PRESCHOOL DEVELOPMENTAL MILESTONES

Gross Motor Skills (walking, running, jumping, climbing,

balance, strength)

Gross Motor development involves the larger, stronger muscle groups

of the body. In early childhood, it is the development of these muscles
that enable the baby to hold his/her head up, sit, crawl and eventually
walk, run and skip.

Between the ages of 3 – 4 years, your toddler should:

 Run around obstacles
 Walk on a line
 Balance on one foot for 5 – 10 seconds
 Hop on her preferred foot
 Ride a tricycle
 Walk up and down stairs with alternating feet, without support
 Jump from 12 inches with feet together
 Use a slide independently
 Climb well (not including ladders)
 Skip, leading with 1 leg
Between the ages of 4 – 5 years, your preschooler should:
 Walk a balance beam forwards & backwards
 Perform somersaults
 Balance on 1 foot for 8 – 10 seconds
 Skip, alternating feet
 Begin to jump rope
 Throw a ball to hit a target
 Jump back
 Pump and maintain momentum while on a swing (may be started
with a forward push)
 Hop 5 times on 1 foot
 Climb the rungs of a playground slide ladder

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Red Flags for Gross Motor Development (1 – 5 years)
If you notice or are concerned about some of the following things
about your child, you may want to talk to your physician or another
health professional.

 Child is not meeting developmental

milestones
 Child walks funny
 Child walks on his/her toes all the time
 Child is excessively clumsy
 Something appears wrong with child’s legs and/or feet
 Child complains of persistent pain or fatigue
 Child’s skills are regressing

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PRESCHOOL DEVELOPMENTAL MILESTONES

Fine Motor Skills (colouring, cutting, beading, lego, drawing)

“Fine motor” refers to the movements we make with the small
muscles of the hands. Children start to use their hands right at birth to
explore their own bodies and the world around them. Their fine motor
skills develop as their whole body starts to move and become more
stable. They also learn to do more things with their hands as their
cognitive and social/emotional skills improve.

Below are some of the typical developmental milestones for fine

motor skills. After each age group, you can find some “red flags” that
might indicate a problem.

Between the ages of 3-4 years, your child will:

 Build a tower of 9-10 small blocks
 Use playdough to make balls, snakes, cookies, etc.
 Build things with large linking blocks, such as Megablocks or
Duplo
 Draw a circle by herself
 Copy a cross (+)
 Imitate you drawing a square
 Start to hold a crayon or pencil with a mature grasp (like an adult)
 Cut across a piece of paper
 Start to cut along a straight line
 Manage buttons
 Put on most items of clothing by herself, but may still need help
with shirts and jackets
 Feed himself well with a spoon and fork
Red Flags for Fine Motor Development (4 years)

If you notice some of the following things about your child by the
time he is 4 years old, you may want to talk to your doctor, or to
another health professional such as an occupational therapist.
 His movements seem shaky or stiff
 Her arms and hands seem very weak

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 She is not able to cut across a piece of paper with scissors
 He cannot copy a cross (+)
 She is not able to draw a circle and straight lines by herself
 She cannot string ½ inch beads onto a lace
 He cannot use a fork and spoon well
 She is not able to put on her own pants, loose socks and shoes
Between the ages of 4-5 years, your child will:
 Start to use one hand consistently for fine motor tasks
 Cut along a straight line with scissors
 Start to cut along a curved line, like a circle
 Draw a cross by herself (+)
 Copy a square
 Begin to draw diagonal lines, like in a triangle
 Start to colour inside the lines of a picture
 Start to draw pictures that are recognizable
 Build things with smaller linking blocks, such as Duplo or Lego
 Put on his own clothing, but may still need help with fasteners like
buttons/zippers
 Start to spread butter or cut soft foods with a small table knife
(with supervision)
 Start to learn to print some capital letters

Red Flags for Fine Motor Development (5 years)

If you notice some of the following things about your child by the
time she is 5 years old, you may want to talk to your doctor, or to
another health professional such as an occupational therapist.
 His movements seem shaky or stiff
 Her arms and hands seem very weak
 He is not able to cut along a straight line
 She is not holding her crayons or pencils with her thumb and
fingers
 He is not able to draw a circle, square and cross (+)
 She is not able to put on her own shirts, pants, socks, and shoes
(with some help with fasteners)
 He is not able to feed himself well with a spoon and fork

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PRESCHOOL DEVELOPMENTAL MILESTONES

Communication - What might my preschooler do?

