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Group Integrated Developmental Chart

CEP 591 Infant and Preschool Assessment

Cook-Cottone

(Updated, Fall 2007, By The Students—Thank You Students!)

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The purpose of this chart is to familiarize students with infant and preschool developmental trends and patterns, provide a platform upon which to anchor developmental issue discussions, create a checklist for test construct validity questions, and provide an informal developmental checklist for students in their efforts to evaluate the development of infants and preschoolers.

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|Age |Cognition |Language |Social/Emotional |Self Help |Fine Motor |Gross Motor |

|1m |_ Follows moving object |_ Cries in a special way |_ Social smile |_ |_ |_ Lifts head and chest |

| |with eyes |when hungry |_ Normative fear may include | | |when lying on |

| |_ Piaget: Sensory Motor Substage 1 | |loss of support and loud | | |stomach |

| |Reflex Schemas Exercised (0-1 ½ | |noises (o-6 months) | | |_ Brings hand to |

| |months) | |_ Erikson Trust vs. Mistrust (0-2 | | |mouth |

| |_Habituates to rattle | |years) | | | |

| | | | | | | |

|Age |Cognition |Language |Social/Emotional |Self Help |Fine Motor |Gross Motor |

|2m |_ Ability to perceive different |_ Makes sounds (ah, eh, ugh) |_ Recognizes mother |_ Reacts to sight of breast or |_ Holds object put in |_ Holds head steady |

| |colors | |_ Joy becomes a differentiated |bottle |hand |when held sitting |

| |_ Ability to differentiate patterned | |emotion |_ Begin to cry on purpose | | |

| |stimuli from plain | |_ Normative fear may include | | | |

| |_ Tracks object in arc from ear to | |loss of support and loud | | | |

| |midline | |noises (o-6 months) | | | |

| |_ Preference for moving, face-like | |_ Erikson Trust vs. Mistrust (0-2 | | | |

| |stimuli | |years) | | | |

| |_ Ability to distinguish phonemes | |-Begins to | | | |

| |_ Piaget: Sensory Motor Substage 2 | |establish eye contact and smile. | | | |

| |Primary Circular Reactions (1 ½ to | | | | | |

| |4 months; repetition of actions that | | | | | |

| |are pleasurable in themselves) | | | | | |

|3m |_ Tracks object in a circular |_ Laughs out loud |_ Recognizes other familiar |_ Increases activity when |_ Holds up hand |_ Makes crawling |

| |path |_ Squeals |adults |shown toy |and looks at it |movements |

| |_ Glance from bell to rattle |- Infant and parent begin to |_ Normative fear may include | |_Hand-eye |- Lying on stomach, |

| |_ Piaget: Sensory Motor Substage 2 |communicate with parent and |loss of support and loud | |coordination, engages |infant rests on |

| |Primary Circular Reactions (1 ½ to |siblings using simple phrases |noises (o-6 months) | |in interlacing finger |forearms and scratches |

| |4 months; repetition of actions that |and infant using coos |_ No understanding of death | |play |surface with fingers. |

| |are pleasurable in themselves) | |-Recognize and responds to | |_Rooting reflex |_Sits with support |

| | | |emotions of caregivers. | |disappears at 3 to 4 | |

| | | | | |months | |

| | | | | | | |

|Age |Cognition |Language |Social/Emotional |Self Help |Fine Motor |Gross Motor |

|5m |_ Bangs with toy |_ Responds to voices |_Reacts differently to strangers | |_Picks up object with |_ Rolls over from |

| |_ Piaget: Sensory Motor Substage 3 |_ Turns head toward a voice |_ Normative fear may include | |one hand |stomach to back |

| |Secondary Circular Reactions |- Begins to initiate interactions.|loss of support and loud | |- Can drop toy, but can’t | |

| |(dawning awareness of relations of | |noises (o-6 months) | |yet place it | |

| |own actions to environment; | |_ Death is like sleep or | |deliberately. | |

| |extension of actions that produce | |temporary departure; no | |- Discovers feet, | |

| |interesting changes in the | |understanding | |develops foot-eye | |

| |environment; 4 to 8 months) | |_ Erikson Trust vs. Mistrust (0-2 | |coordination, reaches | |

| | | |years) | |for feet while lying on | |

| | | | | |back. | |

|6m |_ Plays with toys |_ Babbles |_ Fear is differentiated from |_Looks for object after it |_Transfers objects form |_Rolls over from back |

| |_ Secondary circular reactions |_ Responds to his/her name by |discontent |disappears from sight |one hand to another |to stomach |

| |(actions that produce effects on |looking/turning |_ Reaches for familiar persons | |- Approaches objects |_Attempts to raise self to|

| |own environments) | |_ Distinguishes mother from | |with two hands. |sit |

| |_ Piaget: Sensory Motor Substage 3 | |father | |- Still unable to release |_tonic neck reflex |

| |Secondary Circular Reactions | |_ Normative fear may include | |toys voluntarily |_Pulls self up in sitting |

| |(dawning awareness of relations of | |loss of support and loud | | |position |

| |own actions to environment; | |noises (o-6 months) | | | |

| |extension of actions that produce | |_ Death is like sleep or | | | |

| |interesting changes in the | |temporary departure; no | | | |

| |environment; 4 to 8 months) | |understanding | | | |

| |-If baby drops toy out of her range of| |_ Erikson Trust vs. Mistrust (0-2 | | | |

| |vision, it “ceases to exist” | |years) | | | |

| | | | | | | |

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|Age |Cognition |Language |Social/Emotional |Self Help |Fine Motor |Gross Motor |

