CASTRO, Kevin Cedrick R.
2010-06974
B SE – SE – CA-English and SPED
EDSP 102 Developmental Milestones and Disabilities that Can Affect the Individual’s Development Physical
Age
Cognitive
Language
Head at 90 degree angle, uses arms to prop
Listens attentively to sounds and voices (by 1 month)
Reacts to loud sounds
Purposeful grasp
Visually track through midline
Transfer objects from hand to hand
Cries deliberately for assistance (by 1 month)
Roll over
Fine Motor Skills
0 month
1 month
2 months
3 months
Plays with fingers, hands and toes
4 months
Head lag disappears
Coordinates eye movements (by 2 months)
Plays with feet
Calms down or smiles when spoken to Recognizes your voice and calms down if crying When feeding, starts or stops sucking in response to sound
Holds and manipulates objects; sucks on everything!
Exercises body by stretching, moving
Discovers hands and feet as extension of self (by 3 months)
Coos and makes pleasure sounds
Can grab at objects (by 6 months)
Touch genitals, rock on stomach for pleasure
Likes to repeat enjoyable acts (by 4 months)
Has a special way of crying for different needs
Usually responds to objects or faces as they move
Recognizes and responds to name (by 5 months)
Smiles when he or she sees you
Reacts to sound of voices, rattle or bell
Studies objects intently (by 6 months)
Can smile at self in mirror (by 5 months)
Social/Emotional
Self-help
Gross Motor Skills
Follows sounds with his or her eyes Responds to changes
Reacts to discomfort and pain Recognizes parent’s voice Makes eye contact Shows affection by looking, waving, kicking and smiling Shows feelings of security when held or talked to Expresses delight May form attachment to one special object Laughs when tickled Builds trust when cries are answered
Can coordinately suck when they are breastfeeding or drinking formulae milk through a nipple artificial
Has already been able to open their mouth when see breast or nipple artificial
Show their interest or enthusiasm feeling when seeing mother’s breast (ASI) or nipple artificial
Start to place their toys into their mouth
in the tone of your voice
Vocalizes to him/herself, people and toys
5 months
May begin to cling to primary caregiver
Notices toys that make sounds
Can raise him/herself him/herself up on forearms (while on tummy) and hold head up
Pays attention to music Babbles in a speechlike way and uses many different sounds, including sounds that begin with p, b, and m
Rolls from back to tummy (by 4-6 months) 6 months
Able to hold their their bottle by themselves.
Laughs
Able to feed themselves by using their thumb and finger tips.
Babbles when excited or unhappy Makes gurgling sounds when alone or playing with you 7 months
8 months
9 months
“Raking” with hands
Sits in “tripod”
Finger-thumb opposition
Push head and torso up off the floor
Eye-hand coordination, but no hand preference Transfers toys from hand to hand
Put their both hands on mother’s breast or bottle when milkfeeding.
Anticipates events events (by 7 months)
Enjoys playing peek-aboo and pat-a-cake
Enjoys being near people and played with
Finds hidden objects (by 10 months)
Turns and looks in the direction of sounds
No longer smiles indiscriminately
Support weight on legs
Can point to body parts
Listens when spoken to
Responds gaily to play interactions with others
Gets to and from sitting
Puts nesting toys together correctly
Crawls, pulls to standing
Develops expectations expectations about familiar events
Understands words for common items such as “cup,” “shoe,” or “juice”
Cries, smiles, kicks, coos, laughs to attract social attention
Start to be able to hold the spoon and try to feed themselves. Drink water or milk from the covered cup or directly drink it from the open cup by sips via the edge of the cup.
Stooping and recovering Learns to crawl, stand up and walk Sits without support (by 8 months)
10 months
Sees almost everything with good vision Begins to cruise and eventually walk
Waves bye-bye
Responds to requests (“Come here” or “Want more?”)
