Appendix B
Developmental Progression Charts
Purpose and Overview
Developmental progression charts provide a framework for understanding typical skill development in young children. These charts help educators:
- Plan developmentally appropriate curriculum: Match learning experiences to children's current capabilities and next steps
- Assess individual progress: Identify where each child is in the developmental continuum
- Differentiate instruction: Support children at different developmental levels within the same classroom
- Communicate with families: Explain child development in accessible terms
- Identify children who may need additional support: Recognize when development differs significantly from typical patterns
âš ï¸ Critical Understanding: These charts represent typical developmental progressions, not rigid timelines. Children develop at different rates, and cultural contexts influence developmental pathways. Progression charts are guides, not diagnostic tools. Always consider:
- Individual variation is normal and expected
- Development is not linear—children may show skills inconsistently
- Cultural practices influence what skills are emphasized and when
- Dual language learners may show different patterns in language development
- Children with disabilities may progress differently but still make meaningful growth
Quick Navigation - Jump to Domain:
How to Use These Charts
For Curriculum Planning
- Identify skills most children in your group are working on
- Plan activities that support current and emerging skills
- Ensure curriculum spans the full range of your age group
- Revisit charts when planning new units or themes
For Individual Assessment
- Use as a reference when documenting observations
- Identify each child's approximate place in the progression
- Note emerging skills to support next steps in learning
- Track progress over time by noting skill development
For Differentiation
- Recognize that children in the same classroom may be at different points
- Provide scaffolding for children working on foundational skills
- Offer extensions for children showing advanced skills
- Group children flexibly based on developmental readiness
For Family Communication
- Share age-appropriate expectations with families
- Celebrate children's progress along the continuum
- Help families understand typical development
- Provide concrete examples of what skills look like
Best Practice: Combine these progression charts with standardized developmental screening tools (ASQ, DIAL, etc.) for comprehensive assessment. Charts guide curriculum; screening tools identify children who may need evaluation.
Physical and Motor Development
Physical development includes both gross motor skills (large muscle movements) and fine motor skills (small muscle control), as well as health and safety awareness.
Gross Motor Development
| Age Range | Typical Skills and Behaviors | What You Might Observe |
|---|---|---|
| 3-4 years |
• Runs smoothly with coordinated movements • Jumps forward and up • Pedals tricycle • Climbs stairs alternating feet • Catches large ball with arms extended • Balances on one foot briefly |
Child runs without falling frequently. Jumps off low step. Rides trike around playground. Climbs up and down stairs independently. Catches beach ball thrown gently. Stands on one foot for 2-3 seconds. |
| 4-5 years |
• Hops on one foot • Gallops and skips • Kicks ball with accuracy • Catches ball with hands (not just arms) • Throws ball overhand with aim • Balances on one foot 5-10 seconds |
Child hops across room on one foot. Gallops like a horse during play. Kicks ball toward goal. Catches playground ball with both hands. Throws ball to peer with reasonable accuracy. Balances on one foot while playing game. |
| 5-6 years |
• Skips with coordinated arm and leg movements • Jumps rope • Rides bicycle with training wheels • Demonstrates body control in games • Catches and throws with increasing skill • Walks on balance beam |
Child skips smoothly around playground. Jumps rope several times consecutively. Rides bike on path. Plays tag and freeze games with control. Plays catch successfully. Walks across low balance beam without falling. |
Fine Motor Development
| Age Range | Typical Skills and Behaviors | What You Might Observe |
|---|---|---|
| 3-4 years |
• Uses scissors to make snips • Builds tower of 9-10 blocks • Copies circle and cross • Grasps pencil/crayon with fist or fingers • Uses one hand consistently • Manipulates playdough (rolling, patting) |
Child cuts fringe on paper edge. Stacks blocks tall before it falls. Draws circle when shown one. Holds crayon in fist grip. Uses right hand for most tasks. Makes snake with playdough by rolling. |
| 4-5 years |
• Cuts on straight lines • Copies square and beginning letters • Uses three-finger (tripod) grasp • Strings beads • Uses fork and spoon effectively • Buttons large buttons |
Child cuts paper in half on line. Copies first letter of name. Holds pencil like adult. Makes bead necklace pattern. Eats snack independently with minimal spilling. Buttons coat. |
| 5-6 years |
• Cuts complex shapes • Writes first name • Copies triangle and simple words • Colors within lines • Ties shoes (emerging) • Uses tools with control (hammer, screwdriver) |
Child cuts out heart shape. Writes name on artwork. Draws person with body parts and details. Colors carefully staying mostly within lines. Attempts shoe tying with guidance. Uses real tools in woodworking area safely. |
Language and Literacy Development
Language and literacy development includes listening, speaking, vocabulary, early reading, and emergent writing skills. This domain shows significant individual and cultural variation.
