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Observing
Young
Children
A $ool
for "eanin#ful
Assessment
AGES BIRTH TO FIVE

Mar! O’Connell
 CONTENTS
Child Observation Recording Pages . . . . . . . . . . . . . . . . . . 3

The Timelines of Development (Ages Bir%h to 5 Years)

Typical Progression. . . . . . . . . . . . . . . . . . . . . . . 5 Patterns and Rhythms. . . . . . . . . . . . . . . . . . . 34
Awareness of Time . . . . . . . . . . . . . . . . . . . . . . 35
SOCIAL/EMOTIONAL DEVELOPMENT Following Directions and Processes . . . . . . 36
Connection and Autonomy . . . . . . . . . . . . . . . . 6 Numbers and Counting . . . . . . . . . . . . . . . . . . 37
Rhythms and Routines. . . . . . . . . . . . . . . . . . . . 8 Drawing (Curves and Lines). . . . . . . . . . . . . . 38
Self-Regulation Skills . . . . . . . . . . . . . . . . . . . . 10 Drawing (People and Houses) . . . . . . . . . . . . 41
Manners and Social Norms . . . . . . . . . . . . . . . 11 Problem-Solving . . . . . . . . . . . . . . . . . . . . . . . . 44
Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Empathy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 LANGUAGE DEVELOPMENT
Non-Verbal Communication . . . . . . . . . . . . . 45
PHYSICAL DEVELOPMENT Vocabulary and Syntax . . . . . . . . . . . . . . . . . . 46
Manipulation of Objects. . . . . . . . . . . . . . . . . . 15 Conversation. . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Sense of Balance. . . . . . . . . . . . . . . . . . . . . . . . . 16 Expressive Language . . . . . . . . . . . . . . . . . . . . 49
Mobility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Attending to and Comprehending
Fine Motor Control . . . . . . . . . . . . . . . . . . . . . . 20 Meaning from Books . . . . . . . . . . . . . . . . . . . . 50
Stillness/Rest . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Listening to and Understanding
Self-Help and Physical Needs . . . . . . . . . . . . 24 Oral Stories. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Limits and Boundaries. . . . . . . . . . . . . . . . . . . 26 Rhyming, Storytelling and Jokes. . . . . . . . . . 52
Use of Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Letters, Sounds, Symbols and Writing . . . . 53

COGNITIVE DEVELOPMENT APPROACH TO LEARNING

Spatial Awareness. . . . . . . . . . . . . . . . . . . . . . . 28 The Child’s Nature . . . . . . . . . . . . . . . . . . . . . . 54
Sorting and Arranging . . . . . . . . . . . . . . . . . . . 29 Learning Style(s) . . . . . . . . . . . . . . . . . . . . . . . . 55
Senses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
CHILD OBSERVATION

First, observe the child physically. Record your physical observations here:

Next, record observations of the following behaviors as objectively as possible:

How does the child move?

How does the child speak?

RETURN TO TABLE OF CONTENTS 3

How does the child listen?

How does the child play?

How does the child interact with others?

How does the child eat?

How does the child sleep and wake?

RETURN TO TABLE OF CONTENTS CHILD OBSERVATION 4

THE TIMELINES OF DEVELOPMENT (Ages Bir%h to 5 Years)
&'''''''''''''''''''( Infant to six months

&'''''''''''''''''''( Six months to t)elve months

&'''''''''''''''''''( Age 1
Ty+ical Prog,ession
Although the developmental timelines that follow were cre-
&'''''''''''''''''''( Age 1½ ated using the age progression listed here, the timelines
themselves do not indicate ages. This is intentional, for each
child progresses in his own way at his own pace. By not
having ages next to each developmental stage, we can pay
&'''''''''''''''''''( Age 2 attention to where the child is and where he is going rather
than concerning ourselves with whether or not he is “on
time.” The range of typical development is very broad, and

&'''''''''''''''''''( Age 3 age-based charts often tempt us to do all sorts of unhealthy

comparing of children.
When it came time to create a system that would pass
muster with the state’s rating system folks, however, a list-
&'''''''''''''''''''( Age 4 ing of ages and stages was expected as is common for these
types of tools. Indicating the age progression on this page
is our way of compromising to meet this expectation.
Although we know there is no such thing as a “typical”
&'''''''''''''''''''( Age 5 child, there are some archetypal patterns in development.
If you want to look at what is typical development for an
average two-year old, for example, you will see that the
two-year old is represented here in the !fth stage of devel-
opment. You can go through the timelines (exceptions are
noted) and look at every !fth entry. This will give you a pro-
!le of the typical two-year old child.

RETURN TO TABLE OF CONTENTS 5

SOCIAL/EMOTIONAL: Connection and Autonomy
&'''''''''''''''''''( Recog-ition
• Recognizes and reaches out to familiar faces
• Stops crying when caregiver approaches

&'''''''''''''''''''( Preference
• Distinguishes among and responds di"erently to
strangers
• Begins to show preference for primary caregiver

&'''''''''''''''''''( Anxiet!
• Exhibits fear of strangers (stranger anxiety)
• Resists separating from familiar adult (separation
anxiety)

&'''''''''''''''''''( Emerging self

• Remains friendly toward others
• Recognizes self in mirror
• Begins to assert independence

&'''''''''''''''''''( Cont,ariness
• Orders adults around
• Makes demands and expects immediate compliance
• May display extreme negativism toward adult

&'''''''''''''''''''( Cooperation
• Strives for independence, yet needs reassurance
that caregiver is available
• More peaceful and cooperative with adults

RETURN TO TABLE OF CONTENTS SOCIAL/EMOTIONAL DEVELOPMENT 6

&'''''''''''''''''''( Growing independence
• Shows pride in accomplishments
• Seeks frequent adult approval
• Shows growing need for independence

&'''''''''''''''''''( Competency
• Continues to need adult reassurance, but may be
less open to seeking or accepting comfort from
adult
• Boasts about accomplishments