Responds differently to strangers (stranger anxiety by 8 months)
Babbles using long and short groups of sounds (“tata, upup, bibibi”)
Shouts for attention (by 8 months); rejects confinement
Babbles to get and keep attention
Cries if other child cries
Communicates using gestures such as waving or holding up arms
Pays attention to his/her own name
Imitates different speech sounds Has one or two words (“Hi,” “dog,” “Dada,” or “Mama”) by first birthday 11 – 11.9 months
Recognizes different tones of voice and responds Able to interpret the emotional expression of familiar adults Copies simple actions of others Recognizes himself as an individual apart from mother Learning to cooperate; shows guilt at wrongdoing Actively seeks to maintain interactions with adult
Displays separation anxiety when apart from mother Tries to alter mother's plans through persuasion or protest Teases and tests parental limits Can demonstrate affection Discriminates positive and negative attention
1 – 1.6 year
Picks up small objects with pointer finger and thumb
Can throw a ball
Turns pages in a book
Can walk while holding an object
Can build a tower of cubes
Walks well
More complex motor skills
Identifies family members in photographs
Knows a few parts of the body and can point to them when asked
Prefers to keep caregiver in sight while exploring environment
Enjoys cause and effect-relationship
Follows simple commands (“Roll the ball”) and understands simple questions (“Where’s your shoe?”)
Demands personal attention
Enjoys simple stories, songs, and rhymes
Unable to share
Is able to make choices between clear alternatives Begins to solve problems Remembers more
Points to pictures, when named, in books
May reveal stubbornness
Responds to simple requests
Eating Feed him/herself with a spoon. Hold a cup by the handles. Drink from a cup, with little spilling. Play with food.
Is possessive Acquires new words on a regular basis Kicks backward and forward
Sorts shapes and colors Mimics adult behavior
Stands on a balance beam
1.6 – 2 years
Can draw scribbles
Walks up stairs with help; learns to climb up stairs first, then down Runs well Enjoys riding smallwheeled riding toys
2 – 2.6 years
2.6 – 3 years
Improving fine motor skills and eye-hand coordination: cut with scissors, draw shapes
Rule of Three: 3 yrs: 3 ft, 33 lbs. Weight gain: 4-5 lbs per year
Strings large beads
Growth: 3-4 inches per year
Holds scissors
Physically active,
Points to and names objects Refers to self by name Learns by helping Learns concepts such as size, shape and weight as he/she moves and plays with objects in the environment.
Comprehends size Beginning to understand time sequences (e.g. before lunch) Matches shapes and colors
Uses some one- or two-word questions (“Where kitty?” or “Go bye-bye?”) Puts two words together (“More cookie” or “No juice”) Uses many different consonant sounds at the beginning of words
Begins to show empathy Reveals a sense of trust Begins to play next to children Shows emotions of pride and embarrassment May dawdle Engages in imaginative play Tests limits of behavior
Suck from a straw. Begin to chew food with mouth closed. Give up nursing or drinking from a bottle near the age of two years. Drinks from a straw Dressing Take off hat. Take off socks. Take off shoes when the laces are undone. Unzip large zippers.
Performs for an audience
Grooming
Has a word for almost everything
Has a strong sense of ownership
Enjoy trying to brush teeth.
Uses two- or threeword phrases to talk about and ask for things
May begin cooperative play
Wash and dry hands with help.
May show need for security object
Household
Uses k, g, f, t, d, and n sounds
Is becoming more
Help with simple
correctly Zips and snaps
can’t sit still for long Clumsy throwing balls Refines complex skills: hopping, jumping, climbing, running, ride “big wheels” and tricycles Walks backwards Can balance on one foot (by 3 years) Learns to use the potty, most are toilettrained
3 – 3.9 years
Walks up and down stairs independently
Counts and manipulates objects Is beginning to think about consequences Is able to concentrate for longer periods of time
independent Speaks in a way that is understood by family members and friends
household tasks Push and pull doors open and shut.
