\r\n| \r\n\r\n \r\n\r\n \r\n\r\n2 years<\/td>\r\n | Stands on tiptoe\r\n\r\nKicks a ball\r\n\r\nBegins to run\r\n\r\nClimbs onto and down from furniture without help\r\n\r\nWalks up and down stairs holding on\r\n\r\nThrows ball overhand<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n\r\n
\r\n\r\nTable 3.2 - Fine Motor Milestones from 2 Months to 2 Years1\r\n\r\n\r\n\r\n| Typical Age<\/th>\r\n | What Most Children Do by This Age<\/th>\r\n<\/tr>\r\n | \r\n| \r\n\r\n2 months<\/td>\r\n | Grasps reflexively\r\n\r\nDoes not reach for objects\r\n\r\nHolds hands in fist<\/td>\r\n<\/tr>\r\n | \r\n| \r\n\r\n \r\n\r\n4 months<\/td>\r\n | Brings hands to mouth\r\n\r\nUses hands and eyes together, such as seeing a toy and reaching for it\r\n\r\nFollows moving things with eyes from side to side\r\n\r\nCan hold a toy with whole hand (palmar grasp) and shake it and swing at dangling toys<\/td>\r\n<\/tr>\r\n | \r\n| \r\n\r\n6 months<\/td>\r\n | Reaches with both arms\r\n\r\nBrings things to mouth\r\n\r\nBegins to pass things from one hand to the other<\/td>\r\n<\/tr>\r\n | \r\n| \r\n\r\n9 months<\/td>\r\n | Puts things in mouth\r\n\r\nMoves things smoothly from one hand to the other\r\n\r\nPicks up things between thumb and index finger (pincer grip)<\/td>\r\n<\/tr>\r\n | \r\n| \r\n\r\n \r\n\r\n1 year<\/td>\r\n | Reaches with one hand\r\n\r\nBangs two things together\r\n\r\nPuts things in a container, takes things out of a container\r\n\r\nLets things go without help\r\n\r\nPokes with index (pointer) finger<\/td>\r\n<\/tr>\r\n | \r\n| \r\n\r\n \r\n\r\n18 months<\/td>\r\n | Scribbles on own\r\n\r\nCan help undress herself\r\n\r\nDrinks from a cup\r\n\r\nEats with a spoon with some accuracy\r\n\r\nStacks 2-4 objects<\/td>\r\n<\/tr>\r\n | \r\n| \r\n\r\n \r\n\r\n \r\n\r\n2 years<\/td>\r\n | Builds towers of 4 or more blocks\r\n\r\nMight use one hand more than the other\r\n\r\nMakes copies of straight lines and circles\r\n\r\nEnjoys pouring and filling\r\n\r\nUnbuttons large buttons\r\n\r\nUnzips large zippers\r\n\r\nDrinks and feeds self with more accuracy<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n\r\n
\r\n\r\nTable 3.3 - Cognitive Milestones from 2 Months to 2 Years15\r\n\r\n\r\n\r\n| Typical Age<\/th>\r\n | What Most Children Do by This Age<\/th>\r\n<\/tr>\r\n | \r\n| \r\n\r\n2 months<\/td>\r\n | Pays attention to faces\r\n\r\nBegins to follow things with eyes and recognize people at a distance\r\n\r\nBegins to act bored (cries, fussy) if activity doesn\u2019t change<\/td>\r\n<\/tr>\r\n | \r\n| \r\n\r\n \r\n\r\n \r\n\r\n4 months<\/td>\r\n | Lets you know if she is happy or sad\r\n\r\nResponds to affection\r\n\r\nReaches for toy with one hand\r\n\r\nUses hands and eyes together, such as seeing a toy and reaching for it\r\n\r\nFollows moving things with eyes from side to side\r\n\r\nWatches faces closely\r\n\r\nRecognizes familiar people and things at a distance<\/td>\r\n<\/tr>\r\n | \r\n| \r\n\r\n \r\n\r\n6 months<\/td>\r\n | Looks around at things nearby\r\n\r\nBrings things to mouth\r\n\r\nShows curiosity about things and tries to get things that are out of reach\r\n\r\nBegins to pass things from one hand to the other<\/td>\r\n<\/tr>\r\n | \r\n| \r\n\r\n \r\n\r\n9 months<\/td>\r\n | Watches the path of something as it falls\r\n\r\nLooks for things he sees you hide\r\n\r\nPlays peek-a-boo\r\n\r\nPuts things in mouth\r\n\r\nMoves things smoothly from one hand to the other\r\n\r\nPicks up things like cereal o\u2019s between thumb and index finger<\/td>\r\n<\/tr>\r\n | \r\n| \r\n\r\n \r\n\r\n \r\n\r\n \r\n\r\n \r\n\r\n1 year<\/td>\r\n | Explores things in different ways, like shaking, banging, throwing\r\n\r\nFinds hidden things easily\r\n\r\nLooks at the right picture or thing when it\u2019s named\r\n\r\nCopies gestures\r\n\r\nStarts to use things correctly; for example, drinks from a cup, brushes hair\r\n\r\nBangs two things together\r\n\r\nPuts things in a container, takes things out of a container\r\n\r\nLets things go without help\r\n\r\nPokes with index (pointer) finger\r\n\r\nFollows simple directions like \u201cpick up the toy\u201d<\/td>\r\n<\/tr>\r\n | \r\n| 18 months<\/td>\r\n | Knows what ordinary things are for; for