healthy beginningscte.jhu.edu/onlinecourses/healthybeginnings/hbfinal.pdf · division of early...

Division of Early ChilDhooD DEvElopmEntOffice Of child care

HealtHyBeginnings :

Supporting Development and Learning from Birth through Three Years of Age

www.marylandhealthybeginnings.org

Every Baby, Every Child

http://www.marylandhealthybeginnings.org

James H. DeGraffenreidt, Jr.President, Maryland State Board of Education

Dr. Nancy S. GrasmickSecretary/Treasurer of the BoardState Superintendent of Schools

Rolf GrafwallnerAssistant State SuperintendentDivision of Early Childhood Development

Martin OMalleyGovernor

The Maryland State Department of Education does not discriminate on the basis of race, color, sex, age, national origin, religion, disability, or sexual ori-entation in matters affecting employment or in providing access to programs. For inquiries related to Department policy, please contact:

Equity Assurance and Compliance OfficeOffice of the Deputy State Superintendent for AdministrationMaryland State Department of Education200 W. Baltimore Street - 6th FloorBaltimore, Maryland 21201-2595410-767-0433 - voice410-767-0431 - fax410-333-6442 - TTY/TDD

For more information about this publication, contact 410-767-0335 2010 Maryland State Department of Education

We would like to thank the following members of our national panel of expert reviewers:

Melinda Brookshire: Senior Program Associate, WestEd Center for Child and Family Learning

Dr. Carol Copple: Director, Publications and Initiatives in Educational Practice, National Association for the Education of Young Children (NAEYC)

Kim Cosgrove: Program Director, PACTs Therapeutic NurseriesAmy Dombro: Author, Creative CurriculumDr. Charles Flatter: Professor Emeritus, The Institute for Child Study, University of

MarylandLinda Gillespie: Technical Assistance Manager, National Infant Toddler Child Care

Initiative, Zero to ThreeWhit Hayslip: Assistant Superintendent for Early Childhood Education, Los Angeles

Unified School DistrictCarole Norris-Shortle: Clinical Assistant Professor, University of Maryland School

of MedicineDr. Jane Squires: Professor, College of Education; Director, Center on Human

Development; Director, Early Intervention Program, University of Oregon Dr. Bonnie Tyler: The Institute for Child Study, University of Maryland

We would like to thank the following individuals for their participation on the MSDE Curriculum Advisory Committee:

Lindi Mitchell Budd, M.Ed.: Maryland State Department of Education, Office of Child Care

Francesca Carpenter, M.S.: Project Manager, Johns Hopkins University Center for Technology in Education

Michael Cockey: Maryland State Department of Education, Early Learning SpecialistLouise J. Corwin: Executive Director, Ready At FiveDonna Fowler: Director of Public Policy, Maryland State Family Child Care

AssociationMarcella Franczkowski: Maryland State Department of Education, Branch Chief/

Program Manager, Early Childhood and Intervention BranchRobin L Hopkins, M.S. Ed.: Project Manager/Instructor, Johns Hopkins

University Center for Technology in EducationElizabeth Kelley, M.A.: Maryland State Department of Education-Division of Early

Childhood Education, Director, Office of Child Care Rosemary King Johnston: Executive Director, Governors Office for ChildrenJennifer A. Nizer, M.Ed.: Director, Johns Hopkins Bayview Child Development

Acknowledgements

The Guidelines were originally produced by theOffice of Child Care while under the Departmentof Human Resources with financial support fromThe Maryland State Department of Education.

We would like to thank the following individuals for participating in the development of the original Guidelines as part of the Good Start, Grow Smart Workgroup.

Jennifer Arnaiz: Montgomery County Child Care Resource & Referral Center

Miriam Baldwin: Instituto de Educacion InfantilLinda Behsudi: Howard County Child Care Resource CenterLouise Corwin: Ready at FiveDr. Rolf Grafwallner: Maryland State Department of Education, Early

Learning SectionDorothy Hale: Child Care Administration Office of Program DevelopmentLeslie Hamm: Montgomery County Early Childhood OfficeTresa Hanna: Baltimore City Child Care Resource CenterDolores Harmon: Child Care Administration, Region 7 - Western MarylandCatherine Howanstine: Teacher, Facilitator, WriterCecilia Johnson: Trainer Baltimore CityValerie Kaufmann: Maryland State Department of Education, Judy Center

CoordinatorElizabeth Kelley: Child Care Administration Office of CredentialingKaren Kerber: Center Director Montgomery CountyKaren Knabe: Family Child Care Association Howard County/StateBeverly Knight: Friends of the FamilyBarbara McCready: Child Care Administration, Region 6 Howard

CountyDebbie Metzger: Maryland State Department of Education, Special

EducationJean Mitchell: Friends of the FamilyMary Montgomery: Community Partnership Manager Washington

CountyDebbie Moore: Family Child Care AdvocateJoyce Nixon: Maryland State Department of Education, Accreditation

ProjectCathy Perry: Judith P. Hoyer Center - Frederick CountySteve Rohde: Maryland Committee for ChildrenPat Rosensteel: Head Start, Child Care - Frederick CountyAnnette Searfoss: APPLES for ChildrenClare Siegel: Friends of the FamilyMargo Sipes: Center Director Baltimore CityDebbie Slack-Katz: Governors Office for Children, Youth & Families,

Home VisitingGinny Smith: Harford County Public SchoolsBarbara L. Tayman: National Child Care Information CenterCecelia Tilghman: Child Care Administration Office of CredentialingLinda Zang: Maryland State Department of Education, Head Start

Center; President, Maryland State Child Care Association Jacqueline A. Nunn, Ed. D.: Director, Johns Hopkins University Center

for Technology in Education; Associate Dean, Johns Hopkins University School of Education

Tamara Swanson Otto: Coordinator, Research and Evaluation, JohnsHopkins University Center for Technology in Education

Joyce Pinkney, Ed. D.: Maryland State Department of Education-Division of Early Childhood Education

Steve Rohde: Deputy Director Resource and Referral Services, Maryland Family Network

Dr. Barbara Payne Shelton: Consultant, Early Childhood Educational Consultants, LLC; Adjunct Instructor, Towson University

Margo Sipes: Executive Director, Downtown Baltimore Child CareJena Valle Smith: Maryland State Department of Education-Credentialing

Branch, Training Approval Coordinator Office of Child Care Chris Swanson: Director of Early Childhood Initiatives, Johns Hopkins

University Center for Technology in EducationNancy Vorobey: Maryland State Department of Education, Section Chief,

Early Childhood Intervention & Education BranchLinda Zang: Maryland State Department of Education, Chief, Collaboration

and Program Improvement Branch

Philosophy Statement ............................................................................................. PAGE iv

Guidelines: Birth to Four Months ......................................................................................... PAGE 1 Four to Eight Months ........................................................................................ PAGE 4 Eight to Twelve Months ..................................................................................... PAGE 8 Twelve to Eighteen Months ..............................................................................PAGE 12 Eighteen to Twenty-Four Months ....................................................................PAGE 18 Twenty-Four to Thirty Months ........................................................................PAGE 25 Thirty Months to Three Years ...........................................................................PAGE 33 Three Years Old ..............................................................................................PAGE 42

Appendix Glossary of Terms Used ...................................................................................PAGE 54 Resource List ...................................................................................................PAGE 55 Resources Used ...............................................................................................PAGE 56

Using Healthy Beginnings:Supporting Development and Learning from Birth through Three Years of Age

Healthy Beginnings: Supporting Development and Learning from Birth through Three Years of Age is intended for use by anyone who lives or works with infants or young children. The guidelines can be used as a reference guide, or as a resource for planning daily or weekly activities. Use the guidelines by first locating the childs age in months and choosing a developmental area. Use the Indicators (The baby may) to identify Activities (You can) that will support the child in meeting that indicator. Use the Examples (The baby might) to deter-mine if the child has met that indicator. You can also determine a starting point by identifying behaviors or actions that a child is already displaying. Once youve identified those behaviors or actions, use the Activities and Examples to develop plans that support the childs progress to the next Indicator. In this way, you can support learning through the Indicators regardless of the childs chronological age.

Keep in mind that not all children develop at the same rate, so the age ranges should be used as suggestions. Caregivers can and should plan activities that meet the needs of each particular child in their care. Addition-ally, everyone involved in a childs care should communicate daily about the childs activities, interests, and development, maintaining open communication and being sensitive to the childs and familys needs.

HealtHy Beginnings :Supporting Development and Learning from Birth through Three Years of Age

Table of Contents

Publication Date: November, 20102004 - Originally published as: The Guidelines for Healthy Child Development and Care for Young Children (Birth - Three Years of Age)

2007 - Guidelines were updated

Children are born with tremendous potential and capacity for learning across all developmental domains: physical, cognitive, emotional, language, and social development. Brain development in early childhood is influenced by heredity, experiences, and relationships. The adults who live with and care for infants and young children play an important role in laying the foundation and setting the stage for learning success. This set of developmental and learning guidelines was developed to ensure that the people who care for infants and young children have the knowledge and resources to support and encourage children during the ongoing process of growth and learning. These guidelines will help those living or working with young children to recognize appropriate behaviors and set realistic expectations for infant, toddler, and preschooler growth, development, and learning.

