Fine Motor Skills Development

• Demonstrating a reflexive grasp when objects are placed in hand

• Reaching for and grasping objects

• Mastering controlled reach ( 6 months)

• Holding objects in the palm of 2 hands (3 months) or palm of one hand (5 months)

• Recovering object dropped within their visual fields, by feel, or hear it within reaching range

Gross Motor Skills Development

• Lifts head when held sitting

• Lifts head and chest when on tummy

• Visually tracks past midline

• Brings a toy to mouth

• Rolling over from front to back or back to front.

• Bringing feet to hands/mouth while on back.

• Holding head erect in a support position.

• Sitting (initially with support).

• Pushing body off ground with arms when lying on tummy.

Speech and Language Development

• Smiles spontaneously in response to others

• Stops crying after others speak to him/he

• Turns head toward heard voices and looks for speaker

• Responds to sounds other than voices (e.g. bells/toys/sirens)

• Starts to respond to being told “no” (e.g. stopping an activity that may ensue danger)

• Cries in response to an angry tone of voice

• Takes turns making vocal exchanges with others

• Laughs, babbles, vocalizes to express displeasure

• Sound play when alone or with others

• Whining with manipulative purpose

Self-Care and Organization Skill Development

• Tracking objects with eyes

• Coordinating suck, swallow, breath sequence, (tongue is cupped, forward rhythmical movements of the tongue, and jaw consistently moves up and down in a coordinated pattern)

• Sleeping for 4-10 hour intervals.

• Communicating hunger, fear or discomfort through crying

Play and Social Skills Development

• Establishes eye contact for a few seconds

• Responds with a smile when socially approached

• Recognizes parent visually

• Discriminates strangers

• Laughs in response to play

• Distinguishes between friendly and angry voices

• Manipulates and explores objects

• Manipulates a rattle

• Imaginative play actions are absent or random

Fine Motor Skills Development

• Reaches, grasps, puts object in mouth

• Controlled release of objects

• Static Pincer grasp (thumb and one finger)

• Picks things up with pincer grasp (thumb and one finger)

• Transfers objects from one hand to another

• Drops and picks up toys

Gross Motor Skills Development

• Roller over from front to back or back to front.

• Crawling on belly. Sitting independently.

• Getting up on all fours.

• Pushing body off ground with arms when lying on tummy.

• Bringing self into a seated position unaided.

• Creeping on hands and knees.

• Transitioning into different positions e.g. sitting, all fours, lying on tummy.

• Pulling self into standing position.

• Stands momentarily without support.

• Walking while holding onto furniture. Taking 2-3 steps without support.

• Rolling a ball in imitation of adult.

Speech and Language Development

• Attends to sounds and voices

• Recognizes facial expressions and tones of voice

• Babbling (e.g. ma-ma, da-da)

• Takes turns vocalizing with others

• Recognizes names of a few objects

Self-Care and Organization Skill Development

• Playing for 2-3 minutes with a single toy

• Reaching for nearby objects

• Tracking objects with eyes

• Sleeping 10-12 hours with only 1 awakening

• Tolerating a range of different textured foods

• Drinking from a cup

• Holding bottle or cup independently

• Using tongue to move food around mouth

• Feeding self small crackers or other small pieces of food

Play and Social Skills Development

• Plays peek-a-boo

• Participates in clapping when prompted

• Lifts arms to parent

• Responds to facial expressions

• Extends toys to others

• Manipulates and explores objects

• Imitates an adult’s actions

• Places doll with head upright and vertical to the ground

• Imaginative play actions are absent or random

Fine Motor Skills Development

• Builds tower of three small blocks

• Puts four rings on stick

• Places five pegs in pegboard

• Turns pages two or three of a book at a time

• Scribbles

• Turns knobs

• Paints with whole arm movement, shifts hands, makes strokes

• Self-feeds with minimal assistance

• Able to use signing to communicate

• Brings spoon to mouth

• Holds and drinks from cup independently

Gross Motor Skills Development

• Sitting.

• crawling or walking independently.

• Getting up on all fours.

• Creeping on hands and knees.

• Transitioning into different positions e.g. sitting, lying on tummy.

