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Toolz for Developmental Play
Children learn and retain skills through play.
Rather than using strict age guidelines, when choosing a toy for a child it is most important to observe what the child is capable of doing now and what skills are emerging.
This chart is intended for use as a guide for choosing appropriate play activities according to each child’s level of development.
Please remember: Interaction with a caring adult or with peers is far more valuable than the toy itself!
0-3 months | 4-5 months | 6 months | 7-8 months | 9 months | 10 months | 11 months | 12 months | 15 months | 18 months
24 months | 25-30 months | 31-36 months | 37-48 months | 49-60 months
| 0-3 months |
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When a child is able to:
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Provide:
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To encourage:
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Personal/Social Skills
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| Follow objects with eyes |
brightly colored mobile |
eye movements/attention to movements |
| Respond to sound by turning head or by general body movements |
musical mobile, songs, rattles |
listening, following sounds |
| Regard familiar faces |
talking a close proximity, smile! |
attention to speaker |
| Communication Skills |
| Make distinctive cries |
timely response, nurturance |
trust development |
| Make cooing, gurgling noises activities, use variation in voice |
talk and smile during daily |
motivation for communication |
| Motor Skills |
| Grasp objects when put in hand |
small handled rattles |
grasping/body awareness |
| Turn head side to side |
mirror/pictures of familiar faces or colorful objects along sides of crib |
strength of neck |
| Adaptive Skills |
| Suck/rooting reflex |
close contact, communication, and comfort during feeding |
proper nutrition, child/caregiver relationship |
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| 4-5 months |
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When a child is able to:
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Provide:
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To encourage:
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Personal/Social Skills
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| Smile when looking at self |
mirror |
social behaviors |
| Smile when spoken too |
talk with close proximity |
attention to speaker |
| Stop crying when someone enters the room |
soothing/calming words/songs |
trust development |
| Communication Skills |
| Anticipate feeding at sight of food |
labeling of daily routines |
comprehension of verbal communication |
| Respond to angry voice by frowning |
variations in tone of voice |
language development |
| Generate sounds by self (babbling) |
imitate child’s sounds |
production & imitation of own sounds in isolated play & vocal play with others |
| Associate voice with familiar people |
eye contact and closeness |
emotional attachment and trust |
| Motor Skills |
| Lift head when on stomach, propping on arms |
back to sleep, tummy time for play, musical/moveable toys |
strength of neck and back muscles |
| Place objects in mouth |
safe, brightly colored toys of various textures/teething toys |
oral stimulation, eye-hand coordination, body awareness |
| Kick legs |
soft balls, foam blocks |
body awareness, lower body strength |
| Reach out to objects |
hanging toys, rattles, baby gyms |
aiming & grasping, visual, auditory, & kinesthetic awareness |
| Adaptive Skills |
| Use tongue to move food in mouth, swallows soft food |
infant cereal with watery consistency |
oral motor coordination and strength, tolerance of textures, nutrition |
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| 6 months |
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When a child is able to:
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Provide:
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To encourage:
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Personal/Social Skills
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| Laugh aloud |
mirror, squirt/bath toys |
social interaction with others, social awareness |
| Communication Skills |
| Vocalize when spoken to |
talk with various expressions during daily activities |
turn taking/conversational rules |
| Babble to toys/objects |
dolls/animal toys |
vocal play |
| Motor Skills |
| Prop self on arms when onreaching with one hand |
toys that move when touched |
movement (rolling, weight shifting, pre-crawling) |
| Sit with support |
activity centers, balls, books |
exploration using 2 hands |
| Squeeze objects |
squeeze toys |
gross grasp, association of movement with effect (sound producing) |
| Bang toys in play |
blocks |
play at midline, eye-hand coordination |
| Roll over |
floor time play |
movement and changing positions |
| Adaptive Skills |
| Open mouth when spoon/food presented |
infant cereal/semi-solid food |
awareness of using utensils for feeding, nutrition, oral motor strength |
| Hold own bottle |
eye contact conversation |
independence in feeding and emotional attachment with caregiver |
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| 7-8 months |
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When a child is able to:
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Provide:
