Our charts can help answer questions about whether your child is keeping pace with important developmental milestones. When your “parent’s intuition” is telling you to look further, use these guidelines to educate yourself. Remember… When in doubt check it out!
Speech and Language Checklist
Frequently attends to faces of speakers, and can localize voices. Startles to loud noises and is comforted by familiar voices.
Now clearly associates speech with the face of the speaker. Distinguishes pleasant vs. angry inflection. By six months, stops when he hears “no” and turns to name much of the time.
Recognizes the names of family members, attends to pictures and music, responds to basic gestures, waves in response to “bye bye”.
Now begins to understand simple directions and “where”. Listens to speech for longer periods, gestures in responds to verbal requests, points to 2 body parts
Can select 2 familiar objects, seeks out familiar objects upon verbal request, identifies six body parts or clothes on self or a doll, engages in reciprocal conversation at a basic level.
Understands prepositions, a variety of verbal directions and can answer questions in very simple responses.
Follows a three step unrelated command, responds to most “wh” questions, can identify object by a description containing 2 distinct elements.
Answers “why” questions, understands “not”, comprehends 1000 words, converses easily about recent events and can retell a basic series of events.
Understands 2000 words, enjoys rhyming words, listens to entire stories with good comprehension
Uses several vowels; uses varying types of cries and vocal expression. Laughs, coos and may begin to babble.
Babbling continues to develop, with “p,b,m” surfacing. Begins to intentionally vocalize to others, and babbles several syllables at a time.
Uses 3-4 syllable babbling, plays speech games like Peek-boo, vocalizes to music, begins to imitate, uses some beginning gestures
Says 1-2 words, imitates envir. sounds, imitates names of familiar objects, “talks” to objects and people through longer verbal patterns.
Uses at least 15 words and more consonants. Requests “more” and asks “What’s that?”, frequently imitates words overheard in conversation.
Begins to use 2 word combinations, and uses new words each month. Uses words to gain attention of others and to relay basic information.
Uses approximately 400-900 words spontaneously, uses 3-4 word sentences, begins to use irregular plurals, can tell their name and most of address, can tell a basic story. 50-75% of speech is understood.
Asks questions, uses adjectives and complete sentences, 90% of all words are understood by listener, Vocabulary of 1500 words, counts to three or more, relates experiences.
Uses 5-7 word sentences, can use language to reason and problem solve, uses prepositions, uses temporal (before,after), talks in paragraphs and carries on lengthy conversations.
Motor Skills Checklist
Fine Motor Development:
Lying on back, can visually track a rattle from middle to each side (90 deg.) Looks at hands for 3 seconds, can tightly grasp, holds toy for 30 seconds.
When on back, can extend arms to reach. Can grasp and pull toys, and pick up a rattle.
Can transfer a small item from one hand to the other, and then pick up a second toy with original hand. Uses finger to poke, explore. Can use a raking motion to secure very small
objects/pellets. Crumples paper with hands.
Claps hands, can remove both socks, can voluntarily release a small object into adult’s hands. Can isolate finger/thumb movement to pick up a small item between pads of finger
and thumb without bracing arm on table.
Can stack 2-3 cubes, place 3 simple shapes in a form board and grasp a marker with all fingers around the marker.
Can complete a simple 3 piece puzzle, stack 4-6 cubes and draws a vertical line.
Can build a bridge of 3 blocks, draw a circle and build a wall of 4 blocks.
Can cut paper into 2 pieces, lace 3 holes, can draw a cross and circle with a model and can button and unbutton. Uses a “tripod” grasp (typical writing grasp).
Can color between vertical lines and accurately fold a piece of paper lengthwise with edges together. Scissor control is adequate to cut a basic drawn shape and can draw a circle and a square.
Gross Motor Development:
Bends and straightens arms and legs while lying on back, is beginning to bear weight when held in standing position.
Can maintain balance in a sitting position, can bring both hands to midline while lying on back, can raise arms and legs in smooth movements and can lift arms and legs off surface while lying on stomach.
Can move forward up to three feet using arms, can pull up to a sitting position, can sit unsupported and maintains sitting balance while grasping and reaching for a toy. Can roll from
back to stomach and can lift head while on stomach.
Can maintain balance in a standing position for 5 seconds, can creep on hands and knees on flat surface and over a small barrier.
Can walk up 4 steps, walk independently for 15 feet, can walk backwards, can throw a ball
Can run forward at least 10 feet, can jump, kick a ball forward and can walk sideways.
Can lift both feet simultaneously to jump forward 24 inches, can walk up 4 steps without support, using alternating feet, can stand on one foot for 3 seconds and can catch an 8 inch ball.
Can walk down 4 steps without support using alternating feet, can run and hop forward on 1 foot, can throw a ball overhand at a target from 5 feet away.
Can skip for 8 feet, can stand on each foot for 20 seconds (hands on hips), can complete several sit-ups, can run and change directions without falling.
Reference is made to the Peabody Motor Development Scales (Folio and Fewell)
Sensory Processing Checklist
Auditory / visual (possible “red flags”)
Birth to 6 months
• Unaware of background noise (TV, radio, for example) and/or is easily startled by unexpected noise.
• Is distracted or unable to eat in noisy environment.
• Reacts to all faces the same way (e.g., family vs. stranger).
• Appears fussy or uncomfortable in bright lights.
• Startles at own reflection in mirror.
• Avoids looking at toys.
• Getting child’s attention requires speaking loudly or physical contact.
• Enjoys making noise, either with mouth or objects such a s toys.
• Enjoys moving, spinning or shiny objects.
• Prefers fast-paced, colorful TV programs.
• Avoids eye contact.
3 years and older
• Upset by loud or unexpected noise.
• Ignores others or appears “deaf” at times, though hearing is known to be fine.
• Is distracted by noises others might not notice.
• Enjoys making noise just for fun.
Possible Red Flags at any age:
• Prefers or enjoys being in the dark.
• Often squints or covers eyes in the light.
• Has difficulty finding one object among others.
• Stares or looks intensely at people and objects.
Tactile / vestibular (possible “red flags”)
Birth to 6 months
• Resists being held or cuddled.
• Requires more support for sitting than age peers.
• Becomes upset when placed on back or when head is tipped back (as during a bath).
• Cries or fusses when moved.
• Becomes agitated during activities that require a lot of physical contact or restraint, e.g., hair washing, fingernail clipping.
• Is upset by messy hands or face.
• Unusually picky eater.
• Upset by having teeth brushed.
• Anxious about walking on certain surfaces (e.g., sand, grass, tile).
3 years and older
• Avoids getting messy or touching objects with unusual texture (grass, sand) and/or doesn’t seem to notice mess on hands or face.
• Is sensitive to shirt tags or seams in socks.
• Is bothered by the touch of others and/or touches people or objects to an irritating degree.
• Decreased sensitivity to pain.
• Has difficulty sanding near others.
• Unusually picky eater (sensitive to taste and texture).
• Sniffs or licks non-food objects.
• Unusually sensitive to some odors.
• Gets easily lost.
• Has difficulty staying on task.
• Walks on toes.
• Appears lethargic.
• Rocks for no apparent reason.
• Avoids toys or playground equipment that moves.
• Seeks out movement to a degree that interferes with other activities.
• Frequently bumps into walls and objects.
• Seeks physical or rhythmic activity throughout the day.