• Pulling self into standing position.

• Standing without support.

• Trying to run (running stiff with eyes on floor).

• Walking while holding a toy.

• Changing direction while walking.

• Rolling a ball in imitation of an adult

Speech and Language Development

• Responds to familiar requests (e.g. come here) and own name

• Understands gestures (e.g. wave for ‘bye’)

• Babbling (e.g. ma-ma, da-da)

• Takes turns vocalizing with others

• Recognizes names of a few objects

• Can understand one key word in a sentence (e.g. Where’s your nose?)

Self-Care and Organization Skill Development

• Distinguishing between edible and inedible objects (18 months)

• Looking in the right spot for hidden objects

• Playing next to children

• Imitating adult behavior

• Engaging in imaginative play

• Has an awareness of a parent’s approval or disapproval of their actions

• Understanding common dangers of hot objects, stairs, glass

• Regularly checking in with caregivers

• Tolerating diaper changes

• Settling themselves to sleep at night or during the day

• Attempting to brush teeth

• Knowing where familiar items are kept

• Removing own shoes and socks

• Cooperating with dressing by extending an arm or leg

Play and Social Skills Development

• Has toy preferences

• Identifies self in mirror

• Imitates adult behavior

• Likes repetitive actions such as putting objects in and out of boxes and scribbling on many pages

• Imitates a pretend play action (e.g. giving a drink)

• Demonstrates play related to their body (e.g. sleeping, eating)

• Spontaneously performs one action with a doll (e.g. hugs doll)

• Uses a similar looking object for the needed object (e.g. uses paper as a blanket)

• Is unable to share and competes with other children for toys

• Looks for hidden objects

• Begins to play next to other children

• Observes other children playing around them but will not play with them

• Engages in imaginative play

• Says “hi”, “bye” and “please” without prompting

Fine Motor Skills Development

• Strings four large beads

• Turns single pages of a book

• Snips with scissors

• Holds crayon with thumb and fingers (not fist)

• Uses one hand consistently in most activities

• Imitates circular, vertical, and horizontal strokes

• Paints with some wrist action, makes dots, lines, circular strokes

• Rolls, pounds, squeezes, and pulls playdough

• Eats without assistance

Gross Motor Skills Development

• Walking smoothly and turning corners.

• Running with control (still has wide gait).

• Climbing onto/down from furniture without assistance.

• Pulling self into standing position unsupported.

• Walking up and down steps (with support). Walking while holding a toy.

• Changing direction while walking.

• Picking up toys from the floor without falling over.

• Rolling a ball.

Speech and Language Development

• Follows 2 part instructions (e.g. Go to your room and get your shoes)

• Points to main body parts, clothing items, toys and food when asked

• Names actions (e.g. go, run)

• By 2 years vocabulary is 250-300 words

• By 3 years uses 1000 words

• Minimum of 2-3 words in a sentence (e.g. Daddy go work

• Still talks to self in long monologues

• Talks about present events

• Regular Plurals – e.g. 1 dog, 2 dogs

• Articles –‘a’ and ‘the’

• Progressive –ing – e.g. "The boy is jumping"

• Uses Pronouns – ‘you, I, me, mine’

• Regular Past Tense – e.g. “I climbed”

• Possessive ‘s– e.g. “Daddy’s"

• Position: on; off; in; out; up; down; under; top; open; shut

• Size: big; small/little; long

• Quantity: 1; 2

• Other: stop; go/start; loud; quiet; heavy; soft; fast; hot; cold

• Understands and asks What and Where questions

Self-Care and Organization Skill Development

• Using toilet with assistance and having daytime control

• Having an awareness of a parent’s approval or disapproval of their actions

• Understanding common dangers of hot objects, stairs, glass

• Settling themselves to sleep at night or during the day

• Sitting to look at a book independently

• Unbuttoning large buttons

• Expressing emotions

• Tolerating a range of different textured foods

• Engaging in imaginative play

• Distinguishing between urination and bowel movements, and names them correctly

• Using a napkin to wipe face and hands

• Feeding self simple meals using a fork or spoon

• Taking socks and shoes off

• Enjoying/tolerating messy play

• Knowing where familiar items are kept

• Attempting to brush teeth

Play and Social Skills Development

• Has a strong sense of ownership

• May begin cooperative play

• Treats doll or teddy as if it is alive

• Plays alongside others but will not play together with them

• Begins to use symbols in their play such as a stick becoming a sword

• Play themes reflect less frequently experienced life events (e.g. visiting the doctor)