Receptive and Expressive Language
| Age Range | Typical Skills and Behaviors | What You Might Observe |
|---|---|---|
| 3-4 years |
• Uses 3-4 word sentences • Asks "what" and "why" questions • Vocabulary of 900-1000 words • Follows 2-3 step directions • Tells simple stories • Grammar still developing (some errors normal) |
Child says "I want more juice please." Asks "Why is the sky blue?" Follows "Get your backpack, put on your coat, and line up." Tells about weekend: "We went park and I swing high!" |
| 4-5 years |
• Uses 4-5 word sentences • Vocabulary of 1500-2000 words • Asks detailed questions • Engages in back-and-forth conversation (3-4 exchanges) • Tells stories with sequence • Most speech is intelligible to unfamiliar listeners |
Child says "After snack, can we go outside to play?" Asks "How do caterpillars turn into butterflies?" Has conversation: "What did you do?" "I built with blocks." "What did you build?" "A castle with a tower!" |
| 5-6 years |
• Uses complex sentences with conjunctions • Vocabulary of 2500+ words • Tells detailed stories with beginning, middle, end • Maintains topic in conversation • Uses language to problem-solve and negotiate • Most grammatical structures correct |
Child says "I want to be the teacher because I know how to write letters." Tells elaborate story about trip to beach with many details. Discusses plans with peers: "Let's build the zoo first, then we can make the animals." |
Phonological Awareness and Early Reading
| Age Range | Typical Skills and Behaviors | What You Might Observe |
|---|---|---|
| 3-4 years |
• Enjoys rhyming songs and books • Recognizes familiar logos and signs • Holds book correctly • Pretends to read familiar books • Points to pictures when asked • May recognize own name in print |
Child sings "Twinkle, Twinkle Little Star." Recognizes McDonald's logo. Holds book right-side up and turns pages. "Reads" memorized story to stuffed animals. Points to dog in picture when asked. Finds own cubby by name card. |
| 4-5 years |
• Recognizes and produces rhyming words • Identifies first sound in some words • Recognizes some letters, especially in own name • Shows interest in letters and words • Tracks print from left to right • Knows difference between letters and numbers |
Child says "Cat rhymes with hat!" Tells you "Dog starts with 'd'." Points to letters in name and says them. Points to words while pretending to read. Asks "What does that sign say?" Identifies letters vs. numbers on page. |
| 5-6 years |
• Produces rhyming words readily • Identifies beginning sounds in words • Recognizes many letters (often most or all) • May recognize some high-frequency words • Understands that print carries meaning • Beginning to decode simple words |
Child creates rhyming chains. Segments beginning sound: "M-m-monkey!" Names letters in environmental print. Recognizes "the," "I," "like" in books. Points to words while reading and asks what they say. Sounds out "cat" = "c-a-t... cat!" |
Emergent Writing
| Age Range | Typical Skills and Behaviors | What You Might Observe |
|---|---|---|
| 3-4 years |
• Makes marks and scribbles intentionally • Assigns meaning to marks ("This says my name") • Draws simple representational pictures • May make letter-like forms • Distinguishes between drawing and writing |
Child scribbles on paper and says "I'm writing a letter to grandma." Draws circle with lines for person. Makes wavy lines and vertical marks saying "This is writing." Points to picture and scribbles: "This is me, this is my name." |
| 4-5 years |
• Writes some recognizable letters • May write first name (may have reversals or missing letters) • Uses letters and letter-like forms for writing • Draws detailed pictures with multiple elements • "Reads" back own writing |
Child writes several letters from name, perhaps mixing upper and lowercase. Writes "ILIKCAT" and reads "I like cats." Draws house with door, windows, chimney, people. Writes row of letters and tells you the story it says. |
| 5-6 years |
• Writes first name correctly • Writes most letters (may have some reversals) • Uses invented spelling representing sounds heard • Writes simple messages or labels • Spaces between some words • May write simple sentences |
Child writes first and last name. Writes "MI KT IS BRN" (My cat is brown). Labels drawing: "HOS" (house), "TR" (tree). Writes note: "I LUV MOM." Shows awareness of spacing between words sometimes. |
Note for Dual Language Learners: Children learning English as an additional language may show different patterns. They may:
- Have strong skills in home language but emerging English skills
- Go through a "silent period" in English while building comprehension
- Mix languages (code-switching) as a normal part of bilingual development
- Show literacy skills in home language that transfer to English
Cognitive Development: Mathematics
Mathematical thinking includes number sense, operations, patterns, measurement, geometry, and data concepts. Early math skills are strong predictors of later academic success.