Names objects to ask for them or to direct attention to them
Hears you when you call from another room Hears the television or radio at the same sound level as other family members Answers simple “Who?” “What?” “Where?” and “Why?” questions Talks about activities at daycare, preschool, or friends’ homes Uses sentences with four or more words Speaks easily without having to repeat syllables or words
Completely undresses self Independently puts on socks, coat, sweater, pants Manipulates large buttons and snaps Eats entire meal independently Uses a spoon and fork effectively Can pour liquid with some assistance Washes hands unassisted Learns toilet training Wipes nose unassisted
Pays attention to a short story and answers simple questions about it Hears and understands most of what is said at home and in school Can catch a beanbag
4 – 4.9 years
Comprehends special concepts (e.g. around, in front, high, next to)
Can copy a simple design Uses scissors to cut a straight line
Rote counts up to 20 Can hop on one foot, skip and jump Can catch a ball with both hands
Can complete a 6-8 piece puzzle Begins to understand time concepts Understands simple math concepts Recalls main details of a story
5 – 5.9 years
Uses sentences that give many details Tells stories that stay on topic Communicates easily with other children and adults Says most sounds correctly except for a few (l, s, r, v, z, ch, sh, and th) Uses rhyming words Names some letters and numbers Uses adult grammar Uses possessives Uses double negatives Joins sentences
Can cut with a knife independently Can put shoes on right feet; tie shoes Enjoys being with other children Has an increased drive for independence Expresses anger more dramatically Is aware of social approval or disapproval Performs for others Has pride in personal accomplishments Develops sex role identification Begins taking turns and negotiating
Knows clothing front from back Toileting – fully independent Brushes teeth independently Buttons front buttons Feeds self with fork (held with fingers). Zips separating front zipper.
Follows up to 4 step directions Uses third person Tells simple jokes Has a 2000 word vocabulary Draws with precision and to detail. 6 years
Ties shoe laces.
Learns to skip with rope.
Developing reading skills well. May write independently.
Grows 2 to 2.5 inches
Hand-eye coordination is becoming even more refined 7 years
Able to write and draw with control and precision
Can perform more difficult movements such as standing in one place while twisting, turning, or spinning Can combine motor skills such as running and kicking a ball (such as in soccer) or performing dances to music
More interested in complicated projects because they have greater attention span Uses serious, logical thinking; Is thoughtful and reflective Able to understand reasoning and
Fluent speech. Can pronounce majority of the sounds of his/her own language. Talk fluently and with confidence.
Stubborn and demanding Eager for fresh experiences May be quarrelsome with friends. Desires to be perfect and is quite self-critical
Uses a vocabulary of several thousand words Begins to grasp that letters represent the sounds that form words
Worries more; may have low selfconfidence Tends to complain; has strong emotional reactions Understands the difference between
Able to perform and complete routine chores such as sweeping floors or cleaning desks with much more accuracy Enjoys many activities and stays busy Likes to paint and draw Can already eat by him/herself Bathe all by himself
Able to ride a bicycle without training wheels
make the right decisions
right and wrong Takes direction well; needs punishment only rarely
Can tell time; knows the days, months, and seasons
Avoids and withdraws from adults
Can describe points of similarity between two objects
Is a better loser and less likely to place blame
Able to solve more complex problems
Waits for her turn in activities
Individual learning style becomes more clear-cut
Stamina increases 8 years old
Finger control is quite refined
Can run and swim further
Seeks to understand the reasons for things Begins to feel competent in skills and have preferences for some activities and
Starts to feel guilt and shame
Can converse at an almost adult level Reading may be a major interest
Has strong need for love and understanding, especially from mother Can be helpful, cheerful, and pleasant as well as
Dresses and grooms self completely Can use tools (i.e., hammer, screwdriver) Can already eat by himself/herself Can do almost all
subjects Thinking is organized and logical Begins to recognize concept of reversibility (4+2=6 and 6-2=4)
rude, bossy, and selfish May be quite sensitive and overly dramatic Emotions change quickly Impatient; finds waiting for special events torturous Makes friends easily; develops close friends of same sex Favors group play, clubs, and team sports; wants to feel part of a group More influenced by peer pressure Can be obsessed with, and motivated by money
household chores Bathe all by himself
Have stronger and smoother muscle control, May experience the beginnings of puberty. May also be more susceptible to body image issues. 9 years old
Are incredibly curious about the world around them, and may want to research topics that interest them. Have longer attention spans and will tend to spend lots of time on activities and subjects that they are excited about.
