Technological University of the Philippines

College of Industrial Education

Home Economics Department

Members: Gerlene Joy Abando Professor : Chiqui Umali

Jennifer, Abangan
Cejeska Alday Subject: Prof Ed 10
Jolina Alvarez
Maria Claire Aniag
Whyra Beniales
Clyde Audrey Candelario

Course/Section: BSIE HE3A/3B

Written Report

A. Topic: Stages of Child’s Development

I. Objectives:
a. To Discuss the different Stages of Child Development
b. To Identify the different Stages of Child Development
c. To Understand the different Stages of Child Development

II. Content

What is Child Development?

Child development involves the biological, psychological and emotional changes that occur in
human beings between birth and the conclusion of adolescence.

Children undergo various changes in terms of physical, speech, intellectual and cognitive
development gradually until adolescence. Specific changes occur at specific ages of life.
Known as developmental milestones, these changes can help you track whether your child is
developing at the correct pace. Failure to reach these milestones may indicate developmental
disorders or genetic conditions.

Experts differ in their division of child development into different stages. Some have described
children's development in four stages, some in five stages and others in six stages. Although
the number of stages differs, what remains essentially the same are the changes that take
place at a particular age or age range. Because most developmental disorders are diagnosed
by the time a child reaches adolescence, child development can be described in the five
stages below.

1. Infancy (Birth to 2yrs Old)

infancy, among humans, the period of life between birth and the acquisition of language
approximately one to two years later.

The average newborn infant weighs 3.4 kg (7.5 pounds) and is about 51 cm (20 inches) long.
The newborn gains weight at an average of 170 to 200 g (6 to 7 ounces) per week for the first
three months. Growth continues, but the rate gradually declines to an average of 60 g per
week after 12 months.

Newborns typically sleep for about 16–18 hours a day, but the total amount of time spent
sleeping gradually decreases to about 9–12 hours a day by age two years. At birth infants
display a set of inherited reflexes involving such acts as sucking, blinking, grasping, and limb
withdrawal. Infants’ vision improves from 20/800 (in Snellen notation) among two-week-olds
to 20/70 vision in five-month-olds to 20/20 at five years. Even newborns are sensitive to
certain visual patterns, chiefly movement and light-dark contrasts and show a noticeable
preference for gazing at the human face; by the first or second month they can discriminate
between different faces, and by the third they can identify their mother by sight. Young infants
also show a predilection for the tones of their mother’s voice, and they manifest a surprising
sensitivity to the tones, rhythmic flow, and sounds that together make up human speech.

The ideal food for the young infant is human milk, though infant formula is an adequate
substitute. Babies can usually be weaned after they are six months old, and the appearance
of teeth allows them to switch from soft foods to coarser ones by the end of the first year. The
first tooth usually erupts at about six months. By the end of the first year, six teeth usually
have erupted our upper incisors and two lower incisors.

By four months of age the baby can reach for and grasp an object, and by the 10th month he
can grasp a small object between thumb and forefinger. By four months most babies are able
to sit up for a minute or so without support, and by nine months they can do so without
support for 10 minutes or more. Most infants begin crawling between 7 and 10 months, and
by 12 months they can stand up alone. The average baby is able to walk with help by 12
months and can walk unaided by 14 months, at which time he is often referred to as a toddler.

The infant’s understanding and mastery of the physical world begins with the reflex
movements of newborns. These movements progress within three months to such actions as
sucking, grasping, throwing, kicking, and banging, though these are purposeless and
repeated for their own sake. During the 4th to the 8th month, the infant begins to repeat those
actions that produce interesting effects, and from the 8th to the 12th month he begins
coordinating his actions to attain an external goal knocking down a pillow to obtain a toy
hidden behind it. The infant’s physical actions thus begin to show greater intentionality, and
he eventually begins to invent new actions in a form of trial-and-error experimentation. By the
18th month the child has begun trying to solve problems involving physical objects by
mentally imagining certain events and outcomes, rather than by simple physical trial-and-error
experimentation.

