Children develop at their own rate. Your child might not have all skills until the end of the age range.

What should my child be able to do?

What can I do to help?

• Check if your child can hear. See if she turns to noises or looks at you when you talk. Pay attention to ear problems and infections, and see your doctor.
• Respond to your child. Look at him when he makes noises. Talk to him. Imitate the sounds he makes.
• Laugh when she does. Imitate the faces she makes.
• Teach your baby to imitate actions, like peek-a-boo, clapping, blowing kisses, and waving bye-bye. This teaches him how to take turns. We take turns when we talk.
• Talk about what you do during the day. Say things like “Mommy is washing your hair”; “You are eating peas”; and “Oh, these peas are good!”
• Talk about where you go, what you do there, and who and what you see. Say things like, “We are going to Grandma’s house. Grandma has a dog. You can pet the dog.”
• Teach animal sounds, like “A cow says ‘moo.’”
• Read to your child every day.
• Talk to your child in the language you are most comfortable using.

Children develop at their own rate. Your child might not have all skills until the end of the age range.

What should my child be able to do?

What can I do to help?

• Talk to your child as you do things and go places. For example, when taking a walk, point to and name what you see. Say things like, “I see a dog. The dog says ‘woof.’ This is a big dog. This dog is brown.”
• Use short words and sentences that your child can imitate. Use correct grammar.
• Talk about sounds around your house. Listen to the clock tick, and say “t-t-t.” Make car or plane sounds, like “v-v-v-v.”
• Play with sounds at bath time. You are eye-level with your child. Blow bubbles, and make the sound “b-b-b-b.” Pop bubbles, and make a “p-p-p-p” sound. Engines on toys can make the “rrr-rrr-rrr” sound.
• Add to words your child says. For example, if she says “car,” you can say, “You’re right! That is a big red car.”
• Read to your child every day. Try to find books with large pictures and a few words on each page. Talk about the pictures on each page.
• Have your child point to pictures that you name.
• Ask your child to name pictures. He may not answer at first. Just name the pictures for him. One day, he will surprise you by telling you the name.
• Talk to your child in the language you are most comfortable using.

Children develop at their own rate. Your child might not have all skills until the end of the age range.

What should my child be able to do?

What can I do to help?

• Use short words and sentences. Speak clearly.
• Repeat what your child says, and add to it. If she says, “Pretty flower,” you can say, “Yes, that is a pretty flower. The flower is bright red. It smells good too. Do you want to smell the flower?”
• Let your child know that what he says is important to you. Ask him to repeat things that you do not understand. For example, say, “I know you want a block. Tell me which block you want.”
• Teach your child new words. Reading is a great way to do this. Read books with short sentences on each page.
• Talk about colors and shapes.
• Practice counting. Count toes and fingers. Count steps.
• Name objects, and talk about the picture on each page of a book. Use words that are similar, like mommy, woman, lady, grown-up, adult. Use new words in sentences to help your child learn the meaning.
• Put objects into a bucket. Let your child remove them one at a time, and say its name. Repeat what she says, and add to it. Help her group the objects into categories, like clothes, food, animals.
• Cut out pictures from magazines, and make a scrapbook. Help your child glue the pictures into the scrapbook. Name the pictures, and talk about how you use them.
• Look at family photos, and name the people. Talk about what they are doing in the picture.
• Write simple phrases under the pictures. For example, “I can swim,” or “Happy birthday to Daddy.” Your child will start to understand that the letters mean something.
• Ask your child to make a choice instead of giving a “yes” or “no” answer. For example, rather than asking, “Do you want milk?” ask, “Would you like milk or water?” Be sure to wait for the answer, and praise him for answering. You can say, “Thank you for telling mommy what you want. Mommy will get you a glass of milk.”
• Sing songs, play finger games, and tell nursery rhymes. These songs and games teach your child about the rhythm and sounds of language.
• Talk to your child in the language you are most comfortable using.

Children develop at their own rate. Your child might not have all skills until the end of the age range.

What should my child be able to do?

What can I do to help?

