Developmental Checklist for Children Aged 18 months to Six Child’s Name: ___________________ Gender: _________________ Date of Birth: ____________________ Centre: __________________ Observer: _______________________ Dates: ___________________ Directions: Record the observation number in the Evidence column. When you are required to provide a summary report, enter the following symbols in the summary column: __M__ Is mastered – There is evidence that the child can perform this behaviour without assistance. __E__ Is emerging – There is evidence that the child can perform this behaviour with assistance. _NA_ Is not attempting – There is evidence that the child is not attempting this behaviour or skill. _NO_ No opportunity to observe. The child might be able to perform the task/behaviour but it has not been observed. SOCIAL/EMOTIONAL DOMAIN (p3) 1 Demonstrate Psychological Health (p3) • Emotional Stability • Self-Expression Demonstrate Ability to Form Social Relationships (p4) • Prosocial Behaviour • Form Interpersonal Relationships Demonstrate Socio-Moral Understanding and Behaviour (p5) • Self-regulation PHYSICAL DOMAIN (p6) Demonstrate Well Executed Basic Fundamental Movements (p6-9) • Gross Motor Movements • Fine Motor Movements COGNITIVE DOMAIN (p10) Demonstrate Knowledge of Everyday Living Objects (p10) • Colour Concept • Shape Concept • Size Concept • Space Concept • Time Concept Demonstrate Cognitive-Perceptual Abilities (p12) • Perception Demonstrate a Repertoire of Developmentally Appropriate Logical Concepts and Thinking Skills (p13) • Classification • Number Concept • Solving Simple Problems • Categories of Play Develop Language and Literacy Skills (p15) • Receptive Language • Expressive Language 2 Social/Emotional Domain Outcome: Demonstrate Psychological Health Summary Column Item Evidence Emotional Stability 18 – 24 months Separation anxiety is lessened Separates from family members successfully for brief periods Forms attachments Seeks adult approval 2 – 3 years Trusts others Understands taking turns, but may sometimes show resistance Join in simple games and group activities Observe other children in play: often imitate and play parallel to other children 4 – 5 years Shows pride in accomplishments Enjoys being involved in the care of plants/animals Insists on doing things independently Relies on verbal rather than instrumental aggression to get what they want (ie. “You can’t come to my birthday party if I can’t play with you.”) 5 – 6 years Share toys, take turns, and play cooperatively Participate in group play and shared activities with other children Follow directions and carry out tasks when requested Exhibit self-esteem Appreciates humor and fun Self-Expression 18 – 2 years Experiments with aggressive responses to disliked things (slap, hit, bite, or otherwise act out) Demonstrate typical instrumental aggression 2 – 3 years 3 Continues to use physical aggression if frustrated or angry Expresses needs/feelings verbally and/or with gestures Exhibits occasional temper tantrums 3 – 4 years Uses dramatic play and art as a way to express feelings, ideas, and feel in control Starts to “tattle” if they feel they’ve been “wronged” by another child 4 – 5 years Articulates feelings in a meaningful way (ex.“I don’t like it when I have to go to bed early.”) Likely to agree with the “rules” Outcome: Demonstrate Ability to Form Social Relationships Summary Column Item Evidence Prosocial Behaviour 18 – 24 months Enjoy helping with daily routines Care for others/help others Is eager to please Show concern for others and mimics their emotions (stage 1 of empathy) 2 – 3 years Shows affection toward children who are younger or children who get hurt 3 – 4 years Makes a connection between emotions and desires: responds to a friend’s distress with simple soothing gestures (stage 2 of empathy) Shares something with another and/or takes turns without a fuss Complies with requests without a fuss Sees a situation from another person’s perspective (stage 2 of empathy) Helps another to do a task 5 – 6 years Enjoys sharing their feelings and discussing their emotions (stage 3 of empathy) 4 Shows empathy towards others (read other’s feelings through their actions, gestures, and facial expressions) Forms Interpersonal Relationships 18 – 24 months Comes when name is called Friendly toward others, less wary of strangers Enjoys being held and read to Eager for adult attention; gives hugs and kisses 2 – 3 years Shows independence from parents Helps to get himself or herself dressed and undressed Says “NO” frequently to simple requests Engages in make-believe play alone and with other children 3 – 4 years Respects others: family members, peers, teachers Initiate contact with others Interacts successfully with other children 5 – 6 years Functions successfully in groups at appropriate times Outcome: Demonstrate Socio-Moral Understanding and Behaviour Self-Regulation 18 – 24 months Seeks co-regulation in the form of