NLCI Curriculum Reference Guide - page 9

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©2014 Nobel Learning Communities, Inc.
12-16 Months
How your child will be developing and
learning during this stage.
Your child’s teacher will take a purposeful approach to
model, nurture and provide opportunities for growth in
these Links to Learning skill areas.
Language and Literacy
Communication
• Builds vocabulary
• Imitates new words
• Uses baby sign language and other gestures to
communicate
• Imitates animal sounds
• Points to and names familiar objects
• Points to facial features when named
• Responds to simple one-step directions
• Responds to simple questions with ‘yes’ or ‘no’
Literacy
• Enjoys being read to
• Looks at picture books independently
• Points to and names familiar objects in books
• Gives a book to an adult to read
• Turns pages in book
Wellness
Gross Motor Skills and Balance
• Walks with increased stability
• Crawls up stairs
• Pushes and pulls toys while walking
• Throws a ball forward
• Sits in a child-sized chair
Fine Motor Skills
• Puts items into a container
• Turns over small containers to find objects
• Pushes button to produce an effect (for example,
pop-up toy)
• Stacks a tower of two to three blocks
• Pulls apart pop beads
• Points with index finger
Health, Safety and Nutrition
• Eats a variety of table foods
• Stops in response to “no”
• Sleeps on a toddler-sized cot
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Mathematics
Geometry and Relationships
• Remembers where things are kept
• Nests or stacks three rings
• Demonstrates an understanding of ‘up’ & ‘down’
Problem Solving and Reasoning
• Retrieves a ball that has rolled out of sight
• Handles three objects by setting one object aside
• Matches lids with appropriate containers
Creative Expression
Music and Musicians
• Listens intently to music and tries to sing songs
• Bobs or rocks body in response to music
• Plays simple musical instruments
Art and Artists
• Experiments with thick crayons and markers
• Scribbles on paper using whole-arm movement
• Experiments with finger paint
Dramatic Play
• Imitates familiar adult behavior, particularly
“helper” and “clean-up” behaviors
• Pretends to be familiar animals
Social-Emotional
Self-Help Skills
• Helps to dress and undress self
• Feeds self independently with hands
• Attempts to feed self with spoon
• Points to self when named
• Takes off socks and shoes
Social Interaction
• Assists in picking up toys
• Offers a toy when prompted
• Engages in parallel play
• Engages in multi-sensory activities
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