verb phrases with hafta, wanna, gonna. (e.g.,“I wanna go.”)Produces and between nouns (e.g., “I want juice and cookies.”)Produces the following morphemes:Present progressive verb + -ing (adds “ing” to words)Prepositions(in, on)Regular plurals (e.g. dolls, horses)Skill Progression30-33 months33-36 months36- 42 months42 -48 months48-54 months54-60 monthsUse most grammatical constructions of home language wellProduces 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 useof is (“here’sthe ball”)Uncontractible auxiliary (“He is” in response to question, “Who is…?”)Produces the following morphemes:ArticlesIrregular past tenseRegular past tenseThird person regular verbsContracted copulaIrregular 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 sentencesUses 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 Progression30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsUse most grammatical constructions of home language wellProduces can, will, be as auxiliary verbs + negative forms (e.g., can’t, won’t, don’t)Produces infinitive phrase “havegot to...”SKILL PROGRESSION LDC Goal 7: Children respond to and use a growing vocabulary.Skill Progression: Respond to and use a growing vocabularySubdomain: Learning to CommunicateLDC Goal 7: Children respond to and use a growing vocabulary.Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsRespond to and use a growing vocabularyKnows familiar peopleDiscriminates sounds and voicesBabbles to communicateDemonstrates recognition of names of objects by looking at them when namedProduces a variety of speech sounding patterns in jargonProduces single, simple sounds/words for familiar objects to communicate (e.g., “ba” for ball)Imitates soundsSkill Progression12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsRespond to and use a growing vocabularyUses referential naming (word refers to specific thing): (e.g., The child’s cup, blanky, “Dada,” “Mama”)Produces mostly nouns, including different types of labels (e.g., names of objects, family members, pets, activities, etc.) Produces the following:Agents (e.g., mama)Actions (e.g., run)Objects (e.g., cup)Recurrence(e.g., more)Cessation(e.g., stop)Disappearance(e.g., all gone)Asks for name of object or location of object (“What’s that?” “Where Daddy?”)Produces number words: Knows numbers one and two, and knows “one more”Knows first three count or number wordsUses social words:(e.g., Says “Hi,” “Bye”; uses a version of“Thank you”)Generalizes nouns to other similar objects Uses relational words to relate one word to another object or person to something else: Existence (this, more, all gone)Action relational (up, down, bye-bye)Location relational (where object is located)Possession relational (mine)Names parts of objects (e.g., body parts or wheels of car)Understands and uses comparative words (e.g., big, little)Uses at least one color description wordProduces possessive my, mineProduces a few verbs (e.g., kiss, kick, open, sleep)Uses categorical vocabulary (e.g., trees, animals, toys, people)Uses pronouns (e.g., he, me) and possessives within a statement(e.g., that mine, your hat)Uses over extension (uses one word too broadly) (e.g., all animals with four legs are dogs)Skill Progression12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsRespond to and use a growing vocabularyUses 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 Progression30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsRespond to and use a growing vocabularySays own first and last nameUses “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 colorsUses 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 wordsKnows counting words to 10 (may be inaccurate)Infers meaningof words from illustrations ina bookNames 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 objectNames a circle when asked “What shape is this?” Uses environmental context to figure out meanings of wordsKnows more complex relational words (e.g., in front of, behind, beside)Uses word “money” and may know a few coinsNames the category when examples are given (e.g., apple, pear, grape)Skill Progression30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsRespond to and use a growing vocabularyKnows 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 meaningsUses counting words to 20Uses expanded number words and concepts: Knows counting words up to 100 and names coinsUses descriptive words (e.g., bad, sleepy, heavy)Learns 3-6 words a day depending on exposure and experiencesKnows days of the week, some names of months, and some holidays (though may be inaccurate)Approximately 70% of vocabulary is concreteProduces metalinguistic language (Anna begins with “A”)Infers meaning from context of sentenceSKILL PROGRESSIONS LDC Goal 8: Children develop interest in books and motivation to read.Skill progression: Develop interest in books and motivation to readSubdomain: Foundations for ReadingLDC Goal 8: Children develop interest in books and motivation to read.Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsDevelop interest in books and motivation to readExamines contrasting patternsTouches picturesRecognizes familiar objects and peopleBrings book to mouth to chewReaches for books to holdTurns pages (maybe more than one ata time)Stares intently at picturesHolds book in both handsExamines pictures when items are pointed toHelps adult turn pages by pushing them to the left, after the adult has separated a pageGestures to indicate desire to read a book againPulls booksoff shelfSits on adult’s lap and attends to several books in a rowSkill Progression12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsDevelop interest in books and motivation to readTurns inverted book uprightCarries a book around while walkingPoints to pictures and says, “What’s that?”Engages in reading behavior by verbalizing while looking at picturesProtests when adult misreads a word in a familiar book; offers correct wordRecites text from a familiar predictable book Sustains interest in named pictures for 2-5 minutesHolds a book open to look at it independentlyManipulates a variety of interactive booksSearches for favorite pictures in a bookGets a book and gives it to an adult to read“Reads” a book independently for several minutesMay use books as a transitional objectRecites whole phrases from favorite storiesRequests adult read the same book repeatedlyUses “book babble” (jargon sounds like reading)30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsTells what the story is about based on the picturesAsks questions about the pictures, vocabulary, and storyTells story when looking at a familiar bookUnderstands relationship between related picturesDiscusses favorite books with peersAsks adult to buy or check out specific topics, books, or authorsCoordinates text read (words) with pictures (e.g., finds aspects of text in the pictures)Listens to longer storiesSequences events in storiesAsks questions and comments on a book indicating understanding and interest in a topic or eventDemonstrates preferences in types of books to read (e.g. story, humorous, nonfiction, science, poetry, etc.)Discusses actions in picturesSKILL 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 mediaSubdomain: Foundations for ReadingLDC Goal 9: Children comprehend and use information presented in books and other print media.Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsComprehend and use information presented in books and other print mediaStares at black and white patternsExamines more complicated patterns and colorsExamines pictures of peopleListens 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 adultPats picturesExhibits turn-taking - listens then vocalizes during the adult’s pausePats pictures and vocalizes Laughs at familiar pictures or adult’s sound effectsSkill Progression12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsComprehend and use information presented in books and other print mediaRelates an object in a picture to something or someone in the real world Shows familiarity with text by saying words associated with a pictureShows empathy for characters or situations depicted in booksRelates pictures in stories to own experiences“Reads” to dolls, stuffed animals or selfRecites text from a familiar, predictable bookMakes animal sounds when looking at animal picturesChooses books for adult to read by recognizing the picture on coverMakes associations across booksPerforms an action shown or mentioned in a bookDiscusses characters and events in books in ways that show understanding of the storyAnswers simple questions about the pictures in the bookNames familiar objects in a bookRecites parts of well-known stories, rhymes, and songsFills 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 readRecognizes and identifies almost all common objects and picturesIdentifies objects in picturesSkill Progression30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsComprehend and use information presented in books and other print mediaAsks questions about the story and characters in the book being readRecognizes some environmental textRecalls 1-2 elements from an unfamiliar story that was just readRecalls 3-4 elements of a storyResponds to a variety of questions about a story that was previously readTells a suitable ending to a simple storyKnows there are picture books, story books, and books about real thingsStarts to memorize words, lines, or whole segments of a favorite bookConnects details, information, and events in a story to real-life experiencesPredicts what will happen next in an unknown storyAsks questions and makes comments that demonstrate understanding of literal meaning of storySKILL PROGRESSION FOR LDC Goal 10: Children develop book knowledge and print awareness.Skill progressions: Develop book knowledge and print awarenessSubdomain: Foundations for ReadingLDC Goal 10: Children develop book knowledge and print awareness.Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsDevelop book knowledge and print awarenessNo observable skillsNo observable skillsNo observable skillsNo observable skillsNo observable skillsNo observable skills12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsNo observable skillsNo observable skillsNotices print rather than just pictures in a book; may point to labels under picturesDistinguishes print from non-print (e.g., picture or drawing)Points to and labels pictures on billboards, cereal boxes, etc. in the environmentRecognizes some familiar environmental signs or symbols30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsMoves finger or hand across a line of print in a favorite book and verbalizes text exactly or accurately paraphrasedNotices print in the environment and asks what it “says”Understands what print isAsks what specific words are in textMixes print-like letters, real letters, and drawings in “writings”Differentiates, identifies, and reproduces letters in the alphabet (at least in approximations)Recognizes familiar print in the local environmentAsks about print conventions like spelling, spacing, and where to writeAttempts to incorporate print conventions such as spacing, alignment, and punctuation (though inaccurately)SKILL PROGRESSIONS FOR LDC Goal 11: Children develop phonological awareness.Skill progressions: Develop phonological awarenessSubdomain: Foundations for ReadingLDC Goal 11: Children develop phonological awareness.Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsDevelop phonological awarenessNo observable skills12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsNo observable skillsImitates animal soundsListens to songs and nursery rhymes and imitates wordsImitates rhyming words (loo-loo, goo-goo) and makes up nonsense wordsListens with interest to books with alliteration (uses same sounds in beginningand other partsof words) Claps with a drumbeatRepeats the alliterative words with these sounds more easily /w, p, b, d, t, m, n, h, y/Understands the difference between words with similar phonemes such as “pat” and “path”Skill Progression30-33 months33-36 months36- 42 months42 -48 months48-54 months54-60 monthsDevelop phonological awarenessIdentifies and imitates sounds in the environmentRecites familiar phrases of songs, books and rhymesIndicates enjoyment when hearing alliteration storiesIdentifies rhymes and rhyming sounds in familiar wordsNotices words that have letters like those in own name and asks what the word “says”Understands that letters function to represent the sounds in spoken wordsClaps to syllables in two-to-three syllable namesProduces rhymes in a vocal game (e.g., fat, sat, cat, rat)Attends to beginning sounds in familiar wordsIdentifies simple, high-frequency wordsIdentifies what letter is needed in a word by listening to the word being said, especially if there is a letter name match (e.g., OK)Repeats alliterative words starting with /f, v, s, z, g, k/ in pairs or sequencesTries to write own name, but does not understand that the letters represent the sounds in nameCounts syllables in names and simple wordsSelects an appropriate letter to represent a sound that an adult isolatesSKILL PROGRESSIONS FOR LDC Goal 12: Children begin to develop knowledge of the alphabet and the alphabetic principle.Skill progression: Develop knowledge of the alphabet and the alphabetic principleSubdomain: Foundations for ReadingLDC Goal 12: Children begin to develop knowledge of the alphabet and the alphabetic principle.Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsDevelop knowledge of the alphabet and the alphabetic principleNo observable skillsNo observable skillsNo observable skillsNo observable skillsNo observable skillsNo observable skills12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsNo observable skillsNo observable skillsNo observable skillsNo observable skillsNo observable skillsNo observable skills30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsNo observable skillsRecognizes A-B-C song and sings it, but without knowing what letters areKnows some letters in own nameRecognizes own name in printIdentifies initial letters and sounds of familiar names and some wordsRecognizes a few sight words (e.g., words in familiar books, stores, etc.)Points out words that rhyme in songs, poems, and predictable booksIdentifies 5-10 alphabet letters, especially those in own nameIdentifies parts of words that rhymeComments about words that have the same soundsMatches upper case lettersSegments words into syllables Knows that alphabet letters make wordsMakes letter-sound matches of a few lettersSKILL 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 purposesSubdomain: Foundations for WritingLDC Goal 13: Children use writing and other symbols to record information and communicate for a variety of purposes.Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsUse writing and other symbols to record information and communicate for a variety of purposesNo observable skillsNo observable skillsNo observable skillsNo observable skillsNo observable skillsAttempts to imitate adult marks on paper by banging dots or making short marks 12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsImitates adult’s scribblesSpontaneously scribbles on paper (or other surface)- no understanding of true writingMakes marks on paper with no organizationMakes large continuous circular scribbles, with occasional straight linesImitates horizontal strokeCreates separated, tight scribble marks Experiments with vertical and horizontal straight lines - alone, next to, or on top of other linesImitates vertical strokesExperiments 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 lineSkill Progression30-33 months33-36 months36- 42 months42 -48 months48-54 months54-60 monthsUse writing and other symbols to record information and communicate for a variety of purposesZigzag scribbles are added to loopsDistinguishes writing from drawingOrganizes messages or stories written with scribble writing with adult assistanceMemorizes the letters in own name and tries to write them Differentiates between letters and numbersImitates drawing a triangleCopies a circleDraws recognizable forms (e.g., face, flower)Dictates words for adults to write downCopies a squareReplaces scribbles with letter approximations and actual letters in a message or storyDemonstrates understanding of the uses and formats of writing; scribbles and calls the result a note or letterImitates a crossUses 3 fingers to hold pencil to writeDemonstrates awareness of uses for writing, and uses writing for these functionsDraws a person with a head and at least 6 featuresWriting formats differ for different purposes Engages in scribble writingDraws circle spontaneouslyDraws simple pictures to tell a storyMay reverse letters when writingMakes marks to create writing, explains what the writing “says”Uses drawing to stand for writing to communicate a messageAttempts to write letter-like forms in a sequence to write a messageAttempts to make first letter of own name, but the appearance is unconventionalSKILL PROGRESSIONS FOR LDC Goal 14: Children use knowledge of letters in their attempts to write.Skill progression: Use knowledge of letters in attempts to writeSubdomain: Foundations for WritingLDC Goal 14: Children use knowledge of letters in attempts to write.Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsUse knowledge of letters in attempts to writeNo observable skillsNo observable skillsNo observable skillsNo observable skillsNo observable skillsNo observable skills12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsNo observable skillsNo observable skillsNo observable skillsNo observable skillsNo observable skillsNo observable skills30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsNo observable skillsAttempts to make first letter of own name, but the appearance is unconventionalScribbles begin to resemble letter-like designs (mock letters), uses scribbles frequentlyBegins to write the letters of own name; marks begin to resemble actual letters in the child’s nameWrites letter-like forms along with scribbles to represent writingReplaces scribbles with letter approximations and actual letters Knows letters are made of lines and curves, combines lines and curves in creative ways to represent lettersDraws known letters in unique ways, using segments and sequences of marksOrganizes marks that serve as writing “words” in a linear fashion, and in rowsAsks about spelling, spacing of wordsWrites a few words correctly from memory Writes at least the most commonly first-learned letters:B, D, S, T, O, A, H, K, M, and CWrites simple consonant-vowel-consonant wordsSKILL PROGRESSIONS FOR LDC Goal 15: Children use writing skills and writing conventions.Skill progression: Use writing skill and writing conventionsSubdomain: Foundations for WritingLDC Goal 15: Children use writing skills and writing conventions.Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsUse writing skills and writing conventionsNo observable skillsNo observable skillsNo observable skillsNo observable skillsNo observable skillsNo observable skills12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsScribbles vigorouslyHolds crayon in fistUses whole arm to make marksHolds crayon with thumb and several fingersImitates drawing a horizontal lineDraws different strokes, dots, and circular shapesImitates adult’s scribblesScribbles include horizontal and vertical movementsScribbles without going off of the paperIncludes curved marks in writingExplains what he has drawn and what different colors conveyImitates drawing a vertical lineIndicates writing with small “chicken scratches”Skill Progression30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsUse writing skills and writing conventionsHolds crayon in writing position with fingers and thumb directed toward the paperImitates drawing a circleCopies models of horizontal and vertical lines and a circleAs likely to start at the right side of a page as the left when "writing"Holds a crayon with an adult graspWrites some upper and lower case letters, but may mix them together Makes up and down movement needed to make a V, though shakyImitates drawing a crossTraces around the edge of a basic shape templateRotates a piece of paper and writes down the side rather than go back to the left and start a new lineWrites large lettersWrites left to right and top to bottom of pageTraces on a horizontal line without going off too muchAttempts to write one or more letters in own nameStrings letters or mock letters together, then asks what it saysCopies a square from a modelPuts spaces between some writing to represent words, but may run other words togetherSkill Progression30-33 months33-36 months36- 42 months42-48 months48-54 months54-60 monthsUse writing skills and writing conventionsMakes marks that look like letter shapesStarts to copy simple horizontal and vertical letters, like E, F, L, H, T; letters with angles (K, N, M, Y) are more difficultTries to imitate the letters in her name and some family member’s namesReplaces scribbles with letter approximations and actual lettersMay 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 lineIncludes a combination of letters and letter-like symbols in writingAsks how to write specific wordsWrites in organized and segmented rows, though placement may not be in the correct orderSKILL PROGRESSIONS FOR CD GOAL 1: Children use their senses to construct knowledge about the world around them. Skill progression: Constructs knowledgeSubdomain: Thinking and ReasoningCD Goal 1: Children use their senses to construct knowledge about the world around themSkill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsConstructs knowledgeTracks objects and facesUses mouthing, reaching, grasping, and kicking to explore objectsUses fingers to explore and graspExamines things from different perspectives to explore size, shape, texture, sound, etc.Uses hands and fingers to try to put things togetherUses both fine and gross motor skills to explore and experiment with dropping, throwing, and other cause-and effect actions12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsPuts objects on top of each otherUses a variety of objects together in different ways in trial-and-errorUses real and pretend objects together functionallyUses 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 apartInvestigates how to manipulate things by tearing, stretching, unwrapping, etc.30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsInterconnects parts to construct a simple 4-5 piece puzzle, nest objects, etc.Uses household objects (pillows, blankets, boxes) to create spaces to exploreConstructs enclosures of different sizes in dramatic playCombines blocks and 8-12 puzzle pieces to make a representation Attends to more than one characteristic (shape and color, color and size, texture andcolor, etc.)Understands orientation of objects, letters, pictures as an important characteristicSKILL PROGRESSIONS FOR CD GOAL 2: Children recall information and use it for new situations and problems Skill progression: Recalls and uses information for problem solvingSubdomain: Construction of Knowledge: Thinking and ReasoningCD Goal 2: Children recall information and use it for new situations and problemsSkill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsRecallsand uses informationStares longer at familiar faces than objects Shows physical excitement at familiar faces and events (feeding)Remembers how to activate familiar toysRecognizes 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 objectRemembers a strategy that worked on one object and tries it on anotherRemembers label for an object without