Somatic complaints Tension outlets such as nail-biting, hairtwisting, lip-pursing
Are better able to handle conflicts and frustrations. Growth of Language Patterns Used: Descriptive Loves vocabulary and language play and information Baby-talk sometimes reemerges Use of hyperbole Age of negatives; “I hate it”, ”I can’t”, “boring”, “yeah right” Dirty jokes Graffiti
Increased coordination Able to think critically, and may Pushes self to physical want to share their limits opinions about things. Fatigues easily Numerous injuries
Are more emotionally mature
Read and write increasingly more complicated texts Learn how to work with multiple digits, geometry, and data organization in math.
More independent, and will be emotionally more ready to socialize without their parents (such as at sleepovers at friends' houses). Have a strong desire to belong to a group and to fit in, and may be more susceptible to peer influence and peer pressure May be more moody and feel more stress and pressure, and will rely upon the support and love
provided by parents.
Memorizing details productively
Fairness issues peak and can be solved
Increased ability to abstract
Large muscle development
10 years old
Handwriting often sloppier than at nine
Needs outdoor time and physical challenge Snacks and rest periods helpful for growing bodies
Quick to anger – quick to forgive
Likes rules and logic
Generally content Works well in groups
Classification and collections of interest; likes to organize Able to concentrate, read for extended periods Good problem solvers Proud of Academic products
Good listeners, actively receptive
Enjoys both family and peers
Voracious readers Expressive, talkative, like to explain
Likes clubs, sports, and activities Usually truthful; developing more mature sense of right and wrong, good at solving social issues Cooperative and competitive
Can accomplish tasks in a shorter time due to longer attention span Can do all things by him/herself Can discriminate dangers when engaging in an activity
Moody; sensitive
Vast appetite for food and physical activity Growth spurt of early adolescence for some girls
11 years old
Fine motor capability is good
Constant motion; restless More illness: colds, flu, ear infections Need for more sleep Physical aggression not uncommon
Prefers new tasks and experiences to reflection or revision of previous work Able to abstract Deductive reasoning advances Can establish and modify rules, develop hypotheses Increased ability to decenter and see world from various perspectives
Oppositional; tests limits
Impulsive – talks before thinking Can be cruel or harsh with words
Much Rest needed
12 years old
Growth spurt: signs of puberty Menstruation for majority of girls Food important,
Increased ability to abstract in intellectual pursuits May show emerging ability in a particular skill or content area Can and will see both sides to an argument High interest in current events, politics, social
Impulsive; rude; unaware Loves to argue
Argumentative; debater Difficulty with decisions Appreciates humor Self-absorbed Imitates adult language Extremes of emotion Inclusion/exclusion; height of cliques; seeks to belong
Loves to argue High Energy
Often does best away from home
Sarcasm emerges Double meanings, word play, jokes of intellectual interest Enjoys conversation with adults and peers Peer “vocabulary” (slang) important
Adult personality begins to emerge More reasonable, tolerant than at 11 Enthusiastic, uninhibited Will initiate own activity Empathetic
especially midmorning in school Physical education and sports valued
justice; also pop culture, materialism Research and study skills advance with increase of organizational discipline
Self-aware, insightful Can set realistic goals in the short term Appears secure Peers more important than teachers and parents
References: http://www.parentingme.com/1yrshelp.htm http://childparenting.about.com/od/physicalemotionalgrowth/tp/Child-Development-Your-Nine-Year-Old-Child.htm http://childparenting.about.com/od/physicalemotionalgrowth/tp/Child-Development-Your-Nine-Year-Old-Child.htm
http://www.child-development-guide.com/child-development-milestone.html http://childparenting.about.com/od/physicalemotionalgrowth/a/Your-7-Year-Old-Child-Physical-Development.htm http://www.greatschools.org/special-education/health/731-developmental-milestones-your-7-year-old-child.gs http://www.greatschools.org/special-education/health/903-developmental-milestones-your-8-year-old-child.gs
Red Flags for the Development for Each Area until Age 5 Physical
Age
Fine Motor Skills
Cognitive
Language
Social/Emotional
Gross Motor Skills
1 month 2 months 3 months
Persistent fisting (hypertonia)
Rolling prior to 3 months (hypertonia)
4 months 5 months
6 months
