As the world's leading early childhood music and movement program, Kindermusik benefits all areas of the developing child:

Physical
Cognitive
Emotional
Social
Language

Our curricula are well researched and taught by Licensed Kindermusik Educators. We follow the developmentally appropriate guidelines established by the National Association for the Education of the Young Child (NAEYC) for age appropriateness, individual appropriateness, integrated learning through all domains, learning emphasized as an interactive practice and variation in activities and materials.

When looking at the following information keep in mind that norms of behavior are only guideposts. Each child develops at his own unique pace. There is a great deal of overlapping behaviors and growth patterns representative within a given age group of children.

0 - 6 months
6 - 12 months
12 - 18 months
1 1/2 year old
2 year old
2 1/2 year old
3 year old
3 1/2 year old
4 year old

“Change is the only constant in early child development.”
-- Claire Kopp

Lap Baby (approx. 0-6 mos.)
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Physical
• Moves through the stages of learning to support head, doing pushups, then to rolling over and finally to sitting upright.
• Explores mostly with the eyes.
• Looks at and reaches for toys and faces.
• Turns head towards sounds.
Cognitive
• Anticipates - stops crying at the sight of bottle.
• Remembers faces, beginning of memory.
• Drops objects from heights, beginning to experience cause and effect.
Emotional
• Moves from distress cry to crying when bored.
• Learns frustration by five months of age.
• Learns to whine by 6 months of age.
• Demonstrates pleasure by gurgling.
• Learns fear and anger.
Social
• Moves from reflexive smile, to social smile, to smiling consistently at familiar people.
• Begins to fuss when people leave.
• Greets people with sounds.
Language
• Exhibits listening with rapt attention - likes variety of sounds.
• Tracks sounds from side to side.
• Begins to coo at about 3 months of age.
• Makes tongue clicks, lip smacking sounds.
• Vocalizes consonants such as m, b, k, g, p.
• Strings sounds of vowels and consonants.
• Babbles repeatedly in familiar places but may be quiet in new places at the end of this period.
Musical
• Responds and reacts physically to music and rhymes.
• Recognizes familiar voices.
• Appears to be calmed by lullabies.
• Begins to join the group in swaying to music.
• Responds to a variety of timbres.

Crawler (approx. 6-12 mos.)
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Physical
• Has progressed from creeping to crawling.
• Sits with ease.
• Begins to pull up to stand.
• Explores mostly with hands - touching, pincer grasp as well as releasing, pushing and throwing objects.
Cognitive
• Shakes and bangs as a form of primitive problem solving.
• Repeats play sequences with variety of objects.
• Peers intently at pictures.
• Begins to use props as an aid.
• Begins to use imitative learning at the end of stage.
Emotional
• Discovers and plays with body parts.
• Shows dislike and can frown.
• Seeks comfort of others.
• Exhibits a stronger emerging self - wants to self feed.
Social
• Shows affection to specific people.
• Wants to be like parents - insists on same food.
• Displays increased wariness of unfamiliar people or situations.
• Communicates with gestures to show likes and dislikes. (Sign Language!)
• Plays social games like peek-a-boo and waving bye-bye. (Sign Language!)
• Gender based toy preference emerges at end of this period.
Language
• Babbles for attention.
• Makes a sound of "dada" and "mama".
• Shows enjoyment while listening to rhymes.
• Associates word with object.
• Babbles take on vocal inflection and imitate the sound of a sentence.
• By the end of this period has one or two words.
• Can speak one or two words by the end of this period.
Musical
• Explores and responds t sounds through object and instrument play.
• Looks to sound source.
• Babbles expressively.
• Hums and croons with adult.
• Moves to music.
• Responds to rhymes and simple songs.
• Shakes an instrument to produce a sound.

Walking Baby (approx. 12-18 mos.)
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Physical
• Needs to walk, everywhere, seemingly nonstop.
• Repeats schemes or actions to find limits.
Cognitive
• Demonstrates ideas - systematic trial and error.
• Is aware of functions of objects.
• Sharpens recall memory.
• Is beginning to recognize the norm or “should be” of surroundings.
• Recognizes that others have possessions.
Emotional
• Evidences temper.
• Wants to show mastery of skills.
• Evidences jealousy.
• Shows more mood swings at end of period.
• Can be restless and stubborn - emergence of tantrums.
• Learns shame.
Social
• Sympathetic.
• Has learned to tease.
• May comply with one or two rules.
• Tries to include others in play.
• May acclimate slowly to new situations - contact is visual rather than verbal.
• Loves to see self in mirror.
Language
• Understands two or three word command and responds.
• Has variability in production of words.
• Guesses at meanings of words.
• Comprehends at 15 months of age much more than can say.
• Learns five to six new words per week in two word sentences, by 18 months.
Musical
• Responds to rhymes and songs.
• Begins to bounce as dancing.
• Observes and imitates instrument and object play.
• Appears to recognize familiar songs and music.
• Shows preference for different songs and instruments.
• May beat drum, shake egg shaker or chime balls.