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To encourage:
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Personal/Social Skills
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| Play pat-a-cake, peek-a-boo |
eye contact & close proximity |
social awareness, engagement with others |
| Communication Skills |
| Listen to familiar words or tunes |
talk/sing during daily routines, identify environmental sounds as they occur |
comprehension of verbal communication |
| Imitate sounds already able to produce |
mirror, telephone, microphone |
simple imitation of social conduct during play |
| Motor Skills |
| Push up onto hands and knees |
push toys that move easily, boxes, baskets to push |
ability to move self/pre-crawling skills |
| Sit momentarily unsupported |
toys that move easily, toys with suction base |
balance sitting, eye-hand coordination |
| Transfer hand-hand |
blocks, rattles |
practice grasping & releasing & midline play |
| Easily rake object in hand |
Cheerios, small finger foods |
grasping of small objects |
| Pull string adaptively |
hanging toys, pull toys |
realization of effect of grasping |
| Adaptive Skills |
| Drinks from cup held by adult |
water/diluted juice in sippy cup |
steps toward independent drinking, nutrition |
| Feed self cracker/finger foods |
safe, bite-sized foods |
independent feeding, nutrition |
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| 9 months |
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When a child is able to:
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Provide:
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To encourage:
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Personal/Social Skills
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| Play pat-a-cake, peek-a-boo, Act shy with strangers |
eye contact & close proximity, security of closeness, meet new people with familiar adults close by |
social awareness, engagement with others, emotional attachment to caregiver, trust |
| Communication Skills |
| Listen to familiar words or tunes, Have joint attention with others, concept of turn taking |
talk/sing during daily routines, identify environmental sounds as they occur, routine speech games (imitate sounds child makes and wait for response), peek-a-boo |
comprehension of verbal communication, participation in turn taking games, imitation of simple consonant-sequence (“boo” vowel) |
| Imitate sounds already able to produce, Understand and responds to name |
mirror, telephone, microphone, talk to baby using natural voice, mirror, family photo albums |
simple imitation of social conduct during play, beginning sense of identity, comprehension of verbal communication |
| Say “dada, “mama” |
imitate sounds child makes and wait for response, label daddy and mommy |
imitation of consonant-vowel-consonant sequences, beginning association of names with familiar people |
| Motor Skills |
| Push up onto hands and knees, Sit unsupported |
push toys that move easily, boxes, baskets to push, swings, supported rocking chair, toys using 2 hands, books, blocks, pots & pans, encourage baby to reach for toys from various positions |
ability to move self/pre-crawling skills, balance in sitting, protective responses |
| Sit momentarily unsupported, Begin crawling |
toys that move easily, toys with suction base, push toys, opportunities to safely explore the environment, place toys just out of reach to encourage forward movement |
balance sitting, eye-hand coordination, locomotion, increase mobility |
| Transfer hand-hand, Change from crawling to sitting |
blocks, rattles, mirrors at floor level for play |
practice grasping & releasing & midline play, changing positions, protective responses, balance |
| Easily rake object in hand, Pull to stand |
Cheerios, small finger foods, furniture in environment |
grasping of small objects, coordination of gross motor movement, confidence & independence |
| Pull string adaptively, Poke and probe |
hanging toys, pull toys, noisy pop up toys, allow baby to explore foods with hands |
realization of effect of grasping, increased isolated use of index finger |
| Pull peg out of pegboard |
pegboards, chunky sized toys |
use of opposed grasp |
| Adaptive Skills |
| Hold own bottle or sippy cup |
empty cup to practice drinking |
independence |
| Cognitive Skills |
| Explore & investigate surroundings |
safe environment |
spatial awareness, locomotion, independence |
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| 10 months |
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When a child is able to:
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Provide:
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To encourage:
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Personal/Social Skills
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| Imitate hand gestures |
combination of gesture with word (“hi”, “bye”) |
waving in response to greetings |
| Motor Skills |
| Hit objects with something else |
drums, tambourine, xylophone, pots & pans |
eye-hand coordination |
| Put objects in/out of container |
pails, sorting boxes, cups, blocks |
eye-hand coordination, space perception skills |
| Pick up using thumb-finger |
peg boards, blocks |
increase higher level hand coordination |
| Cognitive Skills |
| Look for objects upon visual/auditory stimulation |
musical toys and blanket, pop up toys |
understanding of object permanency |
