Adaptive skill 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, and play. Although these skills may not seem complex, they encompass abilities from several developmental domains and are considered foundational 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 attain 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 they may 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, their 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. Let’s take a look at three important adaptive skills: eating, toileting, and dressing.

Eating

Eating is a crucial adaptive skill for infants and toddlers as it plays a vital role in their physical growth, development, and overall well-being. During their early years, children need a balanced and nutritious diet to support their rapidly growing bodies and developing brains. Learning to eat a variety of foods is an important developmental milestone for young children.

Caregivers play a crucial role in a child’s eating experience. They are tasked with providing diverse and nutritional foods to their children. Caregivers also serve as role models for eating, modeling how and what to eat. Initially, children may be picky eaters and may prefer certain foods over others. However, as they continue to be exposed to a variety of flavors and textures, they can learn to accept and enjoy a wider range of foods. Some families may struggle to provide these experiences for their children. For example, food insecurity and poverty may limit the types of foods a family has access to. Families who are very busy may opt for “easy” meals, such as microwavable food or take out, to accommodate their lifestyle.

Infants and toddlers learn important adaptive skills when given opportunities to eat a variety of foods, hold and use utensils, as well as drink from cups independently. Self-feeding can be a messy experience, but these skills help them become more independent and self-sufficient, which is an important part of their overall development.

Toileting

Learning to manage toileting needs independently is a significant milestone in a child’s development, marking the transition from diaper dependence to greater independence and self-care skills. It is considered an adaptive developmental milestone because it enables the child to develop important skills that are necessary for their physical and social growth and independence. Potty training teaches children to recognize the sensations that signal the need to go to the bathroom and to control the release of urine and feces. This promotes better hygiene and cleanliness and helps children develop a greater sense of bodily autonomy and control. The ability to control one’s bladder and bowel movements is vital to physical development.

In addition to physical development, potty training also plays an important role in social and emotional development. Successfully using the potty helps children build self-confidence and self-esteem as they gain a sense of accomplishment and pride in their ability to care for themselves. It also teaches them to be more aware of their bodily needs and communicate effectively with caregivers and peers. Children may not be able to enroll in certain childcare settings or preschool programs if they are not potty trained.

Each child varies in their readiness to be toilet trained. Some children achieve independence by the time they are a year old, but others do not until they are 3 or even 4 years old. Most children are able to stay dry during the day and night by the time they are 2 to 4 years old (Turner & Matlock, 2022). Becoming toilet trained is not simply a matter of physical readiness but involves other important skills too, such as the willingness to learn and ability to communicate. Turner & Matlock (2022) note that experts agree that children should be able to do the following skills before they can effectively become toilet trained:

• walk to the toilet
• sit up on the toilet
• stay dry for several hours or wake up dry after a nap
• pull clothes up and down
• follow simple instructions
• communicate the need to go to the toilet
• demonstrate independence by saying “no”
• show interest in toilet training
• express a desire to please (give gifts, enjoy praise)
• imitate adults and older children

Dressing

Learning to dress oneself is an important adaptive development milestone as it promotes independence and self-care skills. Toddlers typically begin to show an interest in dressing themselves around 18 months of age and can start to develop the ability to dress themselves with increasing proficiency as they grow older. At first, toddlers may struggle with simple tasks, such as putting on socks or shoes, but with practice and guidance from caregivers, they can learn to do these tasks independently. As they continue developing their motor skills and coordination, they can progress to more complex tasks like zipping up their jackets or tying their shoelaces.

Learning to dress oneself also helps promote cognitive development as toddlers must learn to match clothing items, understand the concept of inside and outside, and follow a sequence of steps to properly dress themselves. Caregivers can help facilitate this developmental process by providing opportunities for toddlers to practice dressing themselves, such as setting out clothes for the toddler to choose from, breaking down complex dressing tasks into smaller steps, and offering praise and encouragement for their efforts.

There are several barriers that can impact a young child’s ability to learn to dress themselves. Here are a few examples:

1. Access to appropriate clothing: Some families may not have access to clothing that is appropriate for their toddler’s developmental stage, such as clothing with easy-to-use zippers or Velcro closures. This can make it more difficult for the toddler to learn to dress themselves independently.
2. Physical or cognitive disabilities: Toddlers with physical or cognitive disabilities may require additional support and accommodations to learn to dress themselves independently. They may need specialized clothing or adaptive equipment to help them with certain tasks.
3. Language barriers: Caregivers who do not speak the same language as their toddler may struggle to provide clear instructions for dressing tasks. This can make it more difficult for the toddler to learn to dress themselves independently.
4. Cultural practices: Some cultures may have different expectations for when children should learn to dress themselves or what types of clothing are appropriate for different ages or genders. These practices may impact a toddler’s ability to learn to dress themselves equitably.
5. Socioeconomic factors: Families who are experiencing poverty may not have access to resources such as clothing or adaptive equipment that can help their toddler learn to dress themselves independently. They may also have limited time or energy to devote to teaching these skills if they are dealing with other stressors related to their financial situation.

It’s important to recognize and address these barriers to promote equitable access to learning to dress oneself for all young children.

Adaptive Skills Milestones

Infants and toddlers vary in their development of adaptive skills as there are many factors that can contribute to their learning. The milestones listed in figure 6.11 are those typical for American children, but there is much diversity in when these skills are developed.

Licenses and Attributions for Adaptive Skill Development and Milestones

“Adaptive Skill Development and Milestones” by Christina Belli, Esmeralda Janeth Julyan, and Terese Jones is licensed under CC BY 4.0.

Figure 6.11. Table adapted from the Battelle Developmental Inventory-II, 2016.