hugs, deep touch pressure, etc. to sooth and settle them so they are able to calm down Focus attention for short periods, ie. to read a short story or sing a song Adjust their behavior to achieve goals Begin to label feelings like, “I am sad” or “I am feeling hurt” 24 – 36 months Can briefly delay gratification Follows simple instructions/rules without showing signs of upset Turns to adults for help with how to deal with strong feelings 3 - 4 years 5 Recognizes a growing array of feelings in themselves and others Identifies solutions to simple problems With support, use strategies like deep breaths and self-talk to calm down 4 – 5 years Focuses attention and shows persistence on difficult tasks for increased lengths of time Shows perspective-taking Physical Domain Outcome: Demonstrate Well-Executed Basic, Fundamental Movements Gross Motor Movements 18 months Walks up one stair at a time while holding a hand or rail Creeps down stairs Walks (early stage) with heel-toe pattern, seldom falls (feet wide apart, short, choppy steps) Walks sideways and backwards Runs stiffly Stands on one foot with help Kicks large ball (or other large objects) forward Manages ride on toys Good balance and coordination 19 – 24 months Walks down one step at a time (marked time) with rail or hand holds Squats in play and stands back up Jumps in place Kicks a stationary ball (or other object) Jumps off something at least 12 inches off the floor with 1 foot leads Walks on a structure no more than 4 inches wide with 1 foot on/ 1 foot off 24-29 months Walks (mature stage: can take longer steps, feet placed closer together, toes point straight ahead) 6 Walks on a structure no more than 4 inches wide with one hand held Stands alone on a structure no more than 4 inches wide Walks up stairs one step at a time (marked time) with no rails Runs Hops Briefly stands on one foot Jumps from one step with feet together Throws ball (or other objects) overhead Climbs (on play equipment-ladders, slides, etc) 2 – 3 years Walk down stairs step by step (marked time) without holding rails Balance on one foot 2-3 seconds Jump forward at least one foot of distance Walks on a structure no more than 4 inches wide alone Walk on tip toes when asked Hop in place with both feet 3 – 4 years Walks sideways on a structure no more than 4 inches wide Hops on one foot at least 2-5 times Balances on one foot for at least 2-5 seconds Walks up stairs independently; alternating feet Runs with controlled movements Jumps over a line Jumps forward at least 2 feet in distance Completes consecutive jumps without falling Jumps off a step with both feet simultaneously Kicks a stationary ball (or other object) at least 6 feet forwards Throws a ball (or other object) both under and over hand Catches a bounced ball Independently gets on/off a tricycle and pedal Freezes on command 4 – 5 years Balances on one foot for at least 4 – 8 seconds Walks (in all directions) on a structure no more than 4 inches wide Walks down stairs alternating feet, independently Kicks and rolls ball (or other object) 7 Catches large and small ball (or other object) with outstretched arms Throws a small ball (or other object) overhand Stands on one foot for at least 5 seconds Stands on tiptoes for at least 3 seconds without moving feet Jumps forward at least 3 feet Jumps up onto a step with two feet Jumps over a small hurdle While running, able to turn and stop easily without losing balance Hops on one foot at least 5 times Walks backwards on a line Gallops at least 10 feet Throws ball (or other object) and hits a target from 5 feet away Fine Motor Movements 18 – 24 months Grasps objects without dropping Can stack at least three small objects Put at least 4 rings on a stick Picks up and inserts objects (for example: can place at least 5 pegs in a pegboard) Make random scribbles on a page by holding writing tool with fist and making large movements from the shoulder (stage 1 of drawing) Turn knobs Paint with whole arm movement, shifts hands, makes strokes Self-feed with minimal assistance Use signing to communicate Bring spoon/fork to mouth Hold and drink from cup independently 8 2 – 3 years Can string large beads Turn single pages of books Make random attempts to snip with scissors Controlled scribbling: makes repeated marks on page like open circles, curved, diagonal, horizontal or vertical lines (stage 2 of drawing) Hold writing tool with thumb and fingers (not fist) Use one hand consistently in most activities Imitate circular, vertical, and horizontal strokes Paint with some wrist action, makes dots, lines, circular strokes Roll, pound, squeeze, and pull things like playdough (shape and mold) Tear and rip light weighted paper (ie. tissue paper, newsprint) Fill and pour from one object to another (spoons, shovels, scoops) Eat without assistance using fork, spoon Understand that writing is made up of lines, curves, and repeated patterns (stage 2 of drawing – 2 ½ - 3 ½ years) Draw components