Developmental Milestones - Starkids Australia · Developmental Milestones Emotional Self-Awareness: Our ability to control our feelings, thoughts, and behaviours in situations.It’s

Developmental Milestones

Cognitive Skills Age Attention and Memory Reasoning and Academic Skills Perception and Concepts

0-5 Months

6-11 Months

Visually attends to an object for more than 5 seconds

Follows auditory stimulus

Responds positively to physical contact and tactile stimulation

Visually explores the environment

12-17 Months

Follows visual stimulus

Attends to an ongoing sound or activity for 15 or more seconds

Shows awareness of new situations

Feels and explores objects

18-24 Months

Attends to a game of Peek-a-boo for 1 minute

Occupies themselves for less than 5 minutes

Reaches around a barrier to obtain an object

Able to activate a toy without adult demonstration

Turn pages in a book

Imitates simple facial gestures

Physically explores surroundings

2 - 3 Years

Looks at pictures in books, naming and pointing to familiar objects

Uses a stick or other object to get an out-of-reach toy

Understands ‘one’ or ‘all’ (e.g. “give me one block”)

Matches an object to its picture

Inserts shapes into matching slots


3-4 Years

Able to listen to simple stories Matches objects by colour, shape and size

Nests objects inside one another; stacks rings on peg in order of size

Understands concepts of the number 3 (e.g. “give me 3”)

Counts to 5

Identifies familiar objects by their use

Matches simple shapes such as circle, square and triangle

Sorts by colour with demonstration

4 -5 Years

Selects a hand hiding a toy

Attends to a learning task/story in a small group for 5 minutes

Locates hidden items in a simple picture scene

Names colours red, green and blue

Identifies sources of common actions (e.g. “What flies?”, “What barks?”)

Builds a pyramid of six blocks

Counts 20 objects

Understands “biggest”, “tallest”, “same” and “more”

Identifies big and little shapes

Sorts by size with demonstration

Recognises differences between similar shapes

Classifies objects

5-6 Years

Focuses their attention on one task while being aware of but not distracted by surrounding activities

Recalls familiar objects

Repeats 3-4 digit sequence

Recalls facts from an oral story

Gives three objects on request

Identifies larger of two numbers

Names weekdays in order

Tells month and day of birth

Arranges numbered tiles or cards in proper sequence

Identifies different textures

Identifies past and present activities


Social and Emotional Skills Age Emotional Self-

Management Play Self- Awareness Social Awareness Responsible decision

making Relationship Skills

18-24 Months

Has temper tantrums when frustrated

Curious; gets into everything

Usually plays alone even with the presence of other children

Engages in simple make believe and pretend play

Has difficulties sharing

Frequently does the opposite of what is asked of them

Often defiant; says “no” to many requests

2 - 3 Years

Learning to express emotions (Less tantrums

Learning to talk about strong feelings

Becoming more independent

Spends most group time in solitary activity, watching other children

Has a strong sense of self; claims certain articles as being their own

States whether he or she is a boy or girl (able to identify their gender)

Shows pride in accomplishments

Able to ask family members for help when having difficulty

Shy with strangers, especially unfamiliar adults

Says ‘please’ and ‘thankyou’ when reminded

Learning to connect behaviour to their consequences

Separates from parent in familiar surroundings without crying

3 – 4 Years

Better able to express and discuss feelings (occasional

Copies other children’s behaviour/play

Can recognise and identify emotions

Views self as someone

Shows empathy to others

Beginning to realise

Understand right from wrong

Able to start to think

Begins to have real friendships; shows interest in being part of a group

Resolves conflict with the assistance


tantrum when frustrated)

Takes turns/ shares

Plays with other children; cooperative play begins

with a body, mind and feelings

Interested in new experiences

that not everyone thinks and acts like them

Asks to use other peoples belongings

through a problem to find a solution (basic problems)

of adults

Attempts to comfort others in distress; shows affection to younger children by hugging and/or kissing

Separates from parents without crying

4-5 Years

(Kindy)

Able to use words to describe feelings

Able to stop and think before acting

Usually prefers to play with other children rather than alone

Waits for turn when playing group games (e.g. tag, duck duck goose)

Notices difference between self and others

Identifies with a particular gender (may only want to play with one gender)

Indicates that he or she is sorry

Shows concern and sympathy for others

Understands rules of fair play

Has a best friend (usually of the same gender)

Accepts mild, frequent teasing without becoming too agitated.

