0-6 Years Child Developmental Behavior Assessment Scale (Child Psychology Scale - II) Operation Methods and Passing Criteria

Assessment Methods

Assessment Tools

Assessment Scale

0-6 Years Child Developmental Behavior Assessment Scale, see Scale Content.

Auxiliary Tools

The examiner uses the standardized assessment toolkit matching the assessment scale, as well as an examination bed, crib, small table, small chair, stairs, and other assessment tools.
The assessment toolkit should be equipped with the following tools:

1 Red ball (approx. 6.5cm diameter)
2 Red cubes (2.5cm side length)
10 Natural wood color cubes (2.5cm side length)
1 Rattle (10cm long)
3 Small pellets (0.6cm diameter, one each of black, red, white)
1 Hard paper picture (20cm×15cm)
1 Incomplete person picture (20cm×15cm)
6 Incomplete object pictures (20cm×15cm)
10 Picture identification cards (15cm×10cm)
3 Shape cards (15cm×10cm)
4 Color cards (15cm×10cm)
10 Number cards (15cm×10cm)
1 Black and white target (15cm×10cm)
1 Rope of appropriate thickness (20cm long)
1 Thread of appropriate thickness (15cm long)
1 Ribbon of appropriate thickness (10cm long)
1 Stick of appropriate thickness (10cm long)
1 Pair of chopsticks of appropriate thickness (15cm long)
1 Pair of scissors of appropriate thickness (10cm long)
1 Pen of appropriate thickness (20cm long)
10 Sheets of white paper (20cm×15cm)
1 Recording sheet (20cm×15cm)
1 Instruction sheet (20cm×15cm)
1 Scoring standard sheet (20cm×15cm)

Assessment Procedure

Calculate Chronological Age

First, calculate the subject's age in years, months, and days based on the assessment date and birth date. Then convert years and days into months, using months as the unit, retaining one decimal place.
Day to month conversion: 30 days = 1.0 month. Year to month conversion: 1 year = 12.0 months.

Mark Test Age

The age group closest to the chronological age is the Test Age. Mark it with a △ before the Test Age. If the Test Age falls between two age groups of the scale, regard the younger age group as the Test Age. Preterm infants are also marked according to chronological age without correction.

Assessment Start and End

The Test Age is the starting age. First, assess the items of the Test Age. Regardless of whether the items of a certain domain at the Test Age are passed, assess 2 months forward and 2 months backward respectively, totaling items for 5 months.
If items for 2 consecutive months forward in that domain are all passed, the forward assessment for that domain ends; if any item in the 2 consecutive months forward is not passed, continue to assess forward until items for 2 consecutive months in that domain are all passed.
Then assess items for 2 consecutive months backward from the Test Age. If items for 2 consecutive months backward in that domain are all failed, the backward assessment for that domain ends; if any item in the 2 consecutive months backward is passed, continue to assess backward until items for 2 consecutive months in that domain are all failed.
All domains should be assessed according to the above requirements.

Recording Method

Passed items are marked with ○; failed items are marked with ×.

Result Calculation

Scoring for Each Domain

1 month to 12 months: Each domain 1.0 point. If there is only one assessment item, that item is 1.0 point; if there are two items, each is 0.5 points.
15 months to 36 months: Each domain 3.0 points. If there is only one assessment item, that item is 3.0 points; if there are two items, each is 1.5 points.
42 months to 84 months: Each domain 6.0 points. If there is only one assessment item, that item is 6.0 points; if there are two items, each is 3.0 points.

Calculate Developmental Age

Count the continuous passed assessment items up to the highest score (if 2 consecutive months are passed, do not continue forward, assume all previous ones are passed). Failed items are not counted. Add up the scores of passed items (including defaulted passed items) item by item to get the Developmental Age for that domain.
Add the scores obtained from the five domains, then divide by 5 to get the total Developmental Age, retaining one decimal place.

Calculate Developmental Quotient

Developmental Quotient (DQ) = (Total Developmental Age / Chronological Age) × 100

Use of the Scale

Assessment Requirements

The assessment environment should be quiet and well-lit. Children under 4 years old are allowed to be accompanied by one parent. Children aged 4 and above may be accompanied by a parent if they have developmental delays, poor communication, or are uncooperative.
The examiner should strictly follow the operation methods and passing requirements, avoiding hints, prompting, or inducing by the child's parent.
The examiner should memorize the operation methods and passing requirements.
The examiner's position should be correct, the desktop should be tidy. Tools in the toolkit should not be seen by the child; take one item when needed and put it back after use.
The examiner should undergo professional training and obtain relevant qualifications before administering the test.

Result Interpretation

A professionally trained examiner should interpret and judge the child's developmental behavior level based on the child's comprehensive situation.
The examiner should appropriately explain the child's developmental behavior level to the parents, especially being cautious for children with developmental delays.

