These activities and others are outlined in : Functional Equivalence for children. These examples illustrate what a child should be able to do given their age in each domain (except Health and Physical Well-being which is not age dependent). These examples will also help you ask the parent, caregiver, or child questions about each of these activities and assess what evidence is available and what must be obtained. Domain General Newborn to Young Older Infants and Preschool (3-6) School Age (6-12) Young to Older Infant (Birth to 1) Toddlers (1-3) Adolescent (12-18) Learning concepts Exploring Learning how objects Learning to use skills Learning to read, Using what has been Acquiring and and symbols through environment; go together in leading to reading write, do math, learned in daily Using play recognition of different ways; and writing, discuss history and living; understanding Information familiar sights and forming concepts; listening, and science; doing group and knowing simple sounds solving simple coloring; using work; entering into and complex ideas; problems words to ask class discussions; applying skills in questions; giving using complex practical ways answers language Regulating, initiating, Responding to Showing sustained Paying attention Focusing attention on Independent Attending and and maintaining various external attention (e.g. when spoken to a variety of planning; preparing Completing levels of alertness stimuli such as light, looking at picture directly; sustain situations; following and completing Tasks and concentration; sound, touch, and books, building with play; performing directions; range projects; looking ahead and temperature blocks) self-care activities, remembering and organizing time and predicting possible (e.g. dressing and organizing school tasks; maintaining outcomes of actions feeding) materials; changing attention for activities or routines extended periods of without distraction time Initiating and Responding visually Expressing emotions Socializing with Developing lasting Initiating and Interacting and responding to and vocally to care and responding to children as well as friendships; working developing Relating with exchanges with giver(s); responding feelings of others; adults; using words in groups to create friendships with Others other people; to a variety of beginning to initiate instead of actions to projects and solve peers and relating to forming relationships emotions and maintain express yourself problems children and adults; with others relationships with intelligently adults expressing feelings and asking for assistance to meet needs in all types of settings
These activities and others are outlined in : Functional Equivalence for children. These examples illustrate what a child should be able to do given their age in each domain (except Health and Physical Well-being which is not age dependent). These examples will also help you ask the parent, caregiver, or child questions about each of these activities and assess what evidence is available and what must be obtained. Domain General Newborn to Young Infant (Birth to 1) Older Infants and Toddlers (1-3) Preschool (3-6) School Age (6-12) Young to Older Adolescent (12-18) Acquiring and Using Information Learning concepts and symbols through play Exploring environment; recognition of familiar sights and sounds Learning how objects go together in different ways; forming concepts; solving simple problems Learning to use skills leading to reading and writing, listening, and coloring; using words to ask questions; giving answers Learning to read, write, do math, discuss history and science; doing group work; entering into class discussions; using complex language Using what has been learned in daily living; understanding and knowing simple and complex ideas; applying skills in practical ways Attending and Completing Tasks Regulating, initiating, and maintaining levels of alertness and concentration; looking ahead and predicting possible outcomes of actions Responding to various external stimuli such as light, sound, touch, and temperature Showing sustained attention (e.g. looking at picture books, building with blocks) Paying attention when spoken to directly; sustain play; performing self-care activities, (e.g. dressing and feeding) Focusing attention on a variety of situations; following directions; remembering and organizing school materials; changing activities or routines without distraction Independent planning; preparing and completing projects; organizing time and tasks; maintaining attention for extended periods of time Interacting and Relating with Others Initiating and responding to exchanges with other people; forming relationships with others Responding visually and vocally to care giver(s); responding to a variety of emotions Expressing emotions and responding to feelings of others; beginning to initiate and maintain relationships with adults Socializing with children as well as adults; using words instead of actions to express yourself Developing lasting friendships; working in groups to create projects and solve problems Initiating and developing friendships with peers and relating to children and adults; intelligently expressing feelings and asking for assistance to meet needs in all types of settings range
Child_Domain_Chart_by_Age_Group_102618.docx