| | | |
Intellectual Development means being able to think creatively and abstractly, to pay attention, solve problems and develop keen judgement along with a lifelong readiness to learn.
| | | | Typical Skills | | | Language -
Uses two word sentences, e.g., “more juice” or “want cookie” -
Asks for help using words or actions -
Jabbers in run-on flow of words while talking to stuffed animals or self -
Names some pictures in a book -
Imitates new words and phrases, e.g., “Go bye-bye” and “Mommy’s car” Thinking Skills -
Understands how familiar objects are used, e.g., spoon for eating, cup for drinking, ball for throwing, hammer for banging, etc. -
Understands the passing of time and the meaning of “not now” and “when we go home” -
Recognizes and names familiar people in photos -
Busy mastering existing skills which leads to the emergence of new ones -
Shows increased memory for details and routines, e.g., says “hot” when reaching for a coffee cup; holds up seat belt in car seat to indicate it needs to be secured; remembers where objects go | | | | | Emerging Skills | | | Language -
Sings simple songs with correct words and actions -
Is more articulate; many more words are understood by others outside the family -
Starts to use plurals -
Uses past tense -
Imitates spontaneously or requests new words Thinking Skills -
Explores one-to-one correspondence -
Has a sense of more than one -
Has intense curiosity to investigate any new person, object or sound -
Understands two-part requests, e.g., “Go to the shelf and bring over the blocks” | | |
| | | | | | | | | | | - Follow your child’s lead in play, allowing her to be the director of the activities
- Read books to your child that reflect her reality, e.g., starting child care, going to the doctor, playing with another child
| | | - Begin to develop a sense of control about what she does and feel that you value her efforts
- Begin to recognize common events and situations in printed materials
| | | | | | | | | | | | | | | - Count fingers, toes, eyes, ears, mouth and nose during bath or play time
- Provide different size containers for water and sand play
| | | - Develop a strong sense of physical self
- Explore relationships of size in objects as well as the concept of empty and full
| | | | | | | | | | | | | | | - Point out familiar sounds when walking or playing outside, e.g., car horns, dogs barking or fire truck sirens
- Offer experiences that allow him to use his skills but challenge him a bit, e.g., if he can stack 3 blocks, add a fourth
| | | - Begin to distinguish different sounds and learn the names for them
- Feel confident enough to try to overcome the challenge
| | | |
|