DEVELOPMENTAL MILESTONE MATRIX

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In Partial Fulfillment of the Requirements in

Developmental Psychology Subject
First Term, Second Semester
Academic Year 2021-22

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ANGELIE G. MIRAFUENTES

March 2022
 Developmental Milestone Matrix

0-3 Months
PHYSICAL SOCIAL & COGNITIVE INDICATORS OF
EMOTIONAL DEVELOPMENTAL
RISK AND
CONCERN
•Rapid height & •Concerned with •From birth, infant •Sucks poorly and
weight gain satisfaction of needs begins to “learn” with feeds slowly
•Reflexes: sucking, •Smiles in response eyes, ears, hands, •Doesn’t follow
grasping to caregiver’s voice etc. objects
•Lifts head •Prefers primary •Vocalizes sounds with eyes
•Responds to sounds caregiver to stranger (coos) •Doesn’t respond to
by blinking, startling, •Smiles when faces loud sounds
crying evoke memories of •Doesn’t grasp and
•Shows growing pleasure hold
ability to follow objects
objects and to focus •Doesn’t smile at the
sound of the primary
caregiver’s voice

3-6 Months
PHYSICAL SOCIAL & COGNITIVE INDICATORS OF
EMOTIONAL DEVELOPMENTAL
RISK AND
CONCERN
•Rolls over •Smiles and laughs •Has recognition •Doesn’t hold head
•Holds head up when socially memory for people, up
held in sitting position •Responds to tickling places, and objects •Doesn’t coo, make
•Lifts knees, makes •Begins to distinguish •Uses both hands to sounds, or smile
crawling motions own image in mirror grasp objects •Doesn’t respond to
•Reaches for objects from others’ images •Exhibits visual sounds or turn head
interests to locate sounds
•Joins with caregiver •Doesn’t roll over in
in either direction
paying attention to •Not gaining weight
labeling objects and
events (4-6 months)
 6-12 Months
PHYSICAL SOCIAL & COGNITIVE INDICATORS OF
EMOTIONAL DEVELOPMENTAL
RISK AND
CONCERN
•Sits alone •Indicates preference •Finds objects hidden •Doesn’t smile or
•Feeds self-finger for primary repeatedly in one demonstrate joy
foods; holds own caregivers place, but not when •Unable to sit without
bottle (6-9 months) •May cry when moved support
•Crawls, pulls up, strangers approach •Plays peek-a-boo •Does not follow
and walks with (stranger anxiety) •Has recall memory objects
support (9-12 •Shows signs of for people, places, with both eyes
months) separation anxiety and objects (9-12 •Does not actively
•Baby teeth begin to •Repeats months) reach for objects
emerge performances for •Imitates speech •Doesn’t look or react
attention (9-12 sounds to
months) •Says da-da and familiar caregivers
•Drops objects on mama and knows •Does not babble
purpose for others to who •Shows no interest in
pick up (10-12 these people are (10- playing peek-a-boo
months) 12 months) (by
8 months)

12-18 Months
PHYSICAL SOCIAL & COGNITIVE INDICATORS OF
EMOTIONAL DEVELOPMENTAL
RISK AND
CONCERN
•Walks alone •Extends attachment •Begins to show •Doesn’t respond to
•Manipulates small for primary intentional behavior, name
objects with improved caregivers to the initiates •Unable to finger feed
coordination world; seems in love actions(drops,throws, •Not gaining weight
•Drinks from a cup with the world and shakes, bangs) •Flat affect (no
with a lid and uses a wants to explore •Is curious about smiling)
spoon everything everything around •Not interested in
•Builds tower of 2 •Recognizes image him or her play such as
blocks of self in mirrors •Says first words peek-a-boo
•Removes hat, •Solitary or parallel (mama, dada, •Not taking steps
socks, and shoes play doggie, bye-bye) •Cannot hold spoon
•Doesn’t look at
pictures in book
 18-24 Months
PHYSICAL SOCIAL & COGNITIVE INDICATORS OF
EMOTIONAL DEVELOPMENTAL
RISK AND
CONCERN
•Runs and walks up •Likes to hand things •Begins to make two •Cannot walk
steps to others as play word combinations •Does not speak at
•Can help get •May have temper that least 6 words
undressed tantrums mean something •Does not imitate
•Drinks from a cup •Shows affection to •Imitates words actions or words
•Eats with a spoon familiar people readily and •Cannot push a
•Scribbles •Plays simple understands a lot wheeled toy
spontaneously pretend, such as more that he or she •Does not follow
•Loves to practice feeding a doll can say simple instructions
new skills •Explores alone but •Shows memory •Doesn’t notice or
•Makes tower of 4 with caregiver close improvements,under mind when a
blocks by stand cause and caregiver leaves or
effect; experiments to returns
see what will happen
•Begins to sort
shapes and colors