• Cut out pictures from old magazines. Make silly pictures by gluing parts of different pictures together. For example, cut out a dog and a car. Glue the dog into the car as the driver. Help your child explain what is silly about the picture.
• Sort pictures and objects into categories, like food, animals, or shapes. Ask your child to find the picture or object that does not belong. For example, a baby does not belong with the animals.
• Read, sing, and talk about what you do and where you go. Use rhyming words. This will help your child learn new words and sentences.
• Read books with a simple story. Talk about the story with your child. Help her retell the story, or act it out with props and dress-up clothes. Tell her your favorite part of the story. Ask for her favorite part.
• Look at family pictures. Have your child tell a story about the picture.
• Help your child understand by asking him questions. Have him try to fool you with his own questions. Make this a game by pretending that some of his questions fool you.
• Act out daily activities, like cooking food or going to the doctor. Use dress-up and role-playing to help your child understand how others talk and act. This will help your child learn social skills and how to tell stories.
• Talk to your child in the language you are most comfortable using.

Children develop at their own rate. Your child might not have all skills until the end of the age range.

What should my child be able to do?

What can I do to help?

• Talk about where things are in space, using words like first and last or right and left. Talk about opposites, like up and down or big and little.
• Give your child clues, and have him guess the object.
• Talk about categories, like fruits, furniture, and shapes. Sort items into categories. Have your child tell you which item does not belong. Talk about why it doesn’t belong.
• Let your child tell you how to do something.
• Pay attention when your child speaks. Respond, praise, and encourage him when he talks. Get his attention before you speak. Pause after speaking, and let him respond to what you said.
• Keep teaching your child new words. Define words, and help your child understand them. For example, say, “This vehicle is on the highway. It is a car. A bus is another kind of vehicle. So are a train and an airplane.”
• Teach your child to ask for help when she does not understand what a word means.
• Point out objects that are the same or different. Talk about what makes them the same or different. Maybe they are the same color. Maybe they are both animals. Maybe one is big and one is little.
• Act out stories. Play house, doctor, and store using dolls, figures, and dress-up clothes. Have the dolls talk to each other.
• Read stories that are easy to follow. Help your child guess what will happen next in the story. Act out the stories, or put on puppet shows. Have your child draw a picture of a scene from the story. You can do the same thing with videos and TV shows. Ask who, what, when, where, or why questions about the story.
• Play game like “I Spy.” Describe something you see, like, “I spy something round on the wall that you use to tell the time.” Let your child guess what it is. Let your child describe something he sees. This helps him learn to listen and to use words to talk about what he sees.
• Give your child 2-step directions, like “Get your coat from the closet and put it on.” Let your child tell you how to do something. Draw a picture that he describes. Write down your child’s story as she tells it. Your child will learn the power of storytelling and writing.
• Play board games with your child. This will help him learn to follow rules and talk about the game.
• Have your child help you plan daily activities. For example, have her make a shopping list for the grocery store. Or, let her help you plan her birthday party. Ask her opinion, and let her make choices.
• Talk to your child in the language you are most comfortable using.

Social/Emotional

o Begins to smile at people, begins to recognize primary caregiver

o Regulation of sleep-wake cycle; regulation of feeding and elimination

o Relies heavily on caregivers for emotional and soothing support

Cognitive (learning, thinking, and problem solving)

o Pays attention to faces

o Begins to follow things with eyes

o Begins to fuss if activity doesn’t change

Motor Skills

o Movements are initially random and uncontrolled but begin to become smoother

o Able to hold an item when it is placed in the palm of his/her hand due to palmar reflex

o Lifts head to turn from side to side and can lift head against gravity

o Able to turn head to both sides

Sensory

o Can briefly calm themselves by placing hand in mouth or by sucking on hands

o Prefers objects with bright, contrasting colors

o Looks at people and objects within 12 inches

o Explores the environment freely by looking, tasting, smelling, feeling and hearing

Social/Emotional

o Spontaneously smiles at people, good eye contact is established

o Begins to distinguish primary caregiver from others

o Begins to like simple games and/or activities like “peek-a-boo”

o Begins to put items in their mouths

o Playful back and forth interactions occur with familiar people

Cognitive (learning, thinking, and problem solving)

o Memory begins to develop

o Responds to affection

o Watches faces closely

o Lets you know if they are happy or sad

Motor Skills

o Bring hands to mouth

o Movements become increasingly smoother

o Holds head steady when held or seated with support

o Grasps objects with better control

o Follows objects by moving head from side to side when placed on belly

o May accidentally roll from tummy to side

Sensory

o Enjoys physical contact

o Calms with rhythmical movements

o Falls asleep in over-stimulating environments

Social/Emotional

o Likes to look at self in mirror

o Likes to play with others

o May become upset when a toy is taken away

o Expresses self; cries, laughs, reaches for a familiar adult

Cognitive (learning, thinking, and problem solving)