Operation Methods and Passing Criteria for Each Domain

No.	Item Name	Operation Method
1. Lift shoulder to sit, head vertical for a moment	Infant supine. Examiner stands facing the infant, smiles and talks to the infant until the infant looks at the examiner's face. Then the examiner gently holds the infant's shoulders (four fingers close together on the outside of the scapula, index fingers must not touch the neck), pulls the infant to sit up, and observes the infant's ability to control the head.	Infant's head can remain vertical for 2s or more.
2. Lift head prone	Infant prone, forearm flexion support. Use a toy to tease the infant to lift head, observe reaction.	Infant has head lifting movement.
3. Touch palm, fist clenches	Infant supine. Examiner places index finger from the ulnar side into the infant's palm.	Infant can clench fist tightly.
4. Natural state of hands	Examiner observes the natural state of the infant's hands when awake.	Thumbs of both hands adduct but do not reach the palm, no tightness.
5. Look at black and white target*	Infant supine. Examiner holds the black and white target 20cm above the infant's face and moves it to attract attention.	Infant's eyes can clearly gaze at the black and white target.
6. Eyes follow red ball across midline	Infant supine. Examiner holds a red ball, gently shakes it 20cm above the infant's face to attract attention, then slowly moves the red ball from one side of the head along an arc to the center, then to the other side of the head. Observe the movement of the infant's head and eyes.	When the examiner moves the red ball to the center, the infant tracks the red ball with eyes across the midline. One success in three trials.
7. Spontaneous soft guttural sounds R	Infant supine, awake. Pay attention to their vocalization.	Observe or ask, the infant can make any kind of soft and gentle guttural sound.
8. React to sound*	Infant supine. Gently shake a copper bell 10cm-15cm above one ear of the infant, observe the infant's reaction. (Do both sides, passing one side is enough)	Infant has one or more reactions upon hearing the bell.
9. Gaze at person making sound	Examiner faces the infant, smiles and speaks to them. Do not touch the infant's face or body.	Infant can gaze at the examiner's face.
10. Eyes follow moving person	Infant lies horizontally on the bed or reclines in parent's arms. Examiner stands (upright, do not bend over), attracts infant's attention and walks left and right. Observe if infant's eyes follow the examiner.	Eyes follow the moving person.
11. Pull wrist to sit, head vertical briefly	Infant supine. Examiner places thumb in infant's palm, holds wrist with remaining four fingers, gently pulls infant to sit up. Observe infant's ability to control head.	When pulled to sitting position, infant's head can remain vertical spontaneously, maintaining for 5s or more.
12. Prone, lift head off bed	Infant prone, forearm flexion support. Use a toy to tease infant to lift head, observe reaction.	Infant can spontaneously lift head off the bed surface for 2s or more.
13. Hold rattle briefly	Infant supine. Place a rattle in the infant's hand.	Holds the rattle without letting go for 2s or more.
14. Thumb separates upon gentle tap*	Examiner gently taps the back of infant's hands respectively, observe the natural relaxed state of the thumb.	Infant's hands are fisted slightly tight, thumb slightly adducted, but can open upon gentle tap.
15. Immediately notice large toy	Infant supine. Shake a doll 20cm above the infant's face, observe reaction.	Can immediately notice the doll. One success in three trials.
16. Eyes follow red ball moving up and down*	Infant supine. Examiner lifts red ball, gently shakes it 20cm above infant's face to attract attention, first moves slowly upward, then moves from top of head downward to chin.	Infant's eyes can follow the red ball up or down.
17. Produce vowels like a, o, e R	Ask or tease infant to vocalize.	Can produce vowels like a, o, e from the throat.
18. Complex reaction to sound	Infant supine. Gently shake a copper bell 10cm-15cm above one ear of the infant, observe reaction. (Do both sides, passing one side is enough)	Infant shows changes in expression and limb movements upon hearing the sound.
19. Spontaneous smile R	Observe or ask if the infant smiles spontaneously without external teasing.	Infant can smile spontaneously, not necessarily making sound. Smiling during sleep does not pass.
20. Reaction to teasing	Infant supine. Examiner bends over, nods, smiles or talks to the infant to tease. Observe reaction. Do not touch infant's face or body.	Upon teasing, infant shows one or more responses such as smiling, vocalizing, or moving hands and feet.
21. Hold head steady when held upright	Hold infant upright, observe ability to control head.	Can hold head upright and steady for 10s or more.
22. Prone lift head 45°	Infant prone, forearm flexion support, head in midline. Use toy to tease infant to lift head, observe reaction.	Head can spontaneously lift off bed, face forms 45° angle with bed, sustaining 5s or more.