This is a time when vocabulary is continually growing and the
meaning and sentence structure of their language is becoming more
complex. This change in language represents the development of
cognitive (thinking) abilities. Preschoolers depend on language to
make their wants and needs known, solve problems, ask questions and
play with others.

The following are guidelines taken from a number of sources. They

will help you know what to expect and encourage next with your
child’s language development, or when to consider a referral to a
speech language therapist. It does not include everything and it is
important to remember that there is variation in children’s language
development.

Milestones for your preschooler at 3-4 years old:

 Enjoys books, simple songs, nursery rhymes, silly words, and

stories
 Has a vocabulary of 900 or more words
 Most of what they say can be understood
 Puts words together to form 3-4 word sentences
 Asks and answers “who”, “what”, and “where” questions
 Asks LOTS of questions
 Likes to talk and have conversations with people
 Uses proper grammar most of the time
 Uses pronouns “I”, “you” and “me”
 Knows their name, gender, street name, and a number of nursery
rhymes
 Knows some prepositions (position words) such as in, on, and
under
 Often makes mistakes with negatives and use “double negatives”
ie: “I don’t not want to go”
 Follows a 3 part command

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 Begins to recognize some letters and words (e.g. recognizes "stop"
sign, the "M" for MacDonalds, etc.)
 Sorts (match) objects by: function (find something you play with,
wear, etc); size (big, little); familiar colors.
 Names one color
 Is develping number concepts – can give you 1, more, or all of
something
 Counts objects, even if they don’t have all the numbers correct.
 May repeat sounds, words, or phrases (may sound like stuttering)
 Stays with one activity for 8-9 minutes

Red Flags:
If your 3-4 year old preschooler shows 2 or more of the
following, contact the centre or make a referral to a speech-language
therapist to ensure your child is not having difficulties with
developing communiction skills:
 Little interest in talking to adults or children
 Sentences are not growing in length or complexity
 Poor sorting or matching skills
 Difficulty answering questions: what, what-doing, where
 Not asking who, what, or where questions
 Not easily understood by family members or familiar people in
their life

Milestones to watch for with your preschooler at 4-5 years old:

 Continues to learn lots of new words very quickly
 Vocabulary of 4,000 – 6,000 words
 Uses sentences of 4-6 words
 Talks a lot and about everything they are doing or thinking
 Tells long stories about own personal experiences
 Asks “who” and “why” questions
 Interested in explanations for their “how” and “why” questions
 Understands and uses “tomorrow” and “yesterday”
 Uses past, present and future tense, mostly, but not always,
correctly
 Interested in written words, letters and numbers.
 Matches and sorts objects in a large variety of ways

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 Understands prepositions (e.g. beside, behind, in front)
 Stays with an activity for 11-12 minutes
Red Flags:
If your 4-5 year old preschooler shows 2 or more of the
following, contact the centre or make a referral to a speech-language
therapist to insure your child is not having difficulties with
developing communication skills:
 Not easily understood by others
 Difficulty putting sentences together
 Lots of grammatical difficulties in their sentences
 Difficulties with concepts such as prepositions (position words
such as behind, beside, etc.) colors, size, categories.
 Doesn’t ask questions
 Doesn’t follow verbal directions

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PRESCHOOL DEVELOPMENTAL MILESTONES

Eating & Drinking

By the time your child is 3 years old, he should be eating and drinking
most of the same foods that the rest of the family is eating. It might
still be hard for him to chew tough foods. Also, because of choking
risks, it is still important at this age to avoid serving foods in large
chunks (e.g large grapes, large pieces of hot dog, hard candies, etc.)

A lot of preschoolers can be described as “picky eaters.” Children at

this age are starting to assert their independence and, therefore, want
to have some say in what they will eat. This is quite a normal stage of
development.