Number Sense and Counting
| Age Range | Typical Skills and Behaviors | What You Might Observe |
|---|---|---|
| 3-4 years |
• Rote counts to 10 (may skip numbers) • Counts 3-5 objects with one-to-one correspondence • Shows understanding of "more" and "less" • Recognizes small quantities without counting (1-3) • Uses number words in play |
Child counts "1, 2, 3, 5, 6, 8, 10!" Touches and counts four crackers. Says "I want more blocks." Sees three bears and says "three" without counting. Says "I'm three years old." |
| 4-5 years |
• Rote counts to 20 • Counts 10 objects accurately • Understands cardinality (last number = total) • Compares small sets (which has more?) • Beginning to count out requested amount • Recognizes some written numerals |
Child counts to 20 accurately. Counts 10 counting bears, saying "ten" with emphasis. Compares: "You have 5 and I have 3, so you have more." Gets 4 napkins when asked. Points to "5" and says "That's five!" |
| 5-6 years |
• Rote counts beyond 20 • Counts 20+ objects accurately • Counts backward from 10 • Adds and subtracts within 5 using objects • Recognizes numerals to 10 • Beginning to write numerals |
Child counts to 30 or beyond. Counts collection of 25 shells. Counts down "10, 9, 8..." for rocket launch. Uses fingers to figure out 3+2. Identifies numerals on calendar. Writes "5" when asked. |
Patterns, Sorting, and Classification
| Age Range | Typical Skills and Behaviors | What You Might Observe |
|---|---|---|
| 3-4 years |
• Sorts by one attribute (color, size, or shape) • Recognizes and names basic shapes (circle, square) • Begins to recognize simple patterns (AB) • Matches like objects |
Child sorts buttons into red pile and blue pile. Points to circle and square. Continues pattern: red-blue-red-blue-red-?. Matches pairs of socks. Groups all cars together. |
| 4-5 years |
• Sorts by multiple attributes • Names more shapes (triangle, rectangle) • Creates and extends AB and ABC patterns • Explains sorting rule • Classifies objects into categories |
Child sorts "big red circles" from "small blue squares." Makes pattern: red-blue-green-red-blue-green. Says "These are all buttons because they have holes." Organizes dramatic play by "food," "dishes," "baby stuff." |
| 5-6 years |
• Sorts by multiple attributes simultaneously • Creates complex patterns (ABB, AAB) • Identifies patterns in environment • Re-sorts same materials in different ways • Uses logical reasoning in classification |
Child creates pattern: red-blue-blue-red-blue-blue. Points out patterns in clothing stripes and floor tiles. Sorts rocks by size, then re-sorts by texture. Explains: "These go together because they're all made of wood." |
Measurement and Spatial Relationships
| Age Range | Typical Skills and Behaviors | What You Might Observe |
|---|---|---|
| 3-4 years |
• Uses comparative words (big/little, tall/short) • Lines up objects by size (with errors) • Uses positional words (in, on, under, over) • Notices when objects are same or different size |
Child says "This block is bigger than that one." Lines up bears from biggest to smallest (may not be perfect). Puts stuffed animal "under" blanket. Stacks nesting cups. |
| 4-5 years |
• Compares three or more objects by size • Uses measurement words (heavier/lighter, longer/shorter) • Uses more positional words (next to, between, behind) • May use non-standard measurement (hand spans, blocks) |
Child orders 5 sticks from shortest to longest. Uses balance scale and says "The rock is heavier." Gives directions: "Put it between the table and the shelf." Measures table: "It's 10 hands long!" |
| 5-6 years |
• Orders objects accurately by multiple dimensions • Uses comparative and superlative forms (big, bigger, biggest) • Beginning to use standard tools (ruler, measuring cup) • Understands measurement units |
Child lines up pencils from shortest to longest with no errors. Says "Mine is biggest, yours is bigger than his." Uses ruler to measure and announces "8 inches!" Measures sand in cups for cooking project. |
Cognitive Development: Science
Scientific thinking includes observation, questioning, predicting, experimenting, and drawing conclusions. Young children are natural scientists, constantly exploring their world.