The Guidelines for Healthy Child Development and Care for Young Children (Birth - Three Years of Age) was originally compiled in 2004 by a workgroup composed of early childhood professionals, to be compatible with the Maryland Model for School Readiness (MMSR) and the Maryland State Curriculum, making the guidelines an important part of a Birth-Grade 12 learning continuum. The guidelines also met the expectations of the No Child Left Behind Act, National Association for the Education of Young Children (NAEYC), and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE), which were stated in a joint posi-tion paper of November 2002. The Guidelines were updated in 2007. Early learning guidelines can be a valuable part of a comprehensive high quality system of services for young children, contributing to young childrens educational experiences and to their future success. But these results can be achieved only if the early learning standards (1) emphasize significant, developmentally appropriate content and outcomes; (2) are developed and reviewed through informed, inclusive processes; (3) use implementation and assessment strategies that are ethical and appropriate for young children; and (4) are accompanied by strong supports for early childhood programs, professionals, and families.

In 2009, the Maryland State Department of Education Division of Early Childhood Development began a revision of these guidelines and changed the name to Healthy Beginnings: Supporting Development and Learning from Birth through Three Years of Age. The revision process was intended to ensure that the information continued to meet the goals of being family-friendly, accurate, and developmentally appropriate. It is our hope that families, child care providers, special educators, family services workers and others who use Healthy Beginnings will confidently embrace their roles as a childs earliest teachers and will strive to do all that they can to meet needs of the children in their care by supporting and encouraging them along the continuum of learning.

MILESTONES CAN OCCUR AT DIFFERENT RATES AND STAGES IN A CHILDS DEVELOPMENT. HEALTHY

BEGINNINGS: SUPPORTING DEVELOPMENT AND LEARNING FROM BIRTH THROUGH THREE YEARS OF AGE

IS INTENDED TO BE A RESOURCE FOR CAREGIVERS. IF YOU HAVE qUESTIONS OR CONCERNS ABOUT AN

INFANTS OR YOUNG CHILDS DEVELOPMENT, PLEASE CONSULT WITH YOUR PEDIATRICIAN OR OTHER

MEDICAL PROFESSIONAL. FOR CHILD CARE CENTER STAFF, CONSULTATION MAY INCLUDE YOUR

PROGRAMS DIRECTOR, EDUCATION COORDINATOR, OR OTHER EARLY CHILDHOOD ADMINISTRATOR.

HealtHy Beginnings :Supporting Development and Learning from Birth through Three Years of Age

Philosophy Statement

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Personal and Social

Language

Cognitive

Physical

PS

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CBirth tO fOur MOnthsPersonal and Social Development

1. Express comfort and discomfort, enjoyment and unhappiness in her environment

2. Calm herself

3. Show interest in familiar adults

4. Show awareness of other children

5. Demonstrate attachment to individuals

Cry,smile,wiggle,gurgle,fussandusefacial expressions to let people know how she feels

Enjoysoothing,tactilestimulation

Learntoclosehereyes,suckonfist,orturn head away from distractions

Begintofollowregularpatternsofeatingand sleeping

Quietwhenyouintervenewithrocking,talking, singing, or dimming lights

Indicatewhensheneedsrestbyclosingher eyes or turning away from distractions

Fuss,cry,orcootoinitiateinteractionswith adults

Turntovoicesoffamiliaradults Smilewhenseeingorhearingthem Developasenseoftrust

Begintoshowrecognitionoffamiliarchildren with facial expressions, noises or body language and facial expressions

Seeandenjoyolderchildren

Turnherheadtowardafamiliarcaregiver Lookinthedirectionofyourvoice Imitateyoursmile Begintotrackyourmovements

Followherleadandrespondwhen she cries

Givesmiles,hugs,andotherwarmphysical contact to help baby feel secure, parents can also give skin to skin contact

Askyourself,Whatisthebabytellingme? and then respond appropriately

Showthebabyyourfaceandtalkorhum softly

Placeyourhandonthebabysstomachor back

Pickbabyupandrockgently Rubthebabysbackanddimthelights Identifyandfollowthebabyseating

and sleeping patterns Givethebabyconsistentlovingcare,

respecting individual needs

Ensurethatthebabyhasaprimarycaregiver

Respondtothebabywithpositivefacial expressions, actions and words

Establisheyecontactregularly Usegentlefacialexpressionsandtones Playpeek-a-boowiththebaby

Placebabiesneareachother,whenawake

Letthebabywatchandinteractwithchildren of all ages in a supervised setting

Speakdirectlytothebaby Makeeyecontactwhentalkingtothe

baby Placebabysafelyincarriersothat

baby can observe your movements

Indicators (The baby may): Examples (The baby might): Activities (You can):

A. Feelings about Self and Others PS

Personal and Social

Language

Cognitive

Physical

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CBirth tO fOur MOnthsLanguage Development

1. Listen and express herself

Reactstronglytonoisebyeitherbeingsoothed or frightened

Usesounds,body,andfacialexpressions to express pleasure or displeasure

Crytocommunicatehunger,painor discomfort

Babbleorcoowhenhearingavoice Copysomefacialexpressionsand

movements Respondtonoisesintheenvironment Appeartolisten Smileormakenoisestosustaincontact

with you Turnheadtolookatyou

Talkwiththebabydirectlyandface- to-face

Followherlead,andrepeatsounds she is making

Avoidtalkingtooloudlyorabruptly Occasionallyplaydifferentkindsof

music from CDs, tapes or musical toys Singandhumtothebabyregularly Introducesimplesignlanguagesigns

for common words, for example, nap, hungry, diaper, more


A. Understanding and Communicating

USE A GENTLE, PLEASiNG TONE OF vOicE whEN TALkiNG TO iNFANTS AND chiLDREN. iNFANTS AND chiLDREN MAY REAcT NEGATivELY TO hARSh, iMPATiENT, OR SARcASTic vOicES.

ENcOURAGE LANGUAGE DEvELOPMENT BY TEAchiNG ThE BABY SiMPLE SiGNS. SPEAk AND SiGN AT ThE SAME TiME.

BABY SiGN LANGUAGE BASicS BY MONTA Z. BRiANTTEAch YOUR BABY TO SiGN BY MONicA BEYER

2. Recognize and react to the sounds of language

3. Begin to build a receptive vocabulary

Reacttoanewnurseryrhymebykick-ing legs; smile or suck calmly on a pacifier when hearing a familiar nursery rhyme

Repeatsounds,enjoyandexperimentwith making different sounds (e.g., cooing, gurgling)

Cooinresponsetocaregivers conversation with her

Showmomentaryattentiontoboardbooks with bright colors and simple shapes, especially faces

Reacttocolorsandshapesbycooing or moving her hands

Usenurseryrhymes,chantsand repetitive language

Singsongsandrepeatnurseryrhymesfrequently

Readwiththebabyinyourlap Talkabouteverydayobjects

Usethebabysprimarylanguage, when possible

Usesimplebooksandnameobjects


B. Early Literacy: Pre-Reading and Pre-Writing

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CBirth tO fOur MOnthsCognitive Development

A. Discovering and Learning

1. Begin to understand that she can make things happen

Playwithherhands Exploretoyswithherhandsandhermouth Turnherheadtofollowobjectswhen

removed from sight Turnhisheadinthedirectionofaloudnoise Repeatsenjoyableactionsoractionsthat

caused a noise, such as shaking a rattle

Provideasafeandstimulatingenviron-ment for the baby to explore and solve problems

Providecomfortablefloorspacetoprovide freedom of movement

Playpeekabooinavarietyofways Provideclean,saferattleandtoysfor

the baby to hold and mouth Respondquicklytothebabysneeds Smileandgivethebabyyourcomplete

attention to help the baby focus and interact


1. Use many repetitions to move various body parts

Bringhandstogethertograspand shake toys

Graspandreleasethingsthatshetouchesaccidentally

Reachforobjectsandswipeatdanglingobjects

Raiseherhead,archherbodyandflex her legs

Begintotrytorolloverandsometimeskick herself over

Pushupbyhandsorforearmswhenon her stomach

Bringherhandstohermouth Pushdownonherlegswhenplacedona

firm surface

Givethebabylightweightrattlesorsoft, bright patterned toys that make soft noises

Provideasafeandcomfortablefloorspace to allow freedom of movement

Includedailysupervisedtummytime Securelyattachanunbreakablemirror

inside the crib and near the play area Hangamobilewithhighlycontrasting

colors above the crib Supportthebabysheadwhenholding

her Frequentlychangeanawakebabys

position


Physical Development

A. Coordinating Movements

LiMiT ThE AMOUNT OF ExPOSURE TO TELEviSiON AND OThER MEDiA FOR iNFANTS AND YOUNG chiLDREN. ThE AMERicAN AcADEMY OF PEDiATRicS RECOMMENDS NO TELEviSiON OR viDEO viEwiNG FOR chiLDREN UNDER ThE AGE OF 2. READ, PLAY, OR SiNG wiTh iNFANTS AND YOUNG chiLDREN iNSTEAD.

FiND SONGS OR POEMS iN LANGUAGES ThAT ARE cOMMON iN YOUR cOMMUNiTY. ASk FAMiLY MEMBERS OR FRiENDS TO TEAch YOU SONGS iN ThEiR NATivE LANGUAGES.

