Developmental Milestones Chart

INFANTS AND TODDLERS PRESCHOOL SCHOOL AGED ADOLESCENT

PHYSICAL • Newborn: rough • Physically active • Slow,steady growth;3- • Growth spurt:
random uncoordinated, • Rule of three; 3 4 inches per year Girls: 11-14 yo
reflexive movement years, 3 ft, 33 lbs • Use Physical activity Boys:13-17 yo
• 3 mo: head at 90 • Weight gain: 4-5 lbs to develop gross and • Puberty:
degree angle, uses per year fine motor skills • Girls: 11-14 yo
arms to prop; visually • Physically active, • Motor & Perceptual • Boys: 12-15 yo
track through midline can’t sit still for long motor skills better • Youth acclimate to
• 5 mo: purposeful grasp; • Clumsy throwing integrated changes in body
roll over; head lag balls • 10-12 yr: puberty
disappears;reaches for • Refines complex begins for some
objects;transfer objects skills; children
from hand to hopping,jumping,
hand;plays with climbing,running,rid
feet;exercises body by e “big wheels” and
stretching, moving; tricycles
touch genitals, rock on • Improving fine
stomach for pleasure motor skills and
• 7 mo: sits in eye-hand
“tripod”;push head and coordination: cut
torso up off the floor; with scissors, draw
support weight on legs; shapes
“raking” with hands • 3-3 1/2 yr: most
• 9 mo: gets to and from toilet trained
sitting;crawls,pulls to
standings,stooping and
recovering;finger-
thumb opposition;eye-
hand coordination, but
no hand preference
• 12 mo: walking
• 15 mo: more complex
motor skills
• 2 yrs: learns to climb up
stairs first then down
COGNITIVE • Sensori-motor: • Ego-centric, • Use language as a • Formal operations:
physically explores illogical, magical • communication tool precursors in early
environment to learn thinking • Perspective taking: adolescence, more
about it; • Explosion of • 5-8 yr: can recognize developed in middle
• repeats movements to vocabulary; • others’ perspectives, and late adolescence,
master them, which • learning syntax, • can’t assume the role as follows:
also stimulates brain grammar; of the other • Think hypothetically:
cell development understood by 75% • 8–10 yr: recognize calculate
• 4-5 mo: coos, curious of • difference between consequences of
and interested in • people by age 3 • behavior and intent; thoughts and actions
environment • Poor understanding age 10-11 yr: can without
• 6 mo: babbles and of time, value, accurately recognize • experiencing them;
imitates sounds sequence of events and consider others’ consider a number of
• 9 mo: discriminates • Vivid imaginations; viewpoints possibilities and plan
between parents and some • Concrete operations: behavior accordingly
others; trial and error • difficulty separating • Accurate perception • Think logically: identify
problem solving fantasy from reality of events; rational, and reject hypotheses
• 12 mo: beginning of • Accurate memory, logical thought; or possible outcomes
symbolic thinking; but more concrete based on logic
points to pictures in suggestible than • thinking; reflect upon • Think hypothetically,
books in response to older self and attributes; abstractly, logically
verbal cue; object • children • understands concepts • Think about thought:
permanence; some • Primitive drawing, of space, time, leads to introspection
may use single words; can’t dimension and self
receptive language • represent • Can remember events • analysis
more advanced than themselves in from months, or years • Insight, perspective
expressive language • drawing till age 4 • earlier taking: understand
• 15 mo: learns through • Don’t realize others • More effective coping and consider others’
imitating complex have skills perspectives, and
behaviors; knows • different • Understands how his perspectives of social
objects are used for perspective • behavior affects • systems
specific purposes • Leave out others • Systematic problem
• 2 yrs: 2 word phrases; important facts • solving: can attack a
 uses more complex • May misinterpret problem,
toys and understands visual cues of • consider multiple
sequence of putting emotions solutions, plan a
toys, puzzles together • Receptive language course of action
better than • Cognitive
expressive till age 4 development is
uneven, and impacted
by emotionality
•
SOCIAL • Attachment: baby • Play: • Friendships are • Young (12 – 14):
settles when parent • ▪ Cooperative, situation specific • psychologically
comforts; toddler seeks • imaginative, may • Understands concepts • distance self from
comfort from parent, • involve fantasy of right and wrong • parents; identify
safe-base exploration • and imaginary • Rules relied upon to • with peer group;
• 5 mo: responsive to • friends, takes turns • guide behavior and • social status largely
social stimuli; facial in games • play, and provide related to group
expressions of emotion • ▪ Develops gross • child with structure • membership; social
• 9 mo: socially • and fine motor • and security acceptance
interactive; plays • skills; social skills; • 5-6 yr: believe rules • depends on
games (i.e., patty cake) • experiment with can be changed • conformity to
with caretakers • social roles; • 7-8 yrs: strict • observable traits or
• 11 mo: stranger • reduces fears adherence to rules roles; need to be
anxiety; separation • Wants to please • 9-10 yrs: rules can be • independent from all
anxiety; solitary play • adults negotiated adults;
• 2 yr: imitation, parallel • Development of • Begin understanding • ambivalent about
and symbolic, play • conscience: social roles; regards sexual relationships,
• incorporates • them as inflexible; can sexual behavior is
• parental adapt behavior to fit • exploratory
• prohibitions; feels different situations; • Middle (15 – 17):
• guilty when • practices social roles • friendships based
• disobedient; • Takes on more • on loyalty,
• simplistic idea of • responsibilities at • understanding,
• “good and bad” • home • trust; self-revelation is
• behavior • Less fantasy play, first step towards
• Curious about his more team sports, intimacy; conscious
and other’s bodies, board choices about
may masturbate • games • adults to trust;
• No sense of privacy • Morality: avoid • respect honesty &
• Primitive, • punishment; self • straightforwardness