1 1/2 year old
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Physical
• Walks upright, wide stance, head forward, hands at shoulders or extended to each side for balance.
• Climbs, squats, goes up and down stairs, seats himself in a small chair.
• "Thinks with his feet" random movement with little purpose - purely motor driven.
• Love of motion - swinging, bouncing up and down, and vigorous motor activity - rocking high, riding in a fast wagon.
• Enjoys sensory activities.
Cognitive
• Reliably points to correctly identified body parts.
• Can follow 2-step direction. "Come and get a scarf and take it back to Mommy.”
• Understands what 1 means (vs. a handful).
• Learning to use toys and objects in symbolic ways.
• Moving beyond play schemes of mouthing, throwing and dumping; actions become purposeful and integrated.
• Can interact in a directed activity.
• Connects to an activity - initiates a play sequence with caregiver.
• Reliably responds to own name - refers to self by name in secure environments.
Social & Emotional
• Extremely egocentric.
• Defends and strengthens sense of self by opposing others; "NO" is a favorite word; drive for "autonomy," "Me do it myself!"
• Beginning to understand that certain things belong definitely to him and not to others.
• Talks mostly to himself, jargon type verbalization, with solitary play, self-centeredness, highly amused by own gross motor activities.
• Tends to treat other children as objects.
• Pays more attention to teacher and other adults than to other children.
• Extremely short attention span; lives in the immediate present.
• Rather somber, laughing very little, mostly at own motor activities.
Language
• Knows approximately 12 words.
• Uses lots of jargon, babble.
• Repeats what others are saying.
• Wants and needs are strong and because they can't be verbalized, child tends to grab, cry and scream.
Musical
• Moves to music, perhaps to a steady beat.
• Responds to rhymes and songs, recognizes familiar ones.

2 year old
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Physical
• Runs without falling, walks up and down stairs alone, walks on tiptoe, marches, jumps off low step.
• Tends to use both arms and legs in pairs.
• Uses whole arm movements - even though can put together simple puzzles, uses paint brushes and crayons and enjoys fingerplay games.
• Becoming a good observer; increased visual interest in objects far away.
Cognitive
• Knows where things go and is beginning to do little errands.
• Imitates; enjoys working and doing side-by-side parent/child activities.
• Needs sameness, routine suits him, enjoys repetition.
• Sequencing is important in order to depict time reference.
• Does not separate goal from the way of achieving the goal - fills pail with sand not so much to have a pail full of sand but because he likes putting sand into his pail.
• Aware of opposites, "come and go," "fast and slow."
Social & Emotional
• Gentle, friendly, calmer, surer, and better balanced.
• Happy much of the time, less demanding.
• Deeply in love with parents; likes people.
• Comfortable with himself.
• Parallel play, with little interaction.
• Enjoys being near other children, will often imitate other children.
• Good deal of physical exploration of each other.
Language
• Speech blossoming.
• Sentences of 3 words or more.
• Knows 200 - 300 words.
• May use verbal sound effects to accompany solitary play.
• Talks to himself as much as he does to other people.
Musical
• Beginning to produce parts of songs and join in on some phrases.

2 1/2 year old
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Physical
• Walks on tiptoes, jumps with both feet, climbs and slides, steps over obstacles, speeds up, slows down, turns.
• Fingers are more differentiated from the hand, beginning to use only one hand to do her work.
Cognitive
• Uses words to imply past, present, future
• Sense of space, up/down, front/back - child wants things where he put them “right here” - uses direction words such as way up, in here, under the table.
• When he goes on a walk or ride is aware of destination as well as the route.
Social & Emotional
• Tense, explosive, rigid, demanding, bossy, easily frustrated.
• Exaggerated tension outlets, increased thumb sucking, stuttering, screaming, temper tantrums.
• Time of opposite extremes, many times sets up own opposites - this is how she explores.
• DEMANDS sameness and order, everything in appropriate place, sometimes sets up own rituals of sameness.
• Time seems to be “event time” not “clock time.”
• As child moves closer to 3, experiences periods of exhaustion and whining.
• Sometimes acts like a baby, loves to hear about her babyhood.
• Beyond parallel play, considerable interaction, more often not cooperative.
• Things more important than people - aggressiveness and the need to protect and dominate toys tends to get in the way of any cooperation.
• Extremely difficult to take turns; worst age for making choices.
• Best way to confront behavioral actions: distraction of any kind, terminate by changing the scene.
Language
• Loves to hear stories, rhymes repeated over and over, likes to fill-in word or endings; names simple pictures in a book.
• Role plays, acts out behavior seen in the adult.
• Most of conversation directed toward adults, statements of ownership or commands when directed toward children.
Musical
• Intentionally sings parts of songs, perhaps even complete simple songs.