Scientific Inquiry and Investigation
| Age Range | Typical Skills and Behaviors | What You Might Observe |
|---|---|---|
| 3-4 years |
• Explores objects using multiple senses • Asks many "what" questions • Notices obvious changes (ice melting) • Uses simple tools (magnifying glass) • Begins to make predictions with prompting |
Child touches, smells, looks at new object. Asks "What's that?" repeatedly. Says "It's getting wet!" when ice melts. Looks through magnifying glass at bug. Says "I think it will fall" when prompted before dropping object. |
| 4-5 years |
• Makes detailed observations • Asks "why" and "how" questions • Makes simple predictions • Conducts simple experiments with support • Notices cause and effect relationships • Compares and contrasts observations |
Child observes "The plant has three leaves and a long stem." Asks "Why does it float?" Predicts "I think the heavy one will sink." Tests ramps: "When I make it steeper, the car goes faster!" Compares rocks: "This one is smooth, that one is bumpy." |
| 5-6 years |
• Makes detailed, multi-sensory observations • Generates questions for investigation • Makes predictions with reasoning • Plans and conducts simple experiments • Draws conclusions from observations • Records findings through drawings/symbols |
Child notices "The caterpillar has six legs, tiny hairs, and stripes." Asks "What happens if we don't water one plant?" Predicts: "I think the feather will fall slower because it's lighter." Tests systematically. Says "We learned that plants need water to grow." Draws chart of results. |
Physical Science Concepts
| Age Range | Typical Skills and Behaviors | What You Might Observe |
|---|---|---|
| 3-4 years |
• Explores properties of materials (hard/soft, wet/dry) • Notices simple cause and effect • Experiments with motion (rolling, sliding) • Begins to understand "floating" and "sinking" |
Child squeezes playdough and says "It's soft." Notices when push makes toy car move. Rolls ball down various surfaces. Drops objects in water: "It sinked!" |
| 4-5 years |
• Understands objects have properties • Predicts motion outcomes • Explores force (push, pull, gravity) • Understands basic float/sink patterns • Notices changes in matter (melting, freezing) |
Child observes: "Metal is hard, cold, and shiny." Predicts: "The round one will roll better." Pulls wagon up hill. Says "Heavy things sink, light things float" (developing understanding). Watches ice melt: "It turned into water!" |
| 5-6 years |
• Classifies materials by properties • Understands multiple factors affect motion • Experiments with simple machines • Understands matter can change states • Beginning understanding of energy |
Child sorts: "These are magnetic, these aren't." Explains: "It goes fast because it's steep and smooth." Uses lever to lift heavy block. Says "When we heat it, it melts; when we freeze it, it gets hard again." Discusses: "The sun gives us light and makes things warm." |
Life Science and Natural World
| Age Range | Typical Skills and Behaviors | What You Might Observe |
|---|---|---|
| 3-4 years |
• Identifies common animals and plants • Knows living things need food and water • Notices obvious life cycles (baby/adult) • Shows interest in caring for living things • Observes weather and seasons |
Child names "dog," "bird," "tree," "flower." Helps water classroom plant. Points to baby and mommy cat in book. Gently holds class pet. Says "It's raining!" and puts on coat. |
| 4-5 years |
• Categorizes living vs. non-living • Understands basic needs of living things • Observes and describes life cycles • Recognizes habitats • Describes seasonal changes • Shows growing environmental awareness |
Child says "Rocks aren't alive but plants are." Explains: "Plants need sun, water, and soil." Observes caterpillar becoming butterfly. Says "Fish live in water, birds live in nests." Notes: "Leaves change colors in fall." Reminds others: "We recycle paper." |
| 5-6 years |
• Explains characteristics of living things • Understands interdependence in nature • Describes complete life cycles • Understands adaptation to environment • Makes predictions about natural events • Demonstrates environmental stewardship |
Child explains: "Living things grow, eat, and breathe." Observes: "Bees help flowers make seeds." Describes butterfly life cycle with details. Notes: "Polar bears have thick fur to stay warm." Predicts: "I think it will be colder tomorrow." Initiates: "Let's pick up the trash on the playground." |
Creative Arts Development
Creative arts include visual arts, music, movement, and dramatic expression. The arts support emotional expression, creativity, fine motor skills, and cognitive development.
