• Communicates using speech, sign, or communication device:
• “I can build tall towers.”
• “I am really good at building things.”
• “I can help you work on the puzzle.”
• “I am good at drawing monsters.”

• Shows another child some ways he knows to make a block tower more stable.
• After doing a puzzle with other children, says, “First we look for the corner pieces that’s how we do it!”
• Shows or describes efforts at writing a letter.

• Tries to get adult to watch by calling, motioning, or pulling before he or she does something, such as slide down the slide.
• Says, “Watch me! Watch me!” and then demonstrates that he or she can put on own coat.

• “I’m making a really big tower.”
• “Look what I made!”
• “I cleaned up with a sponge!”
• Communicates “We DID it!” after finishing a puzzle with a friend.
• Point or gestures with delight at the completed class mural.
• Shows/gives a “thumbs-up” or claps after finishing a painting.

• When adult tells the child that she did a good job washing her hands, the child smiles with joy.
• Joins adult in clapping with pleasure, after completing a challenging task.

• Tries to roll or creep to another part of room even when there is a barrier.
• Keeps trying to reach for object that is just out of reach.
• Keeps trying to get adult’s attention when adult is busy.

• Smiles while kicking.
• Makes sounds while waving arms at something.

• Cries when hungry until fed.
• Cries until adult succeeds in comforting child.

Communicates:

• That he is excited about going to the petting zoo but anxious about petting the goat.
• Feeling happy about trying out a climbing structure but scared about being at the top.

Communicates using speech, sign, or communication device:

• “Mary is sad today. I am happy today.”
• “He’s scared, but I’m not scared.”

• “I want to go home.”
• Communicates, “I’m scared,” and goes to adult for a hug.
• Stays by the door because he/she is missing mommy.

• Communicates, “I am sad” or “I am mad.”
• Points to a happy face to describe that he or she is happy.

• Holds onto toy when someone tries to take it.
• Turns body away from somebody when needing a break.
• Watches for awhile before joining in play with another child.
• Lies down when tired.
• Pushes things away when finished.

• Drops object repeatedly for adult to pick up.
• Presses button on push-button toy that makes noise.
• Signals to get adult to repeat an action.

• Reaches for a toy.
• Grasps things or people.
• Smiles or stares at people or things.
• Orients to a sound.
• Pushes away something the adult offers.

• Cries.
• Moves arms, head, legs, or other parts of the body.
• Makes sounds.

• Shows concern for what will happen to animals and characters in a story or movie.

• Asks child, “Why are you crying?” When told he misses his mommy, says, “Don’t worry, your mommy will be back soon.”
• Puts arm around a child who is standing alone or signs, “Want to play with me?”
• Goes to a child whose tower fell down and helps to build the tower again.
• Brings a marker to a child who is looking for something to draw with.

• Draws picture representing child who is upset and makes a sad face herself.
• “Maria is laughing-she is happy today.”
• Points out picture in book of someone who looks “mad.”

• Goes to and hugs child who is sad.
• Offers special toy or object to child or adult who is showing distress.
• Calls or gets adult to help a child who is showing distress.

• Looks worried and waits to see if adult will come to help a child who is upset.
• Points to band-aid on someone’s elbow and says “ouch” or “booboo.”
• Moves next to a child who is showing distress.

• Laughs when adult giggles.
• Stops playing or watches another child intently if that child is hurt or sad.
• Shows a fearful face if another child is sad or hurt.
• Claps hands when another child or adult claps hands.
• Looks at another child who is upset, but doesn’t stop playing.

• Cries when other children cry.
• Notices people.
• Smiles at other people.

• Talks with adult about a family event that’s going to happen.
• During pretend play in kitchen area, comes over acting like a waiter. Adult tells child that she would like a hamburger. In response, child brings over a hamburger and then asks, “Wanna drink?”

• Communicates about book with adult.
• Participates in diaper change by doing several steps, like pulling tab on diaper, lifting bottom, pulling a wipe from box, and holding clean diaper.
• Laughs and touches adult’s hands in a game of “Peek-A-Boo.”

• Lifts bottom during diaper change.
• Makes sounds or motions to adult to play simple game, sing song, or do finger play.
• Imitates adult’s clap or wave.
• Sits on adult’s lap and looks at photo.
• Does hand motions for “roll it” segment of Pat-A-Cake.

• Babbles or vocalizes in response to adult’s behavior.
• Coos at adult who is not paying attention.
• Turns head away from adult when over-stimulated.
• Laughs in response to an adult’s playfulness.
• Reaches toward toy that adult holds out.

• Stops crying temporarily when adult comes near.
• Turns toward sound or movement made by adult.
• Grasps adult’s finger when in palm.

• “I can help set the table for snack.”
• Cooperates and plans with adult to find a way to bring water to the sandbox.
• Interacts with adult to solve a problem he’s having with a puzzle.
• Plans an art activity with adult.

• Asks, “Can we play with play dough?”
• Calls familiar adult over while doing an activity.
• Communicates with familiar adult about feeling sad.
• Uses gestures to show adult how he or she was hurt when playing.
• Asks, “Guess what I saw yesterday?”
• Asks adult why other child is not going outside.
• Pulls adult to site where he/she found a bug.

• Communicates, “Teacher I need help.”
• Asks adult sitting next to her to tie her shoes.
• Asks adult to get something he or she cannot reach.
• Seeks out familiar adult to play trucks or a game.

• Places a toy on familiar adult’s lap, goes to get another toy and then places that toy on familiar adult’s lap.
• When not sure if something is safe, looks at or goes to familiar adult.
• Makes eye contact with familiar adult from time to time.
• Vocalizes to familiar adult on other side of room.

At drop off time:

• Momentarily cries or clings to parent.
• Crawls or walks to the door and stays there.
• Becomes very quiet and hesitant to join other activities.

• Imitates familiar adult’s smile.
• Keeps track of familiar adult’s movement around the room.
• Shows preference for being held by a familiar adult.

• Turns head toward familiar adult.
• Looks in direction of familiar adult’s voice.

• Over many days, builds a pretend city using blocks with Jose.
• Spends free time across a period of days with a particular child or children, pretending to be members of a family.

• Asks Jose, “Do you want to play with blocks or puppets?” and plays the activity Jose chooses.
• Refers to activities he and a preferred playmate have enjoyed doing together.
• “Emma and I like to play together,” and Emma nods her head.

• Communicates, “Jose is my friend.”
• Communicates, “I want to play with Donna. She’s my friend.”
• Chooses the same child as a partner for group walks.
• Identifies a friend using augmentative communication device.

