A Child’s Developmental Milestones - · PDF fileA Child’s Developmental Milestones ACT • Quality Professional Development for Childhood Care and Education Professionals. Call

• Usually responds toobjects or faces as theymove

• Plays with fingers, handsand toes

• Holds and manipulatesobjects; sucks on everything!

• Reacts to sound of voices,rattle or bell

• Vocalizes to him/herself,people and toys

• Can raise him/herself up on forearms (while on tummy) and holdhead up

• Rolls from back totummy (by 4-6 months)

• Can smile at self in mirror (by 5 months)

• Can grab at objects (by 6months)

• Makes some sounds other than crying (by 2months)

• Begins cooing one syllable (by 3 months)

• Makes first consonantsounds (by 4 months)

• Babbles spontaneously

• Acquires sounds of native language (by 6months

• Listens attentively tosounds and voices (by 1month)

• Cries deliberately forassistance (by 1 month)

• Coordinates eye move-ments (by 2 months)

• Discovers hands and feetas extension of self (by 3 months)

• Likes to repeat enjoyable acts (by 4months)

• Recognizes and respondsto name (by 5 months)

• Studies objects intently(by 6 months)

• Reacts to discomfort and pain

• Recognizes parent’s voice

• Makes eye contact

• Shows affection by look-ing, waving, kicking andsmiling

• Shows feelings of securitywhen held or talked to

• Expresses delight

• May form attachment toone special object

• Laughs when tickled

• Builds trust when criesare answered

• May begin to cling to primary caregiver

• Talk with and hold baby.Give him/her interestingthings to see.

• Perform “the itsy bitsyspider” or other fun finger plays.

• Provide safe, washabletoys for children to lookat and suck on.

• Place toys near and above baby, encourginghim/her to roll over for a better view.

• Play instruments in theclassroom. Talk about theinstrument.

• Respond quickly to achild’s cry. Children atthis age need to knowthey can trust you.

• Use wall and floor mirrors to point out thebeautiful baby.

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A Child’s Developmental Milestones

ACT • Quality Professional Development for Childhood Care and Education Professionals. Call 888-405-2238. Department of Human Resources

• Puts together long seriesof syllables

• Responds appropriatelyto a few specific words (by 9 months)

• Speaks a few recogniza-ble words

• Produces gestures tocommunicate (by 7months)

• Learns how to take turns making sounds in “conversation”

• Learns to crawl, stand up and walk

• Sits without support (by 8 months)

• Transfers toys from hand to hand

• Sees almost everythingwith good vision

• Begins to cruise andeventually walk

• Develops eye-hand coordination

ACT • Quality Professional Development for Childhood Care and Education Professionals. Call 888-405-2238.

• Anticipates events (by 7months)

• Finds hidden objects (by10 months)

• Can point to body parts

• Puts nesting toys togethercorrectly

• Develops expectationsabout familiar events

• Waves bye-bye

• Enjoys being with otherchildren

• Has an increased drivefor independence

• Expresses anger moredramatically

• Has a fear of strangers

• Is aware of socialapproval or disapproval

• Performs for others

• Has pride in personalaccomplishments

• Provide safe and steadyfurniture.

• Place interesting things in the environment sothe children will want to get them.

• Play a mimic game. Put a toy in one hand andthen transfer it to theother. Encourage baby to do the same.

• Hold baby’s hands ashe/she takes steps. Be sure to cheer!

• Play social games such as peek-a-boo and pat-a-cake. It helps developsocial, language andphysical skills.

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• Picks up small objectswith pointer finger andthumb

• Can build a tower ofcubes

• Can throw a ball

• Walks well

• Turns pages in a book

• Can walk while holdingan object

• Has expressive vocabu-lary of 4-10 words(by 13-15 months)

• Has expressive vocabu-lary of 10-20 words (by 18 months)

• Can listen and respond to simple directions

• Identifies family mem-bers in photographs

• Enjoys cause and effectrelationship

• Is able to make choicesbetween clear alternatives

• Begins to solve problems

• Remembers more

• Prefers to keep caregiver in sight whileexploring environment

• Demands personal attention

• May reveal stubbornness

• Unable to share

• Responds to simplerequests

• Put small pieces of softfood on baby’s high chairso he/she can practicepicking up food.

