Table 3:

Developmental Milestones

Age Gross Motor Fine Motor Self-Help Problem-solving Social/Emotional Receptive Language Expressive Language

 Chin up in prone
position  Gazes at black-white  Discriminates mother's
1  Turns head in  Hands fisted near objects voice
month supine position face  Sucks well  Follows face  Cries out of distress  Startles to voice/ sound Throaty noises

 Chest up in prone  Hands unfisted 50%

position of the time  Visual threat present
 Head bobs when  Retains rattle if  Opens mouth at Follows large, highly  Reciprocal smiling:  Coos
2 held in sitting placed in hand sight of breast or contrasting objects responds to adult voice  Social smile (6 weeks)
months position  Holds hands together bottle  Recognizes mother and smile  Alerts to voice/sound  Vowel-like noises

 Expression of disgust
 Hands unfisted 50%  Reaches for face (sour taste, loud sound)
 Props on forearms of the time  Follows objects in circle (in Visually follows person  Chuckles
3 in prone position  Inspects fingers  Brings hands to supine position) who is moving across a  Vocalizes when talked
months Rolls to side  Bats at objects mouth  Regards toys room  Regards speaker to

 Sits with trunk  Smiles spontaneously at

support  Hands held  Mouths objects pleasurable sight/sound
 No head lag when predominately open  Stares longer at novel faces Stops crying at parent  Orients head in
pulled to sit  Clutches at clothes  Briefly holds than familiar voice direction of a voice
4  Props on wrists  Reaches persistently onto breast or  Shakes rattle  To and fro alternating  Stops crying to soothing Laughs out loud
months Rolls front to back  Plays with rattle bottle  Reaches for ring/rattle vocalizations voice  Vocalizes when alone

5  Sits with pelvic  Gums/mouths  Turns head to look for  Recognizes caregiver  Begins to respond to  Says “Ah-goo”
months support  Palmar grasps cube pureed food dropped spoon visually name  Razzes, squeals
Age Gross Motor Fine Motor Self-Help Problem-solving Social/Emotional Receptive Language Expressive Language

 Rolls back to front Transfers objects:  Regards pellet or small  Forms attachment  Expresses anger with
 Puts arms out hand-mouth-hand cracker relationship to caregiver sounds other than
front when falling  Reaches/grasps crying
 Sits with arms dangling ring
supporting trunk

 Sits momentarily  Transfers hand-hand  Reduplicative babble

propped on hands Rakes pellet with consonants
 Pivots in prone  Takes second cube  Feeds self  Touches reflection and  Listens, then vocalizes
 In prone position, and holds on to first crackers vocalizes  Stops momentarily to when adult stops
6 bears weight on  Reaches with one  Places hands on  Removes cloth on face  Stranger anxiety (familiar “no”  Smiles/vocalizes to
months one hand hand bottle  Bangs and shakes toys versus unfamiliar people) Gestures for “up” mirror

 Bounces when
held  Explores different aspects
 Sits without of toy
support steadily  Observes cube in each  Looks from object to
 Lateral protection hand parent and back when  Looks toward familiar
7  Puts arms out to  Refuses excess  Finds partially hidden wanting help (eg, with a object when named  Increasing variety of
months sides for balance  Radial-palmar grasp food object wind-up toy)  Attends to music syllables

 Gets into sitting  Bangs spoon after  Lets parents know when Responds to “Come  Says “Dada”
position demonstration  Holds own bottle happy versus upset here” (nonspecific)
 Commando crawls Scissor grasp of cube Finger feeds  Engages in gaze  Looks for family  Echolalia (8 to 30
8  Pulls to sitting/  Takes cube out of cup Cheerios® or  Seeks object after it falls monitoring: adult looks members, “Where's months)
months kneeling position  Pulls out large peg string beans silently to the floor away and child follows mama?”… etc  Shakes head for “no”
Age Gross Motor Fine Motor Self-Help Problem-solving Social/Emotional Receptive Language Expressive Language

adult glance with own

eyes

 Uses sounds to get

 ”Stands” on feet attention
and hands  Separation anxiety  Says “Mama”
 Begins creeping  Radial-digital grasp of  Follows a point, “Oh look (nonspecific)
 Pulls to stand cube  Inspects bell at…”  Enjoys gesture games  Nonreduplicative
9  Bear walks (all four Bangs two cubes  Bites, chews  Rings bell  Recognizes familiar  Orients to name well babble
months limbs straight) together cookie  Pulls string to obtain ring people visually  Orients to bell  Imitates sounds

