There is no one like your child

Every child's development is unique and complex. Although children develop through a
generally predictable sequence of steps and milestones, they may not proceed through
these steps in the same way or at the same time. A child's development is also greatly
influenced by factors in his or her environment and the experiences he or she has. The
information in this guide explains what child development experts consider to be
"widely-held expectations" for what an average child might achieve within a given year.
Please consider what you read in the context of your child's unique development.
How your child may develop this year
Everything is new and interesting to one-year-olds. They enthusiastically use their
five senses to actively explore the world around them. They find pleasure in
causing things to happen and in completing basic tasks. And once a discovery is
made, one-year-olds want to make it happen again and again and again!
Emotionally, one-year-olds are just learning to recognize and manage their
feelings. They experience a wide range of emotions and have tantrums when they
are tired or frustrated. They may also respond to conflict by hitting, biting,
screaming, or crying. One-year-olds seek autonomy and may say, "No!" to adult
suggestions or insist that they, "Do byself!" Then, moments later, they might cling
to an adult's leg or ask for help.
During this year, language skills typically progress from grunting and pointing to
speaking single words and experimenting with simple word combinations.
Pronunciation is quite difficult, however and familiar adults almost always need
to "translate" for others. One-year-olds steadily build their vocabularies by
absorbing the language around them. They are able to understand common
phrases and simple directions used in routine situations.
Even though one-year-olds have no awareness of print at this age, they take
pleasure in nursery rhymes and books with single pictures of familiar and related
items. They may apply their growing vocabularies by naming pictures in books
read to them. Children this age also have no understanding of true "writing," but
many enjoy experimenting with marks and scribbles on a surface.
As one-year olds play, they start to build their mathematical thinking by
recognizing patterns and understanding shapes. For example, they notice that
night is followed by day and that socks go on feet before shoes. They begin to sort
familiar objects by one characteristic, such as whether they are "hard" or "soft."
They may enjoy filling and emptying containers. They know that when an object
is hidden, it is still there. Many can also do simple insert puzzles when the puzzle
pieces show whole objects.
One-year-olds are just discovering their creative abilities. Their interest in art is
focused on the sensory exploration of art materials, such as paint and clay. With
music, they can respond with their whole bodies to rhythm, beat and melody.
 Children this age make an important developmental leap by beginning to pretend
during play, often by imitating adult movements.
Some of the most obvious changes that you will notice in your child this year are
in the area of physical development. Most one-year-olds typically move from
crawling to running by about 20 months. They hold their hands out to the side or
poke their bellies out for balance. Their gait is a bit awkward and clumsy and falls
are common. They use their new mobility to push and pull toys, dance and climb.
One-year-olds also improve in hand and finger coordination, but skills at this age
are still immature, so they fumble and drop objects frequently.

Approach to Learning

Research shows that if children start school with a strong set of attitudes and skills that
help them "learn how to learn," they will be better able to take advantage of educational
opportunities. While some learning skills come naturally to children, others can be
developed through a supportive environment.

Tips for building learning skills:

Let them choose.
Give kids a chance to make simple choices, such as what to wear or what to eat
for a snack.
Help them finish what they start.
Children experience great satisfaction when they try and finish new things. Give
them a bit of support when they need it, but be careful not to take over
completely.
Nurture creativity.
Encourage children to ask questions, try different ways of using materials, or
offer them a wide range of new experiences.
Don't rush activities.
Whether at home or in preschool, children need extended periods of time to
really get involved in activities and to experience the "engagement" that is such
an important foundation for learning.
Provide encouragement.
All children start life eager to learn, but if adults are critical, that eagerness may
disappear by the elementary grades. Look for achievements to praise and
acknowledge your child's progress whenever possible.