example, telephone, brush, spoon\r\n\r\nPoints to get the attention of others\r\n\r\nShows interest in a doll or stuffed animal by pretending to feed\r\n\r\nPoints to one body part\r\n\r\nScribbles on own\r\n\r\nCan follow 1-step verbal commands without any gestures; for example, sits when you say \u201csit down\u201d<\/td>\r\n<\/tr>\r\n | \r\n| 2 years<\/td>\r\n | Finds things even when hidden under two or three covers\r\n\r\nBegins to sort shapes and colors\r\n\r\nCompletes sentences and rhymes in familiar books\r\n\r\nPlays simple make-believe games\r\n\r\nBuilds towers of 4 or more blocks\r\n\r\nMight use one hand more than the other\r\n\r\nFollows two-step instructions such as \u201cPick up your shoes and put them in the closet.\u201d\r\n\r\nNames items in a picture book such as a cat, bird, or dog<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n\r\n
\r\n\r\nTable 3.4 - Language Milestones from 2 Months to 2 Years 16\r\n\r\n\r\n\r\n| Typical Age<\/th>\r\n | What Most Children Do By This Age<\/th>\r\n<\/tr>\r\n | \r\n| 2 months<\/td>\r\n | Coos, makes gurgling sounds\r\n\r\nTurns head toward sounds<\/td>\r\n<\/tr>\r\n | \r\n| \r\n\r\n4 months<\/td>\r\n | Begins to babble\r\n\r\nBabbles with expression and copies sounds he hears\r\n\r\nCries in different ways to show hunger, pain, or being tired<\/td>\r\n<\/tr>\r\n | \r\n| \r\n\r\n \r\n\r\n6 months<\/td>\r\n | Responds to sounds by making sounds\r\n\r\nStrings vowels together when babbling (\u201cah,\u201d \u201ceh,\u201d \u201coh\u201d) and likes\r\n\r\ntaking turns with parent while making sounds\r\n\r\nResponds to own name\r\n\r\nMakes sounds to show joy and displeasure\r\n\r\nBegins to say consonant sounds (jabbering with \u201cm,\u201d \u201cb\u201d)<\/td>\r\n<\/tr>\r\n | \r\n| \r\n\r\n \r\n\r\n9 months<\/td>\r\n | Understands \u201cno\u201d\r\n\r\nMakes a lot of different sounds like \u201cmamamama\u201d and \u201cbababababa\u201d\r\n\r\nCopies sounds and gestures of others\r\n\r\nUses fingers to point at things<\/td>\r\n<\/tr>\r\n | \r\n| \r\n\r\n \r\n\r\n1 year<\/td>\r\n | Responds to simple spoken requests\r\n\r\nUses simple gestures, like shaking head \u201cno\u201d or waving \u201cbye-bye\u201d\r\n\r\nMakes sounds with changes in tone (sounds more like speech)\r\n\r\nSays \u201cmama\u201d and \u201cdada\u201d and exclamations like \u201cuh-oh!\u201d\r\n\r\nTries to say words you say<\/td>\r\n<\/tr>\r\n | \r\n| \r\n\r\n18 months<\/td>\r\n | Says several single words\r\n\r\nSays and shakes head now\r\n\r\nPoints to show others what is wanted<\/td>\r\n<\/tr>\r\n | \r\n| \r\n\r\n \r\n\r\n2 years<\/td>\r\n | Points to things or pictures when they are named\r\n\r\nKnows names of familiar people and body parts\r\n\r\nSays sentences with 2 to 4 words\r\n\r\nFollows simple instructions\r\n\r\nRepeats words overheard in conversation\r\n\r\nPoints to things in a book<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n\r\n
\r\n\r\nTable 3.5 - Social and Emotional Milestones from 2 Months to 2 Years 17\r\n\r\n\r\n\r\n| Typical Age<\/th>\r\n | What Most Children Do By This Age<\/th>\r\n<\/tr>\r\n | \r\n| \r\n\r\n2 months<\/td>\r\n | Begins to smile at people\r\n\r\nCan briefly calm self (may bring hands to mouth and suck on hand)\r\n\r\nTries to look at parent<\/td>\r\n<\/tr>\r\n | \r\n| \r\n\r\n4 months<\/td>\r\n | Smiles spontaneously, especially at people\r\n\r\nLikes to play with people and might cry when playing stops\r\n\r\nCopies some movements and facial expressions, like smiling or frowning<\/td>\r\n<\/tr>\r\n | \r\n| \r\n\r\n6 months<\/td>\r\n | Knows familiar faces and begins to know if someone is a stranger\r\n\r\nLikes to play with others, especially parents\r\n\r\nResponds to other people\u2019s emotions and often seems happy\r\n\r\nLikes to look at self in a mirror<\/td>\r\n<\/tr>\r\n | \r\n| \r\n\r\n9 months<\/td>\r\n | May be afraid of strangers\r\n\r\nMay be clingy with familiar adults\r\n\r\nHas favorite toys<\/td>\r\n<\/tr>\r\n | \r\n| \r\n\r\n \r\n\r\n \r\n\r\n1 year<\/td>\r\n | Is shy or nervous with strangers\r\n\r\nCries when mom or dad leaves\r\n\r\nHas favorite things and people\r\n\r\nShows fear in some situations\r\n\r\nHands you a book when she