RECEPTIVE COMMUNICATION

Level 1 Level 2 Level 3 Level 4

(12 to 18 months) (18 to 24 months) 24 months to 3 years (3 to 4 years)
1 She turns to locate the source of the sounds. Follow instructions like "stop" or "wait, without Joins the activity and pays attention with interest during It understands various concepts of relationships
need for assistance or gestures. 5-10 min. While the adult reads family stories fsicas.
with simple sentences.
2 Look with your eyes for the funny sounds made. Follow 8-10 one-step verbal instructions. Follow new step-related instructions Find 10-15 objects using 2 or 3 clues.
with the mouth (whistles or others). consist of actions with the body and actions on with family objectives and actions. (e.g.: size, quantity, color, object name).
objects.
3 He/she responds to the voice, turning towards the person. Identify, by pointing them out or showing them, several Identify many common objects and their images: Understand gender pronouns.
body parts, yours or someone else's. clothing items, objects related to
food, hygiene, play, etc.
4 Look at the drawings that the adult is pointing to. Respond to verbal instructions for Respond appropriately to 'yes/no' questions Understand the comparatives: greater, lesser,
a book. give/point/show 8-10 specific objects (e.g.: related to their preferences. less, more, few, many, etc.
baby, chair. Block, cup, bear), in natural routines of
play, dress up and eat.
5 He follows the gesture with his gaze when they point to a When named, identify 3 objects Identify 5 or more actions in images and books. Understand the related spatial relationships
nearby place to put the objects in their boxes, represented with images of a book (cup, car, with objects, as well as the positions (back, behind
where puzzle pieces go, etc. dog, cat, baby). Pointing at them and looking at them. of, in front of)
6 Look when an object is shown to him and he is told Understand basic spatial concepts (inside, Follow 2 or more instructions given in routines of Understand the negative attributes (e.g., the box
(name), look. on top). situation (bedtime: choose a book and go what do you have balls for, the boy who is not here
to bed; brush your teeth: take the toothbrush and sitting).
toothpaste
7 Look at the partner when his name is mentioned. Look at the people and the photos of the people Understand the spatial relationships relative to the Understand the possessives and the relationships of the
child. when they are named (family, pets, educator) objects (below, beside...). part and the whole.
8 He follows with his gaze the gesture of pointing when he is Find between 8 and 10 requested objects. Differentiate the basic concepts of size: Show attention to short stories and
indicate an object or a nearby place. verbally and they are in the room, although not large/small. understanding parts of the story, when
directly in front of him, in such a way that they require le hacen preguntas sencillas de “quién” y “qué”.
from a certain search.
9 When asked verbally (with the help of
He follows the gesture of pointing with his gaze when he is shown. Differentiate at least four different colors Respond appropriately to yes/no questions.
indicate a distant place to get a toy. gestures), completing two actions with an object. when asked. relatives to identity.
10 In social games, look, reach out or Point to the body parts in a drawing. Identify 20 elements by sound (e.g: Answer questions about physical states.
smile in response to the gestures and voice of the adult. animals, phone, what animal says meow?
11 Look, stretch out your hand, smile or make gestures like Understand the function of common objects Answer questions about information
response when the adult speaks or makes gestures (to get on, to cut, to eat, to sleep, to put on in the personal.
during the songs. feet, drink, etc.
12 When words of prohibition are spoken ('no', Understand the possessive pronouns 'mine' and Understand 'same' and 'different'.
"Enough"}, he responds, momentarily stopping. yours
the action.
13 When the adult asks for it verbally and at the same time Identify 10 actions through drawings, Understand concepts of quantity.
he extends his hand, gives him the objects. elections and representations.
14 Follow routine and single-step instructions Follow 2 or + unrelated instructions in a Identify characteristics of the objects.
related to bodily actions, novel context.
accompanied by a verbal or gestural indication
(sit, come, put away)
15 Follow routine and single-step instructions Answer questions related to which category
related to bodily actions, without belong objects/images.
they should be accompanied by gestures (sit down, come, clean).
16 Understand the past and future times.
17 Understand the passive voice.

