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PLAY
COMMUNICATION
Object Permanence Means-End Problem Solving Object Use
Presymbolic Level 1: 8-12 mos.
___Aware that objects exist when not ___Attains toy by pulling cloth on ___Explores movable parts of toy ___No true language: may have per
seen; finds toy hidden under cloth, which toy is resting ___Does not mouth all toys. Uses formative words that are associated with
box, etc.; associates object with ___Attains toy by pulling string several different schemas (patting, action or with the total situation
location ___Touches adult to continue banging, turning, throwing, etc.) uses ___Shows and gives objects
activity some differential schemas on familiar Exhibits the following communicative
object intents:
___Request (instrumental)
___Command (regulatory)
Presymbolic Level 2: 13-17 mos.
___Aware that objects exist separate ___Understands “in-ness”; dumps ___Recognizes operating parts of toys ___Context-dependent single words e.g.
from location: finds objects hidden in objects out of bottle (attends to knobs, levers, buttons) child may use word “Car” when riding in
first one location and then in a second ___Hands toy to adult if unable to ___Discovers operation of toys a car tends to come & do in child’s
or third location operate it through trial and error vocabulary
___Hands toy to adult to gain ___Uses familiar objects appropriately Exhibits the following communicative
attention functions:
___Uses index finger to point to ___Request ___Command
desired objects ___Interactional ___Personal
___Protest ___Label
___Response ___Greeting
PLAY LANGUAGE
Thematic Content Organization Self-other Relations
Decontextualization
(What schemas/scripts (How coherent and (What roles does child take
(What props are used Function Form and Content
does the child logical are the child’s and give to toys and other
in pretend play?)
represent?) schemas/scripts?) people?)
Symbolic Level I: 17-19 mos.
Child exhibits internal __Familiar everyday __Short, isolated __Self as agent (auto Directing Beginning of the verbal
mental representation activities, (e.g. eating, schemas (single pretend symbolic or self- ___Requesting communication. Words
sleeping) in which child actions) representational play; e.g. ___Commanding have following functional
__Tool use (uses stick has been an active child pretends to go to ___Interactional and semantic relations:
to reach toy) participant sleep, to eat from spoon or Self-Maintaining ___Recurrence
__Finds toy invisibly to drink from cup) ___Protesting ___Existence
hidden (when placed ___Protecting self & ___Nonexistence
in box and box interests ___Rejection
emptied under scarf) Commenting ___Denial
__Pretends using life- ___Labeling ___Agent
like props (objects and activity) ___Object
__Does not stack solid ___Indicating ___Action or state
ring personal feeling ___Location
___Object or person
associated with object or
person
Symbolic Level II: 19-22 mos.
__Activities of familiar __Short, isolated schema __Child acts on doll (doll is ___Refers to Beginning of word
others (e.g. cooking, combinations (Child passive recipient of action); objects and person combination with the
reading, cleaning) combines two actions or brushes doll’s hair, feeds not present following semantic
toys in pretend; e.g. doll, covers doll with ___Requests relations:
rocking doll and putting it blanket information ___Agent-action
to bed; pouring from __Child performs pretend ___Action-object
pitcher into cup; or actions on more than one ___Agent-object
feeding doll from plate object or person (e.g. ___Attributive
with spoon) feeds self, a doll, mother, ___Dative
and another child) ___Action-location
___Possessive