2-3 Years
PHYSICAL SOCIAL & COGNITIVE INDICATORS OF
EMOTIONAL DEVELOPMENTAL
RISK AND
CONCERN
•Has developed •Has great difficulty •Is capable of •Cannot run, jump, or
sufficient muscle sharing thinking before acting hop
control for toilet •Has strong urges •Explores language •Cannot feed self
training and desires, but is ability – becomes with spoon
•Is highly mobile developing ability to very verbal •Does not speak in
–skills are refined exert self-control •Enjoys talking to self simple sentences
•Uses spoon to feed •Wants to please and others that use normal word
self parents but •Loves to pretend order
•Throws and kicks a sometimes has and to imitate people •Does not enjoy
ball difficulty containing around him or her make believe games
•Disassembles impulses •Enjoys creative •Does not
simple objects and •Displays affection activities – i.e.,block spontaneously
puts them back –especially for play, art show affection for
together caregiver familiar playmates
 3-4 Years
PHYSICAL SOCIAL & COGNITIVE INDICATORS OF
EMOTIONAL DEVELOPMENTAL
RISK AND
CONCERN
•Continues to run, •Emotional self •Asks“why” questions •Falls down a lot or
jump, throw, and regulation improves –believes there is a has trouble with
catch with better •Understands taking reason for everything stairs
coordination turns and sharing and he or she wants •Drools or has very
•Walks up and •Self-conscious to know it unclear speech
downstairs, one foot emotions become •Engages actively in •Doesn’t use.
on each step more common symbolic play – has sentences of more
•Rides tricycle •Forms first strong fantasy life, than three words
•Uses scissors friendships loves to imitate and
•Can button and lace •Shows concerns for role-play
•Eats and dresses by a crying friend •Speech can be
self with supervision understood by others

4-6 Years
PHYSICAL SOCIAL & COGNITIVE INDICATORS OF
EMOTIONAL DEVELOPMENTAL
RISK AND
CONCERN
•Has refined muscle •Plays cooperatively •Is developing longer •Poor muscle tone,
development and is with peers attention span motor coordination
better coordinated, •Enhanced capacity •Understands cause •Poor pronunciation,
so that he or she to share and take and effect incomplete
can learn new skills turns relationships sentences
•Has improved finger •Recognizes ethnic •Engages in more •Cognitive delays;
dexterity –ties shoes; and sexual dramatic play and is inability to
draws more complex identification closer to reality, pays concentrate
picture; writes name •Displays attention to details •Cannot play
•Climbs, hops, skips, independence •Is developing cooperatively; lack
and likes to do stunts. •Protects self and increasingly more curiosity, absent
Gross motor skills stands up for rights complex and imaginative and
increase in speed •Identifies with versatile fantasy play
and endurance parents and likes to language skills
imitate them
 6-9 Years
PHYSICAL SOCIAL & COGNITIVE INDICATORS OF
EMOTIONAL DEVELOPMENTAL
RISK AND
CONCERN
•Gradual •May have a special •Thought becomes •These indicators
replacement of friend more logical, helping may be
primary teeth by •Likes action on the child categorize present in any child
permanent teeth television objects and ideas between 6-11 years
throughout middle •Enjoys books and •Can focus on more •Low self-esteem
childhood stories than one •Acts sad and/or
•Fine motor skills: •May argue with characteristic nervous much of the
writing becomes other of concrete objects time
smaller and more children but shows •Emotional •Aggressive much of
legible; drawings cooperation in play intelligence is the time (hits, fights,
become more with a particular developing: curses, breaks or
organized and friend self-awareness and throws objects)
detailed and start to •Self-concept understanding of own •Exhibits poor
include some depth includes identifying feelings; empathy for impulse control
own personality traits the feelings of others; •Has difficulty
and comparing self regulation of emotion; concentrating or
with others delaying gratification sitting still

