Developmental Sequences for concepts and skills related to Time, Money and Chores

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Developmental Sequences for concepts and skills
related to Time, Money and Chores
Assembled by Kate Hanagan, 2011
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Why look at typical development?

• It can be helpful to revisit a typical
  developmental sequence of these concepts and
  skills as we set expectations for our students
• Often the sequence of development remains the
  same even while delayed

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Children and Time What They Usually Know
WhenWritten By Lynne Bertrand

• http//wondertime.go.com/learning/article/0806-chi
  ldren-and-time.html

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Babies

• Babies-anticipate feeding

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12 to 15 months

• Sequence experiments rule. She drops her cup, you
  pick it up. Again? Again?

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By 21 months

• The power word "now" sees heavy use. "Soon" still
  means nothing to him.
• He can put together familiar clues and anticipate
  what comes next. "Mommy home?" he says when the
  Harley roars into the driveway.

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2 years to 2 1/2 years

• Lives in the present and uses words to show it
  "Now," "dis day."
• He may be able to wait one nanosecond for his
  sandwich when you say "soon."
• The idea of "playtime after snack time" at day
  care means a bit more to him now.

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2 years to 2 1/2 years

• He's starting to use words for the future, such
  as "I gonna."
• He has no words yet for things past, although
  he's using past tenses of verbs "I goed there."

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2 1/2 to 3 years

• Her time vocabulary blossoms.
• Out roll 20 or more new time words, including
  some personal catchall terms like "last day" for
  the gigantic past.
• Sentences map things on a timeline Me eat, then
  play.

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3 to 3 1/2 years

• Here, researchers begin to see wide variations in
  children's orientation in time.
• Mostly, he shows a more refined use of time words
  for sequence ("I had it first"), frequency ("two
  times today"), rhythm ("every Friday"), and
  duration ("it's a long time").
• "Yesterday" debuts, but without accuracy "I'm
  gonna see the ducks yesterday."

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4 to 5 years

• A child is at home, verbally, in past, present,
  or future and is getting verb tenses right.
• The words "day," "week," and "time" are dragged
  off the shelf a lot, with phrases "every day,"
  "summertime," "next week."
• what time she goes to bed or eats supper.

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4 to 5 years

• She says and actually means "in a minute," "five
  minutes ago." She has some sense of holidays and
  birthdays. Most likely she can't tell you
  correctly yet what time she goes to bed or eats
  supper.

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5 to 6 years

• She uses most time words correctly now, no longer
  confusing the past with the future.
• She knows the days of the week and can tell you
  what day it is, what day comes next, how old she
  is, and when she goes to bed.

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5 to 6 years

• She's using those expressions of the clock ("The
  big hand is at the bottom") but likely can't tell
  time yet.

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6 years

• He likes to hear about times past, particularly
  his own and his parents' misadventures.
• He likes to think about things in sequence. He
  travels in his mind into the future, anticipating
  holidays and birthdays. He has a notion of the
  sequence of grandparent to parent to child. He
  still likely can't tell time by the clock.

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6 years

• He travels in his mind into the future,
  anticipating holidays and birthdays.
• He has a notion of the sequence of grandparent to
  parent to child.
• He still likely can't tell time by the clock.

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7 to 10 years

• A child in the years from 7 to 10 gains real
  competence with both clock and calendar, and the
  math to use in reading them.

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Source

• http//wondertime.go.com/learning/article/0806-chi
  ldren-and-time.html

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Easy MoneyWritten By Catherine Newman
Easy Money 21 Ways to Teach Kids About the Green
Stuff - Child Development Wondertime
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Birth to 1 year

• Its first appeal is as a shiny, forbidden thing,
  a glass jar of gleaming coins she can't even
  reach, never mind touch.

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Ages 1 to 2 years

• "At around 12 months dumping sets in," says
  Claudia Quigg.

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Ages 2 to 3 years

• After dumping comes the stacking of coins, the
  flinging, and then "counting," very loosely
  defined.
• "Without the concept of one-to-one
  correspondence" meaning each number relates to
  an object "kids are still just rattling off the
  names of numbers.