Visual Arts
| Age Range | Typical Skills and Behaviors | What You Might Observe |
|---|---|---|
| 3-4 years |
• Makes intentional marks and scribbles • Draws simple closed shapes (circles) • Uses variety of colors • Explores different materials • May assign meaning after creating • Draws simple representations ("tadpole" people) |
Child scribbles with purpose. Draws circles and says "This is the sun." Paints with many colors enthusiastically. Explores glue, collage, playdough. Looks at painting: "It's a dog!" Draws circle with two lines for person. |
| 4-5 years |
• Draws recognizable forms (people, houses, trees) • Plans artwork before creating • Adds details to representations • Uses colors intentionally • Experiments with techniques • Describes artistic choices |
Child announces "I'm going to paint my house." Draws person with head, body, arms, legs. Makes sky blue and grass green. Tries various brush strokes. Explains: "I used red because it's my favorite color." |
| 5-6 years |
• Creates detailed, organized compositions • Includes multiple elements in artwork • Uses realistic colors and proportions emerging • Masters various techniques and materials • Tells stories through art • Critiques own work and makes revisions |
Child creates detailed scene with house, family, pets, sun, clouds, grass. Adds windows, doors, flowers. Uses shading and mixing colors. Makes series of drawings telling a story. Says "I need to add more details to the tree." |
Music and Movement
| Age Range | Typical Skills and Behaviors | What You Might Observe |
|---|---|---|
| 3-4 years |
• Sings simple songs (may not match pitch) • Moves to music with basic rhythm • Plays simple instruments (shaking, tapping) • Responds to musical cues (fast/slow, loud/soft) • Enjoys music and movement activities |
Child sings "Twinkle Star" with approximate melody. Marches and claps to beat. Shakes maracas enthusiastically. Moves slowly when music is slow, quickly when fast. Joins eagerly in music time. |
| 4-5 years |
• Sings with increasing pitch accuracy • Keeps steady beat • Plays instruments with control • Creates simple rhythms • Moves creatively to music • Recognizes familiar songs |
Child sings songs with accurate melody. Claps steady beat while singing. Plays drum with varied patterns. Creates "raindrop" rhythm on xylophone. Dances freely interpreting music. Says "I know this song!" |
| 5-6 years |
• Sings in tune • Performs complex rhythms • Coordinates movement with music precisely • Creates original songs and dances • Identifies musical elements (tempo, dynamics) • Plays simple melodies on instruments |
Child sings clearly in tune. Claps syncopated rhythms. Performs choreographed dance. Makes up song about playing outside. Says "This part is loud, this part is quiet." Plays "Mary Had a Little Lamb" on xylophone. |
Dramatic Play and Theater
| Age Range | Typical Skills and Behaviors | What You Might Observe |
|---|---|---|
| 3-4 years |
• Engages in simple pretend play • Takes on familiar roles (parent, doctor) • Uses props symbolically • Plays alongside others in similar themes • Imitates familiar actions and sounds |
Child "feeds" baby doll. Puts on doctor coat and uses stethoscope. Uses block as phone. Plays "house" near another child doing same. Makes car sounds while driving toy vehicle. |
| 4-5 years |
• Engages in elaborate pretend scenarios • Negotiates roles with peers • Uses imagination to create props • Sustains play themes for extended periods • Incorporates story elements |
Children play "restaurant" with assigned roles. Says "You be the customer, I'll be the waiter." Uses paper as "menu." Plays restaurant theme for 20 minutes. Acts out "We're going on a trip" with beginning, middle, end. |
| 5-6 years |
• Creates complex, coordinated dramatic play • Plans scenarios with peers • Stays in character consistently • Develops elaborate storylines • Uses dialogue and narration • May perform for audience |
Children plan: "Let's play space station. You're the astronaut, I'm mission control." Maintains character throughout. Creates detailed story with problem and solution. Uses rich dialogue: "Houston, we have a problem!" Presents puppet show for classmates. |
Approaches to Learning
Approaches to learning are the dispositions and behaviors children use to engage with learning opportunities. These skills predict school success as much as or more than content knowledge.
