• Showing a variety of emotions, including sadness, • Responding with gesture to “come up” or “want disgust, worry, fear, and curiosity up” • Moving away from adult and looking back to • Waving in response to “bye-bye” “check in” (showing understanding of • Imitating consonant and vowel combinations 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 “no”. Stops • Choosing two familiar objects upon request 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 book gestures, to communicate Parallel play (plays with same toys, but not with • Singing along with a familiar song • Walking independently with good quality other children • Saying “mama” or “dada meaningfully • Demonstrating more advanced movement and • Using toys in pretend actions, relating them to • Responding by looking when directed toward a motor skills such as running and climbing one another in reflection of daily actions certain object • Beginning to pick up cup and take a few swallows • May engage in pretend parallel play. Talks about • Attempting to locate objects when they are when thirsty how other children are feeling discussed by others • Holding spoon, scooping food and bringing to • Moving from showing signs of awareness to • Connecting consequences to a specific behavior, mouth with spilling another’s pain to doing something to help but may not understand why the behavior • Using tools appropriately (wooden hammers, • Showing concern when someone is in distress
• Showing a variety of emotions, including sadness, disgust, worry, fear, and curiosity • 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 • Responding with gesture to “come up” or “want up” • 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 • 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 • 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,
4-Age-Anchoring%20Tool%20for%20use%20with%20COS.docx