Can figure out ways of overcoming some obstacles (opening doors, reaching high)
Imitates many things (sweeping, combing hair-self use)
Pulls toys; carries or hugs doll, teddy bear
Very rapid shifts in attention
Pragmatics
(1 - 1 1/2 years)
Brings objects to show an adult
Requests objects by pointing and vocalizing or possibly using a word approximation
Solicits another’s attention vocally, physically, and/or possibly with gestures
Gesturally requests action/assistance (many may give back wind-up toy for activation)
Says “bye” and possibly a few other conventional ritual words such as “hi,” “thank you,” and “please”
Protests by saying “no” shaking head, moving away, frowning, or pushing objects away
Comments on objects/actions by directing listeners’ attention to it with a point and/or vocalization or word approximation
Answers simple "wh" questions with a vocal response (may be unintelligible)
Acknowledges speech of another person by giving eye contact, vocally responding or repeating a word said
Teases, warns, scolds using gesture plus a vocalization or a word approximation
Play
(1 1/2 - 2 years)
Parallel play – plays near others but not with them
Talks to self as he/she plays
Little social give and take – little interest in what others say and do, but hugs, pushes, pulls, snatches, grabs, defends rights by pulling hair and kicking
Does not ask for help
Transports blocks on a truck rather than just building
Relates to an object or another person- washes, feeds, combs doll in addition to self
Likes to play with flexible material such as clay-pots, pinches, and fingers
Strings beads
Less rapid shifts in attention
Pragmatics
(1 1/2 - 2 years)
Uses gestures with words to get needs met
Says “what’s that?” to elicit attention
Begins using single words and some two-word phrases to command (move), indicate possession (mine), express problems ("Ouch")
Vocal with verbal turn-taking
Play
(2 - 3 years)
Parallel play predominates
Arranges doll furniture into meaningful groups and uses figures to act out simple themes from own experiences
Aligns three or more cubes to make a train; pushes train
Builds a tower of six or seven blocks
Imitates drawing of a vertical line
Sequences related actions such as preparing food for doll, feeding it, wiping mouth
Begins pretend play with more than
Pragmatics
(2 - 3 years)
Begins using and displaying basic emotions: happy, sad, mad
Enjoys being next to children of the same age
Play
(3 - 3 1/2 years)
Builds a bridge from a model
Cooperative play begins
Organizes doll furniture accurately and begins to use in genuinely imaginative ways
Draws two or more strokes for a cross-on imitation
Begins to share
Reenacts experienced events such as birthday parties, baking cookies
Uses one object to represent another (stick = phone or fence)
Pretends to play different characters
Pragmatics
3 - 3 1/2 years)
Engages in longer dialogues
Assumes the role of another person in play
Uses more filters to acknowledge partner’s message (uh-huh, yea, ok)
Begins code switching (using simpler language) when talking to very young children
Uses more elliptical resources
Requests permission
Begins using language for fantasies, jokes, teasing
Makes conversational repairs when listener has not understood
Talks about interests and feelings for past and future
Corrects others
Primitive narratives emerge: events follow from central core/ use of interference in stories
Play
(3 1/2 - 4 years)
Increase in dramatization of play
Complicated ideas, but unable to carry out in detail; no carryover from day to day
Prefers to play in a group of two or three children; chooses companion of own sex
Suggests turns, but often bossy in directing others
Often silly in play and may do things wrong purposefully
Puts toys away
Likes to dress up
Draws human with two parts; adds three parts to incomplete human
Builds structures/buildings with blocks
Assumes the role of another person in play (becomes a teacher, animal, parent)
Pragmatics
(3 1/2 - 4 years)
Listens attentively to conversational partner of age appropriate material
Makes relevant comments on familiar stories or events
Enjoys riddles, jokes and funny stories with “guessing”
Play
(4 - 5 years)
Likes cutting out and pasting
Likes working projects - may carry over from day-to-day
Definite interests in finishing what he/she starts
Plays in groups of two to five; friendships become stronger
Spurred on by rivalry in activity, competition
Interested in going on excursions
Draws unmistakable human with body, arms, legs, feet, nose, and eyes
Adds seven parts to incomplete human
Copies a triangle
Watches life simulation programs on TV; gains information from verbal contents
Pragmatics
(4 - 5 years)
Changes tone of voice to adapt to listeners perspective
Shows pride for accomplishments
Boasts, exaggerates and blends truths
Changes moods rapidly and unpredictably
Relies on verbal rather than physical engagement
Uses indirect requests
Uses twice as many effective utterances as three-year old to discuss emotions and feelings
Narrative development characterized by unfocused chains of elaborate story telling
Play
(5 - 6 years)
Copies drawing of diamond
Copies drawing of rectangle with diagonals in middle
Draws human with neck, fingers, clothes, and two dimensional legs
Adds nine parts to incomplete human
May start collections
Able to play games by rules
Builds things with blocks
Plans many sequences of pretend events; uses props and language to develop a theme (going on a trip to outer space)
Suggests imaginative and elaborate play ideas
Plays cooperatively
Play
(5 - 6 years)
Copies drawing of diamond
Copies drawing of rectangle with diagonals in middle
Draws human with neck, fingers, clothes, and two dimensional legs
Adds nine parts to incomplete human
May start collections
Able to play games by rules
Builds things with blocks
Plans many sequences of pretend events; uses props and language to develop a theme (going on a trip to outer space)
