Milestoneunknown· 4y–4.5y

Can put on shoes without ties

Can put on shoes without ties

Unknown

What the research says

Framework evidence being indexed.

Full quotes, source languages, and document links coming soon as we finish the source-evidence indexing pass.

Normative evidence

1 source back this milestone. The bars below show the age range each source covers.

This milestone4y–4.5yStanford SHQ0mo–6y012243648607284months
Milestone windowNormative study
The coral bar shows this milestone's typical age window. The bars below show the age coverage of each backing source.
Stanford SHQ →

What mastery looks like

Not yet

Shows no attempt to can put on shoes without ties

  • Shows no attempt to can put on shoes without ties
  • No observable behavior matching this milestone
Emerging

Occasionally or inconsistently can put on shoes without ties

  • Occasionally or inconsistently can put on shoes without ties
  • Requires significant support or prompting
Developing

Frequently can put on shoes without ties with some support

  • Frequently can put on shoes without ties with some support
  • Shows the behavior in familiar contexts
Secure

Consistently can put on shoes without ties across contexts

  • Consistently can put on shoes without ties across contexts
  • Performs independently without prompting
Reflexive

Readily can put on shoes without ties and extends the behavior

  • Readily can put on shoes without ties and extends the behavior
  • Shows flexibility and adaptation in approach

Activities for this (1)

Thinking3.7y–4.8y

Social and Independent

Parent observes social preferences, conflict resolution, role-play leadership, and self-care independence: preferring peers, negotiating conflicts, assigning roles in make-believe, and putting on shoes without ties. Covers four social-emotional and independence milestones at 46-56mo.

Formal assessments

No matching assessment items indexed yet.

Standardised assessment view

1 instrument measure this construct. The construct page shows how each one approaches it and at what age range.

View as assessment construct →