stereotypic • interested exchange from adults; may
understanding of • • become sexually
• gender roles • active
• • Morality: golden rule;
conformity with law is
•
necessary for
• good of society
•
EMOTIONAL • Birth-1 yr: learns • Self-esteem based • Self esteem based on • Psycho-social task is
fundamental trust in on what others tell ability to perform and identity formation
self, caretakers, him or her produce • Young adolescents
environment • Increasing ability to • Alternative strategies (12-14): self conscious
• 1-3 yr: mastery of body control emotions; for dealing with about physical
and rudimentary less emotional frustration • appearance and early
mastery of outbursts • and expressing or late development;
environment (can get • Increased emotions body image rarely
other’s to take care of frustration • Sensitive to other’s objective, negatively
him) tolerance opinions about affected by physical
• 12-18 mo: “terrible • Better delay themselves and sexual abuse;
twos” may begin; • gratification • 6-9 yr: have questions emotionally labile;
willful, stubborn, • Rudimentary sense about pregnancy, may over-react to
tantrums of self intercourse, sexual parental
• 18-36 mo: feel pride • Understands swearing, look for • questions or criticisms;
when they are “good” concepts of right nude pictures in engage in activities for
and embarrassment and wrong books, intense
when they are “bad” • Self-esteem reflects • magazines • emotional experience;
• 18-36 mo: Can opinions of • 10-12 yr: games with risky behavior; blatant
recognize distress in • significant others peeing, sexual activity rejections of parental
others – beginning of • Curious (e.g., strip poker, standards; rely on
empathy • Self-directed in truth/dare, boy-girl peer group for support
• 18-36 mo: are many activities relationships, flirting, • Middle adolescents
 emotionally attached to • some kissing, (15-17): examination
toys or objects for stroking/rubbing, re- of others’ values,
security enacting intercourse beliefs; forms identity
with clothes on by
• • organizing perceptions
of ones attitudes,
behaviors, values into
coherent “whole”;
identity
• includes positive self
image comprised of
cognitive and affective
components
• Additional struggles
with identity
formation include
minority or bi racial
status, being an
adopted child,
gay/lesbian identity
•
POSSIBLE EFFECTS • Chronic malnutrition: • Poor muscle tone, • Poor social/academic • All of the problems
growth retardation, motor coordination adjustment in school: listed in school age
brain damage, possibly • Poor pronunciation, preoccupied, easily section
mental incomplete frustrated, emotional • Identity confusion:
• retardation sentences Cognitive outbursts, difficulty inability to trust in self
• Head injury and delays; inability to concentrating, can be to be a healthy adult;
shaking: skull fracture, concentrate overly reliant on expect to fail; may
mental retardation, • Cannot play teachers; academic appear immobilized
cerebral palsy, cooperatively; lack • challenges are and without
paralysis, coma, death, curiosity, absent threatening, cause • direction
blindness, imaginative and anxiety • Poor self esteem:
• deafness fantasy play • Little impulse control, pervasive feelings of
• Internal organ injuries • Social immaturity: immediate guilt, self-criticism,
• Chronic illness from unable to share or gratification, overly rigid
medical neglect negotiate with inadequate coping expectations for self,
• Delays in gross and fine peers; overly bossy, skills, anxiety, easily inadequacy
motor skills, poor aggressive, frustrated, may feel • May overcompensate
muscle tone competitive out of control for negative self
• Language and speech • Attachment • Extremes of esteem by being
delays; may not use problems: overly emotions, emotional narcissistic,
language to clingy, superficial numbing; older • unrealistically self-
communicate attachments, show children may “self- complimentary;
• Insecure or little distress or medicate” to avoid • grandiose
disorganized over-react when negative emotions expectations for self
attachment: overly separated from • Act out frustration, • May engage in self-
clingy, lack of caregiver anger, anxiety with defeating, testing, and
discrimination of • Underweight from hitting, fighting, lying, aggressive, antisocial,
significant people, can’t malnourishment; stealing, breaking or impulsive behavior;
use parent as source of small stature objects, verbal may withdraw
comfort Excessively fearful, outbursts, swearing • Lack capacity to
• Passive, withdrawn, anxious, night • Extreme reaction to manage intense
apathetic, terrors perceived danger (i.e., • emotions; may be
• unresponsive to others • Reminders of “fight, flight, freeze” excessively labile, with
• “Frozen watchfulness”, traumatic response) frequent and violent
fearful, anxious, experience may • May be mistrustful of mood swings
depressed trigger severe adults, or overly • May be unable to form
• Feel they are “bad” anxiety, aggression, solicitous, or maintain
• Immature play – cannot preoccupation manipulative satisfactory
be involved in • Lack impulse • May speak in relationships with
reciprocal, interactive control, little ability unrealistically glowing peers
play to delay terms about his • Emotional
gratification parents disturbances:
• Exaggerated • Difficulties in peer depression, anxiety,
response (tantrums, relationships; feel post traumatic stress
aggression) to even inadequate around disorder, attachment
mild stressors peers; over- problems, conduct
• Poor self esteem, controlling disorders
confidence; • Unable to initiate, •
absence of initiative participate in, or
Blame self for complete activities,
 abuse, placement give up quickly
• Physical injuries; • Attachment problems:
sickly, untreated may not be able to
illnesses trust, tests
• Eneuresis, commitment of foster
encopresis, self and adoptive parent
stimulating with negative
behavior – rocking, behaviors
head-banging • Role reversal to
• please parents, and
take care of parent
and younger siblings
• Emotional
disturbances:
depression, anxiety,
post traumatic stress
disorder, attachment
problems, conduct
disorders
•