5-6 Years

(Year 1)

Expresses anger with nonaggressive words rather than physical actions

Likes competitive games

Explains rules of a game to others

Imaginative play including themes of real-life

Can make a choice between two or more options

Works along at a task for 20-30 minutes

Comforts friends in distress


Emotional Self-Awareness: Our abil ity to control our feelings, thoughts, and behavio urs in situations. It ’s also our ability to use appropriate coping

skills when we are under pressure and stressed out.

Self-Awareness: Our abil ity to recognize our feelings and thoughts and how they influence our behavio ur. Additionally, when we are self -aware,

we can accurately (and confidently) identify the things we’re good at and the things we need to work on.

Social Awareness: Our ability to empathize with others and see things from their perspe ctive, even if they are from different cultures or have

different backgrounds. When we’re socially aware, we understand social and ethical norms for how to behave and carry ourselves accordingly.

Responsible Decision Making: Ability to take actions that follow the rules, protect our safety and the safety of others, show respect for

ourselves and others, and we show good character.

Relationship Skills: Having relationship skills means we can make and keep healthy relationships with others, even when they are from different

backgrounds or cultures. We can express ourselves, listen to others, ask for and offer help when needed, resist peer pressure , and resolve

conflicts in appropriate ways.


Age Pencil Grasp Drawing / Pre-Writing Skills Scissor Skills Bilateral Coordination Visual Discrimination

0-2

Months Reflexive grasp.

3-4

Months

Can hold a toy.

Voluntary grasp.

Two handed palmar grasp.

5-6

Months

One handed palmar grasp.

Controlled reach.

Passes object from one hand to

other.

Brings objects to mouth.

7-9

Months

Puts things in mouth.

Smooth transference of objects

from one hand to other.

Picks up small things using fingers

and thumb.

Controlled release of objects.

Uses fingers to point at

things.

10-12

Months

Pokes with index finger.

Releases objects consciously.

Puts things in/out of containers.

Fine Motor Skills


13-18

Months

Hold crayon in palmar

grasp.

End: Scribbles on paper

Can start holding toothbrush.

Functional pincer grip (e.g.

removing socks)

Points to objects to indicate

things.

19-24

Months

Primitive: Palmar

supinate with whole arm

movements

Dominant hand beginning

to emerge.

Beginning: Scribbles on

paper

End: Imitates horizontal,

vertical and circular marks

on paper

Can open and shut

scissors

Snip paper,

playdough, straws etc

Threads beads onto string (2.5cm).

Pours objects from cup to cup.

Can use pincer grip to sort shapes

and colours.

Matches concrete objects

(e.g. block to block) and

picture to object.

Completes simple puzzles.

Places correct shapes in form

board.

Builds towers (4 blocks).

2 - 3

Years

Immature: Digital pronate

(or similar), forearm

down moves together

Copies:

- Vertical line - Horizontal line - Circle

Cuts along a line with

errors

Threads beads onto string (1.5cm).

Unscrews 2.5cm lid.

Can operate toys with levers, rings

and buttons.

Sorts big and little objects.

Matches shapes and colours.

Builds towers (9 blocks)

Completes puzzle (4-5

pieces)


3-4

Years

Transitional: Static tripod

grasp (or similar), wrist,

hands and fingers move

together (“stiff”)

Copies (in addition to ^):

- Plus - Square

Beginning to write name.