Infants display behavioral reactions suggestive of emotional states as early as the first three
or four months of life. The four earliest emotional states they seem to experience are surprise,
distress (in response to discomfort), relaxation, and excitement. New emotional states such
as anxiety, fear, and sadness have appeared by one year of age. Infants’ central emotional
feat, however, is probably the establishment of enduring emotional bonds with their parents or
other caregivers. They are biologically predisposed to form such attachments, which in turn
form the basis for healthy emotional and social development through childhood. It is through
the reciprocal interactions between child and parent that the child learns to love, trust, and
depend on other human beings. By two months of age, all normal infants show a social smile
that invites adults to interact with them, and at about six months of age infants begin to
respond socially to particular people to whom they have become emotionally attached.

Crying is basic to infants from birth, and the cooing sounds they have begun making by about
eight weeks progress to babbling and ultimately become part of meaningful speech. Virtually
all infants begin to comprehend some words several months before they themselves speak
their first meaningful words. By 11 to 12 months of age they are producing clear consonant-
vowel utterances such as “mama” or “dada.” The subsequent expansion of vocabulary and
the acquisition of grammar and syntax mark the end of infancy and the beginning of child
development.
 2. Early childhood (3 to 8 years old)

Early Childhood information

1. Early Childhood is an exciting time for growth and development as infants become more
independent from their carers and begin to make more sense of the world and their place in it.
2. Children love to learn and develop new skills at this age.

Physical development
1. The development of gross and fine motor skills improves greatly during childhood. From
only being able to do a limited range of activities with support in early infancy, by the age of
eight most children can do many activities independently.
2. At five, children can walk upstairs unaided and hold a crayon or pencil to draw and write
3. By eight, children can usually catch and throw quite well and will have a good sense of
balance.
4. Many top-class tennis players, for example, were already very good at the game by this
age, having already developed good hand-eye coordination.

Intellectual development
1. By the end of early childhood children have progressed greatly in their intellectual
development.
2. Most children are able to speak in full sentences and have quite a good vocabulary.
3. Children also start school during this stage of their life, and this helps with development of
language and understanding numbers.
4. In infancy, the world is experienced through senses alone. In childhood this changes as
children have the ability to be able to think about things that happen to them.
5. However they still tend to be egocentric. seeing the world from only their own viewpoint.
6. Children learn how to act and behave in particular situations by watching others and asking
questions. For example, children have to be taught how to behave and eat at the dining table.
7. As children see how their carers respond in particular situations, they begin to copy this
behaviour. This is why it is important that children have positive role models in their lives.
Emotional development
1. Between the ages of three and eight children will begin to learn how to handle their
feelings.
2. They learn how to share and cooperate with other people.
3. Children can tell others when they feel happy or sad and begin to explain their feelings.
4. It is also during this period that children begin to develop their own self-concept, which will
be further developed throughout life.

Social development
1. Between three and eight years of age children begin to widen their social group and form
friendships with others.
2. In the early part of this life stage children often have temper tantrums if they cannot have
their own way. Gradually they begin to realise that they have to cooperate with others.
3. By the age of eight, children will usually have a number of friends and often have what they
call a 'best friend'.

3. Middle Childhood (9 to 11 years old )

In this Stage, They will experience growth spurts at different rates that moves them
towards adolescence. Typically girls will begin to grow and mature faster than boys
during this time period.

Providing active learning experiences is helpful during this time. Hands-on events or
activities where they are up and moving not limited only to sitting and listening – is
best. Youth at this age are also developing a more competitive nature between boys
and girls. Try to avoid activities that create competition between gender groups.
Choose activities that mix boys and girls together in group on an even playing field.

9- to 11-year-olds are developing in the following ways, outlined below: 

Physical

 They experience a steady increase in large muscle development, strength,

balance and coordination
 They are very active, with a lot of energy
 There will be different maturation rates between the sexes; girls will tend to
mature faster than boys
 They will experience an increase in small muscle coordination

Social

 They generally see adults as authority

 They follow rules out of respect for authority
 They are loyal to groups, clubs, gangs, etc.
 They enjoy code languages and passwords
 They identify with individuals of the same gender
 They prefer to work in groups in cooperative activities
 They approach solving problems with a negotiating style, compromising with
peers

Emotional
  They are accepting parent/family beliefs
 They admire and imitate older youth
 They are developing decision-making skills
 They are beginning to question authority
 They need involvement with caring adult
 They find comparisons with others difficult to process