RETURN TO TABLE OF CONTENTS SOCIAL/EMOTIONAL DEVELOPMENT 7

SOCIAL/EMOTIONAL: Rhy%hms and Routines
&'''''''''''''''''''( Recog-ition
• Recognizes and enjoys familiar routines, such as
diaper changes
• Sleeping/waking may not be rhythmic

&'''''''''''''''''''( Sleep and food

• More rhythmic in eating and sleeping
• Begins to participate in family’s or program’s meal
routines

&'''''''''''''''''''( Adjusting
• May struggle with sleep rhythms when adjusting
from frequent shorter naps to fewer long naps
each day
• Tantrums may result when overly tired due to
changing sleep rhythms

&'''''''''''''''''''( Conflict during routines

• Consistently follows schedule of meals and naps
• Often refuses to cooperate with daily routines that
were once stress-free (such as dressing, putting on
shoes)

&'''''''''''''''''''( Inter-alizing rhy%hm

• Steady rhythm helps to avoid con#icts during tran-
sitions
• Usually complies with expectations if given ample
warning

&'''''''''''''''''''( Relying on rhy%hm

• Changes in routine prompt many questions (“What
are you doing?” “Where are we going?”)

RETURN TO TABLE OF CONTENTS SOCIAL/EMOTIONAL DEVELOPMENT 8

&'''''''''''''''''''( Planning around rhy%hm
• Begins to plan ahead (“After snack, can we go to
the park?”)
• Understands rhythm (“Is today Soup Day?”)
• Explains rhythm to others

&'''''''''''''''''''( Rhy%hm as it relates to time

• Begins to relate clock time to the daily schedule (“I
wake up at 6 o’clock.”)
• Begins to understand what a calendar is for

RETURN TO TABLE OF CONTENTS SOCIAL/EMOTIONAL DEVELOPMENT 9

SOCIAL/EMOTIONAL: [Link] Skills
&'''''''''''''''''''( [Link] response
• Sucks thumb, looks away or otherwise calms self
when environment becomes over-stimulating

&'''''''''''''''''''( Calms self

• Can routinely self-calm except when ill or in unfa-
miliar surroundings

&'''''''''''''''''''( Curious
• Shows exceeding curiosity about people or sur-
roundings
• Can get into unsafe situations easily without adult
guidance

&'''''''''''''''''''( Inhibits responses

• Demonstrates the ability to inhibit impulses at
caregiver’s request (“Come here now so I can put
on your shoes.”)

&'''''''''''''''''''( Cues lead to [Link]

• Translates cues from the adult (“Your turn is next”)
into regulation that helps inhibit urges

&'''''''''''''''''''( [Link] with adults

• Takes turns when reminded
• Joins in group activities but may need help to do so
• Plays nicely with others, yet can become aggres-
sive at times

&'''''''''''''''''''( Refinement
• Demonstrates an understanding that clapping,
talking or being noisy is appropriate at certain
times but not at others

&'''''''''''''''''''( Inter-alized [Link]

• Attends to and recognizes situations that o"er po-
tential for interesting interactions or learning
• Persists in challenging activities

RETURN TO TABLE OF CONTENTS SOCIAL/EMOTIONAL DEVELOPMENT 10

SOCIAL/EMOTIONAL: Manners and Social Nor/s
&'''''''''''''''''''( Responds
• Smiles in response to a friendly face or voice

&'''''''''''''''''''( Imitates sounds

• Imitates sounds others make

&'''''''''''''''''''( Imitates actions

• Enjoys others’ attention and imitates actions

&'''''''''''''''''''( Helps
• Enjoys helping with chores, such as cleaning up

&'''''''''''''''''''( Emerging table manners

• Learns table manners by imitating adults and
other children
• Finds it di$cult to wait to be served

&'''''''''''''''''''( Social interaction [Link]

• Joins in social interaction rituals, such as “Hi,”
“Bye,” “Please”
• Promotes others’ behavior: “You go !rst”

&'''''''''''''''''''( Enjoys socializing

• Talking takes precedence over eating
• Tests limits with potty talk
• Tattles on others

&'''''''''''''''''''( Enter%ains
• Likes to entertain people and make them laugh
• Knows the “right” way to do things and can be
opinionated

RETURN TO TABLE OF CONTENTS SOCIAL/EMOTIONAL DEVELOPMENT 11

SOCIAL/EMOTIONAL: Play
&'''''''''''''''''''( Unoccupied play
• Seemingly random movements lead to purposeful
movements

&'''''''''''''''''''( Solitar! play

• Enjoys putting things on head
• Puts things in and out of each other
• Throws toys on the #oor and expects adult to
retrieve them

&'''''''''''''''''''( Onlooker play

• Mouths toys less often
• Imitates others’ actions
• Enjoys companionship of other children, yet plays
alone

&'''''''''''''''''''( Parallel play

• Strong sense of property rights (“MINE!”)
• Plays alongside other children, but not with other
children

&'''''''''''''''''''( Sy/bolic play

• Pretending with toys that look like real life objects
(pretending to eat play food, making animals walk)

&'''''''''''''''''''( Associative play

• Plays with other children in loosely structured ac-
tivities
• Often will still play parallel to others
• Uses objects symbolically (a block can now be a car)

&'''''''''''''''''''( Emerging cooperative play

• Participates in group activities
• Wants to be with other children
• Begins to have a best friend

RETURN TO TABLE OF CONTENTS SOCIAL/EMOTIONAL DEVELOPMENT 12

&'''''''''''''''''''( Secure cooperative play
• Organizes and communicates with other children
as they work toward a common goal
• Suggests imaginative and elaborate ideas

RETURN TO TABLE OF CONTENTS SOCIAL/EMOTIONAL DEVELOPMENT 13

SOCIAL/EMOTIONAL: Empathy
&'''''''''''''''''''( Responsive
• Responds di"erently to facial expressions (frowns,
smiles)

&'''''''''''''''''''( Sociable
• Looks for ways to win the approval and attention
of others