|8 mo |_ Uncovers a hidden object |_ Sounds like mama, dada |_ Plays peek-a-boo |_ |_Uses forefinger to |_ Moves forward on |

| |_ Piaget: Sensory Motor Substage 3 |_Objects if toy is taken away |_ Pushes things away she | |poke objects |Stomach |

| |Secondary Circular Reactions | |doesn’t want | | | |

| |(dawning awareness of relations of | |_Normal developmental fears | | | |

| |own actions to environment; | |include: fear of strangers; fear | | | |

| |extension of actions that produce | |of sudden, unexpected, and | | | |

| |interesting changes in the | |looming objects (7-12 months) | | | |

| |environment; 4 to 8 months) | |_ Erikson Trust vs. Mistrust (0-2 | | | |

| | | |years) | | | |

| | | |_Social referencing begins | | | |

|9 mo |_ Imitation of facial expressions |_Imitates sounds that you make |_ Exchanges back and forth |_ Resists having a toy taken |_ Attempts to secure |_ Rings bell purposely |

| |becomes rapid and consistent | |smiles, gestures, and sounds |away |third cube without |_ Crawls on hands and |

| |_ Looks at correct picture when | |_ Shy or anxious with strangers | |dropping the first two |knees |

| |object is named | |_ Cries when mother or father | |_ Picks up small object |_ Pulls self to standing |

| |_ Child engages in many practice | |leaves | |with thumb and |_ Sits without support |

| |type activities (many which | |_Normal developmental fears | |Finger |_Movements are well |

| |involve cause and effect) | |include: fear of strangers; fear | |_ Throws objects |integrated and |

| |_ Piaget: Sensory Motor Substage 4 | |of sudden, unexpected, and | | |automatic |

| |Coordination of Secondary | |looming objects (7-12 months) | | | |

| |Circular reactions (combining | |_ Death is like sleep or | | | |

| |schemas to achieve a desired | |temporary departure; no | | | |

| |effect; earliest form of problem | |understanding | | | |

| |solving; 8 to 12 months) | |_ Erikson Trust vs. Mistrust (0-2 | | | |

| |_ Some awareness of the | |years) | | | |

| |permanence of objects. | | | | | |

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|Age |Cognition |Language |Social/Emotional |Self Help |Fine Motor |Gross Motor |

|11 m |_ Begin to be capable of forming |_ No longer can discriminate |_ Uses a few social gestures (9-12| |_ Puts objects into |_ Standing alone well |

| |genuine conceptual categories of |sounds not in own language |months) | |container |_ Throws objects (10-12 |

| |objects |_ Says first word (usually a |_ Imitates people in play | |_ Takes objects out of |months) |

| |_ Piaget: Sensory Motor Substage 4 |label for something; 10-14 months)|_ Waves “bye-bye” | |container (10-12 months) |_ Takes firsts steps with |

| |Coordination of Secondary | |_Normal developmental fears | |_ Can carry two objects at|encouragement. |

| |Circular reactions (combining | |include: fear of strangers; fear | |a time. | |

| |schemas to achieve a desired | |of sudden, unexpected, and | | | |

| |effect; earliest form of problem | |looming objects (7-12 months) | | | |

| |solving; 8 to 12 months) | |_ Death is like sleep or | | | |

| |_Goal – directed behavior | |temporary departure; no | | | |

| | | |understanding | | | |

| | | |_ Erikson Trust vs. Mistrust (0-2 | | | |

| | | |years) | | | |

|12 m |_ Convergence of vision resulting in |_Turns to person speaking when |_ Plays peek-a-boo, patty cake, or|_ Uses few gestures one after |_ Uses few gestures one |_Walking with arms |

| |simple depth perception |his/her name is called |other social games |another to get needs met (giving, |after another to get needs|used in a primary |

| |_ Tactile understanding of the third |_ Two words of speech used |_ Turns to person speaking when |showing, reaching, pointing) |met (giving, showing, |balance role most |

| |dimension in objects which appear to |spontaneously and meaningfully |his/her name is called |_ Helps a little when being |reaching, pointing) |frequently at or |

| |be flat |_ Understanding two words of |_ Pats toy in imitation |dressed |_ Moves thumbs and other |above shoulder |

| |_ Ability to avoid a, not b error (see|speech |_ Communicate emotions more | |fingers into positions |height |

| |10 months) |_ Able to comprehend about a dozen|clearly- showing moods, | |appropriate to size of | |

| |_ Means-end behavior (crawls or walks |common phrases |ambivalence, and gradations of | |object trying to grasp | |

| |to get what wants, pulls string toys) |_ Exhibits the communicative |feeling | |_ Turns pages of books a | |

| |_ Piaget: Sensory Motor Substage 4 |functions (Requests- Instrumental;|_Normal developmental fears | |few at a time | |

| |Coordination of Secondary |Commands- Regulatory) |include: fear of strangers; fear | | | |

| |Circular reactions (combining |_ Understands simple instructions |of sudden, unexpected, and | | | |

| |schemas to achieve a desired | |looming objects (7-12 months) | | | |

| |effect; earliest form of problem | |_ Development of death concepts: | | | |

| |solving; 8 to 12 months) | |death is reversible; death is a | | | |

| |_ Can demonstrate use of objects | |temporary restriction, departure | | | |

| |without knowing their names. | |or sleep. | | | |

| |_Pretending begins | |_ Give and take play, social | | | |

| | | |referencing. | | | |

| | | | | | | |

|Age |Cognition |Language |Social/Emotional |Self Help |Fine Motor |Gross Motor |