23. Hold rattle for 30s	Infant supine or side-lying. Place rattle in infant's hand.	Infant can hold rattle for 30s without support from the bed.
24. Hands clasp together	Infant supine. Examiner observes if infant can spontaneously clasp hands together, or examiner puts hands together and releases, observing state.	Infant can clasp hands together, maintaining for 3s-4s.
25. Immediately notice chest toy	Infant supine. Examiner moves doll along midline from bottom to top 20cm above infant's body. Observe reaction when toy is between nipple line and chin.	Immediately notices when doll moves between nipple line and chin.
26. Eyes follow red ball 180°	Infant supine. Examiner holds red ball, gently shakes it 20cm above infant's face to attract attention, then slowly moves red ball from one side of head along arc to center, then to other side. Observe head and eye movement.	Infant follows red ball with eyes and head for 180°. One success in three trials.
27. Laugh aloud R	Tease infant to laugh, but do not touch body.	Observe or ask, infant can make "chuckle" sounds.
28. Smile at person	Examiner faces infant, does not make approaching social behaviors or movements, observe infant's expression without teasing.	Infant smiles spontaneously upon seeing a person.
29. Alert appearance	Examiner observes infant's reaction to surrounding people and environment without teasing.	Infant observes surrounding environment without teasing, eyes look around.
30. Stand briefly with axillary support	Examiner supports infant under armpits, places in standing position then relaxes support, observe reaction.	Infant can support most of body weight with legs for 2s or more.
31. Prone lift head 90°	Infant prone, forearm flexion support, head in midline. Use toy to tease infant to lift head, observe reaction.	Head can spontaneously lift off bed, face forms 90° angle with bed, sustaining 5s or more.
32. Shake and gaze at rattle	Hold sitting. Place rattle in infant's hand, encourage infant to shake.	Infant can gaze at rattle and shake it several times.
33. Attempt to grasp object	Infant supine. Bring rattle within infant's reach, observe reaction, but do not touch infant.	Infant's arm attempts to lift or shows grasping motion.
34. Eye contact*	Examiner or mother speaks to infant, observe if infant makes eye contact.	Infant can make eye contact with adult and maintain for 5s or more.
35. High-pitched call R	Observe or ask about infant's vocalization when happy or dissatisfied.	Can make high-pitched calls (not high-pitched screaming).
36. Babbling R	Observe infant's vocalization when quiet.	Observe or ask, infant talks to self, no syllables, no meaning.
37. Locate sound source	Hold sitting. Examiner gently shakes copper bell 15cm behind and above infant's ear, observe reaction.	Can turn head to find sound source. Passing one ear is sufficient.
38. Gaze at image in mirror	Place rimless mirror horizontally about 20cm in front of infant. Examiner or mother can tease infant in mirror, observe reaction.	Infant gazes at image in mirror upon teasing or spontaneously.
39. Recognize relatives R	Observe infant's expression change upon seeing mother or other relatives or hearing their voices.	Observe or ask, infant becomes happy when seeing mother or other relatives.
40. Sit up with gentle wrist pull	Infant supine. Examiner holds wrists, gently pulls to sitting position.	Infant can actively use force to sit up, no head lag during pulling.
41. Sit alone, head and body lean forward	Place infant in sitting position on bed.	Sit alone for 5s or more, head and body leaning forward.
42. Grasp nearby toy	Hold sitting, infant's hands on table. Toy (e.g., rattle) placed 2.5cm from side of infant's hand, encourage to take toy.	Infant can grasp toy with one or both hands.
43. Play with hands	Observe if infant can put hands together and play with them.	Infant spontaneously clasps hands together to play.
44. Notice small pellet	Place a small pellet on table. Examiner points to or moves pellet to attract infant's attention.	Infant clearly notices the small pellet.
45. Hold one block, gaze at another	Hold sitting, hands on table. Examiner places one block in infant's hand, then places another on table within reach, tease appropriately, observe reaction to second block.	Infant holds first block, clearly gazes at second block when it approaches.
46. Vocalize to people and objects R	Observe or ask about infant's vocalization when seeing familiar people or toys.	Observe or ask, infant makes speech-like sounds, such as babbling, ma, pa, ba combinations.
47. Playful reaction to mirror	Place rimless mirror vertically about 20cm in front of infant. Examiner and parent images should not appear in mirror. Observe reaction.	Facial expression changes or limb movements in response to own image in mirror.
48. Excited upon seeing food R	Observe reaction when seeing bottle, biscuit, water, etc.	Observe or ask, infant shows happiness and desire to eat when seeing bottle or mother's breast.