One-year-olds are in the act of discovering the world. They enthusiastically use their
senses to purposefully explore everything they can. They find pleasure in causing things
to happen and in completing basic tasks. They also enjoy sharing interesting learning
experiences with adults, and may use gestures and simple sounds or speech to ask adults
questions. Since language skills are still developing, one-year-olds rely more heavily on
nonverbal, physical strategies to reach simple goals.
Initiative, Engagement, and Persistence
 Indicates preferences non-verbally or with simple language (e.g., points to an
apple and pushes banana away).
Focuses attention on interesting sights or sounds, often in shared experiences with
adults (e.g., sits on father's lap looking at a picture book).
Shows pleasure in completing simple tasks (e.g., drops clothespins into a bucket
and smiles and claps when all are inside).
Increasingly tries to help with self-care activities (e.g., feeding, undressing,
grooming). When reading with adults, may want to hold the book or try to turn
the pages. Collects information about the world using the senses.
Curiosity and Eagerness to Learn
Actively participates in a variety of sensory experiences (e.g., tastes, touches,
pats, shakes).
May seek information from adults by pointing to an interesting object, and then
giving a questioning look, making a vocal sound, and/or saying a single word. In
the second half of the year, children will be able to combine words to ask simple
questions (e.g., says, "What that?" or "Who coming?").
Shows physical and vocal pleasure when exploring objects and other things. Finds
pleasure in causing things to happen (e.g., picks up bells and rings them, then
smiles broadly when each one sounds different).
Reasoning and Problem-solving
Tries a variety of physical strategies to reach simple goals (e.g., when a cart gets
stuck while being pushed through a door, he or she turns the cart a different way
and tries again).
Uses gestures and (toward the end of the year) simple language to get help when
"stuck" (e.g., extends arms toward grandfather and says, "Up Up!" when trying to
get into large chair).
Discovers aspects of the physical world using early language skills and purposeful
exploration with the senses (e.g., turns a plastic bucket over and over, raising and
lowering the handle thoughtfully).
Invention and Imagination
Pretends one object is really another with simple physical substitutions (e.g., picks
up a wooden block and holds it to his or her ear like a phone).
Uses objects in new and unexpected ways (e.g., puts saucepan on head, laughs
uproariously).

Creative Arts

One-year-olds recognize different qualities in music, and respond with their whole bodies
to rhythm, beat and melody. Their interest in art is focused on the sensory exploration of
art materials, such as paint and clay. The options for art projects at this age are limited by
a one-year-old's undeveloped hand dexterity. Children this age make an important
developmental leap by beginning to pretend during play, often by imitating adult
movements.
Music
Reflects the overall mood of music (e.g., claps hands and moves body to a happy-
sounding song).
Enjoys making own music and noise (e.g., shakes a maraca, mimics the sounds
that adults make).
Uses musical sounds to aid in communication prior to the advent of language
(e.g., babbles in a sing-song manner).
Explores musical instruments to see how they work (e.g., shakes bells, bangs
piano keys).
Begins to understand that sounds and music affect behavior (e.g., can be startled
by loud music, comforted by a musical stuffed animal).
Art
Uses senses to explore what art materials can do (e.g., scribbles with jumbo
crayons, uses fingers to swirl finger paint or shaving cream, squeezes oily
molding dough).
Takes pleasure in exploring the textures of art materials (e.g., finger paints with
abandon, squeezes play dough through fingers and squeals).
Explores basic art tools and materials (those that do not demand great manual
dexterity) to see how they work (e.g., scribbles with chalk, finger paints on a tray,
makes crayon dots on paper).
Shows a preference for particular textures and art experiences (e.g., delights in
squeezing slick doughs).
Movement
Responds to music with full body movements (e.g., holds adult's hands and sways
to music).
Uses body to communicate needs before language skills are developed (e.g.,
extends arms upward and toddles toward an adult to indicate a desire to be picked
up).
Dramatic Play
Plays interactive games with adults to explore concepts (e.g., learns that objects
are still there when they aren't visible by playing "peek-a-boo").
Uses gestures to communicate feelings and actions (e.g., blows a kiss and waves
"bye-bye").
Relates to dolls and stuffed animals in real ways (e.g., holds and burps a baby
doll, sits stuffed animals at the table for lunch).
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Language