|14 m |_ Attends to a book or toy for about |_ Says single words (10-18 months)|_ Follows simple directions |_ Hands toy to adult if unable to |_ Marks with pencil or |_ Climbs up on chairs or |

| |two minutes (12-17 months) |_ Uses symbolic gesturing |accompanied by gestures (12-17 |operate (13-17 months) |crayon |other furniture |

| |_ May engage in symbolic imitative |_ May overextend word meanings |months) |_ Insists on feeding self |_ Roles ball |_ Constantly in motion |

| |play (the child engages in pretend |(e.g. all elderly people are |_ Purposeful exploration of toys | | |_ Pushes objects from one |

| |play, but it is initiated and guided |grandpa) |(13-17 months) | | |place to another |

| |by another child or adult) |_ Exhibits following communicative|_ Children can learn from each | | |_Tests physical abilities |

| |_ Piaget: Sensory Motor Substage 5 |functions: request, command, |other by imitation | | | |

| |Tertiary Circular Reactions |personal, protesting, label, |_ Gives kisses | | | |

| |(deliberate variation of problem- |response, greeting |_ Normal developmental fears | | | |

| |solving means; experiments to see |_Follows two step directions |include: separation from parent, | | | |

| |what the consequences will be; 12- |without gestures |toilet, injury, strangers (1-2 | | | |

| |18 months) | |years) | | | |

| | | |_ Erikson Trust vs. Mistrust (0-2 | | | |

| | | |years) | | | |

| | | | | | | |

|Age |Cognition |Language |Social/Emotional |Self Help |Fine Motor |Gross Motor |

|15 m |_ May squeeze a rubber duck when |_ Use and understand at least |_ Exchange with you many back and |_ Uses different sounds to get |_ Building a tower of |_ Walks sideways and |

| |squeaks to see whether it will squeak |three words: such as “momma,” |forth smiles, gestures, sounds in |needs met and draw attention to |cubes |backwards (10-20 months) |

| |again (12-18 months) |“bottle,” or “bye- |a row |something of interest |_ Scribbles with pencil or|_ Pulls string to obtain |

| |_ Purposeful exploration of toys; |bye” |_ Uses pointing or “showing” |_ Feeds self with spoon |crayon |toy |

| |discovers operation of toys through |_ Says two to three words to label|gestures to draw attention to |_ Uses Cup well | |_ Runs |

| |trail and error; uses a variety of |a person or object |something of interest | | |_ Carries large toy or |

| |motoric schema |_ Context dependent single words |_ Explores environment using | | |several toys while walking|

| |_ Hands toy to adult if unable to |(may use the word care when riding|people most attached to as a | | |(12-15 months) |

| |operate |in a car but not when he sees a |secure base | | |_ Crawls upstairs |

| | |car; word seem to come and go n |_ Discovers operation of toys | | | |

| | |vocabulary |through trial and error (13-17 | | | |

| | |_ Points accurately to 1 or 2 body|months) | | | |

| | |parts. | | | | |

| |_ Identifies shoe, clothing, or object|_ Responds to requests for play |_ Enjoys playing with other |_ Scoops food, feeds self with |_ Places 3 pegs in a |_ Creeps or crawls up 4 |

|16m |_ Names one object |actions (push the car, kiss the |children |spoon with minimal spilling |pegboard |stairs without help |

| |_ Piaget: Sensory Motor Substage 5 |baby) |_ Normal developmental fears |_ Takes off some articles of |_ Scribbles |_ Walks alone (12-16 |

| |Tertiary Circular Reactions |_ Follows a one-step direction |include: separation from |clothing without help |spontaneously (14- |months) |

| |(deliberate variation of problem- |_ 10-15 words |parent, toilet, injury, strangers | |16 months) |_ Pulls toys behind him |

| |solving means; experiments to see | |(1-2 years) | | |while walking (13-16 |

| |what the consequences will be; 12- | |_ Development of death | | |months) |

| |18 months) | |concepts: death is reversible; | | |_ Walks Backwards |

| | | |death is a temporary | | | |

| | | |restriction, departure or sleep. | | | |

| | | |_ Erikson Trust vs. Mistrust (0-2 | | | |

| | | |years) | | | |

| | | | | | | |

|Age |Cognition |Language |Social/Emotional |Self Help |Fine Motor |Gross Motor |

|18m |_ Demonstrates functional use of |_ Says “All Gone” |_ Shows toy preferences |_ Indicates discomfort over |_Towers 3 or 4 blocks |_Descends stairs in a |

| |objects toward objects |_ Uses lots of gestures with |_ Imitates another child at play |soiled diapers verbally or |_ Places circle in 3- |step-to-step manner |

| |_ Places circle in 3-piece form board |words to get needs met |_ Normal developmental fears |Gesturally |piece form board |with assistance |

| |_ Autosymbolic play (child pretends |(pointing and taking you by the |include: separation from |_ Uses spoon |_ Turns single pages |_ Throws ball toward |

| |to go to sleep or pretends to drink |hand saying want juice) |parent, toilet, injury, strangers | | |intended direction |

| |from a cup or eat from a spoon. |_ Names one object |(1-2 years) | | |_ Climbs up and down |

| |_ Uses most common objects and |_ Repeats words overheard in |_ Development of death | | |stairs with assistance |

| |toys appropriately |conversation |concepts: death is reversible; | | |_ Walks without using |

| |_ Tool use emerging (uses stick to |_ Mainly uses gestures to get |death is a temporary | | |arms for balance |

| |reach a toy) |needs met |restriction, departure or sleep. | | |_ Kicks ball forward |

| |_ May find toys invisibly hidden |_ Says More than 5 words |_ Erikson Trust vs. Mistrust (0-2 | | |_ Running stiffly (16-18 |