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CfOur tO eight MOnthsPersonal and Social Development

1. Express comfort and discomfort, enjoyment and unhappiness

2. Calm himself


4. Show awareness of other children

5. Demonstrate attachment to individuals

Respondwhenthebabycries,to reassure and comfort

Playside-by-sideinfrontofthemirror Softlysingorhumfamiliarsongs Encouragethebabysplayinavariety

of ways

Providecalming,quietenvironment Allowthebabytocalmhimself;respond

if needed Initiateinteractionswiththebabyby

talking or singing

Respondtothebaby,maintaineyecontact briefly and return the smile, coo or gurgle

Talktothebabythroughouttheday Useapositiveandencouragingtoneof

voice when talking to the baby Givewordstoactions,Youareholding

the red block

Usethebabysnamefrequently Letotherchildrenplaywiththebaby

in a supervised setting Placebabiesneareachotherandstay

nearby

Limittimewithunfamiliarpeopleandgradually introduce him to others

Providefamiliartoys,blankets,or other comfort items

Speakcalmlytothebabytoprovidereassurance

Speakdirectlytothebabyandmakeeye contact

Placebabysafelyincarriersothat baby can observe your movements

Playpeek-a-boo


A. Feelings about Self and Others

SAFETY TiP: iNFANTS AND YOUNG chiLDREN ShOULD NEvER BE LEFT UNATTENDED.

Showdispleasurebycryingorwhimpering Showpleasurebycooing,smiling,or

making other noises Enjoysocialplay Laughinresponsetoanoiseoranaction Smileatasmilingface

Suckthumb,fingers,orpacifier Rockhimself Cooorbabble

Reach,smile,laugh,babbleandcooto get the attention of a familiar person

Gazeintentlyatthefaceofthefamiliarperson talking to him

Catchtheeyeofsomeonenearby,andsmile Imitatesoundsornoises Enjoylookingatphotosofparentsor

family members

Makenoisesorwavearmsandlegsto get the attention of other children

Watchtheplayofotherchildren Laughatotherchildrendoingfunnyactions Exploretheface,hairandhandsofanother

child with his hands Showconcernaboutanotherchildcrying

Reachouttoyouwhenapproached by an unfamiliar adult

Holdtightlyto,orhidehisfaceinyourshoulder when an unfamiliar adult tries to talk to him

Turnherheadtowardyou Lookinthedirectionofyourvoice Imitateyoursmile Begintotrackyourmovements

PS

SAFETY TiP: TO PREvENT TOOTh DEcAY, NEvER PUT BABY TO SLEEP wiTh A BOTTLE OF MiLk.

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Language

Cognitive

Physical

PS

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CfOur tO eight MOnthsLanguage Development

1. Respond to sounds and words heard often

2. Use various sounds and movements to communicate

Begintoreacttohisownname Tellhowaspeakerisfeelingbythetone

of their voice Cryatloudnoisesorvoices,andcalm

in response to a gentle, familiar voice

Usehisvoicetoexpresshappinessorunhappiness

Babbleusingstringsofconsonantsounds Babbleusingthesoundsandrhythmsof

his native language Activelyimitatethesoundsofspeech,

like raspberry sounds Stopscryingwhenyoutalktoher

Respondtothebabytopromote conversation

Userepetitivewordsandphrases Talktothebabythroughouttheday,

describing what each of you is doing Repeatwordsandsounds

Speaktothebabyinhisprimary language, if possible

Talktothebabyaboutwhatyouaredoing with him

Followhisleadandusehissoundsinreal words, phrases and sentences

Introducesimplesignlanguagesigns for common words, for example, nap, hungry, diaper, more




2. Begin to respond to some of the vocabulary associated with picture books

Makesoundswhenhehearssounds Attendtothesoundsandrepetitiveor

rhyming words Imitatethesoundshehearsaroundhim

Lookintentlyatthepicturesinabook, and show a preference for some pictures

Attendandreacttocolorfulpictures of books with bright pictures

Holdabookwithyourhelp

Readrepetitiveandrhymingbooks to baby several times a day

Provideavarietyofdurablebooks accessible to the baby for much of the day

Singandsaynurseryrhymesthatarepart of the babys home culture, such asThisLittlePiggywhenchanging,putting down to a nap, riding in the car and other times

Showthebabythesamesimplebooksfrequently, and point to the pictures using the same words to label what he sees

Allowbabytopatandholdbookwithyour help

Showpicturesorphotosoffamilymembers



YOUR CHILD IS LEARNING TO DISCOVER!Let your baby play with pull toys, touch and feel books, and other toys with which he can examine and interact.

Read to your baby every day, with him in your lap. Use sturdy picture books with pages that are easy to handle. help him to follow the action. Read the words, point to the pictures, and talk about the story. Use simple, short sentences.

Used with permission, Ready At Five. For more ParentTips, visit www.readyatfive.org or call 410-788-5725.

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CfOur tO eight MOnthsCognitive Development

YOUR CHILD IS LEARNING TO DISCOVER!help your child to learn cause and effect with toys that squeak, rattle, light up, or play music when they are handled. with a rattle, for example, let baby look at it and touch it. Show her how you shake it to make sounds.

BUILD YOUR CHILDS BRAINPOWER!holding, cuddling and talking to your infant are important for her brain! hold your baby often. She needs warm physical contact with you in order to feel the kind of security needed for healthy learning.

Make eye contact with your baby and speak in a warm and soothing voice while changing a diaper or feeding or bathing. Tell baby what you are doing, then watch for his response and say something back to continue the conversation.

HELP YOUR CHILD TO LEARN EVERY DAY!Talk and sing to your baby anytime, anywhere: during feeding time, playtime, bath time. hearing words and sounds actually helps to turn on the connections between brain cells in your childs growing brain.

if a radio is on, sing along (or make up a song) and respond to your babys reactions. Play music and gently move babys hands and feet to the beat.

Read every day to your infant, and continue right up through pre-school. choose books with bold colors, big pictures and sturdy pages. Being read to, like being spoken to, teaches your child how to think and listen to information.


1. Show awareness of happenings in his surroundings

2. Remember what has happened recently

3. Cause things to happen

Followmovingobjectseasilywithhiseyes Findanobjectthatispartiallyhidden Exploreeverythingwithhandsandmouth Trytoreachobjectsjustoutofreach Lookatanobjectinhishandforalonger

period of time Imitateactionssuchaswavingbye-bye

Begintounderstandthatthingsexistevenif not physically present

Lookforanobjectthathehasthrownfrom the high chair

Puthisarmsupwhenyouask,Howbigisbaby?

Turnhisfaceawayfromhiscaregiverwhenhe sees a tissue in her hand

Holdouthishandforyoutoplayagame Begintoimitateactionsinfamiliarsongsor

finger plays

Bangonhistraywithaspoontohearthedifferent sounds it makes

Hitthebuttonsonhisbusyboxtomakedifferent things happen

Pullastringtobringatoycloser

Playhidinggameswiththebaby Makesureeverythingwithinbabys

reach is safe to touch or put in his mouth

Placeobjectsjustbeyondhisreach Makesillyfacesforthebabytoimitate

Createandmaintaindailyroutines Playrepetitivegamessuchaspat-

a-cakeandhowbigisthebaby?soooo big holding his arms out wide

Usefingerplays,combiningwordsandactions

Seehowmanytimeshewillopenyourhand to see the toy you have hidden there

Givethebabyvarioussafematerialstoexperiment with including containers and small blocks, large wooden beads, or other hard objects that will make noise when dropped in

Providepulltoys,especiallyonesthatmake a noise when they move

Blowbubblescloseenoughforthebaby to pop


A. Discovering and Learning C

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Personal and Social

Language

Cognitive

Physical

PS

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CfOur tO eight MOnthsPhysical Development

1. Change the position of his body

2. Use his hands in more coordinated movements

Pushuponhisarmsandliftheadandchest, arching his back when on his stomach

Liftbotharmsandlegsandrockonhisstomach

Rolloverfrombacktostomachand stomach to back

Starttomoveeitherforwardorbackwards, pulling or pushing with his arms

Getuponhishandsandknees,rockingback and forth

Movefromlyingdowntosittingposition

Reachforobjectswithonehand Moveobjectsfromhandtohand Rakeobjectstohimselfwithonehand PickupaCheeriowitharakinggrasp Grabfeetandtoesandbringthemtohis

mouth Holdobjectsinbothhandsandbang

them together Wavebye-byeorimitatehandclapping Trytoturnthepagesofafavorite

board book

Givethebabysafeplacesonthefloorto explore, while being supervised

Putbabyonhisstomachandextendhis arms in front of him, then hold a toy in front of his face and try to get him to hold his head up and look at you and the toy

Givethebabytoysjustoutofreachand encourage him to reach for them

Givethebabysmallpiecesofsoftfinger foods, such as cooked sweet potato, to feed himself (recommended after age 6 months)

Givethebabyavarietyoftoyswhichare easily grasped with which to experiment

Givethebabyboardbooksorthosemade of cloth or vinyl to explore with you and alone



SAFETY TiP: FOLLOw AGE REcOMMENDATiONS ON TOY PAckAGES. AvOiD TOYS wiTh SMALL PARTS. ThROw AwAY ANY BROkEN TOYS. iF A TOY OR A PiEcE OF A TOY cAN FiT iNTO AN EMPTY TOiLET TiSSUE ROLL, iT cAN cREATE A chOkiNG hAZARD FOR chiLDREN UNDER 4.

YOUR CHILD IS LEARNING TO DISCOVER!hug, snuggle, kiss and talk to your baby. Stimulating your babys senses prepares her for the kind of thinking that will help her learn to solve problems later.


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TEAchiNG ThE BABY SiMPLE SiGNS cAN ENcOURAGE LANGUAGE DEvELOPMENT. SPEAk AND SiGN AT ThE SAME TiME.