18 Understand temporal relationships.

19 Follow verbal instructions in 3 parts, no

Summary written by Claudia Torrijos, based on the Denver Model Curriculum Checklist.
 related.
EXPRESSIVE COMMUNICATION
Level 1 Level 2 Level 3 Level 4
(12 to 18 months) (18 to 24 months) (24 months to 3 years) (3 to 4 years)
1 Use the outstretched hand towards the object Use the gestures or signals objectively with Vocalize combinations of 2 or 3 words for Answer complex questions (why and how).
desired to request it. vocalizations to express asking, 'he various communicative intentions (e.g.: to ask,
finished, share, ask for help, protest. greet, get attention, protest.
2 Vocalize intentionally. Vocalize between 6 and 10 isolated words or Say expressions of 2 or more words to make Describe the functions of objects in response to a
approximations of these within the context of comments to another person. question (e.g., What do you do with a spoon?).
familial routines, sensory social routines
songs.
3 Hand the adult an object to "ask" Spontaneously vocalizes several words Name of actions of images and books. Speaks regularly in 3 or 4 word phrases.
help. associated with a game routine (roll, now,
stop).
4 Alternates its vocalizations with those of a Functional use of 20 or more approximations of Make comments and requests for place (above, Use various nominal expressions.
communication partner. nouns (names of objects, animals, down, inside, on top.
persons) and not nouns (referring to actions
and other relationships: it’s over, up)
5 Express rejection: pushes away an object or it It spontaneously says the names of objects and Make comments and requests using forms Use expressions with prepositions (e.g.: underneath, next to)
return to another person. drawings. posesivas básicas (mio/mi, tuyo/tu). of, behind, in front of.
6 Point to a nearby object to indicate that it Vocalize with different intonations in He/She says with gestures or vocalizations 'I don't know', in Uses various expressions with verbs; for example: (he)
he/she wants. songs, etc. context. ["she cries, she likes it, he has fallen, she was happy"]
(he) is happy, use of 'could', use of the conditional
(should, would)
7 Make eye contact to obtain an object Request and reject with one word, accompanied Systematically use the names of others. Demonstrate a precise vocalization of at least 80% of
what does one want, when the adult blocks the from the gaze. people to get their attention. all consonants and consonant groups within a
access or withdraw the desired object. connected speech.
8 Point from afar to indicate which of the two Name the actions within the context (for Send a simple message to another person ('tell') Describe your recent experience using phrases of 3 or 4.
preferred objects. example, during the movements of the body or mom hello words.
the actions on the objects).
9 Combine the vocalization and the gaze to It approaches the names of 3 people Say 'hello' and 'goodbye' appropriately, for Ask for permission to carry out an activity.
to intentionally ask for something. important (including himself). initiative and as a response.
10 Point to a distant object to indicate
Shakethat
your head
it and say 'no' to refuse or Use pronouns for oneself and for others Use the plural.
wants. reject something. (varieties of 'you' and 'I')
11 Point out from a distance to indicate which Nods
of his
thehead
2 and says 'yes' to affirm.
objects Use simple words and gestures to describe Use complex possessives (his, her, his/her hat)
prefers. personal experiences. mom).
12 Vocalize with reduplicative babbling CVCV Question (approximately) 'what is that' Name one or two colors. Use the regular past forms (sang, listened)
(not necessarily with approximation of) when he encounters something that doesn't work for him knew, wrote.
any word). familiar.
13 Pronounce 5 or + consonants in Respond appropriately to questions of 'what'. Use articles like a, an, the, the.
spontaneous vocalizations.
14 Pronounce CVCV with different CV sequences Respond appropriately to questions from Use comparatives and superlatives.
(varied babbling). where
15 Respond appropriately to questions of 'who'. Use negation with auxiliary verbs.
16 Ask simple "yes/no" questions, and use the Use the present progressive (I am eating).
appropriate intonation (it can be an expression of
a word, with a questioning intonation.
17 Ask questions of "what" and "where". Use words to describe physical states.
18 Answer simple informational questions: Answer questions about physical states: "What are you doing?"
nombre, edad, color de la camiseta, etc. when are you…?
19 Use category names for household items.
20 Describe the characteristics of the objects.
21 Use reflexive pronouns.