Draws a person with head

and 1 other body part

Cuts out with

accuracy:

- Line Cuts out with some

errors:

- Circle - Square

Screws and unscrews 2.5cm lid.

Beginning to learn to fold paper in

half.

Turns book pages one at a time.

Turns door handles.

Construct 3 block bridge.

Builds towers (more than 9

blocks).

Points to the longer of two

lines.

Matches and sorts shapes.

4-5

Years

(Pre-

school,

Kindy)

Mature: Static tripod

grasp BUT moving

towards more dynamic


- Cross - Triangle

Writes name

Draws a person that is

recognisable with all body

parts and facial expressions

Draws with purpose.

Cuts out with

accuracy:

- Line - Circle - Square

Cuts out with some

errors:

- Complex shapes

Threads beads onto string.

Folds piece of paper in half.

Buttons and unbuttons large

buttons.

Completes puzzles (10

pieces)

Can point to correct shape

and colour on request.

Copies simple patterns.

5-6

Years

(Kindy)


- Diamond - Lower and

uppercase letters Cuts out with

reasonable accuracy:

- Complex shapes

Uses hands together well for

variety of activities. Can problem

solve how to use hands.

Completes puzzles (20

pieces).

All skills should be

developed.

6-7

Years

(Year

One)

Mature: Dynamic tripod

grasp - fingers control

movement

Independent forming of

letters.

Writing words and

sentences.


Age Walking / Running Jumping / Hopping Ball Skills Other Skills

0-2 Months

Holds head up when lying on tummy

Some coordination between arm and leg movement

2-4 months

Pushes weight through legs on hard surface (supported standing)

Holds and steadies head independently

Beginning to roll from tummy to back

Uses hands and eyes together

Pushes to elbows from tummy

Sits for 1-2 seconds

5-6 Months

Supports body weight in supported standing

Rolls from back to tummy

Remain sitting with legs out for 2 seconds

7-9 Months

Stands independently while holding on

Pulls to stand

Crawls

Move into sitting position independently

Sits without support

Gross Motor Skills


10-12 Months

Walks independently using stable objects for support

Few steps or standing unassisted.

Transitions between different positions (hands and knees, lying, sitting)

13-18 Months

Walks independently with wide base.

May run

May walk up steps

Kicks a ball by walking into it

19-24 Months

Walks independently with wide base.

Walks up stairs with hand held/railing.

Walks pulling toy behind.

Squats and picks up toys.

Stands on one foot with help.

Jumps on both feet.

Can throw a ball.

Can run up to ball, pause, and kick in separate movement

Climbs onto a chair.

Sits in a small chair.

Stands on tip-toes

2 - 3 Years

Runs and falls frequently.

Walks up stairs one step at a time, holding rail or hand.

Walks sideways.

Stands on tip-toes.

Walks backwards (3m)

Attempts to walk on balance beam.

Jumps down from low step.

Jumps in different directions.

Begins to hop on one foot.

Catches big ball to chest.

Throws overhand.

Kicks ball by walking into it.

Rides tricycle.

Goes up and down a small slide.


3 - 4 Years

Runs smoothly, avoiding obstacles.

Can walk backwards.

Walks up stairs, one foot per step without holding on.

Walks down stairs two feet per step.

Can run on toes.

Begins to skip and hop.

Jumps forward with 2 feet and balances.

Can walk on a line.

Throws ball over head with two hands.

Kicks ball and keeps balance.

Can hit a suspended ball.

Catches bounced ball with hands to chest

Can climb over play equipment.

Moves to music.

Pedals a tricycle

4-5 Years Walks down stairs one foot per step.

Runs and turns.

Hops on one foot for 2-3 hops.

Jumps over and off low heights.

Catches a medium ball.

Climbs ladders or tree.

Rides tricycles with pedals.

Arms strong enough to hold self up for “wheelbarrows”

5-6 Years All skills should be developed.