Red Flags for Eating and Drinking Problems

If your child is showing some of the following signs, it may be
helpful to talk to your doctor or another health professional, such as
a speech language pathologist, occupational therapist, dietician, or
public health nurse.
 Regular coughing or choking during eating
 Taking a really long time to eat a meal (more than 30-45 minutes)
 Getting sick often with pneumonia or chest infections
 Gurgly, hoarse, or breathy voice after eating
 Less than normal weight gain or growth
 Lots of leakage of food or liquid from the mouth
 Coughing, gagging, or throwing up during or after meals
 Stuffing mouth with food
 Holding food inside pockets in mouth for long periods
 Difficulty accepting new textures of food
 Avoidance behaviours to specific foods and textures (gagging,
vomiting, blocking the spoon with hands or closed lips, crying,
pushing food away, etc)
 Refusing to eat more than a few foods, or refusing to eat anything
from one of the food groups
 Being extremely rigid about how food is prepared or how it is
served

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 Abnormal bowel movements that last longer than a few days
(diarrhea, constipation, loose stool)
 Skin reactions to foods (dry patches, hives, rashes) Note: If your
child seems to be having a severe allergic reaction to a food
(difficulty breathing, turning red, developing hives or rash on the
face/chest), you should seek medical help immediately

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PRESCHOOL AGED DEVELOPMENTAL MILESTONES

Self-Care (toilet training, sleeping, dressing, washing/bathing,

grooming)
Self care refers to all the things we do to keep our bodies safe and
healthy. The main areas of self-care for a preschooler are
sleeping, eating/drinking, toothbrushing, dressing,
and bathing/grooming,
Sleeping
Research shows that getting enough sleep is extremely important for
your child’s development and brain function. Getting your child to go
to sleep and stay asleep is often one of the most difficult tasks for a
parent, and there are many different opinions about the best ways to
do this. We do not support one method over another, but recommend
that parents find the method that they feel most comfortable with, and
that fits their child and family.

If you are feeling overwhelmed with trying to get your child to sleep,
you can talk with your doctor, a public health nurse, an occupational
therapist, or another health professional in the community.
Toothbrushing
It is extremely important for children to have their teeth brushed twice
per day, using a small dab of fluoride toothpaste. If your child wants
to brush his own teeth, he should be encouraged to try. However,
children under 6 years of age should have an adult finish the job to
make sure his teeth are cleaned well. If you have specific questions
about how to brush your child’s teeth, please talk to your dentist or
another dental health professional.

Many children find it uncomfortable to have their teeth brushed. Try

some of the following strategies to make toothbrushing time more
relaxing:

 Do it at a consistent time of day so your child knows what to

expect

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 Try singing a fun song or making up a rhyme for toothbrushing
time
 Encourage your child to try brushing her own teeth when she is
ready (as long as you finish the job for her)
If you are overwhelmed trying to get your child to brush her teeth,
you may want to talk to a dental health professional, to a public health
nurse, or to an occupational therapist.
Other Areas of Self-Care
For information about typical developmental milestones for toddlers
and preschoolers, please click on one of the links below. In each area,
you will also find information about when to ask for help.

EATING AND DRINKING

Eating and Drinking are two of the most important things children do
for health and development. Mealtimes are also a time when children
can learn important skills, and develop relationships. When a child is
struggling with eating, it can be a huge challenge for the whole
family.

Successful eating and drinking requires appropriate motor

development throughout the body and mouth, normal sensory
development, healthy routines, and most of all enjoyment of the
experience!

There are several eating and drinking skills that can be a challenge for
a child:

 Breastfeeding or bottle feeding

 Eating solid foods
 Moving from smooth purees to textured foods
 Chewing and swallowing food
 Drinking from a cup
 Feeding yourself (with fingers or utensils)
 Eating the right amount of food
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 Getting enough nutrition
 Taking part in mealtimes
Typical Developmental Milestones and Red Flags
Below are some of the typical milestones to expect as your child
grows, followed by some red flags that might indicate a problem. If
you have a concern about your child at any age, you can contact us, or
make a referral at any time.

Newborn
By 1 month of age, your child will:
 Takes 2-4 ounces (60-120ml) of liquid per feed. 6-8 or more
feedings per day.
 May lose some liquid from corners of mouth
 Be able to do at least 2 sucks in a row before pausing to breathe
 Have a rooting reflex where he will turn towards the breast or
bottle when the side of his mouth is stroked
 Have a suck and swallow reflex where she will open her mouth
wide enough to latch onto the breast or bottle
 Bring her hands to her mouth by 2 months
Infant

By 3-4 months of age, your child will:

