Programs
School Readiness
Some of the Developments in School Readiness Components between Birth and Age 5
Age | Motor Development | Emotional Health/Positive Approach to New Experiences | Social Knowledge and Competence | Language Skills | General Knowledge and Cognitive Skills |
Two months | sucking and other survival reflexes, little voluntary control | unable to differentiate self from other | no concept of being able to influence another | reflex crying when nervous system is over stimulated | no understanding of cause-and- effect |
One year | independently mobile using non-walking methods, can walk holding onto something, able to grasp items using thumb and forefinger | can differentiate primary caregiver(s) from others, will use caregiver as a secure emotional and physical base for exploration | understands that others can act and be acted upon, engages in games with familiar adults, imitates others | skills at using gestures, e.g., holds up arms to be picked up. Imitates words, first spontaneous and deliberate word uttered around age one | engages in task variation and deliberate experimentation, has some sense of cause- and-effect in a specific situation |
Two years | able to walk and climb stairs, eye-hand coordination sufficiently developed to allow manipulation of large objects | increasing self-confidence, will move a considerable distance from caregiver when exploring | interested in playing along side other children, but not actually with them in a joint activity | can string two or three words together in a simple sentence, e.g., “look truck” | begins to move from reliance on replica objects, e.g. a doll, in pretend play to use of substitute objects, e.g., a pillow for a “baby” |
Three years | skilled at climbing and jumping, fine motor coordination sufficiently developed to allow manipulation of large objects | beginning to regulate own behaviour, tries to handle emotions such as frustration but still needs adult help and guidance | interested in playing with other children. Has difficulty sharing because of difficulty taking the perspective of another | has some basic idea of grammar, e.g., adds “s” for a plural, asks questions, forms multi- word sentences | shows some basic understanding of categorization, e.g., can sort by colour or by shape, but makes mistakes |
Four years | can control a pencil and cut with scissors | can control own emotions, such as anger or frustration, in many situations with minimal adult assistance | plays with other children. Is able to take turns and engage in cooperative activities | can join simple sentences together to describe a past or present action or experience | reliably sorts by colour or shape, but not by both simultaneously |
Five years | able to write letters, turn book pages without tearing them | has some ability to stop and think before deciding how to act, is curious about the world outside the home. | has basic peer relationships skills, e.g., knows how to enter a group | can hold a prolonged conversation and express ideas | by the end of the year, can sort by both colour and shape simultaneously |