Milestones of Development 16-18 Months
This is how you as a parent can make your child smarter.
| Area of Development | Skill Level | Play Activity |
| Hands | Will retrieve hidden toy - all trials | Hide partially disclosed toy under 1 screen, child finds – scarves, washcloth, inverted box, wax paper, ball, doll |
| Hands | Will retrieve hidden toy - all trials | Place shown object under 3 screens |
| Hands | Slight casting motion forward throw | Throw stones in puddles |
| Hands | Pinches and uses cortical opposition in both hands | |
| Hands | Holds 2 small toys in one hand | Use box with interesting objects that change frequently – box with wide top, spools, blocks, rattles, cups, cars, “little” people and animals, plastic links |
| Hands | Gets 5-6 objects out of 10 in a box | Put objects in a feel box and ask to pull out and name |
| Hands | Takes pants, shoes, socks off with no help | Practice on large dolls |
| Hands | Can insert and remove objects from container | “Feel” box with attractive objects – keys, latches, etc. |
| Hands | Points to body parts | |
| Hands | Threads and strings objects |
Progress from large stack of rings to small, string, yarn, plastic lids with holes cut in center |
| Hands | Turns several pages of book at a time |
Use cloth books, thick pages, flip photo albums, greeting cards tied together with string |
| Hands | Strokes crayons in air | |
| Hands | Eats and spills with spoon | |
| Hands | Builds 5 cube tower |
Practice stacking: model for child; work up in number, down in size – rings, pillows, large foam pieces, sponges, diaper boxes, small grocery bag blocks (stuff bags with newspaper and tape shut, empty cereal, cracker, milk, or shirt boxes |
| Hands | Uses cup; puts down when finished | Blow bubbles up and down |
| Hands | Begins to dress self; fusses with zippers, buttons | Use zipper board with felt picture inside, practice putting buttons through slot in Pringles can top |
| Hands | Builds tower of 6-7 blocks with no help | Practice stacking; encourage; work down in size up in number – pillows, foam pieces, large plastic containers, cereal boxes, milk cartons |
| Hands | Holds cylinder with 2 hands | Play pass the cup; take turns putting in button then passing |
| Hands | Holds spoon right side up; spills | Model using water, Cheerios showing right side up and upside down |
| Hands | Aligns 2 cubes in row for train | Model making a train of 2 cubes; push along with train noises – blocks: wood, foam, cube, plastic, sponges, cars, boats, egg cartons, “play people” |
| Hands | Imitates vertical and circular stroke | Attach toy to rope over curtain rod, child raises and lowers – rope, curtain rod; various toys |
| Hands | Reads picture books; does not sit | Use large realistic picture books (no print) – books, greeting cards tied together with string |
| Hands | Empties and pours objects in and out of container | Use conversational talk with water play – water basin, dishes, pots, cups, sifter, funnel and sponges |
| Hands | Builds tower of 6-7 blocks with no help | Practice stacking; encourage; work down in size, up in number – paper bag blocks (fill big with crumpled newspaper and tape shut) |
| Hands | Climbs, moves furniture | Arrange stools or low chairs to climb onto – small, low chairs, large cushions, balance beam, sturdy box |
| Locomotion | Walks up steps 1 hand held | Hold one hand and walk up stairs letting child concentrate |
| Locomotion | No longer creeps or crawls | Encourage to get up and walk for things |
| Locomotion | Rarely falls when walking | Walk outside of home to build up confidence |
| Locomotion | Runs stiff legged | |
| Locomotion | Climbs into adult chair | Put toys on adult chair and encourage toddler to climb – overstuffed chair, favorite toy |
| Locomotion | Can stoop, pick up, and stand again | Encourage toddler to pick up toys from floor |
| Locomotion | Pushes toy, says “vroom-vroom” | Use objects that move or have wheels, small vehicles for child to push while on hands and knees, small furniture to push- walker, wagon, large box, toddler taxi, push riding toys, push grocery boxes around |
| Locomotion | Runs, stops, turns around, stoops down | Use audio cassette and records with reverse motion |
| Locomotion | Throws from elbow, retrieves, throws again | Play catch with Nerf balls, large balls, yarn balls, bean bags |
| Locomotion | Kicks ball on request | Play give and take game with kicking ball |
| Locomotion | Walks backwards; runs | Walk on tape on floor- backwards and forwards |
| Locomotion | Takes a step backwards; runs | Encourage child to run for a hug |
| Locomotion | Walks up and down stairs alone | Use stairs to practice downwards steps |
| Locomotion | Dances – joy in movement and motion | Use records and tapes |