 Take 4-7 ounces (120-280ml) of fluid per feed. 4-6 feedings per
day.
 Be able to do about 20 sucks before stopping to breathe. Sucking,
swallowing, and breathing are well-coordinated
By 5-6 months, your child will:
 Take 9-10 ounces (270-300ml) of food and/or liquid per feed
 Start to pat the bottle or breast with her hands during feeding
 Start to eat small amounts of thin, pureed foods such as infant
cereal or pureed fruit from a spoon
 Start to suck on or bite on a baby cookie
 Use some up and down chewing movements

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By 7-8 months, your child will:
 Start to eat thicker pureed foods at 7 months
 Eat ground or junior baby foods, or mashed table foods by 8
months
 Try to drink from a cup held for him, but may lose a lot of liquid.
May take large mouthfuls of liquid and cough/choke
 Move his tongue up and down, and to the side when chewing food
 Mouth and munch on the spoon, toys, and baby biscuits
 Hold his own bottle
Between 9-12 months, your child will:
 Take longer sequences of sucks with cup drinking, but may still
have trouble coordinating drinking and breathing
 Move her jaw and tongue a lot when chewing and moving food
around in her mouth
 Start to feed himself finger foods
 Start to hold a spoon during meals, but may not feed herself with it
yet
 Bite and chew foods by himself
Toddler/Preschooler
Between 12-18 months, your child will:
 Eat ground, mashed, or chopped table foods (including soft pieces
of meat) by 15 months
 Use her tongue well to move food from side to side in the mouth
 Lose a bit of food or saliva out of the mouth while chewing
 Bite foods well
 Eat coarsely chopped table foods, including meats and raw
vegetables by 18 months
 Sometimes chew with lips closed
 Drink from a cup well without losing liquid out of her mouth by
18 months
 Feed herself using a spoon, dropping some food off the spoon
 Start to refuse some foods
By 24 months (2 years), your child will:
 Swallow well from a cup with good lip closure around cup and no
loss of liquid
 Swallow food well with good lip control and no loss of food

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 Chew with jaw movements that go round and round, as well as
up/down and side to side
 Know the difference between food and non-food items
 Scoop foods with a spoon, with some spills
 Start to stab food with a fork and get it to her mouth
 Start to show clear likes and dislikes of some foods
Between 2 and 3 years of age, your child will:
 Eat the same foods as the rest of the family
 Feed himself well with a spoon and fork
 Have definite food likes and dislikes
 Refuse certain foods
 Possibly start to become a “picky eater”
 Wipe his own mouth and hands with a napkin or cloth
 Start to serve herself at the table with some spills
 Pour liquids into his cup from a small container
Red Flags for Eating and Drinking Problems
If your child is showing some of the following signs, it may be
helpful to talk to your doctor or another health professional, such as
a speech language pathologist, occupational therapist, dietician, or
public health nurse

 Arching or stiffening of the body during feeding

 Coughing or choking during feeding
 Being very irritable/fussy during or after feeding
 Taking a really long time to feed (more than 30-45 minutes)
 Frequent spitting up
 Getting sick often with pneumonia or chest infections
 Gurgly, hoarse, or breathy voice
 Less than normal weight gain or growth
 Lots of leakage of food or liquid from the mouth
 Coughing, gagging, or throwing up during or after meals
 Stuffing mouth with food
 Holding food inside pockets in mouth for long periods
 Difficulty accepting new textures of food

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 Avoidance behaviours to specific foods and textures (gagging,
vomiting, blocking the spoon with hands or closed lips, crying,
pushing food away, etc.)
 Abnormal bowel movements that last longer than a few days
(diarrhea, constipation, loose stool)
 Skin reactions to foods (dry patches, hives, rashes) Note: If your
child seems to be having a severe allergic reaction to a food
(difficulty breathing, turning red, developing hives or rash on the
face/chest), you should seek medical help immediately.

TYPICAL DEVELOPMENT OF DRESSING SKILLS

It is important to remember that all children develop at different rates.
Below are some general guidelines for how most children develop
dressing skills, as well as some of the reasons that parents might ask
for help when it comes to dressing.
Between 1 and 2 years of age, your child may:
 Help with pushing her arms through sleeves

 Remove his socks, shoes, and hat

 Hold her leg out to help with pulling pants up
 Help pull down his pants
Between 2 and 3 years of age, your child may:
 Take off her coat, simple pajamas, or sweatpants