• Play actions are detailed and logical with “No”

• Uses or plans story-line

• Has an awareness of a parent’s approval or disapproval of their actions

• Will express emotions

• Will verbalize their desires/feelings (e.g. “I want a drink”)

• Begins to obey and respect simple rules

Fine Motor Skills Development

• Builds tower of nine small blocks

• Copies circle

• Imitates cross

• Manipulates clay material (rolls balls, makes snakes, cookies)

• Uses non-dominant hand to assist and stabilise the use of objects

• Snips paper using scissors

Gross Motor Skills Development

• Imitating an adult standing on one foot

• Imitating simple bilateral movements of limbs (e.g. arms up together)

• Running with control

• Climbing onto/down from furniture without assistance

• Climbing on jungle gym and ladders

• Pedalling on a tricycle

• Changing direction while walking

• Walking up and down stairs with alternating feet without support

• Jumping with two feet together 5 times in a row

• Walking on tip toes

• Picking up toys from the floor without falling over

• Throwing objects with an overarm action at a target

• Rolling a ball

• Catching a ball (using body)

Speech and Language Development

• Follows 3 part instructions (e.g. point to the cat, the dog and the monkey

• Understands longer, more complex sentences

• By 4 years uses nearly 1500 words

• Minimum of 3-4 word sentences

• Tells you what they are doing

• Tells you the function or use of an object

• Begins to talk about past events

• Auxiliary ‘is’ – e.g. The girl is skipping

• Pronouns ‘he/she’ – e.g. “He is running” or “She is drinking”.

• Connector ‘and’ –e.g. “I want a banana and an apple”

• 3rd Person Singular – e.g. “He wants the ball”; “It eats grass”; “She reads books”

• Contracted Negative – e.g. isn’t, doesn’t, haven’t, shouldn’t

• Contracted Copula – e.g. He’s happy

• Past Participle –e.g. It’s broken

• Position: bottom; behind; first; near

• Size:short (length) – emerging; short (height)

• Quantity:3; every; none

• Other: hard; slow; light (weight); many colors

• Understands Who questions

• Asks What, Why, When and How questions

Self-Care and Organization Skill Development

• Having an awareness of a parent’s approval or disapproval of their actions

• Understanding common dangers of hot objects, stairs, glass

• Sitting to look at a book independently

• Unbuttoning large buttons

• Expressing emotions

• Tolerating a range of different textured foods

• Engaging in imaginative play

• Distinguishing between urination and bowel movements, and names correctly

• Using a napkin to wipe face and hands

• Feeding self simple meals using a fork or spoon

• Taking shoes and socks off

• Enjoying/tolerating messy play

• Knowing where familiar items are kept

• Attempting to brush teeth

• Feeding self without difficulty

• Tolerating different clothing textures, seams, tags etc

• Independently packing items away

• Using a napkin to wipe face and hands

• Toileting independently

• Knowing where familiar items are kept

• Dressing and undressing self (only requiring assistance with laces, buttons, and other fasteners in awkward places)

• Playing with 2 or 3 children in a group

• Brushing teeth independently

• Taking turns

• Settling themselves to sleep at night or during the day

Play and Social Skills Development

• Plays with mechanical toys

• Takes turns with other children

• Plays with 2 or 3 children in a group

• Play themes expand beyond personal experience (e.g. fireman rescuing people)

• Talks about their feelings

• Feels shame when caught doing the wrong thing

Fine Motor Skills Development

• Cuts on line continuously

• Copies cross

• Copies square

• Writes name

• Writes numbers 1-5

• Copies letters

• Handedness is well established

• Dresses and undresses independently

Gross Motor Skills Development

• Standing on one foot for up to 5 seconds.

• Walking up and down stairs with alternating feet without assistance

• Kicking a ball forwards.