&'''''''''''''''''''( Egocent,ic
• Demonstrates a belief that everyone and every-
thing exists for child’s own bene!t
• Grabs things and people

&'''''''''''''''''''( Curious about others

• Still primarily egocentric, yet shows increasing
curiosity about others’ emotions

&'''''''''''''''''''( Caring
• Shows signs of empathy
• Sometimes overzealous with hugs

&'''''''''''''''''''( Affectionate
• Shows a"ection towards children who are
younger
• Empathetic to child who is hurt

&'''''''''''''''''''( Cont,adictor!
• Generally caring of others, yet often may appear to
be sel!sh
• May use name-calling and taunting to exclude others

&'''''''''''''''''''( Generous
• Is often quite generous
• A"ectionate and caring, especially toward animals
• Can be protective of younger sibling

RETURN TO TABLE OF CONTENTS SOCIAL/EMOTIONAL DEVELOPMENT 14

PHYSICAL: Manipulation of Objects
&'''''''''''''''''''( Hands
• Tugs and pulls on own hands

&'''''''''''''''''''( Reach
• Reaches for objects
• Grasps and releases objects

&'''''''''''''''''''( Transfer
• Transfers objects from one hand to another

&'''''''''''''''''''( Play
• Plays with objects

&'''''''''''''''''''( Stiff movements

• Picks up and throws objects
• Kicks objects with sti" movements

&'''''''''''''''''''( Fluid movements

• Manipulates items with #exible body movements
• Carries objects easily

&'''''''''''''''''''( Coordination
• Pedals
• Kicks a ball by running up to it
• Catches a ball with arms extended

&'''''''''''''''''''( Full range of motion

• Uses full range of motion
• Throws with distance and aim
• Catches a ball thrown from three feet away

RETURN TO TABLE OF CONTENTS PHYSICAL DEVELOPMENT 15

PHYSICAL: Sense of Balance
&'''''''''''''''''''( Reflex
• Exhibits Moro (startle) re#ex
• Coordinates vocalizing, looking and movements

&'''''''''''''''''''( Depth perception

• Shows fear of falling o" high places, such as
changing table or stairs

&'''''''''''''''''''( Si1ing
• Sits unaided
• Shifts positions without falling
• Stands with assistance

&'''''''''''''''''''( Standing
• Stands without assistance
• Kneels while playing
• Gets into and out of chair
• Squats and stands with ease

&'''''''''''''''''''( Balance while moving

• Jumps but may fall down
• Throws a large ball underhand without losing bal-
ance

&'''''''''''''''''''( Refining balance

• Balances momentarily on one foot
• Jumps in place
• Kicks a ball without falling

RETURN TO TABLE OF CONTENTS PHYSICAL DEVELOPMENT 16

&'''''''''''''''''''( Sustaining balance
• Sustains balance during movement (e.g., climbing
trees or equipment, walking along the edge of a
low wall)

&'''''''''''''''''''( Secure balance

• Walks on a beam
• Hops on one foot
• Attempts to jump rope

RETURN TO TABLE OF CONTENTS PHYSICAL DEVELOPMENT 17

PHYSICAL: Mobilit!
&'''''''''''''''''''( Rolls
• Moves to explore
• Rolls over

&'''''''''''''''''''( Scoots
• Scoots backward or forward

&'''''''''''''''''''( Creeps/crawls
• Creeps
• Crawls
• Pulls to stand
• Cruises furniture while holding on

&'''''''''''''''''''( Walks
• Walks unassisted
• Experiments with di"erent ways of moving

&'''''''''''''''''''( Refines walking

• Experiments with speed of walking and moving
• Marches

&'''''''''''''''''''( Climbs and jumps

• Climbs stairs (not alternate feet)
• Jumps o" low step

&'''''''''''''''''''( Moves fluidly

• Runs
• Starts and stops
• Moves around obstacles
• Jumps over small objects

RETURN TO TABLE OF CONTENTS PHYSICAL DEVELOPMENT 18

&'''''''''''''''''''( Moves with coordination
• Climbs up and down stairs (alternate feet)
• Skips
• Gallops
• Spins

RETURN TO TABLE OF CONTENTS PHYSICAL DEVELOPMENT 19

PHYSICAL: Fine Motor Cont,ol
&'''''''''''''''''''( Reaching
• Re#exive grip
• Reaches for objects with both arms simultaneously

&'''''''''''''''''''( Refined reaching

• Reaches for objects with one hand or the other
• Reaches, grasps and puts objects in mouth

&'''''''''''''''''''( Using fingers

• Explores new objects by poking with one !nger
• Uses pincer grasp to pick up small objects

&'''''''''''''''''''( Using t)o hands

• Uses one hand to hold object and the other hand
to manipulate another object (e.g., holds cup and
bangs spoon)
• Turns pages of book two or three at a time

&'''''''''''''''''''( Pouring/filling
• Pours and !lls sand and water
• Begins to stack four to six items

&'''''''''''''''''''( Refining fine motor

• Builds with 8+ blocks
• Carries small pitcher without spilling
• Turns pages of book one at a time
• Washes dishes

RETURN TO TABLE OF CONTENTS PHYSICAL DEVELOPMENT 20

&'''''''''''''''''''( Refined fine motor
• Forms shapes from dough or clay
• Threads beads on a string
• Uses non-dominant hand to assist and stabilize

&'''''''''''''''''''( Fine motor coordination

• Hand dominance well established
• Finger knits
• Can do simple sewing

RETURN TO TABLE OF CONTENTS PHYSICAL DEVELOPMENT 21

PHYSICAL: Stillness/Rest
&'''''''''''''''''''( Sleeps most of the time
• Sleeps 14–19 hours per day
• Likes to be held when awake

&'''''''''''''''''''( Spends more time awake

• Takes two to three naps per day
• Active when awake

&'''''''''''''''''''( Nap rhy%hm established

• Takes one to two naps per day
• Active when awake

&'''''''''''''''''''( One day%ime nap

• Takes one nap per day
• Active when awake

&'''''''''''''''''''( Moments of stillness when awake

• Averages 12–14 hours of sleep, with one long nap
during the day
• Stares for long moments when awake (e.g., Where
did the ball go? What caused a noise?)
• Can sit for a short book

