Developmental Domain 2: Physical Development and Health

Other Illinois Early Learning Guidelines: Birth to Age 3 sets

• Approaches to Learning
• Developmental Domain 1: Social and Emotional Development
• Developmental Domain 3: Language Development, Communication, and Literacy
• Developmental Domain 4: Cognitive Development
• Self-Regulation: A Foundation of Development

Opens hands when in a relaxed stateFM.1.1

Reaches for objects FM.1.2

Grasps, holds, and shakes objectsFM.1.3

Transfers an object from one hand to the otherFM.1.4

Uses raking motion with hands to bring objects closer, e.g., uses all fingers to bring small objects closer to bodyFM.1.5

Holds a small object in each hand; bangs them together FM.1.6

Picks up objects  FM.2.1

Uses pincer grasp, e.g., picks up a Cheerio with thumb and forefingerFM.2.2

Begins to use simple baby signs (if exposed to baby sign language), e.g., moves hands toward each other to signal moreFM.2.3

Uses hands in a purposeful manner, e.g., turns the pages of a board book, drops objects into a bucketFM.2.4

Coordinates increasingly complex hand movements to manipulate objects, e.g., crumples paper, connects and disconnects toy links, flips light switch on and offFM.2.5

Participates in finger plays, e.g., moves hands to imitate caregiver’s hands when singing “Twinkle, Twinkle, Little Star” FM.2.6

Attempts to fold various types of materials, e.g., paper, baby blanketFM.3.1

Uses baby sign to communicate various concepts, e.g., “all done,” “more,” “water” FM.3.2

Uses simple tools, e.g., scooper to scoop sand or water, crayon for scribblingFM.3.3

Begins to imitate lines and circles when drawingFM.3.4

Controls placement of objects in a more effective manner, e.g., stacks blocks in a more orderly fashionFM.3.5

Begins to use more complicated hand movements, e.g., uses eating utensils independently, stacks blocksFM.4.1

Attempts to help with dressing self, e.g., snaps buttons, pulls zipper, puts socks and shoes onFM.4.2

Scribbles with intent and begins to draw circles and lines on ownFM.4.3

Uses hand-eye coordination in a more controlled manner, e.g., completes puzzles, strings beads togetherFM.4.4

Responds to changes in the environment, e.g., startles when hearing a loud noise, turns head toward lightP.1.1

Explores objects through senses, e.g., mouths, touches objectsP.1.2

Attempts to mimic sounds heard in the environmentP.1.3

Has a range of vision that extends to several feet, which in turn leads to seeing colors and seeing objects from a distanceP.1.4

Feels the sensation of being touched and looks around to identify the source of the touch, e.g., person or objectP.1.5

Recognizes familiar objects and begins to demonstrate favoritism for certain toysP.1.6

Begins to manipulate materials, e.g., pounds at play dough, squeezes finger foodsP.2.1

Begins to show a preference for or aversion to particular sensory activities, e.g., pulls hand away from unfamiliar objects or unpleasant textures P.2.2

Becomes aware of obstacles in the environment, e.g., crawls around the table to get the ball P.2.3

Adjusts manner of walking depending on the surface, e.g., walks carefully across gravelP.2.4

Plays with water and sand tables; explores by pouring, digging, and fillingP.3.1

Enjoys physical play, e.g., wrestling, ticklingP.3.2

Recognizes situations that need to be approached cautiously, e.g., walks slowly with a cup of water, or with food on a plateP.3.3

Adjusts approach to environment, e.g., changes volume of voice to adjust to noise level in the environmentP.3.4

Imitates familiar adults when coloring; draws lines and/or circles P.4.1

Adjusts approach to unknown objects, e.g., presses harder on a lump of clayP.4.2

Perceives and acts accordingly when holding a fragile object, both in the actual environment and in play, e.g., walks carefully when holding a pretend tea cupP.4.3

Signals to indicate needs, e.g., cries when hungry, arches back when in pain or uncomfortable, turns head to disengage from object or personSC.1.1

Starts to develop self-soothing skills, e.g., sucks fingers for comfort and regulationSC.1.2

Attempts to feed self with a bottleSC.1.3

Grasps and drinks from a cupSC.2.1

Shakes head to demonstrate no; pushes objects awaySC.2.2

Feeds self with foods that he or she can pick upSC.2.3

Improves ability to calm self, may fall asleep on ownSC.2.4

Feeds self with assistanceSC.3.1

Starts to indicate needs with gestures or a word, e.g., tugs diaper when wet, says “milk” when thirstySC.3.2

Assists in undressing and dressingSC.3.3

Attempts to brush teeth with supportSC.3.4

Undresses independently but still needs assistance with dressingSC.4.1

Performs some self-care tasks regularly and mostly independently, e.g., brushes teeth, washes hands, places cup in sinkSC.4.2

Makes choices pertaining to dressing and eatingSC.4.3

Uses nonverbal and/or verbal communication to specify needs SC.4.4

Begins to demonstrate an interest in using the bathroom, e.g., wants to sit on “potty”SC.4.5

Attempts to put on shoes and socks without helpSC.4.6