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Searches for needed objects to accomplish a task (bottle for baby doll)

Recognizes and names self and others in mirror

Communicates needs, wishes, feelings with words and gestures

Sets a standard to evaluate success of actions for self (what is good enough)

Constantly demands adult’s attention, especially when the adult is busy

Pushes for autonomy and exploration of environment, but still needs to stay in touch with adult

Shows a preference for play with a peer over an adult; demonstrates cooperative play with large outdoor equipment

Beginning to respond to others feelings

Follows single-step directions

Demonstrates embarrassment and pride, smiles when engaged in a joint activity with adult

Recognizes “wrong” and engages in self-tattling (i.e. says “No, no” while doing wrong action)

Reacts to other’s feelings by commenting and offering an object to make them feel better, demonstrates a broader range of comforting strategies

Uses objects to calm self

Supine/Prone established

Climbs down from adult chair

Picks up a toy from the floor by bending over at the waist, getting the toy, then standing back up

Walks upstairs while holding on

Attempts to jump without feet leaving the floor

Throws a ball into a close box

Moves a ride-on toy with both feet together or alternating

Runs and dances

Tries to kick a ball but may miss or kick a side of the ball

Skills combined into Reach/Grasp/Release

Release: Releases objects according to size and shape of container

Beginning to string large beads or put chips in a slot

Uses whole arm to make marks

Turns pages of a book

Makes marks on paper with no organization

Experiments with vertical and horizontal straight lines-- alone, next to, or on top of other lines

Produces writing lines differently than drawing lines

Tries to pour from small container

“Dresses up” in large size clothes that are easier to get on

Moves toothbrush independently

Indicates need for toilet with words or actions, but often too late

Handles cup well with two hands

Easy lip closure; no loss of food or drink

Eats a variety of textures

Transfers a bolus of food across the midline of the tongue

Needs help with toothpaste

Washes and dries own hands

Allows wiping of nose

Sits on the toilet and occasionally urinates (Note: Average age elimiation muscles are mature is 18 months)

Attempts to unwrap food

Understands “what” questions

Understands some pronouns (my/mine, you, me)

Understands some emotions words (happy, sad, mad)

Attempts to converse with jargon and real words

Responds to “what” questions

Directs conversation primarily to self and adults

Responds to “What is…” questions

Occasionally requests clarification (“huh?”)

Speech may be less than 50% intelligible to unfamiliar persons

Produces consonant-vowel-consonant (CVC) combinations, using consonant sound /p, b, m, n, t, d, h, w/

Additional research needed

Produces language to express refusal; “No” is common

Produces verbs

Produces two-word phrases or telegraphic speech (words imply a whole sentence)

Starts to construct actions and events by searching for needed props (e.g., spoon for bowl, driver for car)

Omits grammatical markers, such as “a” or “the”

Produces two-word utterances; produces telegraphic speech, using only key words (e.g., “Car go”)

Produces the following vocabulary: 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)

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)

Points to pictures and says, “What’s that?”

Manipulates a variety of interactive books

“Reads” a book independently for several minutes

Shows empathy for characters or situations depicted in books

Makes associations across books

Notices print rather than just pictures in a book; may point to labels under pictures

Listens to songs and nursery rhymes and imitates words

Makes marks on paper with no organization

Experiments with vertical and horizontal straight lines-- alone, next to, or on top of other lines

Produces writing lines differently than drawing lines

Uses whole arm to make marks

Scribbles include horizontal and vertical movements

Repeats adult’s words and intonation

Uses real and pretend objects together functionally

Attempts to tell about remembered experiences using words, jargon, and gestures

Remembers action sequences with objects

Play begins to reflect thoughts and feelings

Follows the lead of others, doing what they do or following their directions

Decides what to do by what will be approved or disapproved of by adults

Remembers short action sequences

Moves, shifts, and combines objects in different ways

Listens to music, sings and dances

Discriminates loud and soft sounds

Makes circular marks on paper

Uses stamps to make a picture

Tries to imitate adult's drawing strokes, but without representational intent

Uses objects symbolically in dramatic play (pretends a block is food)

Constantly demands adult’s attention

Imitation and turn taking increases with peers

Knows where to put away toys in the home

Moves away from adults

Seeks play with siblings, peers, or other familiar persons

Play and toys may be gender stereotyped

Recognizes own clothing, toys, and personal belongings

Uses one-to-one correspondence when counting two objects

Demonstrates basic understanding of one-to-one correspondence, by putting one or more items into separate compartments

Knows “one more”

Looks at two sets of items with a large difference in amount and knows which has more

Nests 4 nesting blocks or bowls

Explores and identifies objects that are big/small, heavy/light, and tall/short, with assistance

Size: Nests objects (relates sizes)

Copies patterns using sounds or physical movements, with adult prompting and guidance

Makes collections of things that are alike in some way (toys with wheels)

Matches familiar objects (picks out socks from shirts)

Groups objects into two groups

Matches animal sounds to animals

With prompting and guidance, begins to slide, rotate, and flip objects to make them fit

Puts together two pieces to form a whole geometric figure

Knows locations (there, here) and puts things where they belong

Stacks 4 small blocks (interest in building tall tower)

Locates objects that are alike (rocks, flowers) and makes collections of objects that are alike in some way (leaves, grass, flowers)