&'''''''''''''''''''( Ten minutes stillness when awake

• Averages 12 hours of sleep; may give up nap at
home
• Can sit still for a short oral story or a ten-minute
book

&'''''''''''''''''''( Mealtime stillness

• Averages 10–12 hours of sleep at night, depending
upon nap
• Can sit at the table for mealtime without many
reminders

RETURN TO TABLE OF CONTENTS PHYSICAL DEVELOPMENT 22

&'''''''''''''''''''( 15–20 minute stillness
• Averages 10–11 hours of sleep at night, depending
upon nap
• Di$culty going to sleep if excited
• Can engage in 15–20 minute “still activity,” such as
listening to a story or painting

RETURN TO TABLE OF CONTENTS PHYSICAL DEVELOPMENT 23

PHYSICAL: Self-Help and Physical Needs
&'''''''''''''''''''( Dependent
• Cries to communicate needs
• Needs little assistance getting nipple to mouth
• May fuss when diaper needs changing

&'''''''''''''''''''( Begins to help

• Reaches for cup and spoon while being fed
• Pulls o" own socks
• May pull o" wet diaper

&'''''''''''''''''''( Understanding
• Understands use of objects such as comb or tooth-
brush
• Cooperates to a degree in being dressed
• May let adult know when diaper is soiled

&'''''''''''''''''''( Emerging independence

• Uses spoon with some degree of skill
• Good control of cup
• Helps with dressing
• May let caregiver know when diaper is soiled or
wet

&'''''''''''''''''''( Increasing independence

• Feeds self with increasing skill
• Can usually undress self
• May show signs of readiness for toilet training

&'''''''''''''''''''( Independent in g,oup se1ing

• Uses spoon in semi-adult fashion
• Pours drinks
• Takes care of own toilet and handwashing needs
• Capable of dressing for outdoors

RETURN TO TABLE OF CONTENTS PHYSICAL DEVELOPMENT 24

&'''''''''''''''''''( Helpf.l and independent
• Skilled at spreading butter and cutting soft foods
• Helps set the table
• Dresses self
• Folds laundry
• Puts clothes away

&'''''''''''''''''''( Ready for school

• Makes a simple meal (prepares cereal with milk
or simple sandwich)
• Dresses self completely
• Learns to tie
• Uses tissue for blowing nose

RETURN TO TABLE OF CONTENTS PHYSICAL DEVELOPMENT 25

PHYSICAL: Limits and Boundaries
&'''''''''''''''''''( Totally dependent
• No sense of boundaries
• Dependent on the adult for safety

&'''''''''''''''''''( Needs adult presence

• Can roll o" surfaces if unattended

&'''''''''''''''''''( Needs adult vigilance

• Gates and child safety locks are needed for safety

&'''''''''''''''''''( Responds to adult

• Falls often
• Responds to “no” but may not always stop

&'''''''''''''''''''( Discovers cause and effect

• Curious and active
• Motor skills outpace judgment
• Shows discovery of cause and e"ect

&'''''''''''''''''''( Follows directions

• Abides by caregiver’s directions most of the time
• Can go for walks at the child’s pace

&'''''''''''''''''''( Practices self-confidence

• Likes to test limits and practice self-con!dence
• Abides by safety rules most of the time

&'''''''''''''''''''( Skill master!

• Quest for mastery of skills
• Self-con!dent and reliable
• Eagerness often interferes with ability to foresee
danger

RETURN TO TABLE OF CONTENTS PHYSICAL DEVELOPMENT 26

PHYSICAL: Use of Tools
&'''''''''''''''''''( Grasps items
• Grasps with entire hand

&'''''''''''''''''''( Holds to mouth

• Holds own bottle or paci!er

&'''''''''''''''''''( Lear-s to use cup

• Begins to drink from cup
• Holds cup with two hands

&'''''''''''''''''''( Feeds self

• Feeds self (needs help)
• Holds spoon

&'''''''''''''''''''( Grasps objects with one hand

• Holds crayon with !st
• Grasps cup in one hand

&'''''''''''''''''''( Uses practical tools capably

• Feeds self with minimal assistance
• Manipulates large buttons and zippers

&'''''''''''''''''''( Pur+[Link] uses tools

• Holds a crayon with a tripod grasp
• Paints or draws with purpose (may have an idea
in mind but has trouble implementing)

&'''''''''''''''''''( Uses tools with cont,ol

• Cuts on a line with scissors
• Reproduces shapes and maybe symbols
• Demonstrates fair control of crayon or pencil

RETURN TO TABLE OF CONTENTS PHYSICAL DEVELOPMENT 27

COGNITIVE: Spatial Awareness
&'''''''''''''''''''( Bodily ex+erience
• Looks for or reaches toward objects that touch body

&'''''''''''''''''''( Beginning object per/anence

• Looks for or reaches toward objects that fall from
view

&'''''''''''''''''''( Object per/anence

• Searches for objects moved from view

&'''''''''''''''''''( Negotiates bar,iers

• Reaches object from behind a barrier
• Moves self around a barrier to get a desired object

&'''''''''''''''''''( Daily routines

• Climbs up onto stool to reach sink for daily dish
washing or teeth brushing
• Looks on speci!c shelves for desired toys
• Hides under a blanket

&'''''''''''''''''''( Understands position

• Understands up, down, top, bottom, under, over,
next to, beside

&'''''''''''''''''''( Location spatial awareness

• Identi!es landmarks (e.g., “It’s by Grandma’s
house.”)
• Objects when someone is in his/her personal space
• Understands backward and forward

&'''''''''''''''''''( Developed spatial awareness

• Can “line up at the gate”
• Uses positional words in speech, such as in/out,
front/back, next to, between
• Aware of others’ space