BABY SiGN LANGUAGE BASicS BY MONTA Z. BRiANTTEAch YOUR BABY TO SiGN BY MONicA BEYER


www.readyatfive.orghttp://www.amazon.com/Baby-Sign-Language-Basics-Communication/dp/1401921604/ref=sr_1_1?s=books&ie=UTF8&qid=1285686084&sr=1-1http://www.amazon.com/Teach-Your-Baby-Sign-Illustrated/dp/1592332730/ref=sr_1_1?ie=UTF8&s=books&qid=1263224229&sr=1-1" http://www.aap.org/

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Ceight tO twelve MOnthsPersonal and Social Development

1. Start to show more independence


3. Show interest in other children

4. Show interest in unfamiliar adults

5. Calm herself

Enjoyusingherfingerstofeedherself Helptodressherself,extendinganarm

or leg Wanttowashherownfaceaftereating Enjoypullingoffherownsocksandshoes

Showastrongerpreferencefortheadultswho are her consistent caregivers

Beupsetifyouleave,evenforashorttime Observeyourreactionsinavarietyofsitu-

ations Watchthesameobjectyouarewatching

Imitateotherpeopleinherplay Repeatsoundsandgesturesforattention

Showstrongseparationanxietybycryingwhen separated from parent or other familiar caregiver

Showfearbycryingorturningawayinsome situations

Reacthappilytofamiliarroutines Showapreferenceforablanketorstuffed

animal, especially at nap time and bed time Babble,talk,orsingtoherself Suckherthumb

Letthebabyuseherfingerstofeedherself part of a meal

Makeagameofgettingthebabyto help dress herself

Letthebabyusethewashclothtowashherselfwhileyouaregiving her a bath

Demonstrateselfhelpskillsforthebaby, partially pulling off a sock and letting her finish

Makeanecklaceoutoflargepopbeadsand put it on the baby, encourage her to take it off by herself, praise her when she does it. Later show her how to put it on as well

Beconsistentinyourresponses Communicatewithothercaregiversto

encourage consistent responses Maintainconsistentschedulesothe

baby can build trust with you

Provideopportunitiesforthebabytoplay with other children in a supervised setting

Scheduleleavingthebabywhensheisnot too tired or hungry, if possible

Introducethebabytoanewpersongradually, spending several minutes to let her play and adjust

Acquaintanewcaregiverwiththebabys likes and dislikes

Reassurethebaby,Mommywillbeback after lunch

Understand,andsharewithotheradults, that a babys reserve or discom-fort with unfamiliar adults is normal

Continuetoestablishroutinesandschedules

Provideherwithtimetoengagein self-soothing techniques (blankets, thumb-sucking)

Talktoheraboutwhatishappening and what will happen next



| PAG

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Personal and Social

Language

Cognitive

Physical

PS

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Ceight tO twelve MOnthsLanguage Development

1. Show more interest in speech

2. Start to understand and use common rules of communication

RespondtoonestepdirectionsuchasCometomommy

Pointtothecatinabookwhenyousay,Whereisthecat?

Usesimplegesturessuchasshaking herheadfornoorwavingbyebye

Useinflectionwhenbabbling Useexclamations,suchasuhoh

when dropping something Saymamaanddada Trytoimitatewords

Talkwiththebabyasmuchaspossible Givebabystructuredchoices,Doyou

want a ball? Putwordstothebabysactions Useafewnewwordseveryday Letbabyseeyourfacewhentalking

Changetoneofvoiceandexpressionwhen talking, singing or reading to the baby

Usehandgesturesandfacial expressions along with speech

Showexcitementwhenthebaby attempts to use words

Respondtothebabysnon-verbalcommunication

Respondtobabysbabblestomodelthegiveandtakeofconversation

Continuetointroduceandusesimplesign language




2. Demonstrate increasing vocabulary and comprehension by using words to express herself

3. Explore writing and drawing as a way of communicating

Begintoimitateanimalandnon speech sounds

Repeatsimplesoundsyllables,(ba,ba,ba) Stringtogetherdifferentsounds,

(ba, pa, da) Enjoyrhymesandnonsensewords

Begintousespecificsoundstoidentifyobjects and people

Begintoparticipateinsongsandrhymesby smiling, clapping, or making noise

Respondtoasimplegestureorrequest,forexample,wavinggoodbyewhenasked

Begintoidentifyfamiliarpeople

Markpaperwithcrayonsormarkers

Buildaroutineofreadingseveraltimesa day, using books that encourage babys active participation

Singandsaynurseryrhymescommon to the childs culture when changing, putting down to a nap, riding in the car and other times

Repeatandexpandonthebabys attempts at speech

Makeavarietyofbooksavailableand allow the baby to hold and touch books

Talktoheranddescribewhatyouaredoing Smileandgetbabyseyecontact

when you are talking to her

Introducenewwords Provideanopportunityforthebaby

to complete a familiar song or rhyme Repeatedlyusecorrespondinggestures

andwords,(byebye,withhandwaving)

Providelargesheetsofpaperandlargecrayons or washable markers



L

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Cognitive

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PS

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Ceight tO twelve MOnthsCognitive Development

1. Show awareness of happenings in his surroundings

2. Explore objects in various ways

3. Remember what has happened recently, and find hidden objects

4. Look at the correct picture or object when it is named

5. Imitate gestures and use of objects

6. Make expected things happen

Watchcloselywhatothersaredoing and try to copy it

Lookforspecifictoys Trytofigureouthownewtoyswork Crawlormovetoreachinterestingtoys Liketomakethingshappen,forexample,

pulling all of the tissues out of a box

Exploreobjectsbyshaking,banging, pushing, pulling, throwing, mouthing, dropping, etc.

Trytoputasquarepegintoaroundspace,and keep trying even when it doesnt fit

Repeatsenjoyableactivities,suchastrying to put together nesting cups and taking them apart again

Understandthatthingscontinuetoexist even if out of sight

Lookforanobjectthatshehasthrown from the high chair

Putherarmsupwhenyouask,Howbigisbaby? Turnherfaceawayfromhercaregiverwhen

she sees a washcloth in her hand Exploreabellinaball,turningitoverandover Lookundertheblanketforthetoyshe

watched you hide

Pointtopicturesinbookswhenyouread to her

Gotogettheballwhenyouaskifshewouldlike to play ball

Gotothecounterwherethecrackersarekept when asked if she would like a cracker

Pointtocorrectbodypartwhenitisnamed

Pretendtobrushhairandteeth,drinkfrom a cup and listen to the telephone

Dropanobjectfromthehighchairandwaitfor you to pick it up

Pushfavoritebuttonsonthebusyboxandmake a face just before the dog pops out

Pullcarbyastring

Playpeek-a-booorhidinggameswiththe baby

Makesureeverythingwithinbabysreach is safe to touch or put in her mouth

Giveherinterestingornewobjectsto look at, for example, empty boxes, keys

Provideaccesstoasafeareafor exploration stocked with real objects found in a home environment, (cups, spoons, empty containers)

Providetoysthatcanbeusedin various ways

Encouragethebabytousetoysandobjects for their intended uses

Playrepetitivegamessuchaspat-a-cakeandhowbigisthebaby? soooobigholdingherarmsoutwide

Usefingerplay,combiningwordsand actions,forexample,Whereis Thumbkin?

Playpeek-a-bootogetherinfront of a mirror and around furniture

Lookatsimplepicturebookswiththebaby, naming and pointing to objects and making animal sounds

Goandgettheballyourselfifshedoesntseem to know what you are talking about,saythewordballseveraltimesas you get it

Playwiththebabylookinginthemirrorand naming face and body parts

Givethebabyeverydayobjectstoplaywith and play pretend with her

Playthegamesaying,Uhoh!Youdropped the spoon.

Givethebabyajack-in-the-boxorbusybox and quiet time to explore it

Respondtobabyssuccessbyexpressing your pleasure and by using words to describe what happened


A. Discovering and Learning C

| PAG

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Personal and Social

Language

Cognitive

Physical

PS

L P

Ceight tO twelve MOnthsPhysical Development

1. Coordinate eyes and hands while exploring or holding objects

2. Change position and begin to move from place to place

Placeobjectsintoacontaineranddumpthem out again

Throw,rollandcatcharollinglarge rubber ball

Pickupaspoonbyitshandle Usepincergrasp(thumbandforefinger)to

pick up small objects, such as a Cheerio Starttoholdthecupanddrinkfromit

Rollfromlyingonherstomachtosittingup Balanceandsitaloneforlongperiodsoftime Movefromacrawltosittingandbackagain Crawleasily,gainingspeedfrommonth

to month Pulluponatableandcruisearoundit Walkwithsomeoneholdingbothofher

hands Standalonewithouthelpforafewseconds

then minutes Takeherfirstfewstepswithouthelp Gofromstandingtosittingeasily Climbontolowobjects,suchasacouch

or table

Givethebabysafeobjectsand containers, and show her how to drop them in

Rollballbackandforth,saying babysturn,nowmyturn

Encouragebabyseffortsandcelebrateher accomplishments through verbal support, patting/hugging, and smiling

Cometothebabysaidifshegetsstuck standing and show her how to bend her knees to get down

Neverleavethebabyunattendedin an area that isnt protected (e.g., crib)

Securesturdybabygatesatthetopand bottom of stairs

Stayclosebehindthebabywhen she starts to climb

Providesafeareasforclimbingandmovement



SAFETY TiP: BABY-PROOF LOwER kiTchEN AND BAThROOM cABiNETS AND REMOvE LOw-LYiNG BREAkABLES. MAkE SURE ALL AREAS whERE BABiES AND YOUNG chiLDREN ARE PLAYiNG ARE chEckED ThROUGhOUT ThE DAY FOR SAFETY.

