Developmental Milestone Matrix - Sample Format

Developmental Development
Stages Physical Cognitive Social Emotional Possible Risks
Infancy 2 Months 2 months NEWBORN 6 Months

Holds head up with Pays attention to Shows feelings by Knows familiar faces Being unable to
support faces crying. and begins to know if do those things
Begins to push up Begins to follow Uses face and body to someone is a stranger
when lying on things with eyes and show you how he/she Likes to play with others,
as a normal
tummy recognize people at a is feeling. especially parents child it’s
Makes smoother distance Shows interest in Responds to other because of
movements with Begins to act bored watching your face. people’s emotions and
arms and legs (cries, fussy) if Quiets in response to often seems happy
some improper
activity does not your touch. Likes to look at self in and not will
4 Months change mirror establish of
1 Month Milestones
Holds head steady 6 months 1 MONTH 12 Months child’s
without support developmental
Pushes down on legs Looks around at Shows feelings by Is shy or nervous with
when feet are on a things nearby crying. strangers
stages. And also
hard surface Brings things to Shows interest in Cries when Mom or Dad when child’s
Rolls over from mouth watching your face. leaves development is
tummy to back Shows curiosity about Quiets in response to Has favorite things and
Holds and shakes things and tries to touch. people not do very well
toys, swings at get things that are Shows fear in some at the very first
dangling toys out of reach 2 Month Milestones situation place, some of
Brings hands to Begins to pass things 2 MONTHS Hands you a book when
mouth from one hand to he or she wants to hear these
Pushes up to elbows another Shows feelings by a story milestones or
when lying on crying or smiling. Repeats sounds and
tummy 12 months Begins to smile at actions to get attention
maybe mostly
parent. Puts out arm or leg to of this will not
6 Months Explores things in Follows parent with help with dressing go flow
different ways, like eyes. Plays games such as
Rolls over both from shaking, banging, “peek-a-boo” and “pat- naturally as
stomach to back throwing 3 Month Milestones a-cake” expected. Nor
and from back to Finds hidden things 3 MONTHS some of this
stomach easily 18 Months
Begins to sit with Looks at the right Quiets to familiar may go
support picture or thing when voice or touch. Likes to hand things to abnormally
Supports weight on it is named Smiles at people. others as play
legs when standing Copies gestures Enjoys being hugged May have temper
flow.
 and might bounce Starts to use things and cuddled. tantrums If a child may
Rocks back and correctly (like drinks May be afraid of
forth, sometimes from a cup, brushes 4 Month Milestones strangers not also
crawls backward hair) 4 MONTHS Shows affection to experience
before moving Bangs two things familiar people
forward together Smiles spontaneously, Plays simple pretend,
those ways, due
Puts things in a especially at people. such as feeding a doll to different
9 Months container, takes Shows excitement by May cling to caregivers ways of
things out of a waving arms and legs. in new situations
Crawls container Calms and stops Points to show others
parenting, he or
Sits without support Let’s things go crying when something is interesting she may also be
Moves into sitting without help comforted (most of Explores alone but with facing some
position with Pokes with index the time). a parent close by
support (pointer) finger Enjoys playing with abnormalities.
Stands, holding on Follows simple people and imitating 24 Months
to adult or furniture directions like "pick smiles and frowns.
for support up the toy" Copies others, especially
Pulls to stand 6 Month Milestones adults and older children
18 months 6 MONTHS Gets excited when with
1 Year other children
Knows what ordinary Knows familiar faces Shows more and more
Moves into sitting things are; for and begins to know if independence
position without example, telephone, someone is a Shows defiant behavior
support brush, spoon stranger. (doing what she or he
Pulls up to stand Points to get the Enjoys playing with has been told not to do)
and walks alone attention of others others, especially Plays mainly beside
while holding onto Shows interest in a family (such as “peek- other children, but is
furniture doll or stuffed animal a-boo”). beginning to include
Takes few steps by pretending to feed Likes to look at self in other children, such as in
without support of Point to one body mirror. chase games
adult or furniture part Responds to other
Stands alone Scribbles on his own people’s emotions 36 Months
Can follow one-step and often seems
18 Months verbal commands happy. Copies adults and
without any gestures; Makes sounds to friends
Walks alone for example, sits express happiness or Shows affection for
Runs when you say "sit displeasure. friends without
Pulls toys while down" prompting
walking 9 Month Milestones Takes turns in games
Helps undress self 24 months 9 MONTHS Shows concern for a
Drinks from a cup crying friend
Eats with a spoon Finds things even Shows feelings by Understands the idea of
when hidden under smiling, crying and “mine” and “his” or
two or three covers pointing. “hers”
Begins to sort shapes Prefers certain toys. Shows a wide range of
and colors Clings to familiar emotions
2 Years Completes sentences adults. Separates easily from
 and rhymes in Cries when parent Mom and Dad
Begins to run familiar books leaves and is shy May get upset with
Climbs onto and Plays simple make- around strangers. major changes in
down from furniture believe games Responds to own routine
without support Builds towers of four name. Dresses and undresses
Walks up and down or more blocks self
starts while holding Might use one hand 12 Month Milestones
on for support more than the other 12 MONTHS
Throws ball Follows two-step
overhand directions like, "Pick Prefers certain people
Draws or copies up your shoes and and toys.
straight lines and put them in the Imitates sounds,
circles closet" gestures or actions to
Stands on tiptoes get parent's attention.
Kicks a ball 36 months Cries when parent
leaves and is shy
Can work toys with around strangers.
buttons, levers, and Puts arm or leg out to
moving parts help with dressing.
Plays make-believe Enjoys playing games
with dolls, animals, like “peek-a-boo” and
and people “pat-a-cake.”
Does puzzles with
three or four pieces 18 Month Milestones
Understands what 18 MONTHS
"two" means
Copies a circle with a Shows interest in
pencil or crayon other children.
Turns book pages one Plays simple pretend,
at a time such as feeding a
Builds towers of more baby.
than six blocks Imitates your
Screws and unscrews behavior.
jar lids or turns door Tries new things with
handles familiar adults
nearby.
Hands things to
others as part of play.
Shows feelings, for
example, temper
tantrums, fear of
strangers, and
affection with familiar
people or clinging to a
familiar adult in new
situations.
Points to show things
 to others.