 Uses sounds to get

 ”Stands” on feet attention
and hands  Separation anxiety  Says “Mama”
 Begins creeping  Radial-digital grasp of  Follows a point, “Oh look (nonspecific)
 Pulls to stand cube  Inspects bell at…”  Enjoys gesture games  Nonreduplicative
9  Bear walks (all four Bangs two cubes  Bites, chews  Rings bell  Recognizes familiar  Orients to name well babble
months limbs straight) together cookie  Pulls string to obtain ring people visually  Orients to bell  Imitates sounds

 Creeps well
 Cruises around
furniture using two Clumsy release of
hands cube  Uncovers toy under cloth
 Stands with one  Inferior pincer grasp  Pokes at pellet in bottle
hand held of pellet  Tries to put cube in cup,  Experiences fear
10  Walks with two  Isolates index finger  Drinks from cup but may not be able to let  Looks preferentially  Enjoys peek-a-boo  Says “Dada” (specific)
months hands held and pokes held for child go when name is called  Waves “bye-bye” back  Waves “bye-bye”
Age Gross Motor Fine Motor Self-Help Problem-solving Social/Emotional Receptive Language Expressive Language

 Pivots in sitting
position
 Cruises furniture
using one hand  Gives objects to adult for
 Stands for a few action after
seconds 
demonstration (lets adult Stops activity when told
11  Walks with one  Throws objects  Cooperates with Finds toy under cup know he or she needs “no”  Says first word
months hand held  Stirs with spoon dressing  Looks at pictures in book help)  Bounces to music  Vocalizes to songs

 Scribbles after
 Stands well with demonstration  Points to get desired
arms high, legs  Fine pincer grasp of  Shows objects to parent Follows one-step object (proto-
splayed pellet to share interest command with gesture imperative pointing)
 Posterior  Holds crayon  Finger feeds part  Points to get desired  Recognizes names of  Uses several gestures
12 protection  Attempts tower of of meal  Rattles spoon in cup object (proto-imperative two objects and looks with vocalizing (eg,
months Independent steps two cubes  Takes off hat  Lifts box lid to find toy pointing) when named waving, reaching)

 Dangles ring by string  Shows desire to please  Uses three words

 Walks with arms  Drinks from cup  Reaches around clear caregiver  Looks appropriately  Immature jargoning:
13 high and out (high Attempts to release with some barrier to obtain object  Solitary play when asked, “Where's inflection without real
months guard) pellet in bottle spilling  Unwraps toy in cloth  Functional play the ball?” words

 Stands without  Imitates back and  Names one object

pulling up forth scribble  Removes  Points at object to  Follows one-step  Points at object to
14  Falls by collapse  Adds third cube to a socks/shoes  Dumps pellet out of bottle express interest (proto- command without express interest (proto-
months Walks well two-cube tower  Chews well after demonstration declarative pointing) gesture declarative pointing)
Age Gross Motor Fine Motor Self-Help Problem-solving Social/Emotional Receptive Language Expressive Language

 Puts round peg in and Puts spoon in  Purposeful exploration of

out of hole mouth (turns toys through trial and
over) error

 Shows empathy
(someone else cries,
child looks sad)
 Hugs adult in
 Stoops to pick up  Builds three-to four-  Uses spoon with reciprocation  Points to one body part
toy cube tower some spilling  Recognizes without a  Points to one object of
 Creeps up stairs  Places 10 cubes in  Attempts to demonstration that a toy three when named  Uses three to five
 Runs stiff-legged cup brush own hair  Turns pages in book requires activation;  Gets object from words
15  Walks carrying toy Releases pellet into  Fusses to be  Places circle in single-shape hands it to adult if can't another room upon  Mature jargoning with
months Climbs on furniture bottle changed puzzle operate demand real words

 Kisses by touching lips to

skin
 Dumps pellet out without  Periodically visually
 Stands on one foot Puts several round  Picks up and demonstration relocates caregiver  Understands simple
with slight support pegs in board with drinks from cup  Finds toy observed to be  Self-conscious; commands, “Bring to
 Walks backwards urging  Fetches and hidden under layers of embarrassed when mommy”
16  Walks up stairs  Scribbles carries objects covers aware of people  Points to one picture
months with one hand held spontaneously (same room)  Places circle in form board observing when named  Uses 5 to 10 words

