Adaptive development refers to the ability of a child to engage in age-appropriate life skills. In infancy and toddlerhood, these skills are related to feeding, self-help, or play skills. Although these skills may not seem complex, they encompass abilities from several developmental domains and are considered foundational skills for more sophisticated abilities. Children become active participants in their lives as they develop life skills and their level of independence increases. Some children will reach skills and abilities faster than others and this is completely normal. All children are unique, and they adapt at their own pace.

There are several scales or assessments that measure a child’s adaptive abilities. Early childhood educators and pediatricians will often evaluate and observe children to determine if they are developing age-appropriate skills. Deficits in adaptive skill development are often tied to deficits in other areas such as physical or cognitive development. For example, a toddler who struggles to feed themselves or hold a utensil even after ample practice and guidance may be evaluated for motor delays. A pediatrician might evaluate fine motor precision, which entails looking at finger and hand movements. Or they may look at visual-motor integration, which examines the ability to integrate visual stimuli with motor control, balance, and coordination as well as the adequacy of sensory integration.

The formation of adaptive skills is highly dependent on the guidance of caregivers and the experiences that young children have. Some children may develop self-help skills faster than others because their caregivers encourage them to learn these skills and scaffold their learning. Other children may not have these experiences if their caregivers are not available or attuned to their needs and wants. A child’s ability to engage in adaptive skills also depends on their physical and cognitive development. Some children may have a disability that prevents them from engaging in certain activities. Or perhaps they struggle with certain motor skills that make self care tasks difficult. Cultural factors can impact the way adults and children interact and influence the rate at which adaptive skills are formed. For example, some families may expect and teach independence more robustly than other families.

As infants progress into toddlers, the drive for independence is strong. They want to do things for themselves and they want to be active learners in their worlds. It is important that caregivers view adaptive skill development as essential in the overall development of a child and understand the connection to later functioning in childhood and adulthood.

Table 6.5. Adaptive Milestones in Infancy and Toddlerhood.

Table 6.5 is adapted from the Battelle Developmental Inventory-II, 2016.