• Stick with daily routinesto help children developa sense of order.

• Display toys clearly onlow shelves.

• Talk with the children.Read to them.

• Gather family photos andcreate a classroom photoalbum. Talk about thepictures.

• Use age-appropriate grossmotor equipment, softblocks, soft balls andbeanbags in your classroom.

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• Can draw scribbles

• Kicks backward and forward

• Stands on a balance beam

• Walks up stairs with help

• Runs well

• Enjoys riding small-wheeled riding toys

• Drinks from a straw

• Has expressive vocabu-lary of 20-25 words

• Uses 2-word phrases tocommunicate

• Uses gestures to communicate

• Begins using courtesywords (please, thank you) occasionally

• Sorts shapes and colors

• Mimics adult behavior

• Points to and namesobjects

• Refers to self by name

• Learns by helping

• Learns concepts such assize, shape and weight ashe/she moves and playswith objects in the environment.

• Is possesive

• Begins to show empathy

• Reveals a sense of trust

• Begins to play next to children

• Shows emotions of prideand embarrassment

• May dawdle

• Engages in imaginativeplay

• Tests limits of behavior

• Performs for an audience

• Let them help you prepare a snack or other task.

• Try to expand their lan-guage. If a toddler says,“ball” say “Yes, this is abig, red ball!”

• Stock art area with lots of crayons and paper.Encourage table drawingas well as easel drawing.

• Have more than one ofeverything. Sharing isdifficult at this age.

• Encourage children toshow off their skills.Include a big round ofapplause!

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• Walks backwards

• Can balance on one foot(by 3 years)

• Strings large beads

• Holds scissors correctly

• Zips and snaps

• Learns to use the potty

• Walks up and down stairs independently

• Combines words to formshort sentences

• Uses plurals

• Answers routine questions

• Provides appropriateanswers

• Comprehends some pronouns

• Follows two step directions

• Comprehends size

• Beginning to understandtime sequences (e.g.before lunch)

• Matches shapes and colors

• Counts and manipulatesobjects

• Is beginning to thinkabout consequences

• Is able to concentrate forlonger periods of time

• Has a strong sense ofownership

• May begin cooperativeplay

• May show need for security object

• Is becoming more independent

• Provide dolls and simpleprops like cups andplates to encourage imag-ination and role play.

• Stringing activities aregreat at this age!

• Play games that requirebalancing.

• Practice cutting with scissors on a one-on-onebasis.

• Help them snap and ziptheir own coats.

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• Can hop on one foot, skip and jump

• Can catch a ball with both hands

• Can catch a beanbag

• Dresses and undresseshim/herself

• Can copy a simple design

• Uses scissors to cut astraight line

• Uses possessives

• Uses double negatives

• Joins sentences

• Can answer how, who,when questions

• Follows up to 4 stepdirections

• Uses third person

• Tells simple jokes

• Has a 2000 word vocabulary

• Comprehends specialconcepts (e.g. around, infront, high, next to)

• Rote counts up to 20

• Can complete a 6-8 piecepuzzle

• Begins to understandtime concepts

• Understands simple mathconcepts

• Recalls main details of a story

• Enjoys being with otherchildren

• Has an increased drivefor independence

• Expresses anger moredramatically

• Is aware of socialapproval or disapproval

• Performs for others

• Has pride in personalaccomplishments

• Develops sex role identification

• Begins taking turns andnegotiating

• During circle time,engage children in conversation with youand each other.

• Encourage dramatic playwith puppets, dress upclothes, etc.

• Tell children when things will happen. Give them warningsbefore time is up.

• Add show and share timeto weekly activities.

• Add puzzles to manip-ulatives area. Help them when they first try a new puzzle.

• Develop a math areacomplete with cash register, money, sortingtoys and calculators.

• Provide books thatencourage positive gen-der associations, ratherthan gender bias.

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A Child’s Developmental Milestones - · PDF fileA Child’s Developmental Milestones ACT • Quality Professional Development for Childhood Care and Education Professionals. Call

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