wants to hear a story\r\n\r\nRepeats sounds or actions to get attention\r\n\r\nPuts out arm or leg to help with dressing\r\n\r\nPlays games such as \u201cpeek-a-boo\u201d and \u201cpat-a-cake\u201d<\/td>\r\n<\/tr>\r\n | \r\n| \r\n\r\n \r\n\r\n \r\n\r\n18 months<\/td>\r\n | Likes to hand things to others as play\r\n\r\nMay have temper tantrums\r\n\r\nMay be afraid of strangers\r\n\r\nShows affection to familiar people\r\n\r\nPlays simple pretend, such as feeding a doll\r\n\r\nMay cling to caregivers in new situations\r\n\r\nPoints to show others something interesting\r\n\r\nExplores alone but with parent close by<\/td>\r\n<\/tr>\r\n | \r\n| \r\n\r\n \r\n\r\n2 years<\/td>\r\n | Copies others, especially adults and older children\r\n\r\nGets excited when with other children\r\n\r\nShows more and more independence\r\n\r\nShows defiant behavior (doing what he has been told not to)\r\n\r\nPlays mainly beside other children, but is beginning to include other children, such as in chase games<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n\r\n
\r\n\r\nTable 15.6 - Gross Motor Milestones from 3 Years to 5 Years18\r\n\r\n\r\n\r\n| Typical Age<\/th>\r\n | What Most Children Do by This Age<\/th>\r\n<\/tr>\r\n | \r\n| \r\n\r\n3 years<\/td>\r\n | Climbs well\r\n\r\nRuns easily\r\n\r\nPedals a tricycle (3-wheel bike)\r\n\r\nWalks up and down stairs, one foot on each step<\/td>\r\n<\/tr>\r\n | \r\n| 4 years<\/td>\r\n | Hops and stands on one foot up to 2 seconds\r\n\r\nCatches a bounced ball most of the time<\/td>\r\n<\/tr>\r\n | \r\n| \r\n\r\n \r\n\r\n5 years<\/td>\r\n | Stands on one foot for 10 seconds or longer\r\n\r\nHops; may be able to skip\r\n\r\nCan do a somersault\r\n\r\nCan use the toilet on own\r\n\r\nSwings and climbs<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n\r\n
\r\n\r\nTable 15.7 - Fine Motor Milestones from 3 Years to 5 Years 19\r\n\r\n\r\n\r\n| Typical Age<\/th>\r\n | What Most Children Do by This Age<\/th>\r\n<\/tr>\r\n | \r\n| \r\n\r\n3 years<\/td>\r\n | Copies a circle with pencil or crayon\r\n\r\nTurns book pages one at a time\r\n\r\nBuilds towers of more than 6 blocks\r\n\r\nScrews and unscrews jar lids or turns door handle<\/td>\r\n<\/tr>\r\n | \r\n| 4 years<\/td>\r\n | Pours, cuts with supervision, and mashes own food\r\n\r\nDraws a person with 2 to 4 body parts\r\n\r\nUses scissors\r\n\r\nStarts to copy some capital letters<\/td>\r\n<\/tr>\r\n | \r\n| 5 years<\/td>\r\n | Can draw a person with at least 6 body parts\r\n\r\nCan print some letters or numbers\r\n\r\nCopies a triangle and other geometric shapes\r\n\r\nUses a fork and spoon and sometimes a table knife<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n\r\n
\r\n\r\nTable 15.8 - Cognitive Milestones from 3 Years to 5 Years 20\r\n\r\n\r\n\r\n| Typical Age<\/th>\r\n | What Most Children Do by This Age<\/th>\r\n<\/tr>\r\n | \r\n| \r\n\r\n3 years<\/td>\r\n | Can work toys with buttons, levers, and moving parts\r\n\r\nPlays make-believe with dolls, animals, and people\r\n\r\nDoes puzzles with 3 or 4 pieces\r\n\r\nUnderstands what \u201ctwo\u201d means<\/td>\r\n<\/tr>\r\n | \r\n| \r\n\r\n \r\n\r\n \r\n\r\n4 years<\/td>\r\n | Names some colors and some numbers\r\n\r\nUnderstands the idea of counting\r\n\r\nStarts to understand time\r\n\r\nRemembers parts of a story\r\n\r\nUnderstands the idea of \u201csame\u201d and \u201cdifferent\u201d\r\n\r\nPlays board or card games\r\n\r\nTells you what he thinks is going to happen next in a book<\/td>\r\n<\/tr>\r\n | \r\n| 5 years<\/td>\r\n | Counts 10 or more things\r\n\r\nKnows about things used every day, like money and food<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n\r\n
