AGE COGNITIVE LANGUAGE MOTOR SOCIAL ADAPTIVE

COORDINATION INTERACTION

Between 3 and 4 • recognizes and • can tell a story Gross Motor • joins in play with • Puors well from
matches six colors • has a sentence • runs around other children and small pitcher
• intentionally length of 4-5 words obstacles begins to interact • Spreads soft
stacks blocks or • has a vocabulary • walk in a line • shares toys; takes butter with knife
rings in order of of nearly 1000 • balances on one Turns with • buttons and
size words foot for five to ten assistance unbuttons large
• draws somewhat • names at least seconds • begins dramatic buttons
recognizable one color • hops on one foot plag -acting out • Washes hands
picture that is • understands • pushes, pus, whole scenes independently
meaningful to child "Yesterday," steers wheeled • Blows nose when
if not to adult "Summer" toys reminded
• names and briefly "lunchtime," • rides tricycle • Uses toilet
explains picture "Tonight " • use Slide independently
• asks questions for "little-big" independently
information: why • begins to obey • jumps over a six-
and how questions requests like "put inch high object
requiring simple the block under the and lands on both
answers chair" feet together
• knows own age • knows his or her • throws ball
• knows own name last name, name of overhead
• has short attention street on which he/ • catches a bounce
span: learns she lives and ball
through observing several nursery
and imitating adults rhymes Fine Motor
and by adult • builds a tower of
instruction and nine small blocks
explanation, is very • drives nails and
easily distracted pegs
• has increased • copies circle
understanding of • imitates cross
concepts of the • manipulates clay
functions and material (rolls balls,
 grouping of objects snakes, cookies)
and part/ whole

Between 4 and 5 • Plays with words: • Has sentence Gross Motor • Plays and • Cuts easy foods
creates own length of 4-5 words • Walks backward interacts with other with a knife
rhyming words, • Uses past tense toe heel children • Laces shoes
says or makes up correctly • jumps forward 10 • Dramatic play is
words having • Has a vocabulary times without falling closer to reality,
similar sounds of nearly 1500 • Walks up and with attention paid
• Points and names words down stair to detail, time, and
four to six colors • Points to color red, independently, space
• Matches pictures blue, yellow, and alternating feet • Plays dress-up
of familiar objects green • Turns somersault • Shows interest in
• Draws a person • Identifies triangles, exploring sex
with two to six circles, and squares Fine Motor differences
recognizable parts, • Understands “In • Cuts on line
such as head, the morning” “next,” continously
arms, and legs; can “noontime” • Copies cross
name or match • Can speak of • Copies square
drawn parts to own imaginary • Prints some
body as well as conditions such as capital letters
through exploration; “I hope”
is easily distracted • Ask many
• has increased questions, ask
understanding of “who?” and ”why”
concepts of
function, time,
part/whole
relationships;
function or use of
objects may be
stated in addition to
names of objects
• Time concepts are
expanding; can talk
 about yesterday or
last week, about
today, and about
what will happen
tomorrow

Between 5 and 6 • retells the story • has a sentence Gross Motor • chooses own • dresses self
from a picture book length of 5-6 words • runs lightly on friends completely with
with reasonable • has a vocabulary toes • plays simple table bow ties
accuracy of around 2000 • walks on the games • brushes teeth
• names some words balance beam • plays competitive • independently
letters and • defines objects by • can cover 2 games • crosses streets
numerals their use (you eat meters hopping • engages in safely
• rote counts to ten with a fork) and can • skips on alternate cooperative play
• sorts of objects by tell what objects are feet with other children
single made of • jumps rope involves group
characteristics • knows spatial • skates decisions, role
• is beginning to relations like "on assignments, fair
use accurately time top," "behind," "far" Fine Motor play
concepts of and "near" • cuts out simple
tomorrow and • knows her address shapes
yesterday • identifies a penny, • copies triangle
• uses classroom nickel, and dime • traces diamond
tools meaningfully • knows common • copies the first
and purposefully opposites like "big/ name
• begins to relate little" • prints numerals 1
clock time to a daily • Understands to 5
schedule "same and different" • colors within lines
• attention span • counts ten objects • has an adult
increases • asks questions for grasp of pencil
noticeably; learn information • had handedness
through adult • distinguished left well established
instruction; when and right hands in • pastes and glues
interested, can herself appropriately
ignore distractions
• concepts of • uses all types of
function increase as sentences, for
well as an example, "let's go to
understanding of the store after we
why things happen; eat"
time concepts are
expanding into an
understanding of
the future in terms