Intellectual

 Their academic abilities vary greatly

 They have an increased attention span, but many have interests which change
rapidly
 They are learning to use good judgment
 They judge ideas in absolutes, right or wrong not much tolerance for middle
ground
 They have interests in collections and hobbies

The implications of developing programs or interacting with 9- to 11-year-olds:

Physical

 Plan activities that allow them to move about

 Vary activities – don’t rely solely on sports, general physical activities are
important as well
 Avoid competitions between genders

Social

 Clarify and enforce reasonable limits

 Plan plenty of time to be with individuals from their same gender
 Group activities are important

Emotional

 Provide correction quietly – one-on-one

 Give positive feedback and look for successes
 Avoid generalized praise
 Be present at group activities, be visible but be in the background
 Provide safety net of an adult that will maintain boundaries

Intellectual

 Youth in this age bracket still very much enjoy “hands-on” activities
 Help youth form groups/clubs with common interests or hobbies
 Vary the activities offered to engage rapidly changing interests
 4. Adolescence (12-18yrs old)

Adolescence is the period of transition between childhood and adulthood. It includes some big
changes to the body, and to the way a young person relates to the world.

The many physical, sexual, cognitive, social, and emotional changes that happen during this
time can bring anticipation and anxiety for both children and their families. Understanding
what to expect at different stages can promote healthy development throughout adolescence
and into early adulthood.

Age Physical and Language Intellectual Social/ Emotional

12-14 Girls body fat increases. Questioning of school Begin to spend more
years Boys muscle mass and family rules. time with friends and
: increases. Concrete thinking styles less time with family.
something is right or Start to form an identity,
Girls breasts enlarge. wrong, good or bad. through hobbies,
friends, school activities,
Boys genitals enlarge. Begin to think that bad clothes, hairstyles,
things will not happen to music, etc.
Both Boys and Girls them.
voices lower, with the Moodiness is common
Boys voices lower much Children in this stage throughout the search
more. believe that they are the for an identity.
center of attention, and
Girls experience their therefore are painfully Often push the limits of
first menstrual cycle self- conscious. adults to assert their
(typically around the independence.
same time as their If a child has one
mother experiences pimple, they truly Have mixed feelings
her’s) believe that the whole about breaking away
world is looking at it. from you.
Body hair grows.
Daughters might want
Sweat glands become nothing to do with you
more active. one day, & never leave
your side the next.
Hormonal changes may
cause acne. Spending a lot of time
on the phone is normal,
and a way of developing
social skills for
adolescents.
15-18 Facial hair begins to Better at solving More self assured and
years appear. problems than younger thus are better at
: Girls are usually at full teens, but are resisting peer pressure.
development. inconsistent. Spend even less time
They tend to make rash with family.
Girls are very concerned decisions even though
with the way they look. they weigh the
 More than 50% of high consequences first. Make close friends.
school girls are dieting.
Organizational skills Want control over more
improve and are better aspects of their lives.
at balancing school,
activities, social life, and Are excited, but also
work. overwhelmed about the
future (college,
Attempt to answer the workforce, military,
questions, Who am I? moving away from
and What will I be? by home, marriage, etc).
exploring job and
college options, religion, Teens get depressed.
social and political However, like with
issues. adults if this lasts more
than 2 weeks see a
Frequently question and health care professional.
challenge rules
Begin to have strong
sexual urges and may
become sexually active.

Become aware of sexual

orientation.
 

References:
https://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/infants.html

9- to 11-year-olds: Ages and stages of youth development - MSU Extension

Signs of Normal Physical, Social & Emotional Development Teens 12-18

(thewholechild.org)

B. Topic: Typical and Atypical Development

I. Objectives:
a. To Explain the Difference between Typical and Atypical Development
b. To Identify the Difference between Typical and Atypical Development
c. To Differentiate the Difference between Typical and Atypical Development.

II. Content

What is Typical Development?

Child development is typically defined as a normal progression by which children change as
they grow older by acquiring and refining knowledge, behaviors, and skills.

What is Atypical Development?

Atypical development means development that is unusual in its pattern, is not within normal
developmental mile- stones, and adversely affects the child's overall development.

