Activities

This occurs when the child uses a toy to act on another person. Playing with toys in a functional way directed towards others shows the child is starting to understand that other people can be included in play.

This occurs when the child uses a toy to act on a doll/action figure. Playing with toys in a functional way directed towards a doll/action figure shows the child is realizing that dolls/action figures represent a pretend person/animal in play.

This occurs when the child uses a toy to act on his/herself. Playing with toys in a functional way directed to self shows the child is starting to understand that s/he can take an active role in play. It also shows the emergence of pretend play.

This occurs when the child uses a toy in the way it was meant to be used. Playing with toys in simple, functional ways shows the child is beginning to understand the purpose and way to use simple toys.

This occurs when the child takes apart a toy that has multiple parts or pieces. Taking toys apart shows the child is beginning to understand that toys have different parts or components, and how the parts relate.

This occurs when a child picks up and looks at any toy. Picking up and looking at a toy shows that the child is beginning to show interest in the toy.

This occurs when the child uses a toy in at least 3 different ways, or using at least 3 different actions. Playing with the same toy in several different ways shows that the child is beginning to expand play routines with a specific toy.

This occurs when the child puts pieces of a toy or multiple toys together in simple ways, such as putting a piece into another part of the toy or stacking toys. Putting toys together in simple ways shows that the child is furthering his/her understanding that toys have parts and starting to understand that the parts fit together or relate in meaningful ways.

This occurs when the child puts pieces of a toy or multiple toys together in more perceptually complex ways, such as sorting or putting an object into something that requires a specific orientation. Putting toys together in more complex ways shows that the child is furthering his/her understanding of important perceptual features and how objects relate to each other.

This occurs when the child gestures (e.g., giving, reaching, pointing) and/or vocalizes/verbalizes while making eye contact with another person in order to indicate that s/he wants an object or person. This can also be in the form of a depictive gesture (e.g., bouncing up and down to indicate a horsey game) combined with eye contact to indicate that s/he wants an action or game. Combining eye contact with another form of communication shows that the child is beginning to recognize that the person must see or attend to their gesture/vocalization/verbalization in order for his/her request to be understood.

F4. Child includes other people in simple pretend play with toys.

F3. Child includes a doll/action figure in simple pretend play with toys.

F2. Child plays with toys in simple and pretend ways directed to self.

F1. Child plays with toys in functional or simple pretend ways.

R1. Child takes pieces of toys apart.

E1. Child picks up and looks at a toy.

E3. Child plays with one toy in three or more different ways.

R2. Child puts toys together in simple ways.

R3. Child puts several toys together in specific ways.

RQ6. Child combines gesture and/or vocalization/verbalization with looking at person to request.