| |(when placed in a box and box |_ Beginning true verbal |years) | | |months) |

| |emptied under scarf) |communication. Words |_ Wish for independence is | | |_ Trots or walks fast. |

| |_ Piaget: Sensory Motor Substage 6 |following functional and |strong | | | |

| |Beginning of Symbolic |semantic relations (recurrence, | | | | |

| |Representation (images and words |existence, nonexistence, | | | | |

| |come to stand for familiar objects; |rejection, denial, agent, object, | | | | |

| |invention of new means of |action or state, object or person | | | | |

| |problem solving through symbolic |associated with object or | | | | |

| |combinations; 18 to 24 months) |location | | | | |

| | |_ Use at least four different | | | | |

| | |consonants in babbling words | | | | |

| | |/m/, /n/, /p/, /b/, /t/, /d/ | | | | |

| | |_Comprehends 50+ words | | | | |

| | |_Vocabulary spurt | | | | |

| | | | | | | |

|Age |Cognition |Language |Social/Emotional |Self Help |Fine Motor |Gross Motor |

|20m |_ Nests three cups |_ Points to three body parts on |_ Play varies with one toy |_ Removes simple |_ Imitates a |_ Stand on one |

| |_ Places circles and squares in a |self |_ Plays independently in the |articles of clothing |vertical stroke |foot while hands |

| |foam board |_ Chooses 5 familiar objects |company of peers |without help | |are held |

| |_ Finds objects even when hidden |upon request |_ Sometimes says “no” when |_ Feeds self pretty well | |_ Kicks a ball |

| |under 2 or 3 covers |_ Can say about 15 words |interfered with | | |forward 3 feet |

| |_ Piaget: Sensory Motor Substage 6 | |_ Normal developmental fears | | |_ Goes up stairs by |

| |Beginning of Symbolic | |include: separation from | | |Self |

| |Representation (images and words | |parent, toilet, injury, strangers | | |_Can imitate |

| |come to stand for familiar objects; | |(1-2 years) | | |dumping an object |

| |invention of new means of | |_ Erikson Trust vs. Mistrust (0-2 | | |out of a bucket |

| |problem solving through symbolic | |years) | | | |

| |combinations; 18 to 24 months) | | | | | |

|21m |_ Identifies 3 body parts |_ Uses a sentence of 2 words |_ Identifies self in mirror |_ Unzips and zips large |_ Places 4 stacking |_ Runs 10 feet |

| |_ Brings object from another room |_ Names 2 objects |_ May be becoming increasingly |zippers |rings in any |without falling |

| |upon request |_ May refer to objects and |enthusiastic about the company |_ Climbs on boxes, |Order |_Begins walking |

| |_ Identifies self in mirror |persons not present |of other children |stools to reach objects |_ May be showing a |up and down |

| |_ Symbolic play extends beyond the |_ Beginning word combinations |_ Episodes of separation anxiety |_ Eats with a fork |hand preference. |stairs with |

| |child’s self |with the following semantic |may be beginning to fade | | |support |

| |_ Plays with dolls; brushes doll’s |relations (agent-action, action- |_ Show sympathy to other | | |_ Good balance and |

| |hair, feeds doll a bottle, or covers |object, agent-object, attributive,|children, tried to comfort | | |coordination |

| |doll with a blanket | |them | | | |

| |_ Child performs pretend activities |action locative, object-locative, |_ Normal developmental fears | | | |

| |on more than one person or object; |possessive) |include: separation from | | | |

| |for example, feeds self, a doll, |_ Says 8-10 words though |parent, toilet, injury, strangers | | | |

| |mother and another child |pronunciation may still not be |(1-2 years) | | | |

| |_ Piaget: Sensory Motor Substage 6 |clear (18-23 months) |_ Development of death | | | |

| |Beginning of Symbolic |_ Can say at least 20 words |concepts: death is reversible; | | | |

| |Representation (images and words |according to some sources. |death is a temporary | | | |

| |come to stand for familiar objects; | |restriction, departure or sleep. | | | |

| |invention of new means of | |_ Erikson Trust vs. Mistrust (0-2 | | | |

| |problem solving through symbolic | |years) | | | |

| |combinations; 18 to 24 months) | | | | | |

| |_ Follows directions | | | | | |

| | | | | | | |

|Age |Cognition |Language |Social/Emotional |Self Help |Fine Motor |Gross Motor |

|23m |_ Attempts to men a broken toy |_ Uses animal sounds or names |_ Picks up and puts away toys |_ Attempts to put on shoes and |_ Towers 6-8 blocks |_ Jumps down 8 inch |

| |_ Combines two objects in play |them |on request |slippers |_ Scribbles |step with 1 foot |

| |(pours a bottle into a cup) |_ Uses 50 words |_ Shows independent behavior | |spontaneously (22-24 |forward with |

| |_ Attempts to activate a flashlight |_ Responds to yes/no questions |_ Usually responds to correction, | |months) |assistance |

| |_ Piaget: Sensory Motor Substage 6 |with head shake |stops | |_ 4 block tower (22-24 | |

| |Beginning of Symbolic |_ Correctly pronounces most |_ Normal developmental fears | |months) | |

| |Representation (images and words |vowels and /n/, /p/, /h/ |include: separation from | |_ Turns over container | |

| |come to stand for familiar objects; |especially at the beginning of |parent, toilet, injury, strangers | |to dump (22-24 | |

| |invention of new means of |short words (18-23 months) |(1-2 years) | |months) | |

| |problem solving through symbolic |_ Begins to use other speech |_ Erikson Trust vs. Mistrust (0-2 | | | |