49. Roll over (supine to prone) R	Infant supine, use toy to tease to roll over.	Observe or ask, infant can spontaneously roll from supine to prone position.
50. Pat table	Hold sitting. Examiner demonstrates patting table, encourages infant to copy.	Infant pats table after demonstration or spontaneously, making sound.
51. Tear or crumple paper	Place a sheet of 28g pink typing paper in infant's hand, ensure grasp, observe reaction.	Can crumple paper with both hands repeatedly twice or more, or tear paper.
52. Rake block on table	Hold sitting. Place a block on table within easy reach, observe reaction.	Infant extends hand, touches block and grasps it.
53. Hold blocks in both hands	Hold sitting. Hand two blocks to infant sequentially. Infant takes or is given them.	Infant holds one block in each hand, keeping them for 10s or more.
54. Look for fallen toy	Tease with red ball to attract attention, ball at eye level. When infant notices, drop ball immediately. Keep hand in original position, observe reaction.	Infant immediately lowers head to look for red ball after it falls.
55. Turn head when name called	Examiner or parent calls infant's name from behind, observe reaction.	Infant turns head to look for caller.
56. Understand gestures	Examiner or mother (caregiver) reaches out to ask for hug, no sound. Observe reaction.	Infant understands and reaches hands towards examiner or mother. One success in two trials.
57. Self-feed food R	Observe or ask if infant can put biscuit or holdable food into mouth and chew.	Can put biscuit into mouth and chew, has biting motion, not sucking.
58. Peek-a-boo	Examiner hides face behind A4 paper with hole (0.5cm), calls name. When infant looks, examiner appears from side of paper twice saying "Meow, meow". Third time call name and observe through hole.	Upon third call, infant looks again towards direction where examiner appeared.
59. Parachute reflex*	Support under axillae, suspend infant, feet 20-30cm from bed. Drop suddenly to standing. Observe foot posture upon landing.	Infant lands with full soles.
60. Sit alone upright	Place infant in sitting position on bed.	Sit alone with straight back, no hand support needed, for 1min or more.
61. Rake small pellet	Hold sitting. Place small pellet on table, encourage to take.	Infant uses all fingers flexed to rake/scratch, successfully grasps pellet with full palm.
62. Take one block, then another	Hold sitting. Show one block, after grasp, show another. Observe reaction.	Infant actively reaches for block on table. After holding first block, successfully grasps second block with other hand.
63. Transfer block	Hold sitting. Show one block, after grasp, show another block to the hand holding the first one. Observe reaction.	Infant transfers first block to other hand, then takes second block.
64. Reach for distant toy	Hold sitting. Place toy on table just out of reach. Observe reaction.	Leans forward to take, and successfully gets toy.
65. Say da-da ma-ma non-specifically R	Observe vocalization when awake.	Observe or ask, infant says da-da, ma-ma double labial sounds, but non-specifically.
66. Play with feet	Infant supine. Observe if plays with feet spontaneously or with assistance.	Infant can hold feet to play or suck.
67. Stranger anxiety R	Observe or ask about reaction to strangers.	Infant shows refusal to be held, crying, unhappiness, or surprise.
68. Stand holding object with both hands	Place infant on bed, assist hands to hold rail, chest not leaning on rail. Observe standing posture.	Hands hold rail supporting full weight, maintain standing for 5s or more.
69. Sit alone freely	Infant sitting. Tease with toy, infant turns upper body freely to take, or gently push shoulder to opposite side, observe side balance.	Sit alone without hand support, upper body turns freely or recovers balance after side push.
70. Thumb-finger grasp small pellet	Hold sitting. Place small pellet on table, encourage to take.	Infant picks up pellet with thumb and other fingers.
71. Attempt to take third block	After infant takes two blocks, show third one and encourage to take.	Shows intent to take third block, not necessarily successful, while keeping first two.
72. Consciously ring bell	Examiner demonstrates ringing bell, encourages infant to copy.	Infant can consciously ring the bell.
73. Persistently chase toy with hand	Tease with toy. When about to take, move toy slightly away. Observe reaction.	Infant persistently chases toy, trying to get it, but not necessarily successful.
74. Imitate sounds R	Observe or ask if infant mimics cough, tongue clicking.	Observe or ask, infant can imitate similar sounds.
75. Express with gestures (2/3) R	Ask parent if infant actively reaches for hug; opens hands for 'gone'; smacks lips for 'yummy'.	Two out of three behaviors present.
76. Understand adult facial expressions	Examiner or parent scolds or praises infant. Observe reaction.	Infant shows grievance or excitement.
77. Walk holding two hands	Standing. Examiner holds both hands, not applying too much force, encourage to walk forward.	Infant uses own force, coordinates legs, walks forward three steps or more.