• Plays with same friend(s) day after day.
• Looks for favorite child when entering the room in the morning.
• Selects a picture of playmate.

• Reaches for a toy or object being used by another child.
• Watches other children as they play.
• Moves closer to one or two “friends” while they play.

• Moves excitedly when another child comes near.
• Pats or grasps another child.
• Rolls toward another child.
• Cries if another child gets too close.

• Looks at or turns toward other children.

• Plays “Candy Land.”
• Participates in “Duck, Duck, Goose.”

• Participates in pretend play with peers, following the agreed upon roles.
• Builds a city of blocks with other children.
• Successfully helps to negotiate where and how a small group of children can play.
• “We can make a big spaceship with the LEGOS. Want to try?”

• Takes turns putting on hats with another child.
• Pretends to eat food after a child serves it to him or her.
• Joins in with other children to make a mountain of sand.
• Builds a block tower with another child.

• Plays blocks side-by-side with other children.
• Hands another child a toy that he or she is looking for.
• Hands a bucket to child sitting next to him or her in sandbox.

• Plays by self with trucks when other children nearby are playing with trucks.
• Plays by self in sandbox near other children.

• Moves excitedly when another child comes near.
• Pats or grasps another child.
• Rolls toward another child.
• Cries if another child gets too close.
• Cries when other children cry.
• Looks or turns toward other children.

• Notices other children.

• When a conflict arises about the slide, suggests, “Only one person on the slide at a time.”
• When adult assigns jobs, reminds others that Tommy is the line leader.

• “I need a turn on the trike. Let me use it.”
• “I want to play on the computer. When will it be my turn?”
• When he wants to play a game for four children and all the spots are taken, will signal or ask another child if he can take his place.
• Communicates, “I am playing with that truck. You can play with those cars.”

• Seeks out adult and indicates that another child won’t give her a turn on the trike.
• Says or indicates to adult, “He is on my rug.”
• When child wants to play with trucks and all the trucks are being played with, asks other children if she can have a truck.When this does not work, will go to adult and indicate that she needs a truck.
• Communicates, “I am playing with that dinosaur. You can’t have it.”

• Wants another child’s toy, but accepts a different toy that an adult offers.
• Cries when a child is too close but quiets down when adult suggests a different seating arrangement.
• Child scoots over at the suggestion of the adult.

• Child expresses that she wants another child’s trike. She needs adult redirection so she does not try to take it.
• When another child tries to take a toy, he pulls the toy back or protests, needing adult to resolve the conflict.
• Needs adult to offer a way to join other children playing with puppets without disturbing them.

• Uses gestures or asks adult to translate to invite a child who speaks another language to play with the group.
• Moves chair(s) over so that child who uses a wheelchair can come to the table.

Communicates:

• “We both have ponytails, but mine is longer.”
• “I’m a girl, and Tony’s a boy.”
• “You are big, and I am little.”

• Says, “boo-boo?” when noticing someone’s blemish or scar.
• Says or signs, “What’s that?” to the adult wearing new glasses.
• Comments on hair color, eye color, or skin tone that isdifferent from his or her own.
• Shows interest by touching the hair of a child whose hair color or hair texture is different from his or her own.

• Calls all children younger than self, “Baby.”
• Points to character in book and either calls out the name of or points to a child in the room who has the same physical characteristics.
• Labels someone with gray hair as “Grandma,” “Grandpa,” “Oma,” “Lola,” etc.
• Says, “Mommy,” when referring to purse.

• Pretends to read to baby doll like an adult would.
• Indicates preference for eating what others are eating.
• Tries to feed adult.
• Imitates brushing hair or using purse like adult.

• Looks longer at adult with new glasses.
• Notices unfamiliar person who comes into the room.
• Turns toward person speaking in an unfamiliar language.
• Looks away from adult wearing a hat.
• Cries in presence of unfamiliar adult.

• Orients to voices.
• Attends to faces.

• When child is not able to use the computer, engages in another activity of interest until it is available.
• “I told Aurelio he can use the scooter in five minutes.”
• When the playhouse is full, says to an adult, “Can you call me when I can play in the playhouse?” then goes to the water table.

• Begins to wash hands when noticing preparations for lunch or snack.
• States, “No hitting,” instead of hitting other child.
• Talks to a friend in line while waiting for turn.
• Asks for adult to read book, then looks at book while waiting for adult to come.

• Can wait for food to be passed at lunchtime, but may need adult reminder.
• Needs to be reminded to stop playing and clean up after playtime is over.

• When adult says she has to wait to use the easel, accepts another activity.
• When it is time to move from one activity to another, accepts adult guidance to do so.

• Waits for adult to come give help without crying.
• Waits for other child to stop playing with toy before grabbing it.

• Reaches for and grabs food on other child or adult’s plate.
• Resists sleep if interested in present activity.
• Attempts to crawl over another child to get object of interest.
• Takes toy from another child.

• Requests special stuffed toy or blanket before naptime.
• Asks adult for props, such as a bottle for a baby doll, to prepare for pretend play.
• Asks or motions to adult to undo snap on pants so he can use the potty.

• Brings shoe to adult when needing help to put it on.
• Points at cup or uses the sign for “more” to get more milk.
• Use augmentative communication device or picture board to request assistance from an adult.

• Looks at adult often while playing.
• Vocalizes to or moves toward adult when something unusual happens, such as a loud noise.
• Moves toward or gestures to familiar adult when tired.

• Smiles and coos when adult gives attention.
• Fusses to get needs met.

• Relaxes body when held.
• Cries when tired or hungry.

• Stops tussling with other child over a toy, and offers that child a similar toy.
• Reassures self after seeing another child picked up by parent by saying to adult, “My mommy’s coming.”
• Says to self, “Be careful,” when climbing a play structure.
• Takes puzzle to quiet area when distracted by loud play or other children.

• Stops tussling with other child over object when adult says, “You want to play with the truck that Jimmy has, but here are other trucks you can use.”
• Waits to go down slide when adult says, “Wait until Susie is all the way down.”
• Goes over to cozy corner to rest when adult says, “You look sleepy. Would you like to lie down?”

• Stops fussing when frustrated after adult moves close to offer supportive presence.
• Hesitates while climbing and stops to look at adult. Then resumes climbing when adult reassuringly says, “You’re high up.”
• Gets up after falling down, and resumes play when adult gives reassuring look or word.
• Accepts blanket or special toy when adult brings it to him for comfort.
• Screams when another child takes toy, and then stops when adult says, “I’m coming.”

