Play (1 - 1 1/2 years)

• Solitary or onlooker play; self play
• Begins running-stiff and awkward
• Scribbles spontaneously with crayon
• Puts objects in and out of containers
• Can figure out ways of overcoming some obstacles (opening doors, reaching high)
• Imitates many things (sweeping, combing hair-self use)
• Pulls toys; carries or hugs doll, teddy bear
• Very rapid shifts in attention

Pragmatics (1 - 1 1/2 years)

• Brings objects to show an adult
• Requests objects by pointing and vocalizing or possibly using a word approximation
• Solicits another’s attention vocally, physically, and/or possibly with gestures
• Gesturally requests action/assistance (many may give back wind-up toy for activation)
• Says “bye” and possibly a few other conventional ritual words such as “hi,” “thank you,” and “please”
• Protests by saying “no” shaking head, moving away, frowning, or pushing objects away
• Comments on  objects/actions by directing listeners’ attention to it with a point and/or vocalization or word approximation
• Answers simple "wh" questions with a vocal response (may be unintelligible)
• Acknowledges speech of another person by giving eye contact, vocally responding or repeating a word said
• Teases, warns, scolds using gesture plus a vocalization or a word approximation

Pragmatics (1 1/2 - 2 years)

• Uses gestures with words to get needs met
• Says “what’s that?” to elicit attention
• Begins using single words and some two-word phrases to command (move), indicate possession (mine), express problems ("Ouch")
• Vocal with verbal turn-taking

Play (2 - 3 years)

• Parallel play predominates
• Arranges doll furniture into meaningful groups and uses figures to act out simple themes from own experiences
• Aligns three or more cubes to make a train; pushes train
• Builds a tower of six or seven blocks
• Imitates drawing of a vertical line
• Sequences related actions such as preparing food for doll, feeding it, wiping mouth
• Begins pretend play with more than

Pragmatics (2 - 3 years)

• Begins using and displaying basic emotions: happy, sad, mad
• Enjoys being next to children of the same age

Play (3 - 3 1/2 years)

• Builds a bridge from a model
• Cooperative play begins
• Organizes doll furniture accurately and begins to use in genuinely imaginative ways
• Draws two or more strokes for a cross-on imitation
• Begins to share
• Reenacts experienced events such as birthday parties, baking cookies
• Uses one object to represent another (stick = phone or fence)
• Pretends to play different characters

Pragmatics (3 - 3 1/2 years)

• Engages in longer dialogues
• Assumes the role of another person in play
• Uses more filters to acknowledge partner’s message (uh-huh, yea, ok)
• Begins code switching (using simpler language) when talking to very young children
• Uses more elliptical resources
• Requests permission
• Begins using language for fantasies, jokes, teasing
• Makes conversational repairs when listener has not understood
• Talks about interests and feelings for past and future
• Corrects others
• Primitive narratives emerge: events follow from central core/ use of interference in stories

Play (3 1/2 - 4 years)

• Increase in dramatization of play
• Complicated ideas, but unable to carry out in detail; no carryover from day to day
• Prefers to play in a group of two or three children; chooses companion of own sex
• Suggests turns, but often bossy in directing others
• Often silly in play and may do things wrong purposefully
• Puts toys away
• Likes to dress up
• Draws human with two parts; adds three parts to incomplete human
• Builds structures/buildings with blocks
• Assumes the role of another person in play (becomes a teacher, animal, parent)

Pragmatics (3 1/2 - 4 years)

• Listens attentively to conversational partner of age appropriate material
• Makes relevant comments on familiar stories or events
• Enjoys riddles, jokes and funny stories with “guessing”

Play (4 - 5 years)

• Likes cutting out and pasting
• Likes working projects - may carry over from day-to-day
• Definite interests in finishing what he/she starts
• Plays in groups of two to five; friendships become stronger
• Spurred on by rivalry in activity, competition
• Interested in going on excursions
• Draws unmistakable human with body, arms, legs, feet, nose, and eyes
• Adds seven parts to incomplete human
• Copies a triangle
• Watches life simulation programs on TV; gains information from verbal contents

Pragmatics (4 - 5 years)

• Changes tone of voice to adapt to listeners perspective
• Shows pride for accomplishments
• Boasts, exaggerates and blends truths
• Changes moods rapidly and unpredictably
• Relies on verbal rather than physical engagement
• Uses indirect requests
• Uses twice as many effective utterances as three-year old to discuss emotions and feelings
• Narrative development characterized by unfocused chains of elaborate story telling

Play (5 - 6 years)

• Copies drawing of diamond
• Copies drawing of rectangle with diagonals in middle
• Draws human with neck, fingers, clothes, and two dimensional legs
• Adds nine parts to incomplete human
• May start collections
• Able to play games by rules
• Builds things with blocks
• Plans many sequences of pretend events; uses props and language to develop a theme (going on a trip to outer space)
• Suggests imaginative and elaborate play ideas
• Plays cooperatively

Pragmatics (5 - 6 years)

• Narrative development characterized by focused chains; stories have central character with logical sequence of events, but ending is unclear
• Gives threats and insults
• Issues promises
• May give praise
• Recognizes humor in simple jokes
• Takes turns and shares
• Participates in shared and group activities
• Shows affection and caring toward others
• Starts to get self-control over swings of emotions
• Has one-two focused friendships
• Likes entertaining people and making them laugh