\r\n\r\nTable 15.9 - Language Milestones from 3 Years to 5 Years 21\r\n\r\n\r\n\r\n| Typical Age<\/th>\r\n | What Most Children Do By This Age<\/th>\r\n<\/tr>\r\n | \r\n| \r\n\r\n \r\n\r\n \r\n\r\n \r\n\r\n3 years<\/td>\r\n | Follows instructions with 2 or 3 steps\r\n\r\nCan name most familiar things\r\n\r\nUnderstands words like \u201cin,\u201d \u201con,\u201d and \u201cunder\u201d\r\n\r\nSays first name, age, and sex\r\n\r\nNames a friend\r\n\r\nSays words like \u201cI,\u201d \u201cme,\u201d \u201cwe,\u201d and \u201cyou\u201d and some plurals (cars,\r\n\r\ndogs, cats)\r\n\r\nTalks well enough for strangers to understand most of the time\r\n\r\nCarries on a conversation using 2 to 3 sentences<\/td>\r\n<\/tr>\r\n | \r\n| 4 years<\/td>\r\n | Knows some basic rules of grammar, such as correctly using \u201che\u201d and \u201cshe\u201d\r\n\r\nSings a song or says a poem from memory such as the \u201cItsy Bitsy Spider\u201d or the \u201cWheels on the Bus\u201d\r\n\r\nTells stories\r\n\r\nCan say first and last name<\/td>\r\n<\/tr>\r\n | \r\n| 5 years<\/td>\r\n | Speaks very clearly\r\n\r\nTells a simple story using full sentences\r\n\r\nUses future tense; for example, \u201cGrandma will be here.\u201d\r\n\r\nSays name and address<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n\r\n
\r\n\r\nTable 15.10 - Social and Emotional Milestones from 3 Years to 5 Years 22\r\n\r\n\r\n\r\n| Typical Age<\/th>\r\n | What Most Children Do by This Age<\/th>\r\n<\/tr>\r\n | \r\n| \r\n\r\n \r\n\r\n \r\n\r\n \r\n\r\n3 years<\/td>\r\n | Copies adults and friends\r\n\r\nShows affection for friends without prompting\r\n\r\nTakes turns in games\r\n\r\nShows concern for a crying friend\r\n\r\nDresses and undresses self\r\n\r\nUnderstands the idea of \u201cmine\u201d and \u201chis\u201d or \u201chers\u201d\r\n\r\nShows a wide range of emotions\r\n\r\nSeparates easily from mom and dad\r\n\r\nMay get upset with major changes in routine<\/td>\r\n<\/tr>\r\n | \r\n| \r\n\r\n \r\n\r\n \r\n\r\n4 years<\/td>\r\n | Enjoys doing new things\r\n\r\nIs more and more creative with make-believe play\r\n\r\nWould rather play with other children than by self\r\n\r\nCooperates with other children\r\n\r\nPlays \u201cmom\u201d or \u201cdad\u201d\r\n\r\nOften can\u2019t tell what\u2019s real and what\u2019s make-believe\r\n\r\nTalks about what she likes and what she is interested in<\/td>\r\n<\/tr>\r\n | \r\n| \r\n\r\n \r\n\r\n \r\n\r\n5 years<\/td>\r\n | Wants to please friends\r\n\r\nWants to be like friends\r\n\r\nMore likely to agree with rules\r\n\r\nLikes to sing, dance, and act\r\n\r\nIs aware of gender\r\n\r\nCan tell what\u2019s real and what\u2019s make-believe\r\n\r\nShows more independence\r\n\r\nIs sometimes demanding and sometimes very cooperative<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n ","rendered":" Let\u2019s briefly review some of the options more commonly used to monitor children\u2019s development.<\/p>\n Developmental Milestone Checklists and Charts<\/h2>\nThere are many factors that can influence a child\u2019s development: genetics, gender, social interactions, personal experiences, temperaments and the environment. It is critical that educators understand what is \u201ctypical\u201d before they can consider what is \u201catypical.\u201d Developmental Milestones provide a clear guideline as to what children should be able to do at set age ranges. However, it is important to note that each child in your classroom develops at their own individualized pace, and they will reach certain milestones at various times within the age range.<\/p>\n Developmental Milestone Charts are essential when setting up your classroom environments. Once you know what skills children should be able to do at specific ages, you can then plan developmentally appropriate learning goals, and you can set up your classroom environment with age appropriate materials. Developmental Milestone Charts are also extremely useful to teachers and parents when guiding behaviors. In order to set realistic expectations for children, it is suggested that teachers and parents review all ages and stages of development to understand how milestones evolve. Not only do skills build upon each other, they lay a foundation for the next milestone that\u2019s to come. Developmental Milestone Charts are usually organized into 4 Domains: Physical, Cognitive, Language, and Social -Emotional.<\/p>\n