Hands frequently clenched (motor, visual, and/or cognitive deficits, neuromuscular disorder) Not reaching for and holding (grasping) toys (motor, visual, and/or cognitive deficits)
Not rolling Not holding head and shoulders up when on tummy (neuromuscular or neuromotor disorders) W-sitting and bunny hopping (spasticity or hypotonia)
7 months
No visual tracking (visual impairment) No response to sounds (hearing impaired) Not beginning to repeat actions to elicit pleasurable results
Not starting to babble (hearing deficit)
Does not smile or squeal in response to people (visual loss, attachment problems, maternal depression)
Avoids close contact or cuddling Absent stranger anxiety
Inconsolable at night Difficult self soothing/regulating Doesn't attempt to attract attention
8 months
No interest in games like peek-a-boo 9 months
Unable to hold and/or
Not sitting without
No gestures (e.g. pointing, showing,
Not sharing enjoyment with others using eye
Self-help
release toys
support
waving)
Cannot move toy from one hand to another
Not moving (e.g. creeping, crawling)
Persistence of primitive reflexes (neuromotor disorders)
Does not take weight well on legs when held by an adult
Not using 2-part babbles (e.g. mama, dada)
contact or facial expressions (autism, vision impairment)
for all included here (neuromuscular or neuromotor disorders, cerebral palsy) Not sitting independently Not crawling ("commando" crawling-moving across the floor on his belly)
10 months
Inability to localize sound (unilateral hearing loss)
for all included here (neuromuscular or neuromotor disorders, cerebral palsy) 11 months Majority of nutrition is still puree/liquid 12 months
Cannot chew solid food Unable to pick up small items using index finger and thumb
Not creeping (on all fours, what is typically called "crawling") Not sitting upright in a child-sized chair Not pulling to stand Not crawling or bottom
Doesn't search for hidden/removed objects (intellectual disability) Continues to problem solve using repetition actions rather than trial and error (intellectual
No babbled phrases that sound like talking ( No response to familiar words (articulation disorder)
Not performing for social attention (autism, sensorial disorders) Does not notice someone new (intellectual disability, autism, sensorial
shuffling Not standing holding on to furniture
for all included here (neuromuscular or neuromotor disorders, cerebral palsy)
disability, learning disability) Not anticipating effects of actions (knocking over blocks) (intellectual disability, learning disability, autism, ADHD)
impairment) Does not play early turn-taking games (autism)
Not using toys for intended purposes functional play (intellectual disability) Not showing interest in children her age (autism,behavioral problems) Extreme difficulty waiting for desired item (ADHD) Rigidity regarding routine, food items, clothing, etc. (autism) Limited or fleeting eye contact (communication disorder, autism) Persistent mouthing of objects (intellectual disability)
13 months 14 months
Not standing alone (neuromuscular
Not feeding him/herself
disorders)
finger foods
Not imitating body action on a doll (i.e., kiss the baby, feed the baby) (visually impaired, autism, intellectual disabilities)
15 months
Not attempting to use a spoon
Lack of consonant production (mild hearing loss, production problems)
Not picking up and drinking from a regular open cup
Does not use at least 3 words (hearing impaired, intellectual disability)
Not able to pull off hat, socks or mittens on request
Lack of imitation (hearing loss, cognition problems, autism)
16 months 17 months
Not holding or scribbling with crayons (dysgraphia, intellectual disabilities) 18 months
Does not attempt to tower blocks (behavioral problems, intellectual disabilities) Hand dominance (contralateral weakness)
19 months
Not attempting to walk without assistance Not standing alone
for all included here (neuromuscular or neuromotor disorders, cerebral palsy)
Doesn't understand function of common objects (intellectual disability) Continues to mouth or use sensory/exploratory tactics to play (intellectual disability) Constantly moving from one item to another/inability to attend for brief periods (ADHD) Requires constant attention to remain engaged (ADHD)
Lack of protodeclarative pointing (problem in social relatedness) No clear words (articulation disorder, hearing impairment) Cannot understand short requests (intellectual disability, hearing impairment, receptive disorders)
Lacks interest in playing and interacting with others (autism, behavioral problems)
Does not say mama, dada or other names (articulation disorder, hearing impairment, intellectual disability) Not attempting to wash own hands or face
