Developmental Sequences for
concepts and skills related to
Time, Money and Chores
Assembled by Kate Hanagan, 2011
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Why look at typical
development?
It can be helpful to revisit a typical
developmental sequence of these
concepts and skills as we set
expectations for our students
 Often the sequence of development
remains the same even while delayed

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Children and Time: What They —
Usually — Know When
Written By Lynne Bertrand
• http://wondertime.go.com/learning/
article/0806-children-and-time.html
Babies

Babies-anticipate feeding
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12 to 15 months

Sequence experiments rule. She drops
her cup, you pick it up. Again? Again?
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By 21 months
The power word "now" sees heavy use.
"Soon" still means nothing to him.
 He can put together familiar clues and
anticipate what comes next. "Mommy
home?" he says when the Harley roars
into the driveway.

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2 years to 2 1/2 years

Lives in the present and uses words to
show it: "Now," "dis day."

He may be able to wait one nanosecond
for his sandwich when you say "soon."

The idea of "playtime after snack time" at
day care means a bit more to him now.
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2 years to 2 1/2 years

He's starting to use words for the future,
such as "I gonna."

He has no words yet for things past,
although he's using past tenses of verbs:
"I goed there."
8
2 1/2 to 3 years

Her time vocabulary blossoms.

Out roll 20 or more new time words,
including some personal catchall terms
like "last day" for the gigantic past.

Sentences map things on a timeline: Me
eat, then play.
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3 to 3 1/2 years
Here, researchers begin to see wide
variations in children's orientation in time.
 Mostly, he shows a more refined use of
time words for sequence ("I had it first"),
frequency ("two times today"), rhythm
("every Friday"), and duration ("it's a long
time").
 "Yesterday" debuts, but without accuracy:
"I'm gonna see the ducks yesterday."

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4 to 5 years
A child is at home, verbally, in past,
present, or future and is getting verb
tenses right.
 The words "day," "week," and "time" are
dragged off the shelf a lot, with phrases:
"every day," "summertime," "next week."
 what time she goes to bed or eats
supper.

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4 to 5 years

She says and actually means "in a
minute," "five minutes ago." She has
some sense of holidays and birthdays.
Most likely she can't tell you correctly yet
what time she goes to bed or eats
supper.
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5 to 6 years
She uses most time words correctly now,
no longer confusing the past with the
future.
 She knows the days of the week and can
tell you what day it is, what day comes
next, how old she is, and when she goes
to bed.

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5 to 6 years

She's using those expressions of the
clock ("The big hand is at the bottom") but
likely can't tell time yet.
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6 years

He likes to hear about times past,
particularly his own and his parents'
misadventures.

He likes to think about things in
sequence. He travels in his mind into the
future, anticipating holidays and
birthdays. He has a notion of the
sequence of grandparent to parent to15
6 years

He travels in his mind into the future,
anticipating holidays and birthdays.

He has a notion of the sequence of
grandparent to parent to child.

He still likely can't tell time by the clock.
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7 to 10 years

A child in the years from 7 to 10 gains
real competence with both clock and
calendar, and the math to use in reading
them.
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Source
• http://wondertime.go.com/learning/article/0
806-children-and-time.html
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Easy Money
Written By Catherine Newman
Easy Money: 21 Ways to Teach Kids About the Green
Stuff - Child Development | Wondertime
19
Birth to 1 year

Its first appeal is as a shiny, forbidden
thing, a glass jar of gleaming coins she
can't even reach, never mind touch.
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Ages 1 to 2 years

"At around 12 months dumping sets in,"
says Claudia Quigg.
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Ages 2 to 3 years
After dumping comes the stacking of
coins, the flinging, and then "counting,"
very loosely defined.
 "Without the concept of one-to-one
correspondence" — meaning each
number relates to an object — "kids are
still just rattling off the names of
numbers.”

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Ages 3 to 4

The Sorting Years.