Summary written by Claudia Torrijos, based on the Denver Model Curriculum Checklist.
22 Answer the phone properly and notify the person by
la que preguntan.
23 Participate in a conversation initiated by an adult in 2 or 3.
consecutive shifts that involve various functions (e.g.
reciprocal comment, respond and request information.
24 Start and maintain a conversation with an adult about a
a topic of conversation that is chosen spontaneously.
25 Describe a sequence of 2 or 3 activities (go to
visit grandmother.
26 I don't know.
27 Ask for clarification if you do not understand what is being said.

28 Participate in different topics during a conversation.

29 Rectifies his own communication when the listener does not.
understand.
30 Answers questions about himself and others.

JOINT ATTENTION BEHAVIORS

Level 1 Level 2 Level 3 Level 4
12 to 18 months (18 to 24 months) (24 months to 3 years) (3 to 4 years)
1 Respond to 'look' and the offered object directing the
look, turning the body and looking at the offered object.
2 Responds to "look" while something is pointed out, and turns around.
towards the indicated distant person/object.
3 When giving or taking objects from other people, coordinate the
eye contact.
4 Respond to 'teach me', extending towards the adult
the hand with the object.
5 Show the objects spontaneously.
6 Spontaneously follow something pointed at with the finger or
with the gaze (without verbal aids) to look at the
objetvo.
7 Spontaneously point out the objects that seem to you
interesting.
8 Share smiles with an adult and alternate the gaze.
during activities with objects that he/she likes.

Summary written by Claudia Torrijos, based on the Curriculum Checklist of the Denver Model.
 SOCIAL SKILLS
Level 1 Level 2 Level 3 Level 4
12 to 18 months (18 to 24 months) (24 months to 3 years) (3 to 4 years)
1 Accept sensory social activities and contacts Start and maintain eye contact for the Play simple gross motor skills games Invite your friends to play.
briefs. communication. (e.g., ball games, hide and seek, etc.).
2 Use motor aids to start or continue a Verbally request or initiate games. Share and show objects when requested. Use courtesy phrases like 'sorry' or 'the'.
routine social sensory. social issues that are familiar to them. the companion. I feel.
3 Briefly attend to another person using the Returns the displays of affection (hugs, kisses) to In group situations, imitate and sing songs. Look for others to feel comfortable in a
eye contact. family members. new/participate in new games with the group situation.
hands.
4 Maintain interest in sensory social routines Use gestures or words to get attention from the Respond appropriately to requests or Expresses adequately their own
for 2 minutes. adult. simple instructions from your peers. feelings.
5 Respond with your favorite objects/activities Respond to social greetings with a 'hello' or Start interactions and imitations of the Play turn-based and independently in a
glances, smiles, movements and extending the hand. "goodbye" and wave your hand, as imitation. companions. informal game.
6 Observe and interact with an adult who imitates him during Ask for help, verbally or through gestures. Play with your teammates in game routines Describe to another child an event or a
parallel play activities with toys. family dramas, in parallel play. experience.
7 It has a repertoire of 5-10 social games Systematically coordinates eye contact with It's your turn to play with board games. identify what makes you feel joy, sadness,
sensory. the vocalization or gesture to direct communication simple. anger or fear.
to someone.
8 When greeted, responds by looking, turning around. "Dance" with other people in the circle games Use terms of courtesy; please, thank you, Identify the emotions of others, based on
towards the interlocutors, etc. with music. sorry. in situational factors.
9 Respond to greetings with gestures or Run with others in the games of "tag." Imitate various new motor actions Start developing strategies to calm down
vocalizations. thick, both standing and moving, as when feeling discomfort, anger or fear.
Simon says or how animals move.
Share smiles with a partner during the game Get the attention of the partner of Participate in the game activities they have.
coordinated. communication using the person's name or verbal scripts.
of the game and start a game or a social activity.
11 Hand over the object to another child when they ask for it. Often attracts the attention of others
towards objects, both verbal and
gesturally, to comment show,
compare and ask.
12 Join games with familiar songs or games Respond to joint attention requests
gestures in a group environment. from others with looks and comments.
13 Continue with the activity when another child joins you. Identify receptively in photos, in others
a parallel game. people or in drawings the emotional state (happy,
sad, angry, scared.
14 Respond appropriately to another child's greeting. Identify expressively in photos, in others
people or in drawings the emotional state.
15 Take turns playing with another child with toys of Make your own face reflect the state
simple actions, when the other child asks for it; give and anímico (feliz, triste, enfadado, asustado).
return the toys.
16 He sits in a group with other children and attends to
family instructions given by an adult.
17 Take the object from another child when he gives it to you.
offers.
18 Pass the objects to your classmates at the table or in
the group, when asked.
19 Occasionally imitates the behavior of another child
during play activities.