One-year-olds are building a foundation for language. They absorb the language around
them and are steadily building their vocabularies. They understand common phrases and
simple directions used in routine situations. They have great difficulty with
pronunciation, and familiar adults almost always need to "translate" for others. During
this year, communication skills typically progress from grunting and pointing to speaking
single words and experimenting with simple word combinations.
Receptive Vocabulary (words recognized when heard or seen)
At 12 months, understands 50 words; at 15 months, 120 words; at 16 months, 170
words; at 18 months, 200 or more words.
Between 12 and 15 months, acquires about one word every other day. During a
"spurt" between 16 and 23 months, children typically acquire one or two words
per day.
At 12-14 months, learns words when adults name objects that are nearby or in
hand. By 14 or 15 months, points to objects further away for adults to name.
Vocabulary words include many nouns (names of things), some verbs (e.g., kiss,
kick, open, sleep), some descriptive words (e.g., cold, full, all gone, broken),
some pronouns (e.g., he, me, mine) and some location words (e.g., down, in).
Language Comprehension
Understands a few common phrases used in routine situations (e.g., "Do you want
more?", "Give me a kiss.", "Let's go bye-bye.").
Understands simple directions used in routine situations (e.g., "Stop that.", "Spit it
out.", "Please hold still.", "Sit down.", "Stand up.")
Understands only the simplest explanations in routine contexts.
Speech Sound Perception
Perceives individual speech sounds in native language. Is less able now than at 6
months of age to discriminate individual sounds in other languages, and this
sensitivity will continue to decrease.
Distinguishes between commenting and questioning intonation (patterns of pitch
changes in speech), and between a positive and negative tone of voice.
Expressive/Productive Vocabulary (words used when speaking or writing)
At 12 months, the average child says up to three words and may also
communicate by grunting, nodding, pointing, etc. At 15 months, the average child
says 14 words. At 16 months, the average child says 40 words. At 18 months, the
average child says 68 words. At 23 months, the average child says about 200
words.
Over- and under- extends meanings. For example, a child calls a cow "horsie" or
does not use "shoe" to label footwear that is not a common shoe (i.e., boot or
sandal).
Pronunciation
From 12 months to 24 months, words are rarely spoken correctly in the adult
manner. Has great difficulty with pronunciation. Parents and caregivers almost
always need to "translate" for others
Grammatical Development
Up to about 18 months, children express themselves with single words, using
different vocal sound changes to show what they mean. Around 18 months,
children typically experiment with combining words to form phrases and
sentences. Such communications consist of a few words, and are lacking parts of
speech (e.g., "Mommy sock?" for "Is this Mommy's sock?", "Daddy go." for
"Daddy is going bye-bye.").

