| 1 | Receptive language skills (listening, reading and understanding) | |
| Child’s ability is age appropriate | M‑1l |
| Child understands adult speech or signed language of normal speed and complexity. Child demonstrates full understanding of why they are interacting with a health professional | M‑1j |
| Child can read and interpret a paragraph from the front page of a daily newspaper | M‑1i |
| Child can read a paragraph or page from a children’s story book appropriate for the child’s age group. Child can recall a list of three common objects 30 seconds after the list is read to them | M‑1h |
| Child understands and responds appropriately to simple questions such as ‘do you go to school?’ and ‘what is your favourite colour?’ | M‑1g |
| Child follows 2 step instructions such as ‘pick up the book and put it on the chair’. Child uses toys appropriately for their intended purpose in meaningful play | M‑1f |
| Child knows the difference between ‘big’ and ‘little’. Child can demonstrate what common objects are used for | M‑1e |
| Child recognises pictures of common objects, for example points appropriately when asked ‘where’s the dog?’ or ‘which one is the truck?’ | M‑1d |
| Child responds appropriately to very simple questions, for example points to, or looks at, mother when asked ‘where’s mummy?’. Child uses objects purposefully, for example to make a sound | M‑1c |
| Child responds to sound. Child tracks noise‑making objects | M‑1b |
| Child looks momentarily at speaker’s face | M‑1a |
| Child cannot do any of the things listed above | M‑1k |
| 2 | Expressive language skills (talking or signing) | |
| Child’s ability is age appropriate | M‑2l |
| Child has almost a full adult vocabulary. Child can discuss and debate complex issues such as politics or religion with an adult | M‑2j |
| Child can describe his or her experiences in detail using complex sentences | M‑2i |
| Child can tell a complex story involving several characters. Child can write a short story | M‑2h |
| Child can write his or her own first name by handwriting or typing. Child can state his or her name and home address | M‑2g |
| Child talks or signs well and can use 6 or more words in a sentence. Child can describe an event, for example a visit to a special place | M‑2f |
| Child can say sentences with 3 to 4 words. People other than family members can understand the child’s speech | M‑2e |
| Child can clearly say or sign more than 20 words and can use 2 words in combination, for example ‘Daddy’s car’ | M‑2d |
| Child can say or sign 3 or more simple words, for example ‘mum’, ‘dad’, ‘drink’, ‘bed’ | M‑2c |
| Child smiles and babbles or makes purposeful sounds, for example to attract attention. Child demonstrates good eye contact | M‑2b |
| Child makes a vocal sound other than crying | M‑2a |
| Child cannot do any of the things listed above | M‑2k |
| 3 | Feeding and mealtime skills | |
| Child’s ability is age appropriate | M‑3l |
| Child can use all cooking equipment and kitchen appliances, for example, a microwave oven, electric frypan, or mixer, without assistance | M‑3j |
| Child can follow a recipe and prepare a simple meal | M‑3i |
| Child can cook a simple snack, for example, toast | M‑3h |
| Child can prepare a simple uncooked snack, for example, a sandwich | M‑3g |
| Child can use a fork and spoon at mealtimes | M‑3f |
| Child can eat most solid foods if the food is cut up, for example, a raw apple | M‑3e |
| Child uses spoon well | M‑3d |
| Child can drink from a normal cup without help and can feed himself or herself with finger foods | M‑3c |
| Child can drink from a modified cup when the cup is held by an adult | M‑3b |
| Child can suck from a breast or baby’s feeding bottle | M‑3a |
| Child cannot do any of the things listed above | M‑3k |
| 4 | Hygiene and grooming skills | |
| Child’s ability is age appropriate | M‑4k |
| Child can style own hair and clean and cut own finger and toe nails without assistance | M‑4i |
| Child can attend to basic hygiene, for example toileting, showering and brushing hair, without assistance | M‑4h |
| Child manages basic hygiene, for example toileting, showering and brushing hair, with little assistance | M‑4g |
| Child can wash hands and face and brush own teeth | M‑4f |
| Child is reliably toilet‑trained during the day and can manage own toileting with minimal assistance | M‑4e |
| Child can indicate toilet needs during the day but needs some assistance with clothing and wiping | M‑4d |
| Child is toilet‑timed during the day or is indicating toilet needs, for example asking for the toilet or potty even if it’s too late or telling parent that pants or nappy are wet | M‑4c |
| Child requires full assistance with toileting | M‑4b |
| Child cries when nappy is soiled or wet | M‑4a |