Summary written by Claudia Torrijos, based on the Denver Model Curriculum Checklist.
20 Play matching pictures ('memory') alone or with
another child.

IMITATION
Level 1 Level 2 Level 3 Level 4
(12 to 18 months) (18 to 24 months) (24 months to 3 years) 3 to 4 years
1 Imita 8-10 acciones de un solo paso con objetos. Imitate various sounds with vowels and consonants during the approaches
verbal, in meaningful communications.
2 Imitate 10 visible motor actions within song or game routines. Imitate animal sounds and other sounds.
3 Imitate 6 motor actions that he cannot see, with the head or face, within Imitates recognizable and isolated words, spontaneously and frequently.
songs or game routines. during the interactions.
4 Imitate 6 oral or facial movements. Imitate the moves of five songs, imitate at least 10 actions.
different.
5 Imitate or carry out new gestures and actions with some approximation during the
songs.
6 Imitate actions on objects, in several steps (play actions).
7 Imitates actions of simulation games with miniatures, for oneself and for a
partner.
8 Imitate two sequences of movements in songs or game routines.
9 Imitate two-word phrases.

COGNITION
Level 1 Nivel 2 Level 3 Level 4
(12 to 18 months) (18 to 24 months) (24 months to 3 years) (3 to 4 years)
1 Match or classify identical games. Match or classify by shapes. Match the letters of your own name. Count out loud up to 20.
2 Match or classify identical images. Pair or classify by size. Match letters. Count objects with 1:1 correspondence up to 10.
3 Match or classify images with their respective ones. Match or classify designs and line drawings. Pair words. From one, some, many, a little, all, more and
objects. the majority.
4 Match or classify objects by colors. Classify similar objects by group. Match the numbers. From quantities up to 10.
5 Classify related objects into groups based on their Identifies in a receptive and expressive manner Know the terms for the concepts of
function. some numbers, letters, shapes and colors. cantdad.
6 Look for or ask for a missing object. Play hidden object memory games. Know the terms for relationships
spatial.
7 Pair or classify according to two attributes or criteria. Classify objects and images into 8 categories. Match and understand associations of 5-10
words/objects.
8 Match by quantities, from one to three. Understand the relationship between the quantities and the He/She knows how to read some words.
numerical symbols, up to the number 5.
9 Count correctly up to 5 objects. Can you identify your name written among others?
five.
10 Arrange a sequence of 3 or more images in the Understand signals and symbols.
correct order and narrate the sequence using
expressions like "first...then...".
11 Identify numbers and letters.

Summary written by Claudia Torrijos, based on the Checklist of the Denver Model curriculum.
12 Mention opposites and analogies.