o Looks around at things nearby

o Shows curiosity and tries to get things that are out of reach

o Brings toys to mouth

o Begins to pass things from one hand to the other

Motor Skills

o Rocks back and forth

o Brings hands to feet

o Brings feet to mouth

o Rolls to belly

o Reaches and grasps at toy

o Brings hands together in midline

o Shakes rattle when placed in hand

o Grasps a small object using his/her palm

o Begins to follow moving objects using eyes and head

o Momentarily will lean on hands (prop sitting)

o May begin sitting independently for brief periods

o Will stand while being held and bear weight through legs

Sensory

o Enjoys physical contact

o Calms with rhymical movements

o Falls asleep in overstimulating environments

Social/Emotional

o May be afraid of strangers

o Has favorite toys

o Plays with toys more independently

o Enjoys repeating interesting experiences (banging a drum, pushing a button on toy)

o Enjoys the freedom that their new movement brings

Cognitive (learning, thinking, and problem solving)

o Object permanence (i.e. able to find a toy hidden under blanket)

o Able to predict repeated events

o Simple imitative play with caregiver

o Understands “no”

Motor Skills

o Sits unsupported and reaches for toys

o Rocks on hands and knees

o Begins to crawl on hands and knees

o Pulls to stand using a stable object

o Bounces when held in a standing position

o Sits in high chair

o Stops self from falling by putting arms out to the side or in front

o Passes toy from one hand to another

o Reaches with one hand

o Bats and grasps dangling objects

o Uses his/her thumb and or thumb and side of index to grasp objects

o Rakes tiny objects with his/her hand

o Holds small objects, one in each hand

Sensory

o Enjoys playing with food

o Investigates objects with vision, touch, and taste

o Shows increased tolerance of various social and environmental situations

Social/Emotional

o Show fear in certain situations

o Moves around but will look to caregiver for approval of his/her actions.

o Uses caregiver as a secure base from which to explore (will explore environment, but makes sure that parent is still physically present while doing so.)

o Performs for social attention

o Plays “peek a boo” or “patty cake” games

o Stanger anxiety is typically present

Cognitive (learning, thinking, and problem solving)

o Explores things in different ways, like shaking, banging, throwing

o Finds hidden things easily

o Looks at the right picture or thing when it’s named

o Copies gestures

o Starts to use things correctly; for example, drinks from a cup, brushes hair

o Bangs two things together

o Puts things in a container, takes things out of a container

o Lets things go without help

o Pokes with index (pointer) finger

o Follows simple directions like “pick up the toy”

o Imitative learning, baby copies caregiver’s actions as a way of learning

o Begins to learn the idea of turn taking

o Begins to anticipate familiar events

Gross Motor Skills

o Moves from sit to stand

o Begins to walk with support by holding onto furniture or other objects

o Stands alone

o May take a few steps without holding on

Fine Motor Skills

o Opens cabinets and drawers

o Shows others toys

o Enjoys banging, waving, and throwing toys

o Takes objects in and out of containers with hands

o Claps hands when caregiver sings Patti-Cake

o Picks up small objects with thumb and two fingers

o Pokes and points at things

Self-help

o Likes to feed self

o Drinks from cup

o Helps with dressing and undressing

Sensory

o Enjoys bath time, splashing, playing in the water

o Explores food with fingers

o Eats a variety of textures and foods using his/her fingers

Social/Emotional

o Caregiver must begin establishing limits

o Baby may hand you a toy to make it work

o Understands simple cause and relationships (e.g. If I push a button, it makes a sound)

o Imitates familiar and unfamiliar movements

o Feelings of excitement involved in self-discovery

Gross Motor Skills

o Walks with legs far apart

o Crawls over obstacles

o Crawls upstairs and downstairs

o Stands up from squat without support

o Walks backwards several steps

Fine Motor Skills

o Stacks 2-3 small blocks

o Helps turn pages in cardboard book

o Scribbles with crayons or markers

o Uses one hand to hold object and the other to manipulate it

Self-help

o Brings spoon to mouth

o Holds cup handles, may spill

o Removes socks, hat

o May refuse foods

Sensory

o Enjoys messy activities (e.g. painting, waterplay)

o Very active in exploring environment

o Sleeps 10-12 hours per night

Social/Emotional

o Points to others to show something interesting

o Likes to hand things to others in play

o May have temper tantrums

o Finds comfort in familiar objects (blanket, stuffed animal)

o Able to give kisses

o Symbolic play; may pretend an object is something else (ex. banana=phone, block is an airplane)

