Milestones of Development 3 Years
This is how you as a parent can make your child smarter.
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Hands |
Adept at picking up small objects |
|
Hands |
Can handle scissors to a degree |
|
Hands |
Control of a pencil improving |
|
Hands |
Can build a tower of 9 small blocks |
|
Hands |
Turns on, turns off |
|
Hands |
Hand-to-hand |
|
Hands |
Construct with objects |
|
Hands |
Increasing control of fingers |
|
Hands/Eyes |
Can copy a circle from a drawing of a circle |
|
Body Movements |
Helps put toys and clothes away |
|
Body Movements |
Walks very well, climbs stairs, rides a trike |
|
Body Movements |
Run, jump, gallop, clap |
|
Body Movements |
Enjoy up & down, push & pull, back & forth movements |
|
Body Movements |
Run, jump, pull |
|
Body Movements |
Construct with objects |
|
Body Movements |
Need space in which to move |
|
Body Movements |
Coordination - bilateral mobility & manipulation |
|
Body Movements |
Can stand on one foot and on toes w/ momentary balance |
|
Body Movements |
Like to climb on jungle gym |
|
Body Movements |
Run, jump & climb with finer coordination |
|
Body Movements |
Swing arms freely while walking or running |
|
Body Movements |
Get up from a squatting position without help |
|
Body Movements |
Can catch a large ball with their arms extended forward |
|
Body Movements |
Can throw without losing balance |
|
Body Movements |
Can kick a ball |
|
Body Movements |
Use pedals riding a tricycle; can steer to avoid obstacles |
|
Body Movements |
Enjoy sliding down a not-too-steep slide |
|
Body Movements |
Jump from bottom step to floor |
|
Body Movements |
Shoulders held more erect |
|
Body Movements |
Ride tricycle |
|
Locomotion |
Can climb up an inclined board |
|
Locomotion |
Can walk backwards |
|
Locomotion |
Walk well without close visual inspection of moving feet |
|
Locomotion |
Alternate feet when going upstairs; but not down |
|
Locomotion |
Tandem walks |
|
Locomotion |
Can walk a straight line |
|
Listening |
Follows reasoning & suggestions with grown-ups |
|
Listening |
Listens when you speak to her & follows suggestions |
|
Listening |
Respond to simple directions |
|
Listening |
Talk out loud, don't listen |
|
Talking / Communication |
Talks in complete sentences |
|
Talking / Communication |
Sings and can carry a simple tune |
|
Talking / Communication |
Talks, and talks, and talks |
|
Talking / Communication |
Enjoy new and unfamiliar words |
|
Talking / Communication |
Average vocabulary is 900 words |
|
Talking / Communication |
Can repeat 3 numerical digits |
|
Talking / Communication |
Most are good talkers |
|
Talking / Communication |
Use language to get what they want |
|
Talking / Communication |
Start asking "how", "what", "why", "when" questions |
|
Talking / Communication |
Name pictures of familiar things in picture books |
|
Talking / Communication |
Remember words of many songs |
|
Talking / Communication |
Final consonants appear more regularly |
|
Talking / Communication |
Voice is generally well controlled |
|
Talking / Communication |
Verbal responses are comprehensible |
|
Talking / Communication |
Use plurals in speech; use personal pronouns "I", "me" |
|
Talking / Communication |
Still uses their own rather than accepted grammar |
|
Talking / Communication |
Joins in few words of song |
|
Talking / Communication |
Nods, agrees, steps forward, leans |
|
Talking / Communication |
Short sentences, avoid "I" |
|
Talking / Communication |
Will talk to friendly people ion 3-4 word sentences |
|
Talking / Communication |
Can talk about what they see in books |
|
Talking / Communication |
Talk of self and others |
|
Talking / Communication |
Average number of words of 896 |
|
Dressing |
Helps with dressing and undressing |
|
Dressing |
Can manage large buttons and zippers |
|
Dressing |