Literacy

One-year-olds enjoy nursery rhymes and books with single pictures of familiar and
related items. They may name pictures in books read to them. They have no awareness of
print at this age, and no specific knowledge of alphabet letters as a distinct group of
graphic patterns. They enjoy experimenting with marks and scribbles on a surface, but
have no understanding of the use of marks as "writing."
Phonological Awareness (awareness of sounds)
Enjoys nursery rhymes and imitates various sounds made by adults (e.g., boo-boo;
goo-goo; moo-moo; beep-beep). Also, makes sounds associated with animals and
vehicles (e.g., moo-moo, baaa baaa, beep beep, choo choo).
Developing an awareness of sounds can be stimulated by face-to-face language
play with adults during infancy.
Book Knowledge and Appreciation
Looks at books and inspects pictures. Holds a book right side up based on
knowledge of the proper positions for objects pictured.
Most children this age have a short attention span for stories and are easily
distracted. They enjoy books of nursery rhymes, and books with single pictures of
familiar and related items (e.g., toys, clothes, animals). By the end of this year,
many children interact with simple picture books by naming pictures that have
been named repeatedly for them.
By late in this year, some children may jabber, as if reading, while they turn pages
in a familiar book. Their "reading" style accurately captures the tone of voice and
stress on words that adults have when reading the book.
May name pictures as adults come to these in books they share.
By the end of this year, many children label pictures when asked, "What's that?"
Some children may comment when asked, "What happened?" or "What is
_______ doing?"
Interest and enjoyment of books is highly variable, depending on availability of
books and whether adults spend time sharing these with children in positive ways.
Print Awareness and Concepts
 Does not show awareness of print at this age.
Writing
Makes circular, continuous scribbles, with occasional straight lines added. Draws
straight lines at times that stand by themselves, beside and/or on top of one
another. Experiments sometimes by drawing a mixture of lines, often with each
placed on top of those placed earlier.
Has no understanding of use of marks as "writing." Children simply experiment
with making marks on a surface, such as paper. At this age, what and how
children write is limited by the immature fine motor skills in the hand, and a lack
of knowledge of letter shapes.
Makes marks anywhere and everywhere. Has no awareness of the organization of
writing vs. drawing (i.e., linear versus amorphous).
Has no understanding of the uses and formats of writing at this age.
Has no written word creation strategies.
Alphabet Knowledge
Has no specific knowledge of alphabet letters as a distinct group of graphic
patterns. How quickly a child acquires this knowledge is influenced greatly by
how much experience the child has with looking at and examining graphic
patterns in the world around him or her. This experience lays the foundation for
learning later that some of these patterns have symbolic functions that
communicate meaning.

Mathematics

As one-year olds play, they start to recognize patterns and understand shapes. They begin
to sort familiar objects by one characteristic, such as whether they are "hard" or "soft."
They may enjoy filling and emptying containers. They notice that night is followed by
day, and that socks go on feet before shoes. They know that when an object is hidden, it is
still there. Many can also do simple insert puzzles when the puzzle pieces show whole
objects.
Numbers
Between 18-24 months, some children will begin to use a few number words
without understanding quantity (e.g., imitates a simple counting rhyme). Some
children may also begin to understand the words "one" and "two" (e.g.,
distinguishes "one" or "two" from many; identifies pairs of items as "two;"
identifies three or more items as "many" rather than as "one" or "two;" asks for
"one" or "two" of something; knows age; responds appropriately to the request,
"Take just one," or "Give me two.").
Operations on Numbers
Between 18-24 months, a few children will begin to nonverbally and mentally
determine that one item added to another makes "two," and that one item taken
away or subtracted from "two" makes "one."
Geometry and Spatial Sense
Between 12 and 18 months, the average child understands that when an object is
completely hidden, it is still there ("object permanence"), and can be recovered.
(Some children may understand this between 18-24 months.)
During the first half of this year, some children will even be able to recover an
object that has been hidden in one place, and then visibly moved to a second
position and re-hidden. (The average child will establish such "object
permanence" during the second half of this year.) During the first half of this year,
the average child will also be able to recover an object that has been covered with
one item, and then covered with something else while remaining in the same
position
Between 18 and 24 months, some children will informally identify and play with
solid objects (e.g., picks out a familiar object by touch when that object is placed
in a bag with two other objects).
Between 12-24 months, children are typically able to work simple "insert" puzzles
(e.g., completes a three-piece simple puzzle where pieces are whole objects).
Also, children can remove a part from a toy (e.g., a wheel) and replace it. Finally,
children can build three-dimensional structures using one type of item (e.g., a
cube).
Measurement
Between 12-18 months, children adjust their reach based on the distance and size
of an object (e.g., accurately reaches and closes hand around an item instead of
missing the object or closing hand before contact). Children also adjust their grasp
of an object based on its weight (i.e., no longer grasps all items tightly or allows
arm to drop when given heavy items).
Some children at 12-18 months believe that a cracker broken into many pieces is
more food than the same type of cracker that is whole. (The average child
believes this between 18-24 months.)
Some children during the second half of this year will explore objects by filling
and emptying containers (e.g., with sand or water).
During the second half of this year, a few children begin to develop a sense of
time through participation in routine daily activities (e.g., knows about when it is
time to eat, nap time, etc.). Children's sense of time develops gradually over the
next several years.
Patterns, Reasoning, and Algebra
Between 12-18 months, some children recognize that there is an order to the day
(e.g., Mommy comes to get me after storytime). The average child sees daily
patterns by the second half of this year. In the second half of the year, some
children show a greater understanding of daily time sequence (e.g., time to eat,
nap time, etc.).
 During the second half of the year, some children notice patterns in the
environment (e.g., day follows night, patterns in carpeting or clothing, etc.). They
also use the terms, "tomorrow," and "yesterday."
In the second half of this year, some children show interest in patterns or sequence
(e.g., attempts to follow patterns with stringing beads, magnetic shapes, peg
boards).
Between 18-24 months, some children can classify, label and sort familiar objects
by a known group (e.g., hard v. soft, large v. small, heavy v. light).
During the second half of this year, some children can pick up blocks in the order
of size.

