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

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