20 months 21 months Advanced noncommunicative speech (echolalia) (autism)
22 months
Not assisting with dressing tasks (excluding clothes fasteners)
23 months Does not have at least 50 words, and use at least 25 (intellectual disabilities)
Inability to walk up and down stairs Unable to run
Not putting words together, e.g. push car
Unable to throw a ball 24 months
Most of what is said is not easily understood for all included here (neuromuscular or neuromotor disorders, cerebral palsy)
(communication disorders, receptive, production and articulation problems)
25 months 26 months
27 months
Not able to match two sets of objects by item (i.e., blocks in one container and people in another) (intellectual disability, learning
Not imitating actions and movements (autism) Not engaging in pretend play (autism) Not showing interest in children her age (autism, behavioral problems) Extreme difficulty waiting for desired items (ADHD) Too passive (autism, inert behavioral problems)
No interest in self-care skills, e.g. feeding, dressing
disability) Not able to imitate a model from memory (i.e., show me how you brush your teeth) (intellectual disability, autism, ADHD) 28 months 29 months Not jumping (neuromuscular disorders) No 2-word spontaneous phrases
Not independent on stairs (up and down) (neuromotor or neuromuscular disorders)
30 months
Not able to match two sets of objects by color (visual impairment, intellectual disability, down syndrome)
31 months
32 months 33 months Not able to deliberately undo large buttons, snaps and shoelaces
34 months 35 months 3 years
Difficulty manipulating small objects e.g.
Not running well Cannot kick or throw a
Not demonstrating simple categorization
Speech difficult to understand
Extreme difficulty separating from parent
Difficulty helping with self-care skills (e.g.
threading beads (cerebral palsy, dysgraphia)
ball Cannot jump with 2 feet together
(learning disability, intellectual disabilities)
for all included here (neuromuscular or neuromotor disorders, cerebral palsy)
Cannot pedal a tricycle Cannot catch, kick or throw a ball
4 years
Unable to use pencils in scribbling or drawing (dysgraphia, intellectual disabilities)
Cannot balance well standing on one leg
for all included here (neuromuscular or neuromotor disorders, cerebral palsy) 5 years
Cannot draw simple pictures (dysgraphia, intellectual disabilities)
Awkward when running, walking, climbing, and using
Not using simple sentences e.g. big car go
Not initiating or reciprocating simple interactions with children her age
Does not ask by name for objects
Abnormal aggression
Repeats phrases in response to questions
Not interested in pretend play
feeding, dressing)
Difficulties in noticing and understanding feelings in themselves and others No understanding of time, or recognizing concepts like "yesterday" and "next summer" (dyscalculia, intellectual disability) Unable to draw lines and circles (dysgraphia, intellectual disability)
Speech difficult to understand Unable to follow direction with two steps
Cannot answer questions in a simple conversation (articulation disorders, receptive disorders)
Unable to play games with other children and agree to rules No spontaneous singing, dancing, or acting
Not toilet trained by day
Unwilling to play cooperatively
Play is different than their friends (autism)
Unable to dress him or herself Unable to go to the
stairs (dyspraxia, physical impairment) Ball skills are very different from other peers (neuromuscular Unable to hop 5 times on each foot Difference between left and right sides of body in strength, movement, or tone (cerebral palsy) Any age
Loose or floppy movements (low tone) or stiff and tense (high toe) (dyspraxia, cerebral palsy)
Unable to follow the rules of a simple game (behavioral problems, intellectual disabilities) Cannot draw simple pictures (dysgraphia,
bathroom without assistance
Concerns from teacher about school readiness Lack of or limited eye contact (autism, visual impairment) Lack of response to sound or visual stimuli (sensorial impairments)
Poor interaction with adults or other children (behavioral problems, autism) Strong parental concern
Significant loss of skills Not achieving indicated developmental milestones
References: http://www.fpnotebook.com/Peds/Neuro/DvlpmntlMlstn.htm http://www.earlyinterventionsupport.com/development/cognitive/default.aspx http://www.uic.edu/classes/sped/sped506/milestones.html http://www.sensory-processing-disorder.com/child-developmental-checklist.html http://www.health.qld.gov.au/rch/professionals/brochures/red_flag.pdf
Unable to help with simple chores
Difficulty telling a parent what is wrong
all from self-help (intellectual disabilities, autism, neuromotor or neuromuscular disorders, or lack of training from caregivers)