2 Year Milestones
2 YEARS

Plays briefly beside

other children, and
gets excited when
with other children.
Imitates others,
especially adults and
older children.
Shows more and more
independence.
Shows defiance, such
as doing what he/she
was told not to do.
Begins to play with
other children, as in
chasing one another.

3 Year Milestones
3 YEARS

Shows concern and

affection for others
without prompting.
Copies adults and
friends (for example,
runs when other
children run).
Takes turns in games.
Separates easily from
parents.
Shows a wide range
of feelings.
Enjoys routines and
may get upset with a
major change.
Dresses and
undresses self.
Enjoys helping with
simple household
tasks.
Verbalizes toilet needs
and may be toilet
trained during the
 day.

4 Year Milestones
4 YEARS

Plays cooperatively
with other children.
Negotiates solutions
to conflicts.
Prefers playing with
other children than
playing alone.
Enjoys doing new
things.
Becomes more
creative in make-
believe play.
Confuses what’s real
and what’s make-
believe.
Expresses likes and
dislikes.
Seeks new
experiences.

5 Year Milestones
5 YEARS

Wants to please
friends.
Wants to be like
friends.
Agrees to rules more
easily.
Likes to sing, dance
and act.
Knows the difference
between fantasy and
reality.
Knows who is a boy or
girl.
Expresses likes and
dislikes.
Shows increasing
independence.
Seeks new
experiences.
 Demonstrates both
demanding and
cooperative
behaviors.
Early Childhood Age 3 Age 3 2 months old Young children are Maternal
starting to play more
Climbs well Plays make-believe smiling with other children and depression or
Runs easily with dolls, animals, looking at caregiver may still get mental illness,
Pedals a tricycle and people crying to have needs Upset when left.
Walks up and down Does puzzles with met
parental
stairs, one foot on three or four pieces sometimes self- • Young children are substance
each step Understands what soothing by sucking becoming more misuse,
Washes and dries “two “means on their hands or confident and still like to
hands Copies a circle with fingers seek the attention
parental
pencil or crayon Of their main care incarceration,
Age 4 Turns book pages one 4 months givers. parental
at a time
Hops and stands on smiling spontaneously • Young children are unemployment,
one foot up to 2 Age 4 develops an starting to express their family violence,
seconds awareness of their feelings in words more
Pours, cuts with Understands the idea surroundings as well as
and poverty are
supervision, and of counting playing Through actions. all risk factors
mashes own food Starts to understand beginning to imitate in the family.
Catches a bounced the concept of time facial expressions • Young children are
ball most of the time Remembers parts of beginning to show Among the
Draws a person with a story 6 months awareness of other child's risk
two to four body Understands the idea people’s feelings and factors:
parts of “same” and crying, smiling, or That these might be
Uses scissors “different” laughing in response different from their own Temperament
Age 5 Draws a person with to your emotions about the same problems,
two to four body enjoys looking at their situation.
Stands on one foot parts own face in a mirror
developmental
for 10 seconds or differentiates • Young children are delays, and
longer Age 5 between strangers literal and magical in major health
Hops, and may be and familiar faces their thinking. They
able to skip Counts ten or more believe that wishes problems are
Can do a somersault things 9 months do come true so it is all possible
Uses a fork and Can draw a person important for adults to outcomes.
spoon and with at least six body showing stranger use words carefully
sometimes a table parts anxiety when speaking
knife Can print some letters begins showing a About important things.
Swings and climbs or numbers preference for toys or
Copies a triangle and comfort objects
other geometric may cry when
shapes caregiver leaves room
Knows about things learns the meaning of
used every day, like a few words
money and food

12 months

has favorite people

among those known
to them
enjoys simple games
like peek-a-boo
may show fear in new
situations
may demonstrate
anxiety around
unfamiliar people
imitates sounds or
actions

18 months – 2 years

more frequent temper

tantrums
asserts independence
may get upset when
not the center of
attention
may become
frustrated trying to
communicate
engages in simple
pretend play, imitates
what adults or other
children do
engages in side by
side (parallel) play
with other kids
does not understand
what others think or
feel