Typical Developmental Atypical Development (Missing or

Milestones Not Meeting Anticipated Milestone)

2 MONTHS (Birth to Three Years Old)

Begins to smile at people Doesn’t smile at people

Can briefly calm him/herself (may
SOCIAL AND
bring hands to mouth
EMOTIONAL
and suck on hand)
Tries to look at parent

LANGUAGE AND Coos, makes gurgling sounds Doesn’t respond to loud sounds
COMMUNICATION Turns head toward sounds Doesn’t smile at people

Pays attention to faces Doesn’t watch things as they move

COGNITIVE
Begins to follow things with eyes and
(learning, thinking,
recognize people at a distance
problem-solving)
Begins to act bored (cries, fussy) if
activity doesn’t change
MOVEMENT AND Can hold head up and begins to
Doesn’t bring hands to mouth
PHYSICAL push up when lying on tummy
DEVELOPMENT Makes smoother movements with Can’t hold head up when pushing up
arms and legs when on tummy

Atypical Development (Missing or Not

Typical
Meeting Anticipated Milestones)
Developmental
Milestones
4 MONTHS (Birth to Three Years Old)
Smiles spontaneously,
Doesn’t smile at people
especially at people
Likes to play with people and
SOCIAL AND
might cry when playing stops
EMOTIONAL
Copies some movements and
facial expressions, like
smiling or frowning
Begins to babble Doesn’t coo or make sounds
Babbles with expression
 LANGUAGE AND and copies sounds he/she
COMMUNICATION hears
Cries in different ways to
show hunger, pain, or
being tired
Let’s you know if he/she is
Doesn’t watch things as they move
happy or sad
Has trouble moving one or both eyes in all
Responds to affection
directions

COGNITIVE Reaches for toy with one hand

(learning, thinking, Uses hands and eyes together,
problem-solving) such as seeing a toy and
reaching for it
Follows moving things with eyes
from side to side
Watches faces closely
Atypical Development
Typical Developmental Milestones (Missing or Not Meeting
Anticipated Milestones)
4 MONTHS (Birth to Three Years Old)

Recognizes familiar people and things

at a distance
Holds head steady, unsupported Doesn’t bring things to mouth
Pushes down on legs when feet are Doesn’t push down with legs when feet
on a hard surface are placed on a hard surface
May be able to roll over from tummy
MOVEMENT AND to back
PHYSICAL
DEVELOPMENT Can hold a toy and shake it and swing
at dangling toys
Brings hands to mouth
When lying on stomach, pushes up to
elbows

Atypical Development (Missing or

Typical Developmental Not Meeting Anticipated
Milestones Milestones)
6 MONTHS (Birth to Three Years Old)

Knows familiar faces and begins to Shows no affection for caregivers

know if someone is a stranger
SOCIAL AND EMOTIONAL Likes to play with others, especially
parents
Responds to other people’s
emotions and often seems happy
Likes to look at self in a mirror
Responds to sounds by making Doesn’t make vowel sounds (“ah,”
sounds “eh,” “oh”)
 Strings vowels together when Doesn’t laugh or make squealing
babbling (“ah,” “eh,” “oh”) and likes sounds
taking turns with parent while
LANGUAGE AND making sounds
COMMUNICATION Responds to own name Doesn’t respond to sounds around
him/her
Makes sounds to show joy and
displeasure
Begins to say consonant sounds
(jabbering with “m,” “b”)
Looks around at things nearby Has difficulty getting things to mouth

COGNITIVE Brings things to mouth Doesn’t try to get things that are in
(learning, thinking, reach
problem-solving) Shows curiosity about things and
tries to get things that are out of
reach
Atypical Development (Missing
Typical Developmental
or Not Meeting Anticipated
Milestones
Milestones)

6 MONTHS (Birth to Three Years Old)

Begins to pass things from one

hand to another
Rolls over in both directions (front Seems very stiff, with tight
to back, back to front) muscles
Begins to sit without support Seems very floppy, like a rag doll
MOVEMENT AND
PHYSICAL When standing, supports weight Doesn’t roll over in either direction
DEVELOPMENT on legs and might bounce
Rocks back and forth, sometimes
crawling backward before moving
forward