 Put on a front-buttoning coat or shirt

 Unzip a zipper or undo large buttons
Between 3 and 4 years of age, your child may:
 Take off tops and bottoms
 Put on t-shirts or sweaters with a bit of help
 Put on pants, but need help doing them up
 Do up large buttons and pull up zipper once it is started
 Put on shoes and socks, but not yet tie shoes
Between 5 and 6 years of age, your child may:
 Be fully independent with dressing except for difficult fasteners
like belts or back zippers
 Still need a bit of help choosing appropriate clothing
Between 7 and 9 years of age, your child may:
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 Start to choose own clothes to buy
 Choose clothing appropriate for the weather
By 10 years of age, your child may:
 Start to help with choosing and buying own clothing
 Start to choose own style of clothing
When to Ask for Help
You may want to ask for help from an occupational therapist when:

 Your child has physical problems, making it hard for him to move
his body for dressing
 Your child is not undressing herself by 4 years of age
 Your child is not putting on simple clothes (pants, socks, shoes) by
4 ½ years
 Your child refuses to take part in the dressing routine
 Your child becomes extremely upset when you try to dress her

TYPICAL DEVELOPMENT OF BATHING AND GROOMING

SKILLS

It is important to remember that all children develop at different rates.

Below are some general guidelines for how most children develop
bathing and grooming skills, as well as some of the reasons that
parents might ask for help when it comes to bathing and grooming.

Between 1 and 2 years of age, your child may:

 Enjoy bathtime
 Want to help with washing her face, hands, and body parts
 Resist grooming activities, such as having his face washed or teeth
brushed
Between 2 and 3 years of age, your child may:
 Help with washing himself in the tub
 Wipe her own face with a cloth
 Wash his hands at the sink with some help
 Help with brushing teeth

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 Resist grooming activities, such as toothbrushing, face washing,
nail cutting
Between 3 and 4 years of age, your child may:
 Wash herself in the tub with supervision (except washing hair)
 Wash his hands and face at the sink by himself
 Brush his teeth, but need help doing a good job
 Help with brushing hair
 Wipe her own nose
 Resist grooming activities, such as nail cutting, face/hair washing,
toothbrushing
Between 5 and 6 years of age, your child may:
 Need supervision only for washing and tooth brushing (with
reminders)
 Bathe himself with help to fill the tub and wash hair, and for
safety
Between 7 and 9 years of age, your child may:
 Be able to do all bathing and grooming by herself, with some
reminders
By 10 years of age, your child may:
 Be more interested in how she looks, and take more care with
grooming activities
 Begin to shower daily
 Begin to use deodorant
 Begin to show interest in makeup (girls) in the early teen years
When to Ask for Help
You may want to ask for help from an occupational therapist when:

 Your child has physical problems, making it hard for him to move
his body for bathing or grooming
 Your child refuses to take part in grooming routines, or becomes
extremely upset when you try to do grooming activities

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PRINTING AND HANDWRITING DEVELOPMENT

Learning to print or write is one of the most complex motor skills

your child will learn. Becoming an efficient writer will allow your
child to express his thoughts and ideas easily and clearly when he
goes to school. The basics of drawing and using a writing tool start to
develop between 1 and 2 years of age, and most children are able to
print all of the letters of the alphabet by the time they are 6 years old.

It is important for children to develop the foundations for writing

skills as early as possible. Children with writing problems are at much
higher risk for poor self-esteem, frustration in school, and academic
failure. Once a child is past Grade 1 or 2, it is much more difficult to
correct writing problems, so it is important to ask for help early if
your child is struggling.

Below are some of the typical developmental milestones for printing

and handwriting development. As well as some “red flags” that might
indicate a problem.