Initiative, Curiosity, and Engagement
| Age Range | Typical Skills and Behaviors | What You Might Observe |
|---|---|---|
| 3-4 years |
• Shows interest in new activities • Explores materials with curiosity • Asks "what" questions • Makes choices when offered • Engages in activities for short periods |
Child investigates new sensory table materials. Asks "What's that?" about unfamiliar objects. Chooses block area when given choices. Plays at activity for 5-10 minutes before moving on. |
| 4-5 years |
• Initiates activities independently • Shows sustained curiosity • Asks "why" and "how" questions • Makes independent choices confidently • Engages deeply in preferred activities |
Child starts a project without prompting. Returns to ongoing constructions or drawings across the day. Asks "How does this work?" Chooses materials and explains the plan. Stays with chosen activity for 15–20 minutes. |
| 5-6 years |
• Sets learning goals ("I want to learn to...") • Persists in seeking information • Investigates topics of interest over days • Balances exploration with task completion • Reflects on learning ("Next time I'll...") |
Child says "I'm going to figure out how to make it taller." Collects books and tools about a topic. Extends an inquiry over multiple days. Finishes a task before starting another. Reflects aloud about strategies and next steps. |
Persistence, Attention, and Self-Regulation (Executive Function)
| Age Range | Typical Skills and Behaviors | What You Might Observe |
|---|---|---|
| 3-4 years |
• Tries again briefly after setbacks with adult support • Sustains attention for 5–10 minutes in preferred tasks • Follows 1–2 step rules in games • Begins to inhibit impulses with reminders |
Child rebuilds tower after it falls when teacher encourages. Focuses on puzzle for several minutes. Plays "Freeze Dance" and stops with prompt. Waits at snack table after reminder "Hands in lap." |
| 4-5 years |
• Persists through moderate challenge • Shifts attention between steps of a task • Remembers multi-step directions (working memory) • Inhibits calling out; waits to be called on with cues |
Child keeps trying to zip coat after failed attempts. Moves from cutting to gluing to labeling. Follows "Get the clipboard, check the plants, and draw what you see." Raises hand and waits after teacher signal. |
| 5-6 years |
• Plans, monitors, and completes tasks independently • Maintains attention 20–30 minutes in small group • Uses strategies when stuck (ask peer, try a new way) • Delays gratification to meet a goal |
Child says "First I'll sort, then I'll count." Stays with group activity through completion. Asks a peer for help or tries a different block base. Saves a coveted material for later to finish current work. |
Problem Solving and Cognitive Flexibility
| Age Range | Typical Skills and Behaviors | What You Might Observe |
|---|---|---|
| 3-4 years |
• Tries simple solutions first (push harder, add more) • Imitates others' strategies • Shifts approach with adult modeling • Uses objects in new ways (block as phone) |
Child stacks more blocks to make bridge stronger. Watches peer and copies method. Changes from tape to glue after suggestion. Repurposes materials during play. |
| 4-5 years |
• Generates more than one idea to solve a problem • Explains simple cause-and-effect in tasks • Adjusts plan when constraints arise • Sorts by new rule after sorting by first rule |
Child suggests "We could add supports or make it shorter." Says "It fell because the base is wobbly." Switches to smaller blocks when large ones run out. Resorts cards by shape after first sorting by color. |
| 5-6 years |
• Plans multi-step solutions and tests ideas • Evaluates outcomes and revises approach • Flexibly switches rules in games and tasks • Transfers a strategy to a new context |
Child drafts a diagram, builds, then modifies design. Explains "That didn't work because the ramp was too steep—let's lower it." Plays card games that require changing rules. Uses counting-on from math center during snack distribution. |
Learning with Others (Collaboration and Communication)
| Age Range | Typical Skills and Behaviors | What You Might Observe |
|---|---|---|
| 3-4 years |
• Shares materials with reminders • Listens briefly to peers' ideas • Accepts simple roles assigned by adults • Uses basic language to join play |
Child passes crayons when prompted. Listens to peer for a moment then resumes own play. Takes role of "customer" when teacher suggests. Says "Can I play?" and joins block area. |