RETURN TO TABLE OF CONTENTS COGNITIVE DEVELOPMENT 28

COGNITIVE: Sor%ing and Ar,anging
&'''''''''''''''''''( Differentiates
• Di"erentiates between people and objects

&'''''''''''''''''''( Stacks and nests

• Stacks objects
• Puts objects inside one another

&'''''''''''''''''''( Understands [Link]

• Demonstrates understanding of functional relation-
ships (puts spoon in bowl and pretends to eat)

&'''''''''''''''''''( Spatial and for/ discrimination

• Puts all pegs in pegboard
• Puts all blocks in block cart

&'''''''''''''''''''( Classifies based on one dimension

• Separates all toy cars from all toy animals

&'''''''''''''''''''( Sor%s logically

• Sorts objects logically based on one dimension
(color or size)
• Compares sizes of items
• May explain to adult

&'''''''''''''''''''( Stacks g,aduated items

• Builds pyramids with largest item on bottom
• Understands concepts of tallest, biggest, same and
more

&'''''''''''''''''''( Examines and orders objects

• Places objects in order (shortest to tallest; smallest
to biggest; !rst, second, last)
• Understands concept of “half”
• Compares collected objects

RETURN TO TABLE OF CONTENTS COGNITIVE DEVELOPMENT 29

COGNITIVE: Senses
&'''''''''''''''''''( Related to self and primar!
caregiver
• Focuses eyes on objects
• Reacts to noises
• Prefers breast milk/formula
• Enjoys being cuddled
• Sense of smell highly developed (mother’s scent
can calm)

&'''''''''''''''''''( Immediate sur,oundings

• Focuses at a distance
• Babbles to hear own voice
• Chooses what s/he touches
• Interested in tasting food

&'''''''''''''''''''( Sight and hearing st,eng%hened

• Near normal visual acuity
• Begins to use sight or hearing more than smell to
di"erentiate objects/people

&'''''''''''''''''''( Sensing and Interacting

• Choosier about taste – goes on food jags
• Can hear and respond (e.g., “Where is your nose?”)
• Uses touch to show frustrations (hits, pushes, pulls
hair)

&'''''''''''''''''''( Ex+loring through senses

• Notices visual details – depth perception
• Likes simple, recognizable foods
• Explores everything in the environment

&'''''''''''''''''''( Refining sensor! input

• Resents being bothered when trying to listen to a
story
• May continue to have a comfort object to nurture
sense of touch

RETURN TO TABLE OF CONTENTS COGNITIVE DEVELOPMENT 30

&'''''''''''''''''''( Responding to sensor! input
• Responds to statements without constant repeating
• Answers appropriately when asked what to do if
tired, cold, hungry

&'''''''''''''''''''( Sensor! readiness for classroom

se1ing
• Visual tracking and convergence developed (both
eyes work together and focus on an object together)
• Often adopts food dislikes of others
• Speaks in a moderate voice

RETURN TO TABLE OF CONTENTS COGNITIVE DEVELOPMENT 31

COGNITIVE: Memor!
&'''''''''''''''''''( Localized memor!
• Recognizes and reaches out to familiar faces and
objects
• Turns toward familiar voices

&'''''''''''''''''''( Object per/anence

• Drops objects intentionally and looks for them

&'''''''''''''''''''( Familiarit!
• Locates familiar objects upon request
• Points to familiar people, animals and toys when
asked

&'''''''''''''''''''( Beginning rhy%hmic memor!

• Enjoys repetitive stories
• Names objects that are repeatedly used

&'''''''''''''''''''( Absence of the familiar

• Knows where familiar people should be and notes
their absence
• Looks for people who aren’t there and asks about
them

&'''''''''''''''''''( Acquired rhy%hmic memor!

• Recites nursery rhymes
• Sings songs

&'''''''''''''''''''( [Link] memor!

• Can form a mental picture and talk about people,
events or activities that are not present

RETURN TO TABLE OF CONTENTS COGNITIVE DEVELOPMENT 32

&'''''''''''''''''''( Developed memor!
• States the name of own city or town
• Knows own birthday
• Tells parents’ names
• Remembers jokes but may not re-tell them cor-
rectly
• Remembers holidays/festivals from last year

RETURN TO TABLE OF CONTENTS COGNITIVE DEVELOPMENT 33

COGNITIVE: Pa1er-s and Rhy%hms
&'''''''''''''''''''( Familiar routines
• Recognizes familiar routines
• Begins rhythmic feeding, sleeping and bowel times

&'''''''''''''''''''( Rhy%hmic activities

• Likes being gently, rhythmically swayed or bounced
• Vocalizes and dances to music

&'''''''''''''''''''( Rhy/es and songs

• Enjoys rhymes and songs
• Tries to join in

&'''''''''''''''''''( Repetitive [Link] stories

• Enjoys being read picture stories with repetition

&'''''''''''''''''''( [Link]
• Wants everything “just so”
• Expects routines to be carried out exactly as usual
• Spontaneously rhymes/chants

&'''''''''''''''''''( Repetitive oral stories

• Recites nursery rhymes
• Sings songs
• Enjoys hearing repetitive stories

&'''''''''''''''''''( Cues to sig-al routines

• Responds well to cues that signal routines
(e.g., the mealtime blessing or cleanup song)

&'''''''''''''''''''( Independent routines

• Carries out routine chores and can help younger
children with routines
• Re-tells repetitive stories

RETURN TO TABLE OF CONTENTS COGNITIVE DEVELOPMENT 34

COGNITIVE: Awareness of Time
&'''''''''''''''''''( Individualized
• Needs individualized feeding, sleeping and playing
schedule

&'''''''''''''''''''( Predictable pa1er-

• Begins a predictable pattern of feeding, sleeping
and waking

&'''''''''''''''''''( Meshes with family or g,oup

• Needs begin to mesh with the needs of the group
(sleep, food, play)

&'''''''''''''''''''( Follows g,oup routines

• Follows the daily routines of the group
• Still needs plenty of time to transition from one ac-
tivity to the next

&'''''''''''''''''''( Relies on routine

• Relies on daily routines to understand the passage
of time (“Mommy will be here at lunchtime.”)