Physical health

One-year-olds make dramatic physical progress, typically moving from crawling to

running by about 20 months. They hold their hands out to the side or poke their bellies
out for balance. Their gait is a bit awkward and clumsy, and falls are common. They use
their new mobility to push and pull toys, dance and climb. One-year-olds also improve in
hand and finger coordination, but skills at this age are still immature, so they fumble and
drop objects frequently.
Motor Skill Development
Progresses from crawling to "cruising" (moves on feet from place to place while
holding on to a support) to walking by 15 months, and runs by 20 months.
Kneels, creeps up stairs (walks up them by the end of the year), and pushes and
pulls toys (e.g., toy lawnmower, train with pull-string).
Locomotor skills can be stimulated by providing an open area where balls, push
and pull toys, wagons and other equipment encourage free movement. Also, by
providing low climbing structures, ramps and steps.
Around the thirteenth month, can pull self up to a standing position. Learns to
move hands and body off of the support and stand alone by the fourteenth month.
Steadily improves balance through "cruising" (moves on feet from place to place
while holding on to a support), then walking (by 15 months), and running (by 20
months). Gait is a bit awkward and clumsy, and falls are common.
By fifteenth month, can typically bend down from a standing position and pick up
an object.
Can maintain balance while sitting and manipulating toy. Also, can stay balanced
in a kneeling position while rotating head.
Can grasp and release a ball. By the end of the year, can kick a small ball forward.
Skills related to tracking a ball can be stimulated through watching a mobile as an
infant, and as a toddler through activities that encourage the tracking of moving
objects (e.g., following the path of bubbles blown in the air by parents).
Explores various ways to move body (e.g., climbing, dancing).
 Many children this age have a keen interest in tiny particles, such as crumbs. They
may use their "pincer" grasp (thumb and forefinger working together) to pick
them up and bring them to mouth. (A few children can use their fingers in this
way to pick up small objects when they are eight months old, but many aren't able
to accomplish this until nearly 15 months.)
Makes progress in abilities to use hands and fingers effectively, but skills at this
age are still immature, and children fumble and drop objects frequently.
Children use their hands to experiment with objects by turning them in all
directions, banging them, and bringing them to the mouth. They enjoy feeling
different textures (e.g., bricks, walls, tile, wood, twigs, rocks, water)
During this year, children are typically able to scribble with oversize crayons on a
large sheet of paper taped down to a table. Often, children this age shift drawing
and painting tools from hand to hand and draw strokes.
Can use a spoon and fork. Handles a cup well with minimal spilling. Feeds self
crackers and other finger foods.
Is able to turn the pages of books and magazines, but may not turn them one at a
time.
Claps hands.
Can build a block tower of six cubes.
Can put rings on a peg.
Early in the year, children start to push their feet into their shoes and their arms
into their sleeves. Over time, they are more actively involved in dressing and
undressing (e.g., removes pants with elastic waistband, takes off shoes).
Health Status and Practices
Depends on grown-ups for most aspects of care.
May be able to put on and/or take off one article of clothing. Pushes arm into
sleeve and foot into shoe.
Tries to brush own teeth, but requires adult follow-up.
Resists nail trimming.
Around 20 months old, may stay dry for longer periods of time and begin to have
bowel movements at predictable times each day. May also become curious about
the bathroom habits of others. Can learn to wash and dry hands.
Driven to explore. Typically doesn't take into account hazardous circumstances.
Science

