A child is typically able to do the following:

By age one

• Reaches, grasps, puts object in mouth 
• Picks things up with pincer grasp (thumb and one finger) 
• Transfers object from one hand to the other 
• Drops and picks up toy 
• Feeds self cracker 
• Holds cup with two hands, drinks with assistance 
• Holds out arms and legs while being dressed
• Follows moving object with eyes 
• Recognizes differences among people; responds to strangers by crying or staring 
• Responds to and imitates facial expressions of others 
• Responds to very simple directions 
• Imitates gestures and actions 
• Puts small objects in and out of container with intention

Between ages one and two

• Builds tower of three small blocks 
• Puts four rings on stick 
• Places five pegs in pegboard 
• Turns pages two or three at a time 
• Scribbles 
• Turns knobs 
• Throws small ball 
• Paints with whole arm movement, shifts hands, makes strokes
• Uses spoon, spilling little 
• Drinks from cup with one hand, unassisted
• Chews food 
• Unzips large zipper 
• Indicates toilet needs 
• Removes shoes, socks, pants, sweater
• Imitates actions and words of adults 
• Understands and follows simple, familiar directions 
• Responds to words or commands with appropriate action 
• Is able to match two similar objects 
• Looks at storybook pictures with an adult, naming or pointing to familiar objects on request
• Recognizes difference between you and me 
• Has very limited attention span 
• Accomplishes primary learning through own exploration

Between ages two and three

• Strings four large beads 
• Turns single pages 
• Snips with scissors 
• Holds crayon with thumb and fingers (not fist) 
• Uses one hand consistently in most activities 
• Imitates circular, vertical, horizontal strokes 
• Paints with some wrist action; makes dots, lines, circular strokes 
• Rolls, pounds, squeezes, and pulls clay
• Uses spoon, little spilling 
• Gets drink form fountain or faucet independently 
• Opens door by turning handle 
• Takes off coat 
• Puts on coat with assistance 
• Washes and dries hands with assistance 
• Responds to simple directions 
• Selects and looks at picture books, names pictured objects, and identifies several objects within one picture 
• Matches and uses associated objects meaningfully 
• Stacks rings on peg in order of size 
• Recognized self in mirror, saying baby or own name 
• Can talk briefly about what he or she is doing; imitates adult actions 
• Has limited attention span; learning is through exploration and adult direction 
• Is beginning to understand functional concepts of familiar objects and part/whole concepts

Between ages three and four

• Builds tower of nine small blocks 
• Drives nails and pegs 
• Copies circle 
• Manipulates clay material (rolls balls, snakes, cookies) 
• Pours well from small pitcher 
• Spreads soft butter with knife 
• Buttons and unbuttons large buttons 
• Washes hands independently 
• Blows nose when reminded 
• Uses toilet independently 
• Recognizes and matches six colors 
• Intentionally stacks blocks or rings in order of size 
• Draws somewhat recognizable picture that is meaningful to child if not to adult; names and briefly explains picture 
• Asks questions for information: why and how questions requiring simple answers 
• Knows own age 
• Knows own name 
• Has short attention span; learns through observing and imitating adults and by adult instruction and explanation; is very easily distracted 
• Has increased understanding of concepts of the functions and grouping of objects and part/whole 
• Begins to be aware of past and present

Between ages four and five

• Cuts on line continuously 
• Copies cross 
• Copies square 
• Prints some capital letters
• Cuts soft foods with a knife 
• Laces shoes
• Plays with words: creates own rhyming words, says or makes up words having similar sounds 
• Points and names four to six colors 
• Matches pictures of familiar objects 
• Draws a person with two to six recognizable parts, such as head, arms, and legs; can name or match drawn parts to own body 
• Draws, names, and describes recognizable pictures 
• Rote counts to five, imitating adult 
• Knows own street and town 
• Has more extended attention span; learns through observing and listening to adults, as well as through exploration; is easily distracted 
• Has increased understanding of concepts of function, time, part/whole relationships; function or use of objects may be stated in addition to names of objects 
• Time concepts are expanding; can talk about yesterday or last week, about today, and about what will happen tomorrow

Between ages five and six

• Cuts out simple shapes 
• Copies triangle 
• Traces diamond 
• Copies first name 
• Prints numerals 1 to 5 
• Colors within lines 
• Has adult grasp of pencil 
• Had handedness well established 
• Pastes and glues appropriately
• Dresses self completely 
• Ties bow 
• Brushes teeth independently 
• Crosses streets safely
• Retells story from picture book with reasonable accuracy 
• Names some letters and numerals 
• Rote counts to ten 
• Sorts objects by single characteristics 
• Is beginning to use accurately time concepts of tomorrow and yesterday 
• Uses classroom tools meaningfully and purposefully 
• Begins to relate clock time to daily schedule 
• Attention span increases noticeably; learns through adult instruction; when interested, can ignore distractions 
• Concepts of function increase as well as understanding of why things happen; time concepts are expanding into an understanding of the future in terms of major events

Last updated February 13, 2008