&'''''''''''''''''''( Understands duration of time

• Begins to understand the duration of time
• Says things like “all the time” and “the next day”
• Still confuses “yesterday” and “tomorrow”

&'''''''''''''''''''( Sequences
• Understands and relates the sequence of daily
events (“I get up, have breakfast and brush my
teeth.”)

&'''''''''''''''''''( Begins to understand time

• Relates clock time to daily schedule (“I go to bed at
7 o’clock.”)
• Knows what a calendar is for

RETURN TO TABLE OF CONTENTS COGNITIVE DEVELOPMENT 35

COGNITIVE: Following Directions and Processes
&'''''''''''''''''''( Assists when feeding
• Needs only a little assistance in getting nipple to
mouth
• Uses own hands to guide nipple

&'''''''''''''''''''( Follows adult’s cues

• Waves bye-bye when prompted

&'''''''''''''''''''( Continues simple game

• Continues to play a game like pat-a-cake when
adult stops playing

&'''''''''''''''''''( Follows simple requests

• The need for adult’s approval encourages coopera-
tion (“Please put the dolly in the cradle.”)

&'''''''''''''''''''( Follows t)o-step directions

• Has no trouble with two-step directions (“Please
put your crayons in the box and place the box on
the shelf”)

&'''''''''''''''''''( Imitates multi-step process

• Can follow a multi-step process, such as water-
color painting (dip, paint, wash, tap on sponge) if
imitating adult

&'''''''''''''''''''( Remembers multi-step process

• Can follow routine multi-step process such as
painting from memory
• Responds to three-part directions

&'''''''''''''''''''( Independent with process

• Dresses self completely
• Manages routines independently
• Still needs directions given in natural order

RETURN TO TABLE OF CONTENTS COGNITIVE DEVELOPMENT 36

COGNITIVE: Numbers and Counting
This developmental timeline begins around age 1½ in a typically developing child.

&'''''''''''''''''''( Pre-counting
• Fills and empties containers
• Works a simple puzzle where pieces are whole
objects

&'''''''''''''''''''( Number words

• Uses a few number words without understanding
quantity (imitates a simple counting rhyme)

&'''''''''''''''''''( Beginning counting

• Rote counts to !ve
• Begins to count objects with one-to-one corre-
spondence
• Understands “many” and “same”

&'''''''''''''''''''( Practicing counting

• Rote counts to ten
• Counts well with one-to-one correspondence
• Understands “tallest,” “biggest,” “more,” and
“most”

&'''''''''''''''''''( Recog-izes numerals

• Recognizes numerals
• Rote counts to 20+
• Understands “less than”
• Recognizes speci!c coins

RETURN TO TABLE OF CONTENTS COGNITIVE DEVELOPMENT 37

COGNITIVE: Drawing (Cur2es and Lines)
The Drawing timelines begin around age 1½ or 2 years (whenever the child begins to draw). Drawing development varies
widely, but typically progresses in the developmental manner shown.

&'''''''''''''''''''( Scribbles
• Scribbles do not seem purposeful

&'''''''''''''''''''( Whirling movement

• Child draws a whirl of circles that appear to
have no beginning or end
• Lines are drawn with pendulum-like
Swinging movement
swinging movement
Whirling movement

&'''''''''''''''''''( Focal point in center

• Child’s circles show a movement that
comes to a focal point in the center

&'''''''''''''''''''( Ex+eriences self

• Development of self leads to consciously
closing the circle
• Draws straight lines in the form of a cross Focal point in center

&'''''''''''''''''''( Development of self

• Child puts point in the center of the circle
• Extends the cross to become a star

&'''''''''''''''''''( Mandalas
• Child begins to draw two or more shapes with a
common center (such as a cross inside a circle) Experience of self: closing the circle

&'''''''''''''''''''( Suns/radials/squares
• Paths of movement lead from inside outwards,
with lines radiating to edge of circle and beyond
• Rectangles and squares appear

&'''''''''''''''''''( Triangle
• The triangle appears in drawings Experience of self: closing the circle Experience of self: cross

RETURN TO TABLE OF CONTENTS COGNITIVE DEVELOPMENT 38

Development of self

Mandalas

Suns/radials

Suns/radials

Rectangles/squares Rectangles/squares

Triangles Triangles

RETURN TO TABLE OF CONTENTS COGNITIVE DEVELOPMENT 39

COGNITIVE: Drawing (Cur2es and Lines)

RETURN TO TABLE OF CONTENTS COGNITIVE DEVELOPMENT 40

COGNITIVE: Drawing (People and Houses)
The Drawing timelines begin around age 1½ or 2 years (whenever the child begins to draw). Drawing development varies
widely, but typically progresses in the developmental manner shown.

&'''''''''''''''''''( Scribbles
• Scribbles do not seem purposeful

&'''''''''''''''''''( Head and t,.nk

• Pictures of human shape are wholly
unconscious
• Drawings consist solely of “head” and
“trunk” Scribbles

&'''''''''''''''''''( Head, t,.nk and limbs

• Head, trunk and limbs are incorporated into
the !gure in a symbolic way

&'''''''''''''''''''( Houses
• Human !gures are drawn inside “houses”
(boxes where the walls !t snugly around the Head and trunk
!gures inside)

&'''''''''''''''''''( Ladders
• The rib cage arises unconsciously to picture
form with “ladders”
• Limbs grow disproportionately long
Head and trunk

&'''''''''''''''''''( Head and limb people

• “Head and limb” people arise
• Child may draw them by the dozens and !ll
whole pages with them

&'''''''''''''''''''( Feet
• True feet appear on human images, stand-
ing on the earth
• Pictures of people, houses and trees begin to
tell a story
Head, trunk and limbs Head, trunk and limbs

RETURN TO TABLE OF CONTENTS COGNITIVE DEVELOPMENT 41

 Ladders
Houses

Houses

Ladders

Head and limb people

Head and limb people

Feet on ground, roots on trees

RETURN TO TABLE OF CONTENTS COGNITIVE DEVELOPMENT 42

COGNITIVE: Drawing (People and Houses)

RETURN TO TABLE OF CONTENTS COGNITIVE DEVELOPMENT 43

COGNITIVE: Problem-Solving
&'''''''''''''''''''( Follows objects/people
• Continues to gaze in the direction of objects/people
that have disappeared

&'''''''''''''''''''( Begins to understand causalit!

