| Behaviors to Assess |
Yes |
No |
Follow-up Information |
Physical
development and health
Does the child usually fall asleep
easily and wake up rested (with only occasional restless nights or nightmares)? |
|
|
Children
this age usually experience "morning eagerness" if well rested. Frequent
insomnia or morning grouchiness for 3 or 4 weeks or more may indicate the
child is coping with excessive stress or is not getting enough sleep. |
Eating
habits
Does the child usually eat with
a good appetite? |
|
|
Occasionally
skipping meals or refusing certain foods is expected. Is the child distracted
by the television or other activities during eating? |
Toileting
Habits
Does the child, on average over
several weeks, exhibit bowel and bladder control? |
|
|
Occasional
accidents are normal, particularly with excessive intake of liquids, intestinal
upset, or intense concentration on activities. |
Curiosity
Does the child exhibit curiosity,
adventure, even mischief? |
|
|
A child who
does not exhibit curiosity may not be pushing against normal boundaries
or may be excessively fearful. In contrast, constant snooping where forbidden
or prying for information may indicate a search for boundaries and limits. |
Interest
Does the child become involved in,
absorbed, and interested in activities or projects outside of himself or
herself (other than passive involvement with the TV)? |
|
|
A preschooler
who cannot become absorbed in an activity or who rarely stays with a project
until completion may need help attending to a task. |
Variations
in play
Does the child's play vary? Does
the child add elements to playing, even with the same materials (using
the same toys in a variety of ways)? |
|
|
A child who
ritualistically and repetitively goes through the same sequence of play,
with the same elements, in the same way, may be emotionally "stuck in neutral,"
indicating, perhaps, that the child is too insecure to "play with the environment." |
Range
of emotions
Does the child display a range of
emotions, such as affection, anger, enthusiasm, excitement, frustration,
grief, joy, and love over a period of several weeks? |
|
|
A child whose
emotions don't vary, or who is always angry, may be having some difficulty.
Expressions of sadness are not necessarily a problem but may indicate the
ability to really care about others (unless the sadness is prolonged). |
Friendship
Has the child initiated and maintained
satisfying relationships with one or more peers? |
|
|
A child who
is shy or excessively fearful of peers or who frequently claims superiority
over others may be seeking reassurance or may doubt his or her ability
to meet parents' high expectations. |
Spontaneous
affection
Does the child express spontaneous
affection and pleasure in being with one or more of those persons responsible
for his or her care? Note: There is a cultural component to this question. |
|
|
Demonstrations
of affection vary among families and cultures. In culturally appropriate
ways, a thriving child is likely to express affection toward caretakers
and deep pleasure in being with them. A thriving child is likely to spontaneously
express affection. |
Response
to authority
Does the child usually respond well
and accept adult authority most of the time—but not all the time? |
|
|
Occasional
self-assertion, resistance, protest, and objections may indicate healthy
socialization processes when followed by ultimate yielding to the adult.
Unfailing acceptance of adult demands suggests excessive anxiety. |
Enjoyment
Does the child enjoy playing with
others, going to new places, seeing new things? |
|
|
If extreme
shyness or strong dislikes prevent the child from enjoying new experiences
in life, help may be called for. |
Directory of Ages Articles