| Child cannot do any of the things listed above | M‑4j |
| 5 | Dressing skills | |
| Child’s ability is age appropriate | M‑5l |
| Child can purchase and care for own clothing without assistance | M‑5j |
| Child can wash and iron own clothing if required to with little assistance | M‑5i |
| Child can choose own clothing appropriate to the weather and can dress and undress without any assistance | M‑5h |
| Child can do up buckles and untie shoelaces | M‑5g |
| Child can do up buttons and zippers | M‑5f |
| Child dresses and undresses himself or herself but needs assistance with buttons, laces or tight clothing | M‑5e |
| Child can undress with little assistance | M‑5d |
| Child tries to help with dressing | M‑5c |
| Child lifts arms to be picked up | M‑5b |
| Child snuggles in to an adult when cuddled | M‑5a |
| Child cannot do any of the things listed above | M‑5k |
| 6 | Social and community skills | |
| Child’s ability is age appropriate | M‑6l |
| Child can use all major community facilities, for example shops, banks, doctors, with little assistance. Child has basic understanding of community laws and regulations | M‑6j |
| Child is able to undertake basic activities in the community, for example shopping, with little supervision | M‑6i |
| Child understands basic personal safety, for example how to cross the road and not to go with strangers. Child relates well to both children and adults | M‑6h |
| Child is aware of being left in the care of others, for example a school teacher or child care worker, without getting unduly upset. Child understands basic concepts of right and wrong | M‑6g |
| Child plays with other children and forms close friendships with other children. Child joins in simple games such as ‘chasey’ and ‘hide and seek’ but may not understand or follow rules of a game | M‑6f |
| Child takes turns in conversations, for example speaks and then listens. Child knows whether they are a boy or a girl | M‑6e |
| Child initiates contact with other people and involves other people in games or activities. Child is starting to cooperate in play with other children | M‑6d |
| Child responds to affection from familiar people. Child recognises the difference between strangers and familiar people | M‑6c |
| Child laughs and giggles when happy and cries when upset or angry. Child is interested in people and enjoys attention | M‑6b |
| Child smiles. Child settles when picked up and cuddled | M‑6a |
| Child cannot do any of the things listed above | M‑6k |
| 7 | Mobility — fine motor | |
| Child’s ability is age appropriate | M‑7l |
| Child can use a variety of tools or hobby items with accuracy, for example for woodwork, sewing, painting or model building | M‑7j |
| Child can write clearly | M‑7i |
| Child can write all letters of the alphabet clearly | M‑7h |
| Child can hold a pencil and draw basic shapes such as squares and triangles. Child can clearly write his or her own first name | M‑7g |
| Child can manipulate smaller objects accurately, for example jigsaw puzzle pieces. Child can draw at least a head and body on a person stick figure style | M‑7f |
| Child can build a tower of 9 blocks. Child can copy a circle and a cross | M‑7e |
| Child can manipulate larger objects and toys, for example can push or pull toys, use posting box toys or build small tower of blocks. Child can copy a straight vertical line | M‑7d |
| Child can make purposeful movements with objects, for example bang on a drum or clap hands | M‑7c |
| Child grasps and releases objects such as rattle or feeding bottle | M‑7b |
| Child can grasp an adult finger but may need assistance to release it | M‑7a |
| Child cannot do any of the things listed above | M‑7k |
| 8 | Mobility — gross motor | |
| Child’s ability is age appropriate | M‑8k |
| Child can hit a ball with a bat and can kick a ball with reasonable accuracy | M‑8i |
| Child can catch a small ball, for example a tennis ball. Child skips well or rides a two‑wheel bike | M‑8h |
| Child can jump and can hop on each leg. Child can bounce a ball and catch it | M‑8g |
| Child can run fast. Child can balance on 1 leg for 3 seconds. Child can hop on 1 leg | M‑8f |
| Child can balance briefly while standing on 1 leg. Child can pedal a tricycle | M‑8e |
| Child can walk and can run a few steps. Child can walk up and down steps | M‑8d |
| Child has even muscle tone and strength in all limbs. Child can pull himself or herself from floor to a standing position and may be able to stand independently | M‑8c |
| Child can independently move between prone and supine positions. Child can crawl or otherwise propel himself or herself along | M‑8b |
| Child can lift head when in prone position. Child makes random movements with arms and legs | M‑8a |
| Child cannot do any of the things listed above | M‑8j |