 Matches pairs of objects  Uses 10 to 25 words

18  Creeps down stairs Makes four-cube  Removes  Replaces circle in form  Points to two of three  Uses giant words (all
months Runs well tower garment board after it has been  Passes M-CHAT objects when named gone, stop that)
Age Gross Motor Fine Motor Self-Help Problem-solving Social/Emotional Receptive Language Expressive Language

 Seats self in small  Crudely imitates  Gets onto adult turned around (usually with Engages in pretend play  Points to three body  Imitates environmental
chair vertical stroke chair unaided trial and error) with other people (eg, parts sounds (eg, animals)
 Throws ball while  Moves about tea party, birthday party) Points to self  Names one picture on
standing house without  Begins to show shame  Understands “mine” demand
adult (when does wrong) and  Points to familiar
possessiveness people when named

 Holophrases
(”Mommy?” and points
to keys, meaning:
 Completes round peg “These are Mommy's
board without urging Places only  Begins to have thoughts keys.”)
 Squats in play  Makes five- to six- edibles in mouth Deduces location of hidden about feelings  Two-word
 Carries large object cube tower  Feeds self with object  Engages in tea party with Points to three pictures combinations
20  Walks downstairs  Completes square spoon entire  Places square in form stuffed animals  Begins to understand  Answers requests with
months with one hand held peg board meal board  Kisses with pucker her/him/me “no”

 Walks up stairs
holding rail,
putting both feet
on each step  Uses spoon well  Points to four to five
 Kicks ball with  Drinks from cup pictures when named
demonstration  Closes box with lid well  Watches other children  Points to five to six  Uses 25 to 50 words
 Walks with one  Imitates vertical line  Unzips zippers intensely body parts  Asks for more
22 foot on walking  Imitates circular  Puts shoes on  Begins to show defiant  Points to four pieces of Adds one to two
months board scribble partway  Completes form board behavior clothing when named words/week
Age Gross Motor Fine Motor Self-Help Problem-solving Social/Emotional Receptive Language Expressive Language

 Opens door  Two-word sentence

 Walks down stairs using knob (noun + verb)
holding rail, both  Makes a single-line  Sucks through a  Follows two-step  Telegraphic speech
feet on each step “train” of cubes straw  Sorts objects command  Uses 50+ words
 Kicks ball without  Imitates circle  Takes off clothes Matches objects to pictures Parallel play  Understands me/you  50% intelligibility
24 demonstration  Imitates horizontal without buttons  Shows use of familiar  Begins to mask emotions Points to 5 to 10  Refers to self by name
months Throws overhand line  Pulls off pants objects for social etiquette pictures  Names three pictures

 Jumps from
bottom step with  Strings large beads
one foot leading awkwardly  Holds self and  Repeats two digits
 Walks on toes after Unscrews jar lid verbalizes toilet  Begins to use pronouns
demonstration  Turns paper pages needs (I, me, you)
28  Walks backward 10 (often several at  Pulls pants up  Matches shapes  Reduction in separation  Names 10 to 15
months steps once) with assistance  Matches colors anxiety  Understands “just one” pictures

 Walks up stairs
with rail,
alternating feet  Echolalia and jargoning
 Jumps in place gone
 Stands with both  Replaces circle in form  Follows two  Names objects by use
feet on balance  Makes eight-cube board after it has been prepositions: “put block Refers to self with
beam tower  Washes hands turned around (little or no in…on box” correct pronoun
 Walks with one  Makes a “train” of  Puts things away trial and error)  Imitates adult activities  Understands actions  Recites parts of well-
30 foot on balance cubes and includes a Brushes teeth  Points to small details in (eg, sweeping, talking on words: “playing … known story/ fills in
months beam stack with assistance pictures phone) washing … blowing” words
Age Gross Motor Fine Motor Self-Help Problem-solving Social/Emotional Receptive Language Expressive Language

 Gives first and last

 Understands three name
 Makes 9- to 10-cube prepositions  Counts to 3
 Walks swinging tower  Points to self in photos  Understands dirty, wet Begins to use past
arms opposite of  Puts six square pegs  Toilet trained  Points to body parts based Begins to take turns  Points to objects by tense
33 legs (synchronous in pegboard  Puts on coat on function (”What do you Tries to help with use: “ride in…put on  Enjoys being read to
months gait)  Imitates cross unassisted hear with?”) household tasks feet…write with” (short books)