| |combinations; 18 to 24 months) |sounds (18-23 months) |years) | | | |

| | |_May be able to use prepositions | | | | |

|24m |_ Representational play |_ Uses earlier pragmatic |_ Defends possessions, |_ Attempts to open door by |_ Strings one 1 inch |_ Jumps up 2 inches |

| |_ Represents daily experience, plays |functions and semantic elations |expresses ownership |turning the knob |bead with built up tip |both feet together |

| |house (is the daddy, mommy, or |in phrases and short sentences |_ Normal developmental fears | | |_ Climbs onto and |

| |baby; objects used are realistic and |_ The following morphological |include: loud noises (vacuum | | |down from |

| |close to life size) |markers appear: present |cleaners, sirens/alarms, trucks, | | |furniture |

| |_ Events short and isolated; no true |progressive (ing) on verb, |and thunder); animals (e.g., | | |unsupported (18- |

| |sequence: some self-limiting |plurals, possessives) |large dogs); dark rooms; | | |24 months) |

| |sequences (puts food into pan, stirs |_ Points to object or picture |separation from parent; large | | | |

| |and eats) |when it’s named for him (18- |objects/machines; change in | | | |

| |_ Block play consists of stacking an |24 months) |personal environment (2-3 | | | |

| |knocking down |_ Knows about 50 words |years) | | | |

| |_ Sand and water play consists of |_ Says around 40 words |_ Development of death | | | |

| |filling, pouring, and dumping |_Able to speak & be understood ½ |concepts: death is reversible; | | | |

| |_ Piaget: Sensory Motor Substage 6 |the time |death is a temporary | | | |

| |Beginning of Symbolic | |restriction, departure or sleep. | | | |

| |Representation (images and words | |_ Erikson Trust vs. Mistrust (0-2 | | | |

| |come to stand for familiar objects; | |years) | | | |

| |invention of new means of | | | | | |

| |problem solving through symbolic | | | | | |

| |combinations; 18 to 24 months) | | | | | |

| | | | | | | |

|Age |Cognition |Language |Social/Emotional |Self Help |Fine Motor |Gross Motor |

|26m |_ Identifies 8 body parts |_ Says own name upon request |_ Normal developmental fears |_ Takes off clothes | |_ Builds a tower out |

| | | |include: loud noises (vacuum | | |of three or four |

| | | |cleaners, sirens/alarms, trucks, | | |blocks |

| | | |and thunder); animals (e.g., | | |_ Runs easily |

| | | |large dogs); dark rooms; | | | |

| | | |separation from parent; large | | | |

| | | |objects/machines; change in | | | |

| | | |personal environment (2-3 | | | |

| | | |years) | | | |

|27m |_ Matches objects | |_ Expresses affection towards |_ Puts on simple clothing, |_ Removes cap from |_ Stands on one foot |

| |_ Engages in simple make believe |_ Combines 3 or 4 words |peers |without help |bottle |momentarily |

| |play |_ Recognizes actions in pictures |_ Development of death |_ Washes hands with minimal | |without assistance |

| | |_May be able to identify friend by|concepts: death is reversible; |assistance | |_ Walks on tiptoes |

| | |naming |death is a temporary | | |_ Throws a ball 5 |

| | |_Use 50+ words |restriction, departure or sleep. | | |feet, with direction |

| | | |_Erikson: Initiative vs. Shame | | | |

| | | |and Doubt (preschool years) | | | |

| | | | | | | |

|28m |_ Piaget: Preoperational Thought |_ Knows descriptive words such |_ Shows periods of strong |_ Indicates need to use the | |_ Jumps up off the |

| |(represent reality to themselves |as “big” “happy” |independence |bathroom | |ground |

| |through the use of symbols, |_ Speaks clearly most of the |_ Greets familiar adults |_ Moves independently around | |_ Walks down stairs |

| |including mental images, words, |time |spontaneously |house | |alone, placing both |

| |and gestures; objects and events no | |_ Playing more with other | | |feet on each step, |

| |longer have to be present to be | |children | | |with minimal |

| |thought about, but children often | |_Erikson: Initiative vs. Shame | | |assistance |

| |fail to distinguish their point of | |and Doubt (preschool years) | | | |

| |view from that of others; become | | | | | |

| |easily captured by surface | | | | | |

| |appearances; are often confused | | | | | |

| |about causal relations; 2 to 6 years) | | | | | |

| | | | | | | |

|Age |Cognition |Language |Social/Emotional |Self Help |Fine Motor |Gross Motor |

|30m |_ Represents events less frequently |_ Responds appropriately to WH |_ Normal developmental fears |_ Brushes teeth with help |_ Screws and unscrews |_ Climbs well (29-32 |

| |experienced or observed, |questions in context. |include: loud noises (vacuum |_ Washes and dries hands |jar lids, nuts, and bolts |months) |

| |particularly impressive or |_ Asks WH questions, generally |cleaners, sirens/alarms, trucks, |_ Uses spoon with little spilling |(24-30 months) |_ Alternates feet on |

| |traumatic events. |using WH at the beginning of |and thunder); animals (e.g., |(24-36 months) |_ Turns rotating handles |stairs (29-32 |

| |_ Plays doctor-nurse, store |the sentence. |large dogs); dark rooms; |_ Drinks form cup with one |(24-30 Months) |months) |

| |shopping, teacher and child |_ Responds appropriately to |separation from parent; large |hand (24-36 months) | |_Bends over easily |

| |_ Events still short and isolated |Why questions regarding |objects/machines; change in |_ Takes off coat be self, puts on | |without falling (29- |