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Ctwelve tO eighteen MOnthsPersonal and Social Development

1. Show self-awareness and likes and dislikes; begin to develop self-worth

2. Gain in self-control/regulation

3. Begin to express a variety of feelings

Claimeverythinghewantsasmine Crywhenthingsdontgoashewants

them to Trytodothings,suchasfeeding,for

himself Primarilyplayalongside,butnotwith

others, often competing for toys Recognizehisreflectioninthemirror

and say his own name Haveatempertantrumoverminor

frustrations

Stophittinganotherchildwhenyousay his name

Comewhenhisnameiscalled Allowanotherchildtouseafavoredtoy Stopstompinghisfeetinapuddlewhen

asked Haveahardtimewithtransitionsbetween

activities Chooseherownindependentwayof

doing things

Demonstratereluctanceorfrustrationwhen asked to eat or do something he doesnt want or like

Showprideinhisaccomplishments Shareatoywithafriend Hit,kickorbiteotherchildrenifhedoesnt

get what he wants Showfearbyrunningtoyouwhena

stranger enters the room Tendtosaynobeforeyes

Encouragethetoddlertohelpwithchores, such as putting toys away, even though it takes longer

Invitethetoddlertodoforhimselfwhat he is able to do, such as pulling off shoes and socks, putting away toys

Ifthetaskistoodifficultforthetoddler, offer assistance and alternatives

Intervenewhenthetoddlerisdoingsomething dangerous or inappropriate by using firm, simple words, such as Stop,thatsdangerous

Setclearandfirmlimitsandenforcethem consistently, without shaming the child

Praisethetoddlerforself-regulating Providenoticepriortotransitionsto

help the toddler prepare for change

Trytoavoidconflictsoverfoodat mealtimes

Givechoicesbetweennutritiousfoods Acknowledgeefforts Haveplentyofopportunitiestotry

games, toys, art activities Offertwochoices,butrefrainfrom

giving in to a tantrum Demonstrateusingsofttouch,

instead of hitting, and let the toddler practice

Removethechildfromaconflict situation, and talk about what happened

Allowthetoddlertomoveathisownpace with unfamiliar adults

Indicators (The toddler may): Examples (The toddler might): Activities (You can):


| PAG

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Personal and Social

Language

Cognitive

Physical

PS

L P

Ctwelve tO eighteen MOnthsPersonal and Social Development

1. Rely on trusted adults to feel safe trying new activities

2. Show awareness of unfamiliar adults

3. Interact with other children

4. Begin to be aware of the feelings of other children

Ventureoutwhenatrustedadultisnear Looktoyouforreassurance,forexample,

a word, a smile or a gesture Experimentwithandexplorenew

materials when you are near Stopplayingwhenthetrustedadult

leaves and start again when she returns Showwithwordsorgesturesthathe

wants a trusted adult to be near him

Appearworriedorvulnerablewhen introduced to a new adult

Crywhenheseessomethingunfamiliarsuch as a man with a beard or a clown

Crybrieflywhenleftwithanewcaregiver,gradually calming with distractions and support

Touchotherchildren,forexample,pattingor pulling hair

Reactwhenanotherchildtriestotakeatoy away from him

Offeratoytoanotherchild,butshowdistress when he takes it

Followtheleadofanolderchildinplay Choosetoplayinthesameareaas

another child

Thinkthatotherchildrenwouldlikethesame games or foods as he does

Looksadorworriedwhenanotherchild is in distress and seek comfort from either a caregiver or cuddly toy

Lookworriedorsadifhehurtsanotherchild

Givethetoddleraconsistentcaregiver Givereassurancebutlethimexplore Uponreunionwiththetoddler,give

him a smile and reassurance in a matter-of-fact way to encourage independence

Usefirmandsimplewords,forex-ample,Stop.Thatsdangerous,ifthetoddler is doing something dangerous.

Givesupportandtimeforthetoddlerto get to know someone new

Developasimplegoodbyeroutine Giveahugandtrytodistractthe

toddler with a fun activity Givehugsandreassurancethatmom

(or dad) will be back Understand,andsharewithother

adults, that caution with unfamiliar adults is normal

Haveplentyoftoysforeveryoneandbe prepared to help solve disputes over them by using a timer or providing substitute items

Selectafewprizedtoystoputasideforthe toddler to play with alone

Encouragechildrentoplayneareachother, even if they arent interacting

Encouragehimtolookatthechildwhom he has hit and explain that hitting hurts other people

Modelempathyforothersthroughwords or actions


B. Relating to Others PS

Personal and Social

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Cognitive

Physical

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Ctwelve tO eighteen MOnthsLanguage Development

1. Understand the mean-ing of many words and gestures

2. Start to understand and use common rules of speech

3. Communicate using consistent sounds, words, and gestures

Understandmorewordsthanheis able to say

Gototheclimberwhenaskedifhe wants to play on the climber

FollowasimpledirectionsuchasKick theballorWashyourhands

Usesimplegesturessuchasshakinghisheadfornoorwavingbyebye

Useinflectionwhenbabbling Useexclamations,suchasuhoh

when dropping something Saymamaanddada Trytoimitatewords

Trytomimicwordswhenprompted Usesinglewordssuchasnoand

byeappropriately Starttoputwordstogetherinphrases

suchas,ma-mabyebye Shakehisheadyeswhenasked,Are

you ready to go outside? Learnnewwordsalmostdaily Begintoputtwowordstogether

into a phrase Getupsetwhenadultsdont

understand what she says

Talktothetoddlerinclearadult language, avoiding baby talk

Getdownonthefloorandplay Whengivingguidanceaboutbehavior,

get down to the childs level and make eye contact

Askquestionsandextendthetoddlersvocabulary by naming objects and describing objects and actions

Usedescriptivewordsforthethingsthe toddler sees and does

Speaktothetoddlerusingmoreadultlanguageandlessbabytalk

Repeatandextendthetoddlerswordsand phrases using common rules of speech,thatsright,heressomebanana

Singandsaynurseryrhymessuch asThisLittlePiggywhenchanging,putting down to a nap, riding in the car and other times

Frequentlynameenvironmentalsounds through play such as sirens, animals, phones

Showyourdelightwhenthetoddlerstarts to use words

Encouragethetoddlerwhenhe practices saying a difficult word


A. Understanding and Communicating L

| PAG

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Personal and Social

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Physical

PS

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C

SAFETY TiP: ThE AMERicAN AcADEMY OF PEDiATRicS iDENTiFiES ThE FOLLOwiNG FOODS AS POSiNG A chOkiNG hAZARD FOR chiLDREN UNDER 4: Hotdogs NutsaNdseeds CHuNksofmeatorCHeese WHolegrapes Hard,gooey,orstiCkyCaNdy popCorN CHuNksofpeaNutbutter raWvegetables fruitCHuNks,suCHasappleCHuNks CHeWiNggum

twelve tO eighteen MOnthsLanguage Development

L


2. Demonstrate increasing vocabulary and comprehension by using words and phrases to express himself

3. Explore drawing, painting and writing as a way of communicating

Enjoy,andoccasionallyjoininsimplesongs Moverhythmicallytofamiliarsongs Begintoidentifyfamiliarenvironmental

sounds, (animals and emergency vehicles) Pointormakesoundswhenlookingat

books

Learnnewwordsandphrasesfromthosefrequently used by the adults and children around him

Learnsomesimplewordsandphrasesfrom the rhymes he hears repeatedly

Learnsomesimplewordsandphrasesfrom books that are read to him frequently

Listenquietlytothestory,andaskforittobe read again

Repeatrepetitivephrasesfromthestory Answersimplequestionsaboutdetailsin

the story Pointtoandnameseveralpicturesin

a book Begintoidentifybodyparts,simple

pictures or familiar people

Scribblespontaneously Exploreusingmarkers,crayons,chalk

to draw and write

Useintonationwhenreading Frequentlyreadrepetitivetext Haveavarietyofdurablebooksavail-

able including homemade books and photo albums

Repeatedlysingfamiliarsongs Frequentlysayrhymesandfingerplays

Talktothetoddlerusingconsistentlanguage

Frequentlyrepeatnurseryrhymes Chooseandreadbookswithrepetitive

texts Re-readfavoritestorieswhenasked Invitethetoddlertosaytherepetitive

phrases with you Asksimplequestionsaboutobvious

detail Describepicturestothetoddlerwhen

you read to him

Givethetoddlerdrawing,painting and writing materials to explore

Showinterestinanddisplaythetod-dlers drawings, paintings and writing

Useyourwritingtolabelpicturesthatthe toddler tells you about



Personal and Social

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Cognitive

Physical

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Ctwelve tO eighteen MOnthsCognitive Development

1. Use his senses to investigate the world around him, including solving problems

2. Show an increasing ability to remember and participate in imitative play

3. Use objects and toys more purposefully, exploring cause and effect relationships

4. Look at the correct picture or object when it is named

5. Begin to understand rules and routines

Pushandpullawagon,watchingthewheels turn as he tries different tactics to move it

Touchabugthathefindsontheplayground and squeal when it moves away quickly

Push,poke,squeeze,patandsniffthe play dough as he explores how it feels and smells

Stackandknockdownbigblocks Dumpandfillobjects Sayallgonewhenfinished

Imitatetheactionsofanadultsuchas turning a steering wheel in a play car

Recognizehisimageinthemirroror in a photograph

Remembertheusualsequenceofeventsand go to get his toothbrush after getting into pajamas

Chooseafavoritebookfromtheshelf and turn the pages more carefully

Putroundshapesintotheroundholesmore accurately

Rollaballbackandforthwithanadult

Identifyobjects,bodyparts,andpeople Pointtoobjectsorpicturesinbooks Matchapictureofanobjecttothereal

thing Saythenameoffamiliarobjects

Looktothedoorwhenitstimeto go outside

Showdistresswhenfacedwithasurprise Tellwhenanactivityisfinished

Providematerials,equipmentandexperiences for sensory exploration for example, toys with wheels, musical instruments, play dough and sand and water.

