24 month old Ages & Stages

  • Ages & Stages

  • Child Birthday*
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  • Comunication Section

  • Without your showing him, does your child point to the correct picture when you say, "Show me the kitty," or ask, "Where is the dog?" (She needs to identify only one picture correctly.)*
  • Does your child imitate a two-word sentence? For example, when you say a two-word phrase, such as "Mama eat," "Daddy play," "Go home," or "What's this?" does your child say both words back to you? (Mark "yes" even if her words are difficult to understand.)*
  • Without your giving him clues by pointing or using gestures, can your child carry out at least three of these kind of directions? "Put the toy on the table," "Close the door," "Bring me a towel," "Find your coat," "Take my hand," "Get your book".*
  • If you point to a picture of a ball (kitty, cup, hat, etc.) and ask your child, "What is this?" does your child correctly name at least one picture?*
  • Does your child say two or three words that represent different ideas together, such as, "See dog," "Mommy come home," or "Kitty gone"? (Don't count word combinations that express one idea, such as "bye-bye," "all gone," "all right," and "What's that?")*
  • Does your child correctly use at least two words like "me," "I," "mine," and "you"?*

  • This section measures current development in communication. The cutoff score for this area is 25  If your child's score for communication is in the 0-25 range, please speak to your teacher about how to arrange for further assessment for your child. If your child's score is in the 30-35 range, it is suggested that you monitor development in this area.  Speak to your teacher about providing learning activities and scheduling a date to recheck development as a part of your child's care and education plan. If your child's score for communication is in the 40+ range, then your child's development is at or above typical age expectations, and no further action is necessary. 

  • Gross Motor

  • Does your child walk down stairs if you hold onto one of her hands? She may also hold onto the railing or wall. (You can look for this at a store, on a playground, or at home.)*
  • When you show your child how to kick a large ball, does he try to kick the ball by moving his leg forward or by walking into it? (If your child already kicks a ball, mark "yes" for this item.)*
  • Does your child walk either up or down at least two steps by herself? She may hold onto the railing or wall.*
  • Does your child run fairly well, stopping herself without bumping into things or falling?*
  • Does your child jump with both feet leaving the floor at the same time?*
  • Without holding onto anything for support, does your child kick a ball by swinging his leg forward?*

  • This section measures current development in Gross Motor skills. The cutoff score for this area is 35.  If your child's score for communication is in the 0-35 range, please speak to your teacher about how to arrange for further assessment for your child. If your child's score is 40-45, it is suggested that you monitor development in this area. Speak to your teacher about providing learning activities and scheduling a date to recheck development as a part of your child's care and education plan. If your child's score for Gross Motor Skills is in the 50+ range, then your child's development is at or above typical age expectations, and no further action is necessary. 

  • Fine Motor

  • Does your child get a spoon into his mouth right side up so that the food usually doesn't spill?*
  • Does your child turn the pages of a book by herself? (She may turn more than one page at a time.)*
  • Does your child use a turning motion with his hand while trying to turn doorknobs, wind up toys, twist tops, or screw lids on and off jars?*
  • Does your child flip switches off and on?*
  • Does your child stack seven small blocks or toys on top of each other by herself? (You could also use spools of thread, small boxes, or toys that are about 1 inch in size.)*
  • Can your child string small items such as beads, macaroni, or pasta "wagon wheels" onto a string or shoelace?*

  • This section measures current development in Fine Motor Skills. The cutoff score for this area is 35.  If your child's score for communication is in the 0-35 range, please speak to your teacher about how to arrange for further assessment for your child. If your child's score is in the 35-40 range, it is suggested that you monitor development in this area.  Speak to your teacher about providing learning activities and scheduling a date to recheck development as a part of your child's care and education plan. If your child's score for Fine Motor skills is in the 40+ range, then your child's development is at or above typical age expectations, and no further action is necessary. 

  • Problem Solving

  • Does your child pretend objects are something else? For example, does your child hold a cup to her ear, pretending it is a telephone? Does she put a box on her head, pretending it is a hat? Does she use a block or small toy to stir food?*
  • Does your child put things away where they belong? For example, does he know his toys belong on the toy shelf, his blanket goes on his bed, and dishes go in the kitchen?*
  • After a crumb or Cheerio is dropped into a small, clear bottle, does your child turn the bottle over to dump it out? (You may show him how - You can use a soda pop bottle or a baby bottle.)*
  • If your child wants something she cannot reach, does she find a chair or box to stand on to reach it (for example, to get a toy on a counter or to "help" you in the kitchen)?*
  • After watching you draw a line from the top of the paper to the bottom with a crayon (or pencil or pen),does your child copy you by drawing a single line on the paper in any direction? (Mark “not yet” if your child scribbles back and forth.)*
  • Image field 80
  • While your child watches, line up four objects like blocks or cars in a row. Does your child copy or imitate you and line up four objects in a row? (You can also use spools of thread, small boxes, or other toys.)*
  • This section measures current development in problem solving. The cutoff score for this area is 25.  If your child's score for communication is in the 0-25 range, please speak to your teacher about how to arrange for further assessment for your child. If your child's score is in the 30-35 range, it is suggested that you monitor development in this area.  Speak to your teacher about providing learning activities and scheduling a date to recheck development as a part of your child's care and education plan. If your child's score for problem solving is in the 40+ range, then your child's development is at or above typical age expectations, and no further action is necessary. 

  • Personal-Social

  • Does your child drink from a cup or glass, putting it down again with little spilling?*
  • Does your child copy the activities you do, such as wipe up a spill, sweep, shave, or comb hair?*
  • Does your child eat with a fork?*
  • When playing with either a stuffed animal or a doll, does your child pretend to rock it, feed it, change its diapers, put it to bed, and so forth?*
  • Does your child push a little wagon, stroller, or other toy on wheels, steering it around objects and backing out of corners if he cannot turn?*
  • Does your child call herself "I" or "me" more often than her own name? For example, "I do it," more often than "Juanita do it."*

  • This section measures current development in Personal/Social skills. The cut off score for this area is 30. If your child's score for communication is in the 0-30 range, please speak to your teacher about how to arrange for further assessment for your child. If your child's score is in the 35-40 range, it is suggested that you monitor development in this area.  Speak to your teacher about providing learning activities and scheduling a date to recheck development as a part of your child's care and education plan. If your child's score for Personal-Social is in the 45+ range, then your child's development is at or above typical age expectations, and no further action is necessary. 

  • Overall

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