of letters (stage 2 of drawing) 3 – 4 years Stack a number of small blocks Copy circles on paper Make loops, circular shapes and lines that are distinguishable Combine shapes to make new shapes (mandalas appear – combine ovals and crosses) Manipulate clay material (rolls balls, makes snakes, cookies); shape and mold Use non-dominant hand to assist and stabilize the use of objects Mixes/stirs using dominant hand Uses thumb and index finger to pick up small objects or turn pages of book one at a time (pincer grasp) Accurately snip paper using scissors Puts on some clothes without assistance like loose pants or a coat 4 – 5 years Cut on a line continuously Bend and fold (paper) Trace with writing tools Copy a cross, and square on paper 9 Write their name Write numbers 1-5 Copy letters Handedness is well established Dress and undress independently Purposefully draw pictures: build pictures off circles (see an irregular circle, with stick rays for a sun; or a person – usually a circle with roughly recognizable human features) (stage 3 of drawing) Arrange figures into scenes - a house with a sun, clouds, rainbow (stage 4 of drawing) Draw accurate representations of the human body person is drawn smaller than a house, a person has hair, fingers, toes (stage 4 of drawing) Write with short and long patterns that look like words or sentences (stage 4 of drawing) 5 – 6 years Use scissors to cut out simple shapes Copy triangles onto paper Use a 3 fingered grasp of pencil and use fingers to generate movement (tripod grasp) Paste and glue appropriately Form most letters and numbers correctly Build small Lego, K’nex and other blocks independently Cognitive Domain Outcome: Demonstrate Knowledge of Everyday Living Concepts Colour Concept 18 – 24 months Recognize different colours 2 – 3 years Name 1 – 3 colours consistently Match colour Attach meaning to colour 10 3 – 5 years Sort objects by colour Discriminate colour groupings (shades, tones, etc.) Sequence colour by shades/tones in one colour group Use colour to form patterns Shape Concept 18 – 24 months Recognize shapes based on their experiences, ie. a cup is different from a shoe Play simple insert puzzles including basic shapes 2 – 3 years Match basic shapes Label geometric shapes 4 – 5 years Attach meaning to shape Sort objects according to shape Alter shapes; creates a new shape from another shape Use shapes to form patterns Size Concept 18 – 24 months Recognize/perceive size Differentiate sizes (big/little/tall/short, etc.) 2 – 3 years Match sizes Use size labels 3 – 4 years Attach meaning to size Sort objects by size Seriate objects by size 4 – 5 years Link size to length, width, height Space Concept 18 – 24 months Imitate the movements of others 2 – 3 years Know words related to position (here/there, in/out) Recognize relative positions (beside, across from, inside) 11 3 – 5 years Recognize representations of things in pictures Recognize distances between things Create things in space (using construction materials or other objects such as furniture and blankets) Time Concept 18 months – 2 years Recognize their individual feeding, sleeping and playing schedules 3 – 4 years Recall events related to past experiences Predict events (not always consistently in order) 4 – 5 years Understand the sequence of daily activities/events like breakfast in the morning, lunch in the afternoon, and dinner in the evening Remember past events in sequence: short term, then long term memory Associate numbers with time (e.g., the clock face) Estimate amount of time a task will take Outcome: Demonstrate Cognitive – Perceptual Abilities Perception 18 – 24 months Identify and label objects, sounds, smells, taste, touch Sway back and forth to the beat of a song while standing up Understands many action words (run, jump) Imitates movements 2 – 3 years Discriminate similarities and differences according to sounds, smells, taste, touch Match objects according to observable similarities Match objects according to sound, smell, taste, touch Follow two step commands 12 4 – 5 years Recognize something after seeing/hearing only part of it Identify direction from which a sound is coming Label odours: e.g., fragrant, highly scented, acrid, sour Label tastes: sweet, sour, bitter Label textures: rough, smooth, soft, hard Differentiate temperature by touch (cold, warm, hot, etc) Outcome: Demonstrate a Repertoire of Developmentally-Appropriate Logical Concepts and Thinking Skills Classification 18 – 24 months Sort according to one observable attribute 2 – 3 years Sort according to two observable attributes Sort according to knowledge-based attribute(s) 4 – 5 years Classify objects according to observable similarities Sort according to abstract attribute(s) Sort according to hierarchies of classes Sort random objects according to classes the child determines Number Concept 18 – 24 months Recite number words up to three, but may not understand their meaning Understand the meaning of numbers 