KEY:
M:
motor (fine and gross) S:
social/emotional
C: cognitive
L: language B: book use
* = “red flag”: if
not present evaluate further
M: stares at face and
tracks 90º horizontally
M: turns to voice
*
M: demonstrates symmetrical
movements
M: lifts head in prone
position
*
S: smiles in
response to social overtures
L: “listens”
& responds when speaker quiet
M: pulls-to-sit, w/o head lag;
*holds rattle, lets go
S: regards
stranger with interest/pleasure
C: stares at own hands;
crumples paper joyfully
L: recognizes
sounds (e.g., excited by parents’ voices)
M: makes raking grasp, passes
cube hand to hand
C: looks after fallen
object
*
L: babbles
B: is excited by picture
book, tries to touch, grab, mouth
9 Months
M: uses thumb-finger or pincer
grasp; grabs crayon
efficiently
*
M: sits stably
C: inspects objects,
then mouths; bangs cubes
S: plays
peek-a-boo, pat-a-cake
S: is consolable;
explores surroundings from safety of parent’s lap
C: looks for hidden
object (object constancy)
L: utters first
word (not mama/dada); *jargoning
B: holds book with help,
turns pages several at a time
*
M: walks well
S: “reads”
parent’s expression to see if safe to explore
C: uses play objects
correctly (e.g. “drives” the car)
L: follows
single-step command without gesture
*
L: has at least
one single word “vocabulary”
B: is mobile/child may
not sit long for story
M: walks up steps, walks
backwards
C: works wind-up toys,
on-off buttons (cause/effect)
*
L: uses 6 words,
(not echoing); indicates desired objects with index finger (not whole hand)
B: points to pictures in
book; book interaction joyful
*
M: walks backwards
C: substitutes one play
object for another
S: may be clingy
*
L: uses 2-word
phrases; *points to at least one body part
B: carries book around
house, “reads”
30 Months (2 Years)
M: moves up and down steps
independently
*
M: copies a cirlce
*
C: combines play actions
(ie: rocks doll and puts to bed)
S: dresses self
mostly, with supervision
S: average age for
daytime dryness
L: names several
body parts, follows 2 prepositional commands with block (behind, under, next to,
in front)
B: responds to
“what” questions, relates actions in book to child’s life; child wants
same story read repeatedly
*
M: jumps, both feet off floor;
mature crayon grasp
C: plays out familiar
events, and changes outcomes
S: separates more
easily; average age dry at night
*
L: uses 3-4 word
sentences
L: gives full
name, knows “cold,” “tired,” and “hungry”
B: holds book without
help; gives simple actions; sits for 5-minute story or longer; likes rhymes,
nonsense
words
M: balances on 1 foot for 4-5
seconds
M/C: copies =; 3-part (or
more) draw-a-person
C: in play, talks for
object, assigns roles to other children
S: understands
taking turns; uses words, not hitting
*
L: sentences,
mostly correct grammar; asks questions
B: turns pages one at a
time; retells familiar story; pretends to read & write (e.g., horizontal
scribbles), (“writes” own name); makes up “tall tales”
*
M: balances on one foot for
5-10 seconds
M: copies a square , perhaps a
triangle
S: plays well with
group of children; dresses, with little help
C: plays out imaginary
scripts (e.g., space voyage)
C: responds to: “If I
cut an apple in half, how many pieces will I have?” “What do you do to make
water boil “Candy and ice cream are both good to ___”
*
L: uses “me”,
“I”, past tense and plurals correctly
B: responds to: “What
will happen next;” 10-20 min. stories
M: walks backward,
heel-to-toe; begins sports, dance
M: copies diamond
S: plays
rule-based games; “best” friend
C: responds to: “How
are a plum and a peach alike?”; “Why do we wear shoes?”; repeats 4 digit
string; counts 5 items simple math (1 + 3)
L: names 4-5
things to eat (or wear) in 20 sec.
L: knows names of
most letters, recognizes a few words
B: enjoys more difficult
read-aloud books (and
interesting) than child’s reading level (e.g. chapter books); library
card
C: repeats 5 digits
forward, 3 digits reverse responds to: “How are a cat and mouse alike?”;
“How are a penny and nickel alike?”; knows left, right, math: 3+4; 6+3; 14+4
(write out vertically)
L: defines
“Polite”, “Brave”, “Roar”; spells “Car”, “Fat”, “Big”,
“His”, reads, and tells what happened:
The boy has a dog.
The dog wanted to play on the bed.
But the boy said, “No.”
Then the dog went away.
C: responds to: How is a
fish like a boat, and how are they different?” (a dime and a nickel? a book
and a video?) “What should you do
if a kid starts fighting with you?”
math: 23+14, 29-10, 39-22 (write out vertically)
L: spells
“Cut”, “Cook”, “Night”, “Dress”; reads: The elephant’s trunk
is used like his hand.
Have you ever watched an elephant eat peanuts? He picks up the nuts with
his trunk and puts them in his
mouth.
(explains how elephants eat peanuts)
B: discusses favorite
books; reading aloud can continue; child and parents can alternate pages;
high-interest
books,
regular library visits important
9-10 Years
M: dicusses sports (both boys
and girls)
C: repeats 4 digits in
reverse: 8526, 4937; gives names of week backwards; knows what month comes right
before May?; child recalls 3 objects after a 10 minute interval
math: 49+37, 392+719, 283-197, 5 X 9 (write vertically); knows how many
minutes in 1 hour?
L: spells
“Order”, “Peach”, “Watch”, “Enter”; reads: The children went to
the zoo on Sunday morning. They saw many different kinds of animals.
They enjoyed the clever monkeys the most.
It was interesting to watch them peel oranges and bananas.
They would quickly pop the fruit into their mouths. (knows: Where did the
children went, What they saw,
What they liked most)
•
Effective book sharing feels good. Make
it fun!
•
Work books into your daily routine (e.g. bedtime story).
•
You don’t have to read the words: talking about the
pictures, and listening to your child are most important.
•
Let your child tell you when he/she has had enough.
•
Not all kids love books at first - give it time.
Special
thanks to your child’s pediatrician/doctor
for
allowing distribution of this material
through
his/her office. Please take this
pamphlet home
and use it
as a guide to monitor your child’s motor,
social/emotional,
cognitive, language,
and book
use development.