If you have concerns about your child at any age, please feel free
to contact us to speak to a professional. You can also make a
referral to our centre at anytime.
Between the ages of 12-18 months, your child will:
 Imitate you by scribbling with a crayon or pencil
 Start to make marks with a crayon rather than banging it
 Do his own scribbling on paper or other surfaces
 Hold the crayon in her fist
Between the ages of 18months to 2 years, your child will:
 Paint or colour without going beyond a large piece of paper (e.g.
18x22 inches)
 Scribble without going off the paper
 Start to hold the crayon with her fingers and thumb, but still use
her whole arm to colour
Red Flags for Printing and Handwriting Development (2 years of
age)
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If you notice some of the following things about your child by the
time she is 2 years old, you may want to talk to an occupational
therapist, or another health professional in the community.
 Cannot pick up a crayon and scribble on paper
 Still prefers to eat or bang crayons instead of scribble with them
Between the ages of 2-3 years, your child will:
 Imitate you drawing a vertical line ( I ) – at about 2 years
 Draw different strokes, dots, and circular shapes
 Use paints and a brush
 Imitate you drawing a horizontal line (---) – at about 2 ½ years
 Imitate you drawing a circle - after 2 ½ years
 Hold the crayon with his fingers, but the crayon might be on the
top of his hand or under his hand when colouring
Red Flags for Printing and Handwriting Development (3 years of
age)
If you notice some of the following things about your child by the
time she is 3 years old, you may want to talk to an occupational
therapist, or another health professional in the community.
 Does not scribble or make marks on paper when given a crayon
 Cannot imitate you drawing a straight line
 Still holds the crayon in a full fist

Between the ages of 3-4 years, your child will:

 Copy a model of a horizontal line, vertical line, and circle
 Trace around the edge of a basic shape template
 Imitate you drawing a cross (+) – at about 3 ½ years
 Trace on top of a thick horizontal line without going off very
much
 Start to copy some simple horizontal and vertical letters, like E, F,
L, H, T – just before 4 years of age
Red Flags for Printing and Handwriting Development (4 years of
age)
If you notice some of the following things about your child by the
time she is 4 years old, you may want to talk to an occupational
therapist, or another health professional in the community.
 Cannot draw straight lines and circles

 Still holds the crayon in a full fist

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 Does not use a variety of strokes when colouring (i.e. just
scribbles)
Between the ages of 4-5 years, your child will:
 Draw a person with 3 different body parts
 Colour mostly within the lines in a colouring book
 Copy a model of a cross (+)
 Draw very simple pictures from a model, such as a boat or flower
 Copy a square from a model – at about 4 ½ years
 Draw inside the path of a very simple maze (i.e. with straight
lines)
 Trace around her own hand with a crayon (after 4 ½ years)
 Connect dots spaced about ½ inch apart to make simple drawings
 Hold the crayon like an adult does, with her thumb and fingers
near the tip of the crayon
Red Flags for Printing and Handwriting Development (5 years of
age)
If you notice some of the following things about your child by the
time she is 5 years old, you may want to talk to an occupational
therapist, or another health professional in the community.
 Cannot copy a square and a cross (+)
 Still holds the crayon in a full fist, or with her hand on top of the
crayon
 Is not able to make any recognizable drawings
 Colours way outside the lines in a colouring book
Printing and Handwriting Development for School-Aged
Children
Between the ages of 5-6 years, your child will:
 Draw a face with eyes, nose and mouth
 Print a few capital letters without copying (around age 5)
 Copy his own first name from a model, but some letters may be
large or awkward
 Copy a triangle from a model
 Draw a person with 6 or more parts
 Print her name clearly without a model (by 5 ½ years)
 Hold her pencil like an adult does, with thumb and fingers near the
tip
 Use one hand consistently as his dominant hand

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 Draw a smooth line inside a curved maze track
 Copy numbers 1-5 from a model (just before age 6)
By the age of 6 years, your child will:
 Print all letters and numbers without copying

Red Flags for Printing and Handwriting Development (6 years of

age)
If you notice some of the following things about your child by the
time she is 6 years old, you may want to talk to an occupational
therapist, or another health professional in the community.
 Cannot draw all the basic shapes (square, circle, cross, triangle)

 Still holds the crayon in a full fist, or with her hand on top of the
crayon
 Is not able to make any recognizable drawings
 Colours way outside the lines in a colouring book
 Is not able to draw most of the letters and numbers
 Has not chosen a dominant hand for drawing and colouring tasks
Red Flags for Printing and Handwriting Development (over 6
years of age)
Once your child is in school, the expectations for writing tasks get
higher very quickly. If your child is showing any of the following
problems, you should discuss it with his teacher. You can also contact
our centre to speak to an occupational therapist, or to make a referral.
 Your child seems to hold the crayon or pencil very awkwardly for
his age
 Your child refuses to participate in drawing or writing tasks that
are appropriate for her age
 Your child’s drawings or printing look very immature for his age
 Your child is getting very frustrated by written tasks
 Your child is still making a lot of mistakes in how she forms
letters by Grade 2 (e.g. reversals, incorrect formations)

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