| Social |
Emotional |
- Respond to own name when called
- Repeat an action that made you laugh
- Stop an action when you say “no”
- Imitate during play
|
- Look at you to see how you react
(e.g., after falling, when a stranger enters the room)
- Be shy or anxious with strangers
|
| Language |
Cognitive |
- Look at your face when you are talking to him
- Look at pictures when you name them
- Understand 50 words
- Try to get something by making sound, while reaching or pointing
- Imitate a few animal sounds
- Use connected sounds that seem like little stories
|
- Start to recognize body parts on self and dolls
- Explore objects in different ways
(e.g., shaking, banging, throwing, dropping)
- Search for hidden objects in several locations
- Recognizes image of self in mirror
|
| Motor |
| Gross Motor |
Fine Motor |
- Crawl up stairs/steps
- Walk sideways holding onto furniture
- Try to squat to pick up a toy from the floor
- Get from a sitting to a crawling or prone position
- Stand alone easily without support
- Walk holding onto an adults hand and may be able to take a few steps without support
|
- Use two hands when
playing with toys
- Remove socks and try to undo shoes
- Stack two blocks
- Poke things with index finger
- Scribble with crayon
- Push a toy
|
| Perceptual (sensory) |
| Hearing |
Vision |
|
|
| Nutrition/Feeding |
| Nutrition |
Feeding |
- Eat many foods his family is eating
- Have 3 - 4 nutritious meals and 1-2 snacks
- Continue to breastfeed
|
- Holds cup to drink using two hands
|
| Social |
Emotional |
- Join in play with familiar adults,
siblings, and peers
- Recognize image of self in mirror
- Look at you when you are talking
or playing together
- Point to show you something
- Comply with simple directions
- Use familiar gestures (e.g., waving)
- Demonstrate some pretend play with toys (e.g., pretend to give teddy a drink, use bowl as a hat)
- Begin to select gender-stereotyped toys
|
- Show affection towards people, pets or toys
- Begin to realize that others’ emotional reactions may differ from one’s own; early signs of empathy
- Come for comfort when distressed
|
| Language |
Cognitive |
- Add to vocabulary steadily
- Say 20 or more words. Words do
not have to be clear.
- Enjoy being read to and looking at simple book with caregiver
- Point to familiar objects when asked
- Follow directions using “on” and “under” (e.g., “Put the cup on the table”)
- Use a variety of familiar gestures (e.g., such as waving, pushing, giving, reaching up)
- Makes at least four different consonant sounds (e.g., b,n,d,h,g,w)
- Point to at least three different body parts when asked (e.g., “Where is your nose?”)
- Try to get your attention to see
something of interest
|
- Use objects as tools
- Imitate actions across a change in context (e.g., act out at home a behaviour learned at child care or on TV)
- Exhibit improved recall memory for people, places, objects, and actions
- Actively sort objects into a single category (e.g., same colour or same shape)
- Identify pictures in book, “show me the baby”
- Pretend play with toys and figures
(e.g., feed stuffed animal)
- Consistently choose the larger of two piles of favourite foods (e.g., raisins or pieces of fruit)
|
| Motor |
| Gross Motor |
Fine Motor |
- Walk up a few stairs/steps holding your hand
- Walk alone
- Trot, prance
- Squat to pick up a toy and stand
back up without falling
- Push and pull toys or other objects
while walking forward
- Climb stairs one at a time with help
(e.g., holding adult’s hand)
- Climb onto furniture, try to climb out of crib
- Walk backward two steps without support
- Kick a ball
|
- Manipulate small objects with
improved coordination
- Stack three or more blocks
- Turn a few board-book pages at a time
- Make vertical strokes with a crayon
- Turn over a container to pour out the contents
- Remove some clothing on his own
- Open drawers
|
| Perceptual (sensory) |
| Hearing |
Vision |
- Respond to music by trying to dance,
sway, clap or vocalize
- Look for source of sound in all directions
|
- Hold objects close to eyes to inspect
- Follow objects as they move from
above head to feet
- Point to objects or people using a word that means “look” or “see”
|
| Nutrition/Feeding |
| Nutrition |
Feeding |
- Transition well to family foods
and mealtimes
- Continue to breastfeed or take whole
milk with meals or at bedtime
- Continue to have 3 - 4 meals and
1 - 2 snacks per day
|
- Hold bite and chew crackers or
other crunchy foods
- Use a spoon well; feed self with
spoon with little spilling
- Swallow without loss of food or saliva from mouth; may lose some during chewing
|
| Social |
Emotional |
- Imitate behaviour of others, especially adults and older children
- Become increasingly aware of himself as separate from others; self-recognition is well under way; identify self in photos
- Become increasingly enthusiastic about company of other children
- Ask for help using words
- Say “no” and like to do some
things without help
- Start to use words to influence
a playmate’s behaviour
- Show gender-stereotyped toy preferences
- Like to watch and play near other children
|
- Begin to tolerate caregiver’s absences more easily; separation anxiety declines
- Acquire an emotion vocabulary for talking about feelings, including negative feelings, aiding emotional self-regulation
- Self-conscious emotions (shame, embarrassment, guilt, and pride) emerge
|
| Language |
Cognitive |
- Point to object or picture when
it’s named for him
- Recognize names of familiar people, objects, and body parts
- Join two words together (e.g., “want cookie”, “car go”, “my hat”)
- Follow simple instructions and two step directions (e.g., “find your teddy bear and give it to grandma”)
- Hum and sing
- Learn and use one or more new words a week (may only be understood by family)
- Ask for help using words
- Use 10 to 20 consonants and have sufficient phonetic ability to learn
many new words
- Use two pronouns
(e.g.; “you”, “me”, “mine”)
- Hold book the right way up and turn pages
- Pretends to read to stuffed animal or toy
|
- Find objects even when hidden under
two or three covers
- Actively sort objects into two categories
(e.g., all cars and all dolls)
- Show an understanding that items can be counted and that there are special counting words that are used (e.g., “one”, “two”, “three”)
- Imitate actions of peers and adults even after a time delay of up to several months
- Engage in make-believe play, using simple actions
- Solve simple problems suddenly (instead of through trial and error)
- Use skills already learned and develop new ones (e.g., no loss of skills)
- Copy your actions
(e.g., you clap your hands and he claps hands)
- Complete a simple shape-matching puzzle
- Understand and remember two-step request
|
| Motor |
| Gross Motor |
Fine Motor |
- Carry large toy or several toys
while walking
- Try to run
- Play in a squat position
- Walk backwards or sideways pulling a toy
- Jump in place
- Walk on tiptoe
- Throw a ball
- Climb onto and down from
furniture unassisted
- Walk up and down stairs one step at a time holding on to support
- Push riding toy with feet
- Open doors
|
- Make scribbles and dots on paper or in sand
- Scribble in circular pattern
- Make horizontal stroke with a crayon
- Turn over container to pour out contents
- Build tower of four blocks or more
- Possibly use one hand more frequently
than the other
- Manipulate small objects with good coordination
- Put objects into a small container
- Turn board-book pages easily, one at a time
- Take off own shoes, socks or hat
|
| Perceptual (sensory) |
| Hearing |
Vision |
|
- Look when reaching or grasping for
objects within vision
- Look where he is going when walking,
climbing or running
- Look for and point to pictures in books
|
| Nutrition/Feeding |
| Nutrition |
Feeding |
- View as by “18 months of age”
- Take number of Food Guide Servings as recommended by Canada’s Food Guide
|
- Eat most food without coughing and choking
- Feed self most foods with spoon, fork
or fingers competently
- Use tongue to clean food from upper
and lower lips and teeth
|
