0 to 4 incomplete months:

1) When the child cries or screams, the teacher knows what the child wants.

2) The teacher talks to the child in a style that is particularly addressed to the child (motherese).

3) The child responds to motherese.

4) The teacher proposes something to the child and waits for his/her response.

5) Teacher and child exchange eye contact.

4 to 8 incomplete months:

6) The child responds to nursery routines

7) The child uses different signs to express different needs.

8) The child demands the teacher’s attention and waits some time for her response.

9) The teacher talks to the child using short sentences to address him/her.

10) The child responds (sound, vocals) when the teacher or somebody else addresses him/her.

11) The child actively seeks contact with the teacher’s eyes.

12) The teacher supports the child’s initiatives without stopping their efforts.

13) The child asks for help from others without remaining passive.

8 to 12 incomplete months:

14) The teacher understands that some demands from the child may be a way to call her attention.

15) During body care, the child actively attempts to play loving games with the teacher.

16) The child shows that they like or dislike something.

17) Teacher and child share a private language.

18) The child feels ill at ease with unknown people.

19) The child has favorite objects.

20) The child makes playful movements and faces.

21) The child seeks the adult’s look of approval.

22) The child accepts semi-solid and varied foods.

12 to 18 months:

23) The teacher alternates between collective moments and moments dedicated exclusively to the child.

24) The child endures the teacher’s brief absences well while reacting to longer absences.

25) The teacher offers toys as alternatives to the child’s interest in the teacher’s body.

26) The teacher no longer feels compelled to meet all of the child’s demands.

27) The child looks curiously at things that interest the teacher.

28) The child likes to play with objects used by the teacher.

29) The teacher starts to ask the child to say what they want, not being satisfied with gestures only.

30) The teacher establishes small behavioral rules for the child.

31) The child differentiates between objects belonging to the teacher and to him/her.