9-11 Years
PHYSICAL SOCIAL & COGNITIVE INDICATORS OF
EMOTIONAL DEVELOPMENTAL
RISK AND
CONCERN
•Girls’ adolescent •Self-esteem rises •Planning improves •These indicators
grown spurt begins •Distinguishes •Can apply several may be present in
•Gross motor skills between effort and memory strategies at any child between
are better luck as causes of once 6-11 years
coordinated (running, successes and •Improves in •Low self-esteem
jumping, throwing failures; can become cognitive •Acts sad and/or
and catching, kicking, critical of others self-regulation(monit nervous much of the
batting, and dribbling) quickly oring and directing time
•Reaction time •Has adaptive set of progress toward a •Aggressive much of
improves, which strategies for goal) the time (hits, fights,
contributes to motor regulating emotion curses, breaks or
skill development •Peer groups emerge throws objects)
•Exhibits poor
impulse control
 11-15 Years
PHYSICAL SOCIAL & COGNITIVE INDICATORS OF
EMOTIONAL DEVELOPMENTAL
RISK AND
CONCERN
•Period of rapid •Critical of adults; •Thrives on •By end of period,
skeletal and sexual annoyed by younger arguments and physically immature,
maturation siblings; obnoxious discussions; small, not showing
•Preoccupation with to live with challenges adults signs of puberty or
body image •Wants unreasonable •Increasingly able to secondary sex
•Acne may appear independence memorize, think characteristics (wide
•Boys ahead of girls •Dramatizes and logically; engage in range here; girls
in endurance and exaggerates own introspection mature earlier)
muscular strength positions; has many •Can plan realistically •Lack of peer group
•Rapid growth may fears, worries, and for the future; may relationships and
mean large appetite tears have interest in identification with
but less energy •Often moody; anger earning money peers
•Increased possibility is common; resents •Is critical of own
of acting on sexual being told what to do; artistic products
desires rebels at routines

15-21 Years
PHYSICAL SOCIAL & COGNITIVE INDICATORS OF
EMOTIONAL DEVELOPMENTAL
RISK AND
CONCERN
•By end of period, •Relationships with •Operational thought •Physically immature,
physically parents range from with abstract, small, not showing
immature,small, not friendly to hostile idealistic, logical, signs of puberty or
showing signs of •Usually has many hypothetical secondary sex
puberty/ secondary friends and few deductive reasoning, characteristics
sex characteristics confidants complex problem •Unable to form or
(wide range; girls •Worries about failure solving, and critical maintain satisfactory
mature earlier) •Appears moody, thinking relationships with
•Can’t think angry,lonely,impulsiv •Has a strong sense peers
hypothetically;doesn’t e,self-centered,confu of awareness •Poor self-esteem /
consider sed, and stubborn •Seriously concerned guilt
consequences of •Conflicting feelings about the future
actions about dependence
and independence
 REFERENCES

Chadwick Trauma-Informed Systems Project. (2013). Guidelines for Applying a Trauma Lens
to a Child Welfare Practice Model (1st ed.). San Diego, CA: Chadwick Center for Children and
Families.

Reducing the Trauma of Investigation, Removal and Initial Out-of-Home Placement Project.
(2008-2009). Trauma Informed Practice Strategies for Caseworkers. Portland State University,
Center for Improvement of Child and Family Services.

Child Welfare Trauma Training Toolkit. (2013). The National Child Traumatic Stress Network.
https://cpeip.fsu.edu

Child and Adolescent Development Resource Book. (2005). The Pennsylvania Child Welfare
Training Program. University of Pittsburgh, School of Social Work.

Florida State University, Center for Prevention and Early Intervention. John Hopkins University.
http://www.hopkinsmedicine.org/healthlibrary/conditions/pediatrics/your_childs_growth_and_d
evelopment_85,P01019/

Centers for Disease Control and Prevention.

http://www.cdc.gov/ncbddd/actearly/milestones/index.html

A Child Development Stages Matrix. (2021)

http://www.centerforchildwelfare.org/kb/DCF_Pol/CFOP_170/CFOP170_1-AppendA.pdf

Human Developmental Stages Image (2022). Maryville University. 650 Maryville University
Drive St. Louis, MO 63141
https://online.maryville.edu/online-bachelors-degrees/human-development-and-family-stu
dies/resources/stages-of-human-development/