Developmental Milestones
Developmental Milestones:
Age | Gross Motor | Fine Motor | Language | Social and Cognitive | Concerns / Safety |
1 month | Head lag (head hanging back when lifted) | Clenched fits – strong grasp reflex | Fixates on objects | Feels safe with caregiver | |
2 - 3 months | Holds head on shoulders | Opened hand (grasp reflex disappears) | Makes sounds and interacts | Interacts with familiar faces | |
4 months | No head lag, rolling from back to side | Grasps with two hands | Laughs and squeals | Soothing and imitating | |
5 - 6 months | Able to roll over | 5 months: palmar grasp – grasping without the thumb 6 months: holds bottle | Babbles and responds to name | Separation anxiety begins | |
7 - 8 months | Can sit forward with hands bearing weight, then unsupported | Transfers objects and starting to use pincer (using thumb and index finger to hold small things) | Strings babbling | Continuation of separation anxiety | |
9 months | Can pull up on something to stand, and can ‘creep’/crawl | Crude pincer grasp | Responds to name | Purposeful play | Report if not babbling |
10 months | Can prone to sit | Grasp rattle handle | Makes sounds and mimics gestures, | Plays peek-a-boo and understands | |
11 months | Can walk with hands on object | Neat pincer grasp | Understands yes and no | object permanence | |
12 months | Can walk holding someone's hand | Can build a 2-block tower | (10-12 m) | (10-12 m) | Concern of SIDS until 1 year – unknown cause, pacifier can help |
12 - 15 months | Walks unassisted and can creep up stairs | Points with index finger, uses cup well, and can feed themselves finger foods | Understands words without context, commands followed by a gesture, and looks at adults while communicating – first words, communicates desires | 1 - 3 years Starting to be focus on separation and self (*egocentric) Has power struggles and temper tantrums Relies on routines and security items | |
18 months | Throws a ball overhand, pulls toys while walking, jump in place, and run clumsily | Manages a spoon, can stack 3-4 blocks, masters reaching, grasping, and releasing, and can remove socks and shoes | Understands the word ‘no’, can sometimes answer the question ‘what is this’ – uses 5-20 words | *Looking for control over the environment – need to offer limited choices No clear body boundaries | Concerned if not walking, not speaking 15 words, or does not understand function of common household items |
24 months | Can kick a ball, walk up and down stairs (both feet on each stair), climb down from furniture, and carries toys while walking | Builds a tower of 6 or 7 blocks and can turn pages of a book | Points to named body parts and named pictures in books – uses 50-300 words, 2-3 word sentences, ⅔ words understood | Separation anxiety may re-emerge Decisions for actions based on avoiding punishment and attaining pleasure Look for autism during this time | Concerned if not using two-word sentences, not imitating actions, not following basic instructions, or cannot push a toy with wheels |
30 - 36 months | Jump across floor and off chairs, can stand on one foot and on tip toes | Good hand-finger coordination and can draw circles | Understands most sentences, can follow a 3 part command – 1,000 words by 3 years, asks why questions | Concerned if having difficulty with stairs, falling frequently, extreme difficulty if having issues with separation from parent, and if there is little interest in other children 1-3 years Period of intense exploration, time for potty training, never leave alone in care of young sibling *helpless in water **lead poisoning | |
3 - 4 years | Ride a tricycle, alternate feet going up and down stairs, move backwards and forwards | Dressing independently, drawing circles, squares, and tracing capital letters, ties shoes | Speaks in complete sentences with grammar, understands concepts of same and different, asks a lot of questions, can count a few numbers | 3-6 years Vivid imagination, magical thinking Developing social skills – making friends, self control | 3-6 years Likely to explore and hide in new places that may be dangerous Tend to be reckless – ideal age to teach about safety and dangers |
5 years | Stands on one foot 10 seconds or longer, swings and climbs well, can learn to skate and swim | Printing some letters, uses fork, spoon, and knife, mostly cares for own toileting needs | Can explain how an item is used, can count to 10, speech should be completely intelligible, can say name and address, talks about past, and future events | Strong emotions Developing identity Lying is common Can use transduction when reasoning | Do not misinterpret comprehension with ability to make safe choices |
6 - 12 years | Slow progressive physical growth, increase in coordination (can participate in organized sports) | *unable to judge speed and distance of oncoming cars until around 10 years | Possesses ability to read – improves with exposure Metalinguistic awareness – enjoys jokes and riddles | Developing self worth from school and community accomplishments Attempts to think through actions and anticipate outcomes, Understands principles of conservation | ADHD may emerge at this time (characterized by inattention, hyperactivity, and impulsivity) – boys are more likely to have it than girls, and medication and therapies can help Increased exposure to dangerous situations Very physically active during this time – injury precautions |
12 - 18 years | Develop endurance, speed, and accuracy and coordination improves | Precise hand eye coordination and finger dexterity | Vocabulary will improve | Want to be autonomous and avoid shame from peers Becoming self dependent Idealistic – committed to their own viewpoint Self esteem tied to body image | Safety risk education is important – physical injuries are the greatest cause of death (due to strength and confidence they feel)
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