Hops well.

Skips for long distances.

Stands on one foot for 8-10 sec.

Catches ball with two hands. Kicks with accuracy.

Participates in ball play.


Age Toileting Eating Dressing Bathing Grooming

0-4 Months

Coordinates sucking, swallowing and breathing.

Swallows strained or pureed foods

Uses tongue to move food in mouth

Brings hands to mouth

Places both hands on bottle

5-9 Months

Bites and chews toys

Bites food voluntarily

Drinks from cup held for them

Chews food with coordinated movements

Holds own bottle

Holds spoon

Self-Help Skills


10-18 Months

Shows bladder and bowel control pattern

Indicates discomfort over soiled pants verbally or by gesture

Distinguishes between edible and inedible objects

Cooperates with dressing by extending arm or leg

Removes socks

19-24 Months

Starting to use the toilet

Will forget if busy- therefore needs reminders

Can finger feed self.

Scoops food with spoon and brings to mouth.

Gives up bottle.

Holds and drinks from cups, some spilling

Removes shoes if laces undone.

Helps pull pants down.

Finds armholes in pullover shirt.

Removes a coat

Interest in bathing begins.

Brushes teeth with parent doing ‘real’ clean.

Washes and dries hands partially

2 - 3 Years

Accepts a toileting routine.

Will ask to go to the toilet.

Manages simple clothing

Distinguishes between urination and bowel movements

Competent with spoon use.

Uses fork with simple spills.

Holds and uses cup with one hand.

Unwraps food.

Removes pants.

Help needed for top.

Puts on socks and shoes (no laces)

Large buttons and zips undo

Helps with the washing Washing hands with supervision.


3 - 4 Years

Stays dry during the day.

Usually dry during the night.

Goes to the toilet independently.

May need help with wiping and difficult clothing.

Uses fork without spills.

Pours from small jug into cup.

Unscrews lid of container.

Undresses independently.

Pull shirt over head and one arm in.

Pulls pants up from floor

Consistent correct identification of front and back.

Assists with washing and drying

Brushes teeth with supervision.

Independent washing hands.

4-5 Years

Independent with all aspects of toileting.

Remains dry 4 out of 5 nights

Spreads with a knife.

Beginning to use knife and fork together.

Dresses with supervision

Do laces and normal zips

Wash and dry self with supervision

Independent brushing of teeth with most directions

5-6 Years

Cuts with a knife.

Uses knife and fork with increased skill.

Dresses unsupervised

Independent wash and dry

Parents prepare temperature depth etc until approx 8 years.

Brushes teeth competently with all brush strokes.


Age Receptive language Expressive language

0-6 months

Glances momentarily to the person speaking

Enjoys caregiver’s attention (smiles, coos, relaxes)

Reacts to sounds other than voices in the environment

Turns head to locate sound source

Actively searches to find speaker

Discriminates one sound from another

Cooing - vowel like sounds (1-4 mths) e.g. ku, koo, goo, gu

Marginal Babbling – vowel and consonant like sounds approximating CV or VC syllables (4-6mths) e.g. ba or ab

Varies pitch, length or volume of cries

Vocalises pleasure and displeasure sounds

Vocalises when talked to, moving arms and legs during vocalisations

6-12 months

Interrupts activity when name called

Anticipates what will happen next

Actively searches for sound source when source is not visible

Looks at objects or people the caregiver calls attention to

Understands what you want when you extend your hand and say “come with me”

Responds to no

Canonical babbling/Reduplicated babbling (6-8mths) e.g. baba baba or didi didi

Variegated Babbling (6-9mths) e.g. gabida

Jargon – syllable strings produced with adult like intonation (9-12months)

Gestures and vocalises to show intent to obtain objects

Name or requests objects using a consistent string of sounds

Language Skills


Understands a specific word or phrase for family members, pet, objects and social routines