1 and 2 Labels toys with number words 2 – 3 years Recite the number words 1 - 10 Count up to at least 5 objects Can represent 1 and 2 with finger patterns Create sets using one-to-one correspondence Recognize equal sets Can pick out the “first” and “last” person in a line 3 - 4 years Recognizes one digit numbers Perform simple arithmetic operations using number, e.g., adds, subtracts Recite number words from 1 - 30 13 Represent “5” using a finger pattern 4 – 5 years Count backwards from 5 Understands and uses ordinal terms: “first”, “second”, “third”, “fourth”, “fifth” Count backwards from 10 Write one-digit numbers Retain constancy of quantity in spite of properties of objects counted (number constancy) Conserve number (know that number is constant in spite of changes in the configurations of objects) 5 – 6 years Know “what number comes next” up to at least 9 Count backwards from 20 Name, discuss, and compare objects using words such as “taller,” “shorter,” “skinnier,” “fatter,” “wider,” and “longer.” Reads number words up to 10 Write two-digit numbers Measure length of objects using centimetres and metres Solving Simple Problems 18 months – 2 years Link cause and effect Follows one step instructions Choose an activity from alternatives Choose a task Completes tasks by remembering past experiences Matches pairs of objects Finds things when hidden Uses trial and error to complete simple tasks (ie. turning objects around in a form board to get it to fit) 2 – 3 years Explores how things work by touching them and “trying them out” Little to no trial and error to complete simple tasks (like form boards) Uses order and sequence to solve problems (ie. gets coat and goes to door when wanting to go outside) 14 3 – 4 years Begin an activity and follow through/persist Finish an activity Communicate that they are finished something (an activity) Anticipate and think ahead (plan) Asks “what if” questions Hypothesize what might happen “if” 4 – 5 years Try alternative methods to solve a problem Overcome obstacles in a task Seeks alternative solutions to problems Tests solutions and answers to determine accuracy Test hypotheses in response to “what if” questions Categories of Play 18 – 24 months Exhibit functional play – involved repetition, exploring, and testing limits 2 – 3 years Exhibit constructive play – purposeful and creative where the child uses materials to make things, often without a plan, for their own purpose Exhibit symbolic play – (pretend play) – usually solitary and done with realistic and familiar materials Exhibit symbolic play – (pretend play) – done with objects that do not look like the thing they represent 3 – 4 years Exhibit symbolic play – (sociodramatic play) – involves 2 or more children where they role play Exhibit symbolic play – (fantasy play) – pretending with characters and superheroes rather than realistic characters and situations 5 – 6 years Play games with rules – follows externally set rules that guide play behaviour Outcome: Develop Language and Literacy Skills 15 Receptive Language 18 – 24 months Understand 250 – 300 words Point to major body parts, clothing items, toys and food when asked Discriminate between songs Begin to understand personal pronouns (my, mine, you) 2 – 3 years Understands the meaning of 500 – 900 words Follow 2 step instructions containing prepositions – in/on/under/big/little 3 – 4 years Process complex sentence structures and understand 15002000 words Follow a command with 3 directions 4– 5 years Follow and process instructions containing 4+ information carrying words, or an 8 word sentence Differentiate consonant sounds and blends Hold a message in their head and deliver it to another person Expressive Language 18 – 24 months Asks for help using words or actions Says about 20 words (they do not have to be clear) Talks in a run-on flow of words while chatting with stuffed animals or to themselves. The words may not make sense. Name some pictures in a book Copy new words and phrases you say: “Go bye-bye.” “Grandpa’s car.” Sings simple songs with words and actions Begins to be understood by others outside the family Uses at least 50 words Labels concrete objects 2 to 3 years Uses simple sentences such as “See Daddy coming.” (around 3 words) Say their full name including nicknames Begins to use plurals of words Uses words in correct context (meanings of words) Uses language that others can understand Follows simple directions 16 3 – 4 years Speak 250 – 500 words Answer and/or respond to simple questions Link words and phrases into longer sentences (5 – 6 words) Speak clearly, although may not be fully comprehensible until age 4 Tell stories 4 – 5 years Speaks clearly and fluently in an easy-to-listen-voice Use irregular past tense verbs correctly (“I ran” instead of “I runned”) Take turns in much longer conversations Adapted from ”Empowering Children” (Shipley, 2013); “Developmental Profiles: Pre-Birth Through Adolescence (Marotz & Allen, 2010). 17