• Quiets, and responds to adult’s touch or voice when being comforted.
• Orients toward adult when being comforted.

• Stops crying when picked up by adult.
• Stops fussing and starts to suck on bottle or nipple when adult places it close to her or his mouth.
• Relaxes and snuggles up to adult’s body when being held.
• Quiets when adult sings a lullaby.

• Prepares self for transitions by asking what’s going to happen.
• When dropped off by parent, takes parent over to quiet place to read a book together before parent leaves.

• Asks for music or lullaby when lying down for nap.
• When upset after parent leaves, goes to get photo of parent and shows it to adult.
• Goes to cozy area to get away from active play of other children.

• Soothes self with familiar object, such as a blanket, when tired or upset.
• Gestures to adult to pick him or her up when sleepy.

• Sucks thumb to soothe self.
• Turns head away from sensory experiences that are overwhelming.
• Nuzzles face into blanket or adult’s sweater.

• Startles when she hears a loud noise.
• Closes eyes when exposed to bright sunlight.
• Cries when tired, hungry, or uncomfortable.

• Uses verbal, sign or augmentative communication to suggest: “He paints first, then me, then you.”
• Reminds other child to take a ticket and wait for his turn on the trike.
• “Justin can wash his hands first, then Carlos, then me.”

• “We can each get a turn to paint.”
• Communicates, “I wash my hands after Justin,” then waits for her turn.
• Accepts the rule when another child says, “The rule is—We each get five minutes.”

• Accepts that her turn on the easel is over when she finishes one picture.
• Takes ticket or puts name in a pouch or on a list to take a turn.
• Accepts a timer or hourglass to determine start and end of a turn.

• When all the easels are being used, follows adult’s request to work at the art table until an easel is available.
• Goes with a group of children to wash hands; waits for turn when asked by an adult.

• Waits for his turn to stir cookie dough when adult is directing activity.
• Allows another child to pet the Guinea pig adult is holding when told, “Now it’s Sam’s turn.”

• Responds to open-ended questions requiring prediction or explanation such as, “What will happen if…?” and “Why is the…?”
• Can participate in discussions about future events such as an upcoming trip to the zoo.

• Understands words used to describe spatial relationships such as in/out, over/under, behind/in front of.
• Understands words that compare such as, “Who made the tallest tower?” or “My car is faster than your car.”

• Responds correctly to directions to “Give him the marker” or “Give her the marker.”
• Responds to the request to “Put this in Josh’s cubby.”

• Responds to sentences and longer utterances in ways that demonstrate comprehension.
• Goes to look outside when teacher says, “Bobby went to play outside.”
• Pretends to feed the baby doll when the teacher says, “Oh, the baby is hungry.”

• Points to familiar objects when named.
• Goes and finds named object if it is not in view.

• Points to body parts (nose, eyes, mouth), when adult names them.
• Performs a routine action when it is suggested (“Wanna dance?” or “Wanna drink?”).

• Orients toward or searches for a familiar person (“mama” or “daddy) or object (ball or doggie) when named.
• Stops crying for bottle when adult says, “Bottle’s ready.”
• Smiles or shows excitement when adult starts to put hands over eyes to play Peek-a-Boo or initiates another game.

• Smiles, gurgles, or coos in response to familiar adult’s voice.
• Vocalizes or moves in response to familiar adult’s voice, sounds or simple gestures.
• Smiles back when adult smiles.

• Reacts by quieting or orienting in direction of sound or gesture.
• Startles at loud noise.

• Can follow instructions when adult says, “Fold your paper in half, then open it up and put paint in the middle.” or “Today, get your paints and paper from the shelf, take them outside to the table and paint your picture outside.”

• Can follow instructions when adult says, “Finish your painting, wash out the brush and then hang up your smock.” or “Push your chair in, put your book in the cubby and line up to wash your hands.”

• Responds appropriately to adult who says, “In a few minutes, it’ll be time to clean up so we can eat lunch.”
• Responds appropriately when adult says, “Put your blanket in your cubby now.
• After you’re done eating lunch, you can have it again.” After lunch, gets blanket out of cubby.

• Can follow simple directions in learning a new game (“Tag one of the children in the circle and then run around the circle.”).
• Responds when teacher says, “Please get me a paper towel and take this paint brush to Sam.”

• Responds correctly when teacher says, “It’s time for snack, please wash your hands.”

• Shakes head “yes” or “no” in response to simple questions such as, “Do you want a cookie?”
• Looks for pet after adult asks, “Where’s the kitty?”
• Responds when adult says, “Can you find your shoes?”

• Looks for familiar person (“mama” or “daddy”) when named.
• Smiles as parents wave.

• Smiles, gurgles, or coos in response to familiar adult’s voice or touch.
• Orients toward familiar adult’s voice or gestures.

• Reacts by quieting or orienting in direction of sound or gesture.
• Startles at loud noise.

• In a conversation, develops a thought or idea using six or more related sentences that have a theme.

• Maintains a topic of conversation for four or more turns with another in pretend play or when talking about an interesting subject.

Uses language to:

• Ask questions: “Where did the doggie go?”
• Make requests appropriately: “Can I have more milk?”
• Refuse or decline: “I don’t want to swing.”
• Tell a simple joke.

• Talks with adult about a story that is read.
• Engages in simple conversation while role playing during pretend play.

• Shows adult teddy bear and says, “My teddy.” When adult asks, “What is your teddy bear’s name?” Answers, “Pooh Bear.”
• Nods head “yes” when adult asks if he likes pizza, and then says, “More milk.”

• Names familiar pictures in a book or familiar objects when adult asks, “What’s that?”
• Names peers or familiar adults when adult asks, “Who’s that?”

• Makes sounds in response to adult talking and then waits for adult to respond. or
• Moves in response to adult’s gestures and then waits for adult to respond.
• Engages in turn-taking games with adult such as Peek-a-Boo.

• Smiles back when adult smiles.
• Quiets or stops movements when adult begins talking or making facial or gestural movements; makes sounds or moves when adult stops.

• Looks or orients in direction of voices or gestures.
• Coos or gurgles in response to sound.

• Child wants to know if the class hamster likes to eat apples so tries to feed the hamster some apple slices.
• While filling the sandbox with water to watch things float, says “Look what happens when I do this.”
• Digs trenches in the sand to watch water flow through.

• After a trip to a fire station, asks adult about things she saw and looks at a book about fire trucks.
• After a nature walk, child asks for books about bugs or looks at a bug specimen with a magnifying glass.