GAME
Level 1 Level 2 Level 3 Level 4
12 to 18 months (18 to 24 months) (24 months to 3 years) (3 to 4 years)
1 It adapts its behavior to the qualities of five objects Combine related objects during the game (the His constructive game involves sequencing. When he/she plays, he/she makes the dolls do
distant. Cup with its saucer, the spoon with the large plate. complex diagrams with many objects actions.
coordinates (e.g.: trucks on a
road, blocks that form a building,
beads that make up a necklace.
2 Play independently and appropriately with 10 Imitate or produce sound effects while playing Link in a game sequence three or more During the game, use substitute elements.
Step 1 toys. vocalizes with the phone, makes car noises related actions. to symbolize accessories.
when playing with toy cars or animal sounds yes
play with animals).
3 Play independently with toys that Perform a single action with an accessory on a Perform 2 or more actions on a doll or a During the game, name the actions and the
they require repeating the same action on various doll or a toy animal. animal, when asked. simulated accessories.
objects (interlocking rings, stackable objects).
4 Demonstrates appropriate play behaviors with Functionally combine related actions with Physically place figures on furniture and in Spontaneously link 3 or more behaviors
various one-step toys for toddlers a game theme (feeding and giving water, putting in miniature vehicles (for example), when is related to a game topic.
throw the ball, stack blocks, put in pushpins the bed and cover. suitable.
Plastic in holes, makes a toy car roll.
5 Play independently with toys that With building toys, demonstrate a Carries out actions on dolls or figures Guide a teammate while playing.
they require two different motor actions (to take, test and failure strategy for resolution from animals spontaneously.
meter). problems; the schemes that follow are flexible and not
repettvos.
6 Play independently with toys that Play appropriately and flexibly for 10 Prepare accessories for the theme. Represents various everyday life events
they require several different motor actions (for example: minutes with only occasional supervision by birthday party, go to McDonald's, go to
["insert","open","take out","close"] of the adult. doctor), using verbal dashes.
7 Demonstrate conventional actions about oneself, He entertains himself alone and appropriately with materials. During the game, it represents various themes of
with various objects. for free play, for at least 10 minutes stories.
followed, with occasional guidance from an adult.
8 Complete the game task and save it in its place. Gather the materials, take them to the table, Assume a character and represent it.
complete the game and save it.
9 Follow the instructions of another in the game.

Summary written by Claudia Torrijos, based on the Denver Model Curriculum Checklist.
 FINE MOTOR SKILLS
Level 1 Level 2 Level 3 Level 4
(12 to 18 months) (18 to 24 months) (24 months to 3 years) (3 to 4 years)
1 Place 1 to 2 shapes in a sorting toy. Place correctly 3 or more shapes in the toy to Complete a wooden puzzle Color a drawing with precision and use different
forms. classify shapes. three-dimensional, made of 5 or 6 pieces. colors.
2 String rings on a stick. Stack 8-10 blocks of 3 cm. Imitate the drawing of a circle, a cross, a Imitate a triangle and letters with the instrument of
square and a diagonal line. appropriate writing.
3 Complete a wooden puzzle with 3 pieces and a handle. Copy 3 or more simple designs with blocks. Imitate and build different structures with Trace of memory lines, shapes, and some letters
blocks, using various materials for and numbers.
build (blocks, Lego, Meccano, etc.).
4 Put toy push pins on a board with A 5 or more duplo pieces or interlocking pieces and Sewing with a thick thread. Imitate and copy various numbers and several letters and
holes. materials that join together in different ways. forms.
5 In 'cause-effect' toys, press buttons of Imitate 5 or more simple actions with the dough Trace straight and curved lines with your finger and with Write your first name (without the last name) without copying it.
five different. to model (to extrude, to drill, to crush or to squeeze). a writing instrument.
6 Separate accounts and interlocking pieces (lego, etc.) He puts several stickers on pieces of paper. Uses various tools to collect and Review silhouettes and letters.
release objects: tongs, fork.
7 Use pinching grip and three-finger grip. Open and close various containers, including those with lids. Review various silhouettes. Color the outlined shapes.
as appropriate to hold the toy. ring
8 Stack 3 large blocks to form a tower. Zip up and unzip a long zipper. Use pliers with an appropriate grip and Connect the dots with a pencil or another instrument.
use the other hand to stabilize and give the to draw.
return to paper.
9 Makes marks, lines, scribbles, and dots with String large objects together on a rope, a cord Cut along a line, curved and straight. Through lines, connect images, words or
markers or paints. thick or a plastic tube. forms that correspond.
10 Hit balls, pushpins, etc. with a hammer. Imitate strokes, scribbles, and dots with a marker or Perform simple manual tasks in two phases Copy various simple representative drawings
toy. painting. (cut and paste, stamp with a content seal) (face, tree, house, flower)
fold the paper and cut along the line.
11 Gather with a shovel, rake, pour sand, water,
Cut a paper
rice, withetc.
stars. Play in different ways with the dough of Fold a piece of paper in half and put it in a
model, use different tools. about.
12 Large Lego pieces. Insert chips and coins through a slot. Cut angles, straight lines, and curves.
13 Insert various accounts in different positions of Cut out simple shapes.
cords/strings/thread.
14 Complete wooden puzzles with 4 or 6 shapes Complete art projects in three phases: cut,
distant. color and paste.
15 Use brushes, stamps, markers, pencils and
drafts to complete the activities
artstcas.
16 Use the appropriate grip with 3 fingers for
grab the drawing instrument.
17 He makes constructions with different materials, with
its own design, and copies simple models of
images or three-dimensional models.

