SELF-AWARENESS
- Expresses ownership by saying "me" or mine"
- Develops fears, especially of large animals
- Hoards possessions
- Tests powers of self-assertion
- Has pride in own clothes, especially shoes
- Refers to self by name
- Initiates own play activities
SELF CONTROL
- Exhibits peak tantrum behavior
- Continues tantrum despite distractions
- Says "no" but may submit
- Demands independence (e.g. "I can do it myself)
- Displays dependent behavior (e.g. clings and whines)
- Becomes easily frustrated
- Resists bedtime
- Negotiates when told "no" (e.g. whines, acts winsome)
INTERPERSONAL RELATIONSHIPS
- Displays shyness with strangers
- Enjoys experimenting with adult activities
- Becomes aware of sex differences
SOCIAL PLAY
- Begins to exchange toys with other children with adult help
- Shows sympathy toward other children
- Knows names of playmates
- May be aggressive
ADAPTIVE BEHAVIOR
- Feeds self easily with spoon, rarely spilling
- Takes pride in clothing
- Puts on simple garments without differentiating front/back, right/left
- Puts on shoes
- Demonstrates improved self toileting with reminders
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PROBLEM SOLVING
- Begins to use foresight in problem solving
- Increases sophistication of tool usage
- Demonstrates awareness of adult standards by trying to correct the violation
CAUSALITY
- Requests that actions be instigated
- Recognizes operations of an increasing variety of mechanisms
- Reconstructs operational sequence at a later time to operate a toy
- Shows increasing capacity to infer a cause, given only its effect
- Shows increasing capacity to foresee an effect, given a cause
- Relates one experience to another using logic (e.g. understands if/then logic)
CLASSIFICATION
- Replaces the silent act of clustering with linguistic categorization
- Matches objects by color, shape, and size
- Matches objects and pictures
- Discriminates sizes (e.g. mommy and baby objects)
- Demonstrates the ability to transpose objects (e.g. heavy ball is daddy and light ball is baby)
- Recognizes parts and their corresponding wholes
MEMORY
- Can think about past events
- Requests distant and absent objects
- Uses more subtle environmental cues to anticipate future events
- Recalls and repeats fragments of songs
- Follows two part directions
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IMITATION
- Imitates actions of others
- Represents daily experiences
ROLES
- Increases variety of roles assumed
- Uses replica as an active recipient (e.g. feeds doll accompanied by taking)
- Switches roles within simple dramatic play events (e.g. takes photograph and gets photograph taken)
ACTIONS
- Uses three to five related actions carried out in sequence
- Narrates with replicas
OBJECTS
- Uses similar object as a signifier for absent object (e.g. uses a box for a doll bed)
- Uses own body representationally (e.g. falls like a leaf)
- Mimes with object support (e.g. pours imaginary liquid from pitcher)
- Searches for objects relative to a planned script
- Draws representationally, in collaboration with an adult
SPATIAL
- Orients personal accessories approximately (e.g. puts sunglasses on ridge of nose and at ear level)
- Aligns multiple objects
- Constructs in a vertical plane (e.g. stacks six one inch cubes)
- Matches objects with common relational parts (e.g. completes form puzzle reversed)
- Begins to combine by size (e.g. nests four cups
- Places chairs around doll table and sets table with dishes and cups
SENSORY
- Fills, pours, and dumps
- Enjoys finger painting, modeling clay, water play, and sand play
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AUDITORY PROCESSING
- Repeats two or more elements correctly
- Demonstrates rhythm to music
VOCABULARY/CONCEPTS
- Identifies six or more body parts
- Identifies at least ten familiar pictures
- Identifies action words and details in pictures
- Understands functions of several familiar objects
- Identifies characters seen on television
- Discriminates mine, yours, I my, me
- Begins to understand qualitative concepts (e.g. big, little)
- Begins to understand quantitative concepts (e.g. one, many, two)
- Understands spatial concepts (e.g. in, on, under)
COMMANDS
- Completes two part related commands (e.g. put the baby in the car and shut the door
- Completes two or three parts of a command (e.g. pick up the ball, car and dog)
- Remembers a series of three simple, related commands (e.g. Pick up the baby, give it a kiss and put it to sleep)
QUESTIONS
- Answers what, where, what do, questions
- Completes open ended familiar sentence (e.g. put the juice in my ________)
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VOCALIZATION/PHONOLOGY
- Masters syllableness (e.g. apple)
- Masters pre-vocalic consonants (e.g. ball)
- Masters post-vocalic consonants (e.g. hat)
- Produces stridency /s,z/ and velar /k,g/ deviations
IMITATION
- Remembers and sings phrases of familiar songs
INTENTION/DISCOURSE
- Commands others
- Expresses feelings
- Seeks information
- Comments on self, others, and objects
- Demonstrates recognition of humor
- Participates in social routines
SEMANTICS
- Produces approximately 5O-300 words
- Uses nouns and verbs half of the time
- Names at least one color correctly
- Refers to self using name or pronoun
- Produces word combinations with the following semantic relations:
action-locative (e.g. jump up)
action-object (e.g. hit ball)
agent-action (e.g. boy jump)
agent-object (e.g. mom cookie)
attribute (e.g. big ball)
object-locative (e.g. ball up)
possessive (e.g. my shoe)
SYNTAX
- Uses two to three pronouns (e.g. me, you, I, it)
- Uses present progressive (e.g. -ing)
- Uses plural (e.g. -s, -es)
- Uses possessives (e.g. 's) Uses wh- questions
- Uses articles a, the, and the conjunction and
- Uses three word phrases frequently
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