• Combines bristle blocks and LEGOTM blocks to make a structure.
• Puts confetti and water together to see what will happen.
• Creates different colors by mixing color combinations, like blue and yellow or red and blue.
• Uses an egg beater in water and then in sand to see what will happen.

• Watches an adult and peers building a road in the wet sand and might ask, “What are you doing?”
• Asks about new toys in the water table, “What’s that? What do you do with that?” (May use a communication device.)
• Uses new materials in ways he has seen adult use them.

• Watches sand go through fingers.
• Rolls things down the slide to see which one goes down faster.
• Sees how hard she has to roll the car to make it go across the room.

• Touches objects.
• Bangs objects.
• Manipulates objects.

• Looks, turns head, or reaches in the direction of a new adult or material.

• Turns head toward sound.
• Orients to light.
• “Inspects” surroundings.

• Continues at a pottery activity that involves shaping the clay, letting it dry, painting it, and letting it dry some more.
• For several days, attempts to pour water into a bottle at the water table until he or she is successful.
• Tries to climb higher on the climbing structure until he or she can climb to the top.

• Works at completing a challenging puzzle, even if having trouble fitting the right pieces.
• Rebuilds house made out of sticks when it tumbles.
• Persists at trying to trace hand, even though it is hard to keep fingers still.

• Completes a puzzle even though another child has started to play with a noisy toy nearby.
• Continues to look intently at a bug, even though other children are riding trikes around him or her.
• Looks at book or listens to story on headphones from beginning to end.

• Maintains play with play dough while saying something to another child.
• Sings song while doing an art project.

• Stays interested in toy for a short while even though other children are playing nearby.
• Tries to position self to look at book even if view is partially blocked.
• Continues play with other children even through adult is setting up another activity.

• Listens intently or “dances” when hearing a familiar song but stops upon seeing a new child.
• Stops playing at sand table after noticing other children playing with blocks.

• Watches or listens intently to new people, objects, or events.
• Makes eye contact, smiles, or coos in response to adult.
• Tracks something as it moves through space.

• Attends to moving object.
• Quiets to adult’s voice.
• Orients to sound or light.

• Retells a story by telling the main events (“When Jack sold the cow and then planted the beans, the beans grew so tall.”).
• Puts three or four pictures or parts of a story in sequence.
• Acts out a scenario of “The Mighty Ducks” movie in dramatic play.

• Tells about a trip to the zoo.
• Remembers that a firefighter came and talked to class.
• Answers a question such as, “What did we do yesterday that was different?”

• Asks about several items that were in the water table or sandbox but might not be there now.
• Tells adult that she had a pumpkin cookie for snack in the morning.
• Imitates a funny thing his dog did in the morning.

Without being told:

• Sits down for afternoon snack after free play.
• Puts on paint smock before starting to paint.
• Goes to cubby to get coat when adult says, “It’s time to go outside.”

• Looks for favorite toy in its usual location.
• Goes to the door to look for adult.

• Seeks favorite toy when it rolls under the couch and out of sight.
• Pulls adult’s hand away when caregiver is hiding face during Peek-a-Boo.

• Alternates attention between two objects or people.
• Takes toy out of mouth, examines it, and then continues mouthing it.
• Inspects adult’s face by touching different parts.
• Stops moving to listen to musical toy.

• Quiets to sound.
• Quiets to touch.

• Predicts when a tower will fall over when someone is stacking blocks.
• Predicts what will happen to the ice cube if put in the sun.
• Sees a dark cloud in a picture book and predicts that it will rain.
• Says, “If you have your shoe laces untied, you will trip.”

• Says, “I figured out how to get pink—mix red and white.”
• Sees a balloon getting blown up and covers his ears in anticipation of a pop.
• Says, “If I spin around, I get dizzy.”

• Knows to turn the handle on the water fountain to get a drink.
• Flips the light switch on when adult says the room seems dark.
• Walks slowly to the sandbox with a cup of water to avoid spilling.

• Puts a toy car in a tube and watches it roll out the other end when the tube is tilted.
• Pours sand into a funnel and tries to catch it as it drains into the sandbox.
• Spins a jar lid to see what will happen.
• Tries to run before jumping to find out if it makes him jump farther.

• Tries to figure out how to open things.
• Pushes on different parts of toy to make music turn on again.
• Explores what made a wind-up toy move.

• Shakes rattle over and over to make sound.
• Continues to bat or kick mobile.
• Smiles each time adult claps.

• Moves arms or legs when adult approaches.
• Startles at loud noises.
• Looks or turns when he or she hears adult’s voice from a distance.

• When building a bridge with unit blocks and runs out of the same size block, will look for alternative materials and continue building with them.
• Starts building a tower with a plan in mind even if it does not work—for example, puts the tallest block first, then tries again with the biggest on the bottom.
• When ball gets stuck in a tree, comes up with several ideas for how to get it down.
• Looks at picture to figure out how to build something.

• When building a bridge, first takes one long block and puts it across two other blocks to see if the size is right before continuing to build.
• Uses block as a doorstop when the classroom doorstop disappears.
• When an unfamiliar toy stops working, looks to see if batteries are missing.

• Chooses large rectangular block as base of tower, instead of using a triangular block with incline.
• Uses small broom from housekeeping area to reach something up high.
• Knows which button to push to activate the computer or TV remote control.

• Imitates another child building a bridge with long blocks.
• Watches another child dig out a toy in the sandbox using a stick, instead of a shovel, and then tries that on own.
• After watching an adult, uses a block to retrieve a wedged toy.
• After watching a child, pushes a wagon that is too difficult to pull.

• Turns a puzzle piece to get it to fit in a wooden puzzle.
• Tries all holes in shape sorter with one shape until he finds the correct hole.
• Pushes several parts of toy until she finds the part that activates the toy.
• Tries different ways to get ball that has rolled under a sofa.

• Opens, closes, or bangs on books or toys.
• Moves around furnishings to get to toy.
• Squeezes onto adult’s lap, even if another child is already there.

• Tries to roll over to move toward an object.
• Reaches for own feet.
• Grabs and puts rattle in mouth.
• Touches adult’s hair.

• Turns head toward item that touches his or her cheek.
• Grasps adult finger reflexively.
• Cries at loud noise.

• Pretends to be a teacher and “instructs” a few other children letting them know the “rules” for the classroom.
• Pretends to operate a restaurant in the housekeeping center with or without other children. Takes orders, cooks, and serves food with or without props.

• With other children pretends to be “doggies,” using plastic dishes as dog bowls and big wooden beads as dog food.
• Makes a pretend cake with sand in sandbox and uses stick as spoon to stir the “cake batter.”
• Makes a castle with blocks using pieces of fabric as flags.