Atypical Development (Missing or

Typical Developmental Not Meeting Anticipated Milestones
Milestones

9 MONTHS (Birth to Three Years Old)

May be afraid of strangers Doesn’t seem to recognize familiar

SOCIAL AND EMOTIONAL people
May be clingy with familiar adults
Has favorite toys
Understands “no” Doesn’t babble (“mama,” “baba,”
“dada”)
Makes a lot of different sounds
LANGUAGE AND like “mamamama” and
COMMUNICATION “bababababa”
Copies sounds and gestures of
others
 Uses fingers to point at things
Watches the path of something as it Doesn’t transfer toys from one hand to
falls another
Looks for things he/she sees you Doesn’t play any games involving
hide back-and-forth play
COGNITIVE
Plays peek-a-boo Doesn’t look where you point
(learning, thinking,
problem-solving) Puts things in their mouth Doesn’t respond to own name
Moves things smoothly from one
hand to another
Picks up things (like cereal O’s
between thumb and index finger)

Atypical Development (Missing or

Typical Developmental Not Meeting Anticipated Milestones
Milestones

9 MONTHS (Birth to Three Years Old)

Stands, holding on Doesn’t bear weight on legs with

support
MOVEMENT AND Can get into sitting position Doesn’t sit with help
PHYSICAL
DEVELOPMENT Sits without support
Pulls to stand
Crawls

Atypical Development (Missing

Typical Developmental or Not Meeting Anticipated
Milestones Milestone)

12 MONTHS | 1 Year of Age (Birth to Three Years Old)

Is shy or nervous with strangers

Cries when mom or dad leaves
Has favorite things and people
Shows fear in some situations
Hands you a book when he wants
SOCIAL AND EMOTIONAL to hear a story
Repeats sounds or actions to get
attention
Puts out arm or leg to help with
dressing
Plays games such as “peek-a- boo”
and “pat-a-cake”
Responds to simple, spoken Doesn’t say single words like
requests “mama” or “dada”
Uses simple gestures, like Doesn’t learn gestures like waving
shaking head “no” or waving “bye- or shaking head
bye”
LANGUAGE AND Makes sounds with changes in tone Doesn’t point to things
COMMUNICATION (sounds more like speech)
Says “mama” and “dada” and
exclamations like “uh-oh!”
Tries to say words you say

Atypical Development (Missing or

Typical Developmental Not Meeting Anticipated
Milestones Milestone)

12 MONTHS | 1 Year of Age (Birth to Three Years Old)

Explores things in different ways, Doesn’t search for things that he/she
like shaking, banging, throwing sees you hide
Finds hidden things easily
Looks at the right picture or thing
when it is named
COGNITIVE Copies gestures
(learning, thinking, problem- Starts to use things correctly; for
solving) example, drinks from a cup,
brushes hair
Bangs two things together
Puts things in a container, takes
things out of a container
Lets things go without help
Pokes with index/pointer finger
Follows simple directions like “pick
up the toy”
Gets to a sitting position without Loses skills he/she once had
help
MOVEMENT AND PHYSICAL Pulls up to stand, walks holding on Doesn’t crawl
DEVELOPMENT to furniture (“cruising”)
May take a few steps without Can’t stand when supported
holding on
May stand alone

Atypical Development (Missing or

Typical Developmental Milestones Not Meeting Anticipated Milestone)
2 YEARS OF AGE (Birth to Three Years Old)
Copies others, especially adults and Doesn’t copy actions and words
older children
Gets excited when with other Loses skills he/she once had
children
Shows more and more
SOCIAL AND EMOTIONAL independence
Shows defiant behavior (doing what
 he/she has been told not to)
Plays mainly beside other children,
but is beginning to
include other children, such as in
chase games
Points to things or pictures when Doesn’t use 2-word phrases (for
they are named example: “drink milk”)
Knows names of familiar people and Doesn’t follow simple instructions
body parts
Says sentences with two to four
LANGUAGE AND words
COMMUNICATION Follows simple instructions
Repeats words overheard in
conversation

