BY 6 MONTHS:
- turns to source of sounds
- startles in response to sudden, loud noises
- makes different cries for different needs – I’m hungry, I’m tired
- watches your face as you talk
- smiles and laughs in response to your smiles and laughs
- imitates coughs or other sounds – ah, eh, buh
BY 9 MONTHS:
- responds to his/her name
- responds to the telephone ringing or a knock at the door
- understands being told “no”
- gets what he/she wants through sounds and gestures e.g., reaching to be picked up
- plays social games with you e.g., peek-a-boo
- enjoys being around people
- babbles and repeats sounds – babababa, duhduhduh
BY 12 MONTHS:
- follows simple one-step directions – “sit down”
- looks across the room to something you point to
- uses three or more words
- uses gestures to communicate – waves “bye bye”, shakes head “no”
- gets your attention using sounds, gestures and pointing while looking at your eyes
- brings you toys to show you
- “performs” for attention and praise
- combines lots of sounds as though talking – abada baduh abee
- shows interest in simple picture books
BY 18 MONTHS:
- understands the concepts of “in and out”, “off and on”
- points to several body parts when asked
- uses at least 20 words
- responds with words or gestures to simple questions – “Where’s teddy?”, “What’s that?”
- demonstrates some pretend play with toys – gives teddy a drink
- makes at least four different consonant sounds – b, n, d, g, w, h
- enjoys being read to and looking at simple books with you
- points to pictures using one finger
BY 24 MONTHS:
- follows two-step directions – “Go find your teddy bear and show it to Grandma”
- uses 100 or more words
- uses at least two pronouns – “you”, “me”, “mine”
- consistently combines two or more words in short phrases – “daddy hat”, “truck go down”
- enjoys being with other children
- begins to offer toys to peers and imitates other children’s actions and words
- people can understand his/her words 50 to 60 per cent of the time
- forms words and sounds easily and effortlessly
- holds books the right way up and turns pages
- “reads” to stuffed animals or toys
- scribbles with crayons
BY 30 MONTHS:
- understands the concepts of size (big/little) and quantity (a little, a lot, more)
- uses some adult grammar – “two cookies”, “bird flying”, “I jumped”
- uses more than 350 words
- uses action words – run, spill, fall
- begins taking short turns with other children, using both toys and words
- shows concern when another child is hurt or sad
- combines several actions in play – feeds doll then puts her to sleep; puts blocks in train then drives train and drops blocks off
- puts sounds at the start of most words
- produces words with two or more syllables or beats – “ba-na-na”, “com-pu-ter”, “a-pple”
- recognizes familiar logos and signs – McDonalds golden arches, stop sign
- remembers and understands familiar stories
BY 3 YEARS:
- understands “who”, “what”, “where” and “why” questions
- creates long sentences, using 5 or more words
- talks about past events – trip to grandparents’ house, day at childcare
- tells simple stories
- shows affection for favourite playmates
- engages in multi-step pretend play – cooking a meal, repairing a car
- is understood by most people outside of the family, most of the time
- is aware of the function of print – in menus, lists, signs
- has a beginning interest in, and awareness of, rhyming
BY 4 YEARS:
- follows directions involving 3 or more steps – “First get some paper, then draw a picture, last give it to mom”
- uses adult-type grammar
- tells stories with a clear beginning, middle and end
- talks to try to solve problems with adults and other children
- demonstrates increasingly complex imaginative play
- is understood by strangers almost all of the time
- is able to generate simple rhymes – “cat-bat”
- matches some letters with their sounds – “letter T says ‘tuh’
BY 5 YEARS:
- follows group directions – “all the boys get a toy"
- understands directions involving “if…then” – “If you’re wearing runners, then line up for gym”
- describes past, present and future events in detail
- seeks to please his/her friends
- shows increasing independence in friendships – may visit neighbour by him/herself
- uses almost all of the sounds of their language with few to no errors
- knows all the letters of the alphabet
- identifies the sounds at the beginning of some words – “Pop starts with the ‘puh’ sound