• Uses a block to represent a cookie.
• Pretends scarf is blanket for baby doll.
• Uses plastic banana as a phone to call grandma.

• Drinks from a toy cup.
• Feeds baby doll with toy spoon.
• Places toy pot on stove.
• Puts toy cell phone to ear.

• Uses brush on hair.
• Stirs in cup with spoon.
• Uses crayon to mark on paper.

• Places objects in containers.
• Nests cups.
• Stacks one object on another.

• Mouths objects.
• Bangs objects.
• Shakes objects.

• Watches mobile.
• Stares at objects with patterns.

• Can match some written numerals (in the 1 to 9 range) to the corresponding number of objects.
• Points to the numeral 5 on his birthday card, and says, “Five! That shows how many years old I am!”

• At snack, counts out the correct number of cups when adult asks for six more.
• Paints a picture of ten flowers and correctly indicates how many there are.
• Says, “My brother is six,” and holds up five fingers on one hand and one on the other.
• When playing a board game with dice, rolls “seven,” then counts seven spaces while advancing her game piece.

• Counts five bears in a storybook, “1, 2, 3, 4, 5—there are five bears.”
• Child hands five blocks to adult when asked for five blocks.
• Points to count five puppies in a picture book, then holds up five fingers to show “how many.”

• Recites the numbers 1 to 10 correctly.

• “I only have one cookie, I want two.”
• “I see three dogs.”
• Indicates she wants two crackers by touching card with two dots.

• May say two or three to indicate more than one item.
• When asked, “How old are you?” sometimes puts up two fingers and sometimes puts up five fingers.
• “Counts” by saying number words (e.g., “1, 2, 5, 1, 2”) while pointing randomly to objects in a group.

• Asks for “more” of something using gesture or word.
• Puts all pop beads in basket, then dumps the basket.

• Focuses, plays, or interacts with one object and then another.
• Holds something in each hand.
• Watches moving toys on mobile, attending briefly to one toy, then another.

• Uses fingers to calculate the answer to a simple story problem: “Mary has three balloons. She gets two more balloons. How many balloons does Mary have now?”
• Solves a simple subtraction problem using mental calculation: “I had six goats, but two of my goats ran away. How many goats do I have left?”

• Says, “My sister is 6-years-old. Next year she’ll be 7.”
• Adds another dinosaur to his set of nine to have exactly 10.
• Says, “I have five grapes. If I eat one, I’ll have four left.”

• Adds two blocks to a tower of three, then counts all the blocks. Says, “Now my tower is five blocks high.”
• Takes seven goldfish for snack. Eats three, then counts to see how many are left.
• Brings over two more cups to a group of four and says that there are six cups.

• Says to a friend who is using three buckets, “If you give me one you’ll still have two.”
• Adds one counting bear to a group of two bears to make three bears.

• Gives two of her bristle blocks to a friend, who needs more to finish her building.
• Brings additional measuring cups to sand table and says, “Now we have more cups!”
• Asks or gestures for one more cracker so she’ll have more.

• Gathers together “a lot” of LEGOTM blocks before beginning to build.
• Drinks most of milk from cup, then hands it to adult to refill.
• Dumps sand out of a bucket to carry less.

• Puts one block and then another block in a toy dump truck, dumps them out, and repeats the actions.
• Rocks a baby doll in a cradle. Puts in several more dolls and continues rocking.

• Focuses, plays, or interacts with one object.
• Watches a hanging toy as it swings.
• Holds a rattle in his hand and shakes it repeatedly.

• When told that Billy is 6 and Julio is 5, correctly says that Billy is older.
• When asked, “Which is less, three or four?” Says, “Three.”

• Counts the number of toy ducks she has and a friend has and says, “We both have five ducks so we have the same number.”
• Counts eight boys and six girls and says, “There are more boys than girls at circle today.”

• When setting the table, recognizes that there are not as many plates as chairs at the table. (“We need more plates for the table.”)
• Matches each of his toy trucks with those of his friend to see if they have the same number of trucks.

• Says that there are more boys (three) than girls (two) in the sandbox.
• When shown a picture with four fish and a picture with three fish, correctly indicates that the picture with four fish has more.

• When there is a group of 10 cups and 2 cups, points to group of 10 cups and says, “There are more cups here.”
• When looking at a picture of farm animals with 6 cows and 2 ducks, indicates that there are more cows than ducks.

• Gives each doll a teacup.
• Helps adult put a brush in every paint container.

• Puts all pop beads in basket, then dumps the basket.
• When asked to choose a container of blocks, takes the one with more.

• Focuses, plays, or interacts with one object and then another.
• Holds something in each hand.

• Looking at a circle and a triangle, says, “This one had a pointy part and it’s big; this one is round, and it’s little.”
• Can find all the circles in a group of curvilinear shapes.
• Identifies and counts the sides of shapes to compare, for example, a triangle and a square.
• Can describe the defining geometric features of some shapes (e.g., triangles have 3 sides).

• Identifies triangles even through some are pointed downward.
• Puts two triangles together to make a rectangle.
• Makes a picture by combining shapes.
• Turns and flips shapes to correct orientation to complete simple pattern blocks or Tangram puzzles.

• “The clock is a circle.”
• “My sandwich is a square.”
• Points to a plate and indicates that it is the same shape as a circle.

• Places shapes in a variety of form boards/simple puzzles without trying solutions that clearly won’t work.
• Picks out several circles from a set of circles, squares, and triangles.
• Chooses rectangular blocks of the same shape and size to build a tower.
• Makes a picture using shapes to represent individual elements (e.g., circle for the sun, triangle for tree).

• Given cubes or blocks of the same size and shape, stacks several (2 to 4) to make a tower.
• Puts together and takes apart large LEGO TM blocks. May use trial and error to fit.
• Puts rings on stacker, but not in order of size.

• “My mom visits Grandma for lunch on Saturdays.”
• Knows the month of his or her birthday.
• “We don’t come to preschool on Saturday.”
• “I have soccer practice at 4 o’clock.”

• Draws picture or puts pictures in order to show the time sequence of events in a familiar routine.
• Relates events in a story she just heard in the correct order.
• Talks about plants growing, seasonal changes, or life cycle (butterfly, frog).

• Refers to something that happened in the recent past, such as, “My mom just got back from a trip.”
• Refers to an upcoming trip to see Grandma.
• Talks about an event that happened a week ago, but says it happened yesterday.

• Says, “After circle time, we get to go outside.”
• Uses or understands words related to order of events (before, after, and next).