3 year old
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Physical
• Walks well, runs easily, gallops, jumps.
• Can ride tricycle - pedal.
• Walks straight, backward.
• Catches a large ball, throws.
• Hands can be used independently of eyes, eye-hand coordination
• Visually shifts gaze from far off to close by without getting confused or lost, moves eyes to follow moving target without losing his attention - greater interest in details.
• Picks up small objects - pincher.
Cognitive
• Knows if they are a boy or a girl.
• Can do matching games.
• Can name lots of animals.
• Knows triangle, circle, square; red, yellow, blue.
• Developing divergent thinking skills - “what animals do you like?”
• Beginning transition from concrete to abstract thinking - humor aids this process.
• Sits and listens to stories for up to ten minutes.
Social & Emotional
• Cooperative play takes the place of parallel play.
• Enjoys other children, interested in other children’s feelings.
• Can use sharing or turn-taking techniques spontaneously.
• Enjoys his parents most of all.
• Rather happy person, calm, collected, secure and capable, friendly and giving.
• Conforms easily and tries to please.
• Sense of humor starts to develop - laughs at the ridiculous, uses words in silly ways, nonsense rhymes, clowns, wild, silly gross motor activities.
Language
• Loves new words, big words, different words.
• Language is becoming reciprocal
• Self-initiates comments.
Musical
• Recites rhymes.
• Sings simple, whole songs.

3 1/2 year old
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Physical
• Many of the coordinated motor skills that seemed secure at 3 break down at 3 1/2 - may seem insecure, uncoordinated, uncertain, and even helpless.
• Age of much falling down and stumbling.
• Jumps high and far, up and down steps - one foot at a time, runs smoothly, balances on walking board.
Cognitive
• Can work toward a goal.
• Questions constantly.
• Interested in how things work.
• Has an extended attention span.
• Can do two things at once.
• Full of ideas.
• Has concept of three; can name more
Social & Emotional
• Refuses to obey, turbulent, troubled period, rebellious, introverted, insecure,anxious, determined, self-willed.
• Whining is a hallmark of the 3 1/2 year old.
• “Nothing pleases me!”
• Emotionally and physically very insecure, inconsistent - stutters, stumbles, trembles.
• Often complains that he cannot see when he is being read to in a group.
• Common age for fears - loud noises, the dark, animals, people in costumed characters, falling.
• Routines give him the most trouble - mealtime and bedtime most difficult.
• Shows imagination, inventiveness, real capacity for play.
• Friends are important.
• Some defined friendships may exclude others.
• Enjoys the company of one or more imaginary companions.
• Pretend play - actor.
Language
• Integrates conversation and action.
• Sentences increase in length - compound and complex structures.
• Increasingly effective verbal ability.
• Most of his conversation is directed to other children.
• Increased interest in books and storytelling.
Musical
• Songs stimulate imagination.
• Can sing a complete song although tonal center may wander.
• Rhythm of words can compete with ability to keep a steady beat.

4 year old

For more information on child development and things to do with your child, visit our blog.

Physical
• Energetic and loves to move.
• Observes, analyzes, teaches and imitate peers' movements and play.
• Likes to gallop, skip, hop and leap.
• Increasing ability and interest in fine motor skills - cut paper with scissors, drawing and coloring, playing small percussion instruments.
Cognitive
• Developing language skills.
• Increased attention span.
• Unlimited curiosity.
• Enjoys discovering, comparing, making choices, problem solving, finding patterns and remember sequences.
Social
• Cooperative play and sharing becomes easier as she learns to adapt and adjust to different social settings.
• Occasional tension surfaces as he confronts his desire to please adults and his need for independence and control.
Emotional
• Can be outgoing and boastful - desire for independence and pride in accomplishment.
• Developing individuality and wants to be noticed and acknowledged.
Language
• Talk, talk, talk!
• Expressive language opens a whole new world and needs, wants, likes and dislikes can now be shared verbally.
• Love of stories, rhymes and silly words.
Musical
• Integration of movement, language, emotions and social interaction tap into the natural musicianship and developing musical skills.
• Ability to keep a steady beat developing.
• Joyful singing as well as accuracy in pitch and rhythm develop in a limited range.
• Beginning of vocabulary of musical terms.
• Able to appreciate beauty and emotion in music.

The information provided on this website is not intended to replace proper medical diagnosis or care - it is intended to educate parents and encourage them to seek additional support if they have any questions or concerns about their child's development.