| |_ Realistic props required |routine activities. |personal environment (2-3 |coat with assistance (24-36 | |32 months) |

| |_ Roles shift quickly |_ Can tell two or three sentences |years) |months) | |_May be able to broad |

| |_ Matches object in his hand or room |about his activity |_Erikson: Initiative vs. Shame | | |jump |

| |to a picture in a book (24-30 |_ Conversational |and Doubt (preschool years) | | | |

| |months) |_ Uses pronouns I, you, me, and |_ Imitates adults and peers (29- | | | |

| |_ Makes mechanical toys work (29- |we (24-30 months) |32 months) | | | |

| |32 months) |_ Can tell name, age, sex (29-32 |_ Show affection/ wide range of | | | |

| |_ knows shape/color (29-32 months) |months) |emotion (29-32 months) | | | |

| |_ Understand the concept of two (29- |_ Knows on/in/under (29-32 |_ Understand “mine” vs | | | |

| |32 months) |months) |“his/hers” (29-32 months) | | | |

| | |_Name 6 body parts | | | | |

| | |_Can use 2 adjectives | | | | |

| | | | | | | |

|Age |Cognition |Language |Social/Emotional |Self Help |Fine Motor |Gross Motor |

|31m |_ Piaget: Preoperational Thought |_ Speech is becoming more |_ Normal developmental fears | |_ Holds pencil to write | |

| |(represent reality to themselves |accurate but may still leave off |include: loud noises (vacuum | |(29-32 months) | |

| |through the use of symbols, |ending sounds. Strangers |cleaners, sirens/alarms, trucks, | |_ Turns one page at a | |

| |including mental images, words, |sometimes cannot understand |and thunder); animals (e.g., | |time (29-32 months) | |

| |and gestures; objects and events no |what is said (24-26 months) |large dogs); dark rooms; | | | |

| |longer have to be present to be | |separation from parent; large | | | |

| |thought about, but children often | |objects/machines; change in | | | |

| |fail to distinguish their point of | |personal environment (2-3 | | | |

| |view from that of others; become | |years) | | | |

| |easily captured by surface | | | | | |

| |appearances; are often confused | | | | | |

| |about causal relations; 2 to 6 years) | | | | | |

|32m |_Engage in functional play-simple, |_ Recognizes and identifies almost|_ Normal developmental fears | | |_ Builds a tower of 6 |

| |repetitive activities (typically |all common objects and pictures |include: loud noises (vacuum | | |blocks |

| |around 3 years of age) |(26-32 months) |cleaners, sirens/alarms, trucks, | | |_ Throws ball |

| |_Gender identity develops |_ Understand most sentences |and thunder); animals (e.g., | | |overhand |

| | | |large dogs); dark rooms; | | | |

| | | |separation from parent; large | | | |

| | | |objects/machines; change in | | | |

| | | |personal environment (2-3 | | | |

| | | |years) | | | |

| | | |_Begin to develop real friendships| | | |

| | | | | | | |

| |Cognition |Language |Social/Emotional |Self Help |Fine Motor |Gross Motor |

|Age | | | | | | |

| | | | | | | |

|Age |Cognition |Language |Social/Emotional |Self Help |Fine Motor |Gross Motor |

|34m |- Points to or names one color |_ Answers what, where, or |_ Obeys simple rules |_ Dries hands | |_ Jumps over a line |

| | |yes/no questions |_ Normal developmental fears | | | |

| | | |include: loud noises (vacuum | | | |

| | | |cleaners, sirens/alarms, trucks, | | | |

| | | |and thunder); animals (e.g., | | | |

| | | |large dogs); dark rooms; | | | |

| | | |separation from parent; large | | | |

| | | |objects/machines; change in | | | |

| | | |personal environment (2-3 | | | |

| | | |years) | | | |

|35m |_ Matches 3 shapes |_ Understands physical |_ Participates in circle games |_ Undoes buttons, shapes, laces, |_ Cuts across a 6 inch |_ Ascends and |

| |_ Stacks rings (4 or 5 in order) |relationship (on, in, under) |_ Expresses a wide range of |zippers |piece of paper with |descents stairs |

| |_ Can complete simple puzzles |_ Can say name, age, sex |emotions | |scissors |alternating feet |

| | |_ Uses 3-4 word phrases |_ Objects to major changes in | |_Imitates a circle with |without assistance |

| | |consistently |routine (24-36 months) | | | |

| | | |_ Normal developmental fears | |crayon | |

| | | |include: loud noises (vacuum | | | |

| | | |cleaners, sirens/alarms, trucks, | | | |

| | | |and thunder); animals (e.g., | | | |

| | | |large dogs); dark rooms; | | | |

| | | |separation from parent; large | | | |

| | | |objects/machines; change in | | | |

| | | |personal environment (2-3 | | | |

| | | |years) | | | |

| | | | | | | |

|Age |Cognition |Language |Social/Emotional |Self Help |Fine Motor |Gross Motor |

|38-40m |_ Groups Objects such as food, |_ Combines sentences with the |_ Gives directions to other | |_ Draws or copies a | |

| |clothes etc.. |words and, or, but |children | |complete | |

| | |_ Uses consonants in the |_ Normal developmental fears | | | |

| | |beginning, middle, and ends of |include: Masks, dark, animals, | | | |

| | |words. Some more difficult |separation from parent (3-4 | | | |

| | |consonants may be distorted, |years) | | | |

| | |but attempts to say the (36-48 |_ Erikson: Initiative vs. Guilt (3| | | |

| | |months) | | | | |

| | | |to 6 years) | | | |

| | | | | | | |

|Age |Cognition |Language |Social/Emotional |Self Help |Fine Motor |Gross Motor |