• On arriving at school, puts lunch in cubby and goes to teacher to get name tag.
• Sees adult get sunscreen out. Goes over to adult and holds out arm for sunscreen. Runs outside after sunscreen is on.

• Waits for parent by door to pick him or her up after nap.
• Sees adult get sunscreen out, and goes over to door.
• Sees adult getting ready to turn on CD/tape player, and starts to dance.
• Tries to get in chair when she sees food.

• Smiles when adult sings.
• Attends to bottle when being fed.

• Has own pattern of sleep and wake cycles.
• Cries when hungry according to individual cycle.

• Separates shapes into four groups—blue circles, blue squares, red circles, red squares.
• Helps make a class chart of the number of boys with brown eyes, girls with brown eyes, boys with blue eyes, and girls with blue eyes.

• Separates shapes into circles and squares, regroups the shapes, then separates them into red and blue shapes.
• Helps make a class chart of the numbers of boys and girls and another chart of the numbers of children with brown eyes and blue eyes.
• Sorts buttons by color alone, then sorts again by shape or size or number of holes.

• Puts tiles into groups by size—big, medium, and small.
• During clean up, asks adult to put red, green, and yellow apples in different baskets.
• Puts away pencils, crayons, and markers into different baskets.

• Separates shovels from toys in sandbox during cleanup.
• Takes most of the yellow blocks out of the block box.
• Separates the horses from other farm animals, then adds two cows and a pig to the group of horses.

• Puts two circle tiles together.
• Puts two shoes together.

• Picks up book and puts with other books.
• Looks for baby bottle when playing with baby doll.
• Looks at child when that child’s parent walks into room.

• Shows recognition of familiar adult’s face or voice.
• Shows preference for own special blanket or toy from home.

• Looks at peoples’ faces.
• Turns away from or toward bright light or loud sound.

• Uses a piece of string to find out which bookshelf is taller.
• Uses a scale to weigh two rocks to find out which is heavier.
• Uses tiles to compare the length of two toy train cars.

• Asks adult to mark his “tall tape” on wall to see if he is taller today.
• Tries to use hands or a stick to measure the height of a block tower.
• Tries to use a scale to “see” how heavy a pinecone is.
• Fills a measuring cup twice to get two cups during a cooking activity.

• Puts four dolls that are very similar in size in a line from shortest to tallest.
• Points to pictures of three flowers in storybook from smallest to biggest.
• Puts the three Billy Goats Gruff figures in order from largest to smallest.

• Determines which of two pencils is longer by standing them side-by-side.
• Stands back to back with friend, and asks adult to see who is taller.
• Tries to find out which block is heavier by holding one in each hand.

• Looks at two girls and identifies the one with longer hair.
• Referring to his baby brother, says, “I’m bigger!”

• “I’m thirsty. I want a big glass of water.”
• Child uses a gesture to indicate how big an object is.
• Child grunts before picking up object he thinks will be heavy.

• When asked to, finds the “big doll.” Says, “Little baby.”
• Positions hands and/or legs far apart to “catch,” when told, “Here comes the big ball.”

• Stares at a large balloon.
• Excitedly pats a large stuffed animal.

• Uses colored cubes to make red-white-blue, red-white-blue pattern.
• Continues a clap-clap-stomp, clap-clap-stomp pattern begun by teacher.
• Creates own version of the head, shoulders, knees, and toes pattern.

• Creates a red-red-blue-blue, red-red-blue-blue pattern with different colored blocks on own.
• Adds red and blue beads to a red-blue, red-blue pattern to complete a bracelet.
• Builds a “fence” with blocks, making a big-little, big-little pattern.
• Uses yellow and black stones to copy a pattern of green and pink cubes.

• Uses objects like blocks, beads, or toys to duplicate a model pattern of the same materials.
• Puts toy animals in a pattern (duck, cow, duck, cow).
• Identifies a missing element in a pattern created by someone else.

• Uses objects like colored blocks to make a repeating pattern with adult’s help.
• Begins copying a red-blue, red-blue beads pattern made by adult, then adds extra beads to the end.

• Recognizes a simple repeating pattern, such as colored stripes on a friend’s shirt.
• Participates in part of a pattern song or rhythmic game by clapping, singing, or moving.

• Goes on a nature walk to collect leaves, and on return finds a book about leaves.
• After looking at worms under a magnifying glass, asks adult for a book on worms.
• After stay in the hospital, requests book, “Curious George Goes to the Hospital.”

• During a book sharing that involves discussion about pets, says that he has a black cat, too.
• Chooses books related to a particular theme, such as dinosaurs.

• Asks/comments about specific events or characters in book (“Why is the boy sad?” or “That dog is silly.”).
• When looking at print in the environment, asks or signs, “What’s that say?”
• “Reads” to a friend or stuffed toy.

• Has one or more favorite literacy activities (i.e., books, books on tape, and magazines).
• Initiates singing familiar songs and rhymes in play.
• Responds to simple questions about stories or songs (“How do the wheels on the bus go?”) verbally, in sign or by speech output.

• Chooses to play with books during free play.
• Asks adult to tell a story or sing a song.
• Brings or indicates book to be read.
• Listens to simple storybooks from beginning to end.
• When given a choice of activities, using a switch, would sometimes indicate that he wants story time.

• Sits next to adult who is reading to another child.
• Listens to story adult tells.
• Points to (indicates) an illustration or picture when asked questions.

• Briefly looks at pictures when adult is reading.
• Listens to simple songs or rhymes, and may do one basic hand motion with song.

• Quiets, sways, or looks to source of familiar music.
• Explores books (e.g., chews, shakes, bangs, looks at, touches, or squeezes).

• Looks at book held in child’s visual field.
• Quiets to sound of voice reading or singing.

• Uses many different print genres appropriately (looks at a menu and pretends to order; “reads” through a magazine; follows directions on signs).
• Makes a card for a sick friend.
• Follows simple recipe in an adult led cooking activity.
• Explores Braille labels on the shelves as he travels around the room.

• Notes when two print units (letters, words, phrases) are the same (“There’s two M’s on this page!” or “Those words are the same.”).
• Knows some vocabulary that describes print (e.g., “What’s this word?” or “There’s an L like in my name.”).
• Uses words that talk about print, including how it works and what it’s used for (e.g., “I’m reading to Juan.”).

• Holds book appropriately, turns the pages, and pretends to read to others (may use joystick/switch to turn the pages of a book on the computer).
• Differentiates between the role of print and the role of pictures (points to the words near a picture of the bunny and says, “That says bunny.”
• Produces familiar words and phrases in repetitive books when reading (“Brown bear, brown bear, what do you see…?”).