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| 11 months |
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When a child is able to:
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Provide:
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To encourage:
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| Motor Skills |
| Cruise along stationary objects |
furniture, large immovable toys |
balance lateral movement, confidence |
| Imitate scribble on paper |
large crayons, paper |
refinement of eye-hand coordination |
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| 12 months |
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When a child is able to:
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Provide:
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To encourage:
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Personal/Social Skills
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| Offer affection to family & friends |
affection, nurturance |
emotional attachment to others |
| Enjoy rhythms |
musical toys, songs |
simple imitation of sounds, body movements to music |
| Communication Skills |
| Spontaneously use 1-2 words (other than “Mamma”, “Dadda”) |
parent responsiveness to word attempts |
ability to produce a sequence of sounds |
| Use gestures to indicate wants & needs |
labels for daily activities and environmental objects |
vocabulary |
| Motor Skills |
| Walk with support, momentarily without support |
push toys, hand to hold |
balance, coordination, confidence |
| Release ball, push ball grasp release |
large balls |
coordination of 2 sides of the body & of |
| Take lids off objects independent of the other |
large jars/containers` |
coordination of 2 hands, use of 1 hand |
| Remove rings from a stand |
ring stacker |
eye-hand coordination |
| Put in large pegs |
peg board |
eye-hand coordination, space perception |
| Adaptive Skills |
| Remove small articles of clothing independently |
hats, bibs, socks |
beginning independence in dressing |
| Assist with dressing |
talk about daily routines, label actions & objects |
cooperation with daily routines |
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| 15 months |
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When a child is able to:
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Provide:
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To encourage:
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Personal/Social Skills
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| Play with & imitate peers |
parent & child playgroups |
social interactions with others |
| Communication Skills |
| Produce at least 8-10 words spontaneously |
accurate word models |
use spontaneous single-words or words with jargon |
| Imitate at least 3 animal sounds |
puppets, books, animal figures |
production of consonant-vowel sequences |
| Understand 2-4 word phrases |
simple one-step phrases during play (“give me car”) |
following one-step directions in play or in routine activities |
| Motor Skills |
| Walk independently |
push/pull toys, safe environment for exploration |
better standing, balance, & independence |
| Make tower of 3 objects |
blocks, staking toys |
refined release, space perception |
| Put objects in/out of containers one at a time |
cups, blocks, boxes, baskets bowls, balls, toy figures |
shape discrimination, simple eye-hand coordination |
| Maintain sitting balance with movement in different direction |
large rocking toys |
refined equilibrium |
| Cognitive Skills |
| Place circle and square in formboard, Identify at least 3 body parts |
simple form boards, doll, mirror, baby pictures |
shape discrimination, trial & error ability to point to at least 3 body parts on self or doll |
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| 18 months |
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When a child is able to:
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Provide:
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To encourage:
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Personal/Social Skills
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| Help with simple household tasks |
include child in everyday chores/routine activities |
self esteem |
| Express ownership over toys |
opportunities to share toys while keeping special toys “off limits” |
identity, social interactions |
| Identify self in the mirror |
mirror, baby’s pictures |
identity |
| Participate and use hand gestures |
“Ring Around the Rosie”, “Itsy, Bitsy, Spider” & other songs |
participation with others |
| Communication Skills |
| Enjoy simple picture books |
books, puzzles, photos |
language development |
| Enjoy sounds, whistles, rhythms |
records, radios, music boxes, sound makers |
language stimulation, coordination of body movements to rhythms |
| Use 15 meaningful words |
label familiar objects & actions |
vocabulary |
| Motor Skills |
| Walk fast, seldom falling, standing with good balance |
large climbing toys/toys to challenge balance |
refined standing balance |
| Sit self in chair |
child sized furniture |
independence, climbing |
| Carry objects while walking |
boxes, balls, large soft toys |
coordination of body while maintaining balance |
| Build several blocks into tower |
blocks, stacking toys, ring stacker |
eye-hand coordination, simple construction activity |
| Imitate a vertical & horizontal stroke |
chunky crayons, chalk, paper, easel |