Atypical Development (Missing or

Typical Developmental Not Meeting Anticipated Milestone)
Milestones

2 YEARS OF AGE (Birth to Three Years Old)

Finds things even when hidden Doesn’t know what to do with common
under two and three covers things, like brush,
phone, fork, spoon
Begins to sort shapes and colors
COGNITIVE Completes sentences and rhymes
(learning, thinking, problem- in familiar books
solving) Plays simple make-believe games
Builds towers of four or more blocks

Might use one hand more than the

other
Stands on tiptoe Doesn’t walk steadily
Kicks a ball
Begins to run
MOVEMENT AND PHYSICAL Climbs onto and down from
DEVELOPMENT furniture without help
Walks up and down stairs holding
on
Throws ball overhand
Makes or copies straight lines and
circles

Atypical Development (Missing or

Typical Developmental Not Meeting Anticipated Milestone)
Milestones
3 YEARS OF AGE (Birth to Three Years Old)

SOCIAL AND EMOTIONAL
Copies adults and friends Doesn’t want to play with other children or
with toys
Shows affection for friends without Doesn’t make eye contact
prompting
Takes turns in games Loses skills he/she once had
Shows concern for crying friend
Understands the idea of “mine” and
“his” and “hers”
Shows a wide range of emotions
 Separates easily from mom and dad
May get upset with major
changes in routine
Dresses and undresses self
Follows instructions with two or three Drools or has very unclear speech
steps
Can name most familiar things Doesn’t speak in sentences
Understands words like “in,” “on” and Doesn’t understand simple instructions
“under”
LANGUAGE AND Says first name, age, and sex
COMMUNICATION Names a friend
Says words like “I,” “me,” “we,” and
“you” and some plurals (cars,
dogs, cats)
Talks well enough for strangers to
understand most of the time
Atypical Development (Missing
Typical Developmental
or Not Meeting Anticipated
Milestones
Milestone)
3 YEARS OF AGE (Birth to Three Years Old)
Carries on a conversation using
two to three sentences
Can work toys with buttons, Can’t work simple toys (such as
levers, and moving parts peg boards, simple puzzles,
turning handle)
Plays make-believe with dolls, Doesn’t play pretend or make
animals, and people believe
Does puzzles with three or four
COGNITIVE pieces
(learning, thinking, Understands what “two” means
problem-solving) Copies a circle with pencil or
crayon
Turns book pages one at a time
Builds towers of more than six
blocks
Screws and unscrews jar lids or
turns door handle
Climbs well Falls down a lot or has trouble
with stairs
MOVEMENT AND Runs easily
PHYSICAL Pedals a tricycle (three-wheel
DEVELOPMENT bike)
Walks up and down stairs, one
foot on each step

Atypical Development (Missing or

Typical Developmental Milestones Not Meeting Milestones)

4 YEARS OF AGE (Early Childhood)

Enjoys doing new things.

SOCIAL AND EMOTIONAL
Plays “Mom” and “Dad.”
Is more and more creative with
make-believe play.
Would rather play with other children
than by his/herself.
 Cooperates with other children. Ignores other children or doesn’t
respond to people
outside family.
Often can’t tell what’s real and what’s
make believe.
Talks about what he/she likes and
what he/she is interested in.
Knows some basic rules of grammar, Speaks unclearly; doesn’t use “me”
such as correctly using “he” and and “you” correctly.
“she”.
Sings a song or says a poem from
LANGUAGE AND COMMUNICATION memory such as the “Itsy Bitsy
Spider” or the “Wheels on
the Bus.”
Tells stories. Can’t retell a favorite story.
Can say first and last name.

Atypical Development
Typical Developmental
(Missing or Not Meeting
Milestones
Milestones)

4 YEARS OF AGE (Early Childhood)

Names some colors and some Generally loses skills once had.
numbers.
Understands the idea of Doesn’t follow three-part
counting. commands.
Starts to understand time.
Remembers parts of a story. Can’t retell a favorite story.
COGNITIVE Understands the idea of “same” Doesn’t understand “same” and
(learning, thinking, problem- and “different.” “different.”
solving)
Draws a person with two to four
body parts.
Uses scissors.
Starts to copy some capital
letters.
Plays board or card games. Shows no interest in interactive
games or make believe.
Tells you what he thinks is going to
happen next in a book.
Hops and stands on one foot up Can’t jump in place.
MOVEMENT AND to two seconds.
PHYSICAL Catches a bounced ball most of
DEVELOPMENT
the time.
Pours, cuts with supervision, Has trouble scribbling.
and mashes own food.

