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