• Bangs objects to make sounds
• Hands music box or toy back to adult to rewind

&'''''''''''''''''''( Repetition
• Increases rate of usual activity with an object when
it stops working (e.g., pushes the button repeatedly)

&'''''''''''''''''''( Imitation
• Imitates adult action to solve a problem

&'''''''''''''''''''( Uses tools to solve problems

• Extends own reach with a stick
• Reaches something high by climbing onto a stool

&'''''''''''''''''''( Ex+eriments with cause and effect

• Experiments with cause and e"ect in play
• Solves problems through trial and error
• Tries di"erent things to solve a problem

&'''''''''''''''''''( Works with others

• Likes to work with others to solve a problem
• May become frustrated if a problem cannot be
solved quickly

&'''''''''''''''''''( Creative thinking

• Thinks about a solution without actually having to
try it out
• Enjoys creative thinking, such as suggesting more
than one solution to a problem

RETURN TO TABLE OF CONTENTS COGNITIVE DEVELOPMENT 44

LANGUAGE: Non-verbal Communication
&'''''''''''''''''''( Imitates [Link]
• Imitates gestures modeled by another (clapping)

&'''''''''''''''''''( Lear-s simple [Link]

• Shakes head for “no”
• Uses simple gestures when asked (e.g., waving bye-
bye to someone)

&'''''''''''''''''''( Responds with [Link]

• Responds to simple questions with appropriate
head movement
• Uses pointing or pulling to direct adult attention

&'''''''''''''''''''( Accompanies words with [Link]

• Accompanies simple verbal requests with insistent
gesture

&'''''''''''''''''''( Initiates interaction

• Initiates interaction with physical movement
(overly a"ectionate with hugs and kisses, squeezes
the cat)

&'''''''''''''''''''( Defensive movement

• May resort to aggressive movement to defend toys
and possessions
• May grab, hit with or hide playthings

&'''''''''''''''''''( Verbal and non-verbal agg,ession

• Relies (most of the time) on verbal rather than
physical aggression

&'''''''''''''''''''( Eye contact

• Maintains eye contact when spoken to (unless this
is a cultural taboo)

RETURN TO TABLE OF CONTENTS LANGUAGE DEVELOPMENT 45

LANGUAGE: Vocabular! and Sy-tax
&'''''''''''''''''''( Mainly vowels
• Produces a full range of vowels and some
consonants

&'''''''''''''''''''( Sentence-like babble

• Babbles in sentence-like sequences
• Produces syllables and sounds with language-like
in#ection

&'''''''''''''''''''( Few words and more [Link]

• Uses gestures such as pulling or pointing to direct
adult’s attention
• Indicates a few desired objects by name

&'''''''''''''''''''( Lear-ing more words

• Acquires and uses 5–50 words (typically animals,
food and toys)

&'''''''''''''''''''( Uses the negative

• Expresses negative statements by tacking on a
negative word such as “no” or “not”

&'''''''''''''''''''( Ex+anded noun phrases

and plural
• Uses adjectives and adverbs (“big, brown dog”)
• Uses “-s” to indicate more than one (dogs, babies,
mouses)

&'''''''''''''''''''( Elaborate sentence st,.[Link]

• Produces full, elaborate sentences (“The cat ran
under the house before I could see what color it
was.”)

RETURN TO TABLE OF CONTENTS LANGUAGE DEVELOPMENT 46

&'''''''''''''''''''( Complex [Link]
• Uses “would” and “could” appropriately
• Uses past tense of verbs (ran, caught, went)
• Adds “-ed” to words to make them past tense

RETURN TO TABLE OF CONTENTS LANGUAGE DEVELOPMENT 47

LANGUAGE: Conversation
&'''''''''''''''''''( Imitates
• Imitates some non-speech sounds
• Produces full range of vowels
• “Talks” happily to self, toys and people

&'''''''''''''''''''( Babbles
• Babbles and jabbers deliberately to initiate social
interaction

&'''''''''''''''''''( Uses jargon

• Produces lots of jargon (puts words and sounds
together into speech-like patterns)

&'''''''''''''''''''( Uses phrases

• Produces two-word phrases to express a complete
thought (“Want milk”)

&'''''''''''''''''''( Understands
• Uses three- to four-word statements
• Understands more language than is able to
verbalize
• Much of child’s talk has meaning to him/her

&'''''''''''''''''''( Adds to conversation

• Answers simple questions appropriately
• Talks about objects, events and people not present
• Adds information (“Yeah, and then…”)

&'''''''''''''''''''( Adapts to listener

• Changes tone of voice and sentence structure to
adapt to listener (speaks “baby talk” to baby and
sentences to adults)

&'''''''''''''''''''( Complex conversation

• Regularly produces sentences with !ve to seven or
more words

RETURN TO TABLE OF CONTENTS LANGUAGE DEVELOPMENT 48

LANGUAGE: Ex+ressive [Link]
&'''''''''''''''''''( Noises
• Makes urgent noises to spur adult into action

&'''''''''''''''''''( First words

• First words (not clear) appear (mama, bye-bye,
night-night, dada)

&'''''''''''''''''''( Names objects

• Indicates a few desired objects by name

&'''''''''''''''''''( One- or t)o-word phrases

• Produces one or two word phrases to express a
complete thought (“more” or “want milk”)

&'''''''''''''''''''( Describes things

• Draws adult’s attention to something by naming it
(“elephant”) or describing an attribute (“big!”)