pre-writing, copying skills, improved eye-hand coordination |
| Play with smaller pegs |
peg board, large wood beads |
eye-hand coordination, space perception |
| Handle large beads |
pop beads, large wood beads |
eye-hand coordination, space perception |
| Adaptive Skills |
| Drink from a cup |
open cup with small amounts of water at meal times |
independence, oral motor strength |
| Feed self with spoon or fork with little spilling |
play food & utensils, spoon & fork at meal times |
independence, space perception |
| Remove simple clothing independently |
older child sized clothing during play, allow time during day for child to attempt dressing before offering help |
independence |
| Cognitive Skills |
| Put 2 forms in board |
simple form boards, 2-3 piece inset puzzles |
shape discrimination, form & space perception |
| Reach around barriers to obtain toys |
obstacles & challenges, allowing time for trial & error |
problem solving, self esteem, independence |
| Activate objects/toys |
toys with buttons to push, levers to pull, spots to squeeze |
cause & effect |
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| 24 months |
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When a child is able to:
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Provide:
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To encourage:
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Personal/Social Skills
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| Show affection with family |
hugs, soothing touches, kisses |
emotional attachment with family, self esteem |
| Use of pronouns: me, my, mine |
mirror, photos of child, child’s possessions |
recognition of self & ownership of possessions |
| Communication Skills |
| Use 50 different words |
labels, choices with objects present, books, telephone |
label, make requests, answer questions |
| Ability to sequence 2 words together |
model short phrases, add one new word to old word child already uses |
frequent use of 2 word phrases |
| Motor Skills |
| Kick ball |
large ball |
balance while standing on 1 foot momentarily |
| Turn pages of a book 1 at a time |
books, magazines |
finger/hand coordination, tactile |
| Make circular motions on paper |
crayons & paper |
improved copying skills |
| String 1 inch beads |
beads, pipe cleaners, plastic tubing, shoe lace |
eye-hand coordination, space perception skills |
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| 25-30 months |
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When a child is able to:
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Provide:
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To encourage:
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Personal/Social Skills
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| Know full name |
photo albums, label familiar people |
identity, self esteem |
| Enjoy playing with peers |
play dates with small groups of same aged peers |
peer interaction, social rules |
| Enjoy pretend play & role playing |
dolls, “house” objects, dress-upclothes, freedom for imagination, encourage creativity |
social roles, self esteem |
| Follow rules for simple childhood games |
Ring Around the Rosie, Hide ‘n Seek |
coping, social interactions |
| Communication Skills |
| Respond to location words |
play “I Spy” using location descriptions: under, behind, next to... |
listening skills, understanding prepositions |
| Follow 2 step related directions |
play house, people, barn, animals |
attention, memory, listening skills |
| Identify action words in pictures |
books, photos |
recognition of actions in pictures |
| Respond to “what” & “where” questions |
conversation about day’s events, books, Hide ‘n Seek with familiar objects |
attention, listening skills, turn taking |
| Use pronouns: I, you, me... |
photos, turn taking games, puppets |
recognition of self & others |
| Motor Skills |
| Throw a ball forward with direction |
balls |
coordination, space perception |
| Turn knobs |
access to doors, toys to twist & turn |
hand/wrist dexterity, independence |
| Jump forward with both feet together |
plenty of outside play |
balance & coordination |
| Adaptive Skills |
| Obtain a drink independently |
step stool |
independence, self esteem |
| Put on simple clothing independently |
opportunities for child to attempt tasks before helping, dress-up clothes |
independent dressing, self esteem |
| Know difference between bladder & bowel functions |
talk about toileting steps |
beginning awareness for toileting |
| Cognitive Skills |
| Identify objects by function |
doll, brush, cup, spoon, blanket, washcloth |
associate objects with their use |
| Repeat 2 digit sequence |
music & nursery rhymes |
memory skills |
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| 31-36 months |
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When a child is able to:
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Provide:
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To encourage:
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Personal/Social Skills
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| Speak positively of self |
blocks, simple requests |
self esteem, success with independence |
| Know age |
mirror, photos |
awareness of self |
| Communication Skills |
| Label & identify pictures |
books (read together!) |
language development, attention to detail, memory |
| Use 3 word phrases meaningfully |