Askguidingquestionstoextend experiences,Howdoesthebugfeel?

Showasenseofwonderandprovidetime and opportunities to explore the natural world

Describetothetoddlerhisactions,forexample, I see you are driving the car. Where are you going?

Maintainconsistentroutines Askquestionsthatencouragethe

toddler to stretch thinking

Givethetoddleraccesstoandchoicesabout books and toys

Describetheshapes,colors,and attributes of toys as you play with the toddler

Pointtopicturesinbooks Givesimple,one-stepdirections,

Gogettheball. Labelobjectsintheroom,anduse

the same name for them each time Askhimtotellyouwhatthingsare

Maintainsimpleroutinesthatthechildcan follow

Enforcerulesconsistentlybyrecognizing responsible behavior with smiles, hugs, and encouragement

Usesignsandwordstoindicatealldone when an activity is completed


A. Exploring and Discovering C

SAFETY TiP: FOLLOw AGE REcOMMENDATiONS ON TOY PAckAGES. AvOiD TOYS wiTh SMALL PARTS. ThROw AwAY ANY BROkEN TOYS. iF A TOY OR A PiEcE OF A TOY cAN FiT iNTO AN EMPTY TOiLET TiSSUE ROLL, iT cAN cREATE A chOkiNG hAZARD FOR chiLDREN UNDER 4.

| PAG

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Personal and Social

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Cognitive

Physical

PS

L P

Ctwelve tO eighteen MOnths

1. Move constantly, showing increasing large muscle control

2. Use hands in various ways

Walkmorethanhecrawls Stopandstartmovementswithmore

control Sitinachairindependently Gofromsittingtostandingmoreeasily Climbstairsonhandsandknees,orby

putting both feet on each step Crawlupintoachairandturnaround

to sit Gofromasquattostandingwithease Pullatoybehindhimashewalks,or

push a toy in front of him Carryalargetoyorseveralsmallerones

while walking Begintorunwithincreasingskill

Puttogetherseveralnestingcups,or stacking rings on a ring tree

Dropwoodenbeadsintoabottle,dumpthem out and start again

Buildatoweroffourormoreblocks Scribble,ifgivenacrayonandpaper Starttouseonehandmoreoftenthan

the other Takeapart,thenputtogetherlargelinks

or pop beads Holdanobjectinonehandanddo

something to it with the other hand Holdacupanddrink,sometimesspilling Feedhimselfapplesaucewithaspoon

Givethetoddlerpushandpulltoys and balls to play with

Providemanyopportunitiesforthetoddler to practice movement in a safe environment

Playoutsideoftenwherethetoddlercan run, play with a ball, and climb

Givethetoddlerboardbooksandother opportunities to practice page turning

Givethetoddlershapesortingcubes,beads and a bottle, and blocks of various sizes

Givethetoddlerlargelinksorpopbeads to put together and take apart

Givethetoddleropportunitiestofeedhimself, even if there are spills

Givetoddleropportunitiestoscribble,encouraging and praising the toddlers efforts



YOUR CHILD IS LEARNING TO DISCOVER!have reading time at least once a day. choose some stories that ask your child questions or give him things to figure out.

Play a listening game where you close your eyes and identify the sounds of things: cars, wind, footsteps, machinery, birds, and insects.

HELP YOUR CHILD TO LEARN ABOUT NUMBERS AND PATTERNSLet your toddler play with safe objects of different shapes, colors and sizes. help him place plastic mixing bowls inside one another, wash plastic dishes, or stack cans, boxes or blocks.

HELP YOUR CHILD LEARN TO COMMUNICATE!Provide washable crayons, markers and paper so your toddler can write and draw.

Repeat things that your child says. For instance, if he says, Pop! you can say, Yes, you popped that bubble!

SUPPORT YOUR CHILDS PHYSICAL CHANGESGive your toddler toys that encourage use of his hands: cars and trucks, building blocks, dolls, puppets. Get down on your knees and help your child to play build a house or puppet show.


Physical Development

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www.readyatfive.org

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Ceighteen tO twenty-fOur MOnthsPersonal and Social Development

1. Show more awareness of herself and her abilities

2. Know resources available in the room, and how to use some of them

3. Ask for help, if needed, in verbal and non-verbal ways

4. Show more, but still limited self regulation

Practiceclimbinghigherandhigherontheclimber

Explorenewactivitiesandgames Showawarenessofdifferencesbetween

her and others Laughorfrownwhenhappyorupset Wanttodothingsherself,butcanbecome

easily frustrated Takemorerisks Noticedifferencesbetweenherselfand

others

Choosetoplayinthesameareaoftheroom first each day

Cometothefishtankwithherhandouttoput some food in the tank, like the other children are doing

Movefromoneactivitytoanother

Cometoyouandpointtowheretheballhasrolledundertheshelf,saying,ball

Bringhercoatwiththesleeveinsideouttoyou for help

Cryandclingtoaparentbeforesheleaves,but calm down immediately after she has left

Playcalmlynearanotherchild,buthavedifficulty sharing

Takeatoyfromanotherchild,andnotreturn it when asked to by an adult

Begintounderstandtakingturns Begintounderstandtheconceptofhis

andmine Stopwhatsheisdoingandcomewhenyou

call her name Exhibitfrustrationbycrying,yelling,hitting,

or kicking her feet Getafamiliarcomfortitem(blanket,

stuffed animal) when she is feeling sad or angry

Understandandencouragethechildtodo things independently, but help when needed

Sayyesinsteadofnowheneverpos-sible, providing choices that are acceptable

Encourageherattemptstotrynewchallenges and take modest risks, but be there as a safety net

Celebratehercultureandmodelandtalkabout acceptance of people who look and dress differently

Exposehertotheculturesofothers Encouragehertoputawayatoybefore

going to another to support a sense of order and sequence

Haveconsistentlyorganizedmaterialsinthe room so that the child knows what to expect and where to find things

Provideavarietyofactivitiesand materials for the child to choose from

Helpthechildattempttosolvethe problem herself

Providejustenoughhelptoenablethechild to do as much as she can

Be confident, calm and understanding when leaving the crying child, reassuring her that you will be back later, and coming when you say you will

Givecomfortbriefly,thenredirectthechilds attention and confidently help her to move on

Modelsharingwiththechild,usingtheword and praising her for sharing with you or another child

Playgamesthatemphasizeturntaking,such as passing a ball back and forth or having a tea party

Givetwochoices,bothofwhichare acceptable to you

Staycalmandrecognizethatangerisanormal emotion

Acknowledgeherfeelingsandencourage her to talk about how she feels, helping her to find the words she needs

Letherknowthathittingoranyotherhurting behavior will not be tolerated

Indicators (The child may): Examples (The child might): Activities (You can):

A. Learning About Self PS

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Ceighteen tO twenty-fOur MOnthsPersonal and Social Development

1. Continue to need the security of a trusted adult as she explores

2. Continue to show caution around unfamiliar adults

3. Show increased interest and assert independence when with other children

4. At times shows awareness and concern for other childrens feelings

Startacrosstheplaygroundtowhere other children are, but return to you several times before playing there

Sitinthesandboxplayingnexttoseveralother children, but get up frequently to show you what she is making

Lookupatyouforawavewhileplayingwith toys in a new room full of children

Stopplayingandcometoyouwhena new adult enters the room

Watchanadultmakingcookies,butnotwant to help

Sayhitothegreeteratthestore,fromthe safety of her shopping cart seat

Holdyourhandasanewpersonasks her about her toy

Watchthechildrenontheslideintentlyforseveral minutes before asking to try going down with help

Playnearseveralotherchildren,talking to them only when she wants a toy that they have

Imitateachildwhoispretendingtobe a dog

Refusetoshareawagonwithanotherchildwho wants to climb in while she pulls it

Movefromoneactivitytoanother,playingby herself

Takeadollfromanotherchild,butgiveitback when the child cries

Huganotherchildwhoissadbecausehismom just left

Bematteroffactaboutrespondingtothe childs need to check in, confident that she will venture forth when she is ready

Provideconsistentroutines

Understand,andsharewithotheradults, that caution with unfamiliar adults is normal

Bereassuring Expressthechildsfeelingsinwords Gentlyencouragethechildtorespond,

but speak for her if she declines Readbooksthatshowortellabout

feelings

Allowthechildtoenterintoplayather own speed

Givethechildwordstousesuchas,Askthem,canIplaywithyou?

Identifythefeelingsofbothchildren Reinforcethechildspositivebehavior Modelappropriatebehavior TeachthechildaboutsayingIm

sorry,andItsokay,orImnotmadanymore.

Practicesharingaballoratoybackand forth


B. Relating to Others PS

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Ceighteen tO twenty-fOur MOnthsLanguage Development

1. Be able to follow simple suggestions and directions with increasing consistency

2. Use an increasing number of words and put words together into phrases and simple sentences

Answerasimplequestionwithanodofher head

Gotogetatowelwhenaskedbyher caregiver

Understandthenamesofseveralbodyparts and point to them when asked

Gotowashherhandswhenyousay, Getreadyforlunch

Begintolabelobjects,orputwords together to make simple sentences

Sayballasshelooksinthetoyboxforthe ball

PutafewwordstogethersuchasTalkDaddy?orGobye-byenow?