Wash hands; require supervision for drying |
|
Dressing |
Better at undressing than dressing |
|
Dressing |
Can put on and take off own shoes, socks & underpants |
|
Dressing |
Need help with hard to reach buttons and zippers |
|
Dressing |
Needs help tying shoes |
|
Feeding/Eating |
Feeds himself without spilling |
|
Feeding/Eating |
Appetite fairly good |
|
Feeding/Eating |
Self-feeding with little spilling |
|
Feeding/Eating |
Cup now held by handle in adult fashion |
|
Sleeping |
May take a pretend nap instead of a real one |
|
Sleeping |
may sleep through the night |
|
Sleeping |
Afternoon nap is a quiet play time or rest period |
|
Toileting |
Is usually dry all night, but forgets sometimes |
|
Toileting |
Controls bowels and bladder during daytime |
|
All |
Multi-sensory input & output mentally & physically |
|
Visual |
Sort objects by color and size |
|
Visual |
Eyes coordinate well |
|
Visual |
Show facility in moving their eyes |
|
Visual |
Can follow a moving target without losing attention |
|
Visual |
Match 4 colors |
|
Attachment |
Acts like a baby when he's tired, may want to be carried |
|
Attachment |
May be afraid of animals, of the dark, of being hurt |
|
Attachment |
Tries to get attention and approval with frown-ups |
|
Attachment |
Adjusts quite easily to strange people and places |
|
Attachment |
Needs less help from grown-ups when solving problems |
|
Attachment |
Imaginary playmate |
|
Attachment |
Significant social relations center around basic family |
|
Emotional |
Is agreeable and cheerful most of the time |
|
Emotional |
Begins to tell about having dreams |
|
Emotional |
Begins to have sympathy toward people and animals |
|
Emotional |
Starts to notice differences between boys and girls |
|
Emotional |
Shares and takes turns most of the time |
|
Emotional |
Sometimes has a special friend or imaginary playmate |
|
Emotional |
Follows most routines |
|
Emotional |
Tries to please |
|
Emotional |
Says "yes" as easily she once said "no" |
|
Emotional |
Begins to make choices for himself |
|
Emotional |
Enjoys brief excursions to test independence |
|
Emotional |
Need structure & guidance to control themselves |
|
Emotional |
Are rooted in the concrete use of objects & things |
|
Emotional |
Like social contact |
|
Emotional |
Needs reminders to "trigger" good behavior |
|
Emotional |
Self-regulation |
|
Emotional |
Social-sharing, less egocentric |
|
Emotional |
No buddies, independent |
|
Emotional |
Emotionally "on the make" - curious |
|
Emotional |
Role identification |
|
Emotional |
Can differentiate a boy from a girl |
|
Emotional |
Will cooperate in putting toys away |
|
Emotional |
Can deal with and benefit from a playgroup or school |
|
Emotional |
Enjoy being with peers |
|
Emotional |
Mutual responsiveness with peers |
|
Emotional |
Beginning to learn to take turns |
|
Emotional |
Subject to fits of anger or jealousy |
|
Emotional |
May have bad dreams but are easily quieted |
|
Emotional |
Cooperative play |
|
Emotional |
Fantasy play |
|
Emotional |
Increasing interest in playing with other children |
|
Emotional |
Understands what it means to wait his turn |
|
Emotional |
Will sometimes share his toys |
|
Emotional/Attachment |
Can be very jealous of a new baby in the home |
|
Emotional/Attachment |
Up and down preferences |
|
Emotional/Attachment |
Value mother most of all |
|
Emotional/Imitation |
Will imitate and parallel play with adults |
|
Emotional/Temper. |
Sometimes bossy and tells others what to do |
|
Emotional/Temper. |
Tends to show aggression & irritability when unfamiliar |
|
Imitation |
Will model behavior seen on TV, or heard in conversation |
|
Imitation |
Acts like Mom or Dad or "bad-guy" |
|
Temperament |
Displays temperamental behavior when confronted |
|
Temperament |
Average are friendly and agreeable |
|
Temperament |
Takes turns |
