NOTE: It may be helpful to use a development resource, such as Maryland's Healthy Beginnings Crosswalk to the Three Early Childhood Outcomes, to complete the activities below.
Activity 1 Directions:
Look at the list of skills/behaviors below associated with developing relationships with primary caregivers, a broad skill within Outcome 1 (positive social relationships). The skills are not presented in order of typical development. For each skill/behavior, select the number to define where it falls in the developmental sequence (i.e., select "1" if the skill/behavior comes first in the sequence, "2" if it comes second, etc.) and click "Submit." After selecting your answer and clicking "Submit," you will be notified if you are correct or to try again. If correct, click the "Next" button to submit an answer for each of the other skills in the sequence.
Relationships with Primary Caregivers
| Recognizes and reaches toward primary caregiver |
| Stops playing and goes to caregiver when new person enters the room |
| Able to play and interact with others without needing primary caregiver nearby |
| Shows strong separation anxiety |
| Interacts with new people/situations when primary caregiver is nearby |
Activity 2 Directions:
Look at the list of skills/behaviors below associated with problem solving, a broad skill within Outcome 2 (acquiring and using knowledge and skills). The skills are not presented in order of typical development. For each skill/behavior, select the number to define where it falls in the developmental sequence (i.e., select "1" if the skill/behavior comes first in the sequence, "2" if it comes second, etc.) and click "Submit." After selecting your answer and clicking "Submit," you will be notified if you are correct or to try again. If correct, click the "Next" button to submit an answer for each of the other skills in the sequence.
Problem Solving
| Tries to reach out for an object that is out of reach |
| Hands toy to caregiver to make it go again |
| Solves simple problems mentally (e.g., knows that the bigger block must go at the bottom of the tower) |
| Uses trial and error to put toys together (e.g., simple puzzle, block sorter) |
| Intently pushes one button on busy box to make it go again after having seen caregiver do that |
Activity 3 Directions:
Look at the list of skills/behaviors below associated with moving about, a broad skill within Outcome 3 (taking action to meet needs). The skills are not presented in order of typical development. For each skill/behavior, select the number to define where it falls in the developmental sequence (i.e., select "1" if the skill/behavior comes first in the sequence, "2" if it comes second, etc.) and click "Submit." After selecting your answer and clicking "Submit," you will be notified if you are correct or to try again. If correct, click the "Next" button to submit an answer for each of the other skills in the sequence.
Moving About
| Walks forward with some tripping or falling |
| Begins moving purposefully (rolling, sitting) |
| Walks independently with obvious control |
| Moves about by crawling to get from place to place |
| Walks up the stairs holding on to the rail or wall |
Activity 4 Directions:
Imagine that you are working with a 30-month-old child. You have used a variety of sources of information to complete the Strengths and Needs Summary page of the IFSP. Review each statement presented below from the child's Strengths and Needs Summary and select whether it is describing an Age-Expected (AE), Immediate Foundational (IF), or Foundational (F) ability based on her chronological age. Click "Submit" to process your answer. After selecting your answer and clicking "Submit," you will be notified if you are correct or to try again. If correct, click the "Next" button to reveal a new item. There are nine items in the activity, three for each early childhood outcome area.