78. Crawl	Infant prone. Tease with toy to crawl.	Infant lifts abdomen off bed, crawls forward on four points (hands and knees).
79. Thumb-index grasp small pellet	Hold sitting. Place small pellet on table, encourage to take.	Infant picks up pellet with thumb and index finger.
80. Take block out of cup	Examiner places block in cup while infant watches, encourages to take out.	Infant can take block out by self, not dump it out.
81. Bang blocks together	Examiner shows two blocks, demonstrates banging together, lets infant hold one in each hand, encourages copy.	Infant brings hands to midline, bangs blocks together. Hit doesn't need to be perfect.
82. Fiddle with bell clapper	Examiner shakes bell to attract attention, hands to infant. Observe reaction.	Infant consciously looks for and fiddles with or grasps the clapper.
83. Welcome R	Examiner says "Welcome" only, no gesture. Encourage infant to gesture.	Observe or ask, infant can make welcome gesture.
84. Wave goodbye R	Examiner says "Goodbye" only, no gesture. Encourage infant to gesture.	Observe or ask, infant can make goodbye gesture.
85. Indicate "No" R	Observe or ask reaction to uninterested items.	Observe or ask, infant shakes head or pushes away unwanted items.
86. Protective support*	Examiner stands by bed/table, holds infant under axillae from behind, lifts, then quickly makes diving motion. Observe reaction.	Infant extends hands forward, arms out, like protecting self.
87. Sit up alone	Place infant prone, tease with toy, observe if can sit up.	Without assistance, infant coordinates to sit up from prone and sit steady.
88. Skilled thumb-index action	Hold sitting. Place small pellet on table, encourage to take.	Infant picks up pellet with thumb and index finger tips coordinately, skillfully, and quickly.
89. Remove cup to play with block	Block on table. Cover with cup while infant watches, handle facing infant. Encourage to take block.	Infant actively removes cup and takes block hidden inside.
90. Search for object in box	Shake box with coin in front of infant, then remove coin unseen, give empty box. Observe reaction.	Infant clearly searches for coin inside box.
91. Imitate speech sounds R	Observe or ask if infant imitates "mama", "baba", "take", "go".	Observe or ask, infant can imitate speech sounds.
92. Understand common names	Examiner asks "Where is mama?", "Where is the light?", "Where is auntie?". Observe reaction.	Infant looks at or points to 2 or more people/objects.
93. Fetch object by command	Place doll, ball, cup on table within reach. Encourage to take one by command. (Alternate questions twice for each, not continuously).	Infant understands command and successfully takes correct object(s) (one or more).
94. Stand alone briefly	Place infant in standing position. Once steady, release hands. Observe.	Infant stands alone for 2s or more.
95. Squat to pick up object	Infant stands holding rail, not leaning. Place toy at feet, encourage to squat and pick up.	Squats holding rail with one hand, picks toy with other, and stands up again.
96. Put block in cup	Examiner demonstrates putting block in cup, encourages infant to copy.	Infant consciously puts block in cup and releases hand.
97. Unwrap block	Wrap block in handkerchief while infant watches. Open, then wrap again. Encourage to find.	Infant consciously opens handkerchief, looks for block, successfully gets block.
98. Imitate patting doll	Examiner demonstrates patting doll, encourages infant to copy.	Infant mimics adult gently patting doll.
99. Consciously say one word R	Observe or ask about conscious vocalization.	Observe or ask, consciously and correctly says corresponding word, e.g., dad, mom, take, go, aunt, milk, woof-woof.
100. Understand "No" R	When infant takes toy, examiner says "Don't move", "Don't take", no gesture. Observe reaction.	Observe or ask, infant stops action of taking toy.
101. Drink from cup R	Observe or ask if infant can drink from cup held by adult.	Observe or ask, infant can drink from cup.
102. Take off hat	Examiner puts hat on infant's head, observe if can take off.	Infant can take off hat with one or both hands.
103. Stand alone steady	Place child in standing position. Once steady, release hands. Observe.	Stand alone 10s or more, slight swaying allowed.
104. Walk holding one hand	Examiner holds one hand, no force, observe walking.	Child takes steps, coordinates legs holding one hand, walks forward three steps or more.
105. Full palm grasp pen, leave mark	Examiner demonstrates drawing line, encourages child to imitate.	Child holds pen and leaves mark on paper.
106. Try to put pellet in bottle	Show pellet and 30ml wide-mouth reagent bottle. Examiner holds bottle, demonstrates putting pellet in, encourages child to copy.	Child pinches pellet and tries to put in bottle, not necessarily successful.
107. Cover bottle	Cap inverted on table. Examiner demonstrates covering bottle, encourages child to copy.	Child turns cap over and covers bottle.