• Throwing a ball overarm.

• Catching a ball that has been bounced.

• Catching a ball with hands instead of using arms and body.

• Running around obstacles.

• Jumping 10 times in a row, maintaining the distance of jumps.

• Waling on tip toes.

• Walking along a line.

• Safely performing a forward roll.

• Hopping on one foot.

• Jumping over an object and landing with both feet together.

• Pedaling a bicycle with training wheels

Speech and Language Development

• Follows the meaning of others’ conversation

• Continuing to expand

• Can generally understand color and shape words (e.g. red, square)

• Can sort objects into simple categories (e.g. animals, food)

• Minimum of 4-5 word sentences

• Talks about past and future events

• Pronouns ‘his, hers, theirs’ – e.g. “It is his/hers/theirs“

• Comparative –er and Superlative -est: e.g. big, bigger, biggest

• Use of ‘is’ vs ‘are‘ – e.g. “The monkey is eating a banana” vs “The monkeys are eating the bananas”)

• Past Tense “to be” – e.g. “I was running” and “They were running”

• Connector ‘because‘ –e.g. The boy was crying because he fell over and hurt his knee”

• Adverb –ly – e.g. quickly, slowly, quietly

• Irregular Plurals – e.g

• Mid-late 4 years:

• Position: middle; around; away from; between; through; next to/beside; last

• Size: short (length); short (height); tall; fat

• Quantity: 4; most; few

• Late 4-5 years:

• Position: in front; in a line; corner; middle

• Size: thin

• Quantity: 5 (emerging); pair

• Other:same; different (size); different (function)

• Understands How questions

• Asks meanings of words

Self-Care and Organization Skill Development

• Using a napkin to wipe face and hands

• Settling themselves to sleep at night

• Independently packing items away

• Developing friendships

• Expressing emotions

• Following rules

• Knowing where familiar items are kept

• Toileting independently

• Choosing weather appropriate clothes

• Dressing self independently

• Feeding self without difficulty

• Taking turns

• Playing with 4 or 5 children in a group

• Tolerating different clothing textures, seams, tags etc

Play and Social Skills Development

• Begins taking turns and negotiating

• Plays together with shared aims of play with others

• Usually prefers playing with other children than playing by themselves

• Plays imaginatively (e.g. playing in the home-corner, dressing up, cooking)

• Enjoys playing games with simple rules (e.g. hide and seek)

• May change the rules of a game as the activity progresses

Fine Motor Skills Development

• Cuts out simple shapes

• Copies triangle

• Colors within lines

• Uses a 3 fingered grasp of pencil and uses fingers to generate movement

• Pastes and glues appropriately

• Can draw basic pictures

Gross Motor Skills Development

• Standing on one foot for 10 seconds.

• Kicking a rolled ball with direction

• Walking up stairs while holding an object.

• Walking backwards heel-toe.

• Jumping forwards 10 times without falling.

• Skipping forward after demonstration.

• Hanging from a bar for at least 5 seconds.

• Stepping forward with leg on same side as throwing arm when throwing a ball.

• Walking along a line with hands on hips

• Hopping on one foot (in place and forward)

Speech and Language Development

• Follows the meaning of others’ conversations

• Follows multi-step instructions

• Vocabulary comprehension increases

• Vocabulary comprehension increases

• Uses more complex sentences

• Uses imaginative language in play – likes to pretend and act out stories

• Tells several attributes about an object

• Irregular past tense – e.g. fell, broke, ate

• Time: yesterday, tomorrow, morning, afternoon, late

• Uses How and Where questions

Self-Care and Organization Skill Development

• Dressing independently

• Morning routine at school (putting bag away, swapping readers, putting drink bottle in correct spot)

• Feeding self without difficulty

• Expressing emotions

• Opening lunch boxes, zip lock bags, food packaging

• Sitting at a desk, following teacher instruction, and independently doing simple in-class assignments

• Tolerating different clothing textures, seams, tags etc

• Coping in busy/noisy environments

• Settling independently for sleep

• Packing a bag for school or other outings with assistance

Play and Social Skills Development

• Play themes include themes never personally experienced (e.g. going to space)

• Plays and negotiates with others during play

• Play is well organized

Fine Motor Skills Development

• Forms most letters and numbers correctly

• Writes consistently on the lines

• Demonstrates controlled pencil movement

• Good endurance for writing

• Can build Lego, K’nex and other blocks independently

• Ties shoelaces independently

Gross Motor Skills Development

• Running smoothly with arms opposing legs and a narrow base of support (feet not too far apart). Running around obstacles while maintaining balance.