Summary written by Claudia Torrijos, based on the Denver Model Curriculum Checklist.
18 Solve wooden puzzles
three-dimensional, floor puzzles, puzzles of
tray.
19 Use adhesive tape, paper, clips, and keys of
properly toy.

GROSS MOTOR SKILLS

Level 1 Level 2 Level 3 Level 4
(12 to 18 months) (18 to 24 months) (24 months to 3 years) (3 to 4 years)
1 Kick a large ball. Imitate gross motor actions in various. Ride well on a tricycle (pedal and control the Play with another child to catch a ball.
positions (sitting, standing, in motion). address, follow a route). normal size.
2 Goes up and down stairs with assistance, without alternating feet. Jump from a step and over the obstacles that Kick a ball well and with balance. Throw a tennis ball to another person in the
they are on the ground. proper direction, above the head.
3 Go up one to two steps on a small ladder. Utliza algunos elementos del pato de juegos o Use all the devices of the game duck or Use all the game devices independently.
to go up the slide. children's park (slides, climbing elements). children's park, with help. including the swing and carousel.
4 Gets on and off different devices. He sits on the tricycle and propels himself by pushing with Play chase with adults and peers; Kick a moving ball.
the feet or start using the pedals. run well, change direction without losing the
balance.
5 It protects itself when it loses balance. Pull a cart or push a wheelbarrow. Imitate gross motor actions, such as Play several ball games: throw towards
movement of songs and music. a basket, to hit with a bat, to make it bounce
ball, hit it with a golf club, throw one
ball filled with small balls/seeds.
6 As you walk, avoid the objects that are on the ground. Kick a ball aiming at a target. Throw something at a target without lifting the Ride a bicycle with confidence, using
instead of stepping on them. arm over the shoulder. safety wheels; knows how to control speed,
maneuver and brake.
7 Throw the ball and the stuffed balls of Dig with the shovel. Jump forward with both feet at the same time. Run and jump.
little balls/seeds, in any direction.
8 Roll a ball towards another person. Jump with one foot. Walk without losing balance on the bank of
balance, a train track or the edge of the sidewalk.
9 Play motor games (hide and seek,
statues).

CONDUCT
Level 1 Level 2 Level 3 Level 4
12 to 18 months (18 to 24 months) (24 months to 3 years) (3 a 4 años)
1 It presents a minimum level of undesirable behaviors.
2 Sits in a chair or facing the adult during
the activities that he/she likes and without difficulty during 1-2
minutes.
3 Willingly participate in simple games in a chair and
on the ground, with an adult, for 5 minutes.
4 Tolerates the proximity of the adult and interaction with them
(with minimal requirements), without behavioral issues,
during intervals of 20 minutes.
5 Interact appropriately with family members

Summary written by Claudia Torrijos, based on the Denver Model Curriculum Checklist.
 (there are no aggressions or other inappropriate interactions).