| 4-5 years |
• Co-constructs plans with peers • Takes turns in conversation and activity • Resolves simple conflicts with adult coaching • Explains ideas to group with visuals or objects |
Children agree on who builds which part. Use a talking object to take turns. Say "You can have it when I'm done" after prompt. Shows drawing to group and explains steps taken. |
| 5-6 years |
• Assumes complementary roles to achieve a goal • Negotiates and compromises with minimal support • Provides constructive feedback to peers • Presents plans and outcomes to an audience |
Team assigns "designer," "builder," "recorder." Children propose "Let's split the blocks evenly." Says "Maybe try a wider base so it won't fall." Shares project with class using drawings and labels. |
Implementation Tip: Approaches to learning grow in rich, play-based environments with predictable routines, warm relationships, and intentional scaffolds (visual schedules, choice boards, calm-down spaces, and open-ended materials).
Important Notes on Using Developmental Progressions
Individual Variation: The progressions presented represent typical developmental patterns, but individual children develop at their own pace. Significant variation is normal and expected.
Cultural Context: Developmental expectations and valued skills vary across cultures. These progressions reflect research conducted primarily in Western contexts and should be interpreted with cultural sensitivity.
Not Diagnostic Tools: These charts are for educational planning purposes only. They are not screening or diagnostic instruments. Consult qualified professionals for developmental concerns.
Strengths-Based Approach: Focus on what children can do and their emerging skills rather than deficits. Use progressions to identify next steps for support and scaffolding.
When to Seek Additional Support: If a child shows significant delays across multiple domains, if skills are regressing, or if you have concerns about a child's development, follow your program's referral procedures and communicate sensitively with families about available resources and supports.
Resources and References
Child Development Frameworks and Position Statements
- National Association for the Education of Young Children (NAEYC). (2020). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (4th ed.). National Association for the Education of Young Children.
- Office of Head Start. (2015). Head Start early learning outcomes framework: Ages birth to five. U.S. Department of Health and Human Services, Administration for Children and Families. https://eclkc.ohs.acf.hhs.gov/school-readiness/article/head-start-early-learning-outcomes-framework
- Centers for Disease Control and Prevention. (2024). CDC's developmental milestones. U.S. Department of Health and Human Services. https://www.cdc.gov/ncbddd/actearly/milestones/index.html
- ZERO TO THREE. (2016). DC:0-5: Diagnostic classification of mental health and developmental disorders of infancy and early childhood. ZERO TO THREE.
Child Development Textbooks and Comprehensive Resources
- Berk, L. E. (2021). Child development (10th ed.). Pearson.
- Trawick-Smith, J. (2021). Early childhood development: A multicultural perspective (8th ed.). Pearson.
- Gonzalez-Mena, J., & Eyer, D. W. (2020). Infants, toddlers, and caregivers: A curriculum of respectful, responsive, relationship-based care and education (11th ed.). McGraw-Hill.
- Charlesworth, R. (2020). Understanding child development (11th ed.). Cengage Learning.
Domain-Specific Development Resources
Language and Literacy Development
- Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. National Academy Press.
- Neuman, S. B., & Dickinson, D. K. (Eds.). (2011). Handbook of early literacy research (Vol. 3). Guilford Press.
- Otto, B. (2021). Language development in early childhood education (5th ed.). Pearson.
Cognitive Development and Mathematical Thinking
- National Research Council. (2009). Mathematics learning in early childhood: Paths toward excellence and equity. National Academies Press.
- Clements, D. H., & Sarama, J. (2014). Learning and teaching early math: The learning trajectories approach (2nd ed.). Routledge.
- Bodrova, E., & Leong, D. J. (2007). Tools of the mind: The Vygotskian approach to early childhood education (2nd ed.). Pearson.
Social-Emotional Development
- Center on the Social and Emotional Foundations for Early Learning. (2013). Practical strategies for promoting young children's social-emotional development. Vanderbilt University.