12-18 months

Uses more than one object in play

Follows routines and familiar directions with cues

Demonstrates appropriate use of objects in play

Identifies familiar objects from a group of objects

First words

Copies individual words

Has a vocabulary of approximately 50 words

Initiates a turn taking game or social routine

Extends toys or point to objects to show others

18 – 24 months

Listens to stories or as objects/pictures are named and indicates favourite

Understands basic categories toys, foods, clothes

Understands simple commands e.g. “push the bus”

Identifies photos of familiar objects

Understands inhibitory words

Identifies body parts

Understands verbs in context

Two word phrases

Has a vocabulary of 200-300 words

Frequently labels objects

Frequently asks “watdis?”

Asks two word questions “Where ball?”


2-3 years

Recognises actions in pictures

Understands pronouns (me, my, your)

Understands use of objects

Follows two-part commands without cues

Understands the concepts of colour, size, shape and location (in, off, out of)

Understands part/whole relationships

Understands simple descriptive concepts e.g. big, little, wet

Three to four word phrases and simple sentences

Family members understand what is said

Draws attention to something by naming it or commenting on it e.g. wow

Asks and answers simple wh-questions

Vocabulary of 800-900 words

Uses “big” and “little”

Uses articles e.g. “the” and “a”

Uses plurals

Uses grammatical words and word endings – copula, auxillary verbs, past tense, personal pronouns

Maintains topics for several turns during book reading or when telling a story related to their immediate context

3-4 years

Understands quantity concepts e.g. one, some, the rest, all, more, less

Understands all pronouns

Understands negatives

Makes inferences

Produces 4-5 word sentences in length with an increasing number of compound or complex sentences.

Frequently asking wh-questions including Why? How? Where? When?

Appropriately uses plurals, possessives and adjectives in sentences


Identifies categories of objects in pictures

Understands more and most

Maintains longer detailed conversation or narratives about topics that are present or imaginary

Uses the pronouns “he”, “she”, “you”, “me”, “I”, “mine”

4-5 years

Understands 10000 or more words

Understands time concepts before/after, yesterday/tomorrow

Follows one and two step instructions

Understands qualitative concepts (tall, long, short)

Understands spatial concepts (under, in back of, in front of, next to)

Understands –er ending as one who...

Understands time concepts (night and day)

Understands noun + two modifying adjectives

Produces sentences 5- 8 words in length with few grammatical errors

Uses indirect requests

Requests clarification

Adjusts speaking style foe listeners of different ages

Tells relatively detailed narratives about own experiences in the past using “adult like” grammar

5-7 years

Finds the odd one out

Understands numbers

Understands body parts

Formulates meaningful, grammatically correct questions

Describes similarities

Names items to fit into categories


Understands passive voice

Orders pictures from largest to smallest

Understands half and whole

Understands time concepts (first, last)

Identifies initial sounds

Understands “each”

Understands rhyming sounds

Adds and subtracts numbers to five

Makes grammatical judgments

Completes similes

Counts items and gives correct number

Defines words

Repairs grammatical errors

Rhymes words

Segments words

Tell a story in correct sequence

Use irregular plurals

Express quantity

7-9 years

Follows four step instructions

Understands direction words

Understands words with multiple meanings

Identifies clearly when they haven’t understood

Able to reason and predict

Uses a range of words related to time and measurement

Uses a wide range of verbs to express their thoughts or about cause and effect

Uses complex grammar and sentences to clarify, summarise, explain and plan

Stories have a good structure with a distinct plot, an exciting event, clear resolution


Uses formal language when appropriate and in unfamiliar situations

Understands conversational rules

Uses tone of voice, stress on words and gestures naturally to add meaning

9-11 years

Follow longer instructions that are not familiar

Understand different question types e.g. open, closed, rhetorical

Understands simple jokes and simple idioms based on sound and ambiguity

Forms opinions based on evidence

Listens for specific purposes

Makes choices from a wide and varied vocabulary

Knows that words can have two meanings and uses them appropriately

Uses long and complex sentence structures

Uses questions to help conversations flow.