"To sort, you need to conceptualize what
makes things the same,"

He can separate the silver coins from the
copper ones,big from the little, ridged
from the smooth.
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Ages 4 to 5
Have truly learned to count
 can start to think about coins in terms of
value and equivalence: a pair of dimes is
2 but also 20 cents; a quarter is 25
pennies, 5 nickels, or 2 dimes and 1
nickel.

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Ages 5 to 6
Their understanding of basic math
deepens.
 Barbara B. McGrath identifies money as
a favorite counting tool (after candy and
snacks, of course).
 "hands-on manipulatives" are a good
way to ensure an interest in math.

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Ages 6 to 7

They begin to (fitfully) grasp fiscal
abstraction. "Stores should just keep a
bucket of money by the cash register," my
son once mused. "It would make it so
much easier for everyone to buy things."
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Ages 6 to 7
Concepts like how you can spend money
when you don't have it, how you get it,
and what it pays for are hard enough for
adults to grasp — it's no surprise most
children are mystified by them.
 Kids may be baffled that an entire box of
toothpicks costs a mere 79 cents ("Didn't
someone have to whittle all of those?").

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Ages 7 to 8
With allowance comes deferred
gratification, earned interest, and learned
generosity.
 And when your kids become historians of
inflation ("A Coke really cost five cents?"
we asked then; "Candy bars were only 25
cents?"

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Ages 9 to 10

As the complexity of mathematics
multiplies, money buys your child a reallife occasion to practice new skills.

"It's a fantastic way to learn about
decimals and place value,"

"But fractions are trickier.
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Ages 11 to 12
Quigg describes financial abstraction as
"an ever-evolving understanding," and
now the age of innocence is past.
 Big kids are full of hard questions about
loans and credit.

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The Right Chore for the Right Age
By Cheryl Roberts
Choose the Right Chore for the
Right Age - Child Development |
Wondertime
31
12-month-olds: "Great imitators."

Characteristic: Newfound mobility

Skill: Grasp and release

Good jobs:
Picking up toys to drop in a bin
Smoothing bed covers,
sweeping — by imitating
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18-month-olds: "Can't do everything
they think they can."

Characteristics: Problem solving; new attention span

Skills: Strength and coordination

Good jobs:
Serving from a tray
Watering a garden, washing produce
Helping to feed or groom a pet
Using a mechanical carpet sweeper
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2-year-olds: "Routine and ritual are
very important."

Characteristics: Increased hand-eye coordination and
concentration
Skills: Following directions, sorting
Good jobs:
Spreading peanut butter or cheese
Dusting, sweeping, wiping a counter, washing windows
Sorting laundry, silverware, toys
Washing, stirring, mashing food
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3-year-olds: "Work is still play."

Characteristic: More awareness of significance of help

Skills: Sorting and arranging

Good jobs:
Setting the table
Using kitchen gadgets, with supervision: sifter, rolling pin,
cheese grater, mortar and pestle
Planting, weeding, raking, digging, arranging flowers
Pouring tasks
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4-year-olds: "Love anything new and
relish their independence."

Characteristics: Increased precision; increased sense
of responsibility

Skills: Making things; taking things apart and putting
them back together

Good jobs:
Using still more gadgets: peeler, pitter, slicer, food mill,
juicer, whisk, even — with close supervision — a true
paring knife
Hanging wash on a line, neatly folding dry clothes
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5-year-olds: "Like to please."

Characteristics: Sense of confidence; expanded
curiosity about how things in the house work

Skills: Understanding what a job is; tackling even
uninteresting jobs

Good jobs:
Big supervised jobs, such as vacuuming or taking out
trash
Behind-the-scenes jobs, such as removing the vacuum
bag or coming along to the dump
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6-year-olds: "Full of energy and
enthusiasm."

Characteristic: Independence

Skills: Beginning reading and math

Good jobs:
Measuring — for recipes, pet food, laundry soap
Reading to a younger sibling
Noticing what needs to be done, and helping out
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Hope this sparked
some ideas!
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