\nTable 3.1 – Gross Motor Milestones from 2 Months to 2 Years<\/p>\n \n\n\n| Typical Age<\/th>\n | What Most Children Do by This Age<\/th>\n<\/tr>\n | \n| 2 months<\/td>\n | Can hold head up and begins to push up when lying on tummy<\/p>\n Makes smoother movements with arms and legs<\/td>\n<\/tr>\n | \n| <\/p>\n <\/p>\n <\/p>\n 4 months<\/td>\n | Holds head steady, unsupported<\/p>\n Pushes down on legs when feet are on a hard surface<\/p>\n May be able to roll over from tummy to back<\/p>\n Brings hands to mouth<\/p>\n When lying on stomach, pushes up to elbows<\/td>\n<\/tr>\n | \n| <\/p>\n <\/p>\n 6 months<\/td>\n | Rolls over in both directions (front to back, back to front)<\/p>\n Begins to sit without support<\/p>\n When standing, supports weight on legs and might bounce<\/p>\n Rocks back and forth, sometimes crawling backward before moving forward<\/td>\n<\/tr>\n | \n| <\/p>\n <\/p>\n 9 months<\/td>\n | Stands, holding on<\/p>\n Can get into sitting position<\/p>\n Sits without support<\/p>\n Pulls to stand<\/p>\n Crawls<\/td>\n<\/tr>\n | \n| <\/p>\n 1 year<\/td>\n | Gets to a sitting position without help<\/p>\n Pulls up to stand, walks holding on to furniture (\u201ccruising\u201d)<\/p>\n May take a few steps without holding on<\/p>\n May stand alone<\/td>\n<\/tr>\n | \n| <\/p>\n 18 months<\/td>\n | Walks alone<\/p>\n May walk up steps and run<\/p>\n Pulls toys while walking<\/p>\n Can help undress self<\/td>\n<\/tr>\n | \n| <\/p>\n <\/p>\n <\/p>\n 2 years<\/td>\n | Stands on tiptoe<\/p>\n Kicks a ball<\/p>\n Begins to run<\/p>\n Climbs onto and down from furniture without help<\/p>\n Walks up and down stairs holding on<\/p>\n Throws ball overhand<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
\nTable 3.2 – Fine Motor Milestones from 2 Months to 2 Years1<\/p>\n \n\n\n| Typical Age<\/th>\n | What Most Children Do by This Age<\/th>\n<\/tr>\n | \n| <\/p>\n 2 months<\/td>\n | Grasps reflexively<\/p>\n Does not reach for objects<\/p>\n Holds hands in fist<\/td>\n<\/tr>\n | \n| <\/p>\n <\/p>\n 4 months<\/td>\n | Brings hands to mouth<\/p>\n Uses hands and eyes together, such as seeing a toy and reaching for it<\/p>\n Follows moving things with eyes from side to side<\/p>\n Can hold a toy with whole hand (palmar grasp) and shake it and swing at dangling toys<\/td>\n<\/tr>\n | \n| <\/p>\n 6 months<\/td>\n | Reaches with both arms<\/p>\n Brings things to mouth<\/p>\n Begins to pass things from one hand to the other<\/td>\n<\/tr>\n | \n| <\/p>\n 9 months<\/td>\n | Puts things in mouth<\/p>\n Moves things smoothly from one hand to the other<\/p>\n Picks up things between thumb and index finger (pincer grip)<\/td>\n<\/tr>\n | \n| <\/p>\n <\/p>\n 1 year<\/td>\n | Reaches with one hand<\/p>\n Bangs two things together<\/p>\n Puts things in a container, takes things out of a container<\/p>\n Lets things go without help<\/p>\n Pokes with index (pointer) finger<\/td>\n<\/tr>\n | \n| <\/p>\n <\/p>\n 18 months<\/td>\n | Scribbles on own<\/p>\n Can help undress herself<\/p>\n Drinks from a cup<\/p>\n Eats with a spoon with some accuracy<\/p>\n Stacks 2-4 objects<\/td>\n<\/tr>\n | \n| <\/p>\n <\/p>\n <\/p>\n 2 years<\/td>\n | Builds towers of 4 or more blocks<\/p>\n Might use one hand more than the other<\/p>\n Makes copies of straight lines and circles<\/p>\n Enjoys pouring and filling<\/p>\n Unbuttons large buttons<\/p>\n Unzips large zippers<\/p>\n Drinks and feeds self with more accuracy<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
\nTable 3.3 – Cognitive Milestones from 2 Months to 2 Years15<\/p>\n \n\n\n| Typical Age<\/th>\n | What Most Children Do by This Age<\/th>\n<\/tr>\n | \n| <\/p>\n 2 months<\/td>\n | Pays attention to faces<\/p>\n Begins to follow things with eyes and recognize people at a distance<\/p>\n Begins to act bored (cries, fussy) if activity doesn\u2019t change<\/td>\n<\/tr>\n | \n| <\/p>\n <\/p>\n <\/p>\n 4 months<\/td>\n | Lets you know if she is happy or sad<\/p>\n Responds to affection<\/p>\n Reaches for toy with one hand<\/p>\n Uses hands and eyes together, such as seeing a toy and reaching for it<\/p>\n Follows moving things with eyes from side to side<\/p>\n Watches faces closely<\/p>\n Recognizes familiar people and things at a distance<\/td>\n<\/tr>\n | \n| <\/p>\n <\/p>\n 6 months<\/td>\n | Looks around at things nearby<\/p>\n Brings things to mouth<\/p>\n Shows curiosity about things and tries to get things that are out of reach<\/p>\n Begins to pass things from one hand to the other<\/td>\n<\/tr>\n | \n| <\/p>\n <\/p>\n 9 months<\/td>\n | Watches the path of something as it falls<\/p>\n Looks for things he sees you hide<\/p>\n Plays peek-a-boo<\/p>\n Puts things in mouth<\/p>\n Moves things smoothly from one hand to the other<\/p>\n Picks up things like cereal o\u2019s between thumb and index finger<\/td>\n<\/tr>\n | \n| <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n 1 year<\/td>\n | Explores things in different ways, like shaking, banging, throwing<\/p>\n Finds hidden things easily<\/p>\n Looks at the right picture or thing when it\u2019s named<\/p>\n Copies gestures<\/p>\n Starts to use things correctly; for example, drinks from a cup, brushes hair<\/p>\n Bangs two things together<\/p>\n Puts things in a container, takes things out of a container<\/p>\n Lets things go without help<\/p>\n Pokes with index (pointer) finger<\/p>\n Follows simple directions like \u201cpick up the toy\u201d<\/td>\n<\/tr>\n | \n| 18 months<\/td>\n | Knows what ordinary things are for; for example, telephone, brush, spoon<\/p>\n Points to get the attention of others<\/p>\n Shows interest in a doll or stuffed animal by pretending to feed<\/p>\n Points to one body part<\/p>\n Scribbles on own<\/p>\n Can follow 1-step verbal commands without any gestures; for example, sits when you say \u201csit down\u201d<\/td>\n<\/tr>\n | \n| 2 years<\/td>\n | Finds things even when hidden under two or three covers<\/p>\n Begins to sort shapes and colors<\/p>\n Completes sentences and rhymes in familiar books<\/p>\n Plays simple make-believe games<\/p>\n Builds towers of 4 or more blocks<\/p>\n Might use one hand more than the other<\/p>\n Follows two-step instructions such as \u201cPick up your shoes and put them in the closet.\u201d<\/p>\n Names items in a picture book such as a cat, bird, or dog<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
\nTable 3.4 – Language Milestones from 2 Months to 2 Years 16<\/p>\n \n\n\n| Typical Age<\/th>\n | What Most Children Do By This Age<\/th>\n<\/tr>\n | \n| 2 months<\/td>\n | Coos, makes gurgling sounds<\/p>\n Turns head toward sounds<\/td>\n<\/tr>\n | \n| <\/p>\n 4 months<\/td>\n | Begins to babble<\/p>\n Babbles with expression and copies sounds he hears<\/p>\n Cries in different ways to show hunger, pain, or being tired<\/td>\n<\/tr>\n | \n| <\/p>\n <\/p>\n 6 months<\/td>\n | Responds to sounds by making sounds<\/p>\n Strings vowels together when babbling (\u201cah,\u201d \u201ceh,\u201d \u201coh\u201d) and likes<\/p>\n taking turns with parent while making sounds<\/p>\n Responds to own name<\/p>\n Makes sounds to show joy and displeasure<\/p>\n Begins to say consonant sounds (jabbering with \u201cm,\u201d \u201cb\u201d)<\/td>\n<\/tr>\n | \n| <\/p>\n <\/p>\n 9 months<\/td>\n | Understands \u201cno\u201d<\/p>\n Makes a lot of different sounds like \u201cmamamama\u201d and \u201cbababababa\u201d<\/p>\n Copies sounds and gestures of others<\/p>\n Uses fingers to point at things<\/td>\n<\/tr>\n | \n| <\/p>\n <\/p>\n 1 year<\/td>\n | Responds to simple spoken requests<\/p>\n Uses simple gestures, like shaking head \u201cno\u201d or waving \u201cbye-bye\u201d<\/p>\n Makes sounds with changes in tone (sounds more like speech)<\/p>\n Says \u201cmama\u201d and \u201cdada\u201d and exclamations like \u201cuh-oh!\u201d<\/p>\n Tries to say words you say<\/td>\n<\/tr>\n | \n| <\/p>\n 18 months<\/td>\n | Says several single words<\/p>\n Says and shakes head now<\/p>\n Points to show others what is wanted<\/td>\n<\/tr>\n | \n| <\/p>\n <\/p>\n 2 years<\/td>\n | Points to things or pictures when they are named<\/p>\n Knows names of familiar people and body parts<\/p>\n Says sentences with 2 to 4 words<\/p>\n Follows simple instructions<\/p>\n Repeats words overheard in conversation<\/p>\n Points to things in a book<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