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Ages 3 to 4

• The Sorting Years.
• "To sort, you need to conceptualize what makes
  things the same,"
• He can separate the silver coins from the copper
  ones,big from the little, ridged from the smooth.

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Ages 4 to 5

• Have truly learned to count
• can start to think about coins in terms of value
  and equivalence a pair of dimes is 2 but also 20
  cents a quarter is 25 pennies, 5 nickels, or 2
  dimes and 1 nickel.

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Ages 5 to 6

• Their understanding of basic math deepens.
• Barbara B. McGrath identifies money as a
  favorite counting tool (after candy and snacks,
  of course).
• "hands-on manipulatives" are a good way to
  ensure an interest in math.

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Ages 6 to 7

• They begin to (fitfully) grasp fiscal
  abstraction. "Stores should just keep a bucket of
  money by the cash register," my son once mused.
  "It would make it so much easier for everyone to
  buy things."

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Ages 6 to 7

• Concepts like how you can spend money when you
  don't have it, how you get it, and what it pays
  for are hard enough for adults to grasp it's no
  surprise most children are mystified by them.
• Kids may be baffled that an entire box of
  toothpicks costs a mere 79 cents ("Didn't someone
  have to whittle all of those?").

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Ages 7 to 8

• With allowance comes deferred gratification,
  earned interest, and learned generosity.
• And when your kids become historians of inflation
  ("A Coke really cost five cents?" we asked then
  "Candy bars were only 25 cents?"

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Ages 9 to 10

• As the complexity of mathematics multiplies,
  money buys your child a real-life occasion to
  practice new skills.
• "It's a fantastic way to learn about decimals and
  place value,"
• "But fractions are trickier.

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Ages 11 to 12

• Quigg describes financial abstraction as "an
  ever-evolving understanding," and now the age of
  innocence is past.
• Big kids are full of hard questions about loans
  and credit.

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The Right Chore for the Right AgeBy Cheryl
Roberts
Choose the Right Chore for the Right Age - Child
Development Wondertime
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12-month-olds "Great imitators."

• Characteristic Newfound mobility
• Skill Grasp and release
• Good jobs
• Picking up toys to drop in a bin
• Smoothing bed covers,
• sweeping by imitating

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18-month-olds "Can't do everything they think
they can."

• Characteristics Problem solving new attention
  span
• Skills Strength and coordination
• Good jobs
• Serving from a tray
• Watering a garden, washing produce
• Helping to feed or groom a pet
• Using a mechanical carpet sweeper

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2-year-olds "Routine and ritual are very
important."

• Characteristics Increased hand-eye coordination
  and concentrationSkills Following directions,
  sortingGood jobs
• Spreading peanut butter or cheese
• Dusting, sweeping, wiping a counter, washing
  windows
• Sorting laundry, silverware, toys
• Washing, stirring, mashing food

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3-year-olds "Work is still play."

• Characteristic More awareness of significance of
  help
• Skills Sorting and arranging
• Good jobs
• Setting the table
• Using kitchen gadgets, with supervision sifter,
  rolling pin, cheese grater, mortar and pestle
• Planting, weeding, raking, digging, arranging
  flowers
• Pouring tasks

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4-year-olds "Love anything new and relish their
independence."

• Characteristics Increased precision increased
  sense of responsibility
• Skills Making things taking things apart and
  putting them back together
• Good jobs
• Using still more gadgets peeler, pitter, slicer,
  food mill, juicer, whisk, even with close
  supervision a true paring knife
• Hanging wash on a line, neatly folding dry
  clothes
• Simple, supervised woodworking

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5-year-olds "Like to please."

• Characteristics Sense of confidence expanded
  curiosity about how things in the house work
• Skills Understanding what a job is tackling
  even uninteresting jobs
• Good jobs
• Big supervised jobs, such as vacuuming or taking
  out trash
• Behind-the-scenes jobs, such as removing the
  vacuum bag or coming along to the dump

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6-year-olds "Full of energy and enthusiasm."

• Characteristic Independence
• Skills Beginning reading and math
• Good jobs
• Measuring for recipes, pet food, laundry soap
• Reading to a younger sibling
• Noticing what needs to be done, and helping out

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Hope this sparked some ideas!
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