Cognitive (learning, thinking, and problem solving)

o Knows what ordinary things are for; for example, telephone, brush, spoon

o Points to get the attention of others

o Shows interest in a doll or stuffed animal by pretending to feed

o Points to one body part

o Scribbles

o Can follow 1-step verbal commands without any gestures; for example, sits when you say “sit down”

Gross Motor Skills

o Walks sideways

o Walks upstairs with one hand held

o May begin walking downstairs with support

o Walks while carrying a large toy

o Pushes/Pulls large toys across the floor

o Throws a ball overhand 3 feet

Fine Motor Skills

o Points to one body part

o Scribbles on own

o Turns multiple pages in a book

o Begins to use more objects conventionally (ex. may put comb in hair)

o Attempts to put pieces in very simple puzzles

Self-help

o Can help undress his/herself

o Brings spoon to mouth

o Holds cup with handles

o Removes socks, hat

o May refuse foods – appetite decreases

Sensory

o Enjoys messy activities (e.g. painting, waterplay)

o Expands exploration of many sensations (i.e. taste, touch, movement, sound, sight, scents)

o Very active in exploring environment

Social/Emotional

o Gets excited when other children are around

o Adult must be able to support child in times of high emotions, such as during tantrums in order to teach them to deal with frustration

o Parallel play

o Egocentric thinking

o Beginnings of empathy towards others

o Is easily frustrated and jealous of attention given to others

o Engages in social games (playful give and take)

o Increase in motor and communication skills allows for increased independence and exploration of their environment

o Expresses self verbally and non-verbally

o Responds to and initiates interaction with others (hugs, a toy)

Cognitive (learning, thinking, and problem solving)

o Finds things even when hidden under two or three covers

o Begins to sort shapes and colors

o Completes sentences and rhymes in familiar books

o Plays simple make-believe games

o Builds towers of 4 or more blocks

o Might use one hand more than the other

o Follows two-step instructions such as “Pick up your shoes and put them in the closet.”

o Names items in a picture book such as a cat, bird, or dog

Gross Motor Skills

o Walks downstairs with support

o Walks upstairs without support

o Begins to run

o Kicks a ball

o Jumps down from stair height

o Climbs onto an adult chair

o Turns around and sits down

o Stands on tiptoes

o Moves forward/backward on a riding toy

Fine Motor Skills

o Paints within limits of paper

o Explores content of cabinets and drawers

o Turns pages one at a time

o Imitates vertical lines, horizontal lines and circular scribbles

o Stacks 3-5 small blocks

o Starts to use his/her fingers and thumb to grasp crayons

o Picks up tiny objects using the tips of his/her fingers and thumb to place in a small container

o Completes simple 4-5-piece puzzles (non-interlocking pieces)

Self-Help

o Begins eating with fork

o Removes shoes (with laces undone)

o Helps with washing and drying hands

o Cooperates with dressing

Sensory

o Likes rough-and-tumble play

o Likes messy play (i.e. paint, sand, etc.)

o Distinguishes between edible and non-edible objects

Social/Emotional

o Begins to identify self and others in person and in photos

o Begins to understand social expectations

o Likes pretend play

o Will inspire acts of assertiveness and defiance

o May use physical aggression with peers (pushing, hitting, biting)

o Presence of “magical thinking” and imaginative play

o Begins reciprocal play with peers (closer to 3 years)

Gross Motor Skills

o Throws a ball 5 feet

o Walks down stairs without support

o Runs

o Jumps

o Climbs ladders and playground equipment

o Catches a large ball

o Jumps backward

o Experiments with walking on tiptoes

o Begins to ride a tricycle

o Hops on 1 foot

Fine Motor Skills

o Holds crayon with thumb and fingers

o Colors within large forms

o Progresses from random scribbling to somewhat more controlled movements

o Stacks 6-9 small blocks

o Can draw a circle

Seonsory

o Enjoys water and sand play

o Calms self with familiar comfort items

o Enjoys tactile books

Social/Emotional

o Language is increasingly important in regulation of interactions—able to express wants and needs more

o Learns self-control

o May become frustrated by changes in routine

o Enjoys imaginative and imitative play

o May show fear of unfamiliar objects or activities

o Has attention span of no more than a few minutes

o Increased ability to think symbolically (toy car symbolizes real car)

