![]() ![]() Understands opposites, left/right, and early number concepts. Uses language to resolve disputes with peers. Is understood 75-100% of the time by unfamiliar listeners. Says most sounds correctly uses the following sounds by 5- r, zh, voiced th. Lists items in different categories (e.g., foods, animals). Understands advanced time concepts (e.g., yesterday today). Understands sequence concepts (e.g., first, middle, last). Understands comparative and superlative adjectives (e.g., big, bigger, biggest). Answers simple questions following short story. Understands most of what is said to them. Pretend play of less frequently experienced events (e.g., going to the doctor). Uses the following sounds by 4- l, j, ch, s, v, sh, z.Ĭooperative play emerging around 4. Answers hypothetical questions (e.g., “what would you do if…”). Answers more complex questions- who, why, where, how, when. Uses possessive’s (e.g., puppy’s ball), more verb forms, and more pronouns. Describes the use of objects and differentiates by color, size, shape). Expresses ideas and feelings and communicates easily with others. Understands quantity concepts (e.g., some), spatial concepts (e.g., behind), same/different, and emotion words. ![]() Participates in imaginative play (e.g., pretending to drink from an imaginary cup). Associative play emerging (watching and imitating peers, but each child has their own focus) around 3. Makes conversational repairs when listener does not understand. ![]() Begins to use language for jokes, teasing, pretending. Is understood 50-75% of the time by unfamiliar listeners.Īttends to activity for 6-7 minutes. Use the following sounds by 36 months- p b, m, d, n, h, t, k, g, w, ng, f, y. Should stop omitting final consonants by 36 months. Asks simple questions (e.g., mommy? eat cookie?). Uses plurals (e.g., ‘socks’), past tense verbs (e.g., jumped), pronouns (e.g., I), and basic prepositions (e.g., in). Begins to use different word combinations (e.g., noun+verb). Identifies common objects by function and sorts by category.Įngages in longer dialogues (frequently uses 2-word phrases 3 and 4-word phrases emerging). Understands early pronouns like “you,” “me,” “he.” Comprehends simple questions. Understands simple descriptive concepts/adjectives (e.g., big). Understands early quantity concepts “one” and “all.” Understands new prepositions (e.g., under, off). Parallel play emerging around 2.Ĭonsistently follows 2-step commands (e.g., “get the book and put it in the box”) without gestures. Combines objects during play (e.g., uses spoon to eat from bowl then feeds doll). Participates in symbolic play by using one object to represent another object (e.g., using the remote as a microphone). Is understood 25-50% of the time by unfamiliar listeners.īegins to observe others during play (onlooker play) play begins to extend beyond itself. Uses words for more than requesting (e.g., labeling, protesting). Names familiar objects, animal sounds, and verbs. Understands some early prepositions (e.g., ‘in’ and ‘on’). Follows simple commands and understands simple questions. Recognizes named familiar people and objects. Simple pretend play with self (e.g., pretends to drink from a cup). Uses a toy for its function (e.g., push a car). Imitates adult movements (e.g., sweeping). ![]() Uses bye and other social words, such as “hi,” “thank you,” and “please.” Initiating affection. Gains attention by vocalizing or pointing. Produces mostly unintelligible speech.īrings objects to show adult. Tries to frequently imitate new, simple words- uses mostly nouns. New gestures emerge- pointing, high five, shaking head. Listens to simple stories.įirst words emerge around first birthday. Understands ‘come here’ and ‘sit down.’ Attends to an activity for about 2 minutes. Understands simple commands with gestures (e.g., ‘get the book’). Plays games like “peek-a-boo” and “pat-a-cake.” Copies simple actions of others. Tries to imitate different sounds.Ĭoos and squeals for attention. Uses gestures and sounds to gain attention. Early gestures emerge- reaching for “up,” waving bye-bye, and clapping. Looks at familiar objects, pictures, or family members when named.īegins babbling- using long strings of sounds (e.g., ba-ba-ba). Understands ‘no.’ Understands common words (e.g., mommy, ball, cup). Vocal play- squeals, clicks, growls, yells, blowing ‘raspberries.’ Begins using sounds p, b, m with vowels. Reflexive vocalizations (crying, burping, coughing, sneezing). ![]()
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