|40-42m |_ Carries out play activities of |_ Descriptive vocabulary expand |_ Normal developmental fears |_ Pours from small pitcher (36- | | |

| |earlier |as child becomes more aware |include: Masks, dark, animals, |48 months) | | |

| |stages with a doll house and Fisher |of the perceptual attributes. |separation from parent (3-4 |_ Spreads soft butter with knife | | |

| |price type toys (barn, garage, |_ Uses terms for the following |years) |(36-48 months) | | |

| |airport, village) |concepts (not always correctly |_ Development of death |_ Buttons and unbuttons large | | |

| |_ Uses blocks and sandbox for |(shapes, sizes, texture, special |concepts: death is reversible; |buttons (36-48 months) | | |

| |imaginative play (blocks as |relationships) |death is a temporary |_ Washes hands independently | | |

| |enclosures like fences and houses) |_ Gives dialogue to puppets ad |restriction, departure or sleep. |_ Blows nose when asked (36-48 | | |

| |for animals and dolls |dolls |_ Erikson: Initiative vs. Guilt (3|months) | | |

| |_ Play not totally stimulus bound, |_Metalinguistic language (He | |_ Uses toilet independently (36- | | |

| |child may use one object to |said…) |to 6 years) |48 months) | | |

| |represent another |_ Uses indirect requests | | | | |

| |_ Uses doll or puppet as participant |(Mommy lets me have cookies | | | | |

| |in play |for breakfast,,,) | | | | |

| | |_ Changes speech depending the | | | | |

| | |listener | | | | |

| | |_ Uses most speech sounds but | | | | |

| | |may distort some of the more | | | | |

| | |difficult sounds such as /l/, /r/,| | | | |

| | | | | | | |

| | |/s/, /sh/, /ch/, /y/, /v/, /z/, | | | | |

| | |/th/. | | | | |

| | |These sounds may not be fully | | | | |

| | |mastered until age 7 or 8 | | | | |

| | | | | | | |

|Age |Cognition |Language |Social/Emotional |Self Help |Fine Motor |Gross Motor |

|44-45m |_ Able to describe the use of objects |_ Begins to have fun with |_ Expresses feelings and ideas | |_Makes vertical, |_Climbs well |

| |such as fork and car (36-48 |language. Enjoys poems and |rather than just talking about | |horizontal, circular |_ Walks up and down |

| |months) |recognizes language |the world around him or her | |strokes with crayon. |stairs alternating |

| | |absurdities such as “ Is that an |(36-48 months) | |_ turns book pages one |feet |

| | |elephant on your head?” (36- |_ Normal developmental fears | |at a time |_ Kicks ball |

| | |48 months) |include: Masks, dark, animals, | |_ Builds tower with |_ Runs easily |

| | |_Strangers can understand most |separation from parent (3-4 | |more than 6 blocks |_ Bends over without |

| | |words. |years) | |_ holds pencil in writing |falling |

| | | |_ Erikson: Initiative vs. Guilt (3| |position |_ pedals tricycle |

| | | | | |-Screws and unscrews | |

| | | |to 6 years) | |jar lids | |

| | | | | |_Turns rotating handle | |

| | | | | | | |

|Age |Cognition |Language |Social/Emotional |Self Help |Fine Motor |Gross Motor |

|46-48m |_ Begins to problem-solve events not |_ Verbalizes intentions and |_ Interested in new experiences |_ Dresses and undresses |_ Copies square shape |_ Hops and stands on |

| |experienced. |possible future outcomes |_ Inventive fantasy play |_ negotiates solutions to conflict|_ Uses scissors |1 foot |

| |_ Plans ahead (What would happen |_Uses modals (can, may, might, |_ Seeming more independent |_ views self as a whole person |_ Begins to copy some |_ Moves forward and |

| |if…) |would, could) |_ Sometimes cannot distinguish | |capital letters |backwards with |

| |_ Uses dolls and puppets to set out |_ Uses conjunctions (and, but, if,|between fantasy and reality | |_ Draws a person with |agility. |

| |scenes | |_ May have imaginary friend or | |2-4 body parts |_ Catches bounced |

| |_ Builds 3-dminstional structures |so because; *Note full |see monsters | | |ball most of the time |

| |with blocks which re attempts at |competence for these modals |_ Normal developmental fears | | | |

| |reproducing specific structures the |and conjunctions does not |include: parent separation, | | | |

| |child has seen |develop until 10-12 years) |animals, dark, noises | | | |

| | |_ Begins to respond |(including at night; 4 to 5 | | | |

| | |appropriately to why and how |years) | | | |

| | |questions that require |_ Erikson: Initiative vs. Guilt (3| | | |

| | |reasoning about perception. | | | | |

| | |_ Repeats sentences |to 6 years) | | | |

| | | |_Play includes closeness, pleasure| | | |

| | | |& excitement, assertive curiosity,| | | |

| | | |fear, anger, and limit setting | | | |

| | | |_Play is a way of coping with | | | |

| | | |distress | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

|Age |Cognition |Language |Social/Emotional |Self Help |Fine Motor |Gross Motor |

|4 ½ Years |_ Piaget: Preoperational Thought |_Carries out a series of three |_ Normal developmental fears |_ Buttons one or more buttons |_ Draws recognizable |_Hops around on one |

| |(represent reality to themselves |simple directions |include: parent separation, | |pictures |foot without support |

