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• Likes to hand things to oth­ers

as play

• May have tem­per tantrums

• May be afraid of strangers • Shows af­fec­tion to fa­mil­iar peo­ple • Plays sim­ple pre­tend, such as feed

ing a doll

• May cling to care­givers in new


• Points to show oth­ers some­thing


• Ex­plores alone but with par­ent

close by • Says sev­eral sin­gle words • Says and shakes head “no” • Points to show some­one what

he wants • Knows what or­di­nary things are used for; for ex­am­ple, tele­phone, brush, spoon

• Points to get the at­ten­tion of oth­ers • Shows in­ter­est in a doll or stuffed

an­i­mal by pre­tend­ing to feed • Points to one body part • Scrib­bles on their own

• Can fol­low 1- step ver­bal com­mands with­out any ges­tures; for ex­am­ple, sits when you say “sit down” • Walks alone

• May walk up steps and run • Pulls toys while walk­ing • Can help un­dress them­self • Drinks from a cup

• Eats with a spoon


• Copies oth­ers, es­pe­cially adults

and older chil­dren

• Gets ex­cited when around other


• Shows more and more in­de­pend


• Shows de­fi­ant be­hav­ior ( do­ing

what he has been told not to) • Plays mainly be­side other chil­dren, but is be­gin­ning to in­clude other chil­dren, such as in chase games • Points to things or pic­tures when

they are named

• Knows names of fa­mil­iar peo­ple

and body parts

• Says sen­tences with 2 to 4 words • Follows sim­ple in­struc­tions • Re­peats words over­heard in con


• Points to things in a book • Finds things even when hid­den

un­der two or three cov­ers • Be­gins to sort shapes and col­ors • Com­pletes sen­tences and rhymes

in fa­mil­iar books

• Plays sim­ple make- be­lieve games • Builds tow­ers of 4 or more blocks • Might use one hand more than

the other

• Follows two- step in­struc­tions such as “Pick up your shoes and put them in the closet.”

• Names items in a pic­ture book

such as a cat, bird, or dog • Stands on tip­toes

• Kicks a ball

• Be­gins to run

• Climbs onto and down from fur

ni­ture with­out help

• Walks up and down stairs hold

ing on

• Throws ball over­hand

• Makes or copies straig ht l i nes

and cir­cles


• Copies adults and friends

• Shows af­fec­tion for friends with­out


• Takes turns in games

• Shows con­cern for cry­ing friends • Un­der­stands the idea of “mine”

and “his” or “hers”

• Shows a wide range of emo­tions • Sep­a­rates eas­ily from mom and dad • May get up­set with ma­jor changes

in rou­tine

• Dresses and un­dresses them­self • Follows i nstruc­tions with 2 or

3 steps

• Can name most fa­mil­iar things • Un­der­stands words like “in,” “on”

and “un­der”

• Says first name, age, and sex • Names a friend

• Says words li ke “I,” “me,” “we,” and “you” and some plu­rals ( cars, dogs, cats)

• Talks well enough for strangers

to un­der­stand most of the time • Car­ries on a con­ver­sa­tion us­ing 2

to 3 sen­tences • Can work toys with but­tons, levers

and mov­ing parts

• Plays make- be­lie ve with dolls,

an­i­mals and peo­ple

• Does puz­zles with 3 or 4 pieces • Un­der­stands what “two” means • Copies a ci rcl e with penci l or


• Turns book pages one at a time • Builds tow­ers of more than 6 blocks • Screws and un­screws jar lids or

turns door han­dle • Climbs well

• Runs eas­ily

• Ped­als a tri­cy­cle ( 3- wheel bike) • Walks up and down stairs, one

foot on each step

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