- Denham, S. A. (2019). Emotional development in young children. Guilford Press.
- Joseph, G. E., & Strain, P. S. (2003). Comprehensive evidence-based social-emotional curricula for young children: An analysis of efficacious adoption potential. Topics in Early Childhood Special Education, 23(2), 62-73.
Physical Development and Motor Skills
- Pica, R. (2019). Experiences in movement and music: Birth to age eight (6th ed.). Cengage Learning.
- Gallahue, D. L., Ozmun, J. C., & Goodway, J. D. (2019). Understanding motor development: Infants, children, adolescents, adults (8th ed.). McGraw-Hill.
- National Association for Sport and Physical Education. (2009). Active start: A statement of physical activity guidelines for children from birth to age 5 (2nd ed.). SHAPE America.
Approaches to Learning
- Hirsh-Pasek, K., Golinkoff, R. M., Berk, L. E., & Singer, D. G. (2009). A mandate for playful learning in preschool: Presenting the evidence. Oxford University Press.
- Hyson, M. (2008). Enthusiastic and engaged learners: Approaches to learning in the early childhood classroom. Teachers College Press.
- Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959-964.
Assessment and Observation
- Jablon, J. R., Dombro, A. L., & Dichtelmiller, M. L. (2007). The power of observation for birth through eight (2nd ed.). National Association for the Education of Young Children.
- Mindes, G. (2011). Assessing young children (4th ed.). Pearson.
- Bagnato, S. J., Neisworth, J. T., & Pretti-Frontczak, K. (2010). LINKing authentic assessment and early childhood intervention: Best measures for best practices (2nd ed.). Paul H. Brookes Publishing.
Diversity, Inclusion, and Individual Differences
- Derman-Sparks, L., & Edwards, J. O. (2020). Anti-bias education for young children and ourselves (2nd ed.). National Association for the Education of Young Children.
- Espinosa, L. M. (2010). Getting it right for young children from diverse backgrounds: Applying research to improve practice. Pearson.
- Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education. https://www.dec-sped.org/dec-recommended-practices
- CAST. (2018). Universal design for learning guidelines (Version 2.2). http://udlguidelines.cast.org
Online Resources
- CDC Developmental Milestones: www.cdc.gov/ncbddd/actearly/milestones - Free milestone checklists and resources for families
- ZERO TO THREE: www.zerotothree.org - Infant and toddler development, parenting resources
- NAEYC: www.naeyc.org - Developmentally appropriate practice resources and articles
- Child Development Institute: childdevelopmentinfo.com - Ages and stages information
- Vroom: www.vroom.org - Brain-building tips aligned with developmental milestones
- PBS Parents: www.pbs.org/parents/child-development - Development articles and activities by age
Social and Emotional Development
Social-emotional development encompasses self-awareness, self-regulation, social relationships, and emotional understanding. This domain is foundational for all other learning.
Self-Awareness and Self-Concept
• States own name and age
• Identifies as boy or girl
• Shows awareness of own preferences ("I like blue")
• Identifies multiple personal preferences
• Shows emerging awareness of strengths ("I'm good at running")
• Compares self to others
• Shows confidence in abilities
• Understands belonging to groups (family, class, culture)
• Recognizes own feelings and states
Self-Regulation and Emotional Management
• Seeks adult comfort when upset
• May have difficulty with transitions
• Beginning to wait for short periods
• Responds to adult redirection
• Accepts comfort and suggestions from adults
• Manages transitions with warnings
• Can wait 5-10 minutes for desired activity
• Uses some self-calming strategies with support
• Uses multiple self-calming strategies independently
• Handles most transitions smoothly
• Demonstrates impulse control in structured activities
• Follows classroom rules with minimal reminders
Relationships and Social Skills
• Shows beginning preference for certain playmates
• Seeks adult help with conflicts
• May struggle with sharing and turn-taking
• Shows affection for familiar adults
• Has recognizable friendships
• Takes turns with adult support
• Uses simple negotiation ("Can I have it when you're done?")
• Shows empathy when others are hurt or sad
• Forms close friendships with mutual preferences
• Shares and takes turns independently
• Solves simple peer conflicts with minimal adult support
• Shows concern and offers help to others