• Recognizes name on cubby.
• Recognizes logos of familiar brands.
• Stops tricycle at stop sign in play yard.
• Asks about Braille.

• Handles books following customary conventions (right-side up, turns pages from front to back).
• Helps adult turn pages.
• Participates actively with special book feature, such as pushing buttons to make noises.
• Turns pages using popsicle stick handles on an adapted book.

• Has a beginning repertoire of sight word vocabulary, (e.g., stop, go, and names of other children).
• Recognizes similarities between two written words (“Those both start with a B!”).
• Given time, names most of the alphabet such as when reading an alphabet book.
• Recognizes that words are separated by spaces.

• Identifies many upper and/or lower-case letters (e.g., on the title page of a book or while looking at a cereal box).
• Shows some awareness of the relationship between letter and words (“M is in my name, Mario”).
• Shows some awareness of the relationship between letters and sounds (“T goes /t/”).

• Correctly names some letters in storybooks, artwork or logos, or other presentations (alphabet poster).
• Finds the letter L on an alphabet puzzle.
• Differentiates own written name from other names.

• Identifies one letter from an array of letters or numbers in the environment (although may not be correct).
• Recognizes that print on signs gives information (e.g., that a stop sign means stop).
• Finds letter or letters that are in own name.
• Uses voice output box to say “stop” when near a stop sign.

• “Reads” story to self by following pictures in books.
• Gestures or verbalizes when an adult has skipped a page in a familiar story.

• Sees photo of family member and kisses it.
• See glasses of juice in book and pretends to drink.
• Looks for birds outside when adult shows bird pictures.
• Points to a picture of a dog in a book and says or signs “dog.”

• Sees a toy car and says, “Bye, bye.”
• Pretends to drink from a toy cup.

• Looks at or touches things or people named by adult.
• Looks outside when adult points outside.

• Follows a slow-moving object with eyes.
• Follows a slow-moving object paired with a sound (e.g., rattle).
• Reaches for a spot that is part of a design.

• Segments syllables from words (removes “ball” from “baseball” to get “base”).
• Segments sounds off of words (removes the /c/ from “cat” to get “at”).

• Blends two or more syllables into multi-syllable words (e.g., pic-nic or hot-dog).
• Blends sounds together to form words (m + at or m + a + t to make “mat”).

• “Cat and car sound alike in the beginning.”
• When asked, “Whose name starts with the /t/ sound?” Tonya raises her hand.
• Participates in songs and games that involve matching words with initial sounds.

• Identifies words that rhyme with “cat.”
• Can identify pairs of words that rhyme and pairs of words that don’t rhyme.

• Claps along or pats knees to break “elephant” into e-le-phant or “pancake” into pan-cake.
• Claps out each word in “I am Matt” in a name game.
• After hearing the “B” book by Dr. Seuss, uses the words, “big,” “blue,” and “bull” in play.

• Claps, stomps, or sings to nursery rhymes.
• Repeats the order of two or three sounds in the environment (repeats a pattern of two claps followed by one stomp).
• Repeats words playfully, “Banana fana,” or “Funny Bunny.”

• Child says, “ba-ba-ba.” Adult says, “da-da-da.” Child says, “da-da-da.”

• Babbles.
• Produces consonant-vowel sounds.

• Cries when hears loud noise.
• Responds differently to different sounds, i.e., settles down when he hears a familiar sound.

• Writes own name with letters formed almost correctly, although some or all may be a mirror image (may use letter stamps).
• Writes some simple words spelled correctly on own or by copying, for example, cat, stop, mom, I, and go (may use computer to write).

• Makes a grocery list using mock and real letters, for example, an up-side-down T, M, O, and an attempted letter.
• Writes name with some letters formed correctly.
• Writes label on picture.
• Asks teacher to make a model of a word or letter so he can copy it.

• “Writes” own name on a drawing using scribbles, random symbols, or letter-like marks.
• Makes a card and tells adult what to write on it.
• Attributes meaning to what one writes (points to a scribble and says, “This says ‘Mommy.’”).
• Makes list and says, “I’m going shopping for milk and bread and cookies.”

• Produces different marks to represent different objects or events (circles, scribbles).
• Scribble writes next to a picture.
• Plays with traditional or adaptive keyboard to scribble.

• Attempts to recreate a mark, or make a line look a certain way.
• Imitates O, |, or —.

• In a familiar story, makes predictions about what will come next. Says, “That caterpillar is going to eat more food.”
• When seeing a familiar character in a book, says, “Curious George is going to get in trouble.”

• Places story picture cards or flannel graph pictures in order as retelling story. Explains the steps of planting a seed after reading “The Carrot Seed.”
• With proper positioning and materials, draws pictures to relate events of a story.

• Communicates, “I have a dog too.”
• Communicates, “My mommy goes to work too.”

• Comments, “Curious George is jumping.”
• Points to a picture and says/signs/uses voice output device to ask, “What’s that?”

• While reading a story, child responds to “Where’s Spot?”
• Answers simple questions, such as “What did Brown Bear see?”
• Responds to “What did Polar Bear hear?”

• Creates own dance steps to music.
• Participates in active play sequences that combine running, jumping, throwing, catching, kicking, etc.
• Throws a FrisbeeTM.

• Gallops.
• Hops.
• Pumps swing using legs.
• Skips.
• Bounces a ball.

• Climbs stairs with alternating feet without holding rail.
• Moves under, over, and through obstacles.
• Climbs vertical ladders on playground.
• Pedals tricycle or steers a wheelchair.

• Runs.
• Jumps forward.
• Walks up steps with alternating feet using rail.
• Throws and catches large ball.

• Walks forward.
• Steps sideways without holding on.
• Steps backward.
• Walks up to a large ball in order to “kick” it.
• Uses a walker without help.

• Holds on to table and sidesteps around it.
• Takes step forward and sideways while holding on to furniture.
• Uses table to pull body into standing position.
• Uses a walker with help.

• Crawls to other side of room.
• Creeps toward adult.
• Scoots or rolls in direction of toys.
• Gets up on all fours.
• Uses a scooter board independently.

• Turns head and reaches for toy.
• Waves arms and kicks legs at the same time.
• Rolls from back to stomach and stomach to back.

• When head is turned to one side, arm on the same side extends.
• Leg kicking is jerky.

• Runs and kicks a ball.
• Holds Ping-Pong ball on spoon while walking.
• Walks on a low wall or low balance beam.
• Balances a bean bag on his or her head.
• Hops on one foot for five or more hops.