Cognitive (learning, thinking, and problem solving)

o Can work toys with buttons, levers, and moving parts

o Plays make-believe with dolls, animals, and people

o Does puzzles with 3 or 4 pieces

o Understands what “two” means

o Copies a circle with pencil or crayon

o Turns book pages one at a time

o Builds towers of more than 6 blocks

o Screws and unscrews jar lids or turns door handle

Gross Motor Skills

o Runs easily

o Pedals a tricycle 10 feet

o Climbs up/down stairs without support, placing one foot on each step

o Begins to skip

o Jumps over obstacles

Fine Motor Skills

o Uses crayons with somewhat more control

o Holds crayon with adult like grasp (tripod) but with whole arm movement

o Stacks 9-10 blocks

o Colors within lines for large objects

o Draws a face

o Begins to cut with scissors

o Strings small beads

Self-help

o Dresses self (assistance may be needed for orienting front/back)

o Starts to manipulate large buttons

o Wipes nose when given tissue

o Uses brushing motion with toothbrush

o Seats self on toilet and anticipates immediate toilet needs

o Puts shoes on (maybe the wrong feet)

o Puts socks on (may have heel on top of foot)

Sensory

o Explores and shows an interest in a variety of playground equipment

o Emergence of safety awareness when near others

Social/Emotional

o Enjoys doing new things and enjoys being silly

o Still views things from their own point of view, own opinions, wishes and desires

o Cooperative play with others

o May experience jealousy and rivalry

o Understands world and others

o Increased problem solving

o Constructs narratives (begins to make up and tell stories)

o Enjoys fantasy play

o Able to verbalize needs (ex. “I need a hug.”)

o Regresses to baby behavior periodically

o Is ready for group activities

o Continues to test parental limits

Cognitive (learning, thinking, and problem solving)

o Names some colors and some numbers

o Understands the idea of counting

o Starts to understand time

o Remembers parts of a story

o Understands the idea of “same” and “different”

o Plays board or card games

o Tells you what he thinks is going to happen next in a book

Gross Motor Skills

o Able to complete 3-4 full sit-ups

o Throws a ball with directional intent

o Gallops

o Skips 8-10 steps

o Can do a somersault

Fine Motor Skills

o Uses scissors; cuts simple shapes such as a circle and square

o Interested in making letters

o Makes designs and draws recognizable objects

o Copies a cross and square when drawing

o Traces a line

o Draws a person with 2-4 body parts; may be a stick person

o Completes 10 piece puzzles

Self-help

o Puts on socks correctly

o With assistance can dry self after bath

o With assistance can brush his/her own hair

o Attempts to wipe self after toileting

o With supervision, pours drinks, cuts food

Sensory

o Continues to show an interest in a wide variety of playground equipment

o Frequently watches another child try an activity before attempting the activity

Social/Emotional

o Imagines consequences before acting

o Helps with chores

o Wants to please friends

o Begins to know the difference between right and wrong

o Increased self-monitoring abilities

o Is aware of gender

o Enjoys active semi structures games

o Engages in elaborate dramatic play

o Proud of accomplishments

o Conforms to social norms

o Uses words to resolve peer conflicts

o Develops a conscious (feels guilt)

Cognitive (learning, thinking, and problem solving)

o Counts 10 or more things

o Can draw a person with at least 6 body parts

o Can print some letters or numbers

o Copies a triangle and other geometric shapes

o Knows about things used every day, like money and food

Gross Motor Skills

o Swings and climbs

o Performs 7-8 push-ups

o Performs 6-8 full sit-ups

o Kicks ball 12 feet into the air

Fine Motor Skills

o Colors within the lines

o Improves letter formation of name

o Folds paper in half

o Displays hand dominance (left- or right-hand preference)

o Completes interlocking puzzles of up to 20 pieces

Self-help

o Washes self in bathtub

o Brushes/rinses teeth

o Engages and zips a jacket

o Learns to tie own shoes

o Toilets independently

o Dresses unsupervised