108. Call Dad/Mom specifically R	Observe or ask if child calls Mom/Dad correctly and consciously upon seeing them.	Child actively calls Dad or Mom.
109. Give object upon request	Place toy in child's hand. Examiner/parent says "Give me [object]", do not reach out. Observe reaction.	Upon request, child actively hands toy to examiner/parent and releases.
110. Cooperate with dressing R	Observe or ask about cooperation during dressing.	Child cooperates, extends arms/legs, not necessarily putting them in.
111. Joint attention R	Observe or ask if child can attend to a scene/process indicated by parent together.	Child has joint attention process.
112. Walk alone freely	Observe child walking.	Walks freely, no swaying, controls speed, no inertial rushing.
113. Spontaneous scribbling	Examiner presents paper and pen, encourages child to draw.	Child spontaneously scribbles on paper.
114. Get pellet from bottle	Show bottle with pellet, give to child. Say "Auntie wants the bean (pellet), what to do?" or "Give bean to Mom". Encourage to take out, do not say "pour".	Child takes or pours pellet out.
115. Turn pages twice	Examiner demonstrates turning pages, encourages child to copy.	Performs page turning action twice or more.
116. Cover round box	Examiner demonstrates covering round box, encourages child to copy.	Child covers round box tightly.
117. Point to eye, ear, mouth, nose, hand	Examiner asks "Where is eye?", etc. Observe reaction.	Correctly points to 3 or more body parts.
118. Say 3-5 words R	Observe or ask about conscious speech.	Consciously says 3-5 words (excluding Dad, Mom).
119. Take off socks R	Observe or ask how child takes off socks.	Observe or ask, child correctly and consciously takes off socks.
120. Throw ball without direction	Examiner demonstrates overhand throw, encourages child to copy.	Child raises hand over shoulder to throw ball, direction not required.
121. Imitate drawing lines	Examiner demonstrates drawing a non-directional line with crayon, encourages child to imitate.	Child draws line, starts/stops freely, direction not limited.
122. Stack 4 blocks	Demonstrate stacking two blocks, knock down, give blocks one by one, encourage stacking.	Stacks 4 or more blocks. One success in three trials.
123. Place round block in formboard (upright)	Place round block below round hole. Hole near child. Say "This is the friend's home (point to board), help friend (block) find home". No demonstration.	Without pointing, correctly places round block into hole at once.
124. Understand three directions	Ask child to give three blocks to Mom, Auntie, and put on table respectively. Mom/Auntie cannot reach out.	Child correctly sends blocks to requested places.
125. Say ten words R	Observe or ask about conscious speech and record.	Consciously says 10 or more single words (excluding Dad, Mom).
126. Control bowel/bladder during day R	Observe or ask about toilet control.	With reminder or active indication, basically no wetting pants during day.
127. Use spoon R	Observe or ask if child uses spoon.	Child eats with spoon, allowing small spills.
128. Walk on tiptoes R	Examiner demonstrates walking on tiptoes, encourages child to copy.	Child walks on tiptoes for three steps or more continuously, heels not touching ground.
129. Climb stairs holding rail	Place toy on stairs, encourage child to go up and get it.	Child holds rail, skillfully climbs three or more steps.
130. Thread crystal line	Examiner demonstrates threading crystal line through buttonhole, encourages child to copy.	Child threads line through buttonhole 0.5cm or more.
131. Imitate zipping	Demonstrate zipping up and down once. Hold ends, encourage child to copy.	Child coordinates hands to move zipper head back and forth, exceeding half length.
132. Stack 7-8 blocks	Demonstrate stacking two blocks, knock down, give blocks one by one, encourage stacking.	Stacks 7-8 blocks. One success in three trials.
133. Know red	Show red, yellow, blue, green cards. Ask "Which is red?".	Child correctly points to red among four cards.
134. Answer simple questions	Ask "What is this (ball)?", "Who is that (caregiver)?", "What did Dad go to do (work)?".	Child answers all correctly.
135. Say 3-5 word sentences R	Observe or ask about conscious speech.	Child consciously says sentences of 3-5 words, with subject and predicate.
136. Express personal needs R	Observe or ask if child clearly expresses needs.	Says 3 or more needs, e.g., "eat, drink water, play car, go out", gestures allowed.
137. Imaginative play R	Observe or ask about imaginative play, e.g., feeding doll, covering with quilt, giving injection.	Child has imaginative play.
138. Jump with both feet	Examiner demonstrates jumping with both feet, encourages child to copy.	Child jumps with both feet leaving ground simultaneously, landing simultaneously, twice or more.
139. Pull line after threading	Examiner demonstrates threading crystal line and pulling it out, encourages child to copy.	Child threads line through buttonhole and pulls line out.