Atypical Development
Typical Developmental
(Missing or not Meeting
Milestones
Anticipated Milestones)
5 YEARS OF AGE (Early Childhood)
Wants to please friends. Usually withdrawn and not
active.
Wants to be like friends. Doesn't respond to people, or
responds only superficially.
More likely to agree with rules.
Likes to sing, dance, and act.
 Shows concern and sympathy for Doesn’t show wide range
others. emotions.
SOCIAL AND Is aware of gender.
EMOTIONAL Can tell what’s real and what’s Can't tell what's real and what's
make-believe. make-believe (also Cognitive).
Shows more independence (for
example, may visit a next-door
neighbor by himself, even though
adult supervision is still
needed).
Is sometimes demanding and Shows wide range behaviors
sometimes very cooperative. (usually fearful, aggressive shy, or
sad).
Speaks very clearly. Doesn't talk about daily
activities.
LANGUAGE AND Tells a simple story using full
COMMUNICATION sentences.
Uses future tense; for example, Doesn't use plural or past tense
“Grandma will be here.” properly.

Atypical Development (Missing or

Typical Developmental Milestones not Meeting Anticipated
Milestones)

5 YEARS OF AGE (Early Childhood)

Says name and address. Can't give first and last name.
Counts 10 or more things. Loses skills once had.
Can draw a person with at least six Doesn't draw pictures.
body parts.
Can print some letters or numbers. Is easily distracted, has trouble
COGNITIVE
focusing on one activity for more than
(learning, thinking, problem-solving)
5 minutes.
Copies a triangle and other geometric Doesn't play a variety of games and
shapes. activities.
Knows about things used every day, Can't tell what's real and what's make
like money and food. believe (also Social and
Emotional).
Stands on one foot for 10 seconds or Can't brush teeth, wash and dry
longer. hands, or get undressed without help.

MOVEMENT AND PHYSICAL

DEVELOPMENT Hops and may be able to skip.
Can do a somersault.
Uses a fork and spoon and sometimes
a table knife.
Can use the toilet on her own.
Swings and climbs.

Typical Developmental Milestones

Atypical Developmental for Tomàs at
6½ Years Old
6-8 YEARS OF AGE (Middle Childhood)

Shows more independence from parents Plays best with younger children.
and family.
Starts to think about the future.
SOCIAL AND EMOTIONAL Understands more about his or her place
in the world.
Pays more attention to friendships and
teamwork.
Wants to be liked and accepted by
friends.
LANGUAGE AND Speaks only in two- to three-word
COMMUNICATION sentences, even in his native
language of Spanish.
Shows rapid development of Can only follow single step directions.
cognitive processing (mental) skills.

THINKING AND LEARNING Learns better ways to describe Can occasionally label what he sees.
experiences and talk about
thoughts and feelings.
Has less focus on one’s self and more
concern for others.
MOVEMENT AND Needs physical help with bathing and
PHYSICAL DEVELOPMENT brushing teeth.
Has physical delays in activities like
catching a ball and hopping.

Typical Developmental Milestones

Atypical Developmental for Leev at 8
Years Old

6-8 YEARS OF AGE (Middle Childhood)

Shows more independence from parents Is frequently aggressive, including times

and family. when there is no apparent provocation.

Starts to think about the future. Has behavioral outbursts that are severe.
SOCIAL AND EMOTIONAL

Understands more about his or her place Needs constant supervision.

in the world.
Pays more attention to friendships Is withdrawn from peers.
and teamwork.
Wants to be liked and accepted by
friends.
Shows rapid development of Needs a modified curriculum at school.
cognitive processing (mental) skills.