Knows when a sentence is not grammatically correct and can explain rules of grammar

Uses complex joining words e.g. meanwhile, therefore

Realises when people don’t understand and tries to repair conversation breakdown.


Age Speech Sounds Inventory

0-6 months Children’s speech consists of: Cooing - vowel like sounds(1-4 mths) e.g. ku, koo, goo, gu Marginal Babbling – vowel and consonant like sounds approximating CV or VC syllables (4-6mths) e.g. ba or ab

6 months - 1 year Children’s speech consists of: Canonical babbling/Reduplicated babbling (6-8mths) e.g. baba baba or didi didi Variegated Babbling (6-9mths) e.g. gabida Jargon – syllable strings produced with adult like intonation (9-12mnts) Single words – using early developing sounds

Children are understood by unfamiliar listeners 25% of the time Typical speech sound errors are common

2-3 years Most children have learned to produce these sounds accurately: p, b, m, d, n, h, t, k, g, w, ng, f, y

Children are understood by unfamiliar listeners 50 – 75% of the time Typical speech sound errors are common.

4 years Most children have now also learned to produce these sounds accurately: l, j, ch, s, v, sh, z

Children are understood by unfamiliar listeners almost 100% of the time Typical speech sound errors occur but are less common

5 years Most children have now also learned to produce these sounds accurately: r, zh

Children are understood by unfamiliar listeners 100% of the time. Few to no typical speech sound errors occur

6 years Most children have now also learned to produce this sound accurately: th

Children are understood by unfamiliar listeners 100% of the time Speech sound errors at this age are not common

Speech sound inventory milestones taken from: McLeod, S. & Crowe, K. (2018

Speech Sound Inventory


Phonological Process Examples Typically gone by

Pre-vocalic voicing ‘pig’ -> “big” ‘tip’ -> “dip”

3 years

Word final devoicing ‘bug’ -> “buck” 3 years

Stopping ‘f’ and ‘s’ ‘food’ -> “bood” ‘fish’ -> “tish” ‘soap’ -> “doap” ‘bus’ -> “bud”

3 years

Final consonant deletion ‘cat’ -> “ca” ‘phone’ -> “pho”

3 years 3 months

Stopping ‘v’ and ‘z’ ‘glove’ -> “glub” ‘seven’ -> “seben” ‘zip’ -> “dip” ‘zoo’ -> “doo”

3 years 6 months

Fronting ‘cup’ -> “tup” ‘go’ -> “do” ‘shoe’ -> “soe”

3 years 6 months

Assimilation ‘dog’ -> “gog” ‘mine’ -> “mime”

Weak syllable deletion ‘banana’ -> “nana” ‘tomato’ -> “mato”

4 years

Cluster reduction ‘school’ -> “cool” ‘plate’ -> “pate” ‘snake’ -> “nake”

4 years

Deaffrication ‘chip’ -> “ship” ‘bridge’ -> “bridz”

4 years

Stopping ‘sh’, ‘j’ and ‘ch’ ‘ship’ -> “dip” ‘gem’ -> “dem” ‘chair’ -> “tair”

4 years 6 months

Gliding ‘red’ -> “wed” ‘log’ -> “wog” ‘log’ -> “yog”

5 years

Speech Errors

Bowen, C. (1998). Developmental phonological disorders. A practical guide for families and teachers. Melbourne: ACER Press.

Grunwell, P. (1997). Natural phonology. In M. Ball & R. Kent (Eds.), The new phonologies: Developments in clinical linguistics. San Deigo, CA: Singular Publishing Group, Inc.


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Developmental Milestones - Starkids Australia · Developmental Milestones Emotional Self-Awareness: Our ability to control our feelings, thoughts, and behaviours in situations.It’s