-           Have a relationship with an adult other than their parents like caregivers, relatives, and the close friends of the family.

-          Children can participate in the simple family routines, follow the simple roles, learn new behavior when routines are changed, responded well to adult guides, do things that have been told not to do, and children able to remember the past experience. 

-          Children can name and express many emotions, familiar people, and pets, actively explore the environment, enjoy pretend play, asking questions, and creating things. 

-          Explain and describe family traditions, let the child took about himself and family, display photos of the child and family members at the child’s eye level. 

-          It is important to listen to the child, show interest, empathy, and understanding, respond to questions and requests, and give the child choices that okay with us. 

-          Help the child to manage and express feelings in safe and appropriate ways. Show ways to express feelings that are acceptable to family and cultural values. 

-          Interactions with adults ( seek out attention and play and enjoy turn-taking games with adults).

-          Interactions with peers by using their names, play side by side with another child and observe and imitate other children. 

-          Children can notice when someone familiar is absent, name emotions, feel upset when family routines are not changed, and help with simple chores. 

-          Find hard to wait the turn and ask adults for help.  

-          Read books that involving diverse cultures.

-           Give child opportunities to play with other children, help your child learn some words in peers’ home language, and involve the child in activities that a group of children does together, such as singing or movement games.

-          Read stories and give examples about simple conflicts and how the characters solved the conflict, help the child understand others’ feelings and actions, and talk with the child about rules, limits, and choices, and how they help people get along.

- Using the large muscles (gross motor skills) like, walk and run well, jump up and down, throw a ball or beanbag, and join in active games, dance, outdoor play, and other physical activities.

- Using the small muscles (fine motor skills). For example: use tools such as a spoon, crayon, toy hammer, and grasp small items with thumb and finger.

- Using the senses (sensorimotor skills). Like, show eye-hand coordination—build with blocks, work simple puzzles, string large beads, put together and take apart items like pop beads. 

-          Encourage your child’s physical activity every day both inside and outdoors. Provide opportunities to walk and climb in a natural environment.

-           Provide opportunities to use fingers to pick up small items, and do fingerplays.

-          Provide opportunities to move in a variety of spaces such as under, through, between; use furniture or playground equipment.

-Begin to be aware of own needs (cry when need changing, get a blanket when tired). Help with dressing, undressing, diapering, and wash and dry hands, with help.

- Grasp and drink from a cup, feed themselves with a spoon, eat finger foods, eat a variety of nutritious foods, and be able to control the speed of eating.

- Be distracted from unsafe behavior with words (such as “no-no” or “stop”) or signals from adults, and look to adults before initiating an unsafe behavior.

- Give your child a safe and comfortable place to sleep, make sure he/she gets adequate sleep, acknowledge the child’s understanding of the need for a diaper change, continue to practice cleanliness routines such as washing the child’s hands, and let the child help with daily living skills.

- Take your child for regular health visits, Keep immunizations up-to-date. Understand the typical signs of illness in a child and respond to help and soothe. Provide a variety of healthy foods and snacks. Limit sweetened beverages. Allow the child to feed himself with a spoon and cup, and eat finger food.

- Explain when things are too hot or too cold, provide a healthy and safe environment, and understand the risk factors and signs of child abuse and neglect.

- Turn, stop or speak to the person speaking, respond appropriately to familiar words, use words, sounds and gestures to get attention. Name familiar people, animals, and objects. • Use eight to 20 understandable words in the home language. If learning two languages, may not use words in the second language.

 

 - When you see a familiar word make sure to make the sound, point to pictures and words in the book, bring a book to an adult to read aloud, and participate in stories, songs, and fingerplays.

-Scribble or make marks on paper without help, and grasp marker or crayon with fist and mark on paper in any location.

- Read storybooks and tell stories with your child, describe everyday objects and activities, talk about daily routines, repeat questions and directions as needed, demonstrate or show the answer if needed; ask who, what and where questions, acknowledge child’s attempts to say new words and expand what child says.

- Read books, recite lyrics and poems with rhymes and repetitive language, select books with familiar activities, introduce books from diverse cultures, have the child point to pictures. Show how to hold the book and turn pages and be aware that a child may treat a book as a toy. 

- Provide your child with writing and drawing tools (crayons, markers, chalk, etc.) and surfaces, and write your child’s name and say the letters or sounds as you write.

- Observe others’ activities. Then imitate their actions, gestures, and sounds. Explore things in many ways, (such a shaking), enjoy playing hiding games, match similar objects, and begin make-believe play, and imitate the actions of others.

- Understand the idea of “more” related to food or play, play with toys and objects of different sizes and shapes. Put things together, such as simple matching puzzles.

- Take action to achieve a goal, such as fitting puzzle pieces together, express surprise and delight to play outdoors and with natural elements, such as water, sand, and mud, show interest in animals, and notice the characteristics of natural things, such as leaves.

-Explore spaces, such as trying to fit into an open cardboard box, and recognize some familiar places, such as the home, store, grandma’s house.

- Try a variety of art materials, such as paint, crayons, markers, play dough, clay.

-  Give your child safe experiences that show cause and effect, such as turning the lights off or on, help your child try to do things in different ways, such as stacking blocks in a different order, and provide safe objects, dolls, or other toys that encourage the beginnings of pretend play.

- Count out toys or objects, let the child touch while you count, name colors and shapes, sing songs and read books with numbers and counting, and that name colors or identify shapes

- Show your child how to treat animals respectfully, without harming them, give the child the chance to safely explore dirt, sand, and water, and talk with your child about changes in the weather.

- Show how to care for the environment by picking up trash and discarding it in the right place.

-Clap, stomp, dance, or finger tap to songs, rhymes, and rhythms, and expose your child to a variety of voice sounds (singing, speaking, humming) and styles of music.

 By age 12 months, your child: 

• Doesn’t crawl, can’t stand when supported, doesn’t search for things that he or she sees you hide, doesn’t point to things, doesn’t learn gestures like waving or shaking head, doesn’t say simple words like “mama” or “dada”,  has lost skills he or she once had (some backsliding is normal) 

By age 18 months, your child: • Doesn’t point to show things to others, can’t walk,  doesn’t know what familiar things are used for, doesn’t copy others’ actions or words,  doesn’t gain new words,  doesn’t have at least six words,  doesn’t notice when a caregiver leaves or returns,  has lost skills he or she once had (some backsliding is normal)