the object being present12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsPerforms deferred imitation of actions of others (adults, siblings peers)Recognizes and identifies familiar places and pictures of objects and people by pointingAttempts to tell about remembered experiences using words, jargon, and gesturesDemonstrates long-term memory for experiences up to six months previousRecognizes familiar signs, booksFills in missing words in familiar books, songs, rhymes, etc.Remembers action sequences with objectsDramatizes remembered eventsSkill Progression30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsRecalls and uses informationRemembers visual landmarks and anticipates the intended destinationRemembers finger plays and acts out sequences in dramatic playDramatizes favorite stories and eventsRecalls 1-2 characters and events in a story that was recently readRecalls 3-4 elements of a story without promptsGives detailed descriptions of past events, stories, movies, etc.Remembers events up to 18 months in the pastRemembers one of several objects shown and then hiddenDescribes familiar objects without seeing themDetermines what is missing from pictures, puzzles, and toysRemembers sequences of words and numbersSKILL 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 reasoningSkill progression B. Taking perspectivesSkill progression C. Making decisionsSubdomain: Construction of Knowledge: Thinking and ReasoningCD Goal 3: Children demonstrate the ability to think about their own thinking: reasoning, taking perspectives, and making decisionsSkill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsThinking and reasoningRepeats pleasurable self-directed actionsBegins play with sound toysDisplays laughter in social play, particularly with physical stimulationInspects objects for a long timeSustains interest in looking at picturesKnows how to get objects to do what he wants12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsNames pictures in books Reflects thinking in problem solving with toysPlay begins to reflect thoughts and feelingsVerbally describes basic emotions and desiresUses the word “pretend” when doing dramatic playUses the words “think,” and “know” to express understanding of something30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsTalks to self about how to solve a problemAttends to key aspects of an object or situation to figure out how to work it or solve the problemAsks about how things work and why things are done in a specific wayDescribes how and why things work or are doneDescribes reasons for feelings and beliefsDescribes her plan, and what she is going to do in a logical sequenceSkill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsTaking perspectivesStudies facesTries to imitate adult mouth movementsShows interest in others’ facial expressionsTries to get adults to laughFollows what someone points toParticipates in games of give-and-take and turn-takingShows objects to othersImitates others actions and sounds12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsWatches adults and anticipates their actions Represents self and others in dramatic playFollows the lead of others, doing what they do or following their directionsKnows what will make others laugh and shares humorDramatizes roles in familiar routines using props to remember actions performed by others in real life situations Incorporates others into dramatic play and understands their intentions Knows what adult wants them to do30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsAscribes thoughts and feelings to dolls and action figuresTries alternatives if first attempt at problem solving doesn’t work; may then ask for helpDescribes own feelings and is aware of other peoples’ feelings and perspectivesDiscusses how others’ feelings, attitudes, and beliefs are different from his ownKnows what to do to please others and takes steps to do soCompares and negotiates her ideas with others in playSkill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsMaking decisionsNo observable skillsPrefers studying people to objectsEnjoys shaking and bangingShows attentional preferences when given a choice between two objectsDeliberately seeks out and attends to preferred toysMoves from one toy to another to explore actions12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsMay know an action is out-of-bounds, but decides to do it anywayMakes decisions about activities and sequences of actions within activitiesDecides what to do by what will be approved or disapproved of by adultsDecides not to do something she wants to do, but knows is wrongDecides which role to play and what actions to performDecides what others should do or say in dramatic play30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsDetermines what he is good at; preferences begin to strengthenBeginning to select friendsDetermines dramatic play themes and leads othersLies intentionally if she thinks the lie will keep her out of troubleSelects a variety of materials to create play scenariosEstablishes rules for play SKILL PROGRESSIONS FOR CD Goal 4: Children demonstrate appreciation for different forms of artistic expressions.Skill progression A. MusicSkill progression B. ArtSubdomain: Creative ExpressionCD Goal 4: Children demonstrate appreciation for different forms of artistic expressions.Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsMusicCalms to rhythmic movement, sounds, and musicListens to sounds and begins to differentiateComforted by soft, rhythmic melodious sounds, music and movement (stops crying)Reacts differently to different musical patternsListens attentively to sounds and wordsBounces to rhythm while standingWatches and tries to imitate movements12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsShows intense interest in speech sounds and musicImitate sounds, words, and movementsRemembers short action sequencesIdentifies preference in instrumental music Increases activity level with fast rhythmsAttends to more than one characteristic of objects at a time (sound and movement)Skill Progression30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsMusicRemembers finger plays, dance moves, songsNames or sings favorite songs, finger plays, etc.Imbues music, dances with emotion Enjoys group singing and danceBegins to be aware of musical syntax and to understand and use musical phrasesCapable of learning some basic musical concepts such as pitch (high/low), duration (long/short), tempo (fast/slow), and loudness (soft/loud)Attention span for listening to music increases in length and interests expand to various types of musicSense of pitch, rhythm, and melody emergingSkill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsArtAttends to contours and contrastsSees colorAttends to internal aspects, not just contoursInspects objects for a long timeWatches others drawLooks at pictures for up to 1 minute12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsSustains interest in pictures for 2 to 5 minutesPays attention to details of objects and peopleMoves, shifts, and combines objects in different waysPrefers using a tool with materials like play doughExperiments with materials, objects, and instrumentsAttends to more than one characteristic of objects at a time (visual and sensory)30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsTells adults what to draw Remembers and looks for specific photos or illustrations in books (i.e. favorite pictures)Recognizes emotions in picturesExamines non-realistic art and envisions what it could representExamines different types of art and explains why she likes or dislikes itExamines art and sees similarities and differences across artistsSKILL 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/DanceSkill progression B. ArtSkill progression C. DramaSubdomain: Creative ExpressionCD Goal 5: Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, drama, and dance.Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsMusic/danceCalms to rhythmic movement, sounds, and musicProduces vocalizations and shakes sound toysMakes vowel sounds and early consonantsBabbles rhythmically Produces jargon with intonationVocalizes to music and tries to singBangs toysBody moves to rhythm“Dances” to music in sitting or standingBounces to rhythm while standing12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsActually dances with weight-shifting, not just bouncingDances in different directions and in circlesListens to music, sings and dancesRocks and sings to dollsEngages in “music babble” as he sings and dancesExperiments with different types of movementsDiscriminates loud and soft soundsMakes wild swings and kicks with arms and legs to tempo (fast/slow); dances on toesSkill Progression30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsMusic/danceRemembers songs and finger plays Pretends to be something with movements, such as falling leaf, snow flake, cloud, flower, etc.Dances and sings to familiar musicCreates silly songs and dances Dances and sings for othersDance movements are precise and coordinatedImitates adult’s actions and movementsSpontaneously creates rhythmsTries to imitate rhythms Combines movements to create a novel danceIncludes music and dance in dramatic play or performanceSkill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsArtNo observable skillsNo observable skillsNo observable skillsNo observable skillsMakes marks on paperMakes random scribbles with crayon or marker using fisted grasp12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsMakes random scribbles with crayon or marker using fisted graspMakes random scribbles with crayon or marker, begins to use fingers in grasp some of the timeMakes circular marks on paperNames scribbles as representing somethingMakes circles inside of circles, radiating lines from circles, and repetitive line formationsExperiments with making marks on all different surfaces to see results (walls, table, floor)Uses stamps to make a pictureTries to imitate adult’s drawing strokes, but without representational intentCombines sand, water for tactile playEngages in sensory art such as play dough, finger paint, etc.Squeezes, flattens, and puts chunks of play dough together and takes them apartSnips with scissorsSkill Progression30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsArtTries to draw lines, angles, zigzagsConstructs structures or items for dramatic play (makes a box into a car)Asks adults to show how to draw or create somethingUses 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 everythingCreates pictures with fingers in writing positionMakes collages with all kinds of materials, glues things togetherUses glue, sparkly materials to make art projectsMakes art projects with a variety of tactile materials and fastenersArtwork shows novel ideas or methods of expressionDraws squares and rectangular shapesDraws facesDraws peopleDraws whole sceneSkill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsDramaNo observable skillsNo observable skillsNo observable skillsNo observable skillsShows affection to dollsPretends to feed and bathe baby12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsCares for doll (i.e. puts to bed, feeds, etc.)Pretends to sleep, eat, talk on phone (Auto-symbolic play)Uses objects symbolically in dramatic play (pretends a block is food)Dramatizes remembered events, and directs dramatic play to self, doll, and/or adultDramatizes different roles in familiar routines, up to three stepsBegins fantasy dramatic play; uses dolls or action figures to “perform” sequences, talk to each other, and interact30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsDresses up for role playActs out dramatic play with others playing roles (mommy, baby)Develops a theme in dramatic play (doctor, waitress)Begins coordinated, complex dramatic play among several peersActs out feelings of characters in dramatic play (fear, anger, sadness, etc.) with fantasy characters, super heroes, etc.Discusses and negotiates roles, actions, and dialogue with other players in dramatizationsActs out simple storiesSKILL PROGRESSIONS FOR CD GOAL 6: Children demonstrate knowledge of relationships and roles within their own families, homes, classrooms, and communities.Skill progression: Demonstrates knowledge of relationships and rolesSubdomain: Social ConnectionsCD Goal 6: Children demonstrate knowledge of relationships and roles within their own families, homes, and communities.Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsDemonstrates knowledge of relationships and rolesFocuses on parent’s faceResponds differently to different family members Differentiates familiar and unfamiliar facesCalmed more easily by familiar caregiverPlays near parentMoves away from parent, but maintains eye contactApproaches other childrenExhibits separation distressRecognizes friends and relatives seen frequently Skill Progression12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsDemonstrates knowledge of relationships and rolesEnjoys being around other children Parallel play with peersConstantly demands adult’s attentionAlternates between clinging and resistance to familiar adultsNames own and others’ possessionsShares toys, helps others, cooperates in games; shows empathetic concernEngages in doll play, recreating nurturing of parentsInteracts with new adults and childrenImitation and turn taking increases with peersRole plays family routines.Shares toys, demonstrates some prosocial behavior with peersVocalizes to parents from a distanceKnows where to put away toys in homeRetrieves objects from different parts of the home30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsMay be hesitant or shy around new people; takes time to warm up Beginning to form friendshipsSilly boisterous humor among peers and siblingsCooperative dramatic play with peersMonitors the emotional state of a group and children within the groupAttempts to please peers, make friendsPlay may reflect sibling or parent-child relationshipsAssociative socio-dramatic play among peers. (play together, but with different goals)Frequent sibling rivalry and argumentsShows interest in being part of a group and sits in facilitated group for 20 minutesMaintains attention in group activities when interestedParticipates well in groups; raises hand to talk, takes turns, listens to othersAware of community helpers, recognizes and identifiesDramatizes roles of community helpersSKILL 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 groupsSubdomain: Social ConnectionsCD Goal 7: Children recognize that they are members of different groups (e.g., family, preschool class, cultural groups).Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsRecognize they are members of different groupsStares at faces, particularly eyes and contoursResponds differently to other family members and strangersDistinguishes photos of family members from those of strangersMay show distress when strangers are nearPlays near familiar adultDemonstrates separation distressDemonstrates stranger anxietyGender stereotyping not evident in toy preferences12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsParticipates with parent doing household routines (washing plastic dishes, wiping high chair table, etc.)Uses words “mama” and “dada” and maybe names of family membersMoves away from parentsDemonstrates prosocial behaviors with everyone Knows cultural expectations for behaviors within the familyPlays with others in a small group of children (even if parallel play)Seeks play with siblings, peers, or other familiar personsStares longer at persons of another race (recognizes difference)Play and toys may be gender stereotypedRecognizes and names self, family, and friends in photosPlay may be highly gender stereotypedSkill Progression30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsRecognize they are members of different groupsDemonstrates preferences for play partnersKnows gender when askedPrefers peer interactions to adult interactions Plays group games without constant supervision Responsible for chores within the home/schoolNames special friends in the classroomFollows classroom rules part of the timeParticipates in circle time for15-20 minutesResponds appropriately to instructions given in a small groupConverses with people outside of the family and asks them questionsModifies language and interactions when playing with younger childrenPreference for same sex peersKnows the rules of the household and classroomDemonstrates a good understanding of how to behave in different environmentsKnows the rules for home, school, and communityMay participate in community structured group sports or activitiesGroup rough and tumble play; more prevalent for boysPlays simple board or card games with several childrenSKILL 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 differencesSubdomain: Social ConnectionsCD Goal 8: Children identify and demonstrate acceptance of similarities and differences between themselves and othersSkill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsIdentify and demonstrate acceptance of similarities and differencesPrefers peopleto objectsKnows difference between mom, dad, and siblingsStares longer at faces of persons from another raceConsistently makes the sounds of the parent’s languageDemonstrates separation distress, resistance to strangersIdentifies withthe same gender (recognizes similarity)Discriminates between voices and peopleReads emotional expressions of same race better than other races12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsShares toys with family, friends, and siblingsApproaches other children (recognizes similarity in size, faces, preferences)Recognizes own clothing, toys, and personal belongingsGirls may withdraw from rough house play of boys Prefers play with peers to thatof adultsNotices and talks about differences in people’s size, eye color, skin color, hair, etc.Knows all family members and friends, cautious with strangersDresses up like the same gender parentNotices obvious disabilities and points or makes commentsSkill Progression30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsIdentifies and demonstrates acceptance of similarities and differencesChooses playmates of the same race if they are presentKnows gender Demonstrates a preference for same-sex peersAsks embarrassing questions about differences observed in people (race, weight, disability)Tends to choose friends with like interests and personalitiesBegins to understand that race is more than a difference in color; becomes aware of different cultures and begins to ask questions about them; establishing an ethnic identityAdjusts language and play for younger playmatesNotices peers with similar interestsBegins to notice more subtle developmental concerns, such as language delays (e.g. “He talks funny”), negative emotional behaviors(e.g. “none of the kids like him”), etc. in peers SKILL PROGRESSIONS FOR CD GOAL 10: Children show understanding of numbers and quantities during play and other activities.Skill progression A. CountingSkill progression B. Recognizing number and subitizingSkill progression C. Composing and decomposing numberSubdomain: Mathematical thinking and ExpressionCD Goal 10: Children show understanding of numbers and quantities during play and other activities.Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsCountingAlthough 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 months15-18 months18-21 months21-24 months24-27 months27-30 monthsSays numbers, 1,2 but with no meaningKnows a few random numbersUses one-to-one correspondence when counting two objectsCounts to twoCounts first three count wordsCounts 4 items in a collectionRecites numbers with no meaningDemonstrates basic understanding of one-to-one correspondence, by putting one or more items into separate compartmentsCounts using several number words, but not necessarily in order Demonstrates one-to-one correspondence (give one to each person), but doesn’t know amountUnderstands the concept of oneSkill Progression30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsCountingVerbally counts to 10 with some one-to-one correspondence, but when counting objects loses track of the one-to-one or the next numberCounts using fingers, but loses track of numbersKeeps 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 5Writes or draws to represent 1 through 10Counts accurately to 10Rote counts 1-10 consistentlyUnderstands that the last number stated is the totalCounts structured arrangement up to 9 and knows “how many”Recognizes errors in countingCounts 1-5 items with one-to-one correspondenceCounts on from a number if they count up to that number firstCounts 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 1Knows the number before and the number after a number but has to count from 1 to figure it outCounts to 100 by 1’s (with emphasis on the pattern)Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsRecognizing number and subitizingAlthough 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 months15-18 months18-21 months21-24 months24-27 months27-30 monthsKeeps track of quantities up to 3 (when they are moved out of sight)No observable skillsKnows one moreInstantly recognizes amounts of 2 or 3 without counting (two shoes)Gives one out of many itemsIdentifies first in a sequence and sometimes the secondExamines two sets of items with a large difference in amount and knows which has moreIdentifies more than 3 as “many”Skill Progression30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsRecognizing number and subitizingInstantly tells how many with groups of 1-3 itemsVisually 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 amountUnderstands “same number as”Uses counting to compare amounts in sets even if items are different sizesUnderstands concept of “all” or “none” relating to number of objectsMay be confused by amount if one set of items is physically largerCompares amounts in each of two sets by counting (up to 5 items)Recognizes the written numbers 1-9Visually 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 discrepancyRecognizes several written numbersKeeps track of number counted even when not in a structured arrangementStarts to recognize written numbersWrites and draws to represent 1 to 10 and 20 and 30Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsComposing and decomposing numberAlthough 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 months15-18 months18-21 months21-24 months24-27 months27-30 monthsNo observable skills. 30-33 months33-36 months36- 42 months42 -48 months48-54 months54-60 monthsExamines a group of up to four items and creates another group of the same amountCombines or takes away from a set to make a set of up to three objectsUses graphics to add small numbers by drawing pictures, then counting up to 3 itemsAdds two sets of objects up to 5 Counts all in two number sets by adding on from the first setBreaks 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 leftUses graphics to add and subtract small numbersAdds the total of two same or different sets of objects up to as high as the child can countWrites numbersCompares sets of objects to find the difference in amountSolves take-away problems by separating a set of concrete objects from the total amount and counting the remainderFinds how many objects need to be added to a set to get a specific totalSKILL 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 orderingSkill progression B. MeasuringSkill progression C. PatterningSkill progression D. ClassifyingSubdomain: Mathematical Thinking and ExpressionCD GOAL 11: Children compare, sort, group, organize and measure objects and create patterns in their everyday environment.Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsComparing and OrderingScans eyes and contours of faces if in close proximity and within view; prefers looking at faces to objectsDiscriminates people, preferred objects, tastes, smells, texturesUses shape, size and color to tell the difference between objectsStarts differentiating between each and both; and between one and more than one (picks up the larger amount)Matches two blocks as being the sameNests smaller container in a larger one12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsNests 3 round containers Stacks three or four blocksNests 4 nesting blocks or bowlsExamines a small group of objects and knows which has more if there is a big discrepancy in amountCorrectly nests four or more small square boxesUses words for a characteristic such as big/little, tall/short, heavy/light, but may not yet compare to objects based on the characteristicsPlaces one block on top of anotherExplores 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 error (e.g., stacking rings ordered by size)Stacks five circular rings in correct size orderSubdomain: Mathematical Thinking and ExpressionCD GOAL 11: Children compare, sort, group, organize and measure objects and create patterns in their everyday environment.Skill Progression30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsComparing and orderingPoints to smaller/ larger of two objectsIdentifies more, and the same in two groups of items (1-4 items) if the groups are organized differentlyUnderstands largest/smallestIdentifies amounts of dissimilar items (small numbers)Talks about past, present, futureMeaningfully uses words equal, more, less, and fewer Points to short/longKnows empty/full; small/smaller; large/largerCompares pictures, colors, shapes to do simple puzzlesMatches related items and determines if they are the same numberMatches unrelated items and determines if they are the same amountKnows to count and compare regardless of the attributes in the setKnows 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 weekPuts items in serial order of size from one to six unitsSkill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsMeasuringNo observable skillsNo observable skillsDistance: Aware of distance and reaches for something that moves in front of a barrier, but not behind itNo observable skillsTime: Shows awareness of consistent daily routinesPuts as many small objects in a cup as possible, showing interestin adding more12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsDumps and fillsSize: Compares sizesSize: Nests objects (relates sizes)Explores using measuring tools for emptying and fillingSize: 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: Knowsjust oneTime: Aware certain events follow each other (nap, drink)Time: Associates objects with events thatoccur (coat onis followed by going out)Amount: Knows more; believes that a cracker broken in several pieces is moreTime: Understands now, today, in a minute; understands and talks about sequence of events in the dayHeight: Recognizes taller on the height chartWeight: Knows heavyTime: Uses words implying past, present and future; uses morning, afternoon, night, tomorrowSkill Progression30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsMeasuringSize: Points to smaller/larger of two objectsLength/Height: Produces labels for measuring, such as tall and longLength/Height: Uses the terms longer/taller functionally in play or daily routinesLength: Compares length or height of three objects by placing them side-by-side Size: Compares size (area) by placing one on anotherLength: Compares lengths using another objectLength: Points to short/longTime: Knows today, tonight, last nightAmount: Knows larger container holds moreTime: knows today/tomorrow, day/nightWeight: Compares weight (light, heavy)Length: Compares the length of two objects using an object with standard unitsTime: Knows yesterday, tomorrowTime: Knows the time of day for daily activitiesTime: Knows morning, afternoonSize: Orders six objects from smallest to largestTime: Knows parts of the day when specific activities take placeTime: Knows day before yesterday, day after tomorrow; learns days of the week and seasonsSkill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsPatterningPrefers large, bold patterns to plain pictures Prefers patterns with finer detailsAnticipates movement patternsRecognizes objects and people based on sensory characteristicsBegins to perceive emotional expressions as meaningful patternsDetermines what the whole image is based on seeing part of the imageSensitive to strong contrastBegins to perceive overall pattern structureResponds to rhythmic musicRecognizes meaning of familiar patterns (faces)Recognizes objects by the shape pattern (bottle, cup, ball)12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsAware of time sequences or activity sequences (i.e. night followed by day; socks on before shoes)Imitates patterns of movement and singingCopies patterns using sounds or physical movements, with adult prompting and guidance Notices attributes and calls them a “pattern” even if not a patternTries to imitate songs and finger plays, dance moves, and rhythms with instrumentsMakes up simple non-repeating patterns with blocks, beads of different shapes or colorsNotices patterns in carpets, shirts, etc. with pointing or wordsSkill Progression30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsPatterningMakes spatial designs with blocks or shapesNotices simple repeat patterns (short, long, short long) in block set Compares shapes and makes patterns Copies simple repeating patternsRecognizes a simple pattern (three different attributes)Extends a simple pattern by adding a new pattern setRecognizes a simple pattern with one different attributeRecognizes simple pictures made with shapes (square and triangle look like a house)Recognizes a simple pattern (two different attributes) Duplicates simple patterns seen at a distanceRecognizes that adding “1” is a pattern and adding “2” is a another pattern, whether with objects or numbersKnows sequence of daily eventsDuplicates an ABAB pattern, but may need to create it next to the originalCreates original patterns in art workFills in a missing element of a patternExtends a pattern (ABBAABBA)Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsClassifyingScans contoursScans internal detailsExplores with hands and fingers to determine properties of objectsUses shape, sound, color, and texture to identify objectUses haptic (touch) exploration to determine size, hardness, shape, temperature, and textureUses cross-modal (vision, taste, touch, sound, etc.) approaches to determine object’s properties Recognizes sounds of parents’ voicesStarts to categorize and distinguish objects with similar appearanceCategorizes and distinguishes objects by function or behavior12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsPlaces objects into categories (blocks, animals, food)Matches objectsMakes 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 aliveSelects, discriminates, compares and sorts by color and shape or another feature (incorrect at times)Knows body partsMatches familiar objects (picks out socks from shirts)Compares and matches form, size, colorKnows clothing for different occasionsNames at least one colorSorts objects into one groupGroups objects into two groupsKnows big and little hands on the clock and the position of the hands on the clock for specific activities (or digital numbers)Matches animal sounds to animalsSkill Progression30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsD. ClassifyingMatches pictures of similar objectsSorts colorsClassifies 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 shapeMatches colors (orange, purple, brown, black pink gray, white)Matches a wide range of colorsKnows penny, nickel, dime (but not their worth)Makes inferences about which category an item fits intoKnows holidays and related weather or seasonClassifies toys, tools, numbers, letters, people, objects by functionKnows 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 shapesSkill progression B. Composes geometric shapesSkill progression C. Spatial understandingSubdomain: Mathematical Thinking and ExpressionCD Goal 12: Children identify and use common shapes and concepts about position during play and other activities.Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsRecognizes geometric shapesNo observable skills12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsPlaces circle in puzzlePlaces square in a puzzleWith prompting and guidance, begins to slide, rotate, and flip objects to make them fit Matches forms with the same size and orientation Matches basic shapes of different sizesMatches basic shape blocks with different orientationStacks rings, though may not be in right orderPlaces circle, square, triangle in puzzle30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsStacks rings (or other objects in the correct order)Sorts basic shapesMatches familiar shapes of different sizes and orientationRecognizes and names variations of the circle, square, triangle, and rectangleSorts a wide variety of shapesRecreates a picture or pattern using shapes Identifies familiar objects by feelRecognizes and names typical circle, square, triangle Matches rectanglesMatches combinations of shapes to each otherMay not differentiate sides and corners , for example in puzzles and shapesRecognizes a wide range of rectangular shapes, with varying sizes and orientationsSkill Progression30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsRecognizes geometric shapesPlaces shapes, even after puzzle board is rotatedMay name rectangle, but may confuse other shapes and call them rectanglesRecognizes variations in triangles, but usually does not recognize diamondsCounts sides of a shape to identify the geometric configurationRecognizes and count angles to the geometric configurationRecognizes basic shapes and typical hexagon, rhombus, and trapezoidIdentifies and describes a variety of 2-dimensional shapes with mathematical names (ball/sphere, box/rectangle, can/cylinder) regardless of orientation and sizeSkill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsComposes geometric shapesNo observable skills12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsMatches blocks to build a tower of 3-4 blocksPuts together a simple inset puzzle when pieces show whole objects beneath the piecePuts together two pieces to form a whole geometric figurePuts together a jigsaw puzzle of 2-3 pieces, demonstrating understanding of combining segments to make a pictureExperiments with combining shapes in different configurationsPrefers whole items, does not recognize pieces make a whole (gets upset if a cookie is broken)30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsManipulates individual shapes and randomly arranges them, but can’t combine them to make a larger shapeCreates a picture using one shape (snowman from circles)Builds three-dimensional 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 environmentConstructs 2-D and 3-D constructions with symmetryCompletes a shape or figure puzzle requiring combining pieces to make a shape or figure (8-10 pieces)Builds, copies, and describes a shapeRecreates a picture composed of shapes or tangramsTakes shapes apartCreates a shape from toothpicks or similar itemsBreaks apart simple two-dimensional shapes that have obvious clues for breaking them apartDecomposes or takes apart shapes to make smaller shapesFinds shapes "hidden" in arrangements in which the shapes overlap, but are not embedded inside one anotherSkill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsSpatial understandingFollows moving object with eyes (within close distance)Reacts to disappearance of moving object by staring at the place object disappearedRecognizes objects even when seen from different perspectivesFinds a hidden object if observes it being hidden Finds a hidden object, even if it was previously hidden elsewhereAdjusts grasp and reach to size and distanceDistinguishes near and far objects (reaches for near)Examines things upside downAware of vertical space, drops thingsPuts things on and in/outFinds partially hidden objectAware of vertical space, fears heightsUnwraps and finds hidden toys under and in cloths, continues to search if not found the first try12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsMakes a detour to get to an object Uses spatial concepts up/downKnows 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 trainBegins building vertically and horizontally together with blocksShifts body weight to walk on sloped surfaceGets an object from another roomStacks 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 homeKnows words indicating spatial understanding (outdoors, upstairs)Turns a familiar picture or book right-side-upKnows directional words (e.g., up, down, out, in, over, under) with regard to movementSkill Progression30-33 months33-36 months36-42 months42-48 months48-54 months54-60 monthsSpatial understandingAttempts to imitate building a bridge with blocksFinds 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 somethingLearns a simple route from a map placed in direct relation to the child’s spaceUses positional words (behind, in front of, beside) to describe the location of an objectCreates a map using toy objects to recreate a space such as the classroomKnows 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 worldSubdomain: Scientific Exploration and KnowledgeCD Goal 14: Children observe and describe characteristics of living things and the physical world.Skill Progression1-2 months2-4 months4-6 months6-8 months8-10 months10-12 monthsObserve and describe characteristics of living things and the physical worldStudies faces and objects within close visual rangeDistinguishes animate (moving) from inanimateUses shape, size, and color to tell the difference between objectsExamines things upside downto compare perspectivesAware of vertical spaceExplores materials indoors and outside to compare characteristicsUses body to cause things to happen such as batting at object to make it moveAnticipates what will happennext in the environmentExperiments with cause-and-effect (e.g., dropping objects)Uses names for objectsDistinguishes near and far objectsRecognizes familiar objectsby nameShows interest and curiosity about the natural world by exploring characteristics of items in natureSkill Progression12-15 months15-18 months18-21 months21-24 months24-27 months27-30 monthsObserve and describe characteristics of living things and the physical worldShows 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 Progression30-33 months33-36 months36- 42 months42 -48 months48-54 months54-60 monthsObserve and describe characteristics of living things and the physical worldProvides 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 natureNotices patterns, similarities, and differences in nature (bark on trees, veins in leaves)Demonstrates an understanding of the differences between living and nonliving thingsDescribes characteristics of living thingsMakes observations about creatures and plants in natureMakes simple predictions (how far a stone can be thrown)Understands the differences between habitats for people and animalsTalks about the similarities and differences among different animals, insects, and plantsUses nature vocabularyDifferentiates between manmade and natural materialsKnows weather requires different clothingNotes the physical properties of different aspects of the environment ................
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