3 – 4 years

beginning to express
a wider range of
emotion
may confuse reality
and make believe
can be spontaneously
 kind and caring
play with other kids in
what is called
cooperative play
separates from
caregiver more easily
uses words to
communicate needs
begins to share toys
can sometimes work
out small conflicts
with other children
not usually able to
articulate emotions
with words
may still have
tantrums, particularly
because of changes in
routine or not getting
what they want
Middle and Late School-age child -- 6 Middle Age 6
to 12 years childhood (ages 5-7) Between the ages of 5
Childhood  Begins They begin to see and 7, school-agers: Parents are less central
gaining things from other to the child’s world.
skills for school-age children's  Develop greater More involved in the
team perspectives and empathy school life and making
sports begin to understand  Establish and new relationships.
such as how their behavior maintain positive Teacher is seen as
soccer, T- affects others. relationships and “theirs “and this
ball, or They are developing friendships threatens security and
other their oral language  Start developing a stability. Preoccupied
team skills, acquiring new sense of morality with aspects of the life
sports vocabulary and  Control impulsive such as life, death,
 Begins to sentence structures. behavior illness, religion.
lose They can compose  Identify and manage Searching questions
"baby" sentences with five or emotions such as “where do
teeth and more words.  Form a positive self- babies come from”.
get They enjoy planning concept and self- Friendship can be
permane and building. esteem (identity intense. Will be upset if
nt teeth They understand formation has begun) excluded at times of
 Girls concepts of space,  Become resilient sadness.
begin to time, and dimension.  Begin to function
show They understand more independently Age 7
growth concepts like (from looking after
of armpit yesterday, today, and person possessions to Clear sense of own
and tomorrow. They know making decision identity. Growing
pubic left and right. without needing confidence and self-
 hair, They begin to develop constant support). esteem through
breast a sense of self-  Form opinions experience of different
develop confidence and about moral values — situations. Understand
ment mastery of their right and wrong other people’s thoughts.
 Menarch learning.  Be able to express Feelings and wishes
e (first They are learning to an opinion and better. Argues with
menstrua read and write and negotiate parents when views
l period) can sound out simple  Develop greater differ. Quarrels with
may words. empathy siblings but learning
occur in They begin to reason  Begin reasoned arguing. Feels
girls and argue. understanding more secure and able to
They can perform different viewpoints cope in the real world.
simple addition and  Start making more Can be self-critical
subtraction. sense of who I am sensitive to other
They can distinguish (Who am I like? Who people’s comments.
fantasy from reality. likes me?) Likes the order and
They have increased  Develop a sense of routine of class groups
memory, attention family history but parents. Still happier
span, and impulse (identity) in small group activities.
control.  Grapple with Shows a strong
questions about death attachment to teacher
Early  Accept that parents and may compare
adolescence (ages 8- are not all powerful parents to teacher.
12) There needs to be strong
They are capable of home/school
perspective taking relationships to leave
and understand and child free to learn.
consider other's Can be muddle by
perspectives. complex family
They begin to think relationships as in
hypothetically, divorce and stepfamilies.
considering several Needs clear
possibilities, and can explanations and