 Balances on one  Uses 200+ words

foot for 3 seconds  Copies circle  Independent  Starts to share  Points to parts of  Three-word sentences
 Goes up stairs,  Cuts with scissors: eating  Draws a two- to three-part with/without prompt pictures (nose of cow,  Uses pronouns
alternating feet, no side-to-side  Pours liquid from person  Fears imaginary things door of car) correctly
rail (awkwardly) one container to Understands long/short,  Imaginative play  Names body parts with 75% intelligibility
 Pedals tricycle  Strings small beads another big/small, more/less  Uses words to describe function  Uses plurals
 Walks heel to toe well  Puts on shoes  Knows own gender what someone else is  Understands negatives Names body parts by
 Catches ball with  Imitates bridge of without laces  Knows own age thinking (”Mom thought Groups objects (foods, use
3 years stiff arms cubes  Unbuttons  Matches letters/ numerals I was asleep”) toys)  Asks to be read to

 Balances on one  Copies square  Goes to toilet  Draws a four- to six-part  Deception: interested in Follows three-step
foot 4 to 8 seconds Ties single knot alone person “tricking” others and commands
 Hops on one foot  Cuts 5-inch circle  Wipes after  Can give amounts (usually concerned about being  Points to things that are Uses 300 to 1,000
two to three times Uses tongs to bowel less than 5) correctly tricked by others the same versus words
 Standing broad transfer movement  Simple analogies:  Has a preferred friend different  Tells stories
jump: 1 to 2 feet  Writes part of first  Washes • dad/boy: mother/???  Labels happiness  Names things when  100% intelligibility
 Gallops name face/hands • ice/cold: fire/??? sadness, fear, and anger actions are described  Uses “feeling” words
 Throws ball  Imitates gate with  Brushes teeth • ceiling/up: floor/??? in self 
(eg, swims in water, you Uses words that tell
4 years overhand 10 feet cubes alone  Points to five to six colors  Group play cut with it, it's about time
Age Gross Motor Fine Motor Self-Help Problem-solving Social/Emotional Receptive Language Expressive Language

 Catches bounced  Buttons  Points to letters/numerals something you read, it

ball (4½ yrs)  Uses fork well when named tells time…)
 Rote counts to 4  Understands adjectives:
 ”Reads” several common bushy, long, thin,
signs/store names pointed

 Knows right and left on

self
 Draws an 8- to 10-part  Points to different one
person in a series
 Walks down stairs  Gives amounts (<10)  Understands “er”
with rail,  Identifies coins endings (eg, batter,
alternating feet  Names letters/numerals skater)
 Balances on one  Copies triangle out of order  Understands adjectives: Repeats six- to eight-
foot > 8 seconds  Puts paper clip on  Rote counts to 10 busy, long, thin, word sentence
 Hops on one foot paper  Names 10 colors pointed  Defines simple words
15 times  Can use clothes-pins  Uses letter names as  Enjoys rhyming words  Uses 2,000 words
 Skips to transfer small  Spreads with sounds to invent spelling and alliterations  Knows telephone
 Running broad objects knife  Knows sounds of  Produces words that number
jump 2 to 3 feet  Cuts with scissors  Independent consonants and short  Has group of friends rhyme  Responds to “why”
 Walks backward  Writes first name dressing vowels by end of  Apologizes for mistakes  Points correctly to questions
heel-toe  Builds stairs from  Bathes kindergarten  Responds verbally to “side,” “middle,”  Retells story with clear
5 years Jumps backward model independently  Reads 25 words good fortune of others “corner” beginning, middle, end

 Builds stairs from  Draws a 12- to 14-part  Has best friend of same
memory  Ties shoes person sex  Asks what un-familiar  Repeats 8- to 10-word
6 years Tandem walks  Draws diamond  Combs hair  Number concepts to 20  Plays board games words mean sentences
Age Gross Motor Fine Motor Self-Help Problem-solving Social/Emotional Receptive Language Expressive Language

 Writes first and last  Looks both ways Simple  Distinguishes fantasy  Can tell which words do Describes events in
name at street addition/subtraction from reality not belong in a group order
 Creates and writes  Remembers to  Understands seasons  Wants to be like friends  Knows days of the week
short sentences bring belongings Sounds out regularly and please them  10,000 word vocabulary
 Forms letters with spelled words  Enjoys school
down-going and  Reads 250 words by end of
counterclockwise first grade
strokes
 Copies drawing of
flag