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