think logically. reassurance.
They begin using and Generally accepts a new
manipulating baby without too much
symbols jealousy if included and
representationally. reassured. May reserve
They become more their worst behavior for
goal oriented. those they love best.
They may develop
special interests that Age 8
are a source of
motivation. A lull between
Their cognitive dependence of
development may be babyhood and
affected by school- independence of
 age children's adolescence. Absorbing
emotional state. all their life experiences-
They begin to positive and negative-
understand facets of receptive to good
the adult world like experiences-vulnerable
money and telling to bad. Strong emotions
time. They may enjoy felt but can be difficult
reading a book. They to cope with.
can interpret the May be idealistic.
context of a School and class routine
paragraph and writes are reassuming
stories. especially if have moved
They appreciate to Junior school. Teacher
humor and word and peers build
games. confidence in self. Still
They understand the needs help with
conservation of decisions and boundary
objects. setting. Need grown-ups
They understand to listen to their fears
fractions and the and worries.
concept of space. Makes same sex
They can count friendships. Friendships
backwards. are based on
They know the date thoughtfulness and
and can name the consideration as well as
months and days of mutual activity, rivalry
the week in order. and quarrelling.
Adolescence  Bone Focuses on less self-  Have more  Shows strong
growth, centered notions and interest in feelings and
which personal decision- romantic intense
increases making through relationshi emotions at
your employing ps and different
child's complicated thinking. sexuality. times. Moods
height. Justice, history,  Go might seem
 An politics, and through unpredictabl
increase patriotism have all less e. These
in skull become more global conflict emotional
bone topics of discussion. with ups and
thickness Idealistic perspectives parents. downs can
. The on specific issues or  Show more lead to
forehead concerns are independe increased
becomes frequently formed. nce from conflict. Your
more Debate and parents. child’s brain
prominen intolerance of  Have a is still
t and the competing viewpoints deeper learning how
jaw may develop. capacity to control
grows for caring and express
 forward. and emotions in a
 Weight sharing grown-up
gain. A and for way
teen's developing  is more
weight more sensitive to
almost intimate your
doubles relationshi emotions:
during ps. young people
adolesce  Spend less get better at
nce. time with reading and
 Changes parents processing
in body and more other
fat time with people’s
compositi friends. emotions as
on. The  Feel a lot they get
amount of sadness older. While
of body or they’re
fat in depression developing
boys , which can these skills,
increases lead to they can
. And poor sometimes
girls' grades at misread
existing school, facial
body fat alcohol or expressions
shifts to drug use, or body
the unsafe sex, language
pelvis, and other  is more self-
breasts, problems. conscious,
and especially
upper about
back. physical
 An appearance
increase and changes.
in the Teenage self-
size of esteem is
organs. often
The heart affected by
doubles appearance -
in or by how
weight, teenagers
and lung think they
size look. As they
increases develop,
. teens might
 Growth compare
of facial their bodies
hair in with those of
 boys. friends and
Hair peers
growth  goes through
usually a “invincible”
starts on stage of
the upper thinking and
lip, acting as if
gradually nothing bad
reaches could happen
the to him. Your
cheeks, child’s
and then decision-
the chin making skills
area. are still
developing,
and your
child is still
learning
about the
consequence
s of actions.