&'''''''''''''''''''( Asks questions

• Asks increasing questions to obtain information or
keep the conversation going

&'''''''''''''''''''( Annoying talk

• May try the adult’s patience with silly talk, con-
stant chatter, endless questions, bathroom talk

&'''''''''''''''''''( Functional talk

• Uses functional language when describing things
(“A ball is to bounce.” “A bed is for sleeping.”)
• Describes related concepts (“I got up early when it
was still dark.”)

RETURN TO TABLE OF CONTENTS LANGUAGE DEVELOPMENT 49

LANGUAGE: A1ending to and Comprehending Meaning
3om Books
This developmental timeline begins around age 6–12 months in a typically developing child.

&'''''''''''''''''''( Responds
• Responds to stories and pictures by vocalizing and
patting pictures

&'''''''''''''''''''( Enjoys ex+erience

• Enjoys being held and read to

&'''''''''''''''''''( Enjoys illust,ations

• Enjoys looking at picture books

&'''''''''''''''''''( Par%icipates
• Likes to participate in reading (points, names
pictures)

&'''''''''''''''''''( Growing a1ention span

• Will sit and listen to a story from a book for up to
ten minutes at a time
• Imitates action of reading a book aloud

&'''''''''''''''''''( Re-tells stories

• Re-tells stories that have been read to him or her

&'''''''''''''''''''( Tells a stor!

• Tells a familiar story while looking at the pictures
in a book
• May read simple books on his or her own

RETURN TO TABLE OF CONTENTS LANGUAGE DEVELOPMENT 50

LANGUAGE: Listening to and Understanding Oral Stories
This developmental timeline begins around age 3 in a typically developing child.

&'''''''''''''''''''( Repetition
• Loves listening to the same story over and over
• “Rehearses” speci!c words and lines
• May jump ahead to what happens next in a
familiar story

&'''''''''''''''''''( Remembers
• Loves stories about how things grow and how
things work
• Remembers parts of a story

&'''''''''''''''''''( Understands and a1ends

• Can sit still and listen to a short oral story without
distraction
• Likes to predict what will happen next

RETURN TO TABLE OF CONTENTS LANGUAGE DEVELOPMENT 51

LANGUAGE: Rhy/ing, Stor!%elling and Jokes
This developmental timeline begins around age 3 in a typically developing child.

&'''''''''''''''''''( Re-tells stories

• Re-tells a familiar story

&'''''''''''''''''''( Word play

• Boasts, exaggerates and bends the truth with
made-up stories
• Delights in word play
• Makes up rhymes

&'''''''''''''''''''( Jokes
• Likes to tell jokes, entertain and make people laugh
• Makes up simple jokes
• Tells simple stories using full sentences

RETURN TO TABLE OF CONTENTS LANGUAGE DEVELOPMENT 52

LANGUAGE: Le1ers, Sounds, Sy/bols and Writing
This developmental timeline begins around age 3 in a typically developing child.

LifeWays North America does not recommend formal reading instruction for children younger than "rst grade.
The developmental milestones in this section are those that may be achieved by some children independently,
without instruction, out of their own natural curiosity, inspired by living in a world of printed works.

&'''''''''''''''''''( Beginning
• Can copy a circle

&'''''''''''''''''''( Special words

• Begins to copy some capital letters
• May be able to print own name
• May recognize printed words that have special
meaning

&'''''''''''''''''''( Copies shapes and le1ers

• Copies a triangle and other shapes
• Can print some letters or numbers
• May name upper and lower case letters

RETURN TO TABLE OF CONTENTS LANGUAGE DEVELOPMENT 53

APPROACH TO LEARNING

We may observe factors that a"ect the way a child approaches learning and responds to life experiences—
his or her emerging temperament, learning style and family culture:

1. The Child’s [Link]: Infants and young children di"er in their activity levels, their alertness, and their re-
sponses to stimuli. Such di"erences may lead adults to label children, for example, as an “easy” baby, a
“strong-willed” child, a “shy” girl or a “moody” boy. These labels have a de!nite e"ect on how people
respond to the child, and their responses, in turn, reinforce the child’s self-perception. As the young child’s
temperament is still emerging and somewhat #uid, the temperament types used by Waldorf educators
(choleric, sanguine, melancholic and phlegmatic) are more helpful in working with adults and children
beyond age six. Still, we can begin to observe the ways in which the young child approaches situations and
people without being quick to label him or her.

What have you observed about the nature of this child that may help you to understand how s/he
approaches life? (Examples: The child adjusts easily to new situations, is very active, is easily distracted,
is hesitant to join in a new situation until s/he is comfortable, "nds transitions challenging, etc.)

RETURN TO TABLE OF CONTENTS APPROACH TO LEARNING 54

2. Lear-ing St!le(s): In general, young children are hands-on, kinesthetic learners. As we get to know a par-
ticular child we may notice that other learning styles are present or emerging. Some learning styles we
might begin to recognize in the young child are:

Hands-on (needs to touch things to learn about them)

Bodily/kinesthetic/active (learns through moving the body)
Musically inclined
Visual/spatial (needs to see something before doing it)
Verbal/linguistic (sensitive to language; uses language easily)
Interpersonal (learns new skills more quickly when interacting with others)
Intrapersonal (prefers to master new skills by him/herself)

Record any observations you have made about the child’s learning style here:

RETURN TO TABLE OF CONTENTS APPROACH TO LEARNING 55

3. [Link]: The child’s approach to learning is in#uenced by his/her family, culture and community.

Record any observations here. (Examples: The child plays best with items that are familiar to those s/he
experiences at home; the child is from a dual-language household; the child prefers certain interactions
that are similar to those s/he is familiar with, etc.)

RETURN TO TABLE OF CONTENTS APPROACH TO LEARNING 56

Copyright © 2018 by Mary O’Connell

First Edition

ISBN-13: 978-1983894381
ISBN-10: 1983894389

Permission is granted to reproduce portions of this book for personal and

educational use only. Commercial copying, hiring or lending is prohibited.

Book design and composition by Chelsea Cloeter

Photography by Bridget Schneider

To purchase a copy of this book, go to [Link].