Establish joint attention by repeated cycles of looking at an object, at the adult, then back at the object.
Use sounds, actions, or simple words to initiate interaction and simple conversation with another person to meet needs.
Follow simple directions and visual cues (“Pick out your favorite book and I’ll read it to you.”).
Respond to simple statements and questions about pictures, play, people, and happening.
Communicate through facial expressions, sounds, and body movements, such as waving and nodding.
Expect others to understand them and show frustration if not understood.
“Babble” and put together vocalizations mimicking the rhythm and flow of their home language.
Show steady increase in words they use (name family members and familiar objects).
Use simple words to label people and objects and make requests (“doggy,” “more,” “all done”).
Imitate familiar people, as well as repeating parts of songs and rhymes.
Respond to simple spoken or signed words and phrases that they hear often.
Explore reading behaviors with assistance (choosing books, opening and closing books, or turning pages or grouped pages in a book).
Show interest in picture books especially tactile books, points to pictures.
Listen to simple and repetitive books, stories, and songs for brief periods of time (may join as adult finishes a short book with another child).
Carry books around and ask adult to read favorite books aloud.
Listen to and repeat parts of simple and repetitive books, stories, songs, and finger plays.
Make appropriate sounds when looking at pictures (when looking at a duck says, “Quack, quack.” or car says “Vrrrrooom.”).
Looks at most pages as adult reads short book.
Sometimes treat pictures as real (licking a picture of ice cream, rubbing “fur” of a cat in a book).
Turn pages (but not always in the right order) or point to and label pictures in books.
Show awareness of and identify some environmental print and logos (favorite cereal box, a sign for a familiar store).
Focus on and enjoy playing with repetitive sounds, words, rhymes, and gestures.
Express interest and sing along, clap, or move with rhyming and rhythmic songs.
May point to print (such as their name) in everyday interactions.
Make marks and scribble using assorted simple writing tools (large crayons, thick-handle paint brushes).
Hold marker or crayon with the fist.
Dot or scribble with crayons, and other materials; may progress to vertical lines, marks, or other forms of expression.
Emerging as young toddlers listen to and repeat the sounds of their home language and other languages they hear.