| Toileting | Goes to an sits on potty | Potty chair available to sit on whenever so it becomes comfortable |
| Language | Relates words to gestures | |
| Language | Associates words with objects; points | Play game with feel box and small objects and conversation – box, tactile small objects i.e., block, stone, spoon, ball, cracker |
| Language | Understands arrival and departure | Say “bye” and “hi” with dolls and people – wall chart of daily routine with Velcro shapes, pictures drawn or cut from magazines |
| Language | Says five words in addition to “ma”, “da”, “ba”, “uh-oh” | Use tapes, records, and talk a lot; limit TV |
| Language | Imitates; picks up jargon; plays telephone | Converse and chat with child |
| Language | Names pictures if asked | Use homemade picture file |
| Language | Indicates wants – not crying | Use positive words to praise child, praise child for not crying |
| Language | Says up to 25 words | Clarify words for child; emphasize and pronounce clearly |
| Language | Communicative speech improves | Take turns talking and listening |
| Language | Asks for things by a combination of words and gestures | Encourage words not just gestures; ask questions; model with doll |
| Language | Identifies familiar objects seen on TV | Use play objects in a box |
| Language | Pursues sounds repeatedly | Introduce noisemakers to child – bells, drums, blocks, tambourine, shakers, rhythm sticks |
| Auditory | Responds to music with animation and action | Use toddler records, songs, fingerplays – “Baby Song”, “Baby Face” |
| Auditory | Understands 10-25 words; 2 word | Any song |
| Auditory | Understands 1 step directions | Give silly directions: “Blow me a kiss”, “Rub your tummy”, etc. |
| Auditory | Identifies sounds without seeing them | Tape sounds; play hide and seek with objects that make sounds – tapes, tape player |
| Auditory | Chews effortlessly | Let child help make food – snack list, equipment to make snack, dishes, cups, etc. |
| Tactile | Begins to take things apart – simple mechanical devices | Give opportunity to manipulate toys that come apart – household goods, nuts and bolts, pop beads, q-tip box, waffle blocks, bristle blocks, links that easily come apart, etc. |
| Tactile | Touches and labels objects without seeing them | Feel box play – feel box, box, stuffed animal, spoon, cup, dish, block, etc. |
| Tactile | Bends over and looks through legs | Play peek-a-boo by looking through legs |
| Visual | Has sense of vertical plane | |
| Visual | Points to objects named | |
| Visual | Awareness of shape | Use 3 piece puzzles and cut-out boxes to feel and touch edges, shapes puzzle, large knobs, shape box |
| Visual | Segregates parts, categorizes simple objects visually | Sort objects in pile – blocks, rings, spoons, cups, balls, socks, shoes, books, etc. |
| Visual | Can label household items by name | Conversational use: “Let’s find a clock, etc.”, use various rooms and objects within i.e., kitchen - cups, clock, table, etc. books, etc. |
| Visual | Asks for things; demands by pointing and talking | Use play sets such as farm, garage, etc. – workbench, farm set, play broom, mop, etc. |
| Social | Says no even when likes something | Ignore “no”, say, “let’s go do…” |
| Social | Repeats performances that are laughed at | Give reinforcement to new tasks learned saying “Nice job”, etc. |
| Social | Capable of fear, anger, jealously, anxiety, sympathy, suspicion, etc. | Look at books and magazines showing facial emotion |
| Social | Works hard at play; self-absorbed play | Let child play without interruption when working hard |
| Social | Concentrates on “parts” of objects | Break activity into simple steps – putting small objects in and taking out of a container, turning pages of board book one at a time, putting magnets on and off the refrigerator one at a time, picture cards to turn over one at a time |
| Social | Sees object as permanent and having a place, time, separate from self | Show how blocks go in box, doll in crib, etc. |
| Social | Imitations more refined; dresses up as “Mommy” and :Daddy” | Role play with old clothes, shoes, jewelry, family situations, career related items – briefcase, pocket protector, backpack |
| Social | Needs immediate reward; everything is now | Use positive words often when child uses expected behavior |
| Social | Worries about people, parts of body | Name songs |
| Social | Engages in parallel play | Give opportunity to play alongside other children |
| Social | Makes mental picture of objects and actions | Use books, tapes, records |
| Social | Beginning of symbolic thought | Encourage pretend play with household objects – pots, pans, sponges, towels, dishes, cups, small broom, pillows, blankets |