| |through the use of symbols, | |animals, dark, noises | | | |

| |including mental images, words, | |(including at night; 4 to 5 | | | |

| |and gestures; objects and events no | |years) | | | |

| |longer have to be present to be | |_ Erikson: Initiative vs. Guilt (3| | | |

| |thought about, but children often | | | | | |

| |fail to distinguish their point of | |to 6 years) | | | |

| |view from that of others; become | | | | | |

| |easily captured by surface | | | | | |

| |appearances; are often confused | | | | | |

| |about causal relations; 2 to 6 years) | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

|Age |Cognition |Language |Social/Emotional |Self Help |Fine Motor |Gross Motor |

|4 to 5 |_ Able to concentrate on an activity |_ Can use plurals and past tense |_ Can be separated from parents |_ Can remove own clothing |_ Can build a tower |_ Skips or makes |

|years |for more than 5 minutes |_ Reads a few letters, five or |_ Shows interest in playing with |_ Can brush his/her teeth, and |of 6 to 8 blocks |running, “broad |

| |_Can differentiate between fantasy |more |other children |wash and dry hands |_ Is comfortable |jumps” |

| |and reality | |_Uses fantasy or imitation in |_ Usually looks both ways |holding a crayon | |

| |_ Piaget: Preoperational Thought | |play |before crossing the street |_ Draws a person that | |

| |(represent reality to themselves | |_ Expresses a wide range of | |has at least three | |

| |through the use of symbols, | |emotions | |body parts | |

| |including mental images, words, | |_ Follows simple game rules in | | | |

| |and gestures; objects and events no | |board games or card games | | | |

| |longer have to be present to be | |_ Normal developmental fears | | | |

| |thought about, but children often | |include: parent separation, | | | |

| |fail to distinguish their point of | |animals, dark, noises | | | |

| |view from that of others; become | |(including at night; 4 to 5 | | | |

| |easily captured by surface | |years) | | | |

| |appearances; are often confused | |_ Development of death | | | |

| |about causal relations; 2 to 6 years) | |concepts: death is reversible; | | | |

| | | |death is a temporary | | | |

| | | |restriction, departure or sleep. | | | |

| | | |_ Erikson: Initiative vs. Guilt (3| | | |

| | | | | | | |

| | | |to 6 years) | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

|Age |Cognition |Language |Social/Emotional |Self Help |Fine Motor |Gross Motor |

|5 ½ |_ Piaget: Emerging Concrete |_Complete vocabulary and |_ Normal developmental fears |_ Brushes teeth (ages 5-6) |_Using a hand to |_Using a leg in a skilled |

|Years |Operational Thought (6-12 years) |proper sentence structure |include: animals, “bad” |_ Buttons large buttons in |write which is |role which is |

| | |_Reading with total |people, dark, separation from |correct holes (ages 5-6) |consistent with the |consistent with the |

| | |understanding |parent, bodily harm (5-6 years) |_ Able to zip zippers that not |dominant |dominant hemisphere |

| | | |_ Erikson: Initiative vs. Guilt (3|connected at bottom (example, |hemisphere | |

| | | | |coats; ages 5-6) |_Tactile | |

| | | |to 6 years) |_ Uses faucet and can turn knobs |identification of | |

| | | | |to adjust temperature (ages 5- |objects | |

| | | | |6) | | |

| | | | |_ Dresses self with appropriate | | |

| | | | |clothing for various weather | | |

| | | | |conditions (ages 5-6) | | |

This Developmental Chart is Based on the Following Sources:

Bukatko, D. & Dachler, M.W. (2001). Child Development a Thematic Approach, 4th Ed. New York: Houghton Mifflin Company

Campbell, M. (1985). Normative data on children’s fears. Table.

Cole, M., & Cole, S. R. (2001). The development of children. (4th ed.). New York: Worth Publishers.

Craig, G. J., & Kermis, M. D. (1995). Children Today. Englewood Cliffs, NJ: Prentice Hall Inc.

Davies, D. (2004). Child Development: A Practitioner’s Guide—Second Edition. New York, NY: The Guilford Press.

Eisenberg, A., Murkoff, M.E., & Hathaway, S.E. (1996). What to expect the first year. Workman Publishing; New York, NY

Feldman, R. S. Development Across the Lifespan. 4th Edition

Greenspan, S.I., Prizant, B.M., Wetherby, A. (2001). Hallmark Developmental Milestones.



Ireton, H., ( No Year Indicated). Child Development in the First 21 Months

Ireton, H., ( No Year Indicated). Child Development Birth to Five Years

Lamb, M.E., Bornstein, M.H., & Teti, D.M. (2002). Development in Infancy. Lawrence Erlbaum Associates Inc.

Papalia, D. E., Olds, S. W., & Feldman, R. D. (2002). A child’s world: Infancy through adolescence. (9th ed.). Boston: McGraw Hill.

Scliekedauz, J.A., Scliekedauz, D.I., Forsyth, P.D., & Forsyth, G.A. (1998). Understanding Children & Adolescents. Allyn & Bacon; Needham Heights, MA

Shelov, S.P., & Hannemann, R.E. (1994). The American Academy of Pediatrics: Caring for your Baby and Young Child Birth to age Five: The Complete and Authoritative Guide.

New York: Bantam Doubleday Dell Publishers

Sheridan, M. D. (1999). Play in early childhood: From birth to six years. New York, NY: Routledge.

Sparrow, S. Cicchetti, D., & Balla (2005). Vineland Adaptive Behaviors Scales, Second Edition. AGS Publishing.

Vasta, R., Harth, M., & Miller, S. (1999). Child Psychology – The Modern Science (3rd Edition). John Wiley & Sons

Westby, C. (1980). Assessment of cognition and language abilities through play. LSHSS, 11, 154-168.













(University of Michigan Health System)







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