Askquestionsaboutwhatsheseesonawalkinthewoods.Whatthat?when she finds a pinecone

Answerquestionsaboutastory Askforwhatshewantsusingincreasingly

specific words Repeatsomeofthefunnysoundingwords

she hears in conversations

Asksimplequestions,andgivedirections with just one or two familiar steps

Positivelyacknowledgethechildwhenshe follows directions

Acceptthechildslevelofverbalization, not comparing her to other children

Havefrequentconversationsusingsimple adult language

Encouragetheuseofsocialwords,pairing them with hand signs, such as please,andthankyou

Encouragethechildtogivethewordfor a pictured object, provide answer if needed

Usepositivereinforcementwhen the child uses appropriate language

Describewhatthechildisdoing while playing


A. Understanding and Communicating L

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Ceighteen tO twenty-fOur MOnthsLanguage Development


2. Start to understand and use common rules of speech

3. Communicate using consistent sounds, words, and gestures

4. Begin to develop imitative reading

5. Demonstrate vocabulary and comprehension by listening with interest and displaying understanding

6. Explore drawing, paint-ing and writing as a way of communicating

Enjoysimplesongsandoccasionallyjoinin Moverhythmicallytofamiliarsongs Identifyfamiliarsoundssuchasanimal

sounds and emergency vehicles

Sayhello,bye-bye,andothercommonwords in appropriate context

Recognizesandrepeatsnamesofobjects BegintouseshortsentencesIgo. Usedifferenttonesorsoundswhentalking

Repeatfamiliarwordsandphrases Putwordstogetherintwo-wordsentences Wavehelloandbye-bye

Showfamiliaritywithtextbyrepeatingsongs or stories

Fillinwordsinafamiliartext Showinterestinbooksandotherwritten

materials Showpreferenceforafavoritepageina

book by searching for it

Spontaneouslyturnpagesandtellthestory Followsimpledirections Performanactionshowninabook Answersimplequestionsbasedonastory Showempathyforcharactersinabook;

forexample,saysohno,whenacharac-ter falls

Verballylabelpicturesinafamiliarbook Lookatandnamepictures

Scribblespontaneously Exploreusingdifferentwritingmaterials Intentionallymakeamarkonapieceof

paper

Frequentlysingfamiliarsongs, rhymes, and finger plays

Frequentlymimicenvironmentalsounds through play

Useintonationwhenreading Readtochildrenindividuallyand

in groups Begintoreadmorestorybooks

Speakclearlyanddirectlytoher Explainwhatyouaredoing Pointoutthenamesofobjects Repeatwhatshesays,Thats

right, this is a bag.

Usebodylanguageandhand gestures to communicate

Speakclearlyanddirectlytoher Repeatwhatshesaysandask

questions

Repeatedlyreadtextswith repetitive and rhyming words.

Explorephotoalbumsandidentifypeople

Haveavarietyofchild-appropriatewritten material available

Respondtoachildwhoshows interest in a book by reading aloud

Asksimplewhat,where,andwhyquestionswhilereading

Talkabouteventsandcharactersinstory books by asking questions like Whatdidthebunnyeat?

Namepicturesanddescribeactionswhen looking at books

Provideavarietyofdrawing,writing,and painting materials and opportunities for exploration

Modeldrawingandwriting Writethewordssheusestodescribe

her drawings Displaychildrensdrawingsand

writings, with names attached


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Ceighteen tO twenty-fOur MOnthsCognition and General Knowledge

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1. Begin to sort objects according to one criterion

2. Begin to explore concepts of number, size, and position

Sortblocksbycolor Buildatowerusingblocksofonlyonecolor Pickoutandmatchtwoidenticalcars Pickoutandeatonlythebananasfrom

the fruit salad

Nestseveralcupstogetheraccuratelyanddiscover how to hide a smaller cup under a larger one

Turnonepieceofapuzzletofititintoaspace the right way

Buildatowerof4ormoreblocksandenjoy watching it fall

Showinterestinquantityandnumberrelationships, for example, recognize if another child has more crackers than she does

Praisethetoddlerseffortstosort, and point out what she has done

Letthetoddlerworkonherowntosolve problems for herself, stepping in to assist and talking about what she is doing if she shows frustration

Provideblocksindifferentsizes,shapes, and colors

Modelhowtocountandstackblocks Involvechildinsettingthetableor

putting out snacks


A. Mathematical Exploring and Learning

1. Seek information through observation and exploration

2. Expect certain things to happen as a result of her actions

Showinterestinfoundobjects,forex-ample, twigs and leaves found outside

Trytofigureouthowthingswork Spendextratimelookingatfamiliarobjects Askmanyquestions

Putadollontheroofofthedollhouseandwatch it slide off over and over again

Fillabucketwithsandandwatchasitpours over the side when it is full

Buildatowerofblocks,andknockitdownto see it fall

Takewalksoutsideorexplorenewenvironments

Provideanemptycardboardboxforcollecting items

Modelhowtouseamagnifyingglasstolook at objects more closely

Pretendplaywiththechildandprovidetoys that can be used in pretend play.

Followthechildsleadinpretendplay,adding your enthusiasm and more choices

Providesandorwater,rice,sidewalkchalk, etc. and something to fill, dump, and pour


B. Scientific Exploring and Learning

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Ceighteen tO twenty-fOur MOnthsCognition and General Knowledge

3. Improve memory for details

4. Explore and solve problems

Singsongsandsaynurseryrhymesafterhearing them many times

Helphercaregiverretellafavoritestoryafter hearing it many times

Showfearofabeeafterhavingbeen stung by one

Lookforitemsfrompreviousday

Trynewactivitiesandmaterials Increaseattentionspanwhenexploring

something interesting, especially with an interested adult

Explorenewwaystodothings

Singfavoritesongsandsaynurseryrhymes often

Readafavoritebookmanytimes Readanddiscussfactualbooksaswell

as fiction

Getdownonthechildsleveltoex-plore and talk about the natural world

Letthetoddlertrytosolveproblemsfor herself before jumping in to tell her how to do something

Provideavarietyofmaterialsandactivities


B. Scientific Exploring and Learning continued

1. Begin to understand rules and routines

2. Have beginning awareness of the order of her environment

Gotoherhooktohanguphercoatwhenshe comes in from outside without a reminder

Getdownfromastandingpositiononachair when you remind her that chairs are for sitting, because she might fall

Tellwhenanactivityisfinished

Noticewhenanewtoyisintroducedorisin the wrong place

Ifasked,willtellyouwhensheisfinishedeating or playing

Maintainsimpleroutinesthatthechildcan follow

Talktothechildaboutthereasonsbehind the rules

Enforcerulesconsistentlybyrecogniz-ing responsible behavior with smiles, hugs, and encouragement

Usesignsandwordstoindicatealldone when an activity is completed

Havespecificplacesfortoysandbooks Helpthetoddlertoputitemsback

where they belong after play Maintainaprint-richenvironmentby

labeling centers, materials, and spaces in the room


C. Exploring Social Learning

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Ceighteen tO twenty-fOur MOnthsPhysical Development

1. Show increased balance and coordination in play activities

2. Have increased eye-hand coordination

3. Be able to do more things for herself

Enjoypullingorpushingatoythat makes noise as she walks with it

Walkbackwardpullingawagon Climbuptheladderontheslideand

slide down Turnbackwardsandsitontherocking

chair Goupthestairsputtingbothfeeton

each step Throwaballandputhandstogetherto

try to catch it Maybegintouseonehandmorethan

the other

Stringbeadsonastringorsomefish tank tubing

Pourwaterthroughafunnel,thenasieveand back and forth from cup to cup in the bathtub

Usehandsforsimplefingerplayssuch asTheItsyBitsySpider

Attempttoputtogetherlargepopbeadsafter pulling them apart, sometimes succeeding

Putthecorrectshapesthroughtheholes in the shape sorter

Stillhavesometroublewithfinemotionsof wrists and fingers

Pulloffherownclothesatbedtime Drinkfromacupwithfewspills Useaspoonforeatingmostofthetime Attempttobrushherownhairandteeth Attempttoputonherownshirtandhelp

you with her pants by picking up one leg at a time

Attempttohelpputawaythetoys,puttingthe blocks with the blocks, and the cars and trucks in another basket

Givethechildoutsidetimeseachdayand let her experiment with climbing, ball throwing and catching, pulling and pushing toys and riding simple riding toys

Providetunnelplayandencouragethe child to crawl through toward you

Provideafunnel,sieveandmany cups of various sizes for water play

Givethechildsomekindof hammering toy

Singsongswithhandmotions,or do simple finger plays with the child

Provideappropriatematerialssuchaslarge pop beads, pegboards, string or popsicle sticks and large beads, shape sorter and puzzles

Encouragethechildtodoasmanythings for herself as she can

Letthechildhelpwithsimplechoresafter you have shown her how to do them, for example, putting clothes in a basket or smoothing towels




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Ctwenty-fOur tO thirty MOnthsPersonal and Social Development

1. Show increasing self-awareness

2. Show increasing self-regulation

3. Use coping skills with tasks and interactions with peers and adults

4. Share his feelings through talking and pretend play

Needadditionalreassuranceabouthis attempts to try something new

Putonhisowncoat,butgetitupsidedown and refuse help to fix it

Getonanewridingtoyandrefuseto get off when asked to come to breakfast

Puttogetheraseveralpiecepuzzle,notwanting help and then ask for it when he has trouble

Identifiesselfinmirror

Showmoreawarenessofexpectations Starttobeinterestedintoilettraining Crywhenleftwithcaregivers,butquickly

comfort himself by playing with toys or friends

Gaincontrolofemotionswithhelpoftrusted adult or comfort item

Begintowaitturnforjuiceorsnack

Askforhelpifneeded Maydisplayoccasionaloutburstsof

temper when frustrated with an activity or engaged in a conflict

Withdrawfromactivitiesforashorttime Wantthesamethingstohappendayafterday Soothehimselfwhenstressed,perhaps

with a thumb, blanket, favorite toy, or photo of parent

SayNo,Inotsleepy,whentolditistimefor a nap

Haveanimaginaryfriendwithwhomhetalks regularly

Actoutgoingtothedoctorwiththedolls Substituteoneobjectforanother,for

example,usingablockasfoodinthedramatic play area.