• Standing on one foot for at least 10 seconds.

• Skipping independently.

• Stepping forward with leg on opposite side as throwing arm when throwing a ball.

• Kicking a soccer ball with accuracy.

• Walking backwards heel-toe.

• Walking on a balance beam.

• Holding and moving across monkey bars without support.

• Using a skipping rope.

• Hopping on one foot.

• Jumping forwards with both feet together.

• Safely performing a forward roll.

• Catching a small ball using hands only.

• Jumping over an object and landing with both feet together.

• Riding a bike without training wheels

Speech and Language Development

• Ideas are shared

• Follows multi-step instructions

• Can classify objects according to more specific traits (e.g. form, colour, use or composition-what it is made of)

• Gives short oral reports

• Uses language at a higher level to make jokes, tease, engage in sarcasm, argue point of view, explain complex situations, talk about movies or past events in • detail

• Develops written language skills and ability to write descriptive paragraphs and stories

• Grammar is mature

• Position: left; right

• Other: same; different; season; time of day

• Can understand the difference between reality and fantasy

• Able to make predictions, justify decisions, provide solutions and give explanations

Self-Care and Organization Skill Development

• Opening lunch boxes, zip lock bags, food packaging

• Independently getting self to sleep and sleeping through the night

• Eating a range of food and tolerating different textures

• Showering independently

• Packing a bag for school or other outings with little assistance/prompting

• Expressing emotions

• Morning routine at school (putting bag away, swapping readers, putting drink bottle in correct spot)

• Independently toileting during the day and at night

• Coping in busy/noisy environments

• Telling the time

• Feeding self without difficulty

• Knowing where their body is in time and space to coordinate body movements for ball skills

• Playing with 4 or 5 children in a group

• Inhibiting the need to talk/ask questions

• Preparing simple meals (e.g. cereal)

Play and Social Skills Development

• Enjoys playing in small groups and making up their own games with rules

• Enjoys playing co-operative games but has difficulties coping with losing

• Likes to play with other children of their own gender

• Enjoys using and understanding rules in play

Fine Motor Skills Development

• Maintains legibility of handwriting for entirety of a story

Gross Motor Skills Development

• Holding and moving across monkey bars without support.

• Safely performing a forward roll.

• Running smoothly with arms opposing legs and a narrow base of support (feet not too far apart). Running around obstacles while maintaining balance.

• Stepping forward with leg on opposite side as throwing arm when throwing a ball.

• Kicking a football with reasonable accuracy and consistency.

• Jumping over an object and landing with both feet together.

• Catching a small ball using hands only.

• Walking on a balance beam.

• Walking backwards heel-toe.

• Standing and maintaining balance on one foot.

• Using a skipping rope with fluidity

• Hopping on one foot with good balance

• Riding a bike with fluidity

Speech and Language Development

• Can listen for a sustained period of time (e.g. attend to a guest speaker at school)

• Can express their opinion

• Can retell both imaginary and real events

• Uses appropriate grammar in their speech and written work

• Can problem solve

• Will ask questions to clarify information

Self-Care and Organization Skill Development

• Opening lunch boxes, zip lock bags, food packaging

• Packing a bag for school or other outings with little assistance/prompting

• Recalling events and describing them

• Expressing emotions

• Remembering a sentence to write that was just thought about or told

• Attending for longer periods of time

• Sitting still (e.g. in class, at mealtimes)

• Coping in busy/noisy environments

• Showering independently

• Taking on more responsibilities e.g. chores

• Understanding money

• Telling the time and displaying time management skills

• Inhibiting the need to talk and ask questions

• Preparing simple meals e.g. cereal, sandwich