• Hops on one foot for a few hops.
• Runs and jumps over small objects.
• Jumps down from 2-foot stair or box.

• Balances on one foot without support for a few seconds.
• Walks on line without stepping off the line.

• Briefly stands on one foot while putting other foot through leg of pants.
• Carries a large stuffed bear across a room.
• Kicks a ball.
• Uses arms while standing to try to catch a large ball that is thrown to him or her.

• Stands freely.
• Bends over and picks something up off the floor.
• Squats down from a standing position to pick up toy and then stands again.

• Gets to all fours from sitting position.
• Balances body while adult holds hand.
• Holds on to table for balance while walking around it.
• Uses walker for balance.

• Sits without support.
• Extends arms to sides to prevent falling while sitting.

• Holds head up while being held or sitting in a car seat.
• Lifts head and chest when on stomach.
• Sits with support.

• Lies on back as positioned by adult.
• Remains in one position unless repositioned.
• Depends on adult to support head.

• Places paper clips on paper.
• Holds deck of card and sorts them.
• Uses fork and knife to cut.
• Cuts out picture following general shape.

• Holds writing tool with correct position (thumb and two fingers).
• Laces two holes in shoes.
• Buttons small buttons.

• Unbuttons large buttons.
• Spreads with knife.
• Strings beads.
• Peels stickers from paper backing.

• Puts pop-beads together.
• Stirs with both hands on spoon.
• Shovels with both hands on shovel.
• Rolls a snake or makes a ball with play dough.

• Uses a turning motion with hand and wrist while trying to open twist tops.
• Pulls up a zipper that is started by an adult.
• Feeds self using spoon while holding bowl with other hand.

• Holds spoon using thumb and fingers to feed doll.
• Picks up small object using thumb and more than one finger.
• Puts things into small openings.
• Pulls VelcroTM to undo shoes.
• Uses index finger and thumb to pick up a piece of food.

• Adjusts grasp to size and shape of toy or food.
• Holds crayon with full fist.
• Releases one object to take another.

• Reaches out and grasps objects near body.
• Curls fingers and pulls objects closer in a “raking” motion.
• Keeps hands open most of the time.
• Manipulates objects with hands and fingers.

• Curls fingers around adult’s finger when placed in palm.
• Holds hands in fisted position.

• Uses keyboard and mouse with accuracy.
• Attempts to copy a square (may be lopsided with rounded corners).
• Uses an eyedropper filled with food coloring to stain an ice cube.

• Strings small beads following a simple pattern.
• Connects LEGOTM-type blocks to construct simple structures.

• Copies simple drawing such as horizontal lines, vertical lines, or circles.
• Experiments with use of scissors.
• Moves computer mouse.
• Uses hammer to pound nails into soft wood.

• Holds two cups while pouring water from one to the other.
• Holds butterfly net with two hands while trying to catch a butterfly.

• Uses crayon to make up-and-down or side-to-side strokes while holding paper with the other hand.
• Turn pages in a book while holding the book with the other hand.
• Adds an object to a stack of objects, while stabilizing the existing stack of objects with the other hand.

• Puts objects into container.
• Puts one object on top of another (block).
• Places objects in defined space (e.g., large pegs in pegboard).

• Attempts to grasp things that are moving.
• Bangs two toys together.
• Transfers something from one hand to the other.
• Pokes with finger.

• Tracks objects when held in sitting position or when lying on back.
• Looks at hands.
• Plays with hands at midline.
• Reaches toward objects.

• Looks at mobile.
• Briefly follows object by looking and moving head when lying on back as object is moved from side to midline.

• Reminds others to wash their hands after eating.
• Communicates rationale for some personal care routines (e.g., covering mouth while coughing).

• Washes hands on own (may use adaptive equipment) before eating or after toileting.
• Uses tissue when needed without being reminded.

• Washes hands but needs adult to turn off faucet completely.
• Brushes teeth with assistance for stability.
• Toilets with minimal adult assistance.

• Turns on water to wash hands.
• Wipes nose when adult provides tissue.
• Indicates need to go potty on time.

• Lifts legs when adult is changing diaper.
• Holds hands under faucet for adult to wash.

• Turns head away when adult wipes nose.
• Kicks legs during diaper change; reaches toward adult.
• Quiets during diaper change.

• Buttons up pants.
• Puts on shoes correctly.

• Puts on shirt, sweater, pants or jacket (may need extra time or stable position).
• Knows front and back of clothing.
• Fastens by zipper or VelcroTM (may need to use a zipper with large zipper pull).

• Removes shirt.
• Removes dress or sweater.

• Pulls pants down with assistance.
• Pulls pants up with assistance.
• Removes coat with assistance.

• Pulls off sock.
• Puts arms through sleeve.
• Removes hat.
• Puts on shoes with assistance.

• Allows adult to dress him or her.
• Looks up to adult who is dressing her.
• Extends arms while being dressed.

• Fixes a sandwich.
• Prepares a bowl of cereal and milk (may need extra time).
• Cuts and spreads with a knife.

• Pours from a container.
• Serves self from a bowl.
• Spreads with a knife.

• Uses utensils to feed self whole meal (may use adaptive bowl).
• Eats meal independently with adaptive seating.
• Holds and drinks from a cup with some spilling.
• Feeds self with spoon (may be an adaptive spoon) with some spilling.

• Uses fingers to eat small pieces of food.
• Drinks from cup with assistance.
• Holds spoon with assistance.

• Swallows strained or pureed food.

• Sucks from a nipple or bottle.

• Reminds others to walk inside the classroom.
• Redirects self or others to follow safety rules (e.g., turns trike around if traveling in wrong direction).
• Communicates rationale for simple rules (e.g., not running into the street).

• Picks up toys/materials when dropped on floor.
• Uses climbing/outdoor play equipment safely (e.g., jumps down from safe heights).
• Uses equipment/devices (e.g., cane) appropriately.

• Rides trike on trail and wears a helmet.
• Leaves scissors at the table.

• When reminded, takes adult’s hand while crossing street.
• Waits for adult assistance during transition to different position (e.g., moving from walker to chair).
• Follows adult direction in using toys/materials safely (e.g., building a block tower within safe limits).

• Moves or signals to adult when frightened or unsure.
• Holds out hand for adult when walking down a step or ramp.
• Uses adult to assist in transitioning from different positions.

• Looks, reaches, or orients toward adult when frightened or unsure.
• When being carried, clings to adult when feeling adult’s grip loosen.
• Allows adult to place and strap in stroller, car seat, or high chair.