\nTable 3.5 – Social and Emotional Milestones from 2 Months to 2 Years 17<\/p>\n \n\n\n| Typical Age<\/th>\n | What Most Children Do By This Age<\/th>\n<\/tr>\n | \n| <\/p>\n 2 months<\/td>\n | Begins to smile at people<\/p>\n Can briefly calm self (may bring hands to mouth and suck on hand)<\/p>\n Tries to look at parent<\/td>\n<\/tr>\n | \n| <\/p>\n 4 months<\/td>\n | Smiles spontaneously, especially at people<\/p>\n Likes to play with people and might cry when playing stops<\/p>\n Copies some movements and facial expressions, like smiling or frowning<\/td>\n<\/tr>\n | \n| <\/p>\n 6 months<\/td>\n | Knows familiar faces and begins to know if someone is a stranger<\/p>\n Likes to play with others, especially parents<\/p>\n Responds to other people\u2019s emotions and often seems happy<\/p>\n Likes to look at self in a mirror<\/td>\n<\/tr>\n | \n| <\/p>\n 9 months<\/td>\n | May be afraid of strangers<\/p>\n May be clingy with familiar adults<\/p>\n Has favorite toys<\/td>\n<\/tr>\n | \n| <\/p>\n <\/p>\n <\/p>\n 1 year<\/td>\n | Is shy or nervous with strangers<\/p>\n Cries when mom or dad leaves<\/p>\n Has favorite things and people<\/p>\n Shows fear in some situations<\/p>\n Hands you a book when she wants to hear a story<\/p>\n Repeats sounds or actions to get attention<\/p>\n Puts out arm or leg to help with dressing<\/p>\n Plays games such as \u201cpeek-a-boo\u201d and \u201cpat-a-cake\u201d<\/td>\n<\/tr>\n | \n| <\/p>\n <\/p>\n <\/p>\n 18 months<\/td>\n | Likes to hand things to others as play<\/p>\n May have temper tantrums<\/p>\n May be afraid of strangers<\/p>\n Shows affection to familiar people<\/p>\n Plays simple pretend, such as feeding a doll<\/p>\n May cling to caregivers in new situations<\/p>\n Points to show others something interesting<\/p>\n Explores alone but with parent close by<\/td>\n<\/tr>\n | \n| <\/p>\n <\/p>\n 2 years<\/td>\n | Copies others, especially adults and older children<\/p>\n Gets excited when with other children<\/p>\n Shows more and more independence<\/p>\n Shows defiant behavior (doing what he has been told not to)<\/p>\n Plays mainly beside other children, but is beginning to include other children, such as in chase games<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
\nTable 15.6 – Gross Motor Milestones from 3 Years to 5 Years18<\/p>\n \n\n\n| Typical Age<\/th>\n | What Most Children Do by This Age<\/th>\n<\/tr>\n | \n| <\/p>\n 3 years<\/td>\n | Climbs well<\/p>\n Runs easily<\/p>\n Pedals a tricycle (3-wheel bike)<\/p>\n Walks up and down stairs, one foot on each step<\/td>\n<\/tr>\n | \n| 4 years<\/td>\n | Hops and stands on one foot up to 2 seconds<\/p>\n Catches a bounced ball most of the time<\/td>\n<\/tr>\n | \n| <\/p>\n <\/p>\n 5 years<\/td>\n | Stands on one foot for 10 seconds or longer<\/p>\n Hops; may be able to skip<\/p>\n Can do a somersault<\/p>\n Can use the toilet on own<\/p>\n Swings and climbs<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
\nTable 15.7 – Fine Motor Milestones from 3 Years to 5 Years 19<\/p>\n \n\n\n| Typical Age<\/th>\n | What Most Children Do by This Age<\/th>\n<\/tr>\n | \n| <\/p>\n 3 years<\/td>\n | Copies a circle with pencil or crayon<\/p>\n Turns book pages one at a time<\/p>\n Builds towers of more than 6 blocks<\/p>\n Screws and unscrews jar lids or turns door handle<\/td>\n<\/tr>\n | \n| 4 years<\/td>\n | Pours, cuts with supervision, and mashes own food<\/p>\n Draws a person with 2 to 4 body parts<\/p>\n Uses scissors<\/p>\n Starts to copy some capital letters<\/td>\n<\/tr>\n | \n| 5 years<\/td>\n | Can draw a person with at least 6 body parts<\/p>\n Can print some letters or numbers<\/p>\n Copies a triangle and other geometric shapes<\/p>\n Uses a fork and spoon and sometimes a table knife<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
\nTable 15.8 – Cognitive Milestones from 3 Years to 5 Years 20<\/p>\n \n\n\n| Typical Age<\/th>\n | What Most Children Do by This Age<\/th>\n<\/tr>\n | \n| <\/p>\n 3 years<\/td>\n | Can work toys with buttons, levers, and moving parts<\/p>\n Plays make-believe with dolls, animals, and people<\/p>\n Does puzzles with 3 or 4 pieces<\/p>\n Understands what \u201ctwo\u201d means<\/td>\n<\/tr>\n | \n| <\/p>\n <\/p>\n <\/p>\n 4 years<\/td>\n | Names some colors and some numbers<\/p>\n Understands the idea of counting<\/p>\n Starts to understand time<\/p>\n Remembers parts of a story<\/p>\n Understands the idea of \u201csame\u201d and \u201cdifferent\u201d<\/p>\n Plays board or card games<\/p>\n Tells you what he thinks is going to happen next in a book<\/td>\n<\/tr>\n | \n| 5 years<\/td>\n | Counts 10 or more things<\/p>\n Knows about things used every day, like money and food<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