Early Adulthood  Gains in  Increasing 12 + year old Intimacy can be

height career actualized through close
and interests;  Establish friendships, romantic
weight;  Mostly independe relationships, starting a
 Growth interested nce family, or all three.
of pubic in present  Adjust to a Erickson argued that a
and and near bigger firm sense of identity,
underar future; social gained in earlier
m hair; Greater ability to world with developmental stages,
 Body work greater was integral to entering
sweats expectatio intimate relationships,
more; ns and and research has
 Hair and demands supported this
skin  Overcome argument. Studies
become the repeatedly find that
more awkward those lacking a strong
oily; and clumsy sense of identity have
 Breast stage less satisfactory
develop  Find relationships, and they
ment and acceptanc tend to be more
menstrua e within a emotionally isolated,
tion in peer group lonely and depressed.
girls;  Becoming And depression is a
 Growth more self- major concern for
of assured individuals in their 20s
 testicles and able to to mid-thirties: most
and say “No!” people diagnosed with
penis,  Move major depression
 Nocturna further receive a diagnosis in
l away from this life stage.
emissions family and Depression is linked to
(wet closer to violence, especially
dreams), friends for suicide, and eating
 Deepenin support disorders.
g of  Handle
voice, issues and
 Growth growing
of hair on concerns
face in about
boys sexuality
and
relationshi
ps
 Manage
confusing
and
unexpecte
d feelings,
such as
anger and
rebellion
 Move
towards
self-
acceptanc
e

Middle Adulthood  Continue  Intellectua  Future oriented Emotionally, the middle-

d height l interests or self-absorbed. aged brain is calmer,
and gain less neurotic, more
weight importanc  May experience capable of managing
gains; e; empty nest emotions, and better
 Growth  Some syndrome able to negotiate social
of pubic sexual and expressed situations (Phillips,
and aggressive positively or 2011). Older adults tend
underar energies negatively. to focus more on
m hair; directed positive information and
 Body into  Working way up less on negative
sweats creative career ladder. information than do
more; and career younger adults. In fact,
 Hair and interests  Adjustment to they also remember
skin changes in body positive images better
 become image. than those younger.
more Additionally, the older
oily;  Mid-life crisis. adult’s amygdala
 Breast responds less to
develop  Children leave negative stimuli. Lastly,
ment and home; re- adults in middle
menstrua establish as adulthood make better
tion in couple. financial decisions, a
girls; capacity which seems to
 Growth  Recognition of peak at age 53, and
of limitations. show better economic
testicles understanding.
and  Adjustment to Although greater
penis, possibility of cognitive variability
 Nocturna retirement and occurs among middle
l life-style aged adults when
emissions modification. compared to those both
(wet younger and older,
dreams), Measuring those in midlife who
 Deepenin accomplishment experience cognitive
g of against goals. improvements tend to
voice, be more physically,
 Growth cognitively, and socially
of hair on active
face in
boys

Late Adulthood  Most  More  Retirement. Emotion management

girls fully defined abilities appear to
develope work  Death of spouse improve with age. In
d; habits; and friends; comparison to younger
 Boys  Higher acceptance of people, older persons
continue level of death. report less unpleasant
to gain concern emotions, as well as
height, for the  Adapting to greater emotional
weight, future; change of social stability and well-being.
muscle  Thoughts role. In addition, older folks
mass, about may be better at
body hair one's role  Developing resolving interpersonal
in life supportive conflicts than younger
relationships. people.

 Pursuing second
career, interest,
hobbies,
community
activities, leisure
 activities.

 Coming to terms
with
accomplishment
s.

 Concern for
health increases.

Grandparenthood.

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