model short phrases, add 1 new word to child’s current phrases |
frequent use of phrases/short sentences |
| Motor Skills |
| Push & pull large items, negotiating obstacles |
large trucks, riding toys, doll strollers, wagon |
awareness of own body in space & relation to other objects |
| Catch a large ball |
balls |
coordinating both sides of body to midline |
| Assemble a screw toy |
toys with twisting action |
more advanced coordination of both sides of body for more difficult activities |
| Begin to imitate lines, simple figures, introduce tracing activities |
chunky crayons, paper |
copying form perception/later |
| Snip with scissors |
safety scissors, paper |
strength & coordination of hands |
| String 1/2 inch beads |
beads, shoe lace |
hand coordination, space perception |
| Adaptive Skills |
| Maintain longer attention span (6-7 minutes) |
pretend play, manipulatives, art/craft |
attention |
| Cognitive Skills |
| Match pictures |
books, lotto games, dominoes |
learn concepts of same & different |
| Match primary colors/name 1-2 |
form boards, color puzzles, matching games |
learn concepts of same & different colors |
| Know simple shapes |
form boards, sorting box, matching games |
shape discrimination |
| Begin simple jigsaw puzzles |
simple interlocking puzzles |
problem solving, shape/color discrimination |
| Know big vs little |
stacking cups, pegs, environmental objects of various sizes |
size perception and discrimination |
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| 37-48 months |
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When a child is able to:
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Provide:
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To encourage:
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Personal/Social Skills
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| Play in groups of 2-3 |
simple nursery rhymes, interactive games |
turn taking, social interaction imitation skills |
| Engage in imaginative play |
small representational objects, props for dramatic play |
language development, social skills |
| Separate easily from parents |
play dates with same age peers, babysitters |
coping with separation, independence |
| Identify with gender/be aware of gender differences |
books, photo albums |
identity, awareness of self & others |
| Communication Skills |
| Follow 2 step unrelated directions |
requests during daily routines (“throw this away, then get your shoes”) |
listening skills, memory |
| Ask questions “why” “when” |
conversation, books |
thinking, memory |
| Motor Skills |
| Hop on 1 foot, throw, catch & kick ball, show agility climbing |
climbing equipment, ropes, swings, balls... |
gains in agility & balance, muscle strength |
| Trace & copy shapes |
templates, art/crafts |
refinement of prewriting skills |
| Build higher level block structures, use constructive materials |
blocks, simple construction sets |
eye-hand coordination, increased form & space perception skills |
| Adaptive Skills |
| Attend to story in small group |
story hours, structured play time |
listening, attention |
| Serve self food at meal times |
large spoon and bowl for scooping |
independence, self esteem |
| Put shoes on independently |
extra time in the day, untied shoes |
independence, self esteem |
| Unzip/unsnap, unbutton |
laundry helper, opportunity for dressing attempts |
independence, self esteem |
| Cognitive Skills |
| Sort/compare materials/pictures |
memory games, sorting materials |
eye-hand coordination, concept development, spatial discrimination |
| Complete more complex jigsaw puzzles |
increasingly difficult puzzles |
problem-solving, language development, shape & color discrimination |
| Show awareness of numbers |
number dominoes, simple dice games |
recognition of quantity, games with rules |
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| 49-60 months |
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When a child is able to:
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Provide:
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To encourage:
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Personal/Social Skills
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| Understand rules to simple games |
simple competitive games |
practice winning & losing strategies, problem solving, attention span |
| Recognize facial expressions |
books, conversation, pictures |
labeling/describing feelings |
| Communication Skills |
| Expansion of vocabulary & sentence |
new labels, experiences |
vocabulary compatible with adult length conversation, sentence length 4-6 words |
| Motor Skills |
| Plan & build constructively |
layout & creative kits |
practice planning construction using verbal skills |
| Copy shapes & letters |
magnetic letters, letter shapes, paper & pencils |
simple spelling & letter recognition |
| Color inside lines |
coloring books, pictures, markers, crayons, pencils, chalk |
space perception skills |
| Lace shoes |
lacing toys, shoes |
fine motor coordination, independence in personal care |
| Cognitive Skills |
| Do more difficult jigsaw puzzles |
puzzles of scenes, stories |
completion of puzzle using figures as clues rather than shape of pieces |
| Recognize opposites |
opposing textures, size, features in pictures, books, objects |
understanding of opposites (hard/soft, large/small, etc.) |
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