\nTable 15.9 – Language Milestones from 3 Years to 5 Years 21<\/p>\n \n\n\n| Typical Age<\/th>\n | What Most Children Do By This Age<\/th>\n<\/tr>\n | \n| <\/p>\n <\/p>\n <\/p>\n <\/p>\n 3 years<\/td>\n | Follows instructions with 2 or 3 steps<\/p>\n Can name most familiar things<\/p>\n Understands words like \u201cin,\u201d \u201con,\u201d and \u201cunder\u201d<\/p>\n Says first name, age, and sex<\/p>\n Names a friend<\/p>\n Says words like \u201cI,\u201d \u201cme,\u201d \u201cwe,\u201d and \u201cyou\u201d and some plurals (cars,<\/p>\n dogs, cats)<\/p>\n Talks well enough for strangers to understand most of the time<\/p>\n Carries on a conversation using 2 to 3 sentences<\/td>\n<\/tr>\n | \n| 4 years<\/td>\n | Knows some basic rules of grammar, such as correctly using \u201che\u201d and \u201cshe\u201d<\/p>\n Sings a song or says a poem from memory such as the \u201cItsy Bitsy Spider\u201d or the \u201cWheels on the Bus\u201d<\/p>\n Tells stories<\/p>\n Can say first and last name<\/td>\n<\/tr>\n | \n| 5 years<\/td>\n | Speaks very clearly<\/p>\n Tells a simple story using full sentences<\/p>\n Uses future tense; for example, \u201cGrandma will be here.\u201d<\/p>\n Says name and address<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
\nTable 15.10 – Social and Emotional Milestones from 3 Years to 5 Years 22<\/p>\n \n\n\n| Typical Age<\/th>\n | What Most Children Do by This Age<\/th>\n<\/tr>\n | \n| <\/p>\n <\/p>\n <\/p>\n <\/p>\n 3 years<\/td>\n | Copies adults and friends<\/p>\n Shows affection for friends without prompting<\/p>\n Takes turns in games<\/p>\n Shows concern for a crying friend<\/p>\n Dresses and undresses self<\/p>\n Understands the idea of \u201cmine\u201d and \u201chis\u201d or \u201chers\u201d<\/p>\n Shows a wide range of emotions<\/p>\n Separates easily from mom and dad<\/p>\n May get upset with major changes in routine<\/td>\n<\/tr>\n | \n| <\/p>\n <\/p>\n <\/p>\n 4 years<\/td>\n | Enjoys doing new things<\/p>\n Is more and more creative with make-believe play<\/p>\n Would rather play with other children than by self<\/p>\n Cooperates with other children<\/p>\n Plays \u201cmom\u201d or \u201cdad\u201d<\/p>\n Often can\u2019t tell what\u2019s real and what\u2019s make-believe<\/p>\n Talks about what she likes and what she is interested in<\/td>\n<\/tr>\n | \n| <\/p>\n <\/p>\n <\/p>\n 5 years<\/td>\n | Wants to please friends<\/p>\n Wants to be like friends<\/p>\n More likely to agree with rules<\/p>\n Likes to sing, dance, and act<\/p>\n Is aware of gender<\/p>\n Can tell what\u2019s real and what\u2019s make-believe<\/p>\n Shows more independence<\/p>\n Is sometimes demanding and sometimes very cooperative<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n <\/p>\n","protected":false},"author":17,"menu_order":2,"template":"","meta":{"pb_show_title":"on","pb_short_title":"Milestones","pb_subtitle":"","pb_authors":[],"pb_section_license":"cc-by-nc-sa"},"chapter-type":[50],"contributor":[],"license":[58],"class_list":["post-271","chapter","type-chapter","status-publish","hentry","chapter-type-numberless","license-cc-by-nc-sa"],"part":137,"_links":{"self":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters\/271","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/users\/17"}],"version-history":[{"count":3,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters\/271\/revisions"}],"predecessor-version":[{"id":318,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters\/271\/revisions\/318"}],"part":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/parts\/137"}],"metadata":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters\/271\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/media?parent=271"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapter-type?post=271"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/contributor?post=271"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/license?post=271"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}} | | | | | | | | | | | | | | | | | | | |