Moving away from adult and looking back to Waving in response to • • “bye-bye” in” (showing understanding of Imitating consonant and vowel combinations “check • separateness) Vocalizing with intent frequently • Emotions expand to include surprise, shyness, Using a word to call a person • • fear of strangers, and intense concentration Giving objects upon verbal request • during problem solving Handing a toy to an adult for assistance • Beginning to learn the meaning of Stops Choosing two familiar objects upon request • “no”. • actions briefly then continues Adding sounds to action (“Vroom” for trucks, • Throwing temper tantrums to get his/her own talks to teddy bears) • way Looking at familiar objects and people when • named Understanding simple questions • Identifying two body parts on self • Demonstrating intense attention to adult • language 13-24 months 13-24 months 13-24 months Following single-step directions Beginning to explore the environment Beginning to explore the environment • • • Some pretend play directed toward others (at the independently independently • child’s own initiation). May offer a cup or pretend Turning the pages in a book Gesturing to indicate toileting needs • • food Looking at, pointing to, and naming pictures in a Using two word utterances, combined with • • Parallel play (plays with same toys, but not with book gestures, to communicate other children Singing along with a familiar song Walking independently with good quality • • Using toys in pretend actions, relating them to Saying or meaningfully Demonstrating more advanced movement and • • “mama” “dada • one another in reflection of daily actions Responding by looking when directed toward a motor skills such as running and climbing • May engage in pretend parallel play. Talks about certain object Beginning to pick up cup and take a few swallows • • how other children are feeling Attempting to locate objects when they are when thirsty • Moving from showing signs of awareness to discussed by others Holding spoon, scooping food and bringing to • • another’s pain to doing something to help Connecting consequences to a specific behavior, mouth with spilling • Showing concern when someone is in distress but may not understand why the behavior Using tools appropriately (wooden hammers, • • makes offer of support warrants the consequence spoon and fork, scissors, crayons, markers, Physically and verbally shows caring to parent pencils) •
• Moving away from adult and looking back to “check in” (showing understanding of separateness) • Emotions expand to include surprise, shyness, fear of strangers, and intense concentration during problem solving • Beginning to learn the meaning of “no”. Stops actions briefly then continues • Throwing temper tantrums to get his/her own way • Waving in response to “bye-bye” • Imitating consonant and vowel combinations • Vocalizing with intent frequently • Using a word to call a person • Giving objects upon verbal request • Handing a toy to an adult for assistance • Choosing two familiar objects upon request • Adding sounds to action (“Vroom” for trucks, talks to teddy bears) • Looking at familiar objects and people when named • Understanding simple questions • Identifying two body parts on self • Demonstrating intense attention to adult language 13-24 months 13-24 months 13-24 months • Following single-step directions • Some pretend play directed toward others (at the child’s own initiation). May offer a cup or pretend food Parallel play (plays with same toys, but not with other children • Using toys in pretend actions, relating them to one another in reflection of daily actions • May engage in pretend parallel play. Talks about how other children are feeling • Moving from showing signs of awareness to another’s pain to doing something to help • Showing concern when someone is in distress makes offer of support • Physically and verbally shows caring to parent • Beginning to explore the environment independently • Turning the pages in a book • Looking at, pointing to, and naming pictures in a book • Singing along with a familiar song • Saying “mama” or “dada meaningfully • Responding by looking when directed toward a certain object • Attempting to locate objects when they are discussed by others • Connecting consequences to a specific behavior, but may not understand why the behavior warrants the consequence • Beginning to explore the environment independently • Gesturing to indicate toileting needs • Using two word utterances, combined with gestures, to communicate • Walking independently with good quality • Demonstrating more advanced movement and motor skills such as running and climbing • Beginning to pick up cup and take a few swallows when thirsty • Holding spoon, scooping food and bringing to mouth with spilling • Using tools appropriately (wooden hammers, spoon and fork, scissors, crayons, markers, pencils)
NC%20Age-Anchoring%20Tool%20for%20use%20with%20COS.docx