The overall goals of children's development in science are to deepen their conceptual
understandings of the world around them, to increase their comprehension of how science
is practiced and to develop their abilities to conduct scientific investigations. Adults can
help children achieve these goals with a supportive environment.
Everything is new and interesting to one-year-olds. They want to use their five senses to
actively explore the world around them. The process of shaking, tasting, banging,
dropping and otherwise manipulating objects teaches children important scientific
properties. Experiencing cause and effect is exciting too. And once a discovery is made,
one-year-olds want to make it happen again, and again, and again!

Inquiry Skills
Learns primarily through sensory exploration of the world. Explores objects in
many different ways (e.g., shaking, banging, throwing, dropping). Repeats an
action to make it happen again, experiencing cause and effect (e.g., dropping
items off highchair tray).
Uses all five senses (touching, tasting, hearing, seeing, and smelling) to collect
information about the world.
May use motion or sound to represent observations (e.g., shows with hands how
big or fast, makes sounds of animals).
Enjoys playing next to others and sharing the same experiences.
Knowledge of Physical Sciences
Actively explores objects and experiences their properties (e.g., color, texture,
weight, taste). Begins to develop his or her vocabulary for describing properties.
Notices sounds and light and responds to their variations.
Enjoys playing with water (e.g., pouring, splashing).
Enjoys creating movement in toys (e.g., pushing, pulling).

Knowledge of Life Sciences

Shows interest in own body.

Social and Emotional growth The significance of social and emotional development is
seen in every area of a child's life. A child will have a strong foundation for later
development if he or she can manage personal feelings, understand others' feelings and
needs, and interact positively with others. Differences in social and emotional
development result from a child's inborn temperament, cultural influences, disabilities,
behaviors modeled by adults, the level of security felt in a child's relationships with
adults, and the opportunities provided for social interaction.
One-year-olds are just learning to recognize and manage their feelings. They experience a
wide range of emotions and have tantrums when they are tired or frustrated. They may
also respond to conflict by hitting, biting, screaming, or crying. One-year-olds seek
autonomy and may say, "No!" to adult suggestions or insist that they, "Do it byself!"
Then, moments later, they might cling to an adult's leg or ask for help.
Emotional Development
Shows pleasure when familiar adults are nearby. Has developed close attachments
with parents and other frequent caregivers; uses these relationships as a secure
base to explore (e.g., digs in the sandbox but runs back to dad for a cuddle from
time to time).
Knows own name. Uses "my" and "me" often, and with pride (e.g., says, "MY
mama!"). Shows beginning signs of self-consciousness (e.g., hides behind a chair
and looks ashamed after breaking an ornament).
 Is keenly observant of others' emotional reactions. Checks parent's facial
expressions (e.g., considers climbing up a ladder at the playground, but first looks
back at mother's face for encouragement or warning).
Experiences a wide range of emotions (e.g., affection, frustration, fear, anger,
sadness). Tends to express and act on impulses; has tantrums when tired or
frustrated. With adult help, begins to use strategies to control emotional
expression (e.g., goes to get teddy bear or another comfort object when upset so
he or she can calm down).
Social Development
Is aware of others. Enjoys exploring objects with adults as a basis for establishing
relationships (e.g., plays "peek-a-boo" over and over again with grandfather).
May make simple overtures to familiar children (e.g., looks for and smiles at
children at the store, offers a toy or hug to another child whether or not the gesture
is welcome).
Shows "contagious distress" when others are unhappy (e.g., at child care, starts to
cry when he or she sees another child crying).
When a conflict occurs with another child or adult, he or she often acts out
physically or emotionally (e.g., another child grabs Sara's shovel, so she pushes
the child and screams). Calms down when an adult helps resolve the conflict.