140. Turn pages one by one	Examiner demonstrates turning pages one by one, encourages child to copy.	Child turns pages with hand, one by one, continuously three pages or more.
141. Place round block in formboard (inverted)	After passing upright, rotate board 180°. Block stays. Say "Help friend find home". No demonstration.	After rotation, child correctly places round block into hole at once.
142. Say two or more lines of poem/nursery rhyme	Encourage child to say poem or rhyme.	Spontaneously or with slight hint, says two or more lines completely.
143. State uses of common objects (bowl, pen, stool, ball)	Ask uses of bowl, pen, stool, ball.	States uses of 3 or more objects.
144. Greet	Demonstrate or not, child greets people.	Spontaneously or imitates saying "Hello", "Goodbye", etc.
145. Ask "What is this?" R	Observe or ask if child spontaneously asks "What is this?" upon seeing object.	Child spontaneously asks questions, actively asking "What is this?".
146. Climb stairs alone	Encourage child to climb stairs without holding rail. Can demonstrate.	Climbs three steps or more steadily without holding rail.
147. Descend stairs alone	Encourage child to descend stairs without holding rail. Can demonstrate.	Descends three steps or more steadily without holding rail.
148. Imitate drawing vertical line	Examiner draws vertical line in same orientation, ensure paper is straight. Encourage imitation.	Draws vertical line＞2.5cm, angle with vertical＜30°.
149. Align zipper	Show open zipper, demonstrate aligning, encourage child to copy.	Child inserts zipper head partially or fully into box.
150. Recognize size	Show large and small circles, ask child to give big one to Mom/Auntie.	Correctly gives big one. Two successes in three trials.
151. Place formboard (upright)	Place circle, square, triangle blocks near corresponding holes. Say "Help friends find home". No demonstration. Triangle orientation must match board.	Correctly places into holes at once. Isosceles triangle allows hint.
152. Say 7-10 word sentence	Say "Mom takes me to the park on Sunday". Repeat once. Encourage repetition.	Repeats 7 words or more, meaning intact.
153. Understand instructions	Say "Please raise your hand" and "Please lift your foot". Repeat once. No demonstration.	Child performs raising hand or lifting foot.
154. Take off single garment/pants R	Observe or ask if child takes off shirt or pants.	Takes off single shirt or pants without help.
155. Begin to have concept of right/wrong	Ask "Is it right to hit people?". Observe reaction.	Shakes head or says wrong.
156. Stand on one foot 2s	Demonstrate standing on one foot, encourage child to copy.	Stands on one foot 2s or more without support.
157. Button 3-5 buttons	Demonstrate buttoning 3-5 buttons, encourage child to copy.	Skillfully buttons and pulls through 3 or more.
158. Imitate building bridge	Demonstrate building bridge with three blocks (two below, one above), keep model. Encourage copy. Do not hint at hole.	Builds bridge with hole.
159. Know 1 and many	Place one and many blocks on two sides. Ask "Which side is many?", then point to other "How many is this?".	Correctly points to many, then answers "It is 1".
160. Place formboard (inverted)	After passing upright (3 blocks), rotate board 180°. Blocks stay. Say "Help friends find home". No demonstration.	Correctly places into corresponding holes at once. Isosceles triangle allows hint.
161. Name 10 pictures	Show pictures, point sequentially, encourage to name.	Correctly names 10 or more.
162. Say own name	Ask "What is your name?".	Correctly answers full name.
163. Pour water back and forth without spilling	Pour 1/3 cup water in handleless cup. Demonstrate pouring to another cup, back and forth once. Encourage copy.	Pours back and forth twice, no spilling.
164. Girl throws peel	Show picture. Ask "Littering is wrong, where should this girl throw the peel?".	Correctly answers or points to trash bin.
165. Standing long jump	Demonstrate jumping over A4 paper (20cm wide). Encourage copy.	Jumps over paper with both feet simultaneously, not stepping on paper.
166. Imitate drawing circle	Demonstrate drawing circle, encourage imitation.	Draws closed circle, ends meet, no obvious angles.
167. Zip zipper	Show open zipper, demonstrate aligning and zipping. Encourage copy.	Inserts zipper head fully and shows intent to pull.
168. Stack 10 blocks	Demonstrate stacking two blocks, knock down, give blocks one by one. Encourage stacking. Allow 3 tries.	Stacks 10 blocks. One success in three trials.
169. Execute three commands sequentially	Ask child to do three things: wipe table, ring bell, open door. Repeat once. No reminder after start.	Does every thing, no omission, order can be reversed.
170. State gender	Ask gender. If girl "Are you girl or boy?"; if boy "Are you boy or girl?".	Correctly states own gender.
171. Distinguish "in" and "out"	Put pellet in 30ml bottle, ask "Is pellet inside or outside?".	Correctly says inside.
172. Put on shoes	Take off shoes, point toe to child, encourage to put on.	Puts on shoes and pulls up, left/right not required.