INDEPENDENCE
Level 1 Level 2 Level 3 Level 4
(12 to 18 months) (18 to 24 months) 24 months to 3 years (3 to 4 years)
1 I have a snack sitting at the table. Use the napkin when suggested. Use the spoon, the fork, and the cup. Perform all related steps without help
cleanly and without spilling anything. with going to the bathroom, at the same level as their
companions.
2 Like without help. Food is served from a bowl using a utensil. Behave appropriately in a restaurant Go to the bathroom when you feel the need.
conventional.
3 Use a cup or a glass without a lid. Pass the containers when asked. If you need them, both at home and in the He washes his hands without help, at the same level as
school, use the icons or others without help the companions.
symbol systems to indicate their
elections, follow the scheduled acts, etc.
4 Use the spoon. When he/she finishes eating, he/she takes the plate, the cup, and the Takes their own materials to and from the She cleans her face without help.
cutlery in the dishwasher or countertop. car, the school and the house.
5 Use the fork. It stays at the table in company while it lasts. Open and close the backpack without help; put in and take out She brushes her hair without help.
food objects when requested.
6 I eat foods of textures, types, and groups. Eat and behave appropriately in the He/She dresses and undresses when necessary. He/She actively collaborates during bath time and
different food items. fast food restaurants. unzip zippers and snap buttons. then it dries.
7 Tolerate new foods on the plate. Touch or try the new foods that have been given to you. Go to the bathroom by yourself (all the steps) Carry out all the necessary steps without help to
presented on several occasions. when you take him/her or tell him/her to go. brush their teeth, although the adult can
also brush them to ensure cleanliness.
8 Drink with the help of a straw. Eat from all food groups. He manages to get dressed again when he goes to the bathroom, Fasten your clothing (buttons, snap closures,
except for the zipper. zippers).
9 Each piece of clothing is removed with assistance. Water is served for drinking, without help. Complete without help all the steps of washing oneself He/She blows his/her nose when asked, uses a
the hands. handkerchief to wipe after sneezing, it
cubre la boca cuando tose.
Each piece of clothing is put on with assistance. He/she takes off all the clothes without help (without clasps or She washes her face with a wet wipe when Before crossing, when accompanied, he/she
(closures) and places it in the basket. is delivered. Stop in the street and look both ways.
11 Put your hands under the tap water. Complete some steps to get dressed without help. She runs the brush through her hair. Walk without detaching from the adult and without going off the track.

each piece of clothing (needs help for Dude, for parking lots, department stores,
to fasten it. etc.
12 He dries his hands with the towel. He takes off the coat and the hat (without clasps or fasteners) and Covers their mouth when they cough and sneeze. Help set the table.
they hang them on the coat rack.
13 The body is rubbed with a sponge/shower Sheglove or face with a wet wipe when she feels like it.
washes her Collaborate actively during the bath and then Use the knife to spread food.
a towel. pide. to dry off.
14 Allow him to be combed, to have his He/she
teeth blows
brushed,
his/her and
nose when
to asked. He/she brushes his/her teeth with the toothbrush, at least Cleans when it splashes or stains.
they clean his/her nose. with 3 passes.
15 Help when they comb or brush their hair.
Participate in all the steps of handwashing. To feed or to give drink to a pet. Water is served from a small container.
The toothbrush is placed in the mouth. He cooperates when they wash or cut his hair. Help to clear the table. As a snack or light meal of 2 steps.
Put the dirty clothes in the basket. Play appropriately with 5 toys for the hour Help empty the sink. Cooking help: stir, pour, etc.
of bathroom.
18 Throws tissue paper in the trash. He/she puts away the toys when asked, at the end of the Put the clean clothes in the drawers.
bathroom.
19 Help to apply cream. He/She collects his/her things when asked.

Summary written by Claudia Torrijos, based on the Denver Model Curriculum Checklist.
20 The toothbrush is passed over the teeth.
21 He is going to sleep alone after the hour ritual.
to go to bed.
22 Show that you know the sequence that makes up the
bedtime routine.
23 Take the cutlery out of the dishwasher tray and the
classify in the cutlery drawer.
24 Take the clothes out of the basket and put them in the washing machine.

25 Match the socks that stand out.

easily.
26 Put water or food in the pet's plate.

Summary written by Claudia Torrijos, based on the Curriculum Checklist of the Denver Model.