Encouragehiseffort,evenifheis unsuccessful in what he is trying to do

Bereadytohelp,butnottooquickly,encourage him to try for himself first

Askthechildifhewantstotrytodosomething himself before offering to do it for him

Clearlyandslowlyshowhowtodoanew task, and let the child do it himself the next time

Askhimtohelpyouinsomeway

Beclearandconsistentaboutlimits and expectations

Communicatewithparentsabout childcare expectations and how they may be alike or different from home

Communicatewithparentsabouttoilettraining strategies and expectations

Supporttoilettrainingeffortswithencouragement, praise and accessibility

Maintainconsistentlimitsandroutines,especially for separations and rest times

Provideprivacyandtime,underadultsupervision, for the child to gain control

Modelappropriatecopingandproblemsolving skills

Give names to his feelings and coach him in using words to solve conflicts

Minimizethetimethatchildrenwaitduring routines

Createandpostadailyschedule

Labelfeelingsandprovideappropriatechoices

Acceptandwelcometheimaginaryfriend, listening for clues about the childs feelings and needs

Sitwiththechild,rubhisback,andprovide a soothing environment

Askopenendedquestions Maketimeforonetooneconversations

regularly Supporthispretendplaybyacting

out the roles he gives you


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Ctwenty-fOur tO thirty MOnthsPersonal and Social Development

1. Continue to need adult support but show more independence

2. Be more interested in unfamiliar adults, but still cautious

Climbtothetopoftheclimberandthencall for you to watch before he slides down

Getupfromthelunchtableafterafewbites, following mom as she leaves the room, then return when he knows what she is doing

Gotomomforahugbeforeaccepting the ball from a new person

LetGrandmahelphimwithhisshoe,eventhough he hasnt seen her for a while

Rushtoanswerthedoorwhenthepostalworker knocks, but act shy when he speaks to him

Notspeaktoanunfamiliaradultwhen he is spoken to

Letthechildknowwhenyouare leaving and where you are going

Encourageandallowsufficienttime for independent activities

Allowthechildtodomorethingson his own, such as climb to the top of the climber while you watch

Makedirecteyecontactwiththechild Letthechildknowwhenshedoes

something good

Encouragethechildtospeakfor himself, but if he is unwilling, speak for the child sometimes

Understand,andsharewithotheradults, that caution with unfamiliar adults is normal

Allowchildrentoapproachnewpeopleand situations at their own rate, and with your support


B. Relating to Adults

1. Play alongside other children

2. Show more awareness of the feelings of another child

Haveshortperiodsofplaywithotherchildren, but mostly play beside them

Needadulthelptoresolveconflicts Begintodemonstratepreferencefor

friends Becomeawareofgenderdifferences

Askforhelpwhenanotherchildtakessomething that belongs to him

Helpanotherchildtopickupthebeadsafter he dumped them out of the container

FeelandexpressremorsebysayingIsorry after accidentally knocking another child down

Comfortanotherchildwhomaybeupsetby patting or hugging him

Engageinpretendscenarioswithafewchildren, helping them to take on roles

Modelforthechildwordstohelphimresolvehisconflicts,suchas,MayIhaveaturn?orImsorry

Encouragecooperativeplayby structuring turn-taking

Playsmallgroupgames,forexample,RingAroundtheRosy

Commentaboutwhatagoodthingit is to be kind to others

Helpthechildtoidentifyhisfeelings and verbalize them

Modelempatheticbehavior,suchascomforting a child who is sad, and then let the child practice

Usepuppetsandstoriestoteach kindness to others


C. Relating to Other Children

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Ctwenty-fOur tO thirty MOnthsLanguage Development

1. Understand questions and simple directions

2. Demonstrate active listening strategies

3. Enter into a conversation

4. Use words and some common rules of speech to express his ideas and thoughts

Gethiscoat,andputitonwhenaskedbyateacher

Answerwhenasked,Doyouwantacracker or a piece of cheese?

Askanotherchildtositnexttohim Understandandusesomepositional

words, for example, under, over, in, around

Listenforshortperiodsoftime Retellandrelatewhathasbeenheard Begintoaskquestions

Interruptortalkoverotherpeoplescon-versations

Askquestionsaboutconceptshedoesntunderstand

Trytoinitiateconversationswithothersabout objects

Repeatwhathasjustbeensaid,ormakeup a story to be part of the conversation

Singsimplesongswiththeteacher and later sing parts of them to himself

Askquestionsaboutthestoryaswell as naming objects

Usedescriptivelanguagetotellyou what he wants

Useactionwordstodescribewhathe is doing

Puttogetherthreeorfourwordsentences UsethewordsI,we,he,andshein

sentences Usesomeuncommonpluralssuchas

footsinsteadoffeet Speakclearlyenoughtobeunderstood

without mumbling or running sounds together

Asksimplequestionsandgivetwo-stepdirections, checking for comprehension

Buildmulti-steptasksintothedailyroutines Listentoandanswerthechildsquestions Modelthedirectionsbeforeexpecting

them to be followed Use,practiceandplaygameslikeSimon

Says, involving positional words, such as behind, in front of, beside and under

SingalongwithsongsliketheHokeyPokey

Askthechildaboutwhathehasheard Askopenendedquestions

Remembernottotalkaboutthechildasif he isnt there

Includethechildintheconversationasoften as possible with peers and adults

Rememberthatchildrenarelisteningtoadult conversations

Askopenendedquestionstoencourageand extend the conversation

Repeatwhatthechildsays,andextend Usefamily/groupmealtimefor

conversation

Singwiththechild,usenurseryrhymes Engageinconversationthroughoutthe

day, using clear adult language Ask,Whatishedoing?whenlooking

at pictures with the toddler Describeyouractionsoutloudasyou

do them Encouragethechildtousewords Listenandrestateusingclearlanguage

when speaking to children Usethechildsprimarylanguagewhen

possible


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1. Become aware of the sounds of spoken language

2. Recognize that symbols have corresponding meaning

3. Begin to develop fluency by imitative reading

Singsimplesongsthathehasheard many times with a group or on his own

Sayasimplerhymethathehasheard frequently, with a group or alone

Knowthathisnamestartswithan M sound, like mom

Knowhowtoidentifyfarmanimalsby the sounds they make

Identifyenvironmentalsoundssuchasadoorbell, fire engine, or water running

Recognizefamiliarsymbols (e.g., hospital, library)

Findhisfavoritecerealbythepicture on the box

Usethestopsigninplaywithhiscarset Puttoysawayincorrectlylabeledbins

or shelves

Turnthepagesofafavoritebook Askforthesamefavoritebookover

and over again Listentoengagingstories Reciteafamiliarnurseryrhyme,poemor

finger play with expression

Singthesamesimplesongsrepeatedly Sayrhymesandfingerplaysfrequently Pointoutthesoundatthebeginningof

his first name and other words starting with the same sound

Playlisteninggamesthatincludeanimalor environmental sounds

Makereadingpartofbedtimeandnaptime routines

Pointoutthesymbolsthatnaturallyoccur in the environment, and symbols that designate some of his favorite places, foods or toys

Talkaboutsomeofthesignsadultsneed to know when driving

Labeltheplaceswheretoysbelongwith simple signs that also have pic-tures drawn or cut from catalogues

Encouragethechildtositwithyouwhile you read to him at least once a day

Readwitheachchildindividuallyor in groups

Pointoutinterestingpicturesandaskthe child to point to the pictures that go with what you are reading

Rereadachildsfavoritebookover and over again and introduce different versions, including rhyming and repetitive books

Connectexamplesfromthestory to his everyday life Makebooksfromreallifesequences Haveavarietyofageappropriate

books for children to select Useconceptandpositionalwordsin

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4. Recognize that draw-ings, paintings and writing are meaningful representations

5. Use writing tools for scribbles and drawings

6. Develop vocabulary, language usage and some conventions of speech

7. Show comprehension by demonstrating understanding of text during and after reading

Pretendtowritealetterbyscribbling onapaperandreadingitoutloud

Makeapicturewithlinescomingoutofthe bottom and sides of a circle and tell you that it is him

Paintsomelinesacrossthepaperwithbroad strokes and movements, using a few different colors, and tell you that it is a rainbow

Holdacrayon,markerorpencilwithawhole fist grasp, and scribble with little control

Usewordstodescribethepurposeandfunctionofobjects,suchasgo,stop, andplay

Learnthenamesofobjectsnewtohim Repeatwordsheardintheenvironment Nameanincreasingnumberofobjectsin

the books you read, and describe actions

Listentofictionandnonfictionmaterials Askand/oranswerquestionsaboutthe

story while you are reading Answersimplequestionsaboutthestory,

suchas,Whowasinthestory?Wheredidhego?Whatdidhedo?andWhywas he sad?

Enterintopretendplaywiththechild,modeling writing for real purposes

Askthechildtotellyouabouthisdrawing, and ask if you

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