THINKING AND LEARNING Learns better ways to describe
experiences and talk about
thoughts and feelings.
Has less focus on one’s self and more
concern for others.
Has a low IQ. Although the profile does
not provide his Full Scale IQ,
his subtest IQs are below 70.
Needs small group or one-on-one
instruction at school, as he struggles in
larger groups.
 Typical Developmental Milestones Atypical Developmental for Aiden at 10
Years Old

9-10 YEARS OF AGE (Middle Childhood)

Starts to form stronger, more complex

friendships and peer relationships. It
becomes more emotionally important to
have
SOCIAL AND EMOTIONAL friends, especially of the same sex.
Experiences more peer pressure.
Becomes more aware of his or her body
as puberty approaches. Body image and
eating problems
sometimes start around this age.
Faces more academic challenges at Is experiencing problems with
school. comprehension and memory.
Becomes more independent from the Is unable to keep pace with the regular
family. academic curriculum, and
THINKING AND LEARNING his academic achievement is lagging.

Begins to see the point of view of others Has receptive language challenges, which
more clearly. are especially notable when compared to
his expressive skills on testing.

Has an increased attention span.

MOVEMENT AND Needs physical help with dressing, bowel
PHYSICAL DEVELOPMENT care, and bladder care.
Has limited mobility.

Typical Developmental Milestones Atypical Developmental for Lily

at 12 Years Old

11-13 YEARS OF AGE (Middle/Teenage Years)

Could show more concern about body image, Has difficulty with reciprocal
looks, and clothes. conversations and often mimics
rather than
communicating with intent.
Shows more focus on themselves: vacillating Is unable to speak in long
between high expectations and lack of sentences and may mix pronouns.
confidence.
SOCIAL AND EMOTIONAL Experiences more moodiness.
Shows more interest in and influence by peer
group.
Can express less affection toward parents;
sometimes might seem rude or short-
tempered.
Can feel stress from more challenging
schoolwork.
May be at greater risk for developing eating
problems.
 May be more inclined to feel sadness or
experience depression, which can have
impacts on other areas of life.
Has greater ability for complex thought, Is significantly below grade level
demonstrating a shift from concrete to abstract expectations academically.
THINKING AND LEARNING thinking. Also demonstrates an
increased attention span.
Is better able to express feelings through
talking.

Typical Developmental Milestones Atypical Developmental for Lily

at 12 Years Old

11-13 YEARS OF AGE (Middle/Teenage Years)

Develops a stronger sense of right and wrong Has reached a plateau in skill
development and is now
demonstrating a loss of skills
she once had.
Begins to see the point of view of others more
clearly.
Has an increased attention span.
Is physically active. Might join a team sport or Needs physical help with self-care
take up an individual sport. skills.
Puberty plays an important role, though every
child develops at different rates between 8 and
MOVEMENT AND 18.
PHYSICAL DEVELOPMENT
Growth spurts may cause clumsiness and lack
of coordination
Becomes more aware of his or her own
sexuality and the sexuality of others.
May experience increased appetite and the
need for sleep.

Typical Developmental Milestones Atypical Developmental for Sam at 14

Years Old
14-21 YEARS OF AGE (Teenage to Young Adult Years)

Has more interest in the opposite sex. Is not invited to do things after school or on
weekends. Appears to have limited peer
connections and relies on
his parents for his social connections
Goes through less conflict with Shows inappropriate behavior in public as
parents. well as at home, including
masturbating in public and lifting his shirt.
SOCIAL AND EMOTIONAL

Shows more independence from

parents.
Has a deeper capacity for caring and
sharing and for developing
more intimate relationships.
 Spends less time with parents and
more time with friends.
Can experience sadness or
depression, which can lead to other
problems.
LANGUAGE AND
COMMUNICATION
Learns more defined work habits.
Shows more concern about future
THINKING AND LEARNING school and work plans.
Is better able to give reasons for
their own choices, including about
what is right or wrong.
Speaks in short sentences of only three to
five words. Strangers may struggle to
understand him if he is speaking about
something without
context.
Has a low IQ.
Is below grade level and has a limited ability
to read.
Needs clothes fasteners adapted for him to
be able to dress.

Typical Developmental Milestones Atypical Developmental for Sam at 14

Years Old
14-21 YEARS OF AGE (Teenage to Young Adult Years)

Most girls will be physically Needs clothes fasteners adapted for him to
mature at this stage, while boys may be able to dress.
MOVEMENT AND still be maturing physically.
PHYSICAL DEVELOPMENT Most children will reach or are close to
reaching their adult
height and weight at this age.
Capable of having children.