173. Unbutton	Show doll, encourage to unbutton. Assist holding clothes.	Unbuttons one button by self.
174. Jump alternating feet	Demonstrate high-leg alternating jump in place. Encourage copy.	Alternating jumps, feet 5cm off ground.
175. Imitate drawing intersecting lines	Demonstrate drawing intersecting lines in same orientation. Encourage imitation.	Draws two straight lines intersecting at angle, lines relatively continuous.
176. Screw nut	Show screw and nut, ask to screw on. Demonstrate if needed.	Coordinates hands to assemble screw and nut.
177. Understand "3"	Show three blocks, ask "How many?".	Correctly says "Three".
178. Recognize two colors	Show red, yellow, blue, green cards. Ask non-red first. Ask what color each is.	Correctly names 2 or more colors.
179. Name 14 pictures	Show pictures, point sequentially, encourage naming.	Correctly names 14 or more.
180. Pronunciation basically clear	Observe pronunciation when speaking.	Pronounces most sounds clearly, not affecting communication.
181. Understand "Hungry, Cold, Tired"	Ask "What to do if hungry? Cold? Tired?".	Correctly answers 2 or more (eat, wear clothes, rest).
182. Button buttons	Show doll, encourage to button. Assist holding clothes.	Buttons one button by self.
183. Walk upstairs alternating feet	Demonstrate walking upstairs alternating feet without rail. Encourage copy.	Alternates feet, one step per foot, 3 steps or more.
184. Jump down from last step feet together	Demonstrate standing on last step, jumping to ground feet together. Encourage copy.	Jumps to ground feet together, distance between feet＜10cm.
185. Assemble circle, square	Ask to make circle with 4 plastic plates, square with 2 equilateral triangles. Limit 2min.	Both correct.
186. Use scissors	Demonstrate cutting straight line on paper. Encourage copy.	Cuts straight line >10cm, angle deviation＜15°.
187. Understand "5"	Show five blocks, ask "How many?".	Correctly says "Five".
188. Recognize four colors	Show red, yellow, blue, green cards. Ask non-red first. Ask what color each is.	All four correct.
189. Antonyms	Ask (1) Fire is hot, ice is? (2) Elephant nose long, rabbit tail? (3) Hair black, teeth? (4) Wood hard, cotton?	Two or more correct.
190. Name shapes (△○□)	Show blocks △〇□ sequentially, ask "What shape?".	Correctly names three shapes.
191. Put on shirt R	Observe if child puts on shirt.	Puts on shirt and buttons/zips without help.
192. Why wash hands before eating?	Ask "Why wash hands before eating?".	Answers reason "avoid sickness", etc.
193. Stand on one foot 5s	Demonstrate standing on one foot. Encourage copy.	Stands on one foot 5s or more, steady.
194. Jump down from last step feet together steady	Demonstrate standing on last step, jumping to ground feet together. Encourage copy.	Jumps to ground feet together, distance between feet＜5cm, stands steady.
195. Imitate drawing square	Demonstrate drawing square. Encourage imitation.	Basically imitates, slight tilt allowed, one angle can be＜45°.
196. Assemble screw from memory	Show assembled screw picture 5s, hide. Give parts. Ask to assemble. Hint "What else?" for missing parts.	Assembles screw, washer, nut in order with no or slight hint.
197. Find differences (3)	Show spot the difference pictures. Ask differences. Bear example. Limit 2min.	Finds 3 or more differences including example.
198. Picture completion (3/6)	Show incomplete pictures. Ask what is missing. First example.	Correctly says 3 or more including example.
199. Imitate complex sentence	Say "Mom told me not to fight with friends". Repeat once. Encourage repetition.	Repeats relatively complete complex sentence, occasional missing/wrong words.
200. Uses of pot, phone, eyes	Ask uses of (1) Pot? (2) Phone? (3) Eyes?	Two or more correct.
201. Participate in group games R	Observe or ask if child plays group games.	Participates in group games like Drop the Handkerchief, Musical Chairs.
202. Distinguish male/female toilets	Show male/female toilet signs. Ask "Which toilet should you go to?".	Correctly distinguishes and points.
203. Stand on one foot 10s	Demonstrate standing on one foot. Encourage copy.	Stands on one foot 10s or more, steady.
204. Tandem walk 2m	Demonstrate walking heel-to-toe in straight line. Encourage copy.	Walks heel-to-toe straight line 2m or more.
205. Fold paper neatly	Demonstrate folding square paper into triangle, aligning edges. Encourage copy.	Folds triangle, edges relatively aligned.
206. Chopsticks pick peanut	Demonstrate picking peanut with chopsticks. Encourage copy.	Picks up peanut and places in container.
207. Similarities	Ask (1) Apple and banana are both? (2) Cat and dog are both? (3) TV and radio are both?	Two or more correct.
208. Picture completion (4/6)	Show incomplete pictures. Ask what is missing. First example.	Correctly says 4 or more including example.

Child Psychology Scale-II — full item table — the complete assessment items arranged by age group.
Child Development Scale